diff --git "a/packs/warbler-pack-hf-edustories/warbler-pack-hf-edustories.jsonl" "b/packs/warbler-pack-hf-edustories/warbler-pack-hf-edustories.jsonl"
--- "a/packs/warbler-pack-hf-edustories/warbler-pack-hf-edustories.jsonl"
+++ "b/packs/warbler-pack-hf-edustories/warbler-pack-hf-edustories.jsonl"
@@ -1,1492 +1,1492 @@
-{"content_id": "edustory/579", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "579", "student_age_year": "11 let, 5. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, AJ, ČJ", "teacher_practice_years": "9", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1147", "content": "TEACHING CASE STUDY\n\nBackground:\nremember one student whose misbehavior did not improve at all during the four years I taught him. It was my very first classroom. Already during the first days, it became clear that there would be problems with the student. At the beginning of the year, the students received tools from the school, which I gave them and told them to wear them or leave them at school. Most of the student's supplies were lost within the first few days. The student did not behave in a disruptive manner in class, rather he did nothing and did not listen. Most of the time he just lay on the bench and played with a pen. When I assigned a task, he usually completed it only partially or sloppy. As a rule, he did not carry homework.\n\nSituation (Anamnesis):\nThe pupil's mother died after being attacked by the pupil's father when he was a young child. The pupil's father was then convicted and placed in prison. The boy was raised by his grandmother from the age of 5. The boy never had many friends and was not very social. He often tried to get attention by inappropriate behavior even at the cost of punishment.\n\nTeacher Intervention (Solution):\nFrom the beginning, I admonished the student, I tried to explain to him that he can't just not do the tasks, but it didn't help. He received a reprimand from the class teacher, as well as a reprimand from the principal, but his behavior hardly changed. I tried to motivate him and help him, we talked about what he would like to do in the future and why he has to study now to be able to do what he wants. It is true that since then he started to at least partially complete the tasks, but he still did not pay much attention, sometimes interrupted and did not bring his homework. It went on like this. Seeing that my efforts were not helping, I lost a little motivation to continue. Although I devoted myself to the student, but not so much anymore, because I had another 29 children. I'm a little sorry that I didn't try harder, but if he didn't ask for help, I could offer it to him as I wanted and it wouldn't do any good anyway.\n\nOutcome:\nThe student eventually successfully completed elementary school, even with the occasional benevolence of the teachers. Unfortunately, the student's behavior hardly changed. Although we tried, we failed to motivate and help the student.\n\nStudent Profile:\nAge/Year: 11–15 let, 6.-9. ročník\nHobbies: Čtení komiksů\nDisorders: Neposlušnost,Rušení výuky,Nepracovitost,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences, Support, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1147", "student_age_year": "11–15 let, 6.-9. ročník", "student_hobbies": "Čtení komiksů", "student_diagnoses": "", "student_disorders": "Neposlušnost,Rušení výuky,Nepracovitost,Nepozornost", "teacher_approbation": "Mgr., It", "teacher_practice_years": "13", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/383", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is clever and observant, I rated her as above average, because she is always the first to finish, she tries, she always applies for everything, she is very extroverted, she is not shy at all. But precisely because she is done right away, she often starts to disturb her classmate sitting in the back seat with her, or very often tries to have most of my attention for herself. It's not just a one-time situation, but it happens that he has already prepared an exercise, which was supposed to be checked, but then he shouts because he has no patience with others, he wants my attention and to show me that he can do it.\n\nSituation (Anamnesis):\nheard that she is like that in several subjects, she easily draws the teacher's attention to herself, she asks, especially when she is done, and given that she has no patience with the other students, she would immediately shout the answer herself, so it is difficult to pay attention more attention to others. Of course, it also started to bother the other children after a short time, it seems to me that then they are insecure, most of them prefer to stay away rather than assert themselves somehow.\n\nTeacher Intervention (Solution):\nWhat I tried with the student was that I sat her from the back bench towards me, towards the department, all the way to the front. Now I also give her work when she is done with whatever she has, or I often let her go around the classroom to give advice to the children on what they don't know how to do. So far it's up to date so I'll see where it goes.\n\nOutcome:\nhoped that sitting closer to me would make her feel like I was giving her more of the attention she often requires from me. I think it's working well so far, I don't find her interrupting as intense or what to say. Plus, I give her work after it's done, so that definitely made a big difference. Sometimes I make her my \"helper\".\n\nStudent Profile:\nAge/Year: 9 let, 3.třída\nHobbies: Matematika, koně\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "383", "student_age_year": "9 let, 3.třída", "student_hobbies": "Matematika, koně", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "4 roky", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/584", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, the maid of honor came to me to tell me that a girl suddenly ran out of a group of children playing with stuffed animals and started vomiting and crying. They could not get out of the girl what had happened, whether she was feeling sick or just sick, so the girl was sent home. The next day the girl came to school, but she was behaving strangely. She looked as if something had frightened her and she jerked her gaze towards the boy in the penultimate pew. The girl was avoiding the surroundings, so I thought I wouldn't scare her any more, I just came up to her and told her that if she needed anything, I'd be in my office, I have tea and biscuits there, so she can come and anything to confide In the afternoon there really was a timid knock on the door and that girl came. After talking for a while on a topic that made her feel safe, she slowly began to move on to the reason why she came to see me. The boy in the penultimate bench was said to be showing her some video with naked people on his mobile phone and forcing her to watch until the end, even though she didn't want to. From the brief narration, I immediately understood what it was about, tried to calm the girl down, and after she calmed down, went home.\n\nSituation (Anamnesis):\nThe student who played the video to others probably didn't want to harm others in any way, he was just curious and had to share what he discovered. As it turned out, he had downloaded some pornographic video that he forwarded with the boys in class and while waiting for his parents in the school club, he also showed the video to children who came near him.\n\nTeacher Intervention (Solution):\nI invited the boys who brought and distributed this video to my office. I asked how they got the video and why they wear it to school. One of them is said to have found the video by accident on the Internet and brought it to school to show off to his friends, who of course also wanted the video. It seemed that they regretted the act, they didn't mean it badly and didn't want to get into trouble. The video was deleted from the mobile phones, the boys promised not to wear this to school again. Although I felt sorry for them, how scared they looked and that they regretted their actions, each of them received a reprimand from the class teacher and extra homework as punishment.\n\nOutcome:\nThere was never a problem with the boys in this area. The video seems to have been forgotten and I haven't noticed another offense with them. They are now studying at a gymnasium, where they have no problems. I would certainly appreciate keeping a cool head while dealing with both issues. The approach was professional to both victims and perpetrators. I also consider the idea of an anonymous mailbox to be successful. I would definitely think better about the punishment, it seems to me that these two problems have a different weight of offense, so the punishment should be different in each case and not identical. When dealing with a problem with a bully, I would definitely focus more on the girl after I heard about some problems in the middle of the year to see if she changed her behavior, the fact that the teacher learned that the bullying continued until the end of the school year, I she will come very late, she should have definitely increased her punishment by two for behavior. I would definitely deal with both cases with the parents, I would further grade the bullying with a 2 for behavior, and I would punish the dissemination of pornography with a reprimand from the class teacher. I would also be very impressed by the behavior and awareness of the mistakes of the culprits themselves, if I saw how they realize their transgression and regret it, I would easily reduce/extend the punishment, also according to the subsequent behavior in the following months.\n\nStudent Profile:\nAge/Year: 16 let, 1A/4\nHobbies: Neznámé\nDisorders: Arogance,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "584", "student_age_year": "16 let, 1A/4", "student_hobbies": "Neznámé", "student_diagnoses": "", "student_disorders": "Arogance,Agrese", "teacher_approbation": "Mgr.", "teacher_practice_years": "29", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1174", "content": "TEACHING CASE STUDY\n\nBackground:\nchose a girl who is from a complete family, has two other older siblings, has not been diagnosed with any disorders, has not been to a counseling center, nor do I plan to send her anywhere. She is here in this class now, we are in our third year together and some of the minor problems started appearing in the first class, I can call it \"little physical attacks\n\nSituation (Anamnesis):\nŽačka lives with both parents and two older siblings, so she has to earn her own right. As the teacher says: \"...I think it's because of how she's like vigorous, into everything like hrr and how her two older siblings are like very pushy, and there's a jump from the middle sibling of about 4 years and from that eldest sister by a leap of ten years, I feel. So that she was trying to get attention, and it probably dragged on with her even here at school.\n\nTeacher Intervention (Solution):\nWe started to solve this situation - first I solved it with the little girl, when we talked about it, that it shouldn't and shouldn't be done, what the consequences could be. I tried to solve it calmly, I didn't solve it in front of the whole class, I always kind of took it aside. When we somehow discussed it together and I think it partly helped, but it took a while - the result was not visible overnight and then I think it helped her a lot when I separated the children because they were fighting with each other - little girl with a baby boy. So when I planted them, it also improved a lot. As everyone had their own personality, those personalities simply didn't go together, especially in the first grade, where there were a lot of other new sensations. After that, I talked about it with the girl's parents and the mother, with whom I discussed it in more detail, she said that they were also fighting with her at home about this. And I think it's because of how strong she is, into everything like hrr, and how her two older siblings are like very strong, and there's a jump from the middle sibling by about 4 years and a jump from the oldest sister ten years, I feel. So that she was trying to get attention, and it probably dragged on with her even here at school.\n\nOutcome:\nThe pupil's behavior is repeated, but the frequency is less and less. For example, in that first grade there was a problem every day before we started solving it. But now in the second grade it was, I don't know, once every three weeks, once a month... So the frequency went down a lot there and I think it just takes time, that the personality doesn't change overnight and that she herself he learns to manage his emotions, work with them and it's better. At least from my point of view. So I think you can see the shift there…\n\nStudent Profile:\nAge/Year: 3.C, 8\nHobbies: sport  basketball, lyžování), hry na počítači\nDisorders: Fyzické násilí,Braní věcí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Transfer of student, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1174", "student_age_year": "3.C, 8", "student_hobbies": "sport  basketball, lyžování), hry na počítači", "student_diagnoses": "", "student_disorders": "Fyzické násilí,Braní věcí", "teacher_approbation": "Mgr., Učitelství pro první stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1085", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was a case of student bullying. One year older student transferred to the matriculation year of the four-year study because he was in America the previous year. And so he had to repeat the given year and could not continue with his original class. He was a special student. Very cheerful and tended to hang out with girls more. He liked to laugh and some would say that he was effeminate. So he was an easy target for a group of students. So the main one was the pupil, because he felt that he could be the one who leads everything, because he already lived alone with his father, who was also not at home, because he was serving a sentence at the time. He did not keep in touch with his mother, because she sued his father for property disputes at the time. The student was of legal age and therefore could stay at home alone and was greatly admired by others for this. And they did everything to please him. So the student came up with a plan to bully the student for his own amusement. And they did different things to him. In the beginning, it started with minor bullying, when they took things from him, described notebooks, described textbooks, took his snack, threw his briefcase, verbally made indiscriminate jokes about him being gay, etc. However, this did not affect the student significantly, because he was a fairly mature personality and he knew that this behavior was not normal and that it wasn't about him, it was about them. So he was able to put up with their behavior. But then came a situation that even he couldn't cope with and that the class couldn't cope with either. And the point was that they took a picture of him in the toilet and then sent the photo to all their classmates and even posted it on several bulletin boards at school. At this point, it was a lot for the student because he had a complicated family situation and stopped going to school completely. Since I was his former homeroom teacher, I contacted him and he said he would never come to school again, which I found strange because he was planning to graduate and travel to England. So I started asking, and we found out what happened from two female students in the class.\n\nSituation (Anamnesis):\nPupil - the leader of the class, the gray eminence of the problem, quiet, polite, smart, lazy. Žačka – loyal, naive, trusting. Student - kind-hearted, communicative, vulnerable, represented the position of parent for his younger brother at home.\n\nTeacher Intervention (Solution):\nSo we started solving it at that moment. The first thing we did was to read the given methodical instruction, and then the individual students were interrogated. The interrogation was separate and immediately consecutive when they did not know that they would be \"interrogated\n\nOutcome:\nWe decided to conditionally exclude all three. Unfortunately, it was not possible to conditionally exclude the student, because we basically had no evidence on him at all. One student took a photo of it and another of them sent it out. But the student didn't participate at all, he just had a good time. So we could not exclude the student, but at least he received a reprimand from the school principal. Which in my opinion had no meaning at all. Basically, after he graduated, he came to the director's office to tell us that we didn't have anything against him anyway and that he felt like the winner of the whole situation. From this I gather that it did not turn out well at all. However, for the last two months until the end of school, the students got their wits about them and started behaving decently. They cut ties with the student and even apologized to the student. And then they apologized to the whole class, but then they never belonged to that class again. The student then all returned to school to take the matriculation exam, which he passed successfully. But I think it affected him a lot because he was a very open person and he couldn't understand how something like this could happen to him.\n\nStudent Profile:\nAge/Year: 18 let, 4. ročník SŠ (gymnázium)\nHobbies: Auta\nDisorders: Manipulace,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1085", "student_age_year": "18 let, 4. ročník SŠ (gymnázium)", "student_hobbies": "Auta", "student_diagnoses": "", "student_disorders": "Manipulace,Lhaní", "teacher_approbation": "Mgr., ČJ a NJ", "teacher_practice_years": "19", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/706", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student I first taught in the fourth grade, i.e. in the 9th year of elementary school, was known for his problematic behavior. I knew from the other teachers that there were sometimes problems with him in class, and I myself dealt with him several times for not following instructions or being disruptive in class and talking back. However, these incidents paled in comparison to what happened at the ski course I taught together with two other teachers. The student, together with one of his classmates, were absolutely unable to respect any rules set by the teachers from the beginning of the course. It started when they left for the course, when they arrived late for the meeting, it continued by not observing the time regime on the course, the rules of cleaning and safety in the room, when they did not respect the rules of the cottage and brought their own portable grill to the course, on which they grilled meat in the room at night . Furthermore, they did not follow the safety on the slope, they drove exactly where we told them not to drive and it seemed that they were downright squeamish about the word \"rules\"\n\nSituation (Anamnesis):\nBoth boys were very leadership types, they led the whole class which had a kind of respect for them and the group members were almost afraid to speak up against them. I don't know at all how they did it and why they were so popular, in any case they were not a good influence on each other at all and we always had to solve most of the disciplinary problems with both of them. But I think that one of them was usually the one who stood out more against the rules. As for the rules at home, he probably wasn't very used to them there. He never knew his father and had no siblings, so his mother was alone with him and maybe she didn't want to forbid him too much and be too strict. I know that they didn't always live together in the same household, and that he sometimes slept alone at the cottage, from where he then commuted to school, and his mother therefore didn't have much insight into where he was and how he spent his time.\n\nTeacher Intervention (Solution):\nAfter an agreement with the other teachers, I took the student home from the course. I told my mother that I would pick up the student at home the next morning and take him back to the course, but I asked her not to tell him about it. The original plan was to exclude the student from the course completely, but I generally do not agree with punishments without the possibility of correction, so we decided to give the student a second chance and take him back to the course the next day. But at the same time, I wanted the student to have time and space to think about himself, so we didn't tell him or the rest of the class that we planned to take him back the next day.\n\nOutcome:\nWhen I came to pick up the student the next morning, he was very happy, he even shook my hand, and he subsequently behaved completely differently on the course, along with the whole group. Unfortunately, there was a kind of gap between us, the whole class was already paying close attention to everything they did, and even during their entire further studies, we did not develop a close relationship between us, which I always managed to do with the other classes. So maybe this procedure was too strict, but on the other hand, I think it was needed. From the very beginning, that group constantly tested our boundaries and always went beyond, with the fact that unfortunately it was not enough to say \"look, here we were talking about something, here are such and such rules\n\nStudent Profile:\nAge/Year: 16 let, kvinta (1. ročník SŠ)\nHobbies: hudba, kamarádi\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Transfer of student \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "706", "student_age_year": "16 let, kvinta (1. ročník SŠ)", "student_hobbies": "hudba, kamarádi", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské; Francouzský jazyk a Tělesná výchova", "teacher_practice_years": "10", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1103", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the end of the first year of study, two students in my class confided in me that they were worried about their classmate, who, according to them, wanted to commit suicide. So I sat down with these classmates and had the whole situation described. I learned that a classmate had said several times in their presence that she would kill herself when something failed her, but her friends took it as an innocent joke. Later, however, they noticed a change in her classmate's behavior, she didn't want to hang out with them, she became withdrawn, and finally she started adding strange posts on social networks warning of suicide. At this point the girls decided to inform me of the situation.\n\nSituation (Anamnesis):\nThe classmate was an inconspicuous quiet girl who had average results in school. So far there have been no problems with her. Recently there has been a deterioration in results and withdrawal. While solving the situation, I found out that the parents of a classmate are divorcing.\n\nTeacher Intervention (Solution):\nFirst, I met with the other teachers to find out if they had noticed any changes in the behavior of the classmate, then I met with her as well. First, I told her that I had noticed a deterioration in her results and that it needed to be addressed somehow. I asked why the deterioration was happening. The classmate justified the worsening of the results by frequent absences due to illness and the fact that she did not have time to study for all the written tests. I knew that the classmate was sick more often, but the deterioration happened before that, so I told the classmate that I had also noticed changes in her behavior and asked if something was bothering her. At first, the classmate said no, but then I started asking about relationships in the class, family, etc., and the classmate started crying. Subsequently, she confided in me about her difficulties. Her parents were divorcing and she was under enormous pressure to decide who she was going to live with. Subsequently, her grades deteriorated and her classmate's parents forbade her to meet her friends and she had to study at home. However, she did not feel well at home and therefore her results did not improve even after that. I passed the whole situation on to the school psychologist and informed the parents about it. I told my classmate that she shouldn't be afraid to turn to me if necessary and that if necessary, we can discuss further exams individually. We dealt with the situation together and it was confirmed that talking about suicide was just \"calling for help\n\nOutcome:\nstayed in touch with the parents and the school psychologist and the whole situation calmed down over time and it never happened again.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník SŠ\nHobbies: malování, čtení, umění\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Selfdestructive behaviour\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1103", "student_age_year": "16 let, 1. ročník SŠ", "student_hobbies": "malování, čtení, umění", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., rehabilitační sestra", "teacher_practice_years": "17", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1437", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the past year I happened to notice a group of girls in which one of them was quite self-conscious and I often noticed that the rest of the group made fun of her and did various things to her. I decided to address this because the girl's parents told me that their daughter was trying to join a group of popular girls and that they were keeping her between them just to make fun of her.\n\nSituation (Anamnesis):\n4th year elementary school student, introvert, above average academic performance\n\nTeacher Intervention (Solution):\ntalked to the little girl about why she likes everything her classmates say or do to her. The answer was that they are her friends and that it is normal between friends. I asked her if the behavior of her friends sometimes bothers her. She replied that she was, but that she wasn't saying anything so that they wouldn't stop talking to her. I tried to explain to her that friends don't treat each other like that and that maybe she should try to find better friends. The student just got offended and told me that she didn't want to deal with it with me. After a subsequent conversation with the parents, we agreed that we had to leave the student alone, so that she could figure out on her own that such a 'friendship' is meaningless. I wish I could explain to the student that others are not treating her properly, but she absolutely refused to discuss this topic with me.\n\nOutcome:\nŽačka continued to hang out with the group for half a year, but eventually she found another friend who treated her nicely and stopped hanging out with the popular group. Now he is much happier and more cheerful.\n\nStudent Profile:\nAge/Year: 9 let, 4. ročník ZŠ\nHobbies: Hry, procházky\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1437", "student_age_year": "9 let, 4. ročník ZŠ", "student_hobbies": "Hry, procházky", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr. Aj a M", "teacher_practice_years": "15", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1240", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher was walking down the hall and was stopped by the cleaner saying that what the class was doing was terrible and that she was sick of it. The teacher started to find out what happened. The cleaning lady said that she was cleaning the corridor and part of the class was yelling very dirty words. The teacher knew she couldn't just let it go. She had a lesson in this class right after recess and decided to work it out with the kids right away.\n\nSituation (Anamnesis):\nPupils from the first grade and pupils from the surrounding villages transferred to the second grade, so the collective was divided at the beginning and the pupils were restless. Over the course of a year, it was possible to compare the students and most of the teachers consider them to be a good class. There are above average, average and below average students in the class. There are more boys than girls.\n\nTeacher Intervention (Solution):\nThe teacher asked the students to report the person who was yelling something obscene in the corridor. One student came in asking if ox is a dirty word. The teacher replied that it was borderline and that they could say that to their friends, but they shouldn't talk about it in the corridor and not tell anyone who might be bothered by it. A couple of the boys confessed to other foul language. The teacher called on the class to report others who were shouting something obscene. The children gradually confessed or were accused by their classmates. The teacher told them not to do it again and to apologize to the cleaner.\n\nOutcome:\nAfter the lesson, the cleaner came to see the teacher saying that the children had apologized to her and that she was pleased. In the long run, the teacher was not sure how the situation developed, as the incident happened during her internship at the school.\n\nStudent Profile:\nHobbies: Výlety, hraní her\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1240", "student_age_year": "", "student_hobbies": "Výlety, hraní her", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., biologie, chemie, angličtina", "teacher_practice_years": "25", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/310", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student entered our school only in the eighth grade. From the very beginning, he was not very communicative, at lunch and during breaks he always sat alone and did not talk to anyone. Then, sometime during the beginning of the second semester, when I came to class, there were a bunch of boys standing around his desk, which was suddenly very strange, but I didn't pay more attention to why it was like that. I started class as usual, and as soon as I turned to the blackboard, I heard the sly grins of the boys. When I turned around, they seemed to be doing nothing. But the smiling was repeated every time I turned to the blackboard, but it was still not clear to me what they were laughing about, and when I asked them, no one from the class answered me. Towards the end of the lesson, however, one of the classmates spoke up and told the student to leave it alone, that it really bothered her how it shone in her eyes. So I asked her what it was about, and she said that the student has a laser with him, and he's been shining it all day long, everywhere and in everyone's eyes, and that she's not comfortable at all. So I asked the student to hand over the laser to me. This whole situation with the laser was repeated seven more times by the end of the year, and then it continued even at the beginning of the ninth grade, from which the student left after a month, due to moving to another city.\n\nSituation (Anamnesis):\nThe student lives only with his father and two brothers, one older, the other younger. Their mother died giving birth to their younger brother. He transferred here from another school, and this transfer took place due to a change in his father's workplace. After contacting his previous school, I learned that there were allegedly no problems with him there. The student seemed very introverted and did not seem at all interested in interacting with others in the class. The class he joined was a great team, everyone stuck together, they were popular with the teachers and there was never any disciplinary problem with them.\n\nTeacher Intervention (Solution):\nWhen the laser was first seized, he protested that it was his property and that I had no right to take it from him. I told him that I have no problem returning it to him in the afternoon if his dad comes to pick it up. However, he did not show up. I took this whole situation as a minor offense and did not deal with it any further. But after about 14 days, the student brought the laser again. He used it again in class, after which I warned him that he was not allowed to use it at school and I confiscated it again. He said he didn't care if he got a new one. I had already started to have a nice collection in my drawer, when I confiscated his third, and a colleague from the Czech Republic came with the fourth, I decided to call his father at school. I sat down with him and the student in the office, and I explained the whole situation to dad. His father had no idea that his son was carrying lasers to school, and he didn't even know where he got them. I made him understand that the pupil would be reprimanded by the class teacher, the father agreed with me without any objections, and the pupil responded by saying that he didn't care anyway. His father warned him that he shouldn't talk like that. In June, the situation with the laser was repeated again. I informed my father over the phone, who still maintained that he did not know where the boy got the lasers or where he got the money for them. When the student brought the laser again towards the end of the year, I agreed with the principal that he would be reprimanded by the school principal and we informed the father that the student should start seeing a counselor. When handing over the report card, the student then told me that even if we confiscated a hundred of those lasers, he would still get another one, so we can try as hard as we want. I kind of hoped that he would calm down over the holidays, but I was wrong. The very second week he brought the laser to school again. I confiscated it from him again and repeated to him that he must not wear that thing to school because it is forbidden. His response was a nod of the shoulder. By this time, the laser wasn't even funny to the class anymore, but that didn't deter him from using it either.\n\nOutcome:\nThe whole situation does not actually have a final solution, because at the beginning of October the pupil left our school and transferred to another school. However, it was not because of disciplinary infractions, but because of his father, who again had to move for work.\n\nStudent Profile:\nAge/Year: 15 let, 9 třída\nHobbies: tvorba videí\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Disrespekt,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "310", "student_age_year": "15 let, 9 třída", "student_hobbies": "tvorba videí", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Disrespekt,Nevhodné chování", "teacher_approbation": "Mgr., Anglický jazyk, Německý jazyk", "teacher_practice_years": "10", "problems_annotated": "Nonverbal disruption of lessons, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/869", "content": "TEACHING CASE STUDY\n\nBackground:\nThe girl joined our school in September at the age of 8, joined together with her older brother, who is diagnosed with ADHD. In November, an English language teacher = family speaker joined our school. The girl started gossiping behind the teacher's back that she has big breasts and an ass. During class, she would ignore the lecturer and turn to her classmates, non-verbally showing the size of her voluminous portions. Subsequently, she started calling insults in English directly to the lecturer: big elephant,... The girl had a great influence on the class and so the whole class started mocking her. The lecturer could not handle the pressure and left that day.\n\nSituation (Anamnesis):\nThe girl boarded with her older brother, who has been diagnosed with severe ADHD. So the brother has an assistant with him and his problems are solved more often in the family, so he is given more attention and the girl wants to demand that attention as well.\n\nTeacher Intervention (Solution):\nWe explained to the girl several times that gossiping about someone is not nice and if she doesn't like something, she should make other arrangements. I explained to the girl that when she slanders someone, the other person doesn't like it and it's very uncomfortable for them, but the girl didn't have any words. The girl went for a consultation with the principal and she begged her not to do it. But the girl told the headmistress that she likes the teacher and that she doesn't say any slander. I also held a consultation with the lecturer, but she was very upset about the situation and could not return to school. Subsequently, we introduced the rule that English with a native speaker is only for those who are interested in it and must follow certain rules.\n\nOutcome:\nThe lecturer never returned and moved to America. The girl still ignores some teachers and instead draws in her notebook. She had another problem when she bullied a classmate and again influenced her class to be bullied by more people.\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník SOÚ\nHobbies: Posilování, hry na Playstation\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "869", "student_age_year": "16 let, 2. ročník SOÚ", "student_hobbies": "Posilování, hry na Playstation", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ, aprobace anglický jazyk - zeměpis", "teacher_practice_years": "15", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/781", "content": "TEACHING CASE STUDY\n\nBackground:\nStudent T. physically attacked his classmate during a long break. A colleague who was in charge of the corridor was the first to hear about the situation and immediately informed me. We took the attacked student, who had a visible red spot on his neck after the attack, from the classroom to the office, where he described to us exactly what happened. I immediately contacted his mother, who picked up the student in about 10 minutes and took him to the doctor. Meanwhile, T. was waiting in the classroom under the supervision of a colleague. The whole time he sat in his seat as if nothing had happened. When I asked him why he attacked a classmate, he said he didn't know. His grandmother came to get him in about 15 minutes. After they both left, I started to find out what exactly happened in the class. I asked different students one after the other and their statements coincided. The student took a chair to the back of the classroom and wanted to kick it. A classmate pushed his chair away, so the student attacked him - first he punched him, then he pushed him to the ground and started hitting him in the chest. When the classmate tried to get up, the student grabbed him by the neck and started yanking him.\n\nSituation (Anamnesis):\nEven before the attack, T. had a problem with controlling his emotions and was prone to aggression. So we made an appointment with a special psychologist in the fall. The student spoke openly with her and seemed sincere. He said he has an older brother who beats him for no reason. Although he lives with his mother, he visits his father, who lives in Russia, during the holidays. It is said that his ears often hurt because he had an accident with firecrackers, and his bones also hurt because he had a lot of fractures. The pupil was alone at the meeting with the psychologist, so I arranged another meeting with his mother and older brother, which the pupil did not attend. My mother told me that the student does go to see his father, but he lives in a nearby town, not in Russia. He also never had an injured ear and never broke anything. The brother claimed that it was the student himself who started the fights and he was just defending himself. We advised the mother to spend more time with the pupil and to seek further professional help, for which we gave her contacts.\n\nTeacher Intervention (Solution):\nImmediately after the attack, we contacted the psychologist, whom the student has been seeing since November, and agreed on further cooperation. We also sent the mother to see a pediatrician. During January and February, the hands-on intervention program took place in the classroom. During the holidays, the pupil spent two weeks in a child psychiatry facility. He was diagnosed with a speech disorder (98.5 stutter) that made communication difficult, and as a result he developed various defense mechanisms.\n\nOutcome:\nThe attack took place when the student was in the 4th grade, now he is in the 7th grade. He still tends to be aggressive, but the situation has definitely improved. The student regularly goes to psychiatry and to the clinic of clinical psychology, and is also medicated according to the doctor's recommendation. The other students in the class know the student's problems and know how to communicate with him properly. When a problematic situation arises, in the absence of the student, the class teacher discusses everything with them, but then he does not return to the situation together with the student. In addition, there is always a community circle once a month.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Hlídání bratra, procházky\nDisorders: Krádeže,Nepozornost,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Consequences, Support, Working with the collective\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "781", "student_age_year": "14 let, 8. třída", "student_hobbies": "Hlídání bratra, procházky", "student_diagnoses": "", "student_disorders": "Krádeže,Nepozornost,Lhaní", "teacher_approbation": "Vysokoškolské (matematika, fyzika)", "teacher_practice_years": "7", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1332", "content": "TEACHING CASE STUDY\n\nBackground:\nTowards the end of the school year at the secondary school, a conflict arose between student A and a male student, or rather a silly joke, during which the pupils, while carrying out practical lessons in one of the hotels, punched each other in the elevator. As part of this 'fun', the student had an accident in which his prescription glasses fell to the ground, which subsequently damaged the 'leg' of the glasses. In this situation, there was no witness who could objectively describe the incident. We are therefore based on the information of the above-mentioned students A and that the accident occurred unintentionally.\n\nSituation (Anamnesis):\nStudent A – Self-confident, slightly egocentric and has trouble recognizing authority figures. Student - He is more of an introvert, less initiative type.\n\nTeacher Intervention (Solution):\nOn the day of the problem, both students and their vocational training teacher attended a meeting in the school building with the head vocational training teacher, where they discussed what had happened. The head teacher told them that they should properly receive educational measures for their behavior and given the situation where it was not possible to determine the culprit, they were encouraged to call the parents and tell them that they would share the cost of repairing the glasses. Minutes were written from the meeting. A few days later, the school principal received an email from the student's parents, in which it was written that the glasses could not be repaired and they demanded that the school pay the amount. However, the school objected to this request and the principal told the parents via e-mail that the students had agreed to split the amount in half. Furthermore, parents were told that students are properly trained in health and safety at work, workplace behavior and the school rules, which they are obliged to read and act according to. Given that the damage did not occur in connection with the direct performance of an activity in vocational training, the parents of the injured student were advised to proceed in accordance with the Civil Code and contact the legal representatives of student A and agree on how to proceed further.\n\nOutcome:\nShort-term perspective – Since the holidays came soon after the incident, it was not possible to specify the behavior of Student A and the student towards each other. Long-term perspective - A preventive measure has been taken and students do not work together in the same workplace in the new school year, but attend the same class. Unfortunately, we can't draw any conclusions here either, because the school year has just started. After the head teacher asked the student whether the financial issue of glasses repair had been resolved, the head teacher was told that there would probably be a civil-law dispute between the families.\n\nStudent Profile:\nAge/Year: 17 let, druhý ročník a 17 let, druhý ročník\nHobbies: není známo\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Agreement\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1332", "student_age_year": "17 let, druhý ročník a 17 let, druhý ročník", "student_hobbies": "není známo", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bc., učitelství odborného výcviku", "teacher_practice_years": "27", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/922", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day I was called to the German language class, where a situation occurred where a student threw chalk at a classmate, while she was currently answering in front of the blackboard. He hit her by shouting obscenities at her and hitting her on the head with chalk, without any reason or provocation.\n\nSituation (Anamnesis):\nThe student was a spontaneous student who was not afraid of vulgarisms, expressing his opinions only with the aim of making fun of himself and his classmates.\n\nTeacher Intervention (Solution):\nWe solved the situation with a note in the student book and a conversation between our four eyes only, which proved to be insufficient over time. The notes piled up and had no educational meaning. At the time, I was not aware of what was happening in the classroom outside of class. Over time, the pupil left our school, saying that his parents moved for work.\n\nOutcome:\nThe notes achieved the goal that the student calmed down in classes with teachers who had at least minimal authority over him. But what happened in the classroom, when none of the teachers were present, I learned only after the student left our school. The class opened up and admitted that the student was the bully of the class, he liked to bully the already mentioned classmate, and to that was added the physical aspect of bullying towards other members of the class. After this realization, I was in a slight shock, what was happening behind my back and I realized that this situation or it was necessary to deal with the student in more detail, perhaps even more drastically, and not to wait for this situation to end until he leaves our school with the completion of elementary school in the ninth grade.\n\nStudent Profile:\nAge/Year: 14. , žiak 8. ročníka\nHobbies: motošport\nDisorders: Lhaní,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "922", "student_age_year": "14. , žiak 8. ročníka", "student_hobbies": "motošport", "student_diagnoses": "", "student_disorders": "Lhaní,Šikana", "teacher_approbation": "Mgr., Geografia, Matematika", "teacher_practice_years": "22", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/472", "content": "TEACHING CASE STUDY\n\nBackground:\nhave to say at the beginning that in the second grade there is some problematic behavior in almost every class. The pupils are in puberty and sometimes it is very difficult for them. Personally, I notice the most behavior problems in the 7th grade. I dealt with most of the problems, either by myself or with the help of another colleague, counselor or parents. However, I remember a case that I could not solve. About 10 years ago, I got the ninth graders to tutor because their former class teacher had a serious injury. I had experience with classroom management, but I always went through the entire second grade with a class, I never had a class for such a short period of time. I thought that it would be a challenge for me to get to know the students in such a short time, because I had never taught them, and I was a good support for them when they finished their studies at our base. My fears increased when I learned that I would have a student in my class who was repeating a grade. I suspected that there would be disciplinary problems with the student, but I did not want to approach him with prejudices, but with a clean slate. I hoped that he had learned his lesson when he had to repeat the year. Unfortunately, I couldn't be further from the truth. Already at the beginning of the school year, I began to notice the first behavior problems. The student was very noisy in class and often disturbed the rest of the class. The problems escalated, he often started skipping school, didn't make excuses, had very bad grades...\n\nSituation (Anamnesis):\nThe student I'm talking about was diagnosed with attention disorders, he was also dysgraphic and dyslexic. He was assigned an assistant to whom he became very aggressive over time. Unfortunately, the student visited the pedagogical-psychological facility irregularly, especially the lack of communication with his mother. Not to engage in any leisure activities at school. He went to school in sweatpants, smelled of smoke. Sometimes I saw him outside the school environment with a group of older boys, smoking, listening to loud songs and using vulgar expressions. I believe that his background played a large part in his behavior. No one paid attention to him at home, he was often alone there, so he sought company outside. I think he just got into the wrong party that dragged him down. In my opinion, some of the schooling was completely stolen from the older boys, because they had already completed the basic education.\n\nTeacher Intervention (Solution):\nFirst, I tried to find out why the student does not go to school, why he has no motivation to learn at all. I turned to the parents, that is, only the mother, with whom the student lived, his father did not take part in his upbringing at all and did not interfere in the life of his son. I couldn't call my mother at all, she didn't respond to my emails, messages, the communication was really terrible. However, I finally managed to get her to the school to talk to her about her son's problems. I didn't learn anything at all from the interview, the mother didn't know that her son didn't go to school, because she was allegedly always at work. Little did she know that her son was once again prone to failing multiple subjects. When I tried to find out why she doesn't sign the messages I write to her in the student book, she replied that she doesn't have the time or nerves for that, that it's his struggle. Since communication with my mother was going nowhere and there was no one else in the family to turn to, I tried to interview my classmates to see if they knew about anything. I also consulted with my colleagues, asked how the student behaves in their classes, we were all at a loss. The student showed no interest in the slightest subject, it was no longer in my power to try to motivate him to learn, I really tried. So, as far as the assessment is concerned, he had a lot of relief, I really left him a lot of time, I made his exercises easy. I think I really tried to accommodate him. When he didn't answer even one of my questions during the history exam, I gave him the opportunity to choose any event from history that we discussed, or that he found sympathetic in some way, and he commented on it in more detail, but he always preferred to say that he wanted in five I called him to my office several times and tried to convince him not to drop his entire studies, to take at least the last year, because otherwise he won't even finish elementary school. His aggressive behavior resulted in him punching through the classroom door after talking to the assistant. So he and his mother were summoned before the school board and they were required to pay for the damage.\n\nOutcome:\nwould summarize the result as, although my colleagues and I tried, at the end of the school year the student had about 90 unexcused hours and failed 3 subjects. Although he attended elementary school, he did not graduate. I was very sorry for such a result, but since communication with my mother did not work at all and I did not manage to arouse the slightest interest in him, I was short on solving the situation. Today I think that maybe I shouldn't have yelled at him so much because it didn't lead to anything anyway and he was just more aggressive afterwards.\n\nStudent Profile:\nAge/Year: 15, 9. třída\nDiagnoses: Poruchy pozornosti a aktivity,Dysgrafie,Dyslexie\nDisorders: Lhaní,Záškoláctví,Agrese,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "472", "student_age_year": "15, 9. třída", "student_hobbies": "", "student_diagnoses": "Poruchy pozornosti a aktivity,Dysgrafie,Dyslexie", "student_disorders": "Lhaní,Záškoláctví,Agrese,Rušení výuky", "teacher_approbation": "Učitelství pro 1. stupeň základní školy, Mgr.", "teacher_practice_years": "19", "problems_annotated": "Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/985", "content": "TEACHING CASE STUDY\n\nBackground:\nIn our class, we have a student who, since the sixth grade, repeatedly did not wear aids, did not study, did not pay attention in class, was disruptive. He had a problem with concentration, he kept notes poorly, he had very low motivation to learn, his homework was almost zero. He was satisfied with fours, he was in danger of failing several subjects.\n\nSituation (Anamnesis):\nThe student had below-average academic results, almost no home preparation, rather an introvert, lack of interest in the subject. The class was generally 'problematic', the other three pupils who, together with him, represented some kind of disturbing elements. A teacher's assistant worked with the class, her constant supervision and admonitions were necessary.\n\nTeacher Intervention (Solution):\nWe solved it by constantly drawing attention to the student and reminding him over and over what he should do. Unfortunately, there was no improvement, there was a lot of lack of interest on his part. So we contacted the parents and invited them to the school. At the meeting, we agreed with them on the next course of action. The school offered special pedagogical care from our school special educator. The student started coming to her once a week. His parents began to pay more attention to his home preparation and also provided him with new notebooks. As a teacher's assistant, I supervised during classes that he really kept his notes properly.\n\nOutcome:\nThere was some improvement after these interventions. Since then, he has been keeping his notes quite honestly, and his grades have even improved. Constant supervision in all subjects is still needed, but we are glad that at least some progress can be seen. Now the pupil has entered the eighth grade. The notebooks are well established so far. He will no longer continue in special educational care. However, as a teaching assistant, I will still supervise his note-taking. The results still don't quite match our expectations, but I don't know what more we could provide. He doesn't care and shows it enough, that's why the constant supervision is needed. But that's up to him or his parents. We dealt with it as best we could at the time. And even now, I wouldn't change anything about the solution.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník ZŠ\nHobbies: chození ven s kamarády, počítačové hry\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "985", "student_age_year": "13 let, 7. ročník ZŠ", "student_hobbies": "chození ven s kamarády, počítačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Rušení výuky", "teacher_approbation": "Bc. z oboru Speciální pedagogika", "teacher_practice_years": "2 roky", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/498", "content": "TEACHING CASE STUDY\n\nBackground:\nThe class teacher and the students greet each other at the beginning of the lesson. After sitting down, the pupils listen to the class teacher, but the pupil starts shouting at a classmate in a low voice. He uses offensive words, and after being reprimanded, he starts to get angry with the teacher and shout to defend his violation of the rules.\n\nSituation (Anamnesis):\nThe student comes from a whole family, but dysfunctional in certain aspects. We know of 2 members of the household who had a problem with alcohol and handling aggression. The student often had to disconnect from classes during distance learning because one of the grandparents came to their house in a drunken state and argued loudly with the parent. The current situation and atmosphere in the family are very often reflected on the student.\n\nTeacher Intervention (Solution):\nThe class teacher shouted at the student during the lesson, but she was aware that this alone would not change the student's behavior. At the earliest opportunity, she chose him for a role in class work. The student was given the task of supervising the emptying of the wardrobes and their cleaning. He was entrusted with a shovel and a broom, which he gradually lent to his classmates. They could borrow it only after the student checked the condition of the locker.\n\nOutcome:\nThe student concentrated fully on his role and completing the task. I had a feeling he was happy to be responsible for something like that. At the beginning of the next lesson, he was praised in front of the whole class and for the rest of the day he cooperated with both the teacher and me, respecting the rules and completing other tasks.\n\nStudent Profile:\nAge/Year: 10, 4. třída\nHobbies: Počítačové hry\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "498", "student_age_year": "10, 4. třída", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Mgr. (vzdělávání pro 1. Stupeň)", "teacher_practice_years": "5 let", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1121", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent entered our school in the sixth grade. I became his class teacher. We had math lessons together. The intervention lesson in mathematics was recommended by the pedagogic-psychological consultancy. We met once a week, three times a month I prepared the lesson, once he. He had a deep interest in combinatorics, probability and statistics. A truly exceptionally gifted student. But he had a problem in the team, he was lonely during breaks, he wanted to sit alone on the bench, although the pupils did not bully him, they talked about him as a strange boy. They didn't know what to talk to him about.\n\nSituation (Anamnesis):\nA student exceptionally gifted in mathematics, he handles other subjects without any problems, he is also interested in geography and computer science, he likes sports, he does not like team sports.\n\nTeacher Intervention (Solution):\nDuring one of our joint math sessions, I asked if I could ask him questions that were not related to combinatorics. He agreed. I asked if he knew anything about neuro-linguistic programming? That interested him. And so we talked about it for a while. He said that his classmates' brains probably work differently. According to him, ineffective. I asked him how we could help them. He suggested that he would be willing to come up with some suggestions for improving learning in class. Which happened. His classmates started asking him questions after his lecture, and he happily answered them. After this lesson, the situation in the classroom changed. He began to notice his classmates more. He once told me that he liked the behavior of a classmate in class. She didn't like math, but she reacted humorously to various situations in the classroom. He asked her if he could sit with her. In the seventh grade, I led the Board Games and Logical Thinking Club. There, relations with classmates deepened even more. He had his tactics for winning and was willing to share them with others. He once organized a table tennis tournament for his classmates.\n\nOutcome:\nam happy that I managed to include this student in the team. Of course, it still wasn't ideal. He suffered from migraines, but did not want to leave school to rest at home. He had his own private goal of overcoming pain. At that time, he sat alone, did not let anyone near him, was nervous, reacted inadequately. But in the end he agreed to spend his breaks in my office, where there was no noise and he could relax.\n\nStudent Profile:\nAge/Year: 12\nHobbies: Matematika\n\nAnalysis & Annotations:\nSolutions Applied: Support, Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1121", "student_age_year": "12", "student_hobbies": "Matematika", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "RNDr., matematika - chemie", "teacher_practice_years": "35", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/661", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened about 4 years back. A new student joined my class, who moved with her parents for family reasons. Before her arrival, the class worked well, there were no conflicts between the pupils and their academic results were above average compared to other classes. After her arrival, however, I began to notice that the class was breaking up into smaller groups, between which there was rivalry, the pupils' grades were getting worse and they were taking more chances with the teachers. Of course, I attributed the occurrence of these phenomena more to their puberty than to the arrival of a new student. But it often happened to me myself that the pupil was rude, and two other classmates gradually joined her, who gained courage thanks to her. Within a few weeks, I received several complaints about the student from the parents of the students - she often verbally attacked their children, and several times there was a physical fight between her and one of her classmates. I started to notice similar incidents during school breaks as well. I talked to the pupil several times about her behavior. Once also in the presence of the school psychologist, but without success. I therefore decided to start solving the situation with her parents. I invited them to the school, where I explained the situation to them. But there was a complete misunderstanding on their part, followed by a verbal attack on me, and nothing was actually resolved by the meeting, on the contrary - the pupil had the support of her parents, so similar actions continued to be repeated. After the seventh grade, the student started attending the gymnasium.\n\nSituation (Anamnesis):\nŽačka is a smart girl who excels in mathematics. However, her grades don't match it because she doesn't pay much attention to her studies. One of the possible reasons may be the attitude of her parents, who did not show much interest in their daughter's education throughout the year. In addition, Žačka has moved 3 times during the last few years, which did not help the situation either. It is therefore possible that with her behavior she was mainly trying to appeal to her classmates and win them over to her side.\n\nTeacher Intervention (Solution):\nAs I already mentioned, at first I dealt with the situation only with the pupil. I invited her to my office and tried to find out from her what drives her to her behavior. I don't remember any of the entire conversations anymore because they took place several years ago. But I know that she refused to cooperate with me, so I decided to contact the parents.\n\nOutcome:\nAfter the first interview with the pupil, I noticed that she was more withdrawn in my classes, but the ways in which she had manifested herself up to that time continued.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: Sociální sítě, kamarádi, hudba\nDisorders: Lhaní,Podvody,Provokace,Slovní agresivita\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "661", "student_age_year": "12 let, 7. ročník", "student_hobbies": "Sociální sítě, kamarádi, hudba", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Provokace,Slovní agresivita", "teacher_approbation": "Pedagogické minimum, magisterský obor biologie – přírodovědecká fakulta", "teacher_practice_years": "30", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/323", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was completely normal, but he excelled in physics and mathematics. From the beginning, it was not clear to me why AJ doesn't really try at all in class. He was getting fours, he was sleeping, he was numb, he often looked like he didn't care. On the other hand, he was also very nervous, scattered and it was obvious that something was bothering him. He really drowned in his studies, he had to do something to keep from failing. With each test, his condition worsened and his lack of interest only deepened. Failure discouraged him from any cooperation and interest in the subject. He was sweating profusely and couldn't string a sentence together, stuttering and his voice shaking. Sometimes he looked for other activities, got angry, exploded, lost control of his own behavior and sabotaged class. In the end, he was already staring into space, falling asleep and not paying attention, totally ignoring the action around him. He kept his eyes downcast and was aloof. I sensed that all the excesses, interruptions and inattention, i.e. all the student's problematic behavior, were caused by his low self-confidence regarding languages. It was a cry for help, a kind of defense mechanism and a hidden fear of failure. The student came from a poorer family, they had a farm and a farm, he lived with his family in a small village about 20 km from the school, he commuted daily. However, he always walked cleanly and neatly when dressed. You wouldn't recognize it as a background. In class, he was mostly in contact with boys, he was averagely popular and did not cause conflicts, he never fought or attacked others, in the eyes of others he was seen as intelligent, because many did not master mathematics and physics with such clarity. That's why his behavior didn't seem great to me. It didn't match his behavior in my classes. It's like he's two in one. Like he was on a button. But what was the trigger? As far as absences are concerned, it was more of a miracle when he was sick and absent from school, his attendance was flawless. He never avoided classes or tests, went to class on time and always had his textbooks with him, completed assignments as much as possible, even with mistakes.\n\nSituation (Anamnesis):\nstarted researching why these situations occur. The only way I could think of was a joint consultation in private. The student was very vulnerable, he didn't want to look stupid in front of the class, embarrass himself and come alone. So I was the first to show an interest in correction and, above all, help. I cared a lot about him, and I could see that he was struggling. So I invited him to my office, where I told him that I was not satisfied with his behavior and asked what was going on. \"I just can't handle it, I can't get it into my head. I'm trying, but I can't. I can't handle it.'' he replied contritely.\n\nTeacher Intervention (Solution):\ntried to support him. \"Sometimes that's just the way it is. Some people have talents in a different direction, but that doesn't mean we can't do it together. I can provide you with extra materials for homework or something. If you practice… and I can see you want it more than the students who excel in this subject… you can improve a lot. I'll help you if you're worth it. I can offer you tutoring after school. We can handle everything, we won't push the saw, it will take some time, but that doesn't mean you can't do it. I trust you.'' I further emphasized that I know he's a great boy, that he doesn't want to cause problems, that he just worries and kicks around. \"It would be great to use that stubborn energy in something positive. You have to bite the bullet and fight. Little by little.'' I held him and directed him. She showed him that I understood and sympathized with him. Every correct solution to the task and practice motivated him to change. He came regularly. He really wanted to see improvement. It was a pleasant surprise.\n\nOutcome:\nThe student began to get not only good grades, but also the confidence to speak in front of the class and cooperate. He realized that mistakes are also a form of learning and are a sign of progress. Over time, his classmates began to notice his achievements. Many of the best in the class even admired him. I could tell a huge change, I was proud of him and I will remember him. He became an active and very diligent student, his problems disappeared, he actively participated in lessons, spoke and looked forward to every lesson. You improved your grade by two grades.\n\nStudent Profile:\nAge/Year: 18 (3.ročník gymnázia)\nHobbies: Počítače a počítačové hry, technika, anime, matematika, fyzika\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nesoustředěnost,Spaní v hodinách,Sabotáž\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "323", "student_age_year": "18 (3.ročník gymnázia)", "student_hobbies": "Počítače a počítačové hry, technika, anime, matematika, fyzika", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nesoustředěnost,Spaní v hodinách,Sabotáž", "teacher_approbation": "Ing. (aprobace jazyk anglický)", "teacher_practice_years": "20", "problems_annotated": "Emotional outbursts, Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/426", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student's problem started in the 2nd grade, when a large part of the second year took place via distance learning. The boy repeatedly disrupts other children's lessons with his inappropriate behavior. He doesn't listen, you can't agree on anything with him, he doesn't have a brake in him when the other students know that certain things are not allowed. The boy's case may be related to the issue of single-parent families, the upbringing of children is inconsistent here. The boy currently lives only with his mother, and visits his father only occasionally, so it is possible that his upbringing was not ideal even in early childhood.\n\nSituation (Anamnesis):\nThe boy is a frequent cause of conflict in their class. He starts fights with other students, likes to poke others for no reason. In the school toilets, he climbed the window, scribbled on the wall, took things from the children without permission. He took a pen, put it on his forearm and told everyone he was injecting drugs. Other students in the class also complain that he speaks profanity and that he is rude. Pupils who want to learn pay for his bad behavior, the need to constantly reprimand the boy greatly complicates, delays and makes others uncomfortable. Nevertheless, it cannot be said that he is unpopular in class, the children have fun with him.\n\nTeacher Intervention (Solution):\nThe boy's class teacher chooses a milder punishment - i.e. a note in the diary - in cases where it is a question of repeated interruptions in classes all day long. However, as soon as the boy collects more than five such notes, he calls his mother to school. In the case of more serious offenses by the pupil, he calls the parents immediately, or immediately convenes the educational committee. The boy disturbs the other children and makes teaching uncomfortable for everyone, so it is difficult for the teacher to choose approaches such as non-violent communication or a school without losers, and she usually reacts very strictly. The teacher always tries to be nice to all the children and she likes them very much, but because the third grade curriculum is always difficult for the children and she is still catching up with the distance learning curriculum, she does not have time to deal with the boy's inappropriate behavior at length in class, so that others the pupils did not suffer even more. The problem was solved in such a way that the boy's class teacher was even forced to convene an educational committee twice a school year, where together with the boy's mother, they solved the problem. The student received a recommendation for an examination in a pedagogical-psychological counseling center. The school board also recommended this visit. The pupil's mother does not respond to the recommendations, nor to what she as the class teacher and the special pedagogue recommended, and she has not yet visited the counseling center with her child. The student received a disciplinary sanction, at the end of the second grade he was reprimanded by the class teacher.\n\nOutcome:\nUnfortunately, the result of the solution is zero, the interview with the mother showed that the boy never had to listen at home, the parents let the boy have too much freedom and his bad behavior is now the result. No one told the boy what was right and what was wrong. He knows no boundaries because no one has guided him in this. A few days after the meeting with the educational committee, the pupil's behavior was milder, but before long his behavior returned to his old ways. Now the pupil has returned to school after the holidays and his problematic behavior persists. This boy's behavior problems are already long-standing and difficult to solve when the family does not cooperate with the school and professionals.\n\nStudent Profile:\nAge/Year: 9 let, 3. třída\nHobbies: Žák má velice rád sport, pravidelně navštěvuje fotbal\nDiagnoses: ADHD\nDisorders: Arogance,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "426", "student_age_year": "9 let, 3. třída", "student_hobbies": "Žák má velice rád sport, pravidelně navštěvuje fotbal", "student_diagnoses": "ADHD", "student_disorders": "Arogance,Vulgární vyjadřování", "teacher_approbation": "Magisterské (Učitelství pro 1. stupeň základní školy)", "teacher_practice_years": "34 let", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/939", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the first year was that there was a student in the class who is explosive. He also has problems at home and when something happens, he quickly flies out because he is used to solving problems at home with force, shouting and aggression. Because he was weaker, others made fun of him, which I tried to solve with them. Maybe I didn't explain enough to them that he needs to get used to it and has his own problems. He had a friend who provoked him, and he waited for him in the toilet and took a ruler on him. He cornered him in the corner of the booth and softened him with the ruler.\n\nSituation (Anamnesis):\nThe aggressor who provoked the situation knew that the student was explosive and deliberately provoked him. Everyone demanded that the student be punished by the school principal, but I told myself that it was not necessary and spoke to him calmly. I explained to him what provoked the situation and that problems cannot be solved with aggression.\n\nTeacher Intervention (Solution):\ntold the student that if something was going on, he should come to me and try to solve it calmly. Nothing like that has happened since. When I spoke to him alone, his eyes were down and he was sorry, but he couldn't show it. I think it's not his fault, but the fault of parents who solve problems with aggression.\n\nOutcome:\nI managed to handle the situation well. There was a starter student in the class, but nothing like that happened again after our conversation. In English and Czech, when they wrote essays, it was seen that they solve problems aggressively at home, which the student admitted. We also discussed it with his mother, but it's a special family environment.\n\nStudent Profile:\nAge/Year: 11-12 let, 1. ročník na gymnáziu (osmi-leté studium)\nHobbies: __________________\nDisorders: Emoční labilita,Hyperaktivita,Impulzivita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "939", "student_age_year": "11-12 let, 1. ročník na gymnáziu (osmi-leté studium)", "student_hobbies": "__________________", "student_diagnoses": "", "student_disorders": "Emoční labilita,Hyperaktivita,Impulzivita", "teacher_approbation": "Mgr., Matematika, anglický jazyk a deskriptivní geometrie", "teacher_practice_years": "19", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1506", "content": "TEACHING CASE STUDY\n\nBackground:\nAlready in the first grade, I noticed small nuances in my students' social behavior, but I knew that the big reason was the fact that the children spent a significant amount of time at home in quarantine instead of socializing in kindergarten, especially during such an important period such as preschool age. However, this student of mine began to deviate quite a bit, and as time went on, problems began to arise with him. I repeatedly heard from other children how the student did something, took something from someone, or said unpleasant things to someone. Suing is of course something that I try to teach children not to do, but at the beginning of the first grade they mainly get to know the children and we are not so clear about the rules yet, because I am talking about the first weeks of school. So I started to observe his behavior more and noticed the situations he does, such as a more aggressive reaction to classmates.\n\nSituation (Anamnesis):\nThe student also did things that he subsequently denied, or invented situations that did not occur at all. The student comes from a complete family, was born in Ukraine, but has been growing up in the Czech Republic since childhood. He likes to read, do karate and go to nature. He has no siblings and had no problems in society from his parents. However, as the pupil and his peers were significantly affected by the lockdown, he spent the preschool year at home. However, his family environment did not appear to be problematic, after talking with his mother, I thought that his parents paid enough attention to him, so the problem arose in the first grade when he started school and among a team that he was not used to, and because of this, they most likely began to manifest his behavioral disorders.\n\nTeacher Intervention (Solution):\nWhen I started to notice the student's behavior, at first I dealt with it only with him and tried to teach him the right behavior in the team, but the lying and disagreements kept repeating and I contacted his parents, who pointed out the problems and met with them. After mutual agreement and my recommendation, we made an appointment with a psychologist. The first session was successful and the student started visiting the psychologist regularly. It was the first possibility that could find the reasons why the student behaves like this and, above all, help him to stop it.\n\nOutcome:\nAs the pupil is still very young, we probably started dealing with his behavior at the right time. After repeated visits to the psychologist and the application of various procedures within my lessons, such as group games to bring the collective together or group work in subjects, his behavior improved significantly and the student stopped lying and began to value things and his classmates more. In this way, it was gradually possible to correct the pupil's behavior, which was most likely due to the remote preschool age and also due to the lack of socialization before starting school. Until now, it sometimes happens that the student does not behave quite correctly, but it cannot be compared to the behavior I observed at the beginning of the first grade.\n\nStudent Profile:\nAge/Year: 7 let, 2. ročník\nHobbies: čtení, příroda, karate\nDisorders: Lhaní,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Lying and cheating, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1506", "student_age_year": "7 let, 2. ročník", "student_hobbies": "čtení, příroda, karate", "student_diagnoses": "", "student_disorders": "Lhaní,Agrese", "teacher_approbation": "Vysokoškolské, titul - Mgr.", "teacher_practice_years": "15 let", "problems_annotated": "Emotional outbursts, Physical aggression, Lying and cheating, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1478", "content": "TEACHING CASE STUDY\n\nBackground:\nnoticed that something was wrong when I was substituting at our elementary school. On my first day of teaching, I walked into a classroom full of children who seemed completely fine and seemed calm to me, except for one. I noticed a girl sitting in the back pew who was constantly sewing with herself. As soon as I greeted the class, I could see that something was wrong. She didn't even greet me properly, she looked very annoyed and you could see that she had some kind of problem. The first thing I did was to move her and her seatmate to the front, because it seemed logical to me that such a student should sit in the front. On that account, she started arguing with me, that she wouldn't go anywhere, that she could sit wherever she wanted. This is where her great opposition to me, as a teacher and thus a certain authority, became apparent. We started the lesson with a task that they had to prepare at home. The task contained several longer exercises that tested spelling knowledge. So we gradually started reading, and every time it was her turn, she didn't know where we were. Although she had a task, she paid absolutely no attention to what was being done at that moment, on the contrary, she still disturbed the others, especially her seatmate, who was also very bothered by it, so I separated them so that she could have peace of mind. As for some collective position in the class, the kids didn't like her very much, on the contrary, they made it quite clear to her not to annoy them, to pay attention and stop disturbing them. As for her grades, they weren't terrible, on the contrary, I'd say they were average, even slightly above average. The latter mainly spoiled her dictation and longer exercises, during which she had to concentrate much more than, for example, with the supplementary machine. But what really surprised me was during that hour, when I warned her not to disturb, I heard her whispering curses to herself, which of course were directed at me. And it was very rude swearing. Of course, I understand that it is not easy for her, because as I later found out, she has been diagnosed with ADHD, but that does not give her the right to curse. I called my parents on that account and informed them about the whole situation. But they replied that the fault was on my side and in my teaching methods, that everything was fine with their daughter. That's what the pupil's mother told me. But the father also joined the debate, saying that he behaves exactly the same at home. After that, both parents started arguing and cursing, which clearly showed me where their daughter got it from. Then it came out that they were getting a divorce and their daughter was taking it very badly. Also, in my opinion, a big problem is that their daughter is the best and most worthy child in her mother's eyes, so she allows herself to be dictated to. That's the main problem. She only hears criticism and some kind of moral rebuke from her father and teachers, so I think she has simply resigned herself and told herself in her head that everyone except her mother is united against her. So, in my opinion, she lacks the word of her mother, as a woman, certain advice and, of course, also certain moral rebuke.\n\nSituation (Anamnesis):\n9th grade student, diagnosed with ADHD syndrome and regularly visits a psychological counseling center. He has a big problem with maintaining attention during any activity. Whether it is a school or extracurricular activity. As the parents no longer know how to deal with her, there was a minor resignation for them, especially for the father, who does not have enough patience. Outside of school, the student attends a gymnastics club and plays the flute. Her inability to concentrate is ruining her school grades. In addition to lack of concentration, he shows signs of vulgar behavior and a loss of respect for authority.\n\nTeacher Intervention (Solution):\nFor me, an individual approach is always very important, and that's what I did. After an unsuccessful meeting with the parents, I met the student in the office. I asked her questions that mainly related to what she disliked about my teaching and what she would like me to change. I told her that I wanted to get along with her not only during substitute classes, but especially outside of classes in the corridors of the school. She told me that she was so glad I called her because she has a problem with every teacher, but no one has ever tried to ask her what is really bothering her. I suggested to her that whenever she feels bad or wants to help with something, she should call and be calm and we will discuss everything calmly, even over coffee. Of course she accepted the option.\n\nOutcome:\nSince I was substituting for the class, I coincidentally became their class because their teacher had left the school. It was an absolutely ideal situation for me, as I could fully devote myself to this whole situation. Right from the first lesson, I saw a huge shift in the fact that the student sat by herself in the front. Although together with her co-sitters, as far as the disturbance is concerned, it has become much quieter. It happened to me several times that she interrupted again, but every time I reprimanded her, she took it respectfully and was quiet. Another shift I observed was that by trying to stay focused, she didn't get lost in the subject matter and between the lines. We've gone through several classes since then and each one gets better and better. I am very happy that I was able to monitor the progress in the collective area as well, where more pupils were having fun with the pupil, and even when I came to class earlier during the break, she was chatting with her friends and not making a fuss. For me, this whole situation is actually a good indicator that an individual approach to students is really necessary and can change many things for the better.\n\nStudent Profile:\nAge/Year: 14 let, 9.třída ZŠ\nHobbies: Hra na flétnu, gymnastika\nDiagnoses: ADHD\nDisorders: Lhaní,Rušení výuky,Neúcta k autoritám,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1478", "student_age_year": "14 let, 9.třída ZŠ", "student_hobbies": "Hra na flétnu, gymnastika", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Rušení výuky,Neúcta k autoritám,Nevhodné chování", "teacher_approbation": "Mgr., český jazyk a občanská výchova", "teacher_practice_years": "5", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/901", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student complains at home that being at school is stressful for her and she does not want to go to school because her classmates make fun of her because of her ethnicity. While neither I nor any of the other teaching staff noticed this situation, on the contrary, we noticed the inappropriate behavior of the student towards her classmates and also the failure to fulfill the assigned tasks.\n\nSituation (Anamnesis):\nThe girl comes from a mixed family where the mother is of Roma origin and is currently unemployed and takes care of the household while the father is busy with work. The female students at school are not diligent students, on the contrary. However, she is not the only one in the class who is of Roma origin.\n\nTeacher Intervention (Solution):\ntried to resolve the whole situation with the student's mother. I explained to her that the student is often not ready for school and the ridicule of her classmates tends to go in that direction. If a student finds independent work at school demanding, she does not work at all and hides her school notebooks at school. I offered my mother the help of a teacher's assistant, who motivates and helps the student in independent work using the first step method, and at the same time checks her when assigning homework, and also starts working on the homework with her at school, and the student only completes the task at home.\n\nOutcome:\nThe girl agrees with the help of the teacher's assistant, she feels better because she has her things in order, and at the same time, a kind of ridicule from classmates, which was demonstrably not related to the ethnic origin of the student, disappeared. I'm just worried how long this solution will last.\n\nStudent Profile:\nAge/Year: 9.let 3.třída\nHobbies: nemá\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal aggression\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "901", "student_age_year": "9.let 3.třída", "student_hobbies": "nemá", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magistra v oboru učitelství 1.stupně", "teacher_practice_years": "36", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1410", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student repeatedly gets into conflict with classmates, accuses the class of long-term bullying, does not show unkind behavior towards the student among classmates in the class. A video with a female student with sexual content should also have been published. The student stopped going to school, her parents always excused her from classes. The mother eventually informed the class teacher that the student was changing schools and sent a letter describing how the class allegedly treated her daughter. It has not been confirmed whether the student was really bullied in class.\n\nSituation (Anamnesis):\nThe student misses classes for a long time, has poor academic results. She often causes conflicts in class and complains through her mother about being bullied by her classmates, she finally decided to leave the school.\n\nTeacher Intervention (Solution):\nThe case was opened several times in class, the class teacher also talked with some specific students individually. The mentioned student and her mother were invited by the class teacher several times for an interview, they did not show up and only communicated via e-mail. After receiving information about the transfer to another school, the situation was closed without a concrete solution within the class collective.\n\nOutcome:\nThe class teacher and the class ended contact with the student. She did not deal with the situation itself after her departure.\n\nStudent Profile:\nAge/Year: 15 let, 4. ročník 8letého gymnázia (SŠ již pravděpodobně ukončila)\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems, Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1410", "student_age_year": "15 let, 4. ročník 8letého gymnázia (SŠ již pravděpodobně ukončila)", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Český jazyk a literatura, Dějepis", "teacher_practice_years": "28", "problems_annotated": "Attendance problems, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1223", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught a seventh grade class. We were supposed to write a test on difficult subjects, so I prepared such an activity for the rest of the lesson. It was more of a game. I wanted the students to take a break from the complex subject matter and clear their heads a bit. When I came to class and handed out the tests, it was quiet. Everyone was focused because it was an important grade. After the test, the activity started. I spent a lot of time preparing it. That's interesting, from my experience, if I really prepare something and put a lot of work into it and then look forward to teaching the lesson, it always turns out completely wrong. When we started to play, a few people decided not to do it and totally destroyed the morale of the class. If it wasn't an activity that I prepared so hard and that I knew they would enjoy, I probably wouldn't have dealt with it like that. It was only ten minutes to the end of class and we really didn't have to discuss anything. In addition, the students were already exhausted and at other times this class is without problems. But now it bothered me. I saw that most of the students wanted to work and that they enjoyed it. I came to a group of disruptive students and stood up to them. I told them not to disturb the others, they calmed down for a while and then I left again. After a while, the noise started to spread through the whole class again, again from the same place, and after a while, one particular student started laughing loudly.\n\nSituation (Anamnesis):\nstudent who laughs out loud – A student of average intelligence, has no problems with other students, rather extroverted. The student provoking the laughing student - extrovert, average intelligence, has no problem talking to anyone in class.\n\nTeacher Intervention (Solution):\nI moved the student, who started laughing out loud, to the front bench, saying that I had already reprimanded him. The student looked hurt and tried to explain that he was not to blame, but I didn't let him. So he sat forward and began to work, offended.\n\nOutcome:\nThe noise in the classroom stopped and there were only a few minutes left until the end of the class anyway. At first I was satisfied with the solution even though I was dialed. But after a lesson, a student who was sitting on a bench with a punished student came to me. He looked taken aback and asked if we could go down the hall. So we went. There he apologized to me and said that he was the one who started interrupting in the beginning, that his classmate wanted to work on an activity, but then they started talking. When I warned them, they stopped. But then he started to provoke him again Even though he told him to stop it. Finally, the punished student couldn't stand it and laughed at his joke, after which I replaced him. After this conversation, I spoke with the punished student, that I had made a mistake and that I am sorry.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nHobbies: Sport, hudba\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Transfer of student, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1223", "student_age_year": "13, 7. třída", "student_hobbies": "Sport, hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Zeměpis", "teacher_practice_years": "15", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/142", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose about a year after I graduated from university and went to teach German at primary school. From the beginning of the year, the student showed a strong dislike for the German language, so she was disruptive, did not bring aids or perhaps annoyed the students around her. One day she was annoying enough that I planted her, which I really hate to do, because it doesn't seem like a solution to the problem, but I was already quite desperate. I sat her alone in the first desk right in front of my teacher's desk. When I was explaining the material and walking around the class, she stole my pen from the table, took it apart and returned it. I walked back to my desk, said it wasn't very funny and continued teaching. I gave them exercises to complete. When I got up again, my pen had been stolen and taken apart again. I went back to the table, folded it up and went back to check how the students were working. When I got to the student who was stealing my pens, I found out that she hadn't done anything the whole time. I told her about the student and wanted to give her a five for the activity, when I told her, she said, I quote, 'I don't like your German, you're a shitty teacher'. She recognized that I was already furious, I wanted to take my pen, but I found out that she had stolen it from me. So I took her pen, which was lying on top of her notebook, and wrote both a high five for the activity and a note that she was rude to the teacher.\n\nSituation (Anamnesis):\nstill don't know much about the student. She was really very smart, without studying, without notes and without everything, she had straight A's, always and in everything, she represented the school both in mathematics, physics, natural history, Czech, and sports Olympiads. She held three school records, if I'm not mistaken, two of which she still holds, in the 400m and the high jump. She just always needed to be the center of attention, but she had self-esteem issues. Even though she was demonstrably very smart, she even belonged to the mensa, so she didn't believe in herself at all, she thought she was stupid because her brother was supposedly smarter.\n\nTeacher Intervention (Solution):\noutlined the dialogue in the previous point. First I sat her down, then she suffered for a while from her bad manners and the fact that she was making fun of me, then I couldn't stand it completely and unfortunately I didn't solve the situation as I would have liked, because it wasn't professional and it didn't teach her at all, because she made nothing of it. She was a student who previously had 15 A's and one A's for an activity, I wouldn't mind that either. And she was still such that she didn't care about grades, she got A's because she was smart, not because she wanted to.\n\nOutcome:\nNothing changed at all after the incident, except that the student had my pencil and I had hers. Even in the long term, nothing changed, she didn't work, didn't take notes and was disruptive during class. The only thing that comes to mind after that time is that I can take something from it, because I know that I wouldn't want to behave like this anymore. She may have had some self-esteem issues, but otherwise I wouldn't diagnose her with anything.\n\nStudent Profile:\nAge/Year: 11 let/ 5. ročník\nHobbies: sport, často tráví čas s bratrem\nDisorders: Rušení výuky,Nepřipravenost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Transfer of student \nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "142", "student_age_year": "11 let/ 5. ročník", "student_hobbies": "sport, často tráví čas s bratrem", "student_diagnoses": "", "student_disorders": "Rušení výuky,Nepřipravenost", "teacher_approbation": "Filozofická fakulta Univerzity Karlovy/ Obor Český jazyk a literatura", "teacher_practice_years": "20 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/372", "content": "TEACHING CASE STUDY\n\nBackground:\nThe behavior was very unstable at first. Some days he was a model student who tried to be active in class and always reported. After a few months, he began to behave aggressively towards his classmates during breaks, who did not want to talk to him after that. He became disruptive and stopped being active in class. I had to constantly remind him of that. He was forgetting his homework.\n\nSituation (Anamnesis):\nThe student is very intelligent and clever. Already in the 2nd grade, he was reading faster and better than his classmates. He always knew the right answer and was ready for class. A very ambitious and exemplary student.\n\nTeacher Intervention (Solution):\ntried to figure out the cause of the sudden change in behavior. I didn't like such a sudden change in behavior. Considering that there were no SPU or other disorders, a visit to a specialist would not be a suitable solution. That's why I had a private talk with the student after class. During the interview, I found out that the student had a sister, so he was forgetting to bring his homework and trying to get any kind of attention, which he obviously required from anyone. I called his mother and made an appointment with her. I explained the student's behavior to her. The mother did not show much interest in the student's welfare, nor did she care about the consequences that the student's behavior might have. That's why I offered to help the student myself. I told him that if he needed some space to focus on homework and reading, he could stay in the classroom with me some days after school and I would help him if he needed help.\n\nOutcome:\nAt first, the student did not take advantage of the offer. It took a few weeks before he asked me if we could stay after school once a week for now so he could get ready for the next day. After that, the student calmed down and stopped being aggressive, and his classmates accepted him again. Unfortunately, however, his benefit still deteriorated. He wasn't doing his homework and wasn't as well prepared for tests as he used to be.\n\nStudent Profile:\nAge/Year: 11, 6. ročník\nHobbies: Četba, fotbal\nDisorders: Agrese,Asociální chování,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "372", "student_age_year": "11, 6. ročník", "student_hobbies": "Četba, fotbal", "student_diagnoses": "", "student_disorders": "Agrese,Asociální chování,Fyzické násilí", "teacher_approbation": "Mgr.", "teacher_practice_years": "20", "problems_annotated": "Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/463", "content": "TEACHING CASE STUDY\n\nBackground:\nfew years ago, I was given a first grade class that included a little girl who barely made it to the first grade registration date. From hearsay and from conversations with my colleagues from the kindergarten, I received information that it will probably be a bit more difficult with the little girl, because she is not yet fully matured and, according to my colleagues' opinions, she would need a delay. Ambitious parents, and especially the mother, rejected this solution and believed that their daughter would be able to attend school. So I was preparing that this little girl might need individual care with an increased need for my help and control. At the same time, however, I expected the parents to know their daughter and to be able to reasonably judge whether their own child has enough mental abilities to withstand the change in the educational environment and system and the increased demands that come with it. Already during the first weeks of September, I began to notice that the little girl was really not enough for others. I also tried to communicate with the parents and convince them whether they want to allow the girl to repeat the year, because she herself would be relieved and could 'grow up' in peace. However, they stubbornly insisted that they were also learning at home with their daughter and, according to their opinion, she was handling everything to a sufficient degree, but this was not reflected in her school speeches. It was quite evident that the given sections of the reading are an unknown text for the student and she has a big problem with recognizing individual letters. The student began to be resigned to school activities. She began to neglect her preparation, her activity and effort in individual classes decreased and she did not respond to my or my colleagues' suggestions and efforts to involve her.\n\nSituation (Anamnesis):\nlittle girl came to my first grade, who was already smaller in appearance and somewhat more developmentally retarded than the other children of her grade. It wasn't of a dizzying magnitude though, but you could tell she wasn't nearly as confident in some moves as her classmates. She spoke appropriately for her age, but morphological and syntactic errors appeared to an increased extent, but they did not prevent a full understanding of her message in most cases. She was active and hardworking. The kind of little girl who treats you a bit like an older friend - she wants to talk to you about what they ate at home, what her doll's clothes are like and where they went on a weekend trip with their grandparents. She was very communicative and involved a lot in collective events. She then tried her best in class, often reporting despite the fact that her answers were often incomplete or incorrect. However, it did not diminish his enthusiasm and interest in learning. However, over time and as the curriculum progressed, it was discovered that she herself was nowhere near as far along as her classmates. She began to notice it and her disappointment was coming. The active, loud and communicative little girl became a gray mouse in the corner, who stopped getting involved in the events around her, stopped trying, and even the progress she made began to stagnate until finally she started to recede and the little girl almost stopped moving forward and developing. From the conversations I had with her parents, it was evident their effort to raise a capable child who 'will not fall behind'. This is how they perceived the year that she would gain by postponing compulsory schooling. They thought that she would get too old in that year, she wouldn't get along with younger children, and even later in life (high school and eventually college) that delay would be an obstacle for her.\n\nTeacher Intervention (Solution):\nHer behavior was problematic mainly in that her parents indirectly supported her in it. The student initially tried, and because of their parents' attitude, she began to avoid school, which naturally led to her exclusion from the team - the children began to notice that she was suddenly quiet and it was not just a matter of one afternoon that she stopped excelling in school achievements, and vice versa she is starting to fail. Since it was the first class, I based my experience on the fact that it is rather a care service and work with parents in most cases. So I tried to communicate with the parents from about mid-September and tried to show them that repeating the first grade would really be the best choice for their daughter. I tried to convince them that her childhood really wouldn't run away and vice versa. On the contrary, thanks to the year she gains by this delay, she will have enough time to mature and school will be much easier for her. The parents kept getting defensive, trying to convince me that it wasn't their daughter's problem, but the teaching style I was using in the classroom. I knew that I had already met many pupils during my practice (because this was not my first 1st grade) and I think that I can already estimate whether it is a mismatch between the teaching style and the pupil's needs, or a lack of abilities of the given individual. I realized that I would not move with the girl's parents, so I tried to devote as much time as I could to her. After about a month (mid-October), I arranged another meeting with the parents, when it was time to compare the results of their daughter and other students. The parents did not change their opinion. After a few days, however, I received a message from the mother, from which it was basically clear that she thought that I should definitely tutor their daughter, but it was more of an order than a request. However, I arranged another meeting with her and we agreed that I will really study with her, but I set the condition that at the same time I need honest home preparation to take place at their home, which will be on a completely different level than until now and mom agreed. I studied with the little girl for a few weeks and it was clear that the parents worked on home preparation, but it was still not enough to achieve the necessary first grade results.\n\nOutcome:\nHere it was more about a problematic situation in the family than with the student himself, but it had a negative effect on the course of my lessons as well. Due to the gradual loss of interest in school activities, the little girl began to side with the team herself and the team ate her. This was also reflected in the class climate, which ceased to be cohesive and some began to feel uncomfortable in it. Fortunately, over time, when the parents started careful home preparation and the little girl started tutoring with me, she got better. Although not by much, but the progress was there, she started to catch up at least partially with the rest of the class, get involved in events, etc. In the meantime, I discussed the whole situation with the principal and we agreed that I could not let the pupil in question into the second grade if she could not read, write and count. So at the end of the first semester, I gave her a grade of good so that at the end of the year I could give her a grade of insufficient. I tried to continue working with the little girl, but there was no progress. However, my mother herself called a meeting with me shortly after half term. We talked together about her daughter's progress and results and compared it with others' progress. The mother recognized that it would probably be really best for her daughter if she repeated the given year and now no more demands were placed on her. That she sometimes feels that her daughter is unhappy and she herself feels under pressure because of her daughter. After this meeting, I put the student in a more relaxed regime, which corresponded more to preschool education with an emphasis on the habit of school discipline. I still gave her homework, but I directed it more towards relaxing her hand, practicing motor skills, maintaining attention and so on. The student became more and more cheerful, more attentive, she started to look forward to school again. She began to be cheerful again in her upbringing, and her products became more lively. In short, she began to thrive much more on the outside as well. And my mother and I consulted the following year, and she herself admitted in retrospect that if they had taken the advice of others at the very beginning, we could all have saved ourselves a lot of nerves and we would all have been much happier, and especially my daughter.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: přiměřené věku\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Support, Transfer of student, Interview\nImplications: Shortterm success, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "463", "student_age_year": "6 let, 1. třída", "student_hobbies": "přiměřené věku", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství 1. stp.", "teacher_practice_years": "12", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success, Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/311", "content": "TEACHING CASE STUDY\n\nBackground:\nmet her for the first time when she came to our eight-year high school. It was in 2006, and at that time she joined us in prima. She taught Czech in their class and I think I knew them all very well. The overall class and the relationships in this class were without problems. Everyone had fun with everyone and helped and supported each other. She was literally an angel, she had very good grades and she liked to help her classmates with everything. She also had several hobbies and interests and I can safely say she was good at all of them. She could paint beautifully, sing and even play the violin. She was very nice to everyone, she was optimistic, smiling and very popular with everyone. At the end of the quarter (about 14 years old), she went on vacation to Egypt with her parents. When she started school again in September, there was a sudden change. From a very gifted, smiling, friendly, optimistic and excellent student, she became a completely different person. She stopped studying, her grades deteriorated rapidly to such a level that, more than once, she was close to failing. Her hobbies no longer interested her, she stopped hanging out with her friends, and as soon as someone touched her, she became violently aggressive and even managed to beat him up. He was just a completely different person. In addition, she had visible problems with food intake (anorexia), she cut herself, self-harmed in various ways and had noticeable psychological problems. This self-harm came to a head when she cut herself so badly in the woods behind the school that she had to be taken away by an ambulance. This act led to her mother seeing a psychologist. However, nothing improved at all, she only stuffed herself with drugs that did not even help her and only weakened her. Over time, she began to realize that it could not continue like this and began to seek help, which she trusted. Me. She came to me herself as if to a psychologist, to whom she wanted to tell what was happening in the dream. As I said, her problem behavior started sometime around 14 and she didn't seek me out until she was 17, which means she struggled and carried the burden on her own for 3 years. When we started our sessions together, we started having conversations. I in no way pressured her to tell me what happened and what made her worse. I just remember how she kept repeating to me that she doesn't enjoy life, that's why she hurts herself. After gradually getting to know each other and gaining more trust, she confided in me. She told me that 3 years ago, when she was on vacation in Egypt with her parents, she was raped. I didn't know what to say at the time. Young girl, 14 years old, raped on vacation? 3 years back? That was a hell of a mess. I immediately asked her if her parents knew about it, she told me no, that I was the only person who knew. That meant another screw-up, only I know, the parents don't, but they must know. On the other hand, I wasn't the one who had to tell them. That was her. After 4 months of convincing her that she should tell her mom, that she would help her more than me, and that she would be immensely relieved after those 3 years, the result was that she confided in her mom at 18 that she was raped at 14. Subsequently, she also told the therapist she was seeing and she started conducting sessions with her. After all, I, even as a teacher, do not have enough time to devote myself fully to such a big problem. She was extremely relieved and the psychologist helped her a lot. She started to be her old self again with good grades and even graduated successfully. All ended well in the end.\n\nSituation (Anamnesis):\nHe lives in a household with both parents, i.e. both mother and father. She has no siblings, so all the strength and upbringing of her parents was directed only at her. They never had any problems with her, she was always a problem-free, smiling child who studied well and liked to study, had many hobbies and friends. The class as a whole was very calm. Already in primary school, when they got to the eight-year high school, they all got along very well and became good friends. They helped and supported each other with everything. There was no bullying or anything like that going on in the class. They liked her, she often helped them and was very friendly.\n\nTeacher Intervention (Solution):\nAs I mentioned before, she was not a problem child, until that time. So we never had to deal with her. However, after the incident, everyone began to notice that something was up. She failed almost several times in several subjects and began to behave aggressively towards her classmates. The teachers always reprimanded her because they thought she was just a teenager and needed some kind of attention. After a certain time, when it all became too much, her mother took her to a psychologist for a session and then to a psychiatrist, who prescribed her medication. These drugs calmed her down quite a bit, so she didn't cause any major problems in class afterwards. On the other hand, she didn't even go to that school much. These behavior problems at school were solved mainly through reparations and an out-of-school psychologist. They could have dealt with me as well, but I am of the opinion that we should not force the children to do so, and that they should seek me out themselves, as there is a greater sense of trust. Which was later confirmed when she herself asked me for help.\n\nOutcome:\nHer behavior improved. Her grades also improved and she graduated successfully. I just think it's a pity and I'm sorry that I found out about all this so late. But I guess it was all meant to be and she came to me only at the moment when she knew she was ready.\n\nStudent Profile:\nAge/Year: 14 let, konec 9. třídy (kvarta)\nHobbies: Hraní na housle, malování, zpěv\nDiagnoses: Deprese,Úzkosti\nDisorders: Lhaní,Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "311", "student_age_year": "14 let, konec 9. třídy (kvarta)", "student_hobbies": "Hraní na housle, malování, zpěv", "student_diagnoses": "Deprese,Úzkosti", "student_disorders": "Lhaní,Sebepoškozování", "teacher_approbation": "Vysokoškolské vzdělání- Mgr.", "teacher_practice_years": "30 let", "problems_annotated": "Emotional outbursts, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/719", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher is a class teacher in 5.A. In class, she teaches most subjects, except for music and art, so she spends a lot of time with her students and has been teaching them since the 1st grade, so she knows them very well. On Tuesday, she came to work and started teaching the Czech language with the children. However, at the beginning of the lesson it was already obvious that today will be one of those days when the pupils are very unruly and it will be difficult to achieve anything with them that day. From the beginning of the lesson, they did not cooperate, they talked among themselves and poked each other every now and then. Within moments, a student was already standing at her desk, who, like every day, had to inform the teacher about what she had done the previous day in the afternoon. And she also didn't forget to say that the boys argued about which mobile game was better before the lesson. The teacher sent her back to her seat and reminded her, as she did every day, that she could not walk around the classroom as she pleased when the lesson was already on. The student smirked a little, but returned to her seat. And the teacher asked the assistant to help her calm the class down so they could start learning. Of course, this only helped for a while, but it almost rang, so the teacher left the class and thought about how to get the children interested so that they could calm down a bit and work. When she arrived at the classroom for the next lesson, she was already greeted by a student at the door, who had to tell her that her classmates were painting each other's hands during the break. The teacher heard her and sent her to sit down. It seemed that most of the class had already calmed down and there would be an opportunity to devote more attention to the newly discussed material. Even the following lessons were almost peaceful, except for the pupil's behavior. Every moment she stood by the teacher, she always wanted to tell her something or show her whether she calculated the examples correctly, wrote the word correctly, etc. After the bell rang at the end of the 4th lesson, the teacher left the class in a great hurry, because she already needed to go to the toilet, and also to catch the supervision in dining room. However, before she could get out of the classroom, the student was already standing next to her and again she urgently needed to tell her how well she wrote the listed words. The teacher tried to explain to her that she was really in a hurry and that the student would tell her and show her the following day, as they would check the exercises. The student just smirked and remained standing in the classroom, while the teacher left. When the teacher was in the toilet, she heard the entrance door in the room in front of the toilet being opened. And suddenly someone started knocking on her door and calling: \"Teacher, teacher, I have to tell you something\n\nSituation (Anamnesis):\nThe teacher's class is one of the more problematic classes in the school. There are more boys than girls in the class, and the boys are often at odds with each other. They argue, nudge each other in various ways, sometimes take things with each other, and a few times it happened that they even got into a fight. During the lesson, the teacher often has to remind the students to work, not to get angry and to do what everyone has to do and only in their notebook. A teacher's assistant has been present in the class since the first grade. The girls are outnumbered in the class, there are only 8 of them, compared to the boys who are 14 in the class. You might say that the girls will be more oppressed than the boys in this class, but the opposite is true. Most girls match boys. They often poke each other with the boys, it even happened a few times that the girls got into a fight and the teacher had to sit them down. There is also a girl in the class who, although she doesn't offend anyone, is very guessed and resentful. And above all, it requires the constant attention of adults, it does not get along very well with children. So she often stands next to the teacher or assistant and keeps asking about something, showing what she has made, etc. She also keeps suing other classmates, even if in most cases it is completely trivial. The girl lives with her mother and father in the family home, without siblings. They have built a house in the garden of her father's parents, so she grows up alone among 4 adults. From an early age, she traveled a lot with her parents, played sports and practiced horse riding. She didn't socialize much with the other children, and she doesn't.\n\nTeacher Intervention (Solution):\nThe teacher called the student to her office. The student was very angry and let the teacher know it very well. But the teacher was determined that the student must realize that this behavior was really inappropriate. Teacher: Why did you follow me to the toilet? I already told you in class that I don't have time. Žačka: He is silent and just looks out the window. Teacher: I know you hear me very well and it's important that we talk about it so that it doesn't happen again. Žačka: I wanted to talk to you before, now I don't want to talk to you anymore. Teacher: But it is necessary that we now explain what happened and that it does not happen again. Žačka: I will never tell you anything again. Teacher: I don't think you should ever say anything to me again, but it's not appropriate for you to follow me all the way to the toilet. You are not supposed to go to the teacher's toilet at all, and it is not at all appropriate for you to go there because of such stupidity. Žačka: When you think. I won't tell you anything anyway. Teacher: (she knew the conversation would lead nowhere) Go back to the classroom and we won't discuss it any further. The student got up offended and left the class teacher's office. The teacher knew that this would lead nowhere, so she preferred to end the conversation. She already knew the student and knew that she was very stubborn and wouldn't talk if she didn't want to. Although she was not satisfied with the conclusion, there was nothing else left anyway, so she did not deal with it further.\n\nOutcome:\nfew days after the incident, the student only answered the teacher when she was asked about the subject. The teacher was surprised by this, because with any minor incident, the student came to school the next day and acted as if nothing had happened. She came to the teacher several times a day, as always...and this time nothing. Such unchanging behavior of the pupil lasted for about a week and then she started behaving as before the incident. And she didn't even mention the incident. She acted as if the incident never happened. However, over time, the teacher found out that her behavior was inappropriate and she was sorry that she went out on a student like that. However, she didn't want to go back to the incident, because she knew that the student had pushed him out, so she didn't want to remind her of it. However, she herself was very sorry for it and knew that she would have acted differently, much better and appropriately for the given situation.\n\nStudent Profile:\nAge/Year: 10\nHobbies: Plavání, jízda na koni\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "719", "student_age_year": "10", "student_hobbies": "Plavání, jízda na koni", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "magisterské", "teacher_practice_years": "14", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1146", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation that comes to mind now is when one of my students got drunk during the lunch break and then came to the afternoon class. I didn't exactly teach that class, but I was in their class, so when the teacher found out, she sent for me. During the lesson, the student got up to go to the toilet, but when she walked she wobbled and leaned against the wall for support. The teacher thought it was strange, so she went after her and found that she was drunk. First, she asked two other students to go with her and the student to the toilets, and she sent another one for me. I didn't have class at that time, so I could go to class right away. The other teacher and the student were in the toilet because the student felt sick. While the student was under supervision, I went to check on the rest of the class and tell them to wait a while while we handled the situation. Fortunately, the students were calm, just wondering what was going on and if their classmate was okay.\n\nSituation (Anamnesis):\nThe student lived only with her mother, who did not have much time for her, as she worked long hours. So the student had a lot of free time and no one to control her. According to classmates, she hung out with a group of older kids/teenagers who smoked and drank alcohol.\n\nTeacher Intervention (Solution):\nAfter I made sure that the class was in order and the next invigilator came, I went to the student who was completely out of it. She couldn't even answer my questions properly. I needed to know what she drank, so I went to ask the class if anyone was with her. At first no one said anything, but then when I explained to them that I needed to know because of her health, one of her classmates admitted that they were together. I asked what they drank, if it was just an apple or something weak, but they said they drank almost the entire bottle of vodka. Then I contacted the student's mother and we agreed that she would come and take her daughter to the doctor. Someone was with the student all the time, monitoring how she was doing. Fortunately, she was conscious the whole time and did not fall asleep. After her mother arrived, she took care of her and took her to the doctor. I asked her to send me information about her condition afterwards. I also contacted the parents of the second student, who also picked up their daughter.\n\nOutcome:\nThe entire incident was reported to the school management and the students were reprimanded by the school director for violating the school rules. Due to the minors of the students, I also reported this incident to the police of the Czech Republic and the body for the social and legal protection of children. After the examination, the students and their families were advised to go to the pedagogical-psychological counseling office.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: Zájem o oblečení, módu\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1146", "student_age_year": "14 let, 8. ročník", "student_hobbies": "Zájem o oblečení, módu", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., It", "teacher_practice_years": "13", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1281", "content": "TEACHING CASE STUDY\n\nBackground:\nI got into the given situation as the class teacher of the pupil being discussed, let's call him a pupil. I teach the student every subject except English from his first grade. He is very clever and manages to work out the tasks assigned in class very quickly compared to his classmates. In situations where the task is done, he distracts his classmates from their work. For example, he rearranges things in his briefcase for no reason, walks around the classroom or rustles something.\n\nSituation (Anamnesis):\nThe student is a smart and bright student. Especially in mathematics classes, he is very fast in completing assigned tasks. He prefers to work alone rather than in groups. He is a technical type, so when we paint a dog, for example, he cares a lot about having four legs and a tail, and he already puts less emphasis on the aesthetics of the picture.\n\nTeacher Intervention (Solution):\nThe solution was very simple. In the event that I prepared independent work for the pupils for the lesson and I expected the pupil to finish the work quickly again, I prepared other independent activities for him. For example domino cards. These are cards that are split in half. On the left half is the result and on the right is some example. So they try to look for the correct result on the other cards for example.\n\nOutcome:\nThis solution has proven itself and I use it regularly. In the beginning I had to tell him what to do, but over time he learned to start these playful activities on his own. I have prepared two baskets in the cupboard, one is for Czech and the other is for mathematics, and in each of them there are different playful activities that a pupil or another pupil can choose from. So now when he finishes the task, he gets up and goes to the closet to choose one of the activities for the given subject and quietly completes the given activity in his desk. Of course, other students also use these activities\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: Rád si staví z Lega a podobných stavebnic.\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1281", "student_age_year": "8 let, 2. třída", "student_hobbies": "Rád si staví z Lega a podobných stavebnic.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské – titul Mgr., aprobace Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "6", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1176", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the math lesson, I assigned the students an independent work. One of the students was clearly not interested in the lesson and was not even interested in doing any work or just thinking. Within a few moments, this student began making noises of various character. Another student joined him. So there was a cacophony of sounds in the classroom. As a result of this behavior, the other students were unable to concentrate on the task, which was a significant problem and a solution to the situation was needed on my part.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on all sides of the class so that they have as little opportunity to communicate with each other as possible, i.e. so that they also influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nTeacher: Students, I warn you, stop it. Rather concentrate on the work at hand. How are you? I see there isn't much here. You have to focus. For example, how would you calculate this example? Student: I don't know, I would probably do this and then I don't know. Teacher: So first you have to add these two members. What about you students? (the student spoke again) The teacher stopped paying attention to the student.\n\nOutcome:\nThe student was no longer disrupting the class, as he did not receive the desired attention from the teacher and classmates. With other teachers, the problematic behavior continued, because they pay attention to his behavior, unlike the teacher in whose classes the student behaves relatively decently and works at a standard pace.\n\nStudent Profile:\nAge/Year: 15,osmýročník (propadl)\nHobbies: otevřená otázkaČas venku s přáteli, počtačové hry\nDisorders: Lhaní,Nesoustředěnost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1176", "student_age_year": "15,osmýročník (propadl)", "student_hobbies": "otevřená otázkaČas venku s přáteli, počtačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Nesoustředěnost,Rušení výuky", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1382", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation involved truancy. While recording attendance at the first lesson, I found out that 2 students were missing. Some of their classmates started telling me that they saw them going to school and others saw them standing at the gate to the school grounds. Under normal circumstances, I wouldn't have to deal with it in any way, but these were small students, and if they weren't excused all day, it would mean a demerit, and I didn't want to let them spoil their report card.\n\nSituation (Anamnesis):\nThese are two pupils from stable families with average academic results.\n\nTeacher Intervention (Solution):\nacted beyond the scope of my duties. I contacted the parents of both students and they were scared, but they were willing to go look for the students immediately. They were looking for them around the school, on children's playgrounds and around their homes. When they finally managed to find them, it was already the second lesson. All those involved agreed with the principal's reprimand for the unexcused lesson and the students understood that they would not get away with this behavior. They also promised it wouldn't happen again.\n\nOutcome:\nThe students were willing to improve, they knew that their behavior was not correct. The whole situation was resolved, thanks to my quick action. Because the parents worked together, everything turned out well and truancy was caught in its infancy. The long-term result was that a similar situation never happened again, which was helped by the parents' willing cooperation.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: Aktivity s dětmi\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1382", "student_age_year": "8 let, 2. třída", "student_hobbies": "Aktivity s dětmi", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství 1. stupně základní školy", "teacher_practice_years": "38", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/68", "content": "TEACHING CASE STUDY\n\nBackground:\nEver since the student got into the wrong party and started smoking and going outside school, I have had problems with it. He does not attend my Czech or civics classes at all, and we have already urged his parents several times because of attendance and problems on his side, unfortunately they tend to cover for him, at least that was the case. I know from my sources that the student goes to school very often, he started smoking at the age of 15 and tried drinking alcohol. After one such lesson, when the student and his group were standing near the school, where he was of course visible, I invited the parents to the school and also informed the principal about his behavior. The parents came to the principal's office the same day and first defended the student, then the father himself admitted to problems with alcohol, after which the son probably looked away from him. Subsequently, we also invited a pupil to the principal's office, to whom we spoke to his soul in a slightly more expressive way than before, he also received a two in behavior as a warning until next time. The student then started going to school every day, stopped hanging out with his group, according to my information, and worked on himself.\n\nSituation (Anamnesis):\nThe student had a bad example at home in one of his parents, also his class, who, seeing his behavior, began to despise him and did not hang out with him. The student was in puberty and obviously needed to try out what it was like. Before this period, he was good with his class, but a bit withdrawn from his parents and teachers.\n\nTeacher Intervention (Solution):\nAs a class teacher, I first dealt with the situation with the student himself, when that didn't help, then with his parents on the phone and in person. When this did not help, I consulted the school psychologist about the procedure, who suggested inviting both parents to the school to see the principal and then, after talking with them, invite the student as well.\n\nOutcome:\nThe result of this session was a deuce for behavior, but also, and most importantly, the student's realization that he cannot follow his father's example at home (not in this case). The student subsequently stopped seeing the incriminated group and people and became better.\n\nStudent Profile:\nAge/Year: 15, 9.\nHobbies: Hraní videoher, malování letadel a lodí\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Absence,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Attendance problems\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "68", "student_age_year": "15, 9.", "student_hobbies": "Hraní videoher, malování letadel a lodí", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Absence,Nepozornost", "teacher_approbation": "Magisterské, aprobace ČJ a OV", "teacher_practice_years": "25", "problems_annotated": "Violation of classroom/school rules, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1106", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom the very first moment my person entered the class, the student was characterized by trying to get attention and causing an uproar right in the class. He uttered loud, almost ridiculous statements, put his teacher down with constant remarks, and even his classmates were so sick of his behavior that they shouted at him themselves. However, the teacher did not comment on his output and did not try to direct it. The boy was rocking in his chair, drawing obscene pictures or shouting inappropriate words. He also refused to tell the teacher his full name and his classmates had to introduce him. The teacher passed everything without a single complaint.\n\nSituation (Anamnesis):\nThe student clearly craves attention for a long time. He repeatedly committed disciplinary offences, and not only the teacher, but also his classmates, were fed up with his behavior and turned away. There was a climate in the classroom, from which you could feel the effort to ignore the disturbing element in the form of the pupil. However, there was no clear solution to the situation.\n\nTeacher Intervention (Solution):\nThe teacher asked: Who could tell me what social networks you use? The student answered: Onlyfans, which is a subscription content service. Here, content creators can earn money for their subscribers. The teacher asked: That doesn't tell me anything, how long do you spend your time on the platform? The student answered: Three minutes is enough, for a rush. Laughter followed. The teacher responded: Good. Someone else?\n\nOutcome:\nDealing with the situation did not have any further consequences, apart from maintaining bad influence and attitude. If the procedures are always the same, the student has no reason to change his habits in any way. In the following hours, the behavior continued.\n\nStudent Profile:\nAge/Year: 15; 9. třída\nHobbies: -\nDisorders: Lhaní,Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Verbal aggression\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1106", "student_age_year": "15; 9. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Lhaní,Krádeže", "teacher_approbation": "Bc.", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/427", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole situation started with my arrival at primary school. I teach English, so I meet children from third to ninth grade. At that time, the student was in the fourth grade, when she got a new class teacher. She didn't pay attention in my classes and it was hard to get her to at least do some work. She did not want to work and refused to do any activities or work in groups. She often argued with the classmates she sat next to. She basically did not do homework, she was indifferent to any duties. Such behavior is certainly not common and often disrupted my lessons. At the same time, other students started to be inspired by her inactivity, and the teaching of the fourth grade became very demanding for me.\n\nSituation (Anamnesis):\nAfter talking with the student, I found out that she had the feeling that she couldn't handle it, and therefore she gave up on all the harder things. In addition, the pupil did not even have support from home. Nobody knows English at home, and they pay even less attention to it. The pupil would need much more time spent with the teacher, which of course is not possible in normal teaching. I also learned that the previous classmate \"broke her stick\" long ago. Certainly, this fact also had a very negative effect on the student.\n\nTeacher Intervention (Solution):\nMy solution to the problem consisted of several steps. I transferred the pupil to another place, next to two clever pupils who could help her. At the same time, I contacted her new classmate, who also wanted to solve the problem, and we agreed on cooperation and mutual assistance (exchange of ideas, informing about improvements, ...). At the same time, I started motivating the student. During the lessons, I worked with her individually, motivated her to complete the exercises and often praised her for her performance. At the same time, I spent some time with the pupil after school and helped her with her studies. With this, I managed to at least partially replace the function of the family.\n\nOutcome:\nThe thing that stuck in my memory the most was learning a poem with a student. I repeated the poem with her several times, and in the following Czech class, the student got an A and came to thank me personally in the office. During online teaching, the student did not join the class and did not write online tests. Again, it was related to a bad family situation. That's why I offered her to write tests in my office, where she got pretty average grades. The result is an overall improved education of the pupil. The student is already able to work alone, completes homework, cooperates in groups. The student gradually began to believe in herself, she tries hard in class and has similar results to other students. The new class teacher also praises the improvement of the situation, the pupil is also trying in other classes and her grades and performances are gradually improving. Žačka is now in the fifth grade, so we will continue to observe the longer-term impact of our solution. However, we hope that the pupil's progress will only continue for the better.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: zvířata, tanec\nDiagnoses: ADD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "427", "student_age_year": "10 let, 4. ročník", "student_hobbies": "zvířata, tanec", "student_diagnoses": "ADD", "student_disorders": "Lhaní", "teacher_approbation": "Mgr. – Učitelství pro základní školy – obory anglický jazyk, zeměpis", "teacher_practice_years": "3", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/272", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose while guarding the corridor - a big break, I suspect. Two boys are arguing about which of them plays a game better. Quite calm at first - I let it go. Over the next few days this continues and expands to other topics to the point where they really argue. I tried to step between them, which helped temporarily, but they quickly returned to the problem. But I only found that out when they had a fight. I split them up, informed the parents, gave notes and then talked to them - both came out pretty much the same. The other one does this and that and swears at me and insults me and he started it all. There was no way for me here, so I quietly talked to a few children from the class. One girl said that they were probably fighting over her. They were good friends, but she had started playing games with them lately, and since then they both texted her a lot and hung out with her more. Problems started there too, when they started arguing. Then I took them both individually and asked them if they didn't like the girl in question. Liked it.\n\nSituation (Anamnesis):\nFriends \"rivals\n\nTeacher Intervention (Solution):\nArguments and escalating into mutual physical violence.\n\nOutcome:\nGood for the boys, they both had a good time (and according to the reunion, they're still having fun after 10 years). The worst thing probably came out of the girl, with whom they stopped playing just in case.\n\nStudent Profile:\nAge/Year: 14 – 8. třída\nHobbies: Počítačové hry, knihy, sledování seriálů/filmů\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "272", "student_age_year": "14 – 8. třída", "student_hobbies": "Počítačové hry, knihy, sledování seriálů/filmů", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Anglický jazyk a dějepis pro střední školy", "teacher_practice_years": "15", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/317", "content": "TEACHING CASE STUDY\n\nBackground:\nThe class consisted of pupils not only from our town, but also from several nearby villages. I knew there would be one student who had been diagnosed with ADHD, or attention deficit hyperactivity disorder. The first weeks of the class at school were uneventful. Pupils were slowly getting to know each other, getting used to the new teachers, the new school building and its operation. A pupil with ADHD was learning to cooperate with a new female assistant who helped him with difficulties in teaching.\n\nSituation (Anamnesis):\nOver time, when the classmates got to know each other more and more, they discovered that the pupil was much different from them. The children thus recognized his bad qualities, namely outbursts of anger and aggressive behavior. Unfortunately, as is often the case with children, they took these states of his as a joke. His classmates deliberately made him angry with various things and tried to make him aggressive, to throw things around the classroom and attack the assistant, who wanted to calm him down. These states of his did not only occur during breaks, but also during lessons, for example when he was not in the group of classmates he wanted to be in or when he did not understand the text without the help of the assistant. Because no one was able to calm the student down and he did not respond to the agreement. His aggressive and explosive behavior became a common topic in school assemblies. Unfortunately, the pupil came from a socially weaker family of six, in which the children had to contribute to the household from the age of fifteen. His older sister took care of him more than his parents. That's why I turned to her for advice.\n\nTeacher Intervention (Solution):\nBased on a conversation with his sister, I learned that he loves sports and especially football. When I thought about it, I came to the opinion that physical education is always the last lesson, it is never followed by another lesson. After much thought, I thought that the student could go to the gym during the big break to play football. In this way, he would vent his anger, calm down and become more manageable. The school management approved this solution under the condition that the boy would go to football voluntarily and accompanied by an assistant. The very next morning, I announced in class that it was possible to play football with the assistant during the long break.\n\nOutcome:\nsaw the enthusiasm on his face, which was shared with him by the other students of 6th D. I was happy when I found out how many of his classmates showed up to the gym. After a long break, a physics class, taught by me, followed. The pupil behaved more focused during the lesson and did not have any outbursts of anger or aggressive behavior during the entire 45 minutes. This solution was operated until the 9th grade, i.e. for the entire 4 years of his schooling at the 2nd grade of primary school. Aggressive behavior was minimized and was no longer the order of the day. Thus, the pupil became a good student and popular among his classmates thanks to football.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída\nHobbies: Sport – fotbal, baseball  míčové hry)\nDiagnoses: ADHD\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "317", "student_age_year": "11 let, 6. třída", "student_hobbies": "Sport – fotbal, baseball  míčové hry)", "student_diagnoses": "ADHD", "student_disorders": "Agrese", "teacher_approbation": "Vysokoškolské (titul Mgr.), matematika a fyzika", "teacher_practice_years": "32", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/52", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring recess, a girl from my class ran into my office and told me that her friend in the class was crying and the other classmates were laughing at her. I immediately went to the classroom with her to find out what happened. As I opened the door, the laughter slowly died down as the children noticed me. A crying girl was sitting in the first pew, crying. I asked her what someone did to her, but she couldn't talk. Someone in the class shouted, 'Nobody did anything to her, jeez!' Therefore, I decided to talk to the girl alone and took her to the science classroom, which was empty at the time. In the classroom, I offered her a tissue and she slowly started talking. She told me that one of her classmates took pictures of her in the toilet cubicle and immediately after that she published several photos on social networks and sent the link to them to other classmates.\n\nSituation (Anamnesis):\nThe problem student who took pictures of her classmate in the toilet was always a problem child. Her father is rich and gives his daughter everything in abundance. The student has no disadvantage. She is used to getting whatever she asks for. It can be said that her parents are absolutely unable to raise her, but they don't want to admit it. In class, she is popular with most of her classmates, or so she thinks. The teachers in her class repeatedly complain about her behavior. She often solves her disruptions (verbally, throwing various objects across the classroom,...) by testing her from the material already covered. She doesn't react to it in any way and doesn't even try to answer the individual questions in any decent way. He usually responds with the words: 'How am I supposed to know?', 'What do I know?' or 'Look it up in the textbook if you're so interested.' Bad grades don't faze her in the least. When the teacher threatens to invite her parents to school, she usually shrugs her shoulders or suggests that it will annoy her father to listen to stupid talk. The teachers have to repeatedly remind her to write in her notebooks, not to put her feet on the desk, not to use her mobile phone, etc.\n\nTeacher Intervention (Solution):\nAfter the interview with the injured student, I returned to the classroom, where classes were already taking place at that moment. I asked the teacher to release the problematic student from the lesson. I took her to the principal's office. The principal and I found out from her on which social networks she had published pictures of her classmate and we immediately deleted them from them with the help of another colleague. Unfortunately, there were already comments on the pictures from strangers, who we had to inform that it was a criminal offense and to agree with them to delete the comments and not to spread these pictures any further. The father of the problematic pupil and the mother of the damaged pupil came to the school. Both pupils and their parents were invited to the headmistress. The father of the problematic student did not show any interest in the correct solution to the problem and denied his daughter's guilt. Unfortunately, he was one of the school's biggest investors and the headmistress didn't want to upset him. That's why I couldn't push for a bigger punishment and the problematic pupil was reprimanded by the class teacher, which in my opinion is not a sufficient punishment for such a serious offence.\n\nOutcome:\ndefinitely cannot say that I am satisfied with the solution to the problem. The bullying by the problem student continued, so I invited the mother of the damaged student once more and told her that it would be best to transfer her daughter to another class so that she would not come into contact with the problem student as much. But the mother decided to enroll her daughter in another school. The problematic pupil continued her inappropriate behavior throughout her compulsory schooling. I have never been able to push for a higher punishment, although I think that a 2 on behavior would be an adequate punishment for the behavior of the student mentioned above.\n\nStudent Profile:\nHobbies: sociální sítě\nDisorders: Lhaní,Šikana,Rušení výuky,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "52", "student_age_year": "", "student_hobbies": "sociální sítě", "student_diagnoses": "", "student_disorders": "Lhaní,Šikana,Rušení výuky,Agrese", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/622", "content": "TEACHING CASE STUDY\n\nBackground:\nTen years ago, as part of finishing my university studies, I received from a colleague an apparently disturbing first-year class at the business academy, which at the time was the field offered by our school. A colleague was on probation and put a hypothetical knife to the school's throat that she would quit her job if she was forced to teach a class. It was mainly about two girls who were the moral leaders of the entire collective and who made themselves known the most out of all.\n\nSituation (Anamnesis):\nLong-term friends who, according to previous information, caused problems for teachers even in elementary school. Both students spoiled the rest of the collective with their behavior, where thanks to their cult of personality they were able to transform the normally quiet and problem-free students into part of their thoroughly thought-out disruptive scheme, where the students, for example, sabotaged the classroom, broke the computer and the blackboard, or stole English tests en masse. Naturally, both students disrupted classes, refused to do assignments, shouted, made cruel jokes not only on me but also on colleagues, invented gossip, slight bullying of students and colleagues took place at the same time, etc. Probably the worst thing for me from the position of a teacher was that both girls they were above average intelligent and their behavior was due only to a cruel nature as a form of rebellion.\n\nTeacher Intervention (Solution):\nFor my part, the first solution was reprimands, remarks and bad evaluations, which had no effect on the behavior of the already mentioned couple, on the contrary. The next step for me was something similar, with which I would solve the problem of the student mentioned in the case study ++ in the future, and that was a conversation with both students, which, unlike the student, led absolutely nowhere and there was no change. As my last attempt, I resorted to repeatedly sending the students to the principal's office and throwing them out of class, which again unfortunately had no result. As part of my pedagogical inexperience, I eventually resigned to an active solution, which I now consider my pedagogical failure.\n\nOutcome:\nThe class was handed over to another colleague at the turn of the semester and there was no change in either behavior or academic results. One pupil did not finish the year, due to three insufficient grades she was not given the opportunity to repeat and to this day I have not found out where she finished. The second student completed her studies, but due to not fulfilling her matriculation exam obligations, only in September. Towards the end of both girls' studies, the class slowly but surely turned against them, but even this did not diminish their problematic behavior. Overall, I take the situation as a great lesson, from which I drew in my teaching practice, and I can happily state that a similar situation has not been repeated in my career.\n\nStudent Profile:\nHobbies: Jízda na koních\nDisorders: Rušení výuky,Neuznávání pravidel,Sabotáž\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules, Verbal disruption of lessons, Bullying\nSolutions Applied: Consequences, Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "622", "student_age_year": "", "student_hobbies": "Jízda na koních", "student_diagnoses": "", "student_disorders": "Rušení výuky,Neuznávání pravidel,Sabotáž", "teacher_approbation": "Magisterské", "teacher_practice_years": "16", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules, Verbal disruption of lessons, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/428", "content": "TEACHING CASE STUDY\n\nBackground:\nproblematic situation happened during biology lessons. It was a classic class where we discussed the human circulatory system. The troubled pupil sat in the back seat since the beginning of the year. So far there have been no major problems with him. The student was sometimes disruptive, but I was always able to direct him. However, this class was different. The student was disruptive from the beginning and later commented inappropriately on his classmates. At first he responded to my calls and calmed down. In the later parts of the class, there was nothing else to do but transfer him to the front benches. However, after the first challenge, nothing happened, the student did not respond at all. After the second challenge, he was still sitting there, so I had to raise my voice for the third time. It worked, but only partially. The student got up, but deliberately cleaned everything up very slowly. I yelled at him again to speed up. He finally packed his things and slowly began to move forward. During his journey, however, he started kicking his classmates' backpacks. Unfortunately, I couldn't stand it any longer, my cup of patience overflowed and I started shouting at him to stop and immediately sit in the front. He answered me by shouting too. 'Why should I listen to you? I can do whatever I want!' I then shouted at him that he definitely couldn't do anything. Whereupon the student shouted 'I can do whatever I want, I can throw this damn pen against the wall!' Then he really took the pen and threw it against the wall. The class itself was never a problem. The other students always cooperated with me. The class also functioned well as a team. However, she was disturbed by a pupil who often interrupted and also often got into conflict with other pupils. The class collective later expelled the student, and in the end the student did not go with the class on trips and class events.\n\nSituation (Anamnesis):\nlater learned that the student's family was not functioning as it should. His parents did not take much care of him and there were also arguments between them. The student's results in school could be described as average. He had twos and threes in most subjects. His mood often fluctuated, some days he was very aggressive and caused problems. Sometimes he was completely calm again and cooperated without any major problems. I had never encountered anything like it before. He argued with me for a while, I don't remember the exact wording of the argument. I finally yelled at him and sent him out the door. The student left, slamming the door behind him. I somehow learned the rest of the lesson, but the previous incident was still replaying in my head.\n\nTeacher Intervention (Solution):\nAfter the lesson, I asked the student to come with me to the office. I wanted to talk to him to find out what was going on. However, it was impossible to reason with the student, he was still very angry and I have to admit that I was also angry at that moment. I asked him what that meant and he just said he didn't know and asked why I was bothering him with it now. So I asked him 'And do you think this is normal behaviour?' 'But I don't care!' he shouted. That was enough for me. I sent him away with a scream and told myself that I would come up with another solution later. Later solutions involved a guidance counselor and talks with parents. In the end, I learned that the student's family is not functioning very well and the day before the incident his parents had a fight, a physical conflict was said to have occurred. This, of course, resulted in the pupil's highly problematic behaviour.\n\nOutcome:\nThe result of the solution was not very positive at first. At first, the student did not cooperate in my lessons, answered my questions in one word and generally did not work in my lessons. The student did not greet me in the corridor. During the week, I included the educational counselor and the student's parents in the solution. Thanks to their involvement, I learned what caused the incident. With the help of the guidance counselor, I gradually learned to cooperate with the pupil, he even worked in my lessons and did not disturb me too much. I still remember this incident well and I have to say that today I would deal with this problematic behavior differently.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Letectví, automobily\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "428", "student_age_year": "14 let, 8. třída", "student_hobbies": "Letectví, automobily", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr. – Učitelství pro základní školy – obory anglický jazyk, zeměpis", "teacher_practice_years": "3", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/241", "content": "TEACHING CASE STUDY\n\nBackground:\nThis whole situation happened a few years ago in an eighth-grade girls' collective, where a student started to taunt an autistic student after returning to school for the holidays. She spent her entire schooling with this girl in her class, and she and the other students never had a problem with her - the autistic student did not seek friendship from others, and the students learned to deal with her occasional loud speeches, but when she entered the eighth grade, a kind of turning point, and signs of hostility began to appear. A student who was very hard-working in the team and popular in class often had indirect allusions to the appearance and behavior of a student with autism. No one allegedly agreed with the pupil in these comments, but none of the pupil's other pupils stood up either. Because the students behaved well in class, I learned about this whole situation only when the student came to my office in November and told me privately about the student's inappropriate behavior, which allegedly lasted almost since the beginning of the school year.\n\nSituation (Anamnesis):\nThis class always had a great atmosphere, there was never any major problem between the kids, and the bullying didn't appear until the eighth grade in this case. Schoolgirl - very assertive, fearless, sometimes cheeky and popular in the relatively narrow circle of girls in her class. She had never had any problems with the student before, they did not have fun together. Pupil - a girl with autism who has spent her entire schooling with this class. Student - a student who confided that bullying is happening in the class.\n\nTeacher Intervention (Solution):\nAfter the student told me what was happening in the class, I decided to wait until the next day and think about the next course of action. I also reported this information to the school's prevention methodologist, with whom I agreed that the best next course of action would be a private conversation with both students, and there would also be collective strengthening activities with the class. The next day I met with the student in the office. I asked various questions about how she feels at school and how her classmates treat her. At first, the student was reluctant to answer, but then she talked about the ongoing bullying by the student, which confirmed the student's claim. As soon as I spoke with the student, I met with the student and asked her for her statement. The student confessed to the bullying and immediately regretted her actions. She commented on her behavior in the sense that she did not realize that it could somehow hurt the student, because she never talks to others and thought of the student that she was just conceited and therefore had a tendency to knock her down and poke her in front of others. I told her parents about the behavior at a joint meeting a day later, which was also attended by the student, and we talked openly about the whole problem. Of course, the student's parents also found out about the bullying, and they also came to my school for a personal interview, but here without the student, who refused to attend the meeting. The student apologized to the student and the bullying stopped.\n\nOutcome:\nThe bullying directed at the female students stopped immediately. For the next two months, I met with both students every week for a few minutes in the office to monitor the situation, the situation calmed down on both sides. The whole class participated in bonding activities guided by prevention methodology. The parents of both pupils had a big part in this, who took the situation with great calmness and balance and decided to solve these problems with their daughters individually at home.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: nepamatuji si\nDisorders: Šikana,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Bullying\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "241", "student_age_year": "14 let, 8. třída", "student_hobbies": "nepamatuji si", "student_diagnoses": "", "student_disorders": "Šikana,Zesměšňování", "teacher_approbation": "Přírodovědecká fakulta, Katedra matematiky, obor Matematika a Výtvarná výchova se zaměřením na učitelství", "teacher_practice_years": "10", "problems_annotated": "Diagnosis, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/527", "content": "TEACHING CASE STUDY\n\nBackground:\nIt happened in the ninth grade, in which I taught mathematics. There was a student in this class who was self-harming, however no one knew about it and I was one of those who was able to spot it and started to deal with it. This girl always walked around quite exposed, or rather she walked around dressed to attract attention. However, there was a period when she started wearing sweatshirts, long pants, she just started walking around covered a lot. It seemed quite strange and I suspected it might be related to self-harm. After some time I noticed that the girl had scars on her forearm and I went to discuss it with her class teacher. However, this problem did not concern only the student in question, as her two friends from the class also got involved. They tried to sympathize with her, and to express their support, they also started cutting their forearms.\n\nSituation (Anamnesis):\nstudent in the ninth grade, she had problems with her mother and boyfriend, represented the school at sports competitions, rather extroverted, sometimes lied to teachers, forged excuses.\n\nTeacher Intervention (Solution):\nThe student confided in the class teacher and it was discovered that she not only had cuts on her forearms, but also on her thighs. The school management, especially the headmistress, began to address the situation. The friends who tried to support the girl had only to agree and explain that they cannot express support for their friend in this way. The student started seeing the school psychologist at the instigation of the management. The cause of her behavior was said to be a lack of interest, arguments with her mother and problems with her boyfriend. The school management decided to create a kind of information seminar (a session with a psychologist) about self-harm, which all girls in the ninth grade were supposed to attend, in order to prevent this behavior.\n\nOutcome:\nThe girl probably understood the consequences of her actions and stopped self-harming. It is possible that the situation at home has settled down, in any case, she has not continued to show any problematic behavior of this type. The self-harm did not seem to affect her behavior in class, so even after the situation was resolved, she did not show any difference in class. Her friends with problematic behavior also stopped.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: sport\nDiagnoses: Poruchy učení\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Support, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "527", "student_age_year": "15 let, 9. ročník", "student_hobbies": "sport", "student_diagnoses": "Poruchy učení", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., matematika (SŠ), tělesná výchova (SŠ)", "teacher_practice_years": "25", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1277", "content": "TEACHING CASE STUDY\n\nBackground:\nI personally did not notice this problem at the beginning, it did not happen in my subjects, but other colleagues drew my attention to it. One of my students (let's call him Jindra) was a smart, goal-oriented student. The problem arose when he got a bad grade on a paper or exam. Every time he saw a bad result, he would turn red and throw a tantrum. He sneered that it wasn't fair, that he certainly didn't write it that badly/he didn't say enough information. He had to be taken out of the classroom and calmed down in the hallway.\n\nSituation (Anamnesis):\nJindra was very smart, purposeful. He was always about good results. Apart from these incidents, there were no problems with him. He was very helpful, happy to help anyone who asked.\n\nTeacher Intervention (Solution):\nFirst of all, I tried to find out if the class collective could be the cause. I didn't find anything. Then I tried to contact my parents. And I figured it out. In a phone call with my parents, I learned that they are currently in divorce proceedings. I described the situation to them, how their son is performing at school. They were surprised. We agreed to talk to him at home and at school too. I asked him what was going on, why he was doing this. At first he denied it, but then he burst into tears. He replied that his parents don't like each other anymore, that they are arguing and that he is definitely to blame. My next question was clear: Why do you think that? It is said that at home he was always taught to try hard and, above all, to get good grades, and that they always fight because of him when he messes up. I then talked to him that it's definitely not because of him, that grades aren't as important as he thinks, that everyone messes up sometimes. After I let him go home, I called the parents with the information I had found and suggested to them that I would recommend seeking professional help because their son was very troubled.\n\nOutcome:\nthink I did the right thing. The parents talked with their son and visited the counseling office. Parents divorced, everyone lives elsewhere, but Jindra managed it. He still likes both parents, grades don't matter so much anymore. He's just a little sad when he messes up, but he puts it behind him and enjoys the rest of the day.\n\nStudent Profile:\nAge/Year: 11, 6. třída\nHobbies: Filmy, sport, příroda\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1277", "student_age_year": "11, 6. třída", "student_hobbies": "Filmy, sport, příroda", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Hv", "teacher_practice_years": "30", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/680", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student transferred due to moving to a new school. In the beginning, she was quite quiet and had no problems in her studies, she even did the subjects a little better than her other classmates. It didn't take long and she started to build a solid place in the class team. She had a circle of closest friends around her and acted as their 'leader'. She sought attention a lot, was active in class and often did not give space to others. She quickly established herself as a captain in the class hierarchy. She was aggressive mainly towards the boys during breaks, and often provoked them during class as well. Various fights were often resolved in this way, a talk with the class teacher, and parents were also informed at class meetings. In the second half of the year, the problems escalated. The student was often vulgar, during breaks she drew inappropriate pictures with sexual undertones, she was aggressive, she often took advantage of weaker classmates in the class, making them her servants. She seemed very irritated, she started being rude to the teacher.\n\nSituation (Anamnesis):\nŽačka is very creative, she likes to create in art education and at home, she also enjoys sports. She does well in school, is very inquisitive and has her own opinion on many things. She often tries to assert her opinions and is very competitive. The transfer to a new school was due to moving. The student is in the alternating care of his parents. He has no diagnosed learning disabilities or other difficulties. Groups were already formed in the class before she started, especially the boys who are in the minority in the class were singled out. The student has a few good friends in the class, the rest of the class perceives her as an authority.\n\nTeacher Intervention (Solution):\nAt first, frequent interruptions in the classroom were dealt with rather simply by admonitions. When it got worse, we invited the parents to the school to describe the situation to them and find out if there was a change in behavior at home as well, or how the student behaves in the family. The parents admitted that since their divorce and the change of school, the daughter has withdrawn a bit into herself and at the same time is more defensive and irritable, she perceives the whole situation regarding her parents' divorce as a betrayal. In the classroom, the teacher tried to give the pupil more attention, for example she entrusted her with taking care of the class hamster, or assigned her a natural history project that she could demonstrate to the class. This was also followed by a conversation between the four eyes, where the teacher tried to listen to the student, asking questions such as: Why do you think it is not good to fight with classmates, why is it important to be fair to each other. At the first meeting of this kind, the student did not answer very seriously and was more concerned about the situation. The class teacher met with the pupil twice more, while the school psychologist began to systematically work with the children, as well as the whole class. Hours were set aside for the school psychologist, in which the psychologist devoted herself to the climate in the classroom, used activities to create trust, to deepen cooperation between classmates. The pupil's parents continued to be informed about the situation at school. We managed to communicate very well with the parents and they tried to resolve the situation at home as well.\n\nOutcome:\nIt was a solution to a longer-term problem, and its solution was also long-term. Both the class teacher and the parents worked on the student's behavior. The school psychologist then mainly worked on the overall climate of the class. The results were not visible immediately, the changes were gradual. A huge credit for the change for the better also goes to the family, who cooperated brilliantly with the school and took the teacher as a partner. After some time, the parents admitted that the situation at home had improved and the daughter got used to the change, calmed down. The student still dominated the class, but she no longer provoked her classmates so much, and the team settled down a bit. Her academic results remained excellent, the class teacher gained the student's trust. Furthermore, there were occasional clashes between classmates, it turned out that there were more dominant students in the class who competed with each other. After the psychologist's interventions, we did not notice any signs of bullying in the classroom. Children also participate in a bullying prevention program once a year.\n\nStudent Profile:\nAge/Year: 11 let, 4.třída\nHobbies: Malování, florbal\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Working with the collective, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "680", "student_age_year": "11 let, 4.třída", "student_hobbies": "Malování, florbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1.stupeň základní školy", "teacher_practice_years": "5", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/673", "content": "TEACHING CASE STUDY\n\nBackground:\nhad only been teaching for a few years when I was assigned the fifth grade teaching position. Their former class teacher was leaving for kindergarten. After a few hours in this class, I knew there was going to be a problem with one particular student. Whenever he was present, the class could not be quieted, this student refused to listen and pay attention, he was always disruptive and a lot of other children joined him. I left work very exhausted, I didn't know what to do with them. After all, I was relatively new to education and had never encountered anything like this before.\n\nSituation (Anamnesis):\nThen there was a week when this boy was sick and didn't go to school. The class was like changed. The pupils paid attention, behaved nicely and we could finally work a little normally. It was really cool and I started to get used to it, but the next week the boy went back to school and it all started again. It was such a classic\n\nTeacher Intervention (Solution):\nAfter he came back from his illness I was completely desperate. At the moment when I entered the class on Monday morning, again most of the class was not paying attention, it was completely impossible to work with them and I was foaming at the mouth. I know that I raised my voice and started telling the boy what he thought of himself, if it was right for him to act like that and probably something else, I was really screwed. Well, that time he made a sarcastic remark again, which he often did, and of course the whole class laughed at his joke. Well, I think that I immediately gave them a paper, which in retrospect I evaluate as a rather bad move, because it didn't solve anything in the long term and the relations between me and the class cooled down a bit.\n\nOutcome:\nBut it was a really difficult situation, I didn't know how to deal with it at the time. So I ended up tutoring in that class for the rest of the school year, and over time the climate in the class and the behavior of that particular student improved, but never in the way I would have liked. Such classroom situations are always challenging for everyone. One student told me afterwards that it was nice when the boy was absent, that she really enjoyed the lessons. I don't know how I should have proceeded at that time, but I am sure that my solution to the situation was not correct, if only because it did not work.\n\nStudent Profile:\nAge/Year: 10 let, 5. třída\nHobbies: sporty\nDisorders: Lhaní,Odmlouvání,Neúcta k autoritám,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "673", "student_age_year": "10 let, 5. třída", "student_hobbies": "sporty", "student_diagnoses": "", "student_disorders": "Lhaní,Odmlouvání,Neúcta k autoritám,Manipulace", "teacher_approbation": "Vysokoškolské, Učitelství pro první stupeň", "teacher_practice_years": "15", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/904", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student regularly cheated in written assignments in various subjects, his behavior was repeated several times in different subjects with different teachers. He cheated in a simple way, looking in his notebook under the desk and hoping that the teacher would not notice his deception.\n\nSituation (Anamnesis):\nThe student showed above-average results in the lessons, answered the questions of the teachers, often supplemented the teachers with interesting things that he himself looked up about the subject being discussed.\n\nTeacher Intervention (Solution):\nThe student was caught in the act by the teacher. He was admonished and warned once in front of all his classmates. When he cheated again during the paper, the test was retaken, he received an A, and he was kicked out of the class for the rest of the class.\n\nOutcome:\nThe student left the classroom crying and humiliated. He didn't try to cheat again in this subject, but he had a strong aversion to the teacher. However, the situation was not resolved further.\n\nStudent Profile:\nAge/Year: 12 let, 6. třída\nHobbies: Hudební výchova a zpěv, přírodopis\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Transfer of student, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "904", "student_age_year": "12 let, 6. třída", "student_hobbies": "Hudební výchova a zpěv, přírodopis", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Český jazyk a občanská výchova pro střední školy", "teacher_practice_years": "19", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/647", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was as follows in one class, according to the guidance counselor and the high school professor. The children started creating different groups of people. But there is also this gifted student who has no problems, but one group of more dominant kids started to bully this gifted student. The situation escalated once after school in the locker room when this more dominant group, led by one female student, began attacking this gifted student in the locker room. They took his backpack, things, shoes. However, by chance, the banker also came home from work, who deciphered the situation well and tried to solve the situation the very next day. The children took part in an adaptation course, team building, where they had a rich program about the situation of mutual respect. The teacher subsequently stated that the situation in the classroom calmed down and the children began to respect each other and in the end they were a good group.\n\nSituation (Anamnesis):\nThe class was divided into different groups that could not respect each other. A more dominant group of individuals, led by a not-so-smart student with good grades, decided to hit on a classmate who is rather submissive, from a Catholic family, and a very gifted student. Fortunately, the teacher, according to the doctor, was caught early on. It took place in the classic way of denying various things, stealing and mocking on the Internet.\n\nTeacher Intervention (Solution):\nThe teacher started solving the situation the very next day. He informed his colleagues, the class teacher and the school management in the assembly hall. The first lesson was class time, where the subject of bullying was discussed with the educational advisor. After the presentation, a kind of adaptation course and teambuilding for the whole class took place in about a week, where they had a 3-day program organized by a volunteer center that deals with this issue, unfortunately the teacher no longer remembers the name of that center.\n\nOutcome:\nThe situation in the classroom completely calmed down after the program, and in the end it was a great group of people who still have good relations with each other today, even though they no longer study at that school. This bullying did not occur in the classroom and lessons, so it was difficult to recognize, it often took place outside the school, except for the incident in the locker rooms. Fortunately, the situation normalized and the bullying caught in the beginning calmed down. I classified this situation as ++ because I believe that its solution also belongs to positive situations.\n\nStudent Profile:\nAge/Year: 13 let\nHobbies: Čtení knih, skaut, setkávání s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression, Bullying\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "647", "student_age_year": "13 let", "student_hobbies": "Čtení knih, skaut, setkávání s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské – dějepis, ZSV, titul PhDr.", "teacher_practice_years": "15 let", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1155", "content": "TEACHING CASE STUDY\n\nBackground:\ndon't even know if this behavior can be described as problematic. At the beginning of my practice, when I started as a classroom teacher, I had a boy in my class who had no friends and didn't even show interest in talking with other students. He himself was an excellent student, a first-grader, but during breaks he always opened a book and read. When classmates tried to talk to him, he would quickly end the conversation or eventually go to the bathroom/hallway. I was afraid that this problem would carry over into adolescence or even adulthood.\n\nSituation (Anamnesis):\nThe student was a very strong introvert, quiet, he liked to read, his favorite series was one that he read several times in a row. He was not part of any group in the class, he avoided contact with his classmates. He was able to work in a group (he cooperated with other pupils), but if he had a choice, he liked to work alone.\n\nTeacher Intervention (Solution):\nAt first, I tried to solve this problem alone with the student, but he told me that he likes to read and doesn't need to talk to anyone. He told me that the other students have other hobbies and that's why he doesn't hang out with them. I tried to talk about this situation individually with his classmates, but they told me that they had tried to talk to this student several times about everything possible, but he himself did not seem very interested in any kind of conversation. Despite that, I tried to motivate them to try to integrate the student into the team, and on the advice of my colleagues at the time, I tried some adaptation games.\n\nOutcome:\nThe student still showed no interest in contact with other classmates, it seemed that he was even more withdrawn and did not want to cooperate with them. The classmates gradually lost interest in his inclusion in the team, and I, since the student did not cause any problems, decided not to prolong this situation any further. He himself did not think that these efforts, both on my part and on the part of his classmates, were doing him any good.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nHobbies: čtení\n\nAnalysis & Annotations:\nSolutions Applied: Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1155", "student_age_year": "13, 7. třída", "student_hobbies": "čtení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., polský jazyk, český jazyk", "teacher_practice_years": "30", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/832", "content": "TEACHING CASE STUDY\n\nBackground:\ngot a PCH student into the 3rd grade. He occasionally showed signs of attention deficit disorder, but at the time of the transition to our elementary school, he was not specially worked with. The boy thrived with A's. The change came from around the fourth grade, when he often did not respect the rules of the class and did not respond to my calls. After talking hours in the tripartite, I found out that he still responds to his mother. At the same time, he did not have a completely negative attitude towards the school or me. I had been used to his short attention spans since third grade, but his defiance was new to me. Later, he started deliberately lying to me, denying it, even though I caught him, for example, taking things from his classmates. In a specific situation that I remember, one classmate bothered him for a long time, they often argued about something. The climax of the situation was when he cursed a classmate for morons, punched him in the stomach, and then they got into a fight. When the children came to tell me, he did not admit it and absurdly denied that the other had given him the blow. There were also signs of bullying, where he was the leader and guide, he often scolded his classmates and knew where to go, insults to his parents 'your mother is disgusting' or to his character 'you're fat, that's why you don't run' were repeated and thus disrupted relationships in the class. At that time, we dealt with the situation with the prevention methodology, the principal, parents and in the classroom.\n\nSituation (Anamnesis):\nten-year-old boy attending primary school comes from a complete family. The father is often separated from the family, he works as a driver. He has an older brother with whom he does not get along well. The parents are cooperating with the school, although they initially downplayed the problem. Undesirable behaviors include lying, leading classmates, insulting, disrespecting rules and teachers. He is not completely excluded from the team and has a friend in it. His hobby is mainly baseball. A teacher close to the family believes that he is probably exposed to stimuli inappropriate for his age at home, such as brutal films, etc., thanks to his older brother.\n\nTeacher Intervention (Solution):\nImmediately after the incident, we investigated the situation and indeed PCH himself was a relatively gratuitous aggressor. The parents were informed and we resolved the situation with the school principal. Both actors of the conflict received a note, and then we dealt with similar situations as a class. In the long term, I didn't want to deal with the situation with him negatively. On the contrary, I always tried to support him and praise him when he did something right, went out of his way to meet his classmates and so on. I didn't let him tell me anything. The trust between the teacher and the student was greatly damaged by his previous behavior. This is not how the common relationship between student and teacher can be maintained. Everything that was pathological, such as swearing, and verbal attacks on classmates, we definitely dealt with, monitored and prevented it. Tripartite, interviews with records, meetings with parents and the director were countless. In the end, PCH ended up in the SPC and subsequently also in a psychiatrist, at that time the defiance was gradating in the home and the parents insisted on a solution. He was diagnosed with oppositional defiant disorder and ADHD. However, the main reason behind the speeches was the failure of the opposition's defiance. Mr. Psychiatrist probably helped him in the short term, but in the long term, in my opinion, the drugs rather harmed him.\n\nOutcome:\nAs a result of being put on medication by a psychiatrist, he went to school very depressed. The anger, the lying, and the pointless defiance have almost died out. But unfortunately his depression had consequences in subjects where his talent could be shown, for example in art classes. Conflicts with the pupil in question did not repeat themselves.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Sporty  baseball, vybíjená)\nDiagnoses: ADHD\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Lying and cheating, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Bullying\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "832", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Sporty  baseball, vybíjená)", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "Pedagogické magisterské vzdělání -  Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "8", "problems_annotated": "Diagnosis, Physical aggression, Lying and cheating, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1268", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were already problems when I got it in the fifth grade. He went to school from the first grade. I was his class teacher from fifth to seventh grade. He didn't hang out with anyone in class. He did not seek conflicts, was introverted and sat alone. In terms of school performance, his grades were average, but things got worse in the seventh grade. He didn't enjoy school, and if he didn't understand the material, he didn't want to do anything. He just sat there and did nothing despite being reprimanded. When he didn't want to do anything, he said he wouldn't do it, and no one convinced him to work. When the principal called him to the principal's office, he did not move from his chair and the principal had to follow him into the classroom. We resolved this situation with the parents, the school psychologist and the student himself. At home, his parents did not pay attention to him and did not want to deal with this situation much. Once his father came to us and told the student, even in front of us, that if you work at school, he will buy him a better computer. His hobby was gaming and IT industry. We also agreed with the parents that if the student does not work, we will call the parents and they will pick him up from school. We had another 25 kids in the class who wanted to learn.\n\nSituation (Anamnesis):\nThe student lives with alternate care and is an only child. He lived with his father for a week and with his mother for a week. When that was not possible, he lived with his grandmother. He has been diagnosed with attention and activity disorder, behavioral difficulties and emotional lability. His work rate gradually deteriorated. When the fabric didn't suit him, he got stuck and said he wasn't going to do it. His grades were getting worse. In seventh grade, we didn't even have anything to evaluate him on, because he hardly went to school. He didn't get along very well with anyone, so he had a behavior problem. His parents did not support him and were not interested in him, which was also reflected in the solution to this situation. His interests include playing computer games.\n\nTeacher Intervention (Solution):\nWe first addressed the situation with the student himself. When he got stuck and didn't want to do anything, we didn't force him to do anything. We further discussed the situation with the director. The pupil even refused to come to the principal's office, so the principal had to come to the pupil's classroom. After that, we discussed the situation with the parents, but they were unable to get the student to do anything. They didn't pay attention to him at home, they let him play games on the computer so they could have peace from him. He went to school unprepared. Next, we discussed the situation with the school psychologist, and finally with the student himself. In the end, it was agreed that if the student does not do anything at school, we should call the parents and they will take him away, so as not to hinder other students. Several pupils from the class offered him tutoring in a subject he did not like, but the pupil did not take advantage of these offers. In the seventh grade, we told the student and his parents that we had nothing to evaluate him on, because he refused to write the test several times and his parents took him home three out of five days a week because he did not work. We informed them that he would have to repeat seventh grade again.\n\nOutcome:\nThe student's parents eventually sent him to another school. I am not satisfied with the situation myself. As a class teacher, I had a good relationship with him and we all tried to help him. Both students with tutoring offers and me. The student refused to work and rarely attended school.\n\nStudent Profile:\nAge/Year: 10-12 let, 5.-7. ročník\nHobbies: počítačové hry, IT\nDiagnoses: ADHD,Porucha chování,Výkyvy nálad\nDisorders: Emoční labilita,Nepozornost,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1268", "student_age_year": "10-12 let, 5.-7. ročník", "student_hobbies": "počítačové hry, IT", "student_diagnoses": "ADHD,Porucha chování,Výkyvy nálad", "student_disorders": "Emoční labilita,Nepozornost,Hyperaktivita", "teacher_approbation": "vysokoškolské vzdělání, tělesná výchova a pedagogika + učitelství 1. stupně", "teacher_practice_years": "25 let", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/563", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is stubborn, if it's not his way he gets stuck and doesn't talk to you at all. He is angry, does nothing and does not say anything to anyone all the time. He often has tears in his eyes. Many times it is even a small thing that makes him angry. Sometimes it also applies to opinion. If his opinion does not coincide with someone else's, he gets angry. We go out, for example, he wants to go in front of the school, but I say we go behind the school. He is then angry all the time and refuses to communicate. In class, this behavior occurs occasionally. Sometimes he just doesn't feel like it and is slow. It probably depends on whether he enjoys the assigned work. If he has a given task in mathematics, he has no problem with the solution. If he receives a given task in Czech, the already described situation often occurs.\n\nSituation (Anamnesis):\nHe lives only with his mother. His parents did not live together for most of his life, his father died two years ago. He has a brother a year older, who also attends the same junior school as him. The dominance of the younger brother can be recognized because he is more communicative, physically fitter and more popular in the group.\n\nTeacher Intervention (Solution):\nWe tried to talk about it with the student, but he doesn't want to talk about it. I don't know what to do with him. Even though he is no longer angry and in a good mood, he refuses to communicate about this situation. I've tried going at him quickly and calmly, but it usually doesn't work. I've had a few times where he took a joke. I told him: 'don't be like a slipper!' etc. Mostly, however, he refuses to work or communicate. He doesn't even want to tell me what made him angry, what he doesn't understand, etc.\n\nOutcome:\nThe result is negative. Despite the conversation with the mother, the situation keeps repeating itself. It was found that the student is a little more communicative when the teacher uses a joke to solve the problem, but it is not a guarantee that it will always work.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Vojenství, historie, paleontologie\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "563", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Vojenství, historie, paleontologie", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nespolupráce", "teacher_approbation": "Mgr. (učitelství 1. Stupně ZŠ); CVŽ učitelství v MŠ", "teacher_practice_years": "3 roky", "problems_annotated": "Emotional outbursts, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/687", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the 2020/2021 school year, the student was a student in the 1st year of a secondary vocational school in the field of hairdressing. As his class teacher, I only met the first class in the role of class teacher during the two weeks before the transition to distance learning. Theoretical teaching at our school takes place every other week and alternates with practical teaching, when the students are under the supervision of the teacher. Pupils and parents had a very short time to familiarize themselves with their new school, teachers and subjects and to make a smooth transition to online learning in Microsoft Teams. Therefore, based on these facts, the selected pupil did not start participating in distance learning, he began to show increased absenteeism and did not hand in any assigned work.\n\nSituation (Anamnesis):\nHe is an adult pupil, who in the past had unsuccessfully completed his studies at another secondary vocational school after the onset of psychological difficulties following the suicide of his best friend. The student showed average academic results, but above average emotional intelligence, awareness of himself and his possibilities. He communicated with discretion, never made unnecessary promises and never overestimated his abilities. He recognized his psychological limits and was aware from past experience of the barriers and difficulties associated with overcoming them.\n\nTeacher Intervention (Solution):\nThe student's problems with attendance and failure to complete assignments began to manifest themselves at the very beginning of distance learning. That's why I contacted him by phone to find out what his non-participation was about and I suggested help in the form of a school computer. However, the student informed me that he had a computer, so we logged into Teams together and explained its individual functions. As the pupil was already of legal age, I communicated exclusively with him. He was more apathetic on the phone but always picked up or called me back. He indicated to me that he has certain psychological problems associated with the transition to a distance form of study and suffers from insomnia, which is why it is difficult for him to get up in the morning and stay connected and not fall asleep. He promised that he would try to start communicating with the teachers and try to catch up. During the quarterly evaluation, however, it was clear that he did not succeed completely, so we arranged a personal meeting, we went through each subject and what would be necessary to do in order to benefit from it better. Finally, the student got up the courage and explained to me without insisting that he had similar problems once before and did not finish his studies at the previous school for a similar reason. That's when he developed problems with insomnia resulting from sleep paralysis after the suicide of his best friend. He was also medically examined at the time, but he had no documentation. He was prescribed medication, but after a while he stopped taking it because he was not feeling well and his condition gradually improved. Two years after this event, he joined our school, and during the transition to distance learning, his sleep paralysis returned, with associated insomnia and fear of falling asleep. We agreed that we would take it slow, let him catch up as much as possible, how he would manage, and we would sort out the rest for half a year. He managed to complete all the subjects for half a year, but the problems with absenteeism worsened in the second semester. I therefore arranged for him to meet with the psychological counselor at our school, where we agreed that if he does not start attending classes, he will have to be expelled from the studies on the basis of high absenteeism. The student refused to see a doctor and to involve his parents, so I felt that I had no choice but to verbally support him. After returning to school, he appeared sporadically at school, but in recent weeks he did not attend either theoretical or practical classes at all. He didn't even show up for the make-up exams, so he didn't advance to the second year.\n\nOutcome:\nThe last time I talked to the student on the phone, he sounded more positive and added that he was doing better, that he was working part-time, enrolled in a barbering course and that he was thankful.\n\nStudent Profile:\nAge/Year: 18 let, 1. ročník středního odborného učiliště\nHobbies: Zájem o obor, který studuje  kadeřník)\nDiagnoses: Spánková paralýza\nDisorders: Absence,Nepracovitost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "687", "student_age_year": "18 let, 1. ročník středního odborného učiliště", "student_hobbies": "Zájem o obor, který studuje  kadeřník)", "student_diagnoses": "Spánková paralýza", "student_disorders": "Absence,Nepracovitost,Vyhýbání se škole", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/958", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the previous class was complicated. I had a pupil there who was in a very bad state, after attempts at suicide and self-harm. The communication with the student's mother was different and the relationship with this student was different. She trusted me and we solved many problems together. The diagnosis was difficult, the situation had its ups and downs, but in the end a certain stabilization was achieved.\n\nSituation (Anamnesis):\nThe personal history of the pupil or class is key to understanding the situation, but in this case I was unable to obtain more information.\n\nTeacher Intervention (Solution):\nŽačka was receptive to solving problems, even if they were huge. By chance, I recommended it to a friend who is a psychologist. Since then, although the pupil does not give me information directly, the psychologist monitors her development. Trust was key. The student has already graduated, but we are still in contact.\n\nOutcome:\nThe pupil's behavior stabilized, although there were occasional dips. She successfully passed her high school graduation and achieved life's achievements. The contact between her and the teacher continues even after finishing high school.\n\nStudent Profile:\nAge/Year: cca 17 let, ročník septima/oktáva\nHobbies: -\nDiagnoses: Psychiatrická diagnóza\nDisorders: Pasivita,Neposlušnost,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "958", "student_age_year": "cca 17 let, ročník septima/oktáva", "student_hobbies": "-", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Pasivita,Neposlušnost,Nepozornost", "teacher_approbation": "Vysokoškolské vzdělání – Magisterské studium + Pedagogické minimum, aprobace Český jazyk a Hudební věda + Němčina; aktivně se věnuje tvůrčímu psaní a korekturám", "teacher_practice_years": "Cca 26 až 27 let (včetně mateřské dovolené)", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/190", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students had the task of composing from colored papers. Everyone got different colors of paper. One of the students began to express dissatisfaction with the color of the paper he received. At first he hid the paper and claimed that someone had taken the paper from him. Since I didn't believe him, I tried to convince him about the suitability of the color he got. However, this student became agitated and angry with accompanying stomping. Subsequently, he tore up the paper in the color he was not satisfied with and threw it in the trash.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD and is under the care of his mother.\n\nTeacher Intervention (Solution):\nI tried to calm the student down and explain to him that he must have his paper in his desk, that none of his classmates took it from him. The student refused this all the time. The situation worsened with any attempt at explanation. After a few minutes, the student angrily tore up the paper and started stomping on it. It was almost impossible to calm him down.\n\nOutcome:\nUnfortunately, none of my measures, arrangements, proposed solutions had an effect on the pupil, and after the incident it was difficult to talk to him, let alone cooperate. He sat insulted in the pew with folded hands and refused any cooperation. The last possible solution was a phone call with his parents, who tried to talk him out of it.\n\nStudent Profile:\nAge/Year: 9 let, 3 třída\nHobbies: fotbal, míčové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Lying and cheating\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "190", "student_age_year": "9 let, 3 třída", "student_hobbies": "fotbal, míčové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "5", "problems_annotated": "Diagnosis, Emotional outbursts, Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/976", "content": "TEACHING CASE STUDY\n\nBackground:\nHowever, not all cases of problem behavior had a happy ending like the previous one. At the moment, I am a fifth-grade class teacher again, and I have a little bit of everything in my class, so to speak - integrated, foreign and problem children. This story is not so much my experience as it is about a class that has passed from the first grade to the second, so I am still getting to know the children myself - what are their habits, needs or bad habits. But since I heard that it is a really exceptional class in terms of solving problem behavior, I decided to contact their former class teacher in the first grade and thus continuously inform myself about the situations or rather persistent problems that are part of this, already my class, to be in the picture, so to speak.\n\nSituation (Anamnesis):\nThis case concerns a boy who currently lives only with his father, as his mother died over a year ago. When this situation arose, of course the teachers, but also the classmates, were really considerate, tolerant and helpful towards him. The teachers did not make excessive demands on him from the beginning, as the boy did not go through a really easy period. Losing a mom hurts at any age, but I think at this age it's hard to explain to a child why mom will never come home. So the boy stayed at home for a while to deal with the team and the teachers took this situation into account and even accepted it to a certain extent.\n\nTeacher Intervention (Solution):\nHowever, the problem arose when the boy returned to school after a long time. He used to be inattentive at school, didn't do his homework, didn't listen to the teachers, distracted them and disrupted classes, until finally one day it got to the stage where he stopped going to school altogether. This situation was also resolved with the boy's father, when my colleague informed him about what was happening with his son and tried to find some reasonable way out. Everyone understood the situation that the boy was going through a period when he lost his mother, but it had been long enough for him to be able to fit back into the school environment, so to speak. From the beginning it seemed that the father understood the seriousness of the situation, the boy started going to school again, but he did not last two weeks. The situation was resolved repeatedly with the father, who at first excused his son, but after a while the number of missed classes climbed to an enormous number, when the boy was in danger of having unexcused classes in the fourth grade and was even in danger of repeating the grade. Later it was discovered that the boy, despite the time that had passed, had not come to terms with the loss of his mother at all.\n\nOutcome:\nIn the end, although the situation turned for the better, as the boy is currently in the fifth year with me, however, inappropriate behavior in the form of disruptions and failure to complete tasks still persists. I am currently trying to resolve this situation as best I can, but since not only this boy, but also a few of his classmates have a bit of a problem with following the rules and authority, it is not always a cakewalk. However, I firmly believe that after time they will learn to follow the rules that we have agreed upon as a class.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "976", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "13  Absolvovala nejaký relevantný kurz, výcvik na zvládanie problematického správania, nekázne nebo komunikácia v triede apod. (zaškrtnite):  áno / nie  Prípadne uveďte názov (otvorená otázka):  Presný názov neviem, ale išlo o predmet v rámci kreditového systému, ktorý absolvovala pred atestáciou.  Kazuistika ++  Rozhovor bol vedený s pani učiteľkou, učiacou na základnej škole na druhom stupni, kde dlhé roky pôsobí ako učiteľka anglického jazyka, geografie a environmentálnej výchovy. V rozhovore mi porozprávala o svojich skúsenostiach a prípadoch problémového správania, s ktorými sa za roky svojej", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/700", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place on the last evening of the adaptation course. By the fire, the students could see the fatigue from the rich program and lack of sleep. The three boys from the class were quite seated at first sight, which was shown by the fact that they did not sit with the rest of the class, but made their own group and sat apart from the others and talked among themselves. Suddenly they started arguing, threw themselves at each other and started fighting. We ran towards them, but before we got there, one of them took out a shooting knife from his jacket pocket. Fortunately, he didn't threaten anyone with the knife, he just stood there with an open knife. We managed to tear them apart and took them to our cabin.\n\nSituation (Anamnesis):\nThe class as a whole didn't seem troubled, but those three boys were causing trouble. One of them is a refugee from Syria, who we already talked about in the previous case study. Another is a member of a group that can often be seen in the park near the station, and at first glance seems problematic. For two of them, this isn't the first high school they've attended, but they haven't finished one yet.\n\nTeacher Intervention (Solution):\nThe pupils were brought to the headmistress, who spoke to them at length. They were given conditional suspensions from school and were told in no uncertain terms that any further trouble would result in immediate expulsion. All three promised that they would no longer behave vulgarly and aggressively and that they would not violate school rules. The headmistress called their parents, but didn't talk to two of them. Since it was late, she didn't want to send them home, but to avoid further trouble, she sent everyone to sleep in a different cabin. She called her parents the next day and informed them of the conditional expulsion. The parents of the refugee were not allowed.\n\nOutcome:\nDespite the measures, the pupils' behavior did not improve and on 10.9. they were expelled after being caught packing a joint and snorting tobacco. More information about this incident is given in the next case report.\n\nStudent Profile:\nAge/Year: 16, 17, 18, 1. ročník\nHobbies: Být se svojí partou, PC hry\nDisorders: Agrese,Lhaní,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "700", "student_age_year": "16, 17, 18, 1. ročník", "student_hobbies": "Být se svojí partou, PC hry", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Vulgární vyjadřování", "teacher_approbation": "Vysoká škola", "teacher_practice_years": "17", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/511", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation, which has been going on for a long time, is worrying. The girl from the eighth grade is almost isolated from the collective, closed, inaccessible, uncommunicative and apathetic. Her only expression is artistic, she communicates minimally. He does not respond to the teacher's questions or only minimally, he does not carry aids, if he does, then sporadically. He has insufficient hygiene habits, wears torn and often dirty clothes. As a teacher, I cannot continue to ignore the situation, I must try to make contact and find out what is behind her behavior.\n\nSituation (Anamnesis):\nThe student lives only with her father and brother, her mother died in a tragic accident, and her grandparents also take part in her upbringing. The girl suffers from psychological problems, visits a psychologist and is also diagnosed with attention disorders. She and her brother go to school in torn, often dirty clothes, the girl often has unwashed hair and a neglected appearance. The class he attends is divided into groups with great contrasts and vastly different opinions. In the classroom, the groups hardly communicated with each other during the girl's problems, and when they did, it was with great resentment. During the school year, the class managed to become almost cohesive except for a few individuals. The class is rather above average in terms of benefits.\n\nTeacher Intervention (Solution):\nThe girl paints a fallen angel, is withdrawn and does not perceive the surroundings or the teaching. He does not respond to the teacher's questions. I approach her and ask about a detail of the drawing that seems unclear to me. The girl doesn't respond at first, so I answer myself and deliberately remember this detail in my own way - but absolutely not fitting in with her topic. The girl reacts and begins to clarify. It is open to communication about the painting. The dialogue is only on the artistic level. This communication lasts a few minutes, after which the girl closes again. As soon as I get another chance to ask her something about her painting, I don't hesitate to ask. In this way, over time, the girl opens up to me for longer and longer periods of time. Now he has no problem communicating with me outside of the artistic realm. I spend most of my time with her in class and try to get her to cooperate with the teacher.\n\nOutcome:\nThe girl's condition gradually improved, she began to accept and communicate with the assistant on a regular basis. The girl began to respond to the teacher's calls and answer. Taking notes on the teacher's instructions, but this was not always successful - depending on the mood and circumstances that arise from the family. The class perceives her as an individual, they do not seek her company, some accept her life attitude. She doesn't really have a friend in class, she never hurts anyone, she's kind, non-conflicting, warm-hearted, perceptive. In class, he has fun with several classmates according to his mood.\n\nStudent Profile:\nAge/Year: 14 let – 8. třída\nHobbies: Výtvarná výchova, cosplay\nDiagnoses: Poruchy pozornosti,Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "511", "student_age_year": "14 let – 8. třída", "student_hobbies": "Výtvarná výchova, cosplay", "student_diagnoses": "Poruchy pozornosti,Psychické problémy", "student_disorders": "", "teacher_approbation": "Spgš Znojmo", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1083", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I started teaching, I guess it was my first year, a couple of young ladies showed me some affection from time to time. In the beginning, I took it as a normal thing when a new young teacher comes. But after a while it started to get annoying. The ladies walked around me in the corridor on purpose, preferably as close as possible as they passed. Once it happened that she even 'accidentally' touched me. I didn't know how to react then. I remember we just went on some kind of overnight class trip. In the evening, we lit a bonfire and threw papers with wishes (to make them come true) into the fire. The young lady declared that she had a wish 'I will marry Mr. Teacher...' and threw it into the fire.\n\nSituation (Anamnesis):\nAnnoying miss\n\nTeacher Intervention (Solution):\nalso consulted with my colleagues, but in the end I decided to talk to the ladies myself. They didn't listen and continued to repeat similar behavior, in the end I decided to take it as a joke and wait until they left elementary school anyway.\n\nOutcome:\nIt didn't work, it was only resolved when the student left the school.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nDisorders: Provokace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1083", "student_age_year": "14 let, 9. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Provokace", "teacher_approbation": "Mgr.", "teacher_practice_years": "4", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/475", "content": "TEACHING CASE STUDY\n\nBackground:\nThe school was undergoing renovation of several rooms, which caused some confusion. One of the chairs for the students was borrowed from the classroom where we had the lesson, exactly where the student in question was supposed to sit. Due to the size of the classroom, it was impossible to find another place for him to sit. When I came to the classroom, the student was sitting on the bench with the others, which was normal until the teacher came. After I entered the classroom, all the students stood up to greet me and then sat down, but this student started packing up and headed for the door.\n\nSituation (Anamnesis):\nI asked him what was going on, and he replied that he had nowhere to sit and therefore could not participate in the class. His behavior indicated an attempt at defiance and an expression of reluctance to be present in my class.\n\nTeacher Intervention (Solution):\nconsidered letting the situation go and letting him go, but I felt responsible for his safety, especially with the ongoing renovation. It didn't feel right that someone else had to step back and give him his chair. That is why I told him that he is not allowed to leave the classroom because the lesson is in progress and the school rules and laws do not require students to sit during the lesson.\n\nOutcome:\nThe student was taken aback by my explanation, but understood that he had no other choice. So he stood for the rest of the class, which wasn't ideal, but he couldn't just walk the halls. He was unexpectedly quiet during the lesson, he didn't actively participate, but at least he didn't disturb. This incident did not change his behavior towards me, but I am glad that the situation was resolved in a calm way.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník SŠ\nHobbies: Šachy a deskové hry\nDisorders: Disrespekt,Nespolupráce,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "475", "student_age_year": "15 let, 1. ročník SŠ", "student_hobbies": "Šachy a deskové hry", "student_diagnoses": "", "student_disorders": "Disrespekt,Nespolupráce,Neúcta k autoritám", "teacher_approbation": "", "teacher_practice_years": "12 (v době situací méně)", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/857", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I have chosen as an example of unsuccessfully addressed problem behavior concerns a classroom where most of the children are working and functioning well. However, one student is constantly disruptive, makes inappropriate comments and jokes, makes fun of me and others, calls attention to himself and brings unnecessary things to school to get attention. This behavior occurs in the second grade classroom I teach. When a student is disciplined, he does not learn from it and continues his behavior. After consulting with colleagues, I found out that he behaves in the same way in other subjects as well, and many teachers describe similar situations. We are not sure how to deal with the problem effectively and this disrupts the atmosphere of the class and the lesson. The student's presence complicates various activities, for example during games, where he is often excluded because no one wants to cooperate with him.\n\nSituation (Anamnesis):\nThis student's behavior is burdensome and exhausting for all of us. The children themselves reprimand him and find his behavior embarrassing. Nevertheless, we did not come up with any effective solution. We tried to resolve the situation with notes, at class meetings and contacted parents, but to no avail. We tried to keep the student busy during class and pay attention to him so that he would not get bored, but that didn't help either. When I offered him an individual fun activity, he continued to interrupt and spoil the class atmosphere. We don't understand what is going on in him because he has no disorder or diagnosis and no known major problems in the home environment. His problem behavior is constant and affects my relationship with classes, which I then do not look forward to.\n\nTeacher Intervention (Solution):\nAlthough I thought that I did not have sufficient authority, my colleagues confirmed that they had the same problem with the student. He has a problem with authority in general, is rude and sometimes even mean to both classmates and teachers. He is capable of tying and seems to have never learned what authority is. We believe that he was not taught to perceive authority at home. Sometimes I felt that I couldn't handle the situation, raised my voice and let myself be thrown around unnecessarily.\n\nOutcome:\nWe are trying to resolve the situation, but so far without success. I remember the story of my mother, who was a teacher and had a similarly problematic student. Years later, he apologized to her for his behavior. We hope that this student will also become aware of his behavior one day. His behavior is often infantile now, but it is possible that the situation will improve as he matures.\n\nStudent Profile:\nAge/Year: Žák na druhém stupni (7. třída)\nHobbies: Nevíme\nDisorders: Vulgární vyjadřování,Nespolupráce,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Consequences, Disrespectful communication, Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "857", "student_age_year": "Žák na druhém stupni (7. třída)", "student_hobbies": "Nevíme", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Nespolupráce,Zesměšňování", "teacher_approbation": "Mgr., aprobace anglický jazyk, český jazyk pro cizince", "teacher_practice_years": "3", "problems_annotated": "Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/748", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the very tense situations that the student prepared for us was once at the beginning of the lesson, right after the bell rang, when everyone was already sitting in their seats, but the teacher had not yet arrived. The student had a large, two-liter bottle of Coca Cola, which he unscrewed, drank, and left the open bottle on the bench. Then he 'accidentally' snorted it, the bottle tipped over and everything started pouring out, which he just watched and didn't even try to pick up the bottle. A huge puddle was spilling on the ground, all the briefcases within reach were suddenly soaked with Coke. The children squealed, jumped and tried to save their things. Most of the children rushed for paper towels and quickly tried to prevent the flood from spreading further. He just stood and washed himself. I grabbed him by the shoulder and pushed him towards the puddle and told him to hurry and help clean up. He started yelling at me that I attacked him and that he was going to complain about me. He refused to participate in the cleanup and just watched with a smile. It should also be noted that this is not the first time he has done this. 'Accidentally' spilled drinks happened to him more often, even though I repeatedly warned him that he should close the bottle again immediately after drinking. However, he always reacted with irritation and insolence.\n\nSituation (Anamnesis):\nThe student lived in a joint household with his mother and grandmother, he was an only child. Both spoiled him very much. They let him hang around the housing estate and, according to reports from classmates living in the same housing estate, he committed vandalism. He destroyed bells, the elevator and polluted the common areas. He also often attacked smaller children. In the classroom, he mostly only allowed himself to girls, pinched them, twisted their arms, pulled their hair and insulted them. No comments were effective because the mother and grandmother uncritically defended the student in all circumstances.\n\nTeacher Intervention (Solution):\nThe class teacher wrote a note to the student and talked to him about it, however, there have been many such notes and interviews with absolutely no results. The mother has also been to the school several times, but this also did not lead to anything, because the mother claims that the pupil is good and without conflict, that it is a misunderstanding, or that it is the fault of his classmates who bully him.\n\nOutcome:\nUnfortunately, we didn't actually solve anything, so certainly not successfully. The boy did not improve in any way in his behavior. I no longer work with this student. I'm at a different school, so I don't know how they proceeded with him. It was suggested that he go to the school psychologist, but I know that we encountered resistance, that he does not want to go to the psychologist, that the children would laugh at him.\n\nStudent Profile:\nAge/Year: 11let    5. třída\nHobbies: Žádné\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "748", "student_age_year": "11let    5. třída", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/253", "content": "TEACHING CASE STUDY\n\nBackground:\nIn one of my Czech language classes, a student deliberately provoked a classmate in order to elicit a weak reaction from her and thus \"start\" the whole lesson. However, after repeated warnings, this behavior only escalated, so I was forced to send the assistant with the student into the corridor to calm him down, because I know that the student behaves like this when he is bored in class and needs to release excess 'steam' by talking about his ambitions. After returning, however, he began to direct his verbal attacks at me, he began to use Romani, because he knows that I do not understand most of the language. After the warning, the verbal attacks began to escalate, and the student was taken by an assistant to the school's counseling office for the rest of the day. After the end of the lesson, we consulted with the deputy headmistress about the pupil's behavior and, due to the pupil's generally deteriorating behavior, we convened an educational committee with parents and the school psychologist.\n\nSituation (Anamnesis):\nThe collective of a given class is a very complex matter. It could be divided into three 'subgroups' of types of people. The ones who 'get it going'. Those who respond to 'getting started' and those who generally ignore the class and take care of themselves (there are few). The class does not function as a collective, but as a collection of individuals. I try to solve tricky situations collectively, but this usually ends in mass arguments between the students and it is impossible to get anywhere together. As individuals, however, the students are smart by school standards, they can handle most subjects, the problem is that they are simply noisy. They react to each other and there are too many starters to arrange the seating order so that two people who can start a class in seconds are not sitting together or in close proximity.\n\nTeacher Intervention (Solution):\n'Student, enough, you're exaggerating' 'What about me!?' 'Student, you are not supposed to speak at all now. If you want to say something about the matter, you can log in. Otherwise, the classmate has had enough of you, don't think I can't see it' 'She started it because it's ****' 'That's enough! Assistant, take the student out before we calm down!' 'So what?' 'Already calm' 'Okay' 'Aguti!' 'Student, I don't know what that means, please calm down, you're starting again' '(laughter) Aguti!' 'Student, it's over. You're interrupting! You know that and you know you're in more trouble than you need, one more time and you're going upstairs with the assistant!' 'Put ten notes in my f**k!' 'Okay, assistant, go upstairs with him and let them keep him there for the rest of the day, here's his textbook, let him do these exercises, see you after school'\n\nOutcome:\nEvery day is a little bit new with us. The student does not realize these situations after a few hours, let alone after a few days. He also only realizes the consequences of his actions when he is confronted with them, as I told you he shouted 'what about me?' he didn't even realize at that moment that he was making a mistake. The problems with this student are long-term and never-ending. It is always only 'fixed' around report cards or educational committees.\n\nStudent Profile:\nAge/Year: 15, 7.\nHobbies: Práce, box, posilování\nDisorders: Agrese,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Disrespectful communication, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "253", "student_age_year": "15, 7.", "student_hobbies": "Práce, box, posilování", "student_diagnoses": "", "student_disorders": "Agrese,Vulgární vyjadřování", "teacher_approbation": "Bakalářské- Čj/Dějepis", "teacher_practice_years": "3", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/22", "content": "TEACHING CASE STUDY\n\nBackground:\nThe grade zero student was very troublesome in class in every way. Every day I had to deal with something about him, whether it was a lost diary, a dirty and torn school book, late arrivals to school in the morning (sometimes up to 50 minutes), missed worksheets or disruptions in class. But if I have to point out the worst situation at the level of behavior, then it is definitely theft. It sounds terrible, but it really happened. Some of the toys that we have in the classroom for the afternoon group and also some aids have started to disappear. When we found out that he was taking the things home, we immediately started to deal with it. In one particular case, it was a toy car. When I asked about the little car, if he took it, he started to defend himself, saying that it was not true at all. Unfortunately, his older brother, who was a year older, went to the same class with him, and he usually betrayed him. Even when it became clear that he really took the toy car, he defended himself and did not want to return it. It even went so far that he claimed that the toy car was his and became aggressive. When it really dawned on him that we could call the police because of this, then he brought back the thing he took, but usually a different one - that, for example, he left the toy car he took from school at home and brought it instead a completely different car that he probably found somewhere at home.\n\nSituation (Anamnesis):\nThe student's behavior undoubtedly reflected how things work at home. She lives only with her mother and siblings, her mother cannot take care of all the children, which she herself admitted. At the same time, they have financial problems, so neither he nor his siblings have many toys or they destroy them immediately. During distance learning, when parents had to pick up worksheets for their children at school to complete at home, there were always problems with mom. I have addressed the situation with her several times, always promising to make amends, but it has not happened. In the same way, when we agreed to meet in person to discuss the situation, she did not show up on any set date. The whole situation with a problematic mother and her sons in my class was also dealt with by the Department of Social and Legal Protection of Children. In class, both boys had friends, they fit into the team, in terms of understanding the material discussed and the work in class, so they mostly both tried. However, I often did not know what to do with the behavior that he sometimes displayed not only during breaks, but also during lessons.\n\nTeacher Intervention (Solution):\nThe case of the theft of toys and tools was solved by myself and other school staff who were involved in solving the situation, mainly by communicating with the pupil, when we tried to explain to him as best we could that such behavior was not correct, we mentioned the cases of some other children and how that's what happened with them, when there was no way around it, I even used scaremongering a few times that if he didn't confess and return the things, that the police might be called. I talked to him a lot and since the boys at home don't have a very clear idea of what behavior is right and what isn't, I always tried my best to explain to him why such behavior is wrong and what can happen.\n\nOutcome:\nAs for the solution to the discussed problematic situation with the thefts, the short-term solution was usually that he had to confess, apologize and return the toy (or other stolen item). In the long term, we managed to reduce these thefts quite a bit, apart from solving his behavior with himself, also by the fact that my colleagues and I brought some toys for us, which were lying around our children at home and no one would use them anyway. As well as some clothes and school supplies. Although we really managed to reduce problematic behavior in the area of these thefts, I rate the case of managing his problematic behavior as one of the worst. When it was decided whether he would stay in grade zero or go to grade one, no teacher, including me, wanted him in her class at all because of his behavior.\n\nStudent Profile:\nAge/Year: 5 let, 0. třída\nHobbies: Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules\nSolutions Applied: Disrespectful communication, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "22", "student_age_year": "5 let, 0. třída", "student_hobbies": "Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, Učitelství pro 1. stupeň ZŠ, obor Výtvarná výchova", "teacher_practice_years": "31 let", "problems_annotated": "Emotional outbursts, Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1338", "content": "TEACHING CASE STUDY\n\nBackground:\nPreviously, I worked as an educator and teacher's assistant in a school with a larger number of more problematic students. The student I remember grew up in foster care and had mental health problems that were treated with medication.\n\nSituation (Anamnesis):\nHe was aggressive in class, even to the point of physically assaulting his assistant, also threatening to jump out of the window, for example, and often throwing himself down ('I'm useless.' etc.).\n\nTeacher Intervention (Solution):\nremember that it often happened that neither the teacher nor the assistant knew how to deal with the student, so they always sent him to me. Only after my intervention did he calm down. I was perhaps the only one of the entire teaching staff whom he trusted, because I was known at school for the fact that students could always talk to me, confide their problems and ask for advice. Maybe that's why he always calmed down in my presence. I always treated him calmly and with respect, I always listened to him and did not fight back. Next, I tried to divert his attention in a completely different direction, for example that I absolutely need help with something and only he can do it. It was mostly manual art work where I talked to him about his problem, which made him feel safe and respected.\n\nOutcome:\nDuring these conversations, I tried to find a situation for which I would praise him in order to increase his self-confidence. After this intervention he always calmed down and for some time worked better in class again. Even in later years, he often sought out my company, and it seems to me that with age, thanks to my support, his problems eased.\n\nStudent Profile:\nAge/Year: 7, 2.rčník\nHobbies: Starší případ, nelze vybavit\nDiagnoses: Problematické chování\nDisorders: Agrese,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Selfdestructive behaviour\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1338", "student_age_year": "7, 2.rčník", "student_hobbies": "Starší případ, nelze vybavit", "student_diagnoses": "Problematické chování", "student_disorders": "Agrese,Neúcta k autoritám", "teacher_approbation": "středoškolské", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Physical aggression, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1185", "content": "TEACHING CASE STUDY\n\nBackground:\ngave the students the task of correcting the dictation and justifying why it is written soft or hard in which situation and so on. I let the students work independently. After a while, the three students started yelling at each other. 'Teacher, they are arguing in the office.' I silenced one of the students. Another student spewed. 'Mrs. teacher, they're chasing their impaling dicks over there!' Without a reaction, I started talking to another student and asked him about the first sentence. I even came up with a reward for the correct solution and defending the correctness, but the student continued. 'He's probably rubbing frn*y there.' I ignored the remark and called the student in question to explain the sentence. He refused to answer.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on each side of the class so that they have as little opportunity to communicate with each other as possible, i.e. to influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nI tried to calm the students down. Unfortunately, that didn't work, so I tried to ignore the notes and focused on the other students. But this group was so disturbing that I tried to call one of them as a warning to the others. Unfortunately, this did not work at all, rather the opposite, and the inappropriate behavior continued on and on. Until my nerves snapped and I scolded the students for disobedience. The students were obviously amused by this and did not take it into account. The bell saved me.\n\nOutcome:\nThere was no solution, the class only managed to correct the dictation in the whole hour and the problematic students escaped without problems. On the contrary, there was frustration on the part of the teacher. So, in the next lessons, the students continued and maybe even in the future the disruptive behavior will increase.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: otevřená otázkaLední hokej\nDiagnoses: Dislexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1185", "student_age_year": "14, 8. ročník", "student_hobbies": "otevřená otázkaLední hokej", "student_diagnoses": "Dislexie", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/956", "content": "TEACHING CASE STUDY\n\nBackground:\nhave an experience with the same student, at the end of the 6th grade. In the English language classes, we did not do new subject matter, and rather we devoted ourselves to practice and speaking. I prepared a competitive activity for groups. I wanted to divide the children into three groups so that they were approximately equally skilled. As they sat, I moved with each student so that in each group there was at least one who knows English well and one who is more creative, so that the weaker ones have someone to lean on. When I put a student in one of the groups, he immediately started jumping out of the box like a devil and shouted that he would not go to that group because no one wanted to work with him. I told him that it was not true, that no one said that they did not want to work with him, and that he should go to work in that group. However, he kept repeating that he was not going there and that they did not want to work with him.\n\nSituation (Anamnesis):\ninsisted that I wanted him to move. By constant repetition I managed to get him to move roughly where he was supposed to. However, he sat down in such a way that he certainly could not cooperate with the group. I felt that it was probably not going to work, that I was going to force myself, and that I would lose a lot of time and energy if I continued to push him. The children were really cute at that moment, they didn't even scream - they react to him in many situations. However, this time they didn't react at all and waited for him to sit down, which he didn't.\n\nTeacher Intervention (Solution):\nstarted the activity with him sitting next to me. Then I gave him another piece of paper and created another group with him, and I see that as my biggest failure, a mistake. The fact that I let him create another group, he worked well after that, but I perceive it as the fact that he managed to fight for his own - I don't want to work with anyone. However, for me, it was a question of cooperation, and I couldn't pull it off. In retrospect, I think I should have stopped trying to convince him to join the group much earlier and given him another job if he didn't want to cooperate.\n\nOutcome:\nIt is quite likely that he would not do it, but it is possible that an assistant would be able to force him to work independently. By the fact that it was at the end of the school year, I don't think it has a long-term effect - he certainly doesn't allow himself more.\n\nStudent Profile:\nAge/Year: 6. ročník, 13 let\nHobbies: Podle něj “porno”\nDiagnoses: Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza\nDisorders: Úzkost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "956", "student_age_year": "6. ročník, 13 let", "student_hobbies": "Podle něj “porno”", "student_diagnoses": "Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza", "student_disorders": "Úzkost,Vyhýbání se škole", "teacher_approbation": "Mgr., Anglický jazyk + Matematika", "teacher_practice_years": "24", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1216", "content": "TEACHING CASE STUDY\n\nBackground:\nwas solving a problem with attendance. The girl avoided school for a long time, and a specific subject, when she was afraid to give a lecture in front of the class. Either she didn't come to school that day at all, or she kept making excuses that she forgot she didn't have something. She was given several opportunities by the teacher to finish it until next time, or to send it. Just to show some activity. This resulted in her missing a few marks in that subject, and as it was a civilian where those marks are generally low, it made it impossible to grade her. When I checked the long term absence, I found that she was avoiding the specific day she had this subject. Her absence was excused from her mother.\n\nSituation (Anamnesis):\nThe girl has no behavioral disorders, it was just this particular truancy issue. Her classmates perceived the injustice of someone being excused from school and they had to work it all out. Sometimes they were heard in the form of general comments: 'Oh well, the pupil is missing again.' Mom was cooperative, but believed her and tolerated excuses that she wasn't well and wouldn't go to school.\n\nTeacher Intervention (Solution):\nsolved it first with the teacher of that subject. I learned about the classification problem from her. After that, I called my mom about the absences, she promised to fix it. I also made an appointment with the school psychologist to find out what was going on and what the problem was. This is how it went like a wheel - school psychologist, parent, teacher, school psychologist, parent. I first learned what the problem was from my mother when I called her about the grades. It turned out that the student had confided in her that she was afraid of a report or any presentation in front of the class and thus avoided the civics, because it was not possible to pass it with only an A, as in other subjects. So I made an agreement with her citizen teacher and the other teachers not to give the student anything to present in front of the class and to allow her, for example, to hand in the paper only in writing. I agreed with the mother to stop tolerating the pupil's excuses that she is sick and to send her to school. We were also more in touch both by phone and in person at school. I also communicated everything with the pupil.\n\nOutcome:\nonly have the experience of the last two months of the school year, but the absences improved after this solution was set up. I plan to focus more on the pupil this year, so that we know whether the situation has been resolved in the long term.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: móda, styl, hudba\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1216", "student_age_year": "14, 8. ročník", "student_hobbies": "móda, styl, hudba", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "PhDr., Učitelství pro 1. stupeň", "teacher_practice_years": "20", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/386", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole situation with the student revolves around the fact that he cannot concentrate at all on the tasks given by the teacher in class. He is always interested in something else, there are cries in the dark that do not make sense within the curriculum. He is always dealing with something new that occurred to him that day, he often deals with girls and has questions and comments about them that are very inappropriate. Overall, his behavior includes constant harassment of female classmates, foul language, fights with fellow students, disregard for rules, and disdain for authority. This behavior started a year and a half ago and graduated during distance learning, where the teacher no longer had such a reach, so the student was able to calmly run around naked in front of the camera. Telling the parents about his distance learning behavior didn't have much of an effect because they didn't have the opportunity to be in the room with him during his son's classes and watch over him, so it always had to be dealt with retroactively, which didn't have the right effect. Female teachers try to solve problems in the classroom, but they repeatedly fail, so they come to me for help, because I am the only male teacher at the first level and therefore probably the biggest authority.\n\nSituation (Anamnesis):\nThe student is far more mature than those around him and has disproportionate reactions to certain events, so he behaves like a teenager even to little girls. He is looking for the level and the barriers of how far he can go.\n\nTeacher Intervention (Solution):\nIn general, the student does not respect authority, so until he is threatened with some major punishment, he will not change his behavior. He has already received a reprimand from the class teacher and I suspect also a reprimand from the class teacher. Several times I invited the student to my office, I talked to him about the fact that it really wouldn't work like this, then he was doing well for, say, two days, but after a while it started again.\n\nOutcome:\nThe result of the solution was not very successful. Even though I have spoken to the student several times, his inappropriate behavior is still repeated. When something works for him, it doesn't last long. He can keep behaving normally for a day or two, then it goes downhill again.\n\nStudent Profile:\nAge/Year: 4. třída, 10 let\nHobbies: Počítače, sociální sítě\nDisorders: Disrespekt,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "386", "student_age_year": "4. třída, 10 let", "student_hobbies": "Počítače, sociální sítě", "student_diagnoses": "", "student_disorders": "Disrespekt,Nevhodné chování", "teacher_approbation": "Vysoká škola, Učitelství pro první stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/806", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught the subject of vocational training in the last year of the matriculation field. Around the first quarter, students chose the topic of their final thesis. All but one chose. During the subsequent confrontation of this pupil with the choice of topics, an alternative date was agreed upon. This student has not chosen the topic again until then. Subsequently, I offered the pupil the possibility of consulting the topic. This pupil subsequently began to be absent alternately on different days or classes. Due to his age, he could excuse himself for his absence. So her parents had no idea about her. He usually cited family reasons as the reason for his absence. About half a year ago, his absences had already increased significantly, he was absent for days or weeks at a time. He gave illness as the reason for his absence. However, there were no problems with the pupil in the past and his grades were above average. In any case, this student's name was mentioned several times at the pedagogical meeting due to his increased absence and the fact that he will have his matriculation exams.\n\nSituation (Anamnesis):\nThis pupil – a pupil of a vocational high school. In the 4th year of the IT field. Calm, hardworking and friendly. More of an introvert. His benefit was fine. Excellent or commendable in professional subjects. Rather good in other subjects such as ČJ, ZSV. At the time of the 4th grade, his parents divorced.\n\nTeacher Intervention (Solution):\nhad the opportunity to meet this student in the subject of professional training. At the beginning of the school year, communication with this student took place personally in a relatively friendly spirit. The problem occurred when choosing a topic. All his classmates made their choice on time. At the first opportunity I called him to me and asked him why he had not yet chosen a subject. He replied that he could not choose until the last moment. I then offered him to change his mind within three days and then get back to me. This student did not respond within three days. Subsequently, he was absent for several days, and when he came to class, I invited him to my place again and asked him about the chosen topic. This student told me that he still hadn't chosen a topic since the last interview. I suggested to him that after the lesson I would have time to discuss topics with him and choose some with him. This student quietly disappeared after the lesson. He was absent again for many days and when he came to school, I invited him to my place again. I told him he didn't have a topic selected yet, so I would assign it to him. And also that he has a very high absence and if he continues to be absent, it may happen that I will not be able to classify him and thus he will lose the opportunity to apply for the matriculation exam. To this, this student reacted very irritated by saying that the high school diploma is not everything. I was surprised by this reaction, so I asked him why he was saying that considering that he is in the matriculation field. And this student indicated to me that he doesn't care much about the high school diploma and that he would ideally like to finish school. When asked why he would like to leave school when he is already in the fourth year, he replied that he was afraid that he would not pass the matriculation exams. From that moment on, I talked with this student about what the matriculation exam consists of, how many attempts he has and also about the possibilities of the labor market and applying for it. I tried to convince him that it was better to see it through and just try. And possibly find out what he can or can't do, rather than giving up halfway like this. In the end, I told him to let everything we said go through his head in peace. And if he is interested, he can come anytime. I subsequently contacted colleagues holding the position of educational advisor and discussed my findings with him. A colleague spoke to this pupil a few days later. The colleague also had the opportunity to speak with the parents of this student, who told him that they had no idea anything was happening.\n\nOutcome:\nWith a few exceptions, this pupil started coming to school again. He successfully submitted the coursework and passed the matriculation exam.\n\nStudent Profile:\nAge/Year: 19 let, 4. ročník SŠ\nHobbies: Počítačové hry, programování. Sledování seriálů.\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Disrespectful communication, Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "806", "student_age_year": "19 let, 4. ročník SŠ", "student_hobbies": "Počítačové hry, programování. Sledování seriálů.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – Odborné učitelství SŠ", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1438", "content": "TEACHING CASE STUDY\n\nBackground:\nTowards the end of the school year, a colleague informed me that the students of one class, who were in the computer room at the time, discovered on one computer, specifically on the monitor, an installed link to a page with inappropriate content. It was a link to a pornographic site. This whole matter was first handed over to the school management, the classroom administrator and the prevention methodology. Upon investigation, the classroom administrator found out, through browsing history, what day and exact time this link was installed on the computer. Thanks to the meeting order and class records, a specific student from my class was tracked down.\n\nSituation (Anamnesis):\nThe student had rather below-average academic results, he tried to make himself the boy of the class, but at that time a new student came to the class, and therefore he repeated everything according to him, tried to match him.\n\nTeacher Intervention (Solution):\nThanks to the alertness of the administrator of the computer room, the perpetrator revealed himself. That's why I invited the suspect to my office to tell me and the prevention methodologist whether he had installed something objectionable on the school computer. After a long discussion, he didn't really want to talk, obviously feeling guilty, he finally confessed to his crime. The classroom administrator even provided proof from the search history of exactly when the student installed the link on the computer. Furthermore, it was possible to tell from the material when exactly the link was searched for and clicked. We explained to the student that this was a gross violation of school rules and that the situation would be discussed with the school management once more. The following day, the pupil was invited to the school management, where he explained the whole situation. At the same time, he confessed to his crime. He was obviously sorry because he did not hide his emotions when communicating. The school administration gave him a reduced behavior grade as an educational measure\n\nOutcome:\nam satisfied with the resolution of this case. The student realized his mistake, he acted in violation of the school rules. I was surprised that he didn't hide his emotions from the school management, so I think he was very sorry for his actions. This case was also a warning to other pupils.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída ZŠ\nHobbies: motorky, počítačové hry, sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1438", "student_age_year": "15 let, 9. třída ZŠ", "student_hobbies": "motorky, počítačové hry, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Ov", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/344", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problematic student, who was among the worst students at school, has no support and no motivation to go to school and get an education. During probably the worst confrontation, when she didn't come to school for a week and gave a completely meaningless excuse, it became clear to me that the problem lies mainly with her mother, who does not send her to school, supports her truancy and shows no interest in her daughter's education. He apologizes to her for everything and often doesn't even pay attention to what the apology says and how it might sound. The main thing is that it is signed. For example, in the situation already mentioned, the pupil was excused from classes for a week due to an alleged lost key to the house, and therefore had to stay at home so that someone would open the door when the mother returned from work. The student repeated the grade twice. Once in the first degree and once in the second degree. In the 7th year, she was evaluated with a grade 3 grade in behavior.\n\nSituation (Anamnesis):\nThe student lives only with her mother in a dormitory. She was temporarily raised by her grandmother. Very often sick - the reason was the bad environment in which she grew up - cigarette smoke, poor hygienic conditions, poor personal hygiene. The mother was not interested in her daughter's attendance. Only 2 times a year if confirmation of social benefits is necessary. Due to frequent absences, the pupil did not keep up with the lessons. This resulted in insufficient benefit.\n\nTeacher Intervention (Solution):\nThe educational commission took place several times with the mother, when she promised that the daughter would attend school regularly. She also signed that the pupil's illness must be excused from the doctor. Mother did not follow this despite my insistence. I have solved it many times with OSPOD but without much success. I asked the students themselves why they don't go to school at least in their own interest. She told me that she can't learn it, but she likes to come here because of her friends. But sometimes her mother doesn't want to let her go to school, saying it's a waste of time. I really wanted the student to finish her studies, so I resorted to the threat of reporting the mother to the police because of the child's truancy. But the mother simply transferred the pupil to a primary school with special educational needs.\n\nOutcome:\nFrom a short-term point of view, it is without result. From a long-term perspective, transferring to another school was more advantageous for the student than any other solution. From my own point of view, it is a partial success that the girl transferred to another school, but overall I assess it more as a failure of the OSPOD system and social benefits. The mother was not entitled to these benefits due to the neglect of compulsory school attendance.\n\nStudent Profile:\nAge/Year: 15 8.ročník\nHobbies: malování\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Disrespectful communication, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "344", "student_age_year": "15 8.ročník", "student_hobbies": "malování", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "VŠ, ČJ, NJ, AJ pro II.stupeň ZŚ", "teacher_practice_years": "15", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/770", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I came to class 3.A, which I had already been teaching for the third year. I liked the class, there were a lot of hardworking individuals in it. Although the beginning with the class was not easy, when they came in and got me, it was certainly not a walk in the park for them, but in the years we spent together, I learned them and they already knew what they could and could not afford. Well, at the beginning of the third year, a student who was known throughout the gymnasium as a slacker because he had already failed twice failed. I thought ahead of time that it wouldn't be easy with him, but I didn't want to be preconceived. So I didn't show it in front of the class. So I arrived at the first class among my students and everything went normally. The student did not express himself in class and did not disturb my classical teaching. The problem only started showing up later. When the first major paper was due, the student did not show up at school for a week, and after he started going to school again, he avoided the mathematics he was supposed to write. So he wrote the paper about a month after the due date, of course he got an insufficient grade on the paper. Then he started going to class again, but after that he was completely out of the picture, so he wasn't paying attention in class, he was disruptive, or he was doing something completely different than math.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nWhen the situation worsened and the next paper was due, I went to talk to the student if he would participate in the next class in which we would write the paper. He didn't want to talk to me at all and disappeared from the class rather quickly. When he didn't turn up for the exam again, I tried to ask the class teacher if he had the same problem with the student's absence, she told me that the student generally has problems with attending school. So I also asked the pupil's classmates what they thought of him and his attendance at school. The boys told me that he gets along well with the student and that they are also sorry that the student doesn't come to school much, it was clear from their eyes that even in such a short time they had made friends with him and that they care about him. Once I got a student to talk to me, I asked him if he wanted to stay at school and finish his studies. He avoided answering, but as soon as I mentioned that if it continues like this it won't do much good and unfortunately he will be kicked out of school, the student replied that he was very sorry that he didn't want to bring his personal things to school, but that they have problems in the family. I wasn't sure about this situation, but I told him that it was enough for me for now and they would try to accommodate and help him. We agreed with the student that he can correct his papers, I told him that his classmates like him and will try to help him if he asks for help. So the student promised me that he would try to improve and ask his classmates if they would help him.\n\nOutcome:\nThe student's attendance improved greatly in the following quarter, although he still missed a few classes, he tried to go to school and always apologized to me when he missed. As soon as the student started going to school and became even more integrated into the team, everyone was willing to help him, so his grades improved proportionally. After a few weeks, I met again with the class teacher and when the word came about the student. She said he was getting better and that his absence wasn't so bad. So I asked her why she thought things had suddenly gotten better. She told me that the student came to see her only a few days after I talked to him and she was surprised by that, he apologized to her and said that he wanted to finish school. He even opened up to her so much and told her the reason for his absence and lack of time for school. The student told her that his parents had been arguing and breaking up and he couldn't stand it at home, so he moved away from his friends to another city alone. A lot has changed since my conversation with the student in a few months, I am ultimately very happy with how the whole situation turned out and that the student finally graduated.\n\nStudent Profile:\nAge/Year: Alexnadr 3. na čtyřletém gymáziu\nHobbies: žádné\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Longterm success, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "770", "student_age_year": "Alexnadr 3. na čtyřletém gymáziu", "student_hobbies": "žádné", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Magisterské (matematika, fyzika)", "teacher_practice_years": "26", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success, Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1333", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student entered the 1st year of the academic field. He was of Romani origin, he seemed unproblematic, perhaps even an introvert from the beginning. His intelligence was at a good level, he just lacked the effort to prepare for classes and carry the required completed homework, he was late. Even in vocational training, he was very capable of getting the job done, understood assignments very quickly and had a nice social demeanor towards clients and the vocational training teacher.\n\nSituation (Anamnesis):\nAfter the initial familiarization with the school environment and classmates, he began to appear aggressive, unreliable, did not fulfill his duties, lied.\n\nTeacher Intervention (Solution):\nAlready in the first semester of the first year, he incited a fight with a classmate, hit him and injured him. This situation was investigated, it took place in the locker rooms after school and practically without witnesses. On the basis of a fight in the locker room, where his classmate figured in a negative sense of the word, and the witness was a classmate, an educational committee was held at the school in the presence of the ZŘ for theoretical teaching, TU and the head of educational counseling, the student and the legal representative. As an educational measure, the headmistress of the school was reprimanded. At this point, he came under the radar of the school's guidance counselor, had appointments scheduled with him, but, unfortunately, only showed up for one and stopped cooperating. Requests for an opinion from the police and other authorities began to come to the school, when it became clear that the behavior problems were not only at school, but also outside of school, that this was a boy who was involved in the infamous \"gang\n\nOutcome:\nAfter a short consideration, he chose the option of ending his studies at his own request. It was 4 months before the final exams. That's why it's a shame that the journey ended at school in the 3rd grade. It was very difficult for him to make a decision, just in this period of the 3rd year, you think to yourself: 'If he has already had so many problems until the beginning of the second semester of the last year, why should I be the architect of his failure to learn?' And that's another aspect he could do, he was a very skilled manipulator, he could win over half the class to his side, he had the gift of being as gentle as a lamb, kind and obedient, but only when he needed to be. He was able to take advantage of the situation. He got a solution even when he finished his studies at school. Specifically, the opportunity to pass the professional qualification exams and subsequently apply for the opportunity to take the final exam. How he approaches this challenge is up to him alone. His parents and society provided him with excellent conditions, only he himself was and still is the architect of his own destiny.\n\nStudent Profile:\nAge/Year: 18. let, 3. ročník\nHobbies: snaha ze strany rodičů o zapojení syna do kolektivního sportu, chlapec hrál aktivně fotbal na střední úrovni, byl šikovný, ale problémový i mimo školní zařízení, tzn. nepřiměřené reakce při sportu – agresivita slovní, ale i fyzická, nezvládání emocí\nDisorders: Agrese,Lhaní,Krádeže,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1333", "student_age_year": "18. let, 3. ročník", "student_hobbies": "snaha ze strany rodičů o zapojení syna do kolektivního sportu, chlapec hrál aktivně fotbal na střední úrovni, byl šikovný, ale problémový i mimo školní zařízení, tzn. nepřiměřené reakce při sportu – agresivita slovní, ale i fyzická, nezvládání emocí", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Krádeže,Nevhodné chování", "teacher_approbation": "Bc., učitelství odborného výcviku", "teacher_practice_years": "27", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not show any signs of problematic behavior in the first two years of elementary school. In the third grade, however, his behavior suddenly worsened significantly, the student became aggressive towards his classmates, he began to attack them both physically and verbally, mostly very vulgarly. With the onset of this problematic behavior, there was also a deterioration in the overall performance of the pupil. Over time, it became clear that the beginning of the pupil's problematic behavior was correlated with a worsening situation at home (the pupil's parents were going through divorce proceedings at the time). Thus, the student was experiencing stress caused by the worsening situation at home, his violent and aggressive behavior was thus supported by his diagnosed ADHD. The student and his parents visited a professional counseling center, where they were advised that an assistant be assigned to the student. This assistant was supposed to help manage the student's problematic behavior. The student had this assistant assigned from 3rd to 4th grade, but there was no improvement in behavior. The school repeatedly contacted the mother saying that their son's behavior was not improving in class, to which the mother always replied that the son had been diagnosed with ADHD and that he was therefore not to blame for his problematic behavior and his behavior would not improve.\n\nSituation (Anamnesis):\nThe student has an average grade and is quite popular in the class. Complex family history, parents are divorced, no siblings.\n\nTeacher Intervention (Solution):\nThe student was assigned a professional assistant who helped the student reflect on his behavior and moderated his aggressive expressions.\n\nOutcome:\nSolving this problem took a relatively long time (from 3rd to 7th grade), but in the end it turned out to be successful. However, in 5th grade he was assigned a different assistant who was much stricter with him. The student is now in the 7th grade and his behavior is completely fine.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: sport, počítačové hry\nDiagnoses: ADHD\nDisorders: Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "131", "student_age_year": "12 let, 7. ročník", "student_hobbies": "sport, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Fyzické násilí", "teacher_approbation": "VŠ, RJ-ZSV", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/872", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom I experienced a problematic situation, which I solved well, attended the second year. He studied ecology and I taught him physics. The student had an assistant because he suffered from autism. The student received many reliefs, for example, when he was tired, he could lie down on the bench and sleep, or when he was in a bad mood, the assistant took him out of the classroom. Now I come to the problematic situation. With all teachers, this student had a tendency to ask strange and even absurd questions. He once asked me a question in class: does a railroad car float. I was quite taken aback by this, I was really surprised by this question. So I replied that it does not float, nor do any similar bodies.\n\nSituation (Anamnesis):\nThe student was 16 years old at the time of the incident and was attending the second year of the field of ecology. The student suffered from an autistic disorder and therefore had an assistant in his class. Overall, he had an excellent grade, he was very intelligent, he was good at mathematics and physics. He lived only with his mother at the time of the incident.\n\nTeacher Intervention (Solution):\nI was very surprised by the situation and at that moment I couldn't think of anything better than to get out of this situation. All the students and the assistant, and especially the student who asked the question, were surprised by my reaction. I was actually surprised that I came up with this solution so quickly. I was so freaked out by the situation that the whole class and I had to calculate the density of the railway car he was asking about, and we then compared it with the density of water. And based on this density calculation, we found that the density of the wagon is greater and therefore it cannot float. This is a situation that I somehow managed to get out of, by doing the math.\n\nOutcome:\nIn the short term, the situation was resolved and the student was even surprised, because at first he probably took it as a joke. Overall, there was a great response to the situation. Questions of a similar nature continued to be repeated in other classes with other teachers, but there was no longer a problem in my teaching.\n\nStudent Profile:\nAge/Year: 16 let; 2. ročník SŠ\nDiagnoses: Autismus\nDisorders: Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "872", "student_age_year": "16 let; 2. ročník SŠ", "student_hobbies": "", "student_diagnoses": "Autismus", "student_disorders": "Nevhodné chování", "teacher_approbation": "Ing. Fyzika, odborné zahradnické předměty", "teacher_practice_years": "20", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1124", "content": "TEACHING CASE STUDY\n\nBackground:\nTwo students from the class at the lower gymnasium, where I am currently the class teacher, came to see me. One of them was crying and the other brought her, so it was clear to me that something was going on. The one who was crying didn't say much, but the other one immediately started that the boys locked the first student in the locker room and laughed at her. Unfortunately, the first student is claustrophobic, I have known this from her parents since the beginning of the classroom, and I always have to take this into account, for example, during school trips and similar situations where it could cause her some problems. Of course, the class also notices such situations, so the boys know that such things bother her. I asked the girls which boys they were, even though I had already guessed who it would be. It is a group of boys in the class, headed by one boy, such a natural authority figure with leadership skills. The guys have respect for him and get pulled over, although I think they're all pretty handy without him, but once they're with him, it's worse. When the first student calmed down, she told me that it was mainly one of the classmates who initiated it and the other boys rather just joined him.\n\nSituation (Anamnesis):\nThe first student – above average intelligent student, friendly but explosive, natural authority. The second student - an average student with a problem-free behavior, likes to read and play the guitar.\n\nTeacher Intervention (Solution):\nEven on the day when this situation happened, I called the boy to my office and asked him how and why it happened. At first he tried to blame it on the other boys, but after a while of negotiating he admitted that he locked the first student in the locker room and didn't want to let her out for a while. He told me that the first student laughed at him, that he doesn't have any designer clothes and wears one T-shirt for 3 days at a time. Unfortunately, the first student does not come from a family that is financially well off, so she wears more ordinary clothes. It is now popular among students to wear different brands of clothing, they deal with it a lot and are interested in it. So the boy responded to this taunt and took advantage of his classmate's weaknesses. So I thought they were both guilty. I tried to explain to the boy that it is definitely not good to reciprocate in such a way, that if someone laughs at him, he should come to me and we will try to solve it together. Unfortunately, this was the result of his choleric and impulsive actions. I also called the first student after the boy and tried to explain to her that the boy's behavior was definitely not right, but it was a reaction to her mocking him. They both seemed to understand what I meant. Subsequently, I also informed the parents of both students about this situation, and they immediately told me that they would discuss it with the children. Fortunately, they were supportive parents with whom I never had any problems. As part of prevention, I also tried to come up with some games for the class that would support cooperation in the class and eliminate similar situations.\n\nOutcome:\nIn this particular case, it worked to discuss with the boy and the first student. Since then, the two of them have not had any problems together, and I have not seen similar behavior in class that I would have to deal with. It is possible that now and then the students laugh at each other, but they are old enough not to deal with it in a similar way and it has never happened that they have to deal with it with me. I'm glad it turned out this way. Actually, I didn't even have to deal with it directly with my parents, although I think they must have arranged it at home as well.\n\nStudent Profile:\nAge/Year: 11 let\nHobbies: Fotbal, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1124", "student_age_year": "11 let", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ + OV", "teacher_practice_years": "21", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1397", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student brought nicotine sachets (Lyft) with him to school. He used them sometimes. Some classmates also knew about it, the student did not hide it too much. The fact was brought to the attention of the teaching assistant who works in the class.\n\nSituation (Anamnesis):\nThe student is sociable, gets along well with other classmates. It does not cause disputes. He does not engage in extra work or other activities on his own initiative.\n\nTeacher Intervention (Solution):\nI caught the student during a break in the corridor with the aforementioned bags surrounded by two other classmates. He did not deny anything and made a fair confession. We immediately went to the director's office. Everything happened calmly, without resistance. In the director's office, he again confessed to everything. The student was awarded a two in behavior.\n\nOutcome:\nThe student was awarded a two in behavior. He accepted it in such a way that he didn't care at all. But it had the effect that the student no longer carried nicotine bags with him to school. It did not cause changes in future behavior in other respects.\n\nStudent Profile:\nAge/Year: 14\nHobbies: venkovní sportovní aktivity\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Hyperaktivita,Nepozornost,Impulzivita\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1397", "student_age_year": "14", "student_hobbies": "venkovní sportovní aktivity", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Hyperaktivita,Nepozornost,Impulzivita", "teacher_approbation": "Z, Př", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/88", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at the level of student behavior began to change last year, after the return to face-to-face teaching after the lockdown. The previously problem-free student started running away from school, always after a conflict with someone from the neighborhood. The first incident occurred in the sorority, when the teacher, whom the student did not like, simply ran away after a vigorous response. This behavior has become repetitive. The first time he ran directly from a teacher, there was a physical attack where he scratched the teacher and broke her fingernails. Help came from a colleague from the next class, who restrained the student, but also suffered scratches and bruises. In one case, the student ran to a busy intersection, where the teacher chased him and injured her knee in the process. The most serious incident occurred when the pupil tried to run away, but the janitor already knew the situation and locked the front door, leading to the pupil banging and kicking the door.\n\nSituation (Anamnesis):\nThe student's problem has its roots in the family environment. His mother, a kindergarten teacher, is described as domineering, often complaining about school, criticizing teachers and finding fault. The student is the third child in the family to attend this school. After returning from the lockdown, he was the only family member who had to physically go to school while the others stayed at home. During the lesson, the pupil was defiant, worked ahead of time despite instructions in the mathematics he was good at, and fell behind in other subjects. In conflict situations in the classroom, he behaved aggressively and ran away, even if it was not a real conflict. His behavior negatively affected other students who were confused and tried to help the teacher.\n\nTeacher Intervention (Solution):\nWhen the student ran away, the teacher chased him while the assistant remained in the classroom. During an attempt to calm the student down, he was physically assaulted and cursed. The situation was reported to the director, who also suffered an injury. Everyone was injured and exhausted. After the student calmed down, it was necessary to immediately call the parents to the school, which happened often. The pupil's mother reacted to the situation with reproaches towards the school. The discussion with her was difficult and the school had no other options to solve the situation. Contacting a psychologist's crisis line was considered as a last resort. Finally, the mother was convinced to see a psychologist with the student, which they still do today.\n\nOutcome:\nThe problem with the student's behavior remained partially unresolved, mainly because of the mother's attitude. The school tried to cooperate and offered solutions, but the mother was not willing to cooperate. Despite this, it is positive that the family has started seeing a psychologist. The student is no longer in the class of the teacher who describes the situation, but according to information from the new class teacher, the student's behavior has improved. He still has problems in the family environment and doesn't always focus on his schoolwork, but he hasn't run away yet. Recently, the whole class participated in an outdoor school, where the student was eventually taken because he behaved well.\n\nStudent Profile:\nAge/Year: 2. třída\nHobbies: Počítačové hry, kočky, cvičení  posilování)\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Physical intervention, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "88", "student_age_year": "2. třída", "student_hobbies": "Počítačové hry, kočky, cvičení  posilování)", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Učitelství pro první stupeň ZŠ", "teacher_practice_years": "24", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1483", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the first grade, as a special pedagogue, I received a boy with Asperger's syndrome who was not socially integrated and had significant problems with it. He had problems with concentration, he didn't know how to work, how to prepare things for class, how to work with a textbook and a worksheet, how to behave. Sometimes he had such outbursts of aggression towards himself and displays of anger where he would tear things and not control himself.\n\nSituation (Anamnesis):\nA first grader with Asperger syndrome, dyscalculia and dysgraphia. So he was weaker in mathematics and Czech (threes), but in the area that interests him (for example, natural history) he was very above average (ones). Frequent bouts of aggression and anger in classes.\n\nTeacher Intervention (Solution):\nThe student often suffered bouts of aggression and anger towards himself, when during the lesson he was able to tear up the worksheet he had just been given. That's why I always print a few extra sheets to be ready to give him a new one as soon as he calms down. We gradually taught him how to treat textbooks and other aids. I tried to teach him the good way, in the way that I tried to explain everything to him calmly. No rough and tough hits. It went very well. As for inclusion in the collective, the other children respected him and tried to help him with everything he needed help with.\n\nOutcome:\nEverything went very well. The parents also worked at home with the boy, so things went well. Now the boy is in second grade and doing well.\n\nStudent Profile:\nAge/Year: 1. třída, 6 let\nHobbies: přírodní vědy, četba\nDiagnoses: Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Failure to attend class\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1483", "student_age_year": "1. třída, 6 let", "student_hobbies": "přírodní vědy, četba", "student_diagnoses": "Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie", "student_disorders": "Agrese", "teacher_approbation": "Vysokoškolské – Mgr. - speciální pedagogika, vzdělávání pro 1. stupeň ZŠ", "teacher_practice_years": "26 let", "problems_annotated": "Diagnosis, Emotional outbursts, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/331", "content": "TEACHING CASE STUDY\n\nBackground:\nIn 2020, a student failed my class (then 7th grade). Due to the epidemic, we met and communicated with all the students mainly online, and I knew from the beginning that it would not be good. The student did not participate in the conversations, he was noticeably not paying attention, and it was very difficult to integrate him into the team via the computer. The worst thing we dealt with during the year was when the student did not hand in the assignment and an email was sent home saying that the son did not complete the assignment. The next day, the parents called the school and accused me of neglecting the son and the student and deliberately not sending the assignment to the school's information system. Of course, I immediately showed the director that the student was also in the list of submitted assignments. After calling the school's IT technician, who gave an insight into the actions performed on the student's account, it became clear what exactly happened. Delivery of input at 8:40, view 9:20 and 9:20:48 file moved to trash. The parents stood behind the student the whole time and blamed me. Apparently they have no idea what kind of child they really have at home. Now that we are back at school, I put the student in the back bench, because first of all he is the tallest in the class, but mainly so that he does not drag the rest of the class down with him, even those sitting together. So we'll see what happens next, next week we have a session with problem pupils.\n\nSituation (Anamnesis):\nThe student comes from a complete family, his grades were never excellent, but his behavior was not significantly bad. But that has changed drastically recently, he starts lying, making things up, retorting to his teachers. However, the parents do not solve the situation in any way, the student does not appear to them to be problematic.\n\nTeacher Intervention (Solution):\nIn the introductory Czech language lesson of the 8th grade, work is being done on worksheets. The student is rocking in his chair, not paying attention and has not filled in a single answer. The teacher asks the student: 'And you don't work? You've been sitting here with your hands folded across your chest for an hour, you don't mind not knowing anything?' The student replied: 'It doesn't matter, I won't need it in my life.' Teacher: 'But you have to at least learn something, so that something can be made of you.' Student: 'I'll go to the butcher.' Teacher: 'Okay, but you'll have to be careful at school too, so you don't cut all your fingers, no.' The student just laughs.\n\nOutcome:\nAfter the lesson, the teacher called the student into the office and warned him that he had to start doing something if he wanted to finish primary school at all and become a butcher, that in secondary school no one would lead him by the hand anymore and it would be up to him. However, the student with an amused expression just shook his head at these words, it's hard to tell if he took anything from them to heart, or if they just went in one ear and out the other.\n\nStudent Profile:\nAge/Year: 15 let, 8.ročník ZŠ\nHobbies: Dříve sportovní basketbalový kroužek, nyní žádné\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "331", "student_age_year": "15 let, 8.ročník ZŠ", "student_hobbies": "Dříve sportovní basketbalový kroužek, nyní žádné", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Magisterský titul z oborů Český jazyk a Občanská výchova pro druhý stupeň ZŠ", "teacher_practice_years": "27", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/467", "content": "TEACHING CASE STUDY\n\nBackground:\nI was in charge of the corridor that day. The student was arguing with a classmate there, and the dispute slowly turned into shouting. I went to intervene and asked the girls to calm down. But the student snapped at me: \"You have nothing to order me around!\n\nSituation (Anamnesis):\nŽačka is very dominant in her group of friends and in most cases has the main say. She is taught that they give way to her in the family. Cases like this happen quite often.\n\nTeacher Intervention (Solution):\nAt first I was taken aback by the situation, but I quickly recovered and tried to forcefully remind the student who was the teacher and who was the student. \"I have something to tell you. You are in school, I teach you and I have responsibility for you.\n\nOutcome:\nŽačka quickly remembered after my strong reminder. She calmed down and we were able to have a normal dialogue. We settled the dispute and the girls went their separate ways. However, it had no effect in the long run.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: -\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Disrespectful communication, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "467", "student_age_year": "6 let, 1. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Manipulace", "teacher_approbation": "VŠ, učitelství pro 1. stupeň", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1096", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom the given situation occurred was often disruptive in the Czech language or civics class. Among his typical problem behaviors were yelling around the class, making very inappropriate comments, or getting up from his seat during class. It was a fourteen-year-old student in the seventh grade - he failed both the first and second grade. However, the forfeiture was not about lack of knowledge, but about behavior.\n\nSituation (Anamnesis):\nThe environment in which the student lived and grew up was not one of the best - he never knew his father and his mother did not take care of him. The Czech Social Security Administration was also contacted several times in order to check the student's background, or rather his mother. The pupil's diagnosis was confirmed - dysorthography in combination with a non-specific spelling disorder and significant educational difficulties, so he had an IEP (individual education plan) set by the pedagogical consultancy and a PO (plan of support measures) was determined, which was mainly intended to help us, the teachers, with access to to the pupil. He also received one hour a week of special pedagogical care from the educational counseling center, which I was in charge of. Pedagogical care always took place from seven in the morning. He attended regularly in the sixth grade, but after that his interest waned, which led to the cancellation of classes.\n\nTeacher Intervention (Solution):\nIf we were to talk about the student's performance, it was below average. He regularly received A's in mathematics and languages, and often did not even appear for the resit exam at the end of the year. It was mainly about the pupil's lack of interest in teaching. However, if the topic or the teacher interested him, he was able to improve his grades. There have been countless incidents with the pupil, one of the most serious happened during a break. The class was already waiting in the corridor for the next lesson, when the student suddenly took out the hairspray and lit the 'cloud' with a lighter. He burned a tiny piece of a classmate's hair. The second incident took place in a cinema where filming is prohibited. However, it was discovered that the pupil had documented the entire film, which could have led to a report to the police. The whole matter was resolved with the director, the cinema and the police.\n\nOutcome:\nThe conflict, which I already had to solve, was no longer life-threatening. This was my first lesson with the class the student attended. I was warned in advance about his problematic behavior during classes, but I didn't know how to approach him, none of the teachers gave me advice. At first I yelled at him a few times to shut up, which had the opposite effect - his behavior got worse. When I couldn't even continue explaining the material because of his behavior, my cup of patience overflowed. I started yelling at him, which he didn't like, and he returned it with the same coin. I didn't know what to do anymore, so I kicked him out of the classroom and left him to cool off in the hallway. Unfortunately, I only found out later that this is not the way to deal with a student - his behavior was the same at that moment and the next day.\n\nStudent Profile:\nAge/Year: 14 let, 7. ročník.\nHobbies: Žádný, později fotbal – nijak se v chování neprojevilo.\nDiagnoses: Dysortografie,Poruchy učení,Problém s prací ve skupině\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Support, Transfer of student \nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1096", "student_age_year": "14 let, 7. ročník.", "student_hobbies": "Žádný, později fotbal – nijak se v chování neprojevilo.", "student_diagnoses": "Dysortografie,Poruchy učení,Problém s prací ve skupině", "student_disorders": "", "teacher_approbation": "Bakalářský titul  – český jazyk a občanská výchova", "teacher_practice_years": "4, 5 roku", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe family from the village had their two children and at the same time adopted two more children. One of the adopted children was blind and the other child they adopted was both blind and deaf. The student was exceptional in his family in terms of knowledge, but in ours he was very below average. In my opinion, his parents were mainly to blame for the given situation, as they did not have time to pay attention to the student and discuss the subject with him at home. The student in question did not master the subject. He couldn't concentrate. However, it wasn't just that he didn't understand the subject matter, no one studied with him at home and we were mean to him. We wanted to help him and discuss the curriculum with him and help him manage what he has, but he didn't want to. From his side, it was very clear that he was not interested in studying and was not even trying to do anything himself to keep himself in school. He didn't mind getting bad grades, he didn't care. He was problematic in this regard from the first year, when he entered the gymnasium, but everything culminated in the fourth year, when he really couldn't be helped.\n\nSituation (Anamnesis):\nThe student was an introvert, he went to school downright dirty and smelly, so you could see that he was very neglected, below average in his class, quiet, not trying, without any interests, in short, he didn't want to do anything and didn't enjoy anything. He really stood out in class because of his 'knowledge'. His class was very clever, hard-working and problem-free.\n\nTeacher Intervention (Solution):\nOf course, several teachers had a problem with the student in question, in fact all of them who taught him. First, I talked to the student myself, but of course it didn't lead anywhere. After that, I contacted the parents to see if they could come to the school, that I would like to talk to them. By the way, in the entire 4 years that their son studied at the gymnasium, they were at school for class meetings about 2 times. However, the parents did not communicate at all. The agreement between the parents and the school has totally failed.\n\nOutcome:\nWe had to constantly nag the parents because we had to solve the pupil's disadvantage and the whole situation. However, they still did not want to arrive, nor to solve the situation in any way. After a few weeks, they only called to say that they were taking their son home and deregistering him from our grammar school. So the situation ended with him being taken out of school.\n\nStudent Profile:\nAge/Year: Kvarta, 15 let\nHobbies: Žádné zájmy\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Support, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1131", "student_age_year": "Kvarta, 15 let", "student_hobbies": "Žádné zájmy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Ch, M", "teacher_practice_years": "34", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1295", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a student in the 7th grade and she also started having problems during online classes. She didn't contact us for about 14 days until those hours. She was a student who transferred to us from another school in the 6th grade and applied to the language gymnasium in the 7th grade. But she didn't get the hang of it, and in combination with the online teaching, she completely lost it. She lost her self-confidence and motivation to learn, and her grades dropped dramatically. She had big problems with math because she couldn't keep up with the connections. We also discussed it with the mother and the pupil, then we discussed with the educational committee. The student kept promising that she would improve, that she would handle it. So somehow we made it to the end of the 7th year, but there was a terrible drop in the results. Well, in the 8th grade she started to have mental problems, she couldn't participate in the team and her attendance started to drop. Her friends changed their relationship with her, because as she was not involved, they simply separated.\n\nSituation (Anamnesis):\nStudent in the 7th year of elementary school, rather introverted, shy, quiet, group of a few friends, raised only by her mother, above average academic results, application for gymnasium.\n\nTeacher Intervention (Solution):\nWe constantly pressed the mother and emphasized the importance and seriousness of the problem. The mother and daughter visited the doctor and managed to get back together in terms of health. But she had some problems, so she was exempted from physical education. Due to high absenteeism, she did several delayed classifications in the first half of the 8th grade, and by the end of the 8th grade she had settled in nicely, she tried to finish all the tasks we assigned her on time. It was also a big shift that she started communicating with teachers about when she needed help with the material or to finish some of the assignments.\n\nOutcome:\nThe student is now in the 9th grade, her attendance is very good and her grades have improved a lot. She got used to the fact that when she has a problem with something, she has to come to the teacher and solve it. We are still in close contact with the mother, when, for example, the daughter says that she is going to the doctor, we verify it with the mother and do not believe only the girl. It always has to be in writing, so the mother always at least sends a text message. He also continues to visit the educational counselor and the school psychologist, in the form of such checks and we monitor whether everything is in order. I also always look during the break and see if she is involved in the team, if she is talking to someone and so on.\n\nStudent Profile:\nAge/Year: 13. let; 7. ročník ZŠ\nHobbies: Čtení, kreslení\nDisorders: Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1295", "student_age_year": "13. let; 7. ročník ZŠ", "student_hobbies": "Čtení, kreslení", "student_diagnoses": "", "student_disorders": "Psychické problémy", "teacher_approbation": "Titul Mgr.; občanská výchova, tělesná výchova, výchovné poradenství", "teacher_practice_years": "31", "problems_annotated": "Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/861", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation began when I witnessed the problematic behavior of a girl in the eighth grade. This situation lasted for almost three quarters of a year and in the end we did not manage to resolve it. The girl was part of a smaller class of around 25 children, and she was not the only one with problems. There was a group of three girls in the class who stuck together and she was one of them. Her behavior was fine until puberty hit and hormones began to affect her behavior. At that time, her parents, who were divorced or never married, did not behave properly. The girl lived with her father and grandmother, while her mother was not interested in her and did not communicate with her at all. In the seventh grade, the girl learned that her mother lives in Slovakia, has a new family and two small children with a new partner. This information, along with puberty, led to her becoming unmanageable. The grandmother tried to guide the girl, but she became her enemy. The girl ran away from home, did not respond to instructions at school and did what she wanted. For example, when she was tired, she would simply lie down on the bench and sleep, or she would read out loud to the whole class regardless of the teacher's reprimands.\n\nSituation (Anamnesis):\nAs part of the solution, we tried to write an individual educational plan, but the girl did not go to the evaluation and made it clear in her words that she was not interested. She was unhappy and her reaction was to cause problems for everyone around her. She felt bad and tried to make others feel bad too.\n\nTeacher Intervention (Solution):\nIn the end, she was placed in a diagnostic institute, where she first commuted and later slept there. However, she ran away from there as well, and we saw her several times at the train station after school. The grandmother did not want the girl to be in an institution, but social services took over the case from the school and ordered her stay in the institution. The girl spent the last quarter of the eighth grade there without the possibility of going out, because she did not return after the weekends.\n\nOutcome:\nThe school tried to solve the situation, but neither the individual educational plan nor the reduced behavior grade did. In the end, the social service had to intervene, which has more powers, including working with the family, which the school cannot. The girl should now be in her third year of high school, but she no longer reports to us. Although we have met several times, he does not want to talk to us anymore. This case shows that the school has limited options and without the cooperation of the family and the will of the child, solving problems is very difficult.\n\nStudent Profile:\nAge/Year: 8. třída ZŠ\nHobbies: Šikovná\nDisorders: Lhaní,Podvody,Záškoláctví,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Support, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "861", "student_age_year": "8. třída ZŠ", "student_hobbies": "Šikovná", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Záškoláctví,Ničení majetku", "teacher_approbation": "Mgr. Matematika, Fyzika", "teacher_practice_years": "29", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1460", "content": "TEACHING CASE STUDY\n\nBackground:\nThe end of the school year was approaching, I was then a class teacher in the 9th grade. At the end of April, a colleague came to me asking if I had noticed any unusual behavior in the student. It was an alleged disturbance in class. Nothing like this happened in my classes before. Asking about the student's behavior, I gradually went around the other colleagues to find out if it happens in other classes as well. A few of them told me they noticed this behavior too. So I started to pay more attention to the student. After about a week, the student started to disturb my lessons as well, he stopped completing the assigned tasks. For example, it was always enough to call him by name and he stopped this behavior and worked in an exemplary manner for the rest of the class. Once in my class, even after being reprimanded, the problematic behavior continued.\n\nSituation (Anamnesis):\nShe was a ninth-grade student who, throughout her studies at the 2nd level, was among the talented and interested in education. She regularly participated in school events and competitions across subjects. She was rather quiet and very honest in class. She was talkative among her friends, but she didn't have many. During the period when her disruptive behavior was being addressed, she also had a few changes in her appearance. She cut and dyed her hair and changed her dressing style.\n\nTeacher Intervention (Solution):\nAt first, I began to pay close attention to all the unusual behavior. For more information, I really bypassed most of the teachers who taught the student. Thanks to this, I had the opportunity to notice specific manifestations better. Since it was always enough to reprimand the student once and his disruptive behavior only lasted for a short time, there was no reason to deal with it further. However, after about 2 weeks, the situation still did not improve and he even repeatedly interrupted the English class I was teaching. I warned him twice, the third time I didn't respond. It seemed to me that he was somewhat confused by this reaction. When the class ended, I asked him to come to my office for a while after lunch. I deliberately chose a time when no other teacher was in the office and the interview could be confidential. The student admitted that his behavior was caused by the fact that he liked a classmate and he wanted to impress her. Allegedly, she didn't pay attention to him as much as he would have liked and that's why he tried it by disruptive behavior in class, because when the teacher warned him, the classmate turned to him and noticed him. I listened to the student, consoled him, and together we came to the conclusion that interrupting is not a suitable method to interest a classmate.\n\nOutcome:\nThis resolved all unwanted behavior and did not reoccur.\n\nStudent Profile:\nAge/Year: 15, 9. třída\nHobbies: Fotografování, hra na housle\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1460", "student_age_year": "15, 9. třída", "student_hobbies": "Fotografování, hra na housle", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, NJ", "teacher_practice_years": "9", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1127", "content": "TEACHING CASE STUDY\n\nBackground:\nEven before the beginning of the year, I was less afraid of the arrival of a student who comes from abroad. When I talked to his kindergarten teachers, they said that he is smart, can learn everything, and will soon catch up with the other children in everything. Since the boy comes from Ukraine, I also had to prepare a little, I learned a few basic words in Ukrainian to make his arrival at the Czech school at least a little easier. But I was in for a big shock on the first of September, the boy came to school, he didn't have any aids, even though his family received a list of aids, but most of all he didn't know a word of Czech. However, I still tried to integrate the student among other students. But since Honza did not understand anything, he began to annoy and distract the other pupils; beating them, he still just wanted to play, dropping things on the ground. I had to start solving this situation, because it was 1st grade, which is very important for children and it is a big leap in life for them.\n\nSituation (Anamnesis):\nThe student is 6 years old, so he is younger than most of the children in the class, he is perceptive, but I see symptoms of ADHD in him. Other children in the class try to do what I tell them and what they have, they are receptive and want to learn new things.\n\nTeacher Intervention (Solution):\nwasn't sure how to solve this problem, teaching a foreigner who doesn't know a word of Czech, I've never met in my career. I didn't want the boy to disturb and harass the other children, the children tried to help him themselves, but the boy didn't even listen to them and refused to help, preferring instead to throw the children's case off the table. I started to solve the problem in more depth, I called the nurse at the school, with whom he lives, I tried to explain to her that the student must also be taught Czech at home. The next day, the student brought a cell phone to school, I read in the diary that he said he had it on a translator so he could communicate with the class, of course it didn't help, and the student played games on this phone the whole lesson. That's why I decided that it can't go on like this, I met with our school counselor and the headmistress of our school and introduced them to this problem, we agreed that the student must go back to kindergarten because he is not yet mature enough , both mentally and in age, to come to our school. So I called the kindergarten from which he came to our school, but there they told me that they did not want the student back, because just as he misbehaved at school, he also misbehaved in kindergarten. That's why I called other kindergartens in our immediate vicinity, they told me the same thing, that they can't work with a child who doesn't speak Czech.\n\nOutcome:\nIt follows that the situation was not resolved in any way, the student was not wanted anywhere, so he stayed at our school. He continues to distract the children and the language barrier is not getting too thin, but his sister is interested in his education and therefore signed him up for a Czech language course for children, so we'll see if this will improve the situation at least a little. I think that I tried to solve this problem correctly, as I should, but the result was not satisfactory and I am still not satisfied with it to this day, even though I actually feel sorry for the student.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída ZŠ\nHobbies: Zájmy žáka nejsou učitelce známy\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Failure to attend class, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Failure, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1127", "student_age_year": "6 let, 1. třída ZŠ", "student_hobbies": "Zájmy žáka nejsou učitelce známy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "32 let", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Failure to attend class, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure, Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1142", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, a colleague who teaches mathematics came to me saying that she had a dispute with one of my students. She followed it up by asking if the student in question had a hearing problem and why she didn't know about it until that moment. I was confused because the student in question does not have any medical limitations. So I asked for details. It was explained to me that the math teacher found out that the student was wearing headphones in class. She encouraged the student to take off her headphones and not wear them in her ears during math. But the student began to defend herself, saying that she had no headphones, that she was not taking anything off, and after a while of insisting, she finally said that it was a hearing aid that she had to have in order for the teacher to hear well. So she refused to hide the headphones and kept them.\n\nSituation (Anamnesis):\nThe student has no problems with the mathematics teacher or with the subject as such. He maintains friendly relations with the class teacher and turns to her with any problems. The student has no problems with any of her classmates and has never lied to a teacher before.\n\nTeacher Intervention (Solution):\nwent to the girl, took her out into the hallway and we had a conversation. I asked her - Did I hear from the teacher that there was a problem? – and I left her room to express herself. The conversation then went something like this: – The teacher started bugging me for wearing headphones. – Well, did you have them? – *student nods* – Then you shouldn't have. – Well, yeah, I know. – And then she said that you said they were hearing aids. - … Yeah. – Are you hearing impaired? - … No. – So you lied? – *student nods after a while* – And why did you do that? She didn't answer me about the reason for lying, so I don't know, she probably felt cornered and chose this path in stress. I told her to never wear headphones again and then I told her - We agree that you lied. Count on disciplinary action for lying, I wouldn't care about headphones. And if I lie to someone, it is polite to apologize. I was hoping that the teacher would go and apologize. I wanted her to realize that the problem is not the headphones, but the lying.\n\nOutcome:\nThe student went to apologize right after the next break, which my colleague told me. It was not reflected in the classes, the teaching of mathematics continues as if nothing had happened, it is decent behavior and behavior from both sides. But I decided to use this example as a warning for the whole class. I told them that there is no such thing as making fools of the teachers, that I will not tolerate it because it is a mockery of the teachers. But I didn't talk about a specific example. The student immediately apologized for other problems, but she never lied again. He confesses right away, he apologizes, but he doesn't beat himself up and he doesn't lie. She was reprimanded by her class teacher for lying in this situation.\n\nStudent Profile:\nAge/Year: 15 (1. ročník SŠ)\nHobbies: psychologie, gothic styl\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1142", "student_age_year": "15 (1. ročník SŠ)", "student_hobbies": "psychologie, gothic styl", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "ČJ, DĚJ pro střední školu (Mgr.)", "teacher_practice_years": "6", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/50", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring recess, a girl from my class ran into my office and told me that her friend in the class was crying and the other classmates were laughing at her. I immediately went to the classroom with her to find out what happened. As I opened the door, the laughter slowly died down as the children noticed me. A crying girl was sitting in the first pew, crying. I asked her what someone did to her, but she couldn't talk. Someone in the class shouted, 'Nobody did anything to her, jeez!' Therefore, I decided to talk to the girl alone and took her to the science classroom, which was empty at the time. In the classroom, I offered her a tissue and she slowly started talking. She told me that one of her classmates took pictures of her in the toilet cubicle and immediately after that she published several photos on social networks and sent the link to them to other classmates.\n\nSituation (Anamnesis):\nThe problem student who took pictures of her classmate in the toilet was always a problem child. Her father is rich and gives his daughter everything in abundance. The student has no disadvantage. She is used to getting whatever she asks for. It can be said that her parents are absolutely unable to raise her, but they don't want to admit it. In class, she is popular with most of her classmates, or so she thinks. The teachers in her class repeatedly complain about her behavior. She often solves her disruptions (verbally, throwing various objects across the classroom,...) by testing her from the material already covered. She doesn't react to it in any way and doesn't even try to answer the individual questions in any decent way. He usually responds with the words: 'How am I supposed to know?', 'What do I know?' or 'Look it up in the textbook if you're so interested.' Bad grades don't faze her in the least. When the teacher threatens to invite her parents to school, she usually shrugs her shoulders or suggests that it will annoy her father to listen to stupid talk. The teachers have to repeatedly remind her to write in her notebooks, not to put her feet on the desk, not to use her mobile phone, etc.\n\nTeacher Intervention (Solution):\nAfter the interview with the injured student, I returned to the classroom, where classes were already taking place at that moment. I asked the teacher to release the problematic student from the lesson. I took her to the principal's office. The principal and I found out from her on which social networks she had published pictures of her classmate and we immediately deleted them from them with the help of another colleague. Unfortunately, there were already comments on the pictures from strangers, who we had to inform that it was a criminal offense and to agree with them to delete the comments and not to spread these pictures any further. The father of the problematic pupil and the mother of the damaged pupil came to the school. Both pupils and their parents were invited to the headmistress. The father of the problematic student did not show any interest in the correct solution to the problem and denied his daughter's guilt. Unfortunately, he was one of the school's biggest investors and the headmistress didn't want to upset him. That's why I couldn't push for a bigger punishment and the problematic pupil was reprimanded by the class teacher, which in my opinion is not a sufficient punishment for such a serious offence.\n\nOutcome:\ndefinitely cannot say that I am satisfied with the solution to the problem. The bullying by the problem student continued, so I invited the mother of the damaged student once more and told her that it would be best to transfer her daughter to another class so that she would not come into contact with the problem student as much. But the mother decided to enroll her daughter in another school. The problematic pupil continued her inappropriate behavior throughout her compulsory schooling. I have never been able to push for a higher punishment, although I think that a 2 on behavior would be an adequate punishment for the behavior of the student mentioned above.\n\nStudent Profile:\nHobbies: sociální sítě\nDisorders: Lhaní,Šikana,Rušení výuky,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "50", "student_age_year": "", "student_hobbies": "sociální sítě", "student_diagnoses": "", "student_disorders": "Lhaní,Šikana,Rušení výuky,Agrese", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/71", "content": "TEACHING CASE STUDY\n\nBackground:\nteach English at a private high school. One of my classes is composed only of foreigners from rich families. This is a graduating class, so the students are almost all of legal age and often live alone, without their parents. Some students have parents outside the Czech Republic and it is almost impossible for me to communicate with these parents. Students in this class have very little motivation to be actively involved in class and 'boycott' most of the work. Outside of school, they are used to always getting what they want and very often they don't have to do anything for it. For a long time, I struggled with the problem that I can't get students to work even when it comes to preparing for graduation and their future. They feel that their future is secured thanks to the family property. One student in particular makes his distaste for work blatant and causes disruption for the entire class as the rest of the class often joins in.\n\nSituation (Anamnesis):\nThe student lives alone, his parents are outside the Czech Republic. He is very well off financially, attends a private high school and feels that there is no need to put in any effort at all to successfully graduate from school. He disrupts the lessons by boycotting all the activities that I prepare and often brings other classmates down with his inappropriate example. It is very difficult for me to learn the lesson to the end.\n\nTeacher Intervention (Solution):\nAfter trying threats, punishments, and bad grades, I was exhausted and desperate. Finally, I decided to talk to the student privately. I should have done that right from the start, but unfortunately I didn't feel strong enough in my position. I asked the student to come to my office after class. I was afraid of the interview, but I could think of no other way out than a direct discussion. In the cabinet, I asked him if there was anything that bothered him personally. When he said no, I asked if he minded school. She bothered him. It feels like a waste of time and he is not learning anything important. He sees no point in trying to learn anything from it. I asked why he thought English was not important. To this he replied that he didn't think so, but he thought that the way we learn English in school is not useful. We then had a discussion for about an hour about what he thinks is useful to know in English and I tried to explain to him my point of view on the whole situation. In the end we agreed that I would include a lot more practical situations in the lessons and in return he would tolerate topics that are important for the matriculation exam.\n\nOutcome:\nAfter our conversation in the office, I made the following class as practical as possible to show that I took our agreement seriously. In the next lessons, I brought back graduation preparation, but I never devoted an entire lesson to it the way I did before. After setting the new rules, the activity in the class started to improve. There were better times and worse times, but there was no longer a general boycott.\n\nStudent Profile:\nAge/Year: 18\nHobbies: motorky, pc hry\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: (Disciplinary) Punishments, Agreement, Consequences, Disrespectful communication, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "71", "student_age_year": "18", "student_hobbies": "motorky, pc hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "2", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Agreement, Consequences, Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1246", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to our class in the middle of the year. Actually, after the start of the war in Ukraine. He left Ukraine together with his cousin. They lived together with their aunt. I knew that it would be necessary to include the student and his cousin. There was no problem with his cousin, but the student was problematic. At his old school, he was among a group of students with whom he was naughty and did not study. He could neither read nor write Ukrainian. He didn't know the alphabet, he didn't know Latin, and he didn't even have the need to learn anything. He was very rude to his classmates, shouted, disturbed and could not work alone.\n\nSituation (Anamnesis):\nThe student comes from a family where both parents have problematic alcohol use. His parents probably didn't care much for him, didn't pay enough attention to him and didn't care how he was doing in school. At the same time, they did not even secure him financially. At school, he belonged to students who did not study, were angry and bullied other classmates. All in all, leaving Ukraine, leaving my parents and starting a new school where he didn't understand anyone, except his cousin, had to be a big shock. He was very scared, stressed and uncomfortable.\n\nTeacher Intervention (Solution):\nMy task was to integrate him into the team. One of those things was that we took a picture together - all of us, the whole class, we put the picture on the door and he felt that he belonged somewhere, he wanted the same textbook as the other children (we explained to each other that he didn't and why), but I tried to make him really do something with the class every day. He was alone a lot, assistants took him, and then he returned for parts of the teaching. But it was important there that I supported such a \"we\n\nOutcome:\nThe student is still with us, and will probably stay here. He made great progress. It took some time, but because I kept trying to include him, not overlooking his doing nothing and asking him to do those things with others or things like that, he's a lot more independent now. I managed to set the rules for him and it works. It's good. He can work for an entire hour, he understands the question, the children take him, they have fun together and with me, and he has no problem joining in any activity with others.\n\nStudent Profile:\nAge/Year: 9\nDisorders: Rušení výuky,Nesoustředěnost,Nekomunikoval,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Verbal aggression\nSolutions Applied: Support, Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1246", "student_age_year": "9", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Rušení výuky,Nesoustředěnost,Nekomunikoval,Neposlušnost", "teacher_approbation": "VŠ", "teacher_practice_years": "28", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1388", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came the next day saying that he was not enjoying anything. He had a postponement of school attendance, or rather, he could have gone to school earlier, it wasn't a complete postponement, he's kind of like October. And he was already bored since that kindergarten, so he didn't enjoy anything. We just sat down on the carpet and we were going to do something with the textbook and he laid down and he wasn't going to do it, uuh, boring, awkward. He refused to work, disturbed the teaching process, disturbed his classmates.\n\nSituation (Anamnesis):\nThe student attends the 1st grade of elementary school, is rather introverted, hangs out mostly with older classmates, is very intelligent and likes sports. The first and second year are in one class together (double classes), children from both years have to work independently for the whole lesson.\n\nTeacher Intervention (Solution):\nmanaged to motivate him so that I just didn't hear it this week. You know, I already included him in work, I gave him more difficult tasks, I simply set a completely different standard for him than he had in kindergarten. But otherwise, like me, I have a system of praises in my class, and if they break a rule, they return the praises and they're already done with it, they got the class rules on the blackboard, you know. And if they have a task or accomplish something, they get it, and if they break something, I take three. They see what for what. So in a nutshell: setting work according to abilities, variety of activities.\n\nOutcome:\nLooks good so far. Cooperates. I didn't hear from him for another week. But as he is with his mother or father every 14 days, so who knows how it will be in a fortnight, he will probably be more distracted.\n\nStudent Profile:\nAge/Year: 7 let, 1. ročník ZŠ\nHobbies: Fotbal\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1388", "student_age_year": "7 let, 1. ročník ZŠ", "student_hobbies": "Fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské, magisterské (první stupeň a speciální pedagogika)", "teacher_practice_years": "20", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/671", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation with the student started already in the eighth grade. At this time, she was already starting to show truancy and defiance towards her grandmother and sometimes teachers. Sometimes the girl didn't come to school, so I had to keep calling her grandmother to find out what was going on with her. In most cases, the grandmother did not know that the girl did not go to school, or was somewhere else. In the end, the situation was resolved by talking to the student's grandmother and our educational advisor. Fortunately, we did not have to come up with the steps that would occur in the case of longer-term problems. The student calmed down and everything went smoothly again. This situation lasted almost until the end of the school year, before entering the ninth grade. Before the end of the year, she again started not fulfilling her duties as a student. Now the punishment has already been reflected on her report card. She was reprimanded by the class teacher. After the holidays, I hoped that the student had calmed down and that she would once again be such an exemplary student, as before. But the opposite was true. The student began to leave school often without letting anyone know about it. They mostly found her at her mother's in a nearby town. I tried to talk to the student to find out what was going on. It was clear to me that she was not the girl I knew. She confided that she would like to live with her mother and not with her grandmother. So I talked to her about the situation. The grandmother replied that she knows about the situation with her granddaughter and that she is trying to solve it. Eventually, the granddaughter was returned to her mother's care. Unfortunately, even after that, the situation did not calm down. Constantly the girl did not behave as she should. Unfortunately, no one communicated either from the parents' side. I was always told after asking for an apology that everything would be delivered. The situation worsened even more during the pandemic and closed schools, when we only operated through online platforms. Here she was constantly unable to join classes. At first I thought it was having problems with the internet connection. But when the frequency kept increasing, it became clear to me what it was all about. Unfortunately, this behavior and truancy also affected her benefit. The prize winner of the class became the student whose best grade was a three. I think that a not very suitable family background is responsible for the emergence of this behavior. Even though the girl lived with her grandmother, who had her in foster care, from the age of 13 she constantly wanted to live with her mother. And that, even though she knew what she really was.\n\nSituation (Anamnesis):\nThe student entered primary school for the second grade. She attended first grade in a nearby village. At first, the atmosphere in the classroom was calm and relaxed. Together with other classmates, the girl fit into the class group and after a short time found a group of like-minded friends. During the breaks, they listened to music together, during the day they watched various videos of their favorite performers or exchanged various objects that were associated with their favorite band or singer. As for establishing other friendships, she never had a major problem with that. She always behaved very friendly, kind, willing, and welcoming both to her classmates and to the other students of the school. She smiled at everyone and always helped everyone and went out of their way if anything was asked of her. She did very well in school. She had no problem learning any subject and her worst grade was a 2. In the following year, the situation began to deteriorate. The girl gradually began to behave arrogantly and wanted to organize everyone around her and order them what they can do when and for how long. 'Every time I wanted to go chat with my friend during the break, she came to me and told me that there would be no chat now and that I had to go immediately to watch more videos with them, but I didn't enjoy it at all. So I had to leave my classmate alone and go somewhere else with her. If she didn't go, she probably wouldn't hang out with me for a while before she forgave me.' (female classmate) Over time, a decent girl became a young lady who longed for a certain power. In the eighth year, the situation calmed down and the leader type became again a young lady who was friendly and helpful. The turning point came only in the last year of elementary school. At the beginning of the year, the character traits from the previous year persisted. Over time, the student's behavior began to change. A problem-free pupil turned into a girl who constantly provoked with her behavior and dress. The student's problematic behavior was also related to the situation in the family. From early childhood, the girl lived in foster care with her grandmother, who took her in. Her mother disowned her due to alcoholism and drug addiction. The grandmother used to do the first last for the girl. She constantly surrounded her with care and love, bought her everything she wanted and wanted. But at the age of 15, there was a turning point in the student's behavior. The girl wanted to live with her mother and constantly ran away from her grandmother. In the end, the situation was resolved through court, when the student was assigned to the care of her mother.\n\nTeacher Intervention (Solution):\nSolving the already mentioned student's behavior took place in several steps. At first, the occasional truancy was resolved by a phone call between me and the grandmother, later the girl's mother. When the situation got worse and worse, I had to take the second step in dealing with unexcused absences. A committee was convened, in which I, the director and the educational advisor were. From the student's side, she and her mother were there. There was a problem brought up and a subsequent discussion between the said members of the meeting. The result was an agreement that the mother would pay more attention to the student and not tolerate her truancy. The situation lasted for about 2 months and we were back at the beginning of the problem. At first, I tried to solve the situation by making arrangements with both the girl and the parents. I tried to talk about the situation with the student's grandmother, but as she was not a foster parent, she could not do anything in the given situation. After disobeying, I had to go to the third and last step. This was a consultation with social services. The social worker and I exchanged several e-mails. However, the situation still did not improve. She came to another meeting, this time she was accompanied by a lady from social services. Again, the presentation was an issue, and then there was a follow-up discussion. The student was then given time to show whether she had taken the threat to heart or not. Eventually, the situation improved so much that truancy only occasionally recurred. Communication with the student's mother also improved. But not enough to say that the situation was handled successfully.\n\nOutcome:\nAfter the meeting with the social worker, the situation with the pupil improved so much that the truancy only occasionally recurred. Unfortunately, towards the end of the year, things turned the other way again. The girl found friends who had a bad influence on her. Most of the time she was on her cell phone in class where she was on social media and not paying attention. From a longer-term point of view, I am not able to say how it continued to develop, whether it got better or got even worse. The situation was not resolved until the end of the year, when she applied to the hotel school, which she got into. From my subjective point of view, I think he will continue to struggle with this behavior and truancy. The question is to what extent they will tolerate it at her new school. Personally, I think that the behavior of the student and the non-communication of the parents will continue. Here, we tried to solve it in a more moderate way, since we are a smaller school where we all know each other. But I don't think they will be accommodating to her in a bigger city and a big school.\n\nStudent Profile:\nAge/Year: 15, 9. ročník\nHobbies: poslech hudby, diskotéky\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules, Attendance problems\nSolutions Applied: Agreement, Consequences, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "671", "student_age_year": "15, 9. ročník", "student_hobbies": "poslech hudby, diskotéky", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Ruský jazyk, dějepis se zaměřením na vzdělání", "teacher_practice_years": "45", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/818", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place in the teaching of the English language. It was a class that was newly assigned to me, so I didn't know the students very well yet. A colleague left for 14 days because his wife gave birth, so I was also assigned children from his language group. I had 19 students in my class. Already during the first lesson, I guessed which group of boys would be problematic. In this group, there was one student who was the most prominent, who was from a colleague's language group. His behavior disrupted the course of the lesson and dragged the other 3 boys down. He would often make inhuman noises without context or provoke the boys around him and then brag that they started it. Next to him sat a boy, smaller in stature, quieter, but laughing at his jokes and urging him to further action. This boy later began to imitate the first, but since no one was laughing, he did it more for himself. In the third week of classes, we wrote a test. I asked the students to sit in the desks one by one, which was met with displeasure and a tendency to disobey, but in the end I decided. After some time, one pupil began to make contact with the others, which was followed by giggles and nudges. I yelled at them that if they continued, I would have to take the tests and grade them out of five. After that, I saw how one student described words directly from the workbook.\n\nSituation (Anamnesis):\nAs for one student, after consulting with the other language teacher and the class teacher, I got the impression that it must have been a short circuit. According to colleagues, he was a problem-free boy with good grades. However, one of the colleagues admitted that she sees him with certain parts. It is possible that his behavior is influenced by his peers, who behave similarly, and with the fact that the boy is entering puberty, there are probably also changes in his personality.\n\nTeacher Intervention (Solution):\nAfter I discovered that the student was describing during the test, I informed him that what he did was cheating and I could not give him anything other than a five. The student started to argue with me that he did not cheat, that he would not submit any test. So, in response to cheating, I took the test away from him and did not allow him to continue working on it. For a moment it seemed that the boy was sorry, but immediately he whispered to the front bench 'I was copying from him anyway.' I gave the test a score of five, informed the class teacher about the situation and justified the assessment to the parents via email.\n\nOutcome:\nIn the following days, I announced a correction deadline for the whole class, because the grades were not commendable and some students showed an interest in improving their grades. I offered the possibility to explain the material in the morning hours. 5 pupils took part in tutoring, including the pupil who copied. During tutoring, he sat alone, asking questions about the topic and trying to understand the material. In the end, he corrected his grade to a two. During the following lessons he became calmer, which may have been influenced by the return of another student to his language group, but also by the fact that he realized that such behavior is unacceptable in the classroom and my response will not only be threats, but also certain actions.\n\nStudent Profile:\nAge/Year: 8. ročník, ZŠ\nHobbies: sport, trávení času s přáteli\nDisorders: Vykřikování,Potřeba pozornosti,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "818", "student_age_year": "8. ročník, ZŠ", "student_hobbies": "sport, trávení času s přáteli", "student_diagnoses": "", "student_disorders": "Vykřikování,Potřeba pozornosti,Podvody", "teacher_approbation": "Mgr. (ČJ, AJ)", "teacher_practice_years": "25 let", "problems_annotated": "Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1059", "content": "TEACHING CASE STUDY\n\nBackground:\nHe was a student in a small class of twenty, in which I was the class teacher. From the time he started school, he stood out in the classroom with his eccentric behavior. He was highly intelligent but problematic from an early age. The word aids was foreign to him, and although this ailment was solved many times with the pupil and parents, the pupil was always able to do everything even without entries in the notebook, and therefore the rest of the cantors got used to this fad and stopped solving it. The only subject he had a problem with was math, which I taught my class. He was not very good at counting and it was slow. Considering his approach, I believed that it was insufficient preparation, and although his writing and numbers were legible, although somewhat peculiar, and therefore I did not suspect any learning disability, I decided to create tests for him individually. This change helped. In third grade, classmates began to notice that the student was different and began to make fun of him. However, students did not practice this behavior in front of teachers, so it took some time for this bullying to manifest itself. Once during math, one of the classmates made a remark about the student's ability to count, and the student slammed his fist on the table in response. In the subsequent resolution of this incident, the bullying was detected and successfully ended with the educational advisor. However, when the fourth grade came around, the more complex subjects in mathematics began to reveal problems. The student stopped being able to count, his grades deteriorated significantly, and he often did not work in class. When forced to work, he vented his frustration by talking back, sometimes banging his desk.\n\nSituation (Anamnesis):\nThe student is an only child. His parents never cared much about his schooling or him, solving any situations with them had no effect. He is extroverted, highly intelligent, never brought gadgets to school. He never liked Matika.\n\nTeacher Intervention (Solution):\nIn order to make the subject easier for the student, I allowed him to use a calculator and draw cards with patterns. At the same time, I decided to consult with the educational counselor at school. However, she told me that the student in her biology and social studies classes behaves well, has excellent results, and therefore the problems in my classes are caused by my attitude. So I went to the school principal. After consulting with several teachers, they all confirmed that the student is always prepared and behaves well. I was therefore convinced that he must have a problem with mathematics rather than with me. I invited the parents to a meeting, but they refused, saying that their child had a problem. So I decided to go to the director. The director had his last year before retirement, and I must point out that he was no longer interested in many things, and I received the answer that I should follow the advice of the guidance counselor. Frustrated, I resigned myself to the fact that nothing would happen. However, the student's indifference to carrying aids showed, and when I reprimanded him several times in mathematics for not having one, he protested that he did not need one. Frustration manifested itself in the fact that I started shouting at him that he was not able to count basic examples, after which the student threw the notebook across the whole class and left the class with a bang. I realized that it won't go on like this, and that if there is no effort to solve the problem around me, I will have to solve it myself with my students. We agreed that classmates will help the student with his preparation by tutoring, and his calculator and supporting materials will always be in the classroom. I started giving him more time than others for papers.\n\nOutcome:\nThe student's grades began to improve, and even though he had fours, he passed. Although his performances and behavior have improved a little, I would say that I and his classmates have gotten used to it rather than that this fact has somehow been resolved. Although his anger sometimes showed, there was never any physical contact, and his classmates learned to live with him and get along with him. I only managed to get him to the pedagogical-psychological counseling center in my high school graduation year, when I wanted to get more time for him during the high school graduation exam. This possibility finally convinced the student and he asked me to take him to the counseling center. In the counseling center, the pupil was diagnosed with behavioral disorder, dysgraphia and dyscalculia. During the consultation with the linguists that the student had, I found out that they had suspected a learning disability for a long time, but they solved the situation by extending the time for work, and did not take care of the matter any further. Aggressive behavior or outbursts of anger were never observed by any of his colleagues. The student eventually graduated with doubles and went to college to study theology. To this day, I don't know why his aggression bubbled up only in my classes, and no one else noticed it.\n\nStudent Profile:\nAge/Year: 15 let, kvarta (9. Třída)\nHobbies: Náboženství, filozofie, historie, všeobecný přehled, komunikace s lidmi\nDiagnoses: Dysgrafie,Dyskalkulie,Porucha chování\nDisorders: Odmlouvání,Neposlušnost,Vykřikování,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Bullying\nSolutions Applied: Disrespectful communication, Support, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1059", "student_age_year": "15 let, kvarta (9. Třída)", "student_hobbies": "Náboženství, filozofie, historie, všeobecný přehled, komunikace s lidmi", "student_diagnoses": "Dysgrafie,Dyskalkulie,Porucha chování", "student_disorders": "Odmlouvání,Neposlušnost,Vykřikování,Agrese", "teacher_approbation": "Mgr., Matematika", "teacher_practice_years": "32", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/125", "content": "TEACHING CASE STUDY\n\nBackground:\nIn my case, it was a girl who attended the aforementioned 6-year high school. From the beginning of the online classes, the girl was always connected and tried to be active as much as possible (if she was called, she always answered), otherwise I would describe her as an introverted person who did not show herself very often. According to her teachers, she had no problems with teaching. She excelled in all subjects, assignments were also always handed in on time and, according to the teachers, she showed no signs of waning interest in the subject. School attendance was excellent, she only visited the doctor a couple of times a month, and then immediately duly delivered an apology letter, which was signed by the parent or the examining physician. Everything changed only with the long-term distance learning. The girl in question stopped attending classes without a proper apology. The absence became unbearable and even her classmates did not know what was happening to the girl. In the best case, she handed in the assignments late, in the worst case, she didn't hand them in at all. The girl was able to connect for an hour and disconnect halfway through without giving reasons. After that, she did not respond to emails, and subsequent efforts to connect her back to classes went unanswered.\n\nSituation (Anamnesis):\nThis is a girl who is 15 years old and attends a multi-year high school. The girl is an introvert. She is very quiet and doesn't show herself in the classroom. She spends most of her break time alone in the first pew reading books. The collective tries to involve her in the classroom, but the girl shows no signs of interest in being included in the group. The girl is very careful and honest. As already mentioned, his attendance is in excellent condition, and he always completes his grades and assignments on time. The girl is considered a smart, kind and good classmate in the class group, and the same is not the case with the teaching staff. The girl did not show any signs of stress caused by a difficult life situation in the family - the divorce of her parents. He currently lives with his mother, younger sister and mother's boyfriend in a small apartment in a room with his younger sister, with whom he has a great relationship. They do not maintain a relationship with their father.\n\nTeacher Intervention (Solution):\nThe whole situation was overlooked by teachers for quite a long time. The teachers blamed the internet outages, for which the girl had already made excuses several times. After constant repetition of absence and failure to meet the classification standard, the teachers decided to contact the mother. The mother did not know anything suspicious and claimed that it could be the aforementioned internet outages. She further claimed that the girl spends all her time at home in the room, where she has all the necessary learning aids. The mother also promised that she would see to it that her daughter fulfilled her duties again to 'one', as was the custom. The class teacher decided to thoroughly investigate the whole situation again after a few weeks, when the situation had not changed. This time, she and the director invited both mother and daughter and the mother's friend to the office. After a rather long discussion, the fact that the mother's friend had set a rule at home that both daughters could only be on the Internet for two hours each day came to light. He watched this time very strictly. The mother, who knew nothing about it, was very devastated by the situation that occurred without her knowledge. She attributed everything to the fact that she usually always goes to work in the morning, and when neither of her daughters did anything for school after coming home, she thought that they had already finished everything.\n\nOutcome:\nAs for the situation in the household, the result is unknown to us. However, the situation in the school environment has improved considerably. The girl again raised her performance to her standard level. After consulting with the other teachers, she was allowed to retake the tests so she wouldn't have to repeat the grade.\n\nStudent Profile:\nAge/Year: 15 let 3.ročník (6ti letého gymnázia)\nHobbies: čtení\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "125", "student_age_year": "15 let 3.ročník (6ti letého gymnázia)", "student_hobbies": "čtení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Ph.D.", "teacher_practice_years": "Přibližně 14 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1489", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was insulted and made fun of by his classmate, of course he didn't like it and started insulting the classmate himself. Whereupon they both stood up and began to threaten each other. The classmate walked towards the classmate's desk, whereupon he was approached and started to be held back by his classmates.\n\nSituation (Anamnesis):\nThe student is below average intelligent and has trouble controlling himself when others start to provoke him, but otherwise he is not problematic and behaves well if he is not provoked. It does not interfere with the rules. However, his classmate routinely lies, behaves provocatively towards others, but is above average intelligent. In the new school year, the student begins to be provoked by more students who have joined the said classmate.\n\nTeacher Intervention (Solution):\ncame to the class after the way from surveillance in the corridor only at the moment when the other children were already holding the classmate. I entered the situation and initially tried to resolve the situation verbally. Not long after me, another history teacher entered the class. Meanwhile, I had already placed myself between these two disciples to avoid conflict. However, the situation escalated and the history teacher and I were forced to physically distance the students from each other. In the meantime, I called the school's counseling office for the help of a special education teacher. Not long after that, he started reaching out to a classmate through me. As a result, I had to take him outside to the corridor, where I tried to calm him down. The staff of the school counseling office took the pupil from the corridor and they further resolved the situation.\n\nOutcome:\nIn the short term, the solution was good because it prevented a physical conflict. However, I feel that I should have intervened in the situation more forcefully from the beginning. In the long term, my solution to the problem had no impact, the school counseling office is working hard on the climate in the classroom and with the individual student, but the progress is very slow and if a similar situation occurs that is not prevented in time, all the previous progress will probably be undermined.\n\nStudent Profile:\nAge/Year: 12\nDiagnoses: Dysortografie,Logopedická vada,Dyslexie,Snížený intelekt\nDisorders: Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Physical intervention, Transfer of student, Cooperation with experts, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1489", "student_age_year": "12", "student_hobbies": "", "student_diagnoses": "Dysortografie,Logopedická vada,Dyslexie,Snížený intelekt", "student_disorders": "Emoční labilita", "teacher_approbation": "Vysokoškolské", "teacher_practice_years": "12", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Transfer of student, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/577", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 15 let, 9.třída (2.stupeň ZŠ)\nHobbies: sport\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "577", "student_age_year": "15 let, 9.třída (2.stupeň ZŠ)", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "Mgr. – Vko, ČJ, Dě, výchovné poradenství", "teacher_practice_years": "25 let", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1068", "content": "TEACHING CASE STUDY\n\nBackground:\nThis whole problem situation started off lightly, but gradually the problems got bigger and bigger. The boy who caused problems was smart, but apparently the problem behavior was related to his physical health, because the boy had a health problem that could limit him in physical education, for example. Thanks to this, he probably got the feeling that he is in danger and that he could be expelled from the team because he has some health limitations. After a while, we began to observe a change in him, he disrespected the teacher, spoke back, was arrogant towards the authorities. He started taking other children's tools, sometimes slippers, and made others feel that he was the boss.\n\nSituation (Anamnesis):\nThe problem student was smart, had commendable to excellent results in school, but suffered from the feeling that there was little interest in him at school.\n\nTeacher Intervention (Solution):\nWe solved the whole situation by first trying to talk to the problematic student and find out what the reason for his behavior is. But few children will just tell you that. We gradually tried to show the student that everyone in the class is equally important to the teacher and that no one has any advantages or disadvantages. From time to time, for example, I asked him to hand out corrected tests, or to supervise the class until I returned, when I needed to run to the principal's office for a minute during class. Although I mention that everyone has equal weight in the class, I admit that I gave him these sub-tasks more often than others, in order to show him that his help and participation in class is beneficial and meaningful and that I value him. The goal was to activate the student and rid him of the feeling that he is inferior because of a health problem.\n\nOutcome:\nThe result was not quite as expected. Thanks to the fact that we involved him more in the classroom, the student got a completely different feeling than the one that started it all, but suddenly he felt much more superior and allowed himself even more to the other children. If I put it stupidly, his ego probably rose a lot and the feeling of inferiority became a feeling of superiority. It quite disturbed the previously calm team. Everything gradually calmed down after some time, when the pupils were a little more mature and also when the original health problems of the problematic pupil disappeared.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: naučné pořady, sporty\nDisorders: Arogance,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1068", "student_age_year": "13 let, 7. třída", "student_hobbies": "naučné pořady, sporty", "student_diagnoses": "", "student_disorders": "Arogance,Agrese", "teacher_approbation": "Mgr. Aj, Čj", "teacher_practice_years": "5", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/77", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when parents began to complain about vulgar videos and comments that a boy from the class sent to girls. The problem was perceived as serious and the parents demanded a solution, even though it was behavior outside the school environment, but it concerned the students of one particular class.\n\nSituation (Anamnesis):\nNo other serious problems were noted in the class and the collective was rated as good. The boy who committed the aforementioned behavior was accepted in the collective, despite his behavior standing out.\n\nTeacher Intervention (Solution):\nEven though the incidents took place outside the school, I decided to intervene as a representative of the school at least in the form of an interview with the class. At a special meeting, I explained to the students that the school would not officially address the situation and no disciplinary action would follow, but parents could refer the case to the police, which would have more serious consequences. I did not blame a specific student during this meeting.\n\nOutcome:\nThe boy confessed during the meeting and promised to stop the behavior, which he did. His awareness of possible more serious consequences, such as police intervention and problems for parents, was a motivation to end his inappropriate behavior. After the incident, the problem behavior stopped, but later another problem arose that this student had caused.\n\nStudent Profile:\nAge/Year: 6. třída, 11 nebo 12 let\nDisorders: Bariéry v komunikaci,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "77", "student_age_year": "6. třída, 11 nebo 12 let", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Bariéry v komunikaci,Odmítání spolupráce", "teacher_approbation": "Vysoká škola pedagogická", "teacher_practice_years": "21", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/375", "content": "TEACHING CASE STUDY\n\nBackground:\nThis situation happened in 7th grade. Our school is involved in milk/fruit for schools programs. It all boils down to the fact that fruit/dairy products arrive at school once a week in crates. Each class has one of them. A selected pair of pupils from each class goes to pick up the box designated for their class. He then distributes the contents and takes the box back. Back then there were boxes of fruit. It happens that pupils forget an uneaten snack in the desks, so it then lies there for some time before throwing it away. That time, the student forgot the tangerine from the package she received in her desk. When she noticed it, she probably didn't look attractive anymore, so she took it and went with it to the bin. For some reason, her classmate couldn't think of anything other than to yell at her from the other end of the classroom to throw him the tangerine. They tossed it around several times before the pupil joined in the game. He stepped between them and tried to catch the flying tangerine, which he allegedly only wanted to make the game more difficult. You shouldn't play with food, but basically it wasn't a problem. The female student was fighting with the student all over the class. Another student stood between them and tried to catch the tangerine so that it did not fly to the student. The rest of the class also had a lot of fun and cheered. Gradually, other students started to join the game. This probably made the game more complicated and the pupil tried to pass the tangerine to the pupil. So she threw it high and with all her might. Unfortunately for her, the tangerine landed squarely on the recently painted wall where it completely splattered and created a larger stain. Shortly after this incident, I came to the classroom and saw about half of the students lined up against the back wall. Some stood on the chairs and some under them. The rest of the class watched them and smiled. I automatically asked what they were doing. They replied with smiles that they were training for a class photo shoot. I had to laugh at that, but I still couldn't and I continued to find out what happened. So I went closer to take a look. After a while I noticed a stain behind them. It was clear to me right away that this was not about practicing posing for a class photo.\n\nSituation (Anamnesis):\nThe class in which the incident took place was considered the 'worst' class in the school. As a class, they had the worst achievement and the highest absenteeism. Various problems were often solved here. But mostly it was the same individual. Even in this class there were non-conflicting students with a very good average and low absenteeism. Among them was a pupil. There were never any problems with the student, she had above-average results in the class. I myself only had to reprimand her a few times in class, and that was for talking to a classmate.\n\nTeacher Intervention (Solution):\nwas furious because the classroom had recently been repainted. So I started asking what happened and who did it. It was clear to me that someone must have thrown her, but I didn't know who it was. Everyone was silent, no one wanted to confess. I ordered them to clean it up immediately because there were tangerine pieces all over the stain. Before leaving the class, I told them that fruit is not meant to be thrown at the walls, but to be eaten, and if no one comes forward to confess, they will no longer receive fruit (or dairy products) in boxes. I also warned them that the culprit(s) would have to pay for it, as it was damage to school property. Plus a new one. During the break, a student came to my office, described the whole situation to me and confessed. I was very surprised. I wouldn't have expected that it was her. On the other hand, I was pleased that one of the students came to confess. Just as quickly. I gave her a note saying she threw fruit on the newly painted wall. After that I went back to class. Meanwhile, the students cleaned up the mess. I looked at the stain again and just shook my head. Fortunately, the wall wasn't painted white, so the stain dried slowly and wasn't as noticeable. Before leaving, I told the class that this must not happen again. I didn't solve the situation any further. In the end, no one paid anything and the stain is almost invisible today.\n\nOutcome:\nThe student received a note. There were no problems with her before and nothing has changed even after this unique situation. I was angry with them, but on the other hand, I was pleasantly surprised that they stood by each other. No one sued anyone even when the whole class was threatened with punishment. I was also pleased that the person in question came forward so quickly. There were still a few problems with this class, but it was never a case of fruit being thrown against the wall.\n\nStudent Profile:\nAge/Year: 12 let, 7. třída\nHobbies: tanec, sport\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "375", "student_age_year": "12 let, 7. třída", "student_hobbies": "tanec, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterský titul, aprobace: Přírodopis a Chemie", "teacher_practice_years": "16 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/840", "content": "TEACHING CASE STUDY\n\nBackground:\nwould like to mention here a situation that happened last year when I was a class teacher of second year students. During the month of April, the headmistress of our school informed me that a boy from Ukraine would come to our class. Together with the other pupils, we prepared for the arrival of a new classmate, we prepared a desk for him and we stuck names in Czech and Ukrainian on important objects in the class. When the student arrived, we sat in a circle and gradually introduced ourselves to him. Unfortunately, I don't speak Russian, so communication was difficult. The student just kept silent. He did not participate in class activities. I attributed his activity mainly to the fact that he did not understand Czech. It was the same with the other students in the class - they didn't take him among them. At the end of the school year, one Monday morning we were talking about the past weekend and the student hesitated to answer, but then the student said out loud: 'He is ...' in a slightly contemptuous tone. The other students were silent.\n\nSituation (Anamnesis):\nThe student is among the students with average results, he is a leader, very popular among his classmates, I do not recall any major educational problems with him. He is active and inquisitive in class, and is a member of the local football club. I did not expect such a reaction from him in this regard.\n\nTeacher Intervention (Solution):\nWhen that sentence was heard, in the first moment it occurred to me that I would not respond to it at all. However, this did not seem appropriate to me, because I wanted the student to know that I will not tolerate such behavior in the classroom. I reacted by saying that the student was from Ukraine and we were from the Czech Republic, that we were all born somewhere. I didn't discuss the situation further in class because I didn't want to get bogged down in the next discussion. I then came to the pupil during the break and told him that the pupil is here with us because he cannot be at home, that he had to leave his friends, and that it is certainly not easy for him here. The student then apologized to me and we did not discuss the situation any more.\n\nOutcome:\nThe situation did not repeat itself, the pupil gradually found his way to his classmates through his favorite sport and today he is fully involved in the class, even if he is still among the inactive and silent pupils. His language level also improved significantly over the summer.\n\nStudent Profile:\nAge/Year: 8 let, 2. ročník\nHobbies: fotbal, hraní počítačových her\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "840", "student_age_year": "8 let, 2. ročník", "student_hobbies": "fotbal, hraní počítačových her", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ – titul Mgr., aprobace: učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "6", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1451", "content": "TEACHING CASE STUDY\n\nBackground:\nAt this school, there is a second grade from the 6th grade, where the classes get new class teachers. I was just one of those who should have received the class, and I did. It was my first class, so I was a little nervous. When I got to know the class for the first time, I knew that it wouldn't be an easy 4 years. I had to adjust the class a bit, it was more demanding, but the adaptation course that I completed with the class helped us a lot. The entire 6th year passed quite calmly. The class had good relations and you could tell that they would get along.\n\nSituation (Anamnesis):\nIn the 7th grade, a new girl came to the class. The student was shy, introverted and had trouble fitting into the team. We had several familiarization sessions with the class, which were supposed to help the student get to know her classmates better and the classmates with her. That didn't lead to much, and the pupil still stayed away. I found out from my parents that it was the same at my previous school and they hoped that changing schools would help and that I would be able to find some friends.\n\nTeacher Intervention (Solution):\nBut the situation began to deteriorate, the pupil was called the \"weird one\" in the class and, unfortunately, light bullying appeared in the form of taunts and curses. I was not in control of the situation and over time it only got worse and worse. Classmates stole, hid and destroyed the student's things. The student went to school for that reason. Her parents excused her for everything because they still saw some hope. The situation was taken over by the school psychologist, who also communicated with the parents.\n\nOutcome:\nIn the end, we all agreed that the best solution would be to change schools. The school psychologist told me that the class has very good relations, it is very closed, and there will always be a problem with getting someone else in who is not according to their ideas.\n\nStudent Profile:\nAge/Year: 12, 7. ročník\nHobbies: Amálka si ráda malovala.\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems, Bullying\nSolutions Applied: Working with the collective, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1451", "student_age_year": "12, 7. ročník", "student_hobbies": "Amálka si ráda malovala.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, český jazyk a hudební výchova", "teacher_practice_years": "8", "problems_annotated": "Attendance problems, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1102", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerns two boys, both pupils. I worked as a class teacher in the classroom for a year, it was at the beginning of my teaching profession. It was provoking from one student to another in the form of rustling paper. I learned this fact directly from a disabled student who came to confide in my office. Afterwards, in the Czech language class that I taught in the given class, I announced this fact to the whole class so that the provocative student would confess and apologize to the affected student.\n\nSituation (Anamnesis):\nProvocative student - extroverted, active, good results, popular. Disabled student - quiet, phlegmatic, introvert. The class was quite a good team, mutual provocations between the students sometimes took place, but nothing serious.\n\nTeacher Intervention (Solution):\nThe provoking pupil began to annoy the disabled pupil by rustling paper around him, which made the disabled pupil uncomfortable. He came to me with this problem to try to solve it, because it annoys him. Then I mentioned this problem in Czech class.\n\nOutcome:\nAfter I mentioned the problem, the other kids started rustling the paper, thinking it was funny. However, I explained to them that this behavior is unpleasant for the disabled student, that I think they are a good team and should stop it and apologize to the provoking student, which happened and after that similar things did not happen again.\n\nStudent Profile:\nAge/Year: 12, 6. třída\nHobbies: Sport, hry, knihy,\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1102", "student_age_year": "12, 6. třída", "student_hobbies": "Sport, hry, knihy,", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "ČJ,  OV", "teacher_practice_years": "9", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/276", "content": "TEACHING CASE STUDY\n\nBackground:\nThe pupil's mother suddenly ran away with a friend to Spain, the pupil did not live with his father, and subsequently started using drugs in larger than small amounts. He then switched from the gymnasium to the teaching field. Deterioration of benefit due to lack of time to understand new material (comparative tests were not carried out). Integration into a new team. Mood swings are starting to appear more often in the student - suddenly explosive and aggressive.\n\nSituation (Anamnesis):\nProbably higher drug use and a difficult family period drove the student to frequent displays of aggression. Fortunately, the new team accepted him among themselves, the teaching staff was also a support, as they were willing to solve all situations with him as best they could.\n\nTeacher Intervention (Solution):\nThe teacher had a friendly conversation with the student and tried to understand the situation and subsequently resolve it. She always tried to show a willingness and an effort to solve things, so that the student knows that he has a person at school that he can rely on. The teacher familiarized the teaching staff with the situation in order to properly work with the pupil. After a short time, the teacher managed to call her mother, who tried to improve the situation from Spain. The student was recommended to visit a psychologist, the visits and subsequent medication helped the student a lot.\n\nOutcome:\nDue to bad grades, he had to do remedial work, which he managed, he is now in his last year. All teachers across the board are satisfied with his behavior and performance. The first year was a real trial by fire for him, luckily he passed it and now he is doing much better. He is not thinking about extension or further studies - 'He knows that he will have to take care of himself, he has probably come to terms with that a bit.'\n\nStudent Profile:\nAge/Year: 19, 3. ročník\nHobbies: Není známo\nDiagnoses: Výkyvy nálad\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Violation of classroom/school rules\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "276", "student_age_year": "19, 3. ročník", "student_hobbies": "Není známo", "student_diagnoses": "Výkyvy nálad", "student_disorders": "", "teacher_approbation": "Mgr", "teacher_practice_years": "12", "problems_annotated": "Emotional outbursts, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/412", "content": "TEACHING CASE STUDY\n\nBackground:\nTwo years ago, I experienced a situation where I tried everything and still could not get the situation under control. A worker from the pedagogical-psychological counseling office came to check on one pupil who has been diagnosed with ADHD. It was the first lesson, the Czech language, and the student was instructed by his parents and grandparents to behave very well. He knew her and tried to work and cooperate. So he passed the class, but it was very exhausting for him. Then we had the second lesson together, history. In general, he had trouble handling something that is very talkative, which is history, listening to something is always a problem for him. After that grueling class, he couldn't handle it and had an outburst, where he entered my interpretation and interrupted it with various noises, screams that had nothing to do with the topic at all. He turned to his classmates and made various grimaces at them and took things from those sitting around him and then threw these things around the class.\n\nSituation (Anamnesis):\nHe is a 6th grade student who lived under the alternating care of his parents. He was diagnosed with ADHD and was a teaching assistant. He lives his life. When he wants to cooperate, he cooperates. But when he doesn't feel like it, he shouts, enters the joint work with comments that are off topic, throws various things, verbally attacks his classmates.\n\nTeacher Intervention (Solution):\nAt that moment, when he was interrupting me during the explanation and annoying his classmates with his behavior, I tried to talk him out of it. When I addressed him and tried to calm him down, he reacted by starting to sing and shout. I offered him the opportunity to leave the class with the assistant, to rest. Nothing worked at all, only the shouting and screaming escalated. Even though the assistant and I tried to engage him in some activity, offer him alternative things to work on, he continued his behavior. He could either work with a worksheet, he could be outside the classroom and work there with the assistant, he could just listen and he didn't have to work anything out. Yet the screams continued for an hour. He was inconsolable at that moment, and neither a partner approach, nor a touch, nor any kind of polite address worked for him, and even the work of an assistant did not work for him. The situation simply had no solution. I must say that the only solution there was to survive the hour. At that moment, the child is not paying anything, nor does he want to leave the class, and you will not force him out. So it was a really challenging class both for me and for the children, and most of all for him.\n\nOutcome:\nHe was so exhausted from the previous two hours that he had completely collapsed. Music education followed, and before it he got into such a state that he started to cry. He was very scattered. He wasn't able to start at all until the next class, so after an agreement with the guidance counselor, we called his parents and they took him home. The next day he came to school and again we experienced disruptions and similar behavior that we were used to with him. He often had such conditions. But that day was just too much for him.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: otevřená otázka\thraní na počítači  jiné koníčky nemá)\nDiagnoses: ADHD\nDisorders: Rušení výuky,Vykřikování,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Transfer of student, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "412", "student_age_year": "12 let, 6. ročník", "student_hobbies": "otevřená otázka\thraní na počítači  jiné koníčky nemá)", "student_diagnoses": "ADHD", "student_disorders": "Rušení výuky,Vykřikování,Lhaní", "teacher_approbation": "Vysoká škola (pedagogika, občanská výchova)", "teacher_practice_years": "37", "problems_annotated": "Diagnosis, Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/124", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was the second class of an ordinary weekday at the beginning of the school year, and the student was sitting neatly in his second desk, where, as was his habit, he had everything carefully lined up (a pencil case, underneath his neatly labeled math notebook and textbook). The teacher waited as soon as the bell rang so that she could start with her third graders on the number problems in the textbook. Everything went smoothly until the students had to pick up their pens and calculate a paragraph of examples themselves for a reward (in the form of a small one). The student looked in his pencil case and realized that he had forgotten his favorite pen at home. The teacher immediately understood from his expression that something was wrong again. 'What happened, pupil? Do you need help?' even after a pause, the teacher didn't get an answer, but she noticed that the student was still holding his pencil case in his hands and looking absently at him. 'Would you like to borrow a pen?', she asked once more, and at the same time offers, rather urges, to borrow a pen from others began to be heard from around. The classmates already knew the student well and knew that the boy was very explosive and their impulses made him more and more affected. Within moments, the boy began banging his pencil case on the bench and his face changed from an absent expression to a very angry grimace. At the teacher's instigation, the classmates immediately fell silent and waited to see what would happen next. 'It doesn't matter that you don't have a pen, you can borrow one or you don't have to write with us today and you can finish it in peace at home,' these words made the student even angrier. He lay down on the ground and thrashed himself furiously, which completely freaked the teacher out and she didn't know how to behave. She watched the child in disbelief, afraid of what he might do to other classmates or himself.\n\nSituation (Anamnesis):\nThe student is a very gifted student, he is attentive and has excellent results. Everything must be in order, as they say, he always has his belongings arranged on the bench and his backpack carefully tidied. But the smallest detail is enough, for example, as described above, which upsets the boy very much and he is not able to return to work for the rest of the lesson. He doesn't communicate much with the other children, and as soon as the children found out his weakness, they started provoking the boy to lead to heated situations, which they laughed about after it had died down.\n\nTeacher Intervention (Solution):\nAfter a while, the teacher again tried to talk the boy into sitting in the desk and behaving decently. Unfortunately, even the admonition did not apply to him. This behavior has been repeated to a lesser extent before, but today for the first time there was a very heated situation that the teacher could not deal with - the only option at that moment was to leave the boy on the floor until his anger subsided. However, she was still upset and was not able to continue attending the lesson with the other students. She also couldn't leave the classroom for advice because she was worried about how the boy would react. That's why she handed out papers to the other students to draw in silence for the rest of the lesson.\n\nOutcome:\nAt the end of the lesson, the boy got up and sat down on the bench again. His expression changed and he no longer looked aggressive. After the lesson, the teacher went to consult with the school's guidance counselor, who suggested an interview with the parents first. The teacher discovered that due to the boy's serious illness at the age of four or five, the parents spoiled him very much, they let the child win in everything, he got away with every prank and gave the boy what they saw in his eyes. The parents knew about his aggressiveness and advised the teacher that he should be pushed aside when he is affected, and that he should not pay attention to his pupil until he 'cools down'. The child was sent to a child psychologist, but the situations continued to repeat themselves (e.g. when he got a grade other than a 1, etc.). Eventually the boy was transferred to another school. The teacher considers the failures in which she was not able, even with her many years of experience, to make the boy obey and help him manage his behavior, as her failure. Even though it was not her fault, she thinks that it was her duty to handle the situation better and more efficiently.\n\nStudent Profile:\nAge/Year: 9 let, 3. ročník\nHobbies: Kladný vztah k přírodě, hra se stavebnicemi\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "124", "student_age_year": "9 let, 3. ročník", "student_hobbies": "Kladný vztah k přírodě, hra se stavebnicemi", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Učitelství pro první stupeň ZŠ", "teacher_practice_years": "33", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/30", "content": "TEACHING CASE STUDY\n\nBackground:\nThe 3rd year student started school as immature in terms of attention and ability to work, which is reflected in school especially in the increased need to relax after having to concentrate in class. At the same time, elements of hyperactivity and impulsivity and weakening of the ability to self-regulate, difficulties in respecting adult authority and rules are evident in the development and behavior.\n\nSituation (Anamnesis):\nAccording to the mother's information, the birth was without complications, and psychomotor development was also normal. The student was a more active child from early childhood. At about the age of 2, he got seriously injured - he was scalded. He was hospitalized for a long time, apparently on the basis of this event, the parents returned to each other again. From the age of three, he started attending a rural kindergarten, where the teacher could not handle him - she punished him for everything he did, and the intensity of the boy's negative behavior increased. He changed kindergarten for the last year of preschool, mainly because of unmanageable problematic behavior and his relationship with the teacher. In the new kindergarten, a pedagogical support plan was immediately set up for him and the teachers were also trained on how to treat him and how to deal with him. Furthermore, a school assistant started working in the kindergarten, who focused on his proper employment and tried to prevent conflicts with other children. Deferral of school attendance was denied. After the transfer to the 1st grade, a big problem appeared right from the start. There were 25 children in the class and his ability to constantly draw attention to himself was on full display. The presence of a teacher's assistant in the class, who worked with two children with mental disabilities, helped a little. She sometimes managed to interest and calm the student, helped by the coloring books and drawing challenges, which relatively amused him, but not for a long time. In the beginning, he had big problems with the class teacher, who excluded him from the class for his misdeeds. If the student had a structured activity, he worked with interest. Fatigue with motor restlessness always appeared relatively early, and disruptions in the classroom environment increased. In moments when the pupil did not have a structured activity, he was disruptive with activities in which he tried to draw attention to himself. It also happened several times that other classmates attacked him because they no longer wanted to put up with his behavior, disruption and pushing. Whenever a student hurt someone and the situation was resolved, he never confessed and blamed the incident on other classmates. The student has never known what it is like to be spanked by a parent or on the ass, so when he hits a classmate, he does not know the degree of intensity and pain, because he has never known this. If by chance one of his classmates gives him a slap, the student demonstrates great regret and pain with an inadequate reaction, because he is not familiar with this situation.\n\nTeacher Intervention (Solution):\nThe biggest negative manifestations of behavior occur during breaks and in the school group. The school regularly cooperates with the family in the whole matter. After a long time, we managed to persuade the parents to cooperate with the Center for Educational Care, which offered them adequate family therapy. So far, however, the overall success rate and change for the better is still very low. Parents do not accept this problem. The most negative impact on the student is the parents' low interest in him, their greater concentration on the younger sibling, as well as the absence of any order in the family and the setting of rules. For now, we are solving the situation with a positive approach (rewarding the pupil for success, for mastering good behavior, for helping classmates, etc.), higher supervision during breaks, exclusion from the collective of the group (thus minimizing one of the very risky areas), communication with the Educational Care Center and their tutors and therapists.\n\nOutcome:\nWe still do not have the situation completely under control, but we managed to establish better cooperation with the family, which almost did not tolerate the pupil's educational problems. The family's cooperation with the Educational Care Center is also a success. So far, we have not been able to completely calm down the student's behavior in the classroom and minimize his inappropriate behavior. We try to reward the pupil for his achievements, let him know the importance of his personality, set a firm order and structure of school work and activities in the classroom, minimize his exclusion from activities for bad behavior and train pedagogues in the field of working with a pupil with ADHD.\n\nStudent Profile:\nAge/Year: 8 let, ročník třetí\nHobbies: Kreslení, zvířata\nDiagnoses: ADHD\nDisorders: Impulzivita,Neposlušnost,Porušování pravidel,Lhaní,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "30", "student_age_year": "8 let, ročník třetí", "student_hobbies": "Kreslení, zvířata", "student_diagnoses": "ADHD", "student_disorders": "Impulzivita,Neposlušnost,Porušování pravidel,Lhaní,Fyzické násilí", "teacher_approbation": "Učitel 1. stupně Speciální pedagog", "teacher_practice_years": "5 let praxe v MŠ/ZŠ 10 let praxe v oblasti krevence kriminality u Policie ČR", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/245", "content": "TEACHING CASE STUDY\n\nBackground:\nIntegrating students with learning disabilities into regular classes brings new challenges to teachers. In the Medical Assistant class, I had seven students with a report from the Psychological and Pedagogical Counseling Office. Among them were dysgraphic, dyslexic and students with ADHD. One student in particular often overslept during class and was absent in spirit during class.\n\nSituation (Anamnesis):\nIn this class, there were seven students with a report from the Psychological and Pedagogical Counseling Office, which complicated work with the class and could have a negative impact on other students. Teachers can offer individual consultations, but these are without financial compensation and depend on their initiative.\n\nTeacher Intervention (Solution):\nIt was necessary to speak to the problematic student in simple language and avoid technical terms. In English classes, it was necessary to give instructions in Czech. The student was allowed to walk around during the lesson and was assigned less work. For him, I set rules such as a narrowing of the school curriculum, a longer time limit for tasks, simple presentation of grammar, repeated explanations, individual care, the possibility of writing on a PC, recommendations for home preparation and tutoring, and work with sample worksheets.\n\nOutcome:\nThe student supplemented his knowledge and adapted to the pace of the class. Although I didn't believe it, all the students successfully graduated with a certificate, because I worked with them individually from the first year. The student successfully applied himself in the work process and continued his studies at the Higher Vocational School.\n\nStudent Profile:\nAge/Year: 17, druhý ročník\nHobbies: Zájem o obor Zdravotnický asistent, šikovný žák v jiných předmětech Postupy vycházející z nějakého konkrétního přístupu  například Škola bez poražených, Nenásilná komunikace, Respektovat a být Respektován, Podpora pozitivního chování - PBS, a podobně Respektovat a být respektován, praktikujeme obecně při výuce se všemi žáky. \fKlíčová slova, která popisují situaci problematického chování žáka/žáků  1.\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "245", "student_age_year": "17, druhý ročník", "student_hobbies": "Zájem o obor Zdravotnický asistent, šikovný žák v jiných předmětech Postupy vycházející z nějakého konkrétního přístupu  například Škola bez poražených, Nenásilná komunikace, Respektovat a být Respektován, Podpora pozitivního chování - PBS, a podobně Respektovat a být respektován, praktikujeme obecně při výuce se všemi žáky. \fKlíčová slova, která popisují situaci problematického chování žáka/žáků  1.", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Ing. (PEF Mendelu Brno – studijní program v AJ) Bc. (ICV Mendelu Brno – Specializace v pedagogice)", "teacher_practice_years": "17", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/440", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened roughly halfway through the last school year, when I was a fifth-grade classroom teacher. For a long time, I dealt with the student's problematic behavior, which, of course, had its better and worse periods, which accompanied his entire 5 years spent in the first grade under my guidance as a class teacher. In a way, everything culminated in the situation I am about to describe. It happened on a day that was no different from any other normal school day. The first two lessons passed, in which the student's restless and inattentive behavior was already noticeable, which was, however, nothing unusual.\n\nSituation (Anamnesis):\nDuring the third lesson, this behavior started to escalate and I got a little nervous, because the student started yelling vulgarities at others, including me, out of nowhere, he kept getting up, leaving the desk, and he absolutely did not respond to my attempts to calm him down.\n\nTeacher Intervention (Solution):\nEverything culminated in the fact that the student suddenly ran away from the classroom and subsequently from the school grounds. After a fairly short time, my colleagues and I managed to find him and get him back, while he was very upset. In this situation, which all happened very quickly, I had no choice but to react improvised and according to my best judgment. I took the student aside, while luckily a colleague could take over the rest of the class for a while and ensure the students' normal routine. I 'struggled' with the student for a while, because at first he didn't want to open up and confide in me, probably because we had never met in such a direct conversation in all these years. After a while, however, he opened up and it became clear that his non-standard behavior was the result of his family background, in which certain disputes had taken place the previous day, which caused the pupil a hard time.\n\nOutcome:\nAfter calming the pupil down and discussing the situation, his mother picked him up from school, she also talked to me, and the pupil did not complete the rest of the lesson with us. The next day he came to school normally and the incident was never discussed again. At this point, it is important to mention that the student has been diagnosed with ADHD, so the fluctuations in his behavior described above are basically nothing unusual. But the described situation was a unique case that has never been repeated before or since. But it was important due to the finding that the student's home environment was not very stable at the time and caused him problems that were exacerbated by his diagnosis. The long-term consequences of this situation did not manifest themselves in any significant way in the teaching, but the usual fluctuations in the student's behavior persisted, fortunately not to the extent that was characterized by the described situation.\n\nStudent Profile:\nAge/Year: 17 let, druhý ročník SŠ\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "440", "student_age_year": "17 let, druhý ročník SŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Dějepis, Základy poslečenských věd", "teacher_practice_years": "17", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/169", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, the boy I'm in charge of got into a fight with a classmate in the locker room over a cap, causing the classmate to have a broken nose and a concussion because he hit his head on the mesh of the locker room. Normally his behavior can be managed in some way, but in this case, as it was a serious injury, the emergency services and even the police and the boy's parents were called. The injured boy was taken away by the ambulance service, and the other boy and his parents were interviewed by the police and they began to treat it as bodily harm, after which they were taken to the station and the investigation continued there.\n\nSituation (Anamnesis):\nA boy with conduct disorder, ADHD and Asperger syndrome, 12 years old. 6th year of elementary school, average grade. Classmate, without problematic behavior, 12 years old, 6th year of elementary school.\n\nTeacher Intervention (Solution):\nUnfortunately, in this case, there was no other option but to call the police and the police, because the student's behavior could not be solved in any other way given the situation. As I mentioned before, the parents were called and the police took the boy away, where the investigation continued.\n\nOutcome:\nEveryone was in shock, they treated the injured boy and we tried to calm the other boy down and keep him in place so that something else wouldn't happen to someone else. After that, the boy was taken away and further investigation was already underway with the parents. After some time, the boy returned to the school and tearfully apologized to the boy he had hurt.\n\nStudent Profile:\nAge/Year: 5.třída, 10let\nHobbies: Hudební nástroje  flétna, trubka)\nDisorders: Lhaní,Neposlušnost,Rušení výuky,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "169", "student_age_year": "5.třída, 10let", "student_hobbies": "Hudební nástroje  flétna, trubka)", "student_diagnoses": "", "student_disorders": "Lhaní,Neposlušnost,Rušení výuky,Vykřikování", "teacher_approbation": "Magisterské studium (1.stupeň základní školy)", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Lying and cheating, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/66", "content": "TEACHING CASE STUDY\n\nBackground:\nThe pupil was very often disruptive in class. I have already reprimanded her several times, but it didn't help much. I reminded her that I would give her a note next time. She ignored my warning. In the next lesson, she interrupted again, so I asked her to bring me the index.\n\nSituation (Anamnesis):\nŽačka was a talkative student who sat in the corner of the room with her friends, and they often disturbed everyone in class. However, she was the one who was always heard the most.\n\nTeacher Intervention (Solution):\nchose the already mentioned note as a solution. I wrote her a note that read something like this: “Your daughter is disruptive in class. As a remedy, the pupil offered to do housework and wash the toilet for a month.\n\nOutcome:\nFrom a short-term point of view, the situation stopped for about 3 weeks. After this time, however, it started to disturb again, albeit to a lesser extent, but the difference was not striking.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: otevřená otázka\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "66", "student_age_year": "15 let, 9. třída", "student_hobbies": "otevřená otázka", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Oba Mgr. s aprobací na S Š", "teacher_practice_years": "++ 10 let - 15 let", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/382", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation began to unfold in September 2019, when thirty new children entered the grammar school. At the end of September, these children, together with the class teacher, the school psychologist and several external experts, undertook an adaptation course, the aim of which was to consolidate the collective and create class rules. Already on this course, I noticed that the class is very lively. They were constantly interrupting, shouting and expressing themselves emotionally. Emotional displays were mainly shown by girls, for example 'I won't do that, because I have this, and that...' In October of the same year, the 'class roles' were already distributed. Scissors between the students were wide open. Some students drew attention to themselves, others sat quietly in the corner, but there was nothing in between. Communication in the classroom between students took place in groups, often also vulgarly. At that time, individual teachers began to complain that they could not teach in the classroom because they had never experienced such an unruly classroom. Pupils were noisy, disobedient and quarreled with most of the teachers even in front of their eyes. Ex. the physical education teacher went jogging with them outside in nature. She could accept the fact that they didn't walk down the street in pairs and orderly as she ordered them to, but the students mocked her right behind her back. 'Yo, run in pairs, don't run on that road, almost like in kindergarten...' Some teachers (especially the more experienced ones) solved this situation in a directive way, gave the pupils a test and that was it. However, it was worse for younger colleagues who do not have as much experience. In the month of October alone, I visited the class 5 times. At the turn of October and November, the students had prevention on the subject of bullying and cyberbullying in the class group. There, the school psychologist discovered that the pupils have completely shifted the boundaries of what is and is not bullying, compared to the other students with whom she also did this prevention. The students stood by the fact that bullying only happens after a year of various pranks and that it is only physical. The school psychologist read them a story about a girl who had been bullied, just like many classes of the same age before them, and asked them when they thought the bullying happened and when they should start dealing with it. For many students in previous years, the last straw was the moment when a student stops going to school because of bullying. However, the students of this year said that at this point it seems to be bullying and that it could start to be addressed. It even happened that the school psychologist came to the front of the class to explain what they were going to do, and one of the students stood two steps behind her and mocked her. So she asked him to let it go, but this situation happened twice more. After an hour with the school psychologist, he came with the words: 'Look. sorry then.' She explained to him that she wasn't his friend, but a teacher who he shouldn't be talking to like that, and he reworded his apology: 'So I'm sorry.' At the beginning of 2020, three students of this class came to the school psychologist saying that they did not feel well in the class.\n\nSituation (Anamnesis):\nPupils' interests included sports clubs; artistic circles – ceramics, artwork, musical instruments; biology club at school...\n\nTeacher Intervention (Solution):\nThe last straw for a radical solution to this situation were precisely three female students who did not feel comfortable in class. So a meeting of all the teachers who taught in this class was called. Almost every one of them had some kind of problem with the class. Noise, disturbance, no authority. Common procedures were agreed upon, what would be tolerated in the classroom, what would not be tolerated and it was decided that all teachers in the classroom would follow these procedures. Because of how unruly the class was, students had a lot of notes going to them on Edupage. However, the parents did not like this, so the class teacher of this class called an extraordinary meeting with them, during which he explained to them what was happening in the class.\n\nOutcome:\nUnfortunately, however, the pedagogues did not have time to try out the procedures agreed upon, because the first lockdown occurred in March of the same year. Distance learning in this class was basically without problems. The students participated in the lessons, but the truth is that they often turned off their microphones and cameras. In fact, students often had no idea who was on the other side of the monitor. They didn't have the respect and authority they didn't have for the pedagogue before during face-to-face teaching, and so the teacher heard quite a few comments about him, for example, in the event that his technique failed. The result is still awaited today. It remains to be seen whether and how the students have changed in a year and a half of distance education, if they have grown from it, or if the situation in the classroom will be even worse. It is generally known that the third and fourth years are the 'worst' years. The students are in their teens, but they already know the school, the teachers and basically know what they can afford to do with whom.\n\nStudent Profile:\nAge/Year: Skupina žáků 10 – 11 let; prima\nHobbies: Sportovní kroužky; umělecké kroužky – keramika, výtvarka, hudební nástroje; biologický kroužek při škole…\nDisorders: Disrespekt,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "382", "student_age_year": "Skupina žáků 10 – 11 let; prima", "student_hobbies": "Sportovní kroužky; umělecké kroužky – keramika, výtvarka, hudební nástroje; biologický kroužek při škole…", "student_diagnoses": "", "student_disorders": "Disrespekt,Rušení výuky", "teacher_approbation": "Magisterský - český jazyk a literatura + občanská výchova se zaměřením na vzdělávání", "teacher_practice_years": "34", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/571", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 9\nHobbies: tanec\nDiagnoses: Vývojová dysfázie\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class\nSolutions Applied: Support\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "571", "student_age_year": "9", "student_hobbies": "tanec", "student_diagnoses": "Vývojová dysfázie", "student_disorders": "", "teacher_approbation": "vysokoškolské magisterské", "teacher_practice_years": "13", "problems_annotated": "Diagnosis, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/768", "content": "TEACHING CASE STUDY\n\nBackground:\nTeacher: This lady joined us in the middle of the 7th grade. At first she was very quiet and withdrawn, but that seemed normal to me because I told myself that she started a while ago and so it will take her some time to integrate into the class. Most children have a problem with the fact that they are shy to communicate with other classmates during the first few days at a new school. But this lady was quite an exception for me. I didn't deal with the fact that she was shy, but the problem arose during classes. When I called her to check her knowledge, she didn't answer me at all. She just looked at me. When I asked her, 'Can you please answer a question for me?', she kept staring at me until it was scary. After a while her behavior changed a bit, but I don't know if for better or for worse. When I asked her a question, she started laughing. She started laughing like a little child, and I still had no answer. It started to disrupt my classes quite a bit, because even though I tried to call her, I already knew in advance that it probably didn't even make sense. I didn't know if she was still shy or if she was doing it on purpose.\n\nSituation (Anamnesis):\nTeacher: The student does not live with her parents, but with her grandmother. Her parents drank a lot and I think there were physical attacks a few times as well. They didn't want to let her out much to play with the other kids. As a child, she was taken away by the social worker so that she could go live with her grandmother. Žačka lives here in the city. The social worker probably thought that a change of environment would benefit her, but Grandma didn't care much for her. She found a much younger boyfriend, with whom, according to the student, he is always away somewhere. I feel sorry for her, because Kor needs some 'adult' role model now in puberty. The fact that she didn't experience any childhood is, in my opinion, the reason why she has a slightly delayed development. He is in class with only girls, but he doesn't talk to them. When he goes to school, he only plays with much younger children. Even though she is 14 years old, she has no problem playing in the sand.\n\nTeacher Intervention (Solution):\nTeacher: I was the first to talk to the student alone in the office. I told her if she had any problem that was bothering her. There was silence for a while, so I continued: 'Look, if you don't confide in me, it won't solve anything. Try to talk to me, because I think you are a very clever girl. If you tried to integrate more into the collective, I think you would be very happy.' But she still didn't answer me. To help her, I tried to do group work as much as possible to force her to interact with others a little, but I didn't succeed. I sent her to an educational counselor, who talked her down a bit, but we still didn't know why she was so quiet and, above all, why she had delayed development. She did not respond to our contact at all, so it was not even possible to talk to her. So we immediately sent the pupil to a psychologist, with whom we were in constant contact. He told us that the pupil is really mentally retarded. He told us it's because of her childhood of not seeing her peers grow up. Bad upbringing was also to blame. The girl went to the psychologist once a week for about two months, and according to his opinion, there was a big shift. During the sessions, he let her play with the toys he had prepared for her and talked with her like a small child, when after a while he began to explain to her that she can play with younger children, but that she should try to make friends with older children as well.\n\nOutcome:\nTeacher: After the student stopped seeing the psychologist and returned to school, I and the others saw a big shift. Although she was still having fun with others and playing on the sand, she was also having fun with other classmates in her class. She was more involved in group work, and you could see that her classmates were happy. Although she still sometimes has trouble answering questions, you can see that she is at least trying. To be honest, I was very afraid of online learning, but she got involved in it just like the other kids. So even though she is mentally retarded, I think she has made progress.\n\nStudent Profile:\nAge/Year: 14 let, 8.ročník\nHobbies: Hraní na písku s výrazně mladšími dětmi\nDisorders: Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "768", "student_age_year": "14 let, 8.ročník", "student_hobbies": "Hraní na písku s výrazně mladšími dětmi", "student_diagnoses": "", "student_disorders": "Bariéry v komunikaci", "teacher_approbation": "Mgr., Anglický jazyk", "teacher_practice_years": "20 let", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1376", "content": "TEACHING CASE STUDY\n\nBackground:\nThis boy was one of the freshmen at our school, I had their class for Czech language and English language. At the beginning of the school year, he worked relatively well in my classes, brought his tools, did his homework, listened and did not disturb the lessons. But something changed and sometime around the turn of January and February I started to notice changes in his behavior. The difference was really striking, he was lying on the bench, he didn't bring any tools to my classes, and then he even started causing such provocative situations. When we were in the office, I asked him if something was going on, maybe at their house, and if he needed to talk about something. However, the student told me that nothing was happening at home, but it was obvious that everything was not quite right. I continued with more questions, but I tried not to startle him. After a few minutes, the student told me that he was annoyed when half the class laughed at him while reading his text in Czech, and that since then he feels bad and demotivated in my classes. I apologized to him because I had no idea that this situation would affect him so much. I tried to explain to him that he shouldn't feel bad at all about the fact that he didn't succeed, because you learn from mistakes and it definitely moved him somewhere. We agreed if there was anything else I could do for him at that moment, to which he replied that he didn't know. I suggested that in this class, I would do away with reading students' work out loud in front of the class. We also agreed that if a student is troubled by a situation that happens in my class again, he can come to me at any time and talk about it. Since then, this boy has again cooperated in class and behaved very well.\n\nSituation (Anamnesis):\nPupil - 1st year high school student, quiet, rather introverted.\n\nTeacher Intervention (Solution):\nWhen his behavior had already crossed considerable limits, I decided to talk to other colleagues about whether he had deteriorated in their classes as well. What was surprising to me was that none of the colleagues noticed any changes in that student. I hesitated whether I should contact the parents first or talk to the boy directly. In the end, I decided on the second option, after the English lesson I asked him to help me take things to the office, where we could talk in peace afterwards. When we were in the office, I asked him if something was going on, maybe at their house, and if he needed to talk about something. However, the student told me that nothing was happening at home, but it was obvious that everything was not quite right. I continued with more questions, but I tried not to startle him. After a few minutes, the student told me that he was annoyed when half the class laughed at him while reading his text in Czech, and that since then he feels bad and demotivated in my classes. I apologized to him because I had no idea that this situation would affect him so much. I tried to explain to him that he shouldn't feel bad at all about the fact that he didn't succeed, because you learn from mistakes and it definitely moved him somewhere. We agreed if there was anything else I could do for him at that moment, to which he replied that he didn't know. I suggested that in this class, I would do away with reading students' work out loud in front of the class. We also agreed that if a student is troubled by a situation that happens in my class again, he can come to me at any time and talk about it.\n\nOutcome:\nSince our conversation, this boy has again cooperated in class and behaved very well.\n\nStudent Profile:\nAge/Year: 15, 1. ročník SŠ\nHobbies: Auta, mechanické práce\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1376", "student_age_year": "15, 1. ročník SŠ", "student_hobbies": "Auta, mechanické práce", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. ČJ, AJ, OV", "teacher_practice_years": "17", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/793", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was in the sixth grade when the quarantine was announced and the schools were closed. The second grade was switched to online teaching, but the boy didn't have an internet connection at home, nor a new mobile phone from which he could use it, so it was agreed with his parents that he would come to school once a week and receive assignments from the teachers and bring completed homework from last year. Unfortunately, that didn't happen very often. He went once a week to a special teacher who helped him with math and the Czech language, but he couldn't handle the rest and didn't carry the assignments. He made excuses that his siblings tore them up, or that he forgot them, lost them.\n\nSituation (Anamnesis):\nThe student is very nice, with a weaker intellect, but diligent and does not disturb the lessons. He comes from a divorced family, he has 4 siblings and his mother graduated from a special school, his stepfather delivers goods. The family is worse off socially, but the parents take good care of the boy, he is not in need, they just don't help him with school.\n\nTeacher Intervention (Solution):\nFirst, the family was contacted and the mother was spoken to. She was willing and kind and claimed that her son was learning. After that, a student was arranged for him to work as an English tutor and it went great. She found out that the boy had big gaps and once she also witnessed an incident with Mr. Physics teacher, who brought him new curriculum and wanted the student's assignments from the previous week. He started to make excuses again and the teacher didn't give in and exploded. The boy was crying as he left. The student then asked him why he didn't have the assignments and he admitted to her that he didn't understand the material being discussed. They did the assignments together, she explained it to him and the student understood. Subsequently, she discussed it with the special education teacher at the school and they agreed that as long as the school is closed, she will come to the school for tutoring every day. The assistant who studied with him every day agreed, and the boy finally passed and went to the next grade.\n\nOutcome:\nThe result of the solution is that the boy continues to study successfully and is now in the eighth grade. He may be a slightly below average student, but he tries and does his homework. For over a year now, instead of second foreign language classes, she has been attending tutoring with a special pedagogue and also once a week with her English teacher. He looks happy and is popular in class. The student's statement about the given case study What is inspiring for me, what would I appreciate? It's great to look for the good in students and go deeper into the problem. Don't be afraid to offer a helping hand. What would I like to avoid? I would like to avoid seeing the children as bad for not doing something. Laziness or forgetfulness is not always behind an unfinished task. Sometimes children lie out of fear of being scolded. What would I do differently and why? I really like the attitude of the class teacher, special pedagogue and student. What solutions can I think of (possibly with the support of professional resources)? None.\n\nStudent Profile:\nHobbies: Skateboard, písničky, kamarádi\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Failure to attend class\nSolutions Applied: Disrespectful communication, Support, Interview, Cooperation with experts\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "793", "student_age_year": "", "student_hobbies": "Skateboard, písničky, kamarádi", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "Longterm success", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/652", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was part of a class that I had never taught before and with students that I did not know at all beforehand. Already during the first week, I noticed that the student was slightly different from the others. She was sitting alone, she wasn't talking to anyone, she didn't seem to have any friends. I didn't know her, so I didn't know if she was, for example, just in shock from the transition to face-to-face teaching. However, over time it became apparent that although the rest of the class had acclimated without much difficulty, the pupil still refused to speak, did not interact with anyone and appeared to be unhappy. The student had a problem with speaking out loud (mental, not physical), whether only in front of me or in front of the whole class. Although she had a perfect score, she stood up when called and was silent when I asked her if she knew the answer, she shook her head that she didn't. However, when I went around the class looking at how she was working independently, she was doing the same thing without the slightest problem, which meant that she preferred to pretend she didn't know the answer just so she wouldn't have to talk. A prime example was the situation when we were learning new words for the English language with the pupils. Everyone had to choose a word from the given text, go to the blackboard in front of the class and describe it in other words so that the rest of the students could guess it. The last to go was a student who stood in front of the blackboard, bowed her head and remained silent. I asked if he had a chosen word. She nodded that she didn't have any. After that I told her that I would choose the word for her, I showed it to her, but she was still silent. It was a perfectly simple word that she definitely knew what it meant, as she had used it several times in her written work before. When asked if she knew what the word meant, she again shook her head in disagreement. I didn't know what to do with the student, so I sat her down, but I had the feeling that I had failed.\n\nSituation (Anamnesis):\nThere is a lot of confusion regarding the student's family, only the mother communicates with the school, who seems to be very strict at first glance. The mother often did not give consent, for example, to going out during free time, GDPR and so on. The class as a whole functioned perfectly well and the pupil was treated with respect, despite her strange behavior. I never saw anyone mocking her, just ignoring her. Although it was a new class for me, we got used to each other very quickly.\n\nTeacher Intervention (Solution):\nAfter this incident, I started asking colleagues who had worked with the student before me about their experiences with her. I learned the same thing from all of them, namely that it is very difficult to get a word out of her. So I came to the conclusion that the best thing for the pupil would be if I contacted the mother and asked her if she would go with the pupil to a psychologist, I offered her the services of the school psychologist. However, the mother refused and seemed to be very affected, so I asked her to talk to her about the subject. I have not received a reply to this message. I think that I should not have asked my mother to see a psychologist, because every parent reacts to their child very sensitively. I probably should have given the pupil and the mother more time and only then asked to contact a psychologist.\n\nOutcome:\nSince this incident is very recent, I could not evaluate the change too much from a long-term perspective, but nothing has changed from a short-term perspective. The student is still silent when asked any questions, or speaks in a very quiet and frightened voice. However, I continued to feel my mother's aloofness and her refusal to cooperate.\n\nStudent Profile:\nAge/Year: Lucie, 8. ročník\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "652", "student_age_year": "Lucie, 8. ročník", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vzdělání – vysokoškolské – FF MUNI – klasická filologie, dále Angličtina pro pedagogické pracovníky", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/860", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was already in the first grade that he was more unruly, he shouted, chased in the corridors during breaks, yelled in class. Then when he came to us for the second grade, it continued. In the seventh grade it was already worse, the situation escalated until we had to start solving it. It was in a class that wasn't very large, I think there were 27 kids, which isn't a lot these days, but there were other boys with demanding behavior and this one did whatever he wanted. That was the biggest problem.\n\nSituation (Anamnesis):\nHe always with the disciplinary problems, the problem is that the school manages to fix it, to fix it, to stop the bad disruptive behavior, so it is necessary for the boy or the child to want and for the family to be proactive and forbid him to carry notes (he doesn't have homework, he's angry, he runs around the halls, he talks dirty, he takes snacks from his classmates) so that these notes tell the child that this is not how things will go at school. That's how the family didn't work out for him.\n\nTeacher Intervention (Solution):\nIn the seventh grade, it was already at such a stage that we drew up an individual education plan and every three weeks we met with his class teacher and the boy and evaluated what he succeeded and what he did not succeed. We decided what we were going to focus on, what we were going to do, what he would do if he needed help and if he didn't get it right, what the disciplinary measures would be - reprimand from the school principal, two for behavior, three for behavior and we are still with him about that's what they were talking about. We always took the catalog to hand, read the notes, he brought the student book and we explained to each other what was wrong with it and it didn't work, and that's basically all the school can do. As part of the educational plan, he can influence the student, cooperate with the parents and try to make a joint correction if it works in the family, but it didn't work here.\n\nOutcome:\nHe had a 2 in behavior at the end of the school year, and it worked, because we then told him that if things continued like this, he would have a 2 in behavior in the eighth grade. He understood that we could afford to give him a 2 for behavior and we told him he would put it on his high school application and it worked at that point. If he was in a lower class, if he didn't have that two in behavior printed on the application, it wouldn't have worked because he didn't want to correct himself. In the seventh grade, he brought home a report card with a 2 in behavior, and when he came to the eighth grade, he was a completely different person. He didn't interrupt, he didn't shout. If the teacher told him any meaningful command, he immediately obeyed and the correction took place precisely because he wanted to. Parents are divorced, but that doesn't matter. Even if the parents are divorced and it works out between them, that's fine. They didn't fight, they didn't have any problems, they didn't have their son as a slapstick, they didn't take him as their hostage when they wanted to solve something between them. But the mother was weak to the boy, and he had authority in the father, and he did not care about his mother, and that is another misfortune. If the parents are divorced, and the child remains in care with that parent, and that parent does not set the rules, is benevolent, or has such crazy work hours that he doesn't even have a chance to somehow direct the child at home in the afternoon, then it is difficult to fix. However, what worked for this boy was that he could see that he would get a 2 on his report card if he was naughty. So I take this as a successful solution. But it's about the fact that the boy wanted of himself. If the behavior two didn't work, then the behavior three would follow and he would go to high school with such bad grades. It would turn out badly. The unfortunate thing about this boy was that he was quite gifted. He was a double, if he sometimes got a three, it was because he wanted it. He would harm his own life. Because he could also enroll in a decent matriculation course and thus he would have to do some teaching course. With a behavior three, the options are very limited.\n\nStudent Profile:\nAge/Year: 6. a 7. ročník\nDisorders: Rušení výuky,Vykřikování,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "860", "student_age_year": "6. a 7. ročník", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Rušení výuky,Vykřikování,Lhaní", "teacher_approbation": "Mgr. Matematika, Fyzika", "teacher_practice_years": "29", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/487", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher remembers a situation that happened almost at the beginning of her teaching practice, that is, roughly twenty years ago. At that time, she had been working at the school for about three years, when she got a group of boys from the eighth grade to do physical education. From the beginning of their attendance at this school, the boys were used to not having to change into exercise (or at least comfortable) clothes for gym. For many years, therefore, they came to physical education in the same clothes in which they sat in the pews all day. The teacher, as she took the teaching of her subject seriously, required the students to change clothes - but she did not understand. The entire group of boys took physical education as a recreational subject, where they can go and \"feel\n\nSituation (Anamnesis):\nThe elementary school where this problem took place was in a village, so the students knew each other very well and were very close even through the classes. This may have caused a desire to riot or strike, but the teacher believes that this was not the reason for the problem in this situation. The students were diligent in other subjects and treated the teachers with respect. Therefore, it was certainly not an attack on the gym teacher. It was more about laziness, habit and misunderstanding.\n\nTeacher Intervention (Solution):\nWhen the failure to fulfill the requirement was repeated for the umpteenth time, the teacher was unhappy because she could not do the activities with the students that she had carefully planned - they could get hurt, get dirty, etc. She therefore chose a solution - education through experience. When the students came again the following week without clothes, the teacher went with them to practice running in the field. Unfortunately, it was raining, so the boys came running all wet, muddy and some even chafed. Since they had gym at the beginning of the day, they had to sit in the desks wet and dirty until the end of the lesson.\n\nOutcome:\nAs the teacher expected, the next day outraged parents of the students started arriving, but immediately after hearing the whole situation, they left with understanding and a lesson for their children. The following hour, all the boys came thoroughly changed, including choosing suitable shoes. It is said that they were even much more active and energetic during the lesson - the teacher attributes this to the comfortable, sporty clothes in which the boys had the opportunity to move much better and thus felt more freedom. It never happened again that they came to physical education class unprepared.\n\nStudent Profile:\nAge/Year: Skupina žáků, 8. ročník\nHobbies: různě\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences, Disrespectful communication, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "487", "student_age_year": "Skupina žáků, 8. ročník", "student_hobbies": "různě", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Biologie, Tělesná výchova", "teacher_practice_years": "23", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1214", "content": "TEACHING CASE STUDY\n\nBackground:\nSo it was several years ago, but right after I entered the gymnasium here, I was given several classes in mathematics. One of them was the children of the seventh grade of the eight-year high school. There were some 28 children in this class. For the first few weeks we got to know each other and I tried to find out what level the individual students were at, how good each student was and what their weaknesses were. No matter what topic we were working on, one student always had the urge to interrupt, constantly fidgeting or fidgeting in his chair. Sometimes he started yelling, kept turning around, talking to classmates, didn't report, and shouted when he had a question. A good example is one particular math class. I started to discuss the new curriculum with the pupils (direct, indirect proportion). In the first part of the lesson, I explained the definitions to the students, what does direct proportion even mean, what is it about, where does it occur. During this part of the lesson, the student was more or less calm and relaxed. Together with other classmates, he wrote in a notebook. Sometimes he fidgeted and I had to warn him a few times to take notes. However, in the second half of the lesson, the student began to express himself again. We started counting sample examples and workbook examples. The first 3, 4 examples were without a problem. The student calculated (well), he was even at the blackboard and calculated the example. But as we started to count more - more and more examples, the student started shouting, rocking on the chair, talking loudly without prompting. Once, the student even got up completely from the desk, then sat down again, leafed through the workbook, no longer focused on counting, he tried to talk to his classmate in the same desk. This is how the student showed himself almost every second lesson. From my longer-term observation of the student's behavior, I noticed that out of the four math lessons we have per week, he was the most restless on Tuesdays and Wednesdays. I wondered if it was due to the fact that math classes are later in the morning or in the afternoon these days. On the other hand, on Mondays and Thursdays, when we have the first and second mathematics lessons right away, the student is a bit calmer and can concentrate and pay attention in class, he is not restless. I have also noticed that if we discuss something new that the student has not yet known, he is calmer and more focused. There is also a difference if we count examples. When it comes to examples that are new to the material, it is more focused and calm than repeating the same type of examples for the umpteenth time.\n\nSituation (Anamnesis):\nPupil - student, 12 years old, eight-year high school, decent, from a complete family, parents a lot at work, a lot of clubs (sports), average, sometimes above average student, smart, logical thinking, energetic, restless, talkative, honest, poor concentration.\n\nTeacher Intervention (Solution):\nWhen I noticed the regularity of the student's restless and disruptive behavior, I asked him to stay in the classroom with me after the lesson. I didn't force him to sit down, so he wouldn't feel like he couldn't sit still and would fidget and get up. I first asked him about ordinary things, such as how he is doing in football and other sports that the student plays, what else the student does with his free time when he is at home. How much attention he pays to homework and getting ready for school, and what his typical day looks like after he comes home from school. It was here that I began to notice that the student was starting to step over his feet, turn around, and peek out of the window. So I went to the heart of the matter. I asked the student about mathematics lessons and mathematics itself - what is his opinion about it, how he manages it according to his own discretion and how is he doing. She surprised me a little with her answer that mathematics is one of the subjects that he enjoys and is good at. I thought that partly he couldn't keep his attention in class and was distracting them due to the fact that he was bored and not having fun in class. But the student told me that he enjoys the lessons. That mathematics is interesting for him and I was surprised that it is simple. He also stated that he hardly studies for papers, he only skims over what was done last class before class during the break, sometimes a little at home, but not much. As a teacher, I was very happy for this fact. However, it still did not explain the student's reasons for lack of concentration and inability to endure 45 minutes of silence and peace in the bench. I let the student go home and arranged a meeting with the parents. In the end, due to his workload, only dad came to the meeting. I introduced him to the whole issue, explained and tried to bring him closer to the student's behavior in class. The other teachers didn't pay too much attention to this, they said, thinking it was a classic case of 'boyish tantrums and drawing attention to themselves.' The father was a bit skeptical at first, but after a longer conversation he accepted my offer that he and the pupil should go to a pedagogical-psychological counseling center for a professional assessment. The father promised to visit the counseling center with the student as soon as possible - he really looked like a parent who would like his child to do well in school. I said goodbye to my father and agreed that after the counseling session he would contact me and we would discuss everything further.\n\nOutcome:\nThe next few hours continued in the same way. Then it occurred to me that when the student said that mathematics was easy for him, that I would try to give him a larger supply of examples for the lesson and at a slightly more difficult level of calculation than his classmates. You could definitely see a noticeable improvement in the student's behavior. He was less restless than before. He didn't shout nearly as much, fidgeted less and stayed calm more - maybe because he was concentrating on math and more complex examples to think about. Maybe he just needed something to stimulate him more. And since he said he likes math, this method helped a bit. However, the problems with concentration, restlessness and drawing attention to oneself did not disappear completely, which is why I expected results from the counseling center to which the student went with his parents. It turned out that it was really useful. Hyperactivity with minor attention disorders was observed in the pupil. It was great that I finally knew the pupil's diagnosis (as well as my other colleagues). That way, I could look at the student a little differently and work with him a little differently. I started to stimulate the student a little more - he was given some more complex examples - so that he had something to focus on and it didn't make him restless. A visit to the educational-psychological counseling center also helped significantly - the student was prescribed light medication, which he was supposed to take occasionally to calm down and improve concentration. After a few weeks, no one would even recognize that the student in question has any 'problems.' His knowledge in the field of mathematics grew, he was really very gifted. The student also participated in the mathematics Olympiad. Even the parents of the student came to me with thanks. They thanked me for noticing that there was a problem and wanting to solve it. After all, their son is not stupid, he is very smart, and the undetermined and untreated diagnosis just held him back in school. They apologized for not noticing it themselves and for not paying enough attention to their son - they were more at work than at home. Since then, the student excelled in mathematics and other natural sciences, and his parents also spent more time with him.\n\nStudent Profile:\nAge/Year: 12 let, druhý ročník studia na osmiletém gymnáziu (sedmá třída)\nHobbies: Fotbal, Florbal, Tenis\nDiagnoses: ADHD,Poruchy pozornosti a aktivity\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1214", "student_age_year": "12 let, druhý ročník studia na osmiletém gymnáziu (sedmá třída)", "student_hobbies": "Fotbal, Florbal, Tenis", "student_diagnoses": "ADHD,Poruchy pozornosti a aktivity", "student_disorders": "", "teacher_approbation": "RNDr., aprobace Matematika a Zeměpis", "teacher_practice_years": "32", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1375", "content": "TEACHING CASE STUDY\n\nBackground:\nDistance education was ending and I was the class teacher of the 9th grade, which I was very proud of and looked forward to seeing them. With all classes, we set a rule far enough in advance that as soon as they come to that school, I will want to make a history notebook for them to see that they took notes and paid attention during distance learning. Normally I don't know the notebook, but that time I made an exception due to the situation. So I came to my class and asked if everyone had a notebook with them and everyone said yes, including one female student. We talked for a whole hour about how the distance learning was going and what it was like. At the end of the lesson, I asked them to choose the notebooks from them. During the inspection, I found out that the student in question, and two other individuals with lower grades who were neglecting the school, had not handed me the notebook.\n\nSituation (Anamnesis):\nThe student is very hard-working, diligent, quiet, and the team perceives her positively. The whole class is quite disciplined without much trouble.\n\nTeacher Intervention (Solution):\nI invited all three to the cabinet. I read it to her and told her I was very sorry because I thought we could trust each other and she lied to me and she didn't have the notebook yet so I had to give her a high five. I thought that this agreement closed the matter.\n\nOutcome:\nHowever, shortly after our conversation, the student ran away from the school. However, I didn't know that, and I only found out when I was leaving lunch and her mother suddenly appeared and began swearing at me in the corridor and accusing me of having a missing daughter and that I had totally 'dismissed' her on the first day after distance learning. So I took her into the office, where I explained the whole situation to her, how it happened. Gradually, the mother calmed down and confided that she was in divorce proceedings and that her daughter was visiting a psychiatric clinic. I didn't know about any of them, because until now my mother had only minimal communication with me. In the end, she agreed that I had handled the situation adequately and apologized. The daughter came home safely after a few hours. This whole situation will always make me regret that I didn't handle it better. I think that I should not have asked them for the notebooks on the first day, and I should have solved the problem with the student individually without the presence of the other two students. I am convinced that their presence had a great influence on the student, because she probably got the impression that I was throwing her in the same bag with these 'slackers' and it affected her, because she was always diligent and hardworking.\n\nStudent Profile:\nAge/Year: 14, 9. třída\nHobbies: Zpívání, malování\nDiagnoses: Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1375", "student_age_year": "14, 9. třída", "student_hobbies": "Zpívání, malování", "student_diagnoses": "Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Mgr. (dějepis, zeměpis)", "teacher_practice_years": "12", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/810", "content": "TEACHING CASE STUDY\n\nBackground:\nSomeone was spraying the men's room on the second level during the big break. The situation was resolved, the students were asked to admit that no disciplinary action would be taken, only that the parents would have to pay for the removal of the graffiti or they would have to remove it themselves. However, even though it was clearly and distinctly communicated that no disciplinary offense would result from this, no one came forward. I found out that it was this student of mine completely by accident during a Czech lesson, when the exact same picture fell out of his textbook during the lesson. I managed to pick him up and confront him. At first he denied it again, he tried to blame his classmates, but they objected, and finally he confessed to me.\n\nSituation (Anamnesis):\nThe boy lives only with his mother, who, like him, is often very inconsistent and problematic in her communication. He is problematic not only during lessons, but also during breaks, when he often does something and then tries to blame it on other classmates. The mother is always on the side of the teachers at first and asks for a severe punishment for the boy, but later she starts to defend him and demands a disproportionately increased level of tolerance, especially in connection with his diagnosis. Due to the diagnosis of hyperactivity in the boy, minor transgressions are not dealt with at all. The boy was repeatedly examined by the SEP, he has been working with the IEP (PO2) since the third grade, and since then he has been offered special pedagogical care and tutoring, which continues even in the second grade. He has been diagnosed with attention deficit hyperactivity disorder. Weakening is in the area of auditory perception (auditory discrimination, analysis and synthesis), visual discrimination. The boy has crossed laterality, the left hand and right eye are dominant.\n\nTeacher Intervention (Solution):\nThe incident was resolved with the mother and subsequently at the pedagogical council, where the principal reprimanded him for repeated lying and cheating. In connection with his earlier problems, I first called his mother, who I described the whole situation in detail, and who told me on the phone that she accepts any punishment, whether they give him a reprimand for lying, or that she also accepts a demerit for behavior. He ended up being reprimanded by the principal, not for spraying the walls in the boys' restroom, but for not admitting it, and lying and trying to blame his classmates, which he did repeatedly in other situations, despite the fact that he already had several interviews on this topic with the school psychologist, the class teacher and the mother.\n\nOutcome:\nAfter receiving the principal's reprimand, the boy was once again instructed why he received it, even in the presence of his parents and the school psychologist. That it wasn't because he scribbled on the wall, but because he didn't confess and subsequently lied repeatedly. In the future, it was put on his heart not to lie or place the blame on his classmates in the future. A similar incident did not happen again, and at least in this area the boy was convinced to confess if something happened in the future. Since then, we have not had a similar incident. The boy's learning problems are still present, however the behavioral ones have been greatly reduced since this incident.\n\nStudent Profile:\nAge/Year: žák na druhém stupni (6.-9.třída)\nHobbies: SZ6089 Asistentská praxe asistent pedagoga 3 podzim 2022 Andrea Koubková UČO  511336 2\nDiagnoses: ADHD\nDisorders: Lhaní,Neuposlechnutí,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "810", "student_age_year": "žák na druhém stupni (6.-9.třída)", "student_hobbies": "SZ6089 Asistentská praxe asistent pedagoga 3 podzim 2022 Andrea Koubková UČO  511336 2", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Neuposlechnutí,Provokace", "teacher_approbation": "vysokoškolské - titul Mgr., aprobace dějepis, český jazyk, občanská nauka", "teacher_practice_years": "22", "problems_annotated": "Diagnosis, Physical aggression, Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success, Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/968", "content": "TEACHING CASE STUDY\n\nBackground:\nClass 9.A has its own 5 class rules that every student in the class should follow. For example 'If I want to speak, I will log in' or 'Only one is speaking'. For each non-compliance, the teacher/assistant gives the pupil a yellow card and, depending on the number of yellow cards, a red card (3 yellow cards – warning, 6 – reprimand). And it was precisely this 'problematic behavior' that I noticed in one of the students. He sat next to his classmates in one of the back benches, with whom he chatted during the lesson, ate a snack and thus disrupted the course of the lesson. After several verbal reprimands from the student, the class teacher asked me to give any student a 'yellow card' if I felt that he was being disruptive.\n\nSituation (Anamnesis):\nThe pupil responded to the challenge by saying: 'Teacher, why? I did nothing.' To that the teacher replied: 'Try to think why you got it.' When the student again protested 'But I didn't do anything,' the teacher didn't respond anymore. Although the same problems were repeated over the following days, the pupil apologized for his behavior at the beginning of the lesson – for example, in the situation where he forgot his slippers. From what I noticed, the teacher only tolerated misbehavior when the student admitted to it, had an adequate reason for it, and apologized for it.\n\nTeacher Intervention (Solution):\nAll the problems that have been repeated for this pupil since the 6th grade were solved in the form of an interview (teacher - pupil - parent). The person was asked the question 'Can you think of a reason why we met?' It makes no sense to punish the students, but to eliminate the problem itself, at least partially, which was achieved in this case.\n\nOutcome:\nAlthough the student has learned to respect the teacher's requests, he tries to go to school on time and eat during the reserved break, but he will still have to work on them, as the class teacher told me that the student had already been reprimanded for this inappropriate behavior in the past.\n\nStudent Profile:\nAge/Year: 14. rokov, 9. ročník\nHobbies: -\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "968", "student_age_year": "14. rokov, 9. ročník", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., TV + Geo, (1. a 2. stupeň), Enviromentálna výchova, Globálna výchova", "teacher_practice_years": "22", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1474", "content": "TEACHING CASE STUDY\n\nBackground:\nFor several years now, I have been leading art groups for children, who come to me regularly every year. One student just transferred to a multi-year high school. There were no problems with her in the past. As the school year went by, she did not attend my classes regularly. One week she always arrived and the next 2 hours she didn't. Once, when the situation was repeating itself, I called the student's mother during class to find out if the student was sick. The mother was taken aback by the whole situation and told me that the student went to the artwork as usual. She arrived again for the next class, so I asked her what was going on and also told her that I knew about her truancy and that every lie would be found out. She did not deny anything, she confessed to everything and said that the transition to gymnasium was difficult for her and that she was tired. For this reason, she went to school. After we discussed everything, I thought everything would be fine.\n\nSituation (Anamnesis):\n1st year grammar school student, extrovert, fit into the team, above average grades.\n\nTeacher Intervention (Solution):\nAfter the situation was repeated several times, I called my mother during class to ask what was going on. The next week, when the student arrived for class, I took her aside and asked what was going on. I told her that I know about her truancy and also that every lie will be discovered after time. She told me that after her classes at the gymnasium, she goes home, and then that she doesn't want to go to art, so she goes out with her friends. She also told me that the transition to grammar school was difficult for her and it was hard for her to get used to all the new things. I told her that I was sorry that she lied to me and that if anything was going on I would like her to contact me so that we could talk. After the conversation, I thought that everything would be fine and the student would start coming regularly.\n\nOutcome:\nHowever, she didn't show up for the next class again, so I called her mother and explained to her the whole situation about how difficult it was for her daughter to transfer to grammar school and asked her to discuss with her how she feels and how she sees things going forward. The following week, the student arrived for class and since then there have been no more problems with her. After the first interview, the desired result did not appear. But after discussing the problem again with the student and her mother, the truancy stopped and the student started attending classes regularly again.\n\nStudent Profile:\nAge/Year: 12\nHobbies: výtvarka\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1474", "student_age_year": "12", "student_hobbies": "výtvarka", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "Mgr., všeobecné učitelství pro 1. stupeň", "teacher_practice_years": "25", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1192", "content": "TEACHING CASE STUDY\n\nBackground:\nAs an educational consultant, I encounter many psychological problems of our pupils. During the last second semester, I started working more closely with one student. Already during the first semester, problems with her integration into her current class began to manifest. At the same time, she had classification problems and was often absent. A classmate came to me, saying that she wanted me to talk to her and try to find out something. I had several sessions with the student where I talked to her about her attendance and grades. By the end of the school year, it was relatively calm and the student improved her grades. On the first of September, the pupil was assigned to a new class. Third years choose a closer focus and classes are formed based on their choice. I was teaching myself, so my colleague caught me in the middle of reading the school rules. She took me aside to tell me that a student had run away from the classroom crying, if I could talk to her somehow.\n\nSituation (Anamnesis):\nRelations at home are fine, he talks to his mother - I quote 'yes, we talk, but sometimes he experiences it too much. More than me' - regular visits to a psychologist and a psychiatrist, prescribed antidepressants - she has been self-harming for about two weeks now (she indicated) - she promised her mother that she would stop doing it - during the holidays she said things started to improve mentally a little - she dated a boy for a long time, relationship he was toxic, the guy mentally blackmailed and trampled her - she referred to it as 'problems at home' - she probably isn't quite fresh with him (assumption - she said the breakup was recently, I'd guess May/June) - she feels like she can't handle school - even though she studies enough (she had a tutor for maths, she also studied with her parents - she still got an A) - 'what I put into it has no effect at all on what I get' - I suggested to her the possibility of going to secondary school in another city - majoring in chemical operator - she said , that she will think about it, but that she does not want to disappoint her parents by going elsewhere. But the mother would be fine with a possible transfer, she didn't say anything about the father - that she would 'throw away two years of studying chemistry' - she had some kind of conflict with a classmate in mathematics, she didn't give more details, so I don't know, but it probably deepened her hopelessness in mathematics + some problem with a classmate in history, but it's hard to say what (she probably had a problem with him sleeping in class) - she told me that she is always tired due to the antidepressants and that it's crazy for her to keep sleeping in that school - she feels , that some teachers condemn her without ever teaching her.\n\nTeacher Intervention (Solution):\nFortunately, I had an assistant in the class, to whom I quickly gave the instructions and ran after the student. The dating game escalated for her in an unbearable situation that she decided to leave. Afterwards, she blamed herself because she was afraid that the new class would see her as a weakling. During the interview, it emerged that the anxiety about the new class had already started a week before the start of the school year. After a 30-minute conversation, she seemed to calm down and agreed to go back to class and try dating. After she left, I contacted the prevention methodology and her legal representative. Together we agreed to contact her psychologist and psychiatrist to give us advice on how to handle the situation next time.\n\nOutcome:\nI rate the solution positively, we follow the advice of the experts and it can be seen that it helps the pupil to cope with the lessons a little better.\n\nStudent Profile:\nAge/Year: 17, 3. ročník SŠ\nHobbies: Čtení, hraní na flétnu\nDiagnoses: Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Violation of classroom/school rules, Attendance problems, Selfdestructive behaviour\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1192", "student_age_year": "17, 3. ročník SŠ", "student_hobbies": "Čtení, hraní na flétnu", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "vysokoškolské – aprobace český jazyk", "teacher_practice_years": "20 let", "problems_annotated": "Failure to attend class, Violation of classroom/school rules, Attendance problems, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/722", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student has been attending our school since the 6th grade, before that he was at another school. We knew right from the beginning that he would be a problem pupil, because we received a lot of complaints about him from his colleagues in the first grade. Even when I first entered the classroom, I knew it wouldn't be easy. I had such a bad feeling inside. I can say that the student had all the prerequisites for me to characterize him as a problem student. We already knew from the first grade that he was predisposed to dyslexia. We tried to work with him carefully, always motivate him positively and praise him for small successes, for example in my classes for an invented quatrain or a short style work, then in maths classes for a calculated example. However, his distaste for learning still persisted. In mathematics, there may also have been a personal problem with the teacher, because the student reacted very irritated when the teacher asked him for basic knowledge, for example knowledge of the multiplication table. He also didn't have the tools (drawing supplies or notebooks) in order. He did not master basic vocabulary and grammar in English. His attendance was poor, he had no excuses for many hours and often did not even try to come up with an excuse. The situation escalated to such an extent that his behavior was aggressive, he even cursed teachers and was unmanageable.\n\nSituation (Anamnesis):\nThe student was an absolutely average student with a tendency to have a very negative attitude towards school. We can characterize him as an unreliable individual who did not fulfill his duties. On the other hand, I have to say that he was very popular in class, maybe because he was the only one who could 'stand up' to the teachers. During breaks, he was always surrounded by classmates, often even children from higher grades. He enjoyed it when he got the teacher in a tight spot, when he 'backed him into a corner', so to speak, and he didn't know what to say or how to behave. The student was calculating and liked to be the center of attention. His behavior was eccentric, it repeatedly happened that the pupil wore inappropriate clothes with obscene inscriptions to school and he really enjoyed it when we pointed out to him that this was a violation of the school rules. Overall, however, the class was uneventful. You could always agree on everything with them, they were active in class, they reported, they also had average grades, but only when the student was absent. When he was in class, the class stagnated and tried to 'keep up' with him. The student grew up with only his mother and grandmother in a small village about 15 kilometers from school, so he commuted by bus. The mother did not show any interest in her son, she hardly went to class meetings and it was really difficult to get along with her. His father disowned him. In my opinion, he lacks a male role model, his grandmother is already older, so she is not enough for him. This fact is also confirmed by the fact that when a student is taught by a teacher, he does not allow himself as much attention to him as to other female teachers.\n\nTeacher Intervention (Solution):\nThe student was provided with a number of support measures. Despite the change in the organization of teaching, teaching difficulties still persisted and negativism towards learning deepened. Twice a week, as part of an individual education plan, the student attended the Social Pedagogical Care and Pedagogical Intervention course, but the boy perceived this in the style of 'how am I after school?' So it was quite counterproductive. Attendance did not improve, he constantly had to force himself to do something and repeatedly committed unexcused absences. The mother did not respond to the warning in the student book. She did not want to solve the situation and did not cooperate. She paid no attention to her son, did not prepare for lessons with him, did not practice. A student for regular joint preparation, which was contrary to the IEP. The student completely lacked home facilities. His mother forgot to wake him up for school in the morning, so even though the student wanted to go to school, he did not arrive. After failing to fulfill pre-arranged tasks, we were forced to call the social worker. The mother reacted very aggressively, cursing both us and the social worker on the phone. Subsequently, the mother became paranoid, sending threatening text messages to the class teacher - we did not respond to them, because the mother could not tell and seemed almost illiterate to us. The whole situation was discussed for a long time with the school psychologist. With his ongoing dyslexic development, it was impossible to catch up with the subject matter covered in the 2nd grade. The student himself said that school was too hard for him and although he was popular in class, he did not feel comfortable there because his classmates were much ahead. However, according to the PPP examination, the student has a good intellectual disposition and a good level of logical reasoning, but he still misses the connections, he does not understand why he should learn. The cooperation of the pupil's legal representative was also lacking.\n\nOutcome:\nWe didn't get any good results. The student failed and the situation repeated itself. This year is her last at school and I think we will all be relieved when she leaves. I still try to work with the student, but the motivation also decreases on my side, especially when I see that there is zero on his part. I can see that his negativity is slowly but surely being transferred to the classroom, unfortunately.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: počítačové hry\nDisorders: Lhaní,Podvody,Vulgární vyjadřování,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Failure to attend class, Violation of classroom/school rules, Attendance problems, Verbal aggression\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "722", "student_age_year": "13 let, 7. třída", "student_hobbies": "počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Vulgární vyjadřování,Záškoláctví", "teacher_approbation": "Masarykova univerzita, Brno (Český jazyk a literatura se zaměřením na vzdělávání, Občanská výchova se zaměřením na vzdělávání)", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Failure to attend class, Violation of classroom/school rules, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/501", "content": "TEACHING CASE STUDY\n\nBackground:\nAlthough Žačka was a bright girl, her occasional behavior problems led to disciplinary complications. She had been in a 'naughty mood' for several weeks. She wasn't paying attention during class, was on the phone, running around the corridors and talking dirty. Inappropriate behavior escalated greatly during this time.\n\nSituation (Anamnesis):\nThe teacher would only mention the pupil's tendency to throw sticks under each other's feet. With her indiscipline, she often worsened her benefit, which she cared about only to a certain extent. Mostly it was thrown away only with grades worse than 3.\n\nTeacher Intervention (Solution):\nThe teacher, who dealt with this case relatively recently in her career (16 years ago), did not choose the appropriate tactics. She took into account how upsetting the student is to have a grade worse than a three, and gave her a demanding dictation and marked it as a 4. She would not be able to afford such a thing today, as parents are incredibly careful with their children.\n\nOutcome:\nThis method worked surprisingly well. Since then, the student has generally been less angry, even in the following months. But immediately after the awarding of the grade, she cried. Despite the fact that she looked like a hero the next few days, the teacher sensed that she was more obedient, cautious and distrustful. This mistrust was very unpleasant for the teacher and served as a lesson for potential similar cases in the future. The teacher deleted the student's four the next day, she thought the whole situation was unfair.\n\nStudent Profile:\nAge/Year: Druhý ročník, 7 let\nHobbies: Zpěv, hra na klavír, kreativní tvorba, plavání\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Consequences, Disrespectful communication\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "501", "student_age_year": "Druhý ročník, 7 let", "student_hobbies": "Zpěv, hra na klavír, kreativní tvorba, plavání", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Výuka první a druhé třídy, Mgr.", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1464", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I took over a new class of sixth graders as class teacher. I had to solve a problem with the aggressive behavior of one of the boys. On the one hand, the student was studious, willing to help and join the team, but he was easily provoked. For example, when someone said an insult to him, he reacted by throwing things. When the boys took something from his bench, he started cursing profanity. What others took as a friendly nudge, he took as an attack on his person.\n\nSituation (Anamnesis):\nThe problem had its roots in the family, where the pupil's father also behaved similarly aggressively, which gave him the impression that such behavior was normal.\n\nTeacher Intervention (Solution):\nI decided to teach the student to be considerate of his classmates. By chance, I came across a book on nonviolent communication that inspired me to come up with a solution. I started to include in the lessons activities where the students shared their feelings and the reasons for them. As part of a foreign language, it was also good vocabulary practice. I found out that the student was bothered by taking things because his younger brother used to take and destroy them at home. The other students were receptive and learned to ask each other before taking anything.\n\nOutcome:\nOver time, it was possible to achieve that not only the problematic student, but everyone learned to be considerate. During conflicts, I used non-violent communication and let the students explain what bothered them and what they would need to improve the situation.\n\nStudent Profile:\nAge/Year: 6. třída\nHobbies: počítačové hry, fotbal,\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1464", "student_age_year": "6. třída", "student_hobbies": "počítačové hry, fotbal,", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Doktorské (PhDr), čeština, němčina", "teacher_practice_years": "30", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1175", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student's problematic behavior is not obvious at first glance, for a long time I had trouble even figuring out which student it was. The news that he had done something was always the last to reach me, only when the whole class knew about it. At the end of the first grade, he started mocking and cursing his classmates for being gypsies. We have a few children in our class whose parents are from abroad. Later, he found something in other children that made him taunt them.\n\nSituation (Anamnesis):\nThe student is in the third grade, according to the documentation, he is from a complete family, but the teacher only knows the mother. His benefit is average, but he could achieve better results. Among his favorite activities is dancing.\n\nTeacher Intervention (Solution):\nAs I already said, that something was happening in the class, I found out only from other students in the class and several days late. I took the boy aside and started to discuss with him what I had heard from his classmates, I realized that he was lying to me. I know he normally makes eye contact, but when he's not telling the truth, he averts his gaze. That's why I called his mother and solved the situation with her.\n\nOutcome:\nThe teacher resolved the situation with the child's mother: \"She told me that she would punish her son in the form of banning his favorite dance. Since then, the student has tried hard for several days, went to school on time, had assignments done and signed, and there was no problem with him. But after about two weeks, the problem behavior started to reappear. When the problem recurred, I no longer had support from my mother, so I think the solution was only short-term.\n\nStudent Profile:\nAge/Year: 3.C, 8 let\nHobbies: tanec\nDisorders: Lhaní,Zesměšňování,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Verbal aggression\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1175", "student_age_year": "3.C, 8 let", "student_hobbies": "tanec", "student_diagnoses": "", "student_disorders": "Lhaní,Zesměšňování,Podvody", "teacher_approbation": "Mgr., Učitelství pro první stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Lying and cheating, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/45", "content": "TEACHING CASE STUDY\n\nBackground:\nwas a class teacher in the ninth year of elementary school. In the last week before the holidays, I came to my students' classroom and found that the door to the classroom was badly damaged. The door was bent and had a hole in it. When I first asked who did it, the whole class was silent. But when I said that the whole class would have to pay for a new door, the real culprit confessed so as not to harm his classmates. Several classmates offered to agree with him on the new door, but in accordance with the school rules, I decided that the culprit must pay the full amount for the new door.\n\nSituation (Anamnesis):\nThe boy is an only child in a family with a strict father. He is hyperactive and constantly demands attention from his surroundings. This is often obtained through destructive or disruptive behavior. Similar behavior began to manifest already in the eighth grade, when he started school after moving to the city with his family. According to his parents, he had never been in trouble before. He was used to being the center of attention at home, but with his father's new, more demanding job, he was beginning to feel neglected. When he started school in a new environment, the boy began to behave restlessly and tried to draw attention to himself, because he joined the class group too late and the other students had a hard time accepting him among them. After a while, he became close to most of the boys, who supported his unruliness with laughter and occasional applause. Over time, his behavior escalated, but there were never any serious problems that would be the reason for a greater punishment for the student.\n\nTeacher Intervention (Solution):\nAs soon as the boy admitted to breaking the door, I decided that he had to pay the full amount for a new one. The boy agreed to this decision without any objections. After that, I called the boy's father, who arrived at the school within half an hour of our conversation. The father reprimanded his son and gave him an educational pillow. He then inspected the broken door, measured its dimensions, and left to immediately buy a new one. When he returned with the new door, the old door was in even worse shape than when he left - the boy apparently decided that if it was going to be replaced, he'd at least destroy it properly. This time the father did not get angry and just announced that the son would get this broken door to his room. The son helped him in an exemplary manner with the replacement of the door and apologized to me and my father several times. After the whole incident, the boy behaved exemplary and with humility. Although his father told me that I could easily give him a 2 for behavior, I only solved it with a reprimand from the class teacher, because there had never been any major problems with him before.\n\nOutcome:\nIt's safe to say that the boy calmed down in class for the rest of the week. But since it was only for the rest of his time at our school, I can't say for sure that his problem behavior didn't show up again at the high school he started after the holidays. But I am sure that he has learned from his act and hopefully such a case will not happen again.\n\nStudent Profile:\nHobbies: kolektivní sporty, počítače\nDisorders: Lhaní,Rušení výuky,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "45", "student_age_year": "", "student_hobbies": "kolektivní sporty, počítače", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Ničení majetku", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/60", "content": "TEACHING CASE STUDY\n\nBackground:\nThere was a boy in the class who was diagnosed with developmental dysphasia. Because he had a speech impediment, no one wanted to talk to him and he was excluded from the team. When he spoke, the others laughed at him and no one wanted to play with him. The task was to integrate the boy and explain to his classmates how it works.\n\nSituation (Anamnesis):\nThe boy has developmental dysphasia, which means he is different from others. He spoke poorly, was aloof from the team and did not want to communicate with others because of his speech. The situation was difficult both for him and for us.\n\nTeacher Intervention (Solution):\nWe always discussed solutions together with other colleagues. We set ourselves the task of explaining to the pupils what the boy's problem was and tried to integrate it. We could not order the children with whom to talk, but we approached the solution collectively. We came up with different collective works so that the pupils worked in alternating groups and got to know how the boy behaves and expresses himself.\n\nOutcome:\nThe result was focused on the long term. Over time, the children understood that it was difficult for boys to talk or work. Although they did not all become good friends, they began to treat the boys differently. They tried to help him, and the tightening and laughing at his expense was reduced. I believe that if there was only one teacher, it would be more difficult.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník\nDiagnoses: Vývojová dysfázie\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Bullying\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "60", "student_age_year": "11 let, 6. ročník", "student_hobbies": "", "student_diagnoses": "Vývojová dysfázie", "student_disorders": "", "teacher_approbation": "Výtvarná výchova + Speciální pedagogika", "teacher_practice_years": "10 let", "problems_annotated": "Diagnosis, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1212", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught elementary school for about ten years and became a 5th grade classroom teacher where there was a student who suffered from a behavior disorder, selective mutism. Until then, I had encountered various student disorders, but I had not encountered exactly this disorder during my teaching practice, and therefore had no experience. The student sat with her assistant at the very back by the window. But once I needed a student to move to another desk, right across the aisle. So I asked the student if she could also sit with her assistant in the next desk. However, the student did not respond to my request at all and was still sitting in her seat. I asked her why she didn't want to sit on the next bench. The student did not react at all and was still sitting in her seat.\n\nSituation (Anamnesis):\nThe student suffers from a disorder called selective mutism. This disorder manifested itself mainly in her not communicating with anyone. She behaved almost normally at home, but at school she did not communicate with me, the assistant or her classmates. She worked out all assignments or tests only in writing. Another manifestation of her disorder was fixation on certain people or things. Another teacher or assistant she was not used to was not allowed to substitute. In such situations, the student was completely passive. Any change was unacceptable to the student.\n\nTeacher Intervention (Solution):\nSince the student did not react at all, I tried to convince her that it was only a matter of her sitting a little further away. I convinced the student that the assistant would sit next to her again, that she needn't be afraid of anything. I begged her, convinced her, but nothing worked. But then it occurred to me that this disorder is manifested by fixation on things, that she could therefore be fixated on her chair and bench. The assistant and I moved her desk first, then I asked the student to sit on the next chair, that we would move hers to her desk. The student complied with this, and then sat down on her own chair by her desk. The teaching then continued without any problems.\n\nOutcome:\nAfter this experience, I already knew in what exact way I should approach the student, if it is necessary for the student to be willing to comply with a change.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída ZŠ\nHobbies: malování\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Selektivní mutismus\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1212", "student_age_year": "11 let, 5. třída ZŠ", "student_hobbies": "malování", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Selektivní mutismus", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ, speciální pedagogika, titul Mgr.", "teacher_practice_years": "17", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1180", "content": "TEACHING CASE STUDY\n\nBackground:\nMost of my time is science classes. I usually don't have problems with students in class. However, if one of the pupils does not pay attention, he will be punished by writing a two-page report within the next lesson, which he will then present in front of the whole class. If he shows off in the paper, he gets another one. All pupils have already got used to this system and so they prefer to be exemplary in class and not disturb. Therefore, these situations usually occur exceptionally.\n\nSituation (Anamnesis):\nStudent - teacher's son, 7th grade, 13 years old, extrovert, provokes only in mother's classes\n\nTeacher Intervention (Solution):\nThis is my son. I have had him in my class for the second year. His classmates laugh at him for having a teacher mom and when he gets a good grade, he listens to his mom's nagging. For that reason, he did not pay attention in class, made inappropriate comments and was disruptive. I gave him a paper as punishment, as I always do. He prepared and delivered the paper. I thought that would be the end of the problem, but his classmates kept making fun of him and my son became more and more disruptive. Since these situations occurred only in my classes, I decided to solve the situation. At the school, I also work as an educational consultant, so I devoted one hour to the teacher-pupil relationship and explained that for me at school, my son is first and foremost my pupil and the assessment works for him the same as for others.\n\nOutcome:\nAfter our lesson together, they mocked my son for a while, but in time they took my words to heart. Fortunately, since then there have been no more serious problems, they don't make fun of my son and sometimes they rather admire him because he has a relatively extensive knowledge of natural history thanks to me.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: fotbal\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1180", "student_age_year": "13 let, 7. ročník", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – Př, F, Ch", "teacher_practice_years": "17", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/24", "content": "TEACHING CASE STUDY\n\nBackground:\nThe mentioned situation took place in the same class as the previous case report, but two years later. In that class, in addition to others who were difficult to integrate, there was also one student who, although she studied excellently, failed in social contacts. I myself suspected the possibility of milder Asperger's disease, but this was not confirmed. The girl was very nice, but she couldn't make or keep friends. Those who accompanied her and with whom she got along left in the seventh grade for a six-year grammar school, so she remained completely alone from the eighth grade. In addition, she was very kind, quiet and modest, and she felt a great need to talk with someone, so in order to achieve this, she used the fact that she was smart and careful and, for example, had her assignments copied an hour before by those who did not want to do it at home. She thought that she would be able to make friends that way, but it had the opposite effect, that they were nice to her when they needed something from her, but when the reason passed, they were not nice to her again. The whole situation reached such a state that the girl only had fun with me, because she had no one in the class who wanted to understand her, so I decided to try to do my best to integrate her.\n\nSituation (Anamnesis):\nvery nice and smart girl who had interests not very appropriate for her age. For example, she liked to watch movies with personal pronouns and in which she could not talk to her classmates, so she missed communication topics. Moreover, she was ridiculed for it, because these films are not fashionable. But because she craved company, she allowed herself to be used regularly in the hope that she would find friends.\n\nTeacher Intervention (Solution):\ndecided to try to resolve the situation by acting out a small skit. One afternoon I came to class, sat down at the desk and said that I was terribly sad and I didn't know what to do. The children naturally reacted and started asking what happened. I explained to them from my point of view what the girl was going through. That is, that everyone is just using me, that I would like to help everyone, but no one will repay me with their friendship, rather the opposite, and so on. The kids immediately started giving me advice on what to do. The girl listened for a while and finally said on her own that she was in the same situation and what was bothering her.\n\nOutcome:\nmanaged to get the children to understand the situation and stop using their classmate in this way. Unfortunately, they failed to understand that the girl needs contact and friends. Although I celebrated the success, it was only half. So to this day, I see it as my mistake that I did not in any way manage to integrate her into a group so that she would find real friends and that's how she came out lonely from the ninth grade.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Zájmy žákyně byly velmi netypické na její věk. Četla staré knihy, dívala se na staré filmy atp.\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Support, Working with the collective\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "24", "student_age_year": "14 let, 8. třída", "student_hobbies": "Zájmy žákyně byly velmi netypické na její věk. Četla staré knihy, dívala se na staré filmy atp.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "AJ-OV", "teacher_practice_years": "33", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/515", "content": "TEACHING CASE STUDY\n\nBackground:\nIt all started in September of last year when the boy entered the second grade. In the first grade, only problems with grades and attention. The boy began to come to the class during breaks to the older students and made them angry. The boys arranged to meet him one day, wait for him after school the next, and threaten to beat him. Since then, the problem with attending school, he stands in front of the school in the morning, cries and refuses to go to school. Negotiations between the parents, the principal and the representative were unsuccessful. Distance education helped to solve the situation. He didn't have to go to school during distance learning, so it wasn't a problem. During the pandemic, parents stopped solving the whole situation and did not pay attention to their child's problems. The subsequent return to school again caused problems and for unknown reasons the pupil began to refuse to attend some classes. Before class started, he stood in front of the class and had a hysterical fit of crying and rage that there was no way he was going to class. The school and parents resolved this behavior with a bench in the hallway. The boy was out of the classroom during class and did not have to participate. It was only supposed to be a temporary solution. Request for an examination at the SPC. At the moment, the problem is solved by the mother's attendance at school and her presence in the classroom during breaks. For now, it works as a temporary solution to the situation before the student undergoes a full examination.\n\nSituation (Anamnesis):\nThe boy comes from a normal family, the father owns a company and spends a lot of time at work, so it is clear that the father's side is missing in his upbringing. He has an older sister who is without problems. The boy is pampered from an early age, he gets everything he wants and his parents buy him everything. Cognitive abilities at a reduced level, constantly trying to get attention and interest. His behavior makes him unpopular with his classmates and they reject him. However, he is not being bullied, it's just that no one seems interested in having a conversation with him. His classmates ignore him and do not seek his company.\n\nTeacher Intervention (Solution):\nDuring the lessons, the mathematician does not pay attention, does not listen to the teacher and answers randomly just to be heard. The teacher tries to solve it and explain to him that he has to think about it first, but the student ignores this fact. None of what the teacher tries works for the student yet, and to a large extent this behavior is influenced by upbringing. He often gets angry in class, and threatening to send him to the principal doesn't help either. The teachers themselves are not doing anything wrong, but the overall approach to the student's behavior is poorly chosen. His parents give way to him and allow everything.\n\nOutcome:\nThe boy got his due and doesn't have to do anything in class. Success in this situation is just that he goes to class at all. Every recess he goes to see if mom is still at school, otherwise he threatens to run away from school. The parents neglected to solve the situation and stopped solving the situation during online teaching, when the student did not have to go to school. Currently, a general examination of the student and determination of the medical history is awaited. In the long term, a solution to the situation has not yet been found.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: Počítač, mobil, dělat špatné věci ostatní, dobírat si spolužáky a zlobit je.\nDisorders: Disrespekt,Rušení výuky,Neuznávání pravidel,Zesměšňování,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Disrespectful communication, Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "515", "student_age_year": "13 let, 7. třída", "student_hobbies": "Počítač, mobil, dělat špatné věci ostatní, dobírat si spolužáky a zlobit je.", "student_diagnoses": "", "student_disorders": "Disrespekt,Rušení výuky,Neuznávání pravidel,Zesměšňování,Arogance", "teacher_approbation": "Mgr. Obor speciální pedagogika", "teacher_practice_years": "10", "problems_annotated": "Emotional outbursts, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/483", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent's problematic behavior occurs when she suppresses her needs. The student is active in the lesson mainly through questions, she asks a lot, she often raises her hand, but more often than necessary, which slows down the course of the class and the lesson. The other students begin to show dissatisfaction, especially with small comments such as 'Oh, again', 'enough..', etc. The student perceives these comments and therefore suppresses the need to ask questions. This suppression can trigger a seizure, which manifests itself in rude behavior, aggression, profanity, screams. One of the first indicators of this seizure may be cries of 'Can you open the window?!' or 'What time is it?!'. The student shouts these screams across the class without any announcement and these are the first indicators of a seizure and her defense mechanism.\n\nSituation (Anamnesis):\nThe pupil disorder usually manifests itself in childhood or is hereditary, usually triggered by trauma. The student has trouble reciprocating/does not reciprocate emotions. He does not perceive them at the same level as an adult. He appears cold. Example situation: teachers walk past her in the hallway and smile at her, she doesn't smile back and this can be seen as disrespectful - the teachers have been told this is part of her diagnosis. The girl also does not understand irony and sarcasm, it should not be used in her presence. She is not comfortable with large crowds as it causes her stress.\n\nTeacher Intervention (Solution):\nThe pupil's diagnosis was established already in primary school and all documents were handed over to the teacher. All teachers received the necessary instructions on how to work with this student not only in a calm state, but also in a seizure state. These instructions were given to the teachers even before the start of the introductory course for the first years. They received instructions on how to work with the student and how to organize her time. The student, on the other hand, was given a precise schedule for the day, which had to be followed. There was a person prepared for her whom she could contact whenever she had a question or whom she could turn to with any problem. If a fit occurs or is about to start (the above-mentioned screams), the teacher will respond to her request or question and they should stop at this moment and ask the student what she needs to add, explain whether she is keeping up with everything, etc. If the questions are very frequent, the teachers were instructed to tell the student that they would come back to her 5 minutes before the end of the lesson and help her explain with the material, or that they would come back to her in a few minutes. The student keeps track of the time and will indeed speak on her own in a few minutes or at the end of the lesson. However, you need to give a specific time, no 'then, sometimes, then', these phrases make her feel anxious. Such an approach usually slows down the attack or stops it completely.\n\nOutcome:\nThe result of working with female students can be the reflection of their anxious states with the help of communication. As an educational advisor, I then had an online consultation with the student. We got together every Wednesday and discussed the course of the lesson, what needed to be done and added to it, I helped her with the organization of her time, because this is important to her and during the times of the corona it was more difficult for her with the organization. I also explained to her how to communicate with the team, how to work with computer programs, so that online teaching would be as easy as possible for her. This prevented stress so that she could manage everything properly.\n\nStudent Profile:\nAge/Year: 3. ročník, 17. let\nHobbies: Žákyně má velmi specifické zájmy, například se ráda baví o hygiene druhých\nDiagnoses: Aspergerův syndrom,ADHD\nDisorders: Agrese,Úzkost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "483", "student_age_year": "3. ročník, 17. let", "student_hobbies": "Žákyně má velmi specifické zájmy, například se ráda baví o hygiene druhých", "student_diagnoses": "Aspergerův syndrom,ADHD", "student_disorders": "Agrese,Úzkost", "teacher_approbation": "Sociální práce, Psychoterapie, Andragogika, Krizový výcvik", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Emotional outbursts, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1497", "content": "TEACHING CASE STUDY\n\nBackground:\nwas new at school and was given science as a subject. This was not at all in my field, I told the students that too and I probably shouldn't have. I also did not receive any proposals or materials from colleagues. I was on my own. So I decided that I would conduct the lessons in such a way that I would mainly stick to the textbook that was the only one I received. The situation happened during the class. Most of the students had no problem with taking turns reading from the textbook and then making a short note of what we read together. The problem started with the pupils. She disturbed the entire reading by chatting with her neighbor and laughing out loud when one of her classmates argued. I admonished her several times for this, but she did not listen to me at all - on the contrary, I saw her just roll her eyes and shake her head. When I summoned her, she informed me that she didn't have the textbook, so she couldn't read. So I told her that she could borrow a textbook from a neighbor, and that I would like her to read something while the others were reading. She refused that too. So I asked her if she had any problem reading in front of the class. She replied: 'You are the problem.' This took me by surprise. I did not expect that the students could afford this to me. I was completely frozen for a moment. And the whole class started laughing. I shouted at him to be quiet and again asked the pupil to read a piece of text. So the student did it, and after she finished reading, she asked me. 'Satisfied?' At that the class started laughing again. Similar situations were repeated several times, and the pupil's insolence increased during them.\n\nSituation (Anamnesis):\nGradually, I learned about the class that it was one of the worst classes in the school in terms of discipline. I even learned that a year before I started, many students had a reduced behavior grade because they allegedly threw stationery, balls of paper and other objects out of the window during class. I also discovered that it is not mainly the boys who have discipline problems, but that there is a significant group of girls in the class who are rude to the teacher and have poor grades. Among these girls was the student with whom I had the biggest problem.\n\nTeacher Intervention (Solution):\nAt the time of this problem, I had virtually no teaching experience and was kind of thrown into teaching. When the situation with the insolence of the student (which was gradually joined by some other girls) became so heated for one hour that I no longer knew how to solve it myself, I left the class. I went straight to the principal's office to ask the school principal if he would help me with the situation. The principal went to the classroom with me and reprimanded the students. After that he also talked to me and told me to try to deal with the students somehow and also that it might help if they could be involved in the lesson more than just reading. As a solution, I came up with the idea that the students analyze the topics from the textbook and prepare an explanation for them (for example, with the help of a PowerPoint presentation or a worksheet). I would then evaluate their presentations.\n\nOutcome:\nThe students' initial reaction to my solution was not positive. I have even heard several times from the pupil and other pupils that they will teach the lessons and I will take money for it. In the end, the students accepted it. Some did the task very well and their presentations and explanations were of a high standard. I remember that even the lessons that the girls led around the students were successful. Unfortunately, I am of the opinion that I have lost authority both with the class and with some of my colleagues. I ended up working at this school and went to teach elsewhere. In the meantime, I also did additional pedagogic studies.\n\nStudent Profile:\nAge/Year: 7. ročník, 12-13 let\nHobbies: hudba\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1497", "student_age_year": "7. ročník, 12-13 let", "student_hobbies": "hudba", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "20 let praxe", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/837", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened about three years ago. I received the first year of Automechanics from the Civics subject. After about a month, one student fell ill with pneumonia and later with mononucleosis. During the next six months, he could not attend face-to-face theoretical and practical classes due to health reasons. Although my colleagues and I continuously assigned tasks to him, he tried to fulfill them, there were also consultations via messenger, unfortunately he was unable to attend practice, which made it impossible for him to continue in the field. In addition, he was diagnosed with ADHD. The student became apathetic, he lacked motivation to continue his studies, he even wanted to leave school completely. From the beginning, he completed the assignments, tried to catch up on all the material, and went to individual tests. Later, however, he became tired and unmotivated from the whole situation. He stopped completing assignments, started communicating less with school, even refusing to talk to the class teacher. He asked me if I would help him solve this situation, because in my classes the student felt good and liked to communicate.\n\nSituation (Anamnesis):\nStudent in the first year of the Automechanics course, diagnosed with ADHD, poor health (pneumonia, mononucleosis), loss of motivation to continue studying\n\nTeacher Intervention (Solution):\nAfter a request from the class teacher, I contacted the student via messenger - video call. I called him and asked him if he would mind chatting with me for a while via video chat. The student agreed. First, I asked him how he was, how he felt health-wise, if he needed anything, and that I was also calling because his class teacher asked me to. The student was happy to be interested, communicated, sounded optimistic. I told him I knew he was thinking about dropping out of school. Then I explained to him that it would be a shame to miss him at school. I asked him if he would at least think about it, I told him that at least a teaching certificate is needed for future employment, that we could find another solution, change field, etc. I asked him what he enjoys, what his interests are and conical. I also told him that if he changed his mind about further studies, he should call me in a few days, we will make arrangements, possibly at a meeting at school, and with his parents, and we will find a solution together. Two days later, the student called me to say that he had been thinking about it, he had talked with his mother at home, his father does not live with them, so he preferred to deal with the situation with his mother. I arranged a meeting with him at the school, he finally came with both parents, which was a pleasant surprise for me that both parents showed interest in their son's studies. At the meeting, after talking to all the participants, I suggested that I conduct a SWOT analysis of strengths and weaknesses with the student. Based on the results of the analysis and the interview with the student about his interests and hobbies, we came to the conclusion that a waiter would be more suitable for him. Parents also agreed.\n\nOutcome:\nAfter negotiations with the pupil and parents, the pupil was again motivated to continue his studies, with the provision that he would change his major. In the next school year, he entered the first year of the newly registered field. He is now already in his third year, he enjoys his studies, he completes his assignments, he is satisfied with his practical work and he is awaiting his final apprenticeship exams this school year.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník SŠ (střední odborná škola, střední odborné učiliště - učební obor)\nHobbies: Turistika, příroda\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Agreement, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "837", "student_age_year": "15 let, 1. ročník SŠ (střední odborná škola, střední odborné učiliště - učební obor)", "student_hobbies": "Turistika, příroda", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., Teologie, Speciální učitelství", "teacher_practice_years": "18 let", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1069", "content": "TEACHING CASE STUDY\n\nBackground:\nTowards the end of the school year, the usual physical education lesson was taking place. Pupils played dodgeball. A ball flashed around one student. This student claimed that he beat her. One student said no. This is how they started arguing with each other. Although both are impulsive, the male and female students started pushing and fighting each other.\n\nSituation (Anamnesis):\nStudent: 4th grade of primary school, introvert. Student: 4th grade of primary school, rather extroverted.\n\nTeacher Intervention (Solution):\nAs soon as I saw the conflict, I ran after them, and at that moment there was nothing else to do but step in between them and tear them apart. At the time, it seemed like the best right solution. Both students were taller than their classmates and I could see a little fear in the eyes of the others that they might also be drawn into the situation. Subsequently, everything was resolved with the pupils and their parents. Everyone said everything to each other.\n\nOutcome:\nShortly after that, the students had such a vague relationship with each other. Although it was towards the end of the school year, when then there were holidays, the students did not meet until the next school year. And I noticed that the students were having fun with each other normally. Whether working in groups or during a break. I think that in the end this conflict led to clearing the air between the students in question.\n\nStudent Profile:\nAge/Year: 10 let\nHobbies: hra na flétnu, tanec\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Physical intervention, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1069", "student_age_year": "10 let", "student_hobbies": "hra na flétnu, tanec", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství pro 1. stupeň základní školy", "teacher_practice_years": "28", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1456", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was bored in class, shouted, made inappropriate comments that disrupted the teacher's class, and admonitions did not help.\n\nSituation (Anamnesis):\nOverall, the class was not one of the best in the school. It was a school that has an eight-year high school, so in the fifth grade, bread is broken between the better class (high school) and the class of outsiders (ordinary elementary school).\n\nTeacher Intervention (Solution):\nThe teacher first switched to calling on the board, taking notes in the student book, but none of that helped, so he switched to calling parents and meeting with them, in which he explained to the parents how their children were doing and why they were taking notes home.\n\nOutcome:\nTalks with parents helped, but only with some 'better' students who didn't get into or didn't want to go to grammar school and therefore ended up among the outsiders. They were smarter and bored, so they looked for fun in being disruptive, etc. In this particular case, after talking to the parents and providing evidence (coloring pages in a notebook, etc.), the teacher helped the parents and the student stopped being disruptive.\n\nStudent Profile:\nAge/Year: 14, 9. ročník\nHobbies: fotbal\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1456", "student_age_year": "14, 9. ročník", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Dějepis, Zeměpis, ZSV", "teacher_practice_years": "5", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/431", "content": "TEACHING CASE STUDY\n\nBackground:\nThere have been long term behavioral problems in this class. These problems escalated into bullying. The main aggressor was a 12-year-old boy who was served by a group of other boys. There were 4 oppressed children in the class and 1 special boy who constantly had to draw attention to himself. Overall, there was an unpleasant atmosphere in the classroom. The students once went to an ethics course and there these problems were even more evident. The aggressor especially took things from the oppressed and sometimes physically harmed them. So the situation had to be addressed.\n\nSituation (Anamnesis):\nThe student had been problematic for a long time, his grades were below average and he lied very often. He has a psychiatric disorder, but it was not specified. Among his interests are mainly computer games. The student lives in an extended family, so the core of the problem was probably not here.\n\nTeacher Intervention (Solution):\nThe solution to the problem was first discussed at the teacher's meeting. In the end, it was decided that the matter would be dealt with in the form of a session with the children and their parents from the whole class. The session was very successful. Children were not afraid to talk when accompanied by their parents. Even though it was only the 6th grade, the children condemned the behavior of the aggressor and those who helped him. At the same time, the children were also bothered by the fact that the other student mentioned above had to keep drawing attention to himself. Above all, the aggressor was surprised, he thought that the whole class was behind him (those who helped him and those who were silent before). The situation changed dramatically after this session.\n\nOutcome:\nRight after the incident, it was obvious that the aggressor was kind of half surprised and disappointed that the majority of the class had turned against him. Of course, the aggressor's behavior was also condemned by the parents, including his parents. The climate in the classroom subsequently changed significantly. The class was generally quieter, and the quietest of all at that moment was the former aggressor. Everyone turned their backs on him, including those who had served him before. Moreover, even the student who originally drew attention to himself no longer behaves like that. The class now works relatively well, but the former aggressor is relatively pushed aside. The children gradually take him back, but it goes very slowly, the boy always has to come to someone to be able to talk to him at all, and it doesn't always work out either, whereas before almost everyone wanted to talk to him. So the student pretty much closed in on himself, but luckily his problematic behavior ended.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: počítač, hry\nDiagnoses: Psychiatrická diagnoza\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "431", "student_age_year": "12 let, 6. ročník", "student_hobbies": "počítač, hry", "student_diagnoses": "Psychiatrická diagnoza", "student_disorders": "Lhaní", "teacher_approbation": "VŠ, Mgr., AJ, ČJ, VO", "teacher_practice_years": "3", "problems_annotated": "Diagnosis, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/937", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the last school year, a new student came to us, who transferred to us from another school. The class teacher sat him in the free desk at the back, because she was the only one available, and she already had a working meeting schedule from the year before and knew what was good for whom. Already during the first days, I started to notice that he is a little different - he doesn't concentrate, makes noises, craves attention. When he finished writing anything, he immediately reported it to the class, shouted, and if no one answered him, he made the sounds that a dog makes or immediately started to focus on something else, for example playing with crayons and banging them on the table, which understandably everyone in the class disturbed. The class teacher had to stop often, give him attention by, for example, reprimanding him or explaining something to him again and then just waiting for him to calm down so she could continue her work. He stopped working only when I came to his desk, admonished him, or moved, for example, the crayons with their cases to the other end of the desk. But after a while he started doing it again. But I can't just go to him all the time, because as an assistant I have to go around the whole class and attend to the other students who need my help. Well, this situation actually repeated itself almost every hour.\n\nSituation (Anamnesis):\nThe student is a good boy, he is not insane towards the other children, in fact he does not hold a grudge against me or the class teacher, despite the fact that we reprimand him quite often. He enjoys football, he is happy when he can help the team with his contribution, when they score a goal, he wants to slap others and the like. As for school performance, it is quite below average, I would say. He writes and reads slowly, and this then causes him to actually not keep up with the work and not be appreciated for it. The children have established in the class that if they try and answer correctly, for example the five fastest will receive a 'coin' for the activity along with verbal praise, and at the end of the semester they will receive a reward. If I look at the bottles on display, I can clearly see who has how many caps. Usually there are ten, twelve, fifteen coins in a PET bottle, but if you look at the student's bottle, there are two coins at most. It is not because he is not active and unresponsive, whenever there is verbal activity, he engages shamelessly, sometimes too much. However, there are very few such activities and the majority of the class are those in which the students have to write the answer on the eraser boards with a word or a number. In addition, he mispronounces the L/R sounds and then gets them mixed up in his written speech, so even if he knows the answer, he writes it wrong and thus the answer is wrong. Other times, the student doesn't even have time to write the answers, and that's why he has almost no coins or praise, so I think he tries to get that attention for himself in other ways.\n\nTeacher Intervention (Solution):\nWhen we talked about it with the class teacher, we agreed that first of all we need to move the student somewhere forward, preferably more students who need my assistance during the lesson. So we sat him right away in the first bench in front of the department. Furthermore, we suggested to the parents that they practice the sounds at home with the pupil in front of a mirror, or even better, that they start attending speech therapy with them. We also emphasized the necessity of the presence of one of the parents when doing homework. The class teacher and I also agreed that she could include more verbal 'coin' activities in the lesson, not just written ones. Only the class teacher gives 'caps' for a correct answer, but she told me that if I occasionally see that a student is trying hard, for example, he has a nice arrangement in his notebook, he fights and he does the exercise correctly, then I should just give him one cap. even if he wouldn't be in the top five fastest.\n\nOutcome:\nwas quite relieved when it got better after a few days. The student concentrates much better in front, moreover, he is closer to the class teacher and has her 'indirect' attention almost all the time, just by sitting across from her. As a result, it is often not 'reminiscent' of the class. It is probably clear that the problem has not been completely solved, and that quite a large part of the solution does not depend on us, as teachers/assistants, but also on parents and home preparation, because the student lags far behind others in reading and writing, and home preparation in addition, with which the pupil's mother agreed, could contribute in this regard, and I believe it will contribute, to his better results at school. In the long run, I just hope it stays that way.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: fotbal\nDiagnoses: ADHD\nDisorders: Rušení výuky,Nesoustředěnost,Potřeba pozornosti,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Failure to attend class, Verbal disruption of lessons\nSolutions Applied: Physical intervention, Support, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "937", "student_age_year": "8 let, 3. třída", "student_hobbies": "fotbal", "student_diagnoses": "ADHD", "student_disorders": "Rušení výuky,Nesoustředěnost,Potřeba pozornosti,Vykřikování", "teacher_approbation": "Bc. (asistent pedagoga)", "teacher_practice_years": "7", "problems_annotated": "Nonverbal disruption of lessons, Failure to attend class, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/995", "content": "TEACHING CASE STUDY\n\nBackground:\nlearned about the situation from a classmate when she ran to my office. She told me that the student in the class sprayed deodorant on her classmates and reportedly hit one of them directly in the eye. As for problematic behavior, the student did not listen to my calls and ran away from the classroom with the threat that we were wronging him and that he would call his parents about the whole situation. In addition, by having his phone on at all, he broke school rules.\n\nSituation (Anamnesis):\nThe student was an extrovert and basically a good boy. But he was choleric and could easily get frustrated. He didn't get along with his peers and wanted to hang out with older children who didn't take him very well. He tried to draw attention to himself, so at times it seemed that he was performing the function of a kind of class clown.\n\nTeacher Intervention (Solution):\nAfter my repeated unsuccessful attempts to calm the pupil, I decided to solve the whole situation officially and I sent the pupil to the principal's office, from where his parents were contacted. The student was reprimanded by the class teacher for his behavior.\n\nOutcome:\nAt first I thought I had handled the whole situation as best as I could. But the pupil's behavior did not improve. His parents were divorcing at the time, which did not help his behavior disorder. After consultation in the Pedagogical-Psychological Counseling Office, he started the next year with an assistant and a special teaching plan. However, at the time of the conflict, I did not know about any of this, I could probably have been more accommodating to the student.\n\nStudent Profile:\nAge/Year: 12, 6. ročník ZŠ\nHobbies: Fotbal\nDiagnoses: ADHD,Psychiatrická diagnoza,Porucha chování\nDisorders: Obtěžování spolužáků,Neuposlechnutí,Vzdor\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "995", "student_age_year": "12, 6. ročník ZŠ", "student_hobbies": "Fotbal", "student_diagnoses": "ADHD,Psychiatrická diagnoza,Porucha chování", "student_disorders": "Obtěžování spolužáků,Neuposlechnutí,Vzdor", "teacher_approbation": "Mgr., anglický jazyk, český jazyk", "teacher_practice_years": "25", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1502", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the sixth grade of elementary school, we dealt with problematic behavior of the entire group of classmates. The victim was a pretty nice girl from the same class who was always popular in the group and had a lot of friends. It was she who recognized that something was wrong. A group of classmates started an Instagram account designed to humiliate and ridicule the said classmate. On this account, without the girl's knowledge and permission, they began to publish edited photos and collages of photos that they obtained from the photo gallery on the school's website. So it was not, for example, the misuse of photos spread by the girl herself, which seems to me to be an even more serious problem, because the girl herself had no way to prevent it. One member of the group of aggressors anonymously forwarded the account to the girl and tried to threaten to publish more humiliating photos. But the girl was very fit and didn't let the whole situation get to her. Thanks to the training for children organized as part of the \"Don't be a victim!\" project, which she participated in in the past, and with which our school regularly cooperates, she was able to recognize very quickly that it was bullying. She did not hesitate and reported everything to the school counselor.\n\nSituation (Anamnesis):\nThe victim: a girl (12 years old) from the 6th grade of elementary school in a small town, intelligent, friendly, extroverted, without any signs of problem behavior. Aggressors: a group of classmates (11-12 years old) from the 6th grade of elementary school, different personalities, some more problematic, some not at all until then.\n\nTeacher Intervention (Solution):\nI did not deal with the situation directly, although I came into contact with the class from time to time, but it was dealt with by the educational counselor of our school. I must also highlight the training for children within the Do not be a victim project, because in this case it played a big role. The issue of cyberbullying and various abuses on social networks is becoming more and more apparent among children, which is why I think that such a preventive program can already have an effect, for example, in the fourth grade.\n\nOutcome:\nThe whole situation was caught in time and its solution was effective. Only once, very shortly after submitting the matter to educational counseling, did the aggressor contact the girl again under an anonymous account. Subsequently, the aggressor was threatened that the whole matter could be handed over to the police, and within a few seconds the Instagram profile with the offending photos of the girl was deleted. Subsequently, similar behavior was never repeated among the pupils.\n\nStudent Profile:\nAge/Year: 6. třída (11-12 let)\nHobbies: různé\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Disrespectful communication, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1502", "student_age_year": "6. třída (11-12 let)", "student_hobbies": "různé", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., 1. stupeň ZŠ", "teacher_practice_years": "17", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/644", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher helped me with the case study that concerns the student. The student has divorced parents who do not get along very well, the mother hardly works and the father does not have much time. The student took a bottle of drink, drank and started spitting water at his classmate. I told him if he was kidding me and he replied that he was bored in class so what was he supposed to do. So I shut up, just watched and he did it again. The classmate he was spitting water on, who was sitting in front of him, got understandably upset and also told him to stop it. After that, he was really angry to the point of despair, and the student still had a smile on his face and a mockery in his eyes. I tried repeating it one more time to get him to leave it, it didn't help. I told him that he would come immediately to the principal's office after the lesson, and I transferred the student he was spitting water on. The student finally let it go, but he didn't make much of me. And similarly, thank God without spitting water, he behaved very often. Total disinterest.\n\nSituation (Anamnesis):\nBy the way, this is a student who no longer attends our school, but I remembered him in this case. It's been about 3 years since he left, but I find this situation unmanageable. I don't know if on my part, I really tried to do my best, but today I would probably have handled the situation differently, for example I would have sent the student to the school psychologist, who might be able to help him. His classmates often shouted at him to stop doing things that made the rest of the class uncomfortable, as the class teacher I was in charge of calming down the whole class and at the same time the problem student. Examples of his behavior that I often couldn't control were, for example: meaninglessly bumping into classmates during recess, rudely addressing his classmates, mocking the teachers, I always tried to help him, talk to him, discuss it in the circle with other classmates, but seriously I she didn't know how to deal with him, when everything didn't improve, he finally left our school (but due to moving with one of his parents) and I was honestly relieved because I couldn't handle this type of child.\n\nTeacher Intervention (Solution):\nThe solution just didn't go well, I didn't know how to solve it, but now I'll describe the situation to you so you can better understand it. We were all in the classroom and the class started, I don't remember exactly what class it was, but I wasn't afraid of anything anymore, after all, I already have years of experience. But I really didn't know how to get along with the student, quite often. He didn't have a teacher's assistant, we are a small school, so I asked a few times the assistant, who comes to the school to help a few times a week and is already of retirement age, to be in class with the student and help him and thus me. But it wasn't about paying attention to the student, which I often tried to give him. And in this hour the assistant was not there.\n\nOutcome:\nShortly after this incident, there was a transfer to another school due to relocation. So I can't say how things went with the pupil, I just know that he got a certain sermon from the headmistress, saying that I wasn't worried about him, because the headmistress can be very empathetic towards children. In the following classes, he didn't make me so angry, but he still didn't care and often made fun of the subject and his classmates. Why do I consider the situation poorly resolved? Because I was always thinking about what I should have done differently so that the student would respect me, so that he would not cause problems in class and that he would at least partially like it there. When he left school, I felt relief, but at the same time, I also felt bad that I didn't know how to work with him. At the same time, I knew that I had done everything in my power at that time. After that, I never met a similarly resigned student. Yet.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: Manuálně zručný, zajímá se o typicky chlapecké záležitosti  automobily, motorky), ve škole ho baví alespoň částečně anglický jazyk.\nDisorders: Lhaní,Rušení výuky,Slovní agresivita\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Working with the collective, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "644", "student_age_year": "8 let, 3. třída", "student_hobbies": "Manuálně zručný, zajímá se o typicky chlapecké záležitosti  automobily, motorky), ve škole ho baví alespoň částečně anglický jazyk.", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Slovní agresivita", "teacher_approbation": "Učitel (titul Mgr., první stupeň)", "teacher_practice_years": "5", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1250", "content": "TEACHING CASE STUDY\n\nBackground:\nThe biggest problem I solved was last year in the 8th grade. It was a constant disturbance to almost all pupils. For example, it wasn't just boys with whom puberty was thrown, but also girls. The girls may have behaved worse. They didn't just act like that in my class, but in everyone's. In short, it was a class no one wanted to teach.\n\nSituation (Anamnesis):\nThis issue occurred when face-to-face classes began after two years of online classes, so it may have been a sort of back-and-forth of the more relaxed way of learning. The class is overall very below average, weaker and disrespectful. There are some learning disabilities, but nothing drastic. After the online teaching, class C was split in half and assigned to classes A and B, not everyone agreed with this and maybe that's why there was a kind of rejection by the students.\n\nTeacher Intervention (Solution):\nThe first thing I did was to go to the class teacher for advice, who did not help me at all and had no advice. So I continued to teach normally and I couldn't do it for one hour, I got angry and ended the chemistry lesson. I started talking to them that this really doesn't work. I called them into a circle and gave them the task of talking about what bothers them and how they would solve the problem. Apart from the fact that someone had such opinions that I was driving too slowly or too fast, they argued with each other. They started accusing each other of who was responsible for the noise and yelling at each other. Eventually they calmed down and admitted themselves, quite maturely, that they were behaving terribly and that they understood me. After a joint discussion, they chose the punishment themselves, that I simply gave the whole class a test and that it would motivate them to behave normally.\n\nOutcome:\nAfter the pupils set their own opinions and especially the punishment, the behavior improved. I always had the tests ready and had to give them a few times. I was afraid of protests, but they really respected their opinions. Finally, it was possible to teach in that class\n\nStudent Profile:\nAge/Year: Žáci 8. třídy – 13-14 let\nHobbies: Ve třídě se objevují sportovnější typy\nDiagnoses: Poruchy učení\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1250", "student_age_year": "Žáci 8. třídy – 13-14 let", "student_hobbies": "Ve třídě se objevují sportovnější typy", "student_diagnoses": "Poruchy učení", "student_disorders": "Rušení výuky", "teacher_approbation": "Učitelství pro 2. stupeň – matematika a chemie", "teacher_practice_years": "1 rok ve školce, 2. rok na základní škole", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/825", "content": "TEACHING CASE STUDY\n\nBackground:\nThe pupil was a year higher than another pupil in the previous case, very often his aggression was directed at the other pupil. In addition to disciplinary problems, he also had performance problems. However, the parents blamed the school, the attitude and me as the class teacher. The aggression reached such a level that we were forced to call the Czech Police and OSPOD. The trigger was a situation where the pupils built a slide in the snow. The student also went to slip, but he fell and the others started laughing at the situation. He then went to take out his frustration in the classroom, where he chose the physically smallest and weakest student.\n\nSituation (Anamnesis):\nIt was a highly aggressive attack, we were forced to call the Police and OSPOD, the family was then ordered to be monitored by OSPOD and the pupil was sent to the Diagnostic Institute. He did not return to school after that, the family had moved away in the meantime.\n\nTeacher Intervention (Solution):\nThe other involved institutions resolved the situation for us, the school was not particularly involved after that, we only supplied the documents.\n\nOutcome:\nImmediately after the incident, we really had to call the police, it really was a case of strong aggression and assault. To this day, I think about whether we could have handled the situation differently. However, the attitude of the parents, who did not show interest in cooperation with the school, were not the least bit objective.\n\nStudent Profile:\nAge/Year: H, 10 let 4.třída\nDiagnoses: ADHD\nDisorders: Lhaní,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "825", "student_age_year": "H, 10 let 4.třída", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Fyzické násilí", "teacher_approbation": "Mgr. 1.stupeň", "teacher_practice_years": "17", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/238", "content": "TEACHING CASE STUDY\n\nBackground:\nam a class teacher of the eighth grade of the second grade of elementary school and there are several children with problematic behavior in our class. A teacher's assistant works with me in the class. At the end of last school year, we dealt with an incident where one of our students, a thirteen-year-old student, punched several holes in the new toilet door with his fist and used stationery, completely destroying the door. Due to the previous educational measures, he was awarded a 2 for behavior and an invoice was sent to the student's parents for the purchase of new doors. However, it has not been paid to date. There have been problems with the student for a long time, he is now in the eighth grade, his behavior and grades started to deteriorate in the second, third grade. Before, he still had the motivation to learn and fulfill his duties, he often went to the assistant for help and advice, he wanted to have everything in order. Then there was a period in the fourth grade when he was absent from school for more than half a year. At that time, the mother was treated for the first time in an anti-alcohol clinic, and a social worker became interested in the family. Since then, his interest in school and mental well-being have been decreasing, the worst period was at the end of the last school year, when the children returned to school after the lockdown. During the closure of the schools, the pupil had the opportunity to attend school regularly and, under the guidance of an assistant, participate in online classes and work on assignments, just as other children who were at risk of not being able to cope with distance learning on their own used it. He came about twice, and since everything was voluntary, he stopped going very soon. After returning to school, it was very difficult for the student to return to learning, some order and routine, the trial with his mother was also taking place at the same time, he was often absent for these reasons as well as for health reasons (according to his father's excuses). His overall bad behavior then escalated to the destruction of the door, when he filmed everything on his mobile phone so he could show off to his friends from the party.\n\nSituation (Anamnesis):\nThe student is 13 years old and in the eighth grade. He grows up in a strongly unsatisfactory family environment. The mother is an alcoholic who mentally abuses her children from an early age (drunken scenes, threatening to take the children away to a social worker, insults against the father, etc.), with whom a court case is currently underway to remove the children from care. The father is elderly, around 70 years old. He tries to take care of the children himself, but he does not succeed in fulfilling the function of a parent as well as he should. Due to the debt and young age of the children, he still has to work despite his age, so he does not have much time or energy for his sons. If finances allow, he lives with the boys in a sublet, but more often they stay in the same house with the children's mother and her boyfriend. Arguments and attacks between parents are the order of the day, many times even the police had to intervene in these disputes. If possible, the student spends most of his time away from home, on a bicycle or quad bike, with a group of friends or with his father and brother. He has no background or sense of security at home. The student regularly attends police interrogations, interviews with social-legal child protection officers, and goes to court. At school, he belongs to the students with worse results, but he is average, in some areas even slightly above average gifted. Due to zero motivation to learn and significant psychological discomfort, the learning process is strongly blocked. The eighth grade, which the student attends, is a large group of 28 students. This is a rather noisy collective of strong individuals and more introverted children. The student is well integrated into the team despite his disadvantage, he has a good relationship with his classmates (rather boys) and sees some of them outside of class. The student has problems recognizing authority, especially of the female gender, which results from his disturbed relationship with his mother. From the father's side, the student is then given the opinion that everyone at school is against them and trying to cause problems for the family. On the other hand, they often try to attract the attention of adults with their inappropriate behavior (jumping into the conversation, making disturbing noises, destroying things); however, it also happens that if an adult comes to him with praise or interest in him, his reaction is usually positive (even if he tries to hide it so as not to \"lose face\n\nTeacher Intervention (Solution):\nThe incident with the broken door was preceded by a large number of notes and also reprimands - for not bringing tools and homework, using vulgar language, disrespecting teachers, leaving physical education class and much more. We try to work with the pupil on a long-term basis both within the class (me as the class teacher, the assistant, other teachers) and within the services of the school counseling office. We agreed that although of course we cannot tolerate and condone more serious transgressions, we will try to positively motivate the student to learn, to go to school, praise him for his achievements, let him know that we are interested in him, we care about him and we understand and consider his difficult family situation. Whenever there is space and desire on the part of the pupil, we talk with him as much as possible, not only about his problems in the family, but also about his hobbies, about what he would like to do in the future, we try to support him. In this regard, I am very grateful for the assistant, who has a positive and fair attitude towards the children, no matter how problematic they may be, and who spends time with the class even during breaks. However, towards the end of the school year, in connection with the unhappy situation at home and the pending trial, there was a worsening of the behavior on the part of the student, due to the tension and nervousness he is constantly in, his frustration culminated in the need to destroy something. I tried to talk to him about the whole incident, but he just admitted that he did it (though there were probably other students from higher grades there as well), took everything on himself and refused to talk about anything. He has days when he talks about what's bothering him, but in this case he refused any conversation.\n\nOutcome:\nFor the incident with the door, the student unfortunately received a demeanor. He didn't seem to care at all, but then he didn't go to school for a few days, and when he started going again, he was less provocative and disruptive, but he also seemed completely demotivated. Overall, the end of the school year was quite bad, the student (apparently) didn't care about the final report card, we went on several trips with the class (including multi-day trips), but unfortunately he didn't participate in any of them. After starting school in September we feel a slight improvement, he still likes to provoke and disturb, but he seems to try harder and also shows more joy when we talk to him and take an interest in him, try to help him. The student was awarded a two in behavior mainly because the school must adhere to certain rules and a system of educational measures and thus did not create a precedent. Due to zero support in the family, long-term deprivation and low internal motivation, this educational measure will not have any effect on the student in my opinion. Sometimes, however, such an aggravated situation is needed to realize that the child is in a really terrible condition and his action is actually a call for help. At least I and the assistant try to give the pupil as much positive attention as possible and let him know that at least in our company he is \"safe\n\nStudent Profile:\nAge/Year: 13 let, 8. třída základní školy\nHobbies: Hraní počítačových her, jízda na čtyřkolce.\nDisorders: Neúcta k autoritám,Ničení majetku,Vulgární vyjadřování,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Consequences, Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "238", "student_age_year": "13 let, 8. třída základní školy", "student_hobbies": "Hraní počítačových her, jízda na čtyřkolce.", "student_diagnoses": "", "student_disorders": "Neúcta k autoritám,Ničení majetku,Vulgární vyjadřování,Vyhýbání se škole", "teacher_approbation": "VŠ vzdělání, obor Učitelství českého jazyka a literatury pro základní školy", "teacher_practice_years": "8", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/773", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student joined the sports class. From the beginning he had a problem with attention, he could not concentrate for more than 5 minutes. He often disturbed, had fun with his classmates. When reprimanded, he stopped all disruptive behavior, but within 5 minutes the situation repeats itself. There were also situations when the student didn't care that he was in class and only left his place on a small occasion and went to meet his friends after class. Sometimes it even culminated in him rolling barrels or playing hide and seek in class during class. Another problem was that when the student was not paying attention, he drew attention to himself, and the other students then focused more on him than on the material being discussed.\n\nSituation (Anamnesis):\nEven in the second case, it is already the aforementioned sports class, where all the boys played football together this time as well. They had known each other before coming to second grade and were quite a good bunch. In addition, the student was extremely talented in football outside the school building, so the boys took him as a role model and he became interesting in front of them even at school. They always laughed at his performances, although sometimes they found it a little strange, but they supported him in it to have a laugh at his expense. But there was no taunting or bullying from the class. They also spent their free time together, and the student did all this voluntarily.\n\nTeacher Intervention (Solution):\ntried to solve the problem student's behavior from the beginning of his entry into the second grade. But that didn't help, and on top of that, he had a very bad academic record. We talked with the student outside of class, I tried to explain to him that he can't behave like this, that he's not paying attention, he'll also distract the attention of the whole class. However, the problem-free behavior never lasted long. The coach also tried to negotiate with the student outside of school, he tried to solve it by banning him from football, but at the same time he interceded for the student so that he could stay in class precisely because of the increased number of training sessions. After an agreement with the director, we decided that it would be better to move him to a classical class.\n\nOutcome:\nAs the pupil was already expelled from the class in the first half of the 6th grade, he was reassigned to a classical class, where he did not know anyone. He didn't have a bunch of people around him to laugh at his antics, so his behavior returned to normal. Also, the behavior in his original class continued to be good and there were no other problems there. Although the situation was resolved, in retrospect the teacher would have handled the situation differently, she would have tried to calm the student more in class, to pay more attention to him so that he did not have to leave the class immediately after the first semester. She would also discuss it with the class so that they would also be helpful with his behavior by not laughing at his speeches, not supporting him and he would not have to leave.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: Sport  fotbal)\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "773", "student_age_year": "12 let, 6. ročník", "student_hobbies": "Sport  fotbal)", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Pedagogická fakulta, zeměpis a přírodopis", "teacher_practice_years": "21", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1476", "content": "TEACHING CASE STUDY\n\nBackground:\nRight after the beginning of the school year, a problem arose in the form of a student who constantly wanted to fight with someone. At first, I didn't know about the problem, because the student always behaved very politely in front of me, but during breaks he 'broke off his chain' and tried martial arts on other classmates. He kicked his legs, fists, kicked in the stomach and head. He chose the victims of his kicks at random. He probably wanted to show off how good he was and kicked headlong. At first the classmates kept quiet and the problem continued for about a week, but then the student's behavior worsened and his classmates brought the problem to my attention. I wanted to see for myself, so I discreetly peeked into the class during the break and everything they said was true. I immediately stopped the student practicing martial arts and began to deal with his behavior.\n\nSituation (Anamnesis):\nMartial arts student - average performance, extrovert, wanted to show off. The class - at first tolerated and basically supported the student's behavior, a good team including a student practicing martial arts, partial disintegration of the team after the student's behavior. Descriptive data on the case report: Pupil's age and grade: 3rd grade, 9 years old. Student's gender: Male. The student lives with both parents. Recurring problem behavior: Yes, about 2 months. Behavioral disorders: No. Confirmed diagnosis of the pupil/s: No. Student benefit - subjective view: Average. Student's interests: Football. Did you use procedures based on a specific approach in the solution? No.\n\nTeacher Intervention (Solution):\nThe hour after the student's act, I sat down with the children and asked them how they would handle different cases of similar situations that the student committed. I didn't name anyone so that no more arguments and other problems would arise. The children would solve it with notes. Of course, this is not a good solution to the situation and usually does not help anything, so I decided to do something completely different. The next day, I divided the class into small groups and the students acted in skits with good and bad situations while filming themselves. For example, how to say hello, how to come to class, what to do if someone gets sick. The students enjoyed it very much. After that, with the help of the introductory scenes, we came to this situation where the student practices martial arts on his classmates. The incriminated pupil was a star - his potential was fulfilled. He needed attention and this got it and then he realized his actions and stopped. That way, I didn't have to deal with the situation with my parents or my superior.\n\nOutcome:\nThe whole class liked filming the skits and so they continued. They could always look at the interactive whiteboard afterwards and discuss what they did well and what they did wrong. The student stopped his behavior. He realized it was wrong and started attending a martial arts club. This ended the problems in the class and the class worked together again.\n\nStudent Profile:\nAge/Year: 3. třída, 9let\nHobbies: Fotbal\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1476", "student_age_year": "3. třída, 9let", "student_hobbies": "Fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "20", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1113", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a physical education lesson when the children were playing dodgeball. From the corner of the gym there was a loud scream and foul insults directed at one student. After ascertaining the state of the situation, it was discovered that the student had accidentally hit her classmate with the ball, who started cursing and insulting her very rudely. In addition, he began shouting phrases about how he did not want to live anymore and that he did not like anything in the world, which was assessed as very unusual behavior.\n\nSituation (Anamnesis):\nThe student who was the aggressor in this situation had problems integrating into the team. The other kids rejected him because he was critical and constantly criticizing them, which made them uncomfortable and they didn't want to be friends with him. He thus became the unpopular 'renegade' of the class. There was considerable pressure on him in his family, as his parents had disproportionate expectations that he could not live up to.\n\nTeacher Intervention (Solution):\nDue to the content of the student's speeches, an educational committee was convened. As part of the commission, all the facts were investigated and an interview was conducted with the parents, the school psychologist, the class teacher and the guidance counselor. I, as an assistant teacher who was present during the conflict, cooperated with the educational committee and was the main witness.\n\nOutcome:\nThe result of the solution was that the student changed classes the following school year, which benefited him and helped reduce the root cause of the problem. The student who was accidentally involved in the incident was not dealt with in any way because it was an accident that was not intentional.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: -\nDisorders: Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour, Verbal aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1113", "student_age_year": "11 let, 5. ročník", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování", "teacher_approbation": "Středoškolské, kurz asistenta pedagoga", "teacher_practice_years": "10 let", "problems_annotated": "Selfdestructive behaviour, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/79", "content": "TEACHING CASE STUDY\n\nBackground:\nIn an otherwise very gifted student, a drastic decline in performance was observed, which was resolved by meetings with the class teacher and educational advisor. On this occasion, the educational advisor discovered that the student had scars on her wrists, which she had covered with sweat.\n\nSituation (Anamnesis):\nA student in the fourth grade (9th grade of elementary school at a multi-year high school), she was very gifted and had excellent academic results. The deterioration took place as a result of arguments between the parents and the impending divorce. In addition to deteriorating results, she began to lose weight, which was evaluated as the onset of an eating disorder. The self-harm was probably of a manifestation nature and was not a serious suicide attempt.\n\nTeacher Intervention (Solution):\nThe educational counselor and the school psychologist met regularly with the student. The procedure of the school psychologist cannot be made public. The educational counselor met with the student once a week for three quarters of the year. One of the procedures chosen was to help the student develop her interests.\n\nOutcome:\nAfter the problem was noted by the school, the self-harm did not recur. The student managed to get excited about natural sciences. This allowed her to avoid inactivity, which had a negative effect on her mental health. At the same time, thanks to her successful participation in competitions, she managed to build up her self-confidence. She managed to regain good school grades, graduate, and then graduate from a prestigious university.\n\nStudent Profile:\nAge/Year: 14; kvarta\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Selfdestructive behaviour\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "79", "student_age_year": "14; kvarta", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Sebepoškozování", "teacher_approbation": "Magisterské Bi + Ch; Výchovné poradenství a metodika prevence", "teacher_practice_years": "26", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/765", "content": "TEACHING CASE STUDY\n\nBackground:\nstarted this chemistry class like I always do. The students had a written test on the nomenclature of acids and hydroxides announced in advance. Before the test, the students were still looking at their notebooks at the last moment, and I warned them to put everything, except for writing utensils, in their bags. Subsequently, I handed out the tests and walked between the desks during the exam. I noticed that the student does not look at the test, but often looks at her palm. When I came closer, the student did not notice me and I discovered that she was hiding a small piece of paper in her hand. It was a draw.\n\nSituation (Anamnesis):\nThe class the student was in is a very good group. Pupils have a lot of fun with each other and help each other. Conflicts and disciplinary problems practically do not occur in the classroom. They also get along very well with the teachers and are active during lessons. The student is quite popular in the class. She started doing some modeling and that made her even more popular. He is not the center of attention, but he is not afraid to express his opinion or actively communicate with other children or teachers. She likes to help others and is not afraid to take the lead in group work. On the other hand, he can listen to the opinions of others and let himself be guided. The student comes from a divorced family. Since she was 2 years old, she has lived only with her mother, and her father cut off all contact with the family. The student has one sibling, an older sister, who studies high school with a high school diploma. The student has a good relationship with her mother and sister, and there are no pathological phenomena in the family. Both her mother and sister actively support her in everything she wants to achieve.\n\nTeacher Intervention (Solution):\nAs soon as I recognized that the student was describing, I remained calm. Every teacher encounters such a situation very often. I approached the student and took the tow truck from her hand. Over the years of practice, I have found that scolding a student for copying is not the best solution. Instead, I told the student that she will not write the test today and I will give her a five. Subsequently, I asked her if she was aware of her own mistake and I gave her the opportunity to write the test again and I would average the resulting grade with the previous five. Here I would just add that I gave the students the option of deleting one grade per semester according to their own choice. After an hour, the student came to me and we agreed on an alternative date for writing the test.\n\nOutcome:\nThe student and I continued to get along well. She really remembered her mistake and went to the tests better prepared, and above all without a problem. Not long after that, I offered the students that if they needed further explanation of the subject matter, all they had to do was make an appointment and I would explain the material being discussed to them in their free time. I talked to the whole class about the use of pullers, and that there is no need to be afraid of tests and everything is agreed upon. If they failed a test and received a bad grade, they had the opportunity to improve it. This prevented the use of cheats during tests and gained more confidence from the students.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: modeling, knihy, focení\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "765", "student_age_year": "14 let, 8. třída", "student_hobbies": "modeling, knihy, focení", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "vysokoškolské (přírodopis a chemie)", "teacher_practice_years": "23", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1390", "content": "TEACHING CASE STUDY\n\nBackground:\nmet him for the first time in 2021 when I got him into my sorority class. I was always in charge of the second class after classes in clubs and circles. I did not experience the atmosphere of the class during the lessons, but in the sorority, the class had a friendly effect on me and the relationships seemed problem-free. The student was not problematic at all and, considering that he was in the second grade, he thrived with very good grades. He was an athlete, more precisely he attended football club and kung fu lessons. He was kind and friendly. In the middle of the year, however, there was a slight change. A good and friendly boy turned into a boy who mocked and was mean to the little girl for reasons beyond her control. Suddenly, an unpleasant atmosphere prevailed in the classroom, and the girl did not want to participate in the activities. In my opinion, I caught this situation in time by asking the sad girl aside from everyone. She confided in me what was happening to her and that the children did not have fun with her, because the pupil laughed at her in front of everyone and said that her grandmother was old and bad. The girl's grandmother was a teacher who teaches history and physical education at our school and is in the sorority. At first, I wanted to prevent children from mocking the student. However, I also had in mind that I had to find out why the student was talking about the teacher like that. After talking with the children, I confronted the teacher and asked her if she knew why the student was saying these things. The teacher told me that a week ago she yelled at the student because he was unsportsmanlike in ball games. The fact that the teacher yelled at him was later confirmed by the student. I explained to him that the teacher didn't mean it badly, that she would warn any athlete who behaved like this and that there was no need to hold any grudges. So, after this incident, he took out his anger on a girl who is the granddaughter of this teacher. Since the whole class was involved in the situation with the girl, I decided to solve the situation with the whole class and called them to our group carpet, where we sat down and started to solve the situation. Now there is a good atmosphere in the class again and no one makes fun of anyone. The student no longer has any problems with the teacher.\n\nSituation (Anamnesis):\nThe student lives with both parents and has two younger siblings, so he is used to children and is very friendly. The student is a good and problem-free child. The class is smooth and calm from the start. There was no bullying or anything like that. There is a pleasant climate in this class. The student is popular in the class group and has friends there.\n\nTeacher Intervention (Solution):\nThe student had been a problem-free boy up to this time, who had not shown any extra strange and bad behavior. His grades and activity at school were very good. One day, however, I noticed a worse atmosphere in the group and a depressed, otherwise very cheerful girl who did not want to participate in any activities. So I take her aside and ask her what's going on. The girl cries and tells me that the student started laughing at her because her grandmother is mean and old and that she will make sure that no one befriends her because if her grandmother is like that, then she will be just as mean. The girl's grandmother is a teacher at our primary school who teaches history and physical education and has a group in the afternoons, so the girl knows her grandmother. I wanted to solve the situation in complete calm and in a friendly spirit with all the children, so I called all the children to the carpet, where we talked and sat in a circle. I explained to them that we cannot laugh at anyone for anything, and certainly not for the kind of parents and grandparents someone has. I tried to explain the situation to the children using various examples so that they could understand it as best as possible and be able to empathize with the girl's situation. Subsequently, I asked the actors who mocked the girl to apologize. And she gave a small warning that if it didn't stop, I would have to deal with it with my parents. Since then, everyone is friends again in the class and the taunting has stopped.\n\nOutcome:\nstudent and a girl are not the best of friends, but they get along. No one laughs at anyone, and when there are joint activities, they don't mind working together. I also reacted to how the student was talking about a certain teacher and informed her about it. The anger probably stemmed from sports activities, when the teacher shouted at the student in the game because he was not behaving in a sportsmanlike manner. A year has passed since this incident and there has been no taunting and insulting of the teacher because he understood that the teacher did not mean it badly. Since the situation was resolved quickly and without the presence of parents and educational advisors, I consider this situation well managed. My school experience is not very long, so I haven't experienced many unpleasant conflicts. And I hope I don't. But I definitely rate this one as a well-solved one.\n\nStudent Profile:\nAge/Year: 7 let, 2. ročník\nHobbies: SPORT – fotbal, kungfu\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Disrespectful communication, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1390", "student_age_year": "7 let, 2. ročník", "student_hobbies": "SPORT – fotbal, kungfu", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vyšší odborná škola Jihlava - předškolní a mimoškolní pedagogika (DiS.)", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/262", "content": "TEACHING CASE STUDY\n\nBackground:\nnoticed the student's problematic behavior last spring, after the schools reopened. The student often interrupted my explanation, usually made a remark and his friends started laughing. In the beginning, I didn't pay so much attention to it and decided not to reprimand the student, after all, he hadn't seen his classmates in person for a long time and it was obvious that he missed contact. But after this behavior was repeated almost every lesson, I warned the student that he was disturbing not only me, but also his classmates, and I decided to deal with his behavior.\n\nSituation (Anamnesis):\nThe student lives with both parents, he is an only child. He likes to entertain other classmates and you can see that he likes to be the center of attention. There are 26 students in the class, 18 of them boys and 8 girls, so the class is wilder and the teacher often has to raise her voice. Everyone gets along in the class, there were no signs of bullying or cyberbullying. Even from my observation during practice, it can be seen that the class is diligent and interested in the subject and the students want to participate in the lessons. Due to renovations at the school, the students are now in a temporary classroom, which is smaller than what they are used to, and for that reason they do not have space to rest on the carpet during the break.\n\nTeacher Intervention (Solution):\nfirst solved the student's problematic behavior by negotiation and admonition, when he interrupted me during my explanation, I admonished him and continued the explanation. Several times I also reminded the student of the school rules and class rules, which we agreed upon at the beginning of the school year. But when it happened almost every hour and the student did not pay attention to my admonitions, I discussed the problem with the other teachers who teach the class, and we agreed that this behavior was repeated. The problem was therefore resolved with the other teachers of the class, with the headmistress, with the guidance counselor and with the pupil's legal representatives. The student received notes and a teacher's assistant also came to the class, working with both the student and the entire team. After about a month, the student calmed down and started to take into account both me and his classmates, even though he has a need to express himself in class and be the \"joke of the class\"\n\nOutcome:\nSince the student's behavior did not harm anyone and after about a month a change and improvement in behavior and also greater respect for the teachers could be seen, the incident did not have to be resolved in the long term. And a short-term solution (notes and talking to legal representatives) was enough to fix it.\n\nStudent Profile:\nAge/Year: 10 let, 5. třída\nHobbies: Sportovní aktivity\nDiagnoses: ADHD\nDisorders: Disrespekt,Neúcta k autoritám,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Working with the collective, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "262", "student_age_year": "10 let, 5. třída", "student_hobbies": "Sportovní aktivity", "student_diagnoses": "ADHD", "student_disorders": "Disrespekt,Neúcta k autoritám,Rušení výuky", "teacher_approbation": "Magisterské studium, Učitelství pro první stupeň", "teacher_practice_years": "25 let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/984", "content": "TEACHING CASE STUDY\n\nBackground:\nbecame a class teacher in the 6th grade. During the year, animosity between two pupils came to light. I started to find out from my colleagues why it was happening, whether it had happened in the past. I was told it was. The dispute arose already in the 1st grade. However, I have not been able to find out why this is happening, why the animosity persists. In 6th grade it came in waves. There was a period when it worked normally, then they went more against each other, mainly one student against another. One pupil did not want to be with the other pupil in the group during group work, she 'inoculated' the other pupils as well, so the other pupil usually stayed last or worked alone. In one situation, one student stepped on another student's slipper, which came off. I had to deal with my parents. I asked when and why the dispute arose. They say since first grade. One student hit another student because he was probably provoking. He does not know why the other pupil reacted, how she reacted.\n\nSituation (Anamnesis):\nOne student: an average 6th grader, growing up with only her mother. The second student: a slightly above-average student of the 6th grade, quiet, introverted, I consider him non-conflictual, sensitive.\n\nTeacher Intervention (Solution):\nI interviewed both students separately. I asked him first, then her, what happened and why. Everyone told me their point of view. Then I had them both there, I confronted them. I asked similar questions. Does one student think that the other student is comfortable? And that the other student, are you returning it? At the same time, I confronted the whole class about whether they think that one student looks forward to school when he is there alone, he doesn't have a place to belong.\n\nOutcome:\nWe agreed that they wouldn't notice each other, wouldn't be in groups together. If they prefer to work independently, they can. The class, especially the boys, recognized that it was not pleasant, that they would not look forward to school in his situation. They began to take one student among themselves. The sentences were: 'Then I will be with this student.' 'Next time I will be with this disciple.' I think the conflict between the two students continues. It's not resolved, it may never be resolved. I tried to explain to them that they would be together in the classroom for another three years, that the collective should work in the classroom. Therefore, I do not consider this situation to be well managed.\n\nStudent Profile:\nAge/Year: 12 let, 6. třída\nHobbies: Hasiči, knihy\nDiagnoses: Dysgrafie\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "984", "student_age_year": "12 let, 6. třída", "student_hobbies": "Hasiči, knihy", "student_diagnoses": "Dysgrafie", "student_disorders": "", "teacher_approbation": "Studentka učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Physical aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/16", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is famous throughout the school for the fact that, as soon as the teacher does not pay attention to him, he starts loudly calling attention to himself, shouting and thus interrupting the entire lesson. All teachers who teach in this class have to deal with this problem during every lesson, and I am no exception. During one afternoon English lesson, when I was already tired and apparently the students were too, because they were not performing the way I am used to from them, the student started interrupting again because I was trying to explain grammar to another student, in which she repeatedly made mistakes. The student first began to wiggle in the chair and turn in all directions. As I continued to attend to the said student, he began loudly shouting out the correct answers to the questions I was asking the student. After my admonition, he was silent for a while, but then he started calling me loudly \"teacher, teacher\n\nSituation (Anamnesis):\nThe class in which the pupil is located is relatively large - there are 26 pupils in total. In addition, the pupils of this class did not manage to establish good relations with each other, the collective is not close and several individuals, including the pupil, are excluded from it. In the case of a student, however, it is difficult to say whether he is excluded from the group because he is constantly disrupting classes, or whether he has been excluded from the group and therefore disrupts classes. The student has no problems with grades. Although he is constantly disruptive during class, his academic results are satisfactory. Rather, he seems to crave attention, which he may not be getting as much as he needs, given that he is an only child and lives only with his mother.\n\nTeacher Intervention (Solution):\nI raised my head angrily and shouted at the student. However, that helped for ten seconds. \"I have to take care of others too, you are not alone here, you have to wait a while,\n\nOutcome:\nThe student froze and did not speak for the rest of the lesson. I was glad for some peace, even though it bothered me that I had to use forceful means to achieve it and was unable to explain it to the student. I hoped that it would at least be of some use, that the student's behavior would improve at least a little. The boy was stunned for the rest of the day, but in the next English lesson we had the next morning, he was disruptive again, just like before. The effect of my solution was only short-term and was not reflected in the next lessons.\n\nStudent Profile:\nAge/Year: 12 let, prima\nHobbies: otevřená otázka\tastronomie a kosmonautika\nDiagnoses: ADHD\nDisorders: Vykřikování,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "16", "student_age_year": "12 let, prima", "student_hobbies": "otevřená otázka\tastronomie a kosmonautika", "student_diagnoses": "ADHD", "student_disorders": "Vykřikování,Rušení výuky", "teacher_approbation": "Učitelství anglického jazyka", "teacher_practice_years": "15", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/964", "content": "TEACHING CASE STUDY\n\nBackground:\nAt that time, I began to notice a new dynamic in the English language class. One of the students was completely detached from the rest of the class. In every team or pair work, the pupil always remained last and I always had to assign him somewhere. When I asked other colleagues about their experiences in other classes, most told me that it works exactly the same in their classes. The student was completely ignored by the entire team. It is said that no one spoke to him even during the breaks.\n\nSituation (Anamnesis):\n7th grade student - a very introverted student, in previous years he had a friend in the desk with whom he spent most of his time, but he moved away. He paid attention and tried his best in class. He usually managed homework without problems, so the only problems were in group work and inclusion in the team\n\nTeacher Intervention (Solution):\nbegan to notice that one of the students was completely ignored by his class. When assigning group work or work in a group, the student was left alone and several times I had to assign him to the group myself. It could be seen that the other classmates were not happy that the student had to work with them. This situation was repeated for several weeks. I decided to talk to one non-confrontational student who is impartial most of the time. The student told me that a group of problematic students has been making fun of the student for some time. The whole situation started on one of the school trips, where the student admitted to one of the girls that he would like to 'date' him, she rejected him, but the rest of the class started picking on him. The student was not very popular even before the incident, but the confession hurt him even more. I passed the situation on to the class teacher. She tried to talk to the students several times. During the lessons, various teachers tried to involve the student in group activities and work in pairs. They chose different students each time, hoping that the student would improve his relationship with his classmates. Some tried to engage the student in the conversation, but the student remained silent for most of the time and did not participate much in the conversation.\n\nOutcome:\nUnfortunately, the result of the solution did not show much, the students were in the 9th grade and left for secondary school in a few months.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nHobbies: Video hry\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "964", "student_age_year": "14 let, 9. třída", "student_hobbies": "Video hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské – AJ, ČJ", "teacher_practice_years": "21", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/354", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter the student got into the second year of high school with great problems, we started working in a certain company. I was in charge of them. We took turns every two days. In advance, of course, all students were even familiarized several times with the school rules and especially with the rules of the company in which we had the opportunity to practice. However, for some it was in vain. There was a problem right after the first day of practice. Honestly, I wasn't even surprised that the next problem would concern this particular student, but I hoped that there would be no inconvenience. After work, I let the students go to the shops to buy breakfast for the next day. They came back quite quickly and scattered around my rooms. Of course I checked to make sure everyone got back to me, but I didn't feel the need to search their shopping or visit them several times a night. I knew that everyone was in their places, or there was no movement, so I went to sleep. In the morning, I was approaching the company's main entrance, I noticed that the student was following me. However, I didn't turn around, I needed to deal with something with a colleague, so I continued to the gate. The doorman guarded the 'flashing system' near her. The system started to beep at any time and it was possible to check at any time whether the given worker had consumed any alcohol. After a short time, I realized that the student did not follow me and somehow got stuck near the gate. I was beginning to suspect. The lady shouted at me to call me. She described to me how she gave the young man a blow job. I don't remember exactly how much they measured, but I know it must have been more than one beer. The student tried to save the situation, so he made up something about the remnants of Listerine, which is the mouthwash. After ten minutes he repeated the test again and of course it was confirmed again. I explained to him that under no circumstances could he enter the establishment. I also couldn't leave him alone in the room if I gave him his own study.\n\nSituation (Anamnesis):\nThe student belonged to a group with a generally negative reputation. It was a few years ago, but I remember that they were 'flashing' together and spreading fake excuses among themselves, even though he was supposed to be the author. He was regularly reprimanded by his homeroom teachers, and failing grades for behavior were also a matter of course. When their truancy was being dealt with among colleagues already in the first year, I remember that there was already some alcohol being dealt with there. The guy came from a certain city, from a divorced marriage. It seems to me that my mother had him at sixteen and after many years she had a child with another man. Of course, I don't want to denigrate the situation in any way, but it was simply obvious that the then sixteen-year-old was not given as much attention as might have been required.\n\nTeacher Intervention (Solution):\nIn the school rules and the company rules that I mentioned, it said that they have a zero limit. That is, they cannot inflate even a tenth. If this happens, the following dismissal from the company occurs and, of course, problems at school. I took the student back to the dormitory, but before I dealt with his studies, of course, I had to deal with the situation somehow. I let my company director know what was going on and also the school director of course. He called his mother about how he had committed a serious offense, but I didn't deal with it further. I mean calling parents. I left that to the director, as I primarily had to deal with the situation in the company. In fact, we were supposed to stay there for one more day, so I arranged for him to come with us, that I couldn't leave him alone. I didn't want to tell him that he would probably get kicked out of school, so I had to act like nothing happened, yesterday was yesterday and today is today. I remember how he was still quiet, but not silent, that he was sorry, it didn't occur to me at all. More like arrogance, that he didn't even try to somehow justify his behavior, but that's how the poor guy tried for the next day. So he did like never before.\n\nOutcome:\nUnfortunately, after arriving at school, of course we had to deal with it. After coming home from practice, the boys went to play fifa and the student drank two two-liter bottles of beer until the morning. So he came to school in such a sleepless state and the principal immediately called him and therefore also his mother, and it was resolved very quickly by firing him not only from the company but also from the school. I could have sent him home after the first day at my own expense, but by coincidence, a similar tragedy happened in the same village a year ago. It's just that the fourth grader in high school had some problem with the teacher and threw himself under the train. So that nothing bad happens that I could blame myself for my whole life. So I took a cautious step without unnecessary reproaches and threats, we took him straight home with us the next day. I proposed a solution and the director agreed with me. However, I confess that I have no idea how the boy continued after being forcefully expelled from school. All I remember is that his mom was moaning that she couldn't handle him anymore. It's hard to say whether it should have turned out differently. We tried to guide the boy to a more correct path, but what a problem, it was initiated by him. It wasn't so much up to me, the school, as it was up to the parents.\n\nStudent Profile:\nAge/Year: 16 , druhý ročník SŠ\nHobbies: Fotbal , počítačové hry\nDisorders: Lhaní,Záškoláctví,Podvody,Alkohol\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "354", "student_age_year": "16 , druhý ročník SŠ", "student_hobbies": "Fotbal , počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Záškoláctví,Podvody,Alkohol", "teacher_approbation": "Stredoškoslké- DPŠ", "teacher_practice_years": "Celkem 39 – z toho škola 9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1019", "content": "TEACHING CASE STUDY\n\nBackground:\nTogether with two other classmates, he often spent long breaks and free hours in the men's toilets, probably for the purpose of smoking. The smell of smoke could often be felt in the toilets. During one of the free lessons, the student thought that his classmates could throw wet toilet paper at each other. They did, but the activity continued. The student and his classmates began throwing the paper at the ceiling and walls with the goal of making it stick and stay there. Subsequently, they began to use wet toilet paper to plug all openings, taps, shells, toilets, even an electric hand dryer, which could be very dangerous. Since the students were noisy, they were caught.\n\nSituation (Anamnesis):\nThey were three friends from the 9th grade. The pupil is dominant among them and puberty is already significantly affecting all of them. This manifests itself in the form of doing stupid things, being rude, being noisy and showing off, lying, etc. The student often interpreted his actions at school in a false way and did not give the parents truthful information. Together with the two classmates, they form a group that attracts other classmates with their behavior and their dominance.\n\nTeacher Intervention (Solution):\nOn the basis of this act, taking into account the pupil's previous behavior, an educational committee was convened, which consisted of the class teacher, educational advisor, other teachers and a representative of the school management. This commission conducted an interview with the student to clarify the situation. The student cooperated fully and expressed that he was subsequently sorry for the incident and that it was a mistake. He also took responsibility for his classmates, who left with only disciplinary action. The pupil's parents were also invited to the committee, who agreed that in addition to the disciplinary measure, the pupil would work 6 hours under the guidance of a janitor for the benefit of the school. Even the student did not raise any objections and accepted his punishment.\n\nOutcome:\nThe student helped the janitor with the maintenance and cleaning of the school for a total of 6 hours. Since then, no similar vandalism or more serious behavior has occurred or is known. His behavior has been more moderate since then and it is clear that he has learned from the previous case and does not want to get into similar trouble again.\n\nStudent Profile:\nAge/Year: 15, 9. ročník\nHobbies: O ničem se neví je to kuřák.\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1019", "student_age_year": "15, 9. ročník", "student_hobbies": "O ničem se neví je to kuřák.", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr – Matematika a Fyzika", "teacher_practice_years": "34", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1440", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I want to talk about took place in a class where I was a class teacher. It is 5 years ago. Back then, in the 6th grade, I also took over the classroom from my colleague from the first grade. Because I always try to make up my own opinion about the students, I did not find out any specific problems within their team in advance. However, I was alerted to the high absence of one pupil. It was this pupil L. who started at the beginning of the year and I didn't see any problems at first. The only thing is, she was significantly quieter than other classmates. It is also worth noting that she was a year older than everyone else, because she repeated the 5th grade due to a large absence (at her mother's request). At the introductory classes, she introduced herself like the others, I was personally surprised by her interest in Japanese studies and in general the culture of East Asian countries. In the first week, L. went to school normally, this week we had introductory lessons, a safety day, project teaching and class days, i.e. classical teaching did not take place yet. In the following week, L. came on Monday, but from Tuesday to Friday she was excused, saying that she had antibiotics. The next week she arrived on Wednesday and didn't come again for the rest of the week. Absences began to multiply, after 14 days the first teacher came to complain that he would demand some further steps to solve this absence. I tried to reassure myself and other colleagues that the student was really sick. After the month of September, the student's school was 1/6 of the possible teaching.\n\nSituation (Anamnesis):\n12-year-old 6th-grade student, an introvert, unimpressive in the team, often sick.\n\nTeacher Intervention (Solution):\nwas the first to decide to talk to L. at the first possible opportunity at school. Since we always have annual class projects at our elementary school, in which the whole class is involved, I wanted to connect the interview with this topic. So, in the third week of September, I invited L. to my office to discuss working on the project. She was to create anime illustrations for a project called 'How we can save the planet from garbage'. We met alone in the office after the lesson, we started talking about visualization and what its ideas are. I was glad of her interest. Then I asked her how she was doing, that she was sick, and the answer was something to the effect that she was better. So I talked for a while about the fact that I'm also often not well and that my family doesn't always understand, and I tried to be cheerful about it. L. talked about the family situation, that the mother lives with a new partner and that she does not have much time for her, so that sometimes she does not feel well when she imagines that she will not see her, because they could go on another trip with 'dad' or vacation and she should be home alone. The situation did not seem quite adequate to me, but I was very glad that L. confided in me. Following that, I invited Mrs. L. to the school, with whom I spoke about L. and her increased absenteeism, which the teachers are beginning to complain about, despite the fact that they rate L. as otherwise very clever and that they are not observed in class no problems like bullying or others and does he know when there might be a problem. We talked about her health, my mother told me that the doctor often doesn't know what to do with L., because she complains about health problems for which she has no symptoms and that she doesn't know what's going on. Since I had the aforementioned information from L., I recommended to my mother that she and L. visit our school psychologist together. I explained to her how it was going and that I could imagine that she and L. could visit him alone and try to talk. We also visited our school psychologist together after the interview, and my mother made an appointment for a consultation.\n\nOutcome:\nAfter a week, my mother called me to say that she and L. had been to a psychologist together and that she would like to stand up for me. At the personal consultation, she told me that she and L. talked a lot and that she suspected some problems in communication between them and in the household. She also told me that they want to go regularly for consultations with a psychologist. Absence gradually began to decrease (from about November) and in December the absence was minimal. For a change, certain symptoms of anxiety appeared in L., but at that time I was already in almost regular contact with L.'s mother, together with the school management we agreed that L. would get a teaching assistant who would help her with organization of all her school activities and for her he was also a person who would try to motivate her to study. The assistant was assigned to L. at the beginning of December, and in the course of the next semester it became clear that this assistant would help another student from this class of mine. The collaboration proved to be very fruitful. Absences were minimized, and at the end of the 6th grade, during a private conversation, L. told me that she was feeling very well and, when asked in more detail about how and what she does in her free time, she gave me information about joint trips 'with mom and dad' and how she they support her hobbies, such as going to Japanese studies courses in a nearby district town, etc.\n\nStudent Profile:\nAge/Year: 12 let (6. třída)\nHobbies: Japanistika, kultura východních národů, zájem o anime\nDiagnoses: Celiakie\nDisorders: Bariéry v komunikaci,Absence\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1440", "student_age_year": "12 let (6. třída)", "student_hobbies": "Japanistika, kultura východních národů, zájem o anime", "student_diagnoses": "Celiakie", "student_disorders": "Bariéry v komunikaci,Absence", "teacher_approbation": "Mgr., ČJ, RJ, ZSV", "teacher_practice_years": "27", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/529", "content": "TEACHING CASE STUDY\n\nBackground:\nThis event took place early in my teaching career. It was the 29th of June, the day before the report card, and I had to collect textbooks from the students in my class. One student liked the geography atlas, so she decided not to return it to me. She told me that she didn't have it with her, but I saw that she had it with her on the bench. I repeatedly asked her to return it to me, however, throughout our conversation she said that she did not have it with her and that she could not return it.\n\nSituation (Anamnesis):\nA ninth-grade elementary school student, extroverted, self-confident, frequent adolescent scenes, disrespectful of rules, went to school, was reprimanded by the school principal.\n\nTeacher Intervention (Solution):\nasked her several times to return the atlas to me. After some time I ran out of patience, so I said we will go to see the headmistress. So we went to the principal's office, I accurately described the situation to the principal, and the student finally returned the atlas. However, I still did not consider the situation resolved. That same day, the pedagogical council was held and I demanded that this student get a two in behavior. For that, it was necessary that the teaching body voted for this decision, which happened and I was satisfied with this solution.\n\nOutcome:\nThe second day, June 30, was the handing over of certificates. I handed over the student's report card with the belief that she had a two in behavior, as we agreed at the meeting. After a while, she came to me excited that she got a first in behavior. I didn't understand how that was possible. In the end, the director made a different decision than what we agreed on at the meeting. I remember it turned me on a lot at the time. After graduating from school, the student came back to me several times, I was her favorite teacher. She managed to graduate from college and travel to a lot of countries, so she seems to be doing quite well.\n\nStudent Profile:\nAge/Year: 7 let, 2. ročník ZŠ\nDisorders: Agrese,Lhaní,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "529", "student_age_year": "7 let, 2. ročník ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Verbální agresivita", "teacher_approbation": "Magisterské vzdělání – Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "20 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/536", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the 6th grade, the student had health problems which, according to the class teacher, could be of a psychosomatic nature. In the 7th grade, right during her illness, two of her classmates sent messages on a social network that were not very nice. They were also supposed to start a group on the social network called \"Stop the pupil\".\n\nSituation (Anamnesis):\nThere was an even number of boys and girls in the class. Based on this gender distribution, several groups were formed that did not pull together. The boys had their own group, while the girls had more groups - about three. So the girls didn't stick together, and sometimes gossiped about each other. The groups often met at one bench, and when someone left the chair, someone else took it, and the other girls wouldn't let anyone else in. The class therefore rejected possible bullying by female classmates. Several witnesses from the class said that all the girls were gossiping about each other and it was not unusual. The same goes for taunting, but the student always took it too personally. Her classmates' humor was different from hers, and she often got offended because of it. Several female classmates said that the student had her own sense of humor that no one but her understood. When one of the other classmates did not have the same opinion as the pupil, she immediately got angry. There were also comments on the student's outfit when she was wearing an older T-shirt. Gossip was not only present in the classroom, but continued into cyberspace - especially on Facebook, the social network and Instagram. However, no one in the class group knew about the sent messages, except for the student, her classmate and her classmate. The pupil was in the toilet at the time when the classmate was sending messages to the pupil from her mobile phone. The classmate has a lot of fun with the girls in the class and, among other things, also makes friends with the male and female classmates. As a student, she is quite offensive and gossips about other girls.\n\nTeacher Intervention (Solution):\nAfter reporting the student's parents, due to possible psychological bullying, the school's prevention methodologist turned to the girls' class teacher, who selected individual classmates of the girls, and then interviews took place with them. At least two employees were always present during the calls - the school's prevention methodologist, an educational counselor and a class teacher. About a week later, the school's prevention methodologist contacted the pedagogical-psychological counseling center, where all the facts and messages sent on the social network were shared. The employee of the pedagogical-psychological consultancy did not believe that this was bullying and recommended further work with the class team, informing parents and strengthening the supervision of the class. The day after, a meeting was held with the parents of the pupil and fellow pupil, where the situation in the classroom was discussed. The parents agreed that the pupil is overly sensitive, tearful, regretful and abusive, and that the problem is on both sides. Another procedure for mapping relationships in the classroom was discussed. At the same time, it was agreed to work with the school psychologist in the classroom to help improve relationships in the classroom. About two weeks later, consultations took place with the school psychologist who worked with the class team. It was observed that there is a lack of mutual respect and little cohesion (grouping of the collective) in the class. Inappropriate behavior (teasing, gossiping, manipulative behavior, etc.) was also observed, but across the entire class. The target was not just one pupil or pupil, but it happened on both sides. These findings led to the conclusion that this is not psychological bullying towards the pupil. During class activities, which had the goal of uniting the collective, all students cooperated, except for one student and one classmate, who boycotted the activities. The student refused to cooperate with the psychologist and, according to her, she is fine in class and does not want to solve anything. The pupil's parents were also reluctant to cooperate with the psychologist. The pupil's parents also insisted on their original claim that it was psychological bullying, which the psychologist ruled out several times.\n\nOutcome:\nThe solution proposed by the psychologist (for the pupil to visit a psychologist) was rejected by the pupil's parents and they refused to entertain this solution. Now the situation is such that the student has fun with all her classmates, but the friendships may not be sincere. Most often, the student has fun with her \"aggressors\".\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: –\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal aggression, Bullying\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "536", "student_age_year": "13 let, 7. třída", "student_hobbies": "–", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské (fyzika, matematika)", "teacher_practice_years": "30 let", "problems_annotated": "Violation of classroom/school rules, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/963", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had problems even before the beginning of his studies here. He always kind of passed the whole time. But as soon as he went to the second grade, things started to get worse and worse with his studies. This student was in a group of boys who often caused problems, both in and out of class. It seemed to me that he wanted so badly to remain a part of this group that he began imitating them just to please them. The student began not only to disrupt the class, but to intentionally make the teachers' work worse. He refused to work in class, everything the teachers did or said was ridiculed, he didn't bring assignments and he didn't prepare for any tests or papers at all. Overall, school became the very last thing on his mind, and he completely ruined the school experience for everyone else in the class. At that time, I was still their class teacher, so all complaints from teachers and parents went straight to me.\n\nSituation (Anamnesis):\nThe class was already divided into groups from about the fourth grade. Students split into groups of friends and hardly spoke to or hated anyone who wasn't a member of their party. Problem student - 6th grader, rather extroverted, had below average results most of the time but tried to 'get by', was calm most of the time but started shouting and cursing when confronted.\n\nTeacher Intervention (Solution):\nSeveral pedagogues tried to talk to the student, mainly because of the drastic deterioration in his grades. He didn't answer most of his colleagues or just shrugged and didn't say much. When the students entered the eighth grade, they also got a new class teacher. He was an older physics teacher and he had a lot of respect for his students. Especially the boys liked him because he was one of the few male teachers. As far as I know, it was during physics classes that the boys behaved much better than in other classes, but as soon as the complaints started to spread, the new class teacher started to deal with the whole situation more. He started talking to the whole class when that didn't help, kept the problem students in the class after the last lesson, and tried to get to the heart of the situation more. Of course, once the problematic student was with his group, he didn't talk much and the group leader took over. The disruptions stopped somewhat, but the student's performance still did not improve. The teachers noticed that the student behaved much better during English lessons. In these classes, the student spent most of the time sitting in the back bench and tried to pass without problems. The reason was that in English the students were divided into two groups (better and worse). The rest of the problem party was in the better off group. The student did not express himself much in these lessons, sometimes he said something, but otherwise he kept to the ground. Teachers began to put the problematic student in work groups with other students than his friends. When organizing the class, the class teacher tried to divide the group as much as possible, both in the class distribution and during any work.\n\nOutcome:\nThe benefit didn't improve much, but he was getting fours instead of fives. As for the distractions, that has partially gone away. It still wasn't perfect, but better than it was. Unfortunately, she did not learn more because the student transferred to another school at the end of the seventh grade. The pupil's mother had several conversations not only with the class teacher but also with other pedagogues. She herself saw that the problem was not in the school, but in the group in which the student spent most of his time. Therefore, she decided that a transfer would be the best solution - from an academic point of view.\n\nStudent Profile:\nAge/Year: 11 let 6. třída\nHobbies: Čtení, trávení času s ostatními členy rodiny kromě své matky – hlavně s dědečkem\nDiagnoses: ADHD,Dyslexie\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "963", "student_age_year": "11 let 6. třída", "student_hobbies": "Čtení, trávení času s ostatními členy rodiny kromě své matky – hlavně s dědečkem", "student_diagnoses": "ADHD,Dyslexie", "student_disorders": "", "teacher_approbation": "Magisterské – AJ, ČJ", "teacher_practice_years": "21", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1135", "content": "TEACHING CASE STUDY\n\nBackground:\nStudent A and his class were taken over by a colleague who suddenly fell ill, and I only taught in this class for one year. Student A struck me as a calm, rather introverted student with a very good grade. He wasn't in the center of everything in class, but he didn't get along with anyone badly and tried to help weaker classmates in their studies if they asked for his help. Shortly after I started, I noticed that whenever A checked in with an answer to my question, some of the kids started laughing loudly and making a series of comments. At first I just yelled at them, but later I noticed that it was becoming a rule. I also often witnessed children pushing him or taking his personal belongings. Once after an hour, I asked him to stay longer.\n\nSituation (Anamnesis):\nconsider this to be the first mistake, because the other children found out that I must have suspected something. And he didn't want to talk to me, he avoided eye contact and kept telling me that nothing was wrong. After our meeting, the expressions of classmates towards A became more frequent and much more obvious.\n\nTeacher Intervention (Solution):\ntherefore called the parents at the school, who told me that they knew about some problems, but at home the son begged them not to solve anything, as it would get even worse. It was worse for him too. We tried group and individual sessions with a psychologist, some reprimands were given, but a bunch of boys still bullied him. They dropped the physical bullying, which didn't even show up in gym, as the gym teacher mentioned to me earlier, but the taunts and taking things still continued. Parents of problematic pupils who were familiar with their children's behavior were also invited. Some defended them and some did not want to believe that it was true. Overall it had no result. In the end, the situation somehow calmed down on its own, but the ostracization of the student was obvious. Since the bullying stopped, it was as if the problem was no longer there.\n\nOutcome:\nAfter the bullying stopped, the children continued to push the student away and he was excluded from the team. In the end, he applied to transfer to another school and left our school after passing the differential exams. I see it partly as my failure, as I probably could have acted differently from the beginning, the question is whether it would have had a different outcome. It occurred to me that the children simply did not fit him for some reason and they would probably never accept him back into the collective. I don't know how I would proceed otherwise, but I believe that the student is much more satisfied in the new school.\n\nStudent Profile:\nAge/Year: 12 let, sekunda\nHobbies: Knihy, příroda, jízda na kole\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Bullying\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1135", "student_age_year": "12 let, sekunda", "student_hobbies": "Knihy, příroda, jízda na kole", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Ov", "teacher_practice_years": "30+", "problems_annotated": "Physical aggression, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/185", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not pay attention to the explanation or the given instructions. He had comments that had nothing to do with the topic or even the school. He often interrupted and did not work on what he was supposed to. The only activity in which he cooperated was when they had to talk in a group with classmates, but even there he sometimes deviated from the topic himself, or even led the whole group away. However, he always completed my assigned work very quickly and correctly, despite the fact that he did not listen to what and how to do it. When I assigned one exercise on a full page or worksheet, he never listened to the assignment, but always turned to his classmates, exchanged a few words with them, asked what he was supposed to do, and did it. During a verbal confrontation, he responded only in an offensive manner.\n\nSituation (Anamnesis):\nThe student lives with both parents and a younger brother. His social groups have a great influence on his behavior, and perhaps most of all the team in sports, which he devotes himself to very intensively. I notice big changes in behavior when he gets out of his social groups. Then he can work as he should and even become a quiet student. However, the student also works poorly with selected groups in the class, as soon as he does not get 'his' group, which he is used to, he refuses and does not cooperate as he should. However, once he is in 'his' group, his work ethic will increase in a very drastic way.\n\nTeacher Intervention (Solution):\ntried to solve the situation just by negotiating with the student privately, but unfortunately that didn't last very long, although he nodded to me and promised to fix everything, which he tried to do for a while, but it took about a week and he went back to his problematic dorms. He himself said that he is aware of this problem, but does not know how to avoid it, so I suggested that he should think about who he associates with and work on his behavior. This, as it turned out later, did not help much. I hoped that it could be resolved without disciplinary action, but it turned out to be unnecessary, so he received a reprimand from the class teacher from me, where I hoped that the parents would talk to him about it and it would be enough of a reprimand to so that his behavior can improve.\n\nOutcome:\nImmediately after the incident, he seems to have been reprimanded or scolded at home and his behavior has improved for a long time. When I say for a long time, within months. In other classes, he usually had no problem, so no major change happened. But after a long time, the student returned to his problematic behavior, since he was already approaching the end of the school year, so he thought that there was no need to change or deal with it in any way, if he would leave in a while and not have to deal with it.\n\nStudent Profile:\nAge/Year: 15; 9\nHobbies: Sport obecně. Sám hraje hokej na úrovni už nekolik let.\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "185", "student_age_year": "15; 9", "student_hobbies": "Sport obecně. Sám hraje hokej na úrovni už nekolik let.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (Pedagogická fakulta MU)", "teacher_practice_years": "5", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/204", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problematic behavior arose when the pupil transferred to our school, due to moving. She joined in September. And as soon as she started, problems arose in the class. The pupil refused to learn. She was rude and dragged other classmates down with her. When I called her, she couldn't do anything and kept laughing at me. Gradually, she also had unexcused hours. It took several months. There was a problem with the parents, because the pupil lived only with her mother, who could not handle her very well. In the beginning, there wasn't much to talk about with my mother. As for the biggest problem, clearly truancy. During the fall, she had really unexcused hours, and they were not few. The mother didn't want to deal with it, often the mother excused the unexcused class, but when 40% of the month is missing, something is wrong, isn't it. I can also say that I spoke to my mother on the phone several times and often my mother hung up on me, which was a problem.\n\nSituation (Anamnesis):\nŽačka moved with her mother from another city to our city. She said she had no such problems in the past. At school, however, she belonged rather to average to below-average students, she lived alone with her mother as an only child. At the age of 10, she was diagnosed with ADHD in a pedagogical and psychological counseling center. The class was average overall. There were more girls in the class. Of course, puberty takes its toll. A few children had diagnosed disorders there. It was mostly ADHD. I can also say that there was also one very talented pupil. After the student started, her friends in class became very bad, and they also started to be absent sometimes, although less. After it was resolved with the pupil, they also improved.\n\nTeacher Intervention (Solution):\nThe solution was that I got terribly angry with her for almost half a year. There were a lot of unexcused hours. She also had a lot of bad grades. I kept talking to her, but it wasn't worth it. There was also a bad conversation with the mother at the beginning, but after some time I invited the pupil to my office (she had been there several times, but this was already serious) and there I told her: 'Recover immediately, or you will do badly and fail and they will not take you to no high school! You want to prove something in life, don't you?' 'Probably yes.' 'This is the last warning and then we will deal with it with Mr. Director. And invite mom immediately!' The next day my mom came and I had a really serious talk with her and the situation was resolved. After consulting with the educational advisor, I had to threaten my mother with social services.\n\nOutcome:\nThe serious discussion in the cabinet was on Thursday, and mom came right away on Friday. The serious discussion with the pupil took place on Thursday and the serious discussion with the mother took place on Friday. I must say that on Monday the student came to school on time and was ready for everything. Her friends also prepared very well, which I did not expect. Well, then I thought I'd wait a few weeks to see how it turns out. It turned out well, because there were no more problems with the pupil as before, as far as truancy is concerned, so it stopped. I was in her class. And she passed school with us, and then I know that she entered secondary school at the business academy. So, the way I talked the student out and I think that it mainly helped that I threatened my mother with social services, the problems were solved.\n\nStudent Profile:\nAge/Year: 14 let 8. ročník\nHobbies: Záškoláctví, párty\nDiagnoses: ADHD\nDisorders: Lhaní,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal aggression\nSolutions Applied: Disrespectful communication, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "204", "student_age_year": "14 let 8. ročník", "student_hobbies": "Záškoláctví, párty", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Záškoláctví", "teacher_approbation": "Mgr. vysokoškolské (ČJL+HV)", "teacher_practice_years": "27", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/583", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, the maid of honor came to me to tell me that a girl suddenly ran out of a group of children playing with stuffed animals and started vomiting and crying. They could not get out of the girl what had happened, whether she was feeling sick or just sick, so the girl was sent home. The next day the girl came to school, but she was behaving strangely. She looked as if something had frightened her and she jerked her gaze towards the boy in the penultimate pew. The girl was avoiding the surroundings, so I thought I wouldn't scare her any more, I just came up to her and told her that if she needed anything, I'd be in my office, I have tea and biscuits there, so she can come and anything to confide In the afternoon there really was a timid knock on the door and that girl came. After talking for a while on a topic that made her feel safe, she slowly began to move on to the reason why she came to see me. The boy in the penultimate bench was said to be showing her some video with naked people on his mobile phone and forcing her to watch until the end, even though she didn't want to. From the brief narration, I immediately understood what it was about, tried to calm the girl down, and after she calmed down, went home.\n\nSituation (Anamnesis):\nThe student who played the video to others probably didn't want to harm others in any way, he was just curious and had to share what he discovered. As it turned out, he had downloaded some pornographic video that he forwarded with the boys in class and while waiting for his parents in the school club, he also showed the video to children who came near him.\n\nTeacher Intervention (Solution):\nI invited the boys who brought and distributed this video to my office. I asked how they got the video and why they wear it to school. One of them is said to have found the video by accident on the Internet and brought it to school to show off to his friends, who of course also wanted the video. It seemed that they regretted the act, they didn't mean it badly and didn't want to get into trouble. The video was deleted from the mobile phones, the boys promised not to wear this to school again. Although I felt sorry for them, how scared they looked and that they regretted their actions, each of them received a reprimand from the class teacher and extra homework as punishment.\n\nOutcome:\nThere was never a problem with the boys in this area. The video seems to have been forgotten and I haven't noticed another offense with them. They are now studying at a gymnasium, where they have no problems. I would certainly appreciate keeping a cool head while dealing with both issues. The approach was professional to both victims and perpetrators. I also consider the idea of an anonymous mailbox to be successful. I would definitely think better about the punishment, it seems to me that these two problems have a different weight of offense, so the punishment should be different in each case and not identical. When dealing with a problem with a bully, I would definitely focus more on the girl after I heard about some problems in the middle of the year to see if she changed her behavior, the fact that the teacher learned that the bullying continued until the end of the school year, I she will come very late, she should have definitely increased her punishment by two for behavior. I would definitely deal with both cases with the parents, I would further grade the bullying with a 2 for behavior, and I would punish the dissemination of pornography with a reprimand from the class teacher. I would also be very impressed by the behavior and awareness of the mistakes of the culprits themselves, if I saw how they realize their transgression and regret it, I would easily reduce/extend the punishment, also according to the subsequent behavior in the following months.\n\nStudent Profile:\nAge/Year: 16 let, 1A/4\nHobbies: Neznámé\nDisorders: Arogance,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "583", "student_age_year": "16 let, 1A/4", "student_hobbies": "Neznámé", "student_diagnoses": "", "student_disorders": "Arogance,Agrese", "teacher_approbation": "Mgr.", "teacher_practice_years": "29", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/789", "content": "TEACHING CASE STUDY\n\nBackground:\nIn my class, there is a boy with special educational needs based on autism spectrum disorders, speech disorders and ADHD, he is educated with the support of an IEP and a teaching assistant, he is in the care of a special pedagogic center.\n\nSituation (Anamnesis):\nBased on the Recommendations of the SPC, recommended teaching methods are followed, such as adherence to the regime, visualization of the daily regime, a motivation plan is set, etc. The boy has good prerequisites for education, however, they are blocked by a severe disorder of concentration and activity. The boy is medicated, yet he exhibits undesirable behavior. He verbally attacks classmates, sometimes also throws things. He often solves his problems by running away from the situation, with the help of the teacher's assistant he has mostly calmed down so far, however, her consistency is always necessary to solve the problem (cleaning things, completing the task, etc.). The situation worsened after the period of distance learning, very challenging behavior is observed in the boy both in the school environment and, according to information from parents, also in the home environment.\n\nTeacher Intervention (Solution):\nThe boy is often angry at school, shouts at school, does not complete assignments. One morning, a situation arose when the boy could not be calmed down, he attacked the teacher's assistant, who went with him into the corridor towards the relaxation room, both verbally and physically, kicking the door. I ran after them, tried to calm the boy down, but in the meantime the boy injured the assistant, painfully kicking her in the stomach. On the one hand, I called the RZS, which took the assistant to the hospital, and then also the mother, who came to pick up the boy; As a class teacher, I informed my mother about everything, I described the situation to her; I advised her to contact a child psychiatrist and at the same time the SPC, with the fact that I would also contact the relevant counseling worker to suggest the next course of action, because despite all the support measures set, these situations are no longer acceptable for the boy or for the other pupils in the class.\n\nOutcome:\nAs the boy's class teacher, I participated in a case conference together with the school principal, but unfortunately, it is not possible to fulfill the objectives of PK. The assistant has been on sick leave for the second month, the current teacher's assistant is often physically and verbally assaulted by the boy, despite setting clear instructions and a prearranged day and following other measures recommended by the SPC. Parents are considering changing schools.\n\nStudent Profile:\nAge/Year: 10 let, 3. třída\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Verbal aggression\nSolutions Applied: Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "789", "student_age_year": "10 let, 3. třída", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "VŠ, speciální pedagogika/český jazyk", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/889", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the lesson, it often happened that the student sitting in the middle of the class often interrupted the lesson by shouting (he talked loudly to himself, left the table out of nowhere and came back again). All this behavior was able to drive me crazy, so I tried to moderate it somehow. If he entered the interpretation, eye contact, an admonition, or walking up to him and placing a hand on his shoulder was often enough. At such a moment, the result came immediately and I could continue the lesson. The problem arose when the student had to calculate the worksheet by himself or do some other independent work. His calculations used to be all correct and at the same time fairly quickly calculated, so I gave him more examples. But then there was a turning point when he did not concentrate and disturbed the class, drew attention to himself, made noise, left the table and clapped his hands. During this, a mere admonition or eye contact was no longer enough. part of the class began to associate with this behavior by laughing or imitating it.\n\nSituation (Anamnesis):\nStudent - 7th grade student, extrovert (has many friends), above average, enjoys mathematics, physics, interested in astronomy. He is also involved in sports (volleyball, netball)\n\nTeacher Intervention (Solution):\ndecided to deal with this behavior in a more forceful way. During the break, there was a meeting with his class teacher, from whom I got all the information about PPP, I also received some advice from him (sit him in the front, try to separate him slightly from the class, define a space at the back for him, where he can go and sit on carpet and count examples there. If he has a lot of energy - let him do twenty squats.) The next day I met with the student twenty minutes before the first lesson, I talked to him about the fact that I needed him not to disturb others in the class pupils and devoted himself to the assigned work. From his interview I found out that the chosen examples are too easy for his level, at the same time he needs to change the space and in other lessons he uses a change of place.\n\nOutcome:\nIt took us a few days to adapt to each other's new approach, both from my side and from the student's side. At the same time, the class group was not at all surprised by this approach, because they already knew a similar approach very well from other lessons. The front seat was convenient for him and he was able to concentrate better on the work at hand. Examples of a more demanding nature also came next, which the student welcomed with enthusiasm and also had a certain effectiveness for a calmer course of the lesson. We also, as already mentioned, incorporated a change of place into the lessons, whenever the student needed, he moved to the back place on the carpet. I am of the opinion that if our communication (both from the student's side and from my side) is open, the lessons will continue to develop at a calm pace.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Astronomie, volejbal, nohejbal\nDiagnoses: ADHD\nDisorders: Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Physical intervention, Support, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "889", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Astronomie, volejbal, nohejbal", "student_diagnoses": "ADHD", "student_disorders": "Vykřikování", "teacher_approbation": "Mgr., Matematika a Fyzika", "teacher_practice_years": "4", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Support, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1027", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the entire last school year, they had bigger problems with addictive substances. We saw a lot of electronic cigarettes and nicotine pouches here. We actually had discussions about this with the educational psychology consultancy, when they sent us various materials, e.g. information leaflets, which we also sent to the parents' homes after the many cases. One of the cases that took place here regarding addictive substances is the case we are talking about. The sixth-grader used an addictive substance, i.e. a nicotine bag, without knowing what it actually was. It started during the big break, when the older students, seventh and ninth grades, offered these bags to the sixth graders, saying that they were ordinary chewing gum. So the student did not think the situation through at all and took the substance without thinking about the possible consequences. Perhaps even incorrectly, because nicotine sachets are placed under the upper lip, where they are allowed to dissolve. So he was probably chewing it in that mouth. Before the third class started, he felt nauseous. So we went to the school office, where the housekeeper called the parents at home and we also called the doctors. It was not until some time later that we found out that he had eaten something bad. Then it turned out to be an addictive substance, i.e. a nicotine pouch. At first, the guys denied a lot, they didn't want to reveal anything, so we didn't know anything at all. However, when the parents arrived, information began to leak out of the student and we began to piece it together. It took us about two days to get any results. We found out where the bags came from. who bought them, how many they used. So we found out that the bags are from a ninth grader who has a lot of experience with them and unfortunately they are easy to buy.\n\nSituation (Anamnesis):\nThe sixth grader comes from a socially weaker family. The student's mother beats him. The student is unchained and easily influenced (mainly by classmates). He has low social intelligence. He is sociable and has fun with everyone. He likes the color pink.\n\nTeacher Intervention (Solution):\nSo, when information gradually began to leak out of the pupil, of course I, as a prevention methodologist, started to solve the situation with the pupils. I wrote everything down carefully and when everything was written down, I contacted the mentioned ninth grader to see how he felt about it. He admitted it practically without a problem. It is important to mention that this is a problematic student who also had a three in behavior. Both students then agreed on everything. The Year 9 student also said where he bought it and contacted the police as to how it was possible for nicotine sachets to be so easy to buy without an age check. I taught a sixth grader that she shouldn't blindly trust everyone she meets. Of course, there were also disciplinary infractions. I subsequently conducted interviews with the students, took notes and then handed everything over. The last step was to contact the parents, to whom I announced everything.\n\nOutcome:\nam satisfied with the result of the solution in this case, because the fact that he was a sixth grader and he is willing to discuss a lot of things, I still got the result. The ninth grader also admitted everything. It was probably because he had a certain three on his report card, so he probably didn't care. I am very satisfied with the fact that I had the same information from both the sixth grader and the ninth grader. Although it is not customary, even the notification to the parents went smoothly, so the arrangement was without problems. The parents were accommodating and promised that the boys would make arrangements at home. Both students received disciplinary sanctions. For the ninth-grader, it had already reached a three in behavior, because he had more of those problems. In the case of the sixth grader, it was a reprimand from the school principal.\n\nStudent Profile:\nAge/Year: 12 let, 6. třída\nHobbies: Trávení času s kamarády, kteří jsou stejně problematičtí\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1027", "student_age_year": "12 let, 6. třída", "student_hobbies": "Trávení času s kamarády, kteří jsou stejně problematičtí", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, Český jazyk + občanská výchova", "teacher_practice_years": "13", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1280", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the first half of the school year, when I was a class teacher in the second grade, a student began to manifest in her, who over time absolutely stopped listening, started making a mess, attracting attention, trying to break up the lesson. He did whatever he wanted when given assignments, was noisy, provoked and angered classmates, etc. and did not pay attention to warnings or any reactions from my side.\n\nSituation (Anamnesis):\nThe student, extroverted, undisciplined, talkative, tries to attract the attention of those around him, and does not pay attention to the teacher's calls.\n\nTeacher Intervention (Solution):\nAt first I tried to solve it with him separately, but he absolutely did not respect anything that I tried to tell him. When I then called my parents (everyone came separately due to work duties), the mother was very helpful and surprised that her son was reacting like this, she said that she would talk to him at home and try to find out more. When the child's father came, he advocated and advocated free education, where the child determines his own rules, e.g. who he will respect, etc., and the fact that he does not respect me is his decision - that is, my problem. This showed me how different parenting methods can disrupt events in his everyday and school life. I then tried to approach the student in different ways, to try what could help, I consulted with an educational advisor, but not much changed in the process.\n\nOutcome:\nAs I said, during the process I tried to contact the parents, even several times, but the student's behavior did not change much, no matter what approach I tried to him. He was constantly disturbing, provoking my classmates and me and generally liked to break the rules. Later in the higher years it was dealt with, I think, with some disciplinary punishments.\n\nStudent Profile:\nAge/Year: 7 let, 2 třída, ZŠ\nHobbies: sporty, počítačové hry\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Neúcta k autoritám,Porušování pravidel,Rušení výuky,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1280", "student_age_year": "7 let, 2 třída, ZŠ", "student_hobbies": "sporty, počítačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Neúcta k autoritám,Porušování pravidel,Rušení výuky,Nevhodné chování", "teacher_approbation": "Magisterské vzdělání (Mgr.) v oboru pedagog na 1. stupni ZŠ", "teacher_practice_years": "31 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/480", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I entered the classroom during a long break, I saw a student using coercive means to get his classmate's snack. Pupils wrestled with the box and hit each other with their fists. I heard the aggressor say, 'Give me the snack or I'll wait for you somewhere after school and then I'll beat you up.' The other students in the class just sat and watched idly as their classmates wrestled. They probably feared that if they intervened, the aggressor would be interested in them too.\n\nSituation (Anamnesis):\nThe student lived with his mother and three older siblings. The family belonged to the socially weak and the children did not have enough material security, which was also reflected in their food needs. The children in the family hid food supplies from each other so that they would not eat each other's food. The student in the class was sitting alone in the back bench. He had no friends in class because the children were afraid of him. He commanded attention in class by being angry and attacking his classmates. He communicated with the teacher as if he were his equal. The mother did not have time to raise the children and was not even interested in their problems or successes in school. For the student, an adult was not an authority.\n\nTeacher Intervention (Solution):\nwatched the situation for a while to find out if it was just a joke or if it was a serious matter. We had a rule in class that if I rang the triangle, the children would stop whatever activity they were doing, and that's exactly what I used in this situation. When the pupils calmed down, I took the problematic pupil into the assembly room and asked him appropriate questions. Together we tried to reach a satisfactory solution. I tried to contact the student's legal representative by phone, but without success, so I proceeded to a written solution and sent an email to the mother with a paper in the student's book. I explained to the class how to behave in the given situation.\n\nOutcome:\nAfter about four weeks, I did not leave the classroom as a precaution, even during the long snack breaks. The problematic student carried his own snacks, which he ate without any problem and did not tend to demand food from his classmates. When the situation in the classroom seemed resolved and I left the children alone for a while at snack time, the student began to force food, this time from another peer.\n\nStudent Profile:\nAge/Year: 11 let, 5.ročník\nHobbies: Fotbal\nDisorders: Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "480", "student_age_year": "11 let, 5.ročník", "student_hobbies": "Fotbal", "student_diagnoses": "", "student_disorders": "Krádeže", "teacher_approbation": "VŠ – Speciální pedagogika", "teacher_practice_years": "15 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/343", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy used to be quite problem-free until the age of 13. Proszěch was not without problems, but he always somehow 'bited his way' to a successful end of the year. Visible problems arose when he started hanging out with a group of friends where substance use is common. Party members mostly come from troubled families and are from other schools or no longer at school at all. The boy comes from a respectable and financially secure family. His experience with addictive substances was nil, and once before coming to school he had misjudged the amount of chewing tobacco he had used, so he got sick during class. He was sitting alone in his pew and wasn't talking to anyone, which was unusual. After fifteen minutes of the lesson, the boy, all green, asked if he could go to the toilet. I answered by asking why he wasn't there a lesson ago, and at that moment the boy started throwing up on the floor. I took him to the toilet and called his mother to come get him. I kept an eye on the boy to see if he was still sick.\n\nSituation (Anamnesis):\nThe boy is an ordinary, unproblematic student whose grades are rather poor. Popular among classmates. He does not like to study, he prefers to work and help at home in the fields. He is easily influenced by his surroundings and is very easily seduced. His family owns a farm where he often helps out with his two brothers. So he is more of a practical type. He is not very attentive and often does not notice his surroundings. He has a good relationship with his parents and siblings.\n\nTeacher Intervention (Solution):\nAfter the incident, the mother picked up the boy from school, I returned to the classroom and a conversation took place with the classmates. At first they tried to make up some lie so that the boy wouldn't have a problem, but then one student shouted loudly: 'He shouldn't keep smoking that snus.' I caught that right away, and since I didn't know what the label 'snus' meant, I immediately asked about it. It was clear to everyone that the truth was out there, so no one was inclined to lie anymore. I was told it was chewing tobacco and that the boy used it regularly. Subsequently, a telephone conversation took place with the boy's mother, who had no idea about her son's habit. Mother taught the boy, basically, while talking to me on the phone. One could hear expressions like: 'you take drugs', 'who taught you that', 'you let us down a lot' and the like. After returning to school, the boy was educated about the dangers and consequences of using chewing tobacco. I studied this information carefully and consulted an acquaintance whom I knew used chewing tobacco to get first-hand information. The whole class was taught the same way. The teaching staff has been informed about this matter, the teachers are already monitoring the pupils and paying attention to these facts.\n\nOutcome:\nThe boy promised to make amends and will think about the harmfulness of the substance used. He even came to my office to apologize himself. He talked about how he didn't like it anyway and that everyone in his crew did. His mother strictly forbade him to have any further contact with the gang. In the first week after the incident, the mother frequently called the school to inquire about the boy's behavior. I assume that the boy had a proper regime at home for a longer time. In the long run - from my point of view, the boy is careful about this behavior. The class pushed him away a bit at first because most were against his habit, but over time the collective was back to normal. The boy still has problems with achievement, but his behavior has improved. In my opinion, the core of the problem - i.e. the problematic group - was solved in the bud and the boy did not fall into something worse.\n\nStudent Profile:\nAge/Year: 15 let, 9.ročník\nHobbies: Práce na poli\nDisorders: Nevhodné chování,Drogy\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "343", "student_age_year": "15 let, 9.ročník", "student_hobbies": "Práce na poli", "student_diagnoses": "", "student_disorders": "Nevhodné chování,Drogy", "teacher_approbation": "VŠ, ČJ, NJ, AJ pro II.stupeň ZŚ", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1008", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout 14 days from the beginning of the school year, a 1st-year student of SOU majoring in MOMV, where I also taught civics, came to me as the school's prevention methodologist, saying that he wanted to confide in me about something. His classmates make fun of him, they isolate him, he has no friends. The interview showed that he is interested in cars, especially buses, and their repairs, because his father is a car mechanic, so he helps in the workshop, that's why he chose this field. Some of the classmates in the class make fun of him, giving him the nicknames \"Bus\n\nSituation (Anamnesis):\n1st year SOU student, major MOMV (motor vehicle mechanic), age 15, lives in a complete family, has two younger sisters, introvert, not very communicative, average academic results. Students of the 1st year of MOMV-24 students aged 15-16.\n\nTeacher Intervention (Solution):\ntried to work with the class during classroom lessons and civics lessons, I showed the students how to behave empathetically, at that time the student attended school only sporadically, so I decided to invite his parents to school. As part of the ŠPP (school counseling workplace), the meeting was attended by the school principal, an educational counselor, a career counselor, and myself as a school prevention methodologist. The parents were desperate, they didn't know what to do, they didn't want to send him to another field, he was only interested in motor vehicles. A partial possible solution was to reassign the student to the second group for vocational training, which we did. His parents promised to persuade him to try to go to school, because he did not confide in them much and they themselves assessed him as very sensitive.\n\nOutcome:\nThe student no longer came to school, the following week the parents informed the school that the student was transferring to another school. I met him after some time, and since he always reported to me, he came to me this time too and informed me that he didn't last at the second school either, again precisely because of his classmates. I rate this case as poorly solved, even though it may not have had an alternative solution. The MOMV class was problematic until the 3rd year, during the study two students were expelled from this class and two others went to other schools at the request of their parents.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník SŠ-SOU obor autotronik\nHobbies: Oprava vozidel, autobusy, neoborová vozidla\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems, Bullying\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1008", "student_age_year": "15 let, 1. ročník SŠ-SOU obor autotronik", "student_hobbies": "Oprava vozidel, autobusy, neoborová vozidla", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Ing. Právní nauka, ZSV/občanská nauka, odborné předměty SOU-kovářství, školní metodik prevence", "teacher_practice_years": "20", "problems_annotated": "Attendance problems, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/362", "content": "TEACHING CASE STUDY\n\nBackground:\nIn another class in which I received classroom management, since the 7th grade, one student has been constantly forgetting things and making excuses that he forgot the given tools at mom's/dad's, depending on who he was with the week before. Almost all the teachers who taught him came to complain to me. When I called his father to see if he had left gym with his mother and if he didn't have anything else to wear to practice, of course he replied that he had plenty of clothes there that he could wear. He also called every two weeks saying he wasn't well and could I call my mom to take him home. I thought it might be psychological, after all he didn't have it easy at home. So I asked his classmates what they thought of this boy, and they told me that he was perfectly fine, keep smiling. Of course, it is difficult to know whether the student is really sick or is just taking advantage of his mother, who is trying to make the first last for him. But in my opinion, he was just cunning and took advantage of the situation.\n\nSituation (Anamnesis):\nThe boy's parents divorced during his schooling in the 7th grade. They were constantly arguing and pulling the boys. Mom threw dirt on his dad. He once even came to my office and started crying to me that his ex-wife was holding her son against him. The boy is an only child. He is popular in the class.\n\nTeacher Intervention (Solution):\nSo I called both parents to the school several times (separately), where I emphatically told them that it really couldn't go on like this. My mother agreed with me and I made an agreement with her that the next time I call her to come pick him up because he is sick, she will say that it will last there.\n\nOutcome:\nexpected that once he saw that mommy wasn't going to do as he whistled, the situation would improve. He lasted about a month without missing a class. Subsequently, however, the excuses began to increase. He started forging his parents' signatures and went to school. His benefit, which had been pretty good until then, also dropped. Again, it was discussed with the parents and the school management.\n\nStudent Profile:\nAge/Year: 7.     – 8. ročník\nHobbies: Hokej\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "362", "student_age_year": "7.     – 8. ročník", "student_hobbies": "Hokej", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Český jazyk, dějepis", "teacher_practice_years": "25", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/44", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day I heard terrible news from the mother of one of my students. She told me what was happening to her son during his time at school and in the floorball club. He was friends with two boys who were also in my class. These two boys, his friends, sometimes amused themselves by beating the third one. He was assaulted both in class during recess and during extracurricular activities. It happened in such a way that one student held him so that he could not move and the other kicked him, for example in the thighs, in the calves, and finally kicked him in the stomach, which got the student to the doctor later that day. My mother informed me about this, but she still said that she did not want me to deal with this case. That her son doesn't want it. But I had a different opinion and for my inner peace I decided to resolve the situation because I don't want something like this to happen again.\n\nSituation (Anamnesis):\nThe attacked student is a very sensitive boy, which is why he is most likely afraid to speak up and solve the problem that has arisen. She doesn't want to lose her two friends by reporting them to the teacher, which could lead to disciplinary action. Since the situation also happened in the classroom during recess, it seems that the rest of the class either ignored or did not notice the violence that took place there.\n\nTeacher Intervention (Solution):\ninvited the students to the office one by one. They walked independently and I could listen to the situation from multiple angles. I was interested in what is the view of each individual on what happened. It turned out that the students took it as a joke. They didn't feel that the incident escalated into bullying or assault, but they thought it was fun and that the person being assaulted was taking it that way. Because they were used to behaving like this even in training, where the matter was most likely not resolved, it did not seem like bad behavior towards the attacked. They claimed that even the one who was attacked was taking it as a joke, which he confirmed to me in the cabinet, even though I knew from his mother that it wasn't so. In short, to fit in with the party, he let himself like something like that. And because I thought that it would not be good to deal with it only with the pupils, I consulted with the educational advisor and we also invited the parents of all the boys who took part. We told them what happened. Some of the parents made light of it at first. They talked about it in such a way that nothing really happened, that it was just a joke. But at that moment we warned them that if we don't deal with it, it is possible that the behavior will be repeated or the aggression will escalate and it is desirable to stop it at the beginning. It was clear to me that we had to make it clear to them that they could not behave like this and that some kind of punishment had to follow. The guidance counselor and I explained to the parents that they should also address the situation with the pupils at home and talk to them. I suggested the educational measures we gave at school and I think it was the right thing to do. They were reprimanded by the class teacher. At the end, I analyzed the situation with the class as a whole, because it would affect the children anyway. I was talking about the fact that we can't judge the guys who did it as bad, but we can judge their behavior as bad. And they can easily change that.\n\nOutcome:\nThe incident did not happen again. The pupils received educational measures, but I am not very satisfied with the result. I'm not sure, from a teacher's point of view, how the boys accepted the whole solution to the situation. Yes, it was resolved, but in my opinion, even after the punishment, they still didn't see that their behavior was wrong and they deserved it. In my opinion, they did not accept the guilt and did not recognize that the violence they committed cannot be taken as fun. I don't think they realized that.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: Hry na počítači, chození ven s kamarády, sport\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "44", "student_age_year": "12 let, 7. ročník", "student_hobbies": "Hry na počítači, chození ven s kamarády, sport", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání v pedagogice – Český jazyk a literatura, Občanská výchova", "teacher_practice_years": "15", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/421", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student interrupted the lesson every lesson, ignored the surroundings, wanted to \"entertain\n\nSituation (Anamnesis):\nThe student transferred from another school in the 5th grade. During this year, everything went relatively smoothly, the change occurred in the 6th grade, when there are frequent changes of teachers, there is a different teacher for almost every class, and at that moment the aforementioned problems arose. The student was unable to follow even simple instructions from the teachers. The school required a medical history document from the mother, which the mother did not want to share. She later revealed that the student had Asperger's syndrome. The mother was unable to work properly with her son. She could not develop his potential, at home she solved his disorder by yelling. Later, the student spent all his time on the computer and playing games. He had a world all his own. As a prevention methodologist, I was afraid that they wouldn't realize when they hurt someone that it wasn't just a game, and that the injured person wouldn't reappear unharmed in their place after restarting the game.\n\nTeacher Intervention (Solution):\nrequested a teacher's assistant for the student, but this process is lengthy, so the entire 6th grade was without him. The teachers were supposed to write down his behavior. The student always sat with a clever classmate who advised him what to do. The student attended a special pedagogue and learned basic social habits, as well as social feelings and empathy. It was explained to the other students in the class what kind of disorder it is and how to deal with such an individual, as he acts. The classmates were very helpful and understanding.\n\nOutcome:\nAs soon as other classmates learned about the student's disorder, his mother came to the school, who was dissatisfied that her son's medical history was being dealt with at school when it was a private matter. But it was necessary to instruct both classmates and teachers so that they knew how to approach the student. The classroom assistant was a huge help and relief to all teachers. Thanks to him, the student reached the ninth grade and completed elementary school.\n\nStudent Profile:\nAge/Year: 6. třída, 12 let\nHobbies: PC hry\nDiagnoses: ADHD,Porucha autistického spektra,Náběh na Aspergerův syndrom\nDisorders: Ničení majetku,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "421", "student_age_year": "6. třída, 12 let", "student_hobbies": "PC hry", "student_diagnoses": "ADHD,Porucha autistického spektra,Náběh na Aspergerův syndrom", "student_disorders": "Ničení majetku,Rušení výuky", "teacher_approbation": "Mgr. - Anglický jazyk, učitel pro 1. stupeň ZŠ, Metodik prevence rizikového chování žáků ve škole", "teacher_practice_years": "25", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/775", "content": "TEACHING CASE STUDY\n\nBackground:\nOver the course of the year, the two students behaved tauntingly and lightly insulted each other, whether it was a light taunt during class or an accidental poke while playing during PE class. The whole situation escalated on the ski course, where both boys insulted each other more and more. The highlight was when one laughed at the other that they live in a small village and that they don't even know the bike there, so they ride a triangle.\n\nSituation (Anamnesis):\nBoth boys were rather above average in terms of grades. They were one of the more expressive ones in the whole class. Rather extroverted in behavior.\n\nTeacher Intervention (Solution):\nWe got involved as teachers only at this point, which was unfortunately too late. The whole class laughed at the given statement about the triangle. At this point, we tried to talk to the individual boys, but there was no personal improvement. In the end, the school management had to intervene. This dealt with both boys, who had to attend sessions with the school psychologist at the decision of the school principal.\n\nOutcome:\nAfter the session ended, the situation calmed down and there was almost no problem between them until the graduation year. In the long run, the problem was solved only with the help of the school's psychological counseling service.\n\nStudent Profile:\nAge/Year: 12 let a sekunda\nHobbies: Florbal, fotbal, fyzika,\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "775", "student_age_year": "12 let a sekunda", "student_hobbies": "Florbal, fotbal, fyzika,", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (Dějepis, Český jazyk + Zeměpis)", "teacher_practice_years": "20 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/713", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I started working as an assistant, the student really needed help, he suffers from very strong autism. His parents wanted to send him to a special school, but it was not possible because the student boycotted the changes. He hates change, he didn't want to go to school in another city, he can't ride the bus and his parents don't have a car. I have known him since the first grade, it was not known at all that he was autistic, they did not recognize it in kindergarten. It wasn't until the first grade that they began to find out, go around specialists, and finally he was prescribed medication, he takes the medicine three times a day. His biggest problems are that he doesn't know the basic behaviors that other kids have. I remember one situation that was particularly unpleasant. He was in first grade at the time, starting to take medication, and was hard to get along with. He often did different things, but what bothered us the most was that he went to the litter box. It was interesting for him. I remember the first time it happened. I just ran off to get the supplies and the teacher was writing on the board, so no one looked at the student for a while. I came to the classroom when he knocked over the trash can and the kids were laughing. They were small, they couldn't understand what autism was, so the student seemed strange to them. The teacher and I wanted to take the student away and clean up, but he started acting out. He wasn't doing anything wrong in his eyes, so he didn't understand why we were banning him. The teacher managed to calm him down by promising him that he could keep one item from the bin. It was a crumpled plastic cover for a notebook. The children threw various things into the bin, they were just learning how to sort the waste. It was resolved that day, but the student started doing it repeatedly. We were desperate, we didn't know what to do. He couldn't be stopped or talked out of it, he started yelling and getting angry, he had anger management problems. I remembered an acquaintance who is a special education teacher, so I contacted her and discussed the situation. She advised us not to argue with him and not to pretend that it is worthless and causes negative emotions. If he wants to do it, let him do it, but in a reasonable way, let's make him a special basket, for example. The teacher and I removed all the trash cans and placed them in the hallway. The school bought a new colorful basket, which we filled. The children painted pictures and we put them there, as well as wooden cubes and toys interesting to the touch. When the student decided to go to the bin, he could choose one item and take it to the desk.\n\nSituation (Anamnesis):\nThe student suffers from a strong form of autism, when he was younger he could not control his anger and could not react to situations correctly, he often reacted by shouting or getting angry, he tried to hit his classmates several times. It is necessary to take into account that the usual principles will not apply to him, it is necessary to approach differently. Nothing can be strictly prohibited or shouted at, it arouses strong emotions in him that he cannot process and reacts disproportionately.\n\nTeacher Intervention (Solution):\nThe teacher and the assistant tried to solve the situation by talking, which did not work for the pupil suffering from autism. They took the advice of the special education teacher and decided to help the pupil. They removed all the trash cans so the student wouldn't find anything inappropriate, get dirty, or get hurt. They placed a new colored basket in the same place, which served as an exploratory one. The children painted pictures in it, toys were borrowed from the group and the basket was filled with them. When the student was interested in approaching the basket, he could. The teacher and the assistant agreed on cooperation with him, that he could choose one thing from the basket and take it to the desk, but then he would diligently count the examples. As the student grew older, this characteristic passed.\n\nOutcome:\nThe result of the solution was more than satisfactory. The student responded positively to the idea and liked the basket with toys and pictures. The children tried to paint colorful and interesting pictures to capture the pupil's imagination. The student was satisfied, whenever he wanted, he could go to the bin, empty it, find something interesting and take it with him to the desk. Since no one was fighting him or forbidding him from this behavior, he was overall in a much better mental state and mood.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: Vesmír a matematika\nDiagnoses: Autismus\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "713", "student_age_year": "11 let, 5. třída", "student_hobbies": "Vesmír a matematika", "student_diagnoses": "Autismus", "student_disorders": "", "teacher_approbation": "Učitelství pro první stupeň", "teacher_practice_years": "47", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/433", "content": "TEACHING CASE STUDY\n\nBackground:\nOn Thursday at the beginning of the school year, I went for a walk with my class as part of the first adaptation day with TU. Another colleague went with us. The students' behavior was problem-free throughout the morning. Pupils talked, played, competed. Before noon, we waited for lunch for about 20 minutes, so I parted at the children's playground, which is in the immediate vicinity of the school cafeteria. Before leaving for lunch, I called the students to count each other and everyone went either to lunch or to their homes. This is where we saw the whole class for the last time that day. In the afternoon, I received a message from the mother of one of my students that her daughter had been attacked during the morning. 'Hello teacher, I am writing about today's incident that happened in the morning before you went to lunch with the class. My daughter came home with her cousin saying that a classmate attacked her and punched her several times in the chest followed by a slap. Right after she wanted to defend her cousin from the lower grade. I would like to solve this situation, I don't want a repeat of the previous years. I will inform the headmistress about this incident. With regards...' This news surprised me a lot, because none of the children informed me that something had happened on the playground. I texted the student's mother to say thank you for the message and that it would be resolved the next day. In retrospect, I learned that my mother had called the principal even before she sent me the message. The headmistress discussed it with the pupil and during the investigation by the team it was found that there were other versions.\n\nSituation (Anamnesis):\nThe class is very lively, especially some boys have disciplinary problems and resolve disputes with each other during breaks or even outside the school premises. There is jealousy among some of the girls, including the female student. She is not happy that her classmates also started going to the riding club. The student has behavioral problems, often lies. Another pupil is slightly above average, a problem-free pupil. Otherwise, the class works quite well as a collective.\n\nTeacher Intervention (Solution):\nThe next morning, we sat down with the class and everyone who wanted to could comment on the situation. I found out that when the children were on the playground, there were also first-graders there, and one of them, who was a cousin of the student, started throwing apples at the student. And so that the pupil would not go after the little first grader, he turned to the pupil to tell him to stop throwing apples at him. Instead of the pupil reprimanding the cousin, both continued to throw apples at the pupil. That's why the student got angry and probably touched the student somehow. The pupil claimed that he definitely did not punch the pupil in the chest. None of the other classmates saw the pupil hit the pupil, they only saw the apples being thrown. It was obvious that the pupil was not telling the whole truth, because she stuttered and gave a different version each time. In the end, everything was resolved by agreement by clarifying that such things must be reported immediately. The student and the student shook hands and the student apologized as a precaution, although he probably didn't do it. The student had to comment on whether she agreed with this solution. She answered yes.\n\nOutcome:\nwrote an e-mail to the student's mother, saying that the problem was solved by agreement. After a week, the student was not feeling well during class and her mother came to pick her up. She asked me out of the class during class and asked me how the incident was resolved. I told her that they would make arrangements and that the school team was dealing with it. The mother's reaction was impulsive, she started to raise her voice and claim that other students also saw the pounding in the chest, but did not confirm this version in front of the teacher. The mother claimed that her daughter was always right and that she had been bullied before and that she was definitely bullied. Žačka stood next to her mother and did not speak. Much of the conversation was overheard by the children in the class and then blamed on the student. The mother apparently accepted this solution and did not speak again. The teacher thinks she handled the situation well and doesn't know what she would have done differently.\n\nStudent Profile:\nAge/Year: 11 let, 5.ročník\nHobbies: otevřená otázka\tKoně, jízda na koních, vlastní hříbě\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating\nSolutions Applied: Agreement, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "433", "student_age_year": "11 let, 5.ročník", "student_hobbies": "otevřená otázka\tKoně, jízda na koních, vlastní hříbě", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské vysokoškolské vzdělání (dějepis,občanská výchova)", "teacher_practice_years": "3", "problems_annotated": "Physical aggression, Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/102", "content": "TEACHING CASE STUDY\n\nBackground:\nhad this class for the first time, we had two hours together. I never had them before, we didn't even know each other from substituting. In order not to start in a hurry, I prepared the current political situation for the first term - political science is also waiting for us later and it is just before the elections, which some of the students can already go to. From previous experience, it is an attractive topic for pupils, because we talk, they can express their opinion and some do not deal with politics at all at home, so this is a unique opportunity for them to get involved and create or share opinions. We started with the voting calculator and then we analyzed their results to see how satisfied or surprised they were. It worked great in class A. In class B it was a disaster. For the third year in a row, the ban on the use of cell phones has been in force here, and pupils hand them in if the teacher does not directly allow their use. This was arrived at after many complaints and negative experiences from teaching, when pupils were not paying attention, were disruptive, looked at their mobile phones, even took calls, etc. to interfere with the phones. In class B at the final exam, at a certain point I wasn't sure if everyone was really answering the questions in the election calculator, or if they were writing to their friends instead. Only a few of them answered my questions a bit, but the class involvement didn't work. So we talked a little with some of them, but most of them just sat, looking at their mobile phones or at me, and if at me, they looked quite disinterested and as if I was reading from their expressions \"what do you want us here?\n\nSituation (Anamnesis):\ndon't really know how that happened. I had this class for the first two hours, we didn't know each other yet and we didn't have time to \"do\" anything\n\nTeacher Intervention (Solution):\nIn class, I reminded a few of them to watch the show so they could join the discussion, but when everyone is sitting crammed as far as possible in the back and I don't know their names, it's hard to do. So I left the class just frustrated that next time I mustn't forget my phones and I'm not going to do any mobile activities with them - it doesn't serve the purpose at all.\n\nOutcome:\nI have a class once every two weeks and haven't had it again since this incident and unfortunate start. Next we have the topic of Media which is great and popular and the pupils are getting involved so I can only hope they will finally talk a bit. Right now I'm totally demotivated to try to make nice hours when I'm not getting the desired response.\n\nStudent Profile:\nAge/Year: 17 - 18, 3. ročník SOŠ\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "102", "student_age_year": "17 - 18, 3. ročník SOŠ", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Bakalářská SZZ", "teacher_practice_years": "3", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/555", "content": "TEACHING CASE STUDY\n\nBackground:\nwent to classes as a teacher's assistant with a young lady who had problems with communication in class, she was shy. At some points, she absolutely refused to cooperate with the teacher. She refused to cooperate in the sense that she did not answer the questions and just looked at the teacher and did not say anything. The teacher was always taken aback, but he didn't force the girl to do anything. It happened mainly in foreign language classes.\n\nSituation (Anamnesis):\nThe class has difficulties with discipline and a rather problematic collective. You hear about them very often in the assembly hall and they don't have a resolved relationship with each other (a few boys are disruptive in class, but some students want to learn and it doesn't do them any good). The girl I'm referring to is generally rather quiet, if she doesn't have to talk, she doesn't. The student generally has a roughly average grade, but she is not very confident in a foreign language. The female assistants working at the given primary school agreed that they are probably embarrassed in front of their classmates because they make fun of anyone and anything during class.\n\nTeacher Intervention (Solution):\nwas in an online class and the student ignored the teacher's call to answer his question for about the third time today. I was already running out of ideas to help her in class because we were there with the whole class. At one point, it was the fourth time the teacher ignored me, I couldn't take it anymore and I say to her: \"Please realize what you are doing. I understand that you're probably ashamed, but if you don't function like the others in class, that's up to the psychologist.\n\nOutcome:\nSince the incident described above, the student answers the teacher's questions in class, or at least says that she doesn't know what to answer.\n\nStudent Profile:\nAge/Year: 11 le, 6. ročník\nHobbies: skaut\nDiagnoses: Poruchy učení\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "555", "student_age_year": "11 le, 6. ročník", "student_hobbies": "skaut", "student_diagnoses": "Poruchy učení", "student_disorders": "", "teacher_approbation": "střední pedagogická škola", "teacher_practice_years": "3", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1228", "content": "TEACHING CASE STUDY\n\nBackground:\nDue to problems with her mother, which additionally worsened with puberty and covid at the same time, problems with alcohol, cigarettes, drugs manifested themselves, she had \"unsuitable\n\nSituation (Anamnesis):\nMiss with problematic attendance, conflicts in the family with her mother, with whom she lives, problems began to manifest in the 7th grade, when she was 13 years old. The mother was older, had 2 adult sons, and had neither time nor interest in the girl, perhaps she became pregnant unexpectedly, and therefore the husband left the family when she was 2-3 years old. The mother is normal, so she has no problems with alcohol or money, she works as a nurse, the problems are only relational. She left her daughter to raise herself. Since she was little, she did what she wanted, she was free, which led to certain results, and her mother did not want to see and deal with it. Otherwise, the girl had average grades just from sitting in class and listening.\n\nTeacher Intervention (Solution):\nFirst, there were educational interviews with the setting of some rules, and their reflection after 14 days, but she could suddenly disappear for 2 months. Then there were commissions where they talked in turn with the child, with the mother, with them together. When they were talking only with the girl, she was friendly, she didn't lie much, she was quite honest. When they talked to the mother, she said that it was all the girl's fault, and as soon as they talked to them together, the mother defended the girl. After an agreement with her mother and the social department, the girl went for a diagnostic stay, she returned with set rules of behavior, a rearranged scale of values. Their mother wanted to send them for a diagnostic stay, not the school, which usually happens the other way around. You could see his relationship with his daughter. The daughter received it neutrally to positively. She stayed for 6 weeks, there was treatment, some rules of behavior were set, the girl was removed from drugs, further consultations were taking place. But if the child doesn't set it all up in his head, then the external setup doesn't work. During the stay, the girl understood that there are much worse cases than her, she learned to appreciate herself, she made it clear that she has to stand on her own two feet, because her mother will not help her, so she gives her money, she has no problem with that, but overall the girl is doesn't care So then they agreed with the mother that he would go to an apprenticeship with a stay outside the city.\n\nOutcome:\nAfter her return, she was on triples, she was able to prepare, she was very motivated. However, new conflicts with her mother began, motivation dropped again, truancy was repeated, but she was motivated at least to the point that she completed her education and graduated from the eighth grade. She left her mother to go to boarding school and now she is studying, and that is relatively good, we don't know any other details. It is interesting that she is the only girl who came back from the diagnostic stay corrected, otherwise the children always come back worse, they learn other things there, or on the contrary, they are bullied. But she was strong enough and could be motivated. Now the point is that she's all alone, and if she finds a guy so quickly, and it's a matter of what guy. Otherwise, it is still set more or less positively.\n\nStudent Profile:\nAge/Year: 7. ročník/ 13 let\nHobbies: žádné konkrétní\nDisorders: Záškoláctví,Drogy,Alkohol,Cigarety,Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Attendance problems\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1228", "student_age_year": "7. ročník/ 13 let", "student_hobbies": "žádné konkrétní", "student_diagnoses": "", "student_disorders": "Záškoláctví,Drogy,Alkohol,Cigarety,Sebepoškozování", "teacher_approbation": "Vysokoškolské, metodik prevence", "teacher_practice_years": "29", "problems_annotated": "Violation of classroom/school rules, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/290", "content": "TEACHING CASE STUDY\n\nBackground:\nThe third and seventh graders at our high school regularly go on a sports-oriented cycling course. Since we are located in the Highlands, we have suitable terrain to organize a course in the nearby area, so every year we go for recreation about 25 km from the school. Every year there are students in the class who live along the route, so we usually agree with them that they will join along the way. Since we go in June, the vast majority of students are already eighteen years old by then. According to the law, they can legally consume alcohol, but at a school event they are strictly prohibited for the entire five days. One of these tours went classically according to plan, about forty students set off under the supervision of three teachers in a bicycle convoy towards recreation, and others joined along the way. One student later admitted to buying a bottle of vodka for the entire class for the evening, but one student took it upon himself to drink almost the entire bottle. Shortly after that, we arrived at his residence together with the students and picked up a group of students. At that moment, we had no idea that the student had ingested, somehow he managed to hide it from us, as the student was known for his cheerful demeanor and was the \"entertainer of the class\\\n\nSituation (Anamnesis):\nThe student did not show signs of pathological behavior during the study. In class, he was notable for his extroverted demeanor and occasional witty remarks that usually amused the entire class and seems to have been popular with his classmates. However, before the cycling course, he had never caused significant disciplinary problems. He was not one of the hardworking students, but he usually got twos, sometimes threes. Before the course, we also didn't know what the student's situation was at home. In a later interview with him, we found out that the mother often consumes alcohol, the atmosphere at home is not favorable, and the choleric father does not go far for a shot.\n\nTeacher Intervention (Solution):\nWhen another teacher and I arrived at his home with the student, the father reacted by punching the student right at the door, but the student started to fight back. As pedagogues, we tried to separate father and son from each other and calm the situation, which was also watched by grandmother and grandfather the whole time. The student's mother disappeared after the first shot. When we were as sure as possible that the situation would not escalate further, we left the house and headed towards recreation, where the other students with the remaining supervision had meanwhile arrived. During the afternoon, the student's mother called and we agreed that when the student is in a normal state, he can return to the mandatory cycling course. So in the evening, the father brought the sober student and the rest of the course passed in peace. We resolved the situation with the student by agreeing that expulsion from school is also a consideration, but if he behaves well, we can forget about the incident. The student did not receive a conditional expulsion, but a verbal agreement was made in the presence of all the teachers and with the approval of the principal that if he causes another problem before the end of his studies, he will be expelled from the school, but otherwise he is still a student at our school.\n\nOutcome:\nIn retrospect, I evaluate that the agreement with the student worked, immediately after the incident on his own initiative he helped with everything, chopped wood and constantly asked, it seems something needs to be done. He was an exemplary student for the rest of his studies and even improved his grade point average as he began to study regularly and often allowed himself to be challenged. No problematic incident occurred until the end of the study and the student graduated with honors.\n\nStudent Profile:\nAge/Year: 18 let, 3. ročník\nHobbies: otevřená otázka\tsport\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Physical intervention, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "290", "student_age_year": "18 let, 3. ročník", "student_hobbies": "otevřená otázka\tsport", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Středoškolský učitel biologie a chemie (RNDr.)", "teacher_practice_years": "40", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Physical intervention, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1080", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the second half of the school year, I was given a class of freshmen. In my classes, I registered a student who had visible scars on her wrists and other places. I started monitoring the situation and became suspicious of the girl's self-harm. Subsequently, I was also alerted to this by the gym teacher, who noticed the girl's injuries in the gym and that the girls who noticed it when they were changing for gym also pointed it out to her.\n\nSituation (Anamnesis):\nThis was a girl who was rather introverted, didn't get involved much when she didn't have to, but did very well in school. There were no educational problems in the class, she had no problem with the team. She showed no signs of any other problem behavior.\n\nTeacher Intervention (Solution):\nMy first reaction to this discovery was to talk to the girl. I told the girl that we would talk after class in the office. There I asked her how she was doing, if anything was bothering her. How does she feel in the classroom and if she feels accepted by the collective. And I sensitively outlined what I noticed. The girl was unsure at first, but then she confided in me that she had no problem in class. That the damage is not related to the school. You could see that she was happy that someone was interested in her. After that, I informed my parents about the whole situation, who had no idea about it. I recommended a psychological examination for the girl.\n\nOutcome:\nAfter the conversation, it was immediately clear that the girl was relieved. The girl sought psychological help. According to the information, the girl lives with both parents and confided that this impulse was always repeated after her father lowered her self-esteem with inappropriate comments. He called her incompetent etc. After that there was no problem with the girl. The situation did not repeat itself.\n\nStudent Profile:\nAge/Year: 1.ročník SŠ, druhé pololetí\nHobbies: Tvoření, kreslení, malování\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1080", "student_age_year": "1.ročník SŠ, druhé pololetí", "student_hobbies": "Tvoření, kreslení, malování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské", "teacher_practice_years": "18", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/600", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the following days, the student handed me the student book signed by his parents (more precisely, his father). Within days, after the incident with the lost backpack, what I feared happened. The student seemed withdrawn during the lessons. He fulfilled his duties on the whole, he carried his school supplies, or at least so that I did not know otherwise. After the few interactions we had as student and teacher, I could tell that he was a little scared of me. It's not something I'm surprised by, so much as, as I said, something I've been worried about. After all, I embarrassed him in front of the whole class.\n\nSituation (Anamnesis):\nThe student has never been a particularly problematic student. He always seemed like a good, slightly quieter boy who prefers to have his head in the clouds rather than in his textbooks, but I wouldn't blame him for the fact that learning doesn't make that much sense to him. Diligence during classes was average compared to the class, he found more interest in art classes. He had a few close friends in class, so he never seemed unhappy to me. I only found out about how things are at home after this unfortunate situation.\n\nTeacher Intervention (Solution):\nhad a bad feeling about the unpleasant situation between the two of us. At first I thought that I would talk to the student in private sometime after class, but I wasn't entirely sure if I would make the situation worse, if the student would even be able to talk to me honestly after I undermined his trust with my piece. I decided that I would rather deal with the situation through his parents. I don't know much about his family background, and we didn't discuss the student's problems with preparing for classes with his parents in any depth at the parents' meeting. Only the student's mother came to the appointment in the office. First, I discussed the student's sloppiness with her, the effects it has on him and on my teaching. Subsequently, I told my mother about my infamous moment and how sorry I was for the situation now and that I would like to resolve it with her. Mom ended up being very nice and seemed to understand the situation. She told me something about how things are with the student at their home. His father is very strict with him when it comes to school, so he actually does similar things at home to what I do during class. He prefers to always \"hammer.\"\n\nOutcome:\nenjoyed getting to know the mother, she turned out to be a very understanding person who loves her child very much (to the point of spoiling him), and I was even more pleased to learn more about the student. The mother promised me that she would try to talk to her son more about school and get her husband to be more understanding of their son's distractibility and not put so much extra pressure on him. I apologized to the mother for the incident with her son and similarly apologized to the student the next day. It took some time, but it seemed to me that gradually, day by day, the student's relationship with me and his own behavior in the classroom improved. The student still remains forgetful and distracted here and there, but it is certainly better than what it used to be during the most critical time. This is also helped by the dialogue with the mother, who has been much more open about the pupil's behavior since then.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník ZŠ\nHobbies: Výtvarná výchova, počítačové hry, kamarádi\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nepozornost,Lhaní\n\nAnalysis & Annotations:\n[No annotations available]\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "600", "student_age_year": "11 let, 5. ročník ZŠ", "student_hobbies": "Výtvarná výchova, počítačové hry, kamarádi", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nepozornost,Lhaní", "teacher_approbation": "Magistr – učitelství pro 1. stupeň základní školy", "teacher_practice_years": "7", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/932", "content": "TEACHING CASE STUDY\n\nBackground:\nA student comes to a class where it is very difficult to cooperate. Part of the pupils are constantly interrupting and thus disrupting the teaching, and the other part of the pupils who want to concentrate on the teaching. They take tools, fight, etc. The students themselves are bothered by each other, the class and the team are divided into two halves. For those who disturb and for those who want to learn (parents complained that their children cannot learn in peace). The main actors are boys - led by one problematic pupil. Very selfish and bad tempered.\n\nSituation (Anamnesis):\nThe student often provoked, had an insidious nature and knew what he could afford and what was too much. Very intelligent, knew where to 'hit'. He influences his classmates, he has 'dominion' over them. He leads others to do bad things. He disturbed the privacy of his classmates, took their mobile phones and found out information about them that would be useful for bullying and blackmailing others. He often receives applause and support from others and this further encourages him to misbehave. The problem was solved with an educational consultant, with a behavior disorder preventionist. A special meeting was called in the teachers' union and it was about special measures and procedures.\n\nTeacher Intervention (Solution):\nSupervision was strengthened in the cell where the pupils had a class (the class disturbed others, did things to them on purpose), one teacher supervised the corridor and another was present in the given class throughout the break and watched over them. A special schedule of 'emergency' has been created. The student who was the most disruptive in class was temporarily expelled from the class and sent to see the teacher who was on call. She waited for the student, for example, in the office, where the student received a worksheet and spent the rest of the lesson in isolation from the group. The student left the class (accompanied by an assistant) - he calmed down and it had a positive impact on others as the situation became more serious. In addition, the student received a note about temporary exclusion from the class: 'Your son/daughter behaved inappropriately in class today, had to be excluded from the class, worked outside the class. (Parents read the note and immediately resolve it with the child.) After 6 months, an assistant was accepted into the class and the situation was more manageable.\n\nOutcome:\nThe mother received a proposal that if the student transfers to another school, his current school will discount the punishment and only get 2 of the behavior so that he has a better average and has a better chance of being accepted to another elementary school. The student remained in school, received a 3 for behavior and continues to disrupt the daily running of the classroom. He received a recommendation for a temporary educational stay at a boarding school, his parents refused. He was excluded from events and trips organized by the class teacher (which, of course, is not in accordance with the law). There was no other solution, switching to another class was not possible, the capacity of the seats did not allow it. But the problem was in the constant gradual harassment and disruption of teaching, which had no end. The main actor got a 3 - from behavior, which is an extraordinary situation. He didn't do anything major, no extreme 'mess'. Nevertheless, the teacher evaluates this case study example as positive, because she is aware of progress in the right direction and believes that she will continue to work on the problem with her class. She likes her class.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Podvody,Manipulace,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Support, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "932", "student_age_year": "13 let, 7. třída", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Podvody,Manipulace,Provokace", "teacher_approbation": "Mgr., VV, D, RJ", "teacher_practice_years": "25 let", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1047", "content": "TEACHING CASE STUDY\n\nBackground:\nyear ago, there was a girl in one of my course groups who distracted the other students every lesson during the lessons. Her results and progress were above average, but she had a bad influence on other students because she actively conducted conversations during class, spoke loudly, asked a lot of questions to which she knew the answer from the beginning, interrupted me and other students, and commented on any situations that occurred during the hour has come. Sometimes it got to the point where she even used profanity and she knew everyone could hear her and she didn't care, she didn't hide it. Of course, she heard my comments and reactions to her behavior, but from day to day nothing changed, on the contrary, it only got worse. Some particularly polite students apologized to me and other teachers for this. When I realized that I had failed to make her feel respect for me, I realized that I would have to talk to the principal and her parents.\n\nSituation (Anamnesis):\nThe student is an obvious extrovert, choleric, she joined the school relatively recently and actively tried to establish relationships with as many people as possible. No psychiatric diagnoses were confirmed, although restlessness and a desire to be the center of attention were evident.\n\nTeacher Intervention (Solution):\nThe student was called to the principal, after which the principal conducted an educational interview. The student took the reprimand clearly negatively, denying the consequences of her behavior and the very fact that there was a problem. After talking with the principal, it was decided to contact the student's parents with the explanation that part of the problem in her behavior was also the student's negative and unstable reaction to criticism. The parents sided with the student, denied the existence of a real problem, but promised to come to a meeting with the principal for an educational conversation.\n\nOutcome:\nAfter involving the parents and talking to the principal, the student's behavior improved for some time. She was already trying not to interrupt me and the other students, but she was still distracting the other students, but she was doing it less. After some time, despite my remarks, to which she now reacted even more aggressively than before, her behavior again became unacceptable. This continued until the student was transferred to another school, such behavior was not sufficient for expulsion. I understand that it is partly my fault because I failed to be an authority figure in her eyes, which gave her enough room to behave in an unacceptable way towards me and the other students.\n\nStudent Profile:\nAge/Year: 16 let\nHobbies: Hudba, fotografie\nDisorders: Neuposlechnutí,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1047", "student_age_year": "16 let", "student_hobbies": "Hudba, fotografie", "student_diagnoses": "", "student_disorders": "Neuposlechnutí,Rušení výuky", "teacher_approbation": "Mgr., AJ, ČJ, RJ", "teacher_practice_years": "17 let", "problems_annotated": "Emotional outbursts, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/707", "content": "TEACHING CASE STUDY\n\nBackground:\ncould already see that there would be a problem with the student during the entrance exams, where she could not go without her mother. The whole teaching staff noticed this moment and we didn't like it. However, the student managed the talent show and successfully entered the school. The mother admitted the child's diagnosis right from the beginning of the school year, for which we were glad, among other things, because parents tend to keep their children's disorders a secret and not tell us at all. In the first two years, the student was not able to interrupt her activities and start a new job.\n\nSituation (Anamnesis):\nCommunication with the student had to be specific because she could not handle pressure. I had to talk to her calmly and slowly. The problem with the female student escalated in distance learning in the first wave. The school was not sufficiently prepared for this form of education, and information flowed to the students through several channels – bachelors, emails, Google Classroom, and there was no clear, organized schedule. There was no order and this is a big problem for Aspergers. It took a while for the teachers to notice how and who in the class group was reacting. It was difficult for me and my colleagues to identify students who are active at the computer. I found out that the student did not want to communicate with her mother at all about her things for school. She closed herself off from her, but she was pleasant, accommodating and calm to the teacher. The mother tries to compensate for the handicap, to help, to be interested as much as possible. The student was not able to accept help from her mother, she wanted to be completely independent. She rejected programs for online learning such as Google Classroom, through which the entire school functioned. It was chaos for her. She could not filter the pages, search for information, tasks, material. She couldn't handle this UI. In the autumn wave of covid, the biggest problem arose when the school set clear conditions. We didn't want the students to get lazy, so we as a school had to adapt and function the same way we functioned before covid. Physical contact was ideal for the student. When I could arrange with her physically at school. But that didn't work out in the fall and she stopped joining classes completely. The student's mother began to complain directly to the principal that some subjects were not working. After communicating with the teachers, the principal explained to the mother that the problem is not on the school's side, as classes are running normally. The student was unable to function online, she did not have a clear, organized schedule, she was unable to view everything she was supposed to see and search for in the system.\n\nTeacher Intervention (Solution):\nmeeting was held with the mother, the class teacher and the guidance counselor - a solution was reached. The student will have a special work program. All teachers were advised to assign simple, concise and clear work to the student. When she didn't keep up with the assignments, she was given a smaller amount of assignments. Reduce and simplify. The school's IT has arranged for all tasks, messages, notifications to go to the mother as well, so that she knows where and when her daughter is supposed to be and what she is supposed to do. The student has started to cope with distance learning, but it is not a suitable environment for her. He needs physical contact and can't stand the chaos of distance learning. She likes to work independently, but is unadaptable when faced with such a change as distance learning.\n\nOutcome:\nOn the recommendation of the school psychologist, I began to evaluate her carefully, evaluate mistakes more lightly and be reasonable, which I do not agree with very much. However, I consider this problem solved. The student graduated. I think that she will be able to apply herself in a job where she will be given more tasks and will not have to rely on herself.\n\nStudent Profile:\nAge/Year: 18 let, 3. Ročník SŠ\nHobbies: malba\nDiagnoses: Aspergerův syndrom\nDisorders: Pasivita,Neposlušnost,Nespolupráce,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "707", "student_age_year": "18 let, 3. Ročník SŠ", "student_hobbies": "malba", "student_diagnoses": "Aspergerův syndrom", "student_disorders": "Pasivita,Neposlušnost,Nespolupráce,Nepracovitost", "teacher_approbation": "Magisterské na FAVU, Vut Brno", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/129", "content": "TEACHING CASE STUDY\n\nBackground:\nWe went on a school trip to the city, a total of two classes were supposed to go, one class from the secondary school and the ninth class from the primary school, among whose students was a student who has a long-term problem with school attendance, as she has trouble moving away from her parents and trusting teachers . The student lives with her parents right in the city and was therefore supposed to join us, except at the local bus station, where we were supposed to go with the rest of the students by bus. Her mother accompanied her to the bus station, but it was immediately clear that she would not want to let her pupil go, as she knew only two of the teachers present. We tried to convince the student to come with us so her mother could go to work, but she refused to talk to us and we were stuck at a standstill and running behind schedule.\n\nSituation (Anamnesis):\nThe student has a long-term problem with trusting teachers and people she doesn't know, the whole situation worsened during the quarantine period because she got used to going to school and getting used to being constantly near her parents, especially her mother. On the school trip, in addition to the two teachers whom the student knew well, there were also four others and at the back of her class, a class of older children whom she did not know.\n\nTeacher Intervention (Solution):\nAfter some persuasion, we thought of bringing a classmate and a friend of a student who is in a wheelchair. The moment the student noticed her, she released herself from her mother and began to perceive her newly arrived friend, together with her mother, we convinced her that she could help the teacher who was carrying her friend in a wheelchair, and the student thus let go of her mother and began to devote herself fully to her friend and in the final she didn't even notice that her mother had left.\n\nOutcome:\nDuring the trip, she noticed several times that her mother had left, but she was relatively calm in the group of other children and the whole trip went without problems. But the main problem remains that often when she comes to school, she does not want to leave her mother, when one of their friends at school we ask her to go to the student and talk to her, it often calms her down so much that she can be convinced, but often even that doesn't help and the mother has to take her home.\n\nStudent Profile:\nAge/Year: 15 let 9.ročník\nHobbies: otevřená otázka\nDiagnoses: Porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Support, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "129", "student_age_year": "15 let 9.ročník", "student_hobbies": "otevřená otázka", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "", "teacher_approbation": "Magisterský titul", "teacher_practice_years": "3", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/731", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher was the pupil's class teacher. The student had a need for order and calm teaching and could not handle chaos in the classroom. When the teaching did not go according to his idea, he had an explosive reaction to the situation. He yelled at others and had a mental breakdown. The situation was repeated daily, sometimes more often. The student did not have the opportunity to fully participate in the lesson when any change threw him off. He felt that he was not part of the collective. He didn't talk to anyone during breaks. He spent his free time alone and believed that he had no one close to whom he could turn in times of trouble.\n\nSituation (Anamnesis):\nIn his free time, he watched series and played games online with his friends outside of school. In the past years, he had a cousin in his class with whom he got along very well, but when the cousin left, he felt like he was on his own. His classmates did not help him in the situation. The teacher had individual conversations with the student and together they tried to figure out the triggers of the behavior. They discovered that these were reactions to the behavior of other students at school. His classmates provoked him and called him vulgarisms in order to disrupt the course of the lesson with his explosiveness.\n\nTeacher Intervention (Solution):\nThe teacher decided to implement a project called \"Restart\n\nOutcome:\nIn a common circle, the other students commented on the given situation. Some classmates were not bothered by his need for order and calm in the classroom and provoked his outbursts of anger for fun. Some pupils were sympathetic to the student and wanted to help him. Some of the pupils were not even aware of the behavior triggers. By sharing in a circle, the children had the opportunity to share their own feelings and needs in class, what they like and what they don't like, and how different events and changes in the group affect them. This activity moved the collective as a whole. The student found out that he was not alone in the situation and thanks to the shared circles he got close to some classmates who started to support him at school. His outbursts and conditions became less pronounced. At first it was once a day, then once a week, then once a month. The student is currently 14 years old and has not had an emotional outburst since the beginning of the school year. The student has a new teacher and they do not solve the problem behavior together and there is no need. The student can tell himself what is and isn't pleasant for him and knows how to avoid unpleasant situations. He has friends around him who support him and he can turn to them.\n\nStudent Profile:\nAge/Year: 10\nHobbies: Anime, angličtina, Pop kultura, LGBTQ+ komunita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "731", "student_age_year": "10", "student_hobbies": "Anime, angličtina, Pop kultura, LGBTQ+ komunita", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr", "teacher_practice_years": "6. rok", "problems_annotated": "Emotional outbursts, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/278", "content": "TEACHING CASE STUDY\n\nBackground:\nIt is a class that is not doing very well knowledge-wise, as evidenced by the large number of bad grades. Other educators often have problems with the class in the area of indiscipline. Since it is a non-language class, they are not very good at foreign languages either, so I often have to discuss the material with them in great detail and several times before they understand it. The student belongs to the average in this class. But he is characterized by trying to draw attention to himself and showing off in front of his classmates.\n\nSituation (Anamnesis):\nIn my first year Russian language class, there was a boy who was absent for 2 weeks at the beginning of September, didn't know me at all and came to my class for the first time. So he wasn't even at the introductory lesson, when I introduced myself to the other students and they to me. In the introductory lesson, we also established rules with the pupils that we will follow in the lessons. Among the rules was, among other things, that I do not give notes, but I ask the students to respect others who want to learn something, not to disturb and to pay attention. Since I'm young, I don't have a long experience and I'm just starting to learn, the boy thought that everything would be fine with me and he could afford it.\n\nTeacher Intervention (Solution):\nAt the same time, the student wanted to show off in front of his classmates and let them know that he was bored by the lesson and was not interested in my explanation. He wasn't paying attention in class, he wanted to throw a bottle full of water. He finally got up and walked around the classroom without asking if he could. A student was walking around the class and I said to him: 'Where are you going? We're not in any market place here, so you can walk around whenever you want.' The boy replied that he just went for a walk. I told him that it was impossible to walk, that he should immediately return to his place and pay attention. He sits down with disgust and annoyed looks, and I tell him if he wants a note that I don't give notes, but he can be the first one I give it to. The boy snapped at me: 'Take it easy!'. So I wrote him a note that he is rude and walks around the class without reason or the teacher's permission.\n\nOutcome:\nThe student didn't expect that I would really give him a note, at the same time he tried what he could afford, she didn't see him as a 'hero' who breaks the rules and doesn't have to pay attention, but as an annoying classmate who disturbs them while learning and causes unnecessary problems. After the lesson, I invited him to my department, I told him the rules we had agreed on with the other students. It could be seen on him that he did not feel comfortable in the given situation, because I threw him off with a remark in front of the class. I would say that the remark did not bother him that much, but he felt uncomfortable and embarrassed in front of his classmates, he does not want to experience this situation again and since then he pays attention in my classes, does not draw attention to himself and does not cause problems.\n\nStudent Profile:\nAge/Year: 13. let, 7. třída\nHobbies: počítačové hry\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Disrespectful communication, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "278", "student_age_year": "13. let, 7. třída", "student_hobbies": "počítačové hry", "student_diagnoses": "", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Magisterské  Ruský jazyk se zaměřením na vzdělávání  Občanská výchova se zaměřením na vzdělávání", "teacher_practice_years": "3", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/808", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I want to describe happened recently in my class, I am a third-year class teacher. It was a fight between two classmates, who first started to poke each other, until it turned into a fight, in which the rest of the class supported them, which only strengthened the boys to continue the fight. The problem that the boys were dealing with was not serious and originally it did not arise between them, but between their friends, and the boys only wanted to support them, unfortunately in a rather inappropriate way.\n\nSituation (Anamnesis):\nThis class, as many teachers would call it, is quite lively. It is rather a boys' class of 15/8 and an almost problem-free team, except that they can make the teachers busy in class, thanks to their talkativeness and inattentiveness. Serious problems were never dealt with in the classroom, just the usual nudges that usually arise between children.\n\nTeacher Intervention (Solution):\nThe pupils were first punished by writing 5 times: I don't fight during recess. Then the assistant listened to both sides so that we would know exactly what happened in the class between the boys.\n\nOutcome:\nDue to the fact that nothing long-term was happening between the boys and the trigger was nothing serious, this particular situation was somehow not addressed with the boys even in the classroom, but one lesson of the first lesson was sacrificed to analyze how to behave appropriately. But I also tried to focus on seeing it as an opportunity for something good. The children told their classmates in writing, and above all anonymously, what they thought they had good qualities. I didn't try to emphasize what happened wrong, but rather that we all have bad qualities, thanks to which I don't have to get along with everyone right away, but that we all also have good ones, thanks to which we can at least tolerate or even respect the other person and there is no need for unnecessary skirmishes due to piercings.\n\nStudent Profile:\nAge/Year: 9. let, 3. třída\nHobbies: Sportovní aktivity\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "808", "student_age_year": "9. let, 3. třída", "student_hobbies": "Sportovní aktivity", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství na prvním stupni", "teacher_practice_years": "19", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1095", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom the given situation occurred was often disruptive in the Czech language or civics class. Among his typical problem behaviors were yelling around the class, making very inappropriate comments, or getting up from his seat during class. It was a fourteen-year-old student in the seventh grade - he failed both the first and second grade. However, the forfeiture was not about lack of knowledge, but about behavior.\n\nSituation (Anamnesis):\nThe environment in which the student lived and grew up was not one of the best - he never knew his father and his mother did not take care of him. The Czech Social Security Administration was also contacted several times in order to check the student's background, or rather his mother. The pupil's diagnosis was confirmed - dysorthography in combination with a non-specific spelling disorder and significant educational difficulties, so he had an IEP (individual education plan) set by the pedagogical consultancy and a PO (plan of support measures) was determined, which was mainly intended to help us, the teachers, with access to to the pupil. He also received one hour a week of special pedagogical care from the educational counseling center, which I was in charge of. Pedagogical care always took place from seven in the morning. He attended regularly in the sixth grade, but after that his interest waned, which led to the cancellation of classes.\n\nTeacher Intervention (Solution):\nIf we were to talk about the student's performance, it was below average. He regularly received A's in mathematics and languages, and often did not even appear for the resit exam at the end of the year. It was mainly about the pupil's lack of interest in teaching. However, if the topic or the teacher interested him, he was able to improve his grades. There have been countless incidents with the pupil, one of the most serious happened during a break. The class was already waiting in the corridor for the next lesson when the student suddenly took out hairspray and a lighter\n\nOutcome:\nSometimes the student even realized that his behavior was over the line and came to apologize. Note: The story is told in the past tense, as it concerns a student who no longer studies at the given school.\n\nStudent Profile:\nAge/Year: 14 let, 7. ročník.\nHobbies: Žádný, později fotbal – žádná změna v chování nenastala.\nDiagnoses: Dysortografie,Poruchy učení\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1095", "student_age_year": "14 let, 7. ročník.", "student_hobbies": "Žádný, později fotbal – žádná změna v chování nenastala.", "student_diagnoses": "Dysortografie,Poruchy učení", "student_disorders": "", "teacher_approbation": "Bakalářský titul  – český jazyk a občanská výchova", "teacher_practice_years": "4, 5 roku", "problems_annotated": "Diagnosis, Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1031", "content": "TEACHING CASE STUDY\n\nBackground:\nnew student came to the class, who immediately managed to integrate into the team. He was repeatedly disruptive in class, even though he was sitting alone. He made notes in the notebook only at the moment when he had supervision over him. When reprimanded, he often asked why he had to be able to do the subject. His behavior disturbed the concentration of his classmates, who wanted to pay attention in class. During the written tests, he usually only had the assignment written, but he either did not want to solve the tasks or did not know how to do it. During the subsequent collection of tests, he repeatedly tried to hide the test under the bench and pretend that he had already handed it in. During breaks, he would throw a paper swallow with his classmates or, despite the ban, walk in the corridor during a small break. The other teachers started complaining about him in the assembly room right after the first week.\n\nSituation (Anamnesis):\nProblem student - extroverted, sanguine, communicative, hyperactive, clever, unmotivated to learn Class - cooperative, noisy\n\nTeacher Intervention (Solution):\nFirst, I raised my voice at the student for disruptive behavior. The student always calmed down for about 5 minutes and then started talking again with the surroundings. I had to put him in the first desk, but he was still able to communicate with a good friend who sat on the opposite side of the class. His friend tried much harder when the said pupil was not attending school yet. After a few days, I threatened him that if he didn't start working properly, he wouldn't pass to the next grade. But the student, without any motivation for education, continued to disrupt. When the headmistress found out about it, she took him and his good friend to her office. She allegedly threatened them that if they did not try, she would have to throw them out of the school, because there is no place for such students. She also informed their parents about the incidents. The students were taken aback by being called to the principal's office, so I hoped that this solution would calm the situation.\n\nOutcome:\nThe students were taken aback by being called to the principal's office for several hours, so I hoped that this solution would calm the situation. Most likely, they were also afraid of their parents' reactions when they arrived home. Unfortunately, I have no idea how the parents reacted to the incidents, but they were probably able to direct them. In the following days and weeks, the situation gradually improved. The problematic student began to take school more seriously. He mostly started taking notes on the subject and got at least slightly better grades in his papers. But the main thing is that, except for occasional situations, he stopped disturbing the classmates around him. Thanks to this, he also influenced his good friend less in class. Disruptive behavior in the classroom has not completely disappeared, but I would say that it has been rapidly reduced.\n\nStudent Profile:\nAge/Year: 14 let, 7. ročník ZŠ\nHobbies: sport\nDiagnoses: ADHD\nDisorders: Vykřikování,Pasivita,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1031", "student_age_year": "14 let, 7. ročník ZŠ", "student_hobbies": "sport", "student_diagnoses": "ADHD", "student_disorders": "Vykřikování,Pasivita,Podvody", "teacher_approbation": "vysokoškolský titul - Mgr., aprobace - ČJ, RJ", "teacher_practice_years": "12", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1256", "content": "TEACHING CASE STUDY\n\nBackground:\ngot into this situation when I started teaching. It was in my hometown. The school was small and the group of pupils very narrow. During class, one student started rummaging through her backpack, let alone the other student sitting in the row next to her could see the contents of her backpack very well. The girl was looking for menstrual supplies (pad) in her backpack. The student noticed this and shouted over the whole class: HAHA, he has periods. The girl started to cry and hid in the bench while crying.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nAt that moment I was taken aback and didn't know what to do. The topic here is uncomfortable for me, and I didn't really know how to talk about it at the time. First, I went outside the classroom with the student, where I explained to her that there was nothing wrong with having her period and emphasized the fact that she had nothing to be ashamed of. After that, I went to class, where I scolded the student who was making fun of her. Next, I gave a small lecture to the class about the fact that it is normal to have periods and that it is part of growing up. But I know myself that during the conversation I had to appear terribly insecure and shy. Now I would solve the situation differently.\n\nOutcome:\nSomehow I couldn't solve it any more. All I did was treat the attacked lady and then talk to the class about menstruation. Now that I've been in school for some time and at the same time a bit older, I would look at the matter differently. I think it would be necessary to normalize teaching about women's and men's issues and discuss with children what is happening in their bodies. If I look back purely on this situation, I could have arranged another lecture in biology. Somehow to ensure the erudition of the children in this regard and to see that the collective is not divided into girls and boys, but on the contrary, they go through the lecture together.\n\nStudent Profile:\nAge/Year: 6.třída, 12 let\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Disrespectful communication, Support, Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1256", "student_age_year": "6.třída, 12 let", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Bc. Enviromentální studia a speciální pedagogika", "teacher_practice_years": "3 roky", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/33", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened at one of the courses I run for the classes. We sat together in a circle and discussed a certain subject; the students were supposed to report and share their opinions and thoughts, with me always challenging them first so they wouldn't shout at each other. Our pupil, let's call him Kuba, couldn't stand it when I called him out. He didn't report, he shouted, \"I, I, I,\n\nSituation (Anamnesis):\nA boy, 9 years old, 3rd grade, diagnosed with ADHD with more pronounced manifestations of hyperactivity and restlessness, also with dysorthography. He often screams and runs around. He often doesn't think about the consequences and gets into fights with teachers.\n\nTeacher Intervention (Solution):\nsolved it by noticing him, giving him the attention he needed, and appreciating him. If I rejected and criticized him in the given situation, he would only become more hardened and would no longer listen. I tried to accept him, appreciate and understand him, empathize with him. I told him something like this: \"Hey Kubo, it's great that you're coming forward to answer, I can see that you have a great idea and that you're excited, but I really need you to wait a moment and if you raise your hand up, for I'll give you my word for a moment.\n\nOutcome:\nThe result of the solution in the short term was that after I appreciated and understood and gave him his word, he followed the instruction and was able to follow the rules for the rest of the activity. In the next hour, the situation repeated itself, because he was already more tired, and I solved it again with the same procedure. I still do it this way - by constantly appreciating at times like this, I train with him how it should look and watch the improvement.\n\nStudent Profile:\nAge/Year: 9 let, 3. ročník\nHobbies: otevřená otázka\tSport, počítače\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "33", "student_age_year": "9 let, 3. ročník", "student_hobbies": "otevřená otázka\tSport, počítače", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Magisterské, psychologie", "teacher_practice_years": "6", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/670", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problems with the pupil started already at the previous elementary school, where he manifested himself as a person who liked to constantly provoke and annoy others. The transition of a pupil from the second grade to our primary school in the village was probably caused by these problems. After arriving at our school, everything went smoothly, but at the beginning of the eighth grade, a turning point occurred. The student looked out for a classmate, whom he first verbally taunted. 'He told her she wasn't pretty, that she dressed like a little kid, etc.' (class teacher). The situation escalated and the student started insulting the classmate on social networks, especially on Facebook and Instagram. He wrote to her publicly for all the other classmates to see. Other kids joined in on the situation, but they later left it while he continued. I learned about the problem from the mother of the bullied student. The situation worsened during the pandemic, when children spent time at home on social media. I decided that even if the problem is not happening on school grounds, it needs to be solved. The bullied student had to seek the help of a psychologist, but fortunately, long-term treatment was not necessary. The situation is partially due to the family background of the main aggressor, who lives with his mother, his father was an alcoholic and his mother is not good at raising him.\n\nSituation (Anamnesis):\nThe pupil's personality is more complicated than that of the person in the second case study. The student did not attend primary school for the entire 9 years, he came to us from the village until the eighth grade. The transition was due to family background and problematic behavior at previous schools. At first, he behaved calmly in the classroom, but gradually he became bolder and began to show a leadership personality. He got a bunch of friends and they made up pranks on other classmates, which were resolved by agreement or admonition. After half a year, the pupil began to show more aggressive behavior, but the situation was resolved. The student suffers from a behavioral disorder, but it is not a serious case. This factor could have influenced his behavior towards a classmate, whom he attacked over the Internet.\n\nTeacher Intervention (Solution):\nAfter visiting the mother of the bullied student, I decided to solve the problem immediately. I called a meeting with the participation of the injured student and her mother, the main actor and his parents. After the meeting, we agreed on an apology to the injured pupil and a promise that the behavior would not be repeated. The student was also reprimanded by the class teacher.\n\nOutcome:\nThe situation was resolved better than I expected. At first, the student felt unfair about the punishment and there were occasional verbal fights with the bully, but this did not last long. Over time, the situation in the classroom improved. The student stopped verbally attacking his classmates and became an exemplary student with better grades. Reprimands, reprimands or reduced behavior grades were no longer needed.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: sport\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Bullying\nSolutions Applied: Agreement, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "670", "student_age_year": "14, 8. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Ruský jazyk, dějepis se zaměřením na vzdělání", "teacher_practice_years": "45", "problems_annotated": "Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/702", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students in our class love swimming. A picture of the popular water park had been hanging on the calendar for a long time, and the day when we would go there was slowly and surely approaching. All the students knew that they had to behave nicely and correctly, otherwise they would not go anywhere. It was such a great motivation for them that they all really tried. The day before swimming was always the worst. There was only one reason for this - students with ASD, if they are really looking forward to something, usually cannot bear the fact that it will actually happen and then turn their joy into an explosion in the form of problematic behavior. It was the same in our class. Surprisingly, only on the day when we were supposed to go to the water park. One student, otherwise very kind and obedient, who is grateful for every little thing, came to school in the morning already angry. I knew where the problem was, but I didn't say anything. She was kind, welcoming to him. She assured him that everything was perfectly fine and we were going to have a nice day. In the dressing room, he threw his backpack into the locker and instead of changing his clothes, he sat on the floor in front of the closet without saying a word for twenty minutes. Then it was necessary to intervene. So I went to see him in the dressing room to negotiate a compromise - if he changes nicely and goes to work (before we go swimming), he can watch a fairy tale on the computer for a while as a reward, which was a great reward). Accompanied by insults and obscene swearing, he managed to change his clothes and move to the classroom. After a while, he calmed down and left with the other children for an activity at the table - independent work. But here he also did nothing and just cursed profusely. So here he was without a reward and without the possibility to watch the fairy tale on the computer. This triggered a whole host of problems. During the time when the other classmates went to get ready for swimming, this student was still sitting at the table where he had not finished his work. Since raising his voice never worked on him or anything like that, I kept trying to negotiate with him. But it didn't bother him at all. He went into a trance where it was impossible to stop his speed of speech (more precisely swearing at all the teachers and parents). Everything escalated by the fact that he actually said that he would not go anywhere with such teachers and would rather have them all\n\nSituation (Anamnesis):\nThis pupil is now an 11-year-old boy who is educated at a primary school established in accordance with §16 paragraph 9 of the Education Act. In the past, he attended a special kindergarten, to which he was admitted due to a diagnosis of autism spectrum disorders. This pupil has been a very lively and communicative child since he was a child. He has a very rich vocabulary and also a desire to understand. The problem is the time sequence in communication and forgetting words. Overall, his attention is very fickle and any small stimulus can transfer it to another topic. He likes learning and generally going to school very much. Despite his frequent protests accompanied by profanity. This pupil, thanks to his developed communication skills, is a very sociable child. He really likes the attention of others, likes to get to know each other and generally has no problem with social behavior. So if problem behavior does not occur = use of vulgarisms towards other people. However, gross and fine motor skills are at a very poor level. This student has a problem with walking on uneven surfaces, up and down stairs, and during all physical education activities (running, jumping, exercising, riding a bicycle, scooter...). Fine motor skills are also greatly impaired - poor grip on all writing utensils, art supplies, inability to tie shoelaces, problem with fastening zippers, buttons. A great deal of patience and constant repetition is needed here.\n\nTeacher Intervention (Solution):\nCorrectly solving this student's problem behavior requires a great deal of patience and fortitude. It is very difficult for me to punish him for something that makes him want to achieve something popular and big. I'm always sorry that, despite a lot of effort, he doesn't reach the top - that is, a big reward. When solving the given problem, I now know that I did not act very well and now I would not choose such a solution. It's not fair not to give him a chance to fix the situation. And by letting him put together a puzzle that is beyond his power, I denied him the opportunity to correct his mistake in advance. With this student, it is sometimes really difficult to find a punishment that will be a punishment, but partly also actually a way to correct bad behavior and become aware of the situation. This student does not have a good role model even at home, and he hears the swear words he uses at school in his home environment, but also in the series he can watch. So, primarily, I shouldn't punish him, because such behavior is actually normal for him. Unfortunately, we all have to respect some rules at school, even if they are not entirely fair for some. In case of problematic behavior (affect) in this student, I always try to be the opposite of his behavior. Even in the situation described above, I tried to resolve everything calmly and turn it around\n\nOutcome:\nMy solution to the situation at first seemed like an appropriate way. This pupil did not go to the water park with the children, he had to sit and work at his desk. In addition, he was given a very difficult task, which was really a punishment for him. After he calmed down and I stopped noticing him, he stopped cursing, the affect passed and we calmly agreed on everything. Actually, maybe he expected us to go see the kids later. But, even though I told him later that there would be no water park, he managed it very well. However, it was not the right step in terms of a long-term solution to the situation. This student gained the experience that he can sulk at the desk, he doesn't have to work, and he actually created the idea in his head that working at the desk is always accompanied by cursing and reminiscing about the given situation. He also continued to associate the puzzle activity with punishment, which he also did not want to do. So, for a long time, we have retroactively adjusted the fact that puzzles are fine and correct and work at the table is fun.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: Lazytown, plavání, lego, zpěváci, zajímavá témaza dospělých\nDiagnoses: Porucha autistického spektra,Atypický autismus,Přidružené mentální postižení\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Agreement, Consequences, Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "702", "student_age_year": "11 let, 5. třída", "student_hobbies": "Lazytown, plavání, lego, zpěváci, zajímavá témaza dospělých", "student_diagnoses": "Porucha autistického spektra,Atypický autismus,Přidružené mentální postižení", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání, obor speciální pedagogika", "teacher_practice_years": "6", "problems_annotated": "Diagnosis, Emotional outbursts, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Agreement, Consequences, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/615", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation started when I found a crying girl in the toilet during class. She was crying hysterically and was unable to explain to me what had happened. I invited her to my office, offered her a biscuit and after a while she confided in me. No one wants to talk to her in class, and a classmate is spreading false information about her.\n\nSituation (Anamnesis):\nThe classmate who slanders the girl is extroverted, draws a lot of attention to herself. The gossip girl is also more of an extrovert, likes to ride horses and play the piano. He doesn't really excel at school.\n\nTeacher Intervention (Solution):\nI informed my parents immediately and agreed that they would talk the guilty girl out. I then invited both students to my office. Only then did I learn that the roles of the girls were reversed and the one who cried first made up the whole story.\n\nOutcome:\nI realized that I should have proceeded differently and listened to both girls first.\n\nStudent Profile:\nAge/Year: 14 let (9. třída)\nHobbies: jízda na koni, hudba\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "615", "student_age_year": "14 let (9. třída)", "student_hobbies": "jízda na koni, hudba", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Vysokoškolské vzdělání - titul Mgr., aprobace český jazyk", "teacher_practice_years": "7", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/452", "content": "TEACHING CASE STUDY\n\nBackground:\nboy and a girl, both decades from the fifth grade, are siblings and have an even younger sister, whom the boy takes a lot of care of. They were among the 'worse' students from the first grade. They went to school very irregularly, dressed poorly, had no shoes, did not prepare for classes. This was handled by other institutions. I had to deal with a situation where not one of them brought my homework, they talked obscenely, didn't pay attention and distracted the whole class. They were absolutely not focused on their studies and were getting grades like 3-5. Their behavior had an adverse effect on others. This kind of behavior went on for a full 5 years, but never on this scale. They didn't carry assignments since 1st grade, but this was extreme. Since we are a school in a small village, of course I know their parents. That's why we all understood at school that they probably don't have a completely suitable background and that no one really pays attention to them. We tried to give them all the more.\n\nSituation (Anamnesis):\nPupils attend a small-class school, namely a class with 19 pupils. They live with both parents, they have one younger sister. Most of the people in the village consider them such 'lumps'. It happened that they damaged the property of other citizens, lied, invented things. But the boy takes care of his younger sister quite often. He goes with her to the playground, to the swimming pool - he takes care of her when the parents do not fulfill this function. At the same time, it can be seen that despite all this, the children love their parents.\n\nTeacher Intervention (Solution):\nchose a situation where I had a problem with a boy or a girl not bringing me homework, not paying absolute attention to school, and behaving inappropriately with their classmates. So, after a few missed assignments, bad words, doing 'on purpose' to my classmates, I decided to talk to them. So I took them aside and asked them what was going on. How do they even imagine their passage through studies, when they already go to school so little that we will have trouble closing their grades. If they don't mind that they get bad grades, that they have worse results than their classmates. I offered them tutoring several times that I would talk to the parents about it, which I did, but it went unnoticed. Of course, the reaction was the same from both, they don't mind. They don't enjoy learning. Which is understandable when no one guides them to do so at home.\n\nOutcome:\nWe have never been able to resolve this situation. The siblings successfully completed the first grade of elementary school and transferred to the second grade in the neighboring village. Of course, we invited the parents to the school, but they did not take a very good position on this problem. More or less, they were happy when the children were away during the day and when they came back, above all, they didn't want anything from them. They reassured us that they would talk to the children, that they would check their assignments and send them to school - but the truth was somewhere else. Sometimes they had bright moments, when I thought, wouldn't they? That our conversations would have meaning after all and the parents realized that it would not work without their help? I was wrong. It was always a maximum of 3 days after we threatened them, but we couldn't think of any long-term solution. It's one of those cases where I really regret not being able to solve it. And that I could not give my children more education. But I still think I did what I could and made sure that when parents don't cooperate, it's the biggest punishment for their children.\n\nStudent Profile:\nAge/Year: 10 let, 5.třída\nHobbies: sport\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal aggression\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "452", "student_age_year": "10 let, 5.třída", "student_hobbies": "sport", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Mgr., učitelství pro první stupeň", "teacher_practice_years": "9", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/716", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was playing with his mobile phone during the lesson, despite the fact that according to the school rules, the mobile phone should be kept in the locker during the lesson. They are not supposed to have mobile phones with them, i.e. not even in their briefcases. I drew the pupil's attention to this fact and informed him that next time he should keep his mobile phone in his locker. In order for him to remember this fact better, I decided to confiscate his mobile phone. Another reason for confiscating the phone was the fact that he violated school rules and should therefore be punished. He responded to this announcement of mine by starting a discussion with me. He tried to brush it off. He was looking for arguments that would help him prove that the law was on his side. He claimed that the school rules do not stipulate the obligation to leave mobile phones in lockers. I explained to him that he is mistaken and that the school rules really say that a student should not have a mobile phone in class. In the end, he resigned and handed over the phone to me.\n\nSituation (Anamnesis):\nThe student repeatedly breaks the rules, either given by the school rules or set by the teacher. He has no respect for authority. He visited a psychological counseling center with his parents, where it was confirmed that he had ADHD. A recommendation was written in the counseling office, which said that the student should have a special, individual approach from the teachers, but this does not help, because the student does not respect the teacher at all. He also has difficulty adjusting socially. He often tries to have the last word. He adjusts the rules to suit himself. They often test where the limits of tolerability are and what happens when that limit is crossed.\n\nTeacher Intervention (Solution):\nI explained to the student that he cannot have a mobile phone with him. He protested. He defended himself. He claimed that the school rules did not say anything like that. I explained to him that I was familiar with the school rules and that it really forbids students to bring mobile phones to class. Finally, he allowed himself to be convinced and handed over the mobile phone to me.\n\nOutcome:\nAfter handing over the mobile phone, the student sat back down at the desk and together with the class we focused on the subject again. In the course of the next hour, the incident was not reflected in any way. Everything continued as normal. After the lesson, the student came to me with the question whether I should return his mobile phone immediately or after the lesson. I told him that he should come to me after class. After class, he came to my office and I returned his mobile phone. It can be said that the incident had a positive effect on the student, namely that the situation did not happen again. The student no longer carried his cell phone to class and left it in the locker.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: chození ven s kamarády\nDiagnoses: ADHD\nDisorders: Disrespekt,Porušování pravidel,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Violation of classroom/school rules\nSolutions Applied: Consequences, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "716", "student_age_year": "13 let, 7. ročník", "student_hobbies": "chození ven s kamarády", "student_diagnoses": "ADHD", "student_disorders": "Disrespekt,Porušování pravidel,Vykřikování", "teacher_approbation": "Magisterský titul (Mgr.), aprobace český jazyk, dějepis", "teacher_practice_years": "11", "problems_annotated": "Diagnosis, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/561", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the school year, a situation arose in the classroom where children started to lose things. They were mostly small things, such as pictures, stickers, cards, colored pencils or candies and sweets. When the situation with the wanted cards happened for the first time, the children did not even tell me this fact, saying that the student in question was not sure if he had lost them or if someone had taken them or if he had just forgotten them somewhere at home or at a friend's house. For a moment, the situation in the classroom calmed down. After a certain time, however, a problem arose again, this time with the wanted pendant on the school bag. Now the student was quite sure that the pendant had been lost in the classroom during the day. It was an unpleasant discovery because it was a new briefcase that the student had received for her birthday. The girl happily showed me her new briefcase with a pendant in the morning in class. It was obvious from the beginning that it must have been taken by one of the pupils from our class, as the children had been in their regular class all day. As part of the operation of our school, students from the second classes do not have the opportunity to go to other classes and visit each other.\n\nSituation (Anamnesis):\nPupil, 10 years old, 4th grade. The boy lives in foster care together with his younger brother and other school-aged children. The boy is temperamental. In class, the student is disruptive and often shouts out his answers. He is explosive and likes to be the center of attention. He enjoys physical education and science the most. He shows worse academic results in mathematics and the Czech language. He has his friends in class.\n\nTeacher Intervention (Solution):\nAs soon as I found out that children were losing things in the classroom, I implemented a community circle with the children. During this activity, the pupils and I talked about the correct behavior in the classroom with each other, what is good and what is not. Using specific examples, the pupils and I once again reminded ourselves of the rules of behavior in our class. We also went through the school's internal rules again, especially the behavior of the pupils. Within the community circle, children reacted spontaneously and described specific situations. I gradually directed the topic of the conversation to the current problem - losing things in our classroom. I expected the culprit to confess and explain his behavior to us, apologize and return the lost pendant to his classmate. However, my expectations were not met. Rather, there were verbal exchanges of children's opinions, which, however, did not lead anywhere. That's why I had to end this situation. I then used the written and anonymous statements of the students to solve the problem. I gave the pupils enough space and time to express themselves in writing about the situation. Even now, I expected the student in question to confess anonymously, but this did not happen even in written form. The still unsolved problem was also reflected in the very atmosphere of our class, which until now had been open, friendly, confidential and calm. That's why I asked for the cooperation of the school's prevention methodologist, who implemented a peer program in our class. I also informed the students' parents about the situation at the class meeting. At the same time, I asked them to cooperate so that they, too, could explain to the children the importance of correct behavior and the consequences of incorrect behavior.\n\nOutcome:\nDespite all the activities that were carried out in the class, it was not possible to find out which pupil or pupils committed this serious offence. If the student/students did not confess themselves, and even with the help of other activities with a prevention methodology, it was not possible to say with certainty who it was. There were only certain indications and hints. Despite the unresolved situation, it was positive that the problem of students losing things in the classroom did not recur.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída\nHobbies: fotbal, judo\nDisorders: Lhaní,Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "561", "student_age_year": "10 let, 4. třída", "student_hobbies": "fotbal, judo", "student_diagnoses": "", "student_disorders": "Lhaní,Krádeže", "teacher_approbation": "Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "33 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/882", "content": "TEACHING CASE STUDY\n\nBackground:\nfew years ago, I had a student in my class with a confirmed diagnosis. Concerns about whether I could handle the situation were considerable. However, after assigning an assistant, everything seemed to be fine. The student was kind and gifted, tried not to be disruptive and paid attention to the lesson. Nevertheless, it turned out that his classmates did not accept him and there were minor conflicts between them.\n\nSituation (Anamnesis):\nThe student had a confirmed diagnosis, showed inattention and hyperactivity, but was also kind and gifted. The class generally had a friendly atmosphere and was not confrontational.\n\nTeacher Intervention (Solution):\nWe observed the situation for a long time, we hoped that time would help the pupil integrate into the team. When this did not happen, the assistant and I decided, after consultation with the pupil's parents, to take steps to improve his position in the classroom. The parents were excited about the idea of having a class session that could help the student integrate better.\n\nOutcome:\nInstead of two classes, we organized classroom lessons where we discussed the differences between us and how we should behave. After this activity we noticed a positive change. The student began to be more accepted by his classmates, found a best friend and joined the school team. For me, this story is an example of a successful solution to a situation that shows that communication and involvement of everyone can lead to big changes.\n\nStudent Profile:\nAge/Year: 6 let, 1. ročník\nHobbies: tvoření, knihy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal aggression\nSolutions Applied: Support, Working with the collective, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "882", "student_age_year": "6 let, 1. ročník", "student_hobbies": "tvoření, knihy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "26 let", "problems_annotated": "Diagnosis, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/355", "content": "TEACHING CASE STUDY\n\nBackground:\nWe worked with fourth-grade students in a distant town 66 km from our school, we came for two days, Thursday and Friday. The boy in question happened to work together with my son. It was he who told me that the principal of the school had declared a principal's leave for Friday due to some electrical re-installation. Simply, the school was without power and so it was time off. I point out that we are talking about a school that was over sixty kilometers away. Such a distance is not an obstacle for the youth today, and as soon as the boy learned this, he came to me with the decision to go home. He was there in his car. At the age of eighteen, he already had a driver's license and drove there alone at his own risk, with the knowledge of his parents. He said hello and went to the car. I stopped him at that speed and tried to tell him lightly that we have electricity here. He replied that he was on director's leave and that he would go home. I tried to explain to him that this does not apply to us and whether he does not mind that his classmates will work for him. He just shrugged and repeated that he didn't care, he didn't care and that he was going home anyway. As I was leaving, I told him to think carefully about what he was doing, that I wouldn't argue with him. Everything happened very quickly. While he was on his way, I called the school principal to ask what was going on. It wasn't his first offense. He immediately called his mother and seems to have followed them to the business. That ended it for me for a while. My son arrived in a few hours, if I know about it. The boy was coming back. From this I concluded that his parents must have spoken to him. The next day, of course, his classmates laughed at him, his pride sank to freezing point. However, it was a very short lesson. He was nice for a while, if I don't count his arrogant remarks. A few days after that, the CEO of the company occasionally interviewed my students. He invited everyone separately and asked specific questions that his secretary wrote down. I was in production at the time and the director came to me asking if I could step aside so the others wouldn't hear us. He began: 'Please, what kind of young person is this?' I tried to give him a brief answer that he is our problematic student who is very difficult to deal with. He revealed to me that he asked him if he could imagine staying in the company in any particular position. It is said that he laughed at him, that certainly not, that for such money in life and similar remarks in front of the highest authority of the company.\n\nSituation (Anamnesis):\nFrom day one, it was evidently clear that the boy was set up differently from the others. He was brought up in a well-off family. Since the boy demanded when he wanted and how much he wanted, it was very well known, there was no chance to motivate him for a financial reward. He was the only one who stood out from the group. The others were friendly to each other and helped each other. He always treated them, and really every day, condescendingly, arrogantly and without respect. The same was true of communication with teachers. At practice he was still hiding, drinking coffee and hardly cooperating. Outside of school, he allegedly visited slot machines and played poker. He never stayed overtime. It was very difficult to motivate him to work. Classmates built a gym in their spare time. They painted, plastered in old warehouses. They also had a financial reward for practice. He didn't lift a finger and of course, when it came to breaking bread, he wanted to practice there. It wasn't just us, colleagues, who had a problem with him, but we noticed how annoyed his classmates were as well. After several conversations with the parents, we found out that he is not completely manageable at home, and certainly not by his mother. She solved it with us herself, how hopeless she felt.\n\nTeacher Intervention (Solution):\nThe headmaster was understandably upset because he had invested unnecessary money in such an arrogant pupil. Already during that conversation he said to me: 'It will be best if you don't bring this boy here to me anymore.' Right after that I called our school director and we solved the whole thing by transferring him to another practice that wasn't even financially evaluated, but he basically didn't care. It was a relatively quick solution, I was no longer in charge of him after that, it was finished for me.\n\nOutcome:\nIn fact, he worked the rest of his fourth year at another company and then successfully graduated from school. How he is doing in life, whether he has come to appreciate money and work, I have no idea. The step, thanks to which he no longer worked in a specific company, of course helped the company as well, but mainly his classmates. However, I'm not sure that moving to a different location has solved his problematic behavior in any way.\n\nStudent Profile:\nAge/Year: 18 , štvrtý ročník SŠ\nHobbies: hokej\nDisorders: Lhaní,Podvody,Arogance,Agrese,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Transfer of student \nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "355", "student_age_year": "18 , štvrtý ročník SŠ", "student_hobbies": "hokej", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Arogance,Agrese,Neúcta k autoritám", "teacher_approbation": "Stredoškoslké- DPŠ", "teacher_practice_years": "Celkem 39 – z toho škola 9", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/694", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place just after returning to school from distance learning in the spring of 2021. During the break, the student approached the intern, whom she wanted to hug. The intern calmly and patiently explained to her that according to the current rules this is not desirable and appropriate. The rejection itself would not have been a problem, however, some students loudly pointed out that the pupil had been rejected. The pupil had an affect when she picked up the bench and threw it at her classmates. Fortunately, no one was hurt. The whole situation happened when the teacher had to go to the assembly room, the teacher's assistant was testing a newly arrived student, and two interns were present in the class. The teacher immediately ran to the classroom and found out the cause of the problem. The student did not respond to her and her questions.\n\nSituation (Anamnesis):\nŽačka is a pupil with SEN. She is recognized as a teacher's assistant. She was diagnosed with, among other things, an activity and attention disorder, dysgraphia, dysorthography, and dyslexia. It is very difficult for him to motivate himself to do any activity, he usually loudly refuses to do it. Distance learning was a big problem for her, however, she perceived returning to school very negatively. He often gets into verbal arguments with his classmates. She also responds to conversations that do not concern her. Sometimes it seems like he's looking for conflict. She is also two years older than her classmates thanks to deferment and failure. The class has 27 students, there are outstanding individuals with a need to assert themselves. He tries to respect the pupil, but sometimes he speaks out loud about her behavior, to which she reacts very irritated.\n\nTeacher Intervention (Solution):\nAfter the incident, I spoke to the student calmly by myself. She was upset that her classmates were loudly commenting on the rejection. She informed me that her classmates could be glad that there wasn't an empty chair around her, otherwise she would have thrown her. She was not willing to admit that her behavior was not adequate, from her point of view it was necessary to react in this way. I got in touch with the mother over the phone, who admitted that she didn't know how to deal with her daughter either. In my career, I have not encountered a similar problem and had no idea how to solve it. I consulted everything with the educational consultant and we turned to the Psychological and Pedagogical Counseling Office, specifically to the person who wrote the assessment on the pupil, for advice and an assessment. We were told to contact her if the behavior was repeated.\n\nOutcome:\nWe discussed the situation as a class. The mother contacted the Center for Educational Care, where she and her daughter go. However, there is still a risk of affective behavior when the teaching assistant and I do not have procedures on how to prevent it and how to solve it.\n\nStudent Profile:\nAge/Year: 11 let, 3. třída\nHobbies: bez zájmů\nDiagnoses: Poruchy pozornosti a aktivity,Dysgrafie,Dysortografie,Dyslexie\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "694", "student_age_year": "11 let, 3. třída", "student_hobbies": "bez zájmů", "student_diagnoses": "Poruchy pozornosti a aktivity,Dysgrafie,Dysortografie,Dyslexie", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. stupeň základních škol (aprobace Tělesná výchova)", "teacher_practice_years": "18", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1290", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerned three pupils of the fifth year of primary school. Two of them were rated as average to above average, while the third pupil was considered below average. The problem arose when one of the students did not want to go to school because of alleged taunting by two female classmates. After a phone call with the mother of this pupil, both classmates were summoned to the principal's office, where they were asked if they knew why they were summoned. Without any prior knowledge of the situation, they were shocked to learn that their behavior was the reason for their classmate's absence. Both denied taunting or bullying in any way.\n\nSituation (Anamnesis):\nThere were approximately 25 students in the class. One of the students was an above average student and spent a lot of time with her best friend who was rated as average. The third pupil, who was considered below average, was an introvert.\n\nTeacher Intervention (Solution):\nThe pupils were summoned to the principal's office, where the situation was explained to them and they were told that their classmate was refusing to go to school because of their behaviour. Both pupils denied that they had misbehaved in any way. When the other classmates were also asked, no one noticed anything similar. The principal then demanded that the pupils apologize after school, otherwise they would be given a three for behavior. An apology was made and a similar situation did not happen again.\n\nOutcome:\nOverall, the situation was evaluated as poorly managed, as the real cause of the pupil's absence from school was not found. It was not clear if it was bullying or another issue. Pupils apologized for the behavior they denied, only under the threat of having their behavior grade worsened. The truth of the situation remained unknown, but luckily none of the potential problems recurred.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Sport  kolo, tanec..)\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems, Bullying\nSolutions Applied: Agreement, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1290", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Sport  kolo, tanec..)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "český jazyk, občanská výchova", "teacher_practice_years": "25", "problems_annotated": "Attendance problems, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/366", "content": "TEACHING CASE STUDY\n\nBackground:\nhave taught the class this boy was in since the first grade. Over time, I began to observe that the boy does not tolerate failure well. For example, when he failed or got a bad grade, he started banging things on the desk, punching the desk, stomping and kicking the desk. I also noticed that he sometimes behaves aggressively towards his classmates when they didn't want to lend him gum, share sweets, etc. In that case, the boy pushed, kicked or punched a classmate in the shoulder. I tried to solve the situation many times, but without success. When the student was in the fifth grade, I called him to the blackboard to calculate an example. After I corrected his incorrect result and told him where he went wrong, the student threw another tantrum. He turned on me and started swearing at me.\n\nSituation (Anamnesis):\nThe student comes from a complete family. He lives in a house with his mother, father and older sister. Mother and father often have disagreements and argue. His sister suffers from a mild mental disability. However, the student is above average intelligent. He excels both in school and in sports. His hobbies include sports and football.\n\nTeacher Intervention (Solution):\nAt first, I dealt with the student's fits of rage and aggression by admonishing them. After that, I always put him on a bench with one of the girls, hoping that he would calm down by not being among the boys who would disturb him and otherwise provoke him. None of the measures worked. After the incident at the blackboard, we dealt with the whole case with colleagues, the school principal and the guidance counselor. The pupil was given a demeanor and expelled from the school's football club.\n\nOutcome:\nThe result of solving the problem was practically none for the student. The tantrums and aggression continued. The only change was that he never verbally or physically attacked any female teacher again. After half a year, the student transferred to a sports school. According to classmates who were still in contact with him, his behavior did not change significantly even after that.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: Fotbal, sport\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "366", "student_age_year": "11 let, 5. třída", "student_hobbies": "Fotbal, sport", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Vysokoškolské (magistra), Učitelství prvního stupně", "teacher_practice_years": "30", "problems_annotated": "Emotional outbursts, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/888", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was that I had a freshman class that I didn't know that well yet. There was a pair of girls in the class who were constantly having fun during the lesson and not paying attention to the lesson. Regardless of the task at hand, they always seemed to have no idea what to do. Sometimes they were having quiet fun, which wasn't disturbing to the others, but still meant they weren't paying attention. Sometimes they would start laughing out loud in the middle of class at something that had nothing to do with English.\n\nSituation (Anamnesis):\nThese pupils were expressive and had a wide circle of female friends. It was obvious that they were affected by puberty. Their behavior was decent, but they could be noisy both during class and during breaks. They seemed either bored or uninterested in school in the beginning.\n\nTeacher Intervention (Solution):\nWhenever I noticed that the girls weren't paying attention, I immediately intervened. I approached their desk, reminded them of the assignment, and stayed with them for a while to make sure they were working. They completed tasks more slowly than others because they were not interested, but they did not seem to have a problem with a certain type of task. The problem was rather that they did not enjoy school as a whole. After I left the desk, they worked for a while, but as soon as the topic of the lesson changed, they started talking to each other again.\n\nOutcome:\nThis way of dealing with the situation didn't really help much and, considering the class, it rather made the situation worse. The other students were frustrated that I was spending too much time on the same problem during class and that the girls were getting more attention than they were. This problem was solved only with time. In the second year, the girls were almost no longer disruptive, and in the third year they became model students who were active during class and their academic results improved.\n\nStudent Profile:\nAge/Year: 15., 1. ročník SŠ\nHobbies: Móda, filmy\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "888", "student_age_year": "15., 1. ročník SŠ", "student_hobbies": "Móda, filmy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., anglický jazyk a dějepis", "teacher_practice_years": "25", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/905", "content": "TEACHING CASE STUDY\n\nBackground:\nA student in the 9th grade started having a lot of absences. At first the parents apologized, but then they increased and they apologized every third one, so it was clear that they did not know about the others. It was clear that he was going to school. I thought she was going into town and walking around the mall or something. He didn't want to tell us anything at first, but the unexcused hours kept increasing. He was weak at school on his own, and his grades worsened even more because of the situation. He got A's in his subjects, so he was in danger of not finishing primary school.\n\nSituation (Anamnesis):\n9th grade student at elementary school, lazy, weak at school and learning, no interests. The teacher did not remember him enjoying anything in the 1st grade - not even sports. He was troubled from the 1st grade. There were no major problems with him in class. Because he was lazy and never had, could not, did not know anything in class, he was calm in class. He didn't have a behavior disorder. In adolescence, of course, he talked back, but he never had to deal with any bad behavior at school, no disruptions, fights, bullying... he was very inconspicuous at school.\n\nTeacher Intervention (Solution):\nWe organized an educational committee. We were the principal, the guidance counselor, me as a class member, both parents and the student in question. He was there, although sometimes it is done by him leaving the door for a while and then calling. We had him there the whole time because he was already big. It was interesting that he was able to confess to us at that moment without us having to ask him. He told us he was going into town and hooking up with a bunch of guys who were selling drugs, so it was even worse than we thought. He said he didn't take drugs and didn't seem to, he didn't have any symptoms, but he spent time with this group. They were older than him, but not 18, so they were at an age where they weren't completely incapacitated. So he did it by going to school in the morning on a whim, so his parents thought he really went to school, but he went to town and didn't come back until the afternoon. Well, he needed money for food and so on, so he stole money at home. His parents had already said it to him at home, so they already knew it and he was able to say it himself. In addition to the fact that it was dealt with disciplinaryly, it was also dealt with for the reason that he was already in the 9th grade. We wanted to give him the opportunity to apply somewhere else. The educational committee took place sometime before Christmas and there was a month until the report card. We agreed that he would finish all the notebooks over Christmas. The teachers gave him lists of what he would be tested on and what he would write papers on, so that he would get at least fours on his report card and be able to go to an apprenticeship. The condition, of course, was that he had to go to school. As soon as he had one absence and it was not substantiated by the fact that he was at the doctor or was sick, the agreement falls through. His parents also put a lot of pressure on him. They took his phone so he couldn't negotiate with the group in town and stuff. He had to go to work with his father to pay back what he stole at home.\n\nOutcome:\nThis deal worked out. We thought he was going to screw it up, but he finished everything over the holidays, did what we wanted him to do. He wrote papers in which he answered at least something. Before, he was handing in completely blank papers. That was a success because we could give him fours. We added to him, of course, but he started to be exemplary. He kept everything. It looked like he would make it to the end of the ninth. He had a report card with fours. He went to school, so we considered it a success.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída ZŠ\nHobbies: trávení času na počítači\nDiagnoses: Dyslexie,Dyskalkulie,Dysgrafie,Dysortografie\nDisorders: Lhaní,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Agreement, Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "905", "student_age_year": "15 let, 9. třída ZŠ", "student_hobbies": "trávení času na počítači", "student_diagnoses": "Dyslexie,Dyskalkulie,Dysgrafie,Dysortografie", "student_disorders": "Lhaní,Záškoláctví", "teacher_approbation": "Dějepis, pedagogika volného času", "teacher_practice_years": "31 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/539", "content": "TEACHING CASE STUDY\n\nBackground:\nLike every day, I came to class and started getting ready for class. The children were good, they worked well except for one pupil. This student wasn't paying attention, he was painting instead. Unfortunately, this student was always up to something, the children kept coming to sue him. He was constantly taking something from someone, swearing. He even once lied to the teacher in the sorority and gave her an excuse note, signed by himself, that he was going home after lunch. Fortunately, it was possible to recognize that it was not mom's handwriting. He used to set off firecrackers in front of the school. Once again he stole the little boy's shoes from the dressing room, then his mother brought them back saying that they were mistaken. In short, something still needs to be resolved around this student. However, I will describe a specific situation that culminated in a definitive solution. After the second lesson, when there was a big break, the boys from the toilet came running to see that the student was smoking in the toilet. I immediately ran there and the student really had a cigarette in his mouth, and when he saw me he put it out. With a raised voice, I encouraged him to come immediately to me and give it to me. He handed me a cigarette and a lighter. I asked him if he was joking and if he was serious?! And if he wants to set fire to the school, we went to the principal's office together.\n\nSituation (Anamnesis):\ndon't know if it can be taken as an anamnesis. Because he has no history of being diagnosed in this way. The student comes from a Roma family, lives only with his mother, who is currently on maternity leave. There are four brothers in total and the pupil is the oldest. I think the mother prefers free education. The student does not always have aids or notebooks, when he received them from me, he immediately lost them. Unfortunately, they do not complete the tasks. However, you can see from the boy that sometimes he would like to, sometimes when he is at grandma's he comes with completed tasks. The mother probably won't be able to do it and maybe she doesn't even notice the student. A student once returned to school to find that no one was home. This situation was resolved with the management, when they called the mother and the educational advisor. However, mom always promises that she will get better, but unfortunately she doesn't.\n\nTeacher Intervention (Solution):\nAs I already mentioned, the student and I went to the principal's office. We explained the situation to the director. The principal asked the pupil if he knew the school rules, which state that smoking is prohibited. The student replied that he knew it, but that he wanted to try it. When asked where he got the cigarette, he replied that he stole it from his mother's purse. The director and I also explained to him that he had also endangered all the people in the building. If he put it out badly, the whole school could catch fire. We also explained to the student that it is unhealthy and that it harms the lungs all the more when he is still small. The student laughed most of the time and didn't care. You could see that he was feeling “cool\n\nOutcome:\nThe mother arrived at the school, where the given situation was explained to her and what the pupil was reprimanded for. The mother immediately claimed that it was not possible, that no one smokes at their house. Mom was seen several times outside the school smoking. At first she was upset and rejected the reprimand and that her son would do this. In the end, after much arguing, she agreed to the reprimand and promised that she would settle things with him at home and it would not happen again. Unfortunately, a week later it happened again. Therefore, the principal said that he would be expelled from the school, the mother got angry at that and decided to send him to another elementary school, where more Roma children go. Personally, I think that the reprimand was adequate as a short-term solution. The student was replaced a week later and there was no problem or conflict in the class. Unfortunately, I don't think it's a good long-term solution. The pupil did not solve anything and the pupil did it again and unfortunately was expelled. Which I think is not a solution, whoever says that they won't do it there too. I sincerely hope he likes it there, but I don't see it as a good solution.\n\nStudent Profile:\nAge/Year: 8 let, 2 třída\nHobbies: pokémoni, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Physical intervention, Disrespectful communication, Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "539", "student_age_year": "8 let, 2 třída", "student_hobbies": "pokémoni, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání, obor Učitelství pro 1. stupeň", "teacher_practice_years": "10", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Physical intervention, Disrespectful communication, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/990", "content": "TEACHING CASE STUDY\n\nBackground:\nFortunately, there were not many heated conflicts at our school. Sometimes there was an argument between the students, who resolved it or whom we possibly helped to settle down. We have never experienced bullying and fortunately have never experienced a child growing up in questionable conditions. After all, the school is located in a small town where everyone knows each other, and that probably helps with good relations. I noticed some wider problems in class once, when two friends had a fight and stopped liking each other. Back then, they taunted each other in class and encouraged other classmates to join their side.\n\nSituation (Anamnesis):\nThe student who started the conflict and caused other unpleasant situations was one of the noisier people in the class. Sometimes she had fun with her classmates and thus slightly disrupted the course of the lesson. However, when the teacher reprimanded her, she did not interrupt and remained silent until the break.\n\nTeacher Intervention (Solution):\nThe class teacher took both girls aside and discussed the situation with them. She found out why the conflict started and who instigated it. At first, both did not want to reconcile and blamed the other, but after a few minutes, one admitted to causing the argument and apologized. Until then, there was an unpleasant and burdensome atmosphere in the class, because the girls wanted support from other classmates who felt the pressure. Some decided to remain neutral, others took sides and two groups were formed supporting a certain girl.\n\nOutcome:\nThe class teacher spoke to both girls separately and together. The girls finally reconciled in front of her and apologized to each other. The one who caused the conflict confessed and apologized first. The class teacher then suggested a bonding trip, and after an agreement with the school director, they went to the ZOO, where the class teacher observed the behavior of the others and she thought that relations had really improved and everyone was having fun with each other again. She didn't notice any nasty remarks or taunts. The situation did not repeat itself and the girls became friends again as before.\n\nStudent Profile:\nAge/Year: 12 let, 2. ročník na víceletém gymnáziu\nHobbies: Kolektivní sporty, přátelé\nDisorders: Lhaní,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "990", "student_age_year": "12 let, 2. ročník na víceletém gymnáziu", "student_hobbies": "Kolektivní sporty, přátelé", "student_diagnoses": "", "student_disorders": "Lhaní,Zesměšňování", "teacher_approbation": "Zeměpis se zaměřením na vzdělávání, chemie se zaměřením na vzdělávání", "teacher_practice_years": "17", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1312", "content": "TEACHING CASE STUDY\n\nBackground:\nWith the student, it's more about small successes, everyday little things, when I somehow manage to keep him in check and work effectively with him. But, for example, one time he was constantly coming to school really tired, so he was more obnoxious and unpleasant to me and others, especially to one classmate who moved to the next class because of the student. He made me and my colleagues fall asleep in class and it was impossible to work with him at all.\n\nSituation (Anamnesis):\nThe student joined the class last year, which together formed a collective for the previous five years. The pupil himself has already changed several schools and was even placed in a correctional facility for six months due to his generally unmanageable behavior, and as far as I know, it was not because he made any big trouble, but rather because his surroundings (whether the school or family) didn't know what to do. Especially at the beginning, after coming to a new class and a new school, the student had a big problem with behavior, he had to realize that he needs to follow certain rules that every institution has and without which it could not function. The student is the youngest of three children, his parents recently divorced, but they work very compactly together. He spends most of the week at his mother's and then one or two nights at his father's. The father is an architect and the mother is a doctor, the student comes from a background with a very high social potential. They visit a lot of exhibitions, travel, thanks to which the pupil has a surprisingly wide outlook on a twelve-year-old boy. The student is a highly intelligent boy, he excels especially in subjects such as mathematics, physics and natural history, but also quite fluent in language, both in English and in Czech, he writes more or less correctly and has a wide vocabulary thanks to his love of reading. His intellect was obvious from the start, but soon his charisma and ability to win over his classmates also showed. He has a strange kind of double exceptionality, on the one hand he is highly intelligent and really loves it, on the other hand his social intelligence is at freezing point. I have to tell him when his behavior annoys me because he doesn't realize these things at all. That's why I try to deal with him transparently and not in a directive way, because then you completely close the door on him, the student is then vulgar and does not cooperate at all. As far as grades are concerned, he's the kind of kid who could get excellent results if he wanted to, but unfortunately... he doesn't want to. In addition, he is a liar, he lies often and well, he lies to me at home too, which fortunately can be seen through, because I often communicate with his mother and she has no distorted ideas about him, on the contrary, she appreciates that we have such patience with the pupil.\n\nTeacher Intervention (Solution):\nRegarding the student's sleeping in class and his particularly unmanageable behavior some time last year, I decided not to take it personally, not to blame it on myself as my failure as a teacher when he sleeps in class. When I thus completely suppressed the ego and gave way to empathy, I then tried to find out the reason why this is so. I contacted the pupil's mother, who confirmed that the pupil has sleep disorders and that they are already trying to solve it together.\n\nOutcome:\nI was, you could say, proud of myself for handling the whole situation calmly and not being too strict with the student. I think I gained a little of his affection because he saw that I tried to understand him and not to judge him. In addition, since then we communicate more with his parents and when I know what roughly happens with the student at home, I am able to better manage the situation at school.\n\nStudent Profile:\nAge/Year: 12 let, sedmá třída ZŠ\nHobbies: čtení, kreslení, PC hry\nDisorders: Lhaní,Podvody,Neúcta k autoritám,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1312", "student_age_year": "12 let, sedmá třída ZŠ", "student_hobbies": "čtení, kreslení, PC hry", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Neúcta k autoritám,Vulgární vyjadřování", "teacher_approbation": "Magisterské v oboru český a francouzský jazyk na FF MUNI", "teacher_practice_years": "1", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/545", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher tells. We had history class in seventh grade, it was just before lunch. We discussed the first state units in our territory and Great Moravia. I think the students were already tired from the morning lessons and were looking forward to lunch. We have one problematic student in the class. He was already diagnosed with ADHD in kindergarten. The student is inattentive, hyperactive, excessively lively, constantly in motion. He has difficulties with planning and organizing his learning and he also cannot keep order around himself, his desk is constantly strewn with textbooks, stationery and papers. He fidgets in his chair, always has to do something with his hands and disturbs others. He jumps into everyone's conversation, classmates and me, he talks faster than he thinks. He often draws attention to himself and does not listen. He has an assistant. He didn't pay attention during history, he fidgeted in his chair, made balls out of paper and threw them at his classmates. He still had some notes, and finally he hit me with the paper ball. All his classmates were laughing, I think that if they were allowed to have a cell phone in the classroom, they would have filmed it for sure. I was quite angry and could hardly keep my composure.\n\nSituation (Anamnesis):\nThe student attends the seventh grade. He was already diagnosed with ADHD in kindergarten. The student is inattentive, hyperactive, excessively lively, constantly in motion. He has difficulties with planning and organizing his learning and he also cannot keep order around himself, his desk is constantly strewn with textbooks, stationery and papers. He fidgets in his chair, always has to do something with his hands and disturbs others. He jumps into everyone's conversation, classmates and me, he talks faster than he thinks. He often draws attention to himself and does not listen. He has fluctuations, one time he can get one, the other time he doesn't think about it at all or his thoughts are elsewhere, so it happens that he doesn't write anything in the test. He tries to be the 'class clown', he likes to attract attention and make others laugh. He doesn't care that others think he's stupid. It is difficult for him to bear the immediate non-fulfillment of his wishes. As a child, he had problems with fine motor skills such as tying shoelaces, buttoning, dressing and using cutlery. It is difficult for him to follow the instructions of other people, he often does not finish the work. The student often loses things, school supplies - books, pencils, notebooks, he has even lost his mobile phone. He finds it difficult to work quietly on the assigned task. He has trouble concentrating both during games and during work at school. He ranks among the average students in terms of success. He enjoys computer games and drawing, with which he can calm down. He lives with his parents and a younger sister who attends the second grade. Mother works as a saleswoman, father as a bricklayer. When the student was still in the first to third grade, his father took him to the club at half past six and was the last to pick him up. The class team is good in the student's class, students help each other when needed. A year ago, they were together at school in nature and showed that they are a good team.\n\nTeacher Intervention (Solution):\nThe teacher asked the assistant to take the student to the quiet room with the history textbook, so that they could study the subject in peace. We have such a room at school, we call it the quiet room. The student can also leave there with his assistant if there is a problem. He has peace of mind to study there, he can have a drink there, talk to the assistant about how he feels and what his problem is. I think this solution is adequate and we haven't found a better one yet.\n\nOutcome:\nThe solution is short-term and has a short-term impact. After the pupil left the class, the pupils calmed down and paid more attention. It also had a positive impact for the student, he could tell his assistant how he felt, he calmed down. We use this solution more often, we are also in agreement with the student's parents. The student then feels better and has better academic results. Of course, this solution can be used repeatedly. I am of the opinion that the student must feel supported by the teacher and teaching assistant, he must be sure that someone believes in his abilities, that they do not judge him. Motivation and adequate stimulation play a big role in the ability to concentrate attention in a child with ADHD.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: Počítačové hry\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "545", "student_age_year": "13 let, 7. třída", "student_hobbies": "Počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "FF PV Pomocné vědy historické Dějepis", "teacher_practice_years": "10", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/533", "content": "TEACHING CASE STUDY\n\nBackground:\nmet him for the first time in the 7th grade when I started school and had him in my physics class. The other teachers warned me that it would not be easy with him. From the beginning, he was closed to himself, he didn't pay much attention during lessons. Gradually, however, his behavior turned into shouting, he even started attacking his classmates. Notes or any other punishments did not help at all. Finally, during one of my classes, he started strangling himself.\n\nSituation (Anamnesis):\nAs for his family, he was an only child. His parents divorced and he didn't take it very well. In addition, his mother was said to be on drugs. He was very withdrawn in class. He didn't have any friends. Other classmates had trouble getting to know him.\n\nTeacher Intervention (Solution):\nFrom the beginning, I tried to get involved with others. I tried different group works. Unfortunately, it didn't work out. He hardly got involved. Then when he started attacking others, first verbally but then physically, I got in touch with his parents and solved it through them. But they didn't attach much importance to it, only the father arrived and that only for the second time. When I saw such an attitude, I sometimes tried to chat with him during the break. Then when he started choking in class, I immediately called my parents and referred them for a psychological examination. All the time I tried to communicate with other teachers and plan the procedure with them.\n\nOutcome:\nHe started seeing a psychologist regularly. His behavior has partially improved, he no longer self-harms, and he no longer attacks others. Unfortunately, he remained withdrawn and did not find friends. He ended up staying until the end of 7th grade and then transferred to another school. Since he has remained the same as before, I am afraid that his behavior will return.\n\nStudent Profile:\nHobbies: Počítačové hry\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Selfdestructive behaviour, Verbal aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "533", "student_age_year": "", "student_hobbies": "Počítačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Sebepoškozování", "teacher_approbation": "Magisterské (Matematika, fyzika)", "teacher_practice_years": "8", "problems_annotated": "Physical aggression, Selfdestructive behaviour, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1194", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout four years ago, a student from the ninth grade came forward with the fact that a page appeared on the Instagram social platform where students shared various stories about students from the school or gossiped anonymously. In some cases it also targeted us teachers, but mostly the students. Žačka came to me about it, because it allegedly happened at the school she went to before and that someone got hurt because of the gossip. Whoever created the site was bragging somewhere about owning it.\n\nSituation (Anamnesis):\nInstagram Profile Owner - Year 9, extrovert, average/above average in school, not popular in class\n\nTeacher Intervention (Solution):\nThe student who owned the page was called by the principal into the office, where it was decided whether he was aware of the consequences and that it could be considered cyberbullying. The student said that he wanted the students to have fun with embarrassing stories and funny gossip about others and that he did not intend to hurt anyone. In the end, the whole case ended with a demerit of conduct.\n\nOutcome:\nActually, it was only reflected in a worse grade of behavior, but he never thought of creating similar sites on the Internet again. He is not evil as such, but rather he was not aware of the consequences of his actions.\n\nStudent Profile:\nAge/Year: 9. ročník /15 let\nHobbies: Posilování, auta\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1194", "student_age_year": "9. ročník /15 let", "student_hobbies": "Posilování, auta", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské + odbornost metodika, prevence", "teacher_practice_years": "29", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1189", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation started during online teaching, when it was discovered that the student was not logging in, so we started to solve it. The mom didn't know that the boy wasn't going to the online classes, so we gave him some 60 unexcused hours. That was still in the lower grade, then he transferred to our sixth grade and as he was already used to not going to that school and playing games on the computer at home, he stopped going to school and gave the excuse of a headache and other health problems. Of course, the mother excused it and went with him after various examinations that it was of a psychosomatic nature. My mother and I agreed that she would take her son to school. For example, she brought him to the 0th lesson - it was physical education, they entered through one entrance through the school gatehouse, he went to the locker room, where the children go to take their workout clothes from their lockers, his classmates saw him there, greeted him and then ignored him . He didn't show up for an hour, he managed to slip out of sight through the other entrance. We called his mother, she promised to take him to school - he didn't pick up the phone himself, but his classmates saw that he was playing some game on his mobile phone. We wanted it to be unapologetic, but the mother apologized to him anyway, and we're short on that, because if a parent apologizes, then we have to respect everything. But we have to report it to OSPOD, or if it's more hours, we have to report it to the police. Another case occurred when his class teacher was sick and I went to substitute in class, I found out that the student was not in class and called his mother, she told me that they were in PPP and that she put him on the bus to school, but there already didn't arrive He was excused from class the next day. Every time his mother excused him, the student pushed the boundaries.\n\nSituation (Anamnesis):\nThe student lives only with his mother. At the time of online teaching, he got used to playing a lot on the computer and, according to the teacher, he had already developed an addiction to playing. He stopped going to school, or looked for ways to escape so he could play games on the computer at home. In class, he was not afraid to get involved in the lessons, during breaks he chased around the corridor with his friends. Nevertheless, the mother stated that one of the reasons why she does not go to school is that she is afraid to go to class, that there is a bad climate in the classroom. His classmates noticed that the student was often absent from school and instead played computer games. Despite the appeal of the teachers not to reveal anything to the student and to be polite to him, there was always someone who sooner or later asked the student where he was, which made the student feel uncomfortable. Problems did not occur only at school, the son also defied his mother at home and resorted to threats such as jumping out of the window.\n\nTeacher Intervention (Solution):\nFirst, the mother was contacted, negotiations began with her and it was agreed that she would take the boy to school to see that he attended. The mother also insisted that the boy had health problems and that he did not feel well in the classroom, so a prevention methodologist began working with the classroom. When the situation did not improve, the educational committee finally met until the big educational committee. The mother kept apologizing for her son's absence, and finally decided to send him to another (private) school. She also did not want the situation to be resolved through OSPOD.\n\nOutcome:\nThe first solution was that the mother would take her son to school, but this solution did not help the situation, and despite the school's efforts to accommodate, the situation did not improve, because the mother did not want to admit that the cause of the problem was truancy and tried to justify her son's absence with health reasons. She also started looking for a new school for her son. As a result, the student left the school. We supported the mother's solution because we knew it would give the student a chance to start elsewhere with a clean slate, since his classmates already knew he was a truant. On the other hand, I am sorry that we did not manage to resolve the situation so that the pupil could continue at our school, even though we were open to this possibility. Even so, mom came to thank us for helping her solve the situation.\n\nStudent Profile:\nAge/Year: 5.     třída, 12 let\nHobbies: Počítačové hry\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Agreement, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1189", "student_age_year": "5.     třída, 12 let", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., TV, OV, výchovný poradce (2 roky studia na MU)", "teacher_practice_years": "31", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/681", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student's problematic behavior began to appear almost immediately after starting school. He was aggressive towards his classmates, he pushed them, the teacher always tried to explain to the student that he could not behave like this, that others had done nothing to him, and that he should rather help others than harm them. The student always listened attentively, but there were no changes in his behavior. An incident occurred in the very second week of school. The children worked in art education on autumn decorations, made colorful autumn leaves painted with watercolors, then cut out the decorations and glued them to a common drawing with a tree, which was to be hung in the classroom. The students were putting sheets together on a drawing when two boys stood up and the teacher saw the student holding a pair of scissors in his hand, pointing them at a classmate, and he ran away from him. Fortunately, the teacher intervened in time, caught the student and took the scissors from his hand. Fortunately, it was a pair of children's scissors, but the situation still looked dangerous. The teacher shouted at the student, the whole incident scared her enough, she scolded the student and took all the scissors from the children. After the lesson, she asked the student why he did it, he replied that his classmate didn't like his paper, and that made him angry. After this incident, other minor conflicts were repeated, when the student kicked or slapped classmates. The children often sued him, but when the teacher wanted to talk to the student, he always denied everything. For example, when he tore a classmate's T-shirt during a fight, he claimed that he was defending her from another classmate and accidentally tore her T-shirt. He always came up with a different scenario.\n\nSituation (Anamnesis):\nThe student has no diagnosed behavioral problems, but is above average intelligent. Already at preschool age, his parents received a recommendation to visit the PPP, but it did not confirm any diagnosis. The student lives with both parents, has no siblings. At school, he behaved aggressively towards his classmates, lied to the teachers. His classmates became afraid of him and shunned him, which the student noticed, and he was often angry when the children did not want to talk to him. The student attends a theater club, in which he is in his element, he is very creative and even organized a puppet theater for his classmates.\n\nTeacher Intervention (Solution):\nWe immediately informed the parents about the incident with the scissors and invited them to the school. Only the pupil's father came to the meeting, he apologized to his wife that he was not feeling it, that she was devastated by the complaints about his son and that he was not mentally up to the meeting at school. The father claimed that the son does not behave in any way at home, that he is a little more lively, and above all praised his intelligence. However, he understood our concerns and agreed to the proposal of a visit to the Pedagogicko - psychological counseling center. The special pedagogue did not detect any behavioral problems, the pupil behaved politely and cooperated all the time. The special pedagogue then came to the school for observation. On the day of the visit, the pupil behaved completely differently, he behaved very neutrally towards his classmates throughout the day, he was active in class, during the break he tried to have fun with his classmates, to participate in activities. We told the special pedagogue what experience the class teacher had with the pupil's behavior. After this investigation, the pupil's behavior returned to normal. The class teacher tried to talk to the student about his behavior, how his aggressive behavior sets him apart from the group, she asked him if he wanted to have friends and if he thought it was nice to treat his friends like that. She also tried to use his potential, she gave him space, for example, in the preparation of the puppet theater, she justly appreciated his school results. The parents refused to come to another meeting and asked for the student to transfer to another school in the mid-term.\n\nOutcome:\nThe support from the class teacher helped in the daily running of the class, which calmed down, but the problems persisted mainly during breaks. Communication with the parents was difficult, although they initially agreed to our intervention, later they did not cooperate and did not participate in further meetings. The PPP found no major problems, which the parents used as evidence that the son was fine. In the end, their attitude escalated to the fact that they decided to transfer the student to a private alternative school.\n\nStudent Profile:\nAge/Year: 6 let, 1.třída\nHobbies: Počítačové hry, divadlo\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Physical intervention, Disrespectful communication, Support, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "681", "student_age_year": "6 let, 1.třída", "student_hobbies": "Počítačové hry, divadlo", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Učitelství pro 1.stupeň základní školy", "teacher_practice_years": "5", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Disrespectful communication, Support, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/325", "content": "TEACHING CASE STUDY\n\nBackground:\nThere was a long break and I was in charge of the corridor. Suddenly, two boys ran out of the classroom towards the cafeteria, where students can always buy something for a snack during the long break. I warned them not to run in the corridors. They walked normally for a while and when they were far from me they started running again, but I couldn't stop them. When they returned to class, they ran again. I told them that if I had to reprimand them one more time, they would spend the rest of the break with me in the hallway.\n\nSituation (Anamnesis):\nTwo pupils are eleven-year-old boys. He is in the sixth grade. They are best friends. Both come from complete families and show no problem behavior. One has a younger sibling and the other has two older siblings. Boys are slowly entering puberty, so they try everything they can to see where the boundaries are.\n\nTeacher Intervention (Solution):\nSuddenly there was more noise from the classroom than before. I went to look there and saw the two students I had reprimanded before chasing each other between the desks. Loudly, so they could hear me, I told them to stop it and that if they couldn't listen, they would spend the rest of the break with me in the hallway.\n\nOutcome:\nSo they spent the rest of the break with me in the corridor. At first they looked angry that I punished them, but eventually they even talked to me. They were nice the rest of the day. When they were running in the corridors again after some time, it was enough to tell them to stop and threaten a little that they could repeat the punishment and stand with me in the corridor.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída\nHobbies: Oba žáci hrají florbal a jsou spolu ve stejném týmu.\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Disrespectful communication, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "325", "student_age_year": "11 let, 6. třída", "student_hobbies": "Oba žáci hrají florbal a jsou spolu ve stejném týmu.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "magisterské, aprobace chemie a přírodopis", "teacher_practice_years": "12 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/799", "content": "TEACHING CASE STUDY\n\nBackground:\nwas again a class teacher of 2nd year pupils when a boy from another primary school transferred to us. Because his mother was not satisfied with the behavior of the class teacher. I already had support in the classroom in the form of a teaching assistant, because of a student with ASD. The boy was very antisocial, hardly communicated. Very often he forgot tools or was not ready for class. He had a very low level of motivation to work. In situations when he did not want to do something, there were uncontrolled outbursts of anger, which were manifested by throwing things and even self-harm, he beat his head on the ground. On the contrary, during the confrontation he was very tearful, emotionally deprived. He suffered from severe anxiety attacks, for which the emergency services were once called. His intellect was below average.\n\nSituation (Anamnesis):\nThe student lived with his mother, who used to use drugs. I had no confirmation of current use. The mother's various partners took turns in their apartment, but I did not know the pupil's biological father. The mother even admitted to me once that she yells at the student a lot and has aggressive outbursts, during which she beats their dog.\n\nTeacher Intervention (Solution):\nAt first, we tried to set limits for the pupil so that he would not be overburdened. To have the opportunity to experience feelings of success. After that, we recommended the mother to visit a pedagogical-psychological counseling center and to examine his intellect, but she did not want to. On the contrary, she made a hysterical scene for me in front of all the parents during parent-teacher meetings. After a consultation with the director, where the reasons for visiting the counseling center were explained to her, she finally agreed.\n\nOutcome:\nFrom the PPP, the pupil received the support of a teacher's assistant and one hour of the subject of special pedagogical care. Despite the set support measures, the pupil developed disorders with perceptions. As the curriculum grew, his gaps in the curriculum widened. Later, the pupil went to a special school at the regular primary school. But I learned that he is not happy there. He was even attacked by his classmates. I am not satisfied with the result of the solution. Although we provided the pupil with the support we could, it was not enough. There were more pupils with specific needs in the class and with the maximum support of three teaching staff, it was not enough.\n\nStudent Profile:\nAge/Year: 8 let\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Emoční labilita,Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Selfdestructive behaviour\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "799", "student_age_year": "8 let", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Emoční labilita,Sebepoškozování", "teacher_approbation": "Mgr. pro 1.stupeň ZŠ", "teacher_practice_years": "40", "problems_annotated": "Emotional outbursts, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/64", "content": "TEACHING CASE STUDY\n\nBackground:\nThe following week I taught geography again in the aforementioned class. However, I decided to forget the whole incident and approach the situation in a different way in case of a problem. The topic of the lesson was the Earth in space, and I brought a model of the Earth, the Sun and the solar system to the students. I started teaching and showing everything clearly using the tools I had brought. All the students watched the lesson with interest. I started the presentation, painted pictures on the board, called on the students and didn't let them have a moment of peace. Next came the worksheet, and therefore independent work. All the students worked calmly. Five minutes passed and I noticed that something was happening in the last benches. The students were whispering something to each other across the desk, and I could tell by the expressions on their faces that it was probably more of a dispute than a hint.\n\nSituation (Anamnesis):\nfollowed them and interrupted the conversation with questions about their independent work. The pupils dispersed and continued their concentrated work. However, this did not last long. After a few minutes, I heard some mumbling again in the same pews, and even a few unflattering expressions. 'Teacher, he's disturbing me!' said the second student. 'It is not true! At least I already have it.' replied the said pupil.\n\nTeacher Intervention (Solution):\nI came up to him, looked at his worksheet and said, 'Excellent. If you already have it, sign the paper and come to me. You will help me with something.' I brought the student to the department and handed him the student books that I had on the table. 'Please distribute this to others. It's about to ring. Then you help me carry everything back to the cabinet.' I said. I gave the student responsibility, and it worked perfectly.\n\nOutcome:\nThe student enthusiastically went around all his classmates, handed out their student books, and when the bell rang, he himself took a few things that I had brought to class and followed me to the office without further instructions. The student felt good and I ensured some peace in the class even for part of the break. After this incident, I already knew that it is much better to keep the student busy, give him some responsibility and, in a way, make him a bit of a 'teacher's playboy'. Since then we have a good relationship, we respect each other and he is only minimally disruptive in my lessons.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "64", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "zeměpis a tělesná výchova", "teacher_practice_years": "14 let", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/240", "content": "TEACHING CASE STUDY\n\nBackground:\ngot to know the student's behavior when he was in the fifth grade. At that time, I represented their teacher in his class. It's not easy with him. Other educators also have a problem with him. The student cannot admit his own mistake. According to him, others are to blame for everything. He is always innocent in it. He also has a problem with communication with his classmates. He is easily offended. He also blames his classmates for his problems, of course they don't like it and there is conflict in the world.\n\nSituation (Anamnesis):\nThe student is in alternate care. Parents are divorced. He has half-siblings, both on his father's and mother's side. He has an older half-brother (from his father's side) with whom he no longer lives. I saw him leading a younger sibling (from his mother's side) to school. I was surprised that he could be a responsible brother because it's not that much at school. He had a very good relationship with his grandmother, going to her on weekends. But I guess she already died.\n\nTeacher Intervention (Solution):\nThe student refused to complete the assigned task in class. He did not manage to fulfill it as he would have imagined. He started to get angry that he wouldn't do it, that it was stupid. So I reminded him that he had to complete his tasks. This did not add much to the situation, the student started to get angry. To calm him down, I had to take him into the hallway. Of course, this was preceded by a longer argument before he understood that he had to go to that corridor.\n\nOutcome:\nThe student calmed down in the corridor. I should have taken him there now and not let it go that far. Going to the corridor is perhaps the only thing that applies to him. He responds to any admonition by saying: \"It's not my fault!\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: vesmír, VIDA centrum, …\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Bariéry v komunikaci,Problém se sebeovládáním\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Verbal aggression\nSolutions Applied: Transfer of student \nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "240", "student_age_year": "12 let, 7. ročník", "student_hobbies": "vesmír, VIDA centrum, …", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Bariéry v komunikaci,Problém se sebeovládáním", "teacher_approbation": "Učitelství matematiky a fyziky pro střední školy", "teacher_practice_years": "16", "problems_annotated": "Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/906", "content": "TEACHING CASE STUDY\n\nBackground:\nEverything worked until about March. Then it went completely wrong. So he didn't go back to the boys. He was in the village, but stopped going to school, had a lot of unexcused absences. It was also conditioned by the fact that the parents had great disagreements with each other. They then let the whole situation lie and did not deal with it. So he was a \"villain.\"\n\nSituation (Anamnesis):\n9th grade student at elementary school, lazy, weak at school and learning, no interests. The teacher did not remember him enjoying anything in the 1st grade - not even sports. He was troubled from the 1st grade. There were no major problems with him in class. Because he was lazy and never had, could not, did not know anything in class, he was calm in class. He definitely didn't have a behavior disorder. In adolescence, of course, he talked back, but he never had to deal with any bad behavior at school, no disruptions, fights, bullying... he was very inconspicuous at school.\n\nTeacher Intervention (Solution):\nNeither I nor the headmistress managed to convince him, nor did his parents. They didn't even answer our phone when we wanted something and so on. I've never had that happen before. The family played a very negative role in this, because from the beginning, when he was in the first grade, his parents kept making excuses for him, they always saw him as being hurt by others, children and teachers, that he was poor, that he had to defend himself and that he is the victim. But the mother admitted that she has been doing whatever she wants since she was little. At that time, she used the expression that he bullied her as a mother in the first degree. It was how he was brought up and then they didn't have much influence on him. Up until this stage, he lived with both parents, but now only with his dad because his mom moved away. We only know that from that student. We somehow didn't find out the details after that, because they didn't communicate with us - mom completely and dad sometimes reacted to something, but not much anymore. I don't even know if the student was in contact with his mother. He also had an individual education plan. But that plan is based on the fact that the school does something and the child and parents do something, and then they didn't cooperate at all and didn't even ask for an extension. They did not make an appointment for a check-up at the consulting room. He didn't have anything at the end, but we still took care of him. And when they finally ordered, they didn't tell us, so we couldn't send a link from the school there. So they did an examination on him, but without knowing the information from us. So they didn't know that he doesn't go to school and does nothing. But he got there so late that it didn't make any sense for the ninth grader anyway.\n\nOutcome:\nSometimes we dealt with the child not being able to tell, or something that was being dealt with, but this was both. At first it worked perfectly, we were all amazed, and then it went to hell. He left school with 5 A's and 50 unexcused hours. He left for an apprenticeship. There it happened that they accepted him with an exception, a condition, despite the unfinished nine, which they can. The director issued his personal decision to take him. It was an easier field of study. We made concessions to him, they make concessions to him at school and he doesn't go there anyway. In the beginning it cost the parents a lot of nerves, it was a lot of work for us, because we gave him a summary of everything we wanted for him 14 days before Christmas... it turned out well, so we felt good about it, but in the final it was all completely unnecessary. But it is one case in the last many years. With us, given that we are a rural school, we don't deal with very big things.\n\nStudent Profile:\nAge/Year: 9. třída\nHobbies: trávení času na počítači\nDiagnoses: Dyslexie\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "906", "student_age_year": "9. třída", "student_hobbies": "trávení času na počítači", "student_diagnoses": "Dyslexie", "student_disorders": "Záškoláctví", "teacher_approbation": "Dějepis, pedagogika volného času", "teacher_practice_years": "31 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1363", "content": "TEACHING CASE STUDY\n\nBackground:\nOnce I was walking around the school during classes and I saw a student sitting in the cafeteria drinking coffee when he was supposed to have a lesson at that time. I wondered what he was doing here when he should be in class. No one solved it for a long time, but I don't let these things go, so I looked for the class teacher and started to solve it. I had the impression that others did not want to deal with it.\n\nSituation (Anamnesis):\nMale, 18 years old, last year of high school. Behavior caused by upbringing - parents always tried to \"sweep everything under the rug.\"\n\nTeacher Intervention (Solution):\nwent to the class teacher, he investigated it. The colleague who was supposed to have him in the class then came to me to say that she had registered the student as missing, but I know that she had not registered him before. That's just how it worked there, it was tolerated. The classmate also had different attitudes towards it, but I wanted the solution to have a result and I insisted that the situation be resolved. The class teacher then proposed a reprimand to the principal for an unexcused lesson, and the principal then approved it.\n\nOutcome:\nI think it helped him, then there was no problem with him. But I don't know, he was in his last year, it should have been done already in the first year so that it wouldn't happen again. The main thing was that he was also a warning to other students who might think that such behavior was tolerated because of him.\n\nStudent Profile:\nAge/Year: 18 let, 4. ročník gymnázia\nHobbies: sport\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1363", "student_age_year": "18 let, 4. ročník gymnázia", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Mgr. FRJ, ŠPJ", "teacher_practice_years": "30 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/260", "content": "TEACHING CASE STUDY\n\nBackground:\nnoticed the problem mainly in distance learning (online), I had this student for two subjects. I used Microsoft Teams for normal communication and teaching. In class, I usually presented the theory to the students, and from this theory they would be able to create an independent work that I assigned them every week, a total of 12 of these works. As they submitted the results of their work to me on MS Teams, I was able to record who who completes the tasks and who does not. This particular problem student didn't do a single piece of work all year (out of 24 total). I always set a clear deadline in advance for the students to hand in their work, and since the student didn't hand in any assignments, he got two fives on his report card in the first semester. Both I and the class tried to resolve the situation equally well, but in vain. The student did not respond, and if he did, he claimed that he handed in the assignments, but they were not finished, in short, he did not see the fault in himself, but in us, the teachers. With this, the situation gradually began to escalate. Subsequently, I probably made the mistake of retreating slightly. I told the students that if they missed the assignment by the deadline via MS Teams, they can send it to me by email, with the understanding that if that happens, they won't get a 5, but not even a 1 even if they got it all right. When the third quarter approached, the student again had two A's, so we contacted him and his mother, he again claimed that it was not his fault. Then he promised that he would start fulfilling and submitting everything. Towards the end of the year, I sent the student information that he had not submitted any assignments to me and if he sends me at least 8 assignments by a specific date, I will not give him 5, but let him count on the fact that I will want to test him from the entire year's curriculum. He didn't hand in a single piece of work by the given date, so I told this student that he got a 5 from me. Then the student spoke out vehemently against me and started arguing that we had made a different agreement. I showed him the email where everything was in black and white. He chose a different tactic and started claiming that he had sent everything to me but that it must have been lost somewhere, after which I asked him to log into his account and show me the sent mail. He tried to log in for 5-10 minutes and then started faking that he forgot his password. I showed him that I had nothing from him in the mail. The student behaved very arrogantly and was harsher towards me, so I told him that we will not have this debate here and if he has reservations, we can go to the school management. He subsequently left the class. The next day, the mother began to beg for her son to let him into the next year. I gave in to her and said that if she sends me 8 separate papers, then I will proceed to test him from the whole year and, to make sure there are no doubts, he will pass the exam, Mr. F. He did deliver the papers, but I later learned that that he copied them in class and according to the criteria I used to evaluate them, I could only credit him with 3 works, but I let him take the exam anyway. During the exam, the student did not know anything at all, he even tried to copy from the smart watch. That's why he got two fives on his report card and the repair was supposed to take place during the holidays. When the day of the repair came, there were three of us, me and two other colleagues, we told him the topics of the exam in advance, and yet he thought afterwards that he didn't know any of them. He failed this exam again and knew nothing at all. He got a rating of 5 and so we informed him that he failed. Then the student took off and began to tell us that it was not true, because he had read in the law that he had two attempts. He was told by management that this was not the case and that he had exhausted all options.\n\nSituation (Anamnesis):\nThis problematic pupil has already failed once, he studied at the conservatory and just transferred to SPŠ. That says something about his results. Also, it's important to mention that he may have been highly demotivated to do anything, not only because of the online classes, but maybe because his mother forced him to go to this school, probably because she has an electrical background herself. Regarding the class, I was told that this student was disliked by his classmates, he was pushed out of the group and he had almost no friends.\n\nTeacher Intervention (Solution):\nAfter the incident in front of the class, I reprimanded the student, raised my voice at him, but without visible effect. He reacted very much the same way, and with the fact that I was a teacher, he obviously didn't worry too much, he behaved like an absolute sovereign. When I realized that it wasn't going to go that way, I tried it more gently. I tried to argue with the student that it is not my fault if he does not prepare for the exam, that he should be aware of the consequences of his actions, and that I provided him with all the necessary materials. After he failed at the repair, I even tried to offer him other alternatives, e.g. going to school, etc., but the student was still arrogant and saw the fault only in me.\n\nOutcome:\nAfter the incident where the student left the class angry, I met him at recess and he did not react significantly to me. However, every other class was quite unpleasant for him, especially for me, he came to class annoyed, did not participate in the lesson, and when I asked him a question, he did not answer either at all, or in one word, or very sternly. Now in the new year, it seems that the student may have realized his own mistake, because he came to me, apologized and shook my hand. I therefore expect that the situation will not escalate as it did in the previous year.\n\nStudent Profile:\nAge/Year: 18\nHobbies: *učitel neví*\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Verbal aggression\nSolutions Applied: Agreement, Consequences, Disrespectful communication, Support, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "260", "student_age_year": "18", "student_hobbies": "*učitel neví*", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Ing", "teacher_practice_years": "5", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Disrespectful communication, Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/528", "content": "TEACHING CASE STUDY\n\nBackground:\nThis event took place early in my teaching career. It was the 29th of June, the day before the report card, and I had to collect textbooks from the students in my class. One student liked the geography atlas, so she decided not to return it to me. She told me that she didn't have it with her, but I saw that she had it with her on the bench. I repeatedly asked her to return it to me, however, throughout our conversation she said that she did not have it with her and that she could not return it.\n\nSituation (Anamnesis):\nA ninth-grade elementary school student, extroverted, self-confident, frequent adolescent scenes, disrespectful of rules, went to school, was reprimanded by the school principal.\n\nTeacher Intervention (Solution):\nasked her several times to return the atlas to me. After some time I ran out of patience, so I said we will go to see the headmistress. So we went to the principal's office, I accurately described the situation to the principal, and the student finally returned the atlas. However, I still did not consider the situation resolved. That same day, the pedagogical council was held and I demanded that this student get a two in behavior. For that, it was necessary that the teaching body voted for this decision, which happened and I was satisfied with this solution.\n\nOutcome:\nThe second day, June 30, was the handing over of certificates. I handed over the student's report card with the belief that she had a two in behavior, as we agreed at the meeting. After a while, she came to me excited that she got a first in behavior. I didn't understand how that was possible. In the end, the director made a different decision than what we agreed on at the meeting. I remember it turned me on a lot at the time. After graduating from school, the student came back to me several times, I was her favorite teacher. She managed to graduate from college and travel to a lot of countries, so she seems to be doing quite well.\n\nStudent Profile:\nAge/Year: 7 let, 2. ročník ZŠ\nDisorders: Agrese,Lhaní,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "528", "student_age_year": "7 let, 2. ročník ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Fyzické násilí", "teacher_approbation": "Magisterské vzdělání – Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "20 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1202", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the class was such that almost all the children collected Pokemon cards. They showed them to each other, exchanged them, and Pokemon was such a common interest of theirs. Only once did the cards start to disappear. It usually only happened in the sorority, so the teacher from the sorority dealt with it first. It was discovered that a student who had none himself was stealing pokemons, and in order to fit in better with others, he tried to get them himself.\n\nSituation (Anamnesis):\nThe student was not very popular in the class. Rather, he had no friends. He behaved strangely, and that's probably why the children didn't have much fun with him. He was inattentive and very restless in class. And because he was weaker in graphomotor skills, he had to go to the school skills club. He didn't like going there at all. He wasn't very good at reading either. He did not cooperate much within the group and had a very negative attitude towards evaluation and self-evaluation. It was difficult with him in class.\n\nTeacher Intervention (Solution):\nLosing Pokemon happened mostly in the group, so it was handled by the teacher from the group. I also discussed it with the student and he confessed to me. He said he didn't have any pokemon himself, but it wasn't about the money. They were not a socially weaker family. He said he didn't know where to buy it. Then I dealt with it with the parents and at class meetings where the parent and the child go. Through the other children, we found out where to buy Pokemon cards so that the pupil's mother could also buy them.\n\nOutcome:\nThe pupil's behavior was no longer repeated, but even the acquisition of cards did not help him much in integrating into the group of children, but the children tried harder with him. He himself always went to one person and always had fun with it.\n\nStudent Profile:\nAge/Year: 7 let, 1. Ročník ZŠ\nHobbies: Navštěvoval dva kroužky ve škole – angličtinu a rozvoj školních dovedností  tento kroužek neměl rád)\nDisorders: Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1202", "student_age_year": "7 let, 1. Ročník ZŠ", "student_hobbies": "Navštěvoval dva kroužky ve škole – angličtinu a rozvoj školních dovedností  tento kroužek neměl rád)", "student_diagnoses": "", "student_disorders": "Krádeže", "teacher_approbation": "Mgr., Speciální pedagogika", "teacher_practice_years": "17", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/977", "content": "TEACHING CASE STUDY\n\nBackground:\nhave taught the student she decided to tell about since the 6th grade. We had math and later chemistry classes together. I was even his class teacher. He was very inconspicuous when he entered the 6th grade. He lived only with his mother in an apparently secured environment. During the hours I noticed that he was not working very well. He shouted at me several times per hour, cursed his classmates and the like. For the next hour, he just slept on the bench for a change and did not participate in the class at all. The situation has become permanent. At the beginning of the 7th grade, together with the school psychologist, we submitted a request for a review to the Pedagogical-Psychological Counseling Office. Unfortunately, we only received papers where there was no mention of any misconduct. After returning to school, the situation deteriorated rapidly within two months. The student started significantly disrupting the lessons, for example during lessons he turned off the computer/data projector several times using the application on his mobile phone. The teachers, myself included, had absolutely no idea what it was all about at first. Some didn't even know such a thing existed. During December, a student brought weapons from his favorite airsoft game to school and topped off the situation by giving a classmate an ax as a Christmas present.\n\nSituation (Anamnesis):\nhave taught the student since the 6th grade. We had math and later chemistry classes together. I was even his class teacher. He was very inconspicuous when he entered the 6th grade. He lived only with his mother in an apparently secured environment. During the hours I noticed that he was not working very well. He shouted at me several times per hour, cursed his classmates and the like. For the next hour, he just slept on the bench for a change and did not participate in the class at all. The situation has somehow become permanent. At the beginning of the 7th year, together with the school psychologist, we submitted a request for a review to the Pedagogical-Psychological Counseling Office. Unfortunately, we only received papers where there was no mention of any misconduct.\n\nTeacher Intervention (Solution):\nDuring the described period, I had many conversations with the mother and the pupil himself. The situation during the 6th year always somehow stabilized. However, when the aforementioned starting the 7th grade, the mother stopped communicating. She did not respond to my letters asking her to visit the school. I tried to contact my father, but he never showed up. While sitting with the student, I tried to find out in the interview if there were any problems at home. I started doing the first such interviews in October of the 7th grade, because by then my mother was really functioning. One day I noticed that an unknown lady was coming to the club after school for the student. During the next session, I asked the student. The student obviously trusted me and I started to get the necessary information. It was about the aunt all along.\n\nOutcome:\nAt that moment, I really didn't hesitate and immediately invited the lady to school the following week. The lady was willing and began to describe the whole situation to me. I learned that the student's mother is heavily addicted to drugs. I discussed the options with the lady and she was even so willing that she promised to take care of the student if necessary. So I was able to embark on probably the most daring and perhaps the most important solution to the situation in education. I contacted the police. Of course, the process was very fast. The situation got worse a few times, when my mother came to school to threaten me. Unfortunately for the family, but fortunately for the student, the situation ended with the child being removed from the mother's care. An aunt took care of the student. The student continued to study at our school and calmed down over the next 2 years. Pedagogical-psychological consultation again did not discover behavioral disorders. His average started to improve as well. I took the whole situation as very difficult, but in the end I was happy that I managed the situation well in this case and in my opinion it was all right.\n\nStudent Profile:\nAge/Year: 13 let, 7.ročník\nHobbies: Hraní na počítači, Informační technologie, airsoft\nDisorders: Nepracovitost,Nesoustředěnost,Lhaní,Podvody,Rušení výuky,Spaní v hodinách\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "977", "student_age_year": "13 let, 7.ročník", "student_hobbies": "Hraní na počítači, Informační technologie, airsoft", "student_diagnoses": "", "student_disorders": "Nepracovitost,Nesoustředěnost,Lhaní,Podvody,Rušení výuky,Spaní v hodinách", "teacher_approbation": "Mgr. Matematika a chemie", "teacher_practice_years": "22", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/199", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when I started teaching about the second year. I didn't have enough experience. I once had a boy in my class, very gifted, but he just didn't want to. Instead of working on his assignments, he made fun of the teachers and did everything but what he was told. Once, when I was explaining a new material, he kept yelling at me, pointing out mistakes that didn't even exist. He mocked his classmates when they made a real mistake and invented nicknames for them to point out the stupidity and lack of education of the person in question. He screamed constantly, even though he was not called out and therefore not given space for other classmates. When he yelled like that for half an hour and didn't even raise his voice, threatening to take it up with my parents, I exploded and yelled at him that I had never taught such a moron. Everyone started laughing and even him and he simply batted me away saying that he had never been taught by such a cow. I grabbed him by the ear, kicked him out of the classroom and ran with him to the principal's office.\n\nSituation (Anamnesis):\nThe student is among the smartest children in the class. He has friends in class, they usually talk about games during the break or play them on their phones. As I said before, school is going very well for him and he always gets an excellent grade without any effort. School bores him because he is not given more difficult tasks to keep him busy. I only found that out after the incident.\n\nTeacher Intervention (Solution):\nwas honestly recorded in the director's office. I couldn't say he told me I was a cow when I called him a moron, I just said he was constantly interrupting and humiliating me. The student responded that I called him a moron, so he had the right to tell me what he thought. The principal went over this announcement and gave the student a lesson that he can't behave like that and that he will need to call his parents. However, the director called me to the director's office right at the end of the day and I was scolded for not being able to calm a small child and that they were bothering him with my work and if something like this happened again, we would have to have a more serious talk. And I should pray that the incident is not handled by the parents. I was very upset about it and didn't know what to do.\n\nOutcome:\nknew that I could change something. I was the laughingstock of the whole class and hysterical to everyone. I backed down and apologized to the student in front of the whole class for calling him a moron and that I promise it won't happen again. Everything changed only when I began to perceive the class as a whole, but each student individually. The student benefited when I prepared extra things for him, far more difficult logical tasks, and I motivated him with what applied to him, for example praise in the student's book.\n\nStudent Profile:\nAge/Year: 6. ročník\nHobbies: otevřená otázka\tPočítačové hry\nDisorders: Disrespekt,Neúcta k autoritám,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Physical intervention, Disrespectful communication, Support, Transfer of student, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "199", "student_age_year": "6. ročník", "student_hobbies": "otevřená otázka\tPočítačové hry", "student_diagnoses": "", "student_disorders": "Disrespekt,Neúcta k autoritám,Rušení výuky", "teacher_approbation": "Speciální pedagogika a učitelství matematiky", "teacher_practice_years": "12", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Disrespectful communication, Support, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1197", "content": "TEACHING CASE STUDY\n\nBackground:\nThe basis of the problem was the wrong choice of school, again honors at the base, he comes to the gymnasium and within half a year there will be a deterioration, some still have the vigor in the freshman year, so they will get some triples, that was probably also the case. At the moment when there was a creative activity, the student was very clever, in general she was non-communicative and non-verbal. She didn't even speak in Czech, that people simply didn't speak to her, at the moment when she had to recite, they dramatized something with a classmate and it was a completely different person, she really had two faces. In the first year, I think that the problem wasn't there yet, she was just trying, she worked hard and there weren't so many fours, but in the second year, the progress went down even further and we asked the parents if they would consider changing schools and communicating with parents there was simply no agreement, they only saw the high school graduation and did not allow anything else, and unfortunately it got even worse, that the girl then had some problems and was hospitalized somewhere, and it happened again and again that at the moment when she was creating, so smiling and happy, on the contrary, she didn't squeeze anything out of herself during the rehearsal. In the final, she also completed the fourth grade, although she had a long absence due to hospitalization in the hospital, but somehow there was an individual plan and her colleagues were helpful, she completed the third grade with some problems and I suspect that the fourth grade as well, and she also submitted her application, but already She had mental problems then, and I really don't see it.\n\nSituation (Anamnesis):\nStudent - Below average benefit, non-communicative, creative, psychological problems\n\nTeacher Intervention (Solution):\nIn that hospitalization, there was another problem, that we also discussed it with the parents through the management and I said: Let the treating doctor contact us and we will explain to him that the high school diploma was new and fresh at the time, so he can only come for two subjects, the other two will come later, but it just didn't work. If they got together, her doctor and the school, I think it would be more to the benefit of the cause.\n\nOutcome:\nSince I didn't know the diagnosis, maybe neither did the doctors, when it came to psychology, it's very complicated, but I think he doesn't have a high school diploma. So we didn't solve it in any way. I can already see the root of the problem in the freshman year, probably again pressure from the family, high school graduation and the fact of her creativity, if she was at a school where there is no such pressure, although it is to be expected at the gymnasium, I simply think that she would be better off elsewhere 100% better.\n\nStudent Profile:\nAge/Year: 16\nHobbies: Hudba, četba, tvořivost, divadlo\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class, Attendance problems\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1197", "student_age_year": "16", "student_hobbies": "Hudba, četba, tvořivost, divadlo", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, D", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/865", "content": "TEACHING CASE STUDY\n\nBackground:\nA student came to us with the problem that his wallet was stolen.\n\nSituation (Anamnesis):\nThe students of the school are used to communication circles, to a respectful approach at ScioŠkole, to a kind and understanding approach of the guides.\n\nTeacher Intervention (Solution):\nWe called all the students of the school into a communication circle, where we started to discuss the situation that had arisen. We mainly talked about the needs of the robbed, how he might feel, what might be bothering him at that moment and how he might feel. But we also talked about the needs of the person who stole the wallet, why he did it, what his emotions were. What can the students fear now? What might the robbed person be afraid of and what would the perpetrator be afraid of and what would they need at that moment. The children suggested that in order for the perpetrator to confess, he needed courage and safety. We created 4 tables for the victim and for the perpetrator. They included: how does the person feel or felt, what did he need or need, what could he do to fix it and what does he need to do it? We then gave everyone a paper and a pencil and told them to write down what we as guides should know. They could use specific names at this point. We selected and read the tickets and dissolved the circle with the sentence, thank you, we have all the necessary information and we will solve the rest individually. One pupil confessed to us on the ticket that he had stolen it, so then we called him privately. The student told us why he did it and we appreciated his courage and the wallet was returned. We wrote to the boy's parents about what happened and that it was resolved, but I see that as a mistake because when he came home, he was really cut up for it. It would be better if we invited the parents to the school, then maybe we could prevent such a reaction from the parents, and the biggest climax would be at school, when we could correct it.\n\nOutcome:\nThe student was physically punished at home. The situation never happened again, and no other problem occurred with the student.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: Umí vyjmenovat jména hokejistů NHL a týmů, data zápasů, rád sportuje a zpívá\nDiagnoses: ADHD,Lehká forma autismu\nDisorders: Hyperaktivita,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Support, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "865", "student_age_year": "13 let, 7. třída", "student_hobbies": "Umí vyjmenovat jména hokejistů NHL a týmů, data zápasů, rád sportuje a zpívá", "student_diagnoses": "ADHD,Lehká forma autismu", "student_disorders": "Hyperaktivita,Rušení výuky", "teacher_approbation": "VŠ, aprobace anglický jazyk - zeměpis", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/576", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 15 let, 9.třída (2.stupeň ZŠ)\nHobbies: sport\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Working with the collective, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "576", "student_age_year": "15 let, 9.třída (2.stupeň ZŠ)", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "Mgr. – Vko, ČJ, Dě, výchovné poradenství", "teacher_practice_years": "25 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1007", "content": "TEACHING CASE STUDY\n\nBackground:\nAround October, as a school prevention methodologist, the mother of a student phoned me to say that her daughter did not want to go to school because someone had created a fake profile on Facebook with her photo and other classmates were adding rude and inappropriate comments about her. I invited the student to my school and together we looked at the fake profile, I read the comments under which the classmates were signed and we discussed together who could have created the fake profile. I learned from her that she was 'competing' with a classmate for the affection of a boy in the class, and therefore they used to verbally attack each other in class and write inappropriate text messages. After talking with the student, I indicated that the problems in the classroom had spread to cyberspace, where the attacker felt anonymous and was encouraged by comments and comments from other classmates about the student.\n\nSituation (Anamnesis):\nThe student is a 1st-year student, chef-waiter major, age 16, lives alone with her mother, has one younger brother, rather extroverted, communicative, attractive girl, average academic results. The classmate is also a 1st-year student, cook-waiter, age 15, lives in a complete family, has one older sister, rather extroverted, communicative, not as attractive as the female student, below-average academic results, unstable attendance at school.\n\nTeacher Intervention (Solution):\nIn the following days, I gradually invited all the students from the class who wrote comments on the fake profile to my office, many of them were surprised that their behavior could be immoral or even illegal. Finally, I invited the above-mentioned classmate to an interview. The classmate denied for a while, claiming that she did not create a fake profile. After a while of explaining the situation, when I scared the Czech Police by reporting it and explaining that they have tools to find the IP address of a person or a computer from which someone created a fake profile, she confessed in tears. The student wanted to take revenge for the success of her classmates and to embarrass her in their eyes. I explained to my classmate the consequences of her actions, we talked about how she would feel if the same thing happened to her. She had no idea that such behavior was not fun, she promised to delete the fake profile and apologize to the student.\n\nOutcome:\ndidn't want the possible punishment to be a stigma for the classmate, after all she was a 1st year student, the class was just adapting to the new environment, so I arranged with the school principal and the class teacher to reprimand the class teacher and then check the behavior of the classmate. The fake profile was deleted, the classmate apologized. I also wanted to ensure that such behavior did not appear in the classroom again, so I subsequently participated in the classroom lesson, where we discussed inappropriate forms of behavior with the students of the class in a community circle, both in real life and on the Internet, the students received the task of finding and explaining forms of risky behavior on the Internet as well as possible criminal penalties. As part of prevention, I ordered a program from Podaný roko for the class, and I can state that by the end of the 3rd grade, no risky behavior appeared in the class. The student is currently continuing her studies at an extension course.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník SŠ-SOU obor kuchař/číšník\nHobbies: Hudba, tanec\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Agreement, Consequences, Disrespectful communication, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1007", "student_age_year": "16 let, 1. ročník SŠ-SOU obor kuchař/číšník", "student_hobbies": "Hudba, tanec", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Ing. Právní nauka, ZSV/občanská nauka, odborné předměty SOU-kovářství, školní metodik prevence", "teacher_practice_years": "20", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Disrespectful communication, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/219", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose in the morning in the group while playing a board game that the boy wanted to play together with other children. She was present at the game at this time as a teacher's assistant, now M.Sc., with whom I do my internship. The game was not difficult, but still the boy started to lose after playing for a while. Then, out of nowhere, he refused to continue playing, became irritable, taciturn, and became angry for no reason and left the group of children he was playing with. So the boy failed to be included in the team again. In this situation, the teaching assistant tried to resolve the situation. So she tried to get out of the boy what was happening and what was the cause of his behavior. So he and the boy went into the corridor to calm down and find out what was causing this problem.\n\nSituation (Anamnesis):\nThe student lives together with both parents and with his brother who is 2 years older. The boy is primarily cared for by his mother or his grandmother, who brings him to and from school. He and his brother go to the same school, but they don't have a good relationship. Mainly because the boy is favored over his brother at home. The boy is more backward and in some situations very independent. He suffers from childhood autism and ADHD. His brother, on the other hand, is very clever, talented, problem-free and tries to distance himself from his brother and avoids him. The mother shows no interest in improving the relationship between the brothers. The boy does not like to lose and any little thing can throw him off. The boy's reaction depends mainly on his mood on the given day, but it also manifests itself completely unexpectedly.\n\nTeacher Intervention (Solution):\nThe boy has a very good relationship with the assistant, so he went out into the corridor with her without any problems or objections. There was a short discussion in the corridor. After a short conversation and a stay in the corridor, which lasted about 30 minutes, the assistant managed to find out that the boy did not really understand the game. So she agreed with the boy that they would practice this game together in the morning in the group, so that he could then play alone with other children. Teaching assistant: 'What's going on?' Boy: 'I don't really understand.' Teaching assistant: 'What don't you understand?' Boy: 'The game.' Teaching assistant: 'You go to school to learn something and now we've come across something you're not good at, so we're going to train you.' Boy: silent…. Teaching assistant: 'What do you think?' Boy: 'Okay, we can.'\n\nOutcome:\nThe situation was resolved successfully. After talking with the assistant, the boy calmed down and returned to the children, at least as an observer of the game. This situation did not affect the lessons in any way, and the boy functioned as usual all day. Although the solution to the problem took place gradually, the boy accepted the assistant's suggestion and still occasionally plays this game with the children without any problems or offensive scenes.\n\nStudent Profile:\nAge/Year: 7 let, 2. třída\nHobbies: hraní videoher\nDiagnoses: Dětský autismus,ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "219", "student_age_year": "7 let, 2. třída", "student_hobbies": "hraní videoher", "student_diagnoses": "Dětský autismus,ADHD", "student_disorders": "", "teacher_approbation": "Mgr. (občanská výchova, výtvarná výchova)", "teacher_practice_years": "", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/553", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student describes how he behaves in class: 'Hello! My name is and I'm a freshman and not only that, I'm also a little restless and a strong man with a huge amount of energy. During breaks, I like to run in class and I also like to poke fun at other classmates. I also often provoke them and if necessary I go to tell the teacher who is doing what wrong. It is called that I sue and report on other classmates. Since I went to the teacher with this information almost every day, I did not gain much popularity among my classmates. My competitive nature, which cannot bear to lose, did not contribute to my popularity in the class group either. If I lose my winnings, I literally try to lash out at my classmates. I don't even know our agreed-upon class rules, and I have no intention of respecting them. When I figure something out, I try to twist it at all costs, and such twisting cannot be done without lies. My main motto: Don't confess to anything! All this work of mine in our class culminated in November, when we went to school for three months. My behavior and nature drove me to physically attack my classmate. he did not manage without a concussion and an open double fracture of the upper limb and was taken to the hospital for a difficult operation. Well, everyone around was watching, what had awakened in me, that I was capable of such a thing, me, a freshman.'\n\nSituation (Anamnesis):\nThe student was an only child, both parents worked in shifts, his father was a miner and his mother a waitress. therefore, the grandmother, who was also a teacher in the first grade of (other) elementary school, often looked after her. On the very first day of school, the mother asked the class teacher if he was angry, after which she herself answered that he was always good in kindergarten and never angry. This caused a certain compulsion in the teacher to pay even more attention to such a student. he was a smart and inquisitive child, he was very bright in mathematics and always demanded praise from the teacher, when he was not praised it made him very angry. However, the teacher did not encourage competition, rather she paid attention to a fair play approach and friendly behavior.\n\nTeacher Intervention (Solution):\ngot a reprimand for what I did to my classmate, but since I'm 6 years old, I don't even know what it really means. It's more of a formal step by the school that was necessary because what I've done is grievous bodily harm. But everyone was always agreeing with me, ours, the teacher, the management, they all met with me regularly and explained to me how I should and shouldn't behave, what I can and can't do. We also agreed on what we would do when the little devil was inside me. In short, I got clear rules with us that we have to respect, because what I did was really too much and I'm gradually realizing it. The kids didn't have much fun with me before. After what I brought out, no one ever had fun with me, and I'm starting to regret that. Ours have also changed a bit, they are more interested in me and are a bit stricter. My grandmother, whom I really like, also agreed with me and I don't want her to be angry with me, I would like to make her happy.\n\nOutcome:\nhe tried to make his grandmother happy, the correction came very soon. He was very aware of what he had done and was very sorry for his act. He started to be more disciplined when the teacher reprimanded him. Above all, he began to understand and respect the common boundaries of behavior. So everything was resolved with an agreement and a feeling of guilt, he was very sorry, he had to apologize, he realized the pain of his classmate, he tried to 'iron it out' with him and help him after his recovery and return to school.\n\nStudent Profile:\nAge/Year: 7 let, 1. ročník\nHobbies: karate, ragby\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Agreement, Consequences, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "553", "student_age_year": "7 let, 1. ročník", "student_hobbies": "karate, ragby", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1.stupeň ZŠ", "teacher_practice_years": "22", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/31", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose at the beginning of the school year, specifically on Monday. I taught the first three lessons, and in the second lesson there was an incident when a student with signs of autism slammed a notebook on the desk in anger. In the fourth lesson, the assistant informed me that there was unrest in the classroom and the students were returning to the incident of the morning. They could not explain the student's behavior and did not understand why he behaved that way. I decided to talk to them about why a student who is new to the class behaves in this way. During the civics lesson, the pupils were very restless and two of them were noisy and disturbed the others. The student with poor handling of changes and poor assessment of his work was even more irritated. During the morning, he slammed the notebook, textbook and work folder on the desk three times in anger. I explained to him three times that it was inappropriate to bang things. In civics class, we discussed feelings and reactions to unpleasant situations. When I outlined the topic, the student slammed his notebook on the desk, which scared another student who had to leave the class. As he closed the door, the glass infill spilled out. The class was shocked and it was necessary to treat the situation psychologically.\n\nSituation (Anamnesis):\nThe situation took place in a class for students with ADHD. The student is in his fourth year at school and has been diagnosed with autism. Changes are a problem for him and it takes him longer to get used to a new team. He is pessimistic and does not make good social contacts. He often doesn't understand jokes and acts rude in some situations without realizing it. Another pupil was aggressive when transferring to school, he was self-harming. Now he is aggressive about things and tries to leave conflict situations. The third student is communicative and gets along well with his classmates, but he has problems with teachers in science subjects and languages, where he fails and builds up frustration.\n\nTeacher Intervention (Solution):\nRules are set in the classroom that anyone who disturbs goes outside the classroom. I decided to solve this situation with the whole team and asked the school psychologist for cooperation. The psychologist suggested sitting in a circle and discussing what happened. The assistant removed the glass and we listened to the students. The first student who did not feel that he was to blame for the situation needed to express himself.\n\nOutcome:\nThe psychologist explained to the student why the situation arose and that it is not appropriate to bang things. We agreed that we would resolve unpleasant situations calmly and that the assistant would discuss the situation with the student again. The student apologized and promised to glass the door. They try to be more involved in class and avoid conflicts. An individual psychological intervention was suggested to him. The class was not able to work after the incident, but in the following days she did not return to the incident and has a better understanding of the student's behavior. I have changed my approach to the student, I warn him about situations ahead of time and I pay more attention to him.\n\nStudent Profile:\nAge/Year: 14 let/ IX.\nHobbies: PC hry, florbal\nDiagnoses: ADHD\nDisorders: Agrese,Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression\nSolutions Applied: Agreement, Working with the collective, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "31", "student_age_year": "14 let/ IX.", "student_hobbies": "PC hry, florbal", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Sebepoškozování", "teacher_approbation": "Speciální pedagog ve vzdělávání i poradenství", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/57", "content": "TEACHING CASE STUDY\n\nBackground:\nFriendly, communicative, popular in the team. Helpful to classmates.\n\nSituation (Anamnesis):\nWithin one month, an above-average student with an interest in nature, sports, and school activities became a student with average to below-average grades. I noticed a marked change in the boy's behavior, such as irritability, sleepiness, indifference, great disinterest in studies, failure to fulfill school duties and lack of interest in the consequences of this. I took into account the boy's fragile age (puberty, self-discovery, first love, disappointment in friendship or discord or death in the family) and we talked informally - as I say\n\nTeacher Intervention (Solution):\nstarted the interview by asking about my parents, health and what's new. The boy confided only slowly. Finally, after about two conversations, we got to the heart of the problem. His older brother told him that he could try as hard as he wanted to get straight A's and still not achieve his dream of graduating. The interview was touching, the boy cried. I comforted him and congratulated him on his brother because it's great to have a psychic at home. We both laughed at that. We talked about his future, about the possibilities of achieving high school graduation. Sometimes everything can't be done right away, so we divide the tasks into smaller goals. It is important that he chooses a field that he enjoys, then learning goes better. I also asked him what he would do with the current grade, he promised to correct his grades. We agreed on consultations and remedial testing.\n\nOutcome:\nThe boy started playing sports again and gradually gained confidence in life. He had honors at the end of the year. As part of the good relations with the parents, I spoke in a friendly spirit with the parents, who were happy because they also noticed a change in their son's behavior. They promised to communicate with both sons.\n\nStudent Profile:\nAge/Year: 13 let, VIII. třída\nHobbies: Sport, cyklistika, výlety s rodiči\nDiagnoses: Vývojová dysfázie\nDisorders: Lhaní,Záškoláctví,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "57", "student_age_year": "13 let, VIII. třída", "student_hobbies": "Sport, cyklistika, výlety s rodiči", "student_diagnoses": "Vývojová dysfázie", "student_disorders": "Lhaní,Záškoláctví,Podvody", "teacher_approbation": "Učitelství sociálních a zdravotních předmětů pro SOŠ, Speciální pedagogika, znakový jazyk, Geografie pro víceletá gymnázia a II.stupeň ZŠ, III.stupeň", "teacher_practice_years": "21", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1217", "content": "TEACHING CASE STUDY\n\nBackground:\nI learned the other day from the students who go to our school that one student physically threatened children from another school on the way home from the school, just for fun. In general, I try to be understanding for his behavior, but in such a situation it is not possible. We have some boundaries set from the past and this goes way beyond them.\n\nSituation (Anamnesis):\nWe are dealing with problematic behavior with this student on a long-term basis. Whether it's disruption in class or aggressive outbursts at the teacher. He has been diagnosed with ADHD, dyslexia and dysgraphia. He has an assigned teaching assistant, however, we try to make sure that the assistant is available for the whole class, the teenagers don't like it when an adult sits next to them all the time and tells them what to do. His parents are cooperative, but they often confide in us that they don't know how to deal with him even at home.\n\nTeacher Intervention (Solution):\nAfter I found out from our students what happened, I went to ask the student in question if it was true. He confessed, but when I asked him why he did such a thing and what led him to do it, he replied that he did not know. I told him that this kind of behavior exceeded the boundaries we had previously agreed upon and that we would deal with it with the parents. After the consultation of the team consisting of the educational advisor, the school principal and the class teacher, where we agreed on the awarding of a reduced grade for behavior, we called the pupil and his parents to a meeting at the school. The parents were told what had happened and that the student was being offered a reduced behavior grade. We also warned the pupil that if the situation were to repeat itself, he could be at risk of being expelled from school. The parents promised to talk to him at home and the student promised that this situation would not happen again.\n\nOutcome:\nThe solution backfired, as it did repeatedly, in the next two weeks or so, when he tried to be less disruptive in class and prepare better. However, it basically fell into the old rut. According to my information, there has been no repeat of aggressive threats at school or outside the school.\n\nStudent Profile:\nAge/Year: 15, 9. ročník\nHobbies: hudba, sport\nDiagnoses: ADHD,Dyslexie,Dysgrafie\nDisorders: Lhaní,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Consequences, Disrespectful communication, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1217", "student_age_year": "15, 9. ročník", "student_hobbies": "hudba, sport", "student_diagnoses": "ADHD,Dyslexie,Dysgrafie", "student_disorders": "Lhaní,Agrese", "teacher_approbation": "PhDr., Učitelství pro 1. stupeň", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/887", "content": "TEACHING CASE STUDY\n\nBackground:\nIn English class, we were just discussing the topic of film, so I set the task of writing a film review, a short \"film review\n\nSituation (Anamnesis):\nThe class consisted of only boys, their level of English was at a similar level. Only a few students in the class were at a higher level. Three students with copied work did not draw attention to each other in class, disruptive behavior was minimal. Their English grades were average. But they were more interested in mathematics.\n\nTeacher Intervention (Solution):\nThe following hour, after I corrected the work, I prepared a game for the students to recognize the words from the movie. It was a fun presentation quiz for them. As the class drew to a close, I asked the class if I could quote something myself. They agreed, and I quoted a quote from Pulp Fiction, which was the movie the copied reviews were about. They recognized her and I then focused on one of the guys with the written job. I asked, \"How do I look like?\"\n\nOutcome:\nAfter we talked it out and they apologized, our relationship even improved. They were more active in class and their grades improved. I know that after that they didn't hand in written work to me or to other teachers. I just want to make it clear that I don't normally yell at children, it was a scene. It was also at a time when, for example, it was not yet possible to be respected. They were grown boys, even if they looked a little scared at that moment, after they absorbed the shock, we all laughed about it until their graduation.\n\nStudent Profile:\nAge/Year: 18, 3. ročník SŠ\nHobbies: Hry, hudba\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "887", "student_age_year": "18, 3. ročník SŠ", "student_hobbies": "Hry, hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., anglický jazyk a dějepis", "teacher_practice_years": "25", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/586", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, the maid of honor came to me to tell me that a girl suddenly ran out of a group of children playing with stuffed animals and started vomiting and crying. They could not get out of the girl what had happened, whether she was feeling sick or just sick, so the girl was sent home. The next day the girl came to school, but she was behaving strangely. She looked as if something had frightened her and she jerked her gaze towards the boy in the penultimate pew. The girl was avoiding the surroundings, so I thought I wouldn't scare her any more, I just came up to her and told her that if she needed anything, I'd be in my office, I have tea and biscuits there, so she can come and anything to confide In the afternoon there really was a timid knock on the door and that girl came. After talking for a while on a topic that made her feel safe, she slowly began to move on to the reason why she came to see me. The boy in the penultimate bench was said to be showing her some video with naked people on his mobile phone and forcing her to watch until the end, even though she didn't want to. From the brief narration, I immediately understood what it was about, tried to calm the girl down, and after she calmed down, went home.\n\nSituation (Anamnesis):\nThe student who played the video to others probably didn't want to harm others in any way, he was just curious and had to share what he discovered. As it turned out, he had downloaded some pornographic video that he forwarded with the boys in class and while waiting for his parents in the school club, he also showed the video to children who came near him.\n\nTeacher Intervention (Solution):\nI invited the boys who brought and distributed this video to my office. I asked how they got the video and why they wear it to school. One of them is said to have found the video by accident on the Internet and brought it to school to show off to his friends, who of course also wanted the video. It seemed that they regretted the act, they didn't mean it badly and didn't want to get into trouble. The video was deleted from the mobile phones, the boys promised not to wear this to school again. Although I felt sorry for them, how scared they looked and that they regretted their actions, each of them received a reprimand from the class teacher and extra homework as punishment.\n\nOutcome:\nThere was never a problem with the boys in this area. The video seems to have been forgotten and I haven't noticed another offense with them. They are now studying at a gymnasium, where they have no problems. I would certainly appreciate keeping a cool head while dealing with both issues. The approach was professional to both victims and perpetrators. I also consider the idea of an anonymous mailbox to be successful. I would definitely think better about the punishment, it seems to me that these two problems have a different weight of offense, so the punishment should be different in each case and not identical. When dealing with a problem with a bully, I would definitely focus more on the girl after I heard about some problems in the middle of the year to see if she changed her behavior, the fact that the teacher learned that the bullying continued until the end of the school year, I she will come very late, she should have definitely increased her punishment by two for behavior. I would definitely deal with both cases with the parents, I would further grade the bullying with a 2 for behavior, and I would punish the dissemination of pornography with a reprimand from the class teacher. I would also be very impressed by the behavior and awareness of the mistakes of the culprits themselves, if I saw how they realize their transgression and regret it, I would easily reduce/extend the punishment, also according to the subsequent behavior in the following months.\n\nStudent Profile:\nAge/Year: Žák 1.stupně ZŠ\nHobbies: -\nDiagnoses: Dyslexie,Dysortografie,ADHD,Poruchy pozornosti\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Working with the collective, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "586", "student_age_year": "Žák 1.stupně ZŠ", "student_hobbies": "-", "student_diagnoses": "Dyslexie,Dysortografie,ADHD,Poruchy pozornosti", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Mgr. – Vko, ČJ, Dě, výchovné poradenství", "teacher_practice_years": "25 let", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/866", "content": "TEACHING CASE STUDY\n\nBackground:\nA student came to us with the problem that his wallet was stolen.\n\nSituation (Anamnesis):\nThe students of the school are used to communication circles, to a respectful approach at ScioŠkole, to a kind and understanding approach of the guides.\n\nTeacher Intervention (Solution):\nWe called all the students of the school into a communication circle, where we started to discuss the situation that had arisen. We mainly talked about the needs of the robbed, how he might feel, what might be bothering him at that moment and how he might feel. But we also talked about the needs of the person who stole the wallet, why he did it, what his emotions were. What can the students fear now? What might the robbed person be afraid of and what would the perpetrator be afraid of and what would they need at that moment. The children suggested that in order for the perpetrator to confess, he needed courage and safety. We created 4 tables for the victim and for the perpetrator. They included: how does the person feel or felt, what did he need or need, what could he do to fix it and what does he need to do it? We then gave everyone a paper and a pencil and told them to write down what we as guides should know. They could use specific names at this point. We selected and read the tickets and dissolved the circle with the sentence, thank you, we have all the necessary information and we will solve the rest individually. One pupil confessed to us on the ticket that he had stolen it, so then we called him privately. The student told us why he did it and we appreciated his courage and the wallet was returned. We wrote to the boy's parents about what happened and that it was resolved, but I see that as a mistake because when he came home, he was really cut up for it. It would be better if we invited the parents to the school, then maybe we could prevent such a reaction from the parents, and the biggest climax would be at school, when we could correct it.\n\nOutcome:\nThe student was physically punished at home. The situation never happened again, and no other problem occurred with the student.\n\nStudent Profile:\nAge/Year: Asi 12 let, 6. třída\nHobbies: PC hry, střílecí hry hlavně, sociální hry na PC, sport\nDiagnoses: Poruchy chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "866", "student_age_year": "Asi 12 let, 6. třída", "student_hobbies": "PC hry, střílecí hry hlavně, sociální hry na PC, sport", "student_diagnoses": "Poruchy chování", "student_disorders": "", "teacher_approbation": "Bc", "teacher_practice_years": "3", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/462", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole problem arose together with the coronavirus pandemic and the transition to online education. Last school year. At that time, he was a student in the 3rd year of a multi-year high school - seventh grade. There were never any problems with him, on the contrary. He belonged to the slightly above average students in the class. Mainly in subjects like mathematics and physics. He has always been rather introverted, he has longer hair than the other boys in the class, but I think he is popular in the group. During normal contact teaching, he was always focused, showing no signs of wilder puberty or laziness. Nothing. When the pandemic broke out and with it teaching via Teamsy, everything changed. Suddenly it was a problem to \"reach\" him\n\nSituation (Anamnesis):\nThere is nothing in the student's medical history to explain the change in behavior. He lives in a complete family, goes out for beer with his father. I don't know of any problems. It probably won't be. Maybe he was just taking advantage of the fact that it was pretty easy to “take it easy.\n\nTeacher Intervention (Solution):\nconsulted with the director. She confirmed what I thought. Unfortunately, this is relatively unassailable in online teaching. If you don't explicitly invite the headmistress/representative/some kind of witness to the lesson to see that when I called the pupil, he didn't react, there is probably nothing that can be done. Sure, the other classmates saw it and perceived it, but what about it. I didn't want the lesson to be completely messed up, so I drove normally. Most classmates don't care. It was his fight. With me - I taught him German - he eventually passed without the need for repair. As I said, he showed up for rehearsals and tests, he had the grades. I do know, however, that he had to take resit exams in English and Czech – high school graduation subjects – at the end of the vacation.\n\nOutcome:\nFortunately, we have been back in contact teaching since September and everything is fine. They go to school the same way they did before the pandemic. I guess it's impossible to talk about the incident entirely. Maybe he was testing what we could endure, how far he could go. He simply took advantage of the covid. But from what I heard from some teachers, even from elementary schools, they also had a few such students there. It's actually funny, sometimes we really felt like summoning spirits: “Are you there? Can you hear me? If you can hear me, call me!\n\nStudent Profile:\nAge/Year: 18 let, na podzim 2021 nastoupil do 4. ročníku SŠ (oktáva)\nHobbies: četba, počítačové hry  strategické)\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "462", "student_age_year": "18 let, na podzim 2021 nastoupil do 4. ročníku SŠ (oktáva)", "student_hobbies": "četba, počítačové hry  strategické)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské, titul Mgr., aprobace: Český jazyk, Německý jazyk, Občanská výchova", "teacher_practice_years": "21", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1014", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the time, I was a recess supervision assistant and a student threw a classmate to the ground, on the basis of which I intervened in the situation and interrupted any continuation of the physical conflict, called the school counseling office and began to find out from both students what preceded the conflict. It turned out that the student reacted to the provocative behavior of the pushed student, but the conflict escalated to a physical level. The student confessed to the provocations. The situation was subsequently resolved by the school's counseling office.\n\nSituation (Anamnesis):\nThe student is extroverted with below-average results, loud, choleric. He likes the attention of his classmates and there are often problems with him. The second student is ambivert with below average results, quiet, phlegmatic nature. He likes TikTok, music and watching serials.\n\nTeacher Intervention (Solution):\nreport was written, an entry was made in the class book, and the school counseling office actively cooperates with the student, among other things, in the form of pedagogical and educational interventions. The pupil is not problematic.\n\nOutcome:\nSince then, there has been no conflict between the two pupils, but the pupil continues to be a problem student and continues to receive attention from the school's counseling office. Among other things, the methodology of prevention, but the student still remains problematic.\n\nStudent Profile:\nAge/Year: 13, 7 trieda\nHobbies: Hudba, tiktok\nDisorders: Lhaní,Podvody,Fyzické násilí,Cigarety,Drogy\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Physical intervention, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1014", "student_age_year": "13, 7 trieda", "student_hobbies": "Hudba, tiktok", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Fyzické násilí,Cigarety,Drogy", "teacher_approbation": "Stredoškolské s maturitou", "teacher_practice_years": "0", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/856", "content": "TEACHING CASE STUDY\n\nBackground:\nwould name this problematic situation as repeated unpreparedness for teaching, not bringing aids, not completing homework, non-cooperation on the part of the pupil and on the part of the parents, and complete lack of interest in teaching on the part of both the pupil and the parents. This is a 4th grade student in the first grade who is in alternate care and whose environment at home is unstimulating and his parents are indifferent to all his problematic behavior. When I started teaching this student, he didn't cooperate right from the start, he didn't bring his homework, he forgot his tools and so on, but at that moment I didn't know that it would be extraordinary. Sometimes almost every child forgets, that's why I didn't stop at his behavior in the beginning.\n\nSituation (Anamnesis):\nAfter about a month of teaching, I realized that there would probably be problems with the student, because there was not a single class when he had everything in order. He didn't bring gadgets to class and never did his homework, he rather fell behind in class. Even worse than his non-cooperation was his complete indifference. I have such a system that for every minor problem I make a dot for the students and for every three dots they get a note. In the first two months, the aforementioned student received three grades and nothing changed at all. I expected at least a reaction from the parents, but none came, and so I understood that although a note can be a big exclamation point for other children, in this case, writing notes for repeated unpreparedness was completely ineffective and was not the right solution.\n\nTeacher Intervention (Solution):\nThe situation continued and, as a result of the notes, the pupil was reprimanded by the school principal on his report card in the mid-term. To my surprise, even this fact did not interest the parents. It was interesting that the student never tried to make excuses or lie, he admitted his unpreparedness, but did not give a reason, and the reprimand did not evoke any emotions in him. During the conversation with other female colleagues, I found out that the student behaves the same way in other classes, but no one came up with an effective solution or how to get the student to cooperate. The change came when last year they allowed us a tutoring plan as support, which the children have beyond the lessons. So I thought of offering tutoring to the student, as he was also a little behind the others in English lessons. The student didn't want to, but after consulting with my colleagues, I convinced him to tutor and I did it in my spare time. Tutoring usually took place in a group of three or four children, we repeated the material from the lesson and did homework. Thanks to the small number of children in the group, I had the opportunity to devote much more intensively to the student.\n\nOutcome:\nIt turned out to work and the pupil was happy to be shown an interest in him. Gradually, he began to look forward to tutoring, because he saw that he liked the material and at the same time understood English better, so his results in classes also improved, he no longer had tests in five but, for example, in three. We mostly managed homework with tutoring, so the student could be prepared for the lessons. Wearing the aids didn't change on its own, but we agreed that he could keep the aids at school, so he could wear them in class and working with him improved significantly. After that, he also started attending tutoring in the Czech language and mathematics. The individual approach really benefited the student. In the domestic environment, there is probably no interest in him, and it turned out that this is what he needs. Of course, for us as educators, tutoring means extra time beyond our normal work, but at least in this example it was worth it. I think the situation turned out well in the end, but it took us a long time to find a suitable solution and it is also possible that we started solving the whole situation too late. It is natural that a person does not know the solution to all situations immediately, but next time I would probably start looking for it earlier.\n\nStudent Profile:\nAge/Year: žák na prvním stupni (4.třída)\nHobbies: V kolektivu si chlapec vede dobře, rád si hraje s ostatními dětmi, ve volném čase s nimi chodí ven.\nDisorders: Nespolupráce,Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement, Consequences, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "856", "student_age_year": "žák na prvním stupni (4.třída)", "student_hobbies": "V kolektivu si chlapec vede dobře, rád si hraje s ostatními dětmi, ve volném čase s nimi chodí ven.", "student_diagnoses": "", "student_disorders": "Nespolupráce,Pasivita", "teacher_approbation": "Mgr., aprobace anglický jazyk, český jazyk pro cizince", "teacher_practice_years": "3", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/965", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a civics lesson and the students had to work together in groups on a project where they were tasked with creating a poster on the topic of international relations. The students chose the groups themselves and started working. The class was busy, as it usually is with group work, but one group was noisier than the others, and that's why I focused on it. When I observed them for a long time, I noticed that the student constantly, for example, takes someone's stationery, deliberately drops some things on the ground, goes to look at other groups, and so on. At the same time, he tried to help both his own and other groups, he was able to advise with ideas on how to create a poster and how it could be improved. During the course of the lesson, I reminded him several times to return to his place and to try to cooperate as much as possible with his group.\n\nSituation (Anamnesis):\nAt the time, the student was in the 2nd year of secondary school and I had known him for less than two months. This boy was nice, popular among his classmates, I would say he was an extrovert. I have noticed for a long time that he is more energetic and more alive than the others, that he often changes the position of how he sits, often even during any hour he got up and went to the sink or to throw something in the trash. This behavior of his was sometimes disruptive in class, so I focused more on him. Gradually, I also began to notice that it is difficult for the student to concentrate on one thing or activity for a long time. He liked it when the type of activities changed during the lesson and when the program was more varied than just a simple explanation or, for example, showing a video. Another phenomenon I began to notice was that when I assigned a task to the class, he often had a very good and creative idea to solve it, but was almost never able to bring his ideas and thoughts to any kind of completeness. Considering all these circumstances, his grade point average was still acceptable and he was still in the better half of his class in terms of grades. But when I put all these things together, I confirmed that the student could have a problem with maintaining attention and with excessive activity, so everything indicated that he could have ADHD.\n\nTeacher Intervention (Solution):\nAs I already said, I noticed the individual circumstances for a long time, so I called the student that day after class to see if I could talk to him for a while. He had no problem with that and came to see me in the office. I told him that I just wanted to chat with him for a while and ask him a few questions. First, I wanted to create a more relaxed atmosphere, so I asked him what he likes to do in his free time and where he gets inspiration for his ideas, because, as I already mentioned, he was very creative. He told me that somehow everywhere around him, that he tries to find something interesting in everything. Then we somehow smoothly moved on to the question of whether there are actually too many stimuli that he perceives and thus he cannot properly concentrate on even just one of them. To that he replied that it's a bit like that, that sometimes he catches himself concentrating on something, but after a while his thoughts drift somewhere else completely and he might even forget about the first thing. He himself told me at the time that he was often distracted. That's why I then also asked him if he needed something, some activity, where he felt calm and where he could release some of his excess energy. He replied that it is mainly sports, such as his favorite football, where he can always move, but at the same time he also has to concentrate on the game and his teammates. Overall, I had a good feeling about our conversation, because I think that it helped both me and the student himself to realize that he might be dealing with a bigger problem than just not being able to concentrate in class.\n\nOutcome:\nIn the following days, I consulted with his class teacher about this pupil, together we discussed his behavior and together came to the conclusion that it might be a good idea to send him to the school psychologist, who could suggest the next course of action. Then we discussed this proposal with the student himself and with his parents, and all parties agreed. Sessions with the school psychologist proved to be very useful after a few weeks, and the pupil's behavioral disorder in the form of ADHD was indeed confirmed. I had a good feeling that we and several people, including the student himself, agreed on such important things that needed to be definitely resolved and we succeeded.\n\nStudent Profile:\nAge/Year: 18, 2. ročník SŠ\nHobbies: Fotbal, počítačové hry\nDiagnoses: ADHD\nDisorders: Rušení výuky,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "965", "student_age_year": "18, 2. ročník SŠ", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Rušení výuky,Nepracovitost", "teacher_approbation": "Magisterský titul, aprobace: český jazyk, občanská výchova", "teacher_practice_years": "3 roky", "problems_annotated": "Diagnosis, Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/351", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter the student got into the second year of high school with great problems, we started working in a certain company. I was in charge of them. We took turns every two days. In advance, of course, all students were even familiarized several times with the school rules and especially with the rules of the company in which we had the opportunity to practice. However, for some it was in vain. There was a problem right after the first day of practice. Honestly, I wasn't even surprised that the next problem would concern this particular student, but I hoped that there would be no inconvenience. After work, I let the students go to the shops to buy breakfast for the next day. They came back quite quickly and scattered around my rooms. Of course I checked to make sure everyone got back to me, but I didn't feel the need to search their shopping or visit them several times a night. I knew that everyone was in their places, or there was no movement, so I went to sleep. In the morning, I was approaching the company's main entrance, I noticed that the student was following me. However, I didn't turn around, I needed to deal with something with a colleague, so I continued to the gate. The doorman guarded the 'flashing system' near her. The system started to beep at any time and it was possible to check at any time whether the given worker had consumed any alcohol. After a short time, I realized that the student did not follow me and somehow got stuck near the gate. I was beginning to suspect. The lady shouted at me to call me. She described to me how she gave the young man a blow job. I don't remember exactly how much they measured, but I know it must have been more than one beer. The student tried to save the situation, so he made up something about the remnants of Listerine, which is the mouthwash. After ten minutes he repeated the test again and of course it was confirmed again. I explained to him that under no circumstances could he enter the establishment. I also couldn't leave him alone in the room if I gave him his own study.\n\nSituation (Anamnesis):\nThe student belonged to a group with a generally negative reputation. It was a few years ago, but I remember that they were 'flashing' together and spreading fake excuses among themselves, even though he was supposed to be the author. He was regularly reprimanded by his homeroom teachers, and failing grades for behavior were also a matter of course. When their truancy was being dealt with among colleagues already in the first year, I remember that there was already some alcohol being dealt with there. The guy came from a certain city, from a divorced marriage. It seems to me that my mother had him at sixteen and after many years she had a child with another man. Of course, I don't want to denigrate the situation in any way, but it was simply obvious that the then sixteen-year-old was not given as much attention as might have been required.\n\nTeacher Intervention (Solution):\nIn the school rules and the company rules that I mentioned, it said that they have a zero limit. That is, they cannot inflate even a tenth. If this happens, the following dismissal from the company occurs and, of course, problems at school. I took the student back to the dormitory, but before I dealt with his studies, of course, I had to deal with the situation somehow. I let my company director know what was going on and also the school director of course. He called his mother about how he had committed a serious offense, but I didn't deal with it further. I mean calling parents. I left that to the director, as I primarily had to deal with the situation in the company. In fact, we were supposed to stay there for one more day, so I arranged for him to come with us, that I couldn't leave him alone. I didn't want to tell him that he would probably get kicked out of school, so I had to act like nothing happened, yesterday was yesterday and today is today. I remember how he was still quiet, but not silent, that he was sorry, it didn't occur to me at all. More like arrogance, that he didn't even try to somehow justify his behavior, but that's how the poor guy tried for the next day. So he did like never before.\n\nOutcome:\nUnfortunately, after arriving at school, of course we had to deal with it. After coming home from practice, the boys went to play fifa and the student drank two two-liter bottles of beer until the morning. So he came to school in such a sleepless state and the principal immediately called him and therefore also his mother, and it was resolved very quickly by firing him not only from the company but also from the school. I could have sent him home after the first day at my own expense, but by coincidence, a similar tragedy happened in the same village a year ago. It's just that the fourth grader in high school had some problem with the teacher and threw himself under the train. So that nothing bad happens that I could blame myself for my whole life. So I took a cautious step without unnecessary reproaches and threats, we took him straight home with us the next day. I proposed a solution and the director agreed with me. However, I confess that I have no idea how the boy continued after being forcefully expelled from school. All I remember is that his mom was moaning that she couldn't handle him anymore. It's hard to say whether it should have turned out differently. We tried to guide the boy to a more correct path, but what a problem, it was initiated by him. It wasn't so much up to me, the school, as it was up to the parents.\n\nStudent Profile:\nAge/Year: 16 , druhý ročník SŠ\nHobbies: Fotbal , počítačové hry\nDisorders: Lhaní,Záškoláctví,Podvody,Alkohol\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "351", "student_age_year": "16 , druhý ročník SŠ", "student_hobbies": "Fotbal , počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Záškoláctví,Podvody,Alkohol", "teacher_approbation": "Stredoškoslké- DPŠ", "teacher_practice_years": "Celkem 39 – z toho škola 9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1156", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation actually stretched from the prime to the fourth. At the beginning of the first year, we read an article in class and we got to what profession the children would like to pursue when they grow up. One student replied that he would like to be a mass murderer. We took it to mean that it was being pulled out of place. The first half of the year went quite normally. In the second semester, covid started and with it also online teaching. At the end of the year, there was some very unpleasant online communication between this student and the class. The problem was that the student fell in love with a classmate who apparently did not hear his feelings. He was disappointed and the tension in the chat began to escalate, culminating in threats from the disciple to kill them all. This information came to me at the beginning of the second. Then nothing happened for a long time. In third grade, they went skiing and a few children were caught climbing from balcony to balcony. Among other things, this pupil was also the organizer. So I addressed the whole class again, and they found out that as part of some inappropriate banter, the student had climbed from one balcony to another, sneaked into his classmates' room, approached another boy from behind and put a knife to his throat.\n\nSituation (Anamnesis):\nWhen the student came to prima, he was clearly filled with negativism. He's a kid who gets 100% on benchmarks, but he's small physically, he's from the village, and he's not exactly a polished athlete, and I think there's a tension between how he's perceived and how he'd like to be perceived.\n\nTeacher Intervention (Solution):\nChildren have come to me saying that they do not feel safe in the classroom because of the student. The threatening chats brought me pictures, I contacted the prevention methodology and the educational advisor, we called the mother to the school, we recommended that she visit a psychologist with the boy. That was all we could do, because at that moment it was no longer an actual issue, so we could not punish it in any way. Subsequently, we discussed this topic in class, we made a community circle, the student apologized and said that he did not mean it. That closed it and it wasn't addressed any further. After the incident with the knife, I discussed it again with the educational advisor, the prevention methodologist and the director. On that account, we learned the results of a psychological examination, which said that he is usually withdrawn and has no psychopathic tendencies. But he changed a lot afterwards, he stopped being so terribly negative. However, I suggested a class reprimand, which he also received. After that, things calmed down somehow, he found friends in the class, and after assurances from the students that everything was fine, we came to some sort of conclusion. Of course, we constantly monitored the student and asked the children here and there if everything was okay. However, later anonymous emails started going to the school and to the parents of children from this class that there is a psychopath in this class and that the teacher is not dealing with it. So we talked about it with the class, I gave them papers to write to me if they still felt a problem with the student. Everything was fine from their side and I considered it over at that moment. Class meetings followed, where the mother of the boy who was held to the throat with a knife complained that she did not consider it over. I countered that we, as a school, had done everything we could. There was disciplinary action, consultation with experts and correction. Subsequently, we also invited a worker from PPP who analyzed the relationships in the class and was excited that he had not seen such a cooperative class for a long time.\n\nOutcome:\nSolving the chat threat conflict using a community circle seemed to be effective in the medium term. However, I would call the relations in the classroom colder at first. After an apology from the student, this problem somehow disappeared and the class seemed relatively cohesive again. After the incident with the knife, I used the community circle again, then also the opportunity to write the problem on paper, if the students did not want to speak in front of everyone. The students started to say that, even if we don't solve this topic, everything is fine between them. So in my opinion, talking about the problem was the best thing we could have done in the long run.\n\nStudent Profile:\nAge/Year: 14 let, kvarta\nHobbies: Počítačové hry, historie\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1156", "student_age_year": "14 let, kvarta", "student_hobbies": "Počítačové hry, historie", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, VV", "teacher_practice_years": "26", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/627", "content": "TEACHING CASE STUDY\n\nBackground:\nremember one specific situation that was very unpleasant for me. An inspection by the Ministry of Education and Culture was just taking place. It was a math lesson and the children had the task of walking in pairs to the blackboard. I don't remember exactly what the task was on the board, but surely everyone was supposed to count one example there. One student's turn has not yet come. Then it said, “I need to go to the bathroom.\n\nSituation (Anamnesis):\nThe student was born as a difficult to manage, but above average intelligent child. At that time, parents had a different opinion on education and it was difficult for them to learn to work with him. The student entered this elementary school in the 3rd grade, thus joining a completely new team. At the original elementary school, there were many children in the class, which also did not have a teacher's assistant available, so he had no one who could pay more attention to him and direct him directly during the lessons. A teacher's assistant was available in our class, and the transfer to a new elementary school was an improvement for him. The student was 10 years old at the time and integrated into the new team without any problems. His interests include breeding bugs and finding them in different locations. He either raised beetles at home from eggs to adults, or he went looking for them in nature with his father, who has had a similar interest for a long time. They never killed the beetles, they photographed them in nature and then looked together in atlases to find out what species it was and where it was found everywhere. Overall, he was very interested in learning about nature (apart from bugs, e.g. learning about flowers), he also once brought his favorite scarecrows to school to show his classmates. Among other things, he participates in the Olympics and especially likes languages (English language) at school. Assuming that everything develops as it should throughout the day, the pupil is a problem-free student and a sociable boy. He most often encounters a problem during class, until then he has everything carefully planned (he writes down his morning schedule, what he will do when, etc.). During the lesson, he had no physical restlessness, he managed to sit in his place and pay attention without any problem. If something starts to bother the student, the first animal will appear, namely mice. After a few weeks, you can guess what could mean a problem and a deviation from established rituals, but you still come across new situations that are a certain obstacle for him and that create pressure in him. Mice show themselves by making a low “U…u…u…\n\nTeacher Intervention (Solution):\nThere is no other solution than to take the student out of the class and explain. Explaining over and over again. It was not a problem he had with the team. The student carried this problem within himself. It was always necessary to analyze the whole situation in full detail and to outline the key moments that were the triggering impulse for the student's reaction. As a teacher, I had to adapt the entire teaching. It was always necessary to think whether the given activity would cause stress to the student or would mean a deviation from his established system. But the whole class could not always step aside for the sake of one pupil. In the case of the inspection, I think I behaved as I should have. I couldn't afford to stop the lesson for 10 minutes, but I still left room for when the student returned, so that he too would have some example on the board. Unfortunately, we misunderstood each other then and a very unpleasant situation followed. Over time, the student learned to work with his feelings, which was certainly helped by regular sessions with a psychologist. I know from colleagues that he managed his emotions much better in the second grade. The fact that the class accepted him was always important to him.\n\nOutcome:\nThe student is currently studying in high school. The manifestations of his atypical behavior were considerably reduced already in the 7th grade. The student began to work a lot on himself. He knows about himself that he has Asperger's syndrome and consciously wanted to learn to live with it. Thanks to regular therapy, he better understood how to work with his emotions. Thanks to this, at the end of 7th grade, he stopped screaming so often. The solution in this case was not only my work as a teacher, but especially the student's effort and constant analysis of situations, searching for specific triggers and self-awareness. Adolescence, when every individual changes, certainly played a big part in this.\n\nStudent Profile:\nAge/Year: 4. ročník (ve 3. třídě přišel z jiné školy)\nHobbies: Žák se věnoval chovu brouků, a to od vajíčka po dospělé jedince. Jeho otec má podobný zájem. Společně chodili hledat brouky a jiný hmyz do různých lokalit, kde si daný druh většinou jen vyfotili. K jeho zájmům patří příroda celkově. K jeho nejoblíbenějším tvorům patří strašilky. Krom brouků měl zálibu v kytkách.\nDiagnoses: Náběh na Aspergerův syndrom,Aspergerův syndrom,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus,Lehká forma autismu,Dětský autismus\nDisorders: Autistické rysy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Failure to attend class\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "627", "student_age_year": "4. ročník (ve 3. třídě přišel z jiné školy)", "student_hobbies": "Žák se věnoval chovu brouků, a to od vajíčka po dospělé jedince. Jeho otec má podobný zájem. Společně chodili hledat brouky a jiný hmyz do různých lokalit, kde si daný druh většinou jen vyfotili. K jeho zájmům patří příroda celkově. K jeho nejoblíbenějším tvorům patří strašilky. Krom brouků měl zálibu v kytkách.", "student_diagnoses": "Náběh na Aspergerův syndrom,Aspergerův syndrom,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus,Lehká forma autismu,Dětský autismus", "student_disorders": "Autistické rysy", "teacher_approbation": "VŠ: Učitelství 1. stupně základních škol, Speciální pedagogika - logopedie", "teacher_practice_years": "36 let", "problems_annotated": "Diagnosis, Emotional outbursts, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/950", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had long-term problem behavior - inattentiveness, insufficient attendance, aggressiveness, vulgar language, use of addictive substances, etc. The problem escalated when he resorted to destroying school property. The school's men's restroom was fatally vandalized, prompting an investigation. The witnesses finally confirmed my hunch that my pupil was the culprit. The student confessed under the weight of the evidence. I tried to talk to him again about his behavior and his future, that his mother was going to be in big trouble because of him and that he himself was going to be in serious trouble with the police. These problems were real, they destroyed the property of the surrounding municipalities. The student only responded by saying 'I don't care, I wanted to kick myself, so I kicked myself'. That was his defense, without an iota of remorse or fear of consequences. This incident reaffirmed to me that any of our efforts to address his behavior are futile and institutional care is now inevitable for him. Solutions from psychologists and educational counselors were also unsuccessful.\n\nSituation (Anamnesis):\nThe student came to school already as a problem, all ways to solve the case met with complete lack of interest of the student, parents and initially even the OSSZ. His social problems made any way to educate or raise him completely impossible. He failed most subjects and committed serious acts outside of school. The student was able to tear down many of his classmates, who under his influence began to seriously violate the school rules and behaved very aggressively towards other students in an attempt to cope with him.\n\nTeacher Intervention (Solution):\nAfter the school's repeated emergency, the pupil was sentenced to institutional education, the incident was one of the most important from the school's point of view, but other incidents with the police also emerged. Regarding the destroyed toilet, the pupil's mother was repeatedly invited. Aware of the seriousness of the situation, she did not try to deny the student's guilt and agreed to pay for the repair. However, she made it clear that the pupil was going to institutional care, and that her everything was 'scumbag'. At the same time, she made it clear that she could not afford the mentioned repair. So the school gave in to the mother and made only minimal repairs to the toilet, with minimal participation from the mother's student.\n\nOutcome:\nThe mother transferred the same attitude to her son, who began to ignore his studies and attendance even more. Although the case probably scared him a little after all, as he realized that the damages to be paid were not small and could affect him as well, so his behavior looked more like resignation than active defiance. Many teachers still tried to teach him something from the curriculum. Later, the pupil entered institutional care.\n\nStudent Profile:\nAge/Year: 13 let, 7.ročník\nHobbies: Posilování, pouliční souboje, návykové látkyy\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems, Verbal aggression\nSolutions Applied: Agreement, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "950", "student_age_year": "13 let, 7.ročník", "student_hobbies": "Posilování, pouliční souboje, návykové látkyy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, aprobace tělesná výchova, základy techniky, pedagogika volného času", "teacher_practice_years": "28", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/846", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student has been a member of this school since January 2022. He joined the school knowing that he had left his mother, who did not want to continue raising him, and was placed in the care of his father, with whom he had not had much contact before. But if his father hadn't taken him, he would have ended up in an orphanage. From his previous school, he had records of very poor grades, aggressive behavior towards classmates and teachers. He adapted to the new class very quickly and there was even interest in him from the opposite sex. Pupils also started connecting through social networks. He made closer contact with several girls and thought that there was a real interest in him. Later, however, the girls started rejecting him. He made sexual references to fellow students and claimed that he would even rape them. One day he brought an envelope to school with a picture of oral sex. He placed this envelope on the bench and wrote on it the names of the two girls who had rejected him. On the cover there were also printed photos of women in swimsuits with lush breasts, and instead of the original women's faces, there were photos of two female classmates. The idea was to make fun of the girls who rejected him. The girls felt affected. The envelope was on the desk in front of math class, and the students immediately reported it to the teacher.\n\nSituation (Anamnesis):\nThe student has low self-esteem and is repeatedly rejected by a close person. The mother did not want to take care of her son. The student also has a father, whom he did not see that much, but he eventually took him into care so that he would not end up in someone else's care. The father lived with his girlfriend and their common child. But after the student moved in, the girlfriend moved out. Father had very high standards and wanted everything to be perfect. It was a big change from my mother, who had a rather free upbringing. In addition, the student attempted suicide several times and was also in a psychiatric hospital.\n\nTeacher Intervention (Solution):\nThe situation with the envelope began to be resolved immediately not only at the instigation of parents, but also of the school itself. Consultations were held both with the pupil and with the girls and other classmates. The student had an interview with the class teacher, the school psychologist and the school principal. In these individual consultations, his motives were ascertained. He was offered psychological care and had a talk about the appropriateness of the behavior. The student acknowledged that mocking the girls was wrong and apologized to everyone several times. He expressed his apology via social networks and in person, when he brought chocolates to the girls. The girls accepted his apology but didn't want to talk to him anymore. During the individual interviews with the pupil, there were also emotional conversations with the parents of the girls who demanded punishment. The class teacher arranged a preventive discussion and consultation with all pupils. They were informed about the incident and were educated about cyberbullying. As a class, they set the rules again. The pupil was offered the care of a school psychologist and regular meetings with the class teacher, him and his father. He was hospitalized again after the incident. The atmosphere in the classroom calmed down and he was well received by the class after he returned from his stay.\n\nOutcome:\nImmediately after the incident, the student stopped communicating with the girls. The apology was not followed by further sexual innuendos or threats. He acknowledged that his behavior was not okay. The father cooperated and tried to make amends. The emotions of the concerned parents had to be calmed down, which they finally succeeded in doing. In the long run, the class accepted the student again after his return and everything was fine. One of her classmates offered to help him with his notes. The situation did not repeat itself, as did the aggressive behavior. The student is no longer a member of the school due to moving.\n\nStudent Profile:\nAge/Year: 14 let, 7. ročník (základní škola)\nHobbies: Zvířata  psi)\nDiagnoses: ADHD,Úzkosti\nDisorders: Lhaní,Podvody,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Agreement, Support, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "846", "student_age_year": "14 let, 7. ročník (základní škola)", "student_hobbies": "Zvířata  psi)", "student_diagnoses": "ADHD,Úzkosti", "student_disorders": "Lhaní,Podvody,Záškoláctví", "teacher_approbation": "1. PhDr. (psychologie) / 2. Mgr. (vychovatelství, speciální pedagogika, psychopedie, učitelství II. stupně)", "teacher_practice_years": "1. 12 / 2. 19", "problems_annotated": "Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/100", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring my university studies, I started an internship at an elementary school for 2 months and I got to the 7th grade, where I had to teach English, so I didn't know the students at all. At the moment when I started the practice, their teacher got sick and couldn't go to school, so I had to lead the children myself. So, before starting the practice, I met with the teacher to agree on the subject matter that I should discuss with them and at the same time she drew my attention to one student. The student was from a problematic socially weak family, he didn't bring tools or homework, he didn't study, he was in danger of getting a five in the English language on his report card. She explicitly warned me about him, that he was a class outcast and that I should be careful of him. The teacher told the student after the 1st semester that he would fail English in the 2nd semester.\n\nSituation (Anamnesis):\nFamily history: The student lived with his sister and mother. He came from a socially weak family, so he could not afford as many things as his classmates. The relationship between mother and sister was unproblematic. Class anamnesis: ADHD made the student more lively in class, sometimes shouting or not concentrating. He was friends with all his classmates. He was never alone during breaks, he was always either talking with someone or playing games with the boys.\n\nTeacher Intervention (Solution):\nsolved it by telling him that I wanted to respect him and give him another chance. I let him know that everyone has a chance to change and that it doesn't mean that when the teacher told him that he will fail in the 2nd semester, it must be true. I wanted to prove to him that the teacher's ortel was not final. He started behaving completely differently with me than with his teacher. He changed his behavior 180 degrees. For 2 months, the student studied with me, carried all the tools and tasks and improved a lot. He also received doubles in the tests. The sentence that remained in the teacher's memory: Teacher: \"Student, you can improve. What your teacher told you, that you will fail in the 2nd semester, is not certain yet. You can change it yourself.\n\nOutcome:\nfinished my internship during the spring and their teacher came back. I met the student at the end of the school year in the city and he told me that he failed anyway. The teacher accused him of cheating and copying. Even though he just got a lot better with me, she still let him down. It was a clear session of the teacher on the student.\n\nStudent Profile:\nAge/Year: 13. let, 7. ročník\nHobbies: Sport, skateboarding\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "100", "student_age_year": "13. let, 7. ročník", "student_hobbies": "Sport, skateboarding", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Německý jazyk, Anglický jazyk", "teacher_practice_years": "25 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/298", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was the last hour on Monday, i.e. six o'clock. It is quite challenging for the student. He has a problem with four hours let alone six on the first day after the weekend. He was tense already an hour before and it was clear that in the last hour it would not improve, rather the opposite. From the beginning, the student wasn't paying attention, wasn't concentrating and didn't want to cooperate. In no time he burst into tears and started banging the textbook on the desk. I asked the assistant to take the student to the corridor for a while. He can take a walk there, calm down and relax for a while. They came back in about five minutes and the student was relatively fine. Then he worked with us. He just needs to take a break.\n\nSituation (Anamnesis):\nThe student suffers from ADHD and has an assistant available in class. The children like him in the classroom. He doesn't come to them to play himself, but when the others ask him if he wants to join in the game, he is very happy. The boys also take it with each other in the gym when they play football or other team games. The other children in the class know that the student needs a little more time and patience and try to help him.\n\nTeacher Intervention (Solution):\nI asked the assistant to take the student to the corridor for a while. He can take a walk there, calm down and relax for a while. They came back in about five minutes and the student was relatively fine. Then he worked with us. He just needs to take a break.\n\nOutcome:\nImmediately after the incident, the student returned to the classroom calmed down and cooperated with the class. As the end of the lesson approached, the student looked forward to going home and stopped being angry. He then said a nice goodbye to the children. It has no effect on the class in the long run. The children realize that the pupil is sometimes more demanding and rather try to make these situations easier for him. The student is very moody and the situation changes from lesson to lesson, so it did not affect him or the assistant in any way, because the next day he was fine and managed the lesson without any problems.\n\nStudent Profile:\nAge/Year: 12 let, 4. ročník\nHobbies: Počítačové hry, seriály, zvířata\nDiagnoses: ADHD\nDisorders: Hyperaktivita,Nepozornost,Nechuť k učení a škole,Plačtivost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Transfer of student \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "298", "student_age_year": "12 let, 4. ročník", "student_hobbies": "Počítačové hry, seriály, zvířata", "student_diagnoses": "ADHD", "student_disorders": "Hyperaktivita,Nepozornost,Nechuť k učení a škole,Plačtivost", "teacher_approbation": "Magisterské vzdělání v oboru český jazyk", "teacher_practice_years": "6", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1461", "content": "TEACHING CASE STUDY\n\nBackground:\nIt all started already in the 6th grade, when I taught English in a class with students from different classes. And there was also a problematic student. I was warned by his former teacher from the first grade even before the school year started. She warned me that the student was unmanageable, insolent and impatient. I lived in the belief that it couldn't be that bad. However, already at the beginning of the school year, he started shouting in class, regularly disturbing his classmates and jumping into my interpretation. The other teachers dealt with this situation with constant remarks. But I didn't want that. When I tried to prepare activities in which he could participate, the situation improved. We managed the first year together, but it was very demanding and there were situations that were crisis. In the seventh grade, the situation worsened after the death of his mother, and the student began to indulge more and more. This time, even various activities did not help and the student sabotaged everything. One day I was dealing with family health problems at home and I couldn't sleep at night, the next day I was completely exhausted at school. That day, while sabotaging a joint activity, the student sat on the sink, which he broke. That time I couldn't hold back and started shouting at him. I remember that the other students were very shocked by my reaction, because I tried to solve everything calmly. The student started laughing at my reaction, so I sent him to the principal's office.\n\nSituation (Anamnesis):\nPupil - a problematic pupil already in the first grade of elementary school. It was hard to motivate him, he didn't really enjoy anything. He didn't even have many friends because he didn't treat them well. He was rather below average in school, he was not interested in grades. He was even in danger of failing math in the sixth grade. But he wasn't stupid, he just didn't want to.\n\nTeacher Intervention (Solution):\nAll previous problems were difficult for me, but I tried to solve them in a positive way. I adapted the teaching so that he did not have room to get bored. He was actively involved in teaching, but it was not without problems. There were days when he refused to work an entire hour. It was hard for me to process it mentally and I took it as my professional failure. Over time, I learned not to take it personally and, on the contrary, was happy with every successful class. Unfortunately, one day, when a student broke the sink, I couldn't take it anymore and I exploded. I had hoped that I would never be forced to scream, but it didn't happen and I let myself down that day. When he started laughing at my reaction and did nothing about the broken sink, it turned me on. I lost my temper and shouted asking him if he didn't realize the seriousness of this situation. He replied that he didn't. I saw that I was not able to solve this situation at that moment and I took him to the director's office to see Mr. Director. It wasn't the first time he was there and reprimanded the pupil with the principal's reprimand.\n\nOutcome:\nThe situation calmed down immediately after the incident, as the pupil did not continue the lesson with the rest of the class. In the long run, nothing has changed. He still had days when he didn't work. Fortunately, I have to say that he did not cause any further damage. Only my nerves were getting in the way. At the end of seventh grade, he and his father moved away.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nHobbies: Online hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Support, Transfer of student \nImplications: Failure, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1461", "student_age_year": "13, 7. třída", "student_hobbies": "Online hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, NJ", "teacher_practice_years": "9", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Failure, Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/632", "content": "TEACHING CASE STUDY\n\nBackground:\nFirst-year art education - history of art was taught, students watched a presentation on Paleolithic art. The class was calm, they followed the teacher's explanation, some responded to questions, joined the lesson. But the student in question was disturbing, sitting in the last bench, talking with a classmate. He tossed the case to the next bench. He showed no interest in teaching. I warned the student several times about his inappropriate behavior. He politely but rudely contradicted me. After another warning about his behavior, I moved him to the first bench and told him to calm down. To my surprise, the student took out the Sport newspaper and started reading it provocatively. After being warned to put the newspaper away and focus on teaching, he just sat there and did nothing. At that moment I was nervous. I'm not used to such behavior from high school students, especially when he was a first-year student. I sent the student out the door, followed him and scolded him unpedagogically. The student just looked into my eyes and didn't respond. After this incident, I sent the student to the desk and continued teaching in an upset manner.\n\nSituation (Anamnesis):\nclass with a large number of 32 students, a class of ambitious students who want to study and demand quality service from the teacher. They can work together outside of school, organize social events. In such a collective, the students are always divided into those who excel academically, average and below average, into students who drag and organize the class and those who so-called just go along. The monitored student was one of those students who was just hanging around and stood out only because of his inappropriate behavior. In the last two years, he calmed down and started to get involved in the classroom and was often the initiator of several events himself.\n\nTeacher Intervention (Solution):\nThe student also displayed inappropriate behavior in my Czech language and literature classes. I discussed his behavior with the class teacher. She confirmed his inappropriate behavior to me in other classes as well. The student has three sisters who also attended our gymnasium. There were also problems with the oldest. The other two were good, exemplary students, without problems. I invited my parents. Only the mother came, also a teacher. The father apologized, he is the owner of a large company, so he did not show up due to lack of time. I discussed the student's behavior with his mother. She claimed that I sat on a student. I refuted her. She said that he is her darling, that he is the youngest and a boy, so she spoils him a little, as much as she allows him. The son has a rich father, so at this young age he seems to be superior to others. We agreed with the student's mother on closer cooperation and information about his behavior. Even I admitted that I should have kept more calm and not yelled at the student when the whole class heard it. Mother, as a teacher, on the other hand, understood my reaction, that a lot is put on teachers and it is often difficult to keep one's nerves in certain situations\n\nOutcome:\nThe student's behavior was dealt with by the pedagogical council and he was given a reprimand by the class teacher. The student calmed down as he got older. I had no problems with him in the third and fourth year. He graduated with honors and is successfully studying at university.\n\nStudent Profile:\nAge/Year: 16 let, první ročník\nHobbies: Sport, četba, filmy\nDisorders: Lhaní,Rušení výuky,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "632", "student_age_year": "16 let, první ročník", "student_hobbies": "Sport, četba, filmy", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Disrespekt", "teacher_approbation": "Pedagogická fakulta Ostrava, český jazyk a výtvarná výchova", "teacher_practice_years": "32 let", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1125", "content": "TEACHING CASE STUDY\n\nBackground:\ndealt with the situation in the class where I was the class teacher. A colleague from another class came to me saying that her student had gotten significantly worse since she started making friends with a student from my class and demanded that I deal with the situation somehow. It was about grades and attitude to school, as well as behavior in the classroom and communication with teachers. I myself noticed that the pupil was very friendly with the pupil, I saw them in the corridor and I met them together outside the school as well. The student that my colleague came to see me about was a year younger and very introverted, she didn't have many friends, but she always got good grades and was smart at school. The student, on the other hand, was rather below average at school, smoked outside of school and dressed strangely. I have to say, however, that the student lived in alternating care, and judging by her parents' behavior, I think she didn't have it easy either. The situation was definitely not helped by the fact that the student was oriented towards girls, which was generally known in the school. My colleague and I weren't even sure if the student was just a friend or the student's girlfriend.\n\nSituation (Anamnesis):\nStudent - quiet, introverted, didn't have many friends and had a hard time building relationships with others, above average in studies. Student - not very good at school, liked to provoke, was an authority figure in class\n\nTeacher Intervention (Solution):\nalready know from previous experience that dealing with a student is not entirely easy, she has a very specific view and approach to various things. Considering that I didn't have a very good experience with the student and our relationship was already a bit damaged, I decided to contact a colleague, who is also an educational advisor, to see if she could solve this situation with the girls. I only have the following information indirectly from the guidance counselor. The guidance counselor at our school called each girl individually and discussed the situation with them. As expected, the student denied that her results had deteriorated because of the student, saying that school stopped being fun for her and she became interested in other things. The student, in turn, claimed that she was just friends with the student and was not to blame for the student's grades. I hoped that the situation would calm down after this meeting, but unfortunately it did not develop quite as I imagined. Word spread in the school and among classmates that this situation was being resolved with the girls, and the subject of the debate was primarily the sexual orientation of the female student and how things are between the girls. The student apparently did not take this attention very well, she suddenly started having a lot more absences, she went to school only for the most necessary subjects, where papers were written. And very soon after that, I learned from the management and the student's parents that she was transferring to another school.\n\nOutcome:\nIn retrospect, I'm very sorry for how it turned out. The student improved again after the student left, but leaving the student is not a solution. It was a situation that happened a long time ago, I wasn't that experienced yet and I probably should have handled it differently. I don't know exactly where the mistake happened, but I'm very sorry.\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník\nHobbies: Seriály, skateboard\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1125", "student_age_year": "16 let, 2. ročník", "student_hobbies": "Seriály, skateboard", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ + OV", "teacher_practice_years": "21", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/983", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka came to me to say that she is being bullied in the form of cyberbullying, that they are sending her obscene words because she allegedly does not want to go out with them, does not want to smoke. They are teenagers, she is singled out from the team, they have various vulgarisms, allusions to her mother and sister. There were also verbal attacks at school. She used to be a member of the party because she decided not to smoke, so they started to exclude her from the group. There were also words about cancer, which even her sister allegedly had. But sometimes she tells little lies, you don't know whether to believe her or not. For example, 'did you do the assignment? Yes. where do you have it Home.' She brought a photo of the conversation, she kept screenshots of what they wrote to her. The schoolgirl does not have a steady hand at home, the mother works late into the night in the pub. The student grows up alone, when they started pushing her out, she had nowhere to go.\n\nSituation (Anamnesis):\nStudent: average 6th grade student, quiet, doesn't say much unless she wants to show off a bit. She says the most stupid thing she can think of. For example, 'Who calculated this?' 'I do not know.' Quiet, but has the urge to show off a little in front of others. Bully: a group of 6th graders, most of them have below average grades, street kids, they don't have a steady hand, they are vulgar, they go to school unprepared, they all grow up in a family with a mother and a father, school is not important to them, they smoke, they spend a lot of time outside in the afternoon. Praise is important to them, but they are not able to achieve it - they give up the task sooner.\n\nTeacher Intervention (Solution):\nThe student originally came to see a colleague who had her in VV and history, they had more lessons together, not to me as a class teacher. A colleague told me. I invited the pupil to the free classroom, where I asked, is something going on? I heard you're having some difficulties. Should I deal with it? Do you want me to handle it? The student was quiet at first, she didn't express herself much, she probably didn't like it, because the student told her colleague not to tell anyone. Žačka did not want it to spread further. Then she spoke. She described what and how happened from her side. I listened to her, we agreed that I would find out the opinion and point of view of the other side. I found out who is bullying her. It was a group of students of the same age, two boys, two girls. She specifically named the student. Sabina was also among the bullies. She used to always sit on the desk with her pupil, I thought they were best friends. Out of nowhere, they broke up, stopped talking to each other, then the bullying started. For example, they didn't want to be together in the gym as a pair. It wasn't just at the level of a friendly situation outside, it also carried over to school. A member of the group was also a student of the 1st year of secondary school (that is, a different school), the brother of two other bullies. But he originally went to our elementary school. I confronted everyone from our school individually with questions, what did she do to you? Why do you treat her this way? Do you think you or she is right? If he thinks that when they are together in 6th grade, does this behavior tend to last until 9th grade, if it wouldn't be better to change the situation. In the end, I also discussed it with my mother, the student probably told her at home. She stepped on me to sort it out.\n\nOutcome:\nWe agreed that they would not notice each other, the teachers would not put them in the same groups. More consideration will be given to everyone's behavior. In the event of another verbal or other attack, cyberbullying, something would happen, no matter who the teacher turns to. Then it would start to be solved at a higher level (principal, pedagogical-psychological consultancy, prevention methods). It happened last year at the turn of the semester, the monitoring lasted about two to three months. The situation calmed down. I don't know if the student started going out with the group again. They function normally within the school, the most harmless poking occurs.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník\nHobbies: sport\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal aggression, Bullying\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "983", "student_age_year": "11 let, 6. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Studentka učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Violation of classroom/school rules, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1032", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation started with the transition to the second grade, when I was put in charge of the sixth grade as a teacher. The class consisted of many new students and one student did not manage to integrate well into the group. She was often on her cell phone during breaks, but also during lessons. The school has newly introduced that all cell phones will be collected at the beginning of the first lesson and will always be returned to them at the end of the last lesson. The students were not too enthusiastic about this measure, but despite the slight resistance, they regularly handed in their mobile phones. The student first told her colleagues that she did not take her mobile phone to school. But I saw her with him several times during the break. When she didn't have her cell phone in her hand, she repeatedly went to parts of the school buildings that are inaccessible to students. If no teacher noticed her in the 'forbidden' places, she was able to come to class a few minutes late. In class, she disappeared into the corridor several times without being asked. She rarely wanted to participate in activities to diversify the teaching. Her behavior was very variable and she often tried harder than her classmates. The study results were satisfactory.\n\nSituation (Anamnesis):\nThe student was introverted, phlegmatic, smart, quiet, cheeky, moody. The class was cooperative, hardworking, communicative, tolerant.\n\nTeacher Intervention (Solution):\nWhen I saw the student secretly hiding her mobile phone under the desk during the break, I immediately went after her. Despite repeated calls, she refused to hand over the mobile phone, saying that it was her property, so she did not have to give it to anyone. I replied that the incident would be dealt with with the director. In response, the student just shrugged her shoulders and continued on her mobile phone. She only smiled ironically in cases of expulsion of female students from remote areas of buildings. In my opinion, she wanted to draw attention to herself with this behavior, since she was probably in need in some way. I had to persuade her for a long time to participate in the learning activities before she finally decided to participate. I informed her parents about her behavior by phone to make sure that it could not be the source of a bad family background. The parents were surprised because the daughter allegedly behaves well at home and shares only positive experiences at school. The turning point occurred when a colleague managed to take the mobile phone from the desk during class due to her inattention. The student went to the assembly hall every break saying that she was entitled to her property. Her cell phone was returned to her, like the others, only at the end of the lesson.\n\nOutcome:\nThe following week after the phone was taken, the student did not show up at school at all. It wasn't until a week later that she came to pick up her things and transferred to another school. Unfortunately, the problem could not be solved, it was simply moved elsewhere.\n\nStudent Profile:\nAge/Year: 12, 6. ročník ZŠ\nHobbies: tanec\nDisorders: Lhaní,Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1032", "student_age_year": "12, 6. ročník ZŠ", "student_hobbies": "tanec", "student_diagnoses": "", "student_disorders": "Lhaní,Pasivita", "teacher_approbation": "vysokoškolský titul - Mgr., aprobace - ČJ, RJ", "teacher_practice_years": "12", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/655", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was the second week after summer vacation. The children were still full of impressions from the holidays and they were also \"excited\".\n\nSituation (Anamnesis):\nAfter calming down the student, I immediately ended the break and asked all the students to take their seats and we started talking about the given situation. I first asked the people in question what had just happened in the class and how it happened. An argument immediately broke out in the class about who started it and everyone started shouting at each other. First, I gave the word to the student, who told me that the other student kicked him out of nowhere. He didn't do anything to him or provoke him. I replied that if he was as innocent as he says, then probably such a situation would not have arisen. After that, I gave the floor to the second student to listen to both students. The second student told me that the first student jumped on his back and was bothering him and that he didn't like it. A third student got involved, who started to argue that it wasn't so. So I asked the rest of the class if anyone had seen the incident. A few students came forward and agreed with the other student.\n\nTeacher Intervention (Solution):\nreacted by first reprimanding the first pupil that he should be able to admit the truth and should not provoke the pupil for no reason. I had a several-minute lecture about how dangerous it is to jump on your back, that in the fourth grade they are not the lightest and could have serious health problems. After that, I returned to the second student, to whom I told him that he should not solve such situations with violence and that from then on there are teachers who will solve everything calmly with the students. I let the situation run through my head again and asked if anyone else was involved in the argument. Exceptionally, not one of the students had an accomplice. Since both students had already been reprimanded several times that day, I decided to punish the students. The punishment consisted in the fact that the pupils could not go to play in the backyard with the other children for two days and instead they calculated math examples or read a book. Between the six eyes, we then agreed that together we would draw a thick line behind this day. I promised them that if a similar situation does not happen again, I will not \"sue\" the students\n\nOutcome:\nFortunately, both boys regretted their behavior after the punishment. They reconciled together and both admitted their mistake. The first pupil was even so frightened by the threat that I would call my grandmother that he then warned the other pupils who were wild about the breaks, so that they would not also be punished.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Basketball, parkour\nDisorders: Hyperaktivita,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: (Disciplinary) Punishments, Agreement, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "655", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Basketball, parkour", "student_diagnoses": "", "student_disorders": "Hyperaktivita,Fyzické násilí", "teacher_approbation": "magisterské", "teacher_practice_years": "38", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Agreement, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/747", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the very tense situations that the student prepared for us was once at the beginning of the lesson, right after the bell rang, when everyone was already sitting in their seats, but the teacher had not yet arrived. The student had a large, two-liter bottle of Coca Cola, which he unscrewed, drank, and left the open bottle on the bench. Then he 'accidentally' snorted it, the bottle tipped over and everything started pouring out, which he just watched and didn't even try to pick up the bottle. A huge puddle was spilling on the ground, all the briefcases within reach were suddenly soaked with Coke. The children squealed, jumped and tried to save their things. Most of the children rushed for paper towels and quickly tried to prevent the flood from spreading further. He just stood and washed himself. I grabbed him by the shoulder and pushed him towards the puddle and told him to hurry and help clean up. He started yelling at me that I attacked him and that he was going to complain about me. He refused to participate in the cleanup and just watched with a smile. It should also be noted that this is not the first time he has done this. 'Accidentally' spilled drinks happened to him more often, even though I repeatedly warned him that he should close the bottle again immediately after drinking. However, he always reacted with irritation and insolence.\n\nSituation (Anamnesis):\nThe student lived in a joint household with his mother and grandmother, he was an only child. Both spoiled him very much. They let him hang around the housing estate and, according to reports from classmates living in the same housing estate, he committed vandalism. He destroyed bells, the elevator and polluted the common areas. He also often attacked smaller children. In the classroom, he mostly only allowed himself to girls, pinched them, twisted their arms, pulled their hair and insulted them. No comments were effective because the mother and grandmother uncritically defended the student in all circumstances.\n\nTeacher Intervention (Solution):\nThe class teacher wrote a note to the student and talked to him about it, however, there have been many such notes and interviews with absolutely no results. The mother has also been to the school several times, but this also did not lead to anything, because the mother claims that the pupil is good and without conflict, that it is a misunderstanding, or that it is the fault of his classmates who bully him.\n\nOutcome:\nUnfortunately, we didn't actually solve anything, so certainly not successfully. The boy did not improve in any way in his behavior. I no longer work with this student. I'm at a different school, so I don't know how they proceeded with him. It was suggested that he go to the school psychologist, but I know that we encountered resistance, that he does not want to go to the psychologist, that the children would laugh at him.\n\nStudent Profile:\nAge/Year: 11let    5. třída\nHobbies: Žádné\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "747", "student_age_year": "11let    5. třída", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1337", "content": "TEACHING CASE STUDY\n\nBackground:\nThe pupil described is the same as in the first case report. The student not only has behavioral problems, but also does not fulfill his responsibilities. Mostly he doesn't want to. They don't bring their gadgets and they don't do their homework. He regularly gets 4-5 on tests, and in May of last year, his mother went for a consultation because the student failed three subjects.\n\nSituation (Anamnesis):\nThis is a student who received his first reprimand for behavior already in the third grade, and since then his mother visits school at least twice per semester.\n\nTeacher Intervention (Solution):\nThe teachers tried to accommodate him, giving him alternative dates and space to add to his notebooks so that he could learn from them. It took him even a month to write his physics notebook. Every break he sat in his office and wrote letters. The teachers watched over him and wrote him various plans. Parents were asked to check at home. Mom was convinced for a long time that nothing important was happening. The said student kept lying and explaining how hard he works and that the teachers are obsessed with him and don't help him. When it was time for remedial tests or exams, he did not show up. He told his mom he couldn't come because he was fixing something else, which was a lie. He was spotted several times with friends while he was supposed to be repairing an object. It took a long time for the mother to push hard so that the student could not fail, which eventually succeeded.\n\nOutcome:\nThe student was able to defend his advantage, but since this situation happened at the end of last year, it is not clear how the situation will develop this school year. The student is waiting for entrance exams for secondary school.\n\nStudent Profile:\nAge/Year: 8.ročník, 14 let\nHobbies: Sport  fotbal)\nDiagnoses: Dysgrafie,Dyslexie\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1337", "student_age_year": "8.ročník, 14 let", "student_hobbies": "Sport  fotbal)", "student_diagnoses": "Dysgrafie,Dyslexie", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Mgr., Zeměpis, Občanská výchova", "teacher_practice_years": "5 let", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/429", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I started teaching in the fourth grade, I knew that there was one very problematic student waiting for me there. There were already problems with this pupil in kindergarten. He didn't listen at all, he was aggressive towards his classmates and attacked them vulgarly. That is why a file was kept on his person, where all the incidents that happened with him were written down. So I started going to the fourth grade already with the understanding that I have to pay close attention to this student and, in short, hold him. I thought to myself that he is only a fourth grader and a child like any other that I have to manage. Unfortunately, this student couldn't handle me. From the very beginning, he manifested exactly as I was told. He spoke profanity, hit things around him, was rude and talked back or did not respond at all to my calls and orders. Months passed and his aggression continued to escalate. He soon started hitting his classmates. One fight even ended with a broken nose. The climax of it all was that during a walk outside, he took a wooden board to a pregnant teacher and wanted to hit her in the stomach. Everyone was afraid of this disciple. Including all the teachers, including me. In my many years of experience, I have never had a conflict with a student. I mostly solved banalities, for which it was enough to use proven methods - admonitions in class or a simple conversation with the student about the given situation. But this disciple was immune to all these things. Reprimanding, arranging in the cabinet, notes, talking to mom, nothing helped.\n\nSituation (Anamnesis):\nThis pupil lived with his mother, who had found a new boyfriend. He was diagnosed with ADHD from an early age, so certain fluctuations in the behavior of this student were expected. But not with the ones I describe above. No one could tame him, not even his own parents. The mother just cluelessly signed every offense this student committed. He did not naturally fit into the class collective, because all the children were afraid that he would hurt them. However, his school results were excellent. That made everything worse. His aggression and disobedience reached such a level that I was afraid he would bring a knife to class and hurt someone. The situation had to be resolved immediately.\n\nTeacher Intervention (Solution):\nIn this case, I initially proceeded as I always proceed in the case of indiscipline. I try to solve problems with children first directly in the classroom before others. This pupil was reprimanded for being disruptive and I emphasized to him that he was not only disturbing me, but other classmates as well. He did not respond to this at all and the interruptions were repeated. After admonishing him several times, I raised my voice. After the lessons, I talked to this student several times in person in the office, I moved him around in the class, he was given substitute work so that he would have fun and not disturb him so much. When threats and violence occurred on the part of this student, I immediately discussed it with both the guidance counselor and the school principal. We immediately contacted the mother of this student, but she did not comment much on his behavior. I will not even mention the number of notes of this student. Since this student was getting in over our heads and none of our school measures were working, we had to look elsewhere for help. We communicated regularly with the pedagogical and psychological counseling office. This student was examined by a psychologist, but nothing changed. Subsequently, OSPOD took over the case, they resolved everything with the family and went for inspections. This student was medicated with drugs that were supposed to calm him down, but even that didn't have much effect. In the end, this student ended up in a diagnostic institute for 2 months.\n\nOutcome:\nEverything had a very funny ending. The mother of this pupil filed a complaint with all the institutions she could. She sued the school, contacted the school ombudsman, the governor of the region, filed a complaint with OSPOD. In the end, however, the courts decided that neither the school nor anyone else was at fault. And what happened to this student? This pupil was transferred to another school and we never saw him again. It wasn't until a few weeks after that that I found out that the mother picked up this student from school one day, threw the textbooks in the locker at school and ran away with this student. Allegedly from a boyfriend who beat her. In my opinion, I behaved the best I could in this difficult case. When the usual measures did not help, I consulted with the educational advisor, the school principal and he passed it on.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Počítačové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Agrese,Neposlušnost,Vandalismus\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Consequences, Disrespectful communication, Support, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "429", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Agrese,Neposlušnost,Vandalismus", "teacher_approbation": "ČJ, NJ, FrJ, AJ", "teacher_practice_years": "24", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Support, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1157", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a lesson where we were engaged in activities on the topic of argumentation, which I named heart transplantation. The goal was for the students to agree in groups to whom to donate a healthy heart based on limited information about the patients. The groups were divided into girls and boys, who had to defend their choice. The conflict erupted when information emerged that one of the patients was a feminist doctor. The boys expressed a strong opposition to feminism, which caused tension between them and the girls. Nevertheless, I was able to control the situation and the lesson ended without any major problems. However, after the lesson, I found out that there was a physical confrontation between two students due to disagreements on the topic of feminism, which continued even after the lesson ended.\n\nSituation (Anamnesis):\nThe student has a strong position in the class, but is not considered the best student. His arrogant attitude towards people and tasks he considers below his level often leads to rejection of these activities. On the contrary, Žačka is very expressive and reactive, she reacts impulsively, which can cause conflicts. Although he reacts quickly, he can calm down just as quickly and is very communicative.\n\nTeacher Intervention (Solution):\nAs soon as I learned about the incident, I decided to deal with it. In the next lesson, I asked the class about the meaning of feminism and called out both students who were in conflict and those who were not directly connected to it. The student was unable to provide an answer and the student submitted an incomplete definition. That's why I assigned both of them the task of writing a report on the topic of feminism. The paper was to be presented the next day, but the pupil coughed it up and the pupil said only a few sentences. I tried to explain to them what feminism really means and that the 'women belong in the kitchen' arguments that the boys often used were not acceptable.\n\nOutcome:\nThe goal was for the students to immerse themselves more in the given topic through the report. However, this plan was not successful because both students neglected the paper. I was hoping that the class would get a perspective from both a male and a female point of view, but that didn't happen. However, expressions sending women 'to the kitchen' seem to no longer be used in the classroom, or at least I'm not aware of that.\n\nStudent Profile:\nAge/Year: 15, kvarta\nHobbies: Počítače, sport\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Warning\nImplications: Failure, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1157", "student_age_year": "15, kvarta", "student_hobbies": "Počítače, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, VV", "teacher_practice_years": "26", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure, Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1463", "content": "TEACHING CASE STUDY\n\nBackground:\nHer behavior problems escalated, and in 8th grade, cyberbullying was added. She came up with it during school lessons, she was writing messages on her cell phone, which she had under her desk.\n\nSituation (Anamnesis):\nThe student already had problems in the first grade - absenteeism, excuses, a double in behavior, personal hygiene, from the 6th grade I was in her class, the problems escalated, forgetfulness, reprimands, 7th grade reprimand from the school principal for truancy, a trip to the swimming pool during class , 8th grade forgetting again, got a 3 for behavior in the midterm, verbally attacked classmates, cyberbullying\n\nTeacher Intervention (Solution):\ntried to contact the mother as a class teacher, but she did not communicate with the school for a long time, she always used other emails or was unavailable whenever I called her. There were two educational commissions, the first mother did not come, the second she did. In the end, the situation resulted in a reprimand from the school principal.\n\nOutcome:\nThe problems with her were somehow not resolved, she ended up failing and had to repeat the year, the school received a message at the beginning of the next year that she had changed schools.\n\nStudent Profile:\nAge/Year: 15 let, 8. Ročník základní školy\nHobbies: kluci\nDisorders: Lhaní,Podvody,Nevhodné chování,Šikana,Absence\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1463", "student_age_year": "15 let, 8. Ročník základní školy", "student_hobbies": "kluci", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Nevhodné chování,Šikana,Absence", "teacher_approbation": "Mgr., Nj, Rj, Hv", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1470", "content": "TEACHING CASE STUDY\n\nBackground:\nAs I was approaching the classroom, I heard the noise. Of course, this is not unusual, but I stopped to think about it. I entered the classroom, some students stopped talking, they were waiting for my greeting, but the group around one student did not register my arrival at all. I waited in silence for a while, but nothing changed. So I went back to the door, opened it and slammed it. The class quieted down, I greeted the students with a smile and the biology lesson could begin. As it started, it continued for an hour. The student kept interrupting, turning to his classmates and commenting on each assigned activity - why should I fill it in, what will it do in my life, etc. His behavior was not completely new to me, I had already taught the class for a few hours, but this time it was too much.\n\nSituation (Anamnesis):\nDisruptive student - male, 14 years old, average grades, parents divorced, in alternating care, has 3 siblings (one own, two half-siblings from father)\n\nTeacher Intervention (Solution):\nAt first, I always yelled at him to pay attention, but as time went on, he interrupted more often and added his inappropriate comments. At another interruption, I remembered a book on nonviolent communication I had read recently, interrupted my explanation, asked the student to turn toward the board, and said, 'If you're not paying attention, it's distracting. I feel disrespected and nervous. I'm afraid I won't explain the subject matter well. I need you to pay attention.'\n\nOutcome:\nI was a little surprised that this sentence of mine really helped. The student paused, apologized for the disturbance and paid attention until the end of the lesson. Of course, sometimes he still disturbs the lessons, but from this day it is not so often, just tell him once and he is calmer.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída (gymnázium)\nHobbies: počítačové hry, hra na kytaru\nDisorders: Nespolupráce,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1470", "student_age_year": "14 let, 9. třída (gymnázium)", "student_hobbies": "počítačové hry, hra na kytaru", "student_diagnoses": "", "student_disorders": "Nespolupráce,Rušení výuky", "teacher_approbation": "Mgr., BI a TV", "teacher_practice_years": "30", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1334", "content": "TEACHING CASE STUDY\n\nBackground:\ndealt with this case about two years ago. I think it was just a few weeks after the kids went back to school after the covid period. It was really evident in the children how they missed social contact during online teaching. When the children returned to their school desks, they behaved like wild eggs. It was quite difficult to set some rules and mantiles for their behavior again. That's why we dealt with problematic behavior relatively often in these weeks, as I recall. This case, which specifically came to my mind, involved a boy who attended the 5th grade. For years he was an almost problem-free student, we never dealt with any serious problematic behavior. Sometimes, for example, he would forget or not pay attention in class, but I do not consider this to be a major disciplinary offense. In this particular situation that I remembered now, I can't say that only this one student was to blame for everything, but he was the one who initiated the whole situation. And his classmates were happy to join him afterwards. So, as I said, the students attended the 5th grade, it's the last year at our school, then they go to a bigger city for the second grade, so they were the oldest at the school and it also follows that they had a class on the upper floor. The aforementioned pupil came up with a new game during recess, where they would fill their snack bags with water and throw them out of the window and watch them hit the ground. The classmates took up this new game very enthusiastically and started filling the bags with water. I was in charge of the hallway that day, I peeked into the classroom and saw what was going on. I noticed an open window and lots of water on the ground. I immediately shouted at the students to stop it immediately. The aforementioned boy gave me a confused look, what can't I like about this super game. They stopped throwing water from the windows, but I could see that they didn't understand why I forbade them from this game, and they didn't realize what could happen. The bell started ringing for class, so I told them that we would discuss this situation in the following class that I was teaching in their class.\n\nSituation (Anamnesis):\nAs for the personal characteristics of the mentioned pupil who invented this situation. As I said, there were never any major problems with him. As far as I know, his family was fully functioning, he lived with both parents and grandparents in a two-generation house in the village. His parents and grandparents paid attention to him and his siblings, were interested in their performance at school, prepared for lessons with them, etc. So I cannot say that there was no functional cooperation with the school on the part of the parents. Even in this situation, when we were dealing with the whole incident, they were extremely helpful and tried not to take the whole situation lightly and to resolve it in such a way that nothing like this would happen again. The student had an average grade, but he was very intelligent, I think that his academic results were partly influenced by his lax attitude, when, for example, he often chatted with his classmates or engaged in other activities instead of working. He was rather extroverted in class, he was popular and I must say that he was very nice to his classmates. There was a little girl in the class who was after an operation and had crutches for a few weeks, and I remember that the mentioned student very often helped her, for example, carry a bag, lift a chair, etc. Therefore, I do not believe that this situation that occurred was caused by any bad character of the student , but rather by not realizing how dangerous this situation could be. As I already said, he did not participate in this activity alone, but with his other friends. They were also rather extroverted and it seemed to me that the said pupil was a role model for the class and that the other pupils looked up to him. So when he invented something, the others didn't think much of it and proudly followed him.\n\nTeacher Intervention (Solution):\nSo how did I deal with this situation? As I said before, I came to this class the following hour and at the very beginning I brought up the topic of their recess game. I asked who invented this game and what led them to it. Then the student reported that he had seen a similar video on YouTube, where one of his favorite YouTubers was performing a similar activity, so he thought that he could do something similar with his classmates. But they weren't outside and they didn't want to throw these balls in the classroom, so they opened the window and threw them from the window. It really struck me that they are not aware that they were doing something wrong. That really worried me. That's why I decided that I won't discuss the planned curriculum at all this class, but I will dedicate it all to solving this situation. I thought it would be best if I looked at where the students got inspiration from this activity. I started the computer and asked the student to play the video for us. The student found a video of about 10 minutes, I let the children watch it and then I asked them if they could describe to me what was wrong with the video. Together we agreed that the main difference is that in the mentioned video, these water bags are released by a man from a balcony that juts out into the garden, so the water lands on the grass where no one walks, and therefore there is little chance that the bag would hurt someone with water. I explained to the children that such a bag of water, when it falls from such a height and at great speed, could cause nasty injuries, or destroy things that would be under the windows. I tried to use the principles of Nonviolent Communication and explain to them why this situation is really dangerous. In the end, with the help of a joint search for all the negatives of this game, we managed to get the said little boy to tell me that he had no idea what could happen and that he was very sorry. Subsequently, others joined him. That was the most important thing for me in this situation, I wanted the students to find out why their behavior was unacceptable and why I banned them from this game. I figure that's better than running in on them, yelling at them, putting notes on everyone and them still having no idea what they did wrong.\n\nOutcome:\nBut despite their apology, I drew consequences from this situation. For the boys who participated in the game, I wrote a few sentences in the student book to let the parents know what happened at school and, if necessary, explain the situation to the children at home again. I also attached a request to this message to try to check what their children watch on the Internet. Children are often unaware of the risks, and when they see an activity in their role model, they consider it correct. For me, this situation was again a signal, and since then I have been trying to discuss the dangers of the Internet space more with my children. For example, in computer science, I try to talk to them about what they are looking at and possibly why these particular things interest them or are inspiring to them. Together with the school management, we also organize an annual lecture for children about internet safety and cyberbullying.\n\nStudent Profile:\nAge/Year: 10 let, 5. třída\nHobbies: Atletika, fotbal, modelování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Disrespectful communication, Working with the collective, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1334", "student_age_year": "10 let, 5. třída", "student_hobbies": "Atletika, fotbal, modelování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské titul Mgr. (učitelství pro první stupeň)", "teacher_practice_years": "5 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Working with the collective, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1459", "content": "TEACHING CASE STUDY\n\nBackground:\nLast school year, videos of students taking gadgets to school in various subjects were very popular on social networks. We wanted to indulge the pupils with this fun trend and planned a bag-free day within the school. Some student came with a suitcase, another with a microwave, another with a basket of mushrooms. However, one student stole a shopping trolley from a nearby supermarket and put all the things in it. Stealing wasn't the only thing he did. The shopping cart is quite large and impractical for school. During the long break, the students were playing with the cart, and when one student was carrying his classmate in the cart, he broke the blackboard.\n\nSituation (Anamnesis):\nThe student likes to be the center of attention, wants to do things outside the standards. The other students supported him in this, they found it amusing. The pupil who was in the wheelchair is otherwise problem-free, she studies well and has never had a disciplinary offence.\n\nTeacher Intervention (Solution):\nThe impact on the blackboard was quite loud and the supervisor in the corridor did not hear it. An investigation was launched into what happened, who was the witness, who controlled the cart. The person in question tried to explain that the cart had started on its own and crashed into the board itself, but due to the damage to the board it was obvious that more force had to be exerted. After questioning the students of the class together with the assistance of the educational advisor, the truth came out. The student was driving a classmate in a wheelchair, he turned the wheelchair at a higher speed and inadvertently hit the blackboard, which broke and, since the blackboard was interactive, it made it impossible to function. Subsequently, the student's parents were called, and they were invited to a personal meeting, where both the student's problematic behavior and the payment of the destroyed blackboard were addressed. The student's parents paid for the board. The student, considering the other incidents, ended up getting a 2 for behavior. The parents of the student who was in the shopping cart were informed of their daughter's inappropriate behavior. Due to the rare offense, the student was not affected by a warning on the report card.\n\nOutcome:\nThis incident was not the first and I believe it will not be the last. The student is currently going through puberty, he despises everyone, he is easily teased by others, he does not study and although he is not stupid, he does not have bad grades and has too much freedom at home - his parents do take care of him, but they should watch over him more. He has been reprimanded for a long time and no one was surprised by this behavior. Since this problem, he hasn't brought stolen things to school and hasn't broken the blackboard, but about a month later, at the end of the last school year, he and another friend used nicotine sachets at school, the use of which is, of course, prohibited for young people both in school and outside her. It is also useful to mention that we are a church school. Most of the pupils here are of the Roman Catholic religion, but of course this is not a condition for studying at this school. This pupil is not Roman Catholic and does not respect the church events of the school. The student's father comes from Russia and is of the Orthodox religion, so is the son. There was an interesting, even sad situation with the student, when the whole school prayed for Ukraine every morning, but the student prayed very loudly for Russia.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: fotbal, florbal, rád se v tělocviku účastní her, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Agreement, Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1459", "student_age_year": "14 let, 8. ročník", "student_hobbies": "fotbal, florbal, rád se v tělocviku účastní her, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. Teologické nauky a teologie  Didaktik společenských věd pro 2. stupeň ZŠ", "teacher_practice_years": "10", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/237", "content": "TEACHING CASE STUDY\n\nBackground:\nam a class teacher of the eighth grade of the second grade of a village primary school and there are several children with problematic behavior in our class. A teacher's assistant works with me in the class. During September, the behavior of one of the pupils, a thirteen-year-old, deteriorated significantly. During the last school year, I solved a lot of problems with him - poor grades, rude behavior, late arrivals, washing during breaks, throwing objects out of the window, etc. However, he was absent several times from the beginning of the year, and although his mother apologized for his absence, we heard from his classmates they found out that instead of teaching, he spends the morning with a bunch of friends at the skate park. He was brought to the party by a classmate who came to our school two years ago and had already changed several schools and correctional institutions before us. He took this classmate (who is above average intelligence, by the way) as a role model and wants to match him. So he started going outside school, smoking cigarettes and, according to other classmates, \"bragging about his new life\n\nSituation (Anamnesis):\nHe is thirteen years old and a student in the eighth grade of elementary school. Parents are divorced, he lives in alternating custody. The parents do not have another child together, but the mother remarried, the stepfather already has two children from a previous relationship, who visit him once a fortnight on the weekend. The mother is now pregnant, so another sibling will be added. The father lives alone, he has no other children. The family is a classic “patchwork\n\nTeacher Intervention (Solution):\nHe has already received a lot of comments from various teachers for his deteriorating behavior, but I don't feel that these measures have much effect on the student or the parents. Mothers cannot fully understand their son's behavior, rather they excuse him and have not yet seen a problem in his spending his free time. So I invited my parents to a meeting, which he also attended. I also invited our educational advisor to help, who works with students and parents when choosing a profession and secondary school. We tried to explain to the family that if he didn't want to give up his dream of becoming a car mechanic and be able to pursue his car hobby professionally, he would have to rethink his behavior and get busy with his studies. Until that moment, the parents did not realize that although the field of auto mechanics is a learning field, there is a lot of pressure during the admissions process and at least average grades and good behavior are required. If it happens that it fails or \"finishes\".\n\nOutcome:\nAfter our meeting, he started coming to school regularly again, he also reduced his late arrivals. He walks better prepared, carries his tools and, with some exceptions, has his homework done. To our great joy, he is not shy to turn to me or the assistant to ask for help during class, he also behaves better towards the teachers, does not disturb. It is also positive for the entire team that the problematic pupil, a friend, leaves the class for some time (to the educational care center), so he will no longer be under his influence. We will see what his return to the team will bring. It seems that he realized that he was really \"running into his shoes\n\nStudent Profile:\nAge/Year: 13 let, 8. třída základní školy\nHobbies: auta, motorky, rapová hudba\nDisorders: Lhaní,Záškoláctví,Alkohol,Cigarety,Drogy\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "237", "student_age_year": "13 let, 8. třída základní školy", "student_hobbies": "auta, motorky, rapová hudba", "student_diagnoses": "", "student_disorders": "Lhaní,Záškoláctví,Alkohol,Cigarety,Drogy", "teacher_approbation": "VŠ vzdělání, obor Učitelství českého jazyka a literatury pro základní školy", "teacher_practice_years": "8", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/602", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the time of standard contact teaching, the student had slightly above-average results. His academic results were always at an excellent level (1), or in some subjects he 'slipped' to a commendable rating (2). Nor did he commit any major disciplinary offences. He was cheerful and communicative, got along very well with his classmates and was popular in the group. It was obvious that he liked to be the center of attention, but he never forced it in class. However, with the advent of the covid pandemic, his behavior changed from day to day. At the beginning, when there was confusion in the very form of distance learning and students' independence was expected above all, he stopped fulfilling his study obligations and did not hand in the assigned tasks. When he rarely handed in assignments, they were unworked, sloppy, and thus did not fulfill the desired purpose. When he returned to school, the teachers discovered that he did not even copy notes in his notebooks and had nowhere to draw theoretical knowledge from. His educational problem is strongly related to the educational problem. He was smart and gifted, but suddenly he was stuck at seventh grade level. In the second wave of covid, the school fully switched to distance learning through the Microsoft Teams program. He became disruptive in online classes. He liked to act sovereign, draw attention to himself and amuse his classmates, and over time he became rude to the teachers. He treated them as if they were friends. For illustration, I present some of his words: 'And what is? Is it an hour already?', 'Does it matter if I'm still in my pyjamas?', 'Why should I do this if I don't feel like it?' Since computers are among his interests, he was able to navigate the MS Teams environment faster than some teachers. In this regard, too, he began to disrupt classes and deliberately turned off the microphone of some teachers, for example. In other situations, he even scolded teachers. His behavior no longer seemed funny to his classmates, as it was at the beginning of distance learning, but he began to disturb and annoy them. Maybe he realized this because he stopped connecting for hours and made up all kinds of excuses, often outlandish. 'I had to look after a sick dog.' After the school contacted his parents, he attended classes for a few weeks, but after a while he began to disengage again until he skipped classes altogether. At that moment, even his parents started apologizing to him. This problem continued even after returning to schools. Although he lost his determination and was no longer as brash as he had been with the online classes, on the other hand, he began to be absent very often because he realized that he was being overwhelmed with information that he did not understand. Apparently, the only solution for him was to escape from teaching. Even these absences were excused by his parents.\n\nSituation (Anamnesis):\nThe student was born as an only child into a complete family with a patriarchal system where the father always has the last word. It is quite obvious that he puts his ambitions in his son, which are often unjustified and built on an unrealistic basis. He tries to excuse his shortcomings and put all the blame on the teacher. The boy was not diagnosed with any learning disabilities, behavioral and attention disorders, or other mental illnesses. Before the covid pandemic, the student's academic results were slightly above average, but with the advent of distance learning, he became a below average student. He was always popular in the team, he enjoyed the attention of his classmates. He was often referred to as the 'class joke'. However, during distance learning, he began to force attention by force, which led to a certain cooling of relations between him and his classmates.\n\nTeacher Intervention (Solution):\nIn the seventh grade, the student was warned by e-mail by the teacher that he was not fulfilling his study obligations, he was given extra time to complete the tasks additionally, but this solution had no effect. The teachers did not have any learning outcomes from him, but they could not let him fail the regulations. In the eighth grade, they initially tried to solve the situation with the student himself, either directly in class at the time when the disruptive behavior appeared, or later without the presence of classmates or via e-mail. They always tried to pay attention to the individual agreement, because they understood the complexity of distance learning and its adverse effect on some students. However, the student preferred to have a five written down rather than show any effort. When the arrangement was not successful, they turned to their parents. They ensured that he joined distance learning for the next few weeks, but he started disrupting the lessons again with his presence. When the arrangement did not help, there was always the option of turning off his microphone or disconnecting him completely from the lesson so that he would not disturb other classmates. However, none of the teachers approached this radical solution. The parents refused to solve the problem with the disruption. Neither of them was at home at the time of the lesson and they did not believe that their son could disrupt the lesson in any way. After returning to school, although the student's behavior partially improved, without a computer and face to face with the teacher he suddenly lost his exaggerated self-confidence, but he got used to solving his problems with excuses that his parents wrote to him again. The school carried out further intervention and interviews with the parents, but they defended their son and saw all the blame on the side of the school and the teachers. The school was forced to submit a report to the Authority for Social and Legal Protection of Children, where the situation is currently being resolved.\n\nOutcome:\nAlthough the teachers tried to negotiate with the pupil individually and provide him with the necessary space so that he could fulfill his study obligations, the pupil did not show any interest. He continued to fail to fulfill his obligations and disrupted classes more and more. His classmates also started to complain about him, for whom his absence from classes was suddenly pleasant. Shortly after the conversation with the parents, the student began to do what he was supposed to, but he couldn't help himself and was still disruptive. However, it is clear that he was able to listen to his parents if they gave him enough time. In the long term, the end of distance learning was a big benefit in solving the problem. Face to face with the teachers, the student did not dare to disrupt the teaching in such a way as was the case with online classes. However, it was still not possible to resolve his indifference with which he approaches teaching and the school environment.\n\nStudent Profile:\nAge/Year: 15 let (problémy cca od 14 let)\nHobbies: četba, auta, elektrotechnika  především počítače)\nDisorders: Lhaní,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "602", "student_age_year": "15 let (problémy cca od 14 let)", "student_hobbies": "četba, auta, elektrotechnika  především počítače)", "student_diagnoses": "", "student_disorders": "Lhaní,Disrespekt", "teacher_approbation": "VŠ: český jazyk a literatura, občanská výchova, dějepis", "teacher_practice_years": "25 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/971", "content": "TEACHING CASE STUDY\n\nBackground:\nam currently a class teacher in 3rd grade, but I only really got to know my class for the first time at the beginning of the second year due to the annual quarantine due to the coronavirus. I have a student in my class who is late to every class meeting and usually to the first lessons. I don't know if it's because of the quarantine, when online classes were taking place and students didn't have to commute, but practically from the first day he was almost never on time. It's not that he lives far from school and has to commute for a long time, but I think it's more due to the inability to organize his time.\n\nSituation (Anamnesis):\nThe student is seventeen years old and attends the third year of a four-year high school. The student lives with both parents, is an active athlete, plays computer games and has average to above average academic performance. The student regularly goes 5-8 minutes later to the beginning of class meetings and to class hours.\n\nTeacher Intervention (Solution):\nAs this is an older student, I resolved this problematic behavior by agreement and did not resort to any disciplinary measures. When we agreed to meet together outside the classroom (trip, etc.), I told everyone where and when the meeting place would be, and after the experience that the student was late, I repeated this information to him once more. And then I addressed him once more and told him again 'Jirka, don't forget, the meeting is at eight o'clock', emphasizing the time. At the beginning, this tactic was not completely successful, but after some time, the student's classmates also started to join my appeals, and they themselves repeated to him exactly when he should come. When I discussed these late arrivals with the student's mother, she simply told me that 'Well, it's all him.'\n\nOutcome:\nthink that after a while the student himself realized that his behavior annoys his classmates too, when he has to be kept waiting for him, or when he disrupts the class with his late arrivals. In the second semester, the student's behavior improved a little after all. I believe that the change in behavior could have come about both because of an individual agreement and also because the student has matured a little mentally.\n\nStudent Profile:\nAge/Year: 17 let, třetí ročník gymnázia\nHobbies: Sportovec, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Support, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "971", "student_age_year": "17 let, třetí ročník gymnázia", "student_hobbies": "Sportovec, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., anglický jazyk", "teacher_practice_years": "19 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1453", "content": "TEACHING CASE STUDY\n\nBackground:\nremember this case, which happened a few years ago, because I still regret how I reacted back then. I admit that I didn't have an easy time back then. I think that had a lot to do with my reaction to the situation. The student appearing in this situation was a relatively average 5th grader. He was known for the occasional \"rumble\".\n\nSituation (Anamnesis):\nOnce I walked into a classroom and saw a student pointing a pair of scissors at his classmate. I immediately intervened.\n\nTeacher Intervention (Solution):\nI started shouting at the student and did not let him speak. So he couldn't even tell me anything about the incident. I gave him a note and moved him to the front row, where he had to sit alone so as not to threaten or disturb anyone. Sometimes it bothered me that he was interfering with that classmate. I told him to be quiet. I had enough of everything and I didn't want to deal with it anymore. It upset me so much that I was irritated with the whole class for the rest of the day.\n\nOutcome:\nthought about what could have happened, not why the student did it. The next day I was calm, but the student could see that he was angry and offended. He did not want to communicate with me and did not cooperate. So I wanted to talk to him during the break so that we could solve it together. But he didn't want to talk to me at all. He was offended that I didn't let him explain it right away and was angry with him. This student's behavior lasted for a long time and we never had such a good relationship with each other as with his classmates. He was quite cold towards me. In retrospect, I realize that my behavior was not entirely professional and I know that I should have let him explain the whole situation. Act more calmly and thoughtfully. Today I would handle this situation completely differently.\n\nStudent Profile:\nAge/Year: 5. třída\nHobbies: auta, péče o zvířata\nDisorders: Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Disrespectful communication, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1453", "student_age_year": "5. třída", "student_hobbies": "auta, péče o zvířata", "student_diagnoses": "", "student_disorders": "Nespolupráce", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/271", "content": "TEACHING CASE STUDY\n\nBackground:\njoined the class as a crowd for a sick colleague. At this time, I was already receiving an old-age pension and helped out at school as needed. I didn't know the children more or less, I was only made aware of pupils with SEN. From the beginning, one student had a negative attitude towards me, he did not pay attention to any of my instructions, he ignored the work instructions. This pupil is with the third level of support measure, but the support measure was not granted to him, it was granted to another pupil. In physical education class, there was a conflict between a pupil with an approved support measure and this pupil. The one with the granted measure pushed the other. He got angry, started screaming, flailing his arms and legs around him and kicking me as well. Although I was informed that the student reacts negatively to a raised voice and reprimand, I could not help myself and after a whole day of reprimanding, I started shouting at him. At that moment he turned and ran to the other end of the gym. There he got up and refused to continue communicating with me, refused to return to the classroom, his head was down. Since there were other students in the gym, the teacher's assistant took over the problematic student and I led the other students back to the classroom. After about 60 minutes, the teaching assistant brought the problematic pupil to the classroom, after entering the classroom the pupil hid under the desk and refused to climb out. I phoned the student's mother and informed her about the situation. During the conversation with the mother, the mother offered me literature dealing with ADHD and SVP, which describes the problems of those children. I angrily told her that I didn't need any books and that her son had no business in this school. After that, my mother refused to talk to me any further and went to solve the situation with the school principal.\n\nSituation (Anamnesis):\nThere are a total of 16 pupils in the class, a teacher's assistant works in it. In the class, there are four students with third-level support measures (2 students with behavioral disorders, 1 student with learning disabilities, 1 female student with a mild cerebral disability) and three students with second-level (specific learning disabilities).\n\nTeacher Intervention (Solution):\nThe incriminated situation arose during a physical education lesson and its resolution took place in the following two lessons. During a physical education lesson, student J. pushed another student, who got angry and started waving his arms and legs around. At that moment I came to them and tried to find out what happened. In the following interview, the teacher is denoted by the letter 'U', the pupils by the letters 'A' and 'J', the teacher's assistant by 'B'. U: 'What happened baby?' A: 'J. he pushed me.' J: 'But by mistake, I didn't want to.' A: 'That's not true, you keep pushing me.' J: 'But it was really a mistake, I really didn't want to.' U: 'So can you tell me who started it?' The other children shouted at this and rather supported the version of pupil J., which upset pupil A. When I turned to pupil A. saying that perhaps not much had happened, he kicked me. U: 'You're not serious, what are you doing? I'm calling my parents right now.' A. ran to the other side of the gym. U: 'Come back immediately. didn't you hear me I'm telling you, go back!' A. squatted in the corner of the gym and stared at the wall and did not react. U: 'A., come back. How many times do I have to repeat that to you?' The next few minutes passed in a similar vein. A. did not respond to any instructions, so I handed him over to B. and went to class with the other children. After about an hour, B. and pupil A. came to class. I greeted him with the words: U: 'Well, have you calmed down? Please sit down and finish writing the notes from the board.' At this moment, pupil A. hid under the bench and refused to climb out. U: 'A. get out now, do you think I'm only in charge of you?' B. tries to calm the situation. B.: 'A., come on, climb up and we'll look at it together. I'll help you with that.' B. tried several times to get A. to get out from under the bench, but he still did not respond. The end of the lesson was approaching, I took the other students to lunch and went to call the mother of student A.\n\nOutcome:\nThe mother immediately came to the school. A. curled up in his mother's arms, he did not communicate with his mother, he just let himself be behaved. I again described the situation to my mother. She constantly convinced me that A. was unable to respond adequately and recommended specialist literature. I answered her that after so many years of practice I don't need to study anything new. In my opinion, her son is ill-mannered, does not respect authority and cannot respond appropriately to conflicts with classmates. My mother and I could not find a common solution, and I passed the solution to the school principal. At the same time, I ended the group for an absent colleague, and I have no interest in returning to school as a teacher in the future either. I believe that I can't handle working with students with problems because I like order and order and these students are not able to respect my principles.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: není mi známo, třída jsem učila pouze krátkou dobu\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression\nSolutions Applied: Disrespectful communication, Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "271", "student_age_year": "10 let, 4. ročník", "student_hobbies": "není mi známo, třída jsem učila pouze krátkou dobu", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní", "teacher_approbation": "VŠ – Mgr., 1. stupeň", "teacher_practice_years": "37", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1275", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerned the 9th grade, in which I was the class teacher. Around sometime in October, a group of girls came to me complaining that their classmate was being very aggressive towards them. Above all, he speaks vulgarly to them and the behavior is repeated quite often. It started sometime in the middle of 8th grade and the situation slowly escalated. When the girls came to me, they said that such situations were repeated very often and it bothered them. I didn't know about his behavior until then. The classmate was very impulsive. However, it was not physical harm, only verbal.\n\nSituation (Anamnesis):\nThe classmate comes from a very problematic family background. In his childhood, he experienced an alcoholic mother, so he was a child abused by this environment. He now lives with his father. A group of girls, classmates, with average and above average grades.\n\nTeacher Intervention (Solution):\nFor a long time, we tried to solve it by mutual agreement, but it did not work, and since we have an excellent psychologist here, I offered the students to arrange a meeting with her. The girls initiated this and managed to invite a classmate as well. So there was a conversation between the children and the psychologist. I was not with him personally. But from what the psychologist told me, I learned that they were able to name each other what bothered them. And since she knew more about her classmate's family situation, she understood that he has a problem handling the noise in the classroom and that is why he behaves aggressively. And so she offered him that he could go to the space where he works every break to rest. There is also a corner for younger children, so he had his own personal space. He wasn't just in the office.\n\nOutcome:\nIt helped the classmate significantly that he could be calm during the breaks, and that the girls talked to him about it. The girls, in turn, understood that his aggressiveness was caused by other circumstances. When the classmate started to go to a quiet environment during breaks, the situation changed significantly and significant impulsive attacks did not occur until the end of the school year. There were occasional situations where he was irritated, but his aggression was no longer strongly directed towards girls and could be resolved.\n\nStudent Profile:\nAge/Year: 9. třída ZŠ, 15 let\nHobbies: /\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Support, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1275", "student_age_year": "9. třída ZŠ, 15 let", "student_hobbies": "/", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Dokončené magisterské studium, Český jazyk, Výtvarná výchova", "teacher_practice_years": "25 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/209", "content": "TEACHING CASE STUDY\n\nBackground:\nProblematic situations in the pupil's behavior occurred mainly in the lessons of the first lesson, when there was a change of pedagogue and I did not teach it as a class teacher. Since the problems were recurring, I decided to take a look myself for an hour. In class, the student did not respect the rules set by the teacher, spoke back, discussed with the teacher without respect and treated him as an equal. It even culminated in an attack on the teacher, when the student threw a chair at the teacher. The student's behavior constantly disrupted the course of the lesson, and the presence of the teacher's assistant did not help either. Considering that I only came to the lesson as an observer, I decided not to interfere and wanted the teacher to solve the whole situation herself - I consider this wrong in retrospect. We had a pretty good relationship with the student, and that's why I should have intervened earlier and calmed down the whole situation. At the beginning, the student was only reprimanded, but the teacher gradually grew restless, which the student used against her and tried to provoke her in various ways. The pupil's explosive reaction and the teacher's physical contact with the pupil occurred when the teacher was trying to get the pupils out of the classroom. He couldn't stand that the teacher touched him and tried to push her away, which culminated in an attack on the teacher. The student threw a chair at the teacher. Due to the fact that the pupil's problematic behavior was already repeated and culminated in an attack against the teacher, the pupil was placed in an educational care center, where he spent most of the first semester. The teacher who was attacked by the student resigned at the end of the school year.\n\nSituation (Anamnesis):\nThe student lived in a single-parent family. Because his father showed no interest in him, he lived only with his mother and his younger brother. The mother was not employed, she lived on state support - she did not properly take care of the children, and alcoholism was also suspected. The student was often absent from school. We later learned that he was taking care of his mother and younger brother, whom he regularly picked up from daycare and then looked after himself. His mother was not home overnight, so he played games into the night and waited for her to return. After that he took care of her too. He thus occupied the position of both mother and father in the household. He went to school unprepared without homework, textbooks and tools, often without snacks and drinks, so for a while I brought him snacks. A complaint was then filed with the OSPOD against the mother and the pupil was subsequently entrusted to the care of the grandfather.\n\nTeacher Intervention (Solution):\nSince it was my first year at school, I didn't handle the situation well. At first, the solution took place in the form of an agreement, then I tried to solve the situation by consulting with my mother and later with my grandfather. I constantly tried to have a discussion with the student and tried to find out what was causing his explosive behavior. Then it was the turn of the educational committee. In the case of an attack on a teacher, placement in an educational care center already followed. After returning to school, I sought help from the counseling center, which created a tailor-made program for our class. We included activities in the teaching according to the recommendations of the center. The activities had long-term goals. The goal was to integrate the student back into the collective and find him friends in it. For classmates, the goal was to overcome the fear of the student and find a way to him as a friend and classmate.\n\nOutcome:\nDuring the entire second semester, we attended the counseling center. They tried to integrate the pupil more into the collective, to make the pupils not to support his inappropriate behavior and to be able to tell him what they did not like about his behaviour. They taught the student to accept criticism of his behavior. The result of the program was positive. The student integrated into his classmates and found friends among them. The student's behavior towards adults has also changed. He showed an effort to ensure that the teaching took place as calmly as possible. Many thanks also go to the assistant, who worked with the student outside of the classroom as well. A big plus was also the fact that the pupil was entrusted to the care of his grandfather, who began to properly take care of him. Giving him medication and doing schoolwork with him. Towards the end of the school year, the pupil went on a school trip for the first time.\n\nStudent Profile:\nAge/Year: 3. ročník, 9 let\nHobbies: počítačové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Slovní agresivita,Nevhodné chování,Neúcta k autoritám,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Working with the collective, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "209", "student_age_year": "3. ročník, 9 let", "student_hobbies": "počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Slovní agresivita,Nevhodné chování,Neúcta k autoritám,Zesměšňování", "teacher_approbation": "Speciální pedagogika se zaměřením na vzdělání + Výtvarná výchova se zaměřením na vzdělání", "teacher_practice_years": "3", "problems_annotated": "Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/359", "content": "TEACHING CASE STUDY\n\nBackground:\nThis situation is still fresh for me because it happened to me last year and it was in seventh grade. The first problem was that the class didn't know me yet, because I started here last year. Another problem was that I only taught art education here, which only has an hourly subsidy. In one of the parallel seventh grades, there was a boy who had obvious disciplinary problems. Already in the assembly room, it was a tradition that the boy disrupts the entire class and disrupts the lesson. I wasn't too excited about that. I heard from other colleagues that he does not like to cooperate, disturbs and shouts in class. His greatest effort is to provoke an argument with the teacher. When I was here for art education for the first time, the boy tried to be in opposition from the very beginning. I came to the class, introduced myself and explained the assignment to the students, what I would want from them. Pupils had to create paper ornaments for the staircase, because it was necessary to decorate the common areas in the school. It was nothing complicated. Just involve your imagination or be inspired by something around you (interesting ornaments on town houses or look for inspiration on the Internet). After assigning the work, most of the students began to work diligently and cut out. The only one in the class who just sat and watched what the others were doing was a boy. He was not at all enthusiastic about this job. Sitting in the back of the last bench, he refused to start work and began to shout: “I will not do such stupidity!\n\nSituation (Anamnesis):\nPersonal history: The boy is a very empathetic, gifted and clever boy. If he is properly motivated, he can do many things. He has already failed once, he is not the studious type and shows no interest in any of the subjects taught. In addition to work activities, where he can do manual work or physical education, where he can devote himself to the sports he plays in his spare time. A boy lives with both parents in a small house in the city. Parents have apprenticeships. He has three siblings. All his siblings are also boys. One of the older brothers has completed his apprenticeship, the other has only finished his studies with basic education. The parents work full-time and do not have enough time to spend with their two younger siblings. The boy is not neglected, but it is obvious that he is not guided on any good socio-cultural basis from the first meeting. The only thing he excels at is athletic talent and manual dexterity. He is such a good house guy. He can deal with broken appliances or broken furniture. His academic results are below average. He likes to show off in front of the class (disrupts, argues, shouts or completely refuses to cooperate with teachers). Class anamnesis: The boy fits into the class without any problems. As he joined the new team, he calmed down a bit. The class accepted him as their own. He made new friends in class and gets along well with everyone. Pupils help each other in class and try to involve the boys in mass class events. It is a very disciplined class with hard-working and clever students who try to help each other. When the boy tries to draw attention to himself, most of the class ignores him, but if this disruptive behavior persists, other students start to join him.\n\nTeacher Intervention (Solution):\nAfter the boy and I went to the window, I slowly began to speak into his soul. It was important to go at him slowly and not raise his voice. I say, \"Boy, look around you at this beauty.\n\nOutcome:\nAfter our brief conversation, the boy settled down and began working on drawing and cutting out his ornament. He took his inspiration from one of the ornaments that are on the townhouses opposite the school. You could see that he wasn't doing very well, but when he needed help with something, he came to me for advice and I was happy to help him. You could see that what we talked about, especially how beautiful the things around us are, left something in him. I also think that he didn't get that kind of knowledge at home, which is why he didn't even want to cooperate in the beginning. All he needed was a little push forward. He worked independently and quietly until the end of the lesson. There have been no more incidents between us. He was satisfied with his final product and very happy to hear my praise. After the class he came to me and told me that he really enjoyed the class, which I saw as a great success. In the long run there was a great change in the boy. He was willing to cooperate with me in every lesson, even though it was obvious that he did not enjoy art education very much. He kept his work notes to himself and didn't want to argue at all. He always worked quietly and did not disturb the class at all. I think he needed to open his eyes a little bit to all the beauty around him, because when we were doing other things, he would get inspired by either looking out the window or looking on the internet. He did a solid job and was always very happy when I complimented him. He even started to talk to me about other things than art lessons. He told me, for example, how things are at home or what he actually does in his spare time. I saw this as a great success because the boy had never been friendly or open to any teacher. Whenever we met in the corridor, he was the first to greet me from afar. I even once managed to spill an armful of paper down the hall and who was the first to jump up and start picking it up without being instructed? Oh boy! I think that the other teachers should not break the stick on him just because he does not want to cooperate, rather they should just find some kind of friendly way to understand that the boy is not a bad boy at all.\n\nStudent Profile:\nAge/Year: 14 let, 7. ročník\nHobbies: Sport  fotbal, basketbal, volejbal), jemné manuální práce  oprava rozbitého nábytku nebo elektronického zařízení)\nDisorders: Lhaní,Vykřikování,Vulgární vyjadřování,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Support, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "359", "student_age_year": "14 let, 7. ročník", "student_hobbies": "Sport  fotbal, basketbal, volejbal), jemné manuální práce  oprava rozbitého nábytku nebo elektronického zařízení)", "student_diagnoses": "", "student_disorders": "Lhaní,Vykřikování,Vulgární vyjadřování,Odmítání spolupráce", "teacher_approbation": "Vysokoškolské vzdělání (magisterské), aprobace: Český jazyk, Společenské vědy", "teacher_practice_years": "20 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/395", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose in the first lesson of history after the summer vacation. The class started with a short introduction to the new class. After the introduction, I proceeded to repeat the material from last year. So the topic of the lesson was World War 2. I knew from experience that this is a topic that pupils, especially boys, are always interested in. However, it was clear from the beginning that the lesson would not be without problems. A student sitting in the back bench began to interrupt the topic in various ways. However, it was not the classical forms of indiscipline which, according to reports from older and more experienced colleagues, were common before. This time it was about various inappropriate remarks, gestures and sneers during the interpretation of the very sensitive topic of Nazism and the Holocaust. There were no explicit manifestations on the part of the pupil that would have to be discussed with higher educational authorities or the school management, but even so, it was behavior that clearly exceeded the boundaries of classical disruption and disrupting the lesson.\n\nSituation (Anamnesis):\nThe student is a child from a family where both parents participate in the upbringing. He has one older sister who is studying at the gymnasium. The family is sufficiently financially secure and comes from a normal middle-class socio-cultural background. The pupil himself is a pupil with average results. His behavior is more problematic than the benefit, for which he was disciplined already in the 8th grade with a reprimand from the class teacher for disrupting discipline in class. However, his expressions do not deviate from common practice. He is quite popular in the class he attends and, together with two other classmates with similar behavior, he is one of the prominent characters of the class collective.\n\nTeacher Intervention (Solution):\nDuring the lesson itself, when the student's problematic behavior occurred, I resolved the situation with a strong admonition, which, however, only worked after several repetitions. Subsequently, the situation was resolved by the ringing of the bell, which ended the class. Before the students left, I gave the whole class the task of thinking about the inappropriateness of their classmate's behavior and ended the lesson. For the next lesson, I prepared a more complex solution to the problem. I knew from the experience of my colleagues that the usual procedures in the form of reprimands and punishments do not apply to similar inappropriate behavior on the part of the student. That is why, following the events of the last lesson, I prepared a documentary for the students that contained the statements of Holocaust survivors as well as some footage that I chose to be shocking enough, but still suitable for the age group that was being presented. After the class started, I recalled the reflection question from the end of the last meeting and without further explanation turned on the edited video. Already during the screening, I could see the expressions of the otherwise self-possessed boys from the back benches change. At the end of the roughly 15-minute video, I asked a simple question: What do you think about it and how does it all affect you? After the initial moment of silence, the first opinions began to be heard, which agreed on the horror of the entire video and, above all, the issue. After a short discussion on this topic, I turned directly to the student and asked him if he was already aware of the inappropriateness of his behavior from the previous lesson. At first he was reluctant to answer, but eventually he did. He replied that he was aware of the inappropriateness of his reactions and that it really wasn't appropriate to express himself in this way when dealing with such a sensitive topic.\n\nOutcome:\nBy the end of the lesson, in which I confronted the student, he was no longer showing himself. It was obvious that he was really aware of the inappropriateness of his behavior and the video left a mark on him. The rest of the class worked well in class. In the following lessons, the pupil became agitated and his tendency to be disruptive began to show again. However, one admonition was always enough and the situation calmed down. I was very pleased that the student did not resent the history lessons and expressed himself within the teaching even when he was called upon to do so. I am glad that this problem was caught in the bud and the teaching relationship with this new class for me developed in a good direction.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník ZŠ\nHobbies: Učitel neměl možnost žáka v tomtu ohledu více poznat. Podle vystupování a informací od ostatních učitelů to však byly především sport a počítačové hry\nDisorders: Rozptýlení pozornosti,Provokace,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Working with the collective, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "395", "student_age_year": "14 let, 9. ročník ZŠ", "student_hobbies": "Učitel neměl možnost žáka v tomtu ohledu více poznat. Podle vystupování a informací od ostatních učitelů to však byly především sport a počítačové hry", "student_diagnoses": "", "student_disorders": "Rozptýlení pozornosti,Provokace,Rušení výuky", "teacher_approbation": "Magisterské, aprobace dějepis a ruský jazyk", "teacher_practice_years": "3 roky", "problems_annotated": "Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/59", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student already had problematic behavior in the first grade. In the 5th grade, she had several dozen unexcused hours because she was babysitting her younger siblings. When entering the second level in the 6th grade, everything only got worse and escalated. It all started gradually. At first she was vulgar towards her classmates in class, then she became aggressive. She subsequently had vulgar outbursts at teachers as well. There wasn't a break or a day that didn't go by that an angry student or teacher came to me because of this problem student. She didn't go to school much, and when she did, she behaved very problematically, so she never fit into the class group.\n\nSituation (Anamnesis):\nThe student comes from a socially weaker family. He has two younger siblings and they live only with their mother. The mother did not pay much attention to the family, often a student took care of the siblings. For that reason, she already had many unexcused hours in the first grade. Already from the first grade, long-term skirmishes with social workers and lawsuits due to insufficient education were recorded. Due to her weaker social background, her mother was very often summoned to court and teachers had to write reports on the student. She still did not have a family background and quality educational role models. She is aggressive, vulgar and her behavior is rude. Due to their weaker financial status, the student did not bring school supplies to school. Subsequently, social care had to provide her with aids.\n\nTeacher Intervention (Solution):\nWhen a problem arose in class, e.g. vulgarism or aggression on her part towards her classmates, I tried to find out both sides of the story. Unfortunately, the student never confessed to anything and defended herself as innocent. She always retorted something along the lines of 'It wasn't me.', 'I didn't do anything like that.', etc. When we had been discussing a certain situation for almost 30 minutes, she finally just added 'What about me?'. No amount of punishment or reprimand worked for her. She received several reprimands and other disciplinary measures, but still nothing changed. I tried to explain the situation and the correct behavior to the rest of the class so that they understand that such behavior is not okay and this must not happen again. Fortunately, he didn't take her as a role model, but as a deterrent, and they hoped she would leave soon. Unfortunately, school is too short for such behavior and there was nothing more we could do.\n\nOutcome:\nThe situation did not change after collusion and other disciplinary measures. Everything changed after an incident during the spring, when she got together with a group of Roma friends, with whom they beat up a young girl. That was the last straw and it was decided that at the end of the school year he would go to an educational institute. All the classmates were very much looking forward to the departure of this student. When the girl left, the classroom climate changed to a calm one, and no other major problems arose.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída\nHobbies: -\nDisorders: Lhaní,Podvody,Agrese,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal aggression\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "59", "student_age_year": "11 let, 6. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Agrese,Vulgární vyjadřování", "teacher_approbation": "Německý jazyk a anglický jazyk", "teacher_practice_years": "22 let", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/307", "content": "TEACHING CASE STUDY\n\nBackground:\ncame to class and carried corrected quarters with me. I always give them to the students so they can see where they made mistakes and why they got the grade they did. At our school, we have to archive this type of papers. It is a paper with a lot of weight, so that it can be consulted at any time, for a teacher, student or parent. For this reason, I always choose them back so that I can store them nicely and have them ready for viewing if necessary. The students looked at the quarters and then returned them to me as usual. So after the class I took them back to the office, I didn't check how many I had. I wrote down my grades, so the first quarters were closed for me. But when I came to the next math class in this class, I couldn't help but wonder. A few students who did not get good grades from the mentioned quarter began to complain about their grade and began to contradict it. They simply claimed that they did not receive the registered grade.\n\nSituation (Anamnesis):\nThe students didn't like maths very much, so they didn't like me either. Overall, they were such slackers who tried to do as little as possible. They weren't afraid to lie, they weren't far from fraud either. They were quite rude and rude. They did not do very well in mathematics, and as far as I know, they did not excel in other subjects either. Their main goal was to crawl through and finally get away.\n\nTeacher Intervention (Solution):\nSo I went to the office for saved papers to show them again. But at that moment I found out that they had not returned them to me the day before. I had no way to prove their grade to them. Since they obviously wanted a different grade than the one they got, they went straight to the class teacher with their problem. He snapped at me that it was my fault, I should keep these papers. According to him, I even lost them. No matter how hard I tried to defend myself, it was still my fault and there was nothing I could do about it.\n\nOutcome:\nIn the end, they got their grades, but it wasn't the same with them anymore, we had such an unpleasant environment in the whole class until the end of their studies, and I didn't like teaching there. This problem then happened to me in another class, but it wasn't so acute after that. Anyway, now the ex-offenders and I are on good terms and getting along really well.\n\nStudent Profile:\nAge/Year: Septima (třetí ročník SŠ), 17\nHobbies: Hudba, sport,  rozhodně ne matematika\nDisorders: Lhaní,Podvody,Arogance,Nepracovitost,Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "307", "student_age_year": "Septima (třetí ročník SŠ), 17", "student_hobbies": "Hudba, sport,  rozhodně ne matematika", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Arogance,Nepracovitost,Nespolupráce", "teacher_approbation": "VŠ, Anglický jazyk a matematika", "teacher_practice_years": "17", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1098", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student and the whole class played a school play, which the teacher leads. The student was always very persistent and always tried for the main roles both in the classroom and in the theater. At that time, the class was performing the premiere of the play, the pupil played the main role. Although the student was above average gifted, he liked to attract the attention of all the children around him, he was such a 'class clown'. The school inspectorate also came to see the school performance, because of this fact, all the teachers were rather uneasy about whether everything would go according to plan. I decided to take the inspection lady behind the scenes, see how the children are doing in their last rehearsal and so on. Everything seemed fine at first, until one of the student's classmates accidentally touched the student's cloak. On this impulse, the student started yelling at him, swearing at him and it seemed that he would even resort to physical action. I wanted to prevent this, so I started shouting at the student and scolding him in front of everyone.\n\nSituation (Anamnesis):\nStudent - 13 years old, occasionally problematic, likes to draw attention to himself. Classmate - 13 years old, calm, not aggressive.\n\nTeacher Intervention (Solution):\nI reprimanded the student in front of everyone right after yelling at him loudly. Right after that I realized that this solution was not the best alternative. Not only because I made all the children (including the pupil) very nervous, but also because a lady from the school inspector was standing right next to me, who immediately reprimanded me that this solution was unacceptable and advised me how I should proceed if it will repeat.\n\nOutcome:\nUnfortunately, all the children were quite irritated by this incident, and I think that even on this basis the performance was less successful for them than usual. Unfortunately, the children were quite depressed in class the following days, as their parents also came to see the performance and were obviously hurt that they had not performed as well as they could have. I am aware that it is most likely my fault.\n\nStudent Profile:\nAge/Year: 13 let, 8. ročník\nHobbies: Divadlo, počítačové hry\nDisorders: Lhaní,Neposlušnost,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1098", "student_age_year": "13 let, 8. ročník", "student_hobbies": "Divadlo, počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Neposlušnost,Agrese", "teacher_approbation": "Vysokoškolské (Mgr.) – Anglický jazyk", "teacher_practice_years": "12", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/424", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter arriving at school accompanied by his mother, the student refused to enter the school building. The situation was very tense. The student's mother had to leave him by force. After forcibly abandoning his mother, the student started kicking around and attacking the participants in the event. We managed to get the student into the school/classroom building. Still, the student did not calm down, he was unable to compose himself and calm down. The situation was unmanageable that day.\n\nSituation (Anamnesis):\nThe student's problematic behavior is repeated regularly. The student has a PLPP pedagogical support plan created at school.\n\nTeacher Intervention (Solution):\nMy colleague and I decided that the mother, who arrived and took the boy home, would have to be called.\n\nOutcome:\nThe mother was offered SVP help, which she used. The student was in SVP for 3 months, where education and afternoon supervision of free time took place. He was returning home in the evening.\n\nStudent Profile:\nAge/Year: 7 let, 1.ročník\nHobbies: Četba, pes\nDiagnoses: Porucha chování\nDisorders: Porušování pravidel,Vandalismus,Verbální agresivita,Fyzické násilí,Neuposlechnutí,Disrespekt,Neposlušnost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "424", "student_age_year": "7 let, 1.ročník", "student_hobbies": "Četba, pes", "student_diagnoses": "Porucha chování", "student_disorders": "Porušování pravidel,Vandalismus,Verbální agresivita,Fyzické násilí,Neuposlechnutí,Disrespekt,Neposlušnost,Rušení výuky", "teacher_approbation": "Magistr", "teacher_practice_years": "12", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1035", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the last school year, I received information from other teachers that my student is often absent from their classes and that he never has an excuse from his parents to justify his absence. I myself have also noticed many times that the student is absent more often than is normal and rarely has an excuse, but compared to what I heard from my colleagues about their experiences with him, it was much less. So I asked the student how he had no excuses and why he was absent from school so often. The student began to tell me his reasoning, from which it was clear that he was making things up a lot. Already in the past, it often happened that the student made up stories, that he modified the truth to fit his stories and he could excuse himself from everything.\n\nSituation (Anamnesis):\nPupil - ninth grade elementary school student, extroverted, very intelligent, good academic performance, likes to manipulate the truth to fit his stories, manipulative (often convinces classmates to take his side, do things for him, or cover for him ).\n\nTeacher Intervention (Solution):\nSince I didn't get any truth from the student himself, I called his mother, described the situation to her and demanded an explanation. The mother herself was surprised and said that she did not know about any of her son's absences, from which it was evident that the pupil goes outside the school and does not bother to tell his parents at home. As it would be difficult to solve everything over the phone, I asked the mother together with the student's grandfather to come to my office at school and we could somehow try to resolve the situation. During our meeting, I described the whole situation to them in detail, both from my point of view and from the point of view of the other teachers who complained about the student. You could always see that the student is very smart, an intelligent student, but easily succumbs to his moods. He only goes to school according to them, and if he doesn't want to go to school, even if he could master the curriculum or any test that is supposed to be that day, he simply doesn't go there. Mom and grandfather were very surprised when they heard all the information and how little the student really goes to school. However, they were highly cooperative when I asked them to keep an eye on the student and try to talk him out of it and somehow make sure he doesn't go outside the school anymore.\n\nOutcome:\nBoth my mother and my grandfather took my request to heart, especially his grandfather, who said that he strongly talked him out of it and also started driving him to school so that the student would not have the option of not coming to school. At the same time, mom really started to keep an eye on absences and excuses to make sure she doesn't forget to excuse any real absences. The solution to the problem was therefore successful in the short term and gradually also in the long term, because the pupil is already in school much more often.\n\nStudent Profile:\nAge/Year: 14 let, 9.ročník ZŠ\nHobbies: dříve florbal a další sportovní aktivity, nyní IT, programování\nDisorders: Lhaní,Manipulace,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Attendance problems\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1035", "student_age_year": "14 let, 9.ročník ZŠ", "student_hobbies": "dříve florbal a další sportovní aktivity, nyní IT, programování", "student_diagnoses": "", "student_disorders": "Lhaní,Manipulace,Potřeba pozornosti", "teacher_approbation": "Mgr., HV a M", "teacher_practice_years": "5", "problems_annotated": "Lying and cheating, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1379", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher remembers a problematic student who went to freshman year and did nothing for the whole semester, he just lay on the bench and was not interested in anything. When the class was given a term paper, the pupil declared in front of the whole class that 'I won't do such shit'. In two months, the pupil and his friends were caught smoking in the school door, to which the teacher reacted according to the school rules. The student answered her in a calm voice that 'I'm not on the school grounds, you know?' and you could see that it did him good to be able to pull himself up in front of his friends.\n\nSituation (Anamnesis):\nThe student is 16 years old and attends the 1st year of secondary school. He is extroverted, likes to be the center of attention and has problems with authority figures.\n\nTeacher Intervention (Solution):\nAfter the first incident with profanity, the teacher did not react immediately, but after a lesson she called the educational committee. The student received a reprimand and educational measures were established. His parents did not deal with the situation in any particular way. The teacher thought that the student lacked a male role model and that his mother was more of a caregiver. After the smoking incident, the teacher created educational measures again, but she knew that the student would not pass to the next grade because he failed three subjects, and she did not want to deal with his case any further.\n\nOutcome:\nThe student failed three subjects and could not continue at school, so he left to study at another school. The teacher was relieved because relations in the class improved after he left.\n\nStudent Profile:\nAge/Year: 16 let; 1. ročník SŠ\nHobbies: trávení volného času s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1379", "student_age_year": "16 let; 1. ročník SŠ", "student_hobbies": "trávení volného času s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Zsv", "teacher_practice_years": "29", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1484", "content": "TEACHING CASE STUDY\n\nBackground:\nThe entire sixth year was divided into two classes, two new groups were created and I became the class teacher of one of them. Originally there were three classes, so let's say that at least a third of the students in the class always knew each other. The two students each went to a different class, but it looked like they sat down as soon as they were reassigned. They were very good friends until the end of the seventh grade, they sat together in the desk, and although sometimes they did not pay attention in class, it was more because they talked than because of arguments against each other. However, during the vacation between seventh and eighth grade, both boys' personalities changed greatly, they stopped having fun, and when the new school year came around, they couldn't cope with it. Out of habit, they sat in the same desk, but they started provoking each other and disturbing the lessons in a completely different way than I and my colleagues were used to. I tried to solve this problem by sitting down and talking, and boys. One student stopped talking to the other in class, but the second student kept turning his attention to the first, even though they were now sitting in different classrooms. Other pupils sitting near the other pupil started to join in the disturbance. The first pupil began to loudly defend himself against the attacks and cursed the whole class and the teachers. The fact that some colleagues did not react to the provocations of the second student and only channeled the outbursts of the first student had the result that the first student began to limit school and accumulated quite a lot of unexcused hours during the month.\n\nSituation (Anamnesis):\nThe first pupil is a relatively quiet type of person until nobody notices him. He reacts badly to provocations – he speaks vulgarly, acts aggressively, shouts and sometimes threatens. He lives only with his mother, his father has a second family and shows no interest in his son. He rarely works in class and behaves inappropriately towards teachers. His friends are considerably older and not a good influence on him (former students who were 'well-known companies'), he is interested in anarchist movements. The second pupil is very extroverted, he has fun with everyone in the class. Although he is disruptive in class, he achieves average to above-average results. Both father and mother are teachers, they always pray for their son and look for problems in other students. The school psychologist recommends testing the other student for ADHD. The other student often provokes other classmates just to see their reaction.\n\nTeacher Intervention (Solution):\nfirst tried to solve the unexcused lessons of the first pupil with his mother and with the first pupil, when it became clear that his absence from school was caused by bullying in the classroom, I also started to solve the problem with the parents of the second pupil (the first pupil confided that the bullying started with his comments) and with the other pupils in the class. The parents of the second pupil acted condescendingly towards me and later the school management, they stood up for their son, they failed to look at the matter objectively, they flaunted the good grades of the second pupil and, conversely, the poor grades of the first pupil. A lecture by a former student on the topic of bullying and its forms was organized for the entire second grade of the school. I moved the first pupil and the second pupil again, this time to completely opposite ends of the classroom so that they met as little as possible in the classroom. The second student began directing his remarks to the classmates who sat closest to him. The first pupil returned to his original behavior, he still did not cooperate in class, but he no longer shouted at his classmates and stopped swearing at the teachers. After about two months, the parents of the second pupil transferred their son to the second primary school in the city. They justified the move by saying that our school uses outdated textbooks and low-quality teaching methods.\n\nOutcome:\nthink the problem between the first student and the second student sort of resolved itself. By sitting further away from each other, they no longer caused conflict between each other, each kind of disturbed each other in the lessons in their own way, which was already a much smaller problem. I can't say how the relationships in the class would have developed since the second student moved to another school, but now the class is in the ninth grade, and apart from the first student not completing assignments and not cooperating in the lessons, there are no conflicts that I would call bullying. I think the lecture about bullying helped a lot. When I asked the class before the lecture what bullying actually was, they could only say a few things.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: Hudba, přátelé\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal aggression, Verbal disruption of lessons, Bullying\nSolutions Applied: Working with the collective, Transfer of student, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1484", "student_age_year": "14, 8. ročník", "student_hobbies": "Hudba, přátelé", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., OV, D, ČJ", "teacher_practice_years": "18", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal aggression, Verbal disruption of lessons, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/340", "content": "TEACHING CASE STUDY\n\nBackground:\nnew week started and I started ninth grade again. It's always a pretty rough start, and it's mainly thanks to one guy. He was on his cell phone throughout today's class, which I was actually glad for, because forcing him to teach is completely impossible and at least he didn't make a mess in class. It was always worst at the end of the week on Friday when he didn't know what to do anymore and started disrupting class. He started making fun of his classmates again, so I warned him to be quiet. He listened to me for the first time, which I was happy that it didn't go any further, but one of his classmates returned the note. This angered him appropriately and he started to get up. I already sensed that it was going to be bad. So I quickly ran behind them and started to calm them both down and in a more emphatic voice told them to stop. Surprisingly, it went away, he probably had a good day today, I couldn't explain why he listened to me like that. The class ended quite well. I was supposed to have surveillance in the corridor. So I was walking there and suddenly I heard banging and screaming from the boys' toilets. I quickly ran over there and saw one student punching another. I immediately started shouting at them and tried to pull them away, but the aggressor was almost two meters tall and sturdy, so I couldn't. So I immediately called a colleague for help. We saved the second pupil and his grandmother called the aggressor to come and take him away and it will be discussed whether the parents of the attacked pupil will sue him or not. The next week the aggressor was even worse in my classes. He constantly required an assistant with him to at least have something from that school. But every female assistant never lasted long with him because he was rude and obnoxious. I had my first class again on Monday with them and the aggressor started to be bad right from the start, I didn't see anything good, so we asked the assistant if she would be more careful about him. The class continued to go quietly, until just before the end, when I saw that the assistant was trying to resist and was saying something to him. I let them sort it out for a while, because I know that it is difficult to talk to him and it takes him a while to understand something. But I saw that it did not stop, but rather intensified, and the assistant moved more and more. I went to them and saw that the aggressor was sexually harassing her.\n\nSituation (Anamnesis):\nThe student has been a problem student since coming to school, who also had fours in behavior. He reached the 6th grade here, and already in the first class he registered as an aggressor, when he attacked his classmate. The class completely excluded him from the group because of this and they were happy for every day that he was only on his mobile and doing nothing else. From the 8th grade, he started making sexual suggestions towards his classmates, and more than once his classmates went to complain to the class teacher that he was sexually harassing and assaulting them.\n\nTeacher Intervention (Solution):\nAs soon as I saw what was happening, I immediately took action. I started shouting at the aggressor to leave her immediately and started pulling the assistant towards me. The aggressor tried to defend her. We are very happy with how the class behaved. The girls immediately ran for the director, and the boys began to help me pull the aggressor away from the assistant. In the end we succeeded, the boys had to hold the aggressor for a while and calm him down. The assistant was completely shocked by this, so we called an ambulance and the director called the police for the aggressor. The police recorded the entire incident and took the aggressor to the station. I have suggested to his grandmother several times that she send him to a special school, where he would be better taken care of, and we have suggested the same to her now.\n\nOutcome:\nIn the end, grandma agreed to transfer to a special school, and all of us here were extremely relieved that we now have a room from him. After that, I never heard from the aggressor and I didn't even look for him, and I don't even plan to.\n\nStudent Profile:\nAge/Year: 14 let, 9 rořník\nHobbies: Mobil\nDiagnoses: ADHD\nDisorders: Lhaní,Podvody,Fyzické násilí,Sexuální obtěžování,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Physical intervention, Disrespectful communication, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "340", "student_age_year": "14 let, 9 rořník", "student_hobbies": "Mobil", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Podvody,Fyzické násilí,Sexuální obtěžování,Agrese", "teacher_approbation": "Mgr. , Dis.", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Disrespectful communication, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1118", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I taught at a grammar school a few years ago, I was given a classroom assignment in the quartet. It was a class used to the \"punishment or nothing\" method\n\nSituation (Anamnesis):\nPupils got used to working, making notes and preparing for class. On one of the tests, everyone was copying incredibly, from neighbors, from their phones, some of them had draw cards, that honestly surprised me. Surprisingly, one warning was enough for some of them not to describe and try to work independently, yet after several warnings I had to give some students a five on the spot without the possibility of correction. Well, here those with five complained about management, while one of them complained at home probably more than the others.\n\nTeacher Intervention (Solution):\nDuring that test, I gave out several high fives, which seemed like a logical punishment for repeatedly breaking the instructions and copying during the test. I don't remember literally what we said to each other, anyway, the student complained why he and a few others had to get an A when the whole class was copying. I replied to him that everyone who I reprimanded at least twice and saw that they continued to copy got a five. However, he found this unsatisfactory and unfair, so he decided to go to the school management with the whole situation to cut us off somehow.\n\nOutcome:\nThe boy's parents, who were both educated people, invited him to school, rather they spoiled him. Of course, they stood up for the son, so even though they acknowledged that he copied, they wanted an explanation why he had to get a bad grade when they claim that everyone copied. Perhaps the saddest part is that the boy didn't study much, but he always found a way to get a good grade. So I have to admit that the style work was good for him, but otherwise he cheated where he could and did the most necessary minimum. Based on this incident, his parents got the feeling that I was sitting on their child, so they took it as far as they could. The management was not very pleased with the whole situation. I ended up losing this class, but when I talked to the students afterward, they expressed understanding for both sides. The students themselves acknowledged that when I saw them copying, I should have given them all high fives. As a result, they also did not think it was right that because of their behavior and this problem they lost the only teacher who, according to them, did not break the stick on them. Unfortunately, I failed miserably at solving this situation, but if nothing else, it was an important lesson for me.\n\nStudent Profile:\nAge/Year: kvarta, 15 let\nDisorders: Lhaní,Podvody,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1118", "student_age_year": "kvarta, 15 let", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Záškoláctví", "teacher_approbation": "Magisterské; ČJ, RJ, HV", "teacher_practice_years": "10", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/482", "content": "TEACHING CASE STUDY\n\nBackground:\nAt first the class seemed like any other. Everything went on as always. However, that day the class finished a few minutes early and so it was decided that the class would play the gallows. A classic game where you invent any concept that was discussed in the given lesson, draw as many dashes on the board as there are letters in the given word and the pupils guess which letters the word contains. As soon as the game started, one student started yelling an inappropriate word like a jerk. At that moment, he was warned that it is not appropriate to use vulgarisms, swear words or other derogatory addresses. It was explained to him that it is better to say, for example, balloon, potato or flashlight. It didn't even take half a minute and the same student spoke again - D as a moron. At that moment, the other classmates also looked at him, who were also not comfortable with his shouting. After another admonition, the student spoke again - H for shit or K for coot.\n\nSituation (Anamnesis):\nNo medical history.\n\nTeacher Intervention (Solution):\nThe moment the pupil screamed for the last time, it was decided that no game would continue and that he would continue to learn if he could not behave. The student was obviously in a good mood because he kept laughing and thought the whole class was having fun, but it was far from fun. After the lesson, a note was written and the parents were called to say that he was using profanity during the lesson, and despite several reprimands, he did not intend to stop.\n\nOutcome:\nThe situation was resolved with a note and a meeting with the parents, to whom the whole situation was described. The situation was surprising, as the pupil was a very good student and had never been in a similar situation before. In the following days, the student was very shocked and almost did not report, did not shout and just sat in the bench. He didn't even have fun with the other students. After a few days his behavior returned to normal and he became a happy boy again. According to the teacher, he was so tame because he was scolded a lot at home.\n\nStudent Profile:\nAge/Year: 14 let, 4. ročník\nHobbies: Fotbal, cestování, hudba\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "482", "student_age_year": "14 let, 4. ročník", "student_hobbies": "Fotbal, cestování, hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání, ČJ + ZSV", "teacher_practice_years": "15", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/821", "content": "TEACHING CASE STUDY\n\nBackground:\ntry to make the lessons fun for the children, to give them something and it wasn't just about learning vocabulary and grammar. So I try to come up with different activities for them, give them quizzes and stuff like that. But they don't always appreciate it, sometimes they think: 'no, quizzes again??' So we try to make the lessons fun for them, but sometimes it's just the opposite, the kids are disruptive, rude and not paying attention. In addition, puberty is starting, so it can be seen in them that they are showing off, and they do not treat teachers with respect or friendship with each other. They also have a lot of it at home, because some parents simply don't work, and that is then reflected in the teaching. For example, when we were in the seventh grade, I really don't like how the kids make fun of each other for the pronunciation. I already tried to solve it with them, we said in class that such behavior is simply not good. One student in particular makes fun of a lot. Yes, it happens here and there that something seems funny to another student, but it's a one-time situation that can be solved with a reminder in class. But as I say, for others it's a one-time thing, so I don't see it as a significant disciplinary offense there. With that one student, however, it is repeated quite often, so even though I have already solved it with him, I probably have no choice but to solve it again.\n\nSituation (Anamnesis):\nPupil - this is more of an extrovert, such a 'class clown'. He's just the type who just thinks he's the best in everything, even if he's not exactly one of the winners in terms of merit. He's not bad, that's for sure, he's just that kind of class leader, or as I would say, and he probably just wants to keep that position somehow. But he is intelligent, you can see that puberty has already hit him. He is the most persistent in the class, which is also reflected in the situation with the taunting. However, there are no other significant problems with this pupil, as if he bullied his classmates or had some other disciplinary offences.\n\nTeacher Intervention (Solution):\npointed out to him in class that such behavior was inappropriate, because we all started at some point and learned something to be good at it, and that such behavior was simply unacceptable. I told the boy that if it happens again, I will deal with it somehow. I also told him the classic thing: 'How would you feel if someone made fun of you for something you're not good at yet?' I can see it in the children as well, that they are afraid to express themselves, because they are afraid that someone will mock them, and I don't mean just that one student. This will affect not only their benefit, but also their self-confidence, because they are then afraid to speak. So I try to tackle this behavior in the bud and, of course, notice how the children treat each other. Because you don't really see any bullying in class, they often keep it for breaks so that the teachers don't see it. But they must not get away with this.\n\nOutcome:\nAs I said, we already discussed in class that mocking is not good and it should not happen again. But it didn't work very well, because that one student in particular continues to mock some students. So I thought to myself that it was obviously not enough, and even though I told the boy that if it happens again, I will have to deal with it somehow further, so he simply continues this behavior. I'll probably deal with it by talking to him about the break so he can explain it to me. Or I would talk to him alone so that it wouldn't disturb the class and he would actually know what I thought about it. And if that didn't help, here's the deal, I'd take it up with his class teacher. Or I would write to the parents - either what the student is doing in class, or I would invite them directly to the school to talk about it. I'm not a fan of these kinds of comments, because the kids don't get anything out of it. But even the parents, because they see the note, but they don't believe it, because their child is completely different at home. I myself remember from my childhood that I got a note, but then at home I said that the teacher was completely stupid. So I understand how it goes. But I would rather write to the parents something like 'Hello, your son repeatedly shows inappropriate behavior in class, when he mocks his classmates for their performances. I have already addressed the situation with him, unfortunately without success. I would like to ask you to discuss the matter with him and explain to him that such behavior towards his classmates is not appropriate.' If this didn't help either, I would invite them to the school and solve it with them here.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: Sport  basketbal), auta, chození s kamarády ven, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "821", "student_age_year": "13 let, 7. třída", "student_hobbies": "Sport  basketbal), auta, chození s kamarády ven, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "ČJ, AJ", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/711", "content": "TEACHING CASE STUDY\n\nBackground:\nI experienced a situation that I still remember when I worked with a boy for less than a year. When the teacher got sick, I had to substitute for her in class. The boy was confused by this exchange, I had to explain to him what was happening and how the class would proceed. My explanation wasn't enough and problems started at the beginning of the lesson. He kept asking why I wasn't next to him, asking for help even when he didn't need it. He asked where the teacher was and why I was teaching.\n\nSituation (Anamnesis):\nThe boy couldn't handle my absence and it all resulted in a big tantrum before the class was over. He started throwing himself in the pew, banging on the table and shouting vulgar words. The classmates were already a little used to the boy and so they just looked back. There was no end to the shouting, so I took the boy out of the classroom. Before leaving, I apologized to all the students and assigned an independent work.\n\nTeacher Intervention (Solution):\nThe boy and I sat down in the corridor and I gave him a moment to calm down. We went to the toilet, where he rinsed himself with cold water, dressed himself and returned to the corridor. I reassured him that nothing was wrong and went over the topic with him again. I was preparing him for the fact that I would substitute and take care of the whole class. He looked uncomfortable, but I promised we'd get back to the issues. In the corridor in private, the boy blurted out to me a lot of situations that make him sad. I explained to him that this is not the case and that he is a smart boy who has a lot of friends.\n\nOutcome:\nAfter 15 minutes, the boy calmed down and even began to describe the situations he was looking forward to. Finally he hugged me and apologized. I asked him to apologize to his classmates for using vulgar words, which he did. There were no further outbursts, I tried to lead him to independence and motivate him with praise. He himself was happy with his achievements and decided that he could handle many activities on his own. We explained the whole situation, an apology was made and we did not return to the situation.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: četba - velmi aktivně\nDiagnoses: Dyslexie,Dyskalkulie,Dysgrafie,Dysortografie\nDisorders: Lhaní,Bariéry v komunikaci,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "711", "student_age_year": "11 let, 5. ročník", "student_hobbies": "četba - velmi aktivně", "student_diagnoses": "Dyslexie,Dyskalkulie,Dysgrafie,Dysortografie", "student_disorders": "Lhaní,Bariéry v komunikaci,Arogance", "teacher_approbation": "SŠ s maturitou", "teacher_practice_years": "1,5 roku", "problems_annotated": "Emotional outbursts, Physical aggression, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/234", "content": "TEACHING CASE STUDY\n\nBackground:\nThere is often a problem student in the class who usually acts violently towards his classmates during breaks. He often verbally provokes them into telling him something he doesn't like. One of the most serious problems was when a student started fighting with a classmate during recess. The student had never been in love with his classmate and one day they were part of a group playing cards. The situation arose when the student provoked his classmate (probably a misunderstanding occurred during the game) and began to strangle him by the throat. The classmates just watched, no one stopped the student or called the teacher. The classmate started to defend himself, but the student did not back down. When fellow students who were at the desks also noticed the situation, one of them called the teacher. She entered the classroom, noticed the students on the floor, separated them and called them both into the office. The teacher already knew the student, she knew he was problematic, so she already knew what to do. She called his parents to the school, where they worked it out together.\n\nSituation (Anamnesis):\nThe teacher had the students in the office, where she asked them what happened. The students answered that they were playing cards and the student repeatedly did not follow the rules of the game. A classmate pulled some cards from his hand and provoked the student. First it started with various verbal cues, later the student grabbed a classmate by the neck. When the teacher asked him why he reacted like that, the student replied that he deserved more. With questions, the teacher tried to find out why the pupil attracts attention, what he is afraid of, what can provoke him in such situations, what he tries to excel at, how he feels, and so on.\n\nTeacher Intervention (Solution):\nDuring the dialogue, it was found that the student has problems with self-control, that he wanted to draw attention to himself. Therefore, the teacher decided to transfer the students to other places, she stayed in the classroom more often during the breaks in order to keep the class under control. Because the problems with the student were repeated, the teacher turned to a psychologist earlier. She dealt with the situation only with the pupils and their parents.\n\nOutcome:\nAfter the incident, the student calmed down for a few days, did not react to the classmate and ignored him. The student was given a reduced grade for behavior by the class teacher. A school psychologist regularly attended to the student. She solved the problem with various questions, exercises and activities. Various relaxation techniques associated with proper breathing, as well as humor and laughter, as well as physical activity, were beneficial for the student's aggressiveness. The student mostly continued to show aggression. After this incident, he did not physically harm anyone, but his aggressiveness manifested itself mainly in the form of destroying furniture or personal belongings of classmates. He continued to bully his classmates and could not control himself. The main problems with him were during breaks. During classes, he sometimes interrupted, turning to his classmates.\n\nStudent Profile:\nAge/Year: 10, 5. roč\nHobbies: PC hry, společenské hry, skateboard\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Neposlušnost,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Physical intervention, Support, Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "234", "student_age_year": "10, 5. roč", "student_hobbies": "PC hry, společenské hry, skateboard", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Neposlušnost,Agrese", "teacher_approbation": "magisterské", "teacher_practice_years": "9", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Physical intervention, Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1289", "content": "TEACHING CASE STUDY\n\nBackground:\nA problematic situation occurred during a class transfer. I saw a dispute between one student and his two female classmates. It was a change of benches, which was related to the transfer. The student addressed his fellow students: \"You cows, you curmudgeons, you streamers.\n\nSituation (Anamnesis):\nAs mentioned above, this is a student with ADHD and repeated aggressive behaviors.\n\nTeacher Intervention (Solution):\nThe class teacher had the entire problematic situation described. First the girls described the situation, then the boy himself commented on the situation. The interviews took place separately, the supervising teacher, teaching assistant and class teacher were present during their course. Pupils answered questions like: What did you say? What did you answer him, did she answer and why?\n\nOutcome:\nImmediately after the incident, the situation was analyzed, the problematic pupil tried to find another - less aggressive - solution with the support of the class teacher. His proposals included: asking and also apologizing to fellow students. Based on the apology, the bench was replaced and the situation calmed down. During the control meeting, which is connected with the fulfillment of the contract with the pupil, the class teacher and the teaching assistant returned to the situation one more time - reminded of the correct solution to the problem. This is a student with whom we must constantly work and therefore everyone \"successfully\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: výtvarná výchova, dobrovolní hasiči\nDiagnoses: ADHD,Agresivita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1289", "student_age_year": "14 let, 9. ročník", "student_hobbies": "výtvarná výchova, dobrovolní hasiči", "student_diagnoses": "ADHD,Agresivita", "student_disorders": "", "teacher_approbation": "český jazyk, občanská výchova", "teacher_practice_years": "25", "problems_annotated": "Diagnosis, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/197", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was Tuesday morning and I was in charge of the dressing rooms. I was new at school, my first year, and it was the beginning of September. 9th B, a class consisting of 18 boys and 2 girls, was waiting for PE. I was walking through the locker room corridor right past this class and the boys were quite loud, so I asked them if they could quiet down. The group of boys fell silent and began whispering quietly to each other. When I was walking back down the hall, one of the boys got on the bench and shouted \"are you here again, you scumbag?\n\nSituation (Anamnesis):\nThe student is a 9th grader who plays soccer for a local club. His grades are average and he has behavioral problems at school. His comments are frequent. He is extroverted and has many friends. In class, he is not afraid to tell his honest opinion to the teacher in front of the whole class. He likes to be the center of attention.\n\nTeacher Intervention (Solution):\nsolved the situation by going to the management. I described the situation to the representative and the director. After some time, we called the student to the assembly room and there I reprimanded him forcefully, as did the deputy and the school principal. The student received a reprimand. He apologized to me and said he didn't mean it that way. That he just wanted to show off in front of his friends.\n\nOutcome:\nSince the representative only found time after some time, every time I met this class in the corridor, I heard the mocking \"good morning teacher\n\nStudent Profile:\nAge/Year: 9. třída, 15 let\nHobbies: Fotbal, sporty\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "197", "student_age_year": "9. třída, 15 let", "student_hobbies": "Fotbal, sporty", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské, Učitelství pro 1. stupeň + Speciální pedagogika", "teacher_practice_years": "6", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/82", "content": "TEACHING CASE STUDY\n\nBackground:\nAn assistant working in the high school graduation year told me about the situation that occurred in this class, which she perceives as still unresolved, recurring and developing throughout the entire study period of this class. The assistant accompanies the visually impaired student and participates in all lessons of this class. Since the teacher changes for each subject, but the assistant is always present, she accompanies this class more than anyone else. At the beginning of the studies, i.e. in the first year, the class shared a lot of things with her, the assistant was accepted, students shared their successes, failures, ideas, feelings with her. Over time, the class gradually began to close and strangely transform. One of the students always had the upper hand, and as time progressed, she became the 'captain' of the class. The rest of the class looked up to this student and held her word and actions. This all led to the gradual closing of communication with the class. The other members of the class stopped expressing their opinions, started communicating quietly, and only the 'captain' shared her opinion with the teachers. The assistant observed these moments and, of course, shared her knowledge with the other teachers, who over time themselves began to perceive that something was not right. The assistant outlined to me in more detail some unpleasant situations in which she began to find herself over time. One of the situations was, for example, that the class had a 'supl' for a specialist lesson. When the teacher asked the class if they had already covered a certain subject, the class began to say that they had not. But the assistant knew very well that the class had already covered the subject matter, she sensed from the situation that the whole class was collectively lying so that they wouldn't have to learn new material. So the assistant found herself in a very unpleasant situation. She didn't know if she should be a 'squeak' and tell the teacher that the class was lying to her, or sit and be silent and let the teacher lie. Of course, she was fully aware that she had to keep up with the teachers, but at the same time she was worried that the students would not close themselves off even more and stop communicating with the environment completely. She resolved the situation at that moment by turning from the front bench towards the class and started staring at them. She left the confession to their free will. Similar situations began to increase. The assistant found herself in moments when, for example, she accidentally revealed a draw, again she wanted to keep in line with the teachers, but at the same time she did not want to close the relationship with the students. Unfortunately, it was becoming more and more difficult to maintain an open relationship with the class. The class stopped communicating with anyone. There was complete silence in the painting classes, which are in blocks for several hours at a time. The whole class always sits quietly in class. No one talks to anyone. Neither with each other nor with teachers. Individual members communicate only after a personal invitation. The assistant looks at the whole situation and does not know how to change the situation. But no one else from the teaching staff knows it either. This class is often the center of a topic about breaks in the meeting room. How to communicate with the class? What is wrong in the classroom? Why is everyone just sitting quietly and not even talking to each other? It's like a group of buggers.\n\nSituation (Anamnesis):\nHigh school graduation year, students aged 18-19. There are 10 girls and one boy in the class. The class as a whole seems too closed. No one from the class wants to communicate with the surroundings. Educators must invite class members to speak. The class seemed natural at the beginning of the study, communication was minimized and closure occurred during the study. Students are passive, uninterested. During blocks of several hours or during breaks in class, there is silence, no one speaks. The class is dominated by one student who, according to the pedagogues, 'leads' the class, whom everyone looks up to. The student puts herself in the position of class leader. This student makes no secret of the fact that she feels special. She does not doubt her talent and talent, she often refers to her surroundings, peers and classmates as if they were below her level. Even the older generation moving in its field - art, painting - has no problem labeling it this way. Ty rather perceives that she is envious of her talent. This is also how she evaluates her personal assessment and criticism in professional subjects from pedagogues - she feels that she is exceptional and others envy her. She herself claims that she does not need to interact with people 'below her level'. The other members of the class look up to this student very much, they try to please her. This leads to an increasing closure of the class both among themselves and towards their surroundings. Educators often discuss this situation in the assembly room, they don't know what to do and they label this class as unusual. They are aware of a problem in the classroom.\n\nTeacher Intervention (Solution):\nThe assistant always tried to solve individual specific problematic situations with the class as little as possible, so as not to go against the teaching staff, but at the same time in such a way as not to further help closing the class's communication. She dealt with minor infractions, such as lies, tricks and insincere behavior, by looking directly at the class or at specific students. In some situations, even during the lesson, she went to a specific student so that she could quietly tell him that his behavior was not adequate. She tried to resolve the situation in a neutral, friendly manner. She didn't want to be a 'crusher' and deal with these offenses immediately in front of the whole class and the teacher. She didn't know how to find her way to the class as a whole over time. The class was closing quickly. None of the teachers knew how to proceed. All the teachers always behaved very well towards the class, but they had to really like the communication from the individual students. This class often dominates the assembly hall as a topic. Nobody knows what to do. But pedagogues agree that it is not good how a student who puts herself in the role of 'leader' of the class manifests herself and acts. This student herself often lies and has minor infractions. After the teacher admonishes her or starts communicating with her about what she has done incorrectly, the student starts acting as if she is someone more, she looks down on the teachers. Educators have not yet come up with a suitable long-term solution to make the climate in the classroom pleasant and friendly. Communication with the class is getting worse, despite the fact that the students are waiting for graduation and choosing a profession or further studies. The class is without interest, even without interest to communicate. The teachers try to be kind, helpful and communicative, but this has almost no positive effect on the class.\n\nOutcome:\ndon't think there has been an appropriate solution to this situation yet. Individual problem moments are solved classically by communication, which is passive on the part of the class. The pedagogues take turns resolving minor offenses by negotiation, in the same way they would resolve them with anyone else. The pedagogues solve the fact that the class is closed, both among themselves and in relation to the environment, by not trying to give the class subjects, to communicate, to be welcoming, but all this is without great success, on the contrary, it seems that the climate in the class is getting worse. The pedagogues solve specific situations with a problematic student by negotiation, but they themselves seem to me to be disarmed by her view 'from above'. This usually ends all communication and agreements. The pedagogues themselves assess the situation as unpleasant, unresolved, and they themselves do not know a suitable solution to make the climate in the classroom pleasant.\n\nStudent Profile:\nAge/Year: Třída maturitního ročníku SŠ - 18-19 let\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Support, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "82", "student_age_year": "Třída maturitního ročníku SŠ - 18-19 let", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, MgA", "teacher_practice_years": "4", "problems_annotated": "Lying and cheating, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1487", "content": "TEACHING CASE STUDY\n\nBackground:\nbecame the homeroom teacher in this class when they were sixth form. I knew that overall the class was very smart, but there was one very problematic student. Colleagues have already solved many offenses with him, which were of a lighter and more serious nature. At one point in class he asked me if he could go to the bathroom, of course I agreed, even though I was a little worried inside. At that very hour, the class and I were in the computer room, and the main classroom remained empty. The students had left their backpacks there. In a few minutes, the problematic student came back from the toilet. The lesson ended, the students went to their classrooms and I went to the office. It didn't even take a minute and 4 students came to me that someone had taken their mobile phones from their backpacks. At that moment, I already had an inkling of who would probably be behind it.\n\nSituation (Anamnesis):\nThis student is adopted, his biological parents are very problematic - both in prison, they don't pay him anything at all, he doesn't respect any rules. Very explosive, aggressive. He has a younger brother, also very troubled.\n\nTeacher Intervention (Solution):\nThe very next break after the incident, I summoned the student. Of course, as always, he denied it. He even verbally assaulted me. The next day I invited his adoptive parents to school, the parents were very cooperative, but they were also short on the behavior of their adopted son. This meeting took place in the presence of an educational advisor. A few days after the incident, the sale of 4 mobile phones appeared on the website - the very ones that were stolen from the pupils.\n\nOutcome:\nIt got so far that it was dealt with by the police, and I felt at that moment that I had completely failed as a classroom teacher. It made me sad, to the point of crying. With the help of the police and the search for evidence, it was found that this student had indeed stolen the mobile phones. It was all discussed with the social worker, parents and school, but practically without any meaningful solution. Cell phones were returned to the students. But his behavior did not change. He kept making problems until the 8th grade. Then he turned 15 and was placed in an educational institution.\n\nStudent Profile:\nAge/Year: 13, 7.třída\nHobbies: Bojová umění, počítaočové hry\nDisorders: Lhaní,Krádeže,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1487", "student_age_year": "13, 7.třída", "student_hobbies": "Bojová umění, počítaočové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Krádeže,Agrese", "teacher_approbation": "Mgr., učitelství pro 1.stupeň", "teacher_practice_years": "32", "problems_annotated": "Lying and cheating, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/352", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter the student got into the second year of high school with great problems, we started working in a certain company. I was in charge of them. We took turns every two days. In advance, of course, all students were even familiarized several times with the school rules and especially with the rules of the company in which we had the opportunity to practice. However, for some it was in vain. There was a problem right after the first day of practice. Honestly, I wasn't even surprised that the next problem would concern this particular student, but I hoped that there would be no inconvenience. After work, I let the students go to the shops to buy breakfast for the next day. They came back quite quickly and scattered around my rooms. Of course I checked to make sure everyone got back to me, but I didn't feel the need to search their shopping or visit them several times a night. I knew that everyone was in their places, or there was no movement, so I went to sleep. In the morning, I was approaching the company's main entrance, I noticed that the student was following me. However, I didn't turn around, I needed to deal with something with a colleague, so I continued to the gate. The doorman guarded the 'flashing system' near her. The system started to beep at any time and it was possible to check at any time whether the given worker had consumed any alcohol. After a short time, I realized that the student did not follow me and somehow got stuck near the gate. I was beginning to suspect. The lady shouted at me to call me. She described to me how she gave the young man a blow job. I don't remember exactly how much they measured, but I know it must have been more than one beer. The student tried to save the situation, so he made up something about the remnants of Listerine, which is the mouthwash. After ten minutes he repeated the test again and of course it was confirmed again. I explained to him that under no circumstances could he enter the establishment. I also couldn't leave him alone in the room if I gave him his own study.\n\nSituation (Anamnesis):\nThe student belonged to a group with a generally negative reputation. It was a few years ago, but I remember that they were 'flashing' together and spreading fake excuses among themselves, even though he was supposed to be the author. He was regularly reprimanded by his homeroom teachers, and failing grades for behavior were also a matter of course. When their truancy was being dealt with among colleagues already in the first year, I remember that there was already some alcohol being dealt with there. The guy came from a certain city, from a divorced marriage. It seems to me that my mother had him at sixteen and after many years she had a child with another man. Of course, I don't want to denigrate the situation in any way, but it was simply obvious that the then sixteen-year-old was not given as much attention as might have been required.\n\nTeacher Intervention (Solution):\nIn the school rules and the company rules that I mentioned, it said that they have a zero limit. That is, they cannot inflate even a tenth. If this happens, the following dismissal from the company occurs and, of course, problems at school. I took the student back to the dormitory, but before I dealt with his studies, of course, I had to deal with the situation somehow. I let my company director know what was going on and also the school director of course. He called his mother about how he had committed a serious offense, but I didn't deal with it further. I mean calling parents. I left that to the director, as I primarily had to deal with the situation in the company. In fact, we were supposed to stay there for one more day, so I arranged for him to come with us, that I couldn't leave him alone. I didn't want to tell him that he would probably get kicked out of school, so I had to act like nothing happened, yesterday was yesterday and today is today. I remember how he was still quiet, but not silent, that he was sorry, it didn't occur to me at all. More like arrogance, that he didn't even try to somehow justify his behavior, but that's how the poor guy tried for the next day. So he did like never before.\n\nOutcome:\nUnfortunately, after arriving at school, of course we had to deal with it. After coming home from practice, the boys went to play fifa and the student drank two two-liter bottles of beer until the morning. So he came to school in such a sleepless state and the principal immediately called him and therefore also his mother, and it was resolved very quickly by firing him not only from the company but also from the school. I could have sent him home after the first day at my own expense, but by coincidence, a similar tragedy happened in the same village a year ago. It's just that the fourth grader in high school had some problem with the teacher and threw himself under the train. So that nothing bad happens that I could blame myself for my whole life. So I took a cautious step without unnecessary reproaches and threats, we took him straight home with us the next day. I proposed a solution and the director agreed with me. However, I confess that I have no idea how the boy continued after being forcefully expelled from school. All I remember is that his mom was moaning that she couldn't handle him anymore. It's hard to say whether it should have turned out differently. We tried to guide the boy to a more correct path, but what a problem, it was initiated by him. It wasn't so much up to me, the school, as it was up to the parents.\n\nStudent Profile:\nAge/Year: 16 , druhý ročník SŠ\nHobbies: Fotbal , počítačové hry\nDisorders: Lhaní,Záškoláctví,Podvody,Alkohol\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "352", "student_age_year": "16 , druhý ročník SŠ", "student_hobbies": "Fotbal , počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Záškoláctví,Podvody,Alkohol", "teacher_approbation": "Stredoškoslké- DPŠ", "teacher_practice_years": "Celkem 39 – z toho škola 9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1400", "content": "TEACHING CASE STUDY\n\nBackground:\nSometime after spring break, I began to notice that something was wrong in the classroom. I taught this class from 2nd to 5th grade and I knew this student was a problem, but I always had him under control. There was also one student from a socially weaker family in this class. And just after the spring break, the student refused to sit in the chair after his classmate. He always shouted at her that he was afraid of her and that he would catch something from her. However, the student was not dirty or neglected. When the student did this for the first time, I warned him to calm down, that I will not respect such behavior here. I thought that if I kept him busy somehow, the situation would calm down, as usual. The next day, however, the same thing happened. And the days after that too.\n\nSituation (Anamnesis):\nThe bullied student was from the 5th year of primary school, introverted, didn't have many friends, average grades. The bully was also a 5th year elementary school student, extroverted, friendly, liked to be the center of attention, average grades.\n\nTeacher Intervention (Solution):\ninterviewed both students (with each student separately). I also wanted to evaluate the climate in the classroom, how the other students see it, what kind of relationships they have with each other, and how they see the bullied student and the bully. I used a form of psychological test using a tree. The pupils were given a painted tree where people were placed in different places. One was at the very top, where those who saw themselves as the leader of the class marked themselves. Others, on the other hand, sat at the very bottom. Those who were rather loners, didn't have too many friends, etc. signed up there. The student marked himself at the top of the tree and the bullied student at the very bottom. Other students in the class pointed them to similar places. Of course, I reported the situation to the pedagogical council and the parents.\n\nOutcome:\nThe pupil's behavior was discussed at several meetings. I also had several sessions with the parents, but the student's behavior did not improve. He was eventually given disciplinary action. The student did not handle the atmosphere in the class very well, so when she transferred to the second grade, she went to a parallel class and there she finished elementary school in peace.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Žák byl velice pracovitý. Rád pomáhal např. S úklidem. Doma měla jeho rodina hospodářství, takže ho bavili i zemědělské práce.\nDisorders: Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1400", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Žák byl velice pracovitý. Rád pomáhal např. S úklidem. Doma měla jeho rodina hospodářství, takže ho bavili i zemědělské práce.", "student_diagnoses": "", "student_disorders": "Disrespekt", "teacher_approbation": "Vysokoškolské- titul Mgr., pro první stupeň ZŠ", "teacher_practice_years": "32", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/112", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day I substituted in the fifth grade. It was my first year out of school. The class was on the second floor of the school, which she had to herself. In the morning, I entered the classroom and saw a student with a phone in her hand - the school had a rule, set at the beginning of the year, that cell phones do not belong in the school. So I drew the student's attention to this rule. She rolled her eyes but put the phone in her backpack. The first hour passed peacefully.\n\nSituation (Anamnesis):\nI went to get tea during the break and when I came back, I found the student sitting under the stairs with her phone in her hand. I went to her and asked why she was on the phone again, when we talked in the morning about the phone not belonging to the school. She looked at me and said that we haven't talked about it, that this is the first time she has her phone out today. I looked at her and asked why is she lying to my face? She replied that she wasn't lying, that she just didn't remember.\n\nTeacher Intervention (Solution):\nWe returned together to the classroom, where the entire class sat in a circle and repeated the rules that we had established for the entire school and agreed upon together. I reminded you that not respecting the set rules can have consequences. The next hours passed in peace. After lunch, when the children have an afternoon break, I went through the garden to the neighboring building. A student was sitting against the building with a phone in her hand. I asked her what she needed the phone for today. She replied that she just wanted to scroll through Instagram. I took her to the assembly room in the main building, where I asked her in front of all the other teachers why she didn't respect the rules and if she knew that she could be expelled from school for that. The student started talking about the first time she had a phone in her hand and why I should expel her for picking up a phone once a day. So I asked her about the two previous incidents, but the student refused to talk.\n\nOutcome:\ndidn't know what to do, so we left together for the last class. It was a Czech language lesson where the students had to write a style paper on any topic. I picked up style work and learned from a student that she had been dating a guy over the Internet and that he broke up with her that day. The next day, the class teacher of the fifth grade was already present, to whom I told everything in detail. I know they dealt with it long after that. To this day, I regret that I did not have such knowledge as I do now. Today, I would handle the whole situation completely differently.\n\nStudent Profile:\nAge/Year: 10 5.ročník\nHobbies: Sociální sítě\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Neuznávání pravidel\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "112", "student_age_year": "10 5.ročník", "student_hobbies": "Sociální sítě", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Neuznávání pravidel", "teacher_approbation": "Magistr- Učitelství pro první stupeň ZŠ", "teacher_practice_years": "5", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1284", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was inattentive and always drew attention to himself during class. When he was in first grade, we went to do some activity on the carpet, so he kept rolling around on the carpet. When he was reprimanded, he didn't pay attention to it at all, it didn't help at all, he didn't respect authority. Once on a walk it got so bad that when I told them to line up and be careful when crossing the road, he shouted that he wouldn't listen and that I was a \"slut\n\nSituation (Anamnesis):\nThe student entered the first grade with one other peer. They both joined a group of children who had known each other since kindergarten from another village. In the beginning, he had great problems keeping his attention during the lesson, he was constantly shouting something. He was not singled out from the team. If the students worked in a group, the student had no problem getting included. He was pleased with the praise, which was a motivation for him, but sometimes he soon forgot about it.\n\nTeacher Intervention (Solution):\nIn the class, a reward rule was set, that if the student managed not to be vulgar at school, he got a star (sticker) in the sheet, which he then took home to show his parents. They also had an evaluation system at home, when the student obeyed their instructions, he got a reward. We always processed it together. We tried to motivate the student positively, not just negatively, because if we forbade him everything, it only got worse. So his parents promised him that if he managed to collect a certain number of stars from school, they would go to the cinema, for example. This reward system impressed him for a while, but over time it completely wore off. It was mainly the fault of the parents, because the mother came up with the fact that she was tired of sticking it up and it failed because of that. They also went to psychologists because they didn't know how to deal with education. He was recommended to stay in social homes, where these children with problematic behavior stay for two months and after that stay they should return with better behavior. In the end, this did not happen, the student only commuted to the psychologist on an outpatient basis.\n\nOutcome:\nWhen the reward system was set up, it had a short-term effect. It fell apart on the family because they stopped cooperating. And so the pupil received a reprimand from the principal, but it has no effect at all on the first grader, the child does not even know what it even means. It did not make an educational impression on him at all. I think that such a classification is completely unnecessary for a freshman. It is a rebuke to the parents, but the child gets nothing out of it at all. He didn't care what grades he got. But he probably studied well, he just didn't want to. By being inattentive and distracted, he made mistakes. He made so many mistakes in math, but out of inattention. He wasn't among the best, but he wasn't among the worst either. So since it failed, I reprimanded him afterwards rather than motivating him.\n\nStudent Profile:\nAge/Year: 7. let, 1. ročník\nHobbies: sport\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Consequences, Support, Cooperation with experts\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1284", "student_age_year": "7. let, 1. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Mgr., JČ, Náboženství, učitelství 1. stupně", "teacher_practice_years": "19", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/933", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught him only the Czech language, and the other teachers also complained about the pupil, that he did not have the required aids and did not fulfill his duties. He did not show himself in the class group, he was not interested in his classmates and stayed away from the group. He did not concentrate in class, did not do his homework and often fell asleep on the bench.\n\nSituation (Anamnesis):\nWe gradually found out that no one watches over the pupil at home and buys him school supplies. He often missed school and had no excused lessons, at first we thought it was truancy. After several sessions, the school psychologist found out that no one wakes the student up for school in the morning and the boy plays games all night.\n\nTeacher Intervention (Solution):\nUnfortunately, he failed at the end of the 6th grade, so he ended up in a pedagogical-psychological counseling center, which found out that the student suffers from ADHD, and that's how we got a female assistant for the student. The assistant started working with the student and paying attention to him. Unfortunately, the family situation continued to deteriorate and it escalated to the point that the child's social-legal protection authority removed the pupil from the family. The mother was found to be mentally unstable and unable to take care of her son. The boy was placed in an institution.\n\nOutcome:\nThe body for the social and legal protection of children was placed in a children's home and began to thrive. I visited the student and when he grew up, he even thanked me for getting out of the vicious circle. I remember this story perhaps even with reluctance, because it was very difficult to get the student to start learning and have a firm schedule and someone dedicated to him. At school, it is often difficult to tell whether everything is really all right in the family. For more than 5 years, no teacher noticed that there was something wrong in this family, and for that I am glad that we recognized it and started to decide what would happen next with the boy. The teacher told me that she chose this particular example from her practice, that she must believe in her feelings and impression and how the student appears to her. She worked with this boy for 2 years and she said that sometimes she wonders if she did everything right and the student could have gotten out of the family's influence even earlier, but it was difficult to solve and everything was very long-winded. So this case study could also be used a less well-managed case study.\n\nStudent Profile:\nAge/Year: 6. ročník a 11 let\nHobbies: Bohužel žádné, jedině hrál počítačové hry\nDiagnoses: ADHD\nDisorders: Záškoláctví,Neposlušnost,Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Support, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "933", "student_age_year": "6. ročník a 11 let", "student_hobbies": "Bohužel žádné, jedině hrál počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Záškoláctví,Neposlušnost,Pasivita", "teacher_approbation": "Vysokoškolské – Ing. a vedoucí ŠPP, vystudovaná speciální pedagogika a český jazyk", "teacher_practice_years": "36 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1433", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the end of the school year, when the pupil attended the 4th grade, the frequency of his disciplinary offenses began to increase. The teacher service in the corridor dealt with a physical attack by a student on another classmate several times. Likewise, the teacher dealt with these situations several times after entering the classroom at the beginning of the lesson. No injury ever occurred. The student first received a few notes from the teacher, followed by a reprimand from the class teacher. The teacher finally invited her mother to the school, she was very emotional. She told the teacher that her son is more withdrawn, they used to talk and had a nice relationship, now the son prefers to be alone in the room and answers his mother only briefly. The teacher suggested a visit to PPP, this solution did not seem good to the mother and she said she wanted to wait. On a school trip a few weeks before the holidays, during games in the forest, the teacher noticed a student standing against several classmates with a knife. He didn't threaten them or threaten them, he just stood facing them with a knife in his hand at his side, pointing to the ground. She confiscated the knife, took the student aside and asked why he had the knife, where he got it from, whether he usually carries it to school. She explained to him that this behavior was unacceptable and against school rules. She also informed the student that she intends to continue solving the situation. The student replied that he has the knife for defense, he sometimes carries it to school, but does not take it out, and that he got it from his grandfather for carving in the forest and working with models. The next day, after class, she invited the student's mother to school again. During the day, however, she took the student into the office to talk to him. The assistant wasn't there, but the teacher told her that the student was rude at first and didn't want to talk. After she told him that her mother would come to school again today and that she was forced to discuss the situation with the headmistress and that she was disappointed in him, he cried. Subsequently, he confided that three of his classmates constantly laugh at him and call him stupid, a moron, a moron, a moron, etc. They scold him for the concessions he has in čj (he completes instead of dictation), they walk around him and imitate his slow and stuttering reading, they push him, they overtake him at lunch ('uhni moron'), one of the classmates sitting behind him pokes and whispers insults to him for hours. He said he must be stupid and doesn't know how to get them to ignore him, that's why he fights with them. After a phone call with her mother, she asked the school psychologist to speak with him. This took place during the next lesson. After school, she handed over the knife to her mother and gave her a more detailed account of the conversation she had with the student. The assistant said that the next procedure was the same as always when there is only a hint or germ of bullying at school. The school prevention methodologist and the special pedagogue formed a circle with the pupils and, among other things, talked about stories where one person behaves inappropriately towards another. The students then tried to describe the feelings of the aggressor and the victim and looked for possible causes. The parents of three pupils were informed of the situation and the pupils were reprimanded by the principal. They were also offered an interview with the school psychologist. The student started the school year in a new class. The assistant had fun with the assistant from his current class, and the student seems satisfied so far. He gets to know his classmates, the new teacher devoted one hour to this, when the pupils introduced themselves to the pupil and he introduced himself to them. For several days now, they have been wearing name tags so that the pupil can orientate himself in names more quickly. He seems to get along with the student he is sitting with, they talk during breaks.\n\nSituation (Anamnesis):\nThe student lives only with his mother. He has no siblings. He didn't recognize his father. They live in an apartment in the city. The mother has a university education, works with the elderly. The student has a close relationship with his grandfather, who awakened the boy's interest in history and war machines. He glues together model airplanes that his grandfather buys him. Together with his grandfather, the student goes to the forest to pick mushrooms and learn about trees. The student is an intelligent boy. Compared to other boys, he is usually calm and conscientious. He is always ready for school, completes assigned homework. He has school supplies in order, neat notebooks. He always has things ready for the next class before the class starts. The student is an inquisitive, thoughtful student. He shows himself mainly in national studies, he has a deeper knowledge of history than other classmates. His creativity and skill are manifested in his work activities. He doesn't enjoy other subjects so much and his results are average, sometimes even below average. He refuses to read aloud in Czech, he only responds to the teacher's repeated prompts. His work pace is slower than other students. He was diagnosed with dyslexia and dysgraphia.\n\nTeacher Intervention (Solution):\nThe pupil's disciplinary infractions were first dealt with by notes from the teacher, then by the teacher's reprimand, and his mother was invited to school. The school suggested a PPP visit to the mother, which did not happen. In the incident with the knife, the knife was confiscated, the teacher explained to the student the seriousness of the situation and the subsequent solution. She invited his mother to school again. She had a private interview with the pupil, after informing her of the imminent consequences, he confided in her that some of his classmates were not treating him nicely, followed by an interview with a psychologist. The class was attended by a special teacher and school prevention methods. The aggressors were reprimanded by the principal and the student was transferred to another class.\n\nOutcome:\nThe student started the school year in a new class. The assistant had fun with the assistant from his current class, and the student seems satisfied so far. He gets to know his classmates, the new teacher devoted one hour to this, when the pupils introduced themselves to the pupil and he introduced himself to them. For several days now, they have been wearing name tags so that the pupil can orientate himself in names more quickly. He seems to get along with the student he is sitting with, they talk during breaks.\n\nStudent Profile:\nAge/Year: 10 let; 5. ročník\nHobbies: Historie, válečné tanky a letadla, modelářství\nDiagnoses: Dyslexie,Dysgrafie\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1433", "student_age_year": "10 let; 5. ročník", "student_hobbies": "Historie, válečné tanky a letadla, modelářství", "student_diagnoses": "Dyslexie,Dysgrafie", "student_disorders": "", "teacher_approbation": "Bc. ze speciální pedagogiky", "teacher_practice_years": "15", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1273", "content": "TEACHING CASE STUDY\n\nBackground:\nBy the time this student entered 1st grade, he could read fluently, count to 10,000, multiply and divide in the area of small multiplication tables, and master 1st grade grammar. But he could not write the shapes of small letters. The problem with writing, the mother refused, as well as the examination and inclusion in the 2nd grade. The student was often disruptive in class, for example when assigning other work commensurate with his abilities, so when he had finished his work he would disturb it by shouting, singing loudly or dropping things from the desk. When I gave him a more difficult task, he could no longer cope with its elaboration. He constantly demanded my attention, and if I didn't give him attention right away, it was all the worse.\n\nSituation (Anamnesis):\nThe pupil lived only with his mother, who later remarried, so the pupil had a surrogate father. Only the mother, who made relatively high demands on her son, went to school. The boy exhibited disruptive behavior in class every day. The boy had friends in class, but even in the team he tried to attract a lot of attention to himself.\n\nTeacher Intervention (Solution):\nWhen I asked the rest of the class to complete the tasks and then we checked the tasks, explained and explained the next work, the student in question had to be constantly busy. When we consulted the student's situation with his mother, she requested more extra tasks, but when the difficulty or volume of tasks increased, the boy refused to work and disrupted the class. Several times someone from higher management came to see the lessons, so it was known how the student works in the lessons and also how I work with him. I tried to make the student's tasks more varied, at the same time I also took into account the rest of the class and I tried to make the lessons more interesting for them, so that they enjoyed it and everyone felt equal.\n\nOutcome:\nConsultations with the mother and school management were repeated several times. In the end, however, the mother decided that her son was not developed enough at school and kept him at home for home education. I think that the student received an ideal volume and difficulty of tasks to complete, which was directly proportional to his knowledge. So I don't consider this situation to be less manageable, but quite the opposite from my side. Despite the fact that the mother eventually took her son to home school, because I provided maximum help for his development, not only with assignments, but also with all activities at school.\n\nStudent Profile:\nAge/Year: 6 let, 1. Ročník ZŠ\nHobbies: Stavebnice lego, elektrotechnika, počítače\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Proactive solutions, Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1273", "student_age_year": "6 let, 1. Ročník ZŠ", "student_hobbies": "Stavebnice lego, elektrotechnika, počítače", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské (titul Mgr.); učitelství 1. stupně", "teacher_practice_years": "27", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1261", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation began to develop a few years ago, when I was given a class of first-graders. The children were good, they found friends quite quickly and got used to school. Except for one of the little girls. She had problems with adaptation from the beginning. In class, she was as quiet as a mouse next to the other children, did not want to cooperate during lessons and often did not concentrate. For example, during math and Czech, instead of copying or completing the assigned task, she scribbled on the pages of the notebook. She seemed too withdrawn, like she didn't want to be at school at all. She didn't talk to anyone all day, she didn't read, she didn't want to change clothes for gym, and she didn't join in the games despite the encouragement of her classmates. She felt like she was going to cry at any moment. I decided to take her aside and ask her if everything was okay, if something was wrong, but even in this situation she was looking at the ground and didn't want to say anything.\n\nSituation (Anamnesis):\nŽačka comes from a complete family, she has one older brother. Due to difficulties in the development of speech, she attended speech therapy. He has an introverted nature and takes a long time to get used to a new environment. She prefers a smaller team, over time she found her best friend. Initially, communication with the teacher and classmates was difficult, she had a passive attitude and only completed tasks with help. She had average to slightly below average results, which was largely due to her lack of communication. Gradual improvement is excellent in some subjects.\n\nTeacher Intervention (Solution):\ndecided to contact the student's mother so that any problems could be caught in time. We made an appointment. At first she was taken aback by the situation, she claimed that the student communicated without a problem at home. She admitted that when she spent time with her daughter in the presence of strangers, she did not express herself much and was a little more withdrawn. In the end, we talked openly for about an hour. I learned that the student had a more sensitive nature as a child, often cried, was restless, and after an operation at the age of two, she became strongly fixated on her mother for a certain period of time. This continued until she started kindergarten, where she gradually got used to it. In view of the renewal of these problems with entering elementary school, we finally agreed that the best solution for the student would be a visit to a pedagogical-psychological counseling center. The examination took place in December and no diagnosis was confirmed for the student. At the suggestion of a psychologist and a special educator, an individual educational plan was drawn up for the student, taking into account her educational needs. The aim was to give the pupil time and space, to motivate her, to respect her personality traits - but at the same time to support her in various ways in her inclusion among her classmates, to introduce new subjects only after the previous subjects have been fixed, to transfer her to a desk in front of the teacher so that he has better supervision over it , how he concentrates, and individual tutoring with the class teacher in order to establish a closer relationship and better understand the curriculum/practice the material covered.\n\nOutcome:\nThe student is currently in the 7th grade and an individual education plan is still being created for her at regular intervals. Evaluation of effectiveness and updating of the plan always takes place after the half-year is completed. She reacted nicely to the changes from the beginning - being transferred to the first bench helped a lot. It turned out to be very important to gain her trust in the first place. After that, he cooperates without major problems and concentrates on completing the assigned tasks. However, it is important to respect her pace. She is good at languages, she is rated excellent in English and commendable in Czech. She has the biggest problems in mathematics, where she is rated as sufficient. There are still interventions twice a week with the class teacher, there is still a need to pay special attention to the student so that she grasps the subject matter correctly. However, she has made great progress in her approach to responsibilities. Her communication with her classmates also improved – she found a best friend with whom she spends a lot of time.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: kreslení\nDisorders: Nespolupráce,Bariéry v komunikaci,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1261", "student_age_year": "6 let, 1. třída", "student_hobbies": "kreslení", "student_diagnoses": "", "student_disorders": "Nespolupráce,Bariéry v komunikaci,Nepozornost", "teacher_approbation": "Mgr. et Mgr. (Učitelství pro 1. stupeň základní školy + Speciální pedagogika)", "teacher_practice_years": "34 let", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/908", "content": "TEACHING CASE STUDY\n\nBackground:\nstarted my teaching career at a vocational school. It was a school in a slightly troubled area that was notorious for unruly students. The situation I am going to describe happened in an English class. It's been a week since I called one of the students to test at the blackboard. The student completely ignored this challenge, even refusing to leave his seat in the desk and go to the blackboard. So I gave him a high five and announced that I would try him again next time to see how he was doing with the subject matter and give him a chance to correct his acquaintance. In the following hour, I called him again, but the situation repeated itself. The student refused to cooperate, while trying to find a solution, he began to behave very aggressively, raising his voice and using swear words. Coincidentally, at this very moment, the deputy director entered the class, who has worked at the school for many years, has extensive experience behind him and, simply put, knows what he pays for the students of this institution.\n\nSituation (Anamnesis):\nAs a new teacher, I often had difficulty coming up with suitable measures and solutions, so I always listened to advice from colleagues who have many years of experience behind them and know what works and what does not work for the students of this school. For that reason, I was actually glad when the representative intervened in the situation.\n\nTeacher Intervention (Solution):\nThe deputy principal started by asking about the situation and asked the student what was going on. He was still very upset, pointing fingers and cursing. He ended his speech by falsely claiming that he had been the victim of racist insinuations from me. The deputy director was very quick to respond by saying that such an allegation is very serious and should not be taken lightly. I said I had made no such remarks. The deputy principal then approached the situation as many years of practice had taught him, and since he knew the student and knew very well that he was a problematic student, he immediately began to focus on his duties and everything he was not fulfilling. For example, he started by saying that he does not have slippers, his clothing is completely inappropriate and represents the school negatively, he has a mess around his place at the desk, he does not bring his assignments and so on. After this enumeration of faults, the disciple asked if he still wanted to make the complaint he had been flaunting a moment ago. However, he calmed down in a moment and changed his mind. So the situation calmed down, the deputy headmaster left and the lesson continued.\n\nOutcome:\nAlthough the pupil did not become an exemplary student, a similarly serious situation did not recur. Problematic behavior continued to occur from time to time, but we never got into a situation that escalated.\n\nStudent Profile:\nAge/Year: 1.ročník\nHobbies: -\nDisorders: Rušení výuky,Lhaní,Porušování pravidel\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal aggression\nSolutions Applied: Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "908", "student_age_year": "1.ročník", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Rušení výuky,Lhaní,Porušování pravidel", "teacher_approbation": "Vysokoškolské – titul Mgr., aprobace anglický jazyk", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/603", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I was involved in seemed very innocent at first, but then escalated into a bigger conflict. The main actor here was a pupil who, during the Czech language lesson, disturbed the class with his would-be funny comments on the subject matter being discussed. At this time, the teaching was conducted as a frontal teaching, so that the pupils could create a record of the given subject. I showed the presentation with pictures and short notes, while I wrote additional information separately on the board. From the beginning, the student did not cooperate, did not take notes and constantly tried to amuse his classmates, especially the neighbors on the bench. Subsequently, a group of three students sitting nearby got carried away by his behavior and also stopped paying attention. Some of the classmates who were sitting nearby started shouting at the student asking him to be quiet. The slight noise in the back bench where the student was sitting ended up disturbing the rest of the class, which had been concentrating until now. Part of the pupils disagreed with his behavior, while another part, on the contrary, supported him. The result was class-wide noise caused by an unfocused student - students shouted at each other, stopped taking notes and stopped following the progress at the blackboard.\n\nSituation (Anamnesis):\nThe student already has longer-term problems with discipline, which are noted by several teachers. From the previous years at the lower gymnasium, he acquired the label of a known troublemaker, who was not noticeably affected by the consequences of his problematic behavior, by which I mean talking to the teacher, punishments or bad grades for behavior. The student has a good family background, his problems can probably be related to his learning disabilities, which complicate his studies. During the past 4 years at the junior high school, he was seeing a specialist who helped him with his problems, but an individual plan was not drawn up for him. As I know from other colleagues, his academic results, especially in subjects such as mathematics and physics, are more than satisfactory. I would also specify the student as a gifted student in the field of technically oriented subjects - he enjoys them very much and would like to work with these skills in the future. When I consider his spelling and expression difficulties, his marks in humanities subjects can be assessed as passable. From a performance point of view, I rate him as an average student. Problems arise for him in moments when the class concentrates on the teacher's explanation, and at the same time they have to either respond to his suggestions or make notes. I noticed that in these moments the student stops concentrating and automatically puts the pencil down. During some classes, I also noticed some of his disruptive tendencies during group work, but this happened rather rarely. The student likes a certain amount of attention and is building a reputation as a class entertainer, which he contributes to with numerous performances during classes. It was this eccentric nature of his that manifested itself in the described situation, viz. above.\n\nTeacher Intervention (Solution):\nIn the first moment, I turned to the whole class with a request to calm down. The class fell silent except for the student who was still trying to entertain his classmates in the back bench. Subsequently, I turned only to the student, who immediately stopped talking. The student was politely asked to be quiet and I added that we would talk again after the lesson. The student looked out of the window for the rest of the lesson and did not disturb his classmates. After an hour we had our conversation in my office. Teacher: 'Student, are you bored with my lessons?' Student: 'Well, not really.' Teacher: 'And what would you like to do in Czech, do you have any ideas for a better subject?' The student shrugs. Teacher: 'Student, how would you feel if I interrupted your presentation in front of the class? Everyone would be whispering and giggling and no one would be watching you. Do you think you would be comfortable with that?' Pupil: 'Probably not at all. I don't like it when people ignore me.' Teacher: 'You see. And I don't like it either. Hey, let's make a deal like this. I know you don't take notes and it's a shame. But you're almost an adult student, so it's up to you and I won't talk to you about it. If I respect you in this, then you respect me and don't jump into my interpretation. Today I had to discuss something, next time you and your classmates will get the chance again, but we can't all talk at once. Do you think we can come to an agreement like this?' Student: 'Well, I guess so.' Teacher (smiling): 'I guess? Well or not?' Student: 'Well, I'm sorry.' Teacher: 'That's great, I'm glad we talked about it and came to a reasonable agreement.'\n\nOutcome:\nIn my opinion, in the next Czech language lesson, the student behaved better and did not jump into my speech during the explanation. In addition, he was given his place as part of the presentation of the result of the group activity, which was related to the topic of ancient literature - the student presented an excerpt of a play, an excerpt of which was then staged by a group of students from the group in front of the rest of the class and in front of me. I evaluated the performance positively and the student got a feeling of satisfaction. His group deliberately presented their work among the last, so the student paid attention the whole time and recited the prepared text as quietly as possible. I think that the lesson conducted in this way suited him more than the classic frontal teaching, which unfortunately we cannot avoid. At the end of the lesson, as part of joint repetition, the student signed in and answered questions reflecting the acting performances of the individual groups. I would like to give the pupil more space in order to support his attention and interest in the Czech language.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník střední školy\nHobbies: fotbal, hokej, animované seriály\nDiagnoses: Dyslexie,Dysgrafie,Dysortografie\nDisorders: Rušení výuky,Absence\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "603", "student_age_year": "15 let, 1. ročník střední školy", "student_hobbies": "fotbal, hokej, animované seriály", "student_diagnoses": "Dyslexie,Dysgrafie,Dysortografie", "student_disorders": "Rušení výuky,Absence", "teacher_approbation": "vysokoškolský titul – český jazyka a literatura, francouzský jazyk a literatura", "teacher_practice_years": "21", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/925", "content": "TEACHING CASE STUDY\n\nBackground:\nThis inconvenience happened when I was a 5th grade classroom teacher for only about half a year, and by coincidence, a new psychologist came to our school, who had an office right next to my classroom. The psychologist visited me less than a week after she started, saying that a student from my class came to her with a problem. She claimed that the student came to her saying that she was being bullied by her two classmates (students B and C). The bullying was supposed to take place through profanity and trying to get as many classmates as possible to join in the bullying.\n\nSituation (Anamnesis):\nAll three girls in the six months that I knew them were absolutely problem-free, friendly, with excellent results and I never observed any aggression from them. Of course, I was the first to try with the psychologist and the student to find a procedure that we would all agree on. My idea, to call the psychologist and the actors themselves and talk about the situation, was immediately rejected by the student, as she was afraid that after the confrontation, the bullying and insults would multiply even more. The psychologist and I agreed that we would try to get some information from the girls' classmates. After confessions from a few pupils, we really found out that before the girls didn't have any problems, on the contrary, they used to be friends.\n\nTeacher Intervention (Solution):\nIt turns out that the friendship was probably interrupted by some dispute regarding the student's growing popularity with the boys in the class. The profanity that students B and C shouted at the pupil would correspond to this motive for bullying. We tried as much as possible to avoid any situations where the bullying could continue; during the school trip, despite the 'ban', the psychologist and I were able to arrange a change of room so that the student did not have to share accommodation with students B and C. With the fact that we really did not want to take the risk of the bullying getting worse after the situation with the girls was resolved B and C, we decided to call the girls into the cabinet, but under a different pretext. Instead of a direct confrontation about bullying, we decided to take a slightly different approach. Knowing that all three girls used to be very good friends, girls B and C and I talked about friendship, how important it is, what it means to us, and that we should respect our friends. In this conversation, I tried to ask about their relationship with the girl, hoping that the girls would wake up a little.\n\nOutcome:\nfew days after the conversation with girls B and C, I contacted the student to familiarize myself with possible changes in the situation. The girl confirmed to me that for several days no one had made inappropriate comments about her, nor had anyone scolded her. All three girls became friends again by the end of the year. I am satisfied with how this situation ended, but I would have liked it if I could have noticed the bullying myself before the student sought out a psychologist.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Trávit čas s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "925", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Trávit čas s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., český jazyk, anglický jazyk", "teacher_practice_years": "12", "problems_annotated": "Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1119", "content": "TEACHING CASE STUDY\n\nBackground:\nThe children on the school trip were making quite a bit of noise on the train ride, so we decided that they had to calm down and they couldn't play the speakers at full blast because no one cared. After getting off the train, the conductor came running to see that there was a washing machine and a thermos in it. We knew whose speaker it was, and the thermos had to belong to it. We took it to pass it on to the kids and work out whose it was. It was strange that someone was carrying a thermos in June. After changing to the next train, I unscrewed the thermos and smelled herbal alcohol.\n\nSituation (Anamnesis):\nThe student really broke something at school, there were conflicts, using a mobile phone when it was forbidden. It was little things that escalated and we had an inkling that there would be a problem on the trip. In addition, he was there with an older friend, which was not an ideal couple, so we kept an eye on him. He was troubled, but not a bad boy. Rather, he was testing where he could go and what he could try.\n\nTeacher Intervention (Solution):\nAfter settling in, we called the children. Before the trip, they were instructed about the prohibition of alcohol and cigarettes and inappropriate behavior, and parents signed a paper stating that they would come for them in case of violation of the school rules. We wanted someone to confess to the thermos, but the person already knew what it was about, so he didn't come forward. We knew who was sitting at the table in the train, where there was a retort and a thermos. No one came forward, so we hit him separately and he didn't deny it, but begged us not to call the parents, that he would never do it again. Because it was a violation of school rules, we said he would go home. We called his parents, his mother came to pick him up. She recognized the thermos, said it was theirs and that the alcohol was from the house. He went home with her and then we dealt with it with a demotion.\n\nOutcome:\nWe fixed it on the spot within an hour. The parents knew that the conditions were given, so we solved it on the spot in the short term. For a long time after the return, it was discussed at the pedagogical council, because it was towards the end of the school year. The third level of behavior was already discussed and there was no further deterioration. He was taken aback, the trio did not please him and there was some discussion of the situation at home. The parents understood that he was causing problems, and by the end of the year there had been no more incidents.\n\nStudent Profile:\nAge/Year: 7. ročník, 13 let\nHobbies: Posilování\nDisorders: Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1119", "student_age_year": "7. ročník, 13 let", "student_hobbies": "Posilování", "student_diagnoses": "", "student_disorders": "Neposlušnost", "teacher_approbation": "Mgr.; Český jazyk, Občanská výchova, Speciální pedagogika", "teacher_practice_years": "22", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/621", "content": "TEACHING CASE STUDY\n\nBackground:\nTwo years ago, I took over a class from a colleague to teach English as their third teacher of the already mentioned subject. Unknowingly, there was a very self-confident girl in my new class who was almost on par with my previous colleague and was very close to her based on acquaintances from her personal life. The girl expected the same approach from me, when she didn't get this approach, over time she rebelled during lessons, disturbing both the lesson and her classmates. I myself treat all students the same and try to maintain professionalism.\n\nSituation (Anamnesis):\nThe girl was in an ability-heterogeneous collective of the third class of the English grammar school, majoring in living languages. The class she was a part of was never notorious for discipline, most of the pupils were honest, hardworking students who had above average grades not only in English. The girl was no exception in terms of grades, so I was surprised that she was on such a different note disciplinary-wise than her classmates. The situation was so heated that her closest friends themselves created an initiative and went to their class teacher with a request for help with the situation. The girl herself answered sarcastically during English lessons, took notes on the course and content of the lesson, shouted and shouted from the desk, refused to do work both during the lesson and as part of homework, laughed out loud from the desk, was on the phone and did not pay attention. On the part of the parents, it was a free flow of the situation, they refused to help us constructively with the problem.\n\nTeacher Intervention (Solution):\nSince only her classmates were interested in my situation and hers, and her behavior negatively affected the lessons, I decided to let the situation go its own way. As a decisive moment, I consider my conversation with the girl at the end of the semester, where I invited her to my office for a short conversation. In the interview, I tried to explain to the girl the purpose of my lessons and how she could participate in them differently than within the current limits of her behavior. I would popularly describe the type of conversation as \"from the heart.\"\n\nOutcome:\nAfter our conversation, in the following semester I noticed an almost complete change in both her behavior and her attitude towards me and towards studies as such. For me, it was crucial that she saw the meaning of our work here, and later I learned at her graduation party that this was a general change in the other classes as well, which I consider my success. The girl's results improved, disciplinary problems almost completely disappeared, she successfully graduated, went on to university abroad, and we are still in occasional friendly contact through social networks.\n\nStudent Profile:\nAge/Year: Třetí, 17 let\nHobbies: -\nDisorders: Rušení výuky,Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "621", "student_age_year": "Třetí, 17 let", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Rušení výuky,Nespolupráce", "teacher_approbation": "Magisterské", "teacher_practice_years": "16", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/345", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring a break between English class and reading, the three boys started arguing about something. I registered the confusion only when they started talking very loudly and I heard the sentence: 'When you have Holy Communion, you will go to confession, so you will be able to lie, because you will confess to the priest.' The other boy spoke up and objected: 'That's not true, you can't lie.' and the third called the first a liar (probably repeatedly). At that moment I entered their argument and stopped their debate with the words 'Guys, don't argue.'\n\nSituation (Anamnesis):\nNext, I began to ask about the reason for the dispute. I found that at the beginning the boys were talking about another boy from the neighboring village having a game and the other guys he told about his friend and his game didn't believe him. The boy objected with the aforementioned sentence about the fact that he can lie because he will be interviewed by the priest. The boy who claimed to be able to lie is hard of hearing and speechless. The boy does not wear hearing aids, the mother is almost deaf. The boy often gets into conflict situations due to a misunderstanding from a misheard or misspoken statement.\n\nTeacher Intervention (Solution):\nAfter the conflict, the boys together with other children started talking about the priest and God. I changed this debate to the topic of different religions and that different peoples believe in different gods and in several gods, I specifically mentioned Buddhism, African tribes and the history of paganism. This was followed by an explanation to the children that they must not lie under any circumstances and a repetition of other rules of decent behavior.\n\nOutcome:\nIn the following reading lesson, in which I was substituting for the sick teacher that day, we read a story from the book Old Greek Myths and Legends. We debated about the gods and the plot that was mentioned in the story. Subsequently, a debate broke out among the children about the fact that lying and stealing are not allowed. After the reading lesson, the children stopped talking about the whole situation and by the end of my time in the class, this situation did not happen again.\n\nStudent Profile:\nAge/Year: 9 let/ 3.ročník\nHobbies: Žák navštěvoval v ZŠ čtenářský kroužek a kurz angličtiny. Mimo školu navštěvoval náboženství.\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Proactive solutions, Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "345", "student_age_year": "9 let/ 3.ročník", "student_hobbies": "Žák navštěvoval v ZŠ čtenářský kroužek a kurz angličtiny. Mimo školu navštěvoval náboženství.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Asistent pedagoga s ukončeným kurzem AP, studující bakalářské studium na pedagogické fakultě.", "teacher_practice_years": "3 roky", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1495", "content": "TEACHING CASE STUDY\n\nBackground:\ncame to class, the student was sitting with his feet on the bench and refused to do anything. When I asked him why he wasn't doing anything, he replied that he didn't feel like it. He then angrily packed his things, but remained seated for an hour. The other students noticed him at first, but then they devoted themselves to teaching. After the lesson, I asked the student what was going on. The student started mumbling something unintelligible and it was obvious that he was becoming aggressive. So I told him in a slightly angry voice that he had to do something and that he should immediately move on to the next lesson. The student got up abruptly and left indignantly. After a while, I saw the student walking away from the school.\n\nSituation (Anamnesis):\nA 15-year-old student who, in a short period of time, has changed from a \"one-man\n\nTeacher Intervention (Solution):\nSo I went to him to get him back to school because I have a responsibility for my students. I caught up with him and said: \"Student, what are you doing?\" You still have physics and two more classes.\n\nOutcome:\nSchool staff called the police and the parents. And since this situation took place at the end of the ninth grade and the student had problems with other teachers, it was resolved with a reduced behavior grade. The student did not return to classes at this primary school.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: Florbal a hokej\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Arogance,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1495", "student_age_year": "15 let, 9. ročník", "student_hobbies": "Florbal a hokej", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Arogance,Lhaní", "teacher_approbation": "Mgr., ČJ, TV", "teacher_practice_years": "30", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1034", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of my practice, I taught 3rd-4th grade. When I got the class, there were no significant problems between the students. However, there was one boy who was more expressive than the other students. He was often disruptive during class and always tried to draw attention to himself in some way. He was very fond of showing off in front of others and showing off. He received lots of new things from his parents, which he wore to class to show off. Bragging about things and showing off has gone too far. There was one quieter student in the class who was not very involved in the group and his social status was lower than that of the other children. In order to show how interesting he is and how much he has, the first student began to use the quieter student by pointing out his quietness and low social status. He laughed at him, mocked him and sometimes poked him. I was quite inexperienced at the time and didn't notice it right away. No one in the class told me that something like this was going on, and the quieter student didn't turn on me either. I didn't notice much in class, because I thought that the fact that the quieter student is quieter and avoids others is actually normal for him. I only noticed it on a school trip, when I heard insults and mockery of his person.\n\nSituation (Anamnesis):\nThe first student - a bright student, however, his school results are average, he shows off and elevates himself above others, rather extroverted, friendly, popular among his classmates. A quieter student - a quiet type, he doesn't get involved in the team much, he likes his peace, he's not talkative, overall he's a good boy who likes to help, he can be relied on.\n\nTeacher Intervention (Solution):\nUntil the school trip, when I didn't know about anything yet, I didn't take any steps or solve the situation. I only noticed it on a school trip. After hearing a few insults from the first student, I reprimanded him and told him not to do it again, that it is not nice and friendly. I didn't register any other problems on the school trip, so I thought it was probably just a one-time thing and I didn't deal with it further. The quieter student was still rather withdrawn from others and depressed, but I thought it was because he was an introvert and had such a set personality. But that was my fault. After arriving from the school trip and starting school again, the quieter student fell ill, he often complained at school that he had a stomach ache, for example, so he could go home. After a while it felt strange and I asked him if everything was okay. He replied that nothing was happening, but I knew it wasn't. I wondered what could be happening and focused more on the situation in the classroom. I noticed that the first pupil and the other children giggled when the quieter pupil said anything or went somewhere. The quieter student had no friends in the class. Sometimes he had fun with someone, but it wasn't that kind of friendship, because the other children were more on the side of the first student and thought it was fun. But it wasn't fun for the quieter student. After noticing the giggles here, I told the class in front of the class that I noticed it, what could they tell me about it. However, the class did not react and no one said anything. I tried to talk to them in the way that laughing at someone is not nice and that we should respect. It didn't work and the students didn't react to my presentation. I didn't know what to do, so I turned to my colleague, who dealt with these things at our school. It was found that at the beginning of the fourth grade, the first student started to pick on the quieter student, it happened occasionally. After Christmas it became more frequent, violent and intense, and some children joined in the taunts.\n\nOutcome:\ncan't tell if the problem is completely solved or not. The whole situation began to be resolved more significantly around February and it was not resolved immediately, it took more time. I am not satisfied and it has been bothering me for a long time, because thanks to my carelessness and inexperience it did not have to go this far. The quieter student was needlessly worried and I should have intervened earlier and better. It dealt with the rest of fourth grade and seemed to get better, but I can't say for sure. After the fourth grade, students switch to another teacher. So I don't know if the solution was successful in the long run or not. The whole situation affected me at the beginning of my internship, so I changed my profession for a few months, but then I came back.\n\nStudent Profile:\nAge/Year: Adam: 1O let, 4. třída / Lukáš: 10 let, 4.třída\nHobbies: Jízda na kole, kamarádi, sport / malování, čtení, příroda\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1034", "student_age_year": "Adam: 1O let, 4. třída / Lukáš: 10 let, 4.třída", "student_hobbies": "Jízda na kole, kamarádi, sport / malování, čtení, příroda", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "26", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1222", "content": "TEACHING CASE STUDY\n\nBackground:\nOnce I came to teach geography in the ninth grade. The student behaved very cheerfully from the beginning. He was constantly commenting on the curriculum out loud and not doing the assigned work. He also chatted with classmates who were sitting nearby, disturbing them. I reprimanded him several times and told him to complete the task and not disturb others. He always calmed down for a while, but then he started interrupting again and talking with his neighbor on the bench. It was my last class that day, so it made my teaching very difficult. I was just tired.\n\nSituation (Anamnesis):\nNinth-grade elementary school student, popular among classmates, above-average intelligence, phlegmatic, extrovert, athlete, cooperative in other cases Class – 16 students, good team, no cases of bullying, average good grades\n\nTeacher Intervention (Solution):\nHalfway through the hour, the situation was starting to spin and I was losing patience. It was clear to me that I would not force him to work in any way and that he would continue to disturb. So I decided, maybe hastily, I didn't think about it much, I just got angry. I told him that I had enough and that he would set up the next class, because I was no longer on his nerves, and that he should try what it's like from the other side and that I would behave the same as he does. I gave him an assignment of what we had to discuss and continued teaching. When I left at the end of the class, I felt like I could have done it differently, I wondered if I had overdone it, and I had a bit of a guilty conscience. Of course, I prepared the lesson for the next lesson, because I expected that the student would decide to do as if it was nothing and that we would forget everything. I also wanted him to discuss something that he really can't do himself. Yes, I gave him some materials, but it was probably a very demanding request. On the other hand, I knew that the student was very intelligent because he didn't need to study for any of my tests and thus could pass. Anyway, this class left me very exhausted and I felt bad about myself.\n\nOutcome:\nWhen I asked the student to teach the next lesson, he was taken aback and tried not to disturb me any further. The whole class was more shocked because I am usually not that authoritative and I don't allow myself to be provoked. I came to the next class and wanted to start teaching normally. However, the student reported that he had prepared the lesson. I was very surprised and could see that he regretted his behavior, but at the same time it was clear that he wanted to show off in front of the class. So I sat down in the pew and let him lead for an hour. I didn't keep my word and I didn't interrupt because I didn't want revenge or anything like that. The student had a well-prepared lesson, but it often happened that he was not able to answer the questions of his classmates, which was understandable. Also, when they started talking to each other, you could tell that his casualness was leaving him and he was getting nervous. However, he persevered and taught the entire lesson. I knew she could do it. He was above average intelligent and popular, so there was no danger of others picking on him. However, after an hour he came to me. And he sincerely apologized to me. He had already apologized to me the day before, but this was something else entirely. He told me that he never wanted to teach again and that he didn't understand how I managed it. After this lesson I was satisfied with my solution. Today it is already possible to find it in various manuals, but back then (approx. 13 years ago) it was an unusual solution. Actually, I don't know of anyone who used it back then. In the long run, I can say that it was a successful solution. The student had more respect for my interpretation. He tried not to interrupt and it probably brought us closer, as if he had more understanding.\n\nStudent Profile:\nAge/Year: 15 let 9. třída\nHobbies: Knihy, matematika, basketbal\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1222", "student_age_year": "15 let 9. třída", "student_hobbies": "Knihy, matematika, basketbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Zeměpis", "teacher_practice_years": "15", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1385", "content": "TEACHING CASE STUDY\n\nBackground:\nThe most problematic student I taught was a student. The problem consisted mainly of disrespecting authority and repeatedly interrupting and not responding to orders. The student often refused to complete the assigned tasks because they did not make sense to him and he was not interested in the material being discussed. He claimed that teaching bored him and instead of working, for example, he drew in a workbook.\n\nSituation (Anamnesis):\nStudent - boy, 11 years old, 5th year of elementary school, rebellious to explosive, rather a loner, got along with his classmates, in the 5th year his academic results worsened, gifted but unmotivated.\n\nTeacher Intervention (Solution):\nIf the student behaved in a problematic manner and did not respond to the admonition, I threatened to give him a note or call his mother to the school, which he usually obeyed. He also took the decline in grades badly and this forced him to put more effort into teaching and less distractions.\n\nOutcome:\nToday, I would not only reprimand the student, but I would try to figure out the cause of his worsening behavior and work on it mainly to motivate him to learn. As a result, group work, which he enjoyed and paid attention to, had the greatest impact on the student.\n\nStudent Profile:\nAge/Year: 11 let 5. ročník\nHobbies: t\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1385", "student_age_year": "11 let 5. ročník", "student_hobbies": "t", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání, ČJ a AJ", "teacher_practice_years": "17", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/434", "content": "TEACHING CASE STUDY\n\nBackground:\nMy class had a gym class where the students were outside and a group of boys built a bunker. A student who already had disciplinary problems with his classmates in the past and therefore repeated fights between them, which gradually led to hatred between him and the vast majority of his classmates, wanted to join a group of boys. The fact that the boys did not want to let him in resulted in one of them being attacked with a fist. After PE, the next class was held by a teacher who is very respected at our school, is strict and has many years of experience in education. There was a negative atmosphere in the classroom. And after the pupil was constantly disturbing and not doing what he was supposed to, the teacher ran out of patience and said to the pupil: 'Like a father, like a son'. You're using the wrong pencil, you're supposed to write with a pen! You can see that you have no money...'\n\nSituation (Anamnesis):\nThe student comes from a socially weak family that is dysfunctional. Lives with both parents unless the father is serving a sentence. The pupil is a naughty, disruptive pupil, he bullies the children and swears at them. He often fights with one classmate even outside of the school environment and they do pranks on each other. He was already in the director's office several times and there were also complaints from parents. Based on the incidents, he was under the care of SPP and a psychologist.\n\nTeacher Intervention (Solution):\nClasses continued and nothing was resolved. That day, the student's mother told me that she did not like this kind of behavior. Of course, I didn't have any more detailed information about the situation, so I wrote as a class teacher that unfortunately I don't know anything about it and that she should contact that particular teacher.\n\nOutcome:\nThe student's mother has not responded. I believe that she did not want to confront the teacher, who has many years of experience in her defense and sees how the level and morale of the children deteriorates with time. She doesn't like that children don't respect each other.\n\nStudent Profile:\nAge/Year: 11 .let, 5. ročník\nHobbies: otevřená otázka\nDisorders: Rušení výuky,Šikana,Slovní agresivita,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "434", "student_age_year": "11 .let, 5. ročník", "student_hobbies": "otevřená otázka", "student_diagnoses": "", "student_disorders": "Rušení výuky,Šikana,Slovní agresivita,Fyzické násilí", "teacher_approbation": "Magisterské vysokoškolské vzdělání (dějepis,občanská výchova)", "teacher_practice_years": "3", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1245", "content": "TEACHING CASE STUDY\n\nBackground:\nconsidered the teaching profession to be simple and fun, but when I entered Gymnasium and college, I lost my opinion of simplicity. On the contrary, I began to realize the whole essence of the profession, especially its variability and demandingness. Nevertheless, I stayed at my job as a teacher. I have a student in my class for about the second year who has had an assistant since the first grade, who works within the whole class. The pupil requires SEN and visits a special pedagogue.\n\nSituation (Anamnesis):\nŽačka grew up with her older sister and mother without a father in a block of flats. The problems started already in the first grade of elementary school. She was not popular among her classmates, she has a stern expression on her face and gives a serious impression. From the beginning of the class, groups of friends began to form, and the student did not have time to join any group and remained alone. Her bad attitude towards her classmates and adults is compounded by constant lying and making things up.\n\nTeacher Intervention (Solution):\nThe resolution of the situation began with an attempt to verbally negotiate with both students about the dispute regarding the pen. I tried to calm the children down and explain the possibility of a misunderstanding. The boy calmed down, but the pupil acted with verbal aggression towards me as well. I suggested that both students write down the information about the pen. Together with the assistant, we consulted both versions and agreed on the credibility of the boy.\n\nOutcome:\nI invited the student to me to talk about the seriousness of accusing someone of theft. A similar situation was repeated and I had the pupil write down how she should behave towards her classmates. Disagreements and complications with the pupil continued.\n\nStudent Profile:\nAge/Year: 11 let, žák na druhém stupni\nHobbies: malování, domácí mazlíček  králík)\nDiagnoses: Problematické chování\nDisorders: Lhaní,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1245", "student_age_year": "11 let, žák na druhém stupni", "student_hobbies": "malování, domácí mazlíček  králík)", "student_diagnoses": "Problematické chování", "student_disorders": "Lhaní,Vulgární vyjadřování", "teacher_approbation": "vysokoškolské – titul Mgr, aprobace Čj", "teacher_practice_years": "cca 15", "problems_annotated": "Lying and cheating, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/430", "content": "TEACHING CASE STUDY\n\nBackground:\nregularly taught sixth grade English and never had a problem with authority or obedience from children. But then there was a slight problem. When I reflected on the solution I used, I came to the conclusion that I had chosen a bad and disproportionate solution. It all happened in the sixth grade with a boy whom I will call a pupil for this case study. I was teaching English grammar. I'm used to my classes being very contact-based, so I ask a lot of questions and discuss with them a lot. So it's already quite lively in the classroom. But when someone else starts having fun outside of the conversation on the topic, it interrupts. I had only been in the sixth grade for about a month when the student started showing up. For one hour, he repeatedly turned to the boys behind him, nudged the students in front of him, and spoke loudly into my speech.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD, which of course I knew. I also knew about the classes of other teachers who complained about him repeatedly. It was still the same thing - disruption, marching around the class, making classmates angry, shouting.\n\nTeacher Intervention (Solution):\nThe student disturbed not only me, but also his classmates. Of course, I tried to take his diagnosis into account, but one day I burned myself out. When the student turned around again and did not respond to my instructions to stop, I foamed. I'm not in the habit of yelling, so I just raised my voice slightly and told him quite strongly to calm down and immediately go sit in the front. But the student just lowered his head and didn't answer me at all. He didn't even sulk, he just looked at the table and didn't even respond to my explanation that this is not done. He was completely stuck and could not be moved.\n\nOutcome:\nImmediately after the incident, it was impossible to move the student. He just sat there and shook his head in bewilderment. I let him be for the rest of the lesson and taught him without calling him out and without our situation being resolved. He remained seated where he sat. I then decided to consult with my parents. I learned from them that he also does this at home and that they also don't know what to do with him. I realized that I was pushing the student too much and raising my voice, which could have been uncomfortable and confusing for him as a child with ADHD. Therefore, I chose a different tactic for the next lessons and always spoke gently to the student, and finally I found a way to reprimand him without scaring him. I reacted unnecessarily harshly in class, which didn't pay off for me either.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: Fotbal, počítačové hry\nDiagnoses: ADHD\nDisorders: Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "430", "student_age_year": "12 let, 6. ročník", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Neposlušnost", "teacher_approbation": "ČJ, NJ, FrJ, AJ", "teacher_practice_years": "24", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/635", "content": "TEACHING CASE STUDY\n\nBackground:\nEvery year, our school organizes different competitions for pupils to motivate them to sort waste, love nature, recycle, etc. This time it was paper collection. The children brought various old notebooks or newspapers to school and each class wanted to bring as many as possible to win, because the winning class was promised a night at school and a rich program of games, a trail of courage, ... I was the class teacher of the last study class at our elementary school . The children were very clever, hardworking, but sometimes just too much and they didn't know the limits when their behavior and efforts go too far. In paper collecting, they were separated from first place and the last 5 kilograms and they really wanted to win. On the last day before the announcement of the winners, they gained 10 kilograms on their imaginary account and won the entire competition. I was very proud of them and looked forward to being with them, but I didn't know what problems would arise. The next day, the director came to see me and it was definitely not a pleasant conversation. She was upset, stressed and very angry. It was discovered that a large number of old textbooks, which were in the basement of our elementary school, had arrived at the collection yard and were supposed to be taken to the agreed place and received a relatively large sum of money for it. It was also known that this batch of paper came from my winning class. Honestly, I was completely sick. The headmistress shouted at me, I didn't know what to say myself, and there was a full class of children waiting for me, who really disappointed me. I calmed down and came to class. I told them what I had just learned and asked who did it. Silence followed. I asked random children and then specific ones that I knew were them. The girls were in denial, they lied, they made it up, that the management just didn't like them and didn't want them to win the night at school. I didn't shout, I didn't point at the culprits, but I just said: \"Until the person in question confesses and apologizes to both me and the headmistress, you will not participate in any events, we will not go on any class trip, and last but not least, the whole class will pay the amount , which our school should have received for the sale of textbooks.\n\nSituation (Anamnesis):\nThe class always had great results and participated in many competitions and trips and so on. So I expected them to try very hard to win this challenge as well, but I didn't think it would go that far. On the other hand, I have to appreciate the fact that none of the children revealed the three girls that they stood together as a whole. For better or for worse. I think I could have behaved more cruelly, but then again, in my opinion, it is better if the girls thought about themselves like this and came to apologize.\n\nTeacher Intervention (Solution):\nThe girls loved being the center of attention, so when they brought in the amount that won them the victory, they really enjoyed that glory. They were at an age where they didn't realize that it could have any consequences or that it was wrong. Personally, I was quite disappointed by the lying. I thought they were decent and nice girls, and then they turned out to be such frauds. Yes, they admitted their guilt and came to apologize, it's hard to overcome the shame in yourself like that, and I think it affected their behavior a little afterwards. Only then is there a question of how many things have they lied or not acted fairly like this before. One should not have prejudices, but it is true that I was more careful about them then.\n\nOutcome:\nThe situation was resolved, and even the children accepted that the win was not fair. The girls especially regretted it, because the rest of the classes then said about my class that my children were frauds, but then it went away. Fortunately, my students stood by each other and over time it was forgotten. The girls learned a lesson in life that the truth always comes out and it's better to be fair than to cheat.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: Trávení času se spolužáky, sporty\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Disrespectful communication, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "635", "student_age_year": "12 let, 7. ročník", "student_hobbies": "Trávení času se spolužáky, sporty", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Magisterský titul, aprobace: Český jazyk a Občanská výchova", "teacher_practice_years": "31 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1171", "content": "TEACHING CASE STUDY\n\nBackground:\ngave the students the task of correcting the dictation and justifying why it is written soft or hard in which situation and so on. I let the students work independently. After a while, the three students started yelling at each other. 'Teacher, they are arguing in the office.' I silenced one student. Another student spewed. 'Mrs. teacher, they're chasing their impaling dicks over there!' Without a reaction, I started talking to another student and asked him about the first sentence. I even came up with a reward for the correct solution and defending the correctness, but the student continued. 'He's probably rubbing frn*y there.' I ignored the remark and called the student in question to explain the sentence. He refused to answer.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on each side of the class so that they have as little opportunity to communicate with each other as possible, i.e. to influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nI tried to calm the students down. Unfortunately, that didn't work, so I tried to ignore the notes and focused on the other students. But this group was so disturbing that I tried to call one of them as a warning to the others. Unfortunately, this did not work at all, rather the opposite, and the inappropriate behavior continued on and on. Until my nerves snapped and I scolded the students for disobedience. The students were obviously amused by this and did not take it into account. The bell saved me.\n\nOutcome:\nThere was no solution, the class only managed to correct the dictation in the whole hour and the problematic students escaped without problems. On the contrary, there was frustration on the part of the teacher. So, in the next lessons, the students continued and maybe even in the future the disruptive behavior will increase.\n\nStudent Profile:\nAge/Year: 14, 8.                                                                 ročník\nHobbies: Lední hokej\nDiagnoses: Poruchy učení,Dyslexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1171", "student_age_year": "14, 8.                                                                 ročník", "student_hobbies": "Lední hokej", "student_diagnoses": "Poruchy učení,Dyslexie", "student_disorders": "Lhaní", "teacher_approbation": "?", "teacher_practice_years": "Absolvoval/a nějaký relevantní kurz, výcvik na zvládání problematického     chování, nekázně nebo komunikace ve třídě a podobně (zatrhněte):      Případně uveďte název (otevřená otázka):    Kazuistika ++     Jak můžete začít rozhovor s učitelem(kou)/asistentem(kou):     Otázka: Kdybyste měl/a zaměřit svou pozornost na situaci, kdy jste s žákem    řešil/a nějaké problémové chování, co by to bylo za situaci?     Po odvyprávění situace si ověřte, zda učitel(ka)/asistent (ka) považuje    situaci za dobře zvládnutou nebo pochybuje/ je si nejistý zvoleným    postupem. (použijte škálu uvedenou níže)     Otázka: Jak byste vyhodnotil/a zvládnutí této situace Vámi? Jde spíše o    dobře zvládnuté rušivé/problémové chování žáka?     Pokud jde o dobře zvládnuté rušivé/problémové chování žáka/žáků    (inspirující", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1328", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose as if nothing had happened. A student suddenly stood up during a national studies lesson and threw a chair at his classmates. It was a shock for the whole class, the chair bounced off the table of his classmates, who he was throwing it at, and made a big blow. The student was very angry and tried to go away from his place. His desk was roughly in the middle of the class, which had a classic back-to-back arrangement of desks, so he didn't have much room to move around, and that made him even more nervous. The whole situation arose from the whispering of classmates sitting in front of him. He thought they were talking about him and it bothered him a lot. He was getting nervous about it, and it freaked him out so much that he grabbed a chair and threw it. He couldn't control the rage that built up in him in a short moment and made him lose his concentration.\n\nSituation (Anamnesis):\nPupil – 4th grade pupil; he does well in school, excels in general knowledge - likes to read encyclopedias, is interested in history; he has been diagnosed with behavioral disorders and finds it difficult to work with strongly emotional experiences - he is aware of his outbursts and immediately regrets them and wonders what he did.\n\nTeacher Intervention (Solution):\nBecause the student was full of emotions, he could have jumped out of the window, immediately after the incident I took him to the edge of the room and rushed to his classmates, on whose desk the chair landed. Meanwhile, the student started crying. Fortunately, nothing serious happened to anyone, the chair fell to the side and caused bruises to several classmates. After checking what happened to the others, I immediately went to attend to the student, with whom we sat alone and began to tell each other about the situation. He explained to me why he did it. Subsequently, I thought about what to do next, for my classmates it was mainly a psychological shock and I didn't want them to start feeling antipathy towards the student. We informed the parents of all the children involved about what happened and how we will deal with it. For the next lesson, I prepared a video projection showing Papin's pot, which is gradually pressurized until it explodes. The children wondered why we were looking at something like this in national studies. What is it? what is it for? And similar questions. We then started talking about how steam builds up inside a pressure cooker and when there is too much steam and no one releases it, it explodes. We compared this to a student who has the same feelings. He is clever, he can, for example, answer questions to which no one in the class knows the answer, but he has trouble processing emotions and needs to ventilate them. And if it doesn't happen, it can hurt someone. Subsequently, we looked for a solution, what we will do if the situation is repeated. The children came up with their suggestions on how to lift the lid of the pupil to release the steam. Together with the class, we proposed several solutions, a sort of crisis plan, and the student then chose the one he liked the most. We agreed that if he has similar feelings that he can't handle, he will go to the bathroom and wait for me there and we will solve it together. This will prevent physical attacks on others.\n\nOutcome:\nThe student was satisfied with the solution. This was also understood by the classmates who, based on watching the video about the pressure cooker, understood the issue better. They looked at him as a friend who solves such situations, because we are all different, and they took him back to the class group. Since then no similar problem has been solved and the class works well.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Četba encyklopedií – velký všeobecný přehled\nDiagnoses: Porucha chování\nDisorders: Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1328", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Četba encyklopedií – velký všeobecný přehled", "student_diagnoses": "Porucha chování", "student_disorders": "Fyzické násilí", "teacher_approbation": "Mgr., speciální pedagogika", "teacher_practice_years": "10", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1227", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the second grade, at the end of the first semester and the beginning of the second semester, the student began to make more and more frequent mistakes in writing, which indicated dysortography. He was also very below average in reading. If he was assigned a longer task, he started to interrupt and did not pay attention. It could be seen that more writing and longer exercises made him very tired and his error rate was higher if he was under some kind of time stress.\n\nSituation (Anamnesis):\nThat's why I tried to accommodate him and give him shorter dictations, and give him more time for longer exercises. These adjustments seemed to be satisfactory as his results improved over time. I suggested that the mother visit the PPP so that the pupil has 'some official paper and confirmation' that he has a learning disability. The mother, however, did not agree to the visit despite talking to the educational advisor.\n\nTeacher Intervention (Solution):\nIn the third grade, they also had English, but the teacher they had for English didn't accept his concessions and I couldn't do anything about it. The teacher constantly complained about his behavior - disruption and inattention. In addition, I myself had been supporting him for almost half a year, that's why I decided to reduce the support and was tougher on him.\n\nOutcome:\nAfter a month and a few fives, the mother finally told me that the student was very unhappy with his grades and that he couldn't handle it. On this impulse, they booked themselves into PPP and he was diagnosed with learning disabilities and reduced intellect. Now my PO 3 student has been assigned an assistant and is attending tutoring. He is doing well in school, although he is still below average in results, he is more content, calmer and much more focused.\n\nStudent Profile:\nAge/Year: žák na prvním stupni\nHobbies: Mezi jeho záliby patří fotbal.\nDiagnoses: Poruchy učení,Snížený intelekt\nDisorders: Neuposlechnutí,Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1227", "student_age_year": "žák na prvním stupni", "student_hobbies": "Mezi jeho záliby patří fotbal.", "student_diagnoses": "Poruchy učení,Snížený intelekt", "student_disorders": "Neuposlechnutí,Nespolupráce", "teacher_approbation": "vysokoškolské – titul Mgr., učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "20", "problems_annotated": "Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1002", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had problems with attendance, he was constantly disruptive at school, his results were absolutely tragic, he failed in most subjects. Even when he was warned by the teacher that he might be tested in the next lesson, he did not respond or did not come to school for the next lesson at all.\n\nSituation (Anamnesis):\n15 years old, lived in the city 200 m from the school with only his mother\n\nTeacher Intervention (Solution):\nWe tried to solve it with the mother, who was interested in him, she went to parent meetings, she tried to cooperate with us, she always told us that she would arrange for him and that he would go to school and that he would start studying and so on. And it mostly helped, for two weeks, for example. He was on the verge of absenteeism, he would probably have to go for a test in some subject, anyway we didn't want to throw him out. Then, even in the workshops, he poured acid from a car battery (sulfuric acid solution) on a classmate, and I had to deal with it. In essence, I had to persuade the director myself, he wanted to exclude him due to his grades and attendance and behavior in general. But the student simply didn't go to that school any more and basically nothing much changed. Another parents' association, another two weeks of peace, and that's how it went the whole first year until the spring.\n\nOutcome:\nIn the end, the student solved the situation himself, sometimes at the beginning of May he stopped going to school completely, then sometimes in a month he came by himself with the form to graduate. I was sorry because I tried to help him, I was sorry that he would just stay at home on his mother's neck, but he just wasn't interested, when I talked to him he nodded at everything, but mostly nothing changed much and if anything, a lot in the short term.\n\nStudent Profile:\nAge/Year: 1.     ročník SŠ, 15 let\nDiagnoses: Dyslexie\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1002", "student_age_year": "1.     ročník SŠ, 15 let", "student_hobbies": "", "student_diagnoses": "Dyslexie", "student_disorders": "", "teacher_approbation": "Ing. technicky zaměřený, učí strojírenství na SŠ", "teacher_practice_years": "25", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/255", "content": "TEACHING CASE STUDY\n\nBackground:\nmet the student for the first time when she entered the 2nd grade in the 6th grade. I got grade school in her class. The student appeared to be a normal student with average grades. There were occasional problems with assignments or attendance, but never anything major. That is, until the 7th grade. At the beginning of the 7th grade, it was as if a completely different student came. She did not carry assignments, random one-day absences increased, but she was always excused. Those absences showed me that a possible solution with the parents would probably not be easy. And that was subsequently confirmed to me. I tried to contact the parents regarding the undelivered assignments, I managed to get on the phone and the mother promised me that her daughter would complete all the assignments, but there was no change. She never brought assignments. During the lesson, the pupil stopped responding to the teacher. She was just silent when summoned and waited for me to give up and summon someone else. She showed the same behavior with other teachers. But she was never aggressive or even rude. In short, she just shut up completely. We tried to get the parents to the school so that we could discuss everything together, but the parents never came to the scheduled meetings. The problems started to arise, in the half-term of the 7th grade, the student already had several fives on her report card, and it was clear to me that the situation would need to be addressed more.\n\nSituation (Anamnesis):\nFamily history: Žačka lived with her mother and father. She had an older sister, but she no longer lived with her parents, she moved away. Her father was an alcoholic who, at the time when the pupil's first problems appeared, drank the entire family house and car. The pupil did not like her father, and in the conversation with the guidance counselor she often repeated the sentence, \"Well, he's useless.\"\n\nTeacher Intervention (Solution):\nFrom the beginning, I tried to solve everything individually with my pupil. I tried to find compromises, help her with her assignments and motivate her to work in and out of school. We created rules together, which we both had to follow and which the pupil was willing to cooperate with me. These rules generally worked, but the family background still affected her commitment to school. I decided that it would be necessary to meet with my mother and discuss everything thoroughly. I finally managed to meet her mother outside of school. I gained her trust and she told me everything. I managed to convince her to contact the police about her problems with her husband. After the police took over the cases, I no longer have such precise information.\n\nOutcome:\nThe mother and father divorced and the pupil and her mother moved to another apartment. Father was deprived of parental rights and I don't know what happened to him in the end. Solving the problem between the parents was very difficult for the pupil, and she did not manage to finish the 7th grade. She was more unfocused than ever during the solution. She was seeing a psychologist and an educational counselor, but she still had very big problems. But when they lived alone, the mother was divorced and the student had time to work for the first time in a long time and could focus only on her life, it turned out that it was worth it. The pupil did not have any major problems at school when repeating the 7th grade. She fit into the new class relatively quickly, mainly thanks to the adaptation course. She successfully completed her elementary school studies and went on to high school. We are still in touch to this day.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: počítač, jízda na kole. čtení\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Neúcta k autoritám,Lhaní,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Agreement, Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "255", "student_age_year": "13 let, 7. ročník", "student_hobbies": "počítač, jízda na kole. čtení", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Neúcta k autoritám,Lhaní,Verbální agresivita", "teacher_approbation": "Magistr, chemie, zeměpis", "teacher_practice_years": "21", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1101", "content": "TEACHING CASE STUDY\n\nBackground:\nam the class teacher in a particular class. It was a gym class where girls and boys have separate locker rooms and after a week they alternate in the big and small gym. Boys tend to change clothes faster than girls, so they once thought, as a joke, that they would open the doors of the girls' dressing rooms and rush in there. Of course, the girls immediately chased them away, but one boy, I'll name him as a student, managed to take a picture of them with his phone. Student B, who noticed this, also came up with this in turn. The other girls thought it was funny and didn't make a 'big science' out of it, but Student B didn't feel good about the fact. She told me the name of the student who took the photo.\n\nSituation (Anamnesis):\ntherefore arranged a personal meeting with the pupil and asked him about the whole situation. The student did not deny anything and admitted to taking the photo and acknowledged that he understood that it was no longer a joke. I asked him to delete the photo in front of me and he did so. Pupil - open, extroverted, active. Student B – good, reliable, consistent, very good academic results. The particular class is essentially problem-free, it can be said that all classmates have fun and get along. There is no bullying or similar serious problems. The class average is also good.\n\nTeacher Intervention (Solution):\ninvited a specific student to my office and started a conversation with him, why I invited him. I explained to him the situation that happened and that student B described to me. He then replied that it was meant as a joke and that he didn't mean it badly. I then asked him if he had a cell phone with him and, if so, if he could and would be willing to delete the photo in front of me. The student willingly agreed to everything and deleted the specific photo in front of me. He then apologized and promised that he wouldn't do it again and that the girls wouldn't go to the locker room with the boys either.\n\nOutcome:\nIn the short term, it happened that student B went to my office after gym and told me about the incident. I told her that in the next lesson we have the Czech language, which I teach in the class, and that after the lesson I will invite the student to the office and discuss the situation with him. That is what happened and, as I already mentioned, he deleted the photo and apologized to the girls.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nHobbies: Sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1101", "student_age_year": "13, 7. třída", "student_hobbies": "Sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "ČJ,  OV", "teacher_practice_years": "9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/406", "content": "TEACHING CASE STUDY\n\nBackground:\nIt's been about eight years since I had a troublesome little girl in my class, I even suspected that something might be going on between the parents at home, but it was never confirmed to me, the parents later separated. But the student refused to do anything at school, it even went so far that she wrote tests and papers separately from the others, mostly even with the headmistress, who had to stand over her the whole time to at least do something. She used to draw me pooping and peeing cops in class. When I once didn't want to take her somewhere because of her behavior, I sent her to the fourth graders, where she was probably also creating all kinds of problems, and then a Roma student turned to me and said to me with horror: 'Teacher, she speaks as vulgarly as I do, that he is terrible!' Then they went swimming with another teacher, and I won't even describe what she did to that teacher. Just disgusting, absolutely disgusting behavior. So I started to solve it with my parents.\n\nSituation (Anamnesis):\nFrom the moment she was in my class, she was in complete opposition to everything and everyone. She refused to do anything, she didn't do her homework, she refused to write papers and tests. Even though she then wrote them to the headmistress, who stood over her and tried to force her to do something, she still didn't do much. Absolutely disgusting, rude and anti-social behaviour.\n\nTeacher Intervention (Solution):\nWe started to solve it all with the parents and with an organization that deals with problematic children. Not that we just sent them there, but I, the representative, the student's mother, and the psychologist from that organization actually went there. We did negotiations at a round table. I tried to talk to my mother about all this, but my efforts ended when even the psychologist told me: 'It's a useless effort, she doesn't understand what you're saying at all.' Just like the daughter, the mother was in opposition the whole time and she only had her way, that none of this is their fault, that the problem is definitely ours. None of us knew what to do anymore, neither mother nor daughter wanted to change classes, so it was suggested that they change schools and that would calm down the whole situation.\n\nOutcome:\nIn the end, they changed schools and the little girl went to another school, from where the teacher called me shortly to ask if I could tell her something about this student. I explained to her the whole situation that was happening in my class. I learned from her that, according to the student, I was to blame for everything, that she had to leave because of me. So in my opinion it was probably very good that she left. She was sent to a psychologist several times, but mom always made the excuse of various family problems and a lot of other things, and while I was in some kind of contact with them, they never went to a psychologist. In my opinion, the pupil was very antisocial and I don't think she had anything to do in a 'normal' school. Because I, as a teacher in a class with thirty children, cannot devote myself to her all day because she has other needs. I think that children who have behavior problems at such a level would need a special approach, for example a different grouping, fewer people, shorter lessons, interspersed with games, modification of the curriculum and the like. They needed someone to pay attention to them all the time and, above all, to work with them on personality development. I think today the solution could be simpler. Either assign an assistant to the student, or contact the school psychologist with the whole problem and ask her for help with a solution. But then we didn't have a psychologist or assistants, so I was on my own most of the time, and despite all my pedagogical and psychological knowledge, I was at my wits end and I couldn't even think of any other solution.\n\nStudent Profile:\nAge/Year: 6-8 let, 1.-3.ročník základní školy\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "406", "student_age_year": "6-8 let, 1.-3.ročník základní školy", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské vzdělání, Učitelství prvního stupně", "teacher_practice_years": "28 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/675", "content": "TEACHING CASE STUDY\n\nBackground:\nThe story comes from a small elementary school, where I worked slowly for twenty years. The student joined us in the seventh grade, moved with his family to a larger town nearby, but went through two elementary schools one after the other, so the family decided to try a smaller school in the village. I was his class teacher. The school also had a teacher's apartment, in which I lived with my husband at the time. One evening the police showed up (about a month after the student had been with us) and asked me for the addresses of the student's classmates because he had not returned home. I refused that, I called the principal of the school, because I did not feel competent to take this step. Finally, the pupil was found with one of the classmates of his former school. These situations were repeated, including the student copying his grades in the student book.\n\nSituation (Anamnesis):\nThe student was an adopted child, who was adopted by his family and his brother when he was about two years old. Problems started with him in adolescence, he lied, robbed his adoptive parents, copied his grades in the student book. The family therefore decided to transfer to a smaller school in the village. Unlike the first story, his mother arrived at school and immediately described all his problems to the school management. This is not quite a habit, parents usually try to cover up problems and dose them gradually.\n\nTeacher Intervention (Solution):\nalways sat down with the student after a problem and tried to explain things to him, he always promised that it wouldn't happen again, he apologized, he was kind. I think here I underestimated the problem from the beginning and by trying to believe in his goodness I was gentle and believed in his promises. I was based on the fact that it is necessary to have a kind attitude towards such children, to try to show them the friendly face of life (very often, and so it was in this case, they come from bad conditions and were not treated nicely).\n\nOutcome:\nBasically, as a school, we did not have the opportunity to check whether our operation would be successful. Around mid-term, the pupil's mother appeared and informed us that the situation at home was unbearable and that they had asked the court to cancel the adoption. She asked for the school's statement on the court proceedings. I was shocked and asked her in a completely unprofessional way: 'When my daughters are naughty, can I also return them to the maternity ward?' The mother replied that she had no idea what was going on at their home and that she was doing this to protect her other children (biological and the pupil's adopted siblings). So I wrote my statement, but it was returned to me by the court saying that it was too idyllic and should be reconsidered. I refused that because I saw it then, the way I wrote it. Today, I realize in retrospect that I probably really had idyllic ideas and that it is important for a teacher to realize that at some point he should simply stop his work, because it leads nowhere and you only exhaust yourself. It is very difficult to admit that sometimes we can do our best and still the given thing will not succeed. It's impossible to save the whole world, but we can leave knowing that we at least tried. In the case of the student, it didn't work out, he ended up in a children's home and was punished several times. With the passage of time, I also begin to understand his adoptive mother, who had to make a decision in order to protect the rest of her family.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: ------- \f5\nDisorders: Lhaní,Podvody,Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "675", "student_age_year": "12 let, 7. ročník", "student_hobbies": "------- \f5", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Krádeže", "teacher_approbation": "ČJ, OBN (magisterský titul )", "teacher_practice_years": "27 let", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1055", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the end of the school year, I was sent to substitute in the ninth grade. I don't normally teach here. It was Friday, I had a tough week, and I wasn't feeling well. There was a girl in the class who, while she was filling out a worksheet, took out her nail polish and started painting her nails. When I noticed this, I pointed out to her that her behavior was inappropriate and asked her to stop. However, the girl answered very rudely and arrogantly and continued the activity.\n\nSituation (Anamnesis):\nGirl, 14 years old, extrovert\n\nTeacher Intervention (Solution):\nI won't lie, I was provoked and I blew up. Basically, I ripped her off, I have the impression that the message What do you think about yourself also fell. I took the varnish and threw it away. I also wrote her a note.\n\nOutcome:\nI doubt that my solution, if you can call it that, had any result. I know that I behaved badly and I consider this situation to be the most difficult conflict to resolve in my teaching practice.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: -\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences, Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1055", "student_age_year": "14 let, 9. ročník", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské, aprobace matematika a tělocvik", "teacher_practice_years": "6", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/333", "content": "TEACHING CASE STUDY\n\nBackground:\nThe conflict is not a specific one-time situation, it is a long-term bad behavior of a ninth grader. It consists in the fact that the student showed no interest in the lesson and repeatedly tried to interrupt the course of the lesson in every possible way. This involved sleeping on the bench, shouting, talking back, insulting, etc.\n\nSituation (Anamnesis):\nThe student knew that she was among the best in the class, she was very self-confident, she dominated the whole class and everyone more or less listened to her. That's why she looked self-confident even in class and especially didn't like to get involved in class activities. She was also able to say that she didn't enjoy it and that she would do it differently and better and talked the girls into doing it her way. She constantly not only commanded her classmates but also tried to command the teacher, which of course the teacher didn't like. I tried in vain to convince her outside of tutoring that her behavior was inappropriate. She never commented on it, and in the next hour she made only a minimal effort. You could see that he was tearing up the class. When someone got excited about something and wanted to work, she was able to tell them during the break to screw it up, that they were going to boycott it. Unfortunately, they mostly listened to her and therefore the work in the class was very difficult.\n\nTeacher Intervention (Solution):\nIt was necessary to intervene somehow, because she was unmanageable not only in my Czech or history classes but also in other subjects, so it was necessary to have a proper talk with her. First, I took her into the office and explained to her what it was all about, that they were in the ninth grade, that the others wanted to study for the entrance exams and that she was trying to prevent them. She told me that she is smart enough and can pass the entrance exams even without me and that it won't help her classmates anyway and that they aren't interested in it themselves, that she knows that. I told her that I had options, either to take her to the principal or to give her double hiding or to talk to her parents, which would not be very pleasant for me, because I also taught her parents and they were really very pleasant and sympathetic. She herself claimed that she did not understand who he was after, when they were farmers and she was so good. I then talked to others to find out what their thoughts were on her and the whole situation and to make sure we were on the same page and really wanted to learn something. I found out that everyone in the class is afraid of her and that they only support her so that they don't have a conflict with her. I didn't pay much attention to her during class for a while, and she suddenly started to feel like she was losing control of the class. The other girls also stopped worshiping her and turned away from her a bit, ignoring her calls not to work. The student in question began to realize that she was alone in the classroom and that she no longer had any power and no one laughed at her jokes.\n\nOutcome:\nSo after some time she came and even apologized. She told me that she realized that if she were a teacher, she wouldn't want to have someone like her in her class, and that she would actually like to learn something new. Her behavior in class has improved a lot in the long term. I was very happy because working with that class was completely different. Although it took a while, I think it really changed her and taught her a lesson for the rest of her life. Many years have passed since then and we have met several times. Now she is a very exemplary and likeable woman.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: sport – fotbal\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Proactive solutions, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "333", "student_age_year": "14 let, 9. ročník", "student_hobbies": "sport – fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské, Masarykova univerzita – pedagogická fakulta (dějepis, český jazyk)", "teacher_practice_years": "42 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1037", "content": "TEACHING CASE STUDY\n\nBackground:\nalways stayed in the classroom during the breaks, because I had the task of getting to know a new student who was very scared in the group. One of the students, who is mostly popular in the class, started to scold his other classmates who do not have such good school results or even have some learning disabilities. He often said various threats and phrases that made others laugh. This happened mainly during breaks, but also to a lesser extent during lessons. These allusions also fell on the new student.\n\nSituation (Anamnesis):\nThe student is popular in class, his assignments are always done and he is also involved in extracurricular activities. He is polite to most of his classmates. He is given the role of 'leader' in the classroom. However, he has a rather complicated relationship with teachers. The student often interrupts, but in the way that he corrects the teacher or complements them. There is often a lack of respect between him and the teacher.\n\nTeacher Intervention (Solution):\nlater informed the student's class teacher and the assistant about the situation in the class, as we had a joint conversation about the given class and individual students. The class teacher admitted that she also noticed it to a small extent. They agreed with the assistant that she would call the pupil into the office during the class lesson, when the pupils would have an activity to integrate the new pupil into the team. They talked about the whole situation in the office and tried to figure out if the student's behavior had a trigger. The whole conversation was rather for the use of non-violent communication, from which it emerged that the student does not have any particular problem with his classmates, rather he just fits his role as a leader very well.\n\nOutcome:\nWhen the student came from the office, he joined the activities in the classroom lesson. However, he now ignored the classmates he used to pick on. So it continued until the end of my internship. I didn't hear any hints or threats about the breaks. Even the student tried to communicate a little with the others. Even the teacher and the assistant tried to connect the students. However, the teacher did not talk about the problem with the student in front of the class.\n\nStudent Profile:\nAge/Year: 15 let, 9.ročník\nHobbies: Fotbal, sport, videohry\nDisorders: Šikana\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1037", "student_age_year": "15 let, 9.ročník", "student_hobbies": "Fotbal, sport, videohry", "student_diagnoses": "", "student_disorders": "Šikana", "teacher_approbation": "Střední škola s maturitou", "teacher_practice_years": "12 let", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/87", "content": "TEACHING CASE STUDY\n\nBackground:\nIn my class I had a boy with ADHD, a pupil, and then one little girl who was the daughter of our teacher. And he was smart, he just couldn't control his anger very much and he felt like everyone was picking on that girl, which was unfounded, it wasn't true, we treated her like everyone else. Once, when the corrected tests were handed out, he got a worse grade than her. And it kind of pissed him off because he thought he should have a better grade, that she only got it because she has a mom at school. He was sitting on the bench right behind her. And when he got angry and couldn't control it, he took a pencil and stabbed the little girl in the head. Fortunately, he didn't hurt her too much, in fact it was just a pretty nasty scratch in the end.\n\nSituation (Anamnesis):\nThere was not much problem in the family. The student was from a complete family, he lived with his mother and father. He had an assistant in his class, he got along well with her too. We didn't have a problem together either. It was worse with classmates. That was when I taught in the village, all the children knew each other, there were few of them in the class. Although he was so small, such a \"tint\n\nTeacher Intervention (Solution):\nsolved it by taking him, pulling him out of that class. Fortunately, I had an assistant there, so she stayed inside with the other children and took care of the little girl. Behind the door, I tried to calm him down so he wouldn't be so nervous and aggressive. I somehow managed to do that, I don't even remember what I told him exactly then. So I somehow calmed him down, we breathed it out and then I started talking to him. Again, I don't know exactly how. It was the talk that we can't treat each other like this, that it hurts other people when someone hurts them. That if he doesn't like something, let him come to me and we'll talk and solve it together. Such a classic, which usually doesn't have much effect. But this is how we always talked when something like this happened. I also told him: \"Look, you'll be starting a city school in a little while. There will be much bigger kids, there will be a bigger hood. Don't act like this or it could turn around in no time and they will hurt you. You won't like it either, so don't do it to others.\n\nOutcome:\nIn the short term, we solved this incident, I think, as best as we could. There was nothing more to do then. We discussed it with the principal, the parents, and the psychologist. He has been going there since the first grade. I don't even know how it went on. Of course, the children continued to be afraid of him, and they can't be surprised. The turning point came only with the transition to the city school in the sixth grade. There it turned around and, as I told him, there was a bigger hood than him. Unfortunately, I also hit on the fact that the bigger kids really bullied him there. On the other hand, it helped him to realize that his behavior before was wrong. I even met him once, he came to me, he reported to me. He even hugged me and told me that I was right about everything. I don't know how he is now, but he should be finishing elementary school.\n\nStudent Profile:\nAge/Year: 3. třída\nHobbies: vlaky\nDisorders: Arogance\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Support, Transfer of student, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "87", "student_age_year": "3. třída", "student_hobbies": "vlaky", "student_diagnoses": "", "student_disorders": "Arogance", "teacher_approbation": "Učitelství pro první stupeň ZŠ", "teacher_practice_years": "24", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1429", "content": "TEACHING CASE STUDY\n\nBackground:\nI don't remember this story the best. It happened ten years ago in sixth grade. A student from a higher year fell in with me and didn't really fit into the new class. His classmates were afraid of him because he was much taller and stronger than them. This boy was not exactly from a privileged background. His mother often changed partners. The boy often had to get used to new \"daddies\".\n\nSituation (Anamnesis):\nThe student in question was relatively tall and strong for his age. His intelligence was rather below average, but he painted beautifully. He came from a poor family background. His mother often changed partners. A certain level of aggression was always observed in him, but after he failed and his mother changed partners, his level of aggression began to increase quite a bit.\n\nTeacher Intervention (Solution):\nwent to the school management and we started to solve it with the boy in question. After that, when we returned from the meeting to the classroom, the boy rushed at one of his classmates, who was from the group of students who were worried about him, and punched him in the face right in front of me.\n\nOutcome:\nThe headmistress then called the aggressor's mother to come pick him up because a classmate had been physically attacked. This story ended with the mother of the aggressor deciding to move out with her new partner and send her troubled son to another elementary school in the vicinity of their new residence. However, I know from hearsay that the boy did not get used to his new stepfather and kept running away from home to his grandfather, who lived near our elementary school. Later, I learned that the boy in question did not finish primary education and was allegedly \"going away\".\n\nStudent Profile:\nAge/Year: 12, 6. ročník ZŠ\nHobbies: Vyřezávání ze dřeva, sport, pc, malování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1429", "student_age_year": "12, 6. ročník ZŠ", "student_hobbies": "Vyřezávání ze dřeva, sport, pc, malování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, ZSV", "teacher_practice_years": "26", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/288", "content": "TEACHING CASE STUDY\n\nBackground:\nSituation: Well, I've had that class since the third grade. You will find out after a few weeks what the children are, how they will continue to develop and what problems they will have. He began to manifest even then. She and the boys always chased each other around the classroom, they never beat each other, no, but several times they pulled down a net like that, we had that instead of a bulletin board, we used to do art work there. Sometimes he would knock things off someone's table. He was like smart, he was just taught by his parents that a two or one minus is already bad. Well, he aired it at school, right after the graded tests were handed out. That was terrible. Huge scene, he punched himself in the head, threw things off the desk, then started crying and yelling, totally disrupting my class. It escalated here and there, once he bit a classmate on the forearm. Well, that was a different bruise.\n\nSituation (Anamnesis):\nStudent's medical history: The student is a first-born son. My sister started first grade last year. The teacher has no other information about the preschool years. The parents refused to share any data. According to them, the son is perfectly fine and does not need the help of a school or other psychologist. They always approached the teacher with disbelief and ignored her advice.\n\nTeacher Intervention (Solution):\nSolution: I talked to him about it several times. I first tried to get him to share in front of the class, but when he didn't want to, I took him to my office, but there were always a lot of female teachers there too. He always just stood there, corners down, tears streaming down his face like peas, snapping at me angrily. I always tried to help him, to calm him down. I always highlighted his results, but he always told me that it was not one hundred percent and that it was not enough for him. But yeah, I have to say it's gotten a little better over the years. He was already better in the fifth. He paid less attention to the boys and focused on himself and tried to manage the outbursts of anger by himself and calmed down. He had some self-discipline.\n\nOutcome:\nResult: In the end, we somehow got through it. The student tried to get to the gymnasium, of course he got there with flying colours. I can't see into it there anymore, so I don't know if they have a school psychologist there that the parents would trust. Somehow, his behavior had become a little more disciplined over the past three years, but he certainly hadn't gotten over it yet. I still thought that maybe a change of team would benefit him at the gym, but I don't know. His parents were terrible to deal with. I don't know if even that independence will help a little at the gym.\n\nStudent Profile:\nAge/Year: 10 let, 5. třída\nHobbies: Dost čte, zajímá ho věda a technika, zároveň i přírodopis, sleduje vědecké pořady\nDisorders: Sabotáž,Sebepoškozování,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "288", "student_age_year": "10 let, 5. třída", "student_hobbies": "Dost čte, zajímá ho věda a technika, zároveň i přírodopis, sleduje vědecké pořady", "student_diagnoses": "", "student_disorders": "Sabotáž,Sebepoškozování,Rušení výuky", "teacher_approbation": "Vysoká škola (pedagogická fakulta)", "teacher_practice_years": "25", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1491", "content": "TEACHING CASE STUDY\n\nBackground:\nteacher with almost 30 years of experience, who was the principal and also a teacher of the first three grades at a small village school, describes a second-grade student with problematic behavior and above-average academic results. This pupil was unpopular in the school collective, he caused conflicts and provoked other children, which often ended with the affected pupils crying. The teacher believes that the pupil wanted to be the center of attention at all costs and liked to spend time with older children, to whom he gravitated.\n\nSituation (Anamnesis):\nThe situation arose in a collective of pupils of a small village school, where all grades are in constant contact and the number of pupils is low. The student was friends with older students and spent most of his time with them, especially with two fourth graders who had minor disciplinary infractions. The teacher noticed that the student was trying to please and please these two students.\n\nTeacher Intervention (Solution):\nThe pupil's disciplinary offenses escalated to the extent that the teacher was forced to resort to disciplinary measures in the form of a reprimand from the class teacher. The teacher, who usually does not use disciplinary measures, thought that in this case the measure was appropriate. In front of the whole class, she warned the student that further provocation or stirring up a conflict would lead to a reprimand. She regrets giving the warning in front of the whole class because it didn't solve the situation and made it worse.\n\nOutcome:\nA few days after the warning, the teacher heard a commotion in the hallway and discovered that a physical conflict had occurred in which the student and another student were injured. The student defended himself that he did not provoke the conflict, but the collective accused him. The teacher and her colleague started an investigation and discovered that two older students wanted to put the student in a situation where he would have to receive a reprimand. After the incident, the student's parents decided to transfer him to another school, and the teacher felt that it was partly her fault.\n\nStudent Profile:\nAge/Year: 2. ročník (vesnická malotřídka)\nHobbies: Pohyb, sport\nDisorders: Lhaní,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1491", "student_age_year": "2. ročník (vesnická malotřídka)", "student_hobbies": "Pohyb, sport", "student_diagnoses": "", "student_disorders": "Lhaní,Fyzické násilí", "teacher_approbation": "Mgr. (učitelství pro první stupeň ZŠ)", "teacher_practice_years": "29", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1501", "content": "TEACHING CASE STUDY\n\nBackground:\nEighth grade, a boy's classmates came to me saying they thought there was bullying going on. Some taunts, taking things, and so on.\n\nSituation (Anamnesis):\nI went to that class, I took out the boy who was allegedly bullied, I told him what it means for that boy to be bullied, how he might feel and so on... The school rules, that of course it's not allowed, and what it can have consequences for him and for the victim.\n\nTeacher Intervention (Solution):\nthought it was closed, but it happened again. I pulled the boy out again, threatened to call his parents and it would be dealt with at higher levels. He nodded at me again, and the third time, when it happened again, it was then at the stage where he dragged the victim to the toilet and stuck his head in the urinal, and only then did it start to be resolved.\n\nOutcome:\nOf course, from my point of view, I made a mistake, which of course should have started to be resolved immediately with the school management, with the educational counselor, or with the school counseling office. It was only then that there were consequences and an educational committee was convened, where parents, legal representatives, the class teacher were invited and minutes were drawn up. The aggressor then calmed down, it was fine. We kept them apart, all the teachers who were in that class or nearby were told to keep looking to see if anything was going on, but it didn't have to be dealt with again.\n\nStudent Profile:\nAge/Year: 8. třída\nHobbies: Fotbal\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1501", "student_age_year": "8. třída", "student_hobbies": "Fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ", "teacher_practice_years": "16", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1321", "content": "TEACHING CASE STUDY\n\nBackground:\nLast year I got a third in English. Various rumors circulated among colleagues about this class, or about one student from this class. I told myself that I would not judge him in advance and in time I would see if it would be possible to come to an agreement with him. For the first few days, everything was fine, but as time went on, the pupil's began to show. Talking back was the order of the day until the critical situation arose. On Tuesday, I handed out a worksheet to the children, which included homework. When entering the task, I already announced that whoever does not complete the task will face some kind of sanction, but I don't remember what. The next class was on Wednesday, the task was to be checked.\n\nSituation (Anamnesis):\nThe student lives only with his mother, who does not have time for him. The student is not well-mannered, does not respect any authority at all, does not care about everything, talks back, makes things up, is disgusting to both the teacher and classmates. He turns every situation to his advantage. At home he makes things up, tells his mother things that didn't happen and then his mother comes to the school and complains about all the teachers, yells at the principal in the principal's office and decides who and how her son will be taught and how long the lessons will be. The pupil is greatly influenced by his mother.\n\nTeacher Intervention (Solution):\ncame to class on Wednesday, we did some activity at the beginning of the class, and then we could check the assignment I assigned on Monday. When I asked the student where his homework was, he replied that he had not received any paper. I told him that he was at school on Monday, he was in English class, and his classmates all got a worksheet, so he had to get it too. It would be very strange if everyone but him got the worksheet. He started yelling at me that I was making things up and I never gave him any paper. I was still trying to be calm, but I was already talking to him in a raised voice. I told him not to yell at me and not to make things up. He was here on Monday, he got the worksheet, but he didn't complete the task. Therefore, he faces a penalty for not completing the task. The student stood up and started shouting at me that I was a liar. At that moment, the other students started to speak up and shout at him that he got the paper and not to make it up. His yelling at me grew louder, but I don't remember what he said to me next. But what I do remember is that at that moment my nerves were frayed and I started to yell back at him that he wouldn't talk to me like that, no matter what. I screamed at him that he was a liar and that I had never had such a terrible student. I yelled at him to immediately pack his things and come with me to the principal's office immediately. Fortunately, he packed up and really went. I don't know what I would do if he didn't even want to go to the principal's office with me.\n\nOutcome:\nIn the director's office, we both told our side of the story. A mother called the school, who of course, as always, stood behind her son. Walked through a class where the worksheet really couldn't be found. However, the headmistress was not idle and we all immediately went to look in the student's locker, where he had his personal belongings and schoolbooks scattered about. And what didn't happen, crumpled paper was found among the textbooks. The paper was nothing more than that worksheet. I was happy that the paper was found, but I was well aware that my nerves were frayed and I shouted things I probably shouldn't have said. It was definitely reflected in our classes. After that, it was not possible to communicate with the student at all. At first I tried to pretend that nothing had happened, but his talking was not over. And so I more or less ignored him until the end of the year and he ignored me. When he didn't complete something, I gave him 5 and just let him know. Of course, I used the same scale for the others as well. I felt quite sorry for them because I was quite strict with them because of him. But I always gave them a chance to fix their grade with some extra work. The student never used it. In the end, it didn't really get resolved in any way. It was a statement against a statement, he only received a reprimand from the class teacher for misbehaving, but that meant nothing to him. His mother then wrote e-mails to the headmistress that the paper must have been put there by his classmates, that he was being bullied, etc. But such messages are still coming from her. Of course, everything always has to be solved, but nothing like this is ever proven.\n\nStudent Profile:\nAge/Year: Ročník: tercie (8. ročník 2. stupně ZŠ), 14 let\nHobbies: Hry na PC\nDisorders: Lhaní,Arogance,Odmlouvání,Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Consequences, Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1321", "student_age_year": "Ročník: tercie (8. ročník 2. stupně ZŠ), 14 let", "student_hobbies": "Hry na PC", "student_diagnoses": "", "student_disorders": "Lhaní,Arogance,Odmlouvání,Nespolupráce", "teacher_approbation": "titul Mgr., aprobace: anglický jazyk", "teacher_practice_years": "25", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1169", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the first school I taught at, I met a problematic student in the fifth grade in terms of disruption not only in my lessons, but also with other colleagues. The student moved among a number of children who looked up to him, as he played football very well and at a high level, he was generally very popular. At first I didn't pay much attention to it, they are simply children who enjoy being disturbed and the whole team enjoys it too. But over time it started to bother me a lot, his speech was not offensive or obscene, rather it was about answering my questions inappropriately, which was supposed to be funny and to entertain everyone. Unfortunately, it didn't help that the other kids really laughed at his jokes. I first asked the other colleagues if they also encountered this behavior in this student and how they could solve it, the answer was that they ignored it and never tried to fight it in any way. His behavior did not get worse or better, rather it stagnated at the same level. Unfortunately, it was still very uncomfortable for me.\n\nSituation (Anamnesis):\nPupil - popular, athlete, 5th grade elementary school student, disruptive in class, enjoys the attention of classmates\n\nTeacher Intervention (Solution):\nAs already said, I first asked my colleagues how they handle this situation, unfortunately their answers did not help me, so I waited (as the disturbance was not alarming) for class meetings where I could meet his mother. At first glance, she was a nice lady, so I was convinced that the solution to our problem would not be difficult. Unfortunately, I was quite wrong about her, and when I mentioned her son's inappropriate behavior, she immediately began to excuse him by saying that he is exhausted from football, so there is too much for him and apparently he is bored in my lessons, that is why he interrupts. I asked if the student was in any way distracted at home, but this was not confirmed. He had previously been to a pedagogical-psychological counseling center because of dyslexia, but nothing was confirmed for him. It was clear to me that I wouldn't get help from my mother, but what I didn't know was that the student's disruption would intensify many times more, as if it was some kind of retribution. Admonishing didn't help, neither did shutting up and waiting. On the advice of the guidance counselor, I started to write notes for him (as well as for the other pupils, so that we could not talk about any session) and when they reached the agreed amount of notes there was a threat that they would not be able to participate in events and trips. This solution lasted for a couple of weeks until the action took place, then the problems occurred again, albeit to a lesser extent. At that time, I mistakenly reacted to this problem by resigning. Today I know that I should never have resorted to this step and should have tried to find some common path, but at that time I lacked the experience that I have now and I could apply it.\n\nOutcome:\nSince this was not a one-time incident, I cannot answer this directly. However, it is certain that the solution to this problem was not correct and therefore could not bear fruit. The student continued to be disruptive, the only change occurred near the time of interesting school events, when there was a possibility to threaten him with a ban on participation in a certain way, but then everything returned to the old track. Over time, he also received several notes from other teachers, and I vaguely remember that he also received a reprimand from the principal, but that did not deter him or his parents in the least. Today, the student is studying at a sports gymnasium and I know from hearsay that he is doing quite well, even if he does not excel in the subjects that I have taught him so far.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: fotbal\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1169", "student_age_year": "11 let, 5. třída", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., M a F", "teacher_practice_years": "22", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/414", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place with eighth graders in German. The student was constantly on the phone. I warned him several times that I knew what he was doing. First he put the phone down and after a while he was doing something on it. After a few reminders, he started joking that he was dealing with something important and such, but when I asked what was so important, he always retorted or said another one of his jokes.\n\nSituation (Anamnesis):\nIt's a classic class. The usual interruptions here and there. The pupil has long been the disruptive element that usually causes disturbances. He is stubborn and often hard to get along with. He doesn't often do assignments, but it can't be said that he has really bad grades.\n\nTeacher Intervention (Solution):\nasked the student several times to hide the mobile phone. After being ignored for the umpteenth time, I raised my voice at him: 'Finally hide it and pay attention for a while. This will be in the test!' He completely ignored me, didn't even look at me. So I told him: 'If you don't hide it, we'll go to the director.' And he replied to me: 'Why would I go to the director. I'll just go home.' That totally freaked me out. I had no choice but to leave him and attend to the rest of the class.\n\nOutcome:\nIt didn't solve anything at that hour. I still spoke with the student after the lesson. He didn't apologize, but he probably recognized that he had done something wrong, and since then a similarly heated situation has not happened. It happens maybe every hour that he looks at his phone, but within a few seconds he puts it down again. He knows I see him and probably doesn't want to risk a bigger problem.\n\nStudent Profile:\nAge/Year: 13 let, 8.\nHobbies: Házená, PC, fotografování, kytara\nDisorders: Rušení výuky,Neuposlechnutí\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Disrespectful communication, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "414", "student_age_year": "13 let, 8.", "student_hobbies": "Házená, PC, fotografování, kytara", "student_diagnoses": "", "student_disorders": "Rušení výuky,Neuposlechnutí", "teacher_approbation": "Mgr., Hv-Ov, stát. zk. Nj", "teacher_practice_years": "9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1310", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, as a class teacher, I was approached by the parents of one of my students who accidentally discovered a WhatsApp conversation with his classmates on their son's mobile phone. The group was founded by my son's classmate, the winner of the class, in order to agree on a joint course of action against the new student in the class. The boy joined the class during the given year, he transferred from another school due to bullying by former classmates. Unfortunately, he confided in his new classmates about his situation. Within a month, the situation began to repeat itself. The boy was very diligent and active in his studies, and the children started to 'bother' it. The main actress, who suddenly felt threatened, began to organize several of her classmates to make the boys' stay at school unpleasant. Quote from the conversation: 'and if he left school last time because he was bullied, then if I do too, he'll leave too'. 4 students actively participated - 3 girls and 1 boy and started to do various tricks to the new classmate (hiding things from him, scribbling in his notebook, etc.)\n\nSituation (Anamnesis):\nThe main actress was the prize winner of the class, she applied for a multi-year gymnasium. The other four were from the same group - excellent results, they submitted applications to study at multi-year gymnasiums.\n\nTeacher Intervention (Solution):\nevaluated the whole situation as serious - bullying in the initial stage. That's why I turned to the educational counselor and school prevention methodologist for help. We agreed on a common procedure - first we invited the pupil's parents to the school, who reported the situation. Their son was a member of the WhatsApp group, but like several other members, he did not participate in the conversations or events. The parents were disturbed by the situation and saw it as their duty to notify. The school decided to solve the situation not only with the pupils, but also with their parents. They invited individual parents to explain the situation to them and ask them to cooperate in a joint solution. Fortunately, the parents were very accommodating, they understood their children's problematic behavior and subsequently cooperated with the school. Furthermore, the educational counselor and the school prevention methodologist invited the individual actors, discussed the whole situation with them, and explained the possible consequences of their behavior. They subsequently selected preventive programs for the class organized by the pedagogical-psychological consultancy, and a school psychologist worked with the class.\n\nOutcome:\nSince then, I have not noticed any objectionable behavior towards a new classmate. He 'fit in' well in the class. Cooperation with parents, who discussed the problem well with their children at home and then probably followed further developments, also proved effective. I think the problem was solved well, mainly because it was caught in the beginning, it was solved immediately (within a week). At the same time, I believe that it was right that I approached the educational counselor and the school prevention methodologist.\n\nStudent Profile:\nAge/Year: 11 let, 5.ročník\nHobbies: otevřená otázka\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1310", "student_age_year": "11 let, 5.ročník", "student_hobbies": "otevřená otázka", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1.stupeň", "teacher_practice_years": "17", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/222", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation occurred during the coronavirus restrictions, when all classes were held online. As we are a larger school, it was also necessary to limit movement in the school and meetings with teachers to a minimum. The class started almost exactly, the students never had a problem with the start time of the class, in fact they joined even earlier than needed. However, the only one missing in this lesson was the pupil. I saw that the student was online, so I assumed there were some technical difficulties. At the same time, the students informed me that he was in the previous lesson. So I wrote him a short message in the class communication thread. The student joined a few minutes later with the excuse that his computer was downloading a \"crazy important file\n\nSituation (Anamnesis):\nThe student has not yet been diagnosed with any of the disorders through PPP, nor has he been recommended to visit the ŠPP. His behavior is probably caused only by his age and his desire to show his greatness in front of the class team, and especially in front of a group of classmates. Together they form a group of about 4 boys who are \"leaders\n\nTeacher Intervention (Solution):\nSo I started communicating. I asked if he could leave the background free, that I need to see how it works, then I tried to turn off the background myself, I also wrote in the chat the rules of our video hours (which we set before), but all with no response. So I encouraged the student, if he absolutely needed to have a different background than the others, to upload something that wasn't inappropriate or otherwise inflammatory. So the student finally changed the picture. Most likely, this change did not take place because of my communication, but rather because of the lack of interest of my classmates. Unfortunately, this whole situation completely disturbed the peaceful atmosphere of the class.\n\nOutcome:\nThe result was mainly short-lived, if one can speak of a successful result. The student obeyed my last pleas and actually changed the background to a more suitable option. In the long term, the solution did not manifest itself significantly. As this was a situation that he had actually created only once in the entire distance learning. Overall, the student has a constant need to draw more attention to himself, but mostly these are rather short speeches that are ended immediately.\n\nStudent Profile:\nAge/Year: 6. ročník, 11 let\nHobbies: Sport, PC hry, čas s kamarády, parkour\nDisorders: Potřeba pozornosti,Vandalismus\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "222", "student_age_year": "6. ročník, 11 let", "student_hobbies": "Sport, PC hry, čas s kamarády, parkour", "student_diagnoses": "", "student_disorders": "Potřeba pozornosti,Vandalismus", "teacher_approbation": "VŠ (český jazyk a literatura, hudební výchova pro SŠ)", "teacher_practice_years": "30 let", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/755", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent verbally attacked and insulted me during my class. Her behavior was disrespectful and disruptive to class. She tried to undermine my authority and get the rest of the class on her side. She commented negatively on any activity we engaged in. The first time I just yelled at her and continued teaching. Luckily it was almost the end of the class so we finished our work quickly and ended the class. I then took the pupil to the office so we could talk.\n\nSituation (Anamnesis):\nProblems with this student were very often in the classroom. Very disruptive, even though she was actually very smart, she didn't fall. The problems with her were on the level of verbal abuse of me, as a teacher. She was able to react aggressively and rudely to situations in the classroom. At the same time, she had no problems in class, she was such a middle member of the group.\n\nTeacher Intervention (Solution):\nSolution after good, try to support. For the first time, I dealt with the situation with the student in the office, alone and I tried to talk her out of it. She treated me like that and didn't react to it. It ended on a note and we let it go. But in repeated cases, the solution came with the mother in the principal's office, where the student cried and was very shocked, which did not correspond to her usual behavior and reactions at all. Always after a solution in the director's office, the aggressive behavior subsided for a while, but it always started again. This is how we struggled with her for almost the whole semester.\n\nOutcome:\nWell, the student ended her studies at our school at the end of the year and left, unfortunately I have no news about her.\n\nStudent Profile:\nAge/Year: Tercie, 14 let\nHobbies: Volejbal, komiksy\nDisorders: Vulgární vyjadřování,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "755", "student_age_year": "Tercie, 14 let", "student_hobbies": "Volejbal, komiksy", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Arogance", "teacher_approbation": "Učitelství pro základní školy – ukončené magisterské navazující studium", "teacher_practice_years": "11 let", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/589", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, the maid of honor came to me to tell me that a girl suddenly ran out of a group of children playing with stuffed animals and started vomiting and crying. They could not get out of the girl what had happened, whether she was feeling sick or just sick, so the girl was sent home. The next day the girl came to school, but she was behaving strangely. She looked as if something had frightened her and she jerked her gaze towards the boy in the penultimate pew. The girl was avoiding the surroundings, so I thought I wouldn't scare her any more, I just came up to her and told her that if she needed anything, I'd be in my office, I have tea and biscuits there, so she can come and anything to confide In the afternoon there really was a timid knock on the door and that girl came. After talking for a while on a topic that made her feel safe, she slowly began to move on to the reason why she came to see me. The boy in the penultimate bench was said to be showing her some video with naked people on his mobile phone and forcing her to watch until the end, even though she didn't want to. From the brief narration, I immediately understood what it was about, tried to calm the girl down, and after she calmed down, went home.\n\nSituation (Anamnesis):\nThe student who played the video to others probably didn't want to harm others in any way, he was just curious and had to share what he discovered. As it turned out, he had downloaded some pornographic video that he forwarded with the boys in class and while waiting for his parents in the school club, he also showed the video to children who came near him.\n\nTeacher Intervention (Solution):\nI invited the boys who brought and distributed this video to my office. I asked how they got the video and why they wear it to school. One of them is said to have found the video by accident on the Internet and brought it to school to show off to his friends, who of course also wanted the video. It seemed that they regretted the act, they didn't mean it badly and didn't want to get into trouble. The video was deleted from the mobile phones, the boys promised not to wear this to school again. Although I felt sorry for them, how scared they looked and that they regretted their actions, each of them received a reprimand from the class teacher and extra homework as punishment.\n\nOutcome:\nThere was never a problem with the boys in this area. The video seems to have been forgotten and I haven't noticed another offense with them. They are now studying at a gymnasium, where they have no problems. I would certainly appreciate keeping a cool head while dealing with both issues. The approach was professional to both victims and perpetrators. I also consider the idea of an anonymous mailbox to be successful. I would definitely think better about the punishment, it seems to me that these two problems have a different weight of offense, so the punishment should be different in each case and not identical. When dealing with a problem with a bully, I would definitely focus more on the girl after I heard about some problems in the middle of the year to see if she changed her behavior, the fact that the teacher learned that the bullying continued until the end of the school year, I she will come very late, she should have definitely increased her punishment by two for behavior. I would definitely deal with both cases with the parents, I would further grade the bullying with a 2 for behavior, and I would punish the dissemination of pornography with a reprimand from the class teacher. I would also be very impressed by the behavior and awareness of the mistakes of the culprits themselves, if I saw how they realize their transgression and regret it, I would easily reduce/extend the punishment, also according to the subsequent behavior in the following months.\n\nStudent Profile:\nAge/Year: 12 let, 5. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "589", "student_age_year": "12 let, 5. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, AJ, ČJ", "teacher_practice_years": "9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/175", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter classes at school, children can visit our school club. The pupil was playing on the playground with the school skateboard, which he felt was only his. After a while, he lost interest in skateboarding and ran off to join the other students to play with the ball. His classmate noticed the put away skateboard and wanted to clean it up so that no one could get hurt by it. At that moment, the student attacked her physically and verbally, causing a large bruise on her left shoulder. Unfortunately, the teacher did not notice the whole situation at all, the student did not come to tell her about anything, and therefore there was no immediate action. It wasn't until the next day, when the student's mother came to school to solve the whole situation, that I learned about the problem.\n\nSituation (Anamnesis):\nEverything is not quite right in the student's family. He and his mother left their father because there was physical violence. Now they live with mom's new boyfriend, whose hobby is war and shooting movies in general. So he has been very close to violence since he was a child. The student has long-term behavioral problems. It can be seen that he lacks the foundations set in the family. In class, he constantly disrupts, shows off and draws attention to himself. But there was never any physical or verbal violence before. His class teacher said of him: 'Clear boundaries have to be set for him and then he's fine. For example, on Monday, when he didn't want to work, I told him that if he couldn't make it in class, he would stay after class and finish it. And you should have seen how he threw himself into work.' As for the relationship between the male and female students, there had never been any disputes before. They always treated each other nicely and with respect. The student was already in the 1st grade at the pedagogical-psychological counseling center, where they were recommended to see a psychologist. But they did not reach him at all during the whole year.\n\nTeacher Intervention (Solution):\nSince I was not present at the situation and the teacher did not see it, I first had to find out what exactly happened. I gradually invited both participating students to me and listened to them. Then I invited the pupil's mother to the school and together we agreed that she would visit a pedagogical and psychological counseling center. From the findings of the counseling center, it emerged that the situation in the family is not good. The mother regularly argues with the boyfriend and this does not have a positive effect on the student because it reminds him of the time when they lived with his biological father. With this in mind, I approached the student very carefully and tried to find at least a current solution, until the situation in the family calms down, thanks to which such situations would not occur. I suggested to the student that he could have a designated time for skateboarding, where it would be available only to him and then on the other hand to the other children. Of course, the student had to apologize to his classmate. 'Then try to agree with the teacher that only you could use the skateboard for half an hour. You would have that time reserved just for yourself. But then you also have to leave the skate for other children to play with.'\n\nOutcome:\nThe pupil's behavior improved slightly after talking to his mother and visiting a pedagogical-psychological counseling center. In the school club, the pupil then agreed with the teacher that he would borrow a skateboard for half an hour in the afternoon and the rest of the time would be available to other children. There were no further such problems subsequently. The student's behavior improved slightly during class. Calming the situation in the family was also an important incentive for improving behavior.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: Válka, tanky, zbraně, sport,\nDisorders: Odmlouvání,Nepracovitost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "175", "student_age_year": "8 let, 2. třída", "student_hobbies": "Válka, tanky, zbraně, sport,", "student_diagnoses": "", "student_disorders": "Odmlouvání,Nepracovitost,Rušení výuky", "teacher_approbation": "Magisterské vzdělání – Učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "5 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/848", "content": "TEACHING CASE STUDY\n\nBackground:\nentered elementary school without any experience or experience teaching children. I had no idea how my classes would go. I asked myself what I was actually going to do there? I went through the phases of a beginner teacher, the rules of an ideal teacher, gradually collected various advice and experiences from others. The biggest benefit for me was the practice itself - working with children, because it is often something completely different from what they write in textbooks. I often had the opportunity to consult various problems with more experienced teachers at school, who were always happy to advise and reassure me. Over time, I created my own system that worked in my classes.\n\nSituation (Anamnesis):\nIn this assignment, I would like to mention a student whom I taught from the sixth to the ninth grade. I was also his class teacher in the second grade. Our cooperation was not easy. He was a student from a divorced family where he didn't get along with his dad because his dad was an alcoholic and didn't care about his family, and he lived with his mom and two younger sisters. He went through a difficult period when his father beat him and his mother under the influence of alcohol. I was warned by the management that he is a problematic student, often disruptive in class. His previous class teacher dealt with it by making entries in the student book and after several entries, the student was given a reprimand by the class teacher, so far his mother has been called often and her mother has been invited to the school several times for a personal interview.\n\nTeacher Intervention (Solution):\nremember our very first meeting in English class when he decided not to greet me as a teacher entering the classroom. He protested against the fact that he would not work in class, let alone cooperate with someone completely new and a stranger to him. From the beginning, I was embarrassed by his behavior. I didn't know what to do, how to approach the situation, so I followed the advice of the deputy director. I wrote down his inappropriate behavior in class in the student book. Over time, this situation did not improve, and the more I thought about it, the more I came to the conclusion that this was not the way to go. We got into a circle with the pupil, when he was constantly disrupting the lesson in various ways - he shouted something out of place without permission, hurt and annoyed other pupils sitting around, ate during class, lay on the bench, did not want to cooperate and did not even respond to my instructions, for example go to the board or sit back and listen. I got angry with him, I reprimanded him when the situation was already unbearable, I went to the deputy director, who subsequently spoke to him herself, and that approach worked within a month, up to two months. But then everything happened again. I have to admit that I didn't learn very well in this class at the beginning and I always came with a feeling and fears about what will happen again, what I will have to deal with. I think that the student's behavior was based on some personal beliefs, from his poor family situation, in which no one was able to help her. How many times did the student come to school late for the first lessons because he had to take his younger sister to kindergarten. It could all be connected to his childhood, when no one was very interested in him. He wanted to get my attention and the attention of his classmates in class. I told myself that the road really doesn't lead here and I have to figure out some way to start getting along. I read a publication from the publishing house Portal Teacher and a Problematic Disciple. The first step that needed to be taken was to change my attitude. To forget about the entries in the student's book, which lead nowhere anyway, and to interest more students and draw them into the lesson. I started by asking him if he would help me in class. What was my surprise when it really took off. He helped me hand out notebooks, various activities for others, sometimes I entrusted him to lead some activities during the lesson. He also had the task of taking care of the flowers and washing the blackboard and always writing the date on it. When he started disrupting class, I didn't deal with it by raising my voice and writing in the student book. I tried to solve such situations with humor. When he had a bad day, I took the student aside after class and tried to explain the situation to him, why his behavior bothered me and I wondered what led him to behave that way.\n\nOutcome:\nGradually, our cooperation really improved. It wasn't all at once, but with patience, calmness and humor we managed it. I tried to go to class a little earlier so that I would have time to chat with the students and see how they were doing. A real success for me was when this student started to calm down his classmates in class by himself so that they would not disturb. I think we managed to find a way to get along without frequent scolding and getting angry. I am very happy that despite the unsuccessful beginning, we found a way of cooperation that at least started to work in some way due to his diagnosis.\n\nStudent Profile:\nAge/Year: 15\nHobbies: Má rád auta a hudbu\nDiagnoses: ADHD\nDisorders: Podvody,Neposlušnost,Nespolupráce,Šikana,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Proactive solutions, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "848", "student_age_year": "15", "student_hobbies": "Má rád auta a hudbu", "student_diagnoses": "ADHD", "student_disorders": "Podvody,Neposlušnost,Nespolupráce,Šikana,Agrese", "teacher_approbation": "vysokoškolské -titul Mgr., aprobace anglický jazyk, ruský jazyk a občanská výchova", "teacher_practice_years": "6", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Proactive solutions, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1090", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the third grade, the student's behavior began to change, she began to cry a lot (almost always in the morning). She came to school crying and very worried. She also started to forget things often, not only homework but also gadgets. I reprimanded her several times, but it never crossed any unbearable line. The student and I had a very good relationship and whenever I reprimanded her, she knew that the matter was taken care of and we never returned to it. Although this situation was not at all pleasant for me, because in many subjects it did not have aids, etc., I never sat on it. Later, my mom called me to do something with her. That something is probably going on and that's why she's afraid to go to school and cries all the time in the morning.\n\nSituation (Anamnesis):\nThe student comes from a very ambitious family. She lived together with her parents and 4 sisters. The father came from England. His upbringing was clearly reflected in his family upbringing. They approached the children in a very liberal way, they had a relatively free style of education. Although the parents were really ambitious and wanted their children to study and have excellent results, they used a relatively free hand in their upbringing. Actually, it seems to me that they are mutually exclusive. The mother was a teacher, she worked in a language school, so she often had lessons in the afternoon and evening. Overall, they were very active as a family, they spent every weekend visiting somewhere, at parties, barbecues, joint activities such as trips, etc., but they were not so usual. As I already said, the family really wanted all the children to study very well, to think about gymnasium, but specifically for the student, after a joint consultation, we indicated that it would be more appropriate for her to finish elementary school, and then she would decide. She didn't have the necessary drive and determination, and she also had rather average results, but she was very clever! Her father took her failures much worse than her mother. It seemed to me that the mother somehow understands that her children will not all be highly above average.\n\nTeacher Intervention (Solution):\nAfter the phone call with my mother, I began to investigate more about what was actually going on. I knew that the student in the group in the class had no problems with anyone. She had fun with her classmates normally, when I observed her during breaks, for example, she was never alone. So I focused on the family environment. It was not visible that her parents neglected her in any way. Since I didn't draw anything from the observation myself, I took her aside once and tried to talk to her about what was going on and if she wanted to confide in me. The student was very shy and scared, it seemed that maybe she was rather shy. After a few minutes, however, she confided in me that she is not afraid to go to school because something might happen to her, but that she knows that she always forgets something, that she is missing something. She also confided in me that her parents do not control her at home, even though she herself understands that she would need some help. It emerged from the interview that the parents rely on the student to prepare everything properly and there is no control, even if only in such a way that the parents would check whether she has a written assignment. After the conversation, I contacted my mother again and we discussed the situation together. The mother admitted that due to the workload and the set rules in the family - she specifically mentioned the rule that they trust each other - they do not control the student and leave it up to her how she reacts to the given situation. I explained to her that the student still needs to be checked, that she would need it herself, and admitted that this method did not suit her. The mother was very sorry for the whole situation and promised that they would start doing something about this situation.\n\nOutcome:\nThere was an obvious change in the student in the following weeks. Even though in the beginning it still occasionally happened that she forgot something, the situation changed rapidly. She no longer went to school crying, and overall she became a much happier little girl. I made it a task for myself that when the tasks were written in the diary, I always asked if she wanted to check if everything was written correctly. We practiced this method for about the first month. Subsequently, it could be seen that she likes the new system very much and that she fulfills everything herself in an exemplary manner. At the class meetings, we also discussed the change in the situation with the parents. I was glad that they approached this method of cooperation and that in the end the whole \"problem\n\nStudent Profile:\nAge/Year: 9 let, 3. třída\nHobbies: jazyky  zejména anglický), tanec, výtvarná výchova\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1090", "student_age_year": "9 let, 3. třída", "student_hobbies": "jazyky  zejména anglický), tanec, výtvarná výchova", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ Mgr. – učitelství pro první stupeň ZŠ + doplňující vzdělání speciální pedagogiky (CŽV)", "teacher_practice_years": "17", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1043", "content": "TEACHING CASE STUDY\n\nBackground:\nIn teaching style, we worked with the stylistic unit of storytelling. The project called \"Pupils tell\n\nSituation (Anamnesis):\nŽačka is above average intelligent, artistically gifted. He draws very well, writes excellent compositions, writes short stories, poems, draws comics in his spare time, has a wide vocabulary. She is extremely charismatic and popular in class. The girl who was the victim has a below-average benefit, lives only with her father, is partly of Roma origin. The family environment is not very socially stimulating and the student does not know how to solve conflicts in an adequate way. He has an older brother, with whom he often quarrels, provokes him and subsequently sues him. She also applies this pattern of behavior to her classmates, so she is relatively unpopular in the group and finds it difficult to make friends.\n\nTeacher Intervention (Solution):\nIn the final phase of the lesson, we read each other's works. Žačka signed up as the first presenter. She does it so often because she likes to present in front of the class, has an excellent speech and likes attention. Already during the reading, some students began to realize that the story is not about a trash can, but a classmate. During the presentation, I didn't manage to react appropriately, gradually everyone realized who they were talking about. Of course, the girl in question also understood that she was the main character. I consider my reaction or non-reaction during the presentation to be a failure.\n\nOutcome:\nI took a completely inappropriate approach to the situation. I assumed the position of \"dead bug.\"\n\nStudent Profile:\nAge/Year: 13 let, 7.ročník\nHobbies: Výtvarné umění, literatura, sledovaní populární kultury s důrazem na influencery\nDiagnoses: Deprese\nDisorders: Lhaní,Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1043", "student_age_year": "13 let, 7.ročník", "student_hobbies": "Výtvarné umění, literatura, sledovaní populární kultury s důrazem na influencery", "student_diagnoses": "Deprese", "student_disorders": "Lhaní,Sebepoškozování", "teacher_approbation": "Učitelství všeobecně vzdělávacích předmětů 5.-12. ČJ/ON a metodik prevence a výchovný poradce (specializační studium výchovného poradenství)", "teacher_practice_years": "32", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/991", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught a subject that I considered to be very crucial for the successful continuation of studies at our gymnasium, which is the basis for many other language elements even later, and even until graduation. One of my better students, who I know is quite a striver and has problems if he doesn't focus, was having a wild day and wasn't paying attention at all. I noticed that he was always talking to his colleague, and when he wasn't, he was looking inconspicuously at his cell phone. I needed him to learn this and ideally by the next time, and I know he doesn't mind performing in front of others and giving presentations, so I talked to him personally after class and assigned him a presentation on this topic.\n\nSituation (Anamnesis):\nStudent: 5th year of an eight-year high school, hard-working student who needs to pay attention to the material, rarely disruptive, willing to cooperate\n\nTeacher Intervention (Solution):\nThe student agreed that he wasn't paying much attention today. I explained to him that this is a very important material that he will need in the future and for graduation, and I suggested that he make a presentation on this topic for the next class, which he will then present in front of the class. I knew that he makes presentations well and likes to present. The student agreed, thanked me for my understanding, and brought the presentation next time.\n\nOutcome:\nOur small conversation took off perfectly, he prepared for the next class with an excellent presentation, with which he was able to better explain the topic and issues. Due to the fact that he had to work it out, he also learned everything necessary himself, and his further studies continued without problems, I would even say that even better than before. The student later thanked me for this approach after graduation when I met him outside the school.\n\nStudent Profile:\nAge/Year: 16 let, 5. Ročník osmiletého gymnázia\nHobbies: Literatura, technika\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "991", "student_age_year": "16 let, 5. Ročník osmiletého gymnázia", "student_hobbies": "Literatura, technika", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, AJ, ZSV", "teacher_practice_years": "25", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/286", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student ambushed and repeatedly assaulted a blind classmate, which is actually the worst thing he could do. If he only attacked him verbally, which he did and he didn't like it, but hit the blind boy... He just doesn't know where the blow is coming from, he can't defend himself, he purposely walked up to him quietly and hit him from an ambush, it wasn't not even after an argument, so he just didn't expect it.\n\nSituation (Anamnesis):\nPhysically and mentally assaulting a blind classmate, fighting with a blind classmate over a friend, frequent prank calls - he was supposed to use a magnifying glass, which his mother insisted on and he refused to use it, then told at home that he couldn't use it. he also adapted to all situations at home, he simply put himself in the position of the one who was hurt, that he attacked because everyone was against him, even though part of the class was friends with him, they had nothing against him. It was explicitly about the one he wanted to be friends with, but who was friends with the blind man and wanted to get him in some way, when that didn't work out, he proceeded to physically assault him. so he was able to make him angry again by what he said to him, that's kind of hard, but how could he defend himself other than verbally, when he was blind? This is such a difficult situation. We were the third school and everywhere he had problems adapting, he didn't get used to the team at all, and his mother transferred him from school to school, because everywhere (teachers, children)\n\nTeacher Intervention (Solution):\nWhen the children came up with the fact that he hit someone, I took him to the corridor and asked him - what happened, what was his reason for it, why did it happen. Then I asked the children separately. It looked like it would be fine... The psychologist dealt with the class, the team, but he refused to participate, he simply sat on the bench and refused to participate in any game, he even urged others not to participate either. The psychologist came to me and said:\n\nOutcome:\nhe left for another school, there was an effort to work with him, but not from his side or from the family anymore. We were just always dealing with something. Mom had the feeling that we sat on him and I called her that he verbally attacked someone and she kept defending him. He is now at another school, but still falls under our special center.\n\nStudent Profile:\nAge/Year: 9 let, 3.-4. třída\nHobbies: Přírodověda, životní prostředí\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "286", "student_age_year": "9 let, 3.-4. třída", "student_hobbies": "Přírodověda, životní prostředí", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Učitelství pro školy pro mládež vyžadující zvláštní péči- speciální pedagog", "teacher_practice_years": "32 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/875", "content": "TEACHING CASE STUDY\n\nBackground:\nVulgar and racist remarks from a troubled boy to his classmates of Roma and Vietnamese origin. Subsequent disciplinary offenses such as disrespect towards teachers, vulgar expressions, swearing and violent behavior are recorded. Everything takes place in the boys' toilets, where bullying is born. On the part of the problematic pupil, there are verbal insults, pushing and threats to pupils of Roma and Vietnamese origin. The children complained about the classmate, he was reprimanded by the class teacher, but it did not help. There was no correction, and in addition, physical violence increased. Then he subsequently attacked a classmate of Roma origin in those toilets, and the problem received more attention and emphasis.\n\nSituation (Anamnesis):\nproblematic, below-average student who spoils relationships in the class and bullies classmates. V was very inattentive, disruptive and ignored the teacher and his admonitions. Bad upbringing plays a big role in the pupil, his parents allow him everything and the boy can do whatever he sees fit. Computer games don't add much to it either. There is a lot of violence and swearing on the internet, he takes an example from it all.\n\nTeacher Intervention (Solution):\nThe solution to the problem was as follows: prevention methods came to the school and the educational committee was called together with the parents for repeated vulgar racial expressions towards their classmates of Roma and Vietnamese origin. The student denied everything, lied and did not cooperate. There were also witnesses at the joint meeting. A proper investigation of the situation followed. The parents did not trust the school, they did not agree with the school and with our solution, they believed only what their son told them.\n\nOutcome:\nThe student was given a 2 for behavior and the parents did not accept this decision. The parents chose their path and transferred the student to another school. With the opinion of his parents that he will have better conditions elsewhere, so that he can develop better and with a better team in the class, where he was originally a problem.\n\nStudent Profile:\nAge/Year: 13, 7.třída\nHobbies: počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "875", "student_age_year": "13, 7.třída", "student_hobbies": "počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, Aj, Nj, Ov, Rv", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1354", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student arranged an afternoon screening of a short animated fairy tale with me. I usually read a story to the children after lunch, this time I agreed to a change. However, I conditioned the screening of the animated fairy tale on the problem-free behavior of the children at lunch. The boy is very active: he immediately spread the information to the other children, and they, together with him, began to look forward to the fact that the afternoon break will take place that day in a slightly different mode. At the end of the lesson, the children and I went to lunch. During lunch, the children failed to follow the established rules. Even the transition from lunch back to class didn't go as well as it should have.\n\nSituation (Anamnesis):\nThe boy who initiated the screening of the film had frequent tendencies to offend. He took the loss hard, for example, in games in physical education. If not compared to others, he is very friendly. He is often prone to pain and mild hypochondria. He is versatile, above average intelligent, prompt, eloquent. He is popular in class. He is not popular with only a small group of introverted boys. Apparently he is too loud and dominant for them.\n\nTeacher Intervention (Solution):\nThe situation eventually escalated: I decided not to play the fairy tale to the children, because the agreed conditions were not met. First, the boy, at whose request the film was to be played, was introduced to the whole situation. He reacted very indignantly, almost hysterically. Not only was he offended and affected. He loudly voiced his disapproval. He could not stand the change calmly, even though there was a reason for it, based on the previous agreement. He spread indignation around him, dragged the other children down. He repeatedly verbally attacked me for breaking the contract. It upset me, and I also expressed my indignation. The boy brought a note on which he brought a handwritten sign-out from our school. It turned me on even more and I reacted even more angrily.\n\nOutcome:\nMy emotional reaction didn't make the situation any better. The boy remained offended for the rest of the time, showing that he did not understand why the fairy tale was not shown in the end. There was no catharsis and clearing of the situation. I didn't feel like the boy would deduce the reason for my decision from my anger. Although a similarly heated situation never happened again, this particular conflict seemed to me to have ended incorrectly. Maybe the boy needed more calm, an explanation instead of my upset.\n\nStudent Profile:\nAge/Year: 8 roků, 2. ročník\nHobbies: IT technika, sport, stolní hry, zvířata\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1354", "student_age_year": "8 roků, 2. ročník", "student_hobbies": "IT technika, sport, stolní hry, zvířata", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské (učitelství 1. stupně ZŠ se specializací speciální pedagogika)", "teacher_practice_years": "16 let", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1203", "content": "TEACHING CASE STUDY\n\nBackground:\nboy joined my first class who, at first glance, was much bigger and taller than all his classmates. He was probably very well aware of this himself, and so he began to abuse his power over them. He began to abuse them, he had them as his henchmen. He didn't even bend down to pick up a pencil himself. He always hollered at a classmate to hand it to him. But that was the least of it, once he even flushed a child's head down the toilet.\n\nSituation (Anamnesis):\nHis internal problem probably originated in the family. His mother didn't want him, but his father interceded for him, and so they have him in alternating care by agreement, otherwise he would probably be in the nursery. Regarding school, but dad handles everything, because mom doesn't like him - that's what he said himself. And he doesn't like her either. Within the class, he was physically much bigger and stronger than all his classmates. The others did not play with him, but rather feared him.\n\nTeacher Intervention (Solution):\ntried to solve it first with him, then through my parents, but nothing helped. From the parents, it seemed like they weren't going to do much about it, maybe a little dad. She also started discussing it with the school psychologist. He went to her for some sessions, but nothing helped, the student did not improve in any way.\n\nOutcome:\nHe's in third grade now and I'm not teaching him anymore, so I don't know what the situation is now, but I think it's still being worked out. For me, the improvement was minimal, even though I think I tried to do everything I could.\n\nStudent Profile:\nAge/Year: 7 let, 1. třída\nHobbies: -\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1203", "student_age_year": "7 let, 1. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Speciální pedagogika", "teacher_practice_years": "17", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/32", "content": "TEACHING CASE STUDY\n\nBackground:\nMy colleague came late to art class. There were three teachers in the class at that moment. Three students left to see the psychologist, and only one student and another student remained in the class. The first of them was irritated by his failure in the previous lesson and was tearful and running out of the classroom into the corridor. So the assistant attended to this pupil in the corridor and I stayed in the classroom with my colleague in art education and with the other pupil. He didn't have his day either. He was irritable, argumentative, significantly restless, unable to sit still for a moment and devote himself to the assigned work. Perhaps his behavior was also targeted. How and to what extent, even with the passage of time, I am not able to evaluate. At this time, the second student managed to steal a wallet from the assistant's purse. It was in a purse in the assistant's desk and the desk was in places where the students could not move unnoticed. These two students were able to keep three teachers busy in such a way that it was impossible to handle it. And the rest of the class got back into it as well, joining in for the next lesson. Throughout and until the end of the lesson, it seemed almost like a normal working day. We only found out what happened an hour after the end of the lesson and after a phone call from the mother of one of the pupils. The second pupil showed off his catch to other pupils on the tram.\n\nSituation (Anamnesis):\nsixth grade student came to my class. He transferred to us from a boarding primary school and his reputation was very bad. At first glance, he was an inconspicuous, quiet, thin boy. He didn't seem aggressive at all. He was not very smart, he spoke to the teachers very quietly, I would almost say shouted. That lasted the whole first half of the year. He quickly made friends with his classmates, he even had his own \"bodyguard\n\nTeacher Intervention (Solution):\nThe confrontation and conversation with the pupil at school did not take place. The student had a trial the following week for a different assault than that of a classmate. The parents kept the student at home until the court. Protective institutional education was ordered by the court, and until placement in institutional education, the pupil was reassigned to basic education in a diagnostic institute.\n\nOutcome:\nThe situation around the student took a very rapid turn. The classmates calmed down a lot and the atmosphere in the class was great after he left. They talked about those events often, they needed to confide in each other and the classmate was no longer afraid to go to school. In the interviews, which took place mainly in civic education classes, but not only in them, I tried to support the correct behavior as much as possible, to give examples of how classmates could solve the student's coercive behavior earlier. Since the solution could not have happened and I'm actually glad that I didn't have to deal with the incident in the end, I consider it unresolved or poorly resolved. Despite quite a long experience with such pupils, I let myself be swayed by the behavior of a Chameleon-pupil.\n\nStudent Profile:\nAge/Year: 13 let/ VII. ročník\nHobbies: žádné\nDiagnoses: ADHD\nDisorders: Agrese,Lhaní,Fyzické násilí,Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Transfer of student\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "32", "student_age_year": "13 let/ VII. ročník", "student_hobbies": "žádné", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Lhaní,Fyzické násilí,Krádeže", "teacher_approbation": "Speciální pedagog ve vzdělávání i poradenství", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1346", "content": "TEACHING CASE STUDY\n\nBackground:\nPupils' behavior during online classes was not very recognizable and only became more apparent when they started face-to-face classes. I began to observe behavior in them that was not very pleasant during teaching, and both I and the other teachers had a problem with it. Specifically, it was a group of five students, one of whom was more extroverted, so most of the attempts to solve the situation took place with him at the head of the other four of his classmates. Their behavior began to manifest itself in constant convergence, as an example of a situation where we were sitting in a computer classroom and the computers are two meters apart. Even so, the students turned their computers around to have them closer to each other and leaned on each other's shoulders like very close friends. This behavior was displayed among different students in this group of five, and I did not notice any specific LGBT couples, as if all five had some very close relationship with each other. Two students had an average of around 1.7 during distance learning, two had an average of around 3 and one particular one, who was more extroverted, had an average of 3.5. However, towards the end of the third year, the average of the whole group began to approach 3, so I assume that the students were pulling each other down.\n\nSituation (Anamnesis):\ntried to discuss the situation with the rest of the class as well, who did not know what was going on and they described to me that these five boys do not communicate with them, they also do not join in common class activities and are very apathetic in most situations.\n\nTeacher Intervention (Solution):\ntried to solve the situation by sitting down with the whole class and trying to explain to them what I and the other teachers see as a problem, what kind of behavior bothers us in class and that their average has worsened compared to previous years and I demanded some explanation. But since the students behaved very apathetically and didn't answer me and didn't know what to say, they just shrugged their shoulders, so I tried to slowly ask if it was related to their orientation and I came across the LGBT issue. At which a few of the other classmates smiled and chuckled, and it caused a very negative reaction in the particular five. I was called a homophobe and other rude words. Why did I give up trying to solve it in class?\n\nOutcome:\nIn a month it was the end of the school year and for them the third year, which also meant the parents' association. Where I presented this situation to the parents of the students, who were shocked by it and told me mixed reactions from that their student is not gay to that they will try to solve it somehow at home. At the moment, I have completed the first week of teaching in the classroom and from what I have observed so far, the behavior has not changed in any way and I don't even know much about how to proceed, since I have a lot of responsibilities outside of classes and I don't know if I am able to solve this situation sensitively enough without , so that I don't hurt students, parents or burn out myself.\n\nStudent Profile:\nAge/Year: 18/3 sš\nHobbies: -\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1346", "student_age_year": "18/3 sš", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Phd.", "teacher_practice_years": "38", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/211", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student of the first year of distance learning began to be passive and not fulfill his study obligations in the period from May to June 2021. From the past he was known as a student who fulfills his obligations and completes his tasks carefully and on time. The student claimed that he likes to work so-called 'online' very much and distance learning suits him. His mother claimed the same. At the beginning of May, the student suddenly became silent and, despite repeated calls during May, June, July and August, did not respond to calls to complete online tests and assignments so that he could be properly classified and properly finish the year. Even the mother, who was otherwise very active and regularly cooperated with the school and supported her son in his studies, did not respond to the calls.\n\nSituation (Anamnesis):\nThe student suffers from Asperger's syndrome and has been diagnosed with ADHD. His cognitive ability is average and he is classified as PO3.\n\nTeacher Intervention (Solution):\nIn July, a PPP worker contacted me with a question about how the student is doing and how he is coping with entering the full-time form of distance learning at our high school. I informed the employee in detail about the pupil's passivity and the lack of contact with his mother, whom I contacted several times in writing. The lady from the counseling center consulted with me about the possibility of an assistant for the pupil who could help him manage the teaching regime in the face-to-face form of distance learning at our school. She suggested to me that she herself would contact the mother and the pupil and ask what was the reason for the sudden silence of the pupil, who had been working diligently with very good academic results. Not long after, the student's mother contacted me by phone and explained that the student began to suffer from depression and anxiety, and as a result was unable to devote himself to completing assignments online or in any other form. Due to the reconstruction of the waste in their house, the mother was forced to take the pupil to relatives in Slovakia, where, according to her, his condition stabilized, but he still refused to complete the tasks. I suggested to my mother the possibility of repeating the year, but the mother firmly rejected this possibility, saying that it would discourage the student completely and he would not finish school at all. So I suggested to my mother to resend the online tests according to the schedule so that they could be completed at a reasonable pace. The mother welcomed this possibility and said that she would support her son as much as possible in his efforts to successfully complete the first year.\n\nOutcome:\nDuring the first two weeks of September, the student managed to successfully complete the first year of distance learning at our school with very good results and pass an interview with the school principal. Although he previously refused personal contacts with teaching staff. Currently, the student regularly attends Saturday consultations of the distance form of study, PPP proposed an assistant who would support the student and introduce him to a regular regimen and limit his stress. It was also recommended to respect his work pace and to make maximum use of the PC for homework.\n\nStudent Profile:\nAge/Year: 17, 1.D\nHobbies: počítačové hry\nDiagnoses: Aspergerův syndrom,ADHD\nDisorders: Pasivita,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "211", "student_age_year": "17, 1.D", "student_hobbies": "počítačové hry", "student_diagnoses": "Aspergerův syndrom,ADHD", "student_disorders": "Pasivita,Nepracovitost", "teacher_approbation": "VŠ, Anglický jazyk,", "teacher_practice_years": "24 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1036", "content": "TEACHING CASE STUDY\n\nBackground:\nAs with the successful situation, the complaint about the pupil's behavior reached me mainly from colleagues. Female colleagues in particular complained that the pupil puts a hood on his head and does not change his shoes in their classes. She often does the same thing in my class as well, but it didn't bother me personally, so I never dealt with it. However, in order to please my colleagues, I talked to the student and agreed with him that he can wear a hood in my class, but he won't wear it in the presence of teachers who don't like it. The student agreed and did as I told him. However, not long after that, other, this time worse, disciplinary behaviors began to appear. The student stopped changing his shoes more often, and when he was admonished by the janitor or another teacher, he started arguing, and finally declared that he was going home. And he really packed up and went home again. In addition, verbal bullying began to appear with him more and more often. Earlier, around the sixth grade, the student physically bullied some classmates, but then he stopped and continued with verbal bullying, which, although not frequent, is still there. In addition, he is also often very successful in influencing his classmates to carry his things, help him, or stand behind him in his fictional stories.\n\nSituation (Anamnesis):\nProblem student - ninth grade elementary school student, extroverted, very intelligent, good academic performance, likes to manipulate the truth to fit his stories, manipulative. In his classmates, you can see their different opinion about him. Most of the students don't like him very much, they don't like his behavior, but there is also a group of those who stand behind him, often defend him, and you could even say that they take him as their role model.\n\nTeacher Intervention (Solution):\nI tried to resolve this whole situation, just like the previous one, by agreement. I spoke with the pupil, but without any success, so I then called a meeting with the mother, the principal and his representatives and the pupil himself to resolve this situation. The teacher did not tell me more about this meeting with the school management\n\nOutcome:\nEven after a significant rebuke at a meeting with the school management, the situation did not improve significantly. The student still often leaves school on his own accord when he decides that he is no longer interested in school, he also sometimes makes fun of his classmates and does not obey the basic rules of the school. We no longer know what to do with him, because the pupil does not take our words to heart. When the director says something to him, it seems that it somehow messes with his head and maybe he even regrets it, but then he continues to behave as before. I think he doesn't get much attention at home, so he needs to draw attention to himself at school in order to get that attention.\n\nStudent Profile:\nAge/Year: 14, 9. ročník ZŠ\nHobbies: dříve florbal a další sportovní aktivity, nyní IT, programování\nDisorders: Lhaní,Manipulace,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1036", "student_age_year": "14, 9. ročník ZŠ", "student_hobbies": "dříve florbal a další sportovní aktivity, nyní IT, programování", "student_diagnoses": "", "student_disorders": "Lhaní,Manipulace,Potřeba pozornosti", "teacher_approbation": "Mgr., HV a M", "teacher_practice_years": "5", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/725", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught my first year in high school. When the student got on, I knew right away that he would not be a frightened freshman, but on the contrary, that he was already slowly sticking out his elbows. However, over the years of my practice, I am already used to these types. The first week of school has passed and even after the load of information and tests, assignments, etc., the pupil's attitude has not changed. On the contrary, everything only got worse. In the first year, they go to our school for an adaptation course, which the student, as a freshman, also completed. Upon his return, his behavior took a sharp turn for the worse. The earlier disruptions in class and forgotten assignments suddenly became a big problem. I remember a specific situation when I wanted to check the Czech homework with the students. As usual, the student did not have a task. So I asked him rather forcefully why he didn't have the task again and he replied that he didn't have time for some tasks. Another question from my side was therefore directed to whether he has time to play computer games, which he very often highlights in class. His reaction was quite abrupt and he seemed quite angry to me. Time was running out, so I left the student and gave myself a point for an unfinished task. As the school year progressed, the student did not do his homework and shouted in various ways during the lessons, he sometimes got into fights during the break and more or less contradicted all the teachers. Another thing was his lack of concentration. He couldn't do independent work for more than five minutes, he simply stopped enjoying it and started doing crap. Gradually, the other teachers began to complain about the student's behavior and were just as clueless as I was. Notes, reminders, conversations with him all lacked all meaning. So I decided to solve the whole matter with the school counselor, the psychologist and the student's mother.\n\nSituation (Anamnesis):\nThe student lived only with his mother, who worked in double shifts, so she did not have much time for her son. So the student spent all his free time at the computer. The mother went to class meetings, but she was at a loss for her son and had full confidence in the actions of the teaching staff. She herself did not know what to do with him and it was not in her power to stand over him and do tasks with him. She has never been with him to a psychologist or any other medical examination regarding disturbances. As for the class, the student was an exception with this bad behavior. I think, for myself, that even his classmates became embarrassed by this interruption over time.\n\nTeacher Intervention (Solution):\nAs I already indicated in the previous paragraph, the student's failure to do homework was more than usual. He probably didn't bring even one. Furthermore, there was his distractibility, during the activity (whether it was independent work or work in groups), the student kept his attention for a maximum of 10-15 minutes and then got bored and disturbed. Over time, he even fought with his classmates during breaks. The dialogue and other descriptions are part of the previous paragraphs.\n\nOutcome:\nAfter consulting with the other teachers, the school psychologist and counselor and, of course, the mother, we all came to the opinion that the student needs to be examined by a specialist. I personally suspected ADHD, which was confirmed after some time. The student received the correct medication, he spent some extra time with a psychologist, and his conditions have been one hundred and one since then. I had the feeling that a completely new student had joined the school. I probably can't fully describe the situation immediately after the incident, because it was a longer-term problem. But I am glad that, in my opinion, we caught the problem in time and the pupil did not have to worry about bad behavior in the following years.\n\nStudent Profile:\nAge/Year: 15 let, první ročník SŠ\nHobbies: PC hry\nDiagnoses: ADHD\nDisorders: Nepozornost,Rušení výuky,Zapomnětlivost,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "725", "student_age_year": "15 let, první ročník SŠ", "student_hobbies": "PC hry", "student_diagnoses": "ADHD", "student_disorders": "Nepozornost,Rušení výuky,Zapomnětlivost,Agrese", "teacher_approbation": "Mgr., Český jazyk a literatura, Občanská výchova a základy společenských věd", "teacher_practice_years": "34", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1209", "content": "TEACHING CASE STUDY\n\nBackground:\nThis happened a few years ago, but it's the first thing that came to my mind. Pupils were given the task of reading a book and handing in a reading diary. This was not unusual. However, this student did hand in the assignment, but the book she listed was read by the whole class together at school that same year. I considered that a scam.\n\nSituation (Anamnesis):\nSchoolgirls - no problems.\n\nTeacher Intervention (Solution):\nI tried to explain to the student that I consider the whole thing a fraud, and I cannot recognize the book. She didn't even argue or try to make excuses. I informed my mother about it in the diary. I don't know what happened, if the mother was offended, but the student immediately left the school.\n\nOutcome:\nI tried to communicate with my mother, but I got no response. Only the school management informed me that the student had transferred to another school. To this day, I don't know if there was something more to it, some situation at home, or if I really offended my mother by telling her about the fraud. There really weren't any problems until then.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída ZŠ\nHobbies: Chození ven, jinak ani kroužky\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1209", "student_age_year": "10 let, 4. třída ZŠ", "student_hobbies": "Chození ven, jinak ani kroužky", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "20", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/423", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the heated situation in the classroom, the student vomited. Subsequently, he started shouting in the classroom and tried to leave the classroom, which the teacher and I did not allow him to do. After that, the student ran under the teacher's desk, where he remained and did not want to leave the place.\n\nSituation (Anamnesis):\nProblematic behavior has already occurred with the pupil in the past.\n\nTeacher Intervention (Solution):\nThe problem situation was solved by the teaching teacher. The teacher managed the situation by keeping the student under the teacher's desk until he was relatively stable.\n\nOutcome:\nThen the student went out on his own. We talked about the whole situation with the pupil and the pupil was able to remain calm during the following lesson.\n\nStudent Profile:\nAge/Year: 6 let, 1.ročník\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "423", "student_age_year": "6 let, 1.ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Magistr", "teacher_practice_years": "12", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/941", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the break I was in charge of the changing rooms. It was lunchtime, so most of the students only went to take their briefcases to the locker room and then went to the dining hall. One of the incoming students was an eighth grader, and a classmate came with him. Immediately after arriving in the locker room, he started pushing one student and mocking him, and to his insulting remarks, the other student replied that, unlike him, at least he doesn't fail the matric and so many fours and fives. The first student ran closer to him, pushed the second student so that he fell to the ground and started kicking him. At that moment I ran to the boys and tore them apart. I immediately took the first student aside and immediately after supervision took him to the class teacher and reported the problem to him.\n\nSituation (Anamnesis):\nThe students generally do not get along very well. One is very smart and clever, he does well in school and has excellent grades. On the other hand, the other one is not very good at school. He has threes or fours in most subjects. But he comes from a very good background, wears only branded clothes and often brags about it to his classmates. This, in my opinion, is the main reason for their conflicts, one is envious of the other's results in school, so he wants to prove to him that he is better at least by having more money.\n\nTeacher Intervention (Solution):\nThe class teacher talked to the first student and asked him about the reason why the conflict occurred. The student didn't answer, he just kept silent. The class teacher also called his parents to let them know about the problem and asked them to come to school. After that, I, the class teacher and the student went to the principal's office to wait for the parents. After the parents arrived, we told them about the physical assault and let them go home with the student, saying they would talk to him. We agreed with the school management and the class teacher to give the principal a reprimand. We arranged for the student to visit the school psychologist.\n\nOutcome:\nThe next day, we called both boys to my office. The first pupil apologized to the second pupil in the presence of me and the class teacher, the second pupil apologized in return. The physical attack did not happen again, the students did not become friends, but at least the first student stopped mocking the second. However, the first pupil continued to be angry and disruptive during the lessons.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: Hra na počítači\nDiagnoses: ADHD\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Physical intervention, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "941", "student_age_year": "14 let, 8. ročník", "student_hobbies": "Hra na počítači", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Mgr., dějepis a občanská výchova", "teacher_practice_years": "1,5", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Physical intervention, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/807", "content": "TEACHING CASE STUDY\n\nBackground:\nIn September, first-year IT students came to the computer room for the first time. During the introductory hour, which was purely informational, the computers were turned off. I explained the rules of the classroom and pointed to selected passages of the school rules, which discuss, for example, the prohibition of connecting foreign devices to school computers or the school network. Then there was a short break, during which the students could be in the classroom or go to the toilet. One student took advantage of the situation when I was not in the classroom. He connected his smartphone to the computer, turned on the computer, and then tried to upload some data to the computer. I caught him doing this when I returned to the classroom.\n\nSituation (Anamnesis):\nOne pupil – a pupil of a vocational high school. In the 1st year of the IT field. Restless, sometimes even aggressive. More of an extrovert. Rather hostile towards most classmates. He communicated with them very rudely and vulgarly. His benefit was rather average. A problem with authority.\n\nTeacher Intervention (Solution):\nThe moment I entered the classroom, I saw a student kneeling at a computer with a smartphone connected to it. I came all the way to him to have a good look at what he was doing. I noticed that he was commanding his smartphone to upload foreign software to the computer. I very calmly asked him what he was doing and if he was aware that he was now breaking the school rules that I read about twenty minutes ago. A surprised pupil who only now noticed that I was in the classroom. He very aggressively began to say through his teeth that he was not doing anything and that the computer was already on. I countered by saying that all the computers were off and that I noticed he was uploading something to that computer. I reminded him again that it is forbidden to connect anything foreign to the computers and to change the software in any way. The student's aggressive behavior began to escalate. He pressed the smartphone screen very hard, pulled out the USB cable from the computer and turned off the computer itself by pulling the power cord directly from the socket. At the same time, he kept repeating that he did nothing. I wanted to calm the situation down and told him that it was basically nothing, just to realize that this is simply not allowed. At that, the pupil was already shouting very loudly that he had done nothing and was not doing anything. And that I should check that the computer is turned off. Even though I wanted to deal with the situation with perspective, I was adamant. I reminded the student again of what I had witnessed and that this must not be done. The student responded to this by walking around the class and asking his classmates if they had seen him do anything. Several of his classmates who saw him confirmed my words. These facts enraged the student even more. At this point I went out into the corridor and asked a passing colleague to come between us and be a witness. The colleague listened to the student, who gradually calmed down. The student told his colleague that he did nothing with anything. His colleague assured him that he had no intention of dealing with him on the assumption that it would be quiet by the end of the hour. He then left the classroom. I didn't go back to the incident and tried to unlearn the rest of the class.\n\nOutcome:\nAfter the student calmed down and had the opportunity to talk to someone else, he worked normally until the end of the lesson. However, similar incidents were repeated. The climax was his expulsion from the youth home for possession of narcotic substances and his subsequent transfer to another school.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník SŠ\nHobbies: Počítače, elektronika, kreslení, hudba.\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "807", "student_age_year": "15 let, 1. ročník SŠ", "student_hobbies": "Počítače, elektronika, kreslení, hudba.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – Odborné učitelství SŠ", "teacher_practice_years": "10", "problems_annotated": "Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/189", "content": "TEACHING CASE STUDY\n\nBackground:\nThe first hour was quite standard. There were a total of 8 students in the class. The student was focused on her studies and didn't seem to be distracted by anything. The student no longer has an assistant thanks to the progress she has made recently. After twenty minutes of class, the student needs to take out a workbook from her briefcase, while realizing that she had previously spilled a bottle of drink into it. She is very stressed and keeps repeating that her notebooks and textbooks are destroyed and that it is impossible to use them anymore. By the end of the class, he can't concentrate at all. She cries and is still very upset. At times, he manages to focus his attention on the work in class and is partially involved in completing the tasks. Thanks to the interactive whiteboard, she succeeds in drawing her attention away from her notebooks, and the student participates in numerical tasks together with other classmates. However, after returning to the bench, he returns to the spilled notebooks and loudly complains that the notebooks are destroyed and he can no longer work with them. It seems that she will no longer be able to concentrate all day, despite her best efforts to distract herself from the spilled notebooks.\n\nSituation (Anamnesis):\nThe student suffers from an autism spectrum disorder - Asperger's syndrome. Any deviation from the normal situation stresses her out a lot and distracts her from other actions. It is very important to introduce the procedures for activities in such a way that it is possible to react adequately to these changes in the event of changes.\n\nTeacher Intervention (Solution):\nThe teacher asks: What happened, student? The student answers: No, those notebooks are wet. The teacher asks: How are they wet? The student answers: I spilled the drink. The teacher suggests: Let's put them here on the heater and dry them. The student protests: No, they are destroyed, I can't write in them. The teacher reassures: Don't worry, it will dry and it will be fine. The student insists: They are destroyed. In a similar vein, she continued to convince the student that the state of the notebooks could be corrected, when she kept coming back to the problem after a while and was tearful for the rest of the day. She constantly refused to use the notebooks in the next lessons, even though they were already dried. Fortunately, I thought to bring her new notebooks after a certain time, which solved the whole situation.\n\nOutcome:\nAfter finding out that the student's notebooks were spilled, she was unable to focus on the lesson and was very stressed. She kept coming back to the problem, was clearly uncomfortable, and refused the notebooks. After the exchange of notebooks, the student calmed down, but occasionally returned to the problem and her attention was distracted throughout the day. Thanks to the idea of giving the student new notebooks, the whole situation was easier, and she was visibly relieved that her notebooks were undamaged, with no crumpled corners. Due to her clinging to the aids in good condition, it was very important to replace the spilled notebooks with new ones and the student could work together for the rest of the day to the best of her ability.\n\nStudent Profile:\nAge/Year: 10 let, 5. třída ZŠ\nHobbies: historie, čtení\nDiagnoses: PAS – porucha autistického spektra,Náběh na Aspergerův syndrom\nDisorders: Nesoustředěnost,Autistické rysy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "189", "student_age_year": "10 let, 5. třída ZŠ", "student_hobbies": "historie, čtení", "student_diagnoses": "PAS – porucha autistického spektra,Náběh na Aspergerův syndrom", "student_disorders": "Nesoustředěnost,Autistické rysy", "teacher_approbation": "Mgr.", "teacher_practice_years": "5", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1086", "content": "TEACHING CASE STUDY\n\nBackground:\ndispute developed between the girls in class 1.P on one side and their classmates on the other. On both sides, there was alternating bad behavior and inappropriate communication, taking place for the most part through various social networks. The class teacher became involved the moment he recognized certain signs of a dispute, in early April. On the basis of a short conversation between the class teacher and one of the pupils via MS Teams, it was confirmed that the relations were not in order. The class teacher contacted the girls' parents. At the first meeting, it was agreed that it would be possible to fully address the situation only after the children returned to school. After the first day at school, the situation between the girls escalated and efforts to talk out the problems failed. Rather, the sequence of events intensified the feeling of hostility and rejection for one of the parties. The class teacher agreed with the parents of one of the parties that the students would stay at home for the rest of the week, and that the school would therefore begin to resolve the situation by committee with the management and the prevention officer of socially pathological phenomena. For this purpose, captured materials were requested from the parents, which proved the creation and dissemination of very inappropriate content directed against girls. The following day, they were confronted with a slice of online communication and offensive content. The students did not deny the origin of these materials and admitted themselves that it was \"over the line\n\nSituation (Anamnesis):\nDue to covid, the class did not have the opportunity to properly socialize and it could be stressful and challenging for children in their first year at a new school. The aforementioned problems flowed from the effort to integrate into the new collective, which were difficult to solve for distance learning.\n\nTeacher Intervention (Solution):\nAfter the pupils returned to school, we organized an informal meeting consisting of the class teacher, the prevention teacher, the pupil, and two other girls. We talked about the dangers and limitations of communication via social networks, the girls talked to each other and clarified some of the misunderstandings that had arisen. All the girls eventually expressed regret for the situation and apologized to each other for their wrong and often offensive actions.\n\nOutcome:\nRight after the situation he is now hopefully better. All the participants in the dispute go to school and hopefully they will be able to concentrate mainly on their studies. Let's believe that the girls will continue to get along with each other with respect. We see cooperation between parents and schools as necessary for the future in that we will point out the dangers of the online space and the importance of equal face-to-face communication. Taking into account the fact that a similar situation occurred in the class for the first time, all four participating girls will be given the lowest educational measure, a reprimand from the class teacher for inappropriate behavior towards classmates. Three years after the conflict: The class is now functioning normally without any educational problems. All the students are currently getting along and the situation has not seriously affected anyone. There is a positive atmosphere in the classroom and the team is well-knit.\n\nStudent Profile:\nAge/Year: 12 let, prima\nHobbies: Všechny žákyně mají mimoškolní aktivity\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1086", "student_age_year": "12 let, prima", "student_hobbies": "Všechny žákyně mají mimoškolní aktivity", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "11", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/945", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student started annoying the other children, sometimes hitting them and the like, so I found out why. Then we found out that the others were mocking him because he was stronger and a three-stroker at that. So I started to call the parents first, as the class teacher, and I solved it further with them.\n\nSituation (Anamnesis):\nFamily played a big role there. It was perfectly functional. Mom used to go to school to ask about him, she was interested beyond the scope of class meetings. He was an only child, so they could devote themselves fully to him.\n\nTeacher Intervention (Solution):\nThere it wasn't even done through a psychologist, there wasn't even a psychologist then, only through a special pedagogue, which I was in the class, because we caught it in time, right from the beginning. The parents were very accommodating, very willing, helped and talked with him. We helped him find a friend in class, they sat together on the desk... The problem was more with growing up. He was a triathlete, so there were also children in the class who could handle the subjects better, and as I said before, he was stronger, so it was more like working with that class there. As familiarization and adaptation courses are done these days, I played psychological games with the class to develop some empathy, cooperation, tolerance...\n\nOutcome:\nWhen we found him that friend, he had someone to lean on in that class and it was nice. Then he went to the second grade and unfortunately I don't know much about how it went, I didn't teach him there anymore. But I think that everything was calm, because I didn't hear anything bad about him after that, nor that anything was happening to him. But as soon as he left our elementary school, he did an apprenticeship, then he finished his high school diploma, he went to university and today he has two doctorates.\n\nStudent Profile:\nAge/Year: 5. třída, 10-11 let\nHobbies: počítače\nDiagnoses: Dyslexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Support, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "945", "student_age_year": "5. třída, 10-11 let", "student_hobbies": "počítače", "student_diagnoses": "Dyslexie", "student_disorders": "Lhaní", "teacher_approbation": "Speciální pedagogika, Učitelství pro 1. stupeň ZŠ, Učitelství občanské výchovy a základů společenských věd pro ZŠ a SŠ", "teacher_practice_years": "38", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/465", "content": "TEACHING CASE STUDY\n\nBackground:\nmet him for the first time in 2017, when he started first grade and I was put in charge of them. I taught their class Czech, mathematics and work activities. Overall, the class and classroom relationships were smooth. From the beginning, the student was problem-free with very good grades. He was an excellent athlete, more precisely a hockey player. He was kind, friendly and funny. He could make everyone laugh and help everyone. However, at the beginning of the third grade, a change occurred. He became a completely different person from a good and optimistic boy. He stopped enjoying his hobbies, there was a big deterioration in his performance and he became aggressive. This culminated in an activity lesson where the whole class had to create an autumn landscape on paper. The student didn't destroy anything, he took the scissors and started poking first at his drawing and then at the drawing of his classmates. I immediately tried to take the scissors from him and luckily I succeeded and took him out into the corridor. I called my mother to come pick him up. In the classroom, I left an assistant to monitor the classroom. Before my mother arrived, we talked to him about why he did it and what was going on in his life. He didn't want to talk much at first, but eventually he did. Mother and father are getting divorced. Father even pulled his hand away from mother sometimes. When my mother arrived, I explained the whole situation to her and how she should proceed.\n\nSituation (Anamnesis):\nHe lived in a household with both parents at first, but then there was violent behavior on the part of the father against the mother, which culminated in a divorce. Now she lives only with her mother. He has no siblings, so he was used to a happy family of three. He was always a good, problem-free kid. The class was smooth and calm from the start. There was no bullying or anything like that. He was very popular in the class.\n\nTeacher Intervention (Solution):\nAs I mentioned before, he used to be a problem-free student until the beginning of the third grade. His grades deteriorated and he stopped enjoying all extracurricular activities. This then culminated in the scissors incident. For some time after that, his classmates shunned him, but then they found their way to him again and rather helped him in everything. The solution was to find a child psychologist and I think that some support from the school, either mine or the guidance counselor.\n\nOutcome:\nThe pupil's behavior and achievement improved. He successfully made it to the fifth grade. He is an excellent hockey player.\n\nStudent Profile:\nAge/Year: 9 let, 4. Ročník\nHobbies: lední hokej\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Physical intervention, Support, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "465", "student_age_year": "9 let, 4. Ročník", "student_hobbies": "lední hokej", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Masarykova univerzita, Pedagogická fakulta, obor Učitelství pro 1. stupeň základní školy (Mgr.)", "teacher_practice_years": "13", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1409", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student, originally from Ukraine, has been living in the Czech Republic for four months and started high school in September. While studying at the gymnasium, the language is tutored with an assistant as part of the Czech language classes. However, she herself does not have much will to learn the language and falls behind in classes due to the communication barrier. She is very sociable and communicative, but she only speaks English. He often does not complete tasks assigned to improve his Czech, he relies on an assistant in class, who, however, often has to attend to other students. The class teacher and assistant do not speak English very well and do not always communicate well with the student. In most of the ČJ classes, I did exercises and practiced conversation with her outside of class. The language is not difficult for her, but she herself admitted that she does not want to learn it and is ashamed to speak Czech in front of her classmates. With the current load of language courses, he has trouble finding a tutor outside the school. Her Czech teacher is also her class teacher. He is trying to find ways for her to improve her access to the language, which is necessary for studying at the gymnasium. For the time being, he does not even notice significant cooperation from his parents.\n\nSituation (Anamnesis):\nThe student has a different language, which makes it difficult for her to study at the gymnasium. Compared to the academic results in the past, it is getting worse. She is very sociable, but because of her own sense of security in the new team, she does not want to use Czech, which she has only been learning for a few weeks. So far, the parents have not shown significant cooperation in trying to improve the student's language skills.\n\nTeacher Intervention (Solution):\ndiscussed the situation with the class teacher (at the same time the ČJ teacher) and the assistant with whom I collaborated in preparing the lessons. For the time being, ČJ hours are set aside for the student to work on exercises and converse in Czech with the assistant. They only have one assistant, she was primarily assigned to another student in the class. Therefore, she cannot always give her full attention, the assistant is often absent due to the system of half hours. They try to support the student in her search for a Czech language course, because they perceive a significant negative effect on her academic results and a certain slowdown in the course of the whole class's subject matter. For now, they have not established a different procedure for integrating the student into a new environment. According to the interview with the student, her classmates mainly support her.\n\nOutcome:\nThe student shows effort during individual lessons with an assistant, but when working alone or using Czech in front of several people, she does not feel confident enough. The school supports the student's learning of the Czech language, but does not consider it to be the primary goal of her education. The class teacher would also not like to disrupt the well-developed relationship with the class team.\n\nStudent Profile:\nAge/Year: 16, 2. ročník SŠ\nHobbies: Ve studiu se chce zaměřit na přírodní vědy\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Failure to attend class\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1409", "student_age_year": "16, 2. ročník SŠ", "student_hobbies": "Ve studiu se chce zaměřit na přírodní vědy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Český jazyk a literatura, Dějepis", "teacher_practice_years": "28", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/910", "content": "TEACHING CASE STUDY\n\nBackground:\nIn leisure activities in general, pedagogues have a bigger problem with authority than pedagogues in primary schools. This problem does not concern children who go to the club (camp) with gusto, but especially those who are 'postponed' to these activities by their parents. It is then the teacher's task to arouse the child's interest in the given activity, but it often runs into the problem of authority, because in these cases there is no threat for the pupil in the form of a bad grade, or no other disciplinary action – maximum exclusion from the given activity, which is often the goal the student is aiming for. Personal authority was particularly tested by one student who constantly harassed his 'friends' - by pushing them and often using inappropriate vocabulary. The result was a disruption of the atmosphere in the collective and the growth of anarchy in a group of children who would otherwise enjoy collective work comfortably. The situation escalated to such an extent that the parent of another child came to complain about the pupil in question.\n\nSituation (Anamnesis):\nDescriptive data on the case report - Pupil's age and year: second grade pupil, 6th grade, 12 years old. Student's gender: male. The student lives with both parents. Problem behavior is repeated: yes - practically daily. Behavioral disorders: aggression towards classmates. Confirmed pupil diagnosis: none. Student benefit - subjective view: average. Pupil's interests: sports, computer games. Procedures based on a specific approach were not used during the solution. Anamnesis of the student: a slender, tall child for his age, looking for conflicts and difficulties.\n\nTeacher Intervention (Solution):\ntried to solve the incessant inappropriate behavior of the given pupil by agreement and consultations with colleagues. After everything went so far that there was a complaint from the parent of another child whose behavior the pupil in question had made life unpleasant, my colleague and I tried to talk to the pupil in such a way that the conversation was mainly conducted by a colleague, what would a new (and additional) authority do for him , when the pupil in question promised to behave better, because he was threatened with punishment in the form of expulsion.\n\nOutcome:\nDespite constant reprimands and interviews, the pupil in question committed another offense – we were forced to warn the pupil in question about the possibility of expulsion from the camp, and he subsequently did not arrive for two days. Unfortunately, the pupil's behavior did not change after returning from 'vacation'. Given that the suburban camp is scheduled for a few days, there was no better solution.\n\nStudent Profile:\nAge/Year: žák druhého stupně, 6. třída, 12 let\nHobbies: sport, počítačové hry\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "910", "student_age_year": "žák druhého stupně, 6. třída, 12 let", "student_hobbies": "sport, počítačové hry", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "?", "teacher_practice_years": "10", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/84", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose at the beginning of the school year. A student, a first year student, came to me as an educational counselor, saying that she went for a walk outside the city to the forest with a classmate, and he raped her during that walk. She claimed that he must have put something in her drink because she couldn't even defend herself.\n\nSituation (Anamnesis):\nBoth the student and the classmate stayed at the local boarding school for a week. Žačka otherwise lived with both parents and siblings. During the interview, she hinted that her brother was abusing her, but did not elaborate. She was a weaker student in the class. I don't think she could just make the whole story up. I didn't have much information about her at the time because it happened at the beginning of the school year and she was new to the school.\n\nTeacher Intervention (Solution):\nhad the pupil's story retold to me in its entirety. I was taking notes the whole time. Then I asked her about individual events again, differently. I tried to find out if she made the whole story up. We cannot solve such a case at school - if it seems that the pupil is telling the truth, it would be necessary to hand the matter over to the police. When I heard the story from the student three times during the day and the individual versions did not differ from each other in anything, I told her that we could not deal with this at school and that I would have to call the police. She wasn't scared at all and said she was aware of it and wanted to deal with it. Since the student indicated abuse by her brother, I did not contact the family. However, I called the police. The police took the student away for questioning. Later that day, they brought her back, admitting to them that she made up the classmate's accusations. They also told me that I did the right thing when I called them.\n\nOutcome:\nFor me, the case remained essentially unclosed in the sense that the student admitted to the falsehood of her accusation against her classmate, but the signs of abuse in the family were neither confirmed nor denied. Her parents withdrew her from school that very week and I never heard from her again. So I'm not at all sure how it all went down. Maybe something really happened between her and her classmate, but it was probably voluntary. But then maybe it went over her head. Or maybe it was, as she initially claimed, but she got scared of the possible consequences at the police station and called it all off. I don't know. And what about her brother? I never learned that either. I don't think I would have behaved differently in a similar situation today, but the outcome of the whole incident remains unsatisfactory for me.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník SOŠ\nHobbies: –\nDisorders: Manipulace,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "84", "student_age_year": "16 let, 1. ročník SOŠ", "student_hobbies": "–", "student_diagnoses": "", "student_disorders": "Manipulace,Lhaní", "teacher_approbation": "VŠ (obor Cestovní ruch) + pedagogické minimum", "teacher_practice_years": "7", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/49", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring recess, a girl from my class ran into my office and told me that her friend in the class was crying and the other classmates were laughing at her. I immediately went to the classroom with her to find out what happened. As I opened the door, the laughter slowly died down as the children noticed me. A crying girl was sitting in the first pew, crying. I asked her what someone did to her, but she couldn't talk. Someone in the class shouted, 'Nobody did anything to her, jeez!' Therefore, I decided to talk to the girl alone and took her to the science classroom, which was empty at the time. In the classroom, I offered her a tissue and she slowly started talking. She told me that one of her classmates took pictures of her in the toilet cubicle and immediately after that she published several photos on social networks and sent the link to them to other classmates.\n\nSituation (Anamnesis):\nThe problem student who took pictures of her classmate in the toilet was always a problem child. Her father is rich and gives his daughter everything in abundance. The student has no disadvantage. She is used to getting whatever she asks for. It can be said that her parents are absolutely unable to raise her, but they don't want to admit it. In class, she is popular with most of her classmates, or so she thinks. The teachers in her class repeatedly complain about her behavior. She often solves her disruptions (verbally, throwing various objects across the classroom,...) by testing her from the material already covered. She doesn't react to it in any way and doesn't even try to answer the individual questions in any decent way. He usually responds with the words: 'How am I supposed to know?', 'What do I know?' or 'Look it up in the textbook if you're so interested.' Bad grades don't faze her in the least. When the teacher threatens to invite her parents to school, she usually shrugs her shoulders or suggests that it will annoy her father to listen to stupid talk. The teachers have to repeatedly remind her to write in her notebooks, not to put her feet on the desk, not to use her mobile phone, etc.\n\nTeacher Intervention (Solution):\nAfter the interview with the injured student, I returned to the classroom, where classes were already taking place at that moment. I asked the teacher to release the problematic student from the lesson. I took her to the principal's office. The principal and I found out from her on which social networks she had published pictures of her classmate and we immediately deleted them from them with the help of another colleague. Unfortunately, there were already comments on the pictures from strangers, who we had to inform that it was a criminal offense and to agree with them to delete the comments and not to spread these pictures any further. The father of the problematic pupil and the mother of the damaged pupil came to the school. Both pupils and their parents were invited to the headmistress. The father of the problematic student did not show any interest in the correct solution to the problem and denied his daughter's guilt. Unfortunately, he was one of the school's biggest investors and the headmistress didn't want to upset him. That's why I couldn't push for a bigger punishment and the problematic pupil was reprimanded by the class teacher, which in my opinion is not a sufficient punishment for such a serious offence.\n\nOutcome:\ndefinitely cannot say that I am satisfied with the solution to the problem. The bullying by the problem student continued, so I invited the mother of the damaged student once more and told her that it would be best to transfer her daughter to another class so that she would not come into contact with the problem student as much. But the mother decided to enroll her daughter in another school. The problematic pupil continued her inappropriate behavior throughout her compulsory schooling. I have never been able to push for a higher punishment, although I think that a 2 on behavior would be an adequate punishment for the behavior of the student mentioned above.\n\nStudent Profile:\nHobbies: sociální sítě\nDisorders: Lhaní,Šikana,Rušení výuky,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "49", "student_age_year": "", "student_hobbies": "sociální sítě", "student_diagnoses": "", "student_disorders": "Lhaní,Šikana,Rušení výuky,Agrese", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1122", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student got into a dispute with a classmate with whom he is sitting on the bench. He often plays mobile games during recess and sometimes gets angry and beats himself up while playing. In this case, he hit a classmate hard in the thigh - until it stung. The classmate responded by taking his drinking bottle, running out of the classroom and throwing it in the hallway. He ran up behind him and hit him very hard on the back (the back was red). He realized what he had done and ran to the bathroom, where he cried.\n\nSituation (Anamnesis):\nThe student is in the 7th grade and is 12 years old, friendly and active and has above average results. His classmate and roommate is also 12 years old. He is also friendly and active, plays volleyball and has above average results as well.\n\nTeacher Intervention (Solution):\nNeither the supervisor nor any of the teachers noticed the incident and were not present in the situation. She was alerted to the situation by her fellow students when she came to the classroom to teach. She called the students separately so that they could independently tell what happened. At the same time, she noticed the pupil's distinctly red back. The statement matched. After an hour during the break, they realized that they had discussed the situation and resolved it among themselves. Both of them became aware of their actions in affect, which is common for them when a dispute arises. They apologized and shook hands. However, she told them that it could be for a note and that she would decide. After class, they came to her office together and asked if they had a note. If they hadn't come, they probably would have gotten it. They only left with a warning as he knows they were both genuinely sorry. They got an imaginary point and I'll probably take a few points off of the year-long game.\n\nOutcome:\nThe conflict was resolved by agreement. Pupils work together normally without any problem. While she was dealing with the problem she was busy with organizational matters, but ideally she would have them sign a contract regarding their problem that they would both agree on to prevent the conflict from happening again.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: počítačové a mobilní hry, parkour\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: (Disciplinary) Punishments, Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1122", "student_age_year": "12 let, 7. ročník", "student_hobbies": "počítačové a mobilní hry, parkour", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Aj", "teacher_practice_years": "7", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/156", "content": "TEACHING CASE STUDY\n\nBackground:\nmet the student when I started the sixth grade. She had problems at home, she was dissatisfied. She was always late for school. She had problems with attendance already in the first grade, but her parents always excused it by saying that she is young, she will learn. On the second stage, the problem persisted and began to escalate. She was late more and more often, sometimes she didn't even show up. When distance learning came along, she didn't sign up for a single class. The situation also escalated at home, already dysfunctional relationships were falling apart. The student herself started to attack her mother's partner, then sent a person on him. I remember the phone calls from her mother's partner asking for help.\n\nSituation (Anamnesis):\nThe student lived with her mother and her boyfriend, but she was dissatisfied with the family background. She had no interests, she decided to give up on everything, she was not willing to cooperate, she had no respect for authorities or parents, apathetic, lazy, although she could be a good student, she had the disposition to do so. From apathetic behavior, she later changed to aggressive behavior, where she attacked her mother's partner or destroyed the furniture in the apartment.\n\nTeacher Intervention (Solution):\nEven when the student started coming to school late, I had a conversation with her about this topic. They had a short-term impact, for a few days she went to school on time. But the problematic behavior repeated more and more often, there were days when she didn't even come to school, she just stayed at home and did nothing, or slept. At this time, a series of interviews began with the pupil, her parents, we also dealt with the situation with the police. We hoped that they could accompany the student to school, but this solution was not possible, they were not allowed to enter the apartment, and since the student did not leave the apartment, they could not intervene in any way. The rights protection authority also intervened, but everything was without result.\n\nOutcome:\nThe interviews with the pupil had a positive effect only in the short term and only until about the seventh grade. After that, any intervention, any effort was futile, without result. In the end, the court took away the student's mother's rights of legal representative and the girl ended up in a children's home.\n\nStudent Profile:\nAge/Year: 9. ročník\nHobbies: žádné  které by se projevily)\nDisorders: Absence,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "156", "student_age_year": "9. ročník", "student_hobbies": "žádné  které by se projevily)", "student_diagnoses": "", "student_disorders": "Absence,Neposlušnost", "teacher_approbation": "vysokoškolské; aprobace český jazyk a výtvarná výchova", "teacher_practice_years": "20 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1254", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose due to the escalation of the long-term condition and functioning of the pupil. On Tuesday morning we had a two-hour class. It often happened that she did not go to class, and when she did, she was clearly tired, had difficulty maintaining attention and disturbed those around her. She was eating in class, laughing out loud and not paying attention. In this particular lesson, I had to remind her several times to work on what I assigned them. Most of the time I didn't point her out directly, but some group she was in.\n\nSituation (Anamnesis):\nAt the time of greatest silence, when the students were supposed to work on something individually, she went to throw something away. She went to the basket barefoot in about ten centimeter heels, which echoed around the whole school. After sitting in the desk, she unwrapped her food and rolled her apple to the middle of the class. That's when I exploded. I started yelling at her. I just couldn't handle it. I sent her out of the classroom. In a fit of anger, I even raised my voice at her. This has only happened to me a few times in those five years. In retrospect, I know that she didn't understand why I kicked her out of the class and she felt wronged. She also dealt with other teachers, whom she claimed had given me a hard time.\n\nTeacher Intervention (Solution):\nBut even his classmates themselves told him that my reaction was not unreasonable, even if it was. I see it as frustration from his behavior and his approach accumulated in me over a long period of time, and that's why I exploded. At that time, she also had a board exam due to attendance, which she did not attend. I didn't have much to do after that, because she still didn't go to class.\n\nOutcome:\nShe was not interested in learning, which she herself declared to me. I had several opportunities to tell him that his approach and behavior were not adequate, but I did not use them. Her behavior didn't change that much after that. She still didn't go to class much, but she seemed offended and that's why she didn't disturb class, didn't eat and was quiet most of the time. I took it that she was in such silent resistance. At the end of the year, she then prepared very well for one exam, but that was only so that she wouldn't have to do commission exams from the whole year. So she didn't change her approach. I felt that I had lost her after this incident and any chance to move on with her or resolve it so that it would go in a good direction.\n\nStudent Profile:\nAge/Year: 17 rokov, 3. ročník strednej školy (gymnázium)^\nHobbies: sociálne siete, psychotropné látky, zábava\nDisorders: Nepozornost,Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student \nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1254", "student_age_year": "17 rokov, 3. ročník strednej školy (gymnázium)^", "student_hobbies": "sociálne siete, psychotropné látky, zábava", "student_diagnoses": "", "student_disorders": "Nepozornost,Nesoustředěnost", "teacher_approbation": "PhD. Matematika, Fyzika", "teacher_practice_years": "6/7 rokov", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1291", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was diagnosed with ADHD. He did not transfer to the school where the problem occurred until the 5th grade, thus to the second grade. At the previous school, they did not solve his problem much and did not take steps to ensure that he did not disturb and drag other classmates with him (except for shouts and notes). Despite the fact that the student fit into the group relatively quickly and found friends, he often got angry in class, talked about the students around him, and often did not do work that he did not enjoy and instead did something that he enjoyed. It is not possible to choose a single situation that would 'force' the teacher to react, but rather it was a long-term problem that the teacher decided to solve.\n\nSituation (Anamnesis):\nThe student had average grades, but had the potential to achieve excellent grades. The biggest problem was the frequent loss of attention and the urge to do something else. He wasn't naughty and was often sorry for a reprimand or remark, but he usually couldn't help himself and 'had to start doing something' which often disrupted the lesson. His nature was mild and friendly and essentially obedient.\n\nTeacher Intervention (Solution):\nAs a suitable solution, the teacher came up with an agreement with the student. If the student completes an exercise or task earlier and the teacher checks it and it is good, he can take his activity that will occupy him and will not disturb the lesson or the students around. The advantage was that the pupil had drawing as a favorite activity and always carried a notebook with him in which he drew various pictures. His notebook was often confiscated because he was drawing instead of studying. However, his seizure mostly led to him shifting his activity to interacting with his classmates. By being saddened by the notes and admonitions, the pupil was glad that he could draw with impunity, provided he fulfilled the given conditions. Of course, he had to hide the notebook again when moving on to the next exercise. He was very smart by nature and when he focused on a task and had free time he achieved above average results. Due to his gentle nature and obedience, this system started to work very well and proved itself in the following classes. The same possibility of an activity was offered to other pupils, but most preferred to keep the whole time for solving the tasks and the pupil was more or less the only one who used it.\n\nOutcome:\nSolving the problem turned out to be very effective. Thanks to it, not only did it prevent disruptions in class, but it also improved the student's skills and the overall calm working environment in the classroom. He wasn't otherwise problematic, and even if his attention sometimes wandered off the subject and he had to be reprimanded, his performance and behavior improved radically. This method was later applied by other teachers in classes where it was possible. This agreement took effect almost immediately upon its implementation and did not encounter any major problems either immediately after implementation or in the long term. Once again, I must point out a huge advantage in the student's character, which was non-confrontational. This allowed the measure to work so well and not be abused in any way.\n\nStudent Profile:\nAge/Year: 11 let – 5. ročník\nHobbies: Sport, malování\nDiagnoses: ADHD\nDisorders: Nepozornost,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Agreement\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1291", "student_age_year": "11 let – 5. ročník", "student_hobbies": "Sport, malování", "student_diagnoses": "ADHD", "student_disorders": "Nepozornost,Hyperaktivita", "teacher_approbation": "Magisterský titul – matematika/zeměpis", "teacher_practice_years": "13", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/535", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student I had in my class was a long-haired blonde, at first glance inconspicuous, even loud. I put her in the first pew so that I could see her better, as she had certain restrictions. It was obvious from the beginning that she was slower and that I had to repeat to her several times what I wanted from her. She was the last to submit everything, her handwriting was sloppy and she shouted unrelated things in class. She had attention problems, often played with something on the bench and I had to confiscate something all the time. Sometimes she left the place and went to look out the window or throw something in the trash. On top of that, she refused to work when she told me she wasn't going to do it, pushed the notebook away, and couldn't move her. She ignored my prompts and cues. At the time this was happening, we didn't have assistants at the school yet, so all the children were under my care.\n\nSituation (Anamnesis):\nŽačka comes from a complete family, she has an older sister and a younger brother. He lives with his parents in the family house. Father is a veterinarian, mother a nurse. Communication with the parents was good, but they didn't want to admit that their daughter might have a deeper problem. The class in which the pupil went was not the best collective, the children were divided into groups. The student often played alone or with one classmate. His classmates noticed that he was behaving differently, but after explaining the situation, they accepted it.\n\nTeacher Intervention (Solution):\nOn the day of the incident, I was under the pressure of personal problems and the pupil was having 'his day'. She disobeyed me, refused to work and got angry. In a fit of rage, I started yelling at her and threw her out the door. After a while, however, I took her back to the classroom, sat her on the desk, and we continued the lesson. After an hour I talked to her, she was angry and insecure, but the situation calmed down. I told her that I wouldn't shout anymore, but that she had to work like the others. When she refused to work, I left her alone and wrote the tasks in a message box for my parents.\n\nOutcome:\nAfter the incident, the tension was felt both in the student and in me. I was afraid that the cooperation would be even more difficult, but luckily that didn't happen. Relations between us were strained for a while, but things gradually improved. I tried to be accommodating to the student and when she refused to work, I let her calm down on her own. The incident showed me that I don't want to deal with the situation like this, and the pupil stopped shouting during the lessons.\n\nStudent Profile:\nAge/Year: 9 let, 3. třída\nHobbies: Malování, kreslení, zvířátka\nDiagnoses: Dyslexie,Dysgrafie,Dysortografie\nDisorders: Nepozornost,Vykřikování,Odmítání spolupráce,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "535", "student_age_year": "9 let, 3. třída", "student_hobbies": "Malování, kreslení, zvířátka", "student_diagnoses": "Dyslexie,Dysgrafie,Dysortografie", "student_disorders": "Nepozornost,Vykřikování,Odmítání spolupráce,Neposlušnost", "teacher_approbation": "Magisterský akademický titul (učitelství pro 1. stupeň ZŠ)", "teacher_practice_years": "23", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1062", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was a little different from the first grade. He never brought a snack to school, he gets angry very easily. Even a minor disagreement with the teacher, a different opinion of someone else, if he forgets something at home will decide him in class. He often leaves the house upset, and you can see right away on the bus that something is going on. He is often vulgar, aggressive and even dangerous in class. He once stabbed his assistant with a pin because he didn't like something at that moment. Previously, we dealt with everything within the school and pedagogical-psychological counseling or special-educational facility, but after this incident we transferred the case to OSPOD.\n\nSituation (Anamnesis):\nHe is a more temperamental student who is easily disturbed and upset. He is often uncooperative, aggressive, angry, threatens teachers, speaks rudely and uses vulgar gestures. On the contrary, in situations where he manages to be the center of attention, he knows how to calm down and tries to cooperate with other classmates. Her parents divorced and she is now growing up with her mother, her boyfriend, and a sister that her mother has with her boyfriend. They don't take much care of him at home and give all their attention to his little sister. He is therefore trying to win at least a place in school.\n\nTeacher Intervention (Solution):\nI've been watching him for a long time. Already in the first grade came the first reminders, notes and complaints from teachers. We informed the mother about various problems at school and recommended a visit to a pedagogical-psychological counseling center. In the beginning, the mother cooperated and visited the pedagogical-psychological counseling center with him several times. The mother later found a boyfriend and has a three-year-old daughter with him. He is already being forgotten at home and they pay almost no attention to him. He meets his father sometimes on the weekend when he takes him on a trip, but he does not have an educational role with him. His anger, aggression and vulgarity escalated, and his mother always said that she was teaching her son to be independent and that it would be resolved somehow. His care is neglected, and therefore the problem was handed over to the OSPOD organization. She resolved the situation by visiting his house occasionally to see how they were doing. The words of the organization, I quote 'it's better to have a bad family than none at all'.\n\nOutcome:\nIt is not possible to find a successful solution for him. His parents don't take care of him, they don't follow the recommendations of the school counseling facility, they don't guide him to do his homework, to be polite or anything else. He still does not bring a snack to school, speaks inappropriately, uses vulgar gestures, is restless and even aggressive. The environment in which he lives is not stimulating for him. OSPOD solves the situation with only a few visits to their home. The mother does not want any help in terms of education or tutoring. The elementary school agreed with the mother that she would give information about how education is going on at home by phone once a week. The teaching assistant keeps a diary of his behavior and how he works in class. This diary serves as a communication channel with parents and they have access to it. On the part of legal representatives, however, there is no progress in education and they still do not take good care of him. Therefore, this problem still cannot be solved.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: knihy\nDiagnoses: Psychiatrická diagnoza,ADHD\nDisorders: Vulgární vyjadřování,Verbální agresivita,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1062", "student_age_year": "12 let, 6. ročník", "student_hobbies": "knihy", "student_diagnoses": "Psychiatrická diagnoza,ADHD", "student_disorders": "Vulgární vyjadřování,Verbální agresivita,Agrese", "teacher_approbation": "Mgr., biologie, chemie, zeměpis, výchovný poradce", "teacher_practice_years": "25 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/814", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the teacher's class there was a boy with above average results in the class, the boy comes from a complete family, where they try to help the boy in his education. The boy has a disease of the immune system and is often sick, goes to school tired and sometimes falls asleep during classes. However, he is prompt and can respond to questions and answer them correctly. The boy is introverted but has no problem communicating with his classmates. During the last months, the teacher began to notice that the boy was losing weight, which she thought was due to his illness. She didn't notice anything unusual in the classroom. A few weeks ago, a student came to her asking if she could help the boy because he was being bullied by his classmate. The teacher did not know about the given behavior because it was during breaks or after school. A classmate frequented his classmate with verbal attacks aimed at his health and his figure.\n\nSituation (Anamnesis):\nThe classmate comes from an incomplete family, his mother still takes care of his older brother. It is said that the parents separated because the father spent a lot of time on the road. Both children are in the care of the mother and the father is allowed to visit them. The boy is rather extroverted, likes attention and is competitive, his results in class are average. A bullied boy from a complete family, where both parents take care of him, has a disease of the immune system, the parents are thinking about home schooling because of his health condition, but they do not want to deprive the boy of a team. The student has above average results in school.\n\nTeacher Intervention (Solution):\nThe teacher invited the classmate to her office after class, she tried to act so that it didn't look like she had a problem. She told him that she knew about the verbal attacks on his classmate. She asked him why he was doing that. The classmate was silent at first, but then admitted that he was doing it out of envy. He doesn't like how the bully falls asleep in class, but he still gets good grades and doesn't have to study. The classmate cried because he was sorry that he tries and doesn't have the same results as the bullied one, and if he doesn't get good grades, his father scolds him for it. The teacher tried to explain so that he could empathize with the feelings of the bullied, who does not talk about his illness and tries to be like others. The teacher explained to a classmate the condition of the bullied, who knew about his illness, but did not know what was causing it. The classmate of his own accord began to regret his words to his classmate. He promised the teacher that he wouldn't do it again. The next day, the teacher also talked to the bullied, who wondered what she was going to do with him. She told him that she knew about the classmate's behavior and wondered what he had to say about it. The bullied said that it is true, everything that is happening and that the classmate is equally right in everything he says. This led to anorexia, where he stopped eating because he lost his appetite. The teacher tried to encourage him, saying that it was not true and that the classmate had his own problems, which he took out on him. She told him that she had already spoken to the classmate and if his behavior was repeated, to tell her immediately.\n\nOutcome:\nTwo weeks after the incident, the problems did not recur, the bullied boy started eating normally at school, and after a month his physical condition also started to improve. The teacher started tutoring the bullied and thereby helped him improve his academic average. The teacher is satisfied with the result of the solution. To her surprise, there is no tense atmosphere in the classroom. The boys communicate with each other only when they have to, but neither one bothers the other in any way.\n\nStudent Profile:\nAge/Year: 11 let, 5. Třída (základní školy)\nHobbies: Sport, hraní počítačových her\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "814", "student_age_year": "11 let, 5. Třída (základní školy)", "student_hobbies": "Sport, hraní počítačových her", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství pro první stupeň", "teacher_practice_years": "20 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1236", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day I came to work and a student from the seventh grade came to my office saying that her classmate had taken the other classmate's textbooks and did not want to return them to him. Therefore, I went to class and called the student to confirm the situation and possibly find out more detailed information about the incident. The student confirmed the situation and also mentioned that for the umpteenth day in a row, another student regularly takes his snack under the threat that he will make sure that no one takes him to the basketball team in gym. The student was sad about the situation and it was clear that he would not come to solve the situation himself because he was afraid of the reaction of another student outside the school. For this student, this was not the first case of bullying on his part. There were already problems in the past in his previous class - from which he then failed. But once there was an intervention and the bullying stopped.\n\nSituation (Anamnesis):\nStudent: 7th grade, 14 years old, problem student, repeated fifth grade, extrovert, has a group of similar students around him in class. Another student: 7th grade, 13 years old, problem-free student, above average grades, quiet rather introverted boy, doesn't have many friends. Female student: 7th grade, 13 years old, extroverted girl, above average grades, class representative.\n\nTeacher Intervention (Solution):\ntook the student with me to the office so that we would not discuss the situation in the corridor. I asked him if I could call his class teacher so that she would also be there for the solution. The student agreed. In the office, we told the class teacher what had happened and talked with the student about the details of the incident. We found out how long the bullying lasted, what exactly happened, who was involved in the situation apart from the pupil and another pupil. After finding out all the important information, we sent the student back to class and called another student. At this moment, the educational advisor also came to see us. Another student initially denied the whole situation, but after threatening to call the police on suspicion of stealing textbooks, he admitted to us everything the student had mentioned. We called the parents of both students to let them know about the situation and to come to school the next day. The next day, we sat down with the parents of both students and proposed a solution. Another student returns all the textbooks, apologizes, and brings a favorite candy to school as compensation for all the stolen snacks. Another student will also stop influencing the running of the gym lesson, we later discussed this step with the gym teacher, who agreed to the measure that during team games the children will no longer choose the team captain themselves, but the students will take turns in 'captain' according to the class list. We subsequently told both boys about all the measures and they both agreed.\n\nOutcome:\nThe very next day, after the conversation with the parents, another student carried out all the steps we had agreed on the day before. From this time on, a pupil and another pupil had no problem with each other. Another student returned all the textbooks and apologized. In PE, the selection of students for captaincy was eventually changed in all classes to avoid similar situations. Another student stopped acting out for a while, but it was before the summer holidays, so now we see a deterioration in his behavior already in the first week of school. We will see how it continues, or I would like to arrange a preventive session with an educational counselor for him.\n\nStudent Profile:\nAge/Year: 14, 7. třída\nHobbies: Videohry, fotbal\nDisorders: Šikana\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1236", "student_age_year": "14, 7. třída", "student_hobbies": "Videohry, fotbal", "student_diagnoses": "", "student_disorders": "Šikana", "teacher_approbation": "Magisterské, anglický jazyk a hudební výchova", "teacher_practice_years": "24", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1488", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was left in the classroom after the lesson as a punishment, and when he was taken to the locker room, he behaved loudly and provocatively towards me. He was reprimanded twice along the way and when he started yelling and pushing his classmates in the locker room, I reprimanded him a third time, telling him to get out of the classroom because he was going back to the classroom with me, where he would be after school for a while. The student started getting angry, talking back and shouting.\n\nSituation (Anamnesis):\nCompared to the class, the student is above average intelligent, but has major problems with authority and thus with following certain rules. He has a positive relationship with female teachers and some male teachers. On the contrary, she usually has a problem with men. Punishments that interfere with his free time bother the student the most.\n\nTeacher Intervention (Solution):\nFirst of all, it was necessary to prevent violence in the locker room, this was achieved by taking the student to class. The student and I subsequently talked about why he was taken from the locker room back to the classroom. The student initially retorted that the fact that he shouted a little and punched someone once was no reason for him to be out of school. But when it was explained to him that he was disturbing the other classes by shouting on the way to the locker room, and he remembered how it bothered him when the other students disturbed him in the lesson with his noise in the corridor, he acknowledged that it was not fair of him. We continued on and talked about drooling. From our conversation, we finally came to the conclusion that if he continued this, someone would definitely retaliate against him, which he would not like and there would probably be a physical conflict, which needed to be prevented on my part and considering that he started and no one had paid him back yet, so it was only fair that he had to be escorted out of the locker room. After this conversation, he was taken back to the already empty locker room and allowed home.\n\nOutcome:\nFrom a short-term point of view, the solution was successful, apart from the fact that the student no longer yelled at anyone in the locker room, he stopped making more noise for a few days and generally behaved better than before. In the long term, I feel that the student sees me as someone who tries to approach all conflicts fairly, and thus I have an imaginary ace up my sleeve in the form of the sentence: \"You know that if I'm nothing else, I'm fair.\n\nStudent Profile:\nAge/Year: 12\nHobbies: hudba, fotbal, bojové sporty\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Provokace,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Transfer of student, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1488", "student_age_year": "12", "student_hobbies": "hudba, fotbal, bojové sporty", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Provokace,Fyzické násilí", "teacher_approbation": "Vysokoškolské", "teacher_practice_years": "12", "problems_annotated": "Physical aggression, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/523", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom the very beginning, due to his diagnosis, the student is very restless, who is always very happy to give vent to his emotions. If he is not given enough attention or does not feel listened to, he will immediately show his displeasure and can seriously disrupt the course of the lesson. I try to work with him to the best of my ability, but I also have to spend time teaching other students than just him. During one of the lessons of the first class, we discussed the pupils' hobbies, how they like to spend their free time and whether they spend it in nature. The student is a very passionate fisherman, so he kept coming forward and wanted to share his experiences with the class. I called him three times in a row, but even that wasn't enough for him and he kept reporting. However, I also needed to give space to other students. After about five minutes of constant reporting, the student slammed himself against the desk and began loudly voicing his disapproval, interrupting any debate that was currently taking place in the classroom and turning all attention to him.\n\nSituation (Anamnesis):\nThe student is in the fourth grade of a regular elementary school. There are 15 children in the class he attends, including 3 students with special needs. After four years, the class collective is well-knit and, apart from occasional minor conflicts between individuals, there is a pleasant atmosphere in this class. The student does not show much interest in learning. He lives only with his mother, who, as a single mother, does not have much time to devote to him, so the pupil is largely dependent on himself as part of his preparation for school. Unfortunately, this fact is reflected in his benefit, which is considerably below average, sometimes even unsatisfactory. Bad grades as such don't bother him too much because, as I already mentioned, he is quite lax about school. He has an entirely positive relationship with his classmates, during the normal course of the class. He likes to be the center of attention and if someone tries to take it away from him, he takes it very hard. He misunderstands that he is not alone in the classroom and must also give space to his classmates. His hobbies include, for example, fishing, which he can talk about for hours and hours.\n\nTeacher Intervention (Solution):\nasked the student if he could be quiet, I explained to him that he had already been given several opportunities to share his experiences and that the other classmates also wanted to speak, after which the student started shouting that he was not interested in the experiences of other classmates. I decided to ignore his outpouring of emotions and wanted to continue teaching with the other students, however, the student started singing very loudly and deliberately made it impossible for us to have a conversation. However, I already took this as a personal attack and started yelling at the student, how could he allow himself to treat the teacher and his classmates like this. Unfortunately, I went too far, I failed to control my emotions. The student fell silent in surprise, crawled under the desk and remained under it until the end of the lesson. I left him.\n\nOutcome:\nThe student refused to cooperate with me even during the next lesson. This state of his continued for the next few days and it took me a very long time to regain his trust, respect and desire to participate in the course of the lesson.\n\nStudent Profile:\nAge/Year: 4. třída\nHobbies: Hraní počítačových her a trávení času na internetu\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "523", "student_age_year": "4. třída", "student_hobbies": "Hraní počítačových her a trávení času na internetu", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "Kurz asistenta pedagoga + probíhající kombinované studium VŠ – Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "5", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/180", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problems with the student, who at that time was attending the 7th grade of the 2nd grade of elementary school, graduated in April 2012. The first problems with the student occurred when she was still attending the 5th grade of the 1st grade of elementary school. The girl was integrating into a new collective, as she was transferred to DD and therefore attended a different school. At first it didn't seem like she should be a troubled girl, but over time her social problems and attention deficit disorder began to show. At that time, the situation came to a head one day, when the student had a fit of rage and climbed through an open window in the classroom, located on the second floor of the school building, out onto the windowsill and from there onto the roof of the gym building. It happened during the break and everything happened very quickly. The classmates quickly ran for the supervising teacher. The security forces of the Czech Republic, the fire brigade and the rescue service were immediately called. All the while, the teachers tried to communicate with the student, who threatened to jump down from the roof. All the 5th graders were taken to another classroom so that there was room to manipulate the pupil. In the end, the pupil was taken off the roof by firefighters and hospitalized. Later in a specialized facility. She returned to school at the beginning of the 7th grade in 2011/2012. This time she was assigned an assistant, she had her IEP, a special education consultant. The classroom climate changed rapidly, as the pupil's assistant significantly disrupted it. The pupil herself did not show illness during the lessons, as she was sedated with pills and sometimes even fell asleep during the lessons. However, certain inappropriate fluctuations in her psyche and behavior manifested themselves as before. Several times it happened that she wanted to 'strangle' herself with the laces of her sweatshirt, 'cut herself' with scissors. All these situations calmed down in the end, because the teachers never gave up and took action with the assistant. However, as it turned out later, everything was rather piling up and waiting for his release. History repeated itself, but this time the pupil did not jump from the window to the roof, but remained on the windowsill, hidden behind the drawn blinds. It was a break and there weren't many students in the class. However, since 2009, the school has had a ban on opening windows in the absence of a teacher, so the open window attracted attention. One pupil went to look there and found a pupil on the windowsill with a knife to her neck and threatening to jump, this time from the first floor of the school. The teachers were immediately called. Two female teachers had to hold the pupil on the windowsill until the rescue services of the Czech Republic arrived. The teachers tried to communicate with the student, to be gentle and, above all, to play for time. After the arrival of the rescue services, it took at least two hours before the student was willing to climb down from the window into the building. She was then hospitalized and placed in a children's psychiatric hospital. She never returned to the local school.\n\nSituation (Anamnesis):\nThe pupil was diagnosed with Asperger's syndrome, abuse syndrome, dyslexia, dysorthography, manifestations of ADHD within the framework of PAS, emotional and psychosocial deprivation. The most manifested disorders were communication disorders and thus also social problems.\n\nTeacher Intervention (Solution):\nIt is difficult to capture all the solutions to the situations that have happened to the pupil over the years at school. The situation described above, when the student tried to commit suicide, will probably stick in your head the most. It is important to keep a cool head when this situation has happened. At first, the class teacher and her colleague tried to keep the pupil where she was. The others called the emergency services of the Czech Republic. The important thing was that they did not stop communicating with the pupil, they constantly talked with her, tried to distract her attention in another direction, tried to calm her down, take the knife away from her. After the arrival of ZS CR, they took over the situation and took the pupil to the hospital.\n\nOutcome:\nAlready the first incident strongly shook the whole school and especially the students of her class. Certain rules were introduced that had to be strictly followed. After the incident in 2012, teachers were more considerate of others and also more empathetic as they noticed that the event had shaken other students as well.\n\nStudent Profile:\nAge/Year: 15 let/ 7. ročník\nHobbies: kreslení\nDiagnoses: Aspergerův syndrom,Dyslexie,Dysortografie,ADHD,PAS – porucha autistického spektra,Citová a psychosociální seprivace\nDisorders: Agrese,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Violation of classroom/school rules, Selfdestructive behaviour\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "180", "student_age_year": "15 let/ 7. ročník", "student_hobbies": "kreslení", "student_diagnoses": "Aspergerův syndrom,Dyslexie,Dysortografie,ADHD,PAS – porucha autistického spektra,Citová a psychosociální seprivace", "student_disorders": "Agrese,Lhaní", "teacher_approbation": "titul Mgr.", "teacher_practice_years": "30 let", "problems_annotated": "Emotional outbursts, Violation of classroom/school rules, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1158", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught mathematics in the given class in my first year. The pupils came to us from the first grade, it was a completely different building - about half a kilometer from ours. It was a different environment for everyone, but not that new. First grade students have computer science classes in our building. This girl was always like wild eggs. The student has never been diagnosed with attention deficit disorder, ADHD or anything similar. She worked normally in class, but she was too fast.. in all subjects she managed to do everything assigned, sometimes I would say too fast.. Her work was done, so she didn't see a problem in dealing with her classmates the rest of the time. They always let themselves be withdrawn and preferred to chat with her rather than complete the assigned tasks. In almost every lesson, the student chatted at least 30% of the time. The warning only lasted a few seconds.\n\nSituation (Anamnesis):\nStudent - 6th grade student, extrovert, punctual, average - above average academic performance Class - without major disciplinary problems, average and above average students\n\nTeacher Intervention (Solution):\nChatty students who work quickly and after completing the task get bored and have fun with their friends can be found in every class. But this student's mind always seemed to go dark after completing the task and she thought it was time for free fun. How many times I felt as if her short-term memory had been erased. As if she didn't even know that three minutes ago I told her to be quiet, not to disturb her. So I started adding her to work and assignments.. I often had her write the solution to the assigned work on the board for others. When she had extra work to do, she calmed down and devoted herself to it. It happened that she got twice as much work as the others. Both in written form and also such additional ones... she erased the blackboard, made bulletin boards during the preparation of the assigned task, etc. The girl did not mind, on the contrary... she was glad that she did not have to look for work herself, that she would get it assigned.\n\nOutcome:\nThe pupil was satisfied with the extra assigned work. She didn't have to invent 'fun' herself and knew that what she was doing was meaningful. She always got her work on the topics discussed and thus was very well prepared for tests and examinations. All students had enough time and peace to work on the assigned work. I always checked the assigned extra work with the girl and we discussed any questions together. For other colleagues, the solution was very similar.\n\nStudent Profile:\nAge/Year: 11 let, 2. stupeň ZŠ – 6. třída\nHobbies: Hra na nástroj, kreslení\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Proactive solutions\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1158", "student_age_year": "11 let, 2. stupeň ZŠ – 6. třída", "student_hobbies": "Hra na nástroj, kreslení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. v oboru učitelství Matematiky a Přírodopisu na přírodovědecké fakultě UPOL", "teacher_practice_years": "24", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1253", "content": "TEACHING CASE STUDY\n\nBackground:\nThis student was in my high school mathematics seminar. I told the students in advance that the seminar is based on trust. I reminded them that I was willing to help them if they had any difficulties, but if they violated my trust, they would lose many benefits. Such as the offer of correction dates, the possibility of correspondence and so on.\n\nSituation (Anamnesis):\nThis guy copied someone else's work and when I confronted him with the team he confessed. However, I did not perceive the fraud itself as problematic behavior. The problem was that he was very polite. He apologized for the situation and acted very politely.\n\nTeacher Intervention (Solution):\nHere I made a mistake and did not apply a harsh punishment (I did not deprive him of some privileges within the seminar). However, a month later he broke his promise again and copied on the test.\n\nOutcome:\nIt was interesting that he did not see his assessment as fair. His self-perception was that he knows math better than his grades. And that's why he preferred to break that trust so as not to fall. But the whole time he felt wronged. The problem was not in our relationship, but in his perception of himself. It went so far that he failed the subject and had to repeat the grade. I always made time for him and we also worked it out with his parents. I never wanted to touch his dignity, but any effort to encourage him or give him a new opportunity, he found faults externally, not in himself. This story also has a resolution that when we were able to objectively show that he is really not good at math, he understood that the problem is not external, but internal. In retrospect, I know that I did well and that it ultimately moved the student and helped him in life.\n\nStudent Profile:\nAge/Year: 19 rokov, 5. ročník stredná škola (gymnázium)\nHobbies: Literatúra, kinematografia, humanitné vedy\nDiagnoses: Vykompenzovaný dis.\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Consequences, Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1253", "student_age_year": "19 rokov, 5. ročník stredná škola (gymnázium)", "student_hobbies": "Literatúra, kinematografia, humanitné vedy", "student_diagnoses": "Vykompenzovaný dis.", "student_disorders": "Lhaní", "teacher_approbation": "PhD. Matematika, Fyzika", "teacher_practice_years": "6/7 rokov", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/417", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher recalls a situation when a pupil in the 3rd grade overwrote his own grade in the pupil book. The teacher describes the situation: I got these children in the 3rd grade, in which, however, we were dealing with the problematic behavior of one pupil - a boy. As a third grader, this student already wrote down his grade in the student book so that he wouldn't be scolded at home, and because he knew that if he got a bad grade, he wouldn't be allowed to play on the computer/mobile phone at home, for example. The next day, of course, I found out that the grade was overwritten, because it was clearly 'scratched' in the student's grade (the grade was not written in pencil, of course), so we started solving this problem. This situation was resolved by some reprimand from the class teacher, and he did not do anything similar afterwards. The catch, however, was that this student's behavior had been problematic since 1st grade, and aside from that incident, we were constantly dealing with something. The student behaved inappropriately not only towards the teachers, but also towards his male and female classmates - he constantly tempted them, pinched them, cursed at them, kicked them, mocked them, made fun of them... Quotations of specific insults the student remembered by the teacher: 'Fat guy! Pig eaten! Lard!' This behavior of his eventually backfired and he had to drop out of school in the 6th grade basically as a bullied student. He actually blamed himself for his position here, but that class turned against him in the finals in such a way that he left.\n\nSituation (Anamnesis):\nthink it was crucial for this student that this boy was from a family where the father and mother were apart. So he lived with his mother, visiting his father only on weekends. However, the mother had a new partner and had 2 more children with him, and here I think that jealousy played a big role in this problematic student - in essence, his other siblings were a complete family, they had a father with whom he had to live in the same household, but he did not accept him as his father, because his own father obtained him by other means. However, in my opinion, the biggest problem was that the student's parents had a different approach to education. The mother forbade the boy, for example, the television for a bad grade or a comment, but the father, who took him for the weekend, allowed him everything, bought him expensive things... The teacher even had a little feeling that the parents were doing favors for themselves. Over time, the student even began to contradict his mother when she forbade him to do something and stand in front of her with the words: 'And dad will allow me anyway when I'm there at the weekend.'\n\nTeacher Intervention (Solution):\nSo... we constantly had a dialogue with the student like: 'Why are you doing this?' Dialogue example Teacher: Why did you pinch him now? Student: He just told me something. Teacher: No, he didn't tell you anything, I saw it now, you walked past him, you started it yourself. Student: But he told me something yesterday. Teacher: So now we're going to bring back everything we said to each other 20 years ahead... To me it felt like 'beating empty straw', he was nodding to me, but I turned around and it was again as if I hadn't said anything. So I tried and wanted to solve the situation - we visited the educational psychology counseling center, we had follow-up programs, sessions with the father and mother, when we directly received a recommendation from the counseling center that they have groups specifically for these children, so that they can integrate into the collective and function - unfortunately the pupil got smallpox, so they didn't come to the first session, the next term was in the 1st covid wave, so everything was cancelled, so I tried to push it through the next year, but again unsuccessfully. Then the student was already in the 6th grade, when he was no longer the teacher of his class, but I think he left school during that 6th grade because he was bullied because of his behavior, and I even think he transferred to the care of his father.\n\nOutcome:\nWhat the teacher solved positively, in my opinion, was the student's book, after the reprimand, something similar did not happen again. We explained to the boys that such things are not done and why it is not right. When issuing a reprimand, we basically proceeded according to the school rules - for fraud... Of course, the pupil was monitored as far as the pupil record is concerned. But we didn't manage to solve the other problems related to rude behavior towards those around us until the end of the 5th grade. Despite the repeated admonitions and reprimands the boy received for his inappropriate behavior, mocking the students... he still failed to 'correct' him. Based on the above anamnesis - we constantly discussed with the parents their approach to education and tried to improve the student's behavior, but in vain. However, the teacher was not at all satisfied with the solution itself. She constantly felt that she was trying to do something, but without any result, without effect. On the contrary, the older the children got, they didn't like anything from the boy and started to give it back to him. He had a disadvantage in that he was small and when he got into a boy who was stronger, it was clear that if he pushed him a little, he would fall. So the teacher was simply not satisfied with the solution. Yes, we did everything we could, but because she didn't see - and she really wasn't there - support from her parents, she couldn't do anything more as a teacher. A teacher to handle the above situation:\n\nStudent Profile:\nAge/Year: 8-11 let (3.-5. třída ZŠ) – po tuto dobu byla p. uč. třídní učitelkou problémového žáka\nDisorders: Podvody,Lhaní,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Verbal aggression\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "417", "student_age_year": "8-11 let (3.-5. třída ZŠ) – po tuto dobu byla p. uč. třídní učitelkou problémového žáka", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Podvody,Lhaní,Nevhodné chování", "teacher_approbation": "Titul: Mgr. Obory: Učitelství pro 1. stupeň ZŠ + AJ", "teacher_practice_years": "23", "problems_annotated": "Physical aggression, Lying and cheating, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1405", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in one of the classes in which I teach was such that the student absolutely refused to prepare, report results and complete assigned tasks. I noticed that the student occasionally reacts in class and his reluctance to cooperate is not caused by ignorance or insufficient knowledge or intellect. During the first quarter, this behavior was repeated in every lesson I had with this class. Because I saw intelligence and potential in the student, I was interested in why the student had such a negative attitude towards studying and deepening knowledge, and that's why I decided to talk to him.\n\nSituation (Anamnesis):\nThe student is from the 1st year of gymnasium, rather extroverted, inactive, reluctant, but intelligent.\n\nTeacher Intervention (Solution):\nThe approach to solving problematic behavior was as follows: Since the student refused to communicate with me about this topic during the lessons, I decided to talk to him outside the collective class, in the privacy of the cabinet. We discussed the reasons for his motivation and presence and his studies at this school. He claimed he was at the school to fulfill his parents' wish to study at a prestigious grammar school. He said that he personally has no other reason to be here and nothing motivates him to try and do anything above the minimum. We explained that it was a shame to throw away four years of study and not prepare for his future career. I also told him that it is important to prove to himself that he belongs at this school and that it is not only taking up places for those who really want to study.\n\nOutcome:\nThe result of the solution was as follows: Communication took off and the results began to be seen almost immediately after our conversation. I would say that it had a really positive impact and the student began to gradually show excellent results, to cooperate and to complete assigned tasks. He gradually developed into one of the best students with excellent grades.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník gymnázia\nHobbies: cestování\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1405", "student_age_year": "15 let, 1. ročník gymnázia", "student_hobbies": "cestování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ a AJ, divadlo ve výchově", "teacher_practice_years": "30", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1126", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was cold, really very cold, all the children were waiting in front of the school wearing hats and jackets. As soon as the children entered the classroom, I knew that something had happened between them, because I spend all my time with them in the classroom and during lectures. The pupil, who is usually the center of attention, this time sat perfectly in her place and looked sad, the other children kept whispering something to each other. Even during the lesson, the pupil was visibly pushed away from the group. After class, I therefore asked her what happened, if anything was bothering her. At first she was reticent and didn't want to talk about it, but eventually she opened up and confided in me that her other classmates say she has lice, even though she doesn't have any, she almost cried in class, I told myself that this I can't leave it like that and I decided to deal with it the very next day.\n\nSituation (Anamnesis):\nThe class is communicative, the students help each other, they are very lively, they enjoy any activity in which they can get up from their desks. Žačka is an extroverted girl who doesn't just give up, she likes to paint and sing, she is friendly and communicative.\n\nTeacher Intervention (Solution):\nThe next day, even before the start of the lesson, I sat down with the children on the carpet in the middle of the classroom and slowly started to work my way through the unpleasant topic. We discussed what these little critters look like, how they can get into our hair, and how we can get rid of them, the children were understanding and cooperative, but they kept making fun of the pupil. I told them that anyone can have lice, even if it's not really their fault. I also picked up on the topic of mocking for things we are not responsible for. In the end, I chose an activity for the children that was supposed to bring the desired fruit, the children were supposed to play monkey to check if their friend had lice in his hair. As soon as the children took turns, they found out that we don't have lice in the classroom.\n\nOutcome:\nThe result was that when I left the class to go to the bathroom, the other classmates started apologizing to the student, realizing that she didn't have them, and even if any of them did, it wasn't her fault. Since then, the children try to talk about everything out loud, and not whisper something to each other, since then we do not talk about lice.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída ZŠ\nHobbies: Malování, hra na hudební nástroj\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1126", "student_age_year": "8 let, 2. třída ZŠ", "student_hobbies": "Malování, hra na hudební nástroj", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "32 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/364", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened in geography class. The geography teacher is used to teaching with a wooden pointer, with which he points on a map, on an interactive board, with it he points at posters, flags, sometimes when the class is very disruptive, he bangs the pointer on a desk or table to quieten the class. A similar situation occurred in this lesson when the class was disruptive and the teacher banged the front desk to calm the class down. At that moment, the student stopped, snatched the teacher's index finger, bent it over his knee and broke it. At that moment, the teacher and the whole class stood still and did not know what had happened. The student put the index finger on the bench and sat down again without saying a word. At that moment, the teacher did not know how to react to such a situation, so he did not say anything and continued teaching. Halfway through the hour, he went to the office for another pointer and decided that he would take the whole situation as a joke and that he would not deal with such behavior with the student at all.\n\nSituation (Anamnesis):\nThe student can be said to be problem-free. Sometimes it happens that he disturbs the lesson with a neighbor or is more wild during recess. His grades are average and in some subjects even above average. The student lives with both parents and has 2 older siblings whom the geography teacher also taught, which could be the reason why he allowed this to the teacher. He could have known from his older siblings that the teacher was 'cool'.\n\nTeacher Intervention (Solution):\nFrom my point of view, the teacher did not solve the situation in any way. Even he himself admits that he did not know what to do in such a situation. The student is a student who sometimes disturbs the class, but not regularly, and after the teacher's warning, he always obeys and does not disturb again, so the whole situation was very surprising for the teacher. The teacher solved everything by taking the situation humorously, brought a new pointer and did not solve the situation further.\n\nOutcome:\nThe solution did not bring any result, as the teacher did not react to the situation. This may have given the impression to the class that they can do whatever they want with the teacher. However, the teacher told me that a similar situation with the student never happened again, and after talking to colleagues, the teacher found out that the student had no problems in any other classes.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: zeměpis, počítače, fotbal\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "364", "student_age_year": "15 let, 9. ročník", "student_hobbies": "zeměpis, počítače, fotbal", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "Pedagogická fakulta, zeměpis a tělocvik se zaměřením na vzdělání", "teacher_practice_years": "35 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1262", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when a saleswoman from the buffet came to my office and claimed that a small boy with a large amount of money had been coming to her since morning. The saleswoman noticed the situation because the boy was jokingly offering to pay the expenses to others and 'inviting' them to eat. He addressed children of different ages, from his peers to older pupils. Based on the description, I recognized who it was. When I approached the student and asked him where he got the money, he initially denied it. After raising his voice, he admitted that he had taken money home, but he was unable to determine the amount, but he estimated 10,000 crowns. The saleswoman was recording his spending, so we calculated that he spent approximately 4 thousand crowns, he had another 3 thousand with him and gave the rest away.\n\nSituation (Anamnesis):\nThe student comes from a complete family and his schooling started without any problems. He quickly made friends and became popular. He liked to show off and be the center of attention. His academic results were average, but he was behaviorally unproblematic until the time of the incident. The teacher remembered the situation when he fixed a loose door handle in the classroom.\n\nTeacher Intervention (Solution):\nAfter talking with the student, I contacted his mother, who was concerned about the situation. We arranged a meeting and a visit to the educational and psychological counseling center to find out if the student has any problems or what led to his behavior. Nothing of the sort has been confirmed.\n\nOutcome:\nAfter clarifying the situation, the student probably suspected that he would have problems at home, which is why he did not show up for several hours and came home only in the evening. My mother later told me that he started spending more time outside. It was not clear whether he was frightened by the situation or did not understand what was wrong with keeping money at home. Maybe I was too strict with him and he lost his trust. Before visiting the counseling center, he began to wander more, which was subsequently addressed in the counseling center. He was given a diary to record his comings and goings from the house, which helped him stop wandering around so much.\n\nStudent Profile:\nAge/Year: 7. let, 2. třída\nHobbies: pomoc v domácnosti, trávení času s kamarády\nDisorders: Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1262", "student_age_year": "7. let, 2. třída", "student_hobbies": "pomoc v domácnosti, trávení času s kamarády", "student_diagnoses": "", "student_disorders": "Krádeže", "teacher_approbation": "Mgr. et Mgr. (Učitelství pro 1. stupeň základní školy + Speciální pedagogika)", "teacher_practice_years": "34 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1205", "content": "TEACHING CASE STUDY\n\nBackground:\ngroup of three students started doing it on purpose during the year after one unexpected crash test in my classes. I think they felt cheated and as the leading group of the class they wanted to show it. At first, they had more fun in class and I often had to yell at them. But the bad behavior escalated. Their benefit also worsened. From threes to fours and worse. They forgot the tools, and especially the pupil's diary, in which we write down notes, grades, tasks and information.\n\nSituation (Anamnesis):\nStudent 1 Lives only with his mother and younger sister. Since the mother is alone with two children, the student feels lonely and needs attention. He is active in class, doesn't get bad grades, but because of his lack of attention, he gets carried away by others. Student 2 has divorced parents. He is often under the care of his mother, his father left the family. After the sessions with the school psychologist, the pupil revealed that he felt pushed out of the family area, had problems with authority and lacked attention. In subjects where he excels in skill, he has no problem. Student 3 The third student has a functioning family. Father, mother and two siblings. He has a problem with attention, easily getting into trouble. He likes to be the center of attention. His grades are average, but the disorder has not been diagnosed.\n\nTeacher Intervention (Solution):\nI've had enough, you don't have any tools, you're making a mess of me here, as I promised, I'll keep it too. We go to the director's office. The students have already noticed this sentence and said that they will fulfill everything as they should. The director's threat was valid on them. But this time I was adamant, as it dragged on for several weeks. We spent several tens of minutes in the director's office. Finally, their class teacher also came. The principal suggested reprimanding the class teacher and made it clear that if it happened again, he would jump straight to a reduced level of behavior.\n\nOutcome:\nIn the short term, it worked. The pupils were calmer and carried their tools as they should. However, a turning point came after two weeks, when I asked the class teacher if they would receive the warning that it would be necessary from an educational point of view. However, their class teacher did not have a very good relationship with me and we differed on many points. I think that, even on this impulse, the class teacher did not give the pupils a reprimand in the end. I no longer had the strength to deal with the director and I told myself that I would not continue to worsen and strain the situation between my colleagues.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: 1.\nDisorders: Lhaní,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1205", "student_age_year": "13 let, 7. ročník", "student_hobbies": "1.", "student_diagnoses": "", "student_disorders": "Lhaní,Vulgární vyjadřování", "teacher_approbation": "Mgr.", "teacher_practice_years": "5", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/347", "content": "TEACHING CASE STUDY\n\nBackground:\nIntroductory class, first week of school. When I came to class, he didn't stand up, so I had to explain to him how we were saying hello. Since it was the 5th lesson, I was afraid that he would not pay attention. He had signed the notebook incorrectly and was not going to change it. I felt that he was starting to resist (oppositional resistance).\n\nSituation (Anamnesis):\nThe student is a hyperactive 7th grade boy who lacks the ability to concentrate and follow the teacher's instructions. The boy is intellectually at a decent level, his interests include reading, history and model making, he is manual dexterous. According to available information, the boy experienced unspecified abuse by his stepfather in his early childhood. He no longer lives with his stepfather. However, teachers do not have a detailed report available. He likes to participate in activities, but lacks discipline. His behavior and ability to concentrate declines as the 'lunch break' approaches. The boy's problematic behavior is dealt with by all the teachers who teach in the class. They inform each other during the day how the boy is behaving today. The classroom climate in itself is disruptive, the question is how much it is due to the student's behavior. The children, being in the 7th grade, are not used to following the teacher's instructions at the pace of the 2nd grade of elementary school. However, I would attribute this to the long absence of face-to-face teaching. Some students came from other schools, due to the pandemic, there is no class collective. Pupils do not have an experienced system of work at the second level and the rules and behavior in the classroom are not fixed. There are several children in the class who, for example, are disruptive when they are working together in a group activity or sitting in neighboring desks.\n\nTeacher Intervention (Solution):\nThen I stood directly in front of him, leaned closer and raised my voice: 'Do you think anyone is still curious about your behavior?' I said. The boy was shocked. In a situation where he was upset, I explained the contents of the lesson and we started the activity. I engaged him in the activity as if nothing had happened. I managed the conflict with pedagogical tact. Even though the student's behavior was unpleasant for me, I did not allow my emotions to control me and thus I was able to appreciate his possible positive expressions during the rest of the lesson. In the next part of the lesson, we worked with historical magazines, thanks to which he started to cooperate and respond enthusiastically, he read quietly in a disciplined manner. We can say that he showed more interest than other classmates. Finally, he wanted to talk about the topic during the break.\n\nOutcome:\nWhen we find what the student likes, we can direct and direct him. He is then active, he can be praised. His intellect even showed that he could excel. By letting him know that I do punish for transgressions, but my anger doesn't last long when the student cooperates, I can appreciate him. In my other classes, it tends to be active after this conflict. My colleagues and I agreed, however, that we still do not have the student under control, and the situation is still not resolved in the long term. But the direction is already found.\n\nStudent Profile:\nAge/Year: 13. 7. třída\nHobbies: četba, historie, skládání modelů,\nDisorders: Rušení výuky,Vykřikování,Neposlušnost,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "347", "student_age_year": "13. 7. třída", "student_hobbies": "četba, historie, skládání modelů,", "student_diagnoses": "", "student_disorders": "Rušení výuky,Vykřikování,Neposlušnost,Nepracovitost", "teacher_approbation": "Dějepis, Český jazyk,", "teacher_practice_years": "26 let", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/744", "content": "TEACHING CASE STUDY\n\nBackground:\nOnce we had an art class. When we cleaned the classroom, the student went to wash his brushes and hands. As he walked away from the sink, he wiped his hands on the back of my T-shirt with a laugh. It totally shocked me. I couldn't even react. I just told him in case he was crazy. He just laughed saying it was just a joke. I didn't know what to do about it, so I went to the classroom teacher's office and explained the situation to her. The class teacher was also shocked by this, but it was nothing so strange for this student. She said we would deal with it in class, which was scheduled for the last class of the day.\n\nSituation (Anamnesis):\nThe student lives only with his mother and older brother. His mother spoils him very much and tolerates and allows him everything. He can play computer games and has no responsibilities. His grandparents also play a role in his upbringing, who also spoil him a lot, giving him money for computer games that he buys even if they are not suitable for his age group. The student has no awareness of the rules of decent behavior, is very self-centered and cannot empathize with other people's feelings. This causes, among other things, his conflicts with his classmates in class. Sometimes, for example, he jumped on a classmate's back during a break, and he didn't expect it, and he didn't like it. That's how the conflict arose. Or he often brought to school expensive toys that were currently in fashion, he bragged about them, but he didn't want to lend them to his classmates. He couldn't understand why no one wanted to be friends with him.\n\nTeacher Intervention (Solution):\nIn the aforementioned class lesson, the teacher started talking about our incident from art education. The other students confirmed that they saw it. The student didn't even deny it because, as he himself claimed all along, he saw nothing wrong with it. From his point of view, it was a joke. However, the classmates looked outraged, as did the class teacher. He somehow realized that it really wasn't funny and then apologized to me.\n\nOutcome:\nThe student apologized to me and did not do anything similar to me or my classmates in the following months either. He did not cause any heated situations, however minor disagreements and misunderstandings with classmates continued to occur. The student still had reserves in understanding social relationships and interactions.\n\nStudent Profile:\nAge/Year: 10 let , 4. třída\nHobbies: Počítačové hry\nDisorders: Arogance,Disrespekt,Nevhodné chování,Provokace,Slovní agresivita,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "744", "student_age_year": "10 let , 4. třída", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Arogance,Disrespekt,Nevhodné chování,Provokace,Slovní agresivita,Verbální agresivita", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1081", "content": "TEACHING CASE STUDY\n\nBackground:\nI had a smart, gifted student, but she didn't finish her assignments. She had good ideas, she was praised for them. But then she usually didn't make it and didn't give what she should have. There were repeated situations where the girl did not work on the proposals for the next hours (she got stuck) and did not cooperate. Sometimes she didn't turn in assignments or didn't do them. Then she didn't cooperate in lessons and during consultations. From communication with other colleagues, I was informed that her behavior is repeated in other classes as well.\n\nSituation (Anamnesis):\nThe student was gifted, she had a lot of free time activities. She didn't do school as conscientiously as she could. She wasn't living up to her potential.\n\nTeacher Intervention (Solution):\nI discussed the whole situation with the class teacher and we both came to the opinion that it was necessary to talk to the girl. I wanted to help her, so I contacted her and had a private conversation outside of class. In it, I asked her if she enjoyed school. I asked about her other extracurricular activities. It was obvious from the interview that she enjoys school more than anything else. But that she would not like to move somewhere, that she wants to finish school. She says she likes school. I also talked with her about what causes her to not finish things and not do things the way she should. We agreed that he would think about himself and that he would finish things and cooperate. I had a good feeling about the interview. There was no indication that she was causing any further problems.\n\nOutcome:\nThe girl took the situation personally. She turned the whole thing against me and the class teacher and passed on the information at home that she had been pressured to leave the school. The whole situation was then resolved with the parents. Both sides argued otherwise. The girl did not leave school. And he continues to visit her.\n\nStudent Profile:\nAge/Year: 2. ročník SŠ\nHobbies: Hodně volnočasových, mimoškolních aktivit, blíže nebylo specifikováno\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1081", "student_age_year": "2. ročník SŠ", "student_hobbies": "Hodně volnočasových, mimoškolních aktivit, blíže nebylo specifikováno", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské", "teacher_practice_years": "18", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1327", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student attends the second grade of the gymnasium, where I teach mathematics. Since the beginning of September, I observed his low work activity in classes, he often just lay on the bench and showed no interest in anything around him. His absence also began to increase, he was absent especially on the days when tests were to be written. He gave a passive impression in math lessons, he didn't disrupt the lessons in any way, but I could see that he was out of his mind. He couldn't answer a simple question to which he knew the answer for sure only an hour ago. I also noticed fluctuations in his behavior, when silence and passivity in class alternated with days when he showed great interest in the material being discussed. Due to the above-mentioned high absenteeism, his benefit gradually began to deteriorate, which led to a decline in his work commitment. He stopped doing his homework, refused to go to the blackboard, and answered questions with stubborn silence. Often, under the pretext of visiting the toilet, he would leave class and return after a very long time.\n\nSituation (Anamnesis):\nThe student lives with both parents and is an only child. Both his parents are scientists and don't spend much time at home. They have high demands on their son and often contact the school themselves with questions about their son's welfare. At the same time, they are very careful about their son and for this reason the son does not go to school events. That's why he doesn't really fit into the school team, even if he's not completely excluded from it. He mainly talks about school stuff with his classmates, he doesn't have any circle of close friends. He gives a closed impression in the classroom, he sits alone in the desk by his own decision (\"I like peace and when no one disturbs me\"). He has no problem with authorities in the form of teachers.\n\nTeacher Intervention (Solution):\ndiscussed the situation with the class teacher and also with the school psychologist. However, I didn't learn too much because neither of them had accurate information about the student. I found out that the student has \"some psychological problems\", but that the parents do not want this information to be spread among teachers and classmates. I wasn't exactly sure how to deal with the student. So I tried my best to accommodate him and make everything easier for him. I offered him personal consultations and various options for correspondence and correction of papers and I put all teaching materials at his disposal. However, I gradually began to see that my efforts were not bearing any fruit.\n\nOutcome:\nThe student began to abuse my more benevolent approach to him. He almost stopped going to school, and thus not only did he not progress as quickly in mathematics as his classmates, but he also became very distant from the team. The less he attended regular classes, the more he asked me for individual consultations, even outside of my working hours. He often came to these consultations late and unprepared, with zero work commitment, so despite all my efforts, the student was not moving anywhere, and moreover, this method of teaching meant a disproportionate time burden for me. It was also very difficult for me to explain to the other pupils why he hardly goes to school and what is happening to him, when I myself did not have specific information. So I have to state that in the case of this student, my efforts did not fall on fertile ground. I would definitely handle the situation differently next time, most likely with more support in the person of a school psychologist and class teacher, I would get more advice and not tend to solve everything myself. As part of my practice, this case would be a great school for me, which showed me that good will and effort are sometimes not enough, and can even be harmful.\n\nStudent Profile:\nAge/Year: 13, sekunda\nHobbies: počítačové hry, archeologie\nDiagnoses: Snížená míra frustrace,Výkyvy nálad\nDisorders: Vyhýbání se škole,Psychické problémy,Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Support, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1327", "student_age_year": "13, sekunda", "student_hobbies": "počítačové hry, archeologie", "student_diagnoses": "Snížená míra frustrace,Výkyvy nálad", "student_disorders": "Vyhýbání se škole,Psychické problémy,Emoční labilita", "teacher_approbation": "Mgr., matematika a chemie", "teacher_practice_years": "26", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/494", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the 9th grade, I was informed that a student from my class was seriously ill and was in the hospital. He was diagnosed with leukemia. No one knew and my mother and I agreed that I would announce it to his classmates in class. When I announced in class that their classmate would not be going to school at the moment because he was in the hospital, the problematic student with ASD reacted to it. He responded by saying the line: 'Then he'll probably die!' There were a lot of leader types and aggressors in this class, so it made them hate him. For that reason, the aggressors attacked him verbally. The student reacted to this with his anger.\n\nSituation (Anamnesis):\nThe student grew up in a broken family with his mother and older brother. His brother had physical problems that required him to undergo several surgeries. The student did not manage his brother's situation well. His mother refused medication and visits to psychologists or psychiatrists. At the same time, the mother did not cooperate with others or with the school. As the student was not treated in any way, he had a mental breakdown in the 9th grade. After the breakdown, he stopped taking medication and saw a psychiatrist. He did not return to school. The student did not have many friends, as he often did not get along or get along with others. He had psychological problems and at the same time several learning disabilities (dyscalculia, dyslexia, dysgraphia). For this reason, he had the opportunity to attend re-education. At school, he used to have aggressive behaviors that included: beating his hands around him, throwing things, hitting things, etc. These behaviors often appeared if he did not agree and disobeyed an authoritative person. In this situation, the assistant took him to the corridor until he completely calmed down. In 9th grade, this behavior escalated for the worse. In school, the student was below average and often lived in failure. When it came to subjects that he had to learn by heart, he was able to do it for better grades. He had problems with substances that had to be understood or practiced. For these reasons, he had a reduced rating on the recommendation from the counseling center. In class, he was a frequent target of ridicule for his classmates (imitation, offensive jokes, laughter, etc.), as his classmates were mostly leaders. Later, it bothered him even if a classmate just looked at him and immediately complained. The atmosphere in the classroom was very tense from these situations.\n\nTeacher Intervention (Solution):\nSince an argument broke out in the class because of the given statement, it was necessary to calm down both the student and the rest of the class. I explained to the student that such things are not said and that their classmate will recover and return. I explained to the other students that the student did not mean it that way. That he has problems with the perception of such a situation, etc. With that, everything went quiet and the students left physics for their main class without any visible conflict.\n\nOutcome:\nThere was a big break and I thought it was resolved. It didn't take long and the colleagues who were currently supervising the corridor arrived. It has been reported to me that the students in my class are yelling at this student and there are verbal attacks. Which aroused even more aggression in the student in question. Eventually he had to be taken out of the classroom to calm the situation down.\n\nStudent Profile:\nAge/Year: 9. třída 14-15 let\nHobbies: výtvarný zájem, vesmír\nDiagnoses: ADHD,PAS – porucha autistického spektra\nDisorders: Agrese,Fyzické násilí,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Support, Working with the collective\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "494", "student_age_year": "9. třída 14-15 let", "student_hobbies": "výtvarný zájem, vesmír", "student_diagnoses": "ADHD,PAS – porucha autistického spektra", "student_disorders": "Agrese,Fyzické násilí,Ničení majetku", "teacher_approbation": "VŠ – matematika a fyzika pro SŠ", "teacher_practice_years": "18 let", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1170", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the math lesson, I assigned the students an independent work. One of the students was clearly not interested in the lesson and was not even interested in doing any work or just thinking. Within a few moments, this pupil began to make hums of various character. Another student joined him. So there was a cacophony of sounds in the classroom. As a result of this behavior, the other students were unable to concentrate on the task, which was a significant problem and a solution to the situation was needed on my part.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on all sides of the class so that they have as little opportunity to communicate with each other as possible, i.e. so that they also influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nTeacher: Students, I warn you, stop it. Rather concentrate on the work at hand. How are you? I see there isn't much here. You have to focus. For example, how would you calculate this example? Student: I don't know, I would probably do this and then I don't know. Teacher: So first you have to add these two members. What about you, student? (pupil yelled again) Teacher: I stopped paying attention to the pupil\n\nOutcome:\nThe student no longer interrupted the lesson, as he did not receive the desired attention from the teacher and classmates. With other teachers, the problematic behavior continued, because they pay attention to his behavior, unlike the teacher in whose classes the pupil behaves relatively decently and works at a standard pace.\n\nStudent Profile:\nAge/Year: 15,osmýročník                                                             (propadl)\nHobbies: Čas venku s                                                             přáteli,                                                             počtačové hry\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Lhaní,Nesoustředěnost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Proactive solutions, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1170", "student_age_year": "15,osmýročník                                                             (propadl)", "student_hobbies": "Čas venku s                                                             přáteli,                                                             počtačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Lhaní,Nesoustředěnost,Rušení výuky", "teacher_approbation": "?", "teacher_practice_years": "Absolvoval/a nějaký relevantní kurz, výcvik na zvládání problematického     chování, nekázně nebo komunikace ve třídě a podobně (zatrhněte):      Případně uveďte název (otevřená otázka):    Kazuistika ++     Jak můžete začít rozhovor s učitelem(kou)/asistentem(kou):     Otázka: Kdybyste měl/a zaměřit svou pozornost na situaci, kdy jste s žákem    řešil/a nějaké problémové chování, co by to bylo za situaci?     Po odvyprávění situace si ověřte, zda učitel(ka)/asistent (ka) považuje    situaci za dobře zvládnutou nebo pochybuje/ je si nejistý zvoleným    postupem. (použijte škálu uvedenou níže)     Otázka: Jak byste vyhodnotil/a zvládnutí této situace Vámi? Jde spíše o    dobře zvládnuté rušivé/problémové chování žáka?     Pokud jde o dobře zvládnuté rušivé/problémové chování žáka/žáků    (inspirující", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/591", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose six years ago in the seventh grade of the elementary school where I continue to work. It all started with ski training that I didn't lead. Later I was informed about the bullying and lynching of one student, and my colleague was not clear how the situation ended at the training. Subsequently, I had to lead a civics lesson with this class. When I came to class, I found a fight between a student with ADHD, who was being bullied on the ski slope, and another boy.\n\nSituation (Anamnesis):\nThe class teacher of the seventh grade told me that the class group was not managed carefully enough, which resulted in problems in ski training. The incident was filmed on a mobile phone and the video was published. The students in the class deliberately provoked and bullied the student with ADHD.\n\nTeacher Intervention (Solution):\ntried to keep calm. I separated the struggling students and took the student with ADHD to the corridor. He defended himself, feeling wronged. I reassured him with a calm tone. After returning to the classroom without him, I found that the situation had calmed down and I said that we would deal with it after class. Meanwhile, I left the ADHD boy at the ping pong table and the door open. After a while, I returned to him to find out his perspective on the situation. After our conversation, we returned to the classroom where the class responded by shouting at him. I calmed down the class and we checked the assignments together. After the lesson, I took both boys into the office to get a full picture of the situation. The guidance counselor also got involved and the other teachers began to monitor the class more. The boy with ADHD was not entirely innocent, the truth was somewhere in the middle.\n\nOutcome:\nThere were other minor problems after the incident, but it never escalated into a more serious conflict.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: sport\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Physical intervention, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "591", "student_age_year": "13 let, 7. třída", "student_hobbies": "sport", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "vysokoškolské, magisterské", "teacher_practice_years": "23", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/917", "content": "TEACHING CASE STUDY\n\nBackground:\ndiscussed several times with the class teacher that the student has not been going to school for the 3rd month after breaking his leg. At the beginning of April, the pupil's mother visited the school.\n\nSituation (Anamnesis):\nIt was agreed that the student would start going to school. The following week, the pupil did not come again, so the class teacher called the mother and the pediatrician again. From the end of February, the mother kept saying on the classroom phone that the student would come to school next week.\n\nTeacher Intervention (Solution):\nAt the end of April, I phoned the student's mother. When my mother repeated to me twice that the student would come to school next week, I realized that these were just promises again. I informed the mother that if the student does not come to school, I will contact the curator at OSPOD.\n\nOutcome:\nThe following Monday, the student came and has been going to school ever since. Within a few days it was already possible without French sticks.\n\nStudent Profile:\nAge/Year: 13, 7. ročník\nHobbies: Jízda na koni\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Agreement, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "917", "student_age_year": "13, 7. ročník", "student_hobbies": "Jízda na koni", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ, pedagogická fakulta", "teacher_practice_years": "24", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/244", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the lesson, when mirror forms were being made and the children were imitating their movements through the mirror, the student suddenly got angry and hit a classmate. After I started looking for the reason why she hit him, the student quickly took her backpack and ran into the corridor. There, she tried to barricade the door with a bench and banged it against the door, causing noise throughout the hallway and the classroom. When I asked her why she was doing this, she angrily started yelling that the brother of the classmate she hit had done something to her on the playground the day before and that she was now going to pay for it. Whatever I said, the student ignored. I tried to explain to her that this is not the way to deal with the situation and that we can talk to the student in question about what happened on the field, but I didn't even say it and started running to the locker room. Where she was screaming how she was going to run away because she didn't want to be in this stupid school. She started to look for the locker key but couldn't find it. I tried to stop her, but she ran out without a backpack and only in short clothes and sat on a bench. I warned her that such behavior is unacceptable. The student replied that she didn't care. It wasn't the first time that the student was inclined to run away. Fortunately, she never ran away from school completely. She always lingered in the atrium. I tried to convince her that we could call home or try to resolve the situation verbally and also that it would be cold outside. After a while, she also returned to school, picked up her backpack and ran to the bathroom, where she started eating a snack. Before long, she climbed out and was visibly calmer, but there was still anger and an unresolved conflict in her. It was already possible to talk and negotiate with her. Together we found the locker key because she was sad that it had a chip on it and a deposit paid. The whole situation ended out of nowhere with the words: 'Go to hell, I'm going to class!' She took her things and went back to class where she ate her snack and was now calm.\n\nSituation (Anamnesis):\nComplete family, older brother by three years has similar tendencies to escape and aggression. Mother teacher.\n\nTeacher Intervention (Solution):\nWhenever a student has a similar attack, it is important to think first about her safety and the safety of those around her. In many situations, we defended the student with physical force, but it was not at all effective, it also turned out that sometimes she is hungry and after eating, her condition calms down a bit. Quite often he threatens, opposes the one who gives orders or options. Sometimes her remarks are aggressive, quite often she threatens to destroy something or hurt someone, kill him. The special pedagogue recommended that if something like this were to happen, she should have some place where she could clear out. Unfortunately, this is not always possible when a student wants to run away from school. When the situation could not be resolved, we called the parents.\n\nOutcome:\nAs soon as all the actions that the student can perform in aggression can be solved, the class teacher tries to communicate with her about her mood and emotions. He always reminds her that it is better to use words and solve it with words than with actions and violence. Which started to take places. For example, while getting dressed in the locker room, instead of doing laundry, she and a classmate, due to some disagreement, started arguing and literally yelled at each other. The solution in these situations is for a long time, we have to work with the student slowly, and above all, carefully observe what is happening in the classroom and in what mood she comes home from home, whether she has had a good meal and whether she is satisfied. Quite often her aggression is an indicator of fatigue.\n\nStudent Profile:\nAge/Year: 7 let, 2. třída\nHobbies: Hraní si na zvířata, jídlo, kreslení\nDisorders: Agrese,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "244", "student_age_year": "7 let, 2. třída", "student_hobbies": "Hraní si na zvířata, jídlo, kreslení", "student_diagnoses": "", "student_disorders": "Agrese,Vyhýbání se škole", "teacher_approbation": "Vysokoškolské, speciální pedeagogika", "teacher_practice_years": "10", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/811", "content": "TEACHING CASE STUDY\n\nBackground:\nam describing a situation where my student, a 9-year-old boy, typically refuses to cooperate in English language classes in connection with the behavior described above. He does not cooperate, has fun with other pupils and distracts and pokes them. He refuses to do the activities that have been imposed on children, gets angry, rolls under the bench. Even the teacher's assistant who works with him in class does not help the situation much. As much as possible, he will prevent the boy from harming other classmates. The only activities that the boy visibly enjoys in class are vocabulary competitions on the interactive whiteboard and singing songs, to which he enthusiastically sways to the rhythm and sings, however, he still manages to do everything possible, including harassing other children. The situation is repeated de facto in every one of my lessons and it is almost impossible to motivate the boys to cooperate in any way and to keep the class calm.\n\nSituation (Anamnesis):\nThe boy is now in third grade and I am teaching him English. In this case and this class first year. He lives in alternating care, his father is a foreigner. He has a sister who is two years younger, who attends the same school, but she does not have any major behavioral or academic problems. Alternate care places relatively high demands on communication between parents, which does not work very well here. The father does not solve many things, he does not consider them important, he does not follow the proposed regimen for the boy. The mother, on the other hand, tries to communicate with the school and is aware, if only partially, of the differences in the approach to the boy and in education. Based on the request of the class teacher and the school psychologist, the boy was repeatedly examined by the pedagogical-psychological consultant (PPP). Due to the unimproving situation at school, he completed a day stay at the Educational Care Center (SVP) from September to December 2021, on the basis of which he was assigned a teacher's assistant, not only for the duration of classes, but also for the group. He has been diagnosed with a disorder of attention and activity affecting the area of work capacity (psychomotor restlessness, fatigue) with an overlap in executive functions (weakened will to overcome obstacles). Support measures 3, assigned a teacher's assistant for the duration of classes and groups. In the home environment, on the basis of an examination in PPP and a subsequent stay in SVP, educational principles such as a regular regime, consistency and boundaries in education, separation\n\nTeacher Intervention (Solution):\nwas unhappy with the situation in the classroom. Almost every time, the boy threw the whole lesson away, it was impossible to work fully with him or with the other children. At that moment I decided that I would not pressure him to be with others\n\nOutcome:\nThe situation has not been completely resolved. There are still situations in the boy's lack of concentration, boredom or loss of motivation (especially in the area of written speech requirements) and harassment and poking of other children, but they are no longer so frequent and it has enabled me to work better with the whole group of children. Unfortunately, the boy's problems in the school environment persist. I would say that it is also his reaction to his parents' divorce, which according to his class teacher, who has accompanied him since the first grade, he did not tolerate very well. However, at least in the English classes, it was possible to motivate the boys to cooperate at least a little.\n\nStudent Profile:\nAge/Year: Jedná se o žáka třetí třídy (první stupeň)\nHobbies: Chlapec miluje svého tatínka, vidí se v něm a z rozhovorů s asistentem pedagoga je jasné, že k otci má i respekt, a to i přesto, že otec se školou příliš nespolupracuje a ani nedodržuje navržený režim.\nDiagnoses: Poruchy pozornosti a aktivity,Rychlá unavitelnost\nDisorders: Hyperaktivita,Nespolupráce,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "811", "student_age_year": "Jedná se o žáka třetí třídy (první stupeň)", "student_hobbies": "Chlapec miluje svého tatínka, vidí se v něm a z rozhovorů s asistentem pedagoga je jasné, že k otci má i respekt, a to i přesto, že otec se školou příliš nespolupracuje a ani nedodržuje navržený režim.", "student_diagnoses": "Poruchy pozornosti a aktivity,Rychlá unavitelnost", "student_disorders": "Hyperaktivita,Nespolupráce,Nepracovitost", "teacher_approbation": "vysokoškolské - titul Mgr., aprobace dějepis, český jazyk, občanská nauka", "teacher_practice_years": "22", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/544", "content": "TEACHING CASE STUDY\n\nBackground:\nhad a very unpleasant student in my class. He often beat his classmates, even female classmates. He got angry very easily, was self-centered and attacked others cruelly for the slightest thing. In the locker room, he hit a classmate's head on a bench because he was sitting where the student wanted to sit. When a girl was standing in the doorway of the classroom he wanted to pass through, he hit her on the shoulder. Once he threw a paper swallow and hit a girl in the eye. When she got angry and crumpled the swallow at him, he grabbed her and slammed her against the wall. Another time, he kicked a classmate lying on the ground, with whom he had been playing a while before. To reduce his possible assault on the children during breaks, he was allowed to have a cell phone during breaks. Once I entered the classroom shortly after the bell rang. My task was to start the lesson and before the arrival of the teacher, to practice the material from the previous lesson. When I came in, the student was still playing on his cell phone. I urged him to put it in his bag right away. He told me, 'Wait until I die.' I didn't want to wait, and it pissed me off. Not only did he touch me, but he still wouldn't listen. So I just wanted to take the phone from him. The student defended himself and turned so that I could not take the mobile phone from him, and he was still playing, his eyes fixed on the mobile phone. He was still upset that I was spoiling his game.\n\nSituation (Anamnesis):\nThe student had divorced parents and was in alternating custody. He either lived with his mother and younger sister, or he was with his father, who lived with his girlfriend. Both parents preceded the boy and tried to please him in every possible way. He often bragged about what they bought him. He especially enjoyed playing computer games that involved shooting and killing. He bragged that his parents buy him games that are intended for players aged 18 and up. Only the mother was in contact with the school. The problem was that she absolutely refused to believe her son's bad behavior, defending him and insisting that even if he did hit someone, it was only because others were making fun of him. She refused to go with her son to any specialist workplace dealing with problematic behavior and only agreed that he would see the school psychologist. She also refused to punish her son in any way for the reported aggressive behavior at school.\n\nTeacher Intervention (Solution):\nThe pupil received a note from the class teacher, which, however, had no meaning, given the attitude of the parents. There was a discussion at the school about banning mobile phones for children during lessons, including during breaks. When I voted, I was in favor of this ban, because some pupils cannot put down their mobile phones when they ring. The ban was approved and became part of the school rules. The student went to the school psychologist for regular sessions once a week. I was in daily contact with the psychologist and I regularly described to her what the student had done, who he had beaten and why. She always talked to him about it and explained to him how he should have handled these situations better.\n\nOutcome:\nAfter a year of seeing the school psychologist, the situation did not improve. The psychologist announced that she was ending her work with him because 'it doesn't make sense with him' and recommended that he go to an educational care center, which the mother, of course, refused. The class teacher always talked him down when he attacked someone again. It wasn't very valid somehow. The conflicts did not stop. Everyone was relieved when the student moved away and went to another school. I sincerely feel sorry for his new classmates and teachers. So they didn't solve anything with him.\n\nStudent Profile:\nAge/Year: 12\nHobbies: Počítačové hry  střílecí, bojové)\nDisorders: Arogance,Disrespekt,Agrese,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "544", "student_age_year": "12", "student_hobbies": "Počítačové hry  střílecí, bojové)", "student_diagnoses": "", "student_disorders": "Arogance,Disrespekt,Agrese,Verbální agresivita", "teacher_approbation": "Asistentka pedagoga", "teacher_practice_years": "4", "problems_annotated": "Emotional outbursts, Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1011", "content": "TEACHING CASE STUDY\n\nBackground:\njoined this school on the recommendation of my classmate from university. It was close to where I live, so it actually suited me. At that time I was the youngest in the teaching staff. I was supposed to replace a math and physics teacher who was already retiring. I was tutored in 6th and 8th grade math. In the 6th grade, I also got a classroom teacher. The first days were fine, after all, we got to know the students. However, in the 6th grade, about the 2nd week after the start of the school year, I started having problems with some students. It was the kind of group that sat at the back by the window. After several days of being disturbed, I got angry and told them that everyone would sit alone. To that, they replied that I should so-called 'twitch my leg.' It scared me enough at the time. I couldn't imagine that they would treat me like this for another 4 years. There was no peace in my lessons, I kept having to admonish the boy.\n\nSituation (Anamnesis):\nStudents were distinctly extroverted, class leaders, athletic.\n\nTeacher Intervention (Solution):\nOne day I was really upset and wanted to go to the deputy director right after the lesson and solve it with him. But I wanted to give it one more chance. Instead of a math lesson, I brought papers saying that they were supposed to write what suits them in school and what doesn't. Finally, they were supposed to write what they thought of me and what I should improve. after class I took the texts home and read them. I found out that many students would like their previous teacher from 5th grade back. I didn't find any criticism there specifically for my learning style, but simply for the fact that I'm not like their former teacher. So for the next hour, I told them to separate the benches, I brought a balloon, we made a circle out of the chairs and sat in a circle. we passed the ball around and talked about the rules in the classroom, about what we like to do. What are our experiences at school and so on. In the end, we had fun with it, the boys who made a mess enjoyed it too and I think they behaved a lot better after that.\n\nOutcome:\nThe students were relatively calm, as befits the 6th grade. The boys got used to the new teacher, they did not disturb. At the end of the school year, they all even got together and bought me a joint gift, which they all signed.\n\nStudent Profile:\nAge/Year: 6. ročník\nHobbies: sporty, hry\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Working with the collective, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1011", "student_age_year": "6. ročník", "student_hobbies": "sporty, hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "matematika a fyzika", "teacher_practice_years": "15", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/899", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, in the first English lesson, I decided to play a get-to-know-you game with the students, most of whom didn't know me and didn't know much about each other. It was a classic round where everyone had to introduce themselves, say something about themselves starting with the same letter as their name, the next in line had the task, in addition to introducing themselves, to repeat what the people before them had said. Everything went as it should, until it was the student's turn, she unfortunately couldn't remember the name of one of her new classmates, so she couldn't fulfill the task of the game, so she hit the table with all her might in frustration.\n\nSituation (Anamnesis):\nPupil - 15 years old, introvert, Asperger syndrome, sometimes explosive and anxious\n\nTeacher Intervention (Solution):\nThe situation partially resolved itself when the student angrily shouted that she could not remember, this calmed the rest of the people, because they already knew that her anger was not against any of them, but that she was angry only at herself. At the same time, I told her that she shouldn't worry about it, because it can happen to anyone, everyone forgets. Thanks to the supporting materials from the school psychologist, I was more or less prepared for the situation, I mainly managed to classify the situation and I knew how to act.\n\nOutcome:\nI don't know the long term effect since it happened 2 weeks ago, but since then I have been on the alert, I know that such a situation can happen, But luckily, I have to knock, it hasn't happened again yet.\n\nStudent Profile:\nAge/Year: 15 let – 1. ročník SŠ\nHobbies: Technika, programování – Python, C++\nDiagnoses: Náběh na Aspergerův syndrom,Lehká forma autismu,Autismus,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus,Dětský autismus\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "899", "student_age_year": "15 let – 1. ročník SŠ", "student_hobbies": "Technika, programování – Python, C++", "student_diagnoses": "Náběh na Aspergerův syndrom,Lehká forma autismu,Autismus,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus,Dětský autismus", "student_disorders": "", "teacher_approbation": "Mgr. – čeština, angličtina", "teacher_practice_years": "16", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/416", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student has problems with obesity and excessive sweating. He is very social and communicative and wants to talk and work with his classmates, but they all sit as far away from him as possible. He pretends not to mind, but inside he doesn't feel well. His activity in class is getting worse, he stops asking the teachers questions so that his classmates don't think he's annoying. He began to feel insecure in class. He used to eat in the toilets so that his classmates wouldn't make fun of him. He refuses to go on school trips and his absence from school increases. The householder convinces that he is not feeling well so that he can stay at home and not have to go to school. He showed aggression when his classmates made fun of him. He threw chairs, broke things with classmates and the like.\n\nSituation (Anamnesis):\nHe is a thirteen-year-old student who is an only child and lives only with his mother. The father is not interested in him, he left when the student was small. He has a very good relationship with his mother. He is in the eighth grade of elementary school. He is an average student, but he is very diligent. He rushes into every activity. He often comes to class and asks additional questions about the subject.\n\nTeacher Intervention (Solution):\nIn order to prevent the bullying of the student, the teacher took several measures. She increased the pedagogical supervision in the classroom so that his classmates did not make fun of him during breaks, so that he did not go to the toilets or the changing room to eat. The teacher included frequent group work in her teaching so that the pupil could get to know as many classmates as possible and they would find their way to him. Joint class hours, where they could discuss problems and not throw their solutions at individuals, were supposed to reduce the manifestations of aggression.\n\nOutcome:\nThe student got to know his classmates better through group activities. There were two classmates who found their way to him. Although he was still sitting alone in the front, at least there was someone to talk to during the breaks. His classmates no longer mocked him, but they still did not make friends with him and kept their distance from him. As the classmates stopped taunting, the aggression stopped. However, the student still did not integrate very well into the team and avoided all class activities. They don't go on trips and the like.\n\nStudent Profile:\nAge/Year: 8.ročník, 13 rokov\nHobbies: Seriály, viedohry\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Attendance problems\nSolutions Applied: Support, Working with the collective\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "416", "student_age_year": "8.ročník, 13 rokov", "student_hobbies": "Seriály, viedohry", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "chemie, přírodopis", "teacher_practice_years": "34", "problems_annotated": "Physical aggression, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1428", "content": "TEACHING CASE STUDY\n\nBackground:\nOur school is involved in the Fruit for Schools project. Pupils receive fruit and fruit products as part of this project. Last spring, I came to the classroom and saw that the snack that the students received as part of this project was on the walls of the classroom.\n\nSituation (Anamnesis):\nThe student in question is quiet, smart, from a well-to-do family. Never had any problems with him before. His mother is kind, gentle, smiling and college educated. His father is more forceful in nature. You could say that his son has a lot of respect for him.\n\nTeacher Intervention (Solution):\nasked who was responsible, but no one confessed. In the end, I told the students that if I don't find out who did it, it will have to be shared between all the students in the given class and the students in question will have to pay for it. I informed the parents of the students about the situation, but even then no one confessed to me. In the end, I decided to talk to the students in question one more time and promise them that if it all stays between us and the perpetrator confesses to me now, I will not go to the school management and will only punish the perpetrator with a class penalty. After that, I left the class and left the students to consult with each other. It was clear that the students needed to talk about it. It could be seen that the given class collective is relatively good and no one wants to criticize anyone else. After ten minutes, a boy came to me in the office and told me that he wanted to talk to me about it. He confessed everything to me. When I asked him why it took him so long, he told me that he was afraid of getting a demeanor. The report card of the entire eighth grade is sent together with the application to secondary schools.\n\nOutcome:\nThe parents of the student in question paid for the new painting, and I kept my promise and gave the student in question only a class cap. I think his act was just a prank and his punishment was quite enough.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník ZŠ\nHobbies: Sport, PC\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Disrespectful communication, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1428", "student_age_year": "14 let, 8. ročník ZŠ", "student_hobbies": "Sport, PC", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, ZSV", "teacher_practice_years": "26", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/552", "content": "TEACHING CASE STUDY\n\nBackground:\nEvery day after coming to class, the children are used to welcoming me together and everything goes smoothly. Everything went well during the lesson. During the break in the class, there was a lady assistant, but without full supervision there was already a problem. The student I will describe next does not get along with the other student. He causes conflicts himself, which he then resolves with violence. When supervision intervenes, the conflict is stopped and subsequently resolved. However, the student still has it, but instead of solving it with the teacher or the educator, he solves it at home when his mother asks him. The other children in the class don't really want to accept the student into the team, because they don't like his behavior either. In the school group, children had more freedom to express their character. The teacher played various games with the children, but she let them play freely. It was then that there were more conflicts. For example, the teacher observed that in a situation where a student was hit by someone by mistake, the student immediately reacted by saying that he had to pay back.\n\nSituation (Anamnesis):\nThe student has no confirmed medical history. He lives with both parents and according to the story and the interview with the student, he has no problem with his parents. After talking with the dad, the dad denied that his son was somehow explosive and evil. After talking only with the mother, the mother admitted that sometimes the student shows more and is rude to the mother.\n\nTeacher Intervention (Solution):\nIn the event of a conflict, I try to listen to both sides and then together we discuss what happened, what they did wrong and how to fix it. Children usually learn from this and be careful next time. However, the student continued to provoke conflicts or reacted explosively to the situation. I think that it is necessary to encourage more confidence in the student in his classmates and to improve the overall team of the class.\n\nOutcome:\nAfter talking with the mother and then with the pupil, we agreed that in a given situation that upsets him, he should come to me or the teacher, that the situation should be resolved immediately and that he should think more about the given situation before reacting. In the following days, the pupil tried to get more involved in the group, but it was clear from the other children that they did not trust him very much. There were no major problems in classes, but he stopped going to the sorority. After less than 14 days, he started going to the sorority again and again caused conflicts with his 'enemy' and refused to talk about it with the teacher.\n\nStudent Profile:\nAge/Year: 3. třída, 8 let\nHobbies: Kreslení, konstruktivní hry\nDisorders: Lhaní,Emoční labilita,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Agreement, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "552", "student_age_year": "3. třída, 8 let", "student_hobbies": "Kreslení, konstruktivní hry", "student_diagnoses": "", "student_disorders": "Lhaní,Emoční labilita,Fyzické násilí", "teacher_approbation": "Učitelství pro 1. stupeň", "teacher_practice_years": "8 let", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/647", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was as follows in one class, according to the guidance counselor and the high school professor. The children started creating different groups of people. But there is also this gifted student who has no problems, but one group of more dominant kids started to bully this gifted student. The situation escalated once after school in the locker room when this more dominant group, led by one female student, began attacking this gifted student in the locker room. They took his backpack, things, shoes. However, by chance, the banker also came home from work, who deciphered the situation well and tried to solve the situation the very next day. The children took part in an adaptation course, team building, where they had a rich program about the situation of mutual respect. The teacher subsequently stated that the situation in the classroom calmed down and the children began to respect each other and in the end they were a good group.\n\nSituation (Anamnesis):\nThe class was divided into different groups that could not respect each other. A more dominant group of individuals, led by a not-so-smart student with good grades, decided to hit on a classmate who is rather submissive, from a Catholic family, and a very gifted student. Fortunately, the teacher, according to the doctor, was caught early on. It took place in the classic way of denying various things, stealing and mocking on the Internet.\n\nTeacher Intervention (Solution):\nThe teacher started solving the situation the very next day. He informed his colleagues, the class teacher and the school management in the assembly hall. The first lesson was class time, where the subject of bullying was discussed with the educational advisor. After the presentation, a kind of adaptation course and teambuilding for the whole class took place in about a week, where they had a 3-day program organized by a volunteer center that deals with this issue, unfortunately the teacher no longer remembers the name of that center.\n\nOutcome:\nThe situation in the classroom completely calmed down after the program, and in the end it was a great group of people who still have good relations with each other today, even though they no longer study at that school. This bullying did not occur in the classroom and lessons, so it was difficult to recognize, it often took place outside the school, except for the incident in the locker rooms. Fortunately, the situation normalized and the bullying caught in the beginning calmed down. I classified this situation as ++ because I believe that its solution also belongs to positive situations.\n\nStudent Profile:\nAge/Year: 13 let\nHobbies: Čtení knih, skaut, setkávání s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "647", "student_age_year": "13 let", "student_hobbies": "Čtení knih, skaut, setkávání s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské – dějepis, ZSV, titul PhDr.", "teacher_practice_years": "15 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/832", "content": "TEACHING CASE STUDY\n\nBackground:\ngot a PCH student into the 3rd grade. He occasionally showed signs of attention deficit disorder, but at the time of the transition to our elementary school, he was not specially worked with. The boy thrived with A's. The change came from around the fourth grade, when he often did not respect the rules of the class and did not respond to my calls. After talking hours in the tripartite, I found out that he still responds to his mother. At the same time, he did not have a completely negative attitude towards the school or me. I had been used to his short attention spans since third grade, but his defiance was new to me. Later, he started deliberately lying to me, denying it, even though I caught him, for example, taking things from his classmates. In a specific situation that I remember, one classmate bothered him for a long time, they often argued about something. The climax of the situation was when he cursed a classmate for morons, punched him in the stomach, and then they got into a fight. When the children came to tell me, he did not admit it and absurdly denied that the other had given him the blow. There were also signs of bullying, where he was the leader and guide, he often scolded his classmates and knew where to go, insults to his parents 'your mother is disgusting' or to his character 'you're fat, that's why you don't run' were repeated and thus disrupted relationships in the class. At that time, we dealt with the situation with the prevention methodology, the principal, parents and in the classroom.\n\nSituation (Anamnesis):\nten-year-old boy attending primary school comes from a complete family. The father is often separated from the family, he works as a driver. He has an older brother with whom he does not get along well. The parents are cooperating with the school, although they initially downplayed the problem. Undesirable behaviors include lying, leading classmates, insulting, disrespecting rules and teachers. He is not completely excluded from the team and has a friend in it. His hobby is mainly baseball. A teacher close to the family believes that he is probably exposed to stimuli inappropriate for his age at home, such as brutal films, etc., thanks to his older brother.\n\nTeacher Intervention (Solution):\nImmediately after the incident, we investigated the situation and indeed PCH himself was a relatively gratuitous aggressor. The parents were informed and we resolved the situation with the school principal. Both actors of the conflict received a note, and then we dealt with similar situations as a class. In the long term, I didn't want to deal with the situation with him negatively. On the contrary, I always tried to support him and praise him when he did something right, went out of his way to meet his classmates and so on. I didn't let him tell me anything. The trust between the teacher and the student was greatly damaged by his previous behavior. This is not how the common relationship between student and teacher can be maintained. Everything that was pathological, such as swearing, and verbal attacks on classmates, we definitely dealt with, monitored and prevented it. Tripartite, interviews with records, meetings with parents and the director were countless. In the end, PCH ended up in the SPC and subsequently also in a psychiatrist, at that time the defiance was gradating in the home and the parents insisted on a solution. He was diagnosed with oppositional defiant disorder and ADHD. However, the main reason behind the speeches was the failure of the opposition's defiance. Mr. Psychiatrist probably helped him in the short term, but in the long term, in my opinion, the drugs rather harmed him.\n\nOutcome:\nAs a result of being put on medication by a psychiatrist, he went to school very depressed. The anger, the lying, and the pointless defiance have almost died out. But unfortunately his depression had consequences in subjects where his talent could be shown, for example in art classes. Conflicts with the pupil in question did not repeat themselves.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Sporty  baseball, vybíjená)\nDiagnoses: ADHD\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Bullying\nSolutions Applied: Consequences, Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "832", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Sporty  baseball, vybíjená)", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "Pedagogické magisterské vzdělání -  Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "8", "problems_annotated": "Physical aggression, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1268", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were already problems when I got it in the fifth grade. He went to school from the first grade. I was his class teacher from fifth to seventh grade. He didn't hang out with anyone in class. He did not seek conflicts, was introverted and sat alone. In terms of school performance, his grades were average, but things got worse in the seventh grade. He didn't enjoy school, and if he didn't understand the material, he didn't want to do anything. He just sat there and did nothing despite being reprimanded. When he didn't want to do anything, he said he wouldn't do it, and no one convinced him to work. When the principal called him to the principal's office, he did not move from his chair and the principal had to follow him into the classroom. We resolved this situation with the parents, the school psychologist and the student himself. At home, his parents did not pay attention to him and did not want to deal with this situation much. Once his father came to us and told the student, even in front of us, that if you work at school, he will buy him a better computer. His hobby was gaming and IT industry. We also agreed with the parents that if the student does not work, we will call the parents and they will pick him up from school. We had another 25 kids in the class who wanted to learn.\n\nSituation (Anamnesis):\nThe student lives with alternate care and is an only child. He lived with his father for a week and with his mother for a week. When that was not possible, he lived with his grandmother. He has been diagnosed with attention and activity disorder, behavioral difficulties and emotional lability. His work rate gradually deteriorated. When the fabric didn't suit him, he got stuck and said he wasn't going to do it. His grades were getting worse. In seventh grade, we didn't even have anything to evaluate him on, because he hardly went to school. He didn't get along very well with anyone, so he had a behavior problem. His parents did not support him and were not interested in him, which was also reflected in the solution to this situation. His interests include playing computer games.\n\nTeacher Intervention (Solution):\nWe first addressed the situation with the student himself. When he got stuck and didn't want to do anything, we didn't force him to do anything. We further discussed the situation with the director. The pupil even refused to come to the principal's office, so the principal had to come to the pupil's classroom. After that, we discussed the situation with the parents, but they were unable to get the student to do anything. They didn't pay attention to him at home, they let him play games on the computer so they could have peace from him. He went to school unprepared. Next, we discussed the situation with the school psychologist, and finally with the student himself. In the end, it was agreed that if the student does not do anything at school, we should call the parents and they will take him away, so as not to hinder other students. Several pupils from the class offered him tutoring in a subject he did not like, but the pupil did not take advantage of these offers. In the seventh grade, we told the student and his parents that we had nothing to evaluate him on, because he refused to write the test several times and his parents took him home three out of five days a week because he did not work. We informed them that he would have to repeat seventh grade again.\n\nOutcome:\nThe student's parents eventually sent him to another school. I am not satisfied with the situation myself. As a class teacher, I had a good relationship with him and we all tried to help him. Both students with tutoring offers and me. The student refused to work and rarely attended school.\n\nStudent Profile:\nAge/Year: 10-12 let, 5.-7. ročník\nHobbies: počítačové hry, IT\nDiagnoses: ADHD,Porucha chování,Výkyvy nálad\nDisorders: Emoční labilita,Nepozornost,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Agreement, Consequences, Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1268", "student_age_year": "10-12 let, 5.-7. ročník", "student_hobbies": "počítačové hry, IT", "student_diagnoses": "ADHD,Porucha chování,Výkyvy nálad", "student_disorders": "Emoční labilita,Nepozornost,Hyperaktivita", "teacher_approbation": "vysokoškolské vzdělání, tělesná výchova a pedagogika + učitelství 1. stupně", "teacher_practice_years": "25 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/563", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is stubborn, if it's not his way he gets stuck and doesn't talk to you at all. He is angry, does nothing and does not say anything to anyone all the time. He often has tears in his eyes. Many times it is even a small thing that makes him angry. Sometimes it also applies to opinion. If his opinion does not coincide with someone else's, he gets angry. We go out, for example, he wants to go in front of the school, but I say we go behind the school. He is then angry all the time and refuses to communicate. In class, this behavior occurs occasionally. Sometimes he just doesn't feel like it and is slow. It probably depends on whether he enjoys the assigned work. If he has a given task in mathematics, he has no problem with the solution. If he receives a given task in Czech, the already described situation often occurs.\n\nSituation (Anamnesis):\nHe lives only with his mother. His parents did not live together for most of his life, his father died two years ago. He has a brother a year older, who also attends the same junior school as him. The dominance of the younger brother can be recognized because he is more communicative, physically fitter and more popular in the group.\n\nTeacher Intervention (Solution):\nWe tried to talk about it with the student, but he doesn't want to talk about it. I don't know what to do with him. Even though he is no longer angry and in a good mood, he refuses to communicate about this situation. I've tried going at him quickly and calmly, but it usually doesn't work. I've had a few times where he took a joke. I told him: 'don't be like a slipper!' etc. Mostly, however, he refuses to work or communicate. He doesn't even want to tell me what made him angry, what he doesn't understand, etc.\n\nOutcome:\nThe result is negative. Despite the conversation with the mother, the situation keeps repeating itself. It was found that the student is a little more communicative when the teacher uses a joke to solve the problem, but it is not a guarantee that it will always work.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Vojenství, historie, paleontologie\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "563", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Vojenství, historie, paleontologie", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nespolupráce", "teacher_approbation": "Mgr. (učitelství 1. Stupně ZŠ); CVŽ učitelství v MŠ", "teacher_practice_years": "3 roky", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1468", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy came to us from another school with a bad reputation, where this reputation preceded him. He came to the school as a very problematic student with a 3rd degree in behavior, and he was actually placed in the educational care center at that time and after starting from that house during the fifth grade, he joined our school. At the previous school, he broke the hand of a teacher's assistant during a conflict. We were worried about what would come to us as a student. I visited him in the house before he started, so that I would know what kind of student he was, how to deal with him, what he would be like, so that I could get a picture of him before he started school.\n\nSituation (Anamnesis):\nTo my pleasant surprise, the house must have made an impression, the boy was very reasonable for the fifth year, he started a year later and after what we did, there was a very close cooperation between the teachers and the parents, especially with the father, who worked very well there, so already the very setting of rules and regular meetings and discussions with parents prevented many problems.\n\nTeacher Intervention (Solution):\nSo the boy joined us during the fifth year after a three-month stay in the house, and here it was very clear that he was very lively, he made up a lot of jokes. He had a tendency, he immediately had an assistant teacher, the boy did not keep his attention, but there was some potential in him, because he had a very high level of social intelligence, when you talked to him privately, the boy worked, he understood, he knew what he was doing, he knew that in short, if he overshot something, it was wrong, so he was able to have some self-reflection, and I say in this respect he was above average compared to the other students. During the second grade, of course, there were situations with some indiscipline in classes, during breaks, he took some disciplinary measures, but it was never the second grade for behavior, it was always on the basis of a reprimand or rather a reprimand, either from the class teacher and once it was a reprimand from the principal schools. He had an excellent teacher's assistant in the second grade, which also helped a lot. She was an elderly lady of pre-retirement age and he kind of gravitated towards her, slowly there was almost a kinship relationship, like she was his aunt. She told him very forcefully and bluntly what style to do and what not to do, and also a good class teacher.\n\nOutcome:\nWell, that boy, as soon as he grew older and older, he stopped doing that crap and started to function perfectly at the age of nine, if I may say so brilliantly. Of course, one or two teachers with whom he did not get along at all, I think that there was a mistake on both sides in the communication, where the boy must have felt some sort of natural authority from those people, which the cantor, who in some way did not feel he made enemies and was somewhat unfair towards him in some way, and in short, the teacher had to push the boundary a little. If the teacher fought with him like that, he gave him, as the popular saying goes, to eat. There were one or two teachers with whom he had not cooperated until then, and certain conflicts arose, but we took him aside, we explained, we told him to get over it, and for one colleague there was a little antipathy from both sides, but nothing as essential that there would be any vulgarisms or something similar. It turned out that the boy, he is simply a great boy, intelligent, funny, established contacts very well, immediately became a favorite among classmates and among adults. He grew up to be a really great boy, so after the horror with which he came here, we were sorry that he had to leave the nine, which is always the better option. Fortunately, it ends up like that more often than not.\n\nStudent Profile:\nAge/Year: 12 let, 5. třída\nHobbies: Sport, počítačové hry\nDiagnoses: ADHD\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1468", "student_age_year": "12 let, 5. třída", "student_hobbies": "Sport, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Agrese", "teacher_approbation": "Vysoká škola, učitelství 2. Stupně, Český jazyk – Rodinná výchova (Výchova ke zdraví)", "teacher_practice_years": "13", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/687", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the 2020/2021 school year, the student was a student in the 1st year of a secondary vocational school in the field of hairdressing. As his class teacher, I only met the first class in the role of class teacher during the two weeks before the transition to distance learning. Theoretical teaching at our school takes place every other week and alternates with practical teaching, when the students are under the supervision of the teacher. Pupils and parents had a very short time to familiarize themselves with their new school, teachers and subjects and to make a smooth transition to online learning in Microsoft Teams. Therefore, based on these facts, the selected pupil did not start participating in distance learning, he began to show increased absenteeism and did not hand in any assigned work.\n\nSituation (Anamnesis):\nHe is an adult pupil, who in the past had unsuccessfully completed his studies at another secondary vocational school after the onset of psychological difficulties following the suicide of his best friend. The student showed average academic results, but above average emotional intelligence, awareness of himself and his possibilities. He communicated with discretion, never made unnecessary promises and never overestimated his abilities. He recognized his psychological limits and was aware from past experience of the barriers and difficulties associated with overcoming them.\n\nTeacher Intervention (Solution):\nThe student's problems with attendance and failure to complete assignments began to manifest themselves at the very beginning of distance learning. That's why I contacted him by phone to find out what his non-participation was about and I suggested help in the form of a school computer. However, the student informed me that he had a computer, so we logged into Teams together and explained its individual functions. As the pupil was already of legal age, I communicated exclusively with him. He was more apathetic on the phone but always picked up or called me back. He indicated to me that he has certain psychological problems associated with the transition to a distance form of study and suffers from insomnia, which is why it is difficult for him to get up in the morning and stay connected and not fall asleep. He promised that he would try to start communicating with the teachers and try to catch up. During the quarterly evaluation, however, it was clear that he did not succeed completely, so we arranged a personal meeting, we went through each subject and what would be necessary to do in order to benefit from it better. Finally, the student got up the courage and explained to me without insisting that he had similar problems once before and did not finish his studies at the previous school for a similar reason. That's when he developed problems with insomnia resulting from sleep paralysis after the suicide of his best friend. He was also medically examined at the time, but he had no documentation. He was prescribed medication, but after a while he stopped taking it because he was not feeling well and his condition gradually improved. Two years after this event, he joined our school, and during the transition to distance learning, his sleep paralysis returned, with associated insomnia and fear of falling asleep. We agreed that we would take it slow, let him catch up as much as possible, how he would manage, and we would sort out the rest for half a year. He managed to complete all the subjects for half a year, but the problems with absenteeism worsened in the second semester. I therefore arranged for him to meet with the psychological counselor at our school, where we agreed that if he does not start attending classes, he will have to be expelled from the studies on the basis of high absenteeism. The student refused to see a doctor and to involve his parents, so I felt that I had no choice but to verbally support him. After returning to school, he appeared sporadically at school, but in recent weeks he did not attend either theoretical or practical classes at all. He didn't even show up for the make-up exams, so he didn't advance to the second year.\n\nOutcome:\nThe last time I talked to the student on the phone, he sounded more positive and added that he was doing better, that he was working part-time, enrolled in a barbering course and that he was thankful.\n\nStudent Profile:\nAge/Year: 18 let, 1. ročník středního odborného učiliště\nHobbies: Zájem o obor, který studuje  kadeřník)\nDiagnoses: Spánková paralýza\nDisorders: Absence,Nepracovitost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "687", "student_age_year": "18 let, 1. ročník středního odborného učiliště", "student_hobbies": "Zájem o obor, který studuje  kadeřník)", "student_diagnoses": "Spánková paralýza", "student_disorders": "Absence,Nepracovitost,Vyhýbání se škole", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/958", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the previous class was complicated. I had a pupil there who was in a very bad state, after attempts at suicide and self-harm. The communication with the student's mother was different and the relationship with this student was different. She trusted me and we solved many problems together. The diagnosis was difficult, the situation had its ups and downs, but in the end a certain stabilization was achieved.\n\nSituation (Anamnesis):\nThe personal history of the pupil or class is key to understanding the situation, but in this case I was unable to obtain more information.\n\nTeacher Intervention (Solution):\nŽačka was receptive to solving problems, even if they were huge. By chance, I recommended it to a friend who is a psychologist. Since then, although the pupil does not give me information directly, the psychologist monitors her development. Trust was key. The student has already graduated, but we are still in contact.\n\nOutcome:\nThe pupil's behavior stabilized, although there were occasional dips. She successfully passed her high school graduation and achieved life's achievements. The contact between her and the teacher continues even after finishing high school.\n\nStudent Profile:\nAge/Year: cca 17 let, ročník septima/oktáva\nHobbies: -\nDiagnoses: Psychiatrická diagnóza\nDisorders: Pasivita,Neposlušnost,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "958", "student_age_year": "cca 17 let, ročník septima/oktáva", "student_hobbies": "-", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Pasivita,Neposlušnost,Nepozornost", "teacher_approbation": "Vysokoškolské vzdělání – Magisterské studium + Pedagogické minimum, aprobace Český jazyk a Hudební věda + Němčina; aktivně se věnuje tvůrčímu psaní a korekturám", "teacher_practice_years": "Cca 26 až 27 let (včetně mateřské dovolené)", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/190", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students had the task of composing from colored papers. Everyone got different colors of paper. One of the students began to express dissatisfaction with the color of the paper he received. At first he hid the paper and claimed that someone had taken the paper from him. Since I didn't believe him, I tried to convince him about the suitability of the color he got. However, this student became agitated and angry with accompanying stomping. Subsequently, he tore up the paper in the color he was not satisfied with and threw it in the trash.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD and is under the care of his mother.\n\nTeacher Intervention (Solution):\nI tried to calm the student down and explain to him that he must have his paper in his desk, that none of his classmates took it from him. The student refused this all the time. The situation worsened with any attempt at explanation. After a few minutes, the student angrily tore up the paper and started stomping on it. It was almost impossible to calm him down.\n\nOutcome:\nUnfortunately, none of my measures, arrangements, proposed solutions had an effect on the pupil, and after the incident it was difficult to talk to him, let alone cooperate. He sat insulted in the pew with folded hands and refused any cooperation. The last possible solution was a phone call with his parents, who tried to talk him out of it.\n\nStudent Profile:\nAge/Year: 9 let, 3 třída\nHobbies: fotbal, míčové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "190", "student_age_year": "9 let, 3 třída", "student_hobbies": "fotbal, míčové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "5", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/976", "content": "TEACHING CASE STUDY\n\nBackground:\nHowever, not all cases of problem behavior had a happy ending like the previous one. At the moment, I am a fifth-grade class teacher again, and I have a little bit of everything in my class, so to speak - integrated, foreign and problem children. This story is not so much my experience as it is about a class that has passed from the first grade to the second, so I am still getting to know the children myself - what are their habits, needs or bad habits. But since I heard that it is a really exceptional class in terms of solving problem behavior, I decided to contact their former class teacher in the first grade and thus continuously inform myself about the situations or rather persistent problems that are part of this, already my class, to be in the picture, so to speak.\n\nSituation (Anamnesis):\nThis case concerns a boy who currently lives only with his father, as his mother died over a year ago. When this situation arose, of course the teachers, but also the classmates, were really considerate, tolerant and helpful towards him. The teachers did not make excessive demands on him from the beginning, as the boy did not go through a really easy period. Losing a mom hurts at any age, but I think at this age it's hard to explain to a child why mom will never come home. So the boy stayed at home for a while to deal with the team and the teachers took this situation into account and even accepted it to a certain extent.\n\nTeacher Intervention (Solution):\nHowever, the problem arose when the boy returned to school after a long time. He used to be inattentive at school, didn't do his homework, didn't listen to the teachers, distracted them and disrupted classes, until finally one day it got to the stage where he stopped going to school altogether. This situation was also resolved with the boy's father, when my colleague informed him about what was happening with his son and tried to find some reasonable way out. Everyone understood the situation that the boy was going through a period when he lost his mother, but it had been long enough for him to be able to fit back into the school environment, so to speak. From the beginning it seemed that the father understood the seriousness of the situation, the boy started going to school again, but he did not last two weeks. The situation was resolved repeatedly with the father, who at first excused his son, but after a while the number of missed classes climbed to an enormous number, when the boy was in danger of having unexcused classes in the fourth grade and was even in danger of repeating the grade. Later it was discovered that the boy, despite the time that had passed, had not come to terms with the loss of his mother at all.\n\nOutcome:\nIn the end, although the situation turned for the better, as the boy is currently in the fifth year with me, however, inappropriate behavior in the form of disruptions and failure to complete tasks still persists. I am currently trying to resolve this situation as best I can, but since not only this boy, but also a few of his classmates have a bit of a problem with following the rules and authority, it is not always a cakewalk. However, I firmly believe that after time they will learn to follow the rules that we have agreed upon as a class.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "976", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "13  Absolvovala nejaký relevantný kurz, výcvik na zvládanie problematického správania, nekázne nebo komunikácia v triede apod. (zaškrtnite):  áno / nie  Prípadne uveďte názov (otvorená otázka):  Presný názov neviem, ale išlo o predmet v rámci kreditového systému, ktorý absolvovala pred atestáciou.  Kazuistika ++  Rozhovor bol vedený s pani učiteľkou, učiacou na základnej škole na druhom stupni, kde dlhé roky pôsobí ako učiteľka anglického jazyka, geografie a environmentálnej výchovy. V rozhovore mi porozprávala o svojich skúsenostiach a prípadoch problémového správania, s ktorými sa za roky svojej", "problems_annotated": "Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/700", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place on the last evening of the adaptation course. By the fire, the students could see the fatigue from the rich program and lack of sleep. The three boys from the class were quite seated at first sight, which was shown by the fact that they did not sit with the rest of the class, but made their own group and sat apart from the others and talked among themselves. Suddenly they started arguing, threw themselves at each other and started fighting. We ran towards them, but before we got there, one of them took out a shooting knife from his jacket pocket. Fortunately, he didn't threaten anyone with the knife, he just stood there with an open knife. We managed to tear them apart and took them to our cabin.\n\nSituation (Anamnesis):\nThe class as a whole didn't seem troubled, but those three boys were causing trouble. One of them is a refugee from Syria, who we already talked about in the previous case study. Another is a member of a group that can often be seen in the park near the station, and at first glance seems problematic. For two of them, this isn't the first high school they've attended, but they haven't finished one yet.\n\nTeacher Intervention (Solution):\nThe pupils were brought to the headmistress, who spoke to them at length. They were given conditional suspensions from school and were told in no uncertain terms that any further trouble would result in immediate expulsion. All three promised that they would no longer behave vulgarly and aggressively and that they would not violate school rules. The headmistress called their parents, but didn't talk to two of them. Since it was late, she didn't want to send them home, but to avoid further trouble, she sent everyone to sleep in a different cabin. She called her parents the next day and informed them of the conditional expulsion. The parents of the refugee were not allowed.\n\nOutcome:\nDespite the measures, the pupils' behavior did not improve and on 10.9. they were expelled after being caught packing a joint and snorting tobacco. More information about this incident is given in the next case report.\n\nStudent Profile:\nAge/Year: 16, 17, 18, 1. ročník\nHobbies: Být se svojí partou, PC hry\nDisorders: Agrese,Lhaní,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Physical intervention, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "700", "student_age_year": "16, 17, 18, 1. ročník", "student_hobbies": "Být se svojí partou, PC hry", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Vulgární vyjadřování", "teacher_approbation": "Vysoká škola", "teacher_practice_years": "17", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Physical intervention, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/511", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation, which has been going on for a long time, is worrying. The girl from the eighth grade is almost isolated from the collective, closed, inaccessible, uncommunicative and apathetic. Her only expression is artistic, she communicates minimally. He does not respond to the teacher's questions or only minimally, he does not carry aids, if he does, then sporadically. He has insufficient hygiene habits, wears torn and often dirty clothes. As a teacher, I cannot continue to ignore the situation, I must try to make contact and find out what is behind her behavior.\n\nSituation (Anamnesis):\nThe student lives only with her father and brother, her mother died in a tragic accident, and her grandparents also take part in her upbringing. The girl suffers from psychological problems, visits a psychologist and is also diagnosed with attention disorders. She and her brother go to school in torn, often dirty clothes, the girl often has unwashed hair and a neglected appearance. The class he attends is divided into groups with great contrasts and vastly different opinions. In the classroom, the groups hardly communicated with each other during the girl's problems, and when they did, it was with great resentment. During the school year, the class managed to become almost cohesive except for a few individuals. The class is rather above average in terms of benefits.\n\nTeacher Intervention (Solution):\nThe girl paints a fallen angel, is withdrawn and does not perceive the surroundings or the teaching. He does not respond to the teacher's questions. I approach her and ask about a detail of the drawing that seems unclear to me. The girl doesn't respond at first, so I answer myself and deliberately remember this detail in my own way - but absolutely not fitting in with her topic. The girl reacts and begins to clarify. It is open to communication about the painting. The dialogue is only on the artistic level. This communication lasts a few minutes, after which the girl closes again. As soon as I get another chance to ask her something about her painting, I don't hesitate to ask. In this way, over time, the girl opens up to me for longer and longer periods of time. Now he has no problem communicating with me outside of the artistic realm. I spend most of my time with her in class and try to get her to cooperate with the teacher.\n\nOutcome:\nThe girl's condition gradually improved, she began to accept and communicate with the assistant on a regular basis. The girl began to respond to the teacher's calls and answer. Taking notes on the teacher's instructions, but this was not always successful - depending on the mood and circumstances that arise from the family. The class perceives her as an individual, they do not seek her company, some accept her life attitude. She doesn't really have a friend in class, she never hurts anyone, she's kind, non-conflicting, warm-hearted, perceptive. In class, he has fun with several classmates according to his mood.\n\nStudent Profile:\nAge/Year: 14 let – 8. třída\nHobbies: Výtvarná výchova, cosplay\nDiagnoses: Poruchy pozornosti,Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "511", "student_age_year": "14 let – 8. třída", "student_hobbies": "Výtvarná výchova, cosplay", "student_diagnoses": "Poruchy pozornosti,Psychické problémy", "student_disorders": "", "teacher_approbation": "Spgš Znojmo", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1083", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I started teaching, I guess it was my first year, a couple of young ladies showed me some affection from time to time. In the beginning, I took it as a normal thing when a new young teacher comes. But after a while it started to get annoying. The ladies walked around me in the corridor on purpose, preferably as close as possible as they passed. Once it happened that she even 'accidentally' touched me. I didn't know how to react then. I remember we just went on some kind of overnight class trip. In the evening, we lit a bonfire and threw papers with wishes (to make them come true) into the fire. The young lady declared that she had a wish 'I will marry Mr. Teacher...' and threw it into the fire.\n\nSituation (Anamnesis):\nAnnoying miss\n\nTeacher Intervention (Solution):\nalso consulted with my colleagues, but in the end I decided to talk to the ladies myself. They didn't listen and continued to repeat similar behavior, in the end I decided to take it as a joke and wait until they left elementary school anyway.\n\nOutcome:\nIt didn't work, it was only resolved when the student left the school.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nDisorders: Provokace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1083", "student_age_year": "14 let, 9. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Provokace", "teacher_approbation": "Mgr.", "teacher_practice_years": "4", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/475", "content": "TEACHING CASE STUDY\n\nBackground:\nThe school was undergoing renovation of several rooms, which caused some confusion. One of the chairs for the students was borrowed from the classroom where we had the lesson, exactly where the student in question was supposed to sit. Due to the size of the classroom, it was impossible to find another place for him to sit. When I came to the classroom, the student was sitting on the bench with the others, which was normal until the teacher came. After I entered the classroom, all the students stood up to greet me and then sat down, but this student started packing up and headed for the door.\n\nSituation (Anamnesis):\nI asked him what was going on, and he replied that he had nowhere to sit and therefore could not participate in the class. His behavior indicated an attempt at defiance and an expression of reluctance to be present in my class.\n\nTeacher Intervention (Solution):\nconsidered letting the situation go and letting him go, but I felt responsible for his safety, especially with the ongoing renovation. It didn't feel right that someone else had to step back and give him his chair. That is why I told him that he is not allowed to leave the classroom because the lesson is in progress and the school rules and laws do not require students to sit during the lesson.\n\nOutcome:\nThe student was taken aback by my explanation, but understood that he had no other choice. So he stood for the rest of the class, which wasn't ideal, but he couldn't just walk the halls. He was unexpectedly quiet during the lesson, he didn't actively participate, but at least he didn't disturb. This incident did not change his behavior towards me, but I am glad that the situation was resolved in a calm way.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník SŠ\nHobbies: Šachy a deskové hry\nDisorders: Disrespekt,Nespolupráce,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "475", "student_age_year": "15 let, 1. ročník SŠ", "student_hobbies": "Šachy a deskové hry", "student_diagnoses": "", "student_disorders": "Disrespekt,Nespolupráce,Neúcta k autoritám", "teacher_approbation": "", "teacher_practice_years": "12 (v době situací méně)", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/857", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I have chosen as an example of unsuccessfully addressed problem behavior concerns a classroom where most of the children are working and functioning well. However, one student is constantly disruptive, makes inappropriate comments and jokes, makes fun of me and others, calls attention to himself and brings unnecessary things to school to get attention. This behavior occurs in the second grade classroom I teach. When a student is disciplined, he does not learn from it and continues his behavior. After consulting with colleagues, I found out that he behaves in the same way in other subjects as well, and many teachers describe similar situations. We are not sure how to deal with the problem effectively and this disrupts the atmosphere of the class and the lesson. The student's presence complicates various activities, for example during games, where he is often excluded because no one wants to cooperate with him.\n\nSituation (Anamnesis):\nThis student's behavior is burdensome and exhausting for all of us. The children themselves reprimand him and find his behavior embarrassing. Nevertheless, we did not come up with any effective solution. We tried to resolve the situation with notes, at class meetings and contacted parents, but to no avail. We tried to keep the student busy during class and pay attention to him so that he would not get bored, but that didn't help either. When I offered him an individual fun activity, he continued to interrupt and spoil the class atmosphere. We don't understand what is going on in him because he has no disorder or diagnosis and no known major problems in the home environment. His problem behavior is constant and affects my relationship with classes, which I then do not look forward to.\n\nTeacher Intervention (Solution):\nAlthough I thought that I did not have sufficient authority, my colleagues confirmed that they had the same problem with the student. He has a problem with authority in general, is rude and sometimes even mean to both classmates and teachers. He is capable of tying and seems to have never learned what authority is. We believe that he was not taught to perceive authority at home. Sometimes I felt that I couldn't handle the situation, raised my voice and let myself be thrown around unnecessarily.\n\nOutcome:\nWe are trying to resolve the situation, but so far without success. I remember the story of my mother, who was a teacher and had a similarly problematic student. Years later, he apologized to her for his behavior. We hope that this student will also become aware of his behavior one day. His behavior is often infantile now, but it is possible that the situation will improve as he matures.\n\nStudent Profile:\nAge/Year: Žák na druhém stupni (7. třída)\nHobbies: Nevíme\nDisorders: Vulgární vyjadřování,Nespolupráce,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "857", "student_age_year": "Žák na druhém stupni (7. třída)", "student_hobbies": "Nevíme", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Nespolupráce,Zesměšňování", "teacher_approbation": "Mgr., aprobace anglický jazyk, český jazyk pro cizince", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/748", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the very tense situations that the student prepared for us was once at the beginning of the lesson, right after the bell rang, when everyone was already sitting in their seats, but the teacher had not yet arrived. The student had a large, two-liter bottle of Coca Cola, which he unscrewed, drank, and left the open bottle on the bench. Then he 'accidentally' snorted it, the bottle tipped over and everything started pouring out, which he just watched and didn't even try to pick up the bottle. A huge puddle was spilling on the ground, all the briefcases within reach were suddenly soaked with Coke. The children squealed, jumped and tried to save their things. Most of the children rushed for paper towels and quickly tried to prevent the flood from spreading further. He just stood and washed himself. I grabbed him by the shoulder and pushed him towards the puddle and told him to hurry and help clean up. He started yelling at me that I attacked him and that he was going to complain about me. He refused to participate in the cleanup and just watched with a smile. It should also be noted that this is not the first time he has done this. 'Accidentally' spilled drinks happened to him more often, even though I repeatedly warned him that he should close the bottle again immediately after drinking. However, he always reacted with irritation and insolence.\n\nSituation (Anamnesis):\nThe student lived in a joint household with his mother and grandmother, he was an only child. Both spoiled him very much. They let him hang around the housing estate and, according to reports from classmates living in the same housing estate, he committed vandalism. He destroyed bells, the elevator and polluted the common areas. He also often attacked smaller children. In the classroom, he mostly only allowed himself to girls, pinched them, twisted their arms, pulled their hair and insulted them. No comments were effective because the mother and grandmother uncritically defended the student in all circumstances.\n\nTeacher Intervention (Solution):\nThe class teacher wrote a note to the student and talked to him about it, however, there have been many such notes and interviews with absolutely no results. The mother has also been to the school several times, but this also did not lead to anything, because the mother claims that the pupil is good and without conflict, that it is a misunderstanding, or that it is the fault of his classmates who bully him.\n\nOutcome:\nUnfortunately, we didn't actually solve anything, so certainly not successfully. The boy did not improve in any way in his behavior. I no longer work with this student. I'm at a different school, so I don't know how they proceeded with him. It was suggested that he go to the school psychologist, but I know that we encountered resistance, that he does not want to go to the psychologist, that the children would laugh at him.\n\nStudent Profile:\nAge/Year: 11let    5. třída\nHobbies: Žádné\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Consequences, Physical intervention, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "748", "student_age_year": "11let    5. třída", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Physical intervention, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/253", "content": "TEACHING CASE STUDY\n\nBackground:\nIn one of my Czech language classes, a student deliberately provoked a classmate in order to elicit a weak reaction from her and thus \"start\" the whole lesson. However, after repeated warnings, this behavior only escalated, so I was forced to send the assistant with the student into the corridor to calm him down, because I know that the student behaves like this when he is bored in class and needs to release excess 'steam' by talking about his ambitions. After returning, however, he began to direct his verbal attacks at me, he began to use Romani, because he knows that I do not understand most of the language. After the warning, the verbal attacks began to escalate, and the student was taken by an assistant to the school's counseling office for the rest of the day. After the end of the lesson, we consulted with the deputy headmistress about the pupil's behavior and, due to the pupil's generally deteriorating behavior, we convened an educational committee with parents and the school psychologist.\n\nSituation (Anamnesis):\nThe collective of a given class is a very complex matter. It could be divided into three 'subgroups' of types of people. The ones who 'get it going'. Those who respond to 'getting started' and those who generally ignore the class and take care of themselves (there are few). The class does not function as a collective, but as a collection of individuals. I try to solve tricky situations collectively, but this usually ends in mass arguments between the students and it is impossible to get anywhere together. As individuals, however, the students are smart by school standards, they can handle most subjects, the problem is that they are simply noisy. They react to each other and there are too many starters to arrange the seating order so that two people who can start a class in seconds are not sitting together or in close proximity.\n\nTeacher Intervention (Solution):\n'Student, enough, you're exaggerating' 'What about me!?' 'Student, you are not supposed to speak at all now. If you want to say something about the matter, you can log in. Otherwise, the classmate has had enough of you, don't think I can't see it' 'She started it because it's ****' 'That's enough! Assistant, take the student out before we calm down!' 'So what?' 'Already calm' 'Okay' 'Aguti!' 'Student, I don't know what that means, please calm down, you're starting again' '(laughter) Aguti!' 'Student, it's over. You're interrupting! You know that and you know you're in more trouble than you need, one more time and you're going upstairs with the assistant!' 'Put ten notes in my f**k!' 'Okay, assistant, go upstairs with him and let them keep him there for the rest of the day, here's his textbook, let him do these exercises, see you after school'\n\nOutcome:\nEvery day is a little bit new with us. The student does not realize these situations after a few hours, let alone after a few days. He also only realizes the consequences of his actions when he is confronted with them, as I told you he shouted 'what about me?' he didn't even realize at that moment that he was making a mistake. The problems with this student are long-term and never-ending. It is always only 'fixed' around report cards or educational committees.\n\nStudent Profile:\nAge/Year: 15, 7.\nHobbies: Práce, box, posilování\nDisorders: Agrese,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "253", "student_age_year": "15, 7.", "student_hobbies": "Práce, box, posilování", "student_diagnoses": "", "student_disorders": "Agrese,Vulgární vyjadřování", "teacher_approbation": "Bakalářské- Čj/Dějepis", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/22", "content": "TEACHING CASE STUDY\n\nBackground:\nThe grade zero student was very troublesome in class in every way. Every day I had to deal with something about him, whether it was a lost diary, a dirty and torn school book, late arrivals to school in the morning (sometimes up to 50 minutes), missed worksheets or disruptions in class. But if I have to point out the worst situation at the level of behavior, then it is definitely theft. It sounds terrible, but it really happened. Some of the toys that we have in the classroom for the afternoon group and also some aids have started to disappear. When we found out that he was taking the things home, we immediately started to deal with it. In one particular case, it was a toy car. When I asked about the little car, if he took it, he started to defend himself, saying that it was not true at all. Unfortunately, his older brother, who was a year older, went to the same class with him, and he usually betrayed him. Even when it became clear that he really took the toy car, he defended himself and did not want to return it. It even went so far that he claimed that the toy car was his and became aggressive. When it really dawned on him that we could call the police because of this, then he brought back the thing he took, but usually a different one - that, for example, he left the toy car he took from school at home and brought it instead a completely different car that he probably found somewhere at home.\n\nSituation (Anamnesis):\nThe student's behavior undoubtedly reflected how things work at home. She lives only with her mother and siblings, her mother cannot take care of all the children, which she herself admitted. At the same time, they have financial problems, so neither he nor his siblings have many toys or they destroy them immediately. During distance learning, when parents had to pick up worksheets for their children at school to complete at home, there were always problems with mom. I have addressed the situation with her several times, always promising to make amends, but it has not happened. In the same way, when we agreed to meet in person to discuss the situation, she did not show up on any set date. The whole situation with a problematic mother and her sons in my class was also dealt with by the Department of Social and Legal Protection of Children. In class, both boys had friends, they fit into the team, in terms of understanding the material discussed and the work in class, so they mostly both tried. However, I often did not know what to do with the behavior that he sometimes displayed not only during breaks, but also during lessons.\n\nTeacher Intervention (Solution):\nThe case of the theft of toys and tools was solved by myself and other school staff who were involved in solving the situation, mainly by communicating with the pupil, when we tried to explain to him as best we could that such behavior was not correct, we mentioned the cases of some other children and how that's what happened with them, when there was no way around it, I even used scaremongering a few times that if he didn't confess and return the things, that the police might be called. I talked to him a lot and since the boys at home don't have a very clear idea of what behavior is right and what isn't, I always tried my best to explain to him why such behavior is wrong and what can happen.\n\nOutcome:\nAs for the solution to the discussed problematic situation with the thefts, the short-term solution was usually that he had to confess, apologize and return the toy (or other stolen item). In the long term, we managed to reduce these thefts quite a bit, apart from solving his behavior with himself, also by the fact that my colleagues and I brought some toys for us, which were lying around our children at home and no one would use them anyway. As well as some clothes and school supplies. Although we really managed to reduce problematic behavior in the area of these thefts, I rate the case of managing his problematic behavior as one of the worst. When it was decided whether he would stay in grade zero or go to grade one, no teacher, including me, wanted him in her class at all because of his behavior.\n\nStudent Profile:\nAge/Year: 5 let, 0. třída\nHobbies: Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "22", "student_age_year": "5 let, 0. třída", "student_hobbies": "Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, Učitelství pro 1. stupeň ZŠ, obor Výtvarná výchova", "teacher_practice_years": "31 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1338", "content": "TEACHING CASE STUDY\n\nBackground:\nPreviously, I worked as an educator and teacher's assistant in a school with a larger number of more problematic students. The student I remember grew up in foster care and had mental health problems that were treated with medication.\n\nSituation (Anamnesis):\nHe was aggressive in class, even to the point of physically assaulting his assistant, also threatening to jump out of the window, for example, and often throwing himself down ('I'm useless.' etc.).\n\nTeacher Intervention (Solution):\nremember that it often happened that neither the teacher nor the assistant knew how to deal with the student, so they always sent him to me. Only after my intervention did he calm down. I was perhaps the only one of the entire teaching staff whom he trusted, because I was known at school for the fact that students could always talk to me, confide their problems and ask for advice. Maybe that's why he always calmed down in my presence. I always treated him calmly and with respect, I always listened to him and did not fight back. Next, I tried to divert his attention in a completely different direction, for example that I absolutely need help with something and only he can do it. It was mostly manual art work where I talked to him about his problem, which made him feel safe and respected.\n\nOutcome:\nDuring these conversations, I tried to find a situation for which I would praise him in order to increase his self-confidence. After this intervention he always calmed down and for some time worked better in class again. Even in later years, he often sought out my company, and it seems to me that with age, thanks to my support, his problems eased.\n\nStudent Profile:\nAge/Year: 7, 2.rčník\nHobbies: Starší případ, nelze vybavit\nDiagnoses: Problematické chování\nDisorders: Agrese,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Support, Proactive solutions, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1338", "student_age_year": "7, 2.rčník", "student_hobbies": "Starší případ, nelze vybavit", "student_diagnoses": "Problematické chování", "student_disorders": "Agrese,Neúcta k autoritám", "teacher_approbation": "středoškolské", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Proactive solutions, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/460", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter the holidays, the children returned to school and after the first week of classroom and introductory lessons, in the following week in all subjects, teachers and pupils began to focus on the first topics. In geography, it was North America, and the young teacher appeared in front of the 7th graders he had already taught last year. On this day, however, there was a new pupil in the class who had transferred from another school because he and his parents had moved. So the teacher quickly got to know him, summarized the rules that the students follow in his classes and immediately threw himself into the planned material. Since, according to the interviewed teacher, the most important thing in geography for elementary school students is to learn how to work with an atlas correctly, he often supplements his explanation by working with it. That was the case at this hour as well. The teacher started with general information about North America, showed them on the wall map where exactly the continent is located and then dictated the notation to the students again. In the second half of the hour, they reached the major cities of North America. The teacher always said the given city, the students each found it in their atlas, the student who was called on showed it to the teacher and then they talked about the city, what it is known for and what is important about the city that they should know. In this way, the teacher randomly called out different students, and the third city in order fell to a new student. “Well, the next city is a city. Find it again in the atlas and a student will show it to me.\n\nSituation (Anamnesis):\nLater, the geography teacher found out from the class teacher that the boy had a diagnosed disorder, specifically autism. In class, his disorder manifested itself, for example, in the way that he has trouble communicating in a new company, which is probably why he couldn't ask the teacher in front of the class how to search in the atlas correctly or couldn't ask any of his classmates to borrow a writing pen. Running away from the classroom after the attention of the whole class was focused on him was also a typical manifestation.\n\nTeacher Intervention (Solution):\nOf course, the young teacher regrets the whole situation and would not make such a mistake again. It is true that such information about a newly arrived pupil should be communicated by the class teacher to all the teachers who teach the pupil before he enters the class. However, even the teacher himself should have gone to ask if the new student does not suffer from any behavioral disorder. This incident taught the teacher a great lesson, and from then on, every new student is always checked first to see if he or she has been diagnosed with any disorder.\n\nOutcome:\nIn particular, this situation ended in such a way that not only were all teachers informed about the condition of the new pupil, but they also introduced the mentioned pupil's disorder to his classmates. Based on this incident, the headmistress arranged a lecture for all classes about the most common behavior disorders in elementary school children in order to prevent similar situations at school. The pupils thus learned how such children can behave and also how their classmates should behave towards them.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: společenské vědy\nDiagnoses: Autismus\nDisorders: Autistické rysy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "460", "student_age_year": "12 let, 7. ročník", "student_hobbies": "společenské vědy", "student_diagnoses": "Autismus", "student_disorders": "Autistické rysy", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1185", "content": "TEACHING CASE STUDY\n\nBackground:\ngave the students the task of correcting the dictation and justifying why it is written soft or hard in which situation and so on. I let the students work independently. After a while, the three students started yelling at each other. 'Teacher, they are arguing in the office.' I silenced one of the students. Another student spewed. 'Mrs. teacher, they're chasing their impaling dicks over there!' Without a reaction, I started talking to another student and asked him about the first sentence. I even came up with a reward for the correct solution and defending the correctness, but the student continued. 'He's probably rubbing frn*y there.' I ignored the remark and called the student in question to explain the sentence. He refused to answer.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on each side of the class so that they have as little opportunity to communicate with each other as possible, i.e. to influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nI tried to calm the students down. Unfortunately, that didn't work, so I tried to ignore the notes and focused on the other students. But this group was so disturbing that I tried to call one of them as a warning to the others. Unfortunately, this did not work at all, rather the opposite, and the inappropriate behavior continued on and on. Until my nerves snapped and I scolded the students for disobedience. The students were obviously amused by this and did not take it into account. The bell saved me.\n\nOutcome:\nThere was no solution, the class only managed to correct the dictation in the whole hour and the problematic students escaped without problems. On the contrary, there was frustration on the part of the teacher. So, in the next lessons, the students continued and maybe even in the future the disruptive behavior will increase.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: otevřená otázkaLední hokej\nDiagnoses: Dislexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Disrespectful communication, Proactive solutions, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1185", "student_age_year": "14, 8. ročník", "student_hobbies": "otevřená otázkaLední hokej", "student_diagnoses": "Dislexie", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Proactive solutions, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/277", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom our conversations, I would describe the student's behavior as antisocial, very aggressive, and the student's poor ability to understand the subject matter did not help either. His displays of aggression towards those around him – breaking things and throwing things at others deepened the gap between him and the collective he did not belong to even more.\n\nSituation (Anamnesis):\nLower intelligence, High level of aggression.\n\nTeacher Intervention (Solution):\nFirst, I would ask the guidance counselor for any information about the mentioned pupil, if I didn't get any, I would ask the pupil for a small conversation between four eyes and I would better understand the situation and himself. During the interview, I would use I-statements, the sandwich technique and non-violent communication to get the clearest possible picture and at the same time build a solid relationship with the student. If these efforts are not fruitful, I will have a conversation with his parents, and I would consider recommending the help of a school psychologist. If the student continues to behave inappropriately, I will discuss the next course of action with the school management.\n\nOutcome:\nThe teacher's solution was not successful and resulted in the pupil repeating the grade. This is the second time the pupil repeats, the first in elementary school, the second in high school. The teacher evaluates the experience as unsuccessful, since the only change that has occurred is that now another worker is in charge. The teacher is not satisfied with the way the school management behaved, as they let the pupil repeat the year, even though neither he nor his parents showed any real interest in improving the situation, while the pupil is dangerous both for himself and for the teacher and the team.\n\nStudent Profile:\nAge/Year: 16, 1. ročník\nHobbies: Počítačové hry\nDisorders: Agrese,Asociální chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "277", "student_age_year": "16, 1. ročník", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Agrese,Asociální chování", "teacher_approbation": "Mgr", "teacher_practice_years": "12", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/956", "content": "TEACHING CASE STUDY\n\nBackground:\nhave an experience with the same student, at the end of the 6th grade. In the English language classes, we did not do new subject matter, and rather we devoted ourselves to practice and speaking. I prepared a competitive activity for groups. I wanted to divide the children into three groups so that they were approximately equally skilled. As they sat, I moved with each student so that in each group there was at least one who knows English well and one who is more creative, so that the weaker ones have someone to lean on. When I put a student in one of the groups, he immediately started jumping out of the box like a devil and shouted that he would not go to that group because no one wanted to work with him. I told him that it was not true, that no one said that they did not want to work with him, and that he should go to work in that group. However, he kept repeating that he was not going there and that they did not want to work with him.\n\nSituation (Anamnesis):\ninsisted that I wanted him to move. By constant repetition I managed to get him to move roughly where he was supposed to. However, he sat down in such a way that he certainly could not cooperate with the group. I felt that it was probably not going to work, that I was going to force myself, and that I would lose a lot of time and energy if I continued to push him. The children were really cute at that moment, they didn't even scream - they react to him in many situations. However, this time they didn't react at all and waited for him to sit down, which he didn't.\n\nTeacher Intervention (Solution):\nstarted the activity with him sitting next to me. Then I gave him another piece of paper and created another group with him, and I see that as my biggest failure, a mistake. The fact that I let him create another group, he worked well after that, but I perceive it as the fact that he managed to fight for his own - I don't want to work with anyone. However, for me, it was a question of cooperation, and I couldn't pull it off. In retrospect, I think I should have stopped trying to convince him to join the group much earlier and given him another job if he didn't want to cooperate.\n\nOutcome:\nIt is quite likely that he would not do it, but it is possible that an assistant would be able to force him to work independently. By the fact that it was at the end of the school year, I don't think it has a long-term effect - he certainly doesn't allow himself more.\n\nStudent Profile:\nAge/Year: 6. ročník, 13 let\nHobbies: Podle něj “porno”\nDiagnoses: Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza\nDisorders: Úzkost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "956", "student_age_year": "6. ročník, 13 let", "student_hobbies": "Podle něj “porno”", "student_diagnoses": "Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza", "student_disorders": "Úzkost,Vyhýbání se škole", "teacher_approbation": "Mgr., Anglický jazyk + Matematika", "teacher_practice_years": "24", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1216", "content": "TEACHING CASE STUDY\n\nBackground:\nwas solving a problem with attendance. The girl avoided school for a long time, and a specific subject, when she was afraid to give a lecture in front of the class. Either she didn't come to school that day at all, or she kept making excuses that she forgot she didn't have something. She was given several opportunities by the teacher to finish it until next time, or to send it. Just to show some activity. This resulted in her missing a few marks in that subject, and as it was a civilian where those marks are generally low, it made it impossible to grade her. When I checked the long term absence, I found that she was avoiding the specific day she had this subject. Her absence was excused from her mother.\n\nSituation (Anamnesis):\nThe girl has no behavioral disorders, it was just this particular truancy issue. Her classmates perceived the injustice of someone being excused from school and they had to work it all out. Sometimes they were heard in the form of general comments: 'Oh well, the pupil is missing again.' Mom was cooperative, but believed her and tolerated excuses that she wasn't well and wouldn't go to school.\n\nTeacher Intervention (Solution):\nsolved it first with the teacher of that subject. I learned about the classification problem from her. After that, I called my mom about the absences, she promised to fix it. I also made an appointment with the school psychologist to find out what was going on and what the problem was. This is how it went like a wheel - school psychologist, parent, teacher, school psychologist, parent. I first learned what the problem was from my mother when I called her about the grades. It turned out that the student had confided in her that she was afraid of a report or any presentation in front of the class and thus avoided the civics, because it was not possible to pass it with only an A, as in other subjects. So I made an agreement with her citizen teacher and the other teachers not to give the student anything to present in front of the class and to allow her, for example, to hand in the paper only in writing. I agreed with the mother to stop tolerating the pupil's excuses that she is sick and to send her to school. We were also more in touch both by phone and in person at school. I also communicated everything with the pupil.\n\nOutcome:\nonly have the experience of the last two months of the school year, but the absences improved after this solution was set up. I plan to focus more on the pupil this year, so that we know whether the situation has been resolved in the long term.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: móda, styl, hudba\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Agreement, Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1216", "student_age_year": "14, 8. ročník", "student_hobbies": "móda, styl, hudba", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "PhDr., Učitelství pro 1. stupeň", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/386", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole situation with the student revolves around the fact that he cannot concentrate at all on the tasks given by the teacher in class. He is always interested in something else, there are cries in the dark that do not make sense within the curriculum. He is always dealing with something new that occurred to him that day, he often deals with girls and has questions and comments about them that are very inappropriate. Overall, his behavior includes constant harassment of female classmates, foul language, fights with fellow students, disregard for rules, and disdain for authority. This behavior started a year and a half ago and graduated during distance learning, where the teacher no longer had such a reach, so the student was able to calmly run around naked in front of the camera. Telling the parents about his distance learning behavior didn't have much of an effect because they didn't have the opportunity to be in the room with him during his son's classes and watch over him, so it always had to be dealt with retroactively, which didn't have the right effect. Female teachers try to solve problems in the classroom, but they repeatedly fail, so they come to me for help, because I am the only male teacher at the first level and therefore probably the biggest authority.\n\nSituation (Anamnesis):\nThe student is far more mature than those around him and has disproportionate reactions to certain events, so he behaves like a teenager even to little girls. He is looking for the level and the barriers of how far he can go.\n\nTeacher Intervention (Solution):\nIn general, the student does not respect authority, so until he is threatened with some major punishment, he will not change his behavior. He has already received a reprimand from the class teacher and I suspect also a reprimand from the class teacher. Several times I invited the student to my office, I talked to him about the fact that it really wouldn't work like this, then he was doing well for, say, two days, but after a while it started again.\n\nOutcome:\nThe result of the solution was not very successful. Even though I have spoken to the student several times, his inappropriate behavior is still repeated. When something works for him, it doesn't last long. He can keep behaving normally for a day or two, then it goes downhill again.\n\nStudent Profile:\nAge/Year: 4. třída, 10 let\nHobbies: Počítače, sociální sítě\nDisorders: Disrespekt,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Disrespectful communication, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "386", "student_age_year": "4. třída, 10 let", "student_hobbies": "Počítače, sociální sítě", "student_diagnoses": "", "student_disorders": "Disrespekt,Nevhodné chování", "teacher_approbation": "Vysoká škola, Učitelství pro první stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/806", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught the subject of vocational training in the last year of the matriculation field. Around the first quarter, students chose the topic of their final thesis. All but one chose. During the subsequent confrontation of this pupil with the choice of topics, an alternative date was agreed upon. This student has not chosen the topic again until then. Subsequently, I offered the pupil the possibility of consulting the topic. This pupil subsequently began to be absent alternately on different days or classes. Due to his age, he could excuse himself for his absence. So her parents had no idea about her. He usually cited family reasons as the reason for his absence. About half a year ago, his absences had already increased significantly, he was absent for days or weeks at a time. He gave illness as the reason for his absence. However, there were no problems with the pupil in the past and his grades were above average. In any case, this student's name was mentioned several times at the pedagogical meeting due to his increased absence and the fact that he will have his matriculation exams.\n\nSituation (Anamnesis):\nThis pupil – a pupil of a vocational high school. In the 4th year of the IT field. Calm, hardworking and friendly. More of an introvert. His benefit was fine. Excellent or commendable in professional subjects. Rather good in other subjects such as ČJ, ZSV. At the time of the 4th grade, his parents divorced.\n\nTeacher Intervention (Solution):\nhad the opportunity to meet this student in the subject of professional training. At the beginning of the school year, communication with this student took place personally in a relatively friendly spirit. The problem occurred when choosing a topic. All his classmates made their choice on time. At the first opportunity I called him to me and asked him why he had not yet chosen a subject. He replied that he could not choose until the last moment. I then offered him to change his mind within three days and then get back to me. This student did not respond within three days. Subsequently, he was absent for several days, and when he came to class, I invited him to my place again and asked him about the chosen topic. This student told me that he still hadn't chosen a topic since the last interview. I suggested to him that after the lesson I would have time to discuss topics with him and choose some with him. This student quietly disappeared after the lesson. He was absent again for many days and when he came to school, I invited him to my place again. I told him he didn't have a topic selected yet, so I would assign it to him. And also that he has a very high absence and if he continues to be absent, it may happen that I will not be able to classify him and thus he will lose the opportunity to apply for the matriculation exam. To this, this student reacted very irritated by saying that the high school diploma is not everything. I was surprised by this reaction, so I asked him why he was saying that considering that he is in the matriculation field. And this student indicated to me that he doesn't care much about the high school diploma and that he would ideally like to finish school. When asked why he would like to leave school when he is already in the fourth year, he replied that he was afraid that he would not pass the matriculation exams. From that moment on, I talked with this student about what the matriculation exam consists of, how many attempts he has and also about the possibilities of the labor market and applying for it. I tried to convince him that it was better to see it through and just try. And possibly find out what he can or can't do, rather than giving up halfway like this. In the end, I told him to let everything we said go through his head in peace. And if he is interested, he can come anytime. I subsequently contacted colleagues holding the position of educational advisor and discussed my findings with him. A colleague spoke to this pupil a few days later. The colleague also had the opportunity to speak with the parents of this student, who told him that they had no idea anything was happening.\n\nOutcome:\nWith a few exceptions, this pupil started coming to school again. He successfully submitted the coursework and passed the matriculation exam.\n\nStudent Profile:\nAge/Year: 19 let, 4. ročník SŠ\nHobbies: Počítačové hry, programování. Sledování seriálů.\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "806", "student_age_year": "19 let, 4. ročník SŠ", "student_hobbies": "Počítačové hry, programování. Sledování seriálů.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – Odborné učitelství SŠ", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1438", "content": "TEACHING CASE STUDY\n\nBackground:\nTowards the end of the school year, a colleague informed me that the students of one class, who were in the computer room at the time, discovered on one computer, specifically on the monitor, an installed link to a page with inappropriate content. It was a link to a pornographic site. This whole matter was first handed over to the school management, the classroom administrator and the prevention methodology. Upon investigation, the classroom administrator found out, through browsing history, what day and exact time this link was installed on the computer. Thanks to the meeting order and class records, a specific student from my class was tracked down.\n\nSituation (Anamnesis):\nThe student had rather below-average academic results, he tried to make himself the boy of the class, but at that time a new student came to the class, and therefore he repeated everything according to him, tried to match him.\n\nTeacher Intervention (Solution):\nThanks to the alertness of the administrator of the computer room, the perpetrator revealed himself. That's why I invited the suspect to my office to tell me and the prevention methodologist whether he had installed something objectionable on the school computer. After a long discussion, he didn't really want to talk, obviously feeling guilty, he finally confessed to his crime. The classroom administrator even provided proof from the search history of exactly when the student installed the link on the computer. Furthermore, it was possible to tell from the material when exactly the link was searched for and clicked. We explained to the student that this was a gross violation of school rules and that the situation would be discussed with the school management once more. The following day, the pupil was invited to the school management, where he explained the whole situation. At the same time, he confessed to his crime. He was obviously sorry because he did not hide his emotions when communicating. The school administration gave him a reduced behavior grade as an educational measure\n\nOutcome:\nam satisfied with the resolution of this case. The student realized his mistake, he acted in violation of the school rules. I was surprised that he didn't hide his emotions from the school management, so I think he was very sorry for his actions. This case was also a warning to other pupils.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída ZŠ\nHobbies: motorky, počítačové hry, sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1438", "student_age_year": "15 let, 9. třída ZŠ", "student_hobbies": "motorky, počítačové hry, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Ov", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/344", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problematic student, who was among the worst students at school, has no support and no motivation to go to school and get an education. During probably the worst confrontation, when she didn't come to school for a week and gave a completely meaningless excuse, it became clear to me that the problem lies mainly with her mother, who does not send her to school, supports her truancy and shows no interest in her daughter's education. He apologizes to her for everything and often doesn't even pay attention to what the apology says and how it might sound. The main thing is that it is signed. For example, in the situation already mentioned, the pupil was excused from classes for a week due to an alleged lost key to the house, and therefore had to stay at home so that someone would open the door when the mother returned from work. The student repeated the grade twice. Once in the first degree and once in the second degree. In the 7th year, she was evaluated with a grade 3 grade in behavior.\n\nSituation (Anamnesis):\nThe student lives only with her mother in a dormitory. She was temporarily raised by her grandmother. Very often sick - the reason was the bad environment in which she grew up - cigarette smoke, poor hygienic conditions, poor personal hygiene. The mother was not interested in her daughter's attendance. Only 2 times a year if confirmation of social benefits is necessary. Due to frequent absences, the pupil did not keep up with the lessons. This resulted in insufficient benefit.\n\nTeacher Intervention (Solution):\nThe educational commission took place several times with the mother, when she promised that the daughter would attend school regularly. She also signed that the pupil's illness must be excused from the doctor. Mother did not follow this despite my insistence. I have solved it many times with OSPOD but without much success. I asked the students themselves why they don't go to school at least in their own interest. She told me that she can't learn it, but she likes to come here because of her friends. But sometimes her mother doesn't want to let her go to school, saying it's a waste of time. I really wanted the student to finish her studies, so I resorted to the threat of reporting the mother to the police because of the child's truancy. But the mother simply transferred the pupil to a primary school with special educational needs.\n\nOutcome:\nFrom a short-term point of view, it is without result. From a long-term perspective, transferring to another school was more advantageous for the student than any other solution. From my own point of view, it is a partial success that the girl transferred to another school, but overall I assess it more as a failure of the OSPOD system and social benefits. The mother was not entitled to these benefits due to the neglect of compulsory school attendance.\n\nStudent Profile:\nAge/Year: 15 8.ročník\nHobbies: malování\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Disrespectful communication, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "344", "student_age_year": "15 8.ročník", "student_hobbies": "malování", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "VŠ, ČJ, NJ, AJ pro II.stupeň ZŚ", "teacher_practice_years": "15", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/770", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I came to class 3.A, which I had already been teaching for the third year. I liked the class, there were a lot of hardworking individuals in it. Although the beginning with the class was not easy, when they came in and got me, it was certainly not a walk in the park for them, but in the years we spent together, I learned them and they already knew what they could and could not afford. Well, at the beginning of the third year, a student who was known throughout the gymnasium as a slacker because he had already failed twice failed. I thought ahead of time that it wouldn't be easy with him, but I didn't want to be preconceived. So I didn't show it in front of the class. So I arrived at the first class among my students and everything went normally. The student did not express himself in class and did not disturb my classical teaching. The problem only started showing up later. When the first major paper was due, the student did not show up at school for a week, and after he started going to school again, he avoided the mathematics he was supposed to write. So he wrote the paper about a month after the due date, of course he got an insufficient grade on the paper. Then he started going to class again, but after that he was completely out of the picture, so he wasn't paying attention in class, he was disruptive, or he was doing something completely different than math.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nWhen the situation worsened and the next paper was due, I went to talk to the student if he would participate in the next class in which we would write the paper. He didn't want to talk to me at all and disappeared from the class rather quickly. When he didn't turn up for the exam again, I tried to ask the class teacher if he had the same problem with the student's absence, she told me that the student generally has problems with attending school. So I also asked the pupil's classmates what they thought of him and his attendance at school. The boys told me that he gets along well with the student and that they are also sorry that the student doesn't come to school much, it was clear from their eyes that even in such a short time they had made friends with him and that they care about him. Once I got a student to talk to me, I asked him if he wanted to stay at school and finish his studies. He avoided answering, but as soon as I mentioned that if it continues like this it won't do much good and unfortunately he will be kicked out of school, the student replied that he was very sorry that he didn't want to bring his personal things to school, but that they have problems in the family. I wasn't sure about this situation, but I told him that it was enough for me for now and they would try to accommodate and help him. We agreed with the student that he can correct his papers, I told him that his classmates like him and will try to help him if he asks for help. So the student promised me that he would try to improve and ask his classmates if they would help him.\n\nOutcome:\nThe student's attendance improved greatly in the following quarter, although he still missed a few classes, he tried to go to school and always apologized to me when he missed. As soon as the student started going to school and became even more integrated into the team, everyone was willing to help him, so his grades improved proportionally. After a few weeks, I met again with the class teacher and when the word came about the student. She said he was getting better and that his absence wasn't so bad. So I asked her why she thought things had suddenly gotten better. She told me that the student came to see her only a few days after I talked to him and she was surprised by that, he apologized to her and said that he wanted to finish school. He even opened up to her so much and told her the reason for his absence and lack of time for school. The student told her that his parents had been arguing and breaking up and he couldn't stand it at home, so he moved away from his friends to another city alone. A lot has changed since my conversation with the student in a few months, I am ultimately very happy with how the whole situation turned out and that the student finally graduated.\n\nStudent Profile:\nAge/Year: Alexnadr 3. na čtyřletém gymáziu\nHobbies: žádné\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "770", "student_age_year": "Alexnadr 3. na čtyřletém gymáziu", "student_hobbies": "žádné", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Magisterské (matematika, fyzika)", "teacher_practice_years": "26", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1333", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student entered the 1st year of the academic field. He was of Romani origin, he seemed unproblematic, perhaps even an introvert from the beginning. His intelligence was at a good level, he just lacked the effort to prepare for classes and carry the required completed homework, he was late. Even in vocational training, he was very capable of getting the job done, understood assignments very quickly and had a nice social demeanor towards clients and the vocational training teacher.\n\nSituation (Anamnesis):\nAfter the initial familiarization with the school environment and classmates, he began to appear aggressive, unreliable, did not fulfill his duties, lied.\n\nTeacher Intervention (Solution):\nAlready in the first semester of the first year, he incited a fight with a classmate, hit him and injured him. This situation was investigated, it took place in the locker rooms after school and practically without witnesses. On the basis of a fight in the locker room, where his classmate figured in a negative sense of the word, and the witness was a classmate, an educational committee was held at the school in the presence of the ZŘ for theoretical teaching, TU and the head of educational counseling, the student and the legal representative. As an educational measure, the headmistress of the school was reprimanded. At this point, he came under the radar of the school's guidance counselor, had appointments scheduled with him, but, unfortunately, only showed up for one and stopped cooperating. Requests for an opinion from the police and other authorities began to come to the school, when it became clear that the behavior problems were not only at school, but also outside of school, that this was a boy who was involved in the infamous \"gang\n\nOutcome:\nAfter a short consideration, he chose the option of ending his studies at his own request. It was 4 months before the final exams. That's why it's a shame that the journey ended at school in the 3rd grade. It was very difficult for him to make a decision, just in this period of the 3rd year, you think to yourself: 'If he has already had so many problems until the beginning of the second semester of the last year, why should I be the architect of his failure to learn?' And that's another aspect he could do, he was a very skilled manipulator, he could win over half the class to his side, he had the gift of being as gentle as a lamb, kind and obedient, but only when he needed to be. He was able to take advantage of the situation. He got a solution even when he finished his studies at school. Specifically, the opportunity to pass the professional qualification exams and subsequently apply for the opportunity to take the final exam. How he approaches this challenge is up to him alone. His parents and society provided him with excellent conditions, only he himself was and still is the architect of his own destiny.\n\nStudent Profile:\nAge/Year: 18. let, 3. ročník\nHobbies: snaha ze strany rodičů o zapojení syna do kolektivního sportu, chlapec hrál aktivně fotbal na střední úrovni, byl šikovný, ale problémový i mimo školní zařízení, tzn. nepřiměřené reakce při sportu – agresivita slovní, ale i fyzická, nezvládání emocí\nDisorders: Agrese,Lhaní,Krádeže,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules\nSolutions Applied: Consequences, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1333", "student_age_year": "18. let, 3. ročník", "student_hobbies": "snaha ze strany rodičů o zapojení syna do kolektivního sportu, chlapec hrál aktivně fotbal na střední úrovni, byl šikovný, ale problémový i mimo školní zařízení, tzn. nepřiměřené reakce při sportu – agresivita slovní, ale i fyzická, nezvládání emocí", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Krádeže,Nevhodné chování", "teacher_approbation": "Bc., učitelství odborného výcviku", "teacher_practice_years": "27", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not show any signs of problematic behavior in the first two years of elementary school. In the third grade, however, his behavior suddenly worsened significantly, the student became aggressive towards his classmates, he began to attack them both physically and verbally, mostly very vulgarly. With the onset of this problematic behavior, there was also a deterioration in the overall performance of the pupil. Over time, it became clear that the beginning of the pupil's problematic behavior was correlated with a worsening situation at home (the pupil's parents were going through divorce proceedings at the time). Thus, the student was experiencing stress caused by the worsening situation at home, his violent and aggressive behavior was thus supported by his diagnosed ADHD. The student and his parents visited a professional counseling center, where they were advised that an assistant be assigned to the student. This assistant was supposed to help manage the student's problematic behavior. The student had this assistant assigned from 3rd to 4th grade, but there was no improvement in behavior. The school repeatedly contacted the mother saying that their son's behavior was not improving in class, to which the mother always replied that the son had been diagnosed with ADHD and that he was therefore not to blame for his problematic behavior and his behavior would not improve.\n\nSituation (Anamnesis):\nThe student has an average grade and is quite popular in the class. Complex family history, parents are divorced, no siblings.\n\nTeacher Intervention (Solution):\nThe student was assigned a professional assistant who helped the student reflect on his behavior and moderated his aggressive expressions.\n\nOutcome:\nSolving this problem took a relatively long time (from 3rd to 7th grade), but in the end it turned out to be successful. However, in 5th grade he was assigned a different assistant who was much stricter with him. The student is now in the 7th grade and his behavior is completely fine.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: sport, počítačové hry\nDiagnoses: ADHD\nDisorders: Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Verbal aggression\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "131", "student_age_year": "12 let, 7. ročník", "student_hobbies": "sport, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Fyzické násilí", "teacher_approbation": "VŠ, RJ-ZSV", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/872", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom I experienced a problematic situation, which I solved well, attended the second year. He studied ecology and I taught him physics. The student had an assistant because he suffered from autism. The student received many reliefs, for example, when he was tired, he could lie down on the bench and sleep, or when he was in a bad mood, the assistant took him out of the classroom. Now I come to the problematic situation. With all teachers, this student had a tendency to ask strange and even absurd questions. He once asked me a question in class: does a railroad car float. I was quite taken aback by this, I was really surprised by this question. So I replied that it does not float, nor do any similar bodies.\n\nSituation (Anamnesis):\nThe student was 16 years old at the time of the incident and was attending the second year of the field of ecology. The student suffered from an autistic disorder and therefore had an assistant in his class. Overall, he had an excellent grade, he was very intelligent, he was good at mathematics and physics. He lived only with his mother at the time of the incident.\n\nTeacher Intervention (Solution):\nI was very surprised by the situation and at that moment I couldn't think of anything better than to get out of this situation. All the students and the assistant, and especially the student who asked the question, were surprised by my reaction. I was actually surprised that I came up with this solution so quickly. I was so freaked out by the situation that the whole class and I had to calculate the density of the railway car he was asking about, and we then compared it with the density of water. And based on this density calculation, we found that the density of the wagon is greater and therefore it cannot float. This is a situation that I somehow managed to get out of, by doing the math.\n\nOutcome:\nIn the short term, the situation was resolved and the student was even surprised, because at first he probably took it as a joke. Overall, there was a great response to the situation. Questions of a similar nature continued to be repeated in other classes with other teachers, but there was no longer a problem in my teaching.\n\nStudent Profile:\nAge/Year: 16 let; 2. ročník SŠ\nDiagnoses: Autismus\nDisorders: Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Proactive solutions\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "872", "student_age_year": "16 let; 2. ročník SŠ", "student_hobbies": "", "student_diagnoses": "Autismus", "student_disorders": "Nevhodné chování", "teacher_approbation": "Ing. Fyzika, odborné zahradnické předměty", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1124", "content": "TEACHING CASE STUDY\n\nBackground:\nTwo students from the class at the lower gymnasium, where I am currently the class teacher, came to see me. One of them was crying and the other brought her, so it was clear to me that something was going on. The one who was crying didn't say much, but the other one immediately started that the boys locked the first student in the locker room and laughed at her. Unfortunately, the first student is claustrophobic, I have known this from her parents since the beginning of the classroom, and I always have to take this into account, for example, during school trips and similar situations where it could cause her some problems. Of course, the class also notices such situations, so the boys know that such things bother her. I asked the girls which boys they were, even though I had already guessed who it would be. It is a group of boys in the class, headed by one boy, such a natural authority figure with leadership skills. The guys have respect for him and get pulled over, although I think they're all pretty handy without him, but once they're with him, it's worse. When the first student calmed down, she told me that it was mainly one of the classmates who initiated it and the other boys rather just joined him.\n\nSituation (Anamnesis):\nThe first student – above average intelligent student, friendly but explosive, natural authority. The second student - an average student with a problem-free behavior, likes to read and play the guitar.\n\nTeacher Intervention (Solution):\nEven on the day when this situation happened, I called the boy to my office and asked him how and why it happened. At first he tried to blame it on the other boys, but after a while of negotiating he admitted that he locked the first student in the locker room and didn't want to let her out for a while. He told me that the first student laughed at him, that he doesn't have any designer clothes and wears one T-shirt for 3 days at a time. Unfortunately, the first student does not come from a family that is financially well off, so she wears more ordinary clothes. It is now popular among students to wear different brands of clothing, they deal with it a lot and are interested in it. So the boy responded to this taunt and took advantage of his classmate's weaknesses. So I thought they were both guilty. I tried to explain to the boy that it is definitely not good to reciprocate in such a way, that if someone laughs at him, he should come to me and we will try to solve it together. Unfortunately, this was the result of his choleric and impulsive actions. I also called the first student after the boy and tried to explain to her that the boy's behavior was definitely not right, but it was a reaction to her mocking him. They both seemed to understand what I meant. Subsequently, I also informed the parents of both students about this situation, and they immediately told me that they would discuss it with the children. Fortunately, they were supportive parents with whom I never had any problems. As part of prevention, I also tried to come up with some games for the class that would support cooperation in the class and eliminate similar situations.\n\nOutcome:\nIn this particular case, it worked to discuss with the boy and the first student. Since then, the two of them have not had any problems together, and I have not seen similar behavior in class that I would have to deal with. It is possible that now and then the students laugh at each other, but they are old enough not to deal with it in a similar way and it has never happened that they have to deal with it with me. I'm glad it turned out this way. Actually, I didn't even have to deal with it directly with my parents, although I think they must have arranged it at home as well.\n\nStudent Profile:\nAge/Year: 11 let\nHobbies: Fotbal, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1124", "student_age_year": "11 let", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ + OV", "teacher_practice_years": "21", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1397", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student brought nicotine sachets (Lyft) with him to school. He used them sometimes. Some classmates also knew about it, the student did not hide it too much. The fact was brought to the attention of the teaching assistant who works in the class.\n\nSituation (Anamnesis):\nThe student is sociable, gets along well with other classmates. It does not cause disputes. He does not engage in extra work or other activities on his own initiative.\n\nTeacher Intervention (Solution):\nI caught the student during a break in the corridor with the aforementioned bags surrounded by two other classmates. He did not deny anything and made a fair confession. We immediately went to the director's office. Everything happened calmly, without resistance. In the director's office, he again confessed to everything. The student was awarded a two in behavior.\n\nOutcome:\nThe student was awarded a two in behavior. He accepted it in such a way that he didn't care at all. But it had the effect that the student no longer carried nicotine bags with him to school. It did not cause changes in future behavior in other respects.\n\nStudent Profile:\nAge/Year: 14\nHobbies: venkovní sportovní aktivity\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Hyperaktivita,Nepozornost,Impulzivita\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1397", "student_age_year": "14", "student_hobbies": "venkovní sportovní aktivity", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Hyperaktivita,Nepozornost,Impulzivita", "teacher_approbation": "Z, Př", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/88", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at the level of student behavior began to change last year, after the return to face-to-face teaching after the lockdown. The previously problem-free student started running away from school, always after a conflict with someone from the neighborhood. The first incident occurred in the sorority, when the teacher, whom the student did not like, simply ran away after a vigorous response. This behavior has become repetitive. The first time he ran directly from a teacher, there was a physical attack where he scratched the teacher and broke her fingernails. Help came from a colleague from the next class, who restrained the student, but also suffered scratches and bruises. In one case, the student ran to a busy intersection, where the teacher chased him and injured her knee in the process. The most serious incident occurred when the pupil tried to run away, but the janitor already knew the situation and locked the front door, leading to the pupil banging and kicking the door.\n\nSituation (Anamnesis):\nThe student's problem has its roots in the family environment. His mother, a kindergarten teacher, is described as domineering, often complaining about school, criticizing teachers and finding fault. The student is the third child in the family to attend this school. After returning from the lockdown, he was the only family member who had to physically go to school while the others stayed at home. During the lesson, the pupil was defiant, worked ahead of time despite instructions in the mathematics he was good at, and fell behind in other subjects. In conflict situations in the classroom, he behaved aggressively and ran away, even if it was not a real conflict. His behavior negatively affected other students who were confused and tried to help the teacher.\n\nTeacher Intervention (Solution):\nWhen the student ran away, the teacher chased him while the assistant remained in the classroom. During an attempt to calm the student down, he was physically assaulted and cursed. The situation was reported to the director, who also suffered an injury. Everyone was injured and exhausted. After the student calmed down, it was necessary to immediately call the parents to the school, which happened often. The pupil's mother reacted to the situation with reproaches towards the school. The discussion with her was difficult and the school had no other options to solve the situation. Contacting a psychologist's crisis line was considered as a last resort. Finally, the mother was convinced to see a psychologist with the student, which they still do today.\n\nOutcome:\nThe problem with the student's behavior remained partially unresolved, mainly because of the mother's attitude. The school tried to cooperate and offered solutions, but the mother was not willing to cooperate. Despite this, it is positive that the family has started seeing a psychologist. The student is no longer in the class of the teacher who describes the situation, but according to information from the new class teacher, the student's behavior has improved. He still has problems in the family environment and doesn't always focus on his schoolwork, but he hasn't run away yet. Recently, the whole class participated in an outdoor school, where the student was eventually taken because he behaved well.\n\nStudent Profile:\nAge/Year: 2. třída\nHobbies: Počítačové hry, kočky, cvičení  posilování)\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Physical intervention, Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "88", "student_age_year": "2. třída", "student_hobbies": "Počítačové hry, kočky, cvičení  posilování)", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Učitelství pro první stupeň ZŠ", "teacher_practice_years": "24", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1483", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the first grade, as a special pedagogue, I received a boy with Asperger's syndrome who was not socially integrated and had significant problems with it. He had problems with concentration, he didn't know how to work, how to prepare things for class, how to work with a textbook and a worksheet, how to behave. Sometimes he had such outbursts of aggression towards himself and displays of anger where he would tear things and not control himself.\n\nSituation (Anamnesis):\nA first grader with Asperger syndrome, dyscalculia and dysgraphia. So he was weaker in mathematics and Czech (threes), but in the area that interests him (for example, natural history) he was very above average (ones). Frequent bouts of aggression and anger in classes.\n\nTeacher Intervention (Solution):\nThe student often suffered bouts of aggression and anger towards himself, when during the lesson he was able to tear up the worksheet he had just been given. That's why I always print a few extra sheets to be ready to give him a new one as soon as he calms down. We gradually taught him how to treat textbooks and other aids. I tried to teach him the good way, in the way that I tried to explain everything to him calmly. No rough and tough hits. It went very well. As for inclusion in the collective, the other children respected him and tried to help him with everything he needed help with.\n\nOutcome:\nEverything went very well. The parents also worked at home with the boy, so things went well. Now the boy is in second grade and doing well.\n\nStudent Profile:\nAge/Year: 1. třída, 6 let\nHobbies: přírodní vědy, četba\nDiagnoses: Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1483", "student_age_year": "1. třída, 6 let", "student_hobbies": "přírodní vědy, četba", "student_diagnoses": "Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie", "student_disorders": "Agrese", "teacher_approbation": "Vysokoškolské – Mgr. - speciální pedagogika, vzdělávání pro 1. stupeň ZŠ", "teacher_practice_years": "26 let", "problems_annotated": "Diagnosis, Emotional outbursts, Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1239", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation repeats itself during my work hours. When students work with different materials and create products that require concentration, patience, and students have to work according to pre-given instructions. If it is possible for the students to work according to their own imagination or their own model, which they create themselves, everything is fine. But if, for example, I assigned work with modeling clay, when they had to model a specific thing according to a template or we made 'recyclers' from waste material, such as toilet paper rolls, PET bottles, foil and the like, which the class had to present on Earth Day, so the problem arises. The boy consistently refuses to work on the assigned task and deliberately destroys other classmates' products. It also often happens to me that instead of the assigned task, the boy either does not hand in anything or his creation is something else entirely. Mostly it has some 'morbid or sexual' subtext.\n\nSituation (Anamnesis):\nThe boy is only diagnosed with ADHD, the parents refuse any further examination, as well as any psychological help offered by the school or any examination in a pedagogical-psychological consultancy. In other subjects, it manifests itself in inattention, failure to complete assigned tasks, and disrespect for authority. The boy lives in foster care.\n\nTeacher Intervention (Solution):\nThe boy consistently refuses to work on the assigned task and deliberately destroys other classmates' products. All the pupils were successful in their creations, and one girl even modeled an exact copy of the given model. When I praised the students for a job well done. The boy suddenly cried out and with a 'Huronian laugh' he ran towards the displayed products with incredible speed that could not be stopped and threw most of them to the ground. Unfortunately, many of them did not survive the boy's typhoon and were destroyed when they fell to the ground. The children were greatly derailed by the boy's act, including me. I'm on the whole, you could say a calm teacher, but at that moment the blood rushed to my head, I shouted at the boy that he was stupid and wanted to slap him. But at the last moment I stopped and returned my outstretched hand back to my body. I realized that 'getting angry means destroying your health because of other people's stupidity' and the teacher must maintain 'decorum' in every situation. But the given situation really turned me off.\n\nOutcome:\nAfter repeated incidents, I called the boy to my office accompanied by an assistant. Which is with another child, but he moves around the class more often than I do and often has a better insight into what is going on behind the scenes of the class. We talked about the whole situation in class, what happened. What could have caused such a reaction in him that he was able to destroy the products of others. That there are things that a person does for pleasure and what would make him happy, what he would like to create. The boy said he would prefer to create a working gallows. He did not want to answer any other questions. My assistant and I were amazed and in the next hour of work activities I included the production of a historical model of the city in connection with local history. Since our city had a feudal right in the Middle Ages, we created models of the town hall, the church, and finally the gallows itself. In class, we explained to each other what capital law actually means, and that in ancient times many criminals, thieves and murderers ended up on the gallows. I intended for the boy to realize that the way he behaves in class can lead to bad ends. I have been working in education for 25 years, but during my time in education I have never encountered similar behavior in a regular school. I think that the inclusion that took place recently in our education system was not very happy for many students, including teachers. There are students who require very individual care and access, and unfortunately, despite the number of assistants in schools, we cannot provide them in regular schools. Unfortunately, I don't know how to do it in that case and I consider it my pedagogical failure.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník ZŠ\nHobbies: Sport, bojová umění\nDiagnoses: ADHD\nDisorders: ADHD,Podvody,Lhaní,Neuznávání pravidel,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1239", "student_age_year": "11 let, 5. ročník ZŠ", "student_hobbies": "Sport, bojová umění", "student_diagnoses": "ADHD", "student_disorders": "ADHD,Podvody,Lhaní,Neuznávání pravidel,Ničení majetku", "teacher_approbation": "Mgr., učitelství občanské výchovy, přírodopis, pracovní činnosti, výtvarná výchova", "teacher_practice_years": "25", "problems_annotated": "Diagnosis, Physical aggression, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/467", "content": "TEACHING CASE STUDY\n\nBackground:\nI was in charge of the corridor that day. The student was arguing with a classmate there, and the dispute slowly turned into shouting. I went to intervene and asked the girls to calm down. But the student snapped at me: \"You have nothing to order me around!\n\nSituation (Anamnesis):\nŽačka is very dominant in her group of friends and in most cases has the main say. She is taught that they give way to her in the family. Cases like this happen quite often.\n\nTeacher Intervention (Solution):\nAt first I was taken aback by the situation, but I quickly recovered and tried to forcefully remind the student who was the teacher and who was the student. \"I have something to tell you. You are in school, I teach you and I have responsibility for you.\n\nOutcome:\nŽačka quickly remembered after my strong reminder. She calmed down and we were able to have a normal dialogue. We settled the dispute and the girls went their separate ways. However, it had no effect in the long run.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: -\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "467", "student_age_year": "6 let, 1. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Manipulace", "teacher_approbation": "VŠ, učitelství pro 1. stupeň", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/122", "content": "TEACHING CASE STUDY\n\nBackground:\nknew in advance that this class was going to be a disaster, but I didn't know how big it would be. The end of the secondary school was approaching and I was carrying the corrected half-term papers to the freshmen. It was the decisive mark, for closing the marks. The student never coped well when he got a bad grade (4 or 5), and when I gave him a red 5 for the final paper, I expected a negative reaction. The class started like any other, registration in the classroom and then giving out tests. I usually ask someone to pass it out, but I didn't want the student to vent his anger on his classmates. I was about halfway through the pupil's test. When I gave him the test, he started sobbing. 'How like in five?!' he shouted 'Do you know how long it took me to study for this?! But that means I have to make repairs, again! No it does not!' I heard him, but because I knew he wouldn't be happy with his result, I lightly ignored his speech. And suddenly it happened! Out of nowhere, a terrible blow, the student threw the bench in front of him in a huge sense of injustice. All the girls screamed. He just flipped her over. Today I realize that it was wrong, but I blurted out immediately: 'Are you normal?' And my second thought was: Thank God he's sitting in the first pew and didn't hurt anyone. I realized the inadequacy of my question. I placed the remaining papers on the desk and in front of me and slowly walked over to the student. 'Student, try to inhale deeply and exhale slowly.' I walked slowly towards him and when he looked at me I was really scared. His face was all red, his lips were crooked and he was barely breathing. I went closer and he repeated: 'Breathe slowly..'. There was only anger in his eyes.\n\nSituation (Anamnesis):\nThe student is unfocused, most of the time he is not mentally present. Almost all items go through with 'scraped ears'. He is smaller than other boys, even some girls, which is probably why he goes to the gym - he compensates for his smaller height with muscle mass.\n\nTeacher Intervention (Solution):\nasked the pupil in the other desk to run for the gym teacher, who was also the guidance counselor. He trusts the student, they have individual meetings once a week to manage stress. I went to the student and tried to explain to him that the world is not falling apart. He immediately replied: 'How do they not crash? Do you have any idea what the hell this is?' 'I understand you're upset, but we can still try to work it out.' I tried to speak as calmly as possible, but I could hear my voice shaking. 'And how? The holidays are coming soon! And I won't have a closed year again?' 'You're right, but we'll sign you up for commission exams and you'll finish your math.' 'Like in the summer? I'm not going anywhere again, mother will want me to study...' During this sentence, the gym teacher came. I was immediately calmer when there were two of us. 'Hey student, what's going on here?' asks the gymnast. 'Everything's fucked up, that's what's going on here!' 'But, but young man, what were we saying about those expressions. Vulgarisms will not help us in any way.' 'Fine, sorry.' It could be seen that when the gym teacher came, the student calmed down significantly. The student collapsed on the chair, which, unlike the bench, was standing. The gym teacher offered to talk about it in his office. Of course, I released the student from the rest of the lesson (or from the last 5 minutes) and believed that the gym teacher would handle it all. After all, they work together some Friday.\n\nOutcome:\nreally didn't know what to do. I was expecting an exaggerated reaction, but it didn't really occur to me that furniture would fly. 'Fortunately' this was such a big deal that we finally convinced the pupil's mother that the boy needed professional help. Since then, the student regularly attends the PPP, where he visits a psychologist who does various stress management exercises with him. We also agreed with the pedagogic council that it would be appropriate for pupils to 'create' tutoring groups after school, specifically for 'problematic' subjects - M, ČJ, ANJ etc.\n\nStudent Profile:\nAge/Year: 17 let, 1. roč.\nHobbies: Videohry, skateboard apod.\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Verbal aggression\nSolutions Applied: Disrespectful communication, Support, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "122", "student_age_year": "17 let, 1. roč.", "student_hobbies": "Videohry, skateboard apod.", "student_diagnoses": "", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "", "teacher_practice_years": "Přes 20 let", "problems_annotated": "Emotional outbursts, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1045", "content": "TEACHING CASE STUDY\n\nBackground:\nThis class has been going through the collective problem since the very beginning. The class was formed from two sections of the kindergarten - so the children did not know each other from a very young age. In the classroom, children with strong personalities are mixed with children with little self-confidence. The children kept suing each other and there was an unhealthy jealousy between them. The previous teacher did not attach much importance to team cohesion and focused more on isolated incidents, now the current teachers are trying to change that.\n\nSituation (Anamnesis):\nFemale teachers appeal more to work in pairs, or more people for group work. They also try to combine the fourth grade with the fifth grade sometimes - partly because of the schedule, partly because of the cohesion of the team. The fifth grade only has eight students, but they have very good relationships with each other - the teachers hope that the fourth grade will take something away from them.\n\nTeacher Intervention (Solution):\nAs far as pupils are concerned, one of the biggest difficulties is the pupil - an eternal pessimist who transfers his negative attitude to others. He also has frequent tantrums, but things have gotten better over the years. In turn, two pupils compete for attention, both like to be the center of it - so a conflict arises between them. While one studies well, the other is dyslexic, which the others use against him.\n\nOutcome:\nBut the class has recently had its bright sides. One student's mother died last year, which was a very difficult topic to discuss. However, he was taken in by a pupil who grows up without a father and tries to take care of him and protect him.\n\nStudent Profile:\nDisorders: Rušení výuky,Slovní agresivita,Fyzické násilí,Emoční labilita,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Verbal aggression\nSolutions Applied: Working with the collective\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1045", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Rušení výuky,Slovní agresivita,Fyzické násilí,Emoční labilita,Lhaní", "teacher_approbation": "titul Mgr.", "teacher_practice_years": "25+", "problems_annotated": "Emotional outbursts, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1096", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom the given situation occurred was often disruptive in the Czech language or civics class. Among his typical problem behaviors were yelling around the class, making very inappropriate comments, or getting up from his seat during class. It was a fourteen-year-old student in the seventh grade - he failed both the first and second grade. However, the forfeiture was not about lack of knowledge, but about behavior.\n\nSituation (Anamnesis):\nThe environment in which the student lived and grew up was not one of the best - he never knew his father and his mother did not take care of him. The Czech Social Security Administration was also contacted several times in order to check the student's background, or rather his mother. The pupil's diagnosis was confirmed - dysorthography in combination with a non-specific spelling disorder and significant educational difficulties, so he had an IEP (individual education plan) set by the pedagogical consultancy and a PO (plan of support measures) was determined, which was mainly intended to help us, the teachers, with access to to the pupil. He also received one hour a week of special pedagogical care from the educational counseling center, which I was in charge of. Pedagogical care always took place from seven in the morning. He attended regularly in the sixth grade, but after that his interest waned, which led to the cancellation of classes.\n\nTeacher Intervention (Solution):\nIf we were to talk about the student's performance, it was below average. He regularly received A's in mathematics and languages, and often did not even appear for the resit exam at the end of the year. It was mainly about the pupil's lack of interest in teaching. However, if the topic or the teacher interested him, he was able to improve his grades. There have been countless incidents with the pupil, one of the most serious happened during a break. The class was already waiting in the corridor for the next lesson, when the student suddenly took out the hairspray and lit the 'cloud' with a lighter. He burned a tiny piece of a classmate's hair. The second incident took place in a cinema where filming is prohibited. However, it was discovered that the pupil had documented the entire film, which could have led to a report to the police. The whole matter was resolved with the director, the cinema and the police.\n\nOutcome:\nThe conflict, which I already had to solve, was no longer life-threatening. This was my first lesson with the class the student attended. I was warned in advance about his problematic behavior during classes, but I didn't know how to approach him, none of the teachers gave me advice. At first I yelled at him a few times to shut up, which had the opposite effect - his behavior got worse. When I couldn't even continue explaining the material because of his behavior, my cup of patience overflowed. I started yelling at him, which he didn't like, and he returned it with the same coin. I didn't know what to do anymore, so I kicked him out of the classroom and left him to cool off in the hallway. Unfortunately, I only found out later that this is not the way to deal with a student - his behavior was the same at that moment and the next day.\n\nStudent Profile:\nAge/Year: 14 let, 7. ročník.\nHobbies: Žádný, později fotbal – nijak se v chování neprojevilo.\nDiagnoses: Dysortografie,Poruchy učení,Problém s prací ve skupině\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1096", "student_age_year": "14 let, 7. ročník.", "student_hobbies": "Žádný, později fotbal – nijak se v chování neprojevilo.", "student_diagnoses": "Dysortografie,Poruchy učení,Problém s prací ve skupině", "student_disorders": "", "teacher_approbation": "Bakalářský titul  – český jazyk a občanská výchova", "teacher_practice_years": "4, 5 roku", "problems_annotated": "Diagnosis, Physical aggression, Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe family from the village had their two children and at the same time adopted two more children. One of the adopted children was blind and the other child they adopted was both blind and deaf. The student was exceptional in his family in terms of knowledge, but in ours he was very below average. In my opinion, his parents were mainly to blame for the given situation, as they did not have time to pay attention to the student and discuss the subject with him at home. The student in question did not master the subject. He couldn't concentrate. However, it wasn't just that he didn't understand the subject matter, no one studied with him at home and we were mean to him. We wanted to help him and discuss the curriculum with him and help him manage what he has, but he didn't want to. From his side, it was very clear that he was not interested in studying and was not even trying to do anything himself to keep himself in school. He didn't mind getting bad grades, he didn't care. He was problematic in this regard from the first year, when he entered the gymnasium, but everything culminated in the fourth year, when he really couldn't be helped.\n\nSituation (Anamnesis):\nThe student was an introvert, he went to school downright dirty and smelly, so you could see that he was very neglected, below average in his class, quiet, not trying, without any interests, in short, he didn't want to do anything and didn't enjoy anything. He really stood out in class because of his 'knowledge'. His class was very clever, hard-working and problem-free.\n\nTeacher Intervention (Solution):\nOf course, several teachers had a problem with the student in question, in fact all of them who taught him. First, I talked to the student myself, but of course it didn't lead anywhere. After that, I contacted the parents to see if they could come to the school, that I would like to talk to them. By the way, in the entire 4 years that their son studied at the gymnasium, they were at school for class meetings about 2 times. However, the parents did not communicate at all. The agreement between the parents and the school has totally failed.\n\nOutcome:\nWe had to constantly nag the parents because we had to solve the pupil's disadvantage and the whole situation. However, they still did not want to arrive, nor to solve the situation in any way. After a few weeks, they only called to say that they were taking their son home and deregistering him from our grammar school. So the situation ended with him being taken out of school.\n\nStudent Profile:\nAge/Year: Kvarta, 15 let\nHobbies: Žádné zájmy\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1131", "student_age_year": "Kvarta, 15 let", "student_hobbies": "Žádné zájmy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Ch, M", "teacher_practice_years": "34", "problems_annotated": "Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1295", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a student in the 7th grade and she also started having problems during online classes. She didn't contact us for about 14 days until those hours. She was a student who transferred to us from another school in the 6th grade and applied to the language gymnasium in the 7th grade. But she didn't get the hang of it, and in combination with the online teaching, she completely lost it. She lost her self-confidence and motivation to learn, and her grades dropped dramatically. She had big problems with math because she couldn't keep up with the connections. We also discussed it with the mother and the pupil, then we discussed with the educational committee. The student kept promising that she would improve, that she would handle it. So somehow we made it to the end of the 7th year, but there was a terrible drop in the results. Well, in the 8th grade she started to have mental problems, she couldn't participate in the team and her attendance started to drop. Her friends changed their relationship with her, because as she was not involved, they simply separated.\n\nSituation (Anamnesis):\nStudent in the 7th year of elementary school, rather introverted, shy, quiet, group of a few friends, raised only by her mother, above average academic results, application for gymnasium.\n\nTeacher Intervention (Solution):\nWe constantly pressed the mother and emphasized the importance and seriousness of the problem. The mother and daughter visited the doctor and managed to get back together in terms of health. But she had some problems, so she was exempted from physical education. Due to high absenteeism, she did several delayed classifications in the first half of the 8th grade, and by the end of the 8th grade she had settled in nicely, she tried to finish all the tasks we assigned her on time. It was also a big shift that she started communicating with teachers about when she needed help with the material or to finish some of the assignments.\n\nOutcome:\nThe student is now in the 9th grade, her attendance is very good and her grades have improved a lot. She got used to the fact that when she has a problem with something, she has to come to the teacher and solve it. We are still in close contact with the mother, when, for example, the daughter says that she is going to the doctor, we verify it with the mother and do not believe only the girl. It always has to be in writing, so the mother always at least sends a text message. He also continues to visit the educational counselor and the school psychologist, in the form of such checks and we monitor whether everything is in order. I also always look during the break and see if she is involved in the team, if she is talking to someone and so on.\n\nStudent Profile:\nAge/Year: 13. let; 7. ročník ZŠ\nHobbies: Čtení, kreslení\nDisorders: Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Attendance problems\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1295", "student_age_year": "13. let; 7. ročník ZŠ", "student_hobbies": "Čtení, kreslení", "student_diagnoses": "", "student_disorders": "Psychické problémy", "teacher_approbation": "Titul Mgr.; občanská výchova, tělesná výchova, výchovné poradenství", "teacher_practice_years": "31", "problems_annotated": "Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/861", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation began when I witnessed the problematic behavior of a girl in the eighth grade. This situation lasted for almost three quarters of a year and in the end we did not manage to resolve it. The girl was part of a smaller class of around 25 children, and she was not the only one with problems. There was a group of three girls in the class who stuck together and she was one of them. Her behavior was fine until puberty hit and hormones began to affect her behavior. At that time, her parents, who were divorced or never married, did not behave properly. The girl lived with her father and grandmother, while her mother was not interested in her and did not communicate with her at all. In the seventh grade, the girl learned that her mother lives in Slovakia, has a new family and two small children with a new partner. This information, along with puberty, led to her becoming unmanageable. The grandmother tried to guide the girl, but she became her enemy. The girl ran away from home, did not respond to instructions at school and did what she wanted. For example, when she was tired, she would simply lie down on the bench and sleep, or she would read out loud to the whole class regardless of the teacher's reprimands.\n\nSituation (Anamnesis):\nAs part of the solution, we tried to write an individual educational plan, but the girl did not go to the evaluation and made it clear in her words that she was not interested. She was unhappy and her reaction was to cause problems for everyone around her. She felt bad and tried to make others feel bad too.\n\nTeacher Intervention (Solution):\nIn the end, she was placed in a diagnostic institute, where she first commuted and later slept there. However, she ran away from there as well, and we saw her several times at the train station after school. The grandmother did not want the girl to be in an institution, but social services took over the case from the school and ordered her stay in the institution. The girl spent the last quarter of the eighth grade there without the possibility of going out, because she did not return after the weekends.\n\nOutcome:\nThe school tried to solve the situation, but neither the individual educational plan nor the reduced behavior grade did. In the end, the social service had to intervene, which has more powers, including working with the family, which the school cannot. The girl should now be in her third year of high school, but she no longer reports to us. Although we have met several times, he does not want to talk to us anymore. This case shows that the school has limited options and without the cooperation of the family and the will of the child, solving problems is very difficult.\n\nStudent Profile:\nAge/Year: 8. třída ZŠ\nHobbies: Šikovná\nDisorders: Lhaní,Podvody,Záškoláctví,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "861", "student_age_year": "8. třída ZŠ", "student_hobbies": "Šikovná", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Záškoláctví,Ničení majetku", "teacher_approbation": "Mgr. Matematika, Fyzika", "teacher_practice_years": "29", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1460", "content": "TEACHING CASE STUDY\n\nBackground:\nThe end of the school year was approaching, I was then a class teacher in the 9th grade. At the end of April, a colleague came to me asking if I had noticed any unusual behavior in the student. It was an alleged disturbance in class. Nothing like this happened in my classes before. Asking about the student's behavior, I gradually went around the other colleagues to find out if it happens in other classes as well. A few of them told me they noticed this behavior too. So I started to pay more attention to the student. After about a week, the student started to disturb my lessons as well, he stopped completing the assigned tasks. For example, it was always enough to call him by name and he stopped this behavior and worked in an exemplary manner for the rest of the class. Once in my class, even after being reprimanded, the problematic behavior continued.\n\nSituation (Anamnesis):\nShe was a ninth-grade student who, throughout her studies at the 2nd level, was among the talented and interested in education. She regularly participated in school events and competitions across subjects. She was rather quiet and very honest in class. She was talkative among her friends, but she didn't have many. During the period when her disruptive behavior was being addressed, she also had a few changes in her appearance. She cut and dyed her hair and changed her dressing style.\n\nTeacher Intervention (Solution):\nAt first, I began to pay close attention to all the unusual behavior. For more information, I really bypassed most of the teachers who taught the student. Thanks to this, I had the opportunity to notice specific manifestations better. Since it was always enough to reprimand the student once and his disruptive behavior only lasted for a short time, there was no reason to deal with it further. However, after about 2 weeks, the situation still did not improve and he even repeatedly interrupted the English class I was teaching. I warned him twice, the third time I didn't respond. It seemed to me that he was somewhat confused by this reaction. When the class ended, I asked him to come to my office for a while after lunch. I deliberately chose a time when no other teacher was in the office and the interview could be confidential. The student admitted that his behavior was caused by the fact that he liked a classmate and he wanted to impress her. Allegedly, she didn't pay attention to him as much as he would have liked and that's why he tried it by disruptive behavior in class, because when the teacher warned him, the classmate turned to him and noticed him. I listened to the student, consoled him, and together we came to the conclusion that interrupting is not a suitable method to interest a classmate.\n\nOutcome:\nThis resolved all unwanted behavior and did not reoccur.\n\nStudent Profile:\nAge/Year: 15, 9. třída\nHobbies: Fotografování, hra na housle\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1460", "student_age_year": "15, 9. třída", "student_hobbies": "Fotografování, hra na housle", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, NJ", "teacher_practice_years": "9", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1127", "content": "TEACHING CASE STUDY\n\nBackground:\nEven before the beginning of the year, I was less afraid of the arrival of a student who comes from abroad. When I talked to his kindergarten teachers, they said that he is smart, can learn everything, and will soon catch up with the other children in everything. Since the boy comes from Ukraine, I also had to prepare a little, I learned a few basic words in Ukrainian to make his arrival at the Czech school at least a little easier. But I was in for a big shock on the first of September, the boy came to school, he didn't have any aids, even though his family received a list of aids, but most of all he didn't know a word of Czech. However, I still tried to integrate the student among other students. But since Honza did not understand anything, he began to annoy and distract the other pupils; beating them, he still just wanted to play, dropping things on the ground. I had to start solving this situation, because it was 1st grade, which is very important for children and it is a big leap in life for them.\n\nSituation (Anamnesis):\nThe student is 6 years old, so he is younger than most of the children in the class, he is perceptive, but I see symptoms of ADHD in him. Other children in the class try to do what I tell them and what they have, they are receptive and want to learn new things.\n\nTeacher Intervention (Solution):\nwasn't sure how to solve this problem, teaching a foreigner who doesn't know a word of Czech, I've never met in my career. I didn't want the boy to disturb and harass the other children, the children tried to help him themselves, but the boy didn't even listen to them and refused to help, preferring instead to throw the children's case off the table. I started to solve the problem in more depth, I called the nurse at the school, with whom he lives, I tried to explain to her that the student must also be taught Czech at home. The next day, the student brought a cell phone to school, I read in the diary that he said he had it on a translator so he could communicate with the class, of course it didn't help, and the student played games on this phone the whole lesson. That's why I decided that it can't go on like this, I met with our school counselor and the headmistress of our school and introduced them to this problem, we agreed that the student must go back to kindergarten because he is not yet mature enough , both mentally and in age, to come to our school. So I called the kindergarten from which he came to our school, but there they told me that they did not want the student back, because just as he misbehaved at school, he also misbehaved in kindergarten. That's why I called other kindergartens in our immediate vicinity, they told me the same thing, that they can't work with a child who doesn't speak Czech.\n\nOutcome:\nIt follows that the situation was not resolved in any way, the student was not wanted anywhere, so he stayed at our school. He continues to distract the children and the language barrier is not getting too thin, but his sister is interested in his education and therefore signed him up for a Czech language course for children, so we'll see if this will improve the situation at least a little. I think that I tried to solve this problem correctly, as I should, but the result was not satisfactory and I am still not satisfied with it to this day, even though I actually feel sorry for the student.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída ZŠ\nHobbies: Zájmy žáka nejsou učitelce známy\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1127", "student_age_year": "6 let, 1. třída ZŠ", "student_hobbies": "Zájmy žáka nejsou učitelce známy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "32 let", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/309", "content": "TEACHING CASE STUDY\n\nBackground:\njoined his class as a class teacher only in the seventh grade. In the sixth grade, they had a different class teacher, who, however, was not very good at classroom management. At the same time, I was new at the school, so the students and I had to get used to each other a bit at first. The student stood out in the class perhaps from the very beginning. He was disruptive, didn't pay attention in class, didn't respect any teachers. In the middle of the seventh grade, he brought alcohol and cigarettes to school, which I caught him with in the toilet, where he smelled smoke. He got a three in behavior for it and had to start seeing the school's guidance counselor. Neither had an effect, his grades got worse, he started skipping school. It was also transferred to the 8th grade, when he started bringing firecrackers to school and throwing them with his classmates from the school window, when they managed to hit a passerby, but I never found out if he really threw it.\n\nSituation (Anamnesis):\nWhen the student was 11, his parents divorced, and he stayed at home with his mother and, I think, a brother who is 7 years older. Even then, as I heard from colleagues, his behavior worsened in the sense that he started to be more disruptive, he stopped paying attention in class. Before entering the 7th grade, his brother died very unhappily (drowned) and this is where his big behavior problems started. At the time, the class was one of the worst in the elementary school, there was also bullying of a disabled student, which the student did not personally participate in, however. We visited the HELP center with the whole class, where there was a group session of about 5 hours with one worker of the center, but it had no effect.\n\nTeacher Intervention (Solution):\nWhen I found the student with alcohol in the toilet and a cigarette in his hand, it was a big surprise for me. But all of us at school knew what he had to go through and that's why we just didn't want to throw things overboard. I remember when I asked him why he brought it to school, he replied that he wanted to see if we could figure it out. I called his mother at the school and we tried to solve this situation somehow. I also asked her where the student got the alcohol. According to his mother, he simply took it from the cellar, where his grandfather keeps it. And his mother and I also agreed that the pupil will visit the school counselor at least until the end of the 7th grade. I also tried to communicate more with the student, I tried to have a conversation with him in the corridors, but his answers were usually one-word, or even non-existent. In the second semester, we caught him outside several times when he should have been at school, but his mother always excused him for these classes, and since these classes did not exceed a large percentage of tardiness, we warned his mother not to do this, that she would only continue to take advantage of it. I managed to talk to the student then. I once asked him why he doesn't go to school when he has friends there and can talk to them. He answered me then - \"And what should I talk to him about?\"\n\nOutcome:\nAfter the last incident with the firecrackers, the student gradually began to behave much more disciplined, and until the end of the ninth grade there were no more problems with him, which of course was reflected in the following classes. His grades also improved and his colleagues noticed the changes immediately after the last incident.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Sport – fotbal, později judo\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "309", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Sport – fotbal, později judo", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Záškoláctví", "teacher_approbation": "Mgr., Anglický jazyk, Německý jazyk", "teacher_practice_years": "10", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/890", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place when the end of the school year was approaching, it was July, and it was difficult to maintain the work ethic of the students in any way in the classroom. In addition to all this, it was made even worse for me by a group led by one student. He refused to work in class, talked loudly with other classmates or played songs or played games on his mobile phone through headphones. When I admonished him, he hid his cell phone in the bench, but after a while he had it in his hand again. With his behavior, he influenced other classmates, who under normal circumstances were able to work and not talk back. This all escalated the moment he played the songs out loud in class and told everyone involved that he wasn't going to waste his time on such nonsense as physics.\n\nSituation (Anamnesis):\nThe student was an 8th grade student, extrovert, average, enjoyed soccer, computer games.\n\nTeacher Intervention (Solution):\nAt that moment I could not act deliberately and rationally, you could say that I acted on the basis of my emotions. All patience left me the moment I heard from his mouth that I am not doing anything either, I just keep writing some assignments in physics and still get paid for it. After this exit, I shouted at him and started to raise my voice. The student fell silent and turned off his mobile phone. Towards the end of the class, I called him over to me. In front of the entire class, I told him that if he continued like this, I would lean toward disciplinary action. I added to this that he would prepare a report on Ohm's law for the following class, which he would present himself.\n\nOutcome:\nDuring the week, I dealt with other things with classroom management, a school trip and textbooks, so I forgot about his assignment during the following physics class. After a while, however, his classmates reminded me of the assigned task. The student began to squirm that he had forgotten and that he would pay attention in class. After a short pause, I agreed with the student and he really worked in class. In the long term, the pupil was not active in class, but no longer disruptive. I'm not thrilled with my solution, but at that time I didn't have the drive to solve this problem forcefully.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: počítačové hry, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "890", "student_age_year": "14 let, 8. třída", "student_hobbies": "počítačové hry, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Matematika a Fyzika", "teacher_practice_years": "4", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/399", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had problems with both understanding the subject, which was history in English, and the language. He decided to solve this by copying essays and projects from the Internet.\n\nSituation (Anamnesis):\nThe student had no diagnosed disorder. He was only weaker than the other students in terms of 'common sense', which affected him in understanding the new subject matter.\n\nTeacher Intervention (Solution):\nThe first time a student copied an essay from the Internet, I recognized it by the uncharacteristic style of expression and the absence of any grammatical errors, which is unusual for students. I wrote him an email warning him that he had committed plagiarism and that he should rewrite the essay. The second version of his essay again contained copied parts, although less, so I asked him to come to my office.\n\nOutcome:\nDuring our conversation, the student clearly did not understand what plagiarism is and why it is unacceptable. He thought his English was just not up to par. So I explained to him that it was not about his level of English, but about his understanding of historical topics. He then got another chance to rewrite the essay, this time in his own words. For the third time, the essay was finally at a sufficient level. The other essays he submitted were not perfect, merely adequate, but they were already his own creation, not copied from the Internet.\n\nStudent Profile:\nAge/Year: 17 let, 3.ročník gymnázia\nHobbies: není známo\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Violation of classroom/school rules\nSolutions Applied: Support, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "399", "student_age_year": "17 let, 3.ročník gymnázia", "student_hobbies": "není známo", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Mgr.", "teacher_practice_years": "11 let", "problems_annotated": "Failure to attend class, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/371", "content": "TEACHING CASE STUDY\n\nBackground:\nThe first signs of ADHD syndrome began to appear in the 4th grade, when the boy was unable to concentrate on a given subject after a longer period of time, e.g. 15-20 minutes. In the first grade of elementary school, classes are combined with physical education, so it was not such a problem then. As the difficulty of teaching increased, the student began to disturb the class (knocking a pencil on the table, shouting, disturbing others). After consulting with the student's parents, we agreed on a professional assessment and the parents took the boy to a counseling center, where he was diagnosed with ADHD.\n\nSituation (Anamnesis):\nA monotonous activity, when the student has to listen to taste for 45 minutes and sit in one place the whole time, is unpleasant for him. Inadequate use of the active energy it needs to release.\n\nTeacher Intervention (Solution):\nsat down with the student one day after class and had a friendly conversation, I tried to agree with him on some procedure that would suit both of us. I wanted us to respect each other. Therefore, we agreed that if the student needs to release excess energy, he can exercise in class, doing a few squats or push-ups.\n\nOutcome:\nIn the beginning, it took some time for us to get along, but after about 2-3 weeks, the student's behavior stabilized. Sometimes he screams in class, but I remind him to do a few squats and I continue the explanation. I agreed with the other teachers to work with the student in the same way. This formula has worked for us.\n\nStudent Profile:\nAge/Year: 11, 6.ročník\nHobbies: Počítačové hry, fotbal\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "371", "student_age_year": "11, 6.ročník", "student_hobbies": "Počítačové hry, fotbal", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/55", "content": "TEACHING CASE STUDY\n\nBackground:\nI'm not sure if I'll tell you everything in as much detail as you probably need to know, but I'll try to remember everything because it's been a while since the event happened. It was about two years ago, I was still teaching in the first grade, the boy was in the fifth grade, now he is in the seventh grade with the teacher, and you wouldn't say that he has a behavior problem. Now to the event itself, it was one of the last classes that day, maybe actually the last, and it was an art class. I don't remember what the kids were supposed to do, but I know they needed tempers. The boy I'm telling you about couldn't find them for a long time, then he started shouting around the class that someone must have stolen them. So we started looking for the tempera, and finally we found them under the things he had on the bench, he probably didn't realize he had put them there. Overall, he always had a terrible mess on his bench, so I'm not surprised he couldn't find them. So I kind of hoped that when we found the tempers, there would be peace, he would start working and he would. Well, the opposite was true. After a while, he got up from his chair and began, one might say, freaking out again. I had no idea what was wrong with him, so I followed him and calmly asked him what was going on. I learned that he probably didn't like that someone was looking at his drawing, I tried to calm him down, but it didn't work at all. Even the students started looking at him and it was obvious that it bothered him even more. So I decided to take him outside the classroom and talk to him there. I stood there with him for more than five minutes and he was unable to calm down. I tried to talk him out of it, then I raised my voice at him a little because it was too much for me too. After a short argument where I told him that I wouldn't let him in class until he calmed down, I told him that if he didn't let it go I would call his father. Hearing this, he calmed down slightly, but still not much. I finally pulled out my phone and showed him his father's phone number, which he also remembered. At that moment the boy froze and told me that he was calm now, and above all not to call my dad. So it only got to him when he saw that I was actually able to call his dad.\n\nSituation (Anamnesis):\nThe student had problems before, but the older he got, the more the problems escalated. The teachers' effort was to find out where the problem was, they recommended the teachers to visit a pedagogic-psychological consultation, but the parents refused, because they stood up for themselves and believed that the boy, unlike his sister, was completely fine. When the teachers learned that the boy had an older sister who had a mild intellectual disability and apparently other behavioral disorders, they began to believe that the boy's behavior would have something to do with it. Unfortunately, they were only speculating as to what exactly it could be. Anyway, as the teacher who told me everything indicated, the father paid more attention to the boy, so it can be said that the mother was more devoted to the daughter and the father to the boy. Within the class, the boy integrated quite well, but it was always noticeable that he would rather hang out with boys than girls and also had a problem with girls more often.\n\nTeacher Intervention (Solution):\nAs I already indicated when I told you about it, I handled it at the time in such a way that when the situation got too heated, I took the boy out into the hallway so that I wouldn't have to deal with it in front of the whole class. I believe that it would not be pleasant for anyone, both for the boy and for me, but also for the whole class. And overall, I think it's always better to deal with this only with those involved, which in this situation was the boy and me. So when I got him out of class and he was still getting angry, I tried to calm him down first. I spoke to him in a calm voice and didn't let it be known that I wasn't exactly comfortable with the situation, but neither would anyone else. Anyway, the boy was still getting upset, so I raised my voice slightly at him. I told him that if he didn't stop, he would get a note and I would have to deal with the school administration and parents. But even that didn't calm him down at that moment and he continued. I grabbed his hands, which he was waving around him, and told him clearly that if he didn't stop now, I would call his father. He stiffened slightly at that moment. After a while he looked at me and said that I wouldn't have done it anyway so he was going to stay angry because he didn't like someone looking at his drawing without his permission and that I should do something about it first. At that moment, I took my phone out of my pocket, found his father's number, which I had saved after some previous incidents, and showed the boy that I had the number ready and was determined to call. The boy immediately calmed down, told me that he would be calm now, and that he would be happy if I didn't call his father. At that moment, I realized that it was his father who paid the most attention to the boy and that I had to show him clearly what I was capable of doing. And I honestly think it was the best thing I could have done at the time because I can't even imagine how it would have gone on and I certainly couldn't have stayed with him in that hallway for an entire hour when I had other students in the class .\n\nOutcome:\nThe rest of the class then proceeded calmly. The student worked on the assigned task, and the atmosphere in the classroom relaxed. Considering that it was in the first grade and the children didn't have that many teachers, so they mainly had me, except for PE, there was never such an aggravated incident. The boy knew that if he did something the wrong way or behaved the wrong way, it was really me, as well as a colleague, able to pick up the phone and call his dad. So for the rest of the year I didn't have much of a problem with him, and if I did, they could always be resolved by agreement. The problem did not arise until the second grade, but this is related to what I told you about, where it went so far that he physically attacked the teacher's assistant who was watching over the students on the school playground. Apparently, the boy had a harder time with the transition from the first grade to the second grade and everything connected with it. This was also discussed with the staff of a certain educational facility. However, as I said at the beginning, now a year later, no one would say that the pupil had such disciplinary problems. Well, apparently the incident with the assistant and the subsequent solution within the educational facility took the best of him. I only heard about the assistant, that's why I didn't tell you so much about it.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: Spíše přírodní vědy\nDiagnoses: Psychiatrická diagnóza\nDisorders: Bariéry v komunikaci,Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Disrespectful communication, Support, Transfer of student \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "55", "student_age_year": "11 let, 5. třída", "student_hobbies": "Spíše přírodní vědy", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Bariéry v komunikaci,Nespolupráce", "teacher_approbation": "Magisterské – aprobace – 1. stupeň ZŠ", "teacher_practice_years": "35 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/562", "content": "TEACHING CASE STUDY\n\nBackground:\nAs part of the Work activities subject, we went to the forest with all the children. We are a small-class school, so we all went to nature. We have agreed with the pupils that they can go ahead, but they have to wait for me at a predetermined place. One student went ahead and was the first to enter the forest, while student T. started shouting at her that she is not allowed in the forest because it belongs to his family and no one else can go there without their permission. Such behavior was common for student T. A few times it happened that during recess he started saying different things with racist undertones to the other kids. The student told about the fact that a certain group of people steal, are evil and attack other people. He also made disparaging remarks about homosexuals.\n\nSituation (Anamnesis):\nTeacher S. stated that the student has a younger sibling, but he has few friends his age. He spends most of his time with his parents and their friends, i.e. in the circle of adults. The student comes from a well-off family. Pupil T. has high self-confidence and a sense of superiority. He often uses vulgarisms in the school classroom. The student has no problems in joining a group of peers, but his feeling of superiority over others is noticeable here. He copes with the demands of elementary school, the teacher described him as intelligent, yet he is among average students in terms of his grades. In teaching, he is rated as clever and hardworking. It demands attention and interest. It manifests itself negatively especially during breaks and after classes.\n\nTeacher Intervention (Solution):\ntry to solve every problem through communication. Regarding the situation that occurred in the forest, pupil T. and the whole class discussed where the problem arose. I asked pupil T. and the other children questions about whether if someone owns a forest, other people cannot go there, whether pupil T. also goes to other people's forests, etc. I also tried to explain to pupil T. that the amount of family property does not mean that he will behave superiorly to other classmates. During this conversation, student T. paid attention and listened to what I said and explained to him. He didn't try to argue with me or convince me of his point of view. From his side, I feel that he respects me. When it comes to student talk about racism and derogatory remarks about homosexuals, the problem behavior is dealt with in a very similar way. We conducted an interview together with the student. I explained to him whether people of different skin must necessarily be evil and whether it is true that white people are only good and have never done anything wrong. For example, I introduced him to several famous personalities of the Roma ethnicity. Next, we had a conversation about homosexuals. We talked about whether he thought it was wrong for two people to like each other and whether he would like it if someone laughed at him or bullied him for liking someone. Pupil T. cooperated again the whole time, mainly listened and paid attention. He didn't try to convince me of a different opinion, and he proved me right.\n\nOutcome:\nThe solution mainly has a long-term result. Racist statements and derogatory remarks about homosexuals no longer occurred with pupil T. However, the teacher stated that she is not sure whether he did not limit these opinions only to school and whether he really changed his opinion. However, pupil T.'s superior attitude towards other children remained, but it occurs relatively less.\n\nStudent Profile:\nAge/Year: 9 let, 4. ročník\nHobbies: Dobrovolní hasiči, klavír\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Provokace,Vulgární vyjadřování,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "562", "student_age_year": "9 let, 4. ročník", "student_hobbies": "Dobrovolní hasiči, klavír", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Provokace,Vulgární vyjadřování,Nevhodné chování", "teacher_approbation": "Mgr. (učitelství 1. Stupně ZŠ); CVŽ učitelství v MŠ", "teacher_practice_years": "3 roky", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1149", "content": "TEACHING CASE STUDY\n\nBackground:\ncame to class. I started class as always. The only difference was in the independent work. Pupils were supposed to sit in places and prepare their worksheets. There was a student in the class who was diagnosed with ADHD. It manifested mainly in attention disorders and the need for constant occupation/movement. In the middle of working out the task, the student got up and started walking around the classroom. He looked at what the other classmates were writing. He did not respond to any of my requests to go and sit down again. I wasn't in a very good mood that day and his behavior caused further discomfort. He sat down at the first request, but ignored the second. When I sat him down, he didn't understand why I was so upset.\n\nSituation (Anamnesis):\nThe baby wasn't planned, it was a teenage mistake. The detected pregnancy forced the marriage of the parents, although they did not plan a permanent relationship together. In early pregnancy, the mother used alcohol and smoked. The child was born prematurely. There was a slight delay in development compared to other children. The child didn't smile much and everything took longer. It was not able to focus on one activity for long. At school age, the pupil began to get used to the regular schedule and learned to concentrate on lessons. A teacher's assistant helped him in this in the first grade. When transitioning to the second level, it was assessed that he could manage further education without an assistant. It was true, but sometimes he would do unexpected things while teaching that would require a teacher's assistant. The student has two half-sisters from his mother's second marriage and a half-brother from his father's second marriage. He has a positive relationship with his step-siblings. He lives in alternating care, the parents hand him over every 14 days. He prefers to spend 14 days with his mother. He is friendly at school, but takes longer to make new friends. He is quiet and hardworking. He prefers to work alone on his own projects and presentations. When put in a group, it doesn't show much. His school results are average.\n\nTeacher Intervention (Solution):\nThe student stood up and began to march around the classroom looking at his friends' worksheets. He thus disturbed the concentration of other pupils in the class. Teacher:\n\nOutcome:\nThe student came to my office at the end of the school day. You could see that he was really afraid to come. He apologized to me and asked if he could take the worksheet home and bring it to me tomorrow. If he stays here after school, he won't make it to football practice. I told him that he could, but that he also had to do a presentation for the next class. He thanked and apologized once more. I gave him a new worksheet and said he had to wait until mommy came to pick him up. I solved it briefly with my mother. I explained that I was aware that I had not handled the situation in the best way and asked her to explain to the student at home that she could not behave like this. Fortunately, such behavior did not repeat itself in my classes.\n\nStudent Profile:\nAge/Year: 13 let, 7.ročník\nHobbies: Počítačové hry, fotbal, hokej\nDiagnoses: ADHD\nDisorders: Lhaní,Podvody,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: (Disciplinary) Punishments, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1149", "student_age_year": "13 let, 7.ročník", "student_hobbies": "Počítačové hry, fotbal, hokej", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Podvody,Agrese", "teacher_approbation": "VŠ, Mgr. Anglický jazyk – Hudební výchova", "teacher_practice_years": "19", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/313", "content": "TEACHING CASE STUDY\n\nBackground:\nShe joined our school on September 1, but it was clear from her personal documents that she had already completed her first year, and failed. The year before, she entered the 1st year. SZŠ, she finished after a month, she couldn't adapt to the new environment at all. Then she entered the business academy. Here, she ended the first semester with numerous absences, with a lot of unclassified subjects, she ended the second semester again with a number of unclassified subjects. Her absence this time was within acceptable limits, but only due to spring distance learning.\n\nSituation (Anamnesis):\nHer parents are divorced. The mother has a high school education, works as an accountant part-time for her daughter. She is nervous, anxious, fixated on her daughter, has no partner. The father also has a high school education and is a successful businessman. He never had time for his daughter. He is dominant and self-confident, blames the mother for his daughter's problems and verbally attacks the daughter as well. He lives in a relationship with his girlfriend. The girl up to the age of ten grew up like any other child, she was just a little quieter, less assertive, a classic introvert, she was never active in speech, but if she was called upon, she reacted and answered. She successfully completed the first grade of elementary school, progressing with honors, in the second grade she was already average, mainly due to high absenteeism. She was forced to go to school from about the age of ten, in the morning she suffered from nausea, stomach pains, cried, shut herself in her room. It was caused by the stress of my parents' divorce. The parents blackmailed each other and did not pay much attention to the girls. She took the situation very hard and blamed herself for the divorce. She gradually stopped communicating with her peers, with the exception of her best friend and brother. The company of strangers terrified her.\n\nTeacher Intervention (Solution):\nThe girl is accompanied to school by her mother, for the first month she was taken care of by an educational advisor, we went to the locker room together, then to the classroom. On the way, the girl never speaks, she rolls her eyes, when asked if she wants to go alone, she says no, because she is afraid. After a month at school, she manages the journey on her own. She regularly sees a child psychologist and a psychotherapist. All testing takes place in the office, it is not called in front of the class. She is informed in advance of each new fact and an IVP was created for her. The class was made aware of the girl's problems in order to help her gradually join the class collective, at the same time all the teachers were also made aware of the problems. If a girl suffers from anxiety during class, she can leave the class at any time.\n\nOutcome:\nAfter a month, she manages to get to school on her own. Even though he is absent all the time, he manages his studies. She is far more comfortable with distance learning, without the use of a camera. Thanks to doctors and psychologists, it is already known that she is running away from herself, from major childhood traumas, i.e. they must gradually gain confidence in themselves. But it will certainly be a long run\n\nStudent Profile:\nAge/Year: 17   let, první ročník SŠ\nDiagnoses: Sociální fóbie,Úzkosti\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Attendance problems\nSolutions Applied: Agreement, Support, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "313", "student_age_year": "17   let, první ročník SŠ", "student_hobbies": "", "student_diagnoses": "Sociální fóbie,Úzkosti", "student_disorders": "", "teacher_approbation": "magisterské vzdělání, aprobace občanská výchova a český jazyk  další 4 semestry studia na výchovnou poradkyni", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1387", "content": "TEACHING CASE STUDY\n\nBackground:\nskipped an art class in the fourth grade, because the teacher had to leave an hour early due to family reasons. I am familiar with children because I work in the school kitchen and canteen and as a teacher in the school group. In class, I wanted to finish a small project with the children coloring pictures. So I started handing out papers to the children and explaining what and how we were going to do. One little girl, however, immediately said in annoyance that she would not enjoy such a thing and that she would rather sit on the floor for an hour than have to work. This amused her classmates and suddenly they were all trying to think of why they didn't have to do the work and why they could just sit on the ground instead.\n\nSituation (Anamnesis):\nŽačka is a nice, friendly student who until last year was a rather quiet, introverted child. However, her parents divorced last year and she now lives with her younger sister in alternating custody. Both parents pay attention to them and are interested in their grades and behavior at school, but since the divorce, the student sometimes tends to draw attention to himself. She told me herself that she does it so that everyone would rather be interested in her than in the fact that mom and dad don't live together anymore.\n\nTeacher Intervention (Solution):\nsolved the situation by sending the pupil outside the door for 10 minutes and if she decides earlier that she wants to join us and work with us, she can come. Žačka actually came by herself after about 7 minutes. However, you could see that she was sad, out of mood and didn't want to talk to anyone. So after an hour I took her aside and asked if everything was okay. The student admitted that it was very difficult for her to be alone in the corridor when all her classmates were in the class and that she did not know that her previous remark would make me so angry. So I explained to her what the problem was and we agreed together that if a similar situation arises again, we will agree if there is no way to accommodate each other.\n\nOutcome:\nThe short-term result was immediate, the pupil understood what made me angry and promised not to behave like that again. In the long term, the result cannot be observed, as it was more of a one-time situation. Although the student still likes to draw attention to herself, it is not to the extent that it disturbs the teachers and classmates, and the longer the time has passed since the divorce, the more her behavior returns to the previous, problem-free standard. Now, with the passage of time, I would handle the situation differently, with more consideration for the pupil and what feelings my decision might have caused in her.\n\nStudent Profile:\nAge/Year: 11 let, 4. ročník ZŠ\nHobbies: Čtení, sledování televize, kreslení\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Agreement, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1387", "student_age_year": "11 let, 4. ročník ZŠ", "student_hobbies": "Čtení, sledování televize, kreslení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Pedagogická fakulta UK Praha, Učitelství 1. stupeň, Mgr.", "teacher_practice_years": "32", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/110", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student promised to fulfill the things he was supposed to fulfill, but he never did. His tasks were constantly shifting, it got so far that he had to pass commission exams. But he didn't do anything during the whole vacation, three weeks before the board exams he developed some activity, but not enough, so he had to leave school. For a long time, the student's parents believed that the student was working normally, but this turned out to be wrong, and after long-term communication with the school, they understood that the student had to find another place.\n\nSituation (Anamnesis):\nThe student was a manipulator of others, a class clown who knew how to steal attention. In class, he downplayed the seriousness of the situation, he still had it based on fun, others tended to slide towards him and thus lowered the level of the class. He did not cooperate with the teachers and hurt the environment with his arrogant behavior. With his departure, the class and the class were relieved.\n\nTeacher Intervention (Solution):\nCommunication with the student took place on my side, but often also on the side of the school psychologist and educational advisor. His parents promised to look after him, but these promises were not fulfilled for unknown reasons. I believe that the student was not honest with his parents and the parents had no idea of the seriousness of the situation. In the final stage, they were disappointed with him that they did not have enough information from the student about what was going on.\n\nOutcome:\nThe result of this situation was the unsuccessful passing of the commission exams and the pupil's subsequent departure from school, the pupil's mother's dismay at the situation and the relief of the class. I also helped to find a similar field and school to place the student.\n\nStudent Profile:\nAge/Year: 15 let, první ročník\nHobbies: divadlo, herectví, drama, vše jen povrchově\nDisorders: Arogance,Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "110", "student_age_year": "15 let, první ročník", "student_hobbies": "divadlo, herectví, drama, vše jen povrchově", "student_diagnoses": "", "student_disorders": "Arogance,Nespolupráce", "teacher_approbation": "Třikrát absolvované magisterské studium s různým zaměřením", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1091", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student's problems began to appear in the 1st grade. The mother was not working at the time, the father was interested, but did not have much time. In the beginning, the student was very tearful, in the event that I approached him and said that I wanted him to do an exercise or perhaps an answer, he often cried. But we are currently managing to eliminate that. I'm not saying it's 100 percent, but he's crying a lot less. The student's pace was very slow compared to the other students, he had a problem - and still has - with speaking, his grades deteriorated considerably, I was even forced to give him a three, then the father called and we started to solve the situation. Now, in the second grade, a relatively large deterioration can be seen again. It is clear that we have to take into account the fact that the pupils have returned after the holidays and are only in the second grade, so this was to be expected, unfortunately for the pupil it is significantly worse and it is already more than certain that we will be dealing with completely the same situation we dealt with a year ago.\n\nSituation (Anamnesis):\nThe student fit into the class without any problems, but he doesn't have many friends. They kind of have fun with everyone, but it's more like exchanging a few words than some kind of intense friendship, as we can observe with others. I think it's also because he doesn't go out much. He spends every free moment at the computer or tablet, so he doesn't meet his friends much. He lives with both parents and a younger sister. His sister is starting to have the same problems. The mother is not very interested in solving problems. The father tries to solve the problems, but he has a lot of work, so he doesn't have time to devote himself more intensively to the student. It can be seen that parents love their children without limit. I don't see anything wrong with that, but the problem arises when they don't see their mistakes and if any are pointed out, when there is a problem, they ignore it or even deny it. They do everything for the children and submit everything to them, so too much authority does not work and especially a firm order, which could perhaps help. Also, his parents don't want him to do any tasks, so he's not very used to working on assignments, it often happened, as I already mentioned, that he even cried.\n\nTeacher Intervention (Solution):\nAs I already mentioned, the student got the first three, the previous conversations did not help, even though I put it on their hearts that something needs to be done. Unfortunately, or maybe thank God for the fact that I wrote the three in the end. My father called me and he was convinced that he had to start solving it. We met several times, and it was clear that the father had knowledge, for example, of psychology, and in general he approached the problem in a human way. I recommended that they start paying more attention to the student, especially in terms of speaking. For example, when they are driving in a car, so that they describe their surroundings to each other, so that they develop the need to speak in full sentences, to answer questions. This was evident a lot during our morning circles. Every Monday, we talked with the children about what everyone experienced at the weekend. The student always said one sentence about playing on the computer. I drew the father's attention to this fact as well, that it would be appropriate to develop other interests in the pupil and especially to focus on the areas of social contacts. To sort of put it all in a timeline, it was around the end of April when we started working intensively with my parents. As I mentioned, the mother was at home and the father interpreted the information she received, so she began to pay attention to him. The student started coming to me once a week for tutoring and once a week for tutoring with a special pedagogue. Overall, they started going out more with their family and it was seen that they were having more fun with their friends. In the classroom, I moved him closer to the teacher's assistant, who was dedicated to another student, but when there was a moment, he turned around and checked whether the student knew what was being done, whether he understood, etc. The student showed tremendous progress. Although the results weren't great by any means, it was more like a worse average, he started speaking in full sentences, his work rate got faster and he knew what was going on. He started reporting and was more active. The mother returned to work at the end of May and the pupil began to deteriorate slightly, it was not a big change and it seemed to me that he managed this change. But now after the holidays, I have to say that there is a really big problem in everything that is happening. 90% of the time, the student has no idea what is happening, where, what is being done. If I, or the assistant, speak to him, he does not answer and at least nods to see if he understands after the umpteenth warning. He makes too many careless mistakes and again his pace is slow so he can't keep up with most of the work.\n\nOutcome:\nConsidering what I've already said, I don't really know how to approach the whole situation. We have a meeting with the father, maybe both parents will come. The special pedagogue again focuses on the pupil. We want to make arrangements with the parents about the PPP visit and we hope that they will agree to the proposal. I would also like to say that children are almost never sent to PPP or SPC in the 1st grade, because they are left, it's a shock after all. And now back to the solution, it would be more than appropriate to find a suitable form of work again, just like last year, and find a regime that would support the student. This is not a student who would require adjustments to the curriculum outputs. I think the problem here will be more about access. He continues to receive support from the assistant and we will see how the whole situation will be resolved.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: počítačové hry, tablet\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1091", "student_age_year": "8 let, 2. třída", "student_hobbies": "počítačové hry, tablet", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ Mgr. – učitelství pro první stupeň ZŠ + doplňující vzdělání speciální pedagogiky (CŽV)", "teacher_practice_years": "17", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1006", "content": "TEACHING CASE STUDY\n\nBackground:\nStudent A fell asleep almost every day. He didn't make arrangements and was always late. He was by no means a slacker, he worked fairly hard in class and performed according to his level. He just really didn't want to get up. He lived only with his mother, and she was short for him. Student A was already a bit of a man, about two meters tall, and mom didn't think much of him anymore. She was only making arrangements with him, but the arrangements were not valid at all. Fortunately, she cooperated with us. At first, she apologized for his late arrivals, but then, as the student was no longer bothered by anything, she said that we should give him the unexcused hours, that he should be responsible for himself.\n\nSituation (Anamnesis):\nStudent A – Rather below average in terms of school performance, but behavior otherwise without problems. More of an extrovert, he didn't see much point in studying, he was looking forward to finishing elementary school and being able to go to work. Phlegmatic, not stupid, but a big slacker.\n\nTeacher Intervention (Solution):\nNegotiating did not work for the student. And so the principal agreed with the student's mother and friends at the police that they would come \"to pull the student out of bed.\" And so they came to stir him up and the police made an impression in this case. He was only affected by such a scare. He immediately collected himself and ran to school. I guess he finally realized the possible consequences of his behavior.\n\nOutcome:\nThe student started going to school on time, but this behavior only lasted for a while. After some time he started being late again. And we didn't know how to deal with him anymore. Fortunately, he was already in his last year at our school. He somehow finished the nine, and then immediately started working in a hair salon. He was very happy there and doing well. Unfortunately, I have to call our efforts to solve the problem of laziness and falling asleep unsuccessful.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: Hry na počítači\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1006", "student_age_year": "15 let, 9. třída", "student_hobbies": "Hry na počítači", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., 1. Stupeň ZŠ", "teacher_practice_years": "25 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/101", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom the beginning of the lesson, the two students were having fun and making noise. I sat them in the first bench right in front of me, but it turned out that this was not enough as a solution - they were still having fun and nudging each other. That's why I asked the one who was sitting near the edge (into the classroom, not by the window) to sit in the first bench in another row, which should be far enough away. But he told me \"No\n\nSituation (Anamnesis):\nAt that moment, I had taught the student for approximately half a year. He always behaved like a dude - just a threat or a high five wouldn't bother him, he wouldn't throw himself in front of the class that it should bother him.\n\nTeacher Intervention (Solution):\nAfter the student didn't want to listen, I calmly told him that he would either get up and go sit where I told him, or we would go straight to the principal. It turned out that “enough was enough\n\nOutcome:\nThe student obeyed and the rest of the lesson went smoothly. After an hour, we talked and clarified the rules so that such a situation would not happen again. Another heated moment did not really occur, but on the other hand, the end of face-to-face classes was approaching and then it was switched online, so it is impossible to assess it from a longer-term point of view. But clearly setting the rules from the beginning helped me in the lessons - everything can be solved calmly, the lessons can be fun together, everyone can get involved and discuss, but on the other hand I expect responsibility, fairness and such indiscipline is not appropriate.\n\nStudent Profile:\nAge/Year: 18 let, 3. ročník SOŠ\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "101", "student_age_year": "18 let, 3. ročník SOŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Bakalářská SZZ", "teacher_practice_years": "3", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/454", "content": "TEACHING CASE STUDY\n\nBackground:\nwas a primary school teacher and a student from the class came to me with information that her friend - a classmate - was being bullied by a classmate. I know that this student is very good friends with him and in a way she has taken him under her wing and is keeping a protective hand over him. She described taking things from a classmate, hiding them and sometimes mocking him. At the same time, I knew from my observation that he was trying to be in a group with this classmate, so despite these facts he still talked with him and did not show that he was bothered by these provocations. But my classmate told me that she couldn't watch it anymore and that she felt that it had exceeded the limits of what she could bear, but he couldn't defend himself.\n\nSituation (Anamnesis):\nThe student is an introverted student with average academic results, a quiet, calm boy. He likes to read, plays games at home, there was never a problem with him. The classmate is a more expressive personality, an extrovert, he has a bunch of friends around him, you could say that he is the class clown. He is not evil, there was no problem with him, but sometimes he does not think about the consequences of his behavior.\n\nTeacher Intervention (Solution):\nMy first reaction was to call the student's mother, who I asked if she knew anything about it and if he had complained at home. Mom didn't know about anything, but she sighed on the phone. It is said that they solved a similar problem in the first grade of elementary school (another school). The student is said to be like that, he easily becomes a victim. She told me she would talk to her son. I called my classmate the next day and talked to him. I told him that his behavior is not appropriate and that he may be sorry, even if he doesn't show it and pretends that everything is fine. My classmate nodded and agreed that he would not continue the bullying. There were class meetings just a few days after that, when I met my mother and she told me that he didn't want her to deal with it, that his classmate didn't do anything so terrible to him. He said it stopped since I talked to him. I continued to observe the class afterwards and occasionally talked to the classmate of both students to see if everything seemed okay to her. A month after that, we had a meeting with colleagues from the PedPsy counseling center, where they criticized my procedure. They say I behaved badly and they prescribe it differently in their procedures. They say I shouldn't have contacted the mother, but to solve the matter primarily with the children at school. Actually, I still didn't understand how I should have behaved properly. You would certainly be interested in that, as well as me, actually, I would send you to them, but my colleagues are now on the adapter with the freshmen.\n\nOutcome:\nthink the problem has been solved, since then I have not noticed the problem in the class, neither my mother nor my classmate reported anything. But I know that I probably solved it wrong, that it was not according to the tables. So that's why I would classify it as a rather negative solution to the problem. The following school year, we were in the class for mapping the classroom climate, where it was said that the student was partly out of the group, but they didn't give me any advice on what or how to improve.\n\nStudent Profile:\nAge/Year: 11, prima\nHobbies: Knihy, hry\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "454", "student_age_year": "11, prima", "student_hobbies": "Knihy, hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, RJ a AJ", "teacher_practice_years": "31", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1151", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy transferred from the state school, i.e. new team and new rules. At the school he attended, he had a personal teaching assistant who worked in such a way that, in order to make her work easier, she calculated mathematical examples for him, for example. He knew the work procedures, but he never had to do them, he even did the hair cutting for him. He didn't have any learning habits, but they got into it very quickly with his mother, who started working very closely with the teachers. He often reacted in a way that took a lot of patience. For example, I wrote something on the blackboard, he went from the other side and erased it. Among the manifestations of his disorder, for example, is also loud expression, so we also experienced various screams, etc. His manifestation was also great speed and impetuousness, obscene expressions, explosiveness. He never outright beat anyone up.\n\nSituation (Anamnesis):\npersonally had a great time with the boy - he was bright, he was interested in many things, but the moment he got exhausted, he didn't do anything. He was tired. When he came back after the weekend with his father, he was completely fired up. The only problem was the failure of parent-school communication. There were disciplinary problems, he lied, the kids cried because of him a few times, but it only failed because of the parents.\n\nTeacher Intervention (Solution):\nThe problem for him was that he needed to draw up a plan with a psychological counselor, including a person who would help him, because children with ADHD need to learn how to deal with emotions. However, his father refused this. We practiced personal interviews both with the pupil and with the pupil, pedagogues and parents in the so-called Three-Leaf, timely intervention, timely termination of behavior, reminders of the rules, possibly group setting of rules, consultation with the counseling office, cooperation with a special pedagogue. It was a daily process.\n\nOutcome:\nHe refused parents counseling and psychologists. They sent the boy back – I don't know if to the same one – but to the state school. The moment he left, the source of the problems in the class disappeared and some children might even be called relieved.\n\nStudent Profile:\nAge/Year: 5. Třída, 11 let\nHobbies: Sport, atletika, klavír\nDiagnoses: ADHD,Dysgrafie,Dyslexie\nDisorders: Nesoustředěnost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1151", "student_age_year": "5. Třída, 11 let", "student_hobbies": "Sport, atletika, klavír", "student_diagnoses": "ADHD,Dysgrafie,Dyslexie", "student_disorders": "Nesoustředěnost,Rušení výuky", "teacher_approbation": "Mgr., Angličtina", "teacher_practice_years": "3", "problems_annotated": "Diagnosis, Emotional outbursts, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1383", "content": "TEACHING CASE STUDY\n\nBackground:\noften dealt with a student's late arrival at school. Correctly, students should be sitting in their place with prepared things already 5 minutes before the start of the lesson. I started to warn the student about his late arrivals. He complained that sometimes he couldn't hear the alarm, but he promised that he would be careful to be on time. I even overheard other students telling him that he should go to school on time. Unfortunately, the student in question is completely dependent on his mother, and if she doesn't see to something, it won't happen. Therefore, when the situation did not improve, I informed the student's mother about it.\n\nSituation (Anamnesis):\nHe is an average student with many different areas of interest.\n\nTeacher Intervention (Solution):\nThere were several phone conversations between me and the mother of the pupil. She was emphatically warned about the problem, and after the phone calls, at least it wasn't an everyday thing, but the problem didn't disappear completely. The mother was again alerted to the persistent problem. She countered that she couldn't control it and that she couldn't completely promise it wouldn't happen again because she couldn't do anything about the alarm clock.\n\nOutcome:\nFor a long time, I only received promises. Even the class noticed the student's late arrivals. Minutes for arriving late are added up and result in unexcused hours. You should be able to recognize them on your report card. But that doesn't seem like a form of appropriate punishment to me.\n\nStudent Profile:\nAge/Year: 8 let, 2. třídy\nHobbies: Spousta různých zájmů  konkrétní neuvedeno)\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1383", "student_age_year": "8 let, 2. třídy", "student_hobbies": "Spousta různých zájmů  konkrétní neuvedeno)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství 1. stupně základní školy", "teacher_practice_years": "38", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/267", "content": "TEACHING CASE STUDY\n\nBackground:\nThe conflict between the pupil and pupil F. arose during the break. At this moment, the teacher's assistant was not present in the classroom, she was dealing with the teacher in the corridor with the situation that had happened the previous day. Pupil F. was walking past the other pupil's desk and \"by mistake\n\nSituation (Anamnesis):\ntaught in the class for the second year, I knew the students well, communication was problem-free. In the beginning, it took a while for the children to accept the rules and principles that I require, but gradually everything started to work smoothly and there were no major problems in the classroom. There were 18 pupils in the class, of which 3 pupils with SEN in the second level of support measures and one pupil with ADHD and Tourette's syndrome. It was with this pupil that the AP worked in the class. The student was born to a mother who took drugs in the prenatal period. Even when I was teaching the student, she was a drug addict. Until the age of 5, the pupil did not know his father and lived with his mother and grandmother. At the age of 5, the father showed interest in the boy and applied for custody of the child with the intention of raising him in his new family. The student grew up in his biological father's new family for a year, but due to his behavioral problems, his father's new partner refused to take care of him. At that time, his biological mother was unable to take care of him (continuous drug addiction). The boy was taken care of by his grandmother and occasionally by his aunt. It took the boy a long time to come to terms with the rejection by his new father's family. The student disrupted the lesson with unintelligible screams, made noises (meowing, buzzing like a drone, speaking vulgarly. He disturbed the other students and mutual conflicts occurred. Due to attention disorders, the assistance of the AP was necessary, which at the same time eliminated conflicts between the student and his classmates.\n\nTeacher Intervention (Solution):\nAs I heard the noise from the classroom, I went to deal with the situation that was happening inside. After entering the classroom, I first pulled the students away from me, tried to calm them down and started to find out what was going on. In the following interview, the teacher is referred to by the letter \"U\n\nOutcome:\nAs with the first one, I talked about the conflict with the student. Subsequently, an interview also took place with pupil F. We clarified with both boys what behavior is and is not correct, how they should treat each other and respect each other. The boys apologized to each other and shook hands. The only long-term solution was to prevent these situations. The following hour we had practical activities. Although I had originally planned the lesson differently, I used it to talk with the children. We sat in a circle on the carpet at the back of the classroom and talked one by one about how each of us is different, we have different interests, different assumptions, but also different health problems and we react to the same situations in different ways. The children gave examples from their surroundings and we tried to figure out together how to behave in different situations.\n\nStudent Profile:\nAge/Year: 9 let, 3. třída\nHobbies: florbal, elektrotechnika\nDiagnoses: ADHD,Tiková porucha\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Physical intervention, Support, Working with the collective, Interview\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "267", "student_age_year": "9 let, 3. třída", "student_hobbies": "florbal, elektrotechnika", "student_diagnoses": "ADHD,Tiková porucha", "student_disorders": "", "teacher_approbation": "VŠ – Mgr., 1. stupeň", "teacher_practice_years": "37", "problems_annotated": "Diagnosis, Physical aggression, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/782", "content": "TEACHING CASE STUDY\n\nBackground:\nStudent T. physically attacked his classmate during a long break. A colleague who was in charge of the corridor was the first to hear about the situation and immediately informed me. We took the attacked student, who had a visible red spot on his neck after the attack, from the classroom to the office, where he described to us exactly what happened. I immediately contacted his mother, who picked up the student in about 10 minutes and took him to the doctor. Meanwhile, T. was waiting in the classroom under the supervision of a colleague. The whole time he sat in his seat as if nothing had happened. When I asked him why he attacked a classmate, he said he didn't know. His grandmother came to get him in about 15 minutes. After they both left, I started to find out what exactly happened in the class. I asked different students one after the other and their statements coincided. The student took a chair to the back of the classroom and wanted to kick it. A classmate pushed his chair away, so the student attacked him - first he punched him, then he pushed him to the ground and started hitting him in the chest. When the classmate tried to get up, the student grabbed him by the neck and started yanking him.\n\nSituation (Anamnesis):\nEven before the attack, T. had a problem with controlling his emotions and was prone to aggression. So we made an appointment with a special psychologist in the fall. The student spoke openly with her and seemed sincere. He said he has an older brother who beats him for no reason. Although he lives with his mother, he visits his father, who lives in Russia, during the holidays. It is said that his ears often hurt because he had an accident with firecrackers, and his bones also hurt because he had a lot of fractures. The pupil was alone at the meeting with the psychologist, so I arranged another meeting with his mother and older brother, which the pupil did not attend. My mother told me that the student does go to see his father, but he lives in a nearby town, not in Russia. He also never had an injured ear and never broke anything. The brother claimed that it was the student himself who started the fights and he was just defending himself. We advised the mother to spend more time with the pupil and to seek further professional help, for which we gave her contacts.\n\nTeacher Intervention (Solution):\nImmediately after the attack, we contacted the psychologist, whom the student has been seeing since November, and agreed on further cooperation. We also sent the mother to see a pediatrician. During January and February, the hands-on intervention program took place in the classroom. During the holidays, the pupil spent two weeks in a child psychiatry facility. He was diagnosed with a speech disorder (98.5 stutter) that made communication difficult, and as a result he developed various defense mechanisms.\n\nOutcome:\nThe attack took place when the student was in the 4th grade, now he is in the 7th grade. He still tends to be aggressive, but the situation has definitely improved. The student regularly goes to psychiatry and to the clinic of clinical psychology, and is also medicated according to the doctor's recommendation. The other students in the class know the student's problems and know how to communicate with him properly. When a problematic situation arises, in the absence of the student, the class teacher discusses everything with them, but then he does not return to the situation together with the student. In addition, there is always a community circle once a month.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Hlídání bratra, procházky\nDisorders: Krádeže,Nepozornost,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "782", "student_age_year": "14 let, 8. třída", "student_hobbies": "Hlídání bratra, procházky", "student_diagnoses": "", "student_disorders": "Krádeže,Nepozornost,Lhaní", "teacher_approbation": "Vysokoškolské (matematika, fyzika)", "teacher_practice_years": "7", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/297", "content": "TEACHING CASE STUDY\n\nBackground:\nAgain, the student did not have homework ready. At the beginning of the lesson, he apologized to me for not having it and I began to criticize his study work habits. He started to defend himself, he started to be rude.\n\nSituation (Anamnesis):\nstudent who is still a student at our high school and who has very problematic behavior. He is very intelligent, thoughtful, but on the other hand comfortable, unsystematic and when he doesn't want to work, he can be very unpleasant and aggressive. As for any behavioral issues and their diagnosis, I am not aware of any specific behavioral disorders he may be suffering from. I just know that he experienced the loss of one parent in his early childhood.\n\nTeacher Intervention (Solution):\nI got upset and after a while we were yelling at each other in class. If I have to quote some of his statements, I remember telling him that as a high school student he must learn to fulfill his responsibilities and make sure that everything is done on time. He told me that he can't do it, that many people have tried to teach him, but no one has succeeded, so let me teach him what to do so that he learns to do his homework regularly. I found that very absurd.\n\nOutcome:\nThe student was very angry, refused to work until the end of the lesson and behaved in an angry manner.\n\nStudent Profile:\nAge/Year: 15 let, kvarta (víceleté gymnázium)\nHobbies: Angličtina a IT\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal aggression\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "297", "student_age_year": "15 let, kvarta (víceleté gymnázium)", "student_hobbies": "Angličtina a IT", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "aprobace D-Fr-ZSV – Dokončené magisterským titulem", "teacher_practice_years": "15 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1050", "content": "TEACHING CASE STUDY\n\nBackground:\nhave a boy in my class who has been drawing a lot of attention to himself since the beginning of my time in the class. Although I haven't had this class since the first year, I understood very quickly during the first months that the children sometimes don't understand him and his interests are foreign to them. He often shouted in class, asked questions inquisitively, but often they were not related to the current topic, although they were above average for a child of his age. At the beginning I responded to the questions, later I started to ignore them and although at first it had the effect of reducing the intensity of asking questions, a few days later he started talking even more. In addition, he stopped directing questions to me, but also to his classmates, who did not know how to deal with such a situation. It is important to note that he was very interested in history, mainly the events during the Second World War and everything politically related to it. This was also the topic that was the most frequently asked questions. The questions gradually became tests of what I know. When I told about the creation of an independent Czechoslovakia in national history, he shouted if I knew what mobilization was and the like. The children were confused and as time went by this disruptive behavior started to bother them more and more. I noticed that they avoid him during breaks and are not interested in his hobby in history, if only for the reason that it interrupts practically every lesson.\n\nSituation (Anamnesis):\nThe student is above average intelligent, who is interested in things inappropriate for his age, especially history. But it is important to mention his dyslalia, because of which it is often not clear what exactly he wants to convey and the more tenaciously he tries to assert his ideas. He has a younger sibling who also suffers from dyslalia. His parents are divorced, he lives with his mother, but he has a good relationship with his father and sees him. However, care is mainly on the mother. Since there is a younger sibling in the family, who also entered first grade this year, it can be assumed that the student suffers from a lack of attention and interest in his hobbies, which he compensates for by inadequate behavior in class.\n\nTeacher Intervention (Solution):\nAfter consulting with the assistant, we agreed that we could set aside a space for the student in front of the whole class so that he could realize himself and be satisfied in presenting his knowledge to his classmates. During the break, we went to the student and asked him if he would like to present a paper on any topic that interests him in the national studies class. The student was enthusiastic about this idea. Only after we started with positive information did I ask the student if he felt that anyone was interested in his hobbies. The student became sad and replied that he would be happy if someone asked him about something in history or wanted to explain something he didn't know after him. From this, the assistant and I concluded that the student really suffers from a lack of attention. There can be several reasons, whether it is his speech defect, which makes it more difficult to communicate with his classmates, the family situation or a combination of both. Our assumption was thus confirmed and we were able to move on to concrete implementation of the solution.\n\nOutcome:\nIn the next local history lesson, the student was given the opportunity to present his report. As a topic, he prepared all Czechoslovak presidents, their sequence and the most important information. The day before the presentation, I offered the student my cooperation, which consisted in printing photos of the presidents, so the student also included a competition for children in the report, which consisted in guessing one or another president. The children enjoyed guessing and when they did not understand something, they primarily asked the pupil. I intervened only in the most extreme case. The result came faster than I expected. I always reserved space for the student for a history paper once a week, and this reduced his need to shout and interfere with my interpretation. The children became more interested in the pupil's interest in history and stopped seeing him as a mere 'disruptor'. Pleasant feedback was also the reaction of the mother, who wrote me an e-mail that the pupil has been looking forward to school more recently, especially the national studies lessons.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: historie, auta\nDiagnoses: Logopedická vada\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Support, Proactive solutions, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1050", "student_age_year": "10 let, 4. ročník", "student_hobbies": "historie, auta", "student_diagnoses": "Logopedická vada", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Mgr., učitelství pro 1. stupeň", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Proactive solutions, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/953", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student has been at this elementary school since the first grade. From the very beginning, it proved to be problematic, and the teaching staff reacted to this fact immediately. In the first grade, the student was sent to a pedagogical-psychological counseling center in November. At that time, he still lived with both parents and they lived in the same town where he attended elementary school. At school, he is unfocused, hyperactive, disruptive by grimacing and talking, noisy, wild, bad memory, hard to remember a poem, distracted, looks around, shouts, doesn't know what to do, has to repeat questions, personal pace is slow, uneven, sloppy, vocabulary insufficient. Conclusion: signs of ADHD, close cooperation with parents is necessary. – it worked, without major problems, without an assistant, he also had friends, unpredictable.\n\nSituation (Anamnesis):\nThe student was supposed to go to the investigation in the 3rd grade, where they did not show up without an apology, November 2019, the application was removed from the records, therefore he could not get relief. He went again in the spring of 2020, 3rd grade, just before covid. The result came from the consultation: lower band average, mental abilities, deficits in regulation of activity and attention, support measures the same, but it worked. The turning point occurred in the 3rd grade. – parents' divorce, domestic violence, once he came to school with bruises. Cooperation with his parents was problematic, they moved further from the school, his mother drove him to school every day (about 25 km). Even online teaching through covid did not help the teaching, because of which he lost the order of the school. He was not with his father much. He refused to do assignments – his mother dictated – without a learning process. He did not see his classmates, he had a lack of contact. The student has a sister who is estimated to be his only friend. In the spring, he didn't go to school, he got fat, his mother got into financial problems. In June, he was admitted to a psychiatric hospital, where he stayed for a month. In September, he went to the hospital again, decided to be under his father's care. His stay was extended from two months to two and a half months.\n\nTeacher Intervention (Solution):\nHe returned to school in November, where he had a difficult time interacting with classmates and struggling because of gaps in the curriculum. He wanted to go back to his mother, he recommended involving a teaching assistant in the teaching. He figured that if he was naughty, he would end up in his mother's custody. Problems started in December - - - posting a message asking for an assistant - message going out in January - wilderness after Christmas - many different problems. Conflict with a classmate - there was a fracture due to, among other things, the difference in weight. So the student was assigned a teacher's assistant who pushes him to pay attention both in class and during breaks. – he was able to throw things off the table to children, for example. Deterioration of behavior was always observed after a weekend with mother. The father is trying, numerous negotiations took place, it was necessary to contact a psychiatrist - the drugs were not enough - he was calm only for the first two hours - a report to the psychiatrist. The student is still medicated and has a vigorous assistant with him who is able to calm him down.\n\nOutcome:\nHe is unable to maintain attention, he can last four hours at best, after which time the assistant has to take him to lunch, after which his condition will at least improve a little. Food mutes him - even at the cost of missing 10 minutes of class - the result. In matric or Czech, it is difficult for the pupil to follow up on the subject due to missed attendance. He makes up for large gaps by having the teacher pay attention to him individually, perhaps specifically - he gets lost and then gets frustrated. As an exception, he received verbal evaluation - with the help of this and the assistant, an improvement was observed. A positive vision for the future: rotating female teachers in the classroom, which will hopefully result in mutual benefits for both the student and the teacher. During the school year, situations began to occur irregularly when the pupil was foaming at the mouth, was unable to cooperate in class at school, prevented his classmates from learning, and was unable to continue it. Therefore, the teacher and the teaching assistant agreed on a procedure to solve these crisis situations. They agreed with the student that if a crisis situation occurs, he and the teacher's assistant will move to the guidance counselor's office and there, with the help of dialogue, the passions will be calmed down. Although the student was familiar with the procedure, logically, in such situations, he only had to obey the orders of the assistant, who forced him to leave the classroom and go to the office. The conversation, or rather the monologue of the educational counselor, usually within 30 minutes successfully allowed the calmed student to return to the classroom. Universal solution and patch. The advantage is that the student is familiar with the procedure, he will not be surprised by the place where he can calm down, or by a stranger who would pressure him. The progress of correction is controlled by a familiar teacher. This solution is mainly also considerate of classmates, who are logically uncomfortable to be interrupted by the student's outbursts, it scares many, so for the learning process and the course of teaching as such, leaving the class is, in my opinion, the right step.\n\nStudent Profile:\nAge/Year: 13 let, 6. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Failure to attend class, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "953", "student_age_year": "13 let, 6. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "český jazyk, dějepis  -          Výchovná poradkyně na Základní škole  -", "teacher_practice_years": "", "problems_annotated": "Diagnosis, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Failure to attend class, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/705", "content": "TEACHING CASE STUDY\n\nBackground:\nencountered the student's behavior for the first time in the third year, i.e. in the eighth year of elementary school, when she was already attending our eight-year high school. I joined the school as a brand new teacher and her class was one of the first I taught French. Their previous French teacher had given them a pretty rough foundation and there were big gaps in French across the class. As a teacher at the very beginning of my career, I had the idea and feeling that I would teach everyone French and that all students would love French. This was not a very good approach in the beginning, which was especially evident in the case of the student. Over time the class started to progress in French, of course each student had a slightly different level, but in general I felt that I could watch their French develop. However, this was not the case with the student. From the beginning of my arrival, it was obvious that she did not enjoy French at all and refused to cooperate with me in any way. Although she did not have any serious disciplinary problems, such as profanity, etc., her attitude was characterized by absolute lack of interest, both in the case of homework, and also in the case of class work and writing tests. At the beginning, I set clear rules for the class - i.e. that I would give negative points for not completing assignments and inactivity in class, which I followed. Since the student did not regularly hand in her homework, refused to cooperate in class, and often passed the tests completely blank, I began to evaluate her with negative points, and I even suggested reprimanding the class teacher. But none of that worked, and the student didn't care about the negative points, just like the French lessons, which she herself told me several times with the words \"but do what you want, I don't care what you give me as a grade\n\nSituation (Anamnesis):\nThe student lived only with her mother and maternal grandmother, her parents were divorced, and I had information from the class teacher that her father had been prosecuted. The mother worked a lot, so the student was mainly taken care of by her grandmother, but she was not able to be strict with her granddaughter and probably overlooked many things. The student's grandmother then died, I think, when she was 13 years old, and the student was often alone at home, as she had no siblings. As for relationships in the classroom, the student was again neutral and hardly expressed herself. She didn't make any serious problems, but she wasn't interested in excelling in anything either, she didn't really get involved in anything, mostly she didn't care. She had a few friends in the class, I don't think they had any negative influence on her, rather I often caught them helping her with tests or I found the same mistakes in their homework and it was clear to me that they were making her copy them.\n\nTeacher Intervention (Solution):\nSince no reprimands or bad grades had almost any effect, I decided after a while to abandon the idea that all my students would love my subject and speak French. I arranged an individual consultation with the student, where I explained to her that I understand that she does not enjoy my subject, but that there are certain rules that apply to everyone, and they need to be followed. We agreed that she would at least start making minimal efforts and that if I saw this effort, I would not demand perfect results from her. I also changed the grading of tests and homework, where I no longer graded e.g. the entire essay with one grade, but separately graded the completed assignment, completed word count, original idea, grammar, and vocabulary, and determined the final grade by the average. In class, I stopped threatening with reprimands, but on the contrary, I started appreciating even minimal effort, for example the willingness to read a short text or answer a single question. And of course for all students, because as I said before, the rules apply to everyone the same.\n\nOutcome:\nWe still struggled in the beginning and there were some minor problems at times, but I felt that this approach worked. Over time, I began to find that appreciating the little things motivates a student much more than bad grades and disciplinary actions, and within a year we developed a fairly good relationship. I started to respect that she will never like French and I therefore valued above all that she worked (albeit with mistakes) and tried, she in turn respected that she had to make at least some effort and that our relationship would be like this within some possibilities work. In this case, of course, it is also necessary not to forget that pupils who make a significantly greater effort also need to be praised, directly proportional to their effort, because otherwise they will start to feel that they don't have to do much either. What I mean by this is that the positive motivation in this case really worked much better than the previous negative one, and that only since then we managed to get along somehow. The student no longer studies at our school because she recently graduated, but when I met her during the holidays, she thanked me back for my attitude and told me that she was very happy that we finally managed to come to an agreement and that I understood what she was up to and why not\n\nStudent Profile:\nAge/Year: 14 let, kvarta (9. ročník)\nHobbies: hra na kytaru, zvířata, matematika, fyzika, chemie\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement, Support, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "705", "student_age_year": "14 let, kvarta (9. ročník)", "student_hobbies": "hra na kytaru, zvířata, matematika, fyzika, chemie", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské; Francouzský jazyk a Tělesná výchova", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/959", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student got into the class in which I taught the Czech language. I think that the conflict between him and a classmate started during breaks or outside of school based on a common interest in which they met. They were good friends, they sat together. However, over time, the student began to drag their problems into the lesson, and I was sometimes disturbed by the way they argued with each other. The student craved attention, so they deliberately resolved their conflict out loud for everyone to hear. But the architect of the conflict was the pupil, that is why the case study discusses him. This conflict was basically quite innocent, so I couldn't get involved in it, but when they got to the 4th year of secondary school, everything escalated, until once a pencil flew at the student. Nothing happened to anyone, I tried to direct them, I sat them down. Time passed and after other similar cases the chair was already flying. I was speechless, the chair seemed too exaggerated. I have been dealing with the case for a while with prevention methodology. I immediately took both students out of the classroom to the school principal, who also summoned the methodologist. As far as I know, the pupils of the methodologist both started going to the methodologist more often, and since the colleague does her job really well, their relationship started to improve, they probably explained everything to each other, told each other why they were behaving like that, what was bothering them. At the graduation party, the two students were already together again, they sat next to each other all evening, having fun.\n\nSituation (Anamnesis):\nPupils sat next to each other in class, they had common interests, which made them meet outside of school. The pupil is a spirited person, the pupil is rather quiet, but he probably could not stand the pressure from the former.\n\nTeacher Intervention (Solution):\nI admonished the students in the class at first, mainly for being disruptive, when the pencil was flying, it seemed strange to me, I took them aside after the lesson, but they were not able to tell me anything. As soon as the chair flew, I immediately took it to the principal's office. The prevention methodologist talked to me several more times about what was happening in the class, how it escalated, and what else I noticed, and that was the end of it for me.\n\nOutcome:\nThe two students are friends again, there was tension in the classes, but it decreased over time. The team did not react in any way, it is possible that they know both pupils, they know how they behave outside of school.\n\nStudent Profile:\nAge/Year: 16 až 18 let, 2. Až 4. Stupeň SŠ\nHobbies: Fotbal, další sporty, ve škole zeměpis, dějepis\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "959", "student_age_year": "16 až 18 let, 2. Až 4. Stupeň SŠ", "student_hobbies": "Fotbal, další sporty, ve škole zeměpis, dějepis", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ a LAT", "teacher_practice_years": "20, včetně mateřské dovolené", "problems_annotated": "Physical aggression, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/378", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was enrolled at another school. On the 1st day of school, she brought him to our school, saying that he will complete his compulsory schooling at our school, as his older sibling also studies here. The pupil only came to school on rare occasions, but he was properly excused for missed absences. Every time he appeared at school, he hurt the children physically and verbally. His behavior started bordering on bullying. The situation began to be resolved with a special pedagogue, an educational counselor, a school psychologist and the school management. First, the mother was informed through the student book. She was then summoned to the school to the educational committee, but she did not arrive. The situation has improved thanks to distance learning introduced due to the Covid-19 virus pandemic. When the children returned to school, the situation began to repeat itself.\n\nSituation (Anamnesis):\nFrom the position of a teacher, I only know that the student grows up under the care of his mother and has an older sibling. He was never examined by a pedagogical-psychological counseling center, despite the school's recommendation.\n\nTeacher Intervention (Solution):\nThe pupil's mother sent the Czech School Inspectorate to me, I informed the police and the social worker about the pupil's behavior. Due to the deteriorating situation, I got in touch with the parents of the attacked classmates (the whole class) and together we started looking for a possible solution to the situation. This resulted in writing a petition, which was sent to the school principal and the municipal office. We were supposed to attend a pre-arranged meeting together, but the mother of the problematic pupil did not arrive again. Representatives of the Roma support organization were also present at the meeting, who were supposed to be impartial and help the mother with a possible solution.\n\nOutcome:\nThe result of the solved situation was almost none. The pupil advanced to the next grade, the class teacher, who took over the class, separates the aggressive pupil from the other children and continues to inform the police and the social worker (OSPOD).\n\nStudent Profile:\nAge/Year: 7 let, 1. třída\nHobbies: šikana\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Lhaní,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "378", "student_age_year": "7 let, 1. třída", "student_hobbies": "šikana", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Lhaní,Agrese", "teacher_approbation": "vysokoškolské (učitelství pro 1. Stupeň)", "teacher_practice_years": "16", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/287", "content": "TEACHING CASE STUDY\n\nBackground:\nIt happened during a lesson outside, when the boy 'under investigation' pulled out a knife on another of us and started threatening him. Parents are divorced, one week with mother and one week with father. The paradox is that his mother bought him the knife without his father's knowledge. He wanted it, so she bought it for him. The knife was about 20 cm long. He has ADHD so these issues have been recurring. We investigated this incident and invited the parents. It came from the fact that those boys were constantly pestering him. They took things from him, called him nonsense and he couldn't handle his emotions. They threatened to beat him up and stuff. So he brought the knife for defense.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD and cannot easily integrate into groups of classmates. The individual is normally calm and works for an hour, but is easily provoked by others. Which was the trigger of this described event. He enjoys mathematics, physics as well, but when he has to sit quietly somewhere and be at peace, it is immediately a big problem for him. He always has to play with something, click something.\n\nTeacher Intervention (Solution):\nHe wanted to solve the situation by transferring to another school. But I said that this is not a solution. That the same situation can be repeated at another school. If he has a behavior disorder, then the transfer will not solve anything. Rather, he must learn to get along with others. In the end, he was reprimanded by the principal because the boys provoked him to do it, it was a week before the end of the school year, and there was no room for any proper correction. So he got a reprimand for behavior instead of 2. And on top of that the covid regime. Well, it wasn't ideal. Unfortunately, these children do not give it at all at the end of the school year.\n\nOutcome:\nAfter this incident, the remaining students were given less training on how to treat individuals with these diagnoses. There will still be some minor problems in the classroom, but the boys no longer pick on him and he is more able to integrate into groups, both during class and during recess. But they still keep an eye on him just in case.\n\nStudent Profile:\nAge/Year: 12 let, 6.třída\nDiagnoses: ADHD\nDisorders: Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Violation of classroom/school rules\nSolutions Applied: Consequences, Working with the collective, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "287", "student_age_year": "12 let, 6.třída", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Bariéry v komunikaci", "teacher_approbation": "Magisterský titul (Matematika + Fyzika)", "teacher_practice_years": "20 let praxe", "problems_annotated": "Diagnosis, Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1446", "content": "TEACHING CASE STUDY\n\nBackground:\nThe pupil's classmates informed me that the pupil was smoking an electronic cigarette in the toilet. I asked if they were sure it was him and that he was really smoking. The students showed me a video on their cell phone where the student was filmed smoking.\n\nSituation (Anamnesis):\nThe student had an average grade, was averagely intelligent. Popular in the collective, he was certainly not excluded from it, he had friends.\n\nTeacher Intervention (Solution):\nWhen the student came to class, I asked him if it was true that he smoked an electronic cigarette in the boys' restroom during recess. The student replied that he didn't, while spasmodically holding his hands in his sweatshirt pockets. So I asked him to show me the contents of his pocket. The student took out an electronic cigarette, which I took from him. When I asked him why he smoked, he replied that he wanted to try it. Then we reiterated that such behavior is prohibited in the school rules and briefly talked about how smoking is harmful to health.\n\nOutcome:\nThe student's parents were informed about the incident. The student received a two in behavior. He never smoked at school, I don't know if outside of it.\n\nStudent Profile:\nAge/Year: 13 let, 8. ročník\nHobbies: hudba\nDisorders: Absence,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1446", "student_age_year": "13 let, 8. ročník", "student_hobbies": "hudba", "student_diagnoses": "", "student_disorders": "Absence,Rušení výuky", "teacher_approbation": "Magisterské, Český jazyk a literatura, Hudební výchova", "teacher_practice_years": "33", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/737", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I want to describe happened quite a long time ago, when the student was in the first or second grade. I don't remember exactly now, but it happened when I started working for her as an assistant. In that first grade, the student did not communicate at all and did not respond to instructions. On the contrary, she had real problems with being disruptive, especially with yelling and screaming in general.\n\nSituation (Anamnesis):\nThe pupil suffers from a mental disability, so she has an individual plan for each subject at school. She is now in seventh grade and her behavior has improved tremendously from what it used to be. In subjects like maths, the cutoff for her is set to the bare minimum, so while her classmates are now doing the contents of a cube, she will be graded on a small multiplication table.\n\nTeacher Intervention (Solution):\nAs was said before, this happened when I started as a pupil. I have not been an assistant for as long as some, about 10 years. Žačka is the second student assigned to me as an assistant. The beginning was very demanding, as I already said, the student did not communicate well, had problems with interruptions, could not stand sitting in one place. Once she even just got up, ran to the sink, let go and stuck her whole head under it. I don't remember all the details, but it was sometime in September, it was a beautiful old summer. Everything went on like any other day, 4 hours of teaching with the teacher and then the parents picked up the pupil. In the second lesson we had writing, I went to the office for a snack and a coffee. After the bell rang, I went back to class, it was supposed to be math class. I went to our place, but the student was nowhere to be found. So I went to check the toilets, but the pupil was nowhere to be found, that was already strange, and above all I started to worry a little. I asked the janitor and the cleaning lady to help me with the search. We searched perhaps the entire school, but not a trace of the pupil. It was terrible, the pupil could go anywhere. Everything had to be called to the parents and the search for the pupil continued. In order not to delay it too much, the student found herself halfway between school and home, without her belongings, just in her knickers, she simply 'dropped out' of that school.\n\nOutcome:\nAfter this incident, I had to be with the pupil all the time, I had a snack with the children in the classroom and only jumped when the teacher was already in the classroom. I always preferred to wait for the student to change in the locker room and lead her straight to her parents in front of the school. Since then, fortunately, no similar incident has happened, but the experience was terrible. Fortunately, since then, the pupil's behavior and grades have improved significantly, but the beginnings were very rough.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: zvířata, vše barevné, venkovní aktivity, hudba a zpěv\nDiagnoses: Mentální postižení\nDisorders: Hyperaktivita,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "737", "student_age_year": "13 let, 7. třída", "student_hobbies": "zvířata, vše barevné, venkovní aktivity, hudba a zpěv", "student_diagnoses": "Mentální postižení", "student_disorders": "Hyperaktivita,Nepozornost", "teacher_approbation": "Kurz asistenta pedagoga", "teacher_practice_years": "10", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/127", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student repeatedly did not prepare for lessons and did not respect the rules in class. He often lay on the bench, had fun with his classmates and generally significantly disrupted the lesson. He absolutely lost motivation to work and ignored teachers' calls.\n\nSituation (Anamnesis):\nThe class was very smart, this student was the leader of a small group that was disrupting the class. They often attracted attention.\n\nTeacher Intervention (Solution):\nFirst, we held a meeting with the parents and proposed an examination in a pedagogical-psychological counseling center. The student passed the examination, but no action was recommended. The teachers then drew up a pedagogical support plan, which included several measures: stable seating in the first desk in all lessons so that the pupil would come into contact with other pupils than before, and further cooperation was established with parents, who supervised the pupil's preparation for lessons and teaching overall. Targeted attention was also directed at the pupil, he got more time for assignments and written works.\n\nOutcome:\nThe student and his parents took the measures without any problems. The parents were very willing to cooperate with the teaching staff and focused more attention on the student in the home environment. There has been improvement and stabilization in the long term.\n\nStudent Profile:\nAge/Year: Osmileté gymnázium, 15. LET\nHobbies: FLORBAL\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "127", "student_age_year": "Osmileté gymnázium, 15. LET", "student_hobbies": "FLORBAL", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "UČITELSTVÍ SŠ – ČJ + ZSV", "teacher_practice_years": "5", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/328", "content": "TEACHING CASE STUDY\n\nBackground:\nYesterday was math, it was at the end of the second period, so he wasn't completely tired yet. The children had to do the whole exercise on number series and the student had to do only 2 examples from this exercise. He didn't manage to do a single example, he cut himself again, lay down on the bench and didn't cooperate. There were also his classic comments that he won't do it because he wants to be stupid and he wants to be homeless etc.\n\nSituation (Anamnesis):\nThe student has autism and ADHD. Honestly, I don't notice much ADHD in him, it's much worse in other children I know, but in my opinion he has a rather severe form of autism. In the case of a student, this manifests itself in the fact that he often does not cooperate, he is stubborn and when you force him to do something, it does not lead anywhere, he simply has his own head. This could be overlooked, but his negative thoughts and words are worse. He often talks about death, about the homeless, that he would like to be like that too, that he is useless and no one likes him, which is not a good thing to hear from anyone, let alone an eight-year-old boy. He is fascinated by snakes, octopuses, spiders and often how these animals manage to kill.\n\nTeacher Intervention (Solution):\nThere was no point in going to the office with him for the moment, when there was a break in a little while. So I let him be and after a while I tried to count the examples with him, unsuccessfully. The bell rang for a break, and before the start of the next lesson, I tried to calculate the examples with him one more time, but in vain, so unfortunately he had to get the examples for homework, because he had to finish the examples.\n\nOutcome:\nAgain, this was a short-term solution, we did not actually solve this situation in any way. But it's like a roller coaster, sometimes there is a complete sweetheart who behaves well and cooperates in class, sometimes it is more difficult with the pupil.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída ZŠ\nHobbies: nebezpečná zvířata  jedovatí hadi, jedovatí pavouci), chobotnice, vesmír, kapitán Nemo\nDiagnoses: Autismus,ADHD\nDisorders: Vulgární vyjadřování,Neposlušnost,Rušení výuky,Ničení majetku,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "328", "student_age_year": "8 let, 2. třída ZŠ", "student_hobbies": "nebezpečná zvířata  jedovatí hadi, jedovatí pavouci), chobotnice, vesmír, kapitán Nemo", "student_diagnoses": "Autismus,ADHD", "student_disorders": "Vulgární vyjadřování,Neposlušnost,Rušení výuky,Ničení majetku,Verbální agresivita", "teacher_approbation": "VŠ ekonomická – titul Ing.", "teacher_practice_years": "1", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/293", "content": "TEACHING CASE STUDY\n\nBackground:\nI've had problems with Standa basically since first grade. As a child at the time, he was unable to stay engaged in one activity for a while. Today, he tries to be friends with others, not looking for conflicts. I'm still trying to solve, or at least improve, the problem with attention. This is a daily matter, some problem situation occurs every hour. For example, when I assign an exercise, the student usually does not pay attention, he has no idea what is required of him. If he starts to work, he usually cannot solve the task by himself and correctly without help. As for the problem with conflicts, he usually started provoking his classmates more or less for no reason.\n\nSituation (Anamnesis):\nThe student lives with both parents. He's had trouble keeping his attention since he was little. I received information from the teacher from the kindergarten, which is affiliated with our elementary school, that this is a child who has absolutely no ability to maintain attention, often provokes others, even attacks them physically. In kindergarten, his parents went with him to a child psychologist on the recommendation, but they did not pass on the results and refused to continue solving the situation with professional help. He therefore does not have a confirmed history of ADHD, dyslexia or dysorthography (I believe that he has these disorders). The student has no interests, i.e. he has already changed a number of clubs, but he did not last more than 3 months in any interest activity. His parents don't force him into any long-term activity, they always \"nod\" to him\n\nTeacher Intervention (Solution):\nnoticed students having problems almost immediately. His behavior, but also the way he learned to read and write, for example, made me draw up a pedagogical support plan for the parents with a recommendation for an examination in a pedagogical-psychological counseling center. In my opinion, problematic behavior is probably due to ADHD, dyslexia and dysorthography is still very noticeable in students today, problems with reading, the way in which they write - above all, writing itself causes great problems for him, not only in terms of grammatical errors, but also in font slant and the like. Although the parents accepted my support plan, and also started trying to prepare themselves for school with the student, they absolutely refuse to visit a counseling center or a psychologist. The reason is their previous experience, which they don't even want to share with me (probably they found out something they didn't like), they also come with arguments like: \"He's a normal kid, we won't label him.\n\nOutcome:\nAfter the conflict was resolved, there was always a moment of calm, and in the long term, I see great progress in his behavior towards others. Today, the student practically does not cause any major conflicts with other students - that is, very rarely or certainly not, just for no reason. However, I still struggle to get him to listen to me in class, not play with something on the desk for at least 5 minutes, and know what we are doing. He still has absolutely no idea what we're doing in class, he can't solve the tasks on his own. I'm really not satisfied with this at all and I don't know how to solve it further. I think that if the parents started to cooperate more with me or agreed to a pedagogic-psychological consultation, it would be much better for the student, even in the long run. I can't imagine him going to second grade now and later to high school and all the teachers supporting his needs without any guidance from the counseling center or maybe without the aforementioned assistant.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nHobbies: ne, věčně střídal kroužky, u ničeho nevydrží\nDisorders: Fyzické násilí,Nepozornost,Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "293", "student_age_year": "10 let, 5. ročník", "student_hobbies": "ne, věčně střídal kroužky, u ničeho nevydrží", "student_diagnoses": "", "student_disorders": "Fyzické násilí,Nepozornost,Nesoustředěnost", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1179", "content": "TEACHING CASE STUDY\n\nBackground:\ngave the students the task of correcting the dictation and justifying why it is written soft or hard in which situation and so on. I let the students work independently. After a while, the three students started yelling at each other. 'Teacher, they are arguing in the office.' I silenced one of the students. Another student spewed. 'Mrs. teacher, they're chasing their impaling dicks over there!' Without a reaction, I started talking to another student and asked him about the first sentence. I even came up with a reward for the correct solution and defending the correctness, but the student continued. 'He's probably rubbing frn*y there.' I ignored the remark and called the student in question to explain the sentence. He refused to answer.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs student has his assistant and works smoothly at his individual pace and does not disrupt class unlike the three boys. These boys are placed one by one on each side of the class so that they have as little opportunity to communicate with each other as possible, i.e. to influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nI tried to calm the students down. Unfortunately, that didn't work, so I tried to ignore the notes and focused on the other students. But this group was so disturbing that I tried to call one of them as a warning to the others. Unfortunately, this did not work at all, rather the opposite, and the inappropriate behavior continued on and on. Until my nerves snapped and I scolded the students for disobedience. The students were obviously amused by this and did not take it into account. The bell saved me.\n\nOutcome:\nThere was no solution, the class only managed to correct the dictation in the whole hour and the problematic students escaped without problems. On the contrary, there was frustration on the part of the teacher. So, in the next lessons, the students continued and maybe even in the future the disruptive behavior will increase.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: otevřená otázkaLední hokej\nDiagnoses: Dislexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Disrespectful communication, Proactive solutions, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1179", "student_age_year": "14, 8. ročník", "student_hobbies": "otevřená otázkaLední hokej", "student_diagnoses": "Dislexie", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Proactive solutions, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1042", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the history class during the month of September, we discussed the introduction to the Middle Ages and devoted ourselves to chronology. At the beginning, we repeated the classification of years into centuries and millennia. The introductory activity was followed by familiarization with the chronogram. The next step was the creation of their own chronogram, the pupils chose the year of their choice, most focused on the year of their birth. In the introductory part, the student unsuccessfully tried to collect the tools necessary for work. He didn't have a notebook, he borrowed writing utensils from neighbors, the only thing he had was a set of crayons. For such occasions I have prepared free papers to make available to him. He did not engage in the first phase of the lesson - he does not like unstructured work. He paid attention to rearranging the crayons. However, when asked questions, he always knows what he is talking about and responds well. In the course of such activities, it is necessary to repeatedly and without emotion motivate the activity, but not to try to intervene directively in his secondary activities. At the moment of creating the chronogram, the situation changed, because the student is very creative, he came up with a great combination and he managed to create a high-quality artistically well-crafted chronogram with a design for a statue to decorate. During the verification, it was clear that he understood the meaning of the chronogram. During the feedback, the student evaluated his work positively, he was happy with it, and he also received positive feedback during the peer evaluation.\n\nSituation (Anamnesis):\nvery intelligent, sensitive, introverted boy of small stature. He joined the collective in the 4th grade. He was transferring from an alternative school in a nearby village. According to his own words, he was bored there, his parents cited the fact that he was not receiving an adequate education at the alternative school as the reason for the transfer. Due to his high intelligence, he has caught up with his studies, but his work habits are a big problem. He often needs to compensate for monotonous activity. He often mindlessly plays with various objects that are currently within reach. My experience has shown that any restrictions will significantly increase his restlessness and the quality of work will drop sharply. Apart from crayons, the most common escape is various puzzles, currently he is popular with different variations of the Rubik's cube. Although at first glance this is not fair to the rest of the class, after the experience of several classes I must state that the classmates react to it with understanding and without emotion. After three years of living together, they know the classmate and know that even if he does not maintain full concentration and attention during the lesson, he is concentrated, answers correctly and this distraction helps him to get a better result\n\nTeacher Intervention (Solution):\nAt the outset, I would like to emphasize that I originally tried to consistently demand the fulfillment of duties, as I expect from all other children. If the student does not have a notebook and a textbook for the history class, I write this fact in the appropriate document. If a student has 5 forgetfulness in one month, we write a reminder in the student's book. Taking into account the fact that the above-mentioned pupil should receive a warning several times a month, I came up with a different solution. Of course, he has these problems in other subjects as well, so as an educational consultant at this school, I developed a PLPP in which I take these facts into account. I consider it very important that all teachers accept the student's individuality and that their reactions are predictable from the perspective of the student and his classmates. The set rules are in the process of implementation, so everyone involved is learning to work with them.\n\nOutcome:\nwas surprised by the positive result at the end of the lesson, even though during the work I had the feeling for a long time that the student did not enjoy the activity, he was not interested in the topic, and he approached the final task with disinterest and laxity. Once he could engage his creativity and conceive the entire chronogram as part of his designed work of art, he devoted himself not only to the detailed elaboration of the image, but also to the chronogram itself. After this experience, I began to think about the possibility that in most lessons the student could compensate for his restlessness with some other activities that would not disturb the other students in the activity at the same time. In addition to drawing, the ability to put together a Rubik's cube or other puzzles has proven itself. In the future, I do not rule out other compensatory techniques, bracelet knitting, crocheting and other handicrafts are popular in the class. It is necessary to approach the situation with caution, because currently the classmates react with understanding, but I do not rule out that in time they could require the same understanding, which would negatively affect the course of the lesson.\n\nStudent Profile:\nAge/Year: 12 let, 7.ročník\nHobbies: Výtvarné umění, hudba, hlavolamy\nDisorders: Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1042", "student_age_year": "12 let, 7.ročník", "student_hobbies": "Výtvarné umění, hudba, hlavolamy", "student_diagnoses": "", "student_disorders": "Nesoustředěnost", "teacher_approbation": "Učitelství všeobecně vzdělávacích předmětů 5.-12. ČJ/ON a metodik prevence a výchovný poradce (specializační studium výchovného poradenství)", "teacher_practice_years": "32", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/479", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the second year at the beginning of the school year, the meeting order was decided in the class. Most of the students sat in their seats, where they sat the previous school year. Some pupils had to find a new place, namely those who came among the last. It was among these pupils that the aforementioned pupil belonged. She had a choice of several seats at the front of the class and three seats at the back of the class, where mainly dominant and conflicted classmates sat. The student was less popular in class and her choice to sit in the back was problematic. Problematic because there was a verbal exchange between her and the girls she didn't want between them. After a week, more and more students complained more and more.\n\nSituation (Anamnesis):\nThe student was from a complete family and had one younger brother. The school and the new environment opened her horizons and she became a Christian. At first glance, she had a calmer personality, she liked to talk about herself and her interests. At school, she had no conflicts with the teachers, she fulfilled her duties and occasionally joined the discussion. She contrasted her personality by talking about herself to her peers, which is why few people could stand her. If they were classmates who were tolerant, then there were no disputes. If it concerned dominant classmates, then there was conflict and passionate discussion.\n\nTeacher Intervention (Solution):\nweek after the beginning of the school year, I had to make a statement about a conflict situation in my class. I did a kind of discussion with the class in order to solve the problems that arose. We discussed the causes of this situation and then I spoke to my students as a whole class about the possibilities of solving this situation. I agreed with the class and the student. I made an agreement with the student not to create reasons for conflicts, and I encouraged her peers to moderate their reactions to the stimuli that arose or to avoid them.\n\nOutcome:\nAfter this situation was resolved, the conflicts continued for an even shorter time, but after some time the female students in the back benches calmed down and did not instigate conflicts. The students learned to work alongside each other, but minor misunderstandings occurred in unusual situations.\n\nStudent Profile:\nAge/Year: 16let, 2.ročník SŠ\nHobbies: Hasičský kroužek\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "479", "student_age_year": "16let, 2.ročník SŠ", "student_hobbies": "Hasičský kroužek", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ – Speciální pedagogika", "teacher_practice_years": "15 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/356", "content": "TEACHING CASE STUDY\n\nBackground:\nWe worked with fourth-grade students in a distant town 66 km from our school, we came for two days, Thursday and Friday. The boy in question happened to work together with my son. It was he who told me that the principal of the school had declared a principal's leave for Friday due to some electrical re-installation. Simply, the school was without power and so it was time off. I point out that we are talking about a school that was over sixty kilometers away. Such a distance is not an obstacle for the youth today, and as soon as the boy learned this, he came to me with the decision to go home. He was there in his car. At the age of eighteen, he already had a driver's license and drove there alone at his own risk, with the knowledge of his parents. He said hello and went to the car. I stopped him at that speed and tried to tell him lightly that we have electricity here. He replied that he was on director's leave and that he would go home. I tried to explain to him that this does not apply to us and whether he does not mind that his classmates will work for him. He just shrugged and repeated that he didn't care, he didn't care and that he was going home anyway. As I was leaving, I told him to think carefully about what he was doing, that I wouldn't argue with him. Everything happened very quickly. While he was on his way, I called the school principal to ask what was going on. It wasn't his first offense. He immediately called his mother and seems to have followed them to the business. That ended it for me for a while. My son arrived in a few hours, if I know about it. The boy was coming back. From this I concluded that his parents must have spoken to him. The next day, of course, his classmates laughed at him, his pride sank to freezing point. However, it was a very short lesson. He was nice for a while, if I don't count his arrogant remarks. A few days after that, the CEO of the company occasionally interviewed my students. He invited everyone separately and asked specific questions that his secretary wrote down. I was in production at the time and the director came to me asking if I could step aside so the others wouldn't hear us. He began: 'Please, what kind of young person is this?' I tried to give him a brief answer that he is our problematic student who is very difficult to deal with. He revealed to me that he asked him if he could imagine staying in the company in any particular position. It is said that he laughed at him, that certainly not, that for such money in life and similar remarks in front of the highest authority of the company.\n\nSituation (Anamnesis):\nFrom day one, it was evidently clear that the boy was set up differently from the others. He was brought up in a well-off family. Since the boy demanded when he wanted and how much he wanted, it was very well known, there was no chance to motivate him for a financial reward. He was the only one who stood out from the group. The others were friendly to each other and helped each other. He always treated them, and really every day, condescendingly, arrogantly and without respect. The same was true of communication with teachers. At practice he was still hiding, drinking coffee and hardly cooperating. Outside of school, he allegedly visited slot machines and played poker. He never stayed overtime. It was very difficult to motivate him to work. Classmates built a gym in their spare time. They painted, plastered in old warehouses. They also had a financial reward for practice. He didn't lift a finger and of course, when it came to breaking bread, he wanted to practice there. It wasn't just us, colleagues, who had a problem with him, but we noticed how annoyed his classmates were as well. After several conversations with the parents, we found out that he is not completely manageable at home, and certainly not by his mother. She solved it with us herself, how hopeless she felt.\n\nTeacher Intervention (Solution):\nThe headmaster was understandably upset because he had invested unnecessary money in such an arrogant pupil. Already during that conversation he said to me: 'It will be best if you don't bring this boy here to me anymore.' Right after that I called our school director and we solved the whole thing by transferring him to another practice that wasn't even financially evaluated, but he basically didn't care. It was a relatively quick solution, I was no longer in charge of him after that, it was finished for me.\n\nOutcome:\nIn fact, he worked the rest of his fourth year at another company and then successfully graduated from school. How he is doing in life, whether he has come to appreciate money and work, I have no idea. The step, thanks to which he no longer worked in a specific company, of course helped the company as well, but mainly his classmates. However, I'm not sure that moving to a different location has solved his problematic behavior in any way.\n\nStudent Profile:\nAge/Year: 18 , štvrtý ročník SŠ\nHobbies: hokej\nDisorders: Lhaní,Podvody,Arogance,Agrese,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "356", "student_age_year": "18 , štvrtý ročník SŠ", "student_hobbies": "hokej", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Arogance,Agrese,Disrespekt", "teacher_approbation": "Stredoškoslké- DPŠ", "teacher_practice_years": "Celkem 39 – z toho škola 9", "problems_annotated": "Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/171", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, the boy I'm in charge of got into a fight with a classmate in the locker room over a cap, causing the classmate to have a broken nose and a concussion because he hit his head on the mesh of the locker room. Normally his behavior can be managed in some way, but in this case, as it was a serious injury, the emergency services and even the police and the boy's parents were called. The injured boy was taken away by the ambulance service, and the other boy and his parents were interviewed by the police and they began to treat it as bodily harm, after which they were taken to the station and the investigation continued there.\n\nSituation (Anamnesis):\nA boy with conduct disorder, ADHD and Asperger syndrome, 12 years old. 6th year of elementary school, average grade. Classmate, without problematic behavior, 12 years old, 6th year of elementary school.\n\nTeacher Intervention (Solution):\nUnfortunately, in this case, there was no other option but to call the police and the police, because the student's behavior could not be solved in any other way given the situation. As I mentioned before, the parents were called and the police took the boy away, where the investigation continued.\n\nOutcome:\nEveryone was in shock, they treated the injured boy and we tried to calm the other boy down and keep him in place so that something else wouldn't happen to someone else. After that, the boy was taken away and further investigation was already underway with the parents. After some time, the boy returned to the school and tearfully apologized to the boy he had hurt.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nDiagnoses: ADHD,Náběh na Aspergerův syndrom\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "171", "student_age_year": "12 let, 6. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Náběh na Aspergerův syndrom", "student_disorders": "", "teacher_approbation": "Střední s maturitou", "teacher_practice_years": "5 let", "problems_annotated": "Physical aggression, Lying and cheating, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/850", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student belongs to the class that I took over as a class teacher last year. I heard from my colleagues that working with the class is difficult. This is a class that had to be combined with half of the secondary class at the end of the second year, and this disrupted the class collective. During the third year, the class often had online instruction. Paradoxically, this form of teaching greatly helped the student to become independent. He was more involved in lessons, was more active and able to complete tasks on time. In addition, he stayed at home alone, and as a reward, his mother bought him a puppy, which he took care of. Thanks to this, he began to behave more responsibly. The boy used to have tantrums from the first grade, which initially happened several times a day, even in the school group. The frequency of this behavior has increased, but the seizures have not yet completely disappeared. He also had a problem fitting into the group, because his classmates considered him a 'troublemaker' in the classroom. Combining classes and distance learning did not benefit the class team at all.\n\nSituation (Anamnesis):\nThe student is an only child and lives with his mother and her boyfriend. He visits his father regularly and has a good relationship with his two step-siblings. The pupil's mother constantly apologized and spoke of him as a 'poor little boy', he has been diagnosed with ADHD, but according to the class teacher and previous teachers, the boy also has a form of autism (he does not understand social situations, in the first grade seizures when 'his' space is disturbed - in This space was a large playground, where no one was allowed to enter. The pupil has a very slow pace of work - not only work during class, but also self-care, walking, etc. The pupil's best friend, the pupil who will be the subject of the case study, also has a very slow work pace and similar hobbies as a student - i.e. computer games and YouTube.\n\nTeacher Intervention (Solution):\ndecided to solve the situation in the classroom as soon as possible, and that's why right at the beginning of the school year, the class went to school in nature. Unlike my colleagues, I prepared the program myself with the help of an assistant who was 'written' just for the pupil and a young colleague who went with us to ŠvP. We spent five days outside the school building. We used them to create new joint experiences. Thanks to the joint activities, the class also got together with the student, who had the opportunity to use his rich general knowledge during the games. During the group activities, we tried to assign the student to one of the 'leaders' of the class. Since the beginning of the school year, I have also been in frequent contact with the student's mother. At first she kept apologizing to the boy, but in the end we agreed on a solution. The mother promised to take care of the preparation for school at home, not to let the boy sit all evening at the computer and to see that he had enough sleep. At school, we tried to involve boys more in class activities. I also tried to have regular contact with my mother, so that we could immediately solve any problem together. The boy also started going to interventions and to our school psychologist, who goes to work with the class team, on the recommendation of the counseling center.\n\nOutcome:\nThe student has established more contacts with classmates in the class and is no longer bound only to his friend. The boy is also more independent and his tantrums have almost stopped and he can handle more tense situations. His classmates have accepted him into the collective and understand that he is simply 'different', but they do not consider him a 'disruptor'.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: mobil, počítačové hry, sledování YouTube, domácí mazlíček - pes\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "850", "student_age_year": "10 let, 4. ročník", "student_hobbies": "mobil, počítačové hry, sledování YouTube, domácí mazlíček - pes", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr., RJ, PJ", "teacher_practice_years": "34", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/778", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when a class photo was being taken. The girls who were sitting in the first row made an inappropriate gesture, they simply put their hands in their laps and showed the middle finger. Some boys in the second row showed the same gesture. About ten people in total, maybe there were more, but you couldn't tell from the photo. No one noticed it at the time, it was only discovered when the photos were to be developed.\n\nSituation (Anamnesis):\nThe whole class is very clever. They are all hardworking, although they tend to be passive in class. Those studious types who don't talk much in class so they don't say something wrong and embarrass themselves. They mainly want to know what to study for the test. But there is a group of girls who have a great influence on the whole team, the others are afraid to speak out against them.\n\nTeacher Intervention (Solution):\nFirst, the students were interviewed to see if they saw anything wrong with their behavior. I explained to them that we could not develop such a photo and that they would be punished. The students acknowledged their mistake and agreed to the punishment, even suggesting a new photo shoot. I told them that they could have their picture taken again, but they would have to solve everything themselves and I would not be in the picture with them, because I had already given them my chance. In the end, it turned out that behind everything was the group of girls who saw such a thing on TikTok. I did not find one specific culprit. Everyone who showed an inappropriate gesture in the photo received a class reprimand.\n\nOutcome:\nIn the end, the class did not agree on anything, so they were left without a photo that year. Parents were of course informed about the situation by email. I described the situation to them and explained why I solved it this way. What was interesting was that the parents of the children who did nothing took the matter with complete understanding. Some even wrote to me that they themselves punished their children, even if they did not show any gesture, because they must know that such things are not done. In contrast, the parents of the children who showed the gesture downplayed the situation - some even found it funny, and wanted a milder punishment for the children. The students were upset for the first few weeks after the photo shoot, but gradually things returned to normal. It was never a problematic class, rather it was just one situation.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Počítačové hry, kamarádi\nDisorders: Lhaní,Rušení výuky,Odmlouvání,Arogance,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "778", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Počítačové hry, kamarádi", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Odmlouvání,Arogance,Vulgární vyjadřování", "teacher_approbation": "Vysokoškolské (matematika, fyzika)", "teacher_practice_years": "7", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/629", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a lesson when I gave the students the task of describing a situation from their life in the form of an essay or a story. Pupils were supposed to work with real experiences, but one pupil presented a story starting with the words 'I wake up and I'm a werewolf', which took place in the world of werewolves and was unrelated to reality.\n\nSituation (Anamnesis):\n, solution:\n\nTeacher Intervention (Solution):\nI read the student's story and decided to include it among the excerpts that were to be presented to the class. During the presentation, I emphasized the positive aspects of the story, such as interest, the author's vivid imagination and a good writing style, so that the student would be better accepted by the class.\n\nOutcome:\nThis approach helped the student at the time, but in the end she was expelled from the school because she was not accepted by the class. Years later, I met the student and learned that she successfully coped with the difficulties, graduated from a management school and became a landlord. Nevertheless, I perceive her leaving the school as a failure of the school to integrate students who do not fit into normal boxes.\n\nStudent Profile:\nAge/Year: 6. tř.\nHobbies: četba knih\nDisorders: Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "629", "student_age_year": "6. tř.", "student_hobbies": "četba knih", "student_diagnoses": "", "student_disorders": "Psychické problémy", "teacher_approbation": "vysokoškolské (RNDr.), aprobace Biologie – Chemie se zaměřením na vzdělávání", "teacher_practice_years": "20", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/210", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is 8 years old and attends the third grade of elementary school. The student has always studied well since the first grade and there have never been any problems with him. From the very beginning of school, the pupil plays with a friend, they are great friends. But one day he started using inappropriate words at school - vulgarisms. Other classmates began to complain. At first I talked to him alone, but in the end we had a class circle for two lessons to clarify the rules together. We talked about how not to talk at school and how we should behave, I even printed papers for the children and we tried to show each other various examples so that it would be clear to them. The student seemed to understand. But about 3 days later, the student started cursing again and even took the liberty of attacking me. That was over the line and that's why I called my parents at school. I told the parents what the situation was and asked if the student hears vulgar words at home, I was told no, that he gets it from his friends and from the computer. We agreed that they would have a vigorous talk with the student at home and solve the whole situation together. The parents apologized to me, the pupil came to school the next day with candies for the children to apologize to them and since then he has behaved in an exemplary manner.\n\nSituation (Anamnesis):\nThe student has always studied very well, he is a very smart boy, intelligent. His assignments were always completed, his notebooks neatly edited. His parents could always be negotiated. I never had a problem with his behavior. On the contrary, he wanted to help me and made sure that everything was in order. His behavior from day to day surprised me, I did not expect it from him. But he must have had a weak period and it soon resolved itself and passed him by. In my opinion, it was a good thing that the children and I all sat in a circle together in the classroom and together we explained and repeated our opinions about what is appropriate and what is not at school.\n\nTeacher Intervention (Solution):\nFirst, I talked to the student in my office alone, so as not to solve the situation in front of the other children, because it is clear to me that they would have started on the student and he would not feel well at that moment. To be sure, I made a circle with the class to explain and remind each other how we should behave in school without pointing out the student in question. After that, I called the parents at the school to find out why the student was using profanity at school. Finally, the parents talked to the student at home and everything was fine.\n\nOutcome:\nRight after the student used vulgar words on the children, they came to tell me, I talked to them and it seemed that they understood and everything would be fine. We made a class circle and showed each other some patterns. But in the end he used inappropriate behavior on me as well and I had to deal with that. That's why I called his parents at the school, we clarified everything, the parents were very pleasant and apologetic. Afterwards, they talked with the student at home, and he came the next day to apologize to the children and gave us all a candy. The children were happy and took him back to their collective.\n\nStudent Profile:\nAge/Year: 3. třída, 8 let\nHobbies: hraní her na pc\nDisorders: Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "210", "student_age_year": "3. třída, 8 let", "student_hobbies": "hraní her na pc", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování", "teacher_approbation": "Ing. Mgr. Petra Podpinková                                         učitelství 1. stupně", "teacher_practice_years": "6 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1229", "content": "TEACHING CASE STUDY\n\nBackground:\nProblems with the pupil occurred even in the 1st grade, and it got worse. He does not respect most teachers, he behaves relatively calmly only in front of the principal or teachers who can maintain authority. Otherwise, he disrupts classes, sings in class, walks out of place, swears at teachers. Recently he bullied a boy at recess, terrorizing him with swear words in a class that wasn't even his own class when the teacher wasn't present. The teacher, who heard this from the corridor, came in, pointed out that he was not in his class, to which the student replied that during the break he could go where he wanted and do what he wanted. The teacher ordered him to go to his class immediately. She stood by the door until he left the classroom.\n\nSituation (Anamnesis):\nfourteen-year-old boy of Roma origin lives with both parents and younger siblings, some of whom go to the same school. Over time, aggressiveness, inappropriate behavior, attempts to attract attention became more evident. He is an extrovert, physically developed. He is not interested in studying, his parents don't demand it from him, and he doesn't solve problems at all.\n\nTeacher Intervention (Solution):\nThe teacher told about what happened to his class. This was followed by an interview with the pupil and the class teacher, with an effort to get him to behave decently, and the parents were informed about this case and other recent cases. At the next meeting with his parents, he was told that he could not go to other classes and that if he wanted to talk to someone, he could call them in the hallway.\n\nOutcome:\nAs expected, the interviews did not cause a fundamental change in behavior. Setting the rule in a certain sense works - for now the boy does not dare to enter other classes, but now he shouts at his classmates from the door. In reality, nothing has changed, parents more or less don't care.\n\nStudent Profile:\nAge/Year: 8. ročník/ 14 let\nHobbies: sport\nDisorders: Arogance,Vulgární vyjadřování,Agrese,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1229", "student_age_year": "8. ročník/ 14 let", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Arogance,Vulgární vyjadřování,Agrese,Záškoláctví", "teacher_approbation": "Vysokoškolské, metodik prevence", "teacher_practice_years": "29", "problems_annotated": "Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/141", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation is not very current, it happened several years ago. It was a problem with a second-grade student in math class. The student had a fight with her best friend during class and was very unpleasant to me. So I decided to solve this situation right after the lesson, when I wanted the students to write a letter where they reflect on themselves and on their friendship. One of the students cried while handing over the letter and thanked her for doing something like this for the first time and it was very beneficial for her. They were still friends.\n\nSituation (Anamnesis):\nIt was about a student of the second grade, namely the 8th grade. The student attended math class from the second grade. We could rather classify the student among above-average intelligent students, but without effort. That's probably why she didn't bring homework, notes, or gadgets. However, she had no major diagnosis. In class, she was often inattentive, unfocused and practically not interested in teaching. In short, you could see that he really didn't enjoy school, it was rather boring, even if it was successful. The student came from a complete family with a good social background. She had one brother.\n\nTeacher Intervention (Solution):\nThe students were not nice to me for the whole hour, but it didn't bother anyone else in the class, so I continued teaching and after the end of the hour I called both of them to the department, there I gave them a task for tomorrow, a letter in which they should think about their behavior. The next day the students brought me letters. One of them cried at the handing over because it gave her a lot. The friends reconciled in front of me and their friendship lasted until the end of elementary school.\n\nOutcome:\nImmediately after the incident, I could see that it benefited both girls greatly. Unfortunately, I can't answer for a long time, because I didn't teach them in the ninth grade anymore and I haven't met them since the end of elementary school.\n\nStudent Profile:\nAge/Year: 13 let/ 8.ročník\nHobbies: atletika\nDiagnoses: Deprese,Panické ataky\nDisorders: Rušení výuky,Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "141", "student_age_year": "13 let/ 8.ročník", "student_hobbies": "atletika", "student_diagnoses": "Deprese,Panické ataky", "student_disorders": "Rušení výuky,Nesoustředěnost", "teacher_approbation": "Filozofická fakulta Univerzity Karlovy/ Obor Český jazyk a literatura", "teacher_practice_years": "20 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1088", "content": "TEACHING CASE STUDY\n\nBackground:\nI remember one problematic situation in the 8th grade, where I was a class teacher. One of my students started talking in class that she found a friend on the social network Facebook. The student bragged about the team in front of everyone and allegedly corresponded with her internet boyfriend for two months. I heard that she sent him various intimate photos and videos of her private life. She told him her secrets, which later began to spread around the class. The student finally found out that the boy she was dating wasn't real and someone had tricked her. It was clear that it was someone from the class, as her classmates knew things she didn't tell anyone but her imaginary boyfriend.\n\nSituation (Anamnesis):\nThe student confided in me her whole story from the beginning and asked me for help because she was very ashamed of the things she wrote to him and the photos she sent him. She was afraid that it would get out of her class and the whole school would know. His father also came to the school to complain, and he also asked me for help in finding the culprit.\n\nTeacher Intervention (Solution):\nDuring class, I asked the students if they knew anything about it and if they did, to confess otherwise there would be serious consequences. One of the students came to tell me after the lesson who was behind the whole team. Allegedly, the culprit in question bragged about the team many times and showed their joint administrations to the boys in the class and they had a lot of fun together. So I called the student in question and confronted him with this serious problem, which could have had much worse consequences than it did in the end. The bully is an 8th grader. He has an average benefit. He is an extrovert, has many friends and is popular in the group. However, he likes to make fun of some of his classmates and gossip behind their backs. To solve this problem, which can also be called cyberbullying, I had to inform the student's parents, who had absolutely no idea about it. I explained to them that their son had committed a crime and was impersonating someone else. They were very disappointed and ordered their son to delete his fake profile and gave him a proper punishment.\n\nOutcome:\nalso had to inform the parents of the student who was so badly deceived, and fortunately the father of the bullied did not want to deal with the situation any further, he was only happy that we found the culprit and deleted all their shared messages on Facebook. The parents of both students finally agreed together that it would not be resolved in a more serious way than by agreement between the two parties involved in the conflict. The bullied student was at least educated about the dangers of social networks.\n\nStudent Profile:\nAge/Year: 13 rokov, žiak druhého stupňa 8.trieda\nHobbies: Žiak rád športuje, hrá futbal.\nDisorders: Vulgární vyjadřování,Zesměšňování,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Disrespectful communication, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1088", "student_age_year": "13 rokov, žiak druhého stupňa 8.trieda", "student_hobbies": "Žiak rád športuje, hrá futbal.", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Zesměšňování,Šikana", "teacher_approbation": "Vysokoškolské vzdelanie, titul Mgr., aprobácia dejepis, občianska náuka", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/999", "content": "TEACHING CASE STUDY\n\nBackground:\nTwo years ago, the student started to behave inappropriately, such as inappropriate touching of classmates - licking ears, conspicuously crossing out in the notebook. His behavior was discussed with the parents and the headmistress of the school. The approach to the student in teaching changed, inappropriate behavior was explained to him and the situation subsequently improved. Recently, however, the situation has worsened. The student is often provoked by classmates, who then throw things at them or drop them from the desk. His classmates poke him on purpose and mock him. It came to a head during an incident at the bus stop, when a pupil got into a fight with a classmate, during which the pupil broke the key to his locker. The fight was also repeated during cross-country running, when the student was again provoked by deliberate taunting from a classmate. A student threw a rock at his classmate. The incident was resolved on the spot. However, the conflict with the classmate continues even after school. Based on the events, the parents of both participants were invited to the school. They agreed together that he would pay half of the key. The student also has a problem with the classmates around him in the class, he can't stand being close to them.\n\nSituation (Anamnesis):\nThe 6th grader is introverted, quiet, conscientious, above average, can't stand people around him, resents his problematic class, is hard working and interested in math and engineering. The class is below average, problematic, they deliberately provoke the student.\n\nTeacher Intervention (Solution):\nThe student's problematic behavior is solved only at the school level. The student is bothered by his problematic class, he does not tolerate their close contact. Once he didn't even come to the afternoon class after the lunch break. The second time he confided that he planned not to come, the teacher talked him out of it. The student was introduced to the problems that could await him after a similar incident. The student did not leave.\n\nOutcome:\nThe situation with the student is still not resolved, but even so, I would classify this situation as one of the less successful situations. In my opinion as a teacher, I think that the problem with the student should have been solved immediately with the counseling office, not only at the school level. The student has not yet been to a specialist, which I do not consider to be the correct procedure. The situation continues to be monitored, but this does not resolve the situation.\n\nStudent Profile:\nAge/Year: 13 let, 7.ročník\nHobbies: Práce s PC\nDisorders: Introvertní chování,Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "999", "student_age_year": "13 let, 7.ročník", "student_hobbies": "Práce s PC", "student_diagnoses": "", "student_disorders": "Introvertní chování,Emoční labilita", "teacher_approbation": "VŠ, M-Bi", "teacher_practice_years": "31 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/943", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent came to my class from another school. I couldn't figure out the reason why this happened, but it didn't seem like anything serious, so I didn't bother with it any further. After approximately two months, however, colleagues began to come to me that the student was often late for class. So I began to notice his behavior more and it occurred to me that he behaves differently with his classmates and that he even despises or mocks them. I decided to confront the student once during a long break. When talking to him, you could see that he was not interested in anything, and when I asked him why he was repeatedly late for classes, he could not answer and just shrugged his shoulders. Even after the interview, this behavior continued.\n\nSituation (Anamnesis):\nThe classmates tried to recruit the student among them, but he was obviously not interested in that. He sat as far away from his classmates as possible, he didn't talk to anyone at lunch. However, a group of friends always waited for him in front of the school after school, with whom he left and acted completely differently than in the collective of his classmates. From my point of view, I felt that he really didn't want to be here with us and he was making it clear to us.\n\nTeacher Intervention (Solution):\nsaw a session with the parents as the only solution. So I informed the student that I planned to contact the parents, as his behavior had not changed despite our conversation. Again, I felt his contempt for me, so I called my parents that very day. I made an appointment at the end of the week. On the day of the session, the pupil did not come to school and I was not even contacted by the parents that he should be sick. After school, however, he also came with his parents to the arranged meeting. I tried to explain to the parents how it goes at school and that the student did not even respond to my call that he must not repeat that he was late. When I asked why the student was not in school today, it was obvious from the parents that they did not know about it. So I continued to describe other situations at school and I felt that the parents were not aware of any problems. So I offered to put them in touch with our school's guidance counselor and scheduled a session with them for the next month to see some progress. Next, after my parents left, I looked on the Internet for possible interesting institutions in the vicinity, where we could go and the children in the class could get to know each other better. I chose the ropes course where we also planned a trip that would take place when the entire class had less than three late arrivals per month.\n\nOutcome:\nImmediately after the meeting with the parents, the student was withdrawn, but I felt that he was more present in spirit. He started chatting with a classmate who was sitting in the bench next to him and didn't seem so cold. I got the impression from the whole situation that these were problems at home that he had to talk to his parents about. During the next session, I saw clear progress and was happy about it. In the following months, the student was not the most communicative child in the class, but he was a calm one who got along with the class.\n\nStudent Profile:\nAge/Year: 12 let (7.ročník ZŠ)\nHobbies: videohry World of Tanks a Shakes of Fidget\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Working with the collective, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "943", "student_age_year": "12 let (7.ročník ZŠ)", "student_hobbies": "videohry World of Tanks a Shakes of Fidget", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Bakalářský titul Hradec Králové", "teacher_practice_years": "20 let", "problems_annotated": "Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1355", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student started school already with a diagnosis from the counseling center. It was a bigger speech therapy defect, with the fact that he was immediately given a teacher's assistant from the first grade. He had behavioral problems in the sense that he couldn't process emotions. Any little impulse was enough. Sometimes even I, as an adult, did not notice that impulse, but for him one arose and caused him to fall into completely hysterical crying and to be very angry. He raged and cried for maybe 15-20 minutes before he calmed down. Since we were in the first grade, it basically meant that the whole class was wasted because the kids were looking at him a lot. So it was really challenging from the beginning. So he never went aggressive, but he banged, for example, with a textbook. I mean he wasn't aggressive towards others or towards me as a teacher or assistant for example.\n\nSituation (Anamnesis):\nThe student had a deferment at the beginning of his schooling. He has never had a problem with the subject and he can handle everything I give him to work on. Although he has no problem communicating with his classmates, he is definitely among the socially weaker.\n\nTeacher Intervention (Solution):\nOf course, we first discussed it with my mother, who was very nice about it. She said it was caused by all the new things happening around him. After starting school, he got to know a lot of new things and people. The whole situation was simply difficult for him. Well, we agreed with the assistant that it was important to keep calm and if we knew and were aware of the impulse, we tried to prevent it with various little things. Like when, who, where he goes and who goes around him, and we tried to set it up so that it didn't go against the other students, so as not to harm them either. So we made such an order and determined the rules so that he was exposed to the least possible pressure from the environment, but not at the expense of others. If an emotional attack did occur, it lasted for a really long time, but now these attacks tend to be shorter. By gradually breaking down the impulses and by solving everything calmly, we slowed down the pace, we finished the activity so that it was calm, but in the end we solved it. We also taught him that when something like this happens, he should take a breath, count to ten, and then we tried to find out what caused his emotional outburst.\n\nOutcome:\nIt took about half a year, but with systematic work, we managed to achieve that the emotional outbursts completely disappeared here, using a calm approach without pressure. Gradually, he started talking about it himself, by the end of the year he was able to say why it happened, what would help him to prevent it from happening again. Children who were previously afraid and did not understand his behavior and therefore did not want to be friends with him, now also approach him differently. Now he has no problem making other contacts and finding good friends.\n\nStudent Profile:\nAge/Year: 8 let, 1. ročník\nHobbies: vesmír, matematika a logické myšlení\nDiagnoses: Logopedická vada,Vývojová dysfázie\nDisorders: Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Agreement, Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1355", "student_age_year": "8 let, 1. ročník", "student_hobbies": "vesmír, matematika a logické myšlení", "student_diagnoses": "Logopedická vada,Vývojová dysfázie", "student_disorders": "Emoční labilita", "teacher_approbation": "Mgr, speciální pedagogika, učitelství 1. stupně", "teacher_practice_years": "4 roky asistent, 5 let učitel", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/987", "content": "TEACHING CASE STUDY\n\nBackground:\nDisruptive behavior occurred regularly in English language classes. This was a regular behavior that manifested itself in the way that the student did not show respect towards my person. It was particularly rude when he answered questions very rudely and in class he disturbed and deliberately amused the other pupils, because he knew that I would reprimand him. In short, you couldn't have a conversation with him, you couldn't reason with him about anything, the automatic respect between student and teacher didn't work there at all.\n\nSituation (Anamnesis):\nIt was a normal class that functioned like any other. It was not a problematic class. The troubled student was the oldest child of immigrants who came from a completely different culture. The student was among the best students in the class in terms of grades.\n\nTeacher Intervention (Solution):\nchose the tactic of complete ignorance, I deliberately left him out of class, I didn't call him out at all, I didn't respond to his provocations. When he was chatting with someone and disturbing the class, I reprimanded the person he was chatting with. I didn't respond to him. The student went to class, sat through it, wrote tests, completed his homework, but I did not include him in class. I argued with him at first, but then I had such an aversion to him that I didn't want to teach him at all. At first, the student did not want to get used to this ignoring me and was even more disruptive, but after a while he stopped. Most likely he realized that it suits him that way. He didn't even have to pay attention in class and just sit it out and go home. It was senior year and I knew he would be gone in a few months so I wouldn't have to bother with him anymore. I also chose to ignore him because I knew he was smart. I knew he was a top performer, this was also confirmed on the tests where he had good grades. When he came to the high school graduation in May, he graduated from the left rear in one and went.\n\nOutcome:\nIn the short term it settled down after a few weeks and he stopped causing problems in class. In the long run, it made me like going to that class to teach again and knowing that if I ignored him, he would ignore me too. Looking back, I know that I chose the wrong solution and should have solved it differently. The only thing that pleases me is that after a few years this student came and apologized to me for his behavior and admitted that he was acting like a jerk.\n\nStudent Profile:\nAge/Year: 4. ročník, 18-19\nHobbies: Neví\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "987", "student_age_year": "4. ročník, 18-19", "student_hobbies": "Neví", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "MGr. Anglický jazyk", "teacher_practice_years": "25", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/491", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was in the toilet during the lunch break and threatened a younger classmate (4th grade) with a pocket knife in the common areas. At first he behaved aggressively towards him, took his slippers and then pulled out a pocket knife. The younger boy got scared and ran to tell his class teacher. She then went after me, as the class teacher of the aggressor. The situation happened at the end of the lesson, so I didn't deal with it until the next day, when I invited the student to my office. The student confessed to everything and had to apologize to the younger boy. I invited my mother to school, we agreed that she would receive a reprimand from the class teacher. The parents worked together to solve the situation, discussed it at home, and the mother bought the hurt boy some sweets. The situation never happened again.\n\nSituation (Anamnesis):\nThe student lives with both parents, the family is well financially secure, good family relations and a healthy climate in the classroom. No other previous or subsequent problematic situations were observed with the pupil, he got along well with the team, he was not problematic in any way – he did not harm others or stand aside. After this incident, the situation did not change and the student continued to be popular.\n\nTeacher Intervention (Solution):\nThe pupil was questioned the next morning if he had actually done it. The student confessed, did not deny and accepted his guilt and punishment. The incident was also discussed with the parents, who cooperated very much in solving the problem. The mother bought the affected younger pupil some sweets as an apology and the pupil also had to come and apologize to him himself. The disciplinary measure he received (reprimand from the class teacher) was more of a formal measure, because his family mainly played an important role in the solution.\n\nOutcome:\nThe student accepted his guilt and was very sad and scared of the possible consequences of his actions. He apologized and the situation did not happen again.\n\nStudent Profile:\nAge/Year: 6. třída (12 let)\nHobbies: sport\nDiagnoses: Dyslexie\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "491", "student_age_year": "6. třída (12 let)", "student_hobbies": "sport", "student_diagnoses": "Dyslexie", "student_disorders": "", "teacher_approbation": "Vysokoškolské, Mgr.", "teacher_practice_years": "26", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/530", "content": "TEACHING CASE STUDY\n\nBackground:\nThis event took place early in my teaching career. It was the 29th of June, the day before the report card, and I had to collect textbooks from the students in my class. One student liked the geography atlas, so she decided not to return it to me. She told me that she didn't have it with her, but I saw that she had it with her on the bench. I repeatedly asked her to return it to me, however, throughout our conversation she said that she did not have it with her and that she could not return it.\n\nSituation (Anamnesis):\nA ninth-grade elementary school student, extroverted, self-confident, frequent adolescent scenes, disrespectful of rules, went to school, was reprimanded by the school principal.\n\nTeacher Intervention (Solution):\nasked her several times to return the atlas to me. After some time I ran out of patience, so I said we will go to see the headmistress. So we went to the principal's office, I accurately described the situation to the principal, and the student finally returned the atlas. However, I still did not consider the situation resolved. That same day, the pedagogical council was held and I demanded that this student get a two in behavior. For that, it was necessary that the teaching body voted for this decision, which happened and I was satisfied with this solution.\n\nOutcome:\nThe second day, June 30, was the handing over of certificates. I handed over the student's report card with the belief that she had a two in behavior, as we agreed at the meeting. After a while, she came to me excited that she got a first in behavior. I didn't understand how that was possible. In the end, the director made a different decision than what we agreed on at the meeting. I remember it turned me on a lot at the time. After graduating from school, the student came back to me several times, I was her favorite teacher. She managed to graduate from college and travel to a lot of countries, so she seems to be doing quite well.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: hudba\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "530", "student_age_year": "15 let, 9. ročník", "student_hobbies": "hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., matematika (SŠ), tělesná výchova (SŠ)", "teacher_practice_years": "25", "problems_annotated": "Physical aggression, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/200", "content": "TEACHING CASE STUDY\n\nBackground:\nThis situation is not very current, it happened several years ago. It was a problem with a second-grade practical class student who brought marijuana to school. During class, the boy took out a marijuana grinder from his bag, which made us suspect that he was under the influence of drugs. We therefore called the Police of the Czech Republic to have the boys perform tests, which turned out to be positive. Subsequently, it was found that the whole family is apparently under the influence of marijuana and that the boy has been using it for a long time. However, he continued to go to school, but I don't know, here the use of narcotic substances continued to be proven. According to my information, he was taken from the care of his parents.\n\nSituation (Anamnesis):\nIt was a student of the second grade, namely the 8th grade. The student attended the practical class from the beginning of his schooling. We could classify the student as more of a problem student, as he often went outside school, did not carry assignments and caused conflicts in the classroom. However, he had no major diagnosis, only a reduced intellect, for which he was just entering practical class. In class, he was often inattentive, unfocused and practically not interested in teaching. In short, you could see from him that he really doesn't enjoy school, rather it bores him. This was also indicated by his evaluation. His grades were mostly at the level of 3 to 4. The student came from a very large family that did not have a very good social background. This is probably why he was later removed from his parents' care.\n\nTeacher Intervention (Solution):\nAs I already said, as soon as we found out that the student had marijuana, we called the Police of the Czech Republic, who conducted tests for the presence of narcotic substances. The tests showed that the boy was indeed using marijuana, and for a long time. Since this disciplinary problem was in the hands of the police, we could not punish him with any pupil punishment, as it would be a double punishment. The police eventually discovered the presence of this narcotic substance in the student's household, and it was proven that his entire family, including his parents, were using it. The social and legal protection of children also started to solve this problem, which is why the boy was subsequently removed from the care of his parents and placed in a children's home.\n\nOutcome:\nUnfortunately, I do not have 100% information about the progress of solving the incident, as I subsequently stopped teaching in the class and was not the pupil's class teacher. However, I know that he continued to attend school and the occurrence of narcotic substances probably did not show up again. He was taken from his parents' care and apparently went to a children's home, from which many of our children come. Since this incident happened at the end of the 8th grade, the boy was only there for one year, he successfully completed the school, but I have no further information if he continued his studies.\n\nStudent Profile:\nAge/Year: 13 let/ 8.ročník\nHobbies: Hraní na počítači, telefony, xbox…\nDiagnoses: Mentální postižení,Snížený intelekt\nDisorders: Absence,Nepracovitost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "200", "student_age_year": "13 let/ 8.ročník", "student_hobbies": "Hraní na počítači, telefony, xbox…", "student_diagnoses": "Mentální postižení,Snížený intelekt", "student_disorders": "Absence,Nepracovitost,Rušení výuky", "teacher_approbation": "Filozofická fakulta Univerzity Karlovy/ Obor pedagogika a pedagogické poradenství", "teacher_practice_years": "25 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1448", "content": "TEACHING CASE STUDY\n\nBackground:\nMy behavior repeats itself in the classroom on a daily basis, especially with the passage of time on a given day. I think the whole day is difficult for him and so his behavior escalates. In class, he disrupts and annoys the rest of the class, who then focus on his behavior. The problem starts at the beginning of the lesson, when all the students stand and greet the teacher, only he has to sit, rock in his chair and laugh. He usually does not respond to the call to say hello to us as well, and starts saying that he doesn't have to and won't do it. In the same spirit, various tasks and exercises are carried out during the lesson. He reacts why should I do it, I don't want to, I don't have to or do it for me. He refuses to wear the occluder, which he should wear all day, and takes off his glasses with it, so he prefers not to see. As the day progresses, his behavior progresses to rolling around on the bench or the floor, singing loudly to himself or shouting during the hours. All of this is starting to disrupt the whole class, who can't concentrate. Therefore, the student himself does not complete the exercises, and therefore does not practice, for example, the letters he is learning. He has a problem with speaking, he is not usually understood.\n\nSituation (Anamnesis):\nThe student is an extrovert, he tries to draw attention to himself. He is an average student who can master the subject matter (when he is doing it), but refuses to do it most of the time, and this sometimes creates his gaps. His behavior problems are recurring. However, he is not some kind of bully, the behavior problems only concern him.\n\nTeacher Intervention (Solution):\nFirst, I talked to the student myself, but his reactions did not differ much from the reactions in class. Finally, I arranged a meeting with the parents, where I explained to them about the problems and behavior of my son at school. Such behavior was new to the parents, but they agreed that something had to be done about it. I suggested they visit a pedagogical-psychological counseling center. The parents left me saying that they would talk to their son and think things over. However, the behavior did not change. I received a paper from the counseling center from my parents, where they came with a diagnosis of developmental dysphasia. So I read the paper and we could come up with some procedures. The result is that the representative takes the pupil for at least one hour a day so that she can pay attention to him for the whole hour. Either he is alone with her or another student from another class with his diagnosis is participating. The teacher also uses the method of instrumental enrichment, for which she has a course. We also got an assistant in the class who can help him in the lessons.\n\nOutcome:\nThe behavior in class has partially changed. Although he still has all his instructions and no habits (greeting at the beginning of class), despite the long refusal, he is starting to work more in class and does exercises with the assistant. Not all, but at least more than before. On the contrary, in the lessons with the representative, when he has her relatively to himself, he works more and practices in the exercises. It's definitely beneficial for him, he won't fall behind and he'll get better with practice. He's getting more attention, and he's fine with that. I also see it as a benefit to the rest of the class when his outbursts are no longer so loud. He responds to the assistant and she to him.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: sporty\nDiagnoses: Vývojová dysfázie\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1448", "student_age_year": "8 let, 2. třída", "student_hobbies": "sporty", "student_diagnoses": "Vývojová dysfázie", "student_disorders": "", "teacher_approbation": "Mgr., speciální pedagogika a učitelství 1. stupně", "teacher_practice_years": "19 let", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1232", "content": "TEACHING CASE STUDY\n\nBackground:\nAlthough I don't like to talk about this experience, my bad experience can at least warn a newbie. Therefore, I would like to confide in my first case of problematic behavior, which I experienced in my career as a teacher and could not handle. I found out that I had chosen the wrong study program (laboratory chemist) already in the second year of my studies at university. I often tutored both classmates and the children of my friends and I enjoyed it very much. However, I successfully completed my chemistry studies. However, as soon as I saw an offer to work in an agricultural laboratory in combination with teaching chemistry, I did not hesitate. I thought it was the perfect challenge for me and submitted my resume to the school. Just as quickly as I was excited and passionate about my work as a teacher, I got an ice shower in the very first year. As the main worker of the agricultural laboratory, I only got two classes of winegrowers for chemistry and gardeners for mathematics. I was warned in advance by my colleagues that nobody expects anything from the gardeners here and that I should adapt my mathematics accordingly. I knew from my own high school experience that I definitely didn't want to bother anyone at the blackboard, giving notes or mock tests. In the first lesson, I informed the first year gardeners about this. Getting to know the class took place on a very friendly level and I was thrilled that the class was not as terrible as I had feared based on the advice of the teaching staff. The gardeners used to do math on a schedule once every 14 days that year. However, in the very next lesson, when I decided to start repeating the elementary school material, my little 16-year-old problem appeared. He belongs to a rich wine family that sponsors the school. Immediately after my arrival, he left his desk and kept walking around the classroom. Whenever I spoke to the class, he would jump in on me. He was singing, playing music on his phone. He refused to take his seat. He absolutely disarmed me then. He ignored anything I told him. He was laughing at me. I decided to ignore him as well and we all survived the rest of the class. At that time I convinced myself that he wanted to show off. That I'm young and tried it. It was the beginning, moreover, a boy from an important family for the school. I was ashamed to confide in anyone. After all, at that time I was just starting to study the pedagogic minimum and I was worried about negative feedback on my person from colleagues or the director. I believed that the following hours would go better. I came up with a possible punishment - squatting.\n\nSituation (Anamnesis):\nHowever, the student's problematic behavior tended to worsen. He began to annoy his classmates with his behavior. He took photos of himself and his classmates. He was making videos of me and the girls. He tried to Airdrop me these photos. He refused to work in any way. He carried beer to class. Squatting was more fun than punishment. When I first saw that he was filming for an hour, I confiscated his phone. However, he had smart headphones that he used to somehow dial the number of a pizzeria and order a pizza. He was tearing down three other boys in the class. I was losing my mind, but I still believed that I would come up with something. Every next class started with me picking up the phones. However, the student always found and invented something new to surprise me. There was almost no math class. I asked him in front of the class why he was behaving like that, if he didn't mind that his classmates wouldn't learn anything because of him. He always just laughed at me. I pulled it out to the board to try (even though I don't do it). He couldn't do anything, I gave him a high five. I hoped she would feel bad that she didn't know anything.\n\nTeacher Intervention (Solution):\nrealized that I have a big problem. The problem with the rich son and I don't know what to do next. The whole situation was completed by a colleague who had a Czech class after me. How did the student behave in mathematics? Didn't you like it? I had to come out with the truth. To further clarify the situation - this problematic behavior - boycotting has only been in my classes up to this point. At no time did another cantor mention any indication of trouble at the meetings. I told my colleague that I tried negotiation, admonition, punishment - squats, testing at the blackboard, a note. Nothing took. I also confessed to her why I didn't inform someone else about it a long time ago - shame, worries, parents, ignorance. The situation began to be resolved immediately. First with his class teacher. We invited the student together for a consultation, where we discussed together his behavior, possible threats to him and what both he and I should change. The parents were also informed, with whom we dealt with the behavior from that moment on the whole time - there was no change on the part of the pupil. Therefore, he also got involved in the problem of prevention methodologies. The student then started posting videos from the class on social networks, which is why we were forced to give him a 2 for behavior at the end of the year.\n\nOutcome:\nThe situation escalated so that my class was withdrawn for the next year due to neglect of intervention and a complaint from the boy's parents. The student currently has his fourth absence from school on the fourth day of the new school year. He failed last year and is repeating the year. It is maintained here only thanks to the influence of the parents. Despite the efforts of the prevention worker and the school psychologist, it has not yet been possible to get the student on the right path through his studies. I take his fate as my failure.\n\nStudent Profile:\nAge/Year: 18 let, 2. ročník – zahradník\nHobbies: hudba, sociální sítě\nDisorders: Neposlušnost,Nespolupráce,Neuposlechnutí\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1232", "student_age_year": "18 let, 2. ročník – zahradník", "student_hobbies": "hudba, sociální sítě", "student_diagnoses": "", "student_disorders": "Neposlušnost,Nespolupráce,Neuposlechnutí", "teacher_approbation": "vysokoškolské – titul Ing. (obor chemie), peadgogické minimun – aprobace CH, M", "teacher_practice_years": "3 roky", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/715", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose after the opening of schools after the coronavirus pandemic in the previous school year. I came to class and noticed that one student had a huge monocle on his face. When I asked him what happened to him, he claimed that he just fell. But I couldn't do it, so I caught him after class and it turned out that his classmate who was sitting on the bench with him had made the monocle for him. When I interviewed his classmate, let's call him Chrboň, it became clear that the student tore up his notebook and he punched him for it. A week later, the situation was repeated. This time the student was saying to another classmate, I quote: 'that she is crazy', so the bigger one attacked him and kicked him in the stomach.\n\nSituation (Anamnesis):\nIt doesn't work very well in the classroom. It is fragmented into small groups that do not have much fun with each other. Cases even had to be solved in the class when a classmate took another's phone and sent his mother a video saying: 'come and calm your ass.' The school psychologist and educational counselor have already intervened in the classroom several times. The student is one of the smallest in the class, and many female classmates are taller than him. He comes from a complete family and has no past educational problems or behavioral disorders, he has been attending this elementary school since the 1st grade. However, for his small height, he is very communicative, comments loudly on everything in class, and at the same time gets a good grade because he is unusually bright. He is still friends with a classmate whom he insulted several times and he beat him for it, which surprises their mothers.\n\nTeacher Intervention (Solution):\nwasn't directly involved in the solution, I wasn't in their class at the time and their class was gone. I scolded him in front of the class, but since we were alone, I tried to help him as much as possible. I know that the situation was resolved with the guidance counselor who worked with the student's mother, and with the help of the school psychologist. The pupils who attacked the pupil did not receive a class reprimand, nor did the pupil. The class had some lessons with the psychologist, where they did activities to strengthen the collective. They also wrote their wish goals, where most wrote that they wanted more respect, to be more friends with each other, etc.\n\nOutcome:\nNot much has changed in the short term. The student poked his classmates to such an extent that the situation escalated. However, the children were not in school for that long and the holidays came soon after the incidents. In the long run, his behavior seems to have improved. Nothing similar has happened since the beginning of the year. The student is still eloquent in class and his height has not yet changed, but otherwise the intervention of the psychologist and educational counselor in cooperation with the parents probably helped.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída\nHobbies: neví o nich\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Disrespectful communication, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "715", "student_age_year": "11 let, 6. třída", "student_hobbies": "neví o nich", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (Andragogika na FF MU se specializací na český jazyk a speciální pedagogiku)", "teacher_practice_years": "2", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1201", "content": "TEACHING CASE STUDY\n\nBackground:\nA student diagnosed with ADHD has expected problems with maintaining attention and being disruptive in class. He is often disruptive in almost all classes, while in biology it is less frequent than in other subjects. It is especially disruptive in languages such as Czech, English and the optional German. In biology, he shouts out the answers to questions summarizing the previous lessons, which is correct, but unfair to the other students.\n\nSituation (Anamnesis):\nThe student is sociable and likes to chat with friends, even during class. He is usually ready for school, but sometimes forgets or allegedly forgets his homework at home. In biology class, he behaves normally except for occasional shouting.\n\nTeacher Intervention (Solution):\nThe parents suggested that their son be more engaged in class, so I have him answer more questions and read passages in the textbook, which forces him to stay focused. We also discussed the possibility of a teacher's assistant, but the parents refused. Although sometimes angry, he is a clever boy.\n\nOutcome:\nThe introduction of more frequent recall of the pupil led to an immediate calming and reduction of disruptions, which is also noticeable in the long term. Other teachers began to use this method, in addition to teaching languages. The student is comfortable with this style of teaching, which he confirmed when asked directly.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník SŠ (dříve nižší gymnázium)\nHobbies: zvířata a knihy o nich, biologie\nDiagnoses: ADHD\nDisorders: Nepozornost,Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Proactive solutions, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1201", "student_age_year": "16 let, 1. ročník SŠ (dříve nižší gymnázium)", "student_hobbies": "zvířata a knihy o nich, biologie", "student_diagnoses": "ADHD", "student_disorders": "Nepozornost,Nesoustředěnost", "teacher_approbation": "Mgr., biologie, tělesná výchova a výtvarná výchova", "teacher_practice_years": "17", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/592", "content": "TEACHING CASE STUDY\n\nBackground:\njust got my eighth grade Czech language classes right now and the problems have been there since the beginning, when I started teaching it. Sometimes I struggle with discipline in new classes they assign me and this class is no exception, but I feel like I'm struggling in this class so far.\n\nSituation (Anamnesis):\nThe teacher heard from other colleagues that there are some minor problems with that class. It also depends a lot on what subject interests the class and especially the problem group of students.\n\nTeacher Intervention (Solution):\nusually try to calm them down when they are disruptive and create noise in the classroom. Then I must warn them that their behavior will not be repeated later in the lesson and if they do not obey my words, I will warn them that I will transfer them or assign some extra task. The atmosphere is very disturbing, they shout, they don't pay attention to the lessons, they deliberately look for ways to disturb the peace in the class. The student kicked a chair that his classmate had previously pushed into. 'Why are you kicking the chair?' I asked him when he didn't stop. 'He rammed into her,' he replied. I don't want to transplant them permanently, because it didn't pay off for me a few times and, on the contrary, rather took revenge. That's why, for example, I only temporarily transfer them to that one lesson, or I call one of them to the blackboard to solve some exercise and sit in the student's place among the others who are also interrupting, which takes up time while the students are working. I don't know them well enough to push them or make any long-term changes that would prevent them from breaking discipline. Once I get to know them better and these issues continue to occur, I definitely plan to plant them. For now, I confronted the problematic group of four, saying that if they intend to behave like this in class, I will invite their parents and I will consult with them until the discipline problems stop.\n\nOutcome:\nFor now, the teacher is trying to get to know the new class before establishing a solution that would be beneficial for both parties.\n\nStudent Profile:\nAge/Year: 8. třída, konkrétně čtyřčlenná skupina\nHobbies: X\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Support, Warning\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "592", "student_age_year": "8. třída, konkrétně čtyřčlenná skupina", "student_hobbies": "X", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské, magisterské", "teacher_practice_years": "23", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/11", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose in the morning in the group while playing a board game that the boy wanted to play together with other children. She was present at the game at this time as a teacher's assistant, now M.Sc., with whom I do my internship. The game was not difficult, but still the boy started to lose after playing for a while. Then, out of nowhere, he refused to continue playing, became irritable, taciturn, and became angry for no reason and left the group of children he was playing with. So the boy failed to be included in the team again. In this situation, the teaching assistant tried to resolve the situation. So she tried to get out of the boy what was happening and what was the cause of his behavior. So he and the boy went into the corridor to calm down and find out what was causing this problem.\n\nSituation (Anamnesis):\nThe student lives together with both parents and with his brother who is 2 years older. The boy is primarily cared for by his mother or his grandmother, who brings him to and from school. He and his brother go to the same school, but they don't have a good relationship. Mainly because the boy is favored over his brother at home. The boy is more backward and in some situations very independent. He suffers from childhood autism and ADHD. His brother, on the other hand, is very clever, talented, problem-free and tries to distance himself from his brother and avoids him. The mother shows no interest in improving the relationship between the brothers. The boy does not like to lose and any little thing can throw him off. The boy's reaction depends mainly on his mood on the given day, but it also manifests itself completely unexpectedly.\n\nTeacher Intervention (Solution):\nThe boy has a very good relationship with the assistant, so he went out into the corridor with her without any problems or objections. There was a short discussion in the corridor. After a short conversation and a stay in the corridor, which lasted about 30 minutes, the assistant managed to find out that the boy did not really understand the game. So she agreed with the boy that they would practice this game together in the morning in the group, so that he could then play alone with other children. Teaching assistant: 'What's going on?' Boy: 'I don't really understand.' Teaching assistant: 'What don't you understand?' Boy: 'The game.' Teaching assistant: 'You go to school to learn something and now we've come across something you're not good at, so we're going to train you.' Boy: silent…. Teaching assistant: 'What do you think?' Boy: 'Okay, we can.'\n\nOutcome:\nThis situation was resolved successfully. After talking with the assistant, the boy calmed down and returned to the children, at least as an observer of the game. This situation did not affect the lessons in any way, and the boy functioned as usual all day. Although the solution to the problem took place gradually, the boy accepted the assistant's suggestion and still occasionally plays this game with the children without any problems or offensive scenes.\n\nStudent Profile:\nAge/Year: 7 let, 2. třída\nHobbies: hraní videoher\nDiagnoses: Dětský autismus,ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Support, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "11", "student_age_year": "7 let, 2. třída", "student_hobbies": "hraní videoher", "student_diagnoses": "Dětský autismus,ADHD", "student_disorders": "", "teacher_approbation": "Mgr. (občanská výchova, výtvarná výchova)", "teacher_practice_years": "", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/148", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student exhibited strange behavior during physical education class. He screamed 'I'll kill you!' and chased one of his classmates.\n\nSituation (Anamnesis):\nThe student had seizures during which he was a danger to his classmates. Otherwise, however, he was completely normal.\n\nTeacher Intervention (Solution):\nOnce I was put in charge of substituting ninth graders in physical education. I didn't teach this class, so I didn't even know the students. I let them choose what they would play in the stadium and watched everything. They chose softball and went to play in peace. At one point, however, two boys started chasing each other around the stadium. The one he chased started shouting 'I'll kill you!'. However, I didn't attach much importance to it, something like that happens often during exercise. I thought they were just fooling around. Before I could yell at them to stop because they might get hurt, the others grabbed the student and pacified him until he calmed down. Only then did I learn about his seizures.\n\nOutcome:\nwas in shock at the time and wondered what could have happened if the others hadn't caught him. However, it was clear that this did not happen for the first time, as everyone was perfectly coordinated. I didn't have that class again after that experience, so I have no idea if it happened again. Even so, it remains my worst experience of the class.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: Není známo\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Verbal aggression\nSolutions Applied: Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "148", "student_age_year": "14 let, 9. ročník", "student_hobbies": "Není známo", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "30 let", "problems_annotated": "Emotional outbursts, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/728", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation required increased attention, as it was known that the student had a problem with drugs, specifically with marijuana. During the workshop work, he was under constant supervision to avoid any complications and the teaching could run smoothly. Although I had to leave the lesson for a while and asked a colleague to supervise the students, the morning part passed without incident. Pupils worked in a circle and completed the assigned tasks.\n\nSituation (Anamnesis):\nThe student was able to work, but required constant supervision. Monitoring his behavior during breaks was essential, as he was known to use psychotropic substances and what effects they had on him. He participated and cooperated in class, but after taking the narcotic substance his condition worsened significantly, which resulted in slowness and inability to move, and therefore the inability to continue teaching and completing tasks.\n\nTeacher Intervention (Solution):\nAfter returning from lunch, the student was found sitting behind the circle with his head down, without any activity. A colleague asked him the reason for his inactivity, to which the pupil replied that he could not work because he 'had no legs'. After another question from a colleague if the student was not feeling well, he admitted that he was 'blowing after lunch'.\n\nOutcome:\nImmediately after admitting the use of marijuana, the police were called, who conducted tests confirming the presence of the drug. The school was informed of the situation and contacted the student's mother to address the consequences of his actions. However, the mother defended herself, saying that her son is already an adult and she has no chance to influence his behavior. Although the student continued to attend classes for a few days, his desire to work completely disappeared. Due to the seriousness of the incident and the school's zero-tolerance policy for substance abuse, the student was ultimately expelled. However, the teacher thinks that the mother did not manage to raise her son.\n\nStudent Profile:\nAge/Year: 18 let, 1.ročník na oborové škole\nHobbies: x\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "728", "student_age_year": "18 let, 1.ročník na oborové škole", "student_hobbies": "x", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bakalář", "teacher_practice_years": "14 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/283", "content": "TEACHING CASE STUDY\n\nBackground:\nTeacher J.: I had only met the student whom I described to you during the negative experience in person before he left school once. That's when I accidentally overheard him asking his classmate out on a date, but she turned him down, saying that she wouldn't go anywhere with a chicken brain. He gave her a few curses and very peppery ones, but the girl did not let herself be put to shame and cursed him back. That's when I felt a pang of guilt inside me. So I waited here for a while, thinking that they had both left. But I saw a student sitting in the corridor with his back against the wall. I came to him and told him to get up and come with me. On the way here I asked him what it was like to be on the other side. The student replied, 'You're right, it's not much.'\n\nSituation (Anamnesis):\nAnamnesis given below in memory of the then eighth and ninth grade.\n\nTeacher Intervention (Solution):\nAfter his answer, we remained silent until the end of the journey outside the school. I sat down on the grass outside and motioned for him to take a seat next to me. Teacher J.: 'I'm sorry for the way she offended you in front of her classmates.' Student: 'I'm sorry too. It was foul and disgusting of me.' Teacher J.: 'That was it. We were both on edge and it just happened. It is now forgotten.' So I offered him my hand as a sign of peace and he accepted my gesture. Then we exchanged only a few sentences and before I left I said to him: 'Maybe if you stop swinging around with sharp elbows and dirty words for both boys and girls, and have a nice word for others from time to time, then he will understand what you are Remember one simple thing: Do unto others as you would have them do unto you.' With those words I left and left him sitting on the grass with his own thoughts.\n\nOutcome:\nTeacher J. said that she later learned from colleagues that the pupil apologized to all his classmates, to whom he had previously been nasty and bullied. On the day he was leaving elementary school as a nine-year-old, he came to her office with a big bouquet and thanked her for the lesson she had taught him.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: sport, videohry\nDisorders: Arogance,Nepozornost,Rušení výuky,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "283", "student_age_year": "14 let, 8. třída", "student_hobbies": "sport, videohry", "student_diagnoses": "", "student_disorders": "Arogance,Nepozornost,Rušení výuky,Šikana", "teacher_approbation": "RNDr", "teacher_practice_years": "20", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/299", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation is quite problematic. She has silent epilepsy and likes to use it when she doesn't want to work in class. We had the fourth hour. A lesson of Czech language. I had a problem with my student the class before that. She didn't want to work and made a mess during recess. I challenged her to read a piece of text in the textbook and the pupil did not react at all. When I gave the floor to someone else, she started talking with her classmates. After a while, I called her again and the whole situation repeated itself. She didn't respond to me and then she was having fun again. It happened twice more.\n\nSituation (Anamnesis):\nŽačka comes from a divorced family and lives only with her father. She leads the education of the child in a rather unique way, which I think is not good for the student or her surroundings. The student does not like going to school and uses her silent epilepsy to do so. She is not particularly popular with the other students because she often lies to them and manipulates them.\n\nTeacher Intervention (Solution):\nWhen this situation was repeated for the umpteenth time in class, I lost my patience. I no longer knew how to motivate her to cooperate with me. My heart was pounding and I told her that she could start listening to me and that if I tell her to do something, she should do it.\n\nOutcome:\nIn the short term, the result was that the pupil was offended and angry for the rest of the lesson and did not cooperate with me at all. I was also excited and the lessons were no longer so calm. The children sensed it too and sat stunned for the rest of the lesson. In the long run, it had no particular impact. The next day, everyone was fine, as if nothing had happened before. Unfortunately, the pupil did not learn anything from this and this behavior continues.\n\nStudent Profile:\nAge/Year: 12 let, 4. ročník\nHobbies: kreslení\nDiagnoses: Epilepsie\nDisorders: Lhaní,Simulace\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "299", "student_age_year": "12 let, 4. ročník", "student_hobbies": "kreslení", "student_diagnoses": "Epilepsie", "student_disorders": "Lhaní,Simulace", "teacher_approbation": "Magisterské vzdělání v oboru český jazyk", "teacher_practice_years": "6", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/619", "content": "TEACHING CASE STUDY\n\nBackground:\nentered the classroom together with the bell ringing, as usual. I noticed that one boy was crying, I went to him and asked what happened. The student told me that his mother had given him money to pay for a set of sheet music for playing the piano for the Elementary Art School. He said that his mother put money in his wallet, but that when he went to check the money at recess, it was not there. I reassured the boy that we would definitely find his money and I asked the class which of the students knew that the boy had more money with him. However, no one came forward. I invited the students to look in their wallets to see if they had any money, but they all only had a few change in their wallets. The boy began to cry even more, saying that his money would never be found and that he really needed new notes. So I decided to approach a more radical solution, I called on all the students to put everything they have in their briefcases on the desk and I said that I would check their briefcases. At this moment, I was expecting someone to confess, but it didn't happen. So I started going through the students' briefcases, when I came to one boy who was quite pale in the face, I asked him if he had taken the money, but he denied it. I looked in his briefcase, there was nothing there. Then I realized that my son also had the same briefcase and that there was a small inconspicuous raincoat pocket underneath. I opened the pocket and found money there. I returned the money to the boy and he was happy to have money for new sheet music. After an hour, I called the boy who took the money to my office and asked him why he took the money.\n\nSituation (Anamnesis):\nThe boy who took the money is a problem-free student with average grades. He had never done anything like this in the past and there were no problems with him. He is popular in the team, he is by no means an out-of-touch individual.\n\nTeacher Intervention (Solution):\nI talked to the student in the office and he explained at length that he didn't take the money because he wanted to hurt a classmate, he just wanted to buy a new PC game. We talked for a long time and I explained to him that even if he only took 10 from him, that too was theft and that one shouldn't steal. Towards the end of our conversation, the student seemed to understand everything and went to apologize to his classmate.\n\nOutcome:\nImmediately after the incident, the boy apologized to his classmate and the next day he brought him chocolate to reconcile. This incident did not manifest itself in the following hours, and after some time the boys started talking to each other as if nothing had happened.\n\nStudent Profile:\nAge/Year: 12 let, 6.třída\nHobbies: Skateboard, kolo, PC hry\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "619", "student_age_year": "12 let, 6.třída", "student_hobbies": "Skateboard, kolo, PC hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Ukončená VŠ, titul Mgr.", "teacher_practice_years": "19", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/292", "content": "TEACHING CASE STUDY\n\nBackground:\nProblematic behavior in the pupil arises repeatedly and we try to work on it from a long-term perspective. The student has trouble paying attention in class, he usually lags behind other students in both individual and group tasks. Above all, when working in a group, the student apparently does not feel very well, because he is rejected by others, because he is slow and does not help them much, rather he delays them. A relatively heated situation occurred last spring. I would say that it has been coming for a long time. It was a classic school day, when the children and I combined a short explanation, group work and individual work in the lessons. The students were tasked with calculating the examples on their own, and then we were to check the exercise together. When I went around the children towards the end of the activity, I found out that while some had already finished or were finishing, the student had not started at all. I asked what happened, if he wasn't listening to the assignment or what was going on. To that, the student replied that he simply did not want to do it and would not.\n\nSituation (Anamnesis):\nThe student lives only with his mother, he has been diagnosed with ADD. This is probably connected to the student's dislike for any activity at home or at school. The student does not attend any interest groups, his hobbies include computer games. He has a very good relationship with his grandfather, with whom he welds and thus creates interesting models. His mother is very supportive of his preparation for school.\n\nTeacher Intervention (Solution):\nIf I remember correctly, we solved the situation on the spot by me trying to ask him why he didn't want to do the exercise. To that he replied that he was not good at it and that he didn't enjoy it. That's why I told him that he needed to practice it precisely because he couldn't do it, so that he would be able to do everything else that would follow later, and I showed him how to count the examples. We managed it together, but after an hour I agreed with him that such an approach should not be repeated and we should discuss it together with my mother. So we arranged an individual meeting with the mother, at which the pupil was also present. We solved together the situation that occurred in the classroom. It turned out that not only in the classroom, but also at home, the student's lack of interest in any activity is a big problem. The reason given by the pupil was his alleged failure in everything he does. He always commented on the fact that he refuses to devote time to the curriculum to improve or speed up his work to the level of his classmates by saying that he simply does not enjoy it. That's why we agreed that we will try to start doing things that he enjoys at school. I found out that the student really enjoys welding with his grandfather in his free time. So we agreed to do a project week in which he would present his hobby to the class. Work on his project as well as other efforts to improve, such as regular practice with mom (for example, reading 20 minutes a day, etc.), we wrote together in a contract, which the students undertake to follow in the event of such problems and should lead to the correction of these problems. The contract was signed by the pupil, mother and me.\n\nOutcome:\nThe student prepared the project and successfully presented it, he had photos of him and his grandfather welding in the presentation, he actually explained the whole process. He even brought back models of the weapons they made, which really impressed the other kids. Everyone was excited about his project and I think it really rose to the others. I also think the fact that he got a chance to shine and experience some personal success of his own moved him a lot. Immediately afterwards, he felt like learning himself. We are still struggling with it a bit, he is also still a little slower than the others, but he is making huge progress in his approach to completing tasks in class. That's why I started to include the creation of projects related to the currently discussed topic more often in the teaching, which the students quite enjoy and I think that this method of learning suits the student quite well. However, there is still room for improvement.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nHobbies: Počítače\nDiagnoses: ADD\nDisorders: Pasivita,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Agreement, Support, Proactive solutions, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "292", "student_age_year": "10 let, 5. ročník", "student_hobbies": "Počítače", "student_diagnoses": "ADD", "student_disorders": "Pasivita,Nepracovitost", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Proactive solutions, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/514", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in physics class started when the teacher was describing the operation of an electric motor and the student was disrupting the teacher's explanation with his knowledge about electric motors. He tried to attract attention by telling about his visit to collect raw materials and the subsequent assembly of an electric motor at home. The teacher tried to calm the student, listened to part of his story and asked him to finish the rest after the bell rang.\n\nSituation (Anamnesis):\nAn eighth-grader diagnosed with Asperger's syndrome has second-level support measures in place. He grows up in a complete family with his parents and younger brother. He attended elementary school in the town where he lived until the sixth grade, then at the request of his parents he was transferred to an elementary school in a neighboring village due to bullying by his classmates. At his original school, he was not accepted into the collective, he was ridiculed. At the current school, he is integrated without difficulty and is accepted by the team. Among the typical manifestations of his behavior are lack of concentration, the need to be interesting to the team, a frequent tendency to lecture, demanding adherence to a set schedule, restlessness and nervousness when teaching changes. Also diagnosed are learning disabilities, difficulty in writing, higher error rate when reading, easy tiring, less independence and less alertness in the performance of duties.\n\nTeacher Intervention (Solution):\nThe teacher asked the student what he knew about electric motors. The student began to tell about his experiences with the production of an electric motor, about visiting a scrap yard and welding parts at home. The teacher interrupted him by saying that he would first explain the theory of electric motors and at the end of the lesson the student would have space to tell his story.\n\nOutcome:\nThe student calmed down after this interaction, paid attention to the teacher and was given the opportunity to finish his story before the bell rang. This approach was effective, and it is important to choose a solution that does not confuse and unsettle the student. Agreement instead of command has proven effective. This solution worked for a long time, especially during physics classes, which were very satisfactory to the student. He always listened to the teacher's explanation and could add his own experience at the end of the lesson. Other students also used this option, which contributed to maintaining a calm atmosphere in the classroom without shouting.\n\nStudent Profile:\nAge/Year: 14 let, 8.ročník\nHobbies: Všechno ho zajímá, vše zná. Zajímá ho elektronika, stroje.\nDiagnoses: PAS – porucha autistického spektra\nDisorders: Rušení výuky,Nepozornost,Potřeba pozornosti,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Agreement, Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "514", "student_age_year": "14 let, 8.ročník", "student_hobbies": "Všechno ho zajímá, vše zná. Zajímá ho elektronika, stroje.", "student_diagnoses": "PAS – porucha autistického spektra", "student_disorders": "Rušení výuky,Nepozornost,Potřeba pozornosti,Nepracovitost", "teacher_approbation": "Mgr. Obor speciální pedagogika", "teacher_practice_years": "10", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/701", "content": "TEACHING CASE STUDY\n\nBackground:\ncame to work like any other day and started preparing for the Czech language lesson in the room for individual education. From half past seven, the pupils began to arrive gradually. First, they changed in the locker room, saw the prepared regime in the common class and started playing at recess. We always start the activities at eight o'clock. Since I work with pupils with autism spectrum disorders at a primary school established according to §16, paragraph 9 of the Education Act, I mostly work with each pupil individually. That was the case on this day as well. I had my lessons prepared, all the tasks were structured (in boxes or files) and the climate in the classroom was optimal. So I took the transit card in my hand and came to the student. Even when handing over the transit card, problematic behavior occurred (spitting on the teacher). Here, however, all it took was an increase in voice, to which the student responded by stopping spitting, getting up and going to the regime. From the mode where he put down the transit card and took a card called 'reading and writing', he left with me to an individual room. The student sat on the chair, I sat opposite and handed the first structured box with the task. Completing the task consisted in sorting letters of different font and color. After a few seconds of work, the student grabbed the entire box and threw it behind him. Together we had to get up and go clean the box. During the cleaning, there was also fluffing and my threats of 'ugly'. After cleaning up the discarded box, the student's behavior seemed to calm down and we could continue learning. The next task, for a change in the notebook, was a bit more difficult. The student had to cut the prepared components and paste them into a table, in which a certain algorithm had to be followed. I had to verbally accompany the task a lot, interfere with cutting and gluing. I often had to use the word 'bad', for which I always got a kick under the bench as a response. The whole situation escalated when I ended the activity before all the tasks were completed because there was no point in learning that day. The student was so angry that he lashed out at me. By accident, he hit me right in the face and scratched my eye. Since I could hardly see, I took him out of the room at least with the rest of my strength, didn't give any reward for the activity, stuck the ugly guy on the motivation board and very emphatically explained that this really shouldn't be done. The whole situation ended with the fact that, on the one hand, the student did not understand what was happening and what I was actually saying, and on the other hand, he knew that he had done something wrong - obviously when I get angry.\n\nSituation (Anamnesis):\nThe student has a recognized diagnosis of autism spectrum disorder (specified: childhood autism) and an associated moderate mental disability. Since early childhood, he has been dealing with this disability and a lot of problems associated with it. He went through early care, a special kindergarten and is now educated at a primary school established in accordance with §16, paragraph 9 of the Education Act. It is very specific and unpredictable in its behavior. The student has a very weak understanding (of instructions, situation, orders, actions), his speech is not developed. He picks out only sounds and repeats the learning of the word without understanding and understanding the meaning (echolalia). However, his gross and fine motor skills are at a very good level. Therefore, he is capable of physically attacking people in the vicinity. The student's advantage is that he has discovered his level of strength, which is really great, and he can use it. He is also hypersensitive to a lot of sounds and noises, but at the same time he makes loud noises that can be compared to humming and constant honking or humming. When making sounds, it's more about playing with speakers and discovering what new things can do. The student likes his classmates very much. However, he cannot play with them or establish contact due to the absence of speech. He reacts inadequately and aggressively to the speech of his classmates (slamming, kicking, slapping). The student does not harm his classmates on purpose or in any premeditated way. Aggression is his way of expressing that he doesn't like something, that something hurts, doesn't entertain, or annoys him. So far, it has not been possible to find a suitable way of motivation that would stop his problematic and inappropriate behavior. The student has been attending primary school for the seventh year. Over the course of seven years, the composition of the class has changed several times so that the student feels as comfortable as possible at school. Unfortunately, he is such a specific student that it is not possible to create ideal conditions for him for education and learning to spend his free time. The only person who pays for the student is his twin sister. Even the parents have not yet found a way to prevent or at least mitigate his problematic behavior. The situation that occurred at school was preceded by several previous situations. In retrospect, we learned that the student did not want to go to school that day at all, he protested at home and also on the way to school. Even during all the activities before the actual teaching, his mood was bad and maybe even slightly frustrated. Since, according to him, everything was wrong from the morning, it was evident that there would be a problem with learning, where he must always exert the greatest strength and a great degree of concentration, attention, thinking, memory and all his learned skills.\n\nTeacher Intervention (Solution):\nWhen dealing with problematic behavior in a student, I am immediately faced with several pitfalls that constantly complicate the solution of the situation for me. First, it is the student's inability to understand the whole situation. To understand that his kicking, banging and similar assaults hurt me. Furthermore, it is his inability to respond adequately and express dislike, pain, a bad day, or simply a misunderstanding of the assignment. Other no less easy obstacles include his absence of speech and little understanding of the meaning of words. I'm also not sure to what extent he understands the picture system we use - he recognizes the pictures, but I never know if he understands exactly what they mean. In order to solve problematic behavior, I first used a few reminders, which I hoped would moderate the student's behavior and enable him to complete tasks ready for learning. In the case of a greater degree of problem behavior, I verbally reprimanded the student several more times (with a prepared visualization), but then took him out of the classroom back for a break and thereby ended the activity prematurely. She collected the pre-arranged material reward for which he was exposed to work that day (chips). Then I approached the motivation table (from the point of view of social rewards), where he has exactly visualized good and bad behavior and stuck the so-called 'ugly'. I continued to describe in a raised voice in simple sentences, or just words, what had happened and what would follow from it. For a better understanding, I still used the motivation chart for good and bad behavior (visualization). It must be added that the whole time the student had to feel that I was the one who had more say. This is very difficult to achieve with the pupil - he is very tall and also has great strength. The only time he considers others to be of greater authority is if you are greater than him. Case in point, if you're a man (but not his father). It was therefore necessary to sit the pupil on the ground with the help of another teacher, and I stood over him throughout the whole arrangement.\n\nOutcome:\nIn terms of a short-term solution, i.e. immediately after the incident, the pupil really calmed down and worked as he should for the rest of the day. He no longer allowed himself to protest or boycott the situation, aggressive behavior towards other teachers or classmates. It startled him when he scratched my face. That really helped make him realize at least that something was wrong. He was expecting my immediate reaction to the strain. Instead, I checked my eye and did not pay attention to the pupil at that moment. From the point of view of a long-term solution, however, one situation is not restrictive or limiting for him. The student forgets the incidents very quickly and most importantly, the cause of his problematic behavior is his disability. Often, he might like to forgive and break away from the affective, problematic behavior, but he can't help it. It must pass and cannot be finished until it runs and reaches the finish line (if the runner starts). All of us at school try to make him feel comfortable, understand everything as best as possible and not have many situations where he doesn't know what to do. Nevertheless, we do not manage to catch everything we need and a problem arises.\n\nStudent Profile:\nAge/Year: 14 let, sedmý ročník\nHobbies: Plavání, trampolíny, prolézačky, dětská hřiště, zábavní parky  Bruno, Bongo)\nDiagnoses: Porucha autistického spektra,Dětský autismus,Mentální postižení\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression\nSolutions Applied: Consequences, Disrespectful communication, Transfer of student, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "701", "student_age_year": "14 let, sedmý ročník", "student_hobbies": "Plavání, trampolíny, prolézačky, dětská hřiště, zábavní parky  Bruno, Bongo)", "student_diagnoses": "Porucha autistického spektra,Dětský autismus,Mentální postižení", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání, obor speciální pedagogika", "teacher_practice_years": "6", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1048", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the time when the student's problematic behavior occurred, I had only been working in education for the third year. Before that, however, I worked in a children's home, so I faced problematic behavior in children almost on a daily basis. The student had a postponement of compulsory school attendance, the biggest problem during classes were his tantrums - during the first year of the special primary school, he had a period when he sat down at the desk and started banging his head and his hands violently. Subsequently, he tried to bang his head and me at the moment when I was standing behind him at the bench. With his behavior, he caused me and my colleagues physical pain - but after that we got used to him and knew when to be careful. The pupil's behavior worsened the most when he was at home for a long time, i.e. at the time he had that injury and at the time of covid-19. In the second year, the pupil's behavior improved, he became more integrated into the school team, gradually becoming aware of the daily routine. At the moment when a student's problematic behavior occurred - hitting others, throwing things at others, biting, banging on the bench, we dealt with it in different ways - we went for a short walk outside with the student, engaged in other activities, etc.\n\nSituation (Anamnesis):\nThe student has been diagnosed with a severe mental disability and autistic features. At the time of his problematic behavior, he lived in foster care, but spent more time at home with his mother. His grandmother accompanied him to school. The student had two postponements of school attendance, he did not go to kindergarten. He had an accident at home and missed a lot of school hours as a result - after three months at home he received a court order to attend school. The pupil's mother had a period when she got the impression that she was the only person who could help the most - she cooperated with the teachers 'in her own way', i.e. she sometimes blamed teachers for the student's worsening behavior and sometimes downplayed his behavior.\n\nTeacher Intervention (Solution):\nThe student practically could not speak, all communication took place mainly using pictures, pictograms and objects - it was not always successful. In short, I can say that the student's behavior was resolved by greater inclusion and realizing that he is in a group of other children. Changing the approach to calm his tantrums also helped to solve the problem behavior – we went for a short walk together, played relaxing music, played with a ball, etc.\n\nOutcome:\nThe student made great progress in fine motor skills, improved his behavior - changed approach to solving problematic behavior - walks, change of environment, other activity, etc. Stopped self-harming. He began to respond successfully to simple commands such as: get dressed, take off.\n\nStudent Profile:\nAge/Year: 10 let, 2. ročník\nHobbies: Zájem o balónky\nDiagnoses: Těžké mentální postižení,Autismus\nDisorders: Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Selfdestructive behaviour\nSolutions Applied: Support, Proactive solutions, Working with the collective, Transfer of student\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1048", "student_age_year": "10 let, 2. ročník", "student_hobbies": "Zájem o balónky", "student_diagnoses": "Těžké mentální postižení,Autismus", "student_disorders": "Emoční labilita", "teacher_approbation": "Učitelství pro SŠ – pedagogika-soc. práce + psychopedie – spec. ped.", "teacher_practice_years": "17 let", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Proactive solutions, Working with the collective, Transfer of student", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1306", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the time when this problem occurred, I was a class teacher in the 7th grade. Since I teach in a village, the classes here are quite small and all the students get along well most of the time. It will also probably be due to the fact that we have a maximum of 12 students in one class, so everyone has fun with everyone. This situation occurred between the pupil and the pupil B. The pupil B often got angry and annoyed the pupil during breaks and during class. They also often argued with each other. One day, when student B was pestering him again, the student thought he had had enough. He grabbed student B's arm and hit her with full force. Student B developed a large purple bruise on her arm. The very next day, the student's mother came to the school and demanded that the student be punished. She said that he attacked her daughter and that such behavior of a student is unacceptable.\n\nSituation (Anamnesis):\nPupil - an extroverted boy with average grades, he has fun with everyone in the class, his dad is a farmer and he is convinced that he will do the same, he also enjoys football and computer games. Student B – extrovert girl with excellent grades, few friends due to very few girls in the class, her biggest interest is horse riding.\n\nTeacher Intervention (Solution):\nAfter my interview with pupil B's mother, I called the pupil's mother. Of course, she didn't know about this situation because her son didn't tell her. This problem was unique, so at first she was very surprised that something like this happened. After I explained everything to her, she agreed that her son should be punished. However, the student's mother wanted the girl to be punished as well, because she thinks she started the problem. She said that if both were not punished, then no one should be punished. Fortunately, the student's mother took it well and agreed that they should both be punished in some way to prevent this behavior from happening again. I spoke with the student face to face and explained to him why such behavior is unacceptable. Next, I tried to find out from him what led him to do this and why pupil B bothers him so much. I had a similar conversation with student B, to whom I explained that if the student doesn't want to talk to her, then don't keep digging into him and try to get his attention. I also had an interview with both actors at the same time, where we discussed in depth how to avoid such a situation in the future. They both said it to each other, and in the end they were glad they had this conversation.\n\nOutcome:\nthink I would classify this problem as one that has been solved well. Although I did not follow the 'table' procedures, the problem never recurred. Male and Female B began to have fun together normally and were even able to work together in a group. There were no such disciplinary problems in the classroom after that and they functioned well as a team.\n\nStudent Profile:\nAge/Year: 7. třída, 13 let\nHobbies: Fotbal, hraní na PC, zemědělství\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: (Disciplinary) Punishments, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1306", "student_age_year": "7. třída, 13 let", "student_hobbies": "Fotbal, hraní na PC, zemědělství", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bc., Aj", "teacher_practice_years": "16", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/507", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the 2nd grade, the pupil's overall Czech was assessed as poor. He had a poor grip on stationery, uncoordinated writing, omitted diacritics, did not distinguish Y/I, omitted letters including their substitutions, and garbled or made up words when reading. The student was very unfocused and thus demotivated. He did not enjoy school activities, but during breaks he was one of the livelier children.\n\nSituation (Anamnesis):\nThe student was sent to the counseling center, where dyslexia, dysgraphia, attention deficit disorder and also the 1st level of pedagogical support were confirmed. He developed an addiction to his cell phone while taking online classes. Withdrawal symptoms were seen during the lesson.\n\nTeacher Intervention (Solution):\nThe student started attending tutoring sessions because he was very far behind the class. Aids for a better understanding of the material discussed (work with tables, reading window for attention) began to be used. As he suffers from dyslexia and dysgraphia, a more individualized approach had to be set for him. He was given more time for dictation, he could write in print, he was given more time to check solutions. Attention was paid to a formative approach to evaluation. Marking was abolished and a great emphasis was placed on verbal assessment as well as on his self-reflection.\n\nOutcome:\nThe student has improved very slightly, but not significantly. Indeed, the improvement was minimal to stagnant. His addiction to the phone persisted, where he becomes nervous and unfocused during withdrawal symptoms. This again leads to a misunderstanding of the material being discussed, and the student thus lags behind the class.\n\nStudent Profile:\nAge/Year: 4.ročník, 9-10 let\nHobbies: pouze telefon a krvavé hry   Klíčová slova, která popisují situaci problematického chování žáka/žáků     1.\nDiagnoses: Dyslexie,Dysgrafie,Poruchy pozornosti a aktivity\nDisorders: Nepozornost,Závislost na technologiích\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Support, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "507", "student_age_year": "4.ročník, 9-10 let", "student_hobbies": "pouze telefon a krvavé hry   Klíčová slova, která popisují situaci problematického chování žáka/žáků     1.", "student_diagnoses": "Dyslexie,Dysgrafie,Poruchy pozornosti a aktivity", "student_disorders": "Nepozornost,Závislost na technologiích", "teacher_approbation": "Mgr.", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/130", "content": "TEACHING CASE STUDY\n\nBackground:\nThe oldest class of students with behavioral disorders is often fully occupied and when they gather in full, they tend to show off in front of each other who can screw up the teacher as much as possible, and it is important not to get carried away by this. But sometimes after a long day it becomes apparent that the teacher is only human. An expert in such situations is a student who treats teachers like classmates and doesn't skimp on swearing. One Friday, when I was waiting in their class as an assistant for the Czech teacher to come from the meeting, I gave them the task of reading from the reading book one by one and went to the office for the teacher's reading book, but when I came back, the student had a phone in his hand, even though I told him when I was leaving to put it in his backpack and prepare his reading book, and yet he was the only one who didn't have it ready and had his phone in his hand all the time.\n\nSituation (Anamnesis):\nThe oldest class of students with behavior problems is really a burden on the teacher's nerves, I spent two days there myself and I have never heard so many foul words in my life. The entire group of 8th grade students is built on a hierarchy where the highest ranking student drives the ones below him and one of the ways to move up this ladder is to beat up the one above you, also to dial the teacher. It is also true that these students often grow up in dysfunctional or incomplete families, and dirty words are a daily occurrence for them, and they often just copy the behavior they see at home and do not perceive the behavior as problematic, but as completely normal.\n\nTeacher Intervention (Solution):\nWhen I returned to the classroom and saw that the student had left his phone on the desk, I immediately went after him and said to him 'That's enough, we were talking about the phone, it's already 15 minutes after the bell and it should be in the backpack, so now he will be with me until the end of the day' and she took his phone from the bench, after which he objected, calling me insulting and cursing what right I had to take his phone. At first I tried to explain to him that the phone has no business in class and that I, as a teacher, confiscate it, but when he continued with phrases like 'may I take your things', I couldn't stand it any longer and my nerves got on my nerves and I started yelling at him yelling for him to calm down immediately, open his reading book and not provoke me anymore.\n\nOutcome:\nWhen the teacher arrived, the students were already calm and so was I, and the rest of the day a similar incident did not repeat itself, but I knew that I did not handle the situation in the best way and let myself get carried away.\n\nStudent Profile:\nAge/Year: 14 let 7.tříd a\nHobbies: otevřená otázka\nDiagnoses: ADHD\nDisorders: Lhaní,Vulgární vyjadřování,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "130", "student_age_year": "14 let 7.tříd a", "student_hobbies": "otevřená otázka", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Vulgární vyjadřování,Verbální agresivita", "teacher_approbation": "Magisterský titul", "teacher_practice_years": "3", "problems_annotated": "Diagnosis, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/585", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, the maid of honor came to me to tell me that a girl suddenly ran out of a group of children playing with stuffed animals and started vomiting and crying. They could not get out of the girl what had happened, whether she was feeling sick or just sick, so the girl was sent home. The next day the girl came to school, but she was behaving strangely. She looked as if something had frightened her and she jerked her gaze towards the boy in the penultimate pew. The girl was avoiding the surroundings, so I thought I wouldn't scare her any more, I just came up to her and told her that if she needed anything, I'd be in my office, I have tea and biscuits there, so she can come and anything to confide In the afternoon there really was a timid knock on the door and that girl came. After talking for a while on a topic that made her feel safe, she slowly began to move on to the reason why she came to see me. The boy in the penultimate bench was said to be showing her some video with naked people on his mobile phone and forcing her to watch until the end, even though she didn't want to. From the brief narration, I immediately understood what it was about, tried to calm the girl down, and after she calmed down, went home.\n\nSituation (Anamnesis):\nThe student who played the video to others probably didn't want to harm others in any way, he was just curious and had to share what he discovered. As it turned out, he had downloaded some pornographic video that he forwarded with the boys in class and while waiting for his parents in the school club, he also showed the video to children who came near him.\n\nTeacher Intervention (Solution):\nI invited the boys who brought and distributed this video to my office. I asked how they got the video and why they wear it to school. One of them is said to have found the video by accident on the Internet and brought it to school to show off to his friends, who of course also wanted the video. It seemed that they regretted the act, they didn't mean it badly and didn't want to get into trouble. The video was deleted from the mobile phones, the boys promised not to wear this to school again. Although I felt sorry for them, how scared they looked and that they regretted their actions, each of them received a reprimand from the class teacher and extra homework as punishment.\n\nOutcome:\nThere was never a problem with the boys in this area. The video seems to have been forgotten and I haven't noticed another offense with them. They are now studying at a gymnasium, where they have no problems. I would certainly appreciate keeping a cool head while dealing with both issues. The approach was professional to both victims and perpetrators. I also consider the idea of an anonymous mailbox to be successful. I would definitely think better about the punishment, it seems to me that these two problems have a different weight of offense, so the punishment should be different in each case and not identical. When dealing with a problem with a bully, I would definitely focus more on the girl after I heard about some problems in the middle of the year to see if she changed her behavior, the fact that the teacher learned that the bullying continued until the end of the school year, I she will come very late, she should have definitely increased her punishment by two for behavior. I would definitely deal with both cases with the parents, I would further grade the bullying with a 2 for behavior, and I would punish the dissemination of pornography with a reprimand from the class teacher. I would also be very impressed by the behavior and awareness of the mistakes of the culprits themselves, if I saw how they realize their transgression and regret it, I would easily reduce/extend the punishment, also according to the subsequent behavior in the following months.\n\nStudent Profile:\nAge/Year: Žák 1.stupně ZŠ\nHobbies: -\nDiagnoses: Dyslexie,Dysortografie,ADHD,Poruchy pozornosti\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Consequences, Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "585", "student_age_year": "Žák 1.stupně ZŠ", "student_hobbies": "-", "student_diagnoses": "Dyslexie,Dysortografie,ADHD,Poruchy pozornosti", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Mgr. – Vko, ČJ, Dě, výchovné poradenství", "teacher_practice_years": "25 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/332", "content": "TEACHING CASE STUDY\n\nBackground:\nIt started when my colleague and I smelled cigarette smoke in the school corridor. So we started to pay attention to how students from our classes (both teach 8th grade) spend the breaks between afternoon lessons. When we went to inspect the situation in front of the school, where the children are meeting at the ramps, it was immediately clear to us what we would find them there with - cigarettes in their hands. In the same way, a few days later I caught a student walking down the corridor towards the toilet and smoking an electronic cigarette.\n\nSituation (Anamnesis):\nIn the class there are mostly students from complete families, one student lives with her grandparents. Pupils try hard at school, most of them actually have normal results, they are not slackers.\n\nTeacher Intervention (Solution):\nMy colleague and I had the students call the office, we talked about why smoking is bad and that they are not old enough for someone to sell them cigarettes. About the fact that the worst possible place for smoking is a school on the property. We asked why they don't even try to hide, they told us that they don't see anything wrong with it, that this is their life and that if they don't light themselves here, they will anyway, but somewhere else.\n\nOutcome:\nMy colleague and I had the last word and we decided to call the parents if we see something similar again. Maybe we should have called now, but then they would think of us as crooks and if they don't despise us by now, they would definitely start suing. By giving them a chance to improve first, we showed that we believe in them, that they can prevent the problem themselves if they know about it.\n\nStudent Profile:\nAge/Year: žáci 7.ročníku\nHobbies: Seriály, počítačové hry, “chození po venku”\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "332", "student_age_year": "žáci 7.ročníku", "student_hobbies": "Seriály, počítačové hry, “chození po venku”", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterský titul z oborů Český jazyk a Občanská výchova pro druhý stupeň ZŠ", "teacher_practice_years": "27", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/324", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student joined my teaching group only in the second year. He and his mother moved to us from a larger city, where he attended a language course. He didn't know anyone here, I would have expected him to be more reserved and look around later. However, there were big problems with him from the very beginning. It all started with him elevating himself over my students and me through his graduation from a language school in a big city. Just a dude. It probably meant for him that he didn't have to participate in classes, carry assignments and even write tests. He was blunt. He was often rude, gave me various invectives, until I was often ashamed of myself.\n\nSituation (Anamnesis):\nHe stopped going to my classes, he refused to write the tests after returning to school, once he even tore up the test itself in front of my eyes, got up and left, saying that he would not let it go and that I had no right to rush him like that as soon as he returned. It was a vicious circle. When the test was announced to him, he did not come. When he could expect it on his return, he went to complain. So when, after several attempts and insistences, he finally came to write the test, he was able to argue with me every time, even about a letter. He tried to blame everything on my side.\n\nTeacher Intervention (Solution):\nHe never accepted compromises on my part, for him I was just a stupid teacher who doesn't understand anything... he doesn't understand who he really is. It was absolutely impossible to work with him and my classes became very bitter, I really didn't like going to classes with him. When he found out that he wouldn't walk, he tried the emotional way, which was that I sat on him. Due to high absenteeism and more than below-average results, and under the assumption that I sat for him, a situation arose that the pupil decided to undergo a committee examination after visiting the principal's office with his mother. He was not satisfied with the triple, which eventually came out of his grades.\n\nOutcome:\nWhat I regret the most is that I didn't have the opportunity to be at his examination, I was sick and the school therefore decided on a new committee, which sat without me (most likely under pressure from my parents). After my return to school, I found out that the student got a 4 on the test, he passed the test and the blame fell on me again. I wouldn't wish anyone to experience this. Due to the smaller town where our school is located, thank God there were no lawyers. But it was very close to it, there was not much left. The pupil's mother demanded that her son be transferred to another group, she didn't want me to take care of him, we weren't even supposed to meet. He was subsequently transferred to my colleague's group. However, the problems did not stop, a colleague complained about the same problems with discipline and attendance. The student still didn't fulfill his duties and his grades got worse, until finally he had to repeat the grade, where he ran into me again, because I taught the same group a grade below where he was now. His tenure at the school ended with him transferring to another school and moving. I don't believe that his indiscipline would break when he changed schools. I wish him only the best, on the other hand, he probably didn't realize what his behavior caused to everyone around him.\n\nStudent Profile:\nAge/Year: 17 ( 2.ročník gymnázia)\nHobbies: Cestování, počítačové hry\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Absence,Sabotáž,Vulgární vyjadřování,Neukázněnost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "324", "student_age_year": "17 ( 2.ročník gymnázia)", "student_hobbies": "Cestování, počítačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Absence,Sabotáž,Vulgární vyjadřování,Neukázněnost", "teacher_approbation": "Ing. (aprobace jazyk anglický)", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1467", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation involved brothers who attended 9th grade together. The siblings' educational problems began to appear gradually during the second grade of primary school. Everything culminated in the 9th grade, when both brothers were permanently late to class. During their absence, they were seen around the school - in the store, near the forest, in the park. At the same time, they carried apology letters signed by legal representatives. Family reasons were cited as the most common reason for absence. High absenteeism was not the only problem. The brothers disrupted the course of lessons with loud comments and inappropriate remarks directed at teachers or classmates. A few times they brought cigarettes to school and tried to smoke in the toilets. Teaching became very demanding for teachers, cooperation with legal representatives did not bring positive results. I invited both brothers to an interview to talk to them about their behavior at school. The older brother seemed very confident and measured. He wanted to give the impression that he had life under control, that the occasional walk behind school or a cigarette was no big deal. He spoke disrespectfully about the teachers, emphasized that the lessons at school are boring and that he does not need most of the knowledge that he learns at school. When he was told that he wouldn't get into high school with bad grades, he got nervous and angrily replied that I had no idea what was going on at their house, that he didn't care, that I could call the police, then got up and slammed the door to the principal's office and left The younger brother was much more nervous and aggressive. He didn't want to communicate with me much, he had a great feeling of being wronged, he saw others behind all the problems.\n\nSituation (Anamnesis):\nThe brothers were very troubled, with poor academic performance. They didn't care. They were angry at the whole world. They did not have a very good family background.\n\nTeacher Intervention (Solution):\nIn cooperation with the educational advisor, an individual educational plan was drawn up for the brothers. Pupils and pupils' legal representatives were introduced to this plan within the educational committee. The plan described the educational problems of the pupils and the gradual steps to solve them. It was agreed that the pupils would come for regular consultations with two assigned pedagogues whom the brothers had confidence in and whom they had determined together with the guidance counselor. The subject of the consultations was to share how the pupils did during the week, what they had problems with, what they will work on next. A month after getting acquainted with the plan, another meeting of the school management with pupils and legal representatives was to take place. The aim of the meeting was to verify whether the individual steps of the educational plan are being fulfilled.\n\nOutcome:\nFrom the beginning, the brothers came regularly for consultations every week, and communication with them went well. After two months, they gradually started skipping consultations. The legal representatives did not show up for the arranged meeting. As the headmistress of the school, I invited the parents to come to the school for a consultation. Only mom arrived. Communication with her was not easy, she tended to defend all her sons' transgressions. Nevertheless, she admitted that her sons were behind school a few times, but that she excused their absence so that they would not have unnecessary problems at school. She emphasized that it was up to the teachers to handle them. The mother also admitted that she is actually raising herself alone, as the father has no authority at home. I had a phone conversation with the pupils' father, where he explained that he was in a very bad state mentally, that he was on antidepressants. He said that his wife had found another man and wanted to divorce him. He seemed like a very indecisive person. It was clear from the interview that he was unable to manage the upbringing of his sons and the overall situation in the family. Unlike his wife, he admitted that the children grow up in an atmosphere of constant arguments between their parents. He saw the whole situation as his failure, but he didn't know what to do next. He couldn't find a solution. To the suggestion that they, as husband and wife, seek the help of experts, he replied that the wife did not agree. I contacted the social department with the request that they investigate the situation in the boys' family. Even this solution did not bring results. The social department visited the family, gave some recommendations. Although the boys stopped going to school, their behavior did not improve. They left elementary school in a riot.\n\nStudent Profile:\nAge/Year: 14 a 15 let, 9 třída, Sourozenci jeden s odkladem\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1467", "student_age_year": "14 a 15 let, 9 třída, Sourozenci jeden s odkladem", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magistr.  Učitelství pro první stupeň", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/994", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent with ADHD sat in a desk and papers were handed out. The student studied a lot for the paper because he had a tie in my subject and the midterm was approaching. The student had already seemed restless earlier that day. The moment he received a paper with a lower grade than he expected, he exploded and began scribbling aggressively with a pencil on the paper. He pushed so hard that he punched several holes in the paper and ruined the paper. He repeatedly did not respond to my calls, did not go to calm down and the situation was very heated.\n\nSituation (Anamnesis):\nThe student was communicative and friendly. But he took medicine that made him tired, in this tiredness it was easy to irritate him, He lived in a small apartment with his grandmother because his parents could not take care of him. The student had an assistant assigned to him in his class, who helped to regulate his disruptive behavior, and also assisted in lessons.\n\nTeacher Intervention (Solution):\nThe situation was resolved by the assistant taking the student out of the classroom and into the corridor. In the corridor, she helped the pupil to get out of his affect and discussed the situation with him with complete calmness. During the interview, she tried to use her words to motivate him to continue learning and suggested a strategy to achieve better grades. A diary was kept for the student, where he recorded how he behaved each day at school, there is also space for messages for parents. On that day, he received the stamp of the clouder and the parents were informed about the whole situation. The situation has not yet been officially resolved.\n\nOutcome:\nThe situation turned out well. In his affect, the student did nothing, apart from destroying the paper. His assistance managed to calm the student down and push him in the right direction. She knew the student well and knew that he meant well as a result. On the advice of the assistant, the student let himself be tested before the semester and got his grade right.\n\nStudent Profile:\nAge/Year: 13, 7. ročník ZŠ\nHobbies: papírové modely, počítačové hry\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Vandalismus,Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences, Support, Transfer of student\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "994", "student_age_year": "13, 7. ročník ZŠ", "student_hobbies": "papírové modely, počítačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Vandalismus,Emoční labilita", "teacher_approbation": "Mgr., anglický jazyk, český jazyk", "teacher_practice_years": "25", "problems_annotated": "Diagnosis, Emotional outbursts, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Transfer of student", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/567", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 11 let, 1A/8\nHobbies: astronomie\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons\nSolutions Applied: Proactive solutions\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "567", "student_age_year": "11 let, 1A/8", "student_hobbies": "astronomie", "student_diagnoses": "", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "29", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/136", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the online teaching, I repeatedly encouraged the student to turn on the camera, to log in faster and to pay attention in class, as the student was often late for classes during online classes or did not show up at all. He has trouble paying attention and answering basic questions asked in class. In my online classes, the student repeatedly interrupted or ignored my instructions.\n\nSituation (Anamnesis):\nThe class in which the student is located can be characterized as a class with a good team, where classmates are very empathetic towards each other and can perceive the needs of others, empathize with others and help each other. This classroom atmosphere is probably influenced in large part by the reality that a girl with autism has been attending for years. The student is often the center of attention in the classroom, as he invents new ways to attract attention or say something inappropriate or outrageous in the classroom every day. In class, he is close with one very empathetic classmate who helps him with his studies and motivates him to a better lifestyle. The student grows up in a foster family with two siblings adopted together with him and one stepchild of the foster parents. He has been in a foster family since he was four years old. The atmosphere in the family is tense. The pupil's mother constantly complains about his behavior and often uses intimidation in order to calm her step-child, suggesting that if he does not stop, she will send him back to the children's home. The student has a problem with maintaining attention, is unable to remain calm, often causes a commotion. He requires constant attention, which he tries to achieve through his comments to the teacher or problematic behavior during breaks.\n\nTeacher Intervention (Solution):\nused the 'flower theory' worksheet to solve problematic behaviour. This theory describes three basic principles when working with children and their families - hope, cooperation and creativity. Hope associated primarily with focusing the attention of children, parents and other interested persons on what they wish for (preferred future) and on what is already going well. Another flower represents cooperation, i.e. the ability to negotiate some meaningful common goal with clients (child, parents, institutions). The last flower symbolizes creativity, when various playful elements, painting, humor often appear when working with children. I followed this method or solution for two months, during which I regularly met with the pupil and his foster parents. At the joint meetings, we gradually touched on various topics and questions. The student received a presentation where he gradually wrote down the answers to the questions and discussed with me together with his parents. 'What's the first thing you want to learn?' - diligence. 'What will the new skill look like?' - I will do my assignments carefully and hand them in on time. 'Who will be your assistant?' - Classmate F. 'Why is it good to learn, what will change when a new skill enters my life?' - I won't have problems, others won't worry about me. 'Can you learn this skill?' - Yes. 'How would you like to reward?' - Go to Javorový. 'How will you train it?' - Practice every day at school and at home. 'How do you want your helpers to support you?' - He writes to me, encourages me. 'How do I know I've mastered a new skill?' - I'll be calm. Subsequently, a joint evaluation took place, where I asked the student and parents three questions: 'What did you manage?' - I went to classes, completed assignments. 'Is it time to celebrate yet?' - Partially, there is still room for improvement. 'Can you teach your skill to someone else?' - I do not know, perhaps.\n\nOutcome:\nDuring the meeting with the pupil and his parents, there was a problem with the mother's negative comments, so it did not bring much change. His parents did not take his small steps towards improvement seriously and did not value them significantly at all. Even though the student could see that he was trying, and after a while his activity in online classes began to improve significantly. His friend started writing him motivational messages and helping him with assignments and explaining something he didn't understand. I perceive a strong need for him to experience success, as his mother still sees him as a problematic child, there is a constant need to praise him for small successes and motivate him to change.\n\nStudent Profile:\nAge/Year: 13 let, 8. třída\nHobbies: Knihy, literární psaní, videohry, hudba\nDiagnoses: ADHD\nDisorders: Lhaní,Krádeže,Rušení výuky,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "136", "student_age_year": "13 let, 8. třída", "student_hobbies": "Knihy, literární psaní, videohry, hudba", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Krádeže,Rušení výuky,Nevhodné chování", "teacher_approbation": "Magisterské: Ostravská univerzita, Pedagogická fakulta – Český jazyk a literatura", "teacher_practice_years": "10 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1108", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the eighth grade, I am teaching citizenship education for the second year, i.e. one hour a week. So I've known the class collective for quite a long time, but I can't say that in any particular detail. Some problems remained hidden from the teachers, after they became apparent we started to take action and contacted the school psychologist. But I noticed the first signal in class, during the citizenship education lesson. There was self-harm during class. The student walks around dressed in extravagant models that cover her arms and legs, even in warm weather, I never noticed anything. We focused on eating disorders. We started with a mind map, part of the class was very actively involved here, they were interested in the topic and some even had a fairly deep knowledge of the issue. I currently rated this part of the lesson as successful. It appeared to me as a lively, stimulating, provoking discussion. Most of the students participated, I did not pay enough attention to those who did not contribute to the discussion, I did not notice how the mentioned student reacted to the individual points. Now I assess this part of the lesson as problematic, I did not register any signals that anyone was getting tense, uncomfortable, that they were affected by the given topic. I can only make this assessment in retrospect, the working atmosphere in the class was very pleasant, I really didn't notice anything that could warn me. In the next part of the lesson, we screened a short documentary and showed several photographs (mostly with the theme of anorexia). The effect was strong, the discussion started. It was only during the discussion that I noticed that the student was stabbing her forearm with a compass and restoring healed scars or creating new ones. The situation was very unreadable for me, I couldn't find a solution. At first I didn't even really see what he was doing. In addition to me, a classmate who was sitting behind the student also noticed it (she was sitting alone in the desk).\n\nSituation (Anamnesis):\nThe student is of average intelligence, artistically gifted. He draws very well, writes interesting styles, and also works on his own creations. She is interested in rather morbid topics, ghost stories, horrors, murders... She is introverted, withdrawn, quiet, not very social. It is characterized by low self-esteem, even a feeling of inferiority, signs of shame are visible, and often blushes in complicated situations. On the other hand, he is obviously trying to attract the attention of others with his appearance. She probably succeeds in this sometimes because of the risky behavior she exhibits - self-harm. She often deals with her gender identity, speaks of herself in both the feminine and masculine genders, and her closest relatives sometimes address her by a masculine name. In front of pedagogues, he mostly uses feminine forms in relation to himself, if he talks to his friends, some days he talks about himself exclusively in the masculine gender, other times it alternates. She is dressed very extravagantly, she prefers the color black. She regularly changes the color of her hair, paints her face with bold patterns, with a black pencil, sometimes in a black and white combination.\n\nTeacher Intervention (Solution):\ndid not react adequately in the given situation. I was surprised and taken aback, so I asked the most inappropriate question - what are you doing? Follow-up follow-up questions didn't improve the situation much: Why are you doing this? Do you know that you can get an infection in it? That you will always see those scars there? The classmates reacted relatively calmly, of course they knew about the self-harm, they just expressed surprise as to why he was doing it during class. It was a completely new situation for me, moreover, I was aware that the trigger signal was my activity in teaching. It certainly set the class going, we opened up on a topic she was very uncomfortable with that she probably has some experience with. The student is tall and slim, I don't know if she also suffers from an eating disorder, or if someone in the family has these problems. After class we talked outside the classroom, I invited her to talk to the school psychologist. She didn't want to, at least not yet. In the conversation with me, the student did not feel well, she obviously felt that I was pushing, which was probably true. I requested a consultation with a psychologist for myself to learn how to respond to a similar situation.\n\nOutcome:\nDuring the lesson, after the problem was revealed, the classmates reacted relatively calmly. I didn't want to discuss in front of everyone what he was doing and certainly not why he was doing it. I basically cut her off, told her to leave it at that, and didn't comment further. I could have reduced my own emotions, I have to admit that in retrospect. Communication between adults and students who self-harm is complex. After consulting with a psychologist, I was reassured that it is natural to be in shock. A person is taken aback, feels frustrated because he does not know how to help the person in question, or he does not understand his behavior. During the communication itself, it is important to get rid of all these feelings and not to react under the influence of emotions. It is important not to try to solve the problem immediately and think that quick solutions do not work. It is always necessary to contact the parents and inform them. Lesson learned - I should be careful about preparing activities, the presentation of which could lead to unexpected twists. Alternatively, think of a strategy to respond to similar situations immediately and effectively.\n\nStudent Profile:\nAge/Year: 14 let, 8.ročník\nHobbies: Výtvarné umění, péče o vzhled   tvorba image, sebeprezentace),\nDisorders: Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1108", "student_age_year": "14 let, 8.ročník", "student_hobbies": "Výtvarné umění, péče o vzhled   tvorba image, sebeprezentace),", "student_diagnoses": "", "student_disorders": "Sebepoškozování", "teacher_approbation": "Učitelství všeobecně vzdělávacích předmětů 5.-12. ČJ/ON a metodik prevence a výchovný poradce (specializační studium výchovného poradenství)", "teacher_practice_years": "32", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/620", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I walked into the classroom to start the lesson, two boys were fighting and threatening each other at the end of the classroom. I came to them and tried to stop their argument. The two boys who fought are students with worse results, they still provoke each other and often disturb each other. Even when I strongly told them to stop, they acted as if I didn't say anything and continued arguing. Suddenly, one of the two students took a chair and threw it at a classmate. The chair only hit him lightly in the hand, but it totally freaked me out. He didn't listen to my warning, didn't respond to my presence, and even threw a chair at a classmate. It pissed me off so much that I couldn't hold back, pulled the student out into the corridor and yelled at him until he cried. After this situation, I really blamed myself for my thoughtless reaction. I should have thought the situation through better and clarified everything calmly with the student.\n\nSituation (Anamnesis):\nBoth the student and his classmate are students with average grades, they are often disruptive and want to draw the teacher's attention to themselves. The class realizes that they are only trying to attract the attention of the others with their antics, so they don't pay much attention to them, but the students make all the more noise.\n\nTeacher Intervention (Solution):\nInstead of solving the student's behavior calmly, I reacted quickly and hastily. I didn't have to shout at him and I could solve everything more calmly. Later, I talked with the student again and ended the whole situation calmly. However, I do not consider my behavior appropriate in the given situation.\n\nOutcome:\nI resolved everything calmly with the student and this incident had no effect on the class.\n\nStudent Profile:\nAge/Year: 13 let, 7.třída\nHobbies: Hudba, PC hry\nDisorders: Vulgární vyjadřování,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "620", "student_age_year": "13 let, 7.třída", "student_hobbies": "Hudba, PC hry", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Rušení výuky", "teacher_approbation": "Ukončená VŠ, titul Mgr.", "teacher_practice_years": "19", "problems_annotated": "Physical aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1143", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring October we discussed conjunctions and the punctuation associated with them. The student wasn't paying attention until he finally asked me a question - Why do we learn this way? After my explanation, because I always explain to the pupils what and why we do, he added - I won't learn anything new. I left it unanswered. When we got to conjunctions and therefore and so on, I asked the students how to write these expressions. It was the student who answered that we write them together. I had had enough, my nerves got out of hand, so I responded to him - Well, you see, if we didn't do this today, you would still be sitting in the wrong place. At least you'll learn something. The reaction of the class was a burst of laughter. At that moment, I fully realized that it was a problem that I had ridiculed the student in front of the whole class. And it wasn't by mistake, I wanted to do something with him, I wanted to make fun of him.\n\nSituation (Anamnesis):\nThe student was a problem, went to school drunk, carried knives (he was generally interested in weapons). Later, he threatened a teacher on the phone and also showed signs of violence (solved mainly outside the school with the police). According to the teacher, the student made himself a 'boyfriend' in class. Many times in class, the teacher tried to catch that they don't know something - he found some information on the Internet and then asked the teacher about it, who of course admitted that he really didn't know such a detail. His reaction was usually derisive, clearly demonstrating that he felt superior to the teacher who did not know the information by heart. The pupil's relations with the class were not at all positive, after he left school the atmosphere in the class relaxed. Whenever he asked something, the class showed annoyance. He also had problems with other teachers.\n\nTeacher Intervention (Solution):\ndidn't deal with it right away, I actually tutored for an hour and went to the office, nor did I plan to deal with it in any way. The next day, the assistant principal came to me to say that she had received a complaint about my classes. They say that it is impossible to study in my classes because there is too much noise. The representative listened to the lessons from behind the door and indicated that there was no noise in my lessons, then the class received an evaluation questionnaire. The pupils themselves wondered why we were dealing with such a thing, because they had no problem. But everyone knew where the wind was blowing from, they showed it with comments and different looks. After an hour, the student in question came to me and admitted that he had written the complaint. He literally told me – I wanted you to harden up. They say I'm too good for that class. He also went with me to the office, where he told me - I just wanted to help you. I didn't know what else to say to him other than - Okay, thank you. That was the end of our conversation and we never came back to it.\n\nOutcome:\nThe student's behavior continued, he still tried to catch the teacher, but there was nothing to punish. Two months later he was expelled from school (for more serious reasons). After investigating the student's complaint, the school management came to the conclusion that there was no problem in the teaching, so the teacher did not harm the complaint in any way.\n\nStudent Profile:\nAge/Year: 17 (3. ročník na SŠ)\nHobbies: militarismus, zájem o zbraně, komiksy\nDiagnoses: Poruchy učení\nDisorders: Agrese,Alkohol\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1143", "student_age_year": "17 (3. ročník na SŠ)", "student_hobbies": "militarismus, zájem o zbraně, komiksy", "student_diagnoses": "Poruchy učení", "student_disorders": "Agrese,Alkohol", "teacher_approbation": "ČJ, DĚJ pro střední školu (Mgr.)", "teacher_practice_years": "6", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/436", "content": "TEACHING CASE STUDY\n\nBackground:\nNever had a problem with this class before. The students were reliable, hardworking and worked excellently as a team. The end of the school year was approaching, when the grades were closed, the obligations of students and teachers were fulfilled, so there was nothing left but to enjoy the last moments with classmates at this school, because next year they will all go in different directions. On the penultimate day, we had a football, floorball and tennis tournament. During this morning block, one of the students stole a mobile phone in the locker room. The entire school dealt with this situation, as the value of the phone exceeded about 8 thousand crowns. Since no one had any idea who could have stolen the mobile phone, the parents demanded a financial settlement after school (the price of the phone should be divided between all the students in the class).\n\nSituation (Anamnesis):\nThe student suffers from ADHD, at first glance one does not notice unusual behavior. This was a one-time event. The student is average, has no behavioral problems, is friendly.\n\nTeacher Intervention (Solution):\nSince the school was unable to determine who might have stolen the phone, the students agreed to turn it in as they were sorry. However, when the parents of all the pupils found out, it was later revealed that one of the pupils allegedly saw his classmate putting his phone in his school case, but was afraid to tell anyone at school.\n\nOutcome:\nSo the whole situation had to be re-examined. After pressuring the student, he confessed himself, returned the mobile phone and with great shame tried to explain the whole situation. The report card was written, there was no time to change anything on it, and all that remained was to hand it out to the students in the last lesson. On this occasion, the student apologized to everyone and escaped the whole situation without any punishment.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: Skateboard, sprejování, móda\nDiagnoses: ADHD\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Violation of classroom/school rules\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "436", "student_age_year": "15 let, 9. ročník", "student_hobbies": "Skateboard, sprejování, móda", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Mgr., ČJ + HV", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/665", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka lived only with her mother, her father left them when she was 10 years old and he did not show any interest in the family. They only met in court when a new request for an increase in alimony was heard. A very sick grandfather (mother's father) who required a lot of care also lived in the joint household with them. The mother was not enough to take care of the household, so she transferred part of the duties to the pupil.\n\nSituation (Anamnesis):\nThis all resulted in my mother's addiction to alcohol, but she could not undergo treatment, as there would be no one to take care of a sick grandfather. Žačka thus lacked the healthy family background she was looking for and tried to replace it among her friends, to whom she ran when she could no longer stand it at home.\n\nTeacher Intervention (Solution):\nOne day her two best friends came to my office and expressed concern about her condition, as they suspected she was using meth and asked for my help. Personally, I hadn't noticed anything up to that point that would have caught my attention - her benefit had deteriorated slightly, but it wasn't anything major, and she was apparently able to compensate for it thanks to her very high intellect. Subsequently, I went to see the school psychologist, and the pupil and I then sat together and talked. It turned out that the friends' fears were justified, as the student admitted that she irregularly uses meth. She came to meth through her friend, who had been using it for some time and the student wanted to help him. Over time, he secured professional help and underwent rehab and medical treatment. Žačka was then left alone in this, she had no one to lean on in the family, on the contrary, she still saw her mother's dependence as well. We managed to convince her to cooperate, to which she initially approached with willingness and an effort to start solving the given situation.\n\nOutcome:\nHowever, over time, her level of willingness to follow the set rules decreased and she started looking for various excuses, in the form of her mother and her sick grandfather, why she cannot follow the set rules. It all ended when another teacher caught her bringing meth to school and trying to sell it to a classmate in an attempt to make some money. Of course, the teacher in question had to report it and the student was immediately expelled from school. I have no further information about her.\n\nStudent Profile:\nAge/Year: 18, třetí ročník\nHobbies: Umění – hudba, kresba\nDiagnoses: Závislost na pervitinu\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "665", "student_age_year": "18, třetí ročník", "student_hobbies": "Umění – hudba, kresba", "student_diagnoses": "Závislost na pervitinu", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., IVT, pedagogika a psychologie", "teacher_practice_years": "31", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1419", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I will describe concerns the physical assault of a student in the first grade. I conducted the interview with an educational counselor and at the same time a second grade teacher. The incident took place after classes in the locker room, so the teachers did not know about it, they only became aware of the situation from an email that the mother of the attacked student wrote to the principal. The principal, the class teacher and I got together and agreed on how to solve the situation. First, I met with the children who were affected by the situation - the attacked student, witnesses, the aggressor. They were looking for the cause, how it happened and what attack or health problem was caused. Subsequently, a conversation was held with the parents of the attacked student and the aggressor, and the situation was clarified for them. The student who attacked his classmate had reservations about him earlier, as the attacked joked about something that was sensitive for the aggressor, but he did not know that because he had not attended the school for a long time. Since the aggressor didn't know how to react to the situation, he attacked, a day earlier and outside the school, but the victim ran away. Therefore, the next day he thought out his plan better and attacked the student in the locker room, where the supervisor could not see. There he physically attacked him, some of the children had to intervene, they tried to tear them apart. Another part ran for the teachers, but by the time they arrived, the conflict had ended. The student who was attacked ran home and did not report the situation.\n\nSituation (Anamnesis):\nThe aggressor – a 4th-grade elementary school student, with average academic performance, had reservations about the attacked classmate earlier, mainly because of his remarks, which related to a sensitive matter, and then showed remorse during the interview. The victim - a 4th grade student, average academic performance, did not attend school for a long time, so his remarks stemmed from ignorance.\n\nTeacher Intervention (Solution):\nThe aggressor was invited by the principal and the class teacher, who explained to him that the conflict cannot be resolved in this way. They gave him the option that he could explain the whole incident at home by himself, before he would be called from school. Although the mother knew that something had happened, she was warned not to put pressure on the student and to give him the opportunity to confide in her, so her son had the opportunity to explain why and for what purpose he reacted. We also discussed the situation at the pedagogical council, and subsequently came to the conclusion that the pupil will be reprimanded by the class teacher. I also clarified the whole situation to the victim, I explained to him the cause of the whole situation, and even though he was not aware of his behavior, he seriously hurt the classmate with his comments, which is why the aggressor reacted so excessively. It was emphasized that such a situation must be reported. We told the other students that they reacted correctly, someone ran for the teacher, someone helped to pull the boy away from him to prevent even more serious injuries. We then emphasized to everyone that if any behavior bothers them, they have to say it out loud. We gave written notice to the mother of the student who was attacked, how the whole situation was handled, what the punishment was and what is being done about it. Overall, we then increased surveillance at the school to prevent another potential attack.\n\nOutcome:\nWe immediately strengthened supervision at the school. In the classroom where the conflict occurred, several sessions were held with psychologists who explained to the students how to solve problems and generally how to communicate with children and teachers. At the same time, the class teacher worked with them during class hours. We think that the cause is also distance learning, during which children seem to have forgotten how to solve such situations, or maybe they didn't even learn to solve them because of the covid quarantine. That is why we worked purposefully not only with this class, but also with the others. Programs from the pedagogic-psychological counseling center were implemented, everything was aimed at the children being able to get along with each other.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída\nHobbies: hra na počítači, sport\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1419", "student_age_year": "10 let, 4. třída", "student_hobbies": "hra na počítači, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., matematika, fyzika", "teacher_practice_years": "23", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/630", "content": "TEACHING CASE STUDY\n\nBackground:\nWe went to the zoo. I went alone with the class, because they simply didn't have anyone else, which is often the case at school. I went with the approx. 24 students to the zoo across the whole area and back. We had a program there and so on. When we arrived at the school after those x hours in the field, one group of children decided that it would be a lot of fun if they held the door of the subway and did not get off at the station where we have school. I got out, the children got out. But it was so that the class was big, so the children were not at one door, they were at several subway doors, and those who were close to me got off with me. Most people got out, but about 3 to 5 kids, I don't remember exactly how many, just didn't get out. They held the subway door so it wouldn't open, laughed merrily and rode on. And since it was lunch time, they were waiting for us in the dining room. After that, we should have finished the lesson and gone home. It was already a long time, so I got angry, took the rest of the class and led them away. I left. I left them alone and left that subway and went to school with the rest. I got to school, let the other children go to lunch, said goodbye to them and waited for the three or five who didn't show up. When they came, I took out their student cards and wrote them a note that they didn't show up on purpose and I sent them away too.\n\nSituation (Anamnesis):\nBut she was the kind of student who was simply adopted and at this age (15 years old) was terribly rebellious and did various things to the teachers. She was very smart, pretty. But she had some kind of crisis because she found out that she was adopted and she was doing all sorts of problems at this time that I'm talking about. So she was such a troublemaker, and when she didn't want something, she deliberately sabotaged it - even for an hour, for example. She was not paying attention, talking back and so on. But the headmaster had a protective hand over her for some interesting reason, I don't know. Her class teacher and principal kept a protective hand over her and excused her for everything she did. And it was always as if we were incapable of doing something to us there and the class teacher had absolutely no problems with her.\n\nTeacher Intervention (Solution):\nSo I came to the principal's office and the principal scolded me for giving her a note when the subway door wouldn't open for her. So I said: \"But the subway door opened for her, or rather it would have opened for her if she hadn't kept it closed. And it was her approval, the metro was not to blame.\n\nOutcome:\nThe student was not punished. The next time I came to class, a student with a triumphant smile that she had won. I would probably describe it like this. The student then harmed her until she got revenge. She behaved similarly everywhere and the only thing she enjoyed was sports. I think she played basketball and she was really good at it. But she didn't respect the rules there either and they kicked her out. Even though she was the best of the team, she was simply kicked out and then somehow she realized that it would be good to go by herself. I think that she needed to get through the fingers at that school and that if she got through the fingers right away at the school, so it might not have gone as far as getting kicked out of the sports club. And that the principal and the class members who apologized to her were actually harming her.\n\nStudent Profile:\nAge/Year: 15 let, 9 tř.\nHobbies: basketbal\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "630", "student_age_year": "15 let, 9 tř.", "student_hobbies": "basketbal", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "vysokoškolské (RNDr.), aprobace Biologie – Chemie se zaměřením na vzdělávání", "teacher_practice_years": "20", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/708", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the second year, the student began to stand out from the group. She had trouble with her friends, who wanted to break free from her influence, which the pupil maintained in an unusual way - incomprehensible to her friends, and therefore they came to me and asked me questions. The student sent them strange messages or reacted negatively to profile pictures and photos of girls from the class on social networks. And she defended herself by saying that it was an effort to integrate and socialize. When I discussed this unusual behavior with her, she replied that she did not understand why I was surprised, that it was normal. She moved further and further away from people mentally and physically. Absences and non-classification in subjects began. She didn't show up in class, but she somehow passed the exams. She managed to pass to the next year, but the absences reached the limit and we started to solve it with the psychiatrists, when the medication started.\n\nSituation (Anamnesis):\nHer classmates were able to support the student for about three quarters of a year, but then they could no longer handle the pressure from her. The student even managed to disrupt the class collective twice, because she interrupted her studies and repeated the year with a new class. She antagonized all the classmates she had because she was emotionally unreadable to them. The student did not communicate because she was constantly afraid, even though she was handled very carefully. She was always prepared for exams, which she passed, but she skipped the school year and continuous learning.\n\nTeacher Intervention (Solution):\nI tried to include at least one of her classmates in some kind of friendly relationship to help her, to try to include her. The pupil was abusing him. Meetings and communication with psychologists mediated by her mother, attempts to give her other tasks, permanent educational discussions, sometimes pressure was deliberately put on her, discussions with her mother to withdraw her from school.\n\nOutcome:\nThe solution was actually 'successful' for the school, because she passed her matriculation, but from the point of view of my feeling, the situation is unmanageable, because the educational process was not directed at her, we didn't have many opportunities to teach her something clever, we didn't even teach her feedback, I wasn't satisfied with the fact that she did not have time to learn what she should know. This is not good for my classmates, for me, but especially for her.\n\nStudent Profile:\nAge/Year: 17 let, 2. ročník SŠ\nHobbies: /\nDiagnoses: Panické ataky\nDisorders: Autistické rysy,Introvertní chování,Nesoustředěnost,Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Proactive solutions, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "708", "student_age_year": "17 let, 2. ročník SŠ", "student_hobbies": "/", "student_diagnoses": "Panické ataky", "student_disorders": "Autistické rysy,Introvertní chování,Nesoustředěnost,Pasivita", "teacher_approbation": "Magisterské na FAVU, Vut Brno", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Proactive solutions, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/159", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the physics class, which he does not like, he was having fun with his surroundings and disturbing the teacher's explanation. The teacher reprimanded the student several times using disciplinary punishments - writing a note in a red notebook, going to the school counseling office. Before the teacher called the ŠPP to inform about the arrival of this pupil and to find out if there was enough space in the ŠPP, the pupil in a fit of rage overturned the desk and started yelling hysterically. After which I immediately told the student to pack his things and clean up his place after himself. The student obeyed and we went to ŠPP. During the journey, the pupil did not respond to any of my questions and snapped back when handed over to the school psychologist\n\nSituation (Anamnesis):\nThe class as such is relatively unproblematic except for some outbursts, which, however, have no deeper subtext and are more about situational problems than long-term grudges. The class as a whole works well and the others are quite nice to the aforementioned student and are aware of the tantrums that happen from time to time. I believe that the student did not have his day and that, in combination with an unpopular subject and apparently uninteresting material for the student, led to this situation.\n\nTeacher Intervention (Solution):\n**** take your things and clean your place, we're going to ŠPP, it can't go on like this.\"\n\nOutcome:\nI think that after the anger subsided, the student realized that he had behaved badly and the whole situation was unpleasant for both parties. The next day he apologized to the teacher and the teacher accepted the apology saying what could be done to prevent this situation from happening again. The student said that he did not know and that he had simply been nervous since morning. He will try so that this situation does not happen again and that it will hopefully be fine.\n\nStudent Profile:\nAge/Year: 13, 7.\nHobbies: Počítačové hry, hudba\nDiagnoses: ADHD,Dyslexie,Dyskalkulie\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "159", "student_age_year": "13, 7.", "student_hobbies": "Počítačové hry, hudba", "student_diagnoses": "ADHD,Dyslexie,Dyskalkulie", "student_disorders": "Agrese", "teacher_approbation": "Magisterské-Tv/Aj", "teacher_practice_years": "15", "problems_annotated": "Emotional outbursts, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1023", "content": "TEACHING CASE STUDY\n\nBackground:\nDetailed description of the situation and solution: One day the student did not arrive at school and thus had an unexcused absence for one day. My parents contacted me, they needed to talk to me and it was about the girl going to another city to meet some guy. The girl found a friend on the Internet whom she didn't even know, corresponded with him for some time, and decided to go on a date with him in another city on her own. But until then she was a problem-free student. The parents came to the school and informed me that they were not aware of the absence themselves and that they found out that she had taken a trip to another city.\n\nSituation (Anamnesis):\nStudent history: In the first case, this is a female student who had no problems and had a good result. This is a student from my class where I was the class teacher. The girl grew up in a complete family and had friends in class. She is a completely normal student who did not show tendencies towards problematic behavior.\n\nTeacher Intervention (Solution):\nDescription of the solution to the problem behavior: The parents were very upset about the situation and they themselves preferred that her lessons were not excused, so she had, I suspect, 6 unexcused lessons and a reprimand from the school principal.\n\nOutcome:\nResult of solution: She learned from the punishment and there were no more problems with her. I appreciate that the parents acted this way and did not want to excuse her for hours. In many cases, it is rather the opposite, that the parents defend their child and want to reduce the punishment for him. Unexcused hours and a reprimand may not always be an effective solution to the given problem, but in the given case it really helped and we didn't have to come up with other \"punishments\n\nStudent Profile:\nAge/Year: Tercie (8. ročník Zš), asi 14 let\nHobbies: -\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1023", "student_age_year": "Tercie (8. ročník Zš), asi 14 let", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství matematiky a zeměpisu pro střední školy (Mgr.)", "teacher_practice_years": "13", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1300", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not inform anyone about her psychiatric diagnosis in time and in the manic phase of her illness she started being rude to the English teacher, I had to deal with this situation immediately and what happened was that she was terribly rude and aggressive towards me as well. The truth is that she attacked only verbally, she herself then told us that her attacks are mostly only verbal. We had a conversation where it became clear that she had kept the psychiatric illness from us. It was also that the psychiatrist changed her treatment and she got worse and she didn't tell the psychiatrist in time. In the second situation, what happened was that she turned against the class as well, when she went to every desk and insulted everyone. It was a very tense situation. Just before the incident, I had a lesson in that class and everything was fine, she was smiling at me normally, communicating, and after a ten minute break, the behavior completely turned around.\n\nSituation (Anamnesis):\nThe incident happened a year ago and it involved mostly fifteen-year-old students in the first year of high school. There is a good collective in the class from the beginning, in which there are no major problems. The resulting situation shook the classmates, they did not understand what was happening, some parents even wrote emails and asked about the student in question.\n\nTeacher Intervention (Solution):\nAfter the student told me that she had a psychiatric illness, I requested her medical records and agreed with her that if anything happened, she would let me know. In the second situation, after about ten minutes of persuasion with the principal and the deputy, we took her out of the classroom and stayed with her in the principal's office so that she could calm down a bit. Together, we called her psychiatrist, who directly recommended that we give her some kind of sedative, and I stayed with her for about two hours after that, waiting for her to be completely fine. In the end, the whole thing was resolved by the psychiatrist writing her a recommendation for IVP, where it is directly written that if she does not feel well, she can leave or stay at home, even if she feels that she is not well, but it might pass, she can go to the teaching assistant in the library, where she can lie down on a sofa and wait for it to get better. As for my classmates, I had a crisis intervention class with them, where I explained to them what actually happened so that they were able to understand it.\n\nOutcome:\nEverything is fine now, because Mr. Psychiatrist subsequently discovered that her deteriorating conditions were caused by the wrong treatment. She was given new medication and since then there has been no recurrence of the incident. Of course, in the beginning she wrote to me and didn't come to the class, but she's fine now. Even at practices, they praised her a lot. I was afraid there, because it is work with people and a change of environment, but since he has the new drugs there has been no problem.\n\nStudent Profile:\nAge/Year: 24,druhý ročník\nHobbies: Malování, kreslení\nDiagnoses: Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal aggression\nSolutions Applied: Support, Working with the collective, Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1300", "student_age_year": "24,druhý ročník", "student_hobbies": "Malování, kreslení", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Učitelství sociálních a zdravotních předmětů pro střední odborné školy", "teacher_practice_years": "19", "problems_annotated": "Diagnosis, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1104", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when two female students sitting in the first desk talked to each other for the whole hour and thus disrupted the course of the lesson. I repeatedly warned them several times during the lesson, but they always started to disturb again after a while.\n\nSituation (Anamnesis):\nBoth students were very active and problem-free.\n\nTeacher Intervention (Solution):\nAbout half an hour later, I couldn't stand it anymore and sent them out the door, telling them to come back when they calmed down. The students were taken aback, stopped talking, but did not leave the class. I stood by what I said and repeated to them that they should go out the door.\n\nOutcome:\nAfter a few minutes, both students returned to the lesson, I did not react to their arrival and continued to focus on the explanation. By the end of the lesson, the students were no longer disturbing. This situation did not repeat itself in the following hours either.\n\nStudent Profile:\nAge/Year: 17 let, 2. ročník SŠ\nHobbies: sporty, práce s dětmi\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Transfer of student, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1104", "student_age_year": "17 let, 2. ročník SŠ", "student_hobbies": "sporty, práce s dětmi", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., rehabilitační sestra", "teacher_practice_years": "17", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/353", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter the student got into the second year of high school with great problems, we started working in a certain company. I was in charge of them. We took turns every two days. In advance, of course, all students were even familiarized several times with the school rules and especially with the rules of the company in which we had the opportunity to practice. However, for some it was in vain. There was a problem right after the first day of practice. Honestly, I wasn't even surprised that the next problem would concern this particular student, but I hoped that there would be no inconvenience. After work, I let the students go to the shops to buy breakfast for the next day. They came back quite quickly and scattered around my rooms. Of course I checked to make sure everyone got back to me, but I didn't feel the need to search their shopping or visit them several times a night. I knew that everyone was in their places, or there was no movement, so I went to sleep. In the morning, I was approaching the company's main entrance, I noticed that the student was following me. However, I didn't turn around, I needed to deal with something with a colleague, so I continued to the gate. The doorman guarded the 'flashing system' near her. The system started to beep at any time and it was possible to check at any time whether the given worker had consumed any alcohol. After a short time, I realized that the student did not follow me and somehow got stuck near the gate. I was beginning to suspect. The lady shouted at me to call me. She described to me how she gave the young man a blow job. I don't remember exactly how much they measured, but I know it must have been more than one beer. The student tried to save the situation, so he made up something about the remnants of Listerine, which is the mouthwash. After ten minutes he repeated the test again and of course it was confirmed again. I explained to him that under no circumstances could he enter the establishment. I also couldn't leave him alone in the room if I gave him his own study.\n\nSituation (Anamnesis):\nThe student belonged to a group with a generally negative reputation. It was a few years ago, but I remember that they were 'flashing' together and spreading fake excuses among themselves, even though he was supposed to be the author. He was regularly reprimanded by his homeroom teachers, and failing grades for behavior were also a matter of course. When their truancy was being dealt with among colleagues already in the first year, I remember that there was already some alcohol being dealt with there. The guy came from a certain city, from a divorced marriage. It seems to me that my mother had him at sixteen and after many years she had a child with another man. Of course, I don't want to denigrate the situation in any way, but it was simply obvious that the then sixteen-year-old was not given as much attention as might have been required.\n\nTeacher Intervention (Solution):\nIn the school rules and the company rules that I mentioned, it said that they have a zero limit. That is, they cannot inflate even a tenth. If this happens, the following dismissal from the company occurs and, of course, problems at school. I took the student back to the dormitory, but before I dealt with his studies, of course, I had to deal with the situation somehow. I let my company director know what was going on and also the school director of course. He called his mother about how he had committed a serious offense, but I didn't deal with it further. I mean calling parents. I left that to the director, as I primarily had to deal with the situation in the company. In fact, we were supposed to stay there for one more day, so I arranged for him to come with us, that I couldn't leave him alone. I didn't want to tell him that he would probably get kicked out of school, so I had to act like nothing happened, yesterday was yesterday and today is today. I remember how he was still quiet, but not silent, that he was sorry, it didn't occur to me at all. More like arrogance, that he didn't even try to somehow justify his behavior, but that's how the poor guy tried for the next day. So he did like never before.\n\nOutcome:\nUnfortunately, after arriving at school, of course we had to deal with it. After coming home from practice, the boys went to play fifa and the student drank two two-liter bottles of beer until the morning. So he came to school in such a sleepless state and the principal immediately called him and therefore also his mother, and it was resolved very quickly by firing him not only from the company but also from the school. I could have sent him home after the first day at my own expense, but by coincidence, a similar tragedy happened in the same village a year ago. It's just that the fourth grader in high school had some problem with the teacher and threw himself under the train. So that nothing bad happens that I could blame myself for my whole life. So I took a cautious step without unnecessary reproaches and threats, we took him straight home with us the next day. I proposed a solution and the director agreed with me. However, I confess that I have no idea how the boy continued after being forcefully expelled from school. All I remember is that his mom was moaning that she couldn't handle him anymore. It's hard to say whether it should have turned out differently. We tried to guide the boy to a more correct path, but what a problem, it was initiated by him. It wasn't so much up to me, the school, as it was up to the parents.\n\nStudent Profile:\nAge/Year: 16 , druhý ročník SŠ\nHobbies: Fotbal , počítačové hry\nDisorders: Lhaní,Záškoláctví,Podvody,Alkohol\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "353", "student_age_year": "16 , druhý ročník SŠ", "student_hobbies": "Fotbal , počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Záškoláctví,Podvody,Alkohol", "teacher_approbation": "Stredoškoslké- DPŠ", "teacher_practice_years": "Celkem 39 – z toho škola 9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1308", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout seven years ago, I was asked to represent one lesson in the first grade with freshmen, despite the fact that I am a second grade teacher. It was an exceptional situation and I had a day off right then, so I was like the only option. The lesson was very peaceful because the first-year students saw a male teacher for the first time. I was talking to them about everything possible until suddenly a little Roma came to me saying that he had swallowed pins. Of course I didn't believe him as soon as he told me, but he kept insisting that he really did it.\n\nSituation (Anamnesis):\nA class of inquisitive freshmen, one of them very social and constantly demanding attention.\n\nTeacher Intervention (Solution):\nSuddenly, another boy who was sitting on the bench with a student (we will call him this way for now) came to me and told me that he really did it. That's when I got really scared and immediately went with him to our director, let her call the boy's parents, and I also called 112 at the same time. The ambulance arrived at the same time as the parents, already at first glance you could see that they were substitutes. The student was taken to the hospital where his surrogate parents went with him and I went with them. Matej actually found the pins and I don't remember how, he got out of it safely, thank God.\n\nOutcome:\nLater, some tests were done on him, it turned out that he grew up with a drug-addicted mother, and this probably stems from his desire for attention, since his mother did not give it to him. I am still teaching him history in the seventh grade.\n\nStudent Profile:\nAge/Year: 7 rokov, 1. ročník\nHobbies: otevřenáotázka\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1308", "student_age_year": "7 rokov, 1. ročník", "student_hobbies": "otevřenáotázka", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "24", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1303", "content": "TEACHING CASE STUDY\n\nBackground:\nSo the boy has been diagnosed with ADHD with aggression. Which means that he immediately reacted to any verbal subject or even any look with abbreviated actions. It was either that he started yelling at the other person, or he also strangled or hit someone. Right after that, however, came the matter when he began to evaluate, as it were. This means that he started regretting it terribly and apologizing to everyone that he didn't want to do it. Quite typical when he doesn't have enough dopamine in his head and then he realizes what he's done. Mostly it was very difficult to evaluate the situation or to explain to him that the reaction was not adequate at all, that perhaps no one was mocking him at all, that someone just went and looked at him, that he met him and it wasn't that he wanted to do something to him. But he probably already had such experience that the children automatically knew that he was going for the first one. This means that he responds immediately to any nickname or anything. So the kids were mocking him, right? And he started right away even on a small matter.\n\nSituation (Anamnesis):\nPupil: diagnosed with ADHD with aggression, put on medication but often adjusted due to pupil development\n\nTeacher Intervention (Solution):\nactually had a female assistant, but not for him, but the female assistant and I knew that we had to be really present in the classroom. Which we did well. The only thing that could be done was that we were in a completely different part of the building, where there were no other classes at all, which was good. This proved to us that it was manageable. Of course, for example, circles or going home, we couldn't completely control that. But the communication with the mother took place, but the mother was of the opinion that he should not go to the mainstream elementary school, but to the practical elementary school. Based on his intellect, we don't think he belonged there, but there was a behavior problem, yes. The problem came in the fifth grade, when we could no longer withstand the constant daily attacks. The problem mainly arose when they moved to other classes. I wanted to communicate that we should not move at all or that there would be increased surveillance, which there was. But his conditions were getting worse. My class stuck with him. He had no problem at all in the team, he was perfectly integrated. But then it was that actually my class had conflicts with the whole school because they stood up for him. And every day my class was solved, and to this day I think it was a good class. The integration, because I can't talk about inclusion now, but the integration in my class was perfect. But inclusion in the whole school did not work. The school didn't want to make changes for one. The question then is to what extent it is treading the path for the child, but he will also have to work one day, but perhaps he will choose a job where he may not have so many people around. I don't know to what extent this is correct, but I consider it my failure that I didn't save him.\n\nOutcome:\nHe then transferred to a practical primary school, where there is a class with children with behavioral disorders. It normally went through the pedagogic-psychological consultation. Mom wanted it, I didn't want it, because I think the boy had extra.\n\nStudent Profile:\nAge/Year: 10, 5. ročník\nHobbies: neměl\nDiagnoses: ADHD,Agresivita\nDisorders: Fyzické násilí,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1303", "student_age_year": "10, 5. ročník", "student_hobbies": "neměl", "student_diagnoses": "ADHD,Agresivita", "student_disorders": "Fyzické násilí,Vulgární vyjadřování", "teacher_approbation": "Mgr., Učitelství prvního stupně, Speciální pedagogika", "teacher_practice_years": "9", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1356", "content": "TEACHING CASE STUDY\n\nBackground:\nIt all culminated after the first semester, when some rules were set in the classroom. Most of the class knew the rules, not 100% of course, but this boy was not able to listen to others at all. If, for example, they were sitting in a circle, talking, then he was not able to follow the rule that someone else was talking. He jumped into the conversation a lot and didn't let others finish. Basically, during what others were talking, he tried to chat with his neighbor despite the fact that the neighbor indicated to him that he did not want to listen. Well, it really escalated, that it definitely wasn't better. The whole problem was probably mainly in the fact that he was my friend's son and I always had the feeling that I couldn't solve it with her.\n\nSituation (Anamnesis):\nHe is not very socially mature. When his friends tell him that something bothers them, he is unable to react adequately.\n\nTeacher Intervention (Solution):\ntalked to him first, but it didn't help. It seemed to me that we could handle it alone in class and I didn't want to involve my parents in it. I always attribute it to the fact that my mother and I know each other, so I tried to protect her from this problem here. So I let it boil a lot. I was already really angry with him, and I overreacted too, that it was already putting pressure on me, that I didn't want to react like that. Then it started to bother the other children a lot. They themselves pointed out what it was doing. And it was only at that moment that I started to solve it with the mother, and actually very little was enough. She talked to him herself and found out everything she needed. He was otherwise not very cooperative with others. Although he was still talking, when someone asked him why this was happening, he couldn't answer. All it took was a small conversation with the parents and things improved a lot. It was bad a lot because I put off the conversation with my mom, I don't really know why.\n\nOutcome:\nThis was like a small problem, but I learned from it that if there is a problem and it has been going on for some time, when it is already disrupting the normal activity, then it is really necessary to solve it early and not let it boil over. I did him a disservice by not asking the mother first. In fact, immediately after the conversation with my mother, I could see the difference. For example, he listened more to his classmates and did not disturb them. Today, with the passage of time, it's still the same, I would say. It's not like it's getting better, but it's kind of staying at the same stage.\n\nStudent Profile:\nAge/Year: 6 let. 1. Ročník\nHobbies: Příroda a sport\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1356", "student_age_year": "6 let. 1. Ročník", "student_hobbies": "Příroda a sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, speciální pedagogika, učitelství 1. stupně", "teacher_practice_years": "4 roky asistent, 5 let učitel", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/568", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 11 let, 1A/8\nHobbies: astronomie\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "568", "student_age_year": "11 let, 1A/8", "student_hobbies": "astronomie", "student_diagnoses": "", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "29", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/597", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the following days, the student handed me the student book signed by his parents (more precisely, his father). Within days, after the incident with the lost backpack, what I feared happened. The student seemed withdrawn during the lessons. He fulfilled his duties on the whole, he carried his school supplies, or at least so that I did not know otherwise. After the few interactions we had as student and teacher, I could tell that he was a little scared of me. It's not something I'm surprised by, so much as, as I said, something I've been worried about. After all, I embarrassed him in front of the whole class.\n\nSituation (Anamnesis):\nThe student has never been a particularly problematic student. He always seemed like a good, slightly quieter boy who prefers to have his head in the clouds rather than in his textbooks, but I wouldn't blame him for the fact that learning doesn't make that much sense to him. Diligence during classes was average compared to the class, he found more interest in art classes. He had a few close friends in class, so he never seemed unhappy to me. I only found out about how things are at home after this unfortunate situation.\n\nTeacher Intervention (Solution):\nhad a bad feeling about the unpleasant situation between the two of us. At first I thought that I would talk to the student in private sometime after class, but I wasn't entirely sure if I would make the situation worse, if the student would even be able to talk to me honestly after I undermined his trust with my piece. I decided that I would rather deal with the situation through his parents. I don't know much about his family background, and we didn't discuss the student's problems with preparing for classes with his parents in any depth at the parents' meeting. Only the student's mother came to the appointment in the office. First, I discussed the student's sloppiness with her, the effects it has on him and on my teaching. Subsequently, I told my mother about my infamous moment and how sorry I was for the situation now and that I would like to resolve it with her. Mom ended up being very nice and seemed to understand the situation. She told me something about how things are with the student at their home. His father is very strict with him when it comes to school, so he actually does similar things at home to what I do during class. He prefers to always \"hammer.\"\n\nOutcome:\nenjoyed getting to know the mother, she turned out to be a very understanding person who loves her child very much (to the point of spoiling him), and I was even more pleased to learn more about the student. The mother promised me that she would try to talk to her son more about school and get her husband to be more understanding of their son's distractibility and not put so much extra pressure on him. I apologized to the mother for the incident with her son and similarly apologized to the student the next day. It took some time, but it seemed to me that gradually, day by day, the student's relationship with me and his own behavior in the classroom improved. The student still remains forgetful and distracted here and there, but it is certainly better than what it used to be during the most critical time. This is also helped by the dialogue with the mother, who has been much more open about the pupil's behavior since then.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník ZŠ\nHobbies: Výtvarná výchova, počítačové hry, kamarádi\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nepozornost,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "597", "student_age_year": "11 let, 5. ročník ZŠ", "student_hobbies": "Výtvarná výchova, počítačové hry, kamarádi", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nepozornost,Lhaní", "teacher_approbation": "Magistr – učitelství pro 1. stupeň základní školy", "teacher_practice_years": "7", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1114", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had one student in our class who had support measures for his Asperger's syndrome. He was very smart and had no problem with grades. The main problem was his aggressiveness when someone needed something from him in class. For these cases, as an assistant, I had to take this student out of the classroom to calm him down. It was according to the instructions written in his diagnostic papers. The situation arose when, for example, a classmate was annoying him in class, and the student became aggressive and rude. In this case, I reacted as an assistant to the student and immediately took him out of the class, which he subsequently took as a great injustice towards his person.\n\nSituation (Anamnesis):\nThe student was very smart from a complete family with a good background. The benefit was average to above average. He had special arrangements regarding his Asperger's Syndrome. He had normal relationships with his classmates, but the teacher's attention directed at him was a problem.\n\nTeacher Intervention (Solution):\nIn the end, the solution was simple for me, it was my professional beginnings and I did everything according to the written recommendations from his supporting materials, but pedagogy is a soft science and every student is different and it cannot be approached completely according to different curricula. After an agreement with the parents and the class teacher, I changed my approach towards the student. In the case of aggression caused by another classmate or situation, I dealt with these incidents directly with the given student in class, without the need to remove the student from the class.\n\nOutcome:\nAs a result of the solution, I would certainly state a change in approach to the pupil, still in accordance with the support measure, but not as black and white as was stated. Now the pupil attends the 6th grade and has good relations and mutual trust with his classmates and teaching staff, thanks to which the situations that create his aggression have decreased.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Nezjistil jsem\nDiagnoses: Aspergerův syndrom\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1114", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Nezjistil jsem", "student_diagnoses": "Aspergerův syndrom", "student_disorders": "Agrese", "teacher_approbation": "Středoškolské, kurz asistenta pedagoga", "teacher_practice_years": "10 let", "problems_annotated": "Diagnosis, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/196", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was a break between classes and I went to see my class. Most of the children were eating or chatting. I sat down at the desk and filled out the forms for the beginning of the school year. Suddenly I hear shouting, foul words and yelling. I immediately looked up and saw that there was a group of boys at the back of the carpet and one of them was crying. 'Teacher, he slapped him!' it sounded. I got up and went to see what happened. One of the students was sitting on the carpet and covered his face with his hands. I came closer to him, I noticed that he was crying. I asked him what happened and he sobbed and said another student hit him. I looked at the other and he looked absent minded. 'Is it true?' I said. He avoided eye contact and was quiet. 'It was him, teacher, I saw it.' One of the students spoke up.\n\nSituation (Anamnesis):\nThe student is a 7-year-old student in the 2nd grade. He likes to spend time outside with his friends and with his father. They ride a motorcycle together. The student likes to climb trees. I did not find out more about him, he is not a very sociable child. He is rather quiet and often gets lost in class. He doesn't understand the task, he looks dreamily out of the window and is forever behind. You can see from his eyes that he is confused and his thoughts are completely different. He often calls the teacher, either to check that he is doing things correctly or, more often, because he does not know what to do. The student sits in the first desk. Another pupil behaves aggressively in order to interest his classmates in something and have fun with him.\n\nTeacher Intervention (Solution):\ntook both one and the other into the office and started to solve the situation separately from the class. The first student admitted that he had slapped the second because he did not want to let him go play table hockey with them. They argued that no one wanted the first student on the team. The situation escalated and the first student became aggressive. The other student had red cheeks from being slapped and eyes from crying. I emphatically explained to the first pupil that he could not treat his classmates like this, I raised my voice. I told him to apologize profusely to the other person and that I never want to see such behavior again. I resolved the situation with my parents immediately after class.\n\nOutcome:\nThe mother of the first pupil apologized to me and said that she would arrange for him at home. However, this aggressive behavior was repeated after some time. It was time to find out why this was happening. Since the school is in a small village, I was told that the father of the first pupil is aggressive and is not afraid to lay a hand on mother and son. The son observes such behavior and then, if it is not his, applies it to his classmates. The police were called on the father several times, but to no avail. If the first pupil does not come to school with bruises or the mother does not decide to intervene, the situation is unsolvable.\n\nStudent Profile:\nAge/Year: 2. ročník ZŠ, 7 let\nHobbies: Chodí ven se spolužáky, tráví čas s otcem, lozí po stromech\nDisorders: Lhaní,Vulgární vyjadřování,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "196", "student_age_year": "2. ročník ZŠ, 7 let", "student_hobbies": "Chodí ven se spolužáky, tráví čas s otcem, lozí po stromech", "student_diagnoses": "", "student_disorders": "Lhaní,Vulgární vyjadřování,Fyzické násilí", "teacher_approbation": "Magisterské, Učitelství pro 1. stupeň + Speciální pedagogika", "teacher_practice_years": "6", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1247", "content": "TEACHING CASE STUDY\n\nBackground:\nThe specific situation will probably be with the student. For example, if I tell him: 'Student, we will work for ten minutes. And we'll be done in ten minutes.' And he doesn't finish it, so he gets into tears or anger, or such regret, he cries and wants to continue, but we already have another job planned - at that moment I can't react calmly and I don't have the energy for the explanation anymore. In that case, it gets more heated, we cry more and we are uncomfortable, it gets carried over into the classroom. This is a specific case when neither of us can handle our emotions, when he cries that he needs something different and I can't control my emotions. Or when he works in a group, then I learned from the children that it is difficult for the children to work with him, because there are situations where, if it is not according to him, he starts crying to the point of anger, and I cannot treat the situation in advance.\n\nSituation (Anamnesis):\nThe student is very shy, but at the same time his head is full of ideas and opinions. He is very precise, stubborn and tries to keep up with all his classmates. However, he is slower, so when he can't keep up or things aren't going his way, he often can't control his emotions and either cries or gets angry. The student likes to share his opinions with the class, but very often gets entangled in his own thoughts, and when he can't 'squeeze out' for a long time, he starts to get upset and can't control his own emotions again.\n\nTeacher Intervention (Solution):\nIt's about not losing your head and catching the situation before it completely escalates. And sometimes I can't do that. Often, very often, it didn't work out and I'm not proud of it. Actually, I know it's something I have to watch out for. When there is a situation where a student cries because he can't keep up with something or is starting to get angry, at that moment I don't have the patience to pay attention to him adequately, to explain to him why he can't behave like that, etc. and so I'm just annoying to him and it spreads to the whole class.\n\nOutcome:\nEveryone, the whole class, the student and I are uncomfortable. The children find it hard to concentrate, I don't act the way I want, I'm unpleasant and the children sense it immediately and withdraw. At the end of the school year, the children write their own evaluation. The student wrote in his: 'I like Czech when the teacher is in a good mood.' And that made me cry a lot, and at that moment I realized that I really had to work on it.\n\nStudent Profile:\nAge/Year: 10\nDiagnoses: Dyslexie,Emocionální nestabilita\nDisorders: Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Failure to attend class\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1247", "student_age_year": "10", "student_hobbies": "", "student_diagnoses": "Dyslexie,Emocionální nestabilita", "student_disorders": "Emoční labilita", "teacher_approbation": "VŠ", "teacher_practice_years": "28", "problems_annotated": "Emotional outbursts, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/969", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the Czech language classes, I noticed that since a certain time, the student has been repeatedly interrupting. This was manifested by having fun with classmates, turning around, laughing loudly and using a mobile phone during class. Even after being reprimanded, she continued to disturb.\n\nSituation (Anamnesis):\nThere were 25 students in her class at the time. In general, this class was notorious for frequent interruptions and their results were average. But when they had to function as a class, they pulled together and were able to work together. They were also very warm and you could see that they were sorry that the teachers had such problems with them.\n\nTeacher Intervention (Solution):\nWhen this student's disruptions were repeated and escalated, I told her \"Please don't bother all the time, if you have a problem, come to me during recess\n\nOutcome:\nAfter that, the girls were better able to resolve arguments and problems among themselves, and the student in question did not get angry so much in class. She even went to see me here and there to talk about what was going on at their house.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Support, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "969", "student_age_year": "12 let, 6. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ, Český jazyk, Speciální pedagogika", "teacher_practice_years": "13", "problems_annotated": "Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/439", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened roughly halfway through the last school year, when I was a fifth-grade classroom teacher. For a long time, I dealt with the student's problematic behavior, which, of course, had its better and worse periods, which accompanied his entire 5 years spent in the first grade under my guidance as a class teacher. In a way, everything culminated in the situation I am about to describe. It happened on a day that was no different from any other normal school day. The first two lessons passed, in which the student's restless and inattentive behavior was already noticeable, which was, however, nothing unusual.\n\nSituation (Anamnesis):\nDuring the third lesson, this behavior started to escalate and I got a little nervous, because the student started yelling vulgarities at others, including me, out of nowhere, he kept getting up, leaving the desk, and he absolutely did not respond to my attempts to calm him down.\n\nTeacher Intervention (Solution):\nEverything culminated in the fact that the student suddenly ran away from the classroom and subsequently from the school grounds. After a fairly short time, my colleagues and I managed to find him and get him back, while he was very upset. In this situation, which all happened very quickly, I had no choice but to react improvised and according to my best judgment. I took the student aside, while luckily a colleague could take over the rest of the class for a while and ensure the students' normal routine. I 'struggled' with the student for a while, because at first he didn't want to open up and confide in me, probably because we had never met in such a direct conversation in all these years. After a while, however, he opened up and it became clear that his non-standard behavior was the result of his family background, in which certain disputes had taken place the previous day, which caused the pupil a hard time.\n\nOutcome:\nAfter calming the pupil down and discussing the situation, his mother picked him up from school, she also talked to me, and the pupil did not complete the rest of the lesson with us. The next day he came to school normally and the incident was never discussed again. At this point, it is important to mention that the student has been diagnosed with ADHD, so the fluctuations in his behavior described above are basically nothing unusual. But the described situation was a unique case that has never been repeated before or since. But it was important due to the finding that the student's home environment was not very stable at the time and caused him problems that were exacerbated by his diagnosis. The long-term consequences of this situation did not manifest themselves in any significant way in the teaching, but the usual fluctuations in the student's behavior persisted, fortunately not to the extent that was characterized by the described situation.\n\nStudent Profile:\nAge/Year: 17 let, druhý ročník SŠ\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "439", "student_age_year": "17 let, druhý ročník SŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Dějepis, Základy poslečenských věd", "teacher_practice_years": "17", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/411", "content": "TEACHING CASE STUDY\n\nBackground:\nThis week, during recess, five seventh-grade boys gradually disappeared into the bathroom. Supposedly for an important meeting. There is one student who is such a leader in their class, and I think it was his idea because there was a need to fill the break time somehow. Underneath the toilet is an excavation in which the repairmen work. I wasn't there, but later I learned that they opened the toilet window and shouted at them. They yelled at them: 'Hello, how are you? Add!' And such similar sentences. Of course, the repairmen didn't like being touched and fussed over. One of the repairmen didn't like it and rang the bell, otherwise we wouldn't have found out. He told the nearest lady teacher there, in a suitably angry state. So some of the guys even claimed they threw toilet paper at them. Well, the guys denied it, so I can't evaluate it. It's about fifty-fifty, but I trust the adults more than the boys.\n\nSituation (Anamnesis):\nThis 7th grade class is attended by 12 pupils. They are mostly boys, and the most prominent of them is one pupil. He is a leader type and has a need to lead the group and come up with a different program for them. The others join him. Often so that they are not singled out from the collective. I think that this student does not even mean it badly, that he is not the bad person who wants to hurt, but he cannot imagine the consequences. But I've noticed that lately they've been letting him know that they don't like it and they can tell him some things straight up, in a very determined way. This student is ADHD, from a divorced family. He lives with his mother, but she has little time for him. She's an artist and a fragile woman, while he's definitely the guy who needs a balloon and a punching bag. I think he just misses leading the group and having that position in the sun. And that's how he gets it.\n\nTeacher Intervention (Solution):\nWhen we learned that information, we sat in a circle. There was no need to interview them for long. Basically, when I asked them what was going on in that toilet, they described the situation themselves and confessed to it. Then we told ourselves such an example so that they imagine that their father is in that excavation, trying to work in it, and someone starts shouting at him from the top in the same way as them. That was really powerful and they really imagined and could react to how that dad would feel and how uncomfortable it would be for him. So the conclusion was this, and it was a decision completely out of their head, that we would go and apologize to the repairmen. We set out in front of the school, where we met one of the repairmen. So we apologized to him, but he showed us quite appropriately that he was very angry. But it was very helpful for the boys, and the boys themselves even asked him if he could call the remaining repairmen so they could apologize to them as well. So they came too and the boys apologized to them. I am convinced that they will never repeat it, that it was a very powerful experience for them. And I'm also glad that those guys were there and came and helped bring it to an end. And I'm also glad that our guys faced it and solved it in such a decent way.\n\nOutcome:\ndon't like the regulations that one goes to the toilet and the others wait for him to come so that the next one can go. It was a break, so nothing like that was necessary. But now they have the rule that only one goes to the toilet. Unfortunately, but it is a consequence of what they did. I didn't want to solve it any further, because the boys solved it themselves, and as best as they could. I didn't even want to solve it with any disciplinary measures, because I think that disciplinary measures should lead to correction and this was sufficient correction. I even think that if I had given any admonition or pipe after all this, it would have been against the correction rather than furthering it.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: otevřená otázka\tsport, hraní na počítači\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "411", "student_age_year": "13 let, 7. ročník", "student_hobbies": "otevřená otázka\tsport, hraní na počítači", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Vysoká škola (pedagogika, občanská výchova)", "teacher_practice_years": "37", "problems_annotated": "Diagnosis, Physical aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/650", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to us in the eighth grade. He moved from the big city to the countryside so that the city would not have such an influence on him. Due to complex relationships and complications in the family, he lived only with his grandmother, who was not enough for him, and even moving to the countryside did not help. His behavior escalated. At first, he mocked children who were not good at something, while he himself was not exactly an above-average student. In addition, he also threw various tools from the windows at his classmates or even got into a fight with someone, had it filmed and posted on the Internet. Unfortunately, his classmates were afraid of him and for a long time we couldn't prove anything to him because no one dared to say anything. He was rude to the teachers and touched them. He intentionally hurt others in physical education. In worse cases, he would sell cigarettes at school or bring a hookah and give paid lessons on how to handle it. Currently, the situation with drugs is being resolved.\n\nSituation (Anamnesis):\nThe class team was relatively good before the student's arrival. They were quieter, but without problems. With the arrival of the pupil, the class went through three stages. At first they defended the student, took him into their team. After half a year, the behavior turned into fear. They were afraid of him and also to say anything because he threatened them. And in the third stage, the classmates realized that silence will not help them, but on the contrary, they pay the most for it. So they were no longer afraid to say anything and no one makes much fun of the student.\n\nTeacher Intervention (Solution):\nAt first, the solution was quite difficult because the class did not cooperate. Some defended the student, then they felt more important and others were afraid of him. For a long time, the grandmother did not believe that her grandson was problematic. It culminated in most of the class receiving a reduced grade for behavior and a reprimand from the principal. After that, they agreed with the class teacher not to talk about what happened, but to write it on pieces of paper to keep it anonymous, which also convinced the grandmother and it started to be solved. The student started commuting once a week to a special counseling center. He also always has a special behavior plan for the month, where there are some points he must fulfill. After a month, the plan is consulted with the grandmother and it is decided to what extent it has been fulfilled. Furthermore, he had to be separated from the others in class because otherwise he annoyed them. He has to drive to school every day because when he rode the bus he walked more outside the school.\n\nOutcome:\nIn the short term, the behavior has improved slightly, for example, he no longer scolds the teachers. But in the long run, probably not. New ideas keep coming up that won't benefit the boy much in the future.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: florbal\nDiagnoses: Dyslexie\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Support, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "650", "student_age_year": "14 let, 8. třída", "student_hobbies": "florbal", "student_diagnoses": "Dyslexie", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Mgr. (český jazyk a dějepis)", "teacher_practice_years": "32", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1443", "content": "TEACHING CASE STUDY\n\nBackground:\ndealt with this case quite recently, about 2 years ago. It was a problem pupil. Other teachers warned me about her, but I will rely on my own experience, so I did not judge her in advance and approached her as if with a clean slate. She tried my best. But I don't like anything. I didn't deal with her transgressions with disciplinary sanctions, but first I tried to arrange it, or I assigned her other work in class. I also tried to contact her mother, but she was an alcoholic and refused to cooperate. The student didn't fit into the class group, the others didn't like her very much, they didn't like her. Most of the class did not hang out with her because of her bad habits and problematic behavior.\n\nSituation (Anamnesis):\nIn the interest of the pupil, I tried to choose such a tactic that I gave the pupil various tasks in the lesson in order to keep her busy and not to annoy others. So she handed out papers, opened and closed windows... Our cooperation somehow worked and the pupil respected me as an authority. The student was sitting on the bench with a normal girl with good grades.\n\nTeacher Intervention (Solution):\nBut one day, in class, she suddenly burned her hand with a lighter. It happened in another lesson, the teacher didn't notice it and the girl didn't tell anyone, neither the teacher nor her friends. The next day, she confided in her friends, but she was afraid of her pupil, so she didn't tell the teachers. Fortunately, the girls immediately ran to my office and reported everything to me. I immediately flew to the classroom, looked at the burn, it wasn't extensive, but it wasn't anything nice either. I immediately scolded the student for what it meant, that she couldn't afford to burn someone, and we went to the office to solve it. Žačka said that she only burned it because she felt like it. I spoke to her soul that it was impossible to do that and of course suggested a reprimand from the class teacher. I put her in the picture that they could easily sue her for personal injury and it would not mean anything good for her in the future. I tried to resolve the dispute with her mother again, but she did not respond, she did not come to school. The injured student understandably refused to continue sitting with the original student, but she did not want to deal with it in any way. Even the parents of the injured pupil did not want a more extensive solution. So I transplanted the damaged pupil. The original pupil realized her behavior and apologized to her. She never did anything like that again, but minor transgressions were the order of the day.\n\nOutcome:\nwas disappointed with the solution because nothing much was solved. I really disliked the approach of the student's mother, I informed the educational counselor and the school principal about it. After my arrangement, the pupil went to the school psychologist and to the educational counselor.\n\nStudent Profile:\nAge/Year: 9. třída, 15 let\nHobbies: parta\nDiagnoses: ADHD\nDisorders: Lhaní,Podvody,Cigarety,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Disrespectful communication, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1443", "student_age_year": "9. třída, 15 let", "student_hobbies": "parta", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Podvody,Cigarety,Záškoláctví", "teacher_approbation": "Mgr., Český jazyk a literatura, Hudební výchova", "teacher_practice_years": "27", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/97", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at school was such that two students cut their bangs at school. There was no problem with one pupil, at home she truthfully told her mother that she cut her hair herself. It was worse with the second pupil. At home, she told her mother that another pupil had cut her bangs. The next day, the mother of the second pupil came to me upset and threatened to deal with the first pupil and to wait for her. I agreed with my mother that I would solve it with the girls, that she would leave it to me for now and that I would definitely inform her after this day.\n\nSituation (Anamnesis):\nThe second pupil is quite good at learning. His grades are average. He needs more time for the activities and tasks that I assign to the children. But that's not a problem. I give the children as much time as they need, and I focus more on correctness than on the speed of solving tasks. He gets along well with other students. They often try to correct children who are not doing what they are supposed to. The only thing we have a problem with is her talkativeness, which causes frequent interruptions in class. Sometimes it is also harder to concentrate.\n\nTeacher Intervention (Solution):\ndealt with the incident by taking the girls individually to another class, and we talked about the whole situation. Communication with the first pupil was easy. We told each other everything and I let her describe to me exactly what happened. We ran into a problem with the second pupil. For a long time she didn't even want to talk and didn't cooperate with me at all. Only after some time did she begin to describe what allegedly happened and she got so involved in the whole conversation that it was obvious that she was making things up. At home, she told her mother that a classmate had cut her bangs. She claimed that I made a mistake, and that it was not this classmate, but a friend from kindergarten. That was already strange to me, so I asked for details. I wanted her to describe to me exactly how it happened, and especially where her friend cut her hair when she claims to be a friend from kindergarten who doesn't go to school. To this, she again confusedly said that she is a friend from the village and that she does not go to kindergarten in this village. Of course, her lying was clear to me. In addition, I noticed that she was afraid. Since I have been teaching this class for some time, I roughly know the attitudes of parents of children. So I know that she has a rather strict mother for my taste, who really keeps her to herself. I put it all together and realized that the other student was afraid to tell the truth to her mother because she would scold her. Finally, I assured the other student that she could tell me the truth and that she didn't have to be afraid of me. You could tell she was paying attention, but she still didn't say anything. I was sure where the problem was, so I asked her straight out if it was true that she cut her bangs herself, and if she was afraid to admit it to her mother because she would have a problem. At that she nodded in agreement. When the truth was out, I talked to her about the fact that lying is not right, even if she is afraid, at least she can tell me anything and that I will always try to help her. I closed the whole problem with my mother by saying that the second student probably cut her hair herself and that the first student who also cut her hair was not to blame. The mother calmed down and it was not discussed further.\n\nOutcome:\nwas not aware of the problem immediately after the incident. The solution came after a complaint from the mother, to whom I assured that I would find out the exact details of what had happened and deal with the situation. After dealing with the girls, nothing major happened. The other student behaved as always. The first pupil was quiet for the rest of the day and did not want to get too involved in the lessons. Since I dealt with the problem directly with the girls involved, it had no effect on the class as a collective. The children did notice that we were solving something, but they weren't overly interested.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída ZŠ\nHobbies: Ráda je s kamarádkami a sestrou venku. Tanec.\nDiagnoses: Snížený intelekt\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "97", "student_age_year": "6 let, 1. třída ZŠ", "student_hobbies": "Ráda je s kamarádkami a sestrou venku. Tanec.", "student_diagnoses": "Snížený intelekt", "student_disorders": "Lhaní", "teacher_approbation": "Univerzita Hradec Králové, učitelství 1. stupně", "teacher_practice_years": "15", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/590", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, the maid of honor came to me to tell me that a girl suddenly ran out of a group of children playing with stuffed animals and started vomiting and crying. They could not get out of the girl what had happened, whether she was feeling sick or just sick, so the girl was sent home. The next day the girl came to school, but she was behaving strangely. She looked as if something had frightened her and she jerked her gaze towards the boy in the penultimate pew. The girl was avoiding the surroundings, so I thought I wouldn't scare her any more, I just came up to her and told her that if she needed anything, I'd be in my office, I have tea and biscuits there, so she can come and anything to confide In the afternoon there really was a timid knock on the door and that girl came. After talking for a while on a topic that made her feel safe, she slowly began to move on to the reason why she came to see me. The boy in the penultimate bench was said to be showing her some video with naked people on his mobile phone and forcing her to watch until the end, even though she didn't want to. From the brief narration, I immediately understood what it was about, tried to calm the girl down, and after she calmed down, went home.\n\nSituation (Anamnesis):\nThe student who played the video to others probably didn't want to harm others in any way, he was just curious and had to share what he discovered. As it turned out, he had downloaded some pornographic video that he forwarded with the boys in class and while waiting for his parents in the school club, he also showed the video to children who came near him.\n\nTeacher Intervention (Solution):\nI invited the boys who brought and distributed this video to my office. I asked how they got the video and why they wear it to school. One of them is said to have found the video by accident on the Internet and brought it to school to show off to his friends, who of course also wanted the video. It seemed that they regretted the act, they didn't mean it badly and didn't want to get into trouble. The video was deleted from the mobile phones, the boys promised not to wear this to school again. Although I felt sorry for them, how scared they looked and that they regretted their actions, each of them received a reprimand from the class teacher and extra homework as punishment.\n\nOutcome:\nThere was never a problem with the boys in this area. The video seems to have been forgotten and I haven't noticed another offense with them. They are now studying at a gymnasium, where they have no problems. I would certainly appreciate keeping a cool head while dealing with both issues. The approach was professional to both victims and perpetrators. I also consider the idea of an anonymous mailbox to be successful. I would definitely think better about the punishment, it seems to me that these two problems have a different weight of offense, so the punishment should be different in each case and not identical. When dealing with a problem with a bully, I would definitely focus more on the girl after I heard about some problems in the middle of the year to see if she changed her behavior, the fact that the teacher learned that the bullying continued until the end of the school year, I she will come very late, she should have definitely increased her punishment by two for behavior. I would definitely deal with both cases with the parents, I would further grade the bullying with a 2 for behavior, and I would punish the dissemination of pornography with a reprimand from the class teacher. I would also be very impressed by the behavior and awareness of the mistakes of the culprits themselves, if I saw how they realize their transgression and regret it, I would easily reduce/extend the punishment, also according to the subsequent behavior in the following months.\n\nStudent Profile:\nAge/Year: 12 let, 5. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "590", "student_age_year": "12 let, 5. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, AJ, ČJ", "teacher_practice_years": "9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1221", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with his mental disorder constantly deepened his studies over the course of 5 years. In connection with the increasing demands on the subject matter and the preparation for graduation, the result was an increasing burden on his psyche. Therefore, he began to show more signs of procrastination, postponing preparation for a later time, etc. He falsely convinced himself that he had everything under control and could handle everything. Cases of test dodging, truancy and lying to teachers also began to appear to a greater extent. In October of his last year, he stopped going to school because he couldn't cope with the demands of preparing for the high school graduation. For a long time he was under the care of the school psychologist and also under the care of psychiatrists. After an agreement with the school management and the school's teaching staff, with the participation of his parents, an agreement was reached that he would skip the current school year and repeat it the following year.\n\nSituation (Anamnesis):\nThe class he attended for the first 4 years of his studies was very trouble-free and very helpful to the student. There was a visually impaired student in the class who had a teaching assistant. Of her own free will, this assistant also helped the pupil, primarily as support for online teaching during the pandemic. For example, she called him before class to get up and at least join Teams. After his visually impaired classmate successfully graduated from high school, the assistant left our school, and the student lost this help.\n\nTeacher Intervention (Solution):\nAll the pupil's teachers, including myself, collaborated with ŠPP in determining his individual educational plan. His psychiatrist, at the invitation of ŠPP, visited our school and his condition with us. Despite a greater individual approach, a similar situation from the previous year was repeated, such as avoiding school duties, truancy or lying.\n\nOutcome:\nThe student was still not able to prepare systematically due to his mental disorder, and this resulted in him not passing the supplementary exams in any subject in the semester of the year he was repeating. It was that he had to pass exams in all subjects. The same thing happened again in the second semester and the student was not admitted to graduation. After consulting the school management with the parents, the student himself and ŠPP, the principal decided not to allow the student to repeat the last year again.\n\nStudent Profile:\nAge/Year: 19 let (4. ročník)\nHobbies: Posilování, cyklistika\nDiagnoses: Schizofrenie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Agreement, Consequences, Support, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1221", "student_age_year": "19 let (4. ročník)", "student_hobbies": "Posilování, cyklistika", "student_diagnoses": "Schizofrenie", "student_disorders": "Lhaní", "teacher_approbation": "Mgr.", "teacher_practice_years": "17 let", "problems_annotated": "Diagnosis, Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/157", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to the Czech language lesson already slightly tired, but he prepared for the lesson and followed the teacher. Since he sits alone in the front bench, he has space and a lot of space. The student paid attention for a while, but after 5 minutes he lay down on the bench and did not pay attention. The teacher addressed him and told him to at least look at her and listen to the explanation. The student turned and started to listen, but then he started 'tapping his feet' and of course it disturbed both the teacher and the whole class. Since the teacher saw that the student was not awake, she went to him and told him that if he needed to get up and go for a walk in the corridor, he should come back in a moment. The student left and stayed in the corridor for a while before returning. When he came and sat down, you could see that his mood was better and he was already sitting and listening. The teacher then gave dictation, so everyone took their notebooks and started writing. The student, as he has an IEP, did not write a dictation, but received a pre-printed dictation where he filled in i/y and some words in sentences. He was calm, worked on the dictation and went at his own pace, the teacher left him enough time and the student filled in everything and then handed in the dictation for correction. The teacher started to discuss a new subject, she had a presentation from which the students copied information. The student was given the material to print and only wrote some things down. During the explanation, the student was grumpy for a while, he tapped his pen for a while, or he started turning to his classmate. When the teacher noticed the disruptive behavior, she continued her explanation, but only went to the student's desk and lightly tapped him on the shoulder and walked away. It was clear that the student realized that he was probably doing something he shouldn't have done and calmed down a bit. This was repeated about two more times during the lesson, but the teacher did not draw much attention to the situation, and simply came to the desk again, looked at him and tapped the desk and then his shoulder. Each time he really calmed down and listened to the interpretation. When the end of the lesson was approaching, homework had to be distributed, so the teacher approached the student to distribute it. The student was excited and immediately jumped up from the desk and you could see that he was happy to walk around the class and give out. And then the lesson was over, the student packed everything and left the class with his classmates.\n\nSituation (Anamnesis):\nThe student was born prematurely (by two months). Due to premature birth and a long stay in the incubator, the pupil had delayed development. The parents had to work a lot with the student right from birth. The mother practiced the method with the student, which was successful. He visited a speech therapist from the age of 5 to 10. The student had a deferment and went to school a year later, before starting school he visited PPP and was diagnosed with ADD, SPU, dyslexia, dysgraphia and dyslalia, which is why he also has IVP.\n\nTeacher Intervention (Solution):\nWhen the teacher saw that the student was lying on the bench, she simply addressed him and said: 'Please, at least turn to me and listen to the explanation'. The student turned and listened, but he didn't last long and then he started to get a little restless, he tapped his feet on the floor of the table, then he also started clicking his pencil and it was obvious that he just wasn't paying attention. The teacher solved it by offering him to go for a walk in the corridor if he wanted to, and to come back in a moment. The student immediately agreed and left the classroom, only to return a moment later. When he was still slightly disruptive (he tapped his feet or turned to his classmates), the 'non-verbal admonition' teacher always continued the explanation, she just came to the pupil and tapped him on the shoulder or the desk, which always worked and the pupil got such an impulse that he would he should have calmed down. At the end of the lesson, the teacher activated him even more by giving him the task of handing out homework, and at least the student walked around and was good.\n\nOutcome:\nSince the student was so subdued, when he got the chance to go for a walk afterwards, he was excited, and when he returned to the classroom, you could see that his mood was a little better. Then when he was more disruptive and the teacher came to him and he got an impulse and his attention then turned to the teacher's explanation. When the student has the opportunity to be more active, he hands out tasks, he is in greater mental well-being and is calmer in other subjects afterwards.\n\nStudent Profile:\nAge/Year: 13\nHobbies: Žák rád pracuje rukama, hlavně se dřevem, dále včelaří a zabývá se hasičským sportem.\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Proactive solutions, Transfer of student, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "157", "student_age_year": "13", "student_hobbies": "Žák rád pracuje rukama, hlavně se dřevem, dále včelaří a zabývá se hasičským sportem.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/420", "content": "TEACHING CASE STUDY\n\nBackground:\nThe classroom situation was a challenge from the beginning. When I started teaching math and physics, the class was known to be extremely challenging. The leader of the group, the boy who manipulated the others, had a lot of influence. Once, when I asked a student to submit homework, he first looked at this boy and waited for his approval before handing the assignment to me.\n\nSituation (Anamnesis):\nAs for this boy, he was known for his problems and unmanageability. He lived only with his mother, his father was in prison. He spent time with troubled peers and was a leader in the classroom who manipulated others against the teachers. He blackmailed the girls using their compromising photos that he had on his phone. His school results were below average.\n\nTeacher Intervention (Solution):\nProblematic behavior was first addressed with an educational counselor, but without success. Subsequently, the school management decided to start the process with the whole class. Local organizations, such as PIAFA, were also involved in the solution. Although many approaches were tried, problems persisted.\n\nOutcome:\nAll attempts to manage the situation were unsuccessful. The school results of the problematic student did not improve, and after two unsuccessful attempts to advance to the next year, he finally left the school. After his departure, the behavior of the rest of the class improved and they all successfully completed primary school.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: hudba, breakdance\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "420", "student_age_year": "14 let, 8. třída", "student_hobbies": "hudba, breakdance", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské", "teacher_practice_years": "26", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1344", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is studying well. She copes with all the school requirements without any problems, I feel that she does it somehow on her own. Unlike other children, however, she is 'used to' getting straight A's in her school record. And once it happened that a triple in mathematics appeared in ŽK. And the next day it was clear that she was trying to change the three to a two. She rewrote, corrected, rubberized - until she broke through to the other side of the paper.\n\nSituation (Anamnesis):\nŽačka is the younger of two siblings. The parents are both university graduates, have demanding jobs in managerial positions, do not live together, have children in alternate care. The older sister also studies very well, always gets straight A's, is successful in sports. I learned that she is often given as a role model. A week with mom has a 'strict regimen', dad is more benevolent. But his tasks and tools are always exemplary. Apparently grades are given a lot of weight at home.\n\nTeacher Intervention (Solution):\nThe rewriting of the grade really pissed me off. I got upset. I gave her a long sermon in front of the whole class, I immediately wrote her a note. And since it was half a year ago, I suggested a reprimand from the class teacher - for violating the school rules.\n\nOutcome:\nIt occurred to me immediately that I was in a hurry and that it was a shortcut, but still - 'I already said that', didn't I? I discussed it over coffee during supervision with our school psychologist. A really badly handled situation. I then called my pupil to the side. In school, we simply give grades (...and unfortunately we give them for the number of mistakes, not for how much the student did well...). And the pupil does many things well. Everyone makes mistakes sometimes and has the opportunity to correct them (...that's why pencils have an eraser, right?...). I called my parents and assured them that one 'worse grade' doesn't mean anything and that they shouldn't make a big fuss out of the rewriting. They also said that they would talk about this calmly with the student at home.\n\nStudent Profile:\nAge/Year: 9, 3.roč.\nHobbies: Kreslení, morče\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Consequences, Disrespectful communication, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1344", "student_age_year": "9, 3.roč.", "student_hobbies": "Kreslení, morče", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ, učitelství pro 1.st. ZŠ", "teacher_practice_years": "12", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/478", "content": "TEACHING CASE STUDY\n\nBackground:\nUnfortunately, the teacher could not remember any situation that would have turned out badly, or in which she would have behaved in such a way that she would be significantly dissatisfied with herself in retrospect. But she remembers a case when she was unable to solve a problem with a high school student for a long time. Despite the fact that they finally found a way and gradually solved the problem (or at least significantly alleviated it), I will include the story here, in unreported situations, because it is the only one that the teacher confided in me. At that time, she had been a teacher in practice for about 18 years and taught at a secondary school. A student came to her biology classes who, although he was really smart, unfortunately disrupted the lessons a lot. He was constantly shouting, jumping into the conversation and asking (albeit interesting) questions not only to the teacher, but also to his classmates, which disturbed him and made them lose their attention. He had never-ending comments on a lot of topics, added his own knowledge, talked together with the teacher and often even tried to shout over her. Not only the teacher, but also the classmates were dissatisfied with such behavior. He was constantly reprimanded, shouted at and silenced.\n\nSituation (Anamnesis):\nThe teacher was aware that the student was not intentionally disrupting the lesson. He was an exemplary student with excellent grades, a wide range of interests and a desire to learn. However, he had no sense of communication and did not know when it was appropriate to speak in class and when not. The teacher mentioned that the student tried to fight with his problem by himself, but the situation never gave him and the interesting topics once again drew him to think aloud and the need to know the answer to his question right now.\n\nTeacher Intervention (Solution):\nWhen admonitions did not help in teaching and the situation worsened, the teacher decided to invite the pupil to the office. The student came after class and they talked about the whole situation together with the teacher for about half an hour. The student was aware of the problem and claimed that he himself did not know how to fight it. He says he has a lot of questions and doesn't know when else to ask or where to look for answers. They agreed with the teacher that they would try to write their questions on paper. Therefore, whenever he wants to ask something or, on the contrary, say something interesting about the topic, he makes a note and at the end of the lesson he gets a chance to share all his comments. At the end of each class, the teacher set aside 5-7 minutes for all students to ask questions and share their knowledge.\n\nOutcome:\nEven though the problem seemed unsolvable at the beginning, this \"measure\n\nStudent Profile:\nAge/Year: 4. (maturitní) ročník střední školy\nHobbies: vše\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Agreement, Interview, Warning\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "478", "student_age_year": "4. (maturitní) ročník střední školy", "student_hobbies": "vše", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Biologie, Tělesná výchova", "teacher_practice_years": "23", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/614", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation started when I found a crying girl in the toilet during class. She was crying hysterically and was unable to explain to me what had happened. I invited her to my office, offered her a biscuit and after a while she confided in me. No one wants to talk to her in class, and a classmate is spreading false information about her.\n\nSituation (Anamnesis):\nThe classmate who slanders the girl is extroverted, draws a lot of attention to herself. The gossip girl is also more of an extrovert, likes to ride horses and play the piano. He doesn't really excel at school.\n\nTeacher Intervention (Solution):\nI informed my parents immediately and agreed that they would talk the guilty girl out. I then invited both students to my office. Only then did I learn that the roles of the girls were reversed and the one who cried first made up the whole story.\n\nOutcome:\nI realized that I should have proceeded differently and listened to both girls first.\n\nStudent Profile:\nAge/Year: 12, 7.B\nHobbies: Počítačové hry, kolo, knihy, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "614", "student_age_year": "12, 7.B", "student_hobbies": "Počítačové hry, kolo, knihy, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. Stupeň ZŠ, Mgr.", "teacher_practice_years": "Přibližně 30 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1366", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I started teaching, I was assigned to teach English in the high school graduation year after a colleague who was going on maternity leave. There was one girl in the class, let's call her a pupil. In my first lesson, the student checked in on me and after calling me on, she told me with a smile in front of the whole class that my pronunciation was bad and that if I wanted to teach, I should work on it. This behavior, in similar allusions, was repeated throughout the year. I was a little desperate because pronunciation has always been my weak point and I've been insecure about it for a long time.\n\nSituation (Anamnesis):\nThe student watched a lot of films in English. She listened to music and her pronunciation was listened to. You were much more confident in this area than I was. She had grammar mistakes all the time, but that was beside the point. Other than that, she was an average student, stuck to her A's, studied when needed. However, she was the leader of one group of girls and the others took her as the main one. She lived at home in alternating care, had a different boyfriend every now and then, and didn't really know what she wanted to do after school. She didn't hang out with the teachers anymore, so we didn't know much more about her.\n\nTeacher Intervention (Solution):\nsolved the problem by trying to catch the pupil and talk face to face. I told her that she can't do this because she has gaps herself and that it's embarrassing and immature, that such behavior will have unpleasant consequences. She laughed in my face and left. The behavior was repeated afterwards, without any changes. I then discussed it with other teachers who confirmed that they had the same problem. We discussed it with the principal and the student received a reprimand from the principal. However, nothing has changed. Since the student graduated in the same year, we decided not to put more pressure on her and somehow just survive the year. But the atmosphere in the class was really unpleasant because of her.\n\nOutcome:\nThe solution achieved nothing. The disruptive and rude behavior continued. The very next class, the student was more careful, she didn't lean directly into me, but still the slanderous remarks continued only between her and her friends. The next week, everything started again. Nothing changed after the director's reprimand. The student wanted to finish school. In retrospect, I think I should have focused less on myself and more on her. I didn't ask if something was happening in the family, in life, and I immediately took her as an enemy.\n\nStudent Profile:\nAge/Year: 18, 4. Ročník SŠ\nHobbies: Filmy, hudba, streetdance\nDisorders: Lhaní,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1366", "student_age_year": "18, 4. Ročník SŠ", "student_hobbies": "Filmy, hudba, streetdance", "student_diagnoses": "", "student_disorders": "Lhaní,Provokace", "teacher_approbation": "Mgr., ČJ, AJ", "teacher_practice_years": "16", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/944", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter a few weeks after the start of the school year, I began to observe that one of the pupils regularly came to school dirty and in inadequate clothes. At first I just observed the situation and thought that the situation would improve on its own, however, it started to escalate and the student often did not have tools for class. This continued for another month.\n\nSituation (Anamnesis):\nThe student had several friends in the class with whom he spent breaks, but they also came from weaker social families. However, the student did not harm anyone and was part of the class. Only after a time when he regularly did not have tools for class, the class members began to perceive him differently and did not want to talk with him as much.\n\nTeacher Intervention (Solution):\ndecided to go to the school principal and discuss the situation with her. We agreed to arrange a meeting with the parents and try to find the source of why the student is not caught up in class and is not often clean. Even before the meeting, I went to the student to ask him privately if something was wrong and why he didn't have clean clothes. The student told me that mom doesn't want it and dad isn't at home. A few days later, at a meeting, the parents denied that their son was dirty and unkempt and that they always provide him with all the supplies for school, but that he probably just forgets them at home. I thought it was strange and asked them if they could come to the meeting again the following week, but with a pupil. For a whole week after that, the pupil came in the same condition as he had been until now, but on the day of the meeting he came completely clean and well-groomed. The parents began to explain to the principal that I was bullying the student and that otherwise he also comes to class completely groomed and that I only want to sink their son and that I am obsessed with him. I didn't know what to say, but I protested that I certainly had no intention of bullying their son, that I was doing it all for his own good. When I told them what the student himself had told me, the answer came that I was not authorized to discuss this with their son behind their backs. The next day the school received an email with an explicit complaint that I was bullying their son and information that they wished to be transferred to another school.\n\nOutcome:\nAfter a meeting with the school principal, the student was transferred to another school and I had no further information about the situation there.\n\nStudent Profile:\nAge/Year: 11 let (6. ročník ZŠ)\nHobbies: hry na mobilu, závody F1\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "944", "student_age_year": "11 let (6. ročník ZŠ)", "student_hobbies": "hry na mobilu, závody F1", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bakalářský titul Hradec Králové", "teacher_practice_years": "20 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/448", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student screams loudly during all activities, thus demanding attention. If attention is not paid to her right away, she starts biting and scratching and she doesn't care if she hurts her classmates, me or the assistant. When the situation is very heated, they also bite. At the beginning of the school year, she bit my little finger, a colleague had to come to help me free the finger, because the student didn't want to let go. At home, he attacks his younger sibling like this. She always wants to have an adult all to herself. In such moments, he can calm down. Unfortunately, it is not always possible for her to be with one person individually. I have a total of six children in my class and there are three of us adults. I pay attention to each of the students individually in the room for individual teaching, but most of the time they all spend together in the classroom, and then there are attacks on her part. When he's not attacking anyone, he will, for example, urinate or defecate on purpose. At the same time, he manages these hygienic habits without any problems. She does this to draw attention to herself because she knows someone will pay attention to her. And so it happens that we change her into clean clothes maybe 4 times a day. I have had a student in my class for the fifth year, so I can observe how her behavior changes with age. Unfortunately, not for the better.\n\nSituation (Anamnesis):\nThe student was born to an alcoholic mother who gave her up. The family she now lives in has officially adopted her. She developed like a normal healthy child until the age of three. Her speech was developing and there were no signs of complications. After that, she began to have severe epileptic seizures, which caused a stagnation in development and a gradual regression. Speech has not developed, he manages to repeat some simple words - mom, dad, brother, grandma, but mostly without understanding. Over the past two years, her behavior has gotten so bad that it interferes with all the activities I do with her and affects the other students in the class. Previously, there were activities (listening to children's songs, staying in the snoezelen room) when the student was calm and did not shout. As she got older (onset of puberty), her behavior worsened even in these activities. She screams pretty much non-stop no matter what I try to do. The other classmates do not have time to relax and rest. When there is an opportunity, I take the student outside the classroom and try to do things with her that she enjoys, but this is not always possible. I know from colleagues from the school group that since the beginning of this school year, all her symptoms have worsened. When they are out on the field, she takes off all her clothes and runs off the field naked. 'She is incredibly fast. It only takes a second and everything is different. You just have to keep your eyes everywhere.' The other day, a colleague 'caught' her halfway out of the campus. Two female teachers ran after her. She takes off her shoes while on the field and runs around barefoot. It doesn't matter how many times you put those shoes on her, she takes them off every time. As a result, he takes it as entertainment and a way to draw attention to himself. When they are in the sorority area, he undresses there in front of the other students and satisfies himself. Everyone tries to prevent such behavior, but it is not always in our power. After all, there are other students who need help and care in the class and in the group. I deal with all these situations with the parents, they were also advised by the management not to leave the student in the group for so long (sometimes she was there until the end) that it is really long for her.\n\nTeacher Intervention (Solution):\nThe parents tried to comply, so assistants visit the student three times a week and they then spend time with her doing activities she enjoys. In the last two weeks, however, assistants have also complained that they scream during all activities, take off their shoes in public transport and pinch and scratch them. Another assistant was hired to the school group so that she could attend to the student individually and do her favorite things with her. What would have worked before is now completely hopeless. She attacks the assistant even during activities she likes. On a walk, he tries to run away constantly, takes off his shoes, undresses, bites, pinches and scratches.\n\nOutcome:\nam solving the situation with the parents, the teacher from the group and the educational consultant, and so far without results. I'm desperate about it myself. All the measures we tried to put in place failed. As the last hope, I see the setting of medical medication to suppress the symptoms of ADHD, so that the student starts to concentrate more and perceive the activities she is performing more. I know a large number of students who have been really helped by medication. Parents do not agree with this alternative, however. They are convinced that they have a few years to 'get something' out of her and the mother is convinced that the pupil could start talking. 'In no way is it about the child being put out of action and 'doped up', it's about getting her to calm down a bit and start really perceiving things around her.'\n\nStudent Profile:\nAge/Year: 12 let, 5.ročník základní školy speciální\nHobbies: Poslech dětských písniček, pobyt v bazénu, pobyt venku na dětském hřišti\nDiagnoses: Těžké mentální postižení,ADHD,Autismus,Poruchy chování\nDisorders: Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Physical intervention, Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "448", "student_age_year": "12 let, 5.ročník základní školy speciální", "student_hobbies": "Poslech dětských písniček, pobyt v bazénu, pobyt venku na dětském hřišti", "student_diagnoses": "Těžké mentální postižení,ADHD,Autismus,Poruchy chování", "student_disorders": "Nevhodné chování", "teacher_approbation": "1.kazuistika Mgr. – český jazyk, Mgr. – speciální pedagogika 2. kazuistika Mgr. – speciální pedagogika", "teacher_practice_years": "1.kazuistika 8let 2. kazuistika 25let", "problems_annotated": "Diagnosis, Physical aggression, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/179", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a school trip to the technical museum. On the return bus journey, there was a problem with the seating arrangements when the pupils could choose who they would sit with. One pupil wanted to sit with the same classmate as on the way there, but the latter chose to sit with someone else. When the three were refused a seat next to each other, the student threw a tantrum, throwing his arms around and kicking around. They managed to move him to a separate seat where he couldn't hurt anyone and we tried to talk about the situation. In a fit of rage, he was oblivious and swore at the entire bus, threatened to kill someone, and tried to get to his classmates. I dislocated my knee while blocking his escape, which caused screaming and crying on my part, which led to the student calming down, apologizing and trying to help me.\n\nSituation (Anamnesis):\nThe student comes from a divorced family, lives with his mother and younger brother. He sees his father only occasionally. The mother is protective, she always excused him in his behavior, went out of his way to meet him and allowed him everything. His father did not deal with his behavior. At preschool age, the pupil was diagnosed with ADHD and behavioral disorder, and medication was recommended, which the mother administered sporadically. From the first grade, the mother was recommended to be examined by a psychiatrist for suspicion of a more serious illness, but the mother did not respect the recommendation. In the third grade, after several seizures and hospitalization in a psychiatric clinic, he was diagnosed with an affective disorder and prescribed medication.\n\nTeacher Intervention (Solution):\npersuaded the student to sit with me and we tried to resolve the situation, as the bus was leaving soon. He reluctantly obeyed. I tried to calm him down to take deep breaths so we could talk. I explained to him that he could choose another friend and that most people wanted to sit with different people, so there would definitely be someone available. When it didn't work and the student didn't notice, I tried to switch the conversation to another topic, such as visiting a museum and his interests. I spoke to him kindly, calmly and quietly. When that didn't help and he started yelling that he was going to kill someone, I warned him not to talk dirty and that he wouldn't want his friend to die. When he resisted and wanted to run, I told him no several times and tried to hold him back. After dislocating his knee, his behavior changed, he apologized and tried to help me.\n\nOutcome:\nAfter the incident, the student's behavior changed, he became kind, sorry and tried to help and calm me down. As for the situation that triggered the incident, he didn't react at all, as if he didn't remember it and as if it didn't happen. This situation had no effect on the long-term effect on his behavior.\n\nStudent Profile:\nAge/Year: 10 let 4. ročník\nHobbies: Počítačové a telefonní hry\nDiagnoses: ADHD,Porucha chování,Poruchy chování asociálního a antisociálního typu\nDisorders: Lhaní,Neposlušnost,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression\nSolutions Applied: Physical intervention, Support, Proactive solutions, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "179", "student_age_year": "10 let 4. ročník", "student_hobbies": "Počítačové a telefonní hry", "student_diagnoses": "ADHD,Porucha chování,Poruchy chování asociálního a antisociálního typu", "student_disorders": "Lhaní,Neposlušnost,Neúcta k autoritám", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ - speciální pedagogika", "teacher_practice_years": "10 let", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Support, Proactive solutions, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/391", "content": "TEACHING CASE STUDY\n\nBackground:\nhave to say that you surprised me somewhat, because despite the fact that I have experience in the field for several years, it is difficult for me to remember a situation in detail like this. But if you don't mind that the situation is hit to the first degree, even if you specialize in the second, then I remember one situation almost exactly, because it happened recently. When the schools reopened after some time at the end of the last school year, I taught English to third graders at that time. So it was their first experience with English ever, and I had the feeling that the children really enjoyed it. You know, that's how it goes when they don't really know what they're getting into, but I have to say they were really clever. They tried, they prepared for hours. The advantage I see in this is that we are a local, smaller village school, so almost all the students socialized together despite the situation and maintained relationships at least in this way. However, when the children returned to school after a longer hiatus, I must say that it was not only a shock for them, but also for us as educators. Whether it's to find out how the pupils master the subjects covered, or to get back to that school routine, a bit stricter than what they were used to at home. Even if we look directly at my situation, under normal offline conditions I had 3 lessons of English per week with the pupils, while online mode only 2 half hours, which of course is noticeable. So to get to the specific situation that we are going to talk about here together, it was just after the reopening of the schools that I noticed that quite a few children in the class were restless. Not restless, that they would fidget on the chair or swing, but for one boy in particular, this behavior was beyond the boundaries of the normal course of teaching. During the lesson, the student constantly had the need to draw attention to himself with various behaviors (shouting, nudging a classmate), so suddenly it seemed to me, if I put it stupidly, like he had some sort of disorder.\n\nSituation (Anamnesis):\nIf I take the class as a whole by itself, we now have 12 pupils in the third grade, so they are really a very good team. The biggest sign of this is probably the fact that the students came here together from kindergarten and almost all of them are local, so they spend time together outside these four walls. The student we are going to talk about here is also from the local area and didn't do well in online lessons. Unfortunately, it was impossible not to notice that his mother, who was an excellent whisperer, was sitting next to him for almost the entire lesson, and he suddenly became a student who suddenly controls everything. Yes, unfortunately that's also how it goes with online classes, but when you can't see the mother and you only hear the boy tilting his head and asking for the right solution, you really don't know how to react promptly at that moment. Of course, I tactfully tried to explain to the student that his mother can't find the right answer for him and he has to try to figure it out on his own, and if he doesn't know, nothing happens. Otherwise, I never had any problem with him or his parents. He was an average student, but very diligent.\n\nTeacher Intervention (Solution):\nAs I have already outlined before, I was dealing with problematic behavior in a student in such a way that he constantly had both the need to interrupt verbally, and suddenly it was really unthinkable for him to sit in a chair for 45 minutes. He rocked on his chair, nudged others, constantly pushed himself against the desk, and when he reported, he jumped around, etc. This behavior was the most pronounced with the student, but I noticed that other students also have a problem all of a sudden after online classes, where I have so many she couldn't control, she couldn't stand to sit in the desks for the duration of the lesson and pay attention. That's why I asked the students directly for one hour what the return to school was like for them. Of course, almost all of them were still looking forward to school at this age, but they saw as a negative the fact that between the online classes, the girls could, for example, help their mother with preparing lunch, cleaning... Therefore, the children were actually employed during this time, at least as far as outside lessons are concerned, much more more and were constantly in some activity. So I tried to find a solution that would combine the student's restlessness with the content of the subject. That's why I decided to include quite a few physical activities in the lessons, which would occupy the pupils for a while in a different way, but still a form of education. I specifically taught third graders English and we repeated counting to 12. In order to introduce you to the situation at least a little, for example I said two + two in front of the class and depending on the result, the students had to jump up, turn around, or clap their hands as many times as possible, and the activities we gradually changed.\n\nOutcome:\nThe inclusion of physical activity in teaching was, I dare say, very beneficial for the pupil and for other pupils as well. Just seeing that the pupils really enjoy it and that they want to learn this way at least for a little while every lesson is a huge reward for me as a teacher. I was somewhat embarrassed by this for the first hour, as it seemed to me that the student and the others were arguing even more and wanted to continue only in this form. However, we set the rules together right away, that every hour we will bend for a moment in some way during the lesson, but otherwise we will continue with the regime we have taken. Since then, I apply this approach not only with this class in almost every lesson, but I also try to include it in some way in Czech with ninth graders, where we do not deal with it regularly, but I think that such diversification of teaching is never harmful.\n\nStudent Profile:\nAge/Year: 9 let, 3. ročník\nHobbies: Chození se spolužáky ven, kroužek akvaristiky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Agreement, Proactive solutions, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "391", "student_age_year": "9 let, 3. ročník", "student_hobbies": "Chození se spolužáky ven, kroužek akvaristiky", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysoká škola s magisterským titulem (český jazyk; anglický jazyk)", "teacher_practice_years": "9", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Proactive solutions, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1297", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the spring break, when there was no school, I, as the class teacher, the principal and the deputy, received an email about cyberbullying in my class, which I had no idea about. The email was sent by an anonymous person who did not want to lose friends in the class. In the email, he wrote that he was troubled by the student's behavior towards other classmates, whom he verbally attacks, most often via social networks. Attached are several photos of the various groups the class had created. The pupil was often vulgar towards girls and racially attacked one boy. It is said that the anonymous student could no longer endure the persistent vulgar behavior towards other classmates in the class, which had been going on for a long time.\n\nSituation (Anamnesis):\nThe student belongs to the best in the class in terms of his knowledge, activity and grades, he often participated in various competitions and was never one of the problem children, so I was very surprised when I received this email. Overall, in my opinion, the class got along very well, I wasn't afraid to go on multi-day overnight trips with them, which most of my colleagues at school don't do. Sometimes there were some problems related to interruptions in the class, but that is probably what every one of us has encountered. The most challenged student is also one of the very successful students in the class, she has excellent results and is often involved in school events, she tries to get along with everyone in the class. The student often chose her as a target because she found an older boyfriend, I later learned that he was in love with the student. The student who was most challenged belonged to average students, he comes from a mixed family, where his mother is from the Czech Republic and his father is from Egypt. The student often attacked him racially. In general, he then wrote offensive messages to other classmates as well.\n\nTeacher Intervention (Solution):\nAfter reading the email, I waited for spring break to end. I heard from the director and her deputy that they also received the email. We then set a plan to gradually conduct various sessions with the pupils in order to learn everything from their point of view and not just from a few photographs. We always called the student to the principal's office after the end of spring vacation, where I, the principal, and the school psychologist were present. A male student, a female student who is a class representative, a female student, a male student and other attacked students came one after the other. Most of the pupils told us that these messages do not offend them in any way, they are used to them and take them rather as a joke. I did not like this and wanted to prevent this behavior, as did the principal and the school psychologist. We met again with the pupil, who in the meantime apologized to all the pupils, promised us that he would not behave like this again and would not write anything offensive. He was really unhappy about it.\n\nOutcome:\nIn the end, everything turned out well in my opinion. Everyone accepted the apology, no other email or cyberbullying message was received. The student visited the school psychologist a few times and the headmistress forbade him to go on a trip for selected students. This punishment was too much for me, but I couldn't do anything. Pupils get along normally, no one becomes a target of attacks. The student was a bit out of sorts for a while, you could say, his average didn't get worse, but he was silent for a few days. Over time, however, he started to get involved again in the collective and in the classes.\n\nStudent Profile:\nAge/Year: 17, druhý ročník na víceletém gymnáziu\nHobbies: Čtení knih, hody  stárkování), zajímá se o politiku\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1297", "student_age_year": "17, druhý ročník na víceletém gymnáziu", "student_hobbies": "Čtení knih, hody  stárkování), zajímá se o politiku", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Ch, Bi", "teacher_practice_years": "12", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1067", "content": "TEACHING CASE STUDY\n\nBackground:\nWith this problematic behavior, it concerns a pupil who showed himself inappropriately in class. But none of this happened just because of the student's will, but the cause of this behavior could have been the student's autism. There was nothing unusual to begin with, as children with autism are often calm. Of course, sometimes it was necessary to direct the child (perhaps due to disruptions), or sometimes it seemed that the student was not present and not paying attention. But all this happens to other children as well. A bigger problem arose when the boy didn't like something in class or didn't do well, and his reaction was to take off his slippers and then throw them all over the class along with other teaching aids. I was quite startled at first, because I didn't expect something like that, but immediately afterwards I made sure if he had hit someone with those gadgets. Everything about the other kids seemed fine, and the boy who created this problematic situation didn't seem to want to take any more aggressive action. I think he himself was in shock at what happened, I don't think he wanted to hurt anyone, it was just some kind of sudden overflow of emotions.\n\nSituation (Anamnesis):\nstudent with problematic behavior had average academic performance, had difficulty understanding assignments, and sometimes did not work. There were occasional problems with the parents, due to the initial concealment of the child's autism.\n\nTeacher Intervention (Solution):\nAs I said, I first made sure that all the children were okay (including the initiator of the problem situation). After that, I asked the student to sit back in his seat so that we could finish the lesson. At first I thought that I should have just taken the student with me to the office and solved it, but in the end I'm glad that I left him alone and we finished the lesson. After the bell rang, I called the student over to me and asked him to stop by me in the office. Of course, I handled everything calmly, because I didn't want to upset the student more. I asked him why he did it, what was his reason for it. I tried to explain to him that I understand his feelings, that sometimes one's nerves just get over the edge, but it shouldn't happen often. Due to the fact that the problematic behavior was repeated, but fortunately not in the form of throwing things around the classroom, after an agreement with the parents and the principal, the pupil was assigned a teacher's assistant and a visit to a pedagogical-psychological counseling center.\n\nOutcome:\nIn the short term nothing out of the ordinary happened right after the incident, I just sat the kids down and finished the little bit of class we had left. I wanted to discuss the situation personally with the student first, so as not to embarrass him unnecessarily or make him even more upset. In the long run, the assignment of a teaching assistant was a very good move, because the student's performance improved a bit and he was more comfortable with a more individual approach. There were no more stormy demonstrations. The entire collective in the class was familiar with the pupil's situation and there was no expulsion from the collective.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: zvířata, čtení\nDiagnoses: Autismus\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Support, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1067", "student_age_year": "11 let, 5. třída", "student_hobbies": "zvířata, čtení", "student_diagnoses": "Autismus", "student_disorders": "Lhaní", "teacher_approbation": "Mgr. Aj, Čj", "teacher_practice_years": "5", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1248", "content": "TEACHING CASE STUDY\n\nBackground:\nIn mid-June, the fifth-grader had a hysterical attack. During physical education class, he began defying the teacher and refusing to exercise because he allegedly had an apology from his mother, which the teacher did not receive. The student insisted on his claim and his behavior escalated into an uncontrollable state of rage and crying. The teacher took him to the assembly room to calm down, but the situation worsened and the student became insane. He wanted to call his parents, but when he called his father, he refused to speak to him and demanded his mother. I also remember the case when this pupil in class verbally attacked his mother in front of the school, using inappropriate and even vulgar expressions.\n\nSituation (Anamnesis):\nThe fifth-year elementary school student is an extrovert with average academic performance.\n\nTeacher Intervention (Solution):\nIt was successful that the pupil gradually began to confide in himself and explained why the situation occurred. His attitude towards his father was surprising. During the investigation, the student calmed down and returned to class five minutes before its end.\n\nOutcome:\nThe following day, the student had a consultation with a psychologist and a similar situation did not happen again.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník ZŠ\nHobbies: Sport, hra na hudební nástroj\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1248", "student_age_year": "11 let, 5. ročník ZŠ", "student_hobbies": "Sport, hra na hudební nástroj", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Český jazyk, Dějepis, Zeměpis", "teacher_practice_years": "25 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1486", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was about a month after the beginning of the school year when the mother of one of my students called me. They were freshmen. She wanted to arrange a meeting with me as soon as possible regarding her son being slapped by one of the older students at school. We arranged a meeting the very next day, because I was not indifferent to this situation. Until the second day before my mother came to school, I asked other colleagues if they had noticed any suspicious behavior towards the student. It was strange to me, because an assistant, a teacher or I is always present in the classroom and then in the group. When mom came to the meeting, we were in my office. She told me that the student complained at home that when he was in the English class that is held here at our school, an older boy in a blue t-shirt with a picture of Spiderman slapped him when he went to the toilet. I recorded my mother's statement and told her that I would discuss it with the student and inform her of the next step. The next day, I called the student to me. I asked him how he liked school and so on. I discreetly tried to find out if he would tell me about the problem himself. He said he likes going to school, especially when he can play on the carpet at the back. I asked him various questions. He suddenly mentioned that he has to go to English and he doesn't want to go there. Subsequently, I asked if anyone had ever hurt him there and he said no to that question. He said he just didn't want to go there.\n\nSituation (Anamnesis):\n1st grade student, very clever, even above average in class, his parents place great demands on him that do not correspond to his age.\n\nTeacher Intervention (Solution):\nAs I said before, I first had a meeting with the student's mother. I recorded her statement and then summoned the student. While talking to the student, I found out that no one was harming him, but he didn't know how to tell his parents that he didn't want to go to English, so he made up the idea that someone had slapped him. He knew that if he told his parents that someone was hurting him, that they would deal with it. After talking with the student, I called both parents and the student to the school. I told them that the student confided in me that the problem was that he didn't want to go to English class, but his mom and dad wanted him to. Both parents remained as if petrified. The student was not afraid in my presence and told his parents that no one had hurt him, that he simply did not want to go there.\n\nOutcome:\nIt turned out that the student's parents withdrew from English. I advised the parents not to place unnecessarily high demands on the student, that he started the first grade and that alone is a big mental burden for the child, let alone extra classes. I was a student class teacher until the 3rd grade. During all this time, there were no other problems with him and such lying did not happen again.\n\nStudent Profile:\nAge/Year: 6 let, 1.třída\nHobbies: fotbal\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1486", "student_age_year": "6 let, 1.třída", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství pro 1.stupeň", "teacher_practice_years": "32", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/637", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter many years at elementary school, I am used to certain behavior, but what I experienced in the 2020/2021 school year I have never experienced before. I was in the role of a class teacher and I was given the responsibility of leading the 2nd class. I knew most of the children because I had already taught them in the first grade. However, one pupil transferred to us from another school, who could not get into the friendly zone with others due to his behavior. It all culminated the day he took off his mask, started yelling vulgar names at her and kicking around. I immediately called a colleague who sat him down in a chair and started talking to him. He has more respect from men. The teacher clearly established the conditions of the conversation (the student did not maintain eye contact and was silent at the beginning). When prompted, he looked the teacher in the eye and answered all possible questions. After the interview, he found out that his father has a problem with wearing masks in schools and he sent legal documents after the pupil, which are related to wearing masks in schools. It was evident that this was more the problem of a parent who, instead of going to school and clearly establishing what the problem was, sends their son to deal with something he has absolutely no understanding of. I immediately called my parents and we had a meeting with the guidance counselor. After the consultation, the pupil was as calm as an angel for a whole week, but after that problems began to increase not only in school lessons, but also in the school club. The student is absolutely unable to resolve conflicts or deal with other children. He wanted to borrow a lego that someone else was playing with for a while. When the other boy replied that he would lend him the lego in a moment, he slapped him saying he wanted it now. He was reprimanded at least once a day in the school club. As long as he didn't misbehave, notes were not written and everything was resolved by agreement (in the beginning, his offenses were as minor as the others, such as running down the corridor, shouting on the way to lunch or not eating lunch in the school cafeteria). After climbing the wall in the dressing room, swearing at girls and being physically violent towards others, we started writing notes. We also invited parents to the school. At the beginning, we wanted to deal with both parents, but after we found out that the father of the child has absolutely no interest in his son, we invited only the mother to the school. After some time, it became clear that the parents were in the process of separating and this had a certain effect on their son as well. They tried alternating care. When the son was with his mother, he was human and there were no problems with him. He was wild when he was with dad, but after a while his behavior softened to a minimum of problems. In the next school year, we learned that his parents got back together. The son's behavior has improved. His grades were better, he caught up with the subjects that were causing him problems, and in the third grade he was put in charge by a different teacher. However, dealing with others is still not as it should be.\n\nSituation (Anamnesis):\nFamily history The student comes from a complete family. So he has a father and a mother. The father is authoritarian and solves all his son's school transfers with physical violence. Here we can see elements of why the boy does not look the other teachers in the eye and why he keeps a minimum distance of 3 meters from everyone. In one situation, the teacher had to tell him that he would not hit him and only then approached him with a trembling attitude. In the first moments, the mother stood by her husband, who had no problem scolding the teachers who wanted to discuss with him how to proceed. During the main period when the student's behavior was deteriorating, his parents were living separately and were considering divorce. When he was with his mother, everything was fine (tasks and behavior for one). If he was with his father, he acted like an animal who could not speak like a human and was involved in conflicts. For example, if someone wanted to play football with him and was not from the same class as him, he would kick or hit him. School anamnesis, the student had a hard time in that he transferred to another school and the children were not used to him at all. He broke the school atmosphere and often attracted a friend who was supposed to have an educational effect on him. After a while, thanks to frequent consultations, it was possible to integrate him into the class and the others took him into their group, but it was still not perfect and he reacted hostilely to children from other classes or sections of the school club. He was rather average in merit and excelled in artistic activities. He mastered fine motor skills perfectly, and we can also talk about his talent in drawing, which he enjoyed immensely.\n\nTeacher Intervention (Solution):\nFrom the beginning, I solved everything by agreement. I tried to explain the rules to him, why they are a priority for us. Then I moved on to the notes. As soon as others began to be attacked (either physically or verbally), I immediately called my parents and informed them about the inappropriate behavior. This was followed by an unfriendly meeting with the parents, which was more of an introduction. But the problems were not solved, and that is why we met even more times. After meeting only with the mother of the child, we established a friendly cooperation and the behavior gradually started to improve. The social worker who was in charge of the student was also given the task of archiving the notes. The student's behavior improved dramatically when his mother began to supervise him.\n\nOutcome:\nThe initial solution had no effect. Arrangements and notes did not help, so it was necessary to call the parents to the school and try to solve this problem. When negotiating, the student was careful and promised that the matter would not happen again. Within five minutes he was bringing up something else, or he kept bringing up when I wasn't looking at him, but the kids told me. The note was not a punishment for him or a reason to think about improving his behavior. Always after an agreement with his mother, the pupil began to behave according to the rules and at one time the other teachers also praised him (for example in English and in the school club). At the moment, his transfers have been minimized, but have not completely disappeared. The parents finally got back together and it's hard to say if everything will go back to normal.\n\nStudent Profile:\nAge/Year: 8 let 2. ročník ZŠ\nHobbies: kreslení, vyrábění, fotbal\nDisorders: Lhaní,Braní věcí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "637", "student_age_year": "8 let 2. ročník ZŠ", "student_hobbies": "kreslení, vyrábění, fotbal", "student_diagnoses": "", "student_disorders": "Lhaní,Braní věcí", "teacher_approbation": "magistra, vzdělávání osob se speciálními vzdělávacími potřebami", "teacher_practice_years": "15", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1422", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent in my class always had to make himself visible and in the 8th grade he started going to the bathroom at the beginning of every lesson. This thing became regular and unfortunately only happened in my classes. At first, I tried to explain to the student that if he needs to go to the bathroom, he should go during the break, and in general I tried to communicate with him kindly. Unfortunately, this problem persisted and I began to lose patience. It was accompanied by disinterest in teaching and constant interruptions. In retrospect, I have to say that I did not behave in the best way and I generally resented the student at that time. The problem arose in one of our lessons, when the student was constantly interrupting after being admonished. Unfortunately, I got on my nerves and started yelling at him. In response, the student started yelling back at me and even groped me. When I angrily told him that he wouldn't touch me, he ran to the bathroom, where he spent the rest of the hour. When I met him during the break, I told him to come with me to the office, and he started yelling at me that he wouldn't go and started cursing and threatening me. As one of the threats, I remember him saying that he was going to pour sapo in my coffee and that he was going to poison me. I was really helpless at this moment and asked you if you could talk to him.\n\nSituation (Anamnesis):\nThe student comes from an incomplete and problematic family. Both father and mother are alcoholics, the mother even ended up in prison for non-payment of alimony. The student as such has been at our school since the 1st grade. From the beginning, there were no significant problems with him. He was very introverted, didn't speak much and was shy in the group. The problem started in adolescence, when he tried with all his might to draw attention to himself and be funny at all costs. He did not have a teaching assistant assigned to him, but a school assistant sometimes came to help him in the main subjects. In addition to playing on the computer, he enjoyed cooking, which he talked about a lot in later life. Although he has a reduced intellect, he made great progress in the 6th and 7th grades, when with the help of tutoring from a school assistant he was able to work his way up to threes. He was motivated by it himself, and he absolutely loved the humanities subjects he was able to learn during classes. The problem arose when the teacher regularly did not pay attention to him, on impulse he always waited for the bell to announce the beginning of class and went to the toilet without permission. Another problem was the reaction to injustice. At the moment when he was wrongly accused, unusual aggressiveness awoke in him.\n\nTeacher Intervention (Solution):\nThe solution was discussed at the pedagogical council, when the headmistress proposed a transfer to another school. Given the threats and possible criminal charges, the father had no choice but to agree. The pupil as such was neutral for the following two weeks and we did not come into contact in any way.\n\nOutcome:\nThe student is currently in the 2nd year of SOU majoring in arranging and we do not have any more information about him. In retrospect, I evaluate this as my biggest mistake as a teacher. I got carried away with my own judgment and was unprofessional in many ways.\n\nStudent Profile:\nAge/Year: 15 let, 8. ročník\nHobbies: Počítače, vaření\nDiagnoses: Snížený intelekt\nDisorders: Lhaní,Podvody,Agrese,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1422", "student_age_year": "15 let, 8. ročník", "student_hobbies": "Počítače, vaření", "student_diagnoses": "Snížený intelekt", "student_disorders": "Lhaní,Podvody,Agrese,Potřeba pozornosti", "teacher_approbation": "Mgr., Ruský a anglický jazyk", "teacher_practice_years": "35 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1028", "content": "TEACHING CASE STUDY\n\nBackground:\nThis time it is a student in the third year of the first grade of elementary school. In the first semester, the class had little problems, but then it started to escalate. In the first semester, no one talked about bullying. There was one student who was behaving abnormally, but the class teacher seemed to know the boy, she had taught him since the first year, so it was not a problem for her. So she tried to correct the student's behavior in some way, to straighten it out, to discuss it with his mother or with other colleagues in the first grade so that the situation would improve. For a while it seemed that the student was somehow correcting his behavior, getting better and that the class was functioning in a normal way. In the second semester, however, problems arose and the class teacher received a notification that her student was being bullied in class. The teacher reported the situation to the director, who then contacted me as a method of prevention. I finally entered the class and started to find out whether the situation was bullying or not. I worked with the pupils for a whole day, when, on the basis of various games and group work, I found out how this pupil behaves towards others and the teacher.\n\nSituation (Anamnesis):\nThe pupil's mother is from Ukraine, but the pupil was born in the Czech Republic. The family is socially weak, especially in the area of education and finances. The student is unpopular in the class and is a strong personality here. There are a total of three strong personalities in the class, they fight with each other.\n\nTeacher Intervention (Solution):\nWith the director and the class teacher, we chose one specific day that would not disrupt the teaching of the given class in any major way. So in the morning I started the class and within the first three hours we worked with the students on various non-standardized tests, questionnaires, which determine for us whether bullying is taking place or not. We also played relaxing games to relax and actually to find out what the relationship is with the student in question. When this day ended, I evaluated the questionnaires. I evaluated it so that it was not bullying and I passed this information on to the school principal and the class teacher.\n\nOutcome:\nThe result of the solution is that I was primarily satisfied with it. My point is that when we filled out questionnaires, played games, the children cooperated, but the mentioned pupil cooperated with difficulty, very difficult. The more the time of the fourth lesson got closer, the more his cooperation decreased, so the attention there is certainly not as perfect as it should be. I feel that the student has a learning and attention disorder, so it really reflected on him. It was necessary for me to approach him often and so I forced him a little to the tasks I assigned. He didn't want to elaborate them too much. He was under the bench, on the window, behind the cupboard... Just everywhere, except in the bench. In the end, however, I always managed to get him to fill it out. So this first part was satisfying for me, that I could say that all the students cooperated with me. I had a good feeling about it. When I evaluated it, I concluded that it was not bullying, because this student is a relatively strong personality, is extroverted and wants to assert himself in class. However, he has a problem in that there are other students in the class who are also strong personalities and also want to assert themselves. They are able to gang up against this student, so it can look like bullying. To this day, I don't think it's bullying, because as the student comes from a socially weak family, I think the mother doesn't have much time for the boy. So I would say that the student grows up like firewood in the forest and has the feeling that he can try different things on other classmates. It wasn't bullying, but unfortunately I'm still not sure about that at the moment. What happened there was that we did not evaluate it as bullying... We will move the student to another class, where the class appears to us to be without problems, so that the student could fit in there and would not have to assert himself so strongly. There are no other strong personalities there. So this school year will show us whether it was a good solution or not.\n\nStudent Profile:\nAge/Year: 9 let, 3. třída\nHobbies: Žádné  možná fotbal)\nDiagnoses: Poruchy učení\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1028", "student_age_year": "9 let, 3. třída", "student_hobbies": "Žádné  možná fotbal)", "student_diagnoses": "Poruchy učení", "student_disorders": "", "teacher_approbation": "Mgr, Český jazyk + občanská výchova", "teacher_practice_years": "13", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/794", "content": "TEACHING CASE STUDY\n\nBackground:\nRight at the beginning of the last school year, a student who has been diagnosed with OCD joined my class. I'm a classroom teacher, so I was the first to know about it and I wanted to prepare well enough for it. I sought information from our school psychologist, who helped me a lot. She told me what to expect and what to prepare for. Of course, I already knew that OCD existed, I had an idea of what it was, but I had not yet encountered it in a child. Our school doesn't have many students with special needs, so having someone like that in the class - I was really looking forward to more experiences. When the little girl joined, of course the other pupils also started to notice and let's just say that they were not very tolerant even though I devoted one classroom hour to just such a preparation for a pupil with OCD and how to behave towards him. Or how to help him. She eats in this case. But in practice it didn't seem terrible at all. It was not very noticeable on the little girl during the lessons. Even if my class was held by other teachers. Sometimes the concentration was a little worse, especially when she started counting, for example, pens, pencils and crayons in the case. But that could easily be solved by summoning her. The problem here was that the class was not very tolerant of this. As I already said, it didn't occur to me that the malfunction was somehow very visible. But after all, I'm not with the class 24/7 and I don't know what's going on during breaks or after school. And that despite the fact that I really try to find out everything about my students. About November, my students started taunting every time the lady had a moment. Of course, I immediately found out who was causing it, who was encouraging the class, and I started to solve it with him.\n\nSituation (Anamnesis):\nBullied - Elementary fourth grader, withdrawn, low self-esteem due to her OCD disorder, average academic performance probably due to occasional episodes. The bully - a fourth-grade student at the same elementary school, an extrovert, a bit of a class clown, above-average academic performance, his father sponsors the school.\n\nTeacher Intervention (Solution):\ntalked to the class about the bullied student. We all sat in a circle on the carpet - this is how we have been solving some problems since first grade, which luckily don't happen that often. I wanted to ask the whole class why they were laughing at the little girl. Another student spoke up from the class, from whom I did not expect it. She said she's just weird and they don't like her. All the children started laughing, so I scolded them. I reminded them that right at the beginning of the school year, after all, like every year, we had a mandatory job on bullying. Children always seem to understand this and when you ask them, they think it's bad, but unfortunately it works differently in reality. Especially when there is a student in the class who pulls others down. Unfortunately, my class is easily influenced by these influences. The boys and girls from my class looked like I probably wouldn't do much with them when they were all together. I decided to solve it with the Pedagogical-Psychological Counseling, which I should have done from the beginning. But I kept telling myself until the last moment that I could solve it myself. Like three years ago. Unfortunately, as the students grow, they have more and more sense every year, and I recognized that I needed help. In the Ped-Psy counseling center, I was advised to solve the problems directly with the students who cause contradictions in the class. The next day, I invited the main bully to my office, who always turned the whole class against the female student. A colleague from the Pedagogical-Psychological Counseling Office was also present in the cabinet. The first person pretended not to know what he was talking about. At first he blamed it on the other students, but then I told him what I found out and that all the students I asked about solitude said that he started it. The person started stuttering, became nervous, so a colleague asked him directly if he wanted to confess. The person agreed and said he was very sorry. I told him that the only person he should apologize to is the student. The colleague continued to ask questions - what led him to do this, etc. The person said that he immediately noticed that she was something different and wanted to climb something in the class. It struck me as a pretty stupid reason, of course, but we didn't get anything else out of him. He also told his colleague that he had committed bullying, so the pupil promised that it would not happen again and that he would even help her. Unfortunately, it wasn't over yet, because it was clear to me that the class still lives in the fact that they can laugh at the girl.\n\nOutcome:\nThe person was kind of suffocated and I was quite amazed at the effect it had on the others in the class. Since the student was in the office, I have not observed any bullying in the classroom. In fact, the student actually started to help the previously bullied student. Whenever she started counting something again, e.g. her pens and pencils in the case, the student helped her, started talking to her and helped her with e.g. her homework. In the long run, it turned out awfully well. Now the class is already in the ninth year of elementary school, and you might be surprised that the student who used to bully the student is now dating the student. They always go to class together and hold hands, hug each other during breaks. It turned out well in a way. To return to the solution, in my opinion it was probably the best solution we could provide at the time.\n\nStudent Profile:\nHobbies: Fotbal, zpěv ve sboru\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "794", "student_age_year": "", "student_hobbies": "Fotbal, zpěv ve sboru", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, NJ, TV,", "teacher_practice_years": "25", "problems_annotated": "Diagnosis, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1335", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation when, in my opinion, I did not behave in the best way happened at the beginning of my teaching experience. I was fresh out of school and didn't have much experience with problematic student behavior. There was a little girl in my class who was diagnosed with ADHD. She was very outgoing and always wanted to be the center of attention. She was disruptive in class, didn't do her work and was often quite rude. This behavior was repeated literally every day. One day we had a big break, and when the weather is nice, we used to go to the school yard with the children. Recess ended and we went back to class. The class started and I suddenly noticed that the little girl was nowhere to be found. Together with the teacher's assistant, we started looking for her. I started to panic and worry that the little girl had left school alone. Together with the assistant, we searched the whole school. After some time we found the little girl. She was sitting in the corner where the children had games at recess. She was playing with some toy there without excitement. At that moment, a huge stone fell from my heart, but I also felt anger.\n\nSituation (Anamnesis):\nThe pupil involved in the situation was very much her own. She was diagnosed with ADHD. She was not very popular in class due to her over-the-top demeanor. At the slightest problem, she managed to make a scene where she screamed, whistled, etc. As for her academic results, they were far below average compared to other classmates. I believe it was, but largely due to family disinterest. Žačka grew up with only her mother, who went out in the afternoons and evenings to earn extra money at various part-time jobs, and her daughter was looked after by her siblings who were only a few years older. So the family background was not exactly ideal. I think that also because of the situation in the family, the little girl tried to always be the center of attention in class, because she didn't get attention at home. She often went to school neglected and unprepared for lessons. An assistant came to her during some classes. When she had an assistant in class, she at least cooperated a little, but otherwise she didn't try at all.\n\nTeacher Intervention (Solution):\nThe moment we found her, I didn't act professional at all, but my emotions took over and I started yelling at the little girl until she burst into tears. At that moment, I felt that I had completely failed as a teacher. I immediately calmed down and tried to calm the little girl down as well. After that, I took her aside and explained to her that she can't act like that. I explained to her that I was afraid something would happen to her. After that, I took her to the class with the others. After school, when the mother picked up the little girl from the group, I described the whole situation to the mother and asked her if she could warn her daughter at home so that similar situations do not happen again. I received a very lax attitude from my mother, when she only replied that we should have looked after her better.\n\nOutcome:\nThe result of the solution was that we explained to the pupil why she could not go wherever she wanted during the lesson. We tried to explain that we are responsible for her during class, so we need to know exactly where she is. And we also made it clear to her that she has to attend classes, even if they are not her favorite. Furthermore, we discussed this situation with the mother, as I already mentioned, but she showed no interest in a solution. A similar situation did not recur, but the frequency of problem behavior did not decrease. I think that this was due to the fact that the family did not cooperate with the school at all and at home the student had no set limits on what he could and could not afford.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nDiagnoses: ADHD\nDisorders: Lhaní,Potřeba pozornosti,Simulace\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1335", "student_age_year": "8 let, 3. třída", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Potřeba pozornosti,Simulace", "teacher_approbation": "Vysokoškolské titul Mgr. (učitelství pro první stupeň)", "teacher_practice_years": "5 let", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/662", "content": "TEACHING CASE STUDY\n\nBackground:\nSince the morning, I have noticed that the student is full of energy and naughty. From the first lesson, he did not listen to the teacher's explanation at all and did not respond to her instructions. He wasn't paying attention and was distracted. I tried to encourage him to concentrate and motivate him in many ways, but it was fruitless. He talked back, was rude to me and the teacher and even cursed. He was doing his job, he didn't know what to do at all. If he started the exercise, he never finished it. He was disturbing with laughter, shouting so that the children could not concentrate. In the second half of the hour, he even put his feet on the table. He then began running off the bench to wherever he thought of, refusing to return and respect his place.\n\nSituation (Anamnesis):\nFrom the age of two, the pupil attended a children's group for several months, after which he attended a kindergarten in the regional capital for less than a year. After moving, he joined a smaller kindergarten in our elementary school in our town. He attended kindergarten with a delay of 3 years. Due to his problematic behavior, he underwent a series of examinations at the age of 4, on the basis of which he was diagnosed with ADHD. On the recommendation of the PPP, a pupil from the age of 4 was assigned a teacher's assistant for eight hours a day. From September 1, 2020, the student entered the 1st grade of our elementary school. Attendance is regular, with minimal sickness. The student stays at school from 6:45 a.m. to 3:00 p.m. In the afternoon, he spends time in the group. The boy lives together with his two siblings with his mother in the family home of his grandparents. The mother cooperates with the elementary school, she is interested in the boy. She regularly consults everything with the teachers and monitors the boy's condition in written reports - diaries, in which the boy is evaluated by the teachers for individual parts of the day with smileys. The motivational system proves itself, the mother awards rewards for the highest daily number of smileys. So far, the boy's father has not visited the elementary school, nor has he expressed an interest in information regarding his son's behavior and education by phone. The student is usually very well and carefully prepared for the lesson in terms of material. Grandparents and mother's parents are also interested in the boy. The process of adapting to the rules was already very problematic in our kindergarten. Although, thanks to his quickness, he orientated himself in the new environment quickly and without difficulty, he was not willing to influence his inappropriate behavior for a long time. It took several months before he was able to accept the set rules of behavior at all. For a long time, he tried to see if his bad behavior in the system would result in some bug, which he could use immediately thanks to his cleverness and alertness. He actually tries it all the time, but it must be said that he now has a firm grasp of what is expected of him, how and why he should behave correctly. At first, the pupil absolutely did not respect the fixed rules, which are clearly laid out by the kindergarten and according to which other children follow. He did not recognize any authority and responded to orders with oppositional defiance. In some situations, his behavior was markedly antisocial. With the help of a motivational reward system, due to the maximum consistency and great commitment of the assistant and pedagogues and fixed boundaries in behavior, it was possible to compensate the pupil's behavior. Now the student knows the rules of behavior well, he is able to follow them. However, he is well aware of the fact that he is under constant surveillance. If this supervision stopped, the student would quickly take advantage of the situation. After the coronavirus hiatus, during which he was out of education for a longer period of time, he entered elementary school relatively unimpaired, in good shape and able to continue what we set and where we left off. Undoubtedly, home education had an influence on this fact, it is up to others to judge. The student is a smiling, well-adjusted, very lively, sensitive boy with a short attention span. He is rather solitary, but accepts children. He never knowingly harms children. If it did, it was the result of rash and reckless behavior that he later regretted. He always tenderly apologized to the children. He likes physical contact (stroking hands) for which he is grateful. At the same time, he can show strong displeasure. Especially in situations where they have to curb their inappropriate behavior. He can be angry, cunning, he can lie and cheat and violate established rules of behavior. But now he is able to correct his behavior more and think more about the consequences of his transgressions. Although he respects authority much more than in his earlier years in Kindergarten, he is still able to constantly cross the boundaries of behavior on a daily basis.\n\nTeacher Intervention (Solution):\nThe student refused to return to his seat. I told him to come back and not run between the benches, but it was no use. Rather, it seemed to me that he reacted completely the opposite. He didn't even listen to the teacher and behaved the same way. The whole class suffered from the student's behavior and the teacher's explanation was completely prevented by the student's unacceptable behavior. I thought of taking the student out of the classroom. I told the teacher about my intention and she agreed. I took the student's hand and told him that we were leaving the class. Surprisingly, he listened to me and went with me. I planned to walk him down the aisle. I first walked with the student. At first he was surprised by the new situation, because we had not walked down the hall together before. But after a while, he stopped enjoying it and started shouting in the corridor as well. So that he wouldn't disturb the lessons in the classrooms, I went into a quiet gentle trot with him. We ran through all the corridors of the school, after about 5 minutes we returned to the classroom door. I talked with the student about how the teacher will be surprised when she sees a 'new' student who behaves completely differently.\n\nOutcome:\nThe student got tired of running and perceived what I was telling him. He promised to get better and we entered the classroom. He returned to his seat and was much calmer. He took his pencil and tried to work on the assignments we had for the rest of the class. For the rest of the lesson, the student was calmer, he responded to my words, but in the following lessons, working with him was difficult again.\n\nStudent Profile:\nAge/Year: 9 let, 2. třída\nHobbies: Pohybová aktivita\nDiagnoses: ADHD\nDisorders: Vyrušování výuky,Vykřikování,Neposlušnost,Lhaní,Podvody,Neúcta k autoritám,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "662", "student_age_year": "9 let, 2. třída", "student_hobbies": "Pohybová aktivita", "student_diagnoses": "ADHD", "student_disorders": "Vyrušování výuky,Vykřikování,Neposlušnost,Lhaní,Podvody,Neúcta k autoritám,Vulgární vyjadřování", "teacher_approbation": "vysokoškolské, speciální pedagogika", "teacher_practice_years": "3", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/295", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was September, and the new school year was starting. A new student was added to the teacher, who had already completed several classes in the role of class teacher. She knew what was waiting for her, the experienced collective, which she had met only last year as their new class teacher, would have to accept a new member. However, it was nothing new for her, she had already experienced similar situations, so she had no great worries about it. However, the first hours already showed that it would not be an easy job. The new student was not very interested in fitting in, and even sometimes insulted a classmate for no reason. Later, complaints about him also piled up from other secondary teachers. It was a fairly common phenomenon where a student caused a conflict during the break, and then blamed his classmates and took the role of the victim himself. However, not all teachers believed this version of his. During some visits to the choir room, he even compared the school to a concentration camp, which did not leave the classroom indifferent. She organized a special class session on Friday afternoon to clarify the issues. Here, he repeatedly claimed that he was the victim of bullying by his classmates. However, the teacher did not really believe it, as she knew her students, and even the more exemplary ones objected to the claims and rejected the accusations. A heated debate broke out in the class, and the teacher decided to stand up for her class. She pointed out to the student that with such an approach, when he invents and causes conflicts, or lies, he cannot fit in.\n\nSituation (Anamnesis):\nClass 6.A was the smallest class not only in the year, but in the whole school. It had only 18 students, and they formed a good team from the first grade. There were never serious problems with them, the only things that were solved were inappropriate games during breaks, such as hitting the blackboard with chalks or a sponge. When a new student transferred to the school, this class was an obvious choice, not only because of its reputation, but especially because of the low number of students. Problem-free integration was assumed, even though it was known that the student did not have very suitable social conditions at home, and he had already faced educational measures in the past at his previous school. According to the later statements of the students of the 6th A class, he deliberately provoked conflicts, arguments, or even fights during breaks, and then went to 'sue' and pretend to be the victim. However, the fact that he was really a victim of bullying was not confirmed in the ongoing school investigation.\n\nTeacher Intervention (Solution):\nAs we already mentioned, the situation worsened from week to week. The parents were aware of the situation, but did not make much effort to solve it. When the student compared the school to a concentration camp, the teacher even suggested a reduced grade for behavior. It could also be related to the fact that a few years ago, the police even dealt with an even worse situation with nine-year-olds yelling at the school. In the aforementioned class, the teacher tried to start a democratic debate, but every moment it degenerated into a confusion of mutual accusations. Here, as it seems, the teacher was a little influenced by subjective opinion, and taught the student in front of the class that it is inappropriate to lie and falsely accuse classmates, or cause conflicts, if he wants to be respected in the class. With this statement, she actually expressed distrust of the student in front of the whole class, and this ultimately had a completely inappropriate impact on the overall solution and building further relationships with the already problematic student.\n\nOutcome:\nThe teacher realized the somewhat inappropriate reaction, and tried to save it by inviting the student to an individual interview the following week. Here she tried to show an understanding approach and start from the beginning. She even made an agreement with the student that she would forgive him the mentioned deuce in behavior, and would not insist on it. In exchange, the student was supposed to reevaluate his behavior, and if he had a problem, solve it immediately with her. However, this conversation of trust apparently came too late, because the pupil also transferred from this school to a church school this time. How his fate continued, the teacher did not find out. However, she has learned that even after those unlearned years, she has to be careful to have a healthy perspective on the situation, and not present her subjective opinions as facts before proving them, regardless of whether she is convinced of them.\n\nStudent Profile:\nAge/Year: 11, 5. ročník\nHobbies: Šport, počítačové hry\nDisorders: Lhaní,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Verbal aggression\nSolutions Applied: Agreement, Support, Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "295", "student_age_year": "11, 5. ročník", "student_hobbies": "Šport, počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Potřeba pozornosti", "teacher_approbation": "Vysokoškolské 2. Stupňa, (Informačné technológie, Technika a svet práce)", "teacher_practice_years": "20", "problems_annotated": "Lying and cheating, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/549", "content": "TEACHING CASE STUDY\n\nBackground:\nmet the student for the first time in the second half of the 2nd grade, now he is a fifth grader. They immigrated here from somewhere in the east. His parents divorced and he stayed with his mother and sister who is 3 years younger, she is in 2nd grade today. At our school, we operate as a small class, and he was alone in his year, he was mostly friends with older children - from the third to the fifth grade. Today he is the oldest of the children at school. From the first day, the student liked to show off, shouted when I was doing something with the first graders, of course he knew the subject and couldn't resist sharing his knowledge. It bothered me and the others, but that's probably the fate of the small class. At that time, I taught first to third grade in one class, the fourth and fifth graders had a colleague for the main subjects, then I taught all the education classes, there were always a maximum of 16 of us in the whole school. The student was always interested in history and nature, he was always interested in but sometimes it was too much, sometimes I let him tell his classmates what he knew about the given topic, but it wasn't always possible, as he was alone in the given year, the others were discussing other subjects that needed to be covered. He liked to show off, run from the bench and lecture in front of the blackboard, he was really very extravagant. He was quite good at mathematics, but in Czech he faltered a lot, wrote badly, mixed up letters. In the third grade, when we started with listed words, I knew that he would really have a specific learning disability, and he did. He was diagnosed with dyslexia, dysgraphia and dysortography at the counseling center. He had a line of recommendations from the counseling center that we followed, I took them into account in the number of assigned tasks, we used a reading window, a buzzer to distinguish short and long consonants, a squeezer, where I wrote soft consonants on a dish sponge and on a wooden cube hard…we used a triangular tip on the pencil. I think we did quite well, but the stumbling block came when the children went to visit their father for the weekend once in a while. It wasn't regular, because they drive a truck, but maybe once a month they went to Ostrava... what happened after they returned was terrible for me... There was no talking to the pupil, he lay down on the bench and refused to raise his head... this all started as soon as he had a statement from that counseling office. For example, when I told him to take the reading window, that we were going to read, he told me that I could stop making a fool of him, that my dad was telling me. I was supposed to wipe the dishes with a sponge. He deliberately lay on the bench, sprawled out on it like a regular in a pub with a beer. The worst was always the week after returning. Then we always hit our ruts, my mother also helped a lot.\n\nSituation (Anamnesis):\nToday the boy is in the fifth grade. His parents divorced and he stayed with his mother and sister who is 3 years younger, she is in 2nd grade today. Apparently, the parents' divorce did not go well, according to the children and their mother, the father did not treat them nicely, vulgarities were also frequent. The pupil was often influenced by his father's words.\n\nTeacher Intervention (Solution):\nprobably already said that. The worst thing happened when the student received a recommendation from the counseling center. His father does not and did not understand it. The student was inciting us, it was easy to tell exactly what kind of phrases came from his own head and what didn't. Dad himself once told us after his ex-wife that he takes it as pampering and an invention of this time, so what do you want to say about that. That children didn't have such problems before and something. And since I'm a teacher, I have to know how to teach the child so that he doesn't become a Neanderthal. Yes, those are actually his words... he sent an inspection to our school more than once, but of course they never found any fault on our side. In that certain period of time, when the student resisted me, I can give you an example of one situation with him that I remember. In the morning, we greeted each other in class, we talked about what we did at the weekend and one of the students said that he and his parents were on a long weekend abroad. The student started that if they speak German there. I say yes. He started teaching us all how evil the people of that country are, that dad drives there with a truck, that they take big salaries, that he was there and he started a story about him, because he had seen it from the documents. I tried to stop him, that today the country works differently, the past is gone and the people of today are not to blame for his actions. The student told me that if I don't let him finish what he wants, he will refuse to work, and I can be sure that if I buzz the buzzer in Czech, he will throw it out the window and that dad approves - here you can clearly see that this a small child does not invent by himself.\n\nOutcome:\nSo if I take it from a short-term point of view, the results were not there. Or like this, it took forever for the student to return to his dorms and start working together. But today, working with him is completely different. The efforts of mine and his mother bore fruit. But it wasn't right away... All 3 of us sat down with the student and explained to him the situation, what and why we do the way we do, that he's certainly not stupid, as his dad told him. We set boundaries, I proposed how I would like to work with the student, the student told me some other details about what he would like and what he would not like. We put our heads together and the result was success. Today he is a wonderful boy, he likes to help others, he likes to introduce them to history. We get together once in a while, and he helps me teach the Home Studies class in the fourth grade. I give him the opportunity to prepare a story on the given topic and he is very excited. He says he wants to either teach national history or host a history program on television. We have a more friendly approach together. He cooperates well in Czech lessons, he really tries. They go to their father's, but at least none of the children want to go there, the father now has a new family and a one-year-old child. They don't like their dad, they say he says bad things to everyone and their mom the most. We are now waiting for the next inspection to come - at least you have the experience of being able to experience one of them with us.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Fotbal, hasiči, kroužek elektrotechniky\nDiagnoses: Dyslexie,Dysgrafie,Dysortografie\nDisorders: Lhaní,Neuposlechnutí,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "549", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Fotbal, hasiči, kroužek elektrotechniky", "student_diagnoses": "Dyslexie,Dysgrafie,Dysortografie", "student_disorders": "Lhaní,Neuposlechnutí,Odmítání spolupráce", "teacher_approbation": "VŠ, Učitelství pro 1. Stupeň + CŽV Speciální pedagogiky", "teacher_practice_years": "38", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1241", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher described a situation when girls came to her during recess and complained about a classmate who was harassing them. She asked about specific behavior and the girls told her that he throws money at them for bras and panties, runs a pencil between their legs and says he wants to finger them. After the testimony of other girls from the class, who confirmed the same behavior, the situation became clearer.\n\nSituation (Anamnesis):\nThe student in question is the son of an athlete, has a lower IQ and a learning disability. He is often an attention seeker and in the past has had a problem with playing pornographic content on the teacher's computer.\n\nTeacher Intervention (Solution):\nThe teacher decided to resolve the situation with the student's parents. After school, she invited them to school and explained what their son was doing and saying to the girls. She hoped that his parents would discuss intimate matters with him and that his behavior would change. However, the father reacted inappropriately and downplayed the situation, while the mother promised to talk to him.\n\nOutcome:\nAfter the incident, the problem was repeated several times. The teacher regularly checked whether there was a change in the student's behavior, but the girls did not confirm any change. The teacher concluded that the main cause was the attitude of the student's father. The solution with the parents was not effective, and the situation began to calm down only after the teacher had a personal conversation with the student, where she explained the seriousness of his behavior.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Cestování, hraní her\nDiagnoses: Poruchy učení,Snížený intelekt\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1241", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Cestování, hraní her", "student_diagnoses": "Poruchy učení,Snížený intelekt", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., biologie, chemie, angličtina", "teacher_practice_years": "25", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/89", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, during the first English lesson with a new class, I chose a conversational dating activity, since the students did not know each other well. For these purposes, the desks in the classroom were arranged in a U-shape. After starting an activity where students share information about themselves with the class, students jump in, bother classmates, make noise, move their chairs around the class, and overreact to conversations between others pupils.\n\nSituation (Anamnesis):\nIt was a new group of students from different classes, so among students who did not know each other until then, there was a need to show off in front of unknown classmates, especially in the case of students. We can say that they used their previous anonymity in front of others to present their social dominance through non-conformist behavior. It is also possible that through this behavior they wished to diminish the perceived authority of the teacher in the classroom, thereby inspiring similar non-conformist behavior in some like-minded students. On the other hand, since it was a lesson at the beginning of the school year and the pupils were not yet used to the \"school regime\n\nTeacher Intervention (Solution):\nAfter I noticed disruptions from the students, I reprimanded them verbally and reminded them that they are not alone in class. The interruptions continued, so I was forced to interrupt the previous conversational activity and assign work from the workbook to pairs of students. I seated the students and assigned them to different pairs. I assigned the assignment from the conversation activity as homework.\n\nOutcome:\nImmediately after the students were distributed and the assignment changed to a more structured activity, the situation in the classroom calmed down. Disruptive students were deprived of the catalyst in the form of a conversation to respond to, and their attention was directed to another activity and away from each other. In the long term, the solution manifested itself in the constant distribution of pupils, and along with getting used to the school teaching regime during the year, their behavior was gradually regulated.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník ZŠ\nHobbies: Člen florbalového kroužku\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Transfer of student, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "89", "student_age_year": "12 let, 6. ročník ZŠ", "student_hobbies": "Člen florbalového kroužku", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Magisterské; Anglický jazyk, Občanská výchova a sociální vědy", "teacher_practice_years": "19", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/986", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent in the class where I work as an assistant showed inappropriate behavior both during lessons and during breaks: he was disruptive, did not sit well in the desk, constantly turned around, did not work, did not do what he was supposed to do and repeatedly did not respect the instructions of the teaching assistant or the teachers and did not bring aids . During the breaks, there was also some fighting with classmates. His behavior was very disruptive to the overall climate of the class. Pupils who also had a problem with concentration got carried away, so it was one big merry-go-round.\n\nSituation (Anamnesis):\nPupil - has average grades, rather extrovert, behaves aggressively towards classmates. He has a great influence on the atmosphere in the classroom, drags other classmates down, is the biggest disruptive element here.\n\nTeacher Intervention (Solution):\nIn addition to constant reprimands, remarks for inappropriate behavior also began to be applied. Since the situation did not improve, they also started to deal with foster parents. The agreement with the foster parents is very good, they are communicative, we solve everything with them. They were also at school several times. They tried to negotiate with the student at home, but the problematic behavior kept repeating. After the visit of legal representatives, there was a short-term improvement, but after some time it got worse again. He still received notes for repeated inappropriate behavior and at the end of the school year he was reprimanded by the class teacher. He also started seeing the school psychologist regularly in the morning before classes. They talked with the psychologist about the problems he has at school. For example, when he had a fight with someone, they talked about why he did it or why he shouts in class, etc. We have introduced certain rules and measures in the classroom: for example, we have an agreement that if I draw his attention to something, he should not comment unnecessarily, so as not to disturb the class. For example, he should look at the board, or turn around, or write in a notebook. Another such measure is that he sits alone in the bench, so I sit next to him so that he has constant control. Of course, in the eighth grade, it is actually a punishment for the student that the assistant sits next to him.\n\nOutcome:\nNow, at the beginning of the eighth year, we cannot fully evaluate yet. However, we can see that he is not at all calmed down, it is almost like at the beginning, when he does not respect the instructions, he sits sideways in the desk, so that he communicates with his classmates, he is disruptive, he does not do what he is supposed to do. Overall, there is a disturbing element in that hour. So I don't see any improvement here. We'll see where it goes this year. It's the first week of the school year, so we're still setting up the measures and we believe things will improve. However, in order for the solution to be functional, it needs to be solved elsewhere. In the home environment or to attend some interventions to learn how to behave in certain situations. I think the school is doing its best. The student was offered all possible help and everything was also consulted with the parents.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník ZŠ\nHobbies: počítačové hry\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Agrese,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Agreement, Consequences, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "986", "student_age_year": "12 let, 7. ročník ZŠ", "student_hobbies": "počítačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Agrese,Rušení výuky", "teacher_approbation": "Bc. z oboru Speciální pedagogika", "teacher_practice_years": "2 roky", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Agreement, Consequences, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/938", "content": "TEACHING CASE STUDY\n\nBackground:\nThe worst period, which I really don't like to remember, because I ended up seeing a psychologist, was a year ago, when we had a new student in the class again. This student just did what he liked. He didn't listen to anyone, he got angry even over little things like: his team lost the competition, his reaction was to kick his classmates, or maybe he should have done something, some exercise in the notebook, which pissed him off, and then he yelled at me and the class teacher that he hated us and that he hates everyone in this room. He was constantly running around the class, got up 30 times during the lesson, was able to go to the end of the class and kick a classmate, just because he was sitting there or didn't have completed assignments on six large A4 pages. Well, the level of intensity of the events escalated.\n\nSituation (Anamnesis):\nThe student comes from a complete family, both parents said that there were problems with him in other elementary schools he attended. The student was diagnosed with behavioral disorder - ADHD. As an assistant, I was assigned to him and outside of class I was even with the class during recess. Of course, his behavior had an effect on the whole atmosphere in the class, the class teacher was nervous, towards the end she kept shouting, she argued with him about something, they didn't have time to go through the whole material, the children were afraid to say something because the atmosphere in the class was really tense.\n\nTeacher Intervention (Solution):\nThe solution was rather unfortunate as nothing helped. We tried to talk to him in front of class and outside of class, explaining to him that such behavior is not acceptable, that he has to learn something new at school, that's why he completes the tasks given by the teacher, etc. Without success. When verbal agreement did not help, as a punishment for inappropriate behavior we chose extra tasks, he did not complete them, a reduced grade for behavior, but without effect. We continued to deal with it simultaneously with the parents, who stated that there were problems with him at other elementary schools he attended and at the same time admitted that they could not handle the situation at home either. When they tried to toughen up and stand up for themselves, the son did not notice or listen to them at all. I don't really know what more can be done in a situation like this when you can't get one side to cooperate.\n\nOutcome:\nNow in retrospect, I think we could have done better. On the one hand, in my opinion, the fault was already in the liberal approach in parenting - the son allowed himself what he should not tolerate, then the fault was right at the beginning, because after a few days/weeks there was only shouting in the class. Maybe it could have been solved without yelling, on the other hand, yelling was the only thing that, at least in the short term, helped to calm down the student in the class so that the class teacher could continue her work. He wouldn't even listen to her without screaming. In the end, it turned out that the student transferred to another elementary school again.\n\nStudent Profile:\nAge/Year: 7 let, 2. třída\nHobbies: /\nDiagnoses: ADHD\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Consequences, Disrespectful communication, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "938", "student_age_year": "7 let, 2. třída", "student_hobbies": "/", "student_diagnoses": "ADHD", "student_disorders": "Agrese", "teacher_approbation": "Bc. (asistent pedagoga)", "teacher_practice_years": "7", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Disrespectful communication, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/611", "content": "TEACHING CASE STUDY\n\nBackground:\nIt has been my dream to become a teacher since childhood. I have always enjoyed working with children, which is why I was immediately clear about my career choice. I have been working on the school grounds as a teacher for the seventh year. Even though this job is not always easy, I have to admit that I am completely fulfilled by this job. Many times I got into unpleasant situations where my task was to properly resolve the given situation.\n\nSituation (Anamnesis):\nWhen assigning the task, I immediately thought of the case of a student who has excellent results, but with his behavior disrupts the course of the lesson, often does not cooperate and insults his classmates. He comes from a divorced family where his parents take turns in his care. His main hobbies include watching trains. He is an introverted boy, but he can't handle cases when something doesn't go his way and he starts to get angry. In extreme cases, he starts throwing his things around, once he even dropped an entire bench.\n\nTeacher Intervention (Solution):\nSuch behavior of the pupil was already repeated, so I decided to invite his parents to a session at school. I tried to suggest to them some ideas on how to solve the situation. We agreed that the student would visit me regularly. We will talk about his feelings and work together to help him control his anger better. This is how we met the student for several months.\n\nOutcome:\nI think this solution had a successful outcome. The student was gradually able to control his behavior better. Whenever he doesn't understand something, he comes to me and together we find a way to understand the issue. As a result, the student gained more friends who did not like him because of his previous behavior. Even now, classmates go to him for advice.\n\nStudent Profile:\nAge/Year: 12 let (7.třída)\nHobbies: Chlapec má zálibu ve vlacích. Ve volných chvílích chodí pozorovat vlaky na vlakové nádraží.\nDisorders: Odmítání spolupráce,Neuposlechnutí,Rušení výuky,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "611", "student_age_year": "12 let (7.třída)", "student_hobbies": "Chlapec má zálibu ve vlacích. Ve volných chvílích chodí pozorovat vlaky na vlakové nádraží.", "student_diagnoses": "", "student_disorders": "Odmítání spolupráce,Neuposlechnutí,Rušení výuky,Disrespekt", "teacher_approbation": "Vysokoškolské vzdělání - titul Mgr., aprobace český jazyk", "teacher_practice_years": "7", "problems_annotated": "Emotional outbursts, Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/666", "content": "TEACHING CASE STUDY\n\nBackground:\nLike every Monday, I entered the classroom and greeted the children. At the beginning of the week, we shared experiences from the weekend and plans for the coming days. Like every Monday, I drew a new agenda. I drew one student to a desk with her big friend and sat them in the back, they both looked very satisfied. Everything was going according to plan until one student said she couldn't see through the classmate in front of her. I swapped her with him, which upset the other student, she protested, she didn't want to obey, but I told her that she would just move on without a word. For the entire following hour, the second pupil did not respond to the summons, did not work and did not write in her notebooks. The next hour her behavior improved slightly, but it was still not ideal and I was starting to feel the tension from the whole class. Even though the others worked exemplary and behaved normally, you could see that the situation was stressing them out, because I probably wasn't quite in my skin.\n\nSituation (Anamnesis):\nOne pupil was always quite a spirited and lively girl. In a small class of about 15 students, she was one of those I always knew about. She was not afraid to express her opinion, to ask questions, but she also had no problem getting into an argument with both her classmates and the teacher. As is often the case, puberty and the period of defiance begins earlier for girls, and so it was with this student. She became defiant, stubborn and very argumentative. She argued even in situations that were completely calm and completely inappropriate for an argument.\n\nTeacher Intervention (Solution):\nIn the fourth hour, I had planned to read together. Instead, we created a circle of trust to resolve the situation. I spread cards with negative and positive emotions on the ground in the middle. Everyone had to choose one positive and one negative and say why they chose it. The majority chose tension, stress, dissatisfaction as the negative, but one pupil chose injustice. When she explained to everyone that it wasn't the transfer itself that upset her, but the fact that she had to sit elsewhere without her friend. After that, I explained to her that I certainly didn't want to create a feeling of injustice in her, I just sat her in the front so that she could see better and without her friend, because she is also tall and they wouldn't be able to see others behind her. When we moved to positive feelings, everyone, including this pupil, came to life, and she also understood that I meant well for her.\n\nOutcome:\nEveryone calmed down after the circle of trust and had fun together. I think it also had a longer-term effect, because then the pupils were not afraid to talk about their problems and everything was solved immediately.\n\nStudent Profile:\nAge/Year: 5. ročník, 11 let\nHobbies: sport, hudba, ráda se schází s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "666", "student_age_year": "5. ročník, 11 let", "student_hobbies": "sport, hudba, ráda se schází s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "učitelství chemie a matematiky pro střední školy, učitelství pro základní školy", "teacher_practice_years": "21", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1395", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation occurred in April of the last school year. The students had an hour to prepare a worksheet for the science lesson. A fourth-grader who suffers from occasional tantrums got so upset in class that he threatened himself (injuring himself with a compass) and others (throwing chairs across the classroom) with his behavior, he was also very verbally aggressive - he used profanity, like , so on classmates.\n\nSituation (Anamnesis):\nThe pupil is the only long-awaited child to whom the parents gave way from an early age. He suffers from diagnosed ADHD and Asperger's syndrome. He is introverted in nature. The class is composed equally of boys and girls. She is calm and very tolerant of his behavior.\n\nTeacher Intervention (Solution):\ncalmly approached the student, begged him to calm down, told him to show me what was unclear to him and I would explain it to him - which made him even more upset. In the meantime, I instructed the assistant to evacuate the classroom, who immediately took the children to the corridor. When the student got out of the center of attention, he regulated his behavior and calmed down.\n\nOutcome:\nEven immediately after the incident, the student calmed down and regretted his behavior, he was able to say what led him to the given situation. He then discussed the situation with the school psychologist. On the basis of the recommendation of the school psychologist and educational advisor, there was an extraordinary consultation regarding the pupil. All teaching staff were made aware of the fact that they should give the pupil clear, structured instructions in a limited amount. There was also a tripartite meeting with the parents, where we discussed the situation together. Since April, a similar situation has not been repeated.\n\nStudent Profile:\nAge/Year: 4.třída, 10 let\nHobbies: Počítačové hry\nDiagnoses: ADHD\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1395", "student_age_year": "4.třída, 10 let", "student_hobbies": "Počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Agrese", "teacher_approbation": "tělesná výchova – přírodopis", "teacher_practice_years": "5 let", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1432", "content": "TEACHING CASE STUDY\n\nBackground:\nThe assistant did not have a fixed class or pupil to attend to, and 'traveled' around the classes. She was in the class where the described situation occurred because a new student from another school transferred to them, who allegedly had learning difficulties, and therefore the school management assigned her to the student for a few days. The class teacher was experienced, with many years of experience. She returned to the school from retirement, as the school was short of teachers at the time. One morning, the student was brought to school by her grandmother and wanted to talk to the class teacher. She asked for an interview, the teacher agreed. The grandmother told the teacher that she was worried about bullying in the classroom. The teacher tried to calm the grandmother down and convinced her that it was not true. But the grandmother continued and described that the student goes home sad, often cries, does not want to go to school, is sick in the morning, does not want to eat and sometimes even vomits. The day before, she came home from school crying and, at her grandmother's insistence, confided in her that a classmate was tormenting her. The teacher assured the grandmother that there was no bullying in her class, at most the usual 'frog wars' and nudging, but if the grandmother insisted, she would look into the situation and resolve it. At the beginning of the first lesson, the teacher stood in front of the class and announced to the students that the grandmother of one of the classmates was at school and complained that this student was worried at home, crying, and didn't want to go to school because he didn't like the behavior of his classmates. The pupils did not react, so the teacher repeatedly asked whether the pupils had noticed anything or if they knew of something unsightly and incorrect. A classmate broke the silence by remarking that the student 'sued grandma'. So the teacher invited the student to the blackboard and repeated again that she had talked to her grandmother in the morning and she had confided in her about these concerns. She asked her if and who was doing what to her. The student replied that nothing was happening and no one was doing anything to her. The teacher sent her to sit down and started the lesson. The assistant said that she had recently met the student, perhaps that is why she remembered the situation. When the subject of elementary school came up during the interview, the student became sad. Today, he is already at university, but he says that he still bears the consequences. After the described situation, she refused to confide in anyone, as there was no hope for a solution. The whole situation got worse. She thought about suicide. Her parents took her to the Pedagogical-Psychological Counseling Center, where they interviewed her, but the family did not receive a recommendation. After another attempt by the parents to find a solution with another class teacher, there was no improvement either. She had a mental breakdown several times. It lasted all through elementary school, and to this day the families do not have a good relationship with each other.\n\nSituation (Anamnesis):\nThe student comes from a complete family. He lives in the family house in the village with his parents, grandparents and two years younger brother. The mother is university-educated and works in a leading position as a clerk, the father is an IT technician. The age of both parents is under 35 years. The student herself confided to the assistant that her parents do not have much time for her. She also complained that she has a complicated relationship with her mother, they don't always understand each other and often argue. The student was also troubled by the fact that many disputes are caused by the involvement of grandparents in their family life. Parents pay attention to their children and help them learn. They play ball games. Both siblings always have their school supplies in order, wear decent clothes, bring snacks from home and go to lunch. The student has a strong relationship with her brother. They help each other, they talk together. The sister takes care of the brother, helps him in his studies, takes care and supervises him and defends him from others. The girl is submissive, she doesn't trust herself too much, but she likes to discuss and she expresses her opinion and thoughts during discussions at school. During work in groups, he takes the initiative, when proposing another group member, but often backs down. He appears sad and serious. She doesn't have much fun with children, she can handle herself. She has three friends in her class, but she doesn't always join in the conversation they have during recess. On the recommendation of the Pedagogical-Psychological Advisory Board, the student had a postponement of school attendance. She is intelligent and thoughtful. His school results are above average. She completes assigned work faster than others and often gets bored in class, despite this she does not interrupt and finds work on her own. He has no disciplinary problems. He is also involved in extracurricular activities of the school.\n\nTeacher Intervention (Solution):\nThe solution to the situation took place in front of the whole class, when the class was confronted with the suspicion of inappropriate behavior of pupils towards a classmate. The teacher gave them a few minutes to express themselves, but this did not happen. After revealing the identity of the classmate, the teacher confronted her directly with the question of whether someone was behaving inappropriately towards her. After the student refuted this claim and replied that nothing was happening, the teacher sent her back to her place. She started teaching and did not open the topic again.\n\nOutcome:\nThe assistant recalls that no one noticed the bullying, neither before nor after the described situation. There was no result from the perspective of an outside observer. Today, he already knows from the student that this situation had a result. The situation worsened, humiliation and ridicule became more frequent. The children used this situation against their classmate. She became a 'plaintiff' and a 'weak'. As the years progressed, the aggressor became more sophisticated and provoked her classmates against her, thereby absolving herself of guilt. Subsequently, another classmate became the aggressor. The student tried to help both of them with their studies when they were sick, copying their notebooks and sending them assignments. She told the assistant she felt sorry for them. She wanted to show that she didn't hold a grudge against them, she didn't want to be like them and she believed that their behavior had its origins in some problem they were experiencing. As a result of repeatedly not solving the situation, the student had a mental breakdown several times. She thought about suicide, she didn't want to go to school. She was seeing a psychologist. Based on a recent interview, he still carries the consequences to this day. He suffers from depression, anxiety and panic attacks. He also has problems in creating social bonds, trusting others and self-confidence.\n\nStudent Profile:\nAge/Year: 8 let; 2. ročník\nHobbies: klavír, ruční práce  šití, pletení, háčkování, korálky,...)\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1432", "student_age_year": "8 let; 2. ročník", "student_hobbies": "klavír, ruční práce  šití, pletení, háčkování, korálky,...)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bc. ze speciální pedagogiky", "teacher_practice_years": "15", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1320", "content": "TEACHING CASE STUDY\n\nBackground:\nIt will be a few years ago, I taught English in fifth grade. I knew this class, I had taught them since elementary school. Overall, it was a pretty good class, perhaps for all subjects. All the teachers liked to go there. If you focused on individual students, there were about 2 boys whose grades were rather below the class average, and one more girl, but these students never had behavior problems. One pupil always had twos and threes in English, rarely achieving a one. He didn't even have a vocabulary, he spoke English probably the worst in the class, but he probably never had worse grades than threes. The second student was a bit better, he was between a one and a two, but from the lesson tests he probably got a two every time and sometimes even a three. I gave the tests from a book, which, as I later found out, could be bought on the Internet. I gave them a test once, everything went fine. But one thing struck me while correcting the tests. Pupils who normally got A's failed a little in this test, or more precisely in one exercise, and their final grade was 2. However, one pupil and another pupil, who almost never got A's in the test, got the whole test right. It seemed strange to me, but I didn't deal with it. I focused on them in class, called them out more, but I didn't see much progress with them. The next test repeated the same thing. The students who received first grades did everything well. It was strange that the pupils and the second pupil also got A's. When we finished the next lesson, I gave them a test from the textbook again, but at the same time I prepared my own test. The test from the textbook turned out exactly as I expected. Pupils and the second pupil without mistakes, but no activity in the lesson, grammatical mistakes in speech, no vocabulary. A week after that, I gave them a mock test - a mock test that I created myself, but for the material that was tested in the test, from which both the students and the second student got A's. What didn't happen was that they burned out in my test, and those who got A's on the tests passed. It turned out as I expected.\n\nSituation (Anamnesis):\nThere was never a problem with the students. This class was very smart, so the students had slightly worse grades compared to the others, but overall, in terms of comparing students of this age, I would say they were average. Behavior was always fine, they never talked back, never argued.\n\nTeacher Intervention (Solution):\nI told a colleague, the class teacher of this class, about the tests and cheating. It was the first offense of these two students, so we didn't want to make any radical decisions. One day we went to class, they said what happened and what we were thinking. That somewhere they got the textbook from which I take the tests. Fortunately, the pupils did not protest and confessed. They apologized. Their reason was that they needed better grades. We explained to them that this is definitely not the right way to get better grades.\n\nOutcome:\nIn the next English lesson, when I was the only one with them, we agreed that they would do extra work, prepare an activity for the next lesson and hide the textbook and not open it again. To be sure, by the end of the year I had already created the tests myself. It was such a lesson for me too. It turned out well, it definitely could have turned out differently. The students never tried anything like that again. Or at least not in my classes.\n\nStudent Profile:\nAge/Year: 16 let, ročník: kvinta (1. ročník SŠ)\nHobbies: Oba – hra na hudební nástroje\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1320", "student_age_year": "16 let, ročník: kvinta (1. ročník SŠ)", "student_hobbies": "Oba – hra na hudební nástroje", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "titul Mgr., aprobace: anglický jazyk", "teacher_practice_years": "25", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/291", "content": "TEACHING CASE STUDY\n\nBackground:\nThis long-term disciplinary problem did not affect one student, but almost the entire class. There is usually an increased incidence of problematic behavior in the third year of a multi-year grammar school, as most pupils enter puberty. But this class was special in that it was 'glued together', despite the fact that there were twenty-four pupils. They functioned as a collective and occasionally targeted different members of the collective, there was no bullying of selected pupils. But there was always something going on in this class, they were disruptive and laughed in all lessons and were very noisy and active during recess. So it often happened that something broke, someone cried, someone hit each other. Everything happened regardless of gender or benefit.\n\nSituation (Anamnesis):\nThe pupils came from families of various backgrounds. Most of them lived with both parents, some with only one. They came from the town where the school is located and from the villages from where the pupils commuted to school. In the class, there were several smaller teams created according to interests or previous acquaintances, but the groups were not separated and everyone had fun with everyone. Class achievement followed a normal distribution, some pupils were dyslexic, otherwise there were no confirmed diagnoses. Pubertal changes taking place during roughly three years - second, third, fourth - were clearly visible in the classroom.\n\nTeacher Intervention (Solution):\nAll the teachers tried to solve the situation, and especially the class teacher (the interviewed teacher was the class teacher's representative), who consulted with me about everything. The teachers tried a wide range of punishments, from reprimands, through tests and papers to notes. Communication with parents at parents' associations or individually did not help either. The school management, in cooperation with the prevention methodologist and the school psychologist, then decided to issue special school rules for the given class, which described in detail what this class is not allowed to do (e.g. reach into windows, cupboards, notice boards...). But even that did not meet with great success and the deuces in behavior also fell. The only thing that I can assess in retrospect as something that took time was moving the class to the top floor (previously they were located on the second floor, where there are most classes and it is the busiest part of the school) and special supervision by teachers, mainly classroom teachers. The teacher in question was always present in the classroom during breaks and constantly watched over the students. But mainly he also talked to them and showed the pupils that no matter what problems they face during this period, the school and the teachers are there for them and 'watch their backs'. I think that if anything contributed to the gradual calming down, it was this communication.\n\nOutcome:\nThe problem behavior in this class began to appear in the second, peaked in the third, and gradually decreased in the fourth. At the end of the quarter, five students also left for various vocational schools (health, industrial, agricultural), which apparently contributed to a change in the collective. In September, new young people joined the quintet, who, although they remained alive and active, no longer carried the collective problematic behavior with them. There was only one disciplinary problem until the end of the study, when three students submitted identical (copied) protocols to biology, but otherwise I dare say they became the favorite class of most teachers because they were not passive. Even those who used to say about them that they are 'the terror of high school'. Although the situation was resolved, I consider it to have been unsuccessfully resolved, because even after years I feel that it resolved itself and if we teachers contributed in any way, it was only a small part. Today, I think that we should have introduced special supervision and understanding communication much earlier.\n\nStudent Profile:\nAge/Year: 13/14 let (téměř celá třída)\nHobbies: otevřená otázka\tRůzné - sport, hra na hudební nástroje..\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Agreement, Consequences, Support, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "291", "student_age_year": "13/14 let (téměř celá třída)", "student_hobbies": "otevřená otázka\tRůzné - sport, hra na hudební nástroje..", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Středoškolský učitel biologie a chemie (RNDr.)", "teacher_practice_years": "40", "problems_annotated": "Physical aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Agreement, Consequences, Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1426", "content": "TEACHING CASE STUDY\n\nBackground:\nI was a fifth grade classroom teacher at an elementary school. It was just a big break. I don't spend breaks in the classroom, but in the office, so the children know where to find me if they need anything. That's when the girls came to me saying that the boys in the class were throwing things and \"fooling around\n\nSituation (Anamnesis):\nThe boy is very extroverted, friendly, open. His academic results are average, sometimes he does better, it depends on the subject and the curriculum. Unfortunately, his behavior is not always exemplary. He likes to be the center of attention and for that reason he invents various stupid things and with them he can tear down other children. But it never happened that he had the goal of harming or harming someone.\n\nTeacher Intervention (Solution):\nI was the first to stop this activity and called all the boys to me. I asked how it started and who came up with it. The boy did not particularly deny and admitted that he was the creator of this \"fun\n\nOutcome:\nthink I handled this situation well. Instead of describing at length what they had done, I showed the boys everything and insisted that they restore everything to its original state. I think it was also beneficial for them, they learned something new and will appreciate their surroundings and the equipment at school more. It worked in the long run. It was an isolated incident and I feel that now the whole class is more careful and attentive to their classroom.\n\nStudent Profile:\nAge/Year: 5. ročník, 10 let\nHobbies: Aktivity venku, hry na počítači\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1426", "student_age_year": "5. ročník, 10 let", "student_hobbies": "Aktivity venku, hry na počítači", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., 1. stupeň ZŠ", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1455", "content": "TEACHING CASE STUDY\n\nBackground:\nI was in charge of the big break in the hallway. School had just started after a long corona break and the students were still getting used to the normal running of the school, compliance with the school rules, behavior in the classroom, etc. During the entire break, there was a terrible scream from class 9. C and there was a lot of noise. The main cause of the shouting was one pupil who was generally problematic. I warned him twice to shut up, that he was breaking the school rules by shouting, but he shouted a third time right next to me, on purpose.\n\nSituation (Anamnesis):\nThis class was generally problematic, someone was constantly interrupting, the academic results were quite poor. The aforementioned student always behaved in such a way as to annoy the given teacher and tried to make my class uncomfortable, e.g. by constantly interrupting, did not bring the necessary aids, had stupid questions and comments to make the class laugh.\n\nTeacher Intervention (Solution):\nWhen he didn't stop screaming even after repeated prompting, I gave him a slap. He immediately got angry that I couldn't deal with him like that, I couldn't treat him like that, and I answered him that I was behaving like him after all, I was breaking the school rules. He got offended and left. After the bell rang, I had a history lesson with them. I came to the class completely calm, I told the student that I did not behave in the best way, but I still insist that it was only a reaction to his breaking the rules and not respecting my instructions, and I gave him the opportunity to go to the headmistress and complain si, but he rejected her. I also informed his parents about the incident and once again warned them about the possibility of going to the headmistress and complaining, but the whole situation remained between us (parents, class, teacher).\n\nOutcome:\nThe whole situation calmed down that day and I did not notice any hateful reactions from the student or the class. For the rest of the year, the pupil and the class in my classes were completely different from their previous behavior - the classes were calm, they were not having fun, they were paying attention, the results in the tests improved a lot. During the holidays, I met this student and he told me that I actually did the best for him, because if it was solved with a note, a discussion with the parents, then nothing would have happened and nothing would have changed, he would have just continued doing it, but this is how he realized that he didn't behave properly and he should do something about it.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nDisorders: Porušování pravidel,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Physical intervention, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1455", "student_age_year": "15 let, 9. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Porušování pravidel,Rušení výuky", "teacher_approbation": "Mgr., ČJ + Ped na FF MUNI, Výchovné poradentství", "teacher_practice_years": "23", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/349", "content": "TEACHING CASE STUDY\n\nBackground:\nlittle after half a year, I started to notice that the student is more and more inattentive, grumpy and does not fulfill his duties - he does not do his homework, does not do the assigned work in class, tries to deliberately give wrong answers when called upon. From a problem-free child, he suddenly became a problem within a few weeks, not only for me, but also for the rest of the class team. Within a few weeks, the class began to generate a different climate than before. I just watched the student for a few days. I gradually tried to guide him in a certain way, I wanted to get him back to his normal self. Unfortunately, I didn't succeed, so I decided to call his mom and try to talk to her. Mom gave me permission to guide the student and if he didn't listen to me, to use raising my voice, to control him more and more consistently. As it turned out during the interview, there were also problems with him at home and his parents were at a loss. Because of this, I sent the pupil to the Pedagogical-Psychological Counseling Center in our district for examination. The result of the examination was that the student was found to be healthy, with only signs of ADHD, which could manifest as indiscipline. I thought that, just to be sure, I would have the student examined at another Pedagogical-Psychological Counseling Center in the neighboring district. His behavior continued to deteriorate and it became more and more difficult to do anything and solve problems in the classroom. A few weeks later, during a math lesson, the student was very rude to me - swearing and swearing. I was so upset by his behavior that I had his parents call the school through the principal.\n\nSituation (Anamnesis):\nThe student, then a nine-year-old boy, attending the 3rd grade of primary school. Average behavior (until that spring), with high self-confidence and self-confidence, very stubborn and uninfluenceable. More restless and distracted than his peers since entering the first grade of primary school, which resulted/results in poor performance. The mother looks very caring, during the interview you can tell that she likes to draw things. Choleric father, with very high self-esteem. It's hard to have a conversation with him, especially when he's not in a very good mood.\n\nTeacher Intervention (Solution):\ncalled my parents at school. When I arrived, my mother seemed scared and my father really pissed off, so I gave them some time to catch their breath in the school library. Then we proceeded to talk about the pupil. At the very beginning of the conversation, my father began to threaten me with a lawsuit - not only against me, but also against the entire school. Thanks to the training given by the doctor, I knew how to behave and what to do in this situation. After the initial phase, I tried to reason sensibly and above all calmly, I explained the whole situation to my parents. We also talked about the fact that the pupil has deteriorated in recent months and that it is very difficult to get along with him - both with the pupil and in the collective. Both parents were partly reassured by my factual and unmistakable arguments. At the end of the meeting, my father apologized for my previous behavior while shaking my hand and ended the meeting with the words \"We will forget the whole conversation\n\nOutcome:\nThe result of the whole incident, which lasted for several weeks, was the reassignment of the pupil to another class based on the initiative of the parents. After the conversation, I had the feeling that they would sort it out with him somehow and everything would be fine again, but the parents decided, as they decided. On the one hand, this situation was very unpleasant for me, on the other hand, it was a great relief for the whole class as a collective. The student, albeit unconsciously, was breaking up the togetherness of the class. After several years, when the student was already in the second grade of elementary school, I met his mother. My mom started apologizing to me for all the unpleasant moments I had to go through because of his behavior. She also confided in me that things weren't exactly good at home at that time - she and her husband had become estranged and were preparing for a divorce. She then started talking about the pupil, his behavior has not improved since then, on the contrary, it has worsened. In the seventh grade, things were so bad with him that he was in re-education for several months.\n\nStudent Profile:\nAge/Year: 9 let, 3. třída\nHobbies: počítačové hry\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "349", "student_age_year": "9 let, 3. třída", "student_hobbies": "počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "Mgr. (učitelka na prvním stupni ZŠ)", "teacher_practice_years": "více jak 35 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/679", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the break, a letter of apology was left on the table in the cabinet, a colleague handed it to me, as I was not in the cabinet at the moment. It said that the student was excused from physical education and physics (4th-6th class) due to nausea. First class just ended. I saw the student in the corridor in the morning and he looked completely fine, he didn't show any signs of nausea. I think he's abusing the fact that he can write his own excuses as an eighteen-year-old.\n\nSituation (Anamnesis):\nSince the student is already 18 years old, he can write excuses himself. But he probably abuses this repeatedly and goes to the classes he wants. It seems that he is not alone in this class. His class is preparing for graduation this year, and the student is probably simply missing classes that he doesn't really want to attend.\n\nTeacher Intervention (Solution):\nI really don't know how to deal with this behavior anymore. I will talk to the student, but I don't know if it will have any effect. I will consult with my colleagues and we will agree on how to proceed with this matter.\n\nOutcome:\ndo not yet know what the consequences of my conversation with the student will be. If this situation is repeated, it will be necessary to devise an effective means to solve this situation.\n\nStudent Profile:\nAge/Year: 18 let, 6. ročník gymnázia\nHobbies: bohužel nevím\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "679", "student_age_year": "18 let, 6. ročník gymnázia", "student_hobbies": "bohužel nevím", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Německý jazyk, Latina", "teacher_practice_years": "12 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1420", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation occurred in the 9th grade and started very innocently. At first it just seemed like normal doctor visits and none of us noticed anything. But then it started to seem strange to us that it was always the same excuses, especially after 2-3 days, but they were always signed by the student's mother. It was allergies, intestinal problems, colds, stomach aches, but never anything serious. At first, the boy was absent in the morning, but over time he also missed afternoon classes.\n\nSituation (Anamnesis):\nThe student attended the 9th grade, had below average grades, did not do well, did not like school, did not have too many friends\n\nTeacher Intervention (Solution):\nWe contacted the mother because of her frequent absences. We told her that the student must undergo an examination, which will show whether he has any serious problem that can cause these absences, if he is excluded, it will be hidden truancy and the whole situation will be reported to the social worker. At the same time, a similar situation began to manifest itself with his brother, but we intervened there in time, because we already knew what the situation was. The mother subsequently admitted that she initially wrote excuses to the student because he was really sick, probably having psychosomatic problems related to stress from school. Subsequently, her son most likely began to take advantage of it, and his younger brother also watched his behavior from him.\n\nOutcome:\nWe pay more attention to checking excuses, we require confirmation from a doctor and we are generally more observant. We should have detected the situation earlier, looking back it took a really long time.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1420", "student_age_year": "15 let, 9. třída", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., matematika, fyzika", "teacher_practice_years": "23", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1097", "content": "TEACHING CASE STUDY\n\nBackground:\nBefore the very beginning, I have to take you a little into the story. I met this student with the teacher last year at practice and we often talked about him. He is the son of an unnamed Czech actress. The first thing that comes to mind is the case with the student from last year. You remember what he was like in class, right? He tried to lead the whole class and direct everything as he wanted. He just finished the sixth grade, and in my opinion, this is the most difficult period for both the child and us. The children try to somehow find their way and are no longer so disturbed by the transition from the first to the second grade, so they start to get angry even more. The student very often interrupted the lessons, did not pay attention, was having fun. In my opinion, this behavior is quite normal for some boys his age, but he also dragged down all his friends who, a year before, seemed eager to learn and, at least in my classes, paid attention. It happened so often that I started talking to other teachers about the student. They told me that it is practically the same in their classes.\n\nSituation (Anamnesis):\nPupil - 12 years old, needs attention and doesn't want to do anything he doesn't want to do in class. Dragging his classmates into the same mode.\n\nTeacher Intervention (Solution):\nI took the student aside and tried to get out of him why he craves attention so much, not directly, of course, but questions about his home, what he does outside of school and, most importantly, how it looks at home. One of my fears was confirmed, namely that he doesn't get enough attention at home. As his parents are divorced and his mother is an actress, he is often away from home and the boy finds escape only in sports and\n\nOutcome:\nThe student has improved in both short and long term behavior and performance in the classroom. His benefit didn't improve, but it wasn't bad before.\n\nStudent Profile:\nAge/Year: Žák 12 let, sedmá třída\nHobbies: Fotbal, YouTube, Videohry\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1097", "student_age_year": "Žák 12 let, sedmá třída", "student_hobbies": "Fotbal, YouTube, Videohry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské (Mgr.) – Anglický jazyk", "teacher_practice_years": "12", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/835", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened about three years ago. I received the first year of Automechanics from the Civics subject. After about a month, one student fell ill with pneumonia and later with mononucleosis. During the next six months, he could not attend face-to-face theoretical and practical classes due to health reasons. Although my colleagues and I continuously assigned tasks to him, he tried to fulfill them, there were also consultations via messenger, unfortunately he was unable to attend practice, which made it impossible for him to continue in the field. In addition, he was diagnosed with ADHD. The student became apathetic, he lacked motivation to continue his studies, he even wanted to leave school completely. From the beginning, he completed the assignments, tried to catch up on all the material, and went to individual tests. Later, however, he became tired and unmotivated from the whole situation. He stopped completing assignments, started communicating less with school, even refusing to talk to the class teacher. He asked me if I would help him solve this situation, because in my classes the student felt good and liked to communicate.\n\nSituation (Anamnesis):\nStudent in the first year of the Automechanics course, diagnosed with ADHD, poor health (pneumonia, mononucleosis), loss of motivation to continue studying\n\nTeacher Intervention (Solution):\nAfter a request from the class teacher, I contacted the student via messenger - video call. I called him and asked him if he would mind chatting with me for a while via video chat. The student agreed. First, I asked him how he was, how he felt health-wise, if he needed anything, and that I was also calling because his class teacher asked me to. The student was happy to be interested, communicated, sounded optimistic. I told him I knew he was thinking about dropping out of school. Then I explained to him that it would be a shame to miss him at school. I asked him if he would at least think about it, I told him that at least a teaching certificate is needed for future employment, that we could find another solution, change field, etc. I asked him what he enjoys, what his interests are and conical. I also told him that if he changed his mind about further studies, he should call me in a few days, we will make arrangements, possibly at a meeting at school, and with his parents, and we will find a solution together. Two days later, the student called me to say that he had been thinking about it, he had talked with his mother at home, his father does not live with them, so he preferred to deal with the situation with his mother. I arranged a meeting with him at the school, he finally came with both parents, which was a pleasant surprise for me that both parents showed interest in their son's studies. At the meeting, after talking to all the participants, I suggested that I conduct a SWOT analysis of strengths and weaknesses with the student. Based on the results of the analysis and the interview with the student about his interests and hobbies, we came to the conclusion that a waiter would be more suitable for him. Parents also agreed.\n\nOutcome:\nAfter negotiations with the pupil and parents, the pupil was again motivated to continue his studies, with the provision that he would change his major. In the next school year, he entered the first year of the newly registered field. He is now already in his third year, he enjoys his studies, he completes his assignments, he is satisfied with his practical work and he is awaiting his final apprenticeship exams this school year.\n\nStudent Profile:\nAge/Year: 2. ročník, 8 let\nHobbies: cyklistika\nDiagnoses: Poruchy učení,Dyslexie,Agresivita\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Support, Transfer of student, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "835", "student_age_year": "2. ročník, 8 let", "student_hobbies": "cyklistika", "student_diagnoses": "Poruchy učení,Dyslexie,Agresivita", "student_disorders": "Agrese", "teacher_approbation": "Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "5 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1342", "content": "TEACHING CASE STUDY\n\nBackground:\nThroughout the last school year, I received information from my colleague that he had a problem with a student from my class. He disturbs him in class, tells him off, spreads various slanders about him among his friends, etc. It is true that the colleague has a slightly more forceful nature, which may not suit everyone, especially girls, but the rest of my students have no major problems with him, and he is also a teacher like everyone else, and the students should treat him accordingly. I have told them many times that if they have a problem with someone, they must come to me and we will somehow try to solve it together. Unfortunately, the whole situation escalated to such an extent that this pupil came just before the end of the school year, claiming that the teacher had made some inappropriate (sexual) allusions to her. The whole situation began to be resolved immediately with the school management. So we invited both her and the teacher to the interview. We also learned that more people claim the same thing as the pupil.\n\nSituation (Anamnesis):\nThe mentioned pupil is very problematic. You can say that she inherited it from her sister, who also went to this elementary school and behaved just as inappropriately. Despite the fact that she grows up in a complete family, the family atmosphere is not ideal, the parents often argue, use inappropriate expressions, etc. This is then reflected in the behavior of the student, who also uses these expressions at school among her classmates, and also sometimes physically attacks them , lies, disrupts the lessons, which also results in a benefit that is not quite the best.\n\nTeacher Intervention (Solution):\nThe whole situation was resolved with the school principal. I asked the student several times if it was really as she said, and the whole time she told me and the others that it was. The colleague was therefore partially suspended, but he still claimed that he had nothing to do with the matter and that nothing of the sort happened. So we decided to put more pressure on the student to say it in front of the colleague she accused. During the interview, the student finally denied everything, saying that she made it all up because she doesn't like her colleague and simply wanted to harm him.\n\nOutcome:\nWith this act, the student received 2 of the behavior. However, nothing has changed in her behavior, rather it has worsened, to the extent that she decided to leave our school, she didn't even show up for her report card on the last day, saying that she never wants to see anyone from our school again. Unfortunately, with her behavior, she also seduced her classmate, who left with her, which none of us expected, as there were never any major problems with her. It certainly didn't have to turn out like this if the student had recognized her mistake, unfortunately she didn't see the mistake in herself, but rather in others, especially from the teaching staff. It also left consequences for the teacher, who, even though he did nothing, lost his position as an educational advisor.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: Tanec, sport, klavír\nDisorders: Lhaní,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Verbal disruption of lessons, Bullying\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1342", "student_age_year": "12 let, 6. ročník", "student_hobbies": "Tanec, sport, klavír", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky", "teacher_approbation": "Vysoké (N, Ov)", "teacher_practice_years": "2", "problems_annotated": "Physical aggression, Lying and cheating, Verbal disruption of lessons, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/459", "content": "TEACHING CASE STUDY\n\nBackground:\nThe geography teacher came to the sixth grade, where he was replacing the geography lesson. Since he teaches this subject himself, he followed up with the students on the previous lesson. Their topic for the class was specifically atmosphere. He had never taught students before, so he expected the students to be rather quiet. This topic belongs to the subjects that the young teacher likes to teach, that is why he really tried to interest the young sixth graders, supplementing the explanation with interesting things, so that they could take away as much information as possible from the lesson. From his point of view, he was successful to some extent. He himself saw interest in some of the children, and he enjoyed the class all the more. Right from the start, however, a boy in the back bench began to disrupt the lesson. But he was the only one in the class who was not unknown to the teacher, he knew him from the geography olympiads, so he knew very well that he had mastered the subject.\n\nSituation (Anamnesis):\nThis pupil, without signing up, still entered the teacher's interpretation inappropriately. It was obvious that the student was bored. As he regularly participates in the already mentioned geography Olympiads, he is relatively ahead of his classmates in this subject. However, he uses his excess energy to disrupt and thereby significantly complicates the work of teachers.\n\nTeacher Intervention (Solution):\nBut when the student did not obey the teacher's admonition for the umpteenth time, it was necessary to solve the problem differently. 'That's enough, you've been interrupting me since the beginning of the lesson, I've already warned you several times, so come interpret for me. Here you can see my presentation, the presenter, and from now on you are the one who talks. I'll sit here instead of you and take notes like everyone else.' The boy was taken aback, but he had no choice but to obey the teacher. During this activity, he used his knowledge, which he was ahead of his classmates, and tried to convey the information to his classmates as best as possible. He was not bad at lecturing at all, but the teacher sitting in his place on the bench started to enter into his explanation. He shouted without registering and kept interrupting the boy's explanation. It was clear on the boy's face that it bothered him.\n\nOutcome:\nAt the end of the lesson, the teacher took the floor again to close the whole situation for everyone. 'Well, I thank you for taking the class for me today, can you sit down and now try to tell me why you think I gave you the explanation and then kept jumping into your conversation so inappropriately?' The boy understood that the teacher wanted him to try to be in his place and also to try how unpleasant it is when someone inappropriately interrupts his class. Subsequently, the teacher also involved the rest of the students in the debate, and in the end they all agreed that such behavior towards teachers is not decent, and especially not fair. Now, when a teacher and a student meet in the corridor or, for example, at the Geography Olympiad, the student behaves politely and always greets the geography teacher with a smile. As he was a pupil often discussed at teacher meetings, the interviewed teacher also noted his overall improvement in behavior in the classes of other colleagues.\n\nStudent Profile:\nAge/Year: 10 let, 6.ročník\nHobbies: přírodní vědy\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "459", "student_age_year": "10 let, 6.ročník", "student_hobbies": "přírodní vědy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/376", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place almost at the beginning of the 6th grade. A new student came to the class, who moved with his mother from another city. His parents were going through a divorce, which was not an easy time for him. The new pupil was of Roma origin, which in this case played a crucial role. There was a student in the class with whom there were often problems. We had to deal with his behavior repeatedly. As a class teacher, I came to the class at the moment when a new student and a problem student were fighting. What preceded it, I only know from the statements of the students. The new student and the troubled student had problems from the very beginning. They often pushed each other or argued. We always solved it by agreement on the spot. This time it started with an argument and a shove. The problem student started insulting the new student. Unfortunately, I don't remember exactly what he allegedly told him. Anyway, it turned the new student off and he started to fight back verbally. He did not miss the Roma origin of the problematic pupil. He had a very inappropriate remark regarding the color of his skin and the skin of his parents. This upset the problematic student so much that he started fighting with the new student. There was quite a size difference between them, so the new student took it. At this moment, two female students came to my office saying that a new student in the class was fighting with a problem student. I immediately got up from the work I had done and rushed to class. When I got there, I was in shock. The new student was picking himself up off the ground and they were still arguing with the problem student. The whole class was watching them, some of their friends were laughing. 'What is going on here?!' I shouted at them. Everyone went quiet at that moment. Fortunately, nothing serious happened.\n\nSituation (Anamnesis):\nThe troubled student was very troubled. He didn't have an easy time at home. He never enjoyed learning and he showed it. In class, he often shouted or otherwise disrupted the teachers' explanations. He did not fulfill his duties and his profit was rather below average. He fought with other boys several times. Once a classmate took his compass and didn't want to give it back. It ended with a torn eyebrow. It also happened that he threw his classmates' things out of the window. It wasn't without reason, but it wasn't the most appropriate solution either. We also had to deal with going to school with him. He had problems not only with classmates, but also with older years. The new pupil was not a model pupil either. As already mentioned, he was going through a difficult period. His performance was rather average to below average and he often forgot things and tasks. He was sometimes disruptive in class and received a few notes for his behavior. Several times he caused an argument between his classmates, or pushed some of them.\n\nTeacher Intervention (Solution):\nThe moment I came to class, I yelled at them. I immediately asked them what was going on here. The new student and the problem student began to blame each other, one trying to blame the other and vice versa. The rest of the class was silent. Only some of the friends mentioned above joined in with comments like 'yeah sure', 'what are you talking about' and so on. It was chaos as everyone shouted over each other. I had to silence them immediately. I knew from the students who came to my office that it all started with an argument. Then the new student and the troubled student started fighting. I decided to take the two into the office and listen to them. Immediately after arriving in the office, I told them that I wanted to hear how and why it happened and I didn't want them to shout at each other. When one speaks, the other is silent. A new student told me that a troubled student started insulting him because of his background and making inappropriate comments. So they started fighting each other because of that. Again, I learned from the problematic student that the whole thing was started by a new student with inappropriate comments about him, so he reacted in this way. Of course, during the conversation, I had to remind them several times not to jump into each other's conversation. I told both of them that this situation must not happen again. I also mentioned that it is inappropriate to refer to the color of the skin and it definitely should not happen. Both of them had already had some problems, so I told them that I would watch out for them. I solved it with notes. The note on the new pupil read: 'He attacked his classmate'. In the case of a problematic student: 'He makes inappropriate comments about the color of a classmate's skin.' Furthermore, this conflict was not resolved.\n\nOutcome:\nBoth received a note and the situation was resolved. In the end, the new student and the problem student became great friends, which I was happy about. Anyway, both of our teachers gave us a lot of trouble. They no longer made problems for each other, but made them together. The problem student also became a good friend of another student. The problem student had a lot of problems. He received several notes, but each time to no avail. Fortunately, there were no more conflicts between him, the new student, and the other student, but he was still a very troublesome student. In the end, it was suggested that he visit a pedagogical psychological counseling center, which his parents refused.\n\nStudent Profile:\nAge/Year: 13 let / 8. ročník\nHobbies: malování, kolo, více nebylo zmíněno\nDisorders: Lhaní,Podvody,Disrespekt,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "376", "student_age_year": "13 let / 8. ročník", "student_hobbies": "malování, kolo, více nebylo zmíněno", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Disrespekt,Neúcta k autoritám", "teacher_approbation": "Magisterský titul, aprobace: Přírodopis a Chemie", "teacher_practice_years": "16 let", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/334", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was caused by the student's long-term indiscipline, which was constantly escalating. Very similar to the student from the first case report. Once, when the student was having a more active day and was constantly interrupting and had the need to argue and talk back, I couldn't stand it and I wasn't calm. I started screaming, getting upset and cursing. It was something new and unexpected for the students, because I was never the same as I was that day. So I made it clear that I was completely dissatisfied with their behavior. The class was stunned, but the girl even started laughing and said to me: 'Teacher, you look so cute when you're angry, you're all red and your veins are popping out.' The students responded with more laughter and I really couldn't take it anymore and left the class. There were only five minutes left until the end of class, so I dared to leave, but I thought that someone would come for me. I was surprised that no one thought to come and there was normal noise in the classroom, it didn't even occur to me that they talked about the situation, so I didn't go back there.\n\nSituation (Anamnesis):\nThe student was very moody and changed her opinions every moment. One day it was very difficult to get along with her, she didn't answer questions, she pretended to be absent. The next day she was very open again and even though she didn't agree with the teacher, she was able to come in and say her opinion, which the teacher didn't mind, but she mostly argued and the worst part was that she wasn't very right. And since the class was very unruly, the teacher had a problem cooperating with the class, and when the student made a comment, some students supported her with laughter and showed that she was right, which was not true.\n\nTeacher Intervention (Solution):\nwas very disappointed with it. The next day I went to class and told them that I couldn't sleep at all, that I kept going over the situation and thinking about how we treated each other and that it would be good if we talked about it. I told them that I was expecting at least someone to show up and apologize and to think about how we will continue to work together. I didn't come back to it again that hour and I didn't expect them to tell me anything about it. Rather, I expected a later reaction, for example, in the cabinet.\n\nOutcome:\nThe class passed surprisingly calmly, and indeed after that the girl came to the choir room with her other friends. I was very happy, but after all, the spirit of distrust remained in that class. The teacher-pupil relationship was no longer the one I was always used to. I also had them in the eighth grade, when a problematic student went to another school and suddenly the work in the class changed enormously. They saw that it is not good to be subject to someone.\n\nStudent Profile:\nAge/Year: 12 let, 7. třída\nHobbies: sport - florbal\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "334", "student_age_year": "12 let, 7. třída", "student_hobbies": "sport - florbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské, Masarykova univerzita – pedagogická fakulta (dějepis, český jazyk)", "teacher_practice_years": "42 let", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/763", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was my second day at work, the first I was more familiar with and listening. The teaching day started like any other, in the assembly room I went through the schedule, what we were going to do in which class and whether the student enjoyed the given subject, how he felt about it, whether he was above average, average or below average in it. His favorite subject is mathematics, which we had already in the first lesson. It was also our first lesson together. After arriving in the classroom, I was introduced by the class teacher and sat next to the student on the desk. The student was calm, the lesson (like all others) started with a game. Unfortunately, the game was rather demanding and the student could not master it, after several examples he started to lose attention. Then he started to become more restless (he clicked his pen, stomped his foot, played with the edge of the notebook). They were assigned an independent work, but he did not respond. After the game, the classroom was abuzz. The student slammed the notebook on the desk and suddenly threw it into the corner of the room.\n\nSituation (Anamnesis):\nThere are 8 pupils with different educational needs out of 23 pupils in the class. The class is divided into some subjects, which is much more convenient for both the teacher and assistants, but especially in mathematics the class is combined. This leads to an increase in activity and a deterioration of the ability to concentrate not only for the students, but also for the teachers. We ended up with three assistants and one teacher in the whole class with the full number of students. After the previous agreement in the assembly room, we divided the class into thirds and each controlled one row of students to maintain a state of calm. Unfortunately, this calm was disturbed for a while after the math game and the mentioned incident occurred.\n\nTeacher Intervention (Solution):\nAfter this behavior, the class became quiet and the student increased the pace of his rhythmic output, probably because he felt under pressure from the reaction of his classmates. Furthermore, I - an assistant, D - a student. Assistant:\n\nOutcome:\nIn the short term: During our conversation, the clicking of the pen and the stamping of feet gradually stopped. He also stopped playing with the edge of the notebook and devoted himself to work. He tried to keep his attention for the whole class, unfortunately this effort was often interrupted by the noise of the surrounding class. The student required a lot of prompting to do the work, which I was already doing automatically by the end of the lesson. I encountered a lot of attitude from other female assistants\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: Hry na PC, seriály, sport\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "763", "student_age_year": "13 let, 7. třída", "student_hobbies": "Hry na PC, seriály, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Středoškolské vzdělání s maturitou", "teacher_practice_years": "5 let", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1331", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring breaks, the boys can play with cars in one corner of the classroom and the girls have stuffed animals to play with in the other corner on the opposite side. The student is actively involved in playing with other girls. The problem arises at times when he is in the mood to play with toys that his classmates have. In this case, he reacts by coming and snatching the toy from the girl's hand and playing with it himself. At this moment there is shouting and suing to the teacher.\n\nSituation (Anamnesis):\nThe student has problems with understanding social situations. This in itself leads to many problems in teaching. Behavior towards fellow students is often unreasonable and in extreme cases even aggressive. Disputes about toys are not only in the case of this pupil. But what is extremely problematic is that her classmates are very temperamental and in most cases do not even speak the same language.\n\nTeacher Intervention (Solution):\nresolved the situation by first communicating how the dispute occurred and what preceded it. After finding out this information, I tried to explain to the student that her behavior was not nice and kind. Next, I tried to explain the situation to her in a role-reversal style. I asked if she would like it if a friend came up to her and took the toy out of the blue in this way. Of course she replied that she wouldn't like it. Finally, I explained to her that if she is interested in the toy, she must first ask her friend if she can borrow it. I also explained to her that her friend might not want to lend her the toy and that she would have to wait until the next break to take the toy first.\n\nOutcome:\nThe situation did not improve after this solution. Another incident occurred the very next day. During the break, the pupil again wanted to play with more stuffed animals. Her classmate had them (different from the previous day). The pupil came to her and asked her if she could borrow the stuffed animals. To that, her classmate replied that she would not lend her a stuffed animal. This led to the pupil ripping out the stuffed animal again and the whole situation was repeated as it was the day before.\n\nStudent Profile:\nAge/Year: 7 let, první třída\nHobbies: Malování, hra s plyšáky o přestávce\nDisorders: Agrese,Lhaní,Braní věcí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1331", "student_age_year": "7 let, první třída", "student_hobbies": "Malování, hra s plyšáky o přestávce", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Braní věcí", "teacher_approbation": "Magistr", "teacher_practice_years": "20+ let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1010", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came as a new member to an already established collective, where the children had known each other since the first grade. I only received a notice from his previous school that he has been diagnosed with ADHD and is therefore often hyperactive and has problems maintaining attention. In order to get into the team better and to get people to notice him at the new school, he started drawing attention to himself. He was often disruptive in class. He interrupted not only the teachers' explanations, but also his classmates in an attempt to draw attention to himself. He began to verbally attack his classmates, most often using profanity, sometimes even using them in communication with teachers. He also often shouted when he was not asked and did not wait to be told. After the already mentioned disciplinary punishments in the case report - - we had to approach the pupil differently.\n\nSituation (Anamnesis):\nThe student lives only with his mother, so his effort to draw attention to himself may be based on the fact that he receives very little attention at home, as his mother has 2 jobs and is not at home that often. At home, the student is most often alone and spends his time mainly on the Internet, from where he can get his vulgarities and inappropriate behavior.\n\nTeacher Intervention (Solution):\nIt was necessary to change the approach to the student. I talked to him about why he behaves the way he does. Does he have a reason for this or possibly a problem that he can hide behind this behavior. The student didn't tell me much, except that he is afraid of the new team and the new school. However, it was clear that he was happy for the individual attention I was giving him. Gradually we started to find a way to each other. The praise method has proven itself, when he managed to behave without being disturbed or completed the given task, he received verbal praise. I told him that if he doesn't know how to do something, he shouldn't be afraid to come to me or politely ask his classmates.\n\nOutcome:\nThe student slowly began to limit his problematic behavior and understood that he would establish better relationships both with teachers and with his classmates if he behaved decently. We matured through praise and an individual approach to mutual understanding and improving relationships, both with me and with classmates, and he no longer needed to draw undue attention to himself.\n\nStudent Profile:\nAge/Year: 13 let, 7.ročník\nHobbies: počítačové hry, aktivita na sociálních sítích\nDiagnoses: ADHD\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1010", "student_age_year": "13 let, 7.ročník", "student_hobbies": "počítačové hry, aktivita na sociálních sítích", "student_diagnoses": "ADHD", "student_disorders": "Rušení výuky", "teacher_approbation": "Vysokoškolské-titul Mgr., aprobace český jazyk", "teacher_practice_years": "20 let", "problems_annotated": "Diagnosis, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1494", "content": "TEACHING CASE STUDY\n\nBackground:\nBecause I already knew him, I knew that it was on him (the aggression). He had an assist and a crisis situation arose when I saw how he almost broke the door to the dressing room in anger (it was gym class). I had 30 guys at the gym and I could see in his eyes that he hadn't taken his medicine in the morning. He started hitting on the other boys and aggressively calling them names. Because I knew him, I know that a little spark in the gym would be enough to make something happen.\n\nSituation (Anamnesis):\nA 14-year-old boy who suffered from bouts of aggressive behavior. Confirmed very strong ADHD. Unmanageable behavior, the presence of an assistant is necessary. He lives with both parents. The father suffers from fits of rage, was detained by the police several times (he did not remember more).\n\nTeacher Intervention (Solution):\nI immediately came to him and I say to him: \"Look, what is it?\n\nOutcome:\nThe entire class then passed without any problems. The teacher was checked several times and was in contact with the assistant the entire time. After the lesson, the teacher informed the school management and class teacher and then the parents. For a long time, the situation was not reflected, because he did not remember such incidents, because he experienced many of them every day. Rather, the teacher gained valuable experience and solved the following situations in a similar way.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Zajímá se o modely vlaků\nDiagnoses: ADHD\nDisorders: Agrese,Vulgární vyjadřování,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1494", "student_age_year": "14 let, 8. třída", "student_hobbies": "Zajímá se o modely vlaků", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Vulgární vyjadřování,Provokace", "teacher_approbation": "Mgr., ČJ, TV", "teacher_practice_years": "30", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/572", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 9\nHobbies: tanec\nDiagnoses: Vývojová dysfázie\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "572", "student_age_year": "9", "student_hobbies": "tanec", "student_diagnoses": "Vývojová dysfázie", "student_disorders": "", "teacher_approbation": "vysokoškolské magisterské", "teacher_practice_years": "13", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/329", "content": "TEACHING CASE STUDY\n\nBackground:\nOn the day this incident happened, we went to the playground near our school. The student's task was to take the soccer ball and carry it all the way to the field. The teacher emphasized the safety rules several times so that nothing would happen to the students. Unfortunately, the student and his classmate did not obey the teacher's instructions and poked each other. The student dropped the ball on the ground several times, and when it fell for the last time, his classmate kicked it as a joke, the ball flew into the road and the student rushed to get it without looking around to see if there was a car. At that moment, a truck was driving there, so I quickly grabbed the student and pulled him back to the sidewalk. Fortunately, the truck was driving very slowly, he managed to brake in time, so nothing serious happened.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD, is unfocused and sometimes reckless. The class is great, no one imitated the student's behavior, all the students found this incident serious and they knew that they should not run into the road without looking around.\n\nTeacher Intervention (Solution):\nAs I said before, when the student jumped into the road, I pulled him back. I immediately started teaching him what was allowed and what was not allowed, even though he already knew all the rules well. I said to the student then: \"Peter, what are you doing?\" When you go out on the road, you always have to look to see if something is going wrong. That truck could have hit you. We have told each other the rules many times.\n\nOutcome:\nAfter writing a note and calling the parents, the class went back to regular lessons and the incident did not have any repercussions in the following lessons. The note taught the pupils and their behavior did not repeat itself. The pupil is otherwise a completely problem-free boy and this incident was a momentary failure.\n\nStudent Profile:\nAge/Year: 8 let, 1.A\nHobbies: plavání, zájem o přírodu\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Consequences, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "329", "student_age_year": "8 let, 1.A", "student_hobbies": "plavání, zájem o přírodu", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "učitelka – Učitelství pro 1.stupeň ZŠ / asistentka – Speciální pedagogika a vychovatelství", "teacher_practice_years": "33 let / 30 let", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/319", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught in the 5th grade, where one student was very problematic. He regularly did not bring assignments, spoke vulgarly, fought at school. There was also a pupil in the same class, an exemplary student with good grades. Her parents made quite high demands on her and she did not want to disappoint them. One day, I received a call from the parents of a pupil that her mobile had been broken by a pupil who often exhibits problematic behaviour. The student complained to her parents at home, described the situation to them, how it happened, and the parents then resolved the whole situation with me.\n\nSituation (Anamnesis):\nŽačka is a normal decent girl from a normal family. She has both loving parents who are devoted to her. He has an older brother. She tries to do her best so as not to disappoint her parents. They make high demands on her to be successful at school. He normally participates in class. He studies well. He has a lot of friends. He is usually not the center of attention. She does not disturb much in class, she is attentive.\n\nTeacher Intervention (Solution):\nAfter a complaint from the parents, from whom I learned how the situation occurred, I called the student. The student was in the cafeteria at the time when he was supposed to break the mobile phone and there were witnesses to it. After talking with him, I called the student to describe to me in detail how it happened. She couldn't tell in detail because it didn't happen. In the course of the conversation, I began to refute the facts that I knew from my parents. 'You couldn't see the pupil at this time because he was in the dining room and the cooks confirmed it. Which cell phone did he break?' 'This one.' The student had never seen the mobile phone, he didn't even know what brand it was. I then very carefully told her to think it over and tell her what happened. I didn't blame her, I didn't accuse her of lying. She suddenly remembered that her cell phone fell on the ground and broke. That solved the whole situation. Instead of confessing at home, she blamed the broken cell phone on a troubled student.\n\nOutcome:\nSubsequently, I called my parents, how the whole situation happened. My parents were happy with the result that I looked into it and the truth eventually came out. The student only had to confess to her parents at home. Everything was resolved the very next day.\n\nStudent Profile:\nAge/Year: 5. třída 11 let\nHobbies: Výtvarná výchova\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "319", "student_age_year": "5. třída 11 let", "student_hobbies": "Výtvarná výchova", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., učitelství pro 1. stupeň zš", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1160", "content": "TEACHING CASE STUDY\n\nBackground:\nIt's been a few years since this group of girls appeared in the first year of our field. From the beginning, they were very clever and hardworking students. Over time, however, they began to demotivate each other, the quality of work decreased and so did their attendance. It affected one pupil the most, who suddenly had a huge problem with the practical part of the matriculation exam.\n\nSituation (Anamnesis):\nŽačka has gone through probably the biggest change. From a laughing girl who did not miss a single class in the first year and her ideas in the classes were admired even by older years, in the last year she became an eternally annoying student who appeared at school 3 times a week. Due to her poor family background, she had a constant desire to become independent, finish school and start working quickly so that she could move out of the house. During her studies, she went through an unpleasant divorce of her parents, which strongly contributed to the loss of her ambition to finish school with above-average results. Also, the general atmosphere of her team in class and friends outside of school did not contribute much to her studies. On the contrary, she and the female students managed to demotivate each other and what was even worse; constantly distract from work.\n\nTeacher Intervention (Solution):\nremember that we negotiated each of them personally with my colleagues perhaps a hundred times. To make matters worse, the covid pandemic started at the same time. Therefore, the student was unable to submit the practical part of the matriculation exam on time. The quality of her final work was not even close to the products she managed to create during those four years at school. At the same time, the theme and proposals were literally breathtaking. She herself was aware of this. We decided not to give the student a high school diploma, even though it was a huge risk. Instead, we proposed an autumn term that would allow her to have more time to work. We hoped that, in addition to time, she would no longer be surrounded by the disturbing environment of her classmates and would have peace of mind to work.\n\nOutcome:\nFrom the beginning, the pupil was indignant. She undoubtedly didn't like the idea that her friends had somehow failed her graduation and that she would 'have to stick around for the next hundred years'. But she let us negotiate, we made it clear that we are here for her and that we want to help her. Over the summer, she started going to school regularly, and in the fall she was already completing a wonderful collection of graduation papers. More time helped her solve personal problems and stop stressing so much. This time, she handed in the work on time, which was rated excellent. She was a huge success, and was even approached by a company in the field after school to see if she would like to start working for them.\n\nStudent Profile:\nAge/Year: 21 let, 4.ročník SŠ\nHobbies: Kamarádi, hudební akce\nDisorders: Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Attendance problems\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1160", "student_age_year": "21 let, 4.ročník SŠ", "student_hobbies": "Kamarádi, hudební akce", "student_diagnoses": "", "student_disorders": "Disrespekt", "teacher_approbation": "Mgr. Art.", "teacher_practice_years": "20", "problems_annotated": "Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1378", "content": "TEACHING CASE STUDY\n\nBackground:\npupil came to my Czech classes who constantly tested my patience and explored the limits of what he could afford so that he would not have to complete assignments in Czech. Everything got worse because the student did not hand in the prepared contents of the books for graduation by the deadline (the task was already assigned in January). At the end of the 2nd semester, I gave each student a review sheet for some selected books from their self-made list. The letter was of course announced in advance. In the test, the student wrote in capital letters: \"uninteresting for my needs\n\nSituation (Anamnesis):\nThe student is 17 years old and attends the 2nd year of secondary school. It does not manifest itself significantly in the class collective. He has his own close circle of friends and likes to pursue his interests. There were no educational problems with him in the past, and his lack of interest in Czech lessons can be described as a one-time problem. The student has no behavioral disorders or any psychiatric diagnosis.\n\nTeacher Intervention (Solution):\nAs soon as I found out that the student did not hand in the analysis of the selected books for the final exam by the deadline, I warned him verbally about it several times and asked the student: \"when are you going to put it in there?\"\n\nOutcome:\nWell, the next day the student stood in the door of the office saying that he was very sorry and if he couldn't correct the paper. I was so pleased with his behavior that I went out to meet the student and gave him a correction date for the paper. Until then, the student had also processed the assigned contents of the books and finally wrote the paper with a three. In the next year, the student was already a problem-free student, like everyone else.\n\nStudent Profile:\nAge/Year: 17 let; 2. ročník SŠ\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1378", "student_age_year": "17 let; 2. ročník SŠ", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Zsv", "teacher_practice_years": "29", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/13", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student attends the 6th grade. The boy was diagnosed with Asperger's syndrome and assigned a teaching assistant. In the classroom, when he was not under direct supervision, e.g. during breaks, there were frequent disturbances, to which he always reacted oversensitively and later even aggressively. He was capable of physically attacking someone and starting to strangle him, and because he was of a larger build, it was very difficult to deal with these extreme situations. Once he even attacked his assistant. There were often provocations from classmates during breaks. The student was calmly sitting on the bench when a classmate approached him and began insulting him vulgarly: \"You are an ox, student!\n\nSituation (Anamnesis):\nThe atmosphere in the classroom started to change slightly and calm down when a new assistant started coming to the art activities, the original assistant was no longer coming to classes. A new face was overseeing order in the classroom. Art activities were also previously conducted using the method of free creation, but now she also started inventing different topics for the class.\n\nTeacher Intervention (Solution):\nThe student worked calmly during the lessons. He adapted all topics to his interests, which were various means of transport such as trams or trains. The pupil remembers with interest when he created Christmas bulbs like trams, etc. The new assistant realized that the pupil was very talented in creative activities and began to support him in them. The boy took it as his own and began to look forward to creative activities, he also began to appear more balanced.\n\nOutcome:\nThanks to the change of management, the atmosphere in the whole class has also improved. This whole change of situation showed that the student only needed trust and support. The school management later decided to withdraw the former assistant from the class. In the end, it turned out to be a step in the right direction.\n\nStudent Profile:\nAge/Year: 6. třída\nHobbies: Dopravní prostředky  tramvaje, vlaky) Výtvarná tvorba\nDiagnoses: Aspergerův syndrom\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Verbal aggression\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "13", "student_age_year": "6. třída", "student_hobbies": "Dopravní prostředky  tramvaje, vlaky) Výtvarná tvorba", "student_diagnoses": "Aspergerův syndrom", "student_disorders": "Agrese", "teacher_approbation": "Mgr. (Speciální pedagogika)", "teacher_practice_years": "5 let", "problems_annotated": "Diagnosis, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/172", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, the boy I'm in charge of got into a fight with a classmate in the locker room over a cap, causing the classmate to have a broken nose and a concussion because he hit his head on the mesh of the locker room. Normally his behavior can be managed in some way, but in this case, as it was a serious injury, the emergency services and even the police and the boy's parents were called. The injured boy was taken away by the ambulance service, and the other boy and his parents were interviewed by the police and they began to treat it as bodily harm, after which they were taken to the station and the investigation continued there.\n\nSituation (Anamnesis):\nA boy with conduct disorder, ADHD and Asperger syndrome, 12 years old. 6th year of elementary school, average grade. Classmate, without problematic behavior, 12 years old, 6th year of elementary school.\n\nTeacher Intervention (Solution):\nUnfortunately, in this case, there was no other option but to call the police and the police, because the student's behavior could not be solved in any other way given the situation. As I mentioned before, the parents were called and the police took the boy away, where the investigation continued.\n\nOutcome:\nEveryone was in shock, they treated the injured boy and we tried to calm the other boy down and keep him in place so that something else wouldn't happen to someone else. After that, the boy was taken away and further investigation was already underway with the parents. After some time, the boy returned to the school and tearfully apologized to the boy he had hurt.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nDiagnoses: ADHD,Náběh na Aspergerův syndrom\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Cooperation with experts\nImplications: Failure \n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "172", "student_age_year": "12 let, 6. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Náběh na Aspergerův syndrom", "student_disorders": "", "teacher_approbation": "Střední s maturitou", "teacher_practice_years": "5 let", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure ", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/261", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation, which I began to observe from the moment the pupil entered preschool education, was disturbing. I noticed that the pupil was starting to attack the children and generally behaved very aggressively. His attacks were directed both at other children and at the school staff. He almost never listened to any of the adults, that's why we repeatedly asked the mother to pick up the son because of his unmanageable behavior, finally he stopped going to kindergarten altogether. The situation worsened when the pupil started attending the first grade of elementary school, the aggression gradually escalated, he began to attack other children for no reason (mostly it was completely banal stimuli - for example, someone disagreed with his proposal, laughed, had a different opinion, made a joke that the pupil referred to himself). I was often present and I always separated the student from the other children as quickly as possible.\n\nSituation (Anamnesis):\nThe student is now a fifteen-year-old boy who suffers from a behavioral disorder, he has been examined several times in a pedagogical-psychological counseling center, at a psychiatrist and by a pediatrician. He suffered some health complications in his early childhood, and according to his mother, there have been problems ever since. However, this claim has not been confirmed by any doctor, it is only the mother's assumptions. Already as a toddler, he could not be with other children for long because of his aggressive and unpredictable behavior. The mother isolated the student from the other children, but did not discuss the problem with anyone.\n\nTeacher Intervention (Solution):\noften asked the student why he did this when the child did nothing to him, but in vain, did not notice or deliberately did not answer me. I tried to communicate with him, but he never seemed interested. Even though I clearly instructed the student not to repeat this behavior, it happened anyway. The student was simply unmanageable. A few times he even attacked me or school staff. I then tried to hold the pupil until he calmed down enough. I knew that I wouldn't be able to do this on my own, or that it was beyond my or our abilities in general, so we consulted with the school about what to do next. A child psychiatrist was called, who decided to place the pupil in a psychiatric hospital.\n\nOutcome:\nThe student is now a 15-year-old boy and attends a regular class, is active in class, participates in the lesson and responds to the teacher's questions.\n\nStudent Profile:\nAge/Year: 15\nHobbies: *učitel neví*\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Verbal aggression\nSolutions Applied: Disrespectful communication, Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "261", "student_age_year": "15", "student_hobbies": "*učitel neví*", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Agrese", "teacher_approbation": "Ing", "teacher_practice_years": "5", "problems_annotated": "Diagnosis, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/827", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the eighth grade, which is divided in English into better and worse half, escalated on Friday, when I had my last class with the worse half, where there are a lot of problematic students. During the day I was told of a larger conflict between them. While working with the interactive whiteboard, I did not notice that two students were standing in a row behind each other. Suddenly, I saw one boy hit another boy in the stomach and then get hit in the face. Fortunately, the other students tore them apart. At that moment, my nerves got the best of me and I threw up on the spot.\n\nSituation (Anamnesis):\nboy with ADHD is known for his problematic behavior, he has already failed once, he is disruptive in class, he does not pay attention, he does not take notes and he does not do his homework. He lives only with his mother, who does not know how to deal with him, his father is in prison. His conflictual nature is manifested by constantly annoying and attacking his classmates, which was also dealt with outside of school several times. He has a brother in the lower grade who is completely unproblematic.\n\nTeacher Intervention (Solution):\nMy first reaction was to scold them, then I took both students to the assembly room and sent my colleague to the rest of the class and called the guidance counselor. We tried to get out of them what actually happened, but the students shouted at each other. After a while they started complaining of headache so we called their parents to pick them up. The conflict was described and passed on to the class teacher and was resolved with a reprimand from the class teacher.\n\nOutcome:\nThe student did not come to school all week because of headaches. After returning, he behaved respectfully for a while, but gradually returned to poking and annoying his classmates. We dealt with a few other situations during the year and at the end of the year he got a 2 for behavior.\n\nStudent Profile:\nAge/Year: 16 let, 8. ročník\nHobbies: Jízda na koloběžce a skateboardu\nDiagnoses: ADHD\nDisorders: Agrese,Rušení výuky,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "827", "student_age_year": "16 let, 8. ročník", "student_hobbies": "Jízda na koloběžce a skateboardu", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Rušení výuky,Fyzické násilí", "teacher_approbation": "Mgr., Chemie, Biologie, Angličtina", "teacher_practice_years": "35", "problems_annotated": "Diagnosis, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/868", "content": "TEACHING CASE STUDY\n\nBackground:\nThe girl joined our school in September at the age of 8, joined together with her older brother, who is diagnosed with ADHD. In November, an English language teacher = family speaker joined our school. The girl started gossiping behind the teacher's back that she has big breasts and an ass. During class, she would ignore the lecturer and turn to her classmates, non-verbally showing the size of her voluminous portions. Subsequently, she started calling insults in English directly to the lecturer: big elephant,... The girl had a great influence on the class and so the whole class started mocking her. The lecturer could not handle the pressure and left that day.\n\nSituation (Anamnesis):\nThe girl boarded with her older brother, who has been diagnosed with severe ADHD. So the brother has an assistant with him and his problems are solved more often in the family, so he is given more attention and the girl wants to demand that attention as well.\n\nTeacher Intervention (Solution):\nWe explained to the girl several times that gossiping about someone is not nice and if she doesn't like something, she should make other arrangements. I explained to the girl that when she slanders someone, the other person doesn't like it and it's very uncomfortable for them, but the girl didn't have any words. The girl went for a consultation with the principal and she begged her not to do it. But the girl told the headmistress that she likes the teacher and that she doesn't say any slander. I also held a consultation with the lecturer, but she was very upset about the situation and could not return to school. Subsequently, we introduced the rule that English with a native speaker is only for those who are interested in it and must follow certain rules.\n\nOutcome:\nThe lecturer never returned and moved to America. The girl still ignores some teachers and instead draws in her notebook. She had another problem when she bullied a classmate and again influenced her class to be bullied by more people.\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník SOÚ\nHobbies: Posilování, hry na Playstation\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Disrespectful communication, Warning\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "868", "student_age_year": "16 let, 2. ročník SOÚ", "student_hobbies": "Posilování, hry na Playstation", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ, aprobace anglický jazyk - zeměpis", "teacher_practice_years": "15", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/803", "content": "TEACHING CASE STUDY\n\nBackground:\nI was a class teacher in a small school. I taught 5 first graders and eight second graders in one classroom. Among the first-graders was a 6-year-old pupil who often and loudly used very vulgar expressions. He used them when something made him angry. He was angered by seemingly small things, such as a fleeting touch from a classmate in the locker room while hanging clothes or a look in the eye.\n\nSituation (Anamnesis):\nFrom the age of two, the student's parents let him be watched in a children's group, even though the boy protested strongly on the way. He attended kindergarten right in our village and already used vulgar terms as a kindergartener. A few months before he started first grade, his little sister was born and his parents paid a lot of attention to her. They expected that the pupil was now a big and strong boy and made it clear to him. They expected him to be independent disproportionate to his age. The student spends a lot of time with his grandmother, who has a different view on things and disagrees with his parents on many things. The other children in the class are rather afraid of the pupil and his short-tempered behavior is not pleasant to them. After starting school, he didn't have 'his' friend (his good friend was still in kindergarten) and he only managed to find one towards the end of the school year. Since then, the situation has improved significantly. Establishing relationships with peers was not easy. The student could not follow the rules of the game. Even when the children took him in (mostly at the intercession of the teacher in the sorority), he often disrupted the children's play. When they rejected him, he failed them too, and immediately. He couldn't apologize and didn't seem to understand what was wrong with his behavior. He was stubborn.\n\nTeacher Intervention (Solution):\nintroduced a motivating behavior evaluation system in the classroom. Black dots for disruptive behavior and smileys for 'good deeds'. Black dots could be erased with a good deed. Three black dots meant punishment (e.g. The others are playing in the garden, you are going to study with me). It worked for the whole class except the student. As another option, I tried the 'Trust Box'. I invited the children to write anonymously what was bothering them. In a small number of children, it was possible to identify who wrote what, which I actually needed. The student expressed himself with these words: 'I'm angry, but I don't know why'. We discussed problematic situations with the whole class within the limits of time, the children proposed possible solutions themselves. I invited the parents to the school to discuss it together. Parents claim that vulgarisms are not used at home, and that the student learned them in kindergarten and school. On my recommendation, my son and I visited the Pedagogical Psychological Counseling Center and chose PPP. In one heated situation, I moved his desk (every student has his own small desk at school) to the department so that the student could not see his classmates. He sat with his back to the others, concentrating and working on the task at hand. Conditional exclusion from the group.\n\nOutcome:\nMoving the desk and isolating him from the others at the given moment mainly helped the other children, but it must have been unpleasant for the pupil. Although he worked and concentrated, I am aware that I isolated him from the team and I do not consider this to be an ideal solution. Unpleasant situations were repeated often and when we tried to analyze them together with the children, it was time-consuming. Some 'model' schoolgirls were demotivated by these inconveniences. It took away from our learning time together. It helped the most when the student finally found a friend. His friend is from a completely different family background. So far, however, they understand each other well and both are benefiting from their new friendship. The counseling center at Sládková advised parents to look for another facility, because they deal with more serious problems (Counseling Center for drug and other addictions). The parents think that the son does not need further help and have not sought any other counseling. During classes, we managed to reduce the number of profanity. However, he could not hold his own in the sorority, where the regime is more relaxed. Some of the other children were even afraid to go to the club and the situation escalated. The student violated the school rules with his behavior and therefore we were forced to proceed with a conditional expulsion from the group in the spring. Again, this solution has helped other children, but it is not an ideal solution to the situation.\n\nStudent Profile:\nAge/Year: 6 let, první ročník\nHobbies: Velice hezky kreslí; doma si hraje na tabletu\nDisorders: Vulgární vyjadřování,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Consequences, Working with the collective, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "803", "student_age_year": "6 let, první ročník", "student_hobbies": "Velice hezky kreslí; doma si hraje na tabletu", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Verbální agresivita", "teacher_approbation": "Učitelství 1. stupně, specializace HV, rozšířené o obor AJ", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/139", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was a gifted student in the normal form of teaching and had no major problems with the subject or the team. There was never a problem with him before switching to online learning. These only occurred with the arrival of the covid epidemic and the transition to distance learning. The student suddenly completely lost interest in teaching and doing homework. His camera and microphone were turned off in class, he did not respond to teachers' calls. The situation went so far that he stopped attending classes altogether. Bad grades, uncompleted assignments and the first unexcused hours began to pile up.\n\nSituation (Anamnesis):\nThe student is mild-mannered, rather introverted and did not like to be the center of attention. He had very good achievements in mathematics and had previously participated in various mathematics competitions. He has never had any problems or situations that needed intervention before.\n\nTeacher Intervention (Solution):\nDue to the fact that the pupil completely cut off contact with the school, the class teacher was forced to start solving things with the parents. She dealt with the matter with the pupil's mother, the first call was informative and she told her that her son was getting bad grades and unexcused hours and asked if the pupil was seriously ill or if there was some situation that would explain this behavior. The mother was very surprised and had no idea that her son was not attending classes and not completing assignments. It is said that he banned all family members from entering his room during classes so that he could have peace of mind for school. The teacher explained to the mother that, unfortunately, this model is not functional and that it is necessary to really control the son and supervise his preparation. Mom contacted the teacher a few more times to find out about all the assignments and missed duties. After these events, the student returned to work mode.\n\nOutcome:\nAs this was an isolated situation in his behavior, it did not have a serious impact. The student gradually improved his grades, and in the end his learning decline was not reflected on his report card.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník\nHobbies: otevřená otázka   PC, hraní her, matematika\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "139", "student_age_year": "11 let, 6. ročník", "student_hobbies": "otevřená otázka   PC, hraní her, matematika", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterský titul", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/550", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is the youngest of five children. He started kindergarten only in the last year, as a preschooler, when school attendance is compulsory. I don't know if that was what hurt him, but he wasn't adaptable at all. He didn't want to change his shoes, but he had to in kindergarten... that was the least of it. When we were learning to write, we first made different strokes in the notebook with an ordinary pencil, he deliberately scratched on it to break it. Then, for example, he scribbled in the notebook and laughed about it. He carved letters into the desk with scissors, destroyed the decoration in our hallway, refused to change clothes for gym, spat out of the window, scribbled on the blackboard. He also hurt his classmates, he really liked to set their hands on fire, he threatened girls that he would cut their hair and he had fun with their fear. I got in touch with his mother, and she started coming to our classes regularly...\n\nSituation (Anamnesis):\nHe was not popular in class. I would say that even the older children respected him for being in the first grade. He often let someone get used to him. Children often did not want to cooperate with him, girls were really afraid of him. They didn't feel good about his mom either.\n\nTeacher Intervention (Solution):\nAs I said, I confronted his mother about the situation and she said she wanted to see it for herself. I had no problem with her coming to class, not at all, but in the end it turned out a little differently than I intended. The mother went to school with the boy, sat with him on the desk, my instructions, I thought she completely ignored. She excused his behavior, saying that he was just a little livelier. She disturbed me in class, I was quite nervous about her. I tried to sit down with her, talk, come to an agreement, propose a solution, maybe go to a psychologist. She didn't want to hear about it. She repeated that children have a free upbringing from an early age and that there is actually nothing wrong with his behavior, that only the rest of us are too radical. I no longer knew how to offer myself more, to try. This was not the child's fault, but the parents' bad upbringing. Well, in the end, I told her once, in great annoyance, that if she thinks our school is radical, she has the option of trying to transfer her son to another school.\n\nOutcome:\nThe mother really changed her son. She told me herself that she planned it, that she didn't want to watch her son become stunted here. That probably explains everything... The current information I have about him is that he changed two more elementary schools since leaving our school. He's on his third now. So, in my opinion, the situation is not resolved, I feel sorry for the boy, very much...it took me a long time to realize that it was not my fault, and actually not even his fault, even though I thought several times that I could have done something otherwise, better that I was wrong, didn't give him more chances...\n\nStudent Profile:\nAge/Year: 6 let, první ročník\nHobbies: fotbal\nDisorders: Slovní agresivita,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "550", "student_age_year": "6 let, první ročník", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "Slovní agresivita,Vulgární vyjadřování", "teacher_approbation": "VŠ, Učitelství pro 1. Stupeň + CŽV Speciální pedagogiky", "teacher_practice_years": "38", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/618", "content": "TEACHING CASE STUDY\n\nBackground:\nThis case concerns the teaching of art education. At our school, students have compulsory art education until the second year of upper secondary school. I am a teacher who takes teaching her subjects seriously. I believe that every student, if he wants to, can create beautiful things in art class. Talent is one thing, but effort is something that a teacher recognizes and should also be valued. That's why I also have difficult tasks for my students before class - pointillist portraits, attempts to reproduce paintings, collective painting of large-scale paintings, etc. Unfortunately, in almost every class there is someone who does not take the artwork as a full-fledged subject. They are students who believe that they will simply sit through the two hours in class, pretend they are doing something, write something down on paper in five minutes and be done. The crowning achievement is when the student is at an age where he thinks that no one is right but himself. This is exactly the kind of student I am talking about now. To be precise, this description could fit a whole range of students who have already passed under my hands in the artwork, but this one came to mind first. From our first lesson together, the student made it clear that art education was a completely inferior subject for him. He often completely sabotaged the tasks I assigned in class and did not want to work. I tried to advise him how to proceed correctly. But the student didn't even try to tell me that he simply didn't have talent. He just said in front of the whole class that it was bullshit, that he wouldn't do it. I was worried about what his behavior would do to the rest of the class. Most of the girls mostly ignored the boy, but the boy was intrigued by the behavior. It must be said that he was not very popular among the other boys (this was mainly due to his participation in various math competitions). I also talked about the student with his class teacher, who was surprised by what I told her. According to her, the student did not behave this way in other classes. So I decided to talk directly to the student. After one of the classes, I asked him to come to my office. During our conversation, I asked the student what I could change in the lessons, which seems to be a problem for him. However, the only answer I got was that art education is a completely useless subject that will never be used and is useless. Unfortunately, with each passing class, this behavior escalated and escalated as I evaluated his work. I think that I was fair to the other students in my assessment, unfortunately for the student it meant enough for the half-year report card from the artwork. Unfortunately, nothing has changed in the student's behavior after the start of the new semester. I slowly lost the energy to help him and try to interest him.\n\nSituation (Anamnesis):\nThe student was not typically a problem student. He was even above average in subjects such as mathematics, computer science and physics. He participated in various Olympiads and competitions in these fields. He was not exactly popular among the other boys in the class, perhaps he wanted to win success with his behavior.\n\nTeacher Intervention (Solution):\nwas fair to the other pupils in my assessment, unfortunately for the pupil it meant enough for the half-year report from the artwork. Unfortunately, nothing has changed in the student's behavior after the start of the new semester. I slowly lost the energy to help him and try to interest him. I didn't have the strength to go talk to the student again and let the whole situation go. The problem arose when, in one of the lessons, almost at the end, the pupil had a sun painted with a pencil on a large piece of cardboard. The others had already completed a quarter of the Impressionist landscape. At that moment, I simply couldn't hold back anymore and asked the student to leave my class immediately and to not even come next time. I admit that it didn't happen without my screaming. he simply got up, hid the pencil in his backpack and left without a word.\n\nOutcome:\nThe result of my inadequate solution was that the pupil did not attend the rest of the art education classes. He had hardly any absences until then, so he could afford not to come. Right after the incident happened in class, I started to regret how I behaved. Unfortunately, this class didn't have art education for another year, so I couldn't give myself and the student a second chance to work together. More later, when I was at the graduation party of this class, I had a conversation with the student. she told me that she knows that he behaved terribly then and that the whole situation makes him quite sad in retrospect. We ended up laughing about it together.\n\nStudent Profile:\nAge/Year: 16 let, 5. ročník osmiletého gymnázia\nHobbies: Matematika, IT\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Sabotáž\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "618", "student_age_year": "16 let, 5. ročník osmiletého gymnázia", "student_hobbies": "Matematika, IT", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Sabotáž", "teacher_approbation": "Magisterské, ruský jazyk a výtvarná výchova", "teacher_practice_years": "23", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/853", "content": "TEACHING CASE STUDY\n\nBackground:\nLast school year, I started working as a class teacher in a preparatory class. From the beginning, I was a little worried about how I would be able to handle everything as a class teacher, how I would work with children and other insecurities. Nevertheless, I met some great kids in my class. A collective was formed that complemented each other. Everyone was nice and friendly to each other. However, at the beginning of the second semester, problem behavior appeared in one boy. The boy was, however, very clever, hardworking and friendly so far. The other kids thought he was very smart and looked up to him, he was kind of the 'boss' of the class. The problem behavior started with refusing learning activities at school or destroying his work, he was a little disobedient. Unfortunately, the reminder didn't work. The children also had a motivation table in the classroom, where they collected stamps. This student, let's call him a student, liked to collect positive smileys. As soon as I gave him a negative smiley, he said he didn't care. Every day his behavior became worse. He took the children's toys, encouraged them to do bad things, physically assaulted them, stole personal belongings, mocked them, slandered them, and destroyed the group of children with his behavior.\n\nSituation (Anamnesis):\nThis boy lived with his mother and his older sister. During the first semester, they moved once, to a new residence. He last saw his father two years ago. According to the mother, the father was a drunkard and a manipulator.\n\nTeacher Intervention (Solution):\nWhen I saw that he reacted indifferently to the negative smiley and didn't care. I invited him to my place that day while I was out. I asked him if there was anything new at home, if there was anything he would like differently. He didn't answer. He wanted to go play. As his behavior escalated, I contacted my mother. Who only told me that she does similar things at home and still laughs about it. When asked if there was anything new with them, she replied that the student's father had contacted her saying that he wanted to marry him. So he went there once a week and always after school. I asked the school psychologist at the time for cooperation. She took the student twice a week for half an hour each time. It didn't help. The class was slowly falling apart and I didn't know what to do. His behavior became unbearable. The clock was broken. The school psychologist, the school principal and the deputy principal then went to take a look at the lesson, especially his behavior. I thought she would want to show off and impress them. But the opposite was true. The school principal then immediately contacted the mother, stating that the student's problematic behavior was disrupting the class and should be addressed.\n\nOutcome:\nThe mother then apologized on the phone, saying that she already knew where the problem was and that she would come to school the very next day with an explanation. Then the mother came to know that the student's father had left them again. But that she is very happy, because according to her, he was literally just 'drunken and manipulative'. She described to us the situation when she went to pick up a student for the last time. She came a little earlier and overheard the conversation between the father and the student. At that time, the father encouraged his son to do bad things, he was supposed to behave badly towards his mother and sister. The mother took her son away saying that she would not see the boy again. The father was no longer interested in the family. When the mother asked the student if he said the things he said to him often. The student only nodded that in return he promised to take him on vacation and go to the sea. The student then came to school completely changed. He even managed to apologize to everyone. In retrospect, I was sorry that I did not appeal to my mother earlier and more to see if there had been any major change in them, and for this reason I think that this situation was poorly handled, that it could have been intervened earlier and it would not have gone so far. What were the causes of this situation? It can be assumed that conversations between father and son were the trigger. The father encouraged his son to do bad things, and he reflected this in his behavior at school. He was able to disrupt a very good team of children. Perhaps only thanks to the fact that the father left the family, everything was resolved.\n\nStudent Profile:\nAge/Year: 6 let, přípravná třída\nHobbies: Fotbal, Hry na PC\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "853", "student_age_year": "6 let, přípravná třída", "student_hobbies": "Fotbal, Hry na PC", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., (Speciální pedagogika)", "teacher_practice_years": "5", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/862", "content": "TEACHING CASE STUDY\n\nBackground:\nhave been teaching this group since I started teaching here. I won't lie when I say it was one of the more popular groups. Even though we were teenagers, we always found a common topic to talk about and it wasn't hard to interest them. However, in the last semester, I began to realize that I was increasingly unhappy going to this class. Pupils started talking back to me, ignoring me, when they should have spoken in English, they answered me in Czech and vice versa.\n\nSituation (Anamnesis):\nDespite the fact that the entire team has changed, I noticed that in most cases one boy always starts it. The whole situation escalated one day when I came to class and saw a student spraying disinfectant on all the things in the classroom, including the teacher's desk and prepared aids. It wasn't just that kind of spraying, but the student regularly spread the disinfectant with his hand, entertaining the rest of the class.\n\nTeacher Intervention (Solution):\nwatched it for a while and was shocked that they didn't care about my presence. As soon as the situation settled down, I sat down at the table and asked if such behavior was tolerated at their house. I tried to explain to them that such things do not happen. I also told them that I knew he was repeating this for the umpteenth time, but that I thought and hoped it wasn't happening on purpose. But what I learned from today is that it was probably on purpose. The class and I started a discussion in which I tried to involve the whole group. I explained that I wasn't going to yell at them, but that I wanted to know why he did it and why the whole class liked it. I also tried to find out if it was only the boy who was guilty each time.\n\nOutcome:\nalso explained to them that I have noticed how our relationship has changed, despite the fact that I try to be friends. I told them that I am sorry for the fact that despite the relationship that I am trying to build with him, which was working, suddenly it is not working. I asked them if they would like it if I started acting like that. After the discussion, we agreed that I would send an email to the parents, because I need them to know what is happening in the classroom. The students understood this step and apologized to me. In the email, I explained that I treat children in a friendly manner and never shout at them, and I try to build a positive relationship with English in them. I mentioned that I didn't like that the children were being arrogant and disrespectful towards me and that they couldn't discuss it with them as well. The result of me devoting an entire class to listening to the children's opinions and not being afraid to ask their parents for help was that since then our relationship has improved again and I look forward to classes again.\n\nStudent Profile:\nAge/Year: žák na druhém stupni (6.-9.třída)\nHobbies: -\nDisorders: Podvody,Nevhodné chování,Neuposlechnutí,Nespolupráce,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "862", "student_age_year": "žák na druhém stupni (6.-9.třída)", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Podvody,Nevhodné chování,Neuposlechnutí,Nespolupráce,Vulgární vyjadřování", "teacher_approbation": "titul Mgr., aprobace anglický jazyk", "teacher_practice_years": "3", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/559", "content": "TEACHING CASE STUDY\n\nBackground:\ngirl in a classical lesson sits alone in the classroom like the others. There are thirteen students in the class and everyone sits alone at a smaller desk. The teacher asks the pupils to write down the material from the blackboard and reads it to them herself. The girl tries to write, but she can't write as fast as the other classmates. Instead of checking in or asking for more time, she starts crying.\n\nSituation (Anamnesis):\nDevelopmental dysphasia\n\nTeacher Intervention (Solution):\nI asked the pupils to write down the lesson from the blackboard. Everyone was taking notes except for one girl who was sitting sadly at the bench and was crying. When I asked her what it was, she said that she couldn't keep up with the others. I offered her as much time as she wanted, but unfortunately she continued to cry. Finally I allowed her to write only a part and the girl slowly calmed down.\n\nOutcome:\nThe result of the solution is primarily the fact that the girl now asks more often or reports without starting to cry and is not as afraid as before. Mostly in situations similar to the one described, the girl writes only part of the text and does not feel like someone who is holding others back from work.\n\nStudent Profile:\nAge/Year: 9\nHobbies: tanec\nDiagnoses: Vývojová dysfázie\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "559", "student_age_year": "9", "student_hobbies": "tanec", "student_diagnoses": "Vývojová dysfázie", "student_disorders": "", "teacher_approbation": "vysokoškolské magisterské", "teacher_practice_years": "13", "problems_annotated": "Diagnosis, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/140", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student comes from a divorced family, lives permanently with her mother. The father has moved far away and does not keep in touch with him regularly. Father and mother often have arguments about their daughter and situations related to her. Their relationship could be described as very strained. The student soon understood how to function in these conditions and how to twist and manipulate each parent separately in order to achieve what she wanted. The father insisted that she spend some time with his parents (the student's grandparents). Big complications arose when it was switched to distance learning. The father insisted that the student stay with his grandparents during the pandemic. Thus, the mother had no idea how her daughter's education was going during this period. During the first weeks, the student repeatedly did not go to the online classes, and then she made the excuse that the computer was not working. The teacher tried to resolve this situation with the mother, as the student's legal representative. After a long struggle, she solved the problem with her father, who bought her a new computer. But even that didn't solve the situation. The student was disruptive during classes, if she showed up at all. She didn't complete assignments, she didn't write tests, and it went so far that she started accumulating unexcused hours. There was no one to excuse them, as the mother had no supervision over the student. The whole situation continued to escalate until the teacher was forced to tell the mother that if the situation was not resolved soon, the case would have to be investigated by social services. Only under the weight of this fact did the father and mother come to an agreement and the student returned to her mother again. Unfortunately, there were so many unexcused hours that she got a two on her behavior report card.\n\nSituation (Anamnesis):\nThe student already had behavior problems in the past. She is not very popular in the team, she has a few friends, but the rest of the class rather avoids her. She often disrupts classes with her behavior, is very noisy and likes to argue with teachers. She has also had problems with lying and manipulation in the past, for example when she received money from her mother for a school trip that should have been taken out in advance, but she kept it and bought clothes with it.\n\nTeacher Intervention (Solution):\nThere really was no reasonable solution to this tangled situation. Although the teacher tried to save the situation and worked tirelessly to communicate with the legal representative (mother), the attitude of the student and the circumstances of her family made it impossible to catch this situation in time and solve the problem behavior before the consequences.\n\nOutcome:\nThe student received a two on her behavior report card and her grades were at the level of threes and fours. However, she has felt the consequences of her behavior as she cannot participate in the class sports cycling course. When I was present in her class during my practice, when the matters of this course were being dealt with, I could see that she was sad about not being able to participate. We can only hope for her future sake that she learns from this situation and understands that her actions have consequences.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: -\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "140", "student_age_year": "12 let, 6. ročník", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Manipulace", "teacher_approbation": "Magisterský titul", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1317", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was Thursday afternoon, the last class I taught that day, 9 A. I was already very tired and my head was full of worries, because of my personal matters. For 9. And that was also the last class that day and they were very excited. As always, the student was on his mobile phone during the lesson and was watching some videos on it and laughing a lot. I understood that he also subsequently sent them to other classmates. So from time to time the class was shaken by an outburst of laughter, but it was he who made the loudest noise. I warned the student several times and asked him to hide his mobile phone, but he did not pay any attention to my admonitions and requests for silence and instead always laughed in my face.\n\nSituation (Anamnesis):\nThe student regularly disrupts classes and has problems respecting authority and rules. He is not exactly a diligent student. He's not paying attention in class, he's on his cell phone. He doesn't care about his school performance, he lacks the motivation to study well.\n\nTeacher Intervention (Solution):\nAfter my umpteenth warning, which the student ignored, I reached him, took his phone and put it on the desk next to me. I continued the interpretation. After a while, however, I noticed that the phone had disappeared from the department (probably while I was writing on the board). So I went back to the student and asked him to return the mobile phone to me. He replied that he had it in his bag and that I had no right to take it from him. That was the last straw. Anger rose in me and I wanted to take the bag from him. But he grabbed her and started to wrestle with me for her, shouting that I had no right to do that according to the school rules. At that moment I acted in complete affect and did not think about whether according to the school rules I should take his phone. I started shouting that there are a lot of things in the school rules that he violates, so he has nothing to teach me. I completely lost my temper and control over the situation. I didn't know what to do at all. Finally, I ordered that we go to the principal's office together.\n\nOutcome:\nThe principal and I agreed that even in view of the previous incidents and the consistent disrespect towards the teachers, the pupil will receive a two in behavior. That gave me a bit of a sense of satisfaction, but the student didn't care at all... Until recently... I was told that the student had applied to the University of Defense, he said he passed the physical tests, but in the second round he was asked about the double at the interview because of his behavior and it is said that they did not take him because of that. So it had interesting consequences. I now feel a bit guilty that I didn't handle the situation better and solve it with the behavior deuce that may have ruined his future career.\n\nStudent Profile:\nAge/Year: 17\nHobbies: hraní her na mobilu, MMA\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Podvody,Záškoláctví,Cigarety\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1317", "student_age_year": "17", "student_hobbies": "hraní her na mobilu, MMA", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Podvody,Záškoláctví,Cigarety", "teacher_approbation": "Vysokoškolské – titul. Mgr., učitelství druhého stupně ZŠ, aprobace německý jazyk a český jazyk", "teacher_practice_years": "32", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/880", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring my internship, I met a lot of students who had problematic behavior. The first situation is from the period when I taught for several years at an elementary school, which is a small class. The pupil who was diagnosed with ADHD did not only show himself in a strange way in class. He quite often reacted with aggressive outbursts to various stimuli in his surroundings. Something else always upset him. So it was hard to predict when and how the boy would react. My colleagues and I often discussed the situation. The advantage was not only the work of a social pedagogue at the school, but also the presence of a teaching assistant in the classroom. The class as such was quite problematic. Several children with SPV, ADHD or LMP visited her.\n\nSituation (Anamnesis):\nSo, as I mentioned, the boy was diagnosed with ADHD, and he was not provided with an ideal family background. He came from a socially weak family that moved often. During his three years of compulsory schooling, he attended a total of three primary schools. Together with other pedagogues, we looked for various causes that could probably cause the boy's aggressive behavior. We also discussed the situation with repeated moving, which could have been more psychologically demanding for him. I very often discussed the possible causes with the student himself and generally tried to discuss his behavior with him as well. Among other things, a social pedagogue also intervened in the situation. He worked not only with the whole class, but also individually with the boy. Parents' meetings with the school management, the social pedagogue and me, as the class teacher, also took place regularly at the school.\n\nTeacher Intervention (Solution):\nAfter some time, when the situation did not improve, my colleagues and I decided that we would have to think of another way to help the boy. We therefore recommended parents a diagnostic stay in DPL in a special facility. From the beginning, it seemed that the parents would not even think about this possibility. This was also indicated by their thinking about further relocation. The reaction when parents decided to take advantage of the offer was surprising to us.\n\nOutcome:\nIn my opinion, the boy benefited from the diagnostic stay. The boy began to realize his behavior. Although he was unable to suppress the aggressive responses completely, even given the nature of his diagnosis, there was some progress in how he was able to process various stimuli. The moments when the boy reacted aggressively did not occur to the same extent as before the stay in DPL. I classify this situation as successfully resolved.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník ZŠ\nHobbies: otevřená otázka\thraní počítačových her\nDiagnoses: ADHD\nDisorders: Arogance\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Transfer of student, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "880", "student_age_year": "10 let, 4. ročník ZŠ", "student_hobbies": "otevřená otázka\thraní počítačových her", "student_diagnoses": "ADHD", "student_disorders": "Arogance", "teacher_approbation": "vysokoškolské vzdělání, aprobace: speciální pedagogika", "teacher_practice_years": "18", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/225", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the seventh grade in English class, I assigned students to work in groups. One of the pupils became hysterically angry because his work did not go as well as he had imagined.\n\nSituation (Anamnesis):\nAnamnesis of the pupil or class, i.e. everything that is relevant for the chosen situation.\n\nTeacher Intervention (Solution):\nWhile the other children had work, I took the pupil to the corridor, where I managed to calm him down.\n\nOutcome:\nFor the rest of the lesson, he worked alone on his work, and not in a group, and the lesson was done without any further conflicts.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Transfer of student \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "225", "student_age_year": "13 let, 7. ročník", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské", "teacher_practice_years": "16", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1399", "content": "TEACHING CASE STUDY\n\nBackground:\nI taught the student only for music education at the second level. He suffered from explosive and aggression disorders. He always had these states if he missed some work, a paper or something unfair happened to him from his point of view. At such times he felt threatened. He had problems not only when things did not go well for him personally, but also with classmates and teachers. His outbursts were sudden and erratic.\n\nSituation (Anamnesis):\nA student in the 7th year of elementary school, aggressive, outbursts of anger for minor reasons, conflicts with classmates, some liked to poke him in this direction.\n\nTeacher Intervention (Solution):\nOf course, I discussed the whole situation and the student's behavior with his parents. I suggested and recommended them to visit PPP. Furthermore, after consultation with the pedagogical council, I recommended her a course on coping with stressful situations, which she initially attended, but after a certain period of time did not go to the sessions regularly. Furthermore, I tried to work as much as possible with the class team, so that the student did not feel that he was somehow oppressed. I tried to include a lot of group work in the lessons so that the student could socialize as much as possible.\n\nOutcome:\nFinally, after working with the student for a long time, his behavior improved more and more. After a certain period of time, I always took him aside and we discussed together the situations that he managed with his behavior. The ones he couldn't quite handle, we talked about them and asked ourselves what and how he could have done better. A few sessions were also held with parents. Over time, the student matured and his behavior moderated and he got along with the team.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Žáka velice bavila práce s počítači, programování. Dále mezi jeho záliby patřila četba.\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1399", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Žáka velice bavila práce s počítači, programování. Dále mezi jeho záliby patřila četba.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské- titul Mgr., pro první stupeň ZŠ", "teacher_practice_years": "32", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/410", "content": "TEACHING CASE STUDY\n\nBackground:\nIn this situation, the teacher focused on the problem that arose during the quarrel in the class, where she was not present and noticed it only later. The situation started with an argument between two students, when they argued with each other during a break. The teacher overlooked this conflict and noticed it later, i.e. she did not see the beginning of the whole situation and could not judge which of the pupils actually started it. Therefore, she also asked another student how the whole situation took place, the student was on the side of the guilty student and thus defended him, even if falsely for the sake of not disturbing the friendship. So the class teacher verbally scolded the student who was not responsible for the situation. The falsely accused pupil was sad and didn't want to communicate very much, so it was obvious that he was not handling this whole situation very well.\n\nSituation (Anamnesis):\nThe class has a problem working together in a group thanks to a few classmates. This of course upsets the children, some try not to notice it, others react loudly to it, some try to solve the whole situation with the student in question and by talking to him and the like. The whole class therefore seems noisy, even frantic, when not even the attention of the pupils by the teacher helps. Therefore, children often try to solve their conflicts in their own way, either by shouting and sometimes with violence, especially in the case of boys. Pupils also have a problem with following the rules in the classroom, whether it is jumping into each other's speech or the class teacher's speech. Running around during class, talking or uncontrollable concentration during class, when they prefer to have fun with each other.\n\nTeacher Intervention (Solution):\nIt happened to me that I was not in class when two students started arguing. I came later, the argument was in full swing. I stopped this argument by calling another student, whom I asked to clarify the situation. He stood up for his friend, which I actually didn't know about at first, and so I even made amends to the wrongfully accused student. After a while, when I noticed how sad the student was, I concluded that I had really wronged him and he was just defending himself. When you spend whole days with those children, you gradually notice how they react to certain situations. I let it all go through my head, realized that I hadn't done enough research and could have avoided the whole thing if I had asked more kids. Additionally, I solved this problem by apologizing to the falsely accused student and telling him that I was very sorry.\n\nOutcome:\nThe result of the solution had a rather long-term impact on the teacher, from the part of finding information. The teacher realized her mistake, she tries to prevent and avoid such situations so that other conflicts of a similar type do not arise again and she does not inadvertently have to blame the student who was not responsible for the situation. Of course, the solution also affected the students of the class, as they felt sorry for their classmate and were uncomfortable with not keeping him when they had the chance. Even this not well-handled situation, however, aroused in the students a need for justice towards others. How satisfied am I with the solution to the situation? Completely unsatisfied Completely satisfied 1 2 3 4 5 6 7 8 9 10 As with the previous answer, it was explained to us that if the children wanted to resolve the given conflicts more often, it would be more useful for them in life, and I would rate the teacher as an 8. How Did I behave well in the given solution in a supportive way for the student? Completely unsupportive Completely supportive 1 2 3 4 5 6 7 8 9 10 How much did I make reasonable demands on the student? Completely inadequate Completely adequate 1 2 3 4 5 6 7 8 9 10 Student's statement about the given case study What is inspiring for me, what would I appreciate? What was inspiring for me about the entire practice, and not just about the case study, was seeing the real happenings in the classroom. As I wrote before, this class is not calm or quiet at all. I was especially inspired by the teacher, who, despite not having much experience, tries to resolve every conflict with the pupils as empathetically as possible and, in my opinion, fulfills her duty very well, when I can judge for myself that it is certainly not as simple as seems at first glance. What would I like to avoid? Personally, I would like to avoid physical attacks by students at school. I don't like the approach of solving conflicts with violence. What would I do differently and why? I would probably handle the whole situation more forcefully and with a lower threshold of patience, maybe I would give them some kind of punishment so that they unlearn doing such things. Of course, I do not claim that my approach is the best, rather I lean towards the overall approach of the teacher, who managed it relatively easily and with great insight. What solutions can I think of? I think that the solution used was completely on point, in any case, I would add perhaps a class lesson in general, where the children could have fun with each other, everyone would say what bothers them, what they would like to change, calmly and concretely warn the pupil, of course politely, what could be improved in his behavior. Alternatively, come up with a joint group activity where everyone would have to work together, at the same pace, and literally everyone would have to \"put a hand to the work\"\n\nStudent Profile:\nDisorders: Rušení výuky,Emoční labilita,Vykřikování,Neuznávání pravidel,Odmlouvání,Nespravedlnost\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "410", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Rušení výuky,Emoční labilita,Vykřikování,Neuznávání pravidel,Odmlouvání,Nespravedlnost", "teacher_approbation": "", "teacher_practice_years": "3 Absolvoval/a nejaký relevantní kurz, výcvik na zvládanie problematického chovania, ne-kázne nebo komunikácie v triede a podobne : Áno / Nie Poprípade uveďte názov: Kurz s Michalom Dubcom K danému relevantnému kurzu sa triedna učiteľka vyjadrila, že tento kurz bol nárazový a jednodenný, zameraný na všeobecné situácie v triede, predovšetkým ale na matematiku. Každopádne kurz nebol úplne zameraný na problémové chovanie žiakov. Kazuistika ++ Deskriptivní údaje ke kazuistice ++ Vek žiaka a ročník: 10 a 3. Ročník ZŠ Pohlaví žiaka: žena / muž Žiak žije: s oboma rodičmi/ iba s matkou / iba s otcom / v striedavej opatere / s iným rodinným príslušníkom / v opatere nevlastných zákonných zástupcov. Problémové chovanie sa opakuje a poprípade uveďte jak často: áno / ne -každodenne Poruchy chovania: Vyrušovanie na hodine, emočné výbuchy, vykrikovanie, zasahovanie do všetkého, nerešpektovanie pravidiel, skákanie do reči. Potvrdená diagnóza žiaka/-ov napr.: Podľa školského psychológa, žiaka nemožno zaradiť do tabuliek s diagnózou, každopádne školský \fpsychológ uvádza, že sú tam prvky, akurát to nie je na asistenta. Prospech žiaka – subjektívny pohľad: podpriemerný - priemerný – nadpriemerný Záleží na predmetoch a aktivitách, v niektorých je žiak lepší ako ostatní a v iných zase nedosahuje ani ciele, ktoré majú v triede nastavené. Skôr matematické a priestor Záujmy žiaka/-ov. Futbal, džudo, tenis. Viac-menej sa žiak zameriava na športové aktivity. Použili ste pri riešení postupy vychádzajúce z nejakého konkrétneho prístupu (napríklad Škola bez porazených, Nenásilná komunikácia, Rešpektovať a byť Rešpektovaný, Podpora pozitívneho chovania - PBS, a podobne)? Pokiaľ áno napíšte aký: Rešpektovať a byť rešpektovaný. Kľúčové slova, ktoré popisujú situáciu problematického chovania žiaka/žiakov: Porušovanie pravidiel, emočné výbuchy, vyrušovanie na hodine. Podrobný popis  Situácia sa odohrávala v druhej triede základnej školy, ale toto problémové chovanie je u žiaka pretrvávajúce od prvého ročníka a opakuje sa denne. Žiak má totiž tendenciu skákať do reči triedneho učiteľa, ale taktiež aj do reči svojim spolužiakov, z čoho možno usúdiť, že to častokrát, žiaci nedokážu veľmi pretrpieť. Situácia vznikla na základe emočného výbuchu daného žiaka potom ako druhý študent, žiaka vyrušoval. Začalo to hlasným prejavom nesúhlasu, až do hádky oboch žiakov. Následne žiaci na seba fyzicky zaútočili a snažili sa problém vyriešiť násilím. Taktiež počas bitky na seba útočili slovne, čo v triede vyvolalo nepokoj a triedna učiteľka išla problém hneď riešiť. \f2. Anamnéza žiaka/kov alebo triedy, teda všetko čo je relevantné pre zvolenú situáciu. Žiak žije v ucelenej rodine ale rodičia sa nebránia fyzickým trestom, preto možno predpokladať, že možno aj toto je príčina jeho správania sa k svojim spolužiakom a celkovo v triede. Na praxi som si teda sama mohla častokrát povšimnúť to, ako žiak reagoval na dianie v triede. Chlapec je určite veľmi hlučný, každú jednu myšlienku musel opomenúť, zakričať alebo povedať, aj keď tým napríklad prerušil spolužiaka či triednu učiteľku. Žiak sa nerád prispôsoboval práci s ktorou nesúhlasil, naopak sa veľmi rád zapájal do pre neho zaujímavých aktivít. Taktiež som si mohla povšimnúť, emočné výbuchy u žiaka, kedy buď odišiel sám od lavice a vyšiel z triedy alebo poprípade fyzicky napadol daného žiaka, ktorý ho nejako vyrušil. Tieto fázy sa v priebehu pár dní opakovali viac ráz. Žiak podľa školskej psychologičky nemá žiadnu poruchu učenia, konkrétne nespadá do žiadnej zo zvolených tabuliek a preto nepotrebuje osobného asistenta. Každopádne u žiaka identifikovala náznaky, ktoré by sme mohli rozdeliť do rôznych častí diagnóz. Žiak podáva na niektorých predmetoch silné výsledky a cíti sa silnejší. Pri niektorých ako je konkrétne matematika alebo priestorové videnie, žiak nedosahuje ani určených cieľov, každopádne sa žiak snaží zlepšovať. Trieda celkovo pôsobí hlučne, žiaci v nej sú veľmi energický, za to naozaj šikovní, majú radi hlavne skupinové aktivity v menšom počte žiakov. Každopádne ťažko dokážu udržať pozornosť na hodine, niektorí zo žiakov sa so spomínaným študentom v priebehu hodín, či prestávok, tiež dostávajú do konfliktov a tým väčšinou náš skúmaný žiak vyrušuje celú triedu. 3. Podrobný popis riešenia, najlepšie zachytiť dialóg vedený s žiakom/i a činnosti, ktoré pri riešení prebiehali. Zavolala som si oboch žiakov pri seba, aby sme si ujasnili, že takto sa proste správať nesmú. Ďalej som im povedala, že sa mi takéto správanie nepáči a že konflikty sa takouto cestou neriešia. Každému zo žiakov vždy nechávam priestor na to aby sa v pokoji vyjadrili k danej situácií, najlepšie by bolo aby mu pri tom ten druhý neskákal do reči a mohli sme problém normálne vyriešiť. Táto taktika na nich celkom funguje, aj keď niekedy to proste v kľude vyriešiť nejde. Každopádne vždy sa celkom jednoducho, po tom, ako to celé, to nahnevanie, prešumí, obaja žiaci tomu druhému ospravedlnia. Snažím sa to vždy vysvetliť v pokoji, pretože mi to príde správne a nejaké tresty im nedávam, to mi príde zbytočné, ak by sa to aj náhodou znovu opakovalo. Keďže jeden z nich má naozaj problém neporušovať pravidlá. Zistila som ale že tento spôsob funguje, aj keď to ide pomaly, ale snažím sa. Taktiež sa teda snažím a myslím, že čím je tých konfliktov viac, \ftým horšie mi to ide, používať ale popisný jazyk. Snažím sa popísať, slovne, čo to vo mne vyvoláva, že som z toho smutná alebo, že ma to mrzí, ale niekedy aj ja stratím trpezlivosť. Potom sa keď tak proste odkážem na pravidlá. 4. Výsledok riešenia. Žiaci sa po situácií a po tom ako sa upokojili, ospravedlnili jeden druhému a ďalej sa pokračovalo vo vyučovaní, ďalej sa dokázali spolu rozprávať, poprípade aj spolu bez problémov pracovať, každopádne sa k takýmto nezhodám medzi týmto jedným konkrétnym žiakom, vraciame viackrát denne aj keď problém už vyriešený bol. Z dlhodobého hľadiska by sa dalo povedať, že ostatní žiaci možno aj rezignovali a nevšímajú si to tak, každopádne pri takýchto konfliktoch to triedu celkom upevní a spolu sa tiež snažia problém pri týchto situáciách spolu riešiť aj bez pomoci triedneho učiteľa alebo tak, aby to nerušilo ďalších spolužiakov. Do jaké míry jsem spokojený  V nasledujúcich tabuľkách môžeme vidieť samostatné ohodnotenie učiteľa, v popísanej situácií. Hodnotenie v tabuľkách je určované stupnicou od 1 po 10, pričom 1 je najmenej a 10 naviac. Do akej miery som spokojná s riešením danej situácie? Úplne nespokojná Úplne spokojná 1 2 3 4 5 6 7 8 9 10 Pri tejto otázke sa triedna učiteľka vyjadrila následne skôr na nechuť žiakov danú situáciu riešiť, keby sa žiakom riešiť situáciu chcelo, myslela by si, že im to do budúcnosti dáva viac a ohodnotila by sa kľudne aj číslom 8. Do akej miery som sa zachovala v danom riešení podporujúcim spôsobom pre žiaka? Úplne nepodporujúco Úplne podporujúco 1 2 3 4 5 6 7 8 9 10 \fDo akej miery ste kládli na žiaka primerané nároky? Úplne neprimerané Úplne primerané 1 2 3 4 5 6 7 8 9 10 Kazuistika 2 -- Deskriptívne údaje ku kazuistike - Vek žiaka a ročník: 10 rokov, žiak 3. ročníka ZŠ Pohlavie žiaka: žena / muž Žiak žije: s oboma rodičmi/ iba s matkou / iba s otcom / v striedavej opatere / s iným rodinným príslušníkom / v opatere nevlastných zákonných zástupcov. Problémové chovanie sa opakuje a poprípade uveďte jak často: áno / ne Poruchy chovania: Vyrušovanie na hodine, emočné výbuchy, vykrikovanie, zasahovanie do všetkého, nerešpektovanie pravidiel, skákanie do reči, nerozpoznanie spravodlivosti. Potvrdená diagnóza žiaka/-ov napr.: Podľa školského psychológa, žiaka nemožno zaradiť do tabuliek s diagnózou, každopádne školský psychológ uvádza, že sú tam prvky, akurát to nie je na asistenta. Prospech žiaka – subjektívny pohľad: podpriemerný - priemerný – nadpriemerný Záleží na predmetoch a aktivitách, v niektorých je žiak lepší ako ostatní a v iných zase nedosahuje ani ciele, ktoré majú v triede nastavené. Záujmy žiaka/-ov. Futbal, džudo, tenis \fViac-menej sa žiak zameriava na športové aktivity. Použili ste pri riešení postupy vychádzajúce z nejakého konkrétneho prístupu (napríklad Škola bez porazených, Nenásilná komunikácia, Rešpektovať a byť Rešpektovaný, Podpora pozitívneho chovania - PBS, a podobne)? Pokiaľ áno napíšte aký: Rešpektovať a byť rešpektovaný. Kľúčové slova, ktoré popisujú situáciu problematického chovania žiaka/žiakov: Zvalenie chyby na druhého, Vyrušovanie na hodine, Nepokoj v triede, Podrobný popis V tejto situácií, sa učiteľka zamerala na problém vzniknutý pri hádke v triede, kde nebola prítomná a všimla si ho neskôr. Situácia začala pri hádke dvoch žiakov, kedy sa spolu hádali počas prestávky. Učiteľka tento konflikt prehliadla a všimla si ho neskôr, čiže začiatok celej situácie nevidela a nemohla usúdiť, ktor zo žiakov si vlastne začal. Preto sa opýtala aj iného žiaka, ako vlastne celá situácia prebehla, žiak bol na strane vinného žiaka a tak si ho zastal, aj keď nepravdivo kvôli nenarúšaniu priateľstva. Triedna učiteľka teda vyhrešila slovne žiaka, ktorý za vzniknutú situáciu nemohol. Krivo obvinený žiak bol smutný a moc nechcel komunikovať, bolo teda zjavne vidieť, že celú túto situáciu nezvládal úplne dobre. 2. Anamnéza žiaka/kov alebo triedy, teda všetko čo je relevantné pre zvolenú situáciu. Trieda má vďaka určitým pár spolužiakom problém v celej skupine spoločne pracovať. To samozrejme deti rozčuľuje, niektoré sa to snažia nevnímať, iné na to hlasno reagujú, niektorí sa snažia celú situáciu riešiť s dotyčným žiakom a tým, že mu dohovárajú a podobne. Celá trieda preto pôsobí hlučne, priam až zbesilo, kedy ani upozorňovanie žiakov zo strany učiteľa nepomáha. Deti sa snažia si teda svoje konflikty častokrát riešiť po svojom, či už krikom a niekedy aj násilím, hlavne pri chlapcoch. Žiaci majú taktiež problém s udržovaním pravidiel v triede, či už sa jedná o skákanie si do reči alebo do reči triednej pani učiteľky. Pobehovania v hodine, rozprávaním sa alebo nezvládnutou koncentráciou počas výuky, kedy sa radšej medzi sebou zabávajú. \f3. Podrobný popis riešenia. Stala sa mi taká vec, že som nebola v triede, keď sa začali dvaja študenti hádať. Prišla som neskôr, hádka bola v plnom prúde. Zastavila som túto hádku s tým, že som si zavolala ďalšieho žiaka, ktorého som poprosila aby mi situáciu objasnil. Žiak si svojho kamaráta zastal, o čom som ja vlastne najprv nevedela a tak som neprávom obvineného žiaka ešte vyhrešila. Keď som vlastne po čase postrehla, to ako je vlastne ten žiak z toho smutný, usúdila som že som ho naozaj vyhrešila neprávom a on sa iba bránil. Ono, keď s tými deťmi trávite celé dni, postupne si všímate ako reagujú na niektoré situácie. Nechala som si to celé prejsť hlavou, zistila som, že som si nedostatočne zistila informácie, a mohla som tomuto celému predísť, keby som sa opýtala viacerých detí. Dodatočne som tento problém vyriešila teda tak, že som sa krivo obvinenému žiakovi ospravedlnila a povedala mu, že ma to veľmi mrzí. 4. Výsledok riešenia. Výsledok riešenia mal skôr dlhodobý dosah na učiteľa, z časti zisťovania si informácií. Pani učiteľka si svoju chybu uvedomila, snaží sa takýto situáciám predchádzať a vyvarovať, aby znovu nenastali ďalšie konflikty podobného typu a nechcene nemusela obviniť žiaka, ktorý za vzniknutú situáciu nemohol. Riešenie malo samozrejme vplyv aj na žiakov triedy, pretože im bolo spolužiaka ľúto a bolo im nepríjemne z toho, že si ho nezastali, keď mali tú možnosť. Aj táto nie dobre zvládnutá situácia, teda ale vzbudila u žiakov potrebu po spravodlivosti voči inému. Do akej miery som spokojná s riešením danej situácie? Úplne nespokojná Úplne spokojná 1 2 3 4 5 6 7 8 9 10 Tak isto ako pri predchádzajúcej odpovedi, nám bolo vysvetlené, že keby častejšie deti chceli dané konflikty riešiť, bolo by to pre nich užitočnejšie do života a pani učiteľka by som ohodnotila číslom 8. \fDo akej miery som sa zachovala v danom riešení podporujúcim spôsobom pre žiaka? Úplne nepodporujúco Úplne podporujúco 1 2 3 4 5 6 7 8 9 10 Do akej miery ste kládli na žiaka primerané nároky? Úplne neprimerané Úplne primerané 1 2 3 4 5 6 7 8 9 10 Vyjádření studenta k dané kazuistice (++ a --): Co je pro mě inspirativní, co bych ocenil? Inšpirujúce pre mňa na celej praxi, a nie len na kazuistike, bolo vidieť naozajstné dianie v triede. Táto trieda ako už som písala predtým nie je vôbec pokojná alebo tichá. Inšpirujúca bola pre mňa hlavne pani učiteľka, ktorá na to, že nemala veľa", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/326", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was my 5th lesson that day. It was a natural history. I had a headache since morning, so I wasn't in a very good mood, even though I tried not to show it. The first 15 minutes of the class passed quietly. The students wrote the test and no one interrupted. Subsequently, I began to discuss a new material. After a few minutes I had to reprimand the student because he put his feet on the bench and didn't have a notebook and textbook ready on the table, after a while I had to reprimand him again because he was telling something to his classmate, he stopped for a while and then started again.\n\nSituation (Anamnesis):\nThe student attends the 9th grade of elementary school. He grew up in a complete family, but about a year ago his parents divorced. He is now in alternating care. He has 2 younger brothers. Now he is in his teenage years, so he tries to draw attention to himself in every possible way and tries what he can afford.\n\nTeacher Intervention (Solution):\nWhen I had to admonish the student for the third time, my nerves snapped and I started shouting at him that I had enough and that he should kindly look and realize that he is at school and I sent him out the door saying that when he calms down, let will come back.\n\nOutcome:\nAfter about 5 minutes, when I calmed down, I went to get him to go back to class. He was silent and attentive for the rest of the hour. In the long run, however, it had no great effect. I realize that I should not have lost my temper and handled the situation better.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nHobbies: Žák hraje fotbal, ale hodně času také tráví u počítačových her.\nDisorders: Rušení výuky,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "326", "student_age_year": "14 let, 9. třída", "student_hobbies": "Žák hraje fotbal, ale hodně času také tráví u počítačových her.", "student_diagnoses": "", "student_disorders": "Rušení výuky,Nepracovitost", "teacher_approbation": "magisterské, aprobace chemie a přírodopis", "teacher_practice_years": "12 let", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/300", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher, who willingly agreed to an interview on the topic of problematic behavior, describes one of her first experiences with classroom management, which she encountered only a few years after studying at the Faculty of Education. The whole problem started practically immediately after the beginning of the school year, when the teacher was assigned to the class list at the primary school, and she begins her description with the words: 'When I was sorting out the class list, there was a boy who behaved absolutely atypically...' It was an eleven-year-old pupil, whose behavior surprised both the young teacher (she herself says that after the end of her studies at the university she was 'downright naive') and the rest of the teaching staff. Before the start of the new school year, neither the teacher nor anyone else received information that anyone in her class should have any confirmed diagnosis of PPP, she only learned that the boy was supposed to be exceptionally gifted in languages. Everyone found out soon after the start of the school year that this was not true. 'The child was behaving absolutely atypically, so within two weeks we got the feeling that the child really had some sort of disorder...'\n\nSituation (Anamnesis):\nAs the teacher describes, the student hit his head against the wall, hit the bench, kicked the ground, etc. He destroyed his things and hurt himself, for example, he took a notebook and hit his head with it. Relations with other students were of course unfavorable after such reactions, especially after situations when classmates \"violated\" his territory in any way - for example, if someone touched his desk, first the student \"scolded\" him not to touch it, then he himself started thrash. And if he felt even more threatened, and this happened when someone touched him directly, he was also aggressive towards those around him - he was able to punch or forcefully push a classmate (the teacher even uses the term 'throw') and more than once it happened that he caused injury to a classmate. What is most striking is the fact that this 'paper language gifted' boy had no other documents to inform the school about his behavior. The teacher only learned about the boy's problems in his previous schooling, which went so far that he had to change schools several times in the first grade. However, in cooperation with the educational advisor and other, more experienced colleagues, the teacher herself diagnosed the student as suffering from Asperger's syndrome before the official examination. Thanks to this timely finding, she was then able to work appropriately both with the student himself and with the entire class. The teacher describes that a prominent manifestation of his behavior, which led pedagogues to the idea of this disorder, was his tendency to fully and unconditionally follow rules and regulations. But when the student punched a classmate, he completely pushed the situation out of his mind and acted as if it hadn't happened, because he knew he shouldn't hurt anyone.\n\nTeacher Intervention (Solution):\nThe teacher tried to work with the boy from the beginning because she realized how burdensome and in many cases even threatening his behavior was. That's why she invited the parents to school, tried to talk to them about these problems, but they were not willing to talk about any of their son's problems. They still referred to the guidance counselor and the teacher to the psychological conclusions they had about their son. Therefore, the teacher did not hesitate and invited a psychologist who was behind these conclusions. In addition to the fact that the boy was not particularly gifted in languages (according to the teacher, he was rather below average in languages), the psychologist stood by his opinion that the student is a very gifted boy who is not understood by those around him, and that is why he is sometimes angry. When asked if he was doing anything about his anger during their regular sessions, the psychologist replied that he 'hasn't tried it yet and will think about it'. The solution through an expert, who, as it later turned out, was also a close family friend, was not successful, and therefore the teaching staff decided to try to take the situation into their own hands. It all started first with the teacher and her work with the class, to whom she had to explain how things were. She spoke to the whole class, explaining why some people behave this way and others differently: 'I had to tell them that just as someone is born blind, someone is also born with a disorder of this social behavior... but the children had it explained to them , it got better and better, they knew they couldn't touch his bench, but they knew that the boy didn't have privileges, but that he had this disability. And the children understood it, I really succeeded, this was probably the biggest problem...' Thanks to this approach, the number of incidents between the student and other students was significantly reduced, because the whole class was informed about how to talk to a classmate, how to behave towards him in such a way as not to give him a chance for inappropriate expressions. Of course, it was also necessary to talk to the student himself: 'I talked to him all the time, and thanks to the fact that he was very communicative, he was able to describe what bothered him, why it bothered him, how far he could control himself and where he couldn't, so we were somehow putting it together.' The bigger problem was working with the parents - convincing them that there was a problem they couldn't admit. After more than four months of work, meetings, discussions, phone calls, the teacher really managed to convince them to solve the problem. At first, the parents (both university-educated) focused on the professional literature that dealt with these behavioral disorders, and thanks to it, they had their son examined themselves.\n\nOutcome:\nThe results of the examination had been known to the school for a long time - a severe case of Asperger's syndrome. Thanks to this education, the consistent action and influence of the teacher, the student (now officially diagnosed) was assigned an assistant, 'who was absolutely amazing, practically invisible during the lesson, and at the same time in charge of everything,' the teacher assesses the greatest result of her efforts. At the same time, the teachers managed to make the pupil talk more, teach him to communicate with classmates (previous schools, on the other hand, ordered classmates not to talk to the pupil), and even gave him a certain self-confidence and reduced his fear of a new environment when he then transferred to another school for other reasons. The teacher adds that after four years the student was more mature, more communicative and less fearful. 'So we did it, it was amazing,' he adds towards the end of the interview.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída (prima na víceletém gymnáziu)\nHobbies: Zajímal se o zeměpis, zejména o všechny možné mapy, a dále byly jeho vášní ponorky.  Použil učitel při řešení postupy vycházející z nějakého konkrétního přístupu  například Škola bez poražených, Nenásilná komunikace, Respektovat a být Respektován, Podpora pozitivního chování – PBS, a podobně)? Pokud ano napište jaký   Ne     Klíčová slova  Aspergerův syndrom, agresivita, nespolupracující rodina    1.\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Selfdestructive behaviour\nSolutions Applied: Support, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "300", "student_age_year": "11 let, 6. třída (prima na víceletém gymnáziu)", "student_hobbies": "Zajímal se o zeměpis, zejména o všechny možné mapy, a dále byly jeho vášní ponorky.  Použil učitel při řešení postupy vycházející z nějakého konkrétního přístupu  například Škola bez poražených, Nenásilná komunikace, Respektovat a být Respektován, Podpora pozitivního chování – PBS, a podobně)? Pokud ano napište jaký   Ne     Klíčová slova  Aspergerův syndrom, agresivita, nespolupracující rodina    1.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské – pedagogická fakulta, obory matematika a chemie", "teacher_practice_years": "31", "problems_annotated": "Diagnosis, Physical aggression, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/745", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the very tense situations that the student prepared for us was once at the beginning of the lesson, right after the bell rang, when everyone was already sitting in their seats, but the teacher had not yet arrived. The student had a large, two-liter bottle of Coca Cola, which he unscrewed, drank, and left the open bottle on the bench. Then he 'accidentally' snorted it, the bottle tipped over and everything started pouring out, which he just watched and didn't even try to pick up the bottle. A huge puddle was spilling on the ground, all the briefcases within reach were suddenly soaked with Coke. The children squealed, jumped and tried to save their things. Most of the children rushed for paper towels and quickly tried to prevent the flood from spreading further. He just stood and washed himself. I grabbed him by the shoulder and pushed him towards the puddle and told him to hurry and help clean up. He started yelling at me that I attacked him and that he was going to complain about me. He refused to participate in the cleanup and just watched with a smile. It should also be noted that this is not the first time he has done this. 'Accidentally' spilled drinks happened to him more often, even though I repeatedly warned him that he should close the bottle again immediately after drinking. However, he always reacted with irritation and insolence.\n\nSituation (Anamnesis):\nThe student lived in a joint household with his mother and grandmother, he was an only child. Both spoiled him very much. They let him hang around the housing estate and, according to reports from classmates living in the same housing estate, he committed vandalism. He destroyed bells, the elevator and polluted the common areas. He also often attacked smaller children. In the classroom, he mostly only allowed himself to girls, pinched them, twisted their arms, pulled their hair and insulted them. No comments were effective because the mother and grandmother uncritically defended the student in all circumstances.\n\nTeacher Intervention (Solution):\nThe class teacher wrote a note to the student and talked to him about it, however, there have been many such notes and interviews with absolutely no results. The mother has also been to the school several times, but this also did not lead to anything, because the mother claims that the pupil is good and without conflict, that it is a misunderstanding, or that it is the fault of his classmates who bully him.\n\nOutcome:\nUnfortunately, we didn't actually solve anything, so certainly not successfully. The boy did not improve in any way in his behavior. I no longer work with this student. I'm at a different school, so I don't know how they proceeded with him. It was suggested that he go to the school psychologist, but I know that we encountered resistance, that he does not want to go to the psychologist, that the children would laugh at him.\n\nStudent Profile:\nAge/Year: 11let    5. třída\nHobbies: Žádné\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "745", "student_age_year": "11let    5. třída", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1206", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen the student left school, after inspecting his workplace, I found that he was leaving the school without a tidy area of his previous work, and although he already had his briefcase on his back, I asked him to clean it. I watched his consistency and self-control when he left school. The student did not respond to my instructions and let me know that leaving school was the main thing for him now. A verbal argument took place between us and he still did not respond to my instructions. I tried to stop him from leaving the school and grabbed his shoulders. The student could not stand the weight of the situation and started kicking me in the lower parts of the limbs, laid down on the ground, started screaming loudly and had a hysterical fit. I responded to his behavior by calling a colleague and we secured the area of the incident so that he could not injure himself. After about half a minute, the boy assessed the situation, found out that my colleague and I were both in the area of his seizure, and when the colleague asked him what happened, he burst into tears and told me intermittently that I attacked him. When I described the situation again in front of my colleague, the student claimed that it was not the case, that I had used disproportionate behavior against him. After five minutes of being in the school, the pupil calmed down and, as if nothing had happened, he left under the guidance of a colleague to calm down in his place.\n\nSituation (Anamnesis):\nThe boy lives in a dysfunctional family, the mother is a single parent, has problems with occasional drinking of alcoholic beverages, without alcohol she is friendly, perceives her difficult life situation, tries to correct her behavior. The boy rarely sees his father, the court has ordered alternating care in the family. The father is minimally interested in the boy, he is not able to give him a proper parental role model. As part of his behavior towards other classmates, the boy has a shorthand behavior, he is emotionally unbalanced and unstable. He is not forced to obey at home, his mother does not pay for him, it stems from this that he does not want to obey authorities at school either.\n\nTeacher Intervention (Solution):\ntried to verbally guide him and help him manage the situation, I saw from the beginning that the situation could escalate, however I did not expect this result. My arguments are like: 'Come on, I'll help you manage it, it won't take you long, you'll definitely clean up after yourself at home too. What will your mother forbid you if you disobey her?' didn't take into account. All this led to his stubbornness and inability to handle the situation and cooperate with me.\n\nOutcome:\nThe situation was resolved by his cooling down and, I believe, positively also by the arrival of my colleague. His behavior surprised us after 5 minutes of the incident, when he was able to absorb our arguments and do his work as originally desired. The day after the incident, he behaved towards me in a normal, friendly manner, if I asked him to do other work and tasks that week, he had no problem with it. The day after the incident, I informed the mother about the situation and, with the help of a colleague, we convened a meeting with the mother on the appointed date. She herself was 'surprised' by her son's behavior, she did not learn the information about the incident from him on the day in question and was thus exposed to a 'new' situation. A colleague who participated in the incident was present at the meeting, the mother was advised to visit the PPP with a possible examination considering the causality of her son's behavior. Minutes were taken of the entire meeting, which the mother signed and agreed with the conclusions. The subsequent examination in the PPP showed the fact that the level of the student's mental abilities is at the upper limit of below average, so he does not manage these personality situations in relation to himself or the other classmates in the class. His behavior is impulsive and he is not aware of overstepping his boundaries in everyday life. In the course of the next two months, which were left until the end of the semester, his handling of the situations stabilized, he only had to remind himself of what had happened, what he had gone through, and it is true that since then he had no other conflict of a similar type. I watched his behavior and tried to improve the conditions of his work at school so that he would not have to repeat this moment in his life. It was clear to me that the student needs to experience success rather than disappointment, which I thought was essential for his further development in life.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Sport, turistika\nDiagnoses: ADHD,Agresivita,Porucha chování\nDisorders: Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1206", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Sport, turistika", "student_diagnoses": "ADHD,Agresivita,Porucha chování", "student_disorders": "Emoční labilita", "teacher_approbation": "Magisterské vzdělání – aprobace Učitelství pro 1.stupeň", "teacher_practice_years": "22 let", "problems_annotated": "Emotional outbursts, Physical aggression, Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1398", "content": "TEACHING CASE STUDY\n\nBackground:\nhad to deal with the problem that a student verbally and physically attacked some of his classmates during recess. It was an ethnically motivated conflict, the pupil is from an ethnic minority. He defended himself by saying that they had been cursing him and taking things from him for a long time. The accused classmates countered that their classmate from the same ethnic minority verbally provoked and threatened physical assault.\n\nSituation (Anamnesis):\nThe class collective is quite cohesive, only sometimes there is a problem with the aforementioned pupil from the same ethnic minority who has only partially integrated into the collective. From my point of view, it's not just his fault, it's something he still needs to work on.\n\nTeacher Intervention (Solution):\nWe resolved the conflict in the director's office with the entire group and individually. Individually due to the fact that the pupils were constantly jumping into each other's conversation.\n\nOutcome:\nThe outcome of the solution is uncertain. Couldn't find out who started, who responded. From my point of view, this is a long-term problem, perhaps even outside the school, because the students live in the same city. In the future, the actors tried to ignore each other.\n\nStudent Profile:\nAge/Year: 12\nHobbies: sport, počítačové hry\nDiagnoses: Porucha chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1398", "student_age_year": "12", "student_hobbies": "sport, počítačové hry", "student_diagnoses": "Porucha chování", "student_disorders": "", "teacher_approbation": "Z, Př", "teacher_practice_years": "15", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1322", "content": "TEACHING CASE STUDY\n\nBackground:\nEven when I got this class as a class teacher, I knew that there was a problem student in it. It's been going on with him for the whole first grade. Right at the beginning of the school year, the student had problems with working in class and completing homework. He didn't have things ready in class, he often didn't work in class, he didn't take notes... There were various comments when he 'didn't want to', he didn't do anything. Often, when something didn't go well for him, it wasn't to his liking, he didn't want to, so he simply cursed. During distance learning, he participated in online classes. He was not actively involved in the lessons, he had problems completing tasks within the set deadlines. The submitted assignments were not always thorough and he did not make an effort to correct the mistakes. He didn't turn in some assignments at all. After returning to school after distance learning, we observed a kind of restlessness and nervousness in the student, which manifested itself in the fact that the student was constantly tapping, banging, pacing back and forth and was unfocused. He also started banging the desk, the wall, kicking something, scribbling on the desk, digging into the desk... He crumpled and tore up the math paper. The pupil says 'I'm not going to do that, I can do that..., that's on...' There was also an incident between the pupil and a classmate during the break. A classmate mocked him for not being good with a 'mouse'. The student took the classmate's briefcase, dumped it on him and started stomping on his things. He stomped on his apple and broke the ruler. This reaction occurred when the pupil was unable to do something in the PC lesson. I spoke to the student myself. I took him to my office, first separately, then with another classmate. We came to a conclusion where they apologized to each other, made peace and shook hands.\n\nSituation (Anamnesis):\nThe student's parents were informed about everything and we discussed everything. The student was sent to PPP after an interview with his parents. He was diagnosed with conduct disorder with suspected ADHD. SVP recommendation – preventive-educational stay.\n\nTeacher Intervention (Solution):\nThe suggestion to improve the pupil's psyche was placement in the SVP for a six- to eight-week preventive-educational stay. In the end, it happened and he really completed this stay. After returning to school, the student behaved really differently. I also asked his classmates if they perceived a change in his behavior and they all agreed unequivocally.\n\nOutcome:\nCurrently, it is about two months since the student returned from his stay and I must say that they have done a lot of work with him. The student is waiting for a control examination in PPP. Based on the information we have, the student and I try to resolve everything as calmly as possible. With the children in the class, we work on relationships within the classroom hours as well as in other lessons. A teacher's assistant was also recommended, which should be resolved at the beginning of the next school year.\n\nStudent Profile:\nAge/Year: žák na 2. stupni (6.-9.třída)\nHobbies: Individuální sport\nDiagnoses: ADHD,Problematické chování\nDisorders: Neuposlechnutí,Nepozornost,Nesoustředěnost,Vulgární vyjadřování,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1322", "student_age_year": "žák na 2. stupni (6.-9.třída)", "student_hobbies": "Individuální sport", "student_diagnoses": "ADHD,Problematické chování", "student_disorders": "Neuposlechnutí,Nepozornost,Nesoustředěnost,Vulgární vyjadřování,Agrese", "teacher_approbation": "vysokoškolské -titul Mgr., aprobace tělesná výchova, občanská výchova", "teacher_practice_years": "27", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1213", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the classroom was as follows: I was relatively short after finishing my studies, about a year, and I started teaching in the third grade of elementary school. A pupil who lived only with his mother also attended the class, never talking about his father. Once, it was right at the beginning of the school year, I noticed that the student didn't have things ready for class again, and while checking his homework, I found out that he hadn't worked it out. I warned him to prepare things for class before class and not to forget his homework. However, this time the student completely ignored my reminder and only after the third reminder did he prepare his things for class, sat in the desk offended and refused to work. After a strong warning, he even started walking around the class, disturbing other students and shouting loudly.\n\nSituation (Anamnesis):\nThe student suffered from a behavioral disorder, specifically ADHD. He was unfocused, did not properly prepare for lessons, did not listen, copied and even interrupted during lessons. Most likely, his behavior was influenced by family problems.\n\nTeacher Intervention (Solution):\nGiven that I only had a short teaching experience and that I had never met such a problematic student, I tried to solve everything calmly from the beginning and only by agreement in class. Since the negotiation didn't help, I thought it might be more appropriate to speak to him more forcefully and possibly threaten him with a note. However, threats only helped for a short time. I contacted his mother, but she only confirmed to me that she cannot handle her son alone.\n\nOutcome:\nrealized that I could not handle the situation and that it would be necessary to approach the student differently. I read the publication and be. I called the student into my office and tried to explain to him that his behavior bothered me, I explained to him that if he were in my place, he would also be bothered by such behavior. I also wondered why he was acting like that. I asked about his hobbies and his friends. From the beginning, the student was closed to me. He hardly communicated with me. I realized that the breakup of the family has a very negative effect on the student. The mother had no time for her son and the father was not interested in her. I advised the mother to pay more attention to her son. From the beginning, I was glad that the student stopped interrupting at least during the lesson. In his case, I gave up the remarks and threats. I solved any problems by agreement outside of class.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída ZŠ\nHobbies: Pouze krátkodobé zájmy  cca na dva týdny) - basketbal, parkur. Obvykle žádné.\nDiagnoses: ADHD\nDisorders: Lhaní,Podvody,Neuposlechnutí,Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Disrespectful communication, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1213", "student_age_year": "10 let, 4. třída ZŠ", "student_hobbies": "Pouze krátkodobé zájmy  cca na dva týdny) - basketbal, parkur. Obvykle žádné.", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Podvody,Neuposlechnutí,Nespolupráce", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ, speciální pedagogika, titul Mgr.", "teacher_practice_years": "17", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "Failure", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/574", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 15 let, 9.třída (2.stupeň ZŠ)\nHobbies: sport\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "574", "student_age_year": "15 let, 9.třída (2.stupeň ZŠ)", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "Mgr. – Vko, ČJ, Dě, výchovné poradenství", "teacher_practice_years": "25 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/504", "content": "TEACHING CASE STUDY\n\nBackground:\nThe girl - mulatto - born in the Czech Republic, went to the same class from the 1st grade, but precisely because of her skin color, she stood out and was the target of ridicule from classmates and peers from parallel classes. As they got older, the intensity of the attacks escalated – first the students started with taunts and verbal insults, inventing inappropriate names and wannabe jokes, later it moved to taking the girl's belongings, hiding them, pulling her hair and sniffing. The longer it went on, the more and more classmates packed in.\n\nSituation (Anamnesis):\nGirl - relatively unproblematic, more lively, likes to draw attention to herself, studies average, father came from South Africa (dark skin color), mother is white, there was never any problem with parents in terms of communication.\n\nTeacher Intervention (Solution):\nDuring class, I was visited by the father of a girl who complained to him that her classmates were verbally attacking her, taking things from her, sniffing her and making her feel uncomfortable. Mainly it is repeated and it is a long-term problem that needs to be solved before it escalates into something bigger. I agreed with that, I supported him, that we are trying to direct the pupils, and my father surprised me with a proposal to solve the situation. He offered to come and give a lecture about South Africa and life there. I liked this idea very much, then we discussed the technical equipment and the date. We agreed that my father would send me a pre-prepared program in bullet points a week before the lecture, so that we could possibly consult whether these are suitable topics for 3rd year primary school pupils. Everything was perfectly fine.\n\nOutcome:\nThe children were enthusiastic about the lecture and didn't even hesitate. They sat on the chair as if transfixed and literally swallowed every word. I hardly had to intervene. The end of the lecture was concluded with a standing ovation. I had a very good feeling about it and it was great that the class bonded over it. I observed it long after, and it lasted until the 5th grade, when I was still in their class. From time to time, the students 'joked' with each other, but never extremely inappropriately, and the girl herself also took it in stride.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: Malování, hudba, čtení\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Agreement, conversation\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "504", "student_age_year": "8 let, 3. třída", "student_hobbies": "Malování, hudba, čtení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Český jazyk, dějepis", "teacher_practice_years": "17", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Agreement, conversation", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/919", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter the pupil's arrival at school, the other children began to notice some of his peculiarities. He had to follow the schedule and plan of any activity 100%, in class he only walked along his fixed routes between the desks and repeated the same sentences over and over again. When something was different, he was very nervous and upset. A group of boys started mocking and attacking him for this, he fought back and often a fight broke out. This situation was repeated several times, until the pupil's parents asked for a session with his class teacher and teaching assistant.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nThe class teacher, her assistant and the pupil's parents gathered for the session. They agreed that there would be a communicative circle in the school, where each child would be able to say what he liked and what he didn't like. There will also be an agreement with the pupil, witnesses and the boys who attacked him. The parents should then talk to the student and explain to him that he should not allow himself to be provoked, and that if there is a problem, he should go to the teacher or her assistant so that the problem can be solved on the spot. After the implementation of the solution, there should have been another meeting in order to reflect on the solution and possibly agree on the next steps.\n\nOutcome:\nThe aforementioned solutions were implemented. It turned out that most of the children in the class did not like what was going on in the class. It was explained to the boys who attacked the pupil that he was not to blame for his differences and did not understand why they were doing this to him. They were also told that if the problem continued, more serious disciplinary action would have to be taken. In the end, it all turned out well, the bullying of the student stopped and the children in the class finally got used to his differences and accepted him among them.\n\nStudent Profile:\nAge/Year: 11, pátý\nHobbies: Počítačové hry, vlaky\nDiagnoses: Porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "919", "student_age_year": "11, pátý", "student_hobbies": "Počítačové hry, vlaky", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "", "teacher_approbation": "Mgr., První stupeň ZŠ", "teacher_practice_years": "13", "problems_annotated": "Bullying", "problems_possible_annotated": "Emotional outbursts, Physical aggression, Verbal aggression", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/468", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was unmanageable all day. After the class was over, I was still doing some homework in the classroom when a noise started coming from the toilets. I went to look there and I came across a student with a classmate and a complete flood around.\n\nSituation (Anamnesis):\nThe student is very dominant in the class. He has the admiration of other male and female classmates. They try to bypass the system at all costs.\n\nTeacher Intervention (Solution):\nNaturally, my accusation fell on the student and I immediately shouted at him and blamed him for the whole situation. I didn't pay attention to his explanation.\n\nOutcome:\nAfter the situation was explained to me, I apologized to him. Since the student is not used to apologies from his family, he immediately burst into tears and needed some time alone to manage his emotions. However, it did not affect his behavior in the future.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: fotbal\nDisorders: Neposlušnost,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "468", "student_age_year": "6 let, 1. třída", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "Neposlušnost,Manipulace", "teacher_approbation": "VŠ, učitelství pro 1. stupeň", "teacher_practice_years": "3", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/322", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerned three pupils from one class who attended the 7th year of primary school, where the teacher teaches Czech language and Art Education. One of the pupils had no conflicting behavior, he was completely problem-free in class and during breaks. The other two pupils had more problematic behaviour, being disruptive during some lessons, but creating more problems during breaks when they got into fights or had fun damaging other people's property or the school. The selected situation took place outside of class, when two classmates took their classmate's classic paper schoolbook and threw it behind the school lockers in the locker room. The student book was not found until the end of the school year. There were 25 children in the class, mostly boys.\n\nSituation (Anamnesis):\nDuring the resolution of this conflict, the teacher got into a conflict with the mother of one of the two culprits, so I would like to include some information about this student. The student came from an incomplete family, lived with his mother and had no siblings. At the time of the conflict, the mother had just gone through a breakup with her partner. The student had no behavioral disorders and no confirmed diagnosis. His grades were very good, so he had no problem with grades. He was able to succeed in class and had friends with whom he also spent his free time. His extracurricular activities included playing chess, he also attended a chess club and enjoyed playing computer games.\n\nTeacher Intervention (Solution):\nAfter the school book was found, a class lesson was organized, where the culprits finally confessed. Subsequently, the teacher got in touch with the parents of the two pupils, where she explained what had happened and wanted to arrange a personal meeting. One family contacted was of course on their son's side, but had no problems arranging a meeting. The second mother contacted was already extremely outraged on the phone by what the teacher claimed. The mother forcefully raised her voice during the call and spoke in a very inappropriate manner. She kept defending her son with the line: 'Our son would never do that!'\n\nOutcome:\nThe whole situation with the mother continued. She filed a complaint against the teacher to the founder of the town district and later to the regional office. For half a year there were trials and problems surrounding it, but thanks to the great support from the principal and the help of parents from the class who wrote a letter to the regional office, everything was resolved. Since this case, all communication with the parents on the part of the teacher is only through emails or directly in person, because the parents cannot turn it against her. The boy transferred to the gymnasium in the next year.\n\nStudent Profile:\nAge/Year: 7. ročník\nHobbies: Šach, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "322", "student_age_year": "7. ročník", "student_hobbies": "Šach, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské štúdium, Český jazyk, Výtvarná výchova", "teacher_practice_years": "28", "problems_annotated": "Physical aggression", "problems_possible_annotated": "Violation of classroom/school rules, Verbal disruption of lessons", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/6", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I started teaching 6th grade, I knew right away that there was going to be a problem with one student. He came to school wearing a leather jacket with a skull pendant and tattered jeans. At first I didn't judge him for it, but that changed when other problems arose. He missed classes quite often and when I caught him riding his bike with his friends near the school building, I took a picture of him. But all this did not matter when the supervisor caught him trying to sell cigarettes to others in the corridor. I'm quite surprised that he made it to the 8th grade.\n\nSituation (Anamnesis):\nHe lives alone with his father, who seems to drink a lot. He often complains that he doesn't care about class and how much he could get done if he didn't have to sit here. The class seems to have gotten used to him. Some of the students imitate his behavior, others avoid him.\n\nTeacher Intervention (Solution):\ndidn't know much about him. I was a little afraid of what would happen if I let such a student pass. I waited at class meetings for his father, but he never showed up. When I called him, he agreed to the meeting, but he either said he didn't have time or simply didn't arrive and didn't pick up the phone. I went to talk to the other teachers about it and they told me that they would try to make sure he didn't sell cigarettes, but that we probably wouldn't do much with him and that I should leave him alone as long as he got the grades for it.\n\nOutcome:\nI was so sorry for what was happening to him, but I wasn't sure what to do when a parent wasn't responding to phone calls. With a lot of effort on my part, he managed to get the grades to get into 9th grade. I later learned that in the 9th grade they found drugs on him and kicked him out of school.\n\nStudent Profile:\nAge/Year: 15 let, 8 třída\nHobbies: Jízda na kole, fotbal\nDisorders: Cigarety,Absence,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Attendance problems\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "6", "student_age_year": "15 let, 8 třída", "student_hobbies": "Jízda na kole, fotbal", "student_diagnoses": "", "student_disorders": "Cigarety,Absence,Nevhodné chování", "teacher_approbation": "Mrg. Třídní učitelka (český jazyk, matematika)", "teacher_practice_years": "22", "problems_annotated": "Violation of classroom/school rules, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1296", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerned a case of hidden truancy, which the child's mother did not want to deal with through the school. It all started during online classes, when it became clear that the student was not logging in to classes. After an agreement with the mother, we counted 60 unexcused hours. When he moved on to second grade, he continued to avoid school, citing various pains that his mother excused and had investigated as psychosomatic. In the end, we agreed that his mother would accompany him to school. She also brought him to the zero physical education lesson, but he did not show up for the lesson itself and disappeared from the school.\n\nSituation (Anamnesis):\nThe student was in the 5th year of primary school, rather introverted, phlegmatic, non-conflict and raised only by his mother. His academic average was average to above average.\n\nTeacher Intervention (Solution):\nAfter finding out that the student not only does not go to school, but also escapes from it, we contacted the mother. Classmates told us that they see him active in online games. The mother returned home to find her son playing computer games. We assumed he might be addicted to gaming. Nevertheless, his mother excused all his absences. We have reported the situation to the appropriate place. We met the mother several times and she claimed that the son does not feel good at school because his classmates laugh at him. However, we knew that during the breaks he felt good and had fun with his friends.\n\nOutcome:\nFrom our point of view, the case has not been solved. The mother constantly apologized to her son and could not admit the seriousness of the problem. Finally, she enrolled him in a private school, where he transferred during the semester.\n\nStudent Profile:\nAge/Year: 12 let; 5. ročník ZŠ\nHobbies: Počítačové hry\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1296", "student_age_year": "12 let; 5. ročník ZŠ", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "Titul Mgr.; občanská výchova, tělesná výchova, výchovné poradenství", "teacher_practice_years": "31", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/548", "content": "TEACHING CASE STUDY\n\nBackground:\nIn this particular class, I was assigned to a student with health problems. As it is nothing serious or something that requires my continuous assistance, I help the teachers in teaching the other students. The student who causes me the most problems is the one I will call the student in this case study. This student refuses to cooperate in class and does not respond to calls from either the teacher or me as an assistant. He does not bring his tools to class and relies on others to lend them to him. However, they began to reject it, because he either destroyed or did not return these borrowed things. It often happens that his behavior disrupts the entire planned and pre-prepared lesson. This will prevent the peaceful course of teaching. During breaks, the problems with the student continue because he likes to provoke conflicts with his classmates, enjoying their helplessness because he is physically bigger than the others and has the upper hand over them. As an example, I would cite a situation where a student took a classmate's case without permission during a break, threw it on the locker and taunted him that he couldn't reach it because it was too high. This classmate got angry and they started fighting. The student, as he was bigger, managed to overpower his classmate. He cried and went to tell the teacher.\n\nSituation (Anamnesis):\nAlthough the student lives with both parents, the father is very busy with work and often goes on long business trips abroad. Practically only the mother takes care of the boy, who is the only one in contact with the school. The student has two younger siblings who attend kindergarten. The mother goes to work and has no time for the student. In the place of residence, the pupil spends time with a group of problematic peers and spends his free time either on the street or in shopping centers. The only meaningful use of his free time is in the canoeing club, where we know that he behaves in accordance with the rules, because otherwise he would be excluded and he does not want that. At the same time, he goes to a club where social (board) games are played, where he also causes conflicts and does not follow any rules. He had already been warned that he might be expelled from the circle, so he improved his behavior a bit, if only for a short time.\n\nTeacher Intervention (Solution):\nWe dealt with this situation in the same way as all other conflicts that arise due to the student in the class. He got a note and the teacher talked to him about how to behave properly. The problem is that the student completely ignores these notes. Of course, the class teacher repeatedly contacted the parents as well. The student's father is not interested in the situation because he is very busy with work. Only the mother is in contact with the school. However, she does not admit that her son behaves inappropriately. She claims that the conflicts are caused by classmates and her son is just defending himself. He is said to be mocked and bullied by his classmates. We have tried to explain to her that it is the other way around, but she refuses to accept it as fact. He can use an anti-stress ball to de-stress and calm down in class for lessons. If he is too disruptive in class, I (the assistant) go for a walk with him in the corridor. During the breaks, I try to communicate with him and constantly monitor him in order to prevent possible conflicts in the bud.\n\nOutcome:\nIn the long run, it's very exhausting for me as an assistant to keep watching this student to make sure he doesn't hurt anyone. His behavior did not improve much. Although we try to communicate with him regularly and explain, it seems that all our efforts are in vain and his behavior is not improving at all.\n\nStudent Profile:\nAge/Year: 12 rokov, 7. ročník\nHobbies: Spoločenské  deskové hry), kanoistika\nDisorders: Nespolupráce,Rušení výuky,Neposlušnost,Konflikty,Fyzické násilí,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "548", "student_age_year": "12 rokov, 7. ročník", "student_hobbies": "Spoločenské  deskové hry), kanoistika", "student_diagnoses": "", "student_disorders": "Nespolupráce,Rušení výuky,Neposlušnost,Konflikty,Fyzické násilí,Provokace", "teacher_approbation": "Stredná pedagogická škola", "teacher_practice_years": "8", "problems_annotated": "Diagnosis, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/756", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is often restless in class, he does things he shouldn't be doing in class, he paints, takes apart his pen or shoes, his thoughts are often somewhere else during class. He also draws attention to himself and disrupts the class. Sometimes these incidents develop into an affectation where it is very difficult to manage the student. At that moment, the student 'practically doesn't know' himself and his behavior becomes intolerable. He starts calmly cursing and shouting at the teacher.\n\nSituation (Anamnesis):\nThe student has been diagnosed with attention deficit disorder (ADHD), has an individual plan (it was not possible to go through it during my internship). The student is also repeatedly disruptive and tries to draw attention to himself, often interrupts during lessons, swears at both classmates and teachers, and sometimes even fights with another classmate. But it is important to realize that the student sometimes regrets his bad behavior with the passage of time, and tries to apologize both to his classmates and to the teachers. Another important fact is that this behavior does not take place on a daily basis and is rather isolated, in other situations the pupil tries to actively participate in the lesson and also help as much as possible. Therefore, it cannot be said of the student that he creates these problematic situations on purpose, and it is more about acting in an affective manner, which, although not always, he sometimes regrets.\n\nTeacher Intervention (Solution):\nThe solution to these situations most often, and also with the greatest success, consists in first noticing the onset of affect and then trying to suppress this onset. This is achieved, for example, by the teacher talking to the pupil outside the classroom, this calms the pupil down and is able to resume teaching. It is also possible to slightly change the current teaching style so that the pupil calms down (for example, changing from discussing a new subject to some repetition or some creative activity or teamwork). If there is an opportunity to return to the given situation after some time has passed, it is good to discuss what actually made the pupil behave in such a way, what bothered him and why, this way the pupil sometimes becomes aware of inappropriate behavior and can see an effort to correct or apologize.\n\nOutcome:\nThis behavior is repeated at a certain interval, and it is not entirely possible to prevent it, but it is good to prevent it by noticing that the pupil is affected and it is good to deal with this at the beginning, but with the knowledge that the pupil he may not be aware of the behavior, and the teacher may, on the other hand, expect it, and therefore it is not a good idea to punish him for every stupid thing. In addition to this, a situation from the past was described to me when, according to the teacher, this pupil started to misbehave in class, and the teacher decided to punish him by transferring him to classes, the pupil did not agree with this and started arguing with the teacher, but according to his classmates, in class He didn't get particularly angry until he was punished. Therefore, it is important to realize that it is not good to punish a student for every banality, just because he has the 'aura' of a problem student. These episodes in his behavior are likely to be expected in the future, it cannot be prevented, and it is really important to deal with them when they occur.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: Malování\nDiagnoses: ADHD\nDisorders: Nevhodné chování,Vulgární vyjadřování,Fyzické násilí,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Transfer of student, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "756", "student_age_year": "14 let, 9. ročník", "student_hobbies": "Malování", "student_diagnoses": "ADHD", "student_disorders": "Nevhodné chování,Vulgární vyjadřování,Fyzické násilí,Neposlušnost", "teacher_approbation": "Mgr. (Zeměpis, Přírodopis)", "teacher_practice_years": "22 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/40", "content": "TEACHING CASE STUDY\n\nBackground:\nThe behavioral situation started when I started teaching at this school. I was given math lessons in the sixth grade and I expected peace. I taught in a standard way, I announced five-minute lessons, assignments and tests. At the end of September, when we were supposed to write a five-minute paper, one student declared that he did not have a notebook and would not write. I suggested writing on paper, but he refused, saying that he didn't want to tear the paper from another notebook. After another call to action, the situation escalated. The student refused any cooperation and after my warning that I would write him absent, he started to raise his voice. I also raised my voice and warned him about absences or bad grades, which made him even angrier.\n\nSituation (Anamnesis):\nThe class was generally good, hardworking students and no disciplinary problems, except for one. I learned about this student that he had problems at his previous school and was in an educational institution. He lived with his mother and sister, there was no information about his father. His home situation may have influenced his behavior and psyche.\n\nTeacher Intervention (Solution):\nWhen the student started screaming and refusing to cooperate, I couldn't help myself and shouted back. I sent him out, he responded by throwing chairs and slamming doors. I followed him and confronted him about the inappropriateness of his behavior. When he started yelling at me, I went to the headmistress, who took over the situation and knew the pupil from teaching Czech. The solution involved contacting the student's mother and involving her in the situation.\n\nOutcome:\nThe principal and the pupil's mother agreed on the need to resolve the situation. After explaining to the mother, the situation calmed down, the mother called the school regularly. Nevertheless, the student had other problems and was placed in a diagnostic institute.\n\nStudent Profile:\nAge/Year: 12 let, 6. třída\nHobbies: Chození ven s kamarády\nDisorders: Odmlouvání,Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "40", "student_age_year": "12 let, 6. třída", "student_hobbies": "Chození ven s kamarády", "student_diagnoses": "", "student_disorders": "Odmlouvání,Lhaní,Podvody", "teacher_approbation": "Diplomovaný specialista, ukončené bakalářské studium – aprobace – speciální pedagogika", "teacher_practice_years": "6,5 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/243", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the students broke down in tears during the break because a classmate said something unpleasant to her. After the conversation, it became clear that such a word game was being played in the classroom. When one student asks the other to say a word, for example 'pool'. Whereupon the one who asked the question answers him: 'Your breasts are down to the ground!' This made the girl cry. I was just passing by and saw this situation. I entered the classroom to find out what happened in the classroom. The boy stood by and laughed at her. The rest of the class stood around in amazement. She was also a more sensitive girl and it wasn't the first time she cried in class. The student who probably caused it very often uses provocative words, curses, mockery to draw attention to himself. He himself has previously admitted that he wants to be funny. Unfortunately, they try to do it in situations where it is not appropriate, or it might just affect someone.\n\nSituation (Anamnesis):\nThe student mocking the girl comes from a divorced family. He has a year old brother. Mother is employed, father is employed.\n\nTeacher Intervention (Solution):\nAfter hearing what happened, I understood that the children were joking with each other. Not everyone can get a joke and it definitely shouldn't happen or say something that makes the other person uncomfortable. I started telling a story about how our words can create a desert where nothing blooms and it's dry. We shouldn't use these words so much. But when we use words that are beautiful and caress the soul, then we create a beautiful garden, or an oasis, where everyone lives happily and loves each other. Everything blooms and prospers as it should. No one frowns there. After the story, I asked the boy to apologize to his classmate.\n\nOutcome:\nThe whole class listened carefully to the story. After talking, I asked them to try to create only a beautiful garden. After that, the children didn't use that particular joke as much anymore, even other words that they sometimes heard disappeared.\n\nStudent Profile:\nAge/Year: 7 let, první ročník\nHobbies: Počítačové hry, fotbal, Harry Potter\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "243", "student_age_year": "7 let, první ročník", "student_hobbies": "Počítačové hry, fotbal, Harry Potter", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Vysokoškolské, speciální pedeagogika", "teacher_practice_years": "10", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/137", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was a gifted student in the normal form of teaching and had no major problems with the subject or the team. There was never a problem with him before switching to online learning. These only occurred with the arrival of the covid epidemic and the transition to distance learning. The student suddenly completely lost interest in teaching and doing homework. His camera and microphone were turned off in class, he did not respond to teachers' calls. The situation went so far that he stopped attending classes altogether. Bad grades, uncompleted assignments and the first unexcused hours began to pile up.\n\nSituation (Anamnesis):\nThe student is mild-mannered, rather introverted and did not like to be the center of attention. He had very good achievements in mathematics and had previously participated in various mathematics competitions. He has never had any problems or situations that needed intervention before.\n\nTeacher Intervention (Solution):\nAs the pupil had completely cut contact with the school, the class teacher was forced to start solving things with the parents. She dealt with the matter with the pupil's mother, the first call was informative and she told her that her son was getting bad grades and unexcused hours and asked if the pupil was seriously ill or if there was some situation that would explain this behavior. The mother was said to be very surprised and had no idea that her son was not attending classes and not completing assignments. It is said that he banned all family members from entering his room during classes so that he could have peace of mind for school. The teacher explained to the mother that, unfortunately, this model is not functional and that it is necessary to really control the son and supervise his preparation. Mom contacted the teacher a few more times to find out about all the assignments and missed duties. After these events, the student returned to work mode.\n\nOutcome:\nSince this was an isolated situation in his behavior, it did not have a serious impact. The student gradually improved his grades, and in the end his learning decline was not reflected on his report card.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník\nHobbies: otevřená otázka  PC, hraní her, matematika\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "137", "student_age_year": "11 let, 6. ročník", "student_hobbies": "otevřená otázka  PC, hraní her, matematika", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterský titul", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/608", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher was returning with the pupils from the physical education lesson a few minutes before the end of the lesson. It was a class she only teaches for physical education and specifically the first week, so she didn't know them well yet. Their class was occupied and there was a lesson with another teacher. The teacher needed to convey some more information to the students, so she stood in front of the class and spoke to them. She noticed that one little girl was standing right next to the door behind which the lesson was going on and was about to bang on it. Then she slammed into them once, twice, three times. But the teacher chose to ignore it and continued on with what she needed to tell the class before recess. Just then, the door opened and another teacher was standing behind it, very angrily asking who was banging on the door. Žačka claimed that she didn't, that it was probably a mistake. The teacher returned to the classroom and the teacher continued what she urgently needed to say.\n\nSituation (Anamnesis):\nThe teacher didn't know much about the class or the student. She only teaches this class for PE and it was only her second class this year.\n\nTeacher Intervention (Solution):\nThen the bell rang and the students ran away. I still found the little girl who was banging on the door and told her my opinion that she was banging on the door and from my point of view the other teacher was lying. She gave me her opinion that it wasn't like that and maybe it happened by mistake. I didn't have time to deal with the situation any further, so I left it alone and went to get ready. In retrospect, I think I should have intervened as soon as I saw her banging on the door and prevent her from disrupting the class that was learning and the second teacher had to come. I take that as my little failure.\n\nOutcome:\nThe result was not much. The teacher could not think of any situation that, from her point of view, was completely unmanageable during her practice, so she chose today's situation. She wanted to show her that it is necessary to intervene in time, because it often helps to prevent problems. If they had cleared it up with the student right away, another teacher wouldn't have had to come and the student wouldn't have had to lie.\n\nStudent Profile:\nAge/Year: 5.ročník\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "608", "student_age_year": "5.ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství 1. stupeň", "teacher_practice_years": "18", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/813", "content": "TEACHING CASE STUDY\n\nBackground:\nhave been fighting with my pupil for a long time. In the beginning it was just retorts, lack of interest, later it resulted in swearing, when I was already afraid to go to class, because the student threatened to kill me, how she hated me and how I was ruining her life. Several times I complained to the management to transfer her to another school, that we cannot have such students. My class teacher always just told me that I didn't understand her, but that she was a golden girl. I don't deny that he also has good sides, but what he sometimes shows, I really don't have the nerve for it. I've had a few problematic students at my age, but this one is really special. I don't want someone to curse me, laugh in my face, etc. in class. But when she overturned the bench on me, I really had enough.\n\nSituation (Anamnesis):\nThis is a school for disabled children, so every pupil has a measure of at least 3. Some are physically disabled, some mentally, but most have a combination. The student got to this school from a normal elementary school, where she struggled with bullying and had to end up in psychiatry. The student has visible unflattering physical features on her face (growth of dark facial hair, crooked eyes, mouth warts, crooked and yellowed teeth). For that reason, even in elementary school, she was mocked and physically attacked, but she is not aware of any of this, she perceives herself (at least on the outside) with healthy self-confidence. Verbally attacking other classmates sounds more like a defense mechanism. The mentioned teacher teaches the theory of professional subjects, so the content of the teaching has few practical activities, and it is more about frontal teaching and long units of listening and repeating the theory. These subjects are not popular with most of the school's students because they require long-term attention span, which the students are not capable of to this extent.\n\nTeacher Intervention (Solution):\n[No intervention described]\n\nOutcome:\nI feel like it hasn't improved at all. That it was just swept under the rug and they told me they would change the schedule next year so I wouldn't have to have her. Kids like this shouldn't be here. But that's how it goes here. They always agree to the parents and we can benefit from it.\"\n\nStudent Profile:\nAge/Year: 17, 2. Ročník SOU\nHobbies: Kamarádi, zvířata, instagram\nDiagnoses: Sebepoškozování,Sklony k sebevraždám,Snížená míra frustrace,Psychiatrická diagnóza\nDisorders: Pozdní příchody,Fyzické násilí,Disrespekt k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "813", "student_age_year": "17, 2. Ročník SOU", "student_hobbies": "Kamarádi, zvířata, instagram", "student_diagnoses": "Sebepoškozování,Sklony k sebevraždám,Snížená míra frustrace,Psychiatrická diagnóza", "student_disorders": "Pozdní příchody,Fyzické násilí,Disrespekt k autoritám", "teacher_approbation": "Mgr. speciální pedagogika, učitel odborných předmětů", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "Partial success", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1191", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring education, there were frequent absences, which arose due to the inability of the mother to go to school. He used to go to bed late because he played games until late at night. In the morning, he refused to get up for this reason, he was tired, irritable. The mother excused these absences with increased sickness and a diagnosis of ASD. With the passage of time, he could not handle the transition to the next grades and the increasing difficulty of the curriculum. If he was present at school, he refused to work, it was necessary to constantly activate him and call him to work. He consciously induced states of inappetence, he was even able to vomit. He knew that this would make his mother pick him up from school. Due to high absenteeism, social relations with classmates were disrupted. Children also noticed his physical appearance. He did not follow basic hygiene habits and often wore dirty clothes. The mother perceived any feedback on her son's behavior as a misunderstanding of the manifestations of his diagnosis and as an attack on her person. With increasing age and the increasing difficulty of studying at elementary school, manifestations of aggressive behavior and tantrums appeared. From my point of view, the whole situation got significantly worse during the Covid-19 pandemic.\n\nSituation (Anamnesis):\nHe lives with both parents. Parents have different approaches to raising their son. He does not respect his father and has no authority over him. The mother is dominant in the family. They live in a shared house with their grandparents. He doesn't have a good relationship with them. He spends most of his time with his mother. The mother does whatever she wants to avoid conflict. She also buys him more expensive things that he asks for (PC games, computer, equipment, etc.) and inappropriate food such as sweets and Coca-Cola, without respecting the dietary recommendations from the doctor due to the high degree of childhood obesity. Due to his diagnosis, he already had an assistant at his disposal in pre-school education. When he started elementary school, he was placed in a regular class. Based on the examination, the special pedagogic center recommended the support of a second teacher in the class.\n\nTeacher Intervention (Solution):\nAt first, I approached the whole situation leniently, as I have experience from the past years of my practice. I initiated frequent meetings with my mother, where we discussed the situations that arose and looked for the most suitable solution. At first, the mother was grateful for this approach and was happy to attend our school. She always accepted all the agreed rules with gusto and committed to complying with them. She also adapted the regime at home. At school and at home, he should have a uniform approach to the fulfillment of duties and remuneration. However, with further increasing absenteeism, I was forced to proceed with informing the school management and the prevention methodology. This was followed by quarterly meetings in the presence of me as a class teacher, legal representatives, prevention methodology and the deputy director for inclusive education. After several meetings where there was no improvement and absenteeism was still high, the mother was informed that the school required a medical certificate of excused absence due to concerns that it might be covert truancy. Even this measure did not appear to be effective. High absenteeism was reported to OSPOD by the school management. Subsequently, there was a meeting with me, a social worker from OSPOD, the school management, legal representatives and . At the meeting, I introduced everyone to the problem, and then the social worker pointed out to the mother that non-compliance with compulsory school attendance is a very serious matter and that parents are responsible for ensuring that the child attends school. Furthermore, on the basis of insufficient school performance, I proposed an assessment in the SPC. I was concerned with the re-examination of mental abilities and the possible reduction of the minimum outputs of the curriculum. I am sure that this is an appropriate measure, given the success in school. Reducing the content of the curriculum would mean the elimination of stress for him and the probability of mastering the curriculum would increase. would, in my opinion, appreciate this reduction in the difficulty of the subject matter. After an investigation at the SPC, education was recommended according to the minimum outputs of the given year.\n\nOutcome:\nFrom my point of view, the mother was offered all available options for solving the difficulties. The situation was still the same - high absenteeism, failure to fulfill school duties and mother's constant excuses. one day during one-on-one lessons, he told me that he wasn't going to come here anymore and that he was already looking at a new school. After class, I asked my mother to confirm this information and she confirmed it for me. Given the effort involved, I was disappointed that this information was communicated to us in this way (by mistake). My mother had been planning to transfer to another school for a long time without informing anyone from our school about this fact. within a week he transferred to another elementary school.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: PC, jízda na kole\nDiagnoses: ADHD,Autismus\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Selfdestructive behaviour\nSolutions Applied: Agreement, Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1191", "student_age_year": "11 let, 5. ročník", "student_hobbies": "PC, jízda na kole", "student_diagnoses": "ADHD,Autismus", "student_disorders": "", "teacher_approbation": "Mgr., speciální pedagogika pro učitele", "teacher_practice_years": "19", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1075", "content": "TEACHING CASE STUDY\n\nBackground:\nwas a class teacher in the fifth grade. At that time, the student had long-term problems with discipline. It manifested itself in classes and during breaks. It was still possible to correct it during the hour and manage it quite well, but during the breaks it was problematic. I can't sit the whole break in class, so it often happened that I went to class, or just walked around during the break, and there was always a movement that the student was responsible for. Admonitions, explanations, nothing helped. Once I needed to go to the office during class. At times like this, I tell one of the children to keep the peace. So I usually hear the same responses as, \"the student did this, the student said that\" and I was tired of this situation.\n\nSituation (Anamnesis):\nThe student is a very lively boy. He is very restless, which shows both in class and during breaks. He often shouted in class, made various off-topic remarks, did not pay attention and was otherwise disruptive. He was very loud during breaks, ran around the class and broke the rules of the class in various ways. But at heart he is a good boy, extroverted, friendly. It has never happened that he intended to harm anyone with his behavior or actually did harm. His results in school were average, sometimes below average.\n\nTeacher Intervention (Solution):\nIt may seem unconventional to some, but I decided on the method of ``making goats a gardener''. I told the student that he had supervision over the whole class and I was counting on him to make sure it would be quiet when I returned. The student looked very surprised, but agreed. Returning back to the classroom, the student proudly reported that everything was fine. So I thanked him and praised him. I applied this procedure several more times, including during breaks. The student always maintained discipline and over time began to apply for the role of \"supervisor\" himself.\n\nOutcome:\nThe result was visible very soon. The student calmed down, became more responsible, and his need to shout or get angry decreased. He himself became interested in what was happening in the classroom and its peaceful functioning, which had a positive effect on the climate of the classroom.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: Aktivity venku, čas s kamarády, míčové hry\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Agreement, Consequences\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1075", "student_age_year": "11 let, 5. třída", "student_hobbies": "Aktivity venku, čas s kamarády, míčové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., pedagogika pro první stupeň ZŠ", "teacher_practice_years": "27", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1373", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at school was such that I smelled cigarette smoke in the hallway during recess. I therefore went through all the classrooms on the floor and the toilets to find out the cause of the smell. In one of the classes, I caught three first-year students smoking and blowing smoke out of the window.\n\nSituation (Anamnesis):\n1st year students, girls with average grades, extroverted, not bad, liked to draw attention to themselves, sometimes rude, disruptive in class, often did not plan their actions and behavior, frivolity.\n\nTeacher Intervention (Solution):\nstarted solving the situation by ordering them to immediately put out their cigarettes in the classroom, I told them that all three had seriously violated the school rules and would bear the consequences for their behavior. A colleague was walking along the corridor, whom I asked to wait in the classroom with the girls and I explained the situation to her. I immediately went to the principal afterwards, explained what had happened and asked him to go to the class to see the girls with me. He spoke to them and said that he would contact the parents today and let them know what had happened, he gave the students a conditional expulsion from school, saying that if they violated this condition, they would be immediately expelled from their studies. The parents of the students agreed with the proposed solution by the school.\n\nOutcome:\nThe result of the solution was that after about three months the girls again grossly violated the school rules by smoking again, this time in the girls' toilets. I caught them here again during my surveillance. I told them that they had already grossly violated the school rules once and if they were aware that they had a conditional suspension from school and that they had spoken out against themselves with this behavior. I asked them to come with me to the principal's office. We called the parents and the students were expelled.\n\nStudent Profile:\nAge/Year: 1. ročník  SŠ - učební obor\nDisorders: Lhaní,Neúcta k autoritám,Podvody,Nekázeň\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences, Cooperation with experts, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1373", "student_age_year": "1. ročník  SŠ - učební obor", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Lhaní,Neúcta k autoritám,Podvody,Nekázeň", "teacher_approbation": "Mgr., Teologie, Speciální učitelství", "teacher_practice_years": "18 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/582", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, the maid of honor came to me to tell me that a girl suddenly ran out of a group of children playing with stuffed animals and started vomiting and crying. They could not get out of the girl what had happened, whether she was feeling sick or just sick, so the girl was sent home. The next day the girl came to school, but she was behaving strangely. She looked as if something had frightened her and she jerked her gaze towards the boy in the penultimate pew. The girl was avoiding the surroundings, so I thought I wouldn't scare her any more, I just came up to her and told her that if she needed anything, I'd be in my office, I have tea and biscuits there, so she can come and anything to confide In the afternoon there really was a timid knock on the door and that girl came. After talking for a while on a topic that made her feel safe, she slowly began to move on to the reason why she came to see me. The boy in the penultimate bench was said to be showing her some video with naked people on his mobile phone and forcing her to watch until the end, even though she didn't want to. From the brief narration, I immediately understood what it was about, tried to calm the girl down, and after she calmed down, went home.\n\nSituation (Anamnesis):\nThe student who played the video to others probably didn't want to harm others in any way, he was just curious and had to share what he discovered. As it turned out, he had downloaded some pornographic video that he forwarded with the boys in class and while waiting for his parents in the school club, he also showed the video to children who came near him.\n\nTeacher Intervention (Solution):\nI invited the boys who brought and distributed this video to my office. I asked how they got the video and why they wear it to school. One of them is said to have found the video by accident on the Internet and brought it to school to show off to his friends, who of course also wanted the video. It seemed that they regretted the act, they didn't mean it badly and didn't want to get into trouble. The video was deleted from the mobile phones, the boys promised not to wear this to school again. Although I felt sorry for them, how scared they looked and that they regretted their actions, each of them received a reprimand from the class teacher and extra homework as punishment.\n\nOutcome:\nThere was never a problem with the boys in this area. The video seems to have been forgotten and I haven't noticed another offense with them. They are now studying at a gymnasium, where they have no problems. I would certainly appreciate keeping a cool head while dealing with both issues. The approach was professional to both victims and perpetrators. I also consider the idea of an anonymous mailbox to be successful. I would definitely think better about the punishment, it seems to me that these two problems have a different weight of offense, so the punishment should be different in each case and not identical. When dealing with a problem with a bully, I would definitely focus more on the girl after I heard about some problems in the middle of the year to see if she changed her behavior, the fact that the teacher learned that the bullying continued until the end of the school year, I she will come very late, she should have definitely increased her punishment by two for behavior. I would definitely deal with both cases with the parents, I would further grade the bullying with a 2 for behavior, and I would punish the dissemination of pornography with a reprimand from the class teacher. I would also be very impressed by the behavior and awareness of the mistakes of the culprits themselves, if I saw how they realize their transgression and regret it, I would easily reduce/extend the punishment, also according to the subsequent behavior in the following months.\n\nStudent Profile:\nAge/Year: 16 let, 1A/4\nHobbies: Neznámé\nDiagnoses: Výkyvy nálad\nDisorders: Arogance,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Support, Working with the collective\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "582", "student_age_year": "16 let, 1A/4", "student_hobbies": "Neznámé", "student_diagnoses": "Výkyvy nálad", "student_disorders": "Arogance,Agrese", "teacher_approbation": "Mgr.", "teacher_practice_years": "29", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/809", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened during one of the big breaks when I was not the supervising teacher. A student from the third grade ran up to me to say that they have a boy from Ukraine in their class, and that something is starting to happen there. I quickly ran for the phone, in which I had downloaded the translator, so that we could communicate the conflict. Unfortunately, as I approached the class, I saw a Ukrainian boy beating one of his classmates (he didn't even resist him). The situation continued even when I approached the boys and started yelling at him to stop beating him, only to be told that he didn't understand me, which I think he must have been quite aware of what I wanted him not to do, besides for the translator he didn't give me a chance because he refused to let go of the other boy and continued to beat him.\n\nSituation (Anamnesis):\nOnly later was it discovered that the mother did not share some important information with the Ukrainian student. The boy had an autism spectrum disorder and, unfortunately, in a foreign-language environment, even a small trigger was enough for the boy to behave in an affected manner and attack a classmate and teacher.\n\nTeacher Intervention (Solution):\nAs soon as I reached them, I stood between the boys to prevent further beatings, unfortunately that didn't stop the boy and he tried to get to the boy from me at any cost, so I also went home with a few bruises. I tried to hold the boy, but it was not in my power, and as soon as he let go, he ran after the boy again and started beating him again. In all this confusion, I sent for the class teacher, but after her arrival the situation did not calm down at all, and the boy was still badly attacked, so it was sent for the school principal. Unfortunately, the boy still refused to obey and continue to attack his classmate and was therefore dragged by the arm to the principal's office, where the situation did not calm down at all and, according to subsequent accounts, the pupil threw shoes and everything he could get his hands on at the school principal. I still don't know exactly what caused such an attack.\n\nOutcome:\nThe director of the school recommended temporary home teaching to the mother, until he has all the necessary tests, so that the school can work with him better. The student was also reassigned, from the new school year to a lower grade, due to not being able to handle the material and the language barrier. However, he did not start school again for unknown reasons.\n\nStudent Profile:\nAge/Year: 9. let, 3. třída\nHobbies: Nebylo známo\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Physical intervention, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "809", "student_age_year": "9. let, 3. třída", "student_hobbies": "Nebylo známo", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství na prvním stupni", "teacher_practice_years": "19", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1396", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student entered the class in the middle of the ninth grade. There were long-term problems with him, he often showed off, he did not have a good social background. He tended to be the best in the class, and if someone opposed him, he could hardly stand it. Once it happened that a classmate scolded him for something, which he didn't like very much, so he opened the window and violently threatened to throw him out of the window. Luckily I had supervision so I prevented that. He negotiated authority in the classroom by mocking the teachers, including the school principal. Considering his family situation and the fact that he was only supposed to be at school for one semester, we as teachers were more tolerant, but we were downright frustrated with him and reacted with irritation.\n\nSituation (Anamnesis):\nA small boys' class, the boys compete with each other for the post of the best and class leader. The student had the need to lead the class, which the other boys did not like. He has no diagnosis.\n\nTeacher Intervention (Solution):\nAfter consulting with the management, I decided to show the student normal living conditions and arranged for sponsors to pay for his school trip abroad. Where the student behaved in an exemplary manner. We all thought he would start to trust us more and calm down his behavior. But after returning, the situation repeated itself and the pupil was again aggressive. So I decided to visit the school management with the pupil, where we reminded him together of what we had done for him. We have done this multiple times when a problem has arisen. The student was embarrassed and apologized.\n\nOutcome:\nThe student no longer threatened the lives of his classmates, but still verbally assaulted them. The situation was only superficially resolved, it was expected that he would leave the school.\n\nStudent Profile:\nAge/Year: 14 let, 9.třída\nHobbies: Práce se dřevem, sport, zednické práce\nDisorders: Lhaní,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Support, Cooperation with experts, Warning\nImplications: Shortterm success, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1396", "student_age_year": "14 let, 9.třída", "student_hobbies": "Práce se dřevem, sport, zednické práce", "student_diagnoses": "", "student_disorders": "Lhaní,Potřeba pozornosti", "teacher_approbation": "tělesná výchova – přírodopis", "teacher_practice_years": "5 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success, Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/377", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the literature lesson - work with the text, the student constantly shouted, interrupted and distracted his classmates. He had questions mainly outside the discussed topic. If he was not called out and called to action, he tried to attract attention with distracting elements.\n\nSituation (Anamnesis):\nHe is an average student with better results in the natural sciences, subjects focused on the humanities (especially languages) are on the fringes of his interests. He is popular in the class as a whole, especially for his sports performances. Establishes social contacts without any problems. The student was examined in a pedagogical and psychological counseling center, where he was diagnosed with a behavioral disorder - ADHD.\n\nTeacher Intervention (Solution):\nI tried to calm the student down by verbal agreement, by offering to work on another independent task with possible evaluation. After that, I divided the class into groups of three according to the color of the clothes, but with the intention that the student in question was not in a group with his closest neighbors. Each group was given the task of reading the given text and creatively processing the main idea of the text. The task was timed so that the remaining groups could guess what the text was based on the visual representation for the rest of the lesson.\n\nOutcome:\nThe student, together with the others, participated in work that was interesting, and children's competitiveness and creativity were manifested. The children worked calmly for the allotted time, because they were looking forward to the guessing of their classmates. For the rest of the lesson, individual groups presented their creations, and the problematic student tried to guess the theme of the depicted text just like the others. The group with the problem student got a first at the end of the lesson, because the other classmates agreed that their art work was the best. In the long term, as a teacher, I have to try to alternate activities in the lesson so that the attention of the students does not drop too much, but at the same time, it is necessary to alternate relaxing and more strenuous activities. It is also necessary to engage the given pupil with other classmates than with those from his immediate surroundings. Working in a group, where each member's activity matters, is motivating for everyone, even for problematic pupils.\n\nStudent Profile:\nAge/Year: 10 let, 5. třída\nHobbies: Sport, malý kutil\nDiagnoses: ADHD\nDisorders: Podvody,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Agreement, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "377", "student_age_year": "10 let, 5. třída", "student_hobbies": "Sport, malý kutil", "student_diagnoses": "ADHD", "student_disorders": "Podvody,Vykřikování", "teacher_approbation": "vysokoškolské (učitelství pro 1. Stupeň)", "teacher_practice_years": "16", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/315", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation between the two boys, which involved the whole class, started during the big break. One pupil attacked another because of his Roma origin, which provoked a fight. The class split into two camps and the situation escalated. The two students came from the same village, grew up together and were friends, but their friendship gradually fell apart. Although they excelled, one of them was ostracized in class because of his background.\n\nSituation (Anamnesis):\nOne student was ostracized for a long time in the class because of his Roma origin. Most of the class treated him with disapproval, while a minority was neutral. The two main actors of the conflict had excellent benefits and were known for their friendship since the first grade, but it gradually fell apart.\n\nTeacher Intervention (Solution):\nAs a teacher, I first needed to orientate myself in the situation. Using the students' individual writing about their perception of the events, we reconstructed what happened. We discussed and reflected on the mistakes that led to the situation. It was necessary to dismantle and heal the relationships between classmates and teach them to function in the classroom despite previous conflicts. A joint conversation with parents and pupils made it possible to gain additional perspectives on the situation. We worked using community circles where we discussed the problem with individuals and the whole class.\n\nOutcome:\nAfter a few months, it was possible to achieve that the class accepted the student in question and they were able to communicate and cooperate with him normally. There were no longer any problems between the main actors in the conflict, they had their groups of friends and were able to get along without further conflict.\n\nStudent Profile:\nAge/Year: 9 let, 4. třída 9 let, 4. třída\nHobbies: Hasičský kroužek Hasičský kroužek  od kterého později upustil)\nDisorders: Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "315", "student_age_year": "9 let, 4. třída 9 let, 4. třída", "student_hobbies": "Hasičský kroužek Hasičský kroužek  od kterého později upustil)", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Physical aggression, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/443", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I am about to describe took place quite a long time ago, one could say at the beginning of my teaching practice. At that time, I was the class teacher of the fourth grade, where the female student also attended. She was slightly different from the others in her own way, often standing out from the crowd, but problematic behavior had not manifested itself until then. She was rather lonely in class, she didn't have many friends and spent most of the breaks alone. However, it was not any form of bullying by other classmates.\n\nSituation (Anamnesis):\nNow I would like to move on to the description of the problematic situation that has arisen. It took place almost at the end of the school year, i.e. in the summer. The whole day went like any other, there was a standard lesson and after the end of the lesson I took the children to the club, which, due to the warm weather, took place outside, in the school garden. During the party, my class had free access to its regular classroom, as it was located right next to the garden. The classroom also included the space for student locker rooms and my office.\n\nTeacher Intervention (Solution):\nAt the time when the children spent the afternoon with their classmates, I stayed in my office and finished my work. In the middle of the afternoon, however, I heard some noises in the classroom, which at first I attributed to the cleaning lady, but then they started to seem strange to me, so I went to the classroom to take a look. Here, I came across a student who was released from the group, and what I saw at that moment shocked me very much. By my own mistake, I left several of my personal belongings, including my wallet, on the chair. The student became the object of this whole situation as I caught the student holding my wallet and examining the contents she was trying to take out. At that moment, unfortunately, I reacted affectedly, because I was in complete shock and I had never encountered anything like it. As I recall, I certainly raised my voice, which from my point of view today was definitely not the right choice. I was very harsh with the student at that moment, she got scared and ran away. She managed to tell everything to the teacher from the group before I did, she called the student's parents and we started solving the situation together. However, the parents were very forceful, they did not hesitate to use vulgar terms and I allowed myself to be provoked in my own way, so a rather heated argument took place and the problem was of course not resolved.\n\nOutcome:\nIn response to the incident, the parents then decided to withdraw the girl from school and enroll her in a new school. In the long term, it had no other impact after that, perhaps a slightly positive effect on the climate in the classroom. From my point of view, however, today I would handle the situation completely differently, more calmly and with understanding. Considering the behavior of the parents, I still have the feeling that the student's behavior was at least partially motivated by the environment in which she and her parents grew up, as their family was among the socially weaker and the parents had a very strong character, which their daughter also began to take over. However, this does not excuse my behavior at the time, which was shorthand and affected.\n\nStudent Profile:\nAge/Year: 18, 2. ročník SŠ\nDiagnoses: Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "443", "student_age_year": "18, 2. ročník SŠ", "student_hobbies": "", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Dějepis, Základy poslečenských věd", "teacher_practice_years": "17", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/320", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was supposed to enter the 1st grade. He was ordered to postpone his enrollment for a year due to speech therapy defects and diagnosed school immaturity. So he started going to the 1st grade a year later. He did not join the class during online classes. He did not fulfill his duties. He had no school supplies. He didn't hand in assignments, not even later. The mother minimally communicated with the school. She did not respond to the teacher's calls.\n\nSituation (Anamnesis):\nThe student lives with both parents and older siblings. Due to non-participation in online classes, he started 1st grade again this year. Mother did not supervise him to join distance learning. Unfortunately, the student did not catch up with the coursework and has to repeat the entire year. The student didn't even pass the test because his mother wasn't interested. The mother communicates with the school minimally and the father shows no interest at all. This is a dysfunctional family. With the older brother, custody of the child was being discussed and proceedings were ongoing with OSPOD. The student has not yet been to the educational committee.\n\nTeacher Intervention (Solution):\nDue to insufficient attendance and non-fulfilment of duties, the student repeats 1st grade. He still wears the aids. He is still attending school.\n\nOutcome:\nThe result of the whole situation is a repetition of the 1st year. So far, the student has most things in order. The mother communicates more with the school out of fear. The mother would be in danger of having her child taken away. It is not yet clear how the whole situation will turn out, but everything looks promising.\n\nStudent Profile:\nAge/Year: 1. třída, 8\nDiagnoses: Školní nezralost,Logopedické vady\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: (Disciplinary) Punishments, Consequences\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "320", "student_age_year": "1. třída, 8", "student_hobbies": "", "student_diagnoses": "Školní nezralost,Logopedické vady", "student_disorders": "Záškoláctví", "teacher_approbation": "Mgr., učitelství pro 1. stupeň zš", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/812", "content": "TEACHING CASE STUDY\n\nBackground:\nhave a classroom teacher in a class where there are more problem students, but pupil N. is probably the most prominent. The other teachers complain a lot about her, and I struggled with her from the beginning, and sometimes she can get in the way. Žačka has long-term problems in managing his behavior towards teachers and pupils. She can be aggressive and rude, often using threats either towards teachers or threatening to harm herself. She is often thrown out into the corridor for her behavior or leaves alone. She works in class without any problems, especially when she enjoys the assignment or achieves good results. When she fails or gets bored, she gets irritated, stops working, starts talking with her classmates, is on her cell phone, leaves alone, and this then causes conflicts between her and the teachers. However, she can also be very nice and sensitive, you just have to pay more attention to her. She often gets emotionally affected by even the smallest things and then gets upset and cries. She sometimes laughs at her classmates for their shortcomings and disabilities, she can be very mean (verbally) and unpleasant.\n\nSituation (Anamnesis):\nThis is a school for disabled children, so every pupil has a measure of at least 3. Some are physically disabled, some mentally, but most have a combination. Žačka N. got to this school from a normal elementary school, where she struggled with bullying and had to end up in psychiatry. The pupil has visible unflattering physical features on his face (growth of dark facial hair, crooked eyes, warts around his mouth, crooked and yellowed teeth). For that reason, even in elementary school, she was mocked and physically attacked, but she is not aware of any of this, she perceives herself (at least on the outside) with healthy self-confidence. Verbally attacking other classmates sounds more like a defense mechanism.\n\nTeacher Intervention (Solution):\nŽačka N. just needs to sit down in the corridor from time to time and explain to herself why she feels, how she feels and explain to her that she can express her frustration in other ways. Sometimes just an explanation doesn't help, or there isn't time for it in class because I have to focus on the other students and the rest of the class. Then the situation gets even worse and the only thing that works is\n\nOutcome:\nSince the last consultation about the student's behavior, I think the situation has improved. At the meeting, we agreed that the teacher with whom the worst conflicts occurred would not teach her in the next year, because it did not work both ways there. The promise of being on her side and standing up for her built more confidence in her and made her try harder. She is still sometimes loud and argues with her classmates and teachers, but not so much anymore and her screams are not the main thing that echoes through the building.\n\nStudent Profile:\nAge/Year: 17, 2. Ročník SOU\nHobbies: Kamarádi, zvířata, instagram\nDiagnoses: Sebepoškozování,Sklony k sebevraždám,Snížená míra frustrace,Psychiatrická diagnóza,Rozumové schopnosti v pásmu lehkého mentálního postižení\nDisorders: Pozdní příchody,Fyzické násilí,Disrespekt k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Selfdestructive behaviour, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "812", "student_age_year": "17, 2. Ročník SOU", "student_hobbies": "Kamarádi, zvířata, instagram", "student_diagnoses": "Sebepoškozování,Sklony k sebevraždám,Snížená míra frustrace,Psychiatrická diagnóza,Rozumové schopnosti v pásmu lehkého mentálního postižení", "student_disorders": "Pozdní příchody,Fyzické násilí,Disrespekt k autoritám", "teacher_approbation": "Mgr. speciální pedagogika, učitel odborných předmětů", "teacher_practice_years": "20", "problems_annotated": "Emotional outbursts, Selfdestructive behaviour, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/800", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, when I entered the class as a new English teacher, the student was very reluctant to participate in the teaching activities, rarely completed the assigned task, and unnecessarily dragged out the preparation of the aids. When working in pairs or groups, he disturbed the other classmates, so they refused to cooperate with him, to which he always reacted by going to the corner of the room offended. He did his homework - if he did it at all. For several weeks, I spoke to his soul, drawing his attention to possible consequences and conciliatoryly urging him to change his attitude. But the situation did not improve.\n\nSituation (Anamnesis):\nThe student is very intelligent, has an overview of the things around him, for a fourth-grader he can connect information from different fields above average. His speech is a little strange - he speaks abruptly, often at the expense of intelligibility. He is very interested in attention and praise from those around him, but he forces both in an unpleasant way - by interrupting, various nudges or verbal attacks, which sometimes come dangerously close to harm. He doesn't have many personal interests, mainly PC games. What is a big problem is the complete lack of free qualities, he cannot, as they say, grit his teeth and overcome some of his discomfort. Even so, he expects that everything will go well for him and that he will be praised. If the expected award does not appear, he reacts irritated, takes offense, blames the environment for his failure.\n\nTeacher Intervention (Solution):\nkind of shift occurred during the quarterly paper. I emphasized to all the students that the paper is important, that they should care about it. We practiced all the types of exercises that appeared in the paper together for quite a long time before writing it. The student had a lax approach to practice, ignoring homework. He spent more than half of the time writing the paper staring out of the window, not concentrating on his work at all. He was fully engaged before the end. Even so, he handed me the paper with the belief that he would definitely get a two. Although I try to give students only verbal feedback, I made an exception this time and marked the papers. The student got a four. His reaction was completely desperate, he argued aggressively and finally burst into tears. I gave him a moment for the emotions to subside. I suggested that he go to the corridor (only I could see him through the open door). The following debate took place between just the two of us, without the presence of classmates. I asked him to go wash his face and come to me when he was able to speak. In a not angry, but firm voice, I asked him how he would like to solve the situation. I told him that I understand that he is not satisfied with the grade and that I am willing to accommodate him in some way, but this time the initiative must come from him. He asked me for the opportunity to write the paper again, he immediately set the deadline himself and even asked me for the materials he wanted to prepare from.\n\nOutcome:\nThe student conscientiously prepared for the exam in the correction period, filled in the missing entries in the notebook, and concentrated on the exam itself the entire time. He was very satisfied with the result. We then went through the whole matter again and analyzed what happened, how the student felt about it, what helped him to handle the situation and we also established several principles together to help him avoid a similar situation in the future (keep records more carefully in a notebook, focus on learning vocabulary at home, ask questions as soon as something is not clear to him). His full commitment did not last too long, but there was a kind of turn for the better after all. He became much more responsible, and I think he himself understood - and I think it's important here, that he figured it out himself, that his attitude matters a lot more than he originally thought. And that's why I evaluate this situation as successful and positive in its outcome, even if someone could argue that it was a negative motivation from a bad grade.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: hry na PC\nDisorders: Disrespekt,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "800", "student_age_year": "10 let, 4. ročník", "student_hobbies": "hry na PC", "student_diagnoses": "", "student_disorders": "Disrespekt,Nepracovitost", "teacher_approbation": "Mgr, Aj, Čj", "teacher_practice_years": "3", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1139", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student ran away on the way from the children's home to school, the teachers had to look for him, the police were also looking for him. He was on his way to another school, or to his parents, who lived about 100 km away. He used to get emotional when he attacked his classmates, it also happened once that he attacked an assistant. My teacher was called to help. After about 2 minutes from the onset of the affect, he was getting calm and into the phase of regret. Unlike the first student, there were no situations where the student self-harmed. On the contrary, it was a great form of self-pity. He also got into conflict with other Roma classmates, when he claimed that he was better than the others. The worst situations were running away from school, several days in a row, a colleague had to drive a car and look for the student, he found him 2 km away. Instead of going to school, he went to the bus stop and wanted to go somewhere. He ran away after leaving home, a search was announced for him, the police found him in 2 days.\n\nSituation (Anamnesis):\nThe student was from a Roma family, from a children's home. The idea that they don't have to learn at other schools. He made it clear that he did not want to be at the current school. Bipolar disorder began to manifest itself, the student took medication. He had days when he tried hard and also days when he was conflicted. Motivation was important, in the case of the teacher with whom the interview was conducted, he tried to motivate the pupil. The student claimed that voices were whispering to him to hurt someone, schizophrenia began to manifest. He often walked around the cemetery and saw ghosts there.\n\nTeacher Intervention (Solution):\nThe student was often in the hospital for medication. For example, the student stayed here for several months, sometimes the situation improved, sometimes the student was more aggressive. In the event of a conflict, according to the procedure, the director, prevention worker, educational advisor and class teacher were called, everything was consulted with the management of the children's home. In case of non-fulfillment of tasks, etc., it was agreed that he would do these tasks with the teachers in the home. The student had an IVP set. After the evaluation of the IVP, the director went to the children's home for consultations.\n\nOutcome:\nThe situation has stabilized at most, but not improved. Due to the illness, the teachers were not able to do their best, they were only able to minimize the causes of the affects.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída\nHobbies: Fotbal, florbal\nDiagnoses: Porucha chování,Bipolární porucha,Schizofrenie,Dysgrafie\nDisorders: Arogance,Disrespekt,Neúcta k autoritám,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Attendance problems\nSolutions Applied: Agreement, Support, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1139", "student_age_year": "11 let, 6. třída", "student_hobbies": "Fotbal, florbal", "student_diagnoses": "Porucha chování,Bipolární porucha,Schizofrenie,Dysgrafie", "student_disorders": "Arogance,Disrespekt,Neúcta k autoritám,Nevhodné chování", "teacher_approbation": "Mgr.", "teacher_practice_years": "18", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/425", "content": "TEACHING CASE STUDY\n\nBackground:\nThese three girls were always very prominent in class, they were great friends, they were always seen in this group of three. Unfortunately, all of the girls also behaved in the same sassy way. They were very loud and could always be seen and heard. Sometimes they were disruptive in class and allowed themselves to be rude even to the class teacher, but this never crossed the line and so their behavior did not have to be addressed further. The girls were constantly laughing at someone, two of the girls who were gifted at sports also mocked the children in gym. Sometimes the teacher noticed their problematic behavior, but it was never so unmanageable that she called the parents or had to convene the educational committee. When one of the girls indulged too much for her taste, a note in the student book solved everything. However, at the class meeting, the teacher was contacted by the mother of another girl from this class. The unfortunate girl confided in her mother about what she eats, and what this group of troubled students does to other girls. During breaks, when the supervisor does not have the opportunity to be in the classroom and supervise all the students, the problem girls always surrounded the desks of other girls. So they then mocked them, for example, for not having clothes according to the latest trends, insulted their appearance, sang insulting songs about their person. However, it did not end with verbal bullying, the girls also started to indulge physically, pulling two of the girls roughly by the hair. Also, when they noticed that one little girl in the class had good snacks during recess, they took her and ate the entire chocolate bar or other treat several times. The teacher was shocked by this story, she had no idea that this group was problematic to such an extent.\n\nSituation (Anamnesis):\nThe girls were always dominant in the class, you could see that the other children, especially the girls, respected them and kept their distance from them. This three-person group of girls didn't have many friends besides themselves. Unfortunately, they only had themselves to blame, because they made fun of all the other children, their stupid jokes on the students in the class sometimes smacked of bullying. The girls were constantly making fun of someone, making up insulting poems and songs about others in the class.\n\nTeacher Intervention (Solution):\nSo the teacher decided to speak very strongly to the girls first. The following school day, the teacher called the group to her office. There she spoke very thoroughly to the souls of these students and explained that their behavior had crossed the line and that bullying others was completely unacceptable and that she would inform their parents about their behavior. She also threatened the girls with a reprimand and a school committee. This apparently made an impression on the girls. The teacher also informed the parents of these students, who punished them and spoke strongly to them about their inappropriate behavior.\n\nOutcome:\nAlready in the following days, the solution showed itself, the behavior of the group of girls was generally milder, and they stopped harassing other classmates during recess. Even in the long term, this solution was very effective, the group continued to be more expressive and louder, but she stopped bullying others for good, and at the end of the fifth grade she even became friends with some of the people she used to bully. In this case, it was enough to threaten disciplinary punishment and inform the parents of the problem girls about their inappropriate behavior and the bullying that the girls engage in. Even though the girls were rude and disobedient, they were afraid of the teacher and the possible solution with the educational committee and their parents if they did not stop the bullying. The whole case was therefore successfully handled relatively quickly.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída\nHobbies: Dvě z dívek mají rády sport a již několik let hrají basketbal, třetí dívka žádné zájmy nemá, nenavštěvuje žádné mimoškolní aktivity\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Bullying\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "425", "student_age_year": "10 let, 4. třída", "student_hobbies": "Dvě z dívek mají rády sport a již několik let hrají basketbal, třetí dívka žádné zájmy nemá, nenavštěvuje žádné mimoškolní aktivity", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské (Učitelství pro 1. stupeň základní školy)", "teacher_practice_years": "34 let", "problems_annotated": "Physical aggression, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/554", "content": "TEACHING CASE STUDY\n\nBackground:\nThe first big speeches started in the third grade. Right after the first lesson in September, when the children and the teacher discussed the rules and went to the gym. The 'boring' journey was complemented by jumps from about 10 steps, riding along the railing. In the gym, the teacher compared his behavior to a wild animal. He jumped, flew uncontrollably all over the gym without any instinct for self-preservation and without any respect for the given rules of safety. His behavior made him dangerous both to himself and to those around him. Even returning from class back to class was not as it should be. He considered jumping out and climbing the mesh of the dressing rooms as a completely normal release, he found no problem, no guilt in it, he took it as personal entertainment. After he climbed for the umpteenth time on the upper wall of the wardrobe sector and refused to listen to the teacher, his behavior was noticed by a passing experienced teacher with many years of experience, who had known the boy and his behavior since the first grade from the afternoon club. Only after her insistence did the boy slow down and partially realize his behavior, as he did not perceive his actions as something bad. Indiscipline in classes and during breaks did not subside. The new class teacher learned to manage his emotions and outbursts by negotiation, and over time the boy began to respect and trust her. Disciplinary problems always increased during breaks, he did not respect the teacher's supervision. Another significant incident was the physical attack of a student from the next class, while solving the situation, he began to verbally abuse a foreign teacher, he felt no guilt. He locked himself in the toilet, from where even the summoned class teacher, who by this time had been able to 'coach' the pupil, could not get him out. The boy was only scared when his father was called to the school. After a short time, the mother also arrived and the boy began to cooperate. Another turning point occurred again in the fifth grade when the class teacher and other teachers changed again. The boy did not find trust in them, so conflicts began to occur again more and more often. The boy was no longer just hyperactive, he also became very vulgar and rude to teachers and classmates. The school was unable to solve this situation in any way, the boy was unable to come to any agreements, arrangements, talks, in short, nothing worked. Therefore, after the fifth grade, the boy left school and transferred to a nearby school, which he also soon left (after about a year) with the same disciplinary problems. He chose an alternative course of education, in a distant city, where his parents drove him every day, despite a quality quantitative education directly in their place of residence.\n\nSituation (Anamnesis):\nHe was simply a boy with the appearance of an angel and the body of a devil. A third grader with no instinct for self-preservation with incredible strength and energy. He had a problem with adults, it was difficult for me to communicate with them. He partially recognized their authority, but in a fit of aggression he did not pay attention to any posts, which is why many school employees had a difficult time with him. The boy did not find trust in the school staff easily, he trusted only his teachers and did not respect other teachers. He got along well with his classmates, was friendly, liked to tell stories to children and was willing. The children were neutral about his behavior, his behavior (riding the railing, jumping from 10 steps, climbing everywhere) did not particularly outrage them, but they did not please them either. He had a positive relationship with his peers, he only had if he wanted to, he could also be an insidious member of the class collective, when he mocked and was rude. The boy was already the third son in the family, but the two older brothers were already adults, so they did not live in the same household with the boy. The parents had a child at a later age (44 years). From which arose a certain parental benevolence, and the mother's behavior towards her son was not adequate considering his nature. A stay-at-home mom, she worked only part-time in her husband's company, devoting all her free time to the boy. She fulfilled all his wishes, he had an incredible amount of free time activities that he continuously liked and then disliked, so his rings alternated according to his current settings. Mom fulfilled all the requests that he was passionate about, so that at least for a moment she would have peace and the boy would be busy. She was ashamed of her son and sometimes worried about him, that something might happen to him and that he wouldn't do something 'again'. She was aware of her son's wild nature, despite the fact that he was the youngest of the family. 'Jesus Christ teacher, what did that crook do again, what happened again?!' was one of the classic sentences that my mother used to start conversations with the teacher. The father, a busy businessman, knew about the disciplinary incidents at school only indirectly from his wife, who covered for the boy in all his problems and tried to erase them. After an incident at school (boy locked in the toilet) and a conversation with the class teacher, he changed his approach to education and began to take more interest in his son, which benefited the boy.\n\nTeacher Intervention (Solution):\nDialogues with pupils and parents, agreeing on school rules. After the first incidents, in cooperation with both parents, the educational problems stopped, and she cooperated with the class without any problems, she managed minor conflicts with her friends. In the 4th year, the situation was without major transgressions. The turning point occurred again in the 5th grade, when there was a change of class teacher and different teachers for different subjects. The aggressive nature of the boy began to manifest again in a stronger degree, including vulgarities towards teachers.\n\nOutcome:\nIn the third grade, it was possible to negotiate with the boy, but later it didn't help either. It was impossible to negotiate with the boy in the short term, any solution was a long-distance run in the order of months.\n\nStudent Profile:\nAge/Year: 9 let, 3. Ročník\nHobbies: Lyžování a snowboard  sjezdové, vodní, skoky na lyžích)  Kytara, flétna  Kreslení  BMX, skate, trial  Potápěčské kurzy  Seskoky padákem\nDiagnoses: ADHD,Dysgrafie\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Nonverbal disruption of lessons, Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Shortterm success, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "554", "student_age_year": "9 let, 3. Ročník", "student_hobbies": "Lyžování a snowboard  sjezdové, vodní, skoky na lyžích)  Kytara, flétna  Kreslení  BMX, skate, trial  Potápěčské kurzy  Seskoky padákem", "student_diagnoses": "ADHD,Dysgrafie", "student_disorders": "", "teacher_approbation": "Učitelství pro 1.stupeň ZŠ", "teacher_practice_years": "22", "problems_annotated": "Emotional outbursts, Physical aggression, Nonverbal disruption of lessons, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success, Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/902", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom my point of view, the student wants to be the leader of the class, which he does not succeed in and solves the situation with various tricks and lies.\n\nSituation (Anamnesis):\nThe class is full of greedy boys who find it very difficult to accept the student among them, as they see him as spoiled and boastful. However, the person managed to find one among his classmates who admires him and listens to his word.\n\nTeacher Intervention (Solution):\nI introduced the whole situation to the mother, who has a very difficult time understanding her son's position in the class, she knows about the situation that he basically doesn't have a friend. I advised the mother that the boy should not brag about the family property at school and that she should try to lead the boy to independence at home. However, the mother feels that her help is beneficial for the boy, she has great difficulty understanding that at school he becomes an independent individual who is dependent on the help of an adult.\n\nOutcome:\nI am still trying to convince my mother what is beneficial for the boy and what is not, but in my opinion, my efforts are so far missing the mark.\n\nStudent Profile:\nAge/Year: 9.let 3.třída\nHobbies: Žák zájmy nemá ale jeho matka ho stále k nějakým zájmům motivuje  nutí)\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "902", "student_age_year": "9.let 3.třída", "student_hobbies": "Žák zájmy nemá ale jeho matka ho stále k nějakým zájmům motivuje  nutí)", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní", "teacher_approbation": "Magistra v oboru učitelství 1.stupně", "teacher_practice_years": "36", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/974", "content": "TEACHING CASE STUDY\n\nBackground:\nThis event happened, one might say, recently. This is a Ukrainian student who transferred from another school. It was at the time when the war in Ukraine started. Fortunately, this girl did not have such a language barrier as other students. The girl had relatives in the Czech Republic, so she had a relatively good command of Czech. The girl is relatively smart and hardworking, but the problem was with her behavior in class.\n\nSituation (Anamnesis):\nUkrainian student of the 6th grade, rather introverted, hardworking, perceptive.\n\nTeacher Intervention (Solution):\nbrought the student into the class and introduced her to the others, as I do with every new student. Furthermore, classes continued normally as always. Since she has relatives in the Czech Republic, she speaks Czech relatively well, so there was no problem with her not understanding what I was saying. The next lesson in this class I started as usual with a review and then an explanation, and during the explanation, this student out of nowhere laid down on the floor and started kicking and screaming around her to leave her alone and not hurt her because she didn't do anything. I tried to calm her down right away, but it took some time. When she finally calmed down, she was sobbing and scared. I ended the class a little earlier and took her with me to my office, where I made tea for her. I left her alone for a while and then I carefully tried to find out if anyone was hurting her or if her classmates were cursing her in any way. She started to tell me that this has been happening to her a lot since she ran away with her family from Ukraine and recounted everything to me. So I understood that she probably has some trauma that she went through and she can't get rid of it. This was repeated several more times. I knew something had to be done about it. So I called her parents at the school and told them about this problem. They knew about this trauma, but they didn't know that this was also happening at school. So we agreed with her parents that she would start seeing a psychologist to help her and she didn't object either, she just didn't want her classmates to find out, so they wouldn't think she was crazy.\n\nOutcome:\nHer seizures caused by the trauma from the war recurred several more times, but the girl started attending regular meetings with a psychologist and the situation improved over time. School started a week ago and neither I nor other teachers have noticed any such seizure - at one time it happened that she had such a seizure every day and now nothing for a week, but I don't like to shout it out. I consider the solution to this situation to be successful. The student does not have such psychological problems as before and is working to make these problems disappear completely.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: tanec, malování\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "974", "student_age_year": "13 let, 7. ročník", "student_hobbies": "tanec, malování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Čj, D, Hv", "teacher_practice_years": "", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1053", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is now in the 8th grade of elementary school. We have noticed problematic behavior before. He tends to choose younger or weaker students as friends. He then uses them in various ways or 'harms' them. Most of the time, these children do not complain, the teachers only learn about this behavior from their parents, who confide in them that when pupil A played with him, he tied him up, etc. he wants the lecturers to remember him as good. However, when he does something bad again, he acts as if nothing happened or denies that something like that happened. The lecturer sees the problem mainly in the hiddenness of his behavior. Often there is nothing to prove to him.\n\nSituation (Anamnesis):\nHe lives only with his mother, his father is not involved in the boy's life at all. He has two older brothers who are now adults. The mother does not pay much attention to the boy, and whenever the school wants to contact her about problematic behavior, she stops communicating with the school. He has a need to take over the power in the group. He likes martial arts and is interested in gangs. After watching the movie, he claimed that he would be the boss like the character from the movie.\n\nTeacher Intervention (Solution):\nThe lecturers took turns in solving the problem behavior. They tried different methods, but they don't work because the boy denies that he did anything wrong. The solution with the mother also leads nowhere. The lecturers are still looking for a solution, so far they have mainly complained that they are running out of ideas and will for a respectful solution. During my internship, I had an interview with one of the students who is friends with him and whom he worries about.\n\nOutcome:\nThe lecturers are dissatisfied with the solution because it does not work in the long term.\n\nStudent Profile:\nAge/Year: 8. ročník, 13 let\nHobbies: Seriály, bojové umění\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1053", "student_age_year": "8. ročník, 13 let", "student_hobbies": "Seriály, bojové umění", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Matvědy, AJ, zástupkyně ředitelky", "teacher_practice_years": "10", "problems_annotated": "Lying and cheating, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1224", "content": "TEACHING CASE STUDY\n\nBackground:\nhave been teaching 5th grade for a whole year. Sports class, some of the students are quite wild. And so a particular student did not stand out in any way. Even though he was gifted in foreign languages, he was often disruptive in class and exuded an arrogant demeanor. At the end, the student got a 2 in the English language, obviously due to his intermediate grades. His mom started complaining. She sent a threatening letter and was very aggressive. She also went to see the director and wanted to solve it with him as well.\n\nSituation (Anamnesis):\nThe student was restless and often disturbed his classmates. He had no respect for me and did not recognize authority, which could also be the influence of his mother. After the conversation with her, the student calmed down slightly and I had the feeling that he had more respect for me.\n\nTeacher Intervention (Solution):\nWe resolved the situation by calling the student's mother to school together with the class teacher. But I was the only one who participated in the interview. The discussion seemed very arrogant on the part of the parent at first. At first, the lady started scolding the teacher that her son couldn't have a 2 in the English language, then she blamed it on the wrong textbook. After a while, however, my mother calmed down and explained the whole situation to me. She said that she had recently separated from her husband (the pupil's father) when the trial had been going on for quite a long time. In the end, they agreed on alternating custody, which is not ideal for their son, because her ex-husband found a new girlfriend with a child, so when their son is staying with them, they say they tell him that they don't want to see him until 6 o'clock in the evening, and so even in winter, the student runs outside somewhere. So I understood why the mother acted so aggressively at first, apparently the whole situation was able to turn her on, when she had high hopes for her son and wanted him to get good grades.\n\nOutcome:\nThe solution did not take significantly long. Immediately after the mother's complaint, we started to solve the whole situation and subsequently, after a discussion, we successfully consulted her.\n\nStudent Profile:\nAge/Year: 12 let, 5. ročník\nHobbies: sport\nDisorders: Nesoustředěnost,Rušení výuky,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1224", "student_age_year": "12 let, 5. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Nesoustředěnost,Rušení výuky,Hyperaktivita", "teacher_approbation": "vysokoškolské -titul Mgr.", "teacher_practice_years": "15 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/651", "content": "TEACHING CASE STUDY\n\nBackground:\nMost of the time, the boy has a teacher's assistant at his disposal, who tries to guide him to greater independence and, in my opinion, also protect him slightly from the team, with whom the boy does not get along very well because of his differences. In the family, the boy is overly protected from the \"outside world\n\nSituation (Anamnesis):\nAs already mentioned, the boy's diagnosis manifested itself in many aspects of his daily life, his social skills and overall behavior, which in many factors did not correspond to his age (for example, stuffed animals to school, crying as a reaction to common subjects...). As for the class, I think that the attitude of the collective towards the boy was mostly neutral. They ignored the boy, which also resulted in him being a friendless student. The only reactions to the boy came whenever the student tried to tell a joke to the class, but most of the classmates rejected it and rated the boy with mocking comments, but I don't think that their behavior was close to bullying, more like \"nudging\"\n\nTeacher Intervention (Solution):\nBecause the boy is stubborn, especially when he is tired, communication with him is not easy. One example of such behavior was an event where the order of the class was changed due to a smaller number of students. The boy always sat in the last bench, together with the assistant, perhaps also to avoid being seen by his classmates. This event happened in the penultimate hour, when the boy was obviously very tired, because after the transition from distance learning he had to get used to the regular mode again. When I changed the order of the sessions, I asked him to be moved to the penultimate bench so that he would be more integrated into the lesson and hear better, for example, the listening with which he had problems. However, the boy stubbornly refused, refused, which was very unusual for him, repeated \"I'm not going anywhere\n\nOutcome:\nAfter an hour, I went to the boy and tried to find out the reasons for his refusal. He confided that he felt best in the back bench, despite the fact that it should mean absolute separation from other classmates at times when the class was divided into two groups. So we made a compromise, such that I promised him his favorite place in the event that I see that he works as he should and separation from the team does not affect his attention. He, in return, promised to try harder because he did not want to lose his place. The results came already during the next hours, when the boy really paid more attention, got involved and, except for a slight drop in attention at the end of the hour, was completely problem-free.\n\nStudent Profile:\nAge/Year: Michal, 8. ročník\nHobbies: Plyšová zvířata, auta\nDiagnoses: Dyslexie,Dysortografie,Problém s prací ve skupině\nDisorders: Autistické rysy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Verbal aggression\nSolutions Applied: Agreement, Working with the collective, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "651", "student_age_year": "Michal, 8. ročník", "student_hobbies": "Plyšová zvířata, auta", "student_diagnoses": "Dyslexie,Dysortografie,Problém s prací ve skupině", "student_disorders": "Autistické rysy", "teacher_approbation": "Vzdělání – vysokoškolské – FF MUNI – klasická filologie, dále Angličtina pro pedagogické pracovníky", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Emotional outbursts, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/228", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were already problems with the student in the first grade, but it got even worse in the second grade. The student was not paying attention in class and was constantly interrupting, swearing at us, and when he did something, he lied that he didn't do anything like that. He didn't listen to me or any other teachers. So I decided to try to talk to him about his behavior and try to find out why he behaves the way he does, because the only thing he reacted to was when, once on a trip, I responded to his insult with an insult . But still, the next day he behaved exactly the same as before. From the conversation I found out that he lives only with his mother and that he does not take good care of them and that he practically raises his brother himself, instead of his mother. Then when I found out that the student was practically not brought up by his mother, I wasn't too surprised that he behaved the way he did. Unfortunately, his behavior worsened and he started bullying his classmates. I tried to meet with my mother so we could come up with a solution. But in the end, the student was sent to a correctional facility because the mother did not respond to calls to appear and this was the last resort.\n\nSituation (Anamnesis):\nThe student lived only with his mother because his father left them before he even started elementary school. His mother did not pay much attention to him, and this was later reflected in his younger brother, who was rather raised by him instead of his mother. He was very disruptive at school, but still managed to maintain an average grade. But he never listened to his teachers and had to be told everything several times to do what was asked of him. His behavior then worsened in the second grade, when he spoke vulgarly to his male and female teachers. Finally, the student started bullying his classmates as well. After the behavior got so bad, he was sent to a correctional facility for a few months.\n\nTeacher Intervention (Solution):\nAt first, I tried to solve the student's behavior by negotiation, when I tried to explain to him that the way he behaves is not correct. Unfortunately, he didn't react to it and continued to behave as he had before. When I found out that he reacted to my insulting me, and then listened to me, I tried to be stricter with him so that he would take me as an authority and listen to me. But even that didn't help. Then I interviewed the student to find out why he actually behaved the way he did. Finally, I tried to arrange an interview with the mother, who did not respond to emails. After the pupil started to bully his classmates and the agreement and the notes did not help, I agreed with the principal that the only possible solution would be to send the pupil to a correctional facility.\n\nOutcome:\nThe result of this long-term situation was finally a correctional facility, where the student spent a few months. After the pupil returned, I spoke to him again and it was clear from the beginning that it helped him, because he himself told me that it helped him, because it gave him some order in his life and that he was in the correctional facility order. His behavior improved and in class, but he still disturbed quite often, but it was enough to warn him only once and he was calm. At the same time, he no longer bullied his classmates after returning from the correctional facility. So, in the end, the situation turned out pretty well, although I'm sorry that it ended up in the correctional facility and that I wasn't able to help him myself.\n\nStudent Profile:\nAge/Year: 13 let – 8. ročník\nHobbies: Sporty\nDisorders: Lhaní,Agrese,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Not attending to teaching/Inattention to teaching, Verbal aggression, Bullying\nSolutions Applied: Disrespectful communication, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "228", "student_age_year": "13 let – 8. ročník", "student_hobbies": "Sporty", "student_diagnoses": "", "student_disorders": "Lhaní,Agrese,Šikana", "teacher_approbation": "magisterské", "teacher_practice_years": "20", "problems_annotated": "Lying and cheating, Not attending to teaching/Inattention to teaching, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/721", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught the pupil from the moment her class moved to the second grade of primary school, i.e. from the 6th grade, when I became their class teacher. She was problem-free and had no major difficulties during her schooling. She always fulfilled her duties, continuously studied for tests and paid attention in class. She was popular in the team and none of my colleagues had a problem with her. If I had to characterize the class as a whole, I think we had a very good relationship and I didn't have to deal with any inconsistencies. I taught them the Czech language, but because I was their class teacher, it often happened that I also had to deal with their personal matters, especially regarding absences from classes and their subsequent excuses. The problem with the pupil arose in the last year, in which pupils choose compulsory optional subjects, which then take place as afternoon classes. The student suddenly began to accumulate absences and it became almost a tradition that she missed even the afternoon classes, of course she did not have a proper excuse for her absence. As a class teacher, I did not experience any material or mental hardship, and therefore I did not have the slightest suspicion why the student would have a reason not to go to school. Unfortunately, her grades also deteriorated day by day, especially during the 1st semester of the school year, the student had two fours at the end of the semester, until then she was an absolutely average student with one or two threes at most.\n\nSituation (Anamnesis):\nŽačka has been a pupil of our school since the first grade. She was non-confrontational, reliable, dedicated and friendly. If she felt injustice, she stood up for the classmate in question. She was willing, very popular in the team and was always my support. She often checked in when I had questions and helped me carry my supplies to class. She had average marks in the Czech language, sometimes better, sometimes worse, she excelled especially in mathematics. She had 2 best friends in class and they formed an inseparable trio. A minor problem arose when one of them went to another school, she and the other classmate often quarreled and sometimes it got so far that they threw a jealous scene during breaks. I would say that she had a problem \"coaching\n\nTeacher Intervention (Solution):\nDuring a routine check of the student book, as a class teacher, I pointed out to the student that she had not had her parents' signed grades for more than a week. The student said that her mother was not at home for a few days, and therefore she could not sign the student book. In this context, we actually revealed the social conditions in the family – the mother moved out with her older sister and only the student and her stepfather remained at home, supposedly because of the animal husbandry, so that someone would take care of them. The father never came to school before, he only drove his daughter. Mom doesn't go to class meetings, allegedly because she's busy with work. As a result of this, we found out that the pupil also has problems in the family, which resulted in truancy. We texted mom to come to school. The mother wrote the following: 'Hello teacher, I spoke with my daughter. Hopefully he will keep his promises and come home immediately. I will deal with the rest there. I'll stop by tomorrow, thanks for now. I had no idea. Thanks again.' The mother's reaction was immediate, the meeting seemed very friendly, she wanted to solve the situation, but she allegedly had a problem with being released from her job. The meeting took place with the prevention methodologist the next day, the mother showed up with her older daughter, whom she took as a family member instead of the father - she claimed that the husband is disabled and hardly ever leaves the house. We agreed on strict attendance control, which only worked temporarily. At the end of the year, the father called the school himself out of the blue to see if his daughter had floorball practice in the afternoon, which of course I knew nothing about and I immediately realized that the pupil had made it up. The father got very angry on the phone and became vulgar. I realized that this is a bigger problem than we originally thought. At that moment, after a long personal conversation, the pupil confessed to me and then repeated it to the guidance counselor that she did not want to be with her father because he was sexually harassing her. Based on the student's statement, we immediately contacted the mother by phone, but when we told her that we would have to report it to SPOD, she reacted very angrily. I can only speculate whether she was aware of this issue or not. The entire case was reported to SPOD the same day.\n\nOutcome:\nWe dealt with the situation immediately. We contacted the mother, who distanced herself from the situation, so the pupil was helped by her older sister, who was already of legal age. The case was also handed over to the police and subsequently resolved in court. Žačka moved away from her father and now lives with her sister. It was obvious that the pupil felt relieved when she confided in me. Together, we also agreed on regular visits to the school psychologist. I think that a big role was played by the fact that I had a good relationship with the class, so the pupil trusted me. Of course, willy-nilly, the situation was also reflected in the lessons, I felt great regret for what she had to go through. I tried not to consciously keep her in any way, the student had to go to school and fulfill her duties, but it affected me a lot as a mother. The situation was kept secret, so classmates did not know what was going on. I think her best friend knew. In the long term, it probably didn't affect my lessons in any way. Žačka seemed to me to be very mature for her age and she dealt with the situation. Overall, the situation stabilized, the pupil improved her grades, went to school, there were no more absences and she started secondary school.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: jízda na koni, malování, čtení \fKazuistika ++ Klíčová slova, která opisují situaci problematického chování žáka/žáků  absence, záškoláctví, obtěžování, nevyrovnanost, konflikt 1. Podrobný popis  vzniku) situace na úrovni chování  v první osobě, chronologicky, max. 2 normostrany-3 600 znaků) Petru jsem učila od chvíle, kdy její třída přešla na druhý stupeň základní školy, tedy od 6. třídy, tehdy jsem se stala jejich třídní učitelkou. Byla bezproblémovou žačkou a po dobu školní docházky s ní nebyly žádné větší obtíže. Vždy si plnila své povinnosti, průběžně se učila na testy a v hodinách dávala pozor. V kolektivu byla oblíbená a ani nikdo z mých kolegů s ní neměl problém. Kdybych měla charakterizovat třídu jako celek, tak si myslím, že jsme měli velice dobrý vztah a nemusela jsem řešit žádné nesrovnalosti. Měla jsem je na český jazyk, ale tím, že jsem byla jejich třídní, tak se často stávalo, že jsem musela řešit i jejich osobní záležitosti, zvláště co se týče absence ve vyučování a jejich následné omlouvání. Problém u Petry nastal v posledním ročníku, ve kterém si žáci vybírají povinně volitelné předměty  český jazyk nebo matematiku), ty pak probíhají jako odpolední vyučování. Petře se zničehonic začala hromadit absence a stalo se téměř tradicí, že vynechávala i odpolední vyučování, absenci samozřejmě neměla řádně omluvenou. Jako třídní učitelka jsem nezaznamenala žádné materiální či duševní strádání, a proto jsem neměla sebemenší podezření, proč by žákyně měla důvod nechodit do školy. Bohužel se také ze dne na den výrazně zhoršil prospěch, zejména tedy během 1. pololetí školního roku, Petra na konci pololetí měla dvě čtyřky, do té doby byla naprosto průměrnou žačkou maximálně s jednou-dvěma trojkami. 2. Anamnéza žáka/ů nebo třídy  osobní anamnéza), tedy vše co je relevantních pro zvolenou situaci  max. 2 normostrany) Petra byla žákyní naší školy od první třídy. Byla nekonfliktní, spolehlivá, obětavá a kamarádská. V případě, že cítila nespravedlnost, tak se postavila za dotyčného spolužáka. Byla ochotná, v kolektivu velmi oblíbená a byla vždy mou oporou. Často se hlásila, když jsem se na něco ptala a pomáhala mi nosit pomůcky do hodin. Z českého jazyka měla průměrné známky, občas lepší, občas horší, vynikala zejména v matematice. Ve třídě měla 2 nejlepší kamarádky a tvořily nerozlučnou trojici. Menší problém nastal, když jedna z nich odešla na jinou školu, s druhou\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "721", "student_age_year": "15 let, 9. třída", "student_hobbies": "jízda na koni, malování, čtení \fKazuistika ++ Klíčová slova, která opisují situaci problematického chování žáka/žáků  absence, záškoláctví, obtěžování, nevyrovnanost, konflikt 1. Podrobný popis  vzniku) situace na úrovni chování  v první osobě, chronologicky, max. 2 normostrany-3 600 znaků) Petru jsem učila od chvíle, kdy její třída přešla na druhý stupeň základní školy, tedy od 6. třídy, tehdy jsem se stala jejich třídní učitelkou. Byla bezproblémovou žačkou a po dobu školní docházky s ní nebyly žádné větší obtíže. Vždy si plnila své povinnosti, průběžně se učila na testy a v hodinách dávala pozor. V kolektivu byla oblíbená a ani nikdo z mých kolegů s ní neměl problém. Kdybych měla charakterizovat třídu jako celek, tak si myslím, že jsme měli velice dobrý vztah a nemusela jsem řešit žádné nesrovnalosti. Měla jsem je na český jazyk, ale tím, že jsem byla jejich třídní, tak se často stávalo, že jsem musela řešit i jejich osobní záležitosti, zvláště co se týče absence ve vyučování a jejich následné omlouvání. Problém u Petry nastal v posledním ročníku, ve kterém si žáci vybírají povinně volitelné předměty  český jazyk nebo matematiku), ty pak probíhají jako odpolední vyučování. Petře se zničehonic začala hromadit absence a stalo se téměř tradicí, že vynechávala i odpolední vyučování, absenci samozřejmě neměla řádně omluvenou. Jako třídní učitelka jsem nezaznamenala žádné materiální či duševní strádání, a proto jsem neměla sebemenší podezření, proč by žákyně měla důvod nechodit do školy. Bohužel se také ze dne na den výrazně zhoršil prospěch, zejména tedy během 1. pololetí školního roku, Petra na konci pololetí měla dvě čtyřky, do té doby byla naprosto průměrnou žačkou maximálně s jednou-dvěma trojkami. 2. Anamnéza žáka/ů nebo třídy  osobní anamnéza), tedy vše co je relevantních pro zvolenou situaci  max. 2 normostrany) Petra byla žákyní naší školy od první třídy. Byla nekonfliktní, spolehlivá, obětavá a kamarádská. V případě, že cítila nespravedlnost, tak se postavila za dotyčného spolužáka. Byla ochotná, v kolektivu velmi oblíbená a byla vždy mou oporou. Často se hlásila, když jsem se na něco ptala a pomáhala mi nosit pomůcky do hodin. Z českého jazyka měla průměrné známky, občas lepší, občas horší, vynikala zejména v matematice. Ve třídě měla 2 nejlepší kamarádky a tvořily nerozlučnou trojici. Menší problém nastal, když jedna z nich odešla na jinou školu, s druhou", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Masarykova univerzita, Brno (Český jazyk a literatura se zaměřením na vzdělávání, Občanská výchova se zaměřením na vzdělávání)", "teacher_practice_years": "20", "problems_annotated": "Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/817", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had long-term behavioral problems, especially towards authorities. He is often disruptive in class, doesn't pay attention, makes mocking remarks that amuse the people around him. Has a tendency to question the teacher's instructions. After a conflict, he always maintains an orderly line for some time, but gradually returns to the rut and starts to disturb again. However, after many different exits and reprimands, he crossed the line when he almost hit me on my bike on my way out the door!!! The thing was that during his free hour he 'borrowed' the bike that the local administrator rides to work (and perhaps also around the building), got on it and rode down the corridor. Considering how robust this student is, it was quite a dangerous situation, not to mention the act of 'borrowing' itself. When I was leaving the classroom, he just passed me. My blood wouldn't stop, I almost dropped everything I had in my hand! Before I could recover, the student got off the bike and was leading him away. I couldn't hold back and shouted at him to come back immediately. I tried to calm down, but the idea of what could have happened (not only to me, but to any student who didn't notice him or just walked out the door) completely took over me and I had to do something not to scream at him. I asked him (probably in a raised voice) what he's doing here and if he realizes what could have happened, that he could have hurt someone, and a lot. The student understood that he probably overdid it this time, because he was exceptionally not very funny and seemed almost contrite. I took him to class and there I tried to understand what he was up to, why he did it. He didn't tell me much about it, he said it just seemed like a great idea. I asked him if he was running out, what he could have caused, how lucky he was that he didn't hurt anyone. She didn't say much to me either, rather he just nodded monosyllabically. I didn't have anything else to say to him at that point, so I let him go, saying that I would inform my parents. I then spoke to his father on the phone, who apologized for him and promised to tear him apart, so as always, it ended up with me consoling him and him asking what he should do with this boy of his.\n\nSituation (Anamnesis):\nIn general, there is a problem with this class - nothing terrible, but it rubs off in most subjects, or with most teachers. The climate in the class is uneven and inconsistent, somehow it was not possible to form a group and there are rather smaller groups of two to four members. There is also frequent animosity among many. The student belongs to a group of four boys who are competing to see who is more disgusted, annoyed or even amused by the teachers and the school as such. They ostentatiously show that school is just a necessary evil that will bring nothing to their lives, because they already know everything important, or will learn it somewhere else. The student lives in a complete family, he also has an older brother, with whom there have never been any problems, and he thrives in all respects. The student already showed in elementary school that he was different. In appearance, he has a slightly backward impression, thrives on the verge of failure, has conflicts with teachers and disciplinary issues. Neither mother nor father know how to deal with him and do not understand why he is the way he is. The father communicates with the class teacher, who also attends class meetings and solves all problems, but he always seems rather clueless and tries to get advice on how to deal with his son. The student doesn't last very long at anything, sticks to his group of friends, listens to music and plays games, is a football fan with the boys. He has no other hobbies.\n\nTeacher Intervention (Solution):\nhave sat down with the student many times and tried to clarify with him why his behavior is inappropriate, what consequences it may have, including for him personally. In such situations, he always acted rather humble and reasonable, he seemed to understand the situation and the inconveniences arising from it, but it never took long and we were back to where we were at the beginning, as if I had nothing to do with him at all. This behavior started to really tire me in the second semester, I didn't know what to change, how to make it work somehow. Well, then this thing with the bike happened and I suddenly felt completely at my wits end. It all added up to the many minor inconveniences and created an explosive feeling that he had really screwed this up. I considered expulsion from the school, but after consulting with the principal and our representative, who works as a school psychologist, I proceeded with the solution with a reprimand. I don't know what I should have done differently, or even how to behave better, but I still have the feeling that this didn't work out very well for me.\n\nOutcome:\nThe student was officially reprimanded, given a class teacher reprimand and a strong warning that repeating something like this could lead to expulsion from school. Parents were informed about everything. Given that the above-mentioned incident took place in June, i.e. at the end of the school year, there was no longer enough space to evaluate the impact on the student.\n\nStudent Profile:\nAge/Year: 16, 1.ročník\nHobbies: Fotbal, hry\nDisorders: Lhaní,Podvody,Nespolupráce,Rušení výuky,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "817", "student_age_year": "16, 1.ročník", "student_hobbies": "Fotbal, hry", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Nespolupráce,Rušení výuky,Nevhodné chování", "teacher_approbation": "VŠ, angličtina", "teacher_practice_years": "15", "problems_annotated": "Physical aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/988", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problems with the student began when one day at the beginning of the school year he allowed himself to be induced on a new substance. Since he could not and was not sufficiently prepared, he got a 3. Already at that moment I noticed that he understood this fact very badly. In reality, his performance was even worse, but since he volunteered, I was softer on him. But I was disappointed with him because I expected him to be able to do it when he signed up. Unfortunately, his performance was a disaster. As the school year went by, I had to admonish him a lot because he kept interrupting class. Once it got to such a situation where he accused me of sitting on him. After that, what I did was that I always admonished others, whoever he was talking to, and I ignored him. After a while, he started playing a lot with his mobile phone in class. I started admonishing him again, because the mobile phone is supposed to be in the bag during class. After some time, I got angry because the cell phone didn't even hide it anymore. I invited him to give me his cell phone, that he could come get it after an hour. At first he put it in my hand, but then he didn't want to let go. In the end, I started to forcefully tug on him. I let go of the mobile phone after a while, because it threatened that it could turn into a physical conflict, as he did not want to let go of the mobile phone. The student was taller and stronger than me, so I was afraid of this option.\n\nSituation (Anamnesis):\nThe class can be classified as unproblematic. Several teachers have problems with the student. Since he is a first-year student, I don't know much about him. In terms of results, he is among the worst students.\n\nTeacher Intervention (Solution):\nAfter some time I ignored his interruptions. After the mobile phone pulling incident, I followed the school rules and reported this dispute and the fact that he was using a mobile phone in class to his class teacher. As I was not the only teacher who had problems with him, a reprimand from the class teacher was proposed and approved at the council.\n\nOutcome:\nThe incident happened sometime between April and May of the last school year, so I would not dare to evaluate the long-term effects of the disciplinary measure. The last two months before the holidays were better. He was no longer playing with his cell phone and there were fewer distractions. I am not saying that he has become an exemplary student, but there is some improvement. If I had to guess, they probably talked him into it at home through the admonition of the class teacher. The new school year is starting now, so I'll see how it goes with him.\n\nStudent Profile:\nAge/Year: 1. ročník, 16 let\nHobbies: Ne\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "988", "student_age_year": "1. ročník, 16 let", "student_hobbies": "Ne", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "MGr. Anglický jazyk", "teacher_practice_years": "25", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/695", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the course of the second grade, I started to use the group work of the pupils as part of the teaching. During the first attempt to practice group activity, one of the groups had a conflict between its members. The group consisted of four pupils, who had the task of correctly coloring the parts of the picture according to the results of the mathematical examples. While assembling the final picture, the student with Asperger's syndrome discovered that his classmate had made a mistake. Because he colored a part of the picture incorrectly, he became the target of vulgar abuse from a pupil with Asperger syndrome.\n\nSituation (Anamnesis):\nBecause students with Asperger's syndrome may have problems in group activities due to difficulties in social behavior, it is necessary to constantly reinforce the correct patterns of behavior and resolution of conflict situations.\n\nTeacher Intervention (Solution):\nI responded to the student's inadequate reaction during group work by interrupting it and together with the children we sat on the carpet. The pupils and I acted out model situations in which I demonstrated inappropriate behavior and the pupils advised me how to improve it and how to behave in the given situation. I also included a previous conflict situation in the skits, so the student had the opportunity to realize the inappropriateness of his behavior based on the reactions of his classmates.\n\nOutcome:\nWe continued the group work in the next lesson and the work was already going on without any problems. In the long term, it was necessary to continuously repeat with all pupils the rules applied during group work and to strengthen the pupil's correct approach to classmates.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: Biketrial\nDiagnoses: Aspergerův syndrom\nDisorders: Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "695", "student_age_year": "8 let, 2. třída", "student_hobbies": "Biketrial", "student_diagnoses": "Aspergerův syndrom", "student_disorders": "Vulgární vyjadřování", "teacher_approbation": "vysokoškolské, učitelství prvního stupně", "teacher_practice_years": "2", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/67", "content": "TEACHING CASE STUDY\n\nBackground:\nLike every class a seventh grader, let's call him a student for example, he doesn't pay attention and doesn't respond to my calls. I remind him again to open the notebook, the textbook and hide the snack. The student ignores the admonition, blends in with his classmates and continues to eat without the slightest difficulty. I watch his behavior for a while, in case he calms down on his own, and I warn him here and there, but the student doesn't react. When I run out of patience after a while, I send the student outside the door to calm down and also so I don't have to yell at him. It is not the first time the student is at the door, when he comes out he is already calmer in class. Subsequently, I continue to teach and the student only shouts sporadically. This situation is then repeated in almost every subsequent Czech lesson in this class.\n\nSituation (Anamnesis):\nThe student's parents recently divorced after a lengthy negotiation. The student thus remains in alternating care with his younger sister. The mother has to take care of the family and go to work, so she does not have as much time for the children as they deserve. The father takes the children every other weekend and you can see that the children look forward to him. The student suffered and is still suffering from the divorce of his parents, he makes it known to those around him. As for the number of friends, he is somewhere in the middle of the popularity scale in class, he has fun with everyone, he doesn't hurt or trouble anyone.\n\nTeacher Intervention (Solution):\nThe student suffers from a mild form of ADHD and is therefore excessively hyperactive, unable to focus his attention for a long time on one thing/activity. I tolerate it for a while, but later I run out of patience and the best form of solution, in my opinion, is to send the student outside the door for a while, where he is alone and has nothing to distract him. Thus, the student eats a snack during class and does not respond to any requests to postpone it. Furthermore, he turns a lot on his classmates, he doesn't listen to me.\n\nOutcome:\nThe short-term result of this method turns out to be an ideal solution for only one lesson of the Czech language, subsequently this 'solution' has to be repeated, because yelling and threats do not help. The long-term solution is, of course, calling the parents, summoning the pupil and parents subsequently to the school principal or the school psychologist, which happened after about four more hours. I myself believe that the student's behavior only shows a period of defiance and also follows a rather protracted and lengthy divorce of the parents recently, so it is temporary, unfortunately still in place. Note: in my opinion, a short-term solution is not enough, you need to look for the cause and focus on a longer-term solution to this problem.\n\nStudent Profile:\nAge/Year: 13, 7.\nHobbies: Počítačové hry, sociální sítě     1.\nDiagnoses: ADHD,Lehká forma autismu\nDisorders: Nevhodné chování,Arogance,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Transfer of student\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "67", "student_age_year": "13, 7.", "student_hobbies": "Počítačové hry, sociální sítě     1.", "student_diagnoses": "ADHD,Lehká forma autismu", "student_disorders": "Nevhodné chování,Arogance,Disrespekt", "teacher_approbation": "Magisterské, aprobace ČJ a OV", "teacher_practice_years": "25", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/394", "content": "TEACHING CASE STUDY\n\nBackground:\nPupils were going to gym and another class was coming to their class. One student was not able to pack up in time, unlike the others, he felt pressure from those who came to class after them. This played into his lower frustration tolerance. He got nervous. He didn't put his slippers on properly (he often takes them off). Under pressure, he ran out of the classroom and ran into the other children on the stairs. He lost his balance and fell down some stairs. As a class teacher, I was called, the boy was crying, I provided first aid and called the emergency services.\n\nSituation (Anamnesis):\nSituations (even more situations) are based on the nature of the diagnosed disorder. Due to a short-term memory disorder and inattention, the student falls behind the pace of the class. His expressive skills are also not at the level of his classmates, the non-verbal component of communication prevails for him. The student has a problem with the organization of his workplace, when changing activities he does not keep up with others and cannot follow up smoothly. The class is one of two 8th grades in the school. The children sit one by one in the desks. The class is made up of children with a higher level of social intelligence and empathy, as the class is attended by one seriously ill boy and another boy who is struggling with various types of phobias. Despite the empathetic environment, the student did not fit into the collective, when forming pairs for a group activity, he must eventually be assigned.\n\nTeacher Intervention (Solution):\nSuch an environment is created for the student so that he can work as best as possible. For better control, he sits in the first bench, has an increased time limit to complete the task, and is regularly checked during the lesson to see if he can do everything. Even the class collective is adapted to him, the division into classes took place so that he meets children with a higher degree of social intelligence and empathy in the classroom. The student is unable to organize work and change activities. He buys things on the bench, so he was assigned a second bench where he puts things unnecessary for the given subject.\n\nOutcome:\nrealized again the need for increased supervision, to check if they pack things on time. And even if at his age he has his slippers on properly. The children were taught how to behave again, the second class is allowed to enter only after the class before them has left. He was bought better shoes that cannot be taken off. Unfortunately, it cannot be controlled 100%. But we cannot improve his behavior and expressions. After an hour, he still can't handle the preparation and cleaning. A situation where he gets under pressure again may still occur, it may happen that I will not be able to help him immediately in solving such a problem.\n\nStudent Profile:\nAge/Year: 14, 8. třída\nHobbies: vojenská historie, zbraně\nDiagnoses: ADHD,Rychlá unavitelnost,Zhoršená krátkodobá paměť,Tiková porucha\nDisorders: Neposlušnost,Nepozornost,Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Failure to attend class\nSolutions Applied: Support, Transfer of student \nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "394", "student_age_year": "14, 8. třída", "student_hobbies": "vojenská historie, zbraně", "student_diagnoses": "ADHD,Rychlá unavitelnost,Zhoršená krátkodobá paměť,Tiková porucha", "student_disorders": "Neposlušnost,Nepozornost,Nesoustředěnost", "teacher_approbation": "Dějepis, Český jazyk,", "teacher_practice_years": "26 let", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/580", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Violation of classroom/school rules\nSolutions Applied: Consequences, Transfer of student, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "580", "student_age_year": "11 let, 5. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, AJ, ČJ", "teacher_practice_years": "9", "problems_annotated": "Emotional outbursts, Violation of classroom/school rules", "problems_possible_annotated": "Physical aggression", "solutions_annotated": "Consequences, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/998", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of May, a pupil from a nearby elementary school transferred to us because of inappropriate behavior towards her classmates and the fact that she does not get along with the teachers. The girl seemed fine at first, but the problems started after two weeks. She began to verbally attack others and threatened to physically assault them. Her classmates say they are afraid of her. I was told that he was posting on social media that he was going to do something. She is aware of verbal attacks and aggression towards fellow students. Together with his mother, he goes to see a psychologist at the Outpatient Educational Care Center CENTER.\n\nSituation (Anamnesis):\nShe comes from a dysfunctional family, her biological father abused her mother, for a while in a children's home, then she worked in an apartment building for abused mothers, after marrying another boyfriend, she now lives in an apartment building. After transferring to another primary school, the girl's grades improved slightly.\n\nTeacher Intervention (Solution):\nThe message about inappropriate behavior came to me from her classmates. These were various vulgar insults, unreasonable threats of physical assault. He writes to others on social networks that he is going to do something to himself, sends photos of cut hands, also hurts himself at school with a compass, touches his classmates. After this announcement, I invited myself over. She stated that she was aware of her behavior. She promised that she would try and improve her behavior, or relax by moving. Regarding inappropriate behavior towards fellow students (touching), the guards were explained. Classroom relations were to continue to be monitored. However, the problems continued. Due to self-harm, OSPOD was informed. Subsequently, we solved this problem at two case committees, where the mother and her boyfriend were spoken to. Now the girl goes to the educational care center on an outpatient basis, she is monitored at school, because of self-harm she is forbidden to go to the toilet alone during class. She should go for two months together with the curator to the residence SVP. He is not taking medication yet, but he will see a psychiatrist.\n\nOutcome:\nWe'll see how it goes after he returns from his stay. From our side, I assess the situation as well managed.\n\nStudent Profile:\nAge/Year: 14 let, 8.třída\nHobbies: nemá\nDisorders: Agrese,Sebepoškozování,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Selfdestructive behaviour, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "998", "student_age_year": "14 let, 8.třída", "student_hobbies": "nemá", "student_diagnoses": "", "student_disorders": "Agrese,Sebepoškozování,Vulgární vyjadřování", "teacher_approbation": "VŠ, M-Bi", "teacher_practice_years": "31 let", "problems_annotated": "Physical aggression, Selfdestructive behaviour, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/212", "content": "TEACHING CASE STUDY\n\nBackground:\nIn May 2021, the father asked me for a conversation conducted between me, him and his daughter, emphasizing that I should get to know her and him personally. I purposely scheduled this meeting in the afternoon, when the school building was quieter and I had the opportunity to listen carefully to her and her father. When the father and his daughter entered the room, the student remained standing by the door, and the father approached my desk and explained that his daughter would not go any closer. So I suggested in a calm voice that the student should sit in her colleague's place. The father sat down in the place intended for visitors, he explained to me that his daughter refuses to come to the school due to the possibility of face-to-face distance education and so-called 'locks herself in'. He explained to me that his daughter devotes herself fully to her studies, her academic results are excellent and she aims to be a translator from the English language. I based the beginning of my communication with her on this fact, because I am an English teacher and I understand her interest. I tried to start an informal conversation, and to my surprise, the result was loud answers, according to my father, she did not personally communicate with the teaching staff at all. We agreed that the student will complete the school year through distance education and will visit a psychologist.\n\nSituation (Anamnesis):\nAnxiety disorders of a social-phobic nature, anticipation of failure, rejection of changes, passivity towards face-to-face attendance at classes.\n\nTeacher Intervention (Solution):\nTogether with the educational advisor, we developed an IEP for the pupil and we recommended to the father a visit to a clinical psychologist, who would support this effort of ours. The aim was to support the pupil in her efforts to fight social phobia and to 'meet her at school' at least once a month. The father expressed his support for this plan, and the pupil herself told me that she would let me test her English. This appeared to be a great success, as the pupil herself expressed her consent to come to the school in person.\n\nOutcome:\nUnfortunately, the student has not yet come to school in person and still refuses face-to-face teaching in any form. He works with a clinical psychologist and we are in regular contact with his father. Tasks are sent to the student in the MS Teams platform.\n\nStudent Profile:\nAge/Year: 17, 1.D\nHobbies: anglický jazyk\nDiagnoses: Psychiatrická diagnoza,Úzkosti,Schizofrenie\nDisorders: Sociální fobie,Úzkost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Agreement, Support, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "212", "student_age_year": "17, 1.D", "student_hobbies": "anglický jazyk", "student_diagnoses": "Psychiatrická diagnoza,Úzkosti,Schizofrenie", "student_disorders": "Sociální fobie,Úzkost,Vyhýbání se škole", "teacher_approbation": "VŠ, Anglický jazyk,", "teacher_practice_years": "24 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/788", "content": "TEACHING CASE STUDY\n\nBackground:\nIn my class, I teach a boy who is included on the basis of behavioral and adjustment disorders with a spectrum of anxiety and depression problems. These difficulties are of a long-term nature, therefore it is necessary to work with the pupil in a long-term, systematic way; the effort is to break down unwanted behavior or at least eliminate it.\n\nSituation (Anamnesis):\nThe boy is enrolled in the 5th grade, he is educated with the support of pedagogical assistance, which he has had since the 3rd grade, however, it was recommended to increase the working hours based on the situation described below. The boy's mother is aware of the necessity of this measure. Behavioral patterns persist in the student, which are characterized by the presence of explosive behavior, disruption of peer relationships, lying, disrespect of rules and violation of the rights of others. The boy is in the care of a pedagogical and psychological counseling center, with whose employee I consulted the given situation. We continuously resolve various conflict situations. He has good days and bad days. On good days, he works basically without problems, he has no problem with learning, he likes to read, sometimes he even asks for extra tasks, he can concentrate well. On bad days he refuses to work, makes vulgar comments about 'excessive' workload, shouts abuse into the classroom, throws things around the classroom, walks around the classroom, throws things out of windows.\n\nTeacher Intervention (Solution):\nAt class meetings, the mother of one of the pupils gave me information about the inappropriate behavior of the pupil towards her daughter and also towards the other girls. The boy was reaching out to the girl in the background, commenting on the size of the background and bust. The girl confided at home and said that she was afraid. That's when I learned that this matter has been going on for about a month, at first this student considered it a 'joke', but now the matter has crossed the line of tolerance. The mother requests my intervention to ensure appropriate behavior and safety for her daughter. She also mentioned two other female classmates to whom this behavior also happens. I decided to meet with all the girls in the class and also asked the school psychologist to attend this meeting. I also informed the school principal about everything. The meeting with the girls took place in a confidential atmosphere, and the following facts were discovered: the pupil touches the back of 3 girls, comments on it. All the other girls have experienced in the last month that a classmate 'shows off' in front of them in a way that is uncomfortable for all the girls; makes copulatory movements towards all classmates, i.e. including boys, but also towards objects such as chairs, doors. The girls are ashamed, it is already very uncomfortable for them, some said they are even afraid. The three girls who were touched by the student are afraid of him, they don't know how to defend themselves, they know his anger from the past, they are afraid that he might react aggressively. Fortunately, this has not happened so far.\n\nOutcome:\nIn the following days, I met with the parents of these three students, they expressed the complaint only verbally, they consider everything rather inappropriate 'adolescent behavior', for the time being they want to solve this matter on the school grounds; they demand the intervention of the school to protect the girls and of course to stop this behavior. It was therefore agreed that the solution will take place at the school level and within the framework of the school rules. After an agreement with the school principal, I communicated the above-mentioned information to the pupil's mother verbally and in writing, with the intention that she solve the problem with a professional workplace - i.e. with a pedagogical-psychological counseling center and also recommended her to contact a child-psychiatrist, a psychologist, or a sexologist. In cooperation with the school psychologist, I taught the girls how to react to such behavior, who to contact in case of repeated inappropriate behavior, how to proceed, what clothes not to choose (as part of prevention). As part of the care of the pedagogical-psychological counseling center, it was recommended to increase the pupil's working hours as a teacher's assistant, whose activities are aimed, among other things, at preventing the pupil's affective outbursts, at correcting behavior, and at limiting the boy's inappropriate behavior. In particular, pedagogic supervision during breaks, during class transfers, and in the locker room was increased in order to minimize sexually oriented behavior, or demolished. This not only improves the social status of the boy, but also increases the feeling of safety of other pupils, which I see as one of the priorities. The school also consulted and informed other professional workplaces that have the pupil in their care about the problem and the procedures for solving it - i.e. the social-legal child protection authorities, services for special pedagogy. Since the teaching assistant is present with the pupil more or less all the time, the inappropriate behavior described above is eliminated. However, the boy also sees a psychologist, with whom he focuses on eliminating inappropriate behavior, perhaps this also has a positive effect. After three months, there was another meeting with the girls, who describe the student's behavior as more stable.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nDiagnoses: Porucha přizpůsobení,Úzkosti,Deprese,Porucha chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Lying and cheating, Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "788", "student_age_year": "11 let, 5. třída", "student_hobbies": "", "student_diagnoses": "Porucha přizpůsobení,Úzkosti,Deprese,Porucha chování", "student_disorders": "", "teacher_approbation": "VŠ, speciální pedagogika/český jazyk", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Lying and cheating, Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "Partial success", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/537", "content": "TEACHING CASE STUDY\n\nBackground:\nIt all started when a new student came to class in November. The new pupil was not from the Czech Republic, but from Ukraine. During March, the school's guidance counselor received information from the class teacher that the new student's classmates were not treating him nicely. The class teacher got this fact from the personality development and physical education teachers. He had problems with his classmates not only during breaks, but also in physical education, where he became the target of one of his classmates who fired two balls at him on purpose. In the classroom, hatred was expressed through various vulgar words and taunts, which were laughed at by the entire class. It even had a colloquialism that was denied by the pupils and their parents. However, it is a fact that these profanities were commonly used by students even in the lower grades - they became a kind of norm in the classroom and the students did not react to it. The new student became a target not only because of his nationality, but also because he did not behave well with his classmates after his arrival (confirmed by the class teacher and classmates), even though at the beginning there were efforts to have fun with him and to communicate with him in some form. Profanity was not the only thing classmates used against the new student. There were also tendencies on purpose, e.g. screwing pens, or refusal to cooperate in pairs.\n\nSituation (Anamnesis):\nThe new pupil only joined his new classmates in the 9th year of primary school, so he had a certain disadvantage that he didn't know anyone yet. In addition, he came from a foreign country, so integration was more difficult for him than for his Czech peers. He was active in class, hardworking, achieved excellent academic results, which led some of his classmates to call him a 'nerd'. He became the target of four classmates who insulted him intensely and the other classmates joined in. From the interviews with the class teacher and the guidance counselor, this fact was also acknowledged by his classmates and students from other classes, except for one who did not notice anything special. He had no one to stand up for him and was so completely alone in the classroom, except for one classmate who had fun with him. During April, when the whole situation was already intensively resolved, the parents of two classmates wrote a letter to the school principal, where they objected to the school's claims and fundamentally disagreed with their sons' behavior towards the new student as alleged aggressors. On the contrary, they attacked a new student for problematic and socially inappropriate behavior, which should have bordered on stalking, which was not discussed at all by the school, and they have only four boys as the aggressors and not the new student, who was also to blame. They defended it as provocation on the part of the new student, and he himself was the trigger of this hateful reaction to him. A more detailed anamnesis of class relations took place in May in the presence of a worker of the pedagogical-psychological counseling office as part of the indicated primary prevention program. During the program there was complete disinterest, there were also violations of the rules that were established at the beginning of the program. The pupils were not able to cooperate and invented other names. It was heard in the counseling center that the program was not needed because the situation had already been resolved a long time ago. It also revealed that it was common for different people to be targeted for remarks because of their difference or appearance. This has already happened in the past, when a classmate, who is no longer studying at the school, was also their target. Insults and taunts thus became a completely normal situation, which some perceived as fun, even if they bothered the majority of the class.\n\nTeacher Intervention (Solution):\nIn March, the situation began to be resolved with the class teacher, and interviews were held with a new student, who gave the names of four boys who very inappropriately chose nicknames and comments towards him. The other classmates, instead of standing up for him, stuck together and laughed at him together, except for one who was friends with him. Towards the end of March, there was also an interview with four classmates whom the new pupil identified as those who called him inappropriate names and mocked him. The school prevention methodologist was also present at these interviews. These classmates admitted part of their guilt, but denied that the situation was serious. On the same day, part of the pupils stated that they would like to talk about the problem and try to solve it, so the whole class was promised a meeting by the school. The next day, a meeting was arranged by phone with the school's prevention methodologist, an employee of the pedagogical-psychological counseling center and the class teacher. Additional interviews were also held with the new pupil and one of his classmates. The classroom situation was mapped in the form of questionnaires. The class teacher called the parents about the occurrence of inappropriate behavior towards one of the classmates and suggested the next date of class meetings. It was set 5 days later. On the same day, there was also a meeting with the whole class, where interviews were held with the whole class in the presence of the class teacher, the guidance counselor and the new pupil who also wanted to be present. A day later, the facts were summarized and the whole situation was again consulted with the educational advisor, the school principal, the deputy school principal, and also with the school psychologist. The school principal reprimanded the aggressors for inappropriate behavior towards a classmate, and further steps to resolve the situation were suggested to all involved. The following week, a meeting was held with the parents of the two boys, who were informed about the situation in detail, and then a proposal to reprimand the school principal was discussed. The following day, a pedagogical meeting was held, where a proposal to reprimand the school principal was discussed, and in the later hours, a class meeting took place in the presence of the class teacher, the educational advisor, the deputy principal of the school, and an interview with the mother by one of the classmates took place. After the class meetings, interviews were held with the parents of two other classmates. They were informed about the situation in detail and then a proposal to reprimand the school principal was discussed. Later, a consultation took place with a staff member of the pedagogical-psychological consultancy in the presence of the class teacher, where the school's procedure was found to be correct. The next date is set for May. During April, there was a meeting with the new pupil's mother. In April, letters from the parents of two classmates arrived at the school's address, in which they fundamentally objected to the behavior of their sons and wanted the school principal to respond to the following matters: the intention to reprimand the school principal, a new complete assessment of the entire situation, which will be as transparent as possible, and an improvement in information parents or legal guardians. The letter also contained terms that were supposed to be used against the new student. Parents refuse to take a few such words as bullying. In May, a program of indicated primary prevention took place in the classroom with the staff of the pedagogical and psychological counseling office. Most of the class despised this program and refused to participate in it.\n\nOutcome:\nDuring the indicated primary prevention program, the pupils expressed their dissatisfaction with how the whole situation was resolved and also expressed their dissatisfaction with the school's procedure and the guidance counselor who evaluated the pupils based on previous situations. At the same time, there was an opinion that many more pupils should have been punished than just four. The students perceived the program, which aimed to evaluate the current situation in the classroom, rather negatively. The program helped to 'clean up' the situation, but it was too late to change anything. Part of the classmates believed that the program would divide the class again and did not bring a new solution. So it can be said that the relationships in the class were in an advanced stage of disruption, they were bad, unresolved and neglected for a long time, so it was difficult to change anything. The only relief was that the pupils attended the ninth grade, so after the holidays each of them had already left primary school.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nHobbies: –\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "537", "student_age_year": "14 let, 9. třída", "student_hobbies": "–", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské (fyzika, matematika)", "teacher_practice_years": "30 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/723", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught mathematics at elementary school, specifically in the 6th grade. The student often fell asleep and stopped working, so it was necessary to encourage him to work several times an hour. He also often asked to be released to the toilet (to take a break from the stress of teaching, walk around and also relieve himself). Whenever the students had to work alone, after a while the student got stuck, stopped working and started playing with whatever he had at hand (rubber, pencil, ruler). When I pointed this out to him, he usually started working again. It also happened that, when entering more examples, he started copying them all at once and then forgot to calculate them. I tried to remind him to always write down one example, solve it, and then write down another. Unfortunately, he always forgot it by the next hour.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADD - personality disorder without hyperactivity since preschool age. That's why it often happens that the student falls asleep and stops working in class, starts playing with whatever he has at hand. He also often asks to be excused from class because he wants to go to the bathroom (this happens several times an hour). There is a good mood in the class, the team does not exclude the student in any way.\n\nTeacher Intervention (Solution):\nI always tried to bring a student back to our class when I saw that he was daydreaming and not counting. I also put him in the front pew so I have a better view of what he's doing at any given moment and if he's counting. At the end of the year, the student also didn't want to go to the bathroom as much anymore, which I attribute (and I also hope) to the fact that he started to feel safer in my classes, less stressed and no longer needed to run away.\n\nOutcome:\nThere is no way to solve the problem, we can only direct him more so that he concentrates better in class. Which, in my opinion, I also did well. As I said before, at the end of the year, the student stopped running to the toilet so often, and I also take that as a small victory.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída\nDiagnoses: ADD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Support, Transfer of student, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "723", "student_age_year": "11 let, 6. třída", "student_hobbies": "", "student_diagnoses": "ADD", "student_disorders": "", "teacher_approbation": "Vysokoškolské (Ing.) + Studium v oblasti pedagogických věd - učitelství 2. stupně a SŠ", "teacher_practice_years": "2", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/924", "content": "TEACHING CASE STUDY\n\nBackground:\nOne Friday, about 15 minutes before the end of the lesson, so it can be said that a little after half the lesson, the student started packing and packed all the things from his desk. I informed him that the class wasn't over yet, that there were 15 minutes left and the teacher was finishing the class, and I hadn't even given my homework for the weekend. The student replied that he was no longer interested, that he wanted to go home and enjoy his free Friday, because he had matches all weekend. I didn't know how to react, so I repeated in a sterner voice that I was finishing the class and let him unpack his things again to write down his homework. Fortunately, he listened to me.\n\nSituation (Anamnesis):\nIt is about a boy who grows up alone with his mother because his father abandoned them. It can be seen that it has to do with his behavior, because the student is sometimes rude and sometimes does not behave nicely. His mother does not force him to go to school in any way, because she is happy that he is doing well in football and believes that he will be good at what fulfills him. I always try to praise him in gym, because he is an excellent athlete, but I also demand a decent attitude from him in other classes.\n\nTeacher Intervention (Solution):\nAfter I finished Friday's lesson, I asked the student if he could stay in the classroom for 5 minutes and he replied: \"Okay, yes.\n\nOutcome:\nAlthough this particular situation never happened again, I was not so satisfied with the solution, because sometimes the student continued to be rude and I could have solved it differently.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Fotbal\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Arogance,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal aggression\nSolutions Applied: Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "924", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Fotbal", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Arogance,Disrespekt", "teacher_approbation": "Mgr., Mat, TV", "teacher_practice_years": "33", "problems_annotated": "Nonverbal disruption of lessons, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1490", "content": "TEACHING CASE STUDY\n\nBackground:\nMy name is and I have almost thirty years of teaching experience. I was the principal of the given village elementary school and at the same time a teacher of the first three grades. In my practice, I have found that the teacher should explain and show the students why they go to that school and what they can get there. At the same time, however, it is necessary to teach them to fulfill their duties and tasks so that in the future they will be able to be responsible both in their family and work lives. I also try to achieve this by consistently checking the homework I assign to my students. Of course, I met several problematic students who had difficulty completing the problems consistently. These children then, for various reasons, begin to accumulate homework until finally they are completely overloaded with uncompleted tasks. I usually try to solve this problem with students only at the teacher-student level. The case was no different. Most of the time, problematic situations arise when we explain the tasks they will do at home in class. However, when he opened the notebook in class, he almost always found unfinished homework from the previous days and a large crossed-out letter, which I used to warn him about the insufficient completion of the tasks. When I asked if he had even opened the notebook during yesterday afternoon, he mostly replied that he was at soccer practice and that he had forgotten about it.\n\nSituation (Anamnesis):\nThe story took place in a small village school. He was in his third year when his problems with schoolwork became fully apparent. In the case, I think the main problem was that he comes from a sports-oriented family. In his free time, he more or less commuted to various sports clubs such as football, hockey, basketball, karate. He didn't have that much time or energy left for school and preparing for school. In his case, there was also a problem with his parents, who did not pay much attention to education at home and did not notice how well he was doing at school. Another snag was the fact that both parents came from Slovakia and at home they talked exclusively in Slovak. However, when he came to school and had to speak Czech, he had a mess in his head and mixed the two languages together in various ways.\n\nTeacher Intervention (Solution):\ndecided to solve it by saying that instead of him going after school for an hour and a half to the sorority, he would always write homework individually with me for at least half an hour. I know that I was actually leaving him after school and maybe punishing him a little bit in his eyes, but at the same time it seemed to me like a solution that would give the student the space to do the tasks even before he leaves for training by bus. I don't know if it won't be seen as a drastic solution today, but I can safely say that this approach has worked for me in this case. You could see that he needed guidance both with football and with homework. However, what worked for , might not work for others and I am fully aware of that. However, in this case, I think it worked very well. I also know this for the reason that, although he has long since left our school, I have information about how he is now studying in the second grade of elementary school and that he has not let up on the fulfillment of his school duties.\n\nOutcome:\nAt first he obviously didn't like being after school, but after a few days he got used to the routine and homework stopped being a problem. You could even see afterwards in the lessons when we checked our homework that he was satisfied with the fact that he had completed the given tasks and did not have to be ashamed in front of other classmates. In the end, I was even able to leave him alone in the classroom after class and let him work independently on his assignments. Everything was also reflected in better academic results, and especially in the Czech language, which improved dramatically, and I think he was also proud of the progress he made.\n\nStudent Profile:\nAge/Year: 3. ročník ZŠ (vesnická malotřídka)\nHobbies: Sport\nDisorders: Nepozornost,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Consequences, Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1490", "student_age_year": "3. ročník ZŠ (vesnická malotřídka)", "student_hobbies": "Sport", "student_diagnoses": "", "student_disorders": "Nepozornost,Nepracovitost", "teacher_approbation": "Mgr. (učitelství pro první stupeň ZŠ)", "teacher_practice_years": "29", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/631", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the art class was such that a student in the seventh grade painted a male genitalia on his tempera painting for his classmate when she went to the toilet. Students worked in the drawing and painting studio at the easels. Considering that art education studios have a more relaxed regime where students can move freely around the studio, he did not notice the inappropriate activity of the student. The student was very frustrated by the situation, he even noticed her crying. The student's classmates made a lot of fun of his work and he became the hero of the moment.\n\nSituation (Anamnesis):\nThere were 21 students in the art class. There were many very talented pupils. He had not previously noticed any significant problems or contradictions in this team.\n\nTeacher Intervention (Solution):\nAfter discovering the situation, he sent the student to the office, which is located a few meters from the art studio, and told him to wait for my arrival. He calmed the student down, removed the work from the easel and gave her a new drawing to paint the work again. He told the students that the act was wrong, that it was neither heroic nor admirable. He explained to them that male and female nudity have been depicted in art since ancient times, that nudity is a part of life, and he showed the students several works of art from the pictorial publication, such as a sculpture. What their classmate did, that was stupid and primitive, that he probably just wanted to get out in front of them, somehow draw attention to himself, interest them. The students continued their work. He spoke to the student, told him what he told his classmates in the class. He mainly explained to him that one should not interfere with someone else's work, that someone would make some effort to create a work and he would destroy it with a few strokes of the brush. That he would certainly not be comfortable if he created something and someone else came and broke the thing for him. When he showed him the incriminating drawing, he found out for himself that his painting was not suitable for the work and that it was inappropriate and not even beautiful. He asked him if he wanted to improve his classmate's picture or just address her. He explained to him that he does not interfere with anyone's artistic work. That it is not possible to come to a gallery and scribble a picture. The student admitted that he understood the arguments. They shook hands in a promise that he would never do such an act again. He told him to apologize to the student, which he did, and apologized to everyone else in the class.\n\nOutcome:\nIn the following hours, the student already worked as he was supposed to. He participated in the work of the whole class. After a while, the incident was forgotten. His behavior, like the behavior of other students, was adequate for the given adolescent age. The student successfully and successfully graduated from school.\n\nStudent Profile:\nAge/Year: 17 let, třetí ročník\nHobbies: Sport, filmy, videohry\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Violation of classroom/school rules\nSolutions Applied: Agreement, Consequences, Working with the collective, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "631", "student_age_year": "17 let, třetí ročník", "student_hobbies": "Sport, filmy, videohry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Pedagogická fakulta Ostrava, český jazyk a výtvarná výchova", "teacher_practice_years": "32 let", "problems_annotated": "Nonverbal disruption of lessons, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Working with the collective, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1038", "content": "TEACHING CASE STUDY\n\nBackground:\nThis problem has happened before before my internship. Once, when the class teacher was collecting money for a school trip, the student repeatedly did not bring the money. So the teacher wrote to his mother with a reminder that the deadline by which the money must be sent is approaching. However, the mother immediately wrote to the teacher that she had already given the student money for the trip several times. There have been problems with this student before.\n\nSituation (Anamnesis):\nThis is a student whose parents have divorced. The student has very poor results at school, once he was even absent from school. If he was already present at school, he behaved very arrogantly, was rude and did not respect the school rules. In the eighth grade he had to take placement exams. After school he met a group that had a very bad influence on the student.\n\nTeacher Intervention (Solution):\nAt first, problems were solved only with the class teacher. Later, however, the school psychologist and the student's parents were also called to this case. From the communication with the pupil, it was established that the pupil kept money from his mother and used it to buy various things.\n\nOutcome:\nAlthough the pupil attended regular sessions with the school psychologist, his problems increased rather than decreased. Therefore, the situation could not be resolved in any way only in the school environment. The student now attends a session with a psychologist in the city where he lives and the problems still persist. However, the small shift was reflected in the student's grades, which are now slightly better.\n\nStudent Profile:\nAge/Year: 14.let, 9.ročník\nHobbies: videohry\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules, Attendance problems, Verbal aggression\nSolutions Applied: Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1038", "student_age_year": "14.let, 9.ročník", "student_hobbies": "videohry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Krádeže", "teacher_approbation": "Střední škola s maturitou", "teacher_practice_years": "12 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1407", "content": "TEACHING CASE STUDY\n\nBackground:\nLast year, the thefts started in the 7th grade, which is led by the class teacher. At first it was relatively small things. For example, when a student in class celebrated his birthday and gave out candy, the candy went missing from the desk to the children who were not there at the time. The class teacher also received complaints from the children that their stationery was being lost. Once, a student's T-shirt went missing from the locker room while they were having gym class. She became suspicious of the classmate because she had already suspected him once when she noticed that he had the same pen that she had recently lost.\n\nSituation (Anamnesis):\nŽačka is a smart, diligent girl who pays attention in class and does not disturb her. His grades are average, rather better. She is popular among teachers, often offering her help. But she is not popular in the classroom, probably also because of her social background. Unlike other children, she doesn't have a phone, during the covid period she had to borrow a laptop from school. Classmates do not go on trips or excursions.\n\nTeacher Intervention (Solution):\nThe class teacher listened to the student and explained to her that next time it would be better if she went straight to her with her suspicions, because she can't just walk into other people's things. At the same time, she gave her understanding for her situation and did not accuse her in any way. She asked her not to deal with the suspect and other children until the circumstances were clarified. Subsequently, she invited the suspect to her office with the request that she needed help regarding the theft of items in the classroom. She spoke kindly to him. She told him that she would appreciate it if he knew where it might be, that it would help her a lot, because the student cares a lot about the T-shirt and is sad about it. That it would have to be resolved with the parents and the whole thing would be complicated. The suspect denied knowing where the T-shirt might be, but offered to help.\n\nOutcome:\nThe next day, the suspect brought the student a T-shirt saying that he had found it. She didn't ask anything, she was just glad to have him back. But the suspect's conscience gnawed, and he finally confessed to his classmate and returned the other T-shirt to her.\n\nStudent Profile:\nAge/Year: 12 let, 7. třída\nHobbies: biologie\nDisorders: Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Interview\nImplications: Longterm success, Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1407", "student_age_year": "12 let, 7. třída", "student_hobbies": "biologie", "student_diagnoses": "", "student_disorders": "Krádeže", "teacher_approbation": "Mgr., VV, ČJ", "teacher_practice_years": "23 let", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success, Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1005", "content": "TEACHING CASE STUDY\n\nBackground:\nI had two very different girls in my class. One pupil was very energetic, extroverted, talkative and lively. The second pupil was very quiet, so very kind and responsible, quite introverted. One day, the parents of the second pupil came to complain that the first pupil behaved condescendingly towards their daughter, telling her what to do and who to be friends with, sending her to the buffet for snacks. In the course of one month, they came to complain about 2 or 3 times.\n\nSituation (Anamnesis):\nFirst pupil (bullying) – extroverted, energetic. The second pupil (bullied) – quiet, introverted.\n\nTeacher Intervention (Solution):\nSo I immediately started working on the team. With the whole class, we played games and did exercises to consolidate the children in the class, we talked about friendship, how friends should treat each other nicely. As part of the reading workshops, I also chose books with the theme of friendship so that the children could experience the rules and principles of good interpersonal relationships. I then talked to the first pupil (the bully) about how she behaves towards the second pupil, that it's not nice, that female friends don't treat each other like that. In the end, it was found that the parents of the first student (the bully) just got divorced, so I concluded that the student's possible behavior is due to the demand for attention and a sense of loyalty from the second friend (by telling her who to hang out with, etc.).\n\nOutcome:\nThe bullied parents then reported to me that everything is fine now, that the girls already have a nice friendly relationship with each other. After talking with the bullied girl, I also found out that she feels good and that she already understands the first student. I would therefore evaluate this work with the team as successful and the problem solved.\n\nStudent Profile:\nAge/Year: 7 let, 1. třída\nHobbies: Gymnastika, šachy\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1005", "student_age_year": "7 let, 1. třída", "student_hobbies": "Gymnastika, šachy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., 1. Stupeň ZŠ", "teacher_practice_years": "25 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/274", "content": "TEACHING CASE STUDY\n\nBackground:\nIn my civics class, I had a student who had the teacher as well as the whole school hooked. The student comes from a complete family, has no recommendations from a counseling center or center and generally gives the impression of being intelligent. The only problem is that he sometimes acts like a jerk. It should be noted that only at school. He is like an angel at home and his parents do not believe that he would behave differently at school. To top it all off, he has a role as a jester in the classroom.\n\nSituation (Anamnesis):\nSo I designed the lessons in this class to be more action-oriented (activation methods, dramatization, etc.). However, even so, I found myself in situations where it was necessary to direct the student in question. I got advice from the class teacher to scare him by saying that she hears about it at home and he is afraid of it.\n\nTeacher Intervention (Solution):\nSo I came up with this solution once and threatened him that he would get a note if he didn't start working properly and stop disturbing his classmates with things that weren't even related to teaching. So he stopped for a while, but in about half an hour he started again, so I had no choice but to give him a note. The truth is that by the end of the hour he had given up, but I didn't feel a sense of success or perhaps victory. On the contrary, in retrospect it came to me as my personal loss, and since then I have successfully dealt with similar situations in a different way.\n\nOutcome:\nThis situation Problem behavior repeats and, if applicable, indicate how often: yes / no Behavior disorders (lying, cheating Lying, insulting classmates, rude behavior Confirmed diagnosis of the pupil/s, e.g. no Pupil's benefit - subjective view: below average - average - above average Interests of the pupil/ ů Did you use procedures based on a specific approach in the solution? If yes, write which one: no, it happened before the first wave of the coronavirus, so I didn't see the pupil for another six months. I didn't teach him in the following years, but from what I know from my colleagues, he is a constant problem student who cannot be reasoned with, but he is subject to, for example, punishments that give him extra work.\n\nStudent Profile:\nAge/Year: 13\nHobbies: Hry, filmy, seriály\nDisorders: Lhaní,Vulgární vyjadřování,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Consequences, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "274", "student_age_year": "13", "student_hobbies": "Hry, filmy, seriály", "student_diagnoses": "", "student_disorders": "Lhaní,Vulgární vyjadřování,Arogance", "teacher_approbation": "Vysokoškolské (NJ-ZSV)", "teacher_practice_years": "2", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "Failure", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1025", "content": "TEACHING CASE STUDY\n\nBackground:\nLast year, I taught music and art in the 7th grade, and there was a boy who interrupted every lesson - annoying, commenting on my explanation, repeating after me. In a way, he was a meerkat - whatever was going on in class, he had to know and comment on it. He was sitting in the first pew at the very front, which I didn't really understand, because usually the naughty pupils here sit in the back pews. In one lesson, the boy was so annoying that I told him to sit in the last bench. The student sat down there and then cried after a while. I went to see him and he didn't answer my question why he was crying. When the crying didn't stop even after a while, I took him aside from the other children in the class and we went to the corridor, because I didn't want to solve his personal problem in front of all my classmates. Many teachers do not realize that even children are sensitive people who do not need everyone to know about their personal problems right away. So I wanted to solve this problem mainly in private.\n\nSituation (Anamnesis):\nIn the classroom, the student is the one who gives direction and opinions. It is always heard first and is always the loudest. He comments on the teachers' statements, interrupts and shouts, he must have an overview of everything happening in the classroom. However, the student is not a bully, bullying has never been detected in his class.\n\nTeacher Intervention (Solution):\nSince the problem with this boy was current, I took the student to the hallway in the middle of the lesson, because in the next two hours after class he would not be so cooperative. I assigned the rest of the class an assignment and left the class with the student. In the hallway, I started asking him what was going on. At first, the student replied that nothing was happening - so I started asking him about school, his family, his grades, his friends, his girlfriends. I had to mention everything to find out where the problem was. We finally worked out that the reason he was crying was because he can't see in that back seat because he has an eye problem, but he's embarrassed to wear glasses. That's why he prefers to sit in the front in all lessons, where he can see the blackboard. I had no idea that he had such a problem, not even from my colleagues, so I found out only because I sat him in the back. We talked about it with the student (about 10 minutes). I explained to him that he doesn't have to be ashamed of his glasses, but if he's disruptive, the other teachers might move him to the back desk. I also told him to wear those glasses so that the kids wouldn't laugh at him in class. The whole thing actually came about because he was afraid that his classmates would laugh at him, while he is the one who laughs at others. Which is a paradox - because children are most afraid of what they do themselves. In the end, I solved the problem by washing his face after he cried, and we went back to class. His classmates were curious and were already forming conspiracies as to what had happened to make the student cry. So I explained to them that the pupil has vision problems, and that we will seat him again in the front so that he can see, but at the same time I emphasized that if the pupil does not behave properly in my classes, I will seat him again in the back and I will not be interested in whether he can see the writing on the board or not.\n\nOutcome:\nSince then I have had no problem with the student. He doesn't want to wear glasses and I can't force him because that's the parents' business. I let the parents know about this situation, but I can't force the child. So we made a deal - he won't be disruptive in my classes and I'll let him sit in the front. This also solved my indiscipline in the classroom - no one in the classroom interrupts my lessons, repeats after me, or comments on me. Of course, I didn't solve his problem, he still can't see and doesn't wear glasses. But these are exactly the things that you, as a teacher or teacher's assistant, can no longer intervene in - that is already the parents' business and it is up to them to intervene.\n\nStudent Profile:\nAge/Year: 7. třída, 12 let\nHobbies: sport, počítačové hry\nDisorders: Rušení výuky,Potřeba pozornosti,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Verbal disruption of lessons\nSolutions Applied: Agreement, Working with the collective, Transfer of student, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1025", "student_age_year": "7. třída, 12 let", "student_hobbies": "sport, počítačové hry", "student_diagnoses": "", "student_disorders": "Rušení výuky,Potřeba pozornosti,Disrespekt", "teacher_approbation": "Střední škola obor Humanitární a sociální činnost Vyšší odborná škola obor Personální řízení Titul DiS.", "teacher_practice_years": "7 let", "problems_annotated": "Emotional outbursts, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/363", "content": "TEACHING CASE STUDY\n\nBackground:\nThe class was getting ready for gym class. The teacher picked up the class and together they all went to the gym. On the way to the gym, one of the students told the teacher that he had forgotten his gym clothes and asked if he could go home for gym as it was very close. The teacher hesitated at first, but finally let the student go because he was happy that he was interested in practicing. Gym class started and the student still wasn't back. After about 60 minutes, the teacher got scared and started asking the other students if they had a number for the student. The students had the number, but the student did not answer the phone. The teacher tutored physical education, sent the students home and began to resolve the situation. At first, he tried to call the student from the school phone, but still no one picked up the phone. After that, the teacher found the student's address and went to look for him at home. When he arrived at the block of flats, he started ringing the bell, but no one answered the front door. He waited at the house for a while and then slipped into the house with another resident of the house. He got to the apartment, but again no one answered. So the teacher decided to go back to school and see the class teacher. The class teacher gave the teacher the parent's number and together they agreed to call the student's mother. The mother picked up the phone, the teacher explained the whole situation to her, and the mother said she would try to call her son and then call back. After some time, the mother called the teacher back and told him that the son was fine at home and explained the whole situation to the teacher. On his way to PE, the student found out that the electricity was not working in their block of flats. Therefore, he had to go up the stairs to the apartment, and as it was dark in the house, he fell. At home, he decided that he would rather not go to school and wait for his mother. The mother also told the teacher that the student does not take strangers' numbers and also does not open the door to strangers.\n\nSituation (Anamnesis):\npupil is a pupil who lives in the same household only with his mother. He often treats his mother very disrespectfully. The class teacher claims that she does not respect her mother and that is the reason why she has so many unexcused lessons. It often happens that the class teacher calls the mother why the student is not at school. Most of the time, the mother does not even know that her son did not come to school. The student's academic results are rather below average, he often misses classes, which is also reflected in his grades.\n\nTeacher Intervention (Solution):\nAfter the problematic situation from the previous day, the teacher called the student to the office, where the class teacher was also present. Together, they asked the student not only about the situation when he went to physical education, but also tried to negotiate with him about his missed lessons. The class teacher told him that if he didn't start going to school, he was in danger of having to repeat the grade. The student replied that he is often sick. So the class teacher suggested that they call the student's mother to the school as well, so that together they could resolve this situation somehow. The mother came to school within a week and told the class teacher that she did not know how to deal with her son, that he did not respect her and did not go to school despite the mother's orders and warnings. So the class teacher promised the mother that she would talk to the student one more time. During the conversation with the student, she threatened him again that he would have to repeat the year and would not be able to go to the school with his friends, where they all want to learn auto mechanics together. This information really worked for the student and his missed classes improved and the student successfully completed the 9th grade.\n\nOutcome:\nThe situation with physical education was wrong on the part of the physical education teacher, he should not have let the student out of class at all, but the teacher says that thanks to this situation, the student subsequently went to physical education prepared and exercised regularly until the end of his studies. As for the other classes, the number of missed classes decreased and the student successfully completed the 9th grade.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: Počítačové hry\nDisorders: Absence,Lhaní,Nepřipravenost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "363", "student_age_year": "15 let, 9. ročník", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Absence,Lhaní,Nepřipravenost", "teacher_approbation": "Pedagogická fakulta, zeměpis a tělocvik se zaměřením na vzdělání", "teacher_practice_years": "35 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/623", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter returning to school after the end of distance learning, I began to observe hostile behavior between two students. Inappropriate behavior was manifested, for example, by scathingly commenting on the other student's answers during the lesson, attempts to ridicule, cursing or taking things during breaks. Fortunately, the students never resorted to physical aggression, but the mutual animosity was quite clear.\n\nSituation (Anamnesis):\nThe pupils attended the 5th year of elementary school, it was a selective class. Most of the students in the class were very intelligent, which was also true for both boys. There had never been any trouble with them until this moment. Overall, it was a relatively uneventful class. Sometimes it was necessary to deal with the fact that some pupils were too noisy, but no serious problems ever occurred in the class.\n\nTeacher Intervention (Solution):\ndealt with the first signs of inappropriate student behavior only by yelling at them. Although this always worked at the given moment, it only had a short-term effect. I think that after a week it was already clear to me that just admonishing and yelling won't lead anywhere. So I took both students outside the classroom during recess to talk to them. I told them that if they continued this behavior I would have to inform the parents and asked them what the problem was with them. They both responded in a fairly similar way: 'When I absolutely can't stand him anymore.' Although they were not able to tell me what exactly they were provoking each other to do, it was clear that this was not a dispute arising from any specific incident. In short, they didn't sit down personally at the moment. Since these were intelligent boys, I wanted them to think for themselves whether their behavior made sense and what was best for them. I think I said something along the lines of, 'You have two options. You're either going to be here endlessly arguing and ruining the last few months with this class, or you're just going to stop paying attention to each other. So I think it's much easier and more pleasant to be nice to other people, or if that's not possible, to simply ignore them than to keep cursing each other.' Both boys looked annoyed, but agreed to give it a try.\n\nOutcome:\nAfter our conversation, I returned to class with the students. They both looked quite yelled and angry that day. They were in a bad mood for a few more days, but they kept their word and stopped noticing each other. In a few days, their good mood returned and they basically ignored each other until the end of the year. In June, I noticed that they started communicating with each other again. To my surprise, and especially great joy, it seemed that they became friends again.\n\nStudent Profile:\nAge/Year: 2 žáci: 10 let, 5. třída\nHobbies: počítačové hry, sport\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Agreement, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "623", "student_age_year": "2 žáci: 10 let, 5. třída", "student_hobbies": "počítačové hry, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání v magisterském studiu Učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "10 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/3", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not come to classes for a long time, she left school earlier and came later. She apologized late or not at all. Over time, I began to suspect that she writes her own excuses. This behavior started already in the 2nd year, but not to the same extent as in the 3rd year. As the student's class teacher, I began to address this behavior - first with the student, later with the parents, and finally with the school principal and all of the student's teachers.\n\nSituation (Anamnesis):\nThe student is calm, quiet, does not have many friends in the class, is singled out from the group. It is hard to say whether she singles herself out or is singled out by the collective. I think it's a combination. She is above average in humanities subjects, but slightly below average in natural sciences. She is calm in class, hands in her homework on time.\n\nTeacher Intervention (Solution):\nAs the first step in solving the situation, I chose a conversation with the student, when I invited her to my office so that we would have privacy and feel safe. I didn't want to solve the situation in front of the class, or because of the student's age, with her parents before with her. In the interview, she confided in me about her health condition and psychiatric diagnosis. She confirmed to me her truancy and falsification of excuses. She was ashamed of her depression or anxiety, so she didn't discuss the situation with either her parents or me.\n\nOutcome:\nIn the first step, we agreed that I would talk to the teachers and allow her not to be tested in front of the whole class even without announcement and prior arrangement, as it causes her great anxiety. At the same time, as a school, we allowed her a higher % of absence. This solution helped for a while, but not enough. In the next phase, however, I already had the feeling that the student was making things up too much and that instead of trying to solve her situation, she was trying to use her diagnosis to make it easier at school. That's why I ignored further speeches and pleas for another, different and more forceful solution and told her to come to an agreement with the teachers herself on the terms, that I don't want to deal with it for her anymore. Later, the student's mother got involved in the situation and started to communicate the situation with the school principal, and they established an individual plan for her based on medical reports from a psychiatrist. This solution had a very positive effect on the student's performance and, paradoxically, on her relationship with her classmates and the class. I don't think she would have been able to finish high school if this solution hadn't happened.\n\nStudent Profile:\nAge/Year: 17 let, 3. ročník SŠ\nHobbies: výtvarné umění, divadlo, literatura, sport\nDiagnoses: Bipolární porucha\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Lying and cheating, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "3", "student_age_year": "17 let, 3. ročník SŠ", "student_hobbies": "výtvarné umění, divadlo, literatura, sport", "student_diagnoses": "Bipolární porucha", "student_disorders": "Záškoláctví", "teacher_approbation": "Výtvarná výchova a základy společenských věd, magisterský titul", "teacher_practice_years": "", "problems_annotated": "Diagnosis, Lying and cheating, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/7", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at the level of behavior was such that the pupil did not attend school in the 1st grade. There was the coronavirus, there were rules when the children had to be at home when someone in the family was sick, and even then, I think the mother kept him at home on purpose. He attended school very little. And when he came to school, everything that was in his head was also spoken out loud. And that caused problems. In retrospect, I think that it could have been because the pupil joined a new team, a different school and a different village. He apparently needed to assert himself or feel safe. He did it by wanting to be heard, wanting to be seen and wanting to be noticed. It is possible that it has to do with a family where there are four children and he is the oldest, and later he did not receive as much attention.\n\nSituation (Anamnesis):\nThe student was sitting in the back of the class and shouted over the whole class, he has a very strong voice on his own and he can't even whisper. So I sat him next to me in front of the chair, so that he would speak his thoughts to me and not disturb others. The second problem was that he could hardly write. Mom's attitude was that he should figure everything out himself. From my point of view, he wasn't guided and he wasn't used to correcting the mistakes he made. When he almost didn't go to school in the 1st grade, the teacher didn't even correct his notebook, where it looked like he was writing with his feet. At this school, the mother, who is in favor of alternative education for her child, was apparently more accommodating. He came to our school with a diagnosis from the pedagogic-psychological consultancy that he has crossed laterality.\n\nTeacher Intervention (Solution):\nAfter a few months in my class, he made huge progress - he learned to register lines, he was able to form shapes, and the progress he made was that he was now guided differently. Fortunately, I have known the student's mother for a very long time and I can communicate openly with her. Honestly, if it wasn't like that, I would probably be worried about communicating with her, because this guidance of the child is really more for an alternative school.\n\nOutcome:\nResult of the solution: The student made huge progress - he learned to register lines, he was able to form shapes and the progress he made was because he was now guided differently.\n\nStudent Profile:\nAge/Year: 8 let, 2.ročník\nHobbies: Akordeon od čtyř let.\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "7", "student_age_year": "8 let, 2.ročník", "student_hobbies": "Akordeon od čtyř let.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr – učitelství pro 1.stupeň", "teacher_practice_years": "23", "problems_annotated": "Diagnosis, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/312", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to our school in 2002. He got into the eight-year gymnasium through scio tests. I'm not sure if that was his wish, or rather his parents' wishes. However, he entered prime time here. At that time I only taught, because we had a director who did not have the competence to be a director and actually did not even have pedagogical and psychological understanding. That's why I didn't work as an educational consultant and prevention methodologist at that time. The director simply didn't want it and didn't believe in this mission and didn't even believe it was necessary to have someone like that in the school. And now back to the pupil. The student entered school with his group of boys who had been with him since elementary school. Already in elementary school, they had a problem with this group of boys regarding their behavior. Bullying and psychological abuse were often dealt with on their part. However, no one ever knew who was behind these guys and who was the source and mastermind behind all these actions, but we'll get to that. As soon as the boys started school in September, they looked out for the victim they started bullying. It wasn't bullying as part of physical bullying, but it was more of a psychological kind where the victim was so mentally exhausted that they couldn't even write a test without a total mental breakdown. The teachers tried to deal with it with some punishment in the form of notes and punches, but nothing worked for these boys. No one even knew who was the head of this party and the mastermind of the bullying. The student appeared on the surface to be kind, smart and was the right-hand man of the class teacher. The class teacher did not understand that someone could think that the student is the one who is responsible for everything and she always stood by him. The class teacher thus failed to find the cause and the aggressor, and thus failed. This led to the replacement of the class teacher, who also failed to eliminate this situation. I honestly suspected the whole time that the student was behind it all. I couldn't watch it anymore, and even though according to the director I couldn't fulfill my function as an educational consultant and prevention methodology, I still took it all into my own hands and called a bullying specialist, whom the school eventually paid for. This lady went with the class to a 3-day outdoor school, where she analyzed individual children and managed to find out who the aggressor was. She wrote the results in a document, which she then handed over to the director. Among other things, these results include instructions and recommendations on how to deal with such a situation, and the principal should have informed the class teacher about this. However, the director did not do that and wanted to solve it himself, and in the end it turned out that the aggressor stayed and the victim had to leave. I found that really scary and weird at the same time. The director had absolutely no competence for this and did not solve it successfully at all. As soon as the class learned that the aggressor was a student, everyone immediately turned against him and he himself became isolated and not included in the collective. Therefore, I think that this case is an absolute failure, mainly because of the wrongful act of the director.\n\nSituation (Anamnesis):\nFamily history of the student, at that time, he lived in a big house with his mother and father. Both parents were very handsome and, one might say, of a high standard. Mother was a lawyer and father an engineer. They were also socially recognized. They demanded the same from the pupil, but he was completely different from the parents. The student was a completely different type of person than his parents. He was short, not very handsome, stocky and with little self-confidence. I could compare him to a pupil and he probably also had Napoleon syndrome. He had a sense of inferiority and was complex. He had little hair and went to graduation already bald. The parents expected their son to follow them. He was smart, but that was about it. The girls didn't care about him either, and all this led to low self-confidence and self-complexity, which subsequently led to a great desire for power and control over others. He often cheated, lied and was cunning in everything he did.\n\nTeacher Intervention (Solution):\nThe main and, I think, important solution was on my part, because I called the lady who specialized in bullying. If the director, who was competent at his job, took over everything, maybe everything would have turned out differently and better. The victim would not have to leave and the aggressor would not have to become a victim himself.\n\nOutcome:\nImmediately after the solution, the victim left the school and the aggressor remained. After a certain time, the whole class started to realize that they didn't want to hang out with someone who was the head of all this bad and they got rid of the student and the student actually became a victim himself because he lost everyone.\n\nStudent Profile:\nAge/Year: 11 let (prima- nižšší gymnázium)\nHobbies: Videohry\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Podvody,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: (Disciplinary) Punishments, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "312", "student_age_year": "11 let (prima- nižšší gymnázium)", "student_hobbies": "Videohry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Podvody,Šikana", "teacher_approbation": "Vysokoškolské vzdělání- Mgr.", "teacher_practice_years": "30 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/669", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student transferred from an alternative school to a multi-year gymnasium, the functioning of which he was not used to and did not want to get used to. He refused to carry aids (e.g. pencil case). It was precisely because of not carrying the device that he often harassed his classmates to lend it to him. The situation did not improve over time, and therefore the pupil's legal representative was invited to the school for an interview with the class teacher. On the very day when the meeting between the legal representative and the class teacher was supposed to take place, it became clear that the pupil had, among other things, bullied a classmate by sending her offensive messages via social networks (even in the presence of the school). The new findings were thus also the subject of a meeting, which was eventually attended by the educational counselor and the school principal. The legal representative behaved very aggressively at the meeting and denied all the son's guilt - even though the school had evidence of communication between the pupil and the girl. The school offered a solution in the form of short-term tolerance of the pupil, provided that the problem with bullying was resolved - this did not happen. The girl and her legal representatives insisted on just an apology and a promise that the bullying would not happen again. The student's legal representative requested contact directly with the victim and her parents. The school quite understandably refused this. The legal representative left the meeting.\n\nSituation (Anamnesis):\nThe student attended an alternative school and did not manage the transition to a multi-year gymnasium. He refused to conform to the school's rules. He was one of the more gifted students at his original school.\n\nTeacher Intervention (Solution):\nAt the beginning, the situation was resolved only with individual teachers, later the class teacher took the initiative. The highlight was the aforementioned meeting and hostile dealings with the legal representative.\n\nOutcome:\nThe legal representative transferred his son to another (primary) school.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons, Bullying\nSolutions Applied: Agreement, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "669", "student_age_year": "14 let, 8. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ – biologie, chemie", "teacher_practice_years": "26", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/947", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerns a pupil who was set on a shy pupil. The former often picked on the latter at school, but this behavior never crossed a certain line, at least not at school. The first pupil often had to draw attention to himself and attract attention. The second student was the exact opposite. I remember that the first student also received a few notes when he somehow scolded the second or took his slipper and ran around the school with it.\n\nSituation (Anamnesis):\nFor a long time, however, no one knew that the first student bullied the second after school. Often after the end of the school day, he would wait for him in front of the school, where he would provoke him, beat him or steal his school supplies. The second student was afraid to tell his parents at home, so he often invented other reasons for the disappearance of his tools, etc...\n\nTeacher Intervention (Solution):\nThe first pupil came to me one day to tell me what was going on and the situation was subsequently resolved. Fortunately, the solution was not drastic. I invited the parents of both pupils to the school, who talked about the children. Subsequently, the first student was told that if he did not stop this behavior, he would be awarded a demeanor. I guess they didn't praise him for this behavior at home either.\n\nOutcome:\nSince then, the first student gets along relatively well with the second, and the situation has not happened again. The first pupil became aware of his behavior and the knowledge of the punishment deterred him from further bullying.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: Sporty, kroužky, počítačové hry\nDiagnoses: Dyslexie\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Bullying\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "947", "student_age_year": "11 let, 5. třída", "student_hobbies": "Sporty, kroužky, počítačové hry", "student_diagnoses": "Dyslexie", "student_disorders": "", "teacher_approbation": "Mgr. – Tělocvik, čeština", "teacher_practice_years": "11", "problems_annotated": "Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1485", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, we all kind of suspected that there would be problems with some students. It could be seen that the whole class was still getting used to the regime after the holidays during the first days of September, but I did not notice any conflict between anyone. Everyone kind of stuck to their party, they cooperated in class to the extent that I was used to from the last school year. The conflict didn't take place until after school in the locker room, a colleague who was in charge that day told me about it that day, but the participants were already at home, and that's why I decided to deal with it the next day. Two pupils got into a fight in the locker room, although the main actors were two other pupils who were said to be standing outside watching them. A colleague heard them screaming from another cell (note: the supervisor is in charge of three cells, the conflict took place in the middle one) and immediately went to tear them apart. They responded to the teacher's loud call to stop. She sent one student home first from the locker room, she told him to go home immediately and not wait for anyone. Two pupils remained on the bench in the corridor, where a colleague was in charge. At that moment, she already had about ten minutes left, so she did not delay the students in any way. I was amazed at the conflict, how could two students meet in the locker room, when one does not go to lunch and can immediately go home after school, while the other, on the other hand, goes to lunch and usually stands up for the younger sister in the sorority. It occurred to me that one might have been waiting with another student for another student to come back from lunch.\n\nSituation (Anamnesis):\nThe student lives alone with his mother, who, however, does not communicate with the school or attend class meetings. He 'grows like wood in a forest' and due to his problematic behavior he was assigned an assistant by the school psychologist. He is disruptive in class, behaves aggressively towards his classmates, does not fulfill his school duties and mocks the teachers. His benefit changed after the assignment of an assistant, who has to push him to work and direct his energy to work. He and his friends are taller than the rest of their classmates and often make fun of the height of other students at school. The student likes to show off in class and elevate himself above others when he knows more facts in the explanation. He is of smaller stature, likes sports, especially floorball and soccer. It has an average to slightly above average benefit. He sometimes provokes and pokes classmates. The student is a friend of another student, he does not have much fun with the other student. He is the 'leader of the party', often leading his friends to do bad things. The next pupil usually does not allow himself to be persuaded, but the next pupil goes along with it with gusto.\n\nTeacher Intervention (Solution):\ndidn't solve the problem until the next day, because not a single student was at school when I found out about him. In my free class, I took the students out of math class one by one and discussed the incident with each one in as much detail as possible. At the time, the school psychologist was on an adaptation stay with older students, so I did not have the opportunity to discuss my progress with him. Gradually, I got a picture of what actually happened in that locker room, even though some of the students' statements were downright contradictory. In the end, I sat two students next to me and told them to tell me one more time what happened. The whole conflict arose from the fact that one student was sitting in the locker room where the other student had his things and refused to move so that the other student could take his things and leave the school. After the argument, the first student got up from the bench and pushed the second student against the wall, before the teacher arrived, he punched the second student in the stomach. Fortunately, it was nothing serious. I agreed with both students that they would shake hands and that it would not happen again.\n\nOutcome:\nNo similar incident happened again. Two students no longer had any problems with each other and one student did not physically attack anyone during the time he studied at the school. The first days after the 'judgment' there was a tense atmosphere in the classroom, but it calmed down after a week.\n\nStudent Profile:\nAge/Year: 12, 6. ročník\nHobbies: Přátelé, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1485", "student_age_year": "12, 6. ročník", "student_hobbies": "Přátelé, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., OV, D, ČJ", "teacher_practice_years": "18", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/216", "content": "TEACHING CASE STUDY\n\nBackground:\nSince the student did not pay attention to my instructions even after repeated calls, I decided to threaten her a little. I wrote down her name and told her that I would tell a colleague to specifically test her when she returned from the fabric and to check that she had taken notes as the students were instructed.\n\nSituation (Anamnesis):\nThe student replied that she didn't care that her grades were stolen.\n\nTeacher Intervention (Solution):\nIn order not to dwell on idle words, I actually drew the teacher's attention to the pupil. I was not present at the further development of the situation, so I only know it from the narration of a colleague, because I was interested in how it turned out. I found out that he did the inspection and of course she didn't have the notes - which I didn't really expect. So he tested her for the subject, she didn't know the subject, so she was rated insufficient. When I asked my colleagues how and if he intended to solve the situation further, he stated that in the case of the pupil, he had resigned a long time ago for some kind of correction and that he would last the year or so in the same class with her. Because her father would be needed to solve the situation, and that steals her benefit, as well as behavior. So there is no one to resolve the situation with.\n\nOutcome:\nAs can be seen, this situation has not been resolved. The student continued to do what she wanted, neither grades nor threats that her father would be informed about her behavior helped. In the end, the student passed the basics of social sciences, she was graded with a four, as in most other subjects. Now she is already in her high school graduation year, and one can only speculate whether her attitude will change to a more responsible one.\n\nStudent Profile:\nAge/Year: 17 let, septima\nHobbies: Tanec, zpěv\nDisorders: Podvody,Nepracovitost,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "216", "student_age_year": "17 let, septima", "student_hobbies": "Tanec, zpěv", "student_diagnoses": "", "student_disorders": "Podvody,Nepracovitost,Záškoláctví", "teacher_approbation": "Ruskýjazyk, občanská výchova", "teacher_practice_years": "8 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/874", "content": "TEACHING CASE STUDY\n\nBackground:\nSmoking disposable flavored cigarettes in the boys' toilet is a problematic situation that arose from the trend of today. Recently, modern smoking of these cigarettes is both very harmful and addictive. We had to act quickly to prevent the situation from happening again. Pupils are looking for ways to impress each other and are also probably looking for an escape from the everyday world of reality.\n\nSituation (Anamnesis):\nThis class works well together and has strong friendships. A student with a disposable nicotine-free cigarette is a problem-free boy who does well at school, he is an average schoolboy. He is good at sports, plays football well and has a set routine. He has great parents who guide him in the right direction. I take the way he behaved as just a small failure. The student probably just wanted to show off in front of others.\n\nTeacher Intervention (Solution):\nThe situation took place in the boys' toilets, where one of our school's pupils repeatedly went to smoke. His classmate was suing him and we took the situation into our own hands. We called him to the assembly room, where I was his class teacher, the preventionist of pathological phenomena together with the school principal. We started an educational conversation, the pupil subsequently confessed to his act, adding that it was a nicotine-free disposable cigarette and we gave him a reprimand from the class teacher based on the information. His positive individual behavior as well as his behavior in the classroom were also taken into account. The parents were subsequently called to the school for a meeting. After talking with me and the school principal, he is on the school's side and agrees with the disciplinary solution.\n\nOutcome:\nAfter this incident, we set up a prevention program at the school called: Harm of Addictive Substances. It contained the introduction of disposable cigarettes harmful to health and an example that happened in our country. And what are the consequences and reaction of our school to these addictive substances. Also, at our school, once a week the whole school meets in the hall. We took advantage of this meeting and familiarized the students with the preventionist with this problem and with the subsequent measures of the school, such as 2 of the behavior and solving the problem with the parents. The problem has been solved and there are no more similar cases in the school. After all this, the student even came to apologize at the end.\n\nStudent Profile:\nAge/Year: 14, 8.třída\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "874", "student_age_year": "14, 8.třída", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, Aj, Nj, Ov, Rv", "teacher_practice_years": "20", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/639", "content": "TEACHING CASE STUDY\n\nBackground:\nShortly after the bell rang, I came to English class, I was teaching 9th grade at the time. After opening the classroom door, I was in shock. In the back bench by the window, one student was holding an electronic cigarette and puffing on it. About 7 other students were sitting on the benches around him and they were watching him in amazement.\n\nSituation (Anamnesis):\nI have never had a major problem with the class when it comes to learning in class. I got along well with the students. However, the students were noisier during the breaks and in the case of this problematic situation, it was more about attracting attention in the class group for a specific student.\n\nTeacher Intervention (Solution):\nreprimanded the student, confiscated his cigarette and told the whole situation to their class teacher. He immediately began to solve the given problem. Gradually, he called all the students to his office and talked to each one about the problem, with the help of the other teacher he invited. In the end, it was found that not only one pupil, who was caught doing this activity, used a cigarette, but another 5 pupils tried it.\n\nOutcome:\nBased on the investigation, the parents were informed and the students were disciplined according to the rules and school regulations. Furthermore, a school psychologist was sought, who dealt with the issue of smoking and other pathological phenomena within the classroom hours.\n\nStudent Profile:\nAge/Year: 9.ročník\nHobbies: Hraní počítačových her, chození ven s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts, Warning\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "639", "student_age_year": "9.ročník", "student_hobbies": "Hraní počítačových her, chození ven s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitel ruského, anglického jazyka", "teacher_practice_years": "18", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/758", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring one lesson of the first lesson, I had an activity prepared for the children in a circle focused on stretching and working with the body. We always do circle activities at the back of the classroom on the carpet where the children take off their slippers. After the activity was over, the children put their shoes back on and had a break. Some of them had a few more questions for me, so I focused on them and didn't look at what was going on in class. One of the girls forgot her shoes near the back bench where a student diagnosed with Asperger's syndrome is sitting. Children with this diagnosis tend to have problems with communication and proper social habits and are very sensitive to their personal space. When the student saw the shoes by his desk, he became very angry and threw them across the class at their owner. Fortunately, it was only rubber boots, but he still hit the girl in the head with one of them. Unfortunately, I did not notice this situation, but the assistant pointed it out to me.\n\nSituation (Anamnesis):\nWe have a total of 22 pupils in the class (10 girls and 12 boys), three of whom have an IEP (individual education plan). For this reason, two teaching assistants are present in most classes and during breaks to help improve the teaching process. There are also several other children in the class who have difficulties with discipline. The most problematic pupil is precisely the pupil with Asperger syndrome. Although he is one of the youngest in his class, he is relatively tall and physically mature for his age. He also has great strength, which is very dangerous when combined with the aggressive behavior he is prone to. It is therefore necessary for him to be constantly under the supervision of an assistant. We are trying to gradually teach him how to behave in society, unfortunately communication with his parents does not go well, they do not want to tell him the diagnosis and constantly excuse him by saying that he is tired, etc. It is sometimes beneficial for the student if he goes out with the assistant for a while in the corridor , where he has peace of mind to work and is not distracted by class. Likewise, the class is not distracted by him if he tends to shout insults or talk back. The whole class is gradually reaching puberty and the relationships between boys and girls are quite sharply defined here.\n\nTeacher Intervention (Solution):\nAfter alerting the assistant, I went to the student and asked him what had just happened. It was clear that he was aware that he had not behaved properly as he was hiding at the back of the cupboard. I asked: What did you do just now? The student answered: What? I think you know what. You hurt a student and now she's crying. The student responded: I don't know, I didn't do anything. The teacher saw that you threw your shoes at the student. Why? The student replied: He shouldn't let them roll around here. Did her shoes bother you at your desk? The student confirmed: Yes. But that doesn't mean you can throw them at someone. If you are uncomfortable with someone putting things on your bench, you have to warn them first. For example, you can say: I'm not comfortable with your shoes at my desk. Please take them away. And if a classmate does not want to comply with you, come to me and we will solve it together. By throwing your shoes at your student, you hurt her and you should apologize to her. The student refused: I will not apologize to anyone, he should not leave his shoes on my desk. By now a large part of the class had turned their attention to us, some were amused and it was clear that this was not good for solving the problem at hand. The pupil and the pupil will now go with me to the corridor. For the time being, the others will learn Czech with the teacher and with the teacher. The student refused: I'm not going anywhere and I won't apologize to anyone. The student is stupid and deserves it. You can't talk about your classmates like that. Now we will go to the corridor and solve what happened. The student refused: No. The student runs to the other side of the classroom. We're going. The student refused: No one can force me. Okay, so stay here and the whole class will go to the corridor for now. You stay here and try to think about everything a bit. The whole class and all the teachers leave for the corridor. It is necessary to explain to the pupils that it is a little different for the pupil and that he is just learning the right behaviour. But that does not mean that he can verbally or even physically attack other children in the class. After a few minutes I return back to the classroom. For now, the children go to the garden with the teacher and the teacher.\n\nOutcome:\nWhen I returned to the classroom, I saw that the student was very sad and crying. I sat down with him and explained to him that his behavior was not acceptable and threatened other classmates. Throwing anything at someone else is not allowed. In addition, if it were a more dangerous object, it could seriously injure the person hit. I asked him how he would feel if someone else threw his shoes at him and if he would be comfortable with it. Then we talked about why it's good to follow the rules and what to do if someone upsets him. At the same time, I thanked him for staying in class and realizing that he had overreacted. I know it's not always easy for him in the classroom, but we all have to try to do well in the classroom. If it is too much for him, he can go to the corridor with the assistant, work in peace and take a break from his classmates for a while. However, the class also needs a break from him or some of the other children when they are behaving badly. Then I went to pick up my pupil. It was clear that apologizing was not easy for the student, at first he did not even want to look at his classmate. But in the end they shook hands and the apology went through. Although it may seem that this method of solution was not completely supportive for the student, in the long term it is necessary for the student to realize that in order to function in the classroom (as well as in any other collective), it is necessary to follow certain rules. And that what I don't like, I can't do to others.\n\nStudent Profile:\nAge/Year: 10, 5. třída\nHobbies: manuální práce  např. montování, opravy, práce v dílně apod.)\nDiagnoses: Náběh na Aspergerův syndrom,PAS – porucha autistického spektra,Atypický autismus,Lehká forma autismu,Porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Working with the collective, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "758", "student_age_year": "10, 5. třída", "student_hobbies": "manuální práce  např. montování, opravy, práce v dílně apod.)", "student_diagnoses": "Náběh na Aspergerův syndrom,PAS – porucha autistického spektra,Atypický autismus,Lehká forma autismu,Porucha autistického spektra", "student_disorders": "", "teacher_approbation": "Mgr. (Učitelství pro 1. stupeň ZŠ, Německý jazyk)", "teacher_practice_years": "11", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1403", "content": "TEACHING CASE STUDY\n\nBackground:\nwas the class teacher of the class in which the situation happened. There was a pupil that I saw late at night in the city with various groups that did not seem to have a positive effect on him. Then the boy started to go to school more neglected than usual, he always wore the same clothes, he went without his hair, without homework, without homework, he was often sleepless and tired. He had no equipment, no training clothes and wore almost nothing. He began to side with the class team, expressed himself negatively in class, was lax, that he didn't care about everything and that everything was nonsense. During the breaks, he sat alone or tried to attract attention with funny jokes.\n\nSituation (Anamnesis):\nThe student came from an incomplete family, lived with his mother and younger half-brother. He was a preschooler at the time. He never saw the father, he was not interested in the boy. His mother had three children, each with a different man. His classmates, as the situation unfolded, stopped taking the pupil, but after he was placed in a children's center, the team accepted him. Even his classmate, who lived next to the children's center where he was placed, went to school with him in the morning and accompanied him. The class was subsequently supportive and collegial without making fun of the student.\n\nTeacher Intervention (Solution):\nIt happened the first year of my internship. I once kept a student after school so we could talk. Not that he would do anything specific, but just to stay. I asked him what happened because I noticed these things, I noticed changes in behavior towards myself, towards my classmates and teachers. At first he denied everything, that he was the same and that nothing was happening, so I asked with such a sneaky question what he actually does often in the afternoon. He said he was just hanging around town. So I asked what about his mother, if he talked to her about it, he said no, that his mother is still at work. But then he said that he sometimes watches over his younger brother at the cottage in the evening. I immediately took advantage of the situation and asked what cottage he was guarding him at and he replied that there was none, so I asked if he would dictate to me the address of his permanent residence. He didn't know and wasn't sure if he should tell me, so I tried to convince him that we were two guys and it was between guys. Don't make it up and tell it like it is, that I'll try, even if it's uncomfortable. Then he actually admitted that he hasn't been living in the apartment where they were before for half a year, that they had to move out and his mother took him and his brother to some cottage, to some person who sometimes comes there for the weekend. He confided in me that he sleeps with his brother on the same bed and his mother sleeps on the mat in a sleeping bag and sometimes the other person sleeps there with them. At least I asked what the cabin looked like and for him to describe it to me. The student described it to me and I remember him saying that there was no water or electricity and there was only a dry toilet outside the cabin. I had this conversation with him sometime before the autumn holidays in mid-October. I asked him if he could tell mom to come see me at school and not to worry that what he told me was just between us, that I just wanted to talk to mom about what was going on. He smirked and said that he would try to tell his mother, but he probably knew in advance that his mother would not be interested in solving it and would not come to school. Nothing was resolved over the autumn holidays, so I decided to call my mother after the holidays. Her phone was unavailable, so I asked the student if he had told his mother what he had, and he replied that he had forgotten. So I asked if mom had a new number. The student said he didn't know he didn't even have a phone, so I gave him until the next day to sort it out again. The next day he came to me that he had forgotten again, and so it kept happening. You could see that he didn't want to tell his mother. It continued for another week, so out of helplessness I went to consult our etopedist - a special pedagogue, to find out what I should do next. She listened to me and took a student from the class and listened to him separately. The student told her about half of what he told me, he even started to lie. Subsequently, the physiotherapist and I met again and agreed on a solution that I, as the class teacher, would also contact the report about the OSPOD pupil via the data box.\n\nOutcome:\nIn the short term - Then the whole thing was reported, about a week after the report, both boys (student and brother) were taken from their mother and placed in a children's center. Meanwhile, social workers came to our school to ask about the situation regarding the boy. So I, the etopedician and the school director reported directly to OSPOD. The pupil hated me for all this. He wasn't attacking me verbally, but he was letting me know non-verbally that I had let him down. An employee from the children's center came to the school directly after me and we talked for about an hour about the student, what he actually is, so we asked each other what he listens to, what he likes and dislikes, and we set together the rules of communication between the school and the employees of the children's center center, as I was the school's representative for this case. The boys were in a room together in the center because they were brothers, and the mother was given half a year to provide full-fledged housing so that she could then get the children back into care. Long-term – During the six months that the pupil spent at the children's center, his behavior improved after about 14 days of starting. He started carrying things to school, he was ready for classes, he was clean, on time, he had clean clothes and after three months of being at the center he started to have interests. It was floorball and reading military literature. His grade also improved from below average to average. He also carried assignments signed by a worker from the center. The mother visited them there regularly, took them for walks and returned them on time. Eventually, the children were returned to their mother, when she first secured housing with the Salvation Army for a month and then found a rental apartment. When the pupil returned to his mother, he was around April and he maintained an average grade, but he was starting to forget his tools again, his assignments were not signed by his mother and he began to neglect taking care of himself. It just wasn't as bad as before. He still retained his interests and even borrowed books from the library in the classroom during breaks and read. He lived at that new residential address until he graduated from the 9th grade. Then I lost touch with him. I personally struggled with it a lot in the beginning, I had regrets if I didn't disrupt the family, so I actually kept my fingers crossed for my mother to get her act together. As a result, she started to communicate better with me and with the school.\n\nStudent Profile:\nAge/Year: 7. třída, 13 let\nHobbies: Do doby než byla situace vyřešena, neměl žádné zájmy, poté ano.\nDiagnoses: Dyslexie,Dysgrafie,Vývojová dysfázie\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1403", "student_age_year": "7. třída, 13 let", "student_hobbies": "Do doby než byla situace vyřešena, neměl žádné zájmy, poté ano.", "student_diagnoses": "Dyslexie,Dysgrafie,Vývojová dysfázie", "student_disorders": "", "teacher_approbation": "nMgr. obor Speciální pedagogika pro 2. stupeň a střední školy, Učitelství geografie pro střední školy", "teacher_practice_years": "6", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/625", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught English in this class. We include elements of Genki English in the teaching, so the lessons are a lot about competition, playing games, we spend a lot of time with the children in the back on the carpet outside the desk. I tease this student very well, hardly a lesson went by without him making a very 'funny' remark. He basically didn't do his homework, I was glad that he at least brought a textbook. I didn't even write him notes anymore. He grew up with his mom and the problems started when she found a new boyfriend who moved in with them. Step-siblings were added and the student was not getting as much attention as he needed and this began to show in his behavior. The worst situation occurred during the lesson when we were just discussing musical instruments. The children were to divide into groups and demonstrate playing a musical instrument, the other group guessed which instrument it was. The student declared: 'I'm not going to play any stupid game', threw the case on the ground and started stomping on it. At first I didn't know what to do, I tried to keep calm and calm him down, I assured him that if he didn't want to, then let him not play. He looked at us for a while, then he said 'I'll be the best anyway, I'm going to play too'. So I told him well, come on. The rest of the hour then passed in peace.\n\nSituation (Anamnesis):\nDiagnosed with ADHD. He has no learning disabilities, he is a bright student with a poor family background. The only things he likes are PC games and watching TV. He has problems with exercise, he is absolutely not used to movement, he is constantly tired.\n\nTeacher Intervention (Solution):\nThe behavior is resolved with the family and the Pedagogical-psychological consultation.\n\nOutcome:\nThe student improves over the long term. The family devotes more time to him.\n\nStudent Profile:\nAge/Year: 3. třída, 9 let\nHobbies: PC hry, sledování TV\nDiagnoses: ADHD\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "625", "student_age_year": "3. třída, 9 let", "student_hobbies": "PC hry, sledování TV", "student_diagnoses": "ADHD", "student_disorders": "Manipulace", "teacher_approbation": "FF MU, obor: Český jazyk a literatura se zaměřením na vzdělávání, Anglický jazyk a literatura se zaměřením na vzdělávání pro SŠ", "teacher_practice_years": "26", "problems_annotated": "Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1475", "content": "TEACHING CASE STUDY\n\nBackground:\nThe leader of art clubs describes a situation with an older class where one of the students stopped going to class. This phenomenon was repeated and even when the student was seen at the bus stop, he arrived for class ten minutes before its end. When asked about the reason for being late, the student blatantly lied and denied the situation, despite being seen standing at the bus stop and other classmates.\n\nSituation (Anamnesis):\nstudent in the last year of elementary school with average to below average academic results, introverted and quiet, he did not fit in with the others and was the target of ridicule.\n\nTeacher Intervention (Solution):\nThe student regularly missed classes and once came ten minutes before the end. The ring leader saw him at the bus stop, but he still arrived late. Upon his arrival, she took him aside and asked the reason for the delay. The student said he missed the bus, but the head teacher explained that more buses must have missed him when he was so late. She pointed out that she had seen him downtown and that it wasn't the first time he had been seen at a bus stop and didn't arrive within an hour. The student denied everything. The following day, the manager called his mother, who also denied the situation and claimed that her son was not attending school.\n\nOutcome:\nThe effect of solving the situation was not achieved in the short or long term. Both the student and his mother continued to deny the facts, and after several confrontations with reality, the student stopped attending classes altogether.\n\nStudent Profile:\nAge/Year: 15\nHobbies: Fotbal, výtvarka\nDisorders: Záškoláctví,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Attendance problems\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1475", "student_age_year": "15", "student_hobbies": "Fotbal, výtvarka", "student_diagnoses": "", "student_disorders": "Záškoláctví,Lhaní", "teacher_approbation": "Mgr., všeobecné učitelství pro 1. stupeň", "teacher_practice_years": "25", "problems_annotated": "Lying and cheating, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/257", "content": "TEACHING CASE STUDY\n\nBackground:\n9th grade student in the second grade of primary school shows problematic behavior in many ways. He does not want to cooperate in most subjects, has difficulty concentrating and often forgets. He forgets both knowledge and things like notebooks or textbooks. As she gets older, it becomes increasingly difficult to tell whether she forgot to bring an assignment or just didn't feel like doing it at home. It is very difficult to motivate her. Although she had assistants for several years, she was dismissive and rude to them. Sometimes she even assigned them to bring something for her, which led to situations where the assistants gave in and obeyed, otherwise the student would spoil the scene or lock herself in and further cooperation was not possible. One of the assistants even had to stay at home for a month with burnout. The student's assistants took turns more often than usual, no one could manage it for a long time. The student's performance is below average, but her mother insists that she finish primary school here.\n\nSituation (Anamnesis):\nThe student suffers from reduced intellect and autism. She has her own individual study plan and is involved in teaching in a regular classroom with a personal assistant. She started school a year later and is significantly behind her classmates. Her performance is below average and her knowledge at a minimal level. Her classmates were aware of her diagnosis and try to be respectful. The class is quieter compared to others, but that does not persuade the student to cooperate better. He behaves badly towards others, insults and uses obscene words both towards classmates and teaching staff. The school tries to accommodate inclusion and is progressive in this direction, but the student shows elements of dissatisfaction and annoyance.\n\nTeacher Intervention (Solution):\nCorona virus measures helped to resolve the situation with the student. Thanks to distance online teaching, only a special pedagogue took care of her. Pupils receive weekly plans tailored to their needs. Lessons take place every day for two hours and he receives a large amount of homework. The material is chopped and the weekly plans are a mixture of worksheets, online exercises and pages from textbooks. The teacher has a friendly attitude towards the student, but insists on following the rules and regime. A change of teacher, learning environment and peace without stress from the surroundings brought improvement.\n\nOutcome:\nWithin a few months of distance learning, the student made enormous progress. The special teacher leads her to become independent, which she will need in the future. The student opened up more, she is friendly, calm and satisfied. Studying at home allows her to better focus on the individually tailored interpretation. In the teacher, she found a friend with whom she can share her problems and feelings. Her progress is so obvious that teachers are talking about a miracle. Nevertheless, the student is unable to objectively evaluate her level of education and longs for a profession that she cannot currently pursue. The pedagogue works with her to understand that another study or job would be better for her. Thanks to finding a suitable teaching style, the student will continue distance learning even if the other students are studying face-to-face.\n\nStudent Profile:\nAge/Year: 16 let, 9. třída\nHobbies: Zvířata, televize, youtube influenceři\nDiagnoses: Lehké mentální postižení,Lehká forma autismu\nDisorders: Nespolupráce,Nevhodné chování,Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Support, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "257", "student_age_year": "16 let, 9. třída", "student_hobbies": "Zvířata, televize, youtube influenceři", "student_diagnoses": "Lehké mentální postižení,Lehká forma autismu", "student_disorders": "Nespolupráce,Nevhodné chování,Pasivita", "teacher_approbation": "Vysokoškolské, Magisterské", "teacher_practice_years": "6 let", "problems_annotated": "Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/26", "content": "TEACHING CASE STUDY\n\nBackground:\nmet the student at the beginning of the 3rd grade, when I became his class teacher. From the first hours he made it clear that he was not going to respect me. His disruptive behavior was enhanced by his above-average intellect – the provocations were not first-rate and childishly transparent, he was somehow more sophisticated. He tried to float through the lessons in different ways so that he didn't have to work, although he absorbed and grasped all the material very quickly. He was not vulgar, on the contrary, he was very polite and had a large vocabulary. On the one hand, he seemed like an excellent student with excellent grades, on the other hand, he refused to work and disrupted the class. Disruptions in class, for example, simply happened by starting to do something else that he found more convenient or fun at that moment. He would also bring toys from the house, which he would take out in the middle of class and play with, distracting the others, of course. His antics were often very creative, he was also very good at manipulating adults because he knew what they wanted to hear, which of course he vainly promised them. However, it was worst during breaks. He ran at the radiator and threatened to break his neck. Of course, it scared the other classmates and they repeatedly ran away from the adults, which stressed them out for a long time. Another example could be a situation where he wanted to stick a pair of scissors into his throat, saying he wanted to hurt himself, or threatening to jump out of a window. An extreme situation was when, during group work, he stabbed a classmate right next to the eye (while aiming for the eye). His explanation was that he was just wondering if the eye would leak. He had no empathy or inhibitions.\n\nSituation (Anamnesis):\nThe student grew up with only his mother for a long time, he never knew his father. When he started school, the mother found a boyfriend and had another child with him. The stepfather is of a different nationality and only visits the family on weekends. From the interview with the mother and the pupil, it became clear that the stepfather is very strict and punishes every little thing with disproportionate physical punishments. The mother, on the other hand, is very gentle and hides all the student's problems from the stepfather in order to avoid beatings. The student respects the father out of fear, but does not perceive the mother as an authority. Over time, it became clear that the student himself was committing physical violence against his younger sister. He was very unpopular in class, as he constantly disturbed his classmates, distracted them, and most importantly, often stressed them out by threatening to harm his health. He doesn't know what they can expect from him. He looked for friends in the lower classes, but even there they soon started to fall away from him, as he was unable to take an interest in others, on the contrary, he could quickly frighten and threaten them. His behavior in class had the effect that almost half of the class decided to leave for the gymnasium so that they would not have to continue with such a stressful group, whose main disruptor was the student.\n\nTeacher Intervention (Solution):\nNo approach caused more to the student than an empty promise of correction - he did not address the notes, it was as if he did not hear the agreements, the rescheduling had no effect. There were several consultations with the mother, who admitted that they had been to a psychiatric evaluation, where she was offered sedative medication, which she refused. She herself promised to try to correct the student's behavior, but either she did not try at all or the student ignored everything. The only thing that worked for him for sure was a threat from my father, which of course I never carried out, because I didn't want him to be beaten at home.\n\nOutcome:\nThe student mostly respected the rules of the class, but he had better and worse days. He always went to work when the topic was interesting to him, but he boycotted and did not work on a less popular topic, or he did not work at all. Addressing the problem behavior stagnated, there was no progress or improvement, rather it was a matter of surviving each day as best as possible. I perceived his above-average intellect as a big obstacle, which allowed him to manipulate his mother and teachers to a certain extent, his problematic behavior was also not always obviously problematic, he could behave very politely and sensibly. He also felt that he could make his own rules and with the situation at home it made for a very problematic combination. To date, problematic behavior is escalating, the student is in danger of being kicked out of home and school.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: četba, počítačové hry\nDiagnoses: ADHD\nDisorders: Rušení výuky,Konfliktnost,Neuznávání pravidel,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Selfdestructive behaviour\nSolutions Applied: (Disciplinary) Punishments, Agreement, Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "26", "student_age_year": "11 let, 5. ročník", "student_hobbies": "četba, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Rušení výuky,Konfliktnost,Neuznávání pravidel,Lhaní", "teacher_approbation": "1. stupeň ZŠ", "teacher_practice_years": "26", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Agreement, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/337", "content": "TEACHING CASE STUDY\n\nBackground:\ncame to the class, greeted the students and wrote down the missing ones in the class book. For this lesson, I agreed with the class that we would write a repeat test on literary concepts. So I handed out the test papers. When each student had their test assignment, I invited everyone to turn over the paper and fill out the test. In the classroom, as always during a paper, there was a grave silence - only the writing pens could be heard. I stood in front of the whole class and carefully checked to see if anyone was cheating. That's when my gaze stopped on one of my favorite students, who was also one of the best in terms of Czech language and literature. I was really surprised then and couldn't believe my eyes. He was describing. I wanted to take his test and draw and give him a high five, like I always do. But at this point, my intuition kind of told me that it wouldn't have the right effect, so I just stared long and hard at the student in question. We had a really good relationship - he was a decent and bright student, so when he noticed me looking at him and realized I knew he was describing, he was obviously very uncomfortable. He suddenly turned red and I could totally see how guilty he felt. He knew very well that by this step he was betraying my trust that I had in him as a decent and clever student.\n\nSituation (Anamnesis):\nHe was a second-year high school student. From what the teacher remembered, he lived with both parents. The teacher considered him a very clever and problem-free student.\n\nTeacher Intervention (Solution):\nIn the end, I deliberately did not take the test at all. He scribbled something down and handed over the half-empty paper. After this class, there was a period between us when he tried to avoid conversation with me. However, about two months after the test, he confided in me that he was very sorry that he cheated and I saw him doing it.\n\nOutcome:\nFinally, he said: \"If you had taken the test and given me a five, it would have been much easier for me.\n\nStudent Profile:\nAge/Year: 17 let – 2. ročník\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Physical intervention\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "337", "student_age_year": "17 let – 2. ročník", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání – titul Mgr. – Aprobace: Český jazyk a literatura, Dějepis", "teacher_practice_years": "13 let praxe", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/573", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 9\nHobbies: tanec\nDiagnoses: Vývojová dysfázie\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "573", "student_age_year": "9", "student_hobbies": "tanec", "student_diagnoses": "Vývojová dysfázie", "student_disorders": "", "teacher_approbation": "vysokoškolské magisterské", "teacher_practice_years": "13", "problems_annotated": "Physical aggression, Lying and cheating, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/48", "content": "TEACHING CASE STUDY\n\nBackground:\nwas a class teacher in the ninth year of elementary school. In the last week before the holidays, I came to my students' classroom and found that the door to the classroom was badly damaged. The door was bent and had a hole in it. When I first asked who did it, the whole class was silent. But when I said that the whole class would have to pay for a new door, the real culprit confessed so as not to harm his classmates. Several classmates offered to agree with him on the new door, but in accordance with the school rules, I decided that the culprit must pay the full amount for the new door.\n\nSituation (Anamnesis):\nThe boy is an only child in a family with a strict father. He is hyperactive and constantly demands attention from his surroundings. This is often obtained through destructive or disruptive behavior. Similar behavior began to manifest already in the eighth grade, when he started school after moving to the city with his family. According to his parents, he had never been in trouble before. He was used to being the center of attention at home, but with his father's new, more demanding job, he was beginning to feel neglected. When he started school in a new environment, the boy began to behave restlessly and tried to draw attention to himself, because he joined the class group too late and the other students had a hard time accepting him among them. After a while, he became close to most of the boys, who supported his unruliness with laughter and occasional applause. Over time, his behavior escalated, but there were never any serious problems that would be the reason for a greater punishment for the student.\n\nTeacher Intervention (Solution):\nAs soon as the boy admitted to breaking the door, I decided that he had to pay the full amount for a new one. The boy agreed to this decision without any objections. After that, I called the boy's father, who arrived at the school within half an hour of our conversation. The father reprimanded his son and gave him an educational pillow. He then inspected the broken door, measured its dimensions, and left to immediately buy a new one. When he returned with the new door, the old door was in even worse shape than when he left - the boy apparently decided that if it was going to be replaced, he'd at least destroy it properly. This time the father did not get angry and just announced that the son would get this broken door to his room. The son helped him in an exemplary manner with the replacement of the door and apologized to me and my father several times. After the whole incident, the boy behaved exemplary and with humility. Although his father told me that I could easily give him a 2 for behavior, I only solved it with a reprimand from the class teacher, because there had never been any major problems with him before.\n\nOutcome:\nIt's safe to say that the boy calmed down in class for the rest of the week. But since it was only for the rest of his time at our school, I can't say for sure that his problem behavior didn't show up again at the high school he started after the holidays. But I am sure that he has learned from his act and hopefully such a case will not happen again.\n\nStudent Profile:\nHobbies: kolektivní sporty, počítače\nDisorders: Lhaní,Rušení výuky,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "48", "student_age_year": "", "student_hobbies": "kolektivní sporty, počítače", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Ničení majetku", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/107", "content": "TEACHING CASE STUDY\n\nBackground:\nThe described situation is from the 2020/2021 school year. Žačka (8th grade, 13 years old) had problems with the curriculum even before distance learning, it was always necessary to approach her individually, to pay attention to her. Distance education could not bring anything good with it. The student did not participate in online classes, nor did she fulfill her school obligations - homework. In this connection, the class teacher wanted to communicate the problem with the parents, but the communication with them was at a very poor level - they did not respond to emails. It was only possible to contact them by phone, then a personal meeting was arranged with them at the school, where the solution to the problem was outlined.\n\nSituation (Anamnesis):\nAs already mentioned, the pupil is a pupil with a lower intellect. It was therefore always necessary to approach it individually. With this established regime, the student was able to function at school. She paid attention during classes, worked and completed her homework. The problem only arose when switching to distance learning. The student did not participate in online classes and did not complete the assigned homework.\n\nTeacher Intervention (Solution):\nA personal meeting was held at the school with both parents, where a solution to the problem was outlined to them, namely that the student would commute to school for distance learning for two weeks. So the student commuted to school every morning, where she participated in online classes - with the personal presence and assistance of a special educator.\n\nOutcome:\nThe personal presence at school and the supervision of a special pedagogue helped the pupil. She was able to adjust to school mode again. At home, she then joined all the online classes and also started doing her homework. The pupil was thus able to function independently again.\n\nStudent Profile:\nAge/Year: 13 let, 8. ročník (2020/2021)\nHobbies: kreslení\nDiagnoses: Snížený intelekt\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Attendance problems\nSolutions Applied: Transfer of student \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "107", "student_age_year": "13 let, 8. ročník (2020/2021)", "student_hobbies": "kreslení", "student_diagnoses": "Snížený intelekt", "student_disorders": "", "teacher_approbation": "vysokoškolské (Mgr.), aprobace – matematika a německý jazyk", "teacher_practice_years": "15", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/350", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the middle of March, I noticed that the whole class was behaving very inappropriately towards one classmate. I just told them that it was not appropriate behavior and that they should treat him better. The entire class, except for the student in question, began to look at each other and laugh. Furthermore, I did not deal with this matter anymore. A few days later, one of my colleagues called an ambulance for the student in question. The student had a mental breakdown and was taken to the hospital. Neither I nor my colleagues understood what could have happened to him. The following day, his parents came to the school saying that the student is/was a victim of bullying. Unfortunately, he never confided in anyone and nobody noticed, he only confided in the doctors at the hospital. Two students (the main organizers) were accused of masterminding the bullying, supported by the rest of the class.\n\nSituation (Anamnesis):\nThe two students were newly fifteen-year-old brothers (twins) attending the last year of elementary school. Since the 6th grade, when I met them, they were considered to be pranksters and self-proclaimed leaders in the class. One of them - slightly smarter than his brother, with a mostly mild demeanor and lower self-esteem compared to his brother. The second - bright, yet less intelligent, very violent nature, signs of ADHD. Both brothers, in terms of school results, average, one more talented in natural sciences, the other talented in languages. Very successful parents, they wanted the best results for their children. The brothers' grandmother, a former headmistress of a kindergarten, always provided benefits for her grandchildren - she spoiled them a lot.\n\nTeacher Intervention (Solution):\nAfter discovering that the student is/was a victim of bullying, a commission was convened to investigate the situation. The whole situation also had to be resolved with external experts as quickly as possible. It was discovered that the pupil had been bullied by the twins for a much longer period of time than was even conceivable. One of the brothers started bullying at the end of the 7th grade of elementary school. This bullying was purely verbal in nature. During the 8th grade, his brother and part of the class collective joined him. At this time, it was no longer just verbal abuse, but there were also clashes between boys that took place outside the school grounds. During the 9th grade, the rest of the class joined in the bullying, unfortunately we did not find out if it was voluntary or under some threat from the brothers. At this time, there were already several types of bullying - verbal, physical and cyberbullying. The twins managed to organize the whole group very well, so neither I nor my colleagues ever noticed anything. As time passed, the cyberbullying began to gain strength, until one day the student could no longer take the onslaught on himself. After investigating the whole matter, we organized a special class meeting at school, where we started to solve everything. Thanks to the collected materials, we had important facts and information in hand that we could pass on to parents. At first, most parents couldn't believe their ears. They were very concerned about the fact that I, as a teacher, didn't notice anything the whole time. At the end of the special class meeting, after an agreement with the parents and a big school meeting, we came to a conclusion - handing out punishments to the bullies and banning the use of technology without teacher supervision.\n\nOutcome:\nThere were several results of the whole case. The main result was that the twins received notes from the class teacher and the primary school principal. Furthermore, both brothers received a three for behavior. The rest of the class who joined in the bullying got a D for behavior. This was followed by a public apology - all pupils who were involved in bullying had to apologize to the victim of bullying. Another result was that all secondary teachers were invited to attend a seminar to learn how to spot the signs of bullying. Last but not least, all pupils were prohibited from using mobile phones in the school building and access to the internet connection for pupils was cancelled. In addition to canceling the Internet connection for pupils and banning mobile phones, a longer-term solution can also be added to the fact that the victim of bullying completed compulsory schooling at another elementary school (in a neighboring town). This is important because the victim of bullying attended another elementary school only less than 3 months before the end of compulsory schooling.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: sportovní činnosti\nDisorders: Šikana,Vulgární vyjadřování,Drogy\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: (Disciplinary) Punishments, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "350", "student_age_year": "15 let, 9. třída", "student_hobbies": "sportovní činnosti", "student_diagnoses": "", "student_disorders": "Šikana,Vulgární vyjadřování,Drogy", "teacher_approbation": "Mgr. (učitelka na prvním stupni ZŠ)", "teacher_practice_years": "více jak 35 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "Failure", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/56", "content": "TEACHING CASE STUDY\n\nBackground:\nIt happened 3-4 years ago. It was not at school, but at a kindergarten, which is also a school facility, and I would prefer the procedure to be more or less the same. We went for a walk with the children and then to the playground, where they got a 'breakup'. Everyone was playing without a problem and then I heard a little shouting. I followed the group from where I heard the screams to find out what was going on. The children were running around the tree and one little boy, we'll call him 'our autistic', didn't want the others to be there with him. I knelt down next to him and tried to calmly explain to him that he could share and be there with others. But he started to get even more upset and didn't want to understand it at all. I did everything I knew, I calmed him down, his brother also came, but nothing helped. He got more and more upset, started crying and waving his arms around. So I wanted to grab him properly so that nothing would happen to him. At that moment I was very scared, because the boy bent his hand and it was obvious that he wanted to slap me, and because I was still kneeling, he was very close to my face. Well, at that moment I also threw my hand out and caught him very quickly and stopped him. He started crying because it hurt him, but it hurt me too. I then took him away completely, two other teachers stayed there with the children, I calmed the boy down and it was all over. But I experienced such a situation only then, and I hope it won't happen again.\n\nSituation (Anamnesis):\nThere was never much of a problem with that boy, more so with his brother. What applied to them was one of my colleagues who was not there at the time of the incident. In general, you could tell that he had some kind of behavioral disorder, but he was quite calm and never had a problem with others. It's hard to say what other factors led to such a heated situation, but you never know with these kids. The class as such was problem-free, the children listened, played together, and even accepted the boy beautifully. And even after what happened, the children had no problem playing with the boy again, but then again, the young children don't take it as seriously as the older ones.\n\nTeacher Intervention (Solution):\nFirst of all, it was important for me to get on his level, find out what happened and explain to him that nobody did anything wrong and that everyone can play together. When he started to get angry, I slowly tried to catch him and generally calm him down, but that didn't help much and it didn't work either. He started waving his hands all around and then the slap almost happened if I hadn't stopped him by cutting his hand off. Then I took him completely aside, away from the children and the rest of the teachers. I sat down with him on the bench, let him rage for a while longer, and when I saw that he no longer had the strength to get upset or cry, I slowly began to ask him what actually happened. His answers were very jerky, but he told me everything. I learned that he actually wanted to be alone at that moment, but the little kids didn't understand. So I explained to him that the children couldn't understand because no one told them. We sat there talking for a while and then we followed the others and it was all over.\n\nOutcome:\nAfter the incident, everything went on as if nothing had happened. The boy played alone for a while and then gradually joined his brother and other children. In the long run, I don't really know what the impact was and how it affected the boy. It's true that there was never such a problem with him, it's very likely that he himself was quite frightened by it and somehow fixed on himself that this shouldn't happen, but I can't say.\n\nStudent Profile:\nAge/Year: 4\nHobbies: Kreslení\nDiagnoses: ADHD\nDisorders: Lhaní,Nespolupráce,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Failure to attend class\nSolutions Applied: Physical intervention, Transfer of student, Interview \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "56", "student_age_year": "4", "student_hobbies": "Kreslení", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Nespolupráce,Arogance", "teacher_approbation": "Magisterské – aprobace – 1. stupeň ZŠ", "teacher_practice_years": "35 let", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Transfer of student, Interview ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1365", "content": "TEACHING CASE STUDY\n\nBackground:\nSometime in the spring, I noticed that the students from my class were having more fun in class and singled out a female classmate from the group. They laughed at her and she stopped going to school for a few weeks. I caught him once after class and asked if he knew anything about her and he was evasive, but he didn't tell me anything. Once during the lesson I noticed that the phone was going around the class and everyone was laughing. I couldn't do it and I pushed the class to see what was going on. I didn't let them go until they explained it to me. It turns out that one of the guys got hold of the nude photos of a classmate and everyone was sharing them with each other and laughing about it.\n\nSituation (Anamnesis):\nThe class consists of twenty-one boys and nine girls. They generally stick together, they come up with joint activities, and so far there has been no bullying, so much so that I was surprised. The pupil was always a smart, talented student. He never had disciplinary problems, he was just a bit lazy. He was used to not having to learn much because he could do everything by himself. He took the position of class clown in class, but was never unreasonably rude in class. He always knew where the limits of humor lay. The student, on the other hand, was a typical slacker, she didn't prepare much for school. I know from her, as well as from class meetings, that the situation at home is not ideal, her parents are divorced, she lives only with her mother, and her father was an alcoholic. It's a difficult subject for a girl, so she doesn't want to deal with it much. Apart from that, she integrated into the team, she was rather sociable and extroverted.\n\nTeacher Intervention (Solution):\ntold the class that this behavior is unacceptable and that they are harming the girl, that this behavior is both criminal and encourages the sexualization of women. On the contrary, I explained to the girls that they should be careful with what they send to whom. After that, I organized a seminar with prevention methodology, where we discussed the harmfulness of sexualizing women, we discussed topics such as safe sexual intercourse, consent, rape and similar, challenging things.\n\nOutcome:\nDuring the solution itself, I was worried if the students would take the topic seriously enough, especially at their age. I was pleasantly surprised that there was an understanding of them during the seminar, perhaps they were ashamed. The pupils finally apologized to the pupil, led by a person. The student returned to school and continued attending classes. For about a month, I still saw uncertainty in her behavior and how the class would take her, but it was more or less back to normal. It even occurred to me that the student began to behave better towards the teachers, that my intervention in this situation built her respect and trust. I have never experienced similar behavior from a person, so here I would judge that the procedure was successful.\n\nStudent Profile:\nAge/Year: 17 let, 3. Ročník SŠ\nHobbies: Sport, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Bullying\nSolutions Applied: Consequences, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1365", "student_age_year": "17 let, 3. Ročník SŠ", "student_hobbies": "Sport, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, AJ", "teacher_practice_years": "16", "problems_annotated": "Not attending to teaching/Inattention to teaching, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/214", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the lesson, the girl did not pay attention to my explanation, instead she spent time on her mobile phone. The girl was reprimanded by me three times, yet each time she took the mobile back in her hand and again did not pay attention. She was showing something to a classmate and they were laughing out loud together, thus disrupting the course of the lesson.\n\nSituation (Anamnesis):\nThe girl lived together with her mother, grandfather and her four siblings, of whom she was the eldest. At school, the girl did not fit into the class group because of her outspoken and aggressive behavior. The others were afraid of her and did not get along with her, rather she got along with the older children from the neighborhood, with whom she also spent more time. She often played pranks on other classmates, and some of them also made fun of her. She stole things from her classmates and destroyed school property. She used to be aggressive towards teachers, which is why most teachers preferred to almost always ignore her and her behavior.\n\nTeacher Intervention (Solution):\ncouldn't help it - I told her that she should give me the mobile phone immediately and that she would get it after class. However, the girl refused to hand over the mobile phone, so I took it from her without her cooperation.\n\nOutcome:\nThe girl immediately got up from behind the bench so violently that she threw the chair to the ground and started screaming what a \"s**t\" I was\n\nStudent Profile:\nAge/Year: 8. třída; 14 – 15 let\nHobbies: parta kamarádů, vandalismus\nDisorders: Lhaní,Neuznávání pravidel,Krádeže,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Consequences, Physical intervention\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "214", "student_age_year": "8. třída; 14 – 15 let", "student_hobbies": "parta kamarádů, vandalismus", "student_diagnoses": "", "student_disorders": "Lhaní,Neuznávání pravidel,Krádeže,Záškoláctví", "teacher_approbation": "ČJ, RJ, OV", "teacher_practice_years": "28", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Physical intervention", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1503", "content": "TEACHING CASE STUDY\n\nBackground:\nThe average fourth grader verbally bullied his classmate for a long time and it got to the stage where the bullying was no longer just verbal. The boys were also teammates in soccer outside of school, but there was bullying just the same. At school, the pupil threw the pupil's tools from the desk, threw his belongings, verbally attacked him and hid his school bag. One day, the student's father came to pick up the student after lunch at the school canteen and saw an incident where the student took his son's bag and was rude to him. The father immediately reacted, defended his son and went to report the whole incident to the principal.\n\nSituation (Anamnesis):\nPupil: 4th grade primary school pupil, extrovert, assertive, ambitious, explosive, expressive, athlete, his parents always appealed to him a lot to be assertive, to not let anything be liked - they thought especially in football, but it was transferred to the pupil's personal life . Classmate: 4th grade elementary school student, good, intelligent, less assertive, shy, athlete.\n\nTeacher Intervention (Solution):\nHowever, the principal reacted in a completely unprofessional way, in my opinion, when he informed the father that what happens after school is no longer the school's concern and did not address the problem further. Due to this incident, a meeting of the school staff was also called and the matter was handed over to the guidance counselor. The father applied for his son to be transferred to another class, but it was not granted. In addition, the educational counselor of the school concluded that it was not bullying, and that they would not deal with the situation further. All the events led to the pupil being transferred to another school in a nearby village at the request of his parents.\n\nOutcome:\nThe solution was completely ineffective, inadequate and unprofessional. The matter was basically swept under the carpet, mainly because the student's parents had \"leverage\" on the principal, thanks to which the student was not even punished. The student is now a high school student and still has problem behaviors. He was even expelled from the boarding school for some incident.\n\nStudent Profile:\nAge/Year: 4. třída, 10 let\nHobbies: fotbal\nDisorders: Šikana\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Bullying\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1503", "student_age_year": "4. třída, 10 let", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "Šikana", "teacher_approbation": "Mgr., 1. stupeň ZŠ", "teacher_practice_years": "17", "problems_annotated": "Physical aggression, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/742", "content": "TEACHING CASE STUDY\n\nBackground:\nOnce we had an art class. When we cleaned the classroom, the student went to wash his brushes and hands. As he walked away from the sink, he wiped his hands on the back of my T-shirt with a laugh. It totally shocked me. I couldn't even react. I just told him in case he was crazy. He just laughed saying it was just a joke. I didn't know what to do about it, so I went to the classroom teacher's office and explained the situation to her. The class teacher was also shocked by this, but it was nothing so strange for this student. She said we would deal with it in class, which was scheduled for the last class of the day.\n\nSituation (Anamnesis):\nThe student lives only with his mother and older brother. His mother spoils him very much and tolerates and allows him everything. He can play computer games and has no responsibilities. His grandparents also play a role in his upbringing, who also spoil him a lot, giving him money for computer games that he buys even if they are not suitable for his age group. The student has no awareness of the rules of decent behavior, is very self-centered and cannot empathize with other people's feelings. This causes, among other things, his conflicts with his classmates in class. Sometimes, for example, he jumped on a classmate's back during a break, and he didn't expect it, and he didn't like it. That's how the conflict arose. Or he often brought to school expensive toys that were currently in fashion, he bragged about them, but he didn't want to lend them to his classmates. He couldn't understand why no one wanted to be friends with him.\n\nTeacher Intervention (Solution):\nIn the aforementioned class lesson, the teacher started talking about our incident from art education. The other students confirmed that they saw it. The student didn't even deny it because, as he himself claimed all along, he saw nothing wrong with it. From his point of view, it was a joke. However, the classmates looked outraged, as did the class teacher. He somehow realized that it really wasn't funny and then apologized to me.\n\nOutcome:\nThe student apologized to me and did not do anything similar to me or my classmates in the following months either. He did not cause any heated situations, however minor disagreements and misunderstandings with classmates continued to occur. The student still had reserves in understanding social relationships and interactions.\n\nStudent Profile:\nAge/Year: 10 let , 4. třída\nHobbies: Počítačové hry\nDisorders: Arogance,Disrespekt,Neposlušnost,Neúcta k autoritám,Nevhodné chování,Provokace,Slovní agresivita,Verbální agresivita,Vulgární vyjadřování,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Working with the collective\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "742", "student_age_year": "10 let , 4. třída", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Arogance,Disrespekt,Neposlušnost,Neúcta k autoritám,Nevhodné chování,Provokace,Slovní agresivita,Verbální agresivita,Vulgární vyjadřování,Zesměšňování", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/73", "content": "TEACHING CASE STUDY\n\nBackground:\nThe most problematic student I had was a student in the eighth grade. I understand teenage kids, but with him it was beyond all limits. He was a huge rascal, his vocabulary consisted mainly of vulgarisms, he was lazy in class, I saw him a few times behind the school with a cigarette in his hand. His student book was full of notes, adept at failing. Everything in me somehow got better when we had English class. It was towards the end of the year, the children had already seen each other on vacation, so I had no need to suffocate them. The student was quite bored, as in every lesson, and he showed it to me. He threw papers at his classmates, used some vulgarism in every sentence. I reprimanded him several times, then I told myself that I would ignore it. He clearly wanted far more attention. He also started demanding that I let him go to the toilet, using vulgar language. When I refused him about the fifth time, he got up and went to urinate in the sink. I was completely paralyzed when I yelled at him to stop immediately and go sit down, he yelled at me to be quiet. Of course he said far worse.\n\nSituation (Anamnesis):\nThe student grows up in a complete family. Both mother and father are raising him. He has four other siblings, he is the oldest of them all. His parents don't have much time for him, his father is probably showing signs of alcoholism. Basically, only the mother takes care of them. It is likely that with low attention from the family and their lax approach to education, the student demands more attention at school. Even at the cost of having the worst benefit and behavior. He is inattentive in class, vulgar even outside of class. He went to school very often.\n\nTeacher Intervention (Solution):\ntook the student outside the door, asking him to explain the situation to me. He was cheeky that he just wanted to go to the bathroom. I informed him that he could also explain it to the director and dragged him to the director's office. Of course, he didn't explain anything to the director, he answered everything that he just wanted to go to the bathroom. A few days later, his parents were also called to school, only his mother showed up. Together with the director, educational advisor, class teacher and me, we discussed what the consequences of his behavior would be. A reprimand from the school principal was suggested to the student.\n\nOutcome:\nAfter the incident, the student calmed down a bit, at the end of the year he was reprimanded by the school principal. This decision probably had a bigger impact, as he came back more disciplined after the holidays. He had occasional 'outbursts' when he still wanted to prove his superiority over the teachers, but overall his absence improved, speaking, he didn't use so many vulgarisms. As for achievement and activity in class, the result was still below average. In the long run, only his behavior improved by a few percent.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: skateboarding\nDisorders: Cigarety,Lhaní,Nepracovitost,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Attendance problems, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Transfer of student, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "73", "student_age_year": "14 let, 8. ročník", "student_hobbies": "skateboarding", "student_diagnoses": "", "student_disorders": "Cigarety,Lhaní,Nepracovitost,Vulgární vyjadřování", "teacher_approbation": "Mgr., Ruský jazyk, Anglický jazyk", "teacher_practice_years": "17", "problems_annotated": "Violation of classroom/school rules, Attendance problems, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Transfer of student, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/786", "content": "TEACHING CASE STUDY\n\nBackground:\nWith this student, as well as others in the class, we often deal with shouting in class. This particular student often has lewd comments or sexual innuendos. He often insults other children. In class and during breaks. It can be said that he likes to draw attention to himself in this way. Sometimes it works if I ignore these expressions of his, but often it happens that if I don't react, he increases the intensity. During lessons and breaks, children use the smiley evaluation system, which takes into account their work and behavior during class and breaks. A system of three or four colored smileys, which on a scale expresses how well they managed to follow the rules and work according to their possibilities and abilities.\n\nSituation (Anamnesis):\nThe boy lives with his mother, who does not take much care of him, and his grandmother is seeking custody because she is the one who takes care of him most of the time. He's not doing so well at school again. He responds well to praise and love. He has no friends in class and rather acts as a destroyer of existing relationships. Overall, the class is rather divided.\n\nTeacher Intervention (Solution):\nDue to the recurring problem with shouting, I decided to come up with some new way of rating. It was a game where the whole class tried together not to shout in class. They had hearts like lives and if they lasted until the end of the day, they got a reward.\n\nOutcome:\nThe children, including the boy, were motivated by the game and could not scream in class for almost the whole day. This brought the class together and worked together to achieve a common goal. In the end, the only thing left for consideration is the involvement of the whole class. One classmate commented that this particular student is spoiling them as a whole class. The question is whether it will benefit him to lose his hearts to himself or, on the contrary, it will separate him even more from the team. I also often wonder how much it is in his power to limit the shouting.\n\nStudent Profile:\nAge/Year: 4. třída, 11let\nHobbies: sleduje YouTube, má oblíbené youtubery\nDiagnoses: ADHD,Atypický autismus\nDisorders: Vykřikování,Slovní agresivita\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Working with the collective\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "786", "student_age_year": "4. třída, 11let", "student_hobbies": "sleduje YouTube, má oblíbené youtubery", "student_diagnoses": "ADHD,Atypický autismus", "student_disorders": "Vykřikování,Slovní agresivita", "teacher_approbation": "Mgr.", "teacher_practice_years": "3 roky", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/46", "content": "TEACHING CASE STUDY\n\nBackground:\nwas a class teacher in the ninth year of elementary school. In the last week before the holidays, I came to my students' classroom and found that the door to the classroom was badly damaged. The door was bent and had a hole in it. When I first asked who did it, the whole class was silent. But when I said that the whole class would have to pay for a new door, the real culprit confessed so as not to harm his classmates. Several classmates offered to agree with him on the new door, but in accordance with the school rules, I decided that the culprit must pay the full amount for the new door.\n\nSituation (Anamnesis):\nThe boy is an only child in a family with a strict father. He is hyperactive and constantly demands attention from his surroundings. This is often obtained through destructive or disruptive behavior. Similar behavior began to manifest already in the eighth grade, when he started school after moving to the city with his family. According to his parents, he had never been in trouble before. He was used to being the center of attention at home, but with his father's new, more demanding job, he was beginning to feel neglected. When he started school in a new environment, the boy began to behave restlessly and tried to draw attention to himself, because he joined the class group too late and the other students had a hard time accepting him among them. After a while, he became close to most of the boys, who supported his unruliness with laughter and occasional applause. Over time, his behavior escalated, but there were never any serious problems that would be the reason for a greater punishment for the student.\n\nTeacher Intervention (Solution):\nAs soon as the boy admitted to breaking the door, I decided that he had to pay the full amount for a new one. The boy agreed to this decision without any objections. After that, I called the boy's father, who arrived at the school within half an hour of our conversation. The father reprimanded his son and gave him an educational pillow. He then inspected the broken door, measured its dimensions, and left to immediately buy a new one. When he returned with the new door, the old door was in even worse shape than when he left - the boy apparently decided that if it was going to be replaced, he'd at least destroy it properly. This time the father did not get angry and just announced that the son would get this broken door to his room. The son helped him in an exemplary manner with the replacement of the door and apologized to me and my father several times. After the whole incident, the boy behaved exemplary and with humility. Although his father told me that I could easily give him a 2 for behavior, I only solved it with a reprimand from the class teacher, because there had never been any major problems with him before.\n\nOutcome:\nIt's safe to say that the boy calmed down in class for the rest of the week. But since it was only for the rest of his time at our school, I can't say for sure that his problem behavior didn't show up again at the high school he started after the holidays. But I am sure that he has learned from his act and hopefully such a case will not happen again.\n\nStudent Profile:\nHobbies: kolektivní sporty, počítače\nDisorders: Lhaní,Rušení výuky,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "46", "student_age_year": "", "student_hobbies": "kolektivní sporty, počítače", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Ničení majetku", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Diagnosis, Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1271", "content": "TEACHING CASE STUDY\n\nBackground:\nThe children, as the pupil is different, sometimes do not accept her among them. Žačka has different opinions, she dresses differently, and the other girls don't accept her. Once, when we had a community circle, the children talked about what books they were reading and what they liked there. Some said they were reading about horses, some about love, some about animals, and one was reading about a little girl in a pink dress, and the student said she would never read such a book, that it was bullshit. The children didn't say anything, but she won't make friends, she's just used to it from home. Those girls just didn't want to accept her among them. Last year, the assistant and I thought that the pupil was sad, she behaved differently and was so withdrawn, the girls did not want to take her to the group. Even at lunch she sat alone. And so finally the assistant confided to the assistant, when we were out of school, that she was worried that the girls in her class were not taking to her and that they were refusing to sit with her in the cafeteria.\n\nSituation (Anamnesis):\nThe student grows up in an alternative family - a different way of life, focusing on nature, the family minimally uses electronics (no television, computer), conservative clothing\n\nTeacher Intervention (Solution):\nSo I let it go for a while and then with the children at school, when the assistant told me about it, we made a community circle. There we talked about friendship, about how we should treat each other, how we should respect each other, that each of us is a personality, that each of us is different, each has a different family and different customs, different traditions, but that doesn't mean it's bad. And that we should learn to live together with other people with different characteristics. We talked about it for quite a long time, then the children went to their desks and I wanted to get to the specifics of what happened in that class and how the girls would react to it. One of the girls, the queen probably planned it and who seemed to lead the group, came forward and said that they had already taken care of it, that they had apologized to the student and that everything was fine. So I was very happy, because these children have been together since kindergarten, and I would have felt sorry if they had already started forming groups in the 4th grade.\n\nOutcome:\nSo it's been fine since then, the girls are getting along, so I'm happy.\n\nStudent Profile:\nAge/Year: 9 let, 4. ročník\nHobbies: příroda, hudba, sport\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour, Bullying\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1271", "student_age_year": "9 let, 4. ročník", "student_hobbies": "příroda, hudba, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Pedagogická fakulta České Budějovice, II. stupeň (RJ a VV) + I. stupeň", "teacher_practice_years": "25", "problems_annotated": "Selfdestructive behaviour, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/524", "content": "TEACHING CASE STUDY\n\nBackground:\nIt happened in the ninth grade, in which I taught mathematics. There was a student in this class who was self-harming, however no one knew about it and I was one of those who was able to spot it and started to deal with it. This girl always walked around quite exposed, or rather she walked around dressed to attract attention. However, there was a period when she started wearing sweatshirts, long pants, she just started walking around covered a lot. It seemed quite strange and I suspected it might be related to self-harm. After some time I noticed that the girl had scars on her forearm and I went to discuss it with her class teacher. However, this problem did not concern only the student in question, as her two friends from the class also got involved. They tried to sympathize with her, and to express their support, they also started cutting their forearms.\n\nSituation (Anamnesis):\nstudent in the ninth grade, she had problems with her mother and boyfriend, represented the school at sports competitions, rather extroverted, sometimes lied to teachers, forged excuses.\n\nTeacher Intervention (Solution):\nThe student confided in the class teacher and it was discovered that she not only had cuts on her forearms, but also on her thighs. The school management, especially the headmistress, began to address the situation. The friends who tried to support the girl had only to agree and explain that they cannot express support for their friend in this way. The student started seeing the school psychologist at the instigation of the management. The cause of her behavior was said to be a lack of interest, arguments with her mother and problems with her boyfriend. The school management decided to create a kind of information seminar (a session with a psychologist) about self-harm, which all girls in the ninth grade were supposed to attend, in order to prevent this behavior.\n\nOutcome:\nThe girl probably understood the consequences of her actions and stopped self-harming. It is possible that the situation at home has settled down, in any case, she has not continued to show any problematic behavior of this type. The self-harm did not seem to affect her behavior in class, so even after the situation was resolved, she did not show any difference in class. Her friends with problematic behavior also stopped.\n\nStudent Profile:\nAge/Year: 5 let, 0. ročník ZŠ (přípravná třída)\nDiagnoses: ADHD\nDisorders: Lhaní,Hyperaktivita,Krádeže,Problémové chování vůči ostatním\n\nAnalysis & Annotations:\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "524", "student_age_year": "5 let, 0. ročník ZŠ (přípravná třída)", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Hyperaktivita,Krádeže,Problémové chování vůči ostatním", "teacher_approbation": "Magisterské vzdělání – Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "20 let", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/797", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy was a very cooperative student with average or slightly above average results. In the eighth grade, however, his approach gradually changed. The boy became sleepy in class, uncooperative, not interested in anything. Frequent nausea and headaches began to appear, when his mother came to pick him up and before long he was fine again. His welfare deteriorated greatly. There was chewing tobacco in the classroom, so I wondered if there might be a connection to the side effects.\n\nSituation (Anamnesis):\nThe boy is an extrovert, sporty, playing football. The family background appears to be problem-free. He is popular in class.\n\nTeacher Intervention (Solution):\ntried to solve the situation in many ways. First, I conducted individual interviews with the boy, where I tried to find out the reasons why he stopped working. It occurred to me that when he started to ignore the lessons, he so-called missed the train and now he is afraid of another failure, hence the frequent nausea. But that was not confirmed from the interviews. I learned from the interviews that 'he just doesn't like it'. But I could not find out the real reason. Of course, I also discussed the situation with my parents - in this case with my mother. First, he went through many tests at the hospital, where they found the boy to be healthy, which would indicate some psychosomatic problem or the chewing tobacco just mentioned. Mom claimed that no tobacco in any case, that it was already before ? a year and now she is sure that the boy does not use chewing tobacco. The question, however, is whether she can really be sure. His nausea always appeared in the first or second hour, and interviews revealed that the boy is always home alone in the morning and his parents are already at work. The last resort solution is to send the boy to counseling. I believe that a psychologist could help the boy to confide and possibly help him solve his problem.\n\nOutcome:\nThe result of the solution is therefore zero, I failed to discover the cause of the behavior and I believe that in cooperation with the pedagogical-psychological consultancy we will be able to improve the situation.\n\nStudent Profile:\nAge/Year: 14 let, 8.třída\nHobbies: Fotbal, kamarádi\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems, Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "797", "student_age_year": "14 let, 8.třída", "student_hobbies": "Fotbal, kamarádi", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. MAT, Zeměpis", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1450", "content": "TEACHING CASE STUDY\n\nBackground:\nwill describe a story that probably most teachers will encounter at least once during their practice. It was about a pupil who was quite smart, completed the assigned tasks, but sometimes had a problem with attention at the end of the lesson. His grades were average, like most of the students in the class. One day at school, after the Czech language lesson, I was leaving the classroom and going to my office to make tea, before I could get to the office, a girl from the 6th grade stopped me saying she could smell smoke near the toilets. I got quite scared and went to the toilets to look. When I entered the men's toilets, I saw a student sitting by one of the toilets and smoking a cigarette. He immediately threw the cigarette into the toilet.\n\nSituation (Anamnesis):\nAfter the first note of shock, I told the student to follow me to the office, where we will talk. I tried to understand what led the student to this act and listened to him. He told me that mom and her boyfriend smoke a lot at home and he says it helps her nervousness. The student had a maths test in the next hour, so he wanted to relax a bit.\n\nTeacher Intervention (Solution):\nI explained to him that it was definitely not something that would help him, on the contrary, it would harm him. Unfortunately, since this happened on school grounds, I had to inform the student's mother and reprimand the class teacher (so the school has it in the school rules when this situation occurs). However, I had the feeling that a reprimand would not deter the student from continuing to smoke. The student was certainly not aware of the risks of smoking, so I assigned him a report that he must prepare on the topic of smoking and its bad effects on health. The student took it more as a punishment, but I hoped that it would be more instructive for him.\n\nOutcome:\nThe following week in class, the student presented his paper in front of the whole class and I was very surprised how much he cared about it. After an hour, I called him and discussed with him how his report was prepared. The student told me that he didn't know how many negative consequences smoking has on a person's health, and that he was surprised by a lot of things. He even taught his mother to stop smoking at home. Since this incident, I haven't seen the student with a cigarette, at least not in the school environment (and I hoped I wouldn't see it anywhere else either). I think I solved this situation well, not only the student but actually the whole class learned about the risks of smoking, which could have deterred some from smoking.\n\nStudent Profile:\nAge/Year: 8. třída, 13\nHobbies: Sport - florbal\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1450", "student_age_year": "8. třída, 13", "student_hobbies": "Sport - florbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, český jazyk a hudební výchova", "teacher_practice_years": "8", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/820", "content": "TEACHING CASE STUDY\n\nBackground:\nAs a classroom teacher, I experienced bullying. I have three Roma children in my class. One boy is absolutely great, he is our sunshine, he is absolutely great. Another pupil often needs the help of an assistant, she is a bit slower, has dyslexia, dysgraphia, dysortography and everything possible, so she also has a paper from the counseling service. She tries with her mother at home, but the influence of the third Romani woman can be seen there. This pupil is cunning and pulls other children to the dark side, doing evil in the class. He doesn't work much at home, the home environment is uninspiring. This pupil started to gossip about her classmates, other people at school across the grades and me. She interpreted that I was writing threatening messages to her at night or she made up that I had left another problem with another student unsolved. It ended up that the children in the class thought that I was doing pranks on other students as well, and the atmosphere was strange. I didn't know what was happening for a long time.\n\nSituation (Anamnesis):\nThe student acts as a leader in the class. He doesn't have much influence on boys, but he influences girls a lot, he dominates them, so their behavior is worse. The girls in my class are super alone, but when they are with this student, their behavior is worse and they want to be nice to her. She gossips about the teacher, the other kids, which is a problem for all the girls in the class.\n\nTeacher Intervention (Solution):\nWe have already dealt with the pupil's behavior several times. The mother does not work, the pupil is raised by the grandmother. We solved the problem with the method of prevention, with another class teacher whose class it concerned, and with the educational advisor. I sent a message to my mother and invited her to the principal's office, where we solved it together. The representative lady came to the class, made an impression on the children, but in a good way. He speaks well, has a good speech and can explain it to children. She told them they were stupid if they believed in unverifiable things and spread them. The speech lasted about half an hour. After that, the student had to go to the front of the class and apologize.\n\nOutcome:\nEven if we did resolve the situation, I don't think it would have helped in the end. The bullying of me and my classmates stopped, but that's just what I see. I have no chance to reveal what is happening outside the classroom or school. Žačka is calculating, maybe even evil, so I don't think our solution would change anything. It's quiet at school, but I have a feeling that it's not quiet outside.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Chození ven s kamarádkami, sociální sítě\nDisorders: Lhaní,Pomlouvání\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "820", "student_age_year": "14 let, 8. třída", "student_hobbies": "Chození ven s kamarádkami, sociální sítě", "student_diagnoses": "", "student_disorders": "Lhaní,Pomlouvání", "teacher_approbation": "ČJ, AJ", "teacher_practice_years": "3", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/534", "content": "TEACHING CASE STUDY\n\nBackground:\nbecame the student's class teacher when he entered the second grade. Children regularly change schools, so the teaching councils share information about the pupils. We focus on those who need more care or have disciplinary problems. The student had previously had problems with vulgarity and aggression. After entering a new environment, his behavior didn't seem problematic at first, but once he got used to it, it started to show. He ran around the school, picking up and throwing things, cursing and destroying school supplies. He also had good days when he helped with cleaning or handing out notebooks. However, his negative behavior prevailed and was a frequent topic of pedagogical meetings. The parents were contacted but to no avail.\n\nSituation (Anamnesis):\nThe student comes from a complete family, lives with his parents and younger brother. The father is a skilled craftsman, the mother is unemployed with past alcohol problems. Educators fear that alcohol problems persist. The student is picked up from the group by his grandparents, who he does not listen to. Screaming is often heard from the home and the pupil is seen riding his bicycle at unusual hours in the evening. He is not popular in class, he is excluded because of his behavior. He cooperates in group work, but during breaks he tries to join classmates who do not want to play with him.\n\nTeacher Intervention (Solution):\nsolved most disciplinary problems with admonitions. When he destroyed something, he had to clean it up or fix it. After a serious incident during math class, when a student made vulgar threats and physically attacked a classmate, I interrupted the lesson and dealt with the situation with the whole class. The conflict arose because of prodding and the student overreacted. Both students were reprimanded and had to apologize. I informed the parents and prepared a trust box and class rules that we created together. The student was involved in the process to better understand the rules.\n\nOutcome:\nI am satisfied with the solution. The conflict was immediately discussed and the parents were understanding. The student has been reprimanded and the class rules are now used by the whole class. There have been no further serious offenses since the incident, but the pupil still occasionally exhibits inappropriate behavior and is not fully accepted by his classmates. He now sits alone and the rules of the class are regularly repeated.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: Soutěživé hry, modelování ze stavebnice, počítač\nDisorders: Vulgární vyjadřování,Agrese,Ničení majetku,Vykřikování,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Working with the collective, Transfer of student, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "534", "student_age_year": "8 let, 2. třída", "student_hobbies": "Soutěživé hry, modelování ze stavebnice, počítač", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Agrese,Ničení majetku,Vykřikování,Neposlušnost", "teacher_approbation": "Magisterský akademický titul (učitelství pro 1. stupeň ZŠ)", "teacher_practice_years": "23", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1251", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not complete the assignments, disturbed his classmates, because of course he had the space for that by doing nothing. They were working and he was disturbing them. He may have been manipulating the chair in various ways and thereby causing disturbance. So it was both audio and...the elements of the interference took different forms, i.e. playing with a chair, tickling classmates, poking them with a pencil to distract them, whispering, talking and not doing their duties.\n\nSituation (Anamnesis):\nThe student was very emotional and hardworking.\n\nTeacher Intervention (Solution):\nBy leaving him there for the lesson and after the end, or at the end of the lesson, I went and checked how everyone was working - I actually monitored their ongoing work. When he simply showed that he wasn't done, he told me that he didn't know what to do, that he didn't understand and that it was explained to him wrongly. Since everyone was working, he didn't take it into account at all. So we sat down after class and explained it to each other and actually came to the fact that he didn't understand English enough and didn't ask for a re-explanation and didn't ask his classmates what he was supposed to do. So it was like a concern about that personal failure and that's why he was interrupting. So, by asking the right questions, we got to the heart of the problem, which was, not that he didn't want to work, but that he didn't know how.\n\nOutcome:\nThe result is a 180 degree turn, that he had a better perception in class, he was better focused on what was happening and when he didn't understand something, he asked his classmates or me directly. So the conversation was effective.\n\nStudent Profile:\nAge/Year: 13 let, sekunda (7. třída ZŠ a 2. ročník osmiletého gymnázia)\nHobbies: historie\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1251", "student_age_year": "13 let, sekunda (7. třída ZŠ a 2. ročník osmiletého gymnázia)", "student_hobbies": "historie", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr., Anglický jazyk a Hudební výchova", "teacher_practice_years": "17", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/604", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I'm describing here already happened during distance learning, but only the first short written work became a certain piece of evidence. As part of the post-holiday revision of the past tense, a group of French language students was given a short written assignment, which was pointed out in advance and contained only 13 verbs, which the students had to time. The assignment of the written work was based on previous revision lessons, the students worked independently and I also manually corrected the results myself. All French speakers passed very well, most pupils passed either one or two, with one exception - a pupil. He was able to tense the verb correctly only in one case out of twenty-three. His dismal result was also evaluated in a similar way - with a grade of five. In the lesson following the written work, I decided on a mutual oral self-reflection of the test results - I gave the students the task of timing the verbs in which the most mistakes were made in the written work. Pupils were given space and the opportunity to learn from their mistakes, and they could review the tests afterwards. However, the student was not interested in self-reflection, rather he did not notice the lesson and the questions.\n\nSituation (Anamnesis):\nThe student is considered by most teachers to be a rather lax student, i.e. in terms of his grades. But there are no problems with it in other areas. He joined the gymnasium additionally due to moving to the city, he did not pass the entrance exams and from the beginning his below average results did not bother him in any way. He ignored school and made no major attempts to improve his grades. The improvement in grades only occurred during distance learning - from below average results, the student suddenly found himself among the winners. But as we discovered, occasional cheating, either in homework or directly during written work, could have significantly contributed to his improvement. Within the framework of French, his homework was markedly similar in its errors to the errors of a certain internet translator, and this certain suspicion grew precisely because of this written work. The wording was very similar to the online test that was created for students as part of distance learning. I myself was almost taken aback that the result from the past corresponded to the excellent rating, and its current one is, on the contrary, insufficient. However, it was not only me who developed this suspicion, but also my colleague, the mathematics teacher in the class. Based on these conjectures, there was also an online meeting with the pupil's mother, where she was introduced to this information. The mother defended the student from accusations of fraud, refused to accept this truth and quickly ended the discussion by rejecting her son's transgressions. From the beginning of the new full-time school year, however, the student's grades dropped rapidly and the level of suspicion increased.\n\nTeacher Intervention (Solution):\nWhen the student did not respond to my suggestions during the oral correction of the written work, I had to proceed with a direct confrontation. It happened immediately in class and in front of the rest of the student's classmates. Teacher: 'Student, that result is really terrible. Didn't you learn to do that?' Student: 'Rather not.' Teacher: 'After all, this is a material from last year, and we also dealt with it very actively during distance learning. Are you telling me you don't remember anything about it?' The student is silent and looks at the wall. Teacher: 'But can you explain to me how it is possible that during distance learning you almost always had full marks for this? Isn't that weird?' The student is still silent. Teacher: 'Okay, student, but you should think about yourself, because I don't know how you'll manage this year with someone like this.' Student: 'Hmm.' During the conversation I did not miss that the rest of the class also looked scared. I think that they knew about the student's transgressions and were afraid that I would really bring his transgressions out on the student. It didn't happen, but this situation caused a certain uneasiness in me and I didn't feel comfortable.\n\nOutcome:\nFor the rest of the lesson, I didn't try to involve the student in the activities in any way - we continued with the material from the previous lessons and I didn't call the student out when checking the independent work, and he didn't look too interested either. I mainly wanted to give him enough space to think about my results, and my goal was also to prove to him that he would not play with me. I know about his attempts to get better grades and I want to stop this behavior. I was hoping that after the lesson he would come to me and want to talk about this problem himself, but this activity did not happen. At the same time, I don't want to create tension between us, which could spread among his classmates and could also disrupt the friendly atmosphere within our French group. This rebuke and warning did not manifest itself in the pupil's behavior and attitude. I think that the student is really satisfied with these grades and intends to continue to sail through school. Certain tendencies of the desire for a better average appeared only during the distance learning, when he tried to get it in a dishonest and as simple way as possible. The student is now an adult student who is responsible for his own performance and it is up to him how he will fight his laziness and whether it will somehow be avenged on him at the graduation.\n\nStudent Profile:\nAge/Year: 17 let, 3. ročník\nHobbies: počítačové hry, sociální sítě\nDisorders: Lhaní,Podvody,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "604", "student_age_year": "17 let, 3. ročník", "student_hobbies": "počítačové hry, sociální sítě", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Nevhodné chování", "teacher_approbation": "vysokoškolský titul – český jazyka a literatura, francouzský jazyk a literatura", "teacher_practice_years": "21", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/466", "content": "TEACHING CASE STUDY\n\nBackground:\nmet her for the first time in 2017, when I became her classmate, when I started the first grade. She was a problem-free student full of life. She did competitive gymnastics. Since she is diagnosed with ADHD, I always had to keep her busy with something more. When she had a moment of peace and was bored, she started doing stupid things. Once at the beginning of fourth grade we had a math class. She calculated everything quickly and I had to focus on other students. She took advantage of this situation of boredom and started rocking on her chair. I have reprimanded her several times before. I turned and followed her. I clumsily stepped on her chair, which threw her forward and smashed my forehead on the table. After that I treated her and apologized to her. Subsequently, I also wrote to her mother so that she would know why her forehead was cracked. Mom took it with a smile. I was very sorry. Fortunately, nothing serious happened to her. He hasn't rocked a chair since.\n\nSituation (Anamnesis):\nHe lives together with his mother and father and one sibling. Her parents support her in everything. She is a very clever, communicative, athletic girl. The class was smooth and calm from the start. There was no bullying or anything like that. She was very popular in her class.\n\nTeacher Intervention (Solution):\nUnfortunately, my solution procedure was not very well chosen. I should have warned her once more and told her what could happen to her instead of just taking action. My solution was unhurried and inappropriate.\n\nOutcome:\nFortunately, her forehead was restored to beauty. It didn't affect our relationship in any way. I also still get along well with her parents. He hasn't rocked a chair since.\n\nStudent Profile:\nAge/Year: 9 let, 4. Ročník\nHobbies: gymnastika\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons\nSolutions Applied: Physical intervention\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "466", "student_age_year": "9 let, 4. Ročník", "student_hobbies": "gymnastika", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Masarykova univerzita, Pedagogická fakulta, obor Učitelství pro 1. stupeň základní školy (Mgr.)", "teacher_practice_years": "13", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1285", "content": "TEACHING CASE STUDY\n\nBackground:\nAround October, I received information that a student whose class I was teaching had started using marijuana. First I asked his friends if he knew anything about it and they didn't, or at least they told me so. He denied me the whole time that he was using marijuana, but about 2 weeks after I got the information that he was using marijuana, he crashed. On Saturday evening, around 6 p.m., a questionable group of young people began to gather behind my house, since they were quite noisy, they caught my attention. I watched them from the window for a while. Who did I not see among them? Yes, there was also a student. I saw from the window that all the youths were smoking something, so I opened the window to see if it was only cigarettes or something else. It was a typical 'grass' smell. The student chose the wrong location for this activity. At that time, GDPR was not yet dealt with so much, so I took a picture of the student with marijuana, so that I would have proof if needed.\n\nSituation (Anamnesis):\nStudent of the 9th year of elementary school, rather extroverted, average academic results (doesn't stand out or fall behind), very friendly, hobby - playing PC games.\n\nTeacher Intervention (Solution):\nAs soon as it was confirmed to me that the student was really using 'weed', I started to act. It would certainly have been correct to inform the pupil's parents in the first place, but since the pupil lived only with his mother, who was seriously ill and he did not know his father, I decided otherwise. I didn't tell him I saw him, that I had proof. Thanks to my acquaintance in the anti-narcotics department of the police, I managed to arrange the presence of two men for a discussion about drugs. The men were middle-aged, they didn't know each other, the only thing that connected them was the past, when they both used drugs. A student was present at the meeting. The talk was preceded by a lecture by gentlemen who told the 9th graders their life stories, how they started using 'weed' in the 9th grade and gradually became addicted to hard drugs. Although the lecturers did not know each other, they met the same fate. After starting to use hard drugs, both were kicked out of their homes and had to live on the streets for a while. It helped one of the men right away, he started treatment and his parents took him back. For the second, it took up to 6 years, when it only helped him according to his words: 'I realized that everything was wrong when I was face to face with death.' Both gentlemen stood on their own feet, now they work and have their families. After it was over, the student came to me and admitted to me that he had actually used marijuana and apologized for lying to me. He thanked me for organizing the lecture, he was grateful to me because the lecture opened his eyes.\n\nOutcome:\nRight after the incident, when the student heard the men's stories, the student decided to stop using addictive substances immediately. For 2 months after the incident, he voluntarily came to my office every Monday to take a test. This activity was created purely on the initiative of the student. Each time the test was negative. The student has decided something about his lifestyle. He started doing athletics, after 2 years he came to invite me to his first races. In high school, with the help of experts, he organized lectures on the effects of addictive substances on human health. I was very glad that my solution turned out to be useful.\n\nStudent Profile:\nAge/Year: 15 let, 9.ročník\nHobbies: Poslech hudby - žánr “moderní hiphop”, chození ven s kamarády\nDisorders: Lhaní,Drogy,Alkohol,Cigarety\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1285", "student_age_year": "15 let, 9.ročník", "student_hobbies": "Poslech hudby - žánr “moderní hiphop”, chození ven s kamarády", "student_diagnoses": "", "student_disorders": "Lhaní,Drogy,Alkohol,Cigarety", "teacher_approbation": "Mgr.", "teacher_practice_years": "47 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/783", "content": "TEACHING CASE STUDY\n\nBackground:\nStudent T. physically attacked his classmate during a long break. A colleague who was in charge of the corridor was the first to hear about the situation and immediately informed me. We took the attacked student, who had a visible red spot on his neck after the attack, from the classroom to the office, where he described to us exactly what happened. I immediately contacted his mother, who picked up the student in about 10 minutes and took him to the doctor. Meanwhile, T. was waiting in the classroom under the supervision of a colleague. The whole time he sat in his seat as if nothing had happened. When I asked him why he attacked a classmate, he said he didn't know. His grandmother came to get him in about 15 minutes. After they both left, I started to find out what exactly happened in the class. I asked different students one after the other and their statements coincided. The student took a chair to the back of the classroom and wanted to kick it. A classmate pushed his chair away, so the student attacked him - first he punched him, then he pushed him to the ground and started hitting him in the chest. When the classmate tried to get up, the student grabbed him by the neck and started yanking him.\n\nSituation (Anamnesis):\nEven before the attack, T. had a problem with controlling his emotions and was prone to aggression. So we made an appointment with a special psychologist in the fall. The student spoke openly with her and seemed sincere. He said he has an older brother who beats him for no reason. Although he lives with his mother, he visits his father, who lives in Russia, during the holidays. It is said that his ears often hurt because he had an accident with firecrackers, and his bones also hurt because he had a lot of fractures. The pupil was alone at the meeting with the psychologist, so I arranged another meeting with his mother and older brother, which the pupil did not attend. My mother told me that the student does go to see his father, but he lives in a nearby town, not in Russia. He also never had an injured ear and never broke anything. The brother claimed that it was the student himself who started the fights and he was just defending himself. We advised the mother to spend more time with the pupil and to seek further professional help, for which we gave her contacts.\n\nTeacher Intervention (Solution):\nImmediately after the attack, we contacted the psychologist, whom the student has been seeing since November, and agreed on further cooperation. We also sent the mother to see a pediatrician. During January and February, the hands-on intervention program took place in the classroom. During the holidays, the pupil spent two weeks in a child psychiatry facility. He was diagnosed with a speech disorder (98.5 stutter) that made communication difficult, and as a result he developed various defense mechanisms.\n\nOutcome:\nThe attack took place when the student was in the 4th grade, now he is in the 7th grade. He still tends to be aggressive, but the situation has definitely improved. The student regularly goes to psychiatry and to the clinic of clinical psychology, and is also medicated according to the doctor's recommendation. The other students in the class know the student's problems and know how to communicate with him properly. When a problematic situation arises, in the absence of the student, the class teacher discusses everything with them, but then he does not return to the situation together with the student. In addition, there is always a community circle once a month.\n\nStudent Profile:\nAge/Year: 4\nHobbies: sport, kreslení\nDiagnoses: Koktavost\nDisorders: Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Bullying\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "783", "student_age_year": "4", "student_hobbies": "sport, kreslení", "student_diagnoses": "Koktavost", "student_disorders": "Emoční labilita", "teacher_approbation": "vysokoškolské magisterské, obor chemie", "teacher_practice_years": "17", "problems_annotated": "Lying and cheating, Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1444", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the class we have a pupil in inclusion with autism, ADHD and a mild mental disability, his classmates have known him since the first grade. However, with the onset of puberty, during the sixth grade, more conflict situations began to appear between students in connection with this student's behavior. His classmates did not understand his behavior, as he often hugged them and showed his affection, which was not pleasant for them. The boys in the class didn't want to take him in because, according to them, he had inappropriate questions and answers, they didn't want to talk to him and be in his presence. In addition, this student did not have his own phone at school, so he was used to watching other boys playing games on their phones during breaks, from the first grade. The biggest problem was that this student did not understand their behavior at all, because after school he called some boys from the school and became friends with them, but in the school collective, these same boys rejected him. In the course of their education, the pupils already had many classroom lessons to understand this pupil, but this time these lessons were ineffective. Together with the teacher's assistant and this pupil's mother, we decided to make methodical material - we called them the blue files at work - using pictures and descriptions of situations, we tried to capture as faithfully as possible the needs and feelings that this pupil may experience and a description of the behavior that is appropriate in apply in such situations. We went through these files together at school and then the students took them home to discuss the topic with their parents. Along with this, I sent an email to all parents with detailed information about what is being done at school and why the children brought these files home. The components were well received by both pupils and parents, and conflict situations stopped for a certain period of time. After about two weeks, the situation started to appear again, mainly due to the initiation of one student, who, in my opinion, is the main leader of the boys in the class and all the boys try to win his favor as much as possible. It was this pupil who had the biggest problem with the acceptance and respect of that pupil in inclusion. When this pupil in the inclusion group came to watch the boys playing games on the phone, the leader of the boys started to attack him and use verbal aggression - he misused information from the blue folder and deliberately provoked, mainly insulting the family of this pupil. This situation was repeated approx. 4 times despite negotiation and analysis of the conflicts that took place. In the last fight, there was also physical aggression - a student with autism hit the leader of the boys after provocations, and then the other boys in the class joined him. However, the female students managed to go to the supervision and luckily no one was seriously injured.\n\nSituation (Anamnesis):\nstudent with autism, ADHD and a mild mental disability, medicated, has a teacher's assistant in his class, has very well defined boundaries and habits at school, during the first grade there was never a problem with his acceptance by his classmates. The leader of the boys - a very intelligent boy, the leader and the class clown, likes to be in control, often disrespects the teacher, has the will to influence other boys in the class, athlete - often represents the school - in the past, some disruptive and conflicting behavior was tolerated precisely because of good results , an extrovert, he is not afraid to speak up, his father is a lawyer and the student recognizes him very much, he often adopts patterns of adult behavior and asks questions that he does not fully understand, he wants to be original at all costs and do things differently from others.\n\nTeacher Intervention (Solution):\nAlways after the conflict during the break, I talked with the leader of the boys individually, I tried to get him to describe the situation that happened as best as possible, justify his behavior and try to describe to me why his behavior did not please the student with autism, me and the assistance. After the physical attack, I invited the parents of both pupils, the assistant and both pupils to the school. The leader of the boys expressed that he did not like the behavior of the pupil with autism, so he attacked him. The father of the leader of the boys was very angry and demanded that the autistic student not go to class with them and transfer to a special school. The mother of the pupil with autism then explained that it is not so much her who decides which school he will go to, but the special pedagogic center and tried to describe his needs and benefits that will enable him to be included. As a result, both the leader of the boys and his father apologized to the student with autism. After the meeting, the assistant and the leader of the boys remained alone in the office and we assigned him a new function in the class – protector of a pupil with autism, his task was to monitor whether someone scolds the pupil with autism, pushes him out of the group, or to protect him if someone wanted to hit him. So he had to defend him from the other boys, thereby gaining some power over the situation and at the same time not losing his position in the class in front of the other boys, which suited him very well.\n\nOutcome:\nThe implemented measures worked immediately, the pupils are now in the 7th grade and it is still working. In general, the situation calmed down, as the leader of the boys no longer influenced others in the class with a negative attitude towards the pupil with autism. On the contrary, I have recently noticed that a pupil with autism is popular with boys because he is good at programming and even lends him a phone under the supervision of an assistant to install new functions and applications for them, or they teach them how to do it.\n\nStudent Profile:\nAge/Year: 6. ročník ZŠ, 12 let\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Bullying\nSolutions Applied: Consequences, Support, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1444", "student_age_year": "6. ročník ZŠ, 12 let", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ Magisterské studium obor Matematika a biologie", "teacher_practice_years": "33", "problems_annotated": "Diagnosis, Physical aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/61", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened to me in the second grade of elementary school, when there was a boy in the class who talked back and didn't want to do anything. I would say a typical teenager with whom you don't get along, or at least I do. I regret this situation that I couldn't have handled it differently, but I tell myself that this is also part of the job of a teacher and you are also only human. I wanted the student to do some task, I don't know what it was anymore. But the student refused and did not want to work. I warned him that I would evaluate it, that I would want to see it. He still didn't work all the time. I started to raise my voice if he didn't care if he got a 5. Of course he didn't care. I started threatening the principal, even though I don't know why at all. At that moment it somehow occurred to me, but I have to say that it was at the beginning of my teaching career. So I told him if he didn't start working immediately, I would go to the director's office. He didn't care again, so I got up and followed him saying that we were really going there.\n\nSituation (Anamnesis):\ndidn't know the student very well, I was like a supl in the class, otherwise I taught other children. Therefore, the student may have had the feeling that he can jump on me and I can't do much about it. The student was disruptive, non-verbal, I don't remember that he had any disorder.\n\nTeacher Intervention (Solution):\nSolving the problematic behavior was not abrupt, only after a more heated dialogue I took him outside and tried to get him to stop or at least stop disturbing others. I calmly began to explain to him that I don't really care what he gets or how he normally behaves, I don't remember exactly. but I actually let him know that I was absolutely not interested in him as a person and that the only thing I wanted was for him to at least not disturb the others and me, if the grades were not important to him. I tried to make him know that I was above him. And of course I know that this should not be done and I'm not proud of it, but at that moment we simply couldn't keep our nerves, and she didn't even know what to do.\n\nOutcome:\nThe result was that the student understood in the final and stopped disrupting the class, I didn't teach him anymore. I know that I asked other colleagues how they handled him, I don't remember that anymore. But of course the result was negative, when I failed as a teacher and could not solve the situation in a different way.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "61", "student_age_year": "14 let, 8. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Výtvarná výchova + Speciální pedagogika", "teacher_practice_years": "10 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/667", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka was always quite calm and nice, but for quite a long time we were looking for a way to each other, because we simply did not understand each other. This conflict probably started because I had been angry with her for a long time. This stemmed from the fact that she had previously left the class alone and gone to play the devil somewhere other than with her classmates. One morning I came to class and the student had her feet on the desk. At first I didn't deal with it because I thought that after the greeting he would sit down normally, but that didn't happen. First I admonished her to sit normally like the others, but put only one leg down. That really pissed me off so I started yelling at her and being really annoying, which must have thrown the whole class off.\n\nSituation (Anamnesis):\nŽačka was always very complicated, but more or less nice. She wasn't afraid to voice her disapproval and spoke up when she didn't like something. At the same time, if it was sometimes not her way, she knew how to show it quite harshly. He lives in a family with both parents and they have a small farm. She likes to take care of animals, ride horses and is generally interested in nature. Her upbringing was quite free, which may be the source of occasional defiance.\n\nTeacher Intervention (Solution):\nI started shouting really loudly at the student that we were not in a pub somewhere or at home watching TV. I was also gesticulating and throwing my arms around. The student then sat down normally and was more scared than learned for the whole hour. I think my reaction stemmed from a longer term dislike of her.\n\nOutcome:\nAfter the whole incident, the atmosphere in the class was more or less tense, because this behavior is not my habit. Later we sat down and everyone discussed the situation, we said why such things happen sometimes.\n\nStudent Profile:\nAge/Year: 5.ročník, 11 let\nHobbies: péče o domácí mazlíčky, zpěv, pobyt v přírodě\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Disrespectful communication, Working with the collective\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "667", "student_age_year": "5.ročník, 11 let", "student_hobbies": "péče o domácí mazlíčky, zpěv, pobyt v přírodě", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "učitelství chemie a matematiky pro střední školy, učitelství pro základní školy", "teacher_practice_years": "21", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/712", "content": "TEACHING CASE STUDY\n\nBackground:\nhave been working with the boy since kindergarten. The problems started only now, when he entered the first grade. One particular case I can cite happened recently. Like every morning, I picked him up together with the other freshmen in the locker room and led them to class. He was not behaving in any strange way, as always he was talking to himself, humming. However, problems started already in the first hour. When greeting the teacher, I had to lift him to stand up, but he resisted. During the lesson, he refused to cooperate with me and the teacher. He skipped tasks, played with tools, mask. Anything was more interesting to him than teaching. He was out of his mind for the entire first hour, but he was still able to answer the teacher's questions. After the bell for recess, he happily ran to the carpet to play and I got some rest.\n\nSituation (Anamnesis):\nThe second hour was worse. The boy didn't seem to realize that classes had already started. He was sitting in the desk with his side turned to the teacher and instead of counting, he was looking at the pictures on the board. I tried to get him involved in activities, but he just resisted. Even when singing the song, he didn't join in, yet he always likes to sing. Cooperation with him was impossible. He cut himself and didn't want to do anything anymore. He started shouting that he was hungry, that he needed to replenish his energy and was disturbing the whole class. I tried to convince him that there would be a big break soon, but he didn't understand. He started playing with the dots in the math and throwing away the slip of paper he was given. He didn't care about anything. His classmates started to turn on him and I knew that a simple arrangement would not be enough. The teacher was slowly losing her patience, and so was I, so I decided that I had to take the boy out of the class. The boy didn't want to walk or move, so I took him and carried him to the corridor. He continued his monologue about hunger and energy. I carried the boy into the corridor and sat with him on the bench. He seemed agitated to me, so I slowly started talking to him. I asked him simple questions, such as what he had for breakfast, what he had for a snack. After a while, I moved on to more complex questions, such as why he doesn't want to study today. He answered me calmly and I learned that he wants to learn, but doesn't feel up to it. So I searched further until I got to the main problem. The boy told me that he went to bed late at night and didn't want to get up in the morning.\n\nTeacher Intervention (Solution):\nWe spent less than ten minutes in the corridor. After returning to the classroom, I offered him a drink, he happily took it and slowly began to concentrate. Unfortunately, the peace did not last long. He blurted out something about hunger a few more times as he drank, but thankfully he dropped the subject and began to look around the classroom. I tried to involve him, I opened the textbook and showed him what we were working on. The boy couldn't concentrate. He turned and looked around the class. Five minutes before the end of the lesson, the coloring activity came and he finally got involved. I calmed the boy down with a drink for a short time, but I couldn't help him concentrate. The next hours were the same. He always got involved for a while, but then he stopped enjoying the activity and started playing with something. Instead of involving the boy in joint activities, I decided to work alone with him. This method worked, but I still didn't fully win the boy over.\n\nOutcome:\nAt the end of the day, the teacher and I were exhausted. It was a new experience for us and we didn't know how to work with him. We're still not sure exactly how to work with the boy.\n\nStudent Profile:\nAge/Year: 7 let, 1. třída\nDiagnoses: ADHD\nDisorders: Neuznávání pravidel\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "712", "student_age_year": "7 let, 1. třída", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Neuznávání pravidel", "teacher_approbation": "SŠ s maturitou", "teacher_practice_years": "1,5 roku", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/195", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, a Roma student came to the class due to relocation. Almost everyone got along with him from the beginning, except for the described student. She had an insurmountable problem sharing a class with a Roma student. Over time, it progressed to such a stage where she managed to turn almost the entire class against the Roma student. A physics teacher noticed this and took action.\n\nSituation (Anamnesis):\nAs the described pupil's parents are divorced, she lives only with her mother. Hatred of the Roma/Roma classmate could also arise here. The mother even went to school several times to complain that her daughter would not share a class with a Roma classmate. Here you can probably see how an individual can influence larger groups of people, when over time a female student succeeded in turning the entire class against a Roma classmate.\n\nTeacher Intervention (Solution):\nAfter discovering that the situation described above was taking place in the classroom, the physics teacher began to solve the given situation. First, he tried to explain to the emphatically described pupil that we do not choose the color of our skin and that she cannot judge him accordingly. Subsequently, the physics class was devoted to this issue, because the physicist was also the class teacher. Subsequently, the student started indirectly attacking the teacher because he was defending the Roma student. The same with her mother, who came to school again and complained about the teacher.\n\nOutcome:\nThe situation escalated to such an extent that the school psychologist had to start dealing with it, who fortunately managed to save the situation. Most of the classmates started talking with the Roma classmate again. The described student still had a dislike for him, but it no longer showed like that.\n\nStudent Profile:\nAge/Year: 13. let, VII. třída\nHobbies: Sociální sítě, seriály\nDisorders: Arogance,Rasismus\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "195", "student_age_year": "13. let, VII. třída", "student_hobbies": "Sociální sítě, seriály", "student_diagnoses": "", "student_disorders": "Arogance,Rasismus", "teacher_approbation": "Mgr., Fyzika, Informatika", "teacher_practice_years": "15", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/281", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a pupil here about a year ago. The student never excelled. She mostly had threes and fours, but whenever she needed to, she was able to pull it off with ones. However, she didn't go to school much, so she didn't have many friends and she often missed class notes. And there were problems with those notes. When she got to school, she told her classmates to let her copy the notebooks. She never asked and expected it as a given. So the others didn't like her very much. They thought it wasn't fair that they had to go to school and write everything down honestly, and she came every once in a while and just wanted to copy the lessons. After a while, they stopped lending her notebooks and no one bothered with the student. Žačka was no slouch, so she argued with them. During class, she made excuses that she had nothing to study because her classmates didn't want to let her copy notebooks.\n\nSituation (Anamnesis):\nThe student was a truant and the rest of the class didn't like it.\n\nTeacher Intervention (Solution):\nOnce during a classroom lesson, when the student was at school, I asked the students what was going on in their class. The students explained everything to me. I told them to say it to each other, so for the rest of the lesson the student discussed their problem with the rest of the class. As I said before, the student was no slouch, so she was not afraid and did not keep silent. At first, everyone argued. The student thought she was right, and the class thought they were right.\n\nOutcome:\nIn the end, they agreed that the student would try to go to school as often as possible, and if by chance she didn't have any notes, she would talk more politely about them. By the end of the quarter they were friends, so the whole situation was resolved. I just introduced them in class, and the students said the rest themselves.\n\nStudent Profile:\nAge/Year: 19 let, 4. ročník (SŠ)\nHobbies: Poslech hudby, zpěv, nakupování\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "281", "student_age_year": "19 let, 4. ročník (SŠ)", "student_hobbies": "Poslech hudby, zpěv, nakupování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské", "teacher_practice_years": "25", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/696", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the long break, I registered an argument between two fifth graders while supervising in the corridor. One student attacked his classmate very vulgarly and even tried to physically assault him.\n\nSituation (Anamnesis):\nThe student came from a single-parent family where he lived with his mother and older brother while his father was in prison.\n\nTeacher Intervention (Solution):\nI quickly approached him and tried to prevent him from attacking. While trying to tear it away, one student bumped into me. Without finding out the root cause of this conflict, I yelled at him in exasperation and threatened him with a demeanor.\n\nOutcome:\nsecond supervising teacher in the hallway noticed this conflict and asked me for an interview, in which he brought to my attention the poor family situation of a student whose father was in prison at the time. As I later learned, the whole problem arose precisely because a classmate mocked the student because of his father. An older colleague advised me that next time I should find out the primary cause of the situation and only choose the appropriate solution after considering all the circumstances. Since it was also his class teacher, he told me that he would solve the whole situation with the student himself. From the class teacher's statement, I learned that similar behavior was not repeated in the future.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: fotbal\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Physical intervention, Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "696", "student_age_year": "11 let, 5. třída", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "vysokoškolské, učitelství prvního stupně", "teacher_practice_years": "2", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/360", "content": "TEACHING CASE STUDY\n\nBackground:\nThis situation happened to me at my previous job. I used to teach at a very ordinary country school where a lot of children went. At the same time, this school was catchment school, so even problematic children went there. And just such a very problematic class here was the seventh grade. Specifically, one boy who created a very stuffy and unpleasant atmosphere in the class. In seventh grade, every teacher was afraid to teach. Myself, before entering the classroom, I was always out of breath and my hands were shaking, because the screams could be heard on the other side of the school. The boy was able to influence the whole class so much that he really enjoyed the mess. But this was not the boy's first problem. The boy was making trouble every hour and nothing paid him. I tried it from the beginning after a good one, so the appropriate motivation and praise, but it didn't work for him at all, in fact it made him even more difficult. I tried to pay attention to him individually, but that didn't work either. I experienced the worst situation during one of our Czech lessons. The boy came to school that day quite upset and I already knew there would be problems. Our assignment for the day was a song, so I was slowly making notes on the board when there was laughter and whistling from the back bench, making the whole class laugh. I tried not to react to him and finished the entire entry. I turned around and started to calm the class down, but the boy didn't like that at all, who instead of writing in his notebook was scribbling on the desk and kept answering my calls for the students to calm down. He answered me in a way that I should rather calm down, if something bothers me, I hardly ignored it, even though it was very difficult for me. The other students thought it was very funny, so they had a good time with it. When I saw the boy destroying the bench, I told him that what he had drawn there was rubberized. The boy rocked in his chair and said with a smirk: \"I'm not going to rubber anything, and if you want, you can do it yourself.\"\n\nSituation (Anamnesis):\nPersonal history: The boy is a very problematic student. He is not interested in doing anything at school, he does not see anyone as an authority and he does not respect older people at all. He doesn't do his homework, refuses to cooperate with teachers and revels in the chaos he causes in the classroom. His only hobbies are watching series, playing computer games and hanging out with his friends. The boy's parents are both high-ranking employees in a private company, so they allow him freedom in everything. The boy has no responsibilities at home. He is an only child himself, so he gets everything he can think of. The parents defend their son in his actions and accuse the teacher of causing the way their son behaves. According to the parents, the fault lies with the teachers who sit on their son and thus cause him problems at school. Class history: Seventh grade is the fear of all teachers because of the boy. If the boy is not in the class, he can get along with the other students almost without any problems. With exceptions, the pupils behave in a disciplined manner, work under the supervision of the teacher and cooperate smoothly. The problem arises when he appears here. The whole class starts behaving according to how the boy behaves. The class is busy, students are laughing, throwing chairs, banging things on tables, jumping into the teacher's speech, even verbally insulting the teacher. Cooperation is almost impossible at that moment, and teachers often do not know what to do with this class, because they can try harder, but it is useless, at that moment the teacher in the class is as if he does not exist.\n\nTeacher Intervention (Solution):\nWhen the boy and I found ourselves outside the door, I tried to calm him down at the beginning and told him that we could talk about it together calmly, that it would be enough for me if he sincerely apologized to me, that he wouldn't have any problems, and that I won't even give him a note in the student book. But the boy didn't want to understand it at all and shouted at me that I shouldn't touch him at all and how dare I sit on him and still have some problems with him. At that moment I didn't know what to do, so I said to him: “Come on boy, let's talk about what happened.\n\nOutcome:\nThe boy continued his behavior immediately after the incident and after being reprimanded by the school principal herself. Even for hours there was an incredible din and noise in the classroom. The boy acted as if nothing had happened and continued to smash things around him. He found it very funny when I completely ignored his behavior and tried to go back to the lesson so that I could at least finish the material being discussed. But that wasn't the end of the day. The boy kept adding to his behavior and began to mock and poke and prod me with his comments about my appearance or my learning experience. I remember him telling me over and over \"what a stupid cow I am and that I don't really know what I'm doing there, I'm just trying to look important in front of others\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Hraní počítačových her, sledování seriálů, scházení se s kamarády.\nDisorders: Vykřikování,Vulgární vyjadřování,Lhaní,Ničení majetku,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "360", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Hraní počítačových her, sledování seriálů, scházení se s kamarády.", "student_diagnoses": "", "student_disorders": "Vykřikování,Vulgární vyjadřování,Lhaní,Ničení majetku,Agrese", "teacher_approbation": "Vysokoškolské vzdělání (magisterské), aprobace: Český jazyk, Společenské vědy", "teacher_practice_years": "20 let", "problems_annotated": "Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/520", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of May, the children had to work on filling in simple worksheets, with the aim of repeating the curriculum from distance learning. Most of the children participated without a problem, but a girl with autism spectrum disorder constantly required the help of an assistant, even though she can work independently. The girl was shouting at the assistant to come and help her, raising her voice at her and disturbing the other pupils. As the assistant calmed her down and persuaded her to work alone, the girl was uncomfortable, banging her hands on the desk, teary-eyed and angry. Once she started working on her own, she would shout out the correct answers out loud, which was counterproductive to the other children's work. I was aware that this whole situation is largely influenced by the autism spectrum disorder and the children's stay outside the collective during long-term distance learning. Despite all this, I had to lead the girl to independence, to respect the teacher's assistant and to behave decently towards her.\n\nSituation (Anamnesis):\nThe girl is a child with special educational needs, diagnosed with an autism spectrum disorder. Due to the peculiarities of the disability, it needs an individual approach, increased staffing and respect for the specifics that result from the diagnosis. She had a deferral of compulsory schooling and completed a year in a preparatory class before entering the first year. Due to the facts discovered during the special pedagogical examination, the child is included in the fourth level of support measures - a teacher's assistant for the entire period of stay in the school. Performance in all areas is affected by short-term, non-constant attention. He reacts very positively to the team. When the other children are working, he is actively working too. The girl's difficulty is understanding verbal instructions, it is necessary to follow the instructions step by step, speak clearly and concisely. It is necessary to make sure that he understands the assignment. The girl is often able to work independently, knows the correct answers, but requires constant reassurance of correctness. In distance education, the girl worked diligently and carefully with the support of her parents and the teaching assistant. However, after the children returned to school, compliance with the rules at school significantly worsened (talking in class, shouting, negative communication with the teacher's assistant and the class teacher in case of disagreement). It is necessary to strengthen the child's independence. There are several other children in the class who need the support of a teaching assistant.\n\nTeacher Intervention (Solution):\nWhen the girl kept interrupting and yelling at the assistant, I took her back to the quiet area (on the couch) and talked to her about her behavior towards the assistant. I emphasized that the assistant likes her, that we like her too, that we are friends and that we don't disturb each other at work. I allowed the girl to have a stuffed animal in her hand, I tried to calm her down. At the same time, I still emphasized that the children must listen to me, that the other children are working and that we have rules that need to be followed. Finally, we called the assistant after us and the girl apologized to her. We took the stuffed animal and gave it to the girl on the bench so that he could watch how the little girl was doing. We agreed on tasks that another friend can help her with and marked them with a star.\n\nOutcome:\nThe girl was managed to calm down emotionally so that she could join work again. By apologizing to the assistant, the other children also saw that I deal with bad behavior towards other people and that it is not possible to tolerate inappropriate behavior even in children with autism spectrum disorder. Working with the toy helped the girl gain peace, self-confidence, and its presence motivated the girl to work. As the girl was offered help from her classmates, she also gained a sense of security that someone would help her in case of need. In the end, she managed to accomplish almost everything by herself. In the long run, it was good that I insisted that the girl not always work under the guidance of a teaching assistant, but that she trust herself more. The fact that the other children could also help her in her work strengthened the relationships in the class. Gradually, the girl learns again to follow the rules that apply at school.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída ZŠ\nHobbies: Kreslení, hra s plyšovými hračkami, čtení, sledování televizních programů pro děti\nDiagnoses: PAS – porucha autistického spektra\nDisorders: Neposlušnost,Vykřikování,Potřeba pozornosti,Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "520", "student_age_year": "8 let, 2. třída ZŠ", "student_hobbies": "Kreslení, hra s plyšovými hračkami, čtení, sledování televizních programů pro děti", "student_diagnoses": "PAS – porucha autistického spektra", "student_disorders": "Neposlušnost,Vykřikování,Potřeba pozornosti,Nespolupráce", "teacher_approbation": "VŠ – Učitelství 1. stupně ZŠ", "teacher_practice_years": "26", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1033", "content": "TEACHING CASE STUDY\n\nBackground:\ngot first class about 2 years ago. The children started school for the first time and everything was new for them and they had to make friends with other children - classmates. After just one week, I had to disperse, because some children started talking to each other and were not paying attention in class. Of course, many didn't like it because, for example, they were sitting with their friend, whom they have known since kindergarten. I noticed this problem with one pupil, we will call him the pupil. I separated him from his friend and sat a little girl next to him, whom we will call pupil. Over the course of the class, I noticed that both of them were frowning quite a bit. I also noticed that when one is reporting, the other tries to raise his hand as high as possible to have it higher than the other. This is how they raced each other. Once I noticed that they started digging under the bench and poked each other during class. This prodding and kicking was repeated about three times.\n\nSituation (Anamnesis):\nfirst-grader, careful, cared for a lot by his parents, problems with his younger sister - quarrels and jealousy, remains loyal to his friends, sometimes gets offended when he fails or is reprimanded. First grader, cheerful, sticks to her 3 friends, reliable, active - especially when playing during breaks.\n\nTeacher Intervention (Solution):\nwas thinking about how to solve this situation so that it doesn't hurt anyone. I took into account that they are children in the first grade who don't know each other very well and haven't even had time to properly get used to the school environment. After the lesson, I went to the desk where the student was sitting with the girl. I asked them if everything was fine and what they said about the new meeting schedule. I didn't want to immediately attack them saying, 'I saw you kicking here, you are naughty children, this is not done'. Rather, I wanted to establish an initial non-binding contact with them by means of a question to find out about their satisfaction and I wanted to show interest in them. In practice, this procedure has worked well for me. I don't know about other teachers, but this way of finding things out from the students, trying to ask them and listen to them, rather than blaming them right away in front of the whole class, has worked better for me. That's one of the reasons why I went to the desk after them and didn't start solving it by name in front of the whole class. The children did not know each other and it could put a bad light on the pupil. Children might think - I won't be friends with him, he kicks someone, that's why my first step was individual. After asking whether the pupil and the pupil were satisfied, I found out that the pupil did not like it because his friend had moved away from him and he did not want to be friends with anyone else. I found out from the student that she doesn't care who she sits with, but she doesn't like it with the student. Subsequently, I told them that I noticed that they were nudging each other in class. The student reacted immediately and said that he did nothing, that the student started. She immediately defended herself by saying that the student kicked her first. I asked, and why were they kicking each other? From their answers it became clear that they did not want to be friends, it was mainly from the pupil's side. I was thinking and thought that it might be nice to play such a game with the children to bring them closer and make friends with each other. In my opinion, the pupil and the pupil were not the types to poke each other, rather they needed space to get closer, because the pupil was mainly affected by the fact that he did not fit in with his friend rather than the hatred because of the pupil. In one lesson, the students and I sat on the carpet and I said that I noticed that someone was kicking and nudging each other in the desk. I asked what the children thought about it, if it was right. They told me it wasn't. To make it easier for the children to understand, I took stuffed animals and using such a theater I showed them a similar situation that took place between a pupil and a pupil. We worked with the story and the stuffed animals all the time, showing them what was right and wrong, how they probably felt and how we wanted them to feel, etc.\n\nOutcome:\nThe male and female students stopped kicking and nudging each other. I even noticed that during the lesson they helped with the task, borrowed crayons or showed what to do. I think that the solution I chose was successful because I didn't notice any other problem with them during the time I was teaching them.\n\nStudent Profile:\nAge/Year: Franta: 7 let, 1. třída / Maruška: 7 let, 1. třída\nHobbies: Fotbal, vystřihování z papíru, hra s kamarády / tancování, kreslení\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1033", "student_age_year": "Franta: 7 let, 1. třída / Maruška: 7 let, 1. třída", "student_hobbies": "Fotbal, vystřihování z papíru, hra s kamarády / tancování, kreslení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "26", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/111", "content": "TEACHING CASE STUDY\n\nBackground:\nstarted the day with the class as usual with a community circle. I was the first to ask how the children had their weekend - what they did, where they were, how they felt... I was the first to describe my weekend and then I sent our talking stuffed animal. The first was given to a pupil who started talking about being on the playground with her mother. At this moment, a student jumped in, saying that he was also on the field. I broke the circle and repeated the rules of the community circle - considerateness - we don't jump into each other's conversation, only the one with the stuffed animal in his hand speaks. After repeating the rules, I instructed the student to continue her story. As soon as the pupil finished everything, she sent the stuffed animal to another classmate, who began to talk about his experiences. He told about his grandmother, with whom they cooked leavened dumplings. At this moment, the student again intervened in the narration, who suddenly started talking about his weekend. I stopped the circle and asked the student if he could repeat the rules of the circle to me. The answer was NO. So I asked everyone else who could repeat the rules of the circle for me. Everyone except the pupil signed up, so we repeated them together. After repeating the rules, the stuffed animal moved to the next child who was sitting next to the student. However, the student got up out of nowhere, pushed him and took the stuffed animal from his classmate, saying that he wanted to speak now.\n\nSituation (Anamnesis):\nSo I stopped the whole circle and asked the student why he did it. The answer was: 'Because I want to speak now.' I asked the student if it was right to push a classmate just so he could talk and if he himself would like it if someone pushed him like that. The student could see that he realized what had happened and began to look at the ground, he did not want to look at anyone around him. He replied that he didn't mean to push him, that it was a mistake. I asked him if he knew what he should do now. I could see that he was very sorry. He looked at his classmate and apologized.\n\nTeacher Intervention (Solution):\nAfter that, I returned the stuffed animal to the student from whom the student took it and continued in the circle. The student refused to speak. The lesson continued without further problems, only the student was absent in spirit. During the break, I took him aside and asked if everything was okay, if anything was wrong. The student suddenly burst into tears and told me that he is very tired, that he goes to hockey practice every day, in the morning before school, and that he is always completely exhausted afterwards. I asked him if he had talked to his mother about it. He replied that no, that his mother would tell him that he had to go there anyway. Then we continued to talk and agreed that we would try to tell mom together.\n\nOutcome:\nIn the afternoon, the mother came to pick up the pupil and we went to see her with the pupil. When I was standing there with the student, everything suddenly started to fall and he told my mother everything he had told me in the office before. Mom was very understanding and said that she would cancel hockey in the morning and practice would only be in the afternoon. Since then, there have been no major problems with the student. The student is a great athlete. You can see in him that he is trying to take the role of a man in the family. He never cries, he always manages everything with clenched teeth. Admitting to someone that he is not good enough for something was very difficult for him, but he managed it perfectly.\n\nStudent Profile:\nAge/Year: 7 let 2. ročník ZŠ\nHobbies: Nadšený sportovec- hokej, fotbal, koloběžka\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "111", "student_age_year": "7 let 2. ročník ZŠ", "student_hobbies": "Nadšený sportovec- hokej, fotbal, koloběžka", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Magistr- Učitelství pro první stupeň ZŠ", "teacher_practice_years": "5", "problems_annotated": "Physical aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/43", "content": "TEACHING CASE STUDY\n\nBackground:\nDue to the epidemiological situation, the teaching of pupils has moved from face-to-face to a distance form, and I therefore communicate with pupils mainly via MS Teams or via email. In the beginning, the teaching went well. But within a few weeks, problems arose. During distance learning, students were used to writing to each other in a relaxed, informal style, and later their correspondence with teachers began to follow the same direction. The highlight was one email from a student in which he did not treat me as a teacher's authority at all, but as an 'equal to an equal'. His email was more like a message to a friend than to a teacher. Although there was nothing vulgar in the news, I did not like the style at all and I definitely wanted to solve it.\n\nSituation (Anamnesis):\nThe student stands out above his classmates in terms of his grades, and it can be seen that he is very intelligent when talking in class. According to my experience, it often happens with such students that they do not know where the line is and sometimes they cross it. This was just the case.\n\nTeacher Intervention (Solution):\nI invited the student to my office so we could say things face to face, because he didn't take me much as an authority through Teams. We set clear rules for writing e-mails and the student undertook to follow them. I then shared the same rules with the class, because there were already signs of a similar problem. We told each other what a proper email should look like, address, some subject, thank you and farewell. And we said the same thing about chats in teams.\n\nOutcome:\nthink that I resolved the incident very well with the students. At the same time, I believe that this situation did not occur only in my class, but due to distance learning, it was also repeated in the classes of others. Fortunately, the problem did not recur after that and the pupils were careful when writing emails and chats, and it was clear that our online communication was about something else.\n\nStudent Profile:\nAge/Year: 13 let, 8. ročník\nHobbies: Sport, hry na počítači\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Support, Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "43", "student_age_year": "13 let, 8. ročník", "student_hobbies": "Sport, hry na počítači", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání v pedagogice – Český jazyk a literatura, Občanská výchova", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/205", "content": "TEACHING CASE STUDY\n\nBackground:\nmet him in September, that is, from the beginning of the school year. I taught him. There were big problems with him right from the start. He lived in alternating care. A moment with father and a moment with mother. Pathological behavior arose very early. He started to bully the children and treated me badly. Once, during a Czech lesson, he got up from his desk, went and attacked his classmate. I immediately went to tear him away and he was rude to me. Such behavior was repeated. He attacked his classmates even during breaks, and the supervision in the corridor was really demanding. All the children were afraid of him. He also did not pay attention in class and had very poor grades. There was a very bad agreement with the parents. Dad said it wasn't that bad, he was just angry. Mother also played it down.\n\nSituation (Anamnesis):\ngot it in the 7th grade. He was diagnosed with ADHD, I think sometime in the 2nd grade. He was a troubled student. He was very aggressive, attacked his classmates, did not study and the other children were afraid of him. He had very bad grades. The class was so average. If it weren't for him, I think there wouldn't be many problems. But he kept interrupting and not concentrating, he was rude. You can't learn much in such a class. He lived with his mother and with his father in alternating custody. As far as I know, my father had a girlfriend and my mother was alone. He was an only child.\n\nTeacher Intervention (Solution):\nThe solution was that when he attacked a classmate in class, I pulled him away and he said to me: 'You bitch', to which I replied: 'Well, not this, but report it to the principal immediately!' In other situations he was even more vulgar, but I wouldn't want to write this. So he went to the director, and there we arranged for him. Unfortunately, the problem behavior was constantly repeated in class and in the corridor during recess. He was also unable to concentrate at all. So we kept inviting our parents, who kept making light of it. He was constantly aggressive and attacked and bullied his classmates. That took the whole time. Finally, after a year, he transferred to another school, at the request of his parents. But the worst thing was that dad still went to school and laughed at us for not being able to deal with one boy and he always promised to fix it and he didn't fix anything. Mom also made light of the situation and also promised to fix it and didn't. Then he had to change schools. She consulted the educational counselor about the situation.\n\nOutcome:\nImmediately after the first incident, the principal was reprimanded. Which didn't help. Also notes and constant discussion with parents didn't help either. He was constantly aggressive all fall and continued to bully. He wasn't paying attention in class and was about to fail. Basically, from September until the end of the school year, when he was at our school, the problems persisted. As far as I know, because I asked, the problems persisted at another school, and he had to change the school he transferred to. And I confess that I don't know what happened to him after that. I was sad that it couldn't be resolved.\n\nStudent Profile:\nAge/Year: 13 let/7. ročník\nHobbies: Fotbal, různé sporty\nDiagnoses: ADHD\nDisorders: Agrese,Šikana,Lhaní,Vulgární vyjadřování,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Physical intervention, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "205", "student_age_year": "13 let/7. ročník", "student_hobbies": "Fotbal, různé sporty", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Šikana,Lhaní,Vulgární vyjadřování,Nepracovitost", "teacher_approbation": "Mgr. vysokoškolské (ČJL+HV)", "teacher_practice_years": "27", "problems_annotated": "Diagnosis, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Physical intervention, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1165", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation of this pupil was the main topic of every pedagogical council. This is a student diagnosed with ADHD in the 4th grade, where the entire team is very scattered. The student regularly goes to school late due to truancy, sometimes he does not come to school at all. When he arrives at school, he does not have the necessary workbooks and textbooks, does not carry tools and does not do homework. He lives only with his mother and lacks a male role model in his upbringing. He is very naughty and unfortunately, this behavior drags down other classmates as well. In class, the class teacher talks back, lies, argues and likes to discuss very much. He doesn't do anything about the notes, he just laughs at them, unfortunately his mother is also short on him, because she is raising her son alone, she is not enough to raise him, because she has 2 more children.\n\nSituation (Anamnesis):\nstudent in the 4th grade, he lives only with his mother, so he lacks a male role model. His hobbies include football and computer games. The student has been diagnosed with ADHD. At school, he lies and cheats, he likes to discuss with his classmates and the class teacher very much. The class team was generally problematic.\n\nTeacher Intervention (Solution):\nWe have tried to solve the whole situation several times without success. First, there was a meeting with the pupil's mother and the class teacher. After that we tried to use the procedures from the positive behavior support also without result. The student's behavior has not changed.\n\nOutcome:\nThe pupil's behavior improved slightly in the beginning, unfortunately only for a short time, in the long term there were no results.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída\nHobbies: Fotbal, počítačové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Záškoláctví,Odmlouvání\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Support\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1165", "student_age_year": "10 let, 4. třída", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Záškoláctví,Odmlouvání", "teacher_approbation": "Mgr., aprobace matika a dějepis", "teacher_practice_years": "18 let", "problems_annotated": "Diagnosis, Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/53", "content": "TEACHING CASE STUDY\n\nBackground:\nAn 8th-grade elementary school student sitting in the back bench repeatedly turned to a classmate during class, talked to her animatedly and disrupted the lesson, ignoring the warning that if he continued his behavior, he would receive an extra task.\n\nSituation (Anamnesis):\n8th graders are generally in the very stormy age of puberty, when the effort to fit into the collective and identification with the group is generally pronounced. Attention can be weakened due to hormonal changes, moreover, joking and rebellion against authority (the teacher) can be perceived by peers as a manifestation of heroism and belonging to the group. Student M. (14) has a younger sister (8), both of whom live under the alternating care of their parents, who divorced when M. was in first grade. The father sometimes takes the children for the weekend, otherwise they mostly live with the mother in an apartment in the city. Mother works shifts as a nurse. When she has the afternoon shift, the children go to their grandmother, who lives nearby. M. pays for the class clown and wants to be the center of attention at all costs, which he partially succeeds in - he is popular in the team. It can be speculated whether the need for constant attention does not compensate, for example, for a lack of attention from the parent/parent.\n\nTeacher Intervention (Solution):\nAn 8th-grade elementary school student sitting in the back bench repeatedly turned to a classmate during class, talked to her animatedly and disrupted the lesson, ignoring the warning that if he continued his behavior, he would receive an extra task. Teacher: \"Student, will you stop interrupting me when I transfer you to Bar? It seems to me that you are in love and English is on the back burner…\n\nOutcome:\nThe student laughed immediately after the punishment was given, but there was no need to reprimand him for the rest of the lesson. He completed the assigned task. A smiley was drawn next to the signature. The student still needs to be in the center of attention, however, since the incident in question, it is enough to point out the possible consequences for inappropriate behavior and he \"gets in a rut\"\n\nStudent Profile:\nAge/Year: 14 let, 8.ročník\nHobbies: Videohry, PC hry\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "53", "student_age_year": "14 let, 8.ročník", "student_hobbies": "Videohry, PC hry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Magisterské, učitelství anglického jazyka pro ZŠ", "teacher_practice_years": "10", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/546", "content": "TEACHING CASE STUDY\n\nBackground:\nThis situation occurred at the beginning of the school year. The student is hard-working, wants to get straight A's, reacts aggressively to poor grades. I always tried to admonish and guide him. We had a history class and handed out corrected papers. The student got a three and was very angry. A classmate started grinning at him, the student got angry and threw a plastic water bottle at her. As the devil would have it, the bottle landed directly on my teacher's desk, burst, and the entire contents spilled over the desk. Everything was wet, my preparations, the class book, the water was running on the ground. I and the student's classmates were quite surprised, we did not expect this.\n\nSituation (Anamnesis):\nThe student is 15 years old and lives with his grandmother, who has been taking care of him since he was three years old. He doesn't remember much about his mother. His aunt often helps take care of him. The student sometimes has psychological or personal problems. He is emotionally confused and at the same time rejects feelings because he is afraid of them. He was quite affected by his mother's departure, he thinks that his mother didn't like him enough to leave him as a child. He has trouble with his own self-acceptance. He is restless, has a tendency to verbally attack classmates, is restless and provocative. At the same time, he is vulnerable and unhappy. In front of adults, he behaves high and important. If something goes wrong, he shows nervousness and anger. He has no siblings, only his grandmother and an aunt - his mother's sister. Both take good care of him, they try to replace his mother. He only has a handful of friends, in front of whom he always pulls out. They have a group that sometimes bullies younger students. You complained to him, but nothing was ever really resolved.\n\nTeacher Intervention (Solution):\ntried to explain to the student that his reaction was inappropriate, that his behavior did not correspond to the given situation, that he should think about himself and apologize. There were more of his classmates in the class who were clearly surprised by his behavior. The given situation surprised me quite a bit, because apart from the mentioned boy, I have never encountered such behavior before. The student was silent, did not communicate. In the following days and weeks, unfortunately, nothing changed in his behavior, he continued to provoke other classmates and verbally attack them. The class teacher invited the student's grandmother to the office, explained everything to her. The grandmother replied that the pupil had never come to terms with his mother's departure. On the outside, he acts confident, insults and even bullies others, but inside he is vulnerable.\n\nOutcome:\nAfter the agreement, the student did not change, he continued to provoke his classmates and verbally attack them. Even after the conversation with the grandmother, nothing changed, she rather stood up for him. After completing the ninth grade, he left for high school. As far as I know, he hasn't changed much and is seeing a psychologist.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\n\nAnalysis & Annotations:\nProblems Identified:  Physical aggression, Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "546", "student_age_year": "15 let, 9. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "FF PV Pomocné vědy historické Dějepis", "teacher_practice_years": "10", "problems_annotated": " Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1001", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had that auto mechanic class that just didn't work. I was their classmate. Since freshman year, well, in freshman year at the beginning it's usually not that familiar, they get to know the new environment, so it's usually quiet until Christmas. But it wasn't much with them from the beginning, the teachers didn't like going to that class, there was just tension. Of course, I had to deal with what was happening there. That was quite a problem, because it left during the break? out of class to smoke, so the class was quiet. Of course, I dealt with them (with the pupils who stayed in the class), but they basically said nothing, didn't complain about anything, basically it seemed normal to them, no one complained that the school didn't want it or something, when they complained about some little things, some arguments between themselves, but really nothing major. I just sat there, I discussed it with them in class, I asked them individually when I met them separately at school, but it was of no use. And that's how a few months actually passed, when nothing really happened. Of course, some of them had some trouble, someone destroyed something at practices, someone had a lot of absences, but we tried to find out if someone was being bullied there or what was going on there. It all came to light when one of those students met a fellow educational advisor who had them on her ID card, and he just had a normal conversation with her somewhere in the city on a trolleybus. And suddenly, when he was out of school (he was also one of those who stood out in that class) he had one of the best grades, and he confided in the teacher, or simply, normally told her what was going on there.\n\nSituation (Anamnesis):\nIt turned out that the class is simply divided into several groups. There were boys who wanted to do something, who tried a little in that school, but there was a group of about eight boys who didn't like them, cursed each other and so on. It wasn't like bullying from someone in particular, they just didn't like each other, sometimes they fought after school, the team just didn't work, but there wasn't really any victim. The eight problematic guys were also many times older, maybe they had already completed two years at another school, they were kicked out there or something like that, there were several of them. There was also one who came to us as a third grader from the gymnasium... Anyway, that's just how it came about. At school, they just yelled at each other, cursed each other, the younger boys were angry with the older ones for disturbing and making a mess at school, the older ones picked on them for other things, they just couldn't get along at all.\n\nTeacher Intervention (Solution):\nIt started to be solved by arranging for them to go (together, as a whole class instead of teaching) to a low-threshold facility for children and youth in the city. There, for several weeks, a program was prepared for them every Friday in which they performed various joint activities, and in short, the program had the task of strengthening those relationships and improving the climate in that class.\n\nOutcome:\nIt turned out better than expected. The situation somehow started to improve from then on, then when they went to the second year, it got better and better again, gradually they just started having fun normally, no one was fighting there, and it was calm. After that, already in the second year, differences began to show between the students who are preparing for that school and those who don't want to.\n\nStudent Profile:\nAge/Year: Třída automechaniků, 15-18 let\nHobbies: X\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1001", "student_age_year": "Třída automechaniků, 15-18 let", "student_hobbies": "X", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Ing. technicky zaměřený, učí strojírenství na SŠ", "teacher_practice_years": "25", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1164", "content": "TEACHING CASE STUDY\n\nBackground:\nwork as a teacher in the second grade, my approval is history and mathematics. 7 years ago I was a class teacher in an almost problem-free class, only one student was different from the others. At the beginning of the fifth grade, he couldn't prepare for classes by himself, he couldn't prepare things, he couldn't manage the pace of work in the classroom. The student had a very explosive and nervous nature, when he did not succeed, he began to take offense and rush across the school corridor to the outdoor area, or he began to get angry, retreated to the corner and I almost had to persuade him to return to the desk and he started working again. The only thing that always looked up to him was his father. The student has been diagnosed with dyslexia, dysgraphia and hyperkinetic disorder. He had average results in the first grade, but after moving to the second grade, his results began to deteriorate. Among his hobbies are mainly outdoor recreational sports with his friends on the playground and computer games. Due to the diagnosed disorders, he needed more time in class and was also unable to maintain attention for a long time.\n\nSituation (Anamnesis):\nThe pupil is a primary school student, choleric. He has been diagnosed with dyslexia, dysgraphia and ADHD. He has an explosive and nervous nature. His hobbies include sports and playing computer games with friends.\n\nTeacher Intervention (Solution):\nIn the 5th grade, he got a teaching assistant because he couldn't handle the lessons himself. He had problems maintaining attention, did not complete workbooks by himself, did not write entries in the school notebook and was not able to prepare for class on his own.\n\nOutcome:\nIn the 5th grade, the student got a teacher's assistant and his behavior changed for the better. The beginnings were very difficult with him, but after some time he calmed down. The lady assistant paid attention to him, sometimes he started to get angry again, but the lady assistant dealt with him. She was helping him with everything, when he got up from his chair and started running, she called his name and he went back to the bench. I practically didn't know him. Thanks to the assistant, he was able to keep his attention in class, his character was calm, he worked as he should in class and his results also improved.\n\nStudent Profile:\nAge/Year: 15., 8. třída\nHobbies: Sport, počítačové hry\nDiagnoses: ADHD,Dyslexie,Dysgrafie\nDisorders: Vyhýbání se škole,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1164", "student_age_year": "15., 8. třída", "student_hobbies": "Sport, počítačové hry", "student_diagnoses": "ADHD,Dyslexie,Dysgrafie", "student_disorders": "Vyhýbání se škole,Záškoláctví", "teacher_approbation": "Mgr., aprobace matika a dějepis", "teacher_practice_years": "18 let", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/184", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is already upset from the beginning and is not ready for the lesson. It takes a huge effort for the student to even begin to concentrate and 'realise' that it is no longer a break, but the lesson has started and it is necessary to work together. The student likes to test the teacher's patience with the style of 'how long can he last before he forbids me'.\n\nSituation (Anamnesis):\nHe has an older brother that he tries to match up to but fails, so he tries to create a reason why he is failing and that very reason makes him lose the motivation to do anything at all. The 'if I can't do it, I won't try' approach. Both of his parents work and come home late at night, so they don't have much time to study together or focus on the problems he has with school. In class, the group accepts him and he has many friends with whom he can spend time both during breaks and after school. He does not stand out anywhere and is such an accurate average student.\n\nTeacher Intervention (Solution):\nIn this case, the situation was resolved quite quickly and without major complications. The first was to reprimand the pupil immediately in the lesson in which problematic behavior was manifested. However, this only helped for a few days and then the problematic behavior reappeared. Which suggests that this situation could be solved by continuously admonishing the student when problematic behavior appears, but that would not be a long-term solution. Then it was discovered that when a pupil is reprimanded for problematic behavior, but 'in return' is praised for a job well done or exemplary behavior, then problematic situations do not recur as often and the interval between them becomes longer. This was followed by an interview with the pupil outside the classroom environment, where I tried to find out why he behaves in this way and why the problematic behavior is repeated. 'I don't really remember what the reason was, but I think it had something to do with problems at home'. So we talked to mom and she asked her if she would talk to him every evening and discuss his problems.\n\nOutcome:\nThe short-term result of the solution was always the same. There was some 'innocent' expression, sometimes maybe some insignificant remark, but otherwise the problem behavior was suppressed for a few days. If he had already been warned once that day, then the problem behavior no longer occurred. However, the problematic behavior returned once in a while and the student had to be reprimanded, and on the contrary praised for a job well done or an effort. In the long term, the problem behavior was repeated at daily/weekly intervals, but in the end it was possible to completely get rid of the problem behavior, so I consider this a positively managed situation.\n\nStudent Profile:\nAge/Year: 11; 5\nHobbies: Žákovy zájmy se většinou zaměřují na fyziku a historii.\nDiagnoses: ADHD\nDisorders: Odmítání spolupráce,Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "184", "student_age_year": "11; 5", "student_hobbies": "Žákovy zájmy se většinou zaměřují na fyziku a historii.", "student_diagnoses": "ADHD", "student_disorders": "Odmítání spolupráce,Bariéry v komunikaci", "teacher_approbation": "Mgr. (Pedagogická fakulta MU)", "teacher_practice_years": "5", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/138", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student comes from a divorced family, lives permanently with her mother. The father has moved far away and does not keep in touch with him regularly. Father and mother often have arguments about their daughter and situations related to her. Their relationship could be described as very strained. The student soon understood how to function in these conditions and how to twist and manipulate each parent separately in order to achieve what she wanted. The father insisted that she spend some time with his parents (the student's grandparents). Big complications arose when it was switched to distance learning. The father insisted that the student stay with his grandparents during the pandemic. Thus, the mother had no idea how her daughter's education was going during this period. During the first weeks, the student repeatedly did not go to the online classes, and then she made the excuse that the computer was not working. The teacher tried to resolve this situation with the mother, as the student's legal representative. After a long struggle, she solved the problem with her father, who bought her a new computer. But even that didn't solve the situation. The student was disruptive during classes, if she showed up at all. She didn't complete assignments, she didn't write tests, and it went so far that she started accumulating unexcused hours. There was no one to excuse them, as the mother had no supervision over the student. The whole situation continued to escalate until the teacher was forced to tell the mother that if the situation was not resolved soon, the case would have to be investigated by social services. Only under the weight of this fact did the father and mother come to an agreement and the student returned to her mother again. Unfortunately, there were so many unexcused hours that she got a two on her behavior report card.\n\nSituation (Anamnesis):\nThe student already had behavior problems in the past. She is not very popular in the team, she has a few friends, but the rest of the class rather avoids her. She often disrupts classes with her behavior, is very noisy and likes to argue with teachers. She has also had problems with lying and manipulation in the past, for example when she received money from her mother for a school trip that should have been taken out in advance, but she kept it and bought clothes with it.\n\nTeacher Intervention (Solution):\nThere really was no reasonable solution to this tangled situation. Although the teacher tried to save the situation and worked tirelessly to communicate with the legal representative (mother), the attitude of the student and the circumstances of her family made it impossible to catch this situation in time and solve the problem behavior before the consequences.\n\nOutcome:\nThe student received a two on her behavior report card and her grades were at the level of threes and fours. However, she has felt the consequences of her behavior as she cannot participate in the class sports cycling course. When I was present in her class during my practice, when the matters of this course were being dealt with, I could see that she was sad about not being able to participate. We can only hope for her future sake that she learns from this situation and understands that her actions have consequences.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: (Disciplinary) Punishments, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "138", "student_age_year": "12 let, 6. ročník", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Manipulace", "teacher_approbation": "Magisterský titul", "teacher_practice_years": "20", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/980", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation wasn't exactly problematic, but I remembered one that came to mind. When you have been going to the same class for a long time, you know how the individuals work, how they act, and you know when something is different, wrong. Once in class it happened to me that the lady was kind of bad, she didn't smile much compared to normal and she was like a body without a soul. Which I thought was weird.\n\nSituation (Anamnesis):\nThe lady is from a divorced family, but for a long time before this situation. Otherwise problem free.\n\nTeacher Intervention (Solution):\nAfter an hour, I called her to my office. And I asked her if everything was fine. That time she completely broke down and started crying that he was being stupid at home, there were some conflicts between the parents. So I talked to her, we had fun together. And then she left.\n\nOutcome:\nThe next day she came to me and thanked me profusely for helping her so much and calming her down.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: -\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "980", "student_age_year": "15 let, 9. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., NJ, M", "teacher_practice_years": "4", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/81", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent already in her high school graduation year suffers from low vision. Very unusual here is that he is studying painting. The student is incredibly passionate about studying painting, she is trying, despite her severe visual impairment. He goes to school with a cane, a guide dog and has an assistant throughout his high school studies. The student is very kind, friendly, hardworking, no significant problem occurred during her high school studies. However, during the past four years, her assistant has from time to time found herself in situations that were not entirely easy for her to solve. Above all, it was the fact that the student refused the help and aids available to her and to which she is entitled. She often did things her way, the more difficult way, refusing help and trying to match other classmates.\n\nSituation (Anamnesis):\nstudent of the high school graduation year suffers from a vision defect - severe low vision. He uses a blind stick and a guide dog to move. She has her assistant at school. Among her usual teaching aids, she uses a specially adapted notebook in which everything is automatically enlarged, a stand for paper materials, all texts, tests and written materials are enlarged by the assistant by 200%. He writes with a strong marker. For painting lessons, he has a table with a strong lamp and a magnifying glass. The student is extremely diligent and passionate about her studies. As one of the few in her class, she has a clear goal to continue studying painting at university. Sometimes during her studies, as is the case with almost all students of this age, defiance appears in the student. Above all, it manifests itself in the way that the student refuses the help or aids to which she is entitled, or refuses the assistant herself.\n\nTeacher Intervention (Solution):\nThe assistant assesses the student's overall behavior as problem-free and also considers the whole situation to be very unusual. She finds it very unusual to be a painting assistant at a high school for a student who has a severe visual impairment. The assistant herself evaluates the entire four years as a search for solutions and improvisation, nowhere has she found a similar occurring situation - a combination of disability and field of study. The assistant strikes me as very flexible, creative and adaptable. That's how I would evaluate the solution. The assistant improvises in emerging situations. The student tries to explain that she is fully entitled to all support measures, she should use them, she should not limit herself by refusing them. The assistant herself behaves well in these situations, she is fully aware of her position as an assistant, she is not discouraged and stands up for herself. In the moments when the student evaluates her work as if she were half-assed with the assistant, the assistant brings her back to reality.\n\nOutcome:\nThe student is very hard-working and empathetic, after explaining the situation to the assistant, she tries to understand and accept aids and her independent work more. A pleasant atmosphere and an effort for mutual understanding and symbiosis is established between the student and the assistant. In the long run, these problematic moments return. But it's always about good communication and understanding, explaining the situation, clarifying positions.\n\nStudent Profile:\nAge/Year: 18 let, maturitní ročník SŠ\nDiagnoses: Slebozrakost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "81", "student_age_year": "18 let, maturitní ročník SŠ", "student_hobbies": "", "student_diagnoses": "Slebozrakost", "student_disorders": "", "teacher_approbation": "Mgr, MgA", "teacher_practice_years": "4", "problems_annotated": "Diagnosis, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1231", "content": "TEACHING CASE STUDY\n\nBackground:\nEnglish classes in the fifth grade have been a little more complicated since the beginning of the year. It was a smart class and they enjoyed English, but it was hard to keep order. The student kept shouting in class, talking to his friend, making fun of all the assignments and disturbing the whole class. I spent a lot of time admonishing the student and quieting the class.\n\nSituation (Anamnesis):\nThe student was the main clown of the class. He kept shouting, talking without prompting and making the class laugh with his remarks. His friend who sat next to him always supported him and often joined in his antics. Their bench was on the right side by the window. A group of boys sat in front of him, always cheering him on with laughter. The girls in the middle pews kept turning to him and laughing at his remarks as well. On the left side of the class sat girls and boys with better academic performance. They were hard-working pupils and occasionally they warned the pupil not to disturb.\n\nTeacher Intervention (Solution):\nWhen reprimands and punishments did not help, I decided to transfer the student. I sat him on the left side of the class among the more diligent students. He was sitting next to the girl who most often admonished him to be quiet. He was so far away from his friends and couldn't talk to them. It was clear that the student demanded attention and liked to be the center of it. So I decided to deny it to him. I began to ignore the student's outbursts and comments more often and not give him the attention he required.\n\nOutcome:\nUnfortunately, even two weeks of my efforts did not bring any results. Instead of talking with his friend, the student talked to himself or argued with his new roommate. The student distracted her a lot and interrupted her, so she didn't concentrate so much on the lesson. Loud remarks and jokes abounded and he kept the class laughing. And the fact that I don't respond to his remarks, he took rather as his victory and my capitulation. After about three weeks, I moved the student back to his original place. The girl he was sitting with could tell how unhappy she was. He distracted her, interrupted her and made her angry all the time. For example, he pushed her when she was drawing and jumped into her speech. My plan didn't work out at all and my classes continued as they were at the beginning of the school year. The student calmed down on his own at the beginning of November.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Rušení výuky,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Transfer of student, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1231", "student_age_year": "10 let, 5. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Rušení výuky,Potřeba pozornosti", "teacher_approbation": "Mgr. Anglický jazyk", "teacher_practice_years": "16", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/106", "content": "TEACHING CASE STUDY\n\nBackground:\nBefore covid started, I had a student in my class who was diagnosed with ADHD. It was really difficult with him and we fought together the whole school year. I didn't know how to deal with him. Psychologists, parents, and an agreement with me did not help. I tried to accommodate him, I made almost no demands on him, and I tried not to notice his behavior during classes over time. He was disrupting the whole class, including me.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD.\n\nTeacher Intervention (Solution):\ntried to resolve the situation with school psychologists. Above all, they recommended patience and an assistant, which the boy should get within hours. Finally, the school got an assistant. I hoped in vain that everything would be better and that we would be able to come to an agreement with the boy when there were two of us on him, but alas.\n\nOutcome:\nUnfortunately, we did not solve this situation and the boy had problems until the end of the school year. It can be said that in the end the parents solved the situation for us when they moved the boys to a practical school, where they are better prepared for children with disorders, diagnoses of behavioral disorders, etc.\n\nStudent Profile:\nAge/Year: 12 LET, 7 třída\nDiagnoses: ADHD\nDisorders: Impulzivita,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "106", "student_age_year": "12 LET, 7 třída", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Impulzivita,Vykřikování", "teacher_approbation": "Učitelství českého a anglického jazyka pro 2.stupeň základní školy", "teacher_practice_years": "3", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/542", "content": "TEACHING CASE STUDY\n\nBackground:\nUpon arrival in the classroom, the student did not respond to my instructions for everyone to find their workplace. He was running around the class, rolling on the ground. He did not respond to the admonition. That's why I left him for a while and ignored him, for now I assigned work to the other children. Then I took the student's hand and we went to sit on the desk, but he repeatedly left his seat. So I tried to give him a task on the carpet. He worked for a while, but if I got up and went to attend to someone else, he demanded attention, increased his noise. I tried to communicate with him through a plush toy, which partly took at least a while and the student sat down at the desk and worked. But suddenly another pupil told him that he was doodling and the pupil ran out and started knocking things off the other's desk, shouting in their ear. He verbally attacked his classmates, but they did not understand him and laughed at him. This turned him on even more and he began digging into their backs and thrusting. Aggression escalated.\n\nSituation (Anamnesis):\nThe class that the student attends is mixed - for students from 1st to 3rd grade, there are currently four students - two from 3rd grade, they are hyperactive, impulsive, prone to brachial aggression, both towards things and people. Both also have speech defects. They do not concentrate well at work, but after treatment they are able to endure sitting at the bench and, with appropriate motivation and alternating activities, work quite nicely. Another student is Pepa, who also has a behavioral and emotional disorder, in a large group he is aggressive, hot-tempered, and likes to provoke others. He doesn't enjoy reading and writing, but he likes to count. Another pupil has been diagnosed with a hyperactive behavior disorder, he does not adapt well in a new environment. In his tribal school, he attacked a teacher, strangled a classmate, broke the fingers of an assistant and allegedly knocked out a speech therapist's tooth. He is quite communicative, but reacts poorly to comments from classmates. He is new to this class, just getting used to it, he has been put on medication. The other pupils are already used to the school regime, the new pupil is now disrupting it and conflicts arise.\n\nTeacher Intervention (Solution):\nAt first, I tried to talk him down in a calm voice, to distract him with a soft toy, through which we communicated at least for a while. At the moment when the student started to throw things from the bench to the others, I raised my voice and strongly reprimanded him. That didn't help at all - he probably gets yelled at a lot at home and therefore doesn't respond to raising his voice. What interested him for a while was when I invited him to go and look out the window. But after a while he turned around and shouted in his classmates' ears. After the others laughed at him, I reprimanded them, I pointed out that their behavior was not correct. However, the student began to physically attack his classmates, and therefore he was taken to the ward, where he was separated from the children for a certain period of time.\n\nOutcome:\nDue to the lower IQ, the student is not aware that he is doing something wrong, he is not capable of self-reflection. The next day he returned to school he was very lively again. I think that the change to a calmer and more focused behavior will occur only after adaptation and after setting the right treatment. Then thanks to an individual approach, alternating activities and appropriate motivation, quality teaching will be possible.\n\nStudent Profile:\nAge/Year: 7 let\nHobbies: Žádné\nDiagnoses: ADHD,Rozumové schopnosti v pásmu lehkého mentálního postižení\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Nonverbal disruption of lessons\nSolutions Applied: Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "542", "student_age_year": "7 let", "student_hobbies": "Žádné", "student_diagnoses": "ADHD,Rozumové schopnosti v pásmu lehkého mentálního postižení", "student_disorders": "", "teacher_approbation": "Pedagogická fakulta, aprobace Tělesná výchova, Pedagogika volného času, Speciální pedagogika", "teacher_practice_years": "24", "problems_annotated": "Diagnosis, Physical aggression, Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/746", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the very tense situations that the student prepared for us was once at the beginning of the lesson, right after the bell rang, when everyone was already sitting in their seats, but the teacher had not yet arrived. The student had a large, two-liter bottle of Coca Cola, which he unscrewed, drank, and left the open bottle on the bench. Then he 'accidentally' snorted it, the bottle tipped over and everything started pouring out, which he just watched and didn't even try to pick up the bottle. A huge puddle was spilling on the ground, all the briefcases within reach were suddenly soaked with Coke. The children squealed, jumped and tried to save their things. Most of the children rushed for paper towels and quickly tried to prevent the flood from spreading further. He just stood and washed himself. I grabbed him by the shoulder and pushed him towards the puddle and told him to hurry and help clean up. He started yelling at me that I attacked him and that he was going to complain about me. He refused to participate in the cleanup and just watched with a smile. It should also be noted that this is not the first time he has done this. 'Accidentally' spilled drinks happened to him more often, even though I repeatedly warned him that he should close the bottle again immediately after drinking. However, he always reacted with irritation and insolence.\n\nSituation (Anamnesis):\nThe student lived in a joint household with his mother and grandmother, he was an only child. Both spoiled him very much. They let him hang around the housing estate and, according to reports from classmates living in the same housing estate, he committed vandalism. He destroyed bells, the elevator and polluted the common areas. He also often attacked smaller children. In the classroom, he mostly only allowed himself to girls, pinched them, twisted their arms, pulled their hair and insulted them. No comments were effective because the mother and grandmother uncritically defended the student in all circumstances.\n\nTeacher Intervention (Solution):\nThe class teacher wrote a note to the student and talked to him about it, however, there have been many such notes and interviews with absolutely no results. The mother has also been to the school several times, but this also did not lead to anything, because the mother claims that the pupil is good and without conflict, that it is a misunderstanding, or that it is the fault of his classmates who bully him.\n\nOutcome:\nUnfortunately, we didn't actually solve anything, so certainly not successfully. The boy did not improve in any way in his behavior. I no longer work with this student. I'm at a different school, so I don't know how they proceeded with him. It was suggested that he go to the school psychologist, but I know that we encountered resistance, that he does not want to go to the psychologist, that the children would laugh at him.\n\nStudent Profile:\nAge/Year: 11let    5. třída\nHobbies: Žádné\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Nonverbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Physical intervention, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "746", "student_age_year": "11let    5. třída", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Emotional outbursts, Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Physical intervention, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/481", "content": "TEACHING CASE STUDY\n\nBackground:\nSituation: When I got to the classroom, the classroom was orderly and quiet, although I was surprised. As always, I wrote in the class book and told the children what we will discuss in today's lesson on the basics of social sciences. Since I was discussing religion in the class, the class was more conversational on my part and not interactive to engage the students as well. After a few minutes of the explanation, I noticed that the girls in the back bench in the middle were not taking notes or paying attention. So I watched them for a while and when they didn't react, I called them: 'Girls, aren't you writing this down? Or what?' The girls looked up and said they were writing. Which seemed strange to me, since their hands were under the bench. So I went to see what they had written and I saw them filing and painting their nails.\n\nSituation (Anamnesis):\nMedical history: No medical history.\n\nTeacher Intervention (Solution):\nSolution: As soon as I saw what they were doing, I raised my voice and told them if they were joking, to immediately hide it all in the cable and take their notebooks and write that I will check them at the end of the lesson to see if they have everything filled out. I left in front of the blackboard and continued the explanation. The girls had their notebooks open and were writing. Then I turned around and drew a diagram on the board. As soon as I turned back to the classroom, the girls had their hands under the desk again. I already knew which one was the best, and I confiscated all their nail manicure equipment, telling them that they could go get it at the end of the school year. Afterwards, I cooled down a little and said that if I want the things earlier, then let them do what they have to, and that they can do this in their free hours or during breaks, that now they should take notes. Well, they wrote until the end of the lesson.\n\nOutcome:\nResult: As soon as I got to the cabinet, there was a big break. I prepared my things for the next class, had a snack and as soon as there were 2 minutes before the bell for class, there was a knock on the office. As soon as I opened the door, the pupil was standing there with Šárka. They had their notebooks in their hands and showed me that they had completed all the notes from the lesson. They both apologized that they shouldn't have done that and then asked if they could have their things back. I gave them back to them on the condition that they never do what they don't have again, otherwise I won't give them back until the end of the year. And indeed, since then they have been completely exemplary and problem-free.\n\nStudent Profile:\nAge/Year: 14 let, 4. ročník\nHobbies: Folklór, hasičské závody, tanec, zpěv\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "481", "student_age_year": "14 let, 4. ročník", "student_hobbies": "Folklór, hasičské závody, tanec, zpěv", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání, ČJ + ZSV", "teacher_practice_years": "15", "problems_annotated": "Lying and cheating, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/166", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy I am in charge of as a teaching assistant threw a tantrum during class, he started shouting, kicking me, throwing things at me and around the class, it got to the point where his classmates started to fear him, the whole class had to be suspended and the teacher and the rest of the class went to the corridor so that the boy could calm down. Unfortunately, this angered him even more and he started banging on the bench and throwing chairs.\n\nSituation (Anamnesis):\nboy with a behavioral disorder, Asperger's syndrome and ADHD, a 5th grade pupil, average grades.\n\nTeacher Intervention (Solution):\nAfter his fit didn't stop, I took him and led him to a white mattress so that he would calm down on it by pounding on it and not on school property. After that, I went to the teacher in the hallway to discuss what to do with him. One option was to let him throw a tantrum or call his parents to come get him. We chose the first option and let him throw a tantrum with me sitting down with him and explaining to him that if he behaved like this, the other kids would lose class and that it would be good if he tried to calm down. In the end, I managed to calm him down and the other children could calmly return to the classroom and continue their lessons.\n\nOutcome:\nThe boy calmed down and apologized to everyone in the class and to the teacher for the disturbance and there was no further incident that day.\n\nStudent Profile:\nAge/Year: 2. třída, 7let\nHobbies: Sporty  fotbal, házená…)\nDiagnoses: ADHD\nDisorders: Agrese,Neposlušnost,Rušení výuky,Vykřikování,Nepracovitost,Provokace,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Physical intervention, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "166", "student_age_year": "2. třída, 7let", "student_hobbies": "Sporty  fotbal, házená…)", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Neposlušnost,Rušení výuky,Vykřikování,Nepracovitost,Provokace,Nevhodné chování", "teacher_approbation": "Magisterské studium (1.stupeň základní školy)", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/249", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the school year, the student began to lose weight, and her mother was her role model, because with the help of a modified diet, the mother really managed to lose weight and maintain her new lower weight. However, her classmates continued to laugh at her because of her weight, she was a bit overweight. Another reason for the ridicule, in my opinion the main one, was due to the fact that the pupil was smarter and more reasonable than the others. Unfortunately, over time, the student went from a modified diet to a diet where she was only able to eat one apple a day. At this moment there is a problem with a mental illness called anorexia.\n\nSituation (Anamnesis):\nAn 8th grade student was diagnosed with an eating disorder. She is the daughter of a single mother at a local school. She is very gifted and is also much more mentally advanced than her classmates. Mainly thanks to her characteristic – ambition, anorexia developed, because 'just' losing weight was no longer enough for the student.\n\nTeacher Intervention (Solution):\nAn interview with the mother, during which the professional care of a psychologist and specialist through nutrition was recommended. In addition, a sensitive interview was arranged with the pupil, during which her situation was ascertained. An interview was also arranged with the aggressors in the classroom and then with independent witnesses of previous incidents (taunting). This was followed by work with the class, where care was taken to consolidate the team and strengthen the relationships between the pupils, and fortunately this was successfully achieved.\n\nOutcome:\nThe pupil's treatment has been going on for the second year and is still ongoing. But progress has been made, the student has returned to her original weight, from 42 to 53 kg, is visiting a psychologist and has joined a different – relaxed team, at a different – secondary school.\n\nStudent Profile:\nHobbies: Tanec, četba\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Selfdestructive behaviour, Bullying\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "249", "student_age_year": "", "student_hobbies": "Tanec, četba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "20 Absolvování relevantního kurzu či výcviku na zvládání problematických situací: Ano Název kurzu: Studium speciálních činností – ŠMP Deskriptivní údaje ke kazuistice ++ Věk a ročník žáka: 14 let, 8. ročník Pohlaví žáka: Žena Žák žije: Pouze s matkou Problémové chování se opakuje: Ne Poruchy chování: Ne Potvrzená diagnóza žáka: Ne Prospěch žáka: Nadprůměrný Zájmy žáka: Tanec, četba Použití postupu vycházejícího z nějakého konkrétního přístupu při řešení: Ne 1. Podrobný popis situace na úrovni chování Žákyně v průběhu školního roku začala hubnout a matka jí byla vzorem, protože pomocí upraveného jídelníčku se matce opravdu podařilo zhubnout a svou novou nižší hmotnost si udržet. Nicméně spolužáci se žákyni smáli kvůli její váze i nadále, byla trošku při těle. Další důvod posměchu, dle mého názoru ten hlavní, byl kvůli tomu, že žákyně byla chytřejší a rozumnější než ostatní. Bohužel se žákyně postupem času z upraveného jídelníčku dostala až do diety, při níž byla schopná sníst jen jedno jablko za den. V tento moment nastává problém s psychickou nemocí zvanou anorexie. Jak je ale známo, anorexie se velmi obtížně diagnostikuje, nemocné osoby se snaží anorexii všemožně skrývat. Na anorexii žákyně se přišlo hlavně díky tomu, že nakonec přestala chodit do školy a začala mít už i fyzické problémy, jakými byly hlavně vymizení menstruace, extrémní padání vlas�� a ztráta váhy – tělo bylo fyzicky mnohem slabší a pohyby těžší. 2. Anamnéza žáka Žákyni 8. třídy byla zjištěna porucha příjmu potravy. Žákyně je dcerou matky samoživitelky na místní škole. Žákyně je velmi nadaná a je také mnohem více mentálně vyspělejší než její spolužáci. Hlavně díky její vlastnosti – ctižádostivosti se rozvinula anorexie, protože „jen“ zhubnout už žákyni posléze nestačilo. \f3. Podrobný popis řešení Rozhovor s matkou, při kterém byla doporučena odborná péče psychologa a specialisty přes výživu. K tomu byl také uspořádán citlivý rozhovor s žákyní, při kterém se zjišťovala její situace. Také byl uspořádán rozhovor s agresory ve třídě a poté i s nezávislými svědky předchozích incidentů (posmívání). Následovala práce se třídou, kde se dbalo na stmelení kolektivu a posílení vztahů mezi žáky, a to se naštěstí úspěšně podařilo. 4. Výsledek řešení Léčba žákyně trvá již druhým rokem a stále ještě pokračuje. Došlo ale k pokroku, žákyně se dostala opět na svoji původní hmotnost, ze 42 na 53 kg, navštěvuje psychologa a dostala se do jiného – pohodového kolektivu, na jiné – střední škole. Do jaké míry jsem spokojený s řešením dané situace? Zcela nespokojen Zcela spokojen 1 2 3 4 5 6 7 8 9 10 Do jaké míry jsem se zachoval v daném řešení podporujícím způsobem pro žáka? Zcela nespokojen Zcela spokojen 1 2 3 4 5 6 7 8 9 10 Do jaké míry jsem kladl na žáka přiměřené otázky? Zcela nespokojen Zcela spokojen 1 2 3 4 5 6 7 8 9 10 \fb) kazuistika -- Deskriptivní údaje učitele: Dosažené vzdělání: čeština, výtvarná výchova Počet let", "problems_annotated": "Diagnosis, Selfdestructive behaviour, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/308", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student started school a year later due to immaturity and low socialization skills. When she started going to school, she had big problems with learning the subject and also with integrating into the team. At school, however, they tried to give her individual attention right from the start. She worked with dyslexic assistants, especially in the first grade. She also had the subject of special pedagogical care, later pedagogical intervention.\n\nSituation (Anamnesis):\nTwice a week she went to work with the school's special education teacher and now the pupil is able to manage school with twos, maximum threes. The girl reports herself, she is very diligent. Of course, there are subjects, such as grammar, that she doesn't like so much, and that probably won't change just like that. However, she balances it out by reading a lot herself, being interested, signing up for classes and being active in teaching. He's just trying. The intervention and the work we did helped her, but a big role is played by the fact that she is so self-motivated that she wants to.\n\nTeacher Intervention (Solution):\nThere's a pretty solid relationship at home with her parents. The problem arose in the case of distance learning. I said that I would, of course, put the main emphasis on the grades they got at school, during face-to-face classes. This was heard by her father, who probably took it the wrong way. The very next day, my mother appeared at school, angry that I said that I would not take the grades from the 'distance' into account. So we had such an exchange of views, because she was transcribing the whole thing during that 'distance'. I know that, yeah. So she suddenly had all A's. In this case, the most important factor was good communication with the student's family, who are willing to help her with learning and solving problems.\n\nOutcome:\nAt the same time, he doesn't particularly pressure her with her grades when she doesn't do well at school. And as I already said, the student himself knows that he sometimes has problems with learning, that he is a little slower than the others, and that is why he tries to make up for his shortcomings in other ways. Above all, activity, reading and self-study. What is inspiring to me, what would I appreciate? In this case, it is not entirely a problem behavior of the pupil. The girl to whom this case study relates does not have any extreme behavior disorders, nor is she responsible for any contradictions and uproar in the classroom. But I have already heard about a lot of children who have problems with learning and it doesn't always turn out well, like this student. A great deal of credit goes to her family and, above all, to the pedagogues who devoted themselves to her. So I would appreciate the promptness of the teachers. The fact that they have been paying attention to her since she started school and according to what I could see in the classrooms, the student is able to keep up with other classmates without limiting or slowing them down in any way. I like that the pupil is involved in the lessons in the same way as the other pupils. As she is in her last year of primary school, she is preparing for entrance exams, just like her classmates. She also writes the same tests and papers in view of the measure she was granted, she has the option of a longer time to complete.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class\nSolutions Applied: Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "308", "student_age_year": "15 let, 9. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magistra, aprobace: český jazyk, dějepis", "teacher_practice_years": "20 let", "problems_annotated": "Diagnosis, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/447", "content": "TEACHING CASE STUDY\n\nBackground:\nsaw the pupil for the first time two years ago at the kindergarten he attended. Since I was supposed to have the boy in the class from September, I wanted to know what he was capable of and what he could do. I was told at the nursery school that the pupil likes running water, eating and walking outside the most. He cannot handle any form of communication. When he is dissatisfied, he reacts aggressively. When I saw him, he was having a snack. Rohlík somehow managed to eat himself, spilling the drink from the mug all around him. I couldn't imagine at all how a student would manage to integrate into a class that already had some established rules and regime. There are five students in the class - three students with combined disabilities are educated according to the educational plan of elementary school I and II. part and two pupils with moderate mental disabilities. In addition to the pupil, two more pupils were to join from September, each educated according to a different educational program. No matter how hard I tried, I couldn't imagine how I would be able to educate students in one class and teach them the basics they should know and how I would be able to attend to others who have completely different priorities and who need a completely different approach and among them was and the pupil. It was clear to me on the very first day of school that I had a difficult task ahead of me. A large number of people (students and parents) gathered in the classroom, and the student could not handle this situation at all. He lashed out at his mother, who tried to calm him down, but it didn't work. He pinched and scratched her. You could see that he was nervous, dissatisfied and wanted to go away.\n\nSituation (Anamnesis):\nUpon arrival, the student started running around the whole class, then started loudly 'protesting' and then attacking because I didn't comply with what he wanted. But I didn't know what it was. The worst was when he started attacking other classmates. I tried to find an activity that would interest him at least for a while, so that I could devote myself to the other students as well. In the first few days it seemed more like 'who will survive'. I was desperate about it. Together with the female assistants, I tried to come up with a strategy that could work, because the atmosphere in the classroom became unbearable. His classmates were beginning to fear the student because his behavior was erratic. He had to be under constant supervision and working with other pupils was almost impossible. The student found a few favorite toys that were able to occupy him for a while and he often resorted to self-gratification. Again he found some stereotypical behavior and a certain mode in his activities. I needed to start setting up a routine and learning basic skills (talking about drinking, putting on shoes independently, etc.), but it was not possible at all in the conditions that prevailed in the classroom.\n\nTeacher Intervention (Solution):\nTo find out what the student can do and what activities he is capable of, I needed a quiet environment. I agreed with a colleague and used the premises of the school club. When the student had a calm and individual approach, it was quite nice to work with him. I started with short activities like taking apart the insert and then I chose an activity that he likes as a reward. In this case, running water. During some activities, he became furious and didn't want to finish them, so I did them together with him, even though he didn't want to. It was important that he get the job done and a reward could follow. It was clear to me that the pupil and his two other classmates with severe mental disabilities cannot be educated together in the same class with the others. In order for their education to be meaningful, they need a specific and much more individual approach. Increased use of the relaxation zone, visits to the Snoezelen, elements of basal stimulation, music therapy, etc. So I went to consult with the school management and came up with the idea of dividing the class into two smaller units. While for the main subjects such as reading, writing and arithmetic, in the case of the pupil intellectual and sensory education, the pupils would be separated and in educational subjects everyone would spend time together, so that there would be no separation of pupils. The proposal was accepted, I also had the premises secured, but I needed another assistant so that there would be two people in both classes. Even that was finally resolved and the class was divided. The atmosphere in both classrooms calmed down considerably. The student started to work intensively on the work-reward regime and I then started working with him on a way of communication that he would understand and that would suit him, so that we could prevent attacks of aggression from situations that he does not understand. He didn't really understand the pictograms and photos, but he reacted very well to real objects and very quickly learned and connected which object goes with what (shoe = walking outside, diaper = going to the changing room, ball = visiting the gym, etc.) After all these changes the pupil has calmed down considerably and his behavior is now more readable. Of course, attacks of aggression still occur sometimes, but usually we already know their cause and manage to manage them in a short time.\n\nOutcome:\nThe student now attends another class where they constantly focus on improving the communication system and self-service activities. He still has a lot of work to do, but you can see the incredible progress he has made since first grade.\n\nStudent Profile:\nAge/Year: 9let, 3. ročník základní školy speciální\nHobbies: Procházky v přírodě, pobyt v místnosti snoezelen, muzikoterapie\nDiagnoses: Těžké mentální postižení,Autismus\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Violation of classroom/school rules\nSolutions Applied: Support, Transfer of student, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "447", "student_age_year": "9let, 3. ročník základní školy speciální", "student_hobbies": "Procházky v přírodě, pobyt v místnosti snoezelen, muzikoterapie", "student_diagnoses": "Těžké mentální postižení,Autismus", "student_disorders": "", "teacher_approbation": "1.kazuistika Mgr. – český jazyk, Mgr. – speciální pedagogika 2. kazuistika Mgr. – speciální pedagogika", "teacher_practice_years": "1.kazuistika 8let 2. kazuistika 25let", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/753", "content": "TEACHING CASE STUDY\n\nBackground:\nIn reading class, where the student sits alone in the class like the others, the student is constantly having fun with others. There are thirteen students in the class and everyone sits alone at a smaller desk. The teacher offers the students to read from the book, but does not force anyone. While the others are reading, one boy keeps interrupting.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nasked the students to read from the book. I offered them a choice whether they wanted to read or not. Almost everyone was reading except for one boy who decided not to read, but was not paying attention and disturbing others while they were reading. When I asked him why he doesn't notice others reading and interrupts them while reading, he was silent. I asked him if he didn't want to read if he had something to say to others. The student said that it would be quiet, but as soon as someone else started reading, he started telling jokes and interrupting again.\n\nOutcome:\nThe result of the solution was an agreement with the mother and again sending the pupil outside the door. Unfortunately, this interruption is repeated every hour.\n\nStudent Profile:\nAge/Year: 10\nHobbies: sport\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "753", "student_age_year": "10", "student_hobbies": "sport", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "vysokoškolské magisterské", "teacher_practice_years": "13", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/335", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka was never disruptive in class or one of the children who argued or fought with others during breaks. She was more like one of those people who sits still during breaks and chats with a friend or creates something. The described situation occurred after the Christmas holidays. At first, the student started to talk back in class and poke others. These were mostly answers like: 'What is it for? I don't have to be able to do that.' etc. And on the contrary, in one English class she refused to answer me and just remained silent. I solved these problems by agreement and then by writing to my parents. As the week progressed, my colleagues also complained to me about her screams and scenes in class. One day I played a game in teams with the students in class (there were 3 teams of about 5 students each). The game went on normally and the team she was in won (although probably not entirely due to her since she was drawing something most of the time) by a point advantage. After the game ended, the student got up angrily and went to her classmate, who is sitting behind her. She angrily yelled at her to give it back. When I noticed this, I scolded them to calm down and went to find out what happened. A classmate, who was sitting in the classmate's place during the game, allegedly took some toy from her. The student admitted it (the toy was lying on her desk) and said that she only borrowed it and returned it with a few notes. At my request, she also apologized to the student (I thought it was sincere) and she accepted it. Then the bell rang and I left the class. After a break (a big break), I went to class for the next lesson. When I opened the door, there was a terrible noise and screaming in the classroom. There were several screaming children on the carpet in the back. In the back among the children, the student was fighting with a classmate and it was she who took the toy from her in class. I ran to the back and shouted for them to stop and go away from each other. Subsequently, I put the other students in their seats, gave them a quick assignment and went with the two to the corridor. The student shook her head and claimed that she had not done anything. The classmate, on the other hand, was quite furious and tried to jump on the student a few more times (I kept them apart). The student ignored my questions at first, but after a while she realized that I shouldn't worry about it and that her classmate deserved it. I sent a classmate to class and tried to talk to the student. He said something to the effect of not caring about them, that I don't care. Then I shouted at her to calm down and speak calmly. I tried to calm her down so she wouldn't be affected, but she was more angry. After a while she repeated that her classmate deserved it for taking the toy from her and let me leave it. So I went to class, sat each girl on a different side of the class and calmed the class down. Then I asked the student and the class what happened. Both versions were identical, namely that in the middle of the break, the student suddenly yelled at a classmate and out of the blue started to argue with her and then fight. I carefully asked the student about her version, but she remained silent and did not comment at all. So I told her that we will solve it after an hour, she nodded and that was her last reaction for that hour. At first, the pupil was silent in the office. Finally she told me she just wanted to. I tried to explain to her that this is not possible and to somehow conduct a dialogue with her in a calm mood. I also said that she definitely has to apologize to her classmate, because she also apologized to her. I have to say that I tried to appear open and understanding the whole time. I tried to open her to communicate with me, but no response. Another option was to call her parents. When I mentioned it, the student cried that I couldn't do it. I calmed her down and continued to ask why. She was silent again. She didn't communicate in any way, so we went back to class for another lesson and that ended the problem for the day.\n\nSituation (Anamnesis):\nhave been teaching the pupil since the first grade and her behavior has never hindered communication in the class or the progress of the lesson in any way. She's never been that 'hard worker' in class who always checks in and always gets everything done right away. She was mostly within the class average. When she was called, she usually knew the answer and therefore answered. Overall, I would describe her as a quiet and timid girl. In class, she mainly hangs out with her friend, but she was able to get along with everyone when working together or doing other things. During the time we are focusing on, her behavior has changed a lot. She came to school sad, sometimes even crying. After a few days, I took her outside the classroom and asked her what was going on. She told me that mom and dad are always yelling at each other at home. She wasn't paying attention in class, she was drawing on the desks, she was on her cell phone or she was interrupting and having fun with others. Several teachers complained about her, so I had to inform her parents. As I already mentioned, her parents are divorcing and according to her mom, she is also taking it very hard. At home, she is often locked in her room and doesn't spend as much time outside with her friends as she used to.\n\nTeacher Intervention (Solution):\nAs already mentioned, I tried to solve everything at the given moment with both girls, but it didn't work. Žačka hardly communicated with me even during a private conversation, so I finally called her mother. She was very nice on the phone. We arranged to meet the next day after school. There I explained the whole situation to my mother and asked her opinion. I was mainly interested in why the pupil had 'changed' so much and if she told about the incident at home. The mother told me straight away that she was divorcing her husband and that the daughter was having a hard time taking it. Of course she knew about her behavior because I had written to her before, but she didn't know about the washing machine. She apologized for her daughter and said she would discuss it with her at home.\n\nOutcome:\nThe next day, the pupil came to see me. She apologized to me and subsequently to her classmate. This, of course, was an impulse from her mother, although probably effective in the end. For a few more weeks, the pupil was disturbing (it was only about shouting in class), but gradually it died down. After all, we can't expect miracles in a day. I think that this incident was such an impulse to improve the relations between the student and her family.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Házená, obecně sporty\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "335", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Házená, obecně sporty", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Vysoká škola, Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "8", "problems_annotated": "Emotional outbursts, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/98", "content": "TEACHING CASE STUDY\n\nBackground:\nTo preserve anonymity, I will refer to the student involved in the incident as the student. I had a long-term problem with the pupil, that he constantly mocked the children with inappropriate laughter. Whoever made even the slightest mistake was laughed at by the disciple. I have dealt with his behavior many times with him and his mother, but the correction has still not been successful. One day in the Czech language class, he was exaggerating a lot, and even though I warned him many times, he didn't stop making fun of the children and me.\n\nSituation (Anamnesis):\nThe student is very active, especially during breaks. He spends every break among other children, whom he unfortunately often annoys. Due to his wilder behavior, there are quarrels and teasing, in which one of the teachers or teaching assistants has to intervene. He is disruptive in class, not paying attention and is distracted. He often does not know what exercise or part of the text we are at. But he is also competitive, so he excels in class activities and games, which I try to make the classes more enjoyable. At first glance, it may seem that the student is a good child. He likes to come hug you and say: “I like you.\n\nTeacher Intervention (Solution):\nsolved the situation described in the first paragraph with a monologue about the right behavior and the wrongness of mocking others. I tried to explain not only to the student, but also to the other children, that we should treat each other nicely and above all the way we want others to treat us. Well, in this case, no offense. I then continued by saying: \"How would you like it if we all started laughing at you because you are the only one who can't pronounce ra ø?\"\n\nOutcome:\nFor the rest of the hour he just sat hurt and didn't say anything. In the future, he continued to mock others, but not to the same extent as before. Fortunately, the other children did not reciprocate the student's behavior, even though I inadvertently led them to do so. This is the problem that could have arisen due to my wrong solution to the situation when the student was constantly mocking his classmates. I gave the children an incentive to repay the student for his behavior and practically gave them the wrong instructions on what to do. But overall, my method of solution did not have a major impact.\n\nStudent Profile:\nAge/Year: 7 let, 1. třída ZŠ\nHobbies: Hraní si s kamarády, fotbal\nDisorders: Lhaní,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "98", "student_age_year": "7 let, 1. třída ZŠ", "student_hobbies": "Hraní si s kamarády, fotbal", "student_diagnoses": "", "student_disorders": "Lhaní,Zesměšňování", "teacher_approbation": "Univerzita Hradec Králové, učitelství 1. stupně", "teacher_practice_years": "15", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/766", "content": "TEACHING CASE STUDY\n\nBackground:\nThis situation happened at the beginning of my career and I have to say that I really did not handle it at all. I was put in charge of a problem class. I was worried about the students from the very beginning, and it was obvious from the first meeting that I succumbed to my fear and let the students take advantage of my weakness. The problem behavior began with classroom disruptions. This was, for example, talking in class, joking, throwing things, etc. At first, I shouted at the students, which made their behavior even worse and intensified over time. One student was the loudest in the class, who always teased the other classmates and disturbed the class, later they started cursing and yelling at me. As I already said, I scolded and admonished this student. But the student always pushed me away and showered me with abuse. Not even the notes to the parents or the deterioration of the behavior mark on the mid-term report card helped. So I decided to ignore the behavior with the hope that the student would stop enjoying it if I didn't pay attention to it. I would also like to say that when this student was absent from the class, the lesson went quite normally, with only minor disturbances. One day, during math class, I wrote calculations on the board for the students and sent this student to calculate the first example. The student refused to come to the blackboard, and when I insisted, he started yelling obscenities at me and his friends joined him. I couldn't handle the situation and started screaming hysterically at the student, burst into tears and ran away from the classroom.\n\nSituation (Anamnesis):\nThe student's class was very problematic. In the classroom, there were frequent interruptions during the lesson, and even bullying. The students grouped themselves in the class and did not have much fun with each other and did not help each other. There was always considerable tension in the classroom. One student was always the loudest in class and had a bunch of 'friends' in the class who always supported him in his behavior. During the lessons, he shouted, cursed and disturbed. The student grows up with both parents as an only child in a well-secured environment. His parents see him as the best son and have spoiled him since he was little. Instead of directing his behavior, they encourage him in it. Above all, the mother reacts very negatively to her son's criticism.\n\nTeacher Intervention (Solution):\nDespite all that, I met with the student's parents and tried to resolve the situation in some way. However, my parents reacted very negatively and put all the blame on me and demanded my immediate release. After a short session, they didn't want to communicate with me any more and dealt with other matters only with the school principal. I continued to teach at school, but in a different class.\n\nOutcome:\nThey subsequently reassigned another teacher to the class, who also worked with the class by agreement with the school psychologist. The situation improved a bit over time, but I never went back to class.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Plavání, počítačové hry\nDisorders: Vulgární vyjadřování,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons, Bullying\nSolutions Applied: (Disciplinary) Punishments, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "766", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Plavání, počítačové hry", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Rušení výuky", "teacher_approbation": "vysokoškolské (přírodopis a chemie)", "teacher_practice_years": "23", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons, Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/738", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I'm about to describe happened recently, first thing on a Friday morning. For the purpose of anonymity, we will name the boy pupil. I have been his assistant since the 6th grade, this year he is in the ninth grade. The student has an autism spectrum disorder, so I am with him in all lessons so that he works as he should. The student's biggest problem is that he has difficulty communicating and also suffers from \"unusual movements.\n\nSituation (Anamnesis):\nThe student is a 9th grade student. In this particular situation, it was a divided geography class in which only half the class was present. One week they have geography, the next week they have music education. Divided classes are better for the student and his work in class - fewer distracting elements. In these lessons, the teacher also has a greater opportunity to devote himself more to him.\n\nTeacher Intervention (Solution):\nIn the morning, I waited for the student to see if he would come to school at all, lately it happens that the student doesn't show up at all. Although he came almost with a ringing bell, but he came is the main thing. We go to the janitor for extra tests, this morning was no different. We came to the divided geography class 15 minutes late, but most of the students and teachers are already used to that. Geography is one of the better classes, it is not so stressful for him. It was also an introductory class, so everything was relaxed. The teacher explained how many monuments in our country are on the UNESCO list and what new ones have been added. This was followed by work with an atlas and a worksheet. The task was to record in a sheet all the UNESCO monuments in our country and which monuments they are. The student was in a pretty good mood that morning, so he didn't protest too much and working with him went like clockwork. Most of the time I have to guide him a little to get him to do what he was supposed to do. He really tried today. Perhaps it was also due to the fact that it was independent work and the class was quiet. In the course of the work, it was already possible to see in the pupil that he was starting to lose attention and play with pencils. I pushed the case aside and we continued the worksheet together, the teacher allowed us to use the mobile phone. He likes technology, so the job went all the better for him. He finished the worksheet first, except for one small mistake.\n\nOutcome:\nAfter the teacher helped the student find the error in the worksheet, we tried to find it together - we succeeded. The student was the first and almost the only one to receive an A for the activity. You could see that he was at least a little pleased and quite motivated because he worked just as hard the whole school day until lunch.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: Modrá barva, vlaky, různá motorová vozidla, tanky, válečná historie, technologie\nDiagnoses: Porucha autistického spektra\nDisorders: Autistické rysy,Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "738", "student_age_year": "15 let, 9. třída", "student_hobbies": "Modrá barva, vlaky, různá motorová vozidla, tanky, válečná historie, technologie", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "Autistické rysy,Bariéry v komunikaci", "teacher_approbation": "Kurz asistenta pedagoga", "teacher_practice_years": "4", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/844", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is a third-year student at our Montessori school and attends a class where I act as a guide. The children in the class are of mixed ages and there is also a teacher's assistant. We work together every day. The student has problems with attention during activities, and especially when clarifying the content of the day and when explaining organizational matters. For example, when it comes to work procedures and class layouts, he has more problems with orientation and perception.\n\nSituation (Anamnesis):\nChildren are used to using two main options for storing completed assignments, worksheets, activity materials, etc. – either in a box or in a binder that the children keep in their lockers in the classroom. Children know which type of work belongs to which type of task storage. Even so, the student gets lost in the organization and often has a mess in the materials, because he does not notice when everything is explained. His diagnosis of attention deficit disorder and immaturity of auditory perception in a noisy environment is manifested.\n\nTeacher Intervention (Solution):\nOne day the children worked on worksheets and a project. They were supposed to put the materials from that day in the boxes. There was a lot of noise in the classroom and the teaching was more chaotic than usual. At the final circle, I wanted each student to present the output of the day. When it was the student's turn, he was confused and unable to answer where his exit was. I suggested he check the box, but he claimed there was nothing in it. When I went to the box alone, I found that it was in bad shape. I took the box, dumped the contents on the floor and raised my voice to the class. I left and left the classroom with the assistant.\n\nOutcome:\nAfter returning to class, I was already calm. I explained my reaction to the children and we repeated the rules for maintaining the class. I went through the rules with the student and helped him organize the box correctly. In the future, an assistant will be entrusted with its regular control. In retrospect, I realize that the pupil needs more scrutiny and explanation because of his diagnosis. We found out that he also had a manual problem with pulling out the box and taking care of the binder, which we solved with the assistant.\n\nStudent Profile:\nAge/Year: 3. ročník, 8 let\nHobbies: I přes určenou diagnózu rád čte a vymýšlí příběhy.\nDiagnoses: Poruchy pozornosti a aktivity,ADD,Dyslexie,Dysgrafie,Zhoršená krátkodobá paměť,Sluchové postižení,Těžké zrakové postižení\nDisorders: Hyperaktivita,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "844", "student_age_year": "3. ročník, 8 let", "student_hobbies": "I přes určenou diagnózu rád čte a vymýšlí příběhy.", "student_diagnoses": "Poruchy pozornosti a aktivity,ADD,Dyslexie,Dysgrafie,Zhoršená krátkodobá paměť,Sluchové postižení,Těžké zrakové postižení", "student_disorders": "Hyperaktivita,Nepozornost", "teacher_approbation": "Mgr.", "teacher_practice_years": "15", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/951", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the last school year, I had teaching experience with a student who was diagnosed with ADHD from PPP. It mainly manifested itself in his relatively noisy behavior, a mess on the table (strewn notebooks, spilled drinks), insufficient preparation for classes, chaos. He showed a weak benefit, which was probably also influenced by online teaching in the time of covid.\n\nSituation (Anamnesis):\nIt was very difficult to guide him, but we tried. We were patient, we tried to provide some support so that he felt successful in something, because he heard from everywhere (especially from his previous school) that it was very difficult for him. His previous underachievement instilled in him feelings of inferiority and a related aversion to school.\n\nTeacher Intervention (Solution):\nWe tried to give him some confidence. For example, we tried to pick up his character traits – that he is kind-hearted, that he can help children. We tried to find something - it didn't have to be in the school performance, where he was really very weak - but we used, for example, a moment when he was able to keep his attention, so we mentioned the situation, highlighted it. He needed to experience success and feel our support. We refrained from reproaching him, but of course we made sure that he was consistent, that he completed the task as he was supposed to, we tried to motivate him and guide him in some direction so that he could handle it all. A reward in the form of a holiday toy or a forgiven task worked for him. The right motivation was very important to his attitude and behavior - he was happy with the daily and weekly evaluations, it was worth it to him to concentrate or to see that he was ready for class. At the same time, we also looked for games, forms and methods that would entertain him, in the form of some experiences, so that he would not see only the bad at school.\n\nOutcome:\nOur patience and calm, almost motherly approach proved to be an important factor. Of course, the assistance also helped. We were united in our instructions and bonded a lot with mom - she was of course happy that we were giving him some direction and order that he hadn't experienced before. So, during the year we spent together, when it was really difficult with him, we achieved that the boy acquired a more positive attitude towards school. It was also due to the fact that we are such a family school and a special class with a smaller number of children. By the fact that everyone had a problem, the student also strengthened his self-confidence, he did not feel alone and at the end of the group.\n\nStudent Profile:\nAge/Year: 10 let, 3. třída ZŠ\nHobbies: Vlaky jakožto dopravní prostředky i v podobě hraček\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons\nSolutions Applied: Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "951", "student_age_year": "10 let, 3. třída ZŠ", "student_hobbies": "Vlaky jakožto dopravní prostředky i v podobě hraček", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, aprobace speciální pedagog", "teacher_practice_years": "17", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/435", "content": "TEACHING CASE STUDY\n\nBackground:\nnew pupil came to the uneventful class at the primary school. From his first impressions, he appeared to everyone as a nice boy who was not at all shy in front of others and had no problem communicating in a completely new environment. However, during classes, he turned into a completely disobedient student who refused to listen to almost any instructions from the teachers. The situation was repeated regularly and the whole class suffered. I tried to explain to him many times that such behavior is not okay, but no change came.\n\nSituation (Anamnesis):\nAs it turned out relatively soon, the pupil grew up in alternating care. The parents' divorce was very psychologically demanding for everyone involved. The student has no siblings to spend his free time with, both parents work most of the day and therefore do not have enough time to devote to their son.\n\nTeacher Intervention (Solution):\nfirst dealt with the student's bad behavior during class with extra tasks, constant reprimands and, last but not least, a conversation with both parents. However, none of this brought significant changes and I began to feel at a loss. After consultation with the school management, we came up with a solution that significantly improved the whole situation. Specifically, it was an external school psychologist who worked with the student every week after school, and his behavior improved greatly.\n\nOutcome:\nAfter some time, I really noticed changes in his behavior in class, which were also reflected in his grades. Thanks to my cooperation with the school psychologist, it was possible to observe changes in behavior immediately after individual sessions. After these conversations, the student began to realize that we are trying to help him at school and that there is no reason not to fulfill his duties and obey my instructions. I can't say that the pupil's problematic behavior did not return from time to time, but it was always a one-off problem that we simply solved with a calm discussion.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Počítačové hry, sportování\nDiagnoses: Poruchy pozornosti a aktivity\nDisorders: Lhaní,Agrese,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "435", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Počítačové hry, sportování", "student_diagnoses": "Poruchy pozornosti a aktivity", "student_disorders": "Lhaní,Agrese,Arogance", "teacher_approbation": "Mgr., ČJ + HV", "teacher_practice_years": "28", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/75", "content": "TEACHING CASE STUDY\n\nBackground:\nhaven't taught the girl since the first grade, but she came to us in the 3rd grade from another school, where she had difficulty fitting into the group. A nice and decent girl of Roma origin, which I didn't mind at all - I had many problematic pupils and they weren't Roma. I wasn't even worried that she wouldn't fit into our team, after all, our class is great, friendly and sticks together, despite minor arguments. I can say with a clear conscience that all these years, until the problem appeared, the girl was popular and no one discriminated against her in any way. The whole incident started happening at the time of the opening of schools after the first wave of Covid. The number of pupils in the class was limited due to the epidemiological regulation. During the lockdown, the girl's mother called me several times that she didn't know how to do the tasks, that she was afraid of the whole situation and in general she sounded very mentally unbalanced. I was always happy to oblige and help. After a few days at school, the girl's mother called me again, but for a completely different reason, which she immediately told me: 'Hello, teacher, my daughter is crying at home because the boys insulted her racially at school.' To that I responded: 'Hello, and when did the boys insult her? I'm in class all day and during breaks and I didn't notice anything and my daughter didn't say anything to me.' I was informed that she did not know when it was, and that she was afraid to tell me, whereupon I assured her that she need have no fear at all, and that she should confide in me as soon as any such situation arose. At the end of the interview, I promised the girl's mother that tomorrow I would talk non-violently about racism with the children. After agreeing with the mother, the daughter stayed at home and I was able to talk to the children about how they perceive racism and what they think about it. According to the children's opinion and how they approached this topic, I was sure that nothing like that happens in the classroom. Unfortunately, after a few days, the girl's mother informed me that this situation continued and that she wanted to resolve the whole situation with the director. I won't lie that she caught me by surprise, because despite my heightened vigilance, I didn't notice anything. But what made us better was that I learned the name of the student who allegedly insulted the girl with these racially oriented insults.\n\nSituation (Anamnesis):\nFor three years, the girl appeared to be non-confrontational and friendly. My mother told me that she is very empathic and, according to psychologists, precocious. She was not examined at the Pedagogical-Psychological Counseling Center and I don't think there was any reason for that. In my opinion, the girl had a problem in the family, where alcohol also played a role, and the girl tried to attract the attention of her parents or other people in this way. The question then remains about her first transfer from her previous school. However, I really don't think that some of the students in our class would be capable of such behavior, especially when I was present in the class the whole time.\n\nTeacher Intervention (Solution):\ninterviewed both pupils alone in the office during free time. I started with the alleged aggressor. I began rather extensively: 'So what about the breaks, aren't you bored?' – 'No, I'm on my mobile.' 'And the other boys too?' 'We are playing games.' It continued in this style for a while until we got to the subject of the daughter. 'What about the daughter?' 'What would?' 'I only if you don't annoy her or scold her in any way.' 'No, she's with the girls on the other side of the class.' I had nothing to say to that, because he was right about everything. So I also called my daughter. 'So what about the breaks?' 'Good.' 'Mommy told me someone was swearing at you.' 'Noo, boys annoy me.' 'Oh, well, when?' 'I don't know, they call me black and stuff.' 'But, I'm in class all day, why didn't you come to me and tell me?' 'I do not know.' In the end, we agreed that as soon as something happened again, he would come and tell me immediately. After arriving in the classroom, I heard screaming, where boys and some girls were standing on one side, and on the other side was a daughter who was screaming hysterically and shaking. 'What is happening here?' I raised my voice. I learned that the student in question had bragged to his classmates and some felt the need to defend him, which only escalated in this situation. 'Sit and all.' There was silence in the classroom. 'Why did you tell them that?' 'Because she's lying, we don't do anything to her, she's bullshitting.' The daughter couldn't take it anymore, and started shouting again 'I'll tell mom, and she'll show you!' The others didn't like it, I had to act quickly. At first, I tried to calm the situation by having everyone say their opinion on the matter, but in the end I was forced to take my daughter out of the class, she was not very willing to talk to me. I called my mother to come get my daughter and informed her about the situation. With tears in her eyes, the mother took over her daughter and we agreed on a meeting with the director tomorrow. After my daughter went home, I interviewed the whole class, but I found out the exact opposite, that the daughter was a conflicted type who tried to turn the students against each other and also often changed her friends, who she subsequently gossiped about. I realized that the students were right, every now and then she wanted to sit with another girl, and even after asking why she didn't want to sit with that girl anymore, she replied that the girl in question didn't mind that she wanted to sit alone. During the day, I received text messages from my daughter's mother and father saying they wanted my promise that we would solve everything in their favor and that they would contact the school inspectorate. I did not respond to these messages.\n\nOutcome:\nDuring the negotiations with the director, we finally agreed on a compromise that the daughter would not come until the end of the school year and that she would attend another school the following school year. A note was made and given to the mother. I was a little disappointed because my mother said to me at the end: 'My daughter never trusted you, it means you are not a good teacher if you can't build trust in children.' I told my mother that I was sorry, that I loved my daughter and I would never wrong her or discriminate in any way. In addition, I added that the children claim, on the contrary, about the daughter that she is conflicted and tries to subvert the team. The answer was racially oriented, without further arguments. and the following days the pupils had a session with the methodology of prevention on the topic of racism. I also learned from the children that my daughter wrote them some not-so-flattering messages afterwards. I wish my daughter to fit into the new team, hopefully she will get used to it.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Verbal aggression\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "75", "student_age_year": "11 let, 5. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. stupeň", "teacher_practice_years": "25", "problems_annotated": "Lying and cheating, Verbal aggression", "problems_possible_annotated": "Bullying", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1348", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student refused to work with the class teacher in history class. He was emotionally upset from the break an hour ago, he received a punishment for his inappropriate behavior. However, he did not agree with this punishment, he was aggressive. After the first warning about his behavior, he exploded and became aggressive. He started banging on the furniture. After this excess, I took him out of the classroom and into the hallway. There he started verbally attacking me. At one point it looked like I was going to have a physical attack. He called me and the class teacher and sent us both.\n\nSituation (Anamnesis):\nThis pupil is from Olaš. This affects his relationship with authorities, teachers and, among other things, with his fellow students. He is very arrogant and intelligent. He likes to provoke his classmates, who then interrupt and he amuses himself with the resulting confusion in class.\n\nTeacher Intervention (Solution):\nThe student calmed down only in the ŠPP, where he was not exposed to disturbing subjects. He stayed in ŠPP until the end of the lesson and the situation was evaluated only at the end of the lesson.\n\nOutcome:\nAt present, the student's behavior is stable, he is aware that it is advisable to remain silent for the peaceful course of his studies.\n\nStudent Profile:\nAge/Year: 14\nHobbies: Chce být jako Pablo Escobar,\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Disrespekt,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1348", "student_age_year": "14", "student_hobbies": "Chce být jako Pablo Escobar,", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Disrespekt,Rušení výuky", "teacher_approbation": "Mgr. Čj,D,OV", "teacher_practice_years": "4", "problems_annotated": "Emotional outbursts, Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "Failure", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1129", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student's whole behavior began to be reflected during distance learning, when he stopped registering for online classes. The absence was excused by both his parents and him. Excuses were such as technical problems, insufficient connection, power outages, nausea, etc. He simply avoided online classes, but completed the assignments. I think that he was bothered by the communication through the camera, that he was shy. He always wrote for instructions on what to add. However, he missed his presence in class. She was crucial in the time of covid. He started to miss connections because he can't learn only by assignments. He was losing knowledge as well as contacts in the classroom. His classmates started making fun of him. But when he wrote to his classmates about completing assignments and assignments, they helped him. But the help was one-sided. After returning to school, he went to school for about 14 days, but then he began to avoid classical education as well. He made up various excuses such as health problems of all kinds, covid, headache, road accident, bus delay (even though other classmates from the same city made it to school). He had no chance to jump back. Relationships in the classroom were strained, teachers were angry. He did not complete the semester.\n\nSituation (Anamnesis):\nThe student was more of an extrovert before covid, an introvert after covid. At the end of the 3rd year, relations in the class cooled down, his classmates made fun of him. The other classmates were very annoyed by this, they felt that he was getting away with everything and later refused to give him materials.\n\nTeacher Intervention (Solution):\nI tried to conduct individual interviews with the pupil, where I wanted a detailed explanation of the reasons for his absence. He always told me the same thing that was written in the apology letter. We never got to the very core of his problems. I tried to involve the parents I contacted in everything, I told them about the problem and the consequences it could have. Unfortunately, his parents confirmed all his absences, even the most absurd ones. Later, the communication was with the school management. He went to regular consultations, where they agreed on the next course of action. It always turned out the same... They agreed, the student promised, but did not keep his word.\n\nOutcome:\nThe student was not admitted to matriculation, nor did he finish the 4th grade. Now he has a chance until the end of September to complete all the requirements so that he can graduate in May. If he fails, he will have to repeat the year. But now he has no appointment with any teacher. Therefore, I consider the result to be unsuccessful, as I did not manage to motivate the student more.\n\nStudent Profile:\nAge/Year: 18 let, 4. ročník SŠ (gymnázium)\nHobbies: Rybaření, filmy\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1129", "student_age_year": "18 let, 4. ročník SŠ (gymnázium)", "student_hobbies": "Rybaření, filmy", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "Mgr., matematika, biologie, výchovné poradenství", "teacher_practice_years": "41", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/303", "content": "TEACHING CASE STUDY\n\nBackground:\nremember that it was in the Czech language and at the same time their last lesson. This was a girl with whom I had a pretty good relationship until then, she was involved in the lessons and I had no problem with her. From the beginning, she and her classmate were talking about that style on the bench, they were constantly laughing at something, and the situation escalated as the situation progressed. I asked them to quiet down several times, but it always only lasted a few minutes and then they started again. I was just responding to a question when I heard the case fall to the ground. I passed it the first time, but when it fell for the fourth time, I decided not to let it break the rest of the class and intervened. I went to them and asked what they were dealing with. Of course they didn't tell me anything, so I threatened to take action if they didn't let it go and stop throwing each other's stationery. As I walked away, I heard one of them mockingly repeat what I said several times, which infuriated me. Nevertheless, I continued with the material. And the case ended up on the ground again. Her classmate threw it to her again. It seemed to me that at that moment the student didn't even think it was very funny anymore and she picked him up angrily. A classmate threw something in her direction again several times, and at that moment I told her to bring me the contact log. I warned several times and I wasn't enjoying it anymore.\n\nSituation (Anamnesis):\nŽačka attends the 7th year of elementary school, sits in the third desk together with her friend. She gets along with the children in the class, she is not singled out. In general, the class represents a good team and they have a young, active class teacher. The student has a fairly positive attitude towards learning, she enjoys the Czech language, art education and English the most. She participates in Czech language classes, likes to discuss books. During the 7th year, she went through several changes in appearance - black clothes, dyed hair, etc., but nothing that would pose a problem for teaching. She comes from an incomplete family, her parents divorced when she was in the 1st grade, since then she lives with her mother and grandmother not far from the school. He gets along well with them, the mother attends class meetings regularly.\n\nTeacher Intervention (Solution):\nThe student asked if she was the only one to bring it, and when I said yes, she objected that it wasn't fair, after all, the classmate was also disturbing. I explained to her that she was the one who disobeyed my warning, dropped the case on her friend, and then continued talking. She started protesting even more, claiming how it was a mistake and they weren't actually talking like that. I had to cut our debate short because the rest of the class stopped working and the situation escalated. I summed up my solution in something like: 'You've been talking and laughing all the time since the beginning, when I reprimanded you for the umpteenth time, you were the one who dropped the case on purpose. In addition, you again spoke to your classmate, who was quiet. Bring me the diary.' She looked at me for a moment as if she didn't believe I was serious, but then got up angrily and threw it on my desk. I preferred not to react to that and after a short silence I started checking the exercises.\n\nOutcome:\ncan't imagine what it would have done to our relationship and the class if she had refused to give me the contact log then. Until the end of the lesson, she just sat with her arms folded and looked at the blackboard. As for the next hour, it was obvious that she was affected by the solution, although I am convinced that I acted fairly and was in the right. With her classmate, their relationship cools down, but it was nothing long-term. Because of that, our relationship was a bit more complicated, it took us a few weeks before we were able to communicate with each other on the same level as before the incident and she started to actively participate in the lessons again. Until then, in my classes, she did what was asked of her, but she didn't express herself, she drew in the margins of her notebooks and generally did anything other than the Czech language.\n\nStudent Profile:\nAge/Year: 12, 7. ročník\nHobbies: otevřená otázka\tTrávení čas s kamarádkami; sledování seriálů; kreslení; čtení dívčí beletrie\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Consequences, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "303", "student_age_year": "12, 7. ročník", "student_hobbies": "otevřená otázka\tTrávení čas s kamarádkami; sledování seriálů; kreslení; čtení dívčí beletrie", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ - Magisterské v oborech Český jazyk a literatura se zaměřením na vzdělávání a Občanská výchova a základy společenských věd se zaměřením na vzdělávání", "teacher_practice_years": "20", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/647", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was as follows in one class, according to the guidance counselor and the high school professor. The children started creating different groups of people. But there is also this gifted student who has no problems, but one group of more dominant kids started to bully this gifted student. The situation escalated once after school in the locker room when this more dominant group, led by one female student, began attacking this gifted student in the locker room. They took his backpack, things, shoes. However, by chance, the banker also came home from work, who deciphered the situation well and tried to solve the situation the very next day. The children took part in an adaptation course, team building, where they had a rich program about the situation of mutual respect. The teacher subsequently stated that the situation in the classroom calmed down and the children began to respect each other and in the end they were a good group.\n\nSituation (Anamnesis):\nThe class was divided into different groups that could not respect each other. A more dominant group of individuals, led by a not-so-smart student with good grades, decided to hit on a classmate who is rather submissive, from a Catholic family, and a very gifted student. Fortunately, the teacher, according to the doctor, was caught early on. It took place in the classic way of denying various things, stealing and mocking on the Internet.\n\nTeacher Intervention (Solution):\nThe teacher started solving the situation the very next day. He informed his colleagues, the class teacher and the school management in the assembly hall. The first lesson was class time, where the subject of bullying was discussed with the educational advisor. After the presentation, a kind of adaptation course and teambuilding for the whole class took place in about a week, where they had a 3-day program organized by a volunteer center that deals with this issue, unfortunately the teacher no longer remembers the name of that center.\n\nOutcome:\nThe situation in the classroom completely calmed down after the program, and in the end it was a great group of people who still have good relations with each other today, even though they no longer study at that school. This bullying did not occur in the classroom and lessons, so it was difficult to recognize, it often took place outside the school, except for the incident in the locker rooms. Fortunately, the situation normalized and the bullying caught in the beginning calmed down. I classified this situation as ++ because I believe that its solution also belongs to positive situations.\n\nStudent Profile:\nAge/Year: 13 let\nHobbies: Čtení knih, skaut, setkávání s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "647", "student_age_year": "13 let", "student_hobbies": "Čtení knih, skaut, setkávání s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské – dějepis, ZSV, titul PhDr.", "teacher_practice_years": "15 let", "problems_annotated": "Bullying", "problems_possible_annotated": "Diagnosis", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/832", "content": "TEACHING CASE STUDY\n\nBackground:\ngot a PCH student into the 3rd grade. He occasionally showed signs of attention deficit disorder, but at the time of the transition to our elementary school, he was not specially worked with. The boy thrived with A's. The change came from around the fourth grade, when he often did not respect the rules of the class and did not respond to my calls. After talking hours in the tripartite, I found out that he still responds to his mother. At the same time, he did not have a completely negative attitude towards the school or me. I had been used to his short attention spans since third grade, but his defiance was new to me. Later, he started deliberately lying to me, denying it, even though I caught him, for example, taking things from his classmates. In a specific situation that I remember, one classmate bothered him for a long time, they often argued about something. The climax of the situation was when he cursed a classmate for morons, punched him in the stomach, and then they got into a fight. When the children came to tell me, he did not admit it and absurdly denied that the other had given him the blow. There were also signs of bullying, where he was the leader and guide, he often scolded his classmates and knew where to go, insults to his parents 'your mother is disgusting' or to his character 'you're fat, that's why you don't run' were repeated and thus disrupted relationships in the class. At that time, we dealt with the situation with the prevention methodology, the principal, parents and in the classroom.\n\nSituation (Anamnesis):\nten-year-old boy attending primary school comes from a complete family. The father is often separated from the family, he works as a driver. He has an older brother with whom he does not get along well. The parents are cooperating with the school, although they initially downplayed the problem. Undesirable behaviors include lying, leading classmates, insulting, disrespecting rules and teachers. He is not completely excluded from the team and has a friend in it. His hobby is mainly baseball. A teacher close to the family believes that he is probably exposed to stimuli inappropriate for his age at home, such as brutal films, etc., thanks to his older brother.\n\nTeacher Intervention (Solution):\nImmediately after the incident, we investigated the situation and indeed PCH himself was a relatively gratuitous aggressor. The parents were informed and we resolved the situation with the school principal. Both actors of the conflict received a note, and then we dealt with similar situations as a class. In the long term, I didn't want to deal with the situation with him negatively. On the contrary, I always tried to support him and praise him when he did something right, went out of his way to meet his classmates and so on. I didn't let him tell me anything. The trust between the teacher and the student was greatly damaged by his previous behavior. This is not how the common relationship between student and teacher can be maintained. Everything that was pathological, such as swearing, and verbal attacks on classmates, we definitely dealt with, monitored and prevented it. Tripartite, interviews with records, meetings with parents and the director were countless. In the end, PCH ended up in the SPC and subsequently also in a psychiatrist, at that time the defiance was gradating in the home and the parents insisted on a solution. He was diagnosed with oppositional defiant disorder and ADHD. However, the main reason behind the speeches was the failure of the opposition's defiance. Mr. Psychiatrist probably helped him in the short term, but in the long term, in my opinion, the drugs rather harmed him.\n\nOutcome:\nAs a result of being put on medication by a psychiatrist, he went to school very depressed. The anger, the lying, and the pointless defiance have almost died out. But unfortunately his depression had consequences in subjects where his talent could be shown, for example in art classes. Conflicts with the pupil in question did not repeat themselves.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Sporty  baseball, vybíjená)\nDiagnoses: ADHD\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Support, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "832", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Sporty  baseball, vybíjená)", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "Pedagogické magisterské vzdělání -  Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "8", "problems_annotated": "Physical aggression, Lying and cheating, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1268", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were already problems when I got it in the fifth grade. He went to school from the first grade. I was his class teacher from fifth to seventh grade. He didn't hang out with anyone in class. He did not seek conflicts, was introverted and sat alone. In terms of school performance, his grades were average, but things got worse in the seventh grade. He didn't enjoy school, and if he didn't understand the material, he didn't want to do anything. He just sat there and did nothing despite being reprimanded. When he didn't want to do anything, he said he wouldn't do it, and no one convinced him to work. When the principal called him to the principal's office, he did not move from his chair and the principal had to follow him into the classroom. We resolved this situation with the parents, the school psychologist and the student himself. At home, his parents did not pay attention to him and did not want to deal with this situation much. Once his father came to us and told the student, even in front of us, that if you work at school, he will buy him a better computer. His hobby was gaming and IT industry. We also agreed with the parents that if the student does not work, we will call the parents and they will pick him up from school. We had another 25 kids in the class who wanted to learn.\n\nSituation (Anamnesis):\nThe student lives with alternate care and is an only child. He lived with his father for a week and with his mother for a week. When that was not possible, he lived with his grandmother. He has been diagnosed with attention and activity disorder, behavioral difficulties and emotional lability. His work rate gradually deteriorated. When the fabric didn't suit him, he got stuck and said he wasn't going to do it. His grades were getting worse. In seventh grade, we didn't even have anything to evaluate him on, because he hardly went to school. He didn't get along very well with anyone, so he had a behavior problem. His parents did not support him and were not interested in him, which was also reflected in the solution to this situation. His interests include playing computer games.\n\nTeacher Intervention (Solution):\nWe first addressed the situation with the student himself. When he got stuck and didn't want to do anything, we didn't force him to do anything. We further discussed the situation with the director. The pupil even refused to come to the principal's office, so the principal had to come to the pupil's classroom. After that, we discussed the situation with the parents, but they were unable to get the student to do anything. They didn't pay attention to him at home, they let him play games on the computer so they could have peace from him. He went to school unprepared. Next, we discussed the situation with the school psychologist, and finally with the student himself. In the end, it was agreed that if the student does not do anything at school, we should call the parents and they will take him away, so as not to hinder other students. Several pupils from the class offered him tutoring in a subject he did not like, but the pupil did not take advantage of these offers. In the seventh grade, we told the student and his parents that we had nothing to evaluate him on, because he refused to write the test several times and his parents took him home three out of five days a week because he did not work. We informed them that he would have to repeat seventh grade again.\n\nOutcome:\nThe student's parents eventually sent him to another school. I am not satisfied with the situation myself. As a class teacher, I had a good relationship with him and we all tried to help him. Both students with tutoring offers and me. The student refused to work and rarely attended school.\n\nStudent Profile:\nAge/Year: 10-12 let, 5.-7. ročník\nHobbies: počítačové hry, IT\nDiagnoses: ADHD,Porucha chování,Výkyvy nálad\nDisorders: Emoční labilita,Nepozornost,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Transfer of student, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1268", "student_age_year": "10-12 let, 5.-7. ročník", "student_hobbies": "počítačové hry, IT", "student_diagnoses": "ADHD,Porucha chování,Výkyvy nálad", "student_disorders": "Emoční labilita,Nepozornost,Hyperaktivita", "teacher_approbation": "vysokoškolské vzdělání, tělesná výchova a pedagogika + učitelství 1. stupně", "teacher_practice_years": "25 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/563", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is stubborn, if it's not his way he gets stuck and doesn't talk to you at all. He is angry, does nothing and does not say anything to anyone all the time. He often has tears in his eyes. Many times it is even a small thing that makes him angry. Sometimes it also applies to opinion. If his opinion does not coincide with someone else's, he gets angry. We go out, for example, he wants to go in front of the school, but I say we go behind the school. He is then angry all the time and refuses to communicate. In class, this behavior occurs occasionally. Sometimes he just doesn't feel like it and is slow. It probably depends on whether he enjoys the assigned work. If he has a given task in mathematics, he has no problem with the solution. If he receives a given task in Czech, the already described situation often occurs.\n\nSituation (Anamnesis):\nHe lives only with his mother. His parents did not live together for most of his life, his father died two years ago. He has a brother a year older, who also attends the same junior school as him. The dominance of the younger brother can be recognized because he is more communicative, physically fitter and more popular in the group.\n\nTeacher Intervention (Solution):\nWe tried to talk about it with the student, but he doesn't want to talk about it. I don't know what to do with him. Even though he is no longer angry and in a good mood, he refuses to communicate about this situation. I've tried going at him quickly and calmly, but it usually doesn't work. I've had a few times where he took a joke. I told him: 'don't be like a slipper!' etc. Mostly, however, he refuses to work or communicate. He doesn't even want to tell me what made him angry, what he doesn't understand, etc.\n\nOutcome:\nThe result is negative. Despite the conversation with the mother, the situation keeps repeating itself. It was found that the student is a little more communicative when the teacher uses a joke to solve the problem, but it is not a guarantee that it will always work.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Vojenství, historie, paleontologie\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview, Humour\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "563", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Vojenství, historie, paleontologie", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nespolupráce", "teacher_approbation": "Mgr. (učitelství 1. Stupně ZŠ); CVŽ učitelství v MŠ", "teacher_practice_years": "3 roky", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview, Humour", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/687", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the 2020/2021 school year, the student was a student in the 1st year of a secondary vocational school in the field of hairdressing. As his class teacher, I only met the first class in the role of class teacher during the two weeks before the transition to distance learning. Theoretical teaching at our school takes place every other week and alternates with practical teaching, when the students are under the supervision of the teacher. Pupils and parents had a very short time to familiarize themselves with their new school, teachers and subjects and to make a smooth transition to online learning in Microsoft Teams. Therefore, based on these facts, the selected pupil did not start participating in distance learning, he began to show increased absenteeism and did not hand in any assigned work.\n\nSituation (Anamnesis):\nHe is an adult pupil, who in the past had unsuccessfully completed his studies at another secondary vocational school after the onset of psychological difficulties following the suicide of his best friend. The student showed average academic results, but above average emotional intelligence, awareness of himself and his possibilities. He communicated with discretion, never made unnecessary promises and never overestimated his abilities. He recognized his psychological limits and was aware from past experience of the barriers and difficulties associated with overcoming them.\n\nTeacher Intervention (Solution):\nThe student's problems with attendance and failure to complete assignments began to manifest themselves at the very beginning of distance learning. That's why I contacted him by phone to find out what his non-participation was about and I suggested help in the form of a school computer. However, the student informed me that he had a computer, so we logged into Teams together and explained its individual functions. As the pupil was already of legal age, I communicated exclusively with him. He was more apathetic on the phone but always picked up or called me back. He indicated to me that he has certain psychological problems associated with the transition to a distance form of study and suffers from insomnia, which is why it is difficult for him to get up in the morning and stay connected and not fall asleep. He promised that he would try to start communicating with the teachers and try to catch up. During the quarterly evaluation, however, it was clear that he did not succeed completely, so we arranged a personal meeting, we went through each subject and what would be necessary to do in order to benefit from it better. Finally, the student got up the courage and explained to me without insisting that he had similar problems once before and did not finish his studies at the previous school for a similar reason. That's when he developed problems with insomnia resulting from sleep paralysis after the suicide of his best friend. He was also medically examined at the time, but he had no documentation. He was prescribed medication, but after a while he stopped taking it because he was not feeling well and his condition gradually improved. Two years after this event, he joined our school, and during the transition to distance learning, his sleep paralysis returned, with associated insomnia and fear of falling asleep. We agreed that we would take it slow, let him catch up as much as possible, how he would manage, and we would sort out the rest for half a year. He managed to complete all the subjects for half a year, but the problems with absenteeism worsened in the second semester. I therefore arranged for him to meet with the psychological counselor at our school, where we agreed that if he does not start attending classes, he will have to be expelled from the studies on the basis of high absenteeism. The student refused to see a doctor and to involve his parents, so I felt that I had no choice but to verbally support him. After returning to school, he appeared sporadically at school, but in recent weeks he did not attend either theoretical or practical classes at all. He didn't even show up for the make-up exams, so he didn't advance to the second year.\n\nOutcome:\nThe last time I talked to the student on the phone, he sounded more positive and added that he was doing better, that he was working part-time, enrolled in a barbering course and that he was thankful.\n\nStudent Profile:\nAge/Year: 18 let, 1. ročník středního odborného učiliště\nHobbies: Zájem o obor, který studuje  kadeřník)\nDiagnoses: Spánková paralýza\nDisorders: Absence,Nepracovitost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "687", "student_age_year": "18 let, 1. ročník středního odborného učiliště", "student_hobbies": "Zájem o obor, který studuje  kadeřník)", "student_diagnoses": "Spánková paralýza", "student_disorders": "Absence,Nepracovitost,Vyhýbání se škole", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/958", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the previous class was complicated. I had a pupil there who was in a very bad state, after attempts at suicide and self-harm. The communication with the student's mother was different and the relationship with this student was different. She trusted me and we solved many problems together. The diagnosis was difficult, the situation had its ups and downs, but in the end a certain stabilization was achieved.\n\nSituation (Anamnesis):\nThe personal history of the pupil or class is key to understanding the situation, but in this case I was unable to obtain more information.\n\nTeacher Intervention (Solution):\nŽačka was receptive to solving problems, even if they were huge. By chance, I recommended it to a friend who is a psychologist. Since then, although the pupil does not give me information directly, the psychologist monitors her development. Trust was key. The student has already graduated, but we are still in contact.\n\nOutcome:\nThe pupil's behavior stabilized, although there were occasional dips. She successfully passed her high school graduation and achieved life's achievements. The contact between her and the teacher continues even after finishing high school.\n\nStudent Profile:\nAge/Year: cca 17 let, ročník septima/oktáva\nHobbies: -\nDiagnoses: Psychiatrická diagnóza\nDisorders: Pasivita,Neposlušnost,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "958", "student_age_year": "cca 17 let, ročník septima/oktáva", "student_hobbies": "-", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Pasivita,Neposlušnost,Nepozornost", "teacher_approbation": "Vysokoškolské vzdělání – Magisterské studium + Pedagogické minimum, aprobace Český jazyk a Hudební věda + Němčina; aktivně se věnuje tvůrčímu psaní a korekturám", "teacher_practice_years": "Cca 26 až 27 let (včetně mateřské dovolené)", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/190", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students had the task of composing from colored papers. Everyone got different colors of paper. One of the students began to express dissatisfaction with the color of the paper he received. At first he hid the paper and claimed that someone had taken the paper from him. Since I didn't believe him, I tried to convince him about the suitability of the color he got. However, this student became agitated and angry with accompanying stomping. Subsequently, he tore up the paper in the color he was not satisfied with and threw it in the trash.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD and is under the care of his mother.\n\nTeacher Intervention (Solution):\nI tried to calm the student down and explain to him that he must have his paper in his desk, that none of his classmates took it from him. The student refused this all the time. The situation worsened with any attempt at explanation. After a few minutes, the student angrily tore up the paper and started stomping on it. It was almost impossible to calm him down.\n\nOutcome:\nUnfortunately, none of my measures, arrangements, proposed solutions had an effect on the pupil, and after the incident it was difficult to talk to him, let alone cooperate. He sat insulted in the pew with folded hands and refused any cooperation. The last possible solution was a phone call with his parents, who tried to talk him out of it.\n\nStudent Profile:\nAge/Year: 9 let, 3 třída\nHobbies: fotbal, míčové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Lying and cheating\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "190", "student_age_year": "9 let, 3 třída", "student_hobbies": "fotbal, míčové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "5", "problems_annotated": "Diagnosis, Emotional outbursts, Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/976", "content": "TEACHING CASE STUDY\n\nBackground:\nHowever, not all cases of problem behavior had a happy ending like the previous one. At the moment, I am a fifth-grade class teacher again, and I have a little bit of everything in my class, so to speak - integrated, foreign and problem children. This story is not so much my experience as it is about a class that has passed from the first grade to the second, so I am still getting to know the children myself - what are their habits, needs or bad habits. But since I heard that it is a really exceptional class in terms of solving problem behavior, I decided to contact their former class teacher in the first grade and thus continuously inform myself about the situations or rather persistent problems that are part of this, already my class, to be in the picture, so to speak.\n\nSituation (Anamnesis):\nThis case concerns a boy who currently lives only with his father, as his mother died over a year ago. When this situation arose, of course the teachers, but also the classmates, were really considerate, tolerant and helpful towards him. The teachers did not make excessive demands on him from the beginning, as the boy did not go through a really easy period. Losing a mom hurts at any age, but I think at this age it's hard to explain to a child why mom will never come home. So the boy stayed at home for a while to deal with the team and the teachers took this situation into account and even accepted it to a certain extent.\n\nTeacher Intervention (Solution):\nHowever, the problem arose when the boy returned to school after a long time. He used to be inattentive at school, didn't do his homework, didn't listen to the teachers, distracted them and disrupted classes, until finally one day it got to the stage where he stopped going to school altogether. This situation was also resolved with the boy's father, when my colleague informed him about what was happening with his son and tried to find some reasonable way out. Everyone understood the situation that the boy was going through a period when he lost his mother, but it had been long enough for him to be able to fit back into the school environment, so to speak. From the beginning it seemed that the father understood the seriousness of the situation, the boy started going to school again, but he did not last two weeks. The situation was resolved repeatedly with the father, who at first excused his son, but after a while the number of missed classes climbed to an enormous number, when the boy was in danger of having unexcused classes in the fourth grade and was even in danger of repeating the grade. Later it was discovered that the boy, despite the time that had passed, had not come to terms with the loss of his mother at all.\n\nOutcome:\nIn the end, although the situation turned for the better, as the boy is currently in the fifth year with me, however, inappropriate behavior in the form of disruptions and failure to complete tasks still persists. I am currently trying to resolve this situation as best I can, but since not only this boy, but also a few of his classmates have a bit of a problem with following the rules and authority, it is not always a cakewalk. However, I firmly believe that after time they will learn to follow the rules that we have agreed upon as a class.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "976", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "13  Absolvovala nejaký relevantný kurz, výcvik na zvládanie problematického správania, nekázne nebo komunikácia v triede apod. (zaškrtnite):  áno / nie  Prípadne uveďte názov (otvorená otázka):  Presný názov neviem, ale išlo o predmet v rámci kreditového systému, ktorý absolvovala pred atestáciou.  Kazuistika ++  Rozhovor bol vedený s pani učiteľkou, učiacou na základnej škole na druhom stupni, kde dlhé roky pôsobí ako učiteľka anglického jazyka, geografie a environmentálnej výchovy. V rozhovore mi porozprávala o svojich skúsenostiach a prípadoch problémového správania, s ktorými sa za roky svojej", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/700", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place on the last evening of the adaptation course. By the fire, the students could see the fatigue from the rich program and lack of sleep. The three boys from the class were quite seated at first sight, which was shown by the fact that they did not sit with the rest of the class, but made their own group and sat apart from the others and talked among themselves. Suddenly they started arguing, threw themselves at each other and started fighting. We ran towards them, but before we got there, one of them took out a shooting knife from his jacket pocket. Fortunately, he didn't threaten anyone with the knife, he just stood there with an open knife. We managed to tear them apart and took them to our cabin.\n\nSituation (Anamnesis):\nThe class as a whole didn't seem troubled, but those three boys were causing trouble. One of them is a refugee from Syria, who we already talked about in the previous case study. Another is a member of a group that can often be seen in the park near the station, and at first glance seems problematic. For two of them, this isn't the first high school they've attended, but they haven't finished one yet.\n\nTeacher Intervention (Solution):\nThe pupils were brought to the headmistress, who spoke to them at length. They were given conditional suspensions from school and were told in no uncertain terms that any further trouble would result in immediate expulsion. All three promised that they would no longer behave vulgarly and aggressively and that they would not violate school rules. The headmistress called their parents, but didn't talk to two of them. Since it was late, she didn't want to send them home, but to avoid further trouble, she sent everyone to sleep in a different cabin. She called her parents the next day and informed them of the conditional expulsion. The parents of the refugee were not allowed.\n\nOutcome:\nDespite the measures, the pupils' behavior did not improve and on 10.9. they were expelled after being caught packing a joint and snorting tobacco. More information about this incident is given in the next case report.\n\nStudent Profile:\nAge/Year: 16, 17, 18, 1. ročník\nHobbies: Být se svojí partou, PC hry\nDisorders: Agrese,Lhaní,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: (Disciplinary) Punishments, Transfer of student, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "700", "student_age_year": "16, 17, 18, 1. ročník", "student_hobbies": "Být se svojí partou, PC hry", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Vulgární vyjadřování", "teacher_approbation": "Vysoká škola", "teacher_practice_years": "17", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/511", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation, which has been going on for a long time, is worrying. The girl from the eighth grade is almost isolated from the collective, closed, inaccessible, uncommunicative and apathetic. Her only expression is artistic, she communicates minimally. He does not respond to the teacher's questions or only minimally, he does not carry aids, if he does, then sporadically. He has insufficient hygiene habits, wears torn and often dirty clothes. As a teacher, I cannot continue to ignore the situation, I must try to make contact and find out what is behind her behavior.\n\nSituation (Anamnesis):\nThe student lives only with her father and brother, her mother died in a tragic accident, and her grandparents also take part in her upbringing. The girl suffers from psychological problems, visits a psychologist and is also diagnosed with attention disorders. She and her brother go to school in torn, often dirty clothes, the girl often has unwashed hair and a neglected appearance. The class he attends is divided into groups with great contrasts and vastly different opinions. In the classroom, the groups hardly communicated with each other during the girl's problems, and when they did, it was with great resentment. During the school year, the class managed to become almost cohesive except for a few individuals. The class is rather above average in terms of benefits.\n\nTeacher Intervention (Solution):\nThe girl paints a fallen angel, is withdrawn and does not perceive the surroundings or the teaching. He does not respond to the teacher's questions. I approach her and ask about a detail of the drawing that seems unclear to me. The girl doesn't respond at first, so I answer myself and deliberately remember this detail in my own way - but absolutely not fitting in with her topic. The girl reacts and begins to clarify. It is open to communication about the painting. The dialogue is only on the artistic level. This communication lasts a few minutes, after which the girl closes again. As soon as I get another chance to ask her something about her painting, I don't hesitate to ask. In this way, over time, the girl opens up to me for longer and longer periods of time. Now he has no problem communicating with me outside of the artistic realm. I spend most of my time with her in class and try to get her to cooperate with the teacher.\n\nOutcome:\nThe girl's condition gradually improved, she began to accept and communicate with the assistant on a regular basis. The girl began to respond to the teacher's calls and answer. Taking notes on the teacher's instructions, but this was not always successful - depending on the mood and circumstances that arise from the family. The class perceives her as an individual, they do not seek her company, some accept her life attitude. She doesn't really have a friend in class, she never hurts anyone, she's kind, non-conflicting, warm-hearted, perceptive. In class, he has fun with several classmates according to his mood.\n\nStudent Profile:\nAge/Year: 14 let – 8. třída\nHobbies: Výtvarná výchova, cosplay\nDiagnoses: Poruchy pozornosti,Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "511", "student_age_year": "14 let – 8. třída", "student_hobbies": "Výtvarná výchova, cosplay", "student_diagnoses": "Poruchy pozornosti,Psychické problémy", "student_disorders": "", "teacher_approbation": "Spgš Znojmo", "teacher_practice_years": "15", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/475", "content": "TEACHING CASE STUDY\n\nBackground:\nThe school was undergoing renovation of several rooms, which caused some confusion. One of the chairs for the students was borrowed from the classroom where we had the lesson, exactly where the student in question was supposed to sit. Due to the size of the classroom, it was impossible to find another place for him to sit. When I came to the classroom, the student was sitting on the bench with the others, which was normal until the teacher came. After I entered the classroom, all the students stood up to greet me and then sat down, but this student started packing up and headed for the door.\n\nSituation (Anamnesis):\nI asked him what was going on, and he replied that he had nowhere to sit and therefore could not participate in the class. His behavior indicated an attempt at defiance and an expression of reluctance to be present in my class.\n\nTeacher Intervention (Solution):\nconsidered letting the situation go and letting him go, but I felt responsible for his safety, especially with the ongoing renovation. It didn't feel right that someone else had to step back and give him his chair. That is why I told him that he is not allowed to leave the classroom because the lesson is in progress and the school rules and laws do not require students to sit during the lesson.\n\nOutcome:\nThe student was taken aback by my explanation, but understood that he had no other choice. So he stood for the rest of the class, which wasn't ideal, but he couldn't just walk the halls. He was unexpectedly quiet during the lesson, he didn't actively participate, but at least he didn't disturb. This incident did not change his behavior towards me, but I am glad that the situation was resolved in a calm way.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník SŠ\nHobbies: Šachy a deskové hry\nDisorders: Disrespekt,Nespolupráce,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "475", "student_age_year": "15 let, 1. ročník SŠ", "student_hobbies": "Šachy a deskové hry", "student_diagnoses": "", "student_disorders": "Disrespekt,Nespolupráce,Neúcta k autoritám", "teacher_approbation": "", "teacher_practice_years": "12 (v době situací méně)", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/857", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I have chosen as an example of unsuccessfully addressed problem behavior concerns a classroom where most of the children are working and functioning well. However, one student is constantly disruptive, makes inappropriate comments and jokes, makes fun of me and others, calls attention to himself and brings unnecessary things to school to get attention. This behavior occurs in the second grade classroom I teach. When a student is disciplined, he does not learn from it and continues his behavior. After consulting with colleagues, I found out that he behaves in the same way in other subjects as well, and many teachers describe similar situations. We are not sure how to deal with the problem effectively and this disrupts the atmosphere of the class and the lesson. The student's presence complicates various activities, for example during games, where he is often excluded because no one wants to cooperate with him.\n\nSituation (Anamnesis):\nThis student's behavior is burdensome and exhausting for all of us. The children themselves reprimand him and find his behavior embarrassing. Nevertheless, we did not come up with any effective solution. We tried to resolve the situation with notes, at class meetings and contacted parents, but to no avail. We tried to keep the student busy during class and pay attention to him so that he would not get bored, but that didn't help either. When I offered him an individual fun activity, he continued to interrupt and spoil the class atmosphere. We don't understand what is going on in him because he has no disorder or diagnosis and no known major problems in the home environment. His problem behavior is constant and affects my relationship with classes, which I then do not look forward to.\n\nTeacher Intervention (Solution):\nAlthough I thought that I did not have sufficient authority, my colleagues confirmed that they had the same problem with the student. He has a problem with authority in general, is rude and sometimes even mean to both classmates and teachers. He is capable of tying and seems to have never learned what authority is. We believe that he was not taught to perceive authority at home. Sometimes I felt that I couldn't handle the situation, raised my voice and let myself be thrown around unnecessarily.\n\nOutcome:\nWe are trying to resolve the situation, but so far without success. I remember the story of my mother, who was a teacher and had a similarly problematic student. Years later, he apologized to her for his behavior. We hope that this student will also become aware of his behavior one day. His behavior is often infantile now, but it is possible that the situation will improve as he matures.\n\nStudent Profile:\nAge/Year: Žák na druhém stupni (7. třída)\nHobbies: Nevíme\nDisorders: Vulgární vyjadřování,Nespolupráce,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Support, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "857", "student_age_year": "Žák na druhém stupni (7. třída)", "student_hobbies": "Nevíme", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Nespolupráce,Zesměšňování", "teacher_approbation": "Mgr., aprobace anglický jazyk, český jazyk pro cizince", "teacher_practice_years": "3", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/748", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the very tense situations that the student prepared for us was once at the beginning of the lesson, right after the bell rang, when everyone was already sitting in their seats, but the teacher had not yet arrived. The student had a large, two-liter bottle of Coca Cola, which he unscrewed, drank, and left the open bottle on the bench. Then he 'accidentally' snorted it, the bottle tipped over and everything started pouring out, which he just watched and didn't even try to pick up the bottle. A huge puddle was spilling on the ground, all the briefcases within reach were suddenly soaked with Coke. The children squealed, jumped and tried to save their things. Most of the children rushed for paper towels and quickly tried to prevent the flood from spreading further. He just stood and washed himself. I grabbed him by the shoulder and pushed him towards the puddle and told him to hurry and help clean up. He started yelling at me that I attacked him and that he was going to complain about me. He refused to participate in the cleanup and just watched with a smile. It should also be noted that this is not the first time he has done this. 'Accidentally' spilled drinks happened to him more often, even though I repeatedly warned him that he should close the bottle again immediately after drinking. However, he always reacted with irritation and insolence.\n\nSituation (Anamnesis):\nThe student lived in a joint household with his mother and grandmother, he was an only child. Both spoiled him very much. They let him hang around the housing estate and, according to reports from classmates living in the same housing estate, he committed vandalism. He destroyed bells, the elevator and polluted the common areas. He also often attacked smaller children. In the classroom, he mostly only allowed himself to girls, pinched them, twisted their arms, pulled their hair and insulted them. No comments were effective because the mother and grandmother uncritically defended the student in all circumstances.\n\nTeacher Intervention (Solution):\nThe class teacher wrote a note to the student and talked to him about it, however, there have been many such notes and interviews with absolutely no results. The mother has also been to the school several times, but this also did not lead to anything, because the mother claims that the pupil is good and without conflict, that it is a misunderstanding, or that it is the fault of his classmates who bully him.\n\nOutcome:\nUnfortunately, we didn't actually solve anything, so certainly not successfully. The boy did not improve in any way in his behavior. I no longer work with this student. I'm at a different school, so I don't know how they proceeded with him. It was suggested that he go to the school psychologist, but I know that we encountered resistance, that he does not want to go to the psychologist, that the children would laugh at him.\n\nStudent Profile:\nAge/Year: 11let    5. třída\nHobbies: Žádné\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "748", "student_age_year": "11let    5. třída", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Nonverbal disruption of lessons, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/253", "content": "TEACHING CASE STUDY\n\nBackground:\nIn one of my Czech language classes, a student deliberately provoked a classmate in order to elicit a weak reaction from her and thus \"start\" the whole lesson. However, after repeated warnings, this behavior only escalated, so I was forced to send the assistant with the student into the corridor to calm him down, because I know that the student behaves like this when he is bored in class and needs to release excess 'steam' by talking about his ambitions. After returning, however, he began to direct his verbal attacks at me, he began to use Romani, because he knows that I do not understand most of the language. After the warning, the verbal attacks began to escalate, and the student was taken by an assistant to the school's counseling office for the rest of the day. After the end of the lesson, we consulted with the deputy headmistress about the pupil's behavior and, due to the pupil's generally deteriorating behavior, we convened an educational committee with parents and the school psychologist.\n\nSituation (Anamnesis):\nThe collective of a given class is a very complex matter. It could be divided into three 'subgroups' of types of people. The ones who 'get it going'. Those who respond to 'getting started' and those who generally ignore the class and take care of themselves (there are few). The class does not function as a collective, but as a collection of individuals. I try to solve tricky situations collectively, but this usually ends in mass arguments between the students and it is impossible to get anywhere together. As individuals, however, the students are smart by school standards, they can handle most subjects, the problem is that they are simply noisy. They react to each other and there are too many starters to arrange the seating order so that two people who can start a class in seconds are not sitting together or in close proximity.\n\nTeacher Intervention (Solution):\n'Student, enough, you're exaggerating' 'What about me!?' 'Student, you are not supposed to speak at all now. If you want to say something about the matter, you can log in. Otherwise, the classmate has had enough of you, don't think I can't see it' 'She started it because it's ****' 'That's enough! Assistant, take the student out before we calm down!' 'So what?' 'Already calm' 'Okay' 'Aguti!' 'Student, I don't know what that means, please calm down, you're starting again' '(laughter) Aguti!' 'Student, it's over. You're interrupting! You know that and you know you're in more trouble than you need, one more time and you're going upstairs with the assistant!' 'Put ten notes in my f**k!' 'Okay, assistant, go upstairs with him and let them keep him there for the rest of the day, here's his textbook, let him do these exercises, see you after school'\n\nOutcome:\nEvery day is a little bit new with us. The student does not realize these situations after a few hours, let alone after a few days. He also only realizes the consequences of his actions when he is confronted with them, as I told you he shouted 'what about me?' he didn't even realize at that moment that he was making a mistake. The problems with this student are long-term and never-ending. It is always only 'fixed' around report cards or educational committees.\n\nStudent Profile:\nAge/Year: 15, 7.\nHobbies: Práce, box, posilování\nDisorders: Agrese,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "253", "student_age_year": "15, 7.", "student_hobbies": "Práce, box, posilování", "student_diagnoses": "", "student_disorders": "Agrese,Vulgární vyjadřování", "teacher_approbation": "Bakalářské- Čj/Dějepis", "teacher_practice_years": "3", "problems_annotated": "Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/22", "content": "TEACHING CASE STUDY\n\nBackground:\nThe grade zero student was very troublesome in class in every way. Every day I had to deal with something about him, whether it was a lost diary, a dirty and torn school book, late arrivals to school in the morning (sometimes up to 50 minutes), missed worksheets or disruptions in class. But if I have to point out the worst situation at the level of behavior, then it is definitely theft. It sounds terrible, but it really happened. Some of the toys that we have in the classroom for the afternoon group and also some aids have started to disappear. When we found out that he was taking the things home, we immediately started to deal with it. In one particular case, it was a toy car. When I asked about the little car, if he took it, he started to defend himself, saying that it was not true at all. Unfortunately, his older brother, who was a year older, went to the same class with him, and he usually betrayed him. Even when it became clear that he really took the toy car, he defended himself and did not want to return it. It even went so far that he claimed that the toy car was his and became aggressive. When it really dawned on him that we could call the police because of this, then he brought back the thing he took, but usually a different one - that, for example, he left the toy car he took from school at home and brought it instead a completely different car that he probably found somewhere at home.\n\nSituation (Anamnesis):\nThe student's behavior undoubtedly reflected how things work at home. She lives only with her mother and siblings, her mother cannot take care of all the children, which she herself admitted. At the same time, they have financial problems, so neither he nor his siblings have many toys or they destroy them immediately. During distance learning, when parents had to pick up worksheets for their children at school to complete at home, there were always problems with mom. I have addressed the situation with her several times, always promising to make amends, but it has not happened. In the same way, when we agreed to meet in person to discuss the situation, she did not show up on any set date. The whole situation with a problematic mother and her sons in my class was also dealt with by the Department of Social and Legal Protection of Children. In class, both boys had friends, they fit into the team, in terms of understanding the material discussed and the work in class, so they mostly both tried. However, I often did not know what to do with the behavior that he sometimes displayed not only during breaks, but also during lessons.\n\nTeacher Intervention (Solution):\nThe case of the theft of toys and tools was solved by myself and other school staff who were involved in solving the situation, mainly by communicating with the pupil, when we tried to explain to him as best we could that such behavior was not correct, we mentioned the cases of some other children and how that's what happened with them, when there was no way around it, I even used scaremongering a few times that if he didn't confess and return the things, that the police might be called. I talked to him a lot and since the boys at home don't have a very clear idea of what behavior is right and what isn't, I always tried my best to explain to him why such behavior is wrong and what can happen.\n\nOutcome:\nAs for the solution to the discussed problematic situation with the thefts, the short-term solution was usually that he had to confess, apologize and return the toy (or other stolen item). In the long term, we managed to reduce these thefts quite a bit, apart from solving his behavior with himself, also by the fact that my colleagues and I brought some toys for us, which were lying around our children at home and no one would use them anyway. As well as some clothes and school supplies. Although we really managed to reduce problematic behavior in the area of these thefts, I rate the case of managing his problematic behavior as one of the worst. When it was decided whether he would stay in grade zero or go to grade one, no teacher, including me, wanted him in her class at all because of his behavior.\n\nStudent Profile:\nAge/Year: 5 let, 0. třída\nHobbies: Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Consequences, Support, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "22", "student_age_year": "5 let, 0. třída", "student_hobbies": "Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, Učitelství pro 1. stupeň ZŠ, obor Výtvarná výchova", "teacher_practice_years": "31 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1338", "content": "TEACHING CASE STUDY\n\nBackground:\nPreviously, I worked as an educator and teacher's assistant in a school with a larger number of more problematic students. The student I remember grew up in foster care and had mental health problems that were treated with medication.\n\nSituation (Anamnesis):\nHe was aggressive in class, even to the point of physically assaulting his assistant, also threatening to jump out of the window, for example, and often throwing himself down ('I'm useless.' etc.).\n\nTeacher Intervention (Solution):\nremember that it often happened that neither the teacher nor the assistant knew how to deal with the student, so they always sent him to me. Only after my intervention did he calm down. I was perhaps the only one of the entire teaching staff whom he trusted, because I was known at school for the fact that students could always talk to me, confide their problems and ask for advice. Maybe that's why he always calmed down in my presence. I always treated him calmly and with respect, I always listened to him and did not fight back. Next, I tried to divert his attention in a completely different direction, for example that I absolutely need help with something and only he can do it. It was mostly manual art work where I talked to him about his problem, which made him feel safe and respected.\n\nOutcome:\nDuring these conversations, I tried to find a situation for which I would praise him in order to increase his self-confidence. After this intervention he always calmed down and for some time worked better in class again. Even in later years, he often sought out my company, and it seems to me that with age, thanks to my support, his problems eased.\n\nStudent Profile:\nAge/Year: 7, 2.rčník\nHobbies: Starší případ, nelze vybavit\nDiagnoses: Problematické chování\nDisorders: Agrese,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Selfdestructive behaviour\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1338", "student_age_year": "7, 2.rčník", "student_hobbies": "Starší případ, nelze vybavit", "student_diagnoses": "Problematické chování", "student_disorders": "Agrese,Neúcta k autoritám", "teacher_approbation": "středoškolské", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Physical aggression, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/460", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter the holidays, the children returned to school and after the first week of classroom and introductory lessons, in the following week in all subjects, teachers and pupils began to focus on the first topics. In geography, it was North America, and the young teacher appeared in front of the 7th graders he had already taught last year. On this day, however, there was a new pupil in the class who had transferred from another school because he and his parents had moved. So the teacher quickly got to know him, summarized the rules that the students follow in his classes and immediately threw himself into the planned material. Since, according to the interviewed teacher, the most important thing in geography for elementary school students is to learn how to work with an atlas correctly, he often supplements his explanation by working with it. That was the case at this hour as well. The teacher started with general information about North America, showed them on the wall map where exactly the continent is located and then dictated the notation to the students again. In the second half of the hour, they reached the major cities of North America. The teacher always said the given city, the students each found it in their atlas, the student who was called on showed it to the teacher and then they talked about the city, what it is known for and what is important about the city that they should know. In this way, the teacher randomly called out different students, and the third city in order fell to a new student. “Well, the next city is a city. Find it again in the atlas and a student will show it to me.\n\nSituation (Anamnesis):\nLater, the geography teacher found out from the class teacher that the boy had a diagnosed disorder, specifically autism. In class, his disorder manifested itself, for example, in the way that he has trouble communicating in a new company, which is probably why he couldn't ask the teacher in front of the class how to search in the atlas correctly or couldn't ask any of his classmates to borrow a writing pen. Running away from the classroom after the attention of the whole class was focused on him was also a typical manifestation.\n\nTeacher Intervention (Solution):\nOf course, the young teacher regrets the whole situation and would not make such a mistake again. It is true that such information about a newly arrived pupil should be communicated by the class teacher to all the teachers who teach the pupil before he enters the class. However, even the teacher himself should have gone to ask if the new student does not suffer from any behavioral disorder. This incident taught the teacher a great lesson, and from then on, every new student is always checked first to see if he or she has been diagnosed with any disorder.\n\nOutcome:\nIn particular, this situation ended in such a way that not only were all teachers informed about the condition of the new pupil, but they also introduced the mentioned pupil's disorder to his classmates. Based on this incident, the headmistress arranged a lecture for all classes about the most common behavior disorders in elementary school children in order to prevent similar situations at school. The pupils thus learned how such children can behave and also how their classmates should behave towards them.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: společenské vědy\nDiagnoses: Autismus\nDisorders: Autistické rysy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "460", "student_age_year": "12 let, 7. ročník", "student_hobbies": "společenské vědy", "student_diagnoses": "Autismus", "student_disorders": "Autistické rysy", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1185", "content": "TEACHING CASE STUDY\n\nBackground:\ngave the students the task of correcting the dictation and justifying why it is written soft or hard in which situation and so on. I let the students work independently. After a while, the three students started yelling at each other. 'Teacher, they are arguing in the office.' I silenced one of the students. Another student spewed. 'Mrs. teacher, they're chasing their impaling dicks over there!' Without a reaction, I started talking to another student and asked him about the first sentence. I even came up with a reward for the correct solution and defending the correctness, but the student continued. 'He's probably rubbing frn*y there.' I ignored the remark and called the student in question to explain the sentence. He refused to answer.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on each side of the class so that they have as little opportunity to communicate with each other as possible, i.e. to influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nI tried to calm the students down. Unfortunately, that didn't work, so I tried to ignore the notes and focused on the other students. But this group was so disturbing that I tried to call one of them as a warning to the others. Unfortunately, this did not work at all, rather the opposite, and the inappropriate behavior continued on and on. Until my nerves snapped and I scolded the students for disobedience. The students were obviously amused by this and did not take it into account. The bell saved me.\n\nOutcome:\nThere was no solution, the class only managed to correct the dictation in the whole hour and the problematic students escaped without problems. On the contrary, there was frustration on the part of the teacher. So, in the next lessons, the students continued and maybe even in the future the disruptive behavior will increase.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: otevřená otázkaLední hokej\nDiagnoses: Dislexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1185", "student_age_year": "14, 8. ročník", "student_hobbies": "otevřená otázkaLední hokej", "student_diagnoses": "Dislexie", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/277", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom our conversations, I would describe the student's behavior as antisocial, very aggressive, and the student's poor ability to understand the subject matter did not help either. His displays of aggression towards those around him – breaking things and throwing things at others deepened the gap between him and the collective he did not belong to even more.\n\nSituation (Anamnesis):\nLower intelligence, High level of aggression.\n\nTeacher Intervention (Solution):\nFirst, I would ask the guidance counselor for any information about the mentioned pupil, if I didn't get any, I would ask the pupil for a small conversation between four eyes and I would better understand the situation and himself. During the interview, I would use I-statements, the sandwich technique and non-violent communication to get the clearest possible picture and at the same time build a solid relationship with the student. If these efforts are not fruitful, I will have a conversation with his parents, and I would consider recommending the help of a school psychologist. If the student continues to behave inappropriately, I will discuss the next course of action with the school management.\n\nOutcome:\nThe teacher's solution was not successful and resulted in the pupil repeating the grade. This is the second time the pupil repeats, the first in elementary school, the second in high school. The teacher evaluates the experience as unsuccessful, since the only change that has occurred is that now another worker is in charge. The teacher is not satisfied with the way the school management behaved, as they let the pupil repeat the year, even though neither he nor his parents showed any real interest in improving the situation, while the pupil is dangerous both for himself and for the teacher and the team.\n\nStudent Profile:\nAge/Year: 16, 1. ročník\nHobbies: Počítačové hry\nDisorders: Agrese,Asociální chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "277", "student_age_year": "16, 1. ročník", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Agrese,Asociální chování", "teacher_approbation": "Mgr", "teacher_practice_years": "12", "problems_annotated": "Diagnosis, Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/956", "content": "TEACHING CASE STUDY\n\nBackground:\nhave an experience with the same student, at the end of the 6th grade. In the English language classes, we did not do new subject matter, and rather we devoted ourselves to practice and speaking. I prepared a competitive activity for groups. I wanted to divide the children into three groups so that they were approximately equally skilled. As they sat, I moved with each student so that in each group there was at least one who knows English well and one who is more creative, so that the weaker ones have someone to lean on. When I put a student in one of the groups, he immediately started jumping out of the box like a devil and shouted that he would not go to that group because no one wanted to work with him. I told him that it was not true, that no one said that they did not want to work with him, and that he should go to work in that group. However, he kept repeating that he was not going there and that they did not want to work with him.\n\nSituation (Anamnesis):\ninsisted that I wanted him to move. By constant repetition I managed to get him to move roughly where he was supposed to. However, he sat down in such a way that he certainly could not cooperate with the group. I felt that it was probably not going to work, that I was going to force myself, and that I would lose a lot of time and energy if I continued to push him. The children were really cute at that moment, they didn't even scream - they react to him in many situations. However, this time they didn't react at all and waited for him to sit down, which he didn't.\n\nTeacher Intervention (Solution):\nstarted the activity with him sitting next to me. Then I gave him another piece of paper and created another group with him, and I see that as my biggest failure, a mistake. The fact that I let him create another group, he worked well after that, but I perceive it as the fact that he managed to fight for his own - I don't want to work with anyone. However, for me, it was a question of cooperation, and I couldn't pull it off. In retrospect, I think I should have stopped trying to convince him to join the group much earlier and given him another job if he didn't want to cooperate.\n\nOutcome:\nIt is quite likely that he would not do it, but it is possible that an assistant would be able to force him to work independently. By the fact that it was at the end of the school year, I don't think it has a long-term effect - he certainly doesn't allow himself more.\n\nStudent Profile:\nAge/Year: 6. ročník, 13 let\nHobbies: Podle něj “porno”\nDiagnoses: Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza\nDisorders: Úzkost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Transfer of student \nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "956", "student_age_year": "6. ročník, 13 let", "student_hobbies": "Podle něj “porno”", "student_diagnoses": "Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza", "student_disorders": "Úzkost,Vyhýbání se škole", "teacher_approbation": "Mgr., Anglický jazyk + Matematika", "teacher_practice_years": "24", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1216", "content": "TEACHING CASE STUDY\n\nBackground:\nwas solving a problem with attendance. The girl avoided school for a long time, and a specific subject, when she was afraid to give a lecture in front of the class. Either she didn't come to school that day at all, or she kept making excuses that she forgot she didn't have something. She was given several opportunities by the teacher to finish it until next time, or to send it. Just to show some activity. This resulted in her missing a few marks in that subject, and as it was a civilian where those marks are generally low, it made it impossible to grade her. When I checked the long term absence, I found that she was avoiding the specific day she had this subject. Her absence was excused from her mother.\n\nSituation (Anamnesis):\nThe girl has no behavioral disorders, it was just this particular truancy issue. Her classmates perceived the injustice of someone being excused from school and they had to work it all out. Sometimes they were heard in the form of general comments: 'Oh well, the pupil is missing again.' Mom was cooperative, but believed her and tolerated excuses that she wasn't well and wouldn't go to school.\n\nTeacher Intervention (Solution):\nsolved it first with the teacher of that subject. I learned about the classification problem from her. After that, I called my mom about the absences, she promised to fix it. I also made an appointment with the school psychologist to find out what was going on and what the problem was. This is how it went like a wheel - school psychologist, parent, teacher, school psychologist, parent. I first learned what the problem was from my mother when I called her about the grades. It turned out that the student had confided in her that she was afraid of a report or any presentation in front of the class and thus avoided the civics, because it was not possible to pass it with only an A, as in other subjects. So I made an agreement with her citizen teacher and the other teachers not to give the student anything to present in front of the class and to allow her, for example, to hand in the paper only in writing. I agreed with the mother to stop tolerating the pupil's excuses that she is sick and to send her to school. We were also more in touch both by phone and in person at school. I also communicated everything with the pupil.\n\nOutcome:\nonly have the experience of the last two months of the school year, but the absences improved after this solution was set up. I plan to focus more on the pupil this year, so that we know whether the situation has been resolved in the long term.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: móda, styl, hudba\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1216", "student_age_year": "14, 8. ročník", "student_hobbies": "móda, styl, hudba", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "PhDr., Učitelství pro 1. stupeň", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/386", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole situation with the student revolves around the fact that he cannot concentrate at all on the tasks given by the teacher in class. He is always interested in something else, there are cries in the dark that do not make sense within the curriculum. He is always dealing with something new that occurred to him that day, he often deals with girls and has questions and comments about them that are very inappropriate. Overall, his behavior includes constant harassment of female classmates, foul language, fights with fellow students, disregard for rules, and disdain for authority. This behavior started a year and a half ago and graduated during distance learning, where the teacher no longer had such a reach, so the student was able to calmly run around naked in front of the camera. Telling the parents about his distance learning behavior didn't have much of an effect because they didn't have the opportunity to be in the room with him during his son's classes and watch over him, so it always had to be dealt with retroactively, which didn't have the right effect. Female teachers try to solve problems in the classroom, but they repeatedly fail, so they come to me for help, because I am the only male teacher at the first level and therefore probably the biggest authority.\n\nSituation (Anamnesis):\nThe student is far more mature than those around him and has disproportionate reactions to certain events, so he behaves like a teenager even to little girls. He is looking for the level and the barriers of how far he can go.\n\nTeacher Intervention (Solution):\nIn general, the student does not respect authority, so until he is threatened with some major punishment, he will not change his behavior. He has already received a reprimand from the class teacher and I suspect also a reprimand from the class teacher. Several times I invited the student to my office, I talked to him about the fact that it really wouldn't work like this, then he was doing well for, say, two days, but after a while it started again.\n\nOutcome:\nThe result of the solution was not very successful. Even though I have spoken to the student several times, his inappropriate behavior is still repeated. When something works for him, it doesn't last long. He can keep behaving normally for a day or two, then it goes downhill again.\n\nStudent Profile:\nAge/Year: 4. třída, 10 let\nHobbies: Počítače, sociální sítě\nDisorders: Disrespekt,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "386", "student_age_year": "4. třída, 10 let", "student_hobbies": "Počítače, sociální sítě", "student_diagnoses": "", "student_disorders": "Disrespekt,Nevhodné chování", "teacher_approbation": "Vysoká škola, Učitelství pro první stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/806", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught the subject of vocational training in the last year of the matriculation field. Around the first quarter, students chose the topic of their final thesis. All but one chose. During the subsequent confrontation of this pupil with the choice of topics, an alternative date was agreed upon. This student has not chosen the topic again until then. Subsequently, I offered the pupil the possibility of consulting the topic. This pupil subsequently began to be absent alternately on different days or classes. Due to his age, he could excuse himself for his absence. So her parents had no idea about her. He usually cited family reasons as the reason for his absence. About half a year ago, his absences had already increased significantly, he was absent for days or weeks at a time. He gave illness as the reason for his absence. However, there were no problems with the pupil in the past and his grades were above average. In any case, this student's name was mentioned several times at the pedagogical meeting due to his increased absence and the fact that he will have his matriculation exams.\n\nSituation (Anamnesis):\nThis pupil – a pupil of a vocational high school. In the 4th year of the IT field. Calm, hardworking and friendly. More of an introvert. His benefit was fine. Excellent or commendable in professional subjects. Rather good in other subjects such as ČJ, ZSV. At the time of the 4th grade, his parents divorced.\n\nTeacher Intervention (Solution):\nhad the opportunity to meet this student in the subject of professional training. At the beginning of the school year, communication with this student took place personally in a relatively friendly spirit. The problem occurred when choosing a topic. All his classmates made their choice on time. At the first opportunity I called him to me and asked him why he had not yet chosen a subject. He replied that he could not choose until the last moment. I then offered him to change his mind within three days and then get back to me. This student did not respond within three days. Subsequently, he was absent for several days, and when he came to class, I invited him to my place again and asked him about the chosen topic. This student told me that he still hadn't chosen a topic since the last interview. I suggested to him that after the lesson I would have time to discuss topics with him and choose some with him. This student quietly disappeared after the lesson. He was absent again for many days and when he came to school, I invited him to my place again. I told him he didn't have a topic selected yet, so I would assign it to him. And also that he has a very high absence and if he continues to be absent, it may happen that I will not be able to classify him and thus he will lose the opportunity to apply for the matriculation exam. To this, this student reacted very irritated by saying that the high school diploma is not everything. I was surprised by this reaction, so I asked him why he was saying that considering that he is in the matriculation field. And this student indicated to me that he doesn't care much about the high school diploma and that he would ideally like to finish school. When asked why he would like to leave school when he is already in the fourth year, he replied that he was afraid that he would not pass the matriculation exams. From that moment on, I talked with this student about what the matriculation exam consists of, how many attempts he has and also about the possibilities of the labor market and applying for it. I tried to convince him that it was better to see it through and just try. And possibly find out what he can or can't do, rather than giving up halfway like this. In the end, I told him to let everything we said go through his head in peace. And if he is interested, he can come anytime. I subsequently contacted colleagues holding the position of educational advisor and discussed my findings with him. A colleague spoke to this pupil a few days later. The colleague also had the opportunity to speak with the parents of this student, who told him that they had no idea anything was happening.\n\nOutcome:\nWith a few exceptions, this pupil started coming to school again. He successfully submitted the coursework and passed the matriculation exam.\n\nStudent Profile:\nAge/Year: 19 let, 4. ročník SŠ\nHobbies: Počítačové hry, programování. Sledování seriálů.\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "806", "student_age_year": "19 let, 4. ročník SŠ", "student_hobbies": "Počítačové hry, programování. Sledování seriálů.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – Odborné učitelství SŠ", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1438", "content": "TEACHING CASE STUDY\n\nBackground:\nTowards the end of the school year, a colleague informed me that the students of one class, who were in the computer room at the time, discovered on one computer, specifically on the monitor, an installed link to a page with inappropriate content. It was a link to a pornographic site. This whole matter was first handed over to the school management, the classroom administrator and the prevention methodology. Upon investigation, the classroom administrator found out, through browsing history, what day and exact time this link was installed on the computer. Thanks to the meeting order and class records, a specific student from my class was tracked down.\n\nSituation (Anamnesis):\nThe student had rather below-average academic results, he tried to make himself the boy of the class, but at that time a new student came to the class, and therefore he repeated everything according to him, tried to match him.\n\nTeacher Intervention (Solution):\nThanks to the alertness of the administrator of the computer room, the perpetrator revealed himself. That's why I invited the suspect to my office to tell me and the prevention methodologist whether he had installed something objectionable on the school computer. After a long discussion, he didn't really want to talk, obviously feeling guilty, he finally confessed to his crime. The classroom administrator even provided proof from the search history of exactly when the student installed the link on the computer. Furthermore, it was possible to tell from the material when exactly the link was searched for and clicked. We explained to the student that this was a gross violation of school rules and that the situation would be discussed with the school management once more. The following day, the pupil was invited to the school management, where he explained the whole situation. At the same time, he confessed to his crime. He was obviously sorry because he did not hide his emotions when communicating. The school administration gave him a reduced behavior grade as an educational measure\n\nOutcome:\nam satisfied with the resolution of this case. The student realized his mistake, he acted in violation of the school rules. I was surprised that he didn't hide his emotions from the school management, so I think he was very sorry for his actions. This case was also a warning to other pupils.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída ZŠ\nHobbies: motorky, počítačové hry, sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1438", "student_age_year": "15 let, 9. třída ZŠ", "student_hobbies": "motorky, počítačové hry, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Ov", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/344", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problematic student, who was among the worst students at school, has no support and no motivation to go to school and get an education. During probably the worst confrontation, when she didn't come to school for a week and gave a completely meaningless excuse, it became clear to me that the problem lies mainly with her mother, who does not send her to school, supports her truancy and shows no interest in her daughter's education. He apologizes to her for everything and often doesn't even pay attention to what the apology says and how it might sound. The main thing is that it is signed. For example, in the situation already mentioned, the pupil was excused from classes for a week due to an alleged lost key to the house, and therefore had to stay at home so that someone would open the door when the mother returned from work. The student repeated the grade twice. Once in the first degree and once in the second degree. In the 7th year, she was evaluated with a grade 3 grade in behavior.\n\nSituation (Anamnesis):\nThe student lives only with her mother in a dormitory. She was temporarily raised by her grandmother. Very often sick - the reason was the bad environment in which she grew up - cigarette smoke, poor hygienic conditions, poor personal hygiene. The mother was not interested in her daughter's attendance. Only 2 times a year if confirmation of social benefits is necessary. Due to frequent absences, the pupil did not keep up with the lessons. This resulted in insufficient benefit.\n\nTeacher Intervention (Solution):\nThe educational commission took place several times with the mother, when she promised that the daughter would attend school regularly. She also signed that the pupil's illness must be excused from the doctor. Mother did not follow this despite my insistence. I have solved it many times with OSPOD but without much success. I asked the students themselves why they don't go to school at least in their own interest. She told me that she can't learn it, but she likes to come here because of her friends. But sometimes her mother doesn't want to let her go to school, saying it's a waste of time. I really wanted the student to finish her studies, so I resorted to the threat of reporting the mother to the police because of the child's truancy. But the mother simply transferred the pupil to a primary school with special educational needs.\n\nOutcome:\nFrom a short-term point of view, it is without result. From a long-term perspective, transferring to another school was more advantageous for the student than any other solution. From my own point of view, it is a partial success that the girl transferred to another school, but overall I assess it more as a failure of the OSPOD system and social benefits. The mother was not entitled to these benefits due to the neglect of compulsory school attendance.\n\nStudent Profile:\nAge/Year: 15 8.ročník\nHobbies: malování\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "344", "student_age_year": "15 8.ročník", "student_hobbies": "malování", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "VŠ, ČJ, NJ, AJ pro II.stupeň ZŚ", "teacher_practice_years": "15", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/770", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I came to class 3.A, which I had already been teaching for the third year. I liked the class, there were a lot of hardworking individuals in it. Although the beginning with the class was not easy, when they came in and got me, it was certainly not a walk in the park for them, but in the years we spent together, I learned them and they already knew what they could and could not afford. Well, at the beginning of the third year, a student who was known throughout the gymnasium as a slacker because he had already failed twice failed. I thought ahead of time that it wouldn't be easy with him, but I didn't want to be preconceived. So I didn't show it in front of the class. So I arrived at the first class among my students and everything went normally. The student did not express himself in class and did not disturb my classical teaching. The problem only started showing up later. When the first major paper was due, the student did not show up at school for a week, and after he started going to school again, he avoided the mathematics he was supposed to write. So he wrote the paper about a month after the due date, of course he got an insufficient grade on the paper. Then he started going to class again, but after that he was completely out of the picture, so he wasn't paying attention in class, he was disruptive, or he was doing something completely different than math.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nWhen the situation worsened and the next paper was due, I went to talk to the student if he would participate in the next class in which we would write the paper. He didn't want to talk to me at all and disappeared from the class rather quickly. When he didn't turn up for the exam again, I tried to ask the class teacher if he had the same problem with the student's absence, she told me that the student generally has problems with attending school. So I also asked the pupil's classmates what they thought of him and his attendance at school. The boys told me that he gets along well with the student and that they are also sorry that the student doesn't come to school much, it was clear from their eyes that even in such a short time they had made friends with him and that they care about him. Once I got a student to talk to me, I asked him if he wanted to stay at school and finish his studies. He avoided answering, but as soon as I mentioned that if it continues like this it won't do much good and unfortunately he will be kicked out of school, the student replied that he was very sorry that he didn't want to bring his personal things to school, but that they have problems in the family. I wasn't sure about this situation, but I told him that it was enough for me for now and they would try to accommodate and help him. We agreed with the student that he can correct his papers, I told him that his classmates like him and will try to help him if he asks for help. So the student promised me that he would try to improve and ask his classmates if they would help him.\n\nOutcome:\nThe student's attendance improved greatly in the following quarter, although he still missed a few classes, he tried to go to school and always apologized to me when he missed. As soon as the student started going to school and became even more integrated into the team, everyone was willing to help him, so his grades improved proportionally. After a few weeks, I met again with the class teacher and when the word came about the student. She said he was getting better and that his absence wasn't so bad. So I asked her why she thought things had suddenly gotten better. She told me that the student came to see her only a few days after I talked to him and she was surprised by that, he apologized to her and said that he wanted to finish school. He even opened up to her so much and told her the reason for his absence and lack of time for school. The student told her that his parents had been arguing and breaking up and he couldn't stand it at home, so he moved away from his friends to another city alone. A lot has changed since my conversation with the student in a few months, I am ultimately very happy with how the whole situation turned out and that the student finally graduated.\n\nStudent Profile:\nAge/Year: Alexnadr 3. na čtyřletém gymáziu\nHobbies: žádné\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "770", "student_age_year": "Alexnadr 3. na čtyřletém gymáziu", "student_hobbies": "žádné", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Magisterské (matematika, fyzika)", "teacher_practice_years": "26", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1333", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student entered the 1st year of the academic field. He was of Romani origin, he seemed unproblematic, perhaps even an introvert from the beginning. His intelligence was at a good level, he just lacked the effort to prepare for classes and carry the required completed homework, he was late. Even in vocational training, he was very capable of getting the job done, understood assignments very quickly and had a nice social demeanor towards clients and the vocational training teacher.\n\nSituation (Anamnesis):\nAfter the initial familiarization with the school environment and classmates, he began to appear aggressive, unreliable, did not fulfill his duties, lied.\n\nTeacher Intervention (Solution):\nAlready in the first semester of the first year, he incited a fight with a classmate, hit him and injured him. This situation was investigated, it took place in the locker rooms after school and practically without witnesses. On the basis of a fight in the locker room, where his classmate figured in a negative sense of the word, and the witness was a classmate, an educational committee was held at the school in the presence of the ZŘ for theoretical teaching, TU and the head of educational counseling, the student and the legal representative. As an educational measure, the headmistress of the school was reprimanded. At this point, he came under the radar of the school's guidance counselor, had appointments scheduled with him, but, unfortunately, only showed up for one and stopped cooperating. Requests for an opinion from the police and other authorities began to come to the school, when it became clear that the behavior problems were not only at school, but also outside of school, that this was a boy who was involved in the infamous \"gang\n\nOutcome:\nAfter a short consideration, he chose the option of ending his studies at his own request. It was 4 months before the final exams. That's why it's a shame that the journey ended at school in the 3rd grade. It was very difficult for him to make a decision, just in this period of the 3rd year, you think to yourself: 'If he has already had so many problems until the beginning of the second semester of the last year, why should I be the architect of his failure to learn?' And that's another aspect he could do, he was a very skilled manipulator, he could win over half the class to his side, he had the gift of being as gentle as a lamb, kind and obedient, but only when he needed to be. He was able to take advantage of the situation. He got a solution even when he finished his studies at school. Specifically, the opportunity to pass the professional qualification exams and subsequently apply for the opportunity to take the final exam. How he approaches this challenge is up to him alone. His parents and society provided him with excellent conditions, only he himself was and still is the architect of his own destiny.\n\nStudent Profile:\nAge/Year: 18. let, 3. ročník\nHobbies: snaha ze strany rodičů o zapojení syna do kolektivního sportu, chlapec hrál aktivně fotbal na střední úrovni, byl šikovný, ale problémový i mimo školní zařízení, tzn. nepřiměřené reakce při sportu – agresivita slovní, ale i fyzická, nezvládání emocí\nDisorders: Agrese,Lhaní,Krádeže,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: (Disciplinary) Punishments, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1333", "student_age_year": "18. let, 3. ročník", "student_hobbies": "snaha ze strany rodičů o zapojení syna do kolektivního sportu, chlapec hrál aktivně fotbal na střední úrovni, byl šikovný, ale problémový i mimo školní zařízení, tzn. nepřiměřené reakce při sportu – agresivita slovní, ale i fyzická, nezvládání emocí", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Krádeže,Nevhodné chování", "teacher_approbation": "Bc., učitelství odborného výcviku", "teacher_practice_years": "27", "problems_annotated": "Physical aggression, Lying and cheating, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not show any signs of problematic behavior in the first two years of elementary school. In the third grade, however, his behavior suddenly worsened significantly, the student became aggressive towards his classmates, he began to attack them both physically and verbally, mostly very vulgarly. With the onset of this problematic behavior, there was also a deterioration in the overall performance of the pupil. Over time, it became clear that the beginning of the pupil's problematic behavior was correlated with a worsening situation at home (the pupil's parents were going through divorce proceedings at the time). Thus, the student was experiencing stress caused by the worsening situation at home, his violent and aggressive behavior was thus supported by his diagnosed ADHD. The student and his parents visited a professional counseling center, where they were advised that an assistant be assigned to the student. This assistant was supposed to help manage the student's problematic behavior. The student had this assistant assigned from 3rd to 4th grade, but there was no improvement in behavior. The school repeatedly contacted the mother saying that their son's behavior was not improving in class, to which the mother always replied that the son had been diagnosed with ADHD and that he was therefore not to blame for his problematic behavior and his behavior would not improve.\n\nSituation (Anamnesis):\nThe student has an average grade and is quite popular in the class. Complex family history, parents are divorced, no siblings.\n\nTeacher Intervention (Solution):\nThe student was assigned a professional assistant who helped the student reflect on his behavior and moderated his aggressive expressions.\n\nOutcome:\nSolving this problem took a relatively long time (from 3rd to 7th grade), but in the end it turned out to be successful. However, in 5th grade he was assigned a different assistant who was much stricter with him. The student is now in the 7th grade and his behavior is completely fine.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: sport, počítačové hry\nDiagnoses: ADHD\nDisorders: Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Failure to attend class, Verbal aggression\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "131", "student_age_year": "12 let, 7. ročník", "student_hobbies": "sport, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Fyzické násilí", "teacher_approbation": "VŠ, RJ-ZSV", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Physical aggression, Failure to attend class, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/872", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom I experienced a problematic situation, which I solved well, attended the second year. He studied ecology and I taught him physics. The student had an assistant because he suffered from autism. The student received many reliefs, for example, when he was tired, he could lie down on the bench and sleep, or when he was in a bad mood, the assistant took him out of the classroom. Now I come to the problematic situation. With all teachers, this student had a tendency to ask strange and even absurd questions. He once asked me a question in class: does a railroad car float. I was quite taken aback by this, I was really surprised by this question. So I replied that it does not float, nor do any similar bodies.\n\nSituation (Anamnesis):\nThe student was 16 years old at the time of the incident and was attending the second year of the field of ecology. The student suffered from an autistic disorder and therefore had an assistant in his class. Overall, he had an excellent grade, he was very intelligent, he was good at mathematics and physics. He lived only with his mother at the time of the incident.\n\nTeacher Intervention (Solution):\nI was very surprised by the situation and at that moment I couldn't think of anything better than to get out of this situation. All the students and the assistant, and especially the student who asked the question, were surprised by my reaction. I was actually surprised that I came up with this solution so quickly. I was so freaked out by the situation that the whole class and I had to calculate the density of the railway car he was asking about, and we then compared it with the density of water. And based on this density calculation, we found that the density of the wagon is greater and therefore it cannot float. This is a situation that I somehow managed to get out of, by doing the math.\n\nOutcome:\nIn the short term, the situation was resolved and the student was even surprised, because at first he probably took it as a joke. Overall, there was a great response to the situation. Questions of a similar nature continued to be repeated in other classes with other teachers, but there was no longer a problem in my teaching.\n\nStudent Profile:\nAge/Year: 16 let; 2. ročník SŠ\nDiagnoses: Autismus\nDisorders: Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Support, Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "872", "student_age_year": "16 let; 2. ročník SŠ", "student_hobbies": "", "student_diagnoses": "Autismus", "student_disorders": "Nevhodné chování", "teacher_approbation": "Ing. Fyzika, odborné zahradnické předměty", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1124", "content": "TEACHING CASE STUDY\n\nBackground:\nTwo students from the class at the lower gymnasium, where I am currently the class teacher, came to see me. One of them was crying and the other brought her, so it was clear to me that something was going on. The one who was crying didn't say much, but the other one immediately started that the boys locked the first student in the locker room and laughed at her. Unfortunately, the first student is claustrophobic, I have known this from her parents since the beginning of the classroom, and I always have to take this into account, for example, during school trips and similar situations where it could cause her some problems. Of course, the class also notices such situations, so the boys know that such things bother her. I asked the girls which boys they were, even though I had already guessed who it would be. It is a group of boys in the class, headed by one boy, such a natural authority figure with leadership skills. The guys have respect for him and get pulled over, although I think they're all pretty handy without him, but once they're with him, it's worse. When the first student calmed down, she told me that it was mainly one of the classmates who initiated it and the other boys rather just joined him.\n\nSituation (Anamnesis):\nThe first student – above average intelligent student, friendly but explosive, natural authority. The second student - an average student with a problem-free behavior, likes to read and play the guitar.\n\nTeacher Intervention (Solution):\nEven on the day when this situation happened, I called the boy to my office and asked him how and why it happened. At first he tried to blame it on the other boys, but after a while of negotiating he admitted that he locked the first student in the locker room and didn't want to let her out for a while. He told me that the first student laughed at him, that he doesn't have any designer clothes and wears one T-shirt for 3 days at a time. Unfortunately, the first student does not come from a family that is financially well off, so she wears more ordinary clothes. It is now popular among students to wear different brands of clothing, they deal with it a lot and are interested in it. So the boy responded to this taunt and took advantage of his classmate's weaknesses. So I thought they were both guilty. I tried to explain to the boy that it is definitely not good to reciprocate in such a way, that if someone laughs at him, he should come to me and we will try to solve it together. Unfortunately, this was the result of his choleric and impulsive actions. I also called the first student after the boy and tried to explain to her that the boy's behavior was definitely not right, but it was a reaction to her mocking him. They both seemed to understand what I meant. Subsequently, I also informed the parents of both students about this situation, and they immediately told me that they would discuss it with the children. Fortunately, they were supportive parents with whom I never had any problems. As part of prevention, I also tried to come up with some games for the class that would support cooperation in the class and eliminate similar situations.\n\nOutcome:\nIn this particular case, it worked to discuss with the boy and the first student. Since then, the two of them have not had any problems together, and I have not seen similar behavior in class that I would have to deal with. It is possible that now and then the students laugh at each other, but they are old enough not to deal with it in a similar way and it has never happened that they have to deal with it with me. I'm glad it turned out this way. Actually, I didn't even have to deal with it directly with my parents, although I think they must have arranged it at home as well.\n\nStudent Profile:\nAge/Year: 11 let\nHobbies: Fotbal, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1124", "student_age_year": "11 let", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ + OV", "teacher_practice_years": "21", "problems_annotated": "Physical aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1397", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student brought nicotine sachets (Lyft) with him to school. He used them sometimes. Some classmates also knew about it, the student did not hide it too much. The fact was brought to the attention of the teaching assistant who works in the class.\n\nSituation (Anamnesis):\nThe student is sociable, gets along well with other classmates. It does not cause disputes. He does not engage in extra work or other activities on his own initiative.\n\nTeacher Intervention (Solution):\nI caught the student during a break in the corridor with the aforementioned bags surrounded by two other classmates. He did not deny anything and made a fair confession. We immediately went to the director's office. Everything happened calmly, without resistance. In the director's office, he again confessed to everything. The student was awarded a two in behavior.\n\nOutcome:\nThe student was awarded a two in behavior. He accepted it in such a way that he didn't care at all. But it had the effect that the student no longer carried nicotine bags with him to school. It did not cause changes in future behavior in other respects.\n\nStudent Profile:\nAge/Year: 14\nHobbies: venkovní sportovní aktivity\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Hyperaktivita,Nepozornost,Impulzivita\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1397", "student_age_year": "14", "student_hobbies": "venkovní sportovní aktivity", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Hyperaktivita,Nepozornost,Impulzivita", "teacher_approbation": "Z, Př", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/88", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at the level of student behavior began to change last year, after the return to face-to-face teaching after the lockdown. The previously problem-free student started running away from school, always after a conflict with someone from the neighborhood. The first incident occurred in the sorority, when the teacher, whom the student did not like, simply ran away after a vigorous response. This behavior has become repetitive. The first time he ran directly from a teacher, there was a physical attack where he scratched the teacher and broke her fingernails. Help came from a colleague from the next class, who restrained the student, but also suffered scratches and bruises. In one case, the student ran to a busy intersection, where the teacher chased him and injured her knee in the process. The most serious incident occurred when the pupil tried to run away, but the janitor already knew the situation and locked the front door, leading to the pupil banging and kicking the door.\n\nSituation (Anamnesis):\nThe student's problem has its roots in the family environment. His mother, a kindergarten teacher, is described as domineering, often complaining about school, criticizing teachers and finding fault. The student is the third child in the family to attend this school. After returning from the lockdown, he was the only family member who had to physically go to school while the others stayed at home. During the lesson, the pupil was defiant, worked ahead of time despite instructions in the mathematics he was good at, and fell behind in other subjects. In conflict situations in the classroom, he behaved aggressively and ran away, even if it was not a real conflict. His behavior negatively affected other students who were confused and tried to help the teacher.\n\nTeacher Intervention (Solution):\nWhen the student ran away, the teacher chased him while the assistant remained in the classroom. During an attempt to calm the student down, he was physically assaulted and cursed. The situation was reported to the director, who also suffered an injury. Everyone was injured and exhausted. After the student calmed down, it was necessary to immediately call the parents to the school, which happened often. The pupil's mother reacted to the situation with reproaches towards the school. The discussion with her was difficult and the school had no other options to solve the situation. Contacting a psychologist's crisis line was considered as a last resort. Finally, the mother was convinced to see a psychologist with the student, which they still do today.\n\nOutcome:\nThe problem with the student's behavior remained partially unresolved, mainly because of the mother's attitude. The school tried to cooperate and offered solutions, but the mother was not willing to cooperate. Despite this, it is positive that the family has started seeing a psychologist. The student is no longer in the class of the teacher who describes the situation, but according to information from the new class teacher, the student's behavior has improved. He still has problems in the family environment and doesn't always focus on his schoolwork, but he hasn't run away yet. Recently, the whole class participated in an outdoor school, where the student was eventually taken because he behaved well.\n\nStudent Profile:\nAge/Year: 2. třída\nHobbies: Počítačové hry, kočky, cvičení  posilování)\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Physical intervention, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "88", "student_age_year": "2. třída", "student_hobbies": "Počítačové hry, kočky, cvičení  posilování)", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Učitelství pro první stupeň ZŠ", "teacher_practice_years": "24", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1483", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the first grade, as a special pedagogue, I received a boy with Asperger's syndrome who was not socially integrated and had significant problems with it. He had problems with concentration, he didn't know how to work, how to prepare things for class, how to work with a textbook and a worksheet, how to behave. Sometimes he had such outbursts of aggression towards himself and displays of anger where he would tear things and not control himself.\n\nSituation (Anamnesis):\nA first grader with Asperger syndrome, dyscalculia and dysgraphia. So he was weaker in mathematics and Czech (threes), but in the area that interests him (for example, natural history) he was very above average (ones). Frequent bouts of aggression and anger in classes.\n\nTeacher Intervention (Solution):\nThe student often suffered bouts of aggression and anger towards himself, when during the lesson he was able to tear up the worksheet he had just been given. That's why I always print a few extra sheets to be ready to give him a new one as soon as he calms down. We gradually taught him how to treat textbooks and other aids. I tried to teach him the good way, in the way that I tried to explain everything to him calmly. No rough and tough hits. It went very well. As for inclusion in the collective, the other children respected him and tried to help him with everything he needed help with.\n\nOutcome:\nEverything went very well. The parents also worked at home with the boy, so things went well. Now the boy is in second grade and doing well.\n\nStudent Profile:\nAge/Year: 1. třída, 6 let\nHobbies: přírodní vědy, četba\nDiagnoses: Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Selfdestructive behaviour\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1483", "student_age_year": "1. třída, 6 let", "student_hobbies": "přírodní vědy, četba", "student_diagnoses": "Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie", "student_disorders": "Agrese", "teacher_approbation": "Vysokoškolské – Mgr. - speciální pedagogika, vzdělávání pro 1. stupeň ZŠ", "teacher_practice_years": "26 let", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/331", "content": "TEACHING CASE STUDY\n\nBackground:\nIn 2020, a student failed my class (then 7th grade). Due to the epidemic, we met and communicated with all the students mainly online, and I knew from the beginning that it would not be good. The student did not participate in the conversations, he was noticeably not paying attention, and it was very difficult to integrate him into the team via the computer. The worst thing we dealt with during the year was when the student did not hand in the assignment and an email was sent home saying that the son did not complete the assignment. The next day, the parents called the school and accused me of neglecting the son and the student and deliberately not sending the assignment to the school's information system. Of course, I immediately showed the director that the student was also in the list of submitted assignments. After calling the school's IT technician, who gave an insight into the actions performed on the student's account, it became clear what exactly happened. Delivery of input at 8:40, view 9:20 and 9:20:48 file moved to trash. The parents stood behind the student the whole time and blamed me. Apparently they have no idea what kind of child they really have at home. Now that we are back at school, I put the student in the back bench, because first of all he is the tallest in the class, but mainly so that he does not drag the rest of the class down with him, even those sitting together. So we'll see what happens next, next week we have a session with problem pupils.\n\nSituation (Anamnesis):\nThe student comes from a complete family, his grades were never excellent, but his behavior was not significantly bad. But that has changed drastically recently, he starts lying, making things up, retorting to his teachers. However, the parents do not solve the situation in any way, the student does not appear to them to be problematic.\n\nTeacher Intervention (Solution):\nIn the introductory Czech language lesson of the 8th grade, work is being done on worksheets. The student is rocking in his chair, not paying attention and has not filled in a single answer. The teacher asks the student: 'And you don't work? You've been sitting here with your hands folded across your chest for an hour, you don't mind not knowing anything?' The student replied: 'It doesn't matter, I won't need it in my life.' Teacher: 'But you have to at least learn something, so that something can be made of you.' Student: 'I'll go to the butcher.' Teacher: 'Okay, but you'll have to be careful at school too, so you don't cut all your fingers, no.' The student just laughs.\n\nOutcome:\nAfter the lesson, the teacher called the student into the office and warned him that he had to start doing something if he wanted to finish primary school at all and become a butcher, that in secondary school no one would lead him by the hand anymore and it would be up to him. However, the student with an amused expression just shook his head at these words, it's hard to tell if he took anything from them to heart, or if they just went in one ear and out the other.\n\nStudent Profile:\nAge/Year: 15 let, 8.ročník ZŠ\nHobbies: Dříve sportovní basketbalový kroužek, nyní žádné\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "331", "student_age_year": "15 let, 8.ročník ZŠ", "student_hobbies": "Dříve sportovní basketbalový kroužek, nyní žádné", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Magisterský titul z oborů Český jazyk a Občanská výchova pro druhý stupeň ZŠ", "teacher_practice_years": "27", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1239", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation repeats itself during my work hours. When students work with different materials and create products that require concentration, patience, and students have to work according to pre-given instructions. If it is possible for the students to work according to their own imagination or their own model, which they create themselves, everything is fine. But if, for example, I assigned work with modeling clay, when they had to model a specific thing according to a template or we made 'recyclers' from waste material, such as toilet paper rolls, PET bottles, foil and the like, which the class had to present on Earth Day, so the problem arises. The boy consistently refuses to work on the assigned task and deliberately destroys other classmates' products. It also often happens to me that instead of the assigned task, the boy either does not hand in anything or his creation is something else entirely. Mostly it has some 'morbid or sexual' subtext.\n\nSituation (Anamnesis):\nThe boy is only diagnosed with ADHD, the parents refuse any further examination, as well as any psychological help offered by the school or any examination in a pedagogical-psychological consultancy. In other subjects, it manifests itself in inattention, failure to complete assigned tasks, and disrespect for authority. The boy lives in foster care.\n\nTeacher Intervention (Solution):\nThe boy consistently refuses to work on the assigned task and deliberately destroys other classmates' products. All the pupils were successful in their creations, and one girl even modeled an exact copy of the given model. When I praised the students for a job well done. The boy suddenly cried out and with a 'Huronian laugh' he ran towards the displayed products with incredible speed that could not be stopped and threw most of them to the ground. Unfortunately, many of them did not survive the boy's typhoon and were destroyed when they fell to the ground. The children were greatly derailed by the boy's act, including me. I'm on the whole, you could say a calm teacher, but at that moment the blood rushed to my head, I shouted at the boy that he was stupid and wanted to slap him. But at the last moment I stopped and returned my outstretched hand back to my body. I realized that 'getting angry means destroying your health because of other people's stupidity' and the teacher must maintain 'decorum' in every situation. But the given situation really turned me off.\n\nOutcome:\nAfter repeated incidents, I called the boy to my office accompanied by an assistant. Which is with another child, but he moves around the class more often than I do and often has a better insight into what is going on behind the scenes of the class. We talked about the whole situation in class, what happened. What could have caused such a reaction in him that he was able to destroy the products of others. That there are things that a person does for pleasure and what would make him happy, what he would like to create. The boy said he would prefer to create a working gallows. He did not want to answer any other questions. My assistant and I were amazed and in the next hour of work activities I included the production of a historical model of the city in connection with local history. Since our city had a feudal right in the Middle Ages, we created models of the town hall, the church, and finally the gallows itself. In class, we explained to each other what capital law actually means, and that in ancient times many criminals, thieves and murderers ended up on the gallows. I intended for the boy to realize that the way he behaves in class can lead to bad ends. I have been working in education for 25 years, but during my time in education I have never encountered similar behavior in a regular school. I think that the inclusion that took place recently in our education system was not very happy for many students, including teachers. There are students who require very individual care and access, and unfortunately, despite the number of assistants in schools, we cannot provide them in regular schools. Unfortunately, I don't know how to do it in that case and I consider it my pedagogical failure.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník ZŠ\nHobbies: Sport, bojová umění\nDiagnoses: ADHD\nDisorders: ADHD,Podvody,Lhaní,Neuznávání pravidel,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Violation of classroom/school rules\nSolutions Applied: Physical intervention, Disrespectful communication, Support, Interview\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1239", "student_age_year": "11 let, 5. ročník ZŠ", "student_hobbies": "Sport, bojová umění", "student_diagnoses": "ADHD", "student_disorders": "ADHD,Podvody,Lhaní,Neuznávání pravidel,Ničení majetku", "teacher_approbation": "Mgr., učitelství občanské výchovy, přírodopis, pracovní činnosti, výtvarná výchova", "teacher_practice_years": "25", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/467", "content": "TEACHING CASE STUDY\n\nBackground:\nI was in charge of the corridor that day. The student was arguing with a classmate there, and the dispute slowly turned into shouting. I went to intervene and asked the girls to calm down. But the student snapped at me: \"You have nothing to order me around!\n\nSituation (Anamnesis):\nŽačka is very dominant in her group of friends and in most cases has the main say. She is taught that they give way to her in the family. Cases like this happen quite often.\n\nTeacher Intervention (Solution):\nAt first I was taken aback by the situation, but I quickly recovered and tried to forcefully remind the student who was the teacher and who was the student. \"I have something to tell you. You are in school, I teach you and I have responsibility for you.\n\nOutcome:\nŽačka quickly remembered after my strong reminder. She calmed down and we were able to have a normal dialogue. We settled the dispute and the girls went their separate ways. However, it had no effect in the long run.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: -\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "467", "student_age_year": "6 let, 1. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Manipulace", "teacher_approbation": "VŠ, učitelství pro 1. stupeň", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/122", "content": "TEACHING CASE STUDY\n\nBackground:\nknew in advance that this class was going to be a disaster, but I didn't know how big it would be. The end of the secondary school was approaching and I was carrying the corrected half-term papers to the freshmen. It was the decisive mark, for closing the marks. The student never coped well when he got a bad grade (4 or 5), and when I gave him a red 5 for the final paper, I expected a negative reaction. The class started like any other, registration in the classroom and then giving out tests. I usually ask someone to pass it out, but I didn't want the student to vent his anger on his classmates. I was about halfway through the pupil's test. When I gave him the test, he started sobbing. 'How like in five?!' he shouted 'Do you know how long it took me to study for this?! But that means I have to make repairs, again! No it does not!' I heard him, but because I knew he wouldn't be happy with his result, I lightly ignored his speech. And suddenly it happened! Out of nowhere, a terrible blow, the student threw the bench in front of him in a huge sense of injustice. All the girls screamed. He just flipped her over. Today I realize that it was wrong, but I blurted out immediately: 'Are you normal?' And my second thought was: Thank God he's sitting in the first pew and didn't hurt anyone. I realized the inadequacy of my question. I placed the remaining papers on the desk and in front of me and slowly walked over to the student. 'Student, try to inhale deeply and exhale slowly.' I walked slowly towards him and when he looked at me I was really scared. His face was all red, his lips were crooked and he was barely breathing. I went closer and he repeated: 'Breathe slowly..'. There was only anger in his eyes.\n\nSituation (Anamnesis):\nThe student is unfocused, most of the time he is not mentally present. Almost all items go through with 'scraped ears'. He is smaller than other boys, even some girls, which is probably why he goes to the gym - he compensates for his smaller height with muscle mass.\n\nTeacher Intervention (Solution):\nasked the pupil in the other desk to run for the gym teacher, who was also the guidance counselor. He trusts the student, they have individual meetings once a week to manage stress. I went to the student and tried to explain to him that the world is not falling apart. He immediately replied: 'How do they not crash? Do you have any idea what the hell this is?' 'I understand you're upset, but we can still try to work it out.' I tried to speak as calmly as possible, but I could hear my voice shaking. 'And how? The holidays are coming soon! And I won't have a closed year again?' 'You're right, but we'll sign you up for commission exams and you'll finish your math.' 'Like in the summer? I'm not going anywhere again, mother will want me to study...' During this sentence, the gym teacher came. I was immediately calmer when there were two of us. 'Hey student, what's going on here?' asks the gymnast. 'Everything's fucked up, that's what's going on here!' 'But, but young man, what were we saying about those expressions. Vulgarisms will not help us in any way.' 'Fine, sorry.' It could be seen that when the gym teacher came, the student calmed down significantly. The student collapsed on the chair, which, unlike the bench, was standing. The gym teacher offered to talk about it in his office. Of course, I released the student from the rest of the lesson (or from the last 5 minutes) and believed that the gym teacher would handle it all. After all, they work together some Friday.\n\nOutcome:\nreally didn't know what to do. I was expecting an exaggerated reaction, but it didn't really occur to me that furniture would fly. 'Fortunately' this was such a big deal that we finally convinced the pupil's mother that the boy needed professional help. Since then, the student regularly attends the PPP, where he visits a psychologist who does various stress management exercises with him. We also agreed with the pedagogic council that it would be appropriate for pupils to 'create' tutoring groups after school, specifically for 'problematic' subjects - M, ČJ, ANJ etc.\n\nStudent Profile:\nAge/Year: 17 let, 1. roč.\nHobbies: Videohry, skateboard apod.\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Disrespectful communication, Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "122", "student_age_year": "17 let, 1. roč.", "student_hobbies": "Videohry, skateboard apod.", "student_diagnoses": "", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "", "teacher_practice_years": "Přes 20 let", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1096", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom the given situation occurred was often disruptive in the Czech language or civics class. Among his typical problem behaviors were yelling around the class, making very inappropriate comments, or getting up from his seat during class. It was a fourteen-year-old student in the seventh grade - he failed both the first and second grade. However, the forfeiture was not about lack of knowledge, but about behavior.\n\nSituation (Anamnesis):\nThe environment in which the student lived and grew up was not one of the best - he never knew his father and his mother did not take care of him. The Czech Social Security Administration was also contacted several times in order to check the student's background, or rather his mother. The pupil's diagnosis was confirmed - dysorthography in combination with a non-specific spelling disorder and significant educational difficulties, so he had an IEP (individual education plan) set by the pedagogical consultancy and a PO (plan of support measures) was determined, which was mainly intended to help us, the teachers, with access to to the pupil. He also received one hour a week of special pedagogical care from the educational counseling center, which I was in charge of. Pedagogical care always took place from seven in the morning. He attended regularly in the sixth grade, but after that his interest waned, which led to the cancellation of classes.\n\nTeacher Intervention (Solution):\nIf we were to talk about the student's performance, it was below average. He regularly received A's in mathematics and languages, and often did not even appear for the resit exam at the end of the year. It was mainly about the pupil's lack of interest in teaching. However, if the topic or the teacher interested him, he was able to improve his grades. There have been countless incidents with the pupil, one of the most serious happened during a break. The class was already waiting in the corridor for the next lesson, when the student suddenly took out the hairspray and lit the 'cloud' with a lighter. He burned a tiny piece of a classmate's hair. The second incident took place in a cinema where filming is prohibited. However, it was discovered that the pupil had documented the entire film, which could have led to a report to the police. The whole matter was resolved with the director, the cinema and the police.\n\nOutcome:\nThe conflict, which I already had to solve, was no longer life-threatening. This was my first lesson with the class the student attended. I was warned in advance about his problematic behavior during classes, but I didn't know how to approach him, none of the teachers gave me advice. At first I yelled at him a few times to shut up, which had the opposite effect - his behavior got worse. When I couldn't even continue explaining the material because of his behavior, my cup of patience overflowed. I started yelling at him, which he didn't like, and he returned it with the same coin. I didn't know what to do anymore, so I kicked him out of the classroom and left him to cool off in the hallway. Unfortunately, I only found out later that this is not the way to deal with a student - his behavior was the same at that moment and the next day.\n\nStudent Profile:\nAge/Year: 14 let, 7. ročník.\nHobbies: Žádný, později fotbal – nijak se v chování neprojevilo.\nDiagnoses: Dysortografie,Poruchy učení,Problém s prací ve skupině\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1096", "student_age_year": "14 let, 7. ročník.", "student_hobbies": "Žádný, později fotbal – nijak se v chování neprojevilo.", "student_diagnoses": "Dysortografie,Poruchy učení,Problém s prací ve skupině", "student_disorders": "", "teacher_approbation": "Bakalářský titul  – český jazyk a občanská výchova", "teacher_practice_years": "4, 5 roku", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe family from the village had their two children and at the same time adopted two more children. One of the adopted children was blind and the other child they adopted was both blind and deaf. The student was exceptional in his family in terms of knowledge, but in ours he was very below average. In my opinion, his parents were mainly to blame for the given situation, as they did not have time to pay attention to the student and discuss the subject with him at home. The student in question did not master the subject. He couldn't concentrate. However, it wasn't just that he didn't understand the subject matter, no one studied with him at home and we were mean to him. We wanted to help him and discuss the curriculum with him and help him manage what he has, but he didn't want to. From his side, it was very clear that he was not interested in studying and was not even trying to do anything himself to keep himself in school. He didn't mind getting bad grades, he didn't care. He was problematic in this regard from the first year, when he entered the gymnasium, but everything culminated in the fourth year, when he really couldn't be helped.\n\nSituation (Anamnesis):\nThe student was an introvert, he went to school downright dirty and smelly, so you could see that he was very neglected, below average in his class, quiet, not trying, without any interests, in short, he didn't want to do anything and didn't enjoy anything. He really stood out in class because of his 'knowledge'. His class was very clever, hard-working and problem-free.\n\nTeacher Intervention (Solution):\nOf course, several teachers had a problem with the student in question, in fact all of them who taught him. First, I talked to the student myself, but of course it didn't lead anywhere. After that, I contacted the parents to see if they could come to the school, that I would like to talk to them. By the way, in the entire 4 years that their son studied at the gymnasium, they were at school for class meetings about 2 times. However, the parents did not communicate at all. The agreement between the parents and the school has totally failed.\n\nOutcome:\nWe had to constantly nag the parents because we had to solve the pupil's disadvantage and the whole situation. However, they still did not want to arrive, nor to solve the situation in any way. After a few weeks, they only called to say that they were taking their son home and deregistering him from our grammar school. So the situation ended with him being taken out of school.\n\nStudent Profile:\nAge/Year: Kvarta, 15 let\nHobbies: Žádné zájmy\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1131", "student_age_year": "Kvarta, 15 let", "student_hobbies": "Žádné zájmy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Ch, M", "teacher_practice_years": "34", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1295", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a student in the 7th grade and she also started having problems during online classes. She didn't contact us for about 14 days until those hours. She was a student who transferred to us from another school in the 6th grade and applied to the language gymnasium in the 7th grade. But she didn't get the hang of it, and in combination with the online teaching, she completely lost it. She lost her self-confidence and motivation to learn, and her grades dropped dramatically. She had big problems with math because she couldn't keep up with the connections. We also discussed it with the mother and the pupil, then we discussed with the educational committee. The student kept promising that she would improve, that she would handle it. So somehow we made it to the end of the 7th year, but there was a terrible drop in the results. Well, in the 8th grade she started to have mental problems, she couldn't participate in the team and her attendance started to drop. Her friends changed their relationship with her, because as she was not involved, they simply separated.\n\nSituation (Anamnesis):\nStudent in the 7th year of elementary school, rather introverted, shy, quiet, group of a few friends, raised only by her mother, above average academic results, application for gymnasium.\n\nTeacher Intervention (Solution):\nWe constantly pressed the mother and emphasized the importance and seriousness of the problem. The mother and daughter visited the doctor and managed to get back together in terms of health. But she had some problems, so she was exempted from physical education. Due to high absenteeism, she did several delayed classifications in the first half of the 8th grade, and by the end of the 8th grade she had settled in nicely, she tried to finish all the tasks we assigned her on time. It was also a big shift that she started communicating with teachers about when she needed help with the material or to finish some of the assignments.\n\nOutcome:\nThe student is now in the 9th grade, her attendance is very good and her grades have improved a lot. She got used to the fact that when she has a problem with something, she has to come to the teacher and solve it. We are still in close contact with the mother, when, for example, the daughter says that she is going to the doctor, we verify it with the mother and do not believe only the girl. It always has to be in writing, so the mother always at least sends a text message. He also continues to visit the educational counselor and the school psychologist, in the form of such checks and we monitor whether everything is in order. I also always look during the break and see if she is involved in the team, if she is talking to someone and so on.\n\nStudent Profile:\nAge/Year: 13. let; 7. ročník ZŠ\nHobbies: Čtení, kreslení\nDisorders: Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Attendance problems\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1295", "student_age_year": "13. let; 7. ročník ZŠ", "student_hobbies": "Čtení, kreslení", "student_diagnoses": "", "student_disorders": "Psychické problémy", "teacher_approbation": "Titul Mgr.; občanská výchova, tělesná výchova, výchovné poradenství", "teacher_practice_years": "31", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/861", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation began when I witnessed the problematic behavior of a girl in the eighth grade. This situation lasted for almost three quarters of a year and in the end we did not manage to resolve it. The girl was part of a smaller class of around 25 children, and she was not the only one with problems. There was a group of three girls in the class who stuck together and she was one of them. Her behavior was fine until puberty hit and hormones began to affect her behavior. At that time, her parents, who were divorced or never married, did not behave properly. The girl lived with her father and grandmother, while her mother was not interested in her and did not communicate with her at all. In the seventh grade, the girl learned that her mother lives in Slovakia, has a new family and two small children with a new partner. This information, along with puberty, led to her becoming unmanageable. The grandmother tried to guide the girl, but she became her enemy. The girl ran away from home, did not respond to instructions at school and did what she wanted. For example, when she was tired, she would simply lie down on the bench and sleep, or she would read out loud to the whole class regardless of the teacher's reprimands.\n\nSituation (Anamnesis):\nAs part of the solution, we tried to write an individual educational plan, but the girl did not go to the evaluation and made it clear in her words that she was not interested. She was unhappy and her reaction was to cause problems for everyone around her. She felt bad and tried to make others feel bad too.\n\nTeacher Intervention (Solution):\nIn the end, she was placed in a diagnostic institute, where she first commuted and later slept there. However, she ran away from there as well, and we saw her several times at the train station after school. The grandmother did not want the girl to be in an institution, but social services took over the case from the school and ordered her stay in the institution. The girl spent the last quarter of the eighth grade there without the possibility of going out, because she did not return after the weekends.\n\nOutcome:\nThe school tried to solve the situation, but neither the individual educational plan nor the reduced behavior grade did. In the end, the social service had to intervene, which has more powers, including working with the family, which the school cannot. The girl should now be in her third year of high school, but she no longer reports to us. Although we have met several times, he does not want to talk to us anymore. This case shows that the school has limited options and without the cooperation of the family and the will of the child, solving problems is very difficult.\n\nStudent Profile:\nAge/Year: 8. třída ZŠ\nHobbies: Šikovná\nDisorders: Lhaní,Podvody,Záškoláctví,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "861", "student_age_year": "8. třída ZŠ", "student_hobbies": "Šikovná", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Záškoláctví,Ničení majetku", "teacher_approbation": "Mgr. Matematika, Fyzika", "teacher_practice_years": "29", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1460", "content": "TEACHING CASE STUDY\n\nBackground:\nThe end of the school year was approaching, I was then a class teacher in the 9th grade. At the end of April, a colleague came to me asking if I had noticed any unusual behavior in the student. It was an alleged disturbance in class. Nothing like this happened in my classes before. Asking about the student's behavior, I gradually went around the other colleagues to find out if it happens in other classes as well. A few of them told me they noticed this behavior too. So I started to pay more attention to the student. After about a week, the student started to disturb my lessons as well, he stopped completing the assigned tasks. For example, it was always enough to call him by name and he stopped this behavior and worked in an exemplary manner for the rest of the class. Once in my class, even after being reprimanded, the problematic behavior continued.\n\nSituation (Anamnesis):\nShe was a ninth-grade student who, throughout her studies at the 2nd level, was among the talented and interested in education. She regularly participated in school events and competitions across subjects. She was rather quiet and very honest in class. She was talkative among her friends, but she didn't have many. During the period when her disruptive behavior was being addressed, she also had a few changes in her appearance. She cut and dyed her hair and changed her dressing style.\n\nTeacher Intervention (Solution):\nAt first, I began to pay close attention to all the unusual behavior. For more information, I really bypassed most of the teachers who taught the student. Thanks to this, I had the opportunity to notice specific manifestations better. Since it was always enough to reprimand the student once and his disruptive behavior only lasted for a short time, there was no reason to deal with it further. However, after about 2 weeks, the situation still did not improve and he even repeatedly interrupted the English class I was teaching. I warned him twice, the third time I didn't respond. It seemed to me that he was somewhat confused by this reaction. When the class ended, I asked him to come to my office for a while after lunch. I deliberately chose a time when no other teacher was in the office and the interview could be confidential. The student admitted that his behavior was caused by the fact that he liked a classmate and he wanted to impress her. Allegedly, she didn't pay attention to him as much as he would have liked and that's why he tried it by disruptive behavior in class, because when the teacher warned him, the classmate turned to him and noticed him. I listened to the student, consoled him, and together we came to the conclusion that interrupting is not a suitable method to interest a classmate.\n\nOutcome:\nThis resolved all unwanted behavior and did not reoccur.\n\nStudent Profile:\nAge/Year: 15, 9. třída\nHobbies: Fotografování, hra na housle\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1460", "student_age_year": "15, 9. třída", "student_hobbies": "Fotografování, hra na housle", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, NJ", "teacher_practice_years": "9", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1127", "content": "TEACHING CASE STUDY\n\nBackground:\nEven before the beginning of the year, I was less afraid of the arrival of a student who comes from abroad. When I talked to his kindergarten teachers, they said that he is smart, can learn everything, and will soon catch up with the other children in everything. Since the boy comes from Ukraine, I also had to prepare a little, I learned a few basic words in Ukrainian to make his arrival at the Czech school at least a little easier. But I was in for a big shock on the first of September, the boy came to school, he didn't have any aids, even though his family received a list of aids, but most of all he didn't know a word of Czech. However, I still tried to integrate the student among other students. But since Honza did not understand anything, he began to annoy and distract the other pupils; beating them, he still just wanted to play, dropping things on the ground. I had to start solving this situation, because it was 1st grade, which is very important for children and it is a big leap in life for them.\n\nSituation (Anamnesis):\nThe student is 6 years old, so he is younger than most of the children in the class, he is perceptive, but I see symptoms of ADHD in him. Other children in the class try to do what I tell them and what they have, they are receptive and want to learn new things.\n\nTeacher Intervention (Solution):\nwasn't sure how to solve this problem, teaching a foreigner who doesn't know a word of Czech, I've never met in my career. I didn't want the boy to disturb and harass the other children, the children tried to help him themselves, but the boy didn't even listen to them and refused to help, preferring instead to throw the children's case off the table. I started to solve the problem in more depth, I called the nurse at the school, with whom he lives, I tried to explain to her that the student must also be taught Czech at home. The next day, the student brought a cell phone to school, I read in the diary that he said he had it on a translator so he could communicate with the class, of course it didn't help, and the student played games on this phone the whole lesson. That's why I decided that it can't go on like this, I met with our school counselor and the headmistress of our school and introduced them to this problem, we agreed that the student must go back to kindergarten because he is not yet mature enough , both mentally and in age, to come to our school. So I called the kindergarten from which he came to our school, but there they told me that they did not want the student back, because just as he misbehaved at school, he also misbehaved in kindergarten. That's why I called other kindergartens in our immediate vicinity, they told me the same thing, that they can't work with a child who doesn't speak Czech.\n\nOutcome:\nIt follows that the situation was not resolved in any way, the student was not wanted anywhere, so he stayed at our school. He continues to distract the children and the language barrier is not getting too thin, but his sister is interested in his education and therefore signed him up for a Czech language course for children, so we'll see if this will improve the situation at least a little. I think that I tried to solve this problem correctly, as I should, but the result was not satisfactory and I am still not satisfied with it to this day, even though I actually feel sorry for the student.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída ZŠ\nHobbies: Zájmy žáka nejsou učitelce známy\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1127", "student_age_year": "6 let, 1. třída ZŠ", "student_hobbies": "Zájmy žáka nejsou učitelce známy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "32 let", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1230", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I distributed English language school textbooks. The children had a week to ask their parents to wrap their textbooks at home. Parents and children were used to this situation and knew it from previous grades and from other subjects. In the second lesson, half of the children were wrapped, and in the third, all the children except for one pupil.\n\nSituation (Anamnesis):\nThe student is popular in his class. He often shouts during class and has no shortage of funny remarks to make the class laugh. He sits with his friend who supports him in his pranks and often joins him.\n\nTeacher Intervention (Solution):\nWhen even at the end of the second week of classes, the student did not have his textbook wrapped, I threatened him that he would not participate in games in my classes until he wrapped his textbook. The class also included a classical game at the end of the lesson, which the student did not participate in. The student did not show any defiance throughout the game and accepted the whole situation calmly. He was sitting on a bench and reading from a textbook for a while. When he was attracted by the activity of children playing, he looked on with a smile and commented on funny situations. The punishment didn't even move him and he didn't show any outward emotion. This type of punishment was not effective at all, and the student brought an unwrapped textbook to the next lesson. I lost my temper and reprimanded the student out loud: \"I really don't like this anymore.\" You were clearly given the task, like the others, to cover the textbook. Then at the end of the year, I won't be looking at that dirty, shabby book with donkey's horns. That book is not yours. After you, other children will have it next year. You wouldn't like it either if you got an ugly book at the beginning of the year. If you don't wrap it in the next hour, I'll wrap it in newspaper for you!\n\nOutcome:\nBy the next lesson, the student brought a wrapped textbook. In retrospect, I wondered why the threat of wrapping it in newspaper had worked. At first I thought it was because he was ashamed of such a textbook. But the student didn't care much about how his things looked. But now that I say it out loud, it occurs to me that it didn't have to be a threat with the newspaper, but because I explained to him why he had to do the given thing. I don't know how it was with the student in the next lessons and in the next year, so I can't say whether this situation with the unwrapped textbook was repeated with other teachers.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Rušení výuky,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Disrespectful communication, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1230", "student_age_year": "10 let, 5. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Rušení výuky,Potřeba pozornosti", "teacher_approbation": "Mgr. Anglický jazyk", "teacher_practice_years": "16", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/734", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not participate in classes, refused to complete assignments and participate in group work. He often left class to go to the bathroom and did not return for the rest of the class. He did not enjoy the classes and had no motivation to learn new things. He did not disturb others, but refused to participate in any project.\n\nSituation (Anamnesis):\nThe student is able to devote a lot of work, effort and attention to the work he enjoys. He likes to restore antique clocks and has been doing it for a long time and excels at it. It is his only and strongest hobby. Not a single subject is devoted to his interests, and for that reason he has no need or motivation to participate in class activities. His classmates had no influence on his situation.\n\nTeacher Intervention (Solution):\nThe guide always treated the student in a respectful way and gave him possible teaching alternatives that would be fun for him and integrate him into the group. The student repeatedly rejected or accepted alternatives and then did not perform the agreed work. He repeatedly made excuses and invented reasons why he couldn't participate in classes or why he didn't complete assigned tasks.\n\nOutcome:\nNo change took place. The student continues to have individual conversations with guides and repeatedly does not participate in teaching and learning.\n\nStudent Profile:\nAge/Year: 12\nHobbies: Restaurovaní starožitných hodin. Podrobný popis\nDiagnoses: PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus,Dětský autismus,Autismus,Lehká forma autismu,Náběh na Aspergerův syndrom\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "734", "student_age_year": "12", "student_hobbies": "Restaurovaní starožitných hodin. Podrobný popis", "student_diagnoses": "PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus,Dětský autismus,Autismus,Lehká forma autismu,Náběh na Aspergerův syndrom", "student_disorders": "Lhaní", "teacher_approbation": "Mgr", "teacher_practice_years": "6. rok", "problems_annotated": "Lying and cheating, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1252", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation developed right from the beginning of the lesson, when his only intention was to disrupt the lesson. His classmates supported him in this and helped his game to continue until the end of the lesson. One of them always started something and another developed it, so that the teaching was constantly interrupted by their inputs.\n\nSituation (Anamnesis):\nThe students were cool and fairly bright, but they thought they were better than they really were and showed it by making arrogant remarks.\n\nTeacher Intervention (Solution):\nCommunication with them mostly took place after class in the form of arrangements and recommendations, but in most cases it failed.\n\nOutcome:\nThe arrangement worked for a while, but then it slipped back into the same mode, maybe after a month. It worked for a month and then it needed to be worked on because they weren't able to keep the agreement.\n\nStudent Profile:\nAge/Year: 17 let, septima (3. ročník SŠ a 7. ročník osmiletého gymnázia)\nHobbies: počítačové hry\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1252", "student_age_year": "17 let, septima (3. ročník SŠ a 7. ročník osmiletého gymnázia)", "student_hobbies": "počítačové hry", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Mgr., Anglický jazyk a Hudební výchova", "teacher_practice_years": "17", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/268", "content": "TEACHING CASE STUDY\n\nBackground:\njoined the class as a crowd for a sick colleague. At this time, I was already receiving an old-age pension and helped out at school as needed. I didn't know the children more or less, I was only made aware of pupils with SEN. From the beginning, one student had a negative attitude towards me, he did not pay attention to any of my instructions, he ignored the work instructions. This pupil is with the third level of support measure, but the support measure was not granted to him, it was granted to another pupil. In physical education class, there was a conflict between a pupil with an approved support measure and this pupil. The one with the granted measure pushed the other. He got angry, started screaming, flailing his arms and legs around him and kicking me as well. Although I was informed that the student reacts negatively to a raised voice and reprimand, I could not help myself and after a whole day of reprimanding, I started shouting at him. At that moment he turned and ran to the other end of the gym. There he got up and refused to continue communicating with me, refused to return to the classroom, his head was down. Since there were other students in the gym, the teacher's assistant took over the problematic student and I led the other students back to the classroom. After about 60 minutes, the teaching assistant brought the problematic pupil to the classroom, after entering the classroom the pupil hid under the desk and refused to climb out. I phoned the student's mother and informed her about the situation. During the conversation with the mother, the mother offered me literature dealing with ADHD and SVP, which describes the problems of those children. I angrily told her that I didn't need any books and that her son had no business in this school. After that, my mother refused to talk to me any further and went to solve the situation with the school principal.\n\nSituation (Anamnesis):\nThere are a total of 16 pupils in the class, a teacher's assistant works in it. In the class, there are four students with third-level support measures (2 students with behavioral disorders, 1 student with learning disabilities, 1 female student with a mild cerebral disability) and three students with second-level (specific learning disabilities).\n\nTeacher Intervention (Solution):\nThe incriminated situation arose during a physical education lesson and its resolution took place in the following two lessons. During a physical education lesson, student J. pushed another student, who got angry and started waving his arms and legs around. At that moment I came to them and tried to find out what happened. In the following interview, the teacher is denoted by the letter 'U', the pupils by the letters 'A' and 'J', the teacher's assistant by 'B'. U: 'What happened baby?' A: 'J. he pushed me.' J: 'But by mistake, I didn't want to.' A: 'That's not true, you keep pushing me.' J: 'But it was really a mistake, I really didn't want to.' U: 'So can you tell me who started it?' The other children shouted at this and rather supported the version of pupil J., which upset pupil A. When I turned to pupil A. saying that perhaps not much had happened, he kicked me. U: 'You're not serious, what are you doing? I'm calling my parents right now.' A. ran to the other side of the gym. U: 'Come back immediately. didn't you hear me I'm telling you, go back!' A. squatted in the corner of the gym and stared at the wall and did not react. U: 'A., come back. How many times do I have to repeat that to you?' The next few minutes passed in a similar vein. A. did not respond to any instructions, so I handed him over to B. and went to class with the other children. After about an hour, B. and pupil A. came to class. I greeted him with the words: U: 'Well, have you calmed down? Please sit down and finish writing the notes from the board.' At this moment, pupil A. hid under the bench and refused to climb out. U: 'A. get out now, do you think I'm only in charge of you?' B. tries to calm the situation. B.: 'A., come on, climb up and we'll look at it together. I'll help you with that.' B. tried several times to get A. to get out from under the bench, but he still did not respond. The end of the lesson was approaching, I took the other students to lunch and went to call the mother of student A.\n\nOutcome:\nThe mother immediately came to the school. A. curled up in his mother's arms, he did not communicate with his mother, he just let himself be behaved. I again described the situation to my mother. She constantly convinced me that A. was unable to respond adequately and recommended specialist literature. I answered her that after so many years of practice I don't need to study anything new. In my opinion, her son is ill-mannered, does not respect authority and cannot respond appropriately to conflicts with classmates. My mother and I could not find a common solution, and I passed the solution to the school principal. At the same time, I ended the group for an absent colleague, and I have no interest in returning to school as a teacher in the future either. I believe that I can't handle working with students with problems because I like order and order and these students are not able to respect my principles.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: není mi známo, třída jsem učila pouze krátkou dobu\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Violation of classroom/school rules\nSolutions Applied: Disrespectful communication, Transfer of student, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "268", "student_age_year": "10 let, 4. ročník", "student_hobbies": "není mi známo, třída jsem učila pouze krátkou dobu", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní", "teacher_approbation": "VŠ – Mgr., 1. stupeň", "teacher_practice_years": "37", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/306", "content": "TEACHING CASE STUDY\n\nBackground:\nIt repeats itself over and over again, right from the start. Questions like 'What's in it for me?' / 'What do I need it for?' / 'Why do I have to do this?' One would say that they are old enough to know that such questions are of no use to them. I was in sixth grade, the introductory class, I explain to them, as always at the beginning of the year, what they need for textbooks, notebooks, aids and how everything will work between us in general. The class is a little noisier and less orderly, but I've gotten used to the constant quieting down. It just doesn't freak me out anymore. In the almost constant noise, I tell them that they have four quarterly assignments this year. Last year they only had two, and that was always in the semester, because within the framework of distance education it would be an almost superhuman task to write one with them every quarter. Of course, this announcement of mine will be met with a wave of criticism from the whole class. At that moment it comes, the one student famous for this question in my subjects: ... I continue with my introductory lesson, I show them the thematic plan. 'Sometime around half term we'll get to functions - linear functions, powers, linear functions, exponentials, logarithmics... that'll be fun... Yes?' 'Teacher, may I ask?' 'Ask me.' 'I would like to know what we need this for, what we will use it for.'\n\nSituation (Anamnesis):\nThe student just keeps asking such stupid questions, it goes on and on. They all revolve around what a certain thing will do for him, or why he has to learn it. He has been like this since elementary school (6th year of primary school), he had such questions even then and it still hasn't left him. Otherwise, of course, he's not stupid, I don't understand his questions all the more. He is such an ordinary student, he mainly excels in these questions, but not so much in knowledge.\n\nTeacher Intervention (Solution):\nThe student asked the question: 'And why? What is it good for?' after so many years of practice, such a question no longer annoys me, but even so, I'm sick of it. I answer him: 'I thought you were old enough not to ask such stupid questions.' That got rid of him for a while, yes, just for a while. 'Sometime around half term we'll get to functions - linear functions, powers, linear functions, exponentials, logarithmics... that'll be fun... Yes?' 'Teacher, may I ask?' 'Ask me.' 'I would like to know what we need this for, what we will use it for.' 'Again? So you might not use it for anything, but your classmates who want to study mathematics definitely need it. Anyway, mathematics develops logical thinking, so at least it can be useful for you and I don't want to talk about it anymore, what's the point.'\n\nOutcome:\nHe didn't ask anything like that for the rest of the class, but I don't think he'll stop completely, I expect a question like that again next class. If only for the reason that this was not the first time and it is repeated almost regularly.\n\nStudent Profile:\nAge/Year: Sexta (druhý ročník SŠ), 16\nHobbies: neznámé\nDisorders: Neukázněnost,Nedbalost,Lenost\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "306", "student_age_year": "Sexta (druhý ročník SŠ), 16", "student_hobbies": "neznámé", "student_diagnoses": "", "student_disorders": "Neukázněnost,Nedbalost,Lenost", "teacher_approbation": "VŠ, Anglický jazyk a matematika", "teacher_practice_years": "17", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/118", "content": "TEACHING CASE STUDY\n\nBackground:\nFor a long time, I observe that students do not pay enough attention to the space around them. That's why I decided to focus a two-hour class in the second year of high school on just that, and I used the artistic period of Dadaism for it. First, I presented the basic information in the class, and then I gave them an art task - walk around the school and create Dadaist works from the school interior. For each one, the students then made a label with the name and duration of the exhibition, which they determined themselves.\n\nSituation (Anamnesis):\nStudents created various works, for example they put a chair on a machine and called it 'modern sitting', or they flipped the school bulletin board. However, one group of students took the task very seriously and risked their lives for it. She climbed onto the roof to place chairs in the open windows. It resulted in beautiful images and very high quality work, but when I learned what preceded the creation, I broke into a sweat. I realized that I did not sufficiently specify the defined space for work and also did not remind the principles of safety. Pupils are not problematic in the long term. They achieve above average results and are very creative. It can even be identified at first glance, because their hobby is, among other things, fashion. They are unmissable in the classroom and definitely stand out. However, they have no quarrel with anyone. The class as a whole works very well. When working together in my classes, they cooperate well and create very unique works.\n\nTeacher Intervention (Solution):\ndecided to tackle the problem separately from the rest of the group first. I explained to the students that although their work is good, it is not possible for them to go beyond the school rules and safety principles for it. The students looked understanding. We then presented the results together in class. I demonstrated safety principles on their pictures and explained to the team that such behavior must not be repeated. However, I take it as my failure, it was a really risky situation that might not have turned out well.\n\nOutcome:\nAfter the incident, we had a little laugh about it together and promised each other that we would all be more careful about not breaking the school rules and about our own safety in the next work. It's hard to say what time will bring, since it was our last hour, but I trust that nothing like this will happen again. However, the pictures are really good.\n\nStudent Profile:\nAge/Year: 2. ročník gymnázia\nHobbies: sport, móda\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "118", "student_age_year": "2. ročník gymnázia", "student_hobbies": "sport, móda", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "biologie, výtvarná tvorba pro střední školy", "teacher_practice_years": "osm let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1218", "content": "TEACHING CASE STUDY\n\nBackground:\nLast school year, I taught the first performance group in English. This group also included a pupil who was at a high level in English for his age. During the school year, the pupil took part in several competitions in the English language, where he always placed in the leading positions and represented the school in an exemplary manner. However, the problem with the student was that he repeatedly did not fulfill his obligations in the subject. He either did not complete assignments at all, or handed them in with a long delay. He also often did not complete the assigned work in class and instead engaged in other activities. I always pointed this out to the student and tried to convince him to work on what I asked him to do. The biggest problem occurred at the end of the school year, when the student learned that he would get a 2 on his report card and not a 1. He didn't understand my decision, he started talking to me and said he would tell his parents.\n\nSituation (Anamnesis):\nThe student is very gifted, but it is a problem for him to fulfill his obligations in the subject. He likes to play foreign computer games and there was never a problem with him in the class group.\n\nTeacher Intervention (Solution):\nAs soon as the student learned about his grade in the subject and expressed his disapproval, I tried to explain to him why I could not give him an A. The student did not agree and told his mother at home. She came to school and started yelling at me, how is it possible that her son, who wins competitions in the English language, does not have an A on his report card. I explained to the student's mother that even though the student is very good at English and represents the school in an exemplary manner, he cannot get a first because he received several bad grades for not completing the presentation, tasks and assigned work, and if I gave him a first then it would not be fair to other classmates who fulfill their obligations. Despite my explanation of the situation, the pupil's mother did not agree with his grade and demanded that her son be transferred to another group and accused me of sitting on her son. I told the mother that if she stands by her decision, I will go to the director and ask to transfer her son to another group. The headmistress complied with this request and the pupil was transferred to another group.\n\nOutcome:\nthink my choice of solution was correct. I tried to help the student all the time and remind him that he had to fulfill his duties. After he expressed his disagreement with his grade, I explained to him in detail the reasons for my decision. I did the same even when his mom came to complain. After the pupil was reassigned to another group, the situation unfortunately repeated itself and a colleague had to solve the same problem. The student's parents came up with the claim that the whole school was targeting their son and enrolled him in a new school, where he transferred.\n\nStudent Profile:\nAge/Year: 14 let, kvarta (osmileté gymnázium)\nHobbies: Videohry, seriály\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1218", "student_age_year": "14 let, kvarta (osmileté gymnázium)", "student_hobbies": "Videohry, seriály", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Aj a OV", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/674", "content": "TEACHING CASE STUDY\n\nBackground:\nMy name is and the above story happened when I worked as a teacher at a small village school in a small town. At that time, I already had almost 20 years of teaching experience behind me, so I was no novice, yet this is a story that deeply touched me and remained in my head even years later. It is the beginning of the school year and a new girl joins our class, who has just moved in with her family. I am her Czech language teacher and later I will also attend the drama club. It is the dramatic circle that will later play a key role in solving the problem. One day a girl comes to school, sits on a desk, and a classmate says: 'Jesus, she stinks, I won't sit next to her.' The girl starts to defend herself with vulgarisms. The verbal firefight escalates, I intervene with words and say in a raised voice: 'Stop it immediately, both of you, and I will separate the students one by one.' I intend to resolve the situation after the lesson, it is clear to me that we have to involve the whole class, because the children are starting to define themselves towards the new classmate, she is not pleasant to them, they do not understand her and it bothers them.\n\nSituation (Anamnesis):\nThe girl was adopted by her family about a year ago, around the time of her tenth birthday. However, the girl had already stayed with them in foster care. The adoptive family had three children of their own and many years of experience with seven children who were successively placed in foster care. The girl was their last child that they took in as foster parents, so they decided to adopt the girl and give her a real family. The girl was taken away from her mother due to abuse and insufficient care at a toddler age. He comes to a class that is nothing special, it is a classic class at a village elementary school, there are about 18 children in the class, and so far no pathological phenomena have been dealt with in this class. The girl comes to our school with the label of a child from a socially weak family, she is described as a troublemaker and a pathological liar with very poor grades (sufficient already in the first grade of elementary school). The class was being prepared for her arrival and the children tried to take her in from the very beginning. Unfortunately, right from the beginning, the girl gradually discouraged the children with her behavior and inventing things, exaggerating situations and lying, until it came to the point that the class began to single her out from the group.\n\nTeacher Intervention (Solution):\nAfter the lesson, I go to the principal's office, discuss the problem with the school principal, the class teacher and the guidance counselor. We decide to prepare a joint program for the class, in which we would use team building activities to work on the inclusion of the girl in the class. Next, the guidance counselor decides to talk to the class alone (without the girl) and explain to the children that her behavior is a reaction to situations that stem from her bad start in life and talk to them about feelings and reactions to questions like: 'How would you felt, if your parents left you, can you describe your feelings, which you would feel at that moment, etc.?'\n\nOutcome:\nmust say that in the end the situation was turned around and the class accepted the girl into their team and she integrated normally, but it was a long-term job that needed the support of the entire teaching staff, when some teachers had to be slightly ordered to cooperate, but in this case we they all really needed to pull together. A key role was played by the girl's attendance at the drama club, it was a group of about eight children, and in this environment the girl began to feel more relaxed, she was comfortable with a smaller group of children, she did activities that she enjoyed (singing and dancing) and thus gradually moderated and the disappearance of her exaggeration and fabrication, which set her apart from the class collective. Cooperation with her adoptive parents, who came to school regularly and were interested in her, also played a big role. The girl eventually completed primary school without any problems and also graduated from secondary school (healthcare). Today he lives with his family nearby.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník\nHobbies: dramatický kroužek \f2\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Verbal aggression, Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "674", "student_age_year": "11 let, 6. ročník", "student_hobbies": "dramatický kroužek \f2", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "ČJ, OBN (magisterský titul )", "teacher_practice_years": "27 let", "problems_annotated": "Lying and cheating, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/250", "content": "TEACHING CASE STUDY\n\nBackground:\nThe 9th-grade student, who comes from a family with problematic relationships - parents' divorce, mother's lack of interest in the child, frequent moves - has been very problematic since the 8th grade. She did not fulfill her school obligations and had a high number of unexcused absences. She did not participate in distance learning, only rarely was she in an online class. The student also ran away from home and the police had to intervene.\n\nSituation (Anamnesis):\nThe problematic student does not fulfill her school duties, lies and is not willing to disclose mandatory information to the school register, such as her mother's phone number or address of permanent residence.\n\nTeacher Intervention (Solution):\nThe effort of the school's prevention methodology to solve the situation was complicated. The mother could not be contacted because she provided a non-existent number and after checking the data from the father it was found that the address also did not exist. The parents were divorced and did not live together. The father was willing to communicate and provided the mother's phone number. After contacting the mother via mobile phone, it turned out that the mother was not willing to communicate and had blocked the school phone number. When inviting the student to a meeting at school, she lied about not remembering her mother's home address and phone number. She stated in the debate that she wants to become a prostitute in the future.\n\nOutcome:\nThe student was offered the 3rd level of behavior and risky behavior was reported to the social and legal protection of children. The problem only ended when the student left for secondary school.\n\nStudent Profile:\nHobbies: Žádné\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "250", "student_age_year": "", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "", "teacher_practice_years": "20 Absolvování relevantního kurzu či výcviku na zvládání problematických situací: Ano Název kurzu: Studium speciálních činností – ŠMP Deskriptivní údaje ke kazuistice ++ Věk a ročník žáka: 14 let, 8. ročník Pohlaví žáka: Žena Žák žije: Pouze s matkou Problémové chování se opakuje: Ne Poruchy chování: Ne Potvrzená diagnóza žáka: Ne Prospěch žáka: Nadprůměrný Zájmy žáka: Tanec, četba Použití postupu vycházejícího z nějakého konkrétního přístupu při řešení: Ne 1. Podrobný popis situace na úrovni chování Žákyně v průběhu školního roku začala hubnout a matka jí byla vzorem, protože pomocí upraveného jídelníčku se matce opravdu podařilo zhubnout a svou novou nižší hmotnost si udržet. Nicméně spolužáci se žákyni smáli kvůli její váze i nadále, byla trošku při těle. Další důvod posměchu, dle mého názoru ten hlavní, byl kvůli tomu, že žákyně byla chytřejší a rozumnější než ostatní. Bohužel se žákyně postupem času z upraveného jídelníčku dostala až do diety, při níž byla schopná sníst jen jedno jablko za den. V tento moment nastává problém s psychickou nemocí zvanou anorexie. Jak je ale známo, anorexie se velmi obtížně diagnostikuje, nemocné osoby se snaží anorexii všemožně skrývat. Na anorexii žákyně se přišlo hlavně díky tomu, že nakonec přestala chodit do školy a začala mít už i fyzické problémy, jakými byly hlavně vymizení menstruace, extrémní padání vlasů a ztráta váhy – tělo bylo fyzicky mnohem slabší a pohyby těžší. 2. Anamnéza žáka Žákyni 8. třídy byla zjištěna porucha příjmu potravy. Žákyně je dcerou matky samoživitelky na místní škole. Žákyně je velmi nadaná a je také mnohem více mentálně vyspělejší než její spolužáci. Hlavně díky její vlastnosti – ctižádostivosti se rozvinula anorexie, protože „jen“ zhubnout už žákyni posléze nestačilo. \f3. Podrobný popis řešení Rozhovor s matkou, při kterém byla doporučena odborná péče psychologa a specialisty přes výživu. K tomu byl také uspořádán citlivý rozhovor s žákyní, při kterém se zjišťovala její situace. Také byl uspořádán rozhovor s agresory ve třídě a poté i s nezávislými svědky předchozích incidentů (posmívání). Následovala práce se třídou, kde se dbalo na stmelení kolektivu a posílení vztahů mezi žáky, a to se naštěstí úspěšně podařilo. 4. Výsledek řešení Léčba žákyně trvá již druhým rokem a stále ještě pokračuje. Došlo ale k pokroku, žákyně se dostala opět na svoji původní hmotnost, ze 42 na 53 kg, navštěvuje psychologa a dostala se do jiného – pohodového kolektivu, na jiné – střední škole. Do jaké míry jsem spokojený s řešením dané situace? Zcela nespokojen Zcela spokojen 1 2 3 4 5 6 7 8 9 10 Do jaké míry jsem se zachoval v daném řešení podporujícím způsobem pro žáka? Zcela nespokojen Zcela spokojen 1 2 3 4 5 6 7 8 9 10 Do jaké míry jsem kladl na žáka přiměřené otázky? Zcela nespokojen Zcela spokojen 1 2 3 4 5 6 7 8 9 10 \fb) kazuistika -- Deskriptivní údaje učitele: Dosažené vzdělání: čeština, výtvarná výchova Počet let", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1099", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was provoked by other classmates, who knew that he did not like people touching his things. The situation happened during a break, when the student returned from the toilet and did not find all the things in their place. His textbooks and case were missing. Several times he wanted the students to return things to him. They pretended they didn't know anything. The student went on a rampage when he started throwing chairs and a bench around the classroom.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD with elements of aggressive behavior from the educational and psychological counseling center. He goes to psychiatry and is under medication. If he is calm, the pupil is quiet and inconspicuous.\n\nTeacher Intervention (Solution):\nThe situation happened to be attended by a teacher who was entering the classroom and caught the flying desk. The teacher immediately took the student out of the classroom. She assigned work to the rest of the class. The teacher took the student to the office, called the class psychologist and returned to the classroom, where she discussed the situation with the team. The school psychologist dealt with the situation individually with the pupil and calmed him down.\n\nOutcome:\nPupils who provoked the aforementioned pupil to aggressive behavior (took things from him) received disciplinary measures. Due to the pupil's diagnosis, the manifestations of aggressive behavior are more or less repeated.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: Kreslení komiksů\nDiagnoses: ADHD\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Violation of classroom/school rules, Bullying\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1099", "student_age_year": "14 let, 8. ročník", "student_hobbies": "Kreslení komiksů", "student_diagnoses": "ADHD", "student_disorders": "Agrese", "teacher_approbation": "Mgr., ČJ, AJ", "teacher_practice_years": "35", "problems_annotated": "Diagnosis, Emotional outbursts, Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1084", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student transferred from another school to our grammar school and I had her for Czech language lessons. The class she transferred to was very integrated, and she rejected all their efforts at inclusion from the beginning. However, over time, she began to feel alone and longed to belong to that group. Also, as time went on with her puberty, she started wanting to belong to a group. In defense of that class, I have to say they really tried. As I saw it, they tried to accept her into the team. Finally, she figured out that the best way would be to make them feel sorry for themselves. By pitying her, they will accept her. She looked out for a small group of girls, to whom she began to tell her first stories about her sick father and her mother, who is unable to support her and her three other siblings. The girls accepted her and truly felt sorry for her, but over time the truth began to emerge. The student began to forget what she had told which of the girls for the version of the story. At that moment the girls came to me saying that this girl has some problem. As a teacher, I didn't know that. I didn't recognize it in those Czech language classes. But from that moment on, I started asking for it. This revealed that the information is really different. However, I still attributed it to some adolescent things. So we only started solving the problem after the failed suicide attempt here in our toilets. We had no idea that her behavior was so disturbed.\n\nSituation (Anamnesis):\nSchoolgirl - quiet, lonely\n\nTeacher Intervention (Solution):\nSo we came up with a solution. The first thing we did was the class teacher and I. I had her trust. So the class teacher asked me if I could participate. I was also there as a representative of the school management. We were also joined by a prevention methodologist. First we decided to contact the parents. We contacted the mother saying that we had heard about the father having these health problems. There we found out that in the end none of what she interprets is true. The parents came to the meeting at the school and said about their child that she is absolutely problem-free at home, that she is functioning perfectly. So, through a striking conversation, we found out that the things she tells are not true. We decided not to inform the parents immediately about the daughter's lies. We only talked to them about the problem of cutting themselves. Which was characterized as a demonstrative thing, because even the doctor stated that such injuries that she inflicted on herself could never have resulted in suicide. The parents responded by saying that they would arrange some psychotherapeutic help for her. We put it off for the time being because we felt that the solution was passing down to the family. When, in fact, should it be so in the first place. That family should deal with this. We focused on that class because we wanted that class to give her another chance. It finally worked out. They let her go after we talked to them. At this point, we took it as a settled situation. However, time went on and as the months progressed, the student came to know that she was seriously ill, that she had just had a miscarriage after she became pregnant with her classmate. She came up with the fact that he forced her to do it, she can't go to school and she can't even go back to her parents. So he doesn't know what to do. We understood that the solution had to be more long-term. So we called the parents again and now we didn't hide anything from the parents and we also told them how the student was performing in class. They were honestly surprised and had no idea that he was telling everyone such stories. We decided to create such an educational group. The educational group consisted of me, a prevention methodologist, a class teacher and a student. As part of the educational group, we tried to explain why she does it that way and if it is necessary and what would help her so that she doesn't have to do it anymore. It became clear in the group that she does not go to any psychotherapy because she refuses it herself, even though she told us that it was her parents' fault for preventing her from going there. It was obvious that after a very long time the parents had talked with the student and that the neutral space of the school helped them. We repeated this group several more times. It really took off.\n\nOutcome:\nImmediately after starting the educational group, there was a noticeable improvement. The student did not make up any more lies, but it was difficult for her to return to her original class. The student began attending therapy and became aware of the consequences of her behavior. I don't know if it's a good ending, but it is for me because she decided to transfer to another school and start over with a different class and a clean slate. Of course, all this with the fact that he will continue in psychotherapy. I spoke with my parents recently and they confirmed that everything is working perfectly. She says she is doing well at the second school, attends therapy and is now aware of her problem, and that she is no longer lying there.\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník SŠ (gymnázium)\nHobbies: Četba, výroba dortů, brigáda v cukrárně\nDiagnoses: Anorexie,Sebepoškozování\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Selfdestructive behaviour\nSolutions Applied: Support, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1084", "student_age_year": "16 let, 2. ročník SŠ (gymnázium)", "student_hobbies": "Četba, výroba dortů, brigáda v cukrárně", "student_diagnoses": "Anorexie,Sebepoškozování", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., ČJ a NJ", "teacher_practice_years": "19", "problems_annotated": "Lying and cheating, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/72", "content": "TEACHING CASE STUDY\n\nBackground:\nteach English at a private high school. One of my classes is composed only of foreigners from rich families. This is a graduating class, so the students are almost all of legal age and often live alone, without their parents. Some students have parents outside the Czech Republic and it is almost impossible for me to communicate with these parents. Students in this class have very little motivation to be actively involved in class and 'boycott' most of the work. Outside of school, they are used to always getting what they want and very often they don't have to do anything for it. For a long time, I struggled with the problem that I can't get students to work even when it comes to preparing for graduation and their future. They feel that their future is secured thanks to the family property. One student in particular makes his distaste for work blatant and causes disruption for the entire class as the rest of the class often joins in.\n\nSituation (Anamnesis):\nThe student lives alone, his parents are outside the Czech Republic. He is very well off financially, attends a private high school and feels that there is no need to put in any effort at all to successfully graduate from school. He disrupts the lessons by boycotting all the activities that I prepare and often brings other classmates down with his inappropriate example. It is very difficult for me to learn the lesson to the end.\n\nTeacher Intervention (Solution):\nThe student completely ignores my instructions so I give him a high five. He did not react to this and continued to boycott the class. I started threatening him that if this continues, he won't graduate, he will ruin his life - with no response. I gave him extra work at home as a punishment - to which he rudely laughed at me that it wouldn't bring me anything anyway.\n\nOutcome:\nThe student reacted first by ignoring and then by verbal aggression. I didn't help the situation at all, on the contrary, I probably made it worse.\n\nStudent Profile:\nAge/Year: 18\nHobbies: motorky, pc hry\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: (Disciplinary) Punishments, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "72", "student_age_year": "18", "student_hobbies": "motorky, pc hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "2", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/95", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom the first years of school, the young lady expressed herself very loudly and prominently. She always wanted to be the center of attention in the classroom at any cost. She would routinely shout in class, get up and run without permission, or throw things around the class at her classmates. She used to have tantrums where she would bang her head against a desk or wall.\n\nSituation (Anamnesis):\nIn a class of 24 pupils, 12 of them had a learning disability and needed an individual approach. There was a friendly atmosphere in the class. The tension arose when several pupils wanted to be the center of attention because of their disorder, and in such a case the pupil had bouts of unwanted behavior. Both a teacher's assistant and an assistant teacher worked in the class. Pupils were divided into two groups for most of the lessons, which was unusual for the school.\n\nTeacher Intervention (Solution):\nThe school contacted the parents with information about their daughter's behavior and suggested she seek professional help. After consulting the special education teacher with the pupil, the parents visited a psychiatrist, who prescribed the pupil medication for ADHD. The first two drugs did not have the desired results, it was only the third prescribed that took effect. Since then, the pupil regularly visits a psychologist and a psychiatrist, and they all carefully monitor her condition.\n\nOutcome:\nA satisfactory solution took about 4 months, during which time the student took inadequate medication, which made her too sedated. Once the right medication was found, the change was immediately noticeable. The pupil is now focused in class, does not interrupt and is able to work independently.\n\nStudent Profile:\nAge/Year: 11 let, 6.C\nHobbies: Co je zrovna v kurzu\nDiagnoses: ADHD\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "95", "student_age_year": "11 let, 6.C", "student_hobbies": "Co je zrovna v kurzu", "student_diagnoses": "ADHD", "student_disorders": "Rušení výuky", "teacher_approbation": "Anglická jazyk", "teacher_practice_years": "21", "problems_annotated": "Emotional outbursts, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/34", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place at one of the courses that I organize, but already a long time ago. It was already late in the lesson and I started an activity with the students where opinions were to be shared in a circle. The student behaved similarly to the Kuba described above - shouted, disturbed, did not follow instructions. In retrospect, I think he was so tired and it was such a late activity that was very demanding for him and that's why he acted the way he did.\n\nSituation (Anamnesis):\nBoy, 11 years old, 5th grade, diagnosed with severe ADHD. Typical symptoms of ADHD - he is impulsive, hyperactive, often shouts and runs around.\n\nTeacher Intervention (Solution):\nAt that moment, I asked myself to be strict with him, and I couldn't objectively look at his current capacity to see if he could handle those classmates. So when he was disruptive and restless, I told him “Enough, that's enough.\n\nOutcome:\nIn the end, it didn't turn out too bad, we finished the activity, but I think that if I had chosen another activity that was more respectful of the possibilities in the group, I wouldn't have to guard the boundaries in that class and behave more supportively. Immediately after my shout, he withdrew a bit, but was restless until the end of the activity.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: otevřená otázka\tSport, hudba\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "34", "student_age_year": "11 let, 5. třída", "student_hobbies": "otevřená otázka\tSport, hudba", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Magisterské, psychologie", "teacher_practice_years": "6", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1107", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the citizenship education lesson during September, we focused on the topic of man and the world of work - choosing a profession. During the introductory activity, the pupil did not participate, he devoted himself to his own activities, drawing in a notebook, poking a pencil in his own pencil case. The others dealt with various aspects – the working environment, the tools used, the work team, the necessary education, social prestige, financial evaluation, etc. As usual, the student ignored the activity and given that he did not disturb the work of others, I could leave him alone. In the next part, we worked in groups. We divided several occupations and worked out the details in groups, looking for strengths and weaknesses, advantages and disadvantages, followed by a presentation of the results of the group's work. There was also a soldier in the profession menu, no group chose it. The student joined in the course of the work, took the materials for the profession of a professional soldier and began to work, basically on his own. My experience is that he reacts negatively if he is pushed into something. If he starts on his own, he can be gradually motivated and guided. In the course of the lesson, the atmosphere changed, the student began to act very actively, and he also added the mediated personal experience of a family member from the life of a professional soldier. During the feedback, the student evaluated his work positively, he was happy with it, and he also received positive feedback during the peer evaluation.\n\nSituation (Anamnesis):\nAn intelligent boy with disproportionately poor academic results that are completely out of line with his abilities. Weakened moral-free qualities, absence of internal and external motivation. Introverted, with a strong need to fit into a team. He joined the current team in the 5th grade, had trouble fitting in, chose methods that were difficult to accept - indiscipline, disruption, ignoring. The collective of the class received him rather tepidly, sometimes they laugh at the situations that have arisen, but more often they express dissatisfaction. In my opinion, the pupil does not feel well in the classroom, last year we also dealt with truancy. We found no signs of bullying or any other cause, according to his statement he simply did not want to go to school, so he tried not to go. From my experience, it follows that the pressure on the student must be exerted very lightly and carefully, he reacts to any restrictions with a counterattack. It is very difficult to balance on a border that would be tolerable for the student and at the same time I would not evaluate it as a pedagogical failure.\n\nTeacher Intervention (Solution):\nAt the outset, I would like to emphasize that I am aware of the fact that it is the teacher's task to motivate the student to work and get him excited about working in the given subject, on a specific task. Of course, the calmness of the hour associated with the zero activity of a specific individual is not a win. However, it is sometimes very difficult to involve everyone, so it happens to me that in the case of group work and its subsequent presentation in front of the class, some do not cooperate to a lesser or greater extent. It should not be enough that they are quiet and at least do not disturb the work of others. My experience with this student is that if he is uncomfortable, he is able to disrupt the course so much that it is not easy to finish the class with honor. Most teachers find themselves in such a situation, which is evidenced by the frequency of entries in the student book. In this lesson, I managed to non-violently involve the student in the course of the lesson and make him work concentrated. If I were to analyze the situation, I have to admit a large role of chance and happy coincidence. He was interested in a specific topic - the work of a professional soldier. He obviously has a very positive attachment to his family member, a professional soldier, so he was comfortable talking about the work of a soldier in front of others. I don't know his family circumstances, he doesn't say anything about his parents or extended family, which is quite common at his age. So the element of chance played a role here, not my good preparation for class. What I could consider my contribution, however, is an initially restrained approach and not forcing the student to be active. I also gave him the opportunity to work independently according to his wishes, even though the activity was primarily intended as a group activity. Due to his intelligence and abilities, he was able to process all the tasks of the given group in some form by himself and then present them. I also consider positive feedback during self-assessment and positive peer assessment to be valuable. In the case of this student it is a very unique experience, he tends to lower his performance, sometimes in fun, but in general his own self-esteem is very low.\n\nOutcome:\nwas pleased with the completely different result at the end of the lesson, because during the work, approximately during the first third, I perceived that the student did not enjoy the activity, he was not interested in the topic, he was not interested in group work. If I could be honest, I would have to admit that I was basically satisfied with the idea that the student would ignore our work, not get involved, but not disturb us. From about the second third, the pupil got involved and the atmosphere in the class subsequently changed. It was very beneficial, my classmates and I enjoyed a pleasant feeling of belonging. After this experience, I thought about the possibility that I could try to motivate the student to be active in most classes, because his involvement has a great influence on the atmosphere in the classroom. The first and most important factor seems to me to be a non-violent approach, absolutely no pressure, no insistence, no coercion. However, I am aware of my exclusive position as a teacher of citizenship education, in mathematics, languages or science subjects, the teacher must choose a somewhat more restrictive approach if he is to teach the pupil at least the basics.\n\nStudent Profile:\nAge/Year: 14 ,5 roku, 9.ročník\nHobbies: Populární kultura, hudba, filmy a seriály\nDisorders: Nesoustředěnost,Absence,Neuposlechnutí,Porušování pravidel\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1107", "student_age_year": "14 ,5 roku, 9.ročník", "student_hobbies": "Populární kultura, hudba, filmy a seriály", "student_diagnoses": "", "student_disorders": "Nesoustředěnost,Absence,Neuposlechnutí,Porušování pravidel", "teacher_approbation": "Učitelství všeobecně vzdělávacích předmětů 5.-12. ČJ/ON a metodik prevence a výchovný poradce (specializační studium výchovného poradenství)", "teacher_practice_years": "32", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/449", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka is a little girl, thanks to whom I got an internship at an elementary school, where she started attending. She suffers from a mild mental disability, which is why I was assigned as her assistant. Overall, the health impairments manifest themselves mainly in the area of attention and work capacity, therefore as an assistant I have to be constantly available to her, help her with everything, maintain her attention and support her. The situation I am about to describe happened about half a year ago, but I remember it vividly as if it happened yesterday. I guess it was Tuesday, the pupil seemed perfectly fine from the morning and everything went on like any other day. However, in the third lesson (Czech language lesson), she suddenly started behaving differently, stopped working, defied me, got angry and shouted at the whole class. She had a kind of seizure that couldn't be stopped. In addition, there was a complication that her little classmates (6-8 years old), with whom she studies in a mixed class, started to fear her, and I had to solve this situation somehow.\n\nSituation (Anamnesis):\nFamily anamnesis: Žačka lives with both parents in a complete family. He has an older brother who has a speech impediment after a cleft palate and his intellectual level is in the lower range of mild intellectual disability. Both parents are very devoted to their children, they come up with different activities for them and they like to spend time together, especially outdoors. Class anamnesis: The student fits into the class like other children, her classmates like her and like to play together during breaks. Sometimes a situation also arises when a student wants to be alone and therefore has a small computer room reserved for herself right next to the classroom, so that she and her assistant can escape from the outside world and not have another seizure.\n\nTeacher Intervention (Solution):\nAs a special education student, I remembered from college that this behavior should be best dealt with by calming the student down and removing him from the classroom. So I tried to calm the student down and asked her if we would go for a walk. Unfortunately, the student didn't want to communicate with me at all, she started to get angrier and angrier, and you could see from her classmates that they were a little afraid of her. So I asked the teacher if she could take the whole class and take them to the corridor, because that's the only way the student might calm down a little. So the teacher took the whole class to the corridor, and since the pupil's mother works in a kindergarten in the same building, I asked her if she could come to see the pupil. So mom came and, of course, helped her the most out of all of us, as a mother. After calming down, the student began to realize what was happening and began to cry. So I let her cry and we talked for about another 20 minutes about what happened.\n\nOutcome:\nIn the second half of the day, no one even remembered what happened in the third hour and everything went on as if nothing had happened. Immediately after the incident, when the student's behavior returned to normal, all the children returned to the classroom and classes continued. Overall, however, the pupil's behavior is understandable given her diagnosis, and it would probably not be entirely correct to blame her too much. Here it was mainly about calming her down in the right way, not putting her in an even worse situation, and at the same time explaining the situation to the other children so that they are not afraid and understand the pupil.\n\nStudent Profile:\nAge/Year: 11 let, 4. ročník\nHobbies: Hra s domácími mazlíčky  psi), vaření\nDiagnoses: Lehké mentální postižení\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Interview\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "449", "student_age_year": "11 let, 4. ročník", "student_hobbies": "Hra s domácími mazlíčky  psi), vaření", "student_diagnoses": "Lehké mentální postižení", "student_disorders": "", "teacher_approbation": "Bakalářské vzdělání – asistentka pedagoga na ZŠ, nyní dálkově magisterské vzdělávání v oboru speciální pedagogika", "teacher_practice_years": "5 let praxe", "problems_annotated": "Emotional outbursts, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/717", "content": "TEACHING CASE STUDY\n\nBackground:\nenter the classroom. I'm preparing myself for what lies ahead. This class is generally considered the worst class in the school, and rightfully so. There are usually one to two problem kids in a class, but there are many more in this class. Almost half of the class has problems with discipline. The biggest difficulties are with the pupil, whom I will call the pupil. The student is constantly interrupting. He annoys and shouts every hour. He talks when he is not supposed to talk and only rarely talks about the topic we are learning about. Other children are inspired by him, and so disciplinary problems spread through the class like an avalanche. I'm going to class. Let's say hello. As soon as the student sits down, he talks to a classmate, and it becomes clear to me that even today's class will not be without problems. Even before I start explaining, I tell the students to open their student books and write down that they should bring three hundred for the field trip. The student immediately responds that it is a lot of money and wants to know why it is so expensive. So I explain to him exactly what is included in the amount they are supposed to bring. When he hears how much the bus trip will cost, he suggests that we travel differently (by train or by bike). I will explain to him with logical arguments why neither option is feasible. He leaves it. I begin with the interpretation. A student from the first bench shouts at a classmate in the back bench. Almost the whole class is listening to what the two are talking about, and even if someone wanted to listen to the explanation, they wouldn't be able to concentrate. And so I scold the student for the first time. I raise my voice and warn him to be careful. He turns towards me, but doesn't last long. I ask the whole class a question and the student deliberately makes up very improbable answers to amuse the class. He's shouting nonsense. Some of the children laugh, some look annoyed. I appeal to him to stop immediately. He defends himself by saying that what he says is not nonsense. I won't discuss with him any further. He shuts up. After a while, he again interrupts my interpretation with his screams. In a raised voice, I announce to him that he has my first little five. He wants to defend himself, but I don't let him talk. I interrupt him, saying that if he doesn't let it go, he will get another five and give me a student book on the table to write him a note. It's quiet for a while. After another interruption, I warn him that if he doesn't let it go, I'll call his father at school. His brother promptly responds by saying that their father doesn't have time. I answer that I didn't ask him anything. We discuss the curriculum. I ask questions. The student gets involved. Sometimes he says nonsense, but he tries to answer as correctly as possible. A final admonition not to swing and the class is finally over.\n\nSituation (Anamnesis):\nThis class is considered the worst class in the school in the minds of all teachers. The benefit could be considered average, but in terms of behavior, this class crosses all boundaries. The audacity of some students is astonishing. There are a total of 18 children in the class. Boys predominate. Specifically, ten boys and eight girls attend the class. More than half of the boys have disciplinary problems. The rules of polite behavior do not work at all in the classroom. Pupils scold each other (even in class), shout at each other, mock each other with their answers to the teacher's questions. They often completely ignore the teacher's commands. They show their indifference and carelessness. They also show their lack of interest in the subject matter and the teacher's explanation. The student I will focus on is in this very class. The student is one of the rudest students in the class. You could say that he is the absolute rudest of them all. His brother (twin) is in the class with him, and his behavior is not much better. Both boys live in the alternating custody of their father and mother, who have recently divorced. Parents, in an effort to get them on their side, indulge their children in anything they can think of. Which intensifies their feeling that everything has to be their way. The student visited a psychological counseling center with his parents, but without major results. The student is constantly interrupting. He still needs to scream. He is constantly showing off and trying to draw attention to himself. He wants to be interesting and likes when others laugh at what he did or said.\n\nTeacher Intervention (Solution):\nThe first admonition of the student in this class is as follows: I raise my voice and warn him to pay attention. His immediate reaction marks a certain success as he turns and at least pretends to be paying attention. Unfortunately, it won't last long. When I ask questions to the class, the student deliberately makes up very improbable answers to amuse the class. I appeal to him to stop immediately. He tries to defend himself. Finally he gives up and shuts up. After a while, he again interrupts my interpretation with his screams. In a raised voice, I announce to him that he has my first little five. He wants to defend himself, but I don't let him talk. I cut him off by saying that if he doesn't let it go, he'll get another high five. It's quiet for a while. After another interruption, I threaten to call his father at school. His brother promptly responds by saying that his father doesn't have time. I answer that I didn't ask him anything.\n\nOutcome:\nThe solution to the disciple's discipline is always only momentary. His interruptions are repeated regularly. After the admonishment, she is quiet for a while, but then she starts again. The described situation is repeated practically every hour with only minor variations, which depend on the student's current mood and the specific situation that will arise during the lesson. No teacher knows how to deal with a disobedient student. The school psychologist also did not resolve the situation, and no diagnosis was confirmed in the psychological consultation.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: počítačové hry, trávení času s kamarády, hokej\nDisorders: Rušení výuky,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "717", "student_age_year": "15 let, 9. ročník", "student_hobbies": "počítačové hry, trávení času s kamarády, hokej", "student_diagnoses": "", "student_disorders": "Rušení výuky,Disrespekt", "teacher_approbation": "Magisterský titul (Mgr.), aprobace český jazyk, dějepis", "teacher_practice_years": "11", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/911", "content": "TEACHING CASE STUDY\n\nBackground:\nhad one student in physical education who did not have a good relationship with this subject. He was apologizing, dialing, he was afraid to participate in activities, he made excuses that he didn't have clothes on, he 'faked' that he was in pain so that he wouldn't have to participate in physical education. He had a feeling that others would laugh at him if something went wrong. It was necessary to choose some methods and procedures that would be suitable for the positive motivation of the pupil. I wanted him to at least get involved, I didn't ask him to do any big feats, but to at least try and not be afraid to try.\n\nSituation (Anamnesis):\nThe student was unskilled, he did not have sufficient gaming skills, it was taboo for him. His physique was not bad, but various ball games, for example, caused him problems. He did not feel well in team games, there was a threat that he would do something in physical education lessons so that he would not have to participate. But I didn't teach the student geography, so I can't say if he behaved similarly in non-sports subjects.\n\nTeacher Intervention (Solution):\nOf course, I wasn't able to make this student a top sports representative, that wasn't even my goal, but I tried to talk to him a lot, to recommend suitable solutions acceptable to both parties. I didn't want to force him to do anything against his will, so that he doesn't develop an even greater aversion to sports activities. I praised him when I saw small steps that led to improvement. I tried to give him individual attention as much as possible, I recommended simple exercises for him to learn to throw or hit better, for example.\n\nOutcome:\nSo the result was not immediately visible, no, it took time. The student gradually acquired a positive attitude towards sports activities. After a few hours of physical education, he stopped making excuses, apologizing, avoiding the activities I assigned to the class. He began to participate more voluntarily in sports games and in various other physical activities.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník ZŠ\nHobbies: Vojenství, zájem o válečnou historii\nDisorders: Vyhýbání se škole,Neposlušnost,Lhaní,Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "911", "student_age_year": "15 let, 9. ročník ZŠ", "student_hobbies": "Vojenství, zájem o válečnou historii", "student_diagnoses": "", "student_disorders": "Vyhýbání se škole,Neposlušnost,Lhaní,Emočn�� labilita", "teacher_approbation": "Mgr., tělesná výchova, zeměpis", "teacher_practice_years": "35", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1150", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was that when I had the children in the first grade, now they are in the third grade, so two years ago, we dealt with this little boy throwing himself at the other boys every break. It may sound trite, but there were situations when they were, for example, on the carpet or at the table, and the little boy was able to reach and grab someone almost to the point of pinching or hurting, or perhaps when there was a line for lunch or there was a relay race, that someone was running from the edge of the place to write something on the blackboard, so the same thing happened there, he rushed at them. Of course they didn't like it - it hurt them - but he had it in him somehow naturally, how to say, that energy or that taste. And it actually took him a long time, let's say the whole first grade.\n\nSituation (Anamnesis):\nThe boy was very playful, perceptive, smart.\n\nTeacher Intervention (Solution):\nThe solution consisted in conversations both privately with the little boy and with the students in the class, conversations on the level of emotions, because he often said that he was seized with anger - ie. What bothers him, what's going on. It's about everyday work and communication. It is very important, because without it, the children would take it personally and begin to see him as an aggressor. He did it more out of joy or playfulness, because he wanted to play with the children. Problems also arose when he threw himself at someone, the other didn't understand it and returned it to him.\n\nOutcome:\nThe result was that the behavior became muted in the core collective of his class, so that it did not carry over to other classes. It was several months of continuous work, but the little boy understood why he shouldn't do it and the other children understood what the little boy meant.\n\nStudent Profile:\nAge/Year: 1. Třída, 7 let\nHobbies: Vesmír, věda, fyzika, badaleství\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1150", "student_age_year": "1. Třída, 7 let", "student_hobbies": "Vesmír, věda, fyzika, badaleství", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Angličtina", "teacher_practice_years": "3", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/909", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student likes ball games, yet during a dodge ball game, a situation arose where he deliberately does not follow the rules, spoils the game and provokes his classmates. The result is a general conflict leading up to physical fights with the pupil, to which his classmates are provoked. Descriptive data on the case report ++ Pupil age and year: 3rd grade pupil, 9 years old Pupil gender (check female / male Pupil lives (check with both parents / only with mother / only with father / in alternating care / with another family member / in the care of step-parents The problem behavior is repeated (tick) and, if applicable, state how often: yes - irregularly, approx. 1-2 times a week / no Behavioral disorders (lying, cheating, nothing) Confirmed diagnosis of the pupil/s, e.g. (ADHD, psychiatric diagnosis. ..also ADHD Pupil's benefit - subjective view: below average - average - above average Pupil's interests (sport - ball games\n\nSituation (Anamnesis):\nThe student is a slim, lively child, he quickly gets excited about something, but at the same time, interest quickly declines. Frequent conflict behavior that causes unpopularity with classmates.\n\nTeacher Intervention (Solution):\nWhile the others continued to play independently, I took the student aside to discuss his behavior. It turns out that the student behaves this way mainly because he wants to draw attention to himself, to win his place among his peers. The pupil has been diagnosed with ADHD, is medicated and the other classmates were instructed by his class teacher to tolerate his non-standard behavior because 'it is actually a disease for which he takes medicine'. The student feels slightly humiliated by this situation, and his classmates, on the other hand, are tired of constantly tolerating something that another boy would not forgive if he did not treat them that way. The sports game then offers the opportunity to vent the accumulated tension on both sides. We discussed with the student whether he wants to play ball games with his classmates at all, and if so, he has to follow certain rules and cannot constantly rely on being excused for his ADHD diagnosis, because as a result, no one wants to be on the team with him. So he has to consider what is his priority. His classmates were also interviewed in a similar vein: It's okay that they try to take into account that the student is not always in control of his behavior, but everything has its limits, and even the student must follow them. At the same time, they too should treat him as an equal partner, without prejudice - not to show him their disdain in advance and, on the contrary, appreciate when, despite his behavioral handicap, he tries to behave in such a way that the game runs smoothly, according to the rules and for the fun of everyone those involved.\n\nOutcome:\nAfter the boys and I talked about everything, they played dodgeball with gusto - they cooperated with each other, followed the rules and played fair. As this lesson was the last one before the Christmas holidays, it was a nice reward for me when the students gave me a PF they made together for the new year at the first meeting after the new year. Of course, even during the rest of the school year, they took place on the part of the pupil, or his classmates, similar situations, so the solution is short-term, which must be repeated.\n\nStudent Profile:\nAge/Year: žák 3. ročníku, 9let\nHobbies: sport – míčové hry\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Violation of classroom/school rules\nSolutions Applied: Working with the collective, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "909", "student_age_year": "žák 3. ročníku, 9let", "student_hobbies": "sport – míčové hry", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "?", "teacher_practice_years": "10", "problems_annotated": "Diagnosis, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1074", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student calmly had a snack during the break. As he did a lot of weight training, he had a very specific diet (proteins, vegetables) and pikao. Another student started digging into his food and squeezed out his entire pikao with a punch. He then started throwing his bread around the classroom. The first student didn't like it and took the food back for him. The second student then began to use racist slurs at the first student. The first student got angry, pushed the bench away and punched the second student in the eye. Nobody noticed anything. Nor any teacher in the classroom. Both pupils and the whole class hid the whole situation and at the same time did not act suspiciously. The next day, however, an email arrived from the mother of the second pupil with photos and allegations of physical assault. The area around the eye was all red. At the same time, the second pupil was wearing thick glasses and after a visit to the doctor it was stated that he might have almost lost his sight.\n\nSituation (Anamnesis):\nFirst pupil - 15 years old, Ukrainian student, often problematic, provocateur. The second student - 14 years old, Vietnamese student, very active in sports (weight training), likes his space and peace.\n\nTeacher Intervention (Solution):\nI, as a class teacher, together with the prevention methodologist, wrote down the statements of the witnesses and the first pupil, but not the second pupil. It was before the end of the school year and the other pupil stopped going to school. After 14 days, the principal invited the parents of both children to the school. The mother of the first pupil came with her daughter, who could speak Czech better, and the mother of the second pupil came with a lady from the organization Podaných roku. The first pupil did not tell his mother the full story and she felt embarrassed for him. The result was a principal's reprimand for the first pupil and a class teacher's reprimand for the second pupil. Due to the circumstances, the first pupil never came for the reprimand and it was handed over to the mother. The second student got it, but not in front of the whole class, as was always done for the educational effect. The class also had their entire class trip cancelled. The first pupil wanted to make a sacrifice that the class should go without him, but the principal decided that the class would not go anywhere anyway. The class accepted it with reason when they found out that this conflict could have legal ramifications, since both students were around 15 years old. However, the class was very angry with the other student, there were also comments such as that he did not wish to meet them.\n\nOutcome:\nWith the permission of both parents, contacts were exchanged between the parents through the school and they further resolved the situation personally. Since the conflict happened 2-3 weeks before the end of the school year and the second student never came to school (his mother came to get his report card), the conflict did not have any long-term consequences and was not closed within the school as I would have liked. She was not informed about other legal solutions outside the school.\n\nStudent Profile:\nAge/Year: 15, 9. ročník\nHobbies: Počítačové hry\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Consequences, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1074", "student_age_year": "15, 9. ročník", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., Aj", "teacher_practice_years": "7", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/842", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher started the lesson and began to pay attention to the boy individually. The boy responded by screaming, rolling on the bench. Subsequently, the boy ran out of the classroom, rolling down the stairs and down the hall. All the arrangement did not work. The etopedist who was summoned managed to get the boy into her study, where the wailing, rolling on the floor and a whole range of manipulative processes continued, kneeling with clasped hands and calling on God for help, attacks on furniture, doors, all accompanied by unimaginable screaming, thrashing naked, urinating outside the bowl, taking a shower, destroying tools and notebooks.\n\nSituation (Anamnesis):\nThe class is made up of pupils with behavioral problems, the school is mainly specialized for these pupils. There is a boarding school next to the school.\n\nTeacher Intervention (Solution):\nThe boy was inappropriately assigned to the 1st speech therapy class despite the mother's warning to the pediatrician about certain peculiarities in the boy's behavior. The pediatrician explained everything with a severe speech impediment. The examination at the SPC for children with ASD only took place during the 1st year of school attendance. In the speech therapy primary school, the boy was not able to adapt even to work with a speech therapist. The speech therapy primary school does not have staff to work with children with ASD, so the school often chose to take the boy to the home environment (parents, grandparents) -\n\nOutcome:\ncan see in retrospect that the late diagnosis of ASD allowed the boy to acquire manipulative behaviors that made him avoid schoolwork. This was followed by work with the extended family to set boundaries, a daily routine including the principles of proper nutrition. Cooperation with the extended family was established. A uniform approach to situations was established, a kind but consistent approach to the daily routine, boarding during the working week, close cooperation between teachers, etopedists, educators, SPC. Psychotherapy was recommended to the parents, which they completed. At present, the boy is managing his boarding school stay, participating in all activities. The frequency of use of an etopedic does not deviate from the average of the needs of other children. The family environment has improved, the boy goes to camps, he can be alone with a friend. He has insight - he can describe his actions and realizes that his previous actions were manipulation and is glad that he is now in control of his behavior.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Plánování složitých dopravních křižovatek a dopravních uzlů\nDiagnoses: PAS – porucha autistického spektra,Logopedické vady\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Transfer of student, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "842", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Plánování složitých dopravních křižovatek a dopravních uzlů", "student_diagnoses": "PAS – porucha autistického spektra,Logopedické vady", "student_disorders": "", "teacher_approbation": "Speciální pedagog - etoped", "teacher_practice_years": "39", "problems_annotated": "Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/83", "content": "TEACHING CASE STUDY\n\nBackground:\nThe unpleasant behavior was limited exclusively to our hours together. His classmates and my colleagues confirmed to me that in other classes he behaved completely normally. Despite my efforts to resolve the situation, the behavior escalated over the course of one semester. It was actually a never-ending series of unpleasant situations and small conflicts. During the interpretation he made \"monkeys\n\nSituation (Anamnesis):\nThe student was a bit of a rebel, but smart. He repeated the second year, because two years before, before the end of his sophomore year, he decided to transfer from his matriculation major to teaching. A year later, however, he decided that he wanted to return to his original matriculation field. For that reason he “lost\n\nTeacher Intervention (Solution):\nAt first I reprimanded him. When that didn't help, I tried to ignore his disruptive behavior. You could see that he was bothered by my lack of interest. He suddenly began to look serious, to report and to be interested in the material being discussed. But it never lasted long. I tried to talk to him a few times after class and find out what was bothering him. I didn't get an answer, but he apologized to me every time and promised that he would behave properly. But by the next hour, everything was forgotten. Once we even tried to switch roles in class. He went in front of the blackboard and tried to teach the class something. He was quite good at it. I sat in his place and started imitating his disruptive behavior. It was obvious that he was uncomfortable. He cooperated for the rest of the hour, but then everything went back to normal. During the entire autumn, I tried to solve the student's behavior in meetings or with the guidance counselor, but it did not have much effect. Sometime just before Christmas, the pupil was with one other classmate outside the school. By the next lesson, I brought them an excerpt from the school rules and pinned it on the bulletin board for everyone to see. When they entered the classroom, I drew their attention to what I had brought, which the student often responded by saying: \"I'm going to smell that paper.\n\nOutcome:\nTwo weeks after Christmas, everything started to go back to normal. Again, direct provocation in class, disturbing classmates, non-cooperation. Finally, based on repeated suggestions from my side, the management convened a committee. She decided on conditional exclusion. For the student, this meant that he was allowed to continue to participate in the lessons, but if he committed a single offense, he would be immediately expelled from the school. The student left alone that week. I think he realized that he wouldn't be able to make it through the rest of the school year without problems and that he would have better prospects at a new school without a record of being kicked out of another school. The class and I were immensely relieved. Looking back, I would have done the same. Maybe I would call the committee a little earlier.\n\nStudent Profile:\nAge/Year: 17-18 let, druhý ročník SŠ\nHobbies: Už si nevzpomíná\nDisorders: Provokace,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts, Warning\nImplications: Failure, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "83", "student_age_year": "17-18 let, druhý ročník SŠ", "student_hobbies": "Už si nevzpomíná", "student_diagnoses": "", "student_disorders": "Provokace,Rušení výuky", "teacher_approbation": "VŠ (obor Cestovní ruch) + pedagogické minimum", "teacher_practice_years": "7", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure, Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/677", "content": "TEACHING CASE STUDY\n\nBackground:\nhave been working as a teacher's assistant for the third year already. I was asked if I could substitute one lesson in a class in which I was not teaching or teaching. I had to substitute one lesson of natural history. I only had a bachelor's degree, I was completing my master's while working at the time, but the substituted class was in my field of study - natural history. When I wanted to start teaching, the class was very wild, downright unmanageable. The students started telling me that I had no right to teach them, that I was a teacher's assistant after all, that I had no approval and that therefore I could not teach them. There was a boy in the class who provoked the class to be more aggressive and make other allusions to me. This entire rebellion against me was primarily led by him, the other students willingly joined in. However, those who did not agree with the actions of their classmates did not dare to stand up for me. These were rude and obscene insinuations, disparagement and questioning of my authority. This whole situation was escalating. I couldn't teach in that class at all. The class was totally uncooperative. The boy was disrupting the whole class in such a bullying way. He was very rude, refused to cooperate with what I was trying to teach in class. I was in a difficult position because, as a substitute, I didn't know anyone's name. Although the meeting schedule was written with the names of the students as an aid for the teacher, I could not use it, because the students exchanged places with each other. So when I tried to grasp the situation somehow, I didn't know who was who. When the lesson ended, I went to the office to calm down, then I dealt with the situation with the class teacher.\n\nSituation (Anamnesis):\nSeveral teachers had a problem with this class, they said that they did not learn well in this class. The boy was a very prominent personality in the class. Both physically very strong and tall, he also drew a lot of attention to himself in class, interrupted and drew attention to himself. A group of boys formed around him. The boy came from a family where his father was also very expressive and his mother was quiet. The teacher claims that when they spoke to the boy's parents, the father had a very authoritative effect on them. His parents made great demands on their children and had great academic and work ambitions. The boy had already led the class in bullying someone weaker or less popular. When the school tried to prevent bullying in the classroom, they also spoke to the boy's parents, but they did not want to cooperate with the school, even confirming the boy's actions. Father said that he was like that too and that it was perfectly natural that he would grow out of it naturally. And the parents made light of the whole situation.\n\nTeacher Intervention (Solution):\nDuring the lesson, the assistant was unable to resolve the situation in any way. She didn't know how to quiet the class and how to take the situation into her own hands. The assistant solved the situation with the class teacher of this class, with the school management and with the bullying prevention methodologist. They also talked to all the parents. Solving the situation was made difficult by the fact that the assistant did not know the students by name, so she could say who was actively disrupting the lesson. However, she was able to determine from the photos who was the main actor and who worked with him further. The pupils were reprimanded by the teacher. However, many parents stood up for their children, because the children explained the situation to them in a different way and that the teacher's admonition is inadequate in this situation. Some parents came to solve the situation personally with great anger that their children were wronged by the teachers. For example, one mother came already in a fighting position, she also communicated with her body language as a means of power, threw her purse on the table in front of the director, the prevention methodologist and the assistant and acted as if she was the boss of the whole situation and that everyone else was handling the situation badly. However, the school management decided that the teacher's reprimand was adequate. The boy's parents refused to cooperate both in this situation and in other situations where bullying was dealt with in the classroom.\n\nOutcome:\nThe school management agreed that the students would be reprimanded by the teacher. The class also participated in many anti-bullying programs. Assistant - although she continued to work as a teacher, she did not teach this class in the future. As the pupils grew and matured, their shift was noticeable and they stopped being bullied by weaker classmates. At the end of the ninth grade, the assistant (as a teacher already) came to apologize to everyone who had been very rude in class and disrupted the entire lesson. A boy came and stirred up the situation. They apologized to the assistant, explaining that they were immature at the time and were sorry for their actions.\n\nStudent Profile:\nAge/Year: 7. třída, 12 let\nHobbies: Učitelka nevěděla\nDiagnoses: ADHD\nDisorders: Šikana,Manipulace,Nespolupráce,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "677", "student_age_year": "7. třída, 12 let", "student_hobbies": "Učitelka nevěděla", "student_diagnoses": "ADHD", "student_disorders": "Šikana,Manipulace,Nespolupráce,Vulgární vyjadřování", "teacher_approbation": "Vysokoškolské pedagogické (Mgr.)", "teacher_practice_years": "6 (+ 3 roky jako asistent)", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1138", "content": "TEACHING CASE STUDY\n\nBackground:\nIn a fit of rage, the student threw scissors at a classmate and injured his head. The trigger was classically, for example, a note, a bad mood. He injured the student and fled to the boys' toilets. It also happened once that a disciple was reprimanded and hit the paneling with his hand and broke his arm. Sometimes the affect started immediately or gradually, he received a note and was calm, he commented and, for example, after half an hour he got into an affect.\n\nSituation (Anamnesis):\nBehavioral disorder, the student was medicated, he had to take pills every morning, the parents did not supervise it enough. He took his pills every morning under the supervision of a worker. The trigger of the behavior could be a failure, a note, a bad mood, banality, conflict in the family, unfulfilled homework. The student had an individual approach, if he did not want to work, he was put to rest, or put to rest in a room designated for that, where he remained, so that his aggressive behavior did not escalate. Very strong affects, for example he threw scissors. After the affective phase, the depressive phase began, when the student felt self-pity, thought about what he had done, but blamed others, began to hurt himself, and a procedure was given to solve these situations, possibly prevention. The harming took place in such a way that the pupil banged his head on the door, on furs, beat the walls with his hands... Outside the school, this behavior manifested itself at the level of behavior towards other residents, people in public, harming animals. The problem was that his father dealt with his indiscipline, which was manifested even at home by beating his son, on a large scale, the son was very afraid of his father.\n\nTeacher Intervention (Solution):\nAfter escaping to the boys' toilets, the pupil was under the supervision of 4 teachers. As per prescribed procedure, an ambulance and medical attention were called and he was taken to hospital where he was given medication and sedated. Parents were informed about everything, the methodical and legal procedure was followed. The only option was medication in the form of pills and preventing these situations. If the student missed out, it showed in the behavior. The student also visited a psychologist, an IEP was established, and weekly evaluations. The authorized workers were the director, a class teacher, a prevention worker and an educational advisor. In the case of affection, parents were always called.\n\nOutcome:\nDuring interrogations, the student communicated quite calmly if he was reassured. He knew his behavior was wrong, he regretted it. In the case of mood swings, he perceived the teachers' behavior as a grievance, obligations, etc. Every teacher was familiar with this problem, so that something would not happen, for example, with a colleague, and by the fact that another teacher would ask the student for a job, he would end up in a conflict situation. The solution was very fluctuating, the improvement in the long-term scale was not noticeable.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Bez zájmů\nDiagnoses: Porucha chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Violation of classroom/school rules\nSolutions Applied: Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1138", "student_age_year": "14 let, 8. třída", "student_hobbies": "Bez zájmů", "student_diagnoses": "Porucha chování", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "18", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1112", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent who comes from a relatively normal, let's say standard functioning family. In class, he behaves relatively calmly most of the time, he can complete the assigned task if someone assists him, he thinks about things, tries, reports. There are occasional problems with it, but never anything that can't be solved. He has an assistant with him who keeps him more focused, pays attention to him, helps him with tasks that he is not good enough for. Due to his ADHD diagnosis, he behaves but unfortunately in a distracted manner, if the exercise is too long, he stops enjoying it and it is difficult to bring him back to focus. Once in English class, he got angry because he couldn't figure out the secret in the crossword puzzle, the assistant was not at school at the moment and the teacher was busy with another classmate. Out of nowhere he took scissors and started to demonstrate cutting his fellow student's hair with them, she turned to him out of nowhere and he cut her lightly in his hand. Of course it became a huge mess because everyone was scared what was going on when they saw a slight scratch and blood and he was scared but didn't really understand what he did wrong.\n\nSituation (Anamnesis):\nwould say the class is classic, there are smaller groups formed here, but most get along at a class level. He also has his friends here, with whom he spends time even after school.\n\nTeacher Intervention (Solution):\nAfter this happened, all the students started yelling at him and being uncomfortable because of what happened. He got scared and ran to the locker room, where he hid and refused to go back upstairs to the classroom. I went to him and tried to explain to him that what he did was wrong and dangerous, but that it was an accident and luckily nothing serious happened. He refused to go back to class, so I called my mom because I didn't know how to convince him anymore, she came to pick him up and take him home because we agreed that it would be good for him to calm down at home and the next day at the school will take care of it.\n\nOutcome:\nEverything was resolved the next day, when he came to school, brought a classmate chocolate, apologized to her, and we never went back to it. For the first few days, the children didn't mess around with him that much, but that got over them after a while and everything went back to normal. I was a little sorry that I couldn't solve it without the help of my parents, but then I realized that it was probably the best solution for him at that moment.\n\nStudent Profile:\nAge/Year: 8\nHobbies: volný čas s kamarády\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Not attending to teaching/Inattention to teaching\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1112", "student_age_year": "8", "student_hobbies": "volný čas s kamarády", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., Učitelství pro první stupeň", "teacher_practice_years": "18", "problems_annotated": "Diagnosis, Physical aggression, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/437", "content": "TEACHING CASE STUDY\n\nBackground:\nnoticed problems with the student only in the second year at the secondary school where I teach. The first one was fine. She did not particularly stand out in the group, her grades were average, her attendance was also okay. However, in the second year, many cantors, including myself, began to notice significant differences. Since the beginning of the school year, unexcused late arrivals and, in fact, whole unexcused days have started to happen to the student. The student was very often quite distracted and tired in class. After being summoned, she reacted very irritated and even aggressively. It was a big difference compared to the first year, when, with some exceptions, she was a decent, you could say normal student, and at the beginning of the second year, the student was very rude and often unmanageable. It should be added that this behavior happened very rarely, as the student had a really big absence.\n\nSituation (Anamnesis):\nAt the beginning of October, we contacted the student's parents. Mainly because of the high absenteeism, but also because of the increasing inappropriate behavior. The parents also noticed a change in their daughter's behavior, in any case, they were surprised by such high absences. So we found out that the student goes outside the school. The parents promised to talk to their daughter. In the following months, the student's absence decreased, but the inappropriate behavior remained. Another month later, the parents informed us that their daughter confessed to them that she was addicted to meth. The student entered a rehab center. Before the student confided in her parents, at school we dealt with a few dozen thefts of various things from lockers, mostly money or small electronics. The student admitted that she was behind these alienations. Since the student admitted to the things herself and showed considerable effort to return to\n\nTeacher Intervention (Solution):\nIt was very fortunate that the student's situation was caught relatively early. So the student started drug addiction treatment. We agreed on an individual education plan. From the beginning, the student had certain problems related to the treatment and psychological problems that appeared during the treatment. The student was in the hospital for two months, and after her release, we continued with the individual plan for another four months. She returned to full-time study in March.\n\nOutcome:\nThe individual education plan that we implemented with the student was really effective. The student had time for intensive therapy and sessions, which she attended just after leaving the rehab clinic. At the same time, however, she completed all assignments, written assignments and oral examinations took place after an agreement with the professors. It was thanks to this that the student was able to return to the collective of the class after, in my opinion, a short time. She accepted her without any problems, and the student continued her studies without any problems, graduated and went to university.\n\nStudent Profile:\nAge/Year: 17 let, 2. ročník\nHobbies: velký zájem o literaturu, dále                                               pak hudba\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "437", "student_age_year": "17 let, 2. ročník", "student_hobbies": "velký zájem o literaturu, dále                                               pak hudba", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nevhodné chování", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Lying and cheating, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/771", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student transferred to us from another school, the first one was not supposed to attend the class I was supposed to teach. Because I got sophomores that I didn't teach in the first year, so I didn't know them at all. I started getting to know them at the beginning of the year. After the first quarter, a new pupil joined the class, because her mother did not get along with the class teacher when she had her first child. So after a few weeks another student joined us, at first I didn't pay much attention to her because I was chatting with her previous teacher and he told me that she was an average student. We were even discussing the same fabric, so I thought it would catch on just fine. After a few more hours, I noticed that no one was having much fun with the student. She was only there for a while, I thought, it will be alright. For the next few hours, exclusion from the collective began to manifest itself, because everyone sat down from the pupil, even her fellow students sat down from her, and it turned out that no one was sitting within range of the pupil.\n\nSituation (Anamnesis):\nThe class was, I would say, quite problem-free. There were hard-working students, but also slackers. Normal sophomores, except for two personalities in the class. That one time he was a boy, he was very bright, but he also didn't let others answer, he shouted everything and had to be the first in everything. He was not very popular in class, so he spent most of his free time with the teachers rather than with his classmates. And the second one, which could not be clearly identified at first glance, was a pupil. An average student with below-average results, she was very happy to have comments on most of the boy's answers. They were opposites, they didn't like each other at all.\n\nTeacher Intervention (Solution):\nAt first I didn't get into it anymore, then I scolded the student that she shouldn't do this, but nothing helped, she even got a class reprimand for being disruptive and not listening to the teachers. So I went to the class teacher afterwards, she also didn't know what to do with her, she said she had exactly the same problem. Most of the time she just solved the problems between the boy and the student. And she dealt with repeated complaints from the pupil's mother. Somehow together we thought we could take them down together because opposites attract. Well, that wasn't a very good idea. I didn't even talk to the students, I just told them that they are sitting together from today's lesson. The first lessons were very strange because the boy stopped being active and in that case the student had nothing to react to. Everything started working until we had geometry class.\n\nOutcome:\nwould never have thought of such a thing until then, but the truth is that I must have been wrong about this. I let the twins sit together and I should have separated them, that was my mistake. The boy started arguing with the student, so I started warning them to stop, the lesson resulted in an argument between them and after the lesson, when I left, they even hurt each other. The boy jabbed a compass into the pupil's hand. It was an unprecedented scandal at school, the headmistress had to take charge and solve everything. After this incident, many things changed in the classroom, the student did not go to school for a few weeks after the incident. When the two were banned from sitting together, then the clock went back to normal. I noticed that in the following lessons, the student completely isolated herself from the group, did not speak or express herself in any way. I thought that everything was fine, so I didn't deal with anything and didn't pay attention to anything. But the whole situation escalated into something that probably no one really expected, one afternoon after school the student waited for the boy and after an exchange of words she even pulled out a knife on him. Nothing serious happened, the boy ran away, but when we found out about it the next day at school, it was something terrible. A psychologist then went to the school for regular sessions, for the whole class as well as for the boy and the girl.\n\nStudent Profile:\nAge/Year: Nikol\nHobbies: žádné\nDisorders: Nevhodné chování,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Working with the collective, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "771", "student_age_year": "Nikol", "student_hobbies": "žádné", "student_diagnoses": "", "student_disorders": "Nevhodné chování,Odmítání spolupráce", "teacher_approbation": "Magisterské (matematika, fyzika)", "teacher_practice_years": "26", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/645", "content": "TEACHING CASE STUDY\n\nBackground:\nThe incident happened at school, during my supervision during a long break. I smelled intensely the cigarette smoke coming from the boys' toilets. After opening the toilet door, I caught a fifth grader smoking a cigarette. I teach this student, several times I had the feeling that I could smell cigarettes from him.\n\nSituation (Anamnesis):\nThe student attends the fifth grade of elementary school. He is eleven years old. There were never any problems with him during classes. He was always prepared and his results were average. He comes from a good family background. He has both parents and one younger sibling.\n\nTeacher Intervention (Solution):\nI approached the student calmly. She reprimanded him for the inappropriateness of smoking in school premises. I assured him that it was the last time, otherwise I would have to notify my parents. The student explained to me that his parents smoke and that he just wanted to try it.\n\nOutcome:\nIt seems that admonishing the student was enough to prevent the situation from happening again.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: fotbal\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "645", "student_age_year": "11 let, 5. třída", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "15 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/830", "content": "TEACHING CASE STUDY\n\nBackground:\nPupils were assigned group work, tasks were distributed - work in threes. Subsequently, while checking the students - how they cooperate, what language equipment they have, I got to the student's desk and found out that he was not doing anything. So I started to deal with the situation.\n\nSituation (Anamnesis):\nThe class was very diverse in ability, knowledge and ambition. New team, still unformed social ties, friends are not across the class but within smaller groups. She was average in terms of grades and behavior. The problem was the high number of pupils for English language teaching – 27 pupils.\n\nTeacher Intervention (Solution):\nFirst, I asked the student why he was not doing anything. He replied that he did not know what to do. So I said that after explaining the activity I asked if everyone understood the assignment and asked him why he didn't ask. The student then started to be vague, he didn't want to admit that he'd rather be on the phone than to work together, after which I told him that I understand him if he doesn't enjoy the class, but since I also gave him the opportunity to express himself (I always give students space to say what they enjoy/ he doesn't enjoy doing, I also offer the possibility of individual work, different from the rest of the class), so I told him that I would like you to be honest with yourself and with me. If you don't want to be here and do this job, you can go home, I'm not keeping you here. Or I can give you another task. Whereupon he asked me if it would be excused. I replied that of course it wasn't. The student then started working.\n\nOutcome:\nShort-term result - he started to pay attention and cooperate in class. His specific outputs from the given exercises were sufficient. Long-term result - the student began to do what was asked of him. He listened when assigning tasks. However, rare episodes of disinterest did occur.\n\nStudent Profile:\nAge/Year: 16 let, 1.ročník SŠ\nHobbies: Počítačové hry, anime\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "830", "student_age_year": "16 let, 1.ročník SŠ", "student_hobbies": "Počítačové hry, anime", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr", "teacher_practice_years": "3", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1374", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the corridor was as follows: I was in charge when I happened to peek into my class and saw a student fighting with a classmate. I immediately tore them apart. At first glance, it was clear who was the aggressor and who was the victim. She always tried to draw attention to herself, to establish some kind of contact, but she handled it inappropriately.\n\nSituation (Anamnesis):\nThe student had a very problematic family environment. Both parents were addicted to drugs, which also became fatal for them. The student is currently in foster care, where the surrogate mother takes exemplary care of her and cooperates with many teachers to ensure the best conditions for the student's studies. Due to her social background, the student was quite disadvantaged and neglected in her childhood. Arriving at a new school in the sixth grade, he wants to get the attention of others. However, she does it in the least appropriate way, throwing classmates' things in the trash, fighting or being unruly during recess. It brought a kind of rift into the class, as the class itself was quite close-knit, and the female student acts as a disruptive element when she repeatedly calls attention to herself inappropriately.\n\nTeacher Intervention (Solution):\nstarted solving the situation by first taking a classmate into the office, who described to me how the whole situation arose. The student took a classmate's pencil case and threw it in the trash. In this respect, it was nothing unusual, but not every boy liked it... I had to explain to him that after all, boys don't fight with girls and that he should try to solve the situation differently or come straight to me. After that, I took the student aside. I convinced her that this is not done and gradually found out why she behaved this way. This time I dealt with it only by arrangement, but it was not unusual to give notes in her case as well.\n\nOutcome:\nIn the short term, the result was almost zero, as such cases occurred almost every week. However, I tried to listen to her more, I consulted with her \"mother\n\nStudent Profile:\nAge/Year: 12, 7. třída\nHobbies: kreslení, psaní deníků\nDiagnoses: Psychiatrická diagnóza\nDisorders: Disrespekt,Lhaní,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1374", "student_age_year": "12, 7. třída", "student_hobbies": "kreslení, psaní deníků", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Disrespekt,Lhaní,Rušení výuky", "teacher_approbation": "Mgr. (dějepis, zeměpis)", "teacher_practice_years": "12", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1200", "content": "TEACHING CASE STUDY\n\nBackground:\ndon't know when exactly his problematic behavior started, the student rather showed himself gradually. At the beginning of the 1st year, everything was fine. Then came the occasional forgetting of homework and disruptions in class. In the 2nd semester of the 1st year, I even had a problem with his classification, because the average was taken from two subjects: biology and biology exercises. The student didn't bring any protocols to the exercises, so I had to give him an imaginary 5, but he got a 3 in biology, and when I averaged it, he got a final grade of 4. So I couldn't actually give him an insufficient grade for the report card when they were calculated two objects together. We'll see what he comes up with this half term, I hope he gets better.\n\nSituation (Anamnesis):\nThe student is an extroverted boy, he has average results in most subjects. In one subject (biology practice) he even performs below average, not because of lack of knowledge, but because of deliberately not carrying protocols, which are the only way to get any grade in that subject. He likes to have fun with his classmate, with whom he sits on the desk, and precisely because of this, he often does not pay attention or does his own things in class, e.g. in biology class he was finishing his math assignments. Even though he was reprimanded in class, he soon returned to his math assignment.\n\nTeacher Intervention (Solution):\nAs a solution, at first, when the situation was not yet so serious, I chose the form of notes. At first this method took a lot of time, but later the student did nothing from the notes. That's why I decided to consult with his parents, where I tried to find a suitable solution together with them, and I also asked them what the situation is in their family, if the pupil behaves similarly at home, i.e. if he often does not listen to his parents and does not cooperate with them. I learned that there are times at their home when the student is disobedient, but that in most cases there are no problems with him even in terms of homework or preparing for school. I agreed with the parents to use non-violent communication, primarily to work with their son on his feelings, how he feels in the given classes, what his moods are, etc. I also recommended the publication Respect and be respected.\n\nOutcome:\nAfter the application of non-violent communication and the publication named above, the student's behavior improved rapidly, although he still faltered in some classes, he was certainly better than before in many ways. Fortunately, his behavior remains normal even for a long time. Now he tries not to be disturbed most hours, so we'll see how long he can last.\n\nStudent Profile:\nAge/Year: 17 let, 2. Ročník SŠ (gymnázium)\nHobbies: sport – především fotbal, rád tráví čas s kamarády\nDisorders: Nespolupráce,Nepracovitost,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: (Disciplinary) Punishments, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1200", "student_age_year": "17 let, 2. Ročník SŠ (gymnázium)", "student_hobbies": "sport – především fotbal, rád tráví čas s kamarády", "student_diagnoses": "", "student_disorders": "Nespolupráce,Nepracovitost,Neposlušnost", "teacher_approbation": "Mgr., biologie, tělesná výchova a výtvarná výchova", "teacher_practice_years": "17", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/405", "content": "TEACHING CASE STUDY\n\nBackground:\nThis case is constantly being solved and I have only one principle - to try to find the truth, who started it. Most of the time there is a longer coincidence behind it, so I try to unravel it at least a little. I'm trying to be fair, so maybe both students get some kind of punishment. I had two little boys here last year, one was a foreigner and the other was a foreigner. Since they were both strangers, they made friends and played together and were generally together. The foreigner - Cuba - was taller and apparently more assertive, so when the problem arose, I thought he was the one causing the conflicts. Finally, in the second half of the second grade, I found out that the other stranger was behind it all. That he causes disputes in class and even bullies other boys. And then he complained that they started hurting him, that he was just defending himself. For a long time it was the same as in other classes, where the boys normally chat. So I have to admit that we didn't notice it for a long time. Their behavior in class, during break, in the group or even after tutoring is something else. So from these several different behaviors and small details, you then put together a mosaic of the whole problem. In the period of slow easing of anti-coronavirus measures, when children were returning to school, but it was still flying back and forth, mothers began to complain that children did not want to go to school because one student was hurting boys. So we all (teachers, educators) started noticing it. We found out that there was a second pupil behind this kind of nudging both with one pupil and with the other children.\n\nSituation (Anamnesis):\nDue to the Moldovan origin of one pupil, he had a problem fitting into the class. That's why he mainly had fun with the other foreigner. I think that the main reason for his problematic behavior was the return from the corona period to the normal school environment, when he probably needed to vent somewhere and have a good time, so the situation started to worsen. Then it became more obvious that he was the one who started the problems. That he actually scolds the boys, even if they don't notice him at all, or that he runs after them, even though he has been told several times to play somewhere else with someone else, when the boys, according to him, are hurting him. So he actually started fights, but then complained that he was \"just defending himself\n\nTeacher Intervention (Solution):\nAt the beginning of the solution, we still weren't sure where the wind was actually blowing from, but even so, I asked our school psychologist for help and she prepared several sessions and programs regarding creating friendships, communication and behavior towards others in the class. So, in the second half of the second grade (last year), we had about four sessions where the psychologist came and talked with the class for the whole hour about topics such as cooperation with the class or with the school and similar in various playful forms (for example with flies that represented different properties, etc.). Since we weren't really sure where the problems were actually coming from, I also asked the teacher from the group to pay more attention to the boys, and especially to one student, and observe them more. Together, we finally found out that he is the source of all the quarrels, that he provokes the other boys, that he pokes that Kuba; when they were doing some task with the psychologist lady and he wanted to be first at any cost.\n\nOutcome:\nDue to several external influences on one student (moving to the city center in the middle of the year), lack of friends, both at school and outside of school, we dealt with his more aggressive behavior, not very serious but definitely not correct. He was also sent to a pedagogical-psychological counseling center just to be sure. The programs with the psychologist at our school helped a lot, when the class was able to bond, despite all the previous disagreements. By the end of the year, the whole situation was much better and his behavior improved significantly. However, he had to transfer to another school for the next year, due to moving to another part of the city.\n\nStudent Profile:\nAge/Year: 6–7 let, 1.-2. ročník základní školy\nDisorders: Šikana,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Bullying\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "405", "student_age_year": "6–7 let, 1.-2. ročník základní školy", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Šikana,Provokace", "teacher_approbation": "Magisterské vzdělání, Učitelství prvního stupně", "teacher_practice_years": "28 let", "problems_annotated": "Physical aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1311", "content": "TEACHING CASE STUDY\n\nBackground:\nfew years ago, as a beginning teacher, I taught a very troubled student. He came from a troubled family, his parents tossed him around like a hot potato. First he lived with his mother, later with his father. The benefit was average, although the results could have been much better. He did not work at school, home preparation was completely absent. But the worst thing was his behavior, he was very rude, even arrogant. He gained a dominant position in the class, other students looked up to him. He was able to completely throw off every class.\n\nSituation (Anamnesis):\nThe problematic pupil had a poor family background.\n\nTeacher Intervention (Solution):\ntried to persuade him, to invite my parents to school. He also received several remarks and disciplinary measures for his behavior. Unfortunately, I often did not manage the situation. I didn't have that much experience yet, so he could easily turn me on completely with his behavior, rude comments and ignoring the instructions in class. So sometimes I overreacted, wrote him a note, etc. I went to class with distaste for what would happen next, what I would have to deal with. Although I set myself the task every day that this time I could do it calmly, I didn't always succeed.\n\nOutcome:\nThe student's problematic behavior continued, not only at school, but also outside school. So he was later placed in SVP.\n\nStudent Profile:\nAge/Year: 11, 5.ročník\nHobbies: otevřená otázka\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1311", "student_age_year": "11, 5.ročník", "student_hobbies": "otevřená otázka", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1.stupeň", "teacher_practice_years": "17", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/942", "content": "TEACHING CASE STUDY\n\nBackground:\ncame to class and after checking attendance we discussed what we were going to do today. The first thing on the agenda was the repetition of the last lesson through the worksheet, which we were supposed to read together after completing and fill in the small gaps in our knowledge. I handed out papers to everyone and told them how much time they had to fill them out. It was about 7 minutes. For the first two or three minutes, I still checked my preparation and let the students work. Then I started looking around and walking around the class to see how the students were doing. When I reached the student in question who was not working, I asked him why he was not working. Only then did the student pick up a pen and start filling out the worksheet. It was clear that he was only working because I was standing next to him. After that I started walking around the classroom again. The students were already slowly finishing. So I asked who was still working and only a few students raised their hands. The pupil's hand remained down. So I went to check on the students who raised their hands. They were only missing a few answers, so I gave them an extra three minutes to finish. Since I knew that the student had not written anything before, I went to see him as well. Apart from a few scribbles, he had nothing in the paper, and again, he wasn't even holding a pen. So I admonished him again. He apparently started working again (however, it was obvious that he was doing it only because I was standing next to him). I went to sit behind the chair and waited for the students' time to expire and in the meantime I watched the student. He sat and played with a pen.\n\nSituation (Anamnesis):\nThe student did not stand out in terms of his grades, he was inattentive and difficult to motivate from the beginning of the school year. Even in really interesting activities, in which the rest of the class was actively involved and which the pupils enjoyed, he had no effort to get involved. On the contrary, during breaks he enjoyed not having to do anything and liked to play with cards or cars. Nevertheless, he only spent breaks with one or two friends. I think his behavior in class made him not very popular with his classmates.\n\nTeacher Intervention (Solution):\nAfter the time was up, I went to the student for the last time. When I saw that his worksheet was still blank, I told him that if he didn't need to write it down, he could certainly say the correct answers out loud in front of the class if he knew them. You could tell he didn't want to answer, but I wanted to punish him for not working. So he started reading and of course he knew almost nothing, but he tried to fill in the answers. When filling in, he answered nonsense several times, so his classmates mocked him (I reprimanded them and told them to give him advice instead of mocking him).\n\nOutcome:\nWith all his strength and with the help of his classmates, the student finally completed the exercise. I expected that in the next lessons taught by me, the student would know what would happen if he didn't work, so he would start trying harder. However, that did not happen. I had to solve the same problem during the next class. After talking with the other teachers, I found out that the student behaves the same in all classes. By the end of the school year, nothing had changed at all, not even the class teacher's conversation with the student's parents helped.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Hra na počítači, travení času s kamarády venku\nDisorders: Rušení výuky,Nepracovitost,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "942", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Hra na počítači, travení času s kamarády venku", "student_diagnoses": "", "student_disorders": "Rušení výuky,Nepracovitost,Nepozornost", "teacher_approbation": "Mgr., dějepis a občanská výchova", "teacher_practice_years": "1,5", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "Disrespectful communication", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/105", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place primarily because the student was pressured by his parents because of his grades. The student didn't know what to do, so he took it out on another student, whom his parents threw at him. He was jealous of him and wanted to be better than him.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nFirst, I found out information from colleagues at the workplace. I made sure that everything was not right, considering that similar behavior was repeated last school year. As a next step, I planned to find out information from the classmates of the bullied student, but in the end it was not necessary, because the student herself came to me and told me how the boy behaves towards the boy in the class. In the end, I called the two students involved in the situation and started to solve it. I talked to them and tried to show them that everyone cannot be the same, but that it is important to help each other and try to be loyal to the whole team. I gave them examples of what the other person would definitely not want to happen to them, and I tried to find the truth on both sides.\n\nOutcome:\nIn the short term: Immediately after the incident, both boys were called to the office, where we solved the problem together. When the session ended, the students began to behave with each other as they should. Long-term: The students are currently friends who help each other and spend their free time together after school.\n\nStudent Profile:\nAge/Year: 10 let, 5. třída\nHobbies: Sportovní aktivity\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "105", "student_age_year": "10 let, 5. třída", "student_hobbies": "Sportovní aktivity", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Učitelství českého a anglického jazyka pro 2.stupeň základní školy", "teacher_practice_years": "3", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/610", "content": "TEACHING CASE STUDY\n\nBackground:\nIt has been my dream to become a teacher since childhood. I have always enjoyed working with children, which is why I was immediately clear about my career choice. I have been working on the school grounds as a teacher for the seventh year. Even though this job is not always easy, I have to admit that I am completely fulfilled by this job. Many times I got into unpleasant situations where my task was to properly resolve the given situation.\n\nSituation (Anamnesis):\nWhen assigning the task, I immediately thought of the case of a student who has excellent results, but with his behavior disrupts the course of the lesson, often does not cooperate and insults his classmates. He comes from a divorced family where his parents take turns in his care. His main hobbies include watching trains. He is an introverted boy, but he can't handle cases when something doesn't go his way and he starts to get angry. In extreme cases, he starts throwing his things around, once he even dropped an entire bench.\n\nTeacher Intervention (Solution):\nSuch behavior of the pupil was already repeated, so I decided to invite his parents to a session at school. I tried to suggest to them some ideas on how to solve the situation. We agreed that the student would visit me regularly. We will talk about his feelings and work together to help him control his anger better. This is how we met the student for several months.\n\nOutcome:\nI think this solution had a successful outcome. The student was gradually able to control his behavior better. Whenever he doesn't understand something, he comes to me and together we find a way to understand the issue. As a result, the student gained more friends who did not like him because of his previous behavior. Even now, classmates go to him for advice.\n\nStudent Profile:\nAge/Year: 9, 2012, 3.A\nHobbies: Fotbal, počítačové hry\nDisorders: Nepozornost,Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "610", "student_age_year": "9, 2012, 3.A", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "", "student_disorders": "Nepozornost,Nesoustředěnost", "teacher_approbation": "Učitelství pro 1. Stupeň ZŠ, Mgr.", "teacher_practice_years": "Přibližně 30 let", "problems_annotated": "Emotional outbursts, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/839", "content": "TEACHING CASE STUDY\n\nBackground:\nAgain, this is the same boy as in the previous case report. A fundamental problem arose with the boy during his education during online classes during the widespread closure of schools. He felt lonely at home and completely lost the desire to work due to the absence of the assistant. He had no human support during distance learning, he was demotivated. In regular teaching, the teacher's assistant is an indispensable article. It helps to explain and clarify the curriculum and the material being discussed. The boy was not in contact with classmates or participating in online classes during the entire period. In this case I was only present in the chat. The fact that he did not regularly participate in online classes, using a webcam, meant that he could not see all of his classmates at once. After returning to school, he was still unmotivated, he didn't want to do anything. He just needed to talk to the assistant. He was very late doing assignments or flunked some assignments. He continuously received notes and various warnings regarding non-fulfilment of school duties. This condition lasted approximately 6 months. He also had problems with classmates with whom he did not get along, due to almost no common contact for 1.5 years. The situation with the boy escalated to such an extent that the school psychologist, the teacher's assistant and I also dealt with it with him. Some teachers complied with his requests that he write more often on the computer instead of writing assignments so that he could submit assignments on time or with an extended deadline. However, I still felt the need to talk to the boy more personally. Try to root out the cause of his behavior. Also, my biggest concern is that he will not have a full service and life after graduation, because he is not used to using an interpreter, nor would the interpreter know how to work with the deaf-blind. For example, to the doctor, to the office, etc. or to use a silent line, internet services, etc. Dad will not help him 100%.\n\nSituation (Anamnesis):\nThis is a 20-year-old student with multiple disabilities at the same time, with special educational needs, who needs the provision of support measures to fulfill his educational opportunities. Due to the concurrent sensory disability, the expressive side of speech and understanding is impaired. For this reason, a multisensorial approach is used with the boy, which is based on communication using oral speech, sign language and finger alphabet. The modification of educational content is therefore guided by the use of a multisensory approach.\n\nTeacher Intervention (Solution):\nbeneficial solution seems to be to motivate the pupil to learn with a greater number of visual illustrative aids when explaining the subject matter, which are adapted to his visual impairment. Given that this is a student with a combined disability, it is necessary to take into account his individual needs as much as possible and respect his work specifics, especially his learning style. A prerequisite for successfully mastering the subject matter and motivation to learn is that he will be given the opportunity to choose - that is, how and in what way he will learn. The basis of cooperation between teacher and pupil is a sensitive and empathetic approach to disability, but always taking into account its differences and needs. It is necessary to choose such forms of work that allow more frequent checking of the student's study results, providing feedback and respecting his work pace. In addition to education, his social role and inclusion in the school class of his peers will also be very important for him.\n\nOutcome:\nThe mutual cooperation of the teachers and teaching assistants, who continuously share their observations and experiences in teaching the pupil, proved to be very effective. I decided to provide the boy with individual help in case of problems in mastering the subject matter - explanation of concepts. Now that he comes to school, he is more conscientious and tries. When he's at home, he doesn't think about school. But he needs to realize that it is also related to self-study, for example - learning at home, working and completing tasks, but it is clear that he is making progress with working on the PC - he has his own order, folders, knows how to work with it. Where to put the materials, etc. It can be seen that when he is at school during lessons, he remembers the information, but when he is at home, he does not. However, what turned out to be a turning point in his life was his participation in an international camp in Belgium for DeafBlind in June 2022 with the international participation of children and young people with combined hearing, vision and movement disabilities. The boy was accompanied by me and his father as a personal assistant. I gave him all the assistance I could. I myself have gained a lot of experience and ways and other methods of working with the blind. Mainly, I realized that there is a different culture in u than in u. It's interesting, I felt a good way out of it - how to remind/notify the student how important it is to have a slower pace. How is it necessary to describe when he can't see into the distance or the surroundings in a way that he likes. I am sure that a new dimension of life opened up for the student, because he found out that he was not alone here with his personal life and difficulties in his studies. It was a life experience for him and above all a huge experience. After the summer vacation, he returned to school excited. He knows what awaits him - pre-matriculation cooperation with teachers, meetings with his classmates, etc. But now he knows that the system is set and he knows that he is not alone.\n\nStudent Profile:\nAge/Year: 20 let / 4. ročník SŠ\nHobbies: Rád pracuje s počítačem. Např. počítačový systém, programování, grafická práce na PC. Hlavně tvorba webových stránek  předmět TWA). Těší ho hrát s učiteli šachy, pokud je volná hodina. Má rád dějepis a historii.\nDiagnoses: Těžké zrakové postižení,Sluchové postižení,Tělesné postižení\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "839", "student_age_year": "20 let / 4. ročník SŠ", "student_hobbies": "Rád pracuje s počítačem. Např. počítačový systém, programování, grafická práce na PC. Hlavně tvorba webových stránek  předmět TWA). Těší ho hrát s učiteli šachy, pokud je volná hodina. Má rád dějepis a historii.", "student_diagnoses": "Těžké zrakové postižení,Sluchové postižení,Tělesné postižení", "student_disorders": "", "teacher_approbation": "BcA. – Výchovná dramatika pro Neslyšící", "teacher_practice_years": "21 let – ve školství pracovala v průběhu let na pozici – třídní učitelka, učitelka, asistentka pedagoga, vychovatelka družiny, internátu a noční vychovatelka (podle suplování), asistentka mateřské školy.", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/689", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student returned from distance learning, where he got used to the free mode. There was a big change for him at school when he was required to follow a routine and participate in school activities. His approach to learning was very negative, I can't do anything, I don't know anything, I don't want to do anything. At school, he was restless until one time he and a classmate started throwing plasticine at each other and during this activity they scattered things on the teacher's desk.\n\nSituation (Anamnesis):\nThe pupil's father is a very temperamental person who has no qualms about beating his wife, so the mother raises the pupil alone. The student is often aggressive and it happens that the student himself does not know why he behaves this way or why he did the given thing. His motivation is the sentence why would I study if I'm going to be under a bridge anyway.\n\nTeacher Intervention (Solution):\nAt the beginning, I tried to admonish and raised my voice, I thought that it was just a momentary block that would pass in a day, that the student was having a bad day, but when this situation was repeated for the following days, I came to the conclusion that this solution does not lead to anything. Before the holidays, it was also discussed with the educational advisor.\n\nOutcome:\nHere I realized that the solution to this situation was not correct. The student still did not want to cooperate and the problematic behavior did not subside. So I chose another solution. In the end, I used the article in the reader about the classroom from hell, which I used to explain to the whole class how they should behave, and that not everything they think is right always has to be, and that something has to be done in school do because it has a great use in life. The student needs to pay more attention and also be busy with important work, e.g. he is in charge of the bulletin board. The assistant tries to motivate him in the lessons, who sometimes tells him what to do and how to do it. The overall result is visible, the student is already starting to work in class without repeated reminders.\n\nStudent Profile:\nAge/Year: 10 let, 5.třída\nHobbies: Nic, jde na zahradu, nebo s kamarády ven, nádražní domek rozbijí okna.\nDisorders: Agrese,Nespolupráce,Neuznávání pravidel\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "689", "student_age_year": "10 let, 5.třída", "student_hobbies": "Nic, jde na zahradu, nebo s kamarády ven, nádražní domek rozbijí okna.", "student_diagnoses": "", "student_disorders": "Agrese,Nespolupráce,Neuznávání pravidel", "teacher_approbation": "", "teacher_practice_years": "30let", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1064", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerns a boy from the Children's Home with achievement and educational problems. The boy has serious educational and educational problems, which culminated in disrespecting the authority of educators and manifested itself in truancy, verbal aggression, lack of interest and a lax approach to education and duties. Educators pointed out non-observance of the school rules, inappropriate and vulgar behavior towards teachers, disrupting the teacher's explanation, not completing assigned tasks, creating an unpleasant environment in the classroom, disrupting the lesson, not being interested in teaching, playing with a mobile phone, lying on the bench with a hood on the head, smoking in front of school, causing conflicts and others.\n\nSituation (Anamnesis):\nFamily history: Mother – substance abuse, deprived of parental responsibility. Father - not listed. Grandfather – alcoholism, diagnosis: cirrhosis of the liver. Social anamnesis: In the care of grandfather for a long time, since 2015 in the Children's Home.\n\nTeacher Intervention (Solution):\nAt school, the boy's educational and educational problems began to escalate, which culminated in the holding of several case conferences to discuss the boy's academic and educational problems. The following were present: the director of the Children's Home, the school principal, a class teacher, a tribal educator, a psychiatrist, a psychologist of the Children's Home, a curator for minors and adolescents, a social worker of the Children's Home and a minor boy.\n\nOutcome:\nDespite the recommendations of experts, the setting of barriers, the adequacy of demands, space for time for preparation, new learning techniques and despite all the help provided both by the pedagogues and the educators of the Children's Home, the boy negated all the efforts of the teachers and thus failure (stagnation) occurred. The situation was not resolved any further, there were no changes in the boy. The children's home responded by placing the boy in an educational institution.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: žádné\nDiagnoses: Deprese\nDisorders: Záškoláctví,Verbální agresivita,Alkohol,Drogy,Cigarety,Neúcta k autoritám,Lhaní,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems, Verbal aggression\nSolutions Applied: Support, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1064", "student_age_year": "15 let, 9. třída", "student_hobbies": "žádné", "student_diagnoses": "Deprese", "student_disorders": "Záškoláctví,Verbální agresivita,Alkohol,Drogy,Cigarety,Neúcta k autoritám,Lhaní,Agrese", "teacher_approbation": "Mgr., AJ, ČJ", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/63", "content": "TEACHING CASE STUDY\n\nBackground:\njust entered my class, some students were still enthusiastically debating, but even those quieted down when I appeared at the door, stood up, we greeted each other and the lesson began. We just had a geography lesson and today's topic was the use of colors in map making. This topic was rather a repetition for the students, as I needed to find out what they had forgotten during the long vacation. So I started with the simplest questions and followed the student in question, as I was alerted to his behavior. Said pupil behaved quite normally, remained silent most of the time, followed the teaching and answered when asked.\n\nSituation (Anamnesis):\nAbout fifteen minutes passed and I already observed small changes in the student's behavior. The student appeared restless, looking around the classroom, looking out the window, fidgeting in the chair, playing with the case, not paying attention. So I increased the intensity of my voice and started directing the lecture and questions more towards this particular student. I regained the student's attention, but at the same time I lost track of the rest of the class.\n\nTeacher Intervention (Solution):\nSo I returned to the explanation in front of the blackboard and again involved the whole group equally. The student suddenly got up from his chair and went straight to the basket that was placed next to the blackboard. So he went through the entire classroom from his back desk. I let it go unnoticed, but the student didn't stop at disrupting classes by illegally throwing trash, and when he was returning to his seat, he deliberately dropped the case on one of his classmates. 'Hey! What are you doing?' it sounded. 'Shut up.' was the pupil's reaction. I could not let this go unnoticed and I immediately reprimanded the student and asked him to immediately return to his desk. The student started stomping towards his seat. 'I can't hear!' I heard. This was obviously the answer to the chuckle of the student in the next desk, who responded with a smile to my admonition of a classmate. 'You don't listen or you get it! I'll break your mouth!' answered the student. I told them both to kindly calm down and sit down, but the argument between them continued and the students started attacking each other verbally and then physically, the whole class of course encouraged them. I screamed and began to forcefully pull them apart with the help of the teacher's classroom assistant. The assistant then took the student to the principal's office and I returned to teaching for the remaining few minutes.\n\nOutcome:\nthe behavior did not surprise anyone at all and the whole story ended up with the school guidance counselor. However, the situation was to happen again the following week and again in my class.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník\nHobbies: sport  převážně fotbal)\nDiagnoses: ADHD,Porucha chování\nDisorders: Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Physical intervention, Disrespectful communication, Support, Transfer of student, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "63", "student_age_year": "11 let, 6. ročník", "student_hobbies": "sport  převážně fotbal)", "student_diagnoses": "ADHD,Porucha chování", "student_disorders": "Krádeže", "teacher_approbation": "zeměpis a tělesná výchova", "teacher_practice_years": "14 let", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Disrespectful communication, Support, Transfer of student, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/282", "content": "TEACHING CASE STUDY\n\nBackground:\nfew years ago, we had a boy at school who didn't have many friends at school and spent most of his time alone. He lived only with his mother, who did everything possible for him. So he was not independent. He was extremely independent, clumsy and did not do well in school. You can say that he was such a 'mommy'. It often happened that he didn't turn in assignments, and if he did, it was late. He always made the excuse that he didn't know where and by when to hand over the individual items. He was unable to work alone during cooking classes. If the teacher didn't pay attention to him and tell him step by step what to do, he couldn't do anything.\n\nSituation (Anamnesis):\nThe student was not independent. If his mother didn't help him, he couldn't do anything, which was a problem for a high school student.\n\nTeacher Intervention (Solution):\nhad it in Czech, so I know how difficult it was to work with it. The teachers complained about him all the time. It often happened that students were supposed to submit assignments by a certain date, but he did not complete them. Her colleagues were convinced that she would not graduate. Once I said to myself - that's enough! I started being hard on him. I started to be stricter towards him and also threatened that I would not admit him to the Czech matriculation exam. Some colleagues took the same or a similar approach towards him.\n\nOutcome:\nI think it helped a bit because he became more independent. He usually handed in his assignments on time. He ended up dropping out of school and started working, so he didn't graduate anyway.\n\nStudent Profile:\nAge/Year: 17 let, 2. ročník (SŠ)\nHobbies: Videohry\nDiagnoses: Poruchy učení\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Consequences, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "282", "student_age_year": "17 let, 2. ročník (SŠ)", "student_hobbies": "Videohry", "student_diagnoses": "Poruchy učení", "student_disorders": "", "teacher_approbation": "Vysokoškolské", "teacher_practice_years": "25", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/779", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when a class photo was being taken. The girls who were sitting in the first row made an inappropriate gesture, they simply put their hands in their laps and showed the middle finger. Some boys in the second row showed the same gesture. About ten people in total, maybe there were more, but you couldn't tell from the photo. No one noticed it at the time, it was only discovered when the photos were to be developed.\n\nSituation (Anamnesis):\nThe whole class is very clever. They are all hardworking, although they tend to be passive in class. Those studious types who don't talk much in class so they don't say something wrong and embarrass themselves. They mainly want to know what to study for the test. But there is a group of girls who have a great influence on the whole team, the others are afraid to speak out against them.\n\nTeacher Intervention (Solution):\nFirst, the students were interviewed to see if they saw anything wrong with their behavior. I explained to them that we could not develop such a photo and that they would be punished. The students acknowledged their mistake and agreed to the punishment, even suggesting a new photo shoot. I told them that they could have their picture taken again, but they would have to solve everything themselves and I would not be in the picture with them, because I had already given them my chance. In the end, it turned out that behind everything was the group of girls who saw such a thing on TikTok. I did not find one specific culprit. Everyone who showed an inappropriate gesture in the photo received a class reprimand.\n\nOutcome:\nIn the end, the class did not agree on anything, so they were left without a photo that year. Parents were of course informed about the situation by email. I described the situation to them and explained why I solved it this way. What was interesting was that the parents of the children who did nothing took the matter with complete understanding. Some even wrote to me that they themselves punished their children, even if they did not show any gesture, because they must know that such things are not done. In contrast, the parents of the children who showed the gesture downplayed the situation - some even found it funny, and wanted a milder punishment for the children. The students were upset for the first few weeks after the photo shoot, but gradually things returned to normal. It was never a problematic class, rather it was just one situation.\n\nStudent Profile:\nAge/Year: 9. ročník, 14 až 15 let\nHobbies: velmi aktivní, mnoho různých zájmů\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Working with the collective, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "779", "student_age_year": "9. ročník, 14 až 15 let", "student_hobbies": "velmi aktivní, mnoho různých zájmů", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské magisterské, obor chemie", "teacher_practice_years": "17", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1210", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring a normal school day, a 7th grade student came to me to report that someone had probably stolen her wallet from her briefcase. The pupil was suspicious of a classmate. So I ascertained from the pupil the reason for her suspicion of the classmate, after which she explained to me that the classmate had demanded money from her the previous day. Žačka promised him that she would bring the given amount the following day. When a classmate visited her in class the day after, she showed him that she had the money, but that she would not give him the requested sum of NOK 100. During the long break, the classmate, together with pupils X and Y, committed a theft. A classmate stole a wallet from a bag, students X and Y were supposed to confiscate another classmate by showing photos on their mobile phones so that no one would notice the theft.\n\nSituation (Anamnesis):\nThe robbed pupil – a pupil of the 7th grade of a special primary school, a rather introverted person, calm, average academic performance. Perpetrator and accomplices - 7th grade special school students, extroverts, very friendly, average academic performance.\n\nTeacher Intervention (Solution):\nFirst, I tried to find out if there were any witnesses in the class. The classmate who was supposed to be confiscated by accomplices X and Y said that the given classmate appeared in the class during the break, but that he did not know whether he left with the wallet or not, because students X and Y were with him. So I invited the offender - the classmate to interrogation. But he repeatedly denied the theft. Subsequently, I conducted an isolated interview with pupils X and Y. Together with the educational advisor, I informed them about the consequences of the actions of the accomplices, the following possible procedure - notification to the police of the Czech Republic, the establishment of an educational institution, loss of trust, but also mitigating circumstances in the event of a guilty plea. Pupils X and Y said that their task was to confiscate a classmate in class and subsequently convicted the perpetrator. Despite this conviction, the perpetrator continued to deny the theft, which is why there was a confrontation between the perpetrator and the accomplices, and in the end the perpetrator also confessed.\n\nOutcome:\nAs soon as the perpetrator confessed, he immediately returned the wallet and the money to the given student. All three pupils X, Y and a classmate were given a reduced grade for behavior and the offender was transferred to a diagnostic institute for further actions and problem behaviour. In the long term, the reduced degree of behavior had a positive effect on pupil X and led to the elimination of further problematic behaviour.\n\nStudent Profile:\nAge/Year: 12 let, 7. třída – ZŠ speciální\nHobbies: sport, poslouchání hudby\nDiagnoses: Lehké mentální postižení\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1210", "student_age_year": "12 let, 7. třída – ZŠ speciální", "student_hobbies": "sport, poslouchání hudby", "student_diagnoses": "Lehké mentální postižení", "student_disorders": "Rušení výuky", "teacher_approbation": "Mgr., ZSV, psychologie, speciální pedagogika", "teacher_practice_years": "6 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/239", "content": "TEACHING CASE STUDY\n\nBackground:\nfirst met the student during a substitute class when she was in the fifth grade. Even then, she caught my attention by interrupting class. She likes to draw attention to herself and generally draws the attention of others to herself. When the pupil was in the sixth grade, I started teaching her mathematics and physics. This year, due to anti-covid measures, teaching had to take place at home for the most part. The pupil's behavior and performance during distance learning improved significantly. She even matched above-average students with her results. This was apparently due to her grandfather supervising her during the online lessons.\n\nSituation (Anamnesis):\nŽačka comes from a complete family. The peculiarity is that she has a twin brother who goes to class with her. The student likes to play football, has short-cut hair, wears sports clothes and at first glance looks more like a boy. He and his brother both have a problem with discipline. They like to provoke each other. On the other hand, you can see that they care about each other. The student sometimes helps his brother or stands up for him. The pupil's class is a very problematic class. There are several individuals in it who often disturb the lessons. Several other classmates can easily provoke these individuals. Žačka and her brother often join the others. The student is sitting alone in the desk, just like her brother. It was not due to the class teacher's decision, but the student herself did not want to sit in the desk with her brother or any classmate.\n\nTeacher Intervention (Solution):\nThe class was very noisy at the beginning of the lesson. The students were reprimanded several times. The student did not calm down even after repeated reprimands and kept interrupting. That's why a note was necessary. The student brought me a school book with the words: \"I don't mind.\n\nOutcome:\nThe situation calmed down in the class and the student stopped disturbing me when she brought me her student book. At the end of class she asked if she had to get the note. So it bothered her after all, even though she claimed otherwise. The next day she showed me a signed note saying: “She was not angry, teacher!\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: fotbal\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "239", "student_age_year": "12 let, 7. ročník", "student_hobbies": "fotbal", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Učitelství matematiky a fyziky pro střední školy", "teacher_practice_years": "16", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/224", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the lesson, when mirror forms were being made and the children were imitating their movements through the mirror, the student suddenly got angry and hit a classmate. After I started looking for the reason why she hit him, the student quickly took her backpack and ran into the corridor. There, she tried to barricade the door with a bench and banged it against the door, causing noise throughout the hallway and the classroom. When I asked her why she was doing this, she angrily started yelling that the brother of the classmate she hit had done something to her on the playground the day before and that she was now going to pay for it. Whatever I said, the student ignored. I tried to explain to her that this is not the way to deal with the situation and that we can talk to the student in question about what happened on the field, but I didn't even say it and started running to the locker room. Where she was screaming how she was going to run away because she didn't want to be in this stupid school. She started to look for the locker key but couldn't find it. I tried to stop her, but she ran out without a backpack and only in short clothes and sat on a bench. I warned her that such behavior is unacceptable. The student replied that she didn't care. It wasn't the first time that the student was inclined to run away. Fortunately, she never ran away from school completely. She always lingered in the atrium. I tried to convince her that we could call home or try to resolve the situation verbally and also that it would be cold outside. After a while, she also returned to school, picked up her backpack and ran to the bathroom, where she started eating a snack. Before long, she climbed out and was visibly calmer, but there was still anger and an unresolved conflict in her. It was already possible to talk and negotiate with her. Together we found the locker key because she was sad that it had a chip on it and a deposit paid. The whole situation ended out of nowhere with the words: 'Go to hell, I'm going to class!' She took her things and went back to class where she ate her snack and was now calm.\n\nSituation (Anamnesis):\nComplete family, older brother by three years has similar tendencies to escape and aggression. Mother teacher.\n\nTeacher Intervention (Solution):\nWhenever a student has a similar attack, it is important to think first about her safety and the safety of those around her. In many situations, we defended the student with physical force, but it was not at all effective, it also turned out that sometimes she is hungry and after eating, her condition calms down a bit. Quite often he threatens, opposes the one who gives orders or options. Sometimes her remarks are aggressive, quite often she threatens to destroy something or hurt someone, kill him. The special pedagogue recommended that if something like this were to happen, she should have some place where she could clear out. Unfortunately, this is not always possible when a student wants to run away from school. When the situation could not be resolved, we called the parents.\n\nOutcome:\nAs soon as all the actions that the student can perform in aggression can be solved, the class teacher tries to communicate with her about her mood and emotions. He always reminds her that it is better to use words and solve it with words than with actions and violence. Which started to take places. For example, while getting dressed in the locker room, instead of doing laundry, she and a classmate, due to some disagreement, started arguing and literally yelled at each other. The solution in these situations is for a long time, we have to work with the student slowly, and above all, carefully observe what is happening in the classroom and in what mood she comes home from home, whether she has had a good meal and whether she is satisfied. Quite often her aggression is an indicator of fatigue.\n\nStudent Profile:\nAge/Year: 7 let, 2. třída\nHobbies: Hraní si na zvířata, jídlo, kreslení\nDisorders: Agrese,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "224", "student_age_year": "7 let, 2. třída", "student_hobbies": "Hraní si na zvířata, jídlo, kreslení", "student_diagnoses": "", "student_disorders": "Agrese,Vyhýbání se škole", "teacher_approbation": "Vysokoškolské, speciální pedeagogika", "teacher_practice_years": "10", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/146", "content": "TEACHING CASE STUDY\n\nBackground:\nnew boy came to the class. He did not look aggressive and there was no indication that he came from a socially weaker family. The school was already his umpteenth. He had a record of frequent conduct violations and reprimands. He was even considered a \"fear\" among his colleagues\n\nSituation (Anamnesis):\nHere again, everything comes from the family. His father was a wealthy businessman who had a capable legal hand, and the boy therefore always got away from every problem probably without punishment, whether at school or in the diagnostic institute and other educational facilities he visited. The boy did not have strong relationships in the class. Later, information about his threatening the class reached the teacher. So it makes sense that the situation that arose was just another step to back up his words with actions.\n\nTeacher Intervention (Solution):\nThe inspector came to the teacher's chemistry class. The headmistress came to the class an hour ago and explained to the children that the inspector was coming to visit them and therefore it was advisable for them to behave well. At one point during the lesson, the student put his feet on the table and stopped working. The teacher asked him to take his feet off the desk. \"You have nothing to say to me teacher.\n\nOutcome:\nAfter the lesson, she spoke to Mr. Inspector, who was not satisfied with the lesson. His arrival set things in motion and the boy returned to the educational institution, after other colleagues also admitted to problems with this individual.\n\nStudent Profile:\nAge/Year: 16 let, 9. třída (propadl)\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Lhaní,Nespolupráce,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "146", "student_age_year": "16 let, 9. třída (propadl)", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Lhaní,Nespolupráce,Disrespekt", "teacher_approbation": "Mgr. (Matematika a chemie pro střední školu)", "teacher_practice_years": "12", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1406", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter entering the first lesson, I noticed that two students in the class were behaving in a strange way. They were vulgar, had problems with articulation and maintaining attention, and therefore alcohol consumption was suspected. The students I took to the representatives' office admitted themselves that they had been drinking. Their blood alcohol levels were even measured. They said that they were celebrating the sports victory of the Czech team, where they drank alcohol, and that's why they came to class drunk. We also suspected that these two students also had alcohol with them at school, but this has not been confirmed.\n\nSituation (Anamnesis):\nStudent one: sophomore high school student, normal arrogant behavior, occasional aggressiveness towards classmates and teachers, probably manipulated his classmate into this situation, average student. Student Two: a student of the second year of the gymnasium, small in stature, inconspicuous and quiet, probably a victim of bullying by the first student.\n\nTeacher Intervention (Solution):\nIn the office of the representatives of the school, where I accompanied the students, they were given water while the representative to whom the solution of the situation was handed over, called the legal representatives to pick up the students and escort them home. Both students admitted that they regretted their actions and acknowledged that their behavior was inappropriate and problematic.\n\nOutcome:\nThe students did not suffer any consequences for this action outside of the classroom teacher's direction. The incident was not repeated and therefore their behavior grade was not reduced, but due to other disciplinary problems of a different nature, the first student had to transfer to another school due to expulsion.\n\nStudent Profile:\nAge/Year: dva studenti sekundy (sedmá třída ZŠ) gymnázia, 13 roků\nHobbies: U obou dvou sport.\nDisorders: Arogance,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Transfer of student, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1406", "student_age_year": "dva studenti sekundy (sedmá třída ZŠ) gymnázia, 13 roků", "student_hobbies": "U obou dvou sport.", "student_diagnoses": "", "student_disorders": "Arogance,Šikana", "teacher_approbation": "Mgr., ČJ a AJ, divadlo ve výchově", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/374", "content": "TEACHING CASE STUDY\n\nBackground:\nLast school year in the spring, the schools closed again and we had to switch from normal teaching to distance learning. The teacher conducted the lessons at the times according to the schedule, just not live, but through MS Teams. Since we stayed at home, the teacher stopped having any information about the student. The student did not join the online classes, did not hand in the worksheets that the teacher sent the students to work on, and did not respond to e-mails.\n\nSituation (Anamnesis):\nBefore, when the school was going normally, there were never any problems with the pupil. They go to an eight-year high school and their class has always been one of those in which they learn well. But as they stayed at home, many of them treated it as a vacation and started to cough it up. No one in such a way as a pupil.\n\nTeacher Intervention (Solution):\nWhen it took longer, the teacher turned to the class teacher. He said that I'm not the only one who has such problems with the student that she doesn't participate in online classes at all. They contacted the parents and they promised to arrange for the pupil. The student then joined in about two hours and the teacher tried to speak to her soul. He asked her why she did it, he tried to show her that he understood her - that he understood that they didn't enjoy this form of teaching, but that we had to manage it together somehow. The student more or less did not give any explanation, she promised that she would go to class and complete her assignments. Then she came for about another hour and everything was as before.\n\nOutcome:\nThe teacher admits that he probably resigned a little then. In this, the distance education was simply much more demanding, we had very limited means and tools to get the children to do something. As it turned out, the student more or less did not participate in the online classes. The only thing is, she passed about three online tests they wrote. At the end of the school year, they went back to school for a few weeks and she was functioning normally again. And even now, the new school year has started and the teacher has not had a single problem with the student yet. The student has never been absent, she had printed the materials honestly and when they repeated the lessons from last year together in class, she participated and answered.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník\nHobbies: umění, malování\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "374", "student_age_year": "16 let, 1. ročník", "student_hobbies": "umění, malování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.; aprobace dějepis a německý jazyk", "teacher_practice_years": "19 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure, Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/119", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student now attends the fifth grade of elementary school. He is ten years old. Similar situations are repeated in the English lessons that fifth graders have three times a week. Problematic behavior is manifested by repeated disruptions in class in the form of rolling around on the desk, rummaging in the backpack, talking, inattention and subsequent misunderstanding of assigned tasks. Failure to understand assignments slows down the work pace of the entire class. The student is often confused, inattentive, restless, needs contact with the environment and forces attention by not working. 'He doesn't work as well as he should for me in English lessons, there are worse and better moments, because he is quite moody, the effectiveness of the lesson depends on his mood that day. He is very smart, intelligent, but some days he needs his own assistant, he needs some guidance to really do what he has to do and not disturb the other children. There were situations when he had to leave class with the assistant and go for a walk around the school, because he was not able to work at that moment and was just disrupting the work of the entire team.'\n\nSituation (Anamnesis):\nThe student has been diagnosed with Asperger's syndrome since the first grade, the teacher is not aware of the earlier diagnosis before starting elementary school. From the first grade he was different from other children. He stood out from the whole class with his behavior. He was always his own, inattentive, different, unadaptable, he didn't stay long at one activity and he didn't listen. The solution was a change of team, when in the third grade he transferred to a secondary class. In addition to the transfer to another class, this long-term situation was resolved by assigning an assistant who sits next to the student in class and helps him during all lessons. In class, she assists him with explaining assigned tasks, supports him in his work and in paying attention. The student differs from the other children in the class by difficulties in social behavior, on the contrary, he is characterized by an above-average intellect. Because he is not able to understand common situations in the classroom like others, he needs an assistant to guide him in the lessons.\n\nTeacher Intervention (Solution):\nTeacher: 'There are repeated interruptions in English lessons. In my classes, this is one of the most problematic situations that I have to deal with repeatedly, almost every class. I rate the assigned assistant as a very important factor, thanks to which the whole class can concentrate on the work and I don't have to explain one assignment ten times so that even the student understands it. Since he is also quite moody, it would sometimes take an entire hour, which is why the assistant really helps a lot in class. One incident happened half a year ago, when a student couldn't handle it in class, he needed to change the environment to calm down. The management ordered us, the teachers, to really accommodate the student in everything, because of his diagnosis, so the assistant went with the student out into the corridor, away from the class, they had to go for a walk. As I already mentioned, he needed a change of environment and activity. I was able to continue explaining the material and then practicing, so the rest of the class was not affected by this incident in any way. It didn't completely disrupt the class. The subject that the student missed in class had to be completed as homework. Since they're only in fifth grade, it wasn't a lot of homework for him to do alone at home. He already knew almost the entire material and it was only a matter of supplementing a few exercises in the workbook.'\n\nOutcome:\nThe management ordered the teachers to accommodate the student in all situations. The assigned assistant helps and contributes to the smooth running of all classes. Allegedly, it also happened that during the lessons in which the assistant was exceptionally absent, and the pupil had to work alone, he was in a good mood and worked as he should. From which it follows that his behavior is unpredictable and the teacher must be ready for everything and be prompt.\n\nStudent Profile:\nAge/Year: Pátá třída základní školy, 10 let\nHobbies: Počítačové hry\nDiagnoses: Aspergerův syndrom\nDisorders: Nepozornost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Support, Transfer of student, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "119", "student_age_year": "Pátá třída základní školy, 10 let", "student_hobbies": "Počítačové hry", "student_diagnoses": "Aspergerův syndrom", "student_disorders": "Nepozornost,Rušení výuky", "teacher_approbation": "Vysoká škola, dosažené magisterské vzdělání (anglický jazyk)", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1134", "content": "TEACHING CASE STUDY\n\nBackground:\nconsider myself an experienced teacher who was able to solve a number of painful and initially difficult situations during my professional life. This situation happened in my own classroom. This year they are already in sophomore year and I am their classmate for the second year. When the student entered our school, I perceived her as a quiet and orderly girl, rather introverted, but friendly. She always liked to be involved in all activities, even if she didn't have to and didn't really want to be the center of attention. Her benefit was and is quite average. She is doing a little better in natural sciences, while I see some problems in languages. I never noticed that she had problems with classmates or teachers. She was always willing to solve everything and communication with her parents never got stuck in any way. All in all, I would probably describe her as a calm girl who does not get involved in any conflicts and tries to function as well as possible in the school environment. I started to notice the change already in May 2022, i.e. at the end of the first year. The student started going to school very unprepared, she often lacked teaching aids and was not even prepared for exams and any tests. I also started to notice her neglected appearance. To tell the truth, she caught my attention first. She always took care of herself, tried to walk as well-groomed as possible, like any girl her age. However, she often wore the same clothes for several days in a row, untidy greasy hair, very often smelled bad, and overall she didn't make a very good impression. As far as class readiness is concerned, it has deteriorated in all subjects and other teachers have very often confronted me about this situation. Another problem was the deterioration of her behavior. She became more rude to teachers, snapping and refusing to work. Her relationship with her classmates was also changing. A number of them made comments about her appearance and picked on her out of place, which I always found shocking when I witnessed it. I also spoke to them personally and asked them to keep their comments out of the way. Of course, the student returned it to them and there were a number of arguments and conflicts that were the order of the day. Since I was starting to suspect that something was probably going on and such a drastic change is not usual for this type of student, I tried to observe more how the student behaves in the classroom environment. Unfortunately, I didn't notice anything other than the previously mentioned deviations and I was a bit at a loss as to what to do next. However, at the end of May, a strange event happened, when three of my students, that is, my fellow students, came to my office. They started telling me that they noticed that the student very often eats the plaster and brickwork in the classroom when she thinks no one is seeing her. This completely shocked me. The mother of one of the three girls (a girl) is a doctor. The girl discussed it with her mother at home until they came to the conclusion that it is most likely a disease called pika, in which the sufferer eats objects without nutritional value such as plaster, hair, stones, glass, etc. I was also told that she very often vomits on the toilet and also eats almost nothing. In the gym, they also noticed numerous bruises on her hands and that she had lost a lot of weight. That was absolutely crazy information for me.\n\nSituation (Anamnesis):\nhave already outlined the pupil's history in the previous paragraph when describing the situation. I would only add that she lives with both parents as their only daughter. They never seemed conflicted or problematic. More about the family history is not known.\n\nTeacher Intervention (Solution):\nSince it was the first time in my life that I was faced with such a difficult situation concerning my student, I was aware that every step by the wayside could have a fatal impact on such a sensitive topic. I therefore decided to consult the school psychologist. She was very happy that I went to see her first. She decided to talk to the girl alone. Žačka was invited to see a psychologist the very next day, who, after a long conversation, came to the conclusion that the girl most likely suffers from bulimia, has suicidal tendencies and extensive depression. Subsequently, I invited the parents of the students to the school, where we discussed it only with the four of us (me, the psychologist and the parents). The parents were very surprised, but they themselves mentioned that they had noticed changes in behavior, but attributed it only to her age. Subsequently, the pupil was also invited. The girl herself was very unhappy, but the positive thing about it was that she wants to fight it and is inclined to any solution. That made the whole situation a lot better. but also the support she received from her parents. Žačka was sent for a series of examinations, where she was indeed diagnosed with pica disease, bulimia and a number of psychological problems associated with it. The girl was hospitalized and treatment began.\n\nOutcome:\nEven after the start of the new school year, the girl is still hospitalized, but the treatment is going very well. The pupil receives a lot of support from her classmates and they are constantly in touch with her. Her communication with the teachers has also improved and she is also showing a great effort to get everything back on track. The student has a special teaching plan, so she continues her studies. She would probably transition to outpatient treatment very soon, but would continue to remain in the home environment. According to the doctors, everything was apparently caught at the beginning of all the problems, which is why the whole improvement is relatively fast. I consider my actions to be correct and I am very happy about the chosen procedure during the solution. The situation was very complicated and the whole thing was able to take place relatively calmly thanks to the cooperation of the whole family.\n\nStudent Profile:\nAge/Year: 16 let, kvinta\nHobbies: Knihy, jezdectví\nDiagnoses: Poruchy příjmu potravy,Pika,Sebepoškozování\nDisorders: Lhaní,Nepracovitost,Emoční labilita,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Selfdestructive behaviour\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1134", "student_age_year": "16 let, kvinta", "student_hobbies": "Knihy, jezdectví", "student_diagnoses": "Poruchy příjmu potravy,Pika,Sebepoškozování", "student_disorders": "Lhaní,Nepracovitost,Emoční labilita,Agrese", "teacher_approbation": "Mgr., Čj, Ov", "teacher_practice_years": "30+", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/251", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problem was that the student kept forgetting his tools before class. So when he came to school, the teachers and I had to constantly deal with the fact that the student had forgotten everything at home and therefore could not work effectively in class. These were tools such as pens, pencils, notebooks and textbooks.\n\nSituation (Anamnesis):\nThe student lived only with his mother because his parents were divorced. I would describe the mother as hardworking and willing to cooperate with the school on educational goals for her son. Unfortunately, she needed money, so instead of raising her son, she mostly spent her days at work. The student was diagnosed with ADHD behavior disorder, and this was also manifested in his classes by restlessness, impulsivity and disruption. For example, the pupil often cried out even at the slightest disturbance, such as a dropped pencil, or often said what was on his mind without prompting. He received a recommendation from the counseling office that we tolerate these fluctuations in a reasonable manner so that there are no more intense and stressful situations for the student. He has no fundamental problems in the team and is able to establish friendships.\n\nTeacher Intervention (Solution):\nThe problem was first solved with the student. I asked him why he repeatedly forgets school supplies at home, and the student roughly answered: \"Well, I just forgot, I don't know why.\n\nOutcome:\nThis solution worked almost immediately and the student no longer forgot tools, as he did not even have the opportunity to do so. The mother was also satisfied and bought all the writing aids without any problem. In the long run, this problem lost its relevance, because online teaching took place and the student learned from home. But there are certain concerns in terms of the consequences, not for forgetting itself, but for responsibility and independence, which this solution does not support so much. It is possible that in the future they will switch to another solution that would support this aspect of the properties more.\n\nStudent Profile:\nAge/Year: 11-12 let, 5 třída\nHobbies: Fotbal, skateboard\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "251", "student_age_year": "11-12 let, 5 třída", "student_hobbies": "Fotbal, skateboard", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "magisterské", "teacher_practice_years": "30", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1452", "content": "TEACHING CASE STUDY\n\nBackground:\nI remember one situation last fall when I started teaching English in a 5th grade class. There was a boy who was not paying attention in my classes. He much preferred to look out of the window, be dreamy, talk to himself or, for example, play with his case. With this behavior, he disturbed not only me, but the whole class. He didn't do homework or prepare.\n\nSituation (Anamnesis):\ndecided to talk to the boy after class. I asked him why he often doesn't pay attention and how much he enjoys English. He replied that he was not interested in English and did not want to learn it. I explained to him why it was good to know English, what advantages it had, etc. He told me that he had never thought about it, but that he didn't care anyway. He seemed pretty bored. Then I went to talk to his class teacher. I asked how the student was doing in other subjects and if he was behaving the way he did in my English classes. The class teacher stated that the student was not one of the most diligent students, but that she never had any problems with him. She advised me to try to motivate him more and that he is quite competitive. His benefit wasn't the best, but it wasn't the worst either.\n\nTeacher Intervention (Solution):\nSo I thought I'd go about it a little differently, more playfully, because it's English after all, where you can learn a lot with the help of various flashcards, games and group work. It gave me enough work to come up with more such activities. From the beginning, I had doubts whether it would help the student.\n\nOutcome:\nBut I have to say that it was a success. The classes were a bit more cheerful and action-packed. The student who didn't enjoy English started to get more involved, it could be seen that he mainly enjoys competitions and games in groups. When I noticed that the boy stopped paying attention, I tried to involve him more in the lesson. I asked him, for example, to help me distribute notebooks. You could see in him that this was what he needed. Be more involved and have more attention and fun. So I was satisfied with this solution.\n\nStudent Profile:\nAge/Year: 4. třída\nHobbies: fotbal, florbal\nDisorders: Nespolupráce,Demotivace\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1452", "student_age_year": "4. třída", "student_hobbies": "fotbal, florbal", "student_diagnoses": "", "student_disorders": "Nespolupráce,Demotivace", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/900", "content": "TEACHING CASE STUDY\n\nBackground:\nAs part of the literary seminar, I did a colloquium with the students at the end of the semester, as the conclusion of the subject, it is a collective oral exam, so it is about everyone participating in the discussion. But one student did not participate at all, he was silent the whole time, as if cut off, and all my efforts to involve him were unsuccessful, which I consider to be my great personal failure. He was not able to withstand this situation, to meet the classification conditions.\n\nSituation (Anamnesis):\nThe student is [ANONYMIZED] years old, introvert, schizoid personality disorder, withdrawn, unsociable, prefers to sit at home at the computer.\n\nTeacher Intervention (Solution):\nAs soon as this situation arose, I started thinking about how to solve it to the satisfaction of both parties, according to the classification system, I should give him a five, that is, let him fail, which I really didn't want, in addition to the mandatory optional subject. I didn't deal with it, in front of the others style, you got a one Jéňo, you too but you, you got a five (I rate it as passed/failed, it's partly about knowledge and partly about the ability to get involved), I tried to evaluate it with him during the break , he responded to this passively, just nodding, I consider it my failure that I did not succeed in a more meaningful reflection. I offered him another chance, an alternate date with another student who was sick, which he accepted, but only with a one-word yes. further, I offered him consultations if he was unsure about something, he did not use it, but it was not a condition. He responded only very curtly on the replacement date, he fulfilled the formal aspect of the subject, I don't deal with the grades in this subject, but for the first time I gave something worse than a one - a two.\n\nOutcome:\nOnly a specific situation was solved, he closed this subject, but otherwise nothing has changed, all my efforts have been ineffective, he didn't even pass the high school diploma in September, so he is repeating the year, but he has started visiting a psychologist, so I firmly believe that everything will gradually improve.\n\nStudent Profile:\nAge/Year: 18–4. ročník SŠ\nHobbies: Sociální sítě – instagram, tiktok, youtube, videa\nDiagnoses: Psychiatrická diagnoza\nDisorders: Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class\nSolutions Applied: Agreement, Consequences, Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "900", "student_age_year": "18–4. ročník SŠ", "student_hobbies": "Sociální sítě – instagram, tiktok, youtube, videa", "student_diagnoses": "Psychiatrická diagnoza", "student_disorders": "Bariéry v komunikaci", "teacher_approbation": "Mgr. – čeština, angličtina", "teacher_practice_years": "16", "problems_annotated": "Diagnosis, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/10", "content": "TEACHING CASE STUDY\n\nBackground:\nSometimes the student outright stole things. The teacher always solved these situations with an agreement and possibly a note. She also tried to provide adequate support for positive behavior and motivation - if a student didn't take anything from anyone one day and didn't cause any conflict, she emphasized that he made her happy. However, the student was not accessible by agreement and felt protected by his parents, who defended his behavior. The problems began to escalate and the student stole more and more often. Since the parents were inconsistent in their upbringing and defended his behavior, the student could not understand that his behavior was wrong.\n\nSituation (Anamnesis):\nOver time, parents of other students also started to complain. During several repeated meetings with the pupil's parents, it became clear that the parents did not trust the teacher. They always had an arrogant attitude and defended their son by saying that the children gave him everything themselves or that the other party was to blame.\n\nTeacher Intervention (Solution):\nIt all came to a head during the Outdoor School, when the student stole sweets from all the children's suitcases right after arriving. He lied to the teachers that he brought everything from home. The teacher immediately called the parents and they made an appointment. Only the father showed up, who was already shouting vulgar insults at the teacher in the corridor. The interview itself went exactly the same as all the previous ones - the father defended the student's behavior and shifted the blame to everyone else. The problem reached the principal, who spoke to the parents and the student received a two for behavior.\n\nOutcome:\nUnfortunately, nothing improved and a few months later the pupil transferred to another school. To this day, the teacher is still sad about the whole situation and places a lot of blame on the boy's parents, whose change of attitude would probably change the sequence of events. The teacher also heard from hearsay that the boy ended up in a correctional facility at the age of thirteen.\n\nStudent Profile:\nAge/Year: 4. a 5. třída, 9-10 let\nHobbies: Basketbal\nDisorders: Lhaní,Krádeže,Podvody,Neúcta k autoritám,Neuznávání pravidel\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "10", "student_age_year": "4. a 5. třída, 9-10 let", "student_hobbies": "Basketbal", "student_diagnoses": "", "student_disorders": "Lhaní,Krádeže,Podvody,Neúcta k autoritám,Neuznávání pravidel", "teacher_approbation": "vysokoškolské – titul Mgr., aprobace první stupeň", "teacher_practice_years": "39", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/450", "content": "TEACHING CASE STUDY\n\nBackground:\nAs a teacher's assistant, I got to know the student in my first year at the internship. He seemed like a nice boy with whom there would be no problems. However, on the very first day, when I assisted the girl from the first case study, it became clear that it would not be easy with him. In class, he often shouted and wanted to talk. The teacher often reprimanded him, unfortunately without visible improvement. One day, when the teacher needed to make a long phone call, I was the only one in charge of the whole class. Even before the teacher left, she handed out assignments to the children. After that, it was only up to me to keep an eye on the children and check that they were doing their work. Everything was going well until the student started playing with his neighbor and started shouting at the whole class that he didn't like it, that it was boring.\n\nSituation (Anamnesis):\nFamily anamnesis: The boy lives alone with his mother, he does not know his own father very well and does not communicate with him. He has one half-sibling, a younger brother who has just started going to kindergarten. In addition to his mother, he also lives with his stepfather, with whom they have a very good relationship, and the boy himself considers him more like his own father than his stepfather. Class history: Not very popular in class. He has one best friend, with whom he chats during breaks and with whom he invents all kinds of stupid things. However, no one needs him much in class, because they are bothered by his shouting and the fact that afterwards they cannot properly concentrate on the class and the assigned tasks.\n\nTeacher Intervention (Solution):\nWhen the student started shouting at the whole class, I wasn't sure how to react. First, I tried to calm the student down, I went behind him, tried to help him with his assignments and begged him not to shout at the whole class that it was disturbing his classmates as well. So the student was quiet for about 3 minutes, but then he started shouting again, I warned him again if he couldn't be quiet, but this time it didn't take much longer. So I tried to ignore him to see if he would calm down, but that didn't help either. After about another 5 minutes, I couldn't take it anymore. I shouted loudly at the student and sent him out the door.\n\nOutcome:\nImmediately after the shout, the student started begging that he didn't want to go to the door and started reaching out. So I allowed him to stay in the classroom on the condition that he stay quiet. For the rest of the lesson, the student was really quiet and there was no problem with him. The following week, the pupil tried not to shout in the classes where I was also present. However, the student's exemplary behavior did not last long, and after a week everything returned to the old ways.\n\nStudent Profile:\nAge/Year: 9. let, 4. ročník\nHobbies: Hra na počítači\nDisorders: Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Support, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "450", "student_age_year": "9. let, 4. ročník", "student_hobbies": "Hra na počítači", "student_diagnoses": "", "student_disorders": "Vykřikování", "teacher_approbation": "Bakalářské vzdělání – asistentka pedagoga na ZŠ, nyní dálkově magisterské vzdělávání v oboru speciální pedagogika", "teacher_practice_years": "5 let praxe", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1427", "content": "TEACHING CASE STUDY\n\nBackground:\nwas teaching fourth grade at the time. I think we had science or home studies that day, so I started the projection screen that I usually use in such classes. It was sometime around the school year, and the canvas was fairly new, if not outright replaced. I told the class that I needed to go to the office to get some supplies, that we would start in a minute. I went to the office and when I returned to the classroom, everyone was so strangely quiet. It already seemed strange to me. I don't know exactly how, but I noticed a small stain on the canvas. I found out that it was a kind of smiley face drawn with a pen.\n\nSituation (Anamnesis):\nBoy 2 is quite problematic. He's not the worst at school, if he tries, he keeps average grades. Unfortunately, he is often angry, he is restless in class, disruptive, and during the breaks he is usually the only one to be heard. I think he enjoys the attention he gets and feels like a “dude\n\nTeacher Intervention (Solution):\nAt first I felt a great rage because someone destroyed a new, expensive thing. I looked around the class. Boy 2 backed away while the others sat quietly. It wasn't that hard to guess who it was. I asked the class who did it because I wanted the culprit to confess. Nothing. That really pissed me off. I told the whole class to stand up and asked again. I expected that if Boy 2 didn't say it himself, that maybe someone else would say it for him, that they wouldn't want to cover the culprit. Unfortunately, no one answered. So I let them stand like this for almost an hour. Towards the end of the lesson, I told them that I suspected the student in question and asked if I was right. I got a few silent nods. The pupil in question finished with the note and the spot on the canvas turned white.\n\nOutcome:\nIn retrospect, I realize that this was not the correct solution to the problem. The original intention was for either the culprit to confess or for the class to take a stand and speak out against someone who did something. But I can understand that they felt pressured at the time and didn't want to be a \"whacker.\"\n\nStudent Profile:\nAge/Year: 5. Ročník, 11 let\nHobbies: Počítačové hry, knihy s vojenskou tématikou\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences, Physical intervention, Working with the collective\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1427", "student_age_year": "5. Ročník, 11 let", "student_hobbies": "Počítačové hry, knihy s vojenskou tématikou", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., 1. stupeň ZŠ", "teacher_practice_years": "20", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Physical intervention, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/256", "content": "TEACHING CASE STUDY\n\nBackground:\nonly got to know the student when he entered the 8th grade and started chemistry. From the very first lesson he began to make it clear to me that he was the main one in the class. One-day absences were very common with him, but his father always apologized, which he confirmed to me on the phone. He was disturbing, shouting, not paying attention. Because of him, teaching in his class was very difficult for me. He was constantly taking notes. He also expressed his disinterest by refusing to remove the hood of his sweatshirt during class. It was possible to talk to him, but only about non-conflicting matters. Whenever I moved the subject to anything the student didn't like, he lost interest and didn't want to discuss with me any further. Some teachers were even afraid of him. But I kept trying, because the student in the class was not going to be ignored. In addition, his behavior was gaining momentum. Cigarettes were found at his school several times and it was already known at school that the 8th grader smokes. The parents did not show any interest in the matter, and the educational counselor was also unable to help him.\n\nSituation (Anamnesis):\nFamily history: His parents divorced when he was two years old and since then he lived alone with his father. The mother was locked up in a drug rehab for a long time, so he never got too close to her. From what we know he likes his father very much. The father spends a lot of time at work and therefore does not have much time for the student. So he spends his free time in his own way. When the father is called to school, he has no problem arriving, but he is not at all interested in his son's problems. They agree to everything, but nothing ever changes. His father does not believe in the importance of school and the student follows in his footsteps. The father only cares that his son somehow completes elementary school and then his son can work for him in the company. The student subordinates all his behavior to this. Class anamnesis: The student is very popular in the class. He is the class clown and shouts funny things during class. He is also popular with some because he can get cigarettes. Overall, he is therefore very well received in the team. He never showed tendencies towards bullying or any form of violence. But at the same time, he defends his friends from others and doesn't let anything just happen.\n\nTeacher Intervention (Solution):\ntried to solve the problem with him individually by determining certain rules so that we could both get along well. But he had completely different plans than I did. His only rule was that if I didn't bother him with anything, he wouldn't bother me. In practice, he envisioned it in such a way that he wouldn't be called on in class, he wouldn't have to do group work and he wouldn't have to write in a notebook, and in return I would have peace of mind. But I didn't want to put up with that. So I contacted the principal of his father and we tried to convince him that being active at school makes sense and that if he doesn't get anything out of primary school he will have problems later in life. Unfortunately, the father did not allow himself to be convinced and therefore no change took place. So I turned to the educational counselor of the school and she told me that she did not know how to deal with the student. That he's not stupid, that he's just a freelancer and thinks he can do whatever he wants. I tried to assign different projects, either in class or for preparation at home. But the student always did nothing at home, and only adolescent pranks attacked him in class. After my six months of trying, we were still where we started together. I gave up and agreed to his terms.\n\nOutcome:\nSince then, the pupil really stopped causing problems in my classes. I had peace of mind to study and was able to pay attention to the rest of the class, who showed interest in the things being discussed. But the student was still in my head. You spent all my hours looking out the window and drawing on paper. I even thought that since I gave him the nod on his terms, he became friendly towards me. I was the only teacher he greeted in the corridors, smiled at me and thanked me for understanding at the end of the study. But I still feel like I gave up on him too soon.\n\nStudent Profile:\nAge/Year: 14 let, 8.ročník\nHobbies: kamarádi, počítač, kouření\nDisorders: Lhaní,Drogy,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "256", "student_age_year": "14 let, 8.ročník", "student_hobbies": "kamarádi, počítač, kouření", "student_diagnoses": "", "student_disorders": "Lhaní,Drogy,Rušení výuky", "teacher_approbation": "Magistr, chemie, zeměpis", "teacher_practice_years": "21", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/390", "content": "TEACHING CASE STUDY\n\nBackground:\nUnfortunately, there have been problems with the boy since the first grade. Late arrivals, homework not done, disruptions and rudeness. Every year, the problem only got worse, not better. And with the onset of puberty, the situation really began to be very demanding, sad and difficult to manage.\n\nSituation (Anamnesis):\nAt first, we tried to solve the whole situation by agreement, when the reminders in the lessons and the notes in the student's office stopped working, we tried to contact the parents. But even this was not very successful.\n\nTeacher Intervention (Solution):\nFurthermore, according to the recommendation of the counseling center, there were a few interventions, but all without much success. Unfortunately, communication with the parents was also not very functional and they did not supervise the boy at home. So when nothing was bothering me anymore and the boy didn't even have trouble openly saying to almost any teacher in class: \"Shut the assignments up your ass, but the photographer and the mother don't mind if you give me a note again, little one,\n\nOutcome:\nIn the end, the result really had to be disciplinary sanctions, which was not really a solution at all. The boy paid for it, but in this case, my colleagues and I more than once addressed the question of whether the whole situation would have turned out differently and better if the boy had grown up in a different environment with different parents. Because we also had another student here, also with problematic behavior, but the parents cooperated very willingly with the school, went around the counseling centers themselves with the child, and with our combined efforts we all managed to suppress the student's behavior problems to such an extent that it can be said that they disappeared. Unfortunately, this was not the case. The only thing this solution achieved was a sense of justice for the other classmates that the boy in question did not go unpunished.\n\nStudent Profile:\nAge/Year: 15 let, 6. – 9. ročník největší gradace\nHobbies: Kamarádi, počítač\nDisorders: Lhaní,Neplnění povinností,Neuznávání pravidel,Vulgární vyjadřování,Rušení výuky,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "390", "student_age_year": "15 let, 6. – 9. ročník největší gradace", "student_hobbies": "Kamarádi, počítač", "student_diagnoses": "", "student_disorders": "Lhaní,Neplnění povinností,Neuznávání pravidel,Vulgární vyjadřování,Rušení výuky,Fyzické násilí", "teacher_approbation": "Anglický jazyk, přírodopis, výchova k občanství, výchova pro život; výchovný poradce", "teacher_practice_years": "30", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1207", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the school year, the student did not cooperate in any of the subjects of the curriculum, including music education. She was not able to respect and fulfill the simple things that I presented to her during music lessons. She did not participate when singing folk songs, nor did she participate in singing artificial songs, she did not want to learn these songs by heart, she did half-hearted, almost non-existent work in class. During lessons, she often interrupted, looked out the window, bothered other classmates, in short, did not pay attention to the lessons. She did not bring the necessary aids to class (notebook).\n\nSituation (Anamnesis):\nŽačka came from a complete family, but the family did not pay attention to her personality and knowledge development, they did not care at all what grades their daughter graduated with the first grade. They failed to motivate her properly, they neglected her preparation for school teaching and did not consider it necessary. They did not attend parent meetings, the girl did not attend school events outside of class. During her attendance, she had frequent absences, which were excused by the family, including the doctor.\n\nTeacher Intervention (Solution):\nbegan to perceive this problem as the end of the semester was approaching, when the grades were pointing this student to repeating the year, however, the legal representatives were not willing to accept this fact. Based on the above facts, this student was examined by me in the presence of another colleague. A record was made of this examination and the legal representatives were informed about it. The examination was successful for the student, but only taking into account her current state and quickly loaded knowledge, however, I can confirm that even in the future, her psychological development did not lead to the realization of the fact that it is not possible to fulfill and carry out the assigned tasks in this way. What I mean by this is that she showed only poor knowledge on the test and hoped she could get away with squinting both eyes.\n\nOutcome:\nAs a personal failure, I did not succeed in developing a healthy interest in my subject (music education) in the student, although during the semester she made it very clear to me that my concept of music education did not suit her. I realized that not all children want to penetrate all the secrets of a given subject, the applicability of their knowledge in practical life probably does not reach their expectations. Considering the expression of the family from which she comes, I was aware that music education would not play a major role in her future life, and although it was not my intention, I still failed to awaken in her a healthy respect for the subject. From the form of the result of her examination, it was not known that my one-year teaching of the subject brought a positive result for her person, perceived through the lens of her skills and acquired knowledge. I learned from the given case and in the following years, on the basis of the completed courses, I adapted my teaching method to a wider audience of children attending elementary school.\n\nStudent Profile:\nAge/Year: 10 let, 3. třída\nHobbies: -\nDiagnoses: Snížený intelekt,Hospitalismus\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1207", "student_age_year": "10 let, 3. třída", "student_hobbies": "-", "student_diagnoses": "Snížený intelekt,Hospitalismus", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání – aprobace Učitelství pro 1.stupeň", "teacher_practice_years": "22 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/558", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student repeatedly jumped into the conversation during the explanation of the material and constantly raised some questions and comments about the explanation. By which he disturbed the concentration of his classmates, he constantly diverted the topic and thus slowed down the flow of the lesson. It turned me off a lot. I was on the verge of exploding. I was very exhausted by that class.\n\nSituation (Anamnesis):\nThe class that the student attends is undoubtedly a very academic class. It belongs to the 'better' part of the class. In short, he has the better benefit of the class. The student is very intelligent. He is interested in the Czech language taught by me. Otherwise, there is a very good working atmosphere in the classroom, where they learn well.\n\nTeacher Intervention (Solution):\nDuring the lesson, the student repeatedly asked questions that were not related to the given explanation. That day we discussed the Czech dialect. The student asked a lot of questions, repeatedly, slowing down the class. His comments and questions repeatedly broke the flow of thoughts of my interpretation. And some of his classmates got lost in the interpretation. It wasn't the first time then. It dragged on for a whole year, colleagues had the same experience with him. With an indignant tone I told him: 'Enough. I have answered many of your questions many times, now we need to get the registration done.' I stopped him with such a tactless tone. I was dialed.\n\nOutcome:\nIn retrospect, I would have behaved completely differently. I would ask him to write down any questions during the lesson on paper (in a notebook) and at the end of the lesson (after the explanation) he could ask all his questions. This would not interfere with my interpretation of the issue of dialects. I wouldn't be distracted and the rest of the class could work in peace.\n\nStudent Profile:\nAge/Year: 6. třída\nHobbies: Šerm, zvířata\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "558", "student_age_year": "6. třída", "student_hobbies": "Šerm, zvířata", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Rušení výuky", "teacher_approbation": "Mgr.", "teacher_practice_years": "6 let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1424", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student described is constantly on his mobile phone. He talks and shouts all the time. Communicates with classmates (easily across the whole class). He doesn't respect the rules, he eats in class. The rate in this class was extremely different from others. One was happy when there was at least such an atmosphere that one could hear him.\n\nSituation (Anamnesis):\nSport-oriented class, boys predominate. Changing classroom teachers during the second grade. The so-called unmanageable class. A relatively good group, but this student disrupted the lessons so much that one was unable to function in class.\n\nTeacher Intervention (Solution):\nSometimes I left the solution outside the lesson, sometimes I was able to occupy him with the assistant and motivate him (with grades). In situations where the assistant was not present, the situation was more difficult. Neither he nor I could leave class. Often, the solution took place in cooperation with the classmate, whom he somehow respected - when the classmate 'took him down', to put it stupidly, the class somehow worked. Interviews with the pupil were usually conducted by a guidance counselor or a parent was invited. I think it was a mistake from the beginning that the school in question does not know how to deal with similar situations. This boy did not receive support in time, so his behavior grew to an extreme. I think he doesn't respect a woman's authority in general, he doesn't even respect his mom. When the father left the family, there was probably a violation of the male-female relationship. For example, he totally ignored the assistant.\n\nOutcome:\nthink the boy made it to a three in behavior. The result was probably that everyone was glad to see him go. They did not include interviews with the educational counselor or the mother. He made a mess, but he had the papers for it, and at the same time he used it - then it's a vicious circle.\n\nStudent Profile:\nAge/Year: 9. třída, 14 let\nHobbies: Závislost na počítačových a mobilových hrách\nDiagnoses: ADHD\nDisorders: Neúcta k autoritám,Antisociální chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1424", "student_age_year": "9. třída, 14 let", "student_hobbies": "Závislost na počítačových a mobilových hrách", "student_diagnoses": "ADHD", "student_disorders": "Neúcta k autoritám,Antisociální chování", "teacher_approbation": "Mgr.", "teacher_practice_years": "4", "problems_annotated": "Diagnosis, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/847", "content": "TEACHING CASE STUDY\n\nBackground:\nEven before starting school, the student had outbursts of anger. He was aggressive, both verbally and physically. At school, he refused to cooperate with the teacher, assistant and special pedagogue. Interventions from the school psychologist did not help either. The student was not able to use his intellectual potential to learn something. He threw keys at others, kicked, cursed and used vulgar words. The whole situation was resolved with a special counseling center, a child psychiatrist and OSPOD. A transfer to a special elementary school was also considered, where he would be provided with adequate care. However, the mother strongly disagreed with this possibility and insisted on continuing education in a regular school with the support of an assistant and a special teacher. In addition to being able to use his mental potential, the problem was that the boy refused to take medication at home, which was then reflected in his behavior at school. The mother could not force her son to take medication regularly and did not know how to deal with him.\n\nSituation (Anamnesis):\nThe student comes from a troubled family with a low socio-cultural level, where care is neglected. The child was previously also in the care of OSPOD, but is currently unsupervised. Problems and disorders manifested themselves during childbirth. He was twice suspended from school, later he started elementary school. He entered elementary school with a slight mental disability, but a rediagnosis showed a drop in cognitive skills and abilities and a drop in mental level. The mother was again offered a transfer to a special elementary school. Meetings were held with the mother, school management, representatives of SPC and ŠPP (school counseling office). But the mother did not agree with the proposals, so other possible procedures were sought for the boy.\n\nTeacher Intervention (Solution):\nGiven that the mother did not agree with the pupil's transfer to a special elementary school, other options were sought to solve the situation. The psychiatrist, the school management, the assistant, the special education teacher and the psychologist agreed that it would be best for the student and the school if the medication was administered at school. A special application had to be written for this option. After the subsequent approval, it was agreed that the morning dose will be given when the pupil arrives at school before the start of classes. Four people were trained to administer the medication, in case one of them was absent. Two people are always present when the medication is administered, and every day it is signed that the dose of medication has been administered. Alternatively, a note is added when something happened. These medicines are stored in a lockable cabinet. Consultations are still ongoing with the mother regarding benefits and behavior. A transfer to a special elementary school is repeatedly offered and discussed, which both mother and son visited. Unfortunately, even the visit did not convince the mother that this would be a good learning option for the student.\n\nOutcome:\nThe result of solving the situation is that the pupil is given medication at school and is thus able to work within his capabilities with IEP with the support of ŠPP. Thanks to the school's support, he is able to function with regular medication, without this help he would not be able to work. The school is satisfied with the resolution of the situation with the possibility of regular administration of medication at school, in any case, the whole situation would be resolved much better if the boy was transferred to a special elementary school. But the mother does not agree with this, so from this point of view it is an unsuccessful solution to the situation.\n\nStudent Profile:\nAge/Year: 10 let, 2. třída (základní škola)\nHobbies: Péče o domácí zvířata, domácí práce, kreslení, jízda na kole.\nDiagnoses: ADHD,Mentální postižení,Porucha autistického spektra,Logopedická vada\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression\nSolutions Applied: Agreement, Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "847", "student_age_year": "10 let, 2. třída (základní škola)", "student_hobbies": "Péče o domácí zvířata, domácí práce, kreslení, jízda na kole.", "student_diagnoses": "ADHD,Mentální postižení,Porucha autistického spektra,Logopedická vada", "student_disorders": "", "teacher_approbation": "1. PhDr. (psychologie) / 2. Mgr. (vychovatelství, speciální pedagogika, psychopedie, učitelství II. stupně)", "teacher_practice_years": "1. 12 / 2. 19", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Cooperation with experts", "solutions_possible_annotated": "Transfer of student ", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/461", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught this student for four years. He joined us at the gymnasium and I was assigned to the classroom in his class. At first everything was fine. The ratio of girls and boys was balanced in the class and it seemed that they would be a good team in time. Over time, I began to receive complaints from teachers who taught in this class about one student - the very one I am talking about. There weren't many complaints, but they all sounded pretty similar: He doesn't listen; provokes; he does not do what he should; boycotts. He's just the kind of class rebel you can probably find in every class. However, it disrupts the course of teaching and the atmosphere in the classroom during teaching too much. These and similar statements came from the mouth of a professor of mathematics, a professor of chemistry or geography. To tell the truth, I didn't really understand it. I taught Czech language and civics in their class, and I even had one half in German. It wasn't bad in my classes. Yes, he was rude at times, but nothing I wasn't used to and couldn't handle. I wondered why he was the way the other teachers talked about him in other classes. Once at lunch, I saw one of the professors berating him while waiting in line. They must have been messing with the boys somehow. I know that she is my colleague and I myself do not like uncollegial behavior, but this example made me realize how her approach is different from mine. I treat all students as equals. Straight up. I'm strict, I don't forgive them much, I want activity and performance from them, but I never treat them as if they are something less than me. Never. I'm almost certain that a few teachers' problem with this student is that he felt he was being put down or made a child of him and he didn't like that, so he resisted. It's a fact that I probably didn't solve the whole situation, but I realized a lot of things and I think the boy perceives that I'm just taking him and I'm not playing for anything in front of him.\n\nSituation (Anamnesis):\nThe student comes from a complete family. He lives in the same town as his school. His dad is even my classmate. She spends a lot of time with him. She helps him at work and has quite a lot of freedom. You could say that he makes his own decisions about his life. Maybe that's why he has a problem with bonding and boundaries at school. The class is nothing special. There are no broken relationships in it, they work well together.\n\nTeacher Intervention (Solution):\nSo now I don't know if I'm telling you right. No major solution actually took place. I actually only talked to his father about it. About those complaints and he was quite surprised because he doesn't know him like that. I told him that maybe it's because it's a bit unusual for him in school and teaching, where there are a lot of authorities around him. I knew he had a lot of freedom and his parents let him make a lot of decisions. My father explained to me that he doesn't even look at it that way. That they just want him to be able to make decisions for himself and bear the consequences for his behavior and decisions. Which makes him somewhat unaccustomed to the orders and restrictions he encountered at school. I don't even know if he talked to him about it at home. Probably yes. Then he got a new chemistry teacher, where he was probably the biggest problem and so far so good. Who knows, maybe it wasn't necessarily the student's fault. Maybe two personalities just did not meet. But it still means to me that it is important to treat the students as equal partners. He'll give it back to you.\n\nOutcome:\nAs I said. It was not resolved in any fundamental way. I didn't want to lash out at his parents, so I just asked how his father saw it. Maybe he talked to him inconspicuously. Now it can be said that the situation is stabilized. The boy is not the nicest, but you can get along with him. This year he entered the freshman year and I ended up as their classmate, but I believe that my successor will also be able to handle it with him. The teacher then told me that, unfortunately/thank goodness, she had not met many problematic students during her practice.\n\nStudent Profile:\nAge/Year: 15 let, od září 2021 1. ročník SŠ (víceleté gymnázium)\nHobbies: „chlapské práce“, s otcem  včetně občasných návštěv hospody)\nDisorders: Neposlušnost,Neuznávání pravidel,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "461", "student_age_year": "15 let, od září 2021 1. ročník SŠ (víceleté gymnázium)", "student_hobbies": "„chlapské práce“, s otcem  včetně občasných návštěv hospody)", "student_diagnoses": "", "student_disorders": "Neposlušnost,Neuznávání pravidel,Neúcta k autoritám", "teacher_approbation": "Vysokoškolské, titul Mgr., aprobace: Český jazyk, Německý jazyk, Občanská výchova", "teacher_practice_years": "21", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1389", "content": "TEACHING CASE STUDY\n\nBackground:\nSo I have children with neurological predispositions that I can't do anything about, right? If you noticed, there are such types here. Yeah, I just can't quite calm them down because it's not in their nature. If you look in that class, there are those who, for example, stomp or something, if you send them to the carpet, they will do a thousand other activities. Parents say: This is our little neurotic. They know it. He is such that mentally he keeps going. Yeah, he just doesn't have any diagnosis, he's very smart, he can handle everything, but it has a lot of accompanying symptoms, his behavior. He's always one of the first, he's done, he does this and that, he doesn't hurt anyone, he doesn't, but he keeps doing it with him. And I, as a teacher, cannot influence those innate things in children. I can only identify with it and I have to be able to work with it and I have to tolerate it well. I can't absorb it. There are teachers who start to be like that too, you know like they feel that there is this, that, that, that and they start to be like that too. As soon as you go to that class, that class will immediately mirror you. If you are calm, the class is calm too. Even a dog knows that you are afraid of him. But with that student, it's a given.\n\nSituation (Anamnesis):\nThe student attends the 2nd grade of elementary school, likes to spend breaks with his classmates on the carpet where they play together, is neurotic, hyperactive, likes sports, draws, gets good grades at school. The first and second year are in one class together (double classes), children from both years have to work independently for the whole lesson.\n\nTeacher Intervention (Solution):\nSo I have to keep an eye on him, I have to check him. Otherwise he would be able to climb somewhere. But I approach him calmly. I can't yell, nothing, because on the one hand it wouldn't help and on the other hand I'd throw the whole class away. We were always told at school: You only have one vocal cord, they have thousands. I would be ready at the end of September. Now he is supposed to go to the screening sometime, but he doesn't have an application there. But the main thing is to stay calm and control it.\n\nOutcome:\nHe's still doing it with him. He can't stand it, he's always rearranging something, he's still squirming in that chair, then focus on him on purpose. Yeah, he's either stomping or picking up something he doesn't have right now, playing with it. When the break is so flying.\n\nStudent Profile:\nAge/Year: 7 let, 2. ročník ZŠ\nHobbies: kreslení, sporty\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Support, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1389", "student_age_year": "7 let, 2. ročník ZŠ", "student_hobbies": "kreslení, sporty", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské, magisterské (první stupeň a speciální pedagogika)", "teacher_practice_years": "20", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/502", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation focused on the problematic behavior of the pupil in the secondary school classroom arose at the very beginning of the school year, with the arrival of new art education specialists. At the Secondary Pedagogical School, Pedagogical Lyceum branch, at the end of the second year, students choose whether they want to focus on art education or music education, and in the third year they implement this choice. In the new art specialisation, a problem pupil appeared who, according to the report, 'stood out from the crowd and was very communicative', craved attention and at the beginning of the school year looked like a promising pupil with 'dynamic drawing'.\n\nSituation (Anamnesis):\nThe problem arose when the teacher assigned the first submission of drawing works and the student started making excuses as to why he could not bring the work and asked for the deadline to be postponed. He got another chance, but it didn't bring the job. The situation escalated when the student stopped going to school and feigned illness on the days of handing in work. In the end, he did not bring the art work at all and did not deal with it, which led to the fact that other female students joined his behavior, who saw that he did not have to hand in the work that they had worked hard to do, and did not hand it in either. The student had a great influence on the class and manipulated the girls against the teacher and art classes, which led to the fact that the talented students in the specialization formed a group that resented art education and the work ethic of the whole group went 'down the drain'.\n\nTeacher Intervention (Solution):\nThe teacher described the situation as 'resigning lessons'. The school let the student fail art education because he did not have the outputs to complete the classification. The scenario did not repeat itself in the next grade, which was in charge of the same teacher. The pupils did not accept the pupil among them and worked as if he was not in the class. The teacher approached him individually and tried to motivate him in various ways, including posting a failing grade or positive motivation and delaying deadlines. Although there were many options for the student to repair his grades and reputation, he did the opposite.\n\nOutcome:\nThe pupil started having problems with drugs and stopped going to school completely. The Pedagogical Council recommended that his further stay at the school be terminated, and the pupil then left on his own. At the end of the story, the manipulated pupils returned to art education and were happy to catch up on the subject they resented for almost a year.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Attendance problems\nSolutions Applied: (Disciplinary) Punishments, Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "502", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Výtvarná výchova, Ruský jazyk", "teacher_practice_years": "34", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/740", "content": "TEACHING CASE STUDY\n\nBackground:\nThe pupil was my student, I was his class teacher. Ever since the sixth grade, I thought he was too rude and rather spoiled. We somehow endured it in the seventh grade, but when he started the eighth grade, things went downhill for him. He started coming completely unprepared for classes, which was confirmed by almost all my colleagues. He was often behind school and hanging out with a group of skaters, which made him actively smoke, which I can't stand. Later, he started mocking classmates who didn't wear designer clothes, because he came from a relatively mobile family. Lying was the order of the day for him, he often forgot assignments or even textbooks.\n\nSituation (Anamnesis):\nThe student lived with both parents, had a younger brother who went to the same school, but there were never any major problems with him. The class as a whole was relatively calm, sometimes there was a 'naughty' of course, but they did not deviate from the classic ranks of teenagers, except for that boy. He got what he showed from his parents, he had the latest cell phone, the best clothes, etc.\n\nTeacher Intervention (Solution):\nWhen negotiations and threats against the student did not help, we informed the parents, who initially refused to solve the situation because they thought that their son was a saint and the problem was clearly on the school's side. They did not go to class meetings, so we contacted them again after the first semester and the principal invited them to the school. We explained to them the whole situation that their son does not go to school, fails several subjects, mocks his classmates, lies and thinks it is okay. The parents were quite taken aback, that's why they quickly started to solve the situation with their son.\n\nOutcome:\nIn the first week, the student made quite an effort, he did his homework, he reported, he was good. However, this started to change for the worse over the next few weeks, so we informed the parents again, who also didn't know how to deal with him anymore and apparently thought that the school had taken a seat on their son. That's why this pupil didn't even finish the eighth grade with us and in April he transferred to another elementary school, where he said he finished the ninth grade without any major problems.\n\nStudent Profile:\nAge/Year: 14, 8. třída\nHobbies: videohry, skateboarding\nDisorders: Absence,Lhaní,Nepřipravenost,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal aggression\nSolutions Applied: Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "740", "student_age_year": "14, 8. třída", "student_hobbies": "videohry, skateboarding", "student_diagnoses": "", "student_disorders": "Absence,Lhaní,Nepřipravenost,Zesměšňování", "teacher_approbation": "Pedagogická fakulta Univerzity Jana Evangelisty Purkyněho v Ústí nad Labem, aprobace český jazyk, ruština", "teacher_practice_years": "20", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1392", "content": "TEACHING CASE STUDY\n\nBackground:\nBefore the class started, a student ran up to me to see that the boys had been fighting and had dropped a pot with a plant. What happened was that one student pulled out a cell phone and texted his parents without permission (cell phones are prohibited at school). The second student came up to him and looked over his shoulder at what he was writing. This violated the privacy of the first student and he began to harass the second. In the end, they gassed each other, one kicked the other. As they gasped, one threw the other onto a flowerpot, which overturned and fell to the ground.\n\nSituation (Anamnesis):\nThe student is diligent, hard-working, has excellent grades, completes assignments. He is popular in class, he has many friends, but he sits alone in the classroom because he would be a distraction in a group. He is often reprimanded for being disruptive. Sometimes he is reprimanded three times for one thing that he is warned not to do. That's why a workbook with a warning note is taken from him, after which he calms down and is quiet. It seems to me that by interrupting, he is trying to show that he is such a fighter and pull himself up in front of his friends. Otherwise, he is very polite, the teachers are healthy and he helps them and his classmates. Sometimes he solves the situation with a counterattack. If someone does something to him, he will return it to him, which was also shown in the given situation.\n\nTeacher Intervention (Solution):\ncame to the classroom and the teacher was already there, standing the boys in front of the blackboard until the class started. She then asked them what happened. They stood opposite each other and told how the situation had turned out. Some children were there, so they also described the situation if they were asked. They agreed on almost everything except for one thing, that the student left immediately when asked by the other student not to look over his shoulder. It turned out that the student lied, so the teacher took him outside and explained to him the consequences if he lies in the future, that it would be resolved with his parents, etc. The student admitted that he lied, which earned him the affection and admiration of the teacher.\n\nOutcome:\nThe boys reconciled, there were no fatal consequences. Only the student with a cell phone was reprimanded for violating school rules, and the one who lied was warned of future consequences if it happens again. The teacher took the student who lied out of the class. He broke down in tears when she addressed the situation with him. She let him go to the bathroom to wash his eyes and then he could go back to class when he was ready. In the next lesson, he was paying attention, he didn't shout, and I thought that the way the teacher handled the situation calmly and supported him, she built more respect for him. In the following days, he sometimes cried out, but it was not on the same scale as before, and above all he did not solve the situation with violence (kicking, etc.). Whenever someone provoked him and he still did it, even though he was told the class rule Three times is enough, he came to me or the teacher and we solved it.\n\nStudent Profile:\nAge/Year: 9 let, 4. ročník\nHobbies: fotbal, videohry\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Consequences, Working with the collective, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1392", "student_age_year": "9 let, 4. ročník", "student_hobbies": "fotbal, videohry", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "pedagog na 1. stupni, titul Mgr.", "teacher_practice_years": "40 let (předchůdová paní učitelka)", "problems_annotated": "Physical aggression, Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/732", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher was the pupil's class teacher. The student had a need for order and calm teaching and could not handle chaos in the classroom. When the teaching did not go according to his idea, he had an explosive reaction to the situation. He yelled at others and had a mental breakdown. The situation was repeated daily, sometimes more often. The student did not have the opportunity to fully participate in the lesson when any change threw him off. He felt that he was not part of the collective. He didn't talk to anyone during breaks. He spent his free time alone and believed that he had no one close to whom he could turn in times of trouble.\n\nSituation (Anamnesis):\nIn his free time, he watched series and played games online with his friends outside of school. In the past years, he had a cousin in his class with whom he got along very well, but when the cousin left, he felt like he was on his own. His classmates did not help him in the situation. The teacher had individual conversations with the student and together they tried to figure out the triggers of the behavior. They discovered that these were reactions to the behavior of other students at school. His classmates provoked him and called him vulgarisms in order to disrupt the course of the lesson with his explosiveness.\n\nTeacher Intervention (Solution):\nThe teacher decided to implement a project called \"Restart\n\nOutcome:\nIn a common circle, the other students commented on the given situation. Some classmates were not bothered by his need for order and calm in the classroom and provoked his outbursts of anger for fun. Some pupils were sympathetic to the student and wanted to help him. Some of the pupils were not even aware of the behavior triggers. By sharing in a circle, the children had the opportunity to share their own feelings and needs in class, what they like and what they don't like, and how different events and changes in the group affect them. This activity moved the collective as a whole. The student found out that he was not alone in the situation and thanks to the shared circles he got close to some classmates who started to support him at school. His outbursts and conditions became less pronounced. At first it was once a day, then once a week, then once a month. The student is currently 14 years old and has not had an emotional outburst since the beginning of the school year. The student has a new teacher and they do not solve the problem behavior together and there is no need. The student can tell himself what is and isn't pleasant for him and knows how to avoid unpleasant situations. He has friends around him who support him and he can turn to them.\n\nStudent Profile:\nAge/Year: 10\nHobbies: Anime, angličtina, Pop kultura, LGBTQ+ komunita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Bullying\nSolutions Applied: Support, Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "732", "student_age_year": "10", "student_hobbies": "Anime, angličtina, Pop kultura, LGBTQ+ komunita", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr", "teacher_practice_years": "6. rok", "problems_annotated": "Emotional outbursts, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/540", "content": "TEACHING CASE STUDY\n\nBackground:\nThis day started like every Monday, where we started with a class session of 15 minutes, where I dealt with my class duties such as excuses, collecting money for school events, and lessons before the upcoming holidays. The students had their comments on all points of the program. However, the most vocal student was the one who made vulgar and offensive comments about the planned trip. The rest of the class took his opinion as their own and immediately agreed with him that they didn't want to go anywhere. So I proposed an alternative option for the program to the students. On Fridays we have shortened classes and each class has its own program. Therefore, I have a proposal that as a class they can agree on their own program by Wednesday, which they will then present to me and we can have fun about it. To my great surprise, the class accepted this possibility and was very interested in this idea, they immediately got to work. But I was constantly wondering what was going on with this student, because he had never defended himself in such a vulgar and aggressive manner before. The next day, the math teacher came to me to tell me how this student was behaving in his classes. I'm quoting the teacher directly: \"I don't understand what's been going on with him the last few days. He was always disciplined, he paid attention in class and always had his assignments and tools in order. But now he is unfocused, gets A's on tests, snaps at other teachers sometimes with vulgar and rude comments. His benefit did not deteriorate not only with me but also with other subjects. We asked if something was bothering him or if something was happening at home. But they all got the same answer that everything was fine.\n\nSituation (Anamnesis):\nStudent's personal history: This student is a fourteen-year-old boy who attends the 8th grade of elementary school. He lives in a family home with both his parents and his younger sister. The sister is 12 years old and goes to the 6th grade at the same elementary school. The student is a very sensitive person, he gets along very well with both his parents and they have a very good and intimate relationship. He is actively involved in football, in which he excels above others. He likes to meet other people and likes to be in the center of events. Other friends like to spend a lot of time with him because he is perceptive, conscientious and funny. He has no IVP or any support measures. It is difficult to compare with different changes. Class History: This class has 25 students (15 boys and 10 girls). The number of students has not changed since the first grade, which is a very good prerequisite for creating a friendly and close team. Thanks to the same composition of students, there are very good relationships between students in this class. There are no elements of bullying or cyberbullying. They all participate in school events and trips in large numbers. 2 pupils have 2nd level support measures and 1 pupil has 3rd level support measures.\n\nTeacher Intervention (Solution):\nAfter a conversation with this student, during which I did not find any detailed information that would help me to manage this situation, I was forced to contact the school's counseling office. Here I was advised to contact the school psychologist. I contacted the student's parents to inform them of the circumstances that have been happening lately and we could find out what is happening to him in order to be able to help him. So we arranged a meeting together with the parents, the pupil and me as the class teacher. Interview transcript: Teacher: \"Hello, I'm very glad that we got together so quickly to resolve this unpleasant situation.\n\nOutcome:\nAfter meeting together, I had mixed feelings. On the one hand, I was very happy that I managed to find out what was happening to the student. But on the other hand, I was sad because the loss of a close family is very sensitive for everyone, regardless of age. But with the passage of time, I look at this unusual experience with a more positive view, because over time the student returned not only to his academic results, but also in his behavior it was evident that he returned to his skin. This was a very important experience for me, which positively influenced my professional career.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Sport - fotbal\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "540", "student_age_year": "14 let, 8. třída", "student_hobbies": "Sport - fotbal", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání (Matematika – fyzika)", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/178", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student enters a mixed class where there are several years together. There are first, second and fourth year in my class. A total of 10 pupils. I try to make the students independent and able to work without help. The student is inattentive and wants constant supervision while working, which he enforces by shouting and cursing. He doesn't want to work, he doesn't respect the lessons and the rules that are followed at school. He is vulgar and aggressive when it is not his way. He likes to draw the attention of his classmates. We constantly deal with situations in the classroom when, during independent work, the student shouts and describes the exercise in a vulgar manner. After my warning and trying to calm him down and make him stop talking dirty and work, he starts cursing me too.\n\nSituation (Anamnesis):\nThe student comes from a complete family that comes from poor circumstances. Where rude behavior, cursing and slapping are completely fine. At a younger school age, the student was diagnosed with ADHD and behavioral disorders.\n\nTeacher Intervention (Solution):\nIn a situation where a pupil starts to get angry, curse and draw attention to himself, I begin to pay full attention to him, and the assistant attends to the other pupils, or vice versa. We try to break down dirty words if he says a lot of them in a day, writes I won't talk dirty ten times a day, or gets more homework as a punishment. If he tries, works alone, doesn't talk dirty, he gets a reward of his choice from the options (sweets, game with building blocks, coloring book). When his behavior is unbearable, his desk is moved to the corridor, where his classmates cannot see him.\n\nOutcome:\nIn the short term, he takes the option of a table in the corridor, where he has no classmates. At first he protests and is angry, but then he gets down to the task at hand. He protests when writing punishment or homework, rewards don't affect him much. In the long term, the influence of solving these situations has no effect on him. His behavior keeps repeating itself.\n\nStudent Profile:\nAge/Year: 7 let, 2. ročník\nHobbies: Počítačové hry - střílečky\nDiagnoses: ADHD,Porucha chování\nDisorders: Lhaní,Podvody,Neuznávání pravidel\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Support, Transfer of student \nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "178", "student_age_year": "7 let, 2. ročník", "student_hobbies": "Počítačové hry - střílečky", "student_diagnoses": "ADHD,Porucha chování", "student_disorders": "Lhaní,Podvody,Neuznávání pravidel", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ - speciální pedagogika", "teacher_practice_years": "10 let", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1454", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the Czech language class, in which the 7th A, BIC were combined (these classes were on ski training and the children stayed at school, where the parents wanted it that way), I needed to work with the students who were in my class. I taught Czech only to 7th grade B. Most of the pupils who remained from my class had some problem in Czech, e.g. dyslexia, and I wanted to practice with them in a more targeted way, so I assigned work to the rest of the class (7th grades A and C) which when it was done, they were free. I walked through the class and waited for the task to be completed, or to be called for advice. While walking through the classroom, I passed a student who has persistent behavior problems and the whole class and teachers are used to it. When I walked past her, she told me I was a cu*da. At first I thought I was hearing badly and passed it over, but after a while I walked around again and the word was repeated. She was a student in class 7. And, therefore, I didn't want any big work from her and she actually had time off.\n\nSituation (Anamnesis):\nThe student repeatedly behaved inappropriately and violated the school rules with minor offenses. She was also very rude and kept talking back. Her class has gotten used to her behavior and so have most of the teachers teaching this class. She had an assistant assigned to her because she was generally not able to keep up in class, she suffered from ADHD and her family was practically not interested in her, her mother did not go to class meetings, did not do homework with her...\n\nTeacher Intervention (Solution):\nI invited the student to leave the classroom with the assistant and go to the next one (classes A, B, C are next to each other, so they would move to the next class). The student refused. I knew I might lose a bit of authority if she didn't listen, so I challenged her again a little more forcefully, but again she refused. So I ordered all the students in the class to take their things and I moved with the rest of the class.\n\nOutcome:\nThe student was very surprised and offended. During the next lesson, when I replaced them, she caused problems again and refused to obey my instructions, and again it was necessary to solve it more creatively. The student ended up going to an institution for these children due to escalating disciplinary problems.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nDiagnoses: ADHD\nDisorders: Arogance,Lhaní,Vulgární vyjadřování,Porušování pravidel\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1454", "student_age_year": "13, 7. třída", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Arogance,Lhaní,Vulgární vyjadřování,Porušování pravidel", "teacher_approbation": "Mgr., ČJ + Ped na FF MUNI, Výchovné poradentství", "teacher_practice_years": "23", "problems_annotated": "Diagnosis, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/698", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student started going to the first grade, he was ordered to postpone, but his father insisted that he go to school. At first there were no major problems with him, he was withdrawn, he didn't have much fun with anyone at school, he was a little slower in class, but he worked, no bullying, nothing like that. Later we switched to distance learning. Even before the online classes started, I wrote a letter to the children every morning, his mother always praised how well we manage the distance. When the student then returned to school, problems began with forgetting assignments, excuses, and the like. In the next wave of distance learning, we already had classes via the Internet. The student was attending a school for the children of medical professionals, the change of environment was a problem for him. Whenever I asked him something, he disconnected and didn't answer. After returning to school, he was even more shy, did not bring his things, did not bring assignments, refused to do work in class.\n\nSituation (Anamnesis):\nApparently there was some domestic violence against the mother in the family. The nurse was a strong epileptic, during this time she had a big seizure, then they found an even bigger finding in the pupil. The parents separated, the children stayed with their mother, they went to their father's on weekends. The father denied any possible problems with his children. The parents and the student went to psychiatry. According to the mother, the student does not like visitors at home, he always stays away, sits outside the apartment somewhere near the basement. He wasn't one of the popular kids in class, but there was no problem with bullying.\n\nTeacher Intervention (Solution):\nAt first, I talked only with my mother, who always nodded at me and said that it had to be solved somehow. Nothing happened for a long time. In June, in the second grade, when the problems were the biggest, I invited both parents to school, I wanted them to take the student as well, but they didn't bring him. I explained the situation to them and asked them if they could think of any solution. Dad didn't understand why we were talking about something when I was going to hand over this class to another teacher anyway, that it wasn't my problem. I replied that I wanted to have a clear conscience, that I would pass him on and that it should be dealt with somehow and not ignored, to which my father replied: \"So are you dealing with yourself or the boy?\n\nOutcome:\nThe parents refused to cooperate, arguing that the boy would transfer to another school. The meeting had no effect. Forgetting things and tasks, reluctance to cooperate with the pupil persisted.\n\nStudent Profile:\nAge/Year: 7 let, 1. – 2. třída\nDiagnoses: Epilepsie,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Failure to attend class\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "698", "student_age_year": "7 let, 1. – 2. třída", "student_hobbies": "", "student_diagnoses": "Epilepsie,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr. titul – učitelství pro 1. stupeň Mgr. titul – učitelství dějepisu a tělesné výchovy pro základní školy", "teacher_practice_years": "14 a 8", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/949", "content": "TEACHING CASE STUDY\n\nBackground:\nseventh grader committed a violent act against a younger student. The situation started when two classmates started abusing his character. Under the pretext of making him a go-between for their jokes, they started motivating and encouraging him to do various activities to prove his prowess. This fact eluded me from the beginning, as it was apparently a matter of trifles. Later it turned out that it was about smoking cigarettes, destroying other people's tools, etc. The situation escalated when, during a break between lessons, he and the two of them visited the 6th grade class, i.e. the class of younger students. They looked for a suitable victim, who was similar in nature to the seventh, but he was even more isolated from the collective. Compared to the seventh grader, he was more sensitive, more introverted, had health disorders of immunity, which, together with his mother's anxious care, put him on the edge of the class. This student became a convenient target for the two, who encouraged and pressured the seventh grader for so long that he decided to physically attack the younger student. He came to his desk and slapped him in the face in front of all the students. The younger student was shocked and humiliated, which resulted in him running out of the classroom. However, they managed to hide everything. I discovered the fact while serving in the corridor, when I caught the students showing each other a video of this incident, which was filmed by a classmate of a younger student.\n\nSituation (Anamnesis):\nThe seventh grader is a student who, although he is undoubtedly gifted and has good academic results, has great problems fitting into the team. He is not subject to bullying or other attacks, but is referred to by the pupils as the class 'outside' or 'oven'. I try to actively solve this problem during lessons, when I try to involve the seventh grader more among other children. However, the seventh grader is often deep in thought, he does not notice his classmates, and his weak motor and physical abilities take away from his respect in the class. He is fundamentally not worried about a weaker position in the team, he can take it in stride. The problem started when two problematic students started using him and inciting problematic behavior. The rest of the class looked on, didn't object, but didn't actively participate either.\n\nTeacher Intervention (Solution):\nShortly after watching the video, a colleague from the 6th grade was contacted by the mother of the attacked student, who did not go to school because of the attack. A colleague confronted her class, where she got witnesses to the whole situation. I invited three actors in this situation from my class individually to the cabinet. The seventh grader confessed everything to me, the fact that the situation is being actively resolved and that it could lead to a problem for him really affected and scared him. When I tried to talk to him about the fact that he hurt the younger student and that the student is at home because the seventh grader's actions hurt him, it was clear that the seventh grader regrets his act very much and became a victim of manipulation by his older classmates. As he was upset at that moment, I let him go. More specifically, the educational counselor dealt with this situation with him, who, in addition to the seriousness of his assault, also explained to him that the way to join the collective is not through thanking problem pupils. I was much more forceful with the two, as they were repeat actors of problematic behavior, the fact that the whole situation was filmed undermined their self-confidence and they confessed to the crime. The entire incident was resolved in the presence of the parents of all involved except for the parents of one, with whom there is poor communication. I, the principal and the class teacher from the 6th grade were also at the meeting. The victim's mother did not want to escalate the situation even more, so she left the punishment of the pupils purely to the school, insisting only on an apology from the culprits to her son. A positive role was played by the parents of the seventh grader, who were able to convince the mother of the younger student that their son regrets the act. She was further reassured by the intervention of the school psychologist, who planned a preventive program on bullying with the 6th and 7th grade together. Next, she had a conversation with the seventh grader about the whole situation. Two were dealt with separately, as they were repeat offenders in various violations of school rules.\n\nOutcome:\nThe seventh grader received a director's reprimand. However, this case strengthened him a lot, he learned how to better manage his behavior in the team, the class showed good character and stood up for the seventh grader in this case. In the following years, during adolescence, he managed to get better involved in the team. One left the school the next year after receiving a behavior debuff. The other one stayed, but the loss of his 'buddy' had a positive effect on him, in the following years he remained troubled, but avoided violent acts and other serious problems. The younger pupil continued to have problems staying at school, but he did not become a victim of bullying again.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Počítačové hry, vzdělávání se\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Bullying\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "949", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Počítačové hry, vzdělávání se", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, aprobace tělesná výchova, základy techniky, pedagogika volného času", "teacher_practice_years": "28", "problems_annotated": "Physical aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1054", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose gradually. I started teaching again in sixth grade and within the first few hours I began to notice one student more. He was often inattentive, playing with things, shouting and traveling around the classroom. There were days when he showed less like this, but for most of the hours I spent in sixth form, this behavior was intense. I observed this problem in mathematics, but not in physical education, which he was passionate about.\n\nSituation (Anamnesis):\nSixth grader, extrovert type, average academic performance.\n\nTeacher Intervention (Solution):\nasked my colleagues from the first grade if they had noticed similar behavior and if the pupil had ever visited a pedagogical-psychological counseling center. However, I never received a concrete answer. I was told that the pupil often brought home notes, after which there was a short-term improvement in the situation. I found the student's behavior very disturbing, but I didn't want to go down the notes route. I therefore tried to keep him busy during class as much as possible - handing out notebooks, erasing the blackboard, etc. This procedure worked well for me, however, I still recommended the pupil to visit the counseling center with which we now work together.\n\nOutcome:\nI would definitely say I'm seeing improvement. The student was less distracted in class.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník\nHobbies: Válečná historie, sport\nDisorders: Hyperaktivita,Nepozornost,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1054", "student_age_year": "11 let, 6. ročník", "student_hobbies": "Válečná historie, sport", "student_diagnoses": "", "student_disorders": "Hyperaktivita,Nepozornost,Vykřikování", "teacher_approbation": "Magisterské, aprobace matematika a tělocvik", "teacher_practice_years": "6", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/883", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the 2nd grade, I struggled with one of my students lying. There have never been any problems with the student before, he is very clever, hardworking and non-conflicting, but one day the parents came to say that their son was being bullied. So, of course, this whole situation began to be resolved, including with the school management and the educational advisor.\n\nSituation (Anamnesis):\nStudent of the 1st grade of elementary school, without problems, good results in school, quiet, friendly. Older pupil of the 1st grade of elementary school, conflict-free, calm, friendly, good grades, so far there have been no problems with the pupil.\n\nTeacher Intervention (Solution):\nThe student described the whole situation to us in detail, stated that the bullying took place during toilet breaks and even pointed out precisely the student who was hurting him. From the beginning, the student is more or less completely conflict-free and kind, so I didn't understand how this could happen at all and that no one noticed anything. Subsequently, the student stated that during one of the conflicts there was another teacher in the corridor who was in charge at the time and who saw it. He told us that she even wiped his wet head and the rest of the teachers said nothing. I honestly didn't like this whole situation at all. We all agreed that no such incident really happened in the cabinet and we would not countenance anything like that. The teacher, who was in charge at the time, said that nothing of the sort had certainly happened on her part. Of course, I told the parents that we will deal with the whole situation, that in my opinion this situation could not have happened, but that this does not mean that their son cannot be harmed and of course we will find out everything. I tried to keep my cool and be there for them, because I thought to myself that they are still little children and sometimes they think things a little, and that it is important for me right now to find out if someone is really hurting him. However, the parents refused my help and approached Mr. Director if he and other people could deal with this case because I am allegedly covering for my colleagues and they don't trust me or any of us here... That their son would never lie. At that time, I think the director himself and the deputy, the educational advisor and also the coordinator of the prevention of risky behavior were personally involved in the whole process. The student's parents asked them if they could check us more during the breaks, whether the supervision really works and there are no problems. I was sorry because they didn't have a problem with the seeds the whole time and suddenly they attacked us all the time. It took a total of about 14 days. At the parents' request, the principal and the deputy came to check on us during breaks and also looked into the classrooms to see if there were any conflicts. The risk behavior prevention coordinator also discreetly monitored the class the pupil was attending to see if there was any deterioration or any problems. However, after some 14 days, nothing was observed either with the pupil or during breaks in the corridor.\n\nOutcome:\nAfter this short-term monitoring (approx. 14 days) of the whole situation, the student's parents suddenly contacted them by e-mail, saying that he confided in them that he made up the whole situation and that we don't have to deal with it anymore, they didn't give any reason for what happened. So this whole situation was marked as closed, we honestly hadn't noticed even the slightest bullying on the part of the pupil or anyone else until then, and we also knew that the situation with the teacher, who was in charge that day, definitely didn't happen, so it still made sense . Unfortunately, the parents did not apologize to the school management or to us, which left me cold. Since then, there have been no similar problems with the student and he is a calm, conflict-free boy again, so in retrospect we can only speculate what was going on in his head at the time and why he did it... I honestly didn't even find out then... The whole situation I didn't like it at all, because he labeled my colleagues and, in fact, our entire team of teachers as someone who more or less watched it and did nothing, which of course affected me at the time, but it was a small joke... and children can sometimes draw things out and you can't imagine how much harm they can do... I was especially sorry for how the student's parents treated us during the whole situation... in the years we've been teaching there, I know that none of us would do this, and besides, they know most of us very well , because we are local.. Now in retrospect, I think it was not a very good example of how to deal with such a situation. I should have checked on the student more even after it was over and found out why he made it up because then I thought maybe there was some problem in the family and the student wanted to get his parents' attention or something... I honestly don't know but how many times do I think about it now and I keep telling myself that I should have solved it somehow and taken more interest in the student... on top of everything, if he hadn't finally confessed then, I honestly don't even know how it would have been solved and what would have happened ... we should probably have followed a plan more and kept a cool head, this seemed to me in retrospect to be quite unresolved... I didn't perceive it that way at the time, well, I was glad that it was resolved and no one was attacking us, that something was going on such is happening at the first level and we are part of it.\n\nStudent Profile:\nAge/Year: 7 let, 2. třída\nHobbies: sport\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "883", "student_age_year": "7 let, 2. třída", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr. – učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "26 let", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/907", "content": "TEACHING CASE STUDY\n\nBackground:\nEven after almost ten years of teaching experience, I encountered a completely new situation that enriched my career with a new experience. It's been a few weeks since the start of the new school year, and we're already dealing with a situation that perhaps none of us were prepared for. The world is being swept away by the Covid-19 pandemic, and education, like all other institutions, must go through many changes and adapt to this new reality. A month after the start of school, we are forced to switch to online mode, and both we and the students are unprepared for this whole situation. Since I face significant problems with the quality of the connection during online classes with the cameras on, I am forced to do without supervising the students' activities. This fact makes the quality of teaching more difficult, as sometimes there is a situation where students do not respond when called upon. In moments like this, I don't rely only on audio communication and the microphone, but I immediately write a message in the chat. When a student responds, I know they are really paying attention. In one of the first-year classes where I teach English, there is a student who has very severe problems with hearing loss. I was familiar with the problem, that's why I write messages in the chat automatically with him especially if the quality of the audio connection is not sufficient. However, one day the student stopped responding completely, thus avoiding testing. My approach to testing was such that I always announced it in advance and invited the student in question to a private call so that he would not be under pressure from the rest of the class and have the necessary peace of mind. The student that this situation is about ignored the invitation to a private call and to take the exam, even though he knew about it in advance and was online. After the lesson, I contacted him by email, to which he responded very eloquently and grumpily. In response, he made excuses and showed slightly manipulative behavior. The situation continued in the same vein, he hardly responded in the online classes, after every failed test he complained about its quality and made excuses saying that he knows the given subject matter, so the fault must be on my side. I immediately offered him the possibility of a repair, but it turned out exactly the same, even with the same errors. The student's mother reacted to the poor grades, but consultations with her did not lead to any changes. After the pupils returned to school, the problems with this pupil continued. After consulting with colleagues, I found out that he has similar problems in other subjects as well. It was also found that he often cheated in several subjects during the online classes, as the results of the tests that the student wrote online and those that were written at school were completely different.\n\nSituation (Anamnesis):\nThe student likes to debate, is fond of politics and has political ambitions. He has no conflicts in the class team. He lives only with his mother, he once told me that if I didn't improve his grade, he would be thrown out of the house, but in conversations with my mother I never caught signs of similar intentions.\n\nTeacher Intervention (Solution):\nThe student had a session with the school psychologist, who then told us that he was showing clear signs of manipulative behavior. An interesting fact is that this eloquent and manipulative behavior he displayed in the online world was much weaker in reality. He always dared when communicating by email, but not when talking face to face. Towards the end of the school year, he approached many teachers asking how he could improve his grade, but when he was offered a relevant assignment or test, he completely ignored it and wrote a similar email again a few days later. Therefore, my solution and that of my colleagues was to change the approach in communication. We stopped responding to the student's emails and always approached him only during a personal meeting.\n\nOutcome:\nThanks to the fact that I and the other teachers do not respond to the student's manipulative behavior in email communication and directly address him in person, this behavior has slowly but surely stopped and its repetition no longer occurs. The student is still a student at our school, so it is not possible to say with certainty whether similar problems will or will not be repeated, but at the moment everything is fine.\n\nStudent Profile:\nAge/Year: 1.ročník\nHobbies: politika\nDiagnoses: Sluchové postižení\nDisorders: Lhaní,Podvody,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Consequences, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "907", "student_age_year": "1.ročník", "student_hobbies": "politika", "student_diagnoses": "Sluchové postižení", "student_disorders": "Lhaní,Podvody,Manipulace", "teacher_approbation": "Vysokoškolské – titul Mgr., aprobace anglický jazyk", "teacher_practice_years": "10", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1500", "content": "TEACHING CASE STUDY\n\nBackground:\nA student with ADHD, he had a paper from the pedagogical-psychological counseling center for this, his behavior was such that he always drew attention to himself, he always had to move, he always talked, he also bothered the students, so it was difficult to teach in that class so that the children would pay attention , and they listened to me, and they didn't look at the boy who was always jumping around and making something up.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nSo I came up with the idea of giving him a squeeze balloon, because he needed something to occupy himself and he still needed some movement, to get a little energy out of himself all the time, and it worked.\n\nOutcome:\nAfter a while, it took about a few months, when he squeezed it for a while, with the balloon, then put it away, and then he calmed down and it was no longer needed at all, and somehow it more or less died down and the situation was resolved. The biggest problem was that I sometimes forgot to bring him the balloon, but it wasn't often. Maybe we also needed to get used to each other and know about others, what we can expect from each other, and so on.\n\nStudent Profile:\nAge/Year: 6. třída\nHobbies: Komiksy, počítačové hry\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1500", "student_age_year": "6. třída", "student_hobbies": "Komiksy, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr., AJ", "teacher_practice_years": "16", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/668", "content": "TEACHING CASE STUDY\n\nBackground:\nThe aggressor got mad at the popular athlete in the class. She gradually began to hide things such as a pencil case or notebooks. The athlete did not understand what was happening for a long time. She put it down to her inattention, but when it didn't stop, it made her quite nervous. She began to suspect classmates of intentional thefts, and the climax of everything was the last week before graduation, when, like every year, the high school track and field games were held, where she was supposed to represent the school. The aggressor decided to hide her sports outfit in the cleaning lady's locker in the school toilets. Nothing came of the athletic records, because the robbed athlete started running around the school like crazy to find her outfit. In the afternoon, the cleaning lady went to refill the toilet paper and was still looking for replacement refills for the paper towel dispensers in the cupboard and discovered the missing outfit.\n\nSituation (Anamnesis):\nThe aggressor was a chubby young lady who had completely different hobbies than her classmates, who were friendly towards her. Her classmates wanted to be friends with her, invited her to play sports and encouraged her to eat healthy. The girl could not appreciate the friendliness of her classmates and instead complained about their hobbies of healthy food and sports. One of them (the victim) was no longer amused and told her to go stuff herself.\n\nTeacher Intervention (Solution):\nThe aggressor was in a rather difficult position because she was troubled by a personal problem that she did not know how to deal with. For that reason, the pedagogical council approved the proposal of a preventionist after reprimanding the school director, because she behaved badly, but at the same time, professional psychological help was offered at a meeting with the parents and the aggressor herself, which the family used.\n\nOutcome:\nOver time, the girl set up a better lifestyle, and in a few months, with the generous help of the class teacher and the guidance counselor, even the relations between the girls straightened out, who understood that maybe it required even more patience and listening.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Bullying\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "668", "student_age_year": "15 let, 9. třída", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "VŠ – biologie, chemie", "teacher_practice_years": "26", "problems_annotated": "Lying and cheating, Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1167", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation is actually quite typical for the school environment, namely bullying. We have one bully and one bullied student here. The whole situation started to manifest itself when I was only in my second or third year at school. So, of course, I had no experience with a similar thing. They told us something about it at the nursery school, but the reality is sometimes different. At first it started so inconspicuously that the bullied person was walking down the hall and the bully tripped over his legs or walked towards him and as if bumped into him by mistake. When it happened a few times, I thought they were probably just taking a nap and it was nothing serious. As soon as such and other similar things started to happen periodically, it seemed quite suspicious to me.\n\nSituation (Anamnesis):\nThe bully is quite an extrovert. He likes to draw attention to himself and is happy to be the center of attention. Somewhat arrogant and haughty. In addition, he likes to play computer games and go do some martial arts. Being bullied is basically the exact opposite. He is more of an introvert and doesn't like meeting new people very much, so he doesn't really have any friends in class. But he likes to read or attend ceramics classes here at school. A very clever and hard-working student.\n\nTeacher Intervention (Solution):\nOne day I caught the bully and asked him if what he was doing was normal. And he that it's nothing, that they're just having fun together like this and that it doesn't bother the bullied. Then it stopped for a while. But it was only for less than two weeks. Then everything came back again and to an even greater extent. He started taking his snacks or yelling some pretty profanity at him across the hall. So I couldn't take it anymore and went with him to the director. We discussed it with him here, and when asked why he does it at all, he said that he just enjoys it. And when we tried to describe to him how he would feel in the place of the bullied, he replied that he is stronger and better, so such a thing would never happen to him. In the end, we had to call his mother at school. It then turned out that he, in turn, told his mother that the bully was provoking him, and that's why he was defending himself in this way. In the end, we warned him that if something similar happens again, he will face disciplinary action. As a result, the bully apologized for his behavior, so we thought it was settled.\n\nOutcome:\nAfter we resolved this issue with him in the director's office, it was quiet for a few days. But then came the real shock. The bullied person came to school about a week later and was beaten up. One student then told me that she saw the bully hurting the bullied. So we called the bully back to the director. And despite all our warnings and warnings, he actually didn't stop. Well, we ended up expelling him from school. About a year later, I learned that she was attending a private gym in another city. But to summarize, I see this experience as negative, which unfortunately turned out badly for the bullied. I'm sorry that it ended up like this, but there was nothing more that could be done. On the other hand, since then, I have not experienced a similar situation that would be this extreme, and I hope that I will never have to deal with anything like that again.\n\nStudent Profile:\nAge/Year: 16 let, 9. třída ZŠ\nHobbies: PC hry, sport\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1167", "student_age_year": "16 let, 9. třída ZŠ", "student_hobbies": "PC hry, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, DE a OV", "teacher_practice_years": "12", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/358", "content": "TEACHING CASE STUDY\n\nBackground:\nWe worked with fourth-grade students in a distant town 66 km from our school, we came for two days, Thursday and Friday. The boy in question happened to work together with my son. It was he who told me that the principal of the school had declared a principal's leave for Friday due to some electrical re-installation. Simply, the school was without power and so it was time off. I point out that we are talking about a school that was over sixty kilometers away. Such a distance is not an obstacle for the youth today, and as soon as the boy learned this, he came to me with the decision to go home. He was there in his car. At the age of eighteen, he already had a driver's license and drove there alone at his own risk, with the knowledge of his parents. He said hello and went to the car. I stopped him at that speed and tried to tell him lightly that we have electricity here. He replied that he was on director's leave and that he would go home. I tried to explain to him that this does not apply to us and whether he does not mind that his classmates will work for him. He just shrugged and repeated that he didn't care, he didn't care and that he was going home anyway. As I was leaving, I told him to think carefully about what he was doing, that I wouldn't argue with him. Everything happened very quickly. While he was on his way, I called the school principal to ask what was going on. It wasn't his first offense. He immediately called his mother and seems to have followed them to the business. That ended it for me for a while. My son arrived in a few hours, if I know about it. The boy was coming back. From this I concluded that his parents must have spoken to him. The next day, of course, his classmates laughed at him, his pride sank to freezing point. However, it was a very short lesson. He was nice for a while, if I don't count his arrogant remarks. A few days after that, the CEO of the company occasionally interviewed my students. He invited everyone separately and asked specific questions that his secretary wrote down. I was in production at the time and the director came to me asking if I could step aside so the others wouldn't hear us. He began: 'Please, what kind of young person is this?' I tried to give him a brief answer that he is our problematic student who is very difficult to deal with. He revealed to me that he asked him if he could imagine staying in the company in any particular position. It is said that he laughed at him, that certainly not, that for such money in life and similar remarks in front of the highest authority of the company.\n\nSituation (Anamnesis):\nFrom day one, it was evidently clear that the boy was set up differently from the others. He was brought up in a well-off family. Since the boy demanded when he wanted and how much he wanted, it was very well known, there was no chance to motivate him for a financial reward. He was the only one who stood out from the group. The others were friendly to each other and helped each other. He always treated them, and really every day, condescendingly, arrogantly and without respect. The same was true of communication with teachers. At practice he was still hiding, drinking coffee and hardly cooperating. Outside of school, he allegedly visited slot machines and played poker. He never stayed overtime. It was very difficult to motivate him to work. Classmates built a gym in their spare time. They painted, plastered in old warehouses. They also had a financial reward for practice. He didn't lift a finger and of course, when it came to breaking bread, he wanted to practice there. It wasn't just us, colleagues, who had a problem with him, but we noticed how annoyed his classmates were as well. After several conversations with the parents, we found out that he is not completely manageable at home, and certainly not by his mother. She solved it with us herself, how hopeless she felt.\n\nTeacher Intervention (Solution):\nThe headmaster was understandably upset because he had invested unnecessary money in such an arrogant pupil. Already during that conversation he said to me: 'It will be best if you don't bring this boy here to me anymore.' Right after that I called our school director and we solved the whole thing by transferring him to another practice that wasn't even financially evaluated, but he basically didn't care. It was a relatively quick solution, I was no longer in charge of him after that, it was finished for me.\n\nOutcome:\nIn fact, he worked the rest of his fourth year at another company and then successfully graduated from school. How he is doing in life, whether he has come to appreciate money and work, I have no idea. The step, thanks to which he no longer worked in a specific company, of course helped the company as well, but mainly his classmates. However, I'm not sure that moving to a different location has solved his problematic behavior in any way.\n\nStudent Profile:\nAge/Year: 18 , štvrtý ročník SŠ\nHobbies: hokej\nDisorders: Lhaní,Podvody,Arogance,Agrese,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Attendance problems, Verbal aggression\nSolutions Applied: Transfer of student, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "358", "student_age_year": "18 , štvrtý ročník SŠ", "student_hobbies": "hokej", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Arogance,Agrese,Disrespekt", "teacher_approbation": "Stredoškoslké- DPŠ", "teacher_practice_years": "Celkem 39 – z toho škola 9", "problems_annotated": "Violation of classroom/school rules, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/784", "content": "TEACHING CASE STUDY\n\nBackground:\nStudent T. physically attacked his classmate during a long break. A colleague who was in charge of the corridor was the first to hear about the situation and immediately informed me. We took the attacked student, who had a visible red spot on his neck after the attack, from the classroom to the office, where he described to us exactly what happened. I immediately contacted his mother, who picked up the student in about 10 minutes and took him to the doctor. Meanwhile, T. was waiting in the classroom under the supervision of a colleague. The whole time he sat in his seat as if nothing had happened. When I asked him why he attacked a classmate, he said he didn't know. His grandmother came to get him in about 15 minutes. After they both left, I started to find out what exactly happened in the class. I asked different students one after the other and their statements coincided. The student took a chair to the back of the classroom and wanted to kick it. A classmate pushed his chair away, so the student attacked him - first he punched him, then he pushed him to the ground and started hitting him in the chest. When the classmate tried to get up, the student grabbed him by the neck and started yanking him.\n\nSituation (Anamnesis):\nEven before the attack, T. had a problem with controlling his emotions and was prone to aggression. So we made an appointment with a special psychologist in the fall. The student spoke openly with her and seemed sincere. He said he has an older brother who beats him for no reason. Although he lives with his mother, he visits his father, who lives in Russia, during the holidays. It is said that his ears often hurt because he had an accident with firecrackers, and his bones also hurt because he had a lot of fractures. The pupil was alone at the meeting with the psychologist, so I arranged another meeting with his mother and older brother, which the pupil did not attend. My mother told me that the student does go to see his father, but he lives in a nearby town, not in Russia. He also never had an injured ear and never broke anything. The brother claimed that it was the student himself who started the fights and he was just defending himself. We advised the mother to spend more time with the pupil and to seek further professional help, for which we gave her contacts.\n\nTeacher Intervention (Solution):\nImmediately after the attack, we contacted the psychologist, whom the student has been seeing since November, and agreed on further cooperation. We also sent the mother to see a pediatrician. During January and February, the hands-on intervention program took place in the classroom. During the holidays, the pupil spent two weeks in a child psychiatry facility. He was diagnosed with a speech disorder (98.5 stutter) that made communication difficult, and as a result he developed various defense mechanisms.\n\nOutcome:\nThe attack took place when the student was in the 4th grade, now he is in the 7th grade. He still tends to be aggressive, but the situation has definitely improved. The student regularly goes to psychiatry and to the clinic of clinical psychology, and is also medicated according to the doctor's recommendation. The other students in the class know the student's problems and know how to communicate with him properly. When a problematic situation arises, in the absence of the student, the class teacher discusses everything with them, but then he does not return to the situation together with the student. In addition, there is always a community circle once a month.\n\nStudent Profile:\nAge/Year: 4\nHobbies: sport, kreslení\nDiagnoses: Koktavost\nDisorders: Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "784", "student_age_year": "4", "student_hobbies": "sport, kreslení", "student_diagnoses": "Koktavost", "student_disorders": "Emoční labilita", "teacher_approbation": "vysokoškolské magisterské, obor chemie", "teacher_practice_years": "17", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/736", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not participate in classes, refused to complete assignments and participate in group work. He often left class to go to the bathroom and did not return for the rest of the class. He did not enjoy the classes and had no motivation to learn new things. He did not disturb others, but refused to participate in any project.\n\nSituation (Anamnesis):\nThe student is able to devote a lot of work, effort and attention to the work he enjoys. He likes to restore antique clocks and has been doing it for a long time and excels at it. It is his only and strongest hobby. Not a single subject is devoted to his interests, and for that reason he has no need or motivation to participate in class activities. His classmates had no influence on his situation.\n\nTeacher Intervention (Solution):\nThe guide always treated the student in a respectful way and gave him possible teaching alternatives that would be fun for him and integrate him into the group. The student repeatedly rejected or accepted alternatives and then did not perform the agreed work. He repeatedly made excuses and invented reasons why he couldn't participate in classes or why he didn't complete assigned tasks.\n\nOutcome:\nNo change took place. The student continues to have individual conversations with guides and repeatedly does not participate in teaching and learning.\n\nStudent Profile:\nAge/Year: 12\nHobbies: Restaurovaní starožitných hodin.\nDiagnoses: PAS – porucha autistického spektra,Autismus,Atypický autismus,Dětský autismus,Lehká forma autismu,Porucha autistického spektra\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement, Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "736", "student_age_year": "12", "student_hobbies": "Restaurovaní starožitných hodin.", "student_diagnoses": "PAS – porucha autistického spektra,Autismus,Atypický autismus,Dětský autismus,Lehká forma autismu,Porucha autistického spektra", "student_disorders": "Lhaní", "teacher_approbation": "Mgr", "teacher_practice_years": "6. rok", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/330", "content": "TEACHING CASE STUDY\n\nBackground:\nUnfortunately, the pupil's problematic behavior often repeated itself, so I don't know which situation to choose exactly. It was round and round. She didn't bring gadgets, didn't do homework, etc. During the online classes, she didn't join the classes at all because the family doesn't have a computer and the parents refused to borrow a backup laptop from the school. When we returned to school after the distance learning, I found out that he doesn't know some letters at all, he can't write or read them. She couldn't even count basic examples. Once I was correcting notebooks and you could see from 'her' writing that she didn't write it, but that someone wrote it for her. When I asked her who wrote it, she lied to me and said she wrote it. I asked her about it several times during the day, I told her that I could tell by the handwriting that it wasn't hers. So she finally admitted that her sister had written it.\n\nSituation (Anamnesis):\nThe student has no diagnosis, only a tendency to cheat and lie. They make up stories that take place at home. She makes excuses for not having homework. She did not work in class without the help of an assistant because she relied on her to help her with everything and to have someone do it for her.\n\nTeacher Intervention (Solution):\nI discussed her behavior several times with her parents, especially her mother. Unfortunately, communication with her was not very easy, as she often did not answer me. As her problematic behavior was repeated and the pupil did not achieve very well at school and was lagging behind the others in the curriculum, I suggested repeating the grade. This was rejected by the father, and therefore the pupil had to undergo a commission examination.\n\nOutcome:\nIn class, the pupil's behavior held others back because she did not know the subject matter that the other pupils had already mastered. Unfortunately, she failed the commission examination and therefore has to repeat the 1st class.\n\nStudent Profile:\nAge/Year: 7 let, 1.A\nHobbies: malování\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "330", "student_age_year": "7 let, 1.A", "student_hobbies": "malování", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "učitelka – Učitelství pro 1.stupeň ZŠ / asistentka – Speciální pedagogika a vychovatelství", "teacher_practice_years": "33 let / 30 let", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1353", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy used to be repeatedly negativistic when asked to do an unpopular activity (specifically writing). Although he was working, he was doing his job. He could not immerse himself in the activity and devote himself to it to the best of his ability. Above all, however, his other expressions were disturbing: he repeated that he would not work, clowned around ('theatre' for other classmates), verbal negations, comments. Such behavior did not occur during the activities he likes (mathematics, physical education, reading). The big paradox is that the boy likes to draw very much. Nevertheless, he does not enjoy writing and does not have any special talent for written expression. While the draftsman is really skillful.\n\nSituation (Anamnesis):\nThe boy showed slight signs of immaturity. Unfortunately, this fact was discovered too late for him to be suspended from school. In the covid era, there was no enrollment, so there was no room for teachers to reveal possible immaturity. His negativistic behavior also appears 'semi-conscious'. As if he were only partially aware that he was acting inappropriately. The boy is introverted, he does not like to address individual students or teachers directly. However, the problem is not the clowning and commenting, as if 'inadvertently', which is not aimed at anyone in particular. These expressions seem immature, the boy does not seem to have thought his negativistic expression in advance. He has one close friend who he will miss a lot if he stays at school without him. When drawing, he completely immerses himself in his world, the drawings have style, 'spark', they are original. The boy is very creative. This is manifested in mathematics (in class we work with the personal pronoun method of mathematics, where children really use their creativity) and in drawing. It is strange that the boy does not enjoy painting and writing (although drawing does!). The boy was greatly hurt by the lack of live contact with children and adults during distance learning. After returning to school, he was finding his footing again, he was more insecure than before, he reacted negatively when writing more often than before. The direct support of an assistant or teacher usually helped. The boy felt that he could 'break down' the work into smaller units, the immediate feedback from adults helped him a lot. The mother is very supportive, works well with the school, treats the boy kindly and non-violently, leaves him space, but is consistent. With his father, the boy is engaged in sports, building with Lego. According to his mother, he already had a negative attitude towards school in kindergarten, and it is said that his father had the same attitude.\n\nTeacher Intervention (Solution):\nUsually, the boys needed the support of adults or an arrangement. However, in one case, normal procedures did not work. The boy proceeded very hastily with the written task, at the same time loudly commenting on the work. More significantly than before, he disturbed the rest of the class, but also himself. His writing was stale, he wasn't working at his best. The negative reaction was chained. 'I asked the boy to go out of the classroom. I handed him the notebook and the case. I sat next to the boy just like before in class. This time, however, the measure worked, the boy calmed down and immersed himself in work. Apparently he lacked a class 'audience'. He did the job very well. After completing the task, we returned to the classroom, the boy had already calmed down.'\n\nOutcome:\nOn the day when the above-mentioned situation occurred, the student remained calm, respectful, did not disturb others, and worked concentratedly. Similar situations occur with him from time to time, but never with such intensity as that time.\n\nStudent Profile:\nAge/Year: 8 roků, 2. ročník\nHobbies: kreslení  vlaky a další dopravní prostředky, dinosauři), hraní stolních her, skládání lega\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1353", "student_age_year": "8 roků, 2. ročník", "student_hobbies": "kreslení  vlaky a další dopravní prostředky, dinosauři), hraní stolních her, skládání lega", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské (učitelství 1. stupně ZŠ se specializací speciální pedagogika)", "teacher_practice_years": "16 let", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1341", "content": "TEACHING CASE STUDY\n\nBackground:\nIn May of this year, I received information from my colleagues that a 5th grade student was attacked by my students. It was supposed to be a student with ADHD who was attacked by a group of boys mostly from my class. Since this was a serious act on the level of bullying, I decided together with other colleagues who were also affected by the case to solve the matter with the school management. We gradually invited the persons in question to the director's office and resolved the matter with them. The attacked pupil was also invited, who, according to the aggressors, provoked the whole incident. If I were to briefly outline the whole situation, it was that the aforementioned fifth grader allegedly provoked a group of boys with nudges and verbal innuendos, who did not like it and wanted to retaliate against him, but chose an unreasonable method of retaliation, in which they were supposed to physically attack him, despite that it was a student with a mental disorder. So it is important to mention that a group of several students attacked one defenseless student. Several bystanders were also standing around the fight, who did not help the victim in any way, nor did they call for help, they simply stood and watched the events.\n\nSituation (Anamnesis):\nThe main actors in my class belong to the group of athletes, mainly hockey players. Overall, these types of students have the nature of being class leaders, towering over others, being fighters who have been everywhere and know everything. These students also often annoy their classmates, mock them and disrupt classes.\n\nTeacher Intervention (Solution):\nAs already mentioned, the students were invited to the principal's office, where each of them had to tell their version. They agreed except for minor details, moreover, all those involved confessed to the crime. Of course, it was necessary to notify the legal representatives of all parties involved. Some of their children defended that they had nothing to do with it, that they just stood by, unfortunately this fact cannot be excused. I also learned that several students from my class knew about the details of the matter, which I also heard personally.\n\nOutcome:\nTogether with colleagues and the school management, we decided that we wanted to prevent such incidents, which is why the punishments were quite high. The main actors received 2 and 3 for behavior, bystander director reprimands. The others who had something to do with it were only verbally reprimanded, there was no higher punishment here, as the statements here differed too much, and it would not be possible to reprimand everyone with the same weight. At that time, a similar act did not occur, unfortunately these boys still did not change their behavior in the classroom. I will most likely solve it by transplanting again.\n\nStudent Profile:\nAge/Year: 11 a 12 let, 6. ročník\nHobbies: sport\nDisorders: Rušení výuky,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Bullying\nSolutions Applied: (Disciplinary) Punishments, Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1341", "student_age_year": "11 a 12 let, 6. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Rušení výuky,Verbální agresivita", "teacher_approbation": "Vysoké (N, Ov)", "teacher_practice_years": "2", "problems_annotated": "Diagnosis, Physical aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1493", "content": "TEACHING CASE STUDY\n\nBackground:\nwould like to mention one situation that happened at the beginning of the last school year, and which I really couldn't handle. In one of the first Czech lessons I had with my class, the class was busy. The students were having a lot of fun after the holidays. One student reached out to other classmates during my explanation and felt the need to show them sports football cards. I admonished the student. He remained calm for a while, but then the situation repeated itself. But after the second reprimand, the student told me: 'go stuff yourself'. In fact, what the student said to me completely paralyzed me and I couldn't say anything at that moment. The students in the class started to laugh, so I took vigorous action against the class to restore peace in the classroom. But within a few moments the bell rang for a break and I was unable to resolve the conflict between me and the student in my mood. Of course, I know that I didn't handle this situation and it's a mistake that I didn't solve the incident right away.\n\nSituation (Anamnesis):\nTo this day, I am a class teacher, now already in the fifth year, where I teach Czech language and mathematics and where the mentioned pupil is also. The student has been diagnosed with ADHD, comes from a broken family and currently lives with his grandparents. The student achieves average results at school, except for the subject of mathematics, where his results are below average. He often needs attention and thus disrupts the course of the lesson, he likes to work in a group, but this also sometimes leads to more disruption. He is a strong personality who always has an answer for everything and has a need to speak for other classmates/friends. The student is an extrovert. Although he is an active participant in the lessons, his mood sometimes alternates with boredom and the need to play with things around him or with things he brings from home.\n\nTeacher Intervention (Solution):\nimmediately confided the situation to a colleague in the choir room. My colleague advised me to resolve the situation as soon as possible, talk to the student personally and set the boundaries of his behavior, what is appropriate and what is not. I asked my colleague to be present in the assembly room as support and at the same time assessor and observer of the situation. After the class ended for all the students, I called the student during the break. The student came, looking very surprised, as if he didn't know why I was calling him to the choir room. I wanted him to describe the situation to me, how he thought it happened and to justify his behavior. The student recapitulated what happened, apologized for his behavior, but told me that I had practically provoked him into the swearing. Of course, this answer shocked me. So I asked the student how I provoked him. He replied that I always yell at him in front of the class and that he feels bad afterwards. This then led to him 'foaming up' and telling me 'go stuff yourself'. I tried to understand the student at that moment, and calmly discuss the behavior and all the circumstances of the situation with him. I agreed with him on the rules that we will follow, which will concern the behavior during the lesson and if there is a problem, we will talk about it together. I then sent the student back to class. I agreed with my colleague that I solved the situation well, but it was still too late. I recognize that such situations need to be dealt with immediately.\n\nOutcome:\nFrom a theoretical point of view, I solved the situation in a good way (in the choir room), from a practical point of view, it was not quite right. The student was calm for a few days, but after about two weeks he behaved wildly again, he did not follow our established rules. Unfortunately, I am primarily to blame for this, because I did not set the rules ahead of time, I was unable to react and solve the situation as soon as it arose. So I tried to set the rules of behavior with my colleagues in the classrooms, and in classrooms to talk and discuss behavior, mutual respect, etc. I am addressing the whole class now, because I don't want to point out individuals and conflicts that have already arisen in the past. In fact, I am trying to prevent other similar situations. So, in the short term, the incident was not resolved well and everything led to a future repetition, but after the implementation of a preventive measure (discussion about behavior, etc.) everything improved, the incidents did not happen again. In the long run, there was an improvement.\n\nStudent Profile:\nAge/Year: 9 let, 4. ročník ZŠ\nHobbies: Fotbal, florbal\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1493", "student_age_year": "9 let, 4. ročník ZŠ", "student_hobbies": "Fotbal, florbal", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr. Český jazyk, matematika", "teacher_practice_years": "4", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1182", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had English class with one half of his class. We worked as usual, warm-up exercises, walking around the classroom, communication, video, worksheet, listening. For most of the hour, the student worked, cooperated with classmates and was actively involved in all exercises. When I handed out the worksheet and we got to the listening exercise (the students sat in the first two rows, each had a neighbor next to them and worked in pairs - each of the pairs always had a specific role in the given exercise), I first noticed that the student suddenly distracted, looks around. Then suddenly he got up and walked across half the class to a classmate and started talking to him. The classmate was sitting and was unsure of him because he probably wanted to concentrate on the exercise, but the student was standing over him and talking to him. When it took a while, I drew attention to him and asked what he was doing with the student. (I was smiling and calm, because we deal with similar situations quite often). He said (in Czech) that he didn't have a pen and that he wanted to borrow one from a classmate so he could fill in the exercises. I asked (in English) why he doesn't take something else to write with, and he (the rest of the conversation continued in English) that he didn't have the whole case, that he lost it somewhere (today) and didn't know where. I suggested that he ask in English. He tried, and the classmate said he didn't have a pen to borrow. He asked him twice more. So I suggested that he try to ask someone else, that his classmate probably won't help him. Finally, another classmate put a pencil in his hand and the student went to sit in his seat.\n\nSituation (Anamnesis):\nThe class has been together for the fourth year. They get along well overall. In the first years of the grammar school, the student sometimes sang quietly in class, made various sounds, etc. In class, he sometimes interfered - talking, engaged in something other than teaching (creating something, etc.). But the group in the class accepted him very well, they take him among themselves. At the beginning of this school year, the classmates elected a pupil as the class president (the pupil also prepared an election campaign, he forwarded that he would choose the class flower as vice-president). The other teachers accept the student as he is, the math teacher claims that he is a genius at maths and is very supportive.\n\nTeacher Intervention (Solution):\nHe said (in Czech) that he didn't have a pen and that he wanted to borrow one from a classmate so he could fill in the exercises. I asked (in English) why he doesn't take something else to write with, and he (the rest of the conversation continued in English) that he didn't have the whole case, that he lost it somewhere (today) and didn't know where. I suggested that he ask in English. He tried, and the classmate said he didn't have a pen to borrow. He asked him twice more. So I suggested that he try to ask someone else, that his classmate probably won't help him. Finally, another classmate put a pencil in his hand and the student went to sit in his seat. 'I don't have a pen, so I went to ask a classmate to lend me one.' 'Okay, so maybe you could ask him in English, huh?' 'Yeah… um, could you borrow me a pen please?' 'Okay, just when you're asking for something, you say lend. So either I can borrow or would you lend me a pen, okay?'\n\nOutcome:\nFor the rest of the lesson, the student continued to work on the assignment, was involved and did not interrupt. After the lesson, the deputy lady brought him the forgotten case that he had left in her classroom two hours before.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: Tvoření  nosí si do školy velké lepidlo a často něco vyrábí), Hudba  hraje výborně na klavír a rád zpívá), Matematika  od malička ho k tomu vedl otec, počítal s ním a řešil rovnice)\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1182", "student_age_year": "14 let, 9. ročník", "student_hobbies": "Tvoření  nosí si do školy velké lepidlo a často něco vyrábí), Hudba  hraje výborně na klavír a rád zpívá), Matematika  od malička ho k tomu vedl otec, počítal s ním a řešil rovnice)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ, anglický a ruský jazyk", "teacher_practice_years": "12", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/373", "content": "TEACHING CASE STUDY\n\nBackground:\nsend the students my own materials that I developed myself and their only task is to print these materials and bring them to class. I guess I'm too hung up on it, but as I say, it's their only responsibility, so it really pisses me off when someone doesn't bring the materials. I don't check every hour, but once in a while I go around the class and see if everyone is okay. I once did such a random check in a sixth grade class and found that about a third of the class did not have the materials. So I reprimanded them and did the inspection again the next hour. Everyone was fine except for one student. I gave him one more chance and the next hour I asked him again if he had everything printed correctly. He didn't have anything this time either, which seemed to me like it was laid out on purpose. Every other class I asked the student and he never had the materials. Of course, it always pissed me off, I told him and hoped he would be better next time. But he probably chose the tactic of trying to see how long I would enjoy it.\n\nSituation (Anamnesis):\nThe student is a student of an eight-year high school. In his junior high school years, he was one of the winners of his class, he was very diligent and had excellent grades. At the same time, he was never absent from any trouble and was often even the main initiator. He was very popular in the class, and made a good team with several other boys. After the transition to the upper gymnasium, puberty probably showed in him and he completely turned around. In terms of success, he fell to such a worse average and there was no question of any effort at all. The good boy group remained, but also the troubles. There started to be far more of them, in fact, as far as disciplinary problems are concerned, their class started to be probably the worst in the whole school.\n\nTeacher Intervention (Solution):\nIn my lessons, the class worked quite well, there were no major problems. The first was the student and his failure to carry materials. I didn't really know what to do with him. The worst thing was that he enjoyed history and had a great knowledge of it. He probably just wanted to provoke me and not back down or something. After some time I thought of a new rule. Anyone who forgets the materials within the lesson gets a black dot. Three dots mean two points down in the next paper. It doesn't seem like it, but the margin for a grade is usually two or three points for me, so it can be a bit tricky.\n\nOutcome:\nThe student didn't carry the materials anymore, the black dots were piling up and the first paper came. As I said, history was good for him and he even enjoyed it, so he mostly got A's on his papers, worst of all D's. Well, because of the black dots and minus points, he suddenly got a four, while the others had the worst twos and threes, the paper was not very difficult. At that moment, something must have broken in him, his protest probably wasn't worth getting bad grades in history. So in the class that followed the distribution of corrected papers, he already had the materials. After that, we never had any other problems together, and in the end he graduated from my history course, with an overview in one.\n\nStudent Profile:\nAge/Year: 17 let, 2. ročník\nHobbies: rapová hudba\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: (Disciplinary) Punishments, Consequences, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "373", "student_age_year": "17 let, 2. ročník", "student_hobbies": "rapová hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.; aprobace dějepis a německý jazyk", "teacher_practice_years": "19 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1349", "content": "TEACHING CASE STUDY\n\nBackground:\nIt wasn't extremely obvious from his behavior, but rather from what was happening around him. Things started to go missing from classmates in his class and in his groups. First, smaller items such as things from a case, scissors, personal items, and over time, money and more valuable items. The first step we took was to call on everyone to take extra care with their belongings and for the culprit to confess. It was quiet for a while, but after a while the thefts started to repeat until a lady from another class came to say that she had seen the student in their class after the bell rang, even though he had nothing to do with them. I asked the teacher who had him in that class and he said that the student goes to the toilet quite often and that he was in that class as well. I carefully invited the student to my office and asked him if he wanted to tell me something and confide in me. At first he hammered and refused any participation, but with gradual work and discussion, the student opened up and gave in and told me everything and confessed to everything.\n\nSituation (Anamnesis):\nThe student is a smart and talented boy who has no problems with both students and teachers. The only problem is the thefts, which only appeared at the beginning of this year.\n\nTeacher Intervention (Solution):\ninformed him that I had to report this situation to my family and he asked me if I would only tell my mother but not my father. From a short conversation, I found out that the parents divorced last summer and now the boy lives in alternate custody and does not have the best relationship with his father, because the father did not handle the breakup well and when the student is with him, he takes it out on him. I promised him that only my mother and the teaching staff would find out, that my father and classmates would not find out. I called my mom and told her everything, mom was not surprised, she informed me that she had already solved this problem during the summer when she found things in his room that did not belong to him. The fact that the mother knew about the situation made the search for a solution much easier. We agreed on a joint meeting with the student. At the meeting, we investigated what caused this situation and how we can solve it. We've found that it's heavily influenced by divorce and attention reporting.\n\nOutcome:\nThe next steps were that I recommended my mother to a specialist who deals with children and adolescents with these problems. He is currently going there for the third week, the thefts have stopped and the pupil seems happier. What is inspiring to me, what would I appreciate? What was inspiring for me was the calmness with which the teacher managed the situation with calmness and care for the student, and with the simplicity with which she suggested and carried out further steps. Absolutely 10/10 solution and procedure. What would I like to avoid? Maybe try to take action earlier because of the thefts, but then again, it's hard to do anything without proof. What would I do differently and why? Probably nothing, the process was great. What solutions can I think of? The teacher relied on a professional resource, so satisfaction.\n\nStudent Profile:\nAge/Year: 12 let, 6. třída\nHobbies: Sporty, anime, přátelé\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1349", "student_age_year": "12 let, 6. třída", "student_hobbies": "Sporty, anime, přátelé", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "Mgr, učitelka Aj, Rj a Hv", "teacher_practice_years": "30", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/934", "content": "TEACHING CASE STUDY\n\nBackground:\nThe girl was very smart, she always got straight A's, until suddenly her behavior changed, she was not paying attention in class. The change began to manifest itself in the 7th grade at the beginning of the school year.\n\nSituation (Anamnesis):\nThe previous year, she tried her best in teaching the Czech language, did her homework, got an excellent mark on her written work, and also took part in a number of competitions in essays and recitation. The girl was very nice and kind, she came from a full-fledged family, her parents were interested in her education. She also had various dance and sports clubs at school. The girl was also very popular in the class group.\n\nTeacher Intervention (Solution):\nThe change began to manifest itself in the 7th grade at the beginning of the school year. She didn't notice the change at first, but only after the first dictation, where she got a bad grade, did she start to notice the change in her behavior. She had a good relationship with the student, so after the lesson she asked her if she had a problem with something and needed help, but she just told her that she didn't need anything. It was strange, but she didn't ask her any more, she turned to an older colleague in the office. She said that it is only puberty and that the student is active in other subjects and has no problem with anything, so she did not discuss it further. Unfortunately, this behavior persisted in the Czech language, she sometimes interrupted the lesson and did not pay attention. She was not interested in any of the learning activities that were prepared. She was already at a loss when she asked another classmate if she knew what was going on with the girl, who said that the little girl was upset because she had moved her from the front desks to the back desks and was no longer interested in learning. Everything came together and the girl only wanted to attract attention. Trying to fix everything as quickly as possible, she moved the girl to the place where she sat the previous year and spoke to the girl. She confided that she didn't know how to say that she didn't want to sit in the back rows. She then involved the girl as much as possible in the lessons, wrote the objectives of the lesson at the beginning of the lesson and helped with handing out notebooks. This situation happened at the beginning of practice, when she blindly trusted other colleagues to give good advice. Now she wouldn't let it go that far and would deal with it right from the start, and mainly according to her opinion. After some time, the girl began to do well in the Czech language again and corrected her bad grades and won the recitation competition again at the end of the 7th grade.\n\nOutcome:\nShe should have dealt with the situation immediately and taken more interest in the girl, but she was at the beginning of practice and there were 25 other students in the class, and therefore she did not pay the girl the required attention. As soon as she found out what it was about, she gave the student options to correct her grades. Subsequently, she no longer had a problem with the girl in the Czech language.\n\nStudent Profile:\nAge/Year: 7. třída a 12 let\nHobbies: Sportovně nadaná, taneční kroužek\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "934", "student_age_year": "7. třída a 12 let", "student_hobbies": "Sportovně nadaná, taneční kroužek", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "Vysokoškolské – Ing. a vedoucí ŠPP, vystudovaná speciální pedagogika a český jazyk", "teacher_practice_years": "36 let", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/143", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a disruption in class, when the student disrupted the entire lesson and the entire class with his indiscriminate disruptive behavior. He constantly jumped into my conversation, constantly turned to his friends, whom he also distracted from work with his behavior. So I had to intervene. It wasn't anything drastic, but in short, he threw the lessons away, and as a result, the set curriculum could not be covered, and the whole class got into a slump.\n\nSituation (Anamnesis):\nThe student suffers from a slight attention disorder and thus his attention must be constantly activated. The teacher must take into account his disorder and at the same time must enter into that disorder and usually draw attention to various facts in order to concentrate. In short, it is necessary to attract his attention.\n\nTeacher Intervention (Solution):\nThe solution was carried out with the pupil, who is still manageable and let him negotiate. First, I talked him out of it verbally and when that didn't work, I took away the rewards that are supposed to motivate the students, the so-called smileys, and thus he learned a lesson, because if he doesn't get the smileys, he won't get an extra one in the Bachelors, which he didn't want to lose.\n\nOutcome:\nThe student learned from this situation. He didn't want to lose the coveted reward, the smiley faces, which serve as motivation for him to improve his grade on the report card, because the student does not stand out and has an average grade, and the extra one is quite significant for him, because he can get it almost for free for some activity in class.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: domácí zvířata\nDiagnoses: Poruchy pozornosti a aktivity\nDisorders: Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "143", "student_age_year": "10 let, 4. ročník", "student_hobbies": "domácí zvířata", "student_diagnoses": "Poruchy pozornosti a aktivity", "student_disorders": "Nesoustředěnost", "teacher_approbation": "VŠ – titul Mgr.", "teacher_practice_years": "18", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1145", "content": "TEACHING CASE STUDY\n\nBackground:\nhad problems with this boy from the beginning. He has long-term behavioral disorders, and he also has a diagnosis of PPP. I have the feeling that in almost every lesson I had with this class, I had to resolve some kind of conflict with this student, retorts, inappropriate comments, etc. But it all resulted in one lesson of the Russian language, when after I entered the class, the student was not in place even though the bell had long since rung and everyone else was already in place. I invited him to sit down and he did not listen to me. In the course of the entire lesson, he purposefully interrupted, tried to draw attention to himself and refused to work. It was almost the end of the class and the bell rang. At our school, we have an obligation that even at the end of the lesson, we have to greet each other by having the students stand in their desks. During this joint farewell, the student said (so that the whole class could hear it, and at the same time I too), let me finally get out and also addressed me with a vulgar expression.\n\nSituation (Anamnesis):\nThis is a student with SEN, on the basis of attention disorder and oppositional defiant activity disorder, which significantly affect the degree and quality of concentration on individual school activities. Small stimuli can disturb him, so he finds it difficult to concentrate on work. He also has difficulties with motivation for completing school assignments. He can't handle the load, if he evaluates something as heavy, he won't work. Manifestations of fatigue are often accompanied by disinclination to work, possible rejection of activities. In the case of failure, inappropriate expressions towards the environment (getting angry at the environment, verbal comments, etc.) appear more often. The class is very lively with significant discipline problems. They have a problem with following the set rules and respecting authorities.\n\nTeacher Intervention (Solution):\nAt that moment I stood as if frozen. I've been through all kinds of things, but this profanity really threw me off the rails. At that moment my nerves were frayed and I started yelling at him, what the hell is he doing? I then told the assistant to leave the classroom with him and we went straight to the principal's office. We recounted it all in the principal's office and the student was reprimanded. The assistant informed the student's mother about the whole situation, and the whole matter was also resolved at the pedagogical meeting, which happened to be held the following day. There, everything was discussed again and it was concluded that he should be reprimanded by the principal for rude behavior and vulgar expressions towards the school's teaching staff. As far as I vaguely remember, the conflict was not resolved within the class and due to the following circumstances, it was not even returned to.\n\nOutcome:\nEven after the reprimand from the principal, the student's behavior did not change and everything was as before. The incident was not addressed at all within the class, and afterwards I noticed that there were also conspiracies in the class about what happened in the principal's office. Over time, I learned that the student's problems with authority were caused by his father's behavior and approach to the family when the boy was young. Not long after, the pupil was transferred to a diagnostic institute based on an agreement between the school management and the mother, and at the same time with the pupil's consent. In retrospect, I probably would have handled the whole situation differently, but sometimes it just doesn't work out.\n\nStudent Profile:\nAge/Year: 13 let, sedmý ročník ZŠ\nHobbies: Domácí zvířata\nDiagnoses: Poruchy pozornosti a aktivity,Poruchy opozičního vzdoru\nDisorders: Nepozornost,Odmítání spolupráce,Slovní agresivita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1145", "student_age_year": "13 let, sedmý ročník ZŠ", "student_hobbies": "Domácí zvířata", "student_diagnoses": "Poruchy pozornosti a aktivity,Poruchy opozičního vzdoru", "student_disorders": "Nepozornost,Odmítání spolupráce,Slovní agresivita", "teacher_approbation": "Mgr., Výtvarná výchova a Ruský jazyk", "teacher_practice_years": "30", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1431", "content": "TEACHING CASE STUDY\n\nBackground:\nworked at the center for 18 years. I had a 22-year-old pupil in the cooking class there. She was in a wheelchair, she needed constant attention. But no, just physical help, she often interrupted the class because she kept asking questions to keep the conversation going. Or, on the contrary, she was completely losing focus. Gradually, she began to demand more and more attention and interfere with my personal life. The biggest problem was that the student was in a stationary school for years, where we taught her some habits, but when her mother took her home for the holidays, she had no routine there, just a tablet in her hand and all the work was wasted. We all knew she showed signs of mild autism, she needed attention, rules and a fixed routine. But mother refused to solve these things, and in the end she just threw sticks under our feet. Teaching with her usually went as follows. I started to explain what we were going to do, she checked in several times to tell me what she was doing, what she was thinking about, what it reminded her of, or to follow her, take off her sweater. I took off her sweater and the student tried to start a conversation right away. She said she didn't have a notebook. And mom won't buy it for her. I gave her one of my spares, then she said she wanted to explain the assignment again. But to stand by her. Whenever I went to the others, she tried to call me back or wanted to wear a sweater. When she got bored, she looked out the window and started humming a song to herself. So I promised her that if she pays attention for 2 hours now, I'll go with her to the coffee machine during the break and we'll talk. We agreed on the rules and it worked. However, whenever she drove home, the whole process started all over again. Which was devastating for me as a teacher. I lost an awful lot of energy and the result was nowhere in sight.\n\nSituation (Anamnesis):\nŽačka shows signs of mild autism, which, however, has not been confirmed. He has a physical disability, is in a wheelchair and has poor fine motor skills. He also shows signs of loneliness, constantly requires attention, does not have a fixed routine at home. Her mother confiscates her tablet. He can't hold attention for long.\n\nTeacher Intervention (Solution):\nI felt sorry for the student, I tried to make up for her missing mentor all year, I bought her a snack, coffee, I talked to her. I used the PBS method, I tried to reward her for good behavior and work and thus motivate her to work. I also tried to somehow set her daily schedule into sections that suited her.\n\nOutcome:\nIn the short term, the method worked. Over the course of the year, she improved, became less disruptive and, above all, fulfilled what she had to do. But thanks to the unset regime at mother's house, all the work came to naught. I helped her experience one good year, but it took away my energy for ten years ahead. The student gradually demanded more and more attention outside of class and rather began to take me as a surrogate mother in the hospital. And that was wrong, she was overly fixated on me and her behavior was more like blackmail than a reward for the work done. In class, she would sometimes deliberately start singing or shouting loudly to get my attention and I promised her a chat over coffee. Žačka is one of the cases of people who live in an inpatient facility and will only survive after it. And it was very challenging for me as a teacher/educator to understand that I cannot save everyone. The lack of assistants doesn't help much. You can't attend to one child around the clock when you have five more with special needs in the classroom. And you can't be their surrogate mother either. I'm sorry, I'm sorry for her and how it will probably turn out. I chose PBS as a method of dealing with her interruptions, it was busy, and I believe that if she had a set regime at home and her mother devoted herself to her also in terms of talking, the method would have been successful in the long term as well. And she wouldn't fixate on me as much afterwards. Fifteen minutes of chat and coffee is a suitable reward for two hours of work in class.\n\nStudent Profile:\nAge/Year: 22; centrum Kociánka – týdenní stacionář\nHobbies: Hry na tabletu\nDiagnoses: Tělesné postižení,Lehká forma autismu\nDisorders: Rušení výuky,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1431", "student_age_year": "22; centrum Kociánka – týdenní stacionář", "student_hobbies": "Hry na tabletu", "student_diagnoses": "Tělesné postižení,Lehká forma autismu", "student_disorders": "Rušení výuky,Nevhodné chování", "teacher_approbation": "Mgr. v oboru učitelství pro první stupeň, dále Bc z dvojoboru chemie a výchova ke zdraví a Bc v oboru speciální pedagogiky", "teacher_practice_years": "20", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/441", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened roughly halfway through the last school year, when I was a fifth-grade classroom teacher. For a long time, I dealt with the student's problematic behavior, which, of course, had its better and worse periods, which accompanied his entire 5 years spent in the first grade under my guidance as a class teacher. In a way, everything culminated in the situation I am about to describe. It happened on a day that was no different from any other normal school day. The first two lessons passed, in which the student's restless and inattentive behavior was already noticeable, which was, however, nothing unusual.\n\nSituation (Anamnesis):\nDuring the third lesson, this behavior started to escalate and I got a little nervous, because the student started yelling vulgarities at others, including me, out of nowhere, he kept getting up, leaving the desk, and he absolutely did not respond to my attempts to calm him down.\n\nTeacher Intervention (Solution):\nEverything culminated in the fact that the student suddenly ran away from the classroom and subsequently from the school grounds. After a fairly short time, my colleagues and I managed to find him and get him back, while he was very upset. In this situation, which all happened very quickly, I had no choice but to react improvised and according to my best judgment. I took the student aside, while luckily a colleague could take over the rest of the class for a while and ensure the students' normal routine. I 'struggled' with the student for a while, because at first he didn't want to open up and confide in me, probably because we had never met in such a direct conversation in all these years. After a while, however, he opened up and it became clear that his non-standard behavior was the result of his family background, in which certain disputes had taken place the previous day, which caused the pupil a hard time.\n\nOutcome:\nAfter calming the pupil down and discussing the situation, his mother picked him up from school, she also talked to me, and the pupil did not complete the rest of the lesson with us. The next day he came to school normally and the incident was never discussed again. At this point, it is important to mention that the student has been diagnosed with ADHD, so the fluctuations in his behavior described above are basically nothing unusual. But the described situation was a unique case that has never been repeated before or since. But it was important due to the finding that the student's home environment was not very stable at the time and caused him problems that were exacerbated by his diagnosis. The long-term consequences of this situation did not manifest themselves in any significant way in the teaching, but the usual fluctuations in the student's behavior persisted, fortunately not to the extent that was characterized by the described situation.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník ZŠ\nHobbies: sport\nDiagnoses: ADHD\nDisorders: Lhaní,Neposlušnost,Odmlouvání,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Agreement, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "441", "student_age_year": "10 let, 5. ročník ZŠ", "student_hobbies": "sport", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Neposlušnost,Odmlouvání,Vulgární vyjadřování", "teacher_approbation": "Mgr., učitelství pro 1.stupeň ZŠ", "teacher_practice_years": "18", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/532", "content": "TEACHING CASE STUDY\n\nBackground:\nmet the student for the first time in the 8th grade, when she transferred to us from another school. I taught her math and physics. She was a smart girl who didn't want to learn much. She joined the class, where there were 2 other girls with her, the rest of the class was made up of boys. But the girls didn't get used to each other very much. I don't know what exactly happened between them, but it ended up being cyberbullying. The student sent hateful messages to a classmate, insulted her, sent her various pictures with a dead woman and similar things.\n\nSituation (Anamnesis):\nAs for the family, the student had an older sister who had already moved away from her parents. Her parents were divorced. Her parents took turns caring for her. She was with her mother for a while, with her father for a while. In the class, as I said, there were only 3 girls who did not sit. The other boys interacted with each of them normally.\n\nTeacher Intervention (Solution):\nFrom the beginning, it didn't seem like the girls had any problem with each other. I would say that they had a normal time. It wasn't until a few weeks later that I noticed in the morning before school that the girls were not greeting each other, and each was going her own way. Then I realized during the lessons that they don't talk to each other at all. About a week later, the parents of one of the girls came to the school to report that the student was sending her various hateful messages on social networks. The school therefore mediated a meeting between the parents of both girls. I was not present at this meeting, so I cannot describe exactly how it went. The parents then took the students to a pedagogical-psychological counseling center. Keep an eye on her on social media. We have tightened the rules for using phones at school. Personally, I tried to do more group work, involve the children more in the lessons.\n\nOutcome:\nThe school finally stopped altogether. The girls even became friends. They were waiting for each other before the other came to school in the morning by bus.\n\nStudent Profile:\nAge/Year: 14 let ročník 8.\nHobbies: Jízda na koni, seriály\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "532", "student_age_year": "14 let ročník 8.", "student_hobbies": "Jízda na koni, seriály", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Magisterské (Matematika, fyzika)", "teacher_practice_years": "8", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1304", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the school year, the school received a report that a student of my class, at that time it was the 6th grade, was forging the signatures of his parents and at the same time keeping 2 'student cards', which is considered an offense against the school rules.\n\nSituation (Anamnesis):\nThis initiative was brought by his mother, who found out at home and informed the director and then me. I didn't know about it, because it was plausible and you just can't find out. The boy has been problem free up to this point, nothing has happened that needs to be addressed up to this point. There was no problem in learning either, that's why I was slightly surprised that this could happen, there were others there for that.\n\nTeacher Intervention (Solution):\nAs soon as I found out that this was happening, I had to do something. I wanted to give him the opportunity to confess himself, so I asked him if he wanted to confess to me himself, that it would be better for him. He didn't want to confess, he claimed he didn't do anything and said it wasn't true. I therefore had to send him to the principal's office, and there the principal asked him about it. Although he didn't want to confess at first, he finally admitted that it was true.\n\nOutcome:\nThen you could see that he realized what he had done, maybe he was sorry, I don't know, but you could see that he really realized that it was a problem. The result was clear. The student was reprimanded by the principal, although I remember that the mother insisted that we punish him with a demerit for behavior, which we thought was too severe, since it was his first 'offence'. Whether it happened again later, I don't know. We never figured it out, so maybe not. There were no more problems with the boy later, so I think he learned his lesson.\n\nStudent Profile:\nAge/Year: Cca. 12 let\nHobbies: Sport  konkrétně fotbal)\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1304", "student_age_year": "Cca. 12 let", "student_hobbies": "Sport  konkrétně fotbal)", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Mgr.; Anglický jazyk a německý jazyk", "teacher_practice_years": "20 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/227", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problems with the female students started at the time when distance learning started due to the pandemic. Until then, the student had been without major problems, although she often did not do her homework, or did it only partially. But when the distance learning started, the student started to neglect her school attendance first because of the unnecessary technology needed for distance learning, which neither she nor her parents had heard about before, even though an email was sent to all parents that the school could arrange to borrow a laptop. After the meeting with the parents, I agreed that she would finish the work in the classes she had not attended. In the following period, the student did not attend classes, even though she was lent a laptop. Absences were not excused and when I called the parents saying that their daughter was not in any of the classes, the parents said that they did not know about it. In addition to non-attendance, the student did not do her homework, or did it only partially. After these events kept repeating themselves, I decided to invite the parents to the school to resolve the situation. I invited my parents to school several times during the year, saying that they often didn't even arrive and when they did, they apologized that they didn't know about the absences and the non-fulfillment of homework. Despite this, the student still did not attend classes and did not complete her homework sufficiently. As a result, the student had insufficient grades in five subjects in the semester. Thanks to this, the student had to undergo a commission examination. The student did not show up for the first exam, saying that she had been to the dentist, and when I asked her parents for confirmation from the dentist that the student had been there, because these excuses were repeated during the semester, along with nausea and the internet not working, the parents answered that she was it's an invasion of her privacy. This was repeated with other exams and when the student came she was not ready for the exam. This behavior was repeated in the next semester, when in March the student was excused for a long time due to serious burns, the student was in the hospital. When we tried to contact the parents, saying that the case would be referred to OSPOD due to suspicion of neglect, I found out that the phone numbers did not exist. The case was finally handed over to OSPOD.\n\nSituation (Anamnesis):\nThe student lived with both parents and her younger brother. At school, the student was quiet and completed the assigned work before the pandemic, although sometimes only partially. After the start of the pandemic, the student often did not come to classes and did minimal homework. She was quiet in class, and when the teachers asked her something, she did not answer even after several prompts. This behavior continued despite the parents' frequent warnings about the student's behavior in class. The younger brother was exactly the same. It continued like this for the entire first semester and continued in the second semester as well, until she was excused that she was in the hospital for a long time and later she and her brother were withdrawn from school.\n\nTeacher Intervention (Solution):\nFrom the beginning, I tried to negotiate with the student and alerted her parents about what was happening both by phone and by e-mail, to which they never responded. After this behavior continued to be repeated, I pointed it out to the parents at class meetings and invited them to the school several times to meet with the principal so that the situation could be resolved. The parents either didn't come to the meeting, sometimes they apologized, but most of the time they didn't apologize at all, or they said they didn't know about it, even though I emailed and called them several times. Finally, after she was excused for a long time, saying that she was very badly burned when she was at a friend's house and they were playing with fire, the case was handed over to OSPOD on suspicion of negligence.\n\nOutcome:\nUnfortunately, this situation was ultimately not resolved directly at the school and the case was handed over to OSPOD. The girl and her brother were unregistered from school and the whole family moved out and changed their phone numbers. Until now, no school has requested the student's file, and no one knows where the family lives now.\n\nStudent Profile:\nAge/Year: 14, 8.ročníka\nHobbies: X\nDisorders: Lhaní,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "227", "student_age_year": "14, 8.ročníka", "student_hobbies": "X", "student_diagnoses": "", "student_disorders": "Lhaní,Vyhýbání se škole", "teacher_approbation": "magisterské", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1041", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole first year everything looked like a completely model class with occasional collective disruptions. As I think back, I first learned about a problem from his chemistry teacher. He mistakenly confused his name with a similar one. After this incident, he was called by the wrong name all day. This behavior of his classmates did not suit him and that is why he first went to the teacher, whom he mistook for it. He subsequently misjudged the position for me and went to the class to draw the consequences. In my experience, the problematic behavior would soon get over the students, but after a scolding and a surprising and difficult paper, the students wanted revenge on this student. It started out as minor bullying from the aforementioned bad name, but unfortunately it escalated to cyber-bullying. Not only did the students in the IT classes start shutting down his computer remotely and causing him significant problems, but funny videos about him started to appear on YouTube.\n\nSituation (Anamnesis):\nThe student had a really bad grade from the first days of his studies, and the rest of the class had long been bothered by the fact that the teachers kept up with this student. During an interview with one of the biggest bullies, he told me this and confided that he didn't think it was 'fair' that this student could finish his studies at this school even with constant setbacks.\n\nTeacher Intervention (Solution):\nI knew I had to act. The biggest problem was that the bully is not one, but the whole class is bullying only one. I wish they could join together in some beneficial activity. I decided to passively observe for a few days to pick out the biggest bullies. I theorize that if we tame the biggest bully, they will let the others do the same. True, over time, I probably made a mistake because I chose only one, despite the fact that there were more of them. I took him into the office and we calmly discussed the whole situation. There was no need to draw any further punishments from this.\n\nOutcome:\nIn the end, everything turned out as expected, because the students behaved in an exemplary manner towards this student throughout their further studies. Although I think that the occasional hints did not completely disappear, as the student's overestimation in other subjects still continued.\n\nStudent Profile:\nAge/Year: 18. 2.ročník Sš\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1041", "student_age_year": "18. 2.ročník Sš", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr. Fyz, Mat", "teacher_practice_years": "30", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/229", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka was one of the children who entered the 1st grade at the school where I had just started teaching. She was a very quiet little girl who listened in class and drew during breaks and never got involved with other children. Since it was the beginning of the school year, I didn't deal with it much, I just tried to create situations in the lessons that helped her get involved. After the first month of school, the pupil began to be absent often and came to school with excuses such as nausea, family reasons, stomach ache, etc., so I contacted her mother to ask her if these were really the reasons why the pupil was absent. The mother apologized that they had a difficult situation at home and that it would not happen again. After that, the student went to school normally with occasional absences, but she started to be aggressive towards her classmates, whom she had previously ignored, which I dealt with simply by admonishing her. After the Christmas holidays, I immediately started to notice that the student was even more aggressive, she was hurting her classmates and during the first week she stole a case from one of her classmates. Furthermore, he is absent from school again more often.\n\nSituation (Anamnesis):\nFamily history: Žačka lives with her mother and her mother's boyfriend, she has one younger half-sibling. He doesn't see his father at all, his mother works all the time. I don't know what kind of relationship the student has with her mother's boyfriend, but the student doesn't like to talk about him. Class anamnesis: The student is not popular in class. The children stay away from her, do not engage her in conversation, because they are bothered by her behavior.\n\nTeacher Intervention (Solution):\nIn the beginning, I solved the problems only with admonitions, but when the behavior started to get worse, I had a private talk with the pupil after school. I always tried to help her, I asked if something was happening at home or at school, the student said that everything was fine, she admitted her mistake, she knew what she did wrong, and she promised that it would not happen again. But since even this didn't work, and since the student was missing more and more, I called her mother and arranged a meeting at school. The mother rescheduled the first appointment and did not show up for the second, when I called her again, she did not pick up the phone, so I wrote her an e-mail, to which she did not respond. After that, the pupil was absent for a whole week, without any excuse, and since her mother still did not answer my phone, I turned to the guidance counselor, who also did not agree with her and therefore wrote an official request to come to school. As the mother did not show up or call back this time either, and the pupil still did not go to school, the guidance counselor intervened and called the social security administration. After another 2 weeks, the student started going to school again and I was informed that she was taken from her mother and given to her grandmother and grandfather to be raised.\n\nOutcome:\nAfter that, the student was quiet for some time and did not communicate much, but after a few days her behavior changed completely, she stopped being aggressive, participated in activities with other classmates and formed friendships. Since I taught in her class for another 2 years, I have to admit that the change of household benefited the student and the results can be seen both in her favor and in her behavior.\n\nStudent Profile:\nAge/Year: 7 let, 1.třída\nHobbies: Kreslení, koukání na pohádky\nDisorders: Lhaní,Krádeže,Agresivní chování,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "229", "student_age_year": "7 let, 1.třída", "student_hobbies": "Kreslení, koukání na pohádky", "student_diagnoses": "", "student_disorders": "Lhaní,Krádeže,Agresivní chování,Arogance", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ (Magisterské studium)", "teacher_practice_years": "12 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "Physical aggression", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1287", "content": "TEACHING CASE STUDY\n\nBackground:\nIt all started in 2019, covid happened and pupils had to stay at home. For that reason, there was a problem of having sufficient supervision over pupils. As a class teacher, I could not observe the relationships in the class, and since the previous year, i.e. 6th grade, I had no doubts about the class relationships. Of course, someone had more fun with someone than with another, but that's always the case. So she was more withdrawn, but I thought it was because she was in this class for a short time because she transferred. The school she attended only offered the first level, so she had to transfer to another school for the second. But I did not notice that it was directly allocated. Unfortunately, as I said, the situation arose as it did. We were all glued to the computer, alone at home. And that's how it actually started. Two of her classmates started writing to this student via chat, not vulgar, but rather unpleasant messages that a teenage girl simply does not want to read. She interpreted it in the worst possible way. She began to self-harm. First she started cutting her hands with a razor blade. It culminated in her mother finding her standing on the windowsill. She wanted to jump out of the window. Until then, my mother did not know about self-harm. Since the incident with the possible suicide attempt, the pupil told her mother everything, and at that moment it started to be resolved even through us.\n\nSituation (Anamnesis):\nThe girl is quite communicative, but prefers to talk with teachers in the corridor than with her classmates in class. I sometimes see her in lower grade classes. I would say that she is really diligent and goal-oriented. He excels in his subjects and is the most active of all students in class. He needs everything perfect, he is a big perfectionist. By not talking to his classmates, he doesn't quite fit in with the class. She started the class only from the 6th grade, so as I said, she went to a different school for the first grade, but only for the reason that the previous school was only up to the 5th grade. But I don't see that as an obstacle to getting closer to others either. She is not the only one who has transferred to the class. She is rather really aloof, she is not even interested in talking with them, sometimes she seems even arrogant and the classmates also feel that, at least I would say so. He comes from a complete family and has one younger brother. Her mom works as a nurse in a hospital, in the ICU department. At the time of covid, the mother was really at work and did not have time for each other with her daughter, therefore she did not know for a long time that her daughter was self-harming.\n\nTeacher Intervention (Solution):\nWhen the student's mother found out what was going on and what kind of messages she was getting from her classmates, she of course decided to deal with it with us. Unfortunately, everything took place outside the school grounds. The educational committee met, only online, and this situation began to be resolved. Because there was a pandemic, we knew who was behind the news, but these girls were no longer included in the solution. The educational committee recommended a visit to the counseling center, where the student was recommended to see a specialist, i.e. a psychologist. The student was coming to the session. In addition, as a class teacher, I offered to write with her daily via Messenger, so that she wouldn't be alone at home with her thoughts, because mom still went to work. When the situation escalated despite visits to a psychologist, the mother decided to take a vacation from work and stayed at home with her daughter during the most difficult period. Despite that, I continued to write with her. She dropped the fact that life gives her meaning again, she stopped going to the psychologist. She told me she wanted to start learning Norwegian. I took this correspondence as support. So everything seemed to be fine. After returning to school, everything started again. She started telling her classmates that she would come home and swallow the pills. We called my mother again and recommended a visit to a psychologist. I know that such a thing shouldn't be questioned, but after sharing that time with her, even if only online, I got the feeling that she was more interested in attention than serious. She went to the psychologist again for a while, then stopped, and nothing has happened for the last three quarters of a year. The female classmates, who were most likely the initial cause of all this, were not punished. I again attribute this decision to the given situation, distance learning. It was difficult for us as a school to deal with them. As a class teacher, I of course intervened. I talked to the girls and the girls stopped messaging. I did not involve the whole class in the issue, it became a taboo topic. In the end, I don't know what to think. This topic was really difficult to grasp so as not to harm the student in question even more.\n\nOutcome:\nAs I said before, after returning to school, the situation started to repeat itself again. Of course it disturbed the whole class because they were already directly present and started to worry about her. They pointed out to me what she was saying. She herself explained to them what she would do, and that there was no point in living. After further visits to the specialist, the situation calmed down and now he does not talk about thoughts of suicide, nor does he attempt anything. In the end, for me, this is a relatively manageable situation, because we somehow helped to prevent a possible continuation of self-harm or a possible suicide attempt. On the other hand, I admit that the two girls who wrote her those messages got away with it really easily.\n\nStudent Profile:\nAge/Year: 7. třída, 13 let\nHobbies: Hudba, chtěla by být zubařkou, baví ji jazyky\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour, Bullying\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1287", "student_age_year": "7. třída, 13 let", "student_hobbies": "Hudba, chtěla by být zubařkou, baví ji jazyky", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské – anglický jazyk a přírodopis", "teacher_practice_years": "21 let", "problems_annotated": "Selfdestructive behaviour, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/213", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when a student brought his older sister's electronic cigarette to school. During recess, he offered it to his classmates to use in the boys' toilets, but he did not use it himself. However, one of the classmates reported him and the situation began to be resolved.\n\nSituation (Anamnesis):\nThe student came from a complete, supportive family. He stood out above the others in the class, and in addition, one could say that he was popular in the class. Despite that, he probably seemed a little too \"gentlemanly\" compared to the others\n\nTeacher Intervention (Solution):\nA discussion was held with the student about his transgression, he cooperated and kept repeating that \"he is stupid and I wish he had never taken it to that school, it was stupid.\n\nOutcome:\nThe student received a director's reprimand.\n\nStudent Profile:\nAge/Year: 8. třída, 14 let\nHobbies: myslivost, příroda\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "213", "student_age_year": "8. třída, 14 let", "student_hobbies": "myslivost, příroda", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "ČJ, RJ, OV", "teacher_practice_years": "28", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/886", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerned the freshmen in my class who had just started, I think it was sometime at the beginning of the school year, around September, as was the personal pronoun. Some female students from a higher vocational school came to report to the representative that someone was smoking, probably marijuana, in the toilets. It is said that they even saw that the girls went to my class, so the deputy called the principal, and he immediately called me, as the class teacher, that I should stand behind him.\n\nSituation (Anamnesis):\nThe students were from 4 students from the 1st year who had just started. They had no disciplinary problems, and their grades were also quite good.\n\nTeacher Intervention (Solution):\nWhen the director called me, I still didn't know what it was about, because he just told me that he needed to talk to me. When I came to the principal's office, he told me what happened. Then the principal and I went to my class and I told them to report who was smoking in the women's restroom during the break, it was after the lunch break. I told them that other students who were waiting in front of the class had seen them anyway, so it would be easier if they signed in themselves. In the end, 4 female students applied, and we then took them to the director's office. In the end, it was found that it was just some fragrant electronic cigarettes, which were then confiscated from them. It is said that two of them brought it and the other two wanted to try it, so they locked themselves in the toilet cubicle and tried it. Later it was even discovered that the cigarettes were without nicotine. Then the educational committee was held with the educational advisor, the deputy, the director, with me as a member of the class and the four students. Even the parents were called there, as they were not yet 18. I personally thought it was quite extreme, I would simply confiscate the electronic cigarettes and tell them not to let it happen again. However, the school management had a different opinion.\n\nOutcome:\nAfter the educational committee, all four students were given a reprimand, I mean the principal's, and if anything else happened, they would be threatened with a demerit for behavior. Anyway, nothing happened after that, the girls simply wanted to try electronic cigarettes, I thought it was unnecessary to deal with it so much. Her parents weren't too keen on her having to come to school for something like that. Smoking in the toilets was also discussed a couple of times, but it was no longer about my class. I thought it was a bit comical that we had to keep testing each other during the personal pronouns here, and the female students then pass electronic cigarettes to each other. It was the situation with the spread of the infection that may have led to the fact that the management dealt with it so much.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník\nHobbies: kamarádi, hudba, tanec\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "886", "student_age_year": "16 let, 1. ročník", "student_hobbies": "kamarádi, hudba, tanec", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (AJ, RJ, VV)", "teacher_practice_years": "", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/80", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student transferred from an alternative school to a multi-year gymnasium. He refused to carry the devices and disrupted classes by loudly searching for them among his classmates. As a result of the situation not improving, the pupil's father was invited. A few hours before the meeting, it became clear that the student had been bullying a classmate with offensive messages for a long time. The meeting, which was originally supposed to be about unpreparedness for class and indiscipline, had to deal with this new finding as well. The father, who was taken aback by the new discovery, became very hostile and felt insulted that he had not been informed in advance. The student denied bullying. The father stated that he trusts his son and that there was no bullying. The school had a transcript of the offending messages available as evidence. The school offered temporary tolerance for the student's indiscipline, but required the bullying issue to be resolved. The victim's family let it be known in advance that an apology and a promise that the situation would not happen again would suffice. However, the aggressor's father demanded contact directly with the victim, which the school refused to provide. So the father refused to deal with the situation and left.\n\nSituation (Anamnesis):\nThe student attended an alternative school, from which he had to leave in the 9th grade, due to his parents moving. Even though he was academically gifted, the transition to a multi-year gymnasium was a shock for him. He denied the problematic nature of his behavior and refused to address them.\n\nTeacher Intervention (Solution):\nThe student was first reprimanded by the teachers, then by the class teacher, and when that didn't work, the student's father was called in to solve the problem. However, the meeting consisting of the father, the pupil, the school principal, the guidance counselor and the class teacher failed due to a hostile relationship with the father.\n\nOutcome:\nThe student left school and transferred to elementary school.\n\nStudent Profile:\nAge/Year: 14; kvarta\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Rušení výuky,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Bullying\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "80", "student_age_year": "14; kvarta", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Rušení výuky,Šikana", "teacher_approbation": "Magisterské Bi + Ch; Výchovné poradenství a metodika prevence", "teacher_practice_years": "26", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/149", "content": "TEACHING CASE STUDY\n\nBackground:\nAs I mentioned at the beginning, in my work I compare one student with the same inappropriate behavior. However, in one case she is disciplined (when taught by a man) and in the other case she is not. The student constantly disturbs and shouts in class. When the teacher reprimands her, she stops and for the rest of the lesson she is quite calm, even though she is not completely knowledgeable and belongs rather to average to below average students as far as study results are concerned.\n\nSituation (Anamnesis):\ndiscuss the anamnesis more in the second case report. However, in general, this class I researched is very complicated. The climate is really not satisfactory and it can be seen that the students are very different from each other, both from a knowledge point of view and also from a moral point of view. In this case, it is obvious that the opinions of these students must differ. It is interesting that in the class there are, let's say, marked individuals who 'war against each other' and constantly do all kinds of tricks. According to the interview with the assistant, I understood that the teachers hope to improve the classroom climate within a year or two. In short, when the students are older and they realize that they should not compete with each other, but that they should be friends and cooperate with each other. It's mostly like that, according to the assistant. As soon as the majority of pupils 'grow up or understand' what is actually good for them, so to speak.\n\nTeacher Intervention (Solution):\nThe teacher already knew from his colleagues how the student behaved, so he sat her in the first desk in his class. The student is constantly facing her classmates and having fun. The teacher turns to the student: 'Student, tell us how we ask about the judgment.' The student answers: 'Who what.' The teacher corrects: 'No. Try it once again.' The student repeats: 'Who what.' The teacher asks the class, 'Anyone else who knows the answer to the question?' Another pupil answers: 'What is he doing?' The teacher confirms: 'Yes, exactly. For the predicate we ask what he does, did, to do, etc. While who what we ask about the subject, that is, in most cases we ask about the noun. Do we understand this?' The class answers, 'Yes.' The teacher makes sure: 'Student, do you understand?' The student answers uncertainly: 'I guess so.' The teacher continues: 'Okay, so let's move on. Open your textbooks to page 18.'\n\nOutcome:\nIn this case, we were successful because the student calmed down and worked with the class. Even though she is not completely gifted, she showed effort and did not disturb much. She was like that for a long time. However, one always had to discipline her. It is quite likely that she acted this way because she was taught by a man and not a woman. It is quite possible that she has some kind of role model or desire in men. Because she never had a father, she lacked the male element in her life that she tried to find in her teachers. It should be mentioned that this teacher was still studying and attracted many girls from the school because he was so young.\n\nStudent Profile:\nAge/Year: 12 let, VII. ročník\nHobbies: Divadelní kroužek, malování, dále ji nic moc nebaví\nDisorders: Lhaní,Rušení výuky,Potřeba pozornosti,Vulgární vyjadřování,Neuposlechnutí,Odmítání spolupráce,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "149", "student_age_year": "12 let, VII. ročník", "student_hobbies": "Divadelní kroužek, malování, dále ji nic moc nebaví", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Potřeba pozornosti,Vulgární vyjadřování,Neuposlechnutí,Odmítání spolupráce,Nevhodné chování", "teacher_approbation": "Studující, český jazyk a literatura, německý jazyk a literatura", "teacher_practice_years": "1", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/815", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student has irregular school attendance, often missing Fridays or even longer days. His mother excused him from attending.\n\nSituation (Anamnesis):\nThe person is a student in the last year of elementary school. His truancy showed up during online classes, during covid. He is being raised only by his young mother, who is currently on maternity leave and is also raising his three other siblings. The person is the oldest. The person smokes cigarettes, none of the teachers saw him, but he smells of cigarette smoke.\n\nTeacher Intervention (Solution):\nInterventions and a meeting with the class teacher were planned with the person and his mother. Which they refused to attend. You can only talk to your mother by phone. The student does not see any point in going to school, he would rather go to work and does not see the point in the given subject and cannot be motivated.\n\nOutcome:\nThe person still goes to school irregularly, the class teacher cannot report his attendance to OSPOD because he has been excused from his mother.\n\nStudent Profile:\nAge/Year: 15 let, druhý stupeň základní školy\nHobbies: Sport  sledování), socializace s kamarády, hry\nDisorders: Lhaní,Cigarety\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "815", "student_age_year": "15 let, druhý stupeň základní školy", "student_hobbies": "Sport  sledování), socializace s kamarády, hry", "student_diagnoses": "", "student_disorders": "Lhaní,Cigarety", "teacher_approbation": "Mgr., učitelství pro první stupeň", "teacher_practice_years": "20 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/672", "content": "TEACHING CASE STUDY\n\nBackground:\ndealt with this situation two years ago. I was supposed to teach music in a class where I was no longer the class teacher, but I had these students in the first year, so I knew them quite well. The first lesson went well, I remembered that it was a hands-on class, so there weren't many problems. But I noticed that one student was trying to draw attention to himself as much as possible, and in the following lessons it showed much more. He was angry, disruptive, spoke obscenely, cursed his classmates, was distracted. You could see that he is not a stupid boy, but he tries his best to provoke the other students in the class and me.\n\nSituation (Anamnesis):\nSpecific behavior was shown by one particular student who reacted inadequately to situations, used a lot of vulgar words, often interrupted the lessons and if I asked him to do independent work, it was almost exclusively not fulfilled. It was obvious that he lacked any intrinsic motivation and all efforts to capture his attention were futile. Another problem was the fact that his behavior turned most of the class against him, the team did not accept him and he did not have many friends. We can't be surprised at the children. When someone swears at you, logically you won't be friends with them, and more expressive individuals don't like it and return it to them.\n\nTeacher Intervention (Solution):\nThis pupil started coming to me for pedagogical intervention classes, which did not only concern the music education that I taught in their class, but we also had space to chat or catch up on material from other subjects. It was interesting that in those individual lessons he started to behave differently, he didn't get angry as much as before, he paid attention, you could see that he was happy that someone was paying attention to him. Once I started talking to him, if he sometimes does homework at home with his mother, to find out what the situation is in the family. He told me no, that he always does the homework alone because mommy isn't home or she's tired and goes to sleep and his dad killed himself a year ago. He says he sometimes does homework with his grandmother, but it doesn't happen very often. After learning from the boy how things are going at his house, I went to ask his class teacher if he knew about it. He told me that yes, that his dad killed himself because of debts or something, and that mom apparently can't handle it and drinks sometimes. I asked him if anyone was solving it somehow. He told me that they have to deal with it themselves at home, after all, it's only been a year since it happened and that he's already talked to his mom, but she doesn't want to hear anything. But I knew he wouldn't give it to me and I wanted to help the boy. I knew that the boy was not going to get out of this without anyone helping him, and since mom was obviously not capable of that, I felt that the school should try. In the intervention classes, I tried to communicate with him as much as possible, I went to the pupil's class teacher once more and persuaded him to talk to the mother once more, suggest psychological support, some extra tutoring and agree on how we will proceed. So we talked with the mother and at first her attitude towards us was rather negative. I don't remember exactly what we said, but I know that in the end she agreed to psychological support for her son. After we told her that her son is a smart and bright student and that it would be a shame not to develop his potential, she said that she would help him with school and support him more and we also agreed on individual tutoring.\n\nOutcome:\nwasn't sure how much this conversation would help, but I felt good that we at least tried to do something. And now, with the passage of time, I see that at least it had some meaning. At least from the beginning it was clear that his behavior was better, he confronted his classmates less, he started seeing a psychologist and he behaved better overall. I know, it's nothing groundbreaking, but you have to enjoy the little things.\n\nStudent Profile:\nAge/Year: 9 let, 4. třída\nDiagnoses: Dysgrafie\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "672", "student_age_year": "9 let, 4. třída", "student_hobbies": "", "student_diagnoses": "Dysgrafie", "student_disorders": "", "teacher_approbation": "Vysokoškolské, Učitelství pro první stupeň", "teacher_practice_years": "15", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1162", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student seemed strange to me since the first year. He was a person who could not identify himself absolutely with his surroundings and the surrounding world. He was a complete outsider in class, he didn't even know the principles of decent behavior, let alone the principles of any behavior. He didn't greet anyone, he didn't ask for anything, he didn't thank anyone, he was very rude. If he was given an order, he would immediately react aggressively, even rudely, to the point of completely shutting down and refusing to cooperate. He was lost even in “normal\n\nSituation (Anamnesis):\nThe student initially lived alone with his mother, but then his mother died, so he was forced to live with his grandparents, where his aunt also intervened in his upbringing. As a result, the student was \"unusable\n\nTeacher Intervention (Solution):\nIn many lessons, for example, the student did not take notes on the subject matter. If I challenged him to do so, he again aggressively shut down and did not want to cooperate. Therefore, I waited until after the lesson and invited him to come with me to the office. Of course, I could have solved the whole situation by disciplinary means, but I decided to offer various compromises that would always move the given situation at least partially. For this particular problem, I offered him that he could copy the notes from his classmates, but he had to have at least part of it written down by the next lesson. If he locked himself in my lessons, after a certain time I ignored him and continued the explanation, saying that I would finish it personally in the office after I dream. I more or less never resorted to disciplinary measures.\n\nOutcome:\nThe student always reacted more or less in no way, as I said, it was not his habit to thank, beg, or react in any way. However, he always fulfilled the compromise we had agreed upon and was ready for the next few hours. In the situation of completing the notes, he really got notes from his classmates during his free time and copied them into his notebook. The frequency of compromises solved by us in this way decreased, and already in the second and third year the pupil was able to function more or less independently, at the same time he was also starting to connect with the team. I was so happy when he surprisingly wanted to go on a class trip even though he needed guidance. He eventually took part in the trip, and a year later he successfully graduated for the second time.\n\nStudent Profile:\nAge/Year: 16, 1. Ročník\nHobbies: Strojírenství  jeho obor ho zaujal)\nDisorders: Disrespekt,Nevhodné chování,Verbální agresivita,Neúcta k autoritám,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1162", "student_age_year": "16, 1. Ročník", "student_hobbies": "Strojírenství  jeho obor ho zaujal)", "student_diagnoses": "", "student_disorders": "Disrespekt,Nevhodné chování,Verbální agresivita,Neúcta k autoritám,Neposlušnost", "teacher_approbation": "Magisterské", "teacher_practice_years": "34", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/556", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student has had disciplinary problems for several years. In class, he tries to draw all the attention to himself and asks various stupid questions that he does not need at all to do the assigned work. For example, he asks me if he should write down the entire exercise and then check only the words that do not belong in the series, or if he should write down only the superordinate words. But he has to ask the teacher about it. When I try to help him with something, he raises the notebook above his head and refuses to cooperate. He came as a very problematic student from the first grade. He is a young man who was even sent home from the camp for his inappropriate behavior when he broke his friend's leg. (They pushed each other.)\n\nSituation (Anamnesis):\nProblem behavior is long-term, attracts the attention of the entire class. He doesn't pay attention in class, draws in his notebook and doesn't do the assigned work. The class works well, I rate their team as good.\n\nTeacher Intervention (Solution):\nAssistant: 'Take your notebook and work.' Student: 'What should I do?' Assistant: 'Exercise 8, page 6. The teacher wrote it on the board.' Student: *reads exercise* 'What's that over there?' Assistant: 'Musical instrument.' Student: 'So that's what doesn't belong there.' (raises his hand and wants to ask the teacher what's over there, she won't follow him) Student: 'You can ask anything you want, I'll answer you too.' Pupil: 'You don't know that, I want to ask the teacher.' The assistant did not react to this, because such 'fights' are frequent with this student. Pupil: 'You have abundant written here, it's spelled differently, show me the notebook.' Student: *raises the notebook above his head and stops working completely* My experience: *I help a student with a vocabulary task.* Student: *Gets stuck halfway through and stops working.* Assistant: 'Come on, let's finish it together.' Student: *He writes something in his notebook and covers it with his hand so that I don't see it.* Student: *He tears a sheet from the notebook, puts it on the desk on my 'assistant' half.* On the sheet is written: 'Good morning, Mrs. teacher.' Assistant: *I'm not responding, I'm processing what I should answer to him.* Student: *Writes more on the paper:* 'Or madam assistant?' Assistant: 'I will not correspond with you.' Math lesson: 'You still have to draw a rhombus in your notebook.' Student: 'So what?' Assistant: *I help him draw auxiliary perpendiculars so that he knows what the formulas written next to them are used for and I draw them in his notebook.* Student: 'Thank you.' Assistant: 'Do you want to help with something? You haven't drawn two shapes yet.' Student: 'I haven't.' Assistant: 'Then draw, pupil.' Student: 'I don't want to.' Assistant: 'Well, wait, that would probably bother me if I opened the notebook and discovered that I didn't understand it at all and couldn't learn from it. Do you want to help with that?' Student: 'No, I don't care.'\n\nOutcome:\nWhen the assistants let him get 'angry' and ignore him for a while, he later asks for help himself. But it's quite frustrating when an assistant helps a child who basically doesn't care for most of the hour. After incidents, he always acts like nothing happened and seems (probably?) normal to him. If the assistant does something in the morning that he doesn't want, it is reflected in the rest of the day by his intense refusal to help her. Three female assistants alternately approach this pupil with the comment: 'If only one of us had it, we wouldn't be here a long time ago.' (It alludes to a tremendous strain on one's nerves when one works with it.)\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: Sportuje, hraje počítačové hry\nDiagnoses: ADHD\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "556", "student_age_year": "15 let, 9. ročník", "student_hobbies": "Sportuje, hraje počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Rušení výuky", "teacher_approbation": "střední pedagogická škola", "teacher_practice_years": "3", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/916", "content": "TEACHING CASE STUDY\n\nBackground:\nIn this case, it is not directly a single situation, but rather a general long-term behavior of the pupil (4th grade, but a different time period than the previous case report). During the 4th grade, the student's behavior got progressively worse, it started with simple ignoring, but as time went on, when I asked him for something, he started smashing and throwing his tools, broke the ruler and so on. He even sometimes beat himself up and stabbed himself with crayons, but he always directed this aggression only at himself.\n\nSituation (Anamnesis):\nThis class was always a bit of a challenge, not only because of the student, but in general there were a lot of 'elements' in the class\n\nTeacher Intervention (Solution):\nAfter the pupil's behavior worsened, he was diagnosed with oppositional defiant disorder at the educational and psychological counseling center and offered therapy, which the pupil's mother refused. (I could not find out any exact procedures with the pupil in the class, nor whether she was an assistant to the pupil or to someone else, the teacher was not entirely comfortable talking about it)\n\nOutcome:\nThere were no positive results, the student's behavior did not improve during the first grade, although I have no regrets, I tried my best, although of course something can always be done better. I think that it failed to cooperate with the student's mother, who refused to solve anything and did not see any problem in it. At the moment, the student (9th grade) is in a psychiatric hospital, unfortunately there are probably some bigger problems there.\n\nStudent Profile:\nAge/Year: 10 (4. třída)\nHobbies: počítač\nDiagnoses: Poruchy opozičního vzdoru\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "916", "student_age_year": "10 (4. třída)", "student_hobbies": "počítač", "student_diagnoses": "Poruchy opozičního vzdoru", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "Mgr. (Učitelství pro 1. stupeň ZŠ)", "teacher_practice_years": "30", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/134", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom the first moment I arrived in their class, it was clear that there would be problems with the student, as he was vocal from the first moment, and after 14 years of practice, you can tell who will cause problems and who won't. His behavior shows itself at the beginning of the lesson, when I enter the classroom, he starts to express himself loudly, sometimes even inappropriately, for example \"He's here again.\n\nSituation (Anamnesis):\nThe student lives with his grandmother, as his mother is in prison and his biological father is unknown, he has never known him. His grandmother is no longer able to raise him, at the same time she has a different relationship with him than she would have with her own son. They don't live in very good conditions, the grandmother seems to be drinking at the moment and doesn't show much interest in him. Class anamnesis: Unpopular with his classmates, he always tries to draw attention to himself. He constantly interrupts, tries to be funny, tries to interest everyone, does whatever he wants in class and during recess. He doesn't listen to the female teachers properly, from observation it could be said that he has no respect for women in general, because for example he listens and respects one colleague, is active in his lessons and does not disturb that much.\n\nTeacher Intervention (Solution):\nFrom the beginning, I tried to coax the student, to calm him down, but noticing him only led to more noise and disobedience, and this also led to the fact that the whole class gradually joined him. And so I chose the tactic - \"I don't notice him.\" You don't notice him. And we will get along well.\n\nOutcome:\nIn most lessons it worked, the other pupils cooperated with me and he was quite calm. But it depended on the day and also what class I was teaching them. When it was 1.-3. class, that's how it worked because everyone else still had the strength to focus and work on the assigned tasks. When it came to 4-6 lesson, it used to be worse, sometimes the tactic of ignoring him didn't work, because the other pupils also had trouble concentrating, they were tense and didn't want to cooperate anymore, so they started to disturb themselves, to which the pupil was very happy to join in and was the loudest. But when the student didn't have his day at all, it didn't matter what time it was and nothing worked to calm him down. Of course, it also depended a lot on how much his classmates noticed him.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník ZŠ\nHobbies: žádné\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "134", "student_age_year": "14 let, 8. ročník ZŠ", "student_hobbies": "žádné", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ Biologie a Chemie", "teacher_practice_years": "16", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1115", "content": "TEACHING CASE STUDY\n\nBackground:\nThis story happened when I once started teaching at this gymnasium. I was a first year homeroom teacher of an average class. It wasn't exactly the most troubled class, but there weren't any particularly gifted students either. Well, there was a boy in that class who kept asking questions in class. For example, when I was explaining some new material there, the student asked me about 30 times in one lesson. And they were questions like - What's the weather like today? What time is it? What will you do after school? What is actually being learned in chemistry? How is this example calculated? (the student had already calculated it).\n\nSituation (Anamnesis):\nAs I mentioned before. The class was average. There were no problem students, except for that one student. But not particularly gifted either. Except for that one person in question, who was always the first to finish everything and when he got bored, he started shouting various random questions. Of course, it disturbed all his other classmates. I also constantly received complaints from parents that their children could not concentrate on their studies. Other teachers also began to complain that the student in question was doing this in their classes as well and that I, as the class teacher, should solve it. Since I had no experience, I didn't really know how to solve it and I was fumbling. But I also told myself at the beginning that I can handle everything myself and that I don't need help or advice from anyone. And that was probably the mistake.\n\nTeacher Intervention (Solution):\nam not very proud of this solution that I used at the beginning. But it was the first thing that came to my mind, because everyone was pressuring me from all sides to finally do something with him. When he started asking me various nonsensical questions again in class, I ignored him at first and pretended to do nothing. However, he started to ask more intensively and especially louder, which could no longer be tolerated. So I started at him and started shouting at him: \"You're exaggerating, you can't be quiet for a while, me and your classmates can't concentrate either. Close immediately, otherwise it will be bad.\n\nOutcome:\nNone of these steps I took brought any significant changes, after the class reprimand the student stopped the problem behavior for a while, but after a month everything was back to normal.\n\nStudent Profile:\nAge/Year: žák na gymnáziu (1. ročník SŠ)\nHobbies: Rád čte knihy, dívá se na dokumenty a rád hledá různé nové informace na internetu\nDiagnoses: Problematické chování\nDisorders: Rušení výuky,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1115", "student_age_year": "žák na gymnáziu (1. ročník SŠ)", "student_hobbies": "Rád čte knihy, dívá se na dokumenty a rád hledá různé nové informace na internetu", "student_diagnoses": "Problematické chování", "student_disorders": "Rušení výuky,Nepozornost", "teacher_approbation": "vysokoškolské – titul PhD., aprobace chemie", "teacher_practice_years": "15", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/824", "content": "TEACHING CASE STUDY\n\nBackground:\nI was a class teacher for the student from third to fifth grade. From the beginning, I suspected Asperger's syndrome, which the Pedagogical-Psychological Counseling Center constantly refuted. The student mainly had disciplinary problems, physical conflicts with classmates. He was the smallest in the whole class, but at the same time he surpassed everyone else in intelligence. He often teased his classmates, but his humor was so sophisticated that they had no chance to understand him. Which provoked further aggression among classmates. The parents were very involved, trying to have a 'normal' child who fits in. For example, in mathematics, the pupil was highly gifted.\n\nSituation (Anamnesis):\nHighly gifted student with disciplinary and social problems.\n\nTeacher Intervention (Solution):\nrealized very quickly that he was not an ill-mannered or low-intelligence student, as most of my colleagues labeled him. The student was highly gifted, only social intelligence was low. At the same time, I also quickly realized that I would not interest him using 'classical' methods, frontal teaching was completely inappropriate for him. During lessons, I allowed him to jump on a big ball, for example, and he was focused and working. He could also move around the classroom, for example, sit on the carpet and write notes. At the same time, it worked very well to occupy him with another activity, if the situation was already unbearable, I sent him with a message to a colleague, across the whole school. After 15 minutes he returned, took his seat and worked again without any problems. I looked for ideas and modifications by myself and very intuitively. He was officially diagnosed with Asperger's syndrome in the 8th grade.\n\nOutcome:\nAt primary school, the pupil thrived, thanks to the official diagnosis, even my colleagues approached him 'differently'. He also passed the grammar school entrance exams, which unfortunately he had to drop out due to disciplinary infractions. However, after some time, he passed his high school diploma during distance learning. We are still in contact, so I dare say that 'everything went well'. The attitude of the parents, who cooperated in everything, was also essential.\n\nStudent Profile:\nAge/Year: K. 9 let 3.třída\nHobbies: Logické úlohy, křížovky, sudoku\nDiagnoses: Náběh na Aspergerův syndrom\nDisorders: Fyzické násilí,Nekázeň\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Agreement, Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "824", "student_age_year": "K. 9 let 3.třída", "student_hobbies": "Logické úlohy, křížovky, sudoku", "student_diagnoses": "Náběh na Aspergerův syndrom", "student_disorders": "Fyzické násilí,Nekázeň", "teacher_approbation": "Mgr. 1.stupeň", "teacher_practice_years": "17", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/409", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place in the second grade of elementary school, but this problematic behavior has been persistent in the student since the first year and is repeated daily. The student has a tendency to jump into the speech of the class teacher, but also into the speech of his classmates, from which it can be concluded that the students often cannot tolerate this very much. The situation arose on the basis of the student's emotional outburst after the other student disturbed the student. It started with a loud expression of disapproval, leading to an argument between the two students. Subsequently, the students physically attacked each other and tried to solve the problem with violence. They also attacked each other verbally during the fight, which caused a disturbance in the class, and the class teacher immediately went to solve the problem.\n\nSituation (Anamnesis):\nThe student lives in a complete family, but the parents are not against physical punishment, so it can be assumed that perhaps this is also the cause of his behavior towards his classmates and in the classroom in general. In practice, I myself could often notice how the student reacted to what was happening in the classroom. The boy is certainly very noisy, he had to forget, shout or say every single thought, even if, for example, he interrupted a classmate or a class teacher. The student did not like to adapt to work that he did not agree with, on the contrary, he was very happy to get involved in activities that were interesting to him. I could also notice emotional outbursts in a student, when he either left the desk by himself and left the classroom or physically attacked the student who disturbed him in some way. These phases were repeated several times over the course of a few days. According to the school psychologist, the student does not have a learning disability, specifically does not fall into any of the selected tables and therefore does not need a personal assistant. In any case, she identified signs in the student that we could divide into different parts of diagnoses. The student gives strong results in some subjects and feels stronger. For some, such as mathematics or spatial vision, the pupil does not even reach the set goals, in any case the pupil tries to improve. The class generally seems noisy, the pupils in it are very energetic, really clever for that, they especially like group activities with a smaller number of pupils. In any case, it is difficult for them to keep their attention in class, some of the pupils also get into conflicts with the aforementioned student during the lessons or during breaks, and thus our examined pupil usually disrupts the whole class.\n\nTeacher Intervention (Solution):\ncalled both students to me to make it clear that they simply must not behave like this. I further told them that I don't like this kind of behavior and that conflicts are not resolved this way. I always leave room for each of the students to express themselves calmly about the given situation, it would be best if the other person did not jump in and we could solve the problem normally. This tactic quite works for them, although sometimes it simply cannot be solved calmly. Anyway, it's always quite simple, after the whole thing, the upset, passes, both students apologize to the other. I always try to explain it calmly, because it seems right to me and I don't give them any punishments, it seems pointless to me if it happened again. When one of them really has a problem not breaking the rules. But I found that this method works, although it is slow, but I am trying. So I also try, and I think that the more conflicts there are, the harder it is for me to use descriptive language. I try to describe, in words, what it makes me feel sad or sad about, but sometimes I lose patience too. Then if I just refer to the rules.\n\nOutcome:\nAfter the situation and after they had calmed down, the pupils apologized to each other and the lessons continued, they were able to talk to each other, or even work together without problems, in any case I do not agree with this one particular pupil, we return several times a day even though the problem was already solved. In the long term, it could be said that the other students may have resigned and don't notice it that much, in any case, in such conflicts, it strengthens the class and together they also try to solve the problem together in these situations, even without the help of the class teacher or in such a way that it does not disturb other classmates.\n\nStudent Profile:\nAge/Year: 10 a 3. Ročník ZŠ\nDisorders: Rušení výuky,Emoční labilita,Vykřikování,Neuznávání pravidel,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "409", "student_age_year": "10 a 3. Ročník ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Rušení výuky,Emoční labilita,Vykřikování,Neuznávání pravidel,Neposlušnost", "teacher_approbation": "", "teacher_practice_years": "3 Absolvoval/a nejaký relevantní kurz, výcvik na zvládanie problematického chovania, ne-kázne nebo komunikácie v triede a podobne : Áno / Nie Poprípade uveďte názov: Kurz s Michalom Dubcom K danému relevantnému kurzu sa triedna učiteľka vyjadrila, že tento kurz bol nárazový a jednodenný, zameraný na všeobecné situácie v triede, predovšetkým ale na matematiku. Každopádne kurz nebol úplne zameraný na problémové chovanie žiakov. Kazuistika ++ Deskriptivní údaje ke kazuistice ++ Vek žiaka a ročník: 10 a 3. Ročník ZŠ Pohlaví žiaka: žena / muž Žiak žije: s oboma rodičmi/ iba s matkou / iba s otcom / v striedavej opatere / s iným rodinným príslušníkom / v opatere nevlastných zákonných zástupcov. Problémové chovanie sa opakuje a poprípade uveďte jak často: áno / ne -každodenne Poruchy chovania: Vyrušovanie na hodine, emočné výbuchy, vykrikovanie, zasahovanie do všetkého, nerešpektovanie pravidiel, skákanie do reči. Potvrdená diagnóza žiaka/-ov napr.: Podľa školského psychológa, žiaka nemožno zaradiť do tabuliek s diagnózou, každopádne školský \fpsychológ uvádza, že sú tam prvky, akurát to nie je na asistenta. Prospech žiaka – subjektívny pohľad: podpriemerný - priemerný – nadpriemerný Záleží na predmetoch a aktivitách, v niektorých je žiak lepší ako ostatní a v iných zase nedosahuje ani ciele, ktoré majú v triede nastavené. Skôr matematické a priestor Záujmy žiaka/-ov. Futbal, džudo, tenis. Viac-menej sa žiak zameriava na športové aktivity. Použili ste pri riešení postupy vychádzajúce z nejakého konkrétneho prístupu (napríklad Škola bez porazených, Nenásilná komunikácia, Rešpektovať a byť Rešpektovaný, Podpora pozitívneho chovania - PBS, a podobne)? Pokiaľ áno napíšte aký: Rešpektovať a byť rešpektovaný. Kľúčové slova, ktoré popisujú situáciu problematického chovania žiaka/žiakov: Porušovanie pravidiel, emočné výbuchy, vyrušovanie na hodine. Podrobný popis  Situácia sa odohrávala v druhej triede základnej školy, ale toto problémové chovanie je u žiaka pretrvávajúce od prvého ročníka a opakuje sa denne. Žiak má totiž tendenciu skákať do reči triedneho učiteľa, ale taktiež aj do reči svojim spolužiakov, z čoho možno usúdiť, že to častokrát, žiaci nedokážu veľmi pretrpieť. Situácia vznikla na základe emočného výbuchu daného žiaka potom ako druhý študent, žiaka vyrušoval. Začalo to hlasným prejavom nesúhlasu, až do hádky oboch žiakov. Následne žiaci na seba fyzicky zaútočili a snažili sa problém vyriešiť násilím. Taktiež počas bitky na seba útočili slovne, čo v triede vyvolalo nepokoj a triedna učiteľka išla problém hneď riešiť. \f2. Anamnéza žiaka/kov alebo triedy, teda všetko čo je relevantné pre zvolenú situáciu. Žiak žije v ucelenej rodine ale rodičia sa nebránia fyzickým trestom, preto možno predpokladať, že možno aj toto je príčina jeho správania sa k svojim spolužiakom a celkovo v triede. Na praxi som si teda sama mohla častokrát povšimnúť to, ako žiak reagoval na dianie v triede. Chlapec je určite veľmi hlučný, každú jednu myšlienku musel opomenúť, zakričať alebo povedať, aj keď tým napríklad prerušil spolužiaka či triednu učiteľku. Žiak sa nerád prispôsoboval práci s ktorou nesúhlasil, naopak sa veľmi rád zapájal do pre neho zaujímavých aktivít. Taktiež som si mohla povšimnúť, emočné výbuchy u žiaka, kedy buď odišiel sám od lavice a vyšiel z triedy alebo poprípade fyzicky napadol daného žiaka, ktorý ho nejako vyrušil. Tieto fázy sa v priebehu pár dní opakovali viac ráz. Žiak podľa školskej psychologičky nemá žiadnu poruchu učenia, konkrétne nespadá do žiadnej zo zvolených tabuliek a preto nepotrebuje osobného asistenta. Každopádne u žiaka identifikovala náznaky, ktoré by sme mohli rozdeliť do rôznych častí diagnóz. Žiak podáva na niektorých predmetoch silné výsledky a cíti sa silnejší. Pri niektorých ako je konkrétne matematika alebo priestorové videnie, žiak nedosahuje ani určených cieľov, každopádne sa žiak snaží zlepšovať. Trieda celkovo pôsobí hlučne, žiaci v nej sú veľmi energický, za to naozaj šikovní, majú radi hlavne skupinové aktivity v menšom počte žiakov. Každopádne ťažko dokážu udržať pozornosť na hodine, niektorí zo žiakov sa so spomínaným študentom v priebehu hodín, či prestávok, tiež dostávajú do konfliktov a tým väčšinou náš skúmaný žiak vyrušuje celú triedu. 3. Podrobný popis riešenia, najlepšie zachytiť dialóg vedený s žiakom/i a činnosti, ktoré pri riešení prebiehali. Zavolala som si oboch žiakov pri seba, aby sme si ujasnili, že takto sa proste správať nesmú. Ďalej som im povedala, že sa mi takéto správanie nepáči a že konflikty sa takouto cestou neriešia. Každému zo žiakov vždy nechávam priestor na to aby sa v pokoji vyjadrili k danej situácií, najlepšie by bolo aby mu pri tom ten druhý neskákal do reči a mohli sme problém normálne vyriešiť. Táto taktika na nich celkom funguje, aj keď niekedy to proste v kľude vyriešiť nejde. Každopádne vždy sa celkom jednoducho, po tom, ako to celé, to nahnevanie, prešumí, obaja žiaci tomu druhému ospravedlnia. Snažím sa to vždy vysvetliť v pokoji, pretože mi to príde správne a nejaké tresty im nedávam, to mi príde zbytočné, ak by sa to aj náhodou znovu opakovalo. Keďže jeden z nich má naozaj problém neporušovať pravidlá. Zistila som ale že tento spôsob funguje, aj keď to ide pomaly, ale snažím sa. Taktiež sa teda snažím a myslím, že čím je tých konfliktov viac, \ftým horšie mi to ide, používať ale popisný jazyk. Snažím sa popísať, slovne, čo to vo mne vyvoláva, že som z toho smutná alebo, že ma to mrzí, ale niekedy aj ja stratím trpezlivosť. Potom sa keď tak proste odkážem na pravidlá. 4. Výsledok riešenia. Žiaci sa po situácií a po tom ako sa upokojili, ospravedlnili jeden druhému a ďalej sa pokračovalo vo vyučovaní, ďalej sa dokázali spolu rozprávať, poprípade aj spolu bez problémov pracovať, každopádne sa k takýmto nezhodám medzi týmto jedným konkrétnym žiakom, vraciame viackrát denne aj keď problém už vyriešený bol. Z dlhodobého hľadiska by sa dalo povedať, že ostatní žiaci možno aj rezignovali a nevšímajú si to tak, každopádne pri takýchto konfliktoch to triedu celkom upevní a spolu sa tiež snažia problém pri týchto situáciách spolu riešiť aj bez pomoci triedneho učiteľa alebo tak, aby to nerušilo ďalších spolužiakov. Do jaké míry jsem spokojený  V nasledujúcich tabuľkách môžeme vidieť samostatné ohodnotenie učiteľa, v popísanej situácií. Hodnotenie v tabuľkách je určované stupnicou od 1 po 10, pričom 1 je najmenej a 10 naviac. Do akej miery som spokojná s riešením danej situácie? Úplne nespokojná Úplne spokojná 1 2 3 4 5 6 7 8 9 10 Pri tejto otázke sa triedna učiteľka vyjadrila následne skôr na nechuť žiakov danú situáciu riešiť, keby sa žiakom riešiť situáciu chcelo, myslela by si, že im to do budúcnosti dáva viac a ohodnotila by sa kľudne aj číslom 8. Do akej miery som sa zachovala v danom riešení podporujúcim spôsobom pre žiaka? Úplne nepodporujúco Úplne podporujúco 1 2 3 4 5 6 7 8 9 10 \fDo akej miery ste kládli na žiaka primerané nároky? Úplne neprimerané Úplne primerané 1 2 3 4 5 6 7 8 9 10 Kazuistika 2 -- Deskriptívne údaje ku kazuistike - Vek žiaka a ročník: 10 rokov, žiak 3. ročníka ZŠ Pohlavie žiaka: žena / muž Žiak žije: s oboma rodičmi/ iba s matkou / iba s otcom / v striedavej opatere / s iným rodinným príslušníkom / v opatere nevlastných zákonných zástupcov. Problémové chovanie sa opakuje a poprípade uveďte jak často: áno / ne Poruchy chovania: Vyrušovanie na hodine, emočné výbuchy, vykrikovanie, zasahovanie do všetkého, nerešpektovanie pravidiel, skákanie do reči, nerozpoznanie spravodlivosti. Potvrdená diagnóza žiaka/-ov napr.: Podľa školského psychológa, žiaka nemožno zaradiť do tabuliek s diagnózou, každopádne školský psychológ uvádza, že sú tam prvky, akurát to nie je na asistenta. Prospech žiaka – subjektívny pohľad: podpriemerný - priemerný – nadpriemerný Záleží na predmetoch a aktivitách, v niektorých je žiak lepší ako ostatní a v iných zase nedosahuje ani ciele, ktoré majú v triede nastavené. Záujmy žiaka/-ov. Futbal, džudo, tenis \fViac-menej sa žiak zameriava na športové aktivity. Použili ste pri riešení postupy vychádzajúce z nejakého konkrétneho prístupu (napríklad Škola bez porazených, Nenásilná komunikácia, Rešpektovať a byť Rešpektovaný, Podpora pozitívneho chovania - PBS, a podobne)? Pokiaľ áno napíšte aký: Rešpektovať a byť rešpektovaný. Kľúčové slova, ktoré popisujú situáciu problematického chovania žiaka/žiakov: Zvalenie chyby na druhého, Vyrušovanie na hodine, Nepokoj v triede, Podrobný popis V tejto situácií, sa učiteľka zamerala na problém vzniknutý pri hádke v triede, kde nebola prítomná a všimla si ho neskôr. Situácia začala pri hádke dvoch žiakov, kedy sa spolu hádali počas prestávky. Učiteľka tento konflikt prehliadla a všimla si ho neskôr, čiže začiatok celej situácie nevidela a nemohla usúdiť, ktor zo žiakov si vlastne začal. Preto sa opýtala aj iného žiaka, ako vlastne celá situácia prebehla, žiak bol na strane vinného žiaka a tak si ho zastal, aj keď nepravdivo kvôli nenarúšaniu priateľstva. Triedna učiteľka teda vyhrešila slovne žiaka, ktorý za vzniknutú situáciu nemohol. Krivo obvinený žiak bol smutný a moc nechcel komunikovať, bolo teda zjavne vidieť, že celú túto situáciu nezvládal úplne dobre. 2. Anamnéza žiaka/kov alebo triedy, teda všetko čo je relevantné pre zvolenú situáciu. Trieda má vďaka určitým pár spolužiakom problém v celej skupine spoločne pracovať. To samozrejme deti rozčuľuje, niektoré sa to snažia nevnímať, iné na to hlasno reagujú, niektorí sa snažia celú situáciu riešiť s dotyčným žiakom a tým, že mu dohovárajú a podobne. Celá trieda preto pôsobí hlučne, priam až zbesilo, kedy ani upozorňovanie žiakov zo strany učiteľa nepomáha. Deti sa snažia si teda svoje konflikty častokrát riešiť po svojom, či už krikom a niekedy aj násilím, hlavne pri chlapcoch. Žiaci majú taktiež problém s udržovaním pravidiel v triede, či už sa jedná o skákanie si do reči alebo do reči triednej pani učiteľky. Pobehovania v hodine, rozprávaním sa alebo nezvládnutou koncentráciou počas výuky, kedy sa radšej medzi sebou zabávajú. \f3. Podrobný popis riešenia. Stala sa mi taká vec, že som nebola v triede, keď sa začali dvaja študenti hádať. Prišla som neskôr, hádka bola v plnom prúde. Zastavila som túto hádku s tým, že som si zavolala ďalšieho žiaka, ktorého som poprosila aby mi situáciu objasnil. Žiak si svojho kamaráta zastal, o čom som ja vlastne najprv nevedela a tak som neprávom obvineného žiaka ešte vyhrešila. Keď som vlastne po čase postrehla, to ako je vlastne ten žiak z toho smutný, usúdila som že som ho naozaj vyhrešila neprávom a on sa iba bránil. Ono, keď s tými deťmi trávite celé dni, postupne si všímate ako reagujú na niektoré situácie. Nechala som si to celé prejsť hlavou, zistila som, že som si nedostatočne zistila informácie, a mohla som tomuto celému predísť, keby som sa opýtala viacerých detí. Dodatočne som tento problém vyriešila teda tak, že som sa krivo obvinenému žiakovi ospravedlnila a povedala mu, že ma to veľmi mrzí. 4. Výsledok riešenia. Výsledok riešenia mal skôr dlhodobý dosah na učiteľa, z časti zisťovania si informácií. Pani učiteľka si svoju chybu uvedomila, snaží sa takýto situáciám predchádzať a vyvarovať, aby znovu nenastali ďalšie konflikty podobného typu a nechcene nemusela obviniť žiaka, ktorý za vzniknutú situáciu nemohol. Riešenie malo samozrejme vplyv aj na žiakov triedy, pretože im bolo spolužiaka ľúto a bolo im nepríjemne z toho, že si ho nezastali, keď mali tú možnosť. Aj táto nie dobre zvládnutá situácia, teda ale vzbudila u žiakov potrebu po spravodlivosti voči inému. Do akej miery som spokojná s riešením danej situácie? Úplne nespokojná Úplne spokojná 1 2 3 4 5 6 7 8 9 10 Tak isto ako pri predchádzajúcej odpovedi, nám bolo vysvetlené, že keby častejšie deti chceli dané konflikty riešiť, bolo by to pre nich užitočnejšie do života a pani učiteľka by som ohodnotila číslom 8. \fDo akej miery som sa zachovala v danom riešení podporujúcim spôsobom pre žiaka? Úplne nepodporujúco Úplne podporujúco 1 2 3 4 5 6 7 8 9 10 Do akej miery ste kládli na žiaka primerané nároky? Úplne neprimerané Úplne primerané 1 2 3 4 5 6 7 8 9 10 Vyjádření studenta k dané kazuistice (++ a --): Co je pro mě inspirativní, co bych ocenil? Inšpirujúce pre mňa na celej praxi, a nie len na kazuistike, bolo vidieť naozajstné dianie v triede. Táto trieda ako už som písala predtým nie je vôbec pokojná alebo tichá. Inšpirujúca bola pre mňa hlavne pani učiteľka, ktorá na to, že nemala veľa", "problems_annotated": "Emotional outbursts, Physical aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/508", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problematic situation that I want to describe to you, we have repeatedly dealt with the student in class. It was about using a cell phone in class. Pupils are allowed to have mobile phones at school, but their use in class is only allowed in exceptional situations and with the consent of the teacher: searching for information, images or text related to the subject, calling parents, etc. The problem arose when pupils were constantly on their mobile phones during breaks and then couldn't put them down completely even within an hour. They also played various vulgar videos and music, which is against the rules of our school. Especially when there was no teacher in the class, they took advantage of the situation. The student did not respond to the repeated request not to use the phone during school, because he did not know how else to entertain himself during the break, and this compulsion persisted even during classes.\n\nSituation (Anamnesis):\nThe student is a smart student with high intelligence. He tends to be inattentive during class, but when he concentrates on something, he performs well. He likes sports and physical activity. Despite the fact that he prefers a 'relaxed' approach to school and teaching, he achieves very good results. The mentioned use of mobile phones in the classroom concerned several pupils, the whole class had an atmosphere of sharing photos on social networks and using every free moment to be on a mobile phone. At our school we try to explain things and respect each other, the form of ban is the last option. However, the friendly atmosphere can give pupils the impression that they can do whatever they want.\n\nTeacher Intervention (Solution):\nAt the beginning of the solution to this problem, I tried to have a dialogue with the student about how his behavior affects the course of the lesson and how it makes me feel. I tried to apply non-violent communication as a tool to solve this situation. That means I didn't want to make him feel guilty or tell him he was doing wrong. I described the situation from my side in such a way that he understood it and understood why I wanted him to think about it and change his behavior. First, I explained the reasons for using and not using cell phones to the whole class. I urged them to follow certain rules, this was repeated about 3-4 times. But I realized that this does not have the desired effect. So I took the most problematic student aside and talked to him one on one. I told him that I am not comfortable with the way things are going and how he is not responding to my calls and let's work it out together. If we can't come to an agreement, I'll be forced to involve your parents. The student replied that his mother also works with him at home so that he is on the phone less, but he doesn't know what else to do when he's bored. I suggested that he not wear it to school at all. He refused that. So we agreed that I would let my parents know and make an agreement with them as well. I had very good feedback from the mother, they discussed it with the student at home and agreed that they would try to gradually reduce the time they spend on the computer and mobile phone. At school, we agreed with the student that if he needs to use his cell phone, he will ask me and otherwise he will be put in the desk. He still needed to take out the phone, so I told him that I would take it for the day and he could take it when he left. It happened like this a few times, 2 times he forgot his phone at my place, so he was unhappy about it afterwards. I left the responsibility of picking up the phone up to him and he realized that it was easier to leave it in the bag and use it after class and if necessary with permission from the teacher.\n\nOutcome:\nThe result was, with a few missteps, sticking to what we agreed on using cell phones. We have set rules that we follow together. I explained to them that when they hold the phone in their hands, I don't know what they are doing on it, it distracts me during the lesson, and most importantly them. We don't take their phones away, we don't ban them, after all it's a part of everyday life, but we try to guide students to know how to spend their free time in other ways.\n\nStudent Profile:\nAge/Year: Vek 13, 7. ročník\nHobbies: Sporty, fyzické aktivity\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "508", "student_age_year": "Vek 13, 7. ročník", "student_hobbies": "Sporty, fyzické aktivity", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "3", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1188", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka transferred to our school in the sixth grade and at the beginning of the seventh grade she applied to the gymnasium. However, she did not get into either of the two chosen gymnasiums. Subsequently, the online classes started and I learned that she had not signed up for it for 14 days. She lost her motivation to learn and her grades went down. She had great problems with mathematics, she was not able to follow the connections. She tried to escape from school by claiming that she was going to the doctor. In the first semester, her grade point average was 1.27 with 120 missed hours, in the second semester it was already 1.97 with 174 missed hours, and she had a four in mathematics. Right from the beginning, I was in contact with my mother and we resolved the situation. She finished the seventh grade, but the results were poor and in the eighth grade she started to have mental problems, she was unable to participate in the team, because even her classmates did not have a friend in her when she came to school once a week or once a fortnight. Mother and daughter went for various examinations, and the girl got back together in terms of health. In the eighth grade in the midterm, she still had a lot of delayed grades because she had a high absence (294 hours). She also had 5 unrated and one five. At the end of the eighth grade, she sorted it out in her head and tried to finish the tasks we gave her, contacted the teacher, so we reclassified her despite her high absenteeism (average 1.79). He is now in the ninth grade and still going to school.\n\nSituation (Anamnesis):\nŽačka is an introverted girl living only with her mother. She applied to a multi-year gymnasium, which she did not get into. The failure of the admissions procedure in connection with the subsequent online teaching in connection with the pandemic situation led to her loss of motivation, deterioration of grades and not going to school. Within the collective, the student does not participate much, rather lies on the bench and does not attempt to interact, nor does she participate much in the teaching. As a result of frequent absences, she does not have any great friends in the team.\n\nTeacher Intervention (Solution):\nAs soon as I saw that he was not joining the online classes (2020), I started to solve the situation. I contacted my mother. I invited her to school. This was followed by an interview with an educational advisor. The discussion then went to the educational committee (2021). Minutes were taken of the meetings. Together, we gradually set the criteria that the student must meet and the steps to achieve them. I collaborate a lot on this with my mother, with whom I am in constant contact. He always confirms in writing when the student goes to the doctor, checks the student's preparation. The last meeting was in May 2022, so the solution to this problem is to run on a longer track.\n\nOutcome:\nAt the meetings with the educational committee, it was established that in order to be classified, the student must meet the minimum attendance of 30-40%, while in the school rules we have 70%, but she would not be able to do that in two months with her absence. At the same time, it was determined that the student will hand over all the tasks to the teachers and the mother so that the preparation for school can be checked, and every Friday she will contact the class teacher and tell him what she has mastered and what she is missing, who will pass this information on to the educational advisor and the deputy director. If he does not fulfill his obligations, the school will be forced to contact OSPOD. The situation with the student began to improve and in the second half of the 8th grade, when she contacted the teacher, she tried to complete the assigned tasks, her absences were high at the beginning, but in the last two months of the eighth grade she tried to be in school a lot, she no longer avoided school. Her absenteeism was still high, but she managed to finish the 8th grade and had only 1 failed grade, she already had a three instead of a five in maths and a one in English. She is now in the ninth grade and has not missed school yet. I am in constant contact with my mother, even yesterday she wrote to me that she is excused from the gym because she is going to the doctor.\n\nStudent Profile:\nAge/Year: 7. třída, 13 let\nHobbies: -\nDiagnoses: Psychiatrická diagnóza\nDisorders: Lhaní,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1188", "student_age_year": "7. třída, 13 let", "student_hobbies": "-", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Lhaní,Vyhýbání se škole", "teacher_approbation": "Mgr., TV, OV, výchovný poradce (2 roky studia na MU)", "teacher_practice_years": "31", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/505", "content": "TEACHING CASE STUDY\n\nBackground:\nwent to class after the break and on the way I met a crying student coming out of the toilets, who looked shaken. I asked him what happened - he told me that he was attacked very brutally in class by 2 female classmates and one of them does karate. After that, I went to the classroom with the student and went to the mentioned girls to ask what happened and if they really attacked the boys. The girls both confessed and were reprimanded for inappropriate behavior.\n\nSituation (Anamnesis):\nBoy - problematic, inattentive, often disruptive in class, messy, liked to draw attention to himself. Student 1 – quiet, non-conflictual, rather taciturn, learns averagely. Pupil 2 – breakthrough type, doesn't take grievances and injustices well, leader of the class, has no problems, studies well\n\nTeacher Intervention (Solution):\nThe girls were reprimanded by the class teacher. However, the very next day, pupil 2 brought me a long message from her parents in the pupil book, who did not agree with the punishment and wished to consult it personally. The next day I met my mother. It wasn't until here that I really learned how the whole conflict unfolded. It all started when the boy asked pupil 1 about the date of the test, but she gave him the wrong answer - she just made a mistake. Her classmates corrected her and the boy began verbally assaulting her, asking why she was lying to him, what was she doing to him, he didn't spare any foul words and as a result began to aggressively physically attack pupil 1 - punching her and kicking her. At this moment, student 2 came to stand up for student 1, her friend. At first, she entered the conflict only verbally, and with the question of what she had done to him, she turned to the boy, who literally said: 'Don't screw it up', in an affect, he started cursing her and also kicking her. Of course, pupil 2 didn't like that, a fight broke out and she finally knocked the boy down on a chair by the bench. He then ran away from the classroom for the rest of the break. The mother asked why the girls were given this punishment, why her daughter, who defended someone weaker, should be punished in this way. But she countered by saying that she was proud of her and didn't mind the punishment, but only until the boy was punished the same way - he didn't get any punishment. To which I replied: 'You do know his mother.' – which I take in retrospect as very unprofessional and out of place. The boy's mother was just as problematic as her son, she didn't accept that he could do something wrong and the fault had to be fundamentally on our side, once she even fought with the other mother at class meetings and the fathers had to tear them apart.\n\nOutcome:\nAfter a personal meeting with the mother of pupil 2, we continued to exchange several messages with both parents via the student book, and everything escalated when the parents informed me that if I did not want to change my verdict - i.e. I would not reprimand both pupils or assign it equally to the boy, they go to solve the problem with the school principal. As they said, it happened, and the principal proved the parents right, that it was an unreasonable and unfair punishment, so in the end the reprimands were withdrawn from both pupils.\n\nStudent Profile:\nAge/Year: 10 let, 5. třída\nHobbies: Karate, malování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "505", "student_age_year": "10 let, 5. třída", "student_hobbies": "Karate, malování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Český jazyk, dějepis", "teacher_practice_years": "17", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1340", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was such that it was a rather old case. It was one of my first classes in which I had a classroom teacher. The majority of the class was made up of boys and it was quite a challenging class, there were a few with dyslexia and dysgraphia, two boys even with ADHD. They were always loud and rowdy at break time, as I say, this class was hard to handle. There were a lot of such smaller problems that we solved. But what I specifically remember was the problematic behavior of one pupil who, during the 7th grade, started taking aids from his classmates without permission. It happened a few times that he used the tools, but then the situation worsened in such a way that he started destroying them until they were unrecognizable. In several cases, either I or my colleagues encountered it during the supervision, during breaks. But the problem went so far that one girl even came to me personally to complain to the cabinet. I probably wasn't even surprised at that moment, because the boy in question had been known for a long time to be one of the more problematic ones, but at the time I felt very sorry for the damaged pupils. After all, even at that time, school supplies were not one of the cheapest.\n\nSituation (Anamnesis):\nThe problematic pupil was a boy with average, in some subjects even below average, results. He was one of those who could never stay calm for long, always tending to annoy and provoke others. He had divorced parents, he spent more time with his mother, but even she did not devote herself 100% to him and did not supervise his school performance. He was extroverted, loud, liked to pick on others, even if he didn't always mean it personally. He had a bunch of classmates around him, who sometimes also liked to join in his behavior.\n\nTeacher Intervention (Solution):\nThe solution was that the problem was longer-term, and my colleagues and I always tried to correct it only by admonishing or making a note in the student's book. This usually took a long time. In the beginning, it was about taking things, but he always returned them to his classmate within a few minutes. This is what the students often complained to me about during breaks. Then the worse stage looked like he took one of the other students' art education water cup and started destroying it. For example, in the way that he mixed water with tempera colors, clay from flowers, what we had on the windowsill and maybe even a piece of some snacks. This was really gross and disgusting, it was figured out right after the break. I ordered him to immediately return the cup to its original state. It wasn't really a matter of harassing one classmate yet, but he usually took tools so differently from everyone without distinction. But what was the peak of this problematic behavior happened sometime in the spring, when first there was a fight between the boys, it was supposed to be a fight, but none of the colleagues, not even I, were involved in this case. And it got to the point where the boy threw the school bag of one of his classmates out of the window. That was already extreme.\n\nOutcome:\nThe result was that it went all the way to the school principal because it was a long-term problem and needed to be addressed with a bad behavior grade. In addition, in one lesson, I taught the whole class that destroying other people's things is really inappropriate and none of the teachers wish for this situation to happen again. I also informed the parents about the problem at the class meetings, and in the semester the boy was awarded a 'two' for behavior. But that didn't change the fact that something similar always happened from time to time and that's how the whole problem here became unsolvable. Fortunately, nothing as big as throwing the briefcase out the window ever happened again, but even so, it was one of the reasons why the class was still not completely calm. I consider it an unsolved case, but it was hardly possible to do anything else at that moment, when even the aggravated behavior grade did not affect. Over time, for example in the 9th grade, things got better and here the cases were less rare, but they never disappeared completely.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: fotbal, hokej, hraní počítačových her\nDiagnoses: Dyslexie,Dysgrafie\nDisorders: Braní věcí,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1340", "student_age_year": "12 let, 7. ročník", "student_hobbies": "fotbal, hokej, hraní počítačových her", "student_diagnoses": "Dyslexie,Dysgrafie", "student_disorders": "Braní věcí,Ničení majetku", "teacher_approbation": "vysokoškolské vzdělání (Mgr.), aprobace AJ a NJ", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/387", "content": "TEACHING CASE STUDY\n\nBackground:\nIt's been two years since I taught 7th grade English. I was a class teacher here, so I was close to this class from another side as well, and the students trusted me. Two girls attended this class. Both girls looked calm at first, but things started to change as time went on. You wouldn't recognize anything in class, but one student started complaining to me that her classmates made fun of her, she complained about one classmate in particular, who was allegedly the worst of all. She was constantly making fun of this student and she confided in me.\n\nSituation (Anamnesis):\nOne pupil is a screaming girl on the edge of the class. She likes creative activities, through them she escapes into her own world. He doesn't get along with anyone, he doesn't have any friends. School is a pain for her, as others make fun of her. However, he can blame people for certain things and irritate them. The second pupil is expressive, a popular first grader and can defend herself when she doesn't like something. He can admit a mistake. The class worked very well together, there were smart, careful students who helped each other. Overall, there was a very good group of students. There have never been any problems here in the past.\n\nTeacher Intervention (Solution):\nAs a class teacher, I of course had to deal with this situation somehow. I called both parents of both pupils to the school. I heard them all and learned how it really was. Although one student mocked the other, on the other hand, the other constantly provoked her and the other classmates. After finding out what the situation really was, I explained to the other pupil that her behavior was also not correct and that if she stopped this provocative behavior, they would also stop, because they were actually defending themselves against what she was doing to them. I also spoke with the first pupil, who admitted that she had not behaved properly, but wanted to defend herself against provocations.\n\nOutcome:\nThe situation improved significantly after this process. The other student calmed down, and so did the others. Over time, the other student was able to find friends and gets along well with most of her classmates. Sometimes there will be a shootout between her and someone, but compared to what happened two years ago, it's nothing, just the kind of teasing that can't be avoided among a bunch of kids.\n\nStudent Profile:\nAge/Year: 12 let, 7.třída\nHobbies: Kreativní činnosti  kreslení apod.)\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "387", "student_age_year": "12 let, 7.třída", "student_hobbies": "Kreativní činnosti  kreslení apod.)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., anglický jazyk", "teacher_practice_years": "5", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1", "content": "TEACHING CASE STUDY\n\nBackground:\nThe following case report concerns a student in the second year of elementary school. The school is run as a small class and there is therefore a very small number of pupils in the whole school. This small number of students allows teachers to have an individual approach to each student. The boy has been a problem student since the first grade. His knowledge greatly exceeds his peers and therefore often requires extra work to keep him sufficiently entertained even at times when his classmates require increased attention. he achieves excellent results in all subjects, and he has no problem with any of the subjects covered. His vocabulary is also highly developed, because he often reads more demanding reading. however, he deviates considerably in social interactions among his peers. It could be said that he tries to lead the group and when something is not completely according to his will, he starts to get angry and is capable of physically attacking a classmate. Nevertheless, he is popular among the team, especially the boys. He has his loyal followers and is also a good role model for them in the field of education. The incident I am describing happened during lunch time in the school cafeteria. The students stood in line for food and went to sit at the table. This is where the whole situation escalated. his favorite seat was occupied by another student, who refused to leave the seat at his request. so he got angry and pushed himself onto the bench next to the student. A scuffle began between the two pupils, which ended with him biting his classmate's hand in anger and refusing to loosen his grip on his teeth despite his classmate's complaint. The whole situation had to be solved by the teacher, who tore him away from his classmate. she took him straight to the principal's office and then treated the injured pupil. he realized at that moment that his behavior was not right at all and began to cry.\n\nSituation (Anamnesis):\nThe class as a whole works very well, the children help each other and no bullying was noted between them. Pupils also meet outside of school, given that most of them are from the same village. The harmony of the class is disturbed only by the occasional antics of a student who likes to draw attention to himself and has a very difficult time controlling his anger.\n\nTeacher Intervention (Solution):\nThe headmistress first calmed the student down and only then began to question him about the reason for his behavior. \"You realize why the teacher brought you to see me\n\nOutcome:\nThe note guided the student for some time. At the next lunch, he let his classmate sit in his place and pulled up a chair from the next table himself. So he used his solution to handle the situation better. It is clear that a method where his opinion is important and can involve independent thinking works well for him. There is a friendship between him and the pupil again and both boys are once again nudging each other on a friendly level. In class, the student is now more reserved and does not express himself too much. However, according to the experience of the teacher and the principal, this is only a short-term effect and soon it will show its horns again.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: Sport – především fotbal, softbal, basketbal\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Consequences, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1", "student_age_year": "8 let, 2. třída", "student_hobbies": "Sport – především fotbal, softbal, basketbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/361", "content": "TEACHING CASE STUDY\n\nBackground:\nwent on a school trip to an amusement park with the 6th graders. We visited the go-kart track, where the pupils were instructed about the rules (they are not allowed to hit the guardrails, etc.). The pupils enjoyed it very much. After a while, a group of students came to me saying that someone had broken one of the go-karts (the wheel had fallen off). At that moment, the owner of the center also came and wanted us to pay for the damage. Subsequently, a boy came to us and confessed to breaking the go-kart (hitting the guardrail on purpose).\n\nSituation (Anamnesis):\nThe boy has an older sister who is two years older than him. She is known to everyone as a problem student, and that's why many teachers gave this boy, who started to show from the middle of the 4th grade - sometimes he did some mischief, was rude or disruptive in class, but he never did anything serious.\n\nTeacher Intervention (Solution):\nWhen the student came to confess to breaking the go-kart, instead of reprimanding him, I appreciated the fact that he confessed to it and behaved like a man. I know that some teachers would immediately snap at the boy for not behaving, not listening, etc., but this approach led to building mutual trust. I subsequently discussed this situation with the students during the classroom lesson.\n\nOutcome:\nI must say that after this incident, when the student found out that I was behind him and that he could rely on me, our relationship became stronger. I had almost no problems with him in my subjects.\n\nStudent Profile:\nAge/Year: 6. třída\nHobbies: fotbal\nDisorders: Arogance,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "361", "student_age_year": "6. třída", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "Arogance,Disrespekt", "teacher_approbation": "Český jazyk, dějepis", "teacher_practice_years": "25", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/895", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy cursed and insulted his classmates, the younger students were afraid of him. He was forever picking up foreign objects in the locker room and in the classroom and throwing them. He did everything in such a way that none of the teachers saw him. He denied the accusations and blamed everything on others. It was only when he threw a rubber band in class that hit a classmate in the eye and he had to be treated by a doctor, that the class (mainly girls) had enough and they (girls) came to see me in the choir room. The boy with the injured eye first claimed that he slipped and fell on the corner of the desk, only after the intervention of his classmates did it become clear what really happened in the classroom.\n\nSituation (Anamnesis):\nThere are 18 pupils in the class, of which 9 are girls and 9 are boys. In the seventh grade, covid hit them. So they spent the second half of the seventh grade and the entire eighth grade online at home. Profitably average class.\n\nTeacher Intervention (Solution):\nThe student who threw the rubber was reprimanded by the school principal. His mother was invited to the school. Furthermore, the student was not allowed to spend breaks with his classmates in the classroom - he went standing on the ground floor to the assembly room. Neither he nor his mother liked this, and after about three weeks he was allowed back into the classroom. I took advantage of it when he was absent once and I talked to the class about his behavior in class. Before he was allowed back into the classroom, his classmates told him what behavior they wanted from him. Subsequently, I came up with a text - the rules that he had to sign and follow if he wanted to spend time in the classroom and not in front of the assembly hall (Because I want to spend breaks in the classroom, I will not swear at anyone, I will not take other people's things and I will not throw anything. If this If I do not comply, I will be given additional disciplinary measures. + signature).\n\nOutcome:\nBy the end of the school year there was peace and there were no further problems with the boy.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: Automobily  především kamiony, chce být řidičem kamionu)\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Agreement, Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "895", "student_age_year": "15 let, 9. třída", "student_hobbies": "Automobily  především kamiony, chce být řidičem kamionu)", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Učitelství všeobecně vzdělávacích předmětů pro 5. až 12. ročník (český jazyk – občanská výchova)", "teacher_practice_years": "27", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/829", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students in the class continuously complain about their classmate's behavior throughout the year. The boy, who is quiet and calm in class, constantly verbally attacks them, pokes them. It causes conflicts between children during breaks. His behavior attracts the attention of other boys. He has three around him who are happy to join him. The children are bothered by his behavior, tension arises in the classroom. If someone confronts him, the boy is capable of crying. Other teachers also complain about his behavior, in my classes he is nice and calm.\n\nSituation (Anamnesis):\nBoy in foster care. He lives with his father. He is always with his mother from Wednesday to Thursday and three weekends a month. Father is a soldier by profession. The mother left the family before the boy entered the first grade. The boy is quiet, he has set rules at his father's house. The mother commutes for the boy. The next day the boy gets up very early to get to school on time. Descriptive data on the case report -- Pupil's age and grade: 9 years, 4th grade Pupil's sex: male Pupil lives in alternating care Problem behavior is repeated: Yes, repeated problem Behavioral disorders: No Confirmed diagnosis of the pupil: No Pupil's benefit - subjective view: average Pupil's interests: Computer games, motorbikes, fishing Approach to solving: Respect and be respected - communication with the child as an equal, respectful non-superior attitude The mother lets him watch action films and films with a horror theme. Mother is not interested in what is happening at school, she does not go to class meetings, she is not in contact with me. She hasn't spoken to me once in four years. He is waiting for the boy in front of the school. I witnessed a strange welcome several times.\n\nTeacher Intervention (Solution):\nnoticed the boy's behavior and watched him for a very long time. During each incident, I had a long conversation with the boy. When asked why he does it, he always replied: 'I don't know.' I started to explain and explain. After each incident of explanation. The boy always stands with his head down. I discussed the situation with my father in great detail. I didn't want a directive solution. We both proceed in the same way, we explain, we show with examples. The father spends all his free time with the boy, going fishing together, baking homemade bread, making homemade sausages, and riding motorcycles. Whenever I talk to the boy, I feel that he is unhappy inside and misses his mother's presence. When we talk alone, he's a little boy who talks to me like a mom. Stays with his mother are a problem, because he returns from her 'pumped up' with inspiration from movies. My father and I tried to find a way to influence his behavior. Parents have a negative relationship with each other on a formal level - when handing over the child. I try to name all situations with the boy, set boundaries. In the classroom, we have established classroom rules. I feel that the situation is not easy for him and that a note for inappropriate behavior would miss the point.\n\nOutcome:\nThe situation in the family is the same in the long run. I still talk to the boy, show interest in his life and activities. He has the opportunity to talk to me at any time. My father and I agreed that in the event of a major problem or misdemeanor at school, we would resolve the situation by not giving the boy a note, but that the boy would confess what he had done at home and my father would confirm in writing (SMS) that they had discussed the situation together. I know my father's family situation. I know that she does not beat the boy, that she will discuss the problem behavior with him. The effect is short-lived. So situations repeat themselves. I did not solve the problem with my mother, given that she does not participate in school preparation. On Wednesdays, the kids don't get homework, so she doesn't do anything with him.\n\nStudent Profile:\nAge/Year: 9 let, 4. ročník\nHobbies: Počítačové hry, motorky, rybaření\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "829", "student_age_year": "9 let, 4. ročník", "student_hobbies": "Počítačové hry, motorky, rybaření", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. titul první stupeň ZŠ, specializace HV", "teacher_practice_years": "23", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1423", "content": "TEACHING CASE STUDY\n\nBackground:\nThis case report deals with the behavior of a pupil in the 9th grade of primary school. His behavior, inappropriate remarks and drawing attention to himself repeatedly disrupts classes. This is not a single offense that would be answered with some kind of reaction. Rather, it is a continuous disturbance which, after a certain period of time, cannot be accepted by the teacher any longer.\n\nSituation (Anamnesis):\nThe entire class is characterized by an extremely calm demeanor, with the exception of two students who fight for power over the class and the teacher in the classroom. One of the pupils is described above, the other pupil has ADHD. The class usually cooperates well during the lesson, but the student described above either does not cooperate or intentionally disrupts the lesson with vulgar expressions. It can be seen in the class that they are afraid of these two students, so they do not intervene in the situation and stop cooperating. There is an assistant in the classroom, but she is absent in some lessons. During these hours, the problematic behavior of boys escalates significantly.\n\nTeacher Intervention (Solution):\nThe student was warned in class and was given a note for the umpteenth time. Subsequently, I visited the class teacher and interviewed her about him and his classmate. I tried to find the reason for their behavior. I also conducted an interview with the assistant, who was absent in the given class. Together we devised the following steps. The student was invited to an interview in the office, during this interview a colleague was also present - not at the interview, but as a witness in the office. I asked the student if he knew why we were here. The student admitted a mistake in his behavior. I informed the student in stern sentences about the behavior that bothers me and about the consequences that may come if he does not change this behavior. In the end, he was motivated. I let him know that he is a handy, bright and smart boy and it would be a shame if his behavior hindered his transfer to high school.\n\nOutcome:\nThe student calmed down and did not disturb the lessons anymore. But an important factor is also the fact that it was the end of the year and there were not many hours left.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: Peníze, počítačové hry, auta,  drogy – crack)\nDisorders: Lhaní,Rasismus,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1423", "student_age_year": "15 let, 9. ročník", "student_hobbies": "Peníze, počítačové hry, auta,  drogy – crack)", "student_diagnoses": "", "student_disorders": "Lhaní,Rasismus,Manipulace", "teacher_approbation": "Mgr.", "teacher_practice_years": "4", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/476", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, in history class, the student was constantly having fun and making various jokes. He responded to the admonition or made an inappropriate remark about the fact that he knows better about the given substance than I do. It was nothing new for him to have fun with his classmate, but in this class he was giving more expository notes than usual.\n\nSituation (Anamnesis):\nThe student often made various remarks and jokes, mainly to get attention. Another reason for his behavior was to show defiance of authority while often showing his intelligence.\n\nTeacher Intervention (Solution):\nalready had enough of his notes in class, and when he kept telling me that I was wrong in the given interpretation, I told him that if he really thought so, he could go teach instead of me, after which he got up and went to 'teach'. In the process, however, he made another inappropriate remark to the effect that now his classmates would learn how it really was. This surprised and angered me so much that I yelled at him, what the hell is he doing and to leave this class immediately.\n\nOutcome:\nIt was not a suitable solution. It's not so much that I told him to leave class, it's not a bad thing to send someone out the door, but I really didn't have to yell at him. If it weren't for the stupid and inappropriate comments, it would probably be fine, but I really had enough. It was quiet in that hour, but the behavior was still the same in the following hours.\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník SŠ\nHobbies: Skaut, hudba, videohry\nDisorders: Rušení výuky,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "476", "student_age_year": "16 let, 2. ročník SŠ", "student_hobbies": "Skaut, hudba, videohry", "student_diagnoses": "", "student_disorders": "Rušení výuky,Nevhodné chování", "teacher_approbation": "", "teacher_practice_years": "12 (v době situací méně)", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1288", "content": "TEACHING CASE STUDY\n\nBackground:\nAs sometimes happens in classes, someone disagrees with someone. This student attacked other students with his fists, thereby solving the problems that occurred in the class. Saying things outright probably didn't even occur to him.\n\nSituation (Anamnesis):\nhad a boy in my class with a physical disability, where he landed on one leg. He lived only with his mother and had no siblings. He was quite closed, but as they say, he didn't go far for a blow. Despite the fact that he was an introvert, he was able to object sharply against those who did not suit him. He was below average in school, getting fours. He enjoyed working on the computer the most, he was mainly interested in games. The class he attended was relatively quiet. Neither I nor my colleagues have ever encountered students awkwardly commenting on their classmate's physical disability. I would rather say the opposite, they tried to help him. Of course, it happened in class that someone didn't get along with someone, but that's how it is and the students always resolved it by agreement. However, this boy stood out. He dealt with situations with his fists and was quite aggressive.\n\nTeacher Intervention (Solution):\nAfter each incident, we wrote him a note that he had to bring back duly signed by his mother. We tried to reason with him and figure out why he solves problems in such a radical way, but it didn't lead to anything. He always listened to us, but he still did it his way. He had it somehow set in his head and no one would budge him. The problem was that his mother always defended him. It was a typical example of a parent defending their child at all costs. She saw the cause of the problems in the fact that her son has a physical disability and therefore his classmates do not accept him. He was innocent in her eyes and no one talked her out of it. However, we saw that he really only uses his physical disability to his advantage, so we continued with the comments. Before the end of the school year, the pedagogical council met and announced that the boy deserved a two in behavior. We duly printed out the notice twice, i.e. the message from the director. We sent both reports to the student's home. He was supposed to bring one back to school signed by a legal guardian, in this case the mother. They should have left the other at home. That's what happened, the boy brought the signed message and for us this situation was resolved at the given time. Two or three days later, however, the pupil's mother came to the school together with her lawyer. She demanded that the deuce be withdrawn from the conduct. She told us that if we didn't, then she would sue the school. She lashed out at the fact that the correct procedure for informing about the pedagogical council's decision was not chosen. We should properly send the message by registered mail, and as I said, we didn't. We sent her after the pupil. To make matters worse, the mother claimed that the signature on the message was not hers. The school director asked the pedagogical council to withdraw its decision. He told us we had two options. Either we will stand our ground, but the school will have problems, which of course no one cared much about, or we will proceed with the withdrawal, but we will demand that the pupil transfer to another school. The principal reasoned at the time that if he stayed at the school, everyone would know about the sudden reevaluation of the grade, and of course it would not leave most of the students or parents calm.\n\nOutcome:\nThe mother acceded to this proposal, the pupil received an A in behavior and transferred to another school. I did not accept this decision and the result. I don't really consider this solution to be mastered. On the one hand, I understood the director's approach, because nobody wanted to have problems and it was true that we had to send the letter by post. It was partly our fault. On the other hand, I found it absurd that the mother insisted that the signature was not hers.\n\nStudent Profile:\nAge/Year: 8. třída – 14 let\nHobbies: PC – hry na počítači, střílečky\nDiagnoses: Dyslexie,Tělesné postižení\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1288", "student_age_year": "8. třída – 14 let", "student_hobbies": "PC – hry na počítači, střílečky", "student_diagnoses": "Dyslexie,Tělesné postižení", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské – anglický jazyk a přírodopis", "teacher_practice_years": "21 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1314", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student constantly disturbed my lessons - tapping on the desk, barking, etc... The student even laughed out loud during my lessons for no reason. If I called out any of his classmates, he laughed at them too. If I called him, he did not cooperate and was unable to answer. It even happened to me that I told the class to open their notebooks and he didn't want to write the paper, so he tore the notebook into tiny pieces. I had to lock the classroom during class because a student got up and ran out of the class during class and then we had to look for him all over the school.\n\nSituation (Anamnesis):\nThe student suffers from uncontrollable tantrums, cannot maintain attention and is aggressive, but the examination at the PPP did not show any disorder, they only recommended a visit to a psychologist, but he did not visit because his parents did not show too much interest in him. Another problem was that the nearest psychologist was in a town about 35 km away, and the family had no money for commuting. There was no school psychologist at that time. He lives in a socially weak family, there were corporal punishments from his father, but his mother did not deal with it because she was afraid of his father. His father often drank and the student had 3 other siblings.\n\nTeacher Intervention (Solution):\nAt first I dealt with the situation myself, I asked him if he was bothered by my personality or if he had any problems in the family or with his classmates, but he answered that nothing was happening or did not answer me at all. Communication with him was very difficult, so I had to turn to the headmistress of the school. She asked him the same things as me, but without my presence, but she also didn't learn anything. He reacted the same as semnou - I don't know, leave me alone. After that, I asked his older brother how things were with them, if the student in question had any problems. His brother was very communicative and helpful, but he didn't know what was happening to him. He mentioned that he behaves like this at home too and his father beats him for it. So we tried to treat him in a friendly way, offering him new things and behaving so-called chutu nnunu, but the more attention he got, the worse it got. I even talked about the problem student with his class and there was no bullying on their part, the team accepted him. I was already desperate, so I tried the way he treated others. For example, when he started tapping his pencil, we all in the class started tapping our pencils too. When we wrote the exam, I didn't give him the exam notebook and when he asked me why he didn't get it, I didn't answer him and ignored him. This repetition after him lasted for a long time, maybe 2-3 months, I was already thinking that this one\n\nOutcome:\nThe result was surprisingly positive. The student stopped behaving like this after a few months of the experiment. I never found out what it was or why he stopped. I tried to talk to him about it in later years, but he didn't want to talk about it in person. Maybe our behavior started to annoy him and he realized it. I don't know if mine helped\n\nStudent Profile:\nAge/Year: 12 let, 5. třída\nHobbies: bez zájmů\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1314", "student_age_year": "12 let, 5. třída", "student_hobbies": "bez zájmů", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. , tělocvik pro ZŠ a SŠ (kazuistika --);  Mgr., sociální pedagogika a DPS všeobecně vzdělávací předměty pro střední školu (kazuistika ++)", "teacher_practice_years": "8 (kazuistika --)  20 (kazuistika ++)", "problems_annotated": "Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1058", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was a new member of our school community after successfully passing the admissions process to an eight-year grammar school. We had no previous information about his person. Because of his above-average height for his age, he was placed at the back of the class, where he quickly made friends with several classmates. As a math teacher, I noticed that during the second week of classes, the student often whispered to his classmates, especially his neighbor. Although I usually tolerated this type of behavior as part of the getting to know each other process, the volume of the conversation increased as the hours progressed. I solved the situation with a standard warning or a question about possible problems, which always ended the discussion for the rest of the hour. However, in subsequent lessons the behavior was repeated and the pupil continued to whisper even after my intervention. After the lesson, I therefore approached him with questions about his satisfaction with the teaching and any problems that could motivate his behavior. His response was that everything was fine and after my warning he promised not to repeat his behavior. The following lessons were calmer, but I noticed that the student was not writing anything down and was instead focusing on his mobile phone. After another conversation in the office, where I again addressed the same questions, the student promised to improve his attitude. His first written work was excellent, but after the weekend his communication with his classmates returned to the same level as before and his notebooks remained empty.\n\nSituation (Anamnesis):\nThe student is an only child, growing up in a family where both parents run the family business and do not have much time for it. His personality is rather introverted and he only hangs out with a small group of boys in class, with whom he spends time playing computer games and riding bikes.\n\nTeacher Intervention (Solution):\nDue to repeated disruptive behavior, I decided to transfer the student, although I usually prefer to respect the independence of students and not apply punishments in the form of transfer. Although I was of the opinion that the pupils should be treated as adults, I saw no other option in this situation. The student was moved to the front of the classroom, which resulted in an immediate end to his disruptive behavior and he began to engage in work. This calmness lasted for a whole week, until the day I was supposed to write a paper, but I forgot to print the worksheets. I decided to write the assignment on the board so that the students could copy it. However, after arriving in the classroom, I found that the student had returned to his original seat, because the classmate who replaced him had returned to her seat and refused to let him back to the first desk. I decided to solve this situation after the paper. During the test, I noticed that the student was talking to his neighbor again, but after asking if everything was clear, they both continued their work. After handing in the papers, I checked the student's progress and found that he only had the first three examples correctly described and counted, while the others were either poorly written or not written at all. At that moment it occurred to me that the student might not be able to see the board. After he confirmed that he had vision problems, I asked a classmate to switch places with him for the time being and wrote to his parents to take him for an eye examination.\n\nOutcome:\nSince then, the pupil has not shown any problems. He was active, taking notes and not interrupting. Both students affected by the paper situation were given the opportunity to rewrite it as I felt it was unfair to grade them based on problems that were not caused by their mistake. After three weeks, the pupil was given glasses and returned to his original place without any recurrence of his behavior.\n\nStudent Profile:\nAge/Year: 11 let, prima (6. třída)\nHobbies: Hraní počítačových her, ježdění na kole\nDisorders: Rušení výuky,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1058", "student_age_year": "11 let, prima (6. třída)", "student_hobbies": "Hraní počítačových her, ježdění na kole", "student_diagnoses": "", "student_disorders": "Rušení výuky,Odmítání spolupráce", "teacher_approbation": "Mgr., Matematika", "teacher_practice_years": "32", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1177", "content": "TEACHING CASE STUDY\n\nBackground:\ngave the students the task of correcting the dictation and justifying why it is written soft or hard in which situation and so on. I let the students work independently. After a while, the three students started yelling at each other. 'Teacher, they are arguing in the office.' I silenced one of the students. Another student spewed. 'Mrs. teacher, they're chasing their impaling dicks over there!' Without a reaction, I started talking to another student and asked him about the first sentence. I even came up with a reward for the correct solution and defending the correctness, but the student continued. 'He's probably rubbing frn*y there.' I ignored the remark and called the student in question to explain the sentence. He refused to answer.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on each side of the class so that they have as little opportunity to communicate with each other as possible, i.e. to influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nI tried to calm the students down. Unfortunately, that didn't work, so I tried to ignore the notes and focused on the other students. But this group was so disturbing that I tried to call one of them as a warning to the others. Unfortunately, this did not work at all, rather the opposite, and the inappropriate behavior continued on and on. Until my nerves snapped and I scolded the students for disobedience. The students were obviously amused by this and did not take it into account. The bell saved me.\n\nOutcome:\nThere was no solution, the class only managed to correct the dictation in the whole hour and the problematic students escaped without problems. On the contrary, there was frustration on the part of the teacher. So, in the next lessons, the students continued and maybe even in the future the disruptive behavior will increase.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: otevřená otázkaLední hokej\nDiagnoses: Dyslexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1177", "student_age_year": "14, 8. ročník", "student_hobbies": "otevřená otázkaLední hokej", "student_diagnoses": "Dyslexie", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/173", "content": "TEACHING CASE STUDY\n\nBackground:\nstarted solving the situation a few days ago. It is a conflict between one of my students and a male student. One day after class, the student came home to her parents complaining that during the snack break, which is still taking place outside in the garden at this time, the student deliberately kicked the snack box, which then hit a post and broke it. The student's mother immediately decided to take the situation into her own hands and called the student's mother, whom she scolded and demanded an apology from her and her son, but that they do not need to pay for the damage. I was very concerned that the student's mother decided to deal with the situation so directly without being there to see what happened or consulting with me.\n\nSituation (Anamnesis):\nThe student is new to my class, she joined in the spring of the last school year during online classes. It could therefore be said that he is still trying to make friends and fit in in an already well-established class. I still don't know much about the student compared to the other children. She is an exceptional little girl, physically she is much more mature than the other fourth-grade girls, but as far as the curriculum is concerned, she is a little behind, because we teach in a different way at our private school, which she has not been used to until now.\n\nTeacher Intervention (Solution):\nThe whole problem and the process of solving it were complicated by mothers. Since the incident took place at school, I would like it to be resolved at school as well. After learning about it from the student's mother, I wanted to make up my own mind and find out what really happened. So I took the student to me and together with her a couple of other students, individually one by one, to have fun with them, what according to them happened, but the student was present at all the interviews. The testimonies of all the pupils agreed, they said that they all played together with the boxes during the snack and raced with them on the ramp for prams - they let them down and which one would go down first. At one of the races, the student's box hit a pole and broke. The student was not present at all in this situation. When I asked the student how it was in reality, she answered \"I probably confused it with the last school.\" She had nothing more to say about it.\n\nOutcome:\nAfter collecting information from all the students present, I wrote the same e-mail to both mothers about how the situation really happened and therefore I consider it resolved, to which the student's mother replied that she apologized for talking to the student about it and she she made her cry that it wasn't as she originally said and that she broke the box through her own fault. But she was afraid of what her parents would say about it at home. At that moment it was clear to me that the student was lying and trying to blame her on the nearest possible \"victim\"\n\nStudent Profile:\nAge/Year: 9 let, 4. třída\nHobbies: Zvířata, horniny, příroda\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "173", "student_age_year": "9 let, 4. třída", "student_hobbies": "Zvířata, horniny, příroda", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské vzdělání, pedagogika", "teacher_practice_years": "15 let", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/451", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened about 3 years back. It concerned a group of boys who had been friends since kindergarten. They returned to school after the holidays and everything seemed fine. One day I noticed that the boys' behavior had somehow changed. They began to have such 'toad and mouse wars' together, but only against one boy. For example, in the group, when normally everyone played together, preferably football or some board game, one of the boys drew separately from the whole group. They sat separately at lunch and did not want to be together in the same team during the gym. It got to the point where they started yelling at each other in various ways, doing 'on purpose', nudging each other. Which, of course, started to affect the other children in some way, and at that moment I had to step in and at least map out the whole situation.\n\nSituation (Anamnesis):\nThe pupils all attend one class, they have an average result. The class consists of 24 children. She never had any major disciplinary problems. The students had the same teacher as in the first grade.\n\nTeacher Intervention (Solution):\ndecided that I would try to solve the situation myself first before proceeding to some more radical solution. So I started talking to boys. It was clear to me that I wouldn't learn anything in the company of others, so I discreetly took them aside one by one. I started off lightly and was checking the situation. I didn't know how serious a problem I was solving, so I mainly wanted to be careful - but also fast. So I asked if anything strange had happened, either at school or outside. Since we are a school in a small village where we all know each other, I knew that the boys play together for the same football team. At the same time, I knew that it probably wouldn't be a problem from the family environment, because I also know the boys' parents well. But of course I couldn't be sure. The boys did not cooperate very willingly. It seemed to me that they were a little afraid to say something, that they probably sensed a problem. But everyone told me that of course nothing had happened and that they didn't really understand what I was dealing with. Except for the outcast boy himself. He broke down in tears during the interview and told me that guys stopped talking to him and he didn't know why. That he didn't do anything to them and that no one even plays football with him. So I went to ask the boy's parents, because he happened to be the coach of the football team. I asked him if he happened to notice something. He told me that he did, that suddenly the boys didn't really want to accept him among them, and also that a new player had joined their team. They moved in from another place and it was such a 'crap'. He wanted to be the best in everything, he wanted to score the most goals, he wanted to be the 'entertainer' of the whole team. But here was the problem, because the one who scored the most goals and who was the best at that moment was the boy who was singled out. I found it strange that it would have such an effect on changing the behavior of his friends. But after repeated conversations with a group of boys, I really realized that the new boy wanted to be the best and thus began to influence the original group of friends not to hang out with the outcast boy, that he was stupid, that he didn't really like them and that he would they should have stopped entertaining him. And the boys, because they wanted to ingratiate themselves with the new boy, they really believed him and the boys started doing things on purpose and not messing with him, they basically started bullying him.\n\nOutcome:\nThe teacher spoke to everyone thoroughly. She thought that if she explained the situation to everyone, the boys might understand that everything was completely different. So she invited a whole group of boys into the classroom and let them talk. She told them that she had talked to everyone and that she thought what they had done was stupid. That they can't just cut someone off and cause him problems. She explained to them that what they thought the boy was doing to them was not what he was doing. She told them to explain what they disliked about each other. What should they change in their behavior? The boys talked and explained the whole situation with the help of the teacher. They held hands and played soccer together in the group. I really think it was such a stupid thing to do because the whole situation was resolved within 2 weeks. I was surprised that extracurricular activities could have such an impact.\n\nStudent Profile:\nAge/Year: 8 let, 2. ročník\nHobbies: Sport - fotbal\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "451", "student_age_year": "8 let, 2. ročník", "student_hobbies": "Sport - fotbal", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Mgr., učitelství pro první stupeň", "teacher_practice_years": "9", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/126", "content": "TEACHING CASE STUDY\n\nBackground:\nWith the advent of distance learning, students' grades in a given class have improved. Everything was probably conditioned by too little opportunity for teachers to control the honesty and diligence of students. The school rules did not allow forcing a connection to the camera during the writing of tests or during regular classes. Thus, during the writing of written papers, students consulted, looked at notes or looked for information on websites.\n\nSituation (Anamnesis):\nThe student is 18 years old and is in the 5th grade, in the high school graduation class. In the fifth year, he graduates from the French language on the basis of writing a dissertation and an oral part. Throughout the entire period of study, the student showed rather average to below average grades. He was popular in class. He usually completed the tasks on time, but there were errors in them. This has changed during distance learning. His test scores improved significantly, his assignments no longer had errors, and his dissertations were at the level of an undergraduate Ph.D. The student claimed that he did the assignments himself and defended himself that no one helped him with the assignments or corrected them. The student lives in a complete family with a younger brother. The mother is a graduate of the French high school where the student is currently studying. So it is possible that the student perceives it as a kind of obligation and pressure from the mother to finish school.\n\nTeacher Intervention (Solution):\nAt first, the significant improvement was not addressed because the teachers were inclined to the possible diligence of the student. After that, elements, ideas that are not usual for such young students began to appear in the dissertations. To the teachers' questions about whether he copied the work from Internet sources or whether he had it corrected by someone, he responded only with the words \"no\n\nOutcome:\nThe solution to our case was not found, the only thing the teachers could do was to not consider grades during distance learning to be relevant for all students.\n\nStudent Profile:\nAge/Year: 18 let, 5.ročník\nHobbies: Fotbal, kamarádi, hudba\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied:  Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "126", "student_age_year": "18 let, 5.ročník", "student_hobbies": "Fotbal, kamarádi, hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Ph.D.", "teacher_practice_years": "Přibližně 14 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": " Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/989", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student appeared to be problem-free and no similar situations occurred until the covid era. Although she behaved shyly in my classes, she cooperated and helped her classmates when called upon. It was only when she returned after online classes that the student began to experience anxiety. She admitted these conditions to her class teacher, who tried to help her. She didn't discuss it with the other teachers, but the class teacher got to know us at the meeting and we discussed how to behave in the situation. We gave her more free space in class and, if necessary, she could go to the corridor or to the toilet accompanied by a classmate. If a few minutes of peace and quiet did not help the student, the teacher contacted the parents, who came to pick up their daughter. The situation did not improve, so the class teacher suggested the help of a specialist, since no one from the teaching staff has a specialization in working with such behavior. The student talked about strong anxiety states that led to thoughts of suicide. She also sometimes experienced hallucinations that distorted her reality. However, she never interrupted the lessons. She got up as much as possible and went outside in silence, where she sat down and tried to calm down. This student studied averagely, rather above average, until the onset of these conditions. After that, her average got slightly worse, but not in an enormous way. She sat quietly throughout the lesson and did not disturb her in any way. This persisted even with the arrival of these states, when she tried not to complain to teachers and classmates about their teaching. They, in turn, tried to be the maximum support for the student.\n\nSituation (Anamnesis):\nThe student had the opportunity to confide in the class teacher, who was extremely accommodating. Likewise, the rest of the teaching staff was forgiving. The student behaved calmly and introvertedly among others. She needed her space and peace, which helped her manage the situation. She acted introverted and shy. She did not cause conflicts, but she was happy to help or advise others when needed.\n\nTeacher Intervention (Solution):\nAt first, the teachers tried to help themselves. The whole time they were also in contact with the parents, to whom they finally suggested the help of an expert who specializes in such a situation. The student agreed and started seeing a specialist with whom she could share her problems. He also suggested several possible solutions and started medication. The student cooperated the whole time.\n\nOutcome:\nVisits to the specialist led to an overall improvement. In the beginning, the student still felt strong bouts of anxiety, but over time they lessened. The expert tried to guide her and also introduced medication, which helped the student a lot and she was able to return to her old routine. During the next and last year of high school, the student needed to leave the classroom or school a few more times in order to be alone and calm her agitated thoughts and ideas with some activity, but this need subsided. It did not negatively affect the course of the lessons or the team, on the contrary, her classmates also tried to help her, and it made the team more cohesive.\n\nStudent Profile:\nAge/Year: 18 let, 8. ročník na víceletém gymnáziu\nHobbies: Neuvedeno\nDisorders: Psychické problémy,Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "989", "student_age_year": "18 let, 8. ročník na víceletém gymnáziu", "student_hobbies": "Neuvedeno", "student_diagnoses": "", "student_disorders": "Psychické problémy,Sebepoškozování", "teacher_approbation": "Zeměpis se zaměřením na vzdělávání, chemie se zaměřením na vzdělávání", "teacher_practice_years": "17", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/531", "content": "TEACHING CASE STUDY\n\nBackground:\nThis event took place early in my teaching career. It was the 29th of June, the day before the report card, and I had to collect textbooks from the students in my class. One student liked the geography atlas, so she decided not to return it to me. She told me that she didn't have it with her, but I saw that she had it with her on the bench. I repeatedly asked her to return it to me, however, throughout our conversation she said that she did not have it with her and that she could not return it.\n\nSituation (Anamnesis):\nA ninth-grade elementary school student, extroverted, self-confident, frequent adolescent scenes, disrespectful of rules, went to school, was reprimanded by the school principal.\n\nTeacher Intervention (Solution):\nasked her several times to return the atlas to me. After some time I ran out of patience, so I said we will go to see the headmistress. So we went to the principal's office, I accurately described the situation to the principal, and the student finally returned the atlas. However, I still did not consider the situation resolved. That same day, the pedagogical council was held and I demanded that this student get a two in behavior. For that, it was necessary that the teaching body voted for this decision, which happened and I was satisfied with this solution.\n\nOutcome:\nThe second day, June 30, was the handing over of certificates. I handed over the student's report card with the belief that she had a two in behavior, as we agreed at the meeting. After a while, she came to me excited that she got a first in behavior. I didn't understand how that was possible. In the end, the director made a different decision than what we agreed on at the meeting. I remember it turned me on a lot at the time. After graduating from school, the student came back to me several times, I was her favorite teacher. She managed to graduate from college and travel to a lot of countries, so she seems to be doing quite well.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: hudba\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "531", "student_age_year": "15 let, 9. ročník", "student_hobbies": "hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., matematika (SŠ), tělesná výchova (SŠ)", "teacher_practice_years": "25", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/858", "content": "TEACHING CASE STUDY\n\nBackground:\ndescribed the situation at the Secondary Vocational School, where we offer the courses Cook-Waiter, Confectioner and Sausage Maker, the study courses Gastronomy and Hotel Management. About 2 years ago, I organized a school trip in May for the 1st year of the Confectionery course. Since our students come from more modest circumstances, we chose a 2-day trip, as close as possible to the place of stay, in the cabin area. Before leaving, the pupils were instructed about behavior during extracurricular activities, including the prohibition of consuming alcoholic beverages. After a day trip around the beauty of the local area, we toasted burritos by the campfire and sent the students to the cabins at 10 p.m. At 10:30 p.m., all the cabins were checked to see if all the pupils were put to sleep and if they were fully occupied in the cabins. The next check took place an hour later, at 11:30 p.m. At that moment, one cabin lit up and we saw a girl collapsing through the window. Our response was quick. We immediately discovered a high degree of drunkenness on the part of the student, bordering on unconsciousness. We didn't wait for anything and called an ambulance. Just before they arrived, the girl stopped breathing. But the rescuers revived her and took her to the ward, where she spent 2 days. The rescuers immediately called the police. The police arrived in about half an hour and first interrogated us, the pedagogic supervisor. She did not find any wrongdoing, so she started questioning the students. They found out who gave the student alcohol and in what quantity.\n\nSituation (Anamnesis):\nThe girl was mentally disturbed, her parents' upbringing failed. The girl was in the foster care of her grandmother. She also suffered from anorexia. This situation occurred when she was 16 years old. The girls was an extrovert, but not very popular in class. More like an average student.\n\nTeacher Intervention (Solution):\nThe ambulance took the student to the hospital, where she remained in the hospital for two days. The police arrived at the scene and began to deal with the incident. Police interviewed witnesses and tried to find out where they got the alcohol and who sold it to them. They also conducted alcohol tests on other pupils. It was discovered that a friend, who was 19 years old, had bought her the alcohol.\n\nOutcome:\nThe student was ordered to have social supervision until she turns eighteen. She also received a three for behavior and a reprimand from the school principal. The student learned from the whole situation and never again consumed alcohol at a school event.\n\nStudent Profile:\nAge/Year: 1. ročník, 16 let, učební obor Cukrář\nHobbies: pečení dortů, sport\nDiagnoses: Anorexie\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "858", "student_age_year": "1. ročník, 16 let, učební obor Cukrář", "student_hobbies": "pečení dortů, sport", "student_diagnoses": "Anorexie", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "32", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/714", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student transferred to the school and has been very problematic since the beginning. He doesn't do anything at school, he doesn't want to learn, and it gets worse with age. We fight a lot with him, he doesn't even carry tools, he brings a textbook maybe once a week, he doesn't have notebooks at all. He doesn't care about anything, I've probably never seen homework from him. He has no authority, the parents have been called, but to no avail. When we begged her to convince him to at least carry the tools, she was unconvinced. She even wanted tuition concessions for him, but there is no reason. He went to counseling, but nothing showed up. He does not have basic knowledge in any subject, he has major behavioral problems. Disruptive, unruly, must sit in front. We tried to motivate him, but he doesn't enjoy anything. He is hard to get along with. An example of bullying, when one pupil was singled out from the group, the others mocked him, especially this problematic pupil. We had a class lesson, we were sharp, we thought he was the main culprit. Then two female classmates told us that the bullying started even before he arrived. The boy was slandered for being poor at home. When a troubled student came along, he wanted to fit in and joined in the taunting. We divided the class, the boys apologized and explained their behavior.\n\nSituation (Anamnesis):\nThe student comes from a family where he was adopted as an older child. He grows up as an only child and his parents do not set him up, he has a problem with authorities. He is a more problematic pupil, he practically never wears aids, does not participate in lessons, is disruptive, lies about homework and does not respect female teachers. The school tried to solve the situation with the mother, who is not willing to come to a solution. The mother requests concessions in teaching, but the teaching staff does not comply, because according to the counseling center she does not suffer from any learning disability.\n\nTeacher Intervention (Solution):\nThe teaching staff agreed that this pupil was responsible for the bullying. The class teacher asked the bully if everything was alright, but he didn't say anything. Observations and behavior indicated that he was the main culprit. Teachers have witnessed taunts and abuse. They convened a classroom lesson, spoke to the children and then to the problematic pupil who did not want to comment on anything.\n\nOutcome:\nThe result of the solution was not as the teacher intended. Classmates came out with the truth about bullying. The teacher called the boys part of the class and calmly talked to them about the situation. The boys told each other everything and apologized. In the classroom, the situation calmed down and the boys became friends again.\n\nStudent Profile:\nAge/Year: 14 let, 8.třída\nHobbies: hudba\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "714", "student_age_year": "14 let, 8.třída", "student_hobbies": "hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro první stupeň", "teacher_practice_years": "47", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/91", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher took the pupils to the school yard during class. Outside, however, the student did not maintain his attention at all. He was constantly talking very loudly with his classmates and being reprimanded did not help. Thanks to him, the whole class was unable to listen to the assignment of the prepared activity.\n\nSituation (Anamnesis):\nThe eighth grader shows signs of ADHD, but has not been diagnosed with the disorder. So the teacher's assistant is not assigned to him. Thus, the teacher has to manage the entire class in class and pay special attention to this student. These situations arise several times a day. Of course, the student's inattentiveness also distracts the attention of other classmates from the lesson. As I already mentioned, the student has no diagnosis. But his class is already used to him and they are often a great support for the teacher. He knows what works for him and what doesn't. They can advise the teacher on what is best for him.\n\nTeacher Intervention (Solution):\nOf course, every situation has an original solution to tame the student's hyperactivity. The teacher solved the specific situation very elegantly. She took a student to help her spread the cards on the floor. The student was therefore separated from his classmates, but still in the group. He couldn't talk and made the teacher's job easier. So the teacher promoted him to assistant teacher and the activity could proceed as planned.\n\nOutcome:\nThanks to separation from the group, the student calmed down and so did the whole class. So the teacher could calmly explain the rules of the activity. But after a while, the student started to come up with stupid things with the cards and the whole class laughed at him, and the teacher had to help him arrange the cards. In this case, the student's employment was not sufficient. The teacher told me after the lesson that it was not about separating the student from the group, but rather about his job. It is indeed extra work for the teacher, but if they come up with extra tasks for such a problematic pupil, the pupil is constantly occupied and the class can pass peacefully.\n\nStudent Profile:\nAge/Year: 13 let, VIII.\nHobbies: sporty\nDisorders: Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "91", "student_age_year": "13 let, VIII.", "student_hobbies": "sporty", "student_diagnoses": "", "student_disorders": "Hyperaktivita", "teacher_approbation": "Magisterské vzdělání; aprobace zeměpis, přírodopis", "teacher_practice_years": "23 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1458", "content": "TEACHING CASE STUDY\n\nBackground:\nusually don't have a problem with the pupils' seating arrangements and I let them sit where they want and with whom they want. When there is a problem - for example, when students are having fun with each other and are not paying attention, I move them. On the first day of school, I saw the students of my new class for the first time and, as is my habit, I let the students sit anywhere. I gradually got to know them, remembered their names, observed their behavior, etc. For the first weeks, it seemed that the meeting order was working. The students were good, they at least had fun in class and worked. The student sitting alone in the last bench was often bored during the lesson - although he did not disturb the lesson, he did not have fun with other classmates, but he did not work as he should have. I often had to go to him saying that he should work, what should he write in his notebook.\n\nSituation (Anamnesis):\nI, the former class teacher and the other teachers tried to be very considerate of the pupil and not to make too many demands and to accommodate the boy (Even in terms of where he wants to sit) - because his father passed away a few months ago and his mother is often away from home . So the boy is very often looked after by his grandmother.\n\nTeacher Intervention (Solution):\nOnce, due to changes in the schedule, we exceptionally had to move to another classroom, which had a slightly different arrangement of desks, and for the student, his favorite back desk was not here and he had to sit in the front. In that lesson, I noticed that the student works better than usual, he writes down everything on the board in his notebook, pays attention and even reports himself. I was surprised by the student's behavior. During the next lesson the following day, the student was sitting in his favorite place again and everything was in the old ways - he wasn't paying too much attention, I had to warn him that he should write in his notebook and work. During the next lesson, I transferred the student to the first desk, where he remains to this day. The pupil did not agree at first and may still disagree today. He probably feels most comfortable in the back bench, but it doesn't help him.\n\nOutcome:\nIn the first desk, the student tries harder, writes, reports - even if his answers are not always correct, you can see that he is paying attention and wants to understand the topic. As a result, his achievement across subjects also improved. I am very sorry that I did not seat the student closer to the blackboard earlier. According to the former class teacher, he was described as a student who tries less and doesn't enjoy school much and always sat in the back benches.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Transfer of student \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1458", "student_age_year": "11 let, 6. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. Teologické nauky a teologie  Didaktik společenských věd pro 2. stupeň ZŠ", "teacher_practice_years": "10", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/182", "content": "TEACHING CASE STUDY\n\nBackground:\nThe described situation concerns a student who was 16 years old at the time of the incident and was entering the second year of a four-year high school. The student was known at school for her specific behavior and appearance. She could often be smug and insulting, not only towards her classmates but sometimes also towards the cantors. At the same time, however, she tried to appear well-read and intellectual. She never admitted that she didn't understand something or that she wasn't good at something. She wanted to be the center of attention in any company. She stood out at first glance with her dressing. She always wore wide cloth pants and rather specific tops. Normally one wouldn't notice such a thing, after all it wasn't anything outrageous or tacky, but over time it became clear that the reason the schoolgirl was wearing this outfit was simple. She wanted to impress, maybe even shock in some cases.\n\nSituation (Anamnesis):\nThe origin of her behavior is almost exemplary, we can find it in her family, which can be euphemistically described as dysfunctional. The father left the family a long time ago, the mother often quarreled with her daughter, and her siblings, who were from another marriage, practically did not communicate with her. He didn't learn more about her family because even the professor telling this story didn't know more details and it wasn't appropriate to speculate. The collective of her class was also specific. A number of weirdos were found in it (in a positive way). This was perhaps the student's great luck, as the classroom atmosphere was very pleasant and, above all, tolerant. Elsewhere, an eccentric and hot-tempered student might have been threatened with bullying, but this was not the case here. However, it must be admitted that she did not make many friends here. The rest of the class rather avoided her because they couldn't find common ground with her. It is worth noting here that the professor noticed during the lessons that the boys in the class, in particular, made insinuations about the student, to the effect that this girl is strange and always says something nonsense. One such sentence was, for example, the statement: \"It will be something...\n\nTeacher Intervention (Solution):\nBefore we start with the description of the incriminated moment itself, we should also say something about our professor, who describes this case study. She was and still is the most tolerant professor at this four-year high school. He promotes modern approaches to teaching at every opportunity. He lets even older students play during lessons and thus learn, requiring creativity from the students. The students can even call her by her first name, if that's more comfortable for them. She entered the classroom and started the lesson. It was already the umpteenth lesson of the day, the students were no longer completely rested and fatigue was evident in their approach to the lesson. She tried to break up the class and was quite successful. I can't remember exactly what the fabric of the watch was, but that's not that important. In any case, she wanted to know the opinion of the pupils, what they thought about the given issue. I always try to talk and force the students who look the most bored and tired to be active. Today I know that the student had already had one argument with the professor, and even earlier she had an argument with her mother, so she was very irritated. However, she could not have known that at that moment, I simply saw a student who looked displeased, was stretched out on a bench and was chewing. I never had a bad relationship with the student, I tolerated her moods and she was never excessively rude to me. However, when I confronted her with the question that day, she reacted very rudely. I can't remember the whole dialogue exactly, anyway, the student said something rude, and she was talking to me about everything. The rest of the class was as if scalded, everyone understood that the student had crossed all boundaries. She abused my tolerant attitude and behaved inappropriately. I had to react, but at that moment I didn't realize how important my reaction would be. I don't remember exactly how I answered, anyway I brushed the student off. I felt a sense of satisfaction from the reaction of the class. As if they thought someone had finally shown the girl what would happen if she went too far. The class continued and nothing else out of the ordinary happened. The student was quiet and did not show herself anymore. On the other hand, I began to realize my mistake minute by minute. I should have reacted differently, of course I had to warn her about her mistake, but I behaved accordingly. I could say this to my peers, but not to a student. The worst part was that the situation happened in front of the whole class. I realized that I couldn't leave it like this. Right after the lesson, I went to see the student and we clarified the whole situation. I started by apologizing for my actions. This obviously calmed the student down a lot, as she was affected by the conflict more than it might seem at first glance and my apology meant a lot to her. She explained to me why she was so irritated and what had happened to her. This was information I did not have before and I now regretted my actions even more. At the end of the entire conversation, which lasted only a few minutes, the student also apologized to me for her behavior. I appreciate that a lot, because it was clear that she is also aware of her mistake.\n\nOutcome:\nToday, with hindsight, I know that I should have proceeded differently. I am glad that I went to the student right after the lesson, I did not wait several hours or days, I immediately tried to save this unfortunate situation. This may have helped the relationship between the student and me, but not the relationship between the student and the class. If I could go back the whole class today and behave differently, of course I wouldn't react to the stubborn girl with a counterattack in the first place. Of course, I could not go through a similar situation without reacting, but I could, for example, ask the pupil not to behave like this or reprimand her for her actions. As for my private conversation with the student after class, I would also like to change and correct it. It would be best to \"conflict\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník čtyřletého gymnázia\nHobbies: Móda, vzhled, snaha o extravagantnost\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Disrespectful communication, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "182", "student_age_year": "16 let, 2. ročník čtyřletého gymnázia", "student_hobbies": "Móda, vzhled, snaha o extravagantnost", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magistr, aprobace pro střední školy (dějepis, zsv)", "teacher_practice_years": "5", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/876", "content": "TEACHING CASE STUDY\n\nBackground:\nhad this class for the first time. Here I noticed one student who was very distant from the group. He was not very active in my classes. When he was asked, he answered correctly but very evasively, looking at the ground. After some time, his absenteeism started to grow. At first, according to the class teacher I asked, she was excused. But there were more unexcused absences, which grew exponentially. The class teacher came to me after about two months to see if I could find out what was going on. I decided to conduct a so-called social analysis through a sociogram in the class. It was very difficult to process, but it helped me a lot to reveal the relationships in that class. In order for it to work well and for me to continue working with it, I had to ask the class to be as specific as possible and not be afraid to write my names there. Because otherwise I wouldn't have discovered who is being bullied in class, who doesn't go there and who they talk to during breaks, etc. In return, I told them the general conclusions from my investigation, but I didn't say specific names. Thanks to this Social Analysis, I confirmed my assumption that when the boy is at school, he stays away from others and does not socialize with anyone.\n\nSituation (Anamnesis):\nBoy, 13 years old. He behaved aggressively and aggressively in class and did not lend things to his classmates. He did not communicate with them and had no desire to socialize. He started refusing to go to school. His absences grew very quickly. Second A class was uneventful. You sat together very well as a team. They worked together and wanted to help their classmate socialize among them. But they started to get annoyed when the given student was aggressive towards them and behaved aggressively. According to the survey, some claimed that they were happy not to go to school. Others, however, never gave up on him.\n\nTeacher Intervention (Solution):\ninvited the boy to my office. Here we started discussing the causes of his truancy. I told him that his standing in the class was very bad. He told me he had no friends there and didn't want to go there. That he feels uncomfortable there. He was better when it was covid time and he could sit at home and not have to be in class with his classmates. In the investigation, I even found out why his position in the class was so bad. The boy was aggressive, aggressive and did not lend things to his classmates. I told him all these reasons and he denied them. So the next day I invited his parents to school. So that we can start looking for a remedy for his truancy together. Thank god his parents were very educated people, both were lawyers. But this revelation had its pros and cons. The downside was that when the boy listened to those cases from his parents at home and was guided to such and such a certain way of behavior, then it appeared that he was so aggressive at school. The advantage is that his parents were intelligent, so they understood that it was important for their son's life to socialize. To like to go to that school, to get some place in that society. So, on my advice, they started working with him more.\n\nOutcome:\nAs a result, the parents started working with him more at my request and by really understanding how important it is for their son to socialize and go to school. They began to pay more attention to their son and explain to him all possible pitfalls. The boy slowly began to improve. I'm not saying that he started to be the darling of the team, but in that graduation class he started to get involved in absolutely everything. He started to enjoy going to school and his absences decreased. The cooperation with the parents and the fact that they realized that their upbringing was so individualistic and even egoistic helped a lot in the solution. That they watched over him alone at home and did not see him in that team, and then he behaved in that team the way they showed him at home and it didn't work. When the parents realized this and saw it with their own eyes, they changed their parenting style and thus helped him. He began to see that the change in behavior and socialization in that collective was working and he was very happy and grateful for it. He then successfully graduated from high school.\n\nStudent Profile:\nAge/Year: 13 let, Sekunda\nHobbies: Sbíral staré mince\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "876", "student_age_year": "13 let, Sekunda", "student_hobbies": "Sbíral staré mince", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. Jazyk český a literatura, Historie, OV – Základy společenských věd", "teacher_practice_years": "35 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1269", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student has a problem with attention. In class, he has a constant need to disturb other students around him, even if they themselves are not interested in it and his behavior itself disturbs them. The student loses friends and others give up on him and lose interest in him. He has had this problem since about the sixth grade and it only got worse with puberty. No one wants to sit with him on a school trip, no one wants to be in the cabin with him. He also lost his best friend and often sits alone. However, he is not bullied. He is one of the stronger individuals. He can return things with interest, and no one wants to make an enemy of him. He himself belongs to the richest students at the school and pokes fun at students who are significantly worse off - they have older mobile phones, clothes, etc.\n\nSituation (Anamnesis):\nThe student has two other older brothers who were at the same school and their disciplinary problems were significantly worse. Their father is a businessman and their mother does not have a career. Children are important to the family, and in the case of solving the problems of the boys with their parents, the parents were always kind, but the problem and their intercession did not improve or change. Only the father always goes to class meetings. Sons want to be respected but have trouble respecting anyone else. It is difficult to earn and build respect with them.\n\nTeacher Intervention (Solution):\nThe student's behavior was repeated and so were the solutions to the situation. During a direct confrontation, the student always acknowledged the mistake, said that he was very sorry, that he knew that he was like that, that he would try to change it, that he would try to improve and nodded his head, but then he did not transfer all this regret into practice. Other such attempts at correction followed, but were also without success. Prevention methodologists also tried to solve the situation, but also the class teacher, who threatened him that he would not go on a trip, etc. However, even then, the student simply cannot help himself and it is his own intuition that wins over him. The problem is solved with the parents and the school management, which reprimands the pupil. The student receives a reprimand from the school principal repeatedly. This measure will calm things down for a few months, but it will not solve the situation, because the pupil will receive a reprimand only in the mid-term and at the end of the year and will almost forget about it during the course.\n\nOutcome:\nThe biggest punishment for the student's behavior is that he bears the consequences for his behavior and begins to realize that he has turned the entire class against him, which excludes him from the group. Regular reprimands from the school principal also helped, they didn't completely solve the situation, but they helped to de-escalate the situation. The student is now in the ninth grade and most likely his disciplinary problem in elementary school will not be fully resolved.\n\nStudent Profile:\nAge/Year: 14 let osmá třída\nHobbies: Sport\nDisorders: Nevhodné chování,Rušení výuky,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1269", "student_age_year": "14 let osmá třída", "student_hobbies": "Sport", "student_diagnoses": "", "student_disorders": "Nevhodné chování,Rušení výuky,Nepozornost", "teacher_approbation": "Dějepis pro druhý stupeň a čeština pro první I druhý stupeň", "teacher_practice_years": "30", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/787", "content": "TEACHING CASE STUDY\n\nBackground:\nIn this boy's class, children are assessed every lesson and break. Their behavior and work in class is evaluated. This system works in cooperation with parents. The school relies on the family to set up adequate rewards or sanctions for the smileys with which the children are evaluated at school. At the end of the day, after being notified of a bad grade, this boy stormed out of the classroom, where he then yelled and cursed at whoever was responsible for not being able to ride his bike this afternoon.\n\nSituation (Anamnesis):\nThe student is friendly in the class and has one good friend. He also does not avoid ambiguous jokes and sexual allusions, but usually he does not direct them against anyone, rather he tries to draw attention to himself. He works differently in class, he usually gets a bad grade for being disruptive in class.\n\nTeacher Intervention (Solution):\nThe moment he ran out into the corridor, I sent an assistant after him and focused on the rest of the class. When he calmed down, we talked to him about the fact that he is responsible for his behavior and its consequences, although he listened, he did not react, he was still focused on the punishment that awaited him at home and that he would not be able to ride her bike in the afternoon.\n\nOutcome:\nUnfortunately, angry exits in case of dissatisfaction are repeated until now. It is not possible to find a way to prevent them, for now we always try to make sure that they disrupt the teaching as little as possible and no one, including him, comes to harm.\n\nStudent Profile:\nAge/Year: 4. třída, 10let\nHobbies: auta, kreativita, stroje, chov králíků\nDiagnoses: ADHD\nDisorders: Vulgární vyjadřování,Provokace,Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "787", "student_age_year": "4. třída, 10let", "student_hobbies": "auta, kreativita, stroje, chov králíků", "student_diagnoses": "ADHD", "student_disorders": "Vulgární vyjadřování,Provokace,Emoční labilita", "teacher_approbation": "Mgr.", "teacher_practice_years": "3 roky", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/415", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher came to the math class. It was the first lesson. At first everything was fine, but later one of the students got sick to his stomach. The teacher went to the student to find out what was wrong with him and if he needed to call for help. The pupil smelled of alcohol. The student admitted that he drank a bottle of vodka with a friend before class.\n\nSituation (Anamnesis):\nThe student comes from a complete family. He lives with his mother, father and older sister. Parents own a construction company and often work long hours. He has a very good relationship with his sister. He belongs to the smart students. He has no problems with studies or behavior. He is a successful solver of physics and mathematics Olympiads. He wants to continue his studies at the gymnasium. He gets along very well with his classmates. He is popular in the team, has many friends, whom he often helps with assignments and study.\n\nTeacher Intervention (Solution):\nTwo classmates helped lead the student to the guidance counselor's office. Together with the teacher, she called the mother to come to the school for the student and take him home. The next morning, the pupil and the teacher came to the guidance counselor's office, where they talked with him. At first, the student did not want to admit why he and his friend drank before class. But then he said that his sister had left the house to go to college and he wanted to get her attention to come home. The parents visited the guidance counselor together with the pupil and promised that while the sister was in the boarding school, they would be at home with him more often. As the consumption of alcohol was the first time and did not happen again, there were no further penalties.\n\nOutcome:\nThe student admitted the mistake. Since then he does not drink alcohol and is again an exemplary student.\n\nStudent Profile:\nAge/Year: 14 rokov, 9.trieda\nHobbies: počítačové hry, futbal\nDisorders: Alkohol\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "415", "student_age_year": "14 rokov, 9.trieda", "student_hobbies": "počítačové hry, futbal", "student_diagnoses": "", "student_disorders": "Alkohol", "teacher_approbation": "chemie, přírodopis", "teacher_practice_years": "34", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/252", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher informed that the student's problematic behavior started already during the first period, when due to the covid situation, teaching was only possible in an online environment. The pupil did not want to join the online class or claimed, for example, that she did not have a microphone. These and similar problems began to appear. It was said that the teacher offered her help - the school can lend her a microphone and other equipment that would solve the difficulties associated with non-contact teaching. At the same time, she was clearly told that she had to participate in the lessons. This situation worked for a while, but after some time, in the period before Christmas, the pupil participated in the lessons very rarely and therefore the teacher spoke to her again. She told her that if it continued like this, she needed to contact her parents. It seemed that the situation was fine again until around January, but then the pupil stopped communicating again. The teacher again contacted the mother, the psychologist and the other teachers and asked them if they had the same problem with the pupil, to which they replied that yes, with the fact that she was able to hand in all the assignments and work, but was not involved in communication. The mother claimed that, of course, she checks the student and sees that she is really on the computer, but she and the teacher agreed to contact the school psychologist. The teacher and her other colleagues agreed that they would not trouble the pupil unnecessarily. She handed in assignments and other work on time and, for example, she had excellent skills in the Czech language. That's why they didn't summon her and gave her time. But the teacher was sorry that she was losing her ability to speak, especially in the English language, so she offered the pupil individual lessons. The pupil accepted this offer and even showed an active interest. According to the teacher, after returning to school, the pupil was silent, but after graduating from the school in nature, everything returned to normal and the pupil was able to communicate again both in class with teachers and with other classmates.\n\nSituation (Anamnesis):\nŽačka was born into a complete family. Her parents are supportive and interested in her. Žačka is very friendly, extroverted, mature and likes to spend time in company. She has not been diagnosed with any behavioral disorders. As far as school performance is concerned, the student can boast above-average results, especially in humanities subjects.\n\nTeacher Intervention (Solution):\nThe interview with the teacher showed that she started to solve the situation as soon as the student stopped communicating. First, the pupil was offered help that would solve the problems associated with connecting and participating in teaching in an online environment. Because the problems continued, the teacher decided to talk to the pupil, the psychologist and contacted the parents. There was no long-term improvement, so she decided to let the pupil have her freedom and offered her individual lessons.\n\nOutcome:\nSince this is a relatively long-term problem situation, it is not entirely appropriate to talk about short-term results. In the end, however, everything returned to normal and during the problematic period it was possible to support communication from the pupil, at least somehow.\n\nStudent Profile:\nAge/Year: 13, prima-sekunda\nHobbies: Anglický jazyk, kreslení\nDisorders: Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "252", "student_age_year": "13, prima-sekunda", "student_hobbies": "Anglický jazyk, kreslení", "student_diagnoses": "", "student_disorders": "Bariéry v komunikaci", "teacher_approbation": "magisterské", "teacher_practice_years": "22", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/70", "content": "TEACHING CASE STUDY\n\nBackground:\nheard stories about the situation that arose at the level of the student's behavior even before he came to the second grade, and the experiences of other colleagues were really extensive. When I had to go to teach this class, I felt nervous about what was waiting for me there again. I remember in particular one of the lessons I taught in this class. I entered the classroom and began to find the missing students, noticing that the student had spread his legs on the desk and was smiling cheekily at me. He addressed me: 'Hello teacher!' with a mocking tone of voice. I told him to please put his feet off the bench and get things ready for class, to which he did not respond at all. I warned him a second time, which he obviously didn't like. He responded to my warning by shouting: 'I will do what I want here and you have nothing to order me around!' I suggested and asked him to come help me and read the assignment to us, but his behavior worsened and he started clowning around and showing off in front of the whole class. I asked him for the student's book, but the student refused to present it to me and continued to disrupt the class.\n\nSituation (Anamnesis):\nThe pupil's behavior was probably not influenced by his family background. The student had a younger sister who, unlike him, was an obedient and good student. He came from an orderly family where he was provided with sufficient care. The parents cared about the student and tried to change his behavior. The pupil was not very popular within the collective of the class, but sometimes someone laughed at his remarks, which could be mainly due to the pupil's fear of being antagonized. He was a leader and liked to tell others what to do. He was known at school for his backbiting, clowning and general disrespect for teachers. He was not interested in any subjects, his grades were average, but I believe that with a little effort he would be among the better students.\n\nTeacher Intervention (Solution):\nreacted to the student's behavior at the beginning of the lesson with clarity and calmness. I urged him to put his feet down from the bench and get ready for class. However, the student did not respond to my admonition. After the second reprimand, the pupil had an aggressive reaction with a defiant attitude. By changing the activity, I wanted to make the student concentrate on the lesson and calm down. So I suggested that the student read the task to us, and with that I wanted to give him space for his self-realization. He didn't want to show me his student book and by the end of the class his behavior had not improved. After the lesson, I called the student to me and wanted to talk to him about his behavior and tried to find a way to make the lesson more interesting for him. I suggested that he think about what activities and activities would interest him. But his answer was: 'For me, time at school is killed.' I repeatedly tried to start a conversation with the student, understand him and give him the opportunity to talk and open up to someone, but the student remained stubbornly silent, showed no signs of interest in changing his behavior and refused my help.\n\nOutcome:\nAfter our conversation after the lesson, the student's behavior did not change. He continued to behave provocatively and aggressively not only in my classes but in everyone else's as well. The problems persisted, he no longer wanted to cooperate in class and disrupted the peaceful course of the lessons. I tried repeatedly to start a conversation with him, but he refused to communicate. Fortunately, the pupil no longer studies at our school. Unfortunately, this was one of the few cases where I was unable to resolve the behavior problem.\n\nStudent Profile:\nAge/Year: 14 rokov, 8.ročník\nHobbies: Cross motorky\nDisorders: Vulgární vyjadřování,Odmlouvání,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "70", "student_age_year": "14 rokov, 8.ročník", "student_hobbies": "Cross motorky", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Odmlouvání,Vykřikování", "teacher_approbation": "PaedDr.", "teacher_practice_years": "15", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/804", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was the beginning of the school year and the school was still in full swing. There was a bit of confusion as to what class it was, and with the arrival of new pupils to the second grade, the confusion is always a bit bigger. At the school, we have established a division of classes when there are over 25 pupils. So I taught half of the ninth grade, when in this particular half there is a pupil with disciplinary problems and the assistant is in charge of him. The assistant is not only in the class for him, but also for another student. As always, I started the history lesson by reviewing the material using my version of the AZ-quiz. On the back of the board, I wrote the first five letters of the terms I will be asking about. Since I have been practicing this activity for many years, the students knew what would follow. The assistant was not in the class at the moment, because she was dealing with something in the principal's office and joined the class later. While I was at the blackboard writing letters, I heard someone loudly clicking a pen around. I peeked out from behind the blackboard and lightly yelled at the student to stop it, that I would take care of everyone right away. He muttered something to himself and continued clicking. I wrote down the concepts and turned the board over. This stopped the student for a while, but as soon as I asked about two concepts, the clicking of the pen started again. I followed the student to the back bench and asked if the clicking of the pen was necessary. To that he replied that as it is, he has nothing to do. When I looked in his notebook, I found that he didn't have a single answer. In order not to solve the problem in front of the whole class, I took the student aside in the corridor and asked what was going on. I was told that nothing. I asked if he felt uncomfortable that he didn't have an assistant there who always sat next to him. He nodded ostentatiously and said that he couldn't concentrate completely without supervision and that was why he was a distraction. I sent him back to class and went to the principal's office to get the assistant, who luckily was already on her way to class.\n\nSituation (Anamnesis):\nThe student is in the ninth grade and is already in his fourth year at the school. Already in the sixth grade, he was sent to a pedagogical-psychological counseling center, where he was recommended an assistant because of his problems with authorities and also tendencies towards disciplinary problems.\n\nTeacher Intervention (Solution):\nThe same pupil problems have been common over the years. Most of the time, however, an assistant sits with him and tries to keep the situation calm. I must say that the student could see the sincere joy of the interest shown.\n\nOutcome:\nIn the following lessons, the assistant was always with the pupil, but we both saw less progress in his behavior. There were no major interruptions in class, and if I asked him something, he didn't always get the best answer, but it was within the range of decent behavior.\n\nStudent Profile:\nAge/Year: Druhý stupeň, 6. - 9. ročník\nDiagnoses: Poruchy opozičního vzdoru\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "804", "student_age_year": "Druhý stupeň, 6. - 9. ročník", "student_hobbies": "", "student_diagnoses": "Poruchy opozičního vzdoru", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "Mgr., dějepis a český jazyk", "teacher_practice_years": "30 let", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/132", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were two groups of girls in the class who had very bad relations with each other. The girls from the individual groups did not meet, have fun, or make friends in any other way. Each group had its own leader: one group was led by a pupil, the other by another pupil. Between these two groups there was mutual backbiting and behavior bordering on chica or cyberbullying. The student was more popular among the girls, which the other student did not take well. Once the mother of a student came to school to complain that the girls were bullying other students. So the class teacher immediately involved the class in the anti-bullying program and began to actively address the situation. However, the program found that bullying does not occur. After a year, the mother again called the pupils at school to say that the bullying was happening again and that her daughter was getting threatening text messages from her classmates, this time that the boys were joining in as well. There was also mutual communication between the parents of the two girls, but without a general result.\n\nSituation (Anamnesis):\nThe collective in the class consists of 15 girls and 7 boys. The girl lives in a complete family, she has two younger brothers.\n\nTeacher Intervention (Solution):\nQuestionnaire investigation regarding bullying, interviews with parents and pupils themselves, participation in an anti-bullying program, or consultation with a professional assistant. The class teacher again conducted a questionnaire survey and interviews with individual pupils, but nothing proved bullying. A few weeks later, the class went to a school in nature, where no problems appeared. However, after a while, the mother complained about the bullying again. There was another round of questionnaire investigation, interviews, anti-bullying games, but nothing was proven. Even the pupil herself denied that something like that had happened.\n\nOutcome:\nAs a result, the mother decided to send her daughter to another school, although the bullying was not proven in any way and was not observed by any of the teachers.\n\nStudent Profile:\nAge/Year: 13 let, 8. třída\nHobbies: tanec, zpěv, jízda na koni\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "132", "student_age_year": "13 let, 8. třída", "student_hobbies": "tanec, zpěv, jízda na koni", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ, RJ-ZSV", "teacher_practice_years": "28", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/301", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation that the teacher decided to share was about one class as a whole. She describes how, during her practice, she once taught an entire year of chemistry for four years and mathematics for half of the year. Although she was not the homeroom teacher of any of the classes, she developed a very good relationship with the students through frequent contact. According to her, the relationships were even so deep that individual students sometimes confided in her about their school and extracurricular problems. With the class where she taught both subjects, the relationship was stronger, and on the other hand, the class where she only taught chemistry was slightly problematic at first. But even here, after timely intervention, everything seemed fine. At the gymnasium, students choose a class with a focus for the last two years. It means that the classes are partly mixed. When the classes got mixed up, she thought she'd be among people she knew, but they'd come a long way in those two years. She didn't know what it was, but they were an absolutely ill-mannered bunch.\n\nSituation (Anamnesis):\nThe basic characteristic of the newly created class was the students' belief that they don't have to do anything, they can do everything their own way and that they have the right to do anything at any time. He describes his experience with this new class as being able to normally, when you're standing there, pick up your cell phone from the desk and do whatever they want there. They were able to pull out a baguette and start eating normally, they were able to rub their backs, that was their favorite, they would normally sprawl out and scratch the back of whoever was sitting in front of them. No one, neither she nor the rest of the teaching staff who had similar experiences with this class, knew what to do - how to motivate this class and get them to cooperate? She was convinced that this result went to the class teacher, who excused all inappropriate behavior from the children. He forgave everything, they didn't have to do anything, he didn't have any demands on how they behaved, and she thinks that the mark of a high school student is also some social level, some social behavior. When asked if there was any reason for provoking her or other individual teachers, she responds that she was not aware of anything and that she is convinced that she herself did not give them any reason for provoking them, especially considering the previous very good relations. For a comprehensive idea of this group, it should be added that the teachers agreed on about twelve individuals who caused this atmosphere between the teachers and the class.\n\nTeacher Intervention (Solution):\nThe first attempt to solve this problem was to gently but forcefully let them know and explain that there are some rules of decent behavior. However, the students refused to accept these rules for a long time, yet she and the other educators did not stop demanding them. According to her, the students did not understand the rules presented to them at all, or at least they pretended not to understand them. And why does it bother us that we shimmy our backs? Why can't I eat when I'm hungry? – these were questions that teachers had to answer often and endlessly. At one point, after several months of education about (in)appropriate behavior, she ran out of patience and impulsively tried to solve the problem with shock. When they spread out for her again and started unpacking and eating a snack, she normally sat down in a chair, put her feet on the table and started drawing. And he says: There is no hour for me, if we can all do what I want, then I will all do what I want, I hate you. In the following hours, when one of the students again took out a cell phone or a snack or started behaving in an inappropriate way, she stopped teaching and, like the students, started doing what she wanted at that moment. At the same time, she demanded everything from the students, as if she had discussed it with them in class - this material was in the tests and the students had to be able to use it. He also emphasizes that there was a need to focus on those problematic twelve students. She describes that her goal was to make these individuals feel embarrassed in front of their classmates, which she says in retrospect that she doesn't know if she succeeded. Particularly strict rules were introduced for the class, which could not be exceeded. In particular, it was necessary for the teachers to control absenteeism, i.e. that if anyone exceeded a certain percentage of absence in any subject, he was uncompromisingly ordered to take a board examination. Furthermore, the rules regarding tests - if the student deliberately missed the test, he was not given the opportunity to retake it another time.\n\nOutcome:\nThe situations where she did not teach certain classes due to inappropriate behavior and ordered self-study lasted a long time, almost the entire school year, while the frequency of hours spent in this way slowly decreased. After a long time, actually only during the fourth year with consistent enforcement of all the set rules, it wore off and with visible self-denial they followed some rules, even if they rolled their eyes and so on. Mobile phones were mostly hidden, students did not eat during class. At the very end of this long run, they sometimes even asked what interested them about the subject. This state seems to be a successful solution to the given inappropriate behavior, however, she evaluates it contradictory. She always left that class in a state of euphoria because it totally recharges me, but I have to tell you that I didn't like going to that class, even though everything was fine by the end, and even sometimes when she saw that there they're the biggest scumbags, and she knew it was going to be stupid again, so she said to herself: And fuck it, they're here. She describes that although the military approach agreed upon by the teachers bore fruit, she never felt good about the situation and that all was well. It was not for me and certainly not for them with the joy that I have at other times. When describing the results of the teaching staff's efforts to rectify the situation, they also got to the graduation ball of this class, during which she learned from one of the students that he perceived the situation as critical, especially at the beginning and during the seventh year, and he already perceived the octave well in terms of relationships. However, even the other teachers were not satisfied with the situation in the classroom during the strict adherence to the rules - she quoted a colleague who said after graduating this year: This is the first time I looked forward to never seeing them again. And she confirms that she was also uncomfortable with them until the last day.\n\nStudent Profile:\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Agreement, Working with the collective\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "301", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Vysokoškolské – pedagogická fakulta, obory matematika a chemie", "teacher_practice_years": "31", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1030", "content": "TEACHING CASE STUDY\n\nBackground:\nam a class teacher in a special class for pupils with support measures. I have a student here who constantly does not fulfill his duties, he has inappropriate behavior towards his classmates and towards me as a teacher (he jumps in, doesn't let me finish, when I reprimand him for something, he mumbles threats and obscene words about me under his breath), he is forgetful and careless is preparing for classes, he has already received four reprimands from the class teacher (inappropriate behavior, forgetting and careless preparation, failure to fulfill school duties), then four reprimands from the class teacher, and in two cases there was even a reprimand from the school principal and a subsequent deuce for behavior for constant forgetting and non-fulfilment school duties. The worst lapse in his behavior was when he painted a picture of a man being dismembered by a devil cook in art, with the man named as his classmate and the devil cook named as him. From time to time, he has an onset of aggression, when he starts clenching his fists, making a murderous face, occasionally banging on the table.\n\nSituation (Anamnesis):\nThe student has a mild mental disability, ADHD, dyslalia, a disorder of the expressive component of speech, restlessness, perception disorders on the organic terrain of aggression.\n\nTeacher Intervention (Solution):\nMy solution is still not good, I tried to solve it after a good time, when I talked to both parents and myself, so that they help with the preparation at home, so that he does not forget things, that they should be prepared with him in the evening, so that he gets used to preparing them and he was fine. However, this agreement with the parents was not beneficial, because nothing changed, even though I expected it, because the parents do not check the homework, do not sign the student book, do not pay the contribution to the SVP, communication is insufficient and their education is inconsistent. When the conversation with the parents and myself didn't work, I had no choice but to give the class teacher admonition, the class teacher's reprimands, and finally suggest the school principal's reprimand and a behavior grade, unfortunately it had no effect. Fortunately, the incident with the picture of the devil chef did not happen again. I continue to catch the onset of aggression, which I solve by stopping talking to him so that he calms down.\n\nOutcome:\nthink that the problem has no solution, because he does not see authority in anyone and has his own head. His parents don't have time for him at home because his mother works 12-hour shifts and his father works in a construction company. Alternating care encourages even more forgetting and sloppy preparation. I only accept image situations that have not recurred as resolved.\n\nStudent Profile:\nAge/Year: 15 let, 8. ročník ZŠ ve speciální třídě\nHobbies: dějepis\nDiagnoses: Lehké mentální postižení\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Consequences, Interview\nImplications: Failure, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1030", "student_age_year": "15 let, 8. ročník ZŠ ve speciální třídě", "student_hobbies": "dějepis", "student_diagnoses": "Lehké mentální postižení", "student_disorders": "", "teacher_approbation": "Mgr. – Speciální pedagogika", "teacher_practice_years": "13", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure, Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/327", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was a writing lesson, they were supposed to write one letter, the student cut himself and that's it, he started rolling on the desk. I left him alone for a while, because sometimes it happens that he starts working again on his own, but that didn't happen.\n\nSituation (Anamnesis):\nThe student has autism and ADHD. Honestly, I don't notice much ADHD in him, as far as I know, it is much worse in other children, but in my opinion he has a rather severe form of autism. In the case of a student, this manifests itself in the fact that he often does not cooperate, he is stubborn and when you force him to do something, it does not lead anywhere, he simply has his own head. That could be overcome, but what is worse for me are his negative thoughts and words. He often talks about death, about the homeless, that he would like to be like that too, that he is useless and no one likes him, which is not a good thing to hear from anyone, let alone an eight-year-old boy. He is fascinated by snakes, octopuses, spiders and often how these animals manage to kill.\n\nTeacher Intervention (Solution):\nI took him with me to the office, where we were alone, we had peace of mind and did not disturb the other children in the class, and here he already wrote the letter in peace. Then we went back to class and he worked with the others again. So he has everything written down and rarely needs to write anything at home.\n\nOutcome:\nThis was definitely a short-term solution, every student's situation is different and even if we managed this situation well, we didn't manage a similar situation so well the next lesson.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída ZŠ\nHobbies: nebezpečná zvířata  jedovatí hadi, jedovatí pavouci), chobotnice, vesmír, kapitán Nemo\nDiagnoses: Autismus,ADHD\nDisorders: Vulgární vyjadřování,Neposlušnost,Rušení výuky,Ničení majetku,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Selfdestructive behaviour\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "327", "student_age_year": "8 let, 2. třída ZŠ", "student_hobbies": "nebezpečná zvířata  jedovatí hadi, jedovatí pavouci), chobotnice, vesmír, kapitán Nemo", "student_diagnoses": "Autismus,ADHD", "student_disorders": "Vulgární vyjadřování,Neposlušnost,Rušení výuky,Ničení majetku,Verbální agresivita", "teacher_approbation": "VŠ ekonomická – titul Ing.", "teacher_practice_years": "1", "problems_annotated": "Nonverbal disruption of lessons, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1472", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to our school during the 8th grade. Since starting school, she was very quiet, did not make contact with her classmates. During the winter, I started to notice that he only goes to school in a sweatshirt and canvas sneakers. When I asked her why she didn't dress warmer, she replied that she was warm. During the lesson, she lacked aids. However, she was very skilled in the subject matter. I also began to doubt the authenticity of some of their excuses. In physical education class, she did not specifically practice swimming and sat \"behind the glass\" instead of teaching\n\nSituation (Anamnesis):\nA 14-year-old girl, a student in the 8th year of primary school – a quiet girl without friends, with a poor social background, a problem with finances in the family, abused by a family member, parents addicted to drugs.\n\nTeacher Intervention (Solution):\ncalled the student to my office after the incident, after a short while she admitted herself that she had stolen the phone and handed it over to me. As the reason for the theft, she stated that she was envious of her classmate's phone, that she had never had anything like it and would never have one. After talking with her, we called her parents to the school, who unfortunately did not show any effort to solve this problem. After the umpteenth challenge, the student's mother came to the school. It could be seen on the mother that she had consumed narcotic or psychotropic substances, and that she was not interested in her daughter. After this visit, we contacted the educational counselor at our school, with whom I discussed the problem. We agreed that the best solution would be to contact social care immediately so they could look after the family.\n\nOutcome:\nAfter contacting social care, the problem of the family background immediately began to be solved. The student lived with parents who were drug addicts, there was frequent domestic violence at home and the student was also sexually abused. Social care, she took the girl out of care. They contacted her grandparents, who showed an interest in the girl and took her into custody. Fortunately for the girl, the mother did not cause problems and agreed to take care of the grandmother. The girl is still seeing a psychiatrist, but her problems have improved significantly. I can't even imagine where this would have gone if I hadn't contacted social care.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: -\nDisorders: Lhaní,Krádeže\n\nAnalysis & Annotations:\n[No annotations available]\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1472", "student_age_year": "14 let, 8. ročník", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Lhaní,Krádeže", "teacher_approbation": "Mgr., chemie, matematika", "teacher_practice_years": "32", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/833", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the math class, the student failed to draw a circle several times and started hitting the desk, kicking the ground, and crying.\n\nSituation (Anamnesis):\nThe student's problematic behavior also occurred in the first and second grades, but he only came to my class in the third grade, when I was aware that we would have to work with him more. The student often moves with his thoughts in his own world, laughs for no apparent reason, shouts in frustration. Most unwanted behaviors, such as yelling and bench banging, occur when defense mechanisms are overloaded and frustrated. These expressions are really very loud and significantly disrupt the overall events in the classroom and the activities of other children. He becomes unmotivated to do some simpler tasks and refuses them. He often cries at his mistakes and imperfections. He has an excellent memory, quickly learns new material. He has a high above average knowledge in certain subjects. He has few friends in class. According to the examination, he has a very advanced level of verbal and language skills, his thinking skills and solving logical problems are also advanced.\n\nTeacher Intervention (Solution):\nAs for motivation, I try to prepare variants for the tasks for the pupil so that he has sufficient stimulation, and look for motivation in topics that are close to him. We learn to work with mistakes, I often try to predict and prevent him from getting into problematic situations. Already in the middle of the first semester, I sent the pupil to PPP and started looking for ways to work with him. He even had the right to be a teaching assistant, he also helped us a lot, especially with the preparation of materials and individual work in class. I started looking for ways to work with the student, we often communicated with each other about mistakes and expressions. We tried to describe, elaborate and explain them. A simple question, how can we help you?, helped me a lot, so he started looking for a solution to the motives of his behavior within himself. I found that educational means and punishments would not have much meaning, because in such situations he himself soon realized that he was doing something wrong and tried to stop it. On the contrary, I tried to praise him in his behavior even for things that were easy for others, but he had to make an effort for them. Others also work with the pupil's behavior - the mother, the special pedagogue, the assistant.\n\nOutcome:\nThe immediate solution to the situation did not bring practically anything at all, I was only able to finish the work in peace with the other children and he worked with the assistant. Through mutual cooperation (including the pupil), we have managed to significantly reduce the occurrence of these manifestations. The student also managed to strengthen self-control in other situations.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Přírodověda, živý svět\nDiagnoses: Porucha autistického spektra\nDisorders: Vykřikování,Rušení výuky,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "833", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Přírodověda, živý svět", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "Vykřikování,Rušení výuky,Neposlušnost", "teacher_approbation": "Pedagogické magisterské vzdělání -  Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "8", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success, Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/365", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter joining a new school, in which I had previously worked, I was assigned to the classroom in the 4th grade. The students in this class were not disciplined in any way and their upbringing and education were generally neglected by the former class teacher. First, I had to get an overall picture of the class as a whole, and also of the students themselves. After some time, I noticed a student who was constantly disturbing, had fun with other classmates and often did not have time to hand in assignments and dictations on time. I had to repeat to him the already asked question and explain the work assignment several times.\n\nSituation (Anamnesis):\nThe student lives in a complete family with both parents and a younger sister. He does not suffer from any health problems or any handicap and behaves appropriately for his age. He plays soccer as a goalkeeper, and also attends the Elementary School of the Arts, where he learns to play the drums and plays with a brass band.\n\nTeacher Intervention (Solution):\nAfter noticing the student's problems, I decided to increase his attention by moving him to the first bench at the teacher's desk. Thanks to this, I was also able to pay more attention to the student. I suggested his parents visit a pedagogical-psychological counseling center. I gave the student simplified tasks or gave him more time to complete the tasks.\n\nOutcome:\nAfter a visit to the educational and psychological counseling center, it was discovered that the student suffers from attention disorders, dyslexia and dysgraphia. After this finding, I introduced other measures to provide the pupil with suitable conditions for education. After implementing all the measures, the student's results improved a little. Even later, the pupil improved and it was obvious that the pupil understands and understands the subject matter.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída\nHobbies: Fotbal, hraní na buben v dechové kapele\nDiagnoses: Poruchy pozornosti,Dyslexie,Dysgrafie\nDisorders: Nesoustředěnost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "365", "student_age_year": "10 let, 4. třída", "student_hobbies": "Fotbal, hraní na buben v dechové kapele", "student_diagnoses": "Poruchy pozornosti,Dyslexie,Dysgrafie", "student_disorders": "Nesoustředěnost,Rušení výuky", "teacher_approbation": "Vysokoškolské (magistra), Učitelství prvního stupně", "teacher_practice_years": "30", "problems_annotated": "Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/496", "content": "TEACHING CASE STUDY\n\nBackground:\nAlthough Žačka was a bright girl, her occasional behavior problems led to disciplinary complications. She had been in a 'naughty mood' for several weeks. She wasn't paying attention during class, was on the phone, running around the corridors and talking dirty. Inappropriate behavior escalated greatly during this time.\n\nSituation (Anamnesis):\nThe teacher would only mention the pupil's tendency to throw sticks under each other's feet. With her indiscipline, she often worsened her benefit, which she cared about only to a certain extent. Mostly it was thrown away only with grades worse than 3.\n\nTeacher Intervention (Solution):\nSince the teacher dealt with this case relatively recently in her career (16 years ago), she did not choose an appropriate tactic. She took into account how upset the student was to have a grade worse than a three, and gave her a demanding dictation, marking it as a 4. She could not afford such a thing today, as parents are incredibly careful with their children.\n\nOutcome:\nThis method worked surprisingly well. Since then, the student has generally been less angry, even in the following months. But immediately after the awarding of the grade, she cried. Despite the fact that she looked like a hero the next few days, the teacher sensed that she was more obedient, cautious and distrustful. This mistrust was very unpleasant for the teacher and served as a lesson for potential similar cases in the future. The teacher deleted the student's four the next day, she thought the whole situation was unfair.\n\nStudent Profile:\nAge/Year: Druhý ročník, 7 let\nHobbies: Zpěv, hra na klavír, kreativní tvorba, plavání\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "496", "student_age_year": "Druhý ročník, 7 let", "student_hobbies": "Zpěv, hra na klavír, kreativní tvorba, plavání", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Výuka první a druhé třídy, Mgr.", "teacher_practice_years": "20", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/339", "content": "TEACHING CASE STUDY\n\nBackground:\nMaths class started and we started counting examples to small ones, this was a normal start to the class to get the students motivated for the rest of the class. Everything looked good from the beginning, the students managed to solve the examples without any major difficulties. Then I noticed a group of boys. More precisely, there were 4 boys, but only 3 were slowly starting to have fun in class. I admonished them and began to discuss the new material. The boys started having fun again after a while. I admonished them again and continued to discuss the material. Out of nowhere, the one boy who was sitting between the three boys who were having fun. He began to tap his foot and became nervous. I told myself that I will warn them one more time and I will send them out.\n\nSituation (Anamnesis):\nThe trio of pupils had previously had problems with certain disciplinary offences, and they also had twos hiding for it. I was new to the class, so I didn't know the detailed situation and names yet. But what struck me about that boy was that he is a calm, nice boy who tries to solve everything on his own and wants to be active in class, even if he is not very good at it. The class was divided into certain collectives and it seemed to me that they were otherwise fine without any major problems.\n\nTeacher Intervention (Solution):\nran to the four students, I told the trio firmly that they should calm down and not talk all the time in class. After that I came closer to the boy who was still cursing and banging his fist on the table. I told him more forcefully to calm down and that there was no place in the garden where he could shout and misbehave. I sat them apart and put the boy in an empty bench in the front so he could see the board well and have peace of mind. The boy calmed down in about a minute and was fine. I then seated the boys in the back and gave them a warning from the class teacher.\n\nOutcome:\nAfter the incident, the scattered boys were calm and no longer disturbed my class. The boy completely calmed down and didn't cry. At the end of the lesson, the boys came to apologize to him for overdoing it and he apologized to them for the words he said to them. For a long time after the incident, the boy was fine and no similar problems occurred. The boys ended up with a two for behavior.\n\nStudent Profile:\nAge/Year: 11 let, 6 ročník\nHobbies: Jízda na kole, florball\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Consequences, Transfer of student \nImplications: Longterm success, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "339", "student_age_year": "11 let, 6 ročník", "student_hobbies": "Jízda na kole, florball", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. , Dis.", "teacher_practice_years": "20", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success, Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/165", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy I am in charge of as a teaching assistant threw a tantrum during class, he started shouting, kicking me, throwing things at me and around the class, it got to the point where his classmates started to fear him, the whole class had to be suspended and the teacher and the rest of the class went to the corridor so that the boy could calm down. Unfortunately, this angered him even more and he started banging on the bench and throwing chairs.\n\nSituation (Anamnesis):\nboy with a behavioral disorder, Asperger's syndrome and ADHD, a 5th grade pupil, average grades.\n\nTeacher Intervention (Solution):\nAfter his fit didn't stop, I took him and led him to a white mattress so that he would calm down on it by pounding on it and not on school property. After that, I went to the teacher in the hallway to discuss what to do with him. One option was to let him throw a tantrum or call his parents to come get him. We chose the first option and let him throw a tantrum with me sitting down with him and explaining to him that if he behaved like this, the other kids would lose class and that it would be good if he tried to calm down. In the end, I managed to calm him down and the other children could calmly return to the classroom and continue their lessons.\n\nOutcome:\nThe boy calmed down and apologized to everyone in the class and to the teacher for the disturbance and there was no further incident that day.\n\nStudent Profile:\nAge/Year: 2. třída, 7let\nHobbies: Sporty  fotbal, házená…)\nDiagnoses: ADHD\nDisorders: Agrese,Disrespekt,Neposlušnost,Nevhodné chování,Rušení výuky,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "165", "student_age_year": "2. třída, 7let", "student_hobbies": "Sporty  fotbal, házená…)", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Disrespekt,Neposlušnost,Nevhodné chování,Rušení výuky,Vykřikování", "teacher_approbation": "Magisterské studium (1.stupeň základní školy)", "teacher_practice_years": "20", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/517", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student I want to describe, I teach in the 7th grade and he is 15 years old. He lives only with his mother and has two younger siblings. She takes care of these two siblings in place of their mother while their mother goes out to have fun. As a result, he developed problematic behavior that is repeated. He has no role model in his family to lean on. On the contrary, a lot was put on him already in his childhood. He lives in an unsuitable environment and in very weak social conditions. He often moves with his family and that is not good either. He drinks a lot of alcohol for his age and uses light drugs like marijuana. Does not go to school. And if so, it's for a few days a week. His grades are below average, even though the teachers tried to help him. But they didn't go because he wasn't interested in helping. The help from the teachers would have to start at the previous school, when it was known that such situations occur. In my Czech language and literature classes, he does very little work, even if I tell him to at least do what I show him. Instead of paying attention in class, he prefers to focus on other activities such as playing on his mobile phone under the desk (even though he is appropriately told to put the mobile phone in his school bag), turning his back to play with other classmates, or gets up from the bench and goes to a classmate. He does not concentrate on what is being explained to him. It happened to me that he talked back to me in class and behaved rudely. From what I learned from my colleagues, this is how she treats other teachers who teach in this class. The worst that happened in terms of his behavior was that he assaulted another boy in PE. It happened that a boy accidentally bumped into his classmate and he noticed because he and the boy were friends and he didn't like it. He ran up to the boy's classmate and knocked him to the ground and started beating him. The gym teacher told him to stop and did everything to stop the beating. He listened to the gym teacher and stopped hitting this boy.\n\nSituation (Anamnesis):\nThere are many different personalities in the class where the student is. It's a wild class and hard to learn in. This group of students has met in this class since the first grade. It's a very noisy class, everyone talks in class, some students walk around the class, students talk obscenely in class, swear at each other, throw tools in the trash, or fight with them. It's not a pleasant atmosphere in this classroom. The assistant, who is in the classroom, reassures the students to pay attention. As a teacher in this class, I prepare worksheets that could interest them so that the students learn something. Sometimes it works, sometimes it doesn't. Sometimes it happens that students have their day and are much calmer than usual. And they work too. When they work well, I praise the students for their work. As the student is slightly older than his classmates, he is a role model for them and they look up to him. The whole class had several sessions on how they should behave with each other, how they should behave in the classroom and with others.\n\nTeacher Intervention (Solution):\ndealt with the student's problematic behavior with his class teacher, his mother, which was without any effect. Since his behavior was similar to that of other teachers, he received a reduced grade for behavior, notes. It was also discussed with the school director, social workers, OSPOD, institutional education.\n\nOutcome:\nThe result of the solution is that it is solved by institutional education at the present time and by the court.\n\nStudent Profile:\nAge/Year: 15 let, 7. ročník\nHobbies: drogy, alkohol\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "517", "student_age_year": "15 let, 7. ročník", "student_hobbies": "drogy, alkohol", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., český jazyk a literatura", "teacher_practice_years": "10 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/194", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student constantly interrupted the lesson by shouting. He wanted to draw attention to himself at any cost. This delayed the lesson and did not have time to discuss the subject matter.\n\nSituation (Anamnesis):\nAlthough the student lived with both parents, the father was an unemployed alcoholic, which apparently affected the student's behavior. With this behavior, the student distanced himself from the whole class, because his behavior constantly bothered them and disturbed them. Gradually, all his classmates stopped talking to him.\n\nTeacher Intervention (Solution):\nThe problem culminated in the student refusing to communicate with both classmates and teachers at school. The physics teacher kept the student in the classroom after the lesson, where he tried to interrogate him about what was happening, why he refused to communicate. The student confided that everyone stopped talking to him and refused to communicate with him. The teacher told him why this was happening. By talking to him, he explained that if he changed his behavior, his classmates would also start treating him more kindly. The teacher sacrificed another physics class to have the whole class talk about this problem. First, the teacher started talking about the given problem and then gave space to the problematic student to come to the front of the class. To everyone's surprise, the student apologized to everyone for his behavior. It was clear from the tone of his voice that he was very sorry about the matter and that he would like to start having fun with his classmates again.\n\nOutcome:\nThe student's speech made a big impression on the class. Although all his classmates did not immediately start talking to him, but over time, when his behavior was completely different from the behavior that was described above, he won the favor of the whole class. In the following lessons, the student really behaved in an exemplary manner and his grades improved over time.\n\nStudent Profile:\nAge/Year: 12 let, VII. třída\nHobbies: Počítač, sledování bojových sportů\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "194", "student_age_year": "12 let, VII. třída", "student_hobbies": "Počítač, sledování bojových sportů", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "Mgr., Fyzika, Informatika", "teacher_practice_years": "15", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1186", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student I had in the 9th grade for mathematics, and also as a class teacher, very often lay on the desk, did not take notes, did not work at all during class, he turned his back to other classmates and annoyed them, he also chewed, which is contradictory with the school rules. The situations were repeated, it was over and over again, every year, almost every hour. He didn't do his homework, also repeatedly, and often handed in blank papers with the comment that he didn't understand it. He was offered tutoring, but he did not attend. Every time he came up with some excuse, for example, that he was leaving to see his father in another city, missed the train, etc. However, that was only an excuse, as I later found out from his mother.\n\nSituation (Anamnesis):\nThe student was in a class of 23 students, of which 11 students were weaker, only 3 excellent, conscientious students, which resulted in the fact that the student did not need to excel, in terms of grades he did not deviate in any way. He didn't have any motivation from his family to learn either, when we talked about it, he claimed that it was enough for him to learn a trade. After elementary school, he wanted to go to a school in another city, among other things, so that he could be at a boarding school without the constant supervision of his parents. He did not need a great grade for the chosen field, which affected his approach to education. His stepfather required that he study, but the mother with whom the pupil lived did not care much. The agreement with her was quite good, but the student did not respect her much. The student only reacted to the fact that his father would limit his source of finance, because it was crucial and essential for him. In 6th grade, he came up with the idea that he didn't respect a woman as someone who should tell him what to do, claiming he needed a man in that role. Perhaps it was because his mother tore him away from his father in the capital and dragged him to a small village on the other side of the republic. However, he never had a problem with me, even though I am a woman. As far as the team is concerned, he had a good position in the class, because he was with one other classmate in every trouble, they became an inseparable pair who were able to convince the class, often even of wrongdoing. However, I must add that the pupil was an intelligent pupil who was affected by both the family situation and the covid pandemic, during which his motivation to learn, like other pupils, decreased.\n\nTeacher Intervention (Solution):\nfirst started with an interview with the pupil in the role of the class teacher, then I consulted the educational advisor about the situation, which was followed by a larger meeting of the educational advisor, the pupil, his mother, the headmistress and me, i.e. the class teacher. During these interviews, we set rules that both the student and his mother agreed to follow - completion of assigned tasks, correspondence of records, we clarified the conditions for classification, etc. On the basis of this meeting, the student was sent for consultation to the Special Pedagogical Center (SPC), which however, he did not participate. I chose a clear approach in the lessons, I demanded above all consistency, sometimes I sat down with him so that he really worked. The student was aware that if he did not try, I would let him fail, which he did not want. In mathematics, a grade of 4 was enough for him on his report card, i.e. sufficient, so he completed assignments and tasks in such a way that it corresponded to this grade. During the 9th grade, his mother arranged for him to have paid tutoring, which he had to attend. This tutoring came out of her own initiative, as even the mother did not want the student to fail.\n\nOutcome:\nApart from the fact that the pupil did not attend the SPC as recommended, the situation has improved. In the end, he really completed the tasks within the limits of the standard, followed the specified rules, increased his activity in class, improved his grades after completing the tutoring and successfully completed basic education.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: Ne\nDisorders: Nesoustředěnost\n\nAnalysis & Annotations:\nSolutions Applied: Agreement, Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1186", "student_age_year": "14 let, 9. ročník", "student_hobbies": "Ne", "student_diagnoses": "", "student_disorders": "Nesoustředěnost", "teacher_approbation": "Mgr., aprobace M, Fy, Inf", "teacher_practice_years": "29", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1369", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I used to work at a primary school, I was a 6.A class teacher. I had a class full of diverse children, for example a child with ADHD, a child who moved from a big city to a village, a child from a weak welfare family and vice versa. And friction surfaces and riots arose between them. And it was especially taken away by the student who moved from the big city to us, to a smaller town at the beginning of the year. The student was quiet and introverted. She painted during breaks and did not express herself in class. I myself did not notice any problem in the class during the lessons, only during the breaks I found out that there were disagreements between the children. The children perceived her as a \"freak\".\n\nSituation (Anamnesis):\nStudent - quiet, introverted, talented at drawing, above average academic performance, explosive nature. A group of children against a female student - the leaders of the class, those who were always heard and seen the most, dominant children, extroverts.\n\nTeacher Intervention (Solution):\nOn that day, instead of the Czech lesson, I solved the situation with the whole class. I wanted to find out what the student's classmates had done, what they had done to provoke her, and why the student reacted so excessively. I remember that the student was silent and stared motionless at the top of the desk. I came to the conclusion that I can't solve it with the whole class, but I have to talk to the student alone and then with the rest of the class. The student told me in the office that she was sorry, but that she couldn't keep her emotions in check, and that she didn't like the class. She explained to me that it bothers her that her classmates are arrogant and look down on her. They were also supposed to violate her personal space, remove headphones from her ears and throw pens at her. I asked who exactly caused the dispute and called everyone to the office separately. Then I also chose one student who is rather neutral in the class and has never figured in any problem. The other classmates told me that it bothered the student that he was constantly walking around her desk and also that the girls screamed a lot. They also told me that it wasn't the first time a student threw something at them or reacted recklessly. She even threw an apple at them once. The last student, who was out of the problem situation, evaluated the situation in such a way that the children really annoyed her and did not give her peace and quiet. At the same time, it occurred to him that the student was overreacting and had no control over herself. Afterwards, I talked to the whole class. First, I started with a monologue, when I explained to the children what respect means, how to respect others and why. Then I printed out a list of steps to take when a person gets into a problem with another person. For example, that one should think first and then act. Or leave the situation, apologize or tell the other person how they feel and try to explain to them what is bothering them. I came up with a joint activity within the class. I knew that the student loved to paint and was very talented when it came to art. I wanted to decorate the classroom. I asked the student if she would be willing to paint each of her classmates and incorporate their hobby into the drawing. And then we would post them in the classroom. The rest of the class made other ornaments. The student really cared and thought about every picture of her classmates. The student responded excellently to this, the children exchanged a few words with each other, such as what they like, what their hobbies are, etc. This led to interaction and getting to know each other. In the end, the children were absolutely delighted with their portraits and praised the student.\n\nOutcome:\nWith this, I considered the case closed, although I paid more attention to what was happening during breaks, not only in my class, but also in other classes. Since then, the situation has calmed down and the children have bonded and understood that everyone is different and must respect each other in the classroom. After the incident, of course, there was a bad atmosphere in the classroom, but I was careful not to start a fight or someone started calling someone names, etc.\n\nStudent Profile:\nAge/Year: 12 let, 6.ročník\nHobbies: Malování, sport, hudba\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1369", "student_age_year": "12 let, 6.ročník", "student_hobbies": "Malování, sport, hudba", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, AJ", "teacher_practice_years": "15 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/946", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had a low IQ, and therefore the pedagogical and psychological counseling recommended a special school, which the mother refused, so he remained in primary school. He was taught according to the curriculum of a special school, had an assistant, but was bored and failed twice, which made him the oldest in the class. In second grade he had to have all the subjects, which caused problems, for example in geography where he was expected to name the states of America, which he couldn't do, and his aggression increased. He started threatening violence to both his classmates and the assistant.\n\nSituation (Anamnesis):\nThe student lived only with his mother, but later the father also got involved, who did not agree with some of the measures, but finally promised to talk to the student. He had no friends in class, others were afraid of him and he was two years older. When he found friends from another school, he started wandering around the school building, but was accompanied everywhere by an assistant because he was considered dangerous.\n\nTeacher Intervention (Solution):\nOne assistant left after half a year due to mental strain. She was replaced by another that lasted, but no further resolution took place. We were told to endure the situation and no institutions intervened.\n\nOutcome:\nAs a result, one assistant resigned and the other stayed on. The student eventually dropped out of elementary school in the seventh grade and has not been heard from since. The only long-term result was burnout and a sense of helplessness among educators.\n\nStudent Profile:\nAge/Year: 14-15 let, 7. ročník (propadl na 1. i 2. stupni)\nHobbies: cigarety, nože\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to attend class\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "946", "student_age_year": "14-15 let, 7. ročník (propadl na 1. i 2. stupni)", "student_hobbies": "cigarety, nože", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Speciální pedagogika, Učitelství pro 1. stupeň ZŠ, Učitelství občanské výchovy a základů společenských věd pro ZŠ a SŠ", "teacher_practice_years": "38", "problems_annotated": "Physical aggression, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1404", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was the only short circuit in my practice. It was still when I had an internship at a high school of pedagogy. It happened in the school club in the afternoon, when I was instructed by the teacher to take the children to change clothes and to go to the park to play games. Everyone changed in the changing room, only one student did not want to. So I coaxed him at first, tried techniques on him like: 'Come on, everyone is there and they'll be waiting.' It was such a time pressure. I also tried the reward of kicking with him or going for ice cream, but they're closing now, so let's make it. And the student kept sitting and nothing. He looked completely off, so it must have been deliberate ignorance. After he was silent for a while, he asked if I would stay in that class with him. I explained to him that no, that we had to go, and that everyone was waiting for us, because we were going out and no one was allowed to be here for cleaning. He pretty much heard that, reversed his strategy and asked if I would play chase in the corridor with him. I told him again that no, that we had to go and I handed him his outdoor clothing in a plastic bag. At that moment he stood up, put his hands on his hips and said: 'So you're not going to play with me?!' To that I answered him again that no, that we will go outside and play there..it was something along those lines.\n\nSituation (Anamnesis):\nThe student comes from a large family, he had 4 siblings at the time and was the oldest of them. He went to school decently dressed, prepared and with supplies. He was a problem-free student and his academic results fully corresponded to this.\n\nTeacher Intervention (Solution):\nAnd as the student stood with his hands on his hips, he stretched out his leg and kicked me in the shin with all his might. Well, and this action provoked my reaction. It was in an instant, and not even a second later he received a flying slap from my side. It wasn't a strong slap, it was a classic one. The student just stood there, wide-eyed and didn't know what was going on, so I told him to get changed and that we were actually going out and I would wait for him outside the door. It helped, he changed and went. He even wanted to hold my hand. In the end, it produced a positive result, but not so much for me. He was probably used to a harsher regime from home, because he reacted to the given situation without tears and you could see that it was nothing unusual for him. He probably wasn't used to negotiating, but straight to an instruction. If he did not fulfill it, a beating followed. But those are just my assumptions. I personally felt guilty and thought that when they found out at school, they would probably throw me out. I immediately confessed to another teacher in the park so that she would know. She reacted somewhat strangely, instead of yelling she understood me. She accepted it and said to be careful next time, that it shouldn't happen, but that she wouldn't make a big deal out of it if I was diligent and this was a heated situation. I went to tell the headmistress of their school that very day, if by any chance the student said it at home, let the management know about it. The principal reacted similarly to the teacher and was glad I told him. I then confessed to my head teacher at the secondary school where I studied, because I didn't feel good about it at all.\n\nOutcome:\nFrom then on, the student started to like me, he was close to me, he wanted to play different games with me, he held my hand when we went out, he even offered to help by taking balls, circles and so on. We still meet today after so many years and he himself reports to me, it's nice on the other hand. Today, however, I would definitely handle the situation differently. Maybe it was just a hasty reflex at the time, because that kick really hurt. But I know it shouldn't happen. Since then I have been very careful about it.\n\nStudent Profile:\nAge/Year: 1. třída, 7 let\nHobbies: Sport, kreslení\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Physical intervention, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1404", "student_age_year": "1. třída, 7 let", "student_hobbies": "Sport, kreslení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "nMgr. obor Speciální pedagogika pro 2. stupeň a střední školy, Učitelství geografie pro střední školy", "teacher_practice_years": "6", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/170", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, the boy I'm in charge of got into a fight with a classmate in the locker room over a cap, causing the classmate to have a broken nose and a concussion because he hit his head on the mesh of the locker room. Normally his behavior can be managed in some way, but in this case, as it was a serious injury, the emergency services and even the police and the boy's parents were called. The injured boy was taken away by the ambulance service, and the other boy and his parents were interviewed by the police and they began to treat it as bodily harm, after which they were taken to the station and the investigation continued there.\n\nSituation (Anamnesis):\nA boy with conduct disorder, ADHD and Asperger syndrome, 12 years old. 6th year of elementary school, average grade. Classmate, without problematic behavior, 12 years old, 6th year of elementary school.\n\nTeacher Intervention (Solution):\nUnfortunately, in this case, there was no other option but to call the police and the police, because the student's behavior could not be solved in any other way given the situation. As I mentioned before, the parents were called and the police took the boy away, where the investigation continued.\n\nOutcome:\nEveryone was in shock, they treated the injured boy and we tried to calm the other boy down and keep him in place so that something else wouldn't happen to someone else. After that, the boy was taken away and further investigation was already underway with the parents. After some time, the boy returned to the school and tearfully apologized to the boy he had hurt.\n\nStudent Profile:\nAge/Year: 5.třída, 10let\nHobbies: Hudební nástroje  flétna, trubka)\nDisorders: Lhaní,Neposlušnost,Rušení výuky,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "170", "student_age_year": "5.třída, 10let", "student_hobbies": "Hudební nástroje  flétna, trubka)", "student_diagnoses": "", "student_disorders": "Lhaní,Neposlušnost,Rušení výuky,Vykřikování", "teacher_approbation": "Magisterské studium (1.stupeň základní školy)", "teacher_practice_years": "20", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/168", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy I am in charge of as a teaching assistant threw a tantrum during class, he started shouting, kicking me, throwing things at me and around the class, it got to the point where his classmates started to fear him, the whole class had to be suspended and the teacher and the rest of the class went to the corridor so that the boy could calm down. Unfortunately, this angered him even more and he started banging on the bench and throwing chairs.\n\nSituation (Anamnesis):\nboy with a behavioral disorder, Asperger's syndrome and ADHD, a 5th grade pupil, average grades.\n\nTeacher Intervention (Solution):\nAfter his fit didn't stop, I took him and led him to a white mattress so that he would calm down on it by pounding on it and not on school property. After that, I went to the teacher in the hallway to discuss what to do with him. One option was to let him throw a tantrum or call his parents to come get him. We chose the first option and let him throw a tantrum with me sitting down with him and explaining to him that if he behaved like this, the other kids would lose class and that it would be good if he tried to calm down. In the end, I managed to calm him down and the other children could calmly return to the classroom and continue their lessons.\n\nOutcome:\nThe boy calmed down and apologized to everyone in the class and to the teacher for the disturbance and there was no further incident that day.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nDiagnoses: ADHD,Náběh na Aspergerův syndrom,Agresivita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "168", "student_age_year": "10 let, 5. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Náběh na Aspergerův syndrom,Agresivita", "student_disorders": "", "teacher_approbation": "Střední s maturitou", "teacher_practice_years": "5 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/653", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation described in my work is described by a teacher from my neighborhood. He works at a small-town multi-year high school. She has worked here for twenty years, of which she worked fifteen - five years she was on parental leave. She studied chemistry and mathematics teaching at the university. She would like to point out at the beginning that she only had one semester of psychology during her studies, and the school does not offer retraining courses of this type very often. He attends courses more often, where he learns how to liven up his teaching. Even so, they try to educate themselves through books or content on various blogs. As the teacher teaches at a grammar school, she does not often encounter problems. So far, she has not had to deal with serious problems even once, and apart from throwing a ball on a field trip, she has not even encountered any problems at school events. Gradually, however, she is more often found suggesting that parents visit psychologists, this ceased to be a taboo at school until around 2015. As the first – successfully resolved – case, she decided to present the issue of an eating disorder, as the second – unsuccessful – conflict, on the contrary, she deals with the possible child care neglect. Unfortunately, she doesn't remember many details, because she has been concentrating on online teaching for the last year and a half and has almost pushed out bad experiences from face-to-face teaching. The two situations are described in the first person as the teacher told me, with a few minor adjustments due to the dialect.\n\nSituation (Anamnesis):\nThe first situation – struggle with anorexia The story of a seventeen-year-old student who was always active in sports, social life and school. She entered the gymnasium in 2015 in the first year of the upper gymnasium, i.e. after completing the ninth year of elementary school. She did athletics, she also enjoyed other sports and took care of a healthy diet. If she wasn't playing sports, she liked to go on trips with friends. From the first day, she had friends even among her classmates, because she was extroverted and liked to get to know each other. She had no problems at school and seemed to have no problems at home either. In the first year, everything was fine, she finished her year with honors and during the holidays she went as a leader to a camp organized by the House of Children and Youth. When she returned to school for her second year, she was still talkative, but her circle of friends had changed. In November, the teacher began to notice that she had stopped going to lunch, but was carrying something with her in a box, so she thought she was on a special diet for the races. But over time she became more and more closed. She always had fun with everyone, but more out of politeness than joy. She had only one real friend in her class. She began to walk only in loose and pulled clothes and looked tired. This was attributed to the fact that there were a lot of tests to be written, she was stressed and thus did not have time to choose what to wear. But gradually she stopped bringing lunches and didn't even eat at school, her old clothes were too big for her and she was always tired. Her grades were still good, a few ones turned into twos, but that happens often, students often study and so they don't learn as often as at the beginning of their studies. Still, something didn't seem right to the teacher. More colleagues noticed this and decided to solve the situation. The class teacher was a friend of the head teacher, so they dealt with the situation mostly together. They began to observe the student more than before, and it really became clear that she does not eat during the whole day at school and never dresses nicely (mostly she wore sweatpants and a sweatshirt). Neither of them knew how to approach the situation, so they consulted their colleagues. They agreed that the class teacher would talk to the student and try to find out what could be going on. It was clear from the conversation with the student that something was going on, but she did not confide in the class teacher, so her parents had to be called to the school. The pupil's mother came because the father was at work. I helped a colleague and resolved the situation with her. We asked if something is going on at home, if school is hard for her, if she still goes to athletics and if she sees her friends often. Nothing happened at home, she found school tolerable, she almost didn't have to study, she went to athletics, but she allegedly had a fight with her friends. At that moment, the class teacher had only one question - does the student eat at home? She didn't eat. She was said to have overeaten after school, she only ate yogurt or fruit. At that moment everything started to make sense. We told the mother that we were watching her daughter and that she doesn't eat lunch at school and doesn't bring anything from home. 'What do you mean?', she asked and I had to say the line I never wanted to say: 'Your daughter is probably anorexic'. After tears and incredulous questions, we agreed that it would be best to visit a psychologist with the pupil. The family found a psychologist and unfortunately she confirmed what we all suspected. The situation was serious, so she started treatment, where she spent three months. The teacher and our materials were available to her all the time, she wrote tests and sent us homework. Thanks to this approach, she was able to complete her second year of study.\n\nTeacher Intervention (Solution):\nShe continued to see a psychologist and managed to keep anorexia at bay. Thanks to this, she graduated in 2019 as planned and entered the University, where she will complete her bachelor's degree this year. Therefore, I would like to consider the situation well resolved.\n\nOutcome:\nThe second situation – unexcused classes A case that I dealt with according to the rules, but in my opinion unsuccessfully, happened in 2017. I was a fifth grade teacher at a multi-year high school, so they were freshmen aged 16 and 17. We didn't really manage to establish a relationship with the class, because I was already in the second grade and the students always saw me as a substitute. I got over it and still tried to make myself happy and become someone they could trust. I only managed to do that in the third grade. In the fifth grade, I had a student who tried hard, and from the first grade he was getting the worst threes on his report card. His grades got worse in 'high school' and at first I attributed it to puberty, but then I started to notice that he was suspiciously often absent. When I looked at the excuse sheet, I saw only one-day illnesses and nausea, normally I do not make any reservations against these types of excuses, because I understand that the students need to rest and that it is simply too much for them. Parents probably wouldn't write the excuse 'he was mentally exhausted' and so often I see headaches and nausea. The main problem was that he was absent almost all the time and I was afraid that he wouldn't be able to finish the subjects due to an absence of more than 25%. At first I thought he might be suffering from depression, but he didn't give up his hobbies, and I attributed the dark clothes and washed-out sweatshirts to the fact that he liked rock and metal. In October, I called him into my office and tried to talk to him. The student promised me that he would pay attention to everything and that he would try not to miss anything. This attitude lasted him no more than a week, and when he returned to his dorms, I called his mother. When I was looking for an email for my parents, I noticed that only the mother is listed as the legal representative everywhere, and I learned from my colleagues who taught fifth grade before me that the father gave up this title. It was the first indicator for me that something was wrong. From the conversation with the mother, I expected information about the student's mental state and a proposal for a solution. I remember when the student's mother came into the office. As soon as she spoke, it was clear to me that she was on top of her problems - I could smell the alcohol on her. I tried to excuse her in my head, perhaps she was out drinking with colleagues and forgot about the meeting, but this theory was immediately refuted by a colleague who knew her personally. After our very brief conversation, I learned that the student's mother had not seen the apology letter since the beginning of the year and that she felt that the solution should be entirely up to me. As she was leaving, she promised me that she would watch over her son and talk to him. The arrangement probably didn't help much - neither from my mother, nor from me. Since unexcused hours were added to excused hours, I solved everything according to the rules. First, I promised him a reprimand from the class teacher, then a reprimand, and later I resolved everything with the social workers. Towards the end of the semester, the student was under the supervision of a 'social worker', teachers and allegedly also his mother. Unfortunately, none of this helped. He didn't go to school again in the second semester, but at least he apologized for everything. But that didn't help him and he got in more subjects than he thought. When he had a chance to fix it, he didn't show up. I think we even overstepped our bounds and contacted him personally during the holidays when he promised us that he was on the mend and learning. But he didn't really study for the make-up exams, he didn't show up for them, not even for the replacement dates. He finished his studies and went from a candidate for college to someone with a primary school education. In retrospect, I blame myself for not persuading my mother to visit a psychologist (I suggested, but my mother refused psychologists and psychiatrists) and for not trying harder. At the same time, I realize that I acted in accordance with the school rules and my powers.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "653", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/174", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student I have had since the 1st grade is relatively quiet, he only disturbs “standardly\n\nSituation (Anamnesis):\nThe student has no confirmed diagnosis, but quite often I observe behavior such as banging his head with a ruler, banging his head on the bench, etc. This mainly manifests itself when he is impatient, there are no tantrums, he looks calm and composed. So I would say that he is just bored at that moment. He gets along with most of the boys in class, but I wouldn't say that he is inseparable with them and tries hard to stay in the group.\n\nTeacher Intervention (Solution):\nWe have just started a new school year and this behavior has already manifested itself several times in the first week. Most of the time, I only warn the student (and the others, if something similar happens to them) that this is not done, it is rude and we must learn to respect our classmates. When something like this happens, I always talk to the whole class and explain to them that in life we will not be able to choose who we will work with at work, study at school, etc. That is why I also divide the children into groups using a random draw to learn this. The student, however, seems to still not understand and wants to be in groups only with his friends. Unfortunately, I lost my temper during one of my math classes. I divided the children into groups by drawing colored dice, and the pupil found himself in a group with a male and a female pupil with whom he never hangs out. The student angrily threw his cube on the ground. I immediately raised my voice to him in an exaggerated manner that he would not behave like this, sent him to sit on a bench in solitary confinement and gave him some examples to count.\n\nOutcome:\nam not satisfied with my actions, because the student just sat insulted on the bench for the whole hour, played with things and did not do any work, because I was focused on the other children divided into groups and I had no time for him. For the student, this meant a completely wasted math lesson, which he really needed, because we were discussing geometry, which the student has a problem with. Unfortunately, he didn't learn anything from it and this behavior still persists. If I could solve this situation differently, I would try to be more patient and again explain to the student, and to everyone else, how we should treat our classmates properly and politely. I am also considering talking to his parents about this.\n\nStudent Profile:\nAge/Year: 9 let, 4. třída\nHobbies: Sport, počítačové hry\nDisorders: Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "174", "student_age_year": "9 let, 4. třída", "student_hobbies": "Sport, počítačové hry", "student_diagnoses": "", "student_disorders": "Disrespekt", "teacher_approbation": "Magisterské vzdělání, pedagogika", "teacher_practice_years": "15 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/519", "content": "TEACHING CASE STUDY\n\nBackground:\nFor my second case study, I chose the same student as in the previous case study, but in a different situation. The described situation happened in September of this school year. A new student entered the 6th grade. Word got out to the student that this new student was talking badly about him and slandering him (however, this was invented by one of the classmates, again as a provocation). However, the student immediately caught on to this information and during one break he started a fight with this student from a lower grade.\n\nSituation (Anamnesis):\nAs I have already described above, this student lives in a very complicated and unhappy family situation, where swearing and physical violence are almost the order of the day. The student also vented his frustration at school by being vulgar, aggressive and easily provoked. The empathetic approach of the class teacher and the guidance counselor helped calm the boy down a lot, and although he still did not pay much attention to preparing for school and teaching, his behavior in classes and towards his classmates began to be without major problems. In the fall of 2020, classes moved to an online environment. At that moment, the school responded by preparing a Personal Case Study regarding his mother allowing him to study even during distance learning. The school accommodated him in such a way that even during distance learning, the boy could attend school and study full-time. The student used this rather sporadically, did not complete his homework, did not fulfill his school duties, and for that reason at the end of last school year he was classified as insufficient in three subjects, which led to repeating the grade. For the student, this meant not only a change in the class group, but mainly a change in the class teacher, who, according to his own words, was not happy that this student would fall into his class, as he had had verbal fights with him before because of his behavior. If he reprimanded him, the student threatened him with, for example, destroying his car. So, at the moment when the student fell for him, he wanted to set the guardrails for him, because he was afraid for his class, for the fact that this student would disrupt his functioning team. However, it was clear to him right from the start that the situation would not be sustainable for long on a calm level and that a conflict would soon arise. The student absolutely did not recognize him as an authority, he had stupid comments about everything, and the teacher felt that he had to do something, because the class was waiting for his reaction, how he would react to the student's provocations. He also considered it necessary for the pupil to recognize the teacher's authority and respect his orders and rules. Although the guidance counselor drew his attention to the situation in the student's family and his problem with male authority, according to him, this does not change the fact that he should follow the same rules as others. According to the guidance counselor, the student could see that his behavior at school was beginning to worsen again, precisely in response to the change in the class team, and especially the class teacher.\n\nTeacher Intervention (Solution):\nThe educational counselor immediately began to resolve this conflict between the pupil and the lower grade pupil as follows: At the session with the pupil, we again began to discuss his behavior in depth, explaining why not like this, that he could not immediately react with violence, in other words, to information that was not even true. We agreed on the rules and made it clear that he should take this as a final warning. That the student really needs to change his behavior and if the situation were to happen again, I would already call the police, because he was already 15. The situation was also resolved with the boy who was attacked, and subsequently we all explained together why they fought, how this situation arose, that it was actually a provocation from their classmates and they basically made them \"trained monkeys\" with this fight\n\nOutcome:\nIn the short term, the conversation with the guidance counselor worked very well again, the pupil understood what and why happened and accepted the suggested rules. After being reprimanded by the class teacher, what happened was that the student was disruptive, angry and did things on purpose to an even greater extent than before and stopped respecting the teacher completely.\n\nStudent Profile:\nAge/Year: 15 let, 8. ročník\nHobbies: sport\nDiagnoses: Poruchy pozornosti a aktivity\nDisorders: Agrese,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "519", "student_age_year": "15 let, 8. ročník", "student_hobbies": "sport", "student_diagnoses": "Poruchy pozornosti a aktivity", "student_disorders": "Agrese,Vulgární vyjadřování", "teacher_approbation": "Speciální pedagogika, obor etopedie a psychopedie", "teacher_practice_years": "Ca 30 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1220", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened during the covid-19 quarantine. It was only the partial quarantine. Of course, there was verification of the substance online using the Teams application, either verbally or through classic testing. What happened was that this student repeatedly cheated on testing. I know this for several reasons. One reason is that the results of her online tests did not match her long-term knowledge at all. The second reason is that when I looked more closely at her submissions, I found that she copied large parts of the test from various websites, verbatim. It's easy to check, by putting the part you want to check into the search engine in quotes.\n\nSituation (Anamnesis):\ntaught the class in conversational English and I have to say that the class was smooth and very hardworking, they had a good level of English. The only exception was this student. She cheated on tests for a long time, in multiple subjects, as I know from other teachers. Online teaching made it easier for her to cheat because we all know that controlling students during online testing doesn't always go as well as we would like.\n\nTeacher Intervention (Solution):\neasily found the internet resources that the student used to copy and confronted the student. After clear evidence of repeated cheating from copying, the student defended herself by saying that she knew the material by heart. Therefore, I invited her to repeat these described tests in person in the school building in my presence. This was a period of only partial quarantine. The student accused me of my subjective and, according to her, unfair assessment of her. She was already of legal age, and therefore I dealt with the whole situation only with her and I did not consider it important to inform the parents.\n\nOutcome:\nThe opportunity to repeat the tests and convince me that she could not use the substance despite my repeated appeals. I therefore graded these tests as insufficient. This fact also led me to correctly evaluate her act as a fraud. I reported the whole incident to the class teacher, who mentioned that she had done this with several teachers. Despite the obvious proof of fraud, the student never apologized. Neither from fraud, nor from slandering my person, and she considered it a wrong.\n\nStudent Profile:\nAge/Year: 18 let, 3. Ročník SŠ\nHobbies: Nejsem si jist\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1220", "student_age_year": "18 let, 3. Ročník SŠ", "student_hobbies": "Nejsem si jist", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Mgr.", "teacher_practice_years": "17 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1238", "content": "TEACHING CASE STUDY\n\nBackground:\nwas with the class at a weekly outdoor school. I have a group of 21 students, 11 boys and 10 girls. Pupils were supposed to bring their own utensils to the school in the countryside - ešus, a tin drinking cup, cutlery, a sleeping bag and a mat, because it was a stay during which the pupils were supposed to be independent and try out a stay in nature. We were accommodated in a resort that was in the middle of the woods outside of civilization. Therefore, not even any of today's conveniences in the form of Wi-Fi could be reached. This already made some students a little nervous upon arrival. After arrival, we went to check in. Pupils lived in wooden cabins, where it was only possible to light and there was no electrical outlet to recharge a powerbank or a mobile phone. This was another 'blow' for the children from the city, as some of them were away from home for the first time at the age of 12, for several days at a time. It was time to unpack things. Preparing a sleeping bag for the evening and the like. At the specified time, the pupils were to arrive in the summer dining room, where they were all to bring their signed dishes for lunch. After each meal, the students washed them themselves and were supposed to leave them in the designated place. Including cups. And here, already during the afternoon snack, the first problem appeared. One cup was missing! What to do? I proceeded to have all the students take 'their' dishes in front of them. I told the girl whose cup was missing to go from one classmate to another and look at each cup. The girl stopped by the boy whose mug had his name smeared on it and shouted, 'That's mine!' How should I proceed? Should I have told the boy that he was a thief and that his unbalanced personality would have thrown him off even more? Definitely not. I asked the girl, 'Is that really your mug?' She replied that 100% yes.\n\nSituation (Anamnesis):\nThis is a student with ADHD. His intellectual talent is in the range of a wider average, for which the profile is significantly unevenly distributed. The boy's hyperactivity is accompanied by learning disabilities. Dysortographic and dysgraphic difficulties persist. The neatness of the pupil's written expression is at a lower level, in some places there are observable difficulties with making the exact form of graphemes. In terms of content, there is a higher specific error rate resulting primarily from weakened auditory perception. The reading is uneven, at times precipitous, he often makes up his mind. The information gain is usually limited. Numerical operations and numerical problems are negatively affected by lower levels of mathematical abilities and skills. Visual perception remains impaired. He performs the presented tasks actively, in individual contact in PPP he works without fluctuations in attention, in class he needs individual activation and extra help. A stressful family situation and a traumatic event in the family are reflected in the student's behavior and experience. He is now in foster care. The boy wears glasses.\n\nTeacher Intervention (Solution):\nSo I turned to the boy and repeated the question to the boy. He became slightly confused, and that was a signal for me that I was on the right track to solving the mystery of the lost mug. A discussion followed between me, the boy, and then with the other pupils about what had happened. What do they think about it? At first, the boy stubbornly claimed that he was his and that the girl was making things up. After a while, when the others were staring at him, the boy who was with him in the cabin said: 'But you told me on the bus that you had a special mug, so where is it? This one is completely ordinary.' The boy with whom the given cup was found admitted with tears in his eyes that he had broken his 'spoiled' cup while washing, he was going to school alone in the countryside, he took a porcelain one, his most favorite, which he had from his original family. And he was afraid to come to the snack without one, lest he be punished. 'I thought it wouldn't work, all mugs are the same.' In the foster family, there is a strict order and every slightest transgression is punished. We started talking with the children about what they thought about the given thing. If it was okay for the boy to take a different mug than he had. That he took someone else's thing without permission. That it's not right and he could have solved it completely differently. I joined the children's heated discussion when it became clear that the boy was becoming very restless and was growing angry at himself and others, and physical contact might occur.\n\nOutcome:\nused our proven formula that nothing is as hot as it is cooked and all worries and problems can be solved in peace, that it is safe with us. I assured him that in case something similar happened to him in the future, he didn't have something, forgot, lost or wanted something he didn't have, that he should always ask or confess when something goes wrong. That it is a thousand times better than lying or stealing. The boy calmed down, the students patted him on the shoulders and we went to eat. The student borrowed it from the kitchen. For the next time, I didn't have to deal with any loss or problem. The rest of the stay was peaceful. Nothing else appeared at school or on the next trip. In my opinion, the boy perceives the class as a safe environment, so there is no need for him to do more 'bullshit'.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník ZŠ\nHobbies: Žák se zajímá o všechno, co se hýbe. Rád sportuje, snaží se začlenit do sociálních věcí, praktických činností. Velmi ho baví výtvarná výchova a sestavování stavebnicových modelů. Nosí do školy fingerboard.\nDiagnoses: ADHD,Poruchy opozičního vzdoru\nDisorders: Lhaní,Fyzické násilí,Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1238", "student_age_year": "12 let, 6. ročník ZŠ", "student_hobbies": "Žák se zajímá o všechno, co se hýbe. Rád sportuje, snaží se začlenit do sociálních věcí, praktických činností. Velmi ho baví výtvarná výchova a sestavování stavebnicových modelů. Nosí do školy fingerboard.", "student_diagnoses": "ADHD,Poruchy opozičního vzdoru", "student_disorders": "Lhaní,Fyzické násilí,Krádeže", "teacher_approbation": "Mgr., učitelství občanské výchovy, přírodopis, pracovní činnosti, výtvarná výchova", "teacher_practice_years": "25", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/913", "content": "TEACHING CASE STUDY\n\nBackground:\nThis happened in my class when they were in seventh grade. They were at an age where a lot of emotions flow through them, they experience everything much more than others, so I'm always on the lookout for any, even just a little, odd behavior. I noticed with one student that even though it was very hot in the class, she was wearing a long sleeve, either a t-shirt or a sweatshirt. I watched her for some time and noticed that her \"joy for life\n\nSituation (Anamnesis):\nŽačka – one of the most diligent students in the class; she was friends with everyone, although she often quarreled with someone (soon she was able to reconcile with everyone again); she was among the noisier students and often interrupted the lesson by talking\n\nTeacher Intervention (Solution):\nSo I went to the school psychologist, whom all the students know well, and agreed with her on the next course of action. I told the student if she could go to the school psychologist to talk to her and let the other girls go with her as support. There were only six girls in the class and they all got along very well. So the psychologist talked to her and found out what her problem was. Subsequently, they made some kind of agreement, which they did not mention to me, because it was their \"secret\n\nOutcome:\nThe student worked with the school psychologist and stopped self-harming. Once in a while I would sit down with her for a few minutes and chat with her about how she was doing. She also went to see a psychologist to make sure everything was fine. In the next grade, she was already smiling like she used to be before that. Every year we have lectures for all classes at the beginning of the year. So that year we arranged a lecture on this topic so that everyone would be familiar with what to do if a similar situation arose.\n\nStudent Profile:\nAge/Year: 7. ročník, 13 let\nHobbies: hra na housle, jízda na kolečkových bruslích\nDisorders: Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "913", "student_age_year": "7. ročník, 13 let", "student_hobbies": "hra na housle, jízda na kolečkových bruslích", "student_diagnoses": "", "student_disorders": "Sebepoškozování", "teacher_approbation": "Magisterský titul – zeměpis, tělesná výchova", "teacher_practice_years": "26", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/492", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy repeatedly hurt students both verbally and physically. He always chose a weaker student from the class, who differed, for example, in appearance, grades, etc. There were a lot of these situations during his studies, but unfortunately I don't remember much about the specific situations. I can think of one that happened when the boy was in the 7th grade. It happened in class during a break when the students were having a snack. The problematic student took a bottle to drink from another student, whom he had previously hurt several times. He crumbled and dissolved the chalk in his bottle. The whole class knew about it and when the student came back he started drinking from the bottle normally. However, none of the other classmates said anything to him because they were all afraid of the aggressor. The offended student then made a joke from the children's behavior that there was something wrong with the drinking and came to tell me.\n\nSituation (Anamnesis):\nThe boy grew up with his mother, but she did not have time for him because she had a night job. She did not pay attention to him, so he grew up mainly with his grandmother. He had no contact with his father at all. He was problematic from the first grade and nobody managed to motivate him positively during the whole time. He was always on the side of the collective, kept his distance and did not want to integrate. He tried to get the attention of the class teacher with his rude and obscene behavior. He behaved rudely towards the children and towards the teacher. For the duration of the higher degree, he consistently hurt others verbally and physically. A lot of negotiations took place, reduced behavior marks, a class visit to the psychological-pedagogical counseling center, but without any positive results not only for the student, but also for his entire class. During the whole period, it was not possible to set up a healthy and safe climate in that one. Nevertheless, during his studies, his behavior developed, unfortunately in the opposite direction... In the beginning, he only hurt children, but he was kind to the teacher, he always brought her the biggest bouquet, he wanted her favor. The teacher made it clear to him several times that he must not do that, and after a while he turned his behavior against her as well. In addition, in the 8th grade, a second problematic student came to their class, with whom the boy immediately became friends. This made the whole situation and the climate in the classroom even worse and deepened its intractability. The student was only diagnosed with learning disabilities, not behavior. The mother refused to get involved in any solution with the school, the principal, the teacher. The school thus used only the possibilities of various disciplinary sanctions. However, the student could not be expelled, as he belonged to this school.\n\nTeacher Intervention (Solution):\ndealt with this particular situation with the bottle as follows: First it was necessary to prove that the student is the real culprit in this situation, although it is more than obvious. After several interviews, when the student denied his guilt, I decided to collect anonymous statements from the other children. That is, some kind of anonymous evidence. Everyone had to write down on paper how the situation happened and who was to blame. Based on these statements, his guilt was proven. The student continued to deny it, but after some time he confessed and had to apologize to the injured boy. The deed was punished by a reprimand from the class teacher, as he had already accumulated more reprimands for other incidents at that moment. Dealing with behavior during the course of study The school had an established disciplinary diary and the children had clearly defined rules (3 entries - reprimands in the student book, another 3 entries of reprimands from the class teacher, another 3 reprimands, etc.) This was dealt with according to the school rules with appropriate sanctions. The student also received a three for behavior several times. Furthermore, there was an effort to constantly motivate the boy to be actively involved in class relations... The class even visited a pedagogical-psychological counseling center, where class relations were diagnosed based on various games and exercises. It turns out that everyone is afraid of him. But at the same time, he was liked by girls who, at their age, did not yet distinguish between rebellion and actual harm. He himself never went to a pedagogical-psychological counseling center, his mother refused to cooperate and thought that everyone was wronging him.\n\nOutcome:\nThe student laughed at the punishment and the situation, and his behavior did not calm down either in the short or long term. The mother refused a solution in the form of a pedagogical-psychological consultation, and the situation worsened further with the arrival of another problematic pupil in the class group. The class's participation in counseling sessions only uncovered the relationships. For example, they played a game where they had to place themselves in different places and the whole class always stayed away from the two problematic students. The situation was not resolved in the classroom.\n\nStudent Profile:\nAge/Year: 5. – 9. třída (11 - 15 let)\nHobbies: box\nDiagnoses: Dyslexie,Dysgrafie,Dysortografie\nDisorders: Lhaní,Šikana,Vulgární vyjadřování,Podvody,Nevhodné chování,Fyzické násilí\n\nAnalysis & Annotations:\nSolutions Applied: Consequences, Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "492", "student_age_year": "5. – 9. třída (11 - 15 let)", "student_hobbies": "box", "student_diagnoses": "Dyslexie,Dysgrafie,Dysortografie", "student_disorders": "Lhaní,Šikana,Vulgární vyjadřování,Podvody,Nevhodné chování,Fyzické násilí", "teacher_approbation": "Vysokoškolské, Mgr.", "teacher_practice_years": "26", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/954", "content": "TEACHING CASE STUDY\n\nBackground:\nThe course of the break in the school class from June 2022 can be described as a not completely managed or at least insufficiently handled and unfortunate situation. a classmate, proportionally much smaller than the student. As is often the case in tussles, from an innocent tug of war the situation came to the point where the student caused a fracture in the forearm of a classmate.\n\nSituation (Anamnesis):\nThe situation was investigated according to standard procedures. Although it is not up to me to evaluate the work of teachers and teaching assistants, I can imagine possible circumstances that could have eased the situation. If the former teacher's assistant had been present, the injury probably would not have occurred, and the unfortunate end of the incident would have been prevented by the presence or perhaps increased attention of the supervisor in the corridor.\n\nTeacher Intervention (Solution):\nAccording to the teacher, the solution went well, everyone involved, including the parents of the culprit and the parents of the victim, participated and resolved the situation without major complications in the following weeks. Objectively, I would like to appreciate the pragmatic and professional approach of educators to the problem and the subsequent application of methods for coping with the incident to both parents and classmates in the classroom.\n\nOutcome:\nWhat is inspiring to me, what would I appreciate? I appreciate the continuous work and care of both the teaching assistant and the teacher. I can only confirm from my weekly experience how difficult and demanding it is with the pupil. More specifically, I am fascinated by the assistant's patience in suppressing the student's unsatisfactory behavior and systematically explaining to the student what and why he should and should not do and what he should improve. What would I do differently and why? I would support the student more in his interests, talk with him about what he enjoys, try to get to know him more, so that he feels comfortable and safe. Discuss outside of school topics, if at least a little bit possible. What solutions can I think of? Although this would probably be more of a temporary solution, it is possible to rotate the assistants in the classroom so that there is no free window without the presence of control. Undoubtedly, faith in a better future with the help of the constant work of the assistant, psychological counseling and teachers in the classroom is the only option, the only option to catch the student's situation and somehow keep it under control.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "954", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "český jazyk, dějepis  -          Výchovná poradkyně na Základní škole  -", "teacher_practice_years": "", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1260", "content": "TEACHING CASE STUDY\n\nBackground:\nwas working on the carpet with the children and the pupil was disturbing others and constantly poking someone with his finger. I constantly admonished him, and finally I told him to give me a notepad, that I would keep it and if he continued to be angry, I would stamp him with a wooden spoon. At this he threw a fit of rage and began to rage on the carpet, thrashing his arms and legs in the air. At that moment, I was also afraid of the other children. Finally the bell rang, the other children went into the hall and I tried to talk to him about whether what he had just done seemed normal and to think about what he had just done. He just got angrier and left the class. I didn't solve this in any way because I didn't even know how. Even that day, I had to remind him several times that I already had his notebook on my desk. The next morning, an incident occurred when the aforementioned student accused a classmate of stealing his crayons. When the classmate defended himself that he didn't steal them, the student slapped him. There were no teachers in this situation, it was before the start of the first lesson and I learned about it from a colleague who was called by the students.\n\nSituation (Anamnesis):\nThe whole class is very wild and there are a few more problematic students in it. For example, when we're in the gym and we're playing catch, they also yell at that, and if someone even accidentally chokes someone, it's immediately retaliated with even more force. They are like wild eggs. At the beginning of the school year, we set rules for how we would treat each other, everyone was there. Even so, they are constantly violated.\n\nTeacher Intervention (Solution):\nThe teacher put the crying student in the corridor and told him to wait for me there and went to tell me. When I reached the classroom, the student was not in the corridor, but was already in the classroom. I asked him where he was supposed to wait for me, but the student did not respond. So I asked what happened. The student said that a classmate stole his crayons, when I asked the student if it was true, he said no. The student kept crying and I told him why are you crying, your classmate who got slapped by you should be crying. I went on to say that he would really get the note today. Then when he saw her in the notebook, he started to cry even more.\n\nOutcome:\nHe blew his nose all that day. I think he wasn't crying because he hurt a classmate, but because he was being scolded at home. However, he didn't slap anyone anymore. Nudging in the classroom continued to be the order of the day.\n\nStudent Profile:\nAge/Year: 6 let 1.a\nDisorders: Simulace,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Consequences, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1260", "student_age_year": "6 let 1.a", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Simulace,Hyperaktivita", "teacher_approbation": "Mgr.", "teacher_practice_years": "24", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/588", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, the maid of honor came to me to tell me that a girl suddenly ran out of a group of children playing with stuffed animals and started vomiting and crying. They could not get out of the girl what had happened, whether she was feeling sick or just sick, so the girl was sent home. The next day the girl came to school, but she was behaving strangely. She looked as if something had frightened her and she jerked her gaze towards the boy in the penultimate pew. The girl was avoiding the surroundings, so I thought I wouldn't scare her any more, I just came up to her and told her that if she needed anything, I'd be in my office, I have tea and biscuits there, so she can come and anything to confide In the afternoon there really was a timid knock on the door and that girl came. After talking for a while on a topic that made her feel safe, she slowly began to move on to the reason why she came to see me. The boy in the penultimate bench was said to be showing her some video with naked people on his mobile phone and forcing her to watch until the end, even though she didn't want to. From the brief narration, I immediately understood what it was about, tried to calm the girl down, and after she calmed down, went home.\n\nSituation (Anamnesis):\nThe student who played the video to others probably didn't want to harm others in any way, he was just curious and had to share what he discovered. As it turned out, he had downloaded some pornographic video that he forwarded with the boys in class and while waiting for his parents in the school club, he also showed the video to children who came near him.\n\nTeacher Intervention (Solution):\nI invited the boys who brought and distributed this video to my office. I asked how they got the video and why they wear it to school. One of them is said to have found the video by accident on the Internet and brought it to school to show off to his friends, who of course also wanted the video. It seemed that they regretted the act, they didn't mean it badly and didn't want to get into trouble. The video was deleted from the mobile phones, the boys promised not to wear this to school again. Although I felt sorry for them, how scared they looked and that they regretted their actions, each of them received a reprimand from the class teacher and extra homework as punishment.\n\nOutcome:\nThere was never a problem with the boys in this area. The video seems to have been forgotten and I haven't noticed another offense with them. They are now studying at a gymnasium, where they have no problems. I would certainly appreciate keeping a cool head while dealing with both issues. The approach was professional to both victims and perpetrators. I also consider the idea of an anonymous mailbox to be successful. I would definitely think better about the punishment, it seems to me that these two problems have a different weight of offense, so the punishment should be different in each case and not identical. When dealing with a problem with a bully, I would definitely focus more on the girl after I heard about some problems in the middle of the year to see if she changed her behavior, the fact that the teacher learned that the bullying continued until the end of the school year, I she will come very late, she should have definitely increased her punishment by two for behavior. I would definitely deal with both cases with the parents, I would further grade the bullying with a 2 for behavior, and I would punish the dissemination of pornography with a reprimand from the class teacher. I would also be very impressed by the behavior and awareness of the mistakes of the culprits themselves, if I saw how they realize their transgression and regret it, I would easily reduce/extend the punishment, also according to the subsequent behavior in the following months.\n\nStudent Profile:\nAge/Year: 12 let, 5. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Agreement, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "588", "student_age_year": "12 let, 5. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, AJ, ČJ", "teacher_practice_years": "9", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/751", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student of the third year of the gymnasium was quite a 'slacker' from the beginning of his studies. He didn't want to learn languages, mathematics, physics, so he got threes, fours, and fives in these subjects, but he usually managed to get everything down to threes at the end of the year. There were also subjects that interested him and he therefore got good grades in them, specifically ones and twos. It was history, biology and some parts of geography. The student was always a student who was sometimes disruptive, sometimes went outside school, but he always completed everything in the end and did not have a bad report card. The teacher never had any major problems with him because he was very interested in natural history and he was one of the best in it. At the end of the third year, however, the situation changed. The student went to school only rarely, falsified excuses, was always tired, depressed and began to deteriorate sharply in all subjects, including biology. The teacher, because he is also an educational consultant, began to suspect what it might be about.\n\nSituation (Anamnesis):\nFamily history: The student's parents are happily married. The student has one older sister. Both parents have university degrees. Mother is an economist and father is a programmer. The family climate has been fine throughout his life so far. Personal history: Student has always been a problem-free child. He is friendly, communicative and intelligent. School anamnesis: He never had any major problems at school, he was very popular in the team.\n\nTeacher Intervention (Solution):\nThe teacher had a good relationship with him, so he tried to ask him privately what was behind his tiredness, missing school and deteriorating relationship with biology. The student replied that everything was fine. At that, the teacher asked him confidentially if he was using any drugs. To this the student said no. After that he talked to his two closest friends, neither of them said anything, but he knew that he was hiding something. He let them believe him and hoped that in a few days they would come and tell what was really going on. This did not happen, but one day the teacher sat in the student toilet because the teacher's toilet was occupied. And the two guys were already talking about meth when they walked in the door. He immediately recognized that it was a student with a friend. The next day he called the student and the confession did not take long. It was said that the student could see that he was glad that he could confide, but he would not have done it on his own. He admitted that it has been going on for about two months, when he injects himself once or twice a week. They discussed the situation from all possible angles. For example, that his parents found out a few weeks ago, but he has to lie to them that he got over it. The teacher tried to play on mutual trust and promised the student that he would not tell his parents, but in return he would do everything to stop it.\n\nOutcome:\nThe teacher decided to try to take the student to a rehab center to show him the scary cases, it seemed like the only reasonable solution. He did not want to disappoint the student's trust and trusted him, he had known him for over two years, that he could handle it. He told the student's parents that he and the teacher were going to the biology Olympiad, which was not strange to the parents, he often participated in various biology competitions. In the rehab center, the student reportedly broke down in tears after less than five minutes when he saw some patients with disfigured faces, skin diseases, etc. With tears in his eyes, he said that he had no idea what could cause it, that an older friend showed him and said only wonderful things. As they went out, he told the teacher that no one would return to this place and gave the teacher a bag of powder that he had in his backpack. He really stopped doing it and that little was enough, the teacher said he didn't believe it, he was just young and wanted to try it. His report card in the third year was terrible, all fours, he completed two unclassified subjects in August, but at the end of the fourth year he successfully graduated and went to university. In the end, the teacher told me: 'I don't even know if you can put it to a successful solution, because such a serious matter cannot be dealt with behind the backs of the student's parents. I wouldn't do it now, I would immediately notify the parents and negotiate a solution with them. I was young, stupid, and I was very lucky to help a student and not get into trouble.'\n\nStudent Profile:\nAge/Year: 17 let,  3. ročník gymnázia\nHobbies: Počítačové hry, biologie, příroda\nDisorders: Úzkost,Strach\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "751", "student_age_year": "17 let,  3. ročník gymnázia", "student_hobbies": "Počítačové hry, biologie, příroda", "student_diagnoses": "", "student_disorders": "Úzkost,Strach", "teacher_approbation": "Mgr. (přírodopis, matematika)", "teacher_practice_years": "22", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/658", "content": "TEACHING CASE STUDY\n\nBackground:\nAt first, it seemed like it was going to be standard ninth-grade hallway surveillance during the big break – lots of laughter, occasional screams, and the frequency of trips to the bathroom such that you'd think someone must be giving something away for free. Towards the end of the break, however, the situation turned sour when, while another situation was being dealt with in the corridor, a group of three students in the class started shouting various curse words as loudly as possible and laughing very loudly at this brilliant pastime.\n\nSituation (Anamnesis):\nThe teachers who were probably supposed to throw this activity did not have time to solve it at that moment, because they were dedicated to solving a more pressing problem. Dealing with this situation, thus admonishing and calming down the given group of pupils, was taken up by the present teaching assistant, Mr. B.\n\nTeacher Intervention (Solution):\nSo the teaching assistant stood in the doorway and told the group to leave it alone. \"Stop yelling at each other here, for one thing the whole floor can hear you and that dictionary is no hit parade either.\n\nOutcome:\nThe teacher's assistant knew that he would see the pupil and his class quite often, at least during supervision, so he was glad that since he and the pupil had spoken out, whenever they met in the corridors, there had been no further such heated conflicts and they even chatted quite well a few times.\n\nStudent Profile:\nAge/Year: 16 let, 9. ročník\nHobbies: Fotbal, hudba, bojové sporty\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Lhaní,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "658", "student_age_year": "16 let, 9. ročník", "student_hobbies": "Fotbal, hudba, bojové sporty", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Lhaní,Agrese", "teacher_approbation": "Vysokoškolské (Bc.) – AJ, Dějepis", "teacher_practice_years": "2", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/843", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy reacts with verbal and physical aggression, vulgarity, breaks things for himself and others. He physically attacks children and adults. These manifestations occur unexpectedly, unprovoked. It requires a great deal of pedagogical skill. The teacher must focus on the boy to prevent these situations, but sometimes this cannot be predicted.\n\nSituation (Anamnesis):\nThe boy has a serious family history. He is deprived early, he was in an infant institution until he was two years old. The mother used strong medication during pregnancy (tramal, lexaurin, neurol). He is under the care of a neurologist. Diagnosed behavioral and emotional disorder with early developmental traumatization. He is also under the care of a psychiatrist. He has good intellectual abilities. Increased restlessness, emotional instability, inability to self-control do not change. He is also very indiscriminate towards his father. Children are afraid of him even during leisure activities, because he acts egocentrically, which results from social isolation. He has a damaged relationship with women. He does not have natural patterns of behavior due to the absence of an extended family and the absence of contact with his peers in leisure activities.\n\nTeacher Intervention (Solution):\nHe grows up only with his father, who was informed in great detail about his son's prognosis (the psychiatrist outlined the likelihood of institutional education). Prognosis of DDŠ with therapeutic and educational group.\n\nOutcome:\nThe father is aware of the prognosis, but downplays the problems, it is related to the absence of an extended family (only father and son). The boy does not have the opportunity to acquire social skills. The father refuses boarding school.\n\nStudent Profile:\nAge/Year: 10 let, 3. ročník\nDiagnoses: Porucha chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "843", "student_age_year": "10 let, 3. ročník", "student_hobbies": "", "student_diagnoses": "Porucha chování", "student_disorders": "", "teacher_approbation": "Speciální pedagog - etoped", "teacher_practice_years": "39", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/235", "content": "TEACHING CASE STUDY\n\nBackground:\nworked as a class teacher in the seventh grade at an elementary school, where the meeting schedule was created from the beginning of the school year. In the meeting order, it turned out that a pupil and a pupil had to sit together on the bench. The pupil was a self-confident athlete who liked hockey and the pupil was peculiar in her own way, quiet, well-studied and fond of horses, but she had a minor handicap and a slight limp on one leg. Already in the beginning, some problem between them was evident, the pupil claimed that they could not stand each other, but it seemed more like a quarrel. The student kept saying something, poking her, taking her pencils, writing in her notebook and mocking her for being lame. From the beginning, I guided both of them to successfully solve the problem between themselves. However, the tension between them escalated and I had to separate them. However, the pressure from the pupil on the pupil continued even outside the school, on chat and messenger. The student constantly attacked the student and frequently insulted her about her walk and her hobbies. The insults culminated in the line: \"You like horses and you like horses, so let yourself be killed like those horses who ride\n\nSituation (Anamnesis):\nThe student is an athlete who regularly plays hockey, he is used to a harsh competitive environment, he was also used to knocking others down and competing with them. He saw enemies and rivals in the students, similar to what happens in hockey. He spent time mainly with boys, he hardly had any fun with girls. He was most in contact with the pupil thanks to the initial joint sitting on the bench. Alone in class, he didn't make a disturbing impression. Žačka is smart, likes to learn, is loud, non-conflicting, doesn't draw too much attention to herself, in her free time she goes riding horses, which she likes very much. She is active in the lessons and did not show in any major way that sitting with the pupil was unbearable, when she confided in me that the pupil was constantly nudging her, she smiled at it and did not give the impression that things should escalate so much between them.\n\nTeacher Intervention (Solution):\nAs a class teacher, I started to solve the situation immediately, I contacted the parents of the pupil to come to school, that I had to discuss with them the pupil's inappropriate behavior towards a classmate. At the same time, I brought a methodologist to participate in the session with us. Together we investigated the cause of this behavior. I spoke first, then the parents, and finally the methodologist, regarding why the student behaved in this way and what the reasons could be. The parents looked very shocked when they learned what their son was writing to a classmate. The parents tried to reason with the student and discuss that this behavior is unacceptable. The student seemed to realize what he had done and promised to make amends. As punishment for this behavior, he was reprimanded by the class teacher.\n\nOutcome:\nRight after the incident, the parents went home with the student in peace, there was no escalated situation. The student seemed to regret the whole thing. Right from the second day, it was clear that the pupil was no longer paying attention to the pupil. He rather kept his distance. Gradually, the situation improved to the point that the pupil began to stand up for pupils, for example if someone mentioned a horse or leaned against a pupil indiscriminately. He was basically defending her from the others. It could therefore be said that the admonition and invitation of the parents to the school affected the student and discouraged him from further inappropriate behavior towards his classmate.\n\nStudent Profile:\nAge/Year: 12, sedmý ročník\nHobbies: otevřená otázka\tSport  hokej)\nDisorders: Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "235", "student_age_year": "12, sedmý ročník", "student_hobbies": "otevřená otázka\tSport  hokej)", "student_diagnoses": "", "student_disorders": "Zesměšňování", "teacher_approbation": "Magisterský titul - dějepis, VKO", "teacher_practice_years": "5 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/215", "content": "TEACHING CASE STUDY\n\nBackground:\nThe fact that the student was not in the classroom during the lesson and was instead playing a game on a mobile phone on the floor above, of course, I had to solve immediately. I was slightly shocked when I discovered the student in the chair, so I immediately asked what he was doing here. The student obviously didn't mind my arrival too much and replied in a calm voice that he was playing games and that he enjoyed it more than waiting for his classmates to finish his work, because he always gets it done before and doesn't want to waste time doing nothing.\n\nSituation (Anamnesis):\ntook the student back to the classroom, on the way I said common phrases to him in the sense that he was breaking the school rules, etc. But I suspected that the problem was not so much in the student as in me and my classroom management system. After the lesson, I talked to the student. I suggested to him whether he would like to do some additional tasks as part of his independent work, and I asked him why he always preferred to leave the class under the pretext of going to the toilet. He answered evasively, but indicated that he would think it silly to let his classmates know that he was faster at work and that they were actually holding him back.\n\nTeacher Intervention (Solution):\nHowever, the student liked my proposal, for each subsequent lesson, when the students worked on the tasks, I brought the student one more task.\n\nOutcome:\nOur agreement immediately brought the expected fruits. The student has always honestly worked out the additional tasks he received from me, and since then he has never intentionally left class. To this day, I still provide him with additional tasks, and it turned out to be the right way to handle this situation.\n\nStudent Profile:\nAge/Year: 12 let, sekunda\nHobbies: Četba, kreslení, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "215", "student_age_year": "12 let, sekunda", "student_hobbies": "Četba, kreslení, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Ruskýjazyk, občanská výchova", "teacher_practice_years": "8 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/163", "content": "TEACHING CASE STUDY\n\nBackground:\nThere is a big break in class. The students were left unsupervised for a while. The communication noise increases and so does the intensity of the voices of some students. Children are laughing happily. However, one student is getting more and more nervous until finally he can't take it anymore, he gets up and shouts at a group of boys in the corner of the class to be quiet. However, they continue to laugh and another student looks at him mockingly and asks him if he is 'getting nervous' again. The student breaks into an even bigger frenzy and shouts that if they don't stop, he will throw one of them to the ground and beat them. He continues with profanity. After this incident, the teacher enters the classroom, summoned by the two girls, and intervenes.\n\nSituation (Anamnesis):\nThe student lives together with both parents and a younger sister. The social conditions of the family are average. Body structure is appropriate for age. He likes sports - he plays football. At first glance, he seems a little distracted and nervous. Both parents work. The family is financially well off. They take care of the children carefully, they pay enough attention to them. He started school after a year's delay. He shows a very negative attitude towards the fulfillment of school duties. He regularly visits a psychologist.\n\nTeacher Intervention (Solution):\nThe teacher immediately intervened after entering the classroom. She took the student's hand and led him into the corridor. She told the other boys to calm down and be quiet. He and the student sat on a bench and had a short conversation about what happened in class. She tried to explain to the student the pointlessness of his negative reaction and pointed out the correctness of solving similar conflicts. In this situation, she also used a progressive relaxation technique with deep breathing and muscle relaxation. However, as the end of the break was approaching, the relaxation lasted for a shorter time.\n\nOutcome:\nAfter the relaxation technique, the student managed to calm down and completely get out of the amok. He was able to return to the classroom for instruction. The rest of the day was relatively calm.\n\nStudent Profile:\nAge/Year: 11 r., 4. ročník ZŠ\nHobbies: Futbal, PC hry, stavebnice Lego\nDiagnoses: ADHD\nDisorders: Agrese,Vulgární vyjadřování,Fyzické násilí,Neuznávání pravidel\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "163", "student_age_year": "11 r., 4. ročník ZŠ", "student_hobbies": "Futbal, PC hry, stavebnice Lego", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Vulgární vyjadřování,Fyzické násilí,Neuznávání pravidel", "teacher_approbation": "vysokoškolské vzdelanie II. Stupňa", "teacher_practice_years": "22", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/133", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose at the beginning of the school year, when I got new sixth graders. We had an assistant assigned to us in the class, and from the beginning there was disrespect for her person. It was caused by the fact that in the 1st grade they were used to the assistant cleaning for them, helping them, and they basically didn't have to do anything. This situation just happened at the beginning of the year, when during the first week the assistant's authority was disrespected, which reached the point of bullying her. In the beginning, there were only minor hints, which gradually began to escalate to mocking her, sometimes even humiliating her, when three students began to treat her like a maid. For example, one student: “pick up the paper.\n\nSituation (Anamnesis):\nFamily history of the pupil living in alternating care. Her parents divorced when she was in the 4th grade. I know from hearsay that the divorce did not go completely smoothly and that the parents argued and gossiped in front of the student, which affected her grades and behavior at school. After some time, the situation in the family improved and the parents agreed on alternating care, when they can tolerate each other. However, her behavior at school did not improve. Sorting history, the student is quite popular in class, she likes to be the center of attention. She does not prepare for school in any way, she is lazy and not very smart, which is reflected in her grades. In the collective, I would describe her as a smart bitch, when she is friends with a classmate and gossips about her at the same time, but she says that it is not true and that the other classmates are gossiping about her, thereby distancing her from them and using her. The family history of another student comes from a good family where the parents live together. I think he only joined because he wanted to please the first student mentioned. Sorts the anamnesis of another pupil, he is popular in the class, he gets along well with his classmates. He is very smart and bright, studies well, gets good grades. He is almost problem-free except for a few transgressions – a fight, adding to the bullying of an assistant, which apparently happened because he wanted to please the first student mentioned. The third student's family history comes from a divorced family where the parents do not get along at all. The biological father is relegated to the sidelines, the third student doesn't have much contact with him, because the mother doesn't want him to. The mother and her new husband are trying to calm him down and raise him, but they are not very successful. The third pupil is a manipulator, able to convince the other classmates. He doesn't really respect anyone, he doesn't study well, but it doesn't bother him at all, he just crawls into the next year. He is such a quiet mouse when others have to come to him on their own.\n\nTeacher Intervention (Solution):\nAfter discovering the bullying, parents were invited to the school, who were gradually invited along with the students. I and the assistant described to them what was happening and how their child behaved and contributed to the situation. After that, the student himself could comment on it. During this session, the pupils were mostly taken aback and did not comment much on it, because they knew that the truth had come out and if they denied it, it would only get worse, for example with one pupil it was clear that his parents did not like his behavior and that even before they came, so he got behind the ears. It was me and the assistant at the meeting with the parents, with the fact that the principal knew about everything and the next day he also came to the class, where he explained to the students that the assistant has the same authority as the teacher and as any adult, and therefore they should approach her behave with due respect. Furthermore, he instructed them about their responsibilities at school and how they should behave in it, he explained to them that they will always be responsible for all their actions, both at school and in their personal lives, and so they should behave accordingly behave.\n\nOutcome:\nAfter the meeting with the parents and the visit of the principal, the situation started to improve, the students stopped bullying. Gradually, they began to treat the assistant as an adult, who must be respected and obeyed just like the teacher. During the school year, parents kept in touch with how their child was behaving and whether the problem was recurring. At the beginning of the 2nd semester, when online teaching started, parents and students liked the assistant, because she helped them with online teaching, and in the next school year, when they got another assistant, parents asked to get the old assistant back, because they got along well with her, they had a good experience with her and, unlike the new assistant, she was willing and able to help them with online teaching.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník ZŠ\nHobbies: móda\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "133", "student_age_year": "11 let, 6. ročník ZŠ", "student_hobbies": "móda", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ Biologie a Chemie", "teacher_practice_years": "16", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1111", "content": "TEACHING CASE STUDY\n\nBackground:\nWe have had problems with this student since first grade. He comes from a very problematic family, where relations are not ideal, his mother changes partners, spends a lot of time in the pub, and he and his sister are mostly taken care of by their older brother. Due to a bad family situation, the student is very explosive, impatient, curses profusely, cannot last long at one job. Unfortunately, mom was against any recommended PPP visit, so we could only speculate about possible disorders in him. It was not the first time that we had solved problems with him, so we already knew better how to approach him and how to solve anything with him. In the art class, the student suddenly started to get angry and shout because he didn't do well in one assigned task, he shouted at everyone, he knocked a classmate's cup of dirty water over a picture and out of the blue he ran away from the class and hid in the toilets.\n\nSituation (Anamnesis):\nThe class is otherwise very calm, everyone gets along and helps each other. Unfortunately, only the student is a very disturbing element for other classmates with his occasional, let's say seizures. Thanks to the fact that the children have been together since the first grade, they are used to the student's occasional outbursts and know how to approach him in such cases, thanks to which this behavior has become more manageable.\n\nTeacher Intervention (Solution):\nI already knew how to work with a student from previous experiences, so this was not new for me. Every time he got angry like this, he calmed down after a while. I went to pick him up in the corridor, where I explained to him very emphatically that it doesn't work like that, I told him what he did wrong, how he can fix it. He was angry for a while, he didn't want to talk to me, but then I could see in him that he had already returned to his normal 'state', so we went back to class.\n\nOutcome:\nAs soon as we returned to the classroom, no one seemed shaken by the situation that had happened. Because they knew this behavior in the student and already knew how to react to it. The student apologized to his classmate and helped her wipe and clean up the spilled picture. From a longer-term point of view, I would say that the student's classmates help a lot to manage and moderate his outbursts. Since most are friends, by having fun with him and including him in activities. The student has a feeling of some kind of inclusion in the collective, as he does not get this feeling at all at home. Therefore, it is certainly very noticeable in his behavior over the years that he behaves much better, notices more things that he does wrong and tries to moderate in certain situations. Unfortunately for him, he most likely observes the behavior he exhibits at school among children at home. Unfortunately, we, as a school, cannot do much more with this, as we have nothing confirmed and these are only our assumptions.\n\nStudent Profile:\nAge/Year: 10\nHobbies: sport, volný čas s kamarády\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1111", "student_age_year": "10", "student_hobbies": "sport, volný čas s kamarády", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., Učitelství pro první stupeň", "teacher_practice_years": "18", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/223", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the students broke down in tears during the break because a classmate said something unpleasant to her. After the conversation, it became clear that such a word game was being played in the classroom. When one student asks the other to say a word, for example 'pool'. Whereupon the one who asked the question answers him: 'Your breasts are down to the ground!' This made the girl cry. I was just passing by and saw this situation. I entered the classroom to find out what happened in the classroom. The boy stood by and laughed at her. The rest of the class stood around in amazement. She was also a more sensitive girl and it wasn't the first time she cried in class. The student who probably caused it very often uses provocative words, curses, mockery to draw attention to himself. He himself has previously admitted that he wants to be funny. Unfortunately, they try to do it in situations where it is not appropriate, or it might just affect someone.\n\nSituation (Anamnesis):\nThe student mocking the girl comes from a divorced family. He has a year old brother. Mother is employed, father is employed.\n\nTeacher Intervention (Solution):\nAfter hearing what happened, I understood that the children were joking with each other. Not everyone can get a joke and it definitely shouldn't happen or say something that makes the other person uncomfortable. I started telling a story about how our words can create a desert where nothing blooms and it's dry. We shouldn't use these words so much. But when we use words that are beautiful and caress the soul, then we create a beautiful garden, or an oasis, where everyone lives happily and loves each other. Everything blooms and prospers as it should. No one frowns there. After the story, I asked the boy to apologize to his classmate.\n\nOutcome:\nThe whole class listened carefully to the story. After talking, I asked them to try to create only a beautiful garden. After that, the children didn't use that particular joke as much anymore, even other words that they sometimes heard disappeared.\n\nStudent Profile:\nAge/Year: 7 let, první ročník\nHobbies: Počítačové hry, fotbal, Harry Potter\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "223", "student_age_year": "7 let, první ročník", "student_hobbies": "Počítačové hry, fotbal, Harry Potter", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Vysokoškolské, speciální pedeagogika", "teacher_practice_years": "10", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1234", "content": "TEACHING CASE STUDY\n\nBackground:\nIn this case, it is not a student who would bully others, on the contrary, it concerns a student who was singled out by her classmates since the beginning of the sixth grade. From what I remember, nothing serious happened from the beginning. The student didn't seem lonely, even though she was sitting alone in the first bench in the middle. Not even during breaks was there a significant problem. This incident may not have appeared to be bullying at first, as there was no assault, either verbal or physical. However, as the year progressed, the student began to spend more and more time alone in the corridor. She arrived by bus and always went to class alone, and she also left for lunch. She went outside the school during lunch breaks, even though most of her classmates spent time together in the common room. However, cooperation did not stop in the lessons, even in groups everyone was able to work together and did not get sidetracked. However, in free time outside of school hours, the problem became more and more apparent. One day, the student's mother called me and told me all the troubles that her daughter had confided in her about. Her classmates really singled her out. They never scolded or attacked her, they simply ignored her completely. She had no friends, no one wanted to sit with her at lunch, they only talked in their 'groups'. She also confided that they look at her clothes strangely and sometimes laugh when she walks by. This situation became unbearable for her, and the situation began to be thoroughly addressed.\n\nSituation (Anamnesis):\nThe student came from a family with a farm and spent a lot of time with animals. It was clear that he was more of an introvert. Her family was not rich, but the student was never dirty or neglected. She was rather quieter, but very creative. As for her classmates, there was no one among them who was mean or insulted. Her classmates ignored her, but did not harm her in any way. I don't think their intention was ever to single her out, but in order to fit in, one will rather ignore a classmate who doesn't seem 'cool' enough to avoid becoming a 'renegade' as well. This collective has always been problem-free and the situation arose innocently. In sixth grade, everyone wants to be liked, and she didn't fit in. She was very nice, unfortunately not very penetrating and found herself on the other side of popularity.\n\nTeacher Intervention (Solution):\nAfter the phone call with the mother, the problem began to be solved with the educational counselor and the school principal. The pupils seemed unaware of the existence of the problem. So it was necessary to tell them how things were. It was decided that during the student's absence, one of the teachers would go to the class and talk to the students about the problem. The lot fell on their civics teacher, whom they knew and liked well. The teacher already had experience with a similar situation, so she was more qualified than me. On the day when the student was not at school (this was arranged with the student's mother), the teacher formed a circle with the students at the back of the classroom. They all sat down and just sat for a while. The teacher then asked directly if anyone in the class had a problem or if they felt uncomfortable at school. After a unanimous negative answer, she changed the wording of the question. She asked if they were aware of a problem anyone else was having or if something was going on in the classroom. The pupils were not stupid and the absence of the female pupil was also a hint. I must say that I expected a negative answer and denial. However, according to the teacher's story, one student herself spoke to the others that it was clear that something was happening in the class. A rolling of the eyes followed, so the teacher took the floor again. She told the students about the student's problems and her mother's intervention. The student who first spoke spoke up again and admitted that she was treated badly. The students started to contribute to the discussion, what they thought was bad about their behavior and how they hurt her. The teacher told them she was glad they confessed and faced the problem head on. She explained to them what types of bullying exist and how disinterest (which is usually not seen negatively) can hurt someone. The students finally agreed to reflect on their behavior once more at home and try to change their habits.\n\nOutcome:\nThis conversation took place on Friday, so the students had time to really think over the weekend. On Monday, of course, I expected the effect of this solution. Miracles were not to be expected, but it was obvious that the students had changed their view and perhaps even felt ashamed when they saw her. Even though they were aware of their bad behavior, once they were told in direct confrontation what they had done and how someone in their class was suffering, they began to try to change this state of affairs. Of course, it didn't go at a rocket pace. But no one looked down on her anymore, and over time there was an effort to include her in conversations about breaks (mainly from the girls). I was a little afraid of this direct confrontation, but it turned out to be the best solution. Once no one judged her because of her clothes or her shyness, the situation improved significantly. More than I expected. She became more friends with the two girls and also participated in lunch breaks in the common room with them. Overall, she became more sociable and others 'took her in'. As I said, I liked this class and did not believe in their evil intentions. I am very proud that they were able to admit their mistake and learn from it. Some knew about the problem, for some it was a real surprise. But they all pulled together as a class and managed to get over him. Perhaps some were even relieved that adults became interested in the situation and actually removed the reasons for singling her out and they could continue the next years of their studies as a team.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: zvířata  rodinné hospodářství)\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1234", "student_age_year": "12 let, 6. ročník", "student_hobbies": "zvířata  rodinné hospodářství)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské (Anglický a Český jazyk)", "teacher_practice_years": "12", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/935", "content": "TEACHING CASE STUDY\n\nBackground:\nI was a new first-year class teacher at a four-year high school. Right from the first day, it was obvious that the student was different. The different rhythm of speech, intonation, word order, extremely literary expression, alienated him from the collective and seemed to the other students to be from another world. He spoke like a robot, did not understand irony and sarcasm, etc. On the adapter, these differences between him and the others began to deepen.\n\nSituation (Anamnesis):\nAn important factor was that the collective was completely new, it was not enough to create some kind of 'social hierarchy' there yet, so it was more malleable. In addition to the student, there was also a student in the class, a mature, dominant young lady. The student was extremely intelligent and very above average in natural sciences (mathematics, physics). His mother tried to lead him to independence despite his handicap - he lived in a boarding school, arranged almost everything himself, functioned in the classroom without a teacher's assistant. He didn't need to integrate into the team too much, he often worked independently and beyond the scope of teaching.\n\nTeacher Intervention (Solution):\ndecided to intervene before any unwanted conflicts started to arise between the student and others. So within one hour I invited the school psychologist and I 'cleaned up' the student with the help of a colleague who needed to solve something with him with the Czech textbooks, or give him a placement test in one subject to occupy him for the whole lesson. The school psychologist then explained to the pupils the essence of Asperger's syndrome, which the pupil has, and described how it manifests itself. I, from the position of the class, then put it on their hearts to pamper him and to take him as their treasure and to treat him decently. At the same time, we asked the student to try to get more involved in the team.\n\nOutcome:\nBoth parties accepted the information from us. This solution had a long-term effect, the pupils accepted the pupil and began to use it in a good sense of the word. He often tutored his classmates and explained to them things that there was no time left for in class. The student then felt that he had some importance in the class and began to behave more friendly. The relationship between the pupil and the rest of the class proved to be mutually beneficial. A pupil who took him under her wing also helped me with this situation. I think she had a very developed social sense. On the one hand, she was dominant, had no problem with the student and 'protected' him without me addressing her. When classmates made fun of the student, she yelled at them in a way that 'they are not interesting or funny.' The boys wanted to like her, so they let it.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník čtyřletého gymnázia\nHobbies: hra na klavír, četba, parkour\nDiagnoses: Aspergerův syndrom\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Working with the collective, Interview, Collaboration with odbonriks\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "935", "student_age_year": "16 let, 1. ročník čtyřletého gymnázia", "student_hobbies": "hra na klavír, četba, parkour", "student_diagnoses": "Aspergerův syndrom", "student_disorders": "", "teacher_approbation": "Mgr. Zsv, Bi", "teacher_practice_years": "12", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Collaboration with odbonriks", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/186", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students were already attending school for the second week, which meant that they should already have their notebooks and textbooks wrapped. However, one student did not have his notebooks covered, which is why the teacher got a little upset.\n\nSituation (Anamnesis):\nThe student is being raised by his brother, as their mother is an alcoholic and has left them. He has other siblings besides his brother, but he only lives with his brother and sister.\n\nTeacher Intervention (Solution):\nThe student did not have his notebooks covered for the second lesson. He started making excuses that his brother was supposed to go to town with him (where he would buy the packaging), but ended up going alone without him. After the teacher asked him why he didn't tell his brother what he needed and he could buy it for him himself, he revealed that he only told his brother that he needed to go to town, but didn't tell him why.\n\nOutcome:\nIt was finally resolved by the teacher giving the student a point (if they have 3 points, they get a note in the student's book) with the threat that if they don't have it covered in the next lesson, they will get a note straight into the student's book.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: fotbal\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes\nSolutions Applied: Consequences, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "186", "student_age_year": "14 let, 8. ročník", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (český jazyk a výtvarná výchova)", "teacher_practice_years": "28", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/42", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student refused to work during math class. You were playing, disturbing others. After the teacher warned him that he really insisted on completing the task, he began to behave aggressively - he pressed the pencil with all his might and tore through the pages in the workbook.\n\nSituation (Anamnesis):\nThe nine-year-old pupil is in the third year of primary school. There are 18 pupils in the class. A teaching assistant works in the classroom. The class collective is very diverse, there is a predominance of boys. Five children with specific learning or behavioral disabilities, one child with exceptional talent. The student has been diagnosed with ADHD, developmental dysphasia. His mother drives him to school from a distant village, where they lived they had bad experiences with the school and the previous class teacher. An additional delay was recommended in the first class. He started attending a preparatory class. He had a very bad time getting used to it there, he did not respect the authorities, he behaved badly towards his classmates. He used vulgar expressions, did not cooperate with children or teachers, did not want to speak publicly in front of others. He has been under the care of a clinical speech therapist, psychologist and SPC since kindergarten.\n\nTeacher Intervention (Solution):\nThe assistant took his pencil, the student started banging his head on the desk. After trying to prevent a situation where the student was hurting himself (pulling him away from the bench...), he got up and started knocking the surrounding benches to the ground with all his might. One almost fell on a classmate. The teacher assessed this situation as dangerous for the other pupils, so she evacuated the class to the school cafeteria and left the pupil with the assistant. The student then dropped all the remaining chairs.\n\nOutcome:\nAfter some time, after talking with the assistant, he calmed down and wanted to come and study with us. The teacher immediately informed the mother about the situation, who spoke to the pupil on the phone. The student later apologized.\n\nStudent Profile:\nAge/Year: 9let, 3. ročník\nHobbies: Kreslení, sport\nDiagnoses: ADHD,Vývojová dysfázie\nDisorders: Impulzivita,Agrese,Vulgární vyjadřování,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "42", "student_age_year": "9let, 3. ročník", "student_hobbies": "Kreslení, sport", "student_diagnoses": "ADHD,Vývojová dysfázie", "student_disorders": "Impulzivita,Agrese,Vulgární vyjadřování,Rušení výuky", "teacher_approbation": "VŠ, učitelství 1. stupně", "teacher_practice_years": "21", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/693", "content": "TEACHING CASE STUDY\n\nBackground:\nThe 1st grader repeatedly verbally attacked and insulted his classmate in the corridors. He did it on purpose in places where there was no adult supervision, for example in corridors, etc. A classmate confided in her parents and they called me. The following day, I formed a community circle with the children, where we talked informally about inappropriate behavior towards our classmates, about its seriousness and solutions. The following week, the parents of a classmate contacted me again, saying that physical attacks had also started to occur. The student deliberately started kicking the classmate. A classmate was afraid to go to school, and the parents asked me to resolve the situation, saying that they did not want any harsh punishments for the student, just so that the student would \"stop noticing\n\nSituation (Anamnesis):\nThe classmate is an intelligent, sensitive, introverted, quiet girl who worries about her speech impediment and figure. The student is the youngest of three children, while his siblings are ten and fourteen years older. While the student was attending kindergarten, his parents went through a rather unpleasant divorce, when the father moved out and started living with a new partner. The student is naturally intelligent and it was evident in his behavior that he is thinking about when, where and how he will hurt his classmate. In addition, the student and the classmate are distantly related. The class is large, very lively, where the boys love to compete with each other. However, at the time of the incident, the class was just getting to know each other. Some classmates noticed the student's behavior but did not think it was necessary to tell anyone.\n\nTeacher Intervention (Solution):\nGiven that after the community circle, physical abuse was added to the verbal abuse, I decided to invite the parents to a meeting where I outlined the problem to them in advance. The pupil's father refused to come to the meeting, saying that he would not deal with the nonsense of \"kids nudging each other\n\nOutcome:\nDuring the meeting, both parties agreed that a reduced mark for behavior or a reprimand is not in the first class of solutions. On the basis of the meeting, the mother discussed his behavior with the pupil and explained to him that it was unacceptable for both parents to behave in this way. The attacks stopped. The class teacher focused on the atmosphere in the class. Over the course of the year, she contacted her classmate's parents several times to see if the situation had calmed down. The pupil's mother was actively interested in her son's behavior throughout the year. Matters of class continue to be discussed within community circles.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: bez zájmů\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "693", "student_age_year": "6 let, 1. třída", "student_hobbies": "bez zájmů", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. stupeň základních škol (aprobace Tělesná výchova)", "teacher_practice_years": "18", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/569", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 11 let, 1A/8\nHobbies: astronomie\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Working with the collective, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "569", "student_age_year": "11 let, 1A/8", "student_hobbies": "astronomie", "student_diagnoses": "", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "29", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1141", "content": "TEACHING CASE STUDY\n\nBackground:\nnoticed that something was bothering her and at the same time she herself was open to tell me. She stood behind me in the office, so establishing contact was not a problem.\n\nSituation (Anamnesis):\nWe agreed with the students that we would help her, so we copied the materials for her. The curriculum was arranged by the class. She was having withdrawal symptoms from the medication, so we gave her blankets and a girl was there with her. I should have called an ambulance, but I felt sorry for her. It was a case with a good ending, but I should have behaved differently and better.\n\nTeacher Intervention (Solution):\nThe student was taken home. They fixed the medication. They were together more and psychiatrists were not available. She stayed at home, they were at work all day. Then they took care of her and found out how demanding it is and the impulse to solve I can't leave the student in the study with her and teach. Mother should have considered the situation better. My pupil was very subdued and slept for hours with a blanket or in the cabinet. She had withdrawal symptoms from the medication. Once she came to me and said she wanted to kill herself. I thought about whether to call my mother or the ambulance, and I chose my mother. When she arrived, she understood the situation and was grateful that after her parents divorced, the situation was good. They calmed down and it's a better situation now. I'm glad she didn't take responsibility and, for example, jump out of the window. She should have told her mother, but she trusted me enough to deal with it. I had more information than my parents.\n\nOutcome:\nNow he is studying normally, he is going to graduate. He doesn't come back to it. And they are happy for what they have managed. The girl is now integrated into the collective without a problem. Now she wants to study psychology and use her experience to help people in similar situations.\n\nStudent Profile:\nAge/Year: 17 7.G (odpovídající třetímu ročníku střední školy)\nHobbies: Hudba a čtení knížek\n\nAnalysis & Annotations:\n[No annotations available]\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1141", "student_age_year": "17 7.G (odpovídající třetímu ročníku střední školy)", "student_hobbies": "Hudba a čtení knížek", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. Dějepis a čeština", "teacher_practice_years": "40 let", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1274", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught a student who repeated 1st grade because she failed math. She also came to me regularly for tutoring. At the beginning of the school year, money was collected for lunches. One student had 1,000 CZK in her purse, but she kept the purse in her bag in the dressing room. I went to lunch with the children and someone took the money from her bag. However, this was not the only situation where petty theft occurred. Once I had small money on my table that was for the class fund, all the children knew that they had nothing to do at my table, let alone take anything from it. This girl was always waiting for tutoring in the classroom, more children went to tutoring, but they still went to lunch. When I came to tutoring, the money was no longer there, the pupil denied that she had taken the money and blamed her classmates, but I am sure that the money was there even before the tutoring. Or it happened to me that I have a locker in the classroom, in which I store various things and aids for students. Whenever a student has a birthday, I have kinder eggs for them, exactly one for each. I've never had anyone break into my closet, nor did anyone think of it, but when the end of the school year was approaching, I think it was May, I only had 5 kinder eggs left and one student had a birthday when I Kinder wanted to take the egg from the cupboard, there wasn't even one there. Of course, I couldn't know right away who took them, but later I learned from the other children that it was this pupil who sold the toys that are always inside to others and they thought it was strange where she got them.\n\nSituation (Anamnesis):\nThe student repeated the 1st grade, she failed our class, so she didn't have many friends in the class, only about one girl. She often did things on purpose to others or blamed them, so they didn't want to be friends with her too much.\n\nTeacher Intervention (Solution):\nThe student's mother found out that she had a lot of money with her and wondered where she got it. She then called the school as if she had just 1,000 CZK with her, which resolved the situation. Žačka probably didn't mean it badly, she wanted to use the money to help her mother in the household, but it was simply theft.\n\nOutcome:\nThe situation with the theft of money from the school locker room was resolved in such a way that the student brought the stolen CZK 1,000 to a classmate back to school and surveillance was introduced in the locker rooms to prevent something similar from happening again. The stolen money from my desk was not resolved in any way, luckily it was only about 200 crowns, but of course no one confessed and I didn't have direct proof of who it was, even though it was clear to me. Of course, I shouldn't have left the money there, but I never had a student take anything from my desk without permission. I would handle some situations differently now, maybe the police should have been called to the school. But I have to say that there were no more thefts after that. Of course, her behavior wasn't always exemplary, but it definitely improved.\n\nStudent Profile:\nAge/Year: 7 let, 1. ročník ZŠ\nHobbies: Ruční práce, pomoc v domácnosti matce\nDisorders: Krádeže,Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1274", "student_age_year": "7 let, 1. ročník ZŠ", "student_hobbies": "Ruční práce, pomoc v domácnosti matce", "student_diagnoses": "", "student_disorders": "Krádeže,Lhaní,Podvody", "teacher_approbation": "Vysokoškolské (titul Mgr.); učitelství 1. stupně", "teacher_practice_years": "27", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1449", "content": "TEACHING CASE STUDY\n\nBackground:\nhave one thing that happened and it was not good at all. We had a Czech lesson and the student was behaving strangely. So far there have been no major problems with him. A classic teenage boy like the others in the class. None of them deviated in any particular way, not even him. However, this day was different. Quiet at first, but then he got going. His behavior was very aggressive. First only for those classmates when he verbally attacked them in a very inappropriate way. This happened during the lesson when they had group work. His classmates didn't like it and started cursing him, so he started threatening physical violence. When I intervened saying that he couldn't afford this, he snorted and told me not to worry, but retreated into a corner. I explained to him that we are in a school where he will not yell at each other and swear at each other like that, if he is taught that at home, let him practice it there, but this is not good behavior and he should think about it. It was quiet for about 20 minutes. In the meantime, the group work ended, the students returned to their desks and gradually presented their findings. He was instead playing on his cell phone and did not respond to pleas to tidy it up. When it was his group's turn, there was another uncontrolled explosion. Worse this time. He started to open the window to the roots, I warned him to keep it only partially open. After which he started shouting again and throwing things off the bench. When he ran out of things on the bench, he started to climb out of the window. Unfortunately, I was left as if scalded and did not understand what was happening at all. I started shouting at him to come back immediately, that he can't climb out of the window. Before I reached the window, he was already outside and running on the window sill, luckily we have wide window sills. I did not understand at all what he was performing and he did not respond to my calls at all. After a while he climbed in through another window and she rang the bell. I was very shocked, told him to wait until the end and left. I spent a while breathing it out in the office and didn't know what to do.\n\nSituation (Anamnesis):\nThe student is rather below average, he doesn't like school very much and he doesn't enjoy it. He is an extrovert, but he never had similar problems. Just the classic ones like phones, not paying attention, etc. He has his extracurricular group that he goes out with and plays computer games. He lives only with his mother, who probably doesn't pay much attention to him. He doesn't know his father.\n\nTeacher Intervention (Solution):\nThe counselor and I told each other what happened and then told the director the same thing. We discussed various solutions and what to do with him next. He was invited to see the principal and guidance counselor that day. What I'm not happy with is that it took too long and not immediately. The whole situation started to unravel, but he didn't seem interested in saying anything to her. The next day the mother was invited to school and the whole situation was told to her, she started shouting at him. The outcome of the solution was that he received a reprimand from the director and a two for behavior. Then he had one more session with the counselor. A visit to a psychologist was suggested.\n\nOutcome:\nNothing happened immediately after the incident, which I see as bad. It should have started to be resolved immediately, but unfortunately it took a while. His behavior had calmed down for the day and nothing major was happening. He was quiet for about a week and then his behavior went back to normal. From then on, nothing serious happened for the rest of the year.\n\nStudent Profile:\nAge/Year: 16 let, 9. třída\nHobbies: Počítačové hry\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Consequences, Interview, Collaboration with odbonriks\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1449", "student_age_year": "16 let, 9. třída", "student_hobbies": "Počítačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr., speciální pedagogika a učitelství 1. stupně", "teacher_practice_years": "19 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Collaboration with odbonriks", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/484", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student suffered from anxiety states that were not visible at first glance. She seemed perfectly fine. During the course of the lesson, however, it happened that she excused herself to the toilet and did not return during the lesson. She remained on the toilet in the cubicle where this seizure occurred. They were states where she cried, trembled and had severe anxiety. Such situations were often repeated. She felt uncomfortable at school, school became one of the main triggers and this caused her high absenteeism.\n\nSituation (Anamnesis):\nAn anxiety disorder arises from a certain fear or trauma. It arises in everyday situations. The disorder arises in childhood or as a result of some situation. Her grades were below average, she often had to repeat subjects in the summer because she did not attend classes. She had her own psychologist and psychiatrist who confirmed her diagnosis to the school and told how the teachers should approach her.\n\nTeacher Intervention (Solution):\nThe anxiety states, which took place mainly in the girls' toilets, could not be solved in any way, because no one knew about them from the beginning. When these conditions recurred more often, female classmates were sent to the toilet to check on her if she was okay. Then she didn't return to class that day or didn't join until the afternoon class. At that time, teachers were not sufficiently trained and did not know how to work with her. They did not take into account her handicap, because it was not visible and they assumed that she was abusing this condition. She looked perfectly fine and despite that she was leaving class.\n\nOutcome:\nShe herself did not feel that she was accepted by the teachers. She felt she was considered a slacker. At that time, teachers were not sufficiently trained and did not know how to work with her. They did not take into account her disadvantage, because it was not visible. She was finally approved for an IVP and came for consultations or re-examinations once every three months. Despite the fact that she finally graduated from high school, I am not satisfied with the overall result. I myself tried to help, but since we didn't know much about her diagnosis, we didn't even know how to work with her. I think that we would approach a similar situation differently now.\n\nStudent Profile:\nAge/Year: Absolventka, problém probíhal 3.- 4. ročník\nHobbies: Umění\nDiagnoses: Úzkosti\nDisorders: Absence,Úzkost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Attendance problems\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "484", "student_age_year": "Absolventka, problém probíhal 3.- 4. ročník", "student_hobbies": "Umění", "student_diagnoses": "Úzkosti", "student_disorders": "Absence,Úzkost", "teacher_approbation": "Sociální práce, Psychoterapie, Andragogika, Krizový výcvik", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/469", "content": "TEACHING CASE STUDY\n\nBackground:\nAs with any music education, we sang selected songs with the YouTube player. I personally don't have an approval for music education and I don't play any instrument, so I tried to arrange for the students to have a lady who came to play the piano a couple of times and accompany them while singing songs from Já psiniček, but it didn't meet with success. The students complained that they were all very old songs and also outdated. One pupil said: 'Couldn't we sing something that wasn't created ten years ago?' I indicated to him that the songs were much older. In the end, it turned out that he had looked at the date of a newer edition of the songbook. But what I mean by that is that it's just not worth playing with them or trying because YouTube has the most success. As usual, the students chose and sang. I kept hearing some disturbance and it was him. At first I admonished him to sit normally, not to put his feet on the bench, not to swing, not to talk, etc. But he still did not want to sing to me, and then he literally asked me: 'And why should I do everything that the teachers want me to do? ' Learning is useless, what good will it do me?'\n\nSituation (Anamnesis):\nThe student is in his first year at this school and it is evident that he is trying to define his position both in the school and in the group of children who live together in the children's home. The more expressive the behavior, the more likely they will 'accept' it among themselves, or look up to it. Of course, it is not desirable for us that children present themselves in such a negative way, but it cannot be prevented very well in those few hours a day. I consider every child who comes from a children's home as a small adult who has often gone through a lot of things that a child of his age should rather avoid. Of course, I take into account the fact that he is new to the team, that he enters the class with different knowledge than his classmates had the opportunity to absorb. He is in the seventh grade, he has never failed. The collective here is quite cohesive, I learn relatively well and easily here. The same students keep interrupting, so the teacher can deal with them. He joined them in the first hour. Most of the time it is a disturbance, disobeying admonitions, not carrying tools, in many cases simply not having anything (a pencil case, any notebook, etc.), not handing in an assignment, or writing it hastily before class, which includes copying. These are not serious offences. The biggest problem I have with him and other students who are most friends with him is smoking. They smoke calmly in front of school, they lie about it, you can tell, and they don't try to hide their smoking in any way. He doesn't enjoy anything at school, he doesn't have a favorite subject, he comes here just to sit out, there is little that can interest him or excite him. He is sometimes tempted by the competitiveness in the class in various activities, but otherwise, apart from the disruption, I would describe him as a rather bland student.\n\nTeacher Intervention (Solution):\ntold the children that we would stop singing for a while and then tell each other why we study, why we go to school, why they have to listen to someone, etc. But I let them talk, I asked them what they thought about it, what they said if he asked them such a question. So everyone started to answer that in order to have a good job, to have a lot of money, to be able to enjoy themselves, to go on expensive vacations, to be able to take care of their family, so that they don't have to be unemployed. Someone said that they go to school in order to learn something, but mostly it sounded like it was simply to have a better life in the future. Which makes me glad that they figured it out on their own, that it's important to learn something and learn, to move on; that they saw the point of why it was worth going to school. Then I asked him: 'What would you like to be one day? What profession do you like?' He replied, 'A car painter.' Well, I told him: 'Whatever career you choose, you'll need to get to that high school. It doesn't matter if it's an apprentice or a matriculation course, there are simply some prerequisites that you have to meet in order to be accepted or to stay there, and you learn all these things here at elementary school, and most importantly, you have to do the basics first.' Then it was clear that he didn't want to talk about it anymore, so we sang about one more song and the class was over. But in my opinion, the most important thing was that the class collective had an influence on it. The kids knew why they were going to school, not only did he hear it from me, but he heard it from them, so I think that might have rubbed off on him.\n\nOutcome:\nIn the short term, I had the feeling that the fact that it was mainly his classmates who commented on the situation made him think and pause. I dare say he didn't interrupt for the rest of the class. I can't say that he was more actively involved, but he was quiet. I have the impression that his classmates said something to induce this brooding in him. That they awakened something in him, addressed something that only he himself had in his head. In the following hours, I did not notice any negative response. But I won't say that since then he is focused and does not disturb and attends to the assigned activities. He continues to rock, doesn't listen, sleeps on the bench as before, but he objects less to the assigned work, he doesn't speak during the singing of his classmates and, even if he doesn't actively participate, at least he doesn't disturb the activity of others. So I would say that the minimum success I achieved with the solution was such that I have not received a similar question from him or from another student in that class since then.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Chození ven s kamarády\nDisorders: Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Working with the collective\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "469", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Chození ven s kamarády", "student_diagnoses": "", "student_disorders": "Neposlušnost", "teacher_approbation": "Titul Mgr., předměty dějepis a čeština", "teacher_practice_years": "Dva roky", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/891", "content": "TEACHING CASE STUDY\n\nBackground:\nyears ago, I was given a classroom in the 6th grade. There were 22 pupils, of which there was one new boy. This age is a very turning point, children begin to discover their personality, reach puberty, and with the transition to the second grade, everything intensifies. At the beginning of the 6th year, we organize the project Together hand in hand, when students from the 6th grade deepen their relationships, they simply get to know each other in an environment other than school. Also included are workshops on bullying, substance abuse and much more. Already on this course, the new student, let's call him Honza, showed himself to be a boy who takes a long time to integrate into the team, even more so when his classmates have spent the last 5 years together. They had already established relationships, friendships and sometimes even some kind of romance, so it must have been difficult for Honza. Honza spent most of his free time alone and didn't make much of an effort to establish contact, unfortunately his classmates didn't make much of an effort either, and that's why he didn't integrate into the team during the course, as I would have expected. It all culminated in the first week of school. Arriving at the classroom, Honza snorted at the three boys who were standing by the door. One of the boys even had blood coming from his nose because he fell to the ground unhappily after being choked.\n\nSituation (Anamnesis):\nHonza lives with both parents and his benefit is average. Honza rather keeps everything to himself and then it surfaces. The other boys in the 6th grade were quite cocky and tried to be rough to get girls and friends from the upper grades, but basically they were nice, very communicative and studied well.\n\nTeacher Intervention (Solution):\nImmediately after the incident, a student ran to me that the boys had fought and I immediately went to resolve the situation. When I came to the classroom, I found a crying student holding his nose and bleeding from his nose, I immediately decided that it was important to solve his injury and stop the bleeding. After the bleeding stopped, the boy appeared to be fine and had no other injuries. I asked him how he was, whether his head was spinning and so on, and I decided that it would be necessary to hand the student over to his parents anyway and have him examined by a doctor to see if he was really okay, but before the parents could come to pick up the student , so I took each boy from the incident aside and talked to them. The first one I took was Honza, who started the battle, after a lot of effort I got to the point that stopped me. Honza felt helpless because he had no friends, and I found out that this group of three boys allegedly laughed at him and did not want to accept him among them, and his anger drove him to choke his classmates. I was quite shocked because I didn't notice them laughing at him or behaving inappropriately, so I decided to check with the boys. Unfortunately, they confirmed this version to me, but they couldn't tell me the reason, I don't think they even had a reason, they just thought they were going to be dudes. I tried to conduct all the interviews calmly, I did not bring my own opinion, rather I listened and asked them questions so that they had to think about what actually happened. After the interviews, I had a free class and I decided to make an agreement with another teacher who had them for geography that he would leave his class to me and I would lead a classroom class, it seemed appropriate to take advantage of it and solve it immediately. At the beginning of the lesson, I asked the students to sit in a circle and tell me how they feel about the situation, how they perceive it and how it might be resolved. Everyone gave their opinion on the whole situation, the students even opened up to me more than ever before, and finally learned something more about the student. In the end, they agreed that Honza was not so bad and that both parties could try to make Honza feel better. I told the student and the boys that they had to apologize, and they did, even shaking hands like big guys. However, after this conversation and apologies, I had to issue a note to the student and the boys for misbehavior. I handed the student over to his parents and they took him to the doctor, who confirmed that it was only bleeding from the impact. That very day, I called all the parents of the boys and described the whole situation, I offered them a personal meeting, but all the parents refused, and they also thanked me that they were glad that it was resolved more or less peacefully. The very next day, the effort of both parties was visible, and in the following months it was only confirmed to me. I regularly had conversations with them in a circle, where we solved some problems, or we just talked about how we were doing and what was new with us. Now in ninth grade, it's a bunch of friends, and I think they're all going to have a blast on the last day of school.\n\nOutcome:\nThe pupil was treated first, followed by individual interviews with the boys and the pupil. This was followed by a class lesson, when we all responded in detail to the situation. After the classroom lesson, notes were given, the student was handed over to the parents and telephone conversations were held with the parents, where I described the situation and its solution in detail. In the long run it had a great effect and now they are a bunch of super friends who spend time together outside of school.\n\nStudent Profile:\nAge/Year: 6. třída, 11 let\nHobbies: PC hry\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "891", "student_age_year": "6. třída, 11 let", "student_hobbies": "PC hry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "magisterské, český jazyk, občanská výchova", "teacher_practice_years": "Cca 30 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/948", "content": "TEACHING CASE STUDY\n\nBackground:\nThe story is not directly of the teacher, but of his colleague from the school where he taught a few years ago. The student was very smart, but he hardly ever went to school. It's possible that he already had some kind of part-time job somewhere in the tech industry. It is evident that the student did not show that much interest in the school and did not respect the teacher as an authority. He tended to mock them and exalt himself above them.\n\nSituation (Anamnesis):\nThe student has already had several previous incidents and fights with teachers, but I would like to mention one that the teacher absolutely did not handle. One day, a student was walking down the hall and started yelling a 'Hail Francis' style phrase at the teacher. The teacher had bad blood with the student and started yelling at the student to go to him immediately and ask him what he was doing and why it was bothering him.\n\nTeacher Intervention (Solution):\nThe teacher told him that they would go to the principal together, after which the student told him that he would not go anywhere with him. The teacher ran to him and began to pull him by the hand into the office. The student started telling him that he was going to sue him and that he had nothing to do with him.\n\nOutcome:\nThe teacher replied that he could not touch him, but that the student had nothing to touch him. The student ended up leaving the school that year and the teacher had no problem with this situation. The situation was not resolved with the parents, as the pupil no longer wanted to continue his studies and provoked the teacher, as he knew that he would leave the school on his own.\n\nStudent Profile:\nAge/Year: 17 let, 2. ročník\nHobbies: Technologie, počítače\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Physical intervention\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "948", "student_age_year": "17 let, 2. ročník", "student_hobbies": "Technologie, počítače", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – Tělocvik, čeština", "teacher_practice_years": "11", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/25", "content": "TEACHING CASE STUDY\n\nBackground:\nmet the student for the first time in the third grade, when I took over the classroom from the elementary teacher. I noticed his different and very defiant behavior already on the adaptation day at the beginning of September. Back then, we spent the day playing and socializing, nothing was actually required of the children, yet even then the pupil refused to participate in the team and games in any way and let it be known very rudely. He did not work during classes, it was very difficult to get him to do any activity. He was also very moody every day - strong reactions to environmental stimuli including crying and raging - which I attributed to a confirmed diagnosis of ADHD, but he also suffered from persistent psoriasis and a rash which left him visibly frustrated throughout the day. He would vent his bad mood by interrupting and refusing work. Getting him to engage in any productive activity was such a problem that right at the end of the school year I got in touch with his parents and his former class teacher, with both sides claiming that such behavior was typical for the student. We discussed with the parents the possible reasons why the pupil boycotts classes in this way, after which we came to the conclusion that they do not have an educational system in place at home - so the pupil was not rewarded for good behavior and punished for bad (of course I do not mean physical punishments). It was clear to me that this was the reason why threatening a note or calling the parents didn't work on the student - he knew it wouldn't be a big inconvenience. Unfortunately, my dad also told me, “School is the least of his problems.\n\nSituation (Anamnesis):\nThe student's family situation was complicated. His parents are divorced, and he spends the week with his father and stepmother, where he also has a younger sibling who, as a child of his parents, received more attention from adults. He spent weekends with his mother, who had a new boyfriend and a child with him, so a similar situation arose as in the father's household, when the pupil ended up in the second grade. The father was involved in education and school sessions with sincere interest, the mother, on the other hand, showed no interest. It is possible that it is because of this distribution of attention that the student respects men rather than women. He was not popular in class because he was loud and very vulgar. He had one friend, who happened to be the natural leader of the class, who led him (and the rest of the class) in the wrong direction. Together they robbed a store and tended to bully other classmates. This pair was shunned and feared by the class, they did not oppose them and stepped out of their way.\n\nTeacher Intervention (Solution):\nOne effective way to suppress disruptive behavior in the classroom was physical incentive. Since he did not respond to verbal admonitions or work assignments, a tap on his shoulder proved effective, after which he calmed down in most cases and began working on the task. I also arranged weekly consultations with the parents, where we discussed behavior and grades. Together we developed a system of rewards and punishments - at the end of the day, the student received feedback on his behavior in the form of smileys. If he was good all week or at least tried (a series of smiling emoticons), he was rewarded on the weekend with a trip to the pool, a visit to a pizzeria or an extension of the allowed time at the PC. Parents carefully tried to follow the system, did not miss any rewards, took the whole process very seriously.\n\nOutcome:\nDuring the longer period when the system of rewards and punishments was used, the student learned to perceive the rules and follow them. Of course, he had his periods when he was angry again, subject to moods or frustration from the illness, but the change was noticeable and he was better to work with in class. Unfortunately, there was a change in the second grade - the teachers alternated more, so the class teacher did not have the opportunity to devote more time to him than in her lessons, so she did not have time to monitor and solve intensively the student's problem with the rules. He returned to fighting the more benevolent female teachers, even bringing some to tears.\n\nStudent Profile:\nAge/Year: 11 let – 5. ročník\nHobbies: počítačové hry\nDiagnoses: ADHD\nDisorders: Agrese,Odmítání spolupráce,Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement, Support, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "25", "student_age_year": "11 let – 5. ročník", "student_hobbies": "počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Odmítání spolupráce,Emoční labilita", "teacher_approbation": "1. stupeň ZŠ", "teacher_practice_years": "26", "problems_annotated": "Emotional outbursts, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1393", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student constantly threw things at the children and also hurt them. He lived by hurting his classmates. Even after several admonitions from my side, nothing changed. I tried to discuss these situations with my parents, but that didn't help either.\n\nSituation (Anamnesis):\nThe student has passing grades and is ready for every class. He is more of a loner because children do not want to talk to him, they are afraid of him because he is aggressive and hurts them. The class tried to explain to him that by hurting them, he won't win friends. Even so, a few children had fun with him and helped him.\n\nTeacher Intervention (Solution):\nOne week the student was sick, so the teacher agreed with the class that they would try to let him know that they did not like his behavior by not really noticing him. To learn to ask, ask and not hurt children. When he returned after his illness, he tried to establish contact with the children who ignored him together with the teacher. The student noticed that the children were not paying attention to him, and the teacher tried to indicate why this was so. However, the boy did not mind and continued to demand their attention by force. He also dropped and took things from them. He didn't mind the kids ignoring him. After a period of three weeks, the teacher decided that ignoring the situation would not resolve the situation. The children started having fun with him, even though there was always some kind of conflict. She tried to negotiate with the parents, to explain to them that the student is aggressive towards other children. The mother tried to guide the boy, she was helpful to the teacher. The father, on the other hand, did not see the fault on his child's part and blamed others for it. He didn't accept that his child was doing something wrong and defended him. Therefore, the boy saw that he had the support of his father and continued his behavior further.\n\nOutcome:\nThe boy continued his behavior even in the higher grades and there was no change. He still had the same problems, but his dad kept defending him. He was adamant that his child was doing nothing wrong.\n\nStudent Profile:\nAge/Year: 10, 4. ročník\nHobbies: sport\nDisorders: Lhaní,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1393", "student_age_year": "10, 4. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Lhaní,Agrese", "teacher_approbation": "pedagog na 1. stupni, titul Mgr.", "teacher_practice_years": "40 let (předchůdová paní učitelka)", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1199", "content": "TEACHING CASE STUDY\n\nBackground:\nlearned about the fact that there were some problems in the class only when a pupil came to my office and started complaining that the pupil was doing things to her on purpose. The pupil dated the pupil for about two months. I noticed that they were actively having fun, but the fact that they were dating was only confirmed to me by a student when she came to my office. She began to complain that they broke up after the student began dating another female classmate. In the end, neither side took the breakup well, so a small war started between them. At first, I clearly sided with the pupil, because she told me about the pupil that, for example, he kicked her in the door, rang the doorbell, threw mud into the mailbox, gossiped about her in front of others, etc. But after I talked to the pupil, so that everything he explained and told his version, the whole plot suddenly didn't seem so clear-cut. It turned out that the pupil was also doing things on purpose to the pupil and spreading rumors about him that he had a sexually transmitted disease. The whole problem was then transferred to the whole class and two camps were formed, one on the side of the pupil and the other on the side of the pupil.\n\nSituation (Anamnesis):\nThe student was quite a promising athlete, but unfortunately he got injured and stopped playing football within half a year. At this time, his parents' divorce was also taking place, when the parents obviously filtered their problems on the student, when even during our mutual communication I had to communicate separately with the father and separately with the mother and I knew two versions of the reason for the breakup of their marriage. The student took the divorce hard, as he and his mother confirmed to me, who testified that he often cries at home. On the contrary, the father did not see the slightest problem in the divorce and belittled the pupil's overall behavior, saying that 'it is normal in adolescence to behave like a boy'. He did worse academically, had poor grades and was generally rather unruly and was known for his behavior after school. The student was a good student, but during this conflict her grades deteriorated rapidly and she often did not go to school. Relationships in her family were also more complicated, as she also lived in alternate care, but her mother did not show too much interest in her activities at school. So I communicated only with her father. As I have already said, during the conflict, the whole class was divided into two camps, one mainly boys stood behind the pupil, the other mainly girls stood behind the pupil. Although it did not interfere with the teaching, the atmosphere in the class was very tense.\n\nTeacher Intervention (Solution):\nFirst, I spoke with the pupil and the pupil. I didn't know how much I, as a teacher, could interfere in their personal affairs. At first I was of the opinion that it was none of my business who goes out with whom, but as soon as I talked to the other students and noticed the tense situation in the class, I had to act. I arranged a meeting with the parents of both the male and female students to ask them about their behavior and outlook on the breakup. During this, I also got a clearer insight into the family situation of both of them, and it began to appear to me that the behavior of the student, mostly, will probably be closely related to the tense family situation at home. After that, I thought about whether to call a classroom lesson, but in the end I decided to talk to the camps separately. I also consulted with our educational advisor about this decision, so we had an hour-long discussion with each group, to which the advisor was also invited.\n\nOutcome:\nThe discussion with the class seemed to help, we tried to repeat it every week and actively followed up with the counselor to see if there were any other problems. The situation seemed to have calmed down, but after a while a school trip followed, during the organization of which it turned out that the pupil and his few friends refused to leave and, God forbid, have fun on the trip with a group of pupils. The whole situation escalated in such a way that in the end neither the pupil nor the pupil went on the trip. It was more of a coincidence, as they both got sick, so this problem solved itself, but the situation continued to be unsustainable, so the student ended up transferring to another class and subsequently moved out of town. The move was almost week to week when her father announced at school one day that they were moving. Over time, the student's grades began to deteriorate even more, and in the end he repeated the entire grade and after a year transferred to another gymnasium. The situation seemed to resolve itself and relatively well. After the pupil transferred to another class, the situation really calmed down, but overall I am not very satisfied with the solution, as basically nothing was solved. Family problems obviously did not stop for both, the student struggled even more at school, and his indiscipline continued to grow. It doesn't seem to me that we helped those students in any way then and I think we should have focused more on them, as fragile young souls who maybe just needed help. Unfortunately, I only see it with hindsight, it was also my first year then and I had no experience in this direction. In addition, we did not have a psychologist at the school at that time, who I think would have been able to help the student and the pupil, and the whole problem could have turned out differently.\n\nStudent Profile:\nAge/Year: 15 let; 1. ročník na gymnáziu\nHobbies: fotbal\nDisorders: Podvody,Agrese,Provokace,Slovní agresivita\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1199", "student_age_year": "15 let; 1. ročník na gymnáziu", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "Podvody,Agrese,Provokace,Slovní agresivita", "teacher_approbation": "Mgr.; Francouzský jazyk a literatura", "teacher_practice_years": "10 let na gymnáziu, předtím v jazykových školách 2 roky", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/69", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at the level of behavior was specific, because the lessons in the fifth grade, where he was, were not ordinary. Above all, one English class stuck in my memory. At the beginning of the lesson, I entered the classroom, where there was silence and the students stood up from their chairs. Pupils were given worksheets to repeat the material discussed and everyone slowly started working on selected tasks. After a while of independent work, I noticed that the student is restless and does not complete the task. He began to move and rock on his stool, tapping his pen and turning from side to side, attracting the attention of most of the class. Although I pointed this out to him, it had no effect and only encouraged him to practice such behavior even more. About halfway through the lesson he started making faces and laughing for no reason, which was very funny to the rest of the class as well. After my next warning, his behavior escalated. I paid attention to the class for a while and ignored the student. There was laughter throughout the class and one student called out, 'Hey, what are you doing?' and 'Teacher, look what Samo is doing!' Subsequently, I saw the student crawling on the ground under the desks while making sounds reminiscent of some kind of animal.\n\nSituation (Anamnesis):\nIn class, the student acted as an entertainer, was noisy and distracted the attention of his classmates with his behavior. He didn't have many friends in class and had trouble making new friends, which I saw in other classes as well. His classmates laughed at his behavior and did not take him seriously. As this was a class of fifth graders, the response to his behavior in class consisted of loud laughter and talking, which gained the student attention and pleased him. The student was drowsy for most of the lesson, had difficulty concentrating, and it would be a surprise if he could sit still for the entire lesson. However, the student came from a harmonious family. He had an older brother who was already studying in high school with excellent results.\n\nTeacher Intervention (Solution):\nFrom the beginning of the lesson, I tried to regulate the student's behavior with verbal warnings, but this only worsened his behavior. The more I warned him, the more his bad behavior escalated. At some moments, I tried not to react to his output, but that only took a moment. After his last ascent, I approached him and sat down next to him. I gave the pupils independent work and started a dialogue with the pupil about everyday life: 'Samka, how did you sleep?' and 'Did you have a good morning?' I did not force the student to work, but instead had fun with him, which had a positive effect on his behavior and gradually the student calmed down. I applied this approach during the following hours with positive results. His behavior improved for a time. An interview was conducted with the pupil's parents and subsequently the pupil's behavioral disorder ADHD was confirmed. The student needed an individual approach with regard to his diagnosed behavior disorder.\n\nOutcome:\nBased on this, he was later assigned a teacher's assistant, who managed his disruptive behavior with her individual approach to the student. The student liked this type of teaching, his behavior gradually improved in class, which was also reflected in his evaluation, because his knowledge was at a very good level and he had someone with him who helped him use his potential for better results in school. At the same time, there was more calm in the classroom and the students were more focused. The correctness of the solution to the case is also confirmed by the fact that in the following years the pupil became a pupil with excellent results.\n\nStudent Profile:\nAge/Year: 11 rokov, 5.ročník\nHobbies: Počítačové hry, futbal\nDiagnoses: ADHD\nDisorders: Hyperaktivita,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "69", "student_age_year": "11 rokov, 5.ročník", "student_hobbies": "Počítačové hry, futbal", "student_diagnoses": "ADHD", "student_disorders": "Hyperaktivita,Potřeba pozornosti", "teacher_approbation": "PaedDr.", "teacher_practice_years": "15", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/885", "content": "TEACHING CASE STUDY\n\nBackground:\nI did not deal with the situation specifically, but students from my class were involved. Since students learn to write in all ten, they have the program for it and must complete a certain number of lessons each semester. But some students did not write during the year and did not have enough lessons at the end of the semester, and one of them tried to get into the system and increase the number of lessons through the teacher's account.\n\nSituation (Anamnesis):\nThese were 3rd year students, from several classes, not just one. Most of them had average results, they had no major problems with school.\n\nTeacher Intervention (Solution):\nOne of the students managed to crack the password to the system and increased the number of lessons for himself and the other students. Since they increased the lessons by a lot, the teachers figured it out, because they had an overview of who writes roughly how and how many lessons they have. If they'd rather have someone else write it, they'd probably do better than increasing it like this through the teacher's account, plus so many lessons.\n\nOutcome:\nSince they were all already 18, it was resolved only with them, and then a letter was just sent to the parents. It was discussed with the students, the guidance counselor and a committee where the director was also involved. The students were reprimanded, I mean the school principal, but after that nobody tried to do it again and the situation didn't happen again. There was quite a stir at school, so the other students also knew about it. But it is true that some students still occasionally had some lessons written by their classmates. But it obviously didn't come to that.\n\nStudent Profile:\nAge/Year: 18 let, 3. ročník\nHobbies: čas s kamarády, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "885", "student_age_year": "18 let, 3. ročník", "student_hobbies": "čas s kamarády, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (AJ, RJ, VV)", "teacher_practice_years": "", "problems_annotated": "Failure to attend class, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1272", "content": "TEACHING CASE STUDY\n\nBackground:\ngot this class at the beginning of the fourth grade and you couldn't learn in that class. It hasn't happened to me yet. At the same time, my colleague told me that it was a completely normal class and she did not inform me about this at all. So she told me that this particular boy was a problem and that if I yelled at him he would freak out and that it would sort him out. But that was no longer the case in the 4th grade. At every break, several children, both girls and boys, would cry to me that someone had hurt them. Those children were completely like geese, they were fighting with each other there. They cursed each other, beat each other, and the class completely fell apart. You couldn't leave them alone during breaks, someone threatened someone, there were assaults, there were fights in front of the canteen, bullying - it was more like ostracization, the pre-stage of bullying. It was not investigated as bullying, ostracization is written in the papers. But you couldn't learn in that class. It was later found out, with the help of the tests that the prevention methodologist did with that class, that this boy was the culprit, that he had upset the children there, and that this problem had already started in the 2nd grade. There, the student used vulgar insults, not only to their person, but also to their parents, he threatened to beat them up, to do something to them. Then there was inappropriate behavior towards girls, constant touching of the bottom, inappropriate innuendos. As the children did not want to be friends with him, he tried to win them over with this inappropriate behavior. Instead of coming to someone and asking, for example, if he would go out with him, he did what he did by hurting the child for fun, provoking him. Most of the time, the child did not understand that the boy wanted to be friends with him, it was rather the other way around. The children did not want it, they reprimanded him verbally and then there were such fights in that class. I didn't teach this class at the time, I was in the second grade, but the children told me that he was also hurting his younger sister and that his mother stood up for him a lot. As a result of these problems, the children did not like going to school and had a bad relationship both with the school and with me as a teacher. The parents were talking to each other, there was a strong parent group that kept writing to me to kick the boy out of school. The parents constantly claimed that they did not want their children to go to school with him, we explained to them that it was necessary, that it was impossible to do otherwise. On the contrary, the boy's mother, when something was being investigated, said that it was not so, that she had other witnesses. The student was usually involved in it and he usually started it, for example he pushed someone or hit him with a key. As there was a free hour, there was always something.\n\nSituation (Anamnesis):\nThe boy - diagnosed with ADHD, verbally and physically attacked his classmates and his family, sexually harassed his female classmates, average grades Class - Half the class was so untalented, so there was a problem even with the children carrying assignments and somehow activating them to want something do.\n\nTeacher Intervention (Solution):\nThe first thing I did when I saw that something was wrong in this classroom was to hand out papers to the children asking them if they felt safe. The children wrote on a piece of paper what bothers them, who hurts them, anonymously, and based on this it was found that it started from the second grade. I also called the boy's parents several times, we somehow solved it, but there was no agreement with the mother, she said that the boy is golden and that everyone else is ugly. So we didn't agree. I repeatedly went to the principal's office with this, that I simply can't teach there, that someone is constantly crying to me, that someone hurt him during the break. The whole class was divided. It was then resolved by the arrival of the district prevention methodologist, who was there for about three months. She had different programs, she explained to us and the parents how it would work, that the class needed help. The parents signed that he can work with the children. The school management and educational advisor were also there, and we wrote it down there. The course took place on certain days which were given in advance including the number of hours, for example every Wednesday for four hours. The children knew this beforehand. At that time, it was not normally taught, but there was this method of prevention, which had a program with the children to consolidate the collective, to eliminate these negative phenomena in the form of games, so that it would be fun for them. The children had name tags with how they wanted to be addressed. The methodologist got to know them, they worked in a circle. They were mostly games to calm down, but also to get to know the other children, what we value about them, what kind of friends they are, so that the collective learns to respect each other. The children talked about each other, shared their opinions, wrote there, worked with inflatable balls so that the children tuned in to the same note. From the beginning of the program, it was clear that it was calmer in that class. Of course, the methodologist knew which boy it was about and tried to involve him. He wasn't stupid, so he acted differently when she was there. Even the children noticed it, they said that he was different, that he didn't behave like this normally. The methodologist tried to find the good in the boy, his good sides, she tried to explain that by provoking someone and behaving badly towards him, he will not gain any friendship. She also highlighted my personality as a teacher, it was found out that the children actually have nothing against me as far as a person is concerned. One activity in the program caught my attention, when the methodologist blindfolded the children and led them through the corridor using a rope that they were holding on to. So they had to rely on her not to hurt them, but to help them. So it happened again with the boy who caused fights in the class. They also did it in pairs, helping each other. She tried to create an atmosphere of mutual help and respect there. The methodologist also spoke with the boy's parents and suggested they work with a psychologist in the district town. They agreed to it. His younger sister also went to see a psychologist so that the boy would not be alone. The psychologist suggested a family program for them, that the family with children will work differently. The parents praised it, the children were happier, but unfortunately it happened that after three months the mother stopped going there with the children. She said she didn't have time for that because she changed jobs. After that program, the boy also had an individual plan. I was given the task by the school principal to write notes on the boy's behavior. Every Friday after school, his mom had to call me and I told her what happened, what he did, what I wanted to praise him for, and what was worse.\n\nOutcome:\nAfter a few months, unfortunately, the problem behavior started showing up again in that class. It wasn't that the children cried to me there, that didn't happen again, but there are problems with the boy to this day. He gropes girls, even in the 5th grade he sent a photo of an erect penis to others. My parents complained, so I had to deal with it. He himself didn't know why he was doing it. There was no evidence of him doing it at school, so it had to be outside of school. I told my parents that if this happens again, I am forced to inform the police of the Czech Republic about it, that I have a reporting obligation. It hasn't happened again since. Today, the boy is in the 8th grade and what I asked the children, they are already capable and have learned how to defend themselves. What he did in that 4th grade was never repeated. Unfortunately, the student has it in him and it depends on the family. His mother still stands up for him to this day. It's true that as he gets older, he doesn't draw as much attention to himself anymore. He was even at summer camp, the rules were clearly laid out for him at the beginning and he tried. The class, I think, has already found a way to fight back. But his parents kept coming to complain, they couldn't understand that he had to be there with them, they wanted to send him away. So it worked and it didn't work. It didn't work out for the boy because we as a school have to deal with it within the framework of the other children, but we can't deal with the fact that the child doesn't have a guard at home, we can only recommend something to the parents. We taught the other kids that defense, what to do when he provokes them, to be able to say \"don't do that to me, I don't want you to touch me\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Počítač, sport, trávení času venku\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Support, Working with the collective, Interview, Cooperation with experts\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1272", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Počítač, sport, trávení času venku", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Pedagogická fakulta České Budějovice, II. stupeň (RJ a VV) + I. stupeň", "teacher_practice_years": "25", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/367", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring class, the student went to hand in the notebook to the department for the teacher to check. However, seemingly for no reason, he decided to start strangling his classmate. The students are very good friends, they don't often have conflicts with each other. It is not known why this happened. However, similar behavior is not rare among pupils, but this situation was specific in that it was not a completely clear trigger. During an otherwise relatively peaceful class, he walked to the department, but on the way he stopped by a classmate and began to strangle him without any previous conflict.\n\nSituation (Anamnesis):\nThe student comes from a socially disadvantaged background. The parents have completed only basic education in a special class with a variant of disability. He has three younger siblings. The parents are not able to raise them, because their mental disability prevents them from fully educating them. He also began pharmacological treatment, which his parents gave him irregularly, causing huge problems with concentration.\n\nTeacher Intervention (Solution):\nshort-term punishment works very well for a student, and that is to limit the activities that he adores the most - sports. Limiting the range during a long break has already proven to be the most effective. It worked even in this situation. The student understood that what he did was so bad that he was punished for it. After a long break, the student was much calmer and worked in class without any problems. The teacher slowly explained the situation to the student. The conflict took place quite a long time ago, so the teacher no longer remembers the conversation. First, she explained to him what actually happens when someone strangles someone, so that he understands that the team can hurt him. When the student understood why he shouldn't have done it, she explained his punishment. He was already known to him from several incidents before, so he understood him well. However, he still had a problem understanding why, so during the long break that he spent next to the teacher, it was explained to him again and he seemed to really understand and worked the rest of the day as required of him.\n\nOutcome:\nAs a short-term solution, it has proven itself relatively well. It is not always advisable to use it in frequent conflicts with a student, but if it is used appropriately, it works quite well. However, it only works for a short time. There was no problem with the student for the rest of the day. He worked exactly as he was asked and there was no conflict. However, this does not work as a long-term solution. The problem with trying to find a long-term solution to his problem behavior is his diagnosis. Long-term motivation works very poorly on him, long-term punishment even worse, because he forgets his motivation or punishment. Therefore, the teacher prefers to solve it with several different short-term solutions.\n\nStudent Profile:\nDisorders: Nevhodné chování,Hyperaktivita,Nesoustředěnost,Fyzické násilí,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: (Disciplinary) Punishments, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "367", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Nevhodné chování,Hyperaktivita,Nesoustředěnost,Fyzické násilí,Agrese", "teacher_approbation": "", "teacher_practice_years": "5", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/506", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the third grade, the student transferred to the current school. It all started at the original school, where indiscipline occurred, so he was transferred to another school. However, problems persisted here. Indiscipline gradually turned into inattention, which led to the deterioration of the student's performance. So the mother transferred her son to the third school, where the problem with indiscipline and performance began to be dealt with quickly so that it could be removed as quickly as possible. Since he had no psychological illness, they began going to a psychological counseling center for discipline and learning disabilities.\n\nSituation (Anamnesis):\nThe boy has an attention deficit disorder that turns into indiscipline and bad grades. This behavior is strongly influenced by parental divorce. This leads to disobeying the rules and thus demotivation right from the start of school.\n\nTeacher Intervention (Solution):\nThe problem began to be solved through a pedagogical-psychological consultation. The student stopped being graded and was evaluated only verbally. Praise even for small successes to renew the boy's motivation to learn and not be demotivated by bad grades. Fixed rules were set both at school and at home. He was not used to following anything from home. That's why the rules had to start applying everywhere. As he was demotivated by bad grades and loss of knowledge, tutoring came into play - reading, writing, math. In the current school, it is taught by the method, which was released so that the boy could catch up with everything he needed. However, it was still partially incorporated in the use of various aids. During the solution, he was sent to the counseling center, where the 2nd level of pedagogical support was confirmed.\n\nOutcome:\nGradually, grading began to be introduced, but the emphasis was still on praise for partial achievements, progress in learning and compliance with rules. He is still not one of the best students, and he still needs tutoring. However, great progress can be seen, the boy is much better to work with, and thanks to the fact that he is no longer on fives, his motivation to learn has partially been renewed. He is actively guided to formative assessment and self-motivation. He moves to the better and starts to want to be better himself. Thanks to the setting of the rules, vulgarisms have stopped and he is gradually integrated into the team.\n\nStudent Profile:\nAge/Year: 4. ročník ZŠ, věk 9-10 let\nHobbies: bez koníčků a jakýchkoliv jiných zájmů    Klíčová slova, která popisují situaci problematického chování žáka/žáků     1.\nDisorders: Neuznávání pravidel,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "506", "student_age_year": "4. ročník ZŠ, věk 9-10 let", "student_hobbies": "bez koníčků a jakýchkoliv jiných zájmů    Klíčová slova, která popisují situaci problematického chování žáka/žáků     1.", "student_diagnoses": "", "student_disorders": "Neuznávání pravidel,Vulgární vyjadřování", "teacher_approbation": "Mgr.", "teacher_practice_years": "15", "problems_annotated": "Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/851", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is a classmate and at the same time the best friend of the student from the first case report. A former first grade class teacher told me that since first grade, they were always the last to do any activity together, not only when working in class, but also when moving between school buildings. It has gone so far that classmates regret having to keep waiting for the student. He thinks he's prolonging everything on purpose. During the lesson, the student often plays with the tools on the desk. This makes it even slower at work.\n\nSituation (Anamnesis):\nPupil - the pupil's best friend, has a very slow work pace and similar hobbies as the pupil - i.e. computer games and YouTube. It manifests itself in childish behavior, playfulness and hypervigilance. He is also hard of hearing and has problems with pronunciation. The student is an only child, lives with his mother and father, who is older. Pupil - see case study\n\nTeacher Intervention (Solution):\nAs with the student, I tried to improve the relationships between the students in the team during my stay at ŠvP. During the lesson, I gave the student time-limited work, or he only received supplementary papers, so that he would not delay writing. I also tried to contact the family and establish cooperation with them. However, this effort did not lead anywhere for a year. The son's mother apologizes that she understands him, that he is and was like that, so she won't do anything about it. It's a shame, though, because he's a smart boy. When returning from ŠvP, my mother even told me with a serious face how she and her husband had enjoyed it here without their son, and that it would be great if he went somewhere again right away. At home, the parents do not show much interest in their son and let him do what he wants. So most of the time he plays on the computer or mobile, or watches YouTube.\n\nOutcome:\nDespite constant encouragement and efforts to motivate work, from me and from the assistant, the student's work pace remains slow. The parents show no interest in solving the situation and everything ended for them by going to the PPP for an examination.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: mobil, počítačové hry\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "851", "student_age_year": "10 let, 4. ročník", "student_hobbies": "mobil, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr., RJ, PJ", "teacher_practice_years": "34", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/384", "content": "TEACHING CASE STUDY\n\nBackground:\nThat day was the umpteenth time such a situation had occurred with the student, although not to this extent. It started an hour before I got there. The student hid in a built-in wardrobe in the classroom and pretended he wasn't there, simply went home. I learned this when I was taking notes in the classroom at the beginning of the lesson, and the children told me that the student was also missing, that he simply went home. So I looked at them for a while, like what happened? After all, he has to have an excuse and tell someone... The others started thinking that yes, he had to go home to his grandmother, but then someone said he had to go to the doctor and it just didn't fit. I wanted to go to their classroom to clarify it, but as I was leaving, the children shouted that the student was hiding somewhere. So I went to open the closet and it was actually stuffed among the papers in the closet.\n\nSituation (Anamnesis):\nAs I said, there is always something with the student. Sometimes it's really stupid and he just escalates the situation and then something bigger comes out of it, and maybe I just remind him to write in a notebook, or I ask if he has it written down. Some days it's better, and sometimes it just completely overreacts that it's like I never know what's going to happen. Sometimes it seems to me that he just wants attention, that he mostly likes it, that he makes the class laugh, or rather that others laugh at his expense. But even in such a situation, where the child is trying to get that attention in the worst way, I have never heard of anything like this. From what I heard from colleagues and children later, the student has been growing up only with his grandmother for some time, I think he lost his mother and doesn't see his father much either... so there are definitely gaps in the love at home, or that he doesn't have much attention at home. In this case, the children also thought it was funny that he would hide there and that, I will understand. Then, when the situation started to escalate because of the student affairs, the children also tried to persuade him to calm down, that it would only get worse this way. When he waved the school uniform from the window, it amused the other children, it was something unprecedented...\n\nTeacher Intervention (Solution):\ntold him, as he imagines, that he can't do such things, that I've had enough with him. Which I had, because it was really something with him every hour, this time I really lost my temper. I asked him to sit down and bring me the student's card. And that he won't take it, that he doesn't want to get another note because he already has a lot of them, so I said that he has to behave accordingly. After insisting, I went to the table myself to get his student's, that I would take it, but we caught it immediately, then he snatched it from my hand. Then he even hid it in his T-shirt so that I couldn't touch him there. So I will wait until he calms down, that the children are my witnesses, that he simply has another note for me, that I will remember it. Then the situation somehow escalated, I don't know exactly why, but then the student continued to protest that he would not receive any notes and that he would easily throw the student's note out the window. So then he waved with the pupil's from the window, the other children had a spectacle of it, which he probably liked. Well, in the end, despite my many warnings, he threw the school girl out of that window. So the consequence of the class is clear... For a while it seemed that he was relieved that he would calm down, but then he took the compass out of the case and said something like \"What if I cut myself now, it will be your fault. I may not be able to bring home another note, you don't know at all.\n\nOutcome:\nWell, basically there was no solution. He had been punished for what had happened in that hour considering he hadn't been angry the first time, but this was already over the line. I think he understood that he wasn't behaving as he should, and that was explained to him again... but it just didn't seem to go anywhere. In my opinion, as the incidents are already escalating at that moment, or what is happening in that class, when they are angry, they don't think about it anymore. It doesn't occur to him that something like this is happening again, or that it will have consequences again. He is not the first, nor the last, child from a broken family who tries to get attention by being angry, but that is not entirely within my competence to judge, at the same time, this was already a rather extreme case that I have not encountered such behavior otherwise. Otherwise, if I remember correctly, perhaps the student was not at school for the rest of the week and had the excuse that he was sick. This incident with the pupil was probably the most serious, but something else was going to happen in future classes, it probably couldn't be moderated by something like that, there will be some deeper problem... but I don't see it as a well-managed situation, at that time I didn't know the pupil completely and I also had enough that day.\n\nStudent Profile:\nAge/Year: 11 let; 5.třída\nHobbies: Jen vím, že rád hraje fotbal, ale že by se tomu přímo věnoval, jako kroužek nebo tak, to asi ne.\nDiagnoses: Dyslexie\nDisorders: Potřeba pozornosti,Vykřikování,Nepracovitost,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "384", "student_age_year": "11 let; 5.třída", "student_hobbies": "Jen vím, že rád hraje fotbal, ale že by se tomu přímo věnoval, jako kroužek nebo tak, to asi ne.", "student_diagnoses": "Dyslexie", "student_disorders": "Potřeba pozornosti,Vykřikování,Nepracovitost,Lhaní", "teacher_approbation": "Mgr.", "teacher_practice_years": "4 roky", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/718", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher entered class 4.B, in which she is the class teacher. She was carrying a box of fruit that had been brought to school that day as part of the 'Fruit for Schools' project. And she wanted to give them to the children right at the beginning of the lesson. Unfortunately, however, the student became ill, so she first had to arrange a call with the parents to come pick him up. They then waited for their parents for the rest of the lesson, so they only had a revision lesson rather than discussing the new curriculum that was planned for that day. She managed to distribute the fruit to the children only at the end of the lesson. As soon as the bell rang for recess, she had to leave to pick up a student whose parents had just arrived. Not even 5 minutes had passed and two students from her class ran up to the teacher to tell her to go to class quickly. They were sent by the teacher who was currently in charge of the corridor. The teacher quickly reached her classroom and on the way wondered what could have happened so terribly. The teacher was already waiting for her in the classroom, standing over a group of children and trying to calm them down. In the middle of the group was a pupil and a pupil. One was holding his eye and the other was holding his right hand. And an investigation began as to what actually happened. The children shouted over each other that they couldn't hear their own words. However, the teacher kept her cool. She calmed down the screaming children and asked the teacher to go get the assistant to look after the class. Meanwhile, the teacher was finding out what hurt the boys. One had a large red bruise under his eye, from which a bulge was slowly emerging. The second had pain in his right arm in the elbow area. As soon as the assistant arrived, the teachers and students went with them to the office to treat them and also to start investigating what actually happened in the classroom. In the office, they put a cold towel over the student's eye and checked the other's arm to see if it was broken. And the investigation could begin. The teacher who was in charge at the time in the corridor started talking first. However, she didn't know much because she only came to the class after the whole incident where the other kids in the class were shouting 'Leave it, leave it'. By the time she arrived in the classroom, one was already holding his eye and the other was slowly rising from the ground under the blackboard. The teacher only watched the two pupils so that they did not continue with anything and sent two pupils for the class teacher. Therefore, it was necessary for both students and, if necessary, other classmates to explain the situation. The two students started shouting at each other that 'he is to blame', 'it's his fault', 'he started it'. And so it was clear to the teacher that it wouldn't work like that. The teacher asked the assistant to look after the two pupils for a while, that she would just make arrangements with the assistant to start working with the other children after the bell rang, that she would solve the incident for now. She then sat the two students opposite each other in the office and began to ask questions. First of all, where did the injury under the eye come from. He immediately blurted out 'That's what he did to me, he threw the tangerine you gave us at me'. The teacher shook her head in disbelief and asked the other what he thought, why he had to throw the tangerine. When he didn't want to eat it, he was supposed to hide it in his backpack and take it home or give it to one of his classmates. The other just looked offended and blurted out 'He snorted at me and I hit my hand on the blackboard and fell. He started it. But the teacher already knew that first the tangerine had to be thrown one by one, and then the second one squished the first one on the blackboard. Because when the other got up from under the blackboard, the teacher was already in the class, and therefore she would have to see the tangerine being thrown. Which, of course, she didn't see. Both boys tried to blame each other for a while, but they were both guilty. One started, threw a tangerine at the other, and the other defended himself disproportionately. He didn't have to hit the first one immediately and throw it on the board with such force that he fell and bruised his hand.\n\nSituation (Anamnesis):\nThe teacher's class is one of the more problematic classes in the school. There are more boys than girls in the class, and the boys are often at odds with each other. They argue, nudge each other in various ways, sometimes take things with each other, and a few times it happened that they even got into a fight. During the lesson, the teacher often has to remind the students to work, not to get angry and to do what everyone has to do and only in their notebook. A teacher's assistant has been present in the class since the first grade. The two students involved in the incident are among the most problematic students in the class. Small problems are solved every now and then, for example, they hold the door to the classroom and don't want to let the other children in, or they take a classmate's case and throw it around. These reasons led the teacher to agree with the assistant that she would be present in the classroom during every break in order to prevent these incidents as much as possible. At the time when the incident happened, the guitar assistant was in the music room to learn to sing along with the guitar in the music class. The boys immediately took advantage of this and the result was a bruised eye and hand.\n\nTeacher Intervention (Solution):\nThe teacher listened to both students' versions and then asked them why it actually happened, what led them to it. And the answer was surprising. The beginning of the whole incident was that the two students were bragging to their classmates about how well they could throw and catch the ball. And as a ball they used a tangerine that the teacher gave them. However, on the third throw, one gave a bigger blow. The second one didn't catch the tangerine and was hit directly in the eye with a tangerine. However, the first didn't like it, he ran towards the second and punched him with such force. He fell on the board, hit his right elbow and fell to the ground. The result of all this was a huge lump under the eye of one and a bruised right hand of the other. The teacher knew that it was very stupid on the part of both students and they both deserve punishment. She explained to both of them that if they want to throw, they need a ball to do that and they need to be on the field, whether outside or in the gym. Really, a school and a classroom full of kids is not a good place to throw anything, in this case tangerines. And also that the other then acted inappropriately. With the first one, you should have stopped throwing things and gone to tell the teacher or assistant about everything. Both students had to shake hands in front of the teacher and apologize to each other, and promise the teacher that nothing like this would happen again. and both are punishable enough. First of all, each with their own injuries and also with the fact that both will receive a note and the parents will be informed about the whole incident. The teacher sent both students back to class and closed the incident by writing a note to both students in the student book. In the end, she had to laugh at the remark: 'He was throwing a tangerine with a classmate in class. He threw a tangerine with excessive force and the tangerine caused a swelling under his left eye.\n\nOutcome:\nfew days after the incident, the classroom was calm and there were no complications. Both pupils went to school without problems, their bruises soon healed and they didn't even have to see a doctor. Nothing major happened in the class and it seemed that overall the class calmed down more. In the long run, the class was calm and there were no other major problems. But the teacher or assistant still had to be present in the classroom during breaks. As soon as they both moved away, the students were able to take advantage of it.\n\nStudent Profile:\nAge/Year: 9\nHobbies: sport, rybaření, cestování\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "718", "student_age_year": "9", "student_hobbies": "sport, rybaření, cestování", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "magisterské", "teacher_practice_years": "14", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1343", "content": "TEACHING CASE STUDY\n\nBackground:\nThe class I teach is complicated. I have never had such a demanding class during my entire internship. I also never imagined that I would teach 4 nationalities in one class. I have 19 pupils, 1 is from the first nationality, 3 from the second nationality, further from the third nationality, last school year there were 2 from the fourth nationality. I only have two girls here. It's difficult. Organize and correct everything so that everyone is involved and most importantly - so that we have learning results! And one pupil also costs me a lot of effort. He's still angry. Other children are also sometimes disruptive, but this case is extreme. He doesn't know what we're doing, where we're currently reading, so I always stand by him and show, explain, help. I constantly remind him. He is incredibly fast and impulsive, always talking and commenting on everything and everyone, shouting, getting attention. And if I ask him not to talk, after a while he starts writing to himself. Or he kicks the chair with his foot, swings. He disturbs others, but mainly himself. He can't stand to work - and therefore he can't keep up with tasks like others. Then he has to finish during the break - which annoys him and he gets angry and finishes the work already. He got even angrier when I assigned him to finish it as extra homework. Aggressive behavior started - he threw things from the desk, broke two pencils, was vulgar towards children.\n\nSituation (Anamnesis):\nThe student lives only with his mother. She works 12-hour shifts, so sometimes her older sister looks after him. He is in 9th grade. Last year they were already at a child psychiatrist because of behavior and inattention. Supposedly, he should take some medicine, but his mother does not want to give him it, she is afraid that he would be depressed. They were also in a pedagogical-psychological counseling center, I have recommendations from them on how to work.\n\nTeacher Intervention (Solution):\nI did not immediately comment on his output. I let him fade away. Then I handed him a tissue to blow his nose and told him to drink. He wanted to rest in the relaxation corner at the back of the class for the rest of the class, I let him.\n\nOutcome:\nHe didn't want to go to lunch after class. We stayed in the classroom. We talked about it, so I mostly talked, he was silent, or nodded or shrugged his shoulders. We went together to look at the class rules. Now the student sits in the first bench, for better contact with me. But he doesn't sit by the window so that it doesn't distract him. He has a calm classmate next to him, he can follow what we are doing right now. We introduced colored folders (workbook, worksheets) for each subject. I make sure that he only has what he is working with on the desk. He still doesn't catch up as much as the others, so I assign him less, so that it is enough to practice the subject matter. I'm also trying to change my approach so that I don't criticize him all the time, but it's hard to put myself in a positive situation of 'you're doing this well, I liked this', when we're more used to 'no, don't do this, it's wrong'. I hope I succeed at least sometimes. I also appreciate the little things in the student - that he can wait, that he sits quietly, that he does not disturb now, that he cooperated nicely with the children and agreed with them... It is a long-term problem and as such has no simple solution. Rather, we will continue to look for appropriate procedures, and I also know that we will continue to resolve conflict situations. I also advised the mother to go with the pupil to the counseling service center in our town. They provide counseling services and sometimes it just helps to have someone listen to us and know that we are not alone in our problems.\n\nStudent Profile:\nAge/Year: 9, 3.roč.\nHobbies: Kolo, PC hry, hry na mobilu\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Failure to attend class, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1343", "student_age_year": "9, 3.roč.", "student_hobbies": "Kolo, PC hry, hry na mobilu", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "VŠ, učitelství pro 1.st. ZŠ", "teacher_practice_years": "12", "problems_annotated": "Emotional outbursts, Failure to attend class, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/455", "content": "TEACHING CASE STUDY\n\nBackground:\n6th grader bullied a classmate. The motivation for him was a situation a few days back in class when we discussed the subject of smoking. A bullied girl just called out the aggressor for smoking outside of the school environment and said it in front of the whole class. For that reason, he wanted to have his way with her. He waited for them to go from lunch to the locker rooms, he looked out for a place where none of the cameras were pointing and the time when the teachers were in charge, so there was no adult in the locker room. At the same time, he manipulated two other classmates. The first of them took the girl's briefcase while she was still at lunch. When the girl was coming to the dressing room, the second of them caught her and the main aggressor gave the girl two blows in the stomach and kicked her in the leg. Of course the girl screamed and then escaped the boys and ran outside. After a long time passed, she returned to school, found her briefcase and came to tell everything to the assistance they came to me with.\n\nSituation (Anamnesis):\nThe student had problems in the family, he lived only with his mother, who had a very free upbringing. The mother smoked, so the student had a good attitude towards cigarettes, I later learned from her that he often stole them from her. He came from a socially weaker family, his grandfather used violence against him and he generally did not have a good background. The student was often cunning and was good at manipulating the people around him. I would easily call him the 'brain' of the class, because he always knew how to get others on his side. He was used to this behavior from the household as well, growing up next to an older brother who did whatever the pupil told him. Despite being older, he let his younger brother control him.\n\nTeacher Intervention (Solution):\nThey came to me and of course I listened to them and started to solve the situation. I went to check the camera system primarily to find out if it was true or not. The situation was not visible on the recording, but the aggressor and his friend could be seen coming there and getting ready. After that, I got in touch with the guidance counselor, to whom the girls went and began to discuss the situation in more depth. Undoubtedly, I had to inform my parents about this situation.\n\nOutcome:\nThe result of the solution was a behavior score for both the aggressor and his helpers. This was preceded by several meetings with the educational advisor and I discussed everything with them several times. A similar situation never happened again.\n\nStudent Profile:\nAge/Year: 13 let, 6. roč.\nHobbies: cigarety, mobil\nDisorders: Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "455", "student_age_year": "13 let, 6. roč.", "student_hobbies": "cigarety, mobil", "student_diagnoses": "", "student_disorders": "Krádeže", "teacher_approbation": "Mgr.", "teacher_practice_years": "10", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/76", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation is already almost 10 years old, when I substituted physical education for 7th grade students. I was a little scared of this class because it was an infamous class where there are several reduced behavior grades due to truancy, truancy, and gross violations of school rules. The fact that I only 'caught' a group of boys was all the more terrifying. It was nice outside, so I suggested that it wouldn't be bad for us to go to the field where they can play football. Despite the fact that it was a substitute class, I took it as if it was going on properly. A few students excused themselves with the 'I don't have gym' style, which I passed by without noticing. After arriving at the playground, we started, in which I had to persuade the students and raise my voice several times, because some students did not respect my instructions. 'I'm still waiting, the longer you drag it out, the less football you'll play.' I emphasized. This 'threat' worked for some unruly pupils, but it was still not satisfactory. 'Fine', I said. 'We're going to run until you learn to listen.' One of the rebellious students said to me in a calm voice: 'So you're drunk?' At that moment, I stood as if scalded. I have never encountered this type of behavior and amount of disrespect in my practice. It caught me by surprise in such a way that it probably influenced my subsequent handling of the situation. 'Please?' I asked again, in a rather startled tone. 'Well, you're a bitch.' He repeated.\n\nSituation (Anamnesis):\nThe student has been problematic since the onset of puberty. He repeated the year in first and second grade. He was raised only by his father, which may have been the crux of the problem - our school is very feminized and this student lacks a certain amount of respect for women - maybe his father didn't teach him that, because he didn't seem to talk about his ex-wife in a general way. Among other things, the pupil had problems with attendance, the fulfillment of school duties and also with repeated violations of the school rules.\n\nTeacher Intervention (Solution):\n'How dare you?' I screamed. 'Apologize now or we'll go to the headmaster!' 'It's up*dele to me.' I was so turned on by his arrogance and lack of interest in anything that I grabbed his t-shirt until I heard the seams crack - maybe I tore the t-shirt - I have no idea. It obviously derailed the student, because I dragged him behind me towards the school door. The students stared in disbelief. I turned to him in front of the door and asked him still in affect: 'What do you think of yourself that you're going to curse me!' 'You should have let us play football, I don't care if I get a note or a three for behavior, Dad doesn't give a damn.' I reassessed the situation: 'Then we won't go to the director, there's no point, come back.' We came back to the playground, where the students had not yet recovered. 'On my command to get in line!' The students started immediately. 'Thank the student, you will run for the whole lesson and I will arrange with the teacher that you will not play any games, but only run and practice gymnastics.'\n\nOutcome:\nThe students were of course angry. However, I only wanted the student to be the target of hatred and to be despised by others in the same way that he probably despises women. After the end of the lesson, which was really dedicated to running, I cooled down to a certain extent and decided to only inform their TV teacher the next day about the situation that occurred. I didn't tell them to just run and exercise, I knew that my reaction was inappropriate and unprofessional. On the other hand, I at least hope that, despite my unreasonable intervention, the student has realized that he cannot behave this way towards women or anyone else.\n\nStudent Profile:\nAge/Year: 15 let, 7. ročník\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "76", "student_age_year": "15 let, 7. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Záškoláctví", "teacher_approbation": "Učitelství pro 1. stupeň", "teacher_practice_years": "25", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/915", "content": "TEACHING CASE STUDY\n\nBackground:\ncame to the Czech language class and the first thing I notice is that one student is crying. Since this student does not yet know Czech and I do not fully understand Ukrainian either, I will not be able to find out where the problem lies right away. Fortunately, we have one student in the class who is fluent in both Czech and Ukrainian, so I sent him to the group together with the crying student to find out what happened to the crying student. In the meantime, I gave the other children independent work and followed them. I learned from a student who knows both languages that the other two Ukrainian boys are making fun of the crying student, especially one of them, who allegedly belches and then blames it on the crying student, insults him and allegedly threw his slippers over the fence.\n\nSituation (Anamnesis):\nTowards the end of the 2021/2022 school year, three new Ukrainian classmates joined our class. None of them speak or understand Czech very well, Artyom, who was born in the Czech Republic to Ukrainian parents, helps me communicate with them, so he is fluent in both Czech and Ukrainian. There is generally a good climate in the classroom, there has never been 'full-on' bullying, only minor disputes that have always been resolved relatively easily. Even the 'Ukrainian boys' fit in well despite the language barrier, e.g. during the big break they play dodgeball with the others, etc. There was only one problem between them so far (described here).\n\nTeacher Intervention (Solution):\nAfter the end of the lesson during the break, I listened to them one by one, of course with the help of a student who knows both languages. I started with a crying student who told me that two boys were making fun of him, especially one of them who had thrown his slippers over the fence the day before, although he then brought them back to him. And the main thing that made him cry was that one boy burped and then pointed at him while the other boy laughed at him. Subsequently, I sent the crying student back to the classroom and called the boy who was joking, he immediately confessed and promised to apologize to the crying student in front of me, a similar process took place with the other boy, he also promised to apologize to the crying student . After that, both the boy who was joking and the other boy apologized to the crying student in front of me.\n\nOutcome:\nhonestly think that these three students are now friends and they were practically right after the 'incident', that is, they were friends even before that, it was just necessary to show the boy who was joking that even joking has its limits. Of course, I'm still cautious, it seems like something bad is happening, but I honestly think that it won't happen again between them.\n\nStudent Profile:\nAge/Year: 9 (4. ročník)\nHobbies: Videohry, čas s přáteli\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "915", "student_age_year": "9 (4. ročník)", "student_hobbies": "Videohry, čas s přáteli", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (Učitelství pro 1. stupeň ZŠ)", "teacher_practice_years": "30", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/233", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the class, the class teacher informed the students about the new school year and that they cannot sit as before. So she asked the pupils to sit in some other new place and that everyone sit with someone they have not sat with before. Most of the pupils were not satisfied with this, but after a long time they found new places. Pupils still traded with each other, mainly because of height or because of poor vision. When the whole class was seated in new places, one student who was sitting with her friend did not want to move to the boy who remained sitting alone. When the teacher asked her to make a decision quickly and not to delay, the student started talking back and arguing with her. The student made various remarks about how she does not sit with the boy in question and that she would like to stay with her classmate. The teacher explained that everyone had already found a new roommate, but she hadn't and that it wasn't fair to the others. When the teacher saw that the pupil was not backing down, she decided to let her draw lots. The number 1 was on the cards, which meant that she would remain seated with her classmate, while the number 2 on the card meant that she had to change seats. The student drew number 2, so she had to change seats. The class was happy to draw number 2 as it was fair to them.\n\nSituation (Anamnesis):\nAfter a few days, the teacher asked the student what her problem was with her roommate and why she didn't want to sit with him. Žačka commented that her fellow student had mocked her several times in the past. When asked why she didn't tell anyone, the student said that she was afraid that there would be problems and that it would be discussed with her parents. She never told the class teacher, so she left it at that. The class teacher did not know about this during the transfer, so she sat them together.\n\nTeacher Intervention (Solution):\nDuring the dialogue, it was found that the pupil does not have problematic behavior, has good grades in school, is clever and hardworking. The pupil never had any serious problems at school or a reduced behavior grade. When asked about this situation, the student explained that she had her own preferences when transferring, so she wanted to stay with her classmate and began to talk back. It was clear from her interpretation that she was sorry and aware of what she had caused.\n\nOutcome:\nDuring the following hours, the class teacher and I observed the pupil's behavior while sitting with a classmate. Her expression showed that she was displeased. She usually pulled away from her classmate on the bench, and refused to work with him when working in pairs. She didn't talk to him during breaks, she mostly left to see her classmates. On the contrary, the boy didn't deal with it, rather he didn't care. The situation was resolved by the class teacher transferring the student. The teacher dealt with the pupil who bullied the pupil personally, asking him various questions about why he did it and instructing him not to do it again. When the class teacher did not know about the past situation, she asked the students to sit in new places. I think the draw technique for the pupil was a good idea. The student could have remained sitting in her seat, but this would probably not have led us to other circumstances - that she was being bullied by a classmate.\n\nStudent Profile:\nAge/Year: 11, 5. roč.\nHobbies: hry, knihy, jazdenie na bicykli\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "233", "student_age_year": "11, 5. roč.", "student_hobbies": "hry, knihy, jazdenie na bicykli", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "magisterské", "teacher_practice_years": "9", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/445", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I am about to describe took place quite a long time ago, one could say at the beginning of my teaching practice. At that time, I was the class teacher of the fourth grade, where the female student also attended. She was slightly different from the others in her own way, often standing out from the crowd, but problematic behavior had not manifested itself until then. She was rather lonely in class, she didn't have many friends and spent most of the breaks alone. However, it was not any form of bullying by other classmates.\n\nSituation (Anamnesis):\nNow I would like to move on to the description of the problematic situation that has arisen. It took place almost at the end of the school year, i.e. in the summer. The whole day went like any other, there was a standard lesson and after the end of the lesson I took the children to the club, which, due to the warm weather, took place outside, in the school garden. During the party, my class had free access to its regular classroom, as it was located right next to the garden. The classroom also included the space for student locker rooms and my office.\n\nTeacher Intervention (Solution):\nAt the time when the children spent the afternoon with their classmates, I stayed in my office and finished my work. In the middle of the afternoon, however, I heard some noises in the classroom, which at first I attributed to the cleaning lady, but then they started to seem strange to me, so I went to the classroom to take a look. Here, I came across a student who was released from the group, and what I saw at that moment shocked me very much. By my own mistake, I left several of my personal belongings, including my wallet, on the chair. The student became the object of this whole situation as I caught the student holding my wallet and examining the contents she was trying to take out. At that moment, unfortunately, I reacted affectedly, because I was in complete shock and I had never encountered anything like it. As I recall, I certainly raised my voice, which from my point of view today was definitely not the right choice. I was very harsh with the student at that moment, she got scared and ran away. She managed to tell everything to the teacher from the group before I did, she called the student's parents and we started solving the situation together. However, the parents were very forceful, they did not hesitate to use vulgar terms and I allowed myself to be provoked in my own way, so a rather heated argument took place and the problem was of course not resolved.\n\nOutcome:\nIn response to the incident, the parents then decided to withdraw the girl from school and enroll her in a new school. In the long term, it had no other impact after that, perhaps a slightly positive effect on the climate in the classroom. From my point of view, however, today I would handle the situation completely differently, more calmly and with understanding. Considering the behavior of the parents, I still have the feeling that the student's behavior was at least partially motivated by the environment in which she and her parents grew up, as their family was among the socially weaker and the parents had a very strong character, which their daughter also began to take over. However, this does not excuse my behavior at the time, which was shorthand and affected.\n\nStudent Profile:\nAge/Year: 9 let, 4.ročník ZŠ\nHobbies: chození na hřiště\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "445", "student_age_year": "9 let, 4.ročník ZŠ", "student_hobbies": "chození na hřiště", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství pro 1.stupeň ZŠ", "teacher_practice_years": "18", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/396", "content": "TEACHING CASE STUDY\n\nBackground:\nThe incident occurred during a physics lesson. Already during the oral examination at the beginning of the lesson, the pupil began to shout out the correct answers to the questions for the examinee. This would not be anything completely out of the ordinary, as the pupil was known for his very above average knowledge in the field of physics, technology and natural sciences in general. I have to admit that I really wasn't in the mood for such speeches on this day, so I reprimanded the student forcefully. He stopped interrupting for a while. However, the conflict between us occurred a few minutes later. As usual, I started my lesson and lectured the class about the topics of the laboratory exercises that were to follow after the lesson. The student began to giggle during my explanation and let everyone know that my explanation rather bothers him and that he finds the material being discussed outdated and useless. His line stuck in my memory: 'Do you really think anyone is still using this old crap of yours?'\n\nSituation (Anamnesis):\nThe pupil was an above-average student coming from a family where he was primarily cared for by a loving mother. Father was often not present at home due to business trips. The student had no siblings. The family was financially well off. Already in elementary school, the student won many science competitions and Olympiads. However, with the transition to high school, his interest in participating in these competitions waned. In the class he attended, he was considered the class intellectual and 'know-it-all'.\n\nTeacher Intervention (Solution):\nIt wasn't the first time I'd heard similar comments from him, but I really wasn't in the mood for this discussion at the time. I slammed my fists into the chair, yelled at him in affect, 'What do you think of yourself, you frack?!' and I left the class. I went to his class teacher and asked for a disciplinary reprimand for the boy.\n\nOutcome:\nreturned to the classroom after a while and continued the lesson as if nothing had happened. The result of the solution was the granting of a disciplinary warning in the form of a reprimand from the class teacher. My relationship with the student was cold in the following hours, but his interruptions stopped. Gradually, perhaps as a result of gradual maturation, the pupil began to be friendly towards me, and although he still sometimes added to my explanation without prompting, a similar excess never occurred again. In retrospect, I'm sorry that I overreacted and instead of punishment, I didn't ask for an individual plan for him that would help his development beyond the obviously insufficient demands and conditions of the subject.\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník SŠ\nHobbies: Technika, počítače, vesmír, geologie\nDisorders: Vykřikování,Rušení výuky,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "396", "student_age_year": "16 let, 2. ročník SŠ", "student_hobbies": "Technika, počítače, vesmír, geologie", "student_diagnoses": "", "student_disorders": "Vykřikování,Rušení výuky,Arogance", "teacher_approbation": "Magisterské, aprobace dějepis a ruský jazyk", "teacher_practice_years": "3 roky", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/612", "content": "TEACHING CASE STUDY\n\nBackground:\nIt has been my dream to become a teacher since childhood. I have always enjoyed working with children, which is why I was immediately clear about my career choice. I have been working on the school grounds as a teacher for the seventh year. Even though this job is not always easy, I have to admit that I am completely fulfilled by this job. Many times I got into unpleasant situations where my task was to properly resolve the given situation.\n\nSituation (Anamnesis):\nWhen assigning the task, I immediately thought of the case of a student who has excellent results, but with his behavior disrupts the course of the lesson, often does not cooperate and insults his classmates. He comes from a divorced family where his parents take turns in his care. His main hobbies include watching trains. He is an introverted boy, but he can't handle cases when something doesn't go his way and he starts to get angry. In extreme cases, he starts throwing his things around, once he even dropped an entire bench.\n\nTeacher Intervention (Solution):\nSuch behavior of the pupil was already repeated, so I decided to invite his parents to a session at school. I tried to suggest to them some ideas on how to solve the situation. We agreed that the student would visit me regularly. We will talk about his feelings and work together to help him control his anger better. This is how we met the student for several months.\n\nOutcome:\nI think this solution had a successful outcome. The student was gradually able to control his behavior better. Whenever he doesn't understand something, he comes to me and together we find a way to understand the issue. As a result, the student gained more friends who did not like him because of his previous behavior. Even now, classmates go to him for advice.\n\nStudent Profile:\nAge/Year: 12 let (7.třída)\nHobbies: Chlapec má zálibu ve vlacích. Ve volných chvílích chodí pozorovat vlaky na vlakové nádraží.\nDisorders: Odmítání spolupráce,Neuposlechnutí,Rušení výuky,Urážení spolužáků\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "612", "student_age_year": "12 let (7.třída)", "student_hobbies": "Chlapec má zálibu ve vlacích. Ve volných chvílích chodí pozorovat vlaky na vlakové nádraží.", "student_diagnoses": "", "student_disorders": "Odmítání spolupráce,Neuposlechnutí,Rušení výuky,Urážení spolužáků", "teacher_approbation": "Vysokoškolské vzdělání - titul Mgr., aprobace český jazyk", "teacher_practice_years": "7", "problems_annotated": "Emotional outbursts, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/177", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation occurred during recess when most of the students were at lunch. The student was just going to the class, in front of which his classmate was standing with several other older students whom he did not know. The group joked with each other and had fun as usual. Since they were quite noisy and the boys nudged each other in a friendly way, from the perspective of the incoming student, it looked like the others were hurting his classmate, whom he likes, so he wanted to help her. So the student ran to the group, grabbed the girl by the hand and dragged her into the empty classroom, where he locked himself in together with her. The girl got scared and wanted to leave, which the student did not allow her to do. The girl tried to push the student over, pushed him and wanted to go to the door and away behind the classroom. The student wanted to prevent this, so he pushed her lightly to get in front of her. The girl was at one of the benches and when the student pushed her, she lost her balance, fell on the bench and hit her head. Everything happened very quickly, the students who were talking with the girl in front of the class then opened the door and a few moments later the teacher also came.\n\nSituation (Anamnesis):\nThis is a pupil diagnosed with Asperger's syndrome, due to which he often has problems in establishing social contacts. According to the teachers, the student's intellectual abilities are average to slightly above average, but he tends to have a low self-esteem, so it is important for him to let his strengths stand out in front of his classmates and allow him to feel successful. Formative assessment and adequate motivation are preferred. The student tends to be nervous in new situations, it is good to prepare him for changes as a precaution. Conflict situations can arise, for example, due to failure, psychological tension, a sudden change for which the student was not prepared, or in common areas such as changing rooms, lunches, etc. An individual educational plan was developed for the student. There is no teaching assistant in the school, this role is always held by individual teachers in the respective classes. With regard to the student's diagnosis, it is necessary to respect his individual work pace and approach. Continuous monitoring is also important. A big positive is the approach of the student's mother, who is very actively involved in solving situations related to various aspects of studies and regularly communicates with the school and teachers.\n\nTeacher Intervention (Solution):\nOnce the supervising teacher arrived at the classroom and learned what was happening, she asked the other students to leave and was left alone with the student and his classmate. The teacher's initial reaction was anger, she started shouting at the student and demanding an explanation. The girl was still crying, the teacher demanded that the student apologize to her. However, there was no explanation from the teacher, she let herself be consumed by anger, disregarded the pupil's diagnosis and expected the pupil to know that he had done something he shouldn't have done.\n\nOutcome:\nSince the student did not know what he had done wrong, he felt angry towards himself. From his own point of view, he didn't do anything wrong, he thought he was protecting a classmate, that's why he was also frustrated. The teacher involved subsequently stayed with the girl and the pupil went to the teacher who was describing the situation and who holds the position of educational advisor. Until she calmly sat down with the student in an empty classroom and let him explain the situation from his own point of view. The teacher explained what he had done wrong, he then apologized to his classmate and the situation became clearer.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník (osmileté gymnázium kvarta)\nHobbies: Žák má rád matematiku a má v ní nadprůměrné výsledky. Zajímají ho také moderní technologie a rád se věnuje počítačům.\nDiagnoses: Náběh na Aspergerův syndrom,Lehká forma autismu,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus,Dětský autismus\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Disrespectful communication, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "177", "student_age_year": "15 let, 9. ročník (osmileté gymnázium kvarta)", "student_hobbies": "Žák má rád matematiku a má v ní nadprůměrné výsledky. Zajímají ho také moderní technologie a rád se věnuje počítačům.", "student_diagnoses": "Náběh na Aspergerův syndrom,Lehká forma autismu,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus,Dětský autismus", "student_disorders": "", "teacher_approbation": "Pedagogické magisterské vzdělání ZSV, TV, Občanská výchova Školní výchovná poradkyně", "teacher_practice_years": "30 let", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/19", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened on a school trip in Poland in the city. On the third day, we went on a trip around the city as a group: a teacher and 7 boys, including a problem-free student. We were in nature not far from the mentioned city, we were walking in the forest on the hills. Sometimes the boys teased their classmate with autism, provoked him in various ways and sometimes laughed at his reactions. The autistic student scolded them for it, not rudely, and the whole situation always calmed down that way. The teacher and I did not watch over the boys 24 hours a day, we just made sure that the conflict did not escalate. At times, the student with autism lost control of his behavior and began to behave aggressively towards others – he started yelling at his classmates and attacking them physically. We always tried to stop it in time and calm it down, but this time we didn't succeed. While we were walking the route on the rock, a student with autism got angry and threw a rock at a classmate who was provoking him. Luckily he missed.\n\nSituation (Anamnesis):\ndo not consider it relevant to describe the history of the class here - on the one hand, I do not know it, and on the other hand, the conflict did not take place in the collective of the class, only on a school trip in an environment of 8 pupils. All the pupils were in the 7th or 8th grade of primary school - that is, they were 'in puberty' and took the school trip as an opportunity to enjoy a new experience. However, they were generally problem-free pupils, they behaved 'very well' without reprimands or reprimands or other additions. I already wrote above about a student with autism. The boys found his behavior strange and liked to tempt him. He controlled his behavior, but sometimes he became aggressive and that was when someone said something to him that was 'over the line'. It was always up to us to moderate the guys.\n\nTeacher Intervention (Solution):\nWe went as a group of 8 students, me and the teacher to a small hill nearby. The weather was sunny and there were no people around, only nature and the ten of us. The teacher and I went side by side to the students and occasionally checked to see if anyone had gotten lost. However, we stopped once to rest. While we were standing there, we heard a student with autism get angry and throw a rock at someone, but it missed, and then the teacher and I got involved. We explained to a student with autism that if the behavior of his classmates bothers him, he should not throw stones at them and be aggressive. He is to go away from us or not listen to them. We explained to him that he didn't want to hurt anyone and throwing stones could be dangerous. After that we continued the trip and we talked to the autistic student for a while to make sure he really calmed down.\n\nOutcome:\nAs I mentioned above, the student calmed down after the incident. Fortunately, no one was hurt, but even his classmates were amazed by what the autistic student was able to do. It is difficult to say whether the pupil with autism has really calmed down, or whether his classmates have become afraid that something is wrong with them. However, the rest of the trip was without further conflicts.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: Počítačové hry, internet, cestování ,filmy\nDiagnoses: Autismus\nDisorders: Agrese,Nepozornost,Introvertní chování\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "19", "student_age_year": "14 let, 8. ročník", "student_hobbies": "Počítačové hry, internet, cestování ,filmy", "student_diagnoses": "Autismus", "student_disorders": "Agrese,Nepozornost,Introvertní chování", "teacher_approbation": "Mgr., učitelství AJ, RJ (angličtina, ruština)", "teacher_practice_years": "10", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1318", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when I worked as an assistant at a school and the class teacher overlooked the needs of the student. His problem behavior manifested itself when he had to do something he was not good at, especially writing. He began to avoid tasks, resigning himself to them, hiding, asking others for help, or just watching idly. He called himself incapable and refused to try because he thought he was stupid and others thought so too. This was most evident when they refused to work on projects that involved writing out and summarizing information from books.\n\nSituation (Anamnesis):\nThe trigger for his behavior was his dyslexic difficulties. The teacher failed to estimate what the student could handle and thus overworked the student, which led to problem behavior. When he fell behind, he was scolded by the teacher, and his reactions gradually worsened. The more tasks he had and the more stupid he felt, the more he gave up. The teacher was very goal-oriented and expected the same quality from the children, but did not treat them as individuals, which caused this student to suffer.\n\nTeacher Intervention (Solution):\nI supported the student in various ways and we progressed step by step. At first we focused on writing in the lines and used motivations and mnemonics. We worked with fewer tasks and I gave him constant support and praise for every little success. I also communicated with his parents, who were very supportive and cooperative with me.\n\nOutcome:\nThanks to our joint work, the situation has improved. I spent a lot of time at school for my thesis, which allowed me to devote myself to the student and work with various aids.\n\nStudent Profile:\nAge/Year: 8 let, 2.třída\nHobbies: Čtení komixů, kamarádi, cyklistika\nDiagnoses: Dysgrafie,Dyslexie,Dyskalkulie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1318", "student_age_year": "8 let, 2.třída", "student_hobbies": "Čtení komixů, kamarádi, cyklistika", "student_diagnoses": "Dysgrafie,Dyslexie,Dyskalkulie", "student_disorders": "Lhaní", "teacher_approbation": "Mgr.", "teacher_practice_years": "4 – 5 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1198", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was in their first year together, when the student began to behave very toxic towards the girls in her 'group' and towards other classmates. She became jealous when the girls were having fun with others, and not with her, and when that happened, she started gossiping about them in front of others. She constantly demanded attention and everything escalated to such a stage that she even emotionally blackmailed her classmates, threatening to commit suicide if, for example, they did not come to school or did not have fun with their dreams. I only found out about the whole problem (as a class teacher) thanks to a phone call from the mother of one of my classmates, who said that her daughter has to listen to emotional blackmail from the student every day about how she will hurt herself if the student does not have enough fun with her, etc. It all got to such a stage that other parents of female students began to tell me that their daughters no longer like going to school, precisely because of the female student.\n\nSituation (Anamnesis):\nThe student is very clever, a student who studies well. She does gymnastics, which she is good at, and is quite good at drawing. What I learned during the interviews while solving this problem, it became clear that she was bullied by two of her classmates in elementary school. It is evident from her behavior that she suffers from low self-esteem and does not believe in herself very much and needs constant confirmation/reminding that someone likes her, that she is smart and a valid part of the team. When solving the problem and communicating with her parents, I was told that the student often talks about suicide at home, so her parents were not surprised by the comments that the student makes in class about self-harm or even suicide. The parents told me that the student had never visited a psychologist, nor had the previous bullying been dealt with in any particular way. It was interesting that if I asked, for example, the boys' section of the class, in most cases they did not notice this in the class at all, and the whole problem was rather a question of the girls' sector of the class.\n\nTeacher Intervention (Solution):\nonly found out about the whole problem when the student's mother called. After that I talked specifically with the student, and she referred me to other classmates, with whom I also spoke afterwards, and the words of the student confirmed to me that they were experiencing the same thing, which was also confirmed by their parents, whom I also spoke with. After that, I spoke to the mentioned mother of the pupil, who surprised me quite strongly with the answer that 'the pupil talks about suicide all the time at home, but that she doesn't really mean it'. Since I didn't have a psychologist at the school at that time and the educational counselor came only once a week, I referred my parents to a pedagogical-psychological counseling center. From all the interviews and the overall impression of the student in the class, it seemed to me that the biggest problem was her low self-esteem and the constant need to prove something (or someone) to herself. After I figured this out, much of her behavior began to make sense to me.\n\nOutcome:\nThe entire incident lasted approximately during November and December. Since the student was ill afterwards and did not participate in the Christmas meeting before Christmas, I used it as a partial 'classroom' lesson, when I invited other classmates to anonymously write a message from the student on a piece of paper. In the mix there were positive messages, that they think about her, that they like her, but that this very behavior bothers them. I gave the papers to the student after Christmas and after a joint discussion on this topic, it seemed that the student understood what the problem was and that she was just driving her classmates away with this behavior. After the mentioned Christmas, the situation calmed down and after a while the student renewed her 'group' of classmates who were actively having fun with each other. Since then, none of the students or their parents have complained. After a longer period of time (around June), I contacted the student's mother again, and she informed me that the student was seeing a psychologist again.\n\nStudent Profile:\nAge/Year: 13 let; 8. třída\nHobbies: Sportovní gymnastika, kreslení\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour, Bullying\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1198", "student_age_year": "13 let; 8. třída", "student_hobbies": "Sportovní gymnastika, kreslení", "student_diagnoses": "", "student_disorders": "Manipulace", "teacher_approbation": "Mgr.; Francouzský jazyk a literatura", "teacher_practice_years": "10 let na gymnáziu, předtím v jazykových školách 2 roky", "problems_annotated": "Selfdestructive behaviour, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/342", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is a ten-year-old 5th grade student who regularly does not pay attention in class. During the lesson, he plays with different things and invents reasons and ways to leave the class during the lesson. She doesn't mind at all when the assistant warns her, or confiscates the thing she's playing with, when she's supposed to be careful, she doesn't do anything about it and takes something else to play with. She often goes to the bathroom during class, where she leaves messages for a classmate who goes to the bathroom right after her, so that she can read the message and reply to her. Their class is right next to the gatehouse, so the janitor can see when students from their class go to the bathroom during class. The schoolmaster tells the headmistress and she then solves it with the assistant and the class teacher and they have a problem because of it (pupils have to go to the toilet during breaks). But if the pupils are not allowed to use the toilet, they tell their parents at home and they come to school to complain that their children do not want to be allowed to use the toilet.\n\nSituation (Anamnesis):\nThe class as a whole is very complicated, the class teachers often changed, there are 4 pairs of twins in the class, so sibling relationships are often dealt with here. The student's mother works at the tax office and her father is a soldier and police officer, so she must be very temperamental. The student is very strong and will not let anything please her, she wants to be a soldier when she grows up. She has lots of friends and is very loud.\n\nTeacher Intervention (Solution):\nThe assistant is trying to explain to the student that she is not allowed to do this and that she should go to the toilet during the break. When that didn't work, she tried to explain to her that if she goes to the toilet often during class, it causes problems for the others, but the student doesn't care about that either. This behavior has been going on for several months and the assistant is losing patience with her. It's the same with playing with different things in class. The assistant admonishes her several times, but the student still does what she wants. If she confiscates the item, the student takes something else to play with. He won't change his behavior even if he gets a memo.\n\nOutcome:\nThe student still does what she wants and has not changed her behavior. The assistant is tired of constantly admonishing the student and drawing her attention to her inappropriate behavior.\n\nStudent Profile:\nAge/Year: 10, 5. ročník\nHobbies: Tanec\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "342", "student_age_year": "10, 5. ročník", "student_hobbies": "Tanec", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "středoškolské", "teacher_practice_years": "7 let v neziskové organizaci (práce s dětmi), 2 roky jako asistent pedagoga", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/62", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is generally problematic, and last year there were problems with the distribution of chewing tobacco, it was resolved within the educational committee, with the mother, and a notice is sent to OSPOD. He cannot handle stressful situations and behaves inappropriately and very affectively in them, has outbursts of anger and a tendency to even throw things around. He doesn't quite fit into the collective, because he came later - in the sixth grade. He came from the village school to the second grade, but even there he had problems, that's what we found out. This means that he spent most of his time at school in online mode, and his classmates did not quite accept him.\n\nSituation (Anamnesis):\nIt is possible that this is precisely why he needs to draw attention to himself - to fit in. But when he was in a problematic situation, it could be seen that he is sensitive and may cry after the affect. As for his academic performance - he is very bad and last year he got an A in two subjects. He did pass the commission exams, but it is more due to the commission than to his knowledge. The father is also present in the household, but only the mother communicates with the school.\n\nTeacher Intervention (Solution):\nDuring the break, a student came to me upset in affect and sobbing a lot. He began to describe how, according to him, his Czech girlfriend did not treat him properly, she even bullied him. She started yelling at him while she was just sitting peacefully having a snack. This situation also had a prelude in the Czech language class, when she said something to him and slapped him on the back. After that, I listened to the situation from the other side, which of course sounded a little different. The student allegedly did not cooperate in class, he was repeatedly warned about what he should do, but he did not listen. After this incident in class, the teacher saw him in the corridor, where he was having fun with two other girls from the upper class. The teacher only heard that they agreed to meet after school. As the pupil already had problems with the distribution of chewing tobacco last year and the young ladies present were not quite exemplary in their behavior and moreover she was their class teacher, she suspected that the situation from last year could be repeated. As the teacher has a rather violent nature, she attacked the student and he gave up. He personally does not want to discuss this situation with his class teacher, because he shares the office with this Czech teacher, that is why he came to me as an educational advisor. When a crying student came to my office, I tried to calm his crying fit. As soon as he calmed down enough to be able to tell me what happened, I tried to explain to him that every person is different and that the Czech lady has a slightly more violent nature and she was definitely just worried that the situation from last year would not repeat itself.\n\nOutcome:\nThe student generally has a tendency to exaggerate and therefore claimed that the teacher sat on him, exaggerated the situation and talked more or less about the teacher's behavior and presented it as if he had nothing to do with the situation. Unfortunately, we were pressed for time when solving the situation because he came in the middle of the small break, which is only 10 minutes long, then he and I had to take an hour. I am satisfied with the solution of the situation, the pupil calmed down, the handkerchiefs were secured. I offered him to go wash himself, but he told me that he was fine. When I met him in the hallway the next day, I asked him if he was fine and he said yes, fine. This situation is very recent, it happened at the beginning of this school year. It's only been a few days since she left, but already teachers are complaining that she's disrupting classes. So, for the future, I think that this incident will unfortunately have no effect on him in the long term.\n\nStudent Profile:\nAge/Year: 14 let, 8 ročník\nHobbies: ne žádné známé, maximálně chození ven s přáteli\nDisorders: Agresse,Emoční labilita,Neposlušnost,Nevhodné chování,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Disrespectful communication, Interview\nImplications: Shortterm success, Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "62", "student_age_year": "14 let, 8 ročník", "student_hobbies": "ne žádné známé, maximálně chození ven s přáteli", "student_diagnoses": "", "student_disorders": "Agresse,Emoční labilita,Neposlušnost,Nevhodné chování,Vyhýbání se škole", "teacher_approbation": "Magisterské, Český jazyk a Občanská výchova, výchovný poradce", "teacher_practice_years": "20 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success, Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/873", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened a long time ago, even when I was starting to teach. A girl in the second year repeatedly played with her phone in my classes. I reminded her several times every hour that she should turn off her phone and put it in her bag. After the girl, I wanted her to devote herself to my interpretation mainly because her grades were very bad. Well, if she had a great benefit, I probably wouldn't warn her so much again.\n\nSituation (Anamnesis):\nThe student was 16 years old at the time of the incident and was studying in her second year. She probably lived with both parents at the time of the incident. The student was diagnosed with ADHD. The student had below-average results, did not graduate and left school.\n\nTeacher Intervention (Solution):\nWhen I warned her for the umpteenth time to hide her phone, she did not respond again. So I told her she was acting like a cow and threw her phone out the window. Fortunately, the window was on the ground floor and nothing happened to the phone.\n\nOutcome:\nShe ended up complaining about me to her parents and the principal. Her dad also complained about me to the principal. After listening to my version, the director defended me, both on the phone and with the phrase that she behaves as if she were a cow. The director said that I did not tell her that she was acting like a cow, but that she was acting as if she were a cow, so I did not call her names. But yes, I admit that I lost my temper and threw her phone out of the window, this was obviously pedagogically inappropriate. There was a bigger incident out of the whole situation, which was that the school management dealt with it, but they didn't deal with it negatively.\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník SŠ\nDiagnoses: ADHD\nDisorders: Neposlušnost,Neuposlechnutí\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "873", "student_age_year": "16 let, 2. ročník SŠ", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Neposlušnost,Neuposlechnutí", "teacher_approbation": "Ing. Fyzika, odborné zahradnické předměty", "teacher_practice_years": "20", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1133", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I had to deal with was not particularly problematic, which is perhaps due to the fact that I have not been a classroom teacher for many years. However, one situation that did not seem to be resolved happily was with a girl who was very withdrawn and had unexpected reactions. She sometimes stopped activities and refused to finish them, sometimes throwing tantrums in response to teasing from classmates.\n\nSituation (Anamnesis):\nThe girl regularly visited the school psychologist, but we as a teaching staff were convinced that her behavior required a psychiatric solution. However, the mother blamed her classmates and the school and resisted psychiatric treatment.\n\nTeacher Intervention (Solution):\nMy colleague and I were learning to treat the girl and trying to manage her outbursts. She had mental problems and was often forgetful, did not bring supplies to school and did not cooperate. When she had a problem, we took her to the corridor to calm down. I tried to divert the topic to something she liked to talk about, like riding a bike, and I managed to build a relationship with her, as a result she cooperated in my lessons.\n\nOutcome:\nThe ending was not a solution from our side and I was dissatisfied with it. The mother, in my opinion, underestimated the seriousness of her daughter's problems. After changing schools and moving away, I lost contact, some colleagues only received a few messages. I believe that changing the collective was not a good solution.\n\nStudent Profile:\nAge/Year: 9 let, 3. třída\nHobbies: cyklistika\nDisorders: Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1133", "student_age_year": "9 let, 3. třída", "student_hobbies": "cyklistika", "student_diagnoses": "", "student_disorders": "Nespolupráce", "teacher_approbation": "Magisterské", "teacher_practice_years": "32", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1435", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was already evident in the first grade, but there it was still possible to communicate with him in some way. Once he switched to second gear, it was all downhill. In class, he constantly wants to go to the toilet, blows his nose, and chews, even though I or my colleagues have pointed this out to him countless times. He's not paying attention, he's on the phone, he's chatting with others and he's generally disrupting the class.\n\nSituation (Anamnesis):\nProblem student: 9th grade, below average academic performance, rude, arrogant\n\nTeacher Intervention (Solution):\nWe also tried everything possible with him. Positive motivation failed, re-enforcing and reprimanding did not help at all. He was diagnosed with ADHD at the counseling center, and we were told that it was more of a misbehavior than hyperactivity. The extra tasks had no effect on him, he simply couldn't do them either and he didn't care. Then we realized that the only thing that bothers him is when we leave him after school or when he has to come before class. It takes away either his own time or time with his friends, which is very important to him. He spends most of his free time with them. Once I dropped him off at school and I've never seen him so hardworking, he drove like a ferret. And actually his mother has quite a bit of leverage over him, she listens, but we can't invite her here every time either.\n\nOutcome:\nUnfortunately, it only works momentarily and temporarily. If I leave him after school, it's quiet for a week, but then it starts all over again. It's such a vicious circle.\n\nStudent Profile:\nAge/Year: 14, 9.třída\nHobbies: Chození ven s kamarády, opačné pohlaví, počítačové hry, hudba, skateboard\nDiagnoses: ADHD\nDisorders: Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1435", "student_age_year": "14, 9.třída", "student_hobbies": "Chození ven s kamarády, opačné pohlaví, počítačové hry, hudba, skateboard", "student_diagnoses": "ADHD", "student_disorders": "Pasivita", "teacher_approbation": "Mgr., Fj, Aj, Zeměpis", "teacher_practice_years": "5", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/279", "content": "TEACHING CASE STUDY\n\nBackground:\ngot a new class. They were fifth graders, they had just come from the first grade, so we got along at the beginning. I was in their class and taught them Slovak, which we had 4 times a week, so we had close contact on a daily basis. The composition of the class was 12 girls and 10 boys. I noticed that the girls clustered around one who was like a leader. All the girls imitated her, her grimaces, her clothes, her expressions. This pupil was an eccentric type of girl and had plenty of female friends. At a certain point, she started singling out one of the team, which the other girls also picked up on, and this student became an outsider and had no friends in class or at school. She didn't talk to the boys. She became lonely and read a book during breaks. This student later went further and secretly took pictures of this student sitting in the bench and sent it to her friends and they teased her about how she dresses, then that she has a front bite and that she looks like a horse. This pupil felt singled out and over time began to suspect that she was being made fun of and later that she was being photographed and written about.\n\nSituation (Anamnesis):\nThe main attacker was this pupil, but practically the entire 5.B girls collective took part in the bullying. That is, about 3-4 girls took the most photos of this student and insulted her, and the others did not notice it or joined in here and there, laughed at it, but there was no one who stood up for this student, which I was honestly sorry for. I was also struck by the young age, that even at such a young age bullying between children can be present. I think that this student dealt with her low self-esteem, building on the taunts and mutual hatred of other friendships. She made it to the point that no one preferred to play with this student because they were afraid that they would also make fun of him. As a member of the class, I noticed that something was happening, but being singled out is an annoying thing, but that's simply how it is sometimes in a team. I can't find friends for this student. Once I called her to my office and asked her about her friends and the climate in the classroom, she replied that she didn't have any friends and that she didn't mind that she was reading a book. But in the end she told her parents at home that they were taking pictures of her at school, they made fun of her, that she was a horse and that no one liked her, her mother came to me to solve it, I promised that I would start solving it with the girls. This student kept things completely secret in the beginning, but the other girls pointed to her as the culprit and organizer of all the bullying. They showed me the news, the photos, we just discussed everything about it. It was difficult for me, and I think it was also difficult for the girls' team to act straight and explain to each other that this is bullying. Uncovering the whole truth was difficult not only for this pupil, but also for this pupil and the other girls. This student could not stand the pressure and her parents enrolled her in a new school for half a year.\n\nTeacher Intervention (Solution):\nMy parents made the solution for me - they simply sent this pupil to another school. I was sorry it turned out this way. This student probably has bad memories of our class and school and was shown an example that leaving is better than verbally solving and confronting the bully. The bully - again, he wasn't confronted enough with the situation - because what do you solve when the victim is no longer there and doesn't want to deal with it? This pupil ended up reprimanding the principal and moved on.\n\nOutcome:\nthink it moved it as a class. They met as a collective with such a serious thing as bullying. Later, we also invited a psychologist, who had a session with the class and solved the climate in the class and the team. By the end of attending our elementary school, we did not deal with bullying in this class. This pupil probably learned her lesson and apologized for her actions, she admitted that it was not right and she managed to apologize just before this pupil left. But it didn't save the fact that this student no longer wanted to be part of the team. Perhaps an earlier intervention could have helped.\n\nStudent Profile:\nAge/Year: 11, 5. trieda\nHobbies: Sociálne siete, kamaráti, šport\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Working with the collective, Transfer of student \nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "279", "student_age_year": "11, 5. trieda", "student_hobbies": "Sociálne siete, kamaráti, šport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magister", "teacher_practice_years": "20", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/37", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka moved with her parents to a nearby village. She also started going to school here, where the children are put together in small classes. Even at that time, her classmate did not like her very much. She started telling all her friends not to hang out with her. And since the classmate was very popular at school, most did as she told them. There was not a single person in the class with whom the student could be friends. No one was messing with her. The student took it very hard mentally. She hoped that when she went to a new school after the fifth grade, everything would be resolved and she would have her friends and new friends again. A year passed and both the pupil and the classmate transferred to a new school, which local children attend when they go to the second grade. As the pupil attended 6th A and the classmate 6th B, it looked like the problem would be over. But the whole situation repeated itself. The classmate once again told everyone bad things about the student, and exactly what happened in the fifth grade was starting to repeat itself. But the whole situation became much more serious, as not only the pupil and her classmate could not stand each other, but the entire classes 6. B and 6. A began to oppose each other. threatening SMS messages, the boys often fought both at school and during their free time. The classes gossiped about each other and it was not helped by the fact that in the 6th A there are children of successful entrepreneurs who often think they have the upper hand. Also, for decades there has been a categorization of children by children based on where they are from, and the local children perceive those from other countries as something inferior. However, this matter is such a known fact, but unless something more serious happens, then this is not addressed at all. The situation escalated one day at school so that the boys fought en masse in the corridor and cursed each other.\n\nSituation (Anamnesis):\nŽačka is a normal, communicative girl who moved to the village a year ago. He comes from a stable family, so he lives with both parents. She is a very intelligent girl, as her academic average has always been above average. She always made it to the top and her parents are very proud of her. Sometimes a student has a problem establishing a relationship with a stranger and takes a long time to decide. So he is rather quieter in nature. A classmate was the leader of the whole class from a young age. In the first grade, she went to classical school from the first grade and therefore had many friends. Because she is also very communicative, she always had it quite easy at school. She mostly gets along well with teachers, her academic average is average.\n\nTeacher Intervention (Solution):\nAfter the situation calmed down a bit, the educational consultant and the prevention methodologist decided to find out what is the cause of this whole situation. So they made a visit together, first to 6th A, then to 6th B. In the classrooms, they found out what bothered them so much about the second grade. Of course, the boys who were involved in the fight in the hallway acted like it didn't concern them at all. In the end, it was found out that everything was to blame for the classmate who was telling them not to have fun with the student and unfortunately it came to this stage. The paradox was that when this situation came to a head, the classmate was not at school and therefore was not subjected to any questions that might have made her realize her mistake. Therefore, the educational advisor with the prevention methodology decided to create a community circle in the large hall with both classes. Here, the classes said everything to each other calmly, and a kind of general relief was visible on the part of the students. Then, in order to avoid this situation again, the students created rules that they have to follow towards other people. They were written in bold phrases like Do not slander anyone, Always apologize, Be polite and others. The teachers were surprised that even such a short period of time was enough for the classes to at least begin to be tolerated.\n\nOutcome:\nRight after this situation was resolved, the classes calmed down, of course there were occasional innuendos, but everything was stopped in time by the class teachers of the individual classes. Since schools were closed due to the pandemic, there was no further development. Currently, individual classes are tolerated and there are no rifts.\n\nStudent Profile:\nAge/Year: 5. – 6. třída, 11 – 12 let\nHobbies: nebylo řečeno\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Bullying\nSolutions Applied: Agreement, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "37", "student_age_year": "5. – 6. třída, 11 – 12 let", "student_hobbies": "nebylo řečeno", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Matematika - informatika", "teacher_practice_years": "9 let", "problems_annotated": "Physical aggression, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/663", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was restless all day. He was inattentive during class, throwing his things around and trying to interact with other students. He shouted at the others and ran out into the corridor after the bell rang. I always tried to stop him and talk him out of it, but I'd say it didn't help much. Such a day when a student behaves like this is no exception. I thought it was going to be another one of those more demanding days. But I still didn't know what would happen during lunch. The student sometimes bangs the cutlery on the table during lunch, is noisy, if someone drops the cutlery he starts laughing loudly and is inconsiderate towards his classmates.\n\nSituation (Anamnesis):\nFrom the age of two, he attended a children's group for a few months, after which he attended a kindergarten in the regional capital for less than a year. After moving, he joined the smaller kindergarten of our elementary school in our town. He attended kindergarten with a delay of 3 years. Due to his problematic behavior, he underwent a series of examinations at the age of 4, on the basis of which he was diagnosed with ADHD. On the recommendation of the pedagogical-psychological consultancy, the pupil from the age of 4 was assigned a teacher's assistant for eight hours a day. From September 1, 2020, the student entered the 1st grade of our elementary school. Attendance is regular, with minimal sickness. The student stays at school from 6:45 a.m. to 3:00 p.m. In the afternoon, he spends time in the group. The boy lives together with his two siblings with his mother in the family home of his grandparents. The mother cooperates with the elementary school, she is interested in the boy. She regularly consults everything with the teachers and monitors the boy's condition in written reports - diaries, in which the boy is evaluated by the teachers for individual parts of the day with smileys. The motivational system proves itself, the mother awards rewards for the highest daily number of smileys. So far, the boy's father has not visited the elementary school, nor has he expressed an interest in information regarding his son's behavior and education by phone. The student is usually very well and carefully prepared for the lesson in terms of material. Grandparents and mother's parents are also interested in the boy. The process of adapting to the rules was already very problematic in our kindergarten. Although, thanks to his quickness, he orientated himself in the new environment quickly and without difficulty, he was not willing to influence his inappropriate behavior for a long time. It took several months before he was able to accept the set rules of behavior at all. For a long time, he tried to see if his bad behavior in the system would result in some bug, which he could use immediately thanks to his cleverness and alertness. He actually tries it all the time, but it must be said that he now has a firm grasp of what is expected of him, how and why he should behave correctly. At first, the student absolutely did not respect the fixed rules that the kindergarten has clearly laid out and according to which the other children follow. He did not recognize any authority and responded to orders with oppositional defiance. In some situations, his behavior was markedly antisocial. With the help of a motivational reward system, due to the maximum consistency and great commitment of the assistant and pedagogues and fixed boundaries in behavior, it was possible to compensate the pupil's behavior. Now the student knows the rules of behavior well, he is able to follow them. However, he is well aware of the fact that he is under constant surveillance. If this supervision stopped, the student would quickly take advantage of the situation. After a hiatus from the coronavirus, during which he was out of education for an extended period, he entered primary school relatively unimpaired, in good shape and able to continue what we set up and where we left off. Whether and to what extent home education undoubtedly had an influence on this fact is for others to judge. The student is a smiling, well-adjusted, very lively, sensitive boy with a short attention span. He is rather solitary, but accepts children. He never knowingly harms children. If it did, it was the result of rash and reckless behavior that he later regretted. He always tenderly apologized to the children. He likes physical contact (stroking hands) for which he is grateful. At the same time, he can show strong displeasure. Especially in situations where they have to curb their inappropriate behavior. He can be angry, cunning, he can lie and cheat and violate established rules of behavior. But now he is able to correct his behavior more and think more about the consequences of his transgressions. Although he respects authority much more than he did in his earlier years in kindergarten, he is still able to constantly cross the lines of behavior on a daily basis.\n\nTeacher Intervention (Solution):\nDuring lunch the pupil was unruly. During lunch, he banged his spoon on the table, and since he had a soup spoon, the drops landed on the other classmates. You came to complain and I went to talk to him. When he saw that I was approaching, he did not change his behavior and continued his activities. I emphatically explained to him that he must not do that and he just laughed in my face. After a long negotiation, he stopped doing it, I went to my place and it was quiet for a while. After a few minutes, she heard the student laughing loudly. I took my lunch and went to sit next to him at the table. Sometimes I do that and he calms down in my presence. When I sat down, the student started saying that my food is\n\nOutcome:\nDuring the scolding from the teacher, the pupil behaved more calmly at the table. You could see that the scolding touched him. However, we reported the incident to his mother and since then we have not seen him spit in anyone's food. Unfortunately, after some time, the student still shouts during lunch, bangs on the table and sputters during the meal. I'm not very happy about this scolding, but sometimes you get on your nerves. I don't consider scolding to be a revolutionary solution to the situation, but sometimes it helps, at least for a little while. Unfortunately, we still haven't figured out how he explained to the student that he must behave in an appropriate manner at the table.\n\nStudent Profile:\nAge/Year: 9 let, 2. třída\nHobbies: Pohybová aktivita\nDiagnoses: ADHD\nDisorders: Nepozornost,Nerespektování autority,Neuznávání pravidel,Rušení výuky,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "663", "student_age_year": "9 let, 2. třída", "student_hobbies": "Pohybová aktivita", "student_diagnoses": "ADHD", "student_disorders": "Nepozornost,Nerespektování autority,Neuznávání pravidel,Rušení výuky,Vykřikování", "teacher_approbation": "vysokoškolské, speciální pedagogika", "teacher_practice_years": "3", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1359", "content": "TEACHING CASE STUDY\n\nBackground:\nThis event, or rather a problem, became my student about a year ago. I had a normal second grade German class in 8th grade. We practiced listening with the pupils, when we listened to a song (in German) and the pupils had to write down the omitted words in the text. And I had/have one problematic kid in this class who is not very interested in German. Let's call him pupil Y. Y shows his lack of interest by either having fun with his friends around his place and thereby disrupting the class, or by not cooperating with us. When I call him up, he very often makes inappropriate remarks. I can call him such a class clown. So when I told the students to focus and I played the song, this student immediately started interrupting and talking to her friend who is sitting next to him. After a while he started to get angry, so I immediately stopped the song and asked him if he didn't mind that he was interrupting our activity and me and the class, and of course he had some inappropriate comments about it. But for this time, he overdid it when he said a few vulgar words to the German. (I'm good at that *** German ***)\n\nSituation (Anamnesis):\n– this pupil attends primary school, specifically the 2nd grade of primary school (8th grade). As I already said, this student is very problematic. What I asked other colleagues, just like with me in German, it is problematic in other subjects as well. But he had never used profanity in class before. He doesn't do very well at school, which is why his academic results are rather below average.\n\nTeacher Intervention (Solution):\nRight after he said that, I sent him out the door so that he could calm down from the shock as I did. We left him outside the door for about 5 minutes, then I went to get him. Even when he came to class, you could see that he knew he had overdone it this time. I didn't even know about him for the rest of the class. After the lesson, I called him to the office to explain this event to me. I asked him: Why did you even say something like that? He answered me: Teacher, I'm sorry, I didn't want to say it, but I was angry at that moment. I did not want to. I asked him: What made you so angry? He replied to me: I was upset that student X kicked me. So I told him that I understand, but that he doesn't have to talk dirty because of it. I repeated to him that it is not allowed to speak obscenely at school and I hope that it was an isolated incident that will not happen again. Also, for the fact that he apologized, he has a plus point for me. But even so, I had to write him a note that he was interrupting and speaking vulgarly in German class. I also told him that I would set him up with girl X so that you wouldn't get distracted and avoid unnecessary problems.\n\nOutcome:\nAs I already said, after the incident the student was aware that he had gone too far this time, he was quiet, did not disturb and questioned his conscience for the rest of the lesson. In the following lessons, I think that this incident had a positive effect, when this pupil Y stopped his rude and demonstrative behavior, stopped showing off and making inappropriate comments. I even noticed a slight improvement in his academic results when he started trying hard.\n\nStudent Profile:\nAge/Year: žák druhého stupně základní školy (8. třída)\nHobbies: Jako všechny kluky v této třídě, tak ho baví florbal a počítačové hry.\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Neuposlechnutí,Nespolupráce,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1359", "student_age_year": "žák druhého stupně základní školy (8. třída)", "student_hobbies": "Jako všechny kluky v této třídě, tak ho baví florbal a počítačové hry.", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Neuposlechnutí,Nespolupráce,Arogance", "teacher_approbation": "Vysokoškolské – titul Mgr., aprobace německý jazyk (druhý stupeň) a tělocvik (první stupeň)", "teacher_practice_years": "13 let", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1094", "content": "TEACHING CASE STUDY\n\nBackground:\nThis is a girl who has been attending our school since the 1st year of elementary school. Right from the 1st grade, we observed her frequent absences from school, which persisted until later grades. Although the teachers tried to send homework to the pupils, the parents did not see to it that she supplemented the curriculum, that she learned the basic subjects and always progressed to the next year with significantly worse results than the other pupils. At the same time, it was a shame because she was intellectually average, maybe slightly above average. She was not a girl with any special learning disability or behavior disorder. She went to school unkempt and unkempt, her notebooks and tools were dirty and her clothes were not quite clean.\n\nSituation (Anamnesis):\nthink that family upbringing, a lax approach, both in terms of education and family background, were to blame for the school failure. Although the parents were always well agreed and explained that they should try to discuss the missed subjects with their daughter, they should supervise her, we found out that she has not mastered even the basic subjects.\n\nTeacher Intervention (Solution):\nWe then discussed with her individually in individual subjects and we tried to supplement the curriculum, but she still entered the 6th grade with weaker results in the main subjects.\n\nOutcome:\nPupil's age and grade: At about 11 years old, she entered the 2nd grade of primary school, she has never repeated a grade and is currently attending the 8th grade of primary school. Gender of the pupil: Female. school was repeated from the 1st grade until the end of the 1st grade of elementary school Behavioral disorders: Constant absence Confirmed diagnosis of the pupil/s: She was not in the counseling center, she did not show any signs of a specific developmental disorder\n\nStudent Profile:\nAge/Year: Asi v 11 letech nastoupila na 2. stupeň ZŠ, třídu nikdy neopakovala a v současné době navštěvuje 8. ročník ZŠ\nHobbies: Nemá vyhraněné zájmy\nDisorders: Absence\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1094", "student_age_year": "Asi v 11 letech nastoupila na 2. stupeň ZŠ, třídu nikdy neopakovala a v současné době navštěvuje 8. ročník ZŠ", "student_hobbies": "Nemá vyhraněné zájmy", "student_diagnoses": "", "student_disorders": "Absence", "teacher_approbation": "Mgr. v oboru Učitelství pro 1. stupeň ZŠ – zaměření na pracovní vyučování", "teacher_practice_years": "", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/978", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation almost always comes to mind when I think back to my beginnings. It was my first job. I have taught at school for 2 years, but for the first time in the 9th grade. We can still talk about the fact that I didn't have that much experience. In the class where I taught mathematics, there was a problem student. From the beginning it seemed that everything was fine and we could get along just fine. However, appearances were deceiving. Over the course of a few months, her behavior in class worsened. The pupil was constantly disturbing, lecturing her classmates. Over time, the situation started to get out of control in such a way that it started attacking me as well.\n\nSituation (Anamnesis):\nThis situation almost always comes to mind when I think back to my beginnings. It was my first job. I have taught at school for 2 years, but for the first time in the 9th grade. We can still talk about the fact that I didn't have that much experience. In the class where I taught mathematics, there was a problem student.\n\nTeacher Intervention (Solution):\nFor a long time I did not know how to solve the given situation. Unfortunately, I think that even the school management did not support me very much at that moment. When I contacted the management, I was told that the other teachers were handling the situation just fine. After several conversations with the student, I invited the parents to the school several times. At first glance, the parents seemed relaxed. However, as soon as their daughter's problematic behavior began to be resolved, everything was wrong with me. The daughter was completely protected by her parents. I understood that I would not have much success here either. I met a student again, this time I tried it outside the school environment. That helped a little and we agreed on some things.\n\nOutcome:\nAs they say, the promise of a mistake... Žačka, of course, did not keep what we said. The situation escalated. I decided to leave school at that moment. I absolutely could not handle this situation, mainly internally mentally. As far as I know, the student had big problems in the second semester and had to repeat the year. I personally had to recover from it for a long time. When I joined another school and there were problematic behavior of the students, I had to seek help from a psychologist. However, this experience hardened me mentally. However, I wouldn't wish that on anyone.\n\nStudent Profile:\nAge/Year: 14 let, 9.ročník\nHobbies: Hudba, čtení knih\nDiagnoses: ADHD\nDisorders: Nepozornost,Rušení výuky,Podvody,Disrespekt,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "978", "student_age_year": "14 let, 9.ročník", "student_hobbies": "Hudba, čtení knih", "student_diagnoses": "ADHD", "student_disorders": "Nepozornost,Rušení výuky,Podvody,Disrespekt,Vulgární vyjadřování", "teacher_approbation": "Mgr. Matematika a chemie", "teacher_practice_years": "22", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/739", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student regularly spoke vulgarly in class and during breaks, harming his fellow students especially psychologically - mocking, swearing. He was also very rude to his fellow students, he treated them like boys - he pushed them, sometimes he even wanted to fight with them. Among other things, he constantly cheated on tests, was not ready for class, lied, pretended to be innocent. The boy actively smoked from the age of twelve, his father did not manage to raise him.\n\nSituation (Anamnesis):\nThe student lived alone with only his father and younger brother, his mother left them when he was five. He never had a role model in a woman, which is probably why he treated his female classmates in such a rude manner. His brother later attended the same school and was initially just as troubled as him, but over time he straightened out and became an average naughty teenager.\n\nTeacher Intervention (Solution):\nAt first, the school teachers focused on the boy, discussed the given problem with him, unfortunately it did not help at all. Subsequently, it was the turn of the school management and the educational advisor to solve the problem, who invited the boy's father to the school and solved the problem with him. The father showed almost no interest in solving the given situation, he considered it the duty of the school and the class teacher to solve the given situation. The next step was the examination of the boy in a pedagogical-psychological counseling center, to which the school management registered the boy. No learning disability or other syndrome was confirmed for the boy, and he subsequently visited a child psychologist for a short time. Unfortunately, even this step did not help and his behavior in the school environment did not improve. On the recommendation of the school, the guidance counselor, and the pedagogical-psychological counseling center, the boy's father decided to send his son to the Children's Diagnostic Institute and the Center for Educational Care.\n\nOutcome:\nAfter returning from the Educational Care Center, the boy's behavior in the school environment improved significantly, he began to treat his classmates better, did not harm them, did not mock them, and generally began to have more respect for women. His lying to his teachers and cheating at school didn't improve much, but that was what the cantors were used to. Everyone was happy that overall his behavior improved by about 90%.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nHobbies: florbal\nDisorders: Lhaní,Podvody,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "739", "student_age_year": "13, 7. třída", "student_hobbies": "florbal", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Rušení výuky", "teacher_approbation": "Pedagogická fakulta Univerzity Jana Evangelisty Purkyněho v Ústí nad Labem, aprobace český jazyk, ruština", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/192", "content": "TEACHING CASE STUDY\n\nBackground:\nThe parents have a problem with the student every morning right after waking up, because she doesn't want to go to school. I myself witnessed the situation when the parents pull her out of the car... I worked with the student for six months, four hours a day, and it was probably the most demanding period for me in my role as a teacher's assistant. But the most powerful experience with her was the very first hour. As soon as I stepped into the classroom, she gave me a murderous look. Right at the beginning of the lesson, when I sat next to the student, she pushed me away. The teacher told the children to open their notebooks, but the pupil did not respond. I told her to open it, but she spat at me and ran out of the classroom into the hallway, slammed the door and was gone. I was shocked, but I followed her right away and tried to get her back to class. I don't remember exactly what I told her, but it was probably something to the effect that it was important to her. As I approached her, she started to run, as the distance was sufficient for her, she turned to face the wall, tied her hands and sulked.\n\nSituation (Anamnesis):\nThe pupil has been diagnosed with developmental behavioral disorders (ADHD), has developmental disorders in school skills (dysgraphia, dyscalculia, dyslexia) and has a problem with auditory differentiation.\n\nTeacher Intervention (Solution):\nI tried to let the pupil calm down. I was only keeping an eye on her to keep her under control. We spent the whole first hour together in the hallway, I couldn't convince her. But after the bell rang for recess, she immediately picked herself up and returned to class. She knew that she didn't have to do anything during the break. For the next hour, she again went to the corner facing the wall, this time luckily only in the classroom. I tried to motivate the pupil with something, I found out that she likes to paint or play on the computer. In order to push her to some activity, I promised her that she would be able to draw a picture for the completed exercise. Sometimes it helped, other times she said “No, leave me alone!\n\nOutcome:\nThe only long-term result is that the student does not run away from the classroom, otherwise her behavior has not changed. Today she has a different lady assistant. But it doesn't matter if there is a man or a woman with her, the situation is still the same. Problems with the pupil were and are the order of the day. No one knew how to deal with her before or after me. It's hard to say how it will go on, but it was quite a massacre.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: malování  princezny – v pracovních listech, na písemkách, všude…), počítačové hry, youtubeři\nDiagnoses: ADHD,Náběh na Aspergerův syndrom\nDisorders: Lhaní,Podvody,Agrese,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Violation of classroom/school rules\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "192", "student_age_year": "8 let, 3. třída", "student_hobbies": "malování  princezny – v pracovních listech, na písemkách, všude…), počítačové hry, youtubeři", "student_diagnoses": "ADHD,Náběh na Aspergerův syndrom", "student_disorders": "Lhaní,Podvody,Agrese,Neúcta k autoritám", "teacher_approbation": "Vyšší odborné, bez aprobace", "teacher_practice_years": "3 roky", "problems_annotated": "Emotional outbursts, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/920", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning, a few empathic classmates tried to make friends with her, but soon the first problems arose. The new girl tried to have new friends only for herself, she used lying and manipulation to do this, when that didn't help, she turned the class against herself, forced her new friends to harm her old friends, and manipulated them to do what she wanted. This behavior led to the fact that her classmates started to move away from her and the boys started to racially insult her, their favorite insult was to shout: 'nutello'. Paradoxically, the insults didn't bother her so much, because her foster parents told her that it would always be like that in our society and that she had to get used to it. It bothered her more that her 'puppets' started moving away from her, and because of this she gradually escalated her manipulation and teasing the class, but this only led to the fact that the class showed more resistance towards her, at the worst stage, the other children refused to sit on the chair she was sitting on before and they didn't even want to touch the things she had touched before.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nAt the beginning, my accompanying teacher tried to solve it through communicative circles in the class, but nothing could be solved there, because the girl refused to participate, she took offense at any attempt to solve something and remained stubbornly silent, because it was not up to her. Other attempts at a solution were interviews with her, classmates and foster parents with the participation of a prevention methodologist and an educational consultant. The girl behaved in the same way as in communicative circles, the other children were interested in solving the situation, and the foster parents promised to talk to her. Everything worked every time for a few days, but then everything went back to normal. Finally, a psychologist from the Pedagogical-Psychological Counseling Center was invited with a program to integrate into the new team and improve the classroom climate. Similar to previous attempts at a solution, the situation improved for only a few days and then the problems returned.\n\nOutcome:\nThe problem could not be resolved. Each time there was only a minor improvement that lasted for a few days, then everything started up again. There was a good climate in the classroom during the days when the new classmate was away, but when she returned, the problems returned. Since the problem could not be solved, my accompanying teacher only had to calm the situation and solve partial problems until the end of the school year, and thus also when the entire class left for the second grade at another school.\n\nStudent Profile:\nAge/Year: 10,11, 5.ročník\nHobbies: Bez zájmů\nDisorders: Lhaní,Manipulace,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "920", "student_age_year": "10,11, 5.ročník", "student_hobbies": "Bez zájmů", "student_diagnoses": "", "student_disorders": "Lhaní,Manipulace,Provokace", "teacher_approbation": "Mgr., První stupeň ZŠ", "teacher_practice_years": "13", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/457", "content": "TEACHING CASE STUDY\n\nBackground:\nThe described situation took place in mathematics class. We discussed geometry in mathematics, we drew. The mentioned pupil repeatedly took out the compass from the pencil case and handled it inappropriately. He was waving a compass and threatening the rest of the class, I reprimanded him and told him to hide the compass, that it was dangerous and he could hurt himself or other students. But the situation happened again after a while.\n\nSituation (Anamnesis):\nThe student was in the fifth year of elementary school. He was diagnosed with dyslexia, dysgraphia and ADHD. The student repeatedly disrupted classes, was angry and sometimes even aggressive, or expressed himself inappropriately, sometimes even perversely. He interrupted almost every hour, was inattentive and often disruptive. The student had an assistant in his lessons. He was not able to adapt to the work in the class, so he negatively influenced the rest of the class, his classmates. His classmates were used to his behavior, the student behaved this way very often. Sometimes it was not possible to work in the classroom at the same time, because the pupil could not adapt to the work in the classroom, so the assistant took the pupil to the corridor and worked with him on the assigned tasks independently.\n\nTeacher Intervention (Solution):\nstudent was waving a compass in the math class. I told him to hide it, he didn't need the compass, we didn't work with it. But he repeatedly took it out of the package and waved it in class. I was afraid that he would hurt himself or one of his classmates with the compass, so I confiscated the compass during class and returned it to the student only when we were working with the compass.\n\nOutcome:\nThe student was not too happy that I confiscated his compass, he didn't like it, but after a while he accepted the solution and he only got the compass in math class when he needed to draw with it, otherwise I had it with me. The student accepted the solution to the situation and after working with the compass he brought it back to me and I cleaned it up, I tried to avoid injury, I didn't want him to threaten other students and something happened in class.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: počítačové hry\nDiagnoses: ADHD,Dyslexie,Dysgrafie\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "457", "student_age_year": "11 let, 5. ročník", "student_hobbies": "počítačové hry", "student_diagnoses": "ADHD,Dyslexie,Dysgrafie", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ /  Speciální pedagogika", "teacher_practice_years": "5 / 8", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/676", "content": "TEACHING CASE STUDY\n\nBackground:\nClass is over, recess has started and I can rest for a while before the next class starts. I grab my snack to eat. I sit down at my desk and have a snack. However, I like my personal space around my school desk. It's a break and the student sitting in the desk right behind me is having fun with her classmates. They are too much for me. That bothers me a lot. The girls are having fun and giggling, but I don't feel well. I have little space, plus there is noise everywhere. 'By permission.' Nothing, no answer, so I pushed the pupil away. The classmate slapped me for that, so I slapped her, and I probably scratched her as well. Meanwhile, the teacher comes and pulls us away from each other. The girl is crying. We are both led into the cabinet. The teacher is forceful and asks us what happened.\n\nSituation (Anamnesis):\nThe student has specific requirements for his personal space (this is one of the features belonging to the autistic spectrum). The student is sensitive when his space (specifically, in this situation the school desk) is occupied by someone else. The student sits in the first bench in the middle, he chose this place himself, and when the teacher mentioned that she would move the class, it was very important to him that he could sit in the first bench. This position suits him, as he sits close to the blackboard and also close to the teacher, who often asks about the solutions to assigned tasks. The student sits alone because he needs enough space around him. The student is very active in class. He tries to speak, but when he is not called, he behaves impulsively, shouts and has trouble coping with the fact that it was not he who was called, but someone else. Another teacher mentioned a week before the described situation that she noticed a certain tension between the pupil and the pupil. The student would like to talk more with his classmates, but he also likes peace. It is difficult for him to establish contact with classmates. He gets along very well with adults, with whom he does not get into conflicts. But not with peers. During the adaptation stay, he often wanted to talk to adult teachers, but they tried to encourage him to get closer to his classmates. Some classmates remember the student from the lower grade as problematic and do not want to hang out with him too much. The student considers himself to be problematic and unable to handle stressful situations (as he often hears this from those around him).\n\nTeacher Intervention (Solution):\nThe teacher, who was currently in charge of the corridor, tore the students apart and took them to her office. The class teacher of these students and I (on practice) were in the office at the same time. The teacher asks the crying pupil first. But she is unable to speak. The student eagerly wants to explain everything, but the teacher first comforts the student. He asks the pupil again why she is crying. The pupil replied that the pupil had hit her, scratched her and that she already had bruises on her hands. The teacher asks the student if it is true. Pupil: 'Well, the pupil slapped me first, I was just defending myself.' Pupil: 'The pupil turned to me and I saw that he wanted to push me away, so I slapped him. But that was my reflex. When someone attacks me, it's just my reflex to slap him.' Pupil: 'That's also my reflex, that when the girls didn't listen to me and deliberately stayed glued to my desk, that I touched her to make her move.' The teacher began to explain to them that when she slaps a classmate, it is not a reflex, but a question of will, whether she will slap him or whether she will handle the situation differently. Next, she began to ask if the student really just touched the pupil. The student nodded at first, which the teacher didn't notice, so she asked him to illustrate what it means to 'just touch'. So the student clearly showed. The teacher asked the pupil: 'Did he really touch you like that?' Žačka said that it was more and that he even scratched her. The student then admitted that it was more and added: 'I just can't handle these situations, I always get angry and lose control. I told the student to move and when she didn't, I poked her.' The student was very sad about his behavior and the fact that he could not handle the situation. He had tears in his eyes. The pupil also scolded her and added that she did not hear the pupil at all asking her to move. 'Okay then student, what should you do next time when girls are pushing you and they won't move even when you ask them to?' asked the teacher. The student thought for a moment. She added: 'Well, the class is noisy, so it's possible they won't hear you the first time, so if nothing happens, tell them nicely again.' The student immediately nodded. 'Pupil, you and the girls also have to be careful that they are really at your desk or you can go to someone else's desk or walk into the corridor. You can see that it is uncomfortable for the student when he wants to have a snack, for example, that he cannot even take a snack out of his briefcase. You'd be uncomfortable too, wouldn't you?' The pupil nods. The pupil apologized to the pupil and the pupil to the pupil. The teacher asked each of them if they accepted the apology and both confirmed. Then the teacher started to solve: 'Well, now you go back to class and what will happen? Well, it will be embarrassing, everyone will ask you what happened, you will start telling and now everyone can interpret it differently - someone will remember that the pupil hit the pupil or vice versa and then they will interpret it everywhere. Oops, poison, that pupil, he is terrible, he completely beat up the pupil, the poor girl was not to blame. Others will interpret: Oh, that pupil, she completely provoked the pupil, deliberately pushed him and even conspired against him with the girls. This is how gossip really spreads. Also, if at home, a student, you say that a classmate hit you, the parents will immediately call me, how is this possible and that we teachers did not notice it. It's just that everyone interprets this situation differently. So what, you're going to go and tell everyone how the other person hurt you?' The student and the student agreed that it would be best if they didn't tell anyone, that even the teacher wouldn't call the parents to inform them what was happening, only if something similar happened again.\n\nOutcome:\nThe pupil and the pupil apologized to each other, accepted the apology and agreed not to tell anyone about this situation, that everything would remain between them and the teacher. They also agreed that the student would practice managing his anger, for example by leaving the classroom, walking down the hall, wetting himself with some cold water, and also coming to the teacher for help at any time. In the event that a classmate does not respond to his request, he should ask politely one more time (because he did not have to hear the student). They also agreed that the student would chat with her friends at another desk or in the corridor. The teacher, who saw the situation, is also the school's prevention methodologist, so she decided that she would observe the class together with the class teacher to see if there was any bullying in the class. If something comes up in the future, she will include some kind of bullying prevention program and a peer bonding program in this class.\n\nStudent Profile:\nAge/Year: 11 let, 2009, 6.třída\nHobbies: Vyučující nevěděla\nDiagnoses: ADHD,Dysgrafie\nDisorders: Agrese,Fyzické násilí,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "676", "student_age_year": "11 let, 2009, 6.třída", "student_hobbies": "Vyučující nevěděla", "student_diagnoses": "ADHD,Dysgrafie", "student_disorders": "Agrese,Fyzické násilí,Vykřikování", "teacher_approbation": "Vysokoškolské pedagogické (Mgr.)", "teacher_practice_years": "6 (+ 3 roky jako asistent)", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/761", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen we had an online open day, he logged in anonymously and was quite aggressive and disdainful, crashing the meeting with the applicants. He attacked the teachers: 'Why do you teach this? This is completely unnecessary, why don't you do it differently?' The teacher was explaining it and he said 'that's complete nonsense'.\n\nSituation (Anamnesis):\nThe father was more of a working-class type, the mother was very caring, a car from the age of 15, I think he changed schools because of problems with his classmates. When he had a problem with something, he dealt with it rather indirectly. When he had a problem with a teacher, he made hints in the classes of other teachers who knew nothing about it. That means he was doing it more for the class. From the beginning, he tried to draw attention to himself and poked the teacher, but in a way that he could say that he was formally doing nothing wrong, even though there was a clear emotional charge. For example, when he found out that the teacher cares about some principles, he started making racist remarks. He then said in retrospect that he had the right to do that, that we couldn't prove anything to him, as if it was just written in the text and it was completely out of context and he was trying to prove to us that we can't take any position towards him that is based on something else than what he literally said.\n\nTeacher Intervention (Solution):\nwasn't teaching him at the time, so I felt pretty unbiased. I made an appointment with him as a prevention methodologist and talked to him. He denied everything, and in the background there was also the fact that 'even if he did, you can't prove it to me...' I told him that I sensed that the trust between him and the teachers was broken. He said that he was sorry and that he would like to do something to put things together. I had the feeling that he was telling me what I wanted to hear, that it would hang in there for a while, and then he would bring it out again.\n\nOutcome:\nFor some time he did not participate much in the lessons, in some very positively, he sometimes had notes with me, but I did not pay much attention to them. And after some time it came back again. Towards those particular teachers and on other occasions. Nothing changed with that conversation except for his short-term distance. There wasn't even a meeting. Other teachers and I have the feeling from time to time that he wants to hurt someone and that it makes him happy, that he shows himself to be psychopathic. The only thing we hope for is that we will somehow survive the two years together and that the class will not be completely swept away by it. I'm glad I went for it, but a lot of times I feel like when I do, I'm actually appreciating the behavior, that I'm giving him the attention he wants. But sometimes I deal with it more for the sake of others, when the behavior crosses some boundaries. I'm not doing it primarily for him, I must have broken the stick over him.\n\nStudent Profile:\nAge/Year: 2. ročník, 16\nHobbies: Programování  studijní obor)\nDisorders: Manipulace,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "761", "student_age_year": "2. ročník, 16", "student_hobbies": "Programování  studijní obor)", "student_diagnoses": "", "student_disorders": "Manipulace,Provokace", "teacher_approbation": "Doktorské, učitel základů společenských věd pro SŠ", "teacher_practice_years": "5", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1360", "content": "TEACHING CASE STUDY\n\nBackground:\nThis event happened to me two weeks after the start of the new school year, when I was supposed to substitute physical education in the first grade with a class I had already gotten to know, because she was also there to substitute national studies. According to the teacher's instructions, I took them to the gym, where we were supposed to start practicing somersaults. But before we could get down to it, I had to go to the tool room to prepare the mats. For this reason, I kept the class busy and gave them a foam ball to play dodge ball. So I started rearranging the mats, when suddenly two little girls ran up to me and told me that boy X was pulling down the shorts and trunks of the other boys and then laughing at them. So I immediately ran out of the tool room to forcefully prevent it. When I returned to the gym, two students were actually picking up their shorts from the ground and putting them on. One could see that he was embarrassed, was blushing and wanted to start crying. At the other end of the gym, I saw this boy X preparing to pull down another student's pants, so I quickly yelled at him and took him aside so we could work it out together in peace and away from others. I took it as manifestations of bullying, which he committed towards other students.\n\nSituation (Anamnesis):\nwould start with the anamnesis of those bullied. Bullied - pupils of the 1st grade of primary school (4th grade), the two are very athletically gifted and were friends with pupil X, when according to the class teacher, they were friends and with one pupil X sat on the bench, together they disturbed the lessons and did not pay attention, so the academic results were rather average to below average. The bully - this is a pupil of the 1st grade of primary school (4th grade), according to the class teacher, problems with this pupil are repeated very often, he does not pay attention in class, does not concentrate, distracts his surroundings and is not interested in teaching, that is why he has below average academic results .\n\nTeacher Intervention (Solution):\nSo I immediately took the student aside in class and began to talk to him carefully about it. Rather, it was a one-sided monologue, when I asked him 2 questions: Why did he do that? and would you like it if someone did it to you too, like that in public? Both questions remained unanswered, he just stood there, all red and frowning, It seemed to me that he was offended and that he probably wouldn't talk now. I therefore decided to solve it with the class teacher after class. Since this was not the student's first offense, the teacher and I agreed that I would give him a note for pulling down the students' pants. The teacher and I finally explained it to him and told him that if it happened again, we would have to call his parents and he would receive a reprimand from the class teacher. The student just stood there silently and looked at the ground. After a week, when I supervised the corridor in the first grade, I checked the class where student X was. When I peeked inside, I couldn't believe my eyes. At the back of the classroom, where the children have a carpet and a place to play, Pupil X was pulling down his classmates' pants again. At that moment I shouted at him again and this time I took him straight to the class teacher. Where the colleague told him that she was disappointed and that she had no choice but to call her parents and give you a reprimand from the class teacher. The student just stood there silently and looked at the ground.\n\nOutcome:\nAs I already said, this problem was not solved at all in the short term, so my colleague and I had to reach for a harsher punishment, which we already have. When I was in charge of the first grade again the next day after the phone call, I went to check his class again and I couldn't recognize him at all, it was as if he had been replaced. I then asked a colleague about that student, and she said that since he received the reprimand and the phone call home, he started being nice and trying.\n\nStudent Profile:\nAge/Year: žák prvního stupně základní školy (4. třída), 9 let\nHobbies: Baví ho různé sporty  fotbal, basketball) a hraní si s kamarády\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Rušení výuky,Nesoustředěnost,Nezájem o výuku\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Agreement, Consequences, Interview\nImplications: Longterm success, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1360", "student_age_year": "žák prvního stupně základní školy (4. třída), 9 let", "student_hobbies": "Baví ho různé sporty  fotbal, basketball) a hraní si s kamarády", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Rušení výuky,Nesoustředěnost,Nezájem o výuku", "teacher_approbation": "Vysokoškolské – titul Mgr., aprobace německý jazyk (druhý stupeň) a tělocvik (první stupeň)", "teacher_practice_years": "13 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success, Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/729", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher was the pupil's class teacher. The student had a need for order and calm teaching and could not handle chaos in the classroom. When the teaching did not go according to his idea, he had an explosive reaction to the situation. He yelled at others and had a mental breakdown. The situation was repeated daily, sometimes more often. The student did not have the opportunity to fully participate in the lesson when any change threw him off. He felt that he was not part of the collective. He didn't talk to anyone during breaks. He spent his free time alone and believed that he had no one close to whom he could turn in times of trouble.\n\nSituation (Anamnesis):\nIn his free time, he watched series and played games online with his friends outside of school. In the past years, he had a cousin in his class with whom he got along very well, but when the cousin left, he felt like he was on his own. His classmates did not help him in the situation. The teacher had individual conversations with the student and together they tried to figure out the triggers of the behavior. They discovered that these were reactions to the behavior of other students at school. His classmates provoked him and called him vulgarisms in order to disrupt the course of the lesson with his explosiveness.\n\nTeacher Intervention (Solution):\nThe teacher decided to implement a project called \"Restart\n\nOutcome:\nIn a common circle, the other students commented on the given situation. Some classmates were not bothered by his need for order and calm in the classroom and provoked his outbursts of anger for fun. Some pupils were sympathetic to the student and wanted to help him. Some of the pupils were not even aware of the behavior triggers. By sharing in a circle, the children had the opportunity to share their own feelings and needs in class, what they like and what they don't like, and how different events and changes in the group affect them. This activity moved the collective as a whole. The student found out that he was not alone in the situation and thanks to the shared circles he got close to some classmates who started to support him at school. His outbursts and conditions became less pronounced. At first it was once a day, then once a week, then once a month. The student is currently 14 years old and has not had an emotional outburst since the beginning of the school year. The student has a new teacher and they do not solve the problem behavior together and there is no need. The student can tell himself what is and isn't pleasant for him and knows how to avoid unpleasant situations. He has friends around him who support him and he can turn to them.\n\nStudent Profile:\nAge/Year: 10\nHobbies: Anime, angličtina, Pop kultura, LGBTQ+ komunita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "729", "student_age_year": "10", "student_hobbies": "Anime, angličtina, Pop kultura, LGBTQ+ komunita", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr", "teacher_practice_years": "6. rok", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/413", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose at the start of online classes. We had German through an internet platform. I didn't know how to use the shared board yet, and the kids kept scribbling on it. I didn't know how to prevent them from doing so and it was impossible to teach at all. Otherwise, they were quite good, they didn't shout and so on, but they just had to keep scribbling on the blackboard. Everything was immediately redrawn, when a person deleted it for them, they immediately started over.\n\nSituation (Anamnesis):\nThe class is overall one of the naughtiest I've come across so far. They are constantly interrupting, talking to each other. I also tried to do some special activities for them to entertain them and get some long-term attention from them. I didn't have to do these activities in other grades. But I know that behind all the disruptions, a group of boys starts and the others join.\n\nTeacher Intervention (Solution):\nThe solution was random. One student joined the call later. The others already had a shared board, but he didn't see a link to it. It occurred to me to quickly create a new board and send it only to that student. Nothing happened at first, but after a minute or two he started scribbling on that board. I immediately told him to let it go, that I know he's doing it. He apologized to me with the words: I'm sorry, teacher. That was a mistake. I won't do it again. Then I said that I see who is using the blackboard and that whoever paints something on it will be punished and if it happens again, it will be discussed with the director.\n\nOutcome:\nThe result was that during that lesson it was possible to work normally, the blackboard could be used normally, no one scribbled on it when they were not supposed to. The same for the next hour that week. After a few hours, unfortunately, it returned to the state that it was not possible to work with the board, as I imagined.\n\nStudent Profile:\nAge/Year: 14 let, 9.A\nHobbies: Házená, plavání\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "413", "student_age_year": "14 let, 9.A", "student_hobbies": "Házená, plavání", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "Mgr., Hv-Ov, stát. zk. Nj", "teacher_practice_years": "9", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/826", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring supervision, I heard how they were arguing with each other in the class, including abuse of the boy by the girl. When I entered the classroom, I saw how one of the classmates poured water on her, after which she punched him in the crotch. When I shouted at them, the boy ran away from the class.\n\nSituation (Anamnesis):\nThe classroom climate is set in such a way that sneers and innuendos between classmates are common. There are 3 pupils with OMJ, one pupil with ADHD and one pupil with mild mental retardation in the class. Despite mockery and insinuations, pupils have clearly set barriers that they have set themselves and adhere to most of the time. Girl: very petite, she is known to often taunt and sometimes kick her classmates, but is usually not an aggressor. He often 'takes things lightly'. Boy: he is new to the class, on the contrary, he is tall for his age (approx. 175 cm), his results so far are very good. Quiet to taciturn in times of conflict.\n\nTeacher Intervention (Solution):\nSince I was the first to see the boy splash her, my first reaction was to yell at him, which pissed him off and he ran out of the classroom. I understand his reaction, but I didn't have enough context at the time. They both spoke colorfully enough. I followed him and when I was leaving I heard her classmates scolding her for overdoing it. I learned from the boy in the hallway that the fight had started over cookies he had received from a classmate. The girl took them from him, saying that she wanted them and that she liked them and declared that he was fat enough and did not need them. After which he got up without a word and reached for the cookies, when she started to dodge them and wave them in front of his nose, he held her hand and took the cookies. She started cursing him to keep mocking him and they started sending each other somewhere. The girl started kicking and prodding him, so he watered her instead of using his own power. The girl's version was the same except that the cookies were meant for the whole class and not just for him, and she also left out the fact that she started physically assaulting him, among other things. The classmate who brought the cookies was in the toilet during the conflict. When he returned to the classroom, he confirmed that the cookies were only for boys. The version of what happened in class was confirmed by the rest of the class. There was a mutual apology in front of the class, stating exactly what they were apologizing for, to make them realize how they had hurt the other.\n\nOutcome:\nThe two students have been non-conflict since then, during the first week it was seen that they were still angry with each other, but now they work together in groups and in pairs without any problems. The class is aware that they have to treat the boy differently than other classmates. The boy often helps with homework or explains the material discussed to his classmates, including the girl with whom he had a conflict.\n\nStudent Profile:\nAge/Year: 13 let, 6. třída\nHobbies: keramika\nDisorders: Lhaní,Arogance,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "826", "student_age_year": "13 let, 6. třída", "student_hobbies": "keramika", "student_diagnoses": "", "student_disorders": "Lhaní,Arogance,Disrespekt", "teacher_approbation": "Mgr., Chemie, Biologie, Angličtina", "teacher_practice_years": "35", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/617", "content": "TEACHING CASE STUDY\n\nBackground:\nAt our school, pupils in the third year of a four-year grammar school (in the seventh year of an eight-year grammar school) choose two seminars. They have the opportunity to choose from a wide range of subjects depending on what they would like to do in the future at university and in work. Pupils can choose, for example, a seminar on biology, chemistry, descriptive mathematics, cultural history, etc. I, as a teacher of the Russian language, lead a seminar on the Russian language. My goal is to prepare students for the matriculation exam during the two school years so that they don't even have to look at Russian during Holy Week. I admit that I am demanding in the seminary, I know it, I know it is said about me. But on the other hand, I have feedback from graduates who always confirm to me that they are happy about this approach. However, sometimes students who do not have such a relationship with the language, and who do not have the will and desire to learn, sometimes sign up for my seminar. They are then unable to meet my demands. And this example is about exactly one such student. A student who had a different teacher for normal classes signed up for the seminar. Of course, I am happy for everyone who is approached by Russian and decides to study it more. Unfortunately, this student chose the seminar because she did not know what else to choose. She did not attend the first seminar. She came to the second seminar completely unprepared, she did not learn from any of her classmates what she should have prepared. She didn't even come to ask me. I admonished the student, but I did not deal with it further, the beginning of the school year is difficult for everyone. However, the student did not participate in the next seminar again, and the rest of the class slowly began to \"run away\" from her\n\nSituation (Anamnesis):\nlearned about the student that she lives only with her mother, but she often doesn't have time for her, so she spends a lot of time with her grandmother. I believe that the grandmother did not have such a strict upbringing and the student got used to basically doing what she liked. She spent a lot of time with her friends and her boyfriend, leaving little time for studying.\n\nTeacher Intervention (Solution):\nIn one of the seminars she attended, I informed the student that unfortunately she would have to pass the commission exam (at that time she had about 80% absenteeism). For most students, the commission exam means such a scarecrow, it's a sign that they should really start trying harder. Fortunately, it was no different for the student. When I summoned her at the next seminar, she was ready. For the next three weeks, I had a good feeling about the student, I believed that she was on the right track. Sometime in the second half of the school year, however, she came to me after the seminar and admitted that she had not chosen the seminar well, that it was too demanding for her, and that she was not as passionate about the subject as the others in the class. As I listened to her, I wondered if it would be better for her to transfer to another seminary. I also suggested this possibility to her and she agreed with great enthusiasm. The teachers at our school are mostly willing to do their best for their students. We arranged a joint meeting with a colleague who leads another seminar and agreed on the transfer of the pupil. The beginnings in the new seminary were difficult for the student, because she had to catch up on all the lessons from the previous semester. We have to admit that she wasn't the best student in the new seminar either, but she certainly did much better in it than in mine.\n\nOutcome:\nIn the long run, my solution certainly had a good effect on the pupil's psyche, which is of course the most important thing. There was no tension between us when I met in the hallway after her transfer, we always said hello and exchanged a few words. I think we were both relieved. Since I didn't teach her other subjects, I can't say how it was reflected in other classes. However, I know from a colleague from the seminary, where the girl transferred, that she did as well as possible and successfully graduated from the given subject.\n\nStudent Profile:\nAge/Year: 18 let, 7. ročník osmiletého gymnázia\nHobbies: Většinu času tráví s přáteli\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Absence,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "617", "student_age_year": "18 let, 7. ročník osmiletého gymnázia", "student_hobbies": "Většinu času tráví s přáteli", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Absence,Nepracovitost", "teacher_approbation": "Magisterské, ruský jazyk a výtvarná výchova", "teacher_practice_years": "23", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/115", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole situation arose on the basis of the student's repeated disobedience to my instructions, the situation escalated when the student disobeyed and repeatedly played with a small lego figure and threw it around the classroom, the figure got stuck behind the blackboard and could not be pulled out. The student started to get angry and asked me to pull out the stick figure, I told him that the stick figure was stuck behind the blackboard and it would not be possible to pull it out. I evaluated the situation as a pretty good example of what happens when a student doesn't listen to my instructions and follow them, moreover, the figurine really fell behind the blackboard, from where it would be difficult for me to pull it out myself. I warned this student several times not to bring his toys to school. Despite the fact that I pointed out this problem to him many times, the student continued to bring his toys to school. I even dealt with the situation with my mother when it happened that the other children took a toy from this student because they didn't understand that it belonged only to him and wanted to play with it, it always resulted in a 'scene' and only problems, lawsuits, accusations and arguments . For this reason, I informed my mother about this situation with a recommendation and request that he not bring any toys with him to school. However, since the student comes from a family that recently added a younger sibling, the mother tried not to neglect the older child, and the student sensed this and tried to take advantage of it. The student knew that anger and crying did not apply to me, but this did apply to my mother. The student continued to bring toys to school until this situation occurred. So I told the student that it was not possible to pull out the stick figure, that the janitor would have to come and pull out the stick figure. 'But the janitor has already left today, so we will have to wait until tomorrow', I told the pupil and that I told him several times not to mess with the figure, but he didn't listen, so now he has to accept the consequences, wait until tomorrow, go to the janitor, to explain the situation to him, to say that he was doing something he shouldn't have done, so his stick got stuck behind the blackboard, and to ask the janitor to take out the stick.\n\nSituation (Anamnesis):\nHe is a seven-year-old boy who grows up in a complete family, and has had a younger sister since he was about six years old. It's obvious from his behavior that he gets what he wants. Furthermore, it is evident that the parents choose a pampering upbringing, according to the interview with the mother, the child regularly forces attention, new toys, etc. by crying and anger, trying to get attention, thus achieving almost everything. From the beginning, he repeatedly disobeys the teacher's advice not to bring the toy to school. The student was diagnosed with ADHD - he is often inattentive, impulsive, does not keep his attention for long, is angry, does not last longer in one activity, sometimes does not obey the teacher's instructions.\n\nTeacher Intervention (Solution):\nAfter I explained to the student that his behavior was not correct, and that his stick fell behind the board because he did not listen to me, and that therefore he must bear the consequences and resolve the situation according to my advice, if he wants his toy back, the student he understood the situation and calmed down. The problem came when his mother came to pick him up at school, the student started crying, which scared the mother and she immediately asked what happened, she wanted to solve the situation - she wanted to go to the classroom and pull out the dummy. However, based on similar situations, I knew that the student was just 'playing on feelings' again, because he knew that he would succeed with his mother. I therefore tried to remain calm, I explained the situation to my mother, I clearly told her that I warned the student that the stick figure would fit behind the blackboard, but he did not listen to me, so he must learn from this situation and solve the problem. After a few minutes, the student calmed down and went home with his mother. The next day, the pupil came to school, we went to see the janitor, whom he nicely asked if he could take out the dummy, the janitor was quite willing, he took out the dummy and the pupil thanked him. Later, when I spoke with the janitor, he told me that the stick didn't fit all the way under the blackboard, so I would probably have pulled it out myself, but he didn't want to talk about it in front of the student, and I evaluated the situation in the same way - I 'tactically' kept this fact silent. I had no idea that I could pull out the figurine myself, but I didn't want to tell the student that, because he wouldn't remember that 'this is not done', he would carry the toys to school, throw them around the classroom and thus 'get lesson'.\n\nOutcome:\nIn the short term, I think my handling of the situation helped the problem, the student recognized that he had made a mistake and was aware that he had to resolve the situation and that I was also advising him on how he could get his dummy back. This solution was also effective in the long term, given that the student not only stopped throwing toys around the classroom, but also stopped bringing his toys to school.\n\nStudent Profile:\nAge/Year: 7 let, 1. ročník ZŠ\nHobbies: Superhrdinové – Spiderman, Batman, Wonder woman,….\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Agreement\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "115", "student_age_year": "7 let, 1. ročník ZŠ", "student_hobbies": "Superhrdinové – Spiderman, Batman, Wonder woman,….", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Bc. Speciální pedagog, studující Mgr. + pozice učitel na ZŠ a vychovatel ve školní družině", "teacher_practice_years": "5", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1436", "content": "TEACHING CASE STUDY\n\nBackground:\nI've had problems with [ANONYMIZED] since he started third grade, but lately his behavior has gotten even worse. He became much more disruptive, completely stopped paying attention and annoyed other classmates. The classic solution to the situation, such as sending him out the door, giving him a note, or calling his parents did not work and the situation continued to escalate. It got to the point where he threw a pencil he stole from the teacher's desk at me several times.\n\nSituation (Anamnesis):\n[ANONYMIZED] – 5th year primary school student, extrovert, average academic performance\n\nTeacher Intervention (Solution):\ncalled [ANONYMIZED] to the office and tried to explain to him for the umpteenth time that he cannot behave like this and that by doing so he is disturbing all his classmates who are trying to learn something new and that he is depriving himself of the information he will need on the second degree. The answer was that school is stupid and he doesn't like it. I explained to him that sometimes we have to do things we don't enjoy in order to have a more pleasant future. I then asked him what would help him enjoy school more. My answer was that school would be more fun if he didn't have to study. I explained to him again that unfortunately it belongs to the school. After he promised to work on his behavior, I let him go home. His behavior improved for a short time, but after a month he started acting inappropriately again. But before I managed to reprimand him, he was yelled at by his classmates, who were fed up with his constant interruptions. This managed to resolve the situation until the end of his undergraduate studies. It turns out that he was disruptive because he wanted to entertain his classmates and when he realized that he was bothering them, he stopped. I also adjusted my teaching style and made the lessons more interactive and fun so that [ANONYMIZED] could be more involved and not bored. My lesson from this situation is that the disapproval of classmates is more important for children than the disapproval of adults, and if one student disturbs the others, the children will eventually solve this problem themselves.\n\nOutcome:\n[ANONYMIZED] was not disruptive and paid more attention in class until the end of fifth grade. The more interactive teaching suited him, and when he understood that his behavior was not funny, but annoying, he was transformed. He is now finishing ninth grade and I haven't heard any complaints about him.\n\nStudent Profile:\nAge/Year: 10let 5. Ročník ZŠ\nHobbies: Fotbal, hraní her a chození ven s kamarády\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1436", "student_age_year": "10let 5. Ročník ZŠ", "student_hobbies": "Fotbal, hraní her a chození ven s kamarády", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr. Aj a M", "teacher_practice_years": "15", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/970", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter a long break, a broken door was found in the boys' toilets. After finding out who was on the same floor at that time, it came to my class, which I led as a class teacher. At that time I had a group of about 5 guys there who didn't do much good.\n\nSituation (Anamnesis):\nThe student failed in the 9th grade. At home, he has a brother with autism spectrum disorder and therefore tries to demand attention. He was disruptive in class, talking back and many others. His truancy didn't contribute to his problematic behavior either, but his parents later forgave him for everything. Coming to a new class, his behavior improved, but because he was older, some of his classmates looked up to him and imitated him.\n\nTeacher Intervention (Solution):\nstarted to solve the whole situation with the whole class, I asked if anyone knew about anything. However, no one confessed at this hour. After an hour, however, one boy from the problem group came to me and confessed that he and the problem student broke the door. So I invited this problematic student and told him that I know who broke the door and that if he confesses, I will try to solve it calmly. Unfortunately, the student did not confess, so I was forced to report both boys to the principal. Only after an appointment with the headmistress did the troubled boy confess.\n\nOutcome:\nHe got a 2 for behavior from the headmistress and had to pay the door. However, his behavior did not change much and he continued to disturb.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník (opakoval 9. ročník)\nHobbies: Auta, kamarádi\nDiagnoses: Lehká porucha chování\nDisorders: Lhaní,Podvody,Záškoláctví,Arogance,Odmlouvání\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "970", "student_age_year": "15 let, 9. ročník (opakoval 9. ročník)", "student_hobbies": "Auta, kamarádi", "student_diagnoses": "Lehká porucha chování", "student_disorders": "Lhaní,Podvody,Záškoláctví,Arogance,Odmlouvání", "teacher_approbation": "VŠ, Český jazyk, Speciální pedagogika", "teacher_practice_years": "13", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1442", "content": "TEACHING CASE STUDY\n\nBackground:\nremember one case that I dealt with as a classroom teacher about six years ago. At that time, I had sixth graders who joined our school from other schools, so the class was quite mixed. There was a big group of guys who played football together, went to training sessions, spent a lot of time together. There was a cheerful atmosphere in the class, even during breaks. The boys were always inventing something, but it was never anything serious, just classic kidding.\n\nSituation (Anamnesis):\nExcept for one day when they had a fight, as I learned from them late. Lessons ended, I was in charge of the hallway and suddenly I hear some roaring from the closet below. So I went there to look, the girls, their classmates, were already flying towards me and to tell what happened. The boys fought in the lockers. One of them provoked an argument. He had a heated exchange with the others over yesterday's soccer game, which his team lost.\n\nTeacher Intervention (Solution):\nWhen I ran into the dressing room, 5 lockers were lying broken on the floor, their doors were torn off and they were all crooked. The boys were already nervous, I immediately shouted at them. The student was angry that he wouldn't pay the whole thing, when they fought and threw it together with the others. The boys were, of course, called to the principal's office the next day, where this incident was dealt with. The situation between them calmed down, they explained to me, as a class teacher, that it was an argument that had already started the day before the fight at training. However, in the director's office they were already reconciled and apologized to each other. However, the student was identified as the culprit of the argument and the fight. In the director's office, we decided who would pay for the lockers. Eventually, the boys' parents got involved in the whole incident. The student's father repaired the lockers with the help of the student and others. The total price they had to pay as damages was minimal.\n\nOutcome:\nSo this solution was great in that the boys worked on it and repaired what they damaged, they never damaged anything at our school again. The parents were also very willing and cooperated, especially the student's father. Then the pupil told me that all his pocket money went to buying screws and other things needed to repair the cabinet, so I think he remembered it very well. I'm really happy when homeschooling works.\n\nStudent Profile:\nAge/Year: 6. třída, 13 let\nHobbies: Sporty, fotbal, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1442", "student_age_year": "6. třída, 13 let", "student_hobbies": "Sporty, fotbal, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Český jazyk a literatura, Hudební výchova", "teacher_practice_years": "27", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/90", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring an English lesson, where the student was forced to share a textbook with a classmate on a desk, he first began to physically harass classmates on the desk in front of him by kicking their chairs. After they asked him to stop, he began verbally abusing and insulting these classmates. The catalyst for his behavior was most likely only the absence of my attention, which was directed to the students in the class who needed help with the assigned work.\n\nSituation (Anamnesis):\nThe student comes from a family of long-term divorced parents. His mother suffered from alcoholism for some time. She did not show a deeper interest in her child, especially during his puberty, but she did not behave particularly negatively towards him. He had been aloof and not integrated into the collective of the class for a long time. He had no long-term friends among them. The main source of meeting his social needs was visits to concerts and bars, where he liked to meet significantly older musicians and people. Here he also often indulged in alcohol consumption, which often manifested itself in his inability or lack of interest to participate in classes. His general achievement was below average in the context of his class, where most students were academically gifted, however, he showed interest in English lessons, where his achievement was below average, but he never brought a textbook to class and was forced to share it with a classmate. His general apathy was perceived negatively by his classmates, which supported his isolation from the collective.\n\nTeacher Intervention (Solution):\nstarted solving the situation after the explanation requested by other students was finished. In similar situations, e.g. in secondary school or in older years, I would let the pupil walk along the corridor, or go to find out what is in the cafeteria for lunch today, which will remove the disruptive pupil from the current situation and redirect his energy to another, different activity outside the collective his classmates. It was not possible to use this here, as it is a younger year, where pupils cannot be left unsupervised. I followed by moving the student to a desk in the front row (where he has no one to kick) and asked the class to borrow a textbook for him, from which I assigned him independent work. There was no point in writing him notes or proceeding with other formal disciplinary punishments (reprimands, reprimands, ...) because neither the pupil nor his mother dealt with these matters.\n\nOutcome:\nThe student calmed down and did not show similar behavior for the rest of the lesson, however, nothing changed in the long term and this behavior was repeated for approx. once a week, where the approach and solution to this problem did not change significantly. The negative perception of the result of this solution is mainly due to the lack of interest of the pupil and his mother in any way to solve or consult the problems that the pupil was dealing with.\n\nStudent Profile:\nAge/Year: 14 let, kvarta/9. ročník ZŠ\nHobbies: Poslech a produkce hudby, návštěvy hudebních klubů a koncertů\nDisorders: Alkohol,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: Transfer of student \nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "90", "student_age_year": "14 let, kvarta/9. ročník ZŠ", "student_hobbies": "Poslech a produkce hudby, návštěvy hudebních klubů a koncertů", "student_diagnoses": "", "student_disorders": "Alkohol,Rušení výuky", "teacher_approbation": "Magisterské; Anglický jazyk, Občanská výchova a sociální vědy", "teacher_practice_years": "19", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1152", "content": "TEACHING CASE STUDY\n\nBackground:\nPathological lying, inability to evaluate the moral nature of one's actions. Outwardly, a problem-free student with no obvious signs of pathological behavior. The family background was indirectly assessed as stable and good.\n\nSituation (Anamnesis):\nSolved individually without significant involvement of the whole class. The student's confrontation itself took place discreetly, a summons to the solution in front of the class.\n\nTeacher Intervention (Solution):\nMany years ago, it happened to me that I corrected papers in class and had them distributed to the students (it was the 1st year of grammar school). One student in the first desk immediately signed up for the giveaway. When he distributed everything, he came to me that his paper was uncorrected. I was very surprised, nothing like this has ever happened to me, but I apologized, promptly corrected the paper, and the satisfied student received an A. But it was all over my head. It was not so easy to overlook the paper. I always took them in my hand one by one when correcting and the same again when writing marks. After some time, the same situation repeated itself. After the first shock of a repeated mistake, it was obvious to me that the student was cheating. He didn't hand in the paper, he rewrote it at home to make sure everything was correct and then signed up for distribution. He added the note to the others and brought it to me as uncorrected. So I relied on human greed and lack of moderation. I discussed everything with our representative so that everything was properly documented. After writing the next test, we both went through the papers together and the one from the student in question was not there. He was therefore a witness in the case, so it could not be a case against a statement. Everything went as expected and the student reports to me that he has an uncorrected paper again. At that moment the cage fell, as they say. I took him to the representative and we both showed him that it was completely out of the question for his paper to be corrected. The whole thing took a very unexpected turn for me at this moment. If I thought that there would be a yelling boy ahead of us, I was very wrong. I don't remember the details anymore, I don't know exactly what we said and what he said, but never before and probably never after (actually yes, in politics, etc.) I have never met anyone who would lie without blinking an eye and everything he denied stoically. He didn't confess. In the end, it all ended with the director. I wanted a significant punishment, because in the context of the school it was a completely unprecedented act, but everything ended without punishment, let's say with the pupil's discreet departure from the institute. I was told he was from a good family.\n\nOutcome:\nThe result was the termination of the student's studies at the school following the parents' decision. The matter went beyond me, I was informed of the resulting decision. I did not know and do not know how the student thrived at the new school and what happened next. However, I consider the whole case to be poorly resolved because there was no self-reflection on the part of the student in question. That was the first time I directly realized that I and the institution were to some extent powerless against a certain type of behavior.\n\nStudent Profile:\nAge/Year: 16let  1. ročník,\nHobbies: neznámo\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1152", "student_age_year": "16let  1. ročník,", "student_hobbies": "neznámo", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Mgr;  matematika - biologie", "teacher_practice_years": "30", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1441", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation is related to the beginning of my teaching experience at a school in a different city than I am now. As a beginning teacher, I have been employed full-time in education for 5 years. I was the class teacher of a not particularly problematic class and my students were already in the 9th grade. And it was during this last year that a student transferred to us from another school also in this city. The school he came from had a worse reputation. And the transfer was justified as an arrangement based on the student's and parents' non-cooperation with the school. Immediately after coming to my class, it was clear that the students were not quite used to this kind of behavior. The student was very noisy, an extrovert who really loved attention. He accompanied his loudness with swearing, frequent mocking and parody of both classmates and teachers. He was taller and proved to be gaining influence in the team. There were increasing complaints from colleagues about the deterioration of the atmosphere in my class. On disruption, increased aggression between classmates, even complaining about problems associated with the destruction of property, violations of school rules in sentences about the use of addictive substances before school, or on suspicion of truancy.\n\nSituation (Anamnesis):\n9th grade student aged 15; extrovert, noisy, problems with morale and violation of the school rules in several parts of it, significant influence on the collective of the whole class.\n\nTeacher Intervention (Solution):\nfeel like the first problem was that I didn't start actively dealing with it until sometime in November, when I felt like it was getting really crazy. I conducted an interview with the whole class during the classroom lesson, where I tried to point out the problems that the teachers complain about. However, I couldn't handle the fact that the class suddenly communicated with me in a completely different way than I was used to - the two leaders of the class, a newly admitted student and one more student, with whom I had no problems before, had the main say. There were sentences like 'We don't know what the teachers are complaining about and why. We don't do this. We haven't gotten any worse.' they even told me the line that 'Maybe the problem is not with us, but with you'. I wasn't used to such insolence and it didn't seem like it at all. In the next classroom lesson, I had a deputy colleague and a school psychologist with me, although there was more respect from my class, but I did not feel that there was mutual understanding. The student became the main speaker, problems multiplied and parents complained as well. So there was a conversation between me, the school representative and the student and his parents. This session was postponed twice because the parents did not show up. At the meeting, the pupil did not behave in any way disruptively, but for a change there was no good conversation with the parents. They mainly demanded of us that we let him finish the 9th grade, that he certainly doesn't cause such problems. They promised us that they would arrange for the student. Originally, we wanted to send the student to a school psychologist or to a pedagogical-psychological counseling center with the school management, but the parents did not want to cooperate with either the institution or our school psychologist.\n\nOutcome:\nmanaged to get this class to the end of 9th grade, but it was very exhausting for me. The overall academic average worsened by 1.5 grades, and that's not to mention the number of problems with discipline and compliance with the school rules. I didn't manage it at all, in retrospect I saw as a mistake a very late reaction on my part and an insufficient offer for mutual cooperation or the use of preventive programs. On the other hand, at this time there was not much work done with these things and I myself had no experience even with, for example, studies of Nonviolent Communication. However, I rate this as one of my biggest failures as an educator.\n\nStudent Profile:\nAge/Year: 14 let (9. třída)\nHobbies: Sociální sítě, kamarádi\nDisorders: Hyperaktivita,Nevhodné chování,Rušení výuky,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1441", "student_age_year": "14 let (9. třída)", "student_hobbies": "Sociální sítě, kamarádi", "student_diagnoses": "", "student_disorders": "Hyperaktivita,Nevhodné chování,Rušení výuky,Vulgární vyjadřování", "teacher_approbation": "Mgr., ČJ, RJ, ZSV", "teacher_practice_years": "27", "problems_annotated": "Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/754", "content": "TEACHING CASE STUDY\n\nBackground:\nIn one class, we lost a child's toy (a Hot Wheels car) during the lunch break. The class was busy, the children were scattered around the corridor and no one noticed anything.\n\nSituation (Anamnesis):\nreally liked the collective of this class. No one was specifically singled out and the students mostly worked in larger groups, there really wasn't anyone who was an outsider in the class. The boy had his own group of friends, but he also had fun with others. He mostly cooperated in class, sometimes he had a short circuit when he got stuck and refused to work. We mostly dealt with it by chilling in the hallway for a minute. His grades were good and when he tried, he was given extra work by finishing work before others.\n\nTeacher Intervention (Solution):\nWhen dealing with the stolen toy car, I spoke in front of the whole class that this is not appropriate behavior, we again reminded ourselves of the school rules and possible consequences, and that I would be happy if the student in question brought the toy to my office. A deadline was given for this until the end of the school day. I did not expect that anyone would listen to this request and I was ready to solve this problem in the director's office. Fortunately, the boy stayed after the last hour and actually brought the toy car crying and apologizing. That he really liked it and that his friend didn't want to lend it to him. We explained why it was wrong, but he didn't get any punishment from me, I think he solved it himself maturely and intelligently and there was no point in punishing him.\n\nOutcome:\nI did not notice that a similar situation would arise again.\n\nStudent Profile:\nAge/Year: 4. třída, 9 let\nHobbies: Auta, sport\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "754", "student_age_year": "4. třída, 9 let", "student_hobbies": "Auta, sport", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Učitelství pro základní školy – ukončené magisterské navazující studium", "teacher_practice_years": "11 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/499", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is a boy from a complete family, his mother is a manager, his father is a doctor, he has a little sister. He was noticed to be different from childhood. He was diagnosed with autism spectrum disorder. He goes to a regular kindergarten. Small class, has a teaching assistant and his teacher is a qualified special education teacher. Integration into the regular school system is very demanding, he considered transferring to a special school for autistic children and eventually joined there. He is now 12 years old, has started high school and can drive public transport by himself.\n\nSituation (Anamnesis):\nWhen we started getting ready to go out for a walk, he started again with the eternal \"I don't want to\".\n\nTeacher Intervention (Solution):\nHe got sick the next day. As soon as he came back after his illness, he didn't want to go out again, he didn't want me to help him get dressed, he didn't want me to help him either, he got angry, rolled on the ground, pushed me, kicked me - so that I couldn't dress him. I let him lie on the ground and talked to him. She told him that I'm sorry when he's unhappy and sad, that I don't want him to cry. After a while he calmed down on his own. We didn't go out. He was all sweaty. I don't think he was healthy yet. I went for a drink and spilled myself. He came to me and said, \"I like you.\" The teacher cleaned herself up. It's a shame. Miss teacher is a shame, I like you!\n\nOutcome:\nThe next day he didn't want to get dressed again, he got angry and didn't cooperate. He was angry outside, he didn't want anything\n\nStudent Profile:\nAge/Year: 6\nHobbies: vlaky, vlajky, pohádky-Krtek\nDiagnoses: Porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "499", "student_age_year": "6", "student_hobbies": "vlaky, vlajky, pohádky-Krtek", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "", "teacher_approbation": "Mgr. speciální pedagog", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/12", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a physical education lesson. The goal was primarily to involve the student in the team. Prior to this lesson, the student did not show any signs of irritability or otherwise strange behavior. It was a ball game (dummy) that the student wanted to play together with the children. The problem occurred when this student hit the ball (he was knocked out). At this point the student fell to the ground and began to argue that the 'discharge' was not valid. So the student continued to lie down for a while and then the teacher approached him and tried to find out what the student's problem was. The student then got up, went to sit on the bench and began to roar uncontrollably. The pupil could not be calmed down for the entire 2 lessons. Only after a two-hour 'fit' of screaming did the student quiet down on his own.\n\nSituation (Anamnesis):\nThe student suffers from autism, ADHD and his intellectual abilities are at the level of a mild intellectual disability. He lives only with his mother and does not see his father much, he has no siblings. The mother tries to devote herself to her son and give him everything he desires. The student is not used to losing and suffers from occasional outbursts of anger during which he shouts uncontrollably, cannot be calmed down, is insane and does not perceive. The student has been dealing with these 'seizures' since childhood and they also occur in other lessons. These states occur during agitation, which depends on the student's mood on the given day. It can only be a small stimulus such as the loss of a pen cap. Several times this pupil had to be taken out of the classroom by the teacher or the teacher's assistant, because he was disrupting the lesson in this way and could not be calmed down. Educators, teacher assistants and mothers do not know how to prevent these conditions and how to solve them.\n\nTeacher Intervention (Solution):\nIn this situation, the teacher tried to start a discussion with the student and find out what was going on, but in vain. The student was inconsolable and this problem could not be solved, and the only solution was the student's fatigue, after which he quieted down on his own. Only in this state did the student begin to communicate with the teacher and a short discussion took place. Student: 'I have a headache.' Teacher: 'Well, don't be surprised if you scream for 2 hours.' Teacher: 'Come on, rinse your face and we'll do breathing exercises together.' Student: 'Okay, but I'm tired'\n\nOutcome:\nThe student was exhausted and complained of a headache, so the teacher took him to the sink to wash his face with cold water and then perform breathing exercises, which help him at least a little after this condition. After this situation, the student did not show any signs of strange behavior (as if nothing had happened), he was just a little tired and it was harder to concentrate on his last lesson. However, this situation did not end well for the pedagogue, as his two-hour roar did not make her feel well and she got an unbearable migraine. She then collapsed at the bus stop on the way home.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: cestování, dopravní prostředky  autobusy, vlaky)\nDiagnoses: Dětský autismus,ADHD,Rozumové schopnosti v pásmu lehkého mentálního postižení\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "12", "student_age_year": "8 let, 3. třída", "student_hobbies": "cestování, dopravní prostředky  autobusy, vlaky)", "student_diagnoses": "Dětský autismus,ADHD,Rozumové schopnosti v pásmu lehkého mentálního postižení", "student_disorders": "Agrese", "teacher_approbation": "Mgr. (občanská výchova, výtvarná výchova)", "teacher_practice_years": "", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/397", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had boys and girls in the class. I'd say they've been at each other's throats for several years. It went from first grade to second grade. In the first degree, the attacks were only verbal. Hard to say who was at fault. The girl often admonished the boy when something happened, he didn't like it, so he said something nice to her, she answered him again, then cried, the boy was again angry that the girl wouldn't leave him alone. It was a vicious circle and it was kind of mutual.\n\nSituation (Anamnesis):\nThe parents knew it and talked about it with the children. But in the second grade, in the 7th grade, the situation escalated to the point where there was even a physical attack. The boy couldn't stand it any longer and either pushed the girl and she fell or hit a wall somewhere. It has already taken such a turn that it has already become a physical attack. The boy physically attacked but the girl could have said something to the boy before and he just couldn't take it.\n\nTeacher Intervention (Solution):\nWe had both parents here at school. Of course, each individually at first, then together at a meeting. The parents reacted very well, they did not defend either of the children. Apparently also by the fact that even from the first stage it somehow germinated and grew there. The parents came up with a possible solution to the situation themselves. They agreed on a trip together that they would go on a trip together as families and just start building boy-girl relationships.\n\nOutcome:\nremember how both students were holding their heads that they would have to go on a trip together. The families didn't stay for just one joint event, I think there were two or three events, depending on how the families agreed. The truth is that the children stopped attacking each other. The pupils did not really make friends. They weren't great friends, so they would agree when they would go on their next trip, but they managed to tolerate each other in class. It certainly took half a year to a year before it settled down and then we had a new pupil. So a relatively fresh situation. We still have students at school and I have to say that it is quiet for now. After the arrival of a new student, we monitor the situation. Parents are interested in their children and knew about their fights. The boy's mother probably handled it more. The boy probably had more problems, perhaps with the onset of puberty. His mother even arranged for him to see a psychologist. She tried and maybe even got scared by his increasing aggression. Even we, as a school, tried to keep it within the appropriate limits, but apparently with the onset of puberty it got worse. Before it escalated, it was mainly the work of a class teacher in the first grade, when the easiest solution was to pick up the phone and call the parents. Then it was quiet for a while and after a while it got worse again. And so on and on. Of course, there were some comments and even admonitions from the class teacher for both students, especially in the second grade. The boy is more introverted, taciturn, more closed. The girl is not completely silent and has more friends than the boy. The boy thought that the girl was making fun of him and he was giving it back (verbally) in this way. The parents have been very successful and responsive in dealing with the situation, which has improved to the point where the physical attacks no longer occur, and apparently no verbal attacks either.\n\nStudent Profile:\nAge/Year: 10-12 let, 4. – 7. ročník\nHobbies: chlapec – sport, dívka – rukodělný práce\nDisorders: Agrese,Slovní agresivita,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "397", "student_age_year": "10-12 let, 4. – 7. ročník", "student_hobbies": "chlapec – sport, dívka – rukodělný práce", "student_diagnoses": "", "student_disorders": "Agrese,Slovní agresivita,Fyzické násilí", "teacher_approbation": "vysokoškolské vzdělání – anglický jazyk, ruský jazyk", "teacher_practice_years": "23 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/285", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout 10 years ago, I taught and was the class teacher of a grade where there were children with mild mental disabilities, it seemed that there would be no disciplinary problems in the class. Suddenly, however, classmates and children in other classes began to lose, at first, ordinary things - pieces of building blocks, balls, then the children began to lose money. Since a student from my class lost a large amount of money that she brought to school and only talked about it in our class, I followed my students. Indeed, two of my students were caught taking other people's things in the locker room.\n\nSituation (Anamnesis):\nIt started simply inconspicuously - there was a lost car, there were chalks, then they really started to feel that they were unattainable, unfortunately the other children started to get that feeling too. It wasn't that they were kleptomaniacs, it just wasn't boring, it was some kind of danger, I think that played a part, they just started with small things and then it escalated. They were simply having an adventure by stealing. I don't think they wanted to get rich, it was just the danger here. Those boys didn't have families that would provide them with trips, scouts, runners...\n\nTeacher Intervention (Solution):\nThe students were in the locker room, probably the teachers. The locker rooms were locked after the thefts, so they had to ask for the keys and go there. It was after their visit to the dressing room that another thing went missing. They simply thought that they could afford everything, that they would never figure it out, and they made a mistake. For example, they stole an erasing sponge from the multimedia classroom, without which it really cannot be erased. Psychologically, we invited each mother separately, which was good, but of course we exposed them to a situation where there were 3 of us and the mother with the child, so they were a bit under pressure. To tell you the truth, it's not immoral because you need the mother to believe it. At first she said at first that there was no way he was doing that. When we told her that they were really caught, that they confessed that they had the stolen things in their briefcase for a long time, only then did she believe it.\n\nOutcome:\nWe managed to solve this problem in cooperation with the parents, who intervened very quickly and talked to them. Thanks to the quick intervention of all those involved (educational counselor, preventionist, psychologist and parents), the case did not escalate further and everything was resolved with reduced behavior marks. The students understood their behavior and actions, returned almost all the things they had previously stolen, apologized to their classmates, and there were no other serious disciplinary problems with them. The fact that they did not fully understand the impact of their behavior and actions certainly played a role, when everything was explained to them, they understood. Then it was really calm, we didn't have to use the Educational Care Center or anything like that.\n\nStudent Profile:\nAge/Year: 12 let- 2 žáci, 6. třída\nHobbies: Stavebnice, vláčky, autíčka, lodě\nDiagnoses: Lehké mentální postižení\nDisorders: Autistické rysy\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "285", "student_age_year": "12 let- 2 žáci, 6. třída", "student_hobbies": "Stavebnice, vláčky, autíčka, lodě", "student_diagnoses": "Lehké mentální postižení", "student_disorders": "Autistické rysy", "teacher_approbation": "Učitelství pro školy pro mládež vyžadující zvláštní péči- speciální pedagog", "teacher_practice_years": "32 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/691", "content": "TEACHING CASE STUDY\n\nBackground:\nProblem behaviors occur almost daily. We deal a lot with jumping into the conversation, disrespecting and not following the established rules, then we deal with the emotional outbursts of some children. Overall, this results in not following the rules, but the cause is that they can't control their emotions. Most often, we solve some kind of conflict between two children - we have two students in particular who have some kind of conflict between them. It often happens that one hits the other. Sometimes it's a mistake, but more often it's because the other person did something to him that he didn't like, and he didn't deal with it according to the class rules that we have set up to say, 'Stop, it bothered me that you did this. ..' or 'I didn't like that you did this...', and it will be solved by just that banging or similar behavior.\n\nSituation (Anamnesis):\nPupils in whom this repeated conflict appears come from a standard, problem-free family where both parents figure in their upbringing. However, one of the mentioned pupils, who exhibits intense outbursts of behavior, has parents who use 'harsh' education, or it also includes corporal punishment. This could be the reason why he deals with these situations in the classroom with the above behavior, because he does not know any other approach, if at home it is common to use physical reactions when something is not right.\n\nTeacher Intervention (Solution):\nIn the event that the described situation arises, I try to take these two children together and give one the space to describe what happened from his point of view in this conflict. It would be good if the other one didn't jump into it. Then comes the second one. Then we try to find a solution together so that it can be done better next time, we try to find out what the problem was and how to solve it next time so that it doesn't happen again. In similar situations, I often purposefully use descriptive language and name things that I see as bad and how they appear to me, how I feel about them ('it bothers me that...', 'I'm sorry that', 'it makes me these feelings...'), I also often refer to the established class rules, e.g. when jumping into the conversation - the rules state that this is not done, etc. The solution in this way appears to be effective.\n\nOutcome:\nThe results of the solution generally appear to be short-term, as they occur repeatedly and frequently. Although the situation is considered closed at the moment, the behavior will appear again, either in a different or a similar context. As for the rest of the class, when the described situation arises, they leave the solution entirely up to the teacher. She sometimes deliberately draws them into the solution, because she feels that it will help these students who are in conflict if their peers give them their opinion that the behavior is not correct. In general, other students are annoyed by the resulting conflict situation, because it can slow down their learning during the lesson. The teacher considers this situation to be manageable in her current practice, but she is very interested in improving in the future in managing the problematic behavior of pupils. She takes a rather critical view of herself and feels that the more often similar situations occur, the less controllable they are for her, also due to a loss of patience. He also realizes that the behavior of these pupils can be improved, but he judges it in his own words as a long-distance run.\n\nStudent Profile:\nAge/Year: 9 let, 2. třída (chování přetrvává dlouhodobě)\nHobbies: sporty  tenis, taekwondo, basketbal)\nDisorders: Emoční labilita,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "691", "student_age_year": "9 let, 2. třída (chování přetrvává dlouhodobě)", "student_hobbies": "sporty  tenis, taekwondo, basketbal)", "student_diagnoses": "", "student_disorders": "Emoční labilita,Verbální agresivita", "teacher_approbation": "magisterské (učitelství pro první stupeň)", "teacher_practice_years": "momentálně běží třetí rok", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1237", "content": "TEACHING CASE STUDY\n\nBackground:\nOne morning a mother came to school with her daughter and followed me as a class teacher. The girl was in the third grade. The mother seemed very angry, and when we got to my office, she started saying that an older student stole her daughter's horse figurines, which she collects and exchanges with her friends at school. The girl confirmed the situation on the spot with visible self-denial, but it was clear that she would prefer not to deal with it at all. It seemed to me that he did not want to have problems with the older student. It is said that this should have happened in the party two days ago. It is said that the older student was seen by her classmates when she searched her bag in the locker room, and the same afternoon at home, the girl did not find her figurines in her backpack.\n\nSituation (Anamnesis):\nOlder student - known for her jokes on others, doesn't take anything too seriously, past behavior problems at last school, extrovert with many friends, rather below average grades. Younger pupil - easygoing, introverted, quiet, calm and clever, good grades.\n\nTeacher Intervention (Solution):\nAfter I finished the interview with the girl and her mother, I called the parents of the older student, because similar situations regarding her behavior caused her to transfer from the previous school to ours. The father of an older student picked up the phone and agreed that he would come to school as soon as possible. In his case it took about twenty minutes because he had the day off from work. When he finished, we went together to the class for the older student and we all went to my office together, where the younger student and her mother were still waiting. In the office, I introduced the situation to the older student herself. She defended herself against the accusations and said that she did nothing of the sort. She also mentioned that she, on the other hand, saw her friend's younger students near her backpack. An older pupil allowed us to search her school bag. Her dad went through it all and found one of the missing pieces. The older student was shocked and still maintained that she had not done such a thing and that she did not know how the figure got into her backpack. After an agreement with the father of the older pupil and the mother of the younger pupil, we then came to the conclusion that the older pupil would apologize to the younger pupil and be banned from the group for two weeks. The younger student was happy to have one of her figures back, and that the older student would be punished. However, the remaining figurines were not found. The mother of the younger pupil said that she did not want to deal with it further, and that she agreed with the punishment for the older pupil, that she thought it was fair. The older student then apologized to the younger student and did not show up in the group for the next two weeks.\n\nOutcome:\nThe next day, the older student apologized to the younger student, albeit a bit forced, but we let it go, it couldn't have gone any better. She obeyed the group's ban. But after two weeks, the sorority girl pointed out to me that the friends of the younger students had an argument in the sorority with another student about the fact that their new figurines were really new, when another student found it strange that they were exactly the ones that we did not find with the older student. We later found out that the older student was really innocent in the situation, and the thieves were in reality the friends of the younger students, who put one figure in the older student's backpack and divided the rest among themselves. Subsequently, the situation was resolved with their parents, and in all situations it resulted in a reprimand from the school director. We haven't had any problems since then. Of course, after finding out the whole situation, everyone apologized to the older student. To this day, I am ashamed of that hasty behavior. But what do you want to do when you actually find the stolen item in the backpack of the accused student...\n\nStudent Profile:\nAge/Year: 11, 5. třída\nHobbies: Chození ven s kamarády, kreslení\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1237", "student_age_year": "11, 5. třída", "student_hobbies": "Chození ven s kamarády, kreslení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské, anglický jazyk a hudební výchova", "teacher_practice_years": "24", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1411", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout halfway through the seventh grade, I began to notice that the student comes to school more tired, that he falls asleep in class, that even if he doesn't really sleep, he is completely unfocused and doesn't understand what time it is in those classes. At first I thought he just didn't sleep, but when it was already about the third day and after the weekend when he could sleep, it was strange to me. On the day when I wanted to call him, a pupil from the next class, from the B class, came to me saying that she wanted to tell me and show me something. And she had her cell phone in her hand and she was showing me some WhatsApp group where, as I later understood, there were children both from her class and from the A class where he is a student. And she showed me, the student was writing some inappropriate messages there, as if he was writing some vulgar messages to his classmates and sending them somewhere, but in such a downright harsh way. But strangely enough, the pupil did not explicitly complain about the pupil, but said that something must be going on, because she doesn't know him like that, that he is generally out of it, but he doesn't want to talk to her or anyone else.\n\nSituation (Anamnesis):\nThe student lives only with his mother, his father died before he was born, he never knew him, I think he quite lacks a male role model. He's so stressed out. He was always very quiet, introverted, not very involved in the collective, did not go on many trips, did not want to do group projects. During breaks, he spent most of his time on his mobile phone or reading. But he never really caused problems before that.\n\nTeacher Intervention (Solution):\nFirst, I went to the pupil's class teacher, then to the guidance counselor, and my colleagues and I decided what to do with it. Unfortunately, the class teacher took it terribly offensively that the student had a crush on someone somewhere, I had to tame her that it was nothing, that now it was mainly about the boy, if something was going on at home. We then called him from one lesson after agreeing with the teacher to see the guidance counselor and solved it with him. At first he denied that nothing was happening and that he was fine. But then when I said that I saw in him that he was like a body without a soul and that he was tired and maybe angry, he said that his mom was dealing with health problems and that he was afraid that something would happen to her because he doesn't have a dad, and if mom dies, he's stuck and doesn't know what he'd do. So we talked about it there for a while, you could see that it had been accumulating in him for a long time. So his mom wasn't terminally ill, but she was dealing with some cysts and then had to go to surgery and he was all bad because of it. Finally, I talked to him about knowing what he wrote in that school group. He said he was sorry and seemed sincere. We asked him if there was anything we could do to help him, then I suggested that he could try our school psychologist and that we could talk to his mom. At first he didn't want to, he wasn't crazy, but we finally managed to convince him. The educational counselor then contacted the boy's mother, but I was no longer there. The student then started going to the school psychologist about once a week. I thought he improved quite a bit right away. Probably also because he could testify somewhere and that someone was listening to him. It also got better because his mom survived the surgery. But I know that after that he told some other psychologist that he had some unnecessary anxiety, but I know that more from hearsay.\n\nOutcome:\nthink it turned out well. As I said, the student then went to the psychologist, but I think it also helped him that I didn't start at him for doing something stupid, as a classmate would probably do, that I talked to him about it and showed interest and he didn't try to judge him in any way. At first, he didn't really believe in the idea of the psychologist, but eventually he went there, and probably everything together with the fact that his mom was okay with the operation, made him feel more at ease. Although he was still more introverted, he got along quite well with the other kids in the class and no one ever complained about any of his outbursts somewhere in the chat. And he also walked around in a better mood, he wasn't always sleepless, he wasn't always like a body without a soul. Especially since his mom went through that surgery. I only learned from hearsay that he then told someone else that he might end up seeing another psychologist, that he said he had anxiety. But I don't know directly from him, so I don't want to talk too much.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník ZŠ\nHobbies: knihy, psaní příběhů, focení a točení videí\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1411", "student_age_year": "13 let, 7. ročník ZŠ", "student_hobbies": "knihy, psaní příběhů, focení a točení videí", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., zeměpis, tělocvik", "teacher_practice_years": "13", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/852", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout a week before the problematic situation, the pupil became close to another, they often played in the school group and during breaks. The student looked up to the other and the other was flattered by their relationship. From home, the student was used to taking his younger brother into account, so he had no problem adapting to the other, but at the same time he was a driving force for him. Both benefited from the relationship. Another student was jealous of the new friendship, he did not want to join the joint game between the student and the other, even though the boys challenged him. The subsequent situation began with a rather banal manifestation, but its unfolding revealed a very deep problem. After a long break, when children usually play in the classroom, the student showed signs of irritability and resistance to work in his behavior. The student was unable to answer questions about the cause of this change in behavior. Such behavior was often caused by his easy fatigue, so he worked on simpler relaxation activities in the form of games. Nevertheless, this behavior continued for a few days. He refused to work, sometimes he was disobedient, he did activities that he was forbidden to do and he was always able to tolerate it, but not now. I knew something was wrong, so I tried to resolve this behavior as soon as possible. Nevertheless, the student did not answer the questions about what happened, what he would like to help with, what is bothering him, rather he looked sad. I then described his behavior to the class teacher. However, she did not come up with any other cause than the pupil's easy fatigue. She only recommended that I try to talk to my mom. Mom just nodded that sometimes he also cries at home, is cranky or doesn't listen or doesn't want to do his homework. Unfortunately, this conversation did not bring any solution.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nAfter a few days of nothing special happening in class, a student was called upon to answer a question in math class. Instead of answering, he burst into tears. The situation was further resolved by the class teacher, in front of the whole class. She tried to calm the student down, looking for the reason that the student did not know the answer to the question, which, however, was unlikely due to its simplicity. The student stopped sobbing after a while, but was unable to talk about his problem in front of the class. I suggested to the teacher that the three of us calmly talk about the break in the office and help him solve his problem. The rest of the class passed without complications. During the break in the office, the student cried again and confided in us that the problem was in friendship with the other person. In a confidential interview, he admitted that his mother forbade him to be friends with someone else. He didn't understand the second reason, he listened to his mother, but he was very sorry for this loss. We offered the student help in the form of a personal meeting with the parents and rooting out all the motivations that led to the problem. The parents responded quickly to the invitation to meet, and both arrived at the school immediately after classes. An open conversation with the parents yielded the following resolution: The ban on friendship with the other was the result of a conversation with the other's mother, who wanted to warn the student's mother about an inappropriate relationship with a classmate. She described this friend as a foul, rude boy of Roma nationality who manipulates children and harms them. However, this student's name did not fall among the mothers. The student confirmed to his mother that he often plays with the Roma boy, but that he is nice to him, yet the families' socio-cultural differences were the reason why she forbade the relationship. We were very surprised by the parents' communication, especially the way of solving such a situation. There was probably a confusion of classmates, because the characteristics of the alleged friend corresponded to another classmate. The teacher explained the situation to both parents, highlighted the mutually positive benefit of friendship between the student and the other, and I confirmed the \"harmlessness\n\nOutcome:\nAt the end, both boys were invited, the other's mother apologized to the boys of her own free will and recognized their friendship and supported it. The two boys shook hands in the usual classroom ritual to re-establish their relationship. The situation did not repeat itself. All three boys became great friends. What were the causes of this situation? The trigger was the pupil's mention to his mother that the pupil was no longer playing with him, but with another classmate. A certain jealousy of the pupil, protective hyperprotective traits in his upbringing and the subsequent wave of distorted information led to a serious intra and interpersonal problem. Thanks to the interview with the pupil, when he confided in us about his problem, and subsequently the interview with the parents, the pupil's problematic behavior was resolved.\n\nStudent Profile:\nAge/Year: 2. třída, 7 let\nHobbies: ---\nDiagnoses: Lehké mentální postižení\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "852", "student_age_year": "2. třída, 7 let", "student_hobbies": "---", "student_diagnoses": "Lehké mentální postižení", "student_disorders": "", "teacher_approbation": "Mgr., (Speciální pedagogika)", "teacher_practice_years": "5", "problems_annotated": "Emotional outbursts, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/160", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students had already had a dispute for a few days, which was caused by the dominant position of the 'alpha male' in the class. These two students had been poking at each other for some time, playing pranks on each other and trying to outdo each other in any discipline other than grades and learning as such. Gym was their favorite playground, where they could show who has more strength, is better at football, etc. One day, however, the students' nerves were completely broken and they had a brutal fight before the gym class. I jumped between them, the other assistant pacified one student and the gym teacher the other.\n\nSituation (Anamnesis):\nNot one of the pupils is somehow a star adept when it comes to school results. Their average grades are 2.2 and 2.3. The class is quite often in some kind of disciplinary problem through disruption of teaching, lack of respect for teachers and generally very rude behavior.\n\nTeacher Intervention (Solution):\nAfter the incident itself, I took one of the actors to ŠPP, where I was told that I had to wait with him, because they were fully occupied with a similar situation from another class. So I took the student to my office. 'Okay then come with me, we'll try to figure it out this way.' 'Teacher, but he got on my nerves, it's not my fault.' 'Calm down, we'll talk about all this in peace when we sit down, okay?' 'Okay, but my arm hurts a lot.' 'Then I'll call the teacher, she's a paramedic and she'll look into it for you.' 'Thank you teacher.' 'Please sit here. I'll call the teacher and we'll talk.' 'Good.' 'So what happened?' 'Well, he's just rude.' 'Please?' 'I'm sorry, but we just don't like each other and he's been getting on my nerves for the second week now and he's being a jerk.' 'Well, is it really only on his part? Aren't you making out with each other on purpose?' 'No!' 'Please, am I blind?' 'Well, he's really to blame.' 'Look, this should probably be dealt with by the class psychologist, but tell me, why are you dealing with it this way?' 'Well, it just happened that way.' 'Well I can see that, but what if you really hurt him or he hurt you? You didn't think of that, did you?' 'No, well, that would probably be stupid...' 'That would be, and what do you call it?' 'Hello teacher.' 'Okay, so we're going to call the parents, this doesn't look good and you're going to talk to the psychologist and the class teacher tomorrow, okay?' 'Well, well, well.' 'Well, I'm happy and please remember that violence begets only violence. Maybe he'll wait for you with his friends after school, then you for him, and this cycle will only get worse until you actually do something about it.' 'Oh yeah.' 'That's a bit low, I'm serious and health is no joke, I've been attacked several times myself and I'm glad that I always defended myself, but you never know and so you shouldn't at least consciously engage in this.' 'Yeah? And what happened to you?' 'Well, they beat me up and then I had to wear a brace on my left leg for a week. Not much, well.' 'So I'm sorry, I would give them right now, just to meet them.' 'Well, that's exactly the problem, look, I understand that it annoys you, but as I say, it would only cause more problems and it's not worth it.' 'Hmm.' 'And look, Mr. Psychologist is going to marry you, please, calm down and tell him everything he told me here, okay?' 'Okay, bye.' The teacher treated the student, called the parents, who came within 15 minutes and took the boy away, he ended up with a cast on his right hand and could not write for 3 weeks.\n\nOutcome:\nThe boys realized that they had really overdone this. Not long after that, they stopped doing so many pranks on each other and even though they don't like each other, they respect each other.\n\nStudent Profile:\nAge/Year: 14, 8.\nHobbies: Hudba, box, tanec\nDiagnoses: ADHD\nDisorders: Lhaní,Agrese,Cigarety\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "160", "student_age_year": "14, 8.", "student_hobbies": "Hudba, box, tanec", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Agrese,Cigarety", "teacher_approbation": "Magisterské-Tv/Aj", "teacher_practice_years": "15", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/896", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy wrote a very insulting note on the blackboard about the elderly lady English teacher (he had been rude to her before).\n\nSituation (Anamnesis):\nThe boy from “better\n\nTeacher Intervention (Solution):\nThe boy refused to confess to the crime. When the educational counselor took the pupils, they all claimed that they had not seen anything and did not know who the author was. The only boy identified the culprit, but immediately said that he would not confirm it, that everyone was afraid of the classmate and that he would not last in class. Even the mother did not accept that her son could do such a thing, when the son told her that he did not do it, he simply did not do it, and she, in her words, \"must stand up for her child.\n\nOutcome:\nThe boy finished elementary school, got into a vocational school, but transferred from that to a university in the first year - I don't know if he was lazy to learn or if he had other disciplinary problems. However, his act went down the drain. The mother was unable to stand up for the school and believe her, and the boy never confessed.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Sborový zpěv  Boni pueri), hra na klavír, motorismus\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "896", "student_age_year": "14 let, 8. třída", "student_hobbies": "Sborový zpěv  Boni pueri), hra na klavír, motorismus", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Učitelství všeobecně vzdělávacích předmětů pro 5. až 12. ročník (český jazyk – občanská výchova)", "teacher_practice_years": "27", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1204", "content": "TEACHING CASE STUDY\n\nBackground:\nThe most troublesome student I've had so far, the sentence ended with nothing but the word dude, he was always cursing, he had an outrageous bin on the bench and did things to the students on purpose. He threw papers and pens at them. I used to see him behind school with a cigarette in his hand, hanging out with older friends and the like. During a big break, when I once had a supervisor, he really overdid it. A child ran out of the toilet crying that someone had soaked his backpack and was throwing wet toilet paper at him. I thought it was some kind of joke. Well, it certainly wasn't a fad. The student tipped me off as to who did it and I knew it wouldn't be far from the truth.\n\nSituation (Anamnesis):\nThe student grows up with only his mother and two sisters and comes from a socially weaker background. He requires a lot of attention and has no respect for authority. According to the school psychologist, the only man he respected was his uncle.\n\nTeacher Intervention (Solution):\ncalled the class teacher and the principal until the next class. Although the situation should probably have been handled by the class teacher with the principal, I felt responsible for what happened because I was in charge at the time. So I tried to get involved. It took a while for the person in question to confess, but the pressure of the principal and the class teacher was enough. I colorfully described what the crying student told me. He then himself triggered what exactly happened. It was a serious violation of the school and moral code. The director could not ignore this. The student was offered a reduced grade for behavior and summoning his mother and uncle to school.\n\nOutcome:\nI wasn't proud of it, but we had leverage on the student. It turned out that it was enough to threaten to call my uncle, not my mother, and immediately there was peace. Of course, the classic interruptions didn't stop, but the student didn't do anything so serious.\n\nStudent Profile:\nAge/Year: 13. let, 7. ročník\nHobbies: Metalová hudba\nDisorders: Lhaní,Cigarety,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1204", "student_age_year": "13. let, 7. ročník", "student_hobbies": "Metalová hudba", "student_diagnoses": "", "student_disorders": "Lhaní,Cigarety,Vulgární vyjadřování", "teacher_approbation": "Mgr.", "teacher_practice_years": "5", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/258", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student has repeatedly been disruptive in many subjects for many years. He repeatedly shows problematic behavior. Last week I was supervising the corridor and heard from 9.B. noise and shouting. I quickly opened the door and thus became a witness to a situation where two boys were rolling after each other - the mentioned student and his classmate. It looked like an advanced battle. The other classmates stood around them, some looked like they were having a lot of fun and even encouraged the two washermen with various shouts. I immediately jumped to the two boys and pulled them apart, standing between them and holding them so that they couldn't start washing again. Within minutes they calmed down, glared at each other and each went to take their place in the pew as the bell rang. Even though everyone was already seated, they continued to insult and shout at each other. I asked both boys if they were all right (besides the matted hair, sweaty, frowning foreheads and torn T-shirt, I didn't notice any other damage). They both replied with a short nod of their heads that nothing had happened to them. Before leaving, I informed the two boys that the situation will still be resolved, and since this is not the first time something like this has happened, we will also inform the legal representatives. I reported the situation to the class teacher, we met with the parents of both students.\n\nSituation (Anamnesis):\nThe 9th-grade elementary school student has had disciplinary problems since the beginning of his studies. He comes from four siblings, being the oldest. He has a brother who is 4 years younger, a sister who is 8 years younger and a second sister who is 10 years younger. He lives in a socially weaker, religious, incomplete family - only with his mother. As the oldest of all siblings, he stands out for his independence, he can take care of others, give advice and help. Already in the first grade, difficulties with studies were noted, poor concentration in classes that he did not enjoy. He seemed a little phlegmatic on the outside, but in reality he cared about things and was very sensitive to other people's feelings. You could say extremely empathetic. During a visit to the counseling center, the student was diagnosed with a slightly lower intellect. His grades did not deteriorate significantly with age, perhaps thanks to the excellent attitude of the teachers. However, the chaotic work, inability and lack of interest in completing tasks and projects, and doing everything he did not enjoy, still persisted. He never had a problem with his memory, he didn't even have to write down tasks, and he always knew what and how to work. He didn't have many friends since he was little, he went to kindergarten very sporadically due to frequent illnesses and spent a lot of time at home with his siblings and family. It is difficult for him to make contact, he is overweight, has very thick glasses and does not have many hobbies. He plays the guitar (which he says he doesn't enjoy, he attends classes because his parents want him to) and goes to church once a week. He eats at home because he doesn't like the food in the school canteen. From about the fifth grade, he tries to attract attention to himself in any way. It is often jumping into the conversation, shouting in class, speaking rudely, insulting classmates. He is not very popular with his peers. When asked what he likes, he often says he doesn't know. Sometimes she will say cooking or watching food shows or just eating. At home, he often lies, overeats and fights with his mother over food when she does not want to give it to him. He tends to be aggressive, it also happened that he stole money from his mother and went to buy some chips and sweets with it. His mother accompanies him to school, not infrequently until around 9-10 in the morning, despite the fact that classes start at 8. Lately, he has been pushing and fighting in class with his classmates, insulting them, mocking them and cursing them profanity.\n\nTeacher Intervention (Solution):\nAfter the bell rang in the classroom, I left for my lesson. During the day, I contacted the class teacher and described in detail the incident that I witnessed in the 9th grade. Since it was not the first time something like this had happened, we decided not to deal with it classically with a note, but we called the parents of both boys and briefly explained what happened. We made an appointment for the following afternoon. Only the mothers of the boys arrived, we seated them in the assembly room and they described in detail the incident I had witnessed. The pupil's mother seemed very combative, she probably felt that everything was being thrown at her son. She didn't really want to have a dialogue, she just kept repeating that her son was not to blame because it was confirmed by experts (among other things, I heard this phrase several times from the student himself, as if he felt that it excused him from every bad thing he did) . The mother of the second pupil listened patiently and hardly commented on the situation, she was surprised that her son was fighting at school. Later, the boys themselves joined us, we heard their versions of how it all happened. The student claimed that the other student insulted him, cursed and mocked him, kicked his backpack and tricked other classmates into hiding his case and other things. When the other student took his notebook from the desk, the student jumped on it and a fight began. The second student's version was slightly more truncated, he denied any guilt. A few other classmates, however, confirmed the first student's version as the correct one. I dismissed the mother of the second pupil, Honza and the pupil, we asked the pupil's mother if she could stay a little longer so that we could resolve the situation, including other disciplinary problems, such as late arrivals, inappropriate meals and the like. The mother denied that her son was eating unhealthy, claiming that he has a normal weight. In previous years, it happened that a student came to school an hour late carrying a bag with a fast food menu, almost all eaten, and then threw up. The class teacher and I tried to explain that we certainly try, we accommodate the student, but a certain discipline must be observed at home as well. The mother was dismissive of everything, she called us names out of bias and left the school in a rage and without saying goodbye.\n\nOutcome:\nThere was no improvement. Everything continued as if there had been no conversation between the mother and the teachers. The student doesn't care, he often retorts to the teachers that his mother says that he doesn't have to do this and he doesn't have to do that either. Unfortunately, nothing has changed at all, neither the attitude of the mother, nor the attitude of the student. It is very difficult to motivate him to behave well, he tries to draw attention to himself during breaks, he tells lies to his classmates to make him seem more interesting to them, but they continue to avoid him. His grades miraculously improved during distance learning, his mother claimed it was just his work. But the student brags that his mom worked instead of him. The agreement with the parent was therefore not successful and there was no change at all.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: Geografie, PC, televize, vaření\nDiagnoses: ADD\nDisorders: Poruchy příjmu potravy,Vulgární vyjadřování,Lhaní,Potřeba pozornosti,Verbální agresivita,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "258", "student_age_year": "15 let, 9. třída", "student_hobbies": "Geografie, PC, televize, vaření", "student_diagnoses": "ADD", "student_disorders": "Poruchy příjmu potravy,Vulgární vyjadřování,Lhaní,Potřeba pozornosti,Verbální agresivita,Rušení výuky", "teacher_approbation": "Vysokoškolské, Magisterské", "teacher_practice_years": "6 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/336", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom the beginning of the school year, I reprimanded the student because he was constantly shouting, lying on the carpet in class and not listening to instructions. During the first week, he claimed that he lost his homework book twice and therefore did not bring in any homework. In my classes, his inattentiveness gradually increased, although there were times when he was one of the most attentive students. The situation came to a head in about the third week of the school year. First, my colleague, who was in charge, told me how a student flew around the corridors during recess and chased his classmate, who took it as fun, but ended up falling and scraping his knees. He then yelled at the others in my class and said some obscenities. The assistant assigned to him did not deal with this at all and went around the classroom to other students. This was followed by English class, in which I always only have half the class. We mostly sit on the carpet and talk for the first part of the lesson. The student didn't even come to the carpet. He sat in his pew and claimed he didn't feel like it and was quite obnoxious. My assistant and I tried to communicate with him somehow, but he did not respond. In addition, he started interrupting and disrupting my class. So I had to yell at him. I had the next lesson free and the students had a home study with the teacher, whom they already knew from last year. This lesson was followed by the last lesson the children had with me again. When I got to the classroom, the teacher from the past was still there. She told me that the student went to the toilet in the middle of the hour and refuses to come out. Neither she nor I got him out. After a long persuasion, when several other teachers and the headmistress were already at the door, he went out. He laughed and found the whole situation amusing. After the lesson, I talked to him for a while and then I let him go home.\n\nSituation (Anamnesis):\nThe student comes from a complete family, although his mother is already divorced and has 2 daughters from a previous marriage. However, he is not affected by it in any way, quite the opposite. As the youngest, his mother shows a great interest in him, and if he cannot, his grandmother picks him up from school (since the 1st grade). The student has ADHD, so he has been given an IEP and a teacher's assistant is assigned to him in the lessons. This assistant comes from the same village and has known the pupil and his family for a very long time, which of course influences her. From my point of view, it could be beneficial, but the opposite is true. The student has no respect for the assistant and often does not respond to her instructions until the teacher intervenes. He is a very smart boy who, however, is often bored in class due to ADHD. For example, in the lesson Ex. he was able to interpret unknown material to the rest of the class. His knowledge in most subjects is beyond the required scope. He very often knows the answers to the questions asked, but if he is not called upon, he takes it as permission for other activities. It is agreed that in such moments he can draw or engage in another form of education. Unfortunately, depending on his mood, these moments don't always turn out well. Sometimes, out of nowhere, he lies down on the bench in class and does nothing with him. In the second grade, the teacher ran out of the classroom and she had to look for him around the school. It is agreed with his mother that all assignments and messages to parents are written in his assignment book, where he signs them. But he very often hides it at home and then claims to have lost it. And so he often forgets tasks or organizational matters. He is quite popular in class and almost everyone is friends with him. He's such a class clown and he's proud of it.\n\nTeacher Intervention (Solution):\nThe situation with the student was on a daily basis, so communication with his mother was a necessity. So I solved it like this: I wrote to the student's mother in the morning, because he had forgotten his homework, again, and he still hadn't brought the money for the school supplies (after 3 weeks). With him, I personally dealt with several fights with classmates, so flying around school was nothing new. I dealt with the problem of his classmate's fall probably more than was necessary, because neither of them made a fuss about it, nor did they insist on an apology or correction. In my lessons, I deal with everything on the level with the students. So I immediately comment on his interruptions and tried several times to send the assistant back to him, but to no avail. However, sometimes she is with him in these moments, but he does not listen to her and tells her to leave him, so I have to deal with this situation again. Unfortunately, I have 30 children in my class, so I don't always have time to solve everything. In addition, the student really needs to say everything 3 times. I solved the situation with locking myself in the toilet with the student by talking to him, but I thought it was quite unnecessary, because he was constantly joking about it. Subsequently, I discussed it with my mother, who is already used to it, and she agreed to it. This situation was also seen by the principal, who called me after a conversation with another teacher. Both she and I agreed that it was at least worth the exam to change the assistant, because the student really had no respect for his familiar assistant. After talking with her and the student's parents, we did so.\n\nOutcome:\nAs already mentioned, in the case of the student, this is a long-term problem and therefore its solution is for a longer period of time. The next day, of course, you could tell that his mother was talking to him, and so he tried for a while. However, when I look at it overall, it was not more than a week and a similar incident was repeated. Although the student had a new assistant, after a while she also lost some respect. But compared to the previous one, it was better. The arrangement (teacher, assistant) does not have much effect on him, which of course I am evaluating only now in retrospect. I think the only effect it had on him was when you yelled. But even that was only for a short time.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída\nHobbies: Házená, obecně se sám vzdělává v přírodních vědách\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "336", "student_age_year": "10 let, 4. třída", "student_hobbies": "Házená, obecně se sám vzdělává v přírodních vědách", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "Vysoká škola, Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "8", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1415", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was a student who came to my class in the third year. He came from a completely functional family. He had a younger sister with whom he had quite a good relationship. They didn't pay much attention to each other at home, but they didn't tease each other either. He used to shout at his mother at home and was disobedient. For example, he knocked and banged on the table, made various noises and provoked the parents. At school, from the beginning, he tried to make himself more worthy than he really was. He was more interested in humanities subjects. However, he did not like mathematics and geometry. He wrote beautifully, albeit slowly. He was quite a picky eater, he needed, for example, all the windows to be open or closed - otherwise it was bad. He was awfully slow to get anywhere. He kept checking things. I should say antisocial behavior towards students. Maybe he went and dropped a case off the bench on purpose, and still laughed provocatively. Or maybe he tripped someone's feet. In my opinion, the family devoted themselves to him as much as possible, but for some reason he did not want to let them in. Once I even saw him steal candies from my locker. He begged me not to say it, but I told his parents so that there would be a better chance of preventing a possible repetition of such situations. By explaining to him both sides why it's wrong. Over time, my mother and I began to notice that children from other grades with worse grades and behavioral disorders were sticking to him. Other children would point out that such parties can get him into some trouble, such as theft or fraud. Another child distances himself from such problematic pupils, but he did not recognize this. So he fell victim to the various elements here. So they put him in situations where the blame was not his. But he took it as the fact that he finally has a group of his own. Who knows if they already told him about the candy theft. He couldn't walk in it, he couldn't predict. He did not say, I will not go with them, they are evil. They spoke very vulgarly. We told him and his mother not to go out with them. He started picking up vulgarities from them. The others avoided him, so he was left like that. Yes, he teased his classmates, but when I talked to him alone, he wasn't mean. You can tell when someone is downright evil. Probably, he didn't know how to establish relationships, so he drew attention to himself with provocations. He was simply, in my opinion, from a decent family. He managed the first grade, even though he was distracted, I had to keep bringing him back to the lessons. He was losing focus in class. He had more time for papers. He had to watch himself during breaks.\n\nSituation (Anamnesis):\n1st grade elementary school student, introvert, choleric, average student. He liked nature and flowers. He had a positive relationship with his grandmother, with whom he often went to nature, to the forest, to the dam. Rather focused on humanities subjects. He was helped by an assistant. Antisocial behavior. Class - at the beginning he dialed the children, then they ignored him, over time a great improvement in the relationship with the student.\n\nTeacher Intervention (Solution):\nSince the parents were very accommodating and communicative, we agreed that they would go to the pedagogical-psychological counseling center and to a psychologist. Once every two weeks, my mother came to the school to talk to me about how the student was behaving at school, because he was doing terribly at home. Of course, I also had my mother's phone, so whenever something happened, we called each other and clarified everything. When the student hurt the children, for example, they scratched their feet, the assistant and I explained to him that and why this should not be done. He answered us that the classmate should not have gone there, that if the classmate had not gone there he would not have undermined them. That was his logic. However, when someone took a pencil or crayon from his desk, there was already an explosion. He only prioritized himself. We observed great egoism in him. Only him, the others nothing. We didn't know where he came up with such attitudes. He tried to have friends over time. But he was more alone. He didn't need much human company. Rather, he enjoyed provoking others and drawing attention to himself. We taught him at school how to approach a girl, that he can't put his hands in the door or curse her, but maybe offer her a candy. We were strict and consistent with him. He didn't understand why he couldn't kick someone's briefcase. So we mirrored it to him, we said that he probably wouldn't want someone kicking his things either, and that he wouldn't want that either. It had to be explained to him. If you want to borrow a crayon, you ask nicely and the children will ask you. You won't yell at them that you won't borrow it, that it's your case, but then they'll give it back to you. He was socially immature. He needed to repeat the basic rules of decent behavior. Over time, we started to see a shift in him, but he definitely had to grow up a bit on his own and have some guidance from all sides. They started liking him in the class, cooperation improved. When the family works and cooperates, it is a hundred times better.\n\nOutcome:\nBefore that, the school, the parents, the counseling center, the school psychologist, in short, everyone tried, except him. But the bigger he got, the more he began to crave friends. Over time, he began to improve. Together with the assistant, we established a deeper relationship with him. He must have felt that we liked him in the class, that he was wanted. He was still visiting a counseling center and a psychologist. Before it looked like he wanted to say something, he looked at me and thought. We shook our heads at each other that he shouldn't do that, so then it was enough without words. Which is awesome. There was that connection. Over time, instead of a big frolic during the break, he talked a lot about flowers, read, painted. He already recognized success when he succeeded in something, some of our classmates also praised him when he wrote something nicely. I think it turned out well, and as I say, we all did our best, so I probably wouldn't change anything, especially since he understood that he can't be mean to children.\n\nStudent Profile:\nAge/Year: 9 let, 3. Třída\nHobbies: Příroda, malování\nDiagnoses: Aspergerův syndrom,Lehká forma autismu\nDisorders: Krádeže,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1415", "student_age_year": "9 let, 3. Třída", "student_hobbies": "Příroda, malování", "student_diagnoses": "Aspergerův syndrom,Lehká forma autismu", "student_disorders": "Krádeže,Lhaní", "teacher_approbation": "Vysokoškolské, učitelství pro 1. stupeň", "teacher_practice_years": "11", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1040", "content": "TEACHING CASE STUDY\n\nBackground:\nOnce, my student came to my office and confessed to me that he threw a pencil case in class and hit a glass display case and broke it. I was quite upset because I clearly told them in class not to do that. So I quickly went to the classroom to resolve the situation so that no one would cut themselves on the glass.\n\nSituation (Anamnesis):\nThe student is rather a quiet loner who usually didn't have much fun with anyone. He has very good academic results and participates in class. Never had any problems with him. Another student is expressive, likes to interrupt and is a leader type. He is very lying, manipulative and rebellious. He is aware that his mother trusts him without limit and abuses it. He had rather below-average results in school and was only active in disrupting classes. Another student is very smart with a sense of justice. She was elected class president in the seventh grade and is very popular in her class.\n\nTeacher Intervention (Solution):\nAnd this is where I made a mistake, even though I suspected that this behavior did not suit me with the student, I took the situation as clear when the student confessed and contacted his parents about what happened and that he had to pay for the damage. His parents paid for the damage and I once again strongly warned everyone in the class not to throw anything at each other. After the lesson, however, a student came to me and told me that everything was different and that another student had broken the glass. So I called the first student again and he finally told me everything. He told me that the other student broke the glass and told him that if he took it upon himself, he would stop mocking him and take him into the party, but if he didn't, then he had something to look forward to. So I called the other student and confronted him with what I had heard and he denied everything. So I checked everything one more time and all the students who were there identified the other student as the culprit. The second student again denied everything, so I called his mother at the school and she told me that she trusts her son and that he didn't do anything, when I tried to explain everything to her, she accused me of being biased towards her son. She refused to pay for the damage and paid the amount only after an email from the school director. The second student then called the first student names in class\n\nOutcome:\nIn the end, I solved the situation by always condemning the other student for his behavior in front of the whole class, and I managed to create a climate in the class that judged the other student, and most of the classmates did not hang out with him. I hoped that maybe he would realize his behavior after that, in fact I had a conversation with him almost every week and tried to explain to him that his behavior was unacceptable, but he never admitted his guilt. The other student actually became persona non grata in the class, which wasn't ideal, but it was better than having the mindset of the class on his side. He then purposely interrupted my lessons and we were actually in such an open war with each other. Unfortunately, we only had one sixth form, so I couldn't try to reassign him to a secondary class. In the end, the situation was resolved by the fact that he did not enter our school until the seventh grade, because his mother enrolled him in another school. As far as I was concerned, he had big discipline problems with her as well.\n\nStudent Profile:\nAge/Year: 12 let, 6. třída ZŠ\nHobbies: hokej\nDisorders: Lhaní,Drzé chování\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1040", "student_age_year": "12 let, 6. třída ZŠ", "student_hobbies": "hokej", "student_diagnoses": "", "student_disorders": "Lhaní,Drzé chování", "teacher_approbation": "Mgr., Matematika, Zeměpis, Dějepis", "teacher_practice_years": "13 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/516", "content": "TEACHING CASE STUDY\n\nBackground:\nteach Czech language and literature in the seventh grade. At the same time, I am the class teacher in this class. I teach a boy who is 12 to 13 years old. The boy's parents are divorced. The boy lives with his mother. She sees her father once a fortnight. He has one younger sibling. He is an above average boy who likes to learn new things. He reports a lot in my Czech language classes and his answers are mostly correct. His problem is that if I don't call him out, but someone else, he shouts the answer out loud to the whole class and won't let the classmate who was called out answer. I tell the boy in an appropriate way to give the classmate a chance to answer and that I will call him out. This method will take some time. Or I'll give the boy an extra task to process, which he will. He is very insecure when he is working on assignments or writing papers that I assign to the class. That is why the teacher's assistant very often asks if she is preparing the assigned task correctly. When the teacher's assistant tells him that his assignment is in order, he is satisfied. He works very often with the assistant. When the assistant is attending to another student who also needs help, the boy comes forward and asks me to come to him and explain to him how to proceed with the given task. They will understand my explanation very soon and get down to the task. When the boy is not doing well or is nervous, he gets up from his seat, which he leaves, and walks around the class. I tell the boy appropriately to return to his seat. I don't raise my voice at him, which might irritate him and he wouldn't return to his seat. I also ask him what is going on or what is his problem with walking around the class during class. The lady assistant also comes to the boy and asks him what is going on and returns to her seat. Afterwards, they both work on what is troubling the boy. It happened several times in class that the boy ran out of the classroom into the corridor when something was not going well without permission. The lady assistant follows the boy into the corridor. After some time they both return and I ask the boy what happened. The boy answers me and I send him to the place, saying that I will look into what is causing him a problem. When I discuss the issue with him, he calms down and everything is fine. Or the lady assistant solves the boy's problem.\n\nSituation (Anamnesis):\nThe class the boy attends is a boys' class. There are 15 boys and 5 girls in the class. I have three Vietnamese boys in my class. Seven pupils have support measures. This class is live. She is talkative in class. But she's smart. Half of the students have honors. The atmosphere in the classroom is very good. Mutual behavior, helping each other is also good. In terms of reacting to the boy's behavior, they are tolerant. I didn't notice any problems between the boy and his classmates in class. They take it for a boy that he behaves like this. Just for his shouting in class, his classmates tell him not to shout, that it's disturbing them. For some of his classmates, his shouting became a source of amusement. The boy is popular among his classmates. They are very friendly with some and help each other. During the break, the boy and his classmates walk for a while in the corridor. In class, he plays games with them, consults with them or solves various matters with them. When we go to various events, the boy is calm. Nothing happened that needed to be addressed.\n\nTeacher Intervention (Solution):\nWhen there is a written work or test to be written, the boy is very agitated and restless. He sleeps poorly at night. I help the boy by giving him more time for his written work. And the lady assistant helps him by being with him and answering something when he asks her. The boy is then fine and his written work has been completed in order. In literature, it happened to me recently, when we were saying the correct answers, that the boy kept calling me and when I didn't give him the word right away, he shouted the correct answers. I told him to give other classmates a chance. The boy didn't like that very much and he said something to the effect that it wasn't fair, that even if he reported that I wouldn't call him. I calmly replied that the other classmates would also like to answer and that I would call him again. He didn't look pleased, but he accepted it.\n\nOutcome:\nWhen something happens in class, it is not reflected in other classes.\n\nStudent Profile:\nAge/Year: 12 až 13, 7. ročník\nHobbies: hudba, parkur\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "516", "student_age_year": "12 až 13, 7. ročník", "student_hobbies": "hudba, parkur", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr., český jazyk a literatura", "teacher_practice_years": "10 let", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1016", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was already the second semester when a new student joined my class because his family had moved. The student was very nice, had good grades and, in my opinion, integrated into the class relatively quickly. One day, however, a pupil came to me saying that a pupil constantly hides another pupil's belongings, mainly school supplies, or confiscates his snacks.\n\nSituation (Anamnesis):\nPupil - 5th grade student, he joined the class during the second semester, he studies well, he is nice, friendly, he adapted to the new environment quite quickly. Bully - 5th grade student, very friendly, grades are average, except for a few cases, there have never been any major problems with him\n\nTeacher Intervention (Solution):\nWhat the student told me surprised me a lot, I didn't notice that there were any problems in the class. The student always appeared to me as a good student with average results in school. I was even more surprised that when I asked other classmates and some teachers, they all told me that they hadn't noticed anything like that either. So I gradually took the student and the bully aside so that they could both describe the situation to me from their own point of view. Both the student and the bully also denied the situation, so I decided not to deal with the situation further.\n\nOutcome:\nAs time went on, it became clear that the bully was really hiding and stealing things from the student, and the other students denied it because they were friends with him and didn't want to harm him in any way, although some admitted that they didn't like the situation too much. In retrospect, I'm so sorry that I underestimated the situation the first time and didn't check more and didn't use, for example, the option of a school psychologist.\n\nStudent Profile:\nAge/Year: 10 let\nHobbies: Fotbal,                                                                     hraní                                                                     her na                                                                     pc\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1016", "student_age_year": "10 let", "student_hobbies": "Fotbal,                                                                     hraní                                                                     her na                                                                     pc", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "?", "teacher_practice_years": "Absolvoval/a nějaký relevantní kurz, výcvik na zvládání problematického     chování, nekázně nebo komunikace ve třídě a podobně (zatrhněte):      Případně uveďte název (otevřená otázka):    Kazuistika ++     Jak můžete začít rozhovor s učitelem(kou)/asistentem(kou):     Otázka: Kdybyste měl/a zaměřit svou pozornost na situaci, kdy jste s žákem    řešil/a nějaké problémové chování, co by to bylo za situaci?     Po odvyprávění situace si ověřte, zda učitel(ka)/asistent (ka) považuje    situaci za dobře zvládnutou nebo pochybuje/ je si nejistý zvoleným    postupem. (použijte škálu uvedenou níže)     Otázka: Jak byste vyhodnotil/a zvládnutí této situace Vámi? Jde spíše o    dobře zvládnuté rušivé/problémové chování žáka?     Pokud jde o dobře zvládnuté rušivé/problémové chování žáka/žáků    (inspirující", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "Bullying", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/769", "content": "TEACHING CASE STUDY\n\nBackground:\nTeacher: I have to say that the student was problematic almost from the time he started elementary school here, namely from the first grade, but he started until the 7th grade. However, the worst experience I ever had with him was when he started getting attached to other classmates. It started with a student taunting others when they said the wrong answer to my question. At first, I didn't pay enough attention to it, because I thought that maybe after some time he would stop. But after a while I realized that the student has some behavior problems, that is, already on a larger level. He did not only mock his classmates during lessons, but also during breaks or outside the school premises. Once, a student came to me and told me that a classmate stepped on his foot on purpose while riding the bus to school, and managed to throw his phone on the ground. It also often happened that he took the glasses of his classmates and threw them on the ground, breaking two of them. I understand that children sometimes poke each other, but the fact that someone's pupil breaks their glasses is really the last straw. I was just there when it happened. I was in charge of the locker room, and the kids were about to go to lunch. They were supposed to line up, but the student didn't like that another student was in front of him. So he poked him so hard that another student fell to the ground and his glasses fell to the other side of the hall. The student was so angry that he stepped on the boy's glasses with all his might. The boy was unhappy about it and was afraid to come home with broken glasses because he was afraid of his parents' reaction. I asked the boy what that meant, to which he replied: 'I was bored and wanted to be the first at lunch'.\n\nSituation (Anamnesis):\nThe student grew up with only his mother all his life. When he was younger, his father left them and lived in foster care for a while, but it didn't work. After several visits from a social worker, the boy and his younger sister were sent to foster care with a family, where they lived for about 2 years. The boy then returned to his mother and the sister to his father. It is known that his mother was a strong alcoholic and drug addict, which is clearly reflected in the boy's speech and behavior. Even after the review, it is interesting that the boy has not been confirmed to have any relevant personality disorder, for example ADHD, even though his behavior would sometimes correspond to this. As for the class, the student has no 'real' friends. Most of his classmates hang out with him more so that he leaves them 'in peace'. The class is dominated by boys, and according to the class teacher, the student does not allow girls in his class.\n\nTeacher Intervention (Solution):\nTeacher: I was the first to try to solve the situation with the student himself. Within a few days, I received a lot of complaints not only from his classmates, but also from his parents. I took him to my office and told him everything I wanted. I tell him, 'Look, I think it's a shame that you treat your classmates so badly, because I think you could make great friends here if you wanted to.' But he replied to me: 'but I don't want to talk to anyone here, and besides, I don't even let myself get close to them and I don't do anything to them!' I tell him: 'Look, your classmates are sorry that you treat them like this'. But he told me: 'I don't care what other people think about me'. So it dawned on me that there is no point in dealing with the student himself. So I tried several times to call his mother, with whom I had about 3 meetings, but every time she came to a complete standstill. Here at the school, we have a guidance counselor who deals with these cases, but she wanted nothing to do with him. In the end, it escalated to the point that we had to call the family social worker again, who sent the boy to a psychologist. But from what I heard, even the psychologist didn't know how to deal with him. The boy visited her twice a week for a month. I myself told her before that she should try to discuss his family relations with him, because in my opinion that was the main problem. However, according to the psychologist, he was always inattentive, did not answer questions, and could not answer normally. A month after the boy returned to school, I saw no change.\n\nOutcome:\nTeacher: Right after he returned to school, the boy didn't communicate with us for a while. He was withdrawn, and suspiciously calm. In the first hours he didn't answer my questions very much, he answered most of them by nodding his head. Sometimes I found him quite sad. But after about a week, everything went back to the old way. He started disrupting classes again, not paying attention, and harassing his classmates. In some situations he seemed even worse than he originally was, which didn't make much sense to me. So his behavior was bad all the time he attended this school. Fortunately, everything did not escalate until the 9th year, so after his return we did not spend so much time with him. Who knows how he's doing in high school. The teacher then told me that the boy was accepted as an apprentice on appeal.\n\nStudent Profile:\nAge/Year: 15 let, 9.ročník\nHobbies: Bez zájmů\nDisorders: Lhaní,Podvody,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "769", "student_age_year": "15 let, 9.ročník", "student_hobbies": "Bez zájmů", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Agrese", "teacher_approbation": "Mgr., Anglický jazyk", "teacher_practice_years": "20 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "Bullying", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1324", "content": "TEACHING CASE STUDY\n\nBackground:\nThe main content of the Czech language lesson was practicing vocabulary through the Kahoot application - a question was always projected on the screen, to which the pupils had to choose the correct answer on their mobile phone. Depending on the correctness and speed of the answer, the students were assigned points by the site. The first exercise, which was about clothing, was attended by all students, although some worked in pairs because one of them did not have a mobile phone. The students were focused and everyone tried to achieve the best possible result. The student managed to collect the most correct answers out of eleven possible, who thus became the winner of the first round. This was followed by practicing locations (e.g. post office, bank, school) in the same way. But the student no longer wanted to participate. The student said: \"I don't want to practice, now that I've won, I don't need it anymore.\"\n\nSituation (Anamnesis):\nAll pupils in the class were refugees from Ukraine, who were fourteen or fifteen years old (i.e. eighth and ninth grade of primary school). There were nine boys and three girls from the total number of twelve pupils. The students had friendly relations with each other. According to the teacher, \"everyone had fun with everyone, there was no one they didn't want in the team\n\nTeacher Intervention (Solution):\nWhen the student refused to participate in the second activity, I told him: \"If you won the first time, you will probably do well the second time, but it is another area of vocabulary that is important and needs to be practiced.\"\n\nOutcome:\nWhen the pupils heard the offer, they enthusiastically agreed - including the pupil who immediately picked up his mobile phone and signed up for the activity. All the students tried to achieve the highest possible number of points in order to receive the promised reward. Although the pupil had a high number of points, in the end the female pupil collected the most points, who thus received the promised bowl of cherries. Since there were really a lot of cherries, she decided to share them with her classmates - it got to everyone, including the student.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: basketbal\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1324", "student_age_year": "15 let, 9. třída", "student_hobbies": "basketbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "střední – v době zpracování kazuistiky v 6. semestru bakalářského studia (Zeměpis + Občanská výchova)", "teacher_practice_years": "jeden rok", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/762", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the performance of my teaching practice, during the first lesson of the English language in the second year, I noticed that one student often does not pay attention, even often uses the phone (not for study purposes, of course). He visibly shows his reluctance to do anything and his boredom and participates in lessons to a fundamentally lesser extent than his classmates. He reacts irritated, even hostile, to any questions or normal interactions and attempts by the teacher to involve him in some activity. After the lesson, I asked the teacher about the behavior of the student in question. I received an answer that this behavior has been manifested in the pupil since the beginning of the school year. However, English classes are said to be the only problem.\n\nSituation (Anamnesis):\nThe student comes from a complete family, lives with both parents, with whom he has good relations and who are interested in him. He lives in a nearby village. His relations with his classmates are not bad, he cannot be described as an outsider in the class group. But as for the hours themselves, he shows a very lax attitude, even a distaste for any activity.\n\nTeacher Intervention (Solution):\nDuring the conversation with the teacher, we tried to come up with a way to motivate and activate the student in a certain way. We both came up with some ideas, and finally we agreed that I, as a teaching assistant, would try to interact with the student and try to find out the reason for his behavior. I came to him during the break and after answers in the spirit that he simply did not enjoy it and simply did not want to do anything, I asked him what he would enjoy in English. The initial answer was also difficult to work with, as it sounded exactly like: \"Nothing\n\nOutcome:\nDuring the activity, the student acted \"as if changed\n\nStudent Profile:\nAge/Year: 16 let, druhý ročník čtyřletého programu na gymnáziu\nHobbies: Počítačové hry, fotbal\nDisorders: Nepozornost,Rušení výuky,Podvody,Závislost na technologiích\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "762", "student_age_year": "16 let, druhý ročník čtyřletého programu na gymnáziu", "student_hobbies": "Počítačové hry, fotbal", "student_diagnoses": "", "student_disorders": "Nepozornost,Rušení výuky,Podvody,Závislost na technologiích", "teacher_approbation": "MUNI Filozofická fakulta – Anglický jazyk a literatura, Německý jazyk a literatura", "teacher_practice_years": "15", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1109", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place in your class during a computer science class, when each student had an assignment on the topic of Crop Circles. Due to the number of students, there were not enough computers, so one student joined the other in a pair. When I left the classroom for a while and then came back, this student did not notice my return and started behaving inappropriately towards the classmate who was sitting next to him. I didn't immediately intervene to see how the situation would develop, but when he started making inappropriate remarks, I called attention to myself and confronted him about his behavior.\n\nSituation (Anamnesis):\nThe student is an 8th grade student, an extroverted personality, with average academic results and a need to be the center of attention. There have already been several problems between him and his classmate in the past.\n\nTeacher Intervention (Solution):\nno longer remember the exact words I said to the student, but the gist of it was that computer science class is not meant for idleness. I asked him when he planned to finish his work and we resolved the situation by agreement without further dealing with his inappropriate remarks, which were not serious but rather juvenile.\n\nOutcome:\nFrom the next lesson, this student sat alone, and in the event of a shortage of computers, I allocated machines to those who needed them or were further at work. The student finished his work and fulfilled all the points of our agreement, so I did not develop the situation further.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník ZŠ\nHobbies: Sport\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Agreement, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1109", "student_age_year": "14 let, 8. ročník ZŠ", "student_hobbies": "Sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "21  Kurz zvládání problémového chování:                                     Ne   Kazuistika ++  Otázka: Kdyby sis měl vzpomenout na nějakou situaci, kdy jsi s nějakým žákem řešil nějaké problémové chování, co by to bylo za situaci?   Deskriptivní údaje ke kazuistice ++  Věk žáka a ročník:  14 let, 8. ročník ZŠ  Pohlaví žáka:  muž  Žák žije  oba  Problémové chování se opakuje a případně uveďte jak často:  Ano – potřeba pozornosti  Poruchy chování:  Ne  Potvrzená diagnóza žáka např.:  Ne  Prospěch žáka - subjektivní pohled:  Průměrný  Zájmy žáka:  Sport  Použili jste při řešení postupy vycházející z nějakého konkrétního přístupu :  Ne   1.       Podrobný popis  „No když o tom tak mluvíš tak si na jednu takovou situaci vzpomínám, ale tu si budeš asi pamatovat taky. Bylo to ve vaší třídě, když jsme měli informatiku a všichni jste měli zadanou práci, myslím, že to byli Kruhy v obilí, jestli si na ně pamatuješ. No a každý jste měl svůj počítač, ale bylo vás dost takže na Mellionase nevyšel počítač a tak se přidal k Fillovi do dvojce. Někdy kolem půlky hodiny jsem šel něco vyřídit na chodbu, ale hned jsem se vrátil, protože jsem zapomněl klíče. No, Mellionas si toho nevšimnul a začal tam demonstrovat, jak dělá úplný h**** a začal se navážet do Sereny, co seděla vedle. Chvilku jsem do toho nezasahoval a čekal, co udělá (pozn. mezi těmi dvěma se dříve řešilo víc problémů), ale když už začal s těmi jeho blbími keci tak jsem si odkašlal. Připadalo mi to trochu jako scénka z filmu, borec úplně ztuhnul, zblednul a zůstal stát na místě. Myslím, že jsem mu řekl: „To musí být paráda dělat úplný h****.“ nebo něco na ten styl, však to znáš. No, on pak zapadnul za kompl a řešil jsem to s ním po hodině.  2.       Anamnéza žáka  Spíš šikanátor – student 8. ročníku, extrovert, průměrný student, potřeba pozornosti, cituji „ale jinak byl v klidu“  3.       Popis řešení  „No už si moc nepamatuji, co jsem mu přesně řekl, ale ve finále to bylo něco o tom, že na hodinách není proto, aby se houpal na židli a dloubal se v nose. Pak jsem se ho zeptal, kdy hodlá to práci dodělat a věc jsme uzavřeli tak nějak dohodou. Nechtěl jsem moc vytahovat ty jeho blbí poznámky, protože to nebylo nic tak zlího, ale jen pubertální keci.“  4.       Výsledek řešení  „Mellianos od další hodiny seděl sám a když nevyšel počítač tak jsem tam sesadil studenty, co to potřebovali nebo byli napřed. On si tu práci dodělal a splnil všechny body naší dohody tak jsem to dál neřešil.“   Do jaké míry jsem spokojený s řešením dané situace?  8  Do jaké míry jsem se zachoval v daném řešení podporujícím způsobem pro žáka?  7 (cituji: „A to znamená co? Asi sedm.“)  Do jaké míry jste kladli na žáka přiměřené nároky?  8                 Deskriptivní údaje učitele:  Vzdělání:                                     Mgr. , Př, Tv  Počet let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/522", "content": "TEACHING CASE STUDY\n\nBackground:\nFor about two weeks now, I have registered strained relations between two students. They constantly provoked each other during breaks and verbally attacked each other according to their age group. After about a week, the situation escalated to such an extent that one pupil began physically harming the other - scratching him. The parents were informed about the situation, but the situation continued.\n\nSituation (Anamnesis):\nŽačka is a student in the fourth grade of a regular elementary school. There are 15 children in the class he attends, including 3 students with special needs. After four years, the class collective is well-knit and, apart from occasional minor conflicts between individuals, there is a pleasant atmosphere in this class. The student spends a sufficient amount of time preparing for classes, her results are average, rather slightly above average. He comes from a fully functioning family, lives with both parents and shows no signs of deprivation. She actively reports to the class, she is very happy to share experiences and experiences from everyday life with her classmates. In her spare time, she likes to draw and express herself creatively. Among her favorite subjects are art education and work activities, in which she can give vent to her enthusiasm and natural talent. However, if there is a conflict with classmates, the student often tolerates such a situation very poorly. However, he is not only passive, but actively involved in the conflict, and the situation often escalates, such as, for example, during a conflict with another student.\n\nTeacher Intervention (Solution):\nAfter two weeks, the students and I came across the topic of conflict during the Czech language lesson. So I asked the class to describe what such a conflict looks like and whether they have already encountered one. As expected, the class pointed out the strained relations between the two students, because they also noticed their conflict. So I asked the students to try to propose a solution to this situation. One of the boys suggested that they should apologize to each other and promise not to hurt each other again. Both students did not want to apologize, but I gave them enough space to think, and then it worked out and the mutual apology went without any major problems. Teacher: 'Do you think it would be nice to apologize to each other for how badly you treated each other?' Both students nod inaudibly and somewhat reluctantly. Teacher: 'So can I ask you to look each other in the eyes now and apologize?' One student mumbles something unintelligible. Second pupil: 'Excuse me.' The first student starts walking to his desk. Teacher: 'I didn't hear any apology from you.' First pupil: 'I already said sorry.' Teacher: 'I probably didn't hear your answer. Now everything is fine and you can sit down.'\n\nOutcome:\nThe following hour we talked about pets and I asked the children to share with me their experiences with animals. After a few minutes, one pupil came forward and enthusiastically asked me if they and the other pupil could tell the class about their shared experience. I stood there surprised, because I did not expect that there would be such a quick reconciliation between the children. So I expressed my enthusiasm about how the conflict between them was resolved and, together with my classmates, we rewarded their efforts with applause. Since this incident, there have been no similar incidents between the two students.\n\nStudent Profile:\nAge/Year: 4. ročník\nHobbies: Kreslení, hraní si s kamarády a domácími mazlíčky\nDisorders: Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "522", "student_age_year": "4. ročník", "student_hobbies": "Kreslení, hraní si s kamarády a domácími mazlíčky", "student_diagnoses": "", "student_disorders": "Fyzické násilí", "teacher_approbation": "Kurz asistenta pedagoga + probíhající kombinované studium VŠ – Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "5", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/23", "content": "TEACHING CASE STUDY\n\nBackground:\nOur school is a nine-year school, so every year a lot of children will join the sixth grade who come from nearby five-year-old schools. The class that will be discussed was composed only of newly arrived children, and I became the new class teacher in it. Since it was the sixth year, everything was new for the children, so that in itself created a number of stressful situations. But the main problem was that two class collectives came to the class, which in the small class went to smaller parallel classes, where they did not get along very well and generally did not work together, while here they were merged into one. The situation was immediately taken up by two stronger boys who were in the same class in junior high and who delegated themselves to the roles of some kind of commanders. Another problem was that in that, i.e. newly merged, class there were several children who were difficult to integrate for many reasons (social situation of the family, diagnoses, etc.), which the two commanders took advantage of and verbally attacked them. It was not pleasant for the other children, but they could not prevent it in any way. The situation lasted for a few weeks before the impulse came that escalated the situation. In one of her classes, my colleague and her children made a play called The Shard Court. Its principle is that everyone writes the name of the person who should be excluded from the collective on a piece of paper. The trial ended in such a way that practically everyone wrote the names of the two students on their paper. Naturally, there were questions about why the two of them. From which came the aforementioned.\n\nSituation (Anamnesis):\nThe class was originally composed of two not-so-functioning collectives, which brought unresolved disputes and grievances with them to the new workplace. It was an ideal situation for delegating leadership from the pupils to take the class 'into their own hands'. Which it did, so the verbal bullying started. Both aggressors were not from a socially excluded environment, on the contrary, the mother of one of them was even a teacher at another institution. Among their hobbies was sports, so perhaps they might have had the impression that there was a need to have some kind of captain at the head, but they probably could not properly develop the function of a captain, so they grasped it negatively.\n\nTeacher Intervention (Solution):\nImmediately after I learned from a colleague about the result of the court game and the reasons that led to the results, I decided to leave both boys after school the next day. At the same time, I went to the school psychologist to check the exact procedure of what to do with them 'after school'. We agreed that I would have them develop a behavioral reflection, appropriate for their age, on four questions. 1. What am I doing to others that they may perceive as unpleasant? 2. How would I feel if someone did this to me? 3. What do I deserve for this? 4. Commitment to how I can improve my behavior.\n\nOutcome:\nAfter the boys wrote their answers, I invited both parents to the school. The biggest problem was convincing the mother of one, who claimed that it was impossible because I sat on her son and he was actually the victim. I had in hand the results of their behavior reflection and documents from a colleague about the outcome of the court game. I tried to explain to her that I didn't want to hurt her son, but to help her. That such behavior at the age of twelve is the seed of something worse, which can later bother him greatly, for example in work or partner relationships. Fortunately, she understood. I then established contact with the pupils in the sense that if something bothers them, they should come to me, that we can talk about it together, but that they must not take out their frustrations on their classmates. I was able to build a relationship with them that was based on absolute trust and they never let her down. When we were saying goodbye in the ninth grade, I received a thank you message from one of them on messenger.\n\nStudent Profile:\nAge/Year: 12 let, 6. třída\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "23", "student_age_year": "12 let, 6. třída", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "AJ-OV", "teacher_practice_years": "33", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/357", "content": "TEACHING CASE STUDY\n\nBackground:\nWe worked with fourth-grade students in a distant town 66 km from our school, we came for two days, Thursday and Friday. The boy in question happened to work together with my son. It was he who told me that the principal of the school had declared a principal's leave for Friday due to some electrical re-installation. Simply, the school was without power and so it was time off. I point out that we are talking about a school that was over sixty kilometers away. Such a distance is not an obstacle for the youth today, and as soon as the boy learned this, he came to me with the decision to go home. He was there in his car. At the age of eighteen, he already had a driver's license and drove there alone at his own risk, with the knowledge of his parents. He said hello and went to the car. I stopped him at that speed and tried to tell him lightly that we have electricity here. He replied that he was on director's leave and that he would go home. I tried to explain to him that this does not apply to us and whether he does not mind that his classmates will work for him. He just shrugged and repeated that he didn't care, he didn't care and that he was going home anyway. As I was leaving, I told him to think carefully about what he was doing, that I wouldn't argue with him. Everything happened very quickly. While he was on his way, I called the school principal to ask what was going on. It wasn't his first offense. He immediately called his mother and seems to have followed them to the business. That ended it for me for a while. My son arrived in a few hours, if I know about it. The boy was coming back. From this I concluded that his parents must have spoken to him. The next day, of course, his classmates laughed at him, his pride sank to freezing point. However, it was a very short lesson. He was nice for a while, if I don't count his arrogant remarks. A few days after that, the CEO of the company occasionally interviewed my students. He invited everyone separately and asked specific questions that his secretary wrote down. I was in production at the time and the director came to me asking if I could step aside so the others wouldn't hear us. He began: 'Please, what kind of young person is this?' I tried to give him a brief answer that he is our problematic student who is very difficult to deal with. He revealed to me that he asked him if he could imagine staying in the company in any particular position. It is said that he laughed at him, that certainly not, that for such money in life and similar remarks in front of the highest authority of the company.\n\nSituation (Anamnesis):\nFrom day one, it was evidently clear that the boy was set up differently from the others. He was brought up in a well-off family. Since the boy demanded when he wanted and how much he wanted, it was very well known, there was no chance to motivate him for a financial reward. He was the only one who stood out from the group. The others were friendly to each other and helped each other. He always treated them, and really every day, condescendingly, arrogantly and without respect. The same was true of communication with teachers. At practice he was still hiding, drinking coffee and hardly cooperating. Outside of school, he allegedly visited slot machines and played poker. He never stayed overtime. It was very difficult to motivate him to work. Classmates built a gym in their spare time. They painted, plastered in old warehouses. They also had a financial reward for practice. He didn't lift a finger and of course, when it came to breaking bread, he wanted to practice there. It wasn't just us, colleagues, who had a problem with him, but we noticed how annoyed his classmates were as well. After several conversations with the parents, we found out that he is not completely manageable at home, and certainly not by his mother. She solved it with us herself, how hopeless she felt.\n\nTeacher Intervention (Solution):\nThe headmaster was understandably upset because he had invested unnecessary money in such an arrogant pupil. Already during that conversation he said to me: 'It will be best if you don't bring this boy here to me anymore.' Right after that I called our school director and we solved the whole thing by transferring him to another practice that wasn't even financially evaluated, but he basically didn't care. It was a relatively quick solution, I was no longer in charge of him after that, it was finished for me.\n\nOutcome:\nIn fact, he worked the rest of his fourth year at another company and then successfully graduated from school. How he is doing in life, whether he has come to appreciate money and work, I have no idea. The step, thanks to which he no longer worked in a specific company, of course helped the company as well, but mainly his classmates. However, I'm not sure that moving to a different location has solved his problematic behavior in any way.\n\nStudent Profile:\nAge/Year: 18 , štvrtý ročník SŠ\nHobbies: hokej\nDisorders: Lhaní,Podvody,Arogance,Agrese,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "357", "student_age_year": "18 , štvrtý ročník SŠ", "student_hobbies": "hokej", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Arogance,Agrese,Disrespekt", "teacher_approbation": "Stredoškoslké- DPŠ", "teacher_practice_years": "Celkem 39 – z toho škola 9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1279", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring one of the Czech language classes, when I gave the 4th grade students the task of filling in the spelling of the endings of neuter, feminine and masculine nouns, after a while the student stood up abruptly, walked over to the wall, started banging his head against the wall and shouting 'I am moron/idiot/moron!' and other similar expressions. Recently, in all classes except mathematics, although his motivation has decreased somewhat, this student has become distracted, has difficulty concentrating, maintains attention and often complains that he cannot do it, and has started to show angry and explosive behavior. It got to the stage where he started banging his head against the wall.\n\nSituation (Anamnesis):\nThe 4th grader is more of an introvert, lately his performance, attention, motivation, outbursts of anger, increased distraction, and he has started humiliating and putting himself down. When I talk to him alone he is very friendly and smart, he knows a lot about natural sciences, volcanoes and space. He is also very skilled with his hands and enjoys creative activities. He writes slowly and the Pedagogically Psychological Counseling Center diagnosed him with a developmental learning disorder. Later, he also went to a psychologist outside the school, but no information from there came back to the school.\n\nTeacher Intervention (Solution):\ntold him that no one thinks that about him, asked him why he was saying such things about himself and asked him to stop it quickly. When he stopped for a moment, I slowly approached him to possibly put something soft between his head and the wall if he started again so he wouldn't hurt himself. He told me he was saying that because it was true and started again. I told him that what he claims about himself is not true, let him stop for a moment and we can talk about it. In the end it worked and I took him aside to the game room, where we talked for a while. I asked him why he was banging his head against the wall and saying such ugly things about himself that are not true, he confided in me that he is not keeping up, he writes slowly and that he can't do it, and that's why he says that about himself. I explained to him that it doesn't matter, that he should do what he can manage and not worry about it, that we will adapt it together and adjust it so that it is okay for him. And when I asked him if he needed a moment to calm down alone and he said yes, I left him in the playroom saying that when he calmed down, he should go back to class and we would continue. After a few minutes he returned and the lesson continued.\n\nOutcome:\nDuring the following days, I spoke with his parents, who were very accommodating, and with the guidance counselor. Pedagogically - psychological counseling came up with a diagnosis of a developmental learning disorder, advised me to allow him a slower pace and to praise him a lot. She gave the pupil relief by saying that he should try and do what he can, she praised him much more for the activities he did and worked on, and I also talked to the rest of the class, which is a very good team. I explained the situation to the students, to respect the concessions in the slower pace of their classmate, and to help him. Which is what happened. The whole class was very helpful. And when one time later it happened that the student wanted to jump out of the window, the others immediately pulled him back and called the teacher who was in charge on the floor, but was currently dealing with something in another class and me. We immediately resolved the situation and called his parents, who arranged for him to see a psychologist. Gradually, we set a slower pace with the student for the subjects where more writing was done and agreed that if he had a seizure, he could go to the playroom to calm down. Whenever this happened, he would return a few minutes after calming down and continue the lesson.\n\nStudent Profile:\nAge/Year: 9 let, 4. třída, ZŠ\nHobbies: příroda, sopky, vesmír, výtvarné činnosti\nDiagnoses: Poruchy učení\nDisorders: Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1279", "student_age_year": "9 let, 4. třída, ZŠ", "student_hobbies": "příroda, sopky, vesmír, výtvarné činnosti", "student_diagnoses": "Poruchy učení", "student_disorders": "Emoční labilita", "teacher_approbation": "Magisterské vzdělání (Mgr.) v oboru pedagog na 1. stupni ZŠ", "teacher_practice_years": "31 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/341", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problematic student is a ten-year-old student who suffers from ADHD. He often does not pay attention, disrupts classes and does something other than what he is supposed to do. A boy who had epilepsy also went to class, often seemed sluggish, sometimes had an absent-minded look and swayed from side to side. One day the students in the class were writing a test, the boy with epilepsy felt like he didn't know anything, he didn't know how to work out the assigned tasks and started to have an absent-minded look. A troubled student started yelling at a boy with epilepsy in front of the whole class that he was a moron, a retard and didn't want him in the class, which caused the boy with epilepsy to become even more stressed.\n\nSituation (Anamnesis):\nThe class as a whole is very complicated, the class teachers often changed, there are 4 pairs of twins in the class, so sibling relationships are often dealt with here. The problematic pupil is in alternating care, both parents have other children with their new partners. He also has a twin sister, with whom he goes to class, they do not have a good relationship, his sister takes care of him and other siblings. He is spoiled and bullied in the family, he plays computer games too much, goes to bed late and both siblings are malnourished. He knows how to use ADHD to his advantage. He is explosive and sometimes when he gets angry, he throws things, overturns desks and chairs in the classroom.\n\nTeacher Intervention (Solution):\nThe assistant took the problematic student aside and explained to him that the boy with epilepsy is not to blame for being sick. She asked how he would feel if he were the boy with epilepsy and his classmate was cursing and yelling at him. They joked about it and she also asked him how he would feel if others made fun of him for having ADHD. The problematic pupil acknowledged that he would not like it and apologized to the boy with epilepsy.\n\nOutcome:\nEven if it happens that the problematic student sometimes says a bad word, interrupts and does not pay attention, it never happened that he cursed or in any way attacked the boy with epilepsy because of his disability.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Počítačové hry\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "341", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "středoškolské", "teacher_practice_years": "7 let v neziskové organizaci (práce s dětmi), 2 roky jako asistent pedagoga", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/432", "content": "TEACHING CASE STUDY\n\nBackground:\nThis class was relatively uneventful. It was the end of the school year and all obligations had been fulfilled, both from the perspective of the student and from the perspective of the teacher. I wanted to take the kids out. However, I left them waiting in the dressing rooms without supervision, because I had to hurry to see the director due to the suspicion of falsifying the excuse paper. The children were left unattended in the locker room area and were bored, so they started nudging each other. This nudging eventually resulted in one pupil falling onto a box that had 'DO NOT SIT' written on it. The box was destroyed, resulting in damage worth approximately CZK 1,000. One adult intervened in the testimony, claiming that the pupils were all poking at each other. And that's how I took it from the beginning.\n\nSituation (Anamnesis):\nThe student is not problematic, so it was just a one-time issue. The student suffers from ADHD, but despite this, at first glance, he does not behave in any way strange. He is a very smart boy.\n\nTeacher Intervention (Solution):\nKnowing that the whole class was nudging each other, it was decided that the whole class would fold to pay for the box and there would be no discussion about it. But that was a mistake, because after the parents found out about it, about ten of them disagreed. These parents refused to pay for the children, it was not so much a question of the amount (which would amount to around 40 CZK per individual), but of the principle.\n\nOutcome:\nThe whole situation was re-investigated and finally the pupil who pushed his classmate on the box confessed. It was therefore decided that he would pay the entire amount, which was subsequently instructed to the mother as well (the pupil lives in alternating care). The student accepted the situation and so did the mother, but she still hasn't paid the amount. The father then probably doesn't know about the situation at all, he and his now ex-wife don't get along well.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: počítač, programování, technika, válečné zbraně\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Agreement\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "432", "student_age_year": "13 let, 7. ročník", "student_hobbies": "počítač, programování, technika, válečné zbraně", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "VŠ, Mgr., AJ, ČJ, VO", "teacher_practice_years": "3", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/474", "content": "TEACHING CASE STUDY\n\nBackground:\nEver since the student entered school, he sometimes behaved explosively, retorted loudly at me, and sometimes cursed his classmates. After some time, however, his behavior escalated. It happened repeatedly that he started cursing me when he got a bad grade, when I called him out and he didn't know the answer, or when I warned him not to disturb the class. I told him several times that if he behaved as he should, I wouldn't reprimand him and that his swearing wouldn't change anything about his grades if he didn't prepare better. Once, however, he got 20% of the paper (a five in classic marking) and started cursing me profanity, banging his fist on the table. A classmate told him to calm down, that he was supposed to study, and this angered the student even more as he got up and threw the chair he was sitting on and left the classroom. Meanwhile, I repeatedly told him to calm down. After an hour I went to find him in the hallway and tried to talk to him about what happened. I told him that he needs to prepare better for the next test, that I'm sorry he got a bad grade, but unfortunately he really didn't write it right. To that he replied to me to 'go to hell' and add some more profanity about me.\n\nSituation (Anamnesis):\nThe student has no established diagnosis or behavioral disorder. However, at school he was nervous and explosive from the beginning if he didn't like something. In such a case, he would get angry, sometimes hit the bench, swear. He was repeatedly rude to his classmates and sometimes to teachers. He had friends in class who sometimes calmed him down in case of such an outburst, which he endured even worse. In general, however, he worked during lessons, completed mandatory tasks, and did not pay attention only in subjects that did not interest him.\n\nTeacher Intervention (Solution):\nFrom the beginning, I tried to resolve the situation calmly and by agreement, but since the student was unsettled, I almost started shouting at him that he could not afford such behavior and that if he wanted to get good grades, he had to prepare properly for the tests. Considering that such behavior did not occur for the first time with the pupil, I resolved the incident with the school principal and the educational advisor. At the same time, we discussed with the pupil's parents, who, however, believed that we had to handle the situation ourselves. We proposed a reduced grade for the student's behavior and agreed that if the situation were to repeat itself, I would like him to take advantage of the opportunity to visit the school psychologist.\n\nOutcome:\nShortly after the incident, the student was trying to improve his grades, if he failed a test, he was still cursing, but not towards me or his classmates. The situation in the classroom immediately after the situation was slightly tense. Some classmates were aloof towards the student, ignored him, some told him that he was overdoing it. But that got better after a few weeks. After some time, however, the situation recurred again, albeit not so heatedly, but still I resolved the situation with my parents again. They decided to send the pupil to another school where, according to them, they would 'handle him better'. We respected their decision.\n\nStudent Profile:\nAge/Year: 16, 1. ročník SŠ\nHobbies: Sport, hraní počítačových her\nDisorders: Lhaní,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "474", "student_age_year": "16, 1. ročník SŠ", "student_hobbies": "Sport, hraní počítačových her", "student_diagnoses": "", "student_disorders": "Lhaní,Agrese", "teacher_approbation": "Vysokoškolské, speciální pedagogika + učitelství odborných předmětů pro SŠ", "teacher_practice_years": "16", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/218", "content": "TEACHING CASE STUDY\n\nBackground:\nClass 8A girls are changing in the locker room for PE lessons. They must come to class dressed, without accessories or jewelry, I lock everything in the locker room. One student and her classmate, who is also her best friend, always stand aside during the gym class, I constantly have to yell at them for not paying attention and tell them it's their turn to exercise. Basketball was not a success, so we go running. Shortly after that, a student comes in and asks to go to the toilet. They can only get to the toilet through the dressing room. I give her my keys and let her jump away. The girl is back after a while, she returns the keys to me. For the rest of the hour, she and her friend just giggle and gossip off to the side. She doesn't have fun with her classmates. When the bell rang, I went to open the dressing room for the girls and went to the choir room. After a while, two girls came knocking on me, just from gym class. One student cried that she could not find the chain. I went with her to look in the dressing room, I tried to reassure her that her chain would definitely be found. We didn't find it in the dressing room, briefcase or anywhere else. I asked her if she was really wearing it today, if it happened to be left at home. She said definitely not and her classmate also claimed that she was wearing it in the morning and she herself helped her take it off before gym and saw her put it in her bag. We have a positive relationship with the girls, I didn't expect them to lie. At that moment, it occurred to me that I had let a student go to the toilet without supervision, right through that locker room.\n\nSituation (Anamnesis):\nOne student has a complete family, her mother works as a saleswoman and her father as a bricklayer. He has two older brothers who only have primary education. He has been a problem student since the 1st grade, disrupts classes, talks back to teachers, does not come to class prepared and often forgets tools. Situations were always resolved by agreement, notes, regular consultations with parents were also held, of which, of course, records were kept. However, only the mother, not the father, always came to the session. The father is reluctant, does not communicate with the school at all. We know from extracurricular contacts that he recognizes only his two older sons and shows no interest in his daughter. In the second grade, the student's behavior deteriorated rapidly because she had support in her class, her classmates recognized her for her behavior. It was precisely because of the class collective that the student was transferred from class 7.A to class 7.B in the second grade. At first, her behavior improved before she found a friend in a new class who was a so-called 'street child'. Together they started lying again, they were never ready for class, they were disruptive and not paying attention. I once saw a student smoking in the park in her free time. I didn't intervene. Parents' meetings were also held at that time, so I had a chance to talk to the parents. On my part, the parents were also offered tutoring several times, I hoped that the student was not a bad person and that maybe she could tell herself. Only the mother came to the parent meetings again. She admitted to me that she couldn't help herself anymore, the student started stealing cigarettes, money and various valuables at home. I appealed to the mother that if her daughter's behavior did not improve, it would be a good idea to schedule a session with a psychologist.\n\nTeacher Intervention (Solution):\nThe student refused, she just kept silent about the situation, no matter how she expressed herself, she repeated that it was a moron's chain and that she didn't care. The mother admitted that she is at a loss and doesn't know what to do with her daughter, she doesn't care. We returned the chain to the student, the student apologized insincerely. We sent the girls to class, and I went to the principal's office with my mother. Management knew about the whole situation, it was my fault for letting them go unattended, but that doesn't excuse them from stealing. Because the entire process from the 1st grade on - negotiation, notes, reprimands, punishments - was not effective. We insisted with the school management on a consultation with a psychologist, or consultation with SVP. Mother agreed. We arranged a meeting for next week. Again, only the mother came to the consultation. I agreed on a therapeutic agreement with SVP, if the student's behavior does not improve within a month from this day, she will have to complete a stay in SVP. There was a lot of effort on the part of the mother, but the daughter does not respect the mother at all. The father is reluctant, does not communicate with the school at all. During the month, the student's behavior did not improve at all, on the contrary, truancy increased. The school management alerted the parents to contact OSPOD, and documented the minutes of the consultation with the mother. The student spent a total of 3 months in the house, she went home on weekends and the worker came to visit her. The employee informed me that the student is doing well, that she is even in love. After three months of stay, the school management contacted SVP that the student's behavior had improved a lot in the beginning, but after a certain time the student started lying and stealing again. After the SVP representatives agreed with the mother, they sent the student back to our primary school. She returned until the 9th grade, and was friends with only one student. Once a month, she went to SVP for consultations with a psychologist. However, the student showed that the behavior bothered her and was arrogant and vulgar.\n\nOutcome:\nThe improvement in behavior was always short-lived. The student continued to be disruptive, did not come to school prepared, insulted teachers vulgarly, and there was no progress in her behavior and awareness. The student graduated from basic education with poor grades. At the mother's request, the secondary school was not informed of her incidents at primary school. The mother wanted her daughter to start her studies at secondary school with a clean slate and had high hopes for her. I know from hearsay that the student stopped going to school after a year and started working at technical services, however, the family is still in contact with OSPOD.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Lhaní,Krádeže,Nepořádnost,Porušování pravidel\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "218", "student_age_year": "14 let, 8. třída", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Lhaní,Krádeže,Nepořádnost,Porušování pravidel", "teacher_approbation": "Magisterský titul – NJ, AJ Magisterský titul – TV, Z", "teacher_practice_years": "22 a 26 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/912", "content": "TEACHING CASE STUDY\n\nBackground:\nThis situation occurred when I was still relatively new and inexperienced at school. The problem was the constant disruption, subversion of the course of the geography clock. I don't remember if it was preceded by something concrete, but I would say that the student simply did not enjoy geography, or he just wanted to do problems 'on principle'. The student constantly drew attention to himself, he did not respect my repeated admonitions to calm down. This disruption kept escalating and I had to do something because it really wasn't possible to teach like this anymore.\n\nSituation (Anamnesis):\nThe student had behavior problems, he was often reprimanded, I don't remember if his behavior grade was reduced, but he was given various educational measures, for example, reprimands, notes,... The student was also a smoker. He had bad grades in school, except for physical education, because he was an athlete.\n\nTeacher Intervention (Solution):\nrepeatedly reprimanded the student verbally, but it did not help. After our verbal exchange of opinions, I couldn't take it anymore, and at that moment I grabbed the pupil by the collar of his sweatshirt and took him out of the classroom into the corridor, where I somehow talked it out with him between my four eyes. Well, then we returned to the classroom and the lesson continued.\n\nOutcome:\nAfter the incident, the situation improved, in this particular geography lesson the pupil did not attempt anything. In the long term, the relationship between me and the student improved and he did not disturb much even in the following classes, but he was further punished by his colleagues. When I look at this solution today, I don't feel good about it. Although the student stopped disturbing, it could have been done without this physical contact. I would never do it like that again.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník ZŠ\nHobbies: Sport\nDisorders: Provokace\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Physical intervention\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "912", "student_age_year": "15 let, 9. ročník ZŠ", "student_hobbies": "Sport", "student_diagnoses": "", "student_disorders": "Provokace", "teacher_approbation": "Mgr., tělesná výchova, zeměpis", "teacher_practice_years": "35", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1211", "content": "TEACHING CASE STUDY\n\nBackground:\nOne morning during a long break, a student I taught as his classmate came to my office. He told me that he didn't understand enough of the material they were covering during math class. He claimed to me that the teacher made high demands on the students and they were then unable to understand the material. When the student was tested the next day, he could not answer what the teacher asked him. The student said that he did not understand the lesson, after which the teacher started shouting at him and the situation developed into something much more unexpected.\n\nSituation (Anamnesis):\nThe student is a kind and good boy who, according to his class teacher, has never come into conflict with the teachers. He likes to participate in class activities, he is also very friendly and hardworking. Maths teacher - maybe a bit choleric in nature, but he gives off a pleasant, non-confrontational impression. He is probably not evil, sometimes he solves situations without thinking.\n\nTeacher Intervention (Solution):\nThe teacher's first reaction was to scream. He yelled at the student that he didn't understand what it was, that it was like \"stupid people\" in that class\n\nOutcome:\nI consider the mathematics teacher's solution in this case to be completely inadequate and out of place. It is not appropriate to shout at children in class and undermine their authority, the whole situation could have been resolved calmly. Also, the teacher did not have to immediately call the parents of the student in question. After all, it was an isolated incident that could have been resolved in a completely different way, so I would classify this situation as a badly resolved situation.\n\nStudent Profile:\nAge/Year: 12 let, 7. třída – ZŠ speciální\nHobbies: sport, poslouchání hudby\nDiagnoses: Lehké mentální postižení\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1211", "student_age_year": "12 let, 7. třída – ZŠ speciální", "student_hobbies": "sport, poslouchání hudby", "student_diagnoses": "Lehké mentální postižení", "student_disorders": "Rušení výuky", "teacher_approbation": "Mgr., ZSV, psychologie, speciální pedagogika", "teacher_practice_years": "6 let", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1012", "content": "TEACHING CASE STUDY\n\nBackground:\nIt's about 6 years ago. In the 6th year there was a pupil who absolutely distanced himself from any teaching. He walked unprepared, disturbed other classmates. No one in the class liked him very much. The teachers from the other subjects constantly complained that they couldn't have a peaceful lesson with him. One day he was terribly disruptive in my class. When I reprimanded him, he sent me to certain places. At that moment I got angry and called his father directly to see if it would be possible to talk to him at home\n\nSituation (Anamnesis):\nunfocused, inattentive, had no friends, was almost never ready for class\n\nTeacher Intervention (Solution):\nAfter I called my father, it was quiet for a while. Father came to class in a very bad mood. He scolded me that he was at work (I didn't understand here, because I didn't even invite him to school). He asked if he could take his son home for today. So I agreed. The rest of the day passed peacefully. The next day the boy came to school and was very quiet. After that, I heard a colleague in the hallway talking about how he might have gotten a pillow or something. I realized that I really didn't want that.\n\nOutcome:\nThe solution was short-lived. After about a week, everything started anew, I didn't call my father anymore, I just sent a message that it would be useful to see a psychologist. I never got a reply to this message.\n\nStudent Profile:\nAge/Year: 6. ročník\nHobbies: sporty, televize\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1012", "student_age_year": "6. ročník", "student_hobbies": "sporty, televize", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "matematika a fyzika", "teacher_practice_years": "15", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1466", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to my class in the second semester. I was teaching second grade at the time. He was brought in by his mother (actually a foster mother), who explained to me that they had only had the pupil for two weeks, that he was lively, talkative, and that I would not have an easy time with him. She let me read his record. The student had a terrible childhood, he was abused and therefore was taken away from his parents. He spent several months in the hospital as a result of the abuse. He had various mental problems, he was urinating... It was sad reading. The student in the classroom required constant attention. He felt that I was only there for him. He talked constantly, which made me and the other students extremely tired. He was very active in class, always commenting on everything and checking in non-stop. He wanted to answer absolutely everything. Which would be perfectly fine if he gave space to other classmates as well. Instead, the moment I called out another student, the student took offense. Integrating the student into the team was not easy. He was in his element at school, but he didn't realize there were other kids in the class. Just as he demanded constant attention from me, he did not show too much interest in other classmates.\n\nSituation (Anamnesis):\nThe student was a very lively boy. He was still talking. He required constant attention. He never got enough love and attention from his biological parents. He craved recognition.\n\nTeacher Intervention (Solution):\nI realized that I have to be very consistent with the student. The student needed to have clearly set rules that I will consistently enforce from him. Not only rules on how to behave in class, but also during breaks. It was also necessary for his classmates to accept him among themselves. I asked the class to cooperate. I gradually identified the children who talked with him during the breaks. The goal was to make him not feel alone during the breaks. Another goal was for the student to start receiving attention from other children as well. It was important for him to learn to function in a team and to perceive that he is not alone in the classroom. I also tried to give him a sense of importance and need. I therefore entrusted him with various tasks. She participated in class self-government. I wanted him to feel safe and accepted.\n\nOutcome:\nThe student gradually began to calm down. He understood that other children also wanted to answer questions in class and he was no longer so offended when I didn't call him out. He began to understand that I could not give my attention only to him. He understood that I liked him, but that I also liked the other children in the class. He also began to experience his first successes at school. I discovered that he is good at mathematics, that he has very good logical thinking. He quickly caught up on the missed material, cooperation with his mother was beneficial. I learned how important it is for children who have experienced trauma in early childhood to start trusting someone again and feel accepted and safe. I also realized that even very problematic children can be helped if there is good cooperation with the family. It was an important experience in my teaching practice.\n\nStudent Profile:\nAge/Year: 7 let, 2 třída\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Support, Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1466", "student_age_year": "7 let, 2 třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magistr.  Učitelství pro první stupeň", "teacher_practice_years": "30", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1009", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came as a new member to an already established collective, where the children had known each other since the first grade. I only received a notice from his previous school that he has been diagnosed with ADHD and is therefore often hyperactive and has problems maintaining attention. In order to get into the team better and to get people to notice him at the new school, he started drawing attention to himself. He was often disruptive in class. He interrupted not only the teachers' explanations, but also his classmates in an attempt to draw attention to himself. He began to verbally attack his classmates, most often using profanity, sometimes even using them in communication with teachers. He also often shouted when he was not asked and did not wait to be told.\n\nSituation (Anamnesis):\nThe student lives only with his mother, so his effort to draw attention to himself may be based on the fact that he receives very little attention at home, as his mother has 2 jobs and is not at home that often. At home, the student is most often alone and spends his time mainly on the Internet, from where he can get his vulgarities and inappropriate behavior.\n\nTeacher Intervention (Solution):\nI tried to draw the student's attention to his problematic behavior. The pedagogues and I constantly reprimanded him, he received various disciplinary punishments, but he did not correct his behavior at all, even when I warned him that he was not behaving as he should. There was no improvement, on the contrary, his behavior began to escalate, he also began to fall from his chair and screamed even more often. It was such a vicious circle, the more punishments, the worse the behavior.\n\nOutcome:\nWe did not come to any meaningful conclusion, the student's inappropriate behavior became more and more intense and it was necessary to change the approach to the student.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: počítačové hry, aktivita na sociálních sítí\nDiagnoses: ADHD\nDisorders: Neuznávání pravidel,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1009", "student_age_year": "13 let, 7. ročník", "student_hobbies": "počítačové hry, aktivita na sociálních sítí", "student_diagnoses": "ADHD", "student_disorders": "Neuznávání pravidel,Rušení výuky", "teacher_approbation": "Vysokoškolské-titul Mgr., aprobace český jazyk", "teacher_practice_years": "20 let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1071", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the lessons in 2.X, it was obvious that the whole class did not like one of its classmates. This student constantly tried to be the center of attention. He answered every question I asked. He immediately sued his classmates, for example, who didn't have homework, etc. Immediately after the lesson, he sued his dad about how many times he was called on in class and how many times he was not. This behavior was manifested in all classes. So, of course, his classmates hated him, didn't want to talk to him, outright ignored him or gave him evil looks. The father then suggested that the student was being bullied in class.\n\nSituation (Anamnesis):\nPupil - 12-year-old high school student, very intelligent, general interests, likes to learn, unempathetic, demands to be the center of attention and demonstrate his knowledge, likes to prove to others that he is intellectually superior. Classmates - they despised the student, otherwise the mutual relations between other classmates were good, they did not attack the student physically, rather they ignored him, threw evil looks at him.\n\nTeacher Intervention (Solution):\nAn interview took place with the pupil and his father. In general, it was not proven that the pupil was actually bullied by the class. Dad required outside intervention. A special anti-bullying organization came to the school and confirmed the same as the school. – Classmates don't like the student, but they don't bully him. Dad was satisfied.\n\nOutcome:\nThere was no solution, the school year soon ended. As soon as the student entered the higher year, he found a girl and changed his behavior. Thanks to puberty, he stopped reporting everything to his father. From then on, the class was in harmony.\n\nStudent Profile:\nAge/Year: 12 let, sekunda (7.třída)\nHobbies: Všeobecné, rád čte v encyklopedii\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1071", "student_age_year": "12 let, sekunda (7.třída)", "student_hobbies": "Všeobecné, rád čte v encyklopedii", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., aprobace biologie + společenské vědy", "teacher_practice_years": "39 let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1093", "content": "TEACHING CASE STUDY\n\nBackground:\nThe moment I came to the classroom for teaching, the student started shouting at me. At first just some random comments, but later it turned into dirty words. Almost every time he managed to pull other students out of the class and thus hindered the teaching. Unfortunately, it wasn't just my problem, but practically every colleague who taught in his class. He was able to find the thing about each of us that bothered her the most. Therefore, it wasn't just about fighting, but, for example, he walked around the classroom or threw various objects at the teacher. He was already unmanageable in these situations.\n\nSituation (Anamnesis):\nThe student was not capable of self-reflection and bought friends, brought them various things to school or invited them to restaurants, for meals and other things in his free time. The other classmates were not interested in him or he was able to bully them. He thus caused fear in the others, and therefore they joined him and the disruption of teaching.\n\nTeacher Intervention (Solution):\nWe dealt with his behavior in class so that he simply had to go outside with the work to an empty classroom and do it under the guidance of another teaching staff. As soon as he was done with his work, he would go back to class. However, this was not possible every lesson, so I had to start solving the situation with my parents again. The mother did not want to believe us and for one whole week she sat in the pew with her son and 'checked' his behavior. It was safe to assume that he had moderated his behavior that week. Then the mother decided that the son was not doing anything wrong and we, as teachers, sat down with him.\n\nOutcome:\nAfter visiting my mother, I reached a dead end. The student enjoyed the attention and did not feel bad at all about the fact that his mother had to accompany him to school for a week, rather the opposite. Seeing that mom was on his side, he basically felt invulnerable, that he could afford anything now. There was only one positive component to sending him out of class every hour, and that was that he did the work he was assigned. Otherwise, it had no effect on his behavior. In the end, the situation escalated and the student started swearing at the headmistress. The management therefore contacted the Educational Care Center and, after an agreement with the parents, the pupil left the school.\n\nStudent Profile:\nAge/Year: 8. třída, 14 let\nHobbies: žádné, ztráta mimoškolních aktivit\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1093", "student_age_year": "8. třída, 14 let", "student_hobbies": "žádné, ztráta mimoškolních aktivit", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. CH, VKZ", "teacher_practice_years": "27", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/697", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during gym class. The girls lined up in a double row, but no one wanted to lead the way. It wasn't clear whose turn it was, so I asked two students to let one of them take the lead. One of them looked sour, stood in front of the others and made the entrance. She then looked at me and arrogantly asked, 'Satisfied?'\n\nSituation (Anamnesis):\nThe student who led the class usually likes to be the center of attention and is the leader of the class who likes her. There are usually no major problems in the classroom.\n\nTeacher Intervention (Solution):\nreacted calmly and thanked her for helping me. The following day, I had the opportunity to talk with several classmates about the civic education project. After that, I invited the pupil in question to a private interview. I asked her about the event of the previous day and expressed my regret that I had to think about it. I wanted to know if he had a problem with me and how we could solve it. The student replied that it is not about me, but that she feels nervous when she has to stand in front of others and be the center of attention.\n\nOutcome:\nIn the following hours there was no more problem. The student communicated normally, was nice to me and the arrogance did not recur. I realized that I should not pressure her in this regard, and our mutual relations became more comfortable.\n\nStudent Profile:\nAge/Year: 12, 7. třída\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "697", "student_age_year": "12, 7. třída", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr. titul – učitelství pro 1. stupeň Mgr. titul – učitelství dějepisu a tělesné výchovy pro základní školy", "teacher_practice_years": "14 a 8", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/154", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened almost at the very beginning of my teaching practice. In the 8th grade, I was teaching a history lesson and assigned the students an independent task. Everyone started working in no time, but the student in the first desk was lying on the desk and was inactive. Before speaking to him from the chair and carefully rousing him from possible sleep, I came to his desk and slammed my hand on the board. The student quickly straightened up and shouted in alarm, “What are you doing, dude?\n\nSituation (Anamnesis):\nIt was a thirteen-year-old student who grew up with only his mother, who, by the way, worked as a teacher at the same school. He never caused any problems, but I must say that he was such a coolie with a \"provocative face\n\nTeacher Intervention (Solution):\nknow I didn't handle his problematic behavior properly. I think he said that sentence because maybe he thought I was a classmate and it wasn't a reaction against me. However, I reacted very affectively and unprofessionally at that moment and slapped him, which I would not do now. Now I wouldn't even be upset by anything like that, I think I've calmed down over the years. Anyway, after the incident we both went to the principal's office where we discussed the issue in front of the principal and I apologized to the boy in front of the class so they could see that this was not normal practice and I was wrong. He also apologized to me, but I know that the way he titled me was not intentional and certainly not common in his case.\n\nOutcome:\nPhysical intervention was definitely not appropriate, but I think we handled the incident well in the end. In the long run, it didn't affect our relationship or the course of the lesson in any way, it was probably a shock for the class at the time, but I think the public apology was a good solution, the whole thing went without further consequences.\n\nStudent Profile:\nAge/Year: 13 let, 8. třída\nHobbies: vojenský klub, military\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Physical intervention\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "154", "student_age_year": "13 let, 8. třída", "student_hobbies": "vojenský klub, military", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské, aprobace: ZSV a Dějepis", "teacher_practice_years": "20 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1100", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not communicate orally with other classmates or teachers at school. He refused to go to the blackboard. Evaluation was only possible through written forms. Absences on Mondays and Fridays increased over time. The class teacher addressed this fact several times with the legal representatives and the counseling center. After covid (distance) teaching, he stopped going to school at all. Even his mother couldn't get him to go to school.\n\nSituation (Anamnesis):\nThe student has been diagnosed with autism spectrum disorders. He visits the counseling center regularly. He didn't show up in class at all. He refused to get up from his seat.\n\nTeacher Intervention (Solution):\nThe class teacher tried several times to persuade the pupil to start going to school regularly. When the arrangements were in vain, she turned to her mother and a counseling center. The mother admitted that even she was not able to make the student go to school.\n\nOutcome:\nThe student was not in school for the entire second half of the ninth grade. The mother provided a certificate from psychiatry that he was unable to do so. In order for the student to be evaluated, he only delivered the assigned work in digital form. He stopped going to school completely. You didn't even come for your final report card. Finally, the pupil was admitted to a special high school.\n\nStudent Profile:\nAge/Year: 15\nHobbies: -\nDiagnoses: Porucha autistického spektra\nDisorders: Bariéry v komunikaci,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1100", "student_age_year": "15", "student_hobbies": "-", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "Bariéry v komunikaci,Odmítání spolupráce", "teacher_approbation": "Mgr., ČJ, AJ", "teacher_practice_years": "35", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1479", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is a second-year student at a four-year high school. He has a big problem with classroom behavior within the team and teachers. He despises not only his classmates, but also the teachers, to whom he allows himself to use vulgar insults and threats. He also has a great dislike for the curriculum, especially because he has excellent results, so he despises the teaching methods of the professors and also the difficulty of the tests. He feels that he has nothing to do in class and mocks his classmates and the entire institute. Despite the fact that he is not always perfect, he is on top of things and has everything on the hook. This is also driven by the fact that he is a really excellent top athlete, so he is appropriately proud of his achievements and shows it to everyone. The student is in alternate care, where he spends most of his time with his father, who vaccinates him against his mother. The father is very well financially secure and thus compensates for all the student's problems. Another problem is that the student constantly draws attention to himself, especially by spoiling and destroying a lot of not only school things, but also the things of his classmates.\n\nSituation (Anamnesis):\nAn extroverted student who constantly seeks attention in negative ways, such as destroying not only school things, but also his classmates' things. He despises the teaching methods of his teachers, as his results are almost perfect. He also despises everyone else, as he is a successful elite athlete and lives in the fact that there is no one better than him.\n\nTeacher Intervention (Solution):\nAs you can imagine, his appalling behavior is being dealt with by the entire institution. Several times there was a proposal for expulsion. However, since his father is a sponsor and a very well-placed person in the Czech Republic, dismissal is inaccessible. The student himself is very well aware of this and uses it accordingly. We met with his parents several times, but his mother, as much as she would like to, can't do anything, and his father doesn't want to hear about any possible arrangement or a visit to a psychologist. It is therefore a vicious circle that is perhaps unsolvable. The whole situation worries everyone very much and we are almost desperate and don't know what to do, so we prefer to just look at the situation.\n\nOutcome:\nThe result of the solution is that the student's bad behavior came to the attention of his father's co-workers, who finally opened his eyes and started to at least do something about it. He pays more attention to the student and gives him ultimatums that force him to behave better at school, which then suits all parties. But as far as the school solution is concerned, almost nothing has changed. At most, the professors allow themselves to say more things and reservations to the student without fear of it being returned to them. Therefore, unfortunately, on our part, as an institute, not so much activity for change was developed, even though we have tried to do so many times.\n\nStudent Profile:\nAge/Year: 17 let, 2.ročník na gymnáziu (GUH)\nHobbies: Vrcholový sport – atletika\nDisorders: Arogance,Disrespekt,Neúcta k autoritám,Rebelství\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1479", "student_age_year": "17 let, 2.ročník na gymnáziu (GUH)", "student_hobbies": "Vrcholový sport – atletika", "student_diagnoses": "", "student_disorders": "Arogance,Disrespekt,Neúcta k autoritám,Rebelství", "teacher_approbation": "Mgr., český jazyk a občanská výchova", "teacher_practice_years": "5", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1505", "content": "TEACHING CASE STUDY\n\nBackground:\ncame in as a new teacher and after almost a month of getting used to the class, more and more problems with one student's attention and response started showing up. After my conversations with other teachers, I learned that the student acts in the same way in most lessons - measuredly - but his results are always 100%, so they don't have a problem with him and leave him as he is. Their only problem was that he allegedly made fun of them by pointing out their mistakes in front of the rest of the class, which has not happened to me yet. Over the next few weeks, this name began to be heard more often in our shared office, until I was called before a small school committee, which was convened by the principal at the request of a colleague at the time. The pupil's teachers and the pupil himself were represented. It was an hour and a half long performance that could be characterized as something between a monologue and a dialogue with a wall. The student obviously didn't want to be there, in fact he didn't even care, as he firmly believed that the whole thing was a circus and his actions were never intended to make fun of any of the teachers present. Although most of the teachers refused to comment or in any other way participate in the testimony that this was happening in their classes, the process was conducted as if it was happening.\n\nSituation (Anamnesis):\n9th grader, quiet, intelligent, talented, bullied by his classmates, he represented the school in all fields - from sports to recitations.\n\nTeacher Intervention (Solution):\nBefore the commission was convened, I sat down in the office with the student myself and tried to understand him. Although he made it very clear to me that this session was completely unnecessary for him, in the last few minutes there were signs of empathy in him, when he understood that it was very important to me. Either as a new teacher or as a person. I suggested the same to my colleague, who was the initiator of the whole commission masquerade – it could not be called otherwise. I'm told this conversation has happened several times before, but never of any lasting consequence. However, when I probed among other colleagues, it suddenly happened with them, when they recognized their mistake - they proved the student right.\n\nOutcome:\nEven that day after the end of the meeting, the pupil began to appear much more withdrawn and dissociated both in class and during breaks. His occasional reactions in class were reduced to zero, and he did not express himself at other times when he was not directly addressed - and not just in my classes. His classmates also noticed this and intensified the bullying, and some teachers sensed an opportunity to 'take revenge' on him for how uncomfortable he made them feel. During the complaints - which, however, did not come from him, but from his classmates, who were bothered by this behavior - the students and teachers in question kept a so-called low profile and denied everything. The headmaster himself sometimes randomly probed the lessons to find out what was true, but the pupil probably had no idea what was going on around him in these spheres, so he continued to behave as was natural for him - dissociated - and therefore the director had to give the truth to the other side. After being admitted to high school and saying goodbye, he was the only one in the class to refuse to comment and just say thank you in general - unlike his peers who elaborated on every sentence.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: Všeho druhu\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1505", "student_age_year": "14 let, 9. ročník", "student_hobbies": "Všeho druhu", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Zeměpis, Dějepis", "teacher_practice_years": "14 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/790", "content": "TEACHING CASE STUDY\n\nBackground:\nWe were writing a test, the student was caught, as described by his classmate. When I asked if he was copying, he deliberately lied to me that he wasn't copying. I confiscated the test from him.\n\nSituation (Anamnesis):\nThe student is rather quiet, likes physical education, shows less in other subjects.\n\nTeacher Intervention (Solution):\nAfter finishing the written test, I called the student and had the following conversation with him. First, I pointed out its positive aspects, fairness in sport, without which sport makes no sense. An unfair sport loses fans because it is not fun if it does not reflect the actual performances of the athletes. It is the fans who admire the real performances, not the deception. In addition, athletes cannot develop. Defeats can move on. You can learn from them and win deservedly next time. After all, overcoming sporting challenges is what motivates athletes themselves. It's the same with copying. It is a deception that does not pay off because the student is deceiving himself. False success prevents him from improving. The mistakes that I admit to myself, on the contrary, can lead to permanent improvement, they make me think and find out what I don't understand. Lying is an escalation of this deception, and it also has unfortunate consequences for the class collective, as it can motivate other students not to learn from mistakes. It spoils the whole class team. He didn't get a grade or an A on the unwritten test. The only punishment was moments of uncertainty when his test was confiscated.\n\nOutcome:\nThe student acknowledged the mistake, promised that it would not happen again and was allowed to write the test again. Apparently he understood the agreement, because the behavior did not repeat itself. I was completely satisfied with the solution to the situation, because he admitted his mistake and the behavior did not repeat itself. In the given solution, I behaved in a completely supportive manner when I followed up on his favorite sports activity. I pointed out the connections between fairness in sports and in school. The demands were quite reasonable as at his age he could be expected not to cheat.\n\nStudent Profile:\nAge/Year: 8. ročník ZŠ, 14. let\nHobbies: počítače, sport\nDiagnoses: ADHD\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "790", "student_age_year": "8. ročník ZŠ, 14. let", "student_hobbies": "počítače, sport", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Mgr., Čj, Nj, dějepis", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/581", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "581", "student_age_year": "11 let, 5. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, AJ, ČJ", "teacher_practice_years": "9", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/704", "content": "TEACHING CASE STUDY\n\nBackground:\nA lesson of physical education in the outdoor areas of the school. The boys played football. The team with the student with ADHD was losing. His display of losing behavior was out of place. He went out on purpose, reached for the ball, even though he was not the goalkeeper. It could be summed up as not respecting the rules of the game. When the whole team lost, he became aggressive. He kicked and cursed everywhere. He tried to turn the whole situation around and blame the loss on the other team, looking for excuses why his team couldn't win.\n\nSituation (Anamnesis):\nThis is the same class as in case study ++, a class at the second level with 22 pupils. One student with ADHD and a teaching assistant who is in the classroom. A student with ADHD has typical symptoms such as hyperactivity, restless hands and restless legs. His behavior is too hasty and impetuous without thinking about the consequences of his own behavior.\n\nTeacher Intervention (Solution):\nThe team in which the student with ADHD played got the second goal. Student: You're not serious! That didn't work! Other students: But it was valid, right, teacher. Teacher: Yes, this goal counts. Let's keep playing guys. The student takes the ball in his hand and throws it across the field into the goal. Pupil: Our team also has a goal. Yoo. However, the teacher said at that moment that the goal was not worth it. The student became enraged and started yelling at the other boys. So the teacher said to him: If you don't know how to behave and you are fighting here with the others, go sit on the bench and when you know what you did wrong, you will tell me. It would be best if you apologize and realize what you are doing to other guys. Do you think we'll want to play with you next time?!\n\nOutcome:\nThe teacher thought that the situation was over and we could continue playing in peace. But the student started making mischief on the bench. Of course, he didn't think about the situation, and the teacher probably pissed him off even more. However, the teacher didn't understand why he got so carried away because of a few goals. The situation ended with the student asking if he could go to the bathroom. Why couldn't he, so the teacher let him go and the student peed up to the wall in the toilet. He came back completely calmly, as if nothing had happened. He was swinging on the bench, it's a wonder he didn't fall. So the teacher told him to stretch and the student started stretching on the ripstool and doing doggie tricks on it and all the boys laughed at him, which he probably meant.\n\nStudent Profile:\nAge/Year: 11 let, 6.ročník\nHobbies: Hry na pc\nDiagnoses: ADHD\nDisorders: Lhaní,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "704", "student_age_year": "11 let, 6.ročník", "student_hobbies": "Hry na pc", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Agrese", "teacher_approbation": "Vysokoškolské, magisterské, speciální pedagog", "teacher_practice_years": "12", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1266", "content": "TEACHING CASE STUDY\n\nBackground:\nThat was such a distinctive class. There were 17 boys and 13 girls. The boys had a strange hierarchy among themselves and were constantly trying to take a higher place among themselves. There was also one disabled boy in the class who had limited mobility with the help of crutches. This disabled pupil was assigned a teaching assistant. This element there did such a weird thing with the other guys. Some of them felt that if the disabled student had an assistant, he was greatly favored. And for a long time there were such things that the guys used him to prove something to themselves. They verbally attacked him in class and made inappropriate comments in class. The one particular case that I would like to point out happened in one of my classes, when the class was already ending and I was erasing the blackboard. The students were lining up and I was supposed to accompany them to lunch, and suddenly the disabled boy was lying on the ground. From the testimony of the students around the disabled student, it emerged that the student attacked him from behind and knocked him to the ground because he felt that the disabled student was ahead of him in the lunch line. Something unimaginable from my point of view. How can a healthy student attack a disabled classmate from behind. But it was nothing strange for the student.\n\nSituation (Anamnesis):\nThe student was diagnosed by the school as above average intelligent in an IQ test (up to 140 IQ in one area of the test). From the beginning of the second grade, he had no problem with learning and had excellent results. The student was not able to hold his own in any group. It was difficult for his classmates to make friends with him.\n\nTeacher Intervention (Solution):\nRight in the afternoon, we consulted with the guidance counselor and talked with both the student and the other classmates in order to get a testimony of how it all happened. From these testimonies it clearly emerged that the pupil really attacked him from behind. They didn't know the reason, and the student didn't give a reason why he attacked the student, and on the contrary, he defended himself by saying that he didn't attack him and lying and twisting everything. Subsequently, we involved the parents. Unfortunately, it did not lead anywhere with the student's parents and the requested apology was not accepted. His parents' views were fascistic. I take this as a failure of the whole solution because it failed to achieve\n\nOutcome:\nOverall, it was not possible to achieve any awareness of guilt and apology on the part of the pupil and his parents. Of course, the student was disciplined and reprimanded by the school principal. At the level of that class, nothing has changed for the moment, and the first signs of the student's self-reflection appeared only after two years, when he heard the opinions of his classmates.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: Četba odborných knih, např. encyklopedie\nDiagnoses: Náběh na Aspergerův syndrom,Lehká forma autismu,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1266", "student_age_year": "13 let, 7. třída", "student_hobbies": "Četba odborných knih, např. encyklopedie", "student_diagnoses": "Náběh na Aspergerův syndrom,Lehká forma autismu,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus", "student_disorders": "", "teacher_approbation": "Mgr. – Ma, Fy (+ na škole Inf a ICT)", "teacher_practice_years": "18", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/488", "content": "TEACHING CASE STUDY\n\nBackground:\nUnfortunately, the teacher could not remember any situation that would have turned out badly, or in which she would have behaved in such a way that she would be significantly dissatisfied with herself in retrospect. But she remembers a case when she was unable to solve a problem with a high school student for a long time. Despite the fact that they finally found a way and gradually solved the problem (or at least significantly alleviated it), I will include the story here, in unreported situations, because it is the only one that the teacher confided in me. At that time, she had been a teacher in practice for about 18 years and taught at a secondary school. A student came to her biology classes who, although he was really smart, unfortunately disrupted the lessons a lot. He was constantly shouting, jumping into the conversation and asking (albeit interesting) questions not only to the teacher, but also to his classmates, which disturbed him and made them lose their attention. He had never-ending comments on a lot of topics, added his own knowledge, talked together with the teacher and often even tried to shout over her. Not only the teacher, but also the classmates were dissatisfied with such behavior. He was constantly reprimanded, shouted at and silenced.\n\nSituation (Anamnesis):\nThe teacher was aware that the student was not intentionally disrupting the lesson. He was an exemplary student with excellent grades, a wide range of interests and a desire to learn. However, he had no sense of communication and did not know when it was appropriate to speak in class and when not. The teacher mentioned that the student tried to fight with his problem by himself, but the situation never gave him and the interesting topics once again drew him to think aloud and the need to know the answer to his question right now.\n\nTeacher Intervention (Solution):\nWhen admonitions did not help in teaching and the situation worsened, the teacher decided to invite the pupil to the office. The student came after class and they talked about the whole situation together with the teacher for about half an hour. The student was aware of the problem and claimed that he himself did not know how to fight it. He says he has a lot of questions and doesn't know when else to ask or where to look for answers. They agreed with the teacher that they would try to write their questions on paper. Therefore, whenever he wants to ask something or, on the contrary, say something interesting about the topic, he makes a note and at the end of the lesson he gets a chance to share all his comments. At the end of each class, the teacher set aside 5-7 minutes for all students to ask questions and share their knowledge.\n\nOutcome:\nEven though the problem seemed unsolvable at the beginning, this \"measure\n\nStudent Profile:\nAge/Year: 4. (maturitní) ročník střední školy\nHobbies: vše\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Agreement, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "488", "student_age_year": "4. (maturitní) ročník střední školy", "student_hobbies": "vše", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Biologie, Tělesná výchova", "teacher_practice_years": "23", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/560", "content": "TEACHING CASE STUDY\n\nBackground:\nAs part of my teaching experience, I met a student from the first grade who had major adaptation problems to the new school environment and her classmates. According to the teachers from the kindergarten, this problem already occurred during attendance at kindergarten. She started up to preschool class. During the school year, she was often absent for health and family reasons. She did not create the necessary bonds and contacts with her peers and teachers. After entering the first grade, I noticed that the girl does not show the usual enthusiasm like other children who are happy with the new situation, tools and environment. The student was very lonely and silent in the school group. She did not seek contact with her classmates, even though she already knew a little of the children from the preschool class. I observed that she often goes to the bathroom even during classes, saying that her stomach hurts or she is sick. The nausea was so severe that I had to call my mother during the day, who took her daughter home. The frequency continued to increase, and the girl began to have even one-day absences from school.\n\nSituation (Anamnesis):\nFemale student, 6 years old, 1st grade of elementary school. The girl lives only with her mother and younger sibling. She is very fixated on the mother, who is on parental leave and takes full care of her two-year-old son. He manages tasks in class. When working independently, she is meticulous and gets the job done. She doesn't like to draw attention to herself. Even if he knows the answers to the teacher's questions, he still doesn't sign up. Answers only when prompted by the teacher. He answers in a low voice and mostly correctly. She enjoys drawing and coloring pictures. She likes to engage in activities where she is alone. Contact with classmates is not sought unless necessary.\n\nTeacher Intervention (Solution):\nCertain adaptation problems for pupils entering the first grade can be predicted and are common. However, it usually disappears within a month as the children get used to the new school environment, regime and new teacher. That was not the case with the girl. Each school day begins with a minute in the morning, where all the children briefly share their experiences from the previous day or talk about what is current at the moment. In this way, the children train their expressive skills and get rid of the shyness of expressing their thoughts in front of the team. She was not very involved in activities within the community circle. Through speaking exercises, I wanted to find out how they feel in class and at school. However, she did not like public speaking in front of the class. That's why I chose the method of free drawing in my art class on the topic of my school, my friends and what I like most about school. From the visual expression, I concluded that she is worried about school and doesn't have any friends at school. Afterwards, I conducted a guided interview with the girl outside the classroom. First, I created a friendly atmosphere. With the help of a stuffed animal, I instilled trust and a feeling of safety and security in her. I asked about her feelings, her relationship to school, what kind of friends she has and who she plays with in her free time. Interviews took place repeatedly. I found out that he spends his free time at home only with his mother and younger brother. Based on the interviews with the girl, I arranged a personal meeting with her mother. I informed the mother about the problems that I had observed in the girl since the beginning of the year. The mother is aware that the girl has a more closed nature and does not seek the company of other children. At the same time, I familiarized my mother with the possibilities of solving the current situation. I suggested she visit a pedagogical-psychological counseling center and also a visit to a pediatrician, who would rule out the girl's health problems associated with abdominal pain and nausea. I suggested to my mother that it would be beneficial to stay with her classmates as part of the afternoon school group, where the children are engaged in leisure and extracurricular activities together. I also introduced her to various clubs that are for school children at our school. Due to her hobbies, I recommended to my mother to enroll the girl in an art club and creative creation. During the school day, I entrusted the girl with small tasks (handing out notebooks, erasing the blackboard, decorating the classroom) so that she felt needed in the classroom. During the lessons, I included more work in pairs and group teaching. In my class, I created a Mood Barometer where the children pin a pin with their name on it based on how they feel and how well they did at school. By placing pegs on one of the emoticons, I get instant feedback from each individual child.\n\nOutcome:\nAlready after the first interviews, the girl started to communicate more with the teacher, she was able to confide about her fears about the new school environment. The mother accepted the teacher's suggestion and actually signed up for the school club. She started spending more time together with her peers. She gradually got involved in group games and activities. She also started attending the pottery club. Over time, she got used to the class and found her first friends among her classmates. The mother has postponed the proposed visit to the educational and psychological counseling center.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: kreslení, tvoření, zpěv\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Agreement, Support, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "560", "student_age_year": "6 let, 1. třída", "student_hobbies": "kreslení, tvoření, zpěv", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "33 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/647", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was as follows in one class, according to the guidance counselor and the high school professor. The children started creating different groups of people. But there is also this gifted student who has no problems, but one group of more dominant kids started to bully this gifted student. The situation escalated once after school in the locker room when this more dominant group, led by one female student, began attacking this gifted student in the locker room. They took his backpack, things, shoes. However, by chance, the banker also came home from work, who deciphered the situation well and tried to solve the situation the very next day. The children took part in an adaptation course, team building, where they had a rich program about the situation of mutual respect. The teacher subsequently stated that the situation in the classroom calmed down and the children began to respect each other and in the end they were a good group.\n\nSituation (Anamnesis):\nThe class was divided into different groups that could not respect each other. A more dominant group of individuals, led by a not-so-smart student with good grades, decided to hit on a classmate who is rather submissive, from a Catholic family, and a very gifted student. Fortunately, the teacher, according to the doctor, was caught early on. It took place in the classic way of denying various things, stealing and mocking on the Internet.\n\nTeacher Intervention (Solution):\nThe teacher started solving the situation the very next day. He informed his colleagues, the class teacher and the school management in the assembly hall. The first lesson was class time, where the subject of bullying was discussed with the educational advisor. After the presentation, a kind of adaptation course and teambuilding for the whole class took place in about a week, where they had a 3-day program organized by a volunteer center that deals with this issue, unfortunately the teacher no longer remembers the name of that center.\n\nOutcome:\nThe situation in the classroom completely calmed down after the program, and in the end it was a great group of people who still have good relations with each other today, even though they no longer study at that school. This bullying did not occur in the classroom and lessons, so it was difficult to recognize, it often took place outside the school, except for the incident in the locker rooms. Fortunately, the situation normalized and the bullying caught in the beginning calmed down. I classified this situation as ++ because I believe that its solution also belongs to positive situations.\n\nStudent Profile:\nAge/Year: 13 let\nHobbies: Čtení knih, skaut, setkávání s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "647", "student_age_year": "13 let", "student_hobbies": "Čtení knih, skaut, setkávání s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské – dějepis, ZSV, titul PhDr.", "teacher_practice_years": "15 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1155", "content": "TEACHING CASE STUDY\n\nBackground:\ndon't even know if this behavior can be described as problematic. At the beginning of my practice, when I started as a classroom teacher, I had a boy in my class who had no friends and didn't even show interest in talking with other students. He himself was an excellent student, a first-grader, but during breaks he always opened a book and read. When classmates tried to talk to him, he would quickly end the conversation or eventually go to the bathroom/hallway. I was afraid that this problem would carry over into adolescence or even adulthood.\n\nSituation (Anamnesis):\nThe student was a very strong introvert, quiet, he liked to read, his favorite series was one that he read several times in a row. He was not part of any group in the class, he avoided contact with his classmates. He was able to work in a group (he cooperated with other pupils), but if he had a choice, he liked to work alone.\n\nTeacher Intervention (Solution):\nAt first, I tried to solve this problem alone with the student, but he told me that he likes to read and doesn't need to talk to anyone. He told me that the other students have other hobbies and that's why he doesn't hang out with them. I tried to talk about this situation individually with his classmates, but they told me that they had tried to talk to this student several times about everything possible, but he himself did not seem very interested in any kind of conversation. Despite that, I tried to motivate them to try to integrate the student into the team, and on the advice of my colleagues at the time, I tried some adaptation games.\n\nOutcome:\nThe student still showed no interest in contact with other classmates, it seemed that he was even more withdrawn and did not want to cooperate with them. The classmates gradually lost interest in his inclusion in the team, and I, since the student did not cause any problems, decided not to prolong this situation any further. He himself did not think that these efforts, both on my part and on the part of his classmates, were doing him any good.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nHobbies: čtení\n\nAnalysis & Annotations:\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1155", "student_age_year": "13, 7. třída", "student_hobbies": "čtení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., polský jazyk, český jazyk", "teacher_practice_years": "30", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/832", "content": "TEACHING CASE STUDY\n\nBackground:\ngot a PCH student into the 3rd grade. He occasionally showed signs of attention deficit disorder, but at the time of the transition to our elementary school, he was not specially worked with. The boy thrived with A's. The change came from around the fourth grade, when he often did not respect the rules of the class and did not respond to my calls. After talking hours in the tripartite, I found out that he still responds to his mother. At the same time, he did not have a completely negative attitude towards the school or me. I had been used to his short attention spans since third grade, but his defiance was new to me. Later, he started deliberately lying to me, denying it, even though I caught him, for example, taking things from his classmates. In a specific situation that I remember, one classmate bothered him for a long time, they often argued about something. The climax of the situation was when he cursed a classmate for morons, punched him in the stomach, and then they got into a fight. When the children came to tell me, he did not admit it and absurdly denied that the other had given him the blow. There were also signs of bullying, where he was the leader and guide, he often scolded his classmates and knew where to go, insults to his parents 'your mother is disgusting' or to his character 'you're fat, that's why you don't run' were repeated and thus disrupted relationships in the class. At that time, we dealt with the situation with the prevention methodology, the principal, parents and in the classroom.\n\nSituation (Anamnesis):\nten-year-old boy attending primary school comes from a complete family. The father is often separated from the family, he works as a driver. He has an older brother with whom he does not get along well. The parents are cooperating with the school, although they initially downplayed the problem. Undesirable behaviors include lying, leading classmates, insulting, disrespecting rules and teachers. He is not completely excluded from the team and has a friend in it. His hobby is mainly baseball. A teacher close to the family believes that he is probably exposed to stimuli inappropriate for his age at home, such as brutal films, etc., thanks to his older brother.\n\nTeacher Intervention (Solution):\nImmediately after the incident, we investigated the situation and indeed PCH himself was a relatively gratuitous aggressor. The parents were informed and we resolved the situation with the school principal. Both actors of the conflict received a note, and then we dealt with similar situations as a class. In the long term, I didn't want to deal with the situation with him negatively. On the contrary, I always tried to support him and praise him when he did something right, went out of his way to meet his classmates and so on. I didn't let him tell me anything. The trust between the teacher and the student was greatly damaged by his previous behavior. This is not how the common relationship between student and teacher can be maintained. Everything that was pathological, such as swearing, and verbal attacks on classmates, we definitely dealt with, monitored and prevented it. Tripartite, interviews with records, meetings with parents and the director were countless. In the end, PCH ended up in the SPC and subsequently also in a psychiatrist, at that time the defiance was gradating in the home and the parents insisted on a solution. He was diagnosed with oppositional defiant disorder and ADHD. However, the main reason behind the speeches was the failure of the opposition's defiance. Mr. Psychiatrist probably helped him in the short term, but in the long term, in my opinion, the drugs rather harmed him.\n\nOutcome:\nAs a result of being put on medication by a psychiatrist, he went to school very depressed. The anger, the lying, and the pointless defiance have almost died out. But unfortunately his depression had consequences in subjects where his talent could be shown, for example in art classes. Conflicts with the pupil in question did not repeat themselves.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Sporty  baseball, vybíjená)\nDiagnoses: ADHD\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Support, Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "832", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Sporty  baseball, vybíjená)", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "Pedagogické magisterské vzdělání -  Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "8", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1268", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were already problems when I got it in the fifth grade. He went to school from the first grade. I was his class teacher from fifth to seventh grade. He didn't hang out with anyone in class. He did not seek conflicts, was introverted and sat alone. In terms of school performance, his grades were average, but things got worse in the seventh grade. He didn't enjoy school, and if he didn't understand the material, he didn't want to do anything. He just sat there and did nothing despite being reprimanded. When he didn't want to do anything, he said he wouldn't do it, and no one convinced him to work. When the principal called him to the principal's office, he did not move from his chair and the principal had to follow him into the classroom. We resolved this situation with the parents, the school psychologist and the student himself. At home, his parents did not pay attention to him and did not want to deal with this situation much. Once his father came to us and told the student, even in front of us, that if you work at school, he will buy him a better computer. His hobby was gaming and IT industry. We also agreed with the parents that if the student does not work, we will call the parents and they will pick him up from school. We had another 25 kids in the class who wanted to learn.\n\nSituation (Anamnesis):\nThe student lives with alternate care and is an only child. He lived with his father for a week and with his mother for a week. When that was not possible, he lived with his grandmother. He has been diagnosed with attention and activity disorder, behavioral difficulties and emotional lability. His work rate gradually deteriorated. When the fabric didn't suit him, he got stuck and said he wasn't going to do it. His grades were getting worse. In seventh grade, we didn't even have anything to evaluate him on, because he hardly went to school. He didn't get along very well with anyone, so he had a behavior problem. His parents did not support him and were not interested in him, which was also reflected in the solution to this situation. His interests include playing computer games.\n\nTeacher Intervention (Solution):\nWe first addressed the situation with the student himself. When he got stuck and didn't want to do anything, we didn't force him to do anything. We further discussed the situation with the director. The pupil even refused to come to the principal's office, so the principal had to come to the pupil's classroom. After that, we discussed the situation with the parents, but they were unable to get the student to do anything. They didn't pay attention to him at home, they let him play games on the computer so they could have peace from him. He went to school unprepared. Next, we discussed the situation with the school psychologist, and finally with the student himself. In the end, it was agreed that if the student does not do anything at school, we should call the parents and they will take him away, so as not to hinder other students. Several pupils from the class offered him tutoring in a subject he did not like, but the pupil did not take advantage of these offers. In the seventh grade, we told the student and his parents that we had nothing to evaluate him on, because he refused to write the test several times and his parents took him home three out of five days a week because he did not work. We informed them that he would have to repeat seventh grade again.\n\nOutcome:\nThe student's parents eventually sent him to another school. I am not satisfied with the situation myself. As a class teacher, I had a good relationship with him and we all tried to help him. Both students with tutoring offers and me. The student refused to work and rarely attended school.\n\nStudent Profile:\nAge/Year: 10-12 let, 5.-7. ročník\nHobbies: počítačové hry, IT\nDiagnoses: ADHD,Porucha chování,Výkyvy nálad\nDisorders: Emoční labilita,Nepozornost,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Failure to attend class\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1268", "student_age_year": "10-12 let, 5.-7. ročník", "student_hobbies": "počítačové hry, IT", "student_diagnoses": "ADHD,Porucha chování,Výkyvy nálad", "student_disorders": "Emoční labilita,Nepozornost,Hyperaktivita", "teacher_approbation": "vysokoškolské vzdělání, tělesná výchova a pedagogika + učitelství 1. stupně", "teacher_practice_years": "25 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/563", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is stubborn, if it's not his way he gets stuck and doesn't talk to you at all. He is angry, does nothing and does not say anything to anyone all the time. He often has tears in his eyes. Many times it is even a small thing that makes him angry. Sometimes it also applies to opinion. If his opinion does not coincide with someone else's, he gets angry. We go out, for example, he wants to go in front of the school, but I say we go behind the school. He is then angry all the time and refuses to communicate. In class, this behavior occurs occasionally. Sometimes he just doesn't feel like it and is slow. It probably depends on whether he enjoys the assigned work. If he has a given task in mathematics, he has no problem with the solution. If he receives a given task in Czech, the already described situation often occurs.\n\nSituation (Anamnesis):\nHe lives only with his mother. His parents did not live together for most of his life, his father died two years ago. He has a brother a year older, who also attends the same junior school as him. The dominance of the younger brother can be recognized because he is more communicative, physically fitter and more popular in the group.\n\nTeacher Intervention (Solution):\nWe tried to talk about it with the student, but he doesn't want to talk about it. I don't know what to do with him. Even though he is no longer angry and in a good mood, he refuses to communicate about this situation. I've tried going at him quickly and calmly, but it usually doesn't work. I've had a few times where he took a joke. I told him: 'don't be like a slipper!' etc. Mostly, however, he refuses to work or communicate. He doesn't even want to tell me what made him angry, what he doesn't understand, etc.\n\nOutcome:\nThe result is negative. Despite the conversation with the mother, the situation keeps repeating itself. It was found that the student is a little more communicative when the teacher uses a joke to solve the problem, but it is not a guarantee that it will always work.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Vojenství, historie, paleontologie\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "563", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Vojenství, historie, paleontologie", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nespolupráce", "teacher_approbation": "Mgr. (učitelství 1. Stupně ZŠ); CVŽ učitelství v MŠ", "teacher_practice_years": "3 roky", "problems_annotated": "Emotional outbursts, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/687", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the 2020/2021 school year, the student was a student in the 1st year of a secondary vocational school in the field of hairdressing. As his class teacher, I only met the first class in the role of class teacher during the two weeks before the transition to distance learning. Theoretical teaching at our school takes place every other week and alternates with practical teaching, when the students are under the supervision of the teacher. Pupils and parents had a very short time to familiarize themselves with their new school, teachers and subjects and to make a smooth transition to online learning in Microsoft Teams. Therefore, based on these facts, the selected pupil did not start participating in distance learning, he began to show increased absenteeism and did not hand in any assigned work.\n\nSituation (Anamnesis):\nHe is an adult pupil, who in the past had unsuccessfully completed his studies at another secondary vocational school after the onset of psychological difficulties following the suicide of his best friend. The student showed average academic results, but above average emotional intelligence, awareness of himself and his possibilities. He communicated with discretion, never made unnecessary promises and never overestimated his abilities. He recognized his psychological limits and was aware from past experience of the barriers and difficulties associated with overcoming them.\n\nTeacher Intervention (Solution):\nThe student's problems with attendance and failure to complete assignments began to manifest themselves at the very beginning of distance learning. That's why I contacted him by phone to find out what his non-participation was about and I suggested help in the form of a school computer. However, the student informed me that he had a computer, so we logged into Teams together and explained its individual functions. As the pupil was already of legal age, I communicated exclusively with him. He was more apathetic on the phone but always picked up or called me back. He indicated to me that he has certain psychological problems associated with the transition to a distance form of study and suffers from insomnia, which is why it is difficult for him to get up in the morning and stay connected and not fall asleep. He promised that he would try to start communicating with the teachers and try to catch up. During the quarterly evaluation, however, it was clear that he did not succeed completely, so we arranged a personal meeting, we went through each subject and what would be necessary to do in order to benefit from it better. Finally, the student got up the courage and explained to me without insisting that he had similar problems once before and did not finish his studies at the previous school for a similar reason. That's when he developed problems with insomnia resulting from sleep paralysis after the suicide of his best friend. He was also medically examined at the time, but he had no documentation. He was prescribed medication, but after a while he stopped taking it because he was not feeling well and his condition gradually improved. Two years after this event, he joined our school, and during the transition to distance learning, his sleep paralysis returned, with associated insomnia and fear of falling asleep. We agreed that we would take it slow, let him catch up as much as possible, how he would manage, and we would sort out the rest for half a year. He managed to complete all the subjects for half a year, but the problems with absenteeism worsened in the second semester. I therefore arranged for him to meet with the psychological counselor at our school, where we agreed that if he does not start attending classes, he will have to be expelled from the studies on the basis of high absenteeism. The student refused to see a doctor and to involve his parents, so I felt that I had no choice but to verbally support him. After returning to school, he appeared sporadically at school, but in recent weeks he did not attend either theoretical or practical classes at all. He didn't even show up for the make-up exams, so he didn't advance to the second year.\n\nOutcome:\nThe last time I talked to the student on the phone, he sounded more positive and added that he was doing better, that he was working part-time, enrolled in a barbering course and that he was thankful.\n\nStudent Profile:\nAge/Year: 18 let, 1. ročník středního odborného učiliště\nHobbies: Zájem o obor, který studuje  kadeřník)\nDiagnoses: Spánková paralýza\nDisorders: Absence,Nepracovitost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "687", "student_age_year": "18 let, 1. ročník středního odborného učiliště", "student_hobbies": "Zájem o obor, který studuje  kadeřník)", "student_diagnoses": "Spánková paralýza", "student_disorders": "Absence,Nepracovitost,Vyhýbání se škole", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/958", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the previous class was complicated. I had a pupil there who was in a very bad state, after attempts at suicide and self-harm. The communication with the student's mother was different and the relationship with this student was different. She trusted me and we solved many problems together. The diagnosis was difficult, the situation had its ups and downs, but in the end a certain stabilization was achieved.\n\nSituation (Anamnesis):\nThe personal history of the pupil or class is key to understanding the situation, but in this case I was unable to obtain more information.\n\nTeacher Intervention (Solution):\nŽačka was receptive to solving problems, even if they were huge. By chance, I recommended it to a friend who is a psychologist. Since then, although the pupil does not give me information directly, the psychologist monitors her development. Trust was key. The student has already graduated, but we are still in contact.\n\nOutcome:\nThe pupil's behavior stabilized, although there were occasional dips. She successfully passed her high school graduation and achieved life's achievements. The contact between her and the teacher continues even after finishing high school.\n\nStudent Profile:\nAge/Year: cca 17 let, ročník septima/oktáva\nHobbies: -\nDiagnoses: Psychiatrická diagnóza\nDisorders: Pasivita,Neposlušnost,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "958", "student_age_year": "cca 17 let, ročník septima/oktáva", "student_hobbies": "-", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Pasivita,Neposlušnost,Nepozornost", "teacher_approbation": "Vysokoškolské vzdělání – Magisterské studium + Pedagogické minimum, aprobace Český jazyk a Hudební věda + Němčina; aktivně se věnuje tvůrčímu psaní a korekturám", "teacher_practice_years": "Cca 26 až 27 let (včetně mateřské dovolené)", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/190", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students had the task of composing from colored papers. Everyone got different colors of paper. One of the students began to express dissatisfaction with the color of the paper he received. At first he hid the paper and claimed that someone had taken the paper from him. Since I didn't believe him, I tried to convince him about the suitability of the color he got. However, this student became agitated and angry with accompanying stomping. Subsequently, he tore up the paper in the color he was not satisfied with and threw it in the trash.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD and is under the care of his mother.\n\nTeacher Intervention (Solution):\nI tried to calm the student down and explain to him that he must have his paper in his desk, that none of his classmates took it from him. The student refused this all the time. The situation worsened with any attempt at explanation. After a few minutes, the student angrily tore up the paper and started stomping on it. It was almost impossible to calm him down.\n\nOutcome:\nUnfortunately, none of my measures, arrangements, proposed solutions had an effect on the pupil, and after the incident it was difficult to talk to him, let alone cooperate. He sat insulted in the pew with folded hands and refused any cooperation. The last possible solution was a phone call with his parents, who tried to talk him out of it.\n\nStudent Profile:\nAge/Year: 9 let, 3 třída\nHobbies: fotbal, míčové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "190", "student_age_year": "9 let, 3 třída", "student_hobbies": "fotbal, míčové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "5", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/976", "content": "TEACHING CASE STUDY\n\nBackground:\nHowever, not all cases of problem behavior had a happy ending like the previous one. At the moment, I am a fifth-grade class teacher again, and I have a little bit of everything in my class, so to speak - integrated, foreign and problem children. This story is not so much my experience as it is about a class that has passed from the first grade to the second, so I am still getting to know the children myself - what are their habits, needs or bad habits. But since I heard that it is a really exceptional class in terms of solving problem behavior, I decided to contact their former class teacher in the first grade and thus continuously inform myself about the situations or rather persistent problems that are part of this, already my class, to be in the picture, so to speak.\n\nSituation (Anamnesis):\nThis case concerns a boy who currently lives only with his father, as his mother died over a year ago. When this situation arose, of course the teachers, but also the classmates, were really considerate, tolerant and helpful towards him. The teachers did not make excessive demands on him from the beginning, as the boy did not go through a really easy period. Losing a mom hurts at any age, but I think at this age it's hard to explain to a child why mom will never come home. So the boy stayed at home for a while to deal with the team and the teachers took this situation into account and even accepted it to a certain extent.\n\nTeacher Intervention (Solution):\nHowever, the problem arose when the boy returned to school after a long time. He used to be inattentive at school, didn't do his homework, didn't listen to the teachers, distracted them and disrupted classes, until finally one day it got to the stage where he stopped going to school altogether. This situation was also resolved with the boy's father, when my colleague informed him about what was happening with his son and tried to find some reasonable way out. Everyone understood the situation that the boy was going through a period when he lost his mother, but it had been long enough for him to be able to fit back into the school environment, so to speak. From the beginning it seemed that the father understood the seriousness of the situation, the boy started going to school again, but he did not last two weeks. The situation was resolved repeatedly with the father, who at first excused his son, but after a while the number of missed classes climbed to an enormous number, when the boy was in danger of having unexcused classes in the fourth grade and was even in danger of repeating the grade. Later it was discovered that the boy, despite the time that had passed, had not come to terms with the loss of his mother at all.\n\nOutcome:\nIn the end, although the situation turned for the better, as the boy is currently in the fifth year with me, however, inappropriate behavior in the form of disruptions and failure to complete tasks still persists. I am currently trying to resolve this situation as best I can, but since not only this boy, but also a few of his classmates have a bit of a problem with following the rules and authority, it is not always a cakewalk. However, I firmly believe that after time they will learn to follow the rules that we have agreed upon as a class.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "976", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "13  Absolvovala nejaký relevantný kurz, výcvik na zvládanie problematického správania, nekázne nebo komunikácia v triede apod. (zaškrtnite):  áno / nie  Prípadne uveďte názov (otvorená otázka):  Presný názov neviem, ale išlo o predmet v rámci kreditového systému, ktorý absolvovala pred atestáciou.  Kazuistika ++  Rozhovor bol vedený s pani učiteľkou, učiacou na základnej škole na druhom stupni, kde dlhé roky pôsobí ako učiteľka anglického jazyka, geografie a environmentálnej výchovy. V rozhovore mi porozprávala o svojich skúsenostiach a prípadoch problémového správania, s ktorými sa za roky svojej", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/700", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place on the last evening of the adaptation course. By the fire, the students could see the fatigue from the rich program and lack of sleep. The three boys from the class were quite seated at first sight, which was shown by the fact that they did not sit with the rest of the class, but made their own group and sat apart from the others and talked among themselves. Suddenly they started arguing, threw themselves at each other and started fighting. We ran towards them, but before we got there, one of them took out a shooting knife from his jacket pocket. Fortunately, he didn't threaten anyone with the knife, he just stood there with an open knife. We managed to tear them apart and took them to our cabin.\n\nSituation (Anamnesis):\nThe class as a whole didn't seem troubled, but those three boys were causing trouble. One of them is a refugee from Syria, who we already talked about in the previous case study. Another is a member of a group that can often be seen in the park near the station, and at first glance seems problematic. For two of them, this isn't the first high school they've attended, but they haven't finished one yet.\n\nTeacher Intervention (Solution):\nThe pupils were brought to the headmistress, who spoke to them at length. They were given conditional suspensions from school and were told in no uncertain terms that any further trouble would result in immediate expulsion. All three promised that they would no longer behave vulgarly and aggressively and that they would not violate school rules. The headmistress called their parents, but didn't talk to two of them. Since it was late, she didn't want to send them home, but to avoid further trouble, she sent everyone to sleep in a different cabin. She called her parents the next day and informed them of the conditional expulsion. The parents of the refugee were not allowed.\n\nOutcome:\nDespite the measures, the pupils' behavior did not improve and on 10.9. they were expelled after being caught packing a joint and snorting tobacco. More information about this incident is given in the next case report.\n\nStudent Profile:\nAge/Year: 16, 17, 18, 1. ročník\nHobbies: Být se svojí partou, PC hry\nDisorders: Agrese,Lhaní,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "700", "student_age_year": "16, 17, 18, 1. ročník", "student_hobbies": "Být se svojí partou, PC hry", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Vulgární vyjadřování", "teacher_approbation": "Vysoká škola", "teacher_practice_years": "17", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/511", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation, which has been going on for a long time, is worrying. The girl from the eighth grade is almost isolated from the collective, closed, inaccessible, uncommunicative and apathetic. Her only expression is artistic, she communicates minimally. He does not respond to the teacher's questions or only minimally, he does not carry aids, if he does, then sporadically. He has insufficient hygiene habits, wears torn and often dirty clothes. As a teacher, I cannot continue to ignore the situation, I must try to make contact and find out what is behind her behavior.\n\nSituation (Anamnesis):\nThe student lives only with her father and brother, her mother died in a tragic accident, and her grandparents also take part in her upbringing. The girl suffers from psychological problems, visits a psychologist and is also diagnosed with attention disorders. She and her brother go to school in torn, often dirty clothes, the girl often has unwashed hair and a neglected appearance. The class he attends is divided into groups with great contrasts and vastly different opinions. In the classroom, the groups hardly communicated with each other during the girl's problems, and when they did, it was with great resentment. During the school year, the class managed to become almost cohesive except for a few individuals. The class is rather above average in terms of benefits.\n\nTeacher Intervention (Solution):\nThe girl paints a fallen angel, is withdrawn and does not perceive the surroundings or the teaching. He does not respond to the teacher's questions. I approach her and ask about a detail of the drawing that seems unclear to me. The girl doesn't respond at first, so I answer myself and deliberately remember this detail in my own way - but absolutely not fitting in with her topic. The girl reacts and begins to clarify. It is open to communication about the painting. The dialogue is only on the artistic level. This communication lasts a few minutes, after which the girl closes again. As soon as I get another chance to ask her something about her painting, I don't hesitate to ask. In this way, over time, the girl opens up to me for longer and longer periods of time. Now he has no problem communicating with me outside of the artistic realm. I spend most of my time with her in class and try to get her to cooperate with the teacher.\n\nOutcome:\nThe girl's condition gradually improved, she began to accept and communicate with the assistant on a regular basis. The girl began to respond to the teacher's calls and answer. Taking notes on the teacher's instructions, but this was not always successful - depending on the mood and circumstances that arise from the family. The class perceives her as an individual, they do not seek her company, some accept her life attitude. She doesn't really have a friend in class, she never hurts anyone, she's kind, non-conflicting, warm-hearted, perceptive. In class, he has fun with several classmates according to his mood.\n\nStudent Profile:\nAge/Year: 14 let – 8. třída\nHobbies: Výtvarná výchova, cosplay\nDiagnoses: Poruchy pozornosti,Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "511", "student_age_year": "14 let – 8. třída", "student_hobbies": "Výtvarná výchova, cosplay", "student_diagnoses": "Poruchy pozornosti,Psychické problémy", "student_disorders": "", "teacher_approbation": "Spgš Znojmo", "teacher_practice_years": "15", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1083", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I started teaching, I guess it was my first year, a couple of young ladies showed me some affection from time to time. In the beginning, I took it as a normal thing when a new young teacher comes. But after a while it started to get annoying. The ladies walked around me in the corridor on purpose, preferably as close as possible as they passed. Once it happened that she even 'accidentally' touched me. I didn't know how to react then. I remember we just went on some kind of overnight class trip. In the evening, we lit a bonfire and threw papers with wishes (to make them come true) into the fire. The young lady declared that she had a wish 'I will marry Mr. Teacher...' and threw it into the fire.\n\nSituation (Anamnesis):\nAnnoying miss\n\nTeacher Intervention (Solution):\nalso consulted with my colleagues, but in the end I decided to talk to the ladies myself. They didn't listen and continued to repeat similar behavior, in the end I decided to take it as a joke and wait until they left elementary school anyway.\n\nOutcome:\nIt didn't work, it was only resolved when the student left the school.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nDisorders: Provokace\n\nAnalysis & Annotations:\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1083", "student_age_year": "14 let, 9. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Provokace", "teacher_approbation": "Mgr.", "teacher_practice_years": "4", "problems_annotated": "", "problems_possible_annotated": "Violation of classroom/school rules, Bullying", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/475", "content": "TEACHING CASE STUDY\n\nBackground:\nThe school was undergoing renovation of several rooms, which caused some confusion. One of the chairs for the students was borrowed from the classroom where we had the lesson, exactly where the student in question was supposed to sit. Due to the size of the classroom, it was impossible to find another place for him to sit. When I came to the classroom, the student was sitting on the bench with the others, which was normal until the teacher came. After I entered the classroom, all the students stood up to greet me and then sat down, but this student started packing up and headed for the door.\n\nSituation (Anamnesis):\nI asked him what was going on, and he replied that he had nowhere to sit and therefore could not participate in the class. His behavior indicated an attempt at defiance and an expression of reluctance to be present in my class.\n\nTeacher Intervention (Solution):\nconsidered letting the situation go and letting him go, but I felt responsible for his safety, especially with the ongoing renovation. It didn't feel right that someone else had to step back and give him his chair. That is why I told him that he is not allowed to leave the classroom because the lesson is in progress and the school rules and laws do not require students to sit during the lesson.\n\nOutcome:\nThe student was taken aback by my explanation, but understood that he had no other choice. So he stood for the rest of the class, which wasn't ideal, but he couldn't just walk the halls. He was unexpectedly quiet during the lesson, he didn't actively participate, but at least he didn't disturb. This incident did not change his behavior towards me, but I am glad that the situation was resolved in a calm way.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník SŠ\nHobbies: Šachy a deskové hry\nDisorders: Disrespekt,Nespolupráce,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "475", "student_age_year": "15 let, 1. ročník SŠ", "student_hobbies": "Šachy a deskové hry", "student_diagnoses": "", "student_disorders": "Disrespekt,Nespolupráce,Neúcta k autoritám", "teacher_approbation": "", "teacher_practice_years": "12 (v době situací méně)", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/857", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I have chosen as an example of unsuccessfully addressed problem behavior concerns a classroom where most of the children are working and functioning well. However, one student is constantly disruptive, makes inappropriate comments and jokes, makes fun of me and others, calls attention to himself and brings unnecessary things to school to get attention. This behavior occurs in the second grade classroom I teach. When a student is disciplined, he does not learn from it and continues his behavior. After consulting with colleagues, I found out that he behaves in the same way in other subjects as well, and many teachers describe similar situations. We are not sure how to deal with the problem effectively and this disrupts the atmosphere of the class and the lesson. The student's presence complicates various activities, for example during games, where he is often excluded because no one wants to cooperate with him.\n\nSituation (Anamnesis):\nThis student's behavior is burdensome and exhausting for all of us. The children themselves reprimand him and find his behavior embarrassing. Nevertheless, we did not come up with any effective solution. We tried to resolve the situation with notes, at class meetings and contacted parents, but to no avail. We tried to keep the student busy during class and pay attention to him so that he would not get bored, but that didn't help either. When I offered him an individual fun activity, he continued to interrupt and spoil the class atmosphere. We don't understand what is going on in him because he has no disorder or diagnosis and no known major problems in the home environment. His problem behavior is constant and affects my relationship with classes, which I then do not look forward to.\n\nTeacher Intervention (Solution):\nAlthough I thought that I did not have sufficient authority, my colleagues confirmed that they had the same problem with the student. He has a problem with authority in general, is rude and sometimes even mean to both classmates and teachers. He is capable of tying and seems to have never learned what authority is. We believe that he was not taught to perceive authority at home. Sometimes I felt that I couldn't handle the situation, raised my voice and let myself be thrown around unnecessarily.\n\nOutcome:\nWe are trying to resolve the situation, but so far without success. I remember the story of my mother, who was a teacher and had a similarly problematic student. Years later, he apologized to her for his behavior. We hope that this student will also become aware of his behavior one day. His behavior is often infantile now, but it is possible that the situation will improve as he matures.\n\nStudent Profile:\nAge/Year: Žák na druhém stupni (7. třída)\nHobbies: Nevíme\nDisorders: Vulgární vyjadřování,Nespolupráce,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "857", "student_age_year": "Žák na druhém stupni (7. třída)", "student_hobbies": "Nevíme", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Nespolupráce,Zesměšňování", "teacher_approbation": "Mgr., aprobace anglický jazyk, český jazyk pro cizince", "teacher_practice_years": "3", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/748", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the very tense situations that the student prepared for us was once at the beginning of the lesson, right after the bell rang, when everyone was already sitting in their seats, but the teacher had not yet arrived. The student had a large, two-liter bottle of Coca Cola, which he unscrewed, drank, and left the open bottle on the bench. Then he 'accidentally' snorted it, the bottle tipped over and everything started pouring out, which he just watched and didn't even try to pick up the bottle. A huge puddle was spilling on the ground, all the briefcases within reach were suddenly soaked with Coke. The children squealed, jumped and tried to save their things. Most of the children rushed for paper towels and quickly tried to prevent the flood from spreading further. He just stood and washed himself. I grabbed him by the shoulder and pushed him towards the puddle and told him to hurry and help clean up. He started yelling at me that I attacked him and that he was going to complain about me. He refused to participate in the cleanup and just watched with a smile. It should also be noted that this is not the first time he has done this. 'Accidentally' spilled drinks happened to him more often, even though I repeatedly warned him that he should close the bottle again immediately after drinking. However, he always reacted with irritation and insolence.\n\nSituation (Anamnesis):\nThe student lived in a joint household with his mother and grandmother, he was an only child. Both spoiled him very much. They let him hang around the housing estate and, according to reports from classmates living in the same housing estate, he committed vandalism. He destroyed bells, the elevator and polluted the common areas. He also often attacked smaller children. In the classroom, he mostly only allowed himself to girls, pinched them, twisted their arms, pulled their hair and insulted them. No comments were effective because the mother and grandmother uncritically defended the student in all circumstances.\n\nTeacher Intervention (Solution):\nThe class teacher wrote a note to the student and talked to him about it, however, there have been many such notes and interviews with absolutely no results. The mother has also been to the school several times, but this also did not lead to anything, because the mother claims that the pupil is good and without conflict, that it is a misunderstanding, or that it is the fault of his classmates who bully him.\n\nOutcome:\nUnfortunately, we didn't actually solve anything, so certainly not successfully. The boy did not improve in any way in his behavior. I no longer work with this student. I'm at a different school, so I don't know how they proceeded with him. It was suggested that he go to the school psychologist, but I know that we encountered resistance, that he does not want to go to the psychologist, that the children would laugh at him.\n\nStudent Profile:\nAge/Year: 11let    5. třída\nHobbies: Žádné\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "748", "student_age_year": "11let    5. třída", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/253", "content": "TEACHING CASE STUDY\n\nBackground:\nIn one of my Czech language classes, a student deliberately provoked a classmate in order to elicit a weak reaction from her and thus \"start\" the whole lesson. However, after repeated warnings, this behavior only escalated, so I was forced to send the assistant with the student into the corridor to calm him down, because I know that the student behaves like this when he is bored in class and needs to release excess 'steam' by talking about his ambitions. After returning, however, he began to direct his verbal attacks at me, he began to use Romani, because he knows that I do not understand most of the language. After the warning, the verbal attacks began to escalate, and the student was taken by an assistant to the school's counseling office for the rest of the day. After the end of the lesson, we consulted with the deputy headmistress about the pupil's behavior and, due to the pupil's generally deteriorating behavior, we convened an educational committee with parents and the school psychologist.\n\nSituation (Anamnesis):\nThe collective of a given class is a very complex matter. It could be divided into three 'subgroups' of types of people. The ones who 'get it going'. Those who respond to 'getting started' and those who generally ignore the class and take care of themselves (there are few). The class does not function as a collective, but as a collection of individuals. I try to solve tricky situations collectively, but this usually ends in mass arguments between the students and it is impossible to get anywhere together. As individuals, however, the students are smart by school standards, they can handle most subjects, the problem is that they are simply noisy. They react to each other and there are too many starters to arrange the seating order so that two people who can start a class in seconds are not sitting together or in close proximity.\n\nTeacher Intervention (Solution):\n'Student, enough, you're exaggerating' 'What about me!?' 'Student, you are not supposed to speak at all now. If you want to say something about the matter, you can log in. Otherwise, the classmate has had enough of you, don't think I can't see it' 'She started it because it's ****' 'That's enough! Assistant, take the student out before we calm down!' 'So what?' 'Already calm' 'Okay' 'Aguti!' 'Student, I don't know what that means, please calm down, you're starting again' '(laughter) Aguti!' 'Student, it's over. You're interrupting! You know that and you know you're in more trouble than you need, one more time and you're going upstairs with the assistant!' 'Put ten notes in my f**k!' 'Okay, assistant, go upstairs with him and let them keep him there for the rest of the day, here's his textbook, let him do these exercises, see you after school'\n\nOutcome:\nEvery day is a little bit new with us. The student does not realize these situations after a few hours, let alone after a few days. He also only realizes the consequences of his actions when he is confronted with them, as I told you he shouted 'what about me?' he didn't even realize at that moment that he was making a mistake. The problems with this student are long-term and never-ending. It is always only 'fixed' around report cards or educational committees.\n\nStudent Profile:\nAge/Year: 15, 7.\nHobbies: Práce, box, posilování\nDisorders: Agrese,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "253", "student_age_year": "15, 7.", "student_hobbies": "Práce, box, posilování", "student_diagnoses": "", "student_disorders": "Agrese,Vulgární vyjadřování", "teacher_approbation": "Bakalářské- Čj/Dějepis", "teacher_practice_years": "3", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/22", "content": "TEACHING CASE STUDY\n\nBackground:\nThe grade zero student was very troublesome in class in every way. Every day I had to deal with something about him, whether it was a lost diary, a dirty and torn school book, late arrivals to school in the morning (sometimes up to 50 minutes), missed worksheets or disruptions in class. But if I have to point out the worst situation at the level of behavior, then it is definitely theft. It sounds terrible, but it really happened. Some of the toys that we have in the classroom for the afternoon group and also some aids have started to disappear. When we found out that he was taking the things home, we immediately started to deal with it. In one particular case, it was a toy car. When I asked about the little car, if he took it, he started to defend himself, saying that it was not true at all. Unfortunately, his older brother, who was a year older, went to the same class with him, and he usually betrayed him. Even when it became clear that he really took the toy car, he defended himself and did not want to return it. It even went so far that he claimed that the toy car was his and became aggressive. When it really dawned on him that we could call the police because of this, then he brought back the thing he took, but usually a different one - that, for example, he left the toy car he took from school at home and brought it instead a completely different car that he probably found somewhere at home.\n\nSituation (Anamnesis):\nThe student's behavior undoubtedly reflected how things work at home. She lives only with her mother and siblings, her mother cannot take care of all the children, which she herself admitted. At the same time, they have financial problems, so neither he nor his siblings have many toys or they destroy them immediately. During distance learning, when parents had to pick up worksheets for their children at school to complete at home, there were always problems with mom. I have addressed the situation with her several times, always promising to make amends, but it has not happened. In the same way, when we agreed to meet in person to discuss the situation, she did not show up on any set date. The whole situation with a problematic mother and her sons in my class was also dealt with by the Department of Social and Legal Protection of Children. In class, both boys had friends, they fit into the team, in terms of understanding the material discussed and the work in class, so they mostly both tried. However, I often did not know what to do with the behavior that he sometimes displayed not only during breaks, but also during lessons.\n\nTeacher Intervention (Solution):\nThe case of the theft of toys and tools was solved by myself and other school staff who were involved in solving the situation, mainly by communicating with the pupil, when we tried to explain to him as best we could that such behavior was not correct, we mentioned the cases of some other children and how that's what happened with them, when there was no way around it, I even used scaremongering a few times that if he didn't confess and return the things, that the police might be called. I talked to him a lot and since the boys at home don't have a very clear idea of what behavior is right and what isn't, I always tried my best to explain to him why such behavior is wrong and what can happen.\n\nOutcome:\nAs for the solution to the discussed problematic situation with the thefts, the short-term solution was usually that he had to confess, apologize and return the toy (or other stolen item). In the long term, we managed to reduce these thefts quite a bit, apart from solving his behavior with himself, also by the fact that my colleagues and I brought some toys for us, which were lying around our children at home and no one would use them anyway. As well as some clothes and school supplies. Although we really managed to reduce problematic behavior in the area of these thefts, I rate the case of managing his problematic behavior as one of the worst. When it was decided whether he would stay in grade zero or go to grade one, no teacher, including me, wanted him in her class at all because of his behavior.\n\nStudent Profile:\nAge/Year: 5 let, 0. třída\nHobbies: Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "22", "student_age_year": "5 let, 0. třída", "student_hobbies": "Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, Učitelství pro 1. stupeň ZŠ, obor Výtvarná výchova", "teacher_practice_years": "31 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1338", "content": "TEACHING CASE STUDY\n\nBackground:\nPreviously, I worked as an educator and teacher's assistant in a school with a larger number of more problematic students. The student I remember grew up in foster care and had mental health problems that were treated with medication.\n\nSituation (Anamnesis):\nHe was aggressive in class, even to the point of physically assaulting his assistant, also threatening to jump out of the window, for example, and often throwing himself down ('I'm useless.' etc.).\n\nTeacher Intervention (Solution):\nremember that it often happened that neither the teacher nor the assistant knew how to deal with the student, so they always sent him to me. Only after my intervention did he calm down. I was perhaps the only one of the entire teaching staff whom he trusted, because I was known at school for the fact that students could always talk to me, confide their problems and ask for advice. Maybe that's why he always calmed down in my presence. I always treated him calmly and with respect, I always listened to him and did not fight back. Next, I tried to divert his attention in a completely different direction, for example that I absolutely need help with something and only he can do it. It was mostly manual art work where I talked to him about his problem, which made him feel safe and respected.\n\nOutcome:\nDuring these conversations, I tried to find a situation for which I would praise him in order to increase his self-confidence. After this intervention he always calmed down and for some time worked better in class again. Even in later years, he often sought out my company, and it seems to me that with age, thanks to my support, his problems eased.\n\nStudent Profile:\nAge/Year: 7, 2.rčník\nHobbies: Starší případ, nelze vybavit\nDiagnoses: Problematické chování\nDisorders: Agrese,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1338", "student_age_year": "7, 2.rčník", "student_hobbies": "Starší případ, nelze vybavit", "student_diagnoses": "Problematické chování", "student_disorders": "Agrese,Neúcta k autoritám", "teacher_approbation": "středoškolské", "teacher_practice_years": "28", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/460", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter the holidays, the children returned to school and after the first week of classroom and introductory lessons, in the following week in all subjects, teachers and pupils began to focus on the first topics. In geography, it was North America, and the young teacher appeared in front of the 7th graders he had already taught last year. On this day, however, there was a new pupil in the class who had transferred from another school because he and his parents had moved. So the teacher quickly got to know him, summarized the rules that the students follow in his classes and immediately threw himself into the planned material. Since, according to the interviewed teacher, the most important thing in geography for elementary school students is to learn how to work with an atlas correctly, he often supplements his explanation by working with it. That was the case at this hour as well. The teacher started with general information about North America, showed them on the wall map where exactly the continent is located and then dictated the notation to the students again. In the second half of the hour, they reached the major cities of North America. The teacher always said the given city, the students each found it in their atlas, the student who was called on showed it to the teacher and then they talked about the city, what it is known for and what is important about the city that they should know. In this way, the teacher randomly called out different students, and the third city in order fell to a new student. “Well, the next city is a city. Find it again in the atlas and a student will show it to me.\n\nSituation (Anamnesis):\nLater, the geography teacher found out from the class teacher that the boy had a diagnosed disorder, specifically autism. In class, his disorder manifested itself, for example, in the way that he has trouble communicating in a new company, which is probably why he couldn't ask the teacher in front of the class how to search in the atlas correctly or couldn't ask any of his classmates to borrow a writing pen. Running away from the classroom after the attention of the whole class was focused on him was also a typical manifestation.\n\nTeacher Intervention (Solution):\nOf course, the young teacher regrets the whole situation and would not make such a mistake again. It is true that such information about a newly arrived pupil should be communicated by the class teacher to all the teachers who teach the pupil before he enters the class. However, even the teacher himself should have gone to ask if the new student does not suffer from any behavioral disorder. This incident taught the teacher a great lesson, and from then on, every new student is always checked first to see if he or she has been diagnosed with any disorder.\n\nOutcome:\nIn particular, this situation ended in such a way that not only were all teachers informed about the condition of the new pupil, but they also introduced the mentioned pupil's disorder to his classmates. Based on this incident, the headmistress arranged a lecture for all classes about the most common behavior disorders in elementary school children in order to prevent similar situations at school. The pupils thus learned how such children can behave and also how their classmates should behave towards them.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: společenské vědy\nDiagnoses: Autismus\nDisorders: Autistické rysy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "460", "student_age_year": "12 let, 7. ročník", "student_hobbies": "společenské vědy", "student_diagnoses": "Autismus", "student_disorders": "Autistické rysy", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1185", "content": "TEACHING CASE STUDY\n\nBackground:\ngave the students the task of correcting the dictation and justifying why it is written soft or hard in which situation and so on. I let the students work independently. After a while, the three students started yelling at each other. 'Teacher, they are arguing in the office.' I silenced one of the students. Another student spewed. 'Mrs. teacher, they're chasing their impaling dicks over there!' Without a reaction, I started talking to another student and asked him about the first sentence. I even came up with a reward for the correct solution and defending the correctness, but the student continued. 'He's probably rubbing frn*y there.' I ignored the remark and called the student in question to explain the sentence. He refused to answer.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on each side of the class so that they have as little opportunity to communicate with each other as possible, i.e. to influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nI tried to calm the students down. Unfortunately, that didn't work, so I tried to ignore the notes and focused on the other students. But this group was so disturbing that I tried to call one of them as a warning to the others. Unfortunately, this did not work at all, rather the opposite, and the inappropriate behavior continued on and on. Until my nerves snapped and I scolded the students for disobedience. The students were obviously amused by this and did not take it into account. The bell saved me.\n\nOutcome:\nThere was no solution, the class only managed to correct the dictation in the whole hour and the problematic students escaped without problems. On the contrary, there was frustration on the part of the teacher. So, in the next lessons, the students continued and maybe even in the future the disruptive behavior will increase.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: otevřená otázkaLední hokej\nDiagnoses: Dislexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1185", "student_age_year": "14, 8. ročník", "student_hobbies": "otevřená otázkaLední hokej", "student_diagnoses": "Dislexie", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/956", "content": "TEACHING CASE STUDY\n\nBackground:\nhave an experience with the same student, at the end of the 6th grade. In the English language classes, we did not do new subject matter, and rather we devoted ourselves to practice and speaking. I prepared a competitive activity for groups. I wanted to divide the children into three groups so that they were approximately equally skilled. As they sat, I moved with each student so that in each group there was at least one who knows English well and one who is more creative, so that the weaker ones have someone to lean on. When I put a student in one of the groups, he immediately started jumping out of the box like a devil and shouted that he would not go to that group because no one wanted to work with him. I told him that it was not true, that no one said that they did not want to work with him, and that he should go to work in that group. However, he kept repeating that he was not going there and that they did not want to work with him.\n\nSituation (Anamnesis):\ninsisted that I wanted him to move. By constant repetition I managed to get him to move roughly where he was supposed to. However, he sat down in such a way that he certainly could not cooperate with the group. I felt that it was probably not going to work, that I was going to force myself, and that I would lose a lot of time and energy if I continued to push him. The children were really cute at that moment, they didn't even scream - they react to him in many situations. However, this time they didn't react at all and waited for him to sit down, which he didn't.\n\nTeacher Intervention (Solution):\nstarted the activity with him sitting next to me. Then I gave him another piece of paper and created another group with him, and I see that as my biggest failure, a mistake. The fact that I let him create another group, he worked well after that, but I perceive it as the fact that he managed to fight for his own - I don't want to work with anyone. However, for me, it was a question of cooperation, and I couldn't pull it off. In retrospect, I think I should have stopped trying to convince him to join the group much earlier and given him another job if he didn't want to cooperate.\n\nOutcome:\nIt is quite likely that he would not do it, but it is possible that an assistant would be able to force him to work independently. By the fact that it was at the end of the school year, I don't think it has a long-term effect - he certainly doesn't allow himself more.\n\nStudent Profile:\nAge/Year: 6. ročník, 13 let\nHobbies: Podle něj “porno”\nDiagnoses: Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza\nDisorders: Úzkost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "956", "student_age_year": "6. ročník, 13 let", "student_hobbies": "Podle něj “porno”", "student_diagnoses": "Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza", "student_disorders": "Úzkost,Vyhýbání se škole", "teacher_approbation": "Mgr., Anglický jazyk + Matematika", "teacher_practice_years": "24", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1216", "content": "TEACHING CASE STUDY\n\nBackground:\nwas solving a problem with attendance. The girl avoided school for a long time, and a specific subject, when she was afraid to give a lecture in front of the class. Either she didn't come to school that day at all, or she kept making excuses that she forgot she didn't have something. She was given several opportunities by the teacher to finish it until next time, or to send it. Just to show some activity. This resulted in her missing a few marks in that subject, and as it was a civilian where those marks are generally low, it made it impossible to grade her. When I checked the long term absence, I found that she was avoiding the specific day she had this subject. Her absence was excused from her mother.\n\nSituation (Anamnesis):\nThe girl has no behavioral disorders, it was just this particular truancy issue. Her classmates perceived the injustice of someone being excused from school and they had to work it all out. Sometimes they were heard in the form of general comments: 'Oh well, the pupil is missing again.' Mom was cooperative, but believed her and tolerated excuses that she wasn't well and wouldn't go to school.\n\nTeacher Intervention (Solution):\nsolved it first with the teacher of that subject. I learned about the classification problem from her. After that, I called my mom about the absences, she promised to fix it. I also made an appointment with the school psychologist to find out what was going on and what the problem was. This is how it went like a wheel - school psychologist, parent, teacher, school psychologist, parent. I first learned what the problem was from my mother when I called her about the grades. It turned out that the student had confided in her that she was afraid of a report or any presentation in front of the class and thus avoided the civics, because it was not possible to pass it with only an A, as in other subjects. So I made an agreement with her citizen teacher and the other teachers not to give the student anything to present in front of the class and to allow her, for example, to hand in the paper only in writing. I agreed with the mother to stop tolerating the pupil's excuses that she is sick and to send her to school. We were also more in touch both by phone and in person at school. I also communicated everything with the pupil.\n\nOutcome:\nonly have the experience of the last two months of the school year, but the absences improved after this solution was set up. I plan to focus more on the pupil this year, so that we know whether the situation has been resolved in the long term.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: móda, styl, hudba\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1216", "student_age_year": "14, 8. ročník", "student_hobbies": "móda, styl, hudba", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "PhDr., Učitelství pro 1. stupeň", "teacher_practice_years": "20", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/386", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole situation with the student revolves around the fact that he cannot concentrate at all on the tasks given by the teacher in class. He is always interested in something else, there are cries in the dark that do not make sense within the curriculum. He is always dealing with something new that occurred to him that day, he often deals with girls and has questions and comments about them that are very inappropriate. Overall, his behavior includes constant harassment of female classmates, foul language, fights with fellow students, disregard for rules, and disdain for authority. This behavior started a year and a half ago and graduated during distance learning, where the teacher no longer had such a reach, so the student was able to calmly run around naked in front of the camera. Telling the parents about his distance learning behavior didn't have much of an effect because they didn't have the opportunity to be in the room with him during his son's classes and watch over him, so it always had to be dealt with retroactively, which didn't have the right effect. Female teachers try to solve problems in the classroom, but they repeatedly fail, so they come to me for help, because I am the only male teacher at the first level and therefore probably the biggest authority.\n\nSituation (Anamnesis):\nThe student is far more mature than those around him and has disproportionate reactions to certain events, so he behaves like a teenager even to little girls. He is looking for the level and the barriers of how far he can go.\n\nTeacher Intervention (Solution):\nIn general, the student does not respect authority, so until he is threatened with some major punishment, he will not change his behavior. He has already received a reprimand from the class teacher and I suspect also a reprimand from the class teacher. Several times I invited the student to my office, I talked to him about the fact that it really wouldn't work like this, then he was doing well for, say, two days, but after a while it started again.\n\nOutcome:\nThe result of the solution was not very successful. Even though I have spoken to the student several times, his inappropriate behavior is still repeated. When something works for him, it doesn't last long. He can keep behaving normally for a day or two, then it goes downhill again.\n\nStudent Profile:\nAge/Year: 4. třída, 10 let\nHobbies: Počítače, sociální sítě\nDisorders: Disrespekt,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "386", "student_age_year": "4. třída, 10 let", "student_hobbies": "Počítače, sociální sítě", "student_diagnoses": "", "student_disorders": "Disrespekt,Nevhodné chování", "teacher_approbation": "Vysoká škola, Učitelství pro první stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/806", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught the subject of vocational training in the last year of the matriculation field. Around the first quarter, students chose the topic of their final thesis. All but one chose. During the subsequent confrontation of this pupil with the choice of topics, an alternative date was agreed upon. This student has not chosen the topic again until then. Subsequently, I offered the pupil the possibility of consulting the topic. This pupil subsequently began to be absent alternately on different days or classes. Due to his age, he could excuse himself for his absence. So her parents had no idea about her. He usually cited family reasons as the reason for his absence. About half a year ago, his absences had already increased significantly, he was absent for days or weeks at a time. He gave illness as the reason for his absence. However, there were no problems with the pupil in the past and his grades were above average. In any case, this student's name was mentioned several times at the pedagogical meeting due to his increased absence and the fact that he will have his matriculation exams.\n\nSituation (Anamnesis):\nThis pupil – a pupil of a vocational high school. In the 4th year of the IT field. Calm, hardworking and friendly. More of an introvert. His benefit was fine. Excellent or commendable in professional subjects. Rather good in other subjects such as ČJ, ZSV. At the time of the 4th grade, his parents divorced.\n\nTeacher Intervention (Solution):\nhad the opportunity to meet this student in the subject of professional training. At the beginning of the school year, communication with this student took place personally in a relatively friendly spirit. The problem occurred when choosing a topic. All his classmates made their choice on time. At the first opportunity I called him to me and asked him why he had not yet chosen a subject. He replied that he could not choose until the last moment. I then offered him to change his mind within three days and then get back to me. This student did not respond within three days. Subsequently, he was absent for several days, and when he came to class, I invited him to my place again and asked him about the chosen topic. This student told me that he still hadn't chosen a topic since the last interview. I suggested to him that after the lesson I would have time to discuss topics with him and choose some with him. This student quietly disappeared after the lesson. He was absent again for many days and when he came to school, I invited him to my place again. I told him he didn't have a topic selected yet, so I would assign it to him. And also that he has a very high absence and if he continues to be absent, it may happen that I will not be able to classify him and thus he will lose the opportunity to apply for the matriculation exam. To this, this student reacted very irritated by saying that the high school diploma is not everything. I was surprised by this reaction, so I asked him why he was saying that considering that he is in the matriculation field. And this student indicated to me that he doesn't care much about the high school diploma and that he would ideally like to finish school. When asked why he would like to leave school when he is already in the fourth year, he replied that he was afraid that he would not pass the matriculation exams. From that moment on, I talked with this student about what the matriculation exam consists of, how many attempts he has and also about the possibilities of the labor market and applying for it. I tried to convince him that it was better to see it through and just try. And possibly find out what he can or can't do, rather than giving up halfway like this. In the end, I told him to let everything we said go through his head in peace. And if he is interested, he can come anytime. I subsequently contacted colleagues holding the position of educational advisor and discussed my findings with him. A colleague spoke to this pupil a few days later. The colleague also had the opportunity to speak with the parents of this student, who told him that they had no idea anything was happening.\n\nOutcome:\nWith a few exceptions, this pupil started coming to school again. He successfully submitted the coursework and passed the matriculation exam.\n\nStudent Profile:\nAge/Year: 19 let, 4. ročník SŠ\nHobbies: Počítačové hry, programování. Sledování seriálů.\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "806", "student_age_year": "19 let, 4. ročník SŠ", "student_hobbies": "Počítačové hry, programování. Sledování seriálů.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – Odborné učitelství SŠ", "teacher_practice_years": "10", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1438", "content": "TEACHING CASE STUDY\n\nBackground:\nTowards the end of the school year, a colleague informed me that the students of one class, who were in the computer room at the time, discovered on one computer, specifically on the monitor, an installed link to a page with inappropriate content. It was a link to a pornographic site. This whole matter was first handed over to the school management, the classroom administrator and the prevention methodology. Upon investigation, the classroom administrator found out, through browsing history, what day and exact time this link was installed on the computer. Thanks to the meeting order and class records, a specific student from my class was tracked down.\n\nSituation (Anamnesis):\nThe student had rather below-average academic results, he tried to make himself the boy of the class, but at that time a new student came to the class, and therefore he repeated everything according to him, tried to match him.\n\nTeacher Intervention (Solution):\nThanks to the alertness of the administrator of the computer room, the perpetrator revealed himself. That's why I invited the suspect to my office to tell me and the prevention methodologist whether he had installed something objectionable on the school computer. After a long discussion, he didn't really want to talk, obviously feeling guilty, he finally confessed to his crime. The classroom administrator even provided proof from the search history of exactly when the student installed the link on the computer. Furthermore, it was possible to tell from the material when exactly the link was searched for and clicked. We explained to the student that this was a gross violation of school rules and that the situation would be discussed with the school management once more. The following day, the pupil was invited to the school management, where he explained the whole situation. At the same time, he confessed to his crime. He was obviously sorry because he did not hide his emotions when communicating. The school administration gave him a reduced behavior grade as an educational measure\n\nOutcome:\nam satisfied with the resolution of this case. The student realized his mistake, he acted in violation of the school rules. I was surprised that he didn't hide his emotions from the school management, so I think he was very sorry for his actions. This case was also a warning to other pupils.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída ZŠ\nHobbies: motorky, počítačové hry, sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1438", "student_age_year": "15 let, 9. třída ZŠ", "student_hobbies": "motorky, počítačové hry, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Ov", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/344", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problematic student, who was among the worst students at school, has no support and no motivation to go to school and get an education. During probably the worst confrontation, when she didn't come to school for a week and gave a completely meaningless excuse, it became clear to me that the problem lies mainly with her mother, who does not send her to school, supports her truancy and shows no interest in her daughter's education. He apologizes to her for everything and often doesn't even pay attention to what the apology says and how it might sound. The main thing is that it is signed. For example, in the situation already mentioned, the pupil was excused from classes for a week due to an alleged lost key to the house, and therefore had to stay at home so that someone would open the door when the mother returned from work. The student repeated the grade twice. Once in the first degree and once in the second degree. In the 7th year, she was evaluated with a grade 3 grade in behavior.\n\nSituation (Anamnesis):\nThe student lives only with her mother in a dormitory. She was temporarily raised by her grandmother. Very often sick - the reason was the bad environment in which she grew up - cigarette smoke, poor hygienic conditions, poor personal hygiene. The mother was not interested in her daughter's attendance. Only 2 times a year if confirmation of social benefits is necessary. Due to frequent absences, the pupil did not keep up with the lessons. This resulted in insufficient benefit.\n\nTeacher Intervention (Solution):\nThe educational commission took place several times with the mother, when she promised that the daughter would attend school regularly. She also signed that the pupil's illness must be excused from the doctor. Mother did not follow this despite my insistence. I have solved it many times with OSPOD but without much success. I asked the students themselves why they don't go to school at least in their own interest. She told me that she can't learn it, but she likes to come here because of her friends. But sometimes her mother doesn't want to let her go to school, saying it's a waste of time. I really wanted the student to finish her studies, so I resorted to the threat of reporting the mother to the police because of the child's truancy. But the mother simply transferred the pupil to a primary school with special educational needs.\n\nOutcome:\nFrom a short-term point of view, it is without result. From a long-term perspective, transferring to another school was more advantageous for the student than any other solution. From my own point of view, it is a partial success that the girl transferred to another school, but overall I assess it more as a failure of the OSPOD system and social benefits. The mother was not entitled to these benefits due to the neglect of compulsory school attendance.\n\nStudent Profile:\nAge/Year: 15 8.ročník\nHobbies: malování\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "344", "student_age_year": "15 8.ročník", "student_hobbies": "malování", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "VŠ, ČJ, NJ, AJ pro II.stupeň ZŚ", "teacher_practice_years": "15", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/770", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I came to class 3.A, which I had already been teaching for the third year. I liked the class, there were a lot of hardworking individuals in it. Although the beginning with the class was not easy, when they came in and got me, it was certainly not a walk in the park for them, but in the years we spent together, I learned them and they already knew what they could and could not afford. Well, at the beginning of the third year, a student who was known throughout the gymnasium as a slacker because he had already failed twice failed. I thought ahead of time that it wouldn't be easy with him, but I didn't want to be preconceived. So I didn't show it in front of the class. So I arrived at the first class among my students and everything went normally. The student did not express himself in class and did not disturb my classical teaching. The problem only started showing up later. When the first major paper was due, the student did not show up at school for a week, and after he started going to school again, he avoided the mathematics he was supposed to write. So he wrote the paper about a month after the due date, of course he got an insufficient grade on the paper. Then he started going to class again, but after that he was completely out of the picture, so he wasn't paying attention in class, he was disruptive, or he was doing something completely different than math.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nWhen the situation worsened and the next paper was due, I went to talk to the student if he would participate in the next class in which we would write the paper. He didn't want to talk to me at all and disappeared from the class rather quickly. When he didn't turn up for the exam again, I tried to ask the class teacher if he had the same problem with the student's absence, she told me that the student generally has problems with attending school. So I also asked the pupil's classmates what they thought of him and his attendance at school. The boys told me that he gets along well with the student and that they are also sorry that the student doesn't come to school much, it was clear from their eyes that even in such a short time they had made friends with him and that they care about him. Once I got a student to talk to me, I asked him if he wanted to stay at school and finish his studies. He avoided answering, but as soon as I mentioned that if it continues like this it won't do much good and unfortunately he will be kicked out of school, the student replied that he was very sorry that he didn't want to bring his personal things to school, but that they have problems in the family. I wasn't sure about this situation, but I told him that it was enough for me for now and they would try to accommodate and help him. We agreed with the student that he can correct his papers, I told him that his classmates like him and will try to help him if he asks for help. So the student promised me that he would try to improve and ask his classmates if they would help him.\n\nOutcome:\nThe student's attendance improved greatly in the following quarter, although he still missed a few classes, he tried to go to school and always apologized to me when he missed. As soon as the student started going to school and became even more integrated into the team, everyone was willing to help him, so his grades improved proportionally. After a few weeks, I met again with the class teacher and when the word came about the student. She said he was getting better and that his absence wasn't so bad. So I asked her why she thought things had suddenly gotten better. She told me that the student came to see her only a few days after I talked to him and she was surprised by that, he apologized to her and said that he wanted to finish school. He even opened up to her so much and told her the reason for his absence and lack of time for school. The student told her that his parents had been arguing and breaking up and he couldn't stand it at home, so he moved away from his friends to another city alone. A lot has changed since my conversation with the student in a few months, I am ultimately very happy with how the whole situation turned out and that the student finally graduated.\n\nStudent Profile:\nAge/Year: Alexnadr 3. na čtyřletém gymáziu\nHobbies: žádné\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "770", "student_age_year": "Alexnadr 3. na čtyřletém gymáziu", "student_hobbies": "žádné", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Magisterské (matematika, fyzika)", "teacher_practice_years": "26", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1333", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student entered the 1st year of the academic field. He was of Romani origin, he seemed unproblematic, perhaps even an introvert from the beginning. His intelligence was at a good level, he just lacked the effort to prepare for classes and carry the required completed homework, he was late. Even in vocational training, he was very capable of getting the job done, understood assignments very quickly and had a nice social demeanor towards clients and the vocational training teacher.\n\nSituation (Anamnesis):\nAfter the initial familiarization with the school environment and classmates, he began to appear aggressive, unreliable, did not fulfill his duties, lied.\n\nTeacher Intervention (Solution):\nAlready in the first semester of the first year, he incited a fight with a classmate, hit him and injured him. This situation was investigated, it took place in the locker rooms after school and practically without witnesses. On the basis of a fight in the locker room, where his classmate figured in a negative sense of the word, and the witness was a classmate, an educational committee was held at the school in the presence of the ZŘ for theoretical teaching, TU and the head of educational counseling, the student and the legal representative. As an educational measure, the headmistress of the school was reprimanded. At this point, he came under the radar of the school's guidance counselor, had appointments scheduled with him, but, unfortunately, only showed up for one and stopped cooperating. Requests for an opinion from the police and other authorities began to come to the school, when it became clear that the behavior problems were not only at school, but also outside of school, that this was a boy who was involved in the infamous \"gang\n\nOutcome:\nAfter a short consideration, he chose the option of ending his studies at his own request. It was 4 months before the final exams. That's why it's a shame that the journey ended at school in the 3rd grade. It was very difficult for him to make a decision, just in this period of the 3rd year, you think to yourself: 'If he has already had so many problems until the beginning of the second semester of the last year, why should I be the architect of his failure to learn?' And that's another aspect he could do, he was a very skilled manipulator, he could win over half the class to his side, he had the gift of being as gentle as a lamb, kind and obedient, but only when he needed to be. He was able to take advantage of the situation. He got a solution even when he finished his studies at school. Specifically, the opportunity to pass the professional qualification exams and subsequently apply for the opportunity to take the final exam. How he approaches this challenge is up to him alone. His parents and society provided him with excellent conditions, only he himself was and still is the architect of his own destiny.\n\nStudent Profile:\nAge/Year: 18. let, 3. ročník\nHobbies: snaha ze strany rodičů o zapojení syna do kolektivního sportu, chlapec hrál aktivně fotbal na střední úrovni, byl šikovný, ale problémový i mimo školní zařízení, tzn. nepřiměřené reakce při sportu – agresivita slovní, ale i fyzická, nezvládání emocí\nDisorders: Agrese,Lhaní,Krádeže,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1333", "student_age_year": "18. let, 3. ročník", "student_hobbies": "snaha ze strany rodičů o zapojení syna do kolektivního sportu, chlapec hrál aktivně fotbal na střední úrovni, byl šikovný, ale problémový i mimo školní zařízení, tzn. nepřiměřené reakce při sportu – agresivita slovní, ale i fyzická, nezvládání emocí", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Krádeže,Nevhodné chování", "teacher_approbation": "Bc., učitelství odborného výcviku", "teacher_practice_years": "27", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not show any signs of problematic behavior in the first two years of elementary school. In the third grade, however, his behavior suddenly worsened significantly, the student became aggressive towards his classmates, he began to attack them both physically and verbally, mostly very vulgarly. With the onset of this problematic behavior, there was also a deterioration in the overall performance of the pupil. Over time, it became clear that the beginning of the pupil's problematic behavior was correlated with a worsening situation at home (the pupil's parents were going through divorce proceedings at the time). Thus, the student was experiencing stress caused by the worsening situation at home, his violent and aggressive behavior was thus supported by his diagnosed ADHD. The student and his parents visited a professional counseling center, where they were advised that an assistant be assigned to the student. This assistant was supposed to help manage the student's problematic behavior. The student had this assistant assigned from 3rd to 4th grade, but there was no improvement in behavior. The school repeatedly contacted the mother saying that their son's behavior was not improving in class, to which the mother always replied that the son had been diagnosed with ADHD and that he was therefore not to blame for his problematic behavior and his behavior would not improve.\n\nSituation (Anamnesis):\nThe student has an average grade and is quite popular in the class. Complex family history, parents are divorced, no siblings.\n\nTeacher Intervention (Solution):\nThe student was assigned a professional assistant who helped the student reflect on his behavior and moderated his aggressive expressions.\n\nOutcome:\nSolving this problem took a relatively long time (from 3rd to 7th grade), but in the end it turned out to be successful. However, in 5th grade he was assigned a different assistant who was much stricter with him. The student is now in the 7th grade and his behavior is completely fine.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: sport, počítačové hry\nDiagnoses: ADHD\nDisorders: Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Verbal aggression\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "131", "student_age_year": "12 let, 7. ročník", "student_hobbies": "sport, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Fyzické násilí", "teacher_approbation": "VŠ, RJ-ZSV", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/872", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom I experienced a problematic situation, which I solved well, attended the second year. He studied ecology and I taught him physics. The student had an assistant because he suffered from autism. The student received many reliefs, for example, when he was tired, he could lie down on the bench and sleep, or when he was in a bad mood, the assistant took him out of the classroom. Now I come to the problematic situation. With all teachers, this student had a tendency to ask strange and even absurd questions. He once asked me a question in class: does a railroad car float. I was quite taken aback by this, I was really surprised by this question. So I replied that it does not float, nor do any similar bodies.\n\nSituation (Anamnesis):\nThe student was 16 years old at the time of the incident and was attending the second year of the field of ecology. The student suffered from an autistic disorder and therefore had an assistant in his class. Overall, he had an excellent grade, he was very intelligent, he was good at mathematics and physics. He lived only with his mother at the time of the incident.\n\nTeacher Intervention (Solution):\nI was very surprised by the situation and at that moment I couldn't think of anything better than to get out of this situation. All the students and the assistant, and especially the student who asked the question, were surprised by my reaction. I was actually surprised that I came up with this solution so quickly. I was so freaked out by the situation that the whole class and I had to calculate the density of the railway car he was asking about, and we then compared it with the density of water. And based on this density calculation, we found that the density of the wagon is greater and therefore it cannot float. This is a situation that I somehow managed to get out of, by doing the math.\n\nOutcome:\nIn the short term, the situation was resolved and the student was even surprised, because at first he probably took it as a joke. Overall, there was a great response to the situation. Questions of a similar nature continued to be repeated in other classes with other teachers, but there was no longer a problem in my teaching.\n\nStudent Profile:\nAge/Year: 16 let; 2. ročník SŠ\nDiagnoses: Autismus\nDisorders: Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "872", "student_age_year": "16 let; 2. ročník SŠ", "student_hobbies": "", "student_diagnoses": "Autismus", "student_disorders": "Nevhodné chování", "teacher_approbation": "Ing. Fyzika, odborné zahradnické předměty", "teacher_practice_years": "20", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1124", "content": "TEACHING CASE STUDY\n\nBackground:\nTwo students from the class at the lower gymnasium, where I am currently the class teacher, came to see me. One of them was crying and the other brought her, so it was clear to me that something was going on. The one who was crying didn't say much, but the other one immediately started that the boys locked the first student in the locker room and laughed at her. Unfortunately, the first student is claustrophobic, I have known this from her parents since the beginning of the classroom, and I always have to take this into account, for example, during school trips and similar situations where it could cause her some problems. Of course, the class also notices such situations, so the boys know that such things bother her. I asked the girls which boys they were, even though I had already guessed who it would be. It is a group of boys in the class, headed by one boy, such a natural authority figure with leadership skills. The guys have respect for him and get pulled over, although I think they're all pretty handy without him, but once they're with him, it's worse. When the first student calmed down, she told me that it was mainly one of the classmates who initiated it and the other boys rather just joined him.\n\nSituation (Anamnesis):\nThe first student – above average intelligent student, friendly but explosive, natural authority. The second student - an average student with a problem-free behavior, likes to read and play the guitar.\n\nTeacher Intervention (Solution):\nEven on the day when this situation happened, I called the boy to my office and asked him how and why it happened. At first he tried to blame it on the other boys, but after a while of negotiating he admitted that he locked the first student in the locker room and didn't want to let her out for a while. He told me that the first student laughed at him, that he doesn't have any designer clothes and wears one T-shirt for 3 days at a time. Unfortunately, the first student does not come from a family that is financially well off, so she wears more ordinary clothes. It is now popular among students to wear different brands of clothing, they deal with it a lot and are interested in it. So the boy responded to this taunt and took advantage of his classmate's weaknesses. So I thought they were both guilty. I tried to explain to the boy that it is definitely not good to reciprocate in such a way, that if someone laughs at him, he should come to me and we will try to solve it together. Unfortunately, this was the result of his choleric and impulsive actions. I also called the first student after the boy and tried to explain to her that the boy's behavior was definitely not right, but it was a reaction to her mocking him. They both seemed to understand what I meant. Subsequently, I also informed the parents of both students about this situation, and they immediately told me that they would discuss it with the children. Fortunately, they were supportive parents with whom I never had any problems. As part of prevention, I also tried to come up with some games for the class that would support cooperation in the class and eliminate similar situations.\n\nOutcome:\nIn this particular case, it worked to discuss with the boy and the first student. Since then, the two of them have not had any problems together, and I have not seen similar behavior in class that I would have to deal with. It is possible that now and then the students laugh at each other, but they are old enough not to deal with it in a similar way and it has never happened that they have to deal with it with me. I'm glad it turned out this way. Actually, I didn't even have to deal with it directly with my parents, although I think they must have arranged it at home as well.\n\nStudent Profile:\nAge/Year: 11 let\nHobbies: Fotbal, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1124", "student_age_year": "11 let", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ + OV", "teacher_practice_years": "21", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1397", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student brought nicotine sachets (Lyft) with him to school. He used them sometimes. Some classmates also knew about it, the student did not hide it too much. The fact was brought to the attention of the teaching assistant who works in the class.\n\nSituation (Anamnesis):\nThe student is sociable, gets along well with other classmates. It does not cause disputes. He does not engage in extra work or other activities on his own initiative.\n\nTeacher Intervention (Solution):\nI caught the student during a break in the corridor with the aforementioned bags surrounded by two other classmates. He did not deny anything and made a fair confession. We immediately went to the director's office. Everything happened calmly, without resistance. In the director's office, he again confessed to everything. The student was awarded a two in behavior.\n\nOutcome:\nThe student was awarded a two in behavior. He accepted it in such a way that he didn't care at all. But it had the effect that the student no longer carried nicotine bags with him to school. It did not cause changes in future behavior in other respects.\n\nStudent Profile:\nAge/Year: 14\nHobbies: venkovní sportovní aktivity\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Hyperaktivita,Nepozornost,Impulzivita\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1397", "student_age_year": "14", "student_hobbies": "venkovní sportovní aktivity", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Hyperaktivita,Nepozornost,Impulzivita", "teacher_approbation": "Z, Př", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/88", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at the level of student behavior began to change last year, after the return to face-to-face teaching after the lockdown. The previously problem-free student started running away from school, always after a conflict with someone from the neighborhood. The first incident occurred in the sorority, when the teacher, whom the student did not like, simply ran away after a vigorous response. This behavior has become repetitive. The first time he ran directly from a teacher, there was a physical attack where he scratched the teacher and broke her fingernails. Help came from a colleague from the next class, who restrained the student, but also suffered scratches and bruises. In one case, the student ran to a busy intersection, where the teacher chased him and injured her knee in the process. The most serious incident occurred when the pupil tried to run away, but the janitor already knew the situation and locked the front door, leading to the pupil banging and kicking the door.\n\nSituation (Anamnesis):\nThe student's problem has its roots in the family environment. His mother, a kindergarten teacher, is described as domineering, often complaining about school, criticizing teachers and finding fault. The student is the third child in the family to attend this school. After returning from the lockdown, he was the only family member who had to physically go to school while the others stayed at home. During the lesson, the pupil was defiant, worked ahead of time despite instructions in the mathematics he was good at, and fell behind in other subjects. In conflict situations in the classroom, he behaved aggressively and ran away, even if it was not a real conflict. His behavior negatively affected other students who were confused and tried to help the teacher.\n\nTeacher Intervention (Solution):\nWhen the student ran away, the teacher chased him while the assistant remained in the classroom. During an attempt to calm the student down, he was physically assaulted and cursed. The situation was reported to the director, who also suffered an injury. Everyone was injured and exhausted. After the student calmed down, it was necessary to immediately call the parents to the school, which happened often. The pupil's mother reacted to the situation with reproaches towards the school. The discussion with her was difficult and the school had no other options to solve the situation. Contacting a psychologist's crisis line was considered as a last resort. Finally, the mother was convinced to see a psychologist with the student, which they still do today.\n\nOutcome:\nThe problem with the student's behavior remained partially unresolved, mainly because of the mother's attitude. The school tried to cooperate and offered solutions, but the mother was not willing to cooperate. Despite this, it is positive that the family has started seeing a psychologist. The student is no longer in the class of the teacher who describes the situation, but according to information from the new class teacher, the student's behavior has improved. He still has problems in the family environment and doesn't always focus on his schoolwork, but he hasn't run away yet. Recently, the whole class participated in an outdoor school, where the student was eventually taken because he behaved well.\n\nStudent Profile:\nAge/Year: 2. třída\nHobbies: Počítačové hry, kočky, cvičení  posilování)\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "88", "student_age_year": "2. třída", "student_hobbies": "Počítačové hry, kočky, cvičení  posilování)", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Učitelství pro první stupeň ZŠ", "teacher_practice_years": "24", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1483", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the first grade, as a special pedagogue, I received a boy with Asperger's syndrome who was not socially integrated and had significant problems with it. He had problems with concentration, he didn't know how to work, how to prepare things for class, how to work with a textbook and a worksheet, how to behave. Sometimes he had such outbursts of aggression towards himself and displays of anger where he would tear things and not control himself.\n\nSituation (Anamnesis):\nA first grader with Asperger syndrome, dyscalculia and dysgraphia. So he was weaker in mathematics and Czech (threes), but in the area that interests him (for example, natural history) he was very above average (ones). Frequent bouts of aggression and anger in classes.\n\nTeacher Intervention (Solution):\nThe student often suffered bouts of aggression and anger towards himself, when during the lesson he was able to tear up the worksheet he had just been given. That's why I always print a few extra sheets to be ready to give him a new one as soon as he calms down. We gradually taught him how to treat textbooks and other aids. I tried to teach him the good way, in the way that I tried to explain everything to him calmly. No rough and tough hits. It went very well. As for inclusion in the collective, the other children respected him and tried to help him with everything he needed help with.\n\nOutcome:\nEverything went very well. The parents also worked at home with the boy, so things went well. Now the boy is in second grade and doing well.\n\nStudent Profile:\nAge/Year: 1. třída, 6 let\nHobbies: přírodní vědy, četba\nDiagnoses: Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1483", "student_age_year": "1. třída, 6 let", "student_hobbies": "přírodní vědy, četba", "student_diagnoses": "Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie", "student_disorders": "Agrese", "teacher_approbation": "Vysokoškolské – Mgr. - speciální pedagogika, vzdělávání pro 1. stupeň ZŠ", "teacher_practice_years": "26 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1239", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation repeats itself during my work hours. When students work with different materials and create products that require concentration, patience, and students have to work according to pre-given instructions. If it is possible for the students to work according to their own imagination or their own model, which they create themselves, everything is fine. But if, for example, I assigned work with modeling clay, when they had to model a specific thing according to a template or we made 'recyclers' from waste material, such as toilet paper rolls, PET bottles, foil and the like, which the class had to present on Earth Day, so the problem arises. The boy consistently refuses to work on the assigned task and deliberately destroys other classmates' products. It also often happens to me that instead of the assigned task, the boy either does not hand in anything or his creation is something else entirely. Mostly it has some 'morbid or sexual' subtext.\n\nSituation (Anamnesis):\nThe boy is only diagnosed with ADHD, the parents refuse any further examination, as well as any psychological help offered by the school or any examination in a pedagogical-psychological consultancy. In other subjects, it manifests itself in inattention, failure to complete assigned tasks, and disrespect for authority. The boy lives in foster care.\n\nTeacher Intervention (Solution):\nThe boy consistently refuses to work on the assigned task and deliberately destroys other classmates' products. All the pupils were successful in their creations, and one girl even modeled an exact copy of the given model. When I praised the students for a job well done. The boy suddenly cried out and with a 'Huronian laugh' he ran towards the displayed products with incredible speed that could not be stopped and threw most of them to the ground. Unfortunately, many of them did not survive the boy's typhoon and were destroyed when they fell to the ground. The children were greatly derailed by the boy's act, including me. I'm on the whole, you could say a calm teacher, but at that moment the blood rushed to my head, I shouted at the boy that he was stupid and wanted to slap him. But at the last moment I stopped and returned my outstretched hand back to my body. I realized that 'getting angry means destroying your health because of other people's stupidity' and the teacher must maintain 'decorum' in every situation. But the given situation really turned me off.\n\nOutcome:\nAfter repeated incidents, I called the boy to my office accompanied by an assistant. Which is with another child, but he moves around the class more often than I do and often has a better insight into what is going on behind the scenes of the class. We talked about the whole situation in class, what happened. What could have caused such a reaction in him that he was able to destroy the products of others. That there are things that a person does for pleasure and what would make him happy, what he would like to create. The boy said he would prefer to create a working gallows. He did not want to answer any other questions. My assistant and I were amazed and in the next hour of work activities I included the production of a historical model of the city in connection with local history. Since our city had a feudal right in the Middle Ages, we created models of the town hall, the church, and finally the gallows itself. In class, we explained to each other what capital law actually means, and that in ancient times many criminals, thieves and murderers ended up on the gallows. I intended for the boy to realize that the way he behaves in class can lead to bad ends. I have been working in education for 25 years, but during my time in education I have never encountered similar behavior in a regular school. I think that the inclusion that took place recently in our education system was not very happy for many students, including teachers. There are students who require very individual care and access, and unfortunately, despite the number of assistants in schools, we cannot provide them in regular schools. Unfortunately, I don't know how to do it in that case and I consider it my pedagogical failure.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník ZŠ\nHobbies: Sport, bojová umění\nDiagnoses: ADHD\nDisorders: ADHD,Podvody,Lhaní,Neuznávání pravidel,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1239", "student_age_year": "11 let, 5. ročník ZŠ", "student_hobbies": "Sport, bojová umění", "student_diagnoses": "ADHD", "student_disorders": "ADHD,Podvody,Lhaní,Neuznávání pravidel,Ničení majetku", "teacher_approbation": "Mgr., učitelství občanské výchovy, přírodopis, pracovní činnosti, výtvarná výchova", "teacher_practice_years": "25", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/467", "content": "TEACHING CASE STUDY\n\nBackground:\nI was in charge of the corridor that day. The student was arguing with a classmate there, and the dispute slowly turned into shouting. I went to intervene and asked the girls to calm down. But the student snapped at me: \"You have nothing to order me around!\n\nSituation (Anamnesis):\nŽačka is very dominant in her group of friends and in most cases has the main say. She is taught that they give way to her in the family. Cases like this happen quite often.\n\nTeacher Intervention (Solution):\nAt first I was taken aback by the situation, but I quickly recovered and tried to forcefully remind the student who was the teacher and who was the student. \"I have something to tell you. You are in school, I teach you and I have responsibility for you.\n\nOutcome:\nŽačka quickly remembered after my strong reminder. She calmed down and we were able to have a normal dialogue. We settled the dispute and the girls went their separate ways. However, it had no effect in the long run.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: -\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "467", "student_age_year": "6 let, 1. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Manipulace", "teacher_approbation": "VŠ, učitelství pro 1. stupeň", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/122", "content": "TEACHING CASE STUDY\n\nBackground:\nknew in advance that this class was going to be a disaster, but I didn't know how big it would be. The end of the secondary school was approaching and I was carrying the corrected half-term papers to the freshmen. It was the decisive mark, for closing the marks. The student never coped well when he got a bad grade (4 or 5), and when I gave him a red 5 for the final paper, I expected a negative reaction. The class started like any other, registration in the classroom and then giving out tests. I usually ask someone to pass it out, but I didn't want the student to vent his anger on his classmates. I was about halfway through the pupil's test. When I gave him the test, he started sobbing. 'How like in five?!' he shouted 'Do you know how long it took me to study for this?! But that means I have to make repairs, again! No it does not!' I heard him, but because I knew he wouldn't be happy with his result, I lightly ignored his speech. And suddenly it happened! Out of nowhere, a terrible blow, the student threw the bench in front of him in a huge sense of injustice. All the girls screamed. He just flipped her over. Today I realize that it was wrong, but I blurted out immediately: 'Are you normal?' And my second thought was: Thank God he's sitting in the first pew and didn't hurt anyone. I realized the inadequacy of my question. I placed the remaining papers on the desk and in front of me and slowly walked over to the student. 'Student, try to inhale deeply and exhale slowly.' I walked slowly towards him and when he looked at me I was really scared. His face was all red, his lips were crooked and he was barely breathing. I went closer and he repeated: 'Breathe slowly..'. There was only anger in his eyes.\n\nSituation (Anamnesis):\nThe student is unfocused, most of the time he is not mentally present. Almost all items go through with 'scraped ears'. He is smaller than other boys, even some girls, which is probably why he goes to the gym - he compensates for his smaller height with muscle mass.\n\nTeacher Intervention (Solution):\nasked the pupil in the other desk to run for the gym teacher, who was also the guidance counselor. He trusts the student, they have individual meetings once a week to manage stress. I went to the student and tried to explain to him that the world is not falling apart. He immediately replied: 'How do they not crash? Do you have any idea what the hell this is?' 'I understand you're upset, but we can still try to work it out.' I tried to speak as calmly as possible, but I could hear my voice shaking. 'And how? The holidays are coming soon! And I won't have a closed year again?' 'You're right, but we'll sign you up for commission exams and you'll finish your math.' 'Like in the summer? I'm not going anywhere again, mother will want me to study...' During this sentence, the gym teacher came. I was immediately calmer when there were two of us. 'Hey student, what's going on here?' asks the gymnast. 'Everything's fucked up, that's what's going on here!' 'But, but young man, what were we saying about those expressions. Vulgarisms will not help us in any way.' 'Fine, sorry.' It could be seen that when the gym teacher came, the student calmed down significantly. The student collapsed on the chair, which, unlike the bench, was standing. The gym teacher offered to talk about it in his office. Of course, I released the student from the rest of the lesson (or from the last 5 minutes) and believed that the gym teacher would handle it all. After all, they work together some Friday.\n\nOutcome:\nreally didn't know what to do. I was expecting an exaggerated reaction, but it didn't really occur to me that furniture would fly. 'Fortunately' this was such a big deal that we finally convinced the pupil's mother that the boy needed professional help. Since then, the student regularly attends the PPP, where he visits a psychologist who does various stress management exercises with him. We also agreed with the pedagogic council that it would be appropriate for pupils to 'create' tutoring groups after school, specifically for 'problematic' subjects - M, ČJ, ANJ etc.\n\nStudent Profile:\nAge/Year: 17 let, 1. roč.\nHobbies: Videohry, skateboard apod.\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "122", "student_age_year": "17 let, 1. roč.", "student_hobbies": "Videohry, skateboard apod.", "student_diagnoses": "", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "", "teacher_practice_years": "Přes 20 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe family from the village had their two children and at the same time adopted two more children. One of the adopted children was blind and the other child they adopted was both blind and deaf. The student was exceptional in his family in terms of knowledge, but in ours he was very below average. In my opinion, his parents were mainly to blame for the given situation, as they did not have time to pay attention to the student and discuss the subject with him at home. The student in question did not master the subject. He couldn't concentrate. However, it wasn't just that he didn't understand the subject matter, no one studied with him at home and we were mean to him. We wanted to help him and discuss the curriculum with him and help him manage what he has, but he didn't want to. From his side, it was very clear that he was not interested in studying and was not even trying to do anything himself to keep himself in school. He didn't mind getting bad grades, he didn't care. He was problematic in this regard from the first year, when he entered the gymnasium, but everything culminated in the fourth year, when he really couldn't be helped.\n\nSituation (Anamnesis):\nThe student was an introvert, he went to school downright dirty and smelly, so you could see that he was very neglected, below average in his class, quiet, not trying, without any interests, in short, he didn't want to do anything and didn't enjoy anything. He really stood out in class because of his 'knowledge'. His class was very clever, hard-working and problem-free.\n\nTeacher Intervention (Solution):\nOf course, several teachers had a problem with the student in question, in fact all of them who taught him. First, I talked to the student myself, but of course it didn't lead anywhere. After that, I contacted the parents to see if they could come to the school, that I would like to talk to them. By the way, in the entire 4 years that their son studied at the gymnasium, they were at school for class meetings about 2 times. However, the parents did not communicate at all. The agreement between the parents and the school has totally failed.\n\nOutcome:\nWe had to constantly nag the parents because we had to solve the pupil's disadvantage and the whole situation. However, they still did not want to arrive, nor to solve the situation in any way. After a few weeks, they only called to say that they were taking their son home and deregistering him from our grammar school. So the situation ended with him being taken out of school.\n\nStudent Profile:\nAge/Year: Kvarta, 15 let\nHobbies: Žádné zájmy\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1131", "student_age_year": "Kvarta, 15 let", "student_hobbies": "Žádné zájmy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Ch, M", "teacher_practice_years": "34", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1295", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a student in the 7th grade and she also started having problems during online classes. She didn't contact us for about 14 days until those hours. She was a student who transferred to us from another school in the 6th grade and applied to the language gymnasium in the 7th grade. But she didn't get the hang of it, and in combination with the online teaching, she completely lost it. She lost her self-confidence and motivation to learn, and her grades dropped dramatically. She had big problems with math because she couldn't keep up with the connections. We also discussed it with the mother and the pupil, then we discussed with the educational committee. The student kept promising that she would improve, that she would handle it. So somehow we made it to the end of the 7th year, but there was a terrible drop in the results. Well, in the 8th grade she started to have mental problems, she couldn't participate in the team and her attendance started to drop. Her friends changed their relationship with her, because as she was not involved, they simply separated.\n\nSituation (Anamnesis):\nStudent in the 7th year of elementary school, rather introverted, shy, quiet, group of a few friends, raised only by her mother, above average academic results, application for gymnasium.\n\nTeacher Intervention (Solution):\nWe constantly pressed the mother and emphasized the importance and seriousness of the problem. The mother and daughter visited the doctor and managed to get back together in terms of health. But she had some problems, so she was exempted from physical education. Due to high absenteeism, she did several delayed classifications in the first half of the 8th grade, and by the end of the 8th grade she had settled in nicely, she tried to finish all the tasks we assigned her on time. It was also a big shift that she started communicating with teachers about when she needed help with the material or to finish some of the assignments.\n\nOutcome:\nThe student is now in the 9th grade, her attendance is very good and her grades have improved a lot. She got used to the fact that when she has a problem with something, she has to come to the teacher and solve it. We are still in close contact with the mother, when, for example, the daughter says that she is going to the doctor, we verify it with the mother and do not believe only the girl. It always has to be in writing, so the mother always at least sends a text message. He also continues to visit the educational counselor and the school psychologist, in the form of such checks and we monitor whether everything is in order. I also always look during the break and see if she is involved in the team, if she is talking to someone and so on.\n\nStudent Profile:\nAge/Year: 13. let; 7. ročník ZŠ\nHobbies: Čtení, kreslení\nDisorders: Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1295", "student_age_year": "13. let; 7. ročník ZŠ", "student_hobbies": "Čtení, kreslení", "student_diagnoses": "", "student_disorders": "Psychické problémy", "teacher_approbation": "Titul Mgr.; občanská výchova, tělesná výchova, výchovné poradenství", "teacher_practice_years": "31", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/861", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation began when I witnessed the problematic behavior of a girl in the eighth grade. This situation lasted for almost three quarters of a year and in the end we did not manage to resolve it. The girl was part of a smaller class of around 25 children, and she was not the only one with problems. There was a group of three girls in the class who stuck together and she was one of them. Her behavior was fine until puberty hit and hormones began to affect her behavior. At that time, her parents, who were divorced or never married, did not behave properly. The girl lived with her father and grandmother, while her mother was not interested in her and did not communicate with her at all. In the seventh grade, the girl learned that her mother lives in Slovakia, has a new family and two small children with a new partner. This information, along with puberty, led to her becoming unmanageable. The grandmother tried to guide the girl, but she became her enemy. The girl ran away from home, did not respond to instructions at school and did what she wanted. For example, when she was tired, she would simply lie down on the bench and sleep, or she would read out loud to the whole class regardless of the teacher's reprimands.\n\nSituation (Anamnesis):\nAs part of the solution, we tried to write an individual educational plan, but the girl did not go to the evaluation and made it clear in her words that she was not interested. She was unhappy and her reaction was to cause problems for everyone around her. She felt bad and tried to make others feel bad too.\n\nTeacher Intervention (Solution):\nIn the end, she was placed in a diagnostic institute, where she first commuted and later slept there. However, she ran away from there as well, and we saw her several times at the train station after school. The grandmother did not want the girl to be in an institution, but social services took over the case from the school and ordered her stay in the institution. The girl spent the last quarter of the eighth grade there without the possibility of going out, because she did not return after the weekends.\n\nOutcome:\nThe school tried to solve the situation, but neither the individual educational plan nor the reduced behavior grade did. In the end, the social service had to intervene, which has more powers, including working with the family, which the school cannot. The girl should now be in her third year of high school, but she no longer reports to us. Although we have met several times, he does not want to talk to us anymore. This case shows that the school has limited options and without the cooperation of the family and the will of the child, solving problems is very difficult.\n\nStudent Profile:\nAge/Year: 8. třída ZŠ\nHobbies: Šikovná\nDisorders: Lhaní,Podvody,Záškoláctví,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Support, Interview, Cooperation with experts\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "861", "student_age_year": "8. třída ZŠ", "student_hobbies": "Šikovná", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Záškoláctví,Ničení majetku", "teacher_approbation": "Mgr. Matematika, Fyzika", "teacher_practice_years": "29", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1460", "content": "TEACHING CASE STUDY\n\nBackground:\nThe end of the school year was approaching, I was then a class teacher in the 9th grade. At the end of April, a colleague came to me asking if I had noticed any unusual behavior in the student. It was an alleged disturbance in class. Nothing like this happened in my classes before. Asking about the student's behavior, I gradually went around the other colleagues to find out if it happens in other classes as well. A few of them told me they noticed this behavior too. So I started to pay more attention to the student. After about a week, the student started to disturb my lessons as well, he stopped completing the assigned tasks. For example, it was always enough to call him by name and he stopped this behavior and worked in an exemplary manner for the rest of the class. Once in my class, even after being reprimanded, the problematic behavior continued.\n\nSituation (Anamnesis):\nShe was a ninth-grade student who, throughout her studies at the 2nd level, was among the talented and interested in education. She regularly participated in school events and competitions across subjects. She was rather quiet and very honest in class. She was talkative among her friends, but she didn't have many. During the period when her disruptive behavior was being addressed, she also had a few changes in her appearance. She cut and dyed her hair and changed her dressing style.\n\nTeacher Intervention (Solution):\nAt first, I began to pay close attention to all the unusual behavior. For more information, I really bypassed most of the teachers who taught the student. Thanks to this, I had the opportunity to notice specific manifestations better. Since it was always enough to reprimand the student once and his disruptive behavior only lasted for a short time, there was no reason to deal with it further. However, after about 2 weeks, the situation still did not improve and he even repeatedly interrupted the English class I was teaching. I warned him twice, the third time I didn't respond. It seemed to me that he was somewhat confused by this reaction. When the class ended, I asked him to come to my office for a while after lunch. I deliberately chose a time when no other teacher was in the office and the interview could be confidential. The student admitted that his behavior was caused by the fact that he liked a classmate and he wanted to impress her. Allegedly, she didn't pay attention to him as much as he would have liked and that's why he tried it by disruptive behavior in class, because when the teacher warned him, the classmate turned to him and noticed him. I listened to the student, consoled him, and together we came to the conclusion that interrupting is not a suitable method to interest a classmate.\n\nOutcome:\nThis resolved all unwanted behavior and did not reoccur.\n\nStudent Profile:\nAge/Year: 15, 9. třída\nHobbies: Fotografování, hra na housle\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1460", "student_age_year": "15, 9. třída", "student_hobbies": "Fotografování, hra na housle", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, NJ", "teacher_practice_years": "9", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1127", "content": "TEACHING CASE STUDY\n\nBackground:\nEven before the beginning of the year, I was less afraid of the arrival of a student who comes from abroad. When I talked to his kindergarten teachers, they said that he is smart, can learn everything, and will soon catch up with the other children in everything. Since the boy comes from Ukraine, I also had to prepare a little, I learned a few basic words in Ukrainian to make his arrival at the Czech school at least a little easier. But I was in for a big shock on the first of September, the boy came to school, he didn't have any aids, even though his family received a list of aids, but most of all he didn't know a word of Czech. However, I still tried to integrate the student among other students. But since Honza did not understand anything, he began to annoy and distract the other pupils; beating them, he still just wanted to play, dropping things on the ground. I had to start solving this situation, because it was 1st grade, which is very important for children and it is a big leap in life for them.\n\nSituation (Anamnesis):\nThe student is 6 years old, so he is younger than most of the children in the class, he is perceptive, but I see symptoms of ADHD in him. Other children in the class try to do what I tell them and what they have, they are receptive and want to learn new things.\n\nTeacher Intervention (Solution):\nwasn't sure how to solve this problem, teaching a foreigner who doesn't know a word of Czech, I've never met in my career. I didn't want the boy to disturb and harass the other children, the children tried to help him themselves, but the boy didn't even listen to them and refused to help, preferring instead to throw the children's case off the table. I started to solve the problem in more depth, I called the nurse at the school, with whom he lives, I tried to explain to her that the student must also be taught Czech at home. The next day, the student brought a cell phone to school, I read in the diary that he said he had it on a translator so he could communicate with the class, of course it didn't help, and the student played games on this phone the whole lesson. That's why I decided that it can't go on like this, I met with our school counselor and the headmistress of our school and introduced them to this problem, we agreed that the student must go back to kindergarten because he is not yet mature enough , both mentally and in age, to come to our school. So I called the kindergarten from which he came to our school, but there they told me that they did not want the student back, because just as he misbehaved at school, he also misbehaved in kindergarten. That's why I called other kindergartens in our immediate vicinity, they told me the same thing, that they can't work with a child who doesn't speak Czech.\n\nOutcome:\nIt follows that the situation was not resolved in any way, the student was not wanted anywhere, so he stayed at our school. He continues to distract the children and the language barrier is not getting too thin, but his sister is interested in his education and therefore signed him up for a Czech language course for children, so we'll see if this will improve the situation at least a little. I think that I tried to solve this problem correctly, as I should, but the result was not satisfactory and I am still not satisfied with it to this day, even though I actually feel sorry for the student.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída ZŠ\nHobbies: Zájmy žáka nejsou učitelce známy\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Failure to attend class\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1127", "student_age_year": "6 let, 1. třída ZŠ", "student_hobbies": "Zájmy žáka nejsou učitelce známy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "32 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/802", "content": "TEACHING CASE STUDY\n\nBackground:\nwas a class teacher in a small school. I taught 5 first graders and eight second graders in one classroom. Among the freshmen was a 6-year-old boy. A submissive boy who tried to keep up with the other boys in the class. He wanted to be liked and drew attention to himself by frequently interrupting classes. Such a \"class clown\n\nSituation (Anamnesis):\nThe boy was led to obedience at home, \"by the commander\n\nTeacher Intervention (Solution):\nAt the beginning of the school year, we set rules of behavior with the children, which everyone signs manually. I repeatedly referred to these rules. However, the boy often could not contain himself. I got in touch with my mom, who was very accommodating. Intensive cooperation with the mother helped both parties a lot. For about two months, she waited in front of the school every day and I reported to her how the rules were followed that day. She then evaluated the behavior with rewards and punishments. Later we saw each other about once a week, until it was no longer necessary at all. The boy knew very well that his mother would find out about everything that happened at school. And that he will solve it.\n\nOutcome:\nThe boy can perceive things in context and is sensitive to the needs of other children. Realizes that disruptive behavior affects all children in the classroom and tries to control it. He was able to internalize the set rules and tries to follow them. The choice of a new hobby also helped a lot - he started going to the Boy Scouts.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: skaut\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "802", "student_age_year": "6 let, 1. třída", "student_hobbies": "skaut", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "Učitelství 1. stupně, specializace HV, rozšířené o obor AJ", "teacher_practice_years": "15", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/513", "content": "TEACHING CASE STUDY\n\nBackground:\nOn the day it happened, the disciple was very tired. School that day was long and demanding subjects. It was already the last lesson, during which the children had the task of copying some text. First, everyone went through it with the teacher, and then everyone just had to rewrite the text themselves. It was nothing difficult. All the kids had already finished and he had hardly even started. However, the rest of the lesson was based on that, because you had to wait for everyone to finish writing. I decided to sit down with him and somehow finish the task together. But he simply did not want to write it at all. All of a sudden he 'locked up' and couldn't be moved. After the whole day, I had had enough too, as it was not his first misstep of the day.\n\nSituation (Anamnesis):\nThere are several children in the class who have attention problems and are more 'lively'. Which quite often causes difficulties during teaching. But otherwise, I think that the children have good relationships with each other and respect each other.\n\nTeacher Intervention (Solution):\nAt that moment, I didn't know how to solve it. I needed him to finish everything and realize that he needed to listen. So I raised my voice at him to let him know that me and the teacher have the last word, and he has to respect that.\n\nOutcome:\nThe student rolled his eyes at me, because he is probably not used to someone raising his voice at him. And suddenly he started crying. At that moment, I immediately realized what I had caused. I was aware that I had handled the whole situation completely wrong and that now there was no way to resolve the situation. However, after a while I managed to comfort the student. I apologized to him for yelling at him. However, in order for him to understand that he forced me to do it, I explained to him why I had to raise my voice at him. I think it went well in the final. Even then he completed the assigned task. But for a long time I regretted not keeping my nerves in check.\n\nStudent Profile:\nAge/Year: 4.ročník\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Agrese,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "513", "student_age_year": "4.ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Agrese,Arogance", "teacher_approbation": "Vysokoškolské", "teacher_practice_years": "2", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/634", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter graduating from university, I started elementary school in a smaller town. I taught geography in several classes and also in the eighth grade, where there was a conflict. There was a student in this class who refused to work in class, rocked in his chair and made loud comments about my teaching skills. At first, I tried to talk him out of it and involve him in the work with the rest of the class. Some classmates occasionally joined in his inappropriate behavior and thus disrupted the entire class. After about two months, I couldn't control myself anymore and uttered the sentence: 'Please stop acting like an idiot immediately'. The student stood up and said: 'She went too far!' and left the class. It didn't even take an hour and I was invited to the principal, where both the student's parents, the student and the guidance counselor were waiting for me. I was reprimanded for inappropriate behavior and had to apologize. My warning about the student's inappropriate behavior was not taken into account. Until the end of the school year, the student continued his behavior with a smile and disrupted the teaching of the entire class.\n\nSituation (Anamnesis):\nThere was a tense atmosphere in the class, as some classmates tried to imitate this student. They were impressed by his behavior, they admired the branded clothes and the overall background, as he came from a rich businessman's family.\n\nTeacher Intervention (Solution):\nThe solution to the problem consisted only in my apology to the student and his parents. The student's behavior, even if it was negatively manifested by other teachers, was not addressed and overlooked, which, in my opinion, was also caused by the fact that his parents were important sponsors of the school.\n\nOutcome:\nI realize that I behaved unprofessionally and should never have said the sentence I said in anger. On the other hand, I think that the student's inappropriate behavior should have been addressed, as failure to address it led to its deterioration and the side effect of support.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: hraní počítačových her\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "634", "student_age_year": "14 let, 8. třída", "student_hobbies": "hraní počítačových her", "student_diagnoses": "", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "Magisterské studium pro druhý stupeň ZŠ, aprobace informatika a zeměpis", "teacher_practice_years": "15 let", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1117", "content": "TEACHING CASE STUDY\n\nBackground:\nI like to remember the time when I started learning and I briefly jumped in the seventh grade. The boy was from a weaker family, his mother was alone with him and could not handle him, his father abandoned them. The student wasn't very intelligent either, so the interference matched that. He yelled a lot, was rude, refused to cooperate, and so on. In fact, our biggest task was not to let him fail, because in his case it would not be beneficial at all.\n\nSituation (Anamnesis):\nThere were a lot of children of Vietnamese nationality in the class, so they basically formed their own groups that didn't communicate much with others, so this problem student didn't even have friends there. The boy was so disruptive in all my classes all day that only about half of the planned curriculum was covered. After the third lesson, I no longer knew how to calm him down during class, so I had to call him into the office.\n\nTeacher Intervention (Solution):\nAfter the student came to the office, I had a friendly talk with him. I kindly asked him why he was interrupting so much, if he was bored and what I should do to make him calmer in class. When the boy understood that I did not want to scold him, but on the contrary I wanted to give him a helping hand, his behavior suddenly improved. I realized that the boy did not have many friends and lacked a stable male role model, so I continued to try to support him in this sense, at least within the school grounds.\n\nOutcome:\nprobably didn't manage to achieve a long-term result, but I can't properly assess it, because I was only a substitute at that elementary school. In the short term, however, the pupil stopped disturbing the lessons and we started talking more about breaks. I found it almost miraculous how little is enough to resolve such a situation.\n\nStudent Profile:\nAge/Year: 13\nHobbies: sport a celkově pohybové aktivity\nDiagnoses: ADHD,Lehké mentální postižení\nDisorders: Rušení výuky,Vulgární vyjadřování,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1117", "student_age_year": "13", "student_hobbies": "sport a celkově pohybové aktivity", "student_diagnoses": "ADHD,Lehké mentální postižení", "student_disorders": "Rušení výuky,Vulgární vyjadřování,Odmítání spolupráce", "teacher_approbation": "Magisterské; ČJ, RJ, HV", "teacher_practice_years": "10", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1345", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka behaved completely calmly, he did not draw attention or criticize his behavior. When it came to her roommate's money being stolen, she acted surprised and bad, I know she was just faking it. She fit into the behavior of the class and discussed with the others when this might have happened. When the students came to me during the last recess, we tried together to figure out when the money could have been stolen. During the next two weeks, I tried to solve the situation using the instructions I learned during the educational counseling and ethics training, where the first week we did an exercise that the students did not know was related to theft. I asked them questions about their conscience and finally I asked the question of whether he had stolen the money. During that time, I watched the reactions of the pupils, among whom five pupils met the conditions, including this particular pupil. Fidgeting, nervousness and avoiding eye contact.\n\nSituation (Anamnesis):\nThere was a friendly relationship between the girl who stole and the one who was stolen from, so the whole situation was resolved in secret and I actually knew who was the culprit, only me and the guilty pupil. She felt bad and didn't know how to solve this whole situation. When I asked her why she actually did it, whether there was any dispute between them, she replied that no and that she herself did not know why she did it.\n\nTeacher Intervention (Solution):\nIn the privacy of the office, where the pupil confessed to me about the theft, we continued with the agreed solution, namely that she must return the money. She also agreed with that. I asked if she needed some time to return the money, when it was a considerable amount in conversion of around CZK 5,000. To which the pupil said no, that she did not spend the money out of a bad conscience. So we agreed that she would return the money to her friend's table during lunch break in an envelope with no description and I would tell the whole class that the thief confessed and left the money on the table. Which I verified later and asked a specific pupil if she had received the money, to which I received a positive answer. Žačka was happy that the money was returned to her and did not deal with it further.\n\nOutcome:\nsimilar situation did not repeat itself, the student continued her studies as before and the whole class continued until graduation without incident. From my observation, it didn't affect the classroom climate either, no one suspected anyone or got angry. The student friends graduated without any problems and at the last school reunion after 5 years they are still good friends.\n\nStudent Profile:\nAge/Year: 17/2 sš\nHobbies: -\nDisorders: Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1345", "student_age_year": "17/2 sš", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Krádeže", "teacher_approbation": "Phd.", "teacher_practice_years": "38", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/791", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student repeatedly forgot aids (workbook, exercise book, textbook). She could not work together with others in class. She refused substitute work. She arrogantly refused to agree.\n\nSituation (Anamnesis):\nThe student appears self-confident, extroverted, a strong personality, a speaker, willing to help in a group of students or friends, outwardly strong, at the same time questioning authority. It can be assumed that her rebellious behavior is a manifestation of her family situation and personal mood. Sometimes he doesn't get things done. Her will to fight adversity is positive, but sometimes she needs support, professional care. The negative is the rejection of the authorities who are responsible for her and want to pass on important experience and competence to her life. A friend-level approach is possible, which unfortunately the school does not have the capacity for, as this would disrupt discipline. She benefits from professional individual care, e.g. a stay in a sanatorium.\n\nTeacher Intervention (Solution):\nSince the student refused the alternative solution, an interview with the student followed. It was necessary to convince her of this situation. By not completing tasks, forgetting, contradicting, she disrupts teaching, discipline in the classroom and deprives herself of the opportunity to learn important skills. I asked her to propose a solution. She answered me \"I don't know\n\nOutcome:\nThe situation was not resolved because she repeatedly did not carry the aids with her throughout the year. I let her be after that.\n\nStudent Profile:\nAge/Year: 9. ročník\nHobbies: počítač, móda, hudba\nDisorders: Psychické problémy,Neuznávání pravidel,Lhaní,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "791", "student_age_year": "9. ročník", "student_hobbies": "počítač, móda, hudba", "student_diagnoses": "", "student_disorders": "Psychické problémy,Neuznávání pravidel,Lhaní,Arogance", "teacher_approbation": "Mgr., Čj, Nj, dějepis", "teacher_practice_years": "30", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/117", "content": "TEACHING CASE STUDY\n\nBackground:\nMy art club is attended by various children who tend to be very special. However, one pupil surpasses the others in his speech. He very often disrupts my class, jumps into my lecture and is restless. Personally, I think it's mainly because he's extremely intelligent and if he's not occupied enough, he gets bored. He knows history above all, that is his greatest passion.\n\nSituation (Anamnesis):\nIn the last lesson we had together, I gave the students a task in which they had to listen to the sounds of water and capture the feelings through colors on paper, because our year's theme is water. However, the student spewed out one historical knowledge after another. As he recounted his knowledge, the rest of the class began to react mockingly that he was not a pond founder but a fisherman. The student became restless and a dispute arose in the class. The student is very intelligent and carries an overload of information. This forces him to ventilate them frequently. He is the son of my colleague, but of course that has no effect on my attitude towards him. He is most interested in history, currently the Renaissance period. He often gives long historical lectures to the class. The class usually reacts passively, especially at the beginning of the year, when they still don't have full glasses. However, he is sometimes the target of ridicule. Above all, boys his age would rather solve football than history. I try to respond with sufficient interest, but at the same time clearly define the boundaries beyond which he is no longer allowed to enter.\n\nTeacher Intervention (Solution):\nSo I decided to solve the situation and instructed the team to incorporate historical information into their 'water' works. It seemed to me that both areas are very connected thematically. The situation in the classroom calmed down and everyone concentrated on their own work. At the end, we sat in a circle around the finished works and evaluated the work together. I even gave the student space to explain historical facts to us. My goal was to unify a polarized group.\n\nOutcome:\nI feel that this activity was a success, it even led the class to a joint discussion and lightened a negative situation. In a similar way, I try to solve all conflicts, focus on their individuality and work with it.\n\nStudent Profile:\nAge/Year: 11 let, 5. Třída, 3. ročník ZUŠ\nHobbies: historie, výtvarná výchova, hra na klavír\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "117", "student_age_year": "11 let, 5. Třída, 3. ročník ZUŠ", "student_hobbies": "historie, výtvarná výchova, hra na klavír", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "biologie, výtvarná tvorba pro střední školy", "teacher_practice_years": "osm let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/741", "content": "TEACHING CASE STUDY\n\nBackground:\nOnce we had an art class. When we cleaned the classroom, the student went to wash his brushes and hands. As he walked away from the sink, he wiped his hands on the back of my T-shirt with a laugh. It totally shocked me. I couldn't even react. I just told him in case he was crazy. He just laughed saying it was just a joke. I didn't know what to do about it, so I went to the classroom teacher's office and explained the situation to her. The class teacher was also shocked by this, but it was nothing so strange for this student. She said we would deal with it in class, which was scheduled for the last class of the day.\n\nSituation (Anamnesis):\nThe student lives only with his mother and older brother. His mother spoils him very much and tolerates and allows him everything. He can play computer games and has no responsibilities. His grandparents also play a role in his upbringing, who also spoil him a lot, giving him money for computer games that he buys even if they are not suitable for his age group. The student has no awareness of the rules of decent behavior, is very self-centered and cannot empathize with other people's feelings. This causes, among other things, his conflicts with his classmates in class. Sometimes, for example, he jumped on a classmate's back during a break, and he didn't expect it, and he didn't like it. That's how the conflict arose. Or he often brought to school expensive toys that were currently in fashion, he bragged about them, but he didn't want to lend them to his classmates. He couldn't understand why no one wanted to be friends with him.\n\nTeacher Intervention (Solution):\nIn the aforementioned class lesson, the teacher started talking about our incident from art education. The other students confirmed that they saw it. The student didn't even deny it because, as he himself claimed all along, he saw nothing wrong with it. From his point of view, it was a joke. However, the classmates looked outraged, as did the class teacher. He somehow realized that it really wasn't funny and then apologized to me.\n\nOutcome:\nThe student apologized to me and did not do anything similar to me or my classmates in the following months either. He did not cause any heated situations, however minor disagreements and misunderstandings with classmates continued to occur. The student still had reserves in understanding social relationships and interactions.\n\nStudent Profile:\nAge/Year: 10 let , 4. třída\nHobbies: Počítačové hry\nDisorders: Arogance,Slovní agresivita,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "741", "student_age_year": "10 let , 4. třída", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Arogance,Slovní agresivita,Provokace", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1082", "content": "TEACHING CASE STUDY\n\nBackground:\nhave a student in my class who lives only with his father. Over the course of the past year, he began to miss school more and more. When I asked where he was and why he was absent, he always gave me different reasons, for example, he was sick, nausea, family reasons and the like. I advised him that his hours were unexcused and his father needed to excuse the hours in our system, preferably as soon as possible. Days, weeks passed, and still no apology. I know that sometimes it happens that a student or a parent inadvertently forgets, so I reminded the student of the situation. He told me that father was away whenever he wanted to tell him about the excuse and that he would definitely excuse the class in a little while. I decided to write to the student's father myself. I explained the situation to him in an email, to which I immediately received a reply that he had no idea about his son's attendance.\n\nSituation (Anamnesis):\nThe student comes from an incomplete family.\n\nTeacher Intervention (Solution):\nThe father is not a problem person, he just supports his son alone and is not at home in the morning, so the son took advantage of his absence and stopped going to school. After warning the father, he excused the lessons and the pupil started coming to school.\n\nOutcome:\nThe problems stopped and nothing like that happened again.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1082", "student_age_year": "13 let, 7. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "Mgr.", "teacher_practice_years": "4", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/831", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student didn't turn in his homework the first time, so I asked him why. He replied 'I don't want to go to this school at all, I only come here because of my parents. Anyway, I'll probably transfer to another field, so I won't deal with it.' I replied 'Okay, well I can give you Nko for that if you want. But do you realize that you're closing the door on yourself if you end up making a different decision and not transferring to another school?' The student just replied 'yeah, I don't want to be here.' Non-fulfilment of tasks was subsequently repeated.\n\nSituation (Anamnesis):\nThe student had a below-average result, he was well integrated into the team, the overall atmosphere of the class corresponded to the first year of secondary school - that is, they had not yet formed solid groups, they got along well.\n\nTeacher Intervention (Solution):\nThe student was reminded several times that in order to successfully complete the subject, it is necessary to complete even small homework. He completed the tasks at first, but not anymore. The teacher suggested other activities for him - ways to get extra grades so he could be graded at the end of the school year. But the student was not interested. What the teacher would change: In retrospect, the teacher would try harder to explain to the student what the various tasks are for, why it is good to improve his English, what they will help him with even if he wants to transfer to another school.\n\nOutcome:\nIn the short term - the student just shrugged his shoulders, he was not interested in doing anything at school. In the long run - The situation did not improve much, the teacher did not manage to correct the situation. The student had the same problems in other subjects.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník\nHobbies: Počítačové hry, Marvel, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "831", "student_age_year": "16 let, 1. ročník", "student_hobbies": "Počítačové hry, Marvel, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr", "teacher_practice_years": "3", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/120", "content": "TEACHING CASE STUDY\n\nBackground:\ntook a vocabulary test, very short, basically it was just a review of the last few hours. I alerted the students to this small test a few lessons in advance, so that they had at least a week to learn or repeat the material, and it was really just a repetition. After checking the results, I had to give three students based on their test results. These were pupils who are normally very active, clever, hardworking in class, there is usually no problem with them, but they underestimated their preparation for this test and did not prepare. This is a number one player. After the corrected tests were distributed, one by one they came to me asking if they could correct the test in the next lesson. That they don't want to get bad grades. So I explained to them that it doesn't work like that, that the test was announced well in advance, and that it was a discussed substance, nothing new. I rate it as a problem because the students should have been prepared for the lesson and the test and not to insist on me after it was corrected. At the same time, however, it is the otherwise skilled students who underestimated the test the first time. I was in a dilemma. Give them a chance to correct the test or let them learn from their mistakes and prove to me that they know the material on the next test. In the end, I left it so that they would not correct the test and that they would improve their grades by taking another test and working in class. But for a long time I hesitated whether I did the right thing. Even though the problem I was solving was based on their unpreparedness, it rubbed off on me. To give a chance when I know they are mostly reliable or not to give a chance as they had plenty of time to do so.\n\nSituation (Anamnesis):\nMost of the time the students are problem free, clever, hardworking and hard working, but they completely flunked this test and insisted on solving the problem by giving them another second chance.\n\nTeacher Intervention (Solution):\nI solved this particular situation by agreement with the students. I explained to them that the problem stemmed from their underestimation of the situation. That the test was announced a long time in advance and was not demanding. We agreed that he would improve his grade in the next test, for which he would prepare honestly.\n\nOutcome:\nHowever, the same incident was repeated with the following test, the problem occurred with other pupils. The situation proceeded similarly, and pupils with a bad test result lost motivation. It all stems from not being prepared for the lesson and then insisting on the teacher to correct the grade in the next lesson.\n\nStudent Profile:\nAge/Year: Pátá třída základní školy\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Agreement\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "120", "student_age_year": "Pátá třída základní školy", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysoká škola, dosažené magisterské vzdělání (anglický jazyk)", "teacher_practice_years": "15", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/657", "content": "TEACHING CASE STUDY\n\nBackground:\ncase that I dealt with according to the rules, but in my opinion unsuccessfully, happened in 2017. I was a fifth grade teacher at a multi-year high school, so they were freshmen aged 16 and 17. We didn't really manage to establish a relationship with the class, because I was already in the second grade and the students always saw me as a substitute. I got over it and still tried to make myself happy and become someone they could trust. I only managed to do that in the third grade. In the fifth grade, I had a student who tried hard, and from the first grade he was getting the worst threes on his report card. His grades got worse in the 'higher gym' and at first I attributed it to puberty, but then I started to notice that he was suspiciously often absent. When I looked at the excuse sheet, I saw only one-day illnesses and nausea, normally I do not make any reservations against these types of excuses, because I understand that the students need to rest and that it is simply too much for them. Parents probably wouldn't write the excuse 'he was mentally exhausted' and so often I see headaches and nausea. The main problem was that he was absent almost all the time and I was afraid that he wouldn't be able to finish the subjects due to an absence of more than 25%. At first I thought he might be suffering from depression, but he didn't give up his hobbies, and I attributed the dark clothes and washed-out sweatshirts to the fact that he liked rock and metal. In October, I called him into my office and tried to talk to him. The student promised me that he would pay attention to everything and that he would try not to miss anything. This attitude lasted him no more than a week, and when he returned to his dorms, I called his mother. When I was looking for an email for my parents, I noticed that only the mother is listed as the legal representative everywhere, and I learned from my colleagues who taught fifth grade before me that the father gave up this title. It was the first indicator for me that something was wrong.\n\nSituation (Anamnesis):\nFrom the conversation with the mother, I expected information about the student's mental state and a proposal for a solution. I remember when my mother came into the office. As soon as she spoke, it was clear to me that she was on top of her problems - I could smell the alcohol on her. I tried to excuse her in my head, perhaps she was out drinking with colleagues and forgot about the meeting, but this theory was immediately refuted by a colleague who knew her personally. After our very short conversation, I found out that the mother had not seen the pupil's letter of apology since the beginning of the year and that, according to her, the solution should be entirely up to me.\n\nTeacher Intervention (Solution):\nAs she was leaving, she promised me that she would watch over her son and talk to him. The arrangement probably didn't help much - neither from my mother, nor from me. Since unexcused hours were added to excused hours, I solved everything according to the rules. First, I promised him a reprimand from the class teacher, then a reprimand, and later I resolved everything with the social workers. Towards the end of the semester, the student was under the supervision of a 'social worker', teachers and allegedly also his mother. Unfortunately, none of this helped.\n\nOutcome:\nHe didn't go to school again in the second semester, but at least he apologized for everything. But that didn't help him and the student got in more subjects than he thought. When he had a chance to fix it, he didn't show up. I think we even overstepped our bounds and contacted him personally during the holidays when he promised us that he was on the mend and learning. But he didn't really study for the make-up exams, he didn't show up for them, not even for the replacement dates. He finished his studies and went from a candidate for college to someone with a primary school education. In retrospect, I blame myself for not persuading my mother to visit a psychologist (I suggested, but my mother refused psychologists and psychiatrists) and for not trying harder. At the same time, I realize that I acted in accordance with the school rules and my powers.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "657", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/636", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened on one of the usual, but quite demanding stressful days. I had a different class every hour and the children were very naughty. The lesson has started in the class in which I am the class teacher. The children shouted at each other, did not listen, did not perceive my admonitions. The class started and they started to communicate quite normally. I was explaining the material and the guys in the back pews started laughing and interrupting, again. One student took out his snack and started eating, rustling the bag it was in. I warned him, but he didn't listen. He rocked the chair, inflated the bag and popped it. Unfortunately, my nerves snapped and I started yelling at him across the class: \"Do you have to eat all the time?!\" That's why you're so fat!\n\nSituation (Anamnesis):\nAll the students were unruly, so I didn't know what to do with them. Otherwise, on normal days, they are not so naughty. Yes, it's not the best, but it's not terrible either. The student in question belongs to a group of boys who are the leaders of the class, therefore he likes to draw attention to himself, he is such a class comedian, but he can also be very clever and hardworking.\n\nTeacher Intervention (Solution):\nHonestly, at the given moment, when I started yelling at the student, I did not realize that it could humiliate him so much. So I reacted thoughtlessly and simply shouted the aforementioned. I was already pretty exhausted mentally that day and this was the last straw. On the other hand, after this incident, the whole class calmed down and we could continue to work and discuss the material I had prepared. Taking my anger out on one student probably wasn't the best idea, but it served its purpose.\n\nOutcome:\nAfter the incident, all the anger left me, but instead, minor regrets came. The students then worked as they should and the lesson went in the right direction. Everyone worked well together and no one was disruptive. Just looking at the student, I felt that he was really sorry for what I said to him. He didn't make eye contact with me for a while and didn't even show himself like he had in the previous hours. On the one hand it was very good and on the other hand it didn't come under the right conditions. Over time, everything returned to normal.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nHobbies: Čas strávený s kamarády, fotbal, parkur\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "636", "student_age_year": "10 let, 5. ročník", "student_hobbies": "Čas strávený s kamarády, fotbal, parkur", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "Magisterský titul, aprobace: Český jazyk a Občanská výchova", "teacher_practice_years": "31 let", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/370", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation that I noticed with the student began to be resolved more in January of this year. The girl had problems with both face-to-face and distance learning. She also often didn't carry assignments. Her benefit was also deteriorating. Everything escalated in the spring, when she did not respond to emails or other calls. I communicated with my parents, but even that didn't have a general result. The student continued to be absent from online classes at the time.\n\nSituation (Anamnesis):\nThe student lives only with her mother, has below-average grades. Her behavior probably stems from a lack of attention, a dislike for school. The mother is a single mother, so she spends a lot of time at work and has no time for her daughter. The family does not have a good financial situation. So the girl 'raises herself'. The student herself is very unreliable, indolent, lies and has no desire for education. She spends a lot of time outside with much older friends who are not a good influence on her.\n\nTeacher Intervention (Solution):\nFirst, we solved the problem within the class. When she was constantly reprimanded by the class teacher and the student received notes, so she continued to reprimand the class teacher until she reached a reduced level of behavior. During the months, the principal of the school, the school counseling office, etc. also solved the problem. The problem lasted until January until the end of the 2020/2021 school year. Online teaching also hindered the whole problem. For the solution, see the solution result.\n\nOutcome:\nThe student received a two in behavior, despite repeated efforts to solve problems, her attitude was negative. There was no effort. This problem was solved by having the student repeat the year because of her high absences and poor grades. This year, we are waiting for the student's behavior to show, and if necessary, the problem will also be addressed with the SVP.\n\nStudent Profile:\nAge/Year: 12. let, 7. ročník\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "370", "student_age_year": "12. let, 7. ročník", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Magisterský speciální pedagogika pro učitele", "teacher_practice_years": "5 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/269", "content": "TEACHING CASE STUDY\n\nBackground:\njoined the class as a crowd for a sick colleague. At this time, I was already receiving an old-age pension and helped out at school as needed. I didn't know the children more or less, I was only made aware of pupils with SEN. From the beginning, one student had a negative attitude towards me, he did not pay attention to any of my instructions, he ignored the work instructions. This pupil is with the third level of support measure, but the support measure was not granted to him, it was granted to another pupil. In physical education class, there was a conflict between a pupil with an approved support measure and this pupil. The one with the granted measure pushed the other. He got angry, started screaming, flailing his arms and legs around him and kicking me as well. Although I was informed that the student reacts negatively to a raised voice and reprimand, I could not help myself and after a whole day of reprimanding, I started shouting at him. At that moment he turned and ran to the other end of the gym. There he got up and refused to continue communicating with me, refused to return to the classroom, his head was down. Since there were other students in the gym, the teacher's assistant took over the problematic student and I led the other students back to the classroom. After about 60 minutes, the teaching assistant brought the problematic pupil to the classroom, after entering the classroom the pupil hid under the desk and refused to climb out. I phoned the student's mother and informed her about the situation. During the conversation with the mother, the mother offered me literature dealing with ADHD and SVP, which describes the problems of those children. I angrily told her that I didn't need any books and that her son had no business in this school. After that, my mother refused to talk to me any further and went to solve the situation with the school principal.\n\nSituation (Anamnesis):\nThere are a total of 16 pupils in the class, a teacher's assistant works in it. In the class, there are four students with third-level support measures (2 students with behavioral disorders, 1 student with learning disabilities, 1 female student with a mild cerebral disability) and three students with second-level (specific learning disabilities).\n\nTeacher Intervention (Solution):\nThe incriminated situation arose during a physical education lesson and its resolution took place in the following two lessons. During a physical education lesson, student J. pushed another student, who got angry and started waving his arms and legs around. At that moment I came to them and tried to find out what happened. In the following interview, the teacher is denoted by the letter 'U', the pupils by the letters 'A' and 'J', the teacher's assistant by 'B'. U: 'What happened baby?' A: 'J. he pushed me.' J: 'But by mistake, I didn't want to.' A: 'That's not true, you keep pushing me.' J: 'But it was really a mistake, I really didn't want to.' U: 'So can you tell me who started it?' The other children shouted at this and rather supported the version of pupil J., which upset pupil A. When I turned to pupil A. saying that perhaps not much had happened, he kicked me. U: 'You're not serious, what are you doing? I'm calling my parents right now.' A. ran to the other side of the gym. U: 'Come back immediately. didn't you hear me I'm telling you, go back!' A. squatted in the corner of the gym and stared at the wall and did not react. U: 'A., come back. How many times do I have to repeat that to you?' The next few minutes passed in a similar vein. A. did not respond to any instructions, so I handed him over to B. and went to class with the other children. After about an hour, B. and pupil A. came to class. I greeted him with the words: U: 'Well, have you calmed down? Please sit down and finish writing the notes from the board.' At this moment, pupil A. hid under the bench and refused to climb out. U: 'A. get out now, do you think I'm only in charge of you?' B. tries to calm the situation. B.: 'A., come on, climb up and we'll look at it together. I'll help you with that.' B. tried several times to get A. to get out from under the bench, but he still did not respond. The end of the lesson was approaching, I took the other students to lunch and went to call the mother of student A.\n\nOutcome:\nThe mother immediately came to the school. A. curled up in his mother's arms, he did not communicate with his mother, he just let himself be behaved. I again described the situation to my mother. She constantly convinced me that A. was unable to respond adequately and recommended specialist literature. I answered her that after so many years of practice I don't need to study anything new. In my opinion, her son is ill-mannered, does not respect authority and cannot respond appropriately to conflicts with classmates. My mother and I could not find a common solution, and I passed the solution to the school principal. At the same time, I ended the group for an absent colleague, and I have no interest in returning to school as a teacher in the future either. I believe that I can't handle working with students with problems because I like order and order and these students are not able to respect my principles.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: není mi známo, třída jsem učila pouze krátkou dobu\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "269", "student_age_year": "10 let, 4. ročník", "student_hobbies": "není mi známo, třída jsem učila pouze krátkou dobu", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní", "teacher_approbation": "VŠ – Mgr., 1. stupeň", "teacher_practice_years": "37", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/656", "content": "TEACHING CASE STUDY\n\nBackground:\nteacher with 20 years of experience at a small-town multi-year high school, who graduated as a chemistry and mathematics teacher, encounters problematic student behavior. Although she had only a minimal encounter with psychology during her studies and the school does not offer frequent retraining courses, she tries to educate herself and attends courses aimed at revitalizing teaching. In recent years, it has become common for him to suggest visits to psychologists for parents, which is no longer taboo at school. The first case he presents concerns an eating disorder in a seventeen-year-old student who was active in sports, social life and school. However, after returning to her second year of high school, she became withdrawn, stopped going to lunch and wore loose clothing.\n\nSituation (Anamnesis):\nThe student was successful in the first year, but in the second year her behavior changed. She stopped going to lunches, brought food in a box with her, and became more withdrawn. Her grades in school were still good, but she started wearing loose clothes and looked tired. The teachers noticed the change and decided to address the situation.\n\nTeacher Intervention (Solution):\nThe teachers, including the class teacher who was a friend of the narrator, began to observe the student more and found that she does not eat and dress nicely at school. After consulting with other colleagues, the class teacher decided to talk to the student. When the pupil did not confide, her parents were contacted. After an interview with the mother, it was discovered that the pupil does not eat at home and may suffer from anorexia. The family then sought out a psychologist who confirmed the diagnosis.\n\nOutcome:\nThe student spent three months in treatment, during which she had school materials and support from teachers at her disposal. After returning to school, she continued seeing a psychologist and managed to keep her anorexia under control. In 2019, she successfully graduated and entered college, where she is currently completing her bachelor's degree. The case is considered successfully resolved.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "656", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/936", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was June and the pupil had already 'collected' for the whole year. Like every class, he was extremely noisy, he didn't pay attention, he disturbed me and my classmates who wanted to work. With other classmates, he threw pencils at each other, did not spare the expressions 'tyvole', etc. It was impossible to work in this environment.\n\nSituation (Anamnesis):\nThe student's parents live together, he is the youngest of 3 brothers, the two older ones are already at university. According to the teacher, this is one of the possible explanations for why 'a lot of things go by themselves with him, so he doesn't have the guardrails and needs to be the center of attention all the time, which I don't see as completely bad, he just draws attention to himself in an inappropriate way.' The teacher says that she doesn't know what the student's interests are, she said he told her that he doesn't enjoy anything. In class, the student has friends, from the teacher's point of view, he plays the role of a clown in his group, he will not be the leader, but also not a brat. 'The guys don't dig into him, but he's not the type that when he commands, everyone goes.' The student performs relatively average on his own, but when he is in a class with classmates, he needs to be the center of attention.\n\nTeacher Intervention (Solution):\ntried it out with him first: Pupil: 'I don't like it!' Teacher: 'You don't have to enjoy it, so study a subject you enjoy, you have 45 minutes here. Isn't it easier to do the English now than to bother with it at home? Or lie here and sleep, most importantly don't disturb!' Everything was without effect, then I transferred the student, but he still continued his disturbance. Well, then I get nervous and start calling him the slowest sperm (we studied fertilization in biology), that evolution has a sense of irony, that he is a blind evolutionary branch and that the brain exists in his head just so that there is no vacuum and if he turned it on, then maybe sometimes it would be nice. Teacher: I always go to this class with an open mind, that maybe things will get better and I'm full of expectations, which are absolutely not fulfilled... Student: So you mean... Teacher: A hint of self-reflection? Would something wake up in that head? Pupil: Well, you're telling me now that I have no chance to improve at all! Teacher: No, I hope so. I hope for it every hour! The front pews were looking at me with wide eyes at that moment. I was afraid that I would go to the carpet for it, but in the end I didn't. I'm ashamed of it.\n\nOutcome:\nIn that hour, he then became silent, and for the next hour – not that he was completely level, but as if he was holding on a little, as if something was happening there, but I would say that on his scale of 1-10 it was maybe a 3, 4.\n\nStudent Profile:\nAge/Year: 17 let, septima na víceletém gymnáziu\nHobbies: videohry\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Support, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "936", "student_age_year": "17 let, septima na víceletém gymnáziu", "student_hobbies": "videohry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. Zsv, Bi", "teacher_practice_years": "12", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/823", "content": "TEACHING CASE STUDY\n\nBackground:\nmet a student with ADHD for the first time. This boy has been in PPP since the 1st grade, his ADHD has been confirmed. Unfortunately, there were frequent disruptions to class because he was unable to follow the classroom rules and the other students did not treat him well because he was disruptive and a negative influence on them. His behavior affected the overall atmosphere in the classroom.\n\nSituation (Anamnesis):\nManifestations of behavior were repeated - shouting, disrespecting established work criteria, inattentiveness during assignments, turning to a neighbor, inability to participate effectively in group work.\n\nTeacher Intervention (Solution):\ntried to find a suitable way of communication, support in the form of asking questions, increased attention, efforts to attract attention, but also the possibility of rest if necessary. I spoke with the student himself and his mother, but she did not suggest any effective measures that could help. I believe that there was an effort on my part to increase internal motivation as well as active listening and non-verbal communication. I clearly defined the boundaries that must be respected. I consulted the situation with the guidance counselor at the school, I arranged a different meeting schedule so that there was as little disturbance as possible to others. I added activities adapted to the needs of the class to keep the student busy in an appropriate way. I provided motivation and encouragement. There was also a joint discussion in the class about what we need, how the behavior in the class should look so that everyone is good. I also tried the opposite process - that is, not paying attention every time there was a problem, but this ignoring led to escalation and bigger problems, which then required a lot of time to solve.\n\nOutcome:\nUnfortunately, none of the measures taken brought about a particular improvement or change. The students themselves resigned and got used to the student's behavior, some ignored him.\n\nStudent Profile:\nAge/Year: 10 let / 5.ročník\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Support, Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "823", "student_age_year": "10 let / 5.ročník", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "VŠ ( učitelka I.stupně s doplňujícím programem Anglický jazyk pro I.stupeň ZŠ )", "teacher_practice_years": "10", "problems_annotated": "Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/867", "content": "TEACHING CASE STUDY\n\nBackground:\nA student came to us with the problem that his wallet was stolen.\n\nSituation (Anamnesis):\nThe students of the school are used to communication circles, to a respectful approach at ScioŠkole, to a kind and understanding approach of the guides.\n\nTeacher Intervention (Solution):\nWe called all the students of the school into a communication circle, where we started to discuss the situation that had arisen. We mainly talked about the needs of the robbed, how he might feel, what might be bothering him at that moment and how he might feel. But we also talked about the needs of the person who stole the wallet, why he did it, what his emotions were. What can the students fear now? What might the robbed person be afraid of and what would the perpetrator be afraid of and what would they need at that moment. The children suggested that in order for the perpetrator to confess, he needed courage and safety. We created 4 tables for the victim and for the perpetrator. They included: how does the person feel or felt, what did he need or need, what could he do to fix it and what does he need to do it? We then gave everyone a paper and a pencil and told them to write down what we as guides should know. They could use specific names at this point. We selected and read the tickets and dissolved the circle with the sentence, thank you, we have all the necessary information and we will solve the rest individually. One pupil confessed to us on the ticket that he had stolen it, so then we called him privately. The student told us why he did it and we appreciated his courage and the wallet was returned. We wrote to the boy's parents about what happened and that it was resolved, but I see that as a mistake because when he came home, he was really cut up for it. It would be better if we invited the parents to the school, then maybe we could prevent such a reaction from the parents, and the biggest climax would be at school, when we could correct it.\n\nOutcome:\nThe student was physically punished at home. The situation never happened again, and no other problem occurred with the student.\n\nStudent Profile:\nAge/Year: Asi 12 let, 6. třída\nHobbies: PC hry, střílecí hry hlavně, sociální hry na PC, sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "867", "student_age_year": "Asi 12 let, 6. třída", "student_hobbies": "PC hry, střílecí hry hlavně, sociální hry na PC, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bc", "teacher_practice_years": "3", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/47", "content": "TEACHING CASE STUDY\n\nBackground:\nwas a class teacher in the ninth year of elementary school. In the last week before the holidays, I came to my students' classroom and found that the door to the classroom was badly damaged. The door was bent and had a hole in it. When I first asked who did it, the whole class was silent. But when I said that the whole class would have to pay for a new door, the real culprit confessed so as not to harm his classmates. Several classmates offered to agree with him on the new door, but in accordance with the school rules, I decided that the culprit must pay the full amount for the new door.\n\nSituation (Anamnesis):\nThe boy is an only child in a family with a strict father. He is hyperactive and constantly demands attention from his surroundings. This is often obtained through destructive or disruptive behavior. Similar behavior began to manifest already in the eighth grade, when he started school after moving to the city with his family. According to his parents, he had never been in trouble before. He was used to being the center of attention at home, but with his father's new, more demanding job, he was beginning to feel neglected. When he started school in a new environment, the boy began to behave restlessly and tried to draw attention to himself, because he joined the class group too late and the other students had a hard time accepting him among them. After a while, he became close to most of the boys, who supported his unruliness with laughter and occasional applause. Over time, his behavior escalated, but there were never any serious problems that would be the reason for a greater punishment for the student.\n\nTeacher Intervention (Solution):\nAs soon as the boy admitted to breaking the door, I decided that he had to pay the full amount for a new one. The boy agreed to this decision without any objections. After that, I called the boy's father, who arrived at the school within half an hour of our conversation. The father reprimanded his son and gave him an educational pillow. He then inspected the broken door, measured its dimensions, and left to immediately buy a new one. When he returned with the new door, the old door was in even worse shape than when he left - the boy apparently decided that if it was going to be replaced, he'd at least destroy it properly. This time the father did not get angry and just announced that the son would get this broken door to his room. The son helped him in an exemplary manner with the replacement of the door and apologized to me and my father several times. After the whole incident, the boy behaved exemplary and with humility. Although his father told me that I could easily give him a 2 for behavior, I only solved it with a reprimand from the class teacher, because there had never been any major problems with him before.\n\nOutcome:\nIt's safe to say that the boy calmed down in class for the rest of the week. But since it was only for the rest of his time at our school, I can't say for sure that his problem behavior didn't show up again at the high school he started after the holidays. But I am sure that he has learned from his act and hopefully such a case will not happen again.\n\nStudent Profile:\nHobbies: kolektivní sporty, počítače\nDisorders: Lhaní,Rušení výuky,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "47", "student_age_year": "", "student_hobbies": "kolektivní sporty, počítače", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Ničení majetku", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1457", "content": "TEACHING CASE STUDY\n\nBackground:\nThis case deals not only with the behavior of the child, but also with the behavior of the mother. It is about a boy who has very below average grades, is disruptive in class, is rude and rude. When he receives a note from the teacher, his mother arrives at the school and points out in a very angry way that the teachers are busy with her son and will send him to another school. Repeating this every year, after a few months the boy returns to school because he is expelled from another school.\n\nSituation (Anamnesis):\nThe boy is in the same class as in the first case study, so I will not discuss the class again.\n\nTeacher Intervention (Solution):\nFirst came the teacher's warning about inappropriate behavior, fives from exams at the blackboard, notes in the student's book, admonitions from the class teacher and the principal.\n\nOutcome:\nThe result was always the same – negative, nothing changed in the student's behavior, because he knew that he had his mother as a support, who covers him under all circumstances and does not believe that her son could be the bad guy.\n\nStudent Profile:\nAge/Year: 14, 9. ročník\nHobbies: hraní pc her\nDisorders: Podvody,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1457", "student_age_year": "14, 9. ročník", "student_hobbies": "hraní pc her", "student_diagnoses": "", "student_disorders": "Podvody,Lhaní", "teacher_approbation": "Dějepis, Zeměpis, ZSV", "teacher_practice_years": "5", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/992", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when I was not having a good day and went to teach English in a class with two very gifted students, a girl and a boy. I believe they could speak English better than me, which sometimes happens and I'm not afraid to admit it, but I didn't do particularly well that day. I said one thing wrong and they both started giggling for a while. I was sure it was my fault, so I couldn't help myself and reprimanded them in front of the class.\n\nSituation (Anamnesis):\nStudent 1 is from the 6th year of a multi-year high school, winner of several English competitions, otherwise a very calm and nice student, not very hardworking but talented. Student 2 is also from the 6th year of a multi-year high school, hard-working and clever, driven by ambitions to match a successful family.\n\nTeacher Intervention (Solution):\nscolded them in front of the class about how it was disgusting and insensitive of them to make fun of the teacher for her mistakes, that I'm just trying to teach them as much as possible and that I wish them success, but it's definitely not fair of them to bully others, including the teacher, about it and it is not a path. I told them how much I don't enjoy my presence in their class and how uncomfortable it is for me to teach them when they act like this.\n\nOutcome:\nBoth students did not understand why I left like that, and the boy came to see me after class. He was very adamant that their giggles had nothing to do with my mistake, but that it was the subject of some joke from hours before. I felt embarrassed, but mostly I lost a lot of respect from the whole class because I didn't hold my temper and went on a tirade in front of the whole class. I never really gained that respect again, and I decided to change this class with another teacher.\n\nStudent Profile:\nAge/Year: Student a studentka 6. Ročníku osmiletého gymnázia\nHobbies: Oba dva rádi sport a počítačové hry, literatura, zájem o film a cizí kultury a jazyky, historie\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "992", "student_age_year": "Student a studentka 6. Ročníku osmiletého gymnázia", "student_hobbies": "Oba dva rádi sport a počítačové hry, literatura, zájem o film a cizí kultury a jazyky, historie", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, AJ, ZSV", "teacher_practice_years": "25", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/877", "content": "TEACHING CASE STUDY\n\nBackground:\nThe class teacher told me that she has a student in her class who does not go to school at all and her unexcused absences are increasing. I did not teach in this class, but at the request of the class teacher, I made time and went to their class. I was lucky to run into the lady in that class. I just observed the class for a while, but my attention was drawn more to the student in question. We noticed her lack of interest in socializing in the team, no communication with both teachers and classmates. She looked very sad and spent the whole hour drawing in her notebook. Here, too, I decided to do a Social Analysis to find out the relationships in the class. As soon as I got the results. I stopped. The student who didn't go to school described herself as 'I'm just taking up a place in the class'. She also wrote there that she didn't want to go to school. It started to grow. It went so far that she announced to her mother that she would never go to school again, that she would rather be a cleaner. She refused to go to the collective class where she felt extra.\n\nSituation (Anamnesis):\nThe student is 15 years old. Divorce of parents. Closed in herself, she does not communicate with anyone. It feels extra classy. He refuses help from teachers and a psychologist. Mother zero cooperation and almost no interest in her daughter. He cares about her, but rather he is not interested in her mental state and how she is doing at school, in the team and whether she is socializing with her classmates.\n\nTeacher Intervention (Solution):\ninvited the student to my office. Here we started discussing the causes of her truancy. She told me what I had already learned from the investigation. And she was very dismissive of any solution. She just didn't want to join the team anymore. At that moment, I had to ask our school psychologist for help. It turns out that the young lady already has her own psychologist, which she needed when her parents split up and she took it very hard. Her psychologist suggested that she find someone she trusts, be it one of her classmates or cantors. But the young lady didn't even try to find someone she trusted so that contact could be restored and thus help her return to school and to the team. The student refused everything and closed more and more into herself. The solution did not work with me or with the school psychologist, so it was switched to a solution with the Education Committee. With the help of the commission, we try to find out whether something else is hidden behind truancy, such as whether the student is suffering from a change in gender identity, or a problem with socialization in the classroom or problems at home with her parents. Since the student already had her own psychologist, we found out that domestic problems were behind her truancy. The student was most affected by her parents' divorce and the subsequent disagreement with her mother. The mother completely ignored the fact that the daughter did not go to school and did not want to socialize. When I invited her to school to talk, she didn't even come. There was zero cooperation from the mother's side. She did not name the student's father, she claimed that the court forbade her to have contact with him. It took a long time to sort it out. Mother underestimated the investigation and my challenge. And then covid came and learning at home started, that's where it gets lost. And after those two years at home, it must have been very difficult for the young lady to return to the team. Now she is in another school where her classmates already know what they want to do next and she feels like a stranger there.\n\nOutcome:\nThe student still refuses any help and does not go to school. Zero cooperation with mother. He is starting to think about interrupting his studies. She still has unresolved psychological problems. She withdrew from others and stopped communicating. She doesn't want to go to that school herself and doesn't want to get help. She closed in on herself. Neither I nor the school psychologist are giving up and we are trying to find a solution to her situation. It's a long shot and hopefully it will turn out well.\n\nStudent Profile:\nAge/Year: 15 let, Kvarta – do teď\nHobbies: četba knih\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "877", "student_age_year": "15 let, Kvarta – do teď", "student_hobbies": "četba knih", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. Jazyk český a literatura, Historie, OV – Základy společenských věd", "teacher_practice_years": "35 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/774", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place on the first school trip with the given class. On the last day of their stay in the cabins, a group of students showed off their alcohol in front of the cabin. I confiscated the alcoholic drinks and exchanged them for non-alcoholic fruit drinks.\n\nSituation (Anamnesis):\nThe main protagonist was one boy who was supplied with given drinks. He was aware of the illegality of his actions and took the whole thing with a rebellious intention, which was finally thwarted.\n\nTeacher Intervention (Solution):\nI resolved the situation within a few minutes. I saw alcohol and simply confiscated it. I asked the student if he had any more bottles, to which he nodded without thinking and took the remaining bottles out of his bag. After the seizure, there was a conversation that I don't remember much about, but basically we agreed that it wouldn't happen again. On this occasion, I also handed him some fruit drinks.\n\nOutcome:\nThe short-term result was his complete humility for the rest of the school trip. He tried to accommodate me and kept his word in the long run, so there was no further problem with him in that regard.\n\nStudent Profile:\nAge/Year: 16 let, kvinta\nHobbies: Skauting, hraní na Pc a na kytaru, hudba\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "774", "student_age_year": "16 let, kvinta", "student_hobbies": "Skauting, hraní na Pc a na kytaru, hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (Dějepis, Český jazyk + Zeměpis)", "teacher_practice_years": "20 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1507", "content": "TEACHING CASE STUDY\n\nBackground:\nSince the beginning of last year, the pupil and I have been dealing with high absenteeism and very poor grades. We noticed deficiencies specifically in the subjects of mathematics and physics. The student was not classified in 3 subjects. He lacks key competences and is unable to fulfill his duties. He has a nonchalant approach to tasks and has shown no interest in improving. He comes from a complete family, but his father works away from home. He has three brothers. According to the conversation with the mother, we found that the reason for the high absenteeism was also that the pupil often had to take care of his brothers. The student himself acts more childish in class than his classmates. We can definitely say that compared to his class, he is backward mainly in social behavior. Excuses were also a frequent cause of absence, where the mother cited morning sickness and anxiety as the reason, but we never received a more serious diagnosis. The school also repeatedly requested medical certificates, which were not forthcoming.\n\nSituation (Anamnesis):\nRegarding the observed behavior of the pupil in the lessons, he never had a tendency to be disruptive, on the contrary, he is calm during the lesson, but the teacher in question needs to encourage him from time to time. If he works under supervision, he does much better in class. Preparation at home is very weak, after talking with the mother who said that they do not pay much attention to school at home, it became clear that the student himself does not prepare anything for school, because he mostly watches TV or plays computer games at home. From the interview with the class teacher, the problems started already during distance learning, where the student often did not join the classes at all, and thus he most likely got used to not complying with the completion of assignments, and it was thanks to the weak motivation on the part of the mother that the problems started already then.\n\nTeacher Intervention (Solution):\nIn January 2022, we established cooperation with a psychologist, where it was mainly agreed that the pupil's mother would spend more time with her son, supporting him in reading and preparing for school. We also introduced evening rituals to the student to prevent morning anxiety. Everything was also discussed with the mother. Furthermore, the class teacher offered tutoring to the pupil. There was also a meeting with the Children's Socio-Legal Protection Authority, with whom we sent a few written messages regarding how the tutoring is going and how his school work is progressing. At the time of distance learning, the pupil also took part in classes led by a non-profit organization. However, despite repeated arrangements with the mother to ensure that the pupil attends the lessons, very often he did not join the lessons and thus no progress could be made.\n\nOutcome:\nAfter an appointment with the psychologist and contact with OSPOD, we observed an improvement in the pupil for a while, but as time went on, even the mother did not attend the scheduled meetings. After some time, the mother took advantage of the pupil's possibility to remain in distance education, but this did not lead to any effective results, and everything worsened when he returned to face-to-face education. All solutions and individual tutoring of the pupil with the class teacher did not lead to a significant improvement despite great effort, we only observed an improvement in the reported morning sickness, which stopped appearing due to the relaxation exercises. A big role in the deterioration is played by the time when the students studied remotely. Despite repeated appeals, the mother gradually stopped going to meetings and thus the pupil did not receive the necessary support from the parent. The student's statement about the given case study: I like how the first case study with the student turned out well, because the class teacher was actively involved in solving the problem and did not just leave the work to the psychologist, but also tried to improve the overall atmosphere in the whole class using collective games. When I was on an internship with her, I really like her overall approach to children, she tries to make the students help each other and to learn not only from her as a teacher, but above all to learn from each other. I also noticed that during minor conflicts in the classroom, she uses interesting procedures, which are not just cursing or name-calling, but for the student to explain to himself how he behaved, why it was wrong and how he should behave next time, or give him advice classmates. In the future, I myself would really like to teach students the right behavior towards others, because I think that a good team and a good atmosphere in the classroom is the basis for a specific curriculum. In the second case, I think that the unsatisfactory environment with the combination of distance learning was really noticeable, which reflected on the student himself. Because when the student is at home, no one else has the power to look after him and really make sure he completes the tasks, because there is a moment when some internal motivation to improve is needed. But on the other hand, I think that the school did/does its best and I believe that the situation will improve with time.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: sledování seriálů, hra na playstationu, kroužek náboženství      Klíčová slova  absence, školní povinnosti, prospěch, distanční výuka, rodinné prostředí\nDisorders: Absence,Nepracovitost,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1507", "student_age_year": "12 let, 6. ročník", "student_hobbies": "sledování seriálů, hra na playstationu, kroužek náboženství      Klíčová slova  absence, školní povinnosti, prospěch, distanční výuka, rodinné prostředí", "student_diagnoses": "", "student_disorders": "Absence,Nepracovitost,Neposlušnost", "teacher_approbation": "Vysokoškolské, titul - Mgr.", "teacher_practice_years": "15 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/5", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen he joined us, he was like all the other children, maybe a little more excited. As time went by, it became more and more difficult for him to concentrate on the content of the lesson. Often out of the blue he would get up from his desk and start walking around the class until he was reprimanded several times. He had a tendency to occasionally shout out of nowhere as if he found something very funny, but no one knew what. He also made up all kinds of stories and the other students stopped believing him after a while.\n\nSituation (Anamnesis):\nWhen there were class meetings, I took his parents aside and told them about my son's unusual behavior. According to his parents, he has similar behavior outside of school when he is under a lot of stress. I recommended the parents to look for a specialist and tried to try something that could help. An assistant was supposed to come to our school at that time, so I arranged for him to be assigned to that student.\n\nTeacher Intervention (Solution):\nWe didn't wait to see what the parents would come up with, and together with the assistant we agreed that if the stress in class was the cause, we could try to give him short breaks during which he could rest on the carpet in the classroom. It's better than letting him wander around the classroom with something to do. As another matter, the assistant was given the task of individually going through easier versions of the exercises that were discussed with the student. We also started using various interactive aids and made learning as much as possible a game for him.\n\nOutcome:\nThe result showed up soon. When he found he was allowed to rest on the carpet for a moment, he took advantage of it. With roughly two-minute breaks every hour, the random screams stopped. He still had difficulty keeping his attention, but when the assistant went through the exercises with him, he saw to it that he worked. What is inspiring to me, what would I appreciate? I appreciate the teacher's approach when she didn't wait for the parents and immediately tried to help the student somehow. What would I like to avoid? I would avoid those two-minute breaks by gradually shortening the breaks for the student so that he gets used to learning like other children. What would I do differently and why? I think I would behave the same as a teacher. What solutions can I think of? I would say that this is some kind of mental disorder, so I would wait for the expert's opinion and make arrangements accordingly.\n\nStudent Profile:\nAge/Year: 10 let, 3. třída\nHobbies: Plavání, komiksy,\nDiagnoses: ADHD\nDisorders: Nepozornost,Vykřikování,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "5", "student_age_year": "10 let, 3. třída", "student_hobbies": "Plavání, komiksy,", "student_diagnoses": "ADHD", "student_disorders": "Nepozornost,Vykřikování,Lhaní", "teacher_approbation": "Mrg. Třídní učitelka (český jazyk, matematika)", "teacher_practice_years": "22", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1004", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came from another class to the fifth, i.e. to a class where the students had known each other for 4 years. He came to the class because of failure, he comes from a socially weaker family. I discovered great knowledge in the subject, but he answered me curtly, did not elaborate on the answers, did not speak himself, and others did not want to speak with him either. He didn't want to talk to the students sitting next to him, nor to the students in other groups. The class basically ignored him, I always saw him alone, he completely distanced himself from the class and from the beginning his classmates didn't even want to sit near him, which could be due to poor hygiene.\n\nSituation (Anamnesis):\nHe worked best with one girl, but I couldn't pair them together every time. He worked just fine in pairs, but didn't do anything in group work. I wasn't happy with my solutions - no matter where I assigned it, it didn't work and I didn't like how it worked. Likewise, he did not do voluntary tasks, he did not work by himself, he had zero work habits. I had to ask him directly when I wanted an answer, and even then it was always a struggle. He didn't talk on his own, in class I had the feeling that he didn't even want to talk to me. However, it was not fear, all these reactions pointed to dislike and resistance, he does not like the company of other people. After a while feelings of despair came, because the student just stagnated like this, even though he had the potential for more. He was normally able to handle exercise and work in which he was alone and did not have to speak just fine.\n\nTeacher Intervention (Solution):\nThe problem at the moment is that the pupil is in his last year and at the end of the school year he graduates from the given subject. I'm not afraid of the written part, but I'm afraid of the oral part. The school also cannot send him for any examination, because the pupil is already an adult. The isolation associated with the coronavirus did not help anything, he had a computer borrowed from the school, but he still had the same problems with the Internet, the microphone, he tried to get out of work in class. I thought of supporting him in the subject he was good at by having him attend a group for good students that met once a week in the afternoon. Pupils from different classes across several years went there. He accepted the offer and started attending, but he did not prepare (copying, reading materials in advance), moreover, he joined only after two months from the beginning of the creation of the group. Still, the other students helped him and copied materials for him, lent him papers, and I also lent him the textbook and my own copies many times in these cases. Since his non-cooperation in getting anything ready was disrupting the class, I told him to get ready or stop going, and since he was no longer enjoying the class, he quit.\n\nOutcome:\nI'm going to try to use a new strategy, which is to create random pairs for oral practice every hour so that he doesn't think it's a modification of the class because of him, and he doesn't feel like I'm pressuring him. Every hour, too, so that it would become a well-established routine and he would get used to talking to others.\n\nStudent Profile:\nAge/Year: 15–16 let, kvinta (5. ročník osmiletého gymnázia), když se toto chování objevilo poprvé\nHobbies: Učitelka o nich neví / neprojevil je\nDisorders: Nespolupráce,Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support, Working with the collective\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1004", "student_age_year": "15–16 let, kvinta (5. ročník osmiletého gymnázia), když se toto chování objevilo poprvé", "student_hobbies": "Učitelka o nich neví / neprojevil je", "student_diagnoses": "", "student_disorders": "Nespolupráce,Bariéry v komunikaci", "teacher_approbation": "Učitelství anglického jazyka pro střední školy", "teacher_practice_years": "28 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1309", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout sixteen years ago, a student applied to our school. The student was different from the others from the beginning, and both our classmates and we were aware of it. When something freaked him out, he started making strange noises, which after a while we started to call 'squealing' or he started pulling out his hair, he was cut into a hedgehog, just one at a time. There were periods when he sported a bald head. But everyone gradually got used to him and accepted him. Sometimes he acted like Forest Gump, but intelligent, he had no problem with profit.\n\nSituation (Anamnesis):\nA unique student in the class of ordinary children in the ninth year of elementary school.\n\nTeacher Intervention (Solution):\nIn the second grade, he became fanatically interested in the Second World War, and thanks to psychiatric drugs, even his bouts of 'doddling' and pulling out his hair stopped. What was still problematic was his social behavior. He was completely in love with one colleague, so he constantly followed her, and once when he tried to touch his hand, she very politely told him that he couldn't do that. He didn't stop following her, but he was careful about touching her and always let her know in advance that he was aware of it. As for me, I taught him history and he loved my voice. He kept looking for me and wanted to talk to me because of my voice.\n\nOutcome:\nhave to admit that I was at my wits end at the time, but somehow I managed it professionally, mainly thanks to the fact that in the eighth grade, after a long examination, the student was diagnosed with Asperger's syndrome. He is currently studying history at university. What is inspiring to me, what would I appreciate? The behavior of the teacher in both situations. In the first case he kept a cool head and in the second he kept his professionalism. What would I like to avoid? Bias and panic. What would I do differently and why? In the first case, I would probably go immediately to the school principal as a precaution and not wait for someone else to prove it to me, but I think that the situation was handled very well anyway and I honestly don't know how I would have behaved.\n\nStudent Profile:\nHobbies: otevřenáotázka2. Svetová vojna\nDiagnoses: Náběh na Aspergerův syndrom,Lehká forma autismu,Asociální chování,Problematické chování,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1309", "student_age_year": "", "student_hobbies": "otevřenáotázka2. Svetová vojna", "student_diagnoses": "Náběh na Aspergerův syndrom,Lehká forma autismu,Asociální chování,Problematické chování,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "24", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/264", "content": "TEACHING CASE STUDY\n\nBackground:\nThe conflict between the pupil and pupil F. arose during the break. At this moment, the teacher's assistant was not present in the classroom, she was dealing with the teacher in the corridor with the situation that had happened the previous day. Pupil F. was walking past the other pupil's desk and \"by mistake\n\nSituation (Anamnesis):\ntaught in the class for the second year, I knew the students well, communication was problem-free. In the beginning, it took a while for the children to accept the rules and principles that I require, but gradually everything started to work smoothly and there were no major problems in the classroom. There were 18 pupils in the class, of which 3 pupils with SEN in the second level of support measures and one pupil with ADHD and Tourette's syndrome. It was with this pupil that the AP worked in the class. The student was born to a mother who took drugs in the prenatal period. Even when I was teaching the student, she was a drug addict. Until the age of 5, the pupil did not know his father and lived with his mother and grandmother. At the age of 5, the father showed interest in the boy and applied for custody of the child with the intention of raising him in his new family. The student grew up in his biological father's new family for a year, but due to his behavioral problems, his father's new partner refused to take care of him. At that time, his biological mother was unable to take care of him (continuous drug addiction). The boy was taken care of by his grandmother and occasionally by his aunt. It took the boy a long time to come to terms with the rejection by his new father's family. The student disrupted the lesson with unintelligible screams, made noises (meowing, buzzing like a drone, speaking vulgarly. He disturbed the other students and mutual conflicts occurred. Due to attention disorders, the assistance of the AP was necessary, which at the same time eliminated conflicts between the student and his classmates.\n\nTeacher Intervention (Solution):\nAs I heard the noise from the classroom, I went to deal with the situation that was happening inside. After entering the classroom, I first pulled the students away from me, tried to calm them down and started to find out what was going on. In the following interview, the teacher is referred to by the letter \"U\n\nOutcome:\nAs with the first one, I talked about the conflict with the student. Subsequently, an interview also took place with pupil F. We clarified with both boys what behavior is and is not correct, how they should treat each other and respect each other. The boys apologized to each other and shook hands. The only long-term solution was to prevent these situations. The following hour we had practical activities. Although I had originally planned the lesson differently, I used it to talk with the children. We sat in a circle on the carpet at the back of the classroom and talked one by one about how each of us is different, we have different interests, different assumptions, but also different health problems and we react to the same situations in different ways. The children gave examples from their surroundings and we tried to figure out together how to behave in different situations.\n\nStudent Profile:\nAge/Year: 9 let, 3. třída\nHobbies: florbal, elektrotechnika\nDiagnoses: ADHD,Poruchy pozornosti a aktivity,Tiková porucha\n\nAnalysis & Annotations:\n[No annotations available]\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "264", "student_age_year": "9 let, 3. třída", "student_hobbies": "florbal, elektrotechnika", "student_diagnoses": "ADHD,Poruchy pozornosti a aktivity,Tiková porucha", "student_disorders": "", "teacher_approbation": "VŠ – Mgr., 1. stupeň", "teacher_practice_years": "37", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1190", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student repeatedly falsified her apology in the electronic apology letter and spent time outside instead of studying. She did not confess to her crime. It all came to light due to the high absenteeism of her older sister, who also attends our school. The student's sister has been falsifying her excuses for a long time. After a telephone consultation with the mother, where the class teacher of the sister's student dealt with high absenteeism, this fact came to light. The student's frequent absence from class and neglected appearance contributed to her partial exclusion from the class collective.\n\nSituation (Anamnesis):\nThe student lives in a joint household with her mother and older sister. The other siblings are of legal age and no longer live in the same household. She never spoke about the student's father, it is a sensitive topic for her. Mother is very busy at work. He works in shifts, so he has no idea how the girls spend their time and whether they have gone to school. The family is socially weak, but the mother tries to ensure the best possible living conditions for the girls. The schoolgirl spends most of her free time carelessly outside. The mother does not have an overview of where she is during the day.\n\nTeacher Intervention (Solution):\nThe class teacher of the sister's pupil reported high absences and other educational problems to OSPOD. He approached me as the student's class teacher, asking if I was interested in attending the meeting. I agreed to participate in the meeting, because I saw the possibility of preventive intervention and thereby eliminating any further misdeeds of the student. As part of the meeting, we gathered both the girls' class teachers, prevention methods, the deputy director for inclusive education, a social worker and a student with her sister and mother. The mother was confronted with the situation. She promised to increase supervision over preparation for school and the fulfillment of compulsory school attendance. She was informed of the need to secure her parental account in an electronic letter of apology.\n\nOutcome:\nAfter the aforementioned meeting, there was a big turnaround. The student's absenteeism decreased, she went to school regularly and was carefully prepared for classes. The mother changed her job so that she could pay more attention to the girls and watch them go to school. She managed to find a place near her home with reasonable working hours. The student began to take more care of herself as part of her adolescence. I am very satisfied with the result of solving the situation.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nDiagnoses: ADHD,Autismus\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1190", "student_age_year": "11 let, 5. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Autismus", "student_disorders": "", "teacher_approbation": "Mgr., speciální pedagogika pro učitele", "teacher_practice_years": "19", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1377", "content": "TEACHING CASE STUDY\n\nBackground:\nstarted teaching the student only in the second year. The first incident happened to me with him right at the beginning of the school year, when he was in the first year at our school. I have a bit of a 'disease' and I lead all my students to model behavior and observe etiquette - for example, I warn them if they don't say hello or if they wear hats and caps in the building. I got into a conflict with this boy in the school lobby, when he rammed into me and didn't apologize. I tried to explain to him that such behavior is not polite and that he should apologize, even if he bumped into me by mistake. He looked at me and said 'Jesus, I'm so sorry, so you don't fuck'. I stood as if scalded. Soot exploded in me, I couldn't hold back and I gave him a lot. The next day, he was in the lobby wearing a cap, glasses, and no shoes (I usually don't bother with shoes that much, but it was wet and he had muddy boots on). I came to him and tried to draw his attention to these shortcomings in a calm and balanced voice. He just gave me his middle finger and left for class. I pointed out his behavior to the class teacher. But he only calmed me down, saying that he knows that this boy is problematic and that I should better avoid him. That totally got me.\n\nSituation (Anamnesis):\nThe pupil is a leader type; vulgar; average academic results; his father complained several times to the principal that the teachers were too strict with his son and that they had no right to constantly moralize him.\n\nTeacher Intervention (Solution):\nI stayed in that class for a month, then I asked the representative to have someone else take over the Czech language. It was impossible to talk to the school management about this at all, I couldn't find support from them, so I had to give up like a slob.\n\nOutcome:\nAfter I gave up their class, I stopped talking to the student and tried to avoid him. I did not react to his behavior\n\nStudent Profile:\nAge/Year: 17, 2. ročník SŠ\nHobbies: SOCIÁLNÍ SÍTĚ, PŘÁTELÉ, MEJDANY\nDisorders: Záškoláctví,Podvody,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1377", "student_age_year": "17, 2. ročník SŠ", "student_hobbies": "SOCIÁLNÍ SÍTĚ, PŘÁTELÉ, MEJDANY", "student_diagnoses": "", "student_disorders": "Záškoláctví,Podvody,Vulgární vyjadřování", "teacher_approbation": "Mgr. ČJ, AJ, OV", "teacher_practice_years": "17", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/444", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I am about to describe took place quite a long time ago, one could say at the beginning of my teaching practice. At that time, I was the class teacher of the fourth grade, where the female student also attended. She was slightly different from the others in her own way, often standing out from the crowd, but problematic behavior had not manifested itself until then. She was rather lonely in class, she didn't have many friends and spent most of the breaks alone. However, it was not any form of bullying by other classmates.\n\nSituation (Anamnesis):\nNow I would like to move on to the description of the problematic situation that has arisen. It took place almost at the end of the school year, i.e. in the summer. The whole day went like any other, there was a standard lesson and after the end of the lesson I took the children to the club, which, due to the warm weather, took place outside, in the school garden. During the party, my class had free access to its regular classroom, as it was located right next to the garden. The classroom also included the space for student locker rooms and my office.\n\nTeacher Intervention (Solution):\nAt the time when the children spent the afternoon with their classmates, I stayed in my office and finished my work. In the middle of the afternoon, however, I heard some noises in the classroom, which at first I attributed to the cleaning lady, but then they started to seem strange to me, so I went to the classroom to take a look. Here, I came across a student who was released from the group, and what I saw at that moment shocked me very much. By my own mistake, I left several of my personal belongings, including my wallet, on the chair. The student became the object of this whole situation as I caught the student holding my wallet and examining the contents she was trying to take out. At that moment, unfortunately, I reacted affectedly, because I was in complete shock and I had never encountered anything like it. As I recall, I certainly raised my voice, which from my point of view today was definitely not the right choice. I was very harsh with the student at that moment, she got scared and ran away. She managed to tell everything to the teacher from the group before I did, she called the student's parents and we started solving the situation together. However, the parents were very forceful, they did not hesitate to use vulgar terms and I allowed myself to be provoked in my own way, so a rather heated argument took place and the problem was of course not resolved.\n\nOutcome:\nIn response to the incident, the parents then decided to withdraw the girl from school and enroll her in a new school. In the long term, it had no other impact after that, perhaps a slightly positive effect on the climate in the classroom. From my point of view, however, today I would handle the situation completely differently, more calmly and with understanding. Considering the behavior of the parents, I still have the feeling that the student's behavior was at least partially motivated by the environment in which she and her parents grew up, as their family was among the socially weaker and the parents had a very strong character, which their daughter also began to take over. However, this does not excuse my behavior at the time, which was shorthand and affected.\n\nStudent Profile:\nAge/Year: 18, 2. ročník SŠ\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "444", "student_age_year": "18, 2. ročník SŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Dějepis, Základy poslečenských věd", "teacher_practice_years": "17", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1003", "content": "TEACHING CASE STUDY\n\nBackground:\nA third year girl came up to me and expressed her concerns on behalf of all the girls in the class. She complained about the behavior of some boys who mocked them and showed signs of bullying. After listening to the girl, I talked to the guys, who defended themselves by saying that it was just a joke. I explained to them that what they think is fun can hurt girls, especially when it comes to making fun of their looks and weight.\n\nSituation (Anamnesis):\nIt was interesting that among the boys who behaved like this there were also two who are usually perceived as decent and decent. Their behavior changed when they joined the 'robbers'. There was also a problematic student who is an athlete and lives in a boarding school. His behavior mirrors that of his father, who is also in the sports world and is known for his arrogance and inappropriate comments.\n\nTeacher Intervention (Solution):\nAfter explaining the situation, the boys admitted their mistake. Discussion with them seemed to be effective. The pupil who was the main trouble maker has a history of problematic behaviour, including incidents at boarding school where he was reprimanded and even suspended.\n\nOutcome:\nAfter the speech, the situation calmed down at the school, but there is still disorder in the boarding school. His behavior is repetitive and sometimes escalates to physical bullying and vandalism.\n\nStudent Profile:\nAge/Year: Asi 17 let, 3. ročník čtyřletého gymnázia se sportovní přípravou\nHobbies: Sport, sociální sítě\nDisorders: Šikana,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1003", "student_age_year": "Asi 17 let, 3. ročník čtyřletého gymnázia se sportovní přípravou", "student_hobbies": "Sport, sociální sítě", "student_diagnoses": "", "student_disorders": "Šikana,Ničení majetku", "teacher_approbation": "Učitelství anglického jazyka pro střední školy", "teacher_practice_years": "28 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1078", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during the Czech language lesson, when I assigned the pupils to work together in groups. There was a group in the class that was constantly disturbing and I had to constantly yell at them. Other groups gradually joined and indiscipline prevailed practically in the entire class. It was enough to call them to calm down and it happened. The reprimand was no longer a completely calm voice, as it was my last class of the day and my nerves were already running high. During the presentation of the topics of the individual groups, I noticed the most disruptive student from the disruptive group, who was holding a paper with holes for his eyes and mouth in front of his face and sticking his tongue out at his classmates.\n\nSituation (Anamnesis):\nThe class had never been problematic before, they would interrupt here and there, but what class can just sit still all day. The disruptive student was the class clown, but otherwise very nice and attentive. I've never had a problem with him before.\n\nTeacher Intervention (Solution):\nWhen our eyes met, I couldn't help but flash my middle finger at him. I was relieved, but immediately realized how inappropriate my behavior was. After the incident, I apologized to the student and he told me that it wasn't necessary, that he realized that he was overdoing it and that I am also human. We explained to each other that sometimes it is a little too much for the teacher and that this kind of bravado is not suitable for a third grader. We both apologized again and neither of us took it any further.\n\nOutcome:\nThe student and I apologized to each other and everything went as it should. Here and there I had to yell at him again, but he was never rude to me and I sometimes had a good laugh at his jokes.\n\nStudent Profile:\nAge/Year: 3. ročník gymnázia; 18 let\nHobbies: hudba, umění, zpěv\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1078", "student_age_year": "3. ročník gymnázia; 18 let", "student_hobbies": "hudba, umění, zpěv", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "Český jazyk a literatura a Dějepis", "teacher_practice_years": "20", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/838", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter 6 years of maternity leave, I planned to return to the elementary school for the hearing impaired as a teacher's assistant for the 1st grade and a group teacher. The director said that my position is not available, but I can work as a teacher's assistant at the secondary school. It was quite a shock to me. I didn't know who I was going to work with. I learned that I will be working with a boy with severe sensory and motor disabilities. I knew him for about 2-3 years, from the time when he was 8 years old and attended a special elementary school. For a long time, I worked as an assistant in a deaf-pediatric class and an educator of a group for children. For me, this was the first experience of working with a deaf-blind person. I have been working with the boy for the third year. When I joined the teaching assistant position, he didn't want to hire me because he didn't know me. He wanted a former assistant, but she left for another job in another city. I became convinced of how true the fact is that deaf-blind students find it difficult to accept a teacher's assistant for cooperation. It was a difficult and challenging period for him, he felt abandoned and helpless. At first he ignored me, disturbed the class by constantly asking the teacher without addressing me. He refused to work on class assignments, seemed exhausted and tired. Due to a serious spine operation and subsequent rehabilitation in the first year, the boy missed a lot of lessons, which he is still unable to complete, and the gaps are still visible during lessons. The boy is not conflicted or significantly problematic. Nevertheless, his speech during the lesson was disruptive and the teaching in the classroom did not take place in the usual way. Together with him, there were 6 other pupils with varying degrees of hearing impairment and special educational needs in the class.\n\nSituation (Anamnesis):\nThe boy comes from a family of five living in Moravia. Parents and one brother are hearing, the other brother is with a slight impairment of sight and hearing. The boy has a severe visual impairment combined with hearing and physical disabilities. In the first year, the boy underwent spine surgery for easier mobility in the future. The family is not so enthusiastic, but the person responsible for the son's school performance is interested, it is reported. The father is also the boy's personal assistant and provides transportation to and from kindergarten. Due to the seriousness of the disability, after examining the boy, the registration office issued a decision to grant support measures IV. degrees. This is a student with a simultaneous disability with multiple defects (hearing, vision, physical), with special educational needs, who needs the provision of support measures to fulfill his educational possibilities, which means the necessary adjustments in education. Due to the concurrent sensory disability, the expressive side of speech and understanding is impaired. For this reason, a multisensorial approach is used with the boy, which is based on communication using oral speech, sign language and finger alphabet. The modification of the educational content is therefore guided by the use of a multisensory approach - i.e. fixation of knowledge and skills with as many senses as possible, e.g. illustrative examples of units, volumes, periods of time (hours, months), sequence, etc. Spontaneously, the student communicates mostly using speech, when he speaks in simple sentences with dysgrammatisms. Mistakes in inflection, timing and use of terms. Otherwise, his active and passive vocabulary is at a fairly decent level. In speech, however, due to the disability, motor clumsiness is manifested with dyslalia and disruption of the modulation of the tempo, melody and rhythm of speech.\n\nTeacher Intervention (Solution):\nThe most difficult thing is that the student is deaf-blind and sometimes very stubborn, he does not trust the teacher or me. He delays the subject (teaching) when he doesn't believe me or the teachers don't treat him appropriately and he learns in class regardless of his disability. Then he can't keep up with the lessons. I then have to deal with the teachers individually so that there is an alternative teaching procedure than before (looking for another way). Also, some teaching methods are not as suitable for the pupil as for other pupils in the class. They are more time consuming. The boy needs regular breaks to rest. E.g. on the test, others can check the boxes quickly, but he has a more difficult time with his visual handicap and there are delays. He has to read the assignment with difficulty and look for where the points/answers are so he can mark the boxes. Technically it is more demanding. His reactions to answers are longer in terms of time, so he is behind his other classmates and his life experience is poorer. He doesn't go to society. And he doesn't seek out the company of his peers in the classroom either. That's why I try to explain things and situations of everyday life to him outside of class. This can also be associated with technical problems – e.g. the projector. A boy cannot work with all technical aids, so we have to find a way so that the pupil and the teacher are mutually satisfied. Continuous dialogue with the pupil Do you like going to school? 'I half like to go because I like working on the PC but I don't enjoy writing long assignments, it would be like having a heavy hand stung by a bee.' What is difficult for you at school? 'Quite often these are difficult concepts, new technical words. The assistant explains a more difficult concept to me in sign language. Nothing is difficult for me, only the light in the classroom bothers me because of the eyes - the window against the light, because the computer, the light, the window... all at once). Difficult professional subjects – economics, mathematics and civics. If it counts for a long time, then it is tiring for me. It is very difficult for me. I would prefer to have an explanation of the material, plus 4-5 examples as exercises, then to understand, not to search for other examples. Tests are difficult, long assignments, busyness, when other classmates are having fun with another classmate, I know they can't hear their voice and laugh or sometimes say one word out loud. It bothers me. When I sign in, the teacher doesn't have enough time for me, I have to wait until he explains/explains the material to other classmates.' What do you enjoy about school? 'I'm glad I have a computer at school. I wouldn't want to leave the COMPUTER. So I like working with the computer. E.g. computer system, programming, graphic work on PC. Mainly website creation (TWA subject).' Does it bother you if you don't do an assignment? 'No, it doesn't matter, because there are so many tasks. I do not like it. When I have some time I will definitely go back to the quests because it's tiring for me to do all the quests at once.' Are you sad about a bad grade? 'Yes, with a lower grade, because I don't want to argue with my parents.' What would you like to change in school? 'I would like a better and better quality ZOOMTEX software magnifier on the PC, because it is tedious to wait for the magnifier to open on the PC. I would like it to be faster. I don't have a magnifying glass on the board, there is no interactive board.' What would you like to change about teaching? 'Nothing so far.' How do you get along with your classmates? 'Yes, I get along with my classmates half-way because they sign quickly. Sometimes I don't understand them. They also wear light colored clothes and then I can't see them well. I have a good relationship with them now.' What would suit you? 'It would suit me if all the work were in the PC. That is, I would only work on a PC. I don't like working with papers because it hurts my arm and back. I would also like it if all deaf teachers worked here, but if there are hearing teachers, then the ČZJ interpreter should be 100% present.' How would you like to work better? 'It would work better for me to work on the computer because I can type faster, I can see better. Because working with a worksheet on paper is a waste of time, because first I have to look with a magnifying glass and then write and all over again. Because there is a magnifying glass in the computer, I would mainly like to have the study materials on the PC (in MS TEAMS). It is very good for me to work in MS TEAMS and it suits me.' Who helps you with your studies? 'Teachers, an assistant and sometimes classmates. Maybe I need to explain something, the assistant helps me. E.g. one teacher is leaving classes for a break, but I can't keep up with everything. the assistant will help me finish the work from class. If my classmates or assistant don't know how to help me, I wait for the teacher to ask a question or I try to look it up on the Internet myself.' How do you get along with your classmates? 'Yes, I get along with my classmates half-way because they sign quickly. Sometimes I don't understand them. They also wear light clothes and then I can't see them well.' From the dialogue with the student, it follows that certain disruptive behavior is the cause of overload, his tiredness, missing unmastered subject matter or insufficiently developed free skills.\n\nOutcome:\nIt was first very important for boys to learn to use their free time and divide it evenly between preparing for school and having fun. That means learning to organize and plan, knowing when to study and knowing when to play on the computer. He can't do that yet, he doesn't have firm guidance from someone more mature in the family. Personal assistants should be able to organize this, because the boy does not know whether it is raining outside or not, or when he should get up, etc. That is why he always asks me for new information... When the parents talk to each other, he asks the parents what they are talking about and would like know what they are saying. They tell him one word or abbreviated information no\n\nStudent Profile:\nAge/Year: 20 let / 4. ročník SŠ\nHobbies: Rád pracuje s počítačem. Např. počítačový systém, programování, grafická práce na PC. Hlavně tvorba webových stránek  předmět TWA). Těší ho hrát s učiteli šachy, pokud je volná hodina. Má rád dějepis a historii.\nDiagnoses: Těžké zrakové postižení,Sluchové postižení,Tělesné postižení\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "838", "student_age_year": "20 let / 4. ročník SŠ", "student_hobbies": "Rád pracuje s počítačem. Např. počítačový systém, programování, grafická práce na PC. Hlavně tvorba webových stránek  předmět TWA). Těší ho hrát s učiteli šachy, pokud je volná hodina. Má rád dějepis a historii.", "student_diagnoses": "Těžké zrakové postižení,Sluchové postižení,Tělesné postižení", "student_disorders": "", "teacher_approbation": "BcA. – Výchovná dramatika pro Neslyšící", "teacher_practice_years": "21 let – ve školství pracovala v průběhu let na pozici – třídní učitelka, učitelka, asistentka pedagoga, vychovatelka družiny, internátu a noční vychovatelka (podle suplování), asistentka mateřské školy.", "problems_annotated": "Failure to attend class, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1347", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom the beginning of the lesson, the student had a problem with completing the tasks I assigned her, from the beginning the situation developed calmly. I asked her several times to start working. She had been sleeping on the bench for the previous hours and was unresponsive. In the Czech language lesson with the class, she again refused to work, and reacted very violently to the notice of her inappropriate behavior (she was cutting off, sleeping and not responding). She started arguing with us, she behaved aggressively. She started swearing at me (go to hell and screw me). After this heated moment, I took the student out of the classroom. After calming her down, I took her to the representative. There we wrote down and evaluated the whole situation, the student apologized for her inappropriate behavior and we returned to the next lesson.\n\nSituation (Anamnesis):\nThe student comes from a disadvantaged socioeconomic background. He lives with his grandmother. He has repeated behavior problems. Her legal representative is regularly contacted by OSPOD. He smokes and apparently drinks alcohol occasionally.\n\nTeacher Intervention (Solution):\nAfter calming her down, I took her to the representative. There we wrote down the whole situation in a black notebook and evaluated it, the student apologized for her inappropriate behavior and we returned to the next lesson. Verbal and vulgar attacks on teachers or other similarly serious disciplinary offenses are recorded in a black notebook, which serves as a support when writing reports to OSPOD or PČR.\n\nOutcome:\nThis particular student has long-term behavioral problems. Several times she was threatened with transfer to a diagnostic institute. Her behavior follows a sinusoid. She is very moody, long-term work with her is demanding and exhausting. On the other hand, he is among the brightest students in his class. With the right motivation, he can work very efficiently and with high quality.\n\nStudent Profile:\nAge/Year: 8 třída\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1347", "student_age_year": "8 třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. Čj,D,OV", "teacher_practice_years": "4", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/305", "content": "TEACHING CASE STUDY\n\nBackground:\nhad an English class in which I had a problem with one student who boycotted any work in class. He was a student and it wasn't the first time, I was more or less used to this kind of behavior from him, but this time I had the feeling that he had decided to give up on absolutely everything, and moreover, he was disrupting my class considerably with his behavior. For about half an hour I explained the material, which we discussed for the first time already in the fifth grade, so it has been 3 years since the students should have mastered it. I ask, 'Ondro, why don't you write it', he says 'I don't understand'. Sometimes in such situations I tried to take him aside and explain the material to him again. But this time it was not like that. At one point, he turned from his front bench to his classmates behind him (apparently in response to some jabs from them towards him). After the student began to pay attention and respond to them in this way, their taunts began to escalate. I lost my nerve and decided to solve the situation. I said: 'you know what Ondro, pull yourself together, take your things and run away.' I thought to myself that there are students in the class who want to work, but the student's behavior did not allow them to do so. But he answered 'I will not go', and added, 'I will be good.' I knew this too, he used this sentence as often as his familiar 'I don't understand', so I didn't give much weight to something like that. At the same time, it was getting close to the end of the class and I had had enough of his behavior. And so I insisted, 'Well, you'll go.' He countered 'well, I won't go then'. A verbal exchange began as all the other students looked on in great interest. After the third reply, I couldn't hold back anymore and shouted 'A ven! get out immediately'. I managed to get him to the corridor where I followed him. 'Well, now we're going to be face-to-face and I'm going to punch you like this if you wait any longer!' Then I took him to my office under the supervision of my colleague. The whole situation was going on so loudly that it aroused the interest of other classes as well. I screamed in such a way that the teachers came out of the classrooms to see what was going on. On the other hand, I haven't had any problems with the student since this incident. However, I don't think I should have let myself get so derailed. Now I know it wasn't worth it.\n\nSituation (Anamnesis):\npupil is a pupil with whom there were almost always problems. On our part (the teaching staff), there have already been several attempts to get him to see a psychologist so that he can be diagnosed and thus get an assistant, so that we teachers do not have to constantly deal with his dislike of work and refusal to listen to our instructions in class. As for his family background, we know that he lives only with his mother and brother. We also know that he is incredibly sensitive and sometimes fearful (fear of doctors). I remember an incident when he had a slight injury, at that moment I thought he was going to collapse. He is a student who deviates. I think that this was also the source of conflicts with classmates in the past, where, in my opinion, at a certain moment it smelled like bullying from others towards the student. But it should also be mentioned that he is not a stupid student. Rather, it is the pupil who needs an individual approach, which was shown to us during the pandemic measures, when selected pupils received tutoring support from us, including the pupil. Faced with the teacher herself, he was able to work with excellence. The problem with him arises in the collective during lessons, when he 'denies' and refuses any work and also any form of help that we as educators tried to offer him (individual explanation, slowing down the pace in the class).\n\nTeacher Intervention (Solution):\nhandled the whole situation relatively impulsively, which was mainly due to the fact that I had already 'run out of nerves'. The whole class was falling apart because of him, and it wasn't the first time. On the other hand, the initial solution, i.e. separating the pupil from the team, we have already applied with my colleagues several times before (for example, when I knew that a colleague would be in the office, I sometimes gave him an independent work so that we could then have a 'normal' lesson with the whole class ). However, I shouldn't have gotten so worked up. At that moment, however, I felt pressure from the whole class, because everyone was anxiously awaiting the outcome of this dispute between me as a teacher and a student. I think I couldn't back down at that moment. I think it was good that I persisted. I don't know how else I would have handled the situation.\n\nOutcome:\nAfter I had seated the student in the office, I returned to the classroom. However, at that moment the bell started ringing, so we didn't manage to do anything. The student didn't even bother for another hour. Since then, he has not been disruptive in my lessons, but his work results have not improved. He still refuses to work and his worksheets often remain blank. I, along with the other female colleagues, have more or less gotten used to it and we don't really deal with this fact. What we think would really help would be an assistant who would work with the student.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: mobil\nDisorders: Agrese,Neúcta k autoritám,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "305", "student_age_year": "14 let, 8. třída", "student_hobbies": "mobil", "student_diagnoses": "", "student_disorders": "Agrese,Neúcta k autoritám,Šikana", "teacher_approbation": "VŠ – Pedagogická fakulta, aprobace Zeměpis a Tělesná výchova", "teacher_practice_years": "38 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1408", "content": "TEACHING CASE STUDY\n\nBackground:\nA girl with a psychiatric personality disorder suffers from anxiety and depression. It manifests itself in self-harm and distancing from the collective. Her behavior is monitored by a professional social worker and an assigned psychiatrist. Nevertheless, she is entrusted to the exclusive care of her mother, who did not cope with her previous upbringing of children. I had the opportunity to meet the girl during my assistant internship at school.\n\nSituation (Anamnesis):\nThe very first day she threatened to commit suicide, the next day she sharpened her ruler and claimed that she would kill everyone and then herself. On the third day, she brought a folding knife to school, which was confiscated. The children keep their distance from her, but one of the pupils helps her. During the lesson, he advises her what to do. The girl's mother is unwilling to address the problematic behavior. She stopped the girl's medication without consulting a psychiatrist. It happened that the girl left the school out of nowhere during the lesson and the teachers had to look for her.\n\nTeacher Intervention (Solution):\nShe was finally found. Last year the girl threatened to jump down the stairs and kill herself. When her mother was called to come pick her up, she started yelling obscenities into the phone and said she didn't have time for that and hung up. The class teacher is trying to secure a teaching assistant for the girl, who should start in October. The teacher finds a problem with communication with the mother and perceives her failure here, because after a year of having the girl in her class, she failed to prevent her from self-harming.\n\nOutcome:\nHe tries to establish a personal contact with the girl, asks her how she is doing and strives to increase the self-confidence she lacks. The girl has good grades, but without a good family background and medication, the situation is not likely to improve in the near future.\n\nStudent Profile:\nAge/Year: 12 let, 7. třída\nHobbies: výtvarná výchova\nDiagnoses: Psychiatrická diagnóza\nDisorders: Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1408", "student_age_year": "12 let, 7. třída", "student_hobbies": "výtvarná výchova", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Sebepoškozování", "teacher_approbation": "Mgr., VV, ČJ", "teacher_practice_years": "23 let", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/314", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problems with the girl started when she reported that she was being bullied at the boarding school. The report turned out to be false and the situation began to be resolved. This did not help, and the girl tried to commit suicide by overdosing on pills. She attempted suicide repeatedly, these were demonstrative suicides to attract attention. She ended up in psychiatry and was prescribed medication. After returning, her condition did not improve much. She avoided the surroundings, looked sleepy, was unable to make eye contact. I also noticed that she has scars on her hands from self-harm. After talking with her psychologist, I found out that this damage started with her parents' divorce. She was hospitalized for the second time in a short time.\n\nSituation (Anamnesis):\nThe girl lived with her grandmother and she showed no interest in her. The parents are divorced, the mother is an alcoholic, and neither of them showed any interest in her either. The divorce was not easy and already at that time the girl became anxious. She was fixated on her mother, but she couldn't bear the divorce and started drinking. The girl has been seeing a psychologist and is being medicated. Now he is again in psychiatry. She also has the problem of not feeling like a girl and has admitted that she wants to change her gender.\n\nTeacher Intervention (Solution):\nWe started to involve the girl more in activities at the boarding school and devised a program for her to get more involved in the collective and have fun in the afternoon, as she had no interests and spent most of her time locked in her room. We drove her to different clubs, but none of them interested her and she couldn't stand any of them. She was also seeing a psychologist. The first time she was in psychiatry she participated in online classes, the second time she no longer had access to a computer, so it was impossible to be in contact with her.\n\nOutcome:\nUnfortunately, despite efforts to involve the girl and pay attention to her, she dropped out of school and shortly after that she ended up in psychiatry again. She was diagnosed with hospitalism, so she would never be able to live life without professional help. As many things came together that caused the girl to suffer, it was impossible for the school to help her sufficiently.\n\nStudent Profile:\nAge/Year: 20 let, zanechání studia ve 2. ročníku SŠ\nHobbies: žádné\nDiagnoses: Hospitalismus,Úzkosti,Panické ataky\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Support, Working with the collective, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "314", "student_age_year": "20 let, zanechání studia ve 2. ročníku SŠ", "student_hobbies": "žádné", "student_diagnoses": "Hospitalismus,Úzkosti,Panické ataky", "student_disorders": "Lhaní", "teacher_approbation": "magisterské vzdělání, aprobace občanská výchova a český jazyk  další 4 semestry studia na výchovnou poradkyni", "teacher_practice_years": "28", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/150", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring civic education classes, where one teacher taught, the student behaved more than inappropriately. She was constantly interrupting, shouting and ignoring any warnings. She did what she wanted. For example, during the introductory lesson, students were given a piece of paper that explained how the lessons would be conducted, how the students would be evaluated, and there were also boxes for the student's and legal representative's signature. The teacher started reading at the same time as the children to clarify the content of the message. All the students had the paper in front of them, only she had it already in her backpack, so the teacher told her to take it out, that they would read it. She told her that she was reading it to her, so she didn't need to see it. After that, the teacher told her that she really should have it in front of her. She said that she was not interested and started having fun with her classmates. Despite repeated warnings, the student continued her inappropriate behavior. Later, it annoyed her classmates as well, how she constantly commented on everything and tried to get their attention. However, this purpose was not fulfilled. When the teacher told her that she would give her a note, she replied that her mother would sign it. So the road didn't lead this way.\n\nSituation (Anamnesis):\nIt must be said that the pupil was problematic from the beginning. Already in the first grade, she was already going to the principal's office because of disciplinary problems. And this is how things dragged on with her until now, when she attends the 7th year of elementary school. This class had split two classes into one in the past, and all the kids didn't really like each other. There were two boys in one class who couldn't stand her at all. Unfortunately, the hatred here was mutual. She didn't need these two classmates either. Sometimes her classmates even make fun of her for being ugly because she has a few extra pounds and some kind of bum on her face, which is completely normal at their age. But she is not the kind of person who would like some taunts. In that case, everyone retaliates, and such behavior in that case is an endless cycle, as neither side will back down and so-called 'strike back'. And here this constant struggle of theirs was also reflected in the climate of their newly created class. They even discussed morality once during civics class. The class was given the task of writing three good qualities/principles and three bad qualities/principles of how a person should behave. And her two 'unpopular' classmates wrote her name on the bad part. When she heard that, she didn't react. Then the teacher told her to think about herself if her classmates thought she was a bad person. To that she retorted that she didn't care. As for the student herself, let's just say that she doesn't have an easy time in life. She comes from an incomplete family, she doesn't know her father, so she depends only on her mother, who is obviously not enough to raise her. Moreover, the mother apparently does not keep a firm hand over her daughter. She has a rather selected vocabulary, which she omits with various vulgar words and swear words. Most likely she must have heard it at home. The unpleasant thing is that they then spread these words among their classmates, which is really not good. It is also admirable how she possesses knowledge about sexual life. He knows more than is healthy for his age. Again, it's hard to say how he knows everything. However, the unsuitable home environment is offered again. She used to be better off when she was still hanging out with her older sister. Therefore, she was raised only by her mother and her sister. But then she started her own family and didn't pay so much attention to her younger sister. And of course it bothered her, because their mother also started to direct her attention to her grandchildren and she thus lost all the attention she was trying to get from the teachers at school. In my opinion, it is also important to know the student's personal or family life, because what happens to the child at home, of course, automatically affects how the child will behave at school. Everything from the house is also reflected in the school environment, which is why we must not neglect this fact and pay enough attention to it.\n\nTeacher Intervention (Solution):\nSituation 1: The teacher asked if she wanted to work with us. She didn't answer. The teacher warned that she would write a note, you have new electronic student books, so don't think that if it's not on paper, it doesn't have the same weight. She replied that mom will sign it, she doesn't care. The teacher suggested that we invite mom to school. She replied that she didn't care. The teacher pointed out that she should think about what she will do in high school. She asked what was the matter with her. The teacher suggested if she didn't want to go behind the door, that kind of behavior is not appropriate in the classroom at all. She replied that it was not a problem for her. The teacher ended the interview. Situation 2: The teacher announced that today's topic will be morality. (the teacher continues the explanation and the children copy the notes from the interactive whiteboard, only she is not working again...) The teacher called for work. She replied that she didn't want to. The teacher pointed out that everyone has some responsibilities in life. She lowered her head into the paper. The teacher assigned an assignment. She asked what Anička has as a good example. Anička replied that generosity. The teacher praised Anička. The teacher asked what Jirka and Honzík had as a bad example. Jirka and Honzík answered that she did. She screamed that she didn't care. The teacher pointed out that her classmates thought she was mean. Shouldn't she think about it? She arrogantly turned to the window, the bell rang for the end of the hour. The teacher thanked her for her attention and asked her to fill in the notes.\n\nOutcome:\nImmediately after the unpleasant conversation between the student and the teacher from situation 1, the student became offended and did not speak until the end of the lesson. But this also had a negative effect. The student refused to work. However, the rest of the class cooperated nicely and the class ran smoothly. This harmonious course of the hour was caused by the fact that she did not engage. She always just shouted or made inappropriate comments off topic, even though she wasn't asked. The teacher informed her mother about her behavior and asked her to come to school. So the mother showed up at the school, after hearing how her daughter was behaving, she promised to talk her out and keep an eye on her. Žačka was fine for a while, but over time everything went back to its old ways. And this could be a constant carousel. It was always just a temporary solution. It must also be said that nothing else was true about her except her mother. Unfortunately, even this solution did not have very bright prospects for the future.\n\nStudent Profile:\nAge/Year: 12 let, VII. ročník\nHobbies: Divadelní kroužek, malování, dále ji nic moc nebaví\nDisorders: Lhaní,Rušení výuky,Potřeba pozornosti,Vulgární vyjadřování,Neúcta k autoritám,Odmítání spolupráce,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "150", "student_age_year": "12 let, VII. ročník", "student_hobbies": "Divadelní kroužek, malování, dále ji nic moc nebaví", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Potřeba pozornosti,Vulgární vyjadřování,Neúcta k autoritám,Odmítání spolupráce,Nepracovitost", "teacher_approbation": "Studující, český jazyk a literatura, německý jazyk a literatura", "teacher_practice_years": "1", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/575", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 15 let, 9.třída (2.stupeň ZŠ)\nHobbies: sport\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "575", "student_age_year": "15 let, 9.třída (2.stupeň ZŠ)", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "Mgr. – Vko, ČJ, Dě, výchovné poradenství", "teacher_practice_years": "25 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/51", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring recess, a girl from my class ran into my office and told me that her friend in the class was crying and the other classmates were laughing at her. I immediately went to the classroom with her to find out what happened. As I opened the door, the laughter slowly died down as the children noticed me. A crying girl was sitting in the first pew, crying. I asked her what someone did to her, but she couldn't talk. Someone in the class shouted, 'Nobody did anything to her, jeez!' Therefore, I decided to talk to the girl alone and took her to the science classroom, which was empty at the time. In the classroom, I offered her a tissue and she slowly started talking. She told me that one of her classmates took pictures of her in the toilet cubicle and immediately after that she published several photos on social networks and sent the link to them to other classmates.\n\nSituation (Anamnesis):\nThe problem student who took pictures of her classmate in the toilet was always a problem child. Her father is rich and gives his daughter everything in abundance. The student has no disadvantage. She is used to getting whatever she asks for. It can be said that her parents are absolutely unable to raise her, but they don't want to admit it. In class, she is popular with most of her classmates, or so she thinks. The teachers in her class repeatedly complain about her behavior. She often solves her disruptions (verbally, throwing various objects across the classroom,...) by testing her from the material already covered. She doesn't react to it in any way and doesn't even try to answer the individual questions in any decent way. He usually responds with the words: 'How am I supposed to know?', 'What do I know?' or 'Look it up in the textbook if you're so interested.' Bad grades don't faze her in the least. When the teacher threatens to invite her parents to school, she usually shrugs her shoulders or suggests that it will annoy her father to listen to stupid talk. The teachers have to repeatedly remind her to write in her notebooks, not to put her feet on the desk, not to use her mobile phone, etc.\n\nTeacher Intervention (Solution):\nAfter the interview with the injured student, I returned to the classroom, where classes were already taking place at that moment. I asked the teacher to release the problematic student from the lesson. I took her to the principal's office. The principal and I found out from her on which social networks she had published pictures of her classmate and we immediately deleted them from them with the help of another colleague. Unfortunately, there were already comments on the pictures from strangers, who we had to inform that it was a criminal offense and to agree with them to delete the comments and not to spread these pictures any further. The father of the problematic pupil and the mother of the damaged pupil came to the school. Both pupils and their parents were invited to the headmistress. The father of the problematic student did not show any interest in the correct solution to the problem and denied his daughter's guilt. Unfortunately, he was one of the school's biggest investors and the headmistress didn't want to upset him. That's why I couldn't push for a bigger punishment and the problematic pupil was reprimanded by the class teacher, which in my opinion is not a sufficient punishment for such a serious offence.\n\nOutcome:\ndefinitely cannot say that I am satisfied with the solution to the problem. The bullying by the problem student continued, so I invited the mother of the damaged student once more and told her that it would be best to transfer her daughter to another class so that she would not come into contact with the problem student as much. But the mother decided to enroll her daughter in another school. The problematic pupil continued her inappropriate behavior throughout her compulsory schooling. I have never been able to push for a higher punishment, although I think that a 2 on behavior would be an adequate punishment for the behavior of the student mentioned above.\n\nStudent Profile:\nHobbies: sociální sítě\nDisorders: Lhaní,Šikana,Rušení výuky,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "51", "student_age_year": "", "student_hobbies": "sociální sítě", "student_diagnoses": "", "student_disorders": "Lhaní,Šikana,Rušení výuky,Agrese", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Bullying", "problems_possible_annotated": "Violation of classroom/school rules", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1178", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the math lesson, I assigned the students an independent work. One of the students was clearly not interested in the lesson and was not even interested in doing any work or just thinking. Within a few moments, this student began making noises of various character. Another student joined him. So there was a cacophony of sounds in the classroom. As a result of this behavior, the other students were unable to concentrate on the task, which was a significant problem and a solution to the situation was needed on my part.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on all sides of the class so that they have as little opportunity to communicate with each other as possible, i.e. so that they also influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nTeacher: Students, I warn you, stop it. Rather concentrate on the work at hand. How are you? I see there isn't much here. You have to focus. For example, how would you calculate this example? Student: I don't know, I would probably do this and then I don't know. Teacher: So first you have to add these two members. What about you students? (the student spoke again) 'I stopped paying attention to the student'\n\nOutcome:\nThe student did not interrupt the class anymore, as he did not receive the desired attention from the cantor and classmates. With other cantors, the problematic behavior continued, because they pay attention to his behavior, unlike the cantor, in whose classes the student behaves relatively decently and works at a standard pace.\n\nStudent Profile:\nAge/Year: 15,osmýročník (propadl)\nHobbies: otevřená otázkaČas venku s přáteli, počtačové hry\nDisorders: Lhaní,Nesoustředěnost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1178", "student_age_year": "15,osmýročník (propadl)", "student_hobbies": "otevřená otázkaČas venku s přáteli, počtačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Nesoustředěnost,Rušení výuky", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/727", "content": "TEACHING CASE STUDY\n\nBackground:\nI've dealt with it many times... At first I just dealt with it by telling them to be quiet, and when that didn't help, I told them that for 3 disruptions I would write home for indiscipline, they listened and were calm. Over time, I created a system of dots and when they were always being noisy, I wrote to my parents and it was calm right away. But I also tried to motivate them in such a way that those who do not disturb will be able to build interesting kits in work activities and the rest will just make something out of paper.\n\nSituation (Anamnesis):\nIn this case, it is normal homogeneous classes composed of both boys and girls with different family backgrounds. From the beginning of the class, they tested a lot what the teacher was able to accept. Over time, the teacher has built up the respect of the class by being fair and able to both rebuke indiscipline and reward good behavior. Disruption in lessons in these classes depends very much on the popularity of the subject or the interest of the material being discussed among individual students. It also very often happens that students have classes such as work activities or art education as free hours, where there is no need to work and observe discipline. Furthermore, the atmosphere brought to the class or created during it is important for the entire class team. The time of day in which classes take place can also play an important role.\n\nTeacher Intervention (Solution):\nwas leading a class and I noticed at the beginning of the class that they were fired up and I would have to calm them down a lot. I informed them of our rules and asked them to calm down. During class, however, some still tended to be disruptive, so I said their names out loud and wrote the black dots. The students calmed down because they didn't want me to write home.\n\nOutcome:\nWhen an individual or group was disruptive in class, he/she got a black dot or a dash under his/her name. If the student achieved the specified three transgressions, the teacher wrote to the parents about their child's behavior in class. Incidents were resolved in this way and the student reflected on his behavior. However, more often than not, the students heeded the teacher's warning and calmed down their behavior before reaching the set number of black dots. Furthermore, all the pupils were told before the lesson that they would be rewarded for good behavior. The teacher had prepared materials for regular teaching for all students and special materials as a reward for the chosen ones. The program was attractive enough for the students to fight for it and behave well.\n\nStudent Profile:\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "727", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Bakalář", "teacher_practice_years": "3 roky", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/834", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened about three years ago. I received the first year of Automechanics from the Civics subject. After about a month, one student fell ill with pneumonia and later with mononucleosis. During the next six months, he could not attend face-to-face theoretical and practical classes due to health reasons. Although my colleagues and I continuously assigned tasks to him, he tried to fulfill them, there were also consultations via messenger, unfortunately he was unable to attend practice, which made it impossible for him to continue in the field. In addition, he was diagnosed with ADHD. The student became apathetic, he lacked motivation to continue his studies, he even wanted to leave school completely. From the beginning, he completed the assignments, tried to catch up on all the material, and went to individual tests. Later, however, he became tired and unmotivated from the whole situation. He stopped completing assignments, started communicating less with school, even refusing to talk to the class teacher. He asked me if I would help him solve this situation, because in my classes the student felt good and liked to communicate.\n\nSituation (Anamnesis):\nStudent in the first year of the Automechanics course, diagnosed with ADHD, poor health (pneumonia, mononucleosis), loss of motivation to continue studying\n\nTeacher Intervention (Solution):\nAfter a request from the class teacher, I contacted the student via messenger - video call. I called him and asked him if he would mind chatting with me for a while via video chat. The student agreed. First, I asked him how he was, how he felt health-wise, if he needed anything, and that I was also calling because his class teacher asked me to. The student was happy to be interested, communicated, sounded optimistic. I told him I knew he was thinking about dropping out of school. Then I explained to him that it would be a shame to miss him at school. I asked him if he would at least think about it, I told him that at least a teaching certificate is needed for future employment, that we could find another solution, change field, etc. I asked him what he enjoys, what his interests are and conical. I also told him that if he changed his mind about further studies, he should call me in a few days, we will make arrangements, possibly at a meeting at school, and with his parents, and we will find a solution together. Two days later, the student called me to say that he had been thinking about it, he had talked with his mother at home, his father does not live with them, so he preferred to deal with the situation with his mother. I arranged a meeting with him at the school, he finally came with both parents, which was a pleasant surprise for me that both parents showed interest in their son's studies. At the meeting, after talking to all the participants, I suggested that I conduct a SWOT analysis of strengths and weaknesses with the student. Based on the results of the analysis and the interview with the student about his interests and hobbies, we came to the conclusion that a waiter would be more suitable for him. Parents also agreed.\n\nOutcome:\nAfter negotiations with the pupil and parents, the pupil was again motivated to continue his studies, with the provision that he would change his major. In the next school year, he entered the first year of the newly registered field. He is now already in his third year, he enjoys his studies, he completes his assignments, he is satisfied with his practical work and he is awaiting his final apprenticeship exams this school year.\n\nStudent Profile:\nAge/Year: 2. ročník, 8 let\nHobbies: cyklistika\nDiagnoses: Poruchy učení,Dyslexie,Agresivita\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "834", "student_age_year": "2. ročník, 8 let", "student_hobbies": "cyklistika", "student_diagnoses": "Poruchy učení,Dyslexie,Agresivita", "student_disorders": "Agrese", "teacher_approbation": "Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "5 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/654", "content": "TEACHING CASE STUDY\n\nBackground:\nIt all started already in the 3rd grade, two specific boys had constant problems with each other, they poked each other, cursed each other until the aggressor made threats like 'I'll wait for you in front of the school' to threats of murder. Often, the boy also deliberately 'touched' his weak points in order to harm him even more. As soon as it happened, the bullied boy was afraid for himself and came to school with a knife so that he could possibly defend himself against a classmate with threats. It happened during recess, when none of the teachers were in the classroom, everyone was in the office or in the corridors. And I learned about it from their classmates, I was just supervising in the corridor when the children ran up to me and started shouting that the boys in the class had a knife. I don't know exactly how it all happened or what made the boy pull out the knife.\n\nSituation (Anamnesis):\nWhen I focus on a problem boy (Aggressor - he lives only with his mother and in my opinion he lacks the male element, i.e. a hard hand in the family - his mother does not communicate with the school - an only child possible influence on upbringing - he does not have good school results, no one at home with him doesn't study (almost fails) - problem student, truant... Boy with a knife: - only child from a wealthy family (branded clothes, expensive phone) - emotionally unstable - a bad word must not be said to the boy, because it will cause him an inner fear that he is not in everything the best and starts crying which I attribute in large part to the fact that he doesn't have siblings (he's never been bullied by a sibling). In class it's like the boys can't even say anything to him because he'll cry right away even now in 5th grade) and that causing the boys to start mocking him. - On the contrary, he has very good results at school and his parents study with him at home -\n\nTeacher Intervention (Solution):\nAfter confiscating the knife, we took the boys into the office, because despite that, the whole class already had a trauma and a lot of experiences from this situation. First, we discussed how it happened in the first place and why he brought a knife to school. After which we learned that the problematic pupil had already threatened and cursed him, that he would kill him and that he was a spoiled brat, etc... So he brought the knife out of fear that he would hurt him. We searched for when it all started and we also asked the troubled boy why he pokes a classmate and does him such harm.. but he couldn't explain why he gets into him... ('he's evil at the core and it's completely natural to insult someone') we explained to the student with the knife that every situation has a solution, that it is enough to talk about it. We also told him that he can come to any of us and no one in the class has to know about it. Because when you already know something like that, you try to observe what's going on in the classroom more, and not just in the lesson. The solution was as follows, we discussed it with the boys in the office and both received a 'reprimand from the class teacher'. One for aggressive behavior and the other for bringing a knife and thus violating the class rules.\n\nOutcome:\nIn my opinion, it was a graduated situation from what happened to them during the whole school year. The incident happened at the end of the year and at the beginning of the next school year they were best friends, they sit together on the bench and have fun like very good friends, the sensitive little boy with the knife never once cried in class this year. The reaction to this conflict is now more frequent supervision in the classroom, the problematic boy is under more supervision to ensure that nothing happens, we also pay attention to whether he goes to school and warn him about indecent expressions, for example: 'This is not said, please don't do this, this you overdid it etc...'\n\nStudent Profile:\nAge/Year: Oba chlapci 4 třída, 7 let\nHobbies: Počítačové hry, fotbal, zábava s kamarády / parkour, pc hry, skateboard\nDisorders: Lhaní,Podvody,Záškoláctví,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "654", "student_age_year": "Oba chlapci 4 třída, 7 let", "student_hobbies": "Počítačové hry, fotbal, zábava s kamarády / parkour, pc hry, skateboard", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Záškoláctví,Provokace", "teacher_approbation": "Bc. - speciální pedagogika se zaměřením na vzdělání", "teacher_practice_years": "3", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/400", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught students history in English and Business English. There was a clear difference between the subjects he was interested in (Business English) and the others; in those he did the bare minimum. In the three years I taught him, he made little progress. He often promised to get the job done and failed to keep his promise. When he finally submitted the assignments, they were photocopied, which he denied.\n\nSituation (Anamnesis):\nStudent had no diagnosed disorder, but had PPP due to competitive swimming in his first two years of high school. He worked later during the school year, which was probably the reason for his poor grades.\n\nTeacher Intervention (Solution):\nIt was important to me that the student submitted well-crafted assignments, in history these were projects and essays. Unfortunately, he collaborated on projects with his friends and probably left his part to them. He presented the information well during the presentation of the project, but when I asked him something, he was unable to answer. I was relatively lenient about the submission date due to his swimming. It was just about handing in the assignments. It took him a long time to finally submit an essay that wasn't photocopied. In the last year, when I no longer taught him, he continued to practice copying from the Internet. It is possible that he copied during the tests, but this cannot be proven.\n\nOutcome:\nI tried to resolve the situation with him many times, and eventually he stopped cheating so much. After that I stopped teaching him. In his last year, he did not pass the matriculation examination and did not finish some subjects due to failure to meet conditions and plagiarism.\n\nStudent Profile:\nAge/Year: 15-17 - 1.-3.ročník gymnázia\nHobbies: plavání\nDiagnoses: Školní nezralost\nDisorders: Lhaní,Podvody,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "400", "student_age_year": "15-17 - 1.-3.ročník gymnázia", "student_hobbies": "plavání", "student_diagnoses": "Školní nezralost", "student_disorders": "Lhaní,Podvody,Záškoláctví", "teacher_approbation": "Mgr.", "teacher_practice_years": "11 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/512", "content": "TEACHING CASE STUDY\n\nBackground:\nIt happened during a big break when the kids were in class and there wasn't even a teacher there at the time. When I entered the classroom, three boys were fighting on the carpet at the back. They rolled over each other, one sitting on top of the other. The third hit the fourth hard just as I walked in. At that moment there was still a fifth one trying to stop the boy. Fortunately, a colleague was already right behind me, so we both took action. We managed to separate the boys from each other. We first took the boys aside and started to find out what actually happened.\n\nSituation (Anamnesis):\nOf course, the \"popular\" children stand out in the class\n\nTeacher Intervention (Solution):\nFinding out who started it was completely pointless as the boys kept blaming each other and continued to verbally attack each other. I wanted the students to realize that their actions could have very bad consequences. So we all talked together about what could happen in extreme situations. In the final, even the boys themselves were able to think rationally and realized some possible consequences. At this point, all the boys were a little calmer and stopped arguing with each other.\n\nOutcome:\nThe boys were reprimanded and I told them as a threat that if they had any more disagreements, they would all go straight to the principal's office and face a demerit. The boys apologized to each other. Since then, there has been no major conflict between them.\n\nStudent Profile:\nAge/Year: 4. ročník\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Arogance,Agrese,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "512", "student_age_year": "4. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Arogance,Agrese,Lhaní", "teacher_approbation": "Vysokoškolské", "teacher_practice_years": "2", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/321", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerns a boy who attended the 6th year of primary school, where the teacher taught Czech language and Art Education. The boy was highly intelligent and achieved perfect results despite problematic behavior during class and breaks. During classes, he constantly interrupted, talked and entertained other classmates, did not even listen to teachers' warnings and did not concentrate on the course of the lesson. Conflicts with classmates continued even during breaks. The selected pupil was involved in several problems, but for this case study the conflict between him and another classmate was chosen. During recess, a physical altercation occurred in the classroom where a student pushed a classmate hard in the back, causing the classmate to hit a desk and the wooden part of the desk broke off and fell to the ground. The classmate then needed medical treatment, he had bruises and injured parts of his body at the point of impact. There were 24 boys and 3 girls in the class. The selected pupil was not the only problematic one in the class, but was often the initiator of the conflict.\n\nSituation (Anamnesis):\nThe boy came from a complete family, lived with his father and mother and was an only child for a long time. He already had a little sibling at the time of the conflict. He had no behavioral disorders and no confirmed diagnosis. His grades were always excellent in all subjects, and in his spare time he played computer games, mainly strategy and combat. He had friends in class who mostly supported him in conflicts. His problem behavior was the same in all classes, so it wasn't just select classes.\n\nTeacher Intervention (Solution):\nAfter the incident, the school immediately began to discuss why it happened and how the student would be punished. The solution began at the pedagogical council, which was convened precisely because of this incident. At the council, the class teacher proposed and subsequently approved a behavior assessment with a score of two and, of course, immediate consultation with parents. The parents did not agree with the punishment in the form of a deuce for behavior and complained several times, not only to the teacher, but also to the school management. Despite great pressure from parents, the decision did not change.\n\nOutcome:\nThis incident happened during the last months of the school year, and the next year the boy joined the class again. However, all the teachers observed a distinct change in his behavior. He no longer disturbed and caused conflicts like before. The teacher had doubts about her decision because he was a student with perfect results, but when she saw the change in his behavior over the next year, she understood that it was the right decision and for the first time in his life the boy actually faced consequences for his behavior, not just in the form of a note or verbal reprimand.\n\nStudent Profile:\nAge/Year: 13 rokov, 6. ročník\nHobbies: počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "321", "student_age_year": "13 rokov, 6. ročník", "student_hobbies": "počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské štúdium, Český jazyk, Výtvarná výchova", "teacher_practice_years": "28", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/20", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose on a school trip, when the student was not getting used to the camp environment. He was already overweight and there were occasional noticeable signs of being provoked by others. On a school trip in a camp environment, however, his mental imbalance peaked. The situation was escalating - it was aggression towards others on the part of this pupil. He started fights for no reason and constantly yelled at his classmates. It started with an incident on the way to a field trip, when he told his classmate on the bus that he was a 'moron' because his backpacks were placed inappropriately in the aisle and he couldn't pass. Then the situation escalated during the meal, where he started throwing pastries at another classmate because he accidentally drank his tea from the canteen. In the afternoon, after the same lunch, he started fighting with a classmate because he took his backpack to a place where he couldn't find it - but he did so according to the instructions of the teachers, who wanted the students to take their backpacks to a common place. The next day, for unknown reasons, he again started fighting with a classmate in front of the cabin.\n\nSituation (Anamnesis):\nThe class is one of the less problematic in the year. Most of them are boys – 13 boys and 8 girls. At the same time, in terms of grades, it is a very above-average school, but there is a group of 3 boys with poor grades. However, at the beginning of the 6th year, the average grades of half of the pupils have deteriorated - but the teacher adds that this happens because the pupils are 'going through puberty'. This also applies to our problematic 'obese' pupil, who started playing more computer games during the holidays and probably because of this his behavior has changed, as he has a hard time getting used to new surroundings and lots of people around.\n\nTeacher Intervention (Solution):\nThe teachers took a board with the students' names on the school trip and set it up in the cafeteria. They were going to write an assessment of their behavior on that chart. After the student started fighting the next day after his arrival, teachers took him aside and tried to force him to tell him that his behavior was inappropriate and that he should remember that he was still at a school event and subject to school rules . However, for most of the conversation with the teachers, the student just stared into space, sometimes nodded and 'mumbled something'. He also constantly tried to make excuses that everyone else was doing everything to him on purpose and that he 'didn't start'. Based on everything that preceded the situation, the teacher with whom I am interviewing decided to write a picture of a pig on the board in the cafeteria next to the name of the problematic and obese student to evaluate his inappropriate behavior.\n\nOutcome:\nFor a few days everything seemed to be fine. The troubled student calmed down - after all, he did not suffer from any illness or diagnosis, apart from a worsened average. Moreover, the deterioration in his average itself was too short-lived to judge anything. After three days, however, the teachers began to dream that the students were gathering around the blackboard and pointing at his name and what was written on it. They thought it right to prevent the pupils from laughing at him in the sense ('he is as fat as a pig') - so they were afraid that the picture of a pig would not evoke inappropriate thoughts in others and that the problem pupil would not face ridicule. So they deleted the picture on the condition that his behavior improved, which he did, and the rest of the trip was peaceful for the troubled student.\n\nStudent Profile:\nAge/Year: 12 Let, 6. ročník ZŠ\nHobbies: Deskové hry, cizí jazyky, počítačové hry, četba\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "20", "student_age_year": "12 Let, 6. ročník ZŠ", "student_hobbies": "Deskové hry, cizí jazyky, počítačové hry, četba", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Mgr., učitelství AJ, RJ (angličtina, ruština)", "teacher_practice_years": "10", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/685", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation started when one of my students in the first grade of elementary school kept forgetting her homework. Later, it also started to happen that she did not bring crayons and other writing utensils to class. At first, I lent her some crayons or gave them to her directly, but even though I gave her crayons repeatedly, it always happened once in a while that she didn't bring them. I thought she was forgetting them just like her homework, so one day I scolded her by saying, 'I'm mad at you!' etc. When I asked her why she didn't carry stationery, she kept silent. At one point I ran out of patience and told her: 'I'm giving you the last crayons, you won't get any more from me.' After that, the student burst into tears and confided that her siblings were taking her crayons straight from her bag at home. Of course I asked her why she didn't confide in me earlier. To this she replied: 'My siblings told me not to tell anyone else they would beat me.' And she asked me if she could keep the stationery at school, which of course I agreed. Subsequently, I contacted her mother and informed her about this situation.\n\nSituation (Anamnesis):\nThe student came from a troubled family. She was placed in a special class because she was diagnosed with ADHD. She also had problems with communication and establishing social contact. She was quiet, tearful. She had 5 siblings. The father was serving a sentence and the family was under the supervision of OSPOD.\n\nTeacher Intervention (Solution):\nAt first, I tried to conduct a guided conversation with the student in order to motivate her not to forget her aids. I constantly reminded her to carry her tools and not forget them. I often persuaded her.\n\nOutcome:\nwas very sorry that I scolded the student without permission. Of course, it wasn't her fault that she wasn't wearing the aids. Instead of open-ended questions, which she did not want to answer out of fear, I asked alternative questions and searched more for the reason for not wearing aids. I could have invited her mother in advance for an interview. The student could see that she was sad and stressed about the whole situation. But she began to realize that every situation has a solution. And when I finally found out what the truth was and dealt with the situation with her mother, she began to trust me personally more. Our relationship deepened and the student knew that she could turn to me at any time.\n\nStudent Profile:\nAge/Year: 7 let, 1. třída\nHobbies: zpěv\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Disrespectful communication, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "685", "student_age_year": "7 let, 1. třída", "student_hobbies": "zpěv", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "VŠ; Učitelství pro 1. stupeň; PaedDr.", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/903", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose with the problem of three second-year students, when two of them behaved more aggressively towards the third on the way to school and then in the morning in the changing rooms, where almost no one appeared in the relatively early hours and the pedagogue's supervision only started later. The pupil in the position of the victim tried to make friends with these two and initially evaluated their behavior as boyish 'teasing' and believed that they would gradually back off. According to the testimony, this behavior was repeated for about a month. Then the mutual shoving culminated in the victim student falling at the bus stop, injuring his knee and calling his parents. Dad immediately went to see the school principal.\n\nSituation (Anamnesis):\nUntil then, there had been no problems in the class that would in any way indicate the occurrence of bullying or aggressive behavior of the pupils. Pupils made friends only in the collective rather in small groups that were a little distanced from each other.\n\nTeacher Intervention (Solution):\nThe aforementioned three pupils were interviewed immediately afterwards (with each one separately) in the presence of the guidance counselor, the class teacher and the school principal. Meanwhile, the other students in the class were asked to comment anonymously on whether they noticed any unusual behavior in the three individuals. The student-victim described that the more aggressive behavior of his classmates lasted for about a month, that he was trying to become their friend. The other two students (the aggressors) blamed each other in individual interviews, adding that they took the behavior as teasing and did not realize that it was an overreaction when the third student did not fight back significantly. They considered the third classmate a burden and had no intention of being friends with him anymore. It was learned from the other students in the class that they had seen the three nudge each other a few times, but had never observed anything that concerned them. In the same week, three lessons were devoted to the prevention of bullying in the classroom - with practical tasks and activities, the pupils were led to evaluate simulated situations, comment on how they would feel in the given situations, how they would solve them, etc. - the activities were conducted educational advisor in cooperation with the class teacher. Subsequently, an interview was conducted with both aggressors - with each one separately. They have now evaluated their behavior as inappropriate and apologized. The parents (of all three pupils) who were invited to the school were also informed. The aggressors were reprimanded by the class teacher due to the fact that there was physical harm, but at the same time it was their first offense and they apologized. For the next month, surveillance was ensured in the dressing rooms early in the morning. Subsequently, early in the morning surveillance was carried out at random. It was explained to the victim that friendship cannot be forced and the student began to befriend other classmates.\n\nOutcome:\nIn the following years, this conflict did not occur between them. The students acknowledged their mistake and apologized to their classmate.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník ZŠ\nDisorders: Arogance\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "903", "student_age_year": "13 let, 7. ročník ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Arogance", "teacher_approbation": "Český jazyk a občanská výchova pro střední školy", "teacher_practice_years": "19", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/828", "content": "TEACHING CASE STUDY\n\nBackground:\nLast year, at the beginning of the third grade, one of my students, a quiet, calm and unproblematic girl, began to behave in a non-standard way. She started destroying her classmates' products, made fun of them during breaks, used inappropriate words. It bothered the children and there were often disputes. The seriousness of the situation escalated at the moment when her classmates came to tell me that she was in the club in the afternoon and then on the playground she repeatedly asked for a knife, that she wanted to kill herself. I assessed the situation as high risk. At this point it became clear to me that I needed to involve my parents in solving the problem.\n\nSituation (Anamnesis):\nThe student is the youngest of three siblings. The mother lives with her partner - the student's father. The eldest daughter is married and lives with her family in another city. Family is caring. Mother started going to work in shifts. The student is quiet, calm. He doesn't have many friends. He lives near the school. His interests are appropriate for his age. She likes to play with dolls, takes care of guinea pigs.\n\nTeacher Intervention (Solution):\nknow from experience that such small children can reflect problems in the family with their behavior, I had to solve this situation. I had a conversation with the student about how her friends treat each other, what she likes, what she doesn't like, what she wouldn't want children to do to her. I was brought down to her level the entire time of the conversation so that I could look her straight in the eyes and she did not perceive me as a superior person. When I asked her about the holidays, she told me that she was at her big sister's for the whole holiday and was not at home at all. At this point it became clear to me that I needed to involve my parents in solving the problem. Respect and be respected - communication with the child as an equal, respectful non-superior attitude. I called my mother, who very willingly came to school. The student was in the sorority at the time. I explained the situation to my mother. At that moment, the mother burst into tears and confided in me that they have problems with the girl at home as well, that she is mean to them, retorts, does not listen. Mom doesn't know how to deal with her at home. I asked when these problems started. Mom told me that after coming home from big sister. I told my mother that this was a possible reason that the student could feel lonely, pushed away. My mother tearfully confirmed my assumption that she herself felt that she was punishing them for it. My mother and I agreed that we would explain everything together with the student and that she would try to organize her time at home in such a way that they could devote maximum time to her. Mom then went to pick up the student from the group and they returned to me. I explained to the student in the presence of her mother that I was very worried about her, that she seemed very sad and that I heard what she was saying outside. I tried to explain to her that nothing she says or does can ever be taken back. If she did something, mommy and daddy would be very unhappy. That they both like her very much, but they both have to go to work to earn money so they can buy her something nice or go on a trip with her. With tears in her eyes, her mother apologized that she was not at home during the holidays, but that she would be alone all day, that is why she was with her sister who has small children. She assured her that they loved her very much. It could be seen that the student was also moved. She assured her mother that she loved her very much. Mom assured me as they left that they would do their best.\n\nOutcome:\nwatched the student until Christmas. She seemed to have calmed down internally, the situation at home had improved. The parents divided the tasks. The father regularly goes to pick up the student from the group and spends the afternoon together. They got her a guinea pig to keep as a pet in case she had to be home alone for a while. At school, I explained to the children in the class that within the class we respect each other, we cooperate, we have fun. The children began to take her in, new bonds were formed. The student reintegrated into the team. My mother and I evaluated the situation at a class meeting at the end of November. She told me that they reassessed the situation at home, adjusted and set new rules, and they were all greatly relieved. I believe that I prevented a possible accident by solving the problem in time.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Ráda si hraje s panenkami, pečuje o morče \f1. Podrobný popis  vzniku) situace na úrovni chování  v první osobě, chronologicky, max. 2 normostrany-3 600 znaků) V loni, na začátku třetího ročníku, se jedna moje žákyně, tichá klidná a bezproblémová dívka, začala chovat nestandartním způsobem. Začala spolužákům ničit výrobky, o přestávkách jim dělala naschvály, používala nevhodná slova. Dětem to vadilo a docházelo často ke sporům. Závažnost situace se vyhrotila v okamžiku, kdy mi její spolužáci přišli sdělit, že je odpoledne v družině a potom i na hřišti opakovaně žádala o nůž, že se chce zabít. Situaci jsem vyhodnotila jako vysoce rizikovou. V tomto okamžiku mi bylo jasné, že do řešení problému musím zapojit rodiče. 2. Anamnéza žáka/ů nebo třídy  osobní anamnéza), tedy vše co je relevantních pro zvolenou situaci  max. 2 normostrany) Dívka – nejmladší ze tří sourozenců. Matka žije s partnerem – otcem dívky. Nejstarší dcera je vdaná a žije se svojí rodinou v jiném městě. Rodina je pečující. Matka začala chodit do práce na směny. Dívka je tichá, klidná. Nemá mnoho kamarádů. Bydlí blízko školy. Zájmy má přiměřené věku. Ráda si hraje s panenkami, pečuje o morče. 3. Podrobný popis řešení problematického chování  v první osobě, chronologicky, max. 2 normostrany, nejlépe zachytit dialog vedený s žákem/y a činnosti, které při řešení probíhaly) Ze zkušenosti vím, že takto malé děti dokážou svým chováním zrcadlit problémy v rodině, musela jsem tuto situaci řešit. S dívenkou jsem vedla rozhovor o tom, jak se kamarádi k sobě chovají, co má ráda, co naopak ráda nemá, co by nechtěla, aby děti dělaly jí. Celou dobu rozhovoru jsem byla snížena na její úroveň, abych se jí mohla dívat zpříma do očí a ona mě nevnímala jako nadřazenou osobu. Když jsem se jí ptala na prázdniny, vylíčila mi, že byla celé prázdniny u velké sestry a vůbec nebyla doma. V tomto okamžiku mi bylo jasné, že do řešení problému musím zapojit rodiče.\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "828", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Ráda si hraje s panenkami, pečuje o morče \f1. Podrobný popis  vzniku) situace na úrovni chování  v první osobě, chronologicky, max. 2 normostrany-3 600 znaků) V loni, na začátku třetího ročníku, se jedna moje žákyně, tichá klidná a bezproblémová dívka, začala chovat nestandartním způsobem. Začala spolužákům ničit výrobky, o přestávkách jim dělala naschvály, používala nevhodná slova. Dětem to vadilo a docházelo často ke sporům. Závažnost situace se vyhrotila v okamžiku, kdy mi její spolužáci přišli sdělit, že je odpoledne v družině a potom i na hřišti opakovaně žádala o nůž, že se chce zabít. Situaci jsem vyhodnotila jako vysoce rizikovou. V tomto okamžiku mi bylo jasné, že do řešení problému musím zapojit rodiče. 2. Anamnéza žáka/ů nebo třídy  osobní anamnéza), tedy vše co je relevantních pro zvolenou situaci  max. 2 normostrany) Dívka – nejmladší ze tří sourozenců. Matka žije s partnerem – otcem dívky. Nejstarší dcera je vdaná a žije se svojí rodinou v jiném městě. Rodina je pečující. Matka začala chodit do práce na směny. Dívka je tichá, klidná. Nemá mnoho kamarádů. Bydlí blízko školy. Zájmy má přiměřené věku. Ráda si hraje s panenkami, pečuje o morče. 3. Podrobný popis řešení problematického chování  v první osobě, chronologicky, max. 2 normostrany, nejlépe zachytit dialog vedený s žákem/y a činnosti, které při řešení probíhaly) Ze zkušenosti vím, že takto malé děti dokážou svým chováním zrcadlit problémy v rodině, musela jsem tuto situaci řešit. S dívenkou jsem vedla rozhovor o tom, jak se kamarádi k sobě chovají, co má ráda, co naopak ráda nemá, co by nechtěla, aby děti dělaly jí. Celou dobu rozhovoru jsem byla snížena na její úroveň, abych se jí mohla dívat zpříma do očí a ona mě nevnímala jako nadřazenou osobu. Když jsem se jí ptala na prázdniny, vylíčila mi, že byla celé prázdniny u velké sestry a vůbec nebyla doma. V tomto okamžiku mi bylo jasné, že do řešení problému musím zapojit rodiče.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. titul první stupeň ZŠ, specializace HV", "teacher_practice_years": "23", "problems_annotated": "Selfdestructive behaviour, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1352", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the 2021/2022 school year, a girl with a mild mental disability entered the 1st grade. She had been carrying her problems since kindergarten, but at school her problem behavior deepened. Every day was different. Some days the girl was calm and others very unfocused and aggressive. She often attacked other classmates, stole things from them or during breaks and threw them down in class. In lessons and during breaks, she drew attention to herself by shouting and cursing. Many of those incidents took place during the school year, some I solved better, others worse. Overall, I'm not happy with how the girl's behavior was handled overall.\n\nSituation (Anamnesis):\nŽačka comes from a complete, well-to-do family. She was diagnosed with mild mental retardation. An individual education plan was created for her needs and she was assigned an assistant. Medication was not administered. I think her behavior often stemmed from feeling singled out. The girl refused to work with her special textbooks and aids. She reacted to the assistant by shouting and did not want to cooperate with her. At the same time, she wished to be called on and go to the blackboard just like other classmates. This was not appropriate, given her disability and the larger number of students in the class.\n\nTeacher Intervention (Solution):\nI discussed the situation several times with my parents and colleagues. In November 2021, we had a training session dealing with inclusion, where no one was able to advise me either. Of course, I created tasks that she could do together with her classmates, I involved her in group activities, but it always depended on her mood.\n\nOutcome:\nThe situation did not improve throughout the school year. Some days were calmer, other days the girl was aggressive and unable to work on any assignments. At the beginning of the 2022/2023 school year, she transferred to another elementary school.\n\nStudent Profile:\nAge/Year: 1. Třída, 7 – 8 let\nHobbies: Ne\nDiagnoses: Lehké mentální postižení,Poruchy pozornosti a aktivity\nDisorders: Agrese,Vandalismus,Slovní agresivita,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1352", "student_age_year": "1. Třída, 7 – 8 let", "student_hobbies": "Ne", "student_diagnoses": "Lehké mentální postižení,Poruchy pozornosti a aktivity", "student_disorders": "Agrese,Vandalismus,Slovní agresivita,Nevhodné chování", "teacher_approbation": "Mgr. Učitelství pro první stupeň", "teacher_practice_years": "18 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/408", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the school year, a boy moved to our town and started attending our school. Because of alternating care, he received an individual plan from the school management. The week spent with his mother he attended school full-time, the week with his father he spent self-study. At first, the boy seemed very nice, even uncertain in the new environment, and therefore non-confrontational. Unfortunately, his behavior soon began to change. At first, in class, he appeared helpless and unable to work independently. I tried to help him in various ways – my own time, assigning a very skilled classmate. For a long time, I didn't realize that he was only abusing our goodness and that he is really very capable and calculating. After a few months of my and my classmate's efforts, which I greatly appreciated, the boy began to \"stick out his horns\n\nSituation (Anamnesis):\nThe boy was born into a complete family where the mother was many years younger than the father. So soon the parents started to become estranged and spend less and less time together as a family. For the sake of the child, they stayed together until they decided that he was mature enough for the divorce of his parents and therefore able to accept this change. The boy was 13 years old when his parents divorced and he entered the 9th grade at our school after his mother moved away from his father. He was placed in alternate care, but only attended school with us. After an agreement with the school management, the boy was given an individual plan. Apparently, the boy was an only child and both parents devoted all their time to him. He never missed anything, his assignments during his self-study were always completed in an exemplary manner. Parents were never absent from class meetings, nor was there a problem, for example, when signing the student book or other documents. The boy was quite neutral in the class to begin with. No one had a problem with him, but no one really made friends with him either. The classmate I assigned him from the beginning was always very kind and helpful to him. After the boy's behavior changed from incompetent to aggressive and very capable, all his classmates began to fear and shun him twice as much. However, his classmate suffered the most from his aggression, who was forced to leave school as a result.\n\nTeacher Intervention (Solution):\nAt first, I did not solve the boy's problem with his inability to work independently. I knew what a difficult family situation he was in, and that the children did not accept him at all. After a certain period of time, when I realized that I was not able to be a constant support to the boy and teach at the same time, I agreed with the student that she would replace me in this position of help. Everything worked very well and I was satisfied with my solution. After a few weeks, when the boy was alternately participating in classes and engaged in self-study, he suddenly began to show elements of verbal and physical aggression. He threw a classmate's notebooks from the desk and took things from the pencil case. It turned out that her help was no longer needed, so I put her in the back seat alone. He didn't harm his things, so there was peace again in class and I thought that there was no need to solve the problem with the parents. Toward the end of the school year, other teachers began to alert me to the deterioration in the grades and attendance of a classmate who had always been a diligent and exemplary student without a single problem. Unexcused lessons and forgotten homework began to be bought not only in my lessons. After a thorough study of absences and neglected responsibilities, I found out that the classmate was cheating on classes in the weeks when the boy was also attending school. So I invited her to my office and tried to figure out the main problem and a possible solution. A classmate told me that the boy chases her after class, mocks her and takes things from her, which he then throws around the school or on the street. After this discovery, I immediately contacted both of the boy's parents, who met with me, and together we agreed that they would try to solve the whole situation with their son first on their own, and if that was not enough, they would visit a child psychologist.\n\nOutcome:\nAt the end of the school year, after handing over the report card, I learned from the principal that the boy's parents had requested a change of school. I consider this problem that happened before my eyes to be my biggest failure. I was able to eliminate problems in teaching, but I no longer noticed what was happening between students outside of it. The parents and the boy were forced to actually see a psychologist, and according to him, the problem was rooted in the fact that the boy had a time when he sought the teacher's sympathy, when he pretended to need constant help. Her presence then reminded him of how weak he was and it made him rage and desire revenge for this humiliation. Although the classmate never suggested that the boy was slower or less capable, he suggested that she was putting him down in front of his classmates and that she was angry with him. After the classmate left the school, the boy started behaving like a normal student. Although he still didn't have many friends in class, he had no need to hurt anyone or take out his anger on them. This situation taught me that it is important to control not only what happens during the lesson, but also how the students treat each other outside of it.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: videohry, filmy\nDisorders: Manipulace,Slovní agresivita,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Agreement, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "408", "student_age_year": "12 let, 7. ročník", "student_hobbies": "videohry, filmy", "student_diagnoses": "", "student_disorders": "Manipulace,Slovní agresivita,Provokace", "teacher_approbation": "Magisterské (výtvarná výchova, ruský jazyk)", "teacher_practice_years": "20", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/921", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring my experience as a class teacher, I was very lucky with the students in my class, whether it was your class or the classes after you, they were mostly problem-free classes with a few minor incidents in 5 years in the second grade. But over time, children change, they grow up earlier and, sorry for the expression, they are more sophisticated or calculated. And in this case, it was a situation that arose only with the aim of the student to impress her surroundings by cutting herself at school with the edge of a pencil sharpener. The situation took place during the final days of the school year, when the children had a free program and played cards, etc. Suddenly, a student ran out of the classroom saying that she was bleeding and that she had cut herself. The whole class got into chaos and very quickly it spread to the whole school and finally to the parents of the students in my class very quickly. The pupil was treated immediately, and it was really only a superficial cut that was barely visible.\n\nSituation (Anamnesis):\nThe student is an intelligent student, such a \"queen\n\nTeacher Intervention (Solution):\nAfter the situation calmed down, we called the principal and the student's parents. Subsequently, we had a debate just between us, without the student, where we called the school psychologist, who recommended initially visiting his school office, where of course we sent the student before the end of the school year. Subsequently, the school psychologist came up with the idea that it is necessary for the student to visit an external expert, as it may be a deeper problem rooted outside the elementary school. During the school holidays, the student was registered in the doctor's office, which she visits to this day, where she works on herself.\n\nOutcome:\nThe whole class was visited in the new school year by a school psychologist who had an open debate behind the closed front door, so that there would be a greater chance for the pupils to open up. From which we found out that two other pupils who are typologically opposite to the pupil (introverts, less in the center of the group) signed up for the cut. With whom our excellent psychologist still works nowadays. In the current year, we are aware that only one student continues this procedure, which we are working hard to support him and show him that self-harm is not the way to make a person feel better and that there are many types of help that will listen to her when he is struggling with something\n\nStudent Profile:\nAge/Year: Žiačka 8. triedy , 13 rokov\nHobbies: Seriály, cudzí jazyk\nDisorders: Lhaní,Manipulace,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "921", "student_age_year": "Žiačka 8. triedy , 13 rokov", "student_hobbies": "Seriály, cudzí jazyk", "student_diagnoses": "", "student_disorders": "Lhaní,Manipulace,Šikana", "teacher_approbation": "Mgr., Geografia, Matematika", "teacher_practice_years": "22", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/538", "content": "TEACHING CASE STUDY\n\nBackground:\nLike every morning, I got to class before eight and started preparing for class. At eight o'clock the bell rang and the students were already sitting in their desks, ready for the first lesson. In the first lesson we had language and discussed the listed words letter by letter. Everything was going as it should, the children were working. One student was working with the assistant and when I asked if everything was okay, he said yes. Towards the end of the first lesson, I began to notice that this student was becoming restless and beginning to dislike something. The bell rang and the first class ended. Already during recess, this student began to exhibit problematic behavior when he took classmates' belongings, threw them on the ground, and when asked to return them, began to yell that he had not done anything. The second lesson began, namely the mathematics lesson. Today's topic was a little multiplication table - multiples of three. We started working when this student suddenly dropped his pen and started shouting at the assistant that she was not helping him and that she was stressing him out and getting on his nerves. He got up, turned red and shouted at the whole class that he wasn't going to do it, that he couldn't do it. He kicked the briefcase, the bench and stomped his feet. The other students started laughing at him which made him even more upset and he started crying and getting even more angry. Of course, I told the children not to laugh, that it was not funny. He did not respond to the instructions of the assistant or mine to calm down and sit down, that we will solve it together. He refused to cooperate and continued to rage, yell and throw things around. When the assistant tried to catch him and stroke him to calm him down, he yelled at her don't touch me. The tantrums didn't stop and he didn't respond to verbal instructions, so I grabbed him and took him to the hallway, where we exhaled together, which calmed him down and we started talking about the situation.\n\nSituation (Anamnesis):\nThe student is diagnosed with ADHD - attention disorder. He went to regular kindergarten, already in the first grade these tantrums occurred. They were not so frequent, but gradually increased. However, the mother did not want to admit that something was wrong, so they did not go to the counseling center until the second semester of the first grade. Therefore, during the first semester in the first grade, the student did not have a teacher's assistant. I think that was the reason why he often got angry, because he didn't know what to do with the assignments, even though I tried to explain them to him individually, it wasn't always possible to keep the whole class from falling behind. By the end of the first grade, he already got a teaching assistant and I have to say that it definitely helped. Unfortunately, there has been a change in the teacher's assistant and it takes time for the student to find their way to each other. I think this is why the student is showing more problem behavior again. It also took us a while to find our way to each other. The student is from a divorced family and they alternate care. I have to say, I don't think it does the boy much good. Parents compete with each other in what to buy, they always come with new toys and brag to the other children about what mom or dad bought them. Several times I witnessed him talking to his mother and that he \"gets angry\" about anything\n\nTeacher Intervention (Solution):\ntook the student to the corridor and told him to try to vent his anger. We started breathing together. The student calmed down and began to slowly stop crying. I sent him to the toilet to rinse off. When he came back from the toilet he looked better and not so red anymore. We both sat down on the ground and started talking about the situation. At first he didn't want to, so I waited and told him that he could say something about it when he wanted to. Finally, he started that he was tired today, that he went to bed late yesterday, and that he didn't like math. We explained together that such behavior is not possible. I explained to him that it's not okay to behave like this in front of the whole class and get angry. Next we talked about how I understand that he is tired. We addressed that everyone is tired sometimes and everyone shows it differently. After a while I could see in him that he didn't want to talk anymore. We ended the conversation by saying that next time he will try not to get angry like this, but that we will try to go out together and resolve the situation calmly and breathe again.\n\nOutcome:\nAs a short-term solution, this solution seems fine to me. To go out into the corridor to calm down and vent my anger seemed to me the best in the given situation and it worked. The student was then without any problem that day and felt well. As a long-term solution, this could work, but it doesn't. It is certainly good that the student knows that he has this option and if he does not like something or does not feel well, he can go with the assistant to the corridor and calm down. She and the assistant are working on mutual cooperation, so things could go well without these mood swings in the future. The student also started going to the school psychologist, which helped him a lot. However, it will not work if this solution is not learned at home. However, I have to say that lately these attacks are becoming less and less. So I think it's on the right track and this situation turned out well.\n\nStudent Profile:\nAge/Year: 8 let, 2 třída\nHobbies: Žák má rád star wars, pokémony, lego. Nejvíce aktuálně žije filmy Star wars\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "538", "student_age_year": "8 let, 2 třída", "student_hobbies": "Žák má rád star wars, pokémony, lego. Nejvíce aktuálně žije filmy Star wars", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání, obor Učitelství pro 1. stupeň", "teacher_practice_years": "10", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/759", "content": "TEACHING CASE STUDY\n\nBackground:\nFor teaching in the subject Our world, I had prepared a short review and then work in a group. It was the fifth hour that day and some of the children were already a bit tired. Even so, they were all calm and if they didn't answer the questions, at least they didn't disturb and listened. Only one student tended to roll on the carpet during repetitions and kept nudging the classmate sitting next to her. I reprimanded her several times, but every time I looked away, she started again. She then took another classmate's bracelet and did not want to return it. When I asked her why she took a classmate's bracelet, she laughed and claimed it was hers.\n\nSituation (Anamnesis):\nThe student is very gifted, but she is only willing to cooperate in subjects she enjoys. These are, for example, mathematics or reading. Otherwise, he draws or secretly reads under the desk for most subjects. He constantly needs to squeeze something and can't stay still for long. If he is bored like this, he also tends to poke or provoke other classmates, especially the girl he sits on the bench with. Since I suspect ADHD, I have already consulted the parents several times about the behavior and recommended that they visit a pedagogical-psychological counseling center. An individual education plan and approach would certainly help her a lot, but unfortunately parents don't want to hear about it.\n\nTeacher Intervention (Solution):\nSince I'm already tired of constantly admonishing the student, I decided to try something new. I tried assigning the girl the role of group leader so that she would have responsibility and focus fully on work instead of distractions. In addition, it involved working with Czech and inventing words, and I know that she usually enjoys non-stereotypical work that requires a bit of thinking and creativity. I divided the groups and then walked between them and watched how they worked. I explained to the student that she has a very responsible task, namely to supervise the work in the group and make sure that they submit the best possible result.\n\nOutcome:\nUnfortunately, the plan didn't work out. After the first few minutes I realized that it would be better to leave the student alone and give her individual work. This solution was not good for her or the other members of the group, who had to waste time arguing about who would take over her role. The student did not care about work and instead went to talk to other groups. The other members of the group were very angry with her and made her cooperate until the last few minutes. Over time I noticed that in the last hours it is best to leave her alone. If he has finished his work, he can read in silence. This is best for both her and the other classmates who are not disturbed by her behavior.\n\nStudent Profile:\nAge/Year: 10, 5. třída\nHobbies: čtení, matematika, vyrábění\nDiagnoses: ADHD\nDisorders: Lhaní,Krádeže,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "759", "student_age_year": "10, 5. třída", "student_hobbies": "čtení, matematika, vyrábění", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Krádeže,Vyhýbání se škole", "teacher_approbation": "Mgr. (Učitelství pro 1. stupeň ZŠ, Německý jazyk)", "teacher_practice_years": "11", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1063", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy stopped going to school last year, ran away from home, refused to tell where he was and with whom, and was often gone overnight. They considered themselves skinheads in the group. He committed other criminal acts with his friends, often consumed alcoholic beverages. He stole large amounts of money at home. He also stole money from his classmates at school. His benefit, like his attendance, was dismal. He didn't carry tools, he practically didn't work on the clock. The parents cooperated with the school minimally, education was inconsistent, they even refused to attend the SVP ambulance. The boy disrespected them. At the end of last year, judicial supervision was ordered over the boy, when this measure was carried out without much success and, based on the boy's criminal activities, the court finally ordered him to be brought up under protective custody. The boy did not enter the next grade.\n\nSituation (Anamnesis):\nFamily history: Mother (34) educated, works as a waitress Father (39) unemployed No siblings, parents are married and live in the same household.\n\nTeacher Intervention (Solution):\nBased on the school's intervention, a case conference was held last year to discuss the boy's academic and educational problems. The conference was attended by: the school principal, an educational advisor, a psychologist, a prevention methodologist, a class teacher, the pupil's parents and the pupil. A specialist from SVP was also invited.\n\nOutcome:\nBecause the boy belongs to the children who require individual care, it is necessary to work with regime measures, to guide the boy to better spending his free time, and work with motivation is also necessary. The goal was also overall calming and guidance to systematic activity, constant transparent order and supervision, active work with professionals, strengthening his morally free qualities, finding a suitable peer group, strengthening his school education, improving the current state of perception of the school, fulfilling the educational plan in full scope and permanent partial control of fulfillment. As a result, unfortunately, the family failed, which did not use even one of the options (cooperation with SVP, school psychologist, prevention methodology...). The boy was taken from his family into institutional care and his attendance at our school was terminated.\n\nStudent Profile:\nAge/Year: 13 let, 8. třída\nHobbies: Působení v extremistické skupině\nDiagnoses: Poruchy chování asociálního a antisociálního typu\nDisorders: Záškoláctví,Krádeže,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1063", "student_age_year": "13 let, 8. třída", "student_hobbies": "Působení v extremistické skupině", "student_diagnoses": "Poruchy chování asociálního a antisociálního typu", "student_disorders": "Záškoláctví,Krádeže,Lhaní", "teacher_approbation": "Mgr., AJ, ČJ", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/246", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I asked this student a question, he did not respond at all at first, he was very unproductive, he had a very limited vocabulary in English. It was obvious that he was not keeping up in class. The bad situation then reflected on the whole class, because it was necessary to set aside more time from the lesson to help this student.\n\nSituation (Anamnesis):\nIt was a class where there were more weak students, some had a problem mainly in my subjects, others in general. But this student was the weakest of them. The boy lived only with his mother, but his father was very interested in his academic results, arranged for him to be tutored in English.\n\nTeacher Intervention (Solution):\ntried to talk to him repeatedly, I offered him various solutions and explanations. I wanted him to do less exercises, less sentences, less assignments. Overall, he was offered more help than the other students, but it wasn't enough for him. Among other things, I offered him the same solutions as for the first pupil (longer time limit for completing assignments, simple grammar submission, individual care.\n\nOutcome:\nThe result was that I and the other teachers communicated with my mother by e-mail and by phone, my father was here at the school several times, we talked to each other repeatedly. It was very important to the father that his son continue with his studies, but since the problem was not only in English, but also in other subjects, the parents finally agreed that it would be better if he transferred to the teaching field.\n\nStudent Profile:\nAge/Year: 16-17, první\nHobbies: Krasobruslení aktivně Postupy vycházející z nějakého konkrétního přístupu  například Škola bez poražených, Nenásilná komunikace, Respektovat a být Respektován, Podpora pozitivního chování PBS, a podobně)? Respektovat a být Respektován, Podpora pozitivního chování, motivace, Klíčová slova, která popisují situaci problematického chování žáka/žáků  1.\nDiagnoses: Dysgrafie\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "246", "student_age_year": "16-17, první", "student_hobbies": "Krasobruslení aktivně Postupy vycházející z nějakého konkrétního přístupu  například Škola bez poražených, Nenásilná komunikace, Respektovat a být Respektován, Podpora pozitivního chování PBS, a podobně)? Respektovat a být Respektován, Podpora pozitivního chování, motivace, Klíčová slova, která popisují situaci problematického chování žáka/žáků  1.", "student_diagnoses": "Dysgrafie", "student_disorders": "", "teacher_approbation": "Ing. (PEF Mendelu Brno – studijní program v AJ) Bc. (ICV Mendelu Brno – Specializace v pedagogice)", "teacher_practice_years": "17", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1128", "content": "TEACHING CASE STUDY\n\nBackground:\nI worked as an educational advisor at school. I got to this student after a lot of mischief he did. It started with small thefts in lockers and cabinets and resulted in the moment when he beat another student, who subsequently ended up in the hospital. Apparently it was an argument over a girl. This was the first impulse for the school management that the situation must be thoroughly investigated.\n\nSituation (Anamnesis):\nThe student was an extrovert with average academic results. His aggressive behavior greatly affected other relationships. Gradually, his classmates cut him off because they couldn't stand his behavior. But the class had no effect on his problems.\n\nTeacher Intervention (Solution):\nfoster carer was called to the school immediately after the incident to resolve the situation. The director wanted to give the student a chance to finish his studies properly, but it had its conditions. The student had to undergo an examination by a specialist, come to me once a week as an educational advisor. From our sessions, I always submitted a quarterly evaluation for the school management and for the foster parents. The specialist prescribed medication for his mental problems. I conducted controlled conversations with him. We talked about the situation at home, how they feel, how things are in general, how their siblings are doing. We came to the point that there are big differences in the family because he did not respect the foster mother. As I later learned, he had no respect for any women at all. He was therefore advised to change his residence. He moved to a boarding school, but the relations in the classroom and with the teaching staff were no longer what they were before. The teaching staff was even afraid of what he might do to them if they kicked him out after graduation.\n\nOutcome:\nFor me, the fact that he passed the matriculation exam despite all his problems is a great success. So for the school it is successfully concluded. Unfortunately, after graduation, it is no longer in the power of the school.\n\nStudent Profile:\nAge/Year: 17 – 18 let, septima\nHobbies: box\nDiagnoses: Psychiatrická diagnóza\nDisorders: Lhaní,Podvody,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1128", "student_age_year": "17 – 18 let, septima", "student_hobbies": "box", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Lhaní,Podvody,Agrese", "teacher_approbation": "Mgr., matematika, biologie, výchovné poradenství", "teacher_practice_years": "41", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/785", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen the principal asked me if I could take the classroom in the fifth grade, I agreed. At the very beginning I noticed one boy. He didn't really want to cooperate or communicate with me, only after a few months, when I had to find a way to him and figure out how to communicate with him, he exchanged a few words with me and answered me here and there. He was gifted, but his parents didn't want to deal with it. As for learning, he excelled in the classroom. Everything went well for him. I always tried to be nice to him, but it was useless, whether I was nice or raised my voice, nothing helped. The problem was mainly that he was quite aggressive, both towards me and towards the children. His classmates were afraid of him and no one wanted to play with him. In class, he was able to run around my class, disturb the children, take their food, notebooks and took the class book that was placed on the table and started to paint in it. During the break, he started strangling one of his classmates. He didn't want to listen to me at all. I started to solve the situation with my parents, but they did not want to cooperate with me. So I went to the school management to start solving the situation. I was completely on edge. I did not find support from the school and they did not communicate with my parents. The school said there was nothing they could do about this case, so I had to leave the school and start working at another school. Thanks to the stress I had with him, my body developed a lactose allergy. It was a terrible time for me and I don't want to experience it again. Later I found out that the student had transferred to another school after some time, I was offered to return, but I didn't want to.\n\nSituation (Anamnesis):\nThe student was found to be gifted, he was restless, disobedient and, above all, aggressive. As far as learning is concerned, he was very smart, he was the smartest in the class, he always knew the result immediately in mathematics and his dictations were without mistakes and beautifully written.\n\nTeacher Intervention (Solution):\nI started to solve the situation in such a way that I wanted to find a way to the student. Sometimes I succeeded. But when he had his days, he started stealing things from children, scribbling in other people's notebooks and strangling children, so he couldn't be said to have his own head. I wanted to make arrangements with my parents to tell me what was helping him, but they didn't communicate, pretending that he was completely fine and that nothing was wrong with him. I didn't find support from the director either, she said that if nothing can be done about it, then I have to try to deal with it myself. And I couldn't handle such a situation anymore.\n\nOutcome:\nNothing helped at all, even when I was nice to him and explained things to him both alone and together with the children, or I tried the wrong way, nothing worked. On the contrary, it only got worse and worse. It backfired on me in the long run. I got sick due to mental issues, I ended up in the hospital and I kept the whole thing going, I ended up with a lactose allergy and it's caused by stress.\n\nStudent Profile:\nAge/Year: 5.ročník, 11 let\nHobbies: box, fotbal\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "785", "student_age_year": "5.ročník, 11 let", "student_hobbies": "box, fotbal", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/490", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher had prepared a Czech lesson, in which the students were supposed to work in groups for the most part. They were to read examples from the book and then complete tasks in groups. The examples were taken from popular books that the students like. Subsequent tasks were designed as games and quizzes. She wanted to diversify the teaching of the Czech language. She left it up to the students to divide themselves into groups according to their own preferences. The class was silent as the students read the text individually. After dividing into groups, the noise in the class increased. After a while, the student in question stopped working and wanted to talk with other students about things other than the assigned work. The other students in the group started to join him. She came to the group to work on the assignment. For a while her presence helped, but after a while they started having fun again in the given group, which started to disturb other groups as well, which also started to work less.\n\nSituation (Anamnesis):\nThe student grows up under the care of his mother since childhood. He is very lively and energetic. He spends his free time playing sports or with friends. He plays soccer and floorball and also participates in sports running races and soccer and floorball tournaments organized or participated in by the school. He has below average grades in school. He has trouble staying focused in class. ADHD is diagnosed. Other teachers also complain about interruptions, especially in subjects and activities that the pupil is not very interested in. He stops working on longer activities after a while, looks around and notices other things.\n\nTeacher Intervention (Solution):\nThe teacher resolved the situation with collective punishment. She interrupted the group work on the quizzes and asked the pupils to return to their desks. Some pupils did not like the change of activity, so she explained to them that we cannot do such activities when the class is not quiet. However, she gave those interested the opportunity to complete these tasks at home. For the rest of the lesson, they discussed the subject matter that was in the textbook and wrote spelling exercises in a notebook.\n\nOutcome:\nThis solution affected the whole class. Some students were upset that they couldn't do an activity they enjoyed. They had less desire and motivation to work. They were upset with the group that was talking. Some students commented on the situation, so the teacher had to warn them that these comments were not appropriate. In the long term, this situation most affected the planning of the next lessons. The teacher makes sure that the activities in the groups are not in such large time segments and rather gives shorter tasks to avoid interruptions.\n\nStudent Profile:\nAge/Year: 13 let, 7. Ročník\nHobbies: Sport\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "490", "student_age_year": "13 let, 7. Ročník", "student_hobbies": "Sport", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání – český jazyk, německý jazyk", "teacher_practice_years": "18 let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/155", "content": "TEACHING CASE STUDY\n\nBackground:\nI came into contact with this student in the 6th grade, when I taught Czech language in his class, and I was also the class teacher of this class. I don't know how he manifested himself until then. But already in the sixth grade, he began to react explosively in crisis situations, i.e. crisis situations for him. He was able to leave the classroom and walk around the school, throwing teaching aids, kicking tables and chairs, using profanity. We have started to address this behavior.\n\nSituation (Anamnesis):\nStudent's personal history: ADHD and psychiatric diagnosis - medicated. He lives with both parents, there were no problems in the family. The student's interests include chess and basketball.\n\nTeacher Intervention (Solution):\nEvery day during or after the lesson, I or the psychologist sat down with the student. We discussed his behavior, why he reacts the way he does, we tried to talk to him a lot and discuss his situation. Don't push him into anything. I don't know exactly how the session with the psychologist took place, I tried to give him the space to express his frustration between four walls without witnesses, so that there was as little disruption to the teaching as possible.\n\nOutcome:\nThe student calmed down, although his reactions were repeated, but with less intensity and frequency. Even immediately after an outburst, he was able to calm down faster, manage and coordinate his own behavior better. However, the shift compared to the 6th year was considerable. At the end of the ninth grade, when I gave the students a chance to express themselves about me, he came to me himself and apologized to me, saying that he knew that he often behaved inappropriately. He was aware of his actions, which I consider a big shift.\n\nStudent Profile:\nAge/Year: 9. ročník (14-15 let)\nHobbies: šachy, basketbal\nDiagnoses: ADHD\nDisorders: Agrese,Verbální agresivita,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "155", "student_age_year": "9. ročník (14-15 let)", "student_hobbies": "šachy, basketbal", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Verbální agresivita,Fyzické násilí", "teacher_approbation": "vysokoškolské; aprobace český jazyk a výtvarná výchova", "teacher_practice_years": "20 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/962", "content": "TEACHING CASE STUDY\n\nBackground:\nThis incident happened during only my second year as a teacher. One of my students was very arrogant throughout the year, he did tricks on all his classmates, hid things, snacks from them... It was terrible. He was really very hard to handle. Our entire teaching staff was desperate for him. Notes and phone calls to parents didn't help. He also had no friends in class because of these things. Very often he even made up lies and slander, which he then spread with the aim of always harming someone in the class and making them laugh at him. One day, when he was annoying his classmate in class, constantly talking loudly and completely ignoring me, I unfortunately ran out of patience. I grabbed his hand, led him out into the corridor, and there I started to shout at him softly and speak to his soul. But I overdid it with my non-pedagogical approach. And I overdid it so much that he cried and apologized to me. After he dried his tears and calmed down, I took him back to class. They all sat transfixed because they had never heard me scream before. I realized at that moment that I had overdone it. The student walked into the classroom, completely devastated and shaking. But I immediately continued teaching. But the student started crying again after a while. The others stared at him and started laughing at him. I yelled very loudly at them to kindly leave it alone. After the lesson, I apologized to the student for exaggerating, because I only wanted him not to disturb and harm others for a while, but I lost my temper. I had no idea that the pupil was actually so fragile. About a week passed and the student was like a changed person. He sat quietly in the pew, staring blankly in front of him and saying nothing. Every now and then I started to notice that groups are formed in the class, in which the children whisper something to each other, and during this they look at the student every now and then and laugh. I told myself that it was nothing and that it would definitely change quickly. But it wasn't like that. The student was completely broken, and the other children sensed that he was vulnerable, so they decided to pay him back for everything he had done to them for the past two years, plus interest. Someone stole his snack every second or third day, someone hid his cap in the dressing room, someone threw his textbook out the window... Unfortunately, the children did everything secretly, making sure that no one from the teaching staff saw it. So it turned into a highly thought-out, organized bullying. I was so blind that I didn't notice. However, I saw that the student has been changed since then. That's why I asked him after about three weeks if everything was fine. He told me he needed to talk to me about something. And in the cabinet he confided everything to me, how he used to be mean to get attention and how everyone is paying him back now. Only at this moment did I realize that it was bullying and to this day I consider it the biggest mistake in my teaching career.\n\nSituation (Anamnesis):\nPupil - 5th grade pupil, aggressiveness, insidiousness, vindictiveness = the main reason is his disorder of oppositional defiance (according to the pedagogical-psychological consultancy), which causes him to act like a bad person, but at the same time he is very fragile and sensitive, rather extroverted, but in unpopular with the team.\n\nTeacher Intervention (Solution):\nimmediately went to the director, with whom we consulted on how to solve this problem as best as possible. The principal and I decided that it would be best if we try to solve everything at school with the children and then inform the parents about everything afterwards. All of this exceeded quite a break, so I came to class a little later. I entered the classroom and devoted this lesson to the topic of the student, despite the fact that it was supposed to be mathematics. We started talking about it and I could see the embarrassment on the faces of the students, and that they knew very well why we were discussing this particular topic. For each example of bullying that I mentioned, I always looked significantly at the student from whom, according to the student, the bullying was the biggest. They felt really guilty. Subsequently, I asked them if anyone happened to know about the fact that some kind of bullying was going on here. There was a grave silence. Finally, one of the classmates spoke up and began to tell about what had happened in the previous few weeks. But he also partially excused it by saying that it all started when the student cried and everyone saw that he was vulnerable and fragile, and so they suddenly saw that he was not as much of a guy as he presented himself. That's why they decided to pay him back, but it went too far and they didn't even realize it. I thanked him for his honesty. I then asked the student if he wanted to say anything about it. Strangely enough, he wanted to, which surprised me. He said that he now realizes how he behaved before and that he regrets it, but added that what he was experiencing recently was too cruel even for what he used to do. I then thanked the student for his courage and honesty. Then I turned to the others and told them that I was not going to find out who was involved in all this, because that was up to them, but that I would like those actors to realize that what they are doing is very wrong and they should be ashamed of it. And those who participated in it should apologize personally to the student and confess everything, whether now in front of everyone, or only in private. A few classmates actually stood up in front of everyone, went to the student, apologized for everything and shook his hand, which surprised me personally and I did not expect such self-reflection from this group. In the following days, when I walked down the corridor, I occasionally saw a student shaking hands with one of his other bullies, who even gave him chocolate. Even in the lessons, you could see that the student was cheerful again, a little wilder, but he no longer did what he used to do. He learned his lesson and tried to correct his bad behavior, which was partly one of the reasons he was bullied, as much as possible. And he really succeeded. In the following days, I again saw the student handing out candies to his classmates. The situation turned 180 degrees, and by the end of the school year everything only got better.\n\nOutcome:\nAbout a week after my conversation with my students, I told the student's mother about everything by phone. I told her how I solved it and how the situation currently looks. She was a bit shocked at first, but finally said that she thanked me for solving it like that and said that she had also noticed that the student had been like soulless lately, even that time he didn't have any notes due to bad behavior, which surprised her. So she finally knew the reason. I decided to mention it individually and during parent-teacher conferences with the parents of those I knew were involved in bullying. But I told them that they were very sorry, they all apologized to the student and now the situation is better than ever before. I also asked them not to mention any of this in front of their children, because I considered it, and still consider it, the best solution. It also turned out very well in the long run. The climate in the classroom completely changed and the student was in his element again, but at the same time he kept his behavior within acceptable limits. He also found friends in the class that he didn't have before. I didn't even expect it to turn out this well. Sometimes everything bad is good for something.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: počítačové hry, hasiči, florbal\nDiagnoses: Poruchy opozičního vzdoru\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "962", "student_age_year": "11 let, 5. ročník", "student_hobbies": "počítačové hry, hasiči, florbal", "student_diagnoses": "Poruchy opozičního vzdoru", "student_disorders": "Agrese", "teacher_approbation": "Mgr. (Učitelství pro 1. stupeň základní školy)", "teacher_practice_years": "8", "problems_annotated": "Diagnosis, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/854", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the corridor of the first grade was disturbed when I noticed that the pictures of the students from the first grade were painted with vulgar symbols. The pictures were on paper that had been smeared with ink and the first graders scratched pictures of snowmen into them. The vulgar images were also scratched out there. Since the bell was already ringing, I took down the cartoons so they wouldn't upset the other students and went to my class, i.e. the 4th grade. I was very angry and sad about the whole situation, so I told my students to look at what I just found. Some of them laughed, but they probably saw that I was really upset and held back. So I told them that this would make a few first-graders sad, but that even though such pictures look the same on our new playground, it is actually a criminal act of destroying someone else's property, because the damage is greater than just a destroyed picture. Recently, someone painted our new playground in a similar way. One of my students became very attentive and asked if the punishment would be lighter if the person in question confessed. I assured them that whenever a person confesses, they will be allowed to work with it. But when it is found out after a long denial and lying, it is always worse, and especially in the future no one would believe them.\n\nSituation (Anamnesis):\nThe students of the 4th year are a good team and in the past there was no disciplinary action or problem. The class teacher did not suspect any of her students of any form of vandalism. The boy who was interested in the penalty in the case of a confession is very much alive, but he had no serious problems.\n\nTeacher Intervention (Solution):\nIt was clear to me that we would not uncover the culprits anyway. However, I informed my colleagues to talk to their classes and ask if anyone had seen anything. To my surprise, my student's father came to my class and asked me if the punishment was lighter if the culprit confessed. The father also brought his son and told me that he wanted to confess something. The student said that he didn't paint on those pictures, but that he drew some obscene pictures on our new playground. He said he wanted to confess in class, but first he wanted to say it at home. He also added that there were already some pictures. Dad apologized and promised to sand the painted areas and repaint. The headmistress and I then discussed whether we should still discipline the pupil in some way. But given that he confessed and that he restored everything to its original state, we decided not to do anything. It was also clear to us that the boy had already received a punishment at home, so it would probably be unnecessary and maybe it would even discourage him from further honest behavior if it only brought him trouble.\n\nOutcome:\nFrom a short-term perspective, the pupil in question behaved very well indeed. It was clear that even at home he received a sermon and really tried. Of course, after about a month, everything was back to normal and the boys were a little angry again. But I was very happy that we managed it all together and that the children have confidence in me.\n\nStudent Profile:\nAge/Year: 10 let, 4.ročník\nHobbies: otevřená otázka)                                               florbal, aktivity se spolužáky\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "854", "student_age_year": "10 let, 4.ročník", "student_hobbies": "otevřená otázka)                                               florbal, aktivity se spolužáky", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/626", "content": "TEACHING CASE STUDY\n\nBackground:\nhad a student in my class who grew up in an unfavorable social environment. He was never one of the quiet students, he was repeatedly disruptive and did not fulfill his school duties. I was his class teacher for two years in the first grade. When he moved on to second grade and puberty began, his behavior began to deteriorate. I already taught the class only physical education (2 hours a week). The problems escalated in the eighth grade, the situation in the family certainly contributed to it. The parents divorced and the father was left alone to take care of the student. He tried, but it didn't help much, a pupil in care. He spent his holidays at the Diagnostic Institute. In August, he did not take the commission exams and entered the 8th grade again. The situation came to a head in my gym class at the end of September. I suggested to the students, I only had boys in my class, that we would play football for an entire hour. We split into teams and went to play. About halfway through the hour, I don't remember exactly, one of the boys fell. The student caused the fall. I wanted to kick him out of the game for bad behavior, but he didn't like that and told me 'I'm not going anywhere, you cow!' and slapped me. I couldn't help myself and slapped him back. As they say, my nerves hit. He sat down on the bench and didn't speak until the end of the lesson.\n\nSituation (Anamnesis):\nstudent from an incomplete family, from the age of 12 he tried to be educated only by an unmanageable father-son. He smoked, drank alcohol (even at school). Twice in the Diagnostic Institute. He failed, but was not diagnosed with a learning disability - he did not prepare, absolutely no interest.\n\nTeacher Intervention (Solution):\nThe situation was resolved with the school management and parents. Nothing helped, not even the Diagnostic Institute. This aggravated situation happened in October, when the pupil was already repeating the 8th grade, since November he was again in the Diagnostic Institute. He returned in the second semester, again with problems with not fulfilling school duties, lack of interest and attendance.\n\nOutcome:\nThere was no result, there was no improvement in the student's behavior. No major incident of a similar nature has occurred. He didn't even come to apologize to the teacher, in his 30 years of experience he had never seen a student like him.\n\nStudent Profile:\nAge/Year: 15 let, 8. třída (propadl)\nHobbies: PC hry, kouření, alkohol\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Physical intervention, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "626", "student_age_year": "15 let, 8. třída (propadl)", "student_hobbies": "PC hry, kouření, alkohol", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Nepracovitost", "teacher_approbation": "FF MU, obor: Český jazyk a literatura se zaměřením na vzdělávání, Anglický jazyk a literatura se zaměřením na vzdělávání pro SŠ", "teacher_practice_years": "26", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/686", "content": "TEACHING CASE STUDY\n\nBackground:\nThe chosen student was a student in the 1st year of a secondary vocational school in the field of hairdressing during the 2020/2021 school year. I was his class teacher. I only met my first class in the role of class teacher within two weeks before switching to distance learning. Theoretical teaching at our school takes place every other week and alternates with practical teaching, when the students are under the supervision of the teacher. Pupils and parents therefore had a very short time to get to know their new school, teachers and subjects and to smoothly transition to online teaching in the Microsoft Teams system. Therefore, the selected student did not start participating in distance learning based on these facts alone, he began to show increased absenteeism and did not hand in any assigned work.\n\nSituation (Anamnesis):\nThe following several points are important for the selected situation: the student was a first-year student at a new school. After a short time at the new school, he had to move to the online space and manage the curriculum and teaching remotely. The pupil has been diagnosed with several difficulties from PPP (slow pace of work, dyslexia, dysorthography, dysgraphia, very low efficiency of cognitive processes) and therefore the transition to a distance form of teaching and the teaching itself was too much of a burden for him. His learning disabilities are reflected in all subjects, he has trouble orienting himself in the text, he has trouble working out written tasks and achieves a worse grade in doing so, and he is recommended to take an oral examination after a failed paper, and in all subjects, an oral form of examination is recommended for him. Low involvement on the part of parents, weak interest in the pupil and his duties, late delivery of documentation from PPP, non-use of computers and e-mail communication by parents, lack of interest in checking absences on the part of parents and supervising the fulfillment of school duties. Character traits: the student is extremely quiet, seems shy, unobtrusive to passive; during the interview, he himself confirms his shyness and that he is aware of it, but he always confirms my interest in the field and staying at school.\n\nTeacher Intervention (Solution):\nAfter a complete absence in the first days of distance learning, I contacted the student by phone and navigated him step by step, and together we managed to connect and log in to Teams. We went through all the necessary functions and I was confident that it would be able to connect for hours. However, the absences continued. I called my parents regularly every other week and they kept promising that the situation would improve. They were willing and always picked up the phone, unfortunately, but they didn't understand the need to really supervise and help the student, be it when connecting to online classes every day, keeping an overview of the work for individual subjects, email communication with teachers and when working out the tasks themselves . I think that they did not fully understand the administration from the PPP and considered it probably just another step in the administration, because they often commented that the student is lazy and does nothing. The report they finally gave me was from the elementary school, and the student is still waiting for a new examination date. At the end of the school year, the student had resit exams in almost all subjects due to high absenteeism. By this time, the parents already understood that the situation was serious, that they had to help him and that I was on his side and supporting him. He showed up on time for all the exams, didn't miss a single one, didn't cancel it, and eventually passed them all, often even in the presence of his parents.\n\nOutcome:\nThe pupil advanced to the next year. Communication with parents has improved.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník středního odborného učiliště\nHobbies: Zájem o obor, který studuje  kadeřník)\nDiagnoses: Dyslexie,Dysortografie,Dysgrafie\nDisorders: Vyhýbání se škole,Absence,Nepracovitost,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "686", "student_age_year": "16 let, 1. ročník středního odborného učiliště", "student_hobbies": "Zájem o obor, který studuje  kadeřník)", "student_diagnoses": "Dyslexie,Dysortografie,Dysgrafie", "student_disorders": "Vyhýbání se škole,Absence,Nepracovitost,Neposlušnost", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/570", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 9\nHobbies: tanec\nDiagnoses: Vývojová dysfázie\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "570", "student_age_year": "9", "student_hobbies": "tanec", "student_diagnoses": "Vývojová dysfázie", "student_disorders": "", "teacher_approbation": "vysokoškolské magisterské", "teacher_practice_years": "13", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1434", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student actually didn't come until the third grade, sometime in November. It was different things, first just some disruption, walking around the class during class to get attention, eventually it escalated to lying on the floor. At one point, he even beat his classmates.\n\nSituation (Anamnesis):\nProblem student - 5th grade elementary school student, louder, average academic performance\n\nTeacher Intervention (Solution):\nWe tried different paths. We talked to him about it, we gave him extra work to see if the extra work would have any effect on him, he was also in PedPsy, but they didn't diagnose him with anything. It took a while, but in the end it turned out that positive motivation works.\n\nOutcome:\nThen the positive motivation took hold of him. He is interested in music and plays the guitar. A female colleague who runs a music club told him that if he behaved himself, she would let him play in this club. Within half a year, everything was resolved, and he even managed to establish good relations with his classmates. Now I'm a little afraid that with the transition to the second grade it will break and together with puberty the behavior will worsen again. So far everything is fine, but I am worried about this situation.\n\nStudent Profile:\nAge/Year: 10 let, 4.třída, přišel ve 3.třídě (listopad\nHobbies: Hudba, hraje na kytaru\nDisorders: Hyperaktivita,Fyzické násilí,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1434", "student_age_year": "10 let, 4.třída, přišel ve 3.třídě (listopad", "student_hobbies": "Hudba, hraje na kytaru", "student_diagnoses": "", "student_disorders": "Hyperaktivita,Fyzické násilí,Nevhodné chování", "teacher_approbation": "Mgr., Fj, Aj, Zeměpis", "teacher_practice_years": "5", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/18", "content": "TEACHING CASE STUDY\n\nBackground:\nIn class, the student often disrupts, for example, he reminds other children what they should and shouldn't do, he says to the teacher: 'Why do I have to do this, it's useless, I don't want to...' He can also get angry, throw things from the desk and bang to the table. During breaks, he provokes the children by slapping, kicking or saying something unpleasant when he passes by them. Everything escalated so much that my classmates came to see that the student in question was beating them during recess.\n\nSituation (Anamnesis):\nThe student is eight years old and attends the third grade of elementary school. He lives together in a family with both parents and an older sister. He has problems concentrating in class, hurts other classmates, has outbursts of anger. He often has a tendency to lie.\n\nTeacher Intervention (Solution):\ncalled the student and told him that I learned that he was hurting other children, if it was true. To that, the student replied that it was not true. After a while, I was informed by the supervisor in the corridor that he saw the pupil harming the children and that he arranged for him. That's why I asked the student again if he harms children, and let him think about the answer carefully, that he has witnesses. The student started to get angry, raise his voice, kept hammering and did not confess. So I talked to the supervisor and the children who saw the situation, I had them show me how he hurt the children and I found out that when he passed by someone, he either punched the children in the arm or kicked them in the leg. Then we acted out the given situations in class and talked about whether it was right or not. I explained to the student in question that he cannot behave like this, that he should apologize to the children. The student didn't want to apologize at first, but then he apologized, loudly commenting on everything that it was no use, that he didn't care.\n\nOutcome:\ninformed the parents about the student's behavior, and since it was not the first time, I recommended a consultation with the school psychologist, the creation of a pedagogical support plan, and, if necessary, an examination in a pedagogical-psychological counseling center. Only the mother came to the consultation, the father refuses to cooperate because he is of the opinion that his son has no problems. So far, everything has remained only with the consultation. The parents refused the creation of a pedagogical support plan and PPP examination. As a teacher, I consider this situation unmanageable. I couldn't get my dad into school and create a relationship with both parents. I think that if the father understood that his son has a problem and started to cooperate more with the school, it would benefit both parties, the student and the school. I plan to solve it by trying to continue to get both parents to school, I am also considering working with an educational counselor.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: fotbal\nDisorders: Lhaní,Fyzické násilí,Odmlouvání\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "18", "student_age_year": "8 let, 3. ročník", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "Lhaní,Fyzické násilí,Odmlouvání", "teacher_approbation": "vysokoškolské", "teacher_practice_years": "19", "problems_annotated": "Physical aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/128", "content": "TEACHING CASE STUDY\n\nBackground:\nThere was a tense atmosphere in the class between the three students, with students pushing each other, teasing each other and insulting each other, which resulted in a complaint of bullying where one student called two of his classmates. Upon closer examination, it was found that there was no bullying at all, it was an unfair accusation.\n\nSituation (Anamnesis):\nThe class was calm, successful, smart, except for these three people, a friendly group.\n\nTeacher Intervention (Solution):\nAfter analyzing the situation, preventive programs were proposed, in which the class participated. The programs were led by the class teacher in cooperation with the educational advisor and aimed to unify the class team and correct disharmonious relationships.\n\nOutcome:\nIn the end, one of the alleged aggressors was transferred to another school at the request of his parents. The relationship between the second alleged aggressor and the pupil who accused him of bullying is still tense, but does not cause as many conflicts as in the past.\n\nStudent Profile:\nAge/Year: Osmileté gymnázium, 14. LET\nHobbies: SPORTVNÍ AKTIVITY\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "128", "student_age_year": "Osmileté gymnázium, 14. LET", "student_hobbies": "SPORTVNÍ AKTIVITY", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "UČITELSTVÍ SŠ – ČJ + ZSV", "teacher_practice_years": "5", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/928", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened in the history lesson that I taught in the seventh grade. It's not my approval, but it was a supl and I had to present to the students one lesson that my colleague had prepared for me, because they couldn't keep up. It was the very first year of my teaching experience. I tried to teach the students everything they needed so that they would be able to make notes. There were two boys in this class who were always having fun. I warned them several times to be quiet, but it didn't help. It was always quiet for a minute and then again. But the worst part was that when the others saw that the two of them were having fun, they also started whispering something to each other and it was already an unbearable noise in which it was impossible to deliver anything, because no one was listening to me.\n\nSituation (Anamnesis):\nTwo boys from the 7th grade who were otherwise perfectly fine, I never had any problems with them, they were exemplary and had average results in school - it was a one-time problem. The whole class was just carried away by them, otherwise problem-free.\n\nTeacher Intervention (Solution):\nAfter about 20 minutes of trying to explain the curriculum to basically no one, I gave up. I took my things and left the classroom without saying anything. As soon as I closed the door, it was quiet. I didn't hear anything from the corridor, but I just gave up and left. Since I had a Czech language lesson with them right away, I came to the classroom and it was dead silent and everyone was sitting quietly and looking at me. I stood in the middle of the class and tried to explain to them what they did wrong last class and that I would like it not to happen again.\n\nOutcome:\nThe whole class was completely silent for the next hour and everyone was paying attention, probably shocked by my previous preservation. In the long run, of course, this situation happened again a few times, even in other classes, but I never chose such a radical solution that I would just leave the class, but I always communicated with them right away in class and it was fine. I couldn't handle this situation at all.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: sport, sledování dokumentů\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "928", "student_age_year": "12 let, 7. ročník", "student_hobbies": "sport, sledování dokumentů", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., český jazyk, občanská výchova", "teacher_practice_years": "4", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/981", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is a student of our grammar school who has just finished the 1st year. He comes from a divorced family and is in alternating custody. He spends a week with his mother and a week with his father, they both live in the same city. The relationship with both parents seemed fine to me. I am his class teacher, so I also solved the problems that arose as a class teacher. During his studies, the student began to show such a pathological approach to his educational duties. He was more likely to cheat in his classes and was caught three times cheating while writing papers. The cheating in his presentation looked like he was working with a phone. I caught him once and he did it twice in math. Otherwise, there were no other problems with him.\n\nSituation (Anamnesis):\nThe student is, I would say, closed in relation to the authorities, it is very difficult for him to communicate. He often fails to put a sentence together, and it follows from this that he is not very good at communicating with authority, and even that he is afraid of authority, which was also shown by the fact that when he was in trouble, instead of solving it with me, like with the class teacher-authority, so he avoided it and chose deception instead. At the same time, if he came immediately that something was wrong with him, that he needed help, it would somehow be done. As for the class, I got the feeling she was always more on his side. Although the student was disciplined in front of the class, they didn't really take it into account at all. At that time we won the national championship and of course the students went to celebrate. I forbade him to go there, but the student went there anyway and celebrated with other classmates. Well, I also see the fact that his classmates celebrated there with him as a sign that the class did not condemn him for his behavior, but that on the contrary it was on his side.\n\nTeacher Intervention (Solution):\nThe first time my colleague caught a student cheating on a math paper, she only warned him that his behavior was inappropriate. But then the student did it a second time, and because the previous verbal admonition was not enough, he received a disciplinary reprimand. However, even that apparently didn't work and the student continued to cheat. I tried to warn him that if he continues to do this, he may get a bad grade for behavior and the like. But the student did not stop, and when we caught him for the third time, based on a warning and a previous disciplinary reprimand, at the end of the school year, he received a 2 for behavior and a director's reprimand for constantly cheating during knowledge verification. Throughout the second semester, we communicated with the student at the level of an educational advisor, a prevention specialist, a psychologist and I, as a class teacher. We also invited his parents to school, first separately, then together. At first, the mother downplayed what happened, she said that the student was smart, that he paid the price for getting caught, but luckily, the father understood the seriousness of this situation, he understood that the student was actually bringing shame to them, he probably talked the father into the mother, even then she relented and stopped making the pupil a smartass. Well, as for the pupil's educational result, his behavior earned him a failing grade in mathematics in the second semester, which meant that he had to take a remedial exam after the holidays.\n\nOutcome:\nThe student actually had the whole summer to recover and prepare for the remedial exam. In the end, he graduated with a commendable result. Since we other colleagues were not sure how such a thing is resolved, since it has not happened to us for a long time, we checked with the legislators of the regional office that he has the right to receive a grade at the end of the school year, which is the grade from the commission exam. So, instead of failing, the student left for the second year with a commendation as one of the better students of this school for mathematics. Let's hope that the student received a lesson that has already calmed him down here in the future or clarified how our gymnasium will deal with these things here. He seems like he's got it, he's acting normal, he's saying hello to the teachers and he's having fun with them, so I don't even feel like he's holding any grudges or anything like that.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník SŠ (gymnázium)\nHobbies: Sportovec-florbal\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "981", "student_age_year": "15 let, 1. ročník SŠ (gymnázium)", "student_hobbies": "Sportovec-florbal", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Podvody", "teacher_approbation": "Mgr. OV, Dějepis", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1477", "content": "TEACHING CASE STUDY\n\nBackground:\nThere was a pupil who was constantly disturbing the class, drawing the attention of the other pupils to himself, and it was very difficult to calm him down. He had no problem with learning, he always got everything done quickly, and I, as a beginning teacher, did not have much experience in how to solve this problem. It was clear to me that he was angry because he was bored. Other students joined him and the class was very noisy and it was very difficult to work according to the plan.\n\nSituation (Anamnesis):\nDisruptive pupil - gifted, above average, bored in class and thus disturbing the whole class. Class - often got carried away by a disruptive student and there was noise in the class.\n\nTeacher Intervention (Solution):\nSince not only one student was angry, but others gradually joined him and the situation was becoming unbearable, I decided on a collective punishment. All the students in the class had to copy the sentences twenty times: I will not shout or disturb the class in any other way. When I have something to say, I log in. The class started copying and it took them the whole hour. The next day, unfortunately, nothing had changed and the pupils shouted again. So I had them copy these sentences as homework. I did that a few more times and then there was a twist.\n\nOutcome:\nAlthough this solution worked in the long run, it was not correct at all. After several copying tasks, a few students said that this method of punishment was unfair, because not all students in the class are naughty. They were absolutely right about that. I didn't realize that at all and I'm glad they came out and said it wasn't fair. I stopped the collective punishments immediately and started to pay more attention to the cause of this problem and therefore to the gifted student to whom I was giving extra tasks. It worked and it was possible to work in the classroom.\n\nStudent Profile:\nAge/Year: 4. třída, 10 let\nHobbies: Fotbal, hraní pc her\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1477", "student_age_year": "4. třída, 10 let", "student_hobbies": "Fotbal, hraní pc her", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "20", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/191", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had severe attention deficit disorders. He couldn't keep up and kept doing something other than he was supposed to. But he was very nice, he greeted me loudly several meters away. I think he quite liked me. It was a daily situation that the pupil came to school, sat in the classroom, then returned to the corridor three times, where he needed to run away. After returning to the classroom, he sat down and did nothing because he didn't know what to do.\n\nSituation (Anamnesis):\nThe student has a concentration disorder, dysgraphia, dysortography, and especially ADHD, which is manifested by shaking, tapping, the need for constant movement, fits of laughter, loud speeches, constant grimacing, etc.\n\nTeacher Intervention (Solution):\nThe student did not know what to do, so I repeated the instructions given by the teacher. Like open your notebook, turn to this page, etc. He always needed to explain everything, he didn't have time, so I helped him, constantly repeating the assignment, reminding him what to do. His attention was often diverted from the activity he was supposed to be doing. For example, one practice text once contained the name Kristýna. That's my name, and the student kept looking at me and saying \"Teacher, that's you.\"\n\nOutcome:\nToday I am no longer with him, because I work here at Gajdoška, but since I had news, he is still the same. The student has improved his attention, but he still needs to \"shake\" himself sometimes\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: počítačové hry  Roblox)\nDiagnoses: ADHD,Poruchy pozornosti a aktivity\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "191", "student_age_year": "12 let, 7. ročník", "student_hobbies": "počítačové hry  Roblox)", "student_diagnoses": "ADHD,Poruchy pozornosti a aktivity", "student_disorders": "", "teacher_approbation": "Vyšší odborné, bez aprobace", "teacher_practice_years": "3 roky", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/993", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was not a bad boy, he just always had trouble keeping his mouth shut. Since this is one of the things that I can't tolerate well, I always try to guide the students so that communication can take place at a decent level and that we can adequately discuss problems. The basis of good behavior. The student never understood this, he always had to have the last word and behaved arrogantly with classmates who were not among his best friends, but also with teachers for whom he had no respect. When we went on a year-end trip to the zoo, he interrupted the tour guide's explanation the entire bus ride, turned off the overhead speakers, was loud and laughed all the time. He was sitting in the front seats of the bus, so his behavior was even more outrageous because my colleague and I had him right next to us. At one point, the bus driver also began to complain that the student's behavior was bothering him. We expressed our complaint several times, of which the pupil responded to one of the driver's calls by saying: 'Then let him put on headphones if it bothers him so much.' That was the last straw. I was very disappointed and surprised by such a statement. Even the tour guide was taken aback, not to mention the bus driver. I was very shy and didn't know what to do.\n\nSituation (Anamnesis):\nThe pupil was very active, extroverted, the boys in his group liked him and laughed at his jokes, although they never got involved as intensely as he did. Maybe it gave him a sense of superiority, because his classmates supported him with their laughter, but at the same time, they were never able to do something like that.\n\nTeacher Intervention (Solution):\nhad to calm myself down a lot. First, I apologized to the guide and the driver for the student's behavior. They basically understood it, but the student didn't realize anything - he didn't even stop at his heated arrogant statement. There was one free seat on the bus. I sent him there immediately. I'm not sure why I didn't put him there right away. I accompanied him to the place and told him that we would sort it out. He looked at me silently, but I didn't feel any apology or desire to apologize or guilt from him. When we returned from the trip, I revisited the incident at school. I consider it a mistake that I solved the situation in front of the whole class. I thought it would make the student think more about what he did. I informed the class about the whole event from the bus. Only a few faces laughed, mostly the student's good friends. The rest looked at me rather uncomprehendingly - as if they didn't understand how a student could say such a thing. I wrote out a warning to the student and gave it to him, saying that he must bring it to me as soon as possible, signed by his legal representative. Everything happened in front of the whole class. At the same time, I informed him that he would not be coming with us on the next trip. I gave him an explicit ban. He began to look disapproving and I finally began to feel that the incident had affected him somehow. I made a mistake right after that when I gave the same ban to his three best friends, who supported and disturbed his behavior the whole way on the bus.\n\nOutcome:\nThe result did not bring anything good. As soon as I banned the student's three best friends from going on another trip, all three of them started laughing. Like they're proud to be in it together. All of the student's disapproving expression suddenly disappeared. They didn't seem to regret not going on the trip. I felt like the whole thing was out of my hands. But I couldn't do anything anymore. In the long run, nothing has changed. Only time and then a transfer to another school changed the student.\n\nStudent Profile:\nAge/Year: 12, sekunda na osemročnom gymnáziu\nHobbies: futbal\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Transfer of student \nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "993", "student_age_year": "12, sekunda na osemročnom gymnáziu", "student_hobbies": "futbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "RNDr. – matematika, nemecký jazyk", "teacher_practice_years": "34", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1471", "content": "TEACHING CASE STUDY\n\nBackground:\nThis case happened at the beginning of my time at this school, it was about 2 years after college. It was physical education class, we were supposed to do athletics. So we went to the field and threw a grenade. The student who threw then followed me to the end of the subway and waited until he threw another so he could bring the grenades forward... and so they kept taking turns. The rest of the group stood in the area where the throw was coming from. Another student dropped his attempts and followed me. Next, his classmate threw, I wrote down the results. The first student collected the grenades, but instead of bringing them to the start, he threw them.\n\nSituation (Anamnesis):\nPupil - 11 years old, male, lives with his father, results above average, an exceptional event occurred, it was imprudence\n\nTeacher Intervention (Solution):\nWhen I looked up and saw that he had thrown the grenades back, I thought I was going to go mad with rage. Not only did he disobey my instructions, but he could have hurt someone badly. I started shouting at him: 'You must be kidding, right?! Are you Normal?! What if you hit someone? You could kill him! The only luck is that your performances are not so good that you can negotiate there. Pick yourself up immediately, go get the grenades and bring them to them. Until the end of the class, you will sit and just watch, so that you don't think of something stupid again! Trust me there will be another consequence to this!' The student just turned and left.\n\nOutcome:\nThe student just sat and did not speak until the end of the lesson. The other students were also taken aback and said nothing. Me too actually. After a few hours, it started playing in my head, I realized that I was not behaving correctly. So I went to see the student during the break. I apologized to him and explained why I was so upset. In short, I was afraid. The student took everything well, he also apologized. Since then we have never had any problem with each other. I got along very well with him.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída (gymnázium)\nHobbies: hra na klavír, sport\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1471", "student_age_year": "11 let, 6. třída (gymnázium)", "student_hobbies": "hra na klavír, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., BI a TV", "teacher_practice_years": "30", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1329", "content": "TEACHING CASE STUDY\n\nBackground:\nwas a class teacher of fourth graders and we just had math. I was explaining a new material and the student, thanks to his impulsiveness, was constantly running a long ruler on the bench, which made an unpleasant sound and disturbed everyone. The class had 28 students. I came to the student and said that we are doing mathematics and he should open his notebook and workbook and start concentrating and working like us. But he still drove the ruler, I kept warning him if he could stop. But he stepped up his activity and started bouncing on the bench with a ruler. I couldn't use any other tool and gave it a header.\n\nSituation (Anamnesis):\nA fourth year student; very often interrupts in class, does not listen, can be very persistent; diagnosed with ADHD and unable to maintain attention; he likes to do sports the most - specifically he likes football\n\nTeacher Intervention (Solution):\nAfter the header, the student perked up and immediately looked at me. The class also fell silent and watched what would happen next. I was able to apologize right away, the anger that was in me was quickly absorbed into the header. The class was waiting to see what I was going to do, they were looking at me because I couldn't do it. I explained my behavior to them - I know it shouldn't be done, but I already felt beyond the limits of all methods and means, so I gave him a header, which I regret, but I need him to continue to function in class in order to grasp the new curriculum. We then talked a lot about it and explained it to each other in that lesson.\n\nOutcome:\nstill spoke with the class and the student that day. I wanted us to talk about it. It was a class I had a very good relationship with and the explanation actually ended the whole thing. Even the student didn't solve it any further. Until now, I am in contact with the class and we know each other and have fun with the student, he never read it to me later. We solved it and closed it. I explained to the students that I behaved badly, it shouldn't be like that, a teacher shouldn't handle situations like that, but I couldn't do it at that moment. The class understood this, it was greatly helped by an open dialogue about our behavior, by which we can spoil a lot - for example, by a strong emotional reaction, as in my case. But it's a mistake that's always in my head, it can't be taken back. We solved it, we're fine, but it's still not easy.\n\nStudent Profile:\nAge/Year: 11 let – 4. ročník\nHobbies: Sport  fotbal)\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Physical intervention\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1329", "student_age_year": "11 let – 4. ročník", "student_hobbies": "Sport  fotbal)", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr., speciální pedagogika", "teacher_practice_years": "10", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/607", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the long break, two students came to the teacher to tell her that one of them had a lollipop in her case, which, according to her, a classmate took from her, threw it at her and the lollipop broke.\n\nSituation (Anamnesis):\nThe climate of this class is relatively good. Pupils are used to discussing all problematic situations with the class teacher and their classmates. None of the actors in this situation was a problem student or a student with any behavioral disorder. The teacher chose this situation because it happened recently and she thought she could help in practice. Given that, according to her, it could be taken as a model situation that shows how important communication with pupils is.\n\nTeacher Intervention (Solution):\nFirst of all, I called a student who his classmates claimed stole a lollipop and then threw it at one of the students, breaking it. It was just the two of us talking privately. I repeated to him what their classmates had told me and asked him if it was true. He repeatedly replied that he did not take the lollipop from his classmate's case. Then we dealt with the given situation in groups of four. I also invited the pupils who came to see me. We came to the conclusion with the students that they don't actually know if the classmate took the lollipop out of the case, because they didn't see him doing it. They were in the bathroom and when they came back, the classmate had it in his hand and after the classmate said to him: 'hey, that's mine!' he threw it at her. I went to ask the other students who were in the class during the break and were moving around the desk where the little girl had a lollipop hidden in a case. I learned that another student took a lollipop from a classmate's case and put it in her classmate's case. I called this pupil. I asked her if she took her classmate's lollipop from the case. At first she told me no. So I asked her if the little girl who told me she took the lollipop was lying to me. And if I should go and solve it with her, because lying is not good. At this point, the student admitted that she had taken the lollipop and put it in her classmate's case. When I asked why she did it, she replied that it was for fun. We then discussed this situation with the other students from the class, because during the 'investigation' most of the class became interested in it. Thanks to this situation, we became clear about what theft is, and that such jokes as this can lead to unpleasant accusations and suspicions. The student, who caused the whole situation by her actions, realized her mistake and apologized both to the classmate who was accused of stealing the lollipop, and to her classmate, that the lollipop was broken based on her actions. Regarding the student who threw the lollipop at his classmate, we clarified that he acted in a certain affect and did not know how to deal with the situation. However, throwing anything at your classmates is not good because we can hurt the classmate or break the thing like it happened in this case. The student was sorry for the situation and also apologized to the little girl who had the lollipop.\n\nOutcome:\nThe situation was handled well. The students realized that even some actions that are meant for fun can have a serious impact in the overall result (either for themselves or they can get someone else into trouble). The teacher also added that, in her opinion, the situation should always not be underestimated, even though it may seem like a blow to an adult. The most important thing is to hear everything from all sides and not walk away from the situation until it is closed with the fact that it happened and it was a mistake. It is necessary that none of the actors or no one from the class (if the situation is being solved in front of the whole class) needs to add anything to the situation. The teacher sees this as the most important thing if a good classroom climate is to be maintained. If someone wants to add something to the situation, they may feel wronged and not feel good in the class. She chose this situation because she thinks it will be useful for my practice. Conflict situations of this type occur regularly in the classroom and you need to be able to deal with them.\n\nStudent Profile:\nAge/Year: 4. ročník\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "607", "student_age_year": "4. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství 1. stupeň", "teacher_practice_years": "18", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/181", "content": "TEACHING CASE STUDY\n\nBackground:\nBoth pupils attend the same class, specifically the 7th year of elementary school. The student has an attention disorder and it is therefore more difficult for him to concentrate on the lesson. So he disrupts classes, but is tamed by the assistant assigned to him already in the 6th grade. His classmate has not been diagnosed with any disorders. However, he is also a problematic individual, disrupting classes, talking back, but his most aggressive behavior is manifested during classes and during breaks. From the beginning, these two students took notes, it can be said that they planned together to pull various pranks and pranks on the teacher. We don't know exactly what happened between them as they both don't want to talk about it, but we found them in a fight with blood already coming from their noses and a torn eyebrow. They were found by a novice teacher and she didn't behave quite right, but not quite badly either. She tried to get them away from her, receiving one painful blow somewhere in the face area as well. She couldn't help herself and then slapped both of them, rather a stronger slap. The situation was then resolved only within the framework of the named pupils, the present teacher and the school principal. There was a lesson for all parties, a warning about possible consequences and future ones if this happens again.\n\nSituation (Anamnesis):\nThe situation concerned two 7th grade students aged 12 and 13. Both do not fully concentrate on their studies, the 12-year-old pupil has been diagnosed with an attention disorder. The 13-year-old began to show elements of aggression, laziness, talking back, disrupting classes. The climate of the classroom is to a greater extent strongly influenced mainly by the pupil, who disturbs both his classmates and the teachers, who sometimes do not know how to deal with him.\n\nTeacher Intervention (Solution):\nBoth students were reprimanded several times by the teacher during lessons to improve their behavior. After the situation that arose, which is described above, their behavior was addressed with the school principal, later with the parents, state representatives, since the student is from a children's home. Pupils got 2 for behavior.\n\nOutcome:\nFor some time, they restrained their behavior, they did not make big problems. However, there is a certain tension in the classroom, which will surely lead to another incident like this one.\n\nStudent Profile:\nAge/Year: 12 a 13 let\nDiagnoses: Poruchy pozornosti a aktivity,ADHD,ADD\nDisorders: Porucha pozornosti,Rušení výuky,Agrese,Lhaní,Provokování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Physical intervention, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "181", "student_age_year": "12 a 13 let", "student_hobbies": "", "student_diagnoses": "Poruchy pozornosti a aktivity,ADHD,ADD", "student_disorders": "Porucha pozornosti,Rušení výuky,Agrese,Lhaní,Provokování", "teacher_approbation": "titul Mgr.", "teacher_practice_years": "30 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Physical intervention, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/302", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a Czech language lesson, the teaching assistant who is assigned to the pupil was not present in this lesson. He only has a certain number of hours per week, and we agreed that he would not come for this one. The introduction to the style class with the theme of description was an activity where one of the students described a picture and the others had to redraw it on paper according to his instructions. It was forbidden to ask questions or express oneself in any way. I told the class before the activity that the goal is to show them how important the description is, and it may happen that they don't understand what their classmate wants from them, but let them try to fulfill it as best they can. According to the ideas, the resulting drawings did not match the original very much, the student could see that he was not completely satisfied with the result (he has problems with handling failure), I tried to alleviate the situation by saying that it was not the fault of either party and I again pointed out the importance of correct describing. Subsequently, they individually completed the exercises in the workbook, I don't remember exactly what the content was, but you could see that it was a challenge for the class. I went around them and tried to guide them to a solution. When, after 7 minutes, I instructed them to stop the activity and we would carry out an inspection, or explain to ourselves what was supposed to be done in it. The student said that he had not finished it. I went to see him and explained to him that I understood that, but that we didn't have much time and I would like to go through it with them again, because most of his classmates don't know how to deal with it. Let him check what he has and at the end of the lesson we will discuss the exercise in more detail. We started checking him and about halfway through the exercise I noticed that the student was getting angry. This signaled a problem, as a seizure would follow shortly after. With his speech, he began to disturb his classmates and the class.\n\nSituation (Anamnesis):\nAs already mentioned, the pupil attends the 6th grade at a regular elementary school, there are 24 of them in the class altogether. He is a boy with an autism spectrum disorder and a 3rd degree support measure in the form of an assistant, otherwise the content of the material taught is no different from the others in the class . In class, his uniqueness is sometimes shown when, for example, he leaves his seat and needs to look closely at what I am showing them. He also has a need to correct others when they get something wrong. With that comes the problem of dealing with failure on his part. We are trying to work on it with the assistant and other interested parties and catch potential conflicts. There is not a single child with support measures in the class, there is also a girl with selective mutism and a boy with SEN. Paradoxically, they do not represent the biggest obstacle in working with the class, there are two intact boys with a tendency to disrupt the course of the lesson.\n\nTeacher Intervention (Solution):\nHe has a bag on the ground in the back for exactly that purpose, but I didn't want it to go that far. I therefore assigned the rest of the exercises to the class to complete once they knew how to do it. Then I went to him and asked what happened. I learned that he had it all wrong because he didn't understand the assignment, which I didn't find out when I went through the class. I carefully picked up the fallen crayons. I tried to understand how he felt, which I told him and at the same time explained to him that it was okay if he did not understand the assignment correctly. I discussed with him that this happens sometimes and as he saw, many of his classmates were in the same situation. When I calmed him down a bit, I looked at the completed exercise. Based on the description of his interpretation, I checked the solution and assessed that it was correct. That's what I told him. You could tell he was feeling better when he was able to explain what was going on. And now that he knows how to do it, we can look at the exercise together and revise it. So we gradually went through the whole exercise together, we discussed the ambiguities and he coped with everything without a problem.\n\nOutcome:\nThe result was that we went through the drill together and I prevented a much bigger incident thanks to early intervention. In the end, the rest of the class finished the exercise in the lesson and we also managed to summarize the material, which I consider successful. In the following lessons, it was only reflected in my approach, I focused more on what I was saying and watched the behavior of the class as a whole, but of course also the student himself. I talked about it with his assistant so that she would know what happened. Otherwise, I didn't notice anything else.\n\nStudent Profile:\nAge/Year: 11,6. ročník\nHobbies: otevřená otázka\tČtení - encyklopedie, literatura faktu; zvířata\nDiagnoses: PAS – porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "302", "student_age_year": "11,6. ročník", "student_hobbies": "otevřená otázka\tČtení - encyklopedie, literatura faktu; zvířata", "student_diagnoses": "PAS – porucha autistického spektra", "student_disorders": "", "teacher_approbation": "VŠ - Magisterské v oborech Český jazyk a literatura se zaměřením na vzdělávání a Občanská výchova a základy společenských věd se zaměřením na vzdělávání", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/497", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the lesson, together with the class teacher and the whole class, we stand up and greet each other. After sitting down, I watch as the boy starts to have fun with his classmates on the next bench. He speaks at a standard volume, as if he's not trying to be quiet. The teacher only addresses him by name. The boy stops talking. After a few minutes, the student starts laughing very loudly and commenting on what is happening in the class. He loudly interrupts the interpretation several more times during the lesson.\n\nSituation (Anamnesis):\nThe student is above average in terms of performance. He usually gets 1's, he hasn't gotten a 2 on his report card yet, and he seems to master the curriculum in all subjects without any problems. Most of the time, he doesn't even ask any questions about the subject matter, because he doesn't need to. Subjectively, his disruptive behavior struck me as an attempt to draw attention to himself, but when I tried to prevent a possible lack of attention, I was met with failure. Some class role, assignment, or entrusted protection of school supplies did not help at all. So I started to focus on whether the student is simply bored at school. After all, the tasks are simple for him and he has almost no free time activities. He is not into sports or any musical instrument. My impression of this situation was that he has unused energy in him that needs to get out.\n\nTeacher Intervention (Solution):\nThe teacher only addresses him by name. The boy stops talking. After a few minutes, the student starts laughing very loudly and commenting on what is happening in the class. The teacher addresses him again (this time he is already shouting) and asks if he should call his parents after the first lesson. The student answers her: 'people'. The teacher asks him: 'Really? Well, as you wish.' The student just shrugs his shoulders. During the lesson, the student interrupts the teacher's explanation several more times and she always shouts his name after him. The student usually quiets down and starts to smile. When the teacher tries to start a conversation, the student tries to lighten the situation.\n\nOutcome:\nIn this case, I do not observe any change in the student's behavior. He keeps disrupting and trivializing the rules introduced by me and the class teacher in class. He challenges the rules while enforcing them.\n\nStudent Profile:\nAge/Year: 10, 4. třída\nHobbies: Žák se nevěnuje žádnému kroužku, zajímá se o zbraně\nDisorders: Lhaní,Rušení výuky,Disrespekt,Fyzické násilí,Vulgární vyjadřování\n\nAnalysis & Annotations:\nSolutions Applied: Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "497", "student_age_year": "10, 4. třída", "student_hobbies": "Žák se nevěnuje žádnému kroužku, zajímá se o zbraně", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Disrespekt,Fyzické násilí,Vulgární vyjadřování", "teacher_approbation": "Mgr. (vzdělávání pro 1. Stupeň)", "teacher_practice_years": "5 let", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1299", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the eighth grade, the aggression of one conflicted boy in my class began to escalate, who led some of his classmates to support him by threatening and manipulating him. He intimidated other classmates, they were afraid of him. He physically assaulted them even outside the school, asked them for various amounts of money, took them by force.\n\nSituation (Anamnesis):\nAggressor: older of two children, problematic from an early age, probably a violent father as a role model, mother unable to solve the situation\n\nTeacher Intervention (Solution):\nAfter complaints from students and their parents started pouring in, I tried to resolve the situation by negotiating with his parents, which did not work. They downplayed the situation, defended their son in his actions. Also for this reason, the boy behaved worse and worse, until he was targeted not only by OSPOD, but also by the Police of the Czech Republic. Both institutions dealt with his personality. The situation was so serious that the boy had to be placed in a special educational facility. The parents rejected this option, and a court hearing is currently underway on this issue.\n\nOutcome:\nThis situation was not successfully resolved at the school, the court is discussing the outcome.\n\nStudent Profile:\nAge/Year: 14, třída osmá\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Podvody,Krádeže,Manipulace,Fyzické násilí,Kriminální chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1299", "student_age_year": "14, třída osmá", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Podvody,Krádeže,Manipulace,Fyzické násilí,Kriminální chování", "teacher_approbation": "Mgr. Čj, D", "teacher_practice_years": "31", "problems_annotated": "Physical aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1263", "content": "TEACHING CASE STUDY\n\nBackground:\nLast school year I had two boys fight or whatever you call it in my class. I wasn't there, I was called in as a class teacher until later. The boys had been teasing and teasing each other for quite some time. So I didn't take it as bullying between them. One of these guys must have stopped enjoying it or it wasn't entirely enjoyable for him anymore, and once it escalated that the guys were peaking again and that one overdid it. The other boy didn't know how to stop him at that moment so he stopped doing it and punched the boy in the face.\n\nSituation (Anamnesis):\nThe students were friends for a long time. They go to the same class together. The whole class works fine, no big problems. From the beginning, the boys picked on each other, joked, made fun of each other. There was no problem until then. Both come from the whole family, one studies very well, has A's on his report card, has been practicing judo for a long time. The second has average results, twos and especially threes on the report card.\n\nTeacher Intervention (Solution):\ncalled the parents of the first boy to come pick up their son that this situation had happened. The parents of the other boy took him to the doctor for examination. Thank God he didn't have a concussion or other injuries. I also informed the parents of the first boy. The boys actually 'reconciled' right after the conflict, they apologized to each other for overdoing it. For the very reason that the boys both made a mistake that they both knew about and apologized immediately after the incident, I didn't want to deal with it through the director. I arranged a meeting in which both boys attended, myself, the deputy director and the mother of one boy and the father of the other boy. We talked it over with the guys, apologized to each other again and agreed that it won't happen again, the first guy won't do what the other guy doesn't like and the second guy won't physically attack him and use his Judo experience.\n\nOutcome:\nImmediately after the incident, the boys apologized to each other, knowing that they had overdone it. I don't think it was reflected in the next hours. The boys get along perfectly normally since then, they don't have a problem with each other. It is not known that there was any incident between them. It was just a one-time problem that escalated.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: judo\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1263", "student_age_year": "14 let, 8. třída", "student_hobbies": "judo", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské; matematika a přírodopis", "teacher_practice_years": "20 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1244", "content": "TEACHING CASE STUDY\n\nBackground:\nThe behavior of the boy I am going to talk about was always more varied than that of his classmates. He was in my class in second grade. In meetings with teachers, his name came up regularly in connection with his disruptions in class or poor grades. At the school on the floor of my class where this boy went one week there were chewing tobacco/elevators, whatever you want to call it. One box was found in the boys' toilets themselves. In my classroom, I also discovered individual chewing gum bags that were thrown around the classroom. At first, my colleagues and I were not even educated about this form of tobacco products. We simply didn't know them and didn't know much about them. However, it was a matter that we could not leave with a wave of our hands.\n\nSituation (Anamnesis):\nThe student was a definite extrovert, he had his own group of friends in the class, but he was able to get along with other classmates as well. Although he had rather below-average academic performance, for which his teachers often reprimanded him, he was quite popular among his peers for his entertaining form of communication.\n\nTeacher Intervention (Solution):\nFirst, I asked the whole class collectively if they knew anything about it, but I didn't get a positive answer. First of all, I started looking for exactly what this tobacco product consists of, what effects it has, etc. I had to find everything in a search engine on the Internet, because I had never heard of it before. After becoming familiar with this tobacco product, which should not fall into the hands of minors, I began to search for which of the students came to these boxes. By all accounts it was almost certain where the product came from. I had selected several students who might know something about this. First, I talked to them about it individually for a few minutes to see if they knew about something, that it was something we should clarify. After the conversations, we came to the fact that I had information about the boy, that he should be the one who brought these products here and in some way should brag about them in front of several classmates. I was almost certain when I called him over and told him plainly that I knew he had brought the chewing tobacco, that he had it in the side pocket of his trousers and in his bag. At first he didn't understand how I could have come to this, but then he admitted it and handed me all the chewing tobacco. Since there was also a case connected with this, when another boy got sick the day before and his parents had to come to pick him up, so I put things in context and after confirmation by the students, it was clear that the boy had used this product. With the boy who brought tobacco products to school and gave them to a classmate, I first talked about it as an equal, I tried to explain to him that using such products is not okay and is in no way a sign of roughness or .\n\nOutcome:\nThe student did not object to my idea in the form of his preparation of the paper, so it was done. We devoted one lesson in civic education to this topic. Personally, I think that the boy's report was successful and we all, his classmates, and especially myself, learned a lot from it, as I learned a lot of new information about the already mentioned chewing tobacco. In the following weeks, the new boxes were nowhere to be found and the climate in the classroom between me and the pupils did not deteriorate in any way, on the contrary, I think we bonded even more.\n\nStudent Profile:\nAge/Year: 13 let, (druhý stupeň 7.- 8. ročník)\nHobbies: videohry, městské venkovní aktivity  skateboard)\nDiagnoses: Problematické chování\nDisorders: Podvody,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1244", "student_age_year": "13 let, (druhý stupeň 7.- 8. ročník)", "student_hobbies": "videohry, městské venkovní aktivity  skateboard)", "student_diagnoses": "Problematické chování", "student_disorders": "Podvody,Hyperaktivita", "teacher_approbation": "vysokoškolské – titul Mgr, aprobace Čj", "teacher_practice_years": "cca 15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/518", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy I chose for my case study is now an 8th grader in elementary school. The student grows up in a socially weak family, where, despite the unhappy situation in the family, he is strongly fixated on his mother, and if anyone has a tendency to hurt her, either verbally or physically, he has a need to defend her. The student has long-term problems with aggression, anger and profanity. Rather unpopular in the group, appearing as an easy target for provocation from classmates. The described situation happened 2 years ago and took place as follows: During a break, the described boy was provoked by a classmate by calling his mother a very vulgar term. The boy, who had an immediate need to defend his mother, physically attacked this classmate and broke his nasal septum.\n\nSituation (Anamnesis):\nThe described boy is a pupil of the 8th grade of primary school, 15 years old. Parents divorced. He lives in a shared household with his mother, her new partner, an older brother and a younger half-sister. The sister is now attending the 2nd grade of primary school. He suffers from epileptic seizures and has dg. Mild mental retardation. The boy is very fixated on both his sister and his mother. The mother and her boyfriend often indulge in alcohol, while drunk, this boyfriend physically assaults the mother. If the boy and his older brother decide to defend her, she attacks them too. There have been problems with the boy since the second year of primary school, when he stole other classmates' snacks, money, gadgets and was also constantly disruptive. Outside of school, he harmed children and destroyed other people's property. Over the years, the situation rather worsened, which is why it was dealt with by the Education Commission and the family began to be under the supervision of OSPOD and also the Probation and Mediation Service. In the 6th grade, the class got a new class teacher. This teacher was very empathetic, interested in him, had conversations with him, showed interest in his feelings, tried to discuss situations in which he reacted excessively, vulgarly, sometimes even aggressively. With someone showing interest in him, his behavior at school gradually began to calm down.\n\nTeacher Intervention (Solution):\nIn response to a physical fight and the injury of a classmate, the class teacher immediately began to solve the situation with the educational counselor and also with the school's prevention methodologist as follows: At the session with the student, we analyzed his entire situation, when he was told that he could not solve his problems in this way and that violence it only breeds violence. From this conversation with him, it immediately emerged that he is venting his helplessness at school against his aggressive stepfather, who himself physically attacks him. On this impulse, the class teacher decided to meet with the boy every week on Wednesday during the long break and they would talk about what was happening, what was bothering him and how he could be helped. These conversations really took place every week for two months and had an unexpected effect, as the student calmed down a lot and was more or less problem-free at school. It was enough to listen to him and tell him: 'Guys, we understand you. We understand you. We understand your feelings, we basically understand how you feel, and even if you're not ours, we love you'.\n\nOutcome:\nThese regular conversations with the teacher improved the situation significantly. The student calmed down, he no longer showed his violent behavior at school, he started really trying not to talk dirty, not to hurt and not to disturb classes. He still wasn't paying attention to the lesson, but at least he was sitting, not interrupting, and listening. All was well for the duration of these regular meetings. After that we indicated that it was no longer needed, but after a while we started to see his behavior getting worse again. So we returned to the talks again, but no longer with such intensity, but always once every 2 weeks, then once every 3 weeks, and we agreed that whenever he has a problem or just needs advice and an interview, he will come by himself either to the class teacher or to the guidance counselor, which he really used.\n\nStudent Profile:\nAge/Year: 15 let, 8. ročník\nHobbies: sport\nDiagnoses: Poruchy pozornosti a aktivity\nDisorders: Arogance,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "518", "student_age_year": "15 let, 8. ročník", "student_hobbies": "sport", "student_diagnoses": "Poruchy pozornosti a aktivity", "student_disorders": "Arogance,Vulgární vyjadřování", "teacher_approbation": "Speciální pedagogika, obor etopedie a psychopedie", "teacher_practice_years": "Ca 30 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1070", "content": "TEACHING CASE STUDY\n\nBackground:\nam teaching a class where one of the students was exhibiting some disruptive behavior. It is not a fundamental breach of discipline, but more about productivity and activity in class and preparation at home. The student was slower in assigned tasks than other classmates. His attention was often directed elsewhere than it should have been. His distaste and obvious laziness towards activity were also often seen. The student did not have things ready for the next lesson and did not bring tools. He was late because he got up at the last minute. He used to get snacks and drinks in class because he didn't have time to eat breakfast at home.\n\nSituation (Anamnesis):\nStudent: 5th grade of elementary school, rather extroverted, phlegmatic\n\nTeacher Intervention (Solution):\nFor the reasons stated above, we decided to meet and talk with the parents who decided to make an appointment for a pedagogical-psychological consultation. Then it was obvious that he was being paid more attention at home and he wore everything prepared, although it was more the merit of his mother. The assistant also paid more and more attention to him in the lessons. However, the student did not show much interest in it. But then there was a visit to the counseling center, where the parents were told that there was no apparent disorder in the student. From this, the parents concluded that there was no need to pay special attention to the pupil, as was the case until now.\n\nOutcome:\nThe judgment from the counseling center led to the fact that the pupil started going to school again less prepared. The student has most likely confirmed that he has not done anything wrong so far. My assistant and I still try to help him keep his attention in class, but the class is full of other children who need attention.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník ZŠ\nHobbies: počítačové hry, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1070", "student_age_year": "11 let, 5. ročník ZŠ", "student_hobbies": "počítačové hry, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství pro 1. stupeň základní školy", "teacher_practice_years": "28", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/477", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher remembers a situation that happened almost at the beginning of her teaching practice, that is, roughly twenty years ago. At that time, she had been working at the school for about three years, when she got a group of boys from the eighth grade to do physical education. From the beginning of their attendance at this school, the boys were used to not having to change into exercise (or at least comfortable) clothes for gym. For many years, therefore, they came to physical education in the same clothes in which they sat in the pews all day. The teacher, as she took the teaching of her subject seriously, required the students to change clothes - but she did not understand. The entire group of boys took physical education as a recreational subject, where they can go and \"feel\n\nSituation (Anamnesis):\nThe elementary school where this problem took place was in a village, so the students knew each other very well and were very close even through the classes. This may have caused a desire to riot or strike, but the teacher believes that this was not the reason for the problem in this situation. The students were diligent in other subjects and treated the teachers with respect. Therefore, it was certainly not an attack on the gym teacher. It was more about laziness, habit and misunderstanding.\n\nTeacher Intervention (Solution):\nWhen the failure to fulfill the requirement was repeated for the umpteenth time, the teacher was unhappy because she could not do the activities with the students that she had carefully planned - they could get hurt, get dirty, etc. She therefore chose a solution - education through experience. When the students came again the following week without clothes, the teacher went with them to practice running in the field. Unfortunately, it was raining, so the boys came running all wet, muddy and some even chafed. Since they had gym at the beginning of the day, they had to sit in the desks wet and dirty until the end of the lesson.\n\nOutcome:\nAs the teacher expected, the next day outraged parents of the students started arriving, but immediately after hearing the whole situation they left with understanding and a lesson for their children. The following hour, all the boys came thoroughly changed, including choosing suitable shoes. It is said that they were even much more active and energetic during the lesson - the teacher attributes this to the comfortable, sporty clothes in which the boys had the opportunity to move much better and thus felt more freedom. It never happened again that they came to physical education class unprepared.\n\nStudent Profile:\nAge/Year: Skupina žáků, 8. ročník\nHobbies: různě\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: (Disciplinary) Punishments\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "477", "student_age_year": "Skupina žáků, 8. ročník", "student_hobbies": "různě", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Biologie, Tělesná výchova", "teacher_practice_years": "23", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/158", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring my weekly internship, I had the opportunity to observe a student from the 9th grade, who is known by the teachers as a 'problem' student. I observed him mainly in foreign language classes. One hour such an incident happened. At the beginning of the lesson, the student paid attention. The teacher repeated the material at the beginning of the lesson, something new was discussed and then it was repeated. The problem arose with the repetition of the material, when the pupils were given a worksheet and exercises to complete i/y. The student was quickly done and then, as he had time, he chatted with a classmate and began to interrupt. When the teacher reprimanded him the first time and told him to be quiet, he 'waved his hand', he laughed and continued talking to a classmate. At the second reprimand, the teacher told him more forcefully to calm down and stop making a mess. Meanwhile, he was drawing there, and you could see a clear lack of interest on his part. The teacher told him that if he was still disruptive, she would write a dictation for his grades. The student immediately caught on to this and said: 'I'll write it down, so give it to me'. I saw the teacher's slight surprise at his answer, but she immediately answered him: 'Just don't talk, and stop already'. The student calmed down a bit after that, but he still talked to his classmate and told him that he could easily write down the dictation, that he didn't have a problem with it. You could see that he was able to master the lessons and was at a good level, but when he finished his work or knew the material, he was bored and disruptive in class. After this admonition by the teacher, there was an oral examination of the pupils on the division of the Czech language, about 5 pupils were tested, including him. The teacher called him out among the first and when she told him if he was ready for the test, he was clearly ready and made strange faces. To my surprise, he was really prepared for the exam, he knew everything and answered the teacher fluently. After that, the teacher praised him, but when she went to another student to test him, the student again started to disturb, laughing and nudging a classmate. The teacher didn't respond to that and kept trying. After the exam, I gave the students homework to complete i/y, and meanwhile the teacher summarized the most important things that were discussed during the lesson. I immediately noticed that the student started to complete the task and before the bell rang, he had everything done. At the end of the lesson, the teacher called the student again and when the students left, she told him that he should calm down, that he was really disturbing and if he was aware of it. At that, the student just shrugged his shoulders, rolled his eyes, put the completed assignment on the teacher's desk and left.\n\nSituation (Anamnesis):\nThe student is healthy, has no problems. Since he never had any problems at school regarding his studies, he was not in the Pedagogical-Psychological Counseling Centre. In my opinion, I would put him in the category of 'gifted children', but that's just my view.\n\nTeacher Intervention (Solution):\nAt the beginning, the teacher only tried to admonish the student verbally so that he would realize that he was noticing and disturbing. The verbal admonition was then more forceful and the pupil did not make a big deal of it. When his behavior really 'worsened', and the teacher saw that the student was not only not doing his work but also drawing on the desk and spreading his pens, she came to his desk and said that she would test him verbally on the subject. The student didn't have a problem with it at all, he still really 'grinned' a lot, and let himself be tempted. Afterwards, when the teacher tested the other pupils, she did not react to minor disturbances so as not to draw attention to him. After the lesson, the teacher called the student again and discussed it with him in private, trying to tell him that he should calm down a bit and if he was aware of what he was doing. The teacher saw that the student showed great disinterest and did not care that the teacher was telling him something, so he listened to everything, rolled his eyes and left. The teacher later told me that the student was a very active and attentive student before covid, but since the beginning of the school year she has seen big changes in his behavior. She sometimes tries to bring him some extra work during the lessons to keep him busy, but it doesn't always work.\n\nOutcome:\nOverall, it was not possible to calm the student down, despite admonitions, tests or calls to write a dictation in addition to the grades, he only laughed, nodded his head and kept interrupting. He often responded to reprimands with negative facial expressions. When I talked with the other teachers, they also confirmed that the student is smart, but he is really disruptive in other classes (mainly Czech language, Mathematics and English) because he likes these subjects.\n\nStudent Profile:\nAge/Year: 14 let/ 9 ročník\nHobbies: Počítače, celkově technologie, anglitina.\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "158", "student_age_year": "14 let/ 9 ročník", "student_hobbies": "Počítače, celkově technologie, anglitina.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1196", "content": "TEACHING CASE STUDY\n\nBackground:\nThe first-year student was probably afraid of the grades when she came from elementary school, where, of course, ninety percent of the students here are honors students. And I really know the difference from my own experience, that all of a sudden chemistry was not the same chemistry as it was in elementary school, with math, with which I fought in elementary school, I had a two, I had to fight for the three, and the student probably had a similar problem and started solve it that way, because she was threatened with about two fours in mathematics, physics or something like that. And she started to solve it by suddenly stopping going to school before the semester, before the semester I probably didn't notice it much, after the semester it was already strange to me, but she still solved it by fraud, because she changed a dot or a dash in her email address and she wrote as if from her mother's email, and in the morning it always came to me: Teacher, I apologize to my daughter for this and that reason. The fact that I was a Czech student and that she was in freshman year, so I didn't recognize that it was written by a fifteen-year-old person, and as time went on, I read it and thought to myself the hedgehog's eyes, her mother is apologizing to her, now I read why, they really weren't there no mistakes, it was written as it should be, as an example, and now in retrospect I thought for example that the parents saw the marks, they should also see the absence and that it wasn't really strange to them. She probably also signed the apology letter herself, maybe they didn't communicate that much in that family either, now I can't explain it in retrospect, that no one notices such a number of absences and so someone probably doesn't look at the bachelor. Well, it continued until the end of October, I think maybe the beginning of May.\n\nSituation (Anamnesis):\nStudent-1. year of grammar school, quiet, obviously scared of the big change\n\nTeacher Intervention (Solution):\nI know that I picked up the phone once and called my mom around the end of February, but since she was at work, she probably didn't understand what I was saying to her, she probably didn't notice me somehow. So it went on and then she made up that she let someone die, that there was a funeral, and maybe I even asked for a meeting at that time, and I remember that it culminated in her sending that April that she was going on vacation, and I think I already wrote that I needed to talk to her, she suddenly extended the vacation by another week, and I thought to myself that it was already on social welfare.\n\nOutcome:\nAnd I went to the management and there that we call straight away and the second time she understood and we already understood each other, she was at school within half an hour. It was like a huge disappointment for her, I don't know at the time, it only occurred to me in retrospect that I didn't ask about the bachelors. She didn't seem to know at all, she kept saying that she had the feeling that they had a friendly relationship and that now what will happen, I think this must have been difficult, yes, they didn't know what and then they solved it and didn't know whether to repeat it year or whether to transfer and in the end they decided to try to manage it, she really pulled it off, she got a report card, and she didn't go to any commission, she probably had two or three fours. Well, the interesting thing is that she was fine from the second year on, she followed the line of humanities subjects, and there is a beautiful point that she graduated in two, and then it was also nice that five years later she wrote to me that she was happy with how we solved it then and that she would like to boast that she graduated from university with a red diploma.\n\nStudent Profile:\nAge/Year: 15\nHobbies: Humanitní předměty, četba\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1196", "student_age_year": "15", "student_hobbies": "Humanitní předměty, četba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, D", "teacher_practice_years": "28", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/17", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a break, when a student beat a friend. Classmates reported the incident and I went to the classroom to look. I took the student in question out into the corridor and asked him what happened. The student started shouting at me that he was not to blame and that the boys had started it among themselves.\n\nSituation (Anamnesis):\nThe student is in the third grade of elementary school and is eight years old. He lives with his mother and her boyfriend, his father died. The grandmother, who helps with home preparation, also influences the education. During classes, the student has problems with attention and concentration, he is tired and irritable. He tends to have the last word in everything and throws tantrums when disagreed with.\n\nTeacher Intervention (Solution):\nAfter the incident, I returned to the classroom where the children were sitting in their seats. I asked for the testimony of those who saw what happened during the break. After the class calmed down, I listened to the children individually. I found out that the cause was a card game where the student in question lost, couldn't take it, accused a classmate of cheating, which was not true, and started fighting with him.\n\nOutcome:\nAfter the examination, I talked to the student about solitude and explained to him that it is important to learn to lose. I talked him into apologizing, which he did. We discussed with the whole class about proper behavior and established a new rule 'It's not important to win, but to participate'. They began to apply this rule in the following classes as well. I agreed with the student that he will try to control his anger and his improvement can be seen.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Fotbal, florbal\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "17", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Fotbal, florbal", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "vysokoškolské", "teacher_practice_years": "19", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1073", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student got into an argument with a classmate and a friend with whom he is sitting on the bench. The student often plays on his mobile phone during recess and sometimes gets angry and beats himself up while playing. In this case, he hit a classmate very hard in the thigh 'until it stung'. The classmate responded by taking his drink bottle, running out of the classroom and throwing it in the hallway. The student caught up with him and hit him hard on the back. The back was very red. However, he realized what he had done and the student ran to the toilet, where he cried.\n\nSituation (Anamnesis):\nPupil - 12 years old, 7th grade, friendly, active, above average results. Roommate - 12 years old, 7th grade, friendly, active, plays volleyball, above average results.\n\nTeacher Intervention (Solution):\nNeither the supervisor nor any of the teachers noticed the incidents and were not present in the situation. I was alerted to the situation by my fellow students when I came to the classroom to teach. I called the students separately so that they could tell me independently what had happened. At the same time, I noticed the student's back was noticeably red. The statement matched. After an hour during the break, they realized that they had discussed the situation and resolved it among themselves. Both of them became aware of their actions in affect, which is common for them when a dispute arises. They apologized and shook hands. However, I told them that it might be worth a note and that I would decide. After the lesson, they came to my office together and asked if they had a note. If they hadn't come, they probably would have gotten her. They only left with a warning as I know they were both genuinely sorry. They got an imaginary point and I'll probably take a few points off of the year-long game. Note: The teacher is also the class teacher of this class and therefore knows the students very well.\n\nOutcome:\nThe conflict was resolved by agreement. Pupils work together normally without any problem. I was busy with organizational stuff at the time we were dealing with the issue, but ideally I would have them sign a contract regarding their issue that they would both agree on to prevent the conflict from happening again.\n\nStudent Profile:\nAge/Year: Antonín 12 let- 7. ročník\nHobbies: Počítačové a mobilní hry, parkour\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1073", "student_age_year": "Antonín 12 let- 7. ročník", "student_hobbies": "Počítačové a mobilní hry, parkour", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Aj", "teacher_practice_years": "7", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/547", "content": "TEACHING CASE STUDY\n\nBackground:\nA few years ago, I was in the second year, where there was a little girl who was not paying attention and was disruptive. This little girl, despite being very smart and perceptive, caused problems in class. When it was called, it didn't know what was being done and where we were in the textbook, for example. When the task or question was repeated again, the little girl always knew the correct answer. This behavior disrupted the lesson because it also amused the other classmates who were sitting near her. However, they did not have time to follow the lessons and did not know what to do, what tasks to solve.\n\nSituation (Anamnesis):\nAfter a closer examination of the situation, I found out that the parents wanted to send the girl to school a year earlier, already at the age of five. The pedagogic-psychological consultancy recommended it because the little girl was diagnosed as a gifted child. Due to the capacity of the school, in the end, only six-year-olds entered the first grade. The problem was that when he started school he could already read (even small letters), write, count to 100 and some English words. He practically mastered the curriculum of the first and second years when he started elementary school. As a result, she was very bored in school and unable to stay focused.\n\nTeacher Intervention (Solution):\nWhen preparing for class, the class teacher took into account the abilities of the little girl and began to assign special tasks to him, which he worked out independently in all subjects. The teacher interviewed the girl to find out her interests and topics that might be attractive to her. She adapted the learning materials to make them as fun as possible for the little girl and at the same time beneficial. At the same time, she tasked the little girl with helping her classmates if the work in the class required it.\n\nOutcome:\nThe little girl stopped interrupting and concentrated on all the extra tasks that the teacher regularly supplied her with. I (the assistant) also attended to him, checked the correctness of the solutions to assigned tasks, or cooperated with him in case some interaction was necessary (for example practicing English - interview). The little girl was also allowed to bring to the Czech lessons the books she read at home in her spare time and, if the content of the lesson allowed, she could read the books she had brought.\n\nStudent Profile:\nAge/Year: 7, 2. trieda\nHobbies: Kreslenie, čítanie, matematika.\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "547", "student_age_year": "7, 2. trieda", "student_hobbies": "Kreslenie, čítanie, matematika.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Stredná pedagogická škola", "teacher_practice_years": "8", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "Support", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/659", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom the beginning of the year in which the pupil started the sixth grade of primary school, it was clear to the pupil and the class teacher that the pupil would need some degree of individual approach. Even so, they could not imagine what actually awaits them in the next month or so. Constant rocking in the chair, shouting answers or even loud singing in class, refusing to work, obscene gestures and their subsequent false denials are a handful of the most common problems that were encountered with the student in all cases almost every lesson, regardless of which cantor he was just leading her.\n\nSituation (Anamnesis):\nAlthough the student is a boy with enormous potential, his behavior and inattentiveness make his result look average or worse. During the breaks, he is completely relaxed, he chats with the cantors on supervision, he often entertains the class by playing the keyboard, and once he even brought his saxophone.\n\nTeacher Intervention (Solution):\nThe teacher met the student, and therefore his constant excesses, on a daily basis. Therefore, after some time, when calm coaxing and admonishing did not help at all, he unfortunately resorted to raising his voice, developed an aversion to the student and began to try to pay him as little attention as possible. He completely stopped answering the student's questions that were off topic, he did not notice his grimace, he did not deal with his behavior with him, and he only reported the student's disciplinary offenses to the class teacher and wrote them down in a red notebook.\n\nOutcome:\nUnfortunately, this procedure had no results at all. In the short term, when the student's behavior was not dealt with by the teacher, sooner or later the cantor could not stand the situation, and either shouted at the student or, in more serious cases, sent him to be educated outside the classroom at ŠPP. From a long-term point of view, this method also did not bear fruit, as the pupil's behavior did not improve in any way, which was a problem not only for all pedagogues, from whom the pupil was the target of provocations in class, but also for the rest of the pupils' classmates, who were in an environment where it's hard to teach anything when you have to run away from the topic every 5 minutes due to the extreme indiscipline of one 'problem individual'. The situation began to improve only after the pupil collected such a number of notes and complaints that he was awaited by the educational committee, a proposal for a deuce in behavior and a reprimand from the class teacher. At this committee, the student finally expressed his opinion about what led him to this behavior. He told those present that he often gets bored in class, can't stay focused, shouts out answers because he would like to be praised for getting them right, and many other things. On the basis of this interview, the pupil later visited a pedagogical and psychological counseling center, where he was diagnosed with ADHD, dysorthography and dyslexia.\n\nStudent Profile:\nAge/Year: 13 let, 6. ročník\nHobbies: Videohry, hra na saxofon, rybaření\nDiagnoses: ADHD,Dysortografie,Dyslexie\nDisorders: Provokace,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "659", "student_age_year": "13 let, 6. ročník", "student_hobbies": "Videohry, hra na saxofon, rybaření", "student_diagnoses": "ADHD,Dysortografie,Dyslexie", "student_disorders": "Provokace,Lhaní", "teacher_approbation": "Vysokoškolské (Bc.) – AJ, Dějepis", "teacher_practice_years": "2", "problems_annotated": "Lying and cheating, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1233", "content": "TEACHING CASE STUDY\n\nBackground:\nFor the second case of problematic behavior with a happy ending, I chose winemaker Monika. Žačka joined us in the first year of the 'elite school' all the way from a distant city. She commuted to school every day with her father, who worked nearby. From the beginning, she belonged to the class average and was problem-free. I taught chemistry in her class. After about two months of study, she had to start a boarding school. Unfortunately, her parents were divorcing and her father no longer commuted from the distant city to work and could not drive her. Everything seemed to be in order, there was no sign of dissatisfaction in connection with the boarding school or the divorce. The turning point occurred before Christmas. The student had her hair cut, started to dress in all black clothes and put on a lot of make-up.\n\nSituation (Anamnesis):\nIn addition, she began to exhibit problematic behavior regularly in my classes on Mondays. She forgot her coat and slippers for labs, she didn't have homework, she didn't prepare her notebook or case on the desk before class. In class, she mostly stared out of the window and did not participate in the lesson at all, she was absent in spirit. Whenever I asked her about tools, why she doesn't have things ready or a task, or I wanted her to repeat what I just said, all I got was an answer of 'I don't know'. What was surprising to me was that she functioned relatively normally, averagely, on Wednesday classes, she had the tools ready. After one very bad Monday, I asked her to stay in class after class. I tried to find out what was going on with her alone, I asked her questions such as why she doesn't have homework, if she doesn't understand something, if I can help her somehow. Unfortunately, she just kept silent and didn't want help. Therefore, I caught two of her closest friends one day and tried to find out some details from them. They didn't know about anything, or they were fooling around.\n\nTeacher Intervention (Solution):\nThe described problem behavior was repeated every Monday in my classes really regularly and I didn't want to neglect anything. Therefore, I consulted the class teacher on behavior. He already had similar information from other colleagues who also noticed changes in behavior. Parents were invited to the school to discuss the situation and possible solutions. They agreed with the class teacher that the student would start a diary in which she would always write down her tasks. Each teacher will check this diary and then the parents will also sign it at home. They also promised better supervision of the aids that the pupil is taking with her to the boarding school. This system worked for a month at most. Although the student carried things and assignments from home, she did not bring them to class. The parents were invited to the school again and together with the class teacher they urged the student. The result of this particular encounter was a student's breakdown at the boarding school, where she got so drunk that her parents had to be called again that night. The student was reprimanded by the class teacher and the prevention methodology was discussed, what to do next. Fortunately, the student has already confided in her. The basis of the whole situation was the divorce of her parents and a sudden combination of several changes that she could not handle. She started a new school, her parents divorced and she had to leave home and be at a boarding school far from her mother and father, and she was 100% controlled from both sides - as far as preparing for school was concerned. She felt abandoned. Together we all eventually found a solution.\n\nOutcome:\nThe student left the boarding school for the price of a daily train ride to school. She was given the chance to prepare for classes without a diary - control, and in addition, by that time her parents had finalized their divorce and their family situation had stabilized. The student took full advantage of the opportunity and I continued to have no problem with her in class. He is now in his third year and the events of his freshman year are almost forgotten.\n\nStudent Profile:\nAge/Year: 18, třetí ročník (vinařka)\nHobbies: Sport  tanec)\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1233", "student_age_year": "18, třetí ročník (vinařka)", "student_hobbies": "Sport  tanec)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské – titul Ing. (obor chemie), peadgogické minimun – aprobace CH, M", "teacher_practice_years": "3 roky", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1020", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent who attended 6th grade last year completed 5th grade almost entirely online and had no problems. However, in the 6th grade, during face-to-face classes, he already had problems. The student does not respect his class teacher or the other teachers at all. He is often rude, talks back and asks inappropriate personal questions with the aim of humiliating the teacher and disrupting the lesson. He asks questions like: Why are you wearing a skirt today, teacher? The student is dominant within the class, which boosts his self-esteem too much and he thinks he can do whatever he wants. Of course, it's funny to the others in the class. Another problem is the mobile phone. The student often uses a mobile phone in class and during breaks, takes photos, records videos and puts them on the Internet. He even once stole a classmate's phone, found out that the classmate was looking for some inappropriate sites on the phone and showed it to the whole class. He also takes photos, parodies them and puts them on the internet to make fun of his classmates.\n\nSituation (Anamnesis):\nSince this is the 6th grade, the collective is completely new. Right at the beginning of the year, they went to an adaptation course, where problems began to manifest themselves, such as the inability to cooperate, communicate with each other, dividing the class into smaller groups, dividing individual students, etc. The student is very dominant from the beginning and wants to boss the whole class. That is why he also draws others to his side, and whoever fails to do so is the target of gossip, ridicule and is an enemy. Pupils are very fond of filming videos and taking photos on their phones, then editing the photos and publishing them on the Internet for the purpose of mutual provocation, ridicule, etc. The class is simply not able to function as a collective.\n\nTeacher Intervention (Solution):\nFirst, a pedagogical council of teachers and representatives of the school management was convened to clearly set the rules in the classroom. It was decided that any infractions would be dealt with through disciplinary action and notification of the incident to parents. However, this decision did not change anything after a month and the students, including the pupil, absolutely ignored the notes. Therefore, the board met again and decided that special emergency supervisions would be created, where the most problematic students would work independently on the work assigned to them by the teacher. The class also visited a pedagogical counseling center and a preventive program on safety in cyberspace. However, these measures still did not deter the student from problematic behavior, so an educational committee was set up directly for him: a legal representative, a student, a class teacher, an educational advisor, a representative of the school management. The commission came up with a proposal that the student change schools and thus be forced to move to a captive collective, where he would have to adapt and respect this collective. However, the cooperation of the parents was minimal and they rejected the proposal. They did not believe the teachers that their son was behaving so badly, although other parents also complained that the level of education of their children was greatly reduced due to the behavior of the pupil and his classmates.\n\nOutcome:\nAll efforts to improve the behavior of the pupil and his classmates were in vain and the case could not be resolved satisfactorily. Although the class generally calmed down a bit, so they could concentrate more on teaching, but the student's behavior did not undergo any significant change. The teachers were therefore forced to give him a 3 for behavior at the end of the school year.\n\nStudent Profile:\nAge/Year: 11, 6. ročník\nHobbies: O žádných se neví.\nDisorders: Neúcta k autoritám,Neuznávání pravidel,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1020", "student_age_year": "11, 6. ročník", "student_hobbies": "O žádných se neví.", "student_diagnoses": "", "student_disorders": "Neúcta k autoritám,Neuznávání pravidel,Rušení výuky", "teacher_approbation": "Mgr – Matematika a Fyzika", "teacher_practice_years": "34", "problems_annotated": "Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1264", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher had an 8th grade math class. A student was sitting in the back of the bench and had a hood on his head. The teacher asked him to take it off. The student didn't do it, so the teacher asked him to do it again. The student retorted that he was cold. The teacher suggested that he could close the open window he was sitting by and take off the hood. So the student finally got up to close the window. But he closed the window with a kick. At that moment, the teacher was very upset and lost her temper. The girls were sitting in front of him by the window, the teacher saw that not only would the student be cut, but the shards would hurt the girls who were sitting by the window and were actually not to blame. The window didn't break, but the teacher went after the student saying he could have hurt himself or others. The student started to get angry that he didn't want to go to school and if the teacher could say it directly, like he said, that he didn't want to learn such bullshit. Unfortunately, even the teacher got away with a few obscene words, for which she later apologized to the class. She hadn't been turned on like this for a long time. She immediately took the student to the principal's office, it disrupted the whole lesson and it probably wouldn't be possible to just unlearn it as if nothing had happened.\n\nSituation (Anamnesis):\nThe student is very problematic, disrupting the classroom climate. He is not interested in school and learning. There are often problems with him, he behaves inappropriately towards teachers and other pupils, he destroys things.\n\nTeacher Intervention (Solution):\nThe teacher didn't remember exactly how it all happened because it had been quite a while since it happened. But she took the pupil to the principal's office, where she described the situation that had happened. The principal asked the pupil what had happened. Why did he kick that window? The student was mostly silent, did not communicate much. He couldn't answer why he kicked the window. The student was informed that his parents would be informed and he would be invited to school, because of his constantly recurring problems he would be offered a reprimand from the principal. Because there were already a lot of offenses on his list and he already had some disciplinary sanctions.\n\nOutcome:\nIn the short term, the student calmed down for a while, but after some time he started to cause problems again, disrupting classes. Actually, that's how it's always been after a bigger problem. His class teacher tried to solve it somehow, but there was no interest from the student or his family. Then it's hard to do anything about it.\n\nStudent Profile:\nAge/Year: 14, 8. třída\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Disrespectful communication\nImplications: Shortterm success, Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1264", "student_age_year": "14, 8. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské; matematika a přírodopis", "teacher_practice_years": "20 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success, Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1417", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were big problems with the student in the first year. He absolutely refused to listen to other teachers. When someone new came to the class (substitute, visit during class) he hid under the table. Hiding under the table was also a problem in English classes. The teacher herself decided to sit the student next to her at the teacher's desk. But the student drew attention to himself by manipulating objects and technology, disconnecting cables and so on. In some lessons of this subject, the pupil even hid directly under the teacher's desk and no one could get him out. He attacked other children in the group several times. The parents of his classmates later began to complain about the inappropriate behavior of a certain student. It was considered that the complaints concerned the pupil and his problem behavior should be dealt with immediately.\n\nSituation (Anamnesis):\n2nd grade student, rather average academic performance - does not need an assistant to cope with school material. It has level 3 support measures. The student is very active, but sometimes even impulsive - he shouts out repeatedly during the lesson, or joins in, even if he doesn't know the answer. He tries to join the team, but his relationship with his classmates is not very friendly. Some of his classmates, mainly boys, like to criticize and admonish him in class instead of the teacher. I have witnessed, for example, how they hide things from him and make fun of him. According to the assistant and the teacher, he reacts inappropriately to some stressful situations (losing a game, being hurt by a classmate) (manifestations are, for example, banging his head against the wall, crying, isolation from others, anger). The teacher described his family background as normal. Nothing unusual seems to be going on in the family. His family is interested in the situation at school, they prepare and study at home with the student. The student grows up with both parents. He has no siblings. The student already had an assistant in kindergarten. A psychological examination revealed no diagnosis.\n\nTeacher Intervention (Solution):\napplied for an assistant at the beginning of the year, because there were already problems then. Of course, at first we tried to negotiate with the student so that he understood that it could not be done that way, but it did not work out that way. Regarding the assistant... unfortunately, the school management did not agree with me, with the postscript that the problematic behavior might take care of itself. Then I started to be stricter and tougher towards him. In the end, I couldn't stand it, and around November I applied again, this time to a pedagogical-psychological counseling center. This was followed by a psychological examination and a visit to the school. In the meantime, I took some minor precautions. I try to set firm boundaries and barriers for the student. I forbade the English teacher to sit the student next to her at the teacher's desk. Every week on Friday, I had an arranged phone call with his mother regarding his behavior at school. Psychological examinations did not confirm any diagnosis. But after visiting the school, the process moved. It was already May at that time. In June, an assistant was finally assigned to the boy. I continue to communicate with my mother.\n\nOutcome:\nThe assistant is only with the student for a short time, but the improvement is definitely noticeable. The student has calmed down, is no longer disruptive, the unpleasant manifestations of his behavior have lessened. But what worries me is that she is too emotionally attached to the assistant for my taste. I was alerted to this fact by the assistant herself. Towards the end of the practice, when I started to assist him alone without the presence of the other assistant, he told me several times to go away or signaled to me with gestures, repeatedly asking when his assistant would return. It also seems to me that he mainly listens to the assistant and feels that otherwise he can do what he wants. Then he doesn't listen to others. So I feel like I have to pacify him again myself sometimes. Which is a problem that will still have to be solved - so that he listens to the teacher in the first place and does not always turn to the assistant.\n\nStudent Profile:\nAge/Year: 7 let\nHobbies: velmi rád kreslí, rád cestuje a jezdí na výlety s rodinou, vyměňuje pokémon kartičky\nDisorders: Nepozornost,Impulzivita,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1417", "student_age_year": "7 let", "student_hobbies": "velmi rád kreslí, rád cestuje a jezdí na výlety s rodinou, vyměňuje pokémon kartičky", "student_diagnoses": "", "student_disorders": "Nepozornost,Impulzivita,Potřeba pozornosti", "teacher_approbation": "Mgr. - Speciální pedagogika a technická výchova", "teacher_practice_years": "Cca 20 let", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/284", "content": "TEACHING CASE STUDY\n\nBackground:\nTeacher J.: 'I remember it like it was today. It was May, almost the end of the school year. I was walking down the corridor past the changing rooms and I hear a terrible roar from the second level changing rooms. I couldn't do it and went to see what was going on there. In the dressing room, I had to push my way through a large group of students from the ninth and eighth grades watching the scene in front of me, and only then did I see what was happening. In the middle, a smaller boy was lying on the ground, all of his gym stuff was scattered around him, and his classmate was standing over him and was just about to pour milk on all of his things that were given to him as a snack. The others just watched, chanted the student's name, encouraged him, there was no one to stand up for the classmate and stand up to the classmate.'\n\nSituation (Anamnesis):\nTeacher J. remembers the eighth and ninth grades: 'Well, eight and nine, they thought they were almost adults when they decided for themselves where they would go to school and what they would become. But the opposite was true. Most of them were not mentally mature even when I met them years later. At that time, a large part of them were children selected on the basis of their abilities and knowledge. But a few were children of influential or wealthy parents and thought they had the upper hand even over teachers. They didn't pay attention, they were disruptive and sometimes they crawled out of some objects, but they didn't care, because they knew that the parents would somehow make it so that nothing would come of it. Specifically, the student was the biggest síger of them all. He was just brandishing curse words, obscene words, exalting himself above others. He didn't have a good word for either boys or girls. When I heard him on the phone once, I suppose with his father, there was shouting on the phone and the boy kept apologizing. Then when I saw him with his mother in front of school, when she was picking him up, he treated her terribly and was rude to her. On my own mother.'\n\nTeacher Intervention (Solution):\nTeacher J.: 'I remember that when I saw him standing with the milk over the other boy, I didn't think much. I was still very young then. I immediately shouted at the student if he was normal and if he was running out of his chicken brain what he was doing. At that moment, I heard an explosion of laughter from his classmates behind me. At first I thought I had won, but then I saw how the student was clenching his jaw and fists and I knew he was bad. And then a sentence fell out of him that I will remember for a long time. Student: 'Better to have a chicken's brain than a whale's ass.' I was really close to tears at that moment. But I knew it would be worse. I was already thinking about going dark on him in front of the whole group, but in the end I just wrote him a note and disbanded the group. I could have solved the whole thing differently. But it can't be returned.'\n\nOutcome:\nTeacher J mentioned that she later learned from colleagues that neither her nor any other comments had an effect on the boy, that they all hoped he would grow out of it in time. In the end, it turned out that the boy is physically handicapped, and at the next school where he studied, he was bullied because of his handicap. It also turns out that the art of wielding sharp elbows and peppery words was instilled in him by his own father.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: sport, videohry\nDisorders: Arogance,Nepozornost,Rušení výuky,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "284", "student_age_year": "14 let, 8. třída", "student_hobbies": "sport, videohry", "student_diagnoses": "", "student_disorders": "Arogance,Nepozornost,Rušení výuky,Šikana", "teacher_approbation": "RNDr", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/798", "content": "TEACHING CASE STUDY\n\nBackground:\nworked in education for about 30 years, when I was a class teacher of 2nd year students. About halfway through the year, a new student joined my class. At first glance, this student was physically very mature compared to his peers. For these reasons, he was not popular with his classmates. He himself preferred to communicate with adults than with his classmates. This student was very restless in class. He was often disruptive in class. He screamed various animal noises and swayed in his chair. The biggest problem was with outdoor activities. He was constantly climbing somewhere, touching and taking everything in his hands or attracting the attention of strangers. During his education, I noticed a great interest in sexual and violent motifs, which he searched for on the Internet. Later he himself confided to me his personal experience of burning mice with matches.\n\nSituation (Anamnesis):\nThe boy's intellect was fine. He was physically very advanced compared to his peers. He grew up in a small apartment. Perhaps from a lack of privacy, he had an increased interest in sexual motives. In the family, he lived with his stepfather, who was seriously ill. But he was very well cared for and interested. The mother was educated and worked in education, but was currently struggling with psychological problems. Two older siblings lived in the family, who at that time were already studying at secondary school and university.\n\nTeacher Intervention (Solution):\nFollowing an agreement with his stepfather, this pupil was sent for examination to a pedagogical and psychological counseling center, where he was diagnosed with ADHD syndrome. According to the recommendation from the counseling center, we allowed him relaxing moments during the lesson, such as running along the corridor. Furthermore, we set rules that he had to follow during lessons, but also at home. For the work done, he was rewarded in the form of playing with various comics that he liked and collected.\n\nOutcome:\ntaught this student only in the 2nd and 3rd grade, after that he switched to a new teacher. But the rules already set by me were used further. This student has changed a lot. Also thanks to the cooperation with his stepfather. He joined the class team and was later popular with his classmates.\n\nStudent Profile:\nAge/Year: 9 let\nHobbies: komiksy\nDiagnoses: ADHD\nDisorders: Týrání zvířat\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "798", "student_age_year": "9 let", "student_hobbies": "komiksy", "student_diagnoses": "ADHD", "student_disorders": "Týrání zvířat", "teacher_approbation": "Mgr. pro 1.stupeň ZŠ", "teacher_practice_years": "40", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/27", "content": "TEACHING CASE STUDY\n\nBackground:\nWe ended the English lesson with a joint check of the homework assigned in the previous lesson. All the children took out their workbook and flipped through their completed homework. However, the student had a different opinion, and only after the second warning did he very reluctantly start looking for the homework notebook. We checked the task in such a way that I called every single student according to the meeting order, so that everyone had the same opportunity to participate. We were about halfway through the inspection when it was the pupil's turn. His notebook was closed, and he was looking out the window at the cars passing by the school. When I asked him if he could read the next sentence, he refused. When I subsequently tried to find out why he didn't want to read the next sentence, the student replied that he wasn't interested and that it 'wouldn't do him any good anyway', and he told me with a smirk on his face that he hadn't done the homework at all. So I asked him to at least open the workbook and follow the lesson with us. The student resolutely refused my request. In addition, after the refusal, he stood up, took his bag and cleaned everything he had prepared for the lesson. When I asked him what he thought he was doing, he didn't answer me at all and left the class, telling me that his presence for the rest of the class was meaningless to him. The student knew that I would not let him leave the class, but since he was sitting about a meter, maybe even less, from the door, he took advantage of the situation and slammed the door before I could recover from his behavior.\n\nSituation (Anamnesis):\nThe student was diagnosed with ADHD after entering the 1st grade. In the first grade, his behavior in class was mostly still within the prescribed school standards. The pupil started to be problematic only from the second grade of school attendance, when meeting all the teachers. The student cannot distinguish between what is permissible at school and what is already beyond the limit. His hyperactivity often manifests itself in class. The student is often unable to concentrate on the material being discussed. Furthermore, he is unable to estimate the level of expression of his emotions, which results in frequent fluctuations in aggressive behavior, which sometimes escalates in situations similar to the one described above. With this type of behavior, the student does not differentiate between the school's teaching staff and classmates or other school students, he shows aggression towards all three mentioned groups of people. Due to significant emotional instability, the student was repeatedly under the care of a child psychologist.\n\nTeacher Intervention (Solution):\nThe only thing that usually happened to the student in class when he did something like this was to raise his voice, because at that moment he still showed the last vestiges of respect for me due to his youth. However, this is not a long-term solution due to the strain on the vocal cords and the aging of the pupil. In addition, the situation described above was the first instance of the pupil completely ignoring the raising of the voice. Immediately after the incident, I went after the student, stopped him right at the entrance to the school, and in the hallway I explained to him in a rather raised voice that such behavior was simply too much and I took him back to the classroom. Since the student did not respect the disciplinary sanctions, I tried to give him a sufficient amount of extracurricular work, which he had to do under the supervision of the teacher in the children's home where he lives due to a complicated family situation. I agreed with the teacher that the student must first complete all assigned tasks and only after they can have personal time off. From repeated conversations with the teacher, I found out that the student does not have excessive aggressive swings when completing tasks. I realized that the boy is most likely seeking attention from others and that is why he behaves the way he does. So I tried to stay with the pupil at school even after classes, and instead of at the children's home, we tried to work out the tasks at school. At the moment when there was no larger group of people in the class, in front of whom the student could show off, he was able to complete the tasks as much as possible, he was able to concentrate on them in a limited time horizon. We often talked after the assignments. Among the student's hobbies is fishing, which was very often the subject of our conversation. The student was impressed by my interest in his hobby, it was visible on him.\n\nOutcome:\nAfter I followed the student into the hallway and explained to him that such behavior was out of line, the student returned to the classroom for the rest of the lesson. I expected him to protest going back to class, but he didn't utter a word, just stared at me in amazement. However, he continued to refuse to work in class, so I preferred not to call him to the end. According to the teacher, the pupil got angry during the tasks he was given at home because his free time was significantly reduced. After a few months of daily tasks at school and talking, you could see that this method had an effect on the student. On the one hand, the student was still unable to maintain attention throughout the lesson, he often went to sharpen his pencils, blow his nose, etc., and his pace could not keep up with the other classmates. On the other hand, similar intense fluctuations of emotions have not appeared in my classes since then, and it was clear that the student is trying, that he is not completely indifferent to the subject matter. Although he did not always succeed, the effort was visible. The student learned to perceive the teacher more positively, I can say from my own experience that he often brought me painted pictures to display in class. He also no longer sought to be the center of attention at all costs. I therefore consider our ten hours spent together over and above school teaching per week to be a successful solution in view of the change in the student's behavior during lessons.\n\nStudent Profile:\nAge/Year: 9 let, 3. ročník\nHobbies: Rybaření, počítačové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "27", "student_age_year": "9 let, 3. ročník", "student_hobbies": "Rybaření, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Odmítání spolupráce", "teacher_approbation": "Magisterské (Učitelství pro 1. stupeň)", "teacher_practice_years": "8", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/438", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was very expressive from the first year. He liked to draw attention to himself in class and declared himself the class clown. However, it was nothing serious. Of course, he was very disruptive in class, which made him antagonize most of the teachers. He also had high absenteeism, which, however, was always excused. His benefit was very below average. Already from the first semester, subjects such as Czech language, mathematics, physics and chemistry were sufficient for a grade. His behavior was often accompanied by being kicked out of the class and the general tense atmosphere in the class, because it was very difficult for us teachers to somehow smoothly conduct the lesson and explanation with this student in the class.\n\nSituation (Anamnesis):\nThe pupil had ADHD and dyslexia confirmed by the pedagogical psychology consultancy. The teachers therefore tried to work more individually with the pupil. Dividing the work into smaller tasks, they gave him more time for written work, tests and oral examinations. Increasingly, however, the student showed minimal effort, he handed in assigned tasks late or not at all. His school attendance also deteriorated.\n\nTeacher Intervention (Solution):\nIn the third year, his attendance and grades deteriorated to a dismal extent. His class teacher had been dealing with the situation for some time with both him and his parents. However, the student repeatedly did not go to school, did not complete assignments, and behaved inappropriately in class. Since he was already of legal age, he could write the excuse himself. At the end of the third year, he knew that things were getting really tough, so he 'caught up' with his attendance, but he had to make up for physics and mathematics. The student did not pass physics, did not pass the second and finished his studies at our school.\n\nOutcome:\ndon't quite know what the result of the solution is in this case. The student absolutely did not respect many points of the school rules, so he repeatedly violated them. He had poor grades and attendance. Despite the great patience and willingness of the teachers, he could no longer continue his studies at our school.\n\nStudent Profile:\nAge/Year: 18, 3. ročník\nHobbies: počítačové hry, sport, hodba\nDiagnoses: ADHD,Poruchy pozornosti a aktivity,Psychiatrická diagnóza,Dyslexie\nDisorders: Nevhodné chování,Podvody,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "438", "student_age_year": "18, 3. ročník", "student_hobbies": "počítačové hry, sport, hodba", "student_diagnoses": "ADHD,Poruchy pozornosti a aktivity,Psychiatrická diagnóza,Dyslexie", "student_disorders": "Nevhodné chování,Podvody,Záškoláctví", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1465", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I recall happened about ten years ago when I was an eighth grade classroom teacher. I have taught this class since sixth grade, which gave me enough time to get to know the students. I did not notice any serious educational problems during that time, not even with the two students who are the main characters of this story. These two students were very good friends, they sat together in the desk and their performance in school was average. They weren't known for disciplinary problems, although they occasionally forgot something or were louder, leading to a few remarks. I often saw them after school with my friends, because I live in the same village as the school. They also had older friends who unfortunately introduced them to cigarettes and chewing tobacco.\n\nSituation (Anamnesis):\nOne day, the students decided to take tobacco to school and distribute it to other classmates. They were caught by the teacher's assistant during recess. The situation was new for the school and required a discussion between the teachers about a suitable solution. From the beginning, I proposed lowering the mark for behavior, even though some colleagues pointed out that the students had never had problems before and regretted their actions. Some suggested milder punishments, such as a reprimand from a class teacher or school principal.\n\nTeacher Intervention (Solution):\nHowever, I felt that the violation of school rules was serious and the students should have learned their lesson, so they ended up getting a reduced behavior grade.\n\nOutcome:\nHowever, this punishment had undesirable consequences. Pupils thought they didn't have to work hard in school because they already had a bad grade, which led to further deterioration in their performance and discipline. The situation spread among the other pupils and the pupils were the target of ridicule and sometimes even criticism from the teachers. This attitude was maintained until the ninth grade. Today I realize that I may have punished too harshly and should have considered the overall behavior of the pupils before the incident. I try to apply this lesson in solving current problems.\n\nStudent Profile:\nAge/Year: 8. třída\nHobbies: Sporty  basketbal, fotbal), práce s počítačem,\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1465", "student_age_year": "8. třída", "student_hobbies": "Sporty  basketbal, fotbal), práce s počítačem,", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Doktorské (PhDr), čeština, němčina", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/230", "content": "TEACHING CASE STUDY\n\nBackground:\ngot to know the student when I took over the class from a colleague in the 3rd grade, who warned me about him in advance, as she had previously dealt with family problems with him. The student was always ready for class, but there was always a problem with his behavior in class. It started with constant yelling and using profanity, which I initially dealt with with reprimands and extra work. During the breaks, however, he started running around the classroom and in the corridor and started attacking his classmates, which, given his height and weight, led to a really big danger that he would seriously hurt someone.\n\nSituation (Anamnesis):\nThe student's family history is such that he lived with his mother until he was 7 years old, who developed drug addiction and distribution, so he was taken from his mother in the 2nd grade and handed over to his father for upbringing. The student is an only child, he does not see his mother at all, and his relationship with his father could be described as forced. The class history is that he is not popular in the class. Most children are afraid of him. He has about two friends in his class, on whom he has a bad influence.\n\nTeacher Intervention (Solution):\nAt first, I dealt with the pupil's behavior by simply reprimanding and extra tasks, after some time his behavior was very exhausting to me and the other pupils, and when the pupil started to hurt his classmates, I decided to take action and called his father to the school. The meeting also took place in the presence of the educational advisor. We agreed together that the student would visit a child psychologist, who also sent him to neurology, and then he was diagnosed with ADHD with aggression and dysorthography. Since the student was not prescribed any medication, he was not even recommended an assistant, and I only received a paper with a methodical recommendation, which, however, did not help me much, as it contained recommendations for an assistant. Due to the number of students in the class (29), it was not possible for me to approach the student individually and focus only on his needs. I discussed it with my colleagues, with whom we came up with a solution, namely that we will try to entertain him as much as possible during the entire time he is at school. Enough of the role of the wardrobe, he wiped the blackboard, helped me and my colleagues from the cabinet with copying materials and also helped with the service in the corridor.\n\nOutcome:\nwould say that with us seizing him, he has calmed down quite a bit and his unwanted behaviors are not as frequent as they used to be. However, it's still not ideal and I'm quite disappointed, I didn't like the psychologist's approach at all, and from my point of view, the student's case is such that he should get an assistant. We have been working this way for a year now and I will probably teach him one more year, I would like to help him further, but I don't know how and I am afraid that with the transition to the second grade, his behavior will worsen again.\n\nStudent Profile:\nAge/Year: 9 let, 3.třída\nHobbies: ježdění na koloběžce/kole, běhání\nDiagnoses: ADHD,Agresivita,Dysortografie\nDisorders: Agrese,Vulgární vyjadřování,Fyzické násilí,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Support, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "230", "student_age_year": "9 let, 3.třída", "student_hobbies": "ježdění na koloběžce/kole, běhání", "student_diagnoses": "ADHD,Agresivita,Dysortografie", "student_disorders": "Agrese,Vulgární vyjadřování,Fyzické násilí,Neúcta k autoritám", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ (Magisterské studium)", "teacher_practice_years": "12 let", "problems_annotated": "Physical aggression, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/38", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student started going to the 1st grade. When he first came to school, you could tell he was nervous. Once, during a math class, he started crying out of nowhere and shouting throughout the class that he wanted to go home, that he wanted to go to his mother, etc. The teacher did not know what to do at that moment, as she had never seen this behavior before. So she began to soothe him and tried to stop this crying fit. Hopelessly. After some time, the teacher's assistant came to the class, who was free at the time and happened to be walking along the corridor. When she saw what the situation was, she decided to take the student from the classroom to the corridor and calm him down there. The teacher in the class was relieved that she could continue with the math lesson. This situation was then repeated every day. The student began to demand more and more attention with his shouting. His roar became more and more unbearable. Once the assistant interviewed him about why he was doing such scenes. To that, the student replied that he wanted to go home to see his mother, that she told him she would come to get him soon and she still didn't go. Still the same thing over and over. Once, the student even had such a fit of crying and screaming that he started throwing benches and chairs in the empty classroom, where the assistant took him, as always, and it was impossible to calm him down. It all escalated when the assistant grabbed his hand to calm him down and he reached for her as if to slap her.\n\nSituation (Anamnesis):\nThe student is a fairly normal boy, but he is an only child and this is reflected in his behavior. He often shouts in class, is offended when someone reprimands him, and often doesn't pay attention and makes a mess around the classroom. His academic average is average, which is often due to inconspicuous copying. However, if the student tries, he can be very clever and observant. Parents are quite mobile people and it can be seen that the student shows this very much with his behavior. They practically spoil him all the time with new things like clothes or shoes and often brag about it at school in front of his classmates.\n\nTeacher Intervention (Solution):\nUnfortunately, the moment he reached for her, the assistant couldn't take it, or probably the defensive reflex kicked in and she slapped him at that moment. The student remained speechless at that moment and started crying even more, this time it was a cry of pain. At that moment, the assistant realized that she had not done a good thing at all and of course apologized, but added that this would not have happened if he had behaved like a good boy who goes to the first grade. That he is not the only one who misses his mother, because surely all children miss their parents, especially when they started going to the first grade.\n\nOutcome:\nImmediately after this incident, the student calmed down and calmly went to his place in the classroom. He sat like a nail and paid attention. But the next few days were the same as every day. In the end, the educational advisor had to get involved and the whole situation began to be resolved with the student's parents. So in this case, even an unintentional slap didn't help.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: nebylo řečeno\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Physical intervention, Transfer of student \nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "38", "student_age_year": "6 let, 1. třída", "student_hobbies": "nebylo řečeno", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Matematika - informatika", "teacher_practice_years": "9 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1046", "content": "TEACHING CASE STUDY\n\nBackground:\nChildren and teenagers of various nationalities study at our school, who came from Ukraine, Kazakhstan, Russia, Belarus and other countries to learn English and Czech and enter foreign universities. Recently, there was an unpleasant incident in an English class when, while completing one of the assignments, a student from Russia decided to joke about the tension that had arisen between Ukrainian and Russian students. His joke provoked a negative reaction from some students from Ukraine, and if it wasn't for my presence, it could have quickly escalated into a serious conflict. I immediately ended this discussion and asked the students to return to the task that the whole class was doing. The student who made a bad joke on this topic took everything lightly, and the students who reacted negatively to it were clearly annoyed for the rest of the class, but the conflict did not continue. A few days later, I discovered that the conflict continued without my knowledge and without the knowledge of the other teachers until it took a serious turn.\n\nSituation (Anamnesis):\nThe student who caused the conflict: 18 years old, extrovert, very sociable and popular among classmates, often disrupted the course of the lesson, interrupting and jumping into the teacher's speech. Students who reacted negatively to his behavior: 17-18 years old, extroverts (?), not shy and don't talk much, are in a difficult family situation.\n\nTeacher Intervention (Solution):\nThe student who started the conflict didn't really have any serious bad intentions to start a fight, but due to his easy going nature, he didn't realize how bad he behaved and what such behavior could lead to. When I learned about a serious conflict, it was too late to tell the school principal because he had already started to resolve the conflict earlier. My task was to add information about the situation that happened during my lesson, and then to regulate the problematic behavior in the next lessons. The conflict was resolved by the student who had offended the others apologizing, which they accepted. An educational interview was conducted with the student, after which he realized the consequences of such behavior and that these consequences can be very serious due to the large emotional side of the problem.\n\nOutcome:\nIn the future, such conflicts did not continue, the director decided to add various activities and events to the course program, such as board games, watching movies together, various themed evenings and the like. Things like this helped to lighten the atmosphere and bring students from all backgrounds together.\n\nStudent Profile:\nAge/Year: 18 let\nHobbies: Videohry, čtení, sociální sítě\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1046", "student_age_year": "18 let", "student_hobbies": "Videohry, čtení, sociální sítě", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, ČJ, RJ", "teacher_practice_years": "17 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/470", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the entire period of distance learning in the last school year, I assigned tasks and responsibilities to the students in an unchanged form, by which I mainly mean that I also wanted reports and projects from them. Either they always knew in advance when it was their turn or when they had to hand everything in, or I told them that we would present it or hand it over when we got back to school. I warned them before they went back to school before the end of the school year that we were going to present the papers they had to do that semester, they had an exact schedule of when they would present, either on Teams or when they returned in school. When the situation calmed down and we went back to the desks, one student did not bring my report to school. On Teams, they had written exactly what I would want from them, when, what they should have ready, there could be no arguing there. So I told him outright that it was five, then that he would be able to fix it. It's not about giving them bad grades, but rather that they have the motivation to really give me everything. I emphasized that I was simply telling everyone that it was written there several times and he snapped at me: 'But that's not my concern! Why didn't you remind me? I'm not going to scroll up in the chat and look for what you wrote there, I don't have time for that!' For a while, I let him ride me out in a similar spirit and I tried to keep telling him that he had to do his tasks and check what his duty was, but he kept doing his.\n\nSituation (Anamnesis):\nThe class functions as a close-knit collective, it is all boys and only one girl, who is rather quiet and does not participate much in communication, but the boys stick together. They don't always have fun together, but at least they form groups and no one is left out. They learn very well there, there is a friendly atmosphere. The boys often joke with each other, but also with the teachers, they are not particularly rude. There is a natural bustle in the classroom, which some colleagues tend to keep quiet, but I don't mind it to the extent that we are able to discuss and repeat the material. I don't want to disrupt the class climate by shouting unnecessarily and demanding absolute peace and quiet. One student is above average, he definitely has what it takes to get to high school without any problems. He is inquisitive, he is interested in details, for example last time, when I told them that there was a German minority living in the border area, he suddenly asked me how many there were when they were a minority. Every cantor is happy to have such a child in the team who, with his questions, will make the lesson special for others as well. Less positive in this case is the fact that this student is in no way able to admit his mistake. For example, if he writes to see ypsilon, he is able to argue with me for ten minutes in hypothetical circles, why ypsilon could be there and they are questions like: '... and what if?' So it is also a disturbing element to some extent. But he blames everything not only on the teacher, but also on his classmates, he has almost no capacity for self-reflection.\n\nTeacher Intervention (Solution):\nConstantly twisting one argument and alluding to the fact that he doesn't have time to deal with any tracking, I just couldn't stand it and started yelling at him, and not only with a raised voice, but like quite harshly. In retrospect, I know that his attitude turned me on, I remember from the gym, how we had to check everything and suddenly I couldn't argue logically and calmly, but he just really pissed me off. And I know that I couldn't handle this situation, I should have dealt with it somehow rationally, calmly, not to be provoked, not to get upset like that. I know I said rational things, but I should have beaten him with arguments and not solved it in such an unfortunate way, simply not yelling at him. I emphasized that it was his duty to watch his deadlines, that he had to complete his tasks, that I didn't want so much from them. I was also annoyed by the fact that he attacked mine, saying that he certainly didn't have time, while I knew how much time I probably had and how much effort I put into just making sure they knew everything, and especially how many times I had to remind fourteen-year-old students, when is their report due. I remember saying to him: 'You have to take care of yourself, of your own free will, what your responsibilities are! That's your only job at school, to check when you have a report, when a paper is written, I wouldn't have to tell you at all, it's not my concern that it's not enough for you once and you write it down somewhere. Here, we are trying to prepare you for the fact that one day you will go to work and there, too, no one will repeat everything to you over and over again. You must learn to be independent.' The rest of the class already moderated him, they recognized that they had to fulfill their obligations, that they understood it, even in my not-so-professional state, they stood by my side. Several times they emphasized to the other students that he should be quiet, that he should bring it in next time and correct his grade, etc. The majority of the class, i.e. those who are mostly not afraid to speak, said: 'Student, stop it.'\n\nOutcome:\nRight at that moment, the class was dead silent, it took us a lot of time, so the lesson had just ended, we didn't reflect on it immediately and I really needed to go and calm down. The student was just sitting, not interested in anything, you could see that he was angry that I dared to say something to him. My unpedagogical behavior did not backfire in the long run. The noise in the classroom is always the same, the raised voice does not worry anyone, no one assumes that I might start shouting again. The student keeps asking nonsensical questions just so he doesn't have to admit that he's wrong, that he did something wrong, but this is more disruptive than downright rude as in the described case. I think they just thought that the teacher just blew up, but otherwise it didn't seem to resonate with them, or at least I didn't notice it. The student sometimes tries to jump out, but he has never been so impudent as to answer contemptuously that it is actually my problem, that he has forgotten something. I have to say that it also affected my behavior, sometimes I raise my voice, for example, when there is a lot of traffic, but I never shout like that again, I try not to be provoked by anything like that. I didn't like it and I think I just couldn't handle the situation.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: PC hry, airsoft\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal aggression\nSolutions Applied: Disrespectful communication\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "470", "student_age_year": "14 let, 8. ročník", "student_hobbies": "PC hry, airsoft", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Titul Mgr., předměty dějepis a čeština", "teacher_practice_years": "Dva roky", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1286", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day I had surveillance in the hallway during recess. I went to my classroom from which I heard loud swearing. After the last sentence: 'More, you only eat dogs at home.' I ran into the classroom. The student insulted his classmate. I tore the students apart and took them to the office, where I tried to resolve the situation calmly. The student claimed all along that he started it himself. The student, on the other hand, was quiet the whole time and didn't say a word. I warned the student that if this happens again, I will have to call my parents.\n\nSituation (Anamnesis):\nStudent: bully: 7th grade, Roma ethnicity, below average school results Student: bullied: 7th grade, Vietnamese nationality, above average school results\n\nTeacher Intervention (Solution):\ndays after the first incident, the math teacher informed me that a student in her class had yelled at a classmate while he was at the blackboard. I went to the class and wanted to know the opinion of the other students. They confirmed to me that these were not the first insults. But everyone was afraid of the student, so they didn't want to tell me. The student threatened the whole class that they would end up like a classmate if they 'sue'. There was even more than one physical attack on a classmate, which was confirmed when the classmate showed me the bruises on his hands and stomach. I called the student's parents at the school. I calmly tried to convince them to calm him down, otherwise disciplinary action would follow. The student's parents accused me of racism, that their son was definitely not like that, that I had to make it up, and went to complain to the principal. He stood up for me, so the parents enrolled the student in another school.\n\nOutcome:\nAfter the pupil left for another school, the classroom was completely calm, a friendly atmosphere. The student was one of the most popular in the class. When the student left for the school where a friend of mine taught, it came to my attention that he continued the insults at this school as well. His target was again a student of Vietnamese nationality.\n\nStudent Profile:\nAge/Year: 13 let a 7.ročník\nHobbies: Chození ven s kamarády\nDiagnoses: Dyslexie,Dysgrafie\nDisorders: Lhaní,Rasismus\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Bullying\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1286", "student_age_year": "13 let a 7.ročník", "student_hobbies": "Chození ven s kamarády", "student_diagnoses": "Dyslexie,Dysgrafie", "student_disorders": "Lhaní,Rasismus", "teacher_approbation": "Mgr.", "teacher_practice_years": "47 let", "problems_annotated": "Physical aggression, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1480", "content": "TEACHING CASE STUDY\n\nBackground:\nThe first described situation happened in the fall, during the hybrid teaching of the 4th grade, at the first level of elementary school during the coronavirus pandemic. At that time, part of the pupils joined classes online from home via the MS Teams application, and the other part of the class was present at regular physical face-to-face teaching at school. Only students who met the current pandemic rules were allowed to go to school. During the break, the teacher disconnected from the call and left the children their own space during the break. Over the course of the next hour, everything went normally without any hint of a problem.\n\nSituation (Anamnesis):\nThe principal had the next class with the children, to whom the students connected online told him that their classmate had deliberately played a pornographic video to the others during the break. After a later review, it was found that the student knew exactly what she was releasing and it was not just an accident. The principal did not resolve the situation in the classroom and closed it. After this lesson, he reported to the teacher what happened during the break in the online space. The teacher wanted to discuss what happened with the children in class, but they did not want to tell her what video it was exactly. That's why she wrote an email to all parents, in which it was stated that during the break, a classmate of their children played some inappropriate video, and whether they knew what kind of video it was. If the children did not confide in their parents at home. Most parents immediately wrote off that it was a pornographic video. One parent even provided incriminating evidence because his child filmed the whole situation.\n\nTeacher Intervention (Solution):\nIn response to these findings, the teacher contacted the student's mother, who immediately denied her daughter's behavior, but after searching the girl's tablet, she indicated that the daughter was indeed playing the video, but it was only a harmless fairy tale. Subsequently, the teacher informed the girl's mother that she had seen the entire situation on a video recorded by another classmate. Finally, the mother searched the history of the tablet again and found out that it was indeed a pornographic video and apologized to the teacher that she did not want to deny her daughter's actions, but she just could not find the evidence. The teacher therefore invited the mother and father to the school to discuss the whole matter. Only the mother arrived at the meeting and said that she wanted to resolve the situation. It was agreed that the student would be given a reduced grade for behavior, but in the end only the principal was reprimanded. The mother was advised that she should have a serious talk with her daughter and was also recommended to visit a pedagogical-psychological counseling center.\n\nOutcome:\nThe girl was ordered to the counseling center for a session for children with behavioral disorders, among other things, to solve her other problem, which is manifested by an increased need to order or provoke other classmates. In the class, the teacher solved the whole matter by freely talking to the pupils about our body, revealing the body, intimacy and the Internet, etc. Some pupils confided in the feelings that prevailed in them during the demonstration of the video. Some were very interested in the topic, others said they found the video uncomfortable to watch. Over the course of the year, the teacher wanted to continue to discuss the topic with the children, but none of the students showed any particular interest in it, so she decided that out of consideration for the guilty girl, she would not continue to repeatedly discuss the topic and remind the situation. After a few months, the teacher asked the girl's parents if they had already visited the counseling center. The mother replied that they did not have time yet. Apparently, the case was never resolved in the pedagogical-psychological counseling office. In addition, the mother cooperates with the school as much as possible and has limited the girl's access to the Internet and controls her movements on it more. Since then, no problem of a similar type has occurred in the class and the girl has not repeated her act. According to the teacher, the girl does not compare well with the circumstances in the family, because her parents divorced and her father found the mother of one of her classmates as a new partner, and her own mother probably does not have much time for her.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1480", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/688", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the distance education, the student did not complete the assigned tasks and sometimes did not join the online education. After returning to school, the situation did not improve and the student started going outside the school. Her parents work shifts, and when they were home, she went somewhere other than school, and when they weren't, she stayed home. The alternation of distance and face-to-face study made the situation worse. Truancy began to appear before Christmas, when pupils returned to school, but it was not resolved in such a short time.\n\nSituation (Anamnesis):\nThe student had problems with integration into the team since the first grade. In the first grade, she stole money from a classmate and then confessed to the teacher. She was not identified as the culprit in front of the class and the teachers kept it a secret, but her classmates suspected her. She was messy and had chaos in things. She was also stubborn and stubborn, which was hard for the team to accept. During the studies at the first level, there were repeated attempts to get closer, both on the part of the student and on the part of the teachers, but the situation did not improve.\n\nTeacher Intervention (Solution):\nThe problem was solved with the educational advisor. The student was suggested to talk to a psychologist and the school offered its own psychologist. However, the parents wanted their psychologist to excuse all the unexcused hours and erase the problem. The parents did not take the situation seriously and made the daughter very relieved.\n\nOutcome:\nThe parents did not accept the solution proposed by the school and transferred their daughter to another school.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník\nHobbies: VV, kroužky v DDM\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "688", "student_age_year": "11 let, 6. ročník", "student_hobbies": "VV, kroužky v DDM", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "", "teacher_practice_years": "30let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1386", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation that I experienced with the given pupil regularly last school year and now repeats itself with every new teacher who teaches the given pupil, is not so much disciplinary serious as it is disturbing for the given pupil, fellow pupils and the teacher. I will describe his behavior in one particular situation, but his interruptions are always almost the same. At the beginning of the lesson, I divided the students in the class into two groups, where one group had to do independent work in the mathematics notebook and the other group wrote dictation of letters. I agreed with the children that if someone does not understand something, they will log in so that they do not disturb others during dictation and independent work. All the children followed the rules, only the pupil interrupted every two minutes with questions and comments, to which he immediately answered himself. The other children were angry with the student for disturbing them and not being able to concentrate, but they all finished the work. However, the student did not finish the work despite his interruptions. Such a situation was repeated several times during the following weeks.\n\nSituation (Anamnesis):\nThe student lives with both parents, who are both professional soldiers. He has older siblings (adults, each with their own household) that his mother has from his first marriage, with both of whom he has a very good relationship. The student is now the only child in the family, and due to the time demands of both parents' professions, he can \"get by\" with his parents. The student also spends time with his grandparents, who regularly take him on trips to nature, teach him practical things, and the student speaks very nicely about them. For example, when we discussed mushrooms with the children, only one student recognized all the mushrooms because he often goes to the forest with his grandmother. Among children, the pupil is extroverted, very lively and likes to assert his opinion. He is always loud enough when playing with the boys and is not afraid to show his competitiveness. On the contrary, when he spends time with girls, he is always kind, considerate, even protective towards them. His classmates generally like him, but more so outside of class. He is talked about during breaks, but when they have to choose team members for group work or competitions, almost no one chooses the student, because his constant interruptions and shouting almost always deprives them of the win.\n\nTeacher Intervention (Solution):\ndecided to introduce a system where I would give the student time after lunch (instead of playing in the school club) to finish the work and hand it in before I left school. The student tried to persuade me to give him the rest of the work as homework. However, I refused this, because then he would be evaluated for a different work than his classmates, i.e. not for independent work. The student did not take my first warning seriously and did not finish the work in another similar situation. Then when I corrected the notebooks, the student's notebook was almost empty. So I wrote a note in the notebook saying 'I don't correct, I have nothing to evaluate'. However, that didn't help either, and that's why in the next unfinished work, when the student didn't finish it even in the afternoon at school, I was forced to evaluate only what was in the notebook, and so the student got a bad grade. This was probably a shock for the student and the parents, because the next day my mother called me asking how it was possible that the student brought home a bad grade, while she knows that he is studying well. So I invited my mother for a personal consultation, explained the situation in detail and introduced her to the solution I had implemented.\n\nOutcome:\nThe improvement did not take place immediately after the implementation of the solution, it took place only after the first bad grade was given and a consultation with the pupil's mother. That is, about a week after the implementation of the solution. In the long term, the solution still works, the student usually finishes the work in an hour, and if not, he goes to finish it himself after lunch. Only with new teachers does he always try to see if he can get away with something else. However, in order not to label, I do not warn the teacher in advance, because I do not think that it is a serious enough disciplinary problem that I have to talk about it before the teachers get to know the student.\n\nStudent Profile:\nAge/Year: 8 let, druhý ročník ZŠ\nHobbies: Hokej, fotbal, PC hry\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1386", "student_age_year": "8 let, druhý ročník ZŠ", "student_hobbies": "Hokej, fotbal, PC hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Pedagogická fakulta UK Praha, Učitelství 1. stupeň, Mgr.", "teacher_practice_years": "32", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/640", "content": "TEACHING CASE STUDY\n\nBackground:\nIn Russian class, one student rudely reacted to my explanation, believing that what I was saying was not true. So I asked if she was interested in learning the material for me and I continued the explanation. However, the student spoke again after a while with words like: 'that's stupid'. I immediately responded that I would wait for him in the office after an hour.\n\nSituation (Anamnesis):\nThe student was often disruptive in my lessons, but also in the lessons of my colleagues.\n\nTeacher Intervention (Solution):\nAfter the lesson, I called the problematic student into the office. While talking to me, he acted as if nothing had happened and rolled his eyes. I tried to explain to him that his constant shouting in class was disturbing both to me and to the other students, and that if he didn't stop, I would have to deal with his inappropriate behavior with his mother.\n\nOutcome:\nfew days after the incident, the pupil's mother came to complain to the school management. I was told that I physically assaulted the student during the time I called him to the office. My mistake was that there was only me and the student in the office, so without another person who could document our entire conversation. Fortunately, I wasn't the only one who had a problem with the student in class. In the end, everything was explained, the student acknowledged the mistake, so I resolved the situation.\n\nStudent Profile:\nAge/Year: 7. ročník\nHobbies: Plavání\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "640", "student_age_year": "7. ročník", "student_hobbies": "Plavání", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Učitel ruského, anglického jazyka", "teacher_practice_years": "18", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1302", "content": "TEACHING CASE STUDY\n\nBackground:\nknew from the first grade that the student would be a problem, because any thing, when we stood in line, for example, he reacted by kicking someone, swearing at them or grabbing them by the neck. It was quite normal, almost every day, when he actually strangled our children and it was just that they went to wash the brush and he turned around and strangled us. It wasn't directed against one person at all, but it was also aggression towards girls. He just didn't care at all, it was always an act of affect, but it wasn't the affect that is present in ADHD, where he then regrets having done something. This means that I think the ADHD is simply there, even if I can't diagnose it, that the ADHD is not there. That it's just that he doesn't have fixed barriers at home and that his dad guides him hard, so if he does something, he might break one. So there's that pattern repeating itself for parents. In the first grade, my parents pointed out to me that they were focusing on him, because he already has a label from some circles that he is like a sígr. And I didn't really reflect on it, I just dealt with it as if it was always a unique case, but I didn't really focus on the whole, as if it would actually take longer than I thought.\n\nSituation (Anamnesis):\nBehavior disorders appeared in the boy already in kindergarten, and then also in school. The boy is an only child and it has a lot to do with that. He is very competitive and always wants to be first. During the week, his father tends to raise him, when his mother is at work and is absent.\n\nTeacher Intervention (Solution):\nIn the first grade, we actually had distance learning most of the time. But I think it was already in the first grade, although I'm a little confused now. But in the first class, we actually had a bad grade. Every week we evaluate how they did with a green or red scale. It's mostly like behavior. I had it set up with him in such a way that I started pasting a smiley face for every day sometime from the first semester, maybe from the second quarter. And he knew that if he only had three smileys, he only got a green-red scale, and if he only had two smileys, he already got the whole red scale.\n\nOutcome:\nAt first, the mother tried to blame it on her friends, that he was not like that at home. But then I understood that mom was lying. That he behaves like that, but that it's actually just covering up some problem they have and then I didn't get along with my mom at all. It was also a possible mistake that you believed me. With the fact that I automatically gave her feedback. When there was a red scale, I called her right away, always on Friday. Why, for what and what they should focus on. This means that I told her that we actually have to pull the same rope and have the handrails set the same way. But I know that it didn't work at home anyway, that he doesn't seem to have those barriers anyway. This means that he behaves in a certain way at school, but I know that he behaves differently on the playground, for example with his parents. Somehow, we seem to comply with the fact that we know that perhaps we have to prevent some things, that, for example, he was in the locker with a person last year. The person is a slower learner and as the learner is violent, there were collisions. When I divided them into groups, it was impossible to be with someone who was just slower, so I tried to prevent conflicts. But the question is when puberty comes, how will it be. Maybe someone would say why I didn't send him to a counseling center, but it's still manageable within us and I think it's still just about the guards. When he has them, he seems to be fine. Sometimes they break them. I'm not saying that it's not, but like when the guardrails are there and when you honk at him, he just kind of steps. Children with ADHD don't have that, they act in shorthand, so I don't think there is a problem with this. So what I think I did wrong is that I didn't recognize it sooner. What I think is good is that we introduced a system of those smileys, where it was clearly established for what. He automatically knew that as soon as he hit a student or whatever, there was an immediate minus point. So far, the points apply to him, because I don't give minuses at all or just a little. So, for now, the repression seems to be there. Someone would say and how motivating, because we praise him. We say you, student, nothing happened this week or you helped a friend. For any little thing, when he shows himself to be empathetic, praise that this is the right way. He often reacts well to girls now, when he probably already likes them. So it's good to put him in a group like with smart girls. He's kind of good when he interacts with those little girls. So it's like it's good to mix groups in this, but as soon as he sees the weak link somewhere, we know that we have to be careful with him.\n\nStudent Profile:\nAge/Year: 9 let, 3. ročník\nHobbies: Florbal\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1302", "student_age_year": "9 let, 3. ročník", "student_hobbies": "Florbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství prvního stupně, Speciální pedagogika", "teacher_practice_years": "9", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1219", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I became a third-year class teacher at a multi-year high school. I replaced a colleague who went on maternity leave. I had not taught this class before, so it was a new experience for me and also my first experience with classroom management. In one of the introductory lessons, I noticed that some of the students were not paying attention and were making noise. He stopped after my admonition, but instead of having fun with each other, some of the students started sending each other notes with writing. Seeing that all their attention was focused on writing and making notes instead of paying attention, I decided to confiscate their notes. At that moment, I noticed that several students started to look very guilty and it looked like they were afraid that I could read the content of the writings. The rest of the hour was quiet. As soon as the class ended, I went to the office and decided to read the notes. Most of the content was about everyday things, but one response from a student included a section where he mocks me, mocks me, and calls me a profanity here as well. That's why I decided to solve the situation and wanted to find out who is the author of the mentioned part concerning my person.\n\nSituation (Anamnesis):\nThe mentioned group of the class, which sent cards to each other, contained 5 pupils. They were all boys and very good friends. Their academic results were above average, but their 'party' was known for occasionally disrupting classes or not paying attention.\n\nTeacher Intervention (Solution):\nwas no longer teaching the class that day, so I decided to think the whole thing over at home and not deal with the incident until the next day. The next day I waited until the big break and then called a group of five boys to my office. I explained to them that the content of the writing was completely unacceptable and that I was very disappointed by their behavior. After that, I called on them to confess who is the author of the mentioned part mocking my person. The boys were quiet and no one confessed. At that moment, a fellow teacher entered the office and I sent the boy back to class. I confided in my colleague what had happened and it made him very upset. He decided to take matters into his own hands. Out of the 5 boys he picked one he was convinced did it and accused him of it even though he had no hard evidence. The accused boy was very upset about it afterwards and confided in his friends. As soon as they found out, one of the students admitted that it was him and came to tell me in the office that it was not his friend.\n\nOutcome:\ndid manage to find out the author of the mentioned writing, but I was saddened by the fact that it was only possible because a fellow teacher accused the wrong student. In retrospect, I think that I should have kept the whole matter to myself and not shared it with my colleagues. In my opinion, I did not choose the right solution and I should have dealt with the given situation differently. The student who wrote the note later apologized to me in the office, just as a colleague apologized to the student for wrongly suspecting him. I didn't have a similar problem with the group of 5 boys, but I felt that our mutual trust had been damaged. I only taught the given class for a year and then went on maternity leave.\n\nStudent Profile:\nAge/Year: 13 let, tercie (osmileté gymnázium)\nHobbies: Sport, hudba\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1219", "student_age_year": "13 let, tercie (osmileté gymnázium)", "student_hobbies": "Sport, hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Aj a OV", "teacher_practice_years": "15", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1159", "content": "TEACHING CASE STUDY\n\nBackground:\nwas the class teacher of the given class for the second year. I had already noticed that the boy in question was rather on the fringes of the team. On various occasions, I tried to mix up the team in different ways, so that pairs or groups were always changing and the student could establish contact with as many classmates as possible. But there were probably no relationships from either side to establish a deeper and longer-term conversation. The student was often late to school, sometimes not at all. He wore dirty clothes and often smelled bad. It was noticed not only by the entire teaching staff who taught in the given class, but also by classmates. The student wasn't exactly the sharpest crayon in the pencil case, and on account of his results, they started mocking him and making fun of him in various ways.\n\nSituation (Anamnesis):\nStudent - introvert, below average results, calm, quiet boy, likes to play computer games. Class - there are average and above-average students, the only below-average student here is the above-mentioned student who has the worst results here.\n\nTeacher Intervention (Solution):\ntried to include the student in the team through various activities. I deliberately included team work and work in pairs more than usual. I invited the pupil's mother to the school several times and tried to explain the situation to her. That she needs to keep an eye on her son, in which condition he goes to school. She promised me that she would check on him every morning and talk to him more about school, classmates, etc. For the first few weeks, the pupil went to school in perfectly clean clothes. There had been a few times since then that his clothes had been dirty and not very fragrant, but they were no longer in the same shape as they had been before the conversation with his mother. With the whole class, we also had quite a lot of classroom lessons, where we discussed the situation in the classroom. Although the situation there improved, it was still not quite ideal.\n\nOutcome:\nThe student then went to school neat and clean, as far as possible. The situation in the classroom with classmates has improved, but I cannot consider it completely resolved and ideal. After the end of the seventh grade, the student moved to another city with his mother. Unfortunately, I have no news about his inclusion in the new team. But I hope he found a friend or friends in his new school and class and feels better there.\n\nStudent Profile:\nAge/Year: 12 let, 7. třída\nHobbies: Seriály, hry na počítači\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Support, Working with the collective, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1159", "student_age_year": "12 let, 7. třída", "student_hobbies": "Seriály, hry na počítači", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. v oboru učitelství Matematiky a Přírodopisu na přírodovědecké fakultě UPOL", "teacher_practice_years": "24", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1259", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was constantly forgetting things and not doing his homework. When I asked the student why he didn't do the assignments, he answered: why should he do them. I discussed this with my mother at the class meeting and she said that she was doing things at home. I asked how it was possible that he listened at home and not at school. My mother replied that she gets pocket money at home.\n\nSituation (Anamnesis):\nThe pupil's behavior showed an effort to simplify everything. And why should he do his homework or bring things to school if he doesn't get paid for it. He did things at home because there was a reward waiting for him afterwards. So he needed to be motivated somehow.\n\nTeacher Intervention (Solution):\nmet with the pupil's mother and with the pupil. I suggested to them that the student should write down homework and things to bring in the diary every day and I would sign it at the end of each day that I saw it. The student does his homework at home, prepares his things and has his mother sign the diary. But the mother will not go to see the student if he has done his homework and prepared things and if he does not want to sign the diary, he has to look after it himself. The next day at school, I check the homework, mom's signature and whether she has everything for today's lessons. If so, he will receive a stamp of praise in the notebook. My mother and I agreed on that.\n\nOutcome:\nThe student fulfilled what we agreed on and carried completed tasks and things. Over time, we extended the praises, for one week, two weeks, three weeks. The student worked very conscientiously until the end of the school year. The following year, I didn't get their class, and I heard their new class teacher in the assembly room complaining that the student kept forgetting something. So the student tried it on another teacher. I already advised the teacher what system worked for him, so I assume that she will soon try it on him as well.\n\nStudent Profile:\nAge/Year: 7.-8. let 2.třída\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Agreement, Support, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1259", "student_age_year": "7.-8. let 2.třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "24", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1371", "content": "TEACHING CASE STUDY\n\nBackground:\nI was a first-year class teacher at a grammar school. I had 30 students in my class, mostly girls. All in all, it was not a problematic collective at all. There was a student in the class whose absenteeism suddenly increased to an extreme.\n\nSituation (Anamnesis):\nFirst-year grammar school student, newly arrived from elementary school. The entire class is made up of new students, the student fits into the class, there are no long-term problems with her behavior, her grades are average to above average. She has friends in her class from her former elementary school, but she has also made new friendships with new classmates.\n\nTeacher Intervention (Solution):\nSince it was a problem with a student with whom there were no problems in the previous months, I chose a mild procedure. I spoke with the student and introduced her to the following necessary solutions. I told her that it was necessary to inform the parents and the school management. After talking to the student and promising to help her with any other problems, then talking to the mother and the student talking to the principal, the truancy reversed.\n\nOutcome:\nIn short-term behavior, the solution to the problem manifested itself in the way that the student explained her behavior, which she subsequently regretted. In the long term, the problem with going to school did not recur.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník\nHobbies: tanec\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1371", "student_age_year": "15 let, 1. ročník", "student_hobbies": "tanec", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "mgr., Český jazyk, Zaklády společenských věd", "teacher_practice_years": "30", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/801", "content": "TEACHING CASE STUDY\n\nBackground:\nnew student came to the class - a pretty, quiet girl. The team she joined is mostly boys, so she immediately became the target of attention. The very second day she came to us, she became the victim of an inappropriate prank by two students, whom I inadvertently helped with the chosen activity to repeat words on the topic of fruits and vegetables. I dictated the words in Czech and the pupils had to write them down in English, each separately on slips of paper. In addition to repetition, I also wanted to make an aid for another activity. The students then had to go around their classmates' tables and read their cards. This is how they should have checked whether they themselves had no spelling mistakes on their tickets. The new student was accustomed from her previous school to write the word she is unsure of spelling phonetically in square brackets. She also did it for the most unlucky word - peach, in English peach /pi:č/. Later, I learned from a more experienced colleague that after a certain age, Peach prefers not to teach. Unfortunately, I was based on the textbook where this word was. Two of the boys were not lazy and quickly wrote down a letter for this phonetic transcription. The girl, as soon as she found out, reported the matter to me. She said right out loud in front of the whole class what happened. She looked upset and I knew I had to do something about it.\n\nSituation (Anamnesis):\nThe troublemakers who were responsible for that letter are both quite regular initiators and mostly also direct participants in various incidents in the classroom. There is a kind of rivalry between them, their academic results do not allow them to excel in the field of knowledge or skills, so they try to attract others. Both attend a counseling facility. Personally, I think that both of them were just trying to attract a new, attractive classmate.\n\nTeacher Intervention (Solution):\nThe moment the student introduced me to the situation, I knew I had to act, but I didn't know what to do. I haven't had many similar situations and I didn't know how to proceed properly. It kept running through my head that I was somewhat to blame for the situation, that I should have foreseen something like this. So I resorted to a not very happy solution - I assured the girl that the matter would not be left hanging, that I would pass everything on to the class teacher and he would fix it.\n\nOutcome:\nThe girl agreed with this solution, or rather did not express strong disagreement, so we continued the lesson. The class teacher then took firm control of the situation, who investigated the situation with the entire class in the presence of the prevention methodologist, the culprits were reprimanded by the class teacher, and the entire class completed a preventive program on bullying under the guidance of the school prevention methodologist. I then received a little training on how to behave in similar situations. The student herself took the whole incident in a sporting manner, she and her mother laughed about it at home. In the long term, the incident had no consequences, the new student quickly integrated and very soon began to guide her classmates on her own.\n\nStudent Profile:\nAge/Year: 12 let a 12 let, 5. ročník\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "801", "student_age_year": "12 let a 12 let, 5. ročník", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr, Aj, Čj", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/161", "content": "TEACHING CASE STUDY\n\nBackground:\nhave been teaching the class for the third year now, and during that time we have developed certain rules together. Pupils are already used to being quiet in class and they know that they cannot immediately shout out loud whatever comes to their mind at that moment. They have already experienced that if they want to say something, they need to log in. The lessons are usually quiet, the students focus on the assigned tasks, and if they don't know what to do or want to say something, they report. Since we are a small school, the students know each other, see each other often even after school, and there is generally a family atmosphere. My third-graders have been a permanent group since the first grade, and no one has joined them yet. Therefore, the arrival of a new classmate was a certain diversion. We therefore had a classroom lesson, during which we introduced each other, so that the children could get to know the new pupil and he, in turn, his new classmates. At first, everything seemed to be going smoothly. But the new student often shouted out whatever came to his mind in class, trying to get the attention of other classmates as well as mine. He disturbed his classmates, pushed those sitting in the nearby benches and always had a remark that he tried to amuse others. But the other pupils soon started to hate it, they couldn't concentrate and often received admonitions from me together with the new pupil. Because of that, they were angry with the new student and the atmosphere began to thicken.\n\nSituation (Anamnesis):\nThe new pupil moved with his parents and therefore started going to a new school. He is more or less an extrovert type, communicative and friendly. However, he probably didn't manage to fit into the team the way he wanted at first. There were already groups of children in the class who were especially friends with each other. The children were nice to the new pupil, but so far they did not involve him too much in their games. The new student probably wanted to draw attention to himself. Unfortunately, he did not choose the best way twice. He was disturbing others in class, which the others were not used to and didn't like. For that reason, he did not pay much attention to the lessons, and therefore often did not know what we were doing at the moment and what the pupils had been assigned to do. The others were working on the task, but the new student had no idea what to do. Most likely, he was too shy to ask, which is why he didn't complete the task and interrupted all the more because he was bored.\n\nTeacher Intervention (Solution):\nDue to the general growing dissatisfaction, I decided to do something about the situation. However, I was not alone in the situation, because we also have a teacher's assistant in the class, who especially focuses on one boy with special educational needs. So the assistant witnessed everything that happened in the classroom. We talked about the situation together and discussed what to do. First I decided to talk to the new student. I told him that I don't like the way he behaves in class and I also explained the reason - that he doesn't work as he should and that he disturbs his classmates, who are also not happy with it. I asked him why he was doing that. At first he was reluctant to answer and just shrugged his shoulders. But when I asked him if it was because he wanted to make friends with others, he nodded. He also added that he often does not know what to do because he did not understand the assignment. In the end, we agreed that if he doesn't understand something, he can always ask the assistant, who will explain everything to him and possibly help him work out the task. But I also told him that there is nothing stupid about him logging in and asking me directly, there will surely be someone else who doesn't understand the task 100%, and he would also like it if the task were repeated. Next, I decided to do another class lesson, during which we played games in teams and in pairs, during which the new student could participate. He did well in games and became more popular with his classmates. We then introduced these games to physical education classes, so that the students were often in contact with each other.\n\nOutcome:\nRelatively soon after our conversation with the new student and the classroom lesson, relations in the class group began to improve. The new pupil stopped disturbing the lessons and often cooperated with the assistant, who explained the assignment and helped him. He saw other children working and tried to imitate them. During the breaks, he started talking with the boys with whom he was often on the team during games. In addition, they discovered a common interest in building Lego. The new student gradually found friends, began to fit into the group, and for that reason did not have such a need to gain attention and disturb the class.\n\nStudent Profile:\nAge/Year: 9 let ,3. třída\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "161", "student_age_year": "9 let ,3. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "30", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/957", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose from her transition to the fifth grade, she came from some elementary school. After the transition, she became very closed. She wore a respirator and was often apathetic in class, lying on a bench if she came. When I tried to ask, she said that she was used to a smaller team and that something bothered her there. We tried to solve it, but then it happened again and I pointed out that he would have to solve it with his parents. We ruled out health reasons. I communicated with my parents, but I have the feeling that they are solving it and not solving it. She has anxiety, but I think she was looking for something at school that she couldn't find. Her parents say she's happy, but I don't think so. After an hour I tried to talk to her but she just said she would try but nothing changed. She took the commission exam in Czech and only thanks to benevolence she continues to the next year. We were going through her test, I give open ended tasks, but she didn't write much or she wrote strangely. I told her it would be better to try somewhere else and she said she didn't want to be here. I discussed it with my parents, but they say they are satisfied. The board exam was supposed to be the least stressful, but she was unable to pass the text. We agreed that this would be the content of the final exam. The text contained errors and was offensive, she addressed what would have been if she could have chosen the topic. I talk to her or my parents but it's still the same.\n\nSituation (Anamnesis):\nThe anamnesis involves four parties: the school, the student, the parents and the psychologist. She had two commission exams, one she passed, the other she didn't. I'll talk to her in an hour. In class, she lay on the bench, I leave her space according to the agreement with the parents and the recommendation of the psychologist.\n\nTeacher Intervention (Solution):\nDealing with the situation involved communicating with the parents, but I feel like they are dealing with it and not dealing with it. She has anxiety, but I think it would be beneficial for her to change schools. Parents say she is happy. After an hour I tried to talk to her but she said she would try but nothing changed. She took the commission exam in Czech and only thanks to benevolence she continues to the next year. We were going through her test, I give open ended tasks, but she didn't write much or she wrote strangely. I told her it would be better to try somewhere else and she said she didn't want to be here. I discussed it with my parents, but they say they are satisfied. The board exam was supposed to be the least stressful, but she was unable to pass the text. We agreed that this would be the content of the final exam. The text contained errors and was offensive, she addressed what would have been if she could have chosen the topic. I talk to her or my parents but it's still the same.\n\nOutcome:\nThe outcome of the solution is uncertain. I don't have much room to maneuver. I try to talk to the students sideways and offer help, but she is not receptive. When her performance goes down, I contact her parents, but there is no progress there. My welcoming attitude doesn't match hers. No responsiveness to communication, no room for solutions, everything nods just to get it done.\n\nStudent Profile:\nAge/Year: 16, ročník sexta\nHobbies: spíše přírodní vědy\nDiagnoses: Úzkosti,Panické ataky\nDisorders: Neposlušnost,Pasivita,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "957", "student_age_year": "16, ročník sexta", "student_hobbies": "spíše přírodní vědy", "student_diagnoses": "Úzkosti,Panické ataky", "student_disorders": "Neposlušnost,Pasivita,Odmítání spolupráce", "teacher_approbation": "Vysokoškolské vzdělání – Magisterské studium + Pedagogické minimum, aprobace Český jazyk a Hudební věda + Němčina; aktivně se věnuje tvůrčímu psaní a korekturám", "teacher_practice_years": "Cca 26 až 27 let (včetně mateřské dovolené)", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1187", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught art education. Once, I think it was one of the first lessons after the summer holidays, the pupils had to draw a picture on the topic of Animals in the forest and their dwellings. I assigned the work to them, including the necessary instructions, and instructed them to get to work. All the students managed to process the picture in time, so I collected the works at the end. After the lesson, I went through the individual pictures and found out that one student had drawn a fox in the living room and added various symbols there - Nazi hooks, Russian symbols, obscene words written in English. I graded it a 5 (inadequate) and I also wrote a note to the student. When I told the students about the grades the next lesson, the student started shouting that he had drawn what was asked of him and that his mother would handle it with me, that it couldn't be done that way, that it was unfair.\n\nSituation (Anamnesis):\nThat student was a conflict-free student, he only had 1 friend, no one else. He was rather quiet and insidious I would say, he didn't show much. He was of the opinion that he was not to blame for anything, everyone sat on him. He wasn't bad in class, rather unimpressive, his mother was always behind him.\n\nTeacher Intervention (Solution):\nA few days after the student found out about my evaluation of his picture, a session was held in which the student and his mother, the educational advisor, the prevention methodologist, the principal and me as the class teacher participated. The student's mother was really uncomfortable, she wanted an apology and said she was taking it as a joke. No one acknowledged the mistake, the mother stood by her son, that he was not guilty of anything, that he should have been evaluated better. That student was eventually reprimanded and had to draw the picture again, this time correctly. I notified him. The parents were still not satisfied, probably because of this they transferred the student to another school in the middle of that school year.\n\nOutcome:\nThat pupil continued to feel that he had been wronged. An important role may have been played by the fact that he transferred from a large school in the 5th grade and was not used to the kind of approach we have at our village school, which is why he wanted to escape to another school. However, after the incident in art education, I gave everyone clear instructions on how the creations should look and nothing like that happened again.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: Koloběžka, toulání se s kamarády\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1187", "student_age_year": "12 let, 6. ročník", "student_hobbies": "Koloběžka, toulání se s kamarády", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., aprobace M, Fy, Inf", "teacher_practice_years": "29", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/822", "content": "TEACHING CASE STUDY\n\nBackground:\nam a 1st grade teacher with extended education in the field of English language. It was a class in which I was not the class teacher. Due to the lack of teachers, I taught only English for 3 hours a week. I had not met the students before. Already at the first meetings in September, I noticed the frequent disruption of classes by several individuals - boys. Therefore, I devoted some time to the discussion of class rules and the importance of following them. I discussed the situation with their class teacher. She confirmed that the mentioned individuals behave in a problematic manner even during her teaching, but she was not even able to give advice or propose a joint solution to the problems. We have at least agreed on a change in the arrangement of the benches and the order of the meetings. Already at the beginning of the lesson, I noticed that the students are not very used to working in groups, any change and group activity caused chaos and lack of concentration. It took a long time before most students could even start working on the assigned task. I noticed some students' rather indiscriminate behavior towards others - inappropriate remarks, rudeness, misunderstanding and lack of interest in working with some. Although a lot of time (from my point of view) was spent discussing the atmosphere of the classroom, it did not lead to any change. The children themselves complained about the behavior of some, but during a joint discussion they were unable to propose a solution. In most cases, their request was for the students in question to stay after school. However, I definitely did not find this solution appropriate or useful. Two boys caused the biggest problems.\n\nSituation (Anamnesis):\nDescription of pupil's behavior no. 1: Trying to attract attention in an inappropriate way - shouting during the lesson, gestures such as throwing hands, unwillingness to cooperate with some classmates, anger if he was not selected for an answer or activity, frequent cutting of paper or drawing, lack of concentration when assigning work, repeated asking about things already explained. Description of pupil's behavior no. 2: Repeated jumping into the conversation, dissatisfaction with group work, inattention when assigning tasks, frequent forgetting of textbooks, homework.\n\nTeacher Intervention (Solution):\nalways tried to react immediately when any of the disruptive situations happened and alert the student to what was bothering me and how it was disrupting the lesson for all classmates. There was always eye contact and a description of the situation - I see you turning to a classmate/yelling/not noticing the assignment, etc. - with an explanation that this behavior bothers me and disrupts the whole class. I briefly described what happened and how it affects teaching. I always gave the boys space to express themselves if their problem was related to English and they could express what they needed. They never said anything. But their disruptive behavior was repeated. Considering that this way of solving did not bring change, I decided to solve the situation with the boys in the form of a conversation after class. I don't remember the dialogue exactly anymore, but I tried to explain to them how their behavior disrupts the lesson I prepared, that we won't have time to discuss everything we need and we won't have time for games and other entertainment. Unfortunately, even a personal interview did not bring a better result in the lessons, although the boys expressed understanding and promised not to do it again. For the next step, I then chose a solution in the form of a combination of communication with parents, more attention during activities/assigning tasks/greater responsibility and, above all, a direct description and eye contact when there is a hint of a repeat of the situation. In the Edookit system, I recorded a very specific 'note' with a description of the problem in case of specific inappropriate behavior. For example, the student repeatedly interrupted his classmates, does not pay attention to the assignment. This note will then appear to parents. For the first week, these boys had at least one note in each lesson. The parents then came forward to say that they had spoken to the boys and hoped for improvement. After two weeks of repeated specific notes and careful observation of these boys in class, I observed the first improvement and their better involvement in classroom activities. I reacted positively to their behavior, saying that I noticed a big shift in their efforts and that I appreciated this shift. I believe the boys were delighted by the praise and appreciation.\n\nOutcome:\npersonally was satisfied with the result of the solution, I was worried that the improvement would not only be short-term, but we managed to continue working together without problems. The atmosphere in the classroom was improved by discussing what the children needed to be comfortable together in the classroom. We included more group activities, during which they had the opportunity to learn to work together, before they were probably not very used to it and could not communicate. Unfortunately, my cooperation with the class teacher was not very effective, but that was also due to a different perspective on the matter. Her usual solution was to leave the children after school or make them copy the text as punishment.\n\nStudent Profile:\nAge/Year: 10 let – 5.třída (jedná se o 2 žáky)\nHobbies: Počítačové hry\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nesoustředěnost,Neuznávání pravidel,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Support, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "822", "student_age_year": "10 let – 5.třída (jedná se o 2 žáky)", "student_hobbies": "Počítačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nesoustředěnost,Neuznávání pravidel,Nevhodné chování", "teacher_approbation": "VŠ ( učitelka I.stupně s doplňujícím programem Anglický jazyk pro I.stupeň ZŠ )", "teacher_practice_years": "10", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1278", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was a student from my class. It happened about the third month of school. There were never any problems with him, he was a good boy. Out of nowhere, he began to be absent often, he was unfocused, and his grades also deteriorated. Of course, I contacted my parents. He says he just doesn't want to go to school. After some time, I was called to the class that my student had failed. The parents were contacted immediately. Only then did we finally get what was going on from him. He was said to have been verbally bullied since first grade. At first he didn't do anything about it, he ignored it. Over time, he wanted to start defending himself, but he couldn't and the attacks started to escalate. He was afraid to tell anyone, he was afraid of the boys in the class, and he was also afraid of being labeled a brat.\n\nSituation (Anamnesis):\nPupil: tall, thin, very sensitive, closed, with difficulty opening up and confiding. Class: the majority of the class without problems, bullies - 'tricksters', worse grades\n\nTeacher Intervention (Solution):\nwas shocked. I immediately arranged a classroom lesson and calmly talked to them about the event. I wanted to know the reasons why the bullies did it, what it brought them. They say it wasn't supposed to be anything terrible, just a boyish poke. So we talked about it for an hour. I agreed with my parents that we would pay more attention to him, talk to him a lot more. After an agreement between me, my parents and him, we rejected help from an expert. I couldn't do it, and I arranged an excursion for the entire class to the Specialized Pedagogical Workplace. They went through the bullying program with us. Everyone was given the opportunity to be both the bully and the bully. There was a lot of talk about the feelings that these unpleasant situations evoke in a person, what will remain in them after this experience. Even the most problematic pupils were calm, they listened and it seemed that this excursion brought them something and they took something away from it.\n\nOutcome:\nFor me, I saw a difference the very next week. The class was calm, the student was going to school again, no one scolded him, they communicated with him completely normally. After a while, the pupil looked forward to school again, smiled, was the cheerful student again. What pissed me off the most about this case was that I didn't figure it out sooner and that it had to go this far. I blamed myself for a long time. Since then, I also communicated more with the students and the topic of bullying was often discussed.\n\nStudent Profile:\nAge/Year: 12, 7.třída\nHobbies: Četba, pc hry, pes\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1278", "student_age_year": "12, 7.třída", "student_hobbies": "Četba, pc hry, pes", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Hv", "teacher_practice_years": "30", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/878", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout 2 months after the beginning of the school year, the pupil began to have educational problems. It was already the second year that I worked as his class teacher. Before, he was a relatively calm student who contributed something to the discussion from time to time. He went to school on time and got along very well with all his classmates. After the new school year, however, I noticed quite big changes in him, especially in his behavior. Instances of him being late to class piled up, his academic performance worsened, but worst of all was the change in his behavior. From a quiet student, he literally became a class provocateur. He was almost always disruptive in class, he did not respond to raising his voice or comments, rather he was amused by them.\n\nSituation (Anamnesis):\nThe student practically lives only with his mother, his father lives elsewhere and spends time with him several times a week. He is strongly influenced by the current situation in the family. The student is loud, often disruptive and does not respect warnings. There was a big change in his behavior from last school year. His academic results are average but starting to deteriorate.\n\nTeacher Intervention (Solution):\nI decided to solve the situation after unsuccessfully admonishing and giving notes, by talking to the mother. She told me that she is divorcing the student's father and that the divorce is not going completely smoothly and is also affecting her son. She also admitted that she does not have enough time for her son due to her shift work, most of her time is spent outside with friends or playing computer games. She promised to talk to her son.\n\nOutcome:\nThe result of the interview was that the situation actually calmed down for a while, improvement in academic results, fewer interruptions, respect for the teacher's authority, but then there was a gradual deterioration and a return to the old ways. However, I could no longer solve this problem due to maternity leave. I have to say that I am not very satisfied with my solution over time. It was in my early days as a teacher, and I would do many things differently today, for example, I would first talk to the student alone and then to his mother, or both if the situation persists. Solving the problem was also made impossible by my going on maternity leave.\n\nStudent Profile:\nAge/Year: 12 let (7. třída)\nHobbies: počítačové hry, venkovní aktivity s kamarády\nDisorders: Rušení výuky,Neposlušnost,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "878", "student_age_year": "12 let (7. třída)", "student_hobbies": "počítačové hry, venkovní aktivity s kamarády", "student_diagnoses": "", "student_disorders": "Rušení výuky,Neposlušnost,Nepracovitost", "teacher_approbation": "titul Mgr., aprobace český a anglický jazyk (2. stupeň ZŠ)", "teacher_practice_years": "12 (v době kazuistiky – 5, v době kazuistiky ++ 8)", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/914", "content": "TEACHING CASE STUDY\n\nBackground:\nthink it was on Wednesday during the big break. All of us from the second grade had a meeting in the assembly room, so the corridors that are normally guarded by one of us were now in charge of a colleague from the first grade. The other teachers from the first grade were already employed in other ways, so this lady teacher had to look after all three floors by herself. While she was solving some problem in the classroom on the ground floor, a loud bang sounded from the first floor. When she got there, she noticed that there was a huge hole in the door to the boys' restroom, rendering the door unusable. She automatically ran to the eighth graders, whose class teacher I was. There were only two classes on this floor that year – 8.B and 5.A, which were only there because all the classes were full in the first grade. So the teacher automatically ran to my class because they weren't exactly the easiest to get along with, and she blamed the most problematic student in the class.\n\nSituation (Anamnesis):\nstudent whose results in school were average to slightly below average. He wasn't stupid, he just wasn't the studious type. He was sometimes disruptive in class and when there was a problem in class, he was part of it. Class – The students got along great with each other except for minor disagreements, which are self-evident. As mentioned in the previous point, they were a harder class to get along with, but once they knew you were on their side and that you were fair and willing to accommodate them, they were great to work with. They all pulled together and never went against each other.\n\nTeacher Intervention (Solution):\nWe all thought my class did it, and I won't lie, I thought so too because the fifth graders who were on the floor with them were very nice and trouble free. As their class teacher, I had the duty to talk to the students and find out what actually happened. At that moment I was still hoping that it wasn't them, that someone would confess or that they saw what happened. So I turned one geography lesson into a classroom lesson to discuss this problem. When I asked the whole class if it was them, they all answered in the negative and added that they didn't move in the toilets and only found out about it in the next lesson when the teacher told them how big a problem it was. This information made me quite angry because I can't imagine that they didn't hear the bang that we only heard in the choir room. They told me that they were studying for a paper that they were supposed to write that day and that they just didn't care at that moment. It was still strange to me, so I asked if no one had been in the corridor during the whole break. At that moment, a few boys told me that they were in the bathroom, but before they heard the bang, and some even admitted that they were in the corridor after, but that they didn't notice anything because they were just walking around their class, which was on the other side of the corridor. I didn't want to believe this anymore, but I still hoped it wasn't them, but I couldn't think of who else could have done it. During the break, I was talking with a colleague who was in class 5.A, and she told me that the fifth graders told her that they were in the class the whole time and that they would not have done such a thing. Since their classroom was almost opposite the toilets, they began to claim that the eighth graders were to blame. After discussing this situation with other colleagues on the second level, we came to the opinion that 8.B was behind it and it was up to me to find out who did it. At that moment, we already knew that the person who did it would have to pay for a new door, its price was around 4000 CZK. The whole following week I went around asking who broke the door and I had in mind the student who would probably be the only one capable of doing such damage. The student must have guessed that I suspected him and began to answer my questions in a vulgar manner and felt offended that I thought it was him. After a week I was at my wits end. I spoke to each student separately and they all claimed the same thing - that it wasn't them. But it couldn't have been anyone else. So we came to the conclusion that if no one wanted to confess, the whole class would have to pay for the door. So in class, I shared another possible solution when no one wants to confess. This caused quite a stir in the class, with questions like “And why us? After all, they could have been fifth graders! But we didn't do anything.\n\nOutcome:\nImmediately after the teacher learned that her eighth graders had not done it, she went to apologize to them for not believing them and how she approached the whole situation. Of course, the money was returned to everyone. However, after this problem, the class stopped trusting the teacher, and the previous friendly relationship between them became completely cold. Pupils' results deteriorated because they were not motivated to learn and did not even want to learn in the classes of teachers who did not believe in them and put all the blame on them. After some time, the pupils' grades returned to normal, the relations with the teachers, especially with their class teacher, remained unchanged and no one could change it.\n\nStudent Profile:\nAge/Year: 14–15, 8. ročník\nHobbies: Auta, sport, ruční práce\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "914", "student_age_year": "14–15, 8. ročník", "student_hobbies": "Auta, sport, ruční práce", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterský titul – zeměpis, tělesná výchova", "teacher_practice_years": "26", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1381", "content": "TEACHING CASE STUDY\n\nBackground:\nI worked as a teacher's assistant in the classroom. The student did not pay attention and was disruptive during TV and music lessons. In music lessons, he had fun with his classmates, drew from his notebook and did not notice the material being discussed. In physical education classes, he once did not attend the teacher's invitation to welcome the class.\n\nSituation (Anamnesis):\nThe class wasn't the nicest, but it wasn't the meanest either. The children were in their teens and probably felt misunderstood. They most likely wanted to draw attention to themselves with their riots and lack of interest in teaching.\n\nTeacher Intervention (Solution):\nThe teacher who taught these classes was an older man. When someone wasn't paying attention, he threw chalk at him. I reported this behavior and the teacher was threatened. However, when the aforementioned pupil disobeyed the teacher's 'order', the teacher most likely did not hold back and slapped the pupil.\n\nOutcome:\nThe teacher was fired from the school and the student resented all authorities. In the beginning (about a week) he was rather silent. But his behavior changed drastically after a month. More and more he was inventing and playing tricks.\n\nStudent Profile:\nAge/Year: 13/14 let - 8. třída\nHobbies: /\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Physical intervention\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1381", "student_age_year": "13/14 let - 8. třída", "student_hobbies": "/", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ (bakalářský titul)", "teacher_practice_years": "7", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1136", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring September 2021, students from my class came to me saying that they had a problem with the behavior of a classmate. They told me in detail what bothered them about his behavior. The student was absolutely unable to respect the personal space of his classmates, he was able to almost touch others face to face during a conversation, or he leaned on the wheelchair of a classmate on a wheelchair, often jumped into others' conversations and, above all, looked at classmates very inappropriately. The students directly stated that it bothers them how he looks at their butts and breasts and won't stop even if they notice it.\n\nSituation (Anamnesis):\nThis is a first-year high school class for students with disabilities, so we deal with similar problems quite often. There are seven students in this particular class. Six students were uncomfortable with their classmate's behavior, especially the girls. Moreover, the whole situation happened in September, the students did not know each other and were just getting to know each other. To make matters worse, it was the first semester after a year and a half of distance learning, the students' social skills were minimal. The 'problem' student was otherwise very friendly and, as they say, 'to putty', he was not aware of his inappropriate behaviour.\n\nTeacher Intervention (Solution):\nAfter I learned about the problem from the class, we agreed with the class on a classroom lesson in which we will try to solve the situation. Each of the students had the opportunity to express themselves and say what specifically bothers them about their classmate's behavior. At the beginning of the class, we tried to explain to each other that we are dealing with a solution to the situation and that no one will take offense and take it as a personal attack. After that, the aforementioned student was given the opportunity to express himself, but he could not argue so quickly, so we agreed that he would have time to think over the weekend, compare his thoughts, reflect on the arguments of his classmates, and we would continue the debate after the weekend. I informed the guidance counselor about the whole situation and wrote a short note. After the weekend, it was clear that the student thought about the situation and accepted some things and promised that he would try to avoid them, mainly as regards jumping into the conversation, respecting personal space, etc., but as regards the inappropriate observation of girls, in that he did not see the problem and argued that he was a man and that it was normal. Considering this opinion, I decided to request a consultation on prevention methodology. On the one hand, sexual topics also belong to him, and on the other hand, he is a man, so I wanted the student to have a different point of view than mine. We wrote a record about this meeting, which the pupil could then comment on, and we had him sign the record. Since the representatives of the class came to me later (after about 2-3 weeks) with the fact that the student's behavior had worsened again, I decided to contact the school psychologist. He spoke first with the student himself and then worked with the whole class. We also dealt with everything in regular classroom hours.\n\nOutcome:\nAfter the intervention of the school psychologist, the class calmed down a lot and the overall atmosphere in the class improved. The psychologist worked with the class for several months. We then agreed that I would only contact him again if the situation worsened, but that has not happened. We discussed relationships and solved minor problems only during class hours. There was no major incident. Currently, we are no longer solving the problems, as the mentioned pupil has transferred to another school, for other reasons unrelated to these incidents.\n\nStudent Profile:\nAge/Year: 17 let, 1. ročník SŠ, maturitní obor\nHobbies: Nevím\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1136", "student_age_year": "17 let, 1. ročník SŠ, maturitní obor", "student_hobbies": "Nevím", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, LIT, DEJ", "teacher_practice_years": "9", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/104", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were constant difficulties with the student in the third year of high school. He lacked any order and respect for rules. Constantly late problems that he didn't 'puzzle'. It seemed as if the school rules and especially the school rules did not apply to him. The other classmates had to go on time, he didn't, the others had to change their shoes, he didn't. He lacked respect for the rules. During the Czech language class, the teacher told him that it couldn't go on like this. He needs to respect certain rules, without them he would have problems in his future life, but she added that he probably never will. The whole class paused over this addition, and one of the students asked 'why shouldn't he have problems in the future?' The teacher fell silent and did not know how to react to this question. She asked how many of the students drive their own car to school. A few hands went up and a number of students who drive their own cars to school signed up with shame. The teacher did not comment further on this and was amazed at how many pupils felt this way. The student was from a very wealthy family that would provide him with financial security for his whole life, so the teacher wanted to show in this case that the student is from a wealthy family that will provide him with any kind of care and security in the future and probably will never have to follow any rules respect.\n\nSituation (Anamnesis):\nAs mentioned above, the student was from a very wealthy family. He lacked any respect for the rules, so there were problems with him at school, ranging from late arrivals to not very good grades. It was a class in the third year of secondary school. As it was a sports class, it was composed of athletes. The class was composed, among other things, of basketball players, who therefore spent time together both at school and at training, so they were very close to each other and very close. This was also reflected in his classmate's advocacy, when the class reacted to the addition regarding disrespecting the rules and wanted to defend him.\n\nTeacher Intervention (Solution):\nTeacher: 'Student, your late arrivals are constant, it can't go on like this. At some point in your life you will have to respect certain rules, even if... you probably won't have to.' Student: 'How come he won't have to? What did you mean?' Teacher: 'Well, it's just...' according to the teacher, she didn't want to say anything more about it, but the students in the class continued insisting and asking for an explanation. Pupil: 'We want to explain it, so what did you mean?' Teacher: 'Okay, well, I'll ask you, how many of you drive your own car to school?' Several hands were raised in the class, but it was obvious from the look of the students and the height of the raised hand that they were ashamed of it. With this question, the teacher put them in an uncomfortable situation and put herself in a situation where they thought it was something bad. Although the teacher was surprised by this result, she definitely did not expect so many hands to sign up. She expected that only a student who was known to have his own car would apply and it wasn't exactly a lower class car, rather the opposite. She didn't comment on it any further and moved on to teaching. However, her conscience did not allow her to comment on this and she knew that what she said was not at all professional and that the student's personal situation should not be pointed out in this way. She returned to the whole situation at the end of the lesson and apologized sincerely to the student.\n\nOutcome:\nHere, it was more about the pedagogue's misconduct, who tried to point out the student's financial situation and humiliate him. This was a problem student who did not follow the disciplinary rules and school rules, but it was not appropriate for the teacher to behave in this way. She acknowledged her mistake and apologized to the student. According to them, this situation was not resolved in any way, no one was interested in it anymore and it 'disappeared'. In the following hours, it did not manifest itself in any way. As for this student, according to the teacher, his behavior continued and, unfortunately, he did not allow himself to be forced into not breaking the school rules.\n\nStudent Profile:\nAge/Year: Třetí,17\nHobbies: Basketbal\nDisorders: Neuznávání pravidel,Odmlouvání\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "104", "student_age_year": "Třetí,17", "student_hobbies": "Basketbal", "student_diagnoses": "", "student_disorders": "Neuznávání pravidel,Odmlouvání", "teacher_approbation": "Český jazyk a literatura se zaměřením na vzdělání a Dějepis se zaměřením na vzdělání", "teacher_practice_years": "25", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1336", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when the mentioned pupil started attending school in the sixth grade. The parents work in shifts and when the student called to say he was sick, the mother excused him. He started bragging to his classmates that he would only go to school on Tuesdays and Thursdays, when they had gym. This happened for several weeks to a month. But thanks to this bragging, he drew more attention to himself, and his classmates told the teacher.\n\nSituation (Anamnesis):\nA 6th-grade student at an elementary school with a complete family and no signs of bullying.\n\nTeacher Intervention (Solution):\nThe mother wrote excuses several times a week, which is why the teaching staff informed social services about the situation. For the first time during the practice of most of the teachers at the school, the situation with the child care authorities began to be resolved. The criminal police visited the family and they had a conversation about the situation. This situation scared the parents and opened their eyes.\n\nOutcome:\nThe student started coming to school regularly and there were no problems with attendance. Since this incident, the pupil's attendance has improved. Absences are normal and properly excused.\n\nStudent Profile:\nAge/Year: 6.ročník 12-13 let\nHobbies: Sport  fotbal)\nDiagnoses: Dysgrafie,Dyslexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1336", "student_age_year": "6.ročník 12-13 let", "student_hobbies": "Sport  fotbal)", "student_diagnoses": "Dysgrafie,Dyslexie", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., Zeměpis, Občanská výchova", "teacher_practice_years": "5 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1144", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student's mother contacted me saying that she had a conversation with her son and heard very disturbing incidents that were taking place in my elementary class regarding cyberbullying. One of the classmates, who was also a successful representative of the school in sports competitions on the social network in the class group of the given student, mocked him with comments about his sexual orientation. The student confided after about six months, when he first tried to solve the problem himself, but found that it was not within his power. After the insinuations became unbearable, the son decided to confide in his mother and she subsequently contacted me after some time.\n\nSituation (Anamnesis):\nThis is a student who has no specific diagnosis. Rather, it is an introverted type who sometimes has a problem with establishing relationships in the classroom, but at the same time has a few friends. The class is very lively, sometimes they got a little angry, but nothing dramatic.\n\nTeacher Intervention (Solution):\ncame to the conclusion that it would be best to talk to both students separately and also inform the parents of the aggressor about his behavior. First, I began to pay more attention to the given student in the classroom and to observe the behavior of the boy who had the given notes. I also asked other classmates and was confirmed by multiple sources that this behavior occurs. Then I had a private talk with the student who was being bullied. I asked him how long this had been going on and he started crying and even showed me the messages that that classmate wrote. I also invited the second student and asked him about the reasons for his actions. I was told he didn't really know why he did it and regretted it. The bullied pupil's mother insisted on a joint meeting with the other's parents. So I invited them all, with the consent of the bullied student, the given messages that the classmate wrote were also printed. The aggressor's parents had no idea about their son's behavior. Everything was resolved by a public apology from the aggressor with a promise that it would never happen again. I came to this solution mainly because this is a problem-free student who actively expressed that he wants to improve.\n\nOutcome:\nAfter a public apology, the student's behavior was not repeated. In the following months, we also had a primarily preventive program where we dealt with the topic of bullying. I wasn't present with the class at the given program, but after it was over I talked to the lecturer and he said that they touched on that topic a bit and talked about it. During further study, I did not notice any other problems with this student, and after contacting the mother, no new problems appeared.\n\nStudent Profile:\nAge/Year: 13 let, sedmý ročník ZŠ\nHobbies: Hraní videoher\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1144", "student_age_year": "13 let, sedmý ročník ZŠ", "student_hobbies": "Hraní videoher", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Výtvarná výchova a Ruský jazyk", "teacher_practice_years": "30", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/54", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the English language class, a collective task was assigned, which had to be worked out. The pupil in question refused to complete the task, making it very clear that it was bothering him. He was rolling around on the bench, refusing repeated calls to start working and retorting that he wouldn't do it. Neither warnings nor “threats” helped\n\nSituation (Anamnesis):\nThe boy had a psychiatric diagnosis in the records, I knew about it, but I was not familiar with it. It was rumored that he was taking medication “to calm down\n\nTeacher Intervention (Solution):\nWhen the student ran away from the class, I didn't know what to do, but I was afraid for him and felt responsible for him. That's why I asked the other students to stay in their places and run after him. On the way, I knocked on the meeting room, where his class teacher was sitting, and asked her to help me solve the situation. She joined me and we both ran after him. We caught up with him on the ground floor, where we grabbed him and had to physically and verbally calm him in a grip until he calmed down a bit. I then went back to class (however, the bell rang very soon - the lesson was interrupted anyway), he stayed with the class teacher, who spoke to him. He later admitted to her that he had not taken his medication that day.\n\nOutcome:\nThe class teacher spoke with the student, who later admitted that he had not taken his medication that day. He stated that I made him very upset, he felt that I was pressuring him, he felt frustrated. The class teacher then informed the student's mother about the incident. Since then, the escape from the class did not happen again in my lessons, because I tried to deal with him more calmly, as if \"with gloves\n\nStudent Profile:\nAge/Year: 13.let, 8.ročník\nHobbies: Četba fantasy\nDiagnoses: Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "54", "student_age_year": "13.let, 8.ročník", "student_hobbies": "Četba fantasy", "student_diagnoses": "Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Magisterské, učitelství anglického jazyka pro ZŠ", "teacher_practice_years": "10", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/208", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation started at school in the morning, when Y's classmate allegedly picked on the boy, and the boys poked each other throughout the day. The boy initially defended himself verbally, but then went on the offensive and tried to attack his classmate Y with a fire extinguisher, which luckily he failed to do because it was attached to the wall.\n\nSituation (Anamnesis):\nThe boy lived in an incomplete family. Because his father was not interested in him, he lived only with his mother and his younger brother. The mother was not employed, she lived on state support - she did not properly take care of the children, and alcoholism was also suspected. The boy was often absent from school. We later learned that he was taking care of his mother and younger brother, whom he regularly picked up from daycare and then looked after himself. His mother was not home overnight, so he played games into the night and waited for her to return. After that he took care of her too. He thus occupied the position of both mother and father in the household. He went to school unprepared without homework, textbooks and tools, often without snacks and drinks, so for a while I brought him snacks. A complaint was then filed with OSPOD against the mother, and the boy was subsequently placed in the care of his grandfather.\n\nTeacher Intervention (Solution):\nWhen dealing with problematic behavior, a session was held with both boys, which included an assessment of the situation and then a simulation of how the boy's correct reaction to verbal teasing should take place. First, I had an interview with both boys separately, then we had a joint interview and evaluated the whole situation. We repeated the simulation of an appropriate reaction with our classmates and showed other possible solutions to the situation. This was followed by a voluntary apology to classmate Y and the parents of classmate Y, which the boy wanted of his own free will and which I personally consider a success.\n\nOutcome:\nAfter the incident, the boy began to get involved with his classmates, who accepted him. The result of the solution is also related to the case study --. We ended the session at the counseling center positively, I considered it successful. In the following year, the boy developed a good relationship with the class teacher, and the number of critical situations continues to decrease. Praise is heard for the boy. Currently, the boy is doing very well, he has a lot of friends in the class. He developed a nice relationship with the teachers. He is sometimes rude to them, but keeps within limits - he can apologize for his behavior. Big thanks to the grandfather who provided the boy with a stable environment.\n\nStudent Profile:\nAge/Year: 3. ročník, 9 let\nHobbies: počítačové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Slovní agresivita,Neúcta k autoritám,Nevhodné chování,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "208", "student_age_year": "3. ročník, 9 let", "student_hobbies": "počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Slovní agresivita,Neúcta k autoritám,Nevhodné chování,Zesměšňování", "teacher_approbation": "Speciální pedagogika se zaměřením na vzdělání + Výtvarná výchova se zaměřením na vzdělání", "teacher_practice_years": "3", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1425", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened at the end of the school year in June 2022, when we are in the 8th grade class where I am the class teacher. The program was already more relaxed and I allowed the two boys to play games on the computer (it is a computer by the door connected to a big screen). The situation itself occurred during the break. During my absence, a student from a higher year came to the class to solve something with a friend, and together they constantly verbally assaulted the student who was sitting at the computer. He got angry and threw his slippers in the trash. An upperclassman gave him a thumbs up for that. The student has a cyst around his spine, so he is careful not to injure himself there. The pohlávek upset him so much that he started to cry. I found out everything at the beginning of the next lesson, we had agreed that we would go for a walk in the park for the last lesson. The students should have already packed up and were waiting for me. I had to calm the student down, he was a little nervous\n\nSituation (Anamnesis):\nPupil's age and year: 14 years - 9th grade Pupil's gender: Male Pupil lives with both parents Problem behavior repeats about once a month Behavioral disorders: lying, cheating As this was a pupil whom I did not teach, I do not know too much about him, however, he was reprimanded by the school principal for repeated indiscipline and inappropriate behavior towards children and teachers. Student's confirmed diagnosis: No Student's benefit - subjective view: Average Student's interests: sports, games, gardening\n\nTeacher Intervention (Solution):\nThe solution to the problem was as follows. When we reached the park, where there was space for it, I addressed the students individually, and that's how I found out from the witnesses what happened. The next day, I called the boys to the office during the break, the pupil apologized to the pupil for being rude and insulting, and the pupil also apologized to him for throwing his shoe in the bin. Then I also addressed the parents of the pupil and the pupil, as well as the pupil, who also spoke unkindly towards the pupil. I spoke to my parents on the phone and begged them to agree with the boys. I think the talks were conducted in a good spirit and the parents took everything in and talked to the boys at home. The student then confided in me that he was a little afraid of the student, lest he wait for him somewhere and beat him. Therefore, I advised him to always leave school with at least one classmate and to only walk along the main corridors, both to the cafeteria and home. I also promised that, if possible, I would also sit in the classroom during the breaks, make an agenda so that I could be with them more, despite the fact that there is a supervisor in the corridor during the break.\n\nOutcome:\nSimilar situations did not happen again. Did you use procedures based on a specific approach in the solution? Rather, I use the procedure of assertive behavior, where I describe what I don't like, describe the situation and ask the person concerned to suggest a remedy. I try to speak constructively, and also guide the children to be able to describe what happened matter-of-factly and apologize.\n\nStudent Profile:\nAge/Year: 14 let – 9.ročník\nHobbies: sport, hry, práce na zahradě\nDisorders: Nevhodné chování,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1425", "student_age_year": "14 let – 9.ročník", "student_hobbies": "sport, hry, práce na zahradě", "student_diagnoses": "", "student_disorders": "Nevhodné chování,Neúcta k autoritám", "teacher_approbation": "Magisterské studium ( Aj-Hv )Pedagogická fakulta UP Olomouc", "teacher_practice_years": "25", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1326", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student goes to the gymnasium in the fourth year and I meet him as part of the chemistry lesson. From the beginning, he ostentatiously showed his disinterest in teaching chemistry. He didn't pay attention to me in class, he didn't follow the reactions of his classmates and his activity was minimal. His performance deteriorated with each test he wrote, and he ignored opportunities to correct failed papers. He made it clear in every way that he was not interested in chemistry and found it useless. This situation bothered me, because the student disturbed not only me, but also his classmates with his behavior, and I also felt sorry for the potential that I saw in him, which remained unused due to his attitude. In addition, the situation worsened as the material covered increased, the student could not keep up the pace of the lesson and did not show any interest in any support from me or his classmates.\n\nSituation (Anamnesis):\nThe student comes from a complete family, lives with both parents and has two siblings. His mother works as an accountant, his father is a craftsman. The family is financially well-secured, and the student has the opportunity to participate in all school events. He is one of the more expressive individuals in the class, and often shows himself in a group of classmates who recognize him for his constructive practical ideas. He is not doing the best at school, teachers complain about lack of motivation and obvious lack of interest in teaching. The parents do not show too much interest in their son's well-being, and despite his negative attitude to chemistry, the student is one of the bright students, and thanks to this, he always gets a grade of four and is not in danger of failing.\n\nTeacher Intervention (Solution):\nDuring the first semester, I had the opportunity to observe very well the lack of interest in chemistry. I also observed that cooperation with his parents would not be a very successful means of solution and also motivation with grades would not work in this case. I found that when I meet a student outside of class, he seems more approachable than in the classroom. So I started having shorter conversations with the student at these moments. In the beginning, I avoided school topics and talked to him about what was new at home, what he was doing in his free time, where he was on vacation...however, over time I also got to the topic of school. I asked the student to openly tell me what bothers him in chemistry lessons, why he has such a negative attitude towards it and what he thinks could be done to change it. I learned that he thought that chemistry was useless, that his father made a lot of money and lived with his hands, and that the student saw no benefit in theoretical learning. According to him, nothing can be done about it, he just has to endure it. I thought a lot about his words and decided on the following course of action. Every week at the beginning of one of the two chemistry lessons I taught in the fourth grade, I prepared a short experiment. I involved the student in the preparation of experiments to a greater extent than before. At first he looked bored and annoyed, but after about a month the situation started to change. I noticed that the student listens more and more to my explanation, at first only during the experiments, later also during the following lesson.\n\nOutcome:\nThe student gradually began to show enthusiasm for chemical experiments, especially those that he said were useful. He stopped interrupting my explanation with comments, and I felt that his negative attitude towards chemistry was gradually and very slowly beginning to change. He began to discover that the knowledge that had previously seemed theoretical and useless would be of no use to him in practical chemistry. I sensed from his behavior that he resented not being able to accurately understand chemical processes because he did not know the properties of elements and compounds. He also had difficulties with help in the preparation of experiments, because he did not know the chemical language - symbols of elements and compounds, and thus could not find his way around the chemical laboratory without help. I noticed that this situation did not suit him and that's why I offered him one time after chemistry class that if he didn't understand something, he could come to me. I have already outlined this possibility to him several times, but only now I felt that the student could really take it seriously and use it. And it really happened. At first he seemed ashamed to admit that he had come because chemistry had become more interesting to him. He told me that he didn't want to get a bad grade, over time he started asking questions in class and learning the previously despised theoretical chemistry. My original intention was that he would be able to figure out for himself what the knowledge of theory would be useful for and that thanks to this he would be able to take chemistry at his mercy. I am very glad that it really happened.\n\nStudent Profile:\nAge/Year: 15 let, kvarta\nHobbies: sport, manuální činnosti\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1326", "student_age_year": "15 let, kvarta", "student_hobbies": "sport, manuální činnosti", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "Mgr., matematika a chemie", "teacher_practice_years": "26", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/9", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student comes from a Czech-American family, where the mother is Czech and the father is American. However, the Czech language is not a problem for him and he speaks and understands it fluently. The pupil's confirmed diagnosis is ADHD, and during the lessons, in addition to the teacher, an assistant attends to him. Although the boy was only seven years old at the time of the problem behavior, he looked four years older than his classmates. He was bigger and stronger. During the beginning of the school year, he was often sick - it wasn't until mid-term that he started coming regularly. So he didn't have time to get to know his classmates properly and ended up in a 'captive group', which he had trouble integrating into later.\n\nSituation (Anamnesis):\nSo he began to 'enforce' acceptance into the collective in a different, ineffective way. The student decided to use his physical maturity and greater strength. He began to resolve all disagreements with violence - pushing, excessive use of force during play, throwing...\n\nTeacher Intervention (Solution):\nThe teacher tries not to interfere in children's games and small 'conflicts' during breaks and free time at school and leads the children to agree on everything themselves, in this case she decided to intervene. She took the student aside during free time and explained to him that he had to be more careful, communicate more with the children and agree on games. One thorough conversation was enough and the student realized where he was making a mistake.\n\nOutcome:\nHe learned to deal with relationships with others on his own and to be more considerate of others. He realized that it is better and more beneficial to solve disagreements verbally, and not with fists. He was a small child in a big body and found that having the strength to fit into the collective was not enough and he needed to communicate more. He became friends with another student who introduced him to football. Thanks to this, he learned to release the accumulated tension during training and found a new hobby that partially replaced playing PC games.\n\nStudent Profile:\nAge/Year: 7 let, první třída\nHobbies: fotbal, PC hry\nDiagnoses: ADHD\nDisorders: Nevhodné chování,Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "9", "student_age_year": "7 let, první třída", "student_hobbies": "fotbal, PC hry", "student_diagnoses": "ADHD", "student_disorders": "Nevhodné chování,Bariéry v komunikaci", "teacher_approbation": "vysokoškolské – titul Mgr., aprobace první stupeň", "teacher_practice_years": "39", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1015", "content": "TEACHING CASE STUDY\n\nBackground:\nThe 1st grade classroom also serves as a school club outside of classes, which allows students to use toys during the long break. When I came back from the toilet, I found that the classroom was in chaos. Children gasped, some cried at the mockery of the quality or authenticity of their pokemon cards. Others argued about school toys because one pupil wanted to play with a doll, but another pupil also wanted to play with the same doll and they could not agree, while a third pupil sided with one of them.\n\nSituation (Anamnesis):\nThe entire 1st grade participates in the situation.\n\nTeacher Intervention (Solution):\nBefore the end of the break, I called the students to the front of the class to calm down and prepare for the next lesson. I asked everyone how they spent their break, what they did, what they liked and what they didn't. The pupils gradually explained the reasons for their behavior and I explained to them how they should behave next time. I also tried to get the students to talk about their problems with each other and apologize for their behavior.\n\nOutcome:\nI was present during the incident and observed how the teacher handled the situation by asking each student about their recess experiences. In the following days, I observed that the students communicated better and the rest of the breaks went smoothly.\n\nStudent Profile:\nAge/Year: 6.7.2022\nHobbies: -\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1015", "student_age_year": "6.7.2022", "student_hobbies": "-", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "?", "teacher_practice_years": "Absolvoval/a nějaký relevantní kurz, výcvik na zvládání problematického     chování, nekázně nebo komunikace ve třídě a podobně (zatrhněte):      Případně uveďte název (otevřená otázka):    Kazuistika ++     Jak můžete začít rozhovor s učitelem(kou)/asistentem(kou):     Otázka: Kdybyste měl/a zaměřit svou pozornost na situaci, kdy jste s žákem    řešil/a nějaké problémové chování, co by to bylo za situaci?     Po odvyprávění situace si ověřte, zda učitel(ka)/asistent (ka) považuje    situaci za dobře zvládnutou nebo pochybuje/ je si nejistý zvoleným    postupem. (použijte škálu uvedenou níže)     Otázka: Jak byste vyhodnotil/a zvládnutí této situace Vámi? Jde spíše o    dobře zvládnuté rušivé/problémové chování žáka?     Pokud jde o dobře zvládnuté rušivé/problémové chování žáka/žáků    (inspirující", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1351", "content": "TEACHING CASE STUDY\n\nBackground:\ngroup of six girls has been sitting with a boy from a socially disadvantaged family who shows autistic traits since kindergarten. Due to his difficulties, the boy stayed away from the team. He didn't play much with the children during breaks, he couldn't fit in overall. He didn't cooperate much in groups when he played, so mostly alone. I didn't notice the whole incident until February 2022. After class, I noticed a group of girls from the hallway window who were hurting this boy. The girls and the boy ran up to the railing, pushed him, tried to steal his key ring. I recognized the boys right away, but I only identified the girls based on their clothes. I was really shocked by the brutality of the whole incident, even considering that they were freshmen. These girls simply acted like a pack. The next day I talked to the boy. He confided in me that this behavior has been repeated for several months. He added that the girls mocked him, insulted him, cursed him. They even stole his snack or school supplies, such as glue, crayons, and more, several times. Most often it took place at the bus stop in front of the school.\n\nSituation (Anamnesis):\nOverall, this class was very challenging. I had three pupils with SEN and in the second half of the year pupils from Ukraine joined. There were 22 children in the class, so it was very difficult to attend to each of them individually. These girls were all average students, all gifted in every way. They were most interested in physical education and I thought they were the leaders of the class. They were often involved in activities, they reported a lot in classes I for voluntary activities. All the girls came from complete and well-off families. The boy, on the other hand, was slower, stayed away from others and mostly played alone. He comes from a socially weaker family. Currently, the diagnosis has not yet been established, the investigation is still ongoing\n\nTeacher Intervention (Solution):\nOn the recommendation of a colleague, I solved the situation with the help of a story. The story took place in a fictitious school with fictitious children, but the situation was similar to the one addressed. Here it was a group of three boys who physically and mentally hurt a weaker boy. I sat in a circle with the children and read the story to them. Subsequently, we stopped at three moments in this story with the children. The first moment was the bullying of the boy, then finding out the teacher and then informing the parents of the aggressors. I then asked the children what feelings the individual characters had. Above all, we focused on how the boy felt, how the teacher felt, and how the parents felt. I also asked what was wrong with the boy, what was wrong and how we should help him properly. These girls were involved in the activity. They were able to empathize with the feelings of everyone involved and correctly name the given phenomena. They were even able to recognize that it was bullying, but they could no longer connect the whole situation to their actions.\n\nOutcome:\nAfter an hour, I called the girls and confronted them about the situation. They all started denying and covering for each other, they only confessed when I invited my parents to school. However, the last girl continued to lie and deny. She confessed only under the pressure of her parents. Subsequently, the girls were sorry for the whole situation and now I think that the situation has not happened again. The boy is now more involved in the team and seems happier to me.\n\nStudent Profile:\nAge/Year: 1.      Ročník, 7-8 let\nHobbies: Pohybové hry, kreslení, vyrábění\nDisorders: Lhaní,Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1351", "student_age_year": "1.      Ročník, 7-8 let", "student_hobbies": "Pohybové hry, kreslení, vyrábění", "student_diagnoses": "", "student_disorders": "Lhaní,Krádeže", "teacher_approbation": "Mgr. Učitelství pro první stupeň", "teacher_practice_years": "18 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1061", "content": "TEACHING CASE STUDY\n\nBackground:\nam a guidance counselor, so I often encounter various problems at school, be it behavior, poor grades or something serious. However, this is the first time I have encountered this case in my many years of practice. A student who comes from a lower social class. In most subjects, her grades are rather below average. He has almost no logical thinking which is quite a problem for science subjects. She already had problems in math when they got past the number ten. The teacher did not always treat her well and gave her difficult examples that she had no chance to calculate. Sometimes he let something out of his mouth that he probably shouldn't say to a girl at that age, and she was sorry for it. She gradually began to withdraw and refused to cooperate with the teacher. Then once a student came to me with her friend and secretly confided in me that she couldn't master the subject and that she didn't know how to tell the teacher. Her friend told me that he doesn't treat her very well in class. Then I sat down with only the student and we discussed everything. I resolved the situation with the math teacher, the student and legal representatives.\n\nSituation (Anamnesis):\nŽačka used to be mostly quiet, she tried not to express herself significantly. As time went by, she became more outgoing and even had some ambitions to be the leader of the class. She wasn't very popular in class, but she didn't have any enemies either.\n\nTeacher Intervention (Solution):\nThe student came to me and confided in me about her problem. She told me that she has some problem with the math teacher and that they don't get along very well. We sat down with the student and started discussing everything. She confided in me that the math teacher wants her to calculate very difficult examples that she cannot calculate. The teacher often says in front of her classmates that the student can't do anything, that she is stupid and that she doesn't care. The pupil is sensitive to pranks and this, although the teacher did not mean it completely seriously, the pupil took it very seriously and was sorry for it. I discussed everything with the teacher, who admitted that he had not considered his behavior and apologized for it. Everything was resolved with the school director and legal representatives.\n\nOutcome:\nThe math teacher apologized to the legal representatives, the pupil, the school principal and the entire class for his reckless behavior. Žačka accepted the apology, as did the others. The teacher tries to include in the teaching even easier examples and tasks that the pupil can also handle and experiences a sense of success with them. He no longer calls the pupil to the blackboard in order not to expose her to pressure and stress. Everything was resolved, the student opened up to the teacher again and no longer has a problem communicating with him.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nHobbies: malování, výtvarné činnosti\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Šikana\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1061", "student_age_year": "14 let, 9. třída", "student_hobbies": "malování, výtvarné činnosti", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Šikana", "teacher_approbation": "Mgr., biologie, chemie, zeměpis, výchovný poradce", "teacher_practice_years": "25 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/453", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout halfway through the school year, I received information from our educational psychology office that a video was being circulated among the students on YouTube that was bullying one of the students from my class (I was a class teacher). The video was allegedly sent to them anonymously by e-mail. It was about a minute long video, which was based on the student's last name (his last name was the name of an animal and the English translation of this name was repeated in the video - for example, if the student's name was , the song would sing ). In short, it was a rap song that made fun of the given student's last name, a montage of this dancing animal was used as an accompanying video. I don't know how to explain it better. There was nothing offensive in the video itself, no threats or assaults, within the text the author only made fun of the classmate's name and mentioned two other female classmates. It didn't seem so terrible to me, maybe I wouldn't call it bullying, but my colleagues from the counseling center appealed to me to talk to the victim and then call the bully. He uploaded the video to YouTube directly from his channel, so we knew who it was.\n\nSituation (Anamnesis):\nBullied - 1st year grammar school student, rather introverted, phlegmatic, above average academic performance - 1st year grammar school student, extrovert, friendly, helped classmates, above average academic performance.\n\nTeacher Intervention (Solution):\ndidn't get any further information from the counseling center on how and what to discuss with the bullied student, I simply invited him to my office and carefully started the topic of the video - if he knows about him and if it bothers him. He pretended not to have such a problem with it, at one point he even defended the bully when he admitted that he himself had made a similar video on his account. They just didn't expect that the video would spread around the school. And that seems to bother him a little, because now everyone is making fun of his name. After the interview, I realized that he had not really suffered an injury and I reported it to my colleagues from the counseling office. They continued to insist on the following solution to the situation, so the following day I should have invited the two mentioned persons from the video and then the bully himself to the cabinet. Female colleagues were present during these visits. Two female students who were mentioned in the video came together, I asked them if they knew about the video and what they had to do with it. Both acknowledged that they knew about the video, but were surprised that it had reached us and that we were dealing with it. They said that it was nothing, that it was just fun and that they would not have thought that it was bullying. A colleague from the counseling center stepped in and said that it could be bullying and let them realize how their classmate probably feels. At that, the girls admitted that it was probably not quite the right kind of fun and promised that they would not participate in anything like that next time. However, they denied that they were behind the video itself, saying that it was only the work of a bully. The bully was attacked by colleagues from the counseling center, quite harshly for my taste. From what I know of him, he is a really smart boy, empathetic, rather extroverted, has a lot of friends and has never had a problem with him. He looked taken aback, said he had no idea that it was bullying and defended himself by saying that the person being bullied made the same video about him and that they are\n\nOutcome:\nBoth videos were deleted and everything seemed perfectly fine. The two boys continued to have fun together and got along well. I must admit that I was very surprised by the long-term result of the solution. The student prepared a perfect and interactive presentation for lower secondary school students, which he presented in all classes under the supervision of the guidance counselor. I considered the situation resolved and was satisfied with the solution. About a month later, the bully came to me asking to be excused for one whole day, because he was leaving with a counseling center to give a presentation about bullying at a school in the next town. Until then, I didn't know about it at all, but colleagues from the counseling center arranged for him to present at nearby schools, where the student himself could earn money from this presentation\n\nStudent Profile:\nAge/Year: 16 let, 1.ročník SŠ (gymnázium)\nHobbies: Sport, aktivity s dětmi\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "453", "student_age_year": "16 let, 1.ročník SŠ (gymnázium)", "student_hobbies": "Sport, aktivity s dětmi", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, RJ a AJ", "teacher_practice_years": "31", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/254", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the lesson, the student cursed profusely. He threw things, lay down on the bench, sat during greetings, deliberately interrupted the teacher's explanation with comments like 'boring, stupid'. After several warnings, the pupil was sent to ŠPP, where after speaking with a psychologist, he indicated that he was not having an easy time at home. He didn't come to school the next day. Subsequently, he started writing to the teachers via messenger that he could not stand it at home with his mother. According to the student, his mother neglects him, shouts at him, does not pay attention to him. I suggested that the student come to school the next day so that he would at least have some positive background. But after returning, he started interrupting the class again. I tried to send the student to the corridor with an assistant whom he trusts. The student informed the assistant that he wanted to move to another facility. The assistant informed me of this fact and we were able to discuss the transfer to this facility with the pupil more openly and with the school psychologist. The student is currently in this facility, he is reading and his behavior is gradually improving.\n\nSituation (Anamnesis):\nSee above (same class)\n\nTeacher Intervention (Solution):\nWhat is? What are you doing at that hour? Teacher, I don't know how... I don't give it at home, I'd like to go to another facility. What's going on at home? I already wrote to the teacher and he wrote to me to go to school. And that other device you told me about? Not yet. I don't know if I want to go there or not. I believe he must be rough at home, but you can't solve and ventilate it by deliberately disturbing the teacher. He wants to help you and you can't thank him like this. I don't even know why I do it. I'll just start like this. So this is how you need to get it out? The negativity? Yeah.\n\nOutcome:\nThe student has transferred to another facility. He tells the teachers that he is feeling better. He has a room to himself, the opportunity to read and supposedly he has made new friends here, which is good. Finally, he can find people here other than more problematic classmates who could have a worse influence on him and his current situation.\n\nStudent Profile:\nAge/Year: 14, 7.\nHobbies: Zbraně, parkour\nDiagnoses: ADHD\nDisorders: Neposlušnost,Vulgární vyjadřování,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "254", "student_age_year": "14, 7.", "student_hobbies": "Zbraně, parkour", "student_diagnoses": "ADHD", "student_disorders": "Neposlušnost,Vulgární vyjadřování,Nevhodné chování", "teacher_approbation": "Bakalářské- Čj/Dějepis", "teacher_practice_years": "3", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/897", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, the class I teach was on an adaptation course. We had a rule in place here that allowed students to freely decide whether they wanted to participate in dating games or not - but we also added that it would be more beneficial if they tried everything to get to know each other as best they could. When describing one of the activities, one student declared that she would not participate in this activity. The others rushed to fulfill the assignment. After that, the student did not even want to participate in the following activity, after which I began to worry that other students would not join her, which would undermine the goal of the adaptation course.\n\nSituation (Anamnesis):\nThe student is a very distinctive and careful personality, rather an introvert. He most likely suffers from partial autism, which, however, is not documented.\n\nTeacher Intervention (Solution):\nAfter the student did not want to participate in the second game either, I followed her. I wanted to give her courage and convince her to start the next game. When I bent down and touched her hand to offer encouragement, the student flinched. Although I calmly explained everything to her and encouraged her, she mostly stopped participating in other games. Because I noticed her flinching, I didn't want to force her into any of the other activities and talk her out of it.\n\nOutcome:\nThe student subsequently announced herself at the adaptation course that she would perform the function of cashier. In another game, where the students had to work together as a group, she then got involved again and tried to come up with a solution to the given problem. At first, I wasn't sure whether I should have forced the student to get to know others and join the team. During my studies, I understood that she is joyful and happy in her world, and she doesn't mind partial separation. When she needed something, she was able to negotiate with others or solve everything with the teachers. She fulfilled the function of cashier perfectly. In retrospect, I was glad that I didn't force her and respected her decision.\n\nStudent Profile:\nAge/Year: 15., 1. ročník SŠ\nHobbies: čtení, hra na kytaru\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "897", "student_age_year": "15., 1. ročník SŠ", "student_hobbies": "čtení, hra na kytaru", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské - Mgr., matematika, biologie, informatika", "teacher_practice_years": "10", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1316", "content": "TEACHING CASE STUDY\n\nBackground:\nI was in charge of a big break and suddenly I hear a loud shout, laughter and then applause from 7th B. So I go inside to see what's going on. The students stand in a semicircle around the blackboard and amusedly observe the brown yogurt stain on the white wall next to the blackboard.\n\nSituation (Anamnesis):\nThe student is an only child. He comes from an incomplete family, which at the same time does not have a problem with money. His parents work a lot and therefore don't pay him much attention. His parents try to compensate by buying him lots of things and gifts. So the student is used to getting what he wants and that he doesn't have to make any effort for it. It follows that he not only treats his things with care and respect. They often destroy things, especially if they are school property. At the same time, due to the lack of attention from their parents, they try to get attention from their classmates with behavior that deviates from the norm or behavior that shocks. However, he is not aware of the consequences of his behavior.\n\nTeacher Intervention (Solution):\nstep into their midst, wait for them to quiet down a bit, and then as calmly but forcefully as possible I ask who did it. After a moment of silence, a student comes in - the class clown and a slightly problematic student. You can tell from the tone of his voice that he feels on top of things and doesn't want to lose his dude image at any cost. I'll ask him to come and talk to me in the hallway in private. When we leave the classroom and the circle of classmates, a slight insecurity can already be seen on him. He doesn't even have the courage to make eye contact during a face-to-face conversation. I ask him how the incident happened and why he did it in the first place. He explains to me that he and a classmate were chasing each other around the classroom and the student couldn't think of anything better than to throw his chocolate yogurt he got for a snack at him. But the yogurt missed the classmate and instead splashed on the wall next to the blackboard. But the student defends himself by saying that he did not think that the cup would burst and cause such havoc. It was obvious that the student was ashamed of what he had done, but at the same time I knew that similar behavior had already occurred with the student a few times in the past, for example when he destroyed desks with a compass or threw fruit down the stairs. It seemed to me that he has no respect for things at all and that he does not realize the consequences of his actions. So I told him how it affects me. That I understand that maybe he didn't think of it and that every person sometimes doesn't think of something, but that you need to take responsibility for your actions and try to correct your mistake. I agreed with him that he would stay longer at school after school that day, go to the janitor, pick up paint and a brush from him and clean the stain and then repaint it. And if he does, I won't take it up with his parents or write him a note.\n\nOutcome:\nThe student accepted my offer. But he discovered that painting over a greasy stain is not at all easy, that it is terribly slow and the result is not very satisfactory. In addition, he received a sermon from our energetic janitor, who then watched his work with his critical eye the whole time and accompanied everything with his notes. Since then, I have not experienced another similar incident with the student.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída ZŠ\nHobbies: fotbal, hraní počítačových her\nDisorders: Ničení majetku,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Consequences, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1316", "student_age_year": "13 let, 7. třída ZŠ", "student_hobbies": "fotbal, hraní počítačových her", "student_diagnoses": "", "student_disorders": "Ničení majetku,Nevhodné chování", "teacher_approbation": "Vysokoškolské – titul. Mgr., učitelství druhého stupně ZŠ, aprobace německý jazyk a český jazyk", "teacher_practice_years": "32", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/881", "content": "TEACHING CASE STUDY\n\nBackground:\nThis situation took place during the second half of the last school year and basically continues until today. So it is from the period when I returned to education after maternity leave. A new challenge awaited me, as I had to teach second grade for the first time. There I was put in charge of teaching English. I took it as a new challenge because I taught in a small class before my maternity leave and thus had no experience with teaching older children until that moment. I taught English in the 6th and 7th grade. It was in the 7th grade that I began to notice problematic behavior in one of the students. It was at a time when she was repeatedly apologizing at the beginning of the lesson that she didn't have something or didn't fulfill something. Since I was teaching the girl in her first year, I didn't know if this behavior was typical for her or if it was a temporary thing.\n\nSituation (Anamnesis):\nAfter a while, the behavior escalated until the excuses turned into excuses and lies. That is why I mentioned this problem at the pedagogical council. Subsequently, I found out that this is not a problem that only occurs in my classes. Therefore, together with my colleagues, I decided to start solving this situation. After several meetings with the girl, I found out that she is in a rather difficult life situation. The girl comes from three siblings, she has an older sister and a younger brother. However, the mother and her eldest daughter recently moved in with a friend and are expecting a new addition to the family. Currently, the girl lives only with her father, younger brother and grandparents. However, problems with the fulfillment of school duties appeared even before the mother moved out. The mother did not help the children with the preparation in any way. She herself did not respond to the teachers' calls, and it was not at all easy to negotiate with her. She entrusted the cares around the school to her eldest daughter, who was less than two years older than the described pupil.\n\nTeacher Intervention (Solution):\nAfter they moved out, the problem started to get worse. The situation is not helped by the fact that the father is away for a week because he drives a truck. The girl thus has little home preparation. Practically no one supervises her, as her grandparents are not too interested in her schoolwork either. Due to the fact that none of the parents showed interest in cooperating with the school and solving the problem, it was necessary to intervene in the situation differently. As I already mentioned, I myself had a few meetings with the student, where I tried to analyze the problem together with her and find some possible solutions. Among other things, the class teacher assigned her classmate to help her and basically act as her assistant. As part of the interventions, the girl was also guided to write assignments and notes. Despite this, however, there was no correction and repeated lying and excuses followed.\n\nOutcome:\nThe only effort on the part of the father took place before the end of the school year, when the girl was in danger of failing. That's when he tried to get tutoring for her. So the school agreed. However, after a few meetings, the girl stopped attending tutoring. Despite all the efforts of the school, the class teacher and the teachers of individual subjects, there was no improvement in home preparation. Although this is a long-term problem that persists to this day, unfortunately, without the interest of the parents and the student herself, I am afraid that it will hardly be possible to solve the situation. The student does not have support and the right background at home. She cannot adequately prepare herself. Because the problematic behavior continues, I consider the situation unsuccessfully resolved.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník ZŠ\nHobbies: otevřená otázka\tstarání se o zvířata\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "881", "student_age_year": "12 let, 7. ročník ZŠ", "student_hobbies": "otevřená otázka\tstarání se o zvířata", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "vysokoškolské vzdělání, aprobace: speciální pedagogika", "teacher_practice_years": "18", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1421", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the break, when the student was leading his classmates in a debate circle, another teacher entered the class and curiously asked me if everything was okay. This wouldn't be out of the ordinary, because after the past difficult situations where he attacked the teacher, she was worried if everything was okay (there was a loud conversation in his circle, but nothing was happening). This irritated the pupil, as it was not the first time that week, and he immediately started shouting at the teacher. She started yelling at him more and emphasized to him that he would listen to her. The situation escalated, and given that the student was a big and mature boy at the time, I was afraid that he would attack the teacher.\n\nSituation (Anamnesis):\nThe pupil was born as an ordinary child, but already at an early age he was above average lively. He grew up in an incomplete family, he missed his father's presence a lot. He started the conversation about him himself, and from his words you could feel that he missed him. The student entered this elementary school in the 4th grade. Based on his aggressive behavior, he was transferred from his previous school after agreeing with his mother. Although he had a teaching assistant at his previous school, his behavior was intolerable and enormously disruptive in the classroom. He was well received by the team in his new class and had only one assistant throughout elementary school, which turned out to be absolutely crucial because he himself was not very adaptable to changes. His aggressive behavior was manifested on the basis of internal discomfort and was very significant. These were primarily sudden changes that he was not familiar with. Despite his aggressive behavior, the pupil was quite communicative and was able to conduct a dialogue about what was happening and what he did not like. We can also emphasize that he was able to discuss individual topics in great depth (even on a philosophical level).\n\nTeacher Intervention (Solution):\nSo I took him into the office and we started talking. I asked him: 'Student, can you tell me what made you so angry?' and told me unequivocally: 'I don't like this teacher.' 'Then why don't you like her so much?' I asked. 'Because when I was in the 5th grade, my teacher told me that if I behaved normally, she would take me on a trip. Otherwise not.' It was clear from his speech that this was clearly at the heart of the problem. So I decided that I have to conduct the interview itself very carefully, because this is a very deep problem. I advised him to apologize to the teacher and I tried to explain to him that this is not how problems are solved, and certainly not with the teacher. Throughout the debate, I tried to use non-violent communication, supported by a positive attitude and coaching questions. So the student himself decided that his behavior was inappropriate and went to the teacher himself and apologized to her. I consider it a big win that since then he has had no dispute with the teacher and has always been able to solve problems with a certain foresight.\n\nOutcome:\nThe student is currently studying auto mechanics at secondary school. A big progress was seen in the 9th grade, when he had a little brother and a certain responsibility started to be seen, which inhibited his aggressive personality quite a bit.\n\nStudent Profile:\nAge/Year: 15 let, 8. ročník\nHobbies: Počítač\nDiagnoses: ADHD\nDisorders: Agrese,Impulzivita\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1421", "student_age_year": "15 let, 8. ročník", "student_hobbies": "Počítač", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Impulzivita", "teacher_approbation": "Mgr., Ruský a anglický jazyk", "teacher_practice_years": "35 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/624", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose one day when the pupil did not want to cooperate in class. He refused to play dodgeball in gym, claiming it was the worst game, but up until then he had always played it without objection and enjoyed it. In other classes, instead of working out assignments, he painted, tried to chat with his neighbor, looked out the window and either did not respond to reprimands, or objected that he did not enjoy the material and assignments and did not want to do them.\n\nSituation (Anamnesis):\nThe student attended the 3rd year of elementary school, a selective class. There were usually no problems with him. He worked in classes without problems, he was one of the less active, but he always did what was needed. He had no disciplinary problems. There were no problems throughout the class except for the occasional minor disciplinary infractions that are common among first graders.\n\nTeacher Intervention (Solution):\nThe first lesson was physical education, where I responded to the student's reluctance to play dodgeball by trying to motivate him. I told him that he enjoyed the game and that he would regret not playing. I convinced him to play, but he showed no effort and just crawled around the field. After class, I asked him if there was anything going on that he wanted to talk about, but he said nothing and that he didn't like dodgeball. In the following hours, I dealt with reluctance to work with admonitions, and when that didn't work, I resorted to shouting. In the last hour, when he told me again that he didn't like the material, I responded by saying: \"You're worse than a woman, how you keep complaining!\n\nOutcome:\nThe student's words seemed to hurt him, he worked for the rest of the class but looked sad. The next few days he behaved as before, working without problems and not seeming to be affected by the incident. Since then, this behavior has not been repeated.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: kreslení, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "624", "student_age_year": "8 let, 3. třída", "student_hobbies": "kreslení, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání v magisterském studiu Učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "10 let", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/346", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the Czech language class, I represented the teacher who was at the doctor. We repeated the letter P. The children had to say words starting with different syllables pa, pe, po, py.... at the syllable Py, a 'Pinda' was heard from the boy sitting in the first bench.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD and is medicated. He often gets angry when something doesn't go his way, but he is not aggressive. Problematic behavior is not common with him.\n\nTeacher Intervention (Solution):\nSo I asked, 'Boy, what did you say?' The boy repeated the word. I explained that it was a dirty word and the boy got extra homework. Immediately after that, the boy began to cry. So I sent him to the bean bag, which he used to calm down.\n\nOutcome:\nAfter school, I met the boy's mother on my way home from work. She asked me what the boy did and why he got extra homework. I explained the situation to my mother and she told me that the boy took the assignment out of his backpack at home and immediately tore it up. The task was finally accomplished the next day.\n\nStudent Profile:\nAge/Year: 7 let / 1.ročník\nHobbies: Počítačové hry\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: (Disciplinary) Punishments\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "346", "student_age_year": "7 let / 1.ročník", "student_hobbies": "Počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Asistent pedagoga s ukončeným kurzem AP, studující bakalářské studium na pedagogické fakultě.", "teacher_practice_years": "3 roky", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1294", "content": "TEACHING CASE STUDY\n\nBackground:\nam currently dealing with the situation of a boy in my class. He skips classes or doesn't go to school all day. He obviously caught the wrong party over covid. He started with grass, but now I'm thinking of something harder. He lives only with his mother, but she is already afraid of him. She wanted to take him here and he slapped her. She called the police on him and called me what to do.\n\nSituation (Anamnesis):\nThe teacher didn't mention much about the class. But from the circumstances, it seems to me that it is a normal class without obvious major problems. It is also a gymnasium that does not have to deal with many similar cases. Online teaching did not suit the student here, and apparently the problem is slowly and seriously developing.\n\nTeacher Intervention (Solution):\nWe sat together with the pupil, the educational advisor and the parents. We explained the situation to each other and the student already promised us a remedy. But that didn't seem to help and then it turned out like this. For now, I will continue to deal with it and give him an unexcused hour. Looks like it will probably be taken up with the police.\n\nOutcome:\nAfter a session with the guidance counselor, the student promised to correct his behavior, which subsequently did not happen. Now the situation is in such a state that it does not seem that the school has any options to intervene.\n\nStudent Profile:\nAge/Year: 16 let, druhák\nHobbies: Trávit čas s kamarády\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1294", "student_age_year": "16 let, druhák", "student_hobbies": "Trávit čas s kamarády", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Mgr., VV, ČJ", "teacher_practice_years": "31 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/263", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had frequent absences during the school year and I always had to remind her several times to bring me the excuse sheet. Most of the time, the student told me that she forgot the apology letter, that her mother didn't have time not to write an apology because she was always at work. But her unexcused absences kept increasing and the girl began to have problems with her grades.\n\nSituation (Anamnesis):\nThe student lives only with her mother and her grades are below average. As the mother is a single mother, the family does not have a good financial situation. The mother is at work late into the night and the student is often home alone, so no one checks her homework or whether she goes to school regularly. In class, the girl is pushed aside, she doesn't have many friends.\n\nTeacher Intervention (Solution):\nFirst, I started to solve the problem with the student, I reminded her of the school rules and emphasized that she must bring me the apology letter. But that didn't happen, so at the end of the school year the student had unexcused lessons, so she was reprimanded by the school principal.\n\nOutcome:\nThe whole problem lasted for about a year, and at the end of the school year this was reflected in the student's grades and report card. A short-term solution was a reprimand from the school principal. If this problem were to recur, the long-term solution would be reduced behavioral benefit, repeating the grade and possibly contacting social services.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "263", "student_age_year": "14 let, 8. třída", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Vyhýbání se škole", "teacher_approbation": "Magisterské studium, Učitelství pro první stupeň", "teacher_practice_years": "25 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/151", "content": "TEACHING CASE STUDY\n\nBackground:\nLast school year, after returning to school from distance learning, I went to the classroom as an educational counselor to welcome the students, wish them a comfortable return to school and point out the possibility of consultations if they feel the need to talk to someone. On the same day, a student stopped me in the hallway asking if she could come and talk about something completely unrelated to school. With full support, I empathetically invited her to my office, where we agreed on five more meetings, always once a week. During the meeting, the girl gradually confided in me, for example, her fears about returning to school, because during distance education she had a fight with her friends from class and they stopped talking to her, and they didn't talk to her even after returning to school. Žačka felt unhappy, angry with herself, which she began to solve by self-harming. She also took out her feelings of anger on family members.\n\nSituation (Anamnesis):\nŽačka is an introvert who has problems establishing new contacts, does not feel comfortable in new situations and is a student with low self-esteem. Žačka became a student of the Prima A class at the age of eleven. She gradually integrated into the class. A classmate from the elementary school they both attended previously helped her integrate into the class. In class, her behavior was different from the others. She always demanded the same place in the classroom, she was the only one who repeatedly asked about parts of the material and teachers' instructions, she needed more time to work than others, she brought an extra large pencil case with colorful stationery to the classrooms, she did not like working in pairs or groups that she was not used to , every change threw her off.\n\nTeacher Intervention (Solution):\nDuring five meetings, I motivated the student to overcome her fear of re-establishing a relationship with classmates, we trained self-control techniques and prevention of escalated situations that could lead her to self-harm. We talked about the motive of the discord between her and her friends, which consisted in the fact that the girls gossiped among themselves, but in the end it was the student who was singled out from their 'girl' group who 'caught' it the most. We discussed how to take the first step to re-establish contact, for example by watching new series that the girls often talked about. I tasked the pupil to write in a diary every day what she succeeded in and to think of something positive during a fit of anger, take a deep breath and count to ten. I also suggested to the student the possibility of participating in the international project The Duke of Edinburgh's International Award, in which she would improve her chosen sport, skills, volunteering and finish this project with a team expedition.\n\nOutcome:\nŽačka began to realize that it is important to always find something positive in every day, she was able to re-establish friendships with her friends and is open to her further development in new activities. This resulted in her overall calming down and outlook, so she no longer even has fits of rage.\n\nStudent Profile:\nAge/Year: 14 let, kvarta\nHobbies: malování, sledování seriálů\nDisorders: Sebepoškozování,Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "151", "student_age_year": "14 let, kvarta", "student_hobbies": "malování, sledování seriálů", "student_diagnoses": "", "student_disorders": "Sebepoškozování,Emoční labilita", "teacher_approbation": "VŠ magisterské", "teacher_practice_years": "18 let", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/473", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not manage the tasks to a greater extent. He wasn't paying attention and kept getting distracted by things around him. He often looked out the window or around the classroom. He was unable to concentrate and not perceive the surrounding influences. The situation kept getting worse, the pupil did not listen in class, his grades got worse. The more he lost himself in class, he had no motivation to listen to me and try to understand the material, even though I tried to check his work in class. The situation escalated to such an extent that the student could not master the subject at all, he did not remember anything from the lessons because he did not listen at all, and because he was bored in the lessons and did not enjoy the lessons, he was constantly interrupting. He addressed classmates or me, thereby disrupting the lecture or other work. I was repeatedly forced to interrupt the presentation or work several times because of his interruptions. Arrangements and individual assignment of tasks did not help. Finally, at one o'clock he started to get upset that he didn't know what to do. At the same time, I also dealt with the fact that he was very often late to school and usually didn't even bring an excuse.\n\nSituation (Anamnesis):\nThe student has problems with complying with school rules, goes to school late, does not carry excused absences. He is not independent, he works as he should in the presence of the teacher, but if he goes away, he does not know what to do. He has ADHD, which is manifested by allowing himself to be easily distracted by surrounding influences (e.g. other classmates, noise in the classroom or on the street). If he is bored, he starts playing with things on the bench or disturbs other classmates. He gets tired quickly while working, and even falls asleep after writing for a long time.\n\nTeacher Intervention (Solution):\nresolved the situation in the classroom immediately upon the situation by agreement with the student. I let the others work and went to explain to him the reassignment of the entire work. I also asked him to try to concentrate more, at least when assigning tasks and to clean unnecessary things from the desk. I also decided to change my approach to the student so that similar situations do not occur. So that it was not so difficult for the student to keep his attention, I often changed activities especially for him, so that he could stay focused on them better, and at the same time I started giving him written tasks in a shorter range. He began to receive a structured overview of the curriculum so that he did not have to focus on other activities besides learning itself. I insisted on maintaining order on the bench so that he would not be disturbed by extra items on the bench. Questions had to be clearly formulated and constantly checked to see if he understood everything. Since he fell asleep after writing for a long time, I chose oral exams and supplemental papers more often than written assignments. I had to deal with late arrivals and the subsequent failure to bring excuses in personal meetings with my parents, they were accommodating in this regard and tried to put everything in order.\n\nOutcome:\nLate arrivals were resolved with the parents, the pupil began to wear the excuses on time. Thanks to the alternation of activities, it is easier for the student to concentrate while working. The structured overview of the subject matter helped the pupil to focus on the subject matter and, thanks to this, he began to master it better. The oral examination and supplementary tests proved to be effective, the pupil was able to concentrate during them, in contrast to written assignments. Adherence to some school rules remained unchanged, he sometimes interrupted classes, etc.\n\nStudent Profile:\nHobbies: Bez zájmů\nDiagnoses: ADHD,Poruchy pozornosti a aktivity,Porucha chování\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Failure to attend class, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "473", "student_age_year": "", "student_hobbies": "Bez zájmů", "student_diagnoses": "ADHD,Poruchy pozornosti a aktivity,Porucha chování", "student_disorders": "Lhaní", "teacher_approbation": "Vysokoškolské, speciální pedagogika + učitelství odborných předmětů pro SŠ", "teacher_practice_years": "16", "problems_annotated": "Not attending to teaching/Inattention to teaching, Failure to attend class, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/641", "content": "TEACHING CASE STUDY\n\nBackground:\nThe increase in significant problems began during the transition from lower to higher gymnasium. The student was always so locked into himself, he was never one of the group of communicative students. But during his studies he showed no signs of revolt and disgust towards his studies. He just seemed like a typical introvert. As he grew older, he began to show aversion to school. Although he always arrived at school, his work efficiency was at freezing point. Instead of paying attention, he preferred to read things that interested him. At some moments he seemed to be dreaming. Whenever he could, he tried to use the time to play chess. The biggest difficulties came when the student came of age in the third grade. His results took a sharp turn for the worse. He had to repeat the year. This could seem like a simple inability to study, or the student's problems with studies. But about the normal \"interrupted\n\nSituation (Anamnesis):\nTeachers compare these problems only to the character of the student. They say he's just lazy, rude and doesn't care about school at all. They noticed changes in his behavior as well as his rapid deterioration in grades. I am not sure whether such an approach should not be enriched with a more professional view and diagnosis. But it is almost impossible to talk to the student, to get any information from him. He always just pauses and shuts himself up. He doesn't want to talk to anyone or anything. Based on my experience in teaching psychology and working as an educational consultant, I was sure that this case was not just due to the student not wanting to learn. Contacting his parents was unsuccessful. In their eyes, the son is perfectly fine, only school is not interesting for him. I believe that one of the reasons for such behavior can be caused by the student's behavior and appearance. His young years at grammar school must have been stressful and his classmates can be very cruel. When I can get some information out of a student (sometimes it can seem like an impossible task), I find out about their high intellect and their way of thinking. In certain cases, he cannot talk about anything other than the game of chess. I almost seem like an autistic person who is gifted with a high intellect. This is just a theory and personal guess. It is not possible to confirm this hypothesis without the student or the student's parents seeking professional help and receiving a diagnosis from a psychologist. Is his behavior caused only by laziness or are the reasons much more complicated.\n\nTeacher Intervention (Solution):\nAs for the topic of other teachers. I would like to follow up on this note. Dealing with a problematic student who refuses any help or attempts to talk is very exhausting and after a certain time discourages everyone. I came to teach at this school when the student was in the third grade. I was told all about his problems and also the inability of his parents to act in any way. After many unsuccessful attempts to solve the problem, the teachers decided not to solve it and just follow the rules. Teach the whole class normally and if the student's results are failing, let him fail and repeat the grade. In this case, the solution is probably up to the student himself. One can try to communicate with him in any way, for example, to situate the conversation on the topic of his greatest passion: chess. The student is already of legal age, theoretically it could be said that he decides on his own future. It is necessary to find out what his goal is, what he is basing himself on, and to explain to him that finishing high school would not be thrown away. He could contact the school psychologist or any pedagogue himself. If he is in a situation where he is somehow restricted in his home, it would not be a problem to cooperate with the teacher and professional worker. Of course, this is an idealized case. If an individual refuses any help and any contact with the outside world, I cannot intervene aggressively as a teacher. I'm teaching this student civics, I'm constantly trying to engage him in conversation or coax some silly ideas out of him. I think that over time I will be able to learn more about his problems and act accordingly. When we talked about interests and hobbies in class, I was able to find out his incredible interest in computer games and playing chess. The student is very clever and, according to him, participates in many competitions. But if it comes to a topic that doesn't concern him or doesn't interest him, I'm not able to move anywhere.\n\nOutcome:\nSo far, this situation has been solved by the teachers' attitude, which showed a neutral approach. They didn't force the student to do anything extra, but they also didn't punish him in any particular way, they approached it in a way that essentially didn't solve anything. There was no other option. Teachers need to attend to the whole class and concentrate on their duties. Anyway, there are several of us on the staff trying to resolve this situation. Our first goal would be for the student to at least finish high school and graduate. If he decides to address the issue during his studies or after graduation, we will be willing to support him. We also try to explain to his parents that their son has serious problems at school and that they too should pay more attention to him. Progress is slow and tedious. However, I dare to assume that with the help of consultations with the parents and the student, we will eventually come up with a pleasant solution that will suit both parties.\n\nStudent Profile:\nAge/Year: Septima, 18 let\nHobbies: šachy\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "641", "student_age_year": "Septima, 18 let", "student_hobbies": "šachy", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nepracovitost", "teacher_approbation": "Magisterské studium (1.-2- stupeň základní školy + střední školy a gymnázia)", "teacher_practice_years": "22", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1492", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the course of the last school year, I was informed by my colleagues in the teaching staff about a newly created 'discord' in the collective of one of the classes. It was the 6th grade. From the available information from my colleagues, I only knew that someone in the class was giving other students in the class nasty nicknames and spreading it further in the groups. Within the teaching staff, we agreed that there is a need to stop this behavior and find out who is responsible for this behavior. I personally didn't think it was bullying, but it could develop into her if the situation didn't get under control.\n\nSituation (Anamnesis):\nStudent – average student, extrovert, active in class, does not fundamentally stand out from the group, is very communicative.\n\nTeacher Intervention (Solution):\nWithin a few hours of observing said class, we immediately knew who was making up the nicknames. Observations were made by several teachers who taught in the 6th grade, including myself, so that no one would accuse someone without reason. She was a student. When I found out, I couldn't believe it, because I teach the student, and I would never tell her that she could do this. I immediately invited her to the choir room to talk to her about it. Žačka said about the situation that she did not mean it badly and that it was just a joke, and that others understood. I disagreed with her statement and pointed out to her that it can't always be fun for 'both sides'. I explained to her that it's not nice to call others names to make them laugh like he's a turkey. The student kept defending herself by saying that it was just a joke. I suggested that she try out a role together, that I would be her and the pupil would be, for example, a classmate. In the model situation where we had each role, she only realized that she herself would not like being called ugly. I agreed with the pupil that she would apologize to her classmates and promise that the same situation would not happen again. After this situation, coincidentally, a small school discussion was held in a few weeks, where we talked in general about addictive substances, energy drinks, and last but not least, cyberbullying and bullying. During the discussion, we had the opportunity to draw the students' attention to such things that they would not have thought to evaluate as possible incipient bullying.\n\nOutcome:\nThanks to the fact that I created a similar situation and actually reproduced all of the student's behavior in it, there was a deeper awareness of the possible impact on the 'other side'. Overall, I assess the whole incident as well managed, caught in time. Furthermore, everything proceeded as usual, the same incident did not happen again. A discussion at school also helped with prevention.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník ZŠ\nHobbies: Zájmový kroužek - aerobic\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1492", "student_age_year": "11 let, 6. ročník ZŠ", "student_hobbies": "Zájmový kroužek - aerobic", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. Český jazyk, matematika", "teacher_practice_years": "4", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1418", "content": "TEACHING CASE STUDY\n\nBackground:\nThis case is quite old, I don't remember every detail. What I'm describing is more of a mishandled situation than the behavior itself, because we actually found a solution to the problem, but it was then removed. The student has been problematic since entering school. However, the worst problems with him were in first and second grade. At the prompting of other children, he had seizures. Someone provoked him or just said something about him and started attacking his classmates. I even called a psychologist for a lesson once. She then laid down with him on the ground in front of the class and tried to get him to come back to class. It seems to me that this did not work for him at all, because he is used to a relatively hard hand from his family. Then he got an assistant and had her until the 5th grade. After receiving it, the disciple calmed down. This measure helped the situation a lot, the problems disappeared and I didn't have to deal with anything serious until the 5th grade. The problem arose during the transition to the second grade, when it had to be decided whether the assistant would stay with him. We were afraid that tendencies towards aggressive behavior would show up again without the assistant's supervision.\n\nSituation (Anamnesis):\n13-year-old student, prone to aggressive and explosive behavior from an early age. Problematic situation inside the household. Grandmother and father take care of the student, but they are very strict with the boy. The mother left this household and her son. Probably because of this, the boy had a rather negative attitude towards women.\n\nTeacher Intervention (Solution):\nFirst, we dealt with it with the student himself. As I said before, we tried to contact the school psychologist. She solved it with the student, but not very successfully. I used to be very strict with him sometimes, to which he responded, he had a really hard upbringing at home. That strictness was also conditioned by the fact that he had a bit of an aversion to women. He sometimes refused to respect me and my colleagues precisely because we were women. Then the assistant came in and suddenly everything was fine. There was no problem with him until the 5th grade. During the transition to the second stage, however, it began to be decided whether to stay with him or not. Here was the problem. The final decision was to be provided by the pedagogic-psychological consultancy. The staff of the counseling center and the child psychologist declared that the student no longer needs an assistant, that he is already managing his behavior. I did not agree with this decision at all, but I did not know how to appeal. In my opinion, at least an assistant supervising the pupil during recess should have been arranged. Unfortunately, it was not arranged. I think that this is mainly a mistake on the part of the consultancy. As we expected, this decision had consequences.\n\nOutcome:\nAlready in the sixth grade, the student attacked his classmates during recess, which was very problematic, because his parents then opposed him being in that school at all. He then completed a summer educational stay organized by a local psychological counseling center for children and adolescents. Today, the student has an assistant again and I think the situation has calmed down again. The decision to take the assistant away from him was rushed.\n\nStudent Profile:\nAge/Year: 13\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1418", "student_age_year": "13", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Mgr. - Speciální pedagogika a technická výchova", "teacher_practice_years": "Cca 20 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/929", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher describes that he can connect with the students and gain their trust. One day after school, a student with a nervous expression and glassy eyes came to him to talk to him. She seemed cheerful and carefree in and out of class, but this time something was different. The teacher invited her into the office, where the student revealed her cut hand and began to cry.\n\nSituation (Anamnesis):\nŽačka is described as nice, inconspicuous, small in stature and slim. She is non-confrontational, always smiling and not very expressive. He is 14 years old, goes to the 8th grade and achieves very above average academic success.\n\nTeacher Intervention (Solution):\nThe teacher quieted the pupil and asked about other circumstances. Žačka repeatedly expressed her concern that her parents would not find out about her self-harm. She wasn't sure why she started the damage. She shared that her little brother was born and all the parents' attention is now on him, which made her sad. The teacher tried to explain the situation and emphasized the need to inform the parents. The student agreed for the teacher to tell the parents. After she left, the teacher discussed the situation with his colleagues and subsequently informed the pupil's mother about the whole situation and the possible cause of the problems.\n\nOutcome:\nAfter informing the parents, the pupil was relieved. At home, they clarified everything and found an understanding for the previous negotiations. The self-harm problems stopped immediately and the gloomy moods improved. A week later, the student thanked the teacher with a smile and a box of chocolates for his help and the courage to confide in him.\n\nStudent Profile:\nAge/Year: Žákyně druhého stupně, 8. třída, 14 let\nHobbies: Kreslení, knihy\n\nAnalysis & Annotations:\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "929", "student_age_year": "Žákyně druhého stupně, 8. třída, 14 let", "student_hobbies": "Kreslení, knihy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Rj, Čj", "teacher_practice_years": "32", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/489", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to school as usual, but her behavior was inappropriate for the school environment and differed from the normal behavior of a girl at school. Her classmates began to notice the girl's strange behavior. They perceived him to be more communicative and cheerful. They noticed that the girl was holding her water bottle, from which she was drinking. They suspected that the classmate did not have ordinary water in the bottle, but alcohol. The students came to report this behavior to me (the school representative) and the class teacher. They told us that the girl had her birthday yesterday and planned to celebrate it with older friends. They also said the girl probably brought alcohol to school in a water bottle.\n\nSituation (Anamnesis):\nThe student had an average grade and mastered the taught subjects. As part of school activities, she was involved in the team and was accepted by the team, but she was not prominent and the most popular. Rather, she was hanging out with a few other classmates with whom she was close. The girl had no major problems at school. Sometimes she forgot her tools or her homework. In some classes she was reprimanded for talking to her classmates. She was also interested in fashion, movies, music, etc. She spent her free time mainly with older friends.\n\nTeacher Intervention (Solution):\nFirst, we investigated the cause of the girl's inappropriate behavior. We asked classmates who came to report the girl's strange behavior. Subsequently, I called the educational counselor and the prevention methodologist, to whom I described the situation and discussed the subsequent procedure. We called the student into the office, where we conducted a controlled interview. We asked her what was happening to her. We gave her the opportunity to tell us herself that she had consumed alcohol, which she also brought to school. At first the girl denied it, but during the interview she confessed. In the next step, we informed the girl's legal representatives about the situation and explained to them that it was necessary for them to come to the school for the student. We separated the student from the class and left her to wait for her parents in the cabin, where the guidance counselor was with her. After the girl's mother arrived, I informed her in detail about the girl's behavior. Subsequently, I made a note about the progress and resolution of the entire incident with the girl and her mother. The mother took the girl home. Then we discussed the whole situation once again at the pedagogical council. We suggested that the girl's conduct mark be reduced. Considering that the girl had not previously had any major violations of the school rules, the girl's grade was ultimately reduced by only one grade. In the following days, an educational committee was also held with the school's pedagogic department, the school's management and the girl's parents. We again recalled the situation from the notes that were written on the day of the incident and discussed the situation with the parents. Of course, minutes were also taken of this meeting. Parents were informed of the decision that the girl's conduct grade would be reduced.\n\nOutcome:\nThe whole situation and its solution reflected mainly on the position of the girl in the class. It was unfortunate that the incident happened right before schools closed due to the pandemic. The girl was not in close contact with her classmates during this period. The girl claims that the collective does not accept her. However, it can have more causes than just social exclusion after the described situation. Adolescent age and dissonance with the rest of the class may have played a role in this, which may have deepened during the separation during distance learning.\n\nStudent Profile:\nAge/Year: 14 let, 8. Ročník\nHobbies: Móda, filmy\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "489", "student_age_year": "14 let, 8. Ročník", "student_hobbies": "Móda, filmy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání – český jazyk, německý jazyk", "teacher_practice_years": "18 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1172", "content": "TEACHING CASE STUDY\n\nBackground:\nI have been teaching German since the sixth grade. He is a very clever and bright boy, but he is very restless compared to his classmates. It manifests itself very often, but not every hour. He constantly needs to play with something or at least swing on a chair. When nothing happens for a long time, for example when I am writing in the class book, or when we are checking an exercise, which is tedious for him, he immediately needs to talk to a classmate in the desk or turns and talks to the classmates behind him. His handwriting is sometimes illegible; often misses letters in words.\n\nSituation (Anamnesis):\nThe student is extroverted, friendly, popular in the group of children, very energetic.\n\nTeacher Intervention (Solution):\ntry to call him out often to stimulate his attention. I address him when explaining the assignment. I ask him to repeat the assignment. I make sure they understand the task at hand. I break up longer tasks into shorter parts so he can keep his attention. I often praise him for his work. I will probably move him to the front bench so that he doesn't distract the children around him and I could pay more attention to him.\n\nOutcome:\nIt manages to support his concentration and attention.\n\nStudent Profile:\nAge/Year: 14 let, 8.ročník ZŠ\nHobbies: Sport, hra na hudební nástroj\nDiagnoses: Poruchy pozornosti a aktivity\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1172", "student_age_year": "14 let, 8.ročník ZŠ", "student_hobbies": "Sport, hra na hudební nástroj", "student_diagnoses": "Poruchy pozornosti a aktivity", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Nj, Ov", "teacher_practice_years": "20", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/147", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had a problem with changing the English language teacher at the beginning of the eighth grade. He decided to show his displeasure by forcing a group of classmates to chant loudly during class.\n\nSituation (Anamnesis):\nThe student had no diagnosed disorder. He only had a positive relationship with the previous teacher and was not happy about his replacement.\n\nTeacher Intervention (Solution):\ncould see from the student that he was not happy with me as the new English teacher. The previous teacher went on maternity leave and I took over her class. At first, the student was just late to class and sometimes didn't finish his homework. This happens regularly, so I didn't draw any big conclusions from it. However, once during the lesson, he and a group of his friends started chanting different slogans, disrupting the entire lesson. At that moment, I couldn't think of anything other than to send him into the corridor to talk to him myself. He obeyed and walked out the door with a certain step. I assigned the work to the rest of the class, who calmed down without their leader.\n\nOutcome:\nHowever, the moment I went to the door, I wasn't at all sure what to say to the boy. However, when I went out into the hallway and closed the door, I was in for a big surprise. The boy sat there with fear in his eyes, waiting for the punishment he would receive. I really didn't expect that. All that was needed was to separate him from the others. I told him everything calmly and we both returned to the classroom. His behavior in my classes improved significantly after this incident and nothing like this happened again.\n\nStudent Profile:\nAge/Year: 13 let, 8. ročník\nHobbies: Není známo\nDisorders: Neposlušnost,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "147", "student_age_year": "13 let, 8. ročník", "student_hobbies": "Není známo", "student_diagnoses": "", "student_disorders": "Neposlušnost,Nepozornost", "teacher_approbation": "Mgr.", "teacher_practice_years": "30 let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/955", "content": "TEACHING CASE STUDY\n\nBackground:\nWe wrote a big English test after the lesson, which is usually a big burden for the students. For students with behavioral problems, I adapt such tests, or they receive it piecemeal, which was also the case with this test - the student received it in thirds. However, he decided that he doesn't enjoy it and that he doesn't want to write it, that he can't do anything and doesn't understand anything and that he simply won't do it.\n\nSituation (Anamnesis):\nAt the beginning, I couldn't pay attention to him, because I was giving a test to all the students and I was preparing to listen. While listening, I tried to tell him that 'we're here right now, let's do something' - in vain, it didn't work. After the rest of the class started working independently, or rather the teaching assistant explained for me, I tried to motivate the student to start working, because he is not completely useless in English. He is such a three-wheeler, for the fact that I don't think he studies at home at all - he probably picked it up from 'trusted' websites. However, he is capable of some communication in that language, even if the speaking part is not very good, because he does not pay much attention in those classes.\n\nTeacher Intervention (Solution):\nSo I tried to convince him that it was necessary to start doing something. In the end, we made a 'deal': He will do two exercises on the given topics and then he can take a rest break, walk down the hall, but not go to the toilet, which is his usual escape. He then returns to work if he is interested and can do the work in the hallway. He agreed to this agreement and completed two exercises, then left for the corridor.\n\nOutcome:\nThen, however, he worked out the second part as well, but after that his 'capacity' was exhausted, but let's say he tried to fulfill 60% of the test. However, there was no other effect for the next few hours. I tried to do business with him in the future as well, but you can't always count on it to work.\n\nStudent Profile:\nAge/Year: 6. ročník, 13 let\nHobbies: Podle něj “porno”\nDiagnoses: Dysortografie,Dyslexie,Vývojová dysfázie,Psychiatrická diagnóza\nDisorders: Úzkost,Vyhýbání se škole,Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "955", "student_age_year": "6. ročník, 13 let", "student_hobbies": "Podle něj “porno”", "student_diagnoses": "Dysortografie,Dyslexie,Vývojová dysfázie,Psychiatrická diagnóza", "student_disorders": "Úzkost,Vyhýbání se škole,Pasivita", "teacher_approbation": "Mgr., Anglický jazyk + Matematika", "teacher_practice_years": "24", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1413", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when I started a teaching assistant position a year ago as support for a student with Asperger's syndrome. I was just getting to know the student, I was finding out what stimuli were extreme for him and what they specifically evoked. In short, I knew him. That day, the pupil happily informed me that he and his mother were going to the city for a luxury car show, so he was leaving school early to catch the train. He learned that his best friend was also going there. Everything went fine afterwards. After the second lesson for the best friend, the parents came with a surprise. They informed him that they were going into town early to catch some special parade that was being held before the exhibition. The student began to panic. He didn't know about this show. Since the parents of the pupil and his best friend knew each other, the mother of the friend tried to contact the parents of the pupil. Unfortunately in vain. At this moment, the situation took the greatest turn. The student ran out into the corridor, started banging his head against the wall and cursing vulgarly. He directed the abuse towards his person.\n\nSituation (Anamnesis):\nThis is a student diagnosed with Asperger syndrome. He lives with his mother, visits his father once every 14 days on weekends.\n\nTeacher Intervention (Solution):\nAs soon as the student started to panic, I started thinking of a solution. First, we spoke on the phone with his mother, who asked us to explain the situation to the student (unfortunately, they couldn't go earlier because of her work). Despite my best efforts, just explaining the situation didn't help. So I thought of trying to motivate the student in a different way. I offered him that we can come up with a project in the consultations (hours designed for the development of the child's interests) where he will plan the entire visit to this exhibition himself. The student subsequently worked on this project in consultations, calculated the final price including the price of the food we will buy along the way, and even the change in the restaurant we stop at along the way. He calmed down with this activity, and then it was possible to talk with him about why this option was not possible for that day.\n\nOutcome:\nThe whole situation was handled very well from my point of view. I subsequently discussed my entire procedure with the special education teacher, who approved it and recommended other possible procedures that had previously proven successful for the student. The pupil's mother was also familiar with the solution procedure, she herself spoke to the pupil that day. For me, it was a very important milestone in my work with the student, when I learned how to first calm down similar situations and then communicate sensibly.\n\nStudent Profile:\nAge/Year: 11\nHobbies: Luxusní sportovní auta, MARVEL filmy, technika, IT\nDiagnoses: Náběh na Aspergerův syndrom,Aspergerův syndrom\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1413", "student_age_year": "11", "student_hobbies": "Luxusní sportovní auta, MARVEL filmy, technika, IT", "student_diagnoses": "Náběh na Aspergerův syndrom,Aspergerův syndrom", "student_disorders": "", "teacher_approbation": "Bc.", "teacher_practice_years": "2", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/464", "content": "TEACHING CASE STUDY\n\nBackground:\nAs part of supporting reading literacy, we conducted reading reports with the pupils in the Czech language and literature classes throughout the second grade. Pupils kept reading diaries and had to read at least 4 books during the semester. The class was used to reading, as they started a reading journal already in the 5th grade. From the sixth grade, each student presented a selected and read book to their classmates. He introduced them to the main and secondary characters, the plot of the book, and read a sample. All students were able to cope with it, some better and some worse. However, one student completely ignored this system in the first semester of the ninth grade. He didn't even bring homework to vocabulary and often not even to style. The moment he didn't bring the homework into style or the grammar, at least he didn't disrupt my class. In reading lessons, this took up a good part of the lesson. With the arrival of the final year and with more difficult exercises for students who were preparing for the matriculation courses, the student became lazy and neglected school.\n\nSituation (Anamnesis):\nThe class this student was in was above average intelligent. Of the 21 children, 8 went to gymnasiums and the rest to more demanding matriculation courses. The majority of the class went to matriculation subjects, there were no problems with them, neither disciplinary nor academic. It was the last year with such talent and enthusiasm for the school. There were a few individuals with disciplinary problems in this class, but not many. The class pulled each other up, they knew how to help each other and they were no strangers to teamwork. It was one of the first classes at the school where inclusion was applied. A pupil with cerebral palsy has been with them since the first grade, and a teacher's assistant was assigned to him. The class was affected by the assistant's presence. As for the pupil himself, he was a boy with the onset of puberty, an introvert orientation, he liked to play football, but most of the time\n\nTeacher Intervention (Solution):\nFirst, I solved the problem with the student in a standard way. I wrote him a five saying that if he brings the report next week, I am willing to average his grade. There was no report for the next week either, so it was followed by leaving the previous five, writing a new one and a similar procedure. Gradually it was bought and the pupil did not deliver the report for almost a month. At first I didn't deal with it extremely, I thought he had forgotten. When it happened again, I started thinking about what I could do for him. I tried to talk to him and tried to find out the problem with classic investigative questions. I wasn't getting any answers. I also tried to discuss possible problems – an inappropriately chosen book, not enough time for preparation. I chose a strategy where I entered topics in the essays in which the student could express himself. I tried to reassure him that if he had a problem, he could confide in me. I insisted that he fulfill the requirements of my subject and deliver the report.\n\nOutcome:\nAt first it seemed that the chosen solution had no consequence. The student behaved as I knew him and worked in an appropriate manner. When the behavior was repeated and did not go away, I began to observe that his tasks were also more completed. From conversations with colleagues, I found out that he began to neglect other subjects as well. I would call the solution uninspiring and I don't think it would solve the situation. The student submitted the paper because he was aware that his grades would drop to a level where he would be at risk of failing and not being accepted to high school. The paper was delivered, but not with the purpose I intended. In retrospect, I would try to act more individually and privately, perhaps with the possibility of presenting a paper in the presence of a few students in the cabinet. Maybe in his situation I would try involving the class - what solutions do they propose if someone wants a team paper with him.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nHobbies: fotbal, počítačové hry\nDiagnoses: Nedoslýchavost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Consequences, Support\nImplications: Failure, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "464", "student_age_year": "14 let, 9. třída", "student_hobbies": "fotbal, počítačové hry", "student_diagnoses": "Nedoslýchavost", "student_disorders": "", "teacher_approbation": "Mgr., učitelství 1. stp.", "teacher_practice_years": "12", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support", "solutions_possible_annotated": "", "implications_annotated": "Failure, Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/187", "content": "TEACHING CASE STUDY\n\nBackground:\nThree Roma, two siblings and a girl who was their cousin came to the school. There are not many Roma at the school, so they are not used to similar situations. These siblings and their cousin did not want to go to a school where the majority of Roma are, so they were sent to this school based on their place of residence. However, they did not attend school that much.\n\nSituation (Anamnesis):\nThe pupils attended the 8th grade. And since the school does not have much experience with Roma and the children are not very used to it, the pupils did not fit in well with the group, which was also due to the fact that they had very poor attendance.\n\nTeacher Intervention (Solution):\nThe school invited the mother to meetings several times to solve the problems, but at the meetings the mother always promised to improve, but the changes did not occur. After some time, the family realized that they had lost a roof over their heads because they were kicked out of the hostel where they lived. The school was so helpful that they got them new housing in an asylum, but it was too far to commute to school. One of the siblings tried to commute, but he also got tired of it later. The teacher was sorry because this student was quite clever, but unfortunately his family situation was bringing him down, and even though she tried to work with him at school as his class teacher, it wasn't enough either.\n\nOutcome:\nThe teacher considered this situation to be a case study, since many things were tolerated for these students and they had advantages, which the other students also noticed and found it unfair. In the end, these pupils disappeared from the school and the school has no information about them and still owes the school some money (e.g. for school representation and the like).\n\nStudent Profile:\nAge/Year: 13-15\nHobbies: -\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "187", "student_age_year": "13-15", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (český jazyk a výtvarná výchova)", "teacher_practice_years": "28", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1148", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the very first music lesson I had with this class, we set the rules. Rules are important for cooperation and, in my opinion, extremely important for music education, because the students take the lesson as more free. Among the ubiquitous typical rules, I put in a request for the absence of chewing gum in the mouth during class. I added to this rule why I want it there - why it is important to me. Everyone agreed to the rules and signed the 'rules sheet' we created below. If the rules are followed, it is my duty to leave room for singing in every music lesson. We remind you of the rules, and possibly supplement them, at the beginning of each school year. Because students like to forget them. When a new student comes to class, the rules are presented to him and he has the opportunity to comment on them before signing the 'document'. This means that all the students in the class, as well as me as a teacher, are obliged to follow the given rules. So we reminded ourselves of the rules at the beginning of the school year, when a new student started attending the class. The rules were presented to her and she signed them without objection. The class accepted the new student well. Žačka quickly found new friends and generally fit into the team. In terms of grades, she was smart and had good grades. Žačka did not make any significant problems or 'transgressions', considering that she was in puberty. She was sitting in the penultimate pew by the windows. Once I came to this very class for music education. It was after a long break, so the students were always a little fired up. So I started with a favorite game to relax and get moving. It's called horse racing. Each student slaps their thighs, which sounds like hoof stomps, and runs through a race track, where they encounter obstacles that are variously represented by sound or movement. I have proven that they are calm after this exercise and I can discuss the curriculum with them. As usual, I asked questions related to the topic and walked around the class. The class was quiet, listening and taking notes. Before singing, I noticed the pupil chewing. She did not spit out the gum when asked. She probably wanted to try what it was like to cross the border. She wanted to try to be that disobedient student one day. I don't know what else would make her do it.\n\nSituation (Anamnesis):\nThe child was planned, i.e. wanted, by the parents. The entire pregnancy proceeded normally and the pupil was born on the due date. There was no problem noted in the development - lagging behind children of the same age or something similar. Crying in preschool, the pupil spent time in kindergarten, was very attached to her parents. At school age, she settled down, got used to the order that she had at school and got used to being away from her parents for a long time. Žačka has two younger siblings with whom she has a good relationship. She is used to taking care of two younger siblings, which is why one can observe a greater maturity and sense of responsibility in her than in other children. Overall, family relationships are healthy and secure. The family is well socialized. She is friendly at school and has no problem making friends. She is a leader and enjoys helping with the administration involved in running the classroom. She likes to work in a team, which is also reflected in her hobbies. She likes to play volleyball and dance, in her free time she likes to paint and design models. Her school results are average, in some subjects above average. She's not the usual rule breaker. Adolescents sometimes experience brash behavior and exploration of boundaries.\n\nTeacher Intervention (Solution):\nBefore singing, I started to solve the chewing gum that the pupil had, which was forbidden in the lesson according to the common rules. First of all, I referred to the created rules. Teacher: 'I remind you that according to our rules, you are not supposed to have chewing gum in your mouth during music education. Therefore, please, if anyone has chewing gum, please go and spit it out.' The girl didn't wake up. I looked around the class and stopped for a moment on her. She pretended not to chew and looked at me. I was surprised by her behavior, she always seemed like a good and obedient girl. I thought I would try to elaborate on it and remind and justify the rule. So I continued. Teacher: 'I need none of you to have gum in your mouth, otherwise I can't start singing. I'll be happy to tell you again why this is so. When singing, due to deep and rapid breaths, it can happen that you inhale the gum and begin to choke. So, once again, please spit out the chewing gum.' The pupils started to turn around, but the pupil still seemed to do nothing and did not get up. It was starting to annoy me, but I forced myself to calm down. Teacher: 'Students, I'm not blind. Do I really have to name the one who has gum in his mouth right now? Look, I'm going to turn around and close my eyes and whoever has the gum is going to spit it out.' I turned around and mentally counted to ten. I listened for someone to get up, but he didn't. So I had to start communicating directly with her. So I turned and looked at the pupil. Teacher: 'I saw that you were chewing and I would appreciate it if you would go and spit out the gum.' Žačka: 'I don't have chewing gum. You must have seen that wrong.' Teacher: 'Really? But I saw that you were chewing. The whole class is now waiting for you to go and spit it out so we can start singing.' Student: 'I don't want to sing anyway.' Teacher: 'So you have gum?' Student: 'I have. But I'm not going to spit her in the trash.' Teacher: 'Well, you'll have to. You signed the rules and agreed to them. And the rules state that you will not have chewing gum during class. When you were familiar with the rules, you didn't object to it. Why I don't want you to chew, I said a while ago. So will you please go throw away the gum so we can continue?' The student didn't answer right away. She looked around the classroom and saw the faces of her classmates. I saw that I had finally won. She didn't like so much attention. The classmates wanted to sing and the student saw it in them and did not want them to be angry with her. Then she looked at me, got up and headed for the bin. She walked back to her seat and sat down. Meanwhile, I walked back to the blackboard and stood at the piano. Teacher: 'Thank you, now we can continue. Please stand…, etc.' We started singing and managed to sing one song before the bell rang. I noted the situation in a notebook. I have decided that I will not deal with the student again, unless it happens again.\n\nOutcome:\nThe result of the solution was, in my opinion, positive. After a longer conversation, the student decided to throw the chewing gum in the trash. In the short term, it was clear that she was sorry. That they are ashamed of me. I treated her as if nothing had happened. I was going to change that if the incident happened again. But that didn't happen. Not only with the pupil, but in the whole class, similar behavior was not repeated during my lessons.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: Tanec, Voleyball, Móda\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1148", "student_age_year": "14 let, 8. ročník", "student_hobbies": "Tanec, Voleyball, Móda", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ, Mgr. Anglický jazyk – Hudební výchova", "teacher_practice_years": "19", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/144", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student constantly does not have completed assignments, does not prepare for class, disturbs other classmates, does not have his own tools, has a mess in his briefcase, so he cannot quickly find his way around them. As a result of these facts, the current lesson completely misses him and he does not fully concentrate, because he simply does not have everything necessary for teaching. At the same time, he starts to get bored because he doesn't work due to the absence of tools and starts to disturb again. In my opinion, this situation is almost unsolvable. The teacher can lend him a textbook, a workbook or stationery, but this somehow diverts the ongoing lesson, the attention is focused on the pupil. And if there are more such students in the class, I simply don't have such a store of tools. The situation therefore results in the pupil being 'annoying' for the whole lesson. He is bored and annoyed even with himself, because he is unsuccessful in the class, so he shows anger and slight aggression, and on that account he wants to spoil the class for others.\n\nSituation (Anamnesis):\nThe situation is long-term, the mother absolutely does not supervise his duties, does not pay attention to him, in short, he is a 'street child'. He doesn't sleep at night. The family is constantly dealing with the removal of this pupil. He has nothing forever, his alcoholic parent is neither willing nor able to help him. The student comes to the Spektrum day center, where they should work out all the tasks with him, but now the teacher encountered the problem that if the student refuses to do homework in the center, they should not force him. In this case, Spektrum absolutely loses its function, because he doesn't do his homework, plays some games on the computer, goes home and isn't ready for class again.\n\nTeacher Intervention (Solution):\nWe tried to convince him that he is already in the fourth grade and that the teacher's assistant, who is present in the lessons, helps him and supervises the writing of assignments. The student came from the Spektrum day center and had nothing ready before class, so the assistant tries to pay attention to him even during the breaks. It's just that if a student doesn't have something forever, he doesn't even have the knowledge to possibly work out the tasks, he can't get involved adequately in the next lesson, and he gets distracted when he feels any freedom, for example when we move from the desk to the carpet, so it takes him a while to calm down.\n\nOutcome:\nThe situation keeps coming back, repeating and not getting any better. The teacher, the assistant and the already mentioned Spektrum have an effect on the student, but the result is simply zero. When the family doesn't work, the school is in most cases 'toothless'.\n\nStudent Profile:\nAge/Year: 9 let, 4. ročník\nHobbies: sport  fotbal, jízda na kole)\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "144", "student_age_year": "9 let, 4. ročník", "student_hobbies": "sport  fotbal, jízda na kole)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ – titul Mgr.", "teacher_practice_years": "18", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/752", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student, who is in the second year of the Gymnasium (7th grade of elementary school), is located at the place of residence, the journey there is approximately one kilometer long. There are 27 pupils in the class. The situation I am describing here happened at the beginning of the school year. The pupil continued to have problems with integration into the team, which was most evident after returning to school after the summer holidays. There were frequent conflicts with classmates. Most often, he did not manage to solve situations, which manifested itself in aggressiveness. Most often, attacking classmates with profanity and destroying their or school belongings, which resulted in the situation I will describe here. Already in the morning, the student showed signs of fatigue and aggression. He couldn't stand sitting for a while and was rudely attacking his classmates. In the third lesson, the teacher handed out tests and the student got an A. He couldn't handle the situation, he started banging on the desk and swearing vulgarly at the school, also at his classmates and teachers. Calming down from the teacher didn't help, and after a short while of cursing and banging on the desk, he took a chair and smashed the window with it.\n\nSituation (Anamnesis):\nFamily history: The student's parents divorced when he was 10 years old. He lives only with his mother and grandmother and has no siblings. The mother has a university education and is a teacher. The biological father is a bricklayer and does not live with them, but sometimes spends weekends with the boy, when they mostly do sports and extracurricular activities together. The student still hasn't come to terms with this situation, but luckily they divorced amicably and are trying to solve his problems together. Personal anamnesis: The student had a problematic premature birth, a one-year postponement of school attendance. Already when enrolling in the first year, he seemed immature. He poked the teachers, ran around the class, couldn't keep his attention. He is not withdrawn, seeks company and demands attention from classmates. School anamnesis: He started kindergarten at the age of three, he did not adapt well and his behavior was problematic. He was noisy and hurt other children. He was not focused on the game, aggressiveness and unmanageability were evident. The mother could not admit these problems.\n\nTeacher Intervention (Solution):\nAs soon as the student broke the window, the teacher could not handle the situation and started shouting at him: \"You bastard, you will not behave like this here!\n\nOutcome:\nAfter the faceoff, the student started yelling even more and the teacher took him to the principal's office, where the educational counselor called the mother, who took her son away and paid for the damage after repairing the broken window. The mother punished her son with physical work, especially in the garden, instead of football, which he loved so much. The situation in the classroom did not improve significantly, but the shift for the better was visible, at least by the fact that he no longer destroyed the window or anything expensive in an affectation.\n\nStudent Profile:\nAge/Year: 14 let, sekunda (sedmá třída)\nHobbies: Fotbal, počítačové hry\nDiagnoses: ADHD,Dysgrafie,Porucha chování\nDisorders: Lhaní,Neúcta k autoritám,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Verbal aggression\nSolutions Applied: Physical intervention, Disrespectful communication\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "752", "student_age_year": "14 let, sekunda (sedmá třída)", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "ADHD,Dysgrafie,Porucha chování", "student_disorders": "Lhaní,Neúcta k autoritám,Agrese", "teacher_approbation": "Mgr. (přírodopis, matematika)", "teacher_practice_years": "22", "problems_annotated": "Emotional outbursts, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/982", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent of our grammar school, whom I have taught since her 3rd year in the optional seminar Europe and the World. I have a lot of information about her from her class teacher, a colleague who sits in the office with me. Žačka entered the first year during distance learning, which took place due to covid. In the beginning, she didn't have many absences, later the absences were huge. From the beginning, she showed bad results. After returning to school from distance learning, problems began to emerge quite strongly. Most of the time, she couldn't handle the stress at school, especially the stress from exams. In general, you could see that she was very nervous, but she always wrote the paper as it was. All this stress culminated one day when she wrote a paper, went to the toilet, from which she did not get out for several tens of minutes, because she collapsed there. Later she didn't even come back to class and left the school without any notice and I think she felt it was okay because she didn't apologize to anyone even later, didn't message anyone and so on. In the third year at our grammar school, students write a term paper and choose a teacher who will guide them in this work. The student chose me as the leader of her year project. It was the most problematic within this subject of mine, in both study groups that I led as part of the Europe and the World seminar. This problem was mainly characterized by huge absenteeism, it had perhaps 70-80% non-participation, of which a third was unexcused. In addition, she did not meet any required outputs from this seminar. She also failed another subject and in total had several unclassified subjects in the semester. She was supposed to complete the non-classification, to complete it, but she failed to do so, since then the deadline by which she was supposed to deliver the finished work was constantly being pushed back.\n\nSituation (Anamnesis):\nShe lives only with her mother, without her father, who probably contributed quite a lot to the whole situation and her bad mental state, because he left the family and allegedly found a new girlfriend. In my opinion, she couldn't handle the combination of pressure from school, the feeling of not being able to handle it, the feeling of failure, the family situation and also the whole covid situation. From the beginning, she was one of those who took it the hardest mentally. I know from her class teacher that the relationship with her mother was not exactly ideal either. The mother was not completely able to work with her, although she had a protective feeling, but the pupil seemed to be coughing all over it and they were not able to move anywhere. When the mother wanted to resolve a situation with her, the pupil threw a pitchfork at her, so they were back at the beginning, and that's probably why the mother was very desperate. As for the class, she didn't communicate with any of her classmates there, she didn't have a group of her own, which was shown by the fact that even her classmates generally had no idea where she was. In my opinion, Žačka got into such a carousel of lies and half-truths and she had absolutely no will to overcome it, she was unable to keep her promises or even show up for consultations when I repeatedly set aside time for her.\n\nTeacher Intervention (Solution):\nAs for the problems in the subject Europe and the world, which I taught her, since she did not submit any necessary outputs there, she was not classified in the semester. Furthermore, she was examined by the committee, so that she could then handle the outputs of the first half of the year. In the second semester, the exact same situation arose, she was not classified because she did not meet the outputs, and in the end she got a five because she did not deliver the outputs and had to take a commission exam from Europe and the world. As for the coursework, she did not submit it in the first term and asked the school management to extend the delivery deadline, in the second term she submitted it with a different preparation than what was assigned, so we again classified it as unsuccessful, and the school management moved the deadline for the submission of the work to August to the preparation week. I did not recommend the student to defend the thesis based on previous experience. In the end, it turned out that she submitted the work, but again unsuccessfully, because she did not meet the given criteria and did not appear for the commission exam from Europe and the world. Her mom called us the day before that she had a mental breakdown and that she was hospitalized at some crisis center. As for the other subject in which she failed, she also had another insufficient one in the second semester. The class teacher consulted the school psychologist in particular about this situation and then spoke to the pupil's mother. She initially apologized for the absence, but after a conversation with the class teacher, the mother said that she would no longer apologize to her and they agreed that if there was an absence, she would provide an excuse note signed by the doctor, but that did not lead to anything either, the pupil simply did not comply . She also went to the school psychologist, but it was always more of a one-off event, moreover, she probably went to him quite late, she was not very able to confide in herself, she kept trying to pretend that everything was fine, but it wasn't, and she was already very entangled in the carousel of half-truths and lies. Finally, the class teacher suggested to the parents that she undergo an examination by a doctor. The school should have been informed about the results of the examination, but it only learned that she participated in the examination, nothing else.\n\nOutcome:\nBasically, there was no solution. She didn't keep any appointments, she continued to have a lot of absences, and in the end she didn't finish the year and didn't even hand in the year work. We know from the family that she was hospitalized in the emergency department, but we do not know if she is still there, but we assume that she is. She didn't come to school anymore.\n\nStudent Profile:\nAge/Year: 17 let, 3. ročník SŠ (gymnázium)\nHobbies: /\nDisorders: Lhaní,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "982", "student_age_year": "17 let, 3. ročník SŠ (gymnázium)", "student_hobbies": "/", "student_diagnoses": "", "student_disorders": "Lhaní,Vyhýbání se škole", "teacher_approbation": "Mgr. OV, Dějepis", "teacher_practice_years": "30", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/198", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I was assigned to grade 8.C, the entire grade school board knew the student and his behavior at school. Situations that recurred regularly involved him constantly disrupting classes, harassing classmates by taking things, taunting or pushing. The described situation occurred when the pupil came to school after a week on Monday after being ill. I was supposed to have the student and the entire 8th grade until the fifth hour, which is quite difficult for students to keep their attention, especially for someone like him. I started the lesson with a normal repetition of the material from last week and the student had already started his song. He annoyed his classmates by talking at them, throwing papers at them and not paying attention to the subject at all. He was even yelled at several times by his classmates, but the student rebuffed them with obscene curses and insults. After about ten minutes of the lesson, I gave the students an independent task and I sat down with the student to make sure that he understood the given material, or I would explain to him what he had inconsistencies in. The student was very distracted and refused to communicate with me. I asked him why he felt the need to be inattentive and he told me to my face that the whole school annoyed him and that he certainly wouldn't hang out with such a fool as some math teacher and spat at me.\n\nSituation (Anamnesis):\nThe student lives only with his mother because he and his father are divorced. The father shows no interest in him and the student lacks a male role model. The mother is overly caring, very uncritical of her son's behavior and has a very contemptuous attitude towards our school. The student is among the more physically mature individuals and his classmates are rather afraid of him. He has no friends in class, he hangs out with older boys. I don't think the class would push him away, he always gets out with his behavior. As for learning, the student is not stupid, he is rather lazy, I might say that he lacks order.\n\nTeacher Intervention (Solution):\nhave to say that I was left scalded and so were the students who recorded the incident. I stood up, went to the door and very coldly told him to come with me without any emotion. He probably went with me because he realized it was way out of line. I took him to the office, next to the classroom, and I asked the class to be quiet and to work. I washed up in the office and sat him down on the chair so that we were sitting across from each other. We looked at each other for a while. He had no idea what would follow. After a while I started. I tried to be very calm and open. The student was very uneasy and a little scared because he didn't know what was going to happen. Teacher: You know, I'm sad. I feel really let down. I am not trying to be your boss in the classroom, but rather as your helper, a mentor who will accompany you in your learning and you can turn to him at any time and with anything. What made you humiliate me like this and make me feel like this? Student: I don't know. Teacher: Do you think I deserved your behavior? Student: As far as I know, probably not. Teacher: Would you do something differently now? Pupil: Well, I probably wouldn't spit on you. Teacher: Do you think I'm here to make your life miserable? Student: You are not. Teacher: I want you to know that we are all here for you, not only me, but also the other teachers and staff of the school. Is there something that's bothering you right now? Student: Fine. Teacher: Pupil, if something happens, you get into a problem, you should come to me and talk about it, if you don't want to tell your mother, we can find a solution together. I would like to help you and I would like to know if you are also in favor of us working together. Student: Yeah. Teacher: I'm glad. I really like that positive attitude. Student: So you won't give me a note, or yell at me, or call your mother? Teacher: No, it really hurt me and made me very cold, but I believe that you are a bright boy and such behavior will not be repeated. I'm looking forward to our cooperation. Now we'll go back to class and forget about everything.\n\nOutcome:\nAfter coming back to the class, the student took the notebook and did not say anything for the whole class and tried very hard. I think he was shocked by the access I gave him. I didn't scream, I wasn't hysterical, and I didn't even threaten him. He was not used to such a form of 'talking to the soul'. In later classes, his episodes recurred but were not as intense as in my classes. After each interruption, I told the class that we would wait until the student calmed down and continue. He calmed down again and we could continue the lesson. I have even seen him try and do extra work in my classes, when I ask him for something, he is happy to oblige, and it also happened that he needed advice and came to me. Which made me very happy. I cannot say whether the same approach would help to correct another pupil who, unlike the pupil, comes from a functional family where he is given enough attention and where he gets the feeling that he knows he is not alone.\n\nStudent Profile:\nAge/Year: 8. ročník\nHobbies: otevřená otázka\tPočítačové hry, sport\nDiagnoses: ADHD\nDisorders: Agrese,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "198", "student_age_year": "8. ročník", "student_hobbies": "otevřená otázka\tPočítačové hry, sport", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Rušení výuky", "teacher_approbation": "Speciální pedagogika a učitelství matematiky", "teacher_practice_years": "12", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/884", "content": "TEACHING CASE STUDY\n\nBackground:\ncame to the English class, a class full of children. At first everything was good, but over time the students will start to get used to it and express themselves. In this case, the student tried and tried, he was looking for my limits and what he could afford, now I have much more respect from the students than I had before, but that is understandable, everything takes time and practice. Everyone handled situations differently, behaved differently in different classes with different teachers, sometimes worse, sometimes better. Even if I would solve the situation in my class, I would not teach him so that he does not get angry elsewhere. Once someone is like that and it's instilled in them, it's hard to reteach them. Any behavior has a reason and that is why the interview seemed to me to be a suitable solution to gain more insight into his situation and his needs.\n\nSituation (Anamnesis):\nThe student had no confirmed diagnosis, but probably, if the parents had visited him, some disorder would have been found. It was typical for him to be disruptive in class, directing attention to himself from both the students and the teacher. Rude behavior in various cases (impertinence).\n\nTeacher Intervention (Solution):\ninvited the student to see me after class so I could ask why he was behaving like that. At first he didn't speak, he didn't want to express himself, so I let him go so that maybe he would think about it himself and we would talk about it another time. In the following hours, it seemed that he did not understand at all why he was invited to my office. After other situations, I challenged the student again, but this time I did not let him leave without an answer. He said a few things to me that I can't recall now, but I know that he calmed down further for a while before he became agitated again. In any case, from my point of view, not every situation can be solved and not everyone can be corrected, only maybe mitigated from time to time. Although I tried to help, the influence of family and friends is too great on such a young child and his life.\n\nOutcome:\nImmediately after using the given interview method, the student calmed down, but as mentioned, it did not last long due to the influence of friends and a possible unstable situation in the family, which was unknown to the teacher. After trying different methods over the years, she came to the opinion that 'both students depend on me and I depend on them', when 85% of the time she found this wisdom practical and effective, at the same time the friendly atmosphere in the classes did not disappear. But it is important to watch yourself and maintain the respect that the students must have for you from the very beginning.\n\nStudent Profile:\nAge/Year: Žák na druhém stupni (6.-9. třída)\nHobbies: Nelze sdělit  bylo to dávno)\nDisorders: Nespolupráce,Vykřikování,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "884", "student_age_year": "Žák na druhém stupni (6.-9. třída)", "student_hobbies": "Nelze sdělit  bylo to dávno)", "student_diagnoses": "", "student_disorders": "Nespolupráce,Vykřikování,Rušení výuky", "teacher_approbation": "vysokoškolské - titul Mgr., aprobace anglický jazyk", "teacher_practice_years": "15", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/280", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose as a seemingly small detail, but it can draw attention to the observance of order in the classroom. The problem was the blank blackboard at the beginning of class, which was a struggle in almost every class. When there is only 45 minutes available and 5 minutes are spent looking for someone to wipe the board, another 5 minutes wiping and 5 minutes drying, it is inefficient. In addition, it was exhausting to ask the whole class every day for someone to wipe the board when the school rules say that the class should be ready for class one hour before class, which includes the board wiped, chalks ready and desks ready.\n\nSituation (Anamnesis):\nThe problem occurred in multiple classes, but in one it was particularly challenging. The ninth-graders, who carried only paper and pen and no textbooks, showed lethargy and lack of interest in the subject. There was no motivation to perform and the classroom was dirty. The problem was not in the specific pupil, but in the preparation for teaching.\n\nTeacher Intervention (Solution):\nSince words no longer helped, and constant begging, getting angry and shouting were ineffective, one day I came to class, looked at the written board and began to write notes directly on the written text. Before long, one student stood up and went to wash the board without me having to say a single word.\n\nOutcome:\nAs a result, I now use this strategy in other classes and it works 100%. The students immediately realize that they will not write down anything from the board this way, and someone immediately goes to erase it. It even happens that the board is already wiped when I arrive, which is a sweet reward.\n\nStudent Profile:\nHobbies: otevřenáotázka\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "280", "student_age_year": "", "student_hobbies": "otevřenáotázka", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magister", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/294", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student announced the end of the break, and the computer science lesson followed, which took place outside the classroom in a specific classroom. The students got ready in front of the door, and the teacher picked them up. After arriving in the classroom, they sat down at the computers, and the lesson slowly began. Even when the teacher started to introduce the pupils to the task, the pupil in question showed his boredom, especially by gesticulation or deliberate loud yawning. Of course, this did not escape the attention of the teacher, who asked him if he was bored and admonished him not to disturb. At first, the student only responded by telling the teacher that she was giving primitive assignments. The teacher politely explained to him that some students can't do it yet, so if he thinks he can do it, he can be given an individual task while the others work on said assigned task. Here, however, the situation quickly began to escalate. The student, with the intention of impressing his classmates, told the teacher that he wouldn't come up with anything for her that he couldn't handle anyway, because he knows more about computers than she does. The student also indicated that the teacher was able to learn on computers that took up the entire room, and that new technologies are not enough.\n\nSituation (Anamnesis):\nIt was a class that had a relatively good reputation, the teachers were quite happy to come here, and there were never any major problems with it. However, with the departure of some pupils to the eight-year grammar school, the number of pupils in the class decreased. I think this may have led to some effort by the less conspicuous pupils to build a stronger social position. It was a mixed class, but the boys had a slight advantage. There was no explicit outsider in the class, but the teacher knew of two quiet students who didn't have too many friends. However, our mentioned pupil was not among them.\n\nTeacher Intervention (Solution):\nAs soon as the student began to rise above the teacher, the whole class assumed the role of the silent majority, and they waited to see what would happen next. The teacher was surprised by the situation. After a while, however, with surprising calmness in her head, she started talking to the student. She explained to him how very rude what he did now and also pointed out the fact that she has enough practice and experience to embarrass him, but she won't because it's not the level of a civilized person. She used phrases like: 'We are in school to learn something' or even 'We learn all our lives, all of us, including me, but in life, even at my age, I would not dare say to someone what you are saying now'. Finally, she gave the student a task: 'By the next lesson, you will prepare an explanation on any topic in the field of software. I give you the first 15 minutes of the lesson, you can try to teach us.' In the next lesson, the student actually had to appear in front of the class in the role of a teacher. He stuttered, and his project was neither fluent nor very informative. He also couldn't respond to the teacher's questions, which were all relevant. Subsequently, after the end of his presentation, the teacher continued her questions and started the explanation. This time the student sat attentively in the desk and paid attention to even the smallest details.\n\nOutcome:\nFor the first hours after this experience, the student was very quiet in computer science classes, and was rather withdrawn. He completed all the assigned tasks and worked in class. However, he was not very active, his activity rather decreased. However, over time, the teacher began to show him her trust in him. For example, when working with a program, she asked him for advice on what to do next, and she even entrusted him with helping less proficient students during group work. Since this story took place a few years ago, I know that the mentioned pupil is even successfully studying at a secondary technical school with a focus on IT today.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: Počítače, cvičení a posilování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "294", "student_age_year": "14, 8. ročník", "student_hobbies": "Počítače, cvičení a posilování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské 2. Stupňa, (Informačné technológie, Technika a svet práce)", "teacher_practice_years": "20", "problems_annotated": "Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1372", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the 9th grade, I taught a student who had behavioral problems for a long time. Once I handed out papers that were pre-printed on paper and the task was to answer open questions. The student read the paper and declared that he would not write it. He then crumpled up the paper and put it in his mouth and started chewing.\n\nSituation (Anamnesis):\nThe student is in the 9th grade, he is popular in the group. He likes to be the center of attention and he likes to draw attention to himself in any way - shouts, makes noises, is noisy.\n\nTeacher Intervention (Solution):\nSince the student had nothing to hand in, despite the fact that he was present in class and should have been able to do the subject tested by the paper, he got a five.\n\nOutcome:\nThe student submitted the following paper filled in, in the long term I do not know how his behavior developed because he changed schools.\n\nStudent Profile:\nAge/Year: 15, 9. ročník\nHobbies: hudba – hraje na bycí\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1372", "student_age_year": "15, 9. ročník", "student_hobbies": "hudba – hraje na bycí", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "mgr., Český jazyk, Zaklády společenských věd", "teacher_practice_years": "30", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/401", "content": "TEACHING CASE STUDY\n\nBackground:\nteacher with many years of experience told me about a situation where a boy was late to almost every class she taught. He ignored the various warnings regarding the proper observance of the ringing. He was also late for other subjects, and no one knew how to deal with him. He also ignored the warning by lowering the behavior level.\n\nSituation (Anamnesis):\nThe class works great as a team, no students are excluded from the team. The class has no history of bullying, etc. The boy is not a problem student, he has an average grade, he tries harder in some subjects, less in others. At this age, he goes through a strong puberty and tries to attract attention to himself. He tries to achieve this by taking on the role of the class \"jester\". The collective tries at all costs to entertain, attract attention and stand out.\n\nTeacher Intervention (Solution):\nThe above-mentioned student again arrived late to class, entered the classroom without knocking. When asked by the teacher where he was, he only answered with the words \"I couldn't make it here.\" And he wanted to swim to his bench. The teacher invited him to come to the blackboard and come up with an excuse in verse, in a poem, to also mention the reason for his delay. The reason for this action from the teacher's side was primarily the literature class, to which the pupil arrived late, but also her awareness that he was a gifted musician. After a few minutes, the student really came up with a poem. The teacher thanked him and sat him down.\n\nOutcome:\nThe process of inventing a poem was repeated 2 or 3 times after the mentioned lesson, boys, but gradually the topics and ideas for creating a poem ran out. Since he had to stay at the blackboard until he came up with the poem, he preferred to go to class on time.\n\nStudent Profile:\nAge/Year: 13 let, tercie (8. třída)\nHobbies: Matematika, fyzika. Mimoškolní aktivity – hudba.\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: (Disciplinary) Punishments\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "401", "student_age_year": "13 let, tercie (8. třída)", "student_hobbies": "Matematika, fyzika. Mimoškolní aktivity – hudba.", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Neposlušnost", "teacher_approbation": "Vysokoškolské vzdělání, aprobace: český jazyk a hudební výchova.", "teacher_practice_years": "27", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/123", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was the beginning of science class, and when the teacher came to the classroom, the student was still facing the window, he had nothing ready on the desk, and even after calling all the children to calm down and start paying attention, the student didn't even move. 'So kids, today we're going to talk about mammals.' The teacher knew about the boy's attention deficit, so she approached him and repeated to him once again that he should turn towards the blackboard. Nothing happened. When prompted, 'Take out your things on the bench,' the boy replied that he would not. He suddenly got up and went to the window, the other children observed what was happening and what the student was looking out of the window. The teacher invited the pupils to open their workbooks, but more and more voices began to be heard around the class: 'Teacher, what is the pupil looking at?', 'Student sit down,' 'Student again...' and after a while for Mrs. one student even came to the teacher and said: 'The student didn't even listen in math anymore.' It was obvious that the student disrupted the lesson again.\n\nSituation (Anamnesis):\nThe student was adopted as a small boy, but he originally came from a Roma family. After starting school, he was diagnosed with ADHD in a pedagogical-psychological consultation. Even though he was inattentive and needed a lot of exercise, the children in the class accepted him as he was and tried to get along with him. The student would need a female assistant, who, unfortunately, has not yet been assigned to the class.\n\nTeacher Intervention (Solution):\nThe teacher already knew the student well and had experience with children with ADHD. First of all, the class needed to be calmed down, so she stopped paying attention to the student and gave the other children work in the workbook. She then came to the student and told him that she was sorry for what had happened and then sent the boy to re-read the class rules, which together with the whole class had been written and posted in a visible place at the beginning of the school year. The student tore himself away from staring intently out of the window (where the students of the older years just had gardens) and obeyed the teacher. After reading for a while, which didn't cause him any problems, he returned to his seat in the front pew. Even though the teacher had prepared a discussion of the material in the textbook, she thought that this time it would be better to assign an activity that would be more fun for the children (and especially the student). In case the student had bigger problems with attention, she always had a short crossword prepared in reserve, with which she knew that the student would be able to calm down and even pay attention for a while. Before she found the prepared crossword, she and the children sang together and the rest of the lesson went well.\n\nOutcome:\nDue to recurring problems that often led to the disruption of teaching, the situation needed to be addressed. The teacher had been working with the parents for a long time, who were very accommodating, but did not have enough time for the boy. She appealed to them that attention should be paid to the boy, she also gave them tips on how to manage a child with ADHD and suggested a visit to a child psychologist. In time, the principal assigned a teacher's assistant to the class, who helped the boy manage his behavior.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Počítačové hry, křížovky, míčové hry\nDiagnoses: ADHD\nDisorders: Hyperaktivita,Impulzivita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "123", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Počítačové hry, křížovky, míčové hry", "student_diagnoses": "ADHD", "student_disorders": "Hyperaktivita,Impulzivita", "teacher_approbation": "Učitelství pro první stupeň ZŠ", "teacher_practice_years": "33", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1208", "content": "TEACHING CASE STUDY\n\nBackground:\nwould say that it started last year, in the third grade. Even then, the pupil sometimes went to school unkempt, his clothes smelled musty, as they do now, and his notebooks and other things were dirty, sometimes even in an unbearable condition. And I forgot to mention that he also has a bit of a speech impediment. Sometimes he didn't bring tools at all. He often pretended to write down an assignment or left the exercise book under the desk so his parents couldn't see it. Sometimes he plucked leaves in it. Several times it happened that his worksheets disappeared again. For example, when I asked him why he didn't have something, he said he was at home. At home, as I later learned, he again claimed that he had something to do at school, or perhaps that there was no homework. When it became clear that I knew the truth and I asked why he was doing this, he remained silent. You can tell by this that family support is not much. In addition, I dreamed that something was happening at home already in the first grade, when on Mother's Day a student painted a picture of his father instead of his mother. It was also my father who dealt with the situation with me, but it was impossible to talk to him at all, he was very arrogant and often vulgar. Then all of a sudden mom started solving everything again, showing a certain effort and interest. I then managed to arrange a personal meeting with her so that we could talk about everything.\n\nSituation (Anamnesis):\nStudent - likes to help others, communicative, impulsive, sometimes problems with rivalry, can explode, didn't go to a sorority, wasn't enrolled in any clubs\n\nTeacher Intervention (Solution):\nmanaged to meet the mother, who became very interested. I insisted on a personal meeting, because parents can understand some things differently than I wanted, for example from an email. When we met, I first had to explain to my mother the difference between a note and a reminder in the exercise book. By writing notes, she felt like I was writing notes all the time. We explained that to each other and started discussing the situation. I don't remember everything exactly, but maybe it was mom herself who came up with the idea that we would number the pages in the student's workbook so that he couldn't tear them out without our knowledge. I agreed that sometimes I would take pictures of the tasks and send them to her, in general I came to the opinion that it would be good to communicate more via messages. We also discussed some other things. This also led to the fact that sometimes the student lies, when I asked him why, he kept silent, as I already said.\n\nOutcome:\nYou could see that the mother was trying, for example she bought the pupil new boards for notebooks. He also stopped smelling and the appearance of his things improved a little. Mom also enrolled him in a sorority and a cooking class. We try to communicate more, but the student himself is very adamant, but it's better, he knows that I won't give up and he, for example, will eventually have to hand in the assignment anyway. So far, things and pages from his workbook are not mysteriously disappearing, I just don't know how long it will last, it's only the beginning of the school year. If he stopped carrying the necessary things and tasks again, I would have to go to the penalty, which I could have done here earlier, but I hope that everything will work out.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída ZŠ\nHobbies: Nic, teď vaření\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1208", "student_age_year": "10 let, 4. třída ZŠ", "student_hobbies": "Nic, teď vaření", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/203", "content": "TEACHING CASE STUDY\n\nBackground:\nIn September, at the beginning of the school year, when it was still nice, I as an assistant and the teacher took the children out to the playground as part of physical education. The student was in a good mood, he was looking forward to physical education, he enjoyed the whole lesson outside just like the rest of the class. Towards the end of the lesson, however, the children begged the teacher for a blankie - here we knew that there might be a little problem with the student, but the first game went well, the student remained blank until the end. The children became competitive during the game and wanted to play one more time, unfortunately this time the student was knocked out almost right at the start, unfortunately in such a way that he almost avoided the ball. As the others continued to play, the pupil grunted angrily and kicked the balls gathered by the pitch fence as he headed outside the playing area marked on the pitch, visibly angry.\n\nSituation (Anamnesis):\nIn the school year in question, the student was new to the class, he transferred there from another elementary school based on the wishes of his parents, who were not satisfied with the functioning and cooperation with the given school. I have been working as an assistant in this class for the fifth year, originally because of another student, and unfortunately working with the student was difficult for me from the first day. While the class teacher was doing great with him, I found it difficult to figure out what was right for him in certain situations, and the first week of school he had a tantrum that required us to call his mom to school. The class accepted the student, but here and there one of them confided in me that they would prefer if the student did not join them. In terms of school work, the pupil worked very well, he rarely got lost in class and got excellent results, but he got bored very quickly and there were a few things that made him angry - mostly if he wasn't called on when he really wanted to reply. As it turned out in this case as well, the approach to the problem often arose thanks to the student's competitiveness.\n\nTeacher Intervention (Solution):\nWhen the student kicked the balls and started muttering angrily under his breath, I knew that the situation could quickly turn sour and it would be difficult to calm the student down again, yet the student had the attention of several classmates, so I asked him to put the balls back on their place. The student refused. I tried to convince him that he couldn't do this, and again asked him to line up the balls because one of his classmates might trip over them. The student retorted that 'they're not stupid and won't trip', and started moving away from me and the class teacher who was watching the situation. I strongly urged the pupil to go back and match the balls and to think about his behavior - the pupil began to hum in displeasure and anger, and when I addressed him again, he left the field with the goal, which he slammed aggressively, and ran away into the grounds schools.\n\nOutcome:\nOf course, we couldn't just let the student leave - the class teacher ran after him, while I led the rest of the class back to school after PE. The classmate had a better relationship and leverage with the student, and after about half an hour she returned with him to the rest of the class. She managed to calm him down somewhat, although he was a bit reluctant to respond to our instructions for the rest of the day. Similar incidents were repeated several times a month, then the pupil in the second grade got a new assistant, and as far as I know, their cooperation was a little better than in our case. However, the class collective got more used to the student after a while.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nHobbies: -\nDiagnoses: Porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Support, Interview, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "203", "student_age_year": "10 let, 5. ročník", "student_hobbies": "-", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "", "teacher_approbation": "Magisterské – učitelství odborných předmětů pro SŠ", "teacher_practice_years": "10 (učitelství na SŠ, poté asistenství na 1. stupni)", "problems_annotated": "Emotional outbursts, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/247", "content": "TEACHING CASE STUDY\n\nBackground:\nIt could be said that from the very beginning, when I worked with him, he appeared to be a problematic student with whom I often had to solve disciplinary problems. As his classmate, I had him for Czech language and civics classes, and I had an office just next door to their tribal class. During the lesson, he almost never paid attention, had fun with the classmates around him, did not answer when called on, and sometimes threw crumpled paper around the class. During the breaks, he ran around the corridors, spoke loudly and behaved inappropriately towards his classmates, for example pulling his classmates' hair. It was obvious from his classmates that they were a little afraid of him. When I had the opportunity to discuss his behavior with other teachers, as they had also noticed his behavior in class, they confirmed to me that he was behaving in a problematic manner. It was a new and challenging situation for me, as it was my first time in a classroom, moreover, I had not encountered similar behavior before. I tried to find help from older colleagues, but even they were not able to provide me with such information that I would be able to handle his behavior. But even so, I didn't leave it alone and tried to find a solution.\n\nSituation (Anamnesis):\nThe student was not diagnosed with anything at the time. He was the youngest of five siblings and his family lived on the outskirts of what at the time could be called an outcast. His parents did not show much interest in him, that is, they did not come to class, and most attempts to communicate were unsuccessful. When I contacted them about him not behaving as expected at school, they told me that it was my problem, that I couldn't handle him, and that they didn't have time to deal with this situation. Since his older siblings went to the same school, I had the opportunity to observe his relationship with them. Sometimes I saw him with his older sister, who obviously took care of him. According to other teachers, his siblings have no problem with behavior and attention in class.\n\nTeacher Intervention (Solution):\nBased on his behavior, I tried to figure out why he behaves like that. I thought of various variants from bad parenting, through lack of attention in the family to the possibility that he had ADHD. One way or another, I couldn't figure it out on my own, I needed the help of a school psychologist. And in order to be able to do so, I needed his parents' approval. So I decided to send a letter to the parents, inviting them to the school, where we would discuss this possibility. To my surprise, I got a reply saying that they would stop by and discuss it with me. In the end, only the mother arrived at the meeting, saying that she could see for herself that it was getting more and more difficult with him at home and that she didn't know what to do with it. When I suggested a school psychologist, she agreed to see him.\n\nOutcome:\nAfter I managed to convince his parents to take him to the school psychologist, I learned that he had been diagnosed with ADHD and would be prescribed medication. I then explained to the children in the class what ADHD is and how it manifests itself. For the first few weeks after the diagnosis, all parties were a little embarrassed about how things would go on, but after a while, when his classmates noticed that he was really calmer, their fear began to subside and they began to become more friends with him. In addition, his results at school improved.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída\nHobbies: Má rád sport a zeměpis.\nDisorders: Nesoustředěnost,Rušení výuky,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "247", "student_age_year": "11 let, 6. třída", "student_hobbies": "Má rád sport a zeměpis.", "student_diagnoses": "", "student_disorders": "Nesoustředěnost,Rušení výuky,Šikana", "teacher_approbation": "Učitel - Magistr", "teacher_practice_years": "15", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1430", "content": "TEACHING CASE STUDY\n\nBackground:\nhad one boy in my class, he was 15 years old, he failed twice, so he left elementary school in the seventh grade. He had a concentration disorder, he couldn't keep his attention for more than 10 minutes. His behavior during the lesson seemed to be that when he got bored, he would march around the class and disturb the other students. In mid-September, for example, in one of my classes, he ran off to talk to a classmate about what he just needed to tell him. After being reprimanded, he returned to his place, but ten minutes later he was throwing a rubber band at another classmate and throwing crumpled pieces of paper from a notebook sheet into the hair of a classmate sitting in front of him on the bench. He was reprimanded again. After that I assigned a task to read the text in the textbook, he didn't like that, he started cursing vulgarly that he won't do it, it's 'boring' and threw the rubber at the classmate again. He threw the rubber back at him. However, this angered him and he ran to punch his classmate in the shoulder. I called him over and he got a note. He didn't seem to care. When I shared this experience with the school psychologist, we agreed that we would start solving it with the parents and that I would have to choose a more creative approach to it in the classroom.\n\nSituation (Anamnesis):\ndisruptive pupil shows disinterest in teaching, does not deal with the consequences, has a disorder of concentration and attention. Shows aggressive and inappropriate behavior in case of disagreement, disturbs in class in case of loss of attention and subsequent boredom.\n\nTeacher Intervention (Solution):\nI decided to solve the problematic behavior as follows. I called my mother at school and discussed her son's behavior with her. Although the mother said that she would 'pacify' her son at home, it was necessary to ensure that the pupil did not continue to disturb the class. So I started assigning him extra tasks during the lesson - hand out papers to the children, write the title of the lesson on the board, write the date. The moment he started to show signs of losing focus and the others were still working, I called him to me with his task. When he had completed it, he was given the task of making an illustration for the text, when the task was not completed, he had to explain the task to me in his own words and together we clarified how he should complete the task.\n\nOutcome:\nSince I started giving him extra work, he has calmed down. It cannot be said that he suddenly became an exemplary student, but he stopped marching in class. Here and there he started talking to a classmate, but let's face it, everyone does that. He had to complete tasks like other students and he did well within his abilities. They weren't always filled correctly, but he filled them. When he lost concentration, I brought him back to the topic with a short conversation and he continued to perform the actions. His mom gave him a pep talk about being expressive in class and not interrupting others. She bought him a handy toy within an hour. A cube with different functions. It looks like those toy blocks for toddlers where each side has some interactive thing, just a miniature version. I agreed with the student that he can play with it while they are listening or there is a discussion going on, as long as he can cooperate and react as he should. I would say that the biggest stumbling block was insufficient communication and subsequent misunderstanding. When the student saw that I respected his needs and would accommodate him in the form of 'seizure', he stopped being overly disruptive and cooperated.\n\nStudent Profile:\nAge/Year: 15; 7. Třída\nHobbies: posilovna, koloběžka\nDisorders: Vykřikování,Agrese,Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1430", "student_age_year": "15; 7. Třída", "student_hobbies": "posilovna, koloběžka", "student_diagnoses": "", "student_disorders": "Vykřikování,Agrese,Nesoustředěnost", "teacher_approbation": "Mgr. v oboru učitelství pro první stupeň, dále Bc z dvojoboru chemie a výchova ke zdraví a Bc v oboru speciální pedagogiky", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1416", "content": "TEACHING CASE STUDY\n\nBackground:\nFor a situation that could not be completely resolved, I chose the case of a pupil who was a very lively and loud child. During breaks, he slammed doors, knocked over chairs, ran around the classroom. He was stocky and knocked over classmates several times at speed while playing, which was especially dangerous given his strength. He had to be constantly told not to run, because of the possibility of injury not only to himself. But I don't think he wanted to drop anyone on purpose. He wanted to be friends with the children at all costs. But he himself prevented it by his behavior. The children gradually got used to him, he wasn't bad. His enormous activity had to be addressed. He lost focus very easily. He could not handle longer conversations about safe and appropriate behavior. So the teachers chose simple sentences to communicate everything clearly and concisely. They had to talk to him in the fifth grade like a kid in the first grade. The pace and amount of material was too fast for him.\n\nSituation (Anamnesis):\nThe student was very active. He had a good heart, unstable background. The mother consumed alcohol during pregnancy. He liked to create and make, for example, origami from paper. Family: He lived with his father and grandmother, he did not see his mother, she was not interested in his son.\n\nTeacher Intervention (Solution):\nstarted writing to the family in the student's diary about his behavior and poor performance, I wrote messages, called my father repeatedly. However, the response from him was minimal when she was already so disinterested and uncooperative. I suggested going to a counseling center. But he didn't want to go to the counseling center. So I proposed, at least the option of only a school psychologist. It was said that there was no consideration that the student was not well. We couldn't give him as much attention as he needed and we couldn't direct him in the few hours at school. Management pressured me over time. In the end, we tried to transfer to another (special) school. After a long appeal, the father agreed to visit the counseling office. The student was diagnosed with ADHD and given medication to calm him down. But he slept after them. At home, however, they did not completely follow the dosage, sometimes they gave him as much as they should, sometimes less, or not at all. You can see for yourself whether the child has had medication or not. Apparently the family didn't take it seriously enough. They knew he had bad behavior, bad grades, that he was off his meds. In time, the father decided that he should transfer to another school, where they could pay more attention to him. He wouldn't be good enough for the sixth grade at our pace. He spoke like he was in kindergarten. They never even went to speech therapy with him. He spoke badly. We asked him where have you been? In the bush. He couldn't do it at all in the fifth grade. We already understood him, but others didn't. His parents didn't go anywhere with him.\n\nOutcome:\nHis wild behavior could not be resolved. Not even after explaining, negotiating. Unfortunately, the solution was to leave. There was no effort or medication. So I take it as a failure to manage the situation. His departure to a new school was probably inevitable, but I regret that we were unable to resolve his problematic behavior and impart more knowledge to him. Whether with or without medication. To this day, I think that if things had been different in their home and he had more firm leadership or if Dad had been talked about more, we could have moderated his wild behavior. Unfortunately, we couldn't solve for him what needed to be solved in this family.\n\nStudent Profile:\nAge/Year: 12 let, 5. Třída\nHobbies: Malování, tvoření\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Failure to attend class, Violation of classroom/school rules\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1416", "student_age_year": "12 let, 5. Třída", "student_hobbies": "Malování, tvoření", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "Vysokoškolské, učitelství pro 1. stupeň", "teacher_practice_years": "11", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Failure to attend class, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1154", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student's behavior began to show frustration at the incorrect solution of tasks, which was usually followed by shouting and other manifestations of dissatisfaction. If I reprimanded the student, she became even more frustrated, a few times she got up and started walking around the classroom, ignoring me. She showed this behavior not only in my classes, but also in the classes of her colleagues. I consulted the situation with my colleagues from a lower grade, but they told me that the student was above average expressive, but similar behavior was not manifested in them.\n\nSituation (Anamnesis):\nThe student was quite extroverted, sociable. She lived with her parents near their farm, where she helped her parents with work. The student's parents, together with the school, organized several school trips to their farm.\n\nTeacher Intervention (Solution):\nWhen the admonitions did not work and the pupil's problematic behavior repeated itself, I arranged a consultation with her parents. I believed that the cause of the student's behavior could be overwork, because I knew that she was helping her parents on their large farm and together with her hobby (horse riding) it could be difficult for her. However, the parents claimed that their daughter had plenty of free time and that she only occasionally helped on the farm. They informed me that they would try to discuss the problem with their daughter at home and come to a meaningful solution. I offered them that they could visit a pedagogical-psychological counseling center, but they flatly refused. We agreed with the pupil herself that if she felt she needed to be alone for a while, she could go to the corridor for 5 minutes, while I tried to explain to her that she should not take it as a punishment, but as a help. She then informed me that she and her parents agreed that she would have more time for herself.\n\nOutcome:\nThe student's behavior gradually changed. At first, there were sporadic signs of frustration, but it was clear that the student was trying to work with her. She didn't yell and at least she didn't argue with me in my classes. She used the 5-minute breaks we agreed on, and her activity in class improved significantly. Over time, she used these breaks less and less, and I no longer observed any signs of anger. After the end of the school year, she and her parents moved and the girl started a different school, so I don't know how her behavior changed further.\n\nStudent Profile:\nAge/Year: 12, 6. ročník ZŠ\nHobbies: koně, zemědělství\nDisorders: Neuposlechnutí,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1154", "student_age_year": "12, 6. ročník ZŠ", "student_hobbies": "koně, zemědělství", "student_diagnoses": "", "student_disorders": "Neuposlechnutí,Disrespekt", "teacher_approbation": "Mgr., polský jazyk, český jazyk", "teacher_practice_years": "30", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/385", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was my first year teaching and it happened in second grade. It was about the problematic behavior of one pupil towards another. The situation occurred at the outdoor school, which lasted for 5 days (Monday to Friday), where one student behaved badly towards another the entire time, but it only escalated on Friday, when I was no longer there. More precisely, what happened was that all week one student was psychologically bullied by another (hints about how he looks, what he does in class, that he smells) and on the last day there was even a mild form of physical attack (squealing and pushing). The bullied boy kept the other's behavior to himself and kept smiling in front of me. None of the teaching staff knew about the behavior of the first pupil until the mother of the second pupil ran to the school on Monday to complain.\n\nSituation (Anamnesis):\nBoth pupils were Roma and it is interesting that the families of both pupils knew each other. At first I thought that the given situation might have racist undertones, but the point was that one pupil had a lower intellect, was more or less at the kindergarten level - some social habits, working with others and establishing contacts or communication, all of this was on very bad level. This student was out of the team precisely because those around him were starting to notice these things and mock him, for example, for being a slob. However, it was always to a lesser extent, until the situation at the outdoor school occurred.\n\nTeacher Intervention (Solution):\nOn the Monday after the weekend, before which the mentioned situation between the pupils took place, the mother of one of them came to the school. I explained to her that I had not been told anything by either side, so I had no idea what it was all about. So she described the situation to me, after which I called the first student and told him that he had a few seconds to tell me how everything was and if what the other's mother said was true. The first student burst into tears and confessed everything. Subsequently, I talked with the mother of the bullied child about the fact that I will solve it with disciplinary action, that I will solve it myself and do everything to prevent it from happening again. The mother of the first pupil proposed a two for behavior, I did not agree, because it was a short-term thing after all, so I was more inclined to reprimand the principal. She finally nodded and left satisfied. After that, I had a long debate with the first pupil, I talked to him like 'man to man' and I think he saw authority in me and didn't want to have any more problems with me. Fortunately, the first pupil was quite empathetic and could sense that he had really behaved badly. After his confession, I found out that the situation was even worse. So there was a disciplinary action (principal reprimand), it was resolved and the first student was able to apologize to the second.\n\nOutcome:\nOf course, the first student didn't immediately get along with the second, but he stopped the aggressive behavior and just ignored him, which was exactly what I wanted. If I forced them into an artificial friendship, it probably wouldn't go well, so all I asked was that they ignore each other. After some time, however, their relationship improved so much that when a classmate started insulting the second student, the first student even stood up for him. I had the class until the end of the fourth grade and the problem never happened again. There was a little nudging at most, which the pupils resolved among themselves, but that is simply normal for children and there was no need for me to interfere.\n\nStudent Profile:\nAge/Year: 2. třída, 8 let\nHobbies: sport \fMarkéta Demlová  495162)\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "385", "student_age_year": "2. třída, 8 let", "student_hobbies": "sport \fMarkéta Demlová  495162)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysoká škola, Učitelství pro první stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1330", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation always occurs when going to the toilet. Pupils are divided by gender into two groups and go to the toilet under supervision. The pupil is repeatedly angry and makes a mess. There are also arguments. The source of these arguments and disputes is the fact that the pupils are placed in a certain hierarchy. As a leading individual, he always chooses with whom and where he goes. She tries to establish order, which is led by her. That is why during the journeys, when there is peace and quiet, there is noise and disorder.\n\nSituation (Anamnesis):\nThis class is very complicated. There are many students of different nationalities in it. This creates a language barrier between them. Many problems arise from this. Students cannot bond if they cannot communicate with each other. Moreover, the pupil in question is only English-speaking. This fact combined with her leadership character is the source of many problems.\n\nTeacher Intervention (Solution):\nThe solution to this problem was to put this pupil in a leadership role. During one trip to the toilet, I came to a pupil with a request. I need her to help me calmly take the rest of the girls to the bathroom and keep order while they are there. In doing so, I gave her trust, respect and a leadership position. My assumption was that this role was something that the student would be completely comfortable with.\n\nOutcome:\nThis experiment had positive effects on the whole group. Žačka took the role as expected. She led the group to the bathroom and also monitored the behavior inside. This attempt had immediate positive consequences. The marches immediately became calmer and quieter. The rest of the group was also calmer, as the leader student had enough work leading the group and keeping order. She had no time and space for arguing with others. This method of solving the problem was used repeatedly and in all cases there were positive reactions from both the pupil and the rest of the group.\n\nStudent Profile:\nAge/Year: 6let, první třída\nHobbies: Hraní si s kamárady, vůdcovská role ve skupině\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1330", "student_age_year": "6let, první třída", "student_hobbies": "Hraní si s kamárady, vůdcovská role ve skupině", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Magistr", "teacher_practice_years": "20+ let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/855", "content": "TEACHING CASE STUDY\n\nBackground:\nlittle boy came to my second class who had a little trouble keeping his attention. I tried to correct him, but it always got worse. During the lesson, he got up and started going around his classmates. He took out a snack or threw papers at others. It happened at the beginning of my teaching career and I really didn't know what to do with the boy. I knew they were still young and that they wouldn't be able to hold attention for long, but his behavior was really distracting and disruptive to the entire lesson. He did not respond to my reprimand. I was really tired from every school day, and instead of teaching the children, I was constantly reprimanding that one student. And actually without success.\n\nSituation (Anamnesis):\nA 2nd grader who has attention issues. Does not complete assigned tasks and is disruptive. Behavior diagnostics were not performed.\n\nTeacher Intervention (Solution):\nonly got support and motivation from my colleagues and parents to be strict with him. I always told myself that I would be on top of things and that I wouldn't yell at him this time, but most of the time my behavior slipped exactly where I didn't want it to and I yelled at the boy and threatened him. Alternatively, she wrote notes, but that led nowhere. He even received a reduced grade for behavior in the midterm. After a futile struggle, I decided to have a straight talk with him. I agreed with him that if he feels that he really can't keep his attention and the class is boring him, he can go to the corridor and run there. Maybe twice here and there and then back to class.\n\nOutcome:\nMy permission to run amused him and you can say that it calmed him down. It saved me nerves and him the notes. But there was a problem with the other children who also wanted to run and felt it was a great injustice. Today I know that the little boy probably had ADHD, but back then it wasn't talked about like that and the preparation for teachers was minimal. To this day, I blame myself for being so strict with him and punishing him for something he was not really responsible for. But at the same time, I'm glad for my inner feeling, which told me that she just needed to distract herself and take it easy for a while, and she didn't force me to do it. In later years, he unfortunately fell into the category of naughty boys.\n\nStudent Profile:\nAge/Year: 8 let, 2.ročník\nHobbies: otevřená otázka)                                               Hraje fotbal se spolužáky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "855", "student_age_year": "8 let, 2.ročník", "student_hobbies": "otevřená otázka)                                               Hraje fotbal se spolužáky", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/220", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a physical education lesson. The goal was to involve the student in the team. Prior to this lesson, the student did not show any signs of irritability or otherwise strange behavior. It was a ball game that the student wanted to play together with the children. The problem arose when this student hit the ball. At this moment, the student fell to the ground and began to argue that the discharge was not valid. So the student continued to lie down for a while and then the teacher approached him and tried to find out what the student's problem was. The student then got up and went to sit on the bench and began to roar uncontrollably. The pupil could not be calmed down for the entire 2 lessons. Only after two hours of shouting did the student become quiet on his own.\n\nSituation (Anamnesis):\nThe student suffers from childhood autism, ADHD, and his intellectual abilities are at the level of mild intellectual disability. He lives only with his mother and does not see his father much, he has no siblings. The mother tries to devote herself to her son and give him everything he desires. The student is not used to losing and suffers from occasional outbursts of anger during which he shouts uncontrollably, cannot be calmed down, is insane and does not perceive. The student has been dealing with these seizures since childhood and they also occur in other lessons. These states occur during agitation, which depends on the student's mood on the given day. It can only be a small stimulus such as the loss of a pen cap. Several times this pupil had to be taken out of the classroom by the teacher or the teacher's assistant, because he was disrupting the lesson in this way and could not be calmed down. Educators, teacher assistants and mothers do not know how to prevent these conditions and how to solve them.\n\nTeacher Intervention (Solution):\nIn this situation, the teacher tried to start a discussion with the student and find out what was going on, but in vain. The student was inconsolable and this problem could not be solved, and the only solution was the student's fatigue, after which he quieted down on his own. Only in this state did the student begin to communicate with the teacher and a short discussion took place. Student: 'I have a headache.' Teacher: 'Well, don't be surprised if you scream for 2 hours.' Teacher: 'Come and rinse your face and we'll do breathing exercises together.' Student: 'Okay, but I'm tired'\n\nOutcome:\nThe student was exhausted and complained of a headache, so the teacher took him to the sink to wash his face with cold water and then perform breathing exercises, which help him at least a little after this condition. After this situation, the student did not show any signs of strange behavior, he was just a little tired and it was harder to concentrate on his last lesson. However, this situation did not end well for the pedagogue, as his two-hour roar did not make her feel well and she got an unbearable migraine. She then collapsed at the bus stop on the way home.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: cestování, dopravní prostředky  autobusy, vlaky)\nDiagnoses: Dětský autismus,ADHD,Rozumové schopnosti v pásmu lehkého mentálního postižení\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "220", "student_age_year": "8 let, 3. třída", "student_hobbies": "cestování, dopravní prostředky  autobusy, vlaky)", "student_diagnoses": "Dětský autismus,ADHD,Rozumové schopnosti v pásmu lehkého mentálního postižení", "student_disorders": "Agrese", "teacher_approbation": "Mgr. (občanská výchova, výtvarná výchova)", "teacher_practice_years": "", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/642", "content": "TEACHING CASE STUDY\n\nBackground:\nmet the student when he was in the second year of high school. That was when he moved with his family from Slovakia and started attending our grammar school. He got along very well with his classmates, especially with his group of boys. His problem behavior was very variable and erratic. One day he was very cooperative in class, signed up and was active, and other days he was incredibly rude, wanted nothing to do with anything, slept on the bench, had no tools, was disruptive.\n\nSituation (Anamnesis):\nIn the third year, when the problems started to worsen, the pupil was already of legal age. It was much more difficult to get along with him. He was aware of the things he could and could not do. He started coming to school late, was rude to some of his colleagues, and even carried a pillow to sleep on the desk in class. The teachers saw him only as a troublemaker and a 'goofball' who constantly disturbed others, did not respect any of the teaching staff. The parents were contacted, they also tried to somehow solve this problem with their son, but as I already mentioned, the son was already of legal age and had his own head. From time to time, the student tried and was productive and polite during class, but this behavior always alternated with contempt and distaste for school. The worst stage of his study progress began when I let him fail the Czech language. In retrospect, I think that I didn't have to be so strict with him when Czech was not his mother tongue. His grades matched what I did. Moreover, his hatred and unwillingness to cooperate did not allow me to behave differently. Unfortunately, after I informed him that if he doesn't start trying, he will be forced to repeat the grade. His reaction surprised me and my colleagues. Instead of trying to improve his academic average, he decided to drop almost all subjects.\n\nTeacher Intervention (Solution):\nIn cases where the student was disruptive, I tried to progress step by step. First a warning and a request to calm down or to pay attention. When this approach was ineffective, I tried threats: 'if you don't start doing something, I'll test you', 'you might want to be careful, if you don't enjoy it, you don't have to be here at all!'. This approach was not effective at all. When I told him that he didn't have to be in class, he pulled himself together and walked away. Which I then discussed with the class teacher so that we could reach at least some conclusions. In the final, I was glad when he didn't disturb me and just laid down on the bench and slept. I could focus on my class in peace. Of course, this behavior had an adverse effect on the performance of the class. My colleagues and I decided to ignore this student and focus on the others. The welfare of the whole class was the priority for us.\n\nOutcome:\nThis situation was resolved with the parents, the class teacher. No one was in any way charmed by the fact that the pupil had to repeat the year for such drastic reasons. But when he repeated the year, he was in a different team and his lack of interest increased. He was no longer disruptive at all, but his disgust with school could not be overlooked. He distanced himself from everything and everyone, he was more focused on himself, but he tried to improve his academic average, even if it was against all his senses. When his best friends left to study at universities, he went to another school in another city. A year after he left, we learned from his parents that he had taken his own life. It was a huge tragedy that affected the entire teaching staff. We couldn't believe it. We still ask ourselves if we made a lot of mistakes, if we should have noticed something before he moved out.\n\nStudent Profile:\nAge/Year: 18 let, 3. ročník gymnázia\nHobbies: basketbal, zvířata\nDisorders: Arogance,Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Attendance problems, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "642", "student_age_year": "18 let, 3. ročník gymnázia", "student_hobbies": "basketbal, zvířata", "student_diagnoses": "", "student_disorders": "Arogance,Pasivita", "teacher_approbation": "Magisterské studium (1.-2- stupeň základní školy + střední školy a gymnázia)", "teacher_practice_years": "22", "problems_annotated": "Not attending to teaching/Inattention to teaching, Attendance problems, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/2", "content": "TEACHING CASE STUDY\n\nBackground:\nFirst of all, I would like to mention that the given situation was resolved at the former school, where I taught for some time. At the time, I was a first grade class teacher. I helped to solve the problem and I still realize that I could have done more for my pupil. But unfortunately I didn't have enough experience then and the director didn't want to get involved in the situation at all. The whole problem started already in the third grade, when the pupil got a new teacher for English. The teacher taught for a short time, but it could be said that her ambition and ego surpassed even the older and more experienced teachers. She sensed well the class situation in my class and that the student is on the edge of the class group. However, instead of support, she turned on this pupil with anger and her behavior towards her intensified her uncomfortable situation in the classroom. Žačka was one of my excellent students, she always made excellent progress, she was ambitious and problem-free. However, she did not quite fit in with the group of city children and became the center of ridicule mainly for her appearance. I have dealt with the situation many times, but this behavior has always returned. However, the pupil was experiencing a lot of hell in English lessons. No matter how she prepared for the lessons, she did not get grades other than threes, fours, and fives. In the fourth grade, this situation escalated when the teacher gave the student a four for an assignment that was completely checked by the tutor. After this situation, she confronted the student that she would never speak English and that she should just give up. At home, the student informed her mother, who began to solve the whole situation with me first. I tried to assure my mother that I would investigate the whole situation and arranged a meeting with the teacher. It must be added that the teacher behaved quite arrogantly even towards the pupil's mother, so the mother decided to confront the school principal with this problem. However, he refused to solve the whole situation and the whole situation remained unresolved. After confronting the teacher, what happened was that the teacher began to ignore the student in her lessons and she gradually began to stagnate in her efforts. The whole situation was resolved only when the pupil transferred to another school, where, according to my information, she has excellent results in the language and in the last year she passed the B2 language exam with an excellent rating.\n\nSituation (Anamnesis):\nhard-working, very nice girl who came to the city school from the village and is therefore not very used to the behavior of city children, who are quite different from village children in many ways. Žačka tried very hard to fit into the team, but she didn't have much room for it. She got along well with only three girls in her class. The athletic boys very often laughed at the girl for her appearance. So the collective didn't work well as a whole and there were a lot of groups.\n\nTeacher Intervention (Solution):\nThere was no solution, the teacher refused to solve the situation in favor of the pupil. She refused to treat the student with respect and preferred to join the judgmental collective of the class. The student gradually stagnated in the language, and the only effort she showed was in her tutoring. She was not involved in the running of the class and was satisfied with an average to below average result. However, the whole situation could be resolved immediately and better for both parties. It was enough to transfer the pupil to the teacher's group and the problem would be over. However, the director did not even want to hear about this solution, saying that it would be necessary to move another student to the teacher's group and that would complicate the entire lesson.\n\nOutcome:\nThe situation did not lead to any lasting results. The teacher developed an even greater aversion to the student, and the student was terrified of English lessons. She was often absent from school as a result of this, as her poor mental state affected her health. The student therefore began to fall behind in other subjects as well, and the whole thing culminated in a transfer to another school.\n\nStudent Profile:\nAge/Year: 10 let, 4.třída\nHobbies: Čtení, kreslení, hraní na hudební nástroje\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "2", "student_age_year": "10 let, 4.třída", "student_hobbies": "Čtení, kreslení, hraní na hudební nástroje", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/699", "content": "TEACHING CASE STUDY\n\nBackground:\nwas walking down the hall and peered through the glass door to the classroom at the back and saw three students packing their \"quill\n\nSituation (Anamnesis):\nOne of these pupils is a refugee from Syria. He has already spent several years in the Czech Republic, attended elementary school here for a few years, and speaks fluent Czech. His parents are back in Syria and his permanent residence in the Czech Republic is written on our school's dormitory. Another is a member of a party that mostly hangs out in the park by the station, drinking, smoking and causing trouble. They looked problematic from the start. They disturbed the class, did not pay attention, mocked what was supposed to be done during the lesson. They also fought each other on the adaptation course. They behave aggressively, speak vulgarly. For two of them, this is not their first secondary school, but they have not completed anything.\n\nTeacher Intervention (Solution):\nWhen I saw this, I got their class teacher, guidance counselor and vice principal and after a few minutes I burst into the classroom. The students had both a wrapped joint and a box of snuff on their desks, so I immediately took a picture and led them out of the classroom. They were immediately expelled by the school principal for this gross violation and we tried to contact his parents. Unfortunately, we did not succeed with two students. Luckily for the third one, yes, and there his father informed us that on Monday his son would get on the shovel at the construction site, as punishment for his behavior. The students began to cry after hearing that they were being expelled immediately. They asked us if there was anything else we could do so they could stay at school. However, the headmistress of the school told them that it really wasn't possible, that they had conditional expulsions from the adaptation course, and this was the last straw. She then sent them with their homeroom teacher to the classroom for their things and then they left the school.\n\nOutcome:\nThese pupils were expelled from school with immediate effect. They only returned to the classroom for their things. There, two of them started cursing, kicking around, and even threw a pen at one of their classmates, threatening that if someone \"smashed them\n\nStudent Profile:\nAge/Year: 16, 17, 18, 1. ročník\nHobbies: Být se svojí partou, PC hry\nDisorders: Arogance,Lhaní,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "699", "student_age_year": "16, 17, 18, 1. ročník", "student_hobbies": "Být se svojí partou, PC hry", "student_diagnoses": "", "student_disorders": "Arogance,Lhaní,Vulgární vyjadřování", "teacher_approbation": "Vysoká škola", "teacher_practice_years": "17", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1439", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the last month of the school year, I received a report that a student and his classmate intentionally attacked their classmate while waiting for lunch (I was a class teacher at the time). After this incident, I was contacted by the girl's mother who told me that her daughter was afraid to go to school. I immediately started to solve the situation, I also invited witnesses who confirmed that the two students physically attacked the girl while waiting for lunch. I invited both actors together with the prevention methodologist individually to a meeting where we discussed this situation. One of the boys admitted that the other boy had purposely pushed him into a classmate at lunch, then took him in his arms to kick the girl in the back.\n\nSituation (Anamnesis):\nOne of the boys was an average pupil, he was constantly being dealt with for various disciplinary offences, mainly verbal attacks on a fellow pupil. At that time, the second boy was a calm, unobtrusive student who was a lot of friends with the first, wanted to match and please him, his academic results were below average. The girl had a medical handicap (hearing problems), was introverted, often did not participate in whole-class activities, despite her classmates' efforts to involve her, she did not show interest, her academic results were satisfactory.\n\nTeacher Intervention (Solution):\nImmediately after this message about the physical attack reached me, I invited both actors individually together with the prevention methodologist. We wanted to hear in detail what happened while waiting for lunch. First, one boy admitted to us that his classmate pushed him towards a girl at lunch, at the same time he emphasized that the girl defended herself, but he took him in his arms, but kicked the girl in alleged self-defense. The next day the boy went to apologize for his behavior. He was only given a warning for this act. We also invited two witnesses to the meeting who confirmed what they saw while waiting for lunch. Thanks to them, we found out that the first boy was telling the truth. Finally, my colleague and I invited the other boy to the meeting. We also wanted to discuss this situation with him, but he refused to testify. According to him, we have already heard everything from the witnesses and he has nothing to add. His statement was very arrogant. When he did not want to testify, we invited his legal representative to a meeting with the school management, which took place the following day. Later that day, the girl's mother called me and told me about the fact that her daughter is afraid to go to school because of the physical assault. My mother called me just before the end of class, so I had time to discuss this situation with the whole class. The following day, a meeting took place in the director's office, the father of the second boy was present, and we explained the situation. It was pointed out to the other boy that if he did not confess he would be given a reduced conduct mark. The following day there was a final meeting where the other boy was supposed to comment on the whole situation. His statements were different from the witnesses, he clearly lied and was very arrogant. The school management, in accordance with the statements of the witnesses and the school rules, decided on a reduced grade for behavior, because the second boy had already received a reprimand from the school principal for half a year. As minutes of the meeting are signed, the other boy did not want to sign the protocol.\n\nOutcome:\nThe other boy's behavior continued to be impolite, even arrogant, and this was reflected in the atmosphere of the entire class. The disciplinary measure, a reduced behavior grade, was commensurate with this act. Therefore, I would classify this situation as unsuccessful, because the results of the correction did not appear.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída ZŠ\nHobbies: sport\nDisorders: Arogance,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1439", "student_age_year": "15 let, 9. třída ZŠ", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Arogance,Lhaní", "teacher_approbation": "Mgr., Čj, Ov", "teacher_practice_years": "30", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/952", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student suffered from a moderate autism spectrum disorder and his behavior was extremely challenging for group teaching due to this diagnosis. When he came to class, he would take things that didn't belong to him, regardless of whether they were the children's or the teacher's, he simply took anything he liked. He behaved arbitrarily, he was not in control of his actions at all, so when something occurred to him as part of his work activities, he calmly tore a page, drew in a notebook, painted with a marker on the blackboard or on the wall, spat on the bench and smeared it. When he decided that he wasn't going to do something, he simply 'boiled' and didn't do it. But we were most worried about the children. The student boxed around, pushed children, stuck out his tongue at them, had a tendency to bite someone who was nearby. He also did it to children he more or less liked or liked - it was his way of winning over someone or trying to get some attention. He painfully gripped a new student's hand, once threw keys at me, verbally threatened the assistant to kill her. We somehow managed to defend ourselves, we predicted it, but the children didn't know how many times. The worst thing was that it happened when no one expected it - the children did not provoke him in any way. In short, he sometimes thought of something, and when everything was not according to his ideas, the slightest change occurred, it caused him discomfort and restlessness, and he could explode.\n\nSituation (Anamnesis):\nHe got up, pushed the children into the table, climbed the desks, left the classroom. It was hard to get him to do something, to keep his attention. The boy was bigger for his age and, above all, inscrutable. He was shown to be capable of mastering regular subjects, but his maladaptive behavior was lowering his mental level. His mother warned us herself that the boy does not manage well in a team. He manifested himself aggressively in it, he also used physical force. I would say he never hurt intentionally, it was the nature of his disorder. However, he was idiosyncratic, he did not respect the rules and instructions, which terribly disturbed the teaching. He did not respond to strong words and prohibitions, the arrangement did not affect him much.\n\nTeacher Intervention (Solution):\nIt helped when we said, for example, that we would call mom: that she wouldn't like it, that it would make her sad - he was able to say that a little. Then we even slightly 'threatened' the devil, we tried to scare him in some way. Then it helped quite a bit to deny him some advantage, for example we took away his favorite bus (a toy he had), and vice versa, when he succeeded or tried, he got it to play with. Sensitive work with motivation, reward and punishment system had a good effect on him. The walks were also good, when he was behaving very badly, we went for a walk with him in the corridor; the change of environment took its toll. When he did something wrong, we told him that it was wrong and also what was wrong and what we had to do in the situation (apologise, ask, thank...). Various instructions on how to react, how to behave... We showed each other these model situations. We tried it for about two or three months together, it was an adjustment period, but it didn't work out. Even the doctors often did not know what to do, they adjusted his medication a lot. It happened to us that he was very apathetic, tired, fell asleep on us, or, on the contrary, he was oversized. No day was the same with him. He also completed a diagnostic stay, which unfortunately did not help either...\n\nOutcome:\nSo then we switched to homeschooling. It was the culmination of the fact that within the collective, teaching could not be implemented at all. He would have most needed the socialization that he missed the most, but it was not possible at any cost. I'm sorry we couldn't include him more, although we tried. In the end, though, it seemed to work pretty well in the home environment. Since there were no children, there were no major conflicts. The home education proved successful and he passed the exams with flying colors after the home preparation.\n\nStudent Profile:\nAge/Year: 9 let, 2. třída ZŠ\nHobbies: Dopravní prostředky – policejní auta, sanitky, autobusy…\nDiagnoses: Porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Support, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "952", "student_age_year": "9 let, 2. třída ZŠ", "student_hobbies": "Dopravní prostředky – policejní auta, sanitky, autobusy…", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, aprobace speciální pedagog", "teacher_practice_years": "17", "problems_annotated": "Diagnosis, Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1361", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student always struck me as a smart boy, unfortunately, due to family problems, he started living with his grandmother and his performance began to deteriorate rapidly. He slept in my lessons, went to school unprepared and generally made me feel uncomfortable. I therefore decided to solve this problem because I knew something was wrong.\n\nSituation (Anamnesis):\nAn 8-year-old boy attending the third grade of a primary school in a small town near the border. The pupil is the tallest in the class both in height and width. However, he is such a teddy bear, a very nice boy, a gentleman. He is more of an introvert in class.\n\nTeacher Intervention (Solution):\nThe first thing that came to my mind was to try the help of a psychologist, because I thought that recent family problems were behind it. I didn't want to put pressure on the student or his grandmother, because I knew they were having a hard time right now. However, it was found there that the student is at peace with it and the problem is elsewhere. The student's behavior continued for some time until I couldn't take it anymore and I contacted his grandmother to discuss the problem with her. Grandma promised me that she would supervise the student's preparation for school, check what time he goes to bed, so that he doesn't spend the night on the computer. We agreed that we would be in constant contact and that I would contact you if anything happened.\n\nOutcome:\nThe student's behavior returned to normal. My grandmother and I were in contact every week. Now it's been a year since the incident and I have to say that the student is the most independent person in the class. Grandma doesn't even help him anymore. He manages everything himself. He is a very clever boy. I am very happy for him.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: Počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1361", "student_age_year": "8 let, 3. třída", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, ON", "teacher_practice_years": "22", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/442", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened roughly halfway through the last school year, when I was a fifth-grade classroom teacher. For a long time, I dealt with the student's problematic behavior, which, of course, had its better and worse periods, which accompanied his entire 5 years spent in the first grade under my guidance as a class teacher. In a way, everything culminated in the situation I am about to describe. It happened on a day that was no different from any other normal school day. The first two lessons passed, in which the student's restless and inattentive behavior was already noticeable, which was, however, nothing unusual.\n\nSituation (Anamnesis):\nDuring the third lesson, this behavior started to escalate and I got a little nervous, because the student started yelling vulgarities at others, including me, out of nowhere, he kept getting up, leaving the desk, and he absolutely did not respond to my attempts to calm him down.\n\nTeacher Intervention (Solution):\nEverything culminated in the fact that the student suddenly ran away from the classroom and subsequently from the school grounds. After a fairly short time, my colleagues and I managed to find him and get him back, while he was very upset. In this situation, which all happened very quickly, I had no choice but to react improvised and according to my best judgment. I took the student aside, while luckily a colleague could take over the rest of the class for a while and ensure the students' normal routine. I 'struggled' with the student for a while, because at first he didn't want to open up and confide in me, probably because we had never met in such a direct conversation in all these years. After a while, however, he opened up and it became clear that his non-standard behavior was the result of his family background, in which certain disputes had taken place the previous day, which caused the pupil a hard time.\n\nOutcome:\nAfter calming the pupil down and discussing the situation, his mother picked him up from school, she also talked to me, and the pupil did not complete the rest of the lesson with us. The next day he came to school normally and the incident was never discussed again. At this point, it is important to mention that the student has been diagnosed with ADHD, so the fluctuations in his behavior described above are basically nothing unusual. But the described situation was a unique case that has never been repeated before or since. But it was important due to the finding that the student's home environment was not very stable at the time and caused him problems that were exacerbated by his diagnosis. The long-term consequences of this situation did not manifest themselves in any significant way in the teaching, but the usual fluctuations in the student's behavior persisted, fortunately not to the extent that was characterized by the described situation.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník ZŠ\nHobbies: sport\nDiagnoses: ADHD\nDisorders: Lhaní,Neposlušnost,Arogance,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "442", "student_age_year": "10 let, 5. ročník ZŠ", "student_hobbies": "sport", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Neposlušnost,Arogance,Vulgární vyjadřování", "teacher_approbation": "Mgr., učitelství pro 1.stupeň ZŠ", "teacher_practice_years": "18", "problems_annotated": "Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1137", "content": "TEACHING CASE STUDY\n\nBackground:\nIn this case, we can't really say when the 'problem' behavior first occurred, because the student has this behavior almost every day. There is always a situation that upsets her, which leads to the fact that she starts cursing, and that too very vulgarly. He shouts obscene words to the entire corridor, fights with classmates and other students of the school, just with everyone he meets. Even in class, it happens that he reacts inadequately. For example, when I ask her to have a notebook she sleeps in, she responds with a loud, quote, 'Are you kidding?' even worse, as I heard from other colleagues. As I say, situations like this happen regularly. The situation has reached a state where the student very often goes to the representative of the high school herself and complains about her classmates and other students of the school, or the teacher. She even resolved one conflict directly with the principal, when she contacted her via email saying that she had a problem with one particular student who was not replying to her messages and what she should do about it.\n\nSituation (Anamnesis):\nThe class is composed of two classes of different fields, they have general subjects together, specialized subjects separately. He has more conflicts with classmates from his class, but he also sometimes gets into arguments with girls from the second class. She doesn't have that much trouble with boys. In my opinion, the student gets into conflicts so that something is always happening around her, she needs attention - from the teachers, the psychologist, the SPC.\n\nTeacher Intervention (Solution):\nDue to the recurring situations of inappropriate behavior, female students are dealt with quite often. We tried to contact the SPC to change the recommendation, a teacher's assistant was suggested, but after consideration, we did not proceed with this option, because if the student did not sit with him, the situation would have worsened. We were also told by the SPC that this is the pupil's diagnosis and that we have to take her behavior into account. A school psychologist is also regularly called to see the student, who usually works only with her, or with other students who are affected by the conflict. But even this intervention does not bring a long-term solution. If the student gets into 'her state', it is important to try to calm her down, which of course is not always possible, she is capable of banging on doors, shouting and even yelling at half the school. If the situation is unbearable, after agreement with the mother, it is possible to send her home. The educational counselor, class teacher and other teachers are solving the situation, but the result is not yet available.\n\nOutcome:\nThe situation is not resolved because the problem behavior is repeated and there is probably no solution. Currently, the student is hospitalized at a psychiatric hospital, where they are trying to stabilize her condition.\n\nStudent Profile:\nAge/Year: 24 let, 2. ročník SŠ, učební obor\nHobbies: neznámé\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal aggression\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1137", "student_age_year": "24 let, 2. ročník SŠ, učební obor", "student_hobbies": "neznámé", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, LIT, DEJ", "teacher_practice_years": "9", "problems_annotated": "Diagnosis, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1257", "content": "TEACHING CASE STUDY\n\nBackground:\nThe pupil has been different from the children for a long time. He is very emotionally unstable. Little things throw him off or upset him. In the past, it happened that he inappropriately evaluated the situation and hurt his classmates. As a result of these incidents, the children keep a distance from him and are more reserved towards him. We have been working with a school psychologist for a long time, who emphasizes the need for an individual approach to the student, both in the social and educational fields. So there was a need to set up such a climate in the classroom, in which the children and the student will feel good and where a satisfactory learning process will also take place, even though it is of course very complicated in his case. If he gets a bad grade, he gets angry or cries for hours on end. After all, we can't give him all the stars. That would not be fair to the other children. Unfortunately, the differences are there.\n\nSituation (Anamnesis):\nThe student was diagnosed with autism spectrum disorder even before starting school. It manifests itself in his reduced ability to work - he needs a lot of time to solve elementary tasks. It is also demanding on the working environment. Many stimuli from the environment disturb him. He also has problems with attention, which fluctuates strongly. He shows emotional instability when studying and during breaks. He is easily thrown by something and shows it with anger or aggression. However, he doesn't seem to want to intentionally hurt anyone, he likes people. It's more of his defense mechanism. His tuning is rather anxious. Has difficulty understanding some speech expressions, especially more abstract and complex expressions. His ability to read, write and count does not yet seem to be very ingrained (mathematical imagination is insufficient). The student requires a very specific approach to work, a large amount of attention and support during work. He does not tolerate criticism or negative evaluations well. It needs a kind and patient approach. We try to keep it among the children, even if it is sometimes really difficult in terms of knowledge and skills.\n\nTeacher Intervention (Solution):\nIn cooperation with the school psychologist and special pedagogue, the pupil's legal representatives were recommended to visit a pedagogical-psychological counseling center. The counseling report was then recommended back to the school and support measures were proposed in the form of an individual education plan. The main goal of IEP is to develop the student's skills to the widest possible extent and emphasize integration into the class collective. In practice, it looks like the student sits separately from his classmates and has an assistant working with him to help him. We informed the parents that it will be really hard work to keep him in class. They refuse to put him in a special school and I understand that. We all like the student very much and we hope that he will make it with us as long as possible.\n\nOutcome:\nTogether with the student's parents, we set up regular consultations with the class teacher and the counseling center. In the home environment, a calmer regime was recommended, not to overload it. Together with the student, we again agreed that he would not put off the tasks, but complete them regularly every day, in order to avoid unnecessary stress. We also agreed on cultivating independence at work, but of course we are very happy that he has an assistant at his disposal, just so he knows that she is not supposed to do tasks for him. In teaching, we make sure that he does not receive too complex assignments - we shorten, simplify. It is important to keep it brief and clear. In the first step of the work, my assistant and I have agreed that either I or she will always support him, and then we try to make him work on his own as much as possible. In the evaluation, we switched to a verbal evaluation system, in which we mainly try to capture what he does well, positively motivate and appreciate knowledge. During the tests, we prefer that the student be tested orally. If this is not possible, then we are more benevolent towards his mistakes, which he makes in writing. We evaluate only the serious ones. We also let him (and the parents) know about the individual tests in advance, so that the preparation can be divided into several parts and there is no time pressure. Above all, we try to respect the student's individual needs as much as possible, assess and adjust everything individually. At the same time, however, we try not to discount him significantly. For example, he has the same set of outputs as other students, but the difference is in the content and mainly the concept. I have to say that I am very happy with how the student is holding up. He's really trying, he's a smart kid.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Hry s ostatními  deskové, pohybové ad.) a na hřišti\nDiagnoses: Porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Failure to attend class\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1257", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Hry s ostatními  deskové, pohybové ad.) a na hřišti", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "", "teacher_approbation": "Mgr. – Čj, Hv", "teacher_practice_years": "21", "problems_annotated": "Diagnosis, Emotional outbursts, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/664", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was accepted to the school because he achieved the third best result in the admission procedure. He had no problems at home in his family, growing up with his father and mother and a sister three years younger. In the first semester, he attended classes without major problems and his grades were average (three threes in science subjects), which did not quite correspond to his placement in the admissions process, but neither the family nor the teachers considered it a problem, and the student was not put under much pressure.\n\nSituation (Anamnesis):\nThe class teacher was relatively lax in terms of apologising, which the student then began to use in the second semester. It wasn't until the third quarterly meeting that I learned that the student had missed 180 hours, most of which were excused by the parents. This was a rather shocking finding, on the basis of which we convened an educational committee as soon as possible, to whose meeting the pupil's parents were also invited. At this meeting, we learned from the parents that they do not know anything about excuses, so the student had to write them himself.\n\nTeacher Intervention (Solution):\nAt the time, the student could not explain it in any way, but he admits to his parents that after leaving home for school, he spent his time at the bus stop, where he waits for the end of classes to go home again. The educational committee therefore asked for the cooperation of the school psychologist. He found out that the student wanted to go to another high school, but his parents convinced him to go to the gymnasium. As soon as he found out that the class teacher did not check the excuses with the parents, he started to sign them himself and spent his time at the bus stop, where he closed himself off in his world of imagination, what it might be like at another school. Over time, his fear grew, to such an extent that he couldn't even come to school and just waited for the whole situation to be figured out.\n\nOutcome:\nDuring another joint meeting with the student and his parents, he was able to open up and explained to the parents how his dream was to go to the vocational school of his choice, to which he would like to transfer, which he not only believes he can graduate from, but that he is also thinking about studying at a university . He managed to convince his parents then, they agreed to transfer to another school, where he starts his first year. At the second school, he becomes a successful graduate, and was even accepted into college.\n\nStudent Profile:\nAge/Year: 16 let, první ročník\nHobbies: Sport, technika\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "664", "student_age_year": "16 let, první ročník", "student_hobbies": "Sport, technika", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., IVT, pedagogika a psychologie", "teacher_practice_years": "31", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1380", "content": "TEACHING CASE STUDY\n\nBackground:\nMy class and I were on a walk in the forest and at one point, I noticed that 2 boys from the class were missing. I learned from my colleague that the boys were picking blackberries and that they would catch up with us. However, I didn't like that, something could happen to them. So I went to find them and tell them to go with me, that they are the last ones and we have to get back to school on time. One of the boys told me that he didn't have to listen to me. When repeating the situation, the student in question rolled his eyes at me and was even vulgar towards me.\n\nSituation (Anamnesis):\nThe student has problems with authorities and does not like to listen to anyone. He doesn't quite fit into the class and sometimes behaves superior to his classmates. He is a year older than his classmates and maybe that is the reason for his dissatisfaction and feeling of not belonging.\n\nTeacher Intervention (Solution):\nAt the moment when the student behaved like this towards me, I basically did not solve anything. I just told him that his behavior was inappropriate and rude to me. After we got to school, I talked to him about the fact that he should treat me with respect as I treat him and he shouldn't insult me. I explained to him again the situation in the forest, when I was primarily concerned with their safety and not to make it impossible for them to pluck blackberries.\n\nOutcome:\nAfter the speech, the student seemed unaffected by my words and interpretation, but after I finished speaking, he apologized to me. From that moment on, he always treats me the way he should and I treat him with the same respect that he treats me.\n\nStudent Profile:\nAge/Year: 11 let – 5. třída\nHobbies: rybaření\nDiagnoses: Dysgrafie\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1380", "student_age_year": "11 let – 5. třída", "student_hobbies": "rybaření", "student_diagnoses": "Dysgrafie", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "VŠ (bakalářský titul)", "teacher_practice_years": "7", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1258", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student regularly misses classes, missing even 3-4 days out of five. There are periods when he attends school more, but in general his absence is very high. He does not suffer from any major diagnosis. In the excuse from the mother who takes care of him, the most common reason is morning sickness and anxiety. He has three siblings, two older and one younger. The mother states that by default older children take care of the younger ones, which is the reason for their more frequent absences. The older siblings are former pupils of this school, however, more detailed information about their behavior and attendance is no longer available. The student has been in the team with the children since the first grade. There were never significantly strained relationships between classmates. He was thus integrated into the team, but with increasing absences over the past two to three years, he is clearly distancing himself from his classmates. The first problems with absence started before the covid era and online teaching, when the pupil began to be absent often. With online teaching, his absence from classes increased even more, allegedly due to the limited possibilities of internet connection at home. After returning to physical education, the situation is very bad and there are no more people coming to school than they are.\n\nSituation (Anamnesis):\nThe student is immature for his age. There is a persistent mild speech impediment in his oral expression. He supplements the narrative with a lot of fantasy narration, from which it is evident that he is unable to distinguish reality from fantasy. Due to the topic, it is assumed that he spends most of his time at home playing games on the Playstation or watching TV. He often misses classes due to illness. The student is calm in class, does not disturb in any way beyond the standard. His workload is very small. He is not able to start work independently, he needs an invitation from the teacher, nor to continue it. He requires constant assistance with exercises and tasks, otherwise he is inattentive and very slow. He maintains a slow work pace even under supervision. He is also not able to prepare for classes at home and make up for missed lessons. Also, the level of knowledge and the ability to learn the material is unfortunately at a very low level.\n\nTeacher Intervention (Solution):\ndidn't know what to do anymore. Of course, we wanted to solve it with the parents, but we don't even know what the father looks like, and the mother either comes, promises mountains, but nothing happens, or she apologizes and doesn't come to the meeting at all. After consulting with colleagues, who also complained about the student's absence, I turned to the school psychologist. She invited the pupil and a support measure was proposed - so that the mother would find time for the pupil among the siblings, which she would dedicate to him individually, for example by reading together or setting up evening rituals. The student likes fables and rumours. He says he also reads texts with biblical themes with his mother. At other meetings, the pupil said that now he and his mother read, play puzzles or cards in the evenings. The psychologist discussed relaxation techniques with him, which he can include in the evening before going to bed, or in the morning when he is feeling sick, to alleviate and induce calmness. This information was also passed on to his mother.\n\nOutcome:\nAfter establishing contact with the psychologist, there was a tendency to improve the situation in the field of attendance. The student was absent only once or twice a week. Of course, it's still not enough, but we were happy for it. After several weeks of regular meetings with a psychologist, he also stated for the first time that he had not experienced morning sickness in the past week. We were happy and hoped that the situation would only continue to improve. The student was still sitting with the children. Of course, some of them already showed a mental shift compared to him, or a slight aloofness, because they really didn't meet much anymore, but he still belonged to them and, according to his words, he wanted to advance to a higher grade with them. Unfortunately, that was not possible in the end. After such a brighter period, when we all thought we had managed to solve it, that the mother had also finally reacted, we thought that she must have understood that if she didn't work with him at home, she would probably fail. His average was really bad. In some subjects, there was nothing to make him. Well, except for attendance, almost nothing has changed. And unfortunately, it didn't last long with her either. Towards the end of the school year, the situation began to return to its old ways. He was excused with alleged severe digestive problems, however we never received a confirmation from the doctor. Of course, his gaps in learning were already so big that in the end he had to repeat the year anyway due to several subjects. It's a shame.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: Hra na playstationu, sledování seriálů\nDisorders: Absence\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1258", "student_age_year": "12 let, 6. ročník", "student_hobbies": "Hra na playstationu, sledování seriálů", "student_diagnoses": "", "student_disorders": "Absence", "teacher_approbation": "Mgr. – Čj, Hv", "teacher_practice_years": "21", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1339", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I remember happened in a class in which I would probably least expect it. It was an 8th grade class and I was their third year class teacher at the time. My other colleagues and I had no idea that something like bullying could be going on in that class for a long time. Nobody found out about it at the time, it was found out in the most extreme way, when the bullied pupil came to confide in herself. I was very surprised at first, because what really didn't fit me were the names of the alleged bullies. The student came to confide in me, she was completely knocked out and it was obvious that this was the last thing she could do at the moment. It could be seen that she had resisted the onslaught for too long and was simply on the brink of strength. It felt really terrible and all kinds of scenarios started running through my head on how I would handle such a situation. I have never encountered anything like this before. At that moment, I tried to listen to the student and assured her that I would take care of solving the case. I also confirmed to her that we will deal with the situation outside the classroom, so she does not have to worry about possible further ridicule from her classmates.\n\nSituation (Anamnesis):\nThe bullied pupil was an 8th grade girl, introverted but hardworking. Although she had average grades and did not excel in her knowledge, she was always trouble-free, reliable, polite and hardworking. She came from a stable family background, her parents always looked after her and took care of her. The bullies were two boys from the same class. Both quieter, unimpressive, both had very good grades and had no problems at all in the school environment until this time.\n\nTeacher Intervention (Solution):\nfew days later, when I had settled my thoughts and considered it appropriate to get more detailed information from the bullied pupil, I arranged a small meeting with her in my office. I tried to create a pleasant environment for her so that she did not feel that I was putting any pressure on her and picking her up. After I learned that she had not yet confided in her parents about the situation, we agreed together that it would be necessary to inform the parents as well. The pupil also explained to me in more detail what it was all about. On the part of the bullies, there were verbal insults, most often connected with the clothes of the pupils. They coined the nickname 'old fashion' for her. Unfortunately, it didn't just stop with this nickname, but gradually the students looked for more and more little things that they could attack. Allegedly, they should have mocked her for her hairstyles, for her snacks, or even for her handwriting. The strange thing about it was that all three of them enjoyed each other, only sometimes there were moments when they started insulting the student with a lot of insults. We agreed that I would first gradually contact the parents of the bullied student and then I would also call the boy bullies to the office. After I called the pupil's parents to the school, I gradually called the two bullying pupils, one by one. I must say that neither of them denied the bullying and immediately agreed to everything and confessed to everything. Although at first they looked taken aback, they did not refuse to communicate and cooperated with me. I said that in a possible continuation there is also a risk of a class teacher's punishment, or something worse, a worse behavior mark.\n\nOutcome:\nwas quite strict with the students and ordered them to stop all this insulting immediately. I explained to them how they would probably feel if someone treated them the same way. I also said that both the parents of the bullied student and the parents of the bullies themselves, whom I later called to the school, are already familiar with the situation. It couldn't be hidden, it had to be dealt with immediately with the parents, otherwise it would never stop. The students claimed that it would never happen again. After that, I also agreed with the bullied pupil that I would continuously ask her whether the behavior of the two pupils had improved and how the whole situation was changing for the better. With this, I considered the problem partially solved and I hoped that the bullied pupil was in good hands, that she would receive the right support and support. Apparently also due to the fact that the pupils were never in trouble, the class teacher's threat with a stick took hold of them, and what I then regularly asked the bullied pupil, the whole problem ended quite quickly. When I heard this from the student, I didn't even solve the problem with the two boys after that.\n\nStudent Profile:\nAge/Year: 13 let, 8. ročník\nHobbies: trávení času s kamarády, sledování televize\nDisorders: Šikana\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Disrespectful communication, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1339", "student_age_year": "13 let, 8. ročník", "student_hobbies": "trávení času s kamarády, sledování televize", "student_diagnoses": "", "student_disorders": "Šikana", "teacher_approbation": "vysokoškolské vzdělání (Mgr.), aprobace AJ a NJ", "teacher_practice_years": "15", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/318", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught mathematics and physics in the second year in the 7th C. I quite liked this class, of course there were students with different character traits in it, but no troublemakers. This class also included a 13-year-old student who, unlike me, mastered social networks brilliantly. At my advanced age, unfortunately, or rather thanks to God, I don't have Facebook or anything like that. Žačka and her friends spent every free moment on social networks. I didn't understand what they could do there all the time. One day it got to the point where I confiscated their cell phones in class. Perhaps this was the impetus for the pupil's strange behavior that followed.\n\nSituation (Anamnesis):\nfew days later, the director called me to the director's office. I had no idea what was waiting for me there. When I arrived to see him, the teacher who teaches music and physical education at the school was also sitting there. After a while, the principal started talking about class 7. C. He asked me if I had any problems with this class. I didn't remember any at that moment, because I never had any conflict with this class. They both looked at me in amazement. The director then showed me a collage of two photos from the lesson on the computer, which consisted of my photo and a photo of the teacher, where some word in English is written above our heads. Since I only know a few sentences in English, I didn't know what it meant. After that I found out that there was something to the effect that we were completely stupid. As I said before, I don't understand social media, so both gentlemen had to explain to me where they got the photo. I found out that the photo appeared in a social media story posted by a 7th C student and it was only there for 24 hours. All of her social friends were said to be able to see this photo. So I was wondering how she got to Mr. Director. I was told that the photo was sent to the teacher by his niece, who follows the student on social media. The teacher was very touched by this, so he demanded that the student's parents be invited to the school. Žačka lived in a divorced family in alternating care. The parents did not get along very well, so only the mother came to school.\n\nTeacher Intervention (Solution):\nWhen she arrived, we were both called into the principal's office to draw the consequences of her behavior. The teacher was very mad. He considered the photo that the student posted on a social network to be an insult to his person. I took it more as a prank, as the pupil was always an exemplary girl. In the principal's office, after diligently searching for and against, the teacher demanded that the student be awarded 3 for this behavior. I finally agreed with this solution, because the teacher convinced me that what the student did was not only an insult to my profession, but also to my person, and that no student should allow this to happen to their teachers. Žačka's mother did not agree with the solution at first, but after a long educational monologue from the teacher, she came to a different opinion. She was glad that her daughter's misdemeanor happened in the 7th grade and not later, when the report card is already entered on applications to secondary schools.\n\nOutcome:\nLooking back on this situation, I would definitely disagree with the teacher's solution. I would suggest an agreement. We would only joke with her that she can't afford to take out her anger on teachers in such a public way. Furthermore, it would be a good idea to teach her about social networks and encourage her to use safe places to relieve her anger. In case of repetition, draw stricter consequences. Unfortunately, I came to this solution only now, maybe it's also because I don't just get thrown off by something anymore. But it is true that since then the pupil has not allowed herself anything similar. And if so, at least it didn't reach us.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: sport – atletika, sociální sítě\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "318", "student_age_year": "13 let, 7. ročník", "student_hobbies": "sport – atletika, sociální sítě", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské (titul Mgr.), matematika a fyzika", "teacher_practice_years": "32", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/649", "content": "TEACHING CASE STUDY\n\nBackground:\nfew years ago, I taught a class that was also attended by a boy. He was a smart student, he got along with everyone in the class. I taught the class for four years and never had a problem with anyone. The boys were sometimes naughty, like everyone at this age, but they never did anything big. However, one day in the ninth grade, the boy came unprepared, refused to cooperate and even talked back. I thought he must be having a bad day. I scolded him and assumed it would get better. When the boy continued to behave in this way, I immediately contacted his mother, whom I knew quite well as a classmate of theirs, and politely asked if something had happened or if the boy had any problems. I found out that he started seeing some group of goons who, as is the case at this age, started to influence and encourage him.\n\nSituation (Anamnesis):\nIn this case, I don't think class has much effect on the situation. The behavior started to happen with a stimulus outside of school. No one else from the class had met that group. The boy, on the other hand, could be retained by the class because he had good relations with everyone and could understand that his behavior was not leading to anything.\n\nTeacher Intervention (Solution):\nAs I already mentioned, immediately after the change in behavior, I contacted the boy's mother, to whom I explained what was happening and tried to find out the situation in the family. The mother immediately made the connection with what the change in behavior can be instigated. She told me she would take care of it and talk to her son. I don't know if he stopped hanging out with the gang or if talking to his mother helped, after which he realized that a future as a thief and a gangster was not for him, but it worked.\n\nOutcome:\nsaw immediate improvement in the short term. I think it was a momentary infatuation with his new friends, he probably wanted to prove to himself that he was good enough to be in their group. In the long term, no behavioral fluctuations appeared. As for the other hours, the colleagues did not complain about anything. It was probably for the reason that he allowed me more than the others and also, as I already mentioned, I was in their class and she immediately noticed the change in behavior.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: sport, národopisný kroužek\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "649", "student_age_year": "14 let, 9. ročník", "student_hobbies": "sport, národopisný kroužek", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (český jazyk a dějepis)", "teacher_practice_years": "32", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/710", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in 9th B is a frequently discussed topic at school. Pupils in this class have problematic behaviour, such as smoking in the toilets, spitting into the drinks of younger pupils and ripping obscene ornaments into desks. As a classroom teacher, I have been lucky enough to never teach this class, but my colleague who is in charge of this class is tired of them. As for my problem, all the students from this class advanced to the ninth grade, except for one student who, due to a large number of unexcused absences, remained in the 8th grade. B.\n\nSituation (Anamnesis):\nŽačka is really bad about this situation because she decided not to communicate. You saw how during the lesson when they had to work in groups, she just looked at the paper, didn't say a word and didn't say hello to anyone when leaving the school. Plus, he doesn't go to school every day now.\n\nTeacher Intervention (Solution):\nHer class teacher recommended a session with a psychologist, which she attends. I personally teach this class three subjects and I try to motivate the student, praise her for the smallest achievements and avoid situations that might stress her, such as reading aloud. Together with my colleagues, we are trying to motivate the pupil to go to school, and she has an appointment with an educational advisor, who should explain to her the benefits of completing basic education and the possibility of continuing at an apprenticeship school. Nevertheless, the student more or less ignores all our efforts and said herself that after the end of this school year, she will have left nine years of school and then her life will be in her hands.\n\nOutcome:\nCurrently, the situation does not look good. As a classroom teacher, I had previous experience with ninth graders who, although they also had their own problems, eventually all managed to transfer to secondary or apprenticeship schools. Now I am afraid that the student will spoil her life due to the indifference of her parents and the negative influence of the team, which makes me sad.\n\nStudent Profile:\nAge/Year: 8. ročník; 15\nHobbies: teď hlavně popíjení v parku\nDisorders: Záškoláctví,Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "710", "student_age_year": "8. ročník; 15", "student_hobbies": "teď hlavně popíjení v parku", "student_diagnoses": "", "student_disorders": "Záškoláctví,Pasivita", "teacher_approbation": "Učitelství českého jazyka a literatury; učitelství dějepisu pro 2. Stupeň ZŠ", "teacher_practice_years": "8", "problems_annotated": "Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1283", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the first lesson of physical education in the first grade, the student did not want to change into sports clothes and refused to exercise. The teacher allowed her to stay with the assistant in the classroom and went to the gym with the other students. After some time, the teacher came back for the student and she went to the gym with her. Her eyes lit up when she joined the kids in the gym. At first she just sat and watched the other children run around. But she didn't want to get involved and then said she was cold. The teacher sent her to the Miss Assistant in the classroom for a sweatshirt. The class is across from the gym so she could check that she really went there. There were about 10 minutes left until the end of the lesson and the student didn't want to go back to gym, so she stayed in the classroom with the assistant.\n\nSituation (Anamnesis):\nŽačka comes from Ukraine and immigrated to the Czech Republic half a year before the start of first grade. This half year she went to kindergarten, where she already met some future classmates. She was also tutored in the Czech language so that she could join the team. Her classmates were always friendly to her and helped her. However, Žačka was still sometimes afraid to participate in games with others. These were mainly games in which she had to communicate more, which is understandable, because she was not yet completely confident with Czech. Gradually, however, she became more and more involved, and even communication no longer caused significant difficulties for her.\n\nTeacher Intervention (Solution):\nAfter this gym class, the teacher talked to the student and told her that next time she would have to practice because she couldn't stay in the class with the assistant. She then tried to motivate the pupil that next time she could run with the other children, that her classmates would be happy if she also got involved. At first, she didn't seem like she wanted to join the gym next time. The teacher told her that she needn't be afraid to practice with others. She reminded her that she plays games with her classmates during breaks and in class. She tried to encourage her that working out in the gym was fun.\n\nOutcome:\nBefore the next gym class, the pupil automatically got dressed with the other children and went to gym without persuasion. She enjoyed the class. In addition, she gradually got closer to other classmates and thus looked forward to joint games more. After a few weeks in the first grade, he no longer has problems joining the team.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: Plavání, malování\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1283", "student_age_year": "6 let, 1. třída", "student_hobbies": "Plavání, malování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., JČ, Náboženství, učitelství 1. stupně", "teacher_practice_years": "19", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/973", "content": "TEACHING CASE STUDY\n\nBackground:\nonce assigned the students to write something about their family as homework. I selected a few students to read their work aloud to us. This student was among them. After he read his work to us, I regretted choosing him because it was clear from his work that something was wrong at home. When he described his mother, she seemed to me like a neglectful mother who mainly looks out for herself.\n\nSituation (Anamnesis):\nSo I called him to my office to try to find out something about it. I learned that his mom changes partners like socks, so before he gets to know his new dad, he has another one. Then I asked him how he was studying at home and if someone would help him with it if he needed help and he said that mom always told him that it was his job, so she didn't care. It was obvious that he didn't want to talk much about his situation, so I didn't bother him any further and let him go.\n\nTeacher Intervention (Solution):\nLater, he was sick for a long time, or so he claimed, so I decided to bring his assignments home. So I stopped by their house and was completely horrified at how it looked there. This student of mine was playing computer games, he didn't seem sick, and his mother wasn't home because she was with her partner. So I told him that he and his mother told me that he was sick, and he told me that he was sick, but that she told him that if he wanted to, he should stay at home. That was quite surprising to me. Then I asked him if he had done any of the assignments I gave him for his bachelors. So he showed me his notebook, but it was empty. So I told him that when he comes to school, I will check everything for him. He came to school after his absence without a single assignment. So I left him after school and worked with him during the filling. He had absolutely no problem with tasks, he managed everything by himself. So it was obvious that he just coughed it up. When he went to school, he didn't carry assignments, which made his grades worse. This was repeated several times and his mother didn't care at all. Unfortunately, we had to send a social worker to their home because of this, but I still tried to help him at least a little, because I could see that he was interested in getting an education, but when it came to the influence of his family, it was a problem. I once asked him if he would be interested in tutoring and he had no objections. So I arranged tutoring for him and his grades improved significantly, mainly due to the fact that the tutor made him do his homework. But the problem is still with his attendance. He always stopped going to school out of nowhere and made the excuse of illness.\n\nOutcome:\nSo we solved his benefit, but the problem with his attendance was still unresolved. Our school was too short to force a pupil to go to school in order to have proper attendance. That is why the social worker had to go there more and more often. But then the social worker threatened his mother with taking away certain benefits and he was forced to go to school, and it worked that way until the end of the school year. Another school year has started and he still hasn't shown up at school. I tried to call his mother for a long time without success. Eventually I learned that he and his mother had moved out of our town. Unfortunately, he was still registered at our school, so we had to count his absence as unexcused hours. I think that if his family stayed in our town and he continued to go to our school, it could be worked with. So I think our solution was only partially successful.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: Rád sportuje a zajímá se o historii\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "973", "student_age_year": "14 let, 8. ročník", "student_hobbies": "Rád sportuje a zajímá se o historii", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Čj, D, Hv", "teacher_practice_years": "", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/628", "content": "TEACHING CASE STUDY\n\nBackground:\nknew that the student suffered from uncontrollable outbursts of anger. These most often occur during breaks, i.e. when the class has no responsibilities and is left free. The most risky was always a big break, which encouraged resting, but also running. I was mostly in class, so it was a shock that it didn't bloom further. Then he snorted at someone (perhaps unintentionally). The truth is, he often doesn't remember, he just moves. The problem arose when another classmate punched him, which was probably supposed to be 'in return'. Although he started unintentionally (he will never find out whether it was really unintentional), but the moment someone else scolds him because he is 'giving it back', he takes it as an injustice and wants to give it back too. This creates a vicious circle of return. Everyone thinks they are right. He flew out of the box like a devil. Although he is small in stature, he is strong, so it is not a problem for him to fight with a boy two heads bigger. I was just in the corridor, the girls from my class came running for me. The boys fought and it ended with a bumped knee. He was completely furious, tears streaming down his face with fury.\n\nSituation (Anamnesis):\nThe student is a 5th grade student, he is 11 years old. He was already in the fifth grade once, unfortunately he failed, so he got into a completely new team. Boys predominated in the class, there were 13 of them with him, only 6 girls. Integration into the new team did not go as planned, the boys quickly found out that they were not good enough in many things (especially in terms of knowledge). This prompted them to pick on him. This put him in a situation where he didn't have any boy friends, he only hung out with them occasionally. The mood in the class was such that the boys \"turned up\" against him because they were annoyed by his behavior. Disputes often do not start with just one particular student, there are always more at first, but then a physical fight occurs with only one. He claims that he feels humiliated at such a moment. He feels that he has no one to stand by his side to balance the power. He is humiliated because his classmates always have the upper hand over him. Therefore, he tends to defend himself even more and easily switch from words to punches. It is true that he is prickly in himself, but he can also behave in other ways. He has a better relationship with his classmates, to whom he himself behaves very nicely. He himself admitted that he feels better with them because they don't provoke him into fights. He pats them on the head, generally treats them like a gentleman. As for his family, he lives with both his parents and his younger brother. He comes from a socially weaker family, so due to a lack of finances he cannot attend any clubs where he could, for example, vent or learn to control his anger. He spends his free time running outside in the village. In class, he has a problem with maintaining attention, he cannot concentrate on the material being discussed. The teaching assistant spends more time with him than with other children. This supports him and helps him to complete all assigned tasks. In his case, the most important thing is a kind and welcoming attitude. When he is spoken to nicely, he chooses a nice address (address), he tries to fulfill the assigned task within his possibilities. However, there is no subject in which he excels, he ranks below average in all of them.\n\nTeacher Intervention (Solution):\nThe moment I come to the class as an adult, the student can usually tell. His eyes are red, but it's not as if he's mindlessly thrashing around. Then we have to start talking about it. Trying to figure out who actually started it. Which is never easy. Each of them calls out to their counterpart: 'And him! And he!' I solved this particular fight by separating the boys together with my assistant. Each takes one and goes down the hall. The student will independently state his point of view on the given matter, his classmate will do the same. Then we bring them together and they tell each other this view of the matter. I will also ask an unbiased student from the class who can give me a third perspective on the matter. It is important to be as kind to him as possible, because he will completely melt under such an approach.\n\nOutcome:\nIn the short term, this procedure works great. I can always be sure that the next break will be quiet. I think that explaining the given situation and views from the other side helped the student the most. He will realize that his view of the matter is not the only correct one and that his behavior can also harm others. His classmates, in turn, realize that the student often cannot control his outburst of anger and that he has a tendency to overreact to perceived injustice. In the long term, however, the situation has not changed significantly. Outbursts of anger keep repeating, they can occur both during breaks and during class. After online teaching started (school year 2020/2021), the pupil often did not attend classes, so there was no way to check whether he was working in class as he should. Parents tended not to cooperate with the school. The laptop, which the children had the opportunity to borrow from the school, was picked up after a month. After returning to school, the pupil again lagged behind other classmates and outbursts of anger were almost the order of the day. Due to the online mode, there was no room for such good observation of the student, after all, during face-to-face teaching, the teacher observes much more. Now the pupil has entered the 6th grade with a different teacher and we will see how his behavior will develop.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: Žák je bez zájmů, jen chodí ven.\nDiagnoses: ADHD\nDisorders: Hyperaktivita,Nesoustředěnost,Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Transfer of student, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "628", "student_age_year": "11 let, 5. třída", "student_hobbies": "Žák je bez zájmů, jen chodí ven.", "student_diagnoses": "ADHD", "student_disorders": "Hyperaktivita,Nesoustředěnost,Emoční labilita", "teacher_approbation": "VŠ: Učitelství 1. stupně základních škol, Speciální pedagogika - logopedie", "teacher_practice_years": "36 let", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/633", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I assigned a task about computer science for work in class or to be done at home, the student did not respond and instead of completing the assigned work, he kept drawing sketches in his pad. He always sat in the last desk, where he hid behind the monitor, so I only noticed his behavior when walking through the classroom. When I admonished him, he hid the pad in his backpack and pretended to work on the assigned task for a while. At the moment when I was focusing on the other students, he interrupted his work and devoted himself to drawing again. This situation was repeated several times during the two-hour session I had with them. However, at the end of the lesson, when the students had the task to record on their disk, he always had the work done and in order. When checking the work, I found that the work is always very similar to the work of one of his friends. She was never exactly the same, but I saw similar traits in her that I couldn't find in any other student. In the properties of the document, the author's name was listed, which always coincided with the given student, with whom I found identical characters.\n\nSituation (Anamnesis):\nThe classroom climate was always very positive and friendly. There were some contradictions between the students, but I don't see any major conflicts in her. In this class, I did not experience any lawsuits by the teacher or gossiping of other students, therefore everyone took this student's behavior as something that they did not have to deal with.\n\nTeacher Intervention (Solution):\nAfter much thought, I decided that I would not solve this situation in front of the whole class, but solve it alone with him. I called him to the office during the break, where I explained to him how I found out about his cheating and agreed with him that if he tries for the rest of the year, I will not discuss it with his parents or other cantors. I also explained to him that I see him as a gifted student who is able to solve the assigned task faster than his classmates, and I am willing to leave the rest of the lesson free for him to do what he enjoys, which in his case is drawing. However, I didn't want to leave him complete freedom and I wanted the remaining time to be beneficial for him, so I prepared a task for him for the rest of the lesson related to computer graphics, which he got acquainted with and which he was very interested in.\n\nOutcome:\nUntil the end of the year, I didn't come across any more cheating, the student completed the assigned tasks very quickly in the lessons, he usually had everything done before most of the others. I, too, fulfilled our unwritten agreement and let him devote the rest of the class to his artistic ability in a form that enriched and benefited him. After a few years, this student visited our school and met me as well, I learned that after secondary technical school, he went to college to study graphic design. He thanked me for my patience and for introducing him to computer graphics through me. This is the direction he wants to go in the future.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nHobbies: kreslení\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Agreement, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "633", "student_age_year": "14 let, 9. třída", "student_hobbies": "kreslení", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Magisterské studium pro druhý stupeň ZŠ, aprobace informatika a zeměpis", "teacher_practice_years": "15 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1307", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I was a homeroom teacher in the 6th grade, before I started teaching here, I had 3 girls in my class. These girls have always gotten along and there has never been a problem before. One afternoon, a student came running to me saying that two other students were bullying her. At the time, I had no idea that something like this was happening in my class. According to the student, this bullying lasted quite a long time. These were mainly verbal attacks and efforts to single out the student from the class group. They praised it, but it also turned into cyberbullying via text messages, which were sent mainly by one of the students. Nobody knew about the text messages from the beginning, only the student's mother found them on her phone. Right after the student told me about the situation, I started to solve the situation with both the students and their parents. The extent of how those girls harassed her was really huge and that's why I wondered why she came to me only after such a long time.\n\nSituation (Anamnesis):\nstudent - a bullied, quite introverted girl, she still had friends, average academic performance, she enjoyed cycling and dancing the most. The second student - an extroverted girl, had fun with the whole class, above average academic performance, class 'queen'. The third student – an extroverted girl, with an average academic average, did not show much interest in school at all.\n\nTeacher Intervention (Solution):\nAs I said, I immediately started to solve it with my parents. After I explained what had happened, they all agreed that I had to talk to each girl individually. The mothers of the two students told me that nothing had ever happened before and they were surprised that their daughters were capable of harming someone like this. First, I called each girl individually and asked what and why this was happening. One student immediately confessed to me what she had done and seemed to be really sorry for her behavior. I warned her that her behavior was really out of line and that she must not continue it under any circumstances. Then, when I had a conversation with both students together, one of them told me that it was mainly her idea and she dragged the other student into it. Of course, I thanked the student for her honesty, however, I scolded them both, because they were both actresses. As part of the punishment, I gave them the task of writing a paper on the topic of bullying and cyberbullying, so that they realize how this behavior harms the victims.\n\nOutcome:\nFor a moment it seemed that everything was fine and that the girls had learned their lesson. But less than two weeks later, after this happened, I learned that one student wanted to transfer to another school. Although she said the reason was different, I still think that the main reason for her transfer was the bullying. I think it irreparably damaged the relationship between the three of them and she didn't want to try to fix it anymore. I tried to help her, but she had already made up her mind and her parents fully supported her. Sometimes I wonder how it would have turned out if I had known about it a few weeks earlier.\n\nStudent Profile:\nAge/Year: 6. třída, 12\nHobbies: Tanec, jízda na kole\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: (Disciplinary) Punishments, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1307", "student_age_year": "6. třída, 12", "student_hobbies": "Tanec, jízda na kole", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bc., Aj", "teacher_practice_years": "16", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1469", "content": "TEACHING CASE STUDY\n\nBackground:\nThe main problem was that the pupil did not want to go to school, which stretched from the sixth to the ninth grade. There were already signs of attendance problems in the first grade, but the situation worsened significantly in the second grade. Both the student and his mother made excuses, and due to his absence, he lacked knowledge, as the subjects of Czech, mathematics and English follow each other. The mother said she had a phobia of school, but the psychiatrist suggested more of a personality disorder. The student missed a lot and felt that his classmates were laughing at him. Several meetings were held with the student and the mother, and the case was referred to the school psychologist and other professionals. In the fifth grade, the student lived with his mother, his father did not see him, and the absence exceeded 200 hours. In the sixth grade, the situation improved thanks to interviews and work with the student, but in the seventh grade, the problems returned and a school psychologist was deployed. After talking with the mother and the pupil, the situation improved for a while, but in the eighth year the problems returned and the pupil stopped going to school. The mother began to cooperate with the psychiatrist, but despite many negotiations, a stay in an educational care center was finally prepared for the pupil, to which the mother agreed, but eventually backed out of the plan. The school tried to support the pupil, but the absences persisted and the pupil was assessed insufficiently, although he successfully completed compulsory schooling. The student's mother constantly apologized and was desperate, which was very difficult for her mentally.\n\nSituation (Anamnesis):\nThe student had increased absenteeism and attendance problems since the first grade. In the fifth grade, the absence exceeded 200 hours and the school had to address the situation. In the sixth grade the situation improved, but in the seventh grade the problems returned and a school psychologist was deployed. In the eighth grade, the situation worsened and the student stopped going to school. The mother started working with a psychiatrist, but despite many negotiations, a stay in an educational care center was finally arranged for the pupil, to which the mother agreed, but eventually backed out of the plan.\n\nTeacher Intervention (Solution):\nThe school tried to solve the situation gradually, with the help of the school psychologist, social workers and a psychiatrist. Several meetings were held with the student and the mother, and the case was referred to the school psychologist and other professionals. In the eighth grade, the pupil was reported to a social worker and the mother began working with a psychiatrist. In the end, a stay in an educational care center was prepared for the student, but the mother backed out of the plan.\n\nOutcome:\nDespite many negotiations and preparation for a stay in the educational care center, the mother eventually backed out of the plan and the student finished school with a lot of absences, but was classified. His mother still tended to excuse him and was desperate. The student was expelled for truancy in high school and became very shy and addicted to computer games. The school tried to support the pupil, but in the end focused on other pupils where it mattered.\n\nStudent Profile:\nAge/Year: 12 - 15let, po celou dobu studia na 2. stupni ZŠ\nHobbies: Počítačové hry\nDiagnoses: Psychiatrická diagnóza\nDisorders: Lhaní,Odmlouvání\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1469", "student_age_year": "12 - 15let, po celou dobu studia na 2. stupni ZŠ", "student_hobbies": "Počítačové hry", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Lhaní,Odmlouvání", "teacher_approbation": "Vysoká škola, učitelství 2. Stupně, Český jazyk – Rodinná výchova (Výchova ke zdraví)", "teacher_practice_years": "13", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1255", "content": "TEACHING CASE STUDY\n\nBackground:\nThe gentlemen decided to demolish the wooden shop they had built. I provided them with tools such as a hoe, a screwdriver and a hammer. Because we are a forestry school, the children are normally used to working with him. I left them alone with their project and went to the yurt to prepare materials for the next part of the day. Since it's the beginning of the school year, the group of boys here often declares the hierarchy in the group. I had a hunch that it could happen during the demolition work here as well, so I always watched them out of the corner of my eye. During the printing of the materials, I heard loud bangs from outside. I went outside and found a merry group of boys throwing a hoe at a piece of iron. The hoe was held by a student and he is known for his nonsensical ideas. At that moment I was horrified because I was aware that it could have fatal consequences. At the same time, I was angry at the boys who were taught how to work with those things and throwing a hoe was definitely not it.\n\nSituation (Anamnesis):\nRepeated disregard of set rules, violation of agreed rules.\n\nTeacher Intervention (Solution):\nMy first reaction was that I wanted to start screaming how they were imagining this and what on earth was going on in their heads to throw a hoe. I tried to keep calm and followed the student who was holding the hoe. He immediately knew it was a screw up and started explaining to me how it was the other guys' idea and he just wanted to try it. Since I know that this student likes to find fault in other people and is unable to admit his mistake, I didn't put too much pressure on him. I called a group to the yurt, where we sat in a circle and began to recount the event all over again. One boy told me that it was his idea because he thought that if he threw the hoe there would be more force and thus the building would fall apart sooner. The other participants agreed with him and also thought it was a much more fun option. I was confirmed by them that during the throwing they made sure that no one was near the demolition site and that none of them suffered any harm to their health.\n\nOutcome:\nAfter interviewing the boys, I asked them if they thought hoe throwing was safe in a crowded environment. I wanted them to list the things that could potentially happen. For example, the fact that the throw fails and the hoe falls on one of the members of the group, etc. I again explained to them how to work with all work tools and what the rules are for their use. After that I disbanded the group and the boys returned to their original activity, but this time they demolished with all security. I am aware that at first I thought it was the invention of our usual delinquent, but in this case the idea came from a boy who has excellent academic results, is non-confrontational and respects the rules. I know his interests include space and physics, so I wasn't too surprised when he came up with this idea, since he keeps telling me about some experiments he's seen on TV. I decided not to give them any major punishment, I just repeated the safety rules and I hope that the situation will not happen again. It was the first time they came up with such an idea, so I want to give them some time to reflect and see how they proceed with their next projects.\n\nStudent Profile:\nAge/Year: 3.třída, 8 let\nHobbies: Vesmír, fyzika, příroda\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1255", "student_age_year": "3.třída, 8 let", "student_hobbies": "Vesmír, fyzika, příroda", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bc. Enviromentální studia a speciální pedagogika", "teacher_practice_years": "3 roky", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1445", "content": "TEACHING CASE STUDY\n\nBackground:\nbegan to observe problematic behavior in the student between 6th and 7th grade, when his parents divorced and the student began living with his father, who remarried his girlfriend. For this student, the father was always a great and role model, and I think he also depended on him a lot. After the breakup, his father began to have major problems with alcohol and often ran away from home. I think that at this very moment - the beginning of puberty and at the same time an emotionally difficult situation, the student needed his father very much, but he did not pay attention to him. It started to happen often that the student did not go to school, in the beginning he always had excuses, and over time he stopped wearing them. When he came to school, his clothes often smelled of cigarettes, and he was caught smoking around the school several times. At school, he often began to take advantage of the teacher and did not want to cooperate with his classmates. During the lesson, he calmly got up and left the lesson, during attempts to stop him, he could argue very well - we often called the parents to the school. However, only his new mother always came, who did not have a very good relationship with the student and ignored all indiscipline. Lying is a very serious problem for him, as he has no problem hammering, even if he is looking the director in the eye. They make up different stories from their home environment to justify why they don't carry tasks and tools. When his father is not at home, his new mother is very supportive financially or writes him excuses when the student asks for them. Over time, he collected many disciplinary measures and repeated the 8th grade - but this was mostly ineffective. His behavior divided the student's class into 2 groups - some love him and he is a hero to them, others hate him. It is this division that leads to further problems in the collective when the pupil is indiscipline.\n\nSituation (Anamnesis):\nThe student comes from a family with financial problems, in alternating care during the 6th and 7th grade, currently lives with his father and new mother, during the second grade he received many disciplinary measures, in the first grade an average student without major behavioral problems, did not accept the surrogate mother , smart - he can argue very well, according to him, he doesn't care much about school and education, in the collective of the class he is adored by one half, the other hates him, he doesn't have many close friends at school\n\nTeacher Intervention (Solution):\nInitially, the problem was dealt with by disciplinary reprimands, but this had no results. He met individually with an educational counselor and a prevention methodologist - he often did not want to cooperate or did not go to meetings, making it clear that he did not care about education and hated school. We also involved the parents in the problem - the father did not cooperate, so we tried to come to an agreement with the surrogate mother, but she also did not come to the meetings. Today, the pupil has an IVP and is monitored by prevention methods, he should meet with him twice a week and once every 14 days he should also meet with his mother. Often, however, neither one comes. We are currently trying to find a school psychologist, because I think that the student needs a person in whom he will have confidence and trust, because we are not doing well at school.\n\nOutcome:\nUnfortunately, none of our measures had the desired result.\n\nStudent Profile:\nAge/Year: 8. ročník\nHobbies: box\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems\nSolutions Applied: Consequences, Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1445", "student_age_year": "8. ročník", "student_hobbies": "box", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "VŠ Magisterské studium obor Matematika a biologie", "teacher_practice_years": "33", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/796", "content": "TEACHING CASE STUDY\n\nBackground:\nstarted to notice that the students started singling out one student - a boy. There were occasional taunts and insults from the boy. Some pupils came with complaints that the boy behaves inappropriately, uses profanity towards others, especially towards the boy. The boy is such an idol of most of the class - the boys try to imitate him and be in his favor.\n\nSituation (Anamnesis):\nBoy - an extroverted boy who has a very well developed social intelligence and knows exactly how to deal with whom. Unfortunately, he often abuses it to his advantage. He is an “alpha male\n\nTeacher Intervention (Solution):\nknew that if I accused the boy of taunts and emphatically explained to him that not like that, he would go into opposition. That's why I chose the opposite method. I spoke to the boy individually and told him that I noticed that he has a great influence in the class and that many of his classmates look up to him, and that I would like to ask him for his cooperation. And I described to him that I had noticed that the boy was often the target of taunts, and that I would need him to keep an eye on it and possibly try to prevent such behavior. And the situation has really improved. Apparently, the boy was happy that I noticed his position in the class and he was happy that I turned to him and stopped insulting him and thus the situation improved in the whole class.\n\nOutcome:\nIn the short term, the situation improved completely, but after a few weeks, months, the situation worsened slightly, but it was no longer to such an extent, and now - less than a year after solving the situation with the boy, the situation is calm, the boy is not offended and works in the classroom without problems .\n\nStudent Profile:\nAge/Year: 14, 8.ročník\nHobbies: Chození s kamarády ven\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "796", "student_age_year": "14, 8.ročník", "student_hobbies": "Chození s kamarády ven", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. MAT, Zeměpis", "teacher_practice_years": "20", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/557", "content": "TEACHING CASE STUDY\n\nBackground:\nIn my class, the pupil refused to learn the German language. I didn't understand why. The answer to me was that he would not learn German on the basis that someone refuted the nation. Furthermore, he refused to prepare for German language classes, that was a bigger problem. He had a clear dislike for German. In my classes, the student did not respond to questions, did not cooperate and often did not complete the tasks assigned by me. In short, he refused to actively participate in my German lessons. I asked him what was going on, what was his reason for it. The answer was to me. 'I don't want to learn the language someone spoke. The one who slaughtered millions of people.'\n\nSituation (Anamnesis):\nIn my classes, the student usually tried to attract the attention of his classmates. Defying, talking back and even his favorite activity which was eating paper. The student is gifted and intelligent, but without interests. Lazy. In short, he's smart, but he sucks at it. The class is very noisy as a result. Even without student notes. There are more students like him in the class.\n\nTeacher Intervention (Solution):\nAfter the student indicated to me the reason why he would not learn German, I told him that I thank him for his opinion. 'And try to think if German could be useful for you. We are close to German speaking countries. You can go to German-speaking countries to work - financially secure your family. German is the language of many people who have enriched the culture.' I gave him a few examples. Some German and Austrian writers. Composer. I said at the end. 'Try to give German a chance.' The student shrugged his shoulders and did not answer me directly.\n\nOutcome:\nHe passed his German. It backfired, luckily the conflict didn't happen again by the end of his 7th grade. However, at the beginning of the eighth grade, he again expressed his opinion that he did not want to learn German. The teacher did not dismiss the student's opinion, she respected his opinion and tried to explain to him that German could be beneficial in his life.\n\nStudent Profile:\nAge/Year: 7. třída\nHobbies: Hudba, zájem o rómské etnikum  matka)\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Neuposlechnutí,Neposlušnost,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "557", "student_age_year": "7. třída", "student_hobbies": "Hudba, zájem o rómské etnikum  matka)", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Neuposlechnutí,Neposlušnost,Nepracovitost", "teacher_approbation": "Mgr.", "teacher_practice_years": "6 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/682", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was always aggressive, kicking and shouting at his classmates and teachers. When I tried to involve him in teaching, he protested. He was regularly aggressive even towards his friends and it was his only form of communication. One day the children came to class after recess and he refused to enter. His arms and legs were crossed and he just stood there. He refused to make any contact, did not respond to any invitation. I tried talking to him and gesticulating, but nothing helped. He was staring angrily, it was even visible from his stance. He was breathing hard, agitated, and his fists were clenched. He did not respond to any challenge and the other children waited in the classroom to see what would happen.\n\nSituation (Anamnesis):\nThe student had family problems, major disagreements between his parents and he himself had a bad relationship with them. He was very angry with his mother. We explicitly taught him to communicate with his mother at school. In the beginning, he didn't even want to wear a jacket from her. They had absolutely no physical contact as he had a major problem with communication. He had very poor attendance. His older brother had a playstation in his room and his parents let them play until the morning without supervision. He went to school tired, had a bad diet.. lack of sleep...\n\nTeacher Intervention (Solution):\nbegged him to go inside. He didn't respond to me, so I left him there and just told him: \"I can see from your body language that you are angry...\". I described his body and how he non-verbally communicates that he is angry. I tried to bring it to him from my side and describe it to him in as much detail as possible. In our class, we try to talk about emotions and we created a so-called body language and feelings table for this. In it, we divide feelings according to colors from green, the most positive, to red, the negative color. And so I told him: \"I see that you are in the red zone and it is certainly not pleasant for you or for others. How could you calm down?” I slowly put my hand on his shoulder, knelt in front of him and explained to him in a calm voice: \"You need time and that's why I'll go inside and when you're ready, just look at me and if you don't come, I'll come for you.\" I left the door open and asked the other students if they knew what had happened. Nobody knew anything. They only mentioned that there was some kind of physical problem with football. In the meantime, I gave them a task so I could check to go. I asked him if he was ready to talk to me. He made eye contact with me, put his hands down and leaned against the wall. I said: \"I can see that it is very difficult for you, but I also asked the children and no one knew. Do you think you could come to class and tell me later what happened?''At first he just came and sat by the door and watched and listened to what the other children were doing. I tried to non-violently involve him in the activity that the whole class was doing. I thanked him for trying and told him that I would also try to help him in return. But first he has to tell me what happened, because if I don't know what happened, I can't help him. I gave him 10 min. time to calm down. He stood up and said in front of the whole class that someone didn't pass him the ball during football. It touched him a lot because he was lonely. He simply had too much emotion and couldn't handle it any other way. We all thanked him.\n\nOutcome:\ntried to explain it to him and discuss it with him. My favorite question in such situations is: \"What could you try to do better next time?\". I guided him to a better solution. I said that he could use more verbal communication and make peace with anyone, whether it be an adult or his classmate. Over time, he started talking first with adults and then with his peers. The process of calming him down became shorter and shorter and he was able to tell his friends on his own. The loner became a great favorite and the children waited for him to come and play with them. Basically everything changed in his life. His habits, bad sleep, he could even concentrate more. He started to talk more with his parents, he knew how to take care of himself. He was even able to change into body clothes by himself, which used to be a big problem for him and we had to put his shoes away for him. Another thing that changed was the cooperation of his parents with the teachers. We created various support plans, we tried to solve their life situation as well. Later, it also improved at home, and his parents helped him use new strategies to manage anger and stress.\n\nStudent Profile:\nAge/Year: N, 6r, 1. ročník\nHobbies: Tanec, jedlo, fubal\nDisorders: Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "682", "student_age_year": "N, 6r, 1. ročník", "student_hobbies": "Tanec, jedlo, fubal", "student_diagnoses": "", "student_disorders": "Bariéry v komunikaci", "teacher_approbation": "Bc. – asistenka pedagóga v Anglicku", "teacher_practice_years": "14", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/578", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "578", "student_age_year": "11 let, 5. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, AJ, ČJ", "teacher_practice_years": "9", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1110", "content": "TEACHING CASE STUDY\n\nBackground:\nsituation I'm not particularly proud of happened during a science class. As a teacher, I am aware that you were above average in the subject, but I could not ignore your repeated fun in the first desk after several reprimands. Although it wasn't appropriate, I grabbed your sweatshirt and moved you to an empty bench. Everyone, including me, was shocked by this and no one said a word. After the incident I went to apologize to you and checked your neck because you had a zip up hoodie and sent you to rinse your neck.\n\nSituation (Anamnesis):\nThe student, a 9th grade student, is rather introverted and above average in science, he was rather bullied in the past.\n\nTeacher Intervention (Solution):\nAfter the incident, we didn't deal with it any further. You came to apologize to me after class and I apologized to you again, closing the situation.\n\nOutcome:\nFrom the following hours, you didn't have fun so often and you responded immediately to admonitions. Your work has also improved.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník ZŠ\nHobbies: Sport, práce s dětmi\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Physical intervention, Transfer of student, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1110", "student_age_year": "15 let, 9. ročník ZŠ", "student_hobbies": "Sport, práce s dětmi", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "21  Kurz zvládání problémového chování:                                     Ne   Kazuistika ++  Otázka: Kdyby sis měl vzpomenout na nějakou situaci, kdy jsi s nějakým žákem řešil nějaké problémové chování, co by to bylo za situaci?   Deskriptivní údaje ke kazuistice ++  Věk žáka a ročník:  14 let, 8. ročník ZŠ  Pohlaví žáka:  muž  Žák žije  oba  Problémové chování se opakuje a případně uveďte jak často:  Ano – potřeba pozornosti  Poruchy chování:  Ne  Potvrzená diagnóza žáka např.:  Ne  Prospěch žáka - subjektivní pohled:  Průměrný  Zájmy žáka:  Sport  Použili jste při řešení postupy vycházející z nějakého konkrétního přístupu :  Ne   1.       Podrobný popis  „No když o tom tak mluvíš tak si na jednu takovou situaci vzpomínám, ale tu si budeš asi pamatovat taky. Bylo to ve vaší třídě, když jsme měli informatiku a všichni jste měli zadanou práci, myslím, že to byli Kruhy v obilí, jestli si na ně pamatuješ. No a každý jste měl svůj počítač, ale bylo vás dost takže na Mellionase nevyšel počítač a tak se přidal k Fillovi do dvojce. Někdy kolem půlky hodiny jsem šel něco vyřídit na chodbu, ale hned jsem se vrátil, protože jsem zapomněl klíče. No, Mellionas si toho nevšimnul a začal tam demonstrovat, jak dělá úplný h**** a začal se navážet do Sereny, co seděla vedle. Chvilku jsem do toho nezasahoval a čekal, co udělá (pozn. mezi těmi dvěma se dříve řešilo víc problémů), ale když už začal s těmi jeho blbími keci tak jsem si odkašlal. Připadalo mi to trochu jako scénka z filmu, borec úplně ztuhnul, zblednul a zůstal stát na místě. Myslím, že jsem mu řekl: „To musí být paráda dělat úplný h****.“ nebo něco na ten styl, však to znáš. No, on pak zapadnul za kompl a řešil jsem to s ním po hodině.  2.       Anamnéza žáka  Spíš šikanátor – student 8. ročníku, extrovert, průměrný student, potřeba pozornosti, cituji „ale jinak byl v klidu“  3.       Popis řešení  „No už si moc nepamatuji, co jsem mu přesně řekl, ale ve finále to bylo něco o tom, že na hodinách není proto, aby se houpal na židli a dloubal se v nose. Pak jsem se ho zeptal, kdy hodlá to práci dodělat a věc jsme uzavřeli tak nějak dohodou. Nechtěl jsem moc vytahovat ty jeho blbí poznámky, protože to nebylo nic tak zlího, ale jen pubertální keci.“  4.       Výsledek řešení  „Mellianos od další hodiny seděl sám a když nevyšel počítač tak jsem tam sesadil studenty, co to potřebovali nebo byli napřed. On si tu práci dodělal a splnil všechny body naší dohody tak jsem to dál neřešil.“   Do jaké míry jsem spokojený s řešením dané situace?  8  Do jaké míry jsem se zachoval v daném řešení podporujícím způsobem pro žáka?  7 (cituji: „A to znamená co? Asi sedm.“)  Do jaké míry jste kladli na žáka přiměřené nároky?  8                 Deskriptivní údaje učitele:  Vzdělání:                                     Mgr. , Př, Tv  Počet let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1267", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to us in the fourth grade. From the beginning, he could not make friends because he was new in the class and often sought conflicts. He beat the other kids and didn't get along with anyone. He argued with them. This problematic behavior lasted for about the first half of the fourth year. It can be said that it was repetitive, but the problematic behavior manifested itself in different situations. He has been diagnosed with attention and activity disorder, which has not yet been reflected in the results in his grades, rather in inattention in class.\n\nSituation (Anamnesis):\nThe student lives with both parents and has a sister who goes to school with us. He has been diagnosed with attention deficit disorder. His work pace is slow, he gets tired quickly. On the other hand, this has not yet been reflected in his grades. In the first semester of the fourth year, he did not get along with anyone, so he had a behavior problem. He didn't get along with other classmates, he looked for conflicts. But his parents support him. His interests include experiments in various subjects, which he also tries at home.\n\nTeacher Intervention (Solution):\nWe solved it first with the student. Whenever he got into a conflict with other students, we tried to explain it within the class or the students involved in the given conflict. In the papers about his diagnosis, it was written that after the conflict he should be away for a while and cool down, and only then should the situation be discussed, so I handled it this way. However, his problematic behavior did not stop, so I resolved the situation with my parents. I took them to the school psychologist, with whom we talked about our situation. At first, the parents agreed to arrange for him at home. His problematic behavior had subsided slightly, but he still felt that he had no friends and the situation was still not resolved. The mother of two boys from the same class who teaches them to have fun with all the children accidentally intervenes. Gradually, other children started talking with the pupil and this problematic behavior stopped. Regarding his attention and activity disorder, we dealt with this situation by having a teaching assistant in the classroom. The student has improved and no longer needs an assistant.\n\nOutcome:\nAround the beginning of the second half of the fourth grade, after I and his parents went to the school psychologist, his problematic behavior improved slightly, but I still felt that the other students were not having fun with him and a few conflicts still occurred at that time. In this case, one mother of two boys from the same class helped us by chance. He teaches his boys to have fun with everyone and they really try to make friends with the student. Gradually, other children started to talk with the pupil and his problematic behavior stopped. I think that the student's behavior could definitely be from the feeling of loneliness, that he is an outsider, because he came to a new class. Since this problematic behavior did not show up in his grades, even though he is diagnosed with ADHD, I believe this example is a positive one because the student is doing better now.\n\nStudent Profile:\nAge/Year: 9 let, 4. ročník\nHobbies: pokusy v biologii, chemii a fyzice\nDiagnoses: Poruchy pozornosti a aktivity\nDisorders: Hyperaktivita,Nepozornost,Nepracovitost,Obtíže v chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1267", "student_age_year": "9 let, 4. ročník", "student_hobbies": "pokusy v biologii, chemii a fyzice", "student_diagnoses": "Poruchy pozornosti a aktivity", "student_disorders": "Hyperaktivita,Nepozornost,Nepracovitost,Obtíže v chování", "teacher_approbation": "vysokoškolské vzdělání, tělesná výchova a pedagogika + učitelství 1. stupně", "teacher_practice_years": "25 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/525", "content": "TEACHING CASE STUDY\n\nBackground:\nIt happened in the ninth grade, in which I taught mathematics. There was a student in this class who was self-harming, however no one knew about it and I was one of those who was able to spot it and started to deal with it. This girl always walked around quite exposed, or rather she walked around dressed to attract attention. However, there was a period when she started wearing sweatshirts, long pants, she just started walking around covered a lot. It seemed quite strange and I suspected it might be related to self-harm. After some time I noticed that the girl had scars on her forearm and I went to discuss it with her class teacher. However, this problem did not concern only the student in question, as her two friends from the class also got involved. They tried to sympathize with her, and to express their support, they also started cutting their forearms.\n\nSituation (Anamnesis):\nstudent in the ninth grade, she had problems with her mother and boyfriend, represented the school at sports competitions, rather extroverted, sometimes lied to teachers, forged excuses.\n\nTeacher Intervention (Solution):\nThe student confided in the class teacher and it was discovered that she not only had cuts on her forearms, but also on her thighs. The school management, especially the headmistress, began to address the situation. The friends who tried to support the girl had only to agree and explain that they cannot express support for their friend in this way. The student started seeing the school psychologist at the instigation of the management. The cause of her behavior was said to be a lack of interest, arguments with her mother and problems with her boyfriend. The school management decided to create a kind of information seminar (a session with a psychologist) about self-harm, which all girls in the ninth grade were supposed to attend, in order to prevent this behavior.\n\nOutcome:\nThe girl probably understood the consequences of her actions and stopped self-harming. It is possible that the situation at home has settled down, in any case, she has not continued to show any problematic behavior of this type. The self-harm did not seem to affect her behavior in class, so even after the situation was resolved, she did not show any difference in class. Her friends with problematic behavior also stopped.\n\nStudent Profile:\nAge/Year: 5 let, 0. ročník ZŠ (přípravná třída)\nDiagnoses: ADHD\nDisorders: Lhaní,Hyperaktivita,Krádeže,Problémové chování\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "525", "student_age_year": "5 let, 0. ročník ZŠ (přípravná třída)", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Hyperaktivita,Krádeže,Problémové chování", "teacher_approbation": "Magisterské vzdělání – Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "20 let", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1060", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student constantly faces problems regarding her grades, the situation is always most acute at the end of the school year, when the grades are closed. She started with this problematic behavior from about the third grade. Since the already mentioned year, I and the school management have repeatedly pointed out the possibility of changing the secondary school, which would perhaps be less demanding than the gymnasium, so that it would not be under the pressure of many responsibilities. A common situation before starting school in the morning is that the student suffers from nausea, does not want to go to school, while she 'blackmails' her parents and threatens them. She has threatened to commit suicide several times, but does not self-harm in any way. These scenes are often followed by parental withdrawal and absence from school. Overall, communication with the student is difficult. On the part of the parents, there is only communication with the mother, but I have the feeling that the parents practiced inconsistent education in childhood and adolescence, which is also where these troubles stem from. Since the sixth grade, she has been visiting a psychologist (not a school psychologist, but an external one) with these issues, who helps her manage the situation better, motivates her and always listens to her.\n\nSituation (Anamnesis):\nThe school cannot disclose the details, I obtained the information only on the basis of direct observation in class and a conversation with the student and her parents. The student is quiet, rather introverted, but she has friends in the team and often goes out with them. Throughout the school year and during classical lessons, she looked fine, she didn't reveal anything about herself in the team. However, on Sundays and before school, he always starts acting out. He has been going to the brigade for the third year already.\n\nTeacher Intervention (Solution):\nI designed and implemented repeated sessions and meetings with the parents (I participated as the class teacher, school management and parents, the student did not participate because she was ashamed of the whole situation and felt embarrassed. Therefore, I met the student many times only in person between four eyes in the office, where we discussed her affairs and I appealed to her. There was frequent online communication with the mother (2-3 times a week), she truthfully and frankly described her daughter's condition, moods, etc., so that I would be in the picture.\n\nOutcome:\nThe situation is still being resolved because I am still her class teacher in the octave, but so far it has been possible for the student to continue to the next grade. After our meetings, she always promised me that she would try to finish the year. At the same time, a kind of ultimatum came from the school management that she might not be able to continue her studies, and she would not even be allowed to fall into a lower grade due to the class being full. Nothing that we solved together or with the management and parents was reflected in the lessons. She was not passive in class, only disruptive and unfocused in mathematics. I haven't had the chance to write a test with her this school year to find out how she is doing at the moment, but I can definitely see a significant improvement compared to previous years.\n\nStudent Profile:\nAge/Year: 17 let, 3. ročník gymnázia (septima)\nHobbies: umění, cestování, přátelé\nDisorders: Manipulace,Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class, Attendance problems\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1060", "student_age_year": "17 let, 3. ročník gymnázia (septima)", "student_hobbies": "umění, cestování, přátelé", "student_diagnoses": "", "student_disorders": "Manipulace,Sebepoškozování", "teacher_approbation": "vysokoškolské, titul Mgr., aprobace ČJ + ZSV", "teacher_practice_years": "8", "problems_annotated": "Diagnosis, Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1195", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a boy of Roma origin at school. It was about ten years ago and he was in eighth grade. He always had problems with behavior and following the rules, and around the fourth grade aggression started to appear. He was a truant, smoked, used drugs, was aggressive towards his classmates. He didn't go to school often, and when he did, he made himself known. In class, he stepped on the leg of a classmate who was shy and broke it.\n\nSituation (Anamnesis):\nProblem student - 8th year of elementary school, extrovert, very mobile and athletic, boxer who abused his talents, very intelligent but lazy, average academic performance. The attacked pupil – pupil of the 8th year of primary school, introvert, average academic performance.\n\nTeacher Intervention (Solution):\nThe injured pupil was taken to the hospital and the aggressor was taken to the principal's office, where the incident was then recorded by the police. Unfortunately, at that time it was also discovered that he was an accomplice in the attack on an adult man, whom he also robbed and physically harmed. Both cases went to trial with defense attorneys. The preparation for the trial followed, which was really demanding, about 5 pages. Black when he wasn't at school, blue when he attacked someone, orange when we let the parents know. Green... (teacher laughs). It was very challenging.\n\nOutcome:\nBoth cases went to court, where defense attorneys were also present. The student ended up in a detention center. There, the director had to carry his schoolwork, which, on the other hand, the student appreciated, because he was smart despite his inappropriate behavior and it was also a relief from the boredom of detention. The school did not learn how many years the pupil served, but he completed his basic education in prison. However, nothing changed, the student's family still supported him in criminal activities and there was no motivation to change anything. This result is certainly negative for the school, but if he hadn't ended up in prison, he wouldn't have finished primary school because he didn't want to and would have left with an incomplete education.\n\nStudent Profile:\nAge/Year: 15/ 8. ročník\nHobbies: Sport  box) – pohybově nadaný\nDisorders: Agrese,Podvody,Cigarety,Alkohol,Drogy\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1195", "student_age_year": "15/ 8. ročník", "student_hobbies": "Sport  box) – pohybově nadaný", "student_diagnoses": "", "student_disorders": "Agrese,Podvody,Cigarety,Alkohol,Drogy", "teacher_approbation": "Vysokoškolské + odbornost metodika, prevence", "teacher_practice_years": "29", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1394", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to the third grade, or rather his parents brought him to us after he did the same thing at several previous schools and no one was able to do anything with him or work with him in the lessons. They knew that our school is smaller and family-run, and they knew our teacher, our educational advisor, and they knew that here we pay a lot of attention to children with behavioral or learning disabilities, that we can afford it, because we are not a big factory for children. So they went ahead, they took him by car every day from his place of residence, which was not at all comfortable for them, and they tried to integrate him into our school. In the beginning it was completely disastrous, because he probably had habits from the previous school, he didn't want to do anything wrong, he was rude, at that time there was still a situation in Norway where someone had shot some students and he, for example, came to class in the morning and declared : 'I'm going to shoot you all.', or, 'I'm going to stab you all.', so even we as teachers were afraid that he would pull out a knife and really stab us, because he saw the massacre on the news and was very angry, he screamed at me in class that he hated English and that he hated me, especially when it turned out that he had to have it in the fifth class on Friday, and on top of that, their class was connected with the class below them because there were few of them and all these factors contributed to the fact that it was basically impossible to learn in the class where he was.\n\nSituation (Anamnesis):\nThe student was an incredibly troubled child, he had big problems with anger management when he didn't like something, the grade he got, what we were learning about, something that one of his classmates did, so he went berserk, he was in an affect, he had such an affect , that he couldn't be calmed down at all, he simply had to take himself out into the corridor and into another classroom to catch his breath. Sometimes it was such an affect, when he was completely hysterical, kicking and thrashing around, several times we had to carry him out of the classroom by his hands and feet so that the others could continue learning. Once the assistant took him to the dining room so she could rinse him at the sink and he angrily ripped the battery from the wall. Those were the conditions when he had swollen veins on his forehead and we thought that he was going to die and that his condition was for an ambulance. After some time, he developed a sense of security here, because he found that no one harmed him here and, on the contrary, everyone tried to accommodate him, he had his aunt, the teacher, our special pedagogue here, and considering that they were then in there were only two boys in the class, so they quickly became friends because they simply had to, so he wasn't among his peers either. He always had a lot of support in his family, he adored his mother and younger sister, he admired his father, so we ruled out the possibility that something was happening at home, he probably just had it innately and then his behavior worsened in the previous primary schools. Maybe if he had been with us from the beginning, it wouldn't have come to such terrible extremes at all.\n\nTeacher Intervention (Solution):\nThe teachers learned to live with the student, gradually and for quite a long time. We tracked down that the pupil hates the word 'homework' and the person first tried to somehow break it in him, to convince him, to explain it to him, in the end I had to say that the word 'homework' simply would not be said in front of the pupil and in the end I she stopped giving completely. Everyone was very relieved, since there was no homework, everyone was very relieved. Well, since I had the second class, there was always a female assistant to the pupil, and the pupil was terribly disturbed that someone was doing something different from him, he was completely insane, he wanted the attention and wanted to go, he was extremely an intelligent and clever boy who, if the attention wasn't broken, he was very clever when he got busy, but writing, he hated writing, so giving him independent work for twenty minutes was out of the question at all, he just didn't do it. So I ended up doing it by dividing the two-grade class into two halves, so into the second and third grade, with one part there was an assistant and they had some independent work assigned, and I was alone with the other half and I worked with them, each half was in a different class so that he wouldn't see that they were doing something else, and then about halfway through we switched sides. So either I worked with him or there was a lady assistant with him and she devoted herself almost exclusively to him, so he was satisfied like that. Well, basically, calming him down, explaining to him that no one wants to hurt him, that he's safe here, not provoking conflicts and situations that drove him insane, not trying to argue with him at all, because it always ended in affect, simply when I asked him something and he didn't answer, I simply told him 'OK, if you don't want to answer, don't answer.' and I just drove on, rather than get into those arguments that didn't benefit anyone, so I said to him: 'Look, I don't have time for this.' and he then suddenly found that everyone else was going and started to feel out of place and started working too. Otherwise, he really liked trains and ships, so maybe I used that as motivation, I bought a stamp with a boat or a train especially for him, or I had a calendar with trains and ships, and if he behaved well that week, I gave him she gave it as a reward, I established some kind of relationship with him, I actually showed him that I was thinking of him and that I was interested in him, and then he tried harder and harder. If I still remember it, we had a password, we agreed: 'Look, if you're going to be rude and I feel like it's not going to work, I'll just say the password, something like you you think of some magic word and when I say it, it really just means you should calm down or leave the class.', that worked quite well for him because we actually had a secret language between us and he liked it . If I were to generalize it somehow, we simply had to pay attention to him, we praised and rewarded much more than punished, which we think is how they tried to deal with it in the previous schools, and he was in a terrible convulsion because of it. The fact that we are a smaller school and he had the teacher here, his aunt, whom he knew from before, so he had something to hold on to, he found that everyone was trying to accommodate him and he simply calmed down over time. It was a terrible job and it was a collective job, the whole teaching staff did it and we consulted regularly so that the way we treat him was really consistent, just all the same, we shared what worked for him and warned each other , when he had a bad day for example, it was an incredible team effort and in the end we won.\n\nOutcome:\nIn the short term immediately after the incidents, when we had to take him out, at worst, take him out of the classroom, when he really calmed down, he returned to the classroom normally and continued to work, he was just a flush, I think his seizures were more in the classroom , on other children than on him. It was not reflected in the following hours, he really forgot about the seizures immediately and maybe then, perhaps on the same day, in the following hours he was more tired or a little more defeated, but he was definitely not offended in any way for a long time. In the long run, it just took time, he needed to get used to it and he needed to understand that we were all in the same boat with him. Each year, as he grew and became wiser, but also as he got used to it, you could see a significant shift forward, the third grade was a disaster, the fourth grade was still very bad, but there was already an improvement, the fifth grade was already almost good, the sixth grade even better , seventh grade basically without a problem and eighth and ninth grade a normal, nice, willing boy who wondered what he was doing before.\n\nStudent Profile:\nAge/Year: 3.třída, 9-10 let – 9. třída 15-16 let\nHobbies: Lodě, vláčky, později fotografie, kolo, skateboard\nDiagnoses: ADHD,Porucha chování,Poruchy učení,Problematické chování,Psychiatrická diagnóza\nDisorders: Emoční labilita,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Transfer of student, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1394", "student_age_year": "3.třída, 9-10 let – 9. třída 15-16 let", "student_hobbies": "Lodě, vláčky, později fotografie, kolo, skateboard", "student_diagnoses": "ADHD,Porucha chování,Poruchy učení,Problematické chování,Psychiatrická diagnóza", "student_disorders": "Emoční labilita,Verbální agresivita", "teacher_approbation": "VŠ – mgr.", "teacher_practice_years": "21 let praxe", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/485", "content": "TEACHING CASE STUDY\n\nBackground:\nMy class is calm with a fairly good team, but suddenly I started to notice restlessness and a strange tension in the class. The whole class, for reasons unknown to me, conspired against one student. It happened that they shouted at her that she was a liar, that she was bullshitting and making things up. They stopped talking to her, and when they did talk to her, they just argued. I didn't know what was going on in my class, so I called her to my office to ask her. So in the office, I asked the student what problem her classmates had with her. And she told me that a classmate follows her after school. That he follows her almost all the way to her house, shouts obscenities and even touches her. So I made sure I heard right because it was a serious accusation and she confirmed it.\n\nSituation (Anamnesis):\nŽačka was born in 2012 in Ukraine. At the age of four, her parents divorced and she moved to the Czech Republic with her mother and older sister. He is in contact with his father only by phone. She has a very good sibling relationship with her older sister who attends the same elementary school. They sometimes visit each other during breaks. She comes from a poor background, so her family's financial situation is not good. He can speak Czech very well. He often lies and makes up silly excuses at school. She keeps forgetting school supplies or says she doesn't have supplies because they don't have money for them. She is not very popular in class. Her classmates don't talk to her much. During breaks, she spends most of her time alone in the bench. When group work is to take place, he participates in cooperation less than other classmates. The classmate is the same age as the pupil. He lives with both his parents and his sister. He is athletic and quite successful in hockey. He is very popular in his class and spends his free time with his classmates outside of school. The class collective is quite good. Most students from this class stick together. But there are also individuals who show no interest in talking with others.\n\nTeacher Intervention (Solution):\ndetermined a specific day and time for us to meet as a whole class and be able to communicate it together. At the same time, when the student's mother found out about the debate, she wanted to be there, including her sister. On Monday morning, we all met in the classroom. The students sat in a circle on the booster seats and I sat with them. The student's mother and sister did not want to sit down. So I started slowly and told the student to tell me what was going on. I wanted to hear her version. Unfortunately, her mother talked her into it. The rest of the class quite often jumped into the student's speech and stood up for their classmate, so I had to calm them down. Then I gave the floor to a classmate to comment on it as well. The classmate defended himself and presented information that proved that he was innocent and that the student was lying. He said: 'I couldn't follow a pupil after school when I go to the cafeteria for lunch and she doesn't.' And the others confirmed it, because they go to lunch with their classmates and friends and they also know that the student does not eat in the cafeteria. This actually led to the conclusion that the student was lying and that she had just made it up. Žačka was reprimanded by the director for such a serious accusation.\n\nOutcome:\nAfter finding out that the student was lying, there was a certain tension in the class. The pupil's mother and sister kept insisting that it was not true, that she was lying, and the pupil had to apologize to her classmate. Then mother and sister left the classroom. There was a break and then classes continued. For a few weeks there was tension between the pupil and the rest of the class. It had almost no effect on teaching. Rather, the tension appeared for a few more weeks, mainly during breaks, various whispers about the pupil and pointing at her. Later, the incident was almost forgotten, probably also because the classmate transferred to a sports school after finishing the fifth grade, and the student never did anything like that again.\n\nStudent Profile:\nAge/Year: 9 let, 5. ročník\nHobbies: Péče o zvířata  především koně), kreslené pohádky, chození na hřiště \fMarie Pavlasová  UČO 495208)\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "485", "student_age_year": "9 let, 5. ročník", "student_hobbies": "Péče o zvířata  především koně), kreslené pohádky, chození na hřiště \fMarie Pavlasová  UČO 495208)", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní", "teacher_approbation": "Magisterský titul (učitelství 1. Stupně)", "teacher_practice_years": "34", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/96", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student entered elementary school in the seventh grade. He had a very bad grade and failed. In the seventh grade, he behaved aggressively, violently and had major educational problems. He changed radically after the holidays. He was inactive in class, he went to school unprepared. He often did not respond to the teacher at all. During any school event outside the school building, he tried to run away, for example on the way to the planetarium, he managed to do so and the teacher searched for him for three hours.\n\nSituation (Anamnesis):\nThe class had only 16 pupils, 14 of them came from single-parent families. It was a very below average class in terms of achievement and behavior. In September, the students collected a total of 50 notes, at a school where notes are given only exceptionally. The student is from a complete Roma family, his father owns a construction company and wanted his son to take over from him. After arriving at the new elementary school, he made a few friends in the class, but then he failed and didn't hang out with anyone in the new team. He spent the entire breaks in his seat playing on his mobile phone.\n\nTeacher Intervention (Solution):\nThere were frequent discussions with the parents about the student's inactivity, the parents actively participated and always agreed with everything. The pupil was offered tutoring, in which the parents showed interest, but the pupil never came. Pedagogical interventions and educational commissions took place, which did not lead to anything. The student continued to fail.\n\nOutcome:\nThe measures used did not bring any results, the pupil failed again after the eighth grade and left for another school. He completed elementary school and entered high school, which he dropped out of after the first year.\n\nStudent Profile:\nAge/Year: 8. ročník, 14 let\nHobbies: Počítačové hry, mobil\nDisorders: Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "96", "student_age_year": "8. ročník, 14 let", "student_hobbies": "Počítačové hry, mobil", "student_diagnoses": "", "student_disorders": "Pasivita", "teacher_approbation": "Anglická jazyk", "teacher_practice_years": "21", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1021", "content": "TEACHING CASE STUDY\n\nBackground:\nFortunately, during my two-year experience, I did not encounter major disciplinary problems with pupils. I have always managed to solve everything within the limits of my abilities directly at school without the intervention of a pedagogical psychology counseling center or other facilities. I was a homeroom teacher in a 7th grade class where there were a few students with problematic behavior, but luckily there was no serious bullying or anything like that. This group was led by one student whom I will refer to as Honzu. The student was the loudest member of the class and everyone always had to know about him. He often drew attention to himself by shouting, talking in class or inappropriate communication with the teacher. He became the so-called class clown, although at the expense of this, he was rude to the teacher, disruptive in class and did not listen to the supervisor during breaks. The student was otherwise a very smart boy, so he passed through school with average grades and such an attitude. He was always able to influence the other students into some inappropriate behavior and unfortunately a few individuals always followed him, as he was popular, always fun to be with and played great football. He only occasionally had a snide remark about other classmates, but otherwise he didn't have major conflicts, so there was no bullying in this class.\n\nSituation (Anamnesis):\nPupil - student of the 7th year of primary school, extrovert, communicative, athlete, average results in school, class joker, rude to the teacher\n\nTeacher Intervention (Solution):\nI dealt with inappropriate behavior with a warning and then a note. Once I even had to reprimand the class teacher because the problematic behavior kept repeating itself. The student is otherwise a smart and aware boy, so he doesn't do anything seriously wrong. They try to draw attention to themselves, unfortunately not always in the best way.\n\nOutcome:\nHe always calms down at least slightly after admonition, but in the long run everything tends to repeat itself. I try to establish such a relationship with the student that he does not disturb my lessons and does not bother other students with his behavior.\n\nStudent Profile:\nAge/Year: 7. ročník, 13 let\nHobbies: Sport- fotbal\nDisorders: Neuposlechnutí,Nespolupráce,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1021", "student_age_year": "7. ročník, 13 let", "student_hobbies": "Sport- fotbal", "student_diagnoses": "", "student_disorders": "Neuposlechnutí,Nespolupráce,Lhaní", "teacher_approbation": "Mgr. učitelství všeobecně vzdělávacích předmětů pro druhý stupeń zš", "teacher_practice_years": "2", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1265", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had repeated disciplinary punishments for harming his classmates for about two years. In some conflicts, blood also flowed. Once in a class of civic education, a discussion developed at the initiative of the pupils, when one of the classmates addressed the pupil loudly and said to him: 'Hey, you're just really intolerable, look what you did to me.' Then the second classmate stood up and he again gave his version of what the student did to him, and this is how other students gradually joined and talked to him. All this happened without emotion, because it was not provoked by any action and it just kind of came out and they set up a mirror for him, what he does and did and how others in the class perceive it. The teacher let it go and left the whole class for their discussion. The pupils said it to each other and at the end of the lesson the pupil got up and said that he apologized to everyone and that things would get better. That was such a happy ending in this team, and later it turned out that it really was. The student probably came to the point where he was able to look at himself through someone else's eyes and from then on he started to fit in more with the team.\n\nSituation (Anamnesis):\nThe student was diagnosed by the school as above average intelligent in an IQ test (up to 140 IQ in one area of the test). From the beginning of the second grade, he had no problem with learning and had excellent results. The student was not able to hold his own in any group. It was difficult for his classmates to make friends with him.\n\nTeacher Intervention (Solution):\nThe teacher with previous experience knew that the resolution of conflicts in this class under the guidance of a higher authority (the teacher) ended in failure, so he decided to let the discussion flow purely between the students and thus created a space for sharing the feelings and grievances that remained in the classmates.\n\nOutcome:\nThe discussion between the students was successful especially because emotions went aside and there was no conflict in the way. Everything took place in a calm and sincere atmosphere. For the first time, the student was able to apologize to his classmates.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: Četba odbornějších knih, např. encyklopedie\nDiagnoses: Aspergerův syndrom,PAS – porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1265", "student_age_year": "15 let, 9. třída", "student_hobbies": "Četba odbornějších knih, např. encyklopedie", "student_diagnoses": "Aspergerův syndrom,PAS – porucha autistického spektra", "student_disorders": "", "teacher_approbation": "Mgr. – Ma, Fy (+ na škole Inf a ICT)", "teacher_practice_years": "18", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/743", "content": "TEACHING CASE STUDY\n\nBackground:\nOnce we had an art class. When we cleaned the classroom, the student went to wash his brushes and hands. As he walked away from the sink, he wiped his hands on the back of my T-shirt with a laugh. It totally shocked me. I couldn't even react. I just told him in case he was crazy. He just laughed saying it was just a joke. I didn't know what to do about it, so I went to the classroom teacher's office and explained the situation to her. The class teacher was also shocked by this, but it was nothing so strange for this student. She said we would deal with it in class, which was scheduled for the last class of the day.\n\nSituation (Anamnesis):\nThe student lives only with his mother and older brother. His mother spoils him very much and tolerates and allows him everything. He can play computer games and has no responsibilities. His grandparents also play a role in his upbringing, who also spoil him a lot, giving him money for computer games that he buys even if they are not suitable for his age group. The student has no awareness of the rules of decent behavior, is very self-centered and cannot empathize with other people's feelings. This causes, among other things, his conflicts with his classmates in class. Sometimes, for example, he jumped on a classmate's back during a break, and he didn't expect it, and he didn't like it. That's how the conflict arose. Or he often brought to school expensive toys that were currently in fashion, he bragged about them, but he didn't want to lend them to his classmates. He couldn't understand why no one wanted to be friends with him.\n\nTeacher Intervention (Solution):\nIn the aforementioned class lesson, the teacher started talking about our incident from art education. The other students confirmed that they saw it. The student didn't even deny it because, as he himself claimed all along, he saw nothing wrong with it. From his point of view, it was a joke. However, the classmates looked outraged, as did the class teacher. He somehow realized that it really wasn't funny and then apologized to me.\n\nOutcome:\nThe student apologized to me and did not do anything similar to me or my classmates in the following months either. He did not cause any heated situations, however minor disagreements and misunderstandings with classmates continued to occur. The student still had reserves in understanding social relationships and interactions.\n\nStudent Profile:\nAge/Year: 10 let , 4. třída\nHobbies: Počítačové hry\n\nAnalysis & Annotations:\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "743", "student_age_year": "10 let , 4. třída", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/864", "content": "TEACHING CASE STUDY\n\nBackground:\nA student came to us with the problem that his wallet was stolen.\n\nSituation (Anamnesis):\nThe students of the school are used to communication circles, to a respectful approach at ScioŠkole, to a kind and understanding approach of the guides.\n\nTeacher Intervention (Solution):\nWe called all the students of the school into a communication circle, where we started to discuss the situation that had arisen. We mainly talked about the needs of the robbed, how he might feel, what might be bothering him at that moment and how he might feel. But we also talked about the needs of the person who stole the wallet, why he did it, what his emotions were. What can the students fear now? What might the robbed person be afraid of and what would the perpetrator be afraid of and what would they need at that moment. The children suggested that in order for the perpetrator to confess, he needed courage and safety. We created 4 tables for the victim and for the perpetrator. They included: how does the person feel or felt, what did he need or need, what could he do to fix it and what does he need to do it? We then gave everyone a paper and a pencil and told them to write down what we as guides should know. They could use specific names at this point. We selected and read the tickets and dissolved the circle with the sentence, thank you, we have all the necessary information and we will solve the rest individually. One pupil confessed to us on the ticket that he had stolen it, so then we called him privately. The student told us why he did it and we appreciated his courage and the wallet was returned. We wrote to the boy's parents about what happened and that it was resolved, but I see that as a mistake because when he came home, he was really cut up for it. It would be better if we invited the parents to the school, then maybe we could prevent such a reaction from the parents, and the biggest climax would be at school, when we could correct it.\n\nOutcome:\nThe student was physically punished at home. The situation never happened again, and no other problem occurred with the student.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: Umí vyjmenovat jména hokejistů NHL a týmů, data zápasů, rád sportuje a zpívá\nDiagnoses: Lehká forma autismu,ADHD\nDisorders: Hyperaktivita,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "864", "student_age_year": "13 let, 7. třída", "student_hobbies": "Umí vyjmenovat jména hokejistů NHL a týmů, data zápasů, rád sportuje a zpívá", "student_diagnoses": "Lehká forma autismu,ADHD", "student_disorders": "Hyperaktivita,Rušení výuky", "teacher_approbation": "VŠ, aprobace anglický jazyk - zeměpis", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/892", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught the Czech language in the 8th grade and I had a planned written work on the topic we discussed last week. I handed out the assignment, which I explained and warned them not to copy, then I let the students work on developing the test. After about 5 minutes, I noticed that the student was looking under the table quite often and I started to observe him. He was distracted and often looked around the classroom. I decided to go through the class and see if the student had a problem. After passing the class, I noticed that the student had an open notebook under the desk. I pointed out to the students that I do not support cheating on the test and that if I catch them they will suffer the consequences. I sat back at the table and waited to see if the student would use the puller again, I was determined that if he didn't use the puller again I wouldn't pull it out in front of the class and after the lesson I would talk to him and offer him an oral exam and if he defended the material, I wouldn't deal with copying and I'll give him a chance to earn my trust. However, the student copied again.\n\nSituation (Anamnesis):\nThe student was a good boy, but I think that there was a lot of pressure on him from his class to get good grades, unfortunately the student was not very good at Czech. Otherwise, he was rather extroverted, sociable and sometimes a bit conceited, but that probably belongs to that age.\n\nTeacher Intervention (Solution):\nBut the student was copying again, I couldn't hold back, I raised my voice and warned the student that I could see him. I told him to immediately bring me the notebook where he wrote the paper and I gave him a 5 and a note for cheating on the test in the student's book. I didn't deal with the situation further at that point, it was my first time catching a student cheating, so I hoped it wouldn't happen again because he knew what would follow.\n\nOutcome:\nAfter revealing the copying, I waited for a while to see if he would repeatedly look in the notebook under the table, when it happened, I decided to give the student a high five and a note in the class book and warn him that this will definitely not happen in my classes. Unfortunately, it was not effective at all, and the student copied more during more demanding papers. After three fives, I already proceeded differently and I think that it has already worked for me and it worked fine from now on, however, my first solution to the situation was not well managed.\n\nStudent Profile:\nAge/Year: 8. ročník, 13. let\nHobbies: Fotbal, PC hry\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "892", "student_age_year": "8. ročník, 13. let", "student_hobbies": "Fotbal, PC hry", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "magisterské, český jazyk, občanská výchova", "teacher_practice_years": "Cca 30 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1039", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the end of the eighth grade, my class filled out anonymous online questionnaires regarding the quality of teaching, where students could rate the quality of teaching, the approach of the teacher, the clarity of the teaching, etc. Points were scored on a scale like in school. At the end of the questionnaires, there was space to write a comment/remark/praise for a specific teacher. The questionnaires with the evaluation were then given to the teachers, and in the questionnaires from the eighth grade there were vulgarities and rude insults of some teachers. None of the teachers received more than one vulgar message, some teachers had none. From which I concluded that it was probably only an individual. Colleagues came to me and wanted me to solve the situation with the student.\n\nSituation (Anamnesis):\nAn eighth grader who didn't start our elementary school until the beginning of eighth grade because his parents moved. He is active in class, likes to draw attention to himself, his academic results are rather average. He is athletically gifted. But he didn't fit in so much in the class and has rather fewer friends, so he tries to draw attention to himself and show off in front of others so that they start accepting him more.\n\nTeacher Intervention (Solution):\nresolved the situation by telling the students what happened at the end of my lesson and expressing my strong disapproval of this kind of behavior. I then said that I wanted to resolve the situation at school directly with the culprit(s). I said the culprit has until the end of the week to come to me and confess. I didn't address it until the end of the week, hoping the culprit would show up. It was likely that the class knew who did it, but I didn't want anyone coming to sue. That's why I came to class before the first class on Monday and lied that I had the tools to find out who wrote these vulgarities on the questionnaires. I said that the culprit has until the end of today the last chance to come to me and confess. At the beginning of the big break, a student came to my office and it was clear to me from his expression that he was about to confess. I didn't want to deal with him in front of my female colleagues so he wouldn't feel embarrassed, so I took him to an empty classroom where he confessed that it was him. I asked him why he did that. The student almost cried and told me that he did it in order to stand out in front of others and that at the time it was just a joke and he didn't know that the questionnaires would reach the teachers. He also said that he was very sorry and that it was stupid on his part that he did not realize. He also said that he had nothing against the teachers he insulted and wondered what the punishment would be and if I would tell my parents. Because I could see from him that it was really just a prank and that he really regretted it, I agreed with him that we would not discuss it further in front of the class and that if all the teachers got around to apologizing in person, the parents would not find out. However, I also strongly warned him that his behavior was very out of line and that if the situation were to repeat itself and he was just rude to a teacher, I would deal with it with his parents. I also tried to explain to him that his behavior was also very cowardly because he would not say this to any teacher's face. I also told him that I personally would not punish him, but the teachers he offended could. I then appealed to my colleagues to accept the apology.\n\nOutcome:\nThe student really apologized to all the teachers and also calmed down significantly in class. During the ninth grade, he even fit more into the class collective. I never really told his parents and I felt they were really grateful for that. He even confided to me at the end of the ninth grade at the outdoor school that he didn't even consider that his parents wouldn't find out. I felt from his behavior afterwards that he realized that I had placed a great deal of trust in him by not telling his parents, and he was indeed very careful not to let her down.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída ZŠ\nHobbies: Fotbal, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1039", "student_age_year": "14 let, 8. třída ZŠ", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Matematika, Zeměpis, Dějepis", "teacher_practice_years": "13 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/207", "content": "TEACHING CASE STUDY\n\nBackground:\nInappropriate, disruptive and problematic student behavior is so common that I can't even imagine that it could be any other way. I already know how to work with it in class, even the children have gotten used to his interruptions and don't let it derail them. But a big problem arose during online teaching last year, as a result of the coronavirus crisis and the closing of schools. A student from the beginning or it is possible to calm down, and due to his above average intelligence, he learned to work very quickly with the technology through which we had classes (Google Meet). He shared the screen, muted and muted other kids' microphones, logged in first to be an admin, and even kicked some kids out of the room (logged out of an online meeting). I could technically do something with this, but the problem arose when he would turn on the microphone at inappropriate times and spout nonsense just to disrupt the lesson. The online environment has one huge disadvantage, it is not technically possible for two people to speak at the same time, so if a student started speaking into someone else's speech, neither of them could be understood. I drew the student's attention to this fact several times, unfortunately he didn't care and continued. So I started turning off his microphone on purpose myself, unfortunately he turned it back on after a second and everything happened again. I endured this for a few hours/days, but it was not in my power to keep watching him and turn off his microphone and at the same time communicate with the other students and conduct a meaningful lesson. For one lesson, the pupil greatly exaggerated his behavior, was even vulgar and behaved very aggressively towards other children. You could tell he didn't care at all, because I couldn't do anything about it from home anyway.\n\nSituation (Anamnesis):\nFrom the conversation with the teacher, I learned that the student is an only child and comes from a complete family. According to the teacher, his relationship with both parents is very good, they take good care of him and spend a lot of time with him. The only thing she would criticize is the benevolence with which the pupil is brought up, she is of the opinion that the pupil is already an unguided missile and, on the contrary, would need a firm hand over him. Already in the first grade, there were problems with the pupil, he could not sit still, argued and complained about unfair treatment. He had problems with friends and was very aggressive. Since the parents did not want to admit the problem, it was necessary to appeal repeatedly to make them aware of the problem, because the pupil had a very strong suspicion of ADHD. It took a very long time and he wasn't diagnosed with ADHD until the end of second grade. The student is very distracted during class and cannot concentrate. He has a constant need to play with different objects or at least do something with his hands. He often does not notice the instructions given by the teacher and later interrupts the lesson by constantly asking questions. He cannot control himself and acts impulsively. He often cannot control himself when someone has to answer the teacher's question, and answers instead of him. He has trouble controlling his emotions and seeks conflict. The student has an above-average IQ, and his strengths include excessive organization and meticulousness.\n\nTeacher Intervention (Solution):\ntried to calm him down several times during that lesson using tried and tested methods that are often very effective in the classroom and can calm the student down for a while, unfortunately that didn't help, so I yelled at him several times harshly, which also got no response. He completely ignored my attempt to intervene. At one point I couldn't take it anymore and threw him out of the room completely (from the online meeting). The moment you do something like that, it is no longer possible for the person in question to return to the online room, so the student has completely lost the rest of the lesson. I was completely dissatisfied with my actions and I was very sorry. I realized that they were very unprofessional and that I had completely failed to handle the situation. I asked a more experienced colleague for advice on how to deal with such a problem. They gave me some useful advice, which proved very useful during the next lessons. I tried to look for other ways to get along with this student, for example in literature or on the Internet. However, this experience strengthened my belief that it is necessary to start doing something more with the student. His conflicts grew in frequency and strength. So I contacted the school management asking for help, and the educational counselor and I then contacted the parents, who were advised to visit a child psychologist with the student.\n\nOutcome:\ndon't know how the student felt directly after the incident, I didn't talk to him about it until the next day, when I asked him to stay with me after our online class. He was much calmer this hour, although I had to calm him down sometimes, but the difference compared to the previous day was big. When I asked him if he knew why I kicked him out of class the day before, he said yes with a smile. There was not a single sign of remorse on his face. In the long run, the visit to the psychologist helped the student incredibly. His mood swings are not as common anymore and he can handle them much better. It's also now much easier to calm him down after a conflict, it used to take a very long time and a lot of effort. But he still has a problem with following the rules and thinking about what he says and simply says whatever comes to mind. However, the overall work with him is now much easier for me and I am very happy that I am involved in persuasion and \"fighting\"\n\nStudent Profile:\nAge/Year: 9 let, 3.ročník\nHobbies: otevřená otázka\t—\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "207", "student_age_year": "9 let, 3.ročník", "student_hobbies": "otevřená otázka\t—", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr. - Učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Diagnosis, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/393", "content": "TEACHING CASE STUDY\n\nBackground:\nIntroductory class, first week of school. When I came to the class, the student didn't stand up, so I had to explain to him how we greet each other. Since it was the fifth lesson, I was afraid that he would not pay attention. He had signed the notebook incorrectly and was not going to change it. I felt that he was starting to defy (oppositional defiance).\n\nSituation (Anamnesis):\nThe student is a hyperactive seventh-grade boy who lacks the ability to concentrate and follow the teacher's instructions. The boy is intellectually at a decent level, his interests include reading, history and model making, he is manual dexterous. According to available information, the boy experienced unspecified abuse by his stepfather in his early childhood. He no longer lives with his stepfather. However, teachers do not have a detailed report available. He likes to participate in activities, but lacks discipline. His behavior and ability to concentrate declines as lunchtime approaches. The boy's problematic behavior is dealt with by all the teachers who teach in the class. They inform each other during the day how the boy is behaving today. The classroom climate in itself is disruptive, the question is how much is due to the student's behavior. Being in the seventh grade, children are not used to following the teacher's instructions at the pace of the second grade of elementary school. However, I would attribute this to the long absence of face-to-face teaching. Some students came from other schools, due to the pandemic, there is no class collective. Pupils do not have an experienced system of work at the second level and the rules and behavior in the classroom are not fixed. There are several children in the class who, for example, are disruptive when they are working together in a group activity or sitting in neighboring desks.\n\nTeacher Intervention (Solution):\nThen I stood directly in front of him, leaned closer and raised my voice: 'Do you think anyone is still curious about your behavior?' I said. The boy was shocked. In a situation where he was upset, I explained the contents of the lesson and we started the activity. I engaged him in the activity as if nothing had happened. I managed the conflict with pedagogical tact. Even though the student's behavior was unpleasant for me, I did not allow my emotions to control me and thus I could appreciate his possible positive expressions during the rest of the lesson. In the next part of the lesson, we worked with historical magazines, thanks to which he started to cooperate and respond enthusiastically, he read quietly in a disciplined manner. We can say that he showed more interest than other classmates. Finally, he wanted to talk about the topic during the break.\n\nOutcome:\nWhen we find what the student enjoys, we can direct and direct him. He is then active, he can be praised. His intellect even showed that he could excel. By letting him know that I do punish for transgressions, but my anger doesn't last long when the student cooperates, I can appreciate him. In my other classes, it tends to be active after this conflict. However, my colleagues and I agreed that we still do not have the student under control and the situation is still not resolved in the long term. But the direction is already found.\n\nStudent Profile:\nAge/Year: 13. 7. třída\nHobbies: četba, historie, skládání modelů,\nDisorders: Rušení výuky,Vykřikování,Neposlušnost,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "393", "student_age_year": "13. 7. třída", "student_hobbies": "četba, historie, skládání modelů,", "student_diagnoses": "", "student_disorders": "Rušení výuky,Vykřikování,Neposlušnost,Nepracovitost", "teacher_approbation": "Dějepis, Český jazyk,", "teacher_practice_years": "26 let", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/795", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was just after the half-term holidays and the children were going back to school. I had two students in my class who had been friends since first grade. As time went by, each one found their own party and it seemed to me that they competed with each other in a lot of things. But now I will mainly talk about one of the mentioned two students. The student in question started wearing a lot of make-up when she entered the sixth grade, dressed stylishly, and reproached her former friend in front of others for not wearing make-up and for not being fashionable. Usually, this was the only topic these two started arguing about. Unfortunately, they always dragged the whole class into it, so when someone walked by, it was the sixth graders who made the most noise. But they were still quite innocent arguments. They were more like making fun of each other. I'll come back to the second semester. It was the first class and the said lady came to school without makeup and without any extra clothes. Of course, the second lady couldn't do it and had to dig into her. She said something to the effect of - why isn't he wearing his fancy rags and a clown mask on his face. I admonished the girl to keep her notes to herself. But I was very surprised by the reaction of the first girl. She got up, went straight to the back bench to the other girl and slapped her. That really got me off my chair. I really yelled at her to stop and sit down immediately. Unfortunately, she ran away from my class. I ran after her in the corridor, but she was already gone. She left her things on the bench.\n\nSituation (Anamnesis):\nBullied - a girl in the sixth grade of elementary school, rather an introverted type, but she has a lot of friends, introverted in the sense - when she doesn't have to, she doesn't talk, healthy self-confidence, easy-going, one of the best students in the class, she also participates in the Olympics in Czech and English, sometimes verbal attacks from his ex-girlfriend. The bully - a sixth-grade elementary school student, very extroverted and chatty, really high self-confidence, sometimes too much, above-average academic performance, competes with her already mentioned friend, is rude to teachers, fashion enthusiast.\n\nTeacher Intervention (Solution):\nRight after the incident, I quickly assigned the class an assignment. I spoke briefly with the student who was slapped and called her parents. The student's mother couldn't believe it at first, then she called me that she was already home and that she would take the things tomorrow. So I left her things in my cabinet after the agreement. The next day, the student arrived with both parents, so we sat together with the counselor. The principal and I, as a class teacher, were also there. In short, we dealt with yesterday's incident, the student told her story, then I told the same from my point of view. But the parents insisted that the slap was justified, reproached us that they could not understand how anyone could afford to treat her as the winner of the class (which she was not, perhaps in the eyes of the parents). They even insisted that the other girl be punished for what she said. Of course, our director explained to them that it doesn't really work that way. Unfortunately, even after almost two hours of arguing, there was no smooth talk with the parents.\n\nOutcome:\nIt turned out that the parents decided to send their daughter to a completely different school. They claimed that we were disrespectful to her, that she was above average gifted, and that she would not continue to lose her talent at our below average school. I don't know what else to say about it. As the parents said, so it happened. Despite our recommendation, the student transferred to a primary school in another city less than a month later. I don't know what happened to her anymore. Anyway, even after all these years, I insist that we would solve it together at school just fine. I would invite the two students to my office together and I'm sure we would find a solution. Unfortunately, my parents tackled the problem a little too eagerly for me. It even seemed to me that the whole session the girl was silent and listened to what was on her parents' mind. When she told her version, she indicated that she was sorry. In my opinion, she would simply apologize to her classmate and everything would be resolved. Unfortunately, her parents are what they are. So the solution was to practically run away from the problem. In my opinion, they had unrealistic expectations and wanted to see something in their daughter that wasn't there.\n\nStudent Profile:\nHobbies: Počítačové hry, běh\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "795", "student_age_year": "", "student_hobbies": "Počítačové hry, běh", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, NJ, TV,", "teacher_practice_years": "25", "problems_annotated": "Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/871", "content": "TEACHING CASE STUDY\n\nBackground:\nThe girl joined our school in September at the age of 8, joined together with her older brother, who is diagnosed with ADHD. In November, an English language teacher = family speaker joined our school. The girl started gossiping behind the teacher's back that she has big breasts and an ass. During class, she would ignore the lecturer and turn to her classmates, non-verbally showing the size of her voluminous portions. Subsequently, she started calling insults in English directly to the lecturer: big elephant,... The girl had a great influence on the class and so the whole class started mocking her. The lecturer could not handle the pressure and left that day.\n\nSituation (Anamnesis):\nThe girl boarded with her older brother, who has been diagnosed with severe ADHD. So the brother has an assistant with him and his problems are solved more often in the family, so he is given more attention and the girl wants to demand that attention as well.\n\nTeacher Intervention (Solution):\nWe explained to the girl several times that gossiping about someone is not nice and if she doesn't like something, she should make other arrangements. I explained to the girl that when she slanders someone, the other person doesn't like it and it's very uncomfortable for them, but the girl didn't have any words. The girl went for a consultation with the principal and she begged her not to do it. But the girl told the headmistress that she likes the teacher and that she doesn't say any slander. I also held a consultation with the lecturer, but she was very upset about the situation and could not return to school. Subsequently, we introduced the rule that English with a native speaker is only for those who are interested in it and must follow certain rules.\n\nOutcome:\nThe lecturer never returned and moved to America. The girl still ignores some teachers and instead draws in her notebook. She had another problem when she bullied a classmate and again influenced her class to be bullied by more people.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: Žádný stálý, dívka často měnila zájmy, nejdéle jí zůstala výtvarná tvorba asi 0,5 roku\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "871", "student_age_year": "8 let, 3. třída", "student_hobbies": "Žádný stálý, dívka často měnila zájmy, nejdéle jí zůstala výtvarná tvorba asi 0,5 roku", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bc", "teacher_practice_years": "3", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/398", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the half term, a new pupil came to our school, a boy who entered the 8th grade. The boy moved to our district with his mother and younger sibling after his parents' divorce. Unfortunately, the family could not stay in their original place of residence, so they had to move. Mom also had a new boyfriend who lived with them in the new residence. The boy took the whole situation hard. It's hard to tell if it was because the family broke up or the mother got a new boyfriend or because they had to move.\n\nSituation (Anamnesis):\nThe boy was in the sole care of his mother. The father played an insignificant role in the upbringing of the boy, apparently due to work abroad. So the boy started doing the thing of going outside the school. He was absent several times a week without a later apology. It was a kind of defiance against the whole situation. By his behavior, the boy wanted to win a return, probably not directly to the place of residence, but rather near the place of residence, because he had an aunt and uncle there, as well as his friends. The boy didn't have any friends here (in his new residence), which the boy himself said bothered him. Maybe he would have found friends if he had gone to school, but the boy somehow got stuck. He was an introvert and stuck to something that was and didn't want to try anything new.\n\nTeacher Intervention (Solution):\nMom, of course, didn't agree. The boy's truancy was discovered very early in the final, because the mother herself found out that the boy was at home instead of school for no reason. The mother herself did not want to cover the boy and told the school as well. So it was the mother's own initiative that she wanted to solve the situation. Mom cooperated with the school and we had several meetings at the school. My mother and I discussed the possibility of the boy commuting to his original school, but unfortunately this solution was not possible. The boy would have to travel with transfers and it would be far. Finally, the case was reported to OSPOD (a body for the social and legal protection of children) and it was resolved in cooperation with this body. The director, the methodologist of prevention, me as a class teacher, my mother and a representative of OSPOD were present at the joint meetings. At that time, we did not have a school psychologist at our school.\n\nOutcome:\nThe situation dragged on from January, through the spring, until almost the end of the school year. It was settled sometime in May. Finally, with the consent of OSPOD and his mother, the boy moved to his aunt and uncle and started attending school in their place of residence, where he also had his friends, at the end of the 8th grade. I have no idea if the situation is handled well or badly. From the boy's point of view, it was a successfully resolved situation, he got what he wanted. From the point of view of the mother and our school, this is probably an unsuccessful solution. Unfortunately, I don't have any information about how the boy behaved after transferring to another school and with his aunt and uncle.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: XXX\nDisorders: Lhaní,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "398", "student_age_year": "14 let, 8. ročník", "student_hobbies": "XXX", "student_diagnoses": "", "student_disorders": "Lhaní,Záškoláctví", "teacher_approbation": "vysokoškolské vzdělání – anglický jazyk, ruský jazyk", "teacher_practice_years": "23 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/767", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher was describing a student who had been attending the gymnasium for several years. At first he appeared as a classic average student. In the first years, he had good results, he did not break the school rules in any way, and he still had no problems with absences, he went to school. But things started to get worse in the third year. The student gradually began to miss individual classes and then even days, but he did not make excuses. He didn't pay any attention to what the teachers were saying and what the instructions were giving during the lessons. Once he was even caught smoking cigarettes in the school toilet.\n\nSituation (Anamnesis):\nAccording to the teacher, the student was intelligent, clever and initially hardworking. He came from a small village that is not far from the town where there is a high school. He lived with both parents, but as it turned out later, it was not exactly an ideal environment for adolescent development.\n\nTeacher Intervention (Solution):\nWhen the situation intensified, the teacher tried to find out what was the cause of such a fundamental change in the student's behavior. When contacting her, the student's parents told her that they had noticed the change, and during the conversation with the teacher they came to the conclusion that a bad situation at home could also have an effect, as the parents were about to divorce. They subsequently agreed that they would try to supervise his schooling more and give him more attention in general. The student also started visiting the school psychologist, with whom they resolved the situation.\n\nOutcome:\nIn the short term, the situation improved, he started going to school, and he even had his homework done for the most part. But after his parents' divorce, everything got worse and he stopped going to school completely. He and his mother moved, so he subsequently changed schools.\n\nStudent Profile:\nAge/Year: 17\nHobbies: Počítačové hry, fotbal\nDisorders: Cigarety,Disrespekt,Neuznáv��ní pravidel,Absence\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "767", "student_age_year": "17", "student_hobbies": "Počítačové hry, fotbal", "student_diagnoses": "", "student_disorders": "Cigarety,Disrespekt,Neuznávání pravidel,Absence", "teacher_approbation": "MUNI Filozofická fakulta – Anglický jazyk a literatura, Německý jazyk a literatura", "teacher_practice_years": "15", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1384", "content": "TEACHING CASE STUDY\n\nBackground:\nfew years ago, children used to play with plastic toys during breaks, which they spun and then held in their hands, or sent across benches and the floor. If they played like that during breaks, we didn't mind at all. Some, such as an eleven-year-old student at the time, started playing with the toy even during class, attracting the attention of classmates around them and disrupting the entire class.\n\nSituation (Anamnesis):\nPupil, eleven years old, fifth grader - Popular, playful, very talkative and fearless, average academic performance. Other students in the class without serious behavior problems, friendly atmosphere.\n\nTeacher Intervention (Solution):\nWhen I noticed that the student was not paying attention and was playing with the toy, I asked him to bring me the toy and pay attention to the lesson again.\n\nOutcome:\nThe student handed me the toy without saying a word and didn't disturb the class anymore. After the lesson, I returned the toy to him, saying that if he continued to play with it in class, I would have to confiscate it. The student agreed and no longer played with her in class.\n\nStudent Profile:\nAge/Year: 11, 5. ročník\nHobbies: Videohry, fotbal, hry s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1384", "student_age_year": "11, 5. ročník", "student_hobbies": "Videohry, fotbal, hry s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání, ČJ a AJ", "teacher_practice_years": "17", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1029", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with autism was accompanied by the same teacher's assistant throughout his schooling. He was in a small school until the fifth grade, and in the second grade he went to a new school in a regular class with 25 students. The class was noisy, more active, more disorderly, which bothered the student and he held his ears, shouted at others to be quiet, admonished others, demanded a quiet class, wanted everything in order, needed to calm down on the bean bag at the back of the class. When he was transferred to a special class, everything went well, only once did he have an autistic affect when there was a time shift and his watch showed the wrong time by an hour, unfortunately neither I nor the assistant could figure out how to reset the watch, to the mother it was not possible to appeal, only the father was appealed to. Before the father managed to come home from work, the pupil began to develop an affect in the style of jumping, admonishing other pupils, when on this impulse the pupil was taken to the office by the assistant so that the pupils could not see what was going to happen, in the office there was slapping of his own hands, when caught assistant so as not to slap himself, he started slapping the assistant's hands, but he knew he couldn't, so he started slapping his hands again.\n\nSituation (Anamnesis):\nThe student has autism. The class is large, noisy, messy.\n\nTeacher Intervention (Solution):\nWe proposed to the pupil and his parents that he be transferred to a special class with a smaller number of pupils (11 pupils), which they accepted, he switched to a special class with a teacher's assistant whom he had known since kindergarten, so the transition was easier for both him and his parents.\n\nOutcome:\nImmediately after the transfer, the student calmed down, he integrated into the class without any problems, he was not afraid when someone from the class came to him, the transition with an assistant he knew also helped and it was more pleasant for him. Thanks to the assistant, affect was never (with one exception) allowed to occur, it was prevented, or the pupil himself was able to calm himself down with English. During the affectation with the watch, the student calmed down immediately after his father arrived and readjusted the watch, but just in case, his father took him home and the student came to school the next day fine.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník ZŠ\nHobbies: Sport - plavání, lyžování, procházky\nDiagnoses: Autismus\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Transfer of student \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1029", "student_age_year": "12 let, 6. ročník ZŠ", "student_hobbies": "Sport - plavání, lyžování, procházky", "student_diagnoses": "Autismus", "student_disorders": "", "teacher_approbation": "Mgr. – Speciální pedagogika", "teacher_practice_years": "13", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/643", "content": "TEACHING CASE STUDY\n\nBackground:\nAt first glance, the student is nice and unproblematic, I myself had the opportunity to observe him during the lessons, which I had access to thanks to practice alongside an experienced teacher, specifically during mathematics and the Czech language. He was polite in class, although he didn't report or shout like other students, but he listened attentively (or so it seemed). Actually, even at first glance, I wouldn't say that this could be a problem student. Until I once convinced myself outside of class about the break I spent with the children in the second grade. He was not very nice to children, and when someone did something he didn't like, he became slightly aggressive (for example, when he was left with the school computer because there were only 4 out of 15 children in the class). The situation I am going to describe was told to me by a teacher who has been working with the student for the second year. She is in her third year at school, so as she said herself, she has some experience, but it is not yet long-term experience, so she is still nervous about dealing with new situations. It is said that the situations with the student's problematic behavior are repeated, although they are always different, but she remembered one when she really did not know how to solve the situation and felt a slight despair, but she still tried to solve the situation. The student usually has a female assistant with him, but not for every lesson, most often for mathematics, reading and Czech language lessons. In the end, the teacher considers the solution successful, as it was important for her to calm the student down.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD. He also takes some medication, but I was not given more specific information in this area, which I completely respect, the only thing the teacher told me was that before he started taking the medication, it was really unmanageable with him. The student does not have a mother or father, or - he has them, but they gave him up. They moved to another city (ie about 250 km from the pupil) and left the pupil with his grandmother and grandfather, which is even luckier. Just as the student was left with his grandmother and grandfather and his brother, they took only the little girl with them, who was the youngest of the three children. So they live in an asylum, and the student and his brother are cared for by their grandmother and grandfather, otherwise they would have to go to a children's home. The teacher said that they are lucky, because grandma and grandpa treat them well, the student's brother is not diagnosed with ADHD and you can tell, he often helps them with the student (he is a year older and goes to the same elementary school). But they certainly miss their parents, as every child deserves to have caring parents, unfortunately this is not the rule.\n\nTeacher Intervention (Solution):\nDuring PE class, when the student was still a first grader, 2 classes (specifically 1st and 2nd grade) were combined and a game of dodgeball was played. Everything was fine for the first few minutes, the kids were playing dodge ball, everyone was enjoying it. They knocked out the first boy, then the second, and then it was the pupil's turn. When the student was hit with a ball by a classmate, the student got really angry and started shouting at the classmate, he was very aggressive, even vulgar. Next he kicked him. After that, the teacher immediately ran to him and tried to calm the situation. Teacher: 'At that moment I really didn't know how to solve the situation, but I tried to keep a calm head, I didn't know what to say to the pupil and how to behave towards a classmate, I knew that it wasn't easy at home, but hurting other classmates was definitely he cannot and must be aware of it.' The student cried and the teacher took him to a bench. Teacher: 'I pointed out to him that he cannot behave like this and that he owes his classmate an apology. The student didn't listen at all at first and kept jumping into my conversation saying that he wasn't talking about the topic at all, because he was still furious and didn't even want to sit on the bench. So I waited until the student calmed down and then I explained to him again that he shouldn't behave like that. Subsequently, the student burst into tears and described everything to me.' He told her that he was sorry that he couldn't even run properly and that if he could, his classmate wouldn't have knocked him out so quickly. Teacher: 'I felt sorry for him, he sounded really unhappy, and since we're only human, I tried to treat him really humanly - I comforted him, I slowly explained to him that it's really nothing, that it's just a game, that we're playing for fun and not to blame ourselves. And that with every next game comes improvement, in every game sometimes you succeed and sometimes you don't, that's just the way life is. And I managed to put a smile on the student's face. At that moment, a stone fell from my heart, because I had the feeling that I might not even rid him of the initial aggression and that he would not continue to cooperate, as was the case for the first few minutes. Nevertheless, at the end of the lesson, I reminded him that it would be necessary to apologize to the classmate, that he was only playing a game, and man is a competitive creature, and I did not want to hurt him, which I am absolutely sure, the classmate is not even a conflicted type of student who would eg mocked. Since then there are others (she added with a laugh). Afterwards, the student himself really apologized to his classmate. And that warmed my heart the most. My human talking to the soul must have finally worked.'\n\nOutcome:\nAs I mentioned above, she had a solution to the situation, the teacher managed to solve the situation correctly in her opinion and in my opinion, at least as best as she could. Me: 'How was the next gym class? Was your solution short-term/long-term helpful?' Teacher: 'Well, you know that I was afraid to fill the next gym class with hitting, but I finally decided the next week and the student was hit until the end, I remember that class like it is today. The following hours he accepted it better, every time he was beaten he looked at me, I smiled at him and he went to sit behind the other beaten children. The solution was long-term.'\n\nStudent Profile:\nAge/Year: 7  let, 2. třída\nHobbies: Má rád matematiku a přírodopis, rád chodí ven na procházky, zajímá se o zvířata.\nDiagnoses: ADHD\nDisorders: Agrese,Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "643", "student_age_year": "7  let, 2. třída", "student_hobbies": "Má rád matematiku a přírodopis, rád chodí ven na procházky, zajímá se o zvířata.", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Nesoustředěnost", "teacher_approbation": "Učitel (titul Mgr., první stupeň)", "teacher_practice_years": "5", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/613", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation started when I found a crying girl in the toilet during class. She was crying hysterically and was unable to explain to me what had happened. I invited her to my office, offered her a biscuit and after a while she confided in me. No one wants to talk to her in class, and a classmate is spreading false information about her.\n\nSituation (Anamnesis):\nThe classmate who slanders the girl is extroverted, draws a lot of attention to herself. The gossip girl is also more of an extrovert, likes to ride horses and play the piano. He doesn't really excel at school.\n\nTeacher Intervention (Solution):\nI informed my parents immediately and agreed that they would talk the guilty girl out. I then invited both students to my office. Only then did I learn that the roles of the girls were reversed and the one who cried first made up the whole story.\n\nOutcome:\nI realized that I should have proceeded differently and listened to both girls first.\n\nStudent Profile:\nAge/Year: 12, 7.B\nHobbies: Počítačové hry, kolo, knihy, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "613", "student_age_year": "12, 7.B", "student_hobbies": "Počítačové hry, kolo, knihy, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. Stupeň ZŠ, Mgr.", "teacher_practice_years": "Přibližně 30 let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/961", "content": "TEACHING CASE STUDY\n\nBackground:\nThe conflict happened quite recently, I think one or two years ago. At that time, there was a student of the faculty of pedagogy on an internship here at our school. The student was very hard-working and clever, she developed a lot of learning aids and had a lot of different exercises prepared for the students to practice the material covered. The children absolutely adored her, even a student who was normally not very involved in learning was suspiciously active and tried to accommodate this student in everything. But the student was always kind and tried to help the weaker ones. Then there was another student. He was always a bit wild, but he was not diagnosed with any learning or attention disorder. But he always tried, and even though he wasn't quite a winner, he had fairly good grades on his report card. It was during this student's practice at our school that the pupil and the other pupil got into a cross. We had local studies, I led the class and the student helped the children who needed help. The student and the other student were working under the personal supervision of this student, who was helping them in that lesson. They were sitting next to each other on the same bench and she was across from them. One student had his work done a little earlier, so he started showing off in front of everyone and was rude to the student when she gave him another piece of work. He allowed himself what he shouldn't have, even though we both warned him to calm down. This was probably partly due to the fact that the student came from the same village as the student, so they both knew each other outside of school, and so the student touched her, jumped into the conversation and tried to show off that he was a hero among his classmates. But the second student didn't like that at all from the beginning, so he always shouted at him once in a while and warned him that he should behave decently. But the student was in his element, and the other student saw that it was not worth it, and so the anger started to suffocate inside. You could see that he was angry because he was very sorry for how the male student treated the female student. He then just stared at the bench with a stony expression for the rest of the class. But then I didn't pay attention to it anymore, because I thought that the whole matter was closed and the student's anger would pass, after all, it often happened that he got angry, but then usually cooled down quickly. But this time I was wrong. The next morning, the headmistress came to me and told me that the student's mother had called her. It is said that the pupil waited in front of the school for another pupil and started pushing him and shouting: \"How dare you treat the teacher like that!?\n\nSituation (Anamnesis):\nPupil – Pupil of the 5th grade of primary school. Although he was 13, he was only in the 5th grade because he was suspended and then he was sick for a whole school year, so he had to repeat the 4th grade. His movement skills in the gym were hampered by being relatively overweight, so he sometimes had breathing problems, which sometimes caused him anxiety. Even so, he played competitive football and was quite good at it. personality: calm, friendly, warm-hearted, rather introverted, rather below-average grades (mostly three to four on the report card), dysgraphic. The second student – 5th grade elementary school student, 11 years old, average grades, rather extroverted, open, very friendly, liked to provoke classmates and often make various Canadian jokes on them, but overall a very nice boy with a great desire for attention\n\nTeacher Intervention (Solution):\nimmediately started to solve the situation. I was mainly worried about something happening to the student, because even a slight concussion is often no fun. I talked to each boy one by one in the office. First, I listened to the student and his version of the story. But the student even told me that it was mainly his fault and that he was really rude. In addition, he says he understands the other student. He literally told me he was acting like a “moron.\n\nOutcome:\nThe incident would be resolved practically immediately. On the morning of the next day, when the boys had said everything to each other, they immediately sat together on the common bench and sat like that for the rest of the year. Neither of them ever mentioned the incident again, and I'd even venture to say that paradoxically, the incident and their subsequent reconciliation brought them even closer. They were best friends for the rest of the year. In addition, the pupil even convinced the other pupil to also sign up for football so that they could play together. When they left for the 6th grade for the 2nd grade at another school, since we only have the first grade at our school, they decided to go to the second grade together in a village a few kilometers away, even though the student originally wanted to go to another school. I would say that this is an exception to the rule, that the conflict can end so well. That's why I'm really very satisfied with how I solved this situation, although it must be added that I was also very lucky, if it weren't for the fact that the guys were already mature enough that she was able to solve it and reconcile as \"guys\"\n\nStudent Profile:\nAge/Year: 13\nHobbies: fotbal, počítačové hry, internet – sociální sítě\nDiagnoses: Dysgrafie\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "961", "student_age_year": "13", "student_hobbies": "fotbal, počítačové hry, internet – sociální sítě", "student_diagnoses": "Dysgrafie", "student_disorders": "Agrese", "teacher_approbation": "Mgr. (Učitelství pro 1. stupeň základní školy)", "teacher_practice_years": "8", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/99", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student joined us in the 8th grade. He was kicked out of his original elementary school in the city, so he came in with a C for behavior. The reason for the transfer to our school was that the pupil was in a gang that was bullying at his original primary school, and the management needed to somehow divide this gang so that each of them would leave, so the pupil transferred to us and the other boys went to primary schools in the cities in the neighborhood, each of those boys simply went to a different elementary school. It has always been the case that if someone applies to us, because we are a state school, we have to take everyone. So the principal took him and put him in my class and all hell broke loose. The behavior three was really adequate, not that he bullied anyone, but his behavior was really disastrous, both towards me, other teachers and some classmates. He screamed in class, was as rude as a bricklayer, all kinds of words were flying that we didn't even think about. He constantly interrupted the lesson, had different notes on everything, verbally attacked the teacher and some classmates, so that almost the entire lesson was spent by the student alone, thus denying the other students lessons. Just total horror and all the teachers and students were bad from him.\n\nSituation (Anamnesis):\nFamily history: The student was an only child and came from a small town where he lived with both parents. In my opinion, his inappropriate behavior stemmed from his family, where there were very frequent arguments full of vulgarities. Class anamnesis: He was not very popular in class, mainly due to his behavior. His classmates were bothered by the fact that he disrupts classes, is vulgar to teachers and also to some pupils. He didn't have many friends in class, he was friends with about 3 guys the most, who had the same fun as him, namely smoking and hanging out.\n\nTeacher Intervention (Solution):\nHis behavior did not improve at all, he was still disruptive in class and verbally attacked the teacher and some classmates. So everything started to be solved with the parents, who were invited to the school several times. Together with the educational advisor and the director, we suggested that the pupil could go to the educational care center in the city. At first, the parents absolutely did not agree with this proposal, they had a very negative attitude towards it. Over time, the parents realized that it wasn't such a bad idea, because the student's behavior at school kept getting worse and they didn't know how to deal with him anymore. In the end, they agreed with the educational care center. I also explained to the student that they could help him there. Of course, he did not agree with the stay at first, but then he finally changed his mind. Sentences that remained in the teacher's memory: Teacher: 'Student, I respect you, so respect me.' Student: 'The teacher is rude to me and just yells at me!' Teacher: 'You have to understand that if you behave the way you behave, others will behave the same way towards you. If you don't like something, you have to report it and say it politely, and not yell at the teacher, how can you do it.'\n\nOutcome:\nWhen the student returned to our school after 3 months, I really expected anything, but not that he would thank me. The student really thanked me for suggesting this educational care center to him and was happy that he stayed there for the 3 months. He said he realized how bad he had been before and was even ashamed of it now. You could see that the stay really benefited him, his behavior was completely different from before, he found more friends in the class, the students started to like him and took him as a good classmate, he even apologized to the teachers. So he completed the rest of the 8th and the entire 9th grade with us without any problems.\n\nStudent Profile:\nAge/Year: 14. let, 8. ročník\nHobbies: /\nDiagnoses: ADHD,Poruchy chování\nDisorders: Vulgární vyjadřování,Vykřikování,Agrese,Rušení výuky,Slovní agresivita\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "99", "student_age_year": "14. let, 8. ročník", "student_hobbies": "/", "student_diagnoses": "ADHD,Poruchy chování", "student_disorders": "Vulgární vyjadřování,Vykřikování,Agrese,Rušení výuky,Slovní agresivita", "teacher_approbation": "Německý jazyk, Anglický jazyk", "teacher_practice_years": "25 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/805", "content": "TEACHING CASE STUDY\n\nBackground:\nThe incident took place when the student was in sixth grade. He transferred to the school from the first class in the next village. He transferred alone, so he didn't know anyone in the class and tried to fit in with the team. However, he took dating as a bad thing. He went out of his way to impress others with his style of talking back to teachers and provoking others. I just went to their class for a Czech language lesson. I heard some commotion from the corridor and when I opened the door I found out what was the cause of it. The student held a classmate's case out of his reach out the window. When I entered, I shouted what's going on here, and instead of putting his hand back in, the student dropped the case. I went straight up to him and asked sharply if he thought he could do whatever he liked during the two minutes they were waiting for the teacher to arrive. I was answered yes with a bold expression. However, this made me even more angry and I decided to give the student a straight note and sent him for the given case. The rest of the class passed with occasional interruptions as the student was upset about the comment.\n\nSituation (Anamnesis):\nThis incident happened even before the pupil was sent to the pedagogical-psychological counseling center and before he was assigned an assistant. It wasn't just me who had problems with him in class, but also the rest of my colleagues. That's why we recommended a visit to a pedagogical-psychological counseling center. After the assistant started sitting next to the student, his behavior improved slightly.\n\nTeacher Intervention (Solution):\nThe student did not worry too much about the note. The next day he brought it signed and even the parents were not interested in the incident. Fortunately, the same situation did not happen again, but there were countless other problems over the years. The assistant's help helped, but when classes ended, he found other ways to vent his frustration, including on school property.\n\nOutcome:\nAs the student gradually matured, the behavior problems decreased, but at least once a month something was always found. The turning point came in the ninth grade.\n\nStudent Profile:\nAge/Year: Druhý stupeň, 6. - 9. ročník\nDiagnoses: Poruchy opozičního vzdoru\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Disrespectful communication\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "805", "student_age_year": "Druhý stupeň, 6. - 9. ročník", "student_hobbies": "", "student_diagnoses": "Poruchy opozičního vzdoru", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "Mgr., dějepis a český jazyk", "teacher_practice_years": "30 let", "problems_annotated": "Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/407", "content": "TEACHING CASE STUDY\n\nBackground:\nWe first encountered the student's problematic behavior when he transferred to us from elementary school in the seventh grade. From the first lessons, the student deviated considerably from the ranks of his classmates and tried to constantly draw attention to himself. We encounter this kind of behavior quite often, so in the beginning I warned him only verbally. However, his behavior did not abate, on the contrary. During breaks, he spoke profanity and threw various objects around the class - food, sponge, chalks. He even hit his classmates several times. Admonitions, notes, private conversations did not help, so I was forced to turn to the student's mother. She herself turned to the social-legal child protection authority, stating that the child is unmanageable and she does not know how to deal with him. The next steps were already consulted with the social worker, the mother was only minimally involved and strictly refused the invitation to the school. The situation was saved by the onset of the covid pandemic, and thus the transfer of teaching to the online space. The student was under the supervision of his mother every day, and when I sent an email with a complaint, she was able to look after her son. I'm honestly not sure how it would have turned out if classes had gone on as normal. He also drew other classmates to his side, and thus the class became unmanageable and learning very mentally demanding.\n\nSituation (Anamnesis):\nThe student lived with his grandparents in Slovakia since birth, as the mother was a drug addict and therefore unable to take care of the child. In Slovakia, he belonged to average pupils and could boast of a distinction on his report card. At the age of 12, the mother applied for her son's custody, which the court eventually granted. So the student moved to his mother in the Czech Republic, where he lived with her, her new husband and half-brother. The mother immediately forbade the boy's contact with his grandparents. The role of the pupil in the family was apparently a 'guardian element'. He had to go home immediately after school to take care of his younger sibling. He never mentioned any hobbies or interests. He did not attend leisure clubs or go out with his friends, which of course reflected in his behavior in class, where he tried to be the center of attention. He became popular in the class, especially with the boys with worse grades. He earned their admiration for his outspokenness and ability to talk back to the authorities, so they often supported him in his indiscipline. On the other hand, the girls were often worried about his rude behavior and avoided him very much.\n\nTeacher Intervention (Solution):\nWhen we first started dealing with the student's indiscipline, I turned to the mother, who immediately distanced herself from him and in all cases referred me to the OSPOD worker. She did not want to participate more deeply in his correction. I also communicated many times with the grandparents, who were very unhappy with the student's behavior. With the help of a social worker, we managed to convince the mother to lift the ban on communication with the grandparents. We promised ourselves a lot of help from this step, but unfortunately the boy was already completely in 'his own world'. The social worker worked not only with the student, but mainly with his mother, whom she taught how to work with her son, how to support him, how to praise him and generally participate in his behavior. The mother proved herself only during the covid pandemic, when the teaching was transferred to an online environment and her duty was to supervise her son. In my opinion, this situation saved us from more demanding interventions that would surely await us.\n\nOutcome:\nAs I already mentioned, the main cause of the student's inappropriate behavior was a bad family setting. The boy lacked attention from his parents and the overall opportunity to 'goof off', which other pupils were provided by leisure clubs. However, the positive results of working with his mother were only very short-lived, so when the pupil finished compulsory schooling, the court decided to return him to the care of his grandparents. I believe that returning to his grandparents in Slovakia was the best step for the boy. I can't say I'm happy with how the situation was resolved, but the boy's social worker and I did the best we could.\n\nStudent Profile:\nAge/Year: 13–15 let, 7. – 9. ročník\nHobbies: žádné\nDisorders: Lhaní,Podvody,Neúcta k autoritám,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "407", "student_age_year": "13–15 let, 7. – 9. ročník", "student_hobbies": "žádné", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Neúcta k autoritám,Vulgární vyjadřování", "teacher_approbation": "Magisterské (výtvarná výchova, ruský jazyk)", "teacher_practice_years": "20", "problems_annotated": "Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1072", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a school trip to Spain, which was attended by mostly second-year students and some third-year students. The trip was voluntary and intended for students studying Spanish. Accommodation was provided in a hotel with balconies in the rooms. There was also another school in the hotel. One evening, after dinner but before supper, students from the other school were found to be drinking alcohol in their rooms. Together with my colleague, we checked the rooms. Everything seemed fine until we arrived at the room, which was locked. No one responded to the request to open, but noises could be heard from inside. After checking the next room, we caught the students climbing over the balcony from the locked room. After unlocking the room, we found alcohol.\n\nSituation (Anamnesis):\nThe students from that room were average, popular, and obeyed their leader, who had more respect for authority than the others. The leader of the group, who provided the alcohol and suggested the escape through the balconies, was choleric, arrogant and had no respect for authority.\n\nTeacher Intervention (Solution):\nIt was explained to the leader of the group and the other students that their behavior could lead to death as the balconies were not side by side and they had to jump onto them. An agreement was proposed and stricter rules put in place to prevent further settlement at the school. However, the students reacted indifferently and agreed even with a possible two for behavior. The following day a remark was made on the bus about the dangers of jumping from balconies, a common occurrence on school trips with serious consequences.\n\nOutcome:\nStudents from that room received a 2 in behavior on their report card. The rest of the trip was uneventful. After returning to school, the students behaved the same as before the trip. The leader of the group continued to argue with the teachers, but everyone did their work.\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník SŠ\nHobbies: fitness, chodit ven\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1072", "student_age_year": "16 let, 2. ročník SŠ", "student_hobbies": "fitness, chodit ven", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., aprobace biologie + společenské vědy", "teacher_practice_years": "39 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1057", "content": "TEACHING CASE STUDY\n\nBackground:\nThe mother was an alcoholic already in the first grade, she was undergoing treatment, no one informed me that the mother was not present at home. The boy was often home alone with only the dog. Already at that time, I learned that a social worker had started coming there. He didn't help the family or me much then. They told me to check with my family, which was impossible. In the third grade, it escalated. He started picking on the older boys, there was already the smoking, the failure to fulfill the duties, he didn't have homework, he didn't study, there was an assistant in the class who looked after him, the boy didn't walk clean, he smelled bad. He didn't work without an assistant, he didn't know what to do. A case conference took place in that third class. There we dealt with the drunkenness of the mother and father. The boy started seeing a psychologist. But he didn't want to go there, he visited a psychologist maybe once or twice and his parents didn't cooperate either. Grandma, parents, representatives of the organization were at that conference. It had no effect. In the 4th and 5th grade, the problems got worse. Distance learning also fell into this. That was a disaster, he was at his grandmother's at the time. He joined my classes, but not always, and he didn't always know what to do. When the boy was in the 5th grade, there was an Educational Committee at the school. Both parents, the boy, the director, the prevention methodologist, the class teacher and two representatives from the organization were present there. The mother was not sober during this process, the father was on his own. The son was rude to his mother during this commission, it was obvious that his mother loved him without limit. She tried to win him over not by educational means. For example, he wanted her to modify his electronic cigarette. Oh, and then there were gifts from father and mother. They bought it. The grandmother was involved and they had a problem with each other, mother-in-law and daughter-in-law. So I didn't have a good feeling about the Education Commission. worked with them, the family had the full support of the organization. An employee of the organization even led them to a psychologist. So the organization was being checked. My mother went to school, I solved problems with her, but she was almost always drunk. After the boy's transition, I no longer have information about him and I don't know how the situation develops further.\n\nSituation (Anamnesis):\nBefore entering the 1st grade, the boy saw his father strapped to a wheelchair. The father led the son to martial arts. Already from the 1st grade, there were disciplinary problems that were solved by admonitions. Father strapped to a wheelchair, mother took care of him. Alcoholic mother, then treatment. She was still drinking afterwards. The boy lived with both parents, then only with the father (the mother was undergoing treatment). Then with grandma. The police were called several times because of the drunkenness of the mother or father.\n\nTeacher Intervention (Solution):\nSince the boy's first grade, the social worker visited them, as there were often problems with the mother and father due to alcohol, they were not at home (the mother was in the hospital), and I, as the class teacher, was not informed about this. A Case Conference was convened in the boy's third grade, where the problematic behavior of the student and the unsound attitude of the parents were addressed. The boy was suggested to see a psychologist, where he was only once or twice. He didn't want to go there. In the fifth grade, the Educational Committee was convened, where the problems were solved again. After that, this situation was solved again by , who supervised the boy's attendance at the psychologist. The boy then transferred to the second grade of primary school and since then I don't know how he looks like.\n\nOutcome:\nAfter various admonitions, reprimands and the Case Conference, he went to a psychologist about once or twice, where he then stopped going, so it had no general effect. The problems continued all the time. In the fifth grade, the Educational Committee was held, where the staff of the organization were also present, but the boy's behavior did not change much. He was constantly inattentive and did not fulfill his duties. Now, after moving to the second level, I have no information about him. It should be, but under the supervision of workers from the organization.\n\nStudent Profile:\nAge/Year: 6-10 let, 1.-5. třída\nHobbies: kouření, potulování se staršími kamarády\nDisorders: Lhaní,Podvody,Vulgární vyjadřování,Cigarety,Neplnění školních povinností\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1057", "student_age_year": "6-10 let, 1.-5. třída", "student_hobbies": "kouření, potulování se staršími kamarády", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Vulgární vyjadřování,Cigarety,Neplnění školních povinností", "teacher_approbation": "VŠ, 1. stupeň ZŠ", "teacher_practice_years": "25", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/930", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher describes that he usually has no problems with the authority of the pupils, he has natural respect and the pupils do not allow themselves too much in his classes. Nevertheless, he once got really angry with a student who was constantly interrupting and making a mess during the Czech lesson. The teacher tried to warn the student several times to stop disturbing, but without success. The situation escalated when the teacher was handing out exercise papers and saw the student making abusive gestures behind his back, leading to the teacher hitting the student.\n\nSituation (Anamnesis):\nSecond grade student, 8th grade, 14 years old, is a typical 'class clown', often shows off, but not evil. Lives with both parents, problem behavior is repeated, but no diagnosis has been confirmed. His grades are average and his interests include riding a scooter and spending time with friends. The student is an extroverted, spontaneous student, likes to be the center of attention, has many friends and is considered funny and popular in the group.\n\nTeacher Intervention (Solution):\nThe teacher was aware of his mistake and went to confess to the school principal immediately after the lesson. He then called the student's father and told him not only his solution to the student's indiscipline, but also his repeated disobedience. They agreed on a personal meeting, during which the pupil's father did not blame the slap on the teacher and promised that he would have a strong talk with the pupil at home and that the situation would not be repeated.\n\nOutcome:\nAfter the incident, the student calmed down significantly in the classroom, and even though there were minor rebellions over time, he never exceeded the tolerable limit. The teacher learned from the situation and does not regret it in retrospect.\n\nStudent Profile:\nAge/Year: Žák druhého stupně, 8. třída, 14 let\nHobbies: Jízda na koloběžce, čas s kamarády\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Physical intervention, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "930", "student_age_year": "Žák druhého stupně, 8. třída, 14 let", "student_hobbies": "Jízda na koloběžce, čas s kamarády", "student_diagnoses": "", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Mgr., Rj, Čj", "teacher_practice_years": "32", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/780", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when a class photo was being taken. The girls who were sitting in the first row made an inappropriate gesture, they simply put their hands in their laps and showed the middle finger. Some boys in the second row showed the same gesture. About ten people in total, maybe there were more, but you couldn't tell from the photo. No one noticed it at the time, it was only discovered when the photos were to be developed.\n\nSituation (Anamnesis):\nThe whole class is very clever. They are all hardworking, although they tend to be passive in class. Those studious types who don't talk much in class so they don't say something wrong and embarrass themselves. They mainly want to know what to study for the test. But there is a group of girls who have a great influence on the whole team, the others are afraid to speak out against them.\n\nTeacher Intervention (Solution):\nFirst, the students were interviewed to see if they saw anything wrong with their behavior. I explained to them that we could not develop such a photo and that they would be punished. The students acknowledged their mistake and agreed to the punishment, even suggesting a new photo shoot. I told them that they could have their picture taken again, but they would have to solve everything themselves and I would not be in the picture with them, because I had already given them my chance. In the end, it turned out that behind everything was the group of girls who saw such a thing on TikTok. I did not find one specific culprit. Everyone who showed an inappropriate gesture in the photo received a class reprimand.\n\nOutcome:\nIn the end, the class did not agree on anything, so they were left without a photo that year. Parents were of course informed about the situation by email. I described the situation to them and explained why I solved it this way. What was interesting was that the parents of the children who did nothing took the matter with complete understanding. Some even wrote to me that they themselves punished their children, even if they did not show any gesture, because they must know that such things are not done. In contrast, the parents of the children who showed the gesture downplayed the situation - some even found it funny, and wanted a milder punishment for the children. The students were upset for the first few weeks after the photo shoot, but gradually things returned to normal. It was never a problematic class, rather it was just one situation.\n\nStudent Profile:\nAge/Year: 9. ročník, 14 až 15 let\nHobbies: velmi aktivní, mnoho různých zájmů\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "780", "student_age_year": "9. ročník, 14 až 15 let", "student_hobbies": "velmi aktivní, mnoho různých zájmů", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské magisterské, obor chemie", "teacher_practice_years": "17", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/201", "content": "TEACHING CASE STUDY\n\nBackground:\nnumber of incidents in the boy arise very spontaneously, as he has a very primitive way of thinking. He doesn't even realize he's doing something wrong. Specifically, this incident occurred last year, when a student showed porn to children during recess, even though there was an assistant in the classroom as a supervisor. Suddenly a boy ran to the assistant saying that his classmate was showing some ugly and shameful pictures. The assistant discovered that he was showing his classmates porn, which he allegedly watches regularly with his younger brother, who encourages him to do so. His younger brother attends a regular elementary school, so he is smarter than the easily manipulated student. Subsequently, I learned that the parents about his \"hobby\n\nSituation (Anamnesis):\nThis is an inattentive, unfocused student with a mental disability who attends a special school, specifically a practical class. He was also advised to visit psychiatry with his mother. He has problems at home and at school. He is very vulgar and rude. The teacher lists him as an average student, mainly because of his inattentiveness. He constantly studies social networks and even films himself. However, the videos are very inappropriate, vulgar, for example \"stabbing and blood flowing everywhere.\"\n\nTeacher Intervention (Solution):\nWe recommended that the parents buy the boy a push-button phone so that this situation does not happen again. The parents say the boy only has the phone to call his parents that he arrived home safely. However, the parents refused to buy the push-button phone. So I got in touch with an educational advisor, who tried to explain to the boy that watching such sites is dangerous and a crime. He admitted to the guidance counselor that he watches them regularly. We later learned from classmates that he often shows these videos to children, even outside of school. However, the student himself does not realize that the distribution of such videos is a crime and watching it is inadmissible at his age, so he still brags about it to his classmates. Subsequently, we found out what videos he shoots and publishes on the social network. For example, it is filmed as it burns or \"pierces\n\nOutcome:\nWe did not see any significant improvement immediately after the incident. In the end, the parents did not accept our recommendation - the student's phone is even newer, he just can't watch the already mentioned videos, but the parents don't check it in any way. The recommended psychiatric examination and sessions also do not occur, so the problems with the pupil persist. The parents cite the coronavirus as the reason, even though psychiatric clinics are still operating at this time. In the end, we found out that they don't even go to the school counseling together. So to this day we have no report from psychiatry. However, the mother states that no more drugs should be \"crammed\" into her son\n\nStudent Profile:\nAge/Year: 11 let/ 5. ročník\nHobbies: Tik Tok, sociální sítě, často tráví čas s bratrem\nDiagnoses: Mentální postižení,Snížený intelekt\nDisorders: Disrespekt,Podvody,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "201", "student_age_year": "11 let/ 5. ročník", "student_hobbies": "Tik Tok, sociální sítě, často tráví čas s bratrem", "student_diagnoses": "Mentální postižení,Snížený intelekt", "student_disorders": "Disrespekt,Podvody,Vulgární vyjadřování", "teacher_approbation": "Filozofická fakulta Univerzity Karlovy/ Obor pedagogika a pedagogické poradenství", "teacher_practice_years": "25 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/135", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student hid in the closet before the beginning of the Russian lesson without my knowledge, I basically taught the entire lesson normally. The pupils seemed to me more distracted, often giggling at something and whispering something to themselves. Only at the end of the lesson did the student get out of the closet and I found out what actually happened. I immediately tried to react, but I didn't know what to say or how to react. I silenced the class and forcefully informed the student that we would not tolerate this, that I was going to see the class teacher.\n\nSituation (Anamnesis):\nThe class in which the student is located can be characterized as a class with a good team, where classmates are very empathetic towards each other and can perceive the needs of others, empathize with others and help each other. This classroom atmosphere is probably largely influenced by the reality that a girl with autism has been attending for years. The student is often the center of attention in the classroom, as he invents new ways to attract attention or say something inappropriate or outrageous in the classroom every day. In class, he is close with one very empathetic classmate who helps him with his studies and motivates him to a better lifestyle. The student grows up in a foster family with two siblings adopted together with him and one stepchild of the foster parents. He has been in a foster family since he was four years old. The atmosphere in the family is tense. The pupil's mother constantly complains about his behavior and often uses intimidation in order to calm her step-child, suggesting that if he does not stop, she will send him back to the children's home. The student has a problem with maintaining attention, is unable to remain calm, often causes a commotion. He requires constant attention, which he tries to achieve through his comments to teachers or problematic behavior during breaks.\n\nTeacher Intervention (Solution):\nAs soon as I found out what happened, I tried to react, but I didn't know what to say or how to react. I silenced the class and forcefully informed the student that we will not tolerate this, that I am going to the class teacher, that his actions will have consequences. The student stopped laughing and I could see in him that he was only now realizing that it was no joke. I explained to him and the whole class the consequences if something happened to him in the closet, if he fainted, that he could seriously hurt himself. Then I told him that I would let the class teacher know about it. After consulting with me, the class teacher then went to report everything to the deputy headmistress and they came up with a solution that involved involving the pupil in the lesson in the form of a teacher. The lesson from this should have been the following, since the student was not present at the lesson, he will be able to teach one lesson by himself for 45 minutes. We informed his mother about the whole situation, but after an agreement we decided that she would not press or question the student in any way at home.\n\nOutcome:\nThe student came to the Russian class really prepared, he had prepared tasks and exercises for the other students and also explained the topic of one lesson from the textbook himself. He taught the entire class by himself and the class was in a very pleasant and focused mood. It was up to the student to know that he was satisfied with his result and that he was satisfied with the solution and the punishment. After this lesson, the student was more focused and perceptive, it could be seen that he had a greater taste for the subject.\n\nStudent Profile:\nAge/Year: 8. třída\nHobbies: klavír, knihy, hezky píše slohové práce, videohry\nDiagnoses: ADHD\nDisorders: Lhaní,Krádeže,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "135", "student_age_year": "8. třída", "student_hobbies": "klavír, knihy, hezky píše slohové práce, videohry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Krádeže,Rušení výuky", "teacher_approbation": "Magisterské: Ostravská univerzita, Pedagogická fakulta – Český jazyk a literatura", "teacher_practice_years": "10 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1052", "content": "TEACHING CASE STUDY\n\nBackground:\nDue to the school's alternative direction of education, most problems are solved here in a variety of ways. It can be 'SteZka = we can do it together', when two sides of a dispute or problem invite three other impartial observers and after a subsequent debate they come up with a solution together. So far, it has always worked in school to solve small and large problems. The most serious case that I can think of is a boy who was at our school almost from the beginning, I mainly noticed him when he entered the second grade. His outbursts of anger were so violent that the other children were afraid of him. He was the only student I ever had to hold until he calmed down, the only one I had such physical contact with. We didn't know how to solve it for a long time, we talked with him and with my mother, there were several Trails because of him. However, the student claimed to his mother that nothing like that was happening and that we were making everything up.\n\nSituation (Anamnesis):\npupil is a school student who is like a hedgehog without a cage. He lives alone with his mother, his father came back into his life only at the end of the second grade. The boy has an explosive temper. Otherwise, he is sociable, friendly, younger children like to spend time with him.\n\nTeacher Intervention (Solution):\nEventually it got so far that we called an intervention. The other pupils were so afraid of the pupil that they voted whether to expel him from school. However, the student also had his bright moments, so the debate at the vote was long. It was resolved that children are afraid of him and do not want to spend time with him. However, the student wanted to stay at school. In the end, it was agreed that the student and his mother would get an assistant. She spent time with the student and was also in contact with her mother. The children came up with this solution so that they did not have to be alone in the room with the pupil.\n\nOutcome:\nThe assistant helped that the pupil was under control at school and could more easily participate in the events, the mother was informed from another source about what was happening at school. At the same time, his father returned to the student, who set an example and devoted himself to him. It also helped that the student learned from other students that they were afraid of him, it helped him think about his behavior. The student is now at our gymnasium and everything has really improved a lot, the assistant is no longer needed. So yes, I think it was solved successfully in the end.\n\nStudent Profile:\nAge/Year: Problém překračoval více ročníků, hlavně však v 8. a 9.\nHobbies: Sport hlavně fotbal\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1052", "student_age_year": "Problém překračoval více ročníků, hlavně však v 8. a 9.", "student_hobbies": "Sport hlavně fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Matvědy, AJ, zástupkyně ředitelky", "teacher_practice_years": "10", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/41", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the art lesson, the student disturbed other classmates with his behavior (knocking on the table and building and re-destroying constructions from tools on the bench). He drew attention to himself, the other children did not pay attention. The teacher just looked at him at first and pointed her finger that she didn't like this behavior. The student did not react, rather intensified his unwanted expression. The assistant responded - she took his tools from the bench. The student started to move the entire desk and made even more noise. Even the teacher's individual agreement initially did not work, or it was only active for a while.\n\nSituation (Anamnesis):\nThe nine-year-old pupil is in the third year of primary school. There are 18 pupils in the class. A teaching assistant works in the classroom. The class collective is very diverse, there is a predominance of boys. Five children with specific learning or behavioral disabilities, one child with exceptional talent. The student has been diagnosed with ADHD, developmental dysphasia. His mother drives him to school from a distant village, where they lived they had bad experiences with the school and the previous class teacher. An additional delay was recommended in the first class. He started attending a preparatory class. He had a very bad time getting used to it there, he did not respect the authorities, he behaved badly towards his classmates. He used vulgar expressions, did not cooperate with children or teachers, did not want to speak publicly in front of others. He has been under the care of a clinical speech therapist, psychologist and SPC since kindergarten.\n\nTeacher Intervention (Solution):\nThe teacher just looked at him at first and pointed her finger that she didn't like this behavior. The student did not react, rather intensified his unwanted expression. The assistant responded - she took his tools from the bench. The student started to move the entire desk and made even more noise. Even the teacher's individual agreement initially did not work, or it was only active for a while.\n\nOutcome:\nHis unwanted behavior stopped when the teacher suggested an activity that she knows the student likes to do and will definitely want to participate in.\n\nStudent Profile:\nAge/Year: 9 let, 3. ročník\nHobbies: Kreslení, sport\nDiagnoses: ADHD,Vývojová dysfázie\nDisorders: Impulzivita,Agrese,Rušení výuky,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Support, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "41", "student_age_year": "9 let, 3. ročník", "student_hobbies": "Kreslení, sport", "student_diagnoses": "ADHD,Vývojová dysfázie", "student_disorders": "Impulzivita,Agrese,Rušení výuky,Vulgární vyjadřování", "teacher_approbation": "VŠ, učitelství 1. stupně", "teacher_practice_years": "21", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1018", "content": "TEACHING CASE STUDY\n\nBackground:\nwill describe the situation from my point of view, I will leave the solution to the teacher. I work as an external teacher at this school, so I only spend one day a week there. One day I came and as usual my way was directed to the representative for the first grade. This time, however, I was alerted that in my computer science classroom keys started to disappear from the keyboards of about 4 computers. I tried to focus on it, but since I try to pay a lot of individual attention to the students in my classes, I probably didn't notice anything. The next week I was notified that it was happening again. After working with the other informatics teacher, we brought together specific students (5 in total) who were moving around the attacked computers. One of them was the pupil from Case Study No. 1, the other four were also problematic pupils. The students probably had no idea that it was a theft of school property.\n\nSituation (Anamnesis):\nFive pupils were found to be affected by the issue. Three only watched and the other two acted, but the initial idea came from the head of the student from Case Study No. 1. There are students in the class who sometimes allow themselves to be enticed and join him. The onlookers didn't steal the keys, but they found it just as ridiculous as those who took them.\n\nTeacher Intervention (Solution):\nThis was followed by a prevention methodology interview with each boy separately. I asked the class if anyone had heard anything by chance. The students themselves scolded each other and thanks to the fact that sometimes other students in the class also overheard something, I put them together one by one, the participants confirmed everything as the truth. This was followed by an interview with all participants at the prevention methodology and then at the school director. One reduced grade for behavior, two reprimands from the school principal and two reprimands from the class teacher were given. Everything was reported to the parents. With the parents of pupils who received reprimands from the school principal and a reduced level of behavior, educational commissions were conducted with the participation of the prevention methodology, the school principal and me. In addition, the students had to bring new keyboards.\n\nOutcome:\nmust say that since then nothing has happened that would have to be solved by a reprimand from the principal or class teacher. So I consider this solution to be successful. But I still have to deal with small things and misdemeanors in class. It's hard with so many boys in one class.\n\nStudent Profile:\nAge/Year: Žák na prvním stupni (4. třída)\nHobbies: Žák navštěvuje kroužek florbalu, většinu svého času tráví na počítači.\nDisorders: Lhaní,Vulgární vyjadřování,Podvody,Disrespekt,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1018", "student_age_year": "Žák na prvním stupni (4. třída)", "student_hobbies": "Žák navštěvuje kroužek florbalu, většinu svého času tráví na počítači.", "student_diagnoses": "", "student_disorders": "Lhaní,Vulgární vyjadřování,Podvody,Disrespekt,Arogance", "teacher_approbation": "Mgr., učitelství pro první stupeň a německý jazyk", "teacher_practice_years": "20", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/231", "content": "TEACHING CASE STUDY\n\nBackground:\ngroup of about 6 boys were having fun in the back left part of the classroom, around the last bench where A. and the student are sitting together. Suddenly A. underlined the student's chair while the student was sitting on it. The classroom assistant immediately approached the group that was sitting around the table where they were playing cards. First she checked the student to see if he was okay and nothing happened to him. The student denied that anything was wrong with him, separated himself from the group, leaned against the locker, pulled his hood over his head, crossed his arms over his chest and stopped communicating with the surroundings, except for the assistant, who managed to get his description of the situation after a while. The assistant turned to A. asking why he kicked his chair, he replied that \"it's a prank\" and the assistant didn't get any more from him.\n\nSituation (Anamnesis):\nBoy A. tries to be the leader of the class, he would like to be a \"capo\n\nTeacher Intervention (Solution):\nClass teacher: After the break, I returned to the classroom out of sight, asked the assistant to start the science lesson and took the two boys with me into the corridor. I don't remember the whole conversation, but first I tried to make A. realize that he put the student in an uncomfortable situation and could hurt him. A. apologized to the pupil, then I sent the pupil back to the class to join the lesson. I told the student that I would expect him to be more reasonable, given his age and maturity, and that I would, on the contrary, need him to help me guard the class in my absence and keep it calm. Then we went back to class.\n\nOutcome:\nA.'s behavior in the following hours was completely normal. On the other hand, the pupil tried to cause fights with other classmates during other breaks. In the last hour, when the teaching of national studies was taking place, the pupils were divided into groups and the representatives went to present the results of the group work to the teacher, he spun his hoodie over his head and tried to bang her passing classmates. One didn't like it and started a fight. The assistant pulled the boy away.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "231", "student_age_year": "10 let, 5. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Třídní učitelka Mgr. / asistentka Ing.", "teacher_practice_years": "30> / 2", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/379", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen the teacher took over a new class after starting the school, she was given an 8th grade class. She was satisfied with the class, the class behaved well in her classes, she did not have to deal with disciplinary problems, and therefore she believed that there was not the slightest problem with her class in other classes as well. It was the third quarter and the teacher learned that her class was not behaving appropriately towards one of her colleagues. One of the students told her about this situation, who did not feel comfortable in the teacher's classes. The finding was surprising. The colleague never mentioned the problems with the class, and the girl did not want to be rejected by the team, so she told about the situation only after several months. The teacher began to find out what was going on in the class in her colleague's lessons. She found out that two students were inciting the whole class to misbehave, and as they were rude to the teacher, she tried to be rude to them. Her solution to the given situation was completely inappropriate and did not even lead to an improvement in the pupils' behavior or a solution to this situation. Therefore, the whole unpleasant case lasted several months. Another surprising finding was which pair of pupils incites the class to misbehave. A pair of boys, with whom there were no problems before, managed to cause situations that made the teacher shake her head.\n\nSituation (Anamnesis):\nStudent 1 was born as the second child into a complete and problem-free family. Parents are still married. During his school years there was never a problem with him, he was not aggressive towards teachers or other authorities. He was rather shy and taciturn. He has not been diagnosed with any learning disability, only a speech impediment and a growth disorder. He was average at school, sometimes below average, now he is on an apprenticeship. Student 2 was born as a second-born. His parents are a stable married couple. His family speaks loudly and out of place about the events in the village at their place of residence and is considered to be conflicted. From the first grade, he is not afraid to express his opinion if he does not like something or if he does not agree with something. However, his behavior was not such that it could be described as problematic. He does not suffer from a learning disability, his results at school were average, he is now studying a matriculation course.\n\nTeacher Intervention (Solution):\nThe teacher organized a classroom lesson where she talked with the students about the given situation. During the interview, she told me: 'The teacher was different from the rest of us in the choir. There were more and more parents who were not satisfied with her teaching, but it never went to such extremes.' There was an interview with the class where they talked openly. Pupils commented that the teacher uses bad teaching methods, her classes are boring and sometimes she doesn't even know basic information about teaching. One of the students chimed in with a comment: 'Sometimes it's really out of this world.' Some pupils didn't express themselves at all, they were only taken aback by the behavior of others in class. The teacher does not like to deal with bad behavior with notes and reduced behavior marks, but she adds that in this case the two students deserved it. During the conversation with the class, she commented on the situation as follows: 'I told the children that the teacher is her own and a little different, and if she does something they don't like, they should just think about it and not try to overreact and provoke unwanted situations. It was definitely not collegial on my part.' The teacher was informed that the unpleasant incident had been resolved with the class and that there should be no further conflicts.\n\nOutcome:\nThe class calmed down and by the end of the school year there wasn't a single problem with her. The behavior towards the teacher has improved. The teacher adds: 'I sort of handle situations in my own way. Because my solutions tend to have good results, the director lets me solve these situations. But this one was a little more serious. I think it helped that their behavior wasn't dealt with by reduced behavior marks, reprimands, and that it actually stayed between us. Although they probably deserved it and it probably would have happened if they hadn't changed their behavior. But they started behaving completely differently and by the end of the school year there wasn't a single problem with them.' The teacher retired after the school year when the conflict occurred. The teacher accompanied the class until the end of the ninth grade. He adds that similar behavior did not occur further and the behavior of the class was good.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: Jízda na kole, zájem o automobily, parkour\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "379", "student_age_year": "14 let, 8. ročník", "student_hobbies": "Jízda na kole, zájem o automobily, parkour", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterský titul, matematika a zeměpis", "teacher_practice_years": "11", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/289", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom an early age, the student was a very lively and easily irritable child, he attended our elementary school from the first grade. He always had an answer for everything, the same goes with his own opinion. Over time, these traits began to manifest themselves more and more - in problematic relationships with peers, teachers, and parents. In the second half of the last school year, the pupil and I had to solve educational problems associated with rude behavior, e.g. shouting at the teacher, shouting over the explanation, not respecting the teacher's instructions, if he was quiet, did not work on the assigned tasks, or did not listen to the teacher, only looked into space from windows.\n\nSituation (Anamnesis):\nAt any cost, he wanted to be the center of attention, spoke very rudely, vulgarly, made inappropriate comments to his classmates about their families from which he came, mocked others for their hobbies (while he himself did not have many), found something in every classmate, for which he mocked them and behaved arrogantly, condescendingly. In addition, the student often bit his hands in class - both the skin on the palms and the skin around the nails - sometimes his hands were bloody and he continued this activity despite warnings. However, the pupil rarely had physical manifestations, rather everything was directed towards spoken expression. Later, problems related to the use of addictive substances began to appear, and the grade for behavior climbed up to a 'three'.\n\nTeacher Intervention (Solution):\nAfter these events, we had to start several joint meetings where it was suggested to the parents that the student transfer to another school.\n\nOutcome:\nAfter the pupil's transfer, the end of the school year passed quite peacefully, both in the class the pupil attended at our primary school and in the pupil's new class. The student comes from a complete (it must be added mobile) family, he has two older siblings, he understands and listens to his older sister (the oldest of three children) the most. The student never belonged to a group of students who had a lot of friends, but he was never alone. It was strange that no one ever spoke out against his verbal insults and often inappropriate remarks with which he often attacked those around him. If someone was having fun with the student, he could not win, whether it was from classmates or teachers. The student had a distorted idea that thanks to financial support from his parents, he can do what he likes. It is important to mention that the pupil's absence was always excused, the parents tried to cooperate and attended informative meetings for parents, but they assigned the blame for the deterioration of school performance and behavior to the teachers. In terms of grades, the student would certainly have achieved honors if he wanted to, but he showed no effort to improve. The student was sorry, but he did not show even an iota of compassion for others, he had no desire to change, he was rude to everyone around him, there was probably no way to help him. The situation was resolved by transferring to another school, which I thought was a bit of an unfortunate decision, but there was probably nothing else to do, it was the last option for him to stop being 'alienated' with us.\n\nStudent Profile:\nAge/Year: 13 let, 8. ročník\nHobbies: bmx kolo, skateboard\nDisorders: Lhaní,Vykřikování,Arogance,Agrese,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "289", "student_age_year": "13 let, 8. ročník", "student_hobbies": "bmx kolo, skateboard", "student_diagnoses": "", "student_disorders": "Lhaní,Vykřikování,Arogance,Agrese,Ničení majetku", "teacher_approbation": "výchovný poradce", "teacher_practice_years": "19 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/419", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place during a regular math lesson. The teacher noticed that one student was drawing something in her notebook. This student usually did not cause problems, was normal with average grades and did not stand out. When the teacher found out that the student was not paying attention and was drawing obscene things, she decided to investigate the situation more closely.\n\nSituation (Anamnesis):\nThe class in which the incident took place was not problematic and was a regular eighth grade. The student who exhibited inappropriate behavior had never done anything like this before, had no problems with her, and had no behavioral disorders or confirmed diagnosis. Her family background was in order and she seemed sensible.\n\nTeacher Intervention (Solution):\nAt first, the teacher was surprised because she did not expect such behavior from the student. She then took the notebook from her, leafed through it and found no more indecent images in it. She confiscated the notebook and after an hour she shared the situation with the representative, with whom she resolved the situation.\n\nOutcome:\nWhen the student was confronted by the representative, she apologized and admitted that she should not have behaved that way. It was obvious that she regretted her behavior, but she received no punishment for it. According to the available information, similar behavior of the student has not been repeated.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: již si nevzpomíná\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "419", "student_age_year": "14 let, 8. třída", "student_hobbies": "již si nevzpomíná", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské", "teacher_practice_years": "26", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/392", "content": "TEACHING CASE STUDY\n\nBackground:\nFive years ago, I was a class teacher of the 7th grade, which was also attended by a student. Žačka moved to a nearby village, so she was new to the class at the time. We just had a Czech language lesson and I assigned the pupils to learn a poem - Bouquet. I wanted the student to read the entire poem aloud, so that we could possibly explain its meaning and expressions that the students might not understand clearly. When I called on the student and asked her to read the poem aloud, she was silent. So I asked her again if she could read the poem to us all. Being dyslexic, she read more slowly and with slurs. Then there was a silent sneer in the class at the way a seventh grader reads. I asked the class to be quiet and the student to finish reading the poem. Being even more nervous about the class's response, she read harder, causing the class to jeer again. At that moment, the student closed her textbook and ran into the corridor.\n\nSituation (Anamnesis):\nŽačka moved with her family to the nearby village, from where she attended our school. She was dyslexic, which was the only one in her class, and that was probably the reason why she became a laughing stock to some of her classmates. She was always diligent, the other subjects did not cause her problems, but in the Czech language she was rather one of the worse students. The class as a whole was problem-free, and I was even more disappointed by their behavior towards the pupil's disorder. However, after time, relations improved and the class became much more integrated with the pupil.\n\nTeacher Intervention (Solution):\nIt was not a problem behavior of the student in the full sense of the word. The fact that the pupil is dyslexic is of course not her fault. For me, the student behaved unpredictably in the situation, but I can't blame her, because the whole situation was uncomfortable for her and she tried to escape from it. After the pupil behaved in this way, I went to her in the corridor, talked to her about the situation, apologized for myself and the class, and explained to her that she excels in some other things better than others and that everyone is good at something different. In order for her to learn to read correctly, she needs to be trained, but not at the expense of ridicule in the classroom. In such a situation, I never forced the student to read in front of others.\n\nOutcome:\nAfter the incident, the student returned to the classroom, the others sat stunned and apparently realized the consequences of the situation. As I already said, I had fun with the student and suggested that she choose a book at home that she will not read out of compulsion, but that she will enjoy and that she will try to practice reading aloud for at least a moment every day. The student agreed, she practiced reading. When we all read together in class and a more complex text or words followed, I tried not to deliberately call out the student, so as not to lower her both in front of the class and herself in her eyes.\n\nStudent Profile:\nAge/Year: 13, 7. ročník\nHobbies: Zvířata, venčení svého psa, vaření\nDiagnoses: Dyslexie\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Violation of classroom/school rules\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "392", "student_age_year": "13, 7. ročník", "student_hobbies": "Zvířata, venčení svého psa, vaření", "student_diagnoses": "Dyslexie", "student_disorders": "", "teacher_approbation": "Vysoká škola s magisterským titulem (český jazyk; anglický jazyk)", "teacher_practice_years": "9", "problems_annotated": "Diagnosis, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1163", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka was, in all respects, a more or less normal student. Already from the first year, she had excellent academic results and was very interested in her studies. She had a lot of hobbies and got along perfectly with the class. She was very popular in the team, very pretty in appearance, gifted and smart. She was like this until about the third year, when I gradually began to notice small changes in her behavior. The biggest difference was suddenly in the class, from which the pupil became more and more separated, she began to distance herself from the team, she stopped talking to most people. At the same time, she began to be absent more often, sometimes for a week at a time. But she always had excuses signed by her parents, and they often involved health problems. However, the student still maintained excellent academic results, and despite her absences, she was always able to 'catch up' on the subject and passed the tests with flying colors. Over time, her friend at the boarding school moved away from her, so the student was left alone in the apartment. Over time, she stopped having fun with the class almost completely.\n\nSituation (Anamnesis):\nŽačka was never one of the problem students. Her parents always went to class meetings regularly, but I never had to deal with them. The student had a complete family, she lived in a normal environment in the same city as the school. She was not diagnosed with any behavioral or attention disorder, nor any psychological illness.\n\nTeacher Intervention (Solution):\nAs soon as I noticed a problem in the class, I confronted the class about the student. Her classmates told me that the pupil has been very 'strange' lately, she stops getting along with them and moves away from them. So I saw the problem in the classroom as a possible dispute within the team. As another solution, I asked the school psychologist to visit the class and, within one hour, do various exercises, debates and activities with them that would help diagnose possible problems within the collective. However, the psychologist told me that she did not see any problem and that the class was perfectly fine. But the problems with the pupil persisted, and as I later learned, they were caused by the pupil finding a boy. It was a younger boy, an apprentice student, whom she had started seeing at the beginning of the school year. The problem lay in the fact that the pupil became very attached to this lover, almost unhealthy. What I didn't know then, but I know now, is that it was here that her contradiction with the class arose. She was very strict and strict with her boyfriend. She was constantly 'stalking' him, extremely jealous, always wanting to see him, always texting him, calling him, asking him where he was and wanting to see him. Her classmates tried to tell her that maybe she was exaggerating a bit, but she absolutely didn't want to hear that, and that's why she started to distance herself from them. Later I also learned that her medical absences supported by excuses from her parents were fabricated, thus confusing her parents as well. She made up the fact that she had kidney problems, and based on that, her parents made her sign excuses, saying that the student was going to a distant city for treatment. But instead of treatment, the student would sometimes go unplanned to the town where the boy was studying, and there she would wait for him in front of the school or watch him without him knowing. When her boarding school classmate left, she was happy that she could have more time to watch her boyfriend and to constantly call and talk to him. As I already mentioned, she was extremely attached to him, very jealous of him, she needed to watch his every move. Unfortunately, I didn't know that at the time, which I blame myself for today. I immediately confronted the parents with this at the next parents' meeting, where they surprisingly told me 'You already know that too? Don't worry, we are solving the whole situation with an external psychologist'. It wasn't until there that I learned that the whole problem does not lie in the classroom.\n\nOutcome:\nDespite therapy sessions with a private psychologist, the pupil was still the same. Her boyfriend could no longer handle the growing pressure on him, so he decided to break up with the student. This affected the pupil very much, but to my surprise she decided to go on a trip with the class. Of course, she turned it down at the last minute. But she came to school the following Friday, and everything seemed perfect. She started having fun with the class, chatting with everyone, and even came to my office afterwards, where we also had a nice chat. 'The pupil is gradually coming back to me!', I thought that day. But I didn't know what was happening outside of school. On the same day, the student told her parents that her boyfriend was coming to their house today and that she would like to be alone with him. Her parents agreed to her wish, so that day they both went away for a day. The student did invite her friend, but it was for the purpose of offering an 'ultimatum'. Either the boyfriend stays with her or it doesn't turn out well. There was an emotional attack, during which the friend already suspected that something was wrong, so he immediately called his parents back. The student waited for her parents to come home and then jumped from the 4th floor window in front of them and her friend. It wasn't until I received this shocking news that I realized that she was most likely saying goodbye to me and the class that day when she was acting nice. The student survived the fall from the 4th floor and is still in a coma. The family takes care of her, but the boyfriend distances himself from the whole situation. At school I organized a fundraiser to help her as well as charity events. To this day, I am guilty of not recognizing the full gravity of the situation earlier and of looking for the problem in the classroom. Much could have been prevented.\n\nStudent Profile:\nAge/Year: 3. ročník, 17 let\nHobbies: Všestranně, divadlo, literatura, vztahy, sport, volejbal\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1163", "student_age_year": "3. ročník, 17 let", "student_hobbies": "Všestranně, divadlo, literatura, vztahy, sport, volejbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské", "teacher_practice_years": "34", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/648", "content": "TEACHING CASE STUDY\n\nBackground:\nAt that time, it was fashionable to start streaming on the YouTube platform, and everyone wanted to be famous, to be popular among people, classmates. In the 9th grade, there was one weaker student who was not very smart. The aggressor student started filming his behavior, for example, playing with a balloon in class, in physical education class, and so on. He then edited this at home and started releasing it at regular intervals on Youtube under the name DEMENTJAREK. After that, everyone laughed at the victim, he cried at home. He once confided to his classmate, a friend, that these videos bothered him immensely. That she cries because of them at home. That classmate wrote in the mailbox in the hallway that the cantors should look at the videos, that bullying was going on. The teacher then informed the school management, the parents of both pupils and the actors themselves were invited. The aggressor subsequently had to delete the videos in front of the school management and parents, he received a double in morals.\n\nSituation (Anamnesis):\nThe aggressor started trying different methods to be popular in the 9th grade. He comes from a well-off family, so money was not a problem for him, always new mobile devices, clothes, long vacations. He often went to the gym, so he stroked his ego on more submissive individuals. The victim was of smaller stature, an average student, his activities did not go beyond the scope of compulsory education. He didn't like school much, but he had to go to it. He was not very bright and often became a victim of some of his colleagues. For example, a teacher who taught chemistry remembers once telling him that if his knowledge was as equipped as his richly equipped pencil case, she would be happy.\n\nTeacher Intervention (Solution):\nThe videos were deleted in front of the school administration, and there was a wide discussion in the class on the topic of cyberbullying and bullying in general. The situation in the classroom was normalized and relations and the situation at school improved after the aggressor was punished. Parents were also informed about this. The victim then visited the school psychologist, which was very beneficial, as it helped both the victim and overall normalization in the classroom.\n\nOutcome:\nIn the lessons, it was also manifested by the fact that the aggressor filmed the videos, which the teacher did not notice, because his methods were subtle. It was also manifested in the following lessons, but after the punishment his aggression stopped, because he subsequently admitted that his father scolded him properly at home, apologized to his classmate and brought him chocolate. The class in the 9th grade was leaving school, so they parted ways, but then they got together in a company that sells cars and they are good friends, which I perceive very positively.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: Počítače, automobily, hry, streamování na sociálních sítích\nDisorders: Podvody,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "648", "student_age_year": "15 let, 9. třída", "student_hobbies": "Počítače, automobily, hry, streamování na sociálních sítích", "student_diagnoses": "", "student_disorders": "Podvody,Lhaní", "teacher_approbation": "Vysokoškolské – dějepis, ZSV, titul PhDr.", "teacher_practice_years": "15 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1368", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the third year, we had a student who repeatedly had epileptic seizures. It was known that she used to have them as well, but definitely not to the extent of her 3rd year. The emergency services were often called to the school, and it often happened that a student was found, for example, on the ground in the corridor, or classmates were found near the school in a place where students go to 'secretly' smoke. She often supported her illness by drinking alcohol and smoking cigarettes. Her classmates also said that she often spends nights at discotheques. The student was aware of her problems, but she was not going to limit her lifestyle in any way. The student's average and attendance also deteriorated rapidly and there was a threat that she would not be classified, which later happened and she had to repeat the year.\n\nSituation (Anamnesis):\n3rd year student, extrovert with frequent epileptic seizures\n\nTeacher Intervention (Solution):\nFirst, the situation was resolved through her class teacher. So first with the first and after not completing the year with the second. Both class teachers tried to talk her into thinking about her unhealthy lifestyle. When the student did not respond, the school management together with the guidance counselor invited the parents to the school to discuss the situation with them. The parents were aware of the situation and claimed to be trying to resolve the situation but unfortunately to no avail. A psychologist and a psychiatrist were also invited to the school to give a lecture to the teachers on how to treat the student. Accordingly, her classmates were also instructed how to react in an emergency. As I have already said, the student's grades deteriorated rapidly and she was unable to cope with both attendance and written exams. We teachers often tried to accommodate and offer substitute lessons and tests, but they were not used. As a result, the student was not able to finish the year even a second time.\n\nOutcome:\nThe student left the school and transferred to another. According to available information, she committed suicide after several years. It's a very sad situation, but I think we couldn't do anything else for the student and we've exhausted all options to help her finish school.\n\nStudent Profile:\nAge/Year: 17–3. ročník SŠ\nHobbies: neznámé\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1368", "student_age_year": "17–3. ročník SŠ", "student_hobbies": "neznámé", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. DĚ,ČJ", "teacher_practice_years": "34", "problems_annotated": "Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/521", "content": "TEACHING CASE STUDY\n\nBackground:\nWe sat on the carpet with the children while repeating the Czech language lesson. The student repeatedly rolled on the carpet, did not listen, pushed his friends and disrupted our work. I constantly admonished him, motivated him to work, but his behavior did not improve. So I sent him to my place. The student obeyed. A little later, the other children also went to the desks and started working independently on the tasks in the workbook. The student sat obstinately, refused to work, lay on the bench, and even after I warned him that the work would be graded, his attitude did not change.\n\nSituation (Anamnesis):\nThis is a student with poor pronunciation, which is reflected in both reading and writing. The child is very unfocused, he hardly works without supervision. His reactions are disproportionate, he reacts disproportionately in communication with children and teachers. He is very inattentive at work and often does not know where we work. His writing is sloppy. The level of communication and speech skills is low. The student has poor expressive skills and vocabulary, does not understand concepts. He is restless, does not respect instructions and repeatedly has arguments with his classmates. On the one hand, he often tries to help the children, on the other hand, at the slightest problem, he physically attacks the children, reacts to situations inadequately with words and gestures. As part of a controlled activity, he works only when he has individual attention. In class, he lies on the bench, rolls on the floor, does not respect instructions. Other times he tries to be nice, he keeps repeating that he wants to stay in school. Emotionally, the boy is very unbalanced. He has no confirmed diagnosis at this time. The results of the SPC examination are awaited and an appointment will be made for an examination by a child psychiatrist.\n\nTeacher Intervention (Solution):\nwarned the student repeatedly and tried to get him to work. At the end of the lesson, I collected the work from the children, marked it and gave the pupil a five, accompanied by a verbal comment that he refused to work in class. As part of the pedagogic intervention class, which the student has once a week after school, I agreed with him and completed the work without any problems. I added another grade to the classification, which improved his grade point average again.\n\nOutcome:\nI discussed the whole situation with the pupil in the afternoon during the pedagogical intervention class. Although the student finally finished the work, I do not consider this method of teaching very happy. He promised to do a better job in the future, but he doesn't follow through. I turned to the special education teacher and SPC for help.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: Auta, sport\nDisorders: Nerespektování pokynů,Nezájem o spolupráci,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences, Interview, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "521", "student_age_year": "8 let, 2. třída", "student_hobbies": "Auta, sport", "student_diagnoses": "", "student_disorders": "Nerespektování pokynů,Nezájem o spolupráci,Fyzické násilí", "teacher_approbation": "VŠ – Učitelství 1. stupně ZŠ", "teacher_practice_years": "26", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/65", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened to me while teaching the German language. Classes began as usual. After discussing the new material, I gave the students a separate work in the workbook, where they had to practice the material. The situation happened approximately 20-25 minutes after the bell rang. The student already had some notes during the discussion, but that happened often. When I announced that we could write a small test for this substance, she 'exploded'. She started shouting: 'I can help you here... Only you still have a problem.' I stood stunned like the rest of the class. I tried to calm her down, she started to contradict me, saying the same things over and over again: 'I'm fine, you still have a problem.' She cried into it. I told her to sit in the last bench because the class was over for her. I wanted to continue teaching with the other students. But the student did not want to calm down and kept talking. I wanted to send her to the corridor, but she started commenting again. Finally, I accompanied her to the principal's office and went back to the classroom to teach the rest of the lesson. The whole 'exit' lasted about 10 minutes. The students were nervous for the rest of the class, but we finished the class.\n\nSituation (Anamnesis):\nThe pupil was slightly rude, who did not always want to work and prepare for class. She was a rather average student. Not long before this situation, her parents divorced, which she did not tolerate well. She was used to always getting what she wanted. For example, during the year's prom preparation, she forced the whole class to obey her and do it her way. He is often disruptive in all subjects, spends most of the class on his mobile phone.\n\nTeacher Intervention (Solution):\nWe discussed the situation with an educational counselor and a prevention methodologist in the presence of her mother. From these conversations, it became clear that he was not taking his parents' divorce very well and had a slight aversion to me. Furthermore, I had to deal with the incident with her class teacher, the principal and her deputy, and the teacher of the second German language group.\n\nOutcome:\nAs a solution to that problem, we agreed that the pupil will attend the second group of the German language from the next lesson. Interviews with the educational advisor helped the pupil a lot, when she could talk to someone about her problems. None of the colleagues had to deal with a similar situation with this student.\n\nStudent Profile:\nAge/Year: 17 let, 2. Ročník SŠ\nHobbies: otevřená otázka\nDisorders: Disrespekt,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "65", "student_age_year": "17 let, 2. Ročník SŠ", "student_hobbies": "otevřená otázka", "student_diagnoses": "", "student_disorders": "Disrespekt,Neúcta k autoritám", "teacher_approbation": "Oba Mgr. s aprobací na S Š", "teacher_practice_years": "++ 10 let - 15 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1181", "content": "TEACHING CASE STUDY\n\nBackground:\nMost of my time is science classes. I usually don't have problems with students in class. However, if one of the pupils does not pay attention, he will be punished by writing a two-page report within the next lesson, which he will then present in front of the whole class. If he shows off in the paper, he gets another one. All pupils have already got used to this system and so they prefer to be exemplary in class and not disturb. Therefore, these situations usually occur exceptionally.\n\nSituation (Anamnesis):\nStudent - 15 years old, 9th grade, extrovert, dyslexia, divorced parents, well-to-do family\n\nTeacher Intervention (Solution):\nThe student gets everything he asks for from his parents, he shows off in front of others and thinks that his father will solve all his problems. In class, he doesn't pay attention, interrupts, jumps into the conversation and pokes at the teachers. I always solved the situation with reports, which he did not complete. His behavior led to a class reprimand and later a reprimand from the principal.\n\nOutcome:\nNo matter how we tried to correct his behavior, nothing was resolved. In the end, we were happy that he finished school and moved on to high school. But as I later learned, his behavior improved at least a little in high school.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: florbal, fotbal, basketbal\nDiagnoses: Dyslexie\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1181", "student_age_year": "15 let, 9. ročník", "student_hobbies": "florbal, fotbal, basketbal", "student_diagnoses": "Dyslexie", "student_disorders": "", "teacher_approbation": "Mgr. – Př, F, Ch", "teacher_practice_years": "17", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1065", "content": "TEACHING CASE STUDY\n\nBackground:\nThere was a situation where we found out that chewing tobacco was being spread around the school. Chewing tobacco was found among younger students from the sixth grade onwards. At that moment, we started to find out where tobacco is coming from in the school. We found out that most likely two older female students brought tobacco to school and sold it to younger students. Specifically for pupils from the 6th grade onwards.\n\nSituation (Anamnesis):\nBoth students were quite calm and non-confrontational. They had no problems at school. They both had a stable background. It probably all started with girls starting to date older boys. They were quite proud of that and showed off in front of younger students. They wanted to gain their respect and admiration at the same time. One of the girls may have had some similar problems before, her mother vaguely mentioned it. This student's behavior could also be due to the fact that she recently moved with her family from a large city to a relatively small town in which the school is located. So she was most likely used to slightly different external conditions since childhood.\n\nTeacher Intervention (Solution):\nSo I and the school management started solving the situation when it was discovered about the chewing tobacco. First we had to find out where the tobacco came from. First we communicated with the younger students and then we found out that the older students were selling chewing tobacco to them. Since they were not yet 18, we had to find out who bought them tobacco and where they got the money for it. That's why we invited parents of younger children, but also parents of girls who distributed tobacco. The parents willingly cooperated with us from the beginning, they were surprised and wanted to solve the whole situation as best as possible. Of course, we also consulted with experts. We also organized an educational committee, in which I and the school management, OSPOD, curator and parents participated. A reduced degree of concealment was eventually proposed for both girls. We also recommended a visit to the educational care center. As far as I know, the family finally resolved the situation with the girls in private, when they agreed with the parents of the boys the girls were dating and everything gradually calmed down. Of course, it was investigated for some time, we invited several parents to the school because more students were involved.\n\nOutcome:\nAfter the intervention of the parents and the school, everything returned to normal within a few months. The girls calmed down and since they were in the ninth grade, they then entered high school.\n\nStudent Profile:\nAge/Year: 14 let, 15 let, 9. ročník\nHobbies: Čas strávený s přáteli, kosmetika, vzhled\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1065", "student_age_year": "14 let, 15 let, 9. ročník", "student_hobbies": "Čas strávený s přáteli, kosmetika, vzhled", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Ze, Dě, RJ", "teacher_practice_years": "33 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/493", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy had problems with the pace of writing in class, with logical subjects and everything took him longer. This was also reflected in his benefit and evaluation. Unfortunately, teacher's or pupil's assistants had not yet been introduced into schools at this time, so no one could be at hand most of the time during the lessons. That is why he was rather unsuccessful and often got fours and overall worse grades. For this reason, the parents felt that he could not cope in such a larger group and that a school with a smaller number of pupils in the class would be more suitable for him, where they could pay more attention to him. He attended a classic city school, where there are over 20 students in a class. The student was upset when his parents suggested this idea to him. He came up with it at school during the break to me, that the parents thought of this possibility. You could see from the pupil that he was afraid of it and that he didn't want to go anywhere else, because he was used to it here and knew everything.\n\nSituation (Anamnesis):\nThe student grew up in a complete family - mother, father and older sister, who was a studious type. His parents often helped him with his homework and everything around school, so everything was in perfect order from his parents' side. They were interested in his academic successes/failures. How many times did his older sister help him with school. From a health point of view, the student had no complications and was not diagnosed with any disease. He only had learning disabilities: dysgraphia, dysorthography (maybe some more). He had difficulty reading and had problems with the pace of his writing. Therefore, he often did not catch up with the work they did in class and had to write it during the break. He often rewrote everything at home into a neat form, so he was very meticulous. Although the student did not have anything diagnosed, he often manifested himself in various sounds in class. These were sounds like: muttering to yourself, commenting on everything, talking about the subject or pace. This need for expression often appeared in him. The teachers and classmates were used to it, so there were no social problems. If these expressions were louder, the teacher warned him and there was silence for a while or he lowered his voice. But after a while, the need to talk to yourself came again, so it happened often. He perceived warnings about the volume or about his speech in order and respected it. Therefore, there were no aggressive reactions. He had an authoritative and confidential relationship with the teachers, which is why he confided in his problem. Overall, he tried to help teachers carry things and assist. Apart from his usual behavior, there were no behavioral problems with him. Although he was rather a below-average student, he learned what could be memorized. Logical and mechanical subjects were more complicated for him. He had no problems with his classmates, they all accepted him as he was, since they had been with him since the 1st grade. Although he often commented on everything, he never had a bad comment about someone else. When he needed help with something, they willingly helped him. In his personal time, the student was very fond of trains and stops, so he knew all timetables. If he was going somewhere on a trip by train, he had exactly studied the times of departures and arrivals, transfers and other necessary things about it.\n\nTeacher Intervention (Solution):\nThis is how we learned at school about a possible transfer to another school. I told his other teachers who had this class for some time. I wanted to hear the opinions of other colleagues on this situation and possible solutions. We all agreed that this solution could do more harm than good to the boy. It was mainly about the social aspect, because at the new school there could be problems with this both from the point of view of the teachers and mainly from the point of view of the children. After communicating with the teachers and with their recommendation, I went to call the student's mother. I told her my/my colleagues' opinion: 'We do not recommend changing schools. Although he has the worst grades, he is careful and what can be memorized, he is able to learn it. At the same time, he would have to commute to the new school, and here he has classmates he knows and they know him. Thus, they are used to his expressions and reactions.'\n\nOutcome:\nAfter talking with me, the mother decided to keep her son at this school. She was glad that I spoke up and shared my opinion about this situation. The student improved a little in terms of grades after this situation. He gave fewer speeches and studied more, sometimes late into the night. At the end of the 9th grade, he was only on 'triples'. Overall, his diligence has gone up and his social side hasn't been affected. Since he started to work on himself, he then continued to the school, which he duly graduated from.\n\nStudent Profile:\nAge/Year: 7. třída – 12-13 let\nHobbies: vlaky a jejich časy \f3\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "493", "student_age_year": "7. třída – 12-13 let", "student_hobbies": "vlaky a jejich časy \f3", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ – matematika a fyzika pro SŠ", "teacher_practice_years": "18 let", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/380", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter graduating from university, the teacher started elementary school in her place of residence. Because she was young and actively participated in some events in the village, she knew some of the pupils personally and outside of school the pupils teased her. 'There was a boy here, he used to be actually almost my nephew and we were close during the time I was studying. I started working and also taught his class.' During the first lesson, the teacher tried to get to know the students. They should have introduced themselves, told her where they live and what they like to do. The line reached the already mentioned pupil. 'Why would I introduce myself to you, you know me.' 'I didn't know how to react to that, I asked him to introduce himself like the others, but he didn't like that very much. After class, I wanted to talk to him about how he should treat me at school, and he didn't like that very much.'\n\nSituation (Anamnesis):\nThe student was born as the second child and has an older sister. His parents are divorced, he lives with his mother. His mother takes adequate care of him, he has a new partner and another child with him. From childhood, his problematic behavior was manifested, he could not respect authority. The mother was informed about his behavior, she did not deal with the situation. He is rather problematic in front of other pupils, he shows off. He was diagnosed with a specific learning disability - dysgraphia. According to the words of a former employee of the school, he can also be very hardworking and calm. However, he needs to hear words of praise.\n\nTeacher Intervention (Solution):\nThe teacher called the student into the office. 'I tried to explain to him how we should treat each other at school. That I will treat him like a teacher and he like a student, he has to scold me and behave like other children and outside of school we can talk normally as always. I think I was nice to him and didn't come off as condescending. I just wanted us to be nice to each other.' The teacher got the answer 'As you wish.'\n\nOutcome:\nThe good intention of the teacher did not meet the understanding of the student. 'After my attempt to resolve the situation the pupil's behavior was appalling. He didn't show me respect and was rude, he didn't want to do his duties in class, he stopped saying hello.' Immediately after the incident and the teacher's efforts to resolve the situation, the student's behavior was worst. He seemed offended, he hardly communicated with the teacher. 'At least he started to tell me,' he adds. But his behavior gradually improved during the year, it wasn't as hell as at the beginning but it wasn't the best either, he still had some comments and remarks. Now the student is an adult working person. Although they were close with the teacher, they are not in contact and do not meet. 'After school the situation improved, but now we don't see each other anymore' he adds. 'I should have handled the situation completely differently, I should have talked to him calmly before the start of the school year, I really didn't think that this could happen.'\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: jízda na bmx kole, do sešitu kreslí graffiti, je možné, že někde sprejuje\nDisorders: Neuznávání pravidel,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "380", "student_age_year": "15 let, 9. ročník", "student_hobbies": "jízda na bmx kole, do sešitu kreslí graffiti, je možné, že někde sprejuje", "student_diagnoses": "", "student_disorders": "Neuznávání pravidel,Podvody", "teacher_approbation": "Magisterský titul, matematika a zeměpis", "teacher_practice_years": "11", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/188", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the physical education lesson, the children had the task of climbing a ladder. One student did climb over it, but then jumped off, which was against the teacher's instructions, who clearly told them that they were not allowed to jump off. By doing this, the student could have caused an injury.\n\nSituation (Anamnesis):\nThe student often ignores the rules or does not think about the consequences of his behavior for himself or those around him. However, it should be taken into account that they are still learning to recognize and respect boundaries.\n\nTeacher Intervention (Solution):\nAfter the incident, we immediately reprimanded the student. The teacher ordered him to do a certain number of squats, specifically 20, as punishment during gym class. To emphasize to him the seriousness of his behavior, the number of squats during the exercise was increased to about 25-30, which was not intended to hurt him, but to teach him.\n\nOutcome:\nAfter completing the punishment, it was obvious that the pupil realized his mistake. He behaved well during the rest of gym class and was calmer for the rest of the day.\n\nStudent Profile:\nAge/Year: 11/ 5. třída\nHobbies: Fotbal, videohry\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: (Disciplinary) Punishments\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "188", "student_age_year": "11/ 5. třída", "student_hobbies": "Fotbal, videohry", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "", "teacher_practice_years": "2", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/764", "content": "TEACHING CASE STUDY\n\nBackground:\nThe day started normally, but already in the morning the pressure was low, the pupils were a bit more active and less manageable than usual, most of the teaching staff had some pain (head, back, behind the neck) and I remember that even when we were in the seventh grade, we were also with the cantor 4, they pretty much rolled us. I've just been a jerk since morning. It was not the best for me, and after three hours, when the seventh graders were together, the turning point occurred during the break between the third and fourth classes.\n\nSituation (Anamnesis):\nThe students were on edge this day, most of them could not keep their more problematic behavior under control. The conflict started with utter stupidity when they suddenly started arguing about which color was cooler. Pupils claimed that it was blue, another pupil that black was the best. This triggered a lot of insults from both sides and one student got to the point where he just got 'angry' and started taking things out of the case and throwing them at others as he could get his hands on what and who. The supervising teacher hollered at us in the assembly room to go and compare the seventh grades and did not deal with it any further. I just took another pill, I was closest to the door, so I started to go to class.\n\nTeacher Intervention (Solution):\nWhen I came to the class, one student was very aggressive that it was recess and that he would deal with the boys himself. And he took a compass in his hand. I should have kept my cool at that moment, but unfortunately. Completely unprofessionally, instead of my usual methods, I started yelling if he was normal and if he was wondering what could happen. I'm kind of in the dark about the rest, but he said something to the effect that he's not stupid and knows what the compass will do. And then, in a fit of rage, you stabbed him in the hand. When he realized it hurt, he immediately calmed down and then started to cry. So I took him and took him to the assembly room, where we treated his wound. I would have done it differently today, but I'm also only human and it just happened that day. My course of action today would probably be that I would stand in front of him and calmly tell him to come with me to the corridor, that we will solve it there. I would try to explain to him that just as everyone doesn't look the same, we have different opinions and everyone likes something different and that we have to tolerate it as long as it doesn't threaten us in any way.\n\nOutcome:\nImmediately after the incident, I took all three aside and let them apologize to each other and explained that they didn't have to agree on everything, but they had to get along. I went on to tell them what would happen if they all argued like this and also what would happen if they hit one of their classmates in sensitive places. For about a week or two, our communication with one student was so dry, but then the spikes somehow dulled and we became a good pair again. From a long-term point of view, one student has currently gone six months without showing aggression towards his classmates, he first redirects his anger towards inanimate objects and then calms down relatively quickly.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: Hry na PC, seriály, sport\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Selfdestructive behaviour, Verbal aggression\nSolutions Applied: Disrespectful communication, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "764", "student_age_year": "13 let, 7. třída", "student_hobbies": "Hry na PC, seriály, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Středoškolské vzdělání s maturitou", "teacher_practice_years": "5 let", "problems_annotated": "Emotional outbursts, Physical aggression, Selfdestructive behaviour, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/217", "content": "TEACHING CASE STUDY\n\nBackground:\nwas in charge of the hallway on the second floor between recess and class. I have the duty to check the students in the classrooms, I always check the toilets as well, sometimes there is more commotion there than in the classroom. I can already see from a distance that several female students are standing in front of the toilet door and cannot get inside. When I get to them, the students explain that the door is locked and that there are several 7th grade girls inside. I knock and call for the door to be unlocked. At first I only hear rustling and then the closing of the windows. 'Girls! Open that door now!', I shout. The students do not answer. So I challenge them one more time and for the last time and warn them that otherwise I will call the janitor and he will open the door anyway. After a long pause, they obey and unlock. At that moment, however, the smell of cigarette smoke also comes out of the toilets. 'Did you smoke there?', I ask, but I don't get an answer. I send the students who were waiting in front of the toilet to the toilet on the ground floor. I am the class teacher of the girls who locked themselves in the toilet - pupils, pupils and pupils. It's about a trio who are friends, they're not exactly exemplary students, but they've never done anything like that. I open the windows in the toilets to let the smoke out and go with the girls to the principal's office. I explain the situation to the director, but we also give the girls space to comment on the situation and explain their behavior. However, all three are silent, to our questions about why they did it or what preceded this incident, they only answer 'I don't know.' or shrugs. I am sending the students back to class. As this is a violation of school rules, the principal will contact the parents to see if they can come to school as soon as possible. We managed to get hold of the parents of all three girls, they will come after school.\n\nSituation (Anamnesis):\nAll three students - student, student and student have been friends since the 6th grade. They spend a lot of time together both at school and in their free time. They all have a complete family and an average benefit. The group of girls had no problems in class, they were rather inconspicuous and quiet. They do not have fun with other students, they are aloof. However, since the beginning of the school year, they dress exclusively in black clothes, put on a lot of make-up, and I have seen them several times in the city with friends who were significantly older than themselves. As for behavior, that too changed at the beginning of the year. The girls started disrupting class and talking back. My colleagues and I tried to negotiate with them at the beginning, but it was not effective, so we solved this inappropriate behavior with notes in the student book. This method of dealing with inappropriate behavior was successful, but short-lived, the girls only moderated for a few days. After a few notes and quieter days, this toilet smoking situation occurred.\n\nTeacher Intervention (Solution):\nAfter classes, the parents - both mothers and fathers of the girls - came to the school. The consultation took place in the presence of the parents, the girls, me as the class teacher and the headmistress. I explain to the parents the situation, how I found the girls and what happened, and also that their behavior has drastically worsened since the last school year, which they probably understood from the notes in the student book. The girls are sitting, silent and looking at the ground. It was obvious from the parents that they were in shock. The headmistress again called on the girls to explain the whole situation to us. At that, the student spoke up, apologizing that she was sorry and that she didn't want to do anything like that, and that actually only the student was smoking in the toilet, but not herself and the student. The student immediately agreed with this statement and nodded, the student remained silent and looked down at the ground. Her father challenged her to explain where she got the cigarettes and what she thought of them. The student replied that the girls were right, that they really didn't smoke with her, then she paused and started to cry. Her father yelled at her, 'I'll see you with those hooligans hanging out with him one more time and you'll be under house arrest until Christmas!' The student's mother explains that her daughter started hanging out with older friends during the holidays and since then her behavior at home has also worsened. She comes home late, lies about where and with whom she has been, and unfortunately the house punishments have not helped. The student's mother informs us that the student is often seen smoking cigarettes with her adult boyfriend on the benches in the park, because his office is opposite the park. We will ask the girls to leave the room and wait outside the principal's office. We inform the parents that the principal and I have agreed on the following solution to the situation: The class teacher will reprimand the student for supporting a classmate in violating the school rules - not a single student tried to stop or inform the teacher. The student will be reprimanded by the school director for violating the school rules, but should the situation repeat itself or her behavior should not improve, solving these situations may lead to a grade 2 for behavior. The parents respect our decision, apologize for their daughters' behavior and promise it won't happen again. In this case, the principal and I are happy for the parents' understanding and support.\n\nOutcome:\nconsider the result of the solution to be successful. The girls started to be more involved in the lessons the very next day and behaved well. Later, they improved their grades and participate in after-school clubs. However, the result was positive mainly thanks to the parents' support and their agreement. We have been in contact with the parents over the following weeks to inform them of their daughters' behaviour. This active communication was a key solution, parents had more insight into their children. A similar situation never happened again, the girls successfully completed primary education and are now in secondary school.\n\nStudent Profile:\nAge/Year: 12-3 let, 7. třída\nHobbies: Sociální média, kamarádi\nDisorders: Lhaní,Porušování pravidel\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "217", "student_age_year": "12-3 let, 7. třída", "student_hobbies": "Sociální média, kamarádi", "student_diagnoses": "", "student_disorders": "Lhaní,Porušování pravidel", "teacher_approbation": "Magisterský titul – NJ, AJ Magisterský titul – TV, Z", "teacher_practice_years": "22 a 26 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/792", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was very visible and audible in the classroom from the beginning. He had a need to comment on everything, to have fun with a classmate on the bench or even with classmates in the immediate vicinity. During class he would occasionally speak unprompted or get up and go to the bin with something. His tendency to comment on everything led to him often getting lost in reading or writing together. Although he cooperated in off-the-bench activities, he often argued and had to be reprimanded. In the morning, he would also run from the sorority to class to be there earlier. Once, when he wanted to go to the bathroom just before the bell rang and I refused, he disobeyed and went to ask the assistant again. He didn't cooperate with another teacher in gym class and it was difficult to control his behavior. Nevertheless, the student is nice and very smart.\n\nSituation (Anamnesis):\nThe student is intelligent and very smart, likes sports and has no problem with communication. He is very friendly and willing to help. He lives with both parents and has a younger sister.\n\nTeacher Intervention (Solution):\nWith increasing disruptions in class, I first reacted by transferring the student to another classmate, but this did not always help. Now he sits alone in the last pew, which he himself wished for. Because he was often the first to finish assignments, he would get help from me, such as collecting notebooks or handing out worksheets. At the end of the second grade, I discussed the situation with the special pedagogue and we recommended the parents visit a pedagogical-psychological counseling center. After being referred to a psychologist, the pupil was diagnosed with ADHD. In the class, we have a teaching assistant for another student, who sometimes helps me correct the student's behavior. I think I did the right thing, but maybe I should have sent the student to the counseling center earlier.\n\nOutcome:\nAfter visiting the counseling center and the psychologist, the student's behavior changed a little, but maybe my view of him changed as well. I call him out often if he's checking in, and he's been tasked with handing out notebooks. Now he sits alone in the back seat and is happy there. When he had math examples calculated, he would stretch in the desk but not disturb the others. I noticed that she perceives only one authority. I just give him a bad look and he already knows to be quiet. He doesn't listen to the teaching assistant and the gym teacher very much. We are still figuring out how to proceed with the situation.\n\nStudent Profile:\nHobbies: Sport,\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "792", "student_age_year": "", "student_hobbies": "Sport,", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1077", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was a day like any other, I came to school and went to teach. I entered the class then, I think they were sophomores and they were supposed to write a test. I don't remember what it was exactly, but I know that it was an example from the book of the author being discussed, and they were supposed to look for typical features of the given period and author in the text. After the given time, I collected the tests and immediately started correcting them. I noticed that for some students the answers are very similar, if not the same and too technical. Only a great literary theorist would find such things in a text, so it was clear to me what was going on. Right after the test, one student came to me to apologize and admit that he had cheated. I offered him an alternative date, saying that I rated the test as insufficient. The same problem appeared with one student who did not confess to the crime and insisted that she wrote the test herself and that she really found the mentioned things in the text. So I told her that I wanted her to prove the things she wrote in the test with specific examples from the book. I gave her a deadline of the end of the week. After two days, a colleague came to me and was surprised. She asked me what on earth I was assigning, that I wanted so much from the children. It turns out that the student gave her punishment at home as homework that everyone got without admitting why she was given such an assignment. The parents asked my colleague for help because they knew each other. That very day, I invited the student to my office.\n\nSituation (Anamnesis):\nalways enjoyed teaching in this class, when it comes to copying, I sometimes had to deal with it, but I had a fixed procedure and the students knew what could happen if they found a tow truck or a mobile phone. Therefore, this behavior appeared very rarely. Overall, it was more of a science-oriented class, so tests in chemistry, biology, and physics were preferred. And they didn't have that much time left for my subject, or so they claimed. When possible, we agreed on the date of the test in advance so that they would not have to buy a lot, sometimes I postponed the date when they asked me far enough in advance.\n\nTeacher Intervention (Solution):\nThe moment I learned that the student did not admit the origin of her punishment to her parents, I was a little taken aback, and therefore I had to organize my thoughts first. After finishing the lesson with her class, I called her. I told her what my colleague came to me with. She was obviously not comfortable with the situation, so I asked her again how the test went. I saw that she realized that it was no longer worth lying, so she confessed, apologized for her behavior, and we agreed that she didn't have to do the assignment, but that she had to pass the test. And so it finally happened.\n\nOutcome:\nAfter the incident was resolved, the student no longer cheated during the written assignments in the given classes, she completed all the tasks assigned by the teacher conscientiously and handed them in on time. I think she has learned enough from her behavior.\n\nStudent Profile:\nAge/Year: 16. let, 2. ročník střední školy\nHobbies: Malování, matematika, příroda\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1077", "student_age_year": "16. let, 2. ročník střední školy", "student_hobbies": "Malování, matematika, příroda", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Český jazyk a literatura a Dějepis", "teacher_practice_years": "20", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/879", "content": "TEACHING CASE STUDY\n\nBackground:\nbecame the class teacher of one of the ninth classes and immediately started to observe problems. One of the students was often disruptive in the class (snacking, shouting at classmates, playing videos on his mobile phone, etc.). He laughed at the comments rather than taking them seriously. His deteriorating academic performance was also a problem. It reminded me of the case of the student I told you about.\n\nSituation (Anamnesis):\nThe student lives with his mother and stepfather, with whom he has a complicated relationship. Most of the time he is out with friends or playing sports. He prepares for school to the best of his ability, but is disruptive and not paying attention in class. He gets along well with his classmates, he is one of the prominent personalities in the class. Study results gradually worsen.\n\nTeacher Intervention (Solution):\nDuring the lesson, it helped if I threatened the student in question with a class reprimand, the behavior improved for a time (mostly for a few class hours). But the problem returned periodically and worsened over time. Thanks to my experience, I started to solve the situation differently than in the previous case. After the lesson, I came to the student and asked him if he could stay in the classroom for a few more minutes. Our conversation revealed that he was not interrupting because he had something against me, but rather out of boredom and to amuse his classmates. He also talked about how difficult it is for him at home, but did not specify the situation further. I explained to him that we can work together in class, not harm each other by interrupting and yelling. I suggested that I involve him more in the teaching (handing out notebooks, writing on the board, etc.). The student agreed and our conversation ended. The very next week there was a significant improvement. The student was calmer, less disruptive and more attentive. It looked like the problem was solved. However, the deterioration of academic performance continued. I therefore decided to talk to the pupil's former class teacher. She told me that the student has been living with his mother and stepfather for several months, that they do not have a very warm relationship and that this could be the main reason for the problems. I decided to talk to the student a second time. I carefully honed in on the family topic, whether he has a suitable study environment, whether his parents help him with his homework, what the general environment is like at home, etc. The student confided in me that things are not easy at home and that he misses his father. His stepfather usually ignores him, and if he does, he is more likely to yell at him at home than to praise him. In addition, it is said that he will soon have a sister or brother. After listening to the student, I decided to talk to his mother. I invited her the same week to talk about my son, his academic results and behavior. At the beginning, I stated that the student's behavior has improved a lot, but that I am mainly concerned about the student's academic results and willingness to learn. I told the mother that I had spoken to the student and that he was talking about a bad family situation. The mother confirmed to me that her son's relationship with his stepfather is not ideal, that it is a long-term problem and that she will talk to the student at home. After these conversations, I thought about how to help the student. I thought of the possibility of unpaid tutoring, which could be conducted directly by me and one colleague. The student with the worst results was in the Czech language and mathematics taught by my good colleague. I agreed with her that we could introduce one-hour tutoring blocks twice a week, in which we would focus on the subjects of mathematics and the Czech language, which we had already discussed in class. I shared the information about the tutoring with the student's mother and also talked to the student about it, that it would be good if he attended these classes and it would help him achieve better academic results. The student agreed.\n\nOutcome:\nAfter a few weeks, I noticed the first improvement (in mathematics and the Czech language), from an average grade of 4 to 5, it became an average of 2 to 3. In other subjects, the results were the same as at the beginning, but within a few months, they also started to improve. Behavior problems have almost completely disappeared, and the student even boasted to me that he started reading and going to the library. Overall, I evaluate my solution positively and I am glad that I motivated the student to better academic results. I only regret one thing, and that is that I did not react in the same way in the first similar case as in this one.\n\nStudent Profile:\nAge/Year: 14 let (9. třída)\nHobbies: sport – fotbal, tenis\nDisorders: Rušení výuky,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "879", "student_age_year": "14 let (9. třída)", "student_hobbies": "sport – fotbal, tenis", "student_diagnoses": "", "student_disorders": "Rušení výuky,Nepracovitost", "teacher_approbation": "titul Mgr., aprobace český a anglický jazyk (2. stupeň ZŠ)", "teacher_practice_years": "12 (v době kazuistiky – 5, v době kazuistiky ++ 8)", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/338", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation developed during the Czech language and literature classes, where I often had problems with this student. These problems were usually not unusual - not completing homework, problems responding when called upon, unwillingness to cooperate, not paying attention, and disrupting class by communicating with other students. Once, however, the student was upset and conflicted from the beginning of the lesson. When I called him out and asked a question about the literary text, he replied annoyed: 'I don't.' To my next question as to whether he had read the sample in question, he replied adamantly that he had not, because he did not enjoy it. When I asked him if he didn't mind that he was making my work and the class uncomfortable, he said that he didn't care. After pointing out his bad grades and the possibility of failing, he replied that he wanted it and that he would do better than me. After my call to leave the classroom, he remained seated and ignored further calls.\n\nSituation (Anamnesis):\nThe high school student had below average school results and high absenteeism. He avoided school, especially during exam and paper times, and only appeared when necessary. He participated in school basketball games where he achieved success.\n\nTeacher Intervention (Solution):\nIn response to his behavior, I tried to resolve the situation by pointing out to him the consequences of his actions for his school performance and future. When that didn't work, I asked him to leave the class. His non-response to my calls made me continue to teach and ignore his presence.\n\nOutcome:\nThis incident had both short-term and long-term consequences for me. In the short term, I felt embarrassed by my lack of emotional control and unprofessional behavior, which damaged my authority. I was uncomfortable teaching in this class for a long time. The student eventually transferred to another school.\n\nStudent Profile:\nAge/Year: 17 let – 2. ročník\nHobbies: Basketbal\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "338", "student_age_year": "17 let – 2. ročník", "student_hobbies": "Basketbal", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Vysokoškolské vzdělání – titul Mgr. – Aprobace: Český jazyk a literatura, Dějepis", "teacher_practice_years": "13 let praxe", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/720", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was complex, suffered from a feeling of inferiority, and had low self-esteem. Before she started the first grade, she had a deferral and an examination paper from the counseling center that she was a borderline child, that her IQ was on the borderline of mental retardation. But she was very diligent, she studied at home all day, in math she memorized the examples, she knew everything in her notebook, but she didn't understand them as soon as the numbers changed. She had only one friend in her class. In front of the class at the beginning of December, in an attempt to attract attention, she was showing off where she had been, what she had bought, etc. She wanted to draw attention to herself, but it was made up.\n\nSituation (Anamnesis):\nThe class started calling her out for lying, her friend pulled away from her when she started making things up. In an attempt to resolve the situation, the teacher began to address it in front of the whole class and told the student that she was lying. At the same time, there was a pedagogical-psychological consultation at the school that day, not because of her, but because of the solution to the climate in the classroom. The class had been divided for some time, we suspected that bullying was starting there. The worker from the counseling office entered the class, not knowing what was happening because she had not received information from the school management, and labeled the student as the aggressor, the one who disrupts the class.\n\nTeacher Intervention (Solution):\nThe student broke down, had psychological problems, refused to go to school for the whole of December. Then it was Christmas, during this time the mother started to deal with the child's doctor, the student was given medication to calm her down, and she gradually began to trust the guidance counselor at school. From January, she gradually started going to consultations with teachers whom she trusted, 1-2 hours a day, in the afternoon when no one was at school, later also during traffic, but it took a long time before she started going to the teacher in class (the whole situation dealt with for 2-3 months) and never had a good relationship with her.\n\nOutcome:\nAs a school, we absolutely did not manage the situation and we hurt the student a lot.\n\nStudent Profile:\nAge/Year: 9. třída, 15 let\nHobbies: žádné, škola a doma učení\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Lying and cheating\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "720", "student_age_year": "9. třída, 15 let", "student_hobbies": "žádné, škola a doma učení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské Ing, zároveň i pedagogické vzdělání", "teacher_practice_years": "30", "problems_annotated": "Diagnosis, Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1017", "content": "TEACHING CASE STUDY\n\nBackground:\noften try to take my students to various educational programs, but due to their behavior, it is often really unmanageable. The peak of the student's behavior was when he started using dirty words, not only in front of his classmates, but also in front of me. However, he also used obscene words in front of the lecturer during the teaching program. Specifically, he confronted his classmate about his mom being a ****.\n\nSituation (Anamnesis):\nMy class was unfortunately affected mainly by distance learning, they did not have the opportunity to form their relationships from the beginning, and the more frequent stay in the Internet environment did not benefit it much either. I have more problem students in my class, but this one stands out from the crowd. The student behaves arrogantly, does not respect me, often talks back, does not pay attention to any of my attempts to solve the situation. I observed that the student respects his father very much, and not only him, he also respects the director and the prevention methodology, I would like to emphasize that they are both men. I can say with certainty that a similar atmosphere prevails at their home as well. When solving problems, the father often defends himself by saying that he would never allow himself to do this in front of him and puts his wife down, that she is definitely to blame for this again, and that she definitely allowed him to do this again. If a father uses these words in front of his son, it is no wonder that the student does not respect women.\n\nTeacher Intervention (Solution):\ntried to solve the situation on the spot, I explained to the student that these words are not used, and certainly not in public and in a school environment. I told the student that I would inform the director about everything, and that everything would be resolved with him. When we got back to school, I went to the principal alone first to make sure I was handling the situation correctly. Later, the student and I both went to see him. Mr. Headmaster more or less repeated what I had already told the student in the teaching program. But it should be mentioned that this time the student lowered his ears and burst into tears. When I confronted him in exactly the same way, he looked at me with contempt and did not regret anything. He has now apologized for his behavior. A reprimand from the class teacher was suggested to the student. I then called my mother, explained the situation, and a reprimand was sent through the school system. The student was aware that the punishment was adequate.\n\nOutcome:\nIt seemed to me that this whole situation only deepened his disrespect for my person, but for some time I did not notice any foul words and insults from him. After about two weeks, however, I got sick. During my absence, he was caught several times insulting not only several of his classmates, but also several students from other classes. The student was immediately sent to the principal and the representative for the 2nd grade, where he was told again that he repeatedly violated the school rules, and that there would be a vote on the reprimand of the school principal in the half term. However, that didn't work either.\n\nStudent Profile:\nAge/Year: Žák na prvním stupni (4. třída)\nHobbies: Žák navštěvuje kroužek florbalu, většinu svého času tráví na počítači.\nDisorders: Lhaní,Vulgární vyjadřování,Podvody,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Interview, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1017", "student_age_year": "Žák na prvním stupni (4. třída)", "student_hobbies": "Žák navštěvuje kroužek florbalu, většinu svého času tráví na počítači.", "student_diagnoses": "", "student_disorders": "Lhaní,Vulgární vyjadřování,Podvody,Neúcta k autoritám", "teacher_approbation": "Mgr., učitelství pro první stupeň a německý jazyk", "teacher_practice_years": "20", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1276", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerns a girl who had achieved decent grades throughout her studies and was expected to go to high school. At the beginning of the ninth grade, problems arose when the girl could not cope with the work on a preparatory trip to nature. During the year, the absences increased and the girl stopped going to school or attended only a few hours. The benefit was deteriorating and communication was difficult, although the teacher had a good relationship with her. She often left for health reasons, although it was obvious that the problem was elsewhere. There were relationship problems in the classroom, and the girl may therefore have found friends outside the school, older ones, with whom she socialized even during classes. In the end, she was unable to get back into the school system.\n\nSituation (Anamnesis):\nThe girl's family situation was not particularly problematic. She lived mostly with her mother, her father worked abroad and they had a lifestyle that suited them. The upbringing was free and from the fourth grade, when the teacher recognized her, the girl could basically do whatever she wanted.\n\nTeacher Intervention (Solution):\nWhen the teacher noticed the girl's increasing absences, she tried to solve the problem with the mother, who excused the absences, even though sometimes she did not even know that her daughter was not at school. The girl alternated between going to school and not going to school, so the teacher had a conversation with her, in which the girl stated that she had other priorities and did not want to go to high school, but to study. The mother was not enough for the girl and could not change the situation. The teacher offered to consult a psychologist several times, but the girl refused and the teacher could not force her to do so.\n\nOutcome:\nDespite all the teacher's efforts to influence the situation, they did not bring any results. The girl completed the ninth grade with fours on the report card, and then went to the teaching field. The teacher thinks that the girl may have chosen an easier path and considers whether the situation broke the moment the girl realized that she could no longer catch up on the lessons she had missed.\n\nStudent Profile:\nAge/Year: 9. třída, 15 let\nHobbies: /\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1276", "student_age_year": "9. třída, 15 let", "student_hobbies": "/", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Dokončené magisterské studium, Český jazyk, Výtvarná výchova", "teacher_practice_years": "25 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/456", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teaching of the Czech language took place in the usual way. Pupils were given the task of doing independent work with the text to prepare for the entrance exams. Read and answer the questions from the text. From the beginning of the lesson, the student looked very dissatisfied, annoyed and commented negatively on the assigned work. This was normal for her, so I wasn't surprised at all. However, as the hour progressed, this condition continued to deteriorate. The student refused to work, disturbed those around her, who, based on her insinuations, also did not want to continue with the assigned work. She repeatedly disobeyed my admonitions, later threats. I don't like to use this threat approach, but in certain situations there is no other choice. In this situation, I was starting to get on my nerves because her behavior was unbearable.\n\nSituation (Anamnesis):\nThe student came from a Roma family, a very vivacious, expressive personality. Unfortunately, often characterless and insidious. She liked to make mistakes in class, disrupting the course of teaching. She had a very lax approach to absolutely everything, trying to get everything done, done as quickly as possible and get it over with. In addition to being lazy and phlegmatic, she lacked the basics of decent behavior. She was constantly shouting, making stupid remarks, disturbing the neighbors around her. In short, she was unmanageable and unbearable.\n\nTeacher Intervention (Solution):\ndealt with the situation from the beginning of the class only with an admonition, which had no weight, as if I were talking to the air. Next, I started using threats like, you will get more homework, you can go away, if your parents excuse you, I will report your work from today's class. Her retort endurance was admirable, but it was clear to me that she was used to having this kind of conversation with her parents. This bothered me and I made it clear to her that this does not apply to me and that the same rules apply to her in class as to all other students. During the lesson, I sent her out the door so she wouldn't disturb the rest of the class. She was there for about 10 minutes, and then we rushed to check the correct answers, so I called her back to the class. However, her behavior worsened even more. When she came back she cursed at the assigned task, specifically saying \"that's shit I'm not going to do\n\nOutcome:\nThere was no solution, because the student laughed in my face and didn't care. After that, the bell rang and I left the class with a stuffy atmosphere. No further solutions with the directorate. However, the incident had its side effects, because the girl's father came to see me. He complained about indecent behavior and venting his anger on the child. I explained the circumstances to him and together we agreed that a similar situation would not happen again. I appealed to him for the student to improve her behavior. Over the course of the next few hours, the girl really calmed down, but it wasn't entirely possible to say that it would be a big change. In any case, nothing like that had to happen again, her interruptions were not so unmanageable. Above all, I knew that I would not behave like this again.\n\nStudent Profile:\nAge/Year: 14 let, 7. roč.\nHobbies: Zájem o opačné pohlaví\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "456", "student_age_year": "14 let, 7. roč.", "student_hobbies": "Zájem o opačné pohlaví", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "10", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/816", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole thing happened during last year's adaptation stay, organized for first-year students. In this class, there were more demanding children, at least one student from the immediate vicinity of users of strong addictive substances, who was even caught offering marijuana to others during their stay. However, the case I describe concerns a girl who attempted suicide on the day of her departure. During her stay, she did not particularly stand out from what we are used to with male and female students - she did not particularly like to participate in sports activities, she paid even anxious attention to her appearance and was constantly on her mobile phone, where she corresponded live. In the collective, she had fun with both girls and boys, even if only selectively. She spent her free time with her classmates mainly in the room, but in the evening she came alive and was always in the center of the action. We did not observe any significant problem behavior. But on the day of departure, or rather at the moment of departure, she really got us... We were already gathered before boarding the buses, when she allowed herself to go to the toilet, which we approved. But she didn't come back, and when the students were already on the bus, her friend offered to run for her. In a moment she was back, that S. was in the toilets, she had cut herself and was bleeding. I immediately ran out with the other teacher to find out what was going on. S. was sitting in tears on the toilet, bleeding from under her calves, where she had cut herself with eyebrow scissors. We slowed down the bleeding with cold water and took her to the infirmary. There they tied everything up and sent her to the hospital just to be sure. In the meantime, we tried to find out what happened and especially why. From what she told us, and what we then added to her friend, we understood that it was a disappointment in love. S. has had a boyfriend for a year, whom she loves very much and is afraid of losing him. And he texted her that very morning that he wasn't sure whether to continue their relationship, which completely threw her off. I realized that I saw her at lunch with reddened eyes, but otherwise she functioned normally even in the morning program, and we left immediately after the meal, so I didn't even have time to solve it any further. Fortunately, the cuts were not very deep, and there will be no lasting consequences.\n\nSituation (Anamnesis):\nŽačka lives in a divorced family with her mother, with whom she has, as far as is possible at this age, a good relationship, they are in fact constantly in contact - they write and sometimes even call during the day. He talks relatively nicely about his mother, rather with understanding even for the rules set at home. He sees his father sometimes, but does not get along very well with him. She takes her younger sister in stride, but she likes her. In elementary school, she was rather problematic - both with her level of knowledge and approach to studying, and by sticking to the worst possible party - alcohol and cigarettes are certainly not unknown to her, nor are they exceptional experiences. She smoked until the first semester of secondary school, then switched to nicotine sachets. She had been dating her boyfriend for the second year at the time of this incident, and she was very proud of it. They exchanged photos of what they were doing, where they were, during the day, maybe that's why she powders herself several times during the hour and checks herself in the mirror. It's obvious that most of her attention is on her phone and it's almost impossible to keep her concentration for more than a minute. He often interrupts by talking to his male and female classmates. She visibly flirts with some boys. She doesn't really care about studying as such, she has more of an external motivation – to do school according to her mother's wishes, or not to fail, and thus get some motivational gift. She thrives in school with the most common grades of 3 and 4. She has more or less no hobbies, perhaps only that she enjoys playing with small children and is interested in cosmetics and trends in them. After school, she would like to find somewhere quiet where she gets paid and doesn't have to work hard.\n\nTeacher Intervention (Solution):\nI'm probably not able to give an exact description of what we were saying at that moment due to strong emotions, but I know that the look was terrible, shock, fear, pity - both of us and her middle school teacher tried to calm her down first and in between determine the severity of the injury and then stop or at least slow the bleeding in cold water. Then when she stopped knocking and sobbing, we tried to find out what happened, we asked why she did it, we talked about what her boyfriend wrote to her, we tried to find out if it was the first time - just the circumstances of it all. Even then she looked relaxed and communicated with us, she had no problem sharing even this intimate information with us. After the treatment, we called my mother and agreed on what to do next. She told us that the student had never gone that far before, but that it didn't surprise her that much, that she tends to be theatrical. She then picked up her daughter at the hospital.\n\nOutcome:\nIt was very emotional in the short term, also because of how classmates handled it. We agreed not to send it anywhere else, but it still spread to other freshmen. We then had a visit from a psychologist in the class, who discussed this topic with the children, discussed how to react in such situations, which the students acknowledged relatively gratefully. We then informed the teachers of this class about increased caution when leaving the class, especially if it was a female student, and in any case, one of her classmates should always go with her in a stronger emotion. Teachers were supposed to monitor how long they were away and check if the length was inadequate. The mother was advised to undergo a psychological examination of her daughter and asked for a final report. She then mentioned in particular the need for attention, both from authorities and classmates. The new environment of the secondary school is clearly suitable for her, because she works well in the class group, she has many friends there, and she is not afraid to express herself in class.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník SŠ\nHobbies: Kamarádi, přítel, vzhled, hudba\nDiagnoses: Dyslexie\nDisorders: Psychické problémy,Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "816", "student_age_year": "16 let, 1. ročník SŠ", "student_hobbies": "Kamarádi, přítel, vzhled, hudba", "student_diagnoses": "Dyslexie", "student_disorders": "Psychické problémy,Sebepoškozování", "teacher_approbation": "VŠ, angličtina", "teacher_practice_years": "15", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/270", "content": "TEACHING CASE STUDY\n\nBackground:\njoined the class as a crowd for a sick colleague. At this time, I was already receiving an old-age pension and helped out at school as needed. I didn't know the children more or less, I was only made aware of pupils with SEN. From the beginning, one student had a negative attitude towards me, he did not pay attention to any of my instructions, he ignored the work instructions. This pupil is with the third level of support measure, but the support measure was not granted to him, it was granted to another pupil. In physical education class, there was a conflict between a pupil with an approved support measure and this pupil. The one with the granted measure pushed the other. He got angry, started screaming, flailing his arms and legs around him and kicking me as well. Although I was informed that the student reacts negatively to a raised voice and reprimand, I could not help myself and after a whole day of reprimanding, I started shouting at him. At that moment he turned and ran to the other end of the gym. There he got up and refused to continue communicating with me, refused to return to the classroom, his head was down. Since there were other students in the gym, the teacher's assistant took over the problematic student and I led the other students back to the classroom. After about 60 minutes, the teaching assistant brought the problematic pupil to the classroom, after entering the classroom the pupil hid under the desk and refused to climb out. I phoned the student's mother and informed her about the situation. During the conversation with the mother, the mother offered me literature dealing with ADHD and SVP, which describes the problems of those children. I angrily told her that I didn't need any books and that her son had no business in this school. After that, my mother refused to talk to me any further and went to solve the situation with the school principal.\n\nSituation (Anamnesis):\nThere are a total of 16 pupils in the class, a teacher's assistant works in it. In the class, there are four students with third-level support measures (2 students with behavioral disorders, 1 student with learning disabilities, 1 female student with a mild cerebral disability) and three students with second-level (specific learning disabilities).\n\nTeacher Intervention (Solution):\nThe incriminated situation arose during a physical education lesson and its resolution took place in the following two lessons. During a physical education lesson, student J. pushed another student, who got angry and started waving his arms and legs around. At that moment I came to them and tried to find out what happened. In the following interview, the teacher is denoted by the letter 'U', the pupils by the letters 'A' and 'J', the teacher's assistant by 'B'. U: 'What happened baby?' A: 'J. he pushed me.' J: 'But by mistake, I didn't want to.' A: 'That's not true, you keep pushing me.' J: 'But it was really a mistake, I really didn't want to.' U: 'So can you tell me who started it?' The other children shouted at this and rather supported the version of pupil J., which upset pupil A. When I turned to pupil A. saying that perhaps not much had happened, he kicked me. U: 'You're not serious, what are you doing? I'm calling my parents right now.' A. ran to the other side of the gym. U: 'Come back immediately. didn't you hear me I'm telling you, go back!' A. squatted in the corner of the gym and stared at the wall and did not react. U: 'A., come back. How many times do I have to repeat that to you?' The next few minutes passed in a similar vein. A. did not respond to any instructions, so I handed him over to B. and went to class with the other children. After about an hour, B. and pupil A. came to class. I greeted him with the words: U: 'Well, have you calmed down? Please sit down and finish writing the notes from the board.' At this moment, pupil A. hid under the bench and refused to climb out. U: 'A. get out now, do you think I'm only in charge of you?' B. tries to calm the situation. B.: 'A., come on, climb up and we'll look at it together. I'll help you with that.' B. tried several times to get A. to get out from under the bench, but he still did not respond. The end of the lesson was approaching, I took the other students to lunch and went to call the mother of student A.\n\nOutcome:\nThe mother immediately came to the school. A. curled up in his mother's arms, he did not communicate with his mother, he just let himself be behaved. I again described the situation to my mother. She constantly convinced me that A. was unable to respond adequately and recommended specialist literature. I answered her that after so many years of practice I don't need to study anything new. In my opinion, her son is ill-mannered, does not respect authority and cannot respond appropriately to conflicts with classmates. My mother and I could not find a common solution, and I passed the solution to the school principal. At the same time, I ended the group for an absent colleague, and I have no interest in returning to school as a teacher in the future either. I believe that I can't handle working with students with problems because I like order and order and these students are not able to respect my principles.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: není mi známo, třída jsem učila pouze krátkou dobu\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "270", "student_age_year": "10 let, 4. ročník", "student_hobbies": "není mi známo, třída jsem učila pouze krátkou dobu", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní", "teacher_approbation": "VŠ – Mgr., 1. stupeň", "teacher_practice_years": "37", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/202", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation occurred a few years ago, when I was still teaching at a secondary vocational school. At the beginning of the school year, I always agreed with the students on the terms of classification and the conclusion of grades for the semester. This meant certain percentages of maximum absences, which coincided with the terms of the school rules, and then a certain number of grades per semester, from which I compiled the final grade. For the most part, there were no problems with this, only sometimes I had to agree with the students on a certain replacement, because they had few grades for various reasons. The student was not affected by the problem with absence thanks to his IEP, his absence was not recorded in the system. In the first semester, when he was in the third year, we ran into a problem with grades together - he only had one, it was January, so I had to catch up on some grades in order to classify him. We had agreed on a replacement job, which he was supposed to hand in to me at the given hour in question. At the beginning of the lesson, I told the student that we would solve our issues together at the end of the lesson, and I taught for 40 minutes, saying that I didn't know yet if he really had the substitute performance or not. When I asked him at the end of the lesson to show it to me, saying that I would enter a grade for it into the system by the next lesson, the student informed me that he had nothing and had not worked it out. He said he was very sorry but that he 'just didn't have time'. I asked why he didn't do it and he said he 'didn't know', and when I asked him afterwards what he suggested we do with his grades if this wasn't the way, he very reluctantly said he had no idea. At that moment, I told the student that if he does not show effort and does not make up his grades, I will not be able to classify him, even taking into account his IEP. I didn't expect the student's outburst at that moment - he got up from his chair and very loudly told me why I shouldn't \"classify him\". Quite shocked, I repeated to him that it was because he had no grades and that this was a necessary condition for classification - at that moment the student angrily pushed the table in front of him, kicked the chair he was sitting on, and started cursing in the spirit of I must be making fun of him, visibly very upset.\n\nSituation (Anamnesis):\nAt the time, the student was a student in the third year of a secondary vocational school, already an adult. He was an intelligent student, but he usually did not get very good grades because school was not a priority for him and he often shirked his duties according to his teachers. Already from the second year, the pupil was educated according to the IEP established after agreement with the parents, due to the intensive number of hockey training sessions and matches. This meant that the student's attendance stopped being recorded, and hand in hand with this, the student began to attend classes less, much to the displeasure of many cantors. He was often not aware of assigned tasks or lost track of his school duties. His relations with the class also worsened, which were united in the fact that the student does train, but mostly just avoids school. So often, if the student was solving something with the teachers in class, someone from the class would comment on his school affairs. The student's aggression has already manifested itself several times, in the worst case during the skiing course he took with his class in the second year, when he got drunk on smuggled alcohol and pulled a knife on his classmate during an argument.\n\nTeacher Intervention (Solution):\nThe student's outburst took place in front of the entire class as the others prepared to leave the classroom. I was very surprised by his aggressive outburst, and before I could react adequately, one of the other students started shouting aggressively at the student, asking if he was normal, and one of the other classmates joined in and called the student vulgar. At that moment I got up from the table, and I will admit, I tried to stay away from the student, because he was visibly affected, and he was not a child, but an eighteen-year-old athlete, and I was afraid at that moment what might happen. I didn't speak to him at first, but to his classmates, who were just teasing him at that moment, and I asked them not to speak to the student at all and to leave the classroom. Then I told the student that I would come back to clear the table, and I left with the others in the corridor. I closed the door behind me and stayed in front of the classroom, where I tried to process the situation myself. It took a while for the student to wait, when I returned to the classroom, he was visibly calmer. I invited him to pack his things and if he was calm, to move to the next class, that we would talk about his grades another time, if that was okay. The student did not answer me and started packing his things with quick, violent movements. I could see that he was not calm, and since I thought at that moment that it was not a good idea to send him to his classmates, who had their own opinion about his outburst and there would probably be a fight in the class, I sent him back to the boarding school with the fact that I will handle everything with the other teachers. The student agreed and left.\n\nOutcome:\nIt turned out that it was a good idea not to send the student back to the rest of the class - after talking with colleagues, I learned that the class was very upset by his performance and took a very negative attitude towards him. On another solution, we worked together with the student's class teacher, who went to her class that very day and persuaded them not to solve the whole matter with the student and leave it to the teachers to solve. Later on, my communication and cooperation with the student was difficult - in the given semester, the substitute performance was finally enough, but in the next semester, a similar problem appeared and I could not give him the final grade. A similar aggressive outburst did not happen again, but the pupil's attitude towards school got worse and worse. , he didn't come.\n\nStudent Profile:\nAge/Year: 18 let, 3. Ročník SOŠ\nHobbies: Sport - hokej\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Transfer of student \nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "202", "student_age_year": "18 let, 3. Ročník SOŠ", "student_hobbies": "Sport - hokej", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské – učitelství odborných předmětů pro SŠ", "teacher_practice_years": "10 (učitelství na SŠ, poté asistenství na 1. stupni)", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/162", "content": "TEACHING CASE STUDY\n\nBackground:\nThe day the problem happened here, I was supposed to go to the 8th grade to substitute for a history class. I don't normally teach this class, so I don't know the students very well. I only meet them in the corridors, in the lunch lines or during the aforementioned substitution. Although I have not yet had the opportunity to get to know the students of this class, I knew from hearsay from my colleagues that this is a problematic class. I also knew the most troublesome boys by sight and was able to assign names to them. Naturally, I wasn't really looking forward to this class, and I came to it rather slightly upset that I had to substitute. However, when I came to the classroom, it was quiet and the students were sitting in their desks. I took a little breather, because I expected that before the class even started, I would have to calm down a herd of angry baboons. I went to prepare my things for the department, got the preparation from my colleague and was going to write the date and topic of the lesson on the blackboard. But when I turned to the blackboard, there was a large diamond drawn with a line in the middle and various smudges around the blackboard.\n\nSituation (Anamnesis):\ndon't know the class very well, but I know from hearsay that every now and then they solve some problem, but it is rarely solved, because the classmates stick together and rarely say anything to each other. The class itself isn't problematic as a whole, but there are a few guys who unfortunately do the things that give the class such a bad reputation.\n\nTeacher Intervention (Solution):\nThe situation really messed me up because the little picture was so big that it was clear that it was on purpose for me to notice it. At that moment I turned around and asked who did it. Of course they sat as if cut off and no one said anything. When I really emphatically asked again, they started looking at each other and sometimes someone smiled. I caught the most troubled boy I know from the story turning around and whispering something to his friend. At that moment I was clear. I told him to give me a student card, that they can't afford such things and that I definitely won't tolerate them welcoming me to class with pictures like that and that they definitely won't call me that. He defended himself by saying that he had done nothing of the sort and that he had definitely not drawn it. But when I asked who it was, he just shrugged and said he wasn't going to snap at anyone. I silently took the student book from him and wrote him a note. I was so angry that we hardly did anything in class and I assigned what we were supposed to do as homework.\n\nOutcome:\nfew days later, she came to me in the office of the eighth graders and told me that she had solved this problem with the students. Allegedly, he didn't really do it and it was more of a misunderstanding. The chalk wasn't aimed at me, but the eighth graders were excited and scribbling on the board during recess. One girl wrote the name of her classmate on the blackboard and drew this sign, but when the bell rang, they managed to erase only the name and the sign remained there. The teacher talked to the students and they clarified that even if it was not directed at me, these drawings are inappropriate and she therefore forbids drawing and calling anyone, including classmates, such vulgarities. We agreed together that he would go and apologize and that the situation with the note would be clarified with his parents during class meetings.\n\nStudent Profile:\nAge/Year: 13 let ,8. třída\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "162", "student_age_year": "13 let ,8. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "30", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/730", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher was the pupil's class teacher. The student had a need for order and calm teaching and could not handle chaos in the classroom. When the teaching did not go according to his idea, he had an explosive reaction to the situation. He yelled at others and had a mental breakdown. The situation was repeated daily, sometimes more often. The student did not have the opportunity to fully participate in the lesson when any change threw him off. He felt that he was not part of the collective. He didn't talk to anyone during breaks. He spent his free time alone and believed that he had no one close to whom he could turn in times of trouble.\n\nSituation (Anamnesis):\nIn his free time, he watched series and played games online with his friends outside of school. In the past years, he had a cousin in his class with whom he got along very well, but when the cousin left, he felt like he was on his own. His classmates did not help him in the situation. The teacher had individual conversations with the student and together they tried to figure out the triggers of the behavior. They discovered that these were reactions to the behavior of other students at school. His classmates provoked him and called him vulgarisms in order to disrupt the course of the lesson with his explosiveness.\n\nTeacher Intervention (Solution):\nThe teacher decided to implement a project called \"Restart\n\nOutcome:\nIn a common circle, the other students commented on the given situation. Some classmates were not bothered by his need for order and calm in the classroom and provoked his outbursts of anger for fun. Some pupils were sympathetic to the student and wanted to help him. Some of the pupils were not even aware of the behavior triggers. By sharing in a circle, the children had the opportunity to share their own feelings and needs in class, what they like and what they don't like, and how different events and changes in the group affect them. This activity moved the collective as a whole. The student found out that he was not alone in the situation and thanks to the shared circles he got close to some classmates who started to support him at school. His outbursts and conditions became less pronounced. At first it was once a day, then once a week, then once a month. The student is currently 14 years old and has not had an emotional outburst since the beginning of the school year. The student has a new teacher and they do not solve the problem behavior together and there is no need. The student can tell himself what is and isn't pleasant for him and knows how to avoid unpleasant situations. He has friends around him who support him and he can turn to them.\n\nStudent Profile:\nAge/Year: 10\nHobbies: Anime, angličtina, Pop kultura, LGBTQ+ komunita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "730", "student_age_year": "10", "student_hobbies": "Anime, angličtina, Pop kultura, LGBTQ+ komunita", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr", "teacher_practice_years": "6. rok", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/402", "content": "TEACHING CASE STUDY\n\nBackground:\nAs part of teaching the Czech language, one of the pupils did not complete the assigned tasks. He did not work in class, he copied his results into the workbook from his classmates, he did not do his homework, he did not hand in the assignments by the given deadline. As the teacher tried to take into account his dyslexia, she did not intervene more strongly earlier. In previous years, he always handed in the assigned work in the end (in the second or third term). In the seventh grade of the multi-year high school, he did not submit the assigned style work for the third time.\n\nSituation (Anamnesis):\nThe class functioned excellently as a collective without any serious problems that would require the intervention of another teacher, school psychologist, lowering of the grade in terms of behavior, etc. The boy had average or below-average grades throughout his studies, especially in language-oriented subjects. Overall, he was mainly focused on physical education, biology, etc. He also excelled in these subjects. His benefit was mainly influenced by his laziness, when he did not learn what he did not want to.\n\nTeacher Intervention (Solution):\nAfter the third reported due date, the teacher gave up on waiting for the student to submit the work and gave him a 5 in the online student book with a low weight for missing homework, telling him to turn in the written work in the next class. If the work is not submitted, he will receive another \"small five\".\n\nOutcome:\nThis solution had no result, the student did not hand in the work or learn from his behavior. With an average of 4.4, he advanced to the next and final year of his studies at the gymnasium. The teacher also remembers that she overheard a conversation between the student in question and one of his classmates, who suggested that she write the paper for him so that he would not get any more A's and advance to the matriculation year. The student replied: \"I don't care how many fives he gives me.\" The average still works out to me at 4. This is a matter of principle.\n\nStudent Profile:\nAge/Year: 17 let, 3. ročník SŠ\nHobbies: Sportovec, zájem o biologii.\nDiagnoses: Dyslexie\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "402", "student_age_year": "17 let, 3. ročník SŠ", "student_hobbies": "Sportovec, zájem o biologii.", "student_diagnoses": "Dyslexie", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, aprobace: český jazyk a hudební výchova.", "teacher_practice_years": "27", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/703", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was just recently when I participated in frontal teaching. It was the beginning of the lesson and the subjects already discussed were repeated, and the children were told that now they will repeat the material together and there will be a test in the next lesson. A student with a history of ADHD began to shout and get up from the desk during the repetition of familiar subjects. After a while, he started kicking a classmate under the bench, and since he was sitting by the window, he thought that he would throw small objects out of the window and have fun this way. He threw away the eraser, the pencil, tore pieces of paper into small pieces, which he made into balls and threw them out the window.\n\nSituation (Anamnesis):\nThis is a second grade class with 22 students. One student with ADHD and a teaching assistant who is in the classroom. Symptoms of a student with ADHD are typical such as hyperactivity, restless hands and restless legs. His behavior is too hasty and impetuous without thinking about the consequences of his own behavior.\n\nTeacher Intervention (Solution):\nThe student, we will refer to him as Ž and the teacher, started shouting into the teacher's explanation. Ž: I don't enjoy it anymore, I know that. Teacher: We will repeat the material for the test, it will definitely come in handy. After a while, the student began to leave his seat and walk around the classroom, showing that he was very bored. So the teacher did not hesitate and warned the student to go back to his place. Teacher: If you listen, you won't have to prepare so much at home. Ž: I'm already tired and I want to go home. The teacher is currently unresponsive. A student kicks a classmate under the desk, who doesn't like it very much and would like to repeat the material covered. The classmate grimaces that it bothers him and the student with ADHD invents another activity that would shorten the long time for him. As he is sitting by an open window, he gets a brilliant idea and starts throwing small objects out the window. Ž: When will there be a break? The student shouts over the whole class. Teacher: Honzik, I would like you to come and help me. Erase this upper part of the board for me and then you will be of help to me.\n\nOutcome:\nstudent diagnosed with ADHD who was disrupting class went to erase the blackboard. The teacher took advantage of his hyperactivity and actively involved the student in the explanation and then had him make notes on the board that were essential for revision for the test. The student stopped shouting that he didn't like something and was glad that he didn't have to sit in the desk. The teacher then sent him to get a drink and was tasked to see if all the students had written notes in the notebook.\n\nStudent Profile:\nAge/Year: 11 let, 6.ročník\nHobbies: Hry na pc\nDiagnoses: ADHD\nDisorders: Lhaní,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "703", "student_age_year": "11 let, 6.ročník", "student_hobbies": "Hry na pc", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Rušení výuky", "teacher_approbation": "Vysokoškolské, magisterské, speciální pedagog", "teacher_practice_years": "12", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1130", "content": "TEACHING CASE STUDY\n\nBackground:\nThis problematic situation mainly concerned the mother of the child in question, on whom it unfortunately had an impact. One day, the mother of the student in question came to my office. She complained that her son is being bullied by a girl who goes to class with him, so they are classmates. When investigating this situation, it was discovered that the boy and the girl in question are half-siblings. The boy got the girl's father into the family. It is possible that there was a situation where the boy exalted himself over the girl in question and mocked her. Something along the lines of 'I've got your daddy now.' However, the girl was more assertive and tougher, so she did not give in and returned the blows to the boy. The joke was that this situation was not solved by the two students in question, but by their mother. I believe that the two of them would have solved the problem between themselves, but their mother was adamant about this situation and complained a lot about the girl.\n\nSituation (Anamnesis):\nPupil - tertiary secondary school, rather introvert, quiet in class, intelligent, above average academic performance. Classmate - rather extroverted, loud in class, intelligent, above average academic performance. The whole class was very studious and hardworking. Today they are lawyers and doctors themselves. No problem.\n\nTeacher Intervention (Solution):\nFirst, I talked to my mom and found out what the problem was from her side. Subsequently, I spoke privately with the pupil who, according to his mother, was allegedly being bullied. The student agreed with his mother, you could feel that he was afraid of her and did not want to disappoint his mother. On the other hand, he said that he doesn't have any big problems with his classmate, that sometimes they do things on purpose, but nothing big or terrible for him. However, the mother was adamant, so the situation was subsequently resolved through the educational counselor and through the preventionist of negative phenomena. So we all got together with my mother and sat down over the given problem. At the end of the debate, mom literally sent us to hell and said she was going to send a lawyer on us and left. However, after she left, we didn't hear about the problem any more, so I believe that the mother had a second thought and realized that further procedures and steps were unnecessary.\n\nOutcome:\nIn the short term, everything seemed to be fine after the incident. Mother's pupil normally went to school regularly and I did not notice any changes in his behavior or arguments with the classmate in question. My mother didn't even contact the school management, so I assumed that she took the things the guidance counselor and I said to heart. After a long time, I once again asked the student if everything was really okay between him and his classmate, and he said yes. I also asked if the situation at home was good in his opinion, and he nodded. So I didn't notice anything special that would make me reopen the situation and I considered it resolved.\n\nStudent Profile:\nAge/Year: tercie, 14 let (gymnázium)\nHobbies: Sportovní koníčky\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1130", "student_age_year": "tercie, 14 let (gymnázium)", "student_hobbies": "Sportovní koníčky", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Ch, M", "teacher_practice_years": "34", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/566", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 11 let, 1A/8\nHobbies: astronomie\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "566", "student_age_year": "11 let, 1A/8", "student_hobbies": "astronomie", "student_diagnoses": "", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "29", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1414", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation occurred during the afternoon group I was assisting with that day (early in my career). I was treating another child's scraped knee when other children came running to me screaming that two students had broken something. Since I saw that someone was already dealing with the situation, I treated the scraped knee and only then set out to find out what was actually happening. I reached the place where some of the children's parents were already standing. At the time, my colleague only told me that the children were throwing a school CD, but it broke when it fell. My parents were in a hurry, so I didn't have time to communicate this situation with them.\n\nSituation (Anamnesis):\nGirl: in alternating care, has one sibling - an older sister with whom they are not very fond of. Parents are strongly oriented towards the child, from their side it is a completely supportive education. Boy: of Ukrainian origin, lives with both parents, has one older sibling - a brother, with whom he gets along very well.\n\nTeacher Intervention (Solution):\nWe talked to the children, but they were stubbornly silent and did not say anything. The school management recommended the following solution to me: the children must pay for the CD (with their parents, of course), but it is best to ensure its replacement on their own initiative. I sent an email to both families that day. I attached only a brief description of the situation, followed by a description of the solution to this situation - i.e. the need to replace the CD. The day after sending the email, I ran out of parents' reactions. It was a rather unpleasant email in which our procedure was questioned and also criticism of the email, which was written in a directive manner according to the parents. After communicating with the school management, we agreed on a joint circle in which both parents and both children will participate. Here I learned that each of the children retold their own version of the story at home, but at school they both remained silent. There were criticisms from the parents, such as the small share of the children in solving this situation, etc. After this circle, we talked about everything necessary. There were probably several communication noises, but also according to the parents, a carelessly solved problem. However, since it was a small thing like a CD, the parents finally agreed to the procedure that the children and I proposed.\n\nOutcome:\nThe parents brought a new CD to the school, the pupil even went to apologize to the principal that day. From my point of view today, this solution was very rash, and next time in a similar situation, I would definitely devote more time to communication, both with the children (if necessary to reach a solution with them) and with the parents.\n\nStudent Profile:\nAge/Year: 6 let, 6 let – oba žáci 1. ročník ZŠ\nHobbies: dívka  panenky, hra na rodinu, míčové hry, různé jiné inscenační hry chlapec  míčové hry, parkour, sportovně založený\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1414", "student_age_year": "6 let, 6 let – oba žáci 1. ročník ZŠ", "student_hobbies": "dívka  panenky, hra na rodinu, míčové hry, různé jiné inscenační hry chlapec  míčové hry, parkour, sportovně založený", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Bc.", "teacher_practice_years": "2", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1022", "content": "TEACHING CASE STUDY\n\nBackground:\nThis experience concerned a student named Honza, as I have never encountered more problematic behavior. Once he managed to create such chaos in the class that I could hardly give an explanation and he disturbed the students who wanted to continue the lesson. His friends soon joined in and it was a very awkward situation.\n\nSituation (Anamnesis):\nHonza is a student in the 7th year of elementary school, extrovert, communicative, athlete, average results in school, class joker, rude to the teacher.\n\nTeacher Intervention (Solution):\nI dealt with the situation by raising my voice and strongly warning them about their inappropriate behavior, disrupting most of the class, and the possible consequences that would follow if they continued. I gave notes to the participating boys.\n\nOutcome:\nAfter that, the class went on in a normal mode, so the situation managed to calm down. In the long term, these situations no longer occurred to such an extent.\n\nStudent Profile:\nAge/Year: 7. třída, 13 let\nHobbies: Sport- fotbal\nDisorders: Neuposlechnutí,Nespolupráce,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1022", "student_age_year": "7. třída, 13 let", "student_hobbies": "Sport- fotbal", "student_diagnoses": "", "student_disorders": "Neuposlechnutí,Nespolupráce,Lhaní", "teacher_approbation": "Mgr. učitelství všeobecně vzdělávacích předmětů pro druhý stupeń zš", "teacher_practice_years": "2", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1026", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had such an incident here last year. Once the children were in a group and they were playing on the carpet. It was quite a challenging day for me as a teacher - there were a lot of children in the group, there was a lot of noise and I was mentally exhausted. Out of the blue, a 6th grader punched a younger 3rd grader in the face. Out of nowhere - no one knew what was going on, why the student attacked, and why he attacked a younger classmate in the first place. We all just stared at that moment, both me and the other teacher and the other children on the carpet. Because that particular student was never a problem student who would purposefully attack someone.\n\nSituation (Anamnesis):\nThis case happened in the 6th grade, where there was bullying, but it was dealt with and it was known about. She was in the class because of a Roma boy - he never bullied anyone, but his presence in the class caused the Roma boy to be excluded from the group - classmates did not talk to him, were not friends with him and verbally attacked him. Even so, the Roma boy had a friend in his class - his neighbor. They were friends since childhood. As puberty came, changes began to show in the boy - he started to avoid people, he was quiet, no one knew what was going on in his head. The boy stopped being friends with his neighbor and the rest of the class.\n\nTeacher Intervention (Solution):\nWhen I recovered from the shock, I started shouting at the student - what is he doing and what is he doing? At that moment, it didn't occur to me that this attack had a reason, that the student wouldn't attack without a reason. At that moment, I just saw two guys on the carpet, one of them was bleeding from the nose, and the other had an insane, but at the same time, scared expression in his eyes. I furiously walked closer to the boys and demanded an explanation, still in a loud and angry tone. In the end, another teacher took care of the injured boy, I took the student to the next class and wanted to discuss it with him. That pupil was surprisingly very cooperative - at first he burst into tears, but then he told me the reason for his actions. You could see that he was incredibly relieved. That student hit the other boy because he didn't know what to do. He was mentally exhausted from the situation in his classroom. His friend was the target of ridicule, but at the same time he was afraid that if he befriended him, he would also be excluded from the class collective. It must have been bothering him for quite some time and here the moment on the carpet when his younger classmate didn't give him some dice was just the last straw, he lost his temper and took out his sadness/anger on a random classmate. So we solved the case by letting both mothers know - fortunately the younger boy was fine, nothing serious happened to his nose. Both moms took it well, no one made a big deal out of it. The pupil's mother was mainly surprised, but they said they sat down with him at home and discussed it. It was explained to him, either at home or at school, that his behavior was not okay. And if he ever feels the same again, he can talk to someone at home or at school. The student then apologized to the younger boy and now they are friends.\n\nOutcome:\nBullying in their class is still being solved, for this school year some activities with a psychologist have been arranged for the class, which will strengthen the class collective. The student is still a quiet boy who tries to have fun, both with his friend and with the rest of the class. Even so, the situation in the classroom is rather tense. Now, in retrospect, I look at this case negatively - I don't like how I reacted at that first moment. I shouldn't have yelled at that student, but I was just tired and had enough of everything that day. But I often remember this case and before I start yelling at the children for anything, I take a deep breath and think about the given situation.\n\nStudent Profile:\nAge/Year: 6. třída, 12 let\nHobbies: sport, knihy, kamarádi\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Disrespectful communication, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1026", "student_age_year": "6. třída, 12 let", "student_hobbies": "sport, knihy, kamarádi", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Střední škola obor Humanitární a sociální činnost Vyšší odborná škola obor Personální řízení Titul DiS.", "teacher_practice_years": "7 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1412", "content": "TEACHING CASE STUDY\n\nBackground:\nMy colleague was absent, so I replaced physical education for the girls from the ninth grade. I don't normally teach there. I let them run and then some of the girls wanted to go to our smaller gym, the other wanted to play badminton. I went to check out the gym from time to time and it was fine most of the time, but at one point I got there and saw one student push into another student until she went backwards and crashed into the elliptical, barely breaking her head. Well, I flew in there and mainly went to see the first pupil, if she was normal, and went to see the second one, but luckily nothing happened to her. As I was in a rage, I told the first student forcefully that next time she could also kill a classmate and that I didn't care what it was about, but that it was not permissible, especially in the gym, where there are various weights and barbells and other hard things, pushing someone until they fall to the ground. The first student then started crying and apologizing to the second one, so I just herded all the girls from the gym into the gym as usual, where we then worked out, so that I could see that they weren't doing any stupid things.\n\nSituation (Anamnesis):\nAt the time, I didn't know much about the first pupil, only that she was the quieter type, there had never been any problems with her until then, I think her grades were completely normal, average, she had never been reprimanded or anything like that.\n\nTeacher Intervention (Solution):\nWell, within that gym, I already described it. Then I called the first pupil the next day, because it occurred to me that I might have gone a little too far. But she didn't say anything to me, she just said that she apologized to the other, that she was sorry, that she stormed off, that they just had a fight and that it wasn't worth talking about. She was just asking if I said it was a class issue and if someone was going to deal with it. I lied about saying that to the class, in fact I only told her after this conversation. But I told the first student that I was telling the class and that I was leaving the solution to her.\n\nOutcome:\nthen found out that I had behaved stupidly, mainly because the guidance counselor then discussed with us at the meeting that the first pupil and some other girls from the ninth grade had done something to the second pupil, that they had written some nasty messages to her, that maybe they should have pushed or something. Then I solved what happened in the gym... I found out that the class teacher didn't tell anyone either. The guidance counselor then got mad at me for not knowing and for reacting like an idiot. I think I deserved her indignation. If I had behaved more professionally in the given situation and solved it more with the girls and not gone so hard on the first student, it would have been solved sooner. Actually, I don't know if the first student was somehow angry with me, I didn't see her after nine. This happened a few years ago, sometimes I think I should have at least apologized.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: kreslení, knihy\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1412", "student_age_year": "15 let, 9. ročník", "student_hobbies": "kreslení, knihy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., zeměpis, tělocvik", "teacher_practice_years": "13", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1105", "content": "TEACHING CASE STUDY\n\nBackground:\npupil suffering from autism sits in the classroom on the left, in the last desk. An assistant sits here with him, who attends to him and helps if necessary. The students were given a task by the teacher, which meant working with the textbook and then recording the answers in their notebooks. The boy enjoyed the assigned work very much and the moment he finished, he let the whole class know it loudly. He stood up, announced that he was done and demanded more work. The teacher kindly explained to him that even though he had completed his homework, the rest of the class was still working. But the student did not like this answer and decided to express his disapproval by furiously hitting the desk with his fists. The teacher, together with the assistant, immediately came up with an alternative solution, which was the assignment of extra work. The student calmed down, agreed to the next exercise and with evident joy started to complete the next task.\n\nSituation (Anamnesis):\nnoticed that at the time the incident happened, the classmates behaved very understandingly and respectfully. None of them laughed, only a few turned. On the contrary, there was a general delight that he was done so soon, and one of the girls tried to help the situation by praising the boy. The teacher did not let herself be put off and chose a pleasant and understanding tone, which she maintained throughout the conversation with the boy. The assistant was also cordial and did not let the student's explosive behavior intimidate her in any way. On the contrary, she nimbly removed the scissors from reach, which could injure him, and diverted attention to another unfinished exercise, to which the teacher referred.\n\nTeacher Intervention (Solution):\nTeacher: Are you ready, student? You're very clever, but some of your classmates haven't finished their homework yet and your talking could disturb them. Try to sit down and wait for the others, okay? Student: But I don't want to wait for others! I want to keep writing! (He starts to get angry and clenches his hands into fists.) Teacher: I understand that, but I don't have any other work for you at the moment. We need to review the current one together first before moving on to the next one. Student: I want another job! (Starts banging on the table.) Mrs. assistant: (Cleans up the scissors and flips through the textbook.) Look, we can work on another task together. The teacher will surely not mind. Teacher: It certainly won't be, or you could help me sort these cards that I have ready for the next lesson. Would you be so kind? Student: Well, I'll make the cards.\n\nOutcome:\nThe result was calming down the student and arousing interest in a new activity. While the classmates were writing their assignments, the student was preparing an activity that required calmness and care. He worked carefully and enthusiastically in the following class. The incident was clearly not an isolated incident, as similar incidents occur regularly. However, teachers always try to offer the boy a variety of solutions.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nHobbies: Čeština, angličtina, kočky\nDiagnoses: Autismus\nDisorders: Autistické rysy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1105", "student_age_year": "13, 7. třída", "student_hobbies": "Čeština, angličtina, kočky", "student_diagnoses": "Autismus", "student_disorders": "Autistické rysy", "teacher_approbation": "Bc.", "teacher_practice_years": "10", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/776", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student regularly spoke vulgarly in class and during breaks, harming his fellow students especially psychologically - mocking, swearing. He was also very rude to his fellow students, he treated them like boys - he pushed them, sometimes he even wanted to fight with them. Among other things, he constantly cheated on tests, was not ready for class, lied, pretended to be innocent. The boy actively smoked from the age of twelve, his father did not manage to raise him.\n\nSituation (Anamnesis):\nThe student lived alone with only his father and younger brother, his mother left them when he was five. He never had a role model in a woman, which is probably why he treated his female classmates in such a rude manner. His brother later attended the same school and was initially just as troubled as him, but over time he straightened out and became an average naughty teenager.\n\nTeacher Intervention (Solution):\nAt first, the school teachers focused on the boy, discussed the given problem with him, unfortunately it did not help at all. Subsequently, it was the turn of the school management and the educational advisor to solve the problem, who invited the boy's father to the school and solved the problem with him. The father showed almost no interest in solving the given situation, he considered it the duty of the school and the class teacher to solve the given situation. The next step was the examination of the boy in a pedagogical-psychological counseling center, to which the school management registered the boy. No learning disability or other syndrome was confirmed for the boy, and he subsequently visited a child psychologist for a short time. Unfortunately, even this step did not help and his behavior in the school environment did not improve. On the recommendation of the school, the guidance counselor, and the pedagogical-psychological counseling center, the boy's father decided to send his son to the Children's Diagnostic Institute and the Center for Educational Care.\n\nOutcome:\nAfter returning from the Educational Care Center, the boy's behavior in the school environment improved significantly, he began to treat his classmates better, did not harm them, did not mock them, and generally began to have more respect for women. His lying to his teachers and cheating at school didn't improve much, but that was what the cantors were used to. Everyone was happy that overall his behavior improved by about 90%.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nHobbies: florbal\nDisorders: Lhaní,Podvody,Vyrušování výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "776", "student_age_year": "13, 7. třída", "student_hobbies": "florbal", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Vyrušování výuky", "teacher_approbation": "Pedagogická fakulta Univerzity Jana Evangelisty Purkyněho v Ústí nad Labem, aprobace český jazyk, ruština", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/509", "content": "TEACHING CASE STUDY\n\nBackground:\nWe are in the 6th grade and the student I will talk about will be called the student. When discussing the Big Question as part of our teaching, the teacher leads the pupils to gradually create a portfolio with their work, materials that they receive from the teacher, and from this they have created their own folder that they can draw from during their studies. Some girls are very honest when creating and establishing materials. Most of the boys don't quite have it in chronological order, but they claim to know it. The student was an extreme case in that he did not want to collect and put away the materials at all. When he received some paper, after processing it, he crumpled it and threw it in the trash. This was repeated almost every time he was given some worksheets or teaching materials, despite the explanation.\n\nSituation (Anamnesis):\npupil is a student who, in this particular case, tried to go against the rules and make them his own. The parents stood behind the student when solving the problem situation and did not support the teacher in solving this problem. He likes sports and is a fan of technology such as computers and mobile phones. The classroom situation regarding the collection of portfolio materials is described above. There are no textbooks for the Big Question subject. Teachers consider it important for students to save the collected materials because they spent a lot of time on them, as well as teachers in preparation. This leads them to their own responsibility. In retrospect, they can then see the result of their efforts and have excellent, individual materials for their studies. It is also important for parents to see what we discuss with the pupils.\n\nTeacher Intervention (Solution):\nIn this situation, I mainly dealt with the extent to which I should demand from the student, force the student to create a portfolio and put aside materials. I was quite directive from the beginning and told him that he simply couldn't throw it away. However, the situation was repeated, so I also discussed it with my parents, but they responded that they basically didn't care, that it was important what he took away from it in his head. The student responded similarly, that he would not go back to it, that he did not even go back to last year's documents and that he remembers everything. I tried to explain to him once more what it could be useful for and what he could use it for. He heard about it and during the year he set up some things, at the end of the year he came to me with the file and asked what he should do with it. I told him to take her home. He immediately threw it in the trash. So I felt like I had zero influence on him.\n\nOutcome:\nDuring the year he was filing papers, I got the feeling that maybe he understood what I was talking about. However, the end of the year showed that the pupil was still convinced of his truth. I did not have the opportunity to record the long-term effect, because the pupil transferred to another school. I realized that no matter how hard I try, I can't force someone to try and think more about their education. Even though I told him it was mandatory, I no longer have control over what he does with his materials when he leaves the school grounds. The student perceived the creation of a portfolio as my need, which he did not share and therefore basically ignored it. So I kind of resigned towards the end, but I'm not happy with how it turned out. I was sorry.\n\nStudent Profile:\nAge/Year: Vek 11-12, 6.ročník\nHobbies: Sporty, počítač, technologie\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "509", "student_age_year": "Vek 11-12, 6.ročník", "student_hobbies": "Sporty, počítač, technologie", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "3", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1391", "content": "TEACHING CASE STUDY\n\nBackground:\ndealt with this situation in the second half of the 2022 school year, when I was in charge of Czech as a second language, so I taught Czech to children from Ukraine during the day. Here I met a pupil who attended the seventh grade. He was very quiet, he didn't make friends with anyone, because he didn't speak Czech well enough to communicate fluently with his classmates. He was often alone and only held a mobile phone in his hand. During breaks, he was alone and most of the time without the presence of his classmates. Once I asked him to hide his mobile phone in his bag and pay more attention. He did so. After the bell rang for recess, the rest of the children went back to class. But he remained sitting in my class and asked me if he could stay in my class for the break where he would be alone. So I asked what was going on. I found it strange that he didn't want to be on his cell phone or go to class. However, he didn't want to talk to me much, so I left him in the class and decided to ask one of his classmates, whom I knew was nice and trustworthy, if she happened to know what was going on in the class. The girl told me that three boys in the class, led by the main actor, are mean to the student. They laugh at him for being from Ukraine, stick pieces of paper with mocking comments on his back, and once the main actor even took his cell phone and threw it at him when the student tried to ignore their taunts. I was shocked, so I immediately confronted the class teacher. We both came to see the student. The student confirmed everything to us and burst into tears. Physically violent contact never occurred, he said, but these taunts lasted for a long time. The teacher started to solve the situation with the parents of the bullies and the bullied.\n\nSituation (Anamnesis):\nFamily history The student lives with both parents and grandparents. He has no siblings. He is used to having everything to himself and the first. Class history the main actor is popular in the class, he is the type of boy who draws other boys to him and they try to imitate him. There is such a wilder climate in the classroom, as the children here are in puberty, figuring out what they can afford and testing the limits of adults.\n\nTeacher Intervention (Solution):\nThe solution to this situation took place with the parents and then with the educational advisor. I did not participate in the actual conversation with the parents. The class teacher was always there. The educational counselor talked to both the bullies and the bullied and their parents.\n\nOutcome:\nAs a result, a two was awarded for behavior, a more pronounced monitoring of what was happening in the classroom and during breaks. The boys apologized to the student. However, they are not friends. Personally, I don't like the result of the solution. 2 of the behavior seems to me to be an old-fashioned solution to the situation, from which the boys will not take anything and after a while they can continue to bully.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Sport – lední hokej\nDisorders: Lhaní,Nepozornost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1391", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Sport – lední hokej", "student_diagnoses": "", "student_disorders": "Lhaní,Nepozornost,Rušení výuky", "teacher_approbation": "Vyšší odborná škola Jihlava - předškolní a mimoškolní pedagogika (DiS.)", "teacher_practice_years": "3", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/92", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place in the fourth grade, where there was already one student with a severe behavioral disorder. However, the problem child did not have problems with learning, but there were situations in the class when he could not admit a mistake and inappropriately took advantage of the teacher, which most affected other classmates. Lessons sometimes had to be interrupted because of the child's tantrums. The behavior was addressed by sending notes home, which led to a deterioration in communication with the student's mother, who refused to accept her son's problems at school.\n\nSituation (Anamnesis):\nIn the class, there was already a diagnosed student with a behavior disorder. The mother rejected any suggestion that her son was behaving out of the ordinary, and therefore did not work with him at home to improve the situation.\n\nTeacher Intervention (Solution):\nAfter several months of communication with the mother failing, there were parent-teacher conferences. The guidance counselor asked the class teacher to send the mother of the troubled boy to see him after the meetings. The mother came in angry, but the teacher tried to explain that the school wanted to help the student and recommended an examination at a pedagogical-psychological counseling center. However, the mother insisted that there were no problems and that the school had to take care of itself, even hinting at the possibility of physical punishment. However, the teacher continued to talk with the mother and during the conversation it became clear that the mother could not handle the child at home and the situation was not as she described it.\n\nOutcome:\nThe mother eventually visited a counseling center with the child and was diagnosed with ADHD. Thanks to this, the understanding of how to work with the child improved, especially it helped the mother. The relationship between the teacher and the parent has strengthened and communication has improved. The student expressed that she was glad that the teacher, as an educational advisor, did not give up communication with her mother and devoted more time to her, which helped the whole family and the teachers. She herself does not dare to say how she would handle the situation, but she is convinced that she will learn the most from practice and is not afraid to seek advice from more experienced colleagues. At the same time, he realizes that the theoretical solution may differ from that in a real situation and appreciates the opportunity to discuss their experiences with the teaching staff.\n\nStudent Profile:\nAge/Year: 11 let, IV.\nHobbies: -\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "92", "student_age_year": "11 let, IV.", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Magisterské vzdělání; aprobace zeměpis, přírodopis", "teacher_practice_years": "23 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1364", "content": "TEACHING CASE STUDY\n\nBackground:\nhad a class, actually the last one where I was in the class, and some students were selected for me that I didn't get along with... especially about one with whom I... I don't know if I can say that I didn't get along with her, I really tried to take care of her, I tried to make it where it should be... But today I know that I should have left her alone and should have taken care of those who needed it more. The student didn't really have problems, but she was very irresponsible, losing things, etc. I argued with her a lot that she didn't go to school and didn't carry excuse books, she didn't understand the rules that she had to excuse her absence. I wasn't the only one who dealt with her attendance, then I also dealt with it at the pedagogical council, that it was impossible to communicate with her and it was impossible to explain it to her... But a debate broke out against me, that maybe I don't like her, while I she approached her normally. Of course, I started nonviolently, in a good way, but it didn't fall on fertile ground, then we explained it more forcefully, but I didn't shout at her. It seemed primitive to me to keep explaining this to someone. Even though I tried to make it good, it didn't work. She probably didn't like me for my \"policemanship\n\nSituation (Anamnesis):\nThe problems persisted throughout the study period with the teacher in question (years 2-4 of the four-year gymnasium). Harmonious family, good parents - a student once said herself that she doesn't have to do anything at home, that her parents are very good. However, the parents did not stand up for her when there was a problem with the student (they did not stand up for her, they tried to solve the situation sensibly)\n\nTeacher Intervention (Solution):\nSo, together with the other teachers, we dealt with attendance for one matriculation subject - it was English. Most of them didn't like it, because they thought that I didn't like the student, while it had already been discussed several times that she didn't go to classes. Finally, a blow came under the belt for the English teacher. It was said that the teacher didn't really make her teaching requirements clear and that was the end of it. I think that if the student had been reprimanded, the situation would have improved. I discussed it with her mother, and she told me that she also discussed it with her, but that her daughter told her that nothing would happen to her, that she was representing the school. Mom was obviously as shocked by this as I was. With the other problems, it was like that I kept warning her, I kept talking to her about it, instead of talking to someone who needed it and was interested in it. In short, I kept devoting my energy to her and there was no result.\n\nOutcome:\nThere was no result. Sometimes I meet her somewhere, or I observe the situation. I know she got into her dream school, but she didn't finish it and she's just floundering in life in general.\n\nStudent Profile:\nAge/Year: 2. – 4. ročník, 16-18 let\nHobbies: Hudba, kultura, francouzský jazyk\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1364", "student_age_year": "2. – 4. ročník, 16-18 let", "student_hobbies": "Hudba, kultura, francouzský jazyk", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. FRJ, ŠPJ", "teacher_practice_years": "30 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/898", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen training the first grades, usually in the first week of the school year, we set passwords with all new students, familiarize them with the school email, the Teams environment, ... Towards the end of the lesson, we manage to show the students how to log in to the school wifi. This year, at the beginning of the school year, our wifi was bad. When explaining which network to connect to, the students became restless as most of them couldn't do it. One of the students kept vocally expressing his anger and his displeasure that it wasn't working for him. Finally, he started reading reviews of an app that needed to be installed to connect properly. He read the news more and more out loud, he read almost all the negative reviews, which also included profanity. As I gradually helped the other students with the connection, I did not pay attention to the student who was disturbing. At the same time, the end of the lesson was approaching, the students were nervous that their wifi was still not working, the student in question continued to read the comments and the whole atmosphere in the class thickened. When a couple of students finally managed to connect, they then advised their classmate how they did it, after which he stopped his inappropriate behavior and began to focus on connecting to the school's wifi.\n\nSituation (Anamnesis):\nThis is a student who is on the one hand intelligent and observant, but at the same time likes to be the center of attention. The class as a whole does not know each other very well yet, because it is the 1st year of a multi-year high school, but as a team they work very well, they cooperate during teaching and there is no problem with them.\n\nTeacher Intervention (Solution):\nIn class, I was not able to intervene properly and name the student's inappropriate behavior. Although right after class or on the way home from school, I thought of solutions for how I should have behaved or how to deal with the given situation next time, but I did nothing in class. Probably thanks to the non-standard class and trying to handle many things in a short time, I didn't get into the situation.\n\nOutcome:\nThe situation with the student didn't happen again after that, so I didn't discuss the lesson in any way and I just reflected in my head on how I could have solved the given situation better and how I would deal with it next time. After that, when I taught him in other classes, he was calm and cooperative.\n\nStudent Profile:\nAge/Year: 13, 1. ročník víceletého gymnázia\nHobbies: počítače, hraní her na PC\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "898", "student_age_year": "13, 1. ročník víceletého gymnázia", "student_hobbies": "počítače, hraní her na PC", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské - Mgr., matematika, biologie, informatika", "teacher_practice_years": "10", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1370", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I got an 8.B in English. I knew the children from previous years because I had taught them before. But a new girl came to the class, who failed her senior year. I only met this girl in that class. I learned from my colleagues that she failed in English. And so I tried to involve as much as possible in the lessons, at the same time I wanted to get the children to talk to each other and get to know each other more. But over time, the student started going to the toilet more and more often and told me that she needed to pee. It happened like four times during that hour, when she left the class and came back within 5 minutes. And I asked her afterwards if she had any health problems and she said no. I also didn't learn anything at the class meeting, because the student lived only with her grandmother, who didn't go to meetings. I just thought that the student was trying to get out of class and spend as much time as possible in the toilet so that she didn't have to be in class. I stopped letting my pupil go to the toilet and in my eyes she was more of a girl who likes to hang out and cough at school. After one short incident, when a student wanted to go to the toilet 3 times, I lost my temper and told her that she would definitely not be able to get out of class like that, and that she was disturbing the whole class with her constant questions about the toilet. The student remained silent, and eventually remained in the classroom, but did not react. After an hour, I wanted to talk to her because it couldn't go on like this. After a long pause, the student said that she is afraid to speak English in front of her new classmates and is nervous about it, which is why she wants to urinate all the time. I found out that the student was under stress in the English class because she did not excel in it and was shy. She really needed to go to the toilet because of her nervousness. I understood that this is a psychosomatic problem.\n\nSituation (Anamnesis):\nThe student failed the English language course, rather quiet but without problems, her grades were rather below average, she lived with her grandmother. Class - neutral, indifferent to the student.\n\nTeacher Intervention (Solution):\nI regret that instead of calmly asking her if there was a deeper reason for her constant trips to the toilet, I immediately called her a slacker. Since then, I stopped looking at students' problems superficially and looked for possible causes and reasons behind them. After our conversation, I understood that I cannot push a student in English lessons and call her out loud in front of the whole class. And I preferred conversations in pairs or individual tasks. I also offered her tutoring.\n\nOutcome:\nShortly after the incident - I re-evaluated my attitude towards the pupil herself and also changed some procedures in the lessons. My pupil seemed calmer since then, and although she still went to the toilet, it was no longer so frequent. In the long term - Žačka started coming to me for tutoring, in the long term she improved and her speech block gradually disappeared.\n\nStudent Profile:\nAge/Year: 14 let, 8.B\nHobbies: Knihy, muzika\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Disrespectful communication, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1370", "student_age_year": "14 let, 8.B", "student_hobbies": "Knihy, muzika", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, AJ", "teacher_practice_years": "15 let", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/777", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when a class photo was being taken. The girls who were sitting in the first row made an inappropriate gesture, they simply put their hands in their laps and showed the middle finger. Some boys in the second row showed the same gesture. About ten people in total, maybe there were more, but you couldn't tell from the photo. No one noticed it at the time, it was only discovered when the photos were to be developed.\n\nSituation (Anamnesis):\nThe whole class is very clever. They are all hardworking, although they tend to be passive in class. Those studious types who don't talk much in class so they don't say something wrong and embarrass themselves. They mainly want to know what to study for the test. But there is a group of girls who have a great influence on the whole team, the others are afraid to speak out against them.\n\nTeacher Intervention (Solution):\nFirst, the students were interviewed to see if they saw anything wrong with their behavior. I explained to them that we could not develop such a photo and that they would be punished. The students acknowledged their mistake and agreed to the punishment, even suggesting a new photo shoot. I told them that they could have their picture taken again, but they would have to solve everything themselves and I would not be in the picture with them, because I had already given them my chance. In the end, it turned out that behind everything was the group of girls who saw such a thing on TikTok. I did not find one specific culprit. Everyone who showed an inappropriate gesture in the photo received a class reprimand.\n\nOutcome:\nIn the end, the class did not agree on anything, so they were left without a photo that year. Parents were of course informed about the situation by email. I described the situation to them and explained why I solved it this way. What was interesting was that the parents of the children who did nothing took the matter with complete understanding. Some even wrote to me that they themselves punished their children, even if they did not show any gesture, because they must know that such things are not done. In contrast, the parents of the children who showed the gesture downplayed the situation - some even found it funny, and wanted a milder punishment for the children. The students were upset for the first few weeks after the photo shoot, but gradually things returned to normal. It was never a problematic class, rather it was just one situation.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Počítačové hry, kamarádi\nDisorders: Lhaní,Rušení výuky,Odmlouvání,Arogance,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Agreement\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "777", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Počítačové hry, kamarádi", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Odmlouvání,Arogance,Vulgární vyjadřování", "teacher_approbation": "Vysokoškolské (matematika, fyzika)", "teacher_practice_years": "7", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/242", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student's problematic behavior appeared already in previous grades, where, however, during individual sessions with me and the school prevention officer, this inappropriate behavior was corrected. There was no attempt by the parents to correct the student's behavior. By fourth grade, the inappropriate behavior began to escalate very quickly. From the beginning of the school year, the student was very arrogant, he didn't listen to me, he didn't work during the lessons and he was so disruptive that he made it difficult for other students to work. There were also several inappropriate sexual expressions (pretending to masturbate in class). The most serious situation occurred when the student started looking for risky situations, probably in order to draw attention to himself - jumping from the bench, climbing over the railings on the stairs, classmates pointed out that he started talking about jumping from the window. Despite numerous admonitions in the classroom, efforts to make corrections on an individual level (joint evaluation of behavior outside the classroom and an effort to analyze these problems in his behavior in more depth), I did not manage to guide this student enough that my influence on his behavior had a positive result. Here, the headmistress already intervened, the pupil was offered a reduced grade for behavior and the parents subsequently decided to transfer him to another school.\n\nSituation (Anamnesis):\nThe whole class as a team gets along quite well, however, as for the student, he started to be singled out from the team based on his behavior towards other classmates. It was never bullying of one student by a student, or systematic harm, but the student bit and pinched his classmates and made it difficult for them to stay at school in various ways. He intentionally soured other friendships in the class.\n\nTeacher Intervention (Solution):\nAt the beginning of the school year, when the student's negative expressions were not so pronounced, exacerbated and acute, I first tried to apply different ways of getting his attention in class - muting the voice, interrupting the explanation, verbal admonition, individual speech in the office. I also tried to positively motivate the student, give him space for self-expression and the opportunity to assert his own opinion. Although the above-mentioned methods worked for a short time, after a short time the pupil began to 'push the boundaries' and the same did not apply to him anymore. Then, due to the development of the situation, I was forced to apply classic disciplinary sanctions - in the case of unbearable disruptions, he received special homework, he was reprimanded by the class teacher, he was \"on the carpet\" by the headmistress, reprimanded by the school principal. However, he accepted these punishments even worse and had the opposite effect rather than improving his behavior. Because his behavior complicated the teaching of other students and threatened him, the principal decided on a reduced grade for behavior and, above all, because of the above-mentioned alleged future attempts to jump out of the window and inappropriate sexual behavior, she recommended to the parents a visit to a child psychologist (the recommendation was mainly from the prevention methodology). The parents reacted with absolute disapproval and moved the student to another school.\n\nOutcome:\nAs already mentioned above, the resolution of the situation as such did not occur here. I consider it a success that I managed to avoid some situations that could have resulted in a serious injury, but none of the mentioned methods had a long-term effect. The personal conversations that I had with the student several times in the office seemed to be the most effective. After them, there was a certain reduction in inappropriate behavior (the student did not show it as often and so significantly), but the inappropriate behavior returned to its full extent within a few days. In an ideal situation, these conversations on a personal level could have continued both with me and with the child psychologist, but here the student's parents were an obstacle.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída\nHobbies: nedával najevo\nDisorders: Nevhodné chování,Odmlouvání,Vykřikování,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Selfdestructive behaviour, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "242", "student_age_year": "10 let, 4. třída", "student_hobbies": "nedával najevo", "student_diagnoses": "", "student_disorders": "Nevhodné chování,Odmlouvání,Vykřikování,Vulgární vyjadřování", "teacher_approbation": "Přírodovědecká fakulta, Katedra matematiky, obor Matematika a Výtvarná výchova se zaměřením na učitelství", "teacher_practice_years": "10", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Selfdestructive behaviour, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/14", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is 16 years old and is enrolled in the Diagnostic Institute for Youth. He has not completed basic education, he is not currently studying. The workers are trying to find her a place to stay where she could attend evening school to complete her education, but she is not motivated. Before her stay in the institution, she lived with an older boyfriend, with whom she is still in contact and plans a future with him. The friend visited the institution several times as part of the Round Table together with the pupil's mother, who respects her daughter's wish to live with her partner.\n\nSituation (Anamnesis):\nThe mother has 2 other children, daughters younger than the pupil. When the pupil is visiting at home, he helps take care of them and he likes to do it, he always looks forward to going home. The mother is currently on maternity leave with the youngest child, she does not have a partner, and her social situation is not the best. The student ended up in the institution because of problems with theft at school, from which she was later expelled. Her grades have been below average for a long time, and according to the tests, the student is in the borderline zone of mild mental retardation. She doesn't enjoy learning, but she is good at work, especially baking and cooking.\n\nTeacher Intervention (Solution):\nHe thrives well in the institution, so he is entitled to walks and visits at home. Smoking and occasional prostitution during outings, which they do not hide in any way, remain harmful behaviors. He refuses to go to part-time jobs organized by the institute, the content of the work would be to replenish the goods on the shelves, because this way he will earn better and faster. No one was able to explain to her why she shouldn't behave like this when her boyfriend supposedly doesn't mind. The student does not have a lot of self-confidence and is not aware of her own value, it is difficult for her to understand why others should treat her with respect and why she should treat herself that way.\n\nOutcome:\nIt is one of the reasons why she listens to her mother and friend without reservation, and finds it hard to find her own opinion. He gets along with the staff of the institute without any problems, as well as with the other children. He is very submissive to more dominant individuals and is often in their 'tow'. The specific situation that the assistant considers her failure was explaining to the student why she should not earn extra money through prostitution. According to her words, the student was not at all able to put concepts such as dignity, morality, self-respect and caution in relation to her own person, even though not only she, but also other employees warned her about the possible danger. Žačka looks to the future rather in a short horizon, which for her means easily earned money and free afternoons that she can spend shopping while others are on shift at the institute. The staff of the institute believe that only her boyfriend, whom she had a strong crush on, could have dissuaded the student from prostitution, but he was very benevolent towards it. 'He is a free being after all.' he uttered as the staff discussed it with him.\n\nStudent Profile:\nAge/Year: 16 let\nHobbies: Hlídání svých mladších sester, nákupy, zájmy ostatních\nDiagnoses: Rozumové schopnosti v pásmu lehkého mentálního postižení\nDisorders: Krádeže,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "14", "student_age_year": "16 let", "student_hobbies": "Hlídání svých mladších sester, nákupy, zájmy ostatních", "student_diagnoses": "Rozumové schopnosti v pásmu lehkého mentálního postižení", "student_disorders": "Krádeže,Lhaní", "teacher_approbation": "Mgr. (Speciální pedagogika)", "teacher_practice_years": "5 let", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/316", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a student with us who had problems with theft to the point where he couldn't help himself, and when he liked something, he took it. He had these problems since first grade. In the first years, his classmates took it as if the student had a problem, but that he was solving it, that he was trying to fight with it, but from about the fourth grade, the children started to isolate him from the group and were not willing to talk to him or cooperate with him.\n\nSituation (Anamnesis):\nThe student has both parents, the family seemed harmonious, it does not seem that the origin of these problems could lie in family relationships or upbringing. He had problems with theft since the first grade, but his relationships with his classmates worsened drastically only in the fourth and fifth grades. The student was also diagnosed with ADHD and also had an individual education plan that made his grades average (the occasional three on his report card), without which he would have been a rather poor student.\n\nTeacher Intervention (Solution):\nIt was a problem that we tried to solve for a long time, we communicated a lot and cooperated with parents. This also works very well for me in situations where there is a problem and it cannot be solved in class, so I invite the parents and draw up an agreement with them and the student, and agree on how we will solve it: what the student will try to do, what we will trying to do what we can do to help him manage the situation as a school and what the parents will do. At one of these meetings, we agreed to train his ability to let things go even when he liked them, which was an idea we came up with with a few colleagues. This training consisted in the fact that I would leave various things in the school that he might like, and that the student would try not to take them. If he succeeds, we will let his parents know, and we agreed with them that they will reward him for doing it.\n\nOutcome:\nThe problem with the solution, however, was that the student usually couldn't resist the urge to take the item. Unfortunately, this method did not lead to the intended result. I also discussed this solution with the etopedist, who also confirmed to me that this method was not chosen appropriately, that it is certainly good to support him in the right behavior, but the things set up for him are such a strong temptation that it could, on the contrary, worsen his problem . In addition, I also tried to involve the rest of the class in this solution to improve their relationships. So classmates about these \"traps\n\nStudent Profile:\nAge/Year: 10 let, 4. třída\nHobbies: Technika, rád zjišťoval, jak věci fungují, co je uvnitř\nDiagnoses: ADHD\nDisorders: Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "316", "student_age_year": "10 let, 4. třída", "student_hobbies": "Technika, rád zjišťoval, jak věci fungují, co je uvnitř", "student_diagnoses": "ADHD", "student_disorders": "Krádeže", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/601", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent diagnosed with schizophrenia treated with psychotropic drugs experienced a worsening of his condition after transferring to the second grade. The new environment, unfamiliar teachers and frequent transfers between classrooms caused stress. His behavior sometimes resembled autism. The teachers had to learn how to work with him and found that they could not force him to do anything because it provoked aggressive reactions and boycotts of classes. There were frequent conflicts with stricter teachers. The pupil had a tendency to throw things off desks, overturn desks and physically attack. Some parents complained that their children were physically assaulted. His behavior was often inappropriate because he could not judge boundaries and misjudge situations. Conflicts were more frequent with the math teacher, even though math was his favorite subject. The noisy environment and the excessive benevolence of some teachers stressed him out. He was satisfied with the 'golden mean'.\n\nSituation (Anamnesis):\nThe student was born into a complete family and later a younger sister was born. After his parents' divorce and the death of his father, who also had schizophrenia, the student experienced trauma. In preschool age, he developed affective attacks, tics, delayed speech development and stuttering. These problems were associated with schizophrenia, which was diagnosed at a younger school age. Since then, he has been monitored in a children's psychiatric clinic and treated with psychotropic drugs. Still, he suffered from tics, speech disorders, mental instability, and a lower frustration tolerance. Teachers describe him as a gifted student with an above-average IQ who requires an individual approach. He had difficulty forming relationships and was a loner.\n\nTeacher Intervention (Solution):\nThe aggressive behavior of the pupil was dealt with in cooperation with the mother, teachers, the pedagogical-psychological consultancy, the school psychologist and the children's psychiatric clinic. The effort of the mother, who knew best what works for her son, was key. Through observation and consultations, it was found that the pupil is comfortable with a gentle approach and respect for his limits. Sometimes it was impossible to get him to work according to the instructions, but thanks to the friendly attitude of the teachers and not shouting, he did not disturb anyone and was not aggressive. He did not participate in group work that did not suit him and preferred to work alone. The teachers had to find ways to interest him, for example in Czech he was interested in reading and writing syllabaries. By all measures he was working almost normally.\n\nOutcome:\nSolving the educational problem was difficult and lengthy, but after two years an acceptable situation was reached, which continued to improve. Both teachers and classmates learned how to work with the student, and unpleasant incidents almost did not occur anymore. There was still room for improvement, but the pupil did not disturb anyone and was able to work alone, which was better than being forced into group work which caused him problems.\n\nStudent Profile:\nAge/Year: 15 let (začátek problémů v cca 10-11 letech)\nHobbies: historie, čtení\nDiagnoses: Schizofrenie\nDisorders: Apatie,Bojkotování výuky,Agresivní chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "601", "student_age_year": "15 let (začátek problémů v cca 10-11 letech)", "student_hobbies": "historie, čtení", "student_diagnoses": "Schizofrenie", "student_disorders": "Apatie,Bojkotování výuky,Agresivní chování", "teacher_approbation": "VŠ: český jazyk a literatura, občanská výchova, dějepis", "teacher_practice_years": "25 let", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/388", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place in such a way that the classmates were attracted to one girl in the class. They did her a lot of harm, for example, they threw old fruit into her briefcase, and once they even spilled something on her there. This has been going on here for a long time before it was figured out and unfortunately it has already gone too far. Everything came to a head when the student complained to her parents at home and they reported it.\n\nSituation (Anamnesis):\nThe class was all scattered, the overwhelming majority of pupils did not respect the teacher, had a dismissive attitude towards learning. They were not interested in education. There was such an atmosphere here that no one said anything to anyone, otherwise it would turn against the person concerned and he would become their next target.\n\nTeacher Intervention (Solution):\nFirst, the parents started to solve it as soon as they found out and called the school teacher. She was completely surprised by this, as were I and the other colleagues. Also because they managed to hide it all well. They systematically made sure that no teacher saw it. First, it was discussed with the children, an interrogation took place and I asked the pupils about how it all went. It turned out that the organizer of all this is one boy, who is helped by several of his friends and who do the so-called \"dirty work\" for him. Some of the students showed remorse during the questioning, some only on the lookout, but they mainly tried to get out of it somehow. However, the boy said that he is not sorry, that he hates the person in question, that he does not regret anything.\n\nOutcome:\nThe boy was given disciplinary action, he was reprimanded by the class teacher, but I think that when a person has experienced something like this for a long time, it should be dealt with further and with some kind of counseling facility. Go somewhere and deal with the experts. But they were already in their ninth grade, so it was no longer an issue. But I think that this person can cause problems in the future at other schools, so it should have been further addressed and tried to stop it. In my opinion, we were on the right track, but we didn't even make it. But I hope we resolved the situation in the classroom, at least no one noticed anything bad, no one said anything further that something was going on, so at least I hope it turned out well for the bullied girl.\n\nStudent Profile:\nAge/Year: 15, 9.třída\nHobbies: Počítače a technologie\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "388", "student_age_year": "15, 9.třída", "student_hobbies": "Počítače a technologie", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr., anglický jazyk", "teacher_practice_years": "5", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1298", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the spring, during the second distance learning period, the mother of a student told me by phone that her daughter was being indiscriminately attacked by her classmate on social networks (Instagram). When the victim defended herself, she was threatened with physical assault by the aggressor.\n\nSituation (Anamnesis):\nThe aggressor: the oldest of three siblings (the fathers are three different partners), lives with the mother, the mother is a victim of domestic violence, cannot handle the daughter, allows her, for example, when the girl does not want to go to school. On the other hand, the girl helps her, for example, with looking after her younger siblings. The girl goes around very defiantly dressed and with make-up, already in the 7th grade she published her very \"brave\n\nTeacher Intervention (Solution):\nasked the victim's mother for the opportunity to talk to her daughter over the phone, who immediately explained the whole situation to me in detail. I promised that I would try to resolve everything by phone with the aggressor's mother first, I knew that her family was already under the supervision of OSPOD and therefore I assumed that the mother would be willing to cooperate with me to resolve the situation. The aggressor's mother told me that the two girls had long-standing disagreements and that the victim also verbally attacks her daughter. So I talked to both mothers and their daughters and emphatically explained to them that both mothers could solve similar situations by themselves after mutual reasonable agreement, because I am not authorized to solve conflicts outside of school, and that in case of further conflicts they should contact the Police of the Czech Republic .\n\nOutcome:\nAfter my intervention, other conflicts stopped, or I don't know about them. Female students have finished compulsory schooling.\n\nStudent Profile:\nAge/Year: 14 let, osmá třída\nHobbies: Potloukání se po sídlišti s problémovými žáky\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Absence,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1298", "student_age_year": "14 let, osmá třída", "student_hobbies": "Potloukání se po sídlišti s problémovými žáky", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Absence,Nepracovitost", "teacher_approbation": "Mgr. Čj, D", "teacher_practice_years": "31", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/167", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy I am in charge of as a teaching assistant threw a tantrum during class, he started shouting, kicking me, throwing things at me and around the class, it got to the point where his classmates started to fear him, the whole class had to be suspended and the teacher and the rest of the class went to the corridor so that the boy could calm down. Unfortunately, this angered him even more and he started banging on the bench and throwing chairs.\n\nSituation (Anamnesis):\nboy with a behavioral disorder, Asperger's syndrome and ADHD, a 5th grade pupil, average grades.\n\nTeacher Intervention (Solution):\nAfter his fit didn't stop, I took him and led him to a white mattress so that he would calm down on it by pounding on it and not on school property. After that, I went to the teacher in the hallway to discuss what to do with him. One option was to let him throw a tantrum or call his parents to come get him. We chose the first option and let him throw a tantrum with me sitting down with him and explaining to him that if he behaved like this, the other kids would lose class and that it would be good if he tried to calm down. In the end, I managed to calm him down and the other children could calmly return to the classroom and continue their lessons.\n\nOutcome:\nThe boy calmed down and apologized to everyone in the class and to the teacher for the disturbance and there was no further incident that day.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nDiagnoses: ADHD,Náběh na Aspergerův syndrom,Agresivita\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "167", "student_age_year": "10 let, 5. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Náběh na Aspergerův syndrom,Agresivita", "student_disorders": "", "teacher_approbation": "Střední s maturitou", "teacher_practice_years": "5 let", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/647", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was as follows in one class, according to the guidance counselor and the high school professor. The children started creating different groups of people. But there is also this gifted student who has no problems, but one group of more dominant kids started to bully this gifted student. The situation escalated once after school in the locker room when this more dominant group, led by one female student, began attacking this gifted student in the locker room. They took his backpack, things, shoes. However, by chance, the banker also came home from work, who deciphered the situation well and tried to solve the situation the very next day. The children took part in an adaptation course, team building, where they had a rich program about the situation of mutual respect. The teacher subsequently stated that the situation in the classroom calmed down and the children began to respect each other and in the end they were a good group.\n\nSituation (Anamnesis):\nThe class was divided into different groups that could not respect each other. A more dominant group of individuals, led by a not-so-smart student with good grades, decided to hit on a classmate who is rather submissive, from a Catholic family, and a very gifted student. Fortunately, the teacher, according to the doctor, was caught early on. It took place in the classic way of denying various things, stealing and mocking on the Internet.\n\nTeacher Intervention (Solution):\nThe teacher started solving the situation the very next day. He informed his colleagues, the class teacher and the school management in the assembly hall. The first lesson was class time, where the subject of bullying was discussed with the educational advisor. After the presentation, a kind of adaptation course and teambuilding for the whole class took place in about a week, where they had a 3-day program organized by a volunteer center that deals with this issue, unfortunately the teacher no longer remembers the name of that center.\n\nOutcome:\nThe situation in the classroom completely calmed down after the program, and in the end it was a great group of people who still have good relations with each other today, even though they no longer study at that school. This bullying did not occur in the classroom and lessons, so it was difficult to recognize, it often took place outside the school, except for the incident in the locker rooms. Fortunately, the situation normalized and the bullying caught in the beginning calmed down. I classified this situation as ++ because I believe that its solution also belongs to positive situations.\n\nStudent Profile:\nAge/Year: 13 let\nHobbies: Čtení knih, skaut, setkávání s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "647", "student_age_year": "13 let", "student_hobbies": "Čtení knih, skaut, setkávání s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské – dějepis, ZSV, titul PhDr.", "teacher_practice_years": "15 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/832", "content": "TEACHING CASE STUDY\n\nBackground:\ngot a PCH student into the 3rd grade. He occasionally showed signs of attention deficit disorder, but at the time of the transition to our elementary school, he was not specially worked with. The boy thrived with A's. The change came from around the fourth grade, when he often did not respect the rules of the class and did not respond to my calls. After talking hours in the tripartite, I found out that he still responds to his mother. At the same time, he did not have a completely negative attitude towards the school or me. I had been used to his short attention spans since third grade, but his defiance was new to me. Later, he started deliberately lying to me, denying it, even though I caught him, for example, taking things from his classmates. In a specific situation that I remember, one classmate bothered him for a long time, they often argued about something. The climax of the situation was when he cursed a classmate for morons, punched him in the stomach, and then they got into a fight. When the children came to tell me, he did not admit it and absurdly denied that the other had given him the blow. There were also signs of bullying, where he was the leader and guide, he often scolded his classmates and knew where to go, insults to his parents 'your mother is disgusting' or to his character 'you're fat, that's why you don't run' were repeated and thus disrupted relationships in the class. At that time, we dealt with the situation with the prevention methodology, the principal, parents and in the classroom.\n\nSituation (Anamnesis):\nten-year-old boy attending primary school comes from a complete family. The father is often separated from the family, he works as a driver. He has an older brother with whom he does not get along well. The parents are cooperating with the school, although they initially downplayed the problem. Undesirable behaviors include lying, leading classmates, insulting, disrespecting rules and teachers. He is not completely excluded from the team and has a friend in it. His hobby is mainly baseball. A teacher close to the family believes that he is probably exposed to stimuli inappropriate for his age at home, such as brutal films, etc., thanks to his older brother.\n\nTeacher Intervention (Solution):\nImmediately after the incident, we investigated the situation and indeed PCH himself was a relatively gratuitous aggressor. The parents were informed and we resolved the situation with the school principal. Both actors of the conflict received a note, and then we dealt with similar situations as a class. In the long term, I didn't want to deal with the situation with him negatively. On the contrary, I always tried to support him and praise him when he did something right, went out of his way to meet his classmates and so on. I didn't let him tell me anything. The trust between the teacher and the student was greatly damaged by his previous behavior. This is not how the common relationship between student and teacher can be maintained. Everything that was pathological, such as swearing, and verbal attacks on classmates, we definitely dealt with, monitored and prevented it. Tripartite, interviews with records, meetings with parents and the director were countless. In the end, PCH ended up in the SPC and subsequently also in a psychiatrist, at that time the defiance was gradating in the home and the parents insisted on a solution. He was diagnosed with oppositional defiant disorder and ADHD. However, the main reason behind the speeches was the failure of the opposition's defiance. Mr. Psychiatrist probably helped him in the short term, but in the long term, in my opinion, the drugs rather harmed him.\n\nOutcome:\nAs a result of being put on medication by a psychiatrist, he went to school very depressed. The anger, the lying, and the pointless defiance have almost died out. But unfortunately his depression had consequences in subjects where his talent could be shown, for example in art classes. Conflicts with the pupil in question did not repeat themselves.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Sporty  baseball, vybíjená)\nDiagnoses: ADHD\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Violation of classroom/school rules, Verbal aggression, Bullying\nSolutions Applied: Consequences, Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "832", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Sporty  baseball, vybíjená)", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "Pedagogické magisterské vzdělání -  Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "8", "problems_annotated": "Physical aggression, Lying and cheating, Violation of classroom/school rules, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1268", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were already problems when I got it in the fifth grade. He went to school from the first grade. I was his class teacher from fifth to seventh grade. He didn't hang out with anyone in class. He did not seek conflicts, was introverted and sat alone. In terms of school performance, his grades were average, but things got worse in the seventh grade. He didn't enjoy school, and if he didn't understand the material, he didn't want to do anything. He just sat there and did nothing despite being reprimanded. When he didn't want to do anything, he said he wouldn't do it, and no one convinced him to work. When the principal called him to the principal's office, he did not move from his chair and the principal had to follow him into the classroom. We resolved this situation with the parents, the school psychologist and the student himself. At home, his parents did not pay attention to him and did not want to deal with this situation much. Once his father came to us and told the student, even in front of us, that if you work at school, he will buy him a better computer. His hobby was gaming and IT industry. We also agreed with the parents that if the student does not work, we will call the parents and they will pick him up from school. We had another 25 kids in the class who wanted to learn.\n\nSituation (Anamnesis):\nThe student lives with alternate care and is an only child. He lived with his father for a week and with his mother for a week. When that was not possible, he lived with his grandmother. He has been diagnosed with attention and activity disorder, behavioral difficulties and emotional lability. His work rate gradually deteriorated. When the fabric didn't suit him, he got stuck and said he wasn't going to do it. His grades were getting worse. In seventh grade, we didn't even have anything to evaluate him on, because he hardly went to school. He didn't get along very well with anyone, so he had a behavior problem. His parents did not support him and were not interested in him, which was also reflected in the solution to this situation. His interests include playing computer games.\n\nTeacher Intervention (Solution):\nWe first addressed the situation with the student himself. When he got stuck and didn't want to do anything, we didn't force him to do anything. We further discussed the situation with the director. The pupil even refused to come to the principal's office, so the principal had to come to the pupil's classroom. After that, we discussed the situation with the parents, but they were unable to get the student to do anything. They didn't pay attention to him at home, they let him play games on the computer so they could have peace from him. He went to school unprepared. Next, we discussed the situation with the school psychologist, and finally with the student himself. In the end, it was agreed that if the student does not do anything at school, we should call the parents and they will take him away, so as not to hinder other students. Several pupils from the class offered him tutoring in a subject he did not like, but the pupil did not take advantage of these offers. In the seventh grade, we told the student and his parents that we had nothing to evaluate him on, because he refused to write the test several times and his parents took him home three out of five days a week because he did not work. We informed them that he would have to repeat seventh grade again.\n\nOutcome:\nThe student's parents eventually sent him to another school. I am not satisfied with the situation myself. As a class teacher, I had a good relationship with him and we all tried to help him. Both students with tutoring offers and me. The student refused to work and rarely attended school.\n\nStudent Profile:\nAge/Year: 10-12 let, 5.-7. ročník\nHobbies: počítačové hry, IT\nDiagnoses: ADHD,Porucha chování,Výkyvy nálad\nDisorders: Emoční labilita,Nepozornost,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Consequences, Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1268", "student_age_year": "10-12 let, 5.-7. ročník", "student_hobbies": "počítačové hry, IT", "student_diagnoses": "ADHD,Porucha chování,Výkyvy nálad", "student_disorders": "Emoční labilita,Nepozornost,Hyperaktivita", "teacher_approbation": "vysokoškolské vzdělání, tělesná výchova a pedagogika + učitelství 1. stupně", "teacher_practice_years": "25 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/563", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is stubborn, if it's not his way he gets stuck and doesn't talk to you at all. He is angry, does nothing and does not say anything to anyone all the time. He often has tears in his eyes. Many times it is even a small thing that makes him angry. Sometimes it also applies to opinion. If his opinion does not coincide with someone else's, he gets angry. We go out, for example, he wants to go in front of the school, but I say we go behind the school. He is then angry all the time and refuses to communicate. In class, this behavior occurs occasionally. Sometimes he just doesn't feel like it and is slow. It probably depends on whether he enjoys the assigned work. If he has a given task in mathematics, he has no problem with the solution. If he receives a given task in Czech, the already described situation often occurs.\n\nSituation (Anamnesis):\nHe lives only with his mother. His parents did not live together for most of his life, his father died two years ago. He has a brother a year older, who also attends the same junior school as him. The dominance of the younger brother can be recognized because he is more communicative, physically fitter and more popular in the group.\n\nTeacher Intervention (Solution):\nWe tried to talk about it with the student, but he doesn't want to talk about it. I don't know what to do with him. Even though he is no longer angry and in a good mood, he refuses to communicate about this situation. I've tried going at him quickly and calmly, but it usually doesn't work. I've had a few times where he took a joke. I told him: 'don't be like a slipper!' etc. Mostly, however, he refuses to work or communicate. He doesn't even want to tell me what made him angry, what he doesn't understand, etc.\n\nOutcome:\nThe result is negative. Despite the conversation with the mother, the situation keeps repeating itself. It was found that the student is a little more communicative when the teacher uses a joke to solve the problem, but it is not a guarantee that it will always work.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Vojenství, historie, paleontologie\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "563", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Vojenství, historie, paleontologie", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nespolupráce", "teacher_approbation": "Mgr. (učitelství 1. Stupně ZŠ); CVŽ učitelství v MŠ", "teacher_practice_years": "3 roky", "problems_annotated": "Emotional outbursts, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/687", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the 2020/2021 school year, the student was a student in the 1st year of a secondary vocational school in the field of hairdressing. As his class teacher, I only met the first class in the role of class teacher during the two weeks before the transition to distance learning. Theoretical teaching at our school takes place every other week and alternates with practical teaching, when the students are under the supervision of the teacher. Pupils and parents had a very short time to familiarize themselves with their new school, teachers and subjects and to make a smooth transition to online learning in Microsoft Teams. Therefore, based on these facts, the selected pupil did not start participating in distance learning, he began to show increased absenteeism and did not hand in any assigned work.\n\nSituation (Anamnesis):\nHe is an adult pupil, who in the past had unsuccessfully completed his studies at another secondary vocational school after the onset of psychological difficulties following the suicide of his best friend. The student showed average academic results, but above average emotional intelligence, awareness of himself and his possibilities. He communicated with discretion, never made unnecessary promises and never overestimated his abilities. He recognized his psychological limits and was aware from past experience of the barriers and difficulties associated with overcoming them.\n\nTeacher Intervention (Solution):\nThe student's problems with attendance and failure to complete assignments began to manifest themselves at the very beginning of distance learning. That's why I contacted him by phone to find out what his non-participation was about and I suggested help in the form of a school computer. However, the student informed me that he had a computer, so we logged into Teams together and explained its individual functions. As the pupil was already of legal age, I communicated exclusively with him. He was more apathetic on the phone but always picked up or called me back. He indicated to me that he has certain psychological problems associated with the transition to a distance form of study and suffers from insomnia, which is why it is difficult for him to get up in the morning and stay connected and not fall asleep. He promised that he would try to start communicating with the teachers and try to catch up. During the quarterly evaluation, however, it was clear that he did not succeed completely, so we arranged a personal meeting, we went through each subject and what would be necessary to do in order to benefit from it better. Finally, the student got up the courage and explained to me without insisting that he had similar problems once before and did not finish his studies at the previous school for a similar reason. That's when he developed problems with insomnia resulting from sleep paralysis after the suicide of his best friend. He was also medically examined at the time, but he had no documentation. He was prescribed medication, but after a while he stopped taking it because he was not feeling well and his condition gradually improved. Two years after this event, he joined our school, and during the transition to distance learning, his sleep paralysis returned, with associated insomnia and fear of falling asleep. We agreed that we would take it slow, let him catch up as much as possible, how he would manage, and we would sort out the rest for half a year. He managed to complete all the subjects for half a year, but the problems with absenteeism worsened in the second semester. I therefore arranged for him to meet with the psychological counselor at our school, where we agreed that if he does not start attending classes, he will have to be expelled from the studies on the basis of high absenteeism. The student refused to see a doctor and to involve his parents, so I felt that I had no choice but to verbally support him. After returning to school, he appeared sporadically at school, but in recent weeks he did not attend either theoretical or practical classes at all. He didn't even show up for the make-up exams, so he didn't advance to the second year.\n\nOutcome:\nThe last time I talked to the student on the phone, he sounded more positive and added that he was doing better, that he was working part-time, enrolled in a barbering course and that he was thankful.\n\nStudent Profile:\nAge/Year: 18 let, 1. ročník středního odborného učiliště\nHobbies: Zájem o obor, který studuje  kadeřník)\nDiagnoses: Spánková paralýza\nDisorders: Absence,Nepracovitost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "687", "student_age_year": "18 let, 1. ročník středního odborného učiliště", "student_hobbies": "Zájem o obor, který studuje  kadeřník)", "student_diagnoses": "Spánková paralýza", "student_disorders": "Absence,Nepracovitost,Vyhýbání se škole", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/958", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the previous class was complicated. I had a pupil there who was in a very bad state, after attempts at suicide and self-harm. The communication with the student's mother was different and the relationship with this student was different. She trusted me and we solved many problems together. The diagnosis was difficult, the situation had its ups and downs, but in the end a certain stabilization was achieved.\n\nSituation (Anamnesis):\nThe personal history of the pupil or class is key to understanding the situation, but in this case I was unable to obtain more information.\n\nTeacher Intervention (Solution):\nŽačka was receptive to solving problems, even if they were huge. By chance, I recommended it to a friend who is a psychologist. Since then, although the pupil does not give me information directly, the psychologist monitors her development. Trust was key. The student has already graduated, but we are still in contact.\n\nOutcome:\nThe pupil's behavior stabilized, although there were occasional dips. She successfully passed her high school graduation and achieved life's achievements. The contact between her and the teacher continues even after finishing high school.\n\nStudent Profile:\nAge/Year: cca 17 let, ročník septima/oktáva\nHobbies: -\nDiagnoses: Psychiatrická diagnóza\nDisorders: Pasivita,Neposlušnost,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Selfdestructive behaviour\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "958", "student_age_year": "cca 17 let, ročník septima/oktáva", "student_hobbies": "-", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Pasivita,Neposlušnost,Nepozornost", "teacher_approbation": "Vysokoškolské vzdělání – Magisterské studium + Pedagogické minimum, aprobace Český jazyk a Hudební věda + Němčina; aktivně se věnuje tvůrčímu psaní a korekturám", "teacher_practice_years": "Cca 26 až 27 let (včetně mateřské dovolené)", "problems_annotated": "Diagnosis, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/190", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students had the task of composing from colored papers. Everyone got different colors of paper. One of the students began to express dissatisfaction with the color of the paper he received. At first he hid the paper and claimed that someone had taken the paper from him. Since I didn't believe him, I tried to convince him about the suitability of the color he got. However, this student became agitated and angry with accompanying stomping. Subsequently, he tore up the paper in the color he was not satisfied with and threw it in the trash.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD and is under the care of his mother.\n\nTeacher Intervention (Solution):\nI tried to calm the student down and explain to him that he must have his paper in his desk, that none of his classmates took it from him. The student refused this all the time. The situation worsened with any attempt at explanation. After a few minutes, the student angrily tore up the paper and started stomping on it. It was almost impossible to calm him down.\n\nOutcome:\nUnfortunately, none of my measures, arrangements, proposed solutions had an effect on the pupil, and after the incident it was difficult to talk to him, let alone cooperate. He sat insulted in the pew with folded hands and refused any cooperation. The last possible solution was a phone call with his parents, who tried to talk him out of it.\n\nStudent Profile:\nAge/Year: 9 let, 3 třída\nHobbies: fotbal, míčové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "190", "student_age_year": "9 let, 3 třída", "student_hobbies": "fotbal, míčové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "5", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/976", "content": "TEACHING CASE STUDY\n\nBackground:\nHowever, not all cases of problem behavior had a happy ending like the previous one. At the moment, I am a fifth-grade class teacher again, and I have a little bit of everything in my class, so to speak - integrated, foreign and problem children. This story is not so much my experience as it is about a class that has passed from the first grade to the second, so I am still getting to know the children myself - what are their habits, needs or bad habits. But since I heard that it is a really exceptional class in terms of solving problem behavior, I decided to contact their former class teacher in the first grade and thus continuously inform myself about the situations or rather persistent problems that are part of this, already my class, to be in the picture, so to speak.\n\nSituation (Anamnesis):\nThis case concerns a boy who currently lives only with his father, as his mother died over a year ago. When this situation arose, of course the teachers, but also the classmates, were really considerate, tolerant and helpful towards him. The teachers did not make excessive demands on him from the beginning, as the boy did not go through a really easy period. Losing a mom hurts at any age, but I think at this age it's hard to explain to a child why mom will never come home. So the boy stayed at home for a while to deal with the team and the teachers took this situation into account and even accepted it to a certain extent.\n\nTeacher Intervention (Solution):\nHowever, the problem arose when the boy returned to school after a long time. He used to be inattentive at school, didn't do his homework, didn't listen to the teachers, distracted them and disrupted classes, until finally one day it got to the stage where he stopped going to school altogether. This situation was also resolved with the boy's father, when my colleague informed him about what was happening with his son and tried to find some reasonable way out. Everyone understood the situation that the boy was going through a period when he lost his mother, but it had been long enough for him to be able to fit back into the school environment, so to speak. From the beginning it seemed that the father understood the seriousness of the situation, the boy started going to school again, but he did not last two weeks. The situation was resolved repeatedly with the father, who at first excused his son, but after a while the number of missed classes climbed to an enormous number, when the boy was in danger of having unexcused classes in the fourth grade and was even in danger of repeating the grade. Later it was discovered that the boy, despite the time that had passed, had not come to terms with the loss of his mother at all.\n\nOutcome:\nIn the end, although the situation turned for the better, as the boy is currently in the fifth year with me, however, inappropriate behavior in the form of disruptions and failure to complete tasks still persists. I am currently trying to resolve this situation as best I can, but since not only this boy, but also a few of his classmates have a bit of a problem with following the rules and authority, it is not always a cakewalk. However, I firmly believe that after time they will learn to follow the rules that we have agreed upon as a class.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "976", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "13  Absolvovala nejaký relevantný kurz, výcvik na zvládanie problematického správania, nekázne nebo komunikácia v triede apod. (zaškrtnite):  áno / nie  Prípadne uveďte názov (otvorená otázka):  Presný názov neviem, ale išlo o predmet v rámci kreditového systému, ktorý absolvovala pred atestáciou.  Kazuistika ++  Rozhovor bol vedený s pani učiteľkou, učiacou na základnej škole na druhom stupni, kde dlhé roky pôsobí ako učiteľka anglického jazyka, geografie a environmentálnej výchovy. V rozhovore mi porozprávala o svojich skúsenostiach a prípadoch problémového správania, s ktorými sa za roky svojej", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/700", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place on the last evening of the adaptation course. By the fire, the students could see the fatigue from the rich program and lack of sleep. The three boys from the class were quite seated at first sight, which was shown by the fact that they did not sit with the rest of the class, but made their own group and sat apart from the others and talked among themselves. Suddenly they started arguing, threw themselves at each other and started fighting. We ran towards them, but before we got there, one of them took out a shooting knife from his jacket pocket. Fortunately, he didn't threaten anyone with the knife, he just stood there with an open knife. We managed to tear them apart and took them to our cabin.\n\nSituation (Anamnesis):\nThe class as a whole didn't seem troubled, but those three boys were causing trouble. One of them is a refugee from Syria, who we already talked about in the previous case study. Another is a member of a group that can often be seen in the park near the station, and at first glance seems problematic. For two of them, this isn't the first high school they've attended, but they haven't finished one yet.\n\nTeacher Intervention (Solution):\nThe pupils were brought to the headmistress, who spoke to them at length. They were given conditional suspensions from school and were told in no uncertain terms that any further trouble would result in immediate expulsion. All three promised that they would no longer behave vulgarly and aggressively and that they would not violate school rules. The headmistress called their parents, but didn't talk to two of them. Since it was late, she didn't want to send them home, but to avoid further trouble, she sent everyone to sleep in a different cabin. She called her parents the next day and informed them of the conditional expulsion. The parents of the refugee were not allowed.\n\nOutcome:\nDespite the measures, the pupils' behavior did not improve and on 10.9. they were expelled after being caught packing a joint and snorting tobacco. More information about this incident is given in the next case report.\n\nStudent Profile:\nAge/Year: 16, 17, 18, 1. ročník\nHobbies: Být se svojí partou, PC hry\nDisorders: Agrese,Lhaní,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "700", "student_age_year": "16, 17, 18, 1. ročník", "student_hobbies": "Být se svojí partou, PC hry", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Vulgární vyjadřování", "teacher_approbation": "Vysoká škola", "teacher_practice_years": "17", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/511", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation, which has been going on for a long time, is worrying. The girl from the eighth grade is almost isolated from the collective, closed, inaccessible, uncommunicative and apathetic. Her only expression is artistic, she communicates minimally. He does not respond to the teacher's questions or only minimally, he does not carry aids, if he does, then sporadically. He has insufficient hygiene habits, wears torn and often dirty clothes. As a teacher, I cannot continue to ignore the situation, I must try to make contact and find out what is behind her behavior.\n\nSituation (Anamnesis):\nThe student lives only with her father and brother, her mother died in a tragic accident, and her grandparents also take part in her upbringing. The girl suffers from psychological problems, visits a psychologist and is also diagnosed with attention disorders. She and her brother go to school in torn, often dirty clothes, the girl often has unwashed hair and a neglected appearance. The class he attends is divided into groups with great contrasts and vastly different opinions. In the classroom, the groups hardly communicated with each other during the girl's problems, and when they did, it was with great resentment. During the school year, the class managed to become almost cohesive except for a few individuals. The class is rather above average in terms of benefits.\n\nTeacher Intervention (Solution):\nThe girl paints a fallen angel, is withdrawn and does not perceive the surroundings or the teaching. He does not respond to the teacher's questions. I approach her and ask about a detail of the drawing that seems unclear to me. The girl doesn't respond at first, so I answer myself and deliberately remember this detail in my own way - but absolutely not fitting in with her topic. The girl reacts and begins to clarify. It is open to communication about the painting. The dialogue is only on the artistic level. This communication lasts a few minutes, after which the girl closes again. As soon as I get another chance to ask her something about her painting, I don't hesitate to ask. In this way, over time, the girl opens up to me for longer and longer periods of time. Now he has no problem communicating with me outside of the artistic realm. I spend most of my time with her in class and try to get her to cooperate with the teacher.\n\nOutcome:\nThe girl's condition gradually improved, she began to accept and communicate with the assistant on a regular basis. The girl began to respond to the teacher's calls and answer. Taking notes on the teacher's instructions, but this was not always successful - depending on the mood and circumstances that arise from the family. The class perceives her as an individual, they do not seek her company, some accept her life attitude. She doesn't really have a friend in class, she never hurts anyone, she's kind, non-conflicting, warm-hearted, perceptive. In class, he has fun with several classmates according to his mood.\n\nStudent Profile:\nAge/Year: 14 let – 8. třída\nHobbies: Výtvarná výchova, cosplay\nDiagnoses: Poruchy pozornosti,Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "511", "student_age_year": "14 let – 8. třída", "student_hobbies": "Výtvarná výchova, cosplay", "student_diagnoses": "Poruchy pozornosti,Psychické problémy", "student_disorders": "", "teacher_approbation": "Spgš Znojmo", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1083", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I started teaching, I guess it was my first year, a couple of young ladies showed me some affection from time to time. In the beginning, I took it as a normal thing when a new young teacher comes. But after a while it started to get annoying. The ladies walked around me in the corridor on purpose, preferably as close as possible as they passed. Once it happened that she even 'accidentally' touched me. I didn't know how to react then. I remember we just went on some kind of overnight class trip. In the evening, we lit a bonfire and threw papers with wishes (to make them come true) into the fire. The young lady declared that she had a wish 'I will marry Mr. Teacher...' and threw it into the fire.\n\nSituation (Anamnesis):\nAnnoying miss\n\nTeacher Intervention (Solution):\nalso consulted with my colleagues, but in the end I decided to talk to the ladies myself. They didn't listen and continued to repeat similar behavior, in the end I decided to take it as a joke and wait until they left elementary school anyway.\n\nOutcome:\nIt didn't work, it was only resolved when the student left the school.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nDisorders: Provokace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1083", "student_age_year": "14 let, 9. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Provokace", "teacher_approbation": "Mgr.", "teacher_practice_years": "4", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/857", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I have chosen as an example of unsuccessfully addressed problem behavior concerns a classroom where most of the children are working and functioning well. However, one student is constantly disruptive, makes inappropriate comments and jokes, makes fun of me and others, calls attention to himself and brings unnecessary things to school to get attention. This behavior occurs in the second grade classroom I teach. When a student is disciplined, he does not learn from it and continues his behavior. After consulting with colleagues, I found out that he behaves in the same way in other subjects as well, and many teachers describe similar situations. We are not sure how to deal with the problem effectively and this disrupts the atmosphere of the class and the lesson. The student's presence complicates various activities, for example during games, where he is often excluded because no one wants to cooperate with him.\n\nSituation (Anamnesis):\nThis student's behavior is burdensome and exhausting for all of us. The children themselves reprimand him and find his behavior embarrassing. Nevertheless, we did not come up with any effective solution. We tried to resolve the situation with notes, at class meetings and contacted parents, but to no avail. We tried to keep the student busy during class and pay attention to him so that he would not get bored, but that didn't help either. When I offered him an individual fun activity, he continued to interrupt and spoil the class atmosphere. We don't understand what is going on in him because he has no disorder or diagnosis and no known major problems in the home environment. His problem behavior is constant and affects my relationship with classes, which I then do not look forward to.\n\nTeacher Intervention (Solution):\nAlthough I thought that I did not have sufficient authority, my colleagues confirmed that they had the same problem with the student. He has a problem with authority in general, is rude and sometimes even mean to both classmates and teachers. He is capable of tying and seems to have never learned what authority is. We believe that he was not taught to perceive authority at home. Sometimes I felt that I couldn't handle the situation, raised my voice and let myself be thrown around unnecessarily.\n\nOutcome:\nWe are trying to resolve the situation, but so far without success. I remember the story of my mother, who was a teacher and had a similarly problematic student. Years later, he apologized to her for his behavior. We hope that this student will also become aware of his behavior one day. His behavior is often infantile now, but it is possible that the situation will improve as he matures.\n\nStudent Profile:\nAge/Year: Žák na druhém stupni (7. třída)\nHobbies: Nevíme\nDisorders: Vulgární vyjadřování,Nespolupráce,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "857", "student_age_year": "Žák na druhém stupni (7. třída)", "student_hobbies": "Nevíme", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Nespolupráce,Zesměšňování", "teacher_approbation": "Mgr., aprobace anglický jazyk, český jazyk pro cizince", "teacher_practice_years": "3", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/748", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the very tense situations that the student prepared for us was once at the beginning of the lesson, right after the bell rang, when everyone was already sitting in their seats, but the teacher had not yet arrived. The student had a large, two-liter bottle of Coca Cola, which he unscrewed, drank, and left the open bottle on the bench. Then he 'accidentally' snorted it, the bottle tipped over and everything started pouring out, which he just watched and didn't even try to pick up the bottle. A huge puddle was spilling on the ground, all the briefcases within reach were suddenly soaked with Coke. The children squealed, jumped and tried to save their things. Most of the children rushed for paper towels and quickly tried to prevent the flood from spreading further. He just stood and washed himself. I grabbed him by the shoulder and pushed him towards the puddle and told him to hurry and help clean up. He started yelling at me that I attacked him and that he was going to complain about me. He refused to participate in the cleanup and just watched with a smile. It should also be noted that this is not the first time he has done this. 'Accidentally' spilled drinks happened to him more often, even though I repeatedly warned him that he should close the bottle again immediately after drinking. However, he always reacted with irritation and insolence.\n\nSituation (Anamnesis):\nThe student lived in a joint household with his mother and grandmother, he was an only child. Both spoiled him very much. They let him hang around the housing estate and, according to reports from classmates living in the same housing estate, he committed vandalism. He destroyed bells, the elevator and polluted the common areas. He also often attacked smaller children. In the classroom, he mostly only allowed himself to girls, pinched them, twisted their arms, pulled their hair and insulted them. No comments were effective because the mother and grandmother uncritically defended the student in all circumstances.\n\nTeacher Intervention (Solution):\nThe class teacher wrote a note to the student and talked to him about it, however, there have been many such notes and interviews with absolutely no results. The mother has also been to the school several times, but this also did not lead to anything, because the mother claims that the pupil is good and without conflict, that it is a misunderstanding, or that it is the fault of his classmates who bully him.\n\nOutcome:\nUnfortunately, we didn't actually solve anything, so certainly not successfully. The boy did not improve in any way in his behavior. I no longer work with this student. I'm at a different school, so I don't know how they proceeded with him. It was suggested that he go to the school psychologist, but I know that we encountered resistance, that he does not want to go to the psychologist, that the children would laugh at him.\n\nStudent Profile:\nAge/Year: 11let    5. třída\nHobbies: Žádné\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "748", "student_age_year": "11let    5. třída", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/253", "content": "TEACHING CASE STUDY\n\nBackground:\nIn one of my Czech language classes, a student deliberately provoked a classmate in order to elicit a weak reaction from her and thus \"start\" the whole lesson. However, after repeated warnings, this behavior only escalated, so I was forced to send the assistant with the student into the corridor to calm him down, because I know that the student behaves like this when he is bored in class and needs to release excess 'steam' by talking about his ambitions. After returning, however, he began to direct his verbal attacks at me, he began to use Romani, because he knows that I do not understand most of the language. After the warning, the verbal attacks began to escalate, and the student was taken by an assistant to the school's counseling office for the rest of the day. After the end of the lesson, we consulted with the deputy headmistress about the pupil's behavior and, due to the pupil's generally deteriorating behavior, we convened an educational committee with parents and the school psychologist.\n\nSituation (Anamnesis):\nThe collective of a given class is a very complex matter. It could be divided into three 'subgroups' of types of people. The ones who 'get it going'. Those who respond to 'getting started' and those who generally ignore the class and take care of themselves (there are few). The class does not function as a collective, but as a collection of individuals. I try to solve tricky situations collectively, but this usually ends in mass arguments between the students and it is impossible to get anywhere together. As individuals, however, the students are smart by school standards, they can handle most subjects, the problem is that they are simply noisy. They react to each other and there are too many starters to arrange the seating order so that two people who can start a class in seconds are not sitting together or in close proximity.\n\nTeacher Intervention (Solution):\n'Student, enough, you're exaggerating' 'What about me!?' 'Student, you are not supposed to speak at all now. If you want to say something about the matter, you can log in. Otherwise, the classmate has had enough of you, don't think I can't see it' 'She started it because it's ****' 'That's enough! Assistant, take the student out before we calm down!' 'So what?' 'Already calm' 'Okay' 'Aguti!' 'Student, I don't know what that means, please calm down, you're starting again' '(laughter) Aguti!' 'Student, it's over. You're interrupting! You know that and you know you're in more trouble than you need, one more time and you're going upstairs with the assistant!' 'Put ten notes in my f**k!' 'Okay, assistant, go upstairs with him and let them keep him there for the rest of the day, here's his textbook, let him do these exercises, see you after school'\n\nOutcome:\nEvery day is a little bit new with us. The student does not realize these situations after a few hours, let alone after a few days. He also only realizes the consequences of his actions when he is confronted with them, as I told you he shouted 'what about me?' he didn't even realize at that moment that he was making a mistake. The problems with this student are long-term and never-ending. It is always only 'fixed' around report cards or educational committees.\n\nStudent Profile:\nAge/Year: 15, 7.\nHobbies: Práce, box, posilování\nDisorders: Agrese,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "253", "student_age_year": "15, 7.", "student_hobbies": "Práce, box, posilování", "student_diagnoses": "", "student_disorders": "Agrese,Vulgární vyjadřování", "teacher_approbation": "Bakalářské- Čj/Dějepis", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/22", "content": "TEACHING CASE STUDY\n\nBackground:\nThe grade zero student was very troublesome in class in every way. Every day I had to deal with something about him, whether it was a lost diary, a dirty and torn school book, late arrivals to school in the morning (sometimes up to 50 minutes), missed worksheets or disruptions in class. But if I have to point out the worst situation at the level of behavior, then it is definitely theft. It sounds terrible, but it really happened. Some of the toys that we have in the classroom for the afternoon group and also some aids have started to disappear. When we found out that he was taking the things home, we immediately started to deal with it. In one particular case, it was a toy car. When I asked about the little car, if he took it, he started to defend himself, saying that it was not true at all. Unfortunately, his older brother, who was a year older, went to the same class with him, and he usually betrayed him. Even when it became clear that he really took the toy car, he defended himself and did not want to return it. It even went so far that he claimed that the toy car was his and became aggressive. When it really dawned on him that we could call the police because of this, then he brought back the thing he took, but usually a different one - that, for example, he left the toy car he took from school at home and brought it instead a completely different car that he probably found somewhere at home.\n\nSituation (Anamnesis):\nThe student's behavior undoubtedly reflected how things work at home. She lives only with her mother and siblings, her mother cannot take care of all the children, which she herself admitted. At the same time, they have financial problems, so neither he nor his siblings have many toys or they destroy them immediately. During distance learning, when parents had to pick up worksheets for their children at school to complete at home, there were always problems with mom. I have addressed the situation with her several times, always promising to make amends, but it has not happened. In the same way, when we agreed to meet in person to discuss the situation, she did not show up on any set date. The whole situation with a problematic mother and her sons in my class was also dealt with by the Department of Social and Legal Protection of Children. In class, both boys had friends, they fit into the team, in terms of understanding the material discussed and the work in class, so they mostly both tried. However, I often did not know what to do with the behavior that he sometimes displayed not only during breaks, but also during lessons.\n\nTeacher Intervention (Solution):\nThe case of the theft of toys and tools was solved by myself and other school staff who were involved in solving the situation, mainly by communicating with the pupil, when we tried to explain to him as best we could that such behavior was not correct, we mentioned the cases of some other children and how that's what happened with them, when there was no way around it, I even used scaremongering a few times that if he didn't confess and return the things, that the police might be called. I talked to him a lot and since the boys at home don't have a very clear idea of what behavior is right and what isn't, I always tried my best to explain to him why such behavior is wrong and what can happen.\n\nOutcome:\nAs for the solution to the discussed problematic situation with the thefts, the short-term solution was usually that he had to confess, apologize and return the toy (or other stolen item). In the long term, we managed to reduce these thefts quite a bit, apart from solving his behavior with himself, also by the fact that my colleagues and I brought some toys for us, which were lying around our children at home and no one would use them anyway. As well as some clothes and school supplies. Although we really managed to reduce problematic behavior in the area of these thefts, I rate the case of managing his problematic behavior as one of the worst. When it was decided whether he would stay in grade zero or go to grade one, no teacher, including me, wanted him in her class at all because of his behavior.\n\nStudent Profile:\nAge/Year: 5 let, 0. třída\nHobbies: Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Disrespectful communication, Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "22", "student_age_year": "5 let, 0. třída", "student_hobbies": "Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, Učitelství pro 1. stupeň ZŠ, obor Výtvarná výchova", "teacher_practice_years": "31 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1338", "content": "TEACHING CASE STUDY\n\nBackground:\nPreviously, I worked as an educator and teacher's assistant in a school with a larger number of more problematic students. The student I remember grew up in foster care and had mental health problems that were treated with medication.\n\nSituation (Anamnesis):\nHe was aggressive in class, even to the point of physically assaulting his assistant, also threatening to jump out of the window, for example, and often throwing himself down ('I'm useless.' etc.).\n\nTeacher Intervention (Solution):\nremember that it often happened that neither the teacher nor the assistant knew how to deal with the student, so they always sent him to me. Only after my intervention did he calm down. I was perhaps the only one of the entire teaching staff whom he trusted, because I was known at school for the fact that students could always talk to me, confide their problems and ask for advice. Maybe that's why he always calmed down in my presence. I always treated him calmly and with respect, I always listened to him and did not fight back. Next, I tried to divert his attention in a completely different direction, for example that I absolutely need help with something and only he can do it. It was mostly manual art work where I talked to him about his problem, which made him feel safe and respected.\n\nOutcome:\nDuring these conversations, I tried to find a situation for which I would praise him in order to increase his self-confidence. After this intervention he always calmed down and for some time worked better in class again. Even in later years, he often sought out my company, and it seems to me that with age, thanks to my support, his problems eased.\n\nStudent Profile:\nAge/Year: 7, 2.rčník\nHobbies: Starší případ, nelze vybavit\nDiagnoses: Problematické chování\nDisorders: Agrese,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Selfdestructive behaviour\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1338", "student_age_year": "7, 2.rčník", "student_hobbies": "Starší případ, nelze vybavit", "student_diagnoses": "Problematické chování", "student_disorders": "Agrese,Neúcta k autoritám", "teacher_approbation": "středoškolské", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Physical aggression, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1185", "content": "TEACHING CASE STUDY\n\nBackground:\ngave the students the task of correcting the dictation and justifying why it is written soft or hard in which situation and so on. I let the students work independently. After a while, the three students started yelling at each other. 'Teacher, they are arguing in the office.' I silenced one of the students. Another student spewed. 'Mrs. teacher, they're chasing their impaling dicks over there!' Without a reaction, I started talking to another student and asked him about the first sentence. I even came up with a reward for the correct solution and defending the correctness, but the student continued. 'He's probably rubbing frn*y there.' I ignored the remark and called the student in question to explain the sentence. He refused to answer.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on each side of the class so that they have as little opportunity to communicate with each other as possible, i.e. to influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nI tried to calm the students down. Unfortunately, that didn't work, so I tried to ignore the notes and focused on the other students. But this group was so disturbing that I tried to call one of them as a warning to the others. Unfortunately, this did not work at all, rather the opposite, and the inappropriate behavior continued on and on. Until my nerves snapped and I scolded the students for disobedience. The students were obviously amused by this and did not take it into account. The bell saved me.\n\nOutcome:\nThere was no solution, the class only managed to correct the dictation in the whole hour and the problematic students escaped without problems. On the contrary, there was frustration on the part of the teacher. So, in the next lessons, the students continued and maybe even in the future the disruptive behavior will increase.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: otevřená otázkaLední hokej\nDiagnoses: Dislexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1185", "student_age_year": "14, 8. ročník", "student_hobbies": "otevřená otázkaLední hokej", "student_diagnoses": "Dislexie", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/956", "content": "TEACHING CASE STUDY\n\nBackground:\nhave an experience with the same student, at the end of the 6th grade. In the English language classes, we did not do new subject matter, and rather we devoted ourselves to practice and speaking. I prepared a competitive activity for groups. I wanted to divide the children into three groups so that they were approximately equally skilled. As they sat, I moved with each student so that in each group there was at least one who knows English well and one who is more creative, so that the weaker ones have someone to lean on. When I put a student in one of the groups, he immediately started jumping out of the box like a devil and shouted that he would not go to that group because no one wanted to work with him. I told him that it was not true, that no one said that they did not want to work with him, and that he should go to work in that group. However, he kept repeating that he was not going there and that they did not want to work with him.\n\nSituation (Anamnesis):\ninsisted that I wanted him to move. By constant repetition I managed to get him to move roughly where he was supposed to. However, he sat down in such a way that he certainly could not cooperate with the group. I felt that it was probably not going to work, that I was going to force myself, and that I would lose a lot of time and energy if I continued to push him. The children were really cute at that moment, they didn't even scream - they react to him in many situations. However, this time they didn't react at all and waited for him to sit down, which he didn't.\n\nTeacher Intervention (Solution):\nstarted the activity with him sitting next to me. Then I gave him another piece of paper and created another group with him, and I see that as my biggest failure, a mistake. The fact that I let him create another group, he worked well after that, but I perceive it as the fact that he managed to fight for his own - I don't want to work with anyone. However, for me, it was a question of cooperation, and I couldn't pull it off. In retrospect, I think I should have stopped trying to convince him to join the group much earlier and given him another job if he didn't want to cooperate.\n\nOutcome:\nIt is quite likely that he would not do it, but it is possible that an assistant would be able to force him to work independently. By the fact that it was at the end of the school year, I don't think it has a long-term effect - he certainly doesn't allow himself more.\n\nStudent Profile:\nAge/Year: 6. ročník, 13 let\nHobbies: Podle něj “porno”\nDiagnoses: Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza\nDisorders: Úzkost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student \n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "956", "student_age_year": "6. ročník, 13 let", "student_hobbies": "Podle něj “porno”", "student_diagnoses": "Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza", "student_disorders": "Úzkost,Vyhýbání se škole", "teacher_approbation": "Mgr., Anglický jazyk + Matematika", "teacher_practice_years": "24", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1216", "content": "TEACHING CASE STUDY\n\nBackground:\nwas solving a problem with attendance. The girl avoided school for a long time, and a specific subject, when she was afraid to give a lecture in front of the class. Either she didn't come to school that day at all, or she kept making excuses that she forgot she didn't have something. She was given several opportunities by the teacher to finish it until next time, or to send it. Just to show some activity. This resulted in her missing a few marks in that subject, and as it was a civilian where those marks are generally low, it made it impossible to grade her. When I checked the long term absence, I found that she was avoiding the specific day she had this subject. Her absence was excused from her mother.\n\nSituation (Anamnesis):\nThe girl has no behavioral disorders, it was just this particular truancy issue. Her classmates perceived the injustice of someone being excused from school and they had to work it all out. Sometimes they were heard in the form of general comments: 'Oh well, the pupil is missing again.' Mom was cooperative, but believed her and tolerated excuses that she wasn't well and wouldn't go to school.\n\nTeacher Intervention (Solution):\nsolved it first with the teacher of that subject. I learned about the classification problem from her. After that, I called my mom about the absences, she promised to fix it. I also made an appointment with the school psychologist to find out what was going on and what the problem was. This is how it went like a wheel - school psychologist, parent, teacher, school psychologist, parent. I first learned what the problem was from my mother when I called her about the grades. It turned out that the student had confided in her that she was afraid of a report or any presentation in front of the class and thus avoided the civics, because it was not possible to pass it with only an A, as in other subjects. So I made an agreement with her citizen teacher and the other teachers not to give the student anything to present in front of the class and to allow her, for example, to hand in the paper only in writing. I agreed with the mother to stop tolerating the pupil's excuses that she is sick and to send her to school. We were also more in touch both by phone and in person at school. I also communicated everything with the pupil.\n\nOutcome:\nonly have the experience of the last two months of the school year, but the absences improved after this solution was set up. I plan to focus more on the pupil this year, so that we know whether the situation has been resolved in the long term.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: móda, styl, hudba\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1216", "student_age_year": "14, 8. ročník", "student_hobbies": "móda, styl, hudba", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "PhDr., Učitelství pro 1. stupeň", "teacher_practice_years": "20", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/386", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole situation with the student revolves around the fact that he cannot concentrate at all on the tasks given by the teacher in class. He is always interested in something else, there are cries in the dark that do not make sense within the curriculum. He is always dealing with something new that occurred to him that day, he often deals with girls and has questions and comments about them that are very inappropriate. Overall, his behavior includes constant harassment of female classmates, foul language, fights with fellow students, disregard for rules, and disdain for authority. This behavior started a year and a half ago and graduated during distance learning, where the teacher no longer had such a reach, so the student was able to calmly run around naked in front of the camera. Telling the parents about his distance learning behavior didn't have much of an effect because they didn't have the opportunity to be in the room with him during his son's classes and watch over him, so it always had to be dealt with retroactively, which didn't have the right effect. Female teachers try to solve problems in the classroom, but they repeatedly fail, so they come to me for help, because I am the only male teacher at the first level and therefore probably the biggest authority.\n\nSituation (Anamnesis):\nThe student is far more mature than those around him and has disproportionate reactions to certain events, so he behaves like a teenager even to little girls. He is looking for the level and the barriers of how far he can go.\n\nTeacher Intervention (Solution):\nIn general, the student does not respect authority, so until he is threatened with some major punishment, he will not change his behavior. He has already received a reprimand from the class teacher and I suspect also a reprimand from the class teacher. Several times I invited the student to my office, I talked to him about the fact that it really wouldn't work like this, then he was doing well for, say, two days, but after a while it started again.\n\nOutcome:\nThe result of the solution was not very successful. Even though I have spoken to the student several times, his inappropriate behavior is still repeated. When something works for him, it doesn't last long. He can keep behaving normally for a day or two, then it goes downhill again.\n\nStudent Profile:\nAge/Year: 4. třída, 10 let\nHobbies: Počítače, sociální sítě\nDisorders: Disrespekt,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "386", "student_age_year": "4. třída, 10 let", "student_hobbies": "Počítače, sociální sítě", "student_diagnoses": "", "student_disorders": "Disrespekt,Nevhodné chování", "teacher_approbation": "Vysoká škola, Učitelství pro první stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Physical aggression, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/806", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught the subject of vocational training in the last year of the matriculation field. Around the first quarter, students chose the topic of their final thesis. All but one chose. During the subsequent confrontation of this pupil with the choice of topics, an alternative date was agreed upon. This student has not chosen the topic again until then. Subsequently, I offered the pupil the possibility of consulting the topic. This pupil subsequently began to be absent alternately on different days or classes. Due to his age, he could excuse himself for his absence. So her parents had no idea about her. He usually cited family reasons as the reason for his absence. About half a year ago, his absences had already increased significantly, he was absent for days or weeks at a time. He gave illness as the reason for his absence. However, there were no problems with the pupil in the past and his grades were above average. In any case, this student's name was mentioned several times at the pedagogical meeting due to his increased absence and the fact that he will have his matriculation exams.\n\nSituation (Anamnesis):\nThis pupil – a pupil of a vocational high school. In the 4th year of the IT field. Calm, hardworking and friendly. More of an introvert. His benefit was fine. Excellent or commendable in professional subjects. Rather good in other subjects such as ČJ, ZSV. At the time of the 4th grade, his parents divorced.\n\nTeacher Intervention (Solution):\nhad the opportunity to meet this student in the subject of professional training. At the beginning of the school year, communication with this student took place personally in a relatively friendly spirit. The problem occurred when choosing a topic. All his classmates made their choice on time. At the first opportunity I called him to me and asked him why he had not yet chosen a subject. He replied that he could not choose until the last moment. I then offered him to change his mind within three days and then get back to me. This student did not respond within three days. Subsequently, he was absent for several days, and when he came to class, I invited him to my place again and asked him about the chosen topic. This student told me that he still hadn't chosen a topic since the last interview. I suggested to him that after the lesson I would have time to discuss topics with him and choose some with him. This student quietly disappeared after the lesson. He was absent again for many days and when he came to school, I invited him to my place again. I told him he didn't have a topic selected yet, so I would assign it to him. And also that he has a very high absence and if he continues to be absent, it may happen that I will not be able to classify him and thus he will lose the opportunity to apply for the matriculation exam. To this, this student reacted very irritated by saying that the high school diploma is not everything. I was surprised by this reaction, so I asked him why he was saying that considering that he is in the matriculation field. And this student indicated to me that he doesn't care much about the high school diploma and that he would ideally like to finish school. When asked why he would like to leave school when he is already in the fourth year, he replied that he was afraid that he would not pass the matriculation exams. From that moment on, I talked with this student about what the matriculation exam consists of, how many attempts he has and also about the possibilities of the labor market and applying for it. I tried to convince him that it was better to see it through and just try. And possibly find out what he can or can't do, rather than giving up halfway like this. In the end, I told him to let everything we said go through his head in peace. And if he is interested, he can come anytime. I subsequently contacted colleagues holding the position of educational advisor and discussed my findings with him. A colleague spoke to this pupil a few days later. The colleague also had the opportunity to speak with the parents of this student, who told him that they had no idea anything was happening.\n\nOutcome:\nWith a few exceptions, this pupil started coming to school again. He successfully submitted the coursework and passed the matriculation exam.\n\nStudent Profile:\nAge/Year: 19 let, 4. ročník SŠ\nHobbies: Počítačové hry, programování. Sledování seriálů.\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "806", "student_age_year": "19 let, 4. ročník SŠ", "student_hobbies": "Počítačové hry, programování. Sledování seriálů.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – Odborné učitelství SŠ", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1438", "content": "TEACHING CASE STUDY\n\nBackground:\nTowards the end of the school year, a colleague informed me that the students of one class, who were in the computer room at the time, discovered on one computer, specifically on the monitor, an installed link to a page with inappropriate content. It was a link to a pornographic site. This whole matter was first handed over to the school management, the classroom administrator and the prevention methodology. Upon investigation, the classroom administrator found out, through browsing history, what day and exact time this link was installed on the computer. Thanks to the meeting order and class records, a specific student from my class was tracked down.\n\nSituation (Anamnesis):\nThe student had rather below-average academic results, he tried to make himself the boy of the class, but at that time a new student came to the class, and therefore he repeated everything according to him, tried to match him.\n\nTeacher Intervention (Solution):\nThanks to the alertness of the administrator of the computer room, the perpetrator revealed himself. That's why I invited the suspect to my office to tell me and the prevention methodologist whether he had installed something objectionable on the school computer. After a long discussion, he didn't really want to talk, obviously feeling guilty, he finally confessed to his crime. The classroom administrator even provided proof from the search history of exactly when the student installed the link on the computer. Furthermore, it was possible to tell from the material when exactly the link was searched for and clicked. We explained to the student that this was a gross violation of school rules and that the situation would be discussed with the school management once more. The following day, the pupil was invited to the school management, where he explained the whole situation. At the same time, he confessed to his crime. He was obviously sorry because he did not hide his emotions when communicating. The school administration gave him a reduced behavior grade as an educational measure\n\nOutcome:\nam satisfied with the resolution of this case. The student realized his mistake, he acted in violation of the school rules. I was surprised that he didn't hide his emotions from the school management, so I think he was very sorry for his actions. This case was also a warning to other pupils.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída ZŠ\nHobbies: motorky, počítačové hry, sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1438", "student_age_year": "15 let, 9. třída ZŠ", "student_hobbies": "motorky, počítačové hry, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Ov", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/344", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problematic student, who was among the worst students at school, has no support and no motivation to go to school and get an education. During probably the worst confrontation, when she didn't come to school for a week and gave a completely meaningless excuse, it became clear to me that the problem lies mainly with her mother, who does not send her to school, supports her truancy and shows no interest in her daughter's education. He apologizes to her for everything and often doesn't even pay attention to what the apology says and how it might sound. The main thing is that it is signed. For example, in the situation already mentioned, the pupil was excused from classes for a week due to an alleged lost key to the house, and therefore had to stay at home so that someone would open the door when the mother returned from work. The student repeated the grade twice. Once in the first degree and once in the second degree. In the 7th year, she was evaluated with a grade 3 grade in behavior.\n\nSituation (Anamnesis):\nThe student lives only with her mother in a dormitory. She was temporarily raised by her grandmother. Very often sick - the reason was the bad environment in which she grew up - cigarette smoke, poor hygienic conditions, poor personal hygiene. The mother was not interested in her daughter's attendance. Only 2 times a year if confirmation of social benefits is necessary. Due to frequent absences, the pupil did not keep up with the lessons. This resulted in insufficient benefit.\n\nTeacher Intervention (Solution):\nThe educational commission took place several times with the mother, when she promised that the daughter would attend school regularly. She also signed that the pupil's illness must be excused from the doctor. Mother did not follow this despite my insistence. I have solved it many times with OSPOD but without much success. I asked the students themselves why they don't go to school at least in their own interest. She told me that she can't learn it, but she likes to come here because of her friends. But sometimes her mother doesn't want to let her go to school, saying it's a waste of time. I really wanted the student to finish her studies, so I resorted to the threat of reporting the mother to the police because of the child's truancy. But the mother simply transferred the pupil to a primary school with special educational needs.\n\nOutcome:\nFrom a short-term point of view, it is without result. From a long-term perspective, transferring to another school was more advantageous for the student than any other solution. From my own point of view, it is a partial success that the girl transferred to another school, but overall I assess it more as a failure of the OSPOD system and social benefits. The mother was not entitled to these benefits due to the neglect of compulsory school attendance.\n\nStudent Profile:\nAge/Year: 15 8.ročník\nHobbies: malování\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "344", "student_age_year": "15 8.ročník", "student_hobbies": "malování", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "VŠ, ČJ, NJ, AJ pro II.stupeň ZŚ", "teacher_practice_years": "15", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/770", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I came to class 3.A, which I had already been teaching for the third year. I liked the class, there were a lot of hardworking individuals in it. Although the beginning with the class was not easy, when they came in and got me, it was certainly not a walk in the park for them, but in the years we spent together, I learned them and they already knew what they could and could not afford. Well, at the beginning of the third year, a student who was known throughout the gymnasium as a slacker because he had already failed twice failed. I thought ahead of time that it wouldn't be easy with him, but I didn't want to be preconceived. So I didn't show it in front of the class. So I arrived at the first class among my students and everything went normally. The student did not express himself in class and did not disturb my classical teaching. The problem only started showing up later. When the first major paper was due, the student did not show up at school for a week, and after he started going to school again, he avoided the mathematics he was supposed to write. So he wrote the paper about a month after the due date, of course he got an insufficient grade on the paper. Then he started going to class again, but after that he was completely out of the picture, so he wasn't paying attention in class, he was disruptive, or he was doing something completely different than math.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nWhen the situation worsened and the next paper was due, I went to talk to the student if he would participate in the next class in which we would write the paper. He didn't want to talk to me at all and disappeared from the class rather quickly. When he didn't turn up for the exam again, I tried to ask the class teacher if he had the same problem with the student's absence, she told me that the student generally has problems with attending school. So I also asked the pupil's classmates what they thought of him and his attendance at school. The boys told me that he gets along well with the student and that they are also sorry that the student doesn't come to school much, it was clear from their eyes that even in such a short time they had made friends with him and that they care about him. Once I got a student to talk to me, I asked him if he wanted to stay at school and finish his studies. He avoided answering, but as soon as I mentioned that if it continues like this it won't do much good and unfortunately he will be kicked out of school, the student replied that he was very sorry that he didn't want to bring his personal things to school, but that they have problems in the family. I wasn't sure about this situation, but I told him that it was enough for me for now and they would try to accommodate and help him. We agreed with the student that he can correct his papers, I told him that his classmates like him and will try to help him if he asks for help. So the student promised me that he would try to improve and ask his classmates if they would help him.\n\nOutcome:\nThe student's attendance improved greatly in the following quarter, although he still missed a few classes, he tried to go to school and always apologized to me when he missed. As soon as the student started going to school and became even more integrated into the team, everyone was willing to help him, so his grades improved proportionally. After a few weeks, I met again with the class teacher and when the word came about the student. She said he was getting better and that his absence wasn't so bad. So I asked her why she thought things had suddenly gotten better. She told me that the student came to see her only a few days after I talked to him and she was surprised by that, he apologized to her and said that he wanted to finish school. He even opened up to her so much and told her the reason for his absence and lack of time for school. The student told her that his parents had been arguing and breaking up and he couldn't stand it at home, so he moved away from his friends to another city alone. A lot has changed since my conversation with the student in a few months, I am ultimately very happy with how the whole situation turned out and that the student finally graduated.\n\nStudent Profile:\nAge/Year: Alexnadr 3. na čtyřletém gymáziu\nHobbies: žádné\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Failure to attend class, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "770", "student_age_year": "Alexnadr 3. na čtyřletém gymáziu", "student_hobbies": "žádné", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Magisterské (matematika, fyzika)", "teacher_practice_years": "26", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Failure to attend class, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not show any signs of problematic behavior in the first two years of elementary school. In the third grade, however, his behavior suddenly worsened significantly, the student became aggressive towards his classmates, he began to attack them both physically and verbally, mostly very vulgarly. With the onset of this problematic behavior, there was also a deterioration in the overall performance of the pupil. Over time, it became clear that the beginning of the pupil's problematic behavior was correlated with a worsening situation at home (the pupil's parents were going through divorce proceedings at the time). Thus, the student was experiencing stress caused by the worsening situation at home, his violent and aggressive behavior was thus supported by his diagnosed ADHD. The student and his parents visited a professional counseling center, where they were advised that an assistant be assigned to the student. This assistant was supposed to help manage the student's problematic behavior. The student had this assistant assigned from 3rd to 4th grade, but there was no improvement in behavior. The school repeatedly contacted the mother saying that their son's behavior was not improving in class, to which the mother always replied that the son had been diagnosed with ADHD and that he was therefore not to blame for his problematic behavior and his behavior would not improve.\n\nSituation (Anamnesis):\nThe student has an average grade and is quite popular in the class. Complex family history, parents are divorced, no siblings.\n\nTeacher Intervention (Solution):\nThe student was assigned a professional assistant who helped the student reflect on his behavior and moderated his aggressive expressions.\n\nOutcome:\nSolving this problem took a relatively long time (from 3rd to 7th grade), but in the end it turned out to be successful. However, in 5th grade he was assigned a different assistant who was much stricter with him. The student is now in the 7th grade and his behavior is completely fine.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: sport, počítačové hry\nDiagnoses: ADHD\nDisorders: Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "131", "student_age_year": "12 let, 7. ročník", "student_hobbies": "sport, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Fyzické násilí", "teacher_approbation": "VŠ, RJ-ZSV", "teacher_practice_years": "28", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1124", "content": "TEACHING CASE STUDY\n\nBackground:\nTwo students from the class at the lower gymnasium, where I am currently the class teacher, came to see me. One of them was crying and the other brought her, so it was clear to me that something was going on. The one who was crying didn't say much, but the other one immediately started that the boys locked the first student in the locker room and laughed at her. Unfortunately, the first student is claustrophobic, I have known this from her parents since the beginning of the classroom, and I always have to take this into account, for example, during school trips and similar situations where it could cause her some problems. Of course, the class also notices such situations, so the boys know that such things bother her. I asked the girls which boys they were, even though I had already guessed who it would be. It is a group of boys in the class, headed by one boy, such a natural authority figure with leadership skills. The guys have respect for him and get pulled over, although I think they're all pretty handy without him, but once they're with him, it's worse. When the first student calmed down, she told me that it was mainly one of the classmates who initiated it and the other boys rather just joined him.\n\nSituation (Anamnesis):\nThe first student – above average intelligent student, friendly but explosive, natural authority. The second student - an average student with a problem-free behavior, likes to read and play the guitar.\n\nTeacher Intervention (Solution):\nEven on the day when this situation happened, I called the boy to my office and asked him how and why it happened. At first he tried to blame it on the other boys, but after a while of negotiating he admitted that he locked the first student in the locker room and didn't want to let her out for a while. He told me that the first student laughed at him, that he doesn't have any designer clothes and wears one T-shirt for 3 days at a time. Unfortunately, the first student does not come from a family that is financially well off, so she wears more ordinary clothes. It is now popular among students to wear different brands of clothing, they deal with it a lot and are interested in it. So the boy responded to this taunt and took advantage of his classmate's weaknesses. So I thought they were both guilty. I tried to explain to the boy that it is definitely not good to reciprocate in such a way, that if someone laughs at him, he should come to me and we will try to solve it together. Unfortunately, this was the result of his choleric and impulsive actions. I also called the first student after the boy and tried to explain to her that the boy's behavior was definitely not right, but it was a reaction to her mocking him. They both seemed to understand what I meant. Subsequently, I also informed the parents of both students about this situation, and they immediately told me that they would discuss it with the children. Fortunately, they were supportive parents with whom I never had any problems. As part of prevention, I also tried to come up with some games for the class that would support cooperation in the class and eliminate similar situations.\n\nOutcome:\nIn this particular case, it worked to discuss with the boy and the first student. Since then, the two of them have not had any problems together, and I have not seen similar behavior in class that I would have to deal with. It is possible that now and then the students laugh at each other, but they are old enough not to deal with it in a similar way and it has never happened that they have to deal with it with me. I'm glad it turned out this way. Actually, I didn't even have to deal with it directly with my parents, although I think they must have arranged it at home as well.\n\nStudent Profile:\nAge/Year: 11 let\nHobbies: Fotbal, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1124", "student_age_year": "11 let", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ + OV", "teacher_practice_years": "21", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1397", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student brought nicotine sachets (Lyft) with him to school. He used them sometimes. Some classmates also knew about it, the student did not hide it too much. The fact was brought to the attention of the teaching assistant who works in the class.\n\nSituation (Anamnesis):\nThe student is sociable, gets along well with other classmates. It does not cause disputes. He does not engage in extra work or other activities on his own initiative.\n\nTeacher Intervention (Solution):\nI caught the student during a break in the corridor with the aforementioned bags surrounded by two other classmates. He did not deny anything and made a fair confession. We immediately went to the director's office. Everything happened calmly, without resistance. In the director's office, he again confessed to everything. The student was awarded a two in behavior.\n\nOutcome:\nThe student was awarded a two in behavior. He accepted it in such a way that he didn't care at all. But it had the effect that the student no longer carried nicotine bags with him to school. It did not cause changes in future behavior in other respects.\n\nStudent Profile:\nAge/Year: 14\nHobbies: venkovní sportovní aktivity\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Hyperaktivita,Nepozornost,Impulzivita\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1397", "student_age_year": "14", "student_hobbies": "venkovní sportovní aktivity", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Hyperaktivita,Nepozornost,Impulzivita", "teacher_approbation": "Z, Př", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/88", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at the level of student behavior began to change last year, after the return to face-to-face teaching after the lockdown. The previously problem-free student started running away from school, always after a conflict with someone from the neighborhood. The first incident occurred in the sorority, when the teacher, whom the student did not like, simply ran away after a vigorous response. This behavior has become repetitive. The first time he ran directly from a teacher, there was a physical attack where he scratched the teacher and broke her fingernails. Help came from a colleague from the next class, who restrained the student, but also suffered scratches and bruises. In one case, the student ran to a busy intersection, where the teacher chased him and injured her knee in the process. The most serious incident occurred when the pupil tried to run away, but the janitor already knew the situation and locked the front door, leading to the pupil banging and kicking the door.\n\nSituation (Anamnesis):\nThe student's problem has its roots in the family environment. His mother, a kindergarten teacher, is described as domineering, often complaining about school, criticizing teachers and finding fault. The student is the third child in the family to attend this school. After returning from the lockdown, he was the only family member who had to physically go to school while the others stayed at home. During the lesson, the pupil was defiant, worked ahead of time despite instructions in the mathematics he was good at, and fell behind in other subjects. In conflict situations in the classroom, he behaved aggressively and ran away, even if it was not a real conflict. His behavior negatively affected other students who were confused and tried to help the teacher.\n\nTeacher Intervention (Solution):\nWhen the student ran away, the teacher chased him while the assistant remained in the classroom. During an attempt to calm the student down, he was physically assaulted and cursed. The situation was reported to the director, who also suffered an injury. Everyone was injured and exhausted. After the student calmed down, it was necessary to immediately call the parents to the school, which happened often. The pupil's mother reacted to the situation with reproaches towards the school. The discussion with her was difficult and the school had no other options to solve the situation. Contacting a psychologist's crisis line was considered as a last resort. Finally, the mother was convinced to see a psychologist with the student, which they still do today.\n\nOutcome:\nThe problem with the student's behavior remained partially unresolved, mainly because of the mother's attitude. The school tried to cooperate and offered solutions, but the mother was not willing to cooperate. Despite this, it is positive that the family has started seeing a psychologist. The student is no longer in the class of the teacher who describes the situation, but according to information from the new class teacher, the student's behavior has improved. He still has problems in the family environment and doesn't always focus on his schoolwork, but he hasn't run away yet. Recently, the whole class participated in an outdoor school, where the student was eventually taken because he behaved well.\n\nStudent Profile:\nAge/Year: 2. třída\nHobbies: Počítačové hry, kočky, cvičení  posilování)\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Violation of classroom/school rules\nSolutions Applied: Physical intervention, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "88", "student_age_year": "2. třída", "student_hobbies": "Počítačové hry, kočky, cvičení  posilování)", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Učitelství pro první stupeň ZŠ", "teacher_practice_years": "24", "problems_annotated": "Emotional outbursts, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1483", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the first grade, as a special pedagogue, I received a boy with Asperger's syndrome who was not socially integrated and had significant problems with it. He had problems with concentration, he didn't know how to work, how to prepare things for class, how to work with a textbook and a worksheet, how to behave. Sometimes he had such outbursts of aggression towards himself and displays of anger where he would tear things and not control himself.\n\nSituation (Anamnesis):\nA first grader with Asperger syndrome, dyscalculia and dysgraphia. So he was weaker in mathematics and Czech (threes), but in the area that interests him (for example, natural history) he was very above average (ones). Frequent bouts of aggression and anger in classes.\n\nTeacher Intervention (Solution):\nThe student often suffered bouts of aggression and anger towards himself, when during the lesson he was able to tear up the worksheet he had just been given. That's why I always print a few extra sheets to be ready to give him a new one as soon as he calms down. We gradually taught him how to treat textbooks and other aids. I tried to teach him the good way, in the way that I tried to explain everything to him calmly. No rough and tough hits. It went very well. As for inclusion in the collective, the other children respected him and tried to help him with everything he needed help with.\n\nOutcome:\nEverything went very well. The parents also worked at home with the boy, so things went well. Now the boy is in second grade and doing well.\n\nStudent Profile:\nAge/Year: 1. třída, 6 let\nHobbies: přírodní vědy, četba\nDiagnoses: Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1483", "student_age_year": "1. třída, 6 let", "student_hobbies": "přírodní vědy, četba", "student_diagnoses": "Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie", "student_disorders": "Agrese", "teacher_approbation": "Vysokoškolské – Mgr. - speciální pedagogika, vzdělávání pro 1. stupeň ZŠ", "teacher_practice_years": "26 let", "problems_annotated": "Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1239", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation repeats itself during my work hours. When students work with different materials and create products that require concentration, patience, and students have to work according to pre-given instructions. If it is possible for the students to work according to their own imagination or their own model, which they create themselves, everything is fine. But if, for example, I assigned work with modeling clay, when they had to model a specific thing according to a template or we made 'recyclers' from waste material, such as toilet paper rolls, PET bottles, foil and the like, which the class had to present on Earth Day, so the problem arises. The boy consistently refuses to work on the assigned task and deliberately destroys other classmates' products. It also often happens to me that instead of the assigned task, the boy either does not hand in anything or his creation is something else entirely. Mostly it has some 'morbid or sexual' subtext.\n\nSituation (Anamnesis):\nThe boy is only diagnosed with ADHD, the parents refuse any further examination, as well as any psychological help offered by the school or any examination in a pedagogical-psychological consultancy. In other subjects, it manifests itself in inattention, failure to complete assigned tasks, and disrespect for authority. The boy lives in foster care.\n\nTeacher Intervention (Solution):\nThe boy consistently refuses to work on the assigned task and deliberately destroys other classmates' products. All the pupils were successful in their creations, and one girl even modeled an exact copy of the given model. When I praised the students for a job well done. The boy suddenly cried out and with a 'Huronian laugh' he ran towards the displayed products with incredible speed that could not be stopped and threw most of them to the ground. Unfortunately, many of them did not survive the boy's typhoon and were destroyed when they fell to the ground. The children were greatly derailed by the boy's act, including me. I'm on the whole, you could say a calm teacher, but at that moment the blood rushed to my head, I shouted at the boy that he was stupid and wanted to slap him. But at the last moment I stopped and returned my outstretched hand back to my body. I realized that 'getting angry means destroying your health because of other people's stupidity' and the teacher must maintain 'decorum' in every situation. But the given situation really turned me off.\n\nOutcome:\nAfter repeated incidents, I called the boy to my office accompanied by an assistant. Which is with another child, but he moves around the class more often than I do and often has a better insight into what is going on behind the scenes of the class. We talked about the whole situation in class, what happened. What could have caused such a reaction in him that he was able to destroy the products of others. That there are things that a person does for pleasure and what would make him happy, what he would like to create. The boy said he would prefer to create a working gallows. He did not want to answer any other questions. My assistant and I were amazed and in the next hour of work activities I included the production of a historical model of the city in connection with local history. Since our city had a feudal right in the Middle Ages, we created models of the town hall, the church, and finally the gallows itself. In class, we explained to each other what capital law actually means, and that in ancient times many criminals, thieves and murderers ended up on the gallows. I intended for the boy to realize that the way he behaves in class can lead to bad ends. I have been working in education for 25 years, but during my time in education I have never encountered similar behavior in a regular school. I think that the inclusion that took place recently in our education system was not very happy for many students, including teachers. There are students who require very individual care and access, and unfortunately, despite the number of assistants in schools, we cannot provide them in regular schools. Unfortunately, I don't know how to do it in that case and I consider it my pedagogical failure.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník ZŠ\nHobbies: Sport, bojová umění\nDiagnoses: ADHD\nDisorders: ADHD,Podvody,Lhaní,Neuznávání pravidel,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication, Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1239", "student_age_year": "11 let, 5. ročník ZŠ", "student_hobbies": "Sport, bojová umění", "student_diagnoses": "ADHD", "student_disorders": "ADHD,Podvody,Lhaní,Neuznávání pravidel,Ničení majetku", "teacher_approbation": "Mgr., učitelství občanské výchovy, přírodopis, pracovní činnosti, výtvarná výchova", "teacher_practice_years": "25", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/467", "content": "TEACHING CASE STUDY\n\nBackground:\nI was in charge of the corridor that day. The student was arguing with a classmate there, and the dispute slowly turned into shouting. I went to intervene and asked the girls to calm down. But the student snapped at me: \"You have nothing to order me around!\n\nSituation (Anamnesis):\nŽačka is very dominant in her group of friends and in most cases has the main say. She is taught that they give way to her in the family. Cases like this happen quite often.\n\nTeacher Intervention (Solution):\nAt first I was taken aback by the situation, but I quickly recovered and tried to forcefully remind the student who was the teacher and who was the student. \"I have something to tell you. You are in school, I teach you and I have responsibility for you.\n\nOutcome:\nŽačka quickly remembered after my strong reminder. She calmed down and we were able to have a normal dialogue. We settled the dispute and the girls went their separate ways. However, it had no effect in the long run.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: -\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "467", "student_age_year": "6 let, 1. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Manipulace", "teacher_approbation": "VŠ, učitelství pro 1. stupeň", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/122", "content": "TEACHING CASE STUDY\n\nBackground:\nknew in advance that this class was going to be a disaster, but I didn't know how big it would be. The end of the secondary school was approaching and I was carrying the corrected half-term papers to the freshmen. It was the decisive mark, for closing the marks. The student never coped well when he got a bad grade (4 or 5), and when I gave him a red 5 for the final paper, I expected a negative reaction. The class started like any other, registration in the classroom and then giving out tests. I usually ask someone to pass it out, but I didn't want the student to vent his anger on his classmates. I was about halfway through the pupil's test. When I gave him the test, he started sobbing. 'How like in five?!' he shouted 'Do you know how long it took me to study for this?! But that means I have to make repairs, again! No it does not!' I heard him, but because I knew he wouldn't be happy with his result, I lightly ignored his speech. And suddenly it happened! Out of nowhere, a terrible blow, the student threw the bench in front of him in a huge sense of injustice. All the girls screamed. He just flipped her over. Today I realize that it was wrong, but I blurted out immediately: 'Are you normal?' And my second thought was: Thank God he's sitting in the first pew and didn't hurt anyone. I realized the inadequacy of my question. I placed the remaining papers on the desk and in front of me and slowly walked over to the student. 'Student, try to inhale deeply and exhale slowly.' I walked slowly towards him and when he looked at me I was really scared. His face was all red, his lips were crooked and he was barely breathing. I went closer and he repeated: 'Breathe slowly..'. There was only anger in his eyes.\n\nSituation (Anamnesis):\nThe student is unfocused, most of the time he is not mentally present. Almost all items go through with 'scraped ears'. He is smaller than other boys, even some girls, which is probably why he goes to the gym - he compensates for his smaller height with muscle mass.\n\nTeacher Intervention (Solution):\nasked the pupil in the other desk to run for the gym teacher, who was also the guidance counselor. He trusts the student, they have individual meetings once a week to manage stress. I went to the student and tried to explain to him that the world is not falling apart. He immediately replied: 'How do they not crash? Do you have any idea what the hell this is?' 'I understand you're upset, but we can still try to work it out.' I tried to speak as calmly as possible, but I could hear my voice shaking. 'And how? The holidays are coming soon! And I won't have a closed year again?' 'You're right, but we'll sign you up for commission exams and you'll finish your math.' 'Like in the summer? I'm not going anywhere again, mother will want me to study...' During this sentence, the gym teacher came. I was immediately calmer when there were two of us. 'Hey student, what's going on here?' asks the gymnast. 'Everything's fucked up, that's what's going on here!' 'But, but young man, what were we saying about those expressions. Vulgarisms will not help us in any way.' 'Fine, sorry.' It could be seen that when the gym teacher came, the student calmed down significantly. The student collapsed on the chair, which, unlike the bench, was standing. The gym teacher offered to talk about it in his office. Of course, I released the student from the rest of the lesson (or from the last 5 minutes) and believed that the gym teacher would handle it all. After all, they work together some Friday.\n\nOutcome:\nreally didn't know what to do. I was expecting an exaggerated reaction, but it didn't really occur to me that furniture would fly. 'Fortunately' this was such a big deal that we finally convinced the pupil's mother that the boy needed professional help. Since then, the student regularly attends the PPP, where he visits a psychologist who does various stress management exercises with him. We also agreed with the pedagogic council that it would be appropriate for pupils to 'create' tutoring groups after school, specifically for 'problematic' subjects - M, ČJ, ANJ etc.\n\nStudent Profile:\nAge/Year: 17 let, 1. roč.\nHobbies: Videohry, skateboard apod.\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "122", "student_age_year": "17 let, 1. roč.", "student_hobbies": "Videohry, skateboard apod.", "student_diagnoses": "", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "", "teacher_practice_years": "Přes 20 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1096", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom the given situation occurred was often disruptive in the Czech language or civics class. Among his typical problem behaviors were yelling around the class, making very inappropriate comments, or getting up from his seat during class. It was a fourteen-year-old student in the seventh grade - he failed both the first and second grade. However, the forfeiture was not about lack of knowledge, but about behavior.\n\nSituation (Anamnesis):\nThe environment in which the student lived and grew up was not one of the best - he never knew his father and his mother did not take care of him. The Czech Social Security Administration was also contacted several times in order to check the student's background, or rather his mother. The pupil's diagnosis was confirmed - dysorthography in combination with a non-specific spelling disorder and significant educational difficulties, so he had an IEP (individual education plan) set by the pedagogical consultancy and a PO (plan of support measures) was determined, which was mainly intended to help us, the teachers, with access to to the pupil. He also received one hour a week of special pedagogical care from the educational counseling center, which I was in charge of. Pedagogical care always took place from seven in the morning. He attended regularly in the sixth grade, but after that his interest waned, which led to the cancellation of classes.\n\nTeacher Intervention (Solution):\nIf we were to talk about the student's performance, it was below average. He regularly received A's in mathematics and languages, and often did not even appear for the resit exam at the end of the year. It was mainly about the pupil's lack of interest in teaching. However, if the topic or the teacher interested him, he was able to improve his grades. There have been countless incidents with the pupil, one of the most serious happened during a break. The class was already waiting in the corridor for the next lesson, when the student suddenly took out the hairspray and lit the 'cloud' with a lighter. He burned a tiny piece of a classmate's hair. The second incident took place in a cinema where filming is prohibited. However, it was discovered that the pupil had documented the entire film, which could have led to a report to the police. The whole matter was resolved with the director, the cinema and the police.\n\nOutcome:\nThe conflict, which I already had to solve, was no longer life-threatening. This was my first lesson with the class the student attended. I was warned in advance about his problematic behavior during classes, but I didn't know how to approach him, none of the teachers gave me advice. At first I yelled at him a few times to shut up, which had the opposite effect - his behavior got worse. When I couldn't even continue explaining the material because of his behavior, my cup of patience overflowed. I started yelling at him, which he didn't like, and he returned it with the same coin. I didn't know what to do anymore, so I kicked him out of the classroom and left him to cool off in the hallway. Unfortunately, I only found out later that this is not the way to deal with a student - his behavior was the same at that moment and the next day.\n\nStudent Profile:\nAge/Year: 14 let, 7. ročník.\nHobbies: Žádný, později fotbal – nijak se v chování neprojevilo.\nDiagnoses: Dysortografie,Poruchy učení,Problém s prací ve skupině\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1096", "student_age_year": "14 let, 7. ročník.", "student_hobbies": "Žádný, později fotbal – nijak se v chování neprojevilo.", "student_diagnoses": "Dysortografie,Poruchy učení,Problém s prací ve skupině", "student_disorders": "", "teacher_approbation": "Bakalářský titul  – český jazyk a občanská výchova", "teacher_practice_years": "4, 5 roku", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe family from the village had their two children and at the same time adopted two more children. One of the adopted children was blind and the other child they adopted was both blind and deaf. The student was exceptional in his family in terms of knowledge, but in ours he was very below average. In my opinion, his parents were mainly to blame for the given situation, as they did not have time to pay attention to the student and discuss the subject with him at home. The student in question did not master the subject. He couldn't concentrate. However, it wasn't just that he didn't understand the subject matter, no one studied with him at home and we were mean to him. We wanted to help him and discuss the curriculum with him and help him manage what he has, but he didn't want to. From his side, it was very clear that he was not interested in studying and was not even trying to do anything himself to keep himself in school. He didn't mind getting bad grades, he didn't care. He was problematic in this regard from the first year, when he entered the gymnasium, but everything culminated in the fourth year, when he really couldn't be helped.\n\nSituation (Anamnesis):\nThe student was an introvert, he went to school downright dirty and smelly, so you could see that he was very neglected, below average in his class, quiet, not trying, without any interests, in short, he didn't want to do anything and didn't enjoy anything. He really stood out in class because of his 'knowledge'. His class was very clever, hard-working and problem-free.\n\nTeacher Intervention (Solution):\nOf course, several teachers had a problem with the student in question, in fact all of them who taught him. First, I talked to the student myself, but of course it didn't lead anywhere. After that, I contacted the parents to see if they could come to the school, that I would like to talk to them. By the way, in the entire 4 years that their son studied at the gymnasium, they were at school for class meetings about 2 times. However, the parents did not communicate at all. The agreement between the parents and the school has totally failed.\n\nOutcome:\nWe had to constantly nag the parents because we had to solve the pupil's disadvantage and the whole situation. However, they still did not want to arrive, nor to solve the situation in any way. After a few weeks, they only called to say that they were taking their son home and deregistering him from our grammar school. So the situation ended with him being taken out of school.\n\nStudent Profile:\nAge/Year: Kvarta, 15 let\nHobbies: Žádné zájmy\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1131", "student_age_year": "Kvarta, 15 let", "student_hobbies": "Žádné zájmy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Ch, M", "teacher_practice_years": "34", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1295", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a student in the 7th grade and she also started having problems during online classes. She didn't contact us for about 14 days until those hours. She was a student who transferred to us from another school in the 6th grade and applied to the language gymnasium in the 7th grade. But she didn't get the hang of it, and in combination with the online teaching, she completely lost it. She lost her self-confidence and motivation to learn, and her grades dropped dramatically. She had big problems with math because she couldn't keep up with the connections. We also discussed it with the mother and the pupil, then we discussed with the educational committee. The student kept promising that she would improve, that she would handle it. So somehow we made it to the end of the 7th year, but there was a terrible drop in the results. Well, in the 8th grade she started to have mental problems, she couldn't participate in the team and her attendance started to drop. Her friends changed their relationship with her, because as she was not involved, they simply separated.\n\nSituation (Anamnesis):\nStudent in the 7th year of elementary school, rather introverted, shy, quiet, group of a few friends, raised only by her mother, above average academic results, application for gymnasium.\n\nTeacher Intervention (Solution):\nWe constantly pressed the mother and emphasized the importance and seriousness of the problem. The mother and daughter visited the doctor and managed to get back together in terms of health. But she had some problems, so she was exempted from physical education. Due to high absenteeism, she did several delayed classifications in the first half of the 8th grade, and by the end of the 8th grade she had settled in nicely, she tried to finish all the tasks we assigned her on time. It was also a big shift that she started communicating with teachers about when she needed help with the material or to finish some of the assignments.\n\nOutcome:\nThe student is now in the 9th grade, her attendance is very good and her grades have improved a lot. She got used to the fact that when she has a problem with something, she has to come to the teacher and solve it. We are still in close contact with the mother, when, for example, the daughter says that she is going to the doctor, we verify it with the mother and do not believe only the girl. It always has to be in writing, so the mother always at least sends a text message. He also continues to visit the educational counselor and the school psychologist, in the form of such checks and we monitor whether everything is in order. I also always look during the break and see if she is involved in the team, if she is talking to someone and so on.\n\nStudent Profile:\nAge/Year: 13. let; 7. ročník ZŠ\nHobbies: Čtení, kreslení\nDisorders: Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1295", "student_age_year": "13. let; 7. ročník ZŠ", "student_hobbies": "Čtení, kreslení", "student_diagnoses": "", "student_disorders": "Psychické problémy", "teacher_approbation": "Titul Mgr.; občanská výchova, tělesná výchova, výchovné poradenství", "teacher_practice_years": "31", "problems_annotated": "Diagnosis, Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/861", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation began when I witnessed the problematic behavior of a girl in the eighth grade. This situation lasted for almost three quarters of a year and in the end we did not manage to resolve it. The girl was part of a smaller class of around 25 children, and she was not the only one with problems. There was a group of three girls in the class who stuck together and she was one of them. Her behavior was fine until puberty hit and hormones began to affect her behavior. At that time, her parents, who were divorced or never married, did not behave properly. The girl lived with her father and grandmother, while her mother was not interested in her and did not communicate with her at all. In the seventh grade, the girl learned that her mother lives in Slovakia, has a new family and two small children with a new partner. This information, along with puberty, led to her becoming unmanageable. The grandmother tried to guide the girl, but she became her enemy. The girl ran away from home, did not respond to instructions at school and did what she wanted. For example, when she was tired, she would simply lie down on the bench and sleep, or she would read out loud to the whole class regardless of the teacher's reprimands.\n\nSituation (Anamnesis):\nAs part of the solution, we tried to write an individual educational plan, but the girl did not go to the evaluation and made it clear in her words that she was not interested. She was unhappy and her reaction was to cause problems for everyone around her. She felt bad and tried to make others feel bad too.\n\nTeacher Intervention (Solution):\nIn the end, she was placed in a diagnostic institute, where she first commuted and later slept there. However, she ran away from there as well, and we saw her several times at the train station after school. The grandmother did not want the girl to be in an institution, but social services took over the case from the school and ordered her stay in the institution. The girl spent the last quarter of the eighth grade there without the possibility of going out, because she did not return after the weekends.\n\nOutcome:\nThe school tried to solve the situation, but neither the individual educational plan nor the reduced behavior grade did. In the end, the social service had to intervene, which has more powers, including working with the family, which the school cannot. The girl should now be in her third year of high school, but she no longer reports to us. Although we have met several times, he does not want to talk to us anymore. This case shows that the school has limited options and without the cooperation of the family and the will of the child, solving problems is very difficult.\n\nStudent Profile:\nAge/Year: 8. třída ZŠ\nHobbies: Šikovná\nDisorders: Lhaní,Podvody,Záškoláctví,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Support, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "861", "student_age_year": "8. třída ZŠ", "student_hobbies": "Šikovná", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Záškoláctví,Ničení majetku", "teacher_approbation": "Mgr. Matematika, Fyzika", "teacher_practice_years": "29", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1460", "content": "TEACHING CASE STUDY\n\nBackground:\nThe end of the school year was approaching, I was then a class teacher in the 9th grade. At the end of April, a colleague came to me asking if I had noticed any unusual behavior in the student. It was an alleged disturbance in class. Nothing like this happened in my classes before. Asking about the student's behavior, I gradually went around the other colleagues to find out if it happens in other classes as well. A few of them told me they noticed this behavior too. So I started to pay more attention to the student. After about a week, the student started to disturb my lessons as well, he stopped completing the assigned tasks. For example, it was always enough to call him by name and he stopped this behavior and worked in an exemplary manner for the rest of the class. Once in my class, even after being reprimanded, the problematic behavior continued.\n\nSituation (Anamnesis):\nShe was a ninth-grade student who, throughout her studies at the 2nd level, was among the talented and interested in education. She regularly participated in school events and competitions across subjects. She was rather quiet and very honest in class. She was talkative among her friends, but she didn't have many. During the period when her disruptive behavior was being addressed, she also had a few changes in her appearance. She cut and dyed her hair and changed her dressing style.\n\nTeacher Intervention (Solution):\nAt first, I began to pay close attention to all the unusual behavior. For more information, I really bypassed most of the teachers who taught the student. Thanks to this, I had the opportunity to notice specific manifestations better. Since it was always enough to reprimand the student once and his disruptive behavior only lasted for a short time, there was no reason to deal with it further. However, after about 2 weeks, the situation still did not improve and he even repeatedly interrupted the English class I was teaching. I warned him twice, the third time I didn't respond. It seemed to me that he was somewhat confused by this reaction. When the class ended, I asked him to come to my office for a while after lunch. I deliberately chose a time when no other teacher was in the office and the interview could be confidential. The student admitted that his behavior was caused by the fact that he liked a classmate and he wanted to impress her. Allegedly, she didn't pay attention to him as much as he would have liked and that's why he tried it by disruptive behavior in class, because when the teacher warned him, the classmate turned to him and noticed him. I listened to the student, consoled him, and together we came to the conclusion that interrupting is not a suitable method to interest a classmate.\n\nOutcome:\nThis resolved all unwanted behavior and did not reoccur.\n\nStudent Profile:\nAge/Year: 15, 9. třída\nHobbies: Fotografování, hra na housle\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1460", "student_age_year": "15, 9. třída", "student_hobbies": "Fotografování, hra na housle", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, NJ", "teacher_practice_years": "9", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/1127", "content": "TEACHING CASE STUDY\n\nBackground:\nEven before the beginning of the year, I was less afraid of the arrival of a student who comes from abroad. When I talked to his kindergarten teachers, they said that he is smart, can learn everything, and will soon catch up with the other children in everything. Since the boy comes from Ukraine, I also had to prepare a little, I learned a few basic words in Ukrainian to make his arrival at the Czech school at least a little easier. But I was in for a big shock on the first of September, the boy came to school, he didn't have any aids, even though his family received a list of aids, but most of all he didn't know a word of Czech. However, I still tried to integrate the student among other students. But since Honza did not understand anything, he began to annoy and distract the other pupils; beating them, he still just wanted to play, dropping things on the ground. I had to start solving this situation, because it was 1st grade, which is very important for children and it is a big leap in life for them.\n\nSituation (Anamnesis):\nThe student is 6 years old, so he is younger than most of the children in the class, he is perceptive, but I see symptoms of ADHD in him. Other children in the class try to do what I tell them and what they have, they are receptive and want to learn new things.\n\nTeacher Intervention (Solution):\nwasn't sure how to solve this problem, teaching a foreigner who doesn't know a word of Czech, I've never met in my career. I didn't want the boy to disturb and harass the other children, the children tried to help him themselves, but the boy didn't even listen to them and refused to help, preferring instead to throw the children's case off the table. I started to solve the problem in more depth, I called the nurse at the school, with whom he lives, I tried to explain to her that the student must also be taught Czech at home. The next day, the student brought a cell phone to school, I read in the diary that he said he had it on a translator so he could communicate with the class, of course it didn't help, and the student played games on this phone the whole lesson. That's why I decided that it can't go on like this, I met with our school counselor and the headmistress of our school and introduced them to this problem, we agreed that the student must go back to kindergarten because he is not yet mature enough , both mentally and in age, to come to our school. So I called the kindergarten from which he came to our school, but there they told me that they did not want the student back, because just as he misbehaved at school, he also misbehaved in kindergarten. That's why I called other kindergartens in our immediate vicinity, they told me the same thing, that they can't work with a child who doesn't speak Czech.\n\nOutcome:\nIt follows that the situation was not resolved in any way, the student was not wanted anywhere, so he stayed at our school. He continues to distract the children and the language barrier is not getting too thin, but his sister is interested in his education and therefore signed him up for a Czech language course for children, so we'll see if this will improve the situation at least a little. I think that I tried to solve this problem correctly, as I should, but the result was not satisfactory and I am still not satisfied with it to this day, even though I actually feel sorry for the student.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída ZŠ\nHobbies: Zájmy žáka nejsou učitelce známy\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Failure to attend class\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1127", "student_age_year": "6 let, 1. třída ZŠ", "student_hobbies": "Zájmy žáka nejsou učitelce známy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "32 let", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/841", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had the fourth class that day, the previous class was physical education, where the students ran a lot, which they all enjoyed a lot. It is often difficult to get the attention of students, especially first graders. However, all the pupils worked well, it was a mathematics class and it is usually popular with the pupils in the first grade. At the beginning, we match objects to numbers up to 5, which most students can already do from kindergarten. Only pupil T. did not work.\n\nSituation (Anamnesis):\nThe student entered the first grade after the postponement of compulsory school attendance from the preparatory class, which is introduced at our school. I had already been warned in advance that the pupil was 'more lively', that even in the preparatory class he had problems with other classmates. For this reason, I sat the student in the first row at the beginning of the school year. Already in the first days of the school year, the pupil began to show himself by repeatedly nudging classmates who were sitting near him. During the lessons, he often talked with the student who sat on the bench with him, the other classmates complained about him hitting them. Since it was the beginning of the school year and the first grade, I didn't have any teacher's assistant in my class. The headmistress told me that the teacher's assistant will probably come to the class later, as such a support measure has not yet been suggested to any pupil by the pedagogical-psychological consultancy.\n\nTeacher Intervention (Solution):\nShortly after the start of the lesson, I noticed that the student was lying on the desk and not paying attention. I walked up to him and asked if he knew what we were doing. He didn't know, even though he had the workbook open on the right side. I showed him which exercise we were currently doing and went back to the explanation. I watched the student more and soon I saw that he was not working. I asked him why and he told me he was tired. I responded by saying that he should try again, that we would all go to lunch in a little while. I continued the lesson, assigned an independent exercise to the class, but the student did not work. I came to him again and asked if he understood the material being discussed, if he knew what to do. He said he did not understand the material. I briefly explained the material to him, I explained to him what he should do in the given exercise. Meanwhile, the others were already finished, I explained the next exercise to the students and left them separate time to work. But the student did not work again, he had not finished the previous exercise, nor had he started it. I pointedly warned him to pick up a pencil and start. He took the pencil, but did not start working. I stood by him for a while, waiting. Again I tell him to start working and he says he won't work. I ask him why? To which he says that he doesn't enjoy it and that he won't do it. I began to explain to him that he was at school, that there were various exercises at school, and that he would make me and my parents happy if he worked. In the end, we led a similar discussion until the end of the lesson, and the student did not complete the exercise. I didn't want to be too hard on him because he was a freshman and at the beginning of the school year. In the afternoon, when I went home from work, I met the pupil's mother (we are from a small town, we know each other), I told her that her son did not want to work in class, that he had to finish his exercises at home, and she replied that he needed a cuddle '. I told her that I think she needs more support.\n\nOutcome:\nThe conversation with the mother had a very positive immediate effect on the pupil, who came to school the next day with all assignments completed, listened to the explanation and did not disturb the class. However, this attitude of his did not last long, soon his problematic behavior began to repeat itself, and during the school year I managed to convince the parents that they should visit a pedagogic-psychological counseling center with their son.\n\nStudent Profile:\nAge/Year: 7 let, 1. ročník\nHobbies: hraní počítačových her\nDisorders: Nespolupráce,Rušení výuky,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "841", "student_age_year": "7 let, 1. ročník", "student_hobbies": "hraní počítačových her", "student_diagnoses": "", "student_disorders": "Nespolupráce,Rušení výuky,Fyzické násilí", "teacher_approbation": "VŠ – titul Mgr., aprobace: učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "6", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
-{"content_id": "edustory/21", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation with the zero grade student was a recurring situation where her excessive fixation on her mother was manifested. From the beginning of the school year, when schools were still open during the time of the coronavirus, I picked up the pupils of my zeroth grade in front of the school. However, when I took the student from her mother, she started clutching her stomach, saying she was sick and crying, several times she even vomited. She didn't let herself be taken away from mom at all. She then didn't go to school for the rest of September and her absences increased due to this. In general, she was rather calm and shouty, but in these situations she was also capable of shouting loudly.\n\nSituation (Anamnesis):\nThere was no known reason why she should not want to go to school so badly. She didn't have any problems in class and although she usually didn't get involved much in playing with others, she had friends in class and she mostly enjoyed the content of the lessons. As the youngest child, the student is very pampered by her mother and is constantly used to her presence and attention.\n\nTeacher Intervention (Solution):\nThe situation with feigned nausea, crying, etc. was constantly repeated. I tried to explain to her in different ways why it is important to go to school and what she will learn, to motivate her with stamps and so on, but it did not have a very positive result. That's why we thought it might be worth trying so that her mother could stay with her in the classroom during the lessons, at least in the beginning, before she gets used to it. However, due to the situation with the coronavirus, this solution was not possible. Then the student's mother herself came up with the idea and suggested that as soon as the student got to the classroom (which was on the ground floor), she would stand in front of the school so that the student could see her through the window. She stood there calmly like that for two hours, and at the moment when the student seemed to be fully absorbed in the lesson, I carefully gestured through the window to her mother to go away. Gradually, over the course of about a fortnight, things got better, so that mom didn't have to stand in front of the school for so long, and then not at all. But as soon as there were some gaps, time off or distance learning, when she had to return to school after spending some time at home, the whole situation started anew.\n\nOutcome:\nAs for the solution to the situation, in the short term this solution in the form of the presence of the mother was reflected well, the time when the student needed to see her through the window gradually decreased. Sometimes she would cry during the lesson, but I already knew that I just had to let her go. From a longer-term point of view, however, the situation repeated itself as soon as there was a longer period when the student did not attend school and became fully fixated on her mother again. In the long term, however, I consider the solution to her problem behavior a success, because as soon as she started going to school for a longer period of time, her mother's presence ceased to be necessary. Now in September, the student entered the first grade, and I am happy to say that what happened last year, when she was in the zero grade at my place, has now broken and there are no more problems with her.\n\nStudent Profile:\nAge/Year: 5 let, 0. třída\nHobbies: Žákyně si ráda hraje na učitelku, hodně se zajímá o úpravu zevnějšku – často střídá účesy, hraje si se šminkama, hračky ji naopak nikdy moc nezajímaly.\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "21", "student_age_year": "5 let, 0. třída", "student_hobbies": "Žákyně si ráda hraje na učitelku, hodně se zajímá o úpravu zevnějšku – často střídá účesy, hraje si se šminkama, hračky ji naopak nikdy moc nezajímaly.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, Učitelství pro 1. stupeň ZŠ, obor Výtvarná výchova", "teacher_practice_years": "31 let", "problems_annotated": "Emotional outbursts, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/579", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "579", "student_age_year": "11 let, 5. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, AJ, ČJ", "teacher_practice_years": "9", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1147", "content": "TEACHING CASE STUDY\n\nBackground:\nremember one student whose misbehavior did not improve at all during the four years I taught him. It was my very first classroom. Already during the first days, it became clear that there would be problems with the student. At the beginning of the year, the students received tools from the school, which I gave them and told them to wear them or leave them at school. Most of the student's supplies were lost within the first few days. The student did not behave in a disruptive manner in class, rather he did nothing and did not listen. Most of the time he just lay on the bench and played with a pen. When I assigned a task, he usually completed it only partially or sloppy. As a rule, he did not carry homework.\n\nSituation (Anamnesis):\nThe pupil's mother died after being attacked by the pupil's father when he was a young child. The pupil's father was then convicted and placed in prison. The boy was raised by his grandmother from the age of 5. The boy never had many friends and was not very social. He often tried to get attention by inappropriate behavior even at the cost of punishment.\n\nTeacher Intervention (Solution):\nFrom the beginning, I admonished the student, I tried to explain to him that he can't just not do the tasks, but it didn't help. He received a reprimand from the class teacher, as well as a reprimand from the principal, but his behavior hardly changed. I tried to motivate him and help him, we talked about what he would like to do in the future and why he has to study now to be able to do what he wants. It is true that since then he started to at least partially complete the tasks, but he still did not pay much attention, sometimes interrupted and did not bring his homework. It went on like this. Seeing that my efforts were not helping, I lost a little motivation to continue. Although I devoted myself to the student, but not so much anymore, because I had another 29 children. I'm a little sorry that I didn't try harder, but if he didn't ask for help, I could offer it to him as I wanted and it wouldn't do any good anyway.\n\nOutcome:\nThe student eventually successfully completed elementary school, even with the occasional benevolence of the teachers. Unfortunately, the student's behavior hardly changed. Although we tried, we failed to motivate and help the student.\n\nStudent Profile:\nAge/Year: 11–15 let, 6.-9. ročník\nHobbies: Čtení komiksů\nDisorders: Neposlušnost,Rušení výuky,Nepracovitost,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences, Support, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1147", "student_age_year": "11–15 let, 6.-9. ročník", "student_hobbies": "Čtení komiksů", "student_diagnoses": "", "student_disorders": "Neposlušnost,Rušení výuky,Nepracovitost,Nepozornost", "teacher_approbation": "Mgr., It", "teacher_practice_years": "13", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/383", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is clever and observant, I rated her as above average, because she is always the first to finish, she tries, she always applies for everything, she is very extroverted, she is not shy at all. But precisely because she is done right away, she often starts to disturb her classmate sitting in the back seat with her, or very often tries to have most of my attention for herself. It's not just a one-time situation, but it happens that he has already prepared an exercise, which was supposed to be checked, but then he shouts because he has no patience with others, he wants my attention and to show me that he can do it.\n\nSituation (Anamnesis):\nheard that she is like that in several subjects, she easily draws the teacher's attention to herself, she asks, especially when she is done, and given that she has no patience with the other students, she would immediately shout the answer herself, so it is difficult to pay attention more attention to others. Of course, it also started to bother the other children after a short time, it seems to me that then they are insecure, most of them prefer to stay away rather than assert themselves somehow.\n\nTeacher Intervention (Solution):\nWhat I tried with the student was that I sat her from the back bench towards me, towards the department, all the way to the front. Now I also give her work when she is done with whatever she has, or I often let her go around the classroom to give advice to the children on what they don't know how to do. So far it's up to date so I'll see where it goes.\n\nOutcome:\nhoped that sitting closer to me would make her feel like I was giving her more of the attention she often requires from me. I think it's working well so far, I don't find her interrupting as intense or what to say. Plus, I give her work after it's done, so that definitely made a big difference. Sometimes I make her my \"helper\".\n\nStudent Profile:\nAge/Year: 9 let, 3.třída\nHobbies: Matematika, koně\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "383", "student_age_year": "9 let, 3.třída", "student_hobbies": "Matematika, koně", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "4 roky", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/584", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, the maid of honor came to me to tell me that a girl suddenly ran out of a group of children playing with stuffed animals and started vomiting and crying. They could not get out of the girl what had happened, whether she was feeling sick or just sick, so the girl was sent home. The next day the girl came to school, but she was behaving strangely. She looked as if something had frightened her and she jerked her gaze towards the boy in the penultimate pew. The girl was avoiding the surroundings, so I thought I wouldn't scare her any more, I just came up to her and told her that if she needed anything, I'd be in my office, I have tea and biscuits there, so she can come and anything to confide In the afternoon there really was a timid knock on the door and that girl came. After talking for a while on a topic that made her feel safe, she slowly began to move on to the reason why she came to see me. The boy in the penultimate bench was said to be showing her some video with naked people on his mobile phone and forcing her to watch until the end, even though she didn't want to. From the brief narration, I immediately understood what it was about, tried to calm the girl down, and after she calmed down, went home.\n\nSituation (Anamnesis):\nThe student who played the video to others probably didn't want to harm others in any way, he was just curious and had to share what he discovered. As it turned out, he had downloaded some pornographic video that he forwarded with the boys in class and while waiting for his parents in the school club, he also showed the video to children who came near him.\n\nTeacher Intervention (Solution):\nI invited the boys who brought and distributed this video to my office. I asked how they got the video and why they wear it to school. One of them is said to have found the video by accident on the Internet and brought it to school to show off to his friends, who of course also wanted the video. It seemed that they regretted the act, they didn't mean it badly and didn't want to get into trouble. The video was deleted from the mobile phones, the boys promised not to wear this to school again. Although I felt sorry for them, how scared they looked and that they regretted their actions, each of them received a reprimand from the class teacher and extra homework as punishment.\n\nOutcome:\nThere was never a problem with the boys in this area. The video seems to have been forgotten and I haven't noticed another offense with them. They are now studying at a gymnasium, where they have no problems. I would certainly appreciate keeping a cool head while dealing with both issues. The approach was professional to both victims and perpetrators. I also consider the idea of an anonymous mailbox to be successful. I would definitely think better about the punishment, it seems to me that these two problems have a different weight of offense, so the punishment should be different in each case and not identical. When dealing with a problem with a bully, I would definitely focus more on the girl after I heard about some problems in the middle of the year to see if she changed her behavior, the fact that the teacher learned that the bullying continued until the end of the school year, I she will come very late, she should have definitely increased her punishment by two for behavior. I would definitely deal with both cases with the parents, I would further grade the bullying with a 2 for behavior, and I would punish the dissemination of pornography with a reprimand from the class teacher. I would also be very impressed by the behavior and awareness of the mistakes of the culprits themselves, if I saw how they realize their transgression and regret it, I would easily reduce/extend the punishment, also according to the subsequent behavior in the following months.\n\nStudent Profile:\nAge/Year: 16 let, 1A/4\nHobbies: Neznámé\nDisorders: Arogance,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "584", "student_age_year": "16 let, 1A/4", "student_hobbies": "Neznámé", "student_diagnoses": "", "student_disorders": "Arogance,Agrese", "teacher_approbation": "Mgr.", "teacher_practice_years": "29", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1174", "content": "TEACHING CASE STUDY\n\nBackground:\nchose a girl who is from a complete family, has two other older siblings, has not been diagnosed with any disorders, has not been to a counseling center, nor do I plan to send her anywhere. She is here in this class now, we are in our third year together and some of the minor problems started appearing in the first class, I can call it \"little physical attacks\n\nSituation (Anamnesis):\nŽačka lives with both parents and two older siblings, so she has to earn her own right. As the teacher says: \"...I think it's because of how she's like vigorous, into everything like hrr and how her two older siblings are like very pushy, and there's a jump from the middle sibling of about 4 years and from that eldest sister by a leap of ten years, I feel. So that she was trying to get attention, and it probably dragged on with her even here at school.\n\nTeacher Intervention (Solution):\nWe started to solve this situation - first I solved it with the little girl, when we talked about it, that it shouldn't and shouldn't be done, what the consequences could be. I tried to solve it calmly, I didn't solve it in front of the whole class, I always kind of took it aside. When we somehow discussed it together and I think it partly helped, but it took a while - the result was not visible overnight and then I think it helped her a lot when I separated the children because they were fighting with each other - little girl with a baby boy. So when I planted them, it also improved a lot. As everyone had their own personality, those personalities simply didn't go together, especially in the first grade, where there were a lot of other new sensations. After that, I talked about it with the girl's parents and the mother, with whom I discussed it in more detail, she said that they were also fighting with her at home about this. And I think it's because of how strong she is, into everything like hrr, and how her two older siblings are like very strong, and there's a jump from the middle sibling by about 4 years and a jump from the oldest sister ten years, I feel. So that she was trying to get attention, and it probably dragged on with her even here at school.\n\nOutcome:\nThe pupil's behavior is repeated, but the frequency is less and less. For example, in that first grade there was a problem every day before we started solving it. But now in the second grade it was, I don't know, once every three weeks, once a month... So the frequency went down a lot there and I think it just takes time, that the personality doesn't change overnight and that she herself he learns to manage his emotions, work with them and it's better. At least from my point of view. So I think you can see the shift there…\n\nStudent Profile:\nAge/Year: 3.C, 8\nHobbies: sport  basketball, lyžování), hry na počítači\nDisorders: Fyzické násilí,Braní věcí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Transfer of student, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1174", "student_age_year": "3.C, 8", "student_hobbies": "sport  basketball, lyžování), hry na počítači", "student_diagnoses": "", "student_disorders": "Fyzické násilí,Braní věcí", "teacher_approbation": "Mgr., Učitelství pro první stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1085", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was a case of student bullying. One year older student transferred to the matriculation year of the four-year study because he was in America the previous year. And so he had to repeat the given year and could not continue with his original class. He was a special student. Very cheerful and tended to hang out with girls more. He liked to laugh and some would say that he was effeminate. So he was an easy target for a group of students. So the main one was the pupil, because he felt that he could be the one who leads everything, because he already lived alone with his father, who was also not at home, because he was serving a sentence at the time. He did not keep in touch with his mother, because she sued his father for property disputes at the time. The student was of legal age and therefore could stay at home alone and was greatly admired by others for this. And they did everything to please him. So the student came up with a plan to bully the student for his own amusement. And they did different things to him. In the beginning, it started with minor bullying, when they took things from him, described notebooks, described textbooks, took his snack, threw his briefcase, verbally made indiscriminate jokes about him being gay, etc. However, this did not affect the student significantly, because he was a fairly mature personality and he knew that this behavior was not normal and that it wasn't about him, it was about them. So he was able to put up with their behavior. But then came a situation that even he couldn't cope with and that the class couldn't cope with either. And the point was that they took a picture of him in the toilet and then sent the photo to all their classmates and even posted it on several bulletin boards at school. At this point, it was a lot for the student because he had a complicated family situation and stopped going to school completely. Since I was his former homeroom teacher, I contacted him and he said he would never come to school again, which I found strange because he was planning to graduate and travel to England. So I started asking, and we found out what happened from two female students in the class.\n\nSituation (Anamnesis):\nPupil - the leader of the class, the gray eminence of the problem, quiet, polite, smart, lazy. Žačka – loyal, naive, trusting. Student - kind-hearted, communicative, vulnerable, represented the position of parent for his younger brother at home.\n\nTeacher Intervention (Solution):\nSo we started solving it at that moment. The first thing we did was to read the given methodical instruction, and then the individual students were interrogated. The interrogation was separate and immediately consecutive when they did not know that they would be \"interrogated\n\nOutcome:\nWe decided to conditionally exclude all three. Unfortunately, it was not possible to conditionally exclude the student, because we basically had no evidence on him at all. One student took a photo of it and another of them sent it out. But the student didn't participate at all, he just had a good time. So we could not exclude the student, but at least he received a reprimand from the school principal. Which in my opinion had no meaning at all. Basically, after he graduated, he came to the director's office to tell us that we didn't have anything against him anyway and that he felt like the winner of the whole situation. From this I gather that it did not turn out well at all. However, for the last two months until the end of school, the students got their wits about them and started behaving decently. They cut ties with the student and even apologized to the student. And then they apologized to the whole class, but then they never belonged to that class again. The student then all returned to school to take the matriculation exam, which he passed successfully. But I think it affected him a lot because he was a very open person and he couldn't understand how something like this could happen to him.\n\nStudent Profile:\nAge/Year: 18 let, 4. ročník SŠ (gymnázium)\nHobbies: Auta\nDisorders: Manipulace,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1085", "student_age_year": "18 let, 4. ročník SŠ (gymnázium)", "student_hobbies": "Auta", "student_diagnoses": "", "student_disorders": "Manipulace,Lhaní", "teacher_approbation": "Mgr., ČJ a NJ", "teacher_practice_years": "19", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/706", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student I first taught in the fourth grade, i.e. in the 9th year of elementary school, was known for his problematic behavior. I knew from the other teachers that there were sometimes problems with him in class, and I myself dealt with him several times for not following instructions or being disruptive in class and talking back. However, these incidents paled in comparison to what happened at the ski course I taught together with two other teachers. The student, together with one of his classmates, were absolutely unable to respect any rules set by the teachers from the beginning of the course. It started when they left for the course, when they arrived late for the meeting, it continued by not observing the time regime on the course, the rules of cleaning and safety in the room, when they did not respect the rules of the cottage and brought their own portable grill to the course, on which they grilled meat in the room at night . Furthermore, they did not follow the safety on the slope, they drove exactly where we told them not to drive and it seemed that they were downright squeamish about the word \"rules\"\n\nSituation (Anamnesis):\nBoth boys were very leadership types, they led the whole class which had a kind of respect for them and the group members were almost afraid to speak up against them. I don't know at all how they did it and why they were so popular, in any case they were not a good influence on each other at all and we always had to solve most of the disciplinary problems with both of them. But I think that one of them was usually the one who stood out more against the rules. As for the rules at home, he probably wasn't very used to them there. He never knew his father and had no siblings, so his mother was alone with him and maybe she didn't want to forbid him too much and be too strict. I know that they didn't always live together in the same household, and that he sometimes slept alone at the cottage, from where he then commuted to school, and his mother therefore didn't have much insight into where he was and how he spent his time.\n\nTeacher Intervention (Solution):\nAfter an agreement with the other teachers, I took the student home from the course. I told my mother that I would pick up the student at home the next morning and take him back to the course, but I asked her not to tell him about it. The original plan was to exclude the student from the course completely, but I generally do not agree with punishments without the possibility of correction, so we decided to give the student a second chance and take him back to the course the next day. But at the same time, I wanted the student to have time and space to think about himself, so we didn't tell him or the rest of the class that we planned to take him back the next day.\n\nOutcome:\nWhen I came to pick up the student the next morning, he was very happy, he even shook my hand, and he subsequently behaved completely differently on the course, along with the whole group. Unfortunately, there was a kind of gap between us, the whole class was already paying close attention to everything they did, and even during their entire further studies, we did not develop a close relationship between us, which I always managed to do with the other classes. So maybe this procedure was too strict, but on the other hand, I think it was needed. From the very beginning, that group constantly tested our boundaries and always went beyond, with the fact that unfortunately it was not enough to say \"look, here we were talking about something, here are such and such rules\n\nStudent Profile:\nAge/Year: 16 let, kvinta (1. ročník SŠ)\nHobbies: hudba, kamarádi\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Transfer of student \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "706", "student_age_year": "16 let, kvinta (1. ročník SŠ)", "student_hobbies": "hudba, kamarádi", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské; Francouzský jazyk a Tělesná výchova", "teacher_practice_years": "10", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1103", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the end of the first year of study, two students in my class confided in me that they were worried about their classmate, who, according to them, wanted to commit suicide. So I sat down with these classmates and had the whole situation described. I learned that a classmate had said several times in their presence that she would kill herself when something failed her, but her friends took it as an innocent joke. Later, however, they noticed a change in her classmate's behavior, she didn't want to hang out with them, she became withdrawn, and finally she started adding strange posts on social networks warning of suicide. At this point the girls decided to inform me of the situation.\n\nSituation (Anamnesis):\nThe classmate was an inconspicuous quiet girl who had average results in school. So far there have been no problems with her. Recently there has been a deterioration in results and withdrawal. While solving the situation, I found out that the parents of a classmate are divorcing.\n\nTeacher Intervention (Solution):\nFirst, I met with the other teachers to find out if they had noticed any changes in the behavior of the classmate, then I met with her as well. First, I told her that I had noticed a deterioration in her results and that it needed to be addressed somehow. I asked why the deterioration was happening. The classmate justified the worsening of the results by frequent absences due to illness and the fact that she did not have time to study for all the written tests. I knew that the classmate was sick more often, but the deterioration happened before that, so I told the classmate that I had also noticed changes in her behavior and asked if something was bothering her. At first, the classmate said no, but then I started asking about relationships in the class, family, etc., and the classmate started crying. Subsequently, she confided in me about her difficulties. Her parents were divorcing and she was under enormous pressure to decide who she was going to live with. Subsequently, her grades deteriorated and her classmate's parents forbade her to meet her friends and she had to study at home. However, she did not feel well at home and therefore her results did not improve even after that. I passed the whole situation on to the school psychologist and informed the parents about it. I told my classmate that she shouldn't be afraid to turn to me if necessary and that if necessary, we can discuss further exams individually. We dealt with the situation together and it was confirmed that talking about suicide was just \"calling for help\n\nOutcome:\nstayed in touch with the parents and the school psychologist and the whole situation calmed down over time and it never happened again.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník SŠ\nHobbies: malování, čtení, umění\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Selfdestructive behaviour\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1103", "student_age_year": "16 let, 1. ročník SŠ", "student_hobbies": "malování, čtení, umění", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., rehabilitační sestra", "teacher_practice_years": "17", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1437", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the past year I happened to notice a group of girls in which one of them was quite self-conscious and I often noticed that the rest of the group made fun of her and did various things to her. I decided to address this because the girl's parents told me that their daughter was trying to join a group of popular girls and that they were keeping her between them just to make fun of her.\n\nSituation (Anamnesis):\n4th year elementary school student, introvert, above average academic performance\n\nTeacher Intervention (Solution):\ntalked to the little girl about why she likes everything her classmates say or do to her. The answer was that they are her friends and that it is normal between friends. I asked her if the behavior of her friends sometimes bothers her. She replied that she was, but that she wasn't saying anything so that they wouldn't stop talking to her. I tried to explain to her that friends don't treat each other like that and that maybe she should try to find better friends. The student just got offended and told me that she didn't want to deal with it with me. After a subsequent conversation with the parents, we agreed that we had to leave the student alone, so that she could figure out on her own that such a 'friendship' is meaningless. I wish I could explain to the student that others are not treating her properly, but she absolutely refused to discuss this topic with me.\n\nOutcome:\nŽačka continued to hang out with the group for half a year, but eventually she found another friend who treated her nicely and stopped hanging out with the popular group. Now he is much happier and more cheerful.\n\nStudent Profile:\nAge/Year: 9 let, 4. ročník ZŠ\nHobbies: Hry, procházky\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1437", "student_age_year": "9 let, 4. ročník ZŠ", "student_hobbies": "Hry, procházky", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr. Aj a M", "teacher_practice_years": "15", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1240", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher was walking down the hall and was stopped by the cleaner saying that what the class was doing was terrible and that she was sick of it. The teacher started to find out what happened. The cleaning lady said that she was cleaning the corridor and part of the class was yelling very dirty words. The teacher knew she couldn't just let it go. She had a lesson in this class right after recess and decided to work it out with the kids right away.\n\nSituation (Anamnesis):\nPupils from the first grade and pupils from the surrounding villages transferred to the second grade, so the collective was divided at the beginning and the pupils were restless. Over the course of a year, it was possible to compare the students and most of the teachers consider them to be a good class. There are above average, average and below average students in the class. There are more boys than girls.\n\nTeacher Intervention (Solution):\nThe teacher asked the students to report the person who was yelling something obscene in the corridor. One student came in asking if ox is a dirty word. The teacher replied that it was borderline and that they could say that to their friends, but they shouldn't talk about it in the corridor and not tell anyone who might be bothered by it. A couple of the boys confessed to other foul language. The teacher called on the class to report others who were shouting something obscene. The children gradually confessed or were accused by their classmates. The teacher told them not to do it again and to apologize to the cleaner.\n\nOutcome:\nAfter the lesson, the cleaner came to see the teacher saying that the children had apologized to her and that she was pleased. In the long run, the teacher was not sure how the situation developed, as the incident happened during her internship at the school.\n\nStudent Profile:\nHobbies: Výlety, hraní her\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1240", "student_age_year": "", "student_hobbies": "Výlety, hraní her", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., biologie, chemie, angličtina", "teacher_practice_years": "25", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/310", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student entered our school only in the eighth grade. From the very beginning, he was not very communicative, at lunch and during breaks he always sat alone and did not talk to anyone. Then, sometime during the beginning of the second semester, when I came to class, there were a bunch of boys standing around his desk, which was suddenly very strange, but I didn't pay more attention to why it was like that. I started class as usual, and as soon as I turned to the blackboard, I heard the sly grins of the boys. When I turned around, they seemed to be doing nothing. But the smiling was repeated every time I turned to the blackboard, but it was still not clear to me what they were laughing about, and when I asked them, no one from the class answered me. Towards the end of the lesson, however, one of the classmates spoke up and told the student to leave it alone, that it really bothered her how it shone in her eyes. So I asked her what it was about, and she said that the student has a laser with him, and he's been shining it all day long, everywhere and in everyone's eyes, and that she's not comfortable at all. So I asked the student to hand over the laser to me. This whole situation with the laser was repeated seven more times by the end of the year, and then it continued even at the beginning of the ninth grade, from which the student left after a month, due to moving to another city.\n\nSituation (Anamnesis):\nThe student lives only with his father and two brothers, one older, the other younger. Their mother died giving birth to their younger brother. He transferred here from another school, and this transfer took place due to a change in his father's workplace. After contacting his previous school, I learned that there were allegedly no problems with him there. The student seemed very introverted and did not seem at all interested in interacting with others in the class. The class he joined was a great team, everyone stuck together, they were popular with the teachers and there was never any disciplinary problem with them.\n\nTeacher Intervention (Solution):\nWhen the laser was first seized, he protested that it was his property and that I had no right to take it from him. I told him that I have no problem returning it to him in the afternoon if his dad comes to pick it up. However, he did not show up. I took this whole situation as a minor offense and did not deal with it any further. But after about 14 days, the student brought the laser again. He used it again in class, after which I warned him that he was not allowed to use it at school and I confiscated it again. He said he didn't care if he got a new one. I had already started to have a nice collection in my drawer, when I confiscated his third, and a colleague from the Czech Republic came with the fourth, I decided to call his father at school. I sat down with him and the student in the office, and I explained the whole situation to dad. His father had no idea that his son was carrying lasers to school, and he didn't even know where he got them. I made him understand that the pupil would be reprimanded by the class teacher, the father agreed with me without any objections, and the pupil responded by saying that he didn't care anyway. His father warned him that he shouldn't talk like that. In June, the situation with the laser was repeated again. I informed my father over the phone, who still maintained that he did not know where the boy got the lasers or where he got the money for them. When the student brought the laser again towards the end of the year, I agreed with the principal that he would be reprimanded by the school principal and we informed the father that the student should start seeing a counselor. When handing over the report card, the student then told me that even if we confiscated a hundred of those lasers, he would still get another one, so we can try as hard as we want. I kind of hoped that he would calm down over the holidays, but I was wrong. The very second week he brought the laser to school again. I confiscated it from him again and repeated to him that he must not wear that thing to school because it is forbidden. His response was a nod of the shoulder. By this time, the laser wasn't even funny to the class anymore, but that didn't deter him from using it either.\n\nOutcome:\nThe whole situation does not actually have a final solution, because at the beginning of October the pupil left our school and transferred to another school. However, it was not because of disciplinary infractions, but because of his father, who again had to move for work.\n\nStudent Profile:\nAge/Year: 15 let, 9 třída\nHobbies: tvorba videí\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Disrespekt,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "310", "student_age_year": "15 let, 9 třída", "student_hobbies": "tvorba videí", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Disrespekt,Nevhodné chování", "teacher_approbation": "Mgr., Anglický jazyk, Německý jazyk", "teacher_practice_years": "10", "problems_annotated": "Nonverbal disruption of lessons, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/869", "content": "TEACHING CASE STUDY\n\nBackground:\nThe girl joined our school in September at the age of 8, joined together with her older brother, who is diagnosed with ADHD. In November, an English language teacher = family speaker joined our school. The girl started gossiping behind the teacher's back that she has big breasts and an ass. During class, she would ignore the lecturer and turn to her classmates, non-verbally showing the size of her voluminous portions. Subsequently, she started calling insults in English directly to the lecturer: big elephant,... The girl had a great influence on the class and so the whole class started mocking her. The lecturer could not handle the pressure and left that day.\n\nSituation (Anamnesis):\nThe girl boarded with her older brother, who has been diagnosed with severe ADHD. So the brother has an assistant with him and his problems are solved more often in the family, so he is given more attention and the girl wants to demand that attention as well.\n\nTeacher Intervention (Solution):\nWe explained to the girl several times that gossiping about someone is not nice and if she doesn't like something, she should make other arrangements. I explained to the girl that when she slanders someone, the other person doesn't like it and it's very uncomfortable for them, but the girl didn't have any words. The girl went for a consultation with the principal and she begged her not to do it. But the girl told the headmistress that she likes the teacher and that she doesn't say any slander. I also held a consultation with the lecturer, but she was very upset about the situation and could not return to school. Subsequently, we introduced the rule that English with a native speaker is only for those who are interested in it and must follow certain rules.\n\nOutcome:\nThe lecturer never returned and moved to America. The girl still ignores some teachers and instead draws in her notebook. She had another problem when she bullied a classmate and again influenced her class to be bullied by more people.\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník SOÚ\nHobbies: Posilování, hry na Playstation\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "869", "student_age_year": "16 let, 2. ročník SOÚ", "student_hobbies": "Posilování, hry na Playstation", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ, aprobace anglický jazyk - zeměpis", "teacher_practice_years": "15", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/781", "content": "TEACHING CASE STUDY\n\nBackground:\nStudent T. physically attacked his classmate during a long break. A colleague who was in charge of the corridor was the first to hear about the situation and immediately informed me. We took the attacked student, who had a visible red spot on his neck after the attack, from the classroom to the office, where he described to us exactly what happened. I immediately contacted his mother, who picked up the student in about 10 minutes and took him to the doctor. Meanwhile, T. was waiting in the classroom under the supervision of a colleague. The whole time he sat in his seat as if nothing had happened. When I asked him why he attacked a classmate, he said he didn't know. His grandmother came to get him in about 15 minutes. After they both left, I started to find out what exactly happened in the class. I asked different students one after the other and their statements coincided. The student took a chair to the back of the classroom and wanted to kick it. A classmate pushed his chair away, so the student attacked him - first he punched him, then he pushed him to the ground and started hitting him in the chest. When the classmate tried to get up, the student grabbed him by the neck and started yanking him.\n\nSituation (Anamnesis):\nEven before the attack, T. had a problem with controlling his emotions and was prone to aggression. So we made an appointment with a special psychologist in the fall. The student spoke openly with her and seemed sincere. He said he has an older brother who beats him for no reason. Although he lives with his mother, he visits his father, who lives in Russia, during the holidays. It is said that his ears often hurt because he had an accident with firecrackers, and his bones also hurt because he had a lot of fractures. The pupil was alone at the meeting with the psychologist, so I arranged another meeting with his mother and older brother, which the pupil did not attend. My mother told me that the student does go to see his father, but he lives in a nearby town, not in Russia. He also never had an injured ear and never broke anything. The brother claimed that it was the student himself who started the fights and he was just defending himself. We advised the mother to spend more time with the pupil and to seek further professional help, for which we gave her contacts.\n\nTeacher Intervention (Solution):\nImmediately after the attack, we contacted the psychologist, whom the student has been seeing since November, and agreed on further cooperation. We also sent the mother to see a pediatrician. During January and February, the hands-on intervention program took place in the classroom. During the holidays, the pupil spent two weeks in a child psychiatry facility. He was diagnosed with a speech disorder (98.5 stutter) that made communication difficult, and as a result he developed various defense mechanisms.\n\nOutcome:\nThe attack took place when the student was in the 4th grade, now he is in the 7th grade. He still tends to be aggressive, but the situation has definitely improved. The student regularly goes to psychiatry and to the clinic of clinical psychology, and is also medicated according to the doctor's recommendation. The other students in the class know the student's problems and know how to communicate with him properly. When a problematic situation arises, in the absence of the student, the class teacher discusses everything with them, but then he does not return to the situation together with the student. In addition, there is always a community circle once a month.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Hlídání bratra, procházky\nDisorders: Krádeže,Nepozornost,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Consequences, Support, Working with the collective\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "781", "student_age_year": "14 let, 8. třída", "student_hobbies": "Hlídání bratra, procházky", "student_diagnoses": "", "student_disorders": "Krádeže,Nepozornost,Lhaní", "teacher_approbation": "Vysokoškolské (matematika, fyzika)", "teacher_practice_years": "7", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1332", "content": "TEACHING CASE STUDY\n\nBackground:\nTowards the end of the school year at the secondary school, a conflict arose between student A and a male student, or rather a silly joke, during which the pupils, while carrying out practical lessons in one of the hotels, punched each other in the elevator. As part of this 'fun', the student had an accident in which his prescription glasses fell to the ground, which subsequently damaged the 'leg' of the glasses. In this situation, there was no witness who could objectively describe the incident. We are therefore based on the information of the above-mentioned students A and that the accident occurred unintentionally.\n\nSituation (Anamnesis):\nStudent A – Self-confident, slightly egocentric and has trouble recognizing authority figures. Student - He is more of an introvert, less initiative type.\n\nTeacher Intervention (Solution):\nOn the day of the problem, both students and their vocational training teacher attended a meeting in the school building with the head vocational training teacher, where they discussed what had happened. The head teacher told them that they should properly receive educational measures for their behavior and given the situation where it was not possible to determine the culprit, they were encouraged to call the parents and tell them that they would share the cost of repairing the glasses. Minutes were written from the meeting. A few days later, the school principal received an email from the student's parents, in which it was written that the glasses could not be repaired and they demanded that the school pay the amount. However, the school objected to this request and the principal told the parents via e-mail that the students had agreed to split the amount in half. Furthermore, parents were told that students are properly trained in health and safety at work, workplace behavior and the school rules, which they are obliged to read and act according to. Given that the damage did not occur in connection with the direct performance of an activity in vocational training, the parents of the injured student were advised to proceed in accordance with the Civil Code and contact the legal representatives of student A and agree on how to proceed further.\n\nOutcome:\nShort-term perspective – Since the holidays came soon after the incident, it was not possible to specify the behavior of Student A and the student towards each other. Long-term perspective - A preventive measure has been taken and students do not work together in the same workplace in the new school year, but attend the same class. Unfortunately, we can't draw any conclusions here either, because the school year has just started. After the head teacher asked the student whether the financial issue of glasses repair had been resolved, the head teacher was told that there would probably be a civil-law dispute between the families.\n\nStudent Profile:\nAge/Year: 17 let, druhý ročník a 17 let, druhý ročník\nHobbies: není známo\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Agreement\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1332", "student_age_year": "17 let, druhý ročník a 17 let, druhý ročník", "student_hobbies": "není známo", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bc., učitelství odborného výcviku", "teacher_practice_years": "27", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/922", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day I was called to the German language class, where a situation occurred where a student threw chalk at a classmate, while she was currently answering in front of the blackboard. He hit her by shouting obscenities at her and hitting her on the head with chalk, without any reason or provocation.\n\nSituation (Anamnesis):\nThe student was a spontaneous student who was not afraid of vulgarisms, expressing his opinions only with the aim of making fun of himself and his classmates.\n\nTeacher Intervention (Solution):\nWe solved the situation with a note in the student book and a conversation between our four eyes only, which proved to be insufficient over time. The notes piled up and had no educational meaning. At the time, I was not aware of what was happening in the classroom outside of class. Over time, the pupil left our school, saying that his parents moved for work.\n\nOutcome:\nThe notes achieved the goal that the student calmed down in classes with teachers who had at least minimal authority over him. But what happened in the classroom, when none of the teachers were present, I learned only after the student left our school. The class opened up and admitted that the student was the bully of the class, he liked to bully the already mentioned classmate, and to that was added the physical aspect of bullying towards other members of the class. After this realization, I was in a slight shock, what was happening behind my back and I realized that this situation or it was necessary to deal with the student in more detail, perhaps even more drastically, and not to wait for this situation to end until he leaves our school with the completion of elementary school in the ninth grade.\n\nStudent Profile:\nAge/Year: 14. , žiak 8. ročníka\nHobbies: motošport\nDisorders: Lhaní,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "922", "student_age_year": "14. , žiak 8. ročníka", "student_hobbies": "motošport", "student_diagnoses": "", "student_disorders": "Lhaní,Šikana", "teacher_approbation": "Mgr., Geografia, Matematika", "teacher_practice_years": "22", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/472", "content": "TEACHING CASE STUDY\n\nBackground:\nhave to say at the beginning that in the second grade there is some problematic behavior in almost every class. The pupils are in puberty and sometimes it is very difficult for them. Personally, I notice the most behavior problems in the 7th grade. I dealt with most of the problems, either by myself or with the help of another colleague, counselor or parents. However, I remember a case that I could not solve. About 10 years ago, I got the ninth graders to tutor because their former class teacher had a serious injury. I had experience with classroom management, but I always went through the entire second grade with a class, I never had a class for such a short period of time. I thought that it would be a challenge for me to get to know the students in such a short time, because I had never taught them, and I was a good support for them when they finished their studies at our base. My fears increased when I learned that I would have a student in my class who was repeating a grade. I suspected that there would be disciplinary problems with the student, but I did not want to approach him with prejudices, but with a clean slate. I hoped that he had learned his lesson when he had to repeat the year. Unfortunately, I couldn't be further from the truth. Already at the beginning of the school year, I began to notice the first behavior problems. The student was very noisy in class and often disturbed the rest of the class. The problems escalated, he often started skipping school, didn't make excuses, had very bad grades...\n\nSituation (Anamnesis):\nThe student I'm talking about was diagnosed with attention disorders, he was also dysgraphic and dyslexic. He was assigned an assistant to whom he became very aggressive over time. Unfortunately, the student visited the pedagogical-psychological facility irregularly, especially the lack of communication with his mother. Not to engage in any leisure activities at school. He went to school in sweatpants, smelled of smoke. Sometimes I saw him outside the school environment with a group of older boys, smoking, listening to loud songs and using vulgar expressions. I believe that his background played a large part in his behavior. No one paid attention to him at home, he was often alone there, so he sought company outside. I think he just got into the wrong party that dragged him down. In my opinion, some of the schooling was completely stolen from the older boys, because they had already completed the basic education.\n\nTeacher Intervention (Solution):\nFirst, I tried to find out why the student does not go to school, why he has no motivation to learn at all. I turned to the parents, that is, only the mother, with whom the student lived, his father did not take part in his upbringing at all and did not interfere in the life of his son. I couldn't call my mother at all, she didn't respond to my emails, messages, the communication was really terrible. However, I finally managed to get her to the school to talk to her about her son's problems. I didn't learn anything at all from the interview, the mother didn't know that her son didn't go to school, because she was allegedly always at work. Little did she know that her son was once again prone to failing multiple subjects. When I tried to find out why she doesn't sign the messages I write to her in the student book, she replied that she doesn't have the time or nerves for that, that it's his struggle. Since communication with my mother was going nowhere and there was no one else in the family to turn to, I tried to interview my classmates to see if they knew about anything. I also consulted with my colleagues, asked how the student behaves in their classes, we were all at a loss. The student showed no interest in the slightest subject, it was no longer in my power to try to motivate him to learn, I really tried. So, as far as the assessment is concerned, he had a lot of relief, I really left him a lot of time, I made his exercises easy. I think I really tried to accommodate him. When he didn't answer even one of my questions during the history exam, I gave him the opportunity to choose any event from history that we discussed, or that he found sympathetic in some way, and he commented on it in more detail, but he always preferred to say that he wanted in five I called him to my office several times and tried to convince him not to drop his entire studies, to take at least the last year, because otherwise he won't even finish elementary school. His aggressive behavior resulted in him punching through the classroom door after talking to the assistant. So he and his mother were summoned before the school board and they were required to pay for the damage.\n\nOutcome:\nwould summarize the result as, although my colleagues and I tried, at the end of the school year the student had about 90 unexcused hours and failed 3 subjects. Although he attended elementary school, he did not graduate. I was very sorry for such a result, but since communication with my mother did not work at all and I did not manage to arouse the slightest interest in him, I was short on solving the situation. Today I think that maybe I shouldn't have yelled at him so much because it didn't lead to anything anyway and he was just more aggressive afterwards.\n\nStudent Profile:\nAge/Year: 15, 9. třída\nDiagnoses: Poruchy pozornosti a aktivity,Dysgrafie,Dyslexie\nDisorders: Lhaní,Záškoláctví,Agrese,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "472", "student_age_year": "15, 9. třída", "student_hobbies": "", "student_diagnoses": "Poruchy pozornosti a aktivity,Dysgrafie,Dyslexie", "student_disorders": "Lhaní,Záškoláctví,Agrese,Rušení výuky", "teacher_approbation": "Učitelství pro 1. stupeň základní školy, Mgr.", "teacher_practice_years": "19", "problems_annotated": "Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/985", "content": "TEACHING CASE STUDY\n\nBackground:\nIn our class, we have a student who, since the sixth grade, repeatedly did not wear aids, did not study, did not pay attention in class, was disruptive. He had a problem with concentration, he kept notes poorly, he had very low motivation to learn, his homework was almost zero. He was satisfied with fours, he was in danger of failing several subjects.\n\nSituation (Anamnesis):\nThe student had below-average academic results, almost no home preparation, rather an introvert, lack of interest in the subject. The class was generally 'problematic', the other three pupils who, together with him, represented some kind of disturbing elements. A teacher's assistant worked with the class, her constant supervision and admonitions were necessary.\n\nTeacher Intervention (Solution):\nWe solved it by constantly drawing attention to the student and reminding him over and over what he should do. Unfortunately, there was no improvement, there was a lot of lack of interest on his part. So we contacted the parents and invited them to the school. At the meeting, we agreed with them on the next course of action. The school offered special pedagogical care from our school special educator. The student started coming to her once a week. His parents began to pay more attention to his home preparation and also provided him with new notebooks. As a teacher's assistant, I supervised during classes that he really kept his notes properly.\n\nOutcome:\nThere was some improvement after these interventions. Since then, he has been keeping his notes quite honestly, and his grades have even improved. Constant supervision in all subjects is still needed, but we are glad that at least some progress can be seen. Now the pupil has entered the eighth grade. The notebooks are well established so far. He will no longer continue in special educational care. However, as a teaching assistant, I will still supervise his note-taking. The results still don't quite match our expectations, but I don't know what more we could provide. He doesn't care and shows it enough, that's why the constant supervision is needed. But that's up to him or his parents. We dealt with it as best we could at the time. And even now, I wouldn't change anything about the solution.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník ZŠ\nHobbies: chození ven s kamarády, počítačové hry\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "985", "student_age_year": "13 let, 7. ročník ZŠ", "student_hobbies": "chození ven s kamarády, počítačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Rušení výuky", "teacher_approbation": "Bc. z oboru Speciální pedagogika", "teacher_practice_years": "2 roky", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/498", "content": "TEACHING CASE STUDY\n\nBackground:\nThe class teacher and the students greet each other at the beginning of the lesson. After sitting down, the pupils listen to the class teacher, but the pupil starts shouting at a classmate in a low voice. He uses offensive words, and after being reprimanded, he starts to get angry with the teacher and shout to defend his violation of the rules.\n\nSituation (Anamnesis):\nThe student comes from a whole family, but dysfunctional in certain aspects. We know of 2 members of the household who had a problem with alcohol and handling aggression. The student often had to disconnect from classes during distance learning because one of the grandparents came to their house in a drunken state and argued loudly with the parent. The current situation and atmosphere in the family are very often reflected on the student.\n\nTeacher Intervention (Solution):\nThe class teacher shouted at the student during the lesson, but she was aware that this alone would not change the student's behavior. At the earliest opportunity, she chose him for a role in class work. The student was given the task of supervising the emptying of the wardrobes and their cleaning. He was entrusted with a shovel and a broom, which he gradually lent to his classmates. They could borrow it only after the student checked the condition of the locker.\n\nOutcome:\nThe student concentrated fully on his role and completing the task. I had a feeling he was happy to be responsible for something like that. At the beginning of the next lesson, he was praised in front of the whole class and for the rest of the day he cooperated with both the teacher and me, respecting the rules and completing other tasks.\n\nStudent Profile:\nAge/Year: 10, 4. třída\nHobbies: Počítačové hry\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "498", "student_age_year": "10, 4. třída", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Mgr. (vzdělávání pro 1. Stupeň)", "teacher_practice_years": "5 let", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1121", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent entered our school in the sixth grade. I became his class teacher. We had math lessons together. The intervention lesson in mathematics was recommended by the pedagogic-psychological consultancy. We met once a week, three times a month I prepared the lesson, once he. He had a deep interest in combinatorics, probability and statistics. A truly exceptionally gifted student. But he had a problem in the team, he was lonely during breaks, he wanted to sit alone on the bench, although the pupils did not bully him, they talked about him as a strange boy. They didn't know what to talk to him about.\n\nSituation (Anamnesis):\nA student exceptionally gifted in mathematics, he handles other subjects without any problems, he is also interested in geography and computer science, he likes sports, he does not like team sports.\n\nTeacher Intervention (Solution):\nDuring one of our joint math sessions, I asked if I could ask him questions that were not related to combinatorics. He agreed. I asked if he knew anything about neuro-linguistic programming? That interested him. And so we talked about it for a while. He said that his classmates' brains probably work differently. According to him, ineffective. I asked him how we could help them. He suggested that he would be willing to come up with some suggestions for improving learning in class. Which happened. His classmates started asking him questions after his lecture, and he happily answered them. After this lesson, the situation in the classroom changed. He began to notice his classmates more. He once told me that he liked the behavior of a classmate in class. She didn't like math, but she reacted humorously to various situations in the classroom. He asked her if he could sit with her. In the seventh grade, I led the Board Games and Logical Thinking Club. There, relations with classmates deepened even more. He had his tactics for winning and was willing to share them with others. He once organized a table tennis tournament for his classmates.\n\nOutcome:\nam happy that I managed to include this student in the team. Of course, it still wasn't ideal. He suffered from migraines, but did not want to leave school to rest at home. He had his own private goal of overcoming pain. At that time, he sat alone, did not let anyone near him, was nervous, reacted inadequately. But in the end he agreed to spend his breaks in my office, where there was no noise and he could relax.\n\nStudent Profile:\nAge/Year: 12\nHobbies: Matematika\n\nAnalysis & Annotations:\nSolutions Applied: Support, Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1121", "student_age_year": "12", "student_hobbies": "Matematika", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "RNDr., matematika - chemie", "teacher_practice_years": "35", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/661", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened about 4 years back. A new student joined my class, who moved with her parents for family reasons. Before her arrival, the class worked well, there were no conflicts between the pupils and their academic results were above average compared to other classes. After her arrival, however, I began to notice that the class was breaking up into smaller groups, between which there was rivalry, the pupils' grades were getting worse and they were taking more chances with the teachers. Of course, I attributed the occurrence of these phenomena more to their puberty than to the arrival of a new student. But it often happened to me myself that the pupil was rude, and two other classmates gradually joined her, who gained courage thanks to her. Within a few weeks, I received several complaints about the student from the parents of the students - she often verbally attacked their children, and several times there was a physical fight between her and one of her classmates. I started to notice similar incidents during school breaks as well. I talked to the pupil several times about her behavior. Once also in the presence of the school psychologist, but without success. I therefore decided to start solving the situation with her parents. I invited them to the school, where I explained the situation to them. But there was a complete misunderstanding on their part, followed by a verbal attack on me, and nothing was actually resolved by the meeting, on the contrary - the pupil had the support of her parents, so similar actions continued to be repeated. After the seventh grade, the student started attending the gymnasium.\n\nSituation (Anamnesis):\nŽačka is a smart girl who excels in mathematics. However, her grades don't match it because she doesn't pay much attention to her studies. One of the possible reasons may be the attitude of her parents, who did not show much interest in their daughter's education throughout the year. In addition, Žačka has moved 3 times during the last few years, which did not help the situation either. It is therefore possible that with her behavior she was mainly trying to appeal to her classmates and win them over to her side.\n\nTeacher Intervention (Solution):\nAs I already mentioned, at first I dealt with the situation only with the pupil. I invited her to my office and tried to find out from her what drives her to her behavior. I don't remember any of the entire conversations anymore because they took place several years ago. But I know that she refused to cooperate with me, so I decided to contact the parents.\n\nOutcome:\nAfter the first interview with the pupil, I noticed that she was more withdrawn in my classes, but the ways in which she had manifested herself up to that time continued.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: Sociální sítě, kamarádi, hudba\nDisorders: Lhaní,Podvody,Provokace,Slovní agresivita\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "661", "student_age_year": "12 let, 7. ročník", "student_hobbies": "Sociální sítě, kamarádi, hudba", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Provokace,Slovní agresivita", "teacher_approbation": "Pedagogické minimum, magisterský obor biologie – přírodovědecká fakulta", "teacher_practice_years": "30", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/323", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was completely normal, but he excelled in physics and mathematics. From the beginning, it was not clear to me why AJ doesn't really try at all in class. He was getting fours, he was sleeping, he was numb, he often looked like he didn't care. On the other hand, he was also very nervous, scattered and it was obvious that something was bothering him. He really drowned in his studies, he had to do something to keep from failing. With each test, his condition worsened and his lack of interest only deepened. Failure discouraged him from any cooperation and interest in the subject. He was sweating profusely and couldn't string a sentence together, stuttering and his voice shaking. Sometimes he looked for other activities, got angry, exploded, lost control of his own behavior and sabotaged class. In the end, he was already staring into space, falling asleep and not paying attention, totally ignoring the action around him. He kept his eyes downcast and was aloof. I sensed that all the excesses, interruptions and inattention, i.e. all the student's problematic behavior, were caused by his low self-confidence regarding languages. It was a cry for help, a kind of defense mechanism and a hidden fear of failure. The student came from a poorer family, they had a farm and a farm, he lived with his family in a small village about 20 km from the school, he commuted daily. However, he always walked cleanly and neatly when dressed. You wouldn't recognize it as a background. In class, he was mostly in contact with boys, he was averagely popular and did not cause conflicts, he never fought or attacked others, in the eyes of others he was seen as intelligent, because many did not master mathematics and physics with such clarity. That's why his behavior didn't seem great to me. It didn't match his behavior in my classes. It's like he's two in one. Like he was on a button. But what was the trigger? As far as absences are concerned, it was more of a miracle when he was sick and absent from school, his attendance was flawless. He never avoided classes or tests, went to class on time and always had his textbooks with him, completed assignments as much as possible, even with mistakes.\n\nSituation (Anamnesis):\nstarted researching why these situations occur. The only way I could think of was a joint consultation in private. The student was very vulnerable, he didn't want to look stupid in front of the class, embarrass himself and come alone. So I was the first to show an interest in correction and, above all, help. I cared a lot about him, and I could see that he was struggling. So I invited him to my office, where I told him that I was not satisfied with his behavior and asked what was going on. \"I just can't handle it, I can't get it into my head. I'm trying, but I can't. I can't handle it.'' he replied contritely.\n\nTeacher Intervention (Solution):\ntried to support him. \"Sometimes that's just the way it is. Some people have talents in a different direction, but that doesn't mean we can't do it together. I can provide you with extra materials for homework or something. If you practice… and I can see you want it more than the students who excel in this subject… you can improve a lot. I'll help you if you're worth it. I can offer you tutoring after school. We can handle everything, we won't push the saw, it will take some time, but that doesn't mean you can't do it. I trust you.'' I further emphasized that I know he's a great boy, that he doesn't want to cause problems, that he just worries and kicks around. \"It would be great to use that stubborn energy in something positive. You have to bite the bullet and fight. Little by little.'' I held him and directed him. She showed him that I understood and sympathized with him. Every correct solution to the task and practice motivated him to change. He came regularly. He really wanted to see improvement. It was a pleasant surprise.\n\nOutcome:\nThe student began to get not only good grades, but also the confidence to speak in front of the class and cooperate. He realized that mistakes are also a form of learning and are a sign of progress. Over time, his classmates began to notice his achievements. Many of the best in the class even admired him. I could tell a huge change, I was proud of him and I will remember him. He became an active and very diligent student, his problems disappeared, he actively participated in lessons, spoke and looked forward to every lesson. You improved your grade by two grades.\n\nStudent Profile:\nAge/Year: 18 (3.ročník gymnázia)\nHobbies: Počítače a počítačové hry, technika, anime, matematika, fyzika\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nesoustředěnost,Spaní v hodinách,Sabotáž\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "323", "student_age_year": "18 (3.ročník gymnázia)", "student_hobbies": "Počítače a počítačové hry, technika, anime, matematika, fyzika", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nesoustředěnost,Spaní v hodinách,Sabotáž", "teacher_approbation": "Ing. (aprobace jazyk anglický)", "teacher_practice_years": "20", "problems_annotated": "Emotional outbursts, Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/426", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student's problem started in the 2nd grade, when a large part of the second year took place via distance learning. The boy repeatedly disrupts other children's lessons with his inappropriate behavior. He doesn't listen, you can't agree on anything with him, he doesn't have a brake in him when the other students know that certain things are not allowed. The boy's case may be related to the issue of single-parent families, the upbringing of children is inconsistent here. The boy currently lives only with his mother, and visits his father only occasionally, so it is possible that his upbringing was not ideal even in early childhood.\n\nSituation (Anamnesis):\nThe boy is a frequent cause of conflict in their class. He starts fights with other students, likes to poke others for no reason. In the school toilets, he climbed the window, scribbled on the wall, took things from the children without permission. He took a pen, put it on his forearm and told everyone he was injecting drugs. Other students in the class also complain that he speaks profanity and that he is rude. Pupils who want to learn pay for his bad behavior, the need to constantly reprimand the boy greatly complicates, delays and makes others uncomfortable. Nevertheless, it cannot be said that he is unpopular in class, the children have fun with him.\n\nTeacher Intervention (Solution):\nThe boy's class teacher chooses a milder punishment - i.e. a note in the diary - in cases where it is a question of repeated interruptions in classes all day long. However, as soon as the boy collects more than five such notes, he calls his mother to school. In the case of more serious offenses by the pupil, he calls the parents immediately, or immediately convenes the educational committee. The boy disturbs the other children and makes teaching uncomfortable for everyone, so it is difficult for the teacher to choose approaches such as non-violent communication or a school without losers, and she usually reacts very strictly. The teacher always tries to be nice to all the children and she likes them very much, but because the third grade curriculum is always difficult for the children and she is still catching up with the distance learning curriculum, she does not have time to deal with the boy's inappropriate behavior at length in class, so that others the pupils did not suffer even more. The problem was solved in such a way that the boy's class teacher was even forced to convene an educational committee twice a school year, where together with the boy's mother, they solved the problem. The student received a recommendation for an examination in a pedagogical-psychological counseling center. The school board also recommended this visit. The pupil's mother does not respond to the recommendations, nor to what she as the class teacher and the special pedagogue recommended, and she has not yet visited the counseling center with her child. The student received a disciplinary sanction, at the end of the second grade he was reprimanded by the class teacher.\n\nOutcome:\nUnfortunately, the result of the solution is zero, the interview with the mother showed that the boy never had to listen at home, the parents let the boy have too much freedom and his bad behavior is now the result. No one told the boy what was right and what was wrong. He knows no boundaries because no one has guided him in this. A few days after the meeting with the educational committee, the pupil's behavior was milder, but before long his behavior returned to his old ways. Now the pupil has returned to school after the holidays and his problematic behavior persists. This boy's behavior problems are already long-standing and difficult to solve when the family does not cooperate with the school and professionals.\n\nStudent Profile:\nAge/Year: 9 let, 3. třída\nHobbies: Žák má velice rád sport, pravidelně navštěvuje fotbal\nDiagnoses: ADHD\nDisorders: Arogance,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "426", "student_age_year": "9 let, 3. třída", "student_hobbies": "Žák má velice rád sport, pravidelně navštěvuje fotbal", "student_diagnoses": "ADHD", "student_disorders": "Arogance,Vulgární vyjadřování", "teacher_approbation": "Magisterské (Učitelství pro 1. stupeň základní školy)", "teacher_practice_years": "34 let", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/939", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the first year was that there was a student in the class who is explosive. He also has problems at home and when something happens, he quickly flies out because he is used to solving problems at home with force, shouting and aggression. Because he was weaker, others made fun of him, which I tried to solve with them. Maybe I didn't explain enough to them that he needs to get used to it and has his own problems. He had a friend who provoked him, and he waited for him in the toilet and took a ruler on him. He cornered him in the corner of the booth and softened him with the ruler.\n\nSituation (Anamnesis):\nThe aggressor who provoked the situation knew that the student was explosive and deliberately provoked him. Everyone demanded that the student be punished by the school principal, but I told myself that it was not necessary and spoke to him calmly. I explained to him what provoked the situation and that problems cannot be solved with aggression.\n\nTeacher Intervention (Solution):\ntold the student that if something was going on, he should come to me and try to solve it calmly. Nothing like that has happened since. When I spoke to him alone, his eyes were down and he was sorry, but he couldn't show it. I think it's not his fault, but the fault of parents who solve problems with aggression.\n\nOutcome:\nI managed to handle the situation well. There was a starter student in the class, but nothing like that happened again after our conversation. In English and Czech, when they wrote essays, it was seen that they solve problems aggressively at home, which the student admitted. We also discussed it with his mother, but it's a special family environment.\n\nStudent Profile:\nAge/Year: 11-12 let, 1. ročník na gymnáziu (osmi-leté studium)\nHobbies: __________________\nDisorders: Emoční labilita,Hyperaktivita,Impulzivita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "939", "student_age_year": "11-12 let, 1. ročník na gymnáziu (osmi-leté studium)", "student_hobbies": "__________________", "student_diagnoses": "", "student_disorders": "Emoční labilita,Hyperaktivita,Impulzivita", "teacher_approbation": "Mgr., Matematika, anglický jazyk a deskriptivní geometrie", "teacher_practice_years": "19", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1506", "content": "TEACHING CASE STUDY\n\nBackground:\nAlready in the first grade, I noticed small nuances in my students' social behavior, but I knew that the big reason was the fact that the children spent a significant amount of time at home in quarantine instead of socializing in kindergarten, especially during such an important period such as preschool age. However, this student of mine began to deviate quite a bit, and as time went on, problems began to arise with him. I repeatedly heard from other children how the student did something, took something from someone, or said unpleasant things to someone. Suing is of course something that I try to teach children not to do, but at the beginning of the first grade they mainly get to know the children and we are not so clear about the rules yet, because I am talking about the first weeks of school. So I started to observe his behavior more and noticed the situations he does, such as a more aggressive reaction to classmates.\n\nSituation (Anamnesis):\nThe student also did things that he subsequently denied, or invented situations that did not occur at all. The student comes from a complete family, was born in Ukraine, but has been growing up in the Czech Republic since childhood. He likes to read, do karate and go to nature. He has no siblings and had no problems in society from his parents. However, as the pupil and his peers were significantly affected by the lockdown, he spent the preschool year at home. However, his family environment did not appear to be problematic, after talking with his mother, I thought that his parents paid enough attention to him, so the problem arose in the first grade when he started school and among a team that he was not used to, and because of this, they most likely began to manifest his behavioral disorders.\n\nTeacher Intervention (Solution):\nWhen I started to notice the student's behavior, at first I dealt with it only with him and tried to teach him the right behavior in the team, but the lying and disagreements kept repeating and I contacted his parents, who pointed out the problems and met with them. After mutual agreement and my recommendation, we made an appointment with a psychologist. The first session was successful and the student started visiting the psychologist regularly. It was the first possibility that could find the reasons why the student behaves like this and, above all, help him to stop it.\n\nOutcome:\nAs the pupil is still very young, we probably started dealing with his behavior at the right time. After repeated visits to the psychologist and the application of various procedures within my lessons, such as group games to bring the collective together or group work in subjects, his behavior improved significantly and the student stopped lying and began to value things and his classmates more. In this way, it was gradually possible to correct the pupil's behavior, which was most likely due to the remote preschool age and also due to the lack of socialization before starting school. Until now, it sometimes happens that the student does not behave quite correctly, but it cannot be compared to the behavior I observed at the beginning of the first grade.\n\nStudent Profile:\nAge/Year: 7 let, 2. ročník\nHobbies: čtení, příroda, karate\nDisorders: Lhaní,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Lying and cheating, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1506", "student_age_year": "7 let, 2. ročník", "student_hobbies": "čtení, příroda, karate", "student_diagnoses": "", "student_disorders": "Lhaní,Agrese", "teacher_approbation": "Vysokoškolské, titul - Mgr.", "teacher_practice_years": "15 let", "problems_annotated": "Emotional outbursts, Physical aggression, Lying and cheating, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1478", "content": "TEACHING CASE STUDY\n\nBackground:\nnoticed that something was wrong when I was substituting at our elementary school. On my first day of teaching, I walked into a classroom full of children who seemed completely fine and seemed calm to me, except for one. I noticed a girl sitting in the back pew who was constantly sewing with herself. As soon as I greeted the class, I could see that something was wrong. She didn't even greet me properly, she looked very annoyed and you could see that she had some kind of problem. The first thing I did was to move her and her seatmate to the front, because it seemed logical to me that such a student should sit in the front. On that account, she started arguing with me, that she wouldn't go anywhere, that she could sit wherever she wanted. This is where her great opposition to me, as a teacher and thus a certain authority, became apparent. We started the lesson with a task that they had to prepare at home. The task contained several longer exercises that tested spelling knowledge. So we gradually started reading, and every time it was her turn, she didn't know where we were. Although she had a task, she paid absolutely no attention to what was being done at that moment, on the contrary, she still disturbed the others, especially her seatmate, who was also very bothered by it, so I separated them so that she could have peace of mind. As for some collective position in the class, the kids didn't like her very much, on the contrary, they made it quite clear to her not to annoy them, to pay attention and stop disturbing them. As for her grades, they weren't terrible, on the contrary, I'd say they were average, even slightly above average. The latter mainly spoiled her dictation and longer exercises, during which she had to concentrate much more than, for example, with the supplementary machine. But what really surprised me was during that hour, when I warned her not to disturb, I heard her whispering curses to herself, which of course were directed at me. And it was very rude swearing. Of course, I understand that it is not easy for her, because as I later found out, she has been diagnosed with ADHD, but that does not give her the right to curse. I called my parents on that account and informed them about the whole situation. But they replied that the fault was on my side and in my teaching methods, that everything was fine with their daughter. That's what the pupil's mother told me. But the father also joined the debate, saying that he behaves exactly the same at home. After that, both parents started arguing and cursing, which clearly showed me where their daughter got it from. Then it came out that they were getting a divorce and their daughter was taking it very badly. Also, in my opinion, a big problem is that their daughter is the best and most worthy child in her mother's eyes, so she allows herself to be dictated to. That's the main problem. She only hears criticism and some kind of moral rebuke from her father and teachers, so I think she has simply resigned herself and told herself in her head that everyone except her mother is united against her. So, in my opinion, she lacks the word of her mother, as a woman, certain advice and, of course, also certain moral rebuke.\n\nSituation (Anamnesis):\n9th grade student, diagnosed with ADHD syndrome and regularly visits a psychological counseling center. He has a big problem with maintaining attention during any activity. Whether it is a school or extracurricular activity. As the parents no longer know how to deal with her, there was a minor resignation for them, especially for the father, who does not have enough patience. Outside of school, the student attends a gymnastics club and plays the flute. Her inability to concentrate is ruining her school grades. In addition to lack of concentration, he shows signs of vulgar behavior and a loss of respect for authority.\n\nTeacher Intervention (Solution):\nFor me, an individual approach is always very important, and that's what I did. After an unsuccessful meeting with the parents, I met the student in the office. I asked her questions that mainly related to what she disliked about my teaching and what she would like me to change. I told her that I wanted to get along with her not only during substitute classes, but especially outside of classes in the corridors of the school. She told me that she was so glad I called her because she has a problem with every teacher, but no one has ever tried to ask her what is really bothering her. I suggested to her that whenever she feels bad or wants to help with something, she should call and be calm and we will discuss everything calmly, even over coffee. Of course she accepted the option.\n\nOutcome:\nSince I was substituting for the class, I coincidentally became their class because their teacher had left the school. It was an absolutely ideal situation for me, as I could fully devote myself to this whole situation. Right from the first lesson, I saw a huge shift in the fact that the student sat by herself in the front. Although together with her co-sitters, as far as the disturbance is concerned, it has become much quieter. It happened to me several times that she interrupted again, but every time I reprimanded her, she took it respectfully and was quiet. Another shift I observed was that by trying to stay focused, she didn't get lost in the subject matter and between the lines. We've gone through several classes since then and each one gets better and better. I am very happy that I was able to monitor the progress in the collective area as well, where more pupils were having fun with the pupil, and even when I came to class earlier during the break, she was chatting with her friends and not making a fuss. For me, this whole situation is actually a good indicator that an individual approach to students is really necessary and can change many things for the better.\n\nStudent Profile:\nAge/Year: 14 let, 9.třída ZŠ\nHobbies: Hra na flétnu, gymnastika\nDiagnoses: ADHD\nDisorders: Lhaní,Rušení výuky,Neúcta k autoritám,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1478", "student_age_year": "14 let, 9.třída ZŠ", "student_hobbies": "Hra na flétnu, gymnastika", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Rušení výuky,Neúcta k autoritám,Nevhodné chování", "teacher_approbation": "Mgr., český jazyk a občanská výchova", "teacher_practice_years": "5", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/901", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student complains at home that being at school is stressful for her and she does not want to go to school because her classmates make fun of her because of her ethnicity. While neither I nor any of the other teaching staff noticed this situation, on the contrary, we noticed the inappropriate behavior of the student towards her classmates and also the failure to fulfill the assigned tasks.\n\nSituation (Anamnesis):\nThe girl comes from a mixed family where the mother is of Roma origin and is currently unemployed and takes care of the household while the father is busy with work. The female students at school are not diligent students, on the contrary. However, she is not the only one in the class who is of Roma origin.\n\nTeacher Intervention (Solution):\ntried to resolve the whole situation with the student's mother. I explained to her that the student is often not ready for school and the ridicule of her classmates tends to go in that direction. If a student finds independent work at school demanding, she does not work at all and hides her school notebooks at school. I offered my mother the help of a teacher's assistant, who motivates and helps the student in independent work using the first step method, and at the same time checks her when assigning homework, and also starts working on the homework with her at school, and the student only completes the task at home.\n\nOutcome:\nThe girl agrees with the help of the teacher's assistant, she feels better because she has her things in order, and at the same time, a kind of ridicule from classmates, which was demonstrably not related to the ethnic origin of the student, disappeared. I'm just worried how long this solution will last.\n\nStudent Profile:\nAge/Year: 9.let 3.třída\nHobbies: nemá\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal aggression\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "901", "student_age_year": "9.let 3.třída", "student_hobbies": "nemá", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magistra v oboru učitelství 1.stupně", "teacher_practice_years": "36", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1410", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student repeatedly gets into conflict with classmates, accuses the class of long-term bullying, does not show unkind behavior towards the student among classmates in the class. A video with a female student with sexual content should also have been published. The student stopped going to school, her parents always excused her from classes. The mother eventually informed the class teacher that the student was changing schools and sent a letter describing how the class allegedly treated her daughter. It has not been confirmed whether the student was really bullied in class.\n\nSituation (Anamnesis):\nThe student misses classes for a long time, has poor academic results. She often causes conflicts in class and complains through her mother about being bullied by her classmates, she finally decided to leave the school.\n\nTeacher Intervention (Solution):\nThe case was opened several times in class, the class teacher also talked with some specific students individually. The mentioned student and her mother were invited by the class teacher several times for an interview, they did not show up and only communicated via e-mail. After receiving information about the transfer to another school, the situation was closed without a concrete solution within the class collective.\n\nOutcome:\nThe class teacher and the class ended contact with the student. She did not deal with the situation itself after her departure.\n\nStudent Profile:\nAge/Year: 15 let, 4. ročník 8letého gymnázia (SŠ již pravděpodobně ukončila)\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems, Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1410", "student_age_year": "15 let, 4. ročník 8letého gymnázia (SŠ již pravděpodobně ukončila)", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Český jazyk a literatura, Dějepis", "teacher_practice_years": "28", "problems_annotated": "Attendance problems, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1223", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught a seventh grade class. We were supposed to write a test on difficult subjects, so I prepared such an activity for the rest of the lesson. It was more of a game. I wanted the students to take a break from the complex subject matter and clear their heads a bit. When I came to class and handed out the tests, it was quiet. Everyone was focused because it was an important grade. After the test, the activity started. I spent a lot of time preparing it. That's interesting, from my experience, if I really prepare something and put a lot of work into it and then look forward to teaching the lesson, it always turns out completely wrong. When we started to play, a few people decided not to do it and totally destroyed the morale of the class. If it wasn't an activity that I prepared so hard and that I knew they would enjoy, I probably wouldn't have dealt with it like that. It was only ten minutes to the end of class and we really didn't have to discuss anything. In addition, the students were already exhausted and at other times this class is without problems. But now it bothered me. I saw that most of the students wanted to work and that they enjoyed it. I came to a group of disruptive students and stood up to them. I told them not to disturb the others, they calmed down for a while and then I left again. After a while, the noise started to spread through the whole class again, again from the same place, and after a while, one particular student started laughing loudly.\n\nSituation (Anamnesis):\nstudent who laughs out loud – A student of average intelligence, has no problems with other students, rather extroverted. The student provoking the laughing student - extrovert, average intelligence, has no problem talking to anyone in class.\n\nTeacher Intervention (Solution):\nI moved the student, who started laughing out loud, to the front bench, saying that I had already reprimanded him. The student looked hurt and tried to explain that he was not to blame, but I didn't let him. So he sat forward and began to work, offended.\n\nOutcome:\nThe noise in the classroom stopped and there were only a few minutes left until the end of the class anyway. At first I was satisfied with the solution even though I was dialed. But after a lesson, a student who was sitting on a bench with a punished student came to me. He looked taken aback and asked if we could go down the hall. So we went. There he apologized to me and said that he was the one who started interrupting in the beginning, that his classmate wanted to work on an activity, but then they started talking. When I warned them, they stopped. But then he started to provoke him again Even though he told him to stop it. Finally, the punished student couldn't stand it and laughed at his joke, after which I replaced him. After this conversation, I spoke with the punished student, that I had made a mistake and that I am sorry.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nHobbies: Sport, hudba\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Transfer of student, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1223", "student_age_year": "13, 7. třída", "student_hobbies": "Sport, hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Zeměpis", "teacher_practice_years": "15", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/142", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose about a year after I graduated from university and went to teach German at primary school. From the beginning of the year, the student showed a strong dislike for the German language, so she was disruptive, did not bring aids or perhaps annoyed the students around her. One day she was annoying enough that I planted her, which I really hate to do, because it doesn't seem like a solution to the problem, but I was already quite desperate. I sat her alone in the first desk right in front of my teacher's desk. When I was explaining the material and walking around the class, she stole my pen from the table, took it apart and returned it. I walked back to my desk, said it wasn't very funny and continued teaching. I gave them exercises to complete. When I got up again, my pen had been stolen and taken apart again. I went back to the table, folded it up and went back to check how the students were working. When I got to the student who was stealing my pens, I found out that she hadn't done anything the whole time. I told her about the student and wanted to give her a five for the activity, when I told her, she said, I quote, 'I don't like your German, you're a shitty teacher'. She recognized that I was already furious, I wanted to take my pen, but I found out that she had stolen it from me. So I took her pen, which was lying on top of her notebook, and wrote both a high five for the activity and a note that she was rude to the teacher.\n\nSituation (Anamnesis):\nstill don't know much about the student. She was really very smart, without studying, without notes and without everything, she had straight A's, always and in everything, she represented the school both in mathematics, physics, natural history, Czech, and sports Olympiads. She held three school records, if I'm not mistaken, two of which she still holds, in the 400m and the high jump. She just always needed to be the center of attention, but she had self-esteem issues. Even though she was demonstrably very smart, she even belonged to the mensa, so she didn't believe in herself at all, she thought she was stupid because her brother was supposedly smarter.\n\nTeacher Intervention (Solution):\noutlined the dialogue in the previous point. First I sat her down, then she suffered for a while from her bad manners and the fact that she was making fun of me, then I couldn't stand it completely and unfortunately I didn't solve the situation as I would have liked, because it wasn't professional and it didn't teach her at all, because she made nothing of it. She was a student who previously had 15 A's and one A's for an activity, I wouldn't mind that either. And she was still such that she didn't care about grades, she got A's because she was smart, not because she wanted to.\n\nOutcome:\nNothing changed at all after the incident, except that the student had my pencil and I had hers. Even in the long term, nothing changed, she didn't work, didn't take notes and was disruptive during class. The only thing that comes to mind after that time is that I can take something from it, because I know that I wouldn't want to behave like this anymore. She may have had some self-esteem issues, but otherwise I wouldn't diagnose her with anything.\n\nStudent Profile:\nAge/Year: 11 let/ 5. ročník\nHobbies: sport, často tráví čas s bratrem\nDisorders: Rušení výuky,Nepřipravenost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Transfer of student \nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "142", "student_age_year": "11 let/ 5. ročník", "student_hobbies": "sport, často tráví čas s bratrem", "student_diagnoses": "", "student_disorders": "Rušení výuky,Nepřipravenost", "teacher_approbation": "Filozofická fakulta Univerzity Karlovy/ Obor Český jazyk a literatura", "teacher_practice_years": "20 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/372", "content": "TEACHING CASE STUDY\n\nBackground:\nThe behavior was very unstable at first. Some days he was a model student who tried to be active in class and always reported. After a few months, he began to behave aggressively towards his classmates during breaks, who did not want to talk to him after that. He became disruptive and stopped being active in class. I had to constantly remind him of that. He was forgetting his homework.\n\nSituation (Anamnesis):\nThe student is very intelligent and clever. Already in the 2nd grade, he was reading faster and better than his classmates. He always knew the right answer and was ready for class. A very ambitious and exemplary student.\n\nTeacher Intervention (Solution):\ntried to figure out the cause of the sudden change in behavior. I didn't like such a sudden change in behavior. Considering that there were no SPU or other disorders, a visit to a specialist would not be a suitable solution. That's why I had a private talk with the student after class. During the interview, I found out that the student had a sister, so he was forgetting to bring his homework and trying to get any kind of attention, which he obviously required from anyone. I called his mother and made an appointment with her. I explained the student's behavior to her. The mother did not show much interest in the student's welfare, nor did she care about the consequences that the student's behavior might have. That's why I offered to help the student myself. I told him that if he needed some space to focus on homework and reading, he could stay in the classroom with me some days after school and I would help him if he needed help.\n\nOutcome:\nAt first, the student did not take advantage of the offer. It took a few weeks before he asked me if we could stay after school once a week for now so he could get ready for the next day. After that, the student calmed down and stopped being aggressive, and his classmates accepted him again. Unfortunately, however, his benefit still deteriorated. He wasn't doing his homework and wasn't as well prepared for tests as he used to be.\n\nStudent Profile:\nAge/Year: 11, 6. ročník\nHobbies: Četba, fotbal\nDisorders: Agrese,Asociální chování,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "372", "student_age_year": "11, 6. ročník", "student_hobbies": "Četba, fotbal", "student_diagnoses": "", "student_disorders": "Agrese,Asociální chování,Fyzické násilí", "teacher_approbation": "Mgr.", "teacher_practice_years": "20", "problems_annotated": "Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/463", "content": "TEACHING CASE STUDY\n\nBackground:\nfew years ago, I was given a first grade class that included a little girl who barely made it to the first grade registration date. From hearsay and from conversations with my colleagues from the kindergarten, I received information that it will probably be a bit more difficult with the little girl, because she is not yet fully matured and, according to my colleagues' opinions, she would need a delay. Ambitious parents, and especially the mother, rejected this solution and believed that their daughter would be able to attend school. So I was preparing that this little girl might need individual care with an increased need for my help and control. At the same time, however, I expected the parents to know their daughter and to be able to reasonably judge whether their own child has enough mental abilities to withstand the change in the educational environment and system and the increased demands that come with it. Already during the first weeks of September, I began to notice that the little girl was really not enough for others. I also tried to communicate with the parents and convince them whether they want to allow the girl to repeat the year, because she herself would be relieved and could 'grow up' in peace. However, they stubbornly insisted that they were also learning at home with their daughter and, according to their opinion, she was handling everything to a sufficient degree, but this was not reflected in her school speeches. It was quite evident that the given sections of the reading are an unknown text for the student and she has a big problem with recognizing individual letters. The student began to be resigned to school activities. She began to neglect her preparation, her activity and effort in individual classes decreased and she did not respond to my or my colleagues' suggestions and efforts to involve her.\n\nSituation (Anamnesis):\nlittle girl came to my first grade, who was already smaller in appearance and somewhat more developmentally retarded than the other children of her grade. It wasn't of a dizzying magnitude though, but you could tell she wasn't nearly as confident in some moves as her classmates. She spoke appropriately for her age, but morphological and syntactic errors appeared to an increased extent, but they did not prevent a full understanding of her message in most cases. She was active and hardworking. The kind of little girl who treats you a bit like an older friend - she wants to talk to you about what they ate at home, what her doll's clothes are like and where they went on a weekend trip with their grandparents. She was very communicative and involved a lot in collective events. She then tried her best in class, often reporting despite the fact that her answers were often incomplete or incorrect. However, it did not diminish his enthusiasm and interest in learning. However, over time and as the curriculum progressed, it was discovered that she herself was nowhere near as far along as her classmates. She began to notice it and her disappointment was coming. The active, loud and communicative little girl became a gray mouse in the corner, who stopped getting involved in the events around her, stopped trying, and even the progress she made began to stagnate until finally she started to recede and the little girl almost stopped moving forward and developing. From the conversations I had with her parents, it was evident their effort to raise a capable child who 'will not fall behind'. This is how they perceived the year that she would gain by postponing compulsory schooling. They thought that she would get too old in that year, she wouldn't get along with younger children, and even later in life (high school and eventually college) that delay would be an obstacle for her.\n\nTeacher Intervention (Solution):\nHer behavior was problematic mainly in that her parents indirectly supported her in it. The student initially tried, and because of their parents' attitude, she began to avoid school, which naturally led to her exclusion from the team - the children began to notice that she was suddenly quiet and it was not just a matter of one afternoon that she stopped excelling in school achievements, and vice versa she is starting to fail. Since it was the first class, I based my experience on the fact that it is rather a care service and work with parents in most cases. So I tried to communicate with the parents from about mid-September and tried to show them that repeating the first grade would really be the best choice for their daughter. I tried to convince them that her childhood really wouldn't run away and vice versa. On the contrary, thanks to the year she gains by this delay, she will have enough time to mature and school will be much easier for her. The parents kept getting defensive, trying to convince me that it wasn't their daughter's problem, but the teaching style I was using in the classroom. I knew that I had already met many pupils during my practice (because this was not my first 1st grade) and I think that I can already estimate whether it is a mismatch between the teaching style and the pupil's needs, or a lack of abilities of the given individual. I realized that I would not move with the girl's parents, so I tried to devote as much time as I could to her. After about a month (mid-October), I arranged another meeting with the parents, when it was time to compare the results of their daughter and other students. The parents did not change their opinion. After a few days, however, I received a message from the mother, from which it was basically clear that she thought that I should definitely tutor their daughter, but it was more of an order than a request. However, I arranged another meeting with her and we agreed that I will really study with her, but I set the condition that at the same time I need honest home preparation to take place at their home, which will be on a completely different level than until now and mom agreed. I studied with the little girl for a few weeks and it was clear that the parents worked on home preparation, but it was still not enough to achieve the necessary first grade results.\n\nOutcome:\nHere it was more about a problematic situation in the family than with the student himself, but it had a negative effect on the course of my lessons as well. Due to the gradual loss of interest in school activities, the little girl began to side with the team herself and the team ate her. This was also reflected in the class climate, which ceased to be cohesive and some began to feel uncomfortable in it. Fortunately, over time, when the parents started careful home preparation and the little girl started tutoring with me, she got better. Although not by much, but the progress was there, she started to catch up at least partially with the rest of the class, get involved in events, etc. In the meantime, I discussed the whole situation with the principal and we agreed that I could not let the pupil in question into the second grade if she could not read, write and count. So at the end of the first semester, I gave her a grade of good so that at the end of the year I could give her a grade of insufficient. I tried to continue working with the little girl, but there was no progress. However, my mother herself called a meeting with me shortly after half term. We talked together about her daughter's progress and results and compared it with others' progress. The mother recognized that it would probably be really best for her daughter if she repeated the given year and now no more demands were placed on her. That she sometimes feels that her daughter is unhappy and she herself feels under pressure because of her daughter. After this meeting, I put the student in a more relaxed regime, which corresponded more to preschool education with an emphasis on the habit of school discipline. I still gave her homework, but I directed it more towards relaxing her hand, practicing motor skills, maintaining attention and so on. The student became more and more cheerful, more attentive, she started to look forward to school again. She began to be cheerful again in her upbringing, and her products became more lively. In short, she began to thrive much more on the outside as well. And my mother and I consulted the following year, and she herself admitted in retrospect that if they had taken the advice of others at the very beginning, we could all have saved ourselves a lot of nerves and we would all have been much happier, and especially my daughter.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: přiměřené věku\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Support, Transfer of student, Interview\nImplications: Shortterm success, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "463", "student_age_year": "6 let, 1. třída", "student_hobbies": "přiměřené věku", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství 1. stp.", "teacher_practice_years": "12", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success, Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/311", "content": "TEACHING CASE STUDY\n\nBackground:\nmet her for the first time when she came to our eight-year high school. It was in 2006, and at that time she joined us in prima. She taught Czech in their class and I think I knew them all very well. The overall class and the relationships in this class were without problems. Everyone had fun with everyone and helped and supported each other. She was literally an angel, she had very good grades and she liked to help her classmates with everything. She also had several hobbies and interests and I can safely say she was good at all of them. She could paint beautifully, sing and even play the violin. She was very nice to everyone, she was optimistic, smiling and very popular with everyone. At the end of the quarter (about 14 years old), she went on vacation to Egypt with her parents. When she started school again in September, there was a sudden change. From a very gifted, smiling, friendly, optimistic and excellent student, she became a completely different person. She stopped studying, her grades deteriorated rapidly to such a level that, more than once, she was close to failing. Her hobbies no longer interested her, she stopped hanging out with her friends, and as soon as someone touched her, she became violently aggressive and even managed to beat him up. He was just a completely different person. In addition, she had visible problems with food intake (anorexia), she cut herself, self-harmed in various ways and had noticeable psychological problems. This self-harm came to a head when she cut herself so badly in the woods behind the school that she had to be taken away by an ambulance. This act led to her mother seeing a psychologist. However, nothing improved at all, she only stuffed herself with drugs that did not even help her and only weakened her. Over time, she began to realize that it could not continue like this and began to seek help, which she trusted. Me. She came to me herself as if to a psychologist, to whom she wanted to tell what was happening in the dream. As I said, her problem behavior started sometime around 14 and she didn't seek me out until she was 17, which means she struggled and carried the burden on her own for 3 years. When we started our sessions together, we started having conversations. I in no way pressured her to tell me what happened and what made her worse. I just remember how she kept repeating to me that she doesn't enjoy life, that's why she hurts herself. After gradually getting to know each other and gaining more trust, she confided in me. She told me that 3 years ago, when she was on vacation in Egypt with her parents, she was raped. I didn't know what to say at the time. Young girl, 14 years old, raped on vacation? 3 years back? That was a hell of a mess. I immediately asked her if her parents knew about it, she told me no, that I was the only person who knew. That meant another screw-up, only I know, the parents don't, but they must know. On the other hand, I wasn't the one who had to tell them. That was her. After 4 months of convincing her that she should tell her mom, that she would help her more than me, and that she would be immensely relieved after those 3 years, the result was that she confided in her mom at 18 that she was raped at 14. Subsequently, she also told the therapist she was seeing and she started conducting sessions with her. After all, I, even as a teacher, do not have enough time to devote myself fully to such a big problem. She was extremely relieved and the psychologist helped her a lot. She started to be her old self again with good grades and even graduated successfully. All ended well in the end.\n\nSituation (Anamnesis):\nHe lives in a household with both parents, i.e. both mother and father. She has no siblings, so all the strength and upbringing of her parents was directed only at her. They never had any problems with her, she was always a problem-free, smiling child who studied well and liked to study, had many hobbies and friends. The class as a whole was very calm. Already in primary school, when they got to the eight-year high school, they all got along very well and became good friends. They helped and supported each other with everything. There was no bullying or anything like that going on in the class. They liked her, she often helped them and was very friendly.\n\nTeacher Intervention (Solution):\nAs I mentioned before, she was not a problem child, until that time. So we never had to deal with her. However, after the incident, everyone began to notice that something was up. She failed almost several times in several subjects and began to behave aggressively towards her classmates. The teachers always reprimanded her because they thought she was just a teenager and needed some kind of attention. After a certain time, when it all became too much, her mother took her to a psychologist for a session and then to a psychiatrist, who prescribed her medication. These drugs calmed her down quite a bit, so she didn't cause any major problems in class afterwards. On the other hand, she didn't even go to that school much. These behavior problems at school were solved mainly through reparations and an out-of-school psychologist. They could have dealt with me as well, but I am of the opinion that we should not force the children to do so, and that they should seek me out themselves, as there is a greater sense of trust. Which was later confirmed when she herself asked me for help.\n\nOutcome:\nHer behavior improved. Her grades also improved and she graduated successfully. I just think it's a pity and I'm sorry that I found out about all this so late. But I guess it was all meant to be and she came to me only at the moment when she knew she was ready.\n\nStudent Profile:\nAge/Year: 14 let, konec 9. třídy (kvarta)\nHobbies: Hraní na housle, malování, zpěv\nDiagnoses: Deprese,Úzkosti\nDisorders: Lhaní,Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "311", "student_age_year": "14 let, konec 9. třídy (kvarta)", "student_hobbies": "Hraní na housle, malování, zpěv", "student_diagnoses": "Deprese,Úzkosti", "student_disorders": "Lhaní,Sebepoškozování", "teacher_approbation": "Vysokoškolské vzdělání- Mgr.", "teacher_practice_years": "30 let", "problems_annotated": "Emotional outbursts, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/719", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher is a class teacher in 5.A. In class, she teaches most subjects, except for music and art, so she spends a lot of time with her students and has been teaching them since the 1st grade, so she knows them very well. On Tuesday, she came to work and started teaching the Czech language with the children. However, at the beginning of the lesson it was already obvious that today will be one of those days when the pupils are very unruly and it will be difficult to achieve anything with them that day. From the beginning of the lesson, they did not cooperate, they talked among themselves and poked each other every now and then. Within moments, a student was already standing at her desk, who, like every day, had to inform the teacher about what she had done the previous day in the afternoon. And she also didn't forget to say that the boys argued about which mobile game was better before the lesson. The teacher sent her back to her seat and reminded her, as she did every day, that she could not walk around the classroom as she pleased when the lesson was already on. The student smirked a little, but returned to her seat. And the teacher asked the assistant to help her calm the class down so they could start learning. Of course, this only helped for a while, but it almost rang, so the teacher left the class and thought about how to get the children interested so that they could calm down a bit and work. When she arrived at the classroom for the next lesson, she was already greeted by a student at the door, who had to tell her that her classmates were painting each other's hands during the break. The teacher heard her and sent her to sit down. It seemed that most of the class had already calmed down and there would be an opportunity to devote more attention to the newly discussed material. Even the following lessons were almost peaceful, except for the pupil's behavior. Every moment she stood by the teacher, she always wanted to tell her something or show her whether she calculated the examples correctly, wrote the word correctly, etc. After the bell rang at the end of the 4th lesson, the teacher left the class in a great hurry, because she already needed to go to the toilet, and also to catch the supervision in dining room. However, before she could get out of the classroom, the student was already standing next to her and again she urgently needed to tell her how well she wrote the listed words. The teacher tried to explain to her that she was really in a hurry and that the student would tell her and show her the following day, as they would check the exercises. The student just smirked and remained standing in the classroom, while the teacher left. When the teacher was in the toilet, she heard the entrance door in the room in front of the toilet being opened. And suddenly someone started knocking on her door and calling: \"Teacher, teacher, I have to tell you something\n\nSituation (Anamnesis):\nThe teacher's class is one of the more problematic classes in the school. There are more boys than girls in the class, and the boys are often at odds with each other. They argue, nudge each other in various ways, sometimes take things with each other, and a few times it happened that they even got into a fight. During the lesson, the teacher often has to remind the students to work, not to get angry and to do what everyone has to do and only in their notebook. A teacher's assistant has been present in the class since the first grade. The girls are outnumbered in the class, there are only 8 of them, compared to the boys who are 14 in the class. You might say that the girls will be more oppressed than the boys in this class, but the opposite is true. Most girls match boys. They often poke each other with the boys, it even happened a few times that the girls got into a fight and the teacher had to sit them down. There is also a girl in the class who, although she doesn't offend anyone, is very guessed and resentful. And above all, it requires the constant attention of adults, it does not get along very well with children. So she often stands next to the teacher or assistant and keeps asking about something, showing what she has made, etc. She also keeps suing other classmates, even if in most cases it is completely trivial. The girl lives with her mother and father in the family home, without siblings. They have built a house in the garden of her father's parents, so she grows up alone among 4 adults. From an early age, she traveled a lot with her parents, played sports and practiced horse riding. She didn't socialize much with the other children, and she doesn't.\n\nTeacher Intervention (Solution):\nThe teacher called the student to her office. The student was very angry and let the teacher know it very well. But the teacher was determined that the student must realize that this behavior was really inappropriate. Teacher: Why did you follow me to the toilet? I already told you in class that I don't have time. Žačka: He is silent and just looks out the window. Teacher: I know you hear me very well and it's important that we talk about it so that it doesn't happen again. Žačka: I wanted to talk to you before, now I don't want to talk to you anymore. Teacher: But it is necessary that we now explain what happened and that it does not happen again. Žačka: I will never tell you anything again. Teacher: I don't think you should ever say anything to me again, but it's not appropriate for you to follow me all the way to the toilet. You are not supposed to go to the teacher's toilet at all, and it is not at all appropriate for you to go there because of such stupidity. Žačka: When you think. I won't tell you anything anyway. Teacher: (she knew the conversation would lead nowhere) Go back to the classroom and we won't discuss it any further. The student got up offended and left the class teacher's office. The teacher knew that this would lead nowhere, so she preferred to end the conversation. She already knew the student and knew that she was very stubborn and wouldn't talk if she didn't want to. Although she was not satisfied with the conclusion, there was nothing else left anyway, so she did not deal with it further.\n\nOutcome:\nfew days after the incident, the student only answered the teacher when she was asked about the subject. The teacher was surprised by this, because with any minor incident, the student came to school the next day and acted as if nothing had happened. She came to the teacher several times a day, as always...and this time nothing. Such unchanging behavior of the pupil lasted for about a week and then she started behaving as before the incident. And she didn't even mention the incident. She acted as if the incident never happened. However, over time, the teacher found out that her behavior was inappropriate and she was sorry that she went out on a student like that. However, she didn't want to go back to the incident, because she knew that the student had pushed him out, so she didn't want to remind her of it. However, she herself was very sorry for it and knew that she would have acted differently, much better and appropriately for the given situation.\n\nStudent Profile:\nAge/Year: 10\nHobbies: Plavání, jízda na koni\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "719", "student_age_year": "10", "student_hobbies": "Plavání, jízda na koni", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "magisterské", "teacher_practice_years": "14", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1146", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation that comes to mind now is when one of my students got drunk during the lunch break and then came to the afternoon class. I didn't exactly teach that class, but I was in their class, so when the teacher found out, she sent for me. During the lesson, the student got up to go to the toilet, but when she walked she wobbled and leaned against the wall for support. The teacher thought it was strange, so she went after her and found that she was drunk. First, she asked two other students to go with her and the student to the toilets, and she sent another one for me. I didn't have class at that time, so I could go to class right away. The other teacher and the student were in the toilet because the student felt sick. While the student was under supervision, I went to check on the rest of the class and tell them to wait a while while we handled the situation. Fortunately, the students were calm, just wondering what was going on and if their classmate was okay.\n\nSituation (Anamnesis):\nThe student lived only with her mother, who did not have much time for her, as she worked long hours. So the student had a lot of free time and no one to control her. According to classmates, she hung out with a group of older kids/teenagers who smoked and drank alcohol.\n\nTeacher Intervention (Solution):\nAfter I made sure that the class was in order and the next invigilator came, I went to the student who was completely out of it. She couldn't even answer my questions properly. I needed to know what she drank, so I went to ask the class if anyone was with her. At first no one said anything, but then when I explained to them that I needed to know because of her health, one of her classmates admitted that they were together. I asked what they drank, if it was just an apple or something weak, but they said they drank almost the entire bottle of vodka. Then I contacted the student's mother and we agreed that she would come and take her daughter to the doctor. Someone was with the student all the time, monitoring how she was doing. Fortunately, she was conscious the whole time and did not fall asleep. After her mother arrived, she took care of her and took her to the doctor. I asked her to send me information about her condition afterwards. I also contacted the parents of the second student, who also picked up their daughter.\n\nOutcome:\nThe entire incident was reported to the school management and the students were reprimanded by the school director for violating the school rules. Due to the minors of the students, I also reported this incident to the police of the Czech Republic and the body for the social and legal protection of children. After the examination, the students and their families were advised to go to the pedagogical-psychological counseling office.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: Zájem o oblečení, módu\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1146", "student_age_year": "14 let, 8. ročník", "student_hobbies": "Zájem o oblečení, módu", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., It", "teacher_practice_years": "13", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1281", "content": "TEACHING CASE STUDY\n\nBackground:\nI got into the given situation as the class teacher of the pupil being discussed, let's call him a pupil. I teach the student every subject except English from his first grade. He is very clever and manages to work out the tasks assigned in class very quickly compared to his classmates. In situations where the task is done, he distracts his classmates from their work. For example, he rearranges things in his briefcase for no reason, walks around the classroom or rustles something.\n\nSituation (Anamnesis):\nThe student is a smart and bright student. Especially in mathematics classes, he is very fast in completing assigned tasks. He prefers to work alone rather than in groups. He is a technical type, so when we paint a dog, for example, he cares a lot about having four legs and a tail, and he already puts less emphasis on the aesthetics of the picture.\n\nTeacher Intervention (Solution):\nThe solution was very simple. In the event that I prepared independent work for the pupils for the lesson and I expected the pupil to finish the work quickly again, I prepared other independent activities for him. For example domino cards. These are cards that are split in half. On the left half is the result and on the right is some example. So they try to look for the correct result on the other cards for example.\n\nOutcome:\nThis solution has proven itself and I use it regularly. In the beginning I had to tell him what to do, but over time he learned to start these playful activities on his own. I have prepared two baskets in the cupboard, one is for Czech and the other is for mathematics, and in each of them there are different playful activities that a pupil or another pupil can choose from. So now when he finishes the task, he gets up and goes to the closet to choose one of the activities for the given subject and quietly completes the given activity in his desk. Of course, other students also use these activities\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: Rád si staví z Lega a podobných stavebnic.\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1281", "student_age_year": "8 let, 2. třída", "student_hobbies": "Rád si staví z Lega a podobných stavebnic.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské – titul Mgr., aprobace Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "6", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1176", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the math lesson, I assigned the students an independent work. One of the students was clearly not interested in the lesson and was not even interested in doing any work or just thinking. Within a few moments, this student began making noises of various character. Another student joined him. So there was a cacophony of sounds in the classroom. As a result of this behavior, the other students were unable to concentrate on the task, which was a significant problem and a solution to the situation was needed on my part.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on all sides of the class so that they have as little opportunity to communicate with each other as possible, i.e. so that they also influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nTeacher: Students, I warn you, stop it. Rather concentrate on the work at hand. How are you? I see there isn't much here. You have to focus. For example, how would you calculate this example? Student: I don't know, I would probably do this and then I don't know. Teacher: So first you have to add these two members. What about you students? (the student spoke again) The teacher stopped paying attention to the student.\n\nOutcome:\nThe student was no longer disrupting the class, as he did not receive the desired attention from the teacher and classmates. With other teachers, the problematic behavior continued, because they pay attention to his behavior, unlike the teacher in whose classes the student behaves relatively decently and works at a standard pace.\n\nStudent Profile:\nAge/Year: 15,osmýročník (propadl)\nHobbies: otevřená otázkaČas venku s přáteli, počtačové hry\nDisorders: Lhaní,Nesoustředěnost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1176", "student_age_year": "15,osmýročník (propadl)", "student_hobbies": "otevřená otázkaČas venku s přáteli, počtačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Nesoustředěnost,Rušení výuky", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1382", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation involved truancy. While recording attendance at the first lesson, I found out that 2 students were missing. Some of their classmates started telling me that they saw them going to school and others saw them standing at the gate to the school grounds. Under normal circumstances, I wouldn't have to deal with it in any way, but these were small students, and if they weren't excused all day, it would mean a demerit, and I didn't want to let them spoil their report card.\n\nSituation (Anamnesis):\nThese are two pupils from stable families with average academic results.\n\nTeacher Intervention (Solution):\nacted beyond the scope of my duties. I contacted the parents of both students and they were scared, but they were willing to go look for the students immediately. They were looking for them around the school, on children's playgrounds and around their homes. When they finally managed to find them, it was already the second lesson. All those involved agreed with the principal's reprimand for the unexcused lesson and the students understood that they would not get away with this behavior. They also promised it wouldn't happen again.\n\nOutcome:\nThe students were willing to improve, they knew that their behavior was not correct. The whole situation was resolved, thanks to my quick action. Because the parents worked together, everything turned out well and truancy was caught in its infancy. The long-term result was that a similar situation never happened again, which was helped by the parents' willing cooperation.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: Aktivity s dětmi\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1382", "student_age_year": "8 let, 2. třída", "student_hobbies": "Aktivity s dětmi", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství 1. stupně základní školy", "teacher_practice_years": "38", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/68", "content": "TEACHING CASE STUDY\n\nBackground:\nEver since the student got into the wrong party and started smoking and going outside school, I have had problems with it. He does not attend my Czech or civics classes at all, and we have already urged his parents several times because of attendance and problems on his side, unfortunately they tend to cover for him, at least that was the case. I know from my sources that the student goes to school very often, he started smoking at the age of 15 and tried drinking alcohol. After one such lesson, when the student and his group were standing near the school, where he was of course visible, I invited the parents to the school and also informed the principal about his behavior. The parents came to the principal's office the same day and first defended the student, then the father himself admitted to problems with alcohol, after which the son probably looked away from him. Subsequently, we also invited a pupil to the principal's office, to whom we spoke to his soul in a slightly more expressive way than before, he also received a two in behavior as a warning until next time. The student then started going to school every day, stopped hanging out with his group, according to my information, and worked on himself.\n\nSituation (Anamnesis):\nThe student had a bad example at home in one of his parents, also his class, who, seeing his behavior, began to despise him and did not hang out with him. The student was in puberty and obviously needed to try out what it was like. Before this period, he was good with his class, but a bit withdrawn from his parents and teachers.\n\nTeacher Intervention (Solution):\nAs a class teacher, I first dealt with the situation with the student himself, when that didn't help, then with his parents on the phone and in person. When this did not help, I consulted the school psychologist about the procedure, who suggested inviting both parents to the school to see the principal and then, after talking with them, invite the student as well.\n\nOutcome:\nThe result of this session was a deuce for behavior, but also, and most importantly, the student's realization that he cannot follow his father's example at home (not in this case). The student subsequently stopped seeing the incriminated group and people and became better.\n\nStudent Profile:\nAge/Year: 15, 9.\nHobbies: Hraní videoher, malování letadel a lodí\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Absence,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Attendance problems\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "68", "student_age_year": "15, 9.", "student_hobbies": "Hraní videoher, malování letadel a lodí", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Absence,Nepozornost", "teacher_approbation": "Magisterské, aprobace ČJ a OV", "teacher_practice_years": "25", "problems_annotated": "Violation of classroom/school rules, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1106", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom the very first moment my person entered the class, the student was characterized by trying to get attention and causing an uproar right in the class. He uttered loud, almost ridiculous statements, put his teacher down with constant remarks, and even his classmates were so sick of his behavior that they shouted at him themselves. However, the teacher did not comment on his output and did not try to direct it. The boy was rocking in his chair, drawing obscene pictures or shouting inappropriate words. He also refused to tell the teacher his full name and his classmates had to introduce him. The teacher passed everything without a single complaint.\n\nSituation (Anamnesis):\nThe student clearly craves attention for a long time. He repeatedly committed disciplinary offences, and not only the teacher, but also his classmates, were fed up with his behavior and turned away. There was a climate in the classroom, from which you could feel the effort to ignore the disturbing element in the form of the pupil. However, there was no clear solution to the situation.\n\nTeacher Intervention (Solution):\nThe teacher asked: Who could tell me what social networks you use? The student answered: Onlyfans, which is a subscription content service. Here, content creators can earn money for their subscribers. The teacher asked: That doesn't tell me anything, how long do you spend your time on the platform? The student answered: Three minutes is enough, for a rush. Laughter followed. The teacher responded: Good. Someone else?\n\nOutcome:\nDealing with the situation did not have any further consequences, apart from maintaining bad influence and attitude. If the procedures are always the same, the student has no reason to change his habits in any way. In the following hours, the behavior continued.\n\nStudent Profile:\nAge/Year: 15; 9. třída\nHobbies: -\nDisorders: Lhaní,Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Verbal aggression\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1106", "student_age_year": "15; 9. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Lhaní,Krádeže", "teacher_approbation": "Bc.", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/427", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole situation started with my arrival at primary school. I teach English, so I meet children from third to ninth grade. At that time, the student was in the fourth grade, when she got a new class teacher. She didn't pay attention in my classes and it was hard to get her to at least do some work. She did not want to work and refused to do any activities or work in groups. She often argued with the classmates she sat next to. She basically did not do homework, she was indifferent to any duties. Such behavior is certainly not common and often disrupted my lessons. At the same time, other students started to be inspired by her inactivity, and the teaching of the fourth grade became very demanding for me.\n\nSituation (Anamnesis):\nAfter talking with the student, I found out that she had the feeling that she couldn't handle it, and therefore she gave up on all the harder things. In addition, the pupil did not even have support from home. Nobody knows English at home, and they pay even less attention to it. The pupil would need much more time spent with the teacher, which of course is not possible in normal teaching. I also learned that the previous classmate \"broke her stick\" long ago. Certainly, this fact also had a very negative effect on the student.\n\nTeacher Intervention (Solution):\nMy solution to the problem consisted of several steps. I transferred the pupil to another place, next to two clever pupils who could help her. At the same time, I contacted her new classmate, who also wanted to solve the problem, and we agreed on cooperation and mutual assistance (exchange of ideas, informing about improvements, ...). At the same time, I started motivating the student. During the lessons, I worked with her individually, motivated her to complete the exercises and often praised her for her performance. At the same time, I spent some time with the pupil after school and helped her with her studies. With this, I managed to at least partially replace the function of the family.\n\nOutcome:\nThe thing that stuck in my memory the most was learning a poem with a student. I repeated the poem with her several times, and in the following Czech class, the student got an A and came to thank me personally in the office. During online teaching, the student did not join the class and did not write online tests. Again, it was related to a bad family situation. That's why I offered her to write tests in my office, where she got pretty average grades. The result is an overall improved education of the pupil. The student is already able to work alone, completes homework, cooperates in groups. The student gradually began to believe in herself, she tries hard in class and has similar results to other students. The new class teacher also praises the improvement of the situation, the pupil is also trying in other classes and her grades and performances are gradually improving. Žačka is now in the fifth grade, so we will continue to observe the longer-term impact of our solution. However, we hope that the pupil's progress will only continue for the better.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: zvířata, tanec\nDiagnoses: ADD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "427", "student_age_year": "10 let, 4. ročník", "student_hobbies": "zvířata, tanec", "student_diagnoses": "ADD", "student_disorders": "Lhaní", "teacher_approbation": "Mgr. – Učitelství pro základní školy – obory anglický jazyk, zeměpis", "teacher_practice_years": "3", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/272", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose while guarding the corridor - a big break, I suspect. Two boys are arguing about which of them plays a game better. Quite calm at first - I let it go. Over the next few days this continues and expands to other topics to the point where they really argue. I tried to step between them, which helped temporarily, but they quickly returned to the problem. But I only found that out when they had a fight. I split them up, informed the parents, gave notes and then talked to them - both came out pretty much the same. The other one does this and that and swears at me and insults me and he started it all. There was no way for me here, so I quietly talked to a few children from the class. One girl said that they were probably fighting over her. They were good friends, but she had started playing games with them lately, and since then they both texted her a lot and hung out with her more. Problems started there too, when they started arguing. Then I took them both individually and asked them if they didn't like the girl in question. Liked it.\n\nSituation (Anamnesis):\nFriends \"rivals\n\nTeacher Intervention (Solution):\nArguments and escalating into mutual physical violence.\n\nOutcome:\nGood for the boys, they both had a good time (and according to the reunion, they're still having fun after 10 years). The worst thing probably came out of the girl, with whom they stopped playing just in case.\n\nStudent Profile:\nAge/Year: 14 – 8. třída\nHobbies: Počítačové hry, knihy, sledování seriálů/filmů\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "272", "student_age_year": "14 – 8. třída", "student_hobbies": "Počítačové hry, knihy, sledování seriálů/filmů", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Anglický jazyk a dějepis pro střední školy", "teacher_practice_years": "15", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/317", "content": "TEACHING CASE STUDY\n\nBackground:\nThe class consisted of pupils not only from our town, but also from several nearby villages. I knew there would be one student who had been diagnosed with ADHD, or attention deficit hyperactivity disorder. The first weeks of the class at school were uneventful. Pupils were slowly getting to know each other, getting used to the new teachers, the new school building and its operation. A pupil with ADHD was learning to cooperate with a new female assistant who helped him with difficulties in teaching.\n\nSituation (Anamnesis):\nOver time, when the classmates got to know each other more and more, they discovered that the pupil was much different from them. The children thus recognized his bad qualities, namely outbursts of anger and aggressive behavior. Unfortunately, as is often the case with children, they took these states of his as a joke. His classmates deliberately made him angry with various things and tried to make him aggressive, to throw things around the classroom and attack the assistant, who wanted to calm him down. These states of his did not only occur during breaks, but also during lessons, for example when he was not in the group of classmates he wanted to be in or when he did not understand the text without the help of the assistant. Because no one was able to calm the student down and he did not respond to the agreement. His aggressive and explosive behavior became a common topic in school assemblies. Unfortunately, the pupil came from a socially weaker family of six, in which the children had to contribute to the household from the age of fifteen. His older sister took care of him more than his parents. That's why I turned to her for advice.\n\nTeacher Intervention (Solution):\nBased on a conversation with his sister, I learned that he loves sports and especially football. When I thought about it, I came to the opinion that physical education is always the last lesson, it is never followed by another lesson. After much thought, I thought that the student could go to the gym during the big break to play football. In this way, he would vent his anger, calm down and become more manageable. The school management approved this solution under the condition that the boy would go to football voluntarily and accompanied by an assistant. The very next morning, I announced in class that it was possible to play football with the assistant during the long break.\n\nOutcome:\nsaw the enthusiasm on his face, which was shared with him by the other students of 6th D. I was happy when I found out how many of his classmates showed up to the gym. After a long break, a physics class, taught by me, followed. The pupil behaved more focused during the lesson and did not have any outbursts of anger or aggressive behavior during the entire 45 minutes. This solution was operated until the 9th grade, i.e. for the entire 4 years of his schooling at the 2nd grade of primary school. Aggressive behavior was minimized and was no longer the order of the day. Thus, the pupil became a good student and popular among his classmates thanks to football.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída\nHobbies: Sport – fotbal, baseball  míčové hry)\nDiagnoses: ADHD\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "317", "student_age_year": "11 let, 6. třída", "student_hobbies": "Sport – fotbal, baseball  míčové hry)", "student_diagnoses": "ADHD", "student_disorders": "Agrese", "teacher_approbation": "Vysokoškolské (titul Mgr.), matematika a fyzika", "teacher_practice_years": "32", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/52", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring recess, a girl from my class ran into my office and told me that her friend in the class was crying and the other classmates were laughing at her. I immediately went to the classroom with her to find out what happened. As I opened the door, the laughter slowly died down as the children noticed me. A crying girl was sitting in the first pew, crying. I asked her what someone did to her, but she couldn't talk. Someone in the class shouted, 'Nobody did anything to her, jeez!' Therefore, I decided to talk to the girl alone and took her to the science classroom, which was empty at the time. In the classroom, I offered her a tissue and she slowly started talking. She told me that one of her classmates took pictures of her in the toilet cubicle and immediately after that she published several photos on social networks and sent the link to them to other classmates.\n\nSituation (Anamnesis):\nThe problem student who took pictures of her classmate in the toilet was always a problem child. Her father is rich and gives his daughter everything in abundance. The student has no disadvantage. She is used to getting whatever she asks for. It can be said that her parents are absolutely unable to raise her, but they don't want to admit it. In class, she is popular with most of her classmates, or so she thinks. The teachers in her class repeatedly complain about her behavior. She often solves her disruptions (verbally, throwing various objects across the classroom,...) by testing her from the material already covered. She doesn't react to it in any way and doesn't even try to answer the individual questions in any decent way. He usually responds with the words: 'How am I supposed to know?', 'What do I know?' or 'Look it up in the textbook if you're so interested.' Bad grades don't faze her in the least. When the teacher threatens to invite her parents to school, she usually shrugs her shoulders or suggests that it will annoy her father to listen to stupid talk. The teachers have to repeatedly remind her to write in her notebooks, not to put her feet on the desk, not to use her mobile phone, etc.\n\nTeacher Intervention (Solution):\nAfter the interview with the injured student, I returned to the classroom, where classes were already taking place at that moment. I asked the teacher to release the problematic student from the lesson. I took her to the principal's office. The principal and I found out from her on which social networks she had published pictures of her classmate and we immediately deleted them from them with the help of another colleague. Unfortunately, there were already comments on the pictures from strangers, who we had to inform that it was a criminal offense and to agree with them to delete the comments and not to spread these pictures any further. The father of the problematic pupil and the mother of the damaged pupil came to the school. Both pupils and their parents were invited to the headmistress. The father of the problematic student did not show any interest in the correct solution to the problem and denied his daughter's guilt. Unfortunately, he was one of the school's biggest investors and the headmistress didn't want to upset him. That's why I couldn't push for a bigger punishment and the problematic pupil was reprimanded by the class teacher, which in my opinion is not a sufficient punishment for such a serious offence.\n\nOutcome:\ndefinitely cannot say that I am satisfied with the solution to the problem. The bullying by the problem student continued, so I invited the mother of the damaged student once more and told her that it would be best to transfer her daughter to another class so that she would not come into contact with the problem student as much. But the mother decided to enroll her daughter in another school. The problematic pupil continued her inappropriate behavior throughout her compulsory schooling. I have never been able to push for a higher punishment, although I think that a 2 on behavior would be an adequate punishment for the behavior of the student mentioned above.\n\nStudent Profile:\nHobbies: sociální sítě\nDisorders: Lhaní,Šikana,Rušení výuky,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "52", "student_age_year": "", "student_hobbies": "sociální sítě", "student_diagnoses": "", "student_disorders": "Lhaní,Šikana,Rušení výuky,Agrese", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/622", "content": "TEACHING CASE STUDY\n\nBackground:\nTen years ago, as part of finishing my university studies, I received from a colleague an apparently disturbing first-year class at the business academy, which at the time was the field offered by our school. A colleague was on probation and put a hypothetical knife to the school's throat that she would quit her job if she was forced to teach a class. It was mainly about two girls who were the moral leaders of the entire collective and who made themselves known the most out of all.\n\nSituation (Anamnesis):\nLong-term friends who, according to previous information, caused problems for teachers even in elementary school. Both students spoiled the rest of the collective with their behavior, where thanks to their cult of personality they were able to transform the normally quiet and problem-free students into part of their thoroughly thought-out disruptive scheme, where the students, for example, sabotaged the classroom, broke the computer and the blackboard, or stole English tests en masse. Naturally, both students disrupted classes, refused to do assignments, shouted, made cruel jokes not only on me but also on colleagues, invented gossip, slight bullying of students and colleagues took place at the same time, etc. Probably the worst thing for me from the position of a teacher was that both girls they were above average intelligent and their behavior was due only to a cruel nature as a form of rebellion.\n\nTeacher Intervention (Solution):\nFor my part, the first solution was reprimands, remarks and bad evaluations, which had no effect on the behavior of the already mentioned couple, on the contrary. The next step for me was something similar, with which I would solve the problem of the student mentioned in the case study ++ in the future, and that was a conversation with both students, which, unlike the student, led absolutely nowhere and there was no change. As my last attempt, I resorted to repeatedly sending the students to the principal's office and throwing them out of class, which again unfortunately had no result. As part of my pedagogical inexperience, I eventually resigned to an active solution, which I now consider my pedagogical failure.\n\nOutcome:\nThe class was handed over to another colleague at the turn of the semester and there was no change in either behavior or academic results. One pupil did not finish the year, due to three insufficient grades she was not given the opportunity to repeat and to this day I have not found out where she finished. The second student completed her studies, but due to not fulfilling her matriculation exam obligations, only in September. Towards the end of both girls' studies, the class slowly but surely turned against them, but even this did not diminish their problematic behavior. Overall, I take the situation as a great lesson, from which I drew in my teaching practice, and I can happily state that a similar situation has not been repeated in my career.\n\nStudent Profile:\nHobbies: Jízda na koních\nDisorders: Rušení výuky,Neuznávání pravidel,Sabotáž\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules, Verbal disruption of lessons, Bullying\nSolutions Applied: Consequences, Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "622", "student_age_year": "", "student_hobbies": "Jízda na koních", "student_diagnoses": "", "student_disorders": "Rušení výuky,Neuznávání pravidel,Sabotáž", "teacher_approbation": "Magisterské", "teacher_practice_years": "16", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules, Verbal disruption of lessons, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/428", "content": "TEACHING CASE STUDY\n\nBackground:\nproblematic situation happened during biology lessons. It was a classic class where we discussed the human circulatory system. The troubled pupil sat in the back seat since the beginning of the year. So far there have been no major problems with him. The student was sometimes disruptive, but I was always able to direct him. However, this class was different. The student was disruptive from the beginning and later commented inappropriately on his classmates. At first he responded to my calls and calmed down. In the later parts of the class, there was nothing else to do but transfer him to the front benches. However, after the first challenge, nothing happened, the student did not respond at all. After the second challenge, he was still sitting there, so I had to raise my voice for the third time. It worked, but only partially. The student got up, but deliberately cleaned everything up very slowly. I yelled at him again to speed up. He finally packed his things and slowly began to move forward. During his journey, however, he started kicking his classmates' backpacks. Unfortunately, I couldn't stand it any longer, my cup of patience overflowed and I started shouting at him to stop and immediately sit in the front. He answered me by shouting too. 'Why should I listen to you? I can do whatever I want!' I then shouted at him that he definitely couldn't do anything. Whereupon the student shouted 'I can do whatever I want, I can throw this damn pen against the wall!' Then he really took the pen and threw it against the wall. The class itself was never a problem. The other students always cooperated with me. The class also functioned well as a team. However, she was disturbed by a pupil who often interrupted and also often got into conflict with other pupils. The class collective later expelled the student, and in the end the student did not go with the class on trips and class events.\n\nSituation (Anamnesis):\nlater learned that the student's family was not functioning as it should. His parents did not take much care of him and there were also arguments between them. The student's results in school could be described as average. He had twos and threes in most subjects. His mood often fluctuated, some days he was very aggressive and caused problems. Sometimes he was completely calm again and cooperated without any major problems. I had never encountered anything like it before. He argued with me for a while, I don't remember the exact wording of the argument. I finally yelled at him and sent him out the door. The student left, slamming the door behind him. I somehow learned the rest of the lesson, but the previous incident was still replaying in my head.\n\nTeacher Intervention (Solution):\nAfter the lesson, I asked the student to come with me to the office. I wanted to talk to him to find out what was going on. However, it was impossible to reason with the student, he was still very angry and I have to admit that I was also angry at that moment. I asked him what that meant and he just said he didn't know and asked why I was bothering him with it now. So I asked him 'And do you think this is normal behaviour?' 'But I don't care!' he shouted. That was enough for me. I sent him away with a scream and told myself that I would come up with another solution later. Later solutions involved a guidance counselor and talks with parents. In the end, I learned that the student's family is not functioning very well and the day before the incident his parents had a fight, a physical conflict was said to have occurred. This, of course, resulted in the pupil's highly problematic behaviour.\n\nOutcome:\nThe result of the solution was not very positive at first. At first, the student did not cooperate in my lessons, answered my questions in one word and generally did not work in my lessons. The student did not greet me in the corridor. During the week, I included the educational counselor and the student's parents in the solution. Thanks to their involvement, I learned what caused the incident. With the help of the guidance counselor, I gradually learned to cooperate with the pupil, he even worked in my lessons and did not disturb me too much. I still remember this incident well and I have to say that today I would deal with this problematic behavior differently.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Letectví, automobily\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "428", "student_age_year": "14 let, 8. třída", "student_hobbies": "Letectví, automobily", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr. – Učitelství pro základní školy – obory anglický jazyk, zeměpis", "teacher_practice_years": "3", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/241", "content": "TEACHING CASE STUDY\n\nBackground:\nThis whole situation happened a few years ago in an eighth-grade girls' collective, where a student started to taunt an autistic student after returning to school for the holidays. She spent her entire schooling with this girl in her class, and she and the other students never had a problem with her - the autistic student did not seek friendship from others, and the students learned to deal with her occasional loud speeches, but when she entered the eighth grade, a kind of turning point, and signs of hostility began to appear. A student who was very hard-working in the team and popular in class often had indirect allusions to the appearance and behavior of a student with autism. No one allegedly agreed with the pupil in these comments, but none of the pupil's other pupils stood up either. Because the students behaved well in class, I learned about this whole situation only when the student came to my office in November and told me privately about the student's inappropriate behavior, which allegedly lasted almost since the beginning of the school year.\n\nSituation (Anamnesis):\nThis class always had a great atmosphere, there was never any major problem between the kids, and the bullying didn't appear until the eighth grade in this case. Schoolgirl - very assertive, fearless, sometimes cheeky and popular in the relatively narrow circle of girls in her class. She had never had any problems with the student before, they did not have fun together. Pupil - a girl with autism who has spent her entire schooling with this class. Student - a student who confided that bullying is happening in the class.\n\nTeacher Intervention (Solution):\nAfter the student told me what was happening in the class, I decided to wait until the next day and think about the next course of action. I also reported this information to the school's prevention methodologist, with whom I agreed that the best next course of action would be a private conversation with both students, and there would also be collective strengthening activities with the class. The next day I met with the student in the office. I asked various questions about how she feels at school and how her classmates treat her. At first, the student was reluctant to answer, but then she talked about the ongoing bullying by the student, which confirmed the student's claim. As soon as I spoke with the student, I met with the student and asked her for her statement. The student confessed to the bullying and immediately regretted her actions. She commented on her behavior in the sense that she did not realize that it could somehow hurt the student, because she never talks to others and thought of the student that she was just conceited and therefore had a tendency to knock her down and poke her in front of others. I told her parents about the behavior at a joint meeting a day later, which was also attended by the student, and we talked openly about the whole problem. Of course, the student's parents also found out about the bullying, and they also came to my school for a personal interview, but here without the student, who refused to attend the meeting. The student apologized to the student and the bullying stopped.\n\nOutcome:\nThe bullying directed at the female students stopped immediately. For the next two months, I met with both students every week for a few minutes in the office to monitor the situation, the situation calmed down on both sides. The whole class participated in bonding activities guided by prevention methodology. The parents of both pupils had a big part in this, who took the situation with great calmness and balance and decided to solve these problems with their daughters individually at home.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: nepamatuji si\nDisorders: Šikana,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Bullying\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "241", "student_age_year": "14 let, 8. třída", "student_hobbies": "nepamatuji si", "student_diagnoses": "", "student_disorders": "Šikana,Zesměšňování", "teacher_approbation": "Přírodovědecká fakulta, Katedra matematiky, obor Matematika a Výtvarná výchova se zaměřením na učitelství", "teacher_practice_years": "10", "problems_annotated": "Diagnosis, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/527", "content": "TEACHING CASE STUDY\n\nBackground:\nIt happened in the ninth grade, in which I taught mathematics. There was a student in this class who was self-harming, however no one knew about it and I was one of those who was able to spot it and started to deal with it. This girl always walked around quite exposed, or rather she walked around dressed to attract attention. However, there was a period when she started wearing sweatshirts, long pants, she just started walking around covered a lot. It seemed quite strange and I suspected it might be related to self-harm. After some time I noticed that the girl had scars on her forearm and I went to discuss it with her class teacher. However, this problem did not concern only the student in question, as her two friends from the class also got involved. They tried to sympathize with her, and to express their support, they also started cutting their forearms.\n\nSituation (Anamnesis):\nstudent in the ninth grade, she had problems with her mother and boyfriend, represented the school at sports competitions, rather extroverted, sometimes lied to teachers, forged excuses.\n\nTeacher Intervention (Solution):\nThe student confided in the class teacher and it was discovered that she not only had cuts on her forearms, but also on her thighs. The school management, especially the headmistress, began to address the situation. The friends who tried to support the girl had only to agree and explain that they cannot express support for their friend in this way. The student started seeing the school psychologist at the instigation of the management. The cause of her behavior was said to be a lack of interest, arguments with her mother and problems with her boyfriend. The school management decided to create a kind of information seminar (a session with a psychologist) about self-harm, which all girls in the ninth grade were supposed to attend, in order to prevent this behavior.\n\nOutcome:\nThe girl probably understood the consequences of her actions and stopped self-harming. It is possible that the situation at home has settled down, in any case, she has not continued to show any problematic behavior of this type. The self-harm did not seem to affect her behavior in class, so even after the situation was resolved, she did not show any difference in class. Her friends with problematic behavior also stopped.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: sport\nDiagnoses: Poruchy učení\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Support, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "527", "student_age_year": "15 let, 9. ročník", "student_hobbies": "sport", "student_diagnoses": "Poruchy učení", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., matematika (SŠ), tělesná výchova (SŠ)", "teacher_practice_years": "25", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1277", "content": "TEACHING CASE STUDY\n\nBackground:\nI personally did not notice this problem at the beginning, it did not happen in my subjects, but other colleagues drew my attention to it. One of my students (let's call him Jindra) was a smart, goal-oriented student. The problem arose when he got a bad grade on a paper or exam. Every time he saw a bad result, he would turn red and throw a tantrum. He sneered that it wasn't fair, that he certainly didn't write it that badly/he didn't say enough information. He had to be taken out of the classroom and calmed down in the hallway.\n\nSituation (Anamnesis):\nJindra was very smart, purposeful. He was always about good results. Apart from these incidents, there were no problems with him. He was very helpful, happy to help anyone who asked.\n\nTeacher Intervention (Solution):\nFirst of all, I tried to find out if the class collective could be the cause. I didn't find anything. Then I tried to contact my parents. And I figured it out. In a phone call with my parents, I learned that they are currently in divorce proceedings. I described the situation to them, how their son is performing at school. They were surprised. We agreed to talk to him at home and at school too. I asked him what was going on, why he was doing this. At first he denied it, but then he burst into tears. He replied that his parents don't like each other anymore, that they are arguing and that he is definitely to blame. My next question was clear: Why do you think that? It is said that at home he was always taught to try hard and, above all, to get good grades, and that they always fight because of him when he messes up. I then talked to him that it's definitely not because of him, that grades aren't as important as he thinks, that everyone messes up sometimes. After I let him go home, I called the parents with the information I had found and suggested to them that I would recommend seeking professional help because their son was very troubled.\n\nOutcome:\nthink I did the right thing. The parents talked with their son and visited the counseling office. Parents divorced, everyone lives elsewhere, but Jindra managed it. He still likes both parents, grades don't matter so much anymore. He's just a little sad when he messes up, but he puts it behind him and enjoys the rest of the day.\n\nStudent Profile:\nAge/Year: 11, 6. třída\nHobbies: Filmy, sport, příroda\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1277", "student_age_year": "11, 6. třída", "student_hobbies": "Filmy, sport, příroda", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Hv", "teacher_practice_years": "30", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/680", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student transferred due to moving to a new school. In the beginning, she was quite quiet and had no problems in her studies, she even did the subjects a little better than her other classmates. It didn't take long and she started to build a solid place in the class team. She had a circle of closest friends around her and acted as their 'leader'. She sought attention a lot, was active in class and often did not give space to others. She quickly established herself as a captain in the class hierarchy. She was aggressive mainly towards the boys during breaks, and often provoked them during class as well. Various fights were often resolved in this way, a talk with the class teacher, and parents were also informed at class meetings. In the second half of the year, the problems escalated. The student was often vulgar, during breaks she drew inappropriate pictures with sexual undertones, she was aggressive, she often took advantage of weaker classmates in the class, making them her servants. She seemed very irritated, she started being rude to the teacher.\n\nSituation (Anamnesis):\nŽačka is very creative, she likes to create in art education and at home, she also enjoys sports. She does well in school, is very inquisitive and has her own opinion on many things. She often tries to assert her opinions and is very competitive. The transfer to a new school was due to moving. The student is in the alternating care of his parents. He has no diagnosed learning disabilities or other difficulties. Groups were already formed in the class before she started, especially the boys who are in the minority in the class were singled out. The student has a few good friends in the class, the rest of the class perceives her as an authority.\n\nTeacher Intervention (Solution):\nAt first, frequent interruptions in the classroom were dealt with rather simply by admonitions. When it got worse, we invited the parents to the school to describe the situation to them and find out if there was a change in behavior at home as well, or how the student behaves in the family. The parents admitted that since their divorce and the change of school, the daughter has withdrawn a bit into herself and at the same time is more defensive and irritable, she perceives the whole situation regarding her parents' divorce as a betrayal. In the classroom, the teacher tried to give the pupil more attention, for example she entrusted her with taking care of the class hamster, or assigned her a natural history project that she could demonstrate to the class. This was also followed by a conversation between the four eyes, where the teacher tried to listen to the student, asking questions such as: Why do you think it is not good to fight with classmates, why is it important to be fair to each other. At the first meeting of this kind, the student did not answer very seriously and was more concerned about the situation. The class teacher met with the pupil twice more, while the school psychologist began to systematically work with the children, as well as the whole class. Hours were set aside for the school psychologist, in which the psychologist devoted herself to the climate in the classroom, used activities to create trust, to deepen cooperation between classmates. The pupil's parents continued to be informed about the situation at school. We managed to communicate very well with the parents and they tried to resolve the situation at home as well.\n\nOutcome:\nIt was a solution to a longer-term problem, and its solution was also long-term. Both the class teacher and the parents worked on the student's behavior. The school psychologist then mainly worked on the overall climate of the class. The results were not visible immediately, the changes were gradual. A huge credit for the change for the better also goes to the family, who cooperated brilliantly with the school and took the teacher as a partner. After some time, the parents admitted that the situation at home had improved and the daughter got used to the change, calmed down. The student still dominated the class, but she no longer provoked her classmates so much, and the team settled down a bit. Her academic results remained excellent, the class teacher gained the student's trust. Furthermore, there were occasional clashes between classmates, it turned out that there were more dominant students in the class who competed with each other. After the psychologist's interventions, we did not notice any signs of bullying in the classroom. Children also participate in a bullying prevention program once a year.\n\nStudent Profile:\nAge/Year: 11 let, 4.třída\nHobbies: Malování, florbal\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Working with the collective, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "680", "student_age_year": "11 let, 4.třída", "student_hobbies": "Malování, florbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1.stupeň základní školy", "teacher_practice_years": "5", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/673", "content": "TEACHING CASE STUDY\n\nBackground:\nhad only been teaching for a few years when I was assigned the fifth grade teaching position. Their former class teacher was leaving for kindergarten. After a few hours in this class, I knew there was going to be a problem with one particular student. Whenever he was present, the class could not be quieted, this student refused to listen and pay attention, he was always disruptive and a lot of other children joined him. I left work very exhausted, I didn't know what to do with them. After all, I was relatively new to education and had never encountered anything like this before.\n\nSituation (Anamnesis):\nThen there was a week when this boy was sick and didn't go to school. The class was like changed. The pupils paid attention, behaved nicely and we could finally work a little normally. It was really cool and I started to get used to it, but the next week the boy went back to school and it all started again. It was such a classic\n\nTeacher Intervention (Solution):\nAfter he came back from his illness I was completely desperate. At the moment when I entered the class on Monday morning, again most of the class was not paying attention, it was completely impossible to work with them and I was foaming at the mouth. I know that I raised my voice and started telling the boy what he thought of himself, if it was right for him to act like that and probably something else, I was really screwed. Well, that time he made a sarcastic remark again, which he often did, and of course the whole class laughed at his joke. Well, I think that I immediately gave them a paper, which in retrospect I evaluate as a rather bad move, because it didn't solve anything in the long term and the relations between me and the class cooled down a bit.\n\nOutcome:\nBut it was a really difficult situation, I didn't know how to deal with it at the time. So I ended up tutoring in that class for the rest of the school year, and over time the climate in the class and the behavior of that particular student improved, but never in the way I would have liked. Such classroom situations are always challenging for everyone. One student told me afterwards that it was nice when the boy was absent, that she really enjoyed the lessons. I don't know how I should have proceeded at that time, but I am sure that my solution to the situation was not correct, if only because it did not work.\n\nStudent Profile:\nAge/Year: 10 let, 5. třída\nHobbies: sporty\nDisorders: Lhaní,Odmlouvání,Neúcta k autoritám,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "673", "student_age_year": "10 let, 5. třída", "student_hobbies": "sporty", "student_diagnoses": "", "student_disorders": "Lhaní,Odmlouvání,Neúcta k autoritám,Manipulace", "teacher_approbation": "Vysokoškolské, Učitelství pro první stupeň", "teacher_practice_years": "15", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/904", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student regularly cheated in written assignments in various subjects, his behavior was repeated several times in different subjects with different teachers. He cheated in a simple way, looking in his notebook under the desk and hoping that the teacher would not notice his deception.\n\nSituation (Anamnesis):\nThe student showed above-average results in the lessons, answered the questions of the teachers, often supplemented the teachers with interesting things that he himself looked up about the subject being discussed.\n\nTeacher Intervention (Solution):\nThe student was caught in the act by the teacher. He was admonished and warned once in front of all his classmates. When he cheated again during the paper, the test was retaken, he received an A, and he was kicked out of the class for the rest of the class.\n\nOutcome:\nThe student left the classroom crying and humiliated. He didn't try to cheat again in this subject, but he had a strong aversion to the teacher. However, the situation was not resolved further.\n\nStudent Profile:\nAge/Year: 12 let, 6. třída\nHobbies: Hudební výchova a zpěv, přírodopis\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Transfer of student, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "904", "student_age_year": "12 let, 6. třída", "student_hobbies": "Hudební výchova a zpěv, přírodopis", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Český jazyk a občanská výchova pro střední školy", "teacher_practice_years": "19", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/647", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was as follows in one class, according to the guidance counselor and the high school professor. The children started creating different groups of people. But there is also this gifted student who has no problems, but one group of more dominant kids started to bully this gifted student. The situation escalated once after school in the locker room when this more dominant group, led by one female student, began attacking this gifted student in the locker room. They took his backpack, things, shoes. However, by chance, the banker also came home from work, who deciphered the situation well and tried to solve the situation the very next day. The children took part in an adaptation course, team building, where they had a rich program about the situation of mutual respect. The teacher subsequently stated that the situation in the classroom calmed down and the children began to respect each other and in the end they were a good group.\n\nSituation (Anamnesis):\nThe class was divided into different groups that could not respect each other. A more dominant group of individuals, led by a not-so-smart student with good grades, decided to hit on a classmate who is rather submissive, from a Catholic family, and a very gifted student. Fortunately, the teacher, according to the doctor, was caught early on. It took place in the classic way of denying various things, stealing and mocking on the Internet.\n\nTeacher Intervention (Solution):\nThe teacher started solving the situation the very next day. He informed his colleagues, the class teacher and the school management in the assembly hall. The first lesson was class time, where the subject of bullying was discussed with the educational advisor. After the presentation, a kind of adaptation course and teambuilding for the whole class took place in about a week, where they had a 3-day program organized by a volunteer center that deals with this issue, unfortunately the teacher no longer remembers the name of that center.\n\nOutcome:\nThe situation in the classroom completely calmed down after the program, and in the end it was a great group of people who still have good relations with each other today, even though they no longer study at that school. This bullying did not occur in the classroom and lessons, so it was difficult to recognize, it often took place outside the school, except for the incident in the locker rooms. Fortunately, the situation normalized and the bullying caught in the beginning calmed down. I classified this situation as ++ because I believe that its solution also belongs to positive situations.\n\nStudent Profile:\nAge/Year: 13 let\nHobbies: Čtení knih, skaut, setkávání s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression, Bullying\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "647", "student_age_year": "13 let", "student_hobbies": "Čtení knih, skaut, setkávání s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské – dějepis, ZSV, titul PhDr.", "teacher_practice_years": "15 let", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1155", "content": "TEACHING CASE STUDY\n\nBackground:\ndon't even know if this behavior can be described as problematic. At the beginning of my practice, when I started as a classroom teacher, I had a boy in my class who had no friends and didn't even show interest in talking with other students. He himself was an excellent student, a first-grader, but during breaks he always opened a book and read. When classmates tried to talk to him, he would quickly end the conversation or eventually go to the bathroom/hallway. I was afraid that this problem would carry over into adolescence or even adulthood.\n\nSituation (Anamnesis):\nThe student was a very strong introvert, quiet, he liked to read, his favorite series was one that he read several times in a row. He was not part of any group in the class, he avoided contact with his classmates. He was able to work in a group (he cooperated with other pupils), but if he had a choice, he liked to work alone.\n\nTeacher Intervention (Solution):\nAt first, I tried to solve this problem alone with the student, but he told me that he likes to read and doesn't need to talk to anyone. He told me that the other students have other hobbies and that's why he doesn't hang out with them. I tried to talk about this situation individually with his classmates, but they told me that they had tried to talk to this student several times about everything possible, but he himself did not seem very interested in any kind of conversation. Despite that, I tried to motivate them to try to integrate the student into the team, and on the advice of my colleagues at the time, I tried some adaptation games.\n\nOutcome:\nThe student still showed no interest in contact with other classmates, it seemed that he was even more withdrawn and did not want to cooperate with them. The classmates gradually lost interest in his inclusion in the team, and I, since the student did not cause any problems, decided not to prolong this situation any further. He himself did not think that these efforts, both on my part and on the part of his classmates, were doing him any good.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nHobbies: čtení\n\nAnalysis & Annotations:\nSolutions Applied: Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1155", "student_age_year": "13, 7. třída", "student_hobbies": "čtení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., polský jazyk, český jazyk", "teacher_practice_years": "30", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/832", "content": "TEACHING CASE STUDY\n\nBackground:\ngot a PCH student into the 3rd grade. He occasionally showed signs of attention deficit disorder, but at the time of the transition to our elementary school, he was not specially worked with. The boy thrived with A's. The change came from around the fourth grade, when he often did not respect the rules of the class and did not respond to my calls. After talking hours in the tripartite, I found out that he still responds to his mother. At the same time, he did not have a completely negative attitude towards the school or me. I had been used to his short attention spans since third grade, but his defiance was new to me. Later, he started deliberately lying to me, denying it, even though I caught him, for example, taking things from his classmates. In a specific situation that I remember, one classmate bothered him for a long time, they often argued about something. The climax of the situation was when he cursed a classmate for morons, punched him in the stomach, and then they got into a fight. When the children came to tell me, he did not admit it and absurdly denied that the other had given him the blow. There were also signs of bullying, where he was the leader and guide, he often scolded his classmates and knew where to go, insults to his parents 'your mother is disgusting' or to his character 'you're fat, that's why you don't run' were repeated and thus disrupted relationships in the class. At that time, we dealt with the situation with the prevention methodology, the principal, parents and in the classroom.\n\nSituation (Anamnesis):\nten-year-old boy attending primary school comes from a complete family. The father is often separated from the family, he works as a driver. He has an older brother with whom he does not get along well. The parents are cooperating with the school, although they initially downplayed the problem. Undesirable behaviors include lying, leading classmates, insulting, disrespecting rules and teachers. He is not completely excluded from the team and has a friend in it. His hobby is mainly baseball. A teacher close to the family believes that he is probably exposed to stimuli inappropriate for his age at home, such as brutal films, etc., thanks to his older brother.\n\nTeacher Intervention (Solution):\nImmediately after the incident, we investigated the situation and indeed PCH himself was a relatively gratuitous aggressor. The parents were informed and we resolved the situation with the school principal. Both actors of the conflict received a note, and then we dealt with similar situations as a class. In the long term, I didn't want to deal with the situation with him negatively. On the contrary, I always tried to support him and praise him when he did something right, went out of his way to meet his classmates and so on. I didn't let him tell me anything. The trust between the teacher and the student was greatly damaged by his previous behavior. This is not how the common relationship between student and teacher can be maintained. Everything that was pathological, such as swearing, and verbal attacks on classmates, we definitely dealt with, monitored and prevented it. Tripartite, interviews with records, meetings with parents and the director were countless. In the end, PCH ended up in the SPC and subsequently also in a psychiatrist, at that time the defiance was gradating in the home and the parents insisted on a solution. He was diagnosed with oppositional defiant disorder and ADHD. However, the main reason behind the speeches was the failure of the opposition's defiance. Mr. Psychiatrist probably helped him in the short term, but in the long term, in my opinion, the drugs rather harmed him.\n\nOutcome:\nAs a result of being put on medication by a psychiatrist, he went to school very depressed. The anger, the lying, and the pointless defiance have almost died out. But unfortunately his depression had consequences in subjects where his talent could be shown, for example in art classes. Conflicts with the pupil in question did not repeat themselves.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Sporty  baseball, vybíjená)\nDiagnoses: ADHD\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Lying and cheating, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Bullying\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "832", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Sporty  baseball, vybíjená)", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "Pedagogické magisterské vzdělání -  Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "8", "problems_annotated": "Diagnosis, Physical aggression, Lying and cheating, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1268", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were already problems when I got it in the fifth grade. He went to school from the first grade. I was his class teacher from fifth to seventh grade. He didn't hang out with anyone in class. He did not seek conflicts, was introverted and sat alone. In terms of school performance, his grades were average, but things got worse in the seventh grade. He didn't enjoy school, and if he didn't understand the material, he didn't want to do anything. He just sat there and did nothing despite being reprimanded. When he didn't want to do anything, he said he wouldn't do it, and no one convinced him to work. When the principal called him to the principal's office, he did not move from his chair and the principal had to follow him into the classroom. We resolved this situation with the parents, the school psychologist and the student himself. At home, his parents did not pay attention to him and did not want to deal with this situation much. Once his father came to us and told the student, even in front of us, that if you work at school, he will buy him a better computer. His hobby was gaming and IT industry. We also agreed with the parents that if the student does not work, we will call the parents and they will pick him up from school. We had another 25 kids in the class who wanted to learn.\n\nSituation (Anamnesis):\nThe student lives with alternate care and is an only child. He lived with his father for a week and with his mother for a week. When that was not possible, he lived with his grandmother. He has been diagnosed with attention and activity disorder, behavioral difficulties and emotional lability. His work rate gradually deteriorated. When the fabric didn't suit him, he got stuck and said he wasn't going to do it. His grades were getting worse. In seventh grade, we didn't even have anything to evaluate him on, because he hardly went to school. He didn't get along very well with anyone, so he had a behavior problem. His parents did not support him and were not interested in him, which was also reflected in the solution to this situation. His interests include playing computer games.\n\nTeacher Intervention (Solution):\nWe first addressed the situation with the student himself. When he got stuck and didn't want to do anything, we didn't force him to do anything. We further discussed the situation with the director. The pupil even refused to come to the principal's office, so the principal had to come to the pupil's classroom. After that, we discussed the situation with the parents, but they were unable to get the student to do anything. They didn't pay attention to him at home, they let him play games on the computer so they could have peace from him. He went to school unprepared. Next, we discussed the situation with the school psychologist, and finally with the student himself. In the end, it was agreed that if the student does not do anything at school, we should call the parents and they will take him away, so as not to hinder other students. Several pupils from the class offered him tutoring in a subject he did not like, but the pupil did not take advantage of these offers. In the seventh grade, we told the student and his parents that we had nothing to evaluate him on, because he refused to write the test several times and his parents took him home three out of five days a week because he did not work. We informed them that he would have to repeat seventh grade again.\n\nOutcome:\nThe student's parents eventually sent him to another school. I am not satisfied with the situation myself. As a class teacher, I had a good relationship with him and we all tried to help him. Both students with tutoring offers and me. The student refused to work and rarely attended school.\n\nStudent Profile:\nAge/Year: 10-12 let, 5.-7. ročník\nHobbies: počítačové hry, IT\nDiagnoses: ADHD,Porucha chování,Výkyvy nálad\nDisorders: Emoční labilita,Nepozornost,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1268", "student_age_year": "10-12 let, 5.-7. ročník", "student_hobbies": "počítačové hry, IT", "student_diagnoses": "ADHD,Porucha chování,Výkyvy nálad", "student_disorders": "Emoční labilita,Nepozornost,Hyperaktivita", "teacher_approbation": "vysokoškolské vzdělání, tělesná výchova a pedagogika + učitelství 1. stupně", "teacher_practice_years": "25 let", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/563", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is stubborn, if it's not his way he gets stuck and doesn't talk to you at all. He is angry, does nothing and does not say anything to anyone all the time. He often has tears in his eyes. Many times it is even a small thing that makes him angry. Sometimes it also applies to opinion. If his opinion does not coincide with someone else's, he gets angry. We go out, for example, he wants to go in front of the school, but I say we go behind the school. He is then angry all the time and refuses to communicate. In class, this behavior occurs occasionally. Sometimes he just doesn't feel like it and is slow. It probably depends on whether he enjoys the assigned work. If he has a given task in mathematics, he has no problem with the solution. If he receives a given task in Czech, the already described situation often occurs.\n\nSituation (Anamnesis):\nHe lives only with his mother. His parents did not live together for most of his life, his father died two years ago. He has a brother a year older, who also attends the same junior school as him. The dominance of the younger brother can be recognized because he is more communicative, physically fitter and more popular in the group.\n\nTeacher Intervention (Solution):\nWe tried to talk about it with the student, but he doesn't want to talk about it. I don't know what to do with him. Even though he is no longer angry and in a good mood, he refuses to communicate about this situation. I've tried going at him quickly and calmly, but it usually doesn't work. I've had a few times where he took a joke. I told him: 'don't be like a slipper!' etc. Mostly, however, he refuses to work or communicate. He doesn't even want to tell me what made him angry, what he doesn't understand, etc.\n\nOutcome:\nThe result is negative. Despite the conversation with the mother, the situation keeps repeating itself. It was found that the student is a little more communicative when the teacher uses a joke to solve the problem, but it is not a guarantee that it will always work.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Vojenství, historie, paleontologie\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "563", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Vojenství, historie, paleontologie", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nespolupráce", "teacher_approbation": "Mgr. (učitelství 1. Stupně ZŠ); CVŽ učitelství v MŠ", "teacher_practice_years": "3 roky", "problems_annotated": "Emotional outbursts, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/687", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the 2020/2021 school year, the student was a student in the 1st year of a secondary vocational school in the field of hairdressing. As his class teacher, I only met the first class in the role of class teacher during the two weeks before the transition to distance learning. Theoretical teaching at our school takes place every other week and alternates with practical teaching, when the students are under the supervision of the teacher. Pupils and parents had a very short time to familiarize themselves with their new school, teachers and subjects and to make a smooth transition to online learning in Microsoft Teams. Therefore, based on these facts, the selected pupil did not start participating in distance learning, he began to show increased absenteeism and did not hand in any assigned work.\n\nSituation (Anamnesis):\nHe is an adult pupil, who in the past had unsuccessfully completed his studies at another secondary vocational school after the onset of psychological difficulties following the suicide of his best friend. The student showed average academic results, but above average emotional intelligence, awareness of himself and his possibilities. He communicated with discretion, never made unnecessary promises and never overestimated his abilities. He recognized his psychological limits and was aware from past experience of the barriers and difficulties associated with overcoming them.\n\nTeacher Intervention (Solution):\nThe student's problems with attendance and failure to complete assignments began to manifest themselves at the very beginning of distance learning. That's why I contacted him by phone to find out what his non-participation was about and I suggested help in the form of a school computer. However, the student informed me that he had a computer, so we logged into Teams together and explained its individual functions. As the pupil was already of legal age, I communicated exclusively with him. He was more apathetic on the phone but always picked up or called me back. He indicated to me that he has certain psychological problems associated with the transition to a distance form of study and suffers from insomnia, which is why it is difficult for him to get up in the morning and stay connected and not fall asleep. He promised that he would try to start communicating with the teachers and try to catch up. During the quarterly evaluation, however, it was clear that he did not succeed completely, so we arranged a personal meeting, we went through each subject and what would be necessary to do in order to benefit from it better. Finally, the student got up the courage and explained to me without insisting that he had similar problems once before and did not finish his studies at the previous school for a similar reason. That's when he developed problems with insomnia resulting from sleep paralysis after the suicide of his best friend. He was also medically examined at the time, but he had no documentation. He was prescribed medication, but after a while he stopped taking it because he was not feeling well and his condition gradually improved. Two years after this event, he joined our school, and during the transition to distance learning, his sleep paralysis returned, with associated insomnia and fear of falling asleep. We agreed that we would take it slow, let him catch up as much as possible, how he would manage, and we would sort out the rest for half a year. He managed to complete all the subjects for half a year, but the problems with absenteeism worsened in the second semester. I therefore arranged for him to meet with the psychological counselor at our school, where we agreed that if he does not start attending classes, he will have to be expelled from the studies on the basis of high absenteeism. The student refused to see a doctor and to involve his parents, so I felt that I had no choice but to verbally support him. After returning to school, he appeared sporadically at school, but in recent weeks he did not attend either theoretical or practical classes at all. He didn't even show up for the make-up exams, so he didn't advance to the second year.\n\nOutcome:\nThe last time I talked to the student on the phone, he sounded more positive and added that he was doing better, that he was working part-time, enrolled in a barbering course and that he was thankful.\n\nStudent Profile:\nAge/Year: 18 let, 1. ročník středního odborného učiliště\nHobbies: Zájem o obor, který studuje  kadeřník)\nDiagnoses: Spánková paralýza\nDisorders: Absence,Nepracovitost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "687", "student_age_year": "18 let, 1. ročník středního odborného učiliště", "student_hobbies": "Zájem o obor, který studuje  kadeřník)", "student_diagnoses": "Spánková paralýza", "student_disorders": "Absence,Nepracovitost,Vyhýbání se škole", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/958", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the previous class was complicated. I had a pupil there who was in a very bad state, after attempts at suicide and self-harm. The communication with the student's mother was different and the relationship with this student was different. She trusted me and we solved many problems together. The diagnosis was difficult, the situation had its ups and downs, but in the end a certain stabilization was achieved.\n\nSituation (Anamnesis):\nThe personal history of the pupil or class is key to understanding the situation, but in this case I was unable to obtain more information.\n\nTeacher Intervention (Solution):\nŽačka was receptive to solving problems, even if they were huge. By chance, I recommended it to a friend who is a psychologist. Since then, although the pupil does not give me information directly, the psychologist monitors her development. Trust was key. The student has already graduated, but we are still in contact.\n\nOutcome:\nThe pupil's behavior stabilized, although there were occasional dips. She successfully passed her high school graduation and achieved life's achievements. The contact between her and the teacher continues even after finishing high school.\n\nStudent Profile:\nAge/Year: cca 17 let, ročník septima/oktáva\nHobbies: -\nDiagnoses: Psychiatrická diagnóza\nDisorders: Pasivita,Neposlušnost,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "958", "student_age_year": "cca 17 let, ročník septima/oktáva", "student_hobbies": "-", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Pasivita,Neposlušnost,Nepozornost", "teacher_approbation": "Vysokoškolské vzdělání – Magisterské studium + Pedagogické minimum, aprobace Český jazyk a Hudební věda + Němčina; aktivně se věnuje tvůrčímu psaní a korekturám", "teacher_practice_years": "Cca 26 až 27 let (včetně mateřské dovolené)", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/190", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students had the task of composing from colored papers. Everyone got different colors of paper. One of the students began to express dissatisfaction with the color of the paper he received. At first he hid the paper and claimed that someone had taken the paper from him. Since I didn't believe him, I tried to convince him about the suitability of the color he got. However, this student became agitated and angry with accompanying stomping. Subsequently, he tore up the paper in the color he was not satisfied with and threw it in the trash.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD and is under the care of his mother.\n\nTeacher Intervention (Solution):\nI tried to calm the student down and explain to him that he must have his paper in his desk, that none of his classmates took it from him. The student refused this all the time. The situation worsened with any attempt at explanation. After a few minutes, the student angrily tore up the paper and started stomping on it. It was almost impossible to calm him down.\n\nOutcome:\nUnfortunately, none of my measures, arrangements, proposed solutions had an effect on the pupil, and after the incident it was difficult to talk to him, let alone cooperate. He sat insulted in the pew with folded hands and refused any cooperation. The last possible solution was a phone call with his parents, who tried to talk him out of it.\n\nStudent Profile:\nAge/Year: 9 let, 3 třída\nHobbies: fotbal, míčové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Lying and cheating\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "190", "student_age_year": "9 let, 3 třída", "student_hobbies": "fotbal, míčové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "5", "problems_annotated": "Diagnosis, Emotional outbursts, Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/976", "content": "TEACHING CASE STUDY\n\nBackground:\nHowever, not all cases of problem behavior had a happy ending like the previous one. At the moment, I am a fifth-grade class teacher again, and I have a little bit of everything in my class, so to speak - integrated, foreign and problem children. This story is not so much my experience as it is about a class that has passed from the first grade to the second, so I am still getting to know the children myself - what are their habits, needs or bad habits. But since I heard that it is a really exceptional class in terms of solving problem behavior, I decided to contact their former class teacher in the first grade and thus continuously inform myself about the situations or rather persistent problems that are part of this, already my class, to be in the picture, so to speak.\n\nSituation (Anamnesis):\nThis case concerns a boy who currently lives only with his father, as his mother died over a year ago. When this situation arose, of course the teachers, but also the classmates, were really considerate, tolerant and helpful towards him. The teachers did not make excessive demands on him from the beginning, as the boy did not go through a really easy period. Losing a mom hurts at any age, but I think at this age it's hard to explain to a child why mom will never come home. So the boy stayed at home for a while to deal with the team and the teachers took this situation into account and even accepted it to a certain extent.\n\nTeacher Intervention (Solution):\nHowever, the problem arose when the boy returned to school after a long time. He used to be inattentive at school, didn't do his homework, didn't listen to the teachers, distracted them and disrupted classes, until finally one day it got to the stage where he stopped going to school altogether. This situation was also resolved with the boy's father, when my colleague informed him about what was happening with his son and tried to find some reasonable way out. Everyone understood the situation that the boy was going through a period when he lost his mother, but it had been long enough for him to be able to fit back into the school environment, so to speak. From the beginning it seemed that the father understood the seriousness of the situation, the boy started going to school again, but he did not last two weeks. The situation was resolved repeatedly with the father, who at first excused his son, but after a while the number of missed classes climbed to an enormous number, when the boy was in danger of having unexcused classes in the fourth grade and was even in danger of repeating the grade. Later it was discovered that the boy, despite the time that had passed, had not come to terms with the loss of his mother at all.\n\nOutcome:\nIn the end, although the situation turned for the better, as the boy is currently in the fifth year with me, however, inappropriate behavior in the form of disruptions and failure to complete tasks still persists. I am currently trying to resolve this situation as best I can, but since not only this boy, but also a few of his classmates have a bit of a problem with following the rules and authority, it is not always a cakewalk. However, I firmly believe that after time they will learn to follow the rules that we have agreed upon as a class.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "976", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "13  Absolvovala nejaký relevantný kurz, výcvik na zvládanie problematického správania, nekázne nebo komunikácia v triede apod. (zaškrtnite):  áno / nie  Prípadne uveďte názov (otvorená otázka):  Presný názov neviem, ale išlo o predmet v rámci kreditového systému, ktorý absolvovala pred atestáciou.  Kazuistika ++  Rozhovor bol vedený s pani učiteľkou, učiacou na základnej škole na druhom stupni, kde dlhé roky pôsobí ako učiteľka anglického jazyka, geografie a environmentálnej výchovy. V rozhovore mi porozprávala o svojich skúsenostiach a prípadoch problémového správania, s ktorými sa za roky svojej", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/700", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place on the last evening of the adaptation course. By the fire, the students could see the fatigue from the rich program and lack of sleep. The three boys from the class were quite seated at first sight, which was shown by the fact that they did not sit with the rest of the class, but made their own group and sat apart from the others and talked among themselves. Suddenly they started arguing, threw themselves at each other and started fighting. We ran towards them, but before we got there, one of them took out a shooting knife from his jacket pocket. Fortunately, he didn't threaten anyone with the knife, he just stood there with an open knife. We managed to tear them apart and took them to our cabin.\n\nSituation (Anamnesis):\nThe class as a whole didn't seem troubled, but those three boys were causing trouble. One of them is a refugee from Syria, who we already talked about in the previous case study. Another is a member of a group that can often be seen in the park near the station, and at first glance seems problematic. For two of them, this isn't the first high school they've attended, but they haven't finished one yet.\n\nTeacher Intervention (Solution):\nThe pupils were brought to the headmistress, who spoke to them at length. They were given conditional suspensions from school and were told in no uncertain terms that any further trouble would result in immediate expulsion. All three promised that they would no longer behave vulgarly and aggressively and that they would not violate school rules. The headmistress called their parents, but didn't talk to two of them. Since it was late, she didn't want to send them home, but to avoid further trouble, she sent everyone to sleep in a different cabin. She called her parents the next day and informed them of the conditional expulsion. The parents of the refugee were not allowed.\n\nOutcome:\nDespite the measures, the pupils' behavior did not improve and on 10.9. they were expelled after being caught packing a joint and snorting tobacco. More information about this incident is given in the next case report.\n\nStudent Profile:\nAge/Year: 16, 17, 18, 1. ročník\nHobbies: Být se svojí partou, PC hry\nDisorders: Agrese,Lhaní,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "700", "student_age_year": "16, 17, 18, 1. ročník", "student_hobbies": "Být se svojí partou, PC hry", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Vulgární vyjadřování", "teacher_approbation": "Vysoká škola", "teacher_practice_years": "17", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/511", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation, which has been going on for a long time, is worrying. The girl from the eighth grade is almost isolated from the collective, closed, inaccessible, uncommunicative and apathetic. Her only expression is artistic, she communicates minimally. He does not respond to the teacher's questions or only minimally, he does not carry aids, if he does, then sporadically. He has insufficient hygiene habits, wears torn and often dirty clothes. As a teacher, I cannot continue to ignore the situation, I must try to make contact and find out what is behind her behavior.\n\nSituation (Anamnesis):\nThe student lives only with her father and brother, her mother died in a tragic accident, and her grandparents also take part in her upbringing. The girl suffers from psychological problems, visits a psychologist and is also diagnosed with attention disorders. She and her brother go to school in torn, often dirty clothes, the girl often has unwashed hair and a neglected appearance. The class he attends is divided into groups with great contrasts and vastly different opinions. In the classroom, the groups hardly communicated with each other during the girl's problems, and when they did, it was with great resentment. During the school year, the class managed to become almost cohesive except for a few individuals. The class is rather above average in terms of benefits.\n\nTeacher Intervention (Solution):\nThe girl paints a fallen angel, is withdrawn and does not perceive the surroundings or the teaching. He does not respond to the teacher's questions. I approach her and ask about a detail of the drawing that seems unclear to me. The girl doesn't respond at first, so I answer myself and deliberately remember this detail in my own way - but absolutely not fitting in with her topic. The girl reacts and begins to clarify. It is open to communication about the painting. The dialogue is only on the artistic level. This communication lasts a few minutes, after which the girl closes again. As soon as I get another chance to ask her something about her painting, I don't hesitate to ask. In this way, over time, the girl opens up to me for longer and longer periods of time. Now he has no problem communicating with me outside of the artistic realm. I spend most of my time with her in class and try to get her to cooperate with the teacher.\n\nOutcome:\nThe girl's condition gradually improved, she began to accept and communicate with the assistant on a regular basis. The girl began to respond to the teacher's calls and answer. Taking notes on the teacher's instructions, but this was not always successful - depending on the mood and circumstances that arise from the family. The class perceives her as an individual, they do not seek her company, some accept her life attitude. She doesn't really have a friend in class, she never hurts anyone, she's kind, non-conflicting, warm-hearted, perceptive. In class, he has fun with several classmates according to his mood.\n\nStudent Profile:\nAge/Year: 14 let – 8. třída\nHobbies: Výtvarná výchova, cosplay\nDiagnoses: Poruchy pozornosti,Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "511", "student_age_year": "14 let – 8. třída", "student_hobbies": "Výtvarná výchova, cosplay", "student_diagnoses": "Poruchy pozornosti,Psychické problémy", "student_disorders": "", "teacher_approbation": "Spgš Znojmo", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1083", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I started teaching, I guess it was my first year, a couple of young ladies showed me some affection from time to time. In the beginning, I took it as a normal thing when a new young teacher comes. But after a while it started to get annoying. The ladies walked around me in the corridor on purpose, preferably as close as possible as they passed. Once it happened that she even 'accidentally' touched me. I didn't know how to react then. I remember we just went on some kind of overnight class trip. In the evening, we lit a bonfire and threw papers with wishes (to make them come true) into the fire. The young lady declared that she had a wish 'I will marry Mr. Teacher...' and threw it into the fire.\n\nSituation (Anamnesis):\nAnnoying miss\n\nTeacher Intervention (Solution):\nalso consulted with my colleagues, but in the end I decided to talk to the ladies myself. They didn't listen and continued to repeat similar behavior, in the end I decided to take it as a joke and wait until they left elementary school anyway.\n\nOutcome:\nIt didn't work, it was only resolved when the student left the school.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nDisorders: Provokace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1083", "student_age_year": "14 let, 9. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Provokace", "teacher_approbation": "Mgr.", "teacher_practice_years": "4", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/475", "content": "TEACHING CASE STUDY\n\nBackground:\nThe school was undergoing renovation of several rooms, which caused some confusion. One of the chairs for the students was borrowed from the classroom where we had the lesson, exactly where the student in question was supposed to sit. Due to the size of the classroom, it was impossible to find another place for him to sit. When I came to the classroom, the student was sitting on the bench with the others, which was normal until the teacher came. After I entered the classroom, all the students stood up to greet me and then sat down, but this student started packing up and headed for the door.\n\nSituation (Anamnesis):\nI asked him what was going on, and he replied that he had nowhere to sit and therefore could not participate in the class. His behavior indicated an attempt at defiance and an expression of reluctance to be present in my class.\n\nTeacher Intervention (Solution):\nconsidered letting the situation go and letting him go, but I felt responsible for his safety, especially with the ongoing renovation. It didn't feel right that someone else had to step back and give him his chair. That is why I told him that he is not allowed to leave the classroom because the lesson is in progress and the school rules and laws do not require students to sit during the lesson.\n\nOutcome:\nThe student was taken aback by my explanation, but understood that he had no other choice. So he stood for the rest of the class, which wasn't ideal, but he couldn't just walk the halls. He was unexpectedly quiet during the lesson, he didn't actively participate, but at least he didn't disturb. This incident did not change his behavior towards me, but I am glad that the situation was resolved in a calm way.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník SŠ\nHobbies: Šachy a deskové hry\nDisorders: Disrespekt,Nespolupráce,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "475", "student_age_year": "15 let, 1. ročník SŠ", "student_hobbies": "Šachy a deskové hry", "student_diagnoses": "", "student_disorders": "Disrespekt,Nespolupráce,Neúcta k autoritám", "teacher_approbation": "", "teacher_practice_years": "12 (v době situací méně)", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/857", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I have chosen as an example of unsuccessfully addressed problem behavior concerns a classroom where most of the children are working and functioning well. However, one student is constantly disruptive, makes inappropriate comments and jokes, makes fun of me and others, calls attention to himself and brings unnecessary things to school to get attention. This behavior occurs in the second grade classroom I teach. When a student is disciplined, he does not learn from it and continues his behavior. After consulting with colleagues, I found out that he behaves in the same way in other subjects as well, and many teachers describe similar situations. We are not sure how to deal with the problem effectively and this disrupts the atmosphere of the class and the lesson. The student's presence complicates various activities, for example during games, where he is often excluded because no one wants to cooperate with him.\n\nSituation (Anamnesis):\nThis student's behavior is burdensome and exhausting for all of us. The children themselves reprimand him and find his behavior embarrassing. Nevertheless, we did not come up with any effective solution. We tried to resolve the situation with notes, at class meetings and contacted parents, but to no avail. We tried to keep the student busy during class and pay attention to him so that he would not get bored, but that didn't help either. When I offered him an individual fun activity, he continued to interrupt and spoil the class atmosphere. We don't understand what is going on in him because he has no disorder or diagnosis and no known major problems in the home environment. His problem behavior is constant and affects my relationship with classes, which I then do not look forward to.\n\nTeacher Intervention (Solution):\nAlthough I thought that I did not have sufficient authority, my colleagues confirmed that they had the same problem with the student. He has a problem with authority in general, is rude and sometimes even mean to both classmates and teachers. He is capable of tying and seems to have never learned what authority is. We believe that he was not taught to perceive authority at home. Sometimes I felt that I couldn't handle the situation, raised my voice and let myself be thrown around unnecessarily.\n\nOutcome:\nWe are trying to resolve the situation, but so far without success. I remember the story of my mother, who was a teacher and had a similarly problematic student. Years later, he apologized to her for his behavior. We hope that this student will also become aware of his behavior one day. His behavior is often infantile now, but it is possible that the situation will improve as he matures.\n\nStudent Profile:\nAge/Year: Žák na druhém stupni (7. třída)\nHobbies: Nevíme\nDisorders: Vulgární vyjadřování,Nespolupráce,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Consequences, Disrespectful communication, Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "857", "student_age_year": "Žák na druhém stupni (7. třída)", "student_hobbies": "Nevíme", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Nespolupráce,Zesměšňování", "teacher_approbation": "Mgr., aprobace anglický jazyk, český jazyk pro cizince", "teacher_practice_years": "3", "problems_annotated": "Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/748", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the very tense situations that the student prepared for us was once at the beginning of the lesson, right after the bell rang, when everyone was already sitting in their seats, but the teacher had not yet arrived. The student had a large, two-liter bottle of Coca Cola, which he unscrewed, drank, and left the open bottle on the bench. Then he 'accidentally' snorted it, the bottle tipped over and everything started pouring out, which he just watched and didn't even try to pick up the bottle. A huge puddle was spilling on the ground, all the briefcases within reach were suddenly soaked with Coke. The children squealed, jumped and tried to save their things. Most of the children rushed for paper towels and quickly tried to prevent the flood from spreading further. He just stood and washed himself. I grabbed him by the shoulder and pushed him towards the puddle and told him to hurry and help clean up. He started yelling at me that I attacked him and that he was going to complain about me. He refused to participate in the cleanup and just watched with a smile. It should also be noted that this is not the first time he has done this. 'Accidentally' spilled drinks happened to him more often, even though I repeatedly warned him that he should close the bottle again immediately after drinking. However, he always reacted with irritation and insolence.\n\nSituation (Anamnesis):\nThe student lived in a joint household with his mother and grandmother, he was an only child. Both spoiled him very much. They let him hang around the housing estate and, according to reports from classmates living in the same housing estate, he committed vandalism. He destroyed bells, the elevator and polluted the common areas. He also often attacked smaller children. In the classroom, he mostly only allowed himself to girls, pinched them, twisted their arms, pulled their hair and insulted them. No comments were effective because the mother and grandmother uncritically defended the student in all circumstances.\n\nTeacher Intervention (Solution):\nThe class teacher wrote a note to the student and talked to him about it, however, there have been many such notes and interviews with absolutely no results. The mother has also been to the school several times, but this also did not lead to anything, because the mother claims that the pupil is good and without conflict, that it is a misunderstanding, or that it is the fault of his classmates who bully him.\n\nOutcome:\nUnfortunately, we didn't actually solve anything, so certainly not successfully. The boy did not improve in any way in his behavior. I no longer work with this student. I'm at a different school, so I don't know how they proceeded with him. It was suggested that he go to the school psychologist, but I know that we encountered resistance, that he does not want to go to the psychologist, that the children would laugh at him.\n\nStudent Profile:\nAge/Year: 11let    5. třída\nHobbies: Žádné\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "748", "student_age_year": "11let    5. třída", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/253", "content": "TEACHING CASE STUDY\n\nBackground:\nIn one of my Czech language classes, a student deliberately provoked a classmate in order to elicit a weak reaction from her and thus \"start\" the whole lesson. However, after repeated warnings, this behavior only escalated, so I was forced to send the assistant with the student into the corridor to calm him down, because I know that the student behaves like this when he is bored in class and needs to release excess 'steam' by talking about his ambitions. After returning, however, he began to direct his verbal attacks at me, he began to use Romani, because he knows that I do not understand most of the language. After the warning, the verbal attacks began to escalate, and the student was taken by an assistant to the school's counseling office for the rest of the day. After the end of the lesson, we consulted with the deputy headmistress about the pupil's behavior and, due to the pupil's generally deteriorating behavior, we convened an educational committee with parents and the school psychologist.\n\nSituation (Anamnesis):\nThe collective of a given class is a very complex matter. It could be divided into three 'subgroups' of types of people. The ones who 'get it going'. Those who respond to 'getting started' and those who generally ignore the class and take care of themselves (there are few). The class does not function as a collective, but as a collection of individuals. I try to solve tricky situations collectively, but this usually ends in mass arguments between the students and it is impossible to get anywhere together. As individuals, however, the students are smart by school standards, they can handle most subjects, the problem is that they are simply noisy. They react to each other and there are too many starters to arrange the seating order so that two people who can start a class in seconds are not sitting together or in close proximity.\n\nTeacher Intervention (Solution):\n'Student, enough, you're exaggerating' 'What about me!?' 'Student, you are not supposed to speak at all now. If you want to say something about the matter, you can log in. Otherwise, the classmate has had enough of you, don't think I can't see it' 'She started it because it's ****' 'That's enough! Assistant, take the student out before we calm down!' 'So what?' 'Already calm' 'Okay' 'Aguti!' 'Student, I don't know what that means, please calm down, you're starting again' '(laughter) Aguti!' 'Student, it's over. You're interrupting! You know that and you know you're in more trouble than you need, one more time and you're going upstairs with the assistant!' 'Put ten notes in my f**k!' 'Okay, assistant, go upstairs with him and let them keep him there for the rest of the day, here's his textbook, let him do these exercises, see you after school'\n\nOutcome:\nEvery day is a little bit new with us. The student does not realize these situations after a few hours, let alone after a few days. He also only realizes the consequences of his actions when he is confronted with them, as I told you he shouted 'what about me?' he didn't even realize at that moment that he was making a mistake. The problems with this student are long-term and never-ending. It is always only 'fixed' around report cards or educational committees.\n\nStudent Profile:\nAge/Year: 15, 7.\nHobbies: Práce, box, posilování\nDisorders: Agrese,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Disrespectful communication, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "253", "student_age_year": "15, 7.", "student_hobbies": "Práce, box, posilování", "student_diagnoses": "", "student_disorders": "Agrese,Vulgární vyjadřování", "teacher_approbation": "Bakalářské- Čj/Dějepis", "teacher_practice_years": "3", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/22", "content": "TEACHING CASE STUDY\n\nBackground:\nThe grade zero student was very troublesome in class in every way. Every day I had to deal with something about him, whether it was a lost diary, a dirty and torn school book, late arrivals to school in the morning (sometimes up to 50 minutes), missed worksheets or disruptions in class. But if I have to point out the worst situation at the level of behavior, then it is definitely theft. It sounds terrible, but it really happened. Some of the toys that we have in the classroom for the afternoon group and also some aids have started to disappear. When we found out that he was taking the things home, we immediately started to deal with it. In one particular case, it was a toy car. When I asked about the little car, if he took it, he started to defend himself, saying that it was not true at all. Unfortunately, his older brother, who was a year older, went to the same class with him, and he usually betrayed him. Even when it became clear that he really took the toy car, he defended himself and did not want to return it. It even went so far that he claimed that the toy car was his and became aggressive. When it really dawned on him that we could call the police because of this, then he brought back the thing he took, but usually a different one - that, for example, he left the toy car he took from school at home and brought it instead a completely different car that he probably found somewhere at home.\n\nSituation (Anamnesis):\nThe student's behavior undoubtedly reflected how things work at home. She lives only with her mother and siblings, her mother cannot take care of all the children, which she herself admitted. At the same time, they have financial problems, so neither he nor his siblings have many toys or they destroy them immediately. During distance learning, when parents had to pick up worksheets for their children at school to complete at home, there were always problems with mom. I have addressed the situation with her several times, always promising to make amends, but it has not happened. In the same way, when we agreed to meet in person to discuss the situation, she did not show up on any set date. The whole situation with a problematic mother and her sons in my class was also dealt with by the Department of Social and Legal Protection of Children. In class, both boys had friends, they fit into the team, in terms of understanding the material discussed and the work in class, so they mostly both tried. However, I often did not know what to do with the behavior that he sometimes displayed not only during breaks, but also during lessons.\n\nTeacher Intervention (Solution):\nThe case of the theft of toys and tools was solved by myself and other school staff who were involved in solving the situation, mainly by communicating with the pupil, when we tried to explain to him as best we could that such behavior was not correct, we mentioned the cases of some other children and how that's what happened with them, when there was no way around it, I even used scaremongering a few times that if he didn't confess and return the things, that the police might be called. I talked to him a lot and since the boys at home don't have a very clear idea of what behavior is right and what isn't, I always tried my best to explain to him why such behavior is wrong and what can happen.\n\nOutcome:\nAs for the solution to the discussed problematic situation with the thefts, the short-term solution was usually that he had to confess, apologize and return the toy (or other stolen item). In the long term, we managed to reduce these thefts quite a bit, apart from solving his behavior with himself, also by the fact that my colleagues and I brought some toys for us, which were lying around our children at home and no one would use them anyway. As well as some clothes and school supplies. Although we really managed to reduce problematic behavior in the area of these thefts, I rate the case of managing his problematic behavior as one of the worst. When it was decided whether he would stay in grade zero or go to grade one, no teacher, including me, wanted him in her class at all because of his behavior.\n\nStudent Profile:\nAge/Year: 5 let, 0. třída\nHobbies: Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules\nSolutions Applied: Disrespectful communication, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "22", "student_age_year": "5 let, 0. třída", "student_hobbies": "Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, Učitelství pro 1. stupeň ZŠ, obor Výtvarná výchova", "teacher_practice_years": "31 let", "problems_annotated": "Emotional outbursts, Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1338", "content": "TEACHING CASE STUDY\n\nBackground:\nPreviously, I worked as an educator and teacher's assistant in a school with a larger number of more problematic students. The student I remember grew up in foster care and had mental health problems that were treated with medication.\n\nSituation (Anamnesis):\nHe was aggressive in class, even to the point of physically assaulting his assistant, also threatening to jump out of the window, for example, and often throwing himself down ('I'm useless.' etc.).\n\nTeacher Intervention (Solution):\nremember that it often happened that neither the teacher nor the assistant knew how to deal with the student, so they always sent him to me. Only after my intervention did he calm down. I was perhaps the only one of the entire teaching staff whom he trusted, because I was known at school for the fact that students could always talk to me, confide their problems and ask for advice. Maybe that's why he always calmed down in my presence. I always treated him calmly and with respect, I always listened to him and did not fight back. Next, I tried to divert his attention in a completely different direction, for example that I absolutely need help with something and only he can do it. It was mostly manual art work where I talked to him about his problem, which made him feel safe and respected.\n\nOutcome:\nDuring these conversations, I tried to find a situation for which I would praise him in order to increase his self-confidence. After this intervention he always calmed down and for some time worked better in class again. Even in later years, he often sought out my company, and it seems to me that with age, thanks to my support, his problems eased.\n\nStudent Profile:\nAge/Year: 7, 2.rčník\nHobbies: Starší případ, nelze vybavit\nDiagnoses: Problematické chování\nDisorders: Agrese,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Selfdestructive behaviour\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1338", "student_age_year": "7, 2.rčník", "student_hobbies": "Starší případ, nelze vybavit", "student_diagnoses": "Problematické chování", "student_disorders": "Agrese,Neúcta k autoritám", "teacher_approbation": "středoškolské", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Physical aggression, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1185", "content": "TEACHING CASE STUDY\n\nBackground:\ngave the students the task of correcting the dictation and justifying why it is written soft or hard in which situation and so on. I let the students work independently. After a while, the three students started yelling at each other. 'Teacher, they are arguing in the office.' I silenced one of the students. Another student spewed. 'Mrs. teacher, they're chasing their impaling dicks over there!' Without a reaction, I started talking to another student and asked him about the first sentence. I even came up with a reward for the correct solution and defending the correctness, but the student continued. 'He's probably rubbing frn*y there.' I ignored the remark and called the student in question to explain the sentence. He refused to answer.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on each side of the class so that they have as little opportunity to communicate with each other as possible, i.e. to influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nI tried to calm the students down. Unfortunately, that didn't work, so I tried to ignore the notes and focused on the other students. But this group was so disturbing that I tried to call one of them as a warning to the others. Unfortunately, this did not work at all, rather the opposite, and the inappropriate behavior continued on and on. Until my nerves snapped and I scolded the students for disobedience. The students were obviously amused by this and did not take it into account. The bell saved me.\n\nOutcome:\nThere was no solution, the class only managed to correct the dictation in the whole hour and the problematic students escaped without problems. On the contrary, there was frustration on the part of the teacher. So, in the next lessons, the students continued and maybe even in the future the disruptive behavior will increase.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: otevřená otázkaLední hokej\nDiagnoses: Dislexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1185", "student_age_year": "14, 8. ročník", "student_hobbies": "otevřená otázkaLední hokej", "student_diagnoses": "Dislexie", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/956", "content": "TEACHING CASE STUDY\n\nBackground:\nhave an experience with the same student, at the end of the 6th grade. In the English language classes, we did not do new subject matter, and rather we devoted ourselves to practice and speaking. I prepared a competitive activity for groups. I wanted to divide the children into three groups so that they were approximately equally skilled. As they sat, I moved with each student so that in each group there was at least one who knows English well and one who is more creative, so that the weaker ones have someone to lean on. When I put a student in one of the groups, he immediately started jumping out of the box like a devil and shouted that he would not go to that group because no one wanted to work with him. I told him that it was not true, that no one said that they did not want to work with him, and that he should go to work in that group. However, he kept repeating that he was not going there and that they did not want to work with him.\n\nSituation (Anamnesis):\ninsisted that I wanted him to move. By constant repetition I managed to get him to move roughly where he was supposed to. However, he sat down in such a way that he certainly could not cooperate with the group. I felt that it was probably not going to work, that I was going to force myself, and that I would lose a lot of time and energy if I continued to push him. The children were really cute at that moment, they didn't even scream - they react to him in many situations. However, this time they didn't react at all and waited for him to sit down, which he didn't.\n\nTeacher Intervention (Solution):\nstarted the activity with him sitting next to me. Then I gave him another piece of paper and created another group with him, and I see that as my biggest failure, a mistake. The fact that I let him create another group, he worked well after that, but I perceive it as the fact that he managed to fight for his own - I don't want to work with anyone. However, for me, it was a question of cooperation, and I couldn't pull it off. In retrospect, I think I should have stopped trying to convince him to join the group much earlier and given him another job if he didn't want to cooperate.\n\nOutcome:\nIt is quite likely that he would not do it, but it is possible that an assistant would be able to force him to work independently. By the fact that it was at the end of the school year, I don't think it has a long-term effect - he certainly doesn't allow himself more.\n\nStudent Profile:\nAge/Year: 6. ročník, 13 let\nHobbies: Podle něj “porno”\nDiagnoses: Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza\nDisorders: Úzkost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "956", "student_age_year": "6. ročník, 13 let", "student_hobbies": "Podle něj “porno”", "student_diagnoses": "Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza", "student_disorders": "Úzkost,Vyhýbání se škole", "teacher_approbation": "Mgr., Anglický jazyk + Matematika", "teacher_practice_years": "24", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1216", "content": "TEACHING CASE STUDY\n\nBackground:\nwas solving a problem with attendance. The girl avoided school for a long time, and a specific subject, when she was afraid to give a lecture in front of the class. Either she didn't come to school that day at all, or she kept making excuses that she forgot she didn't have something. She was given several opportunities by the teacher to finish it until next time, or to send it. Just to show some activity. This resulted in her missing a few marks in that subject, and as it was a civilian where those marks are generally low, it made it impossible to grade her. When I checked the long term absence, I found that she was avoiding the specific day she had this subject. Her absence was excused from her mother.\n\nSituation (Anamnesis):\nThe girl has no behavioral disorders, it was just this particular truancy issue. Her classmates perceived the injustice of someone being excused from school and they had to work it all out. Sometimes they were heard in the form of general comments: 'Oh well, the pupil is missing again.' Mom was cooperative, but believed her and tolerated excuses that she wasn't well and wouldn't go to school.\n\nTeacher Intervention (Solution):\nsolved it first with the teacher of that subject. I learned about the classification problem from her. After that, I called my mom about the absences, she promised to fix it. I also made an appointment with the school psychologist to find out what was going on and what the problem was. This is how it went like a wheel - school psychologist, parent, teacher, school psychologist, parent. I first learned what the problem was from my mother when I called her about the grades. It turned out that the student had confided in her that she was afraid of a report or any presentation in front of the class and thus avoided the civics, because it was not possible to pass it with only an A, as in other subjects. So I made an agreement with her citizen teacher and the other teachers not to give the student anything to present in front of the class and to allow her, for example, to hand in the paper only in writing. I agreed with the mother to stop tolerating the pupil's excuses that she is sick and to send her to school. We were also more in touch both by phone and in person at school. I also communicated everything with the pupil.\n\nOutcome:\nonly have the experience of the last two months of the school year, but the absences improved after this solution was set up. I plan to focus more on the pupil this year, so that we know whether the situation has been resolved in the long term.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: móda, styl, hudba\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1216", "student_age_year": "14, 8. ročník", "student_hobbies": "móda, styl, hudba", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "PhDr., Učitelství pro 1. stupeň", "teacher_practice_years": "20", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/386", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole situation with the student revolves around the fact that he cannot concentrate at all on the tasks given by the teacher in class. He is always interested in something else, there are cries in the dark that do not make sense within the curriculum. He is always dealing with something new that occurred to him that day, he often deals with girls and has questions and comments about them that are very inappropriate. Overall, his behavior includes constant harassment of female classmates, foul language, fights with fellow students, disregard for rules, and disdain for authority. This behavior started a year and a half ago and graduated during distance learning, where the teacher no longer had such a reach, so the student was able to calmly run around naked in front of the camera. Telling the parents about his distance learning behavior didn't have much of an effect because they didn't have the opportunity to be in the room with him during his son's classes and watch over him, so it always had to be dealt with retroactively, which didn't have the right effect. Female teachers try to solve problems in the classroom, but they repeatedly fail, so they come to me for help, because I am the only male teacher at the first level and therefore probably the biggest authority.\n\nSituation (Anamnesis):\nThe student is far more mature than those around him and has disproportionate reactions to certain events, so he behaves like a teenager even to little girls. He is looking for the level and the barriers of how far he can go.\n\nTeacher Intervention (Solution):\nIn general, the student does not respect authority, so until he is threatened with some major punishment, he will not change his behavior. He has already received a reprimand from the class teacher and I suspect also a reprimand from the class teacher. Several times I invited the student to my office, I talked to him about the fact that it really wouldn't work like this, then he was doing well for, say, two days, but after a while it started again.\n\nOutcome:\nThe result of the solution was not very successful. Even though I have spoken to the student several times, his inappropriate behavior is still repeated. When something works for him, it doesn't last long. He can keep behaving normally for a day or two, then it goes downhill again.\n\nStudent Profile:\nAge/Year: 4. třída, 10 let\nHobbies: Počítače, sociální sítě\nDisorders: Disrespekt,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "386", "student_age_year": "4. třída, 10 let", "student_hobbies": "Počítače, sociální sítě", "student_diagnoses": "", "student_disorders": "Disrespekt,Nevhodné chování", "teacher_approbation": "Vysoká škola, Učitelství pro první stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/806", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught the subject of vocational training in the last year of the matriculation field. Around the first quarter, students chose the topic of their final thesis. All but one chose. During the subsequent confrontation of this pupil with the choice of topics, an alternative date was agreed upon. This student has not chosen the topic again until then. Subsequently, I offered the pupil the possibility of consulting the topic. This pupil subsequently began to be absent alternately on different days or classes. Due to his age, he could excuse himself for his absence. So her parents had no idea about her. He usually cited family reasons as the reason for his absence. About half a year ago, his absences had already increased significantly, he was absent for days or weeks at a time. He gave illness as the reason for his absence. However, there were no problems with the pupil in the past and his grades were above average. In any case, this student's name was mentioned several times at the pedagogical meeting due to his increased absence and the fact that he will have his matriculation exams.\n\nSituation (Anamnesis):\nThis pupil – a pupil of a vocational high school. In the 4th year of the IT field. Calm, hardworking and friendly. More of an introvert. His benefit was fine. Excellent or commendable in professional subjects. Rather good in other subjects such as ČJ, ZSV. At the time of the 4th grade, his parents divorced.\n\nTeacher Intervention (Solution):\nhad the opportunity to meet this student in the subject of professional training. At the beginning of the school year, communication with this student took place personally in a relatively friendly spirit. The problem occurred when choosing a topic. All his classmates made their choice on time. At the first opportunity I called him to me and asked him why he had not yet chosen a subject. He replied that he could not choose until the last moment. I then offered him to change his mind within three days and then get back to me. This student did not respond within three days. Subsequently, he was absent for several days, and when he came to class, I invited him to my place again and asked him about the chosen topic. This student told me that he still hadn't chosen a topic since the last interview. I suggested to him that after the lesson I would have time to discuss topics with him and choose some with him. This student quietly disappeared after the lesson. He was absent again for many days and when he came to school, I invited him to my place again. I told him he didn't have a topic selected yet, so I would assign it to him. And also that he has a very high absence and if he continues to be absent, it may happen that I will not be able to classify him and thus he will lose the opportunity to apply for the matriculation exam. To this, this student reacted very irritated by saying that the high school diploma is not everything. I was surprised by this reaction, so I asked him why he was saying that considering that he is in the matriculation field. And this student indicated to me that he doesn't care much about the high school diploma and that he would ideally like to finish school. When asked why he would like to leave school when he is already in the fourth year, he replied that he was afraid that he would not pass the matriculation exams. From that moment on, I talked with this student about what the matriculation exam consists of, how many attempts he has and also about the possibilities of the labor market and applying for it. I tried to convince him that it was better to see it through and just try. And possibly find out what he can or can't do, rather than giving up halfway like this. In the end, I told him to let everything we said go through his head in peace. And if he is interested, he can come anytime. I subsequently contacted colleagues holding the position of educational advisor and discussed my findings with him. A colleague spoke to this pupil a few days later. The colleague also had the opportunity to speak with the parents of this student, who told him that they had no idea anything was happening.\n\nOutcome:\nWith a few exceptions, this pupil started coming to school again. He successfully submitted the coursework and passed the matriculation exam.\n\nStudent Profile:\nAge/Year: 19 let, 4. ročník SŠ\nHobbies: Počítačové hry, programování. Sledování seriálů.\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Disrespectful communication, Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "806", "student_age_year": "19 let, 4. ročník SŠ", "student_hobbies": "Počítačové hry, programování. Sledování seriálů.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – Odborné učitelství SŠ", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1438", "content": "TEACHING CASE STUDY\n\nBackground:\nTowards the end of the school year, a colleague informed me that the students of one class, who were in the computer room at the time, discovered on one computer, specifically on the monitor, an installed link to a page with inappropriate content. It was a link to a pornographic site. This whole matter was first handed over to the school management, the classroom administrator and the prevention methodology. Upon investigation, the classroom administrator found out, through browsing history, what day and exact time this link was installed on the computer. Thanks to the meeting order and class records, a specific student from my class was tracked down.\n\nSituation (Anamnesis):\nThe student had rather below-average academic results, he tried to make himself the boy of the class, but at that time a new student came to the class, and therefore he repeated everything according to him, tried to match him.\n\nTeacher Intervention (Solution):\nThanks to the alertness of the administrator of the computer room, the perpetrator revealed himself. That's why I invited the suspect to my office to tell me and the prevention methodologist whether he had installed something objectionable on the school computer. After a long discussion, he didn't really want to talk, obviously feeling guilty, he finally confessed to his crime. The classroom administrator even provided proof from the search history of exactly when the student installed the link on the computer. Furthermore, it was possible to tell from the material when exactly the link was searched for and clicked. We explained to the student that this was a gross violation of school rules and that the situation would be discussed with the school management once more. The following day, the pupil was invited to the school management, where he explained the whole situation. At the same time, he confessed to his crime. He was obviously sorry because he did not hide his emotions when communicating. The school administration gave him a reduced behavior grade as an educational measure\n\nOutcome:\nam satisfied with the resolution of this case. The student realized his mistake, he acted in violation of the school rules. I was surprised that he didn't hide his emotions from the school management, so I think he was very sorry for his actions. This case was also a warning to other pupils.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída ZŠ\nHobbies: motorky, počítačové hry, sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1438", "student_age_year": "15 let, 9. třída ZŠ", "student_hobbies": "motorky, počítačové hry, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Ov", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/344", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problematic student, who was among the worst students at school, has no support and no motivation to go to school and get an education. During probably the worst confrontation, when she didn't come to school for a week and gave a completely meaningless excuse, it became clear to me that the problem lies mainly with her mother, who does not send her to school, supports her truancy and shows no interest in her daughter's education. He apologizes to her for everything and often doesn't even pay attention to what the apology says and how it might sound. The main thing is that it is signed. For example, in the situation already mentioned, the pupil was excused from classes for a week due to an alleged lost key to the house, and therefore had to stay at home so that someone would open the door when the mother returned from work. The student repeated the grade twice. Once in the first degree and once in the second degree. In the 7th year, she was evaluated with a grade 3 grade in behavior.\n\nSituation (Anamnesis):\nThe student lives only with her mother in a dormitory. She was temporarily raised by her grandmother. Very often sick - the reason was the bad environment in which she grew up - cigarette smoke, poor hygienic conditions, poor personal hygiene. The mother was not interested in her daughter's attendance. Only 2 times a year if confirmation of social benefits is necessary. Due to frequent absences, the pupil did not keep up with the lessons. This resulted in insufficient benefit.\n\nTeacher Intervention (Solution):\nThe educational commission took place several times with the mother, when she promised that the daughter would attend school regularly. She also signed that the pupil's illness must be excused from the doctor. Mother did not follow this despite my insistence. I have solved it many times with OSPOD but without much success. I asked the students themselves why they don't go to school at least in their own interest. She told me that she can't learn it, but she likes to come here because of her friends. But sometimes her mother doesn't want to let her go to school, saying it's a waste of time. I really wanted the student to finish her studies, so I resorted to the threat of reporting the mother to the police because of the child's truancy. But the mother simply transferred the pupil to a primary school with special educational needs.\n\nOutcome:\nFrom a short-term point of view, it is without result. From a long-term perspective, transferring to another school was more advantageous for the student than any other solution. From my own point of view, it is a partial success that the girl transferred to another school, but overall I assess it more as a failure of the OSPOD system and social benefits. The mother was not entitled to these benefits due to the neglect of compulsory school attendance.\n\nStudent Profile:\nAge/Year: 15 8.ročník\nHobbies: malování\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Disrespectful communication, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "344", "student_age_year": "15 8.ročník", "student_hobbies": "malování", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "VŠ, ČJ, NJ, AJ pro II.stupeň ZŚ", "teacher_practice_years": "15", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/770", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I came to class 3.A, which I had already been teaching for the third year. I liked the class, there were a lot of hardworking individuals in it. Although the beginning with the class was not easy, when they came in and got me, it was certainly not a walk in the park for them, but in the years we spent together, I learned them and they already knew what they could and could not afford. Well, at the beginning of the third year, a student who was known throughout the gymnasium as a slacker because he had already failed twice failed. I thought ahead of time that it wouldn't be easy with him, but I didn't want to be preconceived. So I didn't show it in front of the class. So I arrived at the first class among my students and everything went normally. The student did not express himself in class and did not disturb my classical teaching. The problem only started showing up later. When the first major paper was due, the student did not show up at school for a week, and after he started going to school again, he avoided the mathematics he was supposed to write. So he wrote the paper about a month after the due date, of course he got an insufficient grade on the paper. Then he started going to class again, but after that he was completely out of the picture, so he wasn't paying attention in class, he was disruptive, or he was doing something completely different than math.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nWhen the situation worsened and the next paper was due, I went to talk to the student if he would participate in the next class in which we would write the paper. He didn't want to talk to me at all and disappeared from the class rather quickly. When he didn't turn up for the exam again, I tried to ask the class teacher if he had the same problem with the student's absence, she told me that the student generally has problems with attending school. So I also asked the pupil's classmates what they thought of him and his attendance at school. The boys told me that he gets along well with the student and that they are also sorry that the student doesn't come to school much, it was clear from their eyes that even in such a short time they had made friends with him and that they care about him. Once I got a student to talk to me, I asked him if he wanted to stay at school and finish his studies. He avoided answering, but as soon as I mentioned that if it continues like this it won't do much good and unfortunately he will be kicked out of school, the student replied that he was very sorry that he didn't want to bring his personal things to school, but that they have problems in the family. I wasn't sure about this situation, but I told him that it was enough for me for now and they would try to accommodate and help him. We agreed with the student that he can correct his papers, I told him that his classmates like him and will try to help him if he asks for help. So the student promised me that he would try to improve and ask his classmates if they would help him.\n\nOutcome:\nThe student's attendance improved greatly in the following quarter, although he still missed a few classes, he tried to go to school and always apologized to me when he missed. As soon as the student started going to school and became even more integrated into the team, everyone was willing to help him, so his grades improved proportionally. After a few weeks, I met again with the class teacher and when the word came about the student. She said he was getting better and that his absence wasn't so bad. So I asked her why she thought things had suddenly gotten better. She told me that the student came to see her only a few days after I talked to him and she was surprised by that, he apologized to her and said that he wanted to finish school. He even opened up to her so much and told her the reason for his absence and lack of time for school. The student told her that his parents had been arguing and breaking up and he couldn't stand it at home, so he moved away from his friends to another city alone. A lot has changed since my conversation with the student in a few months, I am ultimately very happy with how the whole situation turned out and that the student finally graduated.\n\nStudent Profile:\nAge/Year: Alexnadr 3. na čtyřletém gymáziu\nHobbies: žádné\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Longterm success, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "770", "student_age_year": "Alexnadr 3. na čtyřletém gymáziu", "student_hobbies": "žádné", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Magisterské (matematika, fyzika)", "teacher_practice_years": "26", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success, Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1333", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student entered the 1st year of the academic field. He was of Romani origin, he seemed unproblematic, perhaps even an introvert from the beginning. His intelligence was at a good level, he just lacked the effort to prepare for classes and carry the required completed homework, he was late. Even in vocational training, he was very capable of getting the job done, understood assignments very quickly and had a nice social demeanor towards clients and the vocational training teacher.\n\nSituation (Anamnesis):\nAfter the initial familiarization with the school environment and classmates, he began to appear aggressive, unreliable, did not fulfill his duties, lied.\n\nTeacher Intervention (Solution):\nAlready in the first semester of the first year, he incited a fight with a classmate, hit him and injured him. This situation was investigated, it took place in the locker rooms after school and practically without witnesses. On the basis of a fight in the locker room, where his classmate figured in a negative sense of the word, and the witness was a classmate, an educational committee was held at the school in the presence of the ZŘ for theoretical teaching, TU and the head of educational counseling, the student and the legal representative. As an educational measure, the headmistress of the school was reprimanded. At this point, he came under the radar of the school's guidance counselor, had appointments scheduled with him, but, unfortunately, only showed up for one and stopped cooperating. Requests for an opinion from the police and other authorities began to come to the school, when it became clear that the behavior problems were not only at school, but also outside of school, that this was a boy who was involved in the infamous \"gang\n\nOutcome:\nAfter a short consideration, he chose the option of ending his studies at his own request. It was 4 months before the final exams. That's why it's a shame that the journey ended at school in the 3rd grade. It was very difficult for him to make a decision, just in this period of the 3rd year, you think to yourself: 'If he has already had so many problems until the beginning of the second semester of the last year, why should I be the architect of his failure to learn?' And that's another aspect he could do, he was a very skilled manipulator, he could win over half the class to his side, he had the gift of being as gentle as a lamb, kind and obedient, but only when he needed to be. He was able to take advantage of the situation. He got a solution even when he finished his studies at school. Specifically, the opportunity to pass the professional qualification exams and subsequently apply for the opportunity to take the final exam. How he approaches this challenge is up to him alone. His parents and society provided him with excellent conditions, only he himself was and still is the architect of his own destiny.\n\nStudent Profile:\nAge/Year: 18. let, 3. ročník\nHobbies: snaha ze strany rodičů o zapojení syna do kolektivního sportu, chlapec hrál aktivně fotbal na střední úrovni, byl šikovný, ale problémový i mimo školní zařízení, tzn. nepřiměřené reakce při sportu – agresivita slovní, ale i fyzická, nezvládání emocí\nDisorders: Agrese,Lhaní,Krádeže,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1333", "student_age_year": "18. let, 3. ročník", "student_hobbies": "snaha ze strany rodičů o zapojení syna do kolektivního sportu, chlapec hrál aktivně fotbal na střední úrovni, byl šikovný, ale problémový i mimo školní zařízení, tzn. nepřiměřené reakce při sportu – agresivita slovní, ale i fyzická, nezvládání emocí", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Krádeže,Nevhodné chování", "teacher_approbation": "Bc., učitelství odborného výcviku", "teacher_practice_years": "27", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not show any signs of problematic behavior in the first two years of elementary school. In the third grade, however, his behavior suddenly worsened significantly, the student became aggressive towards his classmates, he began to attack them both physically and verbally, mostly very vulgarly. With the onset of this problematic behavior, there was also a deterioration in the overall performance of the pupil. Over time, it became clear that the beginning of the pupil's problematic behavior was correlated with a worsening situation at home (the pupil's parents were going through divorce proceedings at the time). Thus, the student was experiencing stress caused by the worsening situation at home, his violent and aggressive behavior was thus supported by his diagnosed ADHD. The student and his parents visited a professional counseling center, where they were advised that an assistant be assigned to the student. This assistant was supposed to help manage the student's problematic behavior. The student had this assistant assigned from 3rd to 4th grade, but there was no improvement in behavior. The school repeatedly contacted the mother saying that their son's behavior was not improving in class, to which the mother always replied that the son had been diagnosed with ADHD and that he was therefore not to blame for his problematic behavior and his behavior would not improve.\n\nSituation (Anamnesis):\nThe student has an average grade and is quite popular in the class. Complex family history, parents are divorced, no siblings.\n\nTeacher Intervention (Solution):\nThe student was assigned a professional assistant who helped the student reflect on his behavior and moderated his aggressive expressions.\n\nOutcome:\nSolving this problem took a relatively long time (from 3rd to 7th grade), but in the end it turned out to be successful. However, in 5th grade he was assigned a different assistant who was much stricter with him. The student is now in the 7th grade and his behavior is completely fine.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: sport, počítačové hry\nDiagnoses: ADHD\nDisorders: Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "131", "student_age_year": "12 let, 7. ročník", "student_hobbies": "sport, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Fyzické násilí", "teacher_approbation": "VŠ, RJ-ZSV", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/872", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom I experienced a problematic situation, which I solved well, attended the second year. He studied ecology and I taught him physics. The student had an assistant because he suffered from autism. The student received many reliefs, for example, when he was tired, he could lie down on the bench and sleep, or when he was in a bad mood, the assistant took him out of the classroom. Now I come to the problematic situation. With all teachers, this student had a tendency to ask strange and even absurd questions. He once asked me a question in class: does a railroad car float. I was quite taken aback by this, I was really surprised by this question. So I replied that it does not float, nor do any similar bodies.\n\nSituation (Anamnesis):\nThe student was 16 years old at the time of the incident and was attending the second year of the field of ecology. The student suffered from an autistic disorder and therefore had an assistant in his class. Overall, he had an excellent grade, he was very intelligent, he was good at mathematics and physics. He lived only with his mother at the time of the incident.\n\nTeacher Intervention (Solution):\nI was very surprised by the situation and at that moment I couldn't think of anything better than to get out of this situation. All the students and the assistant, and especially the student who asked the question, were surprised by my reaction. I was actually surprised that I came up with this solution so quickly. I was so freaked out by the situation that the whole class and I had to calculate the density of the railway car he was asking about, and we then compared it with the density of water. And based on this density calculation, we found that the density of the wagon is greater and therefore it cannot float. This is a situation that I somehow managed to get out of, by doing the math.\n\nOutcome:\nIn the short term, the situation was resolved and the student was even surprised, because at first he probably took it as a joke. Overall, there was a great response to the situation. Questions of a similar nature continued to be repeated in other classes with other teachers, but there was no longer a problem in my teaching.\n\nStudent Profile:\nAge/Year: 16 let; 2. ročník SŠ\nDiagnoses: Autismus\nDisorders: Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "872", "student_age_year": "16 let; 2. ročník SŠ", "student_hobbies": "", "student_diagnoses": "Autismus", "student_disorders": "Nevhodné chování", "teacher_approbation": "Ing. Fyzika, odborné zahradnické předměty", "teacher_practice_years": "20", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1124", "content": "TEACHING CASE STUDY\n\nBackground:\nTwo students from the class at the lower gymnasium, where I am currently the class teacher, came to see me. One of them was crying and the other brought her, so it was clear to me that something was going on. The one who was crying didn't say much, but the other one immediately started that the boys locked the first student in the locker room and laughed at her. Unfortunately, the first student is claustrophobic, I have known this from her parents since the beginning of the classroom, and I always have to take this into account, for example, during school trips and similar situations where it could cause her some problems. Of course, the class also notices such situations, so the boys know that such things bother her. I asked the girls which boys they were, even though I had already guessed who it would be. It is a group of boys in the class, headed by one boy, such a natural authority figure with leadership skills. The guys have respect for him and get pulled over, although I think they're all pretty handy without him, but once they're with him, it's worse. When the first student calmed down, she told me that it was mainly one of the classmates who initiated it and the other boys rather just joined him.\n\nSituation (Anamnesis):\nThe first student – above average intelligent student, friendly but explosive, natural authority. The second student - an average student with a problem-free behavior, likes to read and play the guitar.\n\nTeacher Intervention (Solution):\nEven on the day when this situation happened, I called the boy to my office and asked him how and why it happened. At first he tried to blame it on the other boys, but after a while of negotiating he admitted that he locked the first student in the locker room and didn't want to let her out for a while. He told me that the first student laughed at him, that he doesn't have any designer clothes and wears one T-shirt for 3 days at a time. Unfortunately, the first student does not come from a family that is financially well off, so she wears more ordinary clothes. It is now popular among students to wear different brands of clothing, they deal with it a lot and are interested in it. So the boy responded to this taunt and took advantage of his classmate's weaknesses. So I thought they were both guilty. I tried to explain to the boy that it is definitely not good to reciprocate in such a way, that if someone laughs at him, he should come to me and we will try to solve it together. Unfortunately, this was the result of his choleric and impulsive actions. I also called the first student after the boy and tried to explain to her that the boy's behavior was definitely not right, but it was a reaction to her mocking him. They both seemed to understand what I meant. Subsequently, I also informed the parents of both students about this situation, and they immediately told me that they would discuss it with the children. Fortunately, they were supportive parents with whom I never had any problems. As part of prevention, I also tried to come up with some games for the class that would support cooperation in the class and eliminate similar situations.\n\nOutcome:\nIn this particular case, it worked to discuss with the boy and the first student. Since then, the two of them have not had any problems together, and I have not seen similar behavior in class that I would have to deal with. It is possible that now and then the students laugh at each other, but they are old enough not to deal with it in a similar way and it has never happened that they have to deal with it with me. I'm glad it turned out this way. Actually, I didn't even have to deal with it directly with my parents, although I think they must have arranged it at home as well.\n\nStudent Profile:\nAge/Year: 11 let\nHobbies: Fotbal, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1124", "student_age_year": "11 let", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ + OV", "teacher_practice_years": "21", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1397", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student brought nicotine sachets (Lyft) with him to school. He used them sometimes. Some classmates also knew about it, the student did not hide it too much. The fact was brought to the attention of the teaching assistant who works in the class.\n\nSituation (Anamnesis):\nThe student is sociable, gets along well with other classmates. It does not cause disputes. He does not engage in extra work or other activities on his own initiative.\n\nTeacher Intervention (Solution):\nI caught the student during a break in the corridor with the aforementioned bags surrounded by two other classmates. He did not deny anything and made a fair confession. We immediately went to the director's office. Everything happened calmly, without resistance. In the director's office, he again confessed to everything. The student was awarded a two in behavior.\n\nOutcome:\nThe student was awarded a two in behavior. He accepted it in such a way that he didn't care at all. But it had the effect that the student no longer carried nicotine bags with him to school. It did not cause changes in future behavior in other respects.\n\nStudent Profile:\nAge/Year: 14\nHobbies: venkovní sportovní aktivity\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Hyperaktivita,Nepozornost,Impulzivita\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1397", "student_age_year": "14", "student_hobbies": "venkovní sportovní aktivity", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Hyperaktivita,Nepozornost,Impulzivita", "teacher_approbation": "Z, Př", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/88", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at the level of student behavior began to change last year, after the return to face-to-face teaching after the lockdown. The previously problem-free student started running away from school, always after a conflict with someone from the neighborhood. The first incident occurred in the sorority, when the teacher, whom the student did not like, simply ran away after a vigorous response. This behavior has become repetitive. The first time he ran directly from a teacher, there was a physical attack where he scratched the teacher and broke her fingernails. Help came from a colleague from the next class, who restrained the student, but also suffered scratches and bruises. In one case, the student ran to a busy intersection, where the teacher chased him and injured her knee in the process. The most serious incident occurred when the pupil tried to run away, but the janitor already knew the situation and locked the front door, leading to the pupil banging and kicking the door.\n\nSituation (Anamnesis):\nThe student's problem has its roots in the family environment. His mother, a kindergarten teacher, is described as domineering, often complaining about school, criticizing teachers and finding fault. The student is the third child in the family to attend this school. After returning from the lockdown, he was the only family member who had to physically go to school while the others stayed at home. During the lesson, the pupil was defiant, worked ahead of time despite instructions in the mathematics he was good at, and fell behind in other subjects. In conflict situations in the classroom, he behaved aggressively and ran away, even if it was not a real conflict. His behavior negatively affected other students who were confused and tried to help the teacher.\n\nTeacher Intervention (Solution):\nWhen the student ran away, the teacher chased him while the assistant remained in the classroom. During an attempt to calm the student down, he was physically assaulted and cursed. The situation was reported to the director, who also suffered an injury. Everyone was injured and exhausted. After the student calmed down, it was necessary to immediately call the parents to the school, which happened often. The pupil's mother reacted to the situation with reproaches towards the school. The discussion with her was difficult and the school had no other options to solve the situation. Contacting a psychologist's crisis line was considered as a last resort. Finally, the mother was convinced to see a psychologist with the student, which they still do today.\n\nOutcome:\nThe problem with the student's behavior remained partially unresolved, mainly because of the mother's attitude. The school tried to cooperate and offered solutions, but the mother was not willing to cooperate. Despite this, it is positive that the family has started seeing a psychologist. The student is no longer in the class of the teacher who describes the situation, but according to information from the new class teacher, the student's behavior has improved. He still has problems in the family environment and doesn't always focus on his schoolwork, but he hasn't run away yet. Recently, the whole class participated in an outdoor school, where the student was eventually taken because he behaved well.\n\nStudent Profile:\nAge/Year: 2. třída\nHobbies: Počítačové hry, kočky, cvičení  posilování)\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Physical intervention, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "88", "student_age_year": "2. třída", "student_hobbies": "Počítačové hry, kočky, cvičení  posilování)", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Učitelství pro první stupeň ZŠ", "teacher_practice_years": "24", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1483", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the first grade, as a special pedagogue, I received a boy with Asperger's syndrome who was not socially integrated and had significant problems with it. He had problems with concentration, he didn't know how to work, how to prepare things for class, how to work with a textbook and a worksheet, how to behave. Sometimes he had such outbursts of aggression towards himself and displays of anger where he would tear things and not control himself.\n\nSituation (Anamnesis):\nA first grader with Asperger syndrome, dyscalculia and dysgraphia. So he was weaker in mathematics and Czech (threes), but in the area that interests him (for example, natural history) he was very above average (ones). Frequent bouts of aggression and anger in classes.\n\nTeacher Intervention (Solution):\nThe student often suffered bouts of aggression and anger towards himself, when during the lesson he was able to tear up the worksheet he had just been given. That's why I always print a few extra sheets to be ready to give him a new one as soon as he calms down. We gradually taught him how to treat textbooks and other aids. I tried to teach him the good way, in the way that I tried to explain everything to him calmly. No rough and tough hits. It went very well. As for inclusion in the collective, the other children respected him and tried to help him with everything he needed help with.\n\nOutcome:\nEverything went very well. The parents also worked at home with the boy, so things went well. Now the boy is in second grade and doing well.\n\nStudent Profile:\nAge/Year: 1. třída, 6 let\nHobbies: přírodní vědy, četba\nDiagnoses: Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Failure to attend class\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1483", "student_age_year": "1. třída, 6 let", "student_hobbies": "přírodní vědy, četba", "student_diagnoses": "Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie", "student_disorders": "Agrese", "teacher_approbation": "Vysokoškolské – Mgr. - speciální pedagogika, vzdělávání pro 1. stupeň ZŠ", "teacher_practice_years": "26 let", "problems_annotated": "Diagnosis, Emotional outbursts, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/331", "content": "TEACHING CASE STUDY\n\nBackground:\nIn 2020, a student failed my class (then 7th grade). Due to the epidemic, we met and communicated with all the students mainly online, and I knew from the beginning that it would not be good. The student did not participate in the conversations, he was noticeably not paying attention, and it was very difficult to integrate him into the team via the computer. The worst thing we dealt with during the year was when the student did not hand in the assignment and an email was sent home saying that the son did not complete the assignment. The next day, the parents called the school and accused me of neglecting the son and the student and deliberately not sending the assignment to the school's information system. Of course, I immediately showed the director that the student was also in the list of submitted assignments. After calling the school's IT technician, who gave an insight into the actions performed on the student's account, it became clear what exactly happened. Delivery of input at 8:40, view 9:20 and 9:20:48 file moved to trash. The parents stood behind the student the whole time and blamed me. Apparently they have no idea what kind of child they really have at home. Now that we are back at school, I put the student in the back bench, because first of all he is the tallest in the class, but mainly so that he does not drag the rest of the class down with him, even those sitting together. So we'll see what happens next, next week we have a session with problem pupils.\n\nSituation (Anamnesis):\nThe student comes from a complete family, his grades were never excellent, but his behavior was not significantly bad. But that has changed drastically recently, he starts lying, making things up, retorting to his teachers. However, the parents do not solve the situation in any way, the student does not appear to them to be problematic.\n\nTeacher Intervention (Solution):\nIn the introductory Czech language lesson of the 8th grade, work is being done on worksheets. The student is rocking in his chair, not paying attention and has not filled in a single answer. The teacher asks the student: 'And you don't work? You've been sitting here with your hands folded across your chest for an hour, you don't mind not knowing anything?' The student replied: 'It doesn't matter, I won't need it in my life.' Teacher: 'But you have to at least learn something, so that something can be made of you.' Student: 'I'll go to the butcher.' Teacher: 'Okay, but you'll have to be careful at school too, so you don't cut all your fingers, no.' The student just laughs.\n\nOutcome:\nAfter the lesson, the teacher called the student into the office and warned him that he had to start doing something if he wanted to finish primary school at all and become a butcher, that in secondary school no one would lead him by the hand anymore and it would be up to him. However, the student with an amused expression just shook his head at these words, it's hard to tell if he took anything from them to heart, or if they just went in one ear and out the other.\n\nStudent Profile:\nAge/Year: 15 let, 8.ročník ZŠ\nHobbies: Dříve sportovní basketbalový kroužek, nyní žádné\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "331", "student_age_year": "15 let, 8.ročník ZŠ", "student_hobbies": "Dříve sportovní basketbalový kroužek, nyní žádné", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Magisterský titul z oborů Český jazyk a Občanská výchova pro druhý stupeň ZŠ", "teacher_practice_years": "27", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/467", "content": "TEACHING CASE STUDY\n\nBackground:\nI was in charge of the corridor that day. The student was arguing with a classmate there, and the dispute slowly turned into shouting. I went to intervene and asked the girls to calm down. But the student snapped at me: \"You have nothing to order me around!\n\nSituation (Anamnesis):\nŽačka is very dominant in her group of friends and in most cases has the main say. She is taught that they give way to her in the family. Cases like this happen quite often.\n\nTeacher Intervention (Solution):\nAt first I was taken aback by the situation, but I quickly recovered and tried to forcefully remind the student who was the teacher and who was the student. \"I have something to tell you. You are in school, I teach you and I have responsibility for you.\n\nOutcome:\nŽačka quickly remembered after my strong reminder. She calmed down and we were able to have a normal dialogue. We settled the dispute and the girls went their separate ways. However, it had no effect in the long run.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: -\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Disrespectful communication, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "467", "student_age_year": "6 let, 1. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Manipulace", "teacher_approbation": "VŠ, učitelství pro 1. stupeň", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1096", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom the given situation occurred was often disruptive in the Czech language or civics class. Among his typical problem behaviors were yelling around the class, making very inappropriate comments, or getting up from his seat during class. It was a fourteen-year-old student in the seventh grade - he failed both the first and second grade. However, the forfeiture was not about lack of knowledge, but about behavior.\n\nSituation (Anamnesis):\nThe environment in which the student lived and grew up was not one of the best - he never knew his father and his mother did not take care of him. The Czech Social Security Administration was also contacted several times in order to check the student's background, or rather his mother. The pupil's diagnosis was confirmed - dysorthography in combination with a non-specific spelling disorder and significant educational difficulties, so he had an IEP (individual education plan) set by the pedagogical consultancy and a PO (plan of support measures) was determined, which was mainly intended to help us, the teachers, with access to to the pupil. He also received one hour a week of special pedagogical care from the educational counseling center, which I was in charge of. Pedagogical care always took place from seven in the morning. He attended regularly in the sixth grade, but after that his interest waned, which led to the cancellation of classes.\n\nTeacher Intervention (Solution):\nIf we were to talk about the student's performance, it was below average. He regularly received A's in mathematics and languages, and often did not even appear for the resit exam at the end of the year. It was mainly about the pupil's lack of interest in teaching. However, if the topic or the teacher interested him, he was able to improve his grades. There have been countless incidents with the pupil, one of the most serious happened during a break. The class was already waiting in the corridor for the next lesson, when the student suddenly took out the hairspray and lit the 'cloud' with a lighter. He burned a tiny piece of a classmate's hair. The second incident took place in a cinema where filming is prohibited. However, it was discovered that the pupil had documented the entire film, which could have led to a report to the police. The whole matter was resolved with the director, the cinema and the police.\n\nOutcome:\nThe conflict, which I already had to solve, was no longer life-threatening. This was my first lesson with the class the student attended. I was warned in advance about his problematic behavior during classes, but I didn't know how to approach him, none of the teachers gave me advice. At first I yelled at him a few times to shut up, which had the opposite effect - his behavior got worse. When I couldn't even continue explaining the material because of his behavior, my cup of patience overflowed. I started yelling at him, which he didn't like, and he returned it with the same coin. I didn't know what to do anymore, so I kicked him out of the classroom and left him to cool off in the hallway. Unfortunately, I only found out later that this is not the way to deal with a student - his behavior was the same at that moment and the next day.\n\nStudent Profile:\nAge/Year: 14 let, 7. ročník.\nHobbies: Žádný, později fotbal – nijak se v chování neprojevilo.\nDiagnoses: Dysortografie,Poruchy učení,Problém s prací ve skupině\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Support, Transfer of student \nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1096", "student_age_year": "14 let, 7. ročník.", "student_hobbies": "Žádný, později fotbal – nijak se v chování neprojevilo.", "student_diagnoses": "Dysortografie,Poruchy učení,Problém s prací ve skupině", "student_disorders": "", "teacher_approbation": "Bakalářský titul  – český jazyk a občanská výchova", "teacher_practice_years": "4, 5 roku", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe family from the village had their two children and at the same time adopted two more children. One of the adopted children was blind and the other child they adopted was both blind and deaf. The student was exceptional in his family in terms of knowledge, but in ours he was very below average. In my opinion, his parents were mainly to blame for the given situation, as they did not have time to pay attention to the student and discuss the subject with him at home. The student in question did not master the subject. He couldn't concentrate. However, it wasn't just that he didn't understand the subject matter, no one studied with him at home and we were mean to him. We wanted to help him and discuss the curriculum with him and help him manage what he has, but he didn't want to. From his side, it was very clear that he was not interested in studying and was not even trying to do anything himself to keep himself in school. He didn't mind getting bad grades, he didn't care. He was problematic in this regard from the first year, when he entered the gymnasium, but everything culminated in the fourth year, when he really couldn't be helped.\n\nSituation (Anamnesis):\nThe student was an introvert, he went to school downright dirty and smelly, so you could see that he was very neglected, below average in his class, quiet, not trying, without any interests, in short, he didn't want to do anything and didn't enjoy anything. He really stood out in class because of his 'knowledge'. His class was very clever, hard-working and problem-free.\n\nTeacher Intervention (Solution):\nOf course, several teachers had a problem with the student in question, in fact all of them who taught him. First, I talked to the student myself, but of course it didn't lead anywhere. After that, I contacted the parents to see if they could come to the school, that I would like to talk to them. By the way, in the entire 4 years that their son studied at the gymnasium, they were at school for class meetings about 2 times. However, the parents did not communicate at all. The agreement between the parents and the school has totally failed.\n\nOutcome:\nWe had to constantly nag the parents because we had to solve the pupil's disadvantage and the whole situation. However, they still did not want to arrive, nor to solve the situation in any way. After a few weeks, they only called to say that they were taking their son home and deregistering him from our grammar school. So the situation ended with him being taken out of school.\n\nStudent Profile:\nAge/Year: Kvarta, 15 let\nHobbies: Žádné zájmy\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Support, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1131", "student_age_year": "Kvarta, 15 let", "student_hobbies": "Žádné zájmy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Ch, M", "teacher_practice_years": "34", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1295", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a student in the 7th grade and she also started having problems during online classes. She didn't contact us for about 14 days until those hours. She was a student who transferred to us from another school in the 6th grade and applied to the language gymnasium in the 7th grade. But she didn't get the hang of it, and in combination with the online teaching, she completely lost it. She lost her self-confidence and motivation to learn, and her grades dropped dramatically. She had big problems with math because she couldn't keep up with the connections. We also discussed it with the mother and the pupil, then we discussed with the educational committee. The student kept promising that she would improve, that she would handle it. So somehow we made it to the end of the 7th year, but there was a terrible drop in the results. Well, in the 8th grade she started to have mental problems, she couldn't participate in the team and her attendance started to drop. Her friends changed their relationship with her, because as she was not involved, they simply separated.\n\nSituation (Anamnesis):\nStudent in the 7th year of elementary school, rather introverted, shy, quiet, group of a few friends, raised only by her mother, above average academic results, application for gymnasium.\n\nTeacher Intervention (Solution):\nWe constantly pressed the mother and emphasized the importance and seriousness of the problem. The mother and daughter visited the doctor and managed to get back together in terms of health. But she had some problems, so she was exempted from physical education. Due to high absenteeism, she did several delayed classifications in the first half of the 8th grade, and by the end of the 8th grade she had settled in nicely, she tried to finish all the tasks we assigned her on time. It was also a big shift that she started communicating with teachers about when she needed help with the material or to finish some of the assignments.\n\nOutcome:\nThe student is now in the 9th grade, her attendance is very good and her grades have improved a lot. She got used to the fact that when she has a problem with something, she has to come to the teacher and solve it. We are still in close contact with the mother, when, for example, the daughter says that she is going to the doctor, we verify it with the mother and do not believe only the girl. It always has to be in writing, so the mother always at least sends a text message. He also continues to visit the educational counselor and the school psychologist, in the form of such checks and we monitor whether everything is in order. I also always look during the break and see if she is involved in the team, if she is talking to someone and so on.\n\nStudent Profile:\nAge/Year: 13. let; 7. ročník ZŠ\nHobbies: Čtení, kreslení\nDisorders: Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1295", "student_age_year": "13. let; 7. ročník ZŠ", "student_hobbies": "Čtení, kreslení", "student_diagnoses": "", "student_disorders": "Psychické problémy", "teacher_approbation": "Titul Mgr.; občanská výchova, tělesná výchova, výchovné poradenství", "teacher_practice_years": "31", "problems_annotated": "Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/861", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation began when I witnessed the problematic behavior of a girl in the eighth grade. This situation lasted for almost three quarters of a year and in the end we did not manage to resolve it. The girl was part of a smaller class of around 25 children, and she was not the only one with problems. There was a group of three girls in the class who stuck together and she was one of them. Her behavior was fine until puberty hit and hormones began to affect her behavior. At that time, her parents, who were divorced or never married, did not behave properly. The girl lived with her father and grandmother, while her mother was not interested in her and did not communicate with her at all. In the seventh grade, the girl learned that her mother lives in Slovakia, has a new family and two small children with a new partner. This information, along with puberty, led to her becoming unmanageable. The grandmother tried to guide the girl, but she became her enemy. The girl ran away from home, did not respond to instructions at school and did what she wanted. For example, when she was tired, she would simply lie down on the bench and sleep, or she would read out loud to the whole class regardless of the teacher's reprimands.\n\nSituation (Anamnesis):\nAs part of the solution, we tried to write an individual educational plan, but the girl did not go to the evaluation and made it clear in her words that she was not interested. She was unhappy and her reaction was to cause problems for everyone around her. She felt bad and tried to make others feel bad too.\n\nTeacher Intervention (Solution):\nIn the end, she was placed in a diagnostic institute, where she first commuted and later slept there. However, she ran away from there as well, and we saw her several times at the train station after school. The grandmother did not want the girl to be in an institution, but social services took over the case from the school and ordered her stay in the institution. The girl spent the last quarter of the eighth grade there without the possibility of going out, because she did not return after the weekends.\n\nOutcome:\nThe school tried to solve the situation, but neither the individual educational plan nor the reduced behavior grade did. In the end, the social service had to intervene, which has more powers, including working with the family, which the school cannot. The girl should now be in her third year of high school, but she no longer reports to us. Although we have met several times, he does not want to talk to us anymore. This case shows that the school has limited options and without the cooperation of the family and the will of the child, solving problems is very difficult.\n\nStudent Profile:\nAge/Year: 8. třída ZŠ\nHobbies: Šikovná\nDisorders: Lhaní,Podvody,Záškoláctví,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Support, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "861", "student_age_year": "8. třída ZŠ", "student_hobbies": "Šikovná", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Záškoláctví,Ničení majetku", "teacher_approbation": "Mgr. Matematika, Fyzika", "teacher_practice_years": "29", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1460", "content": "TEACHING CASE STUDY\n\nBackground:\nThe end of the school year was approaching, I was then a class teacher in the 9th grade. At the end of April, a colleague came to me asking if I had noticed any unusual behavior in the student. It was an alleged disturbance in class. Nothing like this happened in my classes before. Asking about the student's behavior, I gradually went around the other colleagues to find out if it happens in other classes as well. A few of them told me they noticed this behavior too. So I started to pay more attention to the student. After about a week, the student started to disturb my lessons as well, he stopped completing the assigned tasks. For example, it was always enough to call him by name and he stopped this behavior and worked in an exemplary manner for the rest of the class. Once in my class, even after being reprimanded, the problematic behavior continued.\n\nSituation (Anamnesis):\nShe was a ninth-grade student who, throughout her studies at the 2nd level, was among the talented and interested in education. She regularly participated in school events and competitions across subjects. She was rather quiet and very honest in class. She was talkative among her friends, but she didn't have many. During the period when her disruptive behavior was being addressed, she also had a few changes in her appearance. She cut and dyed her hair and changed her dressing style.\n\nTeacher Intervention (Solution):\nAt first, I began to pay close attention to all the unusual behavior. For more information, I really bypassed most of the teachers who taught the student. Thanks to this, I had the opportunity to notice specific manifestations better. Since it was always enough to reprimand the student once and his disruptive behavior only lasted for a short time, there was no reason to deal with it further. However, after about 2 weeks, the situation still did not improve and he even repeatedly interrupted the English class I was teaching. I warned him twice, the third time I didn't respond. It seemed to me that he was somewhat confused by this reaction. When the class ended, I asked him to come to my office for a while after lunch. I deliberately chose a time when no other teacher was in the office and the interview could be confidential. The student admitted that his behavior was caused by the fact that he liked a classmate and he wanted to impress her. Allegedly, she didn't pay attention to him as much as he would have liked and that's why he tried it by disruptive behavior in class, because when the teacher warned him, the classmate turned to him and noticed him. I listened to the student, consoled him, and together we came to the conclusion that interrupting is not a suitable method to interest a classmate.\n\nOutcome:\nThis resolved all unwanted behavior and did not reoccur.\n\nStudent Profile:\nAge/Year: 15, 9. třída\nHobbies: Fotografování, hra na housle\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1460", "student_age_year": "15, 9. třída", "student_hobbies": "Fotografování, hra na housle", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, NJ", "teacher_practice_years": "9", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1127", "content": "TEACHING CASE STUDY\n\nBackground:\nEven before the beginning of the year, I was less afraid of the arrival of a student who comes from abroad. When I talked to his kindergarten teachers, they said that he is smart, can learn everything, and will soon catch up with the other children in everything. Since the boy comes from Ukraine, I also had to prepare a little, I learned a few basic words in Ukrainian to make his arrival at the Czech school at least a little easier. But I was in for a big shock on the first of September, the boy came to school, he didn't have any aids, even though his family received a list of aids, but most of all he didn't know a word of Czech. However, I still tried to integrate the student among other students. But since Honza did not understand anything, he began to annoy and distract the other pupils; beating them, he still just wanted to play, dropping things on the ground. I had to start solving this situation, because it was 1st grade, which is very important for children and it is a big leap in life for them.\n\nSituation (Anamnesis):\nThe student is 6 years old, so he is younger than most of the children in the class, he is perceptive, but I see symptoms of ADHD in him. Other children in the class try to do what I tell them and what they have, they are receptive and want to learn new things.\n\nTeacher Intervention (Solution):\nwasn't sure how to solve this problem, teaching a foreigner who doesn't know a word of Czech, I've never met in my career. I didn't want the boy to disturb and harass the other children, the children tried to help him themselves, but the boy didn't even listen to them and refused to help, preferring instead to throw the children's case off the table. I started to solve the problem in more depth, I called the nurse at the school, with whom he lives, I tried to explain to her that the student must also be taught Czech at home. The next day, the student brought a cell phone to school, I read in the diary that he said he had it on a translator so he could communicate with the class, of course it didn't help, and the student played games on this phone the whole lesson. That's why I decided that it can't go on like this, I met with our school counselor and the headmistress of our school and introduced them to this problem, we agreed that the student must go back to kindergarten because he is not yet mature enough , both mentally and in age, to come to our school. So I called the kindergarten from which he came to our school, but there they told me that they did not want the student back, because just as he misbehaved at school, he also misbehaved in kindergarten. That's why I called other kindergartens in our immediate vicinity, they told me the same thing, that they can't work with a child who doesn't speak Czech.\n\nOutcome:\nIt follows that the situation was not resolved in any way, the student was not wanted anywhere, so he stayed at our school. He continues to distract the children and the language barrier is not getting too thin, but his sister is interested in his education and therefore signed him up for a Czech language course for children, so we'll see if this will improve the situation at least a little. I think that I tried to solve this problem correctly, as I should, but the result was not satisfactory and I am still not satisfied with it to this day, even though I actually feel sorry for the student.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída ZŠ\nHobbies: Zájmy žáka nejsou učitelce známy\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Failure to attend class, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Failure, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1127", "student_age_year": "6 let, 1. třída ZŠ", "student_hobbies": "Zájmy žáka nejsou učitelce známy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "32 let", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Failure to attend class, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure, Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1142", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, a colleague who teaches mathematics came to me saying that she had a dispute with one of my students. She followed it up by asking if the student in question had a hearing problem and why she didn't know about it until that moment. I was confused because the student in question does not have any medical limitations. So I asked for details. It was explained to me that the math teacher found out that the student was wearing headphones in class. She encouraged the student to take off her headphones and not wear them in her ears during math. But the student began to defend herself, saying that she had no headphones, that she was not taking anything off, and after a while of insisting, she finally said that it was a hearing aid that she had to have in order for the teacher to hear well. So she refused to hide the headphones and kept them.\n\nSituation (Anamnesis):\nThe student has no problems with the mathematics teacher or with the subject as such. He maintains friendly relations with the class teacher and turns to her with any problems. The student has no problems with any of her classmates and has never lied to a teacher before.\n\nTeacher Intervention (Solution):\nwent to the girl, took her out into the hallway and we had a conversation. I asked her - Did I hear from the teacher that there was a problem? – and I left her room to express herself. The conversation then went something like this: – The teacher started bugging me for wearing headphones. – Well, did you have them? – *student nods* – Then you shouldn't have. – Well, yeah, I know. – And then she said that you said they were hearing aids. - … Yeah. – Are you hearing impaired? - … No. – So you lied? – *student nods after a while* – And why did you do that? She didn't answer me about the reason for lying, so I don't know, she probably felt cornered and chose this path in stress. I told her to never wear headphones again and then I told her - We agree that you lied. Count on disciplinary action for lying, I wouldn't care about headphones. And if I lie to someone, it is polite to apologize. I was hoping that the teacher would go and apologize. I wanted her to realize that the problem is not the headphones, but the lying.\n\nOutcome:\nThe student went to apologize right after the next break, which my colleague told me. It was not reflected in the classes, the teaching of mathematics continues as if nothing had happened, it is decent behavior and behavior from both sides. But I decided to use this example as a warning for the whole class. I told them that there is no such thing as making fools of the teachers, that I will not tolerate it because it is a mockery of the teachers. But I didn't talk about a specific example. The student immediately apologized for other problems, but she never lied again. He confesses right away, he apologizes, but he doesn't beat himself up and he doesn't lie. She was reprimanded by her class teacher for lying in this situation.\n\nStudent Profile:\nAge/Year: 15 (1. ročník SŠ)\nHobbies: psychologie, gothic styl\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1142", "student_age_year": "15 (1. ročník SŠ)", "student_hobbies": "psychologie, gothic styl", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "ČJ, DĚJ pro střední školu (Mgr.)", "teacher_practice_years": "6", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/50", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring recess, a girl from my class ran into my office and told me that her friend in the class was crying and the other classmates were laughing at her. I immediately went to the classroom with her to find out what happened. As I opened the door, the laughter slowly died down as the children noticed me. A crying girl was sitting in the first pew, crying. I asked her what someone did to her, but she couldn't talk. Someone in the class shouted, 'Nobody did anything to her, jeez!' Therefore, I decided to talk to the girl alone and took her to the science classroom, which was empty at the time. In the classroom, I offered her a tissue and she slowly started talking. She told me that one of her classmates took pictures of her in the toilet cubicle and immediately after that she published several photos on social networks and sent the link to them to other classmates.\n\nSituation (Anamnesis):\nThe problem student who took pictures of her classmate in the toilet was always a problem child. Her father is rich and gives his daughter everything in abundance. The student has no disadvantage. She is used to getting whatever she asks for. It can be said that her parents are absolutely unable to raise her, but they don't want to admit it. In class, she is popular with most of her classmates, or so she thinks. The teachers in her class repeatedly complain about her behavior. She often solves her disruptions (verbally, throwing various objects across the classroom,...) by testing her from the material already covered. She doesn't react to it in any way and doesn't even try to answer the individual questions in any decent way. He usually responds with the words: 'How am I supposed to know?', 'What do I know?' or 'Look it up in the textbook if you're so interested.' Bad grades don't faze her in the least. When the teacher threatens to invite her parents to school, she usually shrugs her shoulders or suggests that it will annoy her father to listen to stupid talk. The teachers have to repeatedly remind her to write in her notebooks, not to put her feet on the desk, not to use her mobile phone, etc.\n\nTeacher Intervention (Solution):\nAfter the interview with the injured student, I returned to the classroom, where classes were already taking place at that moment. I asked the teacher to release the problematic student from the lesson. I took her to the principal's office. The principal and I found out from her on which social networks she had published pictures of her classmate and we immediately deleted them from them with the help of another colleague. Unfortunately, there were already comments on the pictures from strangers, who we had to inform that it was a criminal offense and to agree with them to delete the comments and not to spread these pictures any further. The father of the problematic pupil and the mother of the damaged pupil came to the school. Both pupils and their parents were invited to the headmistress. The father of the problematic student did not show any interest in the correct solution to the problem and denied his daughter's guilt. Unfortunately, he was one of the school's biggest investors and the headmistress didn't want to upset him. That's why I couldn't push for a bigger punishment and the problematic pupil was reprimanded by the class teacher, which in my opinion is not a sufficient punishment for such a serious offence.\n\nOutcome:\ndefinitely cannot say that I am satisfied with the solution to the problem. The bullying by the problem student continued, so I invited the mother of the damaged student once more and told her that it would be best to transfer her daughter to another class so that she would not come into contact with the problem student as much. But the mother decided to enroll her daughter in another school. The problematic pupil continued her inappropriate behavior throughout her compulsory schooling. I have never been able to push for a higher punishment, although I think that a 2 on behavior would be an adequate punishment for the behavior of the student mentioned above.\n\nStudent Profile:\nHobbies: sociální sítě\nDisorders: Lhaní,Šikana,Rušení výuky,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "50", "student_age_year": "", "student_hobbies": "sociální sítě", "student_diagnoses": "", "student_disorders": "Lhaní,Šikana,Rušení výuky,Agrese", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/71", "content": "TEACHING CASE STUDY\n\nBackground:\nteach English at a private high school. One of my classes is composed only of foreigners from rich families. This is a graduating class, so the students are almost all of legal age and often live alone, without their parents. Some students have parents outside the Czech Republic and it is almost impossible for me to communicate with these parents. Students in this class have very little motivation to be actively involved in class and 'boycott' most of the work. Outside of school, they are used to always getting what they want and very often they don't have to do anything for it. For a long time, I struggled with the problem that I can't get students to work even when it comes to preparing for graduation and their future. They feel that their future is secured thanks to the family property. One student in particular makes his distaste for work blatant and causes disruption for the entire class as the rest of the class often joins in.\n\nSituation (Anamnesis):\nThe student lives alone, his parents are outside the Czech Republic. He is very well off financially, attends a private high school and feels that there is no need to put in any effort at all to successfully graduate from school. He disrupts the lessons by boycotting all the activities that I prepare and often brings other classmates down with his inappropriate example. It is very difficult for me to learn the lesson to the end.\n\nTeacher Intervention (Solution):\nAfter trying threats, punishments, and bad grades, I was exhausted and desperate. Finally, I decided to talk to the student privately. I should have done that right from the start, but unfortunately I didn't feel strong enough in my position. I asked the student to come to my office after class. I was afraid of the interview, but I could think of no other way out than a direct discussion. In the cabinet, I asked him if there was anything that bothered him personally. When he said no, I asked if he minded school. She bothered him. It feels like a waste of time and he is not learning anything important. He sees no point in trying to learn anything from it. I asked why he thought English was not important. To this he replied that he didn't think so, but he thought that the way we learn English in school is not useful. We then had a discussion for about an hour about what he thinks is useful to know in English and I tried to explain to him my point of view on the whole situation. In the end we agreed that I would include a lot more practical situations in the lessons and in return he would tolerate topics that are important for the matriculation exam.\n\nOutcome:\nAfter our conversation in the office, I made the following class as practical as possible to show that I took our agreement seriously. In the next lessons, I brought back graduation preparation, but I never devoted an entire lesson to it the way I did before. After setting the new rules, the activity in the class started to improve. There were better times and worse times, but there was no longer a general boycott.\n\nStudent Profile:\nAge/Year: 18\nHobbies: motorky, pc hry\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: (Disciplinary) Punishments, Agreement, Consequences, Disrespectful communication, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "71", "student_age_year": "18", "student_hobbies": "motorky, pc hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "2", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Agreement, Consequences, Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1246", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to our class in the middle of the year. Actually, after the start of the war in Ukraine. He left Ukraine together with his cousin. They lived together with their aunt. I knew that it would be necessary to include the student and his cousin. There was no problem with his cousin, but the student was problematic. At his old school, he was among a group of students with whom he was naughty and did not study. He could neither read nor write Ukrainian. He didn't know the alphabet, he didn't know Latin, and he didn't even have the need to learn anything. He was very rude to his classmates, shouted, disturbed and could not work alone.\n\nSituation (Anamnesis):\nThe student comes from a family where both parents have problematic alcohol use. His parents probably didn't care much for him, didn't pay enough attention to him and didn't care how he was doing in school. At the same time, they did not even secure him financially. At school, he belonged to students who did not study, were angry and bullied other classmates. All in all, leaving Ukraine, leaving my parents and starting a new school where he didn't understand anyone, except his cousin, had to be a big shock. He was very scared, stressed and uncomfortable.\n\nTeacher Intervention (Solution):\nMy task was to integrate him into the team. One of those things was that we took a picture together - all of us, the whole class, we put the picture on the door and he felt that he belonged somewhere, he wanted the same textbook as the other children (we explained to each other that he didn't and why), but I tried to make him really do something with the class every day. He was alone a lot, assistants took him, and then he returned for parts of the teaching. But it was important there that I supported such a \"we\n\nOutcome:\nThe student is still with us, and will probably stay here. He made great progress. It took some time, but because I kept trying to include him, not overlooking his doing nothing and asking him to do those things with others or things like that, he's a lot more independent now. I managed to set the rules for him and it works. It's good. He can work for an entire hour, he understands the question, the children take him, they have fun together and with me, and he has no problem joining in any activity with others.\n\nStudent Profile:\nAge/Year: 9\nDisorders: Rušení výuky,Nesoustředěnost,Nekomunikoval,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Verbal aggression\nSolutions Applied: Support, Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1246", "student_age_year": "9", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Rušení výuky,Nesoustředěnost,Nekomunikoval,Neposlušnost", "teacher_approbation": "VŠ", "teacher_practice_years": "28", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1388", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came the next day saying that he was not enjoying anything. He had a postponement of school attendance, or rather, he could have gone to school earlier, it wasn't a complete postponement, he's kind of like October. And he was already bored since that kindergarten, so he didn't enjoy anything. We just sat down on the carpet and we were going to do something with the textbook and he laid down and he wasn't going to do it, uuh, boring, awkward. He refused to work, disturbed the teaching process, disturbed his classmates.\n\nSituation (Anamnesis):\nThe student attends the 1st grade of elementary school, is rather introverted, hangs out mostly with older classmates, is very intelligent and likes sports. The first and second year are in one class together (double classes), children from both years have to work independently for the whole lesson.\n\nTeacher Intervention (Solution):\nmanaged to motivate him so that I just didn't hear it this week. You know, I already included him in work, I gave him more difficult tasks, I simply set a completely different standard for him than he had in kindergarten. But otherwise, like me, I have a system of praises in my class, and if they break a rule, they return the praises and they're already done with it, they got the class rules on the blackboard, you know. And if they have a task or accomplish something, they get it, and if they break something, I take three. They see what for what. So in a nutshell: setting work according to abilities, variety of activities.\n\nOutcome:\nLooks good so far. Cooperates. I didn't hear from him for another week. But as he is with his mother or father every 14 days, so who knows how it will be in a fortnight, he will probably be more distracted.\n\nStudent Profile:\nAge/Year: 7 let, 1. ročník ZŠ\nHobbies: Fotbal\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1388", "student_age_year": "7 let, 1. ročník ZŠ", "student_hobbies": "Fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské, magisterské (první stupeň a speciální pedagogika)", "teacher_practice_years": "20", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/671", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation with the student started already in the eighth grade. At this time, she was already starting to show truancy and defiance towards her grandmother and sometimes teachers. Sometimes the girl didn't come to school, so I had to keep calling her grandmother to find out what was going on with her. In most cases, the grandmother did not know that the girl did not go to school, or was somewhere else. In the end, the situation was resolved by talking to the student's grandmother and our educational advisor. Fortunately, we did not have to come up with the steps that would occur in the case of longer-term problems. The student calmed down and everything went smoothly again. This situation lasted almost until the end of the school year, before entering the ninth grade. Before the end of the year, she again started not fulfilling her duties as a student. Now the punishment has already been reflected on her report card. She was reprimanded by the class teacher. After the holidays, I hoped that the student had calmed down and that she would once again be such an exemplary student, as before. But the opposite was true. The student began to leave school often without letting anyone know about it. They mostly found her at her mother's in a nearby town. I tried to talk to the student to find out what was going on. It was clear to me that she was not the girl I knew. She confided that she would like to live with her mother and not with her grandmother. So I talked to her about the situation. The grandmother replied that she knows about the situation with her granddaughter and that she is trying to solve it. Eventually, the granddaughter was returned to her mother's care. Unfortunately, even after that, the situation did not calm down. Constantly the girl did not behave as she should. Unfortunately, no one communicated either from the parents' side. I was always told after asking for an apology that everything would be delivered. The situation worsened even more during the pandemic and closed schools, when we only operated through online platforms. Here she was constantly unable to join classes. At first I thought it was having problems with the internet connection. But when the frequency kept increasing, it became clear to me what it was all about. Unfortunately, this behavior and truancy also affected her benefit. The prize winner of the class became the student whose best grade was a three. I think that a not very suitable family background is responsible for the emergence of this behavior. Even though the girl lived with her grandmother, who had her in foster care, from the age of 13 she constantly wanted to live with her mother. And that, even though she knew what she really was.\n\nSituation (Anamnesis):\nThe student entered primary school for the second grade. She attended first grade in a nearby village. At first, the atmosphere in the classroom was calm and relaxed. Together with other classmates, the girl fit into the class group and after a short time found a group of like-minded friends. During the breaks, they listened to music together, during the day they watched various videos of their favorite performers or exchanged various objects that were associated with their favorite band or singer. As for establishing other friendships, she never had a major problem with that. She always behaved very friendly, kind, willing, and welcoming both to her classmates and to the other students of the school. She smiled at everyone and always helped everyone and went out of their way if anything was asked of her. She did very well in school. She had no problem learning any subject and her worst grade was a 2. In the following year, the situation began to deteriorate. The girl gradually began to behave arrogantly and wanted to organize everyone around her and order them what they can do when and for how long. 'Every time I wanted to go chat with my friend during the break, she came to me and told me that there would be no chat now and that I had to go immediately to watch more videos with them, but I didn't enjoy it at all. So I had to leave my classmate alone and go somewhere else with her. If she didn't go, she probably wouldn't hang out with me for a while before she forgave me.' (female classmate) Over time, a decent girl became a young lady who longed for a certain power. In the eighth year, the situation calmed down and the leader type became again a young lady who was friendly and helpful. The turning point came only in the last year of elementary school. At the beginning of the year, the character traits from the previous year persisted. Over time, the student's behavior began to change. A problem-free pupil turned into a girl who constantly provoked with her behavior and dress. The student's problematic behavior was also related to the situation in the family. From early childhood, the girl lived in foster care with her grandmother, who took her in. Her mother disowned her due to alcoholism and drug addiction. The grandmother used to do the first last for the girl. She constantly surrounded her with care and love, bought her everything she wanted and wanted. But at the age of 15, there was a turning point in the student's behavior. The girl wanted to live with her mother and constantly ran away from her grandmother. In the end, the situation was resolved through court, when the student was assigned to the care of her mother.\n\nTeacher Intervention (Solution):\nSolving the already mentioned student's behavior took place in several steps. At first, the occasional truancy was resolved by a phone call between me and the grandmother, later the girl's mother. When the situation got worse and worse, I had to take the second step in dealing with unexcused absences. A committee was convened, in which I, the director and the educational advisor were. From the student's side, she and her mother were there. There was a problem brought up and a subsequent discussion between the said members of the meeting. The result was an agreement that the mother would pay more attention to the student and not tolerate her truancy. The situation lasted for about 2 months and we were back at the beginning of the problem. At first, I tried to solve the situation by making arrangements with both the girl and the parents. I tried to talk about the situation with the student's grandmother, but as she was not a foster parent, she could not do anything in the given situation. After disobeying, I had to go to the third and last step. This was a consultation with social services. The social worker and I exchanged several e-mails. However, the situation still did not improve. She came to another meeting, this time she was accompanied by a lady from social services. Again, the presentation was an issue, and then there was a follow-up discussion. The student was then given time to show whether she had taken the threat to heart or not. Eventually, the situation improved so much that truancy only occasionally recurred. Communication with the student's mother also improved. But not enough to say that the situation was handled successfully.\n\nOutcome:\nAfter the meeting with the social worker, the situation with the pupil improved so much that the truancy only occasionally recurred. Unfortunately, towards the end of the year, things turned the other way again. The girl found friends who had a bad influence on her. Most of the time she was on her cell phone in class where she was on social media and not paying attention. From a longer-term point of view, I am not able to say how it continued to develop, whether it got better or got even worse. The situation was not resolved until the end of the year, when she applied to the hotel school, which she got into. From my subjective point of view, I think he will continue to struggle with this behavior and truancy. The question is to what extent they will tolerate it at her new school. Personally, I think that the behavior of the student and the non-communication of the parents will continue. Here, we tried to solve it in a more moderate way, since we are a smaller school where we all know each other. But I don't think they will be accommodating to her in a bigger city and a big school.\n\nStudent Profile:\nAge/Year: 15, 9. ročník\nHobbies: poslech hudby, diskotéky\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules, Attendance problems\nSolutions Applied: Agreement, Consequences, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "671", "student_age_year": "15, 9. ročník", "student_hobbies": "poslech hudby, diskotéky", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Ruský jazyk, dějepis se zaměřením na vzdělání", "teacher_practice_years": "45", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/818", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place in the teaching of the English language. It was a class that was newly assigned to me, so I didn't know the students very well yet. A colleague left for 14 days because his wife gave birth, so I was also assigned children from his language group. I had 19 students in my class. Already during the first lesson, I guessed which group of boys would be problematic. In this group, there was one student who was the most prominent, who was from a colleague's language group. His behavior disrupted the course of the lesson and dragged the other 3 boys down. He would often make inhuman noises without context or provoke the boys around him and then brag that they started it. Next to him sat a boy, smaller in stature, quieter, but laughing at his jokes and urging him to further action. This boy later began to imitate the first, but since no one was laughing, he did it more for himself. In the third week of classes, we wrote a test. I asked the students to sit in the desks one by one, which was met with displeasure and a tendency to disobey, but in the end I decided. After some time, one pupil began to make contact with the others, which was followed by giggles and nudges. I yelled at them that if they continued, I would have to take the tests and grade them out of five. After that, I saw how one student described words directly from the workbook.\n\nSituation (Anamnesis):\nAs for one student, after consulting with the other language teacher and the class teacher, I got the impression that it must have been a short circuit. According to colleagues, he was a problem-free boy with good grades. However, one of the colleagues admitted that she sees him with certain parts. It is possible that his behavior is influenced by his peers, who behave similarly, and with the fact that the boy is entering puberty, there are probably also changes in his personality.\n\nTeacher Intervention (Solution):\nAfter I discovered that the student was describing during the test, I informed him that what he did was cheating and I could not give him anything other than a five. The student started to argue with me that he did not cheat, that he would not submit any test. So, in response to cheating, I took the test away from him and did not allow him to continue working on it. For a moment it seemed that the boy was sorry, but immediately he whispered to the front bench 'I was copying from him anyway.' I gave the test a score of five, informed the class teacher about the situation and justified the assessment to the parents via email.\n\nOutcome:\nIn the following days, I announced a correction deadline for the whole class, because the grades were not commendable and some students showed an interest in improving their grades. I offered the possibility to explain the material in the morning hours. 5 pupils took part in tutoring, including the pupil who copied. During tutoring, he sat alone, asking questions about the topic and trying to understand the material. In the end, he corrected his grade to a two. During the following lessons he became calmer, which may have been influenced by the return of another student to his language group, but also by the fact that he realized that such behavior is unacceptable in the classroom and my response will not only be threats, but also certain actions.\n\nStudent Profile:\nAge/Year: 8. ročník, ZŠ\nHobbies: sport, trávení času s přáteli\nDisorders: Vykřikování,Potřeba pozornosti,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "818", "student_age_year": "8. ročník, ZŠ", "student_hobbies": "sport, trávení času s přáteli", "student_diagnoses": "", "student_disorders": "Vykřikování,Potřeba pozornosti,Podvody", "teacher_approbation": "Mgr. (ČJ, AJ)", "teacher_practice_years": "25 let", "problems_annotated": "Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1059", "content": "TEACHING CASE STUDY\n\nBackground:\nHe was a student in a small class of twenty, in which I was the class teacher. From the time he started school, he stood out in the classroom with his eccentric behavior. He was highly intelligent but problematic from an early age. The word aids was foreign to him, and although this ailment was solved many times with the pupil and parents, the pupil was always able to do everything even without entries in the notebook, and therefore the rest of the cantors got used to this fad and stopped solving it. The only subject he had a problem with was math, which I taught my class. He was not very good at counting and it was slow. Considering his approach, I believed that it was insufficient preparation, and although his writing and numbers were legible, although somewhat peculiar, and therefore I did not suspect any learning disability, I decided to create tests for him individually. This change helped. In third grade, classmates began to notice that the student was different and began to make fun of him. However, students did not practice this behavior in front of teachers, so it took some time for this bullying to manifest itself. Once during math, one of the classmates made a remark about the student's ability to count, and the student slammed his fist on the table in response. In the subsequent resolution of this incident, the bullying was detected and successfully ended with the educational advisor. However, when the fourth grade came around, the more complex subjects in mathematics began to reveal problems. The student stopped being able to count, his grades deteriorated significantly, and he often did not work in class. When forced to work, he vented his frustration by talking back, sometimes banging his desk.\n\nSituation (Anamnesis):\nThe student is an only child. His parents never cared much about his schooling or him, solving any situations with them had no effect. He is extroverted, highly intelligent, never brought gadgets to school. He never liked Matika.\n\nTeacher Intervention (Solution):\nIn order to make the subject easier for the student, I allowed him to use a calculator and draw cards with patterns. At the same time, I decided to consult with the educational counselor at school. However, she told me that the student in her biology and social studies classes behaves well, has excellent results, and therefore the problems in my classes are caused by my attitude. So I went to the school principal. After consulting with several teachers, they all confirmed that the student is always prepared and behaves well. I was therefore convinced that he must have a problem with mathematics rather than with me. I invited the parents to a meeting, but they refused, saying that their child had a problem. So I decided to go to the director. The director had his last year before retirement, and I must point out that he was no longer interested in many things, and I received the answer that I should follow the advice of the guidance counselor. Frustrated, I resigned myself to the fact that nothing would happen. However, the student's indifference to carrying aids showed, and when I reprimanded him several times in mathematics for not having one, he protested that he did not need one. Frustration manifested itself in the fact that I started shouting at him that he was not able to count basic examples, after which the student threw the notebook across the whole class and left the class with a bang. I realized that it won't go on like this, and that if there is no effort to solve the problem around me, I will have to solve it myself with my students. We agreed that classmates will help the student with his preparation by tutoring, and his calculator and supporting materials will always be in the classroom. I started giving him more time than others for papers.\n\nOutcome:\nThe student's grades began to improve, and even though he had fours, he passed. Although his performances and behavior have improved a little, I would say that I and his classmates have gotten used to it rather than that this fact has somehow been resolved. Although his anger sometimes showed, there was never any physical contact, and his classmates learned to live with him and get along with him. I only managed to get him to the pedagogical-psychological counseling center in my high school graduation year, when I wanted to get more time for him during the high school graduation exam. This possibility finally convinced the student and he asked me to take him to the counseling center. In the counseling center, the pupil was diagnosed with behavioral disorder, dysgraphia and dyscalculia. During the consultation with the linguists that the student had, I found out that they had suspected a learning disability for a long time, but they solved the situation by extending the time for work, and did not take care of the matter any further. Aggressive behavior or outbursts of anger were never observed by any of his colleagues. The student eventually graduated with doubles and went to college to study theology. To this day, I don't know why his aggression bubbled up only in my classes, and no one else noticed it.\n\nStudent Profile:\nAge/Year: 15 let, kvarta (9. Třída)\nHobbies: Náboženství, filozofie, historie, všeobecný přehled, komunikace s lidmi\nDiagnoses: Dysgrafie,Dyskalkulie,Porucha chování\nDisorders: Odmlouvání,Neposlušnost,Vykřikování,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Bullying\nSolutions Applied: Disrespectful communication, Support, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1059", "student_age_year": "15 let, kvarta (9. Třída)", "student_hobbies": "Náboženství, filozofie, historie, všeobecný přehled, komunikace s lidmi", "student_diagnoses": "Dysgrafie,Dyskalkulie,Porucha chování", "student_disorders": "Odmlouvání,Neposlušnost,Vykřikování,Agrese", "teacher_approbation": "Mgr., Matematika", "teacher_practice_years": "32", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/125", "content": "TEACHING CASE STUDY\n\nBackground:\nIn my case, it was a girl who attended the aforementioned 6-year high school. From the beginning of the online classes, the girl was always connected and tried to be active as much as possible (if she was called, she always answered), otherwise I would describe her as an introverted person who did not show herself very often. According to her teachers, she had no problems with teaching. She excelled in all subjects, assignments were also always handed in on time and, according to the teachers, she showed no signs of waning interest in the subject. School attendance was excellent, she only visited the doctor a couple of times a month, and then immediately duly delivered an apology letter, which was signed by the parent or the examining physician. Everything changed only with the long-term distance learning. The girl in question stopped attending classes without a proper apology. The absence became unbearable and even her classmates did not know what was happening to the girl. In the best case, she handed in the assignments late, in the worst case, she didn't hand them in at all. The girl was able to connect for an hour and disconnect halfway through without giving reasons. After that, she did not respond to emails, and subsequent efforts to connect her back to classes went unanswered.\n\nSituation (Anamnesis):\nThis is a girl who is 15 years old and attends a multi-year high school. The girl is an introvert. She is very quiet and doesn't show herself in the classroom. She spends most of her break time alone in the first pew reading books. The collective tries to involve her in the classroom, but the girl shows no signs of interest in being included in the group. The girl is very careful and honest. As already mentioned, his attendance is in excellent condition, and he always completes his grades and assignments on time. The girl is considered a smart, kind and good classmate in the class group, and the same is not the case with the teaching staff. The girl did not show any signs of stress caused by a difficult life situation in the family - the divorce of her parents. He currently lives with his mother, younger sister and mother's boyfriend in a small apartment in a room with his younger sister, with whom he has a great relationship. They do not maintain a relationship with their father.\n\nTeacher Intervention (Solution):\nThe whole situation was overlooked by teachers for quite a long time. The teachers blamed the internet outages, for which the girl had already made excuses several times. After constant repetition of absence and failure to meet the classification standard, the teachers decided to contact the mother. The mother did not know anything suspicious and claimed that it could be the aforementioned internet outages. She further claimed that the girl spends all her time at home in the room, where she has all the necessary learning aids. The mother also promised that she would see to it that her daughter fulfilled her duties again to 'one', as was the custom. The class teacher decided to thoroughly investigate the whole situation again after a few weeks, when the situation had not changed. This time, she and the director invited both mother and daughter and the mother's friend to the office. After a rather long discussion, the fact that the mother's friend had set a rule at home that both daughters could only be on the Internet for two hours each day came to light. He watched this time very strictly. The mother, who knew nothing about it, was very devastated by the situation that occurred without her knowledge. She attributed everything to the fact that she usually always goes to work in the morning, and when neither of her daughters did anything for school after coming home, she thought that they had already finished everything.\n\nOutcome:\nAs for the situation in the household, the result is unknown to us. However, the situation in the school environment has improved considerably. The girl again raised her performance to her standard level. After consulting with the other teachers, she was allowed to retake the tests so she wouldn't have to repeat the grade.\n\nStudent Profile:\nAge/Year: 15 let 3.ročník (6ti letého gymnázia)\nHobbies: čtení\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "125", "student_age_year": "15 let 3.ročník (6ti letého gymnázia)", "student_hobbies": "čtení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Ph.D.", "teacher_practice_years": "Přibližně 14 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1489", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was insulted and made fun of by his classmate, of course he didn't like it and started insulting the classmate himself. Whereupon they both stood up and began to threaten each other. The classmate walked towards the classmate's desk, whereupon he was approached and started to be held back by his classmates.\n\nSituation (Anamnesis):\nThe student is below average intelligent and has trouble controlling himself when others start to provoke him, but otherwise he is not problematic and behaves well if he is not provoked. It does not interfere with the rules. However, his classmate routinely lies, behaves provocatively towards others, but is above average intelligent. In the new school year, the student begins to be provoked by more students who have joined the said classmate.\n\nTeacher Intervention (Solution):\ncame to the class after the way from surveillance in the corridor only at the moment when the other children were already holding the classmate. I entered the situation and initially tried to resolve the situation verbally. Not long after me, another history teacher entered the class. Meanwhile, I had already placed myself between these two disciples to avoid conflict. However, the situation escalated and the history teacher and I were forced to physically distance the students from each other. In the meantime, I called the school's counseling office for the help of a special education teacher. Not long after that, he started reaching out to a classmate through me. As a result, I had to take him outside to the corridor, where I tried to calm him down. The staff of the school counseling office took the pupil from the corridor and they further resolved the situation.\n\nOutcome:\nIn the short term, the solution was good because it prevented a physical conflict. However, I feel that I should have intervened in the situation more forcefully from the beginning. In the long term, my solution to the problem had no impact, the school counseling office is working hard on the climate in the classroom and with the individual student, but the progress is very slow and if a similar situation occurs that is not prevented in time, all the previous progress will probably be undermined.\n\nStudent Profile:\nAge/Year: 12\nDiagnoses: Dysortografie,Logopedická vada,Dyslexie,Snížený intelekt\nDisorders: Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Physical intervention, Transfer of student, Cooperation with experts, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1489", "student_age_year": "12", "student_hobbies": "", "student_diagnoses": "Dysortografie,Logopedická vada,Dyslexie,Snížený intelekt", "student_disorders": "Emoční labilita", "teacher_approbation": "Vysokoškolské", "teacher_practice_years": "12", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Transfer of student, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/577", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 15 let, 9.třída (2.stupeň ZŠ)\nHobbies: sport\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "577", "student_age_year": "15 let, 9.třída (2.stupeň ZŠ)", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "Mgr. – Vko, ČJ, Dě, výchovné poradenství", "teacher_practice_years": "25 let", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1068", "content": "TEACHING CASE STUDY\n\nBackground:\nThis whole problem situation started off lightly, but gradually the problems got bigger and bigger. The boy who caused problems was smart, but apparently the problem behavior was related to his physical health, because the boy had a health problem that could limit him in physical education, for example. Thanks to this, he probably got the feeling that he is in danger and that he could be expelled from the team because he has some health limitations. After a while, we began to observe a change in him, he disrespected the teacher, spoke back, was arrogant towards the authorities. He started taking other children's tools, sometimes slippers, and made others feel that he was the boss.\n\nSituation (Anamnesis):\nThe problem student was smart, had commendable to excellent results in school, but suffered from the feeling that there was little interest in him at school.\n\nTeacher Intervention (Solution):\nWe solved the whole situation by first trying to talk to the problematic student and find out what the reason for his behavior is. But few children will just tell you that. We gradually tried to show the student that everyone in the class is equally important to the teacher and that no one has any advantages or disadvantages. From time to time, for example, I asked him to hand out corrected tests, or to supervise the class until I returned, when I needed to run to the principal's office for a minute during class. Although I mention that everyone has equal weight in the class, I admit that I gave him these sub-tasks more often than others, in order to show him that his help and participation in class is beneficial and meaningful and that I value him. The goal was to activate the student and rid him of the feeling that he is inferior because of a health problem.\n\nOutcome:\nThe result was not quite as expected. Thanks to the fact that we involved him more in the classroom, the student got a completely different feeling than the one that started it all, but suddenly he felt much more superior and allowed himself even more to the other children. If I put it stupidly, his ego probably rose a lot and the feeling of inferiority became a feeling of superiority. It quite disturbed the previously calm team. Everything gradually calmed down after some time, when the pupils were a little more mature and also when the original health problems of the problematic pupil disappeared.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: naučné pořady, sporty\nDisorders: Arogance,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1068", "student_age_year": "13 let, 7. třída", "student_hobbies": "naučné pořady, sporty", "student_diagnoses": "", "student_disorders": "Arogance,Agrese", "teacher_approbation": "Mgr. Aj, Čj", "teacher_practice_years": "5", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/77", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when parents began to complain about vulgar videos and comments that a boy from the class sent to girls. The problem was perceived as serious and the parents demanded a solution, even though it was behavior outside the school environment, but it concerned the students of one particular class.\n\nSituation (Anamnesis):\nNo other serious problems were noted in the class and the collective was rated as good. The boy who committed the aforementioned behavior was accepted in the collective, despite his behavior standing out.\n\nTeacher Intervention (Solution):\nEven though the incidents took place outside the school, I decided to intervene as a representative of the school at least in the form of an interview with the class. At a special meeting, I explained to the students that the school would not officially address the situation and no disciplinary action would follow, but parents could refer the case to the police, which would have more serious consequences. I did not blame a specific student during this meeting.\n\nOutcome:\nThe boy confessed during the meeting and promised to stop the behavior, which he did. His awareness of possible more serious consequences, such as police intervention and problems for parents, was a motivation to end his inappropriate behavior. After the incident, the problem behavior stopped, but later another problem arose that this student had caused.\n\nStudent Profile:\nAge/Year: 6. třída, 11 nebo 12 let\nDisorders: Bariéry v komunikaci,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "77", "student_age_year": "6. třída, 11 nebo 12 let", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Bariéry v komunikaci,Odmítání spolupráce", "teacher_approbation": "Vysoká škola pedagogická", "teacher_practice_years": "21", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/375", "content": "TEACHING CASE STUDY\n\nBackground:\nThis situation happened in 7th grade. Our school is involved in milk/fruit for schools programs. It all boils down to the fact that fruit/dairy products arrive at school once a week in crates. Each class has one of them. A selected pair of pupils from each class goes to pick up the box designated for their class. He then distributes the contents and takes the box back. Back then there were boxes of fruit. It happens that pupils forget an uneaten snack in the desks, so it then lies there for some time before throwing it away. That time, the student forgot the tangerine from the package she received in her desk. When she noticed it, she probably didn't look attractive anymore, so she took it and went with it to the bin. For some reason, her classmate couldn't think of anything other than to yell at her from the other end of the classroom to throw him the tangerine. They tossed it around several times before the pupil joined in the game. He stepped between them and tried to catch the flying tangerine, which he allegedly only wanted to make the game more difficult. You shouldn't play with food, but basically it wasn't a problem. The female student was fighting with the student all over the class. Another student stood between them and tried to catch the tangerine so that it did not fly to the student. The rest of the class also had a lot of fun and cheered. Gradually, other students started to join the game. This probably made the game more complicated and the pupil tried to pass the tangerine to the pupil. So she threw it high and with all her might. Unfortunately for her, the tangerine landed squarely on the recently painted wall where it completely splattered and created a larger stain. Shortly after this incident, I came to the classroom and saw about half of the students lined up against the back wall. Some stood on the chairs and some under them. The rest of the class watched them and smiled. I automatically asked what they were doing. They replied with smiles that they were training for a class photo shoot. I had to laugh at that, but I still couldn't and I continued to find out what happened. So I went closer to take a look. After a while I noticed a stain behind them. It was clear to me right away that this was not about practicing posing for a class photo.\n\nSituation (Anamnesis):\nThe class in which the incident took place was considered the 'worst' class in the school. As a class, they had the worst achievement and the highest absenteeism. Various problems were often solved here. But mostly it was the same individual. Even in this class there were non-conflicting students with a very good average and low absenteeism. Among them was a pupil. There were never any problems with the student, she had above-average results in the class. I myself only had to reprimand her a few times in class, and that was for talking to a classmate.\n\nTeacher Intervention (Solution):\nwas furious because the classroom had recently been repainted. So I started asking what happened and who did it. It was clear to me that someone must have thrown her, but I didn't know who it was. Everyone was silent, no one wanted to confess. I ordered them to clean it up immediately because there were tangerine pieces all over the stain. Before leaving the class, I told them that fruit is not meant to be thrown at the walls, but to be eaten, and if no one comes forward to confess, they will no longer receive fruit (or dairy products) in boxes. I also warned them that the culprit(s) would have to pay for it, as it was damage to school property. Plus a new one. During the break, a student came to my office, described the whole situation to me and confessed. I was very surprised. I wouldn't have expected that it was her. On the other hand, I was pleased that one of the students came to confess. Just as quickly. I gave her a note saying she threw fruit on the newly painted wall. After that I went back to class. Meanwhile, the students cleaned up the mess. I looked at the stain again and just shook my head. Fortunately, the wall wasn't painted white, so the stain dried slowly and wasn't as noticeable. Before leaving, I told the class that this must not happen again. I didn't solve the situation any further. In the end, no one paid anything and the stain is almost invisible today.\n\nOutcome:\nThe student received a note. There were no problems with her before and nothing has changed even after this unique situation. I was angry with them, but on the other hand, I was pleasantly surprised that they stood by each other. No one sued anyone even when the whole class was threatened with punishment. I was also pleased that the person in question came forward so quickly. There were still a few problems with this class, but it was never a case of fruit being thrown against the wall.\n\nStudent Profile:\nAge/Year: 12 let, 7. třída\nHobbies: tanec, sport\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "375", "student_age_year": "12 let, 7. třída", "student_hobbies": "tanec, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterský titul, aprobace: Přírodopis a Chemie", "teacher_practice_years": "16 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/840", "content": "TEACHING CASE STUDY\n\nBackground:\nwould like to mention here a situation that happened last year when I was a class teacher of second year students. During the month of April, the headmistress of our school informed me that a boy from Ukraine would come to our class. Together with the other pupils, we prepared for the arrival of a new classmate, we prepared a desk for him and we stuck names in Czech and Ukrainian on important objects in the class. When the student arrived, we sat in a circle and gradually introduced ourselves to him. Unfortunately, I don't speak Russian, so communication was difficult. The student just kept silent. He did not participate in class activities. I attributed his activity mainly to the fact that he did not understand Czech. It was the same with the other students in the class - they didn't take him among them. At the end of the school year, one Monday morning we were talking about the past weekend and the student hesitated to answer, but then the student said out loud: 'He is ...' in a slightly contemptuous tone. The other students were silent.\n\nSituation (Anamnesis):\nThe student is among the students with average results, he is a leader, very popular among his classmates, I do not recall any major educational problems with him. He is active and inquisitive in class, and is a member of the local football club. I did not expect such a reaction from him in this regard.\n\nTeacher Intervention (Solution):\nWhen that sentence was heard, in the first moment it occurred to me that I would not respond to it at all. However, this did not seem appropriate to me, because I wanted the student to know that I will not tolerate such behavior in the classroom. I reacted by saying that the student was from Ukraine and we were from the Czech Republic, that we were all born somewhere. I didn't discuss the situation further in class because I didn't want to get bogged down in the next discussion. I then came to the pupil during the break and told him that the pupil is here with us because he cannot be at home, that he had to leave his friends, and that it is certainly not easy for him here. The student then apologized to me and we did not discuss the situation any more.\n\nOutcome:\nThe situation did not repeat itself, the pupil gradually found his way to his classmates through his favorite sport and today he is fully involved in the class, even if he is still among the inactive and silent pupils. His language level also improved significantly over the summer.\n\nStudent Profile:\nAge/Year: 8 let, 2. ročník\nHobbies: fotbal, hraní počítačových her\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "840", "student_age_year": "8 let, 2. ročník", "student_hobbies": "fotbal, hraní počítačových her", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ – titul Mgr., aprobace: učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "6", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1451", "content": "TEACHING CASE STUDY\n\nBackground:\nAt this school, there is a second grade from the 6th grade, where the classes get new class teachers. I was just one of those who should have received the class, and I did. It was my first class, so I was a little nervous. When I got to know the class for the first time, I knew that it wouldn't be an easy 4 years. I had to adjust the class a bit, it was more demanding, but the adaptation course that I completed with the class helped us a lot. The entire 6th year passed quite calmly. The class had good relations and you could tell that they would get along.\n\nSituation (Anamnesis):\nIn the 7th grade, a new girl came to the class. The student was shy, introverted and had trouble fitting into the team. We had several familiarization sessions with the class, which were supposed to help the student get to know her classmates better and the classmates with her. That didn't lead to much, and the pupil still stayed away. I found out from my parents that it was the same at my previous school and they hoped that changing schools would help and that I would be able to find some friends.\n\nTeacher Intervention (Solution):\nBut the situation began to deteriorate, the pupil was called the \"weird one\" in the class and, unfortunately, light bullying appeared in the form of taunts and curses. I was not in control of the situation and over time it only got worse and worse. Classmates stole, hid and destroyed the student's things. The student went to school for that reason. Her parents excused her for everything because they still saw some hope. The situation was taken over by the school psychologist, who also communicated with the parents.\n\nOutcome:\nIn the end, we all agreed that the best solution would be to change schools. The school psychologist told me that the class has very good relations, it is very closed, and there will always be a problem with getting someone else in who is not according to their ideas.\n\nStudent Profile:\nAge/Year: 12, 7. ročník\nHobbies: Amálka si ráda malovala.\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems, Bullying\nSolutions Applied: Working with the collective, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1451", "student_age_year": "12, 7. ročník", "student_hobbies": "Amálka si ráda malovala.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, český jazyk a hudební výchova", "teacher_practice_years": "8", "problems_annotated": "Attendance problems, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1102", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerns two boys, both pupils. I worked as a class teacher in the classroom for a year, it was at the beginning of my teaching profession. It was provoking from one student to another in the form of rustling paper. I learned this fact directly from a disabled student who came to confide in my office. Afterwards, in the Czech language class that I taught in the given class, I announced this fact to the whole class so that the provocative student would confess and apologize to the affected student.\n\nSituation (Anamnesis):\nProvocative student - extroverted, active, good results, popular. Disabled student - quiet, phlegmatic, introvert. The class was quite a good team, mutual provocations between the students sometimes took place, but nothing serious.\n\nTeacher Intervention (Solution):\nThe provoking pupil began to annoy the disabled pupil by rustling paper around him, which made the disabled pupil uncomfortable. He came to me with this problem to try to solve it, because it annoys him. Then I mentioned this problem in Czech class.\n\nOutcome:\nAfter I mentioned the problem, the other kids started rustling the paper, thinking it was funny. However, I explained to them that this behavior is unpleasant for the disabled student, that I think they are a good team and should stop it and apologize to the provoking student, which happened and after that similar things did not happen again.\n\nStudent Profile:\nAge/Year: 12, 6. třída\nHobbies: Sport, hry, knihy,\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1102", "student_age_year": "12, 6. třída", "student_hobbies": "Sport, hry, knihy,", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "ČJ,  OV", "teacher_practice_years": "9", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/276", "content": "TEACHING CASE STUDY\n\nBackground:\nThe pupil's mother suddenly ran away with a friend to Spain, the pupil did not live with his father, and subsequently started using drugs in larger than small amounts. He then switched from the gymnasium to the teaching field. Deterioration of benefit due to lack of time to understand new material (comparative tests were not carried out). Integration into a new team. Mood swings are starting to appear more often in the student - suddenly explosive and aggressive.\n\nSituation (Anamnesis):\nProbably higher drug use and a difficult family period drove the student to frequent displays of aggression. Fortunately, the new team accepted him among themselves, the teaching staff was also a support, as they were willing to solve all situations with him as best they could.\n\nTeacher Intervention (Solution):\nThe teacher had a friendly conversation with the student and tried to understand the situation and subsequently resolve it. She always tried to show a willingness and an effort to solve things, so that the student knows that he has a person at school that he can rely on. The teacher familiarized the teaching staff with the situation in order to properly work with the pupil. After a short time, the teacher managed to call her mother, who tried to improve the situation from Spain. The student was recommended to visit a psychologist, the visits and subsequent medication helped the student a lot.\n\nOutcome:\nDue to bad grades, he had to do remedial work, which he managed, he is now in his last year. All teachers across the board are satisfied with his behavior and performance. The first year was a real trial by fire for him, luckily he passed it and now he is doing much better. He is not thinking about extension or further studies - 'He knows that he will have to take care of himself, he has probably come to terms with that a bit.'\n\nStudent Profile:\nAge/Year: 19, 3. ročník\nHobbies: Není známo\nDiagnoses: Výkyvy nálad\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Violation of classroom/school rules\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "276", "student_age_year": "19, 3. ročník", "student_hobbies": "Není známo", "student_diagnoses": "Výkyvy nálad", "student_disorders": "", "teacher_approbation": "Mgr", "teacher_practice_years": "12", "problems_annotated": "Emotional outbursts, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/412", "content": "TEACHING CASE STUDY\n\nBackground:\nTwo years ago, I experienced a situation where I tried everything and still could not get the situation under control. A worker from the pedagogical-psychological counseling office came to check on one pupil who has been diagnosed with ADHD. It was the first lesson, the Czech language, and the student was instructed by his parents and grandparents to behave very well. He knew her and tried to work and cooperate. So he passed the class, but it was very exhausting for him. Then we had the second lesson together, history. In general, he had trouble handling something that is very talkative, which is history, listening to something is always a problem for him. After that grueling class, he couldn't handle it and had an outburst, where he entered my interpretation and interrupted it with various noises, screams that had nothing to do with the topic at all. He turned to his classmates and made various grimaces at them and took things from those sitting around him and then threw these things around the class.\n\nSituation (Anamnesis):\nHe is a 6th grade student who lived under the alternating care of his parents. He was diagnosed with ADHD and was a teaching assistant. He lives his life. When he wants to cooperate, he cooperates. But when he doesn't feel like it, he shouts, enters the joint work with comments that are off topic, throws various things, verbally attacks his classmates.\n\nTeacher Intervention (Solution):\nAt that moment, when he was interrupting me during the explanation and annoying his classmates with his behavior, I tried to talk him out of it. When I addressed him and tried to calm him down, he reacted by starting to sing and shout. I offered him the opportunity to leave the class with the assistant, to rest. Nothing worked at all, only the shouting and screaming escalated. Even though the assistant and I tried to engage him in some activity, offer him alternative things to work on, he continued his behavior. He could either work with a worksheet, he could be outside the classroom and work there with the assistant, he could just listen and he didn't have to work anything out. Yet the screams continued for an hour. He was inconsolable at that moment, and neither a partner approach, nor a touch, nor any kind of polite address worked for him, and even the work of an assistant did not work for him. The situation simply had no solution. I must say that the only solution there was to survive the hour. At that moment, the child is not paying anything, nor does he want to leave the class, and you will not force him out. So it was a really challenging class both for me and for the children, and most of all for him.\n\nOutcome:\nHe was so exhausted from the previous two hours that he had completely collapsed. Music education followed, and before it he got into such a state that he started to cry. He was very scattered. He wasn't able to start at all until the next class, so after an agreement with the guidance counselor, we called his parents and they took him home. The next day he came to school and again we experienced disruptions and similar behavior that we were used to with him. He often had such conditions. But that day was just too much for him.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: otevřená otázka\thraní na počítači  jiné koníčky nemá)\nDiagnoses: ADHD\nDisorders: Rušení výuky,Vykřikování,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Transfer of student, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "412", "student_age_year": "12 let, 6. ročník", "student_hobbies": "otevřená otázka\thraní na počítači  jiné koníčky nemá)", "student_diagnoses": "ADHD", "student_disorders": "Rušení výuky,Vykřikování,Lhaní", "teacher_approbation": "Vysoká škola (pedagogika, občanská výchova)", "teacher_practice_years": "37", "problems_annotated": "Diagnosis, Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/124", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was the second class of an ordinary weekday at the beginning of the school year, and the student was sitting neatly in his second desk, where, as was his habit, he had everything carefully lined up (a pencil case, underneath his neatly labeled math notebook and textbook). The teacher waited as soon as the bell rang so that she could start with her third graders on the number problems in the textbook. Everything went smoothly until the students had to pick up their pens and calculate a paragraph of examples themselves for a reward (in the form of a small one). The student looked in his pencil case and realized that he had forgotten his favorite pen at home. The teacher immediately understood from his expression that something was wrong again. 'What happened, pupil? Do you need help?' even after a pause, the teacher didn't get an answer, but she noticed that the student was still holding his pencil case in his hands and looking absently at him. 'Would you like to borrow a pen?', she asked once more, and at the same time offers, rather urges, to borrow a pen from others began to be heard from around. The classmates already knew the student well and knew that the boy was very explosive and their impulses made him more and more affected. Within moments, the boy began banging his pencil case on the bench and his face changed from an absent expression to a very angry grimace. At the teacher's instigation, the classmates immediately fell silent and waited to see what would happen next. 'It doesn't matter that you don't have a pen, you can borrow one or you don't have to write with us today and you can finish it in peace at home,' these words made the student even angrier. He lay down on the ground and thrashed himself furiously, which completely freaked the teacher out and she didn't know how to behave. She watched the child in disbelief, afraid of what he might do to other classmates or himself.\n\nSituation (Anamnesis):\nThe student is a very gifted student, he is attentive and has excellent results. Everything must be in order, as they say, he always has his belongings arranged on the bench and his backpack carefully tidied. But the smallest detail is enough, for example, as described above, which upsets the boy very much and he is not able to return to work for the rest of the lesson. He doesn't communicate much with the other children, and as soon as the children found out his weakness, they started provoking the boy to lead to heated situations, which they laughed about after it had died down.\n\nTeacher Intervention (Solution):\nAfter a while, the teacher again tried to talk the boy into sitting in the desk and behaving decently. Unfortunately, even the admonition did not apply to him. This behavior has been repeated to a lesser extent before, but today for the first time there was a very heated situation that the teacher could not deal with - the only option at that moment was to leave the boy on the floor until his anger subsided. However, she was still upset and was not able to continue attending the lesson with the other students. She also couldn't leave the classroom for advice because she was worried about how the boy would react. That's why she handed out papers to the other students to draw in silence for the rest of the lesson.\n\nOutcome:\nAt the end of the lesson, the boy got up and sat down on the bench again. His expression changed and he no longer looked aggressive. After the lesson, the teacher went to consult with the school's guidance counselor, who suggested an interview with the parents first. The teacher discovered that due to the boy's serious illness at the age of four or five, the parents spoiled him very much, they let the child win in everything, he got away with every prank and gave the boy what they saw in his eyes. The parents knew about his aggressiveness and advised the teacher that he should be pushed aside when he is affected, and that he should not pay attention to his pupil until he 'cools down'. The child was sent to a child psychologist, but the situations continued to repeat themselves (e.g. when he got a grade other than a 1, etc.). Eventually the boy was transferred to another school. The teacher considers the failures in which she was not able, even with her many years of experience, to make the boy obey and help him manage his behavior, as her failure. Even though it was not her fault, she thinks that it was her duty to handle the situation better and more efficiently.\n\nStudent Profile:\nAge/Year: 9 let, 3. ročník\nHobbies: Kladný vztah k přírodě, hra se stavebnicemi\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "124", "student_age_year": "9 let, 3. ročník", "student_hobbies": "Kladný vztah k přírodě, hra se stavebnicemi", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Učitelství pro první stupeň ZŠ", "teacher_practice_years": "33", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/30", "content": "TEACHING CASE STUDY\n\nBackground:\nThe 3rd year student started school as immature in terms of attention and ability to work, which is reflected in school especially in the increased need to relax after having to concentrate in class. At the same time, elements of hyperactivity and impulsivity and weakening of the ability to self-regulate, difficulties in respecting adult authority and rules are evident in the development and behavior.\n\nSituation (Anamnesis):\nAccording to the mother's information, the birth was without complications, and psychomotor development was also normal. The student was a more active child from early childhood. At about the age of 2, he got seriously injured - he was scalded. He was hospitalized for a long time, apparently on the basis of this event, the parents returned to each other again. From the age of three, he started attending a rural kindergarten, where the teacher could not handle him - she punished him for everything he did, and the intensity of the boy's negative behavior increased. He changed kindergarten for the last year of preschool, mainly because of unmanageable problematic behavior and his relationship with the teacher. In the new kindergarten, a pedagogical support plan was immediately set up for him and the teachers were also trained on how to treat him and how to deal with him. Furthermore, a school assistant started working in the kindergarten, who focused on his proper employment and tried to prevent conflicts with other children. Deferral of school attendance was denied. After the transfer to the 1st grade, a big problem appeared right from the start. There were 25 children in the class and his ability to constantly draw attention to himself was on full display. The presence of a teacher's assistant in the class, who worked with two children with mental disabilities, helped a little. She sometimes managed to interest and calm the student, helped by the coloring books and drawing challenges, which relatively amused him, but not for a long time. In the beginning, he had big problems with the class teacher, who excluded him from the class for his misdeeds. If the student had a structured activity, he worked with interest. Fatigue with motor restlessness always appeared relatively early, and disruptions in the classroom environment increased. In moments when the pupil did not have a structured activity, he was disruptive with activities in which he tried to draw attention to himself. It also happened several times that other classmates attacked him because they no longer wanted to put up with his behavior, disruption and pushing. Whenever a student hurt someone and the situation was resolved, he never confessed and blamed the incident on other classmates. The student has never known what it is like to be spanked by a parent or on the ass, so when he hits a classmate, he does not know the degree of intensity and pain, because he has never known this. If by chance one of his classmates gives him a slap, the student demonstrates great regret and pain with an inadequate reaction, because he is not familiar with this situation.\n\nTeacher Intervention (Solution):\nThe biggest negative manifestations of behavior occur during breaks and in the school group. The school regularly cooperates with the family in the whole matter. After a long time, we managed to persuade the parents to cooperate with the Center for Educational Care, which offered them adequate family therapy. So far, however, the overall success rate and change for the better is still very low. Parents do not accept this problem. The most negative impact on the student is the parents' low interest in him, their greater concentration on the younger sibling, as well as the absence of any order in the family and the setting of rules. For now, we are solving the situation with a positive approach (rewarding the pupil for success, for mastering good behavior, for helping classmates, etc.), higher supervision during breaks, exclusion from the collective of the group (thus minimizing one of the very risky areas), communication with the Educational Care Center and their tutors and therapists.\n\nOutcome:\nWe still do not have the situation completely under control, but we managed to establish better cooperation with the family, which almost did not tolerate the pupil's educational problems. The family's cooperation with the Educational Care Center is also a success. So far, we have not been able to completely calm down the student's behavior in the classroom and minimize his inappropriate behavior. We try to reward the pupil for his achievements, let him know the importance of his personality, set a firm order and structure of school work and activities in the classroom, minimize his exclusion from activities for bad behavior and train pedagogues in the field of working with a pupil with ADHD.\n\nStudent Profile:\nAge/Year: 8 let, ročník třetí\nHobbies: Kreslení, zvířata\nDiagnoses: ADHD\nDisorders: Impulzivita,Neposlušnost,Porušování pravidel,Lhaní,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "30", "student_age_year": "8 let, ročník třetí", "student_hobbies": "Kreslení, zvířata", "student_diagnoses": "ADHD", "student_disorders": "Impulzivita,Neposlušnost,Porušování pravidel,Lhaní,Fyzické násilí", "teacher_approbation": "Učitel 1. stupně Speciální pedagog", "teacher_practice_years": "5 let praxe v MŠ/ZŠ 10 let praxe v oblasti krevence kriminality u Policie ČR", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/245", "content": "TEACHING CASE STUDY\n\nBackground:\nIntegrating students with learning disabilities into regular classes brings new challenges to teachers. In the Medical Assistant class, I had seven students with a report from the Psychological and Pedagogical Counseling Office. Among them were dysgraphic, dyslexic and students with ADHD. One student in particular often overslept during class and was absent in spirit during class.\n\nSituation (Anamnesis):\nIn this class, there were seven students with a report from the Psychological and Pedagogical Counseling Office, which complicated work with the class and could have a negative impact on other students. Teachers can offer individual consultations, but these are without financial compensation and depend on their initiative.\n\nTeacher Intervention (Solution):\nIt was necessary to speak to the problematic student in simple language and avoid technical terms. In English classes, it was necessary to give instructions in Czech. The student was allowed to walk around during the lesson and was assigned less work. For him, I set rules such as a narrowing of the school curriculum, a longer time limit for tasks, simple presentation of grammar, repeated explanations, individual care, the possibility of writing on a PC, recommendations for home preparation and tutoring, and work with sample worksheets.\n\nOutcome:\nThe student supplemented his knowledge and adapted to the pace of the class. Although I didn't believe it, all the students successfully graduated with a certificate, because I worked with them individually from the first year. The student successfully applied himself in the work process and continued his studies at the Higher Vocational School.\n\nStudent Profile:\nAge/Year: 17, druhý ročník\nHobbies: Zájem o obor Zdravotnický asistent, šikovný žák v jiných předmětech Postupy vycházející z nějakého konkrétního přístupu  například Škola bez poražených, Nenásilná komunikace, Respektovat a být Respektován, Podpora pozitivního chování - PBS, a podobně Respektovat a být respektován, praktikujeme obecně při výuce se všemi žáky. \fKlíčová slova, která popisují situaci problematického chování žáka/žáků  1.\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "245", "student_age_year": "17, druhý ročník", "student_hobbies": "Zájem o obor Zdravotnický asistent, šikovný žák v jiných předmětech Postupy vycházející z nějakého konkrétního přístupu  například Škola bez poražených, Nenásilná komunikace, Respektovat a být Respektován, Podpora pozitivního chování - PBS, a podobně Respektovat a být respektován, praktikujeme obecně při výuce se všemi žáky. \fKlíčová slova, která popisují situaci problematického chování žáka/žáků  1.", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Ing. (PEF Mendelu Brno – studijní program v AJ) Bc. (ICV Mendelu Brno – Specializace v pedagogice)", "teacher_practice_years": "17", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/440", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened roughly halfway through the last school year, when I was a fifth-grade classroom teacher. For a long time, I dealt with the student's problematic behavior, which, of course, had its better and worse periods, which accompanied his entire 5 years spent in the first grade under my guidance as a class teacher. In a way, everything culminated in the situation I am about to describe. It happened on a day that was no different from any other normal school day. The first two lessons passed, in which the student's restless and inattentive behavior was already noticeable, which was, however, nothing unusual.\n\nSituation (Anamnesis):\nDuring the third lesson, this behavior started to escalate and I got a little nervous, because the student started yelling vulgarities at others, including me, out of nowhere, he kept getting up, leaving the desk, and he absolutely did not respond to my attempts to calm him down.\n\nTeacher Intervention (Solution):\nEverything culminated in the fact that the student suddenly ran away from the classroom and subsequently from the school grounds. After a fairly short time, my colleagues and I managed to find him and get him back, while he was very upset. In this situation, which all happened very quickly, I had no choice but to react improvised and according to my best judgment. I took the student aside, while luckily a colleague could take over the rest of the class for a while and ensure the students' normal routine. I 'struggled' with the student for a while, because at first he didn't want to open up and confide in me, probably because we had never met in such a direct conversation in all these years. After a while, however, he opened up and it became clear that his non-standard behavior was the result of his family background, in which certain disputes had taken place the previous day, which caused the pupil a hard time.\n\nOutcome:\nAfter calming the pupil down and discussing the situation, his mother picked him up from school, she also talked to me, and the pupil did not complete the rest of the lesson with us. The next day he came to school normally and the incident was never discussed again. At this point, it is important to mention that the student has been diagnosed with ADHD, so the fluctuations in his behavior described above are basically nothing unusual. But the described situation was a unique case that has never been repeated before or since. But it was important due to the finding that the student's home environment was not very stable at the time and caused him problems that were exacerbated by his diagnosis. The long-term consequences of this situation did not manifest themselves in any significant way in the teaching, but the usual fluctuations in the student's behavior persisted, fortunately not to the extent that was characterized by the described situation.\n\nStudent Profile:\nAge/Year: 17 let, druhý ročník SŠ\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "440", "student_age_year": "17 let, druhý ročník SŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Dějepis, Základy poslečenských věd", "teacher_practice_years": "17", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/169", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, the boy I'm in charge of got into a fight with a classmate in the locker room over a cap, causing the classmate to have a broken nose and a concussion because he hit his head on the mesh of the locker room. Normally his behavior can be managed in some way, but in this case, as it was a serious injury, the emergency services and even the police and the boy's parents were called. The injured boy was taken away by the ambulance service, and the other boy and his parents were interviewed by the police and they began to treat it as bodily harm, after which they were taken to the station and the investigation continued there.\n\nSituation (Anamnesis):\nA boy with conduct disorder, ADHD and Asperger syndrome, 12 years old. 6th year of elementary school, average grade. Classmate, without problematic behavior, 12 years old, 6th year of elementary school.\n\nTeacher Intervention (Solution):\nUnfortunately, in this case, there was no other option but to call the police and the police, because the student's behavior could not be solved in any other way given the situation. As I mentioned before, the parents were called and the police took the boy away, where the investigation continued.\n\nOutcome:\nEveryone was in shock, they treated the injured boy and we tried to calm the other boy down and keep him in place so that something else wouldn't happen to someone else. After that, the boy was taken away and further investigation was already underway with the parents. After some time, the boy returned to the school and tearfully apologized to the boy he had hurt.\n\nStudent Profile:\nAge/Year: 5.třída, 10let\nHobbies: Hudební nástroje  flétna, trubka)\nDisorders: Lhaní,Neposlušnost,Rušení výuky,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "169", "student_age_year": "5.třída, 10let", "student_hobbies": "Hudební nástroje  flétna, trubka)", "student_diagnoses": "", "student_disorders": "Lhaní,Neposlušnost,Rušení výuky,Vykřikování", "teacher_approbation": "Magisterské studium (1.stupeň základní školy)", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Lying and cheating, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/66", "content": "TEACHING CASE STUDY\n\nBackground:\nThe pupil was very often disruptive in class. I have already reprimanded her several times, but it didn't help much. I reminded her that I would give her a note next time. She ignored my warning. In the next lesson, she interrupted again, so I asked her to bring me the index.\n\nSituation (Anamnesis):\nŽačka was a talkative student who sat in the corner of the room with her friends, and they often disturbed everyone in class. However, she was the one who was always heard the most.\n\nTeacher Intervention (Solution):\nchose the already mentioned note as a solution. I wrote her a note that read something like this: “Your daughter is disruptive in class. As a remedy, the pupil offered to do housework and wash the toilet for a month.\n\nOutcome:\nFrom a short-term point of view, the situation stopped for about 3 weeks. After this time, however, it started to disturb again, albeit to a lesser extent, but the difference was not striking.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: otevřená otázka\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "66", "student_age_year": "15 let, 9. třída", "student_hobbies": "otevřená otázka", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Oba Mgr. s aprobací na S Š", "teacher_practice_years": "++ 10 let - 15 let", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/382", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation began to unfold in September 2019, when thirty new children entered the grammar school. At the end of September, these children, together with the class teacher, the school psychologist and several external experts, undertook an adaptation course, the aim of which was to consolidate the collective and create class rules. Already on this course, I noticed that the class is very lively. They were constantly interrupting, shouting and expressing themselves emotionally. Emotional displays were mainly shown by girls, for example 'I won't do that, because I have this, and that...' In October of the same year, the 'class roles' were already distributed. Scissors between the students were wide open. Some students drew attention to themselves, others sat quietly in the corner, but there was nothing in between. Communication in the classroom between students took place in groups, often also vulgarly. At that time, individual teachers began to complain that they could not teach in the classroom because they had never experienced such an unruly classroom. Pupils were noisy, disobedient and quarreled with most of the teachers even in front of their eyes. Ex. the physical education teacher went jogging with them outside in nature. She could accept the fact that they didn't walk down the street in pairs and orderly as she ordered them to, but the students mocked her right behind her back. 'Yo, run in pairs, don't run on that road, almost like in kindergarten...' Some teachers (especially the more experienced ones) solved this situation in a directive way, gave the pupils a test and that was it. However, it was worse for younger colleagues who do not have as much experience. In the month of October alone, I visited the class 5 times. At the turn of October and November, the students had prevention on the subject of bullying and cyberbullying in the class group. There, the school psychologist discovered that the pupils have completely shifted the boundaries of what is and is not bullying, compared to the other students with whom she also did this prevention. The students stood by the fact that bullying only happens after a year of various pranks and that it is only physical. The school psychologist read them a story about a girl who had been bullied, just like many classes of the same age before them, and asked them when they thought the bullying happened and when they should start dealing with it. For many students in previous years, the last straw was the moment when a student stops going to school because of bullying. However, the students of this year said that at this point it seems to be bullying and that it could start to be addressed. It even happened that the school psychologist came to the front of the class to explain what they were going to do, and one of the students stood two steps behind her and mocked her. So she asked him to let it go, but this situation happened twice more. After an hour with the school psychologist, he came with the words: 'Look. sorry then.' She explained to him that she wasn't his friend, but a teacher who he shouldn't be talking to like that, and he reworded his apology: 'So I'm sorry.' At the beginning of 2020, three students of this class came to the school psychologist saying that they did not feel well in the class.\n\nSituation (Anamnesis):\nPupils' interests included sports clubs; artistic circles – ceramics, artwork, musical instruments; biology club at school...\n\nTeacher Intervention (Solution):\nThe last straw for a radical solution to this situation were precisely three female students who did not feel comfortable in class. So a meeting of all the teachers who taught in this class was called. Almost every one of them had some kind of problem with the class. Noise, disturbance, no authority. Common procedures were agreed upon, what would be tolerated in the classroom, what would not be tolerated and it was decided that all teachers in the classroom would follow these procedures. Because of how unruly the class was, students had a lot of notes going to them on Edupage. However, the parents did not like this, so the class teacher of this class called an extraordinary meeting with them, during which he explained to them what was happening in the class.\n\nOutcome:\nUnfortunately, however, the pedagogues did not have time to try out the procedures agreed upon, because the first lockdown occurred in March of the same year. Distance learning in this class was basically without problems. The students participated in the lessons, but the truth is that they often turned off their microphones and cameras. In fact, students often had no idea who was on the other side of the monitor. They didn't have the respect and authority they didn't have for the pedagogue before during face-to-face teaching, and so the teacher heard quite a few comments about him, for example, in the event that his technique failed. The result is still awaited today. It remains to be seen whether and how the students have changed in a year and a half of distance education, if they have grown from it, or if the situation in the classroom will be even worse. It is generally known that the third and fourth years are the 'worst' years. The students are in their teens, but they already know the school, the teachers and basically know what they can afford to do with whom.\n\nStudent Profile:\nAge/Year: Skupina žáků 10 – 11 let; prima\nHobbies: Sportovní kroužky; umělecké kroužky – keramika, výtvarka, hudební nástroje; biologický kroužek při škole…\nDisorders: Disrespekt,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "382", "student_age_year": "Skupina žáků 10 – 11 let; prima", "student_hobbies": "Sportovní kroužky; umělecké kroužky – keramika, výtvarka, hudební nástroje; biologický kroužek při škole…", "student_diagnoses": "", "student_disorders": "Disrespekt,Rušení výuky", "teacher_approbation": "Magisterský - český jazyk a literatura + občanská výchova se zaměřením na vzdělávání", "teacher_practice_years": "34", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/571", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 9\nHobbies: tanec\nDiagnoses: Vývojová dysfázie\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class\nSolutions Applied: Support\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "571", "student_age_year": "9", "student_hobbies": "tanec", "student_diagnoses": "Vývojová dysfázie", "student_disorders": "", "teacher_approbation": "vysokoškolské magisterské", "teacher_practice_years": "13", "problems_annotated": "Diagnosis, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/768", "content": "TEACHING CASE STUDY\n\nBackground:\nTeacher: This lady joined us in the middle of the 7th grade. At first she was very quiet and withdrawn, but that seemed normal to me because I told myself that she started a while ago and so it will take her some time to integrate into the class. Most children have a problem with the fact that they are shy to communicate with other classmates during the first few days at a new school. But this lady was quite an exception for me. I didn't deal with the fact that she was shy, but the problem arose during classes. When I called her to check her knowledge, she didn't answer me at all. She just looked at me. When I asked her, 'Can you please answer a question for me?', she kept staring at me until it was scary. After a while her behavior changed a bit, but I don't know if for better or for worse. When I asked her a question, she started laughing. She started laughing like a little child, and I still had no answer. It started to disrupt my classes quite a bit, because even though I tried to call her, I already knew in advance that it probably didn't even make sense. I didn't know if she was still shy or if she was doing it on purpose.\n\nSituation (Anamnesis):\nTeacher: The student does not live with her parents, but with her grandmother. Her parents drank a lot and I think there were physical attacks a few times as well. They didn't want to let her out much to play with the other kids. As a child, she was taken away by the social worker so that she could go live with her grandmother. Žačka lives here in the city. The social worker probably thought that a change of environment would benefit her, but Grandma didn't care much for her. She found a much younger boyfriend, with whom, according to the student, he is always away somewhere. I feel sorry for her, because Kor needs some 'adult' role model now in puberty. The fact that she didn't experience any childhood is, in my opinion, the reason why she has a slightly delayed development. He is in class with only girls, but he doesn't talk to them. When he goes to school, he only plays with much younger children. Even though she is 14 years old, she has no problem playing in the sand.\n\nTeacher Intervention (Solution):\nTeacher: I was the first to talk to the student alone in the office. I told her if she had any problem that was bothering her. There was silence for a while, so I continued: 'Look, if you don't confide in me, it won't solve anything. Try to talk to me, because I think you are a very clever girl. If you tried to integrate more into the collective, I think you would be very happy.' But she still didn't answer me. To help her, I tried to do group work as much as possible to force her to interact with others a little, but I didn't succeed. I sent her to an educational counselor, who talked her down a bit, but we still didn't know why she was so quiet and, above all, why she had delayed development. She did not respond to our contact at all, so it was not even possible to talk to her. So we immediately sent the pupil to a psychologist, with whom we were in constant contact. He told us that the pupil is really mentally retarded. He told us it's because of her childhood of not seeing her peers grow up. Bad upbringing was also to blame. The girl went to the psychologist once a week for about two months, and according to his opinion, there was a big shift. During the sessions, he let her play with the toys he had prepared for her and talked with her like a small child, when after a while he began to explain to her that she can play with younger children, but that she should try to make friends with older children as well.\n\nOutcome:\nTeacher: After the student stopped seeing the psychologist and returned to school, I and the others saw a big shift. Although she was still having fun with others and playing on the sand, she was also having fun with other classmates in her class. She was more involved in group work, and you could see that her classmates were happy. Although she still sometimes has trouble answering questions, you can see that she is at least trying. To be honest, I was very afraid of online learning, but she got involved in it just like the other kids. So even though she is mentally retarded, I think she has made progress.\n\nStudent Profile:\nAge/Year: 14 let, 8.ročník\nHobbies: Hraní na písku s výrazně mladšími dětmi\nDisorders: Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "768", "student_age_year": "14 let, 8.ročník", "student_hobbies": "Hraní na písku s výrazně mladšími dětmi", "student_diagnoses": "", "student_disorders": "Bariéry v komunikaci", "teacher_approbation": "Mgr., Anglický jazyk", "teacher_practice_years": "20 let", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1376", "content": "TEACHING CASE STUDY\n\nBackground:\nThis boy was one of the freshmen at our school, I had their class for Czech language and English language. At the beginning of the school year, he worked relatively well in my classes, brought his tools, did his homework, listened and did not disturb the lessons. But something changed and sometime around the turn of January and February I started to notice changes in his behavior. The difference was really striking, he was lying on the bench, he didn't bring any tools to my classes, and then he even started causing such provocative situations. When we were in the office, I asked him if something was going on, maybe at their house, and if he needed to talk about something. However, the student told me that nothing was happening at home, but it was obvious that everything was not quite right. I continued with more questions, but I tried not to startle him. After a few minutes, the student told me that he was annoyed when half the class laughed at him while reading his text in Czech, and that since then he feels bad and demotivated in my classes. I apologized to him because I had no idea that this situation would affect him so much. I tried to explain to him that he shouldn't feel bad at all about the fact that he didn't succeed, because you learn from mistakes and it definitely moved him somewhere. We agreed if there was anything else I could do for him at that moment, to which he replied that he didn't know. I suggested that in this class, I would do away with reading students' work out loud in front of the class. We also agreed that if a student is troubled by a situation that happens in my class again, he can come to me at any time and talk about it. Since then, this boy has again cooperated in class and behaved very well.\n\nSituation (Anamnesis):\nPupil - 1st year high school student, quiet, rather introverted.\n\nTeacher Intervention (Solution):\nWhen his behavior had already crossed considerable limits, I decided to talk to other colleagues about whether he had deteriorated in their classes as well. What was surprising to me was that none of the colleagues noticed any changes in that student. I hesitated whether I should contact the parents first or talk to the boy directly. In the end, I decided on the second option, after the English lesson I asked him to help me take things to the office, where we could talk in peace afterwards. When we were in the office, I asked him if something was going on, maybe at their house, and if he needed to talk about something. However, the student told me that nothing was happening at home, but it was obvious that everything was not quite right. I continued with more questions, but I tried not to startle him. After a few minutes, the student told me that he was annoyed when half the class laughed at him while reading his text in Czech, and that since then he feels bad and demotivated in my classes. I apologized to him because I had no idea that this situation would affect him so much. I tried to explain to him that he shouldn't feel bad at all about the fact that he didn't succeed, because you learn from mistakes and it definitely moved him somewhere. We agreed if there was anything else I could do for him at that moment, to which he replied that he didn't know. I suggested that in this class, I would do away with reading students' work out loud in front of the class. We also agreed that if a student is troubled by a situation that happens in my class again, he can come to me at any time and talk about it.\n\nOutcome:\nSince our conversation, this boy has again cooperated in class and behaved very well.\n\nStudent Profile:\nAge/Year: 15, 1. ročník SŠ\nHobbies: Auta, mechanické práce\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1376", "student_age_year": "15, 1. ročník SŠ", "student_hobbies": "Auta, mechanické práce", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. ČJ, AJ, OV", "teacher_practice_years": "17", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/793", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was in the sixth grade when the quarantine was announced and the schools were closed. The second grade was switched to online teaching, but the boy didn't have an internet connection at home, nor a new mobile phone from which he could use it, so it was agreed with his parents that he would come to school once a week and receive assignments from the teachers and bring completed homework from last year. Unfortunately, that didn't happen very often. He went once a week to a special teacher who helped him with math and the Czech language, but he couldn't handle the rest and didn't carry the assignments. He made excuses that his siblings tore them up, or that he forgot them, lost them.\n\nSituation (Anamnesis):\nThe student is very nice, with a weaker intellect, but diligent and does not disturb the lessons. He comes from a divorced family, he has 4 siblings and his mother graduated from a special school, his stepfather delivers goods. The family is worse off socially, but the parents take good care of the boy, he is not in need, they just don't help him with school.\n\nTeacher Intervention (Solution):\nFirst, the family was contacted and the mother was spoken to. She was willing and kind and claimed that her son was learning. After that, a student was arranged for him to work as an English tutor and it went great. She found out that the boy had big gaps and once she also witnessed an incident with Mr. Physics teacher, who brought him new curriculum and wanted the student's assignments from the previous week. He started to make excuses again and the teacher didn't give in and exploded. The boy was crying as he left. The student then asked him why he didn't have the assignments and he admitted to her that he didn't understand the material being discussed. They did the assignments together, she explained it to him and the student understood. Subsequently, she discussed it with the special education teacher at the school and they agreed that as long as the school is closed, she will come to the school for tutoring every day. The assistant who studied with him every day agreed, and the boy finally passed and went to the next grade.\n\nOutcome:\nThe result of the solution is that the boy continues to study successfully and is now in the eighth grade. He may be a slightly below average student, but he tries and does his homework. For over a year now, instead of second foreign language classes, she has been attending tutoring with a special pedagogue and also once a week with her English teacher. He looks happy and is popular in class. The student's statement about the given case study What is inspiring for me, what would I appreciate? It's great to look for the good in students and go deeper into the problem. Don't be afraid to offer a helping hand. What would I like to avoid? I would like to avoid seeing the children as bad for not doing something. Laziness or forgetfulness is not always behind an unfinished task. Sometimes children lie out of fear of being scolded. What would I do differently and why? I really like the attitude of the class teacher, special pedagogue and student. What solutions can I think of (possibly with the support of professional resources)? None.\n\nStudent Profile:\nHobbies: Skateboard, písničky, kamarádi\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Failure to attend class\nSolutions Applied: Disrespectful communication, Support, Interview, Cooperation with experts\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "793", "student_age_year": "", "student_hobbies": "Skateboard, písničky, kamarádi", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "Longterm success", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/652", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was part of a class that I had never taught before and with students that I did not know at all beforehand. Already during the first week, I noticed that the student was slightly different from the others. She was sitting alone, she wasn't talking to anyone, she didn't seem to have any friends. I didn't know her, so I didn't know if she was, for example, just in shock from the transition to face-to-face teaching. However, over time it became apparent that although the rest of the class had acclimated without much difficulty, the pupil still refused to speak, did not interact with anyone and appeared to be unhappy. The student had a problem with speaking out loud (mental, not physical), whether only in front of me or in front of the whole class. Although she had a perfect score, she stood up when called and was silent when I asked her if she knew the answer, she shook her head that she didn't. However, when I went around the class looking at how she was working independently, she was doing the same thing without the slightest problem, which meant that she preferred to pretend she didn't know the answer just so she wouldn't have to talk. A prime example was the situation when we were learning new words for the English language with the pupils. Everyone had to choose a word from the given text, go to the blackboard in front of the class and describe it in other words so that the rest of the students could guess it. The last to go was a student who stood in front of the blackboard, bowed her head and remained silent. I asked if he had a chosen word. She nodded that she didn't have any. After that I told her that I would choose the word for her, I showed it to her, but she was still silent. It was a perfectly simple word that she definitely knew what it meant, as she had used it several times in her written work before. When asked if she knew what the word meant, she again shook her head in disagreement. I didn't know what to do with the student, so I sat her down, but I had the feeling that I had failed.\n\nSituation (Anamnesis):\nThere is a lot of confusion regarding the student's family, only the mother communicates with the school, who seems to be very strict at first glance. The mother often did not give consent, for example, to going out during free time, GDPR and so on. The class as a whole functioned perfectly well and the pupil was treated with respect, despite her strange behavior. I never saw anyone mocking her, just ignoring her. Although it was a new class for me, we got used to each other very quickly.\n\nTeacher Intervention (Solution):\nAfter this incident, I started asking colleagues who had worked with the student before me about their experiences with her. I learned the same thing from all of them, namely that it is very difficult to get a word out of her. So I came to the conclusion that the best thing for the pupil would be if I contacted the mother and asked her if she would go with the pupil to a psychologist, I offered her the services of the school psychologist. However, the mother refused and seemed to be very affected, so I asked her to talk to her about the subject. I have not received a reply to this message. I think that I should not have asked my mother to see a psychologist, because every parent reacts to their child very sensitively. I probably should have given the pupil and the mother more time and only then asked to contact a psychologist.\n\nOutcome:\nSince this incident is very recent, I could not evaluate the change too much from a long-term perspective, but nothing has changed from a short-term perspective. The student is still silent when asked any questions, or speaks in a very quiet and frightened voice. However, I continued to feel my mother's aloofness and her refusal to cooperate.\n\nStudent Profile:\nAge/Year: Lucie, 8. ročník\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "652", "student_age_year": "Lucie, 8. ročník", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vzdělání – vysokoškolské – FF MUNI – klasická filologie, dále Angličtina pro pedagogické pracovníky", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/860", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was already in the first grade that he was more unruly, he shouted, chased in the corridors during breaks, yelled in class. Then when he came to us for the second grade, it continued. In the seventh grade it was already worse, the situation escalated until we had to start solving it. It was in a class that wasn't very large, I think there were 27 kids, which isn't a lot these days, but there were other boys with demanding behavior and this one did whatever he wanted. That was the biggest problem.\n\nSituation (Anamnesis):\nHe always with the disciplinary problems, the problem is that the school manages to fix it, to fix it, to stop the bad disruptive behavior, so it is necessary for the boy or the child to want and for the family to be proactive and forbid him to carry notes (he doesn't have homework, he's angry, he runs around the halls, he talks dirty, he takes snacks from his classmates) so that these notes tell the child that this is not how things will go at school. That's how the family didn't work out for him.\n\nTeacher Intervention (Solution):\nIn the seventh grade, it was already at such a stage that we drew up an individual education plan and every three weeks we met with his class teacher and the boy and evaluated what he succeeded and what he did not succeed. We decided what we were going to focus on, what we were going to do, what he would do if he needed help and if he didn't get it right, what the disciplinary measures would be - reprimand from the school principal, two for behavior, three for behavior and we are still with him about that's what they were talking about. We always took the catalog to hand, read the notes, he brought the student book and we explained to each other what was wrong with it and it didn't work, and that's basically all the school can do. As part of the educational plan, he can influence the student, cooperate with the parents and try to make a joint correction if it works in the family, but it didn't work here.\n\nOutcome:\nHe had a 2 in behavior at the end of the school year, and it worked, because we then told him that if things continued like this, he would have a 2 in behavior in the eighth grade. He understood that we could afford to give him a 2 for behavior and we told him he would put it on his high school application and it worked at that point. If he was in a lower class, if he didn't have that two in behavior printed on the application, it wouldn't have worked because he didn't want to correct himself. In the seventh grade, he brought home a report card with a 2 in behavior, and when he came to the eighth grade, he was a completely different person. He didn't interrupt, he didn't shout. If the teacher told him any meaningful command, he immediately obeyed and the correction took place precisely because he wanted to. Parents are divorced, but that doesn't matter. Even if the parents are divorced and it works out between them, that's fine. They didn't fight, they didn't have any problems, they didn't have their son as a slapstick, they didn't take him as their hostage when they wanted to solve something between them. But the mother was weak to the boy, and he had authority in the father, and he did not care about his mother, and that is another misfortune. If the parents are divorced, and the child remains in care with that parent, and that parent does not set the rules, is benevolent, or has such crazy work hours that he doesn't even have a chance to somehow direct the child at home in the afternoon, then it is difficult to fix. However, what worked for this boy was that he could see that he would get a 2 on his report card if he was naughty. So I take this as a successful solution. But it's about the fact that the boy wanted of himself. If the behavior two didn't work, then the behavior three would follow and he would go to high school with such bad grades. It would turn out badly. The unfortunate thing about this boy was that he was quite gifted. He was a double, if he sometimes got a three, it was because he wanted it. He would harm his own life. Because he could also enroll in a decent matriculation course and thus he would have to do some teaching course. With a behavior three, the options are very limited.\n\nStudent Profile:\nAge/Year: 6. a 7. ročník\nDisorders: Rušení výuky,Vykřikování,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "860", "student_age_year": "6. a 7. ročník", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Rušení výuky,Vykřikování,Lhaní", "teacher_approbation": "Mgr. Matematika, Fyzika", "teacher_practice_years": "29", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/487", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher remembers a situation that happened almost at the beginning of her teaching practice, that is, roughly twenty years ago. At that time, she had been working at the school for about three years, when she got a group of boys from the eighth grade to do physical education. From the beginning of their attendance at this school, the boys were used to not having to change into exercise (or at least comfortable) clothes for gym. For many years, therefore, they came to physical education in the same clothes in which they sat in the pews all day. The teacher, as she took the teaching of her subject seriously, required the students to change clothes - but she did not understand. The entire group of boys took physical education as a recreational subject, where they can go and \"feel\n\nSituation (Anamnesis):\nThe elementary school where this problem took place was in a village, so the students knew each other very well and were very close even through the classes. This may have caused a desire to riot or strike, but the teacher believes that this was not the reason for the problem in this situation. The students were diligent in other subjects and treated the teachers with respect. Therefore, it was certainly not an attack on the gym teacher. It was more about laziness, habit and misunderstanding.\n\nTeacher Intervention (Solution):\nWhen the failure to fulfill the requirement was repeated for the umpteenth time, the teacher was unhappy because she could not do the activities with the students that she had carefully planned - they could get hurt, get dirty, etc. She therefore chose a solution - education through experience. When the students came again the following week without clothes, the teacher went with them to practice running in the field. Unfortunately, it was raining, so the boys came running all wet, muddy and some even chafed. Since they had gym at the beginning of the day, they had to sit in the desks wet and dirty until the end of the lesson.\n\nOutcome:\nAs the teacher expected, the next day outraged parents of the students started arriving, but immediately after hearing the whole situation, they left with understanding and a lesson for their children. The following hour, all the boys came thoroughly changed, including choosing suitable shoes. It is said that they were even much more active and energetic during the lesson - the teacher attributes this to the comfortable, sporty clothes in which the boys had the opportunity to move much better and thus felt more freedom. It never happened again that they came to physical education class unprepared.\n\nStudent Profile:\nAge/Year: Skupina žáků, 8. ročník\nHobbies: různě\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences, Disrespectful communication, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "487", "student_age_year": "Skupina žáků, 8. ročník", "student_hobbies": "různě", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Biologie, Tělesná výchova", "teacher_practice_years": "23", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1214", "content": "TEACHING CASE STUDY\n\nBackground:\nSo it was several years ago, but right after I entered the gymnasium here, I was given several classes in mathematics. One of them was the children of the seventh grade of the eight-year high school. There were some 28 children in this class. For the first few weeks we got to know each other and I tried to find out what level the individual students were at, how good each student was and what their weaknesses were. No matter what topic we were working on, one student always had the urge to interrupt, constantly fidgeting or fidgeting in his chair. Sometimes he started yelling, kept turning around, talking to classmates, didn't report, and shouted when he had a question. A good example is one particular math class. I started to discuss the new curriculum with the pupils (direct, indirect proportion). In the first part of the lesson, I explained the definitions to the students, what does direct proportion even mean, what is it about, where does it occur. During this part of the lesson, the student was more or less calm and relaxed. Together with other classmates, he wrote in a notebook. Sometimes he fidgeted and I had to warn him a few times to take notes. However, in the second half of the lesson, the student began to express himself again. We started counting sample examples and workbook examples. The first 3, 4 examples were without a problem. The student calculated (well), he was even at the blackboard and calculated the example. But as we started to count more - more and more examples, the student started shouting, rocking on the chair, talking loudly without prompting. Once, the student even got up completely from the desk, then sat down again, leafed through the workbook, no longer focused on counting, he tried to talk to his classmate in the same desk. This is how the student showed himself almost every second lesson. From my longer-term observation of the student's behavior, I noticed that out of the four math lessons we have per week, he was the most restless on Tuesdays and Wednesdays. I wondered if it was due to the fact that math classes are later in the morning or in the afternoon these days. On the other hand, on Mondays and Thursdays, when we have the first and second mathematics lessons right away, the student is a bit calmer and can concentrate and pay attention in class, he is not restless. I have also noticed that if we discuss something new that the student has not yet known, he is calmer and more focused. There is also a difference if we count examples. When it comes to examples that are new to the material, it is more focused and calm than repeating the same type of examples for the umpteenth time.\n\nSituation (Anamnesis):\nPupil - student, 12 years old, eight-year high school, decent, from a complete family, parents a lot at work, a lot of clubs (sports), average, sometimes above average student, smart, logical thinking, energetic, restless, talkative, honest, poor concentration.\n\nTeacher Intervention (Solution):\nWhen I noticed the regularity of the student's restless and disruptive behavior, I asked him to stay in the classroom with me after the lesson. I didn't force him to sit down, so he wouldn't feel like he couldn't sit still and would fidget and get up. I first asked him about ordinary things, such as how he is doing in football and other sports that the student plays, what else the student does with his free time when he is at home. How much attention he pays to homework and getting ready for school, and what his typical day looks like after he comes home from school. It was here that I began to notice that the student was starting to step over his feet, turn around, and peek out of the window. So I went to the heart of the matter. I asked the student about mathematics lessons and mathematics itself - what is his opinion about it, how he manages it according to his own discretion and how is he doing. She surprised me a little with her answer that mathematics is one of the subjects that he enjoys and is good at. I thought that partly he couldn't keep his attention in class and was distracting them due to the fact that he was bored and not having fun in class. But the student told me that he enjoys the lessons. That mathematics is interesting for him and I was surprised that it is simple. He also stated that he hardly studies for papers, he only skims over what was done last class before class during the break, sometimes a little at home, but not much. As a teacher, I was very happy for this fact. However, it still did not explain the student's reasons for lack of concentration and inability to endure 45 minutes of silence and peace in the bench. I let the student go home and arranged a meeting with the parents. In the end, due to his workload, only dad came to the meeting. I introduced him to the whole issue, explained and tried to bring him closer to the student's behavior in class. The other teachers didn't pay too much attention to this, they said, thinking it was a classic case of 'boyish tantrums and drawing attention to themselves.' The father was a bit skeptical at first, but after a longer conversation he accepted my offer that he and the pupil should go to a pedagogical-psychological counseling center for a professional assessment. The father promised to visit the counseling center with the student as soon as possible - he really looked like a parent who would like his child to do well in school. I said goodbye to my father and agreed that after the counseling session he would contact me and we would discuss everything further.\n\nOutcome:\nThe next few hours continued in the same way. Then it occurred to me that when the student said that mathematics was easy for him, that I would try to give him a larger supply of examples for the lesson and at a slightly more difficult level of calculation than his classmates. You could definitely see a noticeable improvement in the student's behavior. He was less restless than before. He didn't shout nearly as much, fidgeted less and stayed calm more - maybe because he was concentrating on math and more complex examples to think about. Maybe he just needed something to stimulate him more. And since he said he likes math, this method helped a bit. However, the problems with concentration, restlessness and drawing attention to oneself did not disappear completely, which is why I expected results from the counseling center to which the student went with his parents. It turned out that it was really useful. Hyperactivity with minor attention disorders was observed in the pupil. It was great that I finally knew the pupil's diagnosis (as well as my other colleagues). That way, I could look at the student a little differently and work with him a little differently. I started to stimulate the student a little more - he was given some more complex examples - so that he had something to focus on and it didn't make him restless. A visit to the educational-psychological counseling center also helped significantly - the student was prescribed light medication, which he was supposed to take occasionally to calm down and improve concentration. After a few weeks, no one would even recognize that the student in question has any 'problems.' His knowledge in the field of mathematics grew, he was really very gifted. The student also participated in the mathematics Olympiad. Even the parents of the student came to me with thanks. They thanked me for noticing that there was a problem and wanting to solve it. After all, their son is not stupid, he is very smart, and the undetermined and untreated diagnosis just held him back in school. They apologized for not noticing it themselves and for not paying enough attention to their son - they were more at work than at home. Since then, the student excelled in mathematics and other natural sciences, and his parents also spent more time with him.\n\nStudent Profile:\nAge/Year: 12 let, druhý ročník studia na osmiletém gymnáziu (sedmá třída)\nHobbies: Fotbal, Florbal, Tenis\nDiagnoses: ADHD,Poruchy pozornosti a aktivity\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1214", "student_age_year": "12 let, druhý ročník studia na osmiletém gymnáziu (sedmá třída)", "student_hobbies": "Fotbal, Florbal, Tenis", "student_diagnoses": "ADHD,Poruchy pozornosti a aktivity", "student_disorders": "", "teacher_approbation": "RNDr., aprobace Matematika a Zeměpis", "teacher_practice_years": "32", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1375", "content": "TEACHING CASE STUDY\n\nBackground:\nDistance education was ending and I was the class teacher of the 9th grade, which I was very proud of and looked forward to seeing them. With all classes, we set a rule far enough in advance that as soon as they come to that school, I will want to make a history notebook for them to see that they took notes and paid attention during distance learning. Normally I don't know the notebook, but that time I made an exception due to the situation. So I came to my class and asked if everyone had a notebook with them and everyone said yes, including one female student. We talked for a whole hour about how the distance learning was going and what it was like. At the end of the lesson, I asked them to choose the notebooks from them. During the inspection, I found out that the student in question, and two other individuals with lower grades who were neglecting the school, had not handed me the notebook.\n\nSituation (Anamnesis):\nThe student is very hard-working, diligent, quiet, and the team perceives her positively. The whole class is quite disciplined without much trouble.\n\nTeacher Intervention (Solution):\nI invited all three to the cabinet. I read it to her and told her I was very sorry because I thought we could trust each other and she lied to me and she didn't have the notebook yet so I had to give her a high five. I thought that this agreement closed the matter.\n\nOutcome:\nHowever, shortly after our conversation, the student ran away from the school. However, I didn't know that, and I only found out when I was leaving lunch and her mother suddenly appeared and began swearing at me in the corridor and accusing me of having a missing daughter and that I had totally 'dismissed' her on the first day after distance learning. So I took her into the office, where I explained the whole situation to her, how it happened. Gradually, the mother calmed down and confided that she was in divorce proceedings and that her daughter was visiting a psychiatric clinic. I didn't know about any of them, because until now my mother had only minimal communication with me. In the end, she agreed that I had handled the situation adequately and apologized. The daughter came home safely after a few hours. This whole situation will always make me regret that I didn't handle it better. I think that I should not have asked them for the notebooks on the first day, and I should have solved the problem with the student individually without the presence of the other two students. I am convinced that their presence had a great influence on the student, because she probably got the impression that I was throwing her in the same bag with these 'slackers' and it affected her, because she was always diligent and hardworking.\n\nStudent Profile:\nAge/Year: 14, 9. třída\nHobbies: Zpívání, malování\nDiagnoses: Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1375", "student_age_year": "14, 9. třída", "student_hobbies": "Zpívání, malování", "student_diagnoses": "Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Mgr. (dějepis, zeměpis)", "teacher_practice_years": "12", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/810", "content": "TEACHING CASE STUDY\n\nBackground:\nSomeone was spraying the men's room on the second level during the big break. The situation was resolved, the students were asked to admit that no disciplinary action would be taken, only that the parents would have to pay for the removal of the graffiti or they would have to remove it themselves. However, even though it was clearly and distinctly communicated that no disciplinary offense would result from this, no one came forward. I found out that it was this student of mine completely by accident during a Czech lesson, when the exact same picture fell out of his textbook during the lesson. I managed to pick him up and confront him. At first he denied it again, he tried to blame his classmates, but they objected, and finally he confessed to me.\n\nSituation (Anamnesis):\nThe boy lives only with his mother, who, like him, is often very inconsistent and problematic in her communication. He is problematic not only during lessons, but also during breaks, when he often does something and then tries to blame it on other classmates. The mother is always on the side of the teachers at first and asks for a severe punishment for the boy, but later she starts to defend him and demands a disproportionately increased level of tolerance, especially in connection with his diagnosis. Due to the diagnosis of hyperactivity in the boy, minor transgressions are not dealt with at all. The boy was repeatedly examined by the SEP, he has been working with the IEP (PO2) since the third grade, and since then he has been offered special pedagogical care and tutoring, which continues even in the second grade. He has been diagnosed with attention deficit hyperactivity disorder. Weakening is in the area of auditory perception (auditory discrimination, analysis and synthesis), visual discrimination. The boy has crossed laterality, the left hand and right eye are dominant.\n\nTeacher Intervention (Solution):\nThe incident was resolved with the mother and subsequently at the pedagogical council, where the principal reprimanded him for repeated lying and cheating. In connection with his earlier problems, I first called his mother, who I described the whole situation in detail, and who told me on the phone that she accepts any punishment, whether they give him a reprimand for lying, or that she also accepts a demerit for behavior. He ended up being reprimanded by the principal, not for spraying the walls in the boys' restroom, but for not admitting it, and lying and trying to blame his classmates, which he did repeatedly in other situations, despite the fact that he already had several interviews on this topic with the school psychologist, the class teacher and the mother.\n\nOutcome:\nAfter receiving the principal's reprimand, the boy was once again instructed why he received it, even in the presence of his parents and the school psychologist. That it wasn't because he scribbled on the wall, but because he didn't confess and subsequently lied repeatedly. In the future, it was put on his heart not to lie or place the blame on his classmates in the future. A similar incident did not happen again, and at least in this area the boy was convinced to confess if something happened in the future. Since then, we have not had a similar incident. The boy's learning problems are still present, however the behavioral ones have been greatly reduced since this incident.\n\nStudent Profile:\nAge/Year: žák na druhém stupni (6.-9.třída)\nHobbies: SZ6089 Asistentská praxe asistent pedagoga 3 podzim 2022 Andrea Koubková UČO  511336 2\nDiagnoses: ADHD\nDisorders: Lhaní,Neuposlechnutí,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "810", "student_age_year": "žák na druhém stupni (6.-9.třída)", "student_hobbies": "SZ6089 Asistentská praxe asistent pedagoga 3 podzim 2022 Andrea Koubková UČO  511336 2", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Neuposlechnutí,Provokace", "teacher_approbation": "vysokoškolské - titul Mgr., aprobace dějepis, český jazyk, občanská nauka", "teacher_practice_years": "22", "problems_annotated": "Diagnosis, Physical aggression, Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success, Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/968", "content": "TEACHING CASE STUDY\n\nBackground:\nClass 9.A has its own 5 class rules that every student in the class should follow. For example 'If I want to speak, I will log in' or 'Only one is speaking'. For each non-compliance, the teacher/assistant gives the pupil a yellow card and, depending on the number of yellow cards, a red card (3 yellow cards – warning, 6 – reprimand). And it was precisely this 'problematic behavior' that I noticed in one of the students. He sat next to his classmates in one of the back benches, with whom he chatted during the lesson, ate a snack and thus disrupted the course of the lesson. After several verbal reprimands from the student, the class teacher asked me to give any student a 'yellow card' if I felt that he was being disruptive.\n\nSituation (Anamnesis):\nThe pupil responded to the challenge by saying: 'Teacher, why? I did nothing.' To that the teacher replied: 'Try to think why you got it.' When the student again protested 'But I didn't do anything,' the teacher didn't respond anymore. Although the same problems were repeated over the following days, the pupil apologized for his behavior at the beginning of the lesson – for example, in the situation where he forgot his slippers. From what I noticed, the teacher only tolerated misbehavior when the student admitted to it, had an adequate reason for it, and apologized for it.\n\nTeacher Intervention (Solution):\nAll the problems that have been repeated for this pupil since the 6th grade were solved in the form of an interview (teacher - pupil - parent). The person was asked the question 'Can you think of a reason why we met?' It makes no sense to punish the students, but to eliminate the problem itself, at least partially, which was achieved in this case.\n\nOutcome:\nAlthough the student has learned to respect the teacher's requests, he tries to go to school on time and eat during the reserved break, but he will still have to work on them, as the class teacher told me that the student had already been reprimanded for this inappropriate behavior in the past.\n\nStudent Profile:\nAge/Year: 14. rokov, 9. ročník\nHobbies: -\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "968", "student_age_year": "14. rokov, 9. ročník", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., TV + Geo, (1. a 2. stupeň), Enviromentálna výchova, Globálna výchova", "teacher_practice_years": "22", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1474", "content": "TEACHING CASE STUDY\n\nBackground:\nFor several years now, I have been leading art groups for children, who come to me regularly every year. One student just transferred to a multi-year high school. There were no problems with her in the past. As the school year went by, she did not attend my classes regularly. One week she always arrived and the next 2 hours she didn't. Once, when the situation was repeating itself, I called the student's mother during class to find out if the student was sick. The mother was taken aback by the whole situation and told me that the student went to the artwork as usual. She arrived again for the next class, so I asked her what was going on and also told her that I knew about her truancy and that every lie would be found out. She did not deny anything, she confessed to everything and said that the transition to gymnasium was difficult for her and that she was tired. For this reason, she went to school. After we discussed everything, I thought everything would be fine.\n\nSituation (Anamnesis):\n1st year grammar school student, extrovert, fit into the team, above average grades.\n\nTeacher Intervention (Solution):\nAfter the situation was repeated several times, I called my mother during class to ask what was going on. The next week, when the student arrived for class, I took her aside and asked what was going on. I told her that I know about her truancy and also that every lie will be discovered after time. She told me that after her classes at the gymnasium, she goes home, and then that she doesn't want to go to art, so she goes out with her friends. She also told me that the transition to grammar school was difficult for her and it was hard for her to get used to all the new things. I told her that I was sorry that she lied to me and that if anything was going on I would like her to contact me so that we could talk. After the conversation, I thought that everything would be fine and the student would start coming regularly.\n\nOutcome:\nHowever, she didn't show up for the next class again, so I called her mother and explained to her the whole situation about how difficult it was for her daughter to transfer to grammar school and asked her to discuss with her how she feels and how she sees things going forward. The following week, the student arrived for class and since then there have been no more problems with her. After the first interview, the desired result did not appear. But after discussing the problem again with the student and her mother, the truancy stopped and the student started attending classes regularly again.\n\nStudent Profile:\nAge/Year: 12\nHobbies: výtvarka\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1474", "student_age_year": "12", "student_hobbies": "výtvarka", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "Mgr., všeobecné učitelství pro 1. stupeň", "teacher_practice_years": "25", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1192", "content": "TEACHING CASE STUDY\n\nBackground:\nAs an educational consultant, I encounter many psychological problems of our pupils. During the last second semester, I started working more closely with one student. Already during the first semester, problems with her integration into her current class began to manifest. At the same time, she had classification problems and was often absent. A classmate came to me, saying that she wanted me to talk to her and try to find out something. I had several sessions with the student where I talked to her about her attendance and grades. By the end of the school year, it was relatively calm and the student improved her grades. On the first of September, the pupil was assigned to a new class. Third years choose a closer focus and classes are formed based on their choice. I was teaching myself, so my colleague caught me in the middle of reading the school rules. She took me aside to tell me that a student had run away from the classroom crying, if I could talk to her somehow.\n\nSituation (Anamnesis):\nRelations at home are fine, he talks to his mother - I quote 'yes, we talk, but sometimes he experiences it too much. More than me' - regular visits to a psychologist and a psychiatrist, prescribed antidepressants - she has been self-harming for about two weeks now (she indicated) - she promised her mother that she would stop doing it - during the holidays she said things started to improve mentally a little - she dated a boy for a long time, relationship he was toxic, the guy mentally blackmailed and trampled her - she referred to it as 'problems at home' - she probably isn't quite fresh with him (assumption - she said the breakup was recently, I'd guess May/June) - she feels like she can't handle school - even though she studies enough (she had a tutor for maths, she also studied with her parents - she still got an A) - 'what I put into it has no effect at all on what I get' - I suggested to her the possibility of going to secondary school in another city - majoring in chemical operator - she said , that she will think about it, but that she does not want to disappoint her parents by going elsewhere. But the mother would be fine with a possible transfer, she didn't say anything about the father - that she would 'throw away two years of studying chemistry' - she had some kind of conflict with a classmate in mathematics, she didn't give more details, so I don't know, but it probably deepened her hopelessness in mathematics + some problem with a classmate in history, but it's hard to say what (she probably had a problem with him sleeping in class) - she told me that she is always tired due to the antidepressants and that it's crazy for her to keep sleeping in that school - she feels , that some teachers condemn her without ever teaching her.\n\nTeacher Intervention (Solution):\nFortunately, I had an assistant in the class, to whom I quickly gave the instructions and ran after the student. The dating game escalated for her in an unbearable situation that she decided to leave. Afterwards, she blamed herself because she was afraid that the new class would see her as a weakling. During the interview, it emerged that the anxiety about the new class had already started a week before the start of the school year. After a 30-minute conversation, she seemed to calm down and agreed to go back to class and try dating. After she left, I contacted the prevention methodology and her legal representative. Together we agreed to contact her psychologist and psychiatrist to give us advice on how to handle the situation next time.\n\nOutcome:\nI rate the solution positively, we follow the advice of the experts and it can be seen that it helps the pupil to cope with the lessons a little better.\n\nStudent Profile:\nAge/Year: 17, 3. ročník SŠ\nHobbies: Čtení, hraní na flétnu\nDiagnoses: Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Violation of classroom/school rules, Attendance problems, Selfdestructive behaviour\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1192", "student_age_year": "17, 3. ročník SŠ", "student_hobbies": "Čtení, hraní na flétnu", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "vysokoškolské – aprobace český jazyk", "teacher_practice_years": "20 let", "problems_annotated": "Failure to attend class, Violation of classroom/school rules, Attendance problems, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/722", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student has been attending our school since the 6th grade, before that he was at another school. We knew right from the beginning that he would be a problem pupil, because we received a lot of complaints about him from his colleagues in the first grade. Even when I first entered the classroom, I knew it wouldn't be easy. I had such a bad feeling inside. I can say that the student had all the prerequisites for me to characterize him as a problem student. We already knew from the first grade that he was predisposed to dyslexia. We tried to work with him carefully, always motivate him positively and praise him for small successes, for example in my classes for an invented quatrain or a short style work, then in maths classes for a calculated example. However, his distaste for learning still persisted. In mathematics, there may also have been a personal problem with the teacher, because the student reacted very irritated when the teacher asked him for basic knowledge, for example knowledge of the multiplication table. He also didn't have the tools (drawing supplies or notebooks) in order. He did not master basic vocabulary and grammar in English. His attendance was poor, he had no excuses for many hours and often did not even try to come up with an excuse. The situation escalated to such an extent that his behavior was aggressive, he even cursed teachers and was unmanageable.\n\nSituation (Anamnesis):\nThe student was an absolutely average student with a tendency to have a very negative attitude towards school. We can characterize him as an unreliable individual who did not fulfill his duties. On the other hand, I have to say that he was very popular in class, maybe because he was the only one who could 'stand up' to the teachers. During breaks, he was always surrounded by classmates, often even children from higher grades. He enjoyed it when he got the teacher in a tight spot, when he 'backed him into a corner', so to speak, and he didn't know what to say or how to behave. The student was calculating and liked to be the center of attention. His behavior was eccentric, it repeatedly happened that the pupil wore inappropriate clothes with obscene inscriptions to school and he really enjoyed it when we pointed out to him that this was a violation of the school rules. Overall, however, the class was uneventful. You could always agree on everything with them, they were active in class, they reported, they also had average grades, but only when the student was absent. When he was in class, the class stagnated and tried to 'keep up' with him. The student grew up with only his mother and grandmother in a small village about 15 kilometers from school, so he commuted by bus. The mother did not show any interest in her son, she hardly went to class meetings and it was really difficult to get along with her. His father disowned him. In my opinion, he lacks a male role model, his grandmother is already older, so she is not enough for him. This fact is also confirmed by the fact that when a student is taught by a teacher, he does not allow himself as much attention to him as to other female teachers.\n\nTeacher Intervention (Solution):\nThe student was provided with a number of support measures. Despite the change in the organization of teaching, teaching difficulties still persisted and negativism towards learning deepened. Twice a week, as part of an individual education plan, the student attended the Social Pedagogical Care and Pedagogical Intervention course, but the boy perceived this in the style of 'how am I after school?' So it was quite counterproductive. Attendance did not improve, he constantly had to force himself to do something and repeatedly committed unexcused absences. The mother did not respond to the warning in the student book. She did not want to solve the situation and did not cooperate. She paid no attention to her son, did not prepare for lessons with him, did not practice. A student for regular joint preparation, which was contrary to the IEP. The student completely lacked home facilities. His mother forgot to wake him up for school in the morning, so even though the student wanted to go to school, he did not arrive. After failing to fulfill pre-arranged tasks, we were forced to call the social worker. The mother reacted very aggressively, cursing both us and the social worker on the phone. Subsequently, the mother became paranoid, sending threatening text messages to the class teacher - we did not respond to them, because the mother could not tell and seemed almost illiterate to us. The whole situation was discussed for a long time with the school psychologist. With his ongoing dyslexic development, it was impossible to catch up with the subject matter covered in the 2nd grade. The student himself said that school was too hard for him and although he was popular in class, he did not feel comfortable there because his classmates were much ahead. However, according to the PPP examination, the student has a good intellectual disposition and a good level of logical reasoning, but he still misses the connections, he does not understand why he should learn. The cooperation of the pupil's legal representative was also lacking.\n\nOutcome:\nWe didn't get any good results. The student failed and the situation repeated itself. This year is her last at school and I think we will all be relieved when she leaves. I still try to work with the student, but the motivation also decreases on my side, especially when I see that there is zero on his part. I can see that his negativity is slowly but surely being transferred to the classroom, unfortunately.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: počítačové hry\nDisorders: Lhaní,Podvody,Vulgární vyjadřování,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Failure to attend class, Violation of classroom/school rules, Attendance problems, Verbal aggression\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "722", "student_age_year": "13 let, 7. třída", "student_hobbies": "počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Vulgární vyjadřování,Záškoláctví", "teacher_approbation": "Masarykova univerzita, Brno (Český jazyk a literatura se zaměřením na vzdělávání, Občanská výchova se zaměřením na vzdělávání)", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Failure to attend class, Violation of classroom/school rules, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/501", "content": "TEACHING CASE STUDY\n\nBackground:\nAlthough Žačka was a bright girl, her occasional behavior problems led to disciplinary complications. She had been in a 'naughty mood' for several weeks. She wasn't paying attention during class, was on the phone, running around the corridors and talking dirty. Inappropriate behavior escalated greatly during this time.\n\nSituation (Anamnesis):\nThe teacher would only mention the pupil's tendency to throw sticks under each other's feet. With her indiscipline, she often worsened her benefit, which she cared about only to a certain extent. Mostly it was thrown away only with grades worse than 3.\n\nTeacher Intervention (Solution):\nThe teacher, who dealt with this case relatively recently in her career (16 years ago), did not choose the appropriate tactics. She took into account how upsetting the student is to have a grade worse than a three, and gave her a demanding dictation and marked it as a 4. She would not be able to afford such a thing today, as parents are incredibly careful with their children.\n\nOutcome:\nThis method worked surprisingly well. Since then, the student has generally been less angry, even in the following months. But immediately after the awarding of the grade, she cried. Despite the fact that she looked like a hero the next few days, the teacher sensed that she was more obedient, cautious and distrustful. This mistrust was very unpleasant for the teacher and served as a lesson for potential similar cases in the future. The teacher deleted the student's four the next day, she thought the whole situation was unfair.\n\nStudent Profile:\nAge/Year: Druhý ročník, 7 let\nHobbies: Zpěv, hra na klavír, kreativní tvorba, plavání\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Consequences, Disrespectful communication\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "501", "student_age_year": "Druhý ročník, 7 let", "student_hobbies": "Zpěv, hra na klavír, kreativní tvorba, plavání", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Výuka první a druhé třídy, Mgr.", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1464", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I took over a new class of sixth graders as class teacher. I had to solve a problem with the aggressive behavior of one of the boys. On the one hand, the student was studious, willing to help and join the team, but he was easily provoked. For example, when someone said an insult to him, he reacted by throwing things. When the boys took something from his bench, he started cursing profanity. What others took as a friendly nudge, he took as an attack on his person.\n\nSituation (Anamnesis):\nThe problem had its roots in the family, where the pupil's father also behaved similarly aggressively, which gave him the impression that such behavior was normal.\n\nTeacher Intervention (Solution):\nI decided to teach the student to be considerate of his classmates. By chance, I came across a book on nonviolent communication that inspired me to come up with a solution. I started to include in the lessons activities where the students shared their feelings and the reasons for them. As part of a foreign language, it was also good vocabulary practice. I found out that the student was bothered by taking things because his younger brother used to take and destroy them at home. The other students were receptive and learned to ask each other before taking anything.\n\nOutcome:\nOver time, it was possible to achieve that not only the problematic student, but everyone learned to be considerate. During conflicts, I used non-violent communication and let the students explain what bothered them and what they would need to improve the situation.\n\nStudent Profile:\nAge/Year: 6. třída\nHobbies: počítačové hry, fotbal,\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1464", "student_age_year": "6. třída", "student_hobbies": "počítačové hry, fotbal,", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Doktorské (PhDr), čeština, němčina", "teacher_practice_years": "30", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1175", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student's problematic behavior is not obvious at first glance, for a long time I had trouble even figuring out which student it was. The news that he had done something was always the last to reach me, only when the whole class knew about it. At the end of the first grade, he started mocking and cursing his classmates for being gypsies. We have a few children in our class whose parents are from abroad. Later, he found something in other children that made him taunt them.\n\nSituation (Anamnesis):\nThe student is in the third grade, according to the documentation, he is from a complete family, but the teacher only knows the mother. His benefit is average, but he could achieve better results. Among his favorite activities is dancing.\n\nTeacher Intervention (Solution):\nAs I already said, that something was happening in the class, I found out only from other students in the class and several days late. I took the boy aside and started to discuss with him what I had heard from his classmates, I realized that he was lying to me. I know he normally makes eye contact, but when he's not telling the truth, he averts his gaze. That's why I called his mother and solved the situation with her.\n\nOutcome:\nThe teacher resolved the situation with the child's mother: \"She told me that she would punish her son in the form of banning his favorite dance. Since then, the student has tried hard for several days, went to school on time, had assignments done and signed, and there was no problem with him. But after about two weeks, the problem behavior started to reappear. When the problem recurred, I no longer had support from my mother, so I think the solution was only short-term.\n\nStudent Profile:\nAge/Year: 3.C, 8 let\nHobbies: tanec\nDisorders: Lhaní,Zesměšňování,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Verbal aggression\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1175", "student_age_year": "3.C, 8 let", "student_hobbies": "tanec", "student_diagnoses": "", "student_disorders": "Lhaní,Zesměšňování,Podvody", "teacher_approbation": "Mgr., Učitelství pro první stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Lying and cheating, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/45", "content": "TEACHING CASE STUDY\n\nBackground:\nwas a class teacher in the ninth year of elementary school. In the last week before the holidays, I came to my students' classroom and found that the door to the classroom was badly damaged. The door was bent and had a hole in it. When I first asked who did it, the whole class was silent. But when I said that the whole class would have to pay for a new door, the real culprit confessed so as not to harm his classmates. Several classmates offered to agree with him on the new door, but in accordance with the school rules, I decided that the culprit must pay the full amount for the new door.\n\nSituation (Anamnesis):\nThe boy is an only child in a family with a strict father. He is hyperactive and constantly demands attention from his surroundings. This is often obtained through destructive or disruptive behavior. Similar behavior began to manifest already in the eighth grade, when he started school after moving to the city with his family. According to his parents, he had never been in trouble before. He was used to being the center of attention at home, but with his father's new, more demanding job, he was beginning to feel neglected. When he started school in a new environment, the boy began to behave restlessly and tried to draw attention to himself, because he joined the class group too late and the other students had a hard time accepting him among them. After a while, he became close to most of the boys, who supported his unruliness with laughter and occasional applause. Over time, his behavior escalated, but there were never any serious problems that would be the reason for a greater punishment for the student.\n\nTeacher Intervention (Solution):\nAs soon as the boy admitted to breaking the door, I decided that he had to pay the full amount for a new one. The boy agreed to this decision without any objections. After that, I called the boy's father, who arrived at the school within half an hour of our conversation. The father reprimanded his son and gave him an educational pillow. He then inspected the broken door, measured its dimensions, and left to immediately buy a new one. When he returned with the new door, the old door was in even worse shape than when he left - the boy apparently decided that if it was going to be replaced, he'd at least destroy it properly. This time the father did not get angry and just announced that the son would get this broken door to his room. The son helped him in an exemplary manner with the replacement of the door and apologized to me and my father several times. After the whole incident, the boy behaved exemplary and with humility. Although his father told me that I could easily give him a 2 for behavior, I only solved it with a reprimand from the class teacher, because there had never been any major problems with him before.\n\nOutcome:\nIt's safe to say that the boy calmed down in class for the rest of the week. But since it was only for the rest of his time at our school, I can't say for sure that his problem behavior didn't show up again at the high school he started after the holidays. But I am sure that he has learned from his act and hopefully such a case will not happen again.\n\nStudent Profile:\nHobbies: kolektivní sporty, počítače\nDisorders: Lhaní,Rušení výuky,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "45", "student_age_year": "", "student_hobbies": "kolektivní sporty, počítače", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Ničení majetku", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/60", "content": "TEACHING CASE STUDY\n\nBackground:\nThere was a boy in the class who was diagnosed with developmental dysphasia. Because he had a speech impediment, no one wanted to talk to him and he was excluded from the team. When he spoke, the others laughed at him and no one wanted to play with him. The task was to integrate the boy and explain to his classmates how it works.\n\nSituation (Anamnesis):\nThe boy has developmental dysphasia, which means he is different from others. He spoke poorly, was aloof from the team and did not want to communicate with others because of his speech. The situation was difficult both for him and for us.\n\nTeacher Intervention (Solution):\nWe always discussed solutions together with other colleagues. We set ourselves the task of explaining to the pupils what the boy's problem was and tried to integrate it. We could not order the children with whom to talk, but we approached the solution collectively. We came up with different collective works so that the pupils worked in alternating groups and got to know how the boy behaves and expresses himself.\n\nOutcome:\nThe result was focused on the long term. Over time, the children understood that it was difficult for boys to talk or work. Although they did not all become good friends, they began to treat the boys differently. They tried to help him, and the tightening and laughing at his expense was reduced. I believe that if there was only one teacher, it would be more difficult.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník\nDiagnoses: Vývojová dysfázie\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Bullying\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "60", "student_age_year": "11 let, 6. ročník", "student_hobbies": "", "student_diagnoses": "Vývojová dysfázie", "student_disorders": "", "teacher_approbation": "Výtvarná výchova + Speciální pedagogika", "teacher_practice_years": "10 let", "problems_annotated": "Diagnosis, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1212", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught elementary school for about ten years and became a 5th grade classroom teacher where there was a student who suffered from a behavior disorder, selective mutism. Until then, I had encountered various student disorders, but I had not encountered exactly this disorder during my teaching practice, and therefore had no experience. The student sat with her assistant at the very back by the window. But once I needed a student to move to another desk, right across the aisle. So I asked the student if she could also sit with her assistant in the next desk. However, the student did not respond to my request at all and was still sitting in her seat. I asked her why she didn't want to sit on the next bench. The student did not react at all and was still sitting in her seat.\n\nSituation (Anamnesis):\nThe student suffers from a disorder called selective mutism. This disorder manifested itself mainly in her not communicating with anyone. She behaved almost normally at home, but at school she did not communicate with me, the assistant or her classmates. She worked out all assignments or tests only in writing. Another manifestation of her disorder was fixation on certain people or things. Another teacher or assistant she was not used to was not allowed to substitute. In such situations, the student was completely passive. Any change was unacceptable to the student.\n\nTeacher Intervention (Solution):\nSince the student did not react at all, I tried to convince her that it was only a matter of her sitting a little further away. I convinced the student that the assistant would sit next to her again, that she needn't be afraid of anything. I begged her, convinced her, but nothing worked. But then it occurred to me that this disorder is manifested by fixation on things, that she could therefore be fixated on her chair and bench. The assistant and I moved her desk first, then I asked the student to sit on the next chair, that we would move hers to her desk. The student complied with this, and then sat down on her own chair by her desk. The teaching then continued without any problems.\n\nOutcome:\nAfter this experience, I already knew in what exact way I should approach the student, if it is necessary for the student to be willing to comply with a change.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída ZŠ\nHobbies: malování\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Selektivní mutismus\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1212", "student_age_year": "11 let, 5. třída ZŠ", "student_hobbies": "malování", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Selektivní mutismus", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ, speciální pedagogika, titul Mgr.", "teacher_practice_years": "17", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1180", "content": "TEACHING CASE STUDY\n\nBackground:\nMost of my time is science classes. I usually don't have problems with students in class. However, if one of the pupils does not pay attention, he will be punished by writing a two-page report within the next lesson, which he will then present in front of the whole class. If he shows off in the paper, he gets another one. All pupils have already got used to this system and so they prefer to be exemplary in class and not disturb. Therefore, these situations usually occur exceptionally.\n\nSituation (Anamnesis):\nStudent - teacher's son, 7th grade, 13 years old, extrovert, provokes only in mother's classes\n\nTeacher Intervention (Solution):\nThis is my son. I have had him in my class for the second year. His classmates laugh at him for having a teacher mom and when he gets a good grade, he listens to his mom's nagging. For that reason, he did not pay attention in class, made inappropriate comments and was disruptive. I gave him a paper as punishment, as I always do. He prepared and delivered the paper. I thought that would be the end of the problem, but his classmates kept making fun of him and my son became more and more disruptive. Since these situations occurred only in my classes, I decided to solve the situation. At the school, I also work as an educational consultant, so I devoted one hour to the teacher-pupil relationship and explained that for me at school, my son is first and foremost my pupil and the assessment works for him the same as for others.\n\nOutcome:\nAfter our lesson together, they mocked my son for a while, but in time they took my words to heart. Fortunately, since then there have been no more serious problems, they don't make fun of my son and sometimes they rather admire him because he has a relatively extensive knowledge of natural history thanks to me.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: fotbal\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1180", "student_age_year": "13 let, 7. ročník", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – Př, F, Ch", "teacher_practice_years": "17", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/24", "content": "TEACHING CASE STUDY\n\nBackground:\nThe mentioned situation took place in the same class as the previous case report, but two years later. In that class, in addition to others who were difficult to integrate, there was also one student who, although she studied excellently, failed in social contacts. I myself suspected the possibility of milder Asperger's disease, but this was not confirmed. The girl was very nice, but she couldn't make or keep friends. Those who accompanied her and with whom she got along left in the seventh grade for a six-year grammar school, so she remained completely alone from the eighth grade. In addition, she was very kind, quiet and modest, and she felt a great need to talk with someone, so in order to achieve this, she used the fact that she was smart and careful and, for example, had her assignments copied an hour before by those who did not want to do it at home. She thought that she would be able to make friends that way, but it had the opposite effect, that they were nice to her when they needed something from her, but when the reason passed, they were not nice to her again. The whole situation reached such a state that the girl only had fun with me, because she had no one in the class who wanted to understand her, so I decided to try to do my best to integrate her.\n\nSituation (Anamnesis):\nvery nice and smart girl who had interests not very appropriate for her age. For example, she liked to watch movies with personal pronouns and in which she could not talk to her classmates, so she missed communication topics. Moreover, she was ridiculed for it, because these films are not fashionable. But because she craved company, she allowed herself to be used regularly in the hope that she would find friends.\n\nTeacher Intervention (Solution):\ndecided to try to resolve the situation by acting out a small skit. One afternoon I came to class, sat down at the desk and said that I was terribly sad and I didn't know what to do. The children naturally reacted and started asking what happened. I explained to them from my point of view what the girl was going through. That is, that everyone is just using me, that I would like to help everyone, but no one will repay me with their friendship, rather the opposite, and so on. The kids immediately started giving me advice on what to do. The girl listened for a while and finally said on her own that she was in the same situation and what was bothering her.\n\nOutcome:\nmanaged to get the children to understand the situation and stop using their classmate in this way. Unfortunately, they failed to understand that the girl needs contact and friends. Although I celebrated the success, it was only half. So to this day, I see it as my mistake that I did not in any way manage to integrate her into a group so that she would find real friends and that's how she came out lonely from the ninth grade.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Zájmy žákyně byly velmi netypické na její věk. Četla staré knihy, dívala se na staré filmy atp.\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Support, Working with the collective\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "24", "student_age_year": "14 let, 8. třída", "student_hobbies": "Zájmy žákyně byly velmi netypické na její věk. Četla staré knihy, dívala se na staré filmy atp.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "AJ-OV", "teacher_practice_years": "33", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/515", "content": "TEACHING CASE STUDY\n\nBackground:\nIt all started in September of last year when the boy entered the second grade. In the first grade, only problems with grades and attention. The boy began to come to the class during breaks to the older students and made them angry. The boys arranged to meet him one day, wait for him after school the next, and threaten to beat him. Since then, the problem with attending school, he stands in front of the school in the morning, cries and refuses to go to school. Negotiations between the parents, the principal and the representative were unsuccessful. Distance education helped to solve the situation. He didn't have to go to school during distance learning, so it wasn't a problem. During the pandemic, parents stopped solving the whole situation and did not pay attention to their child's problems. The subsequent return to school again caused problems and for unknown reasons the pupil began to refuse to attend some classes. Before class started, he stood in front of the class and had a hysterical fit of crying and rage that there was no way he was going to class. The school and parents resolved this behavior with a bench in the hallway. The boy was out of the classroom during class and did not have to participate. It was only supposed to be a temporary solution. Request for an examination at the SPC. At the moment, the problem is solved by the mother's attendance at school and her presence in the classroom during breaks. For now, it works as a temporary solution to the situation before the student undergoes a full examination.\n\nSituation (Anamnesis):\nThe boy comes from a normal family, the father owns a company and spends a lot of time at work, so it is clear that the father's side is missing in his upbringing. He has an older sister who is without problems. The boy is pampered from an early age, he gets everything he wants and his parents buy him everything. Cognitive abilities at a reduced level, constantly trying to get attention and interest. His behavior makes him unpopular with his classmates and they reject him. However, he is not being bullied, it's just that no one seems interested in having a conversation with him. His classmates ignore him and do not seek his company.\n\nTeacher Intervention (Solution):\nDuring the lessons, the mathematician does not pay attention, does not listen to the teacher and answers randomly just to be heard. The teacher tries to solve it and explain to him that he has to think about it first, but the student ignores this fact. None of what the teacher tries works for the student yet, and to a large extent this behavior is influenced by upbringing. He often gets angry in class, and threatening to send him to the principal doesn't help either. The teachers themselves are not doing anything wrong, but the overall approach to the student's behavior is poorly chosen. His parents give way to him and allow everything.\n\nOutcome:\nThe boy got his due and doesn't have to do anything in class. Success in this situation is just that he goes to class at all. Every recess he goes to see if mom is still at school, otherwise he threatens to run away from school. The parents neglected to solve the situation and stopped solving the situation during online teaching, when the student did not have to go to school. Currently, a general examination of the student and determination of the medical history is awaited. In the long term, a solution to the situation has not yet been found.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: Počítač, mobil, dělat špatné věci ostatní, dobírat si spolužáky a zlobit je.\nDisorders: Disrespekt,Rušení výuky,Neuznávání pravidel,Zesměšňování,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Disrespectful communication, Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "515", "student_age_year": "13 let, 7. třída", "student_hobbies": "Počítač, mobil, dělat špatné věci ostatní, dobírat si spolužáky a zlobit je.", "student_diagnoses": "", "student_disorders": "Disrespekt,Rušení výuky,Neuznávání pravidel,Zesměšňování,Arogance", "teacher_approbation": "Mgr. Obor speciální pedagogika", "teacher_practice_years": "10", "problems_annotated": "Emotional outbursts, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/483", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent's problematic behavior occurs when she suppresses her needs. The student is active in the lesson mainly through questions, she asks a lot, she often raises her hand, but more often than necessary, which slows down the course of the class and the lesson. The other students begin to show dissatisfaction, especially with small comments such as 'Oh, again', 'enough..', etc. The student perceives these comments and therefore suppresses the need to ask questions. This suppression can trigger a seizure, which manifests itself in rude behavior, aggression, profanity, screams. One of the first indicators of this seizure may be cries of 'Can you open the window?!' or 'What time is it?!'. The student shouts these screams across the class without any announcement and these are the first indicators of a seizure and her defense mechanism.\n\nSituation (Anamnesis):\nThe pupil disorder usually manifests itself in childhood or is hereditary, usually triggered by trauma. The student has trouble reciprocating/does not reciprocate emotions. He does not perceive them at the same level as an adult. He appears cold. Example situation: teachers walk past her in the hallway and smile at her, she doesn't smile back and this can be seen as disrespectful - the teachers have been told this is part of her diagnosis. The girl also does not understand irony and sarcasm, it should not be used in her presence. She is not comfortable with large crowds as it causes her stress.\n\nTeacher Intervention (Solution):\nThe pupil's diagnosis was established already in primary school and all documents were handed over to the teacher. All teachers received the necessary instructions on how to work with this student not only in a calm state, but also in a seizure state. These instructions were given to the teachers even before the start of the introductory course for the first years. They received instructions on how to work with the student and how to organize her time. The student, on the other hand, was given a precise schedule for the day, which had to be followed. There was a person prepared for her whom she could contact whenever she had a question or whom she could turn to with any problem. If a fit occurs or is about to start (the above-mentioned screams), the teacher will respond to her request or question and they should stop at this moment and ask the student what she needs to add, explain whether she is keeping up with everything, etc. If the questions are very frequent, the teachers were instructed to tell the student that they would come back to her 5 minutes before the end of the lesson and help her explain with the material, or that they would come back to her in a few minutes. The student keeps track of the time and will indeed speak on her own in a few minutes or at the end of the lesson. However, you need to give a specific time, no 'then, sometimes, then', these phrases make her feel anxious. Such an approach usually slows down the attack or stops it completely.\n\nOutcome:\nThe result of working with female students can be the reflection of their anxious states with the help of communication. As an educational advisor, I then had an online consultation with the student. We got together every Wednesday and discussed the course of the lesson, what needed to be done and added to it, I helped her with the organization of her time, because this is important to her and during the times of the corona it was more difficult for her with the organization. I also explained to her how to communicate with the team, how to work with computer programs, so that online teaching would be as easy as possible for her. This prevented stress so that she could manage everything properly.\n\nStudent Profile:\nAge/Year: 3. ročník, 17. let\nHobbies: Žákyně má velmi specifické zájmy, například se ráda baví o hygiene druhých\nDiagnoses: Aspergerův syndrom,ADHD\nDisorders: Agrese,Úzkost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "483", "student_age_year": "3. ročník, 17. let", "student_hobbies": "Žákyně má velmi specifické zájmy, například se ráda baví o hygiene druhých", "student_diagnoses": "Aspergerův syndrom,ADHD", "student_disorders": "Agrese,Úzkost", "teacher_approbation": "Sociální práce, Psychoterapie, Andragogika, Krizový výcvik", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Emotional outbursts, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1497", "content": "TEACHING CASE STUDY\n\nBackground:\nwas new at school and was given science as a subject. This was not at all in my field, I told the students that too and I probably shouldn't have. I also did not receive any proposals or materials from colleagues. I was on my own. So I decided that I would conduct the lessons in such a way that I would mainly stick to the textbook that was the only one I received. The situation happened during the class. Most of the students had no problem with taking turns reading from the textbook and then making a short note of what we read together. The problem started with the pupils. She disturbed the entire reading by chatting with her neighbor and laughing out loud when one of her classmates argued. I admonished her several times for this, but she did not listen to me at all - on the contrary, I saw her just roll her eyes and shake her head. When I summoned her, she informed me that she didn't have the textbook, so she couldn't read. So I told her that she could borrow a textbook from a neighbor, and that I would like her to read something while the others were reading. She refused that too. So I asked her if she had any problem reading in front of the class. She replied: 'You are the problem.' This took me by surprise. I did not expect that the students could afford this to me. I was completely frozen for a moment. And the whole class started laughing. I shouted at him to be quiet and again asked the pupil to read a piece of text. So the student did it, and after she finished reading, she asked me. 'Satisfied?' At that the class started laughing again. Similar situations were repeated several times, and the pupil's insolence increased during them.\n\nSituation (Anamnesis):\nGradually, I learned about the class that it was one of the worst classes in the school in terms of discipline. I even learned that a year before I started, many students had a reduced behavior grade because they allegedly threw stationery, balls of paper and other objects out of the window during class. I also discovered that it is not mainly the boys who have discipline problems, but that there is a significant group of girls in the class who are rude to the teacher and have poor grades. Among these girls was the student with whom I had the biggest problem.\n\nTeacher Intervention (Solution):\nAt the time of this problem, I had virtually no teaching experience and was kind of thrown into teaching. When the situation with the insolence of the student (which was gradually joined by some other girls) became so heated for one hour that I no longer knew how to solve it myself, I left the class. I went straight to the principal's office to ask the school principal if he would help me with the situation. The principal went to the classroom with me and reprimanded the students. After that he also talked to me and told me to try to deal with the students somehow and also that it might help if they could be involved in the lesson more than just reading. As a solution, I came up with the idea that the students analyze the topics from the textbook and prepare an explanation for them (for example, with the help of a PowerPoint presentation or a worksheet). I would then evaluate their presentations.\n\nOutcome:\nThe students' initial reaction to my solution was not positive. I have even heard several times from the pupil and other pupils that they will teach the lessons and I will take money for it. In the end, the students accepted it. Some did the task very well and their presentations and explanations were of a high standard. I remember that even the lessons that the girls led around the students were successful. Unfortunately, I am of the opinion that I have lost authority both with the class and with some of my colleagues. I ended up working at this school and went to teach elsewhere. In the meantime, I also did additional pedagogic studies.\n\nStudent Profile:\nAge/Year: 7. ročník, 12-13 let\nHobbies: hudba\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1497", "student_age_year": "7. ročník, 12-13 let", "student_hobbies": "hudba", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "20 let praxe", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/837", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened about three years ago. I received the first year of Automechanics from the Civics subject. After about a month, one student fell ill with pneumonia and later with mononucleosis. During the next six months, he could not attend face-to-face theoretical and practical classes due to health reasons. Although my colleagues and I continuously assigned tasks to him, he tried to fulfill them, there were also consultations via messenger, unfortunately he was unable to attend practice, which made it impossible for him to continue in the field. In addition, he was diagnosed with ADHD. The student became apathetic, he lacked motivation to continue his studies, he even wanted to leave school completely. From the beginning, he completed the assignments, tried to catch up on all the material, and went to individual tests. Later, however, he became tired and unmotivated from the whole situation. He stopped completing assignments, started communicating less with school, even refusing to talk to the class teacher. He asked me if I would help him solve this situation, because in my classes the student felt good and liked to communicate.\n\nSituation (Anamnesis):\nStudent in the first year of the Automechanics course, diagnosed with ADHD, poor health (pneumonia, mononucleosis), loss of motivation to continue studying\n\nTeacher Intervention (Solution):\nAfter a request from the class teacher, I contacted the student via messenger - video call. I called him and asked him if he would mind chatting with me for a while via video chat. The student agreed. First, I asked him how he was, how he felt health-wise, if he needed anything, and that I was also calling because his class teacher asked me to. The student was happy to be interested, communicated, sounded optimistic. I told him I knew he was thinking about dropping out of school. Then I explained to him that it would be a shame to miss him at school. I asked him if he would at least think about it, I told him that at least a teaching certificate is needed for future employment, that we could find another solution, change field, etc. I asked him what he enjoys, what his interests are and conical. I also told him that if he changed his mind about further studies, he should call me in a few days, we will make arrangements, possibly at a meeting at school, and with his parents, and we will find a solution together. Two days later, the student called me to say that he had been thinking about it, he had talked with his mother at home, his father does not live with them, so he preferred to deal with the situation with his mother. I arranged a meeting with him at the school, he finally came with both parents, which was a pleasant surprise for me that both parents showed interest in their son's studies. At the meeting, after talking to all the participants, I suggested that I conduct a SWOT analysis of strengths and weaknesses with the student. Based on the results of the analysis and the interview with the student about his interests and hobbies, we came to the conclusion that a waiter would be more suitable for him. Parents also agreed.\n\nOutcome:\nAfter negotiations with the pupil and parents, the pupil was again motivated to continue his studies, with the provision that he would change his major. In the next school year, he entered the first year of the newly registered field. He is now already in his third year, he enjoys his studies, he completes his assignments, he is satisfied with his practical work and he is awaiting his final apprenticeship exams this school year.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník SŠ (střední odborná škola, střední odborné učiliště - učební obor)\nHobbies: Turistika, příroda\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Agreement, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "837", "student_age_year": "15 let, 1. ročník SŠ (střední odborná škola, střední odborné učiliště - učební obor)", "student_hobbies": "Turistika, příroda", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., Teologie, Speciální učitelství", "teacher_practice_years": "18 let", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1069", "content": "TEACHING CASE STUDY\n\nBackground:\nTowards the end of the school year, the usual physical education lesson was taking place. Pupils played dodgeball. A ball flashed around one student. This student claimed that he beat her. One student said no. This is how they started arguing with each other. Although both are impulsive, the male and female students started pushing and fighting each other.\n\nSituation (Anamnesis):\nStudent: 4th grade of primary school, introvert. Student: 4th grade of primary school, rather extroverted.\n\nTeacher Intervention (Solution):\nAs soon as I saw the conflict, I ran after them, and at that moment there was nothing else to do but step in between them and tear them apart. At the time, it seemed like the best right solution. Both students were taller than their classmates and I could see a little fear in the eyes of the others that they might also be drawn into the situation. Subsequently, everything was resolved with the pupils and their parents. Everyone said everything to each other.\n\nOutcome:\nShortly after that, the students had such a vague relationship with each other. Although it was towards the end of the school year, when then there were holidays, the students did not meet until the next school year. And I noticed that the students were having fun with each other normally. Whether working in groups or during a break. I think that in the end this conflict led to clearing the air between the students in question.\n\nStudent Profile:\nAge/Year: 10 let\nHobbies: hra na flétnu, tanec\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Physical intervention, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1069", "student_age_year": "10 let", "student_hobbies": "hra na flétnu, tanec", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství pro 1. stupeň základní školy", "teacher_practice_years": "28", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1456", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was bored in class, shouted, made inappropriate comments that disrupted the teacher's class, and admonitions did not help.\n\nSituation (Anamnesis):\nOverall, the class was not one of the best in the school. It was a school that has an eight-year high school, so in the fifth grade, bread is broken between the better class (high school) and the class of outsiders (ordinary elementary school).\n\nTeacher Intervention (Solution):\nThe teacher first switched to calling on the board, taking notes in the student book, but none of that helped, so he switched to calling parents and meeting with them, in which he explained to the parents how their children were doing and why they were taking notes home.\n\nOutcome:\nTalks with parents helped, but only with some 'better' students who didn't get into or didn't want to go to grammar school and therefore ended up among the outsiders. They were smarter and bored, so they looked for fun in being disruptive, etc. In this particular case, after talking to the parents and providing evidence (coloring pages in a notebook, etc.), the teacher helped the parents and the student stopped being disruptive.\n\nStudent Profile:\nAge/Year: 14, 9. ročník\nHobbies: fotbal\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1456", "student_age_year": "14, 9. ročník", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Dějepis, Zeměpis, ZSV", "teacher_practice_years": "5", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/431", "content": "TEACHING CASE STUDY\n\nBackground:\nThere have been long term behavioral problems in this class. These problems escalated into bullying. The main aggressor was a 12-year-old boy who was served by a group of other boys. There were 4 oppressed children in the class and 1 special boy who constantly had to draw attention to himself. Overall, there was an unpleasant atmosphere in the classroom. The students once went to an ethics course and there these problems were even more evident. The aggressor especially took things from the oppressed and sometimes physically harmed them. So the situation had to be addressed.\n\nSituation (Anamnesis):\nThe student had been problematic for a long time, his grades were below average and he lied very often. He has a psychiatric disorder, but it was not specified. Among his interests are mainly computer games. The student lives in an extended family, so the core of the problem was probably not here.\n\nTeacher Intervention (Solution):\nThe solution to the problem was first discussed at the teacher's meeting. In the end, it was decided that the matter would be dealt with in the form of a session with the children and their parents from the whole class. The session was very successful. Children were not afraid to talk when accompanied by their parents. Even though it was only the 6th grade, the children condemned the behavior of the aggressor and those who helped him. At the same time, the children were also bothered by the fact that the other student mentioned above had to keep drawing attention to himself. Above all, the aggressor was surprised, he thought that the whole class was behind him (those who helped him and those who were silent before). The situation changed dramatically after this session.\n\nOutcome:\nRight after the incident, it was obvious that the aggressor was kind of half surprised and disappointed that the majority of the class had turned against him. Of course, the aggressor's behavior was also condemned by the parents, including his parents. The climate in the classroom subsequently changed significantly. The class was generally quieter, and the quietest of all at that moment was the former aggressor. Everyone turned their backs on him, including those who had served him before. Moreover, even the student who originally drew attention to himself no longer behaves like that. The class now works relatively well, but the former aggressor is relatively pushed aside. The children gradually take him back, but it goes very slowly, the boy always has to come to someone to be able to talk to him at all, and it doesn't always work out either, whereas before almost everyone wanted to talk to him. So the student pretty much closed in on himself, but luckily his problematic behavior ended.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: počítač, hry\nDiagnoses: Psychiatrická diagnoza\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "431", "student_age_year": "12 let, 6. ročník", "student_hobbies": "počítač, hry", "student_diagnoses": "Psychiatrická diagnoza", "student_disorders": "Lhaní", "teacher_approbation": "VŠ, Mgr., AJ, ČJ, VO", "teacher_practice_years": "3", "problems_annotated": "Diagnosis, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/937", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the last school year, a new student came to us, who transferred to us from another school. The class teacher sat him in the free desk at the back, because she was the only one available, and she already had a working meeting schedule from the year before and knew what was good for whom. Already during the first days, I started to notice that he is a little different - he doesn't concentrate, makes noises, craves attention. When he finished writing anything, he immediately reported it to the class, shouted, and if no one answered him, he made the sounds that a dog makes or immediately started to focus on something else, for example playing with crayons and banging them on the table, which understandably everyone in the class disturbed. The class teacher had to stop often, give him attention by, for example, reprimanding him or explaining something to him again and then just waiting for him to calm down so she could continue her work. He stopped working only when I came to his desk, admonished him, or moved, for example, the crayons with their cases to the other end of the desk. But after a while he started doing it again. But I can't just go to him all the time, because as an assistant I have to go around the whole class and attend to the other students who need my help. Well, this situation actually repeated itself almost every hour.\n\nSituation (Anamnesis):\nThe student is a good boy, he is not insane towards the other children, in fact he does not hold a grudge against me or the class teacher, despite the fact that we reprimand him quite often. He enjoys football, he is happy when he can help the team with his contribution, when they score a goal, he wants to slap others and the like. As for school performance, it is quite below average, I would say. He writes and reads slowly, and this then causes him to actually not keep up with the work and not be appreciated for it. The children have established in the class that if they try and answer correctly, for example the five fastest will receive a 'coin' for the activity along with verbal praise, and at the end of the semester they will receive a reward. If I look at the bottles on display, I can clearly see who has how many caps. Usually there are ten, twelve, fifteen coins in a PET bottle, but if you look at the student's bottle, there are two coins at most. It is not because he is not active and unresponsive, whenever there is verbal activity, he engages shamelessly, sometimes too much. However, there are very few such activities and the majority of the class are those in which the students have to write the answer on the eraser boards with a word or a number. In addition, he mispronounces the L/R sounds and then gets them mixed up in his written speech, so even if he knows the answer, he writes it wrong and thus the answer is wrong. Other times, the student doesn't even have time to write the answers, and that's why he has almost no coins or praise, so I think he tries to get that attention for himself in other ways.\n\nTeacher Intervention (Solution):\nWhen we talked about it with the class teacher, we agreed that first of all we need to move the student somewhere forward, preferably more students who need my assistance during the lesson. So we sat him right away in the first bench in front of the department. Furthermore, we suggested to the parents that they practice the sounds at home with the pupil in front of a mirror, or even better, that they start attending speech therapy with them. We also emphasized the necessity of the presence of one of the parents when doing homework. The class teacher and I also agreed that she could include more verbal 'coin' activities in the lesson, not just written ones. Only the class teacher gives 'caps' for a correct answer, but she told me that if I occasionally see that a student is trying hard, for example, he has a nice arrangement in his notebook, he fights and he does the exercise correctly, then I should just give him one cap. even if he wouldn't be in the top five fastest.\n\nOutcome:\nwas quite relieved when it got better after a few days. The student concentrates much better in front, moreover, he is closer to the class teacher and has her 'indirect' attention almost all the time, just by sitting across from her. As a result, it is often not 'reminiscent' of the class. It is probably clear that the problem has not been completely solved, and that quite a large part of the solution does not depend on us, as teachers/assistants, but also on parents and home preparation, because the student lags far behind others in reading and writing, and home preparation in addition, with which the pupil's mother agreed, could contribute in this regard, and I believe it will contribute, to his better results at school. In the long run, I just hope it stays that way.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: fotbal\nDiagnoses: ADHD\nDisorders: Rušení výuky,Nesoustředěnost,Potřeba pozornosti,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Failure to attend class, Verbal disruption of lessons\nSolutions Applied: Physical intervention, Support, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "937", "student_age_year": "8 let, 3. třída", "student_hobbies": "fotbal", "student_diagnoses": "ADHD", "student_disorders": "Rušení výuky,Nesoustředěnost,Potřeba pozornosti,Vykřikování", "teacher_approbation": "Bc. (asistent pedagoga)", "teacher_practice_years": "7", "problems_annotated": "Nonverbal disruption of lessons, Failure to attend class, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/995", "content": "TEACHING CASE STUDY\n\nBackground:\nlearned about the situation from a classmate when she ran to my office. She told me that the student in the class sprayed deodorant on her classmates and reportedly hit one of them directly in the eye. As for problematic behavior, the student did not listen to my calls and ran away from the classroom with the threat that we were wronging him and that he would call his parents about the whole situation. In addition, by having his phone on at all, he broke school rules.\n\nSituation (Anamnesis):\nThe student was an extrovert and basically a good boy. But he was choleric and could easily get frustrated. He didn't get along with his peers and wanted to hang out with older children who didn't take him very well. He tried to draw attention to himself, so at times it seemed that he was performing the function of a kind of class clown.\n\nTeacher Intervention (Solution):\nAfter my repeated unsuccessful attempts to calm the pupil, I decided to solve the whole situation officially and I sent the pupil to the principal's office, from where his parents were contacted. The student was reprimanded by the class teacher for his behavior.\n\nOutcome:\nAt first I thought I had handled the whole situation as best as I could. But the pupil's behavior did not improve. His parents were divorcing at the time, which did not help his behavior disorder. After consultation in the Pedagogical-Psychological Counseling Office, he started the next year with an assistant and a special teaching plan. However, at the time of the conflict, I did not know about any of this, I could probably have been more accommodating to the student.\n\nStudent Profile:\nAge/Year: 12, 6. ročník ZŠ\nHobbies: Fotbal\nDiagnoses: ADHD,Psychiatrická diagnoza,Porucha chování\nDisorders: Obtěžování spolužáků,Neuposlechnutí,Vzdor\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "995", "student_age_year": "12, 6. ročník ZŠ", "student_hobbies": "Fotbal", "student_diagnoses": "ADHD,Psychiatrická diagnoza,Porucha chování", "student_disorders": "Obtěžování spolužáků,Neuposlechnutí,Vzdor", "teacher_approbation": "Mgr., anglický jazyk, český jazyk", "teacher_practice_years": "25", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1502", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the sixth grade of elementary school, we dealt with problematic behavior of the entire group of classmates. The victim was a pretty nice girl from the same class who was always popular in the group and had a lot of friends. It was she who recognized that something was wrong. A group of classmates started an Instagram account designed to humiliate and ridicule the said classmate. On this account, without the girl's knowledge and permission, they began to publish edited photos and collages of photos that they obtained from the photo gallery on the school's website. So it was not, for example, the misuse of photos spread by the girl herself, which seems to me to be an even more serious problem, because the girl herself had no way to prevent it. One member of the group of aggressors anonymously forwarded the account to the girl and tried to threaten to publish more humiliating photos. But the girl was very fit and didn't let the whole situation get to her. Thanks to the training for children organized as part of the \"Don't be a victim!\" project, which she participated in in the past, and with which our school regularly cooperates, she was able to recognize very quickly that it was bullying. She did not hesitate and reported everything to the school counselor.\n\nSituation (Anamnesis):\nThe victim: a girl (12 years old) from the 6th grade of elementary school in a small town, intelligent, friendly, extroverted, without any signs of problem behavior. Aggressors: a group of classmates (11-12 years old) from the 6th grade of elementary school, different personalities, some more problematic, some not at all until then.\n\nTeacher Intervention (Solution):\nI did not deal with the situation directly, although I came into contact with the class from time to time, but it was dealt with by the educational counselor of our school. I must also highlight the training for children within the Do not be a victim project, because in this case it played a big role. The issue of cyberbullying and various abuses on social networks is becoming more and more apparent among children, which is why I think that such a preventive program can already have an effect, for example, in the fourth grade.\n\nOutcome:\nThe whole situation was caught in time and its solution was effective. Only once, very shortly after submitting the matter to educational counseling, did the aggressor contact the girl again under an anonymous account. Subsequently, the aggressor was threatened that the whole matter could be handed over to the police, and within a few seconds the Instagram profile with the offending photos of the girl was deleted. Subsequently, similar behavior was never repeated among the pupils.\n\nStudent Profile:\nAge/Year: 6. třída (11-12 let)\nHobbies: různé\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Disrespectful communication, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1502", "student_age_year": "6. třída (11-12 let)", "student_hobbies": "různé", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., 1. stupeň ZŠ", "teacher_practice_years": "17", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/644", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher helped me with the case study that concerns the student. The student has divorced parents who do not get along very well, the mother hardly works and the father does not have much time. The student took a bottle of drink, drank and started spitting water at his classmate. I told him if he was kidding me and he replied that he was bored in class so what was he supposed to do. So I shut up, just watched and he did it again. The classmate he was spitting water on, who was sitting in front of him, got understandably upset and also told him to stop it. After that, he was really angry to the point of despair, and the student still had a smile on his face and a mockery in his eyes. I tried repeating it one more time to get him to leave it, it didn't help. I told him that he would come immediately to the principal's office after the lesson, and I transferred the student he was spitting water on. The student finally let it go, but he didn't make much of me. And similarly, thank God without spitting water, he behaved very often. Total disinterest.\n\nSituation (Anamnesis):\nBy the way, this is a student who no longer attends our school, but I remembered him in this case. It's been about 3 years since he left, but I find this situation unmanageable. I don't know if on my part, I really tried to do my best, but today I would probably have handled the situation differently, for example I would have sent the student to the school psychologist, who might be able to help him. His classmates often shouted at him to stop doing things that made the rest of the class uncomfortable, as the class teacher I was in charge of calming down the whole class and at the same time the problem student. Examples of his behavior that I often couldn't control were, for example: meaninglessly bumping into classmates during recess, rudely addressing his classmates, mocking the teachers, I always tried to help him, talk to him, discuss it in the circle with other classmates, but seriously I she didn't know how to deal with him, when everything didn't improve, he finally left our school (but due to moving with one of his parents) and I was honestly relieved because I couldn't handle this type of child.\n\nTeacher Intervention (Solution):\nThe solution just didn't go well, I didn't know how to solve it, but now I'll describe the situation to you so you can better understand it. We were all in the classroom and the class started, I don't remember exactly what class it was, but I wasn't afraid of anything anymore, after all, I already have years of experience. But I really didn't know how to get along with the student, quite often. He didn't have a teacher's assistant, we are a small school, so I asked a few times the assistant, who comes to the school to help a few times a week and is already of retirement age, to be in class with the student and help him and thus me. But it wasn't about paying attention to the student, which I often tried to give him. And in this hour the assistant was not there.\n\nOutcome:\nShortly after this incident, there was a transfer to another school due to relocation. So I can't say how things went with the pupil, I just know that he got a certain sermon from the headmistress, saying that I wasn't worried about him, because the headmistress can be very empathetic towards children. In the following classes, he didn't make me so angry, but he still didn't care and often made fun of the subject and his classmates. Why do I consider the situation poorly resolved? Because I was always thinking about what I should have done differently so that the student would respect me, so that he would not cause problems in class and that he would at least partially like it there. When he left school, I felt relief, but at the same time, I also felt bad that I didn't know how to work with him. At the same time, I knew that I had done everything in my power at that time. After that, I never met a similarly resigned student. Yet.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: Manuálně zručný, zajímá se o typicky chlapecké záležitosti  automobily, motorky), ve škole ho baví alespoň částečně anglický jazyk.\nDisorders: Lhaní,Rušení výuky,Slovní agresivita\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Working with the collective, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "644", "student_age_year": "8 let, 3. třída", "student_hobbies": "Manuálně zručný, zajímá se o typicky chlapecké záležitosti  automobily, motorky), ve škole ho baví alespoň částečně anglický jazyk.", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Slovní agresivita", "teacher_approbation": "Učitel (titul Mgr., první stupeň)", "teacher_practice_years": "5", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1250", "content": "TEACHING CASE STUDY\n\nBackground:\nThe biggest problem I solved was last year in the 8th grade. It was a constant disturbance to almost all pupils. For example, it wasn't just boys with whom puberty was thrown, but also girls. The girls may have behaved worse. They didn't just act like that in my class, but in everyone's. In short, it was a class no one wanted to teach.\n\nSituation (Anamnesis):\nThis issue occurred when face-to-face classes began after two years of online classes, so it may have been a sort of back-and-forth of the more relaxed way of learning. The class is overall very below average, weaker and disrespectful. There are some learning disabilities, but nothing drastic. After the online teaching, class C was split in half and assigned to classes A and B, not everyone agreed with this and maybe that's why there was a kind of rejection by the students.\n\nTeacher Intervention (Solution):\nThe first thing I did was to go to the class teacher for advice, who did not help me at all and had no advice. So I continued to teach normally and I couldn't do it for one hour, I got angry and ended the chemistry lesson. I started talking to them that this really doesn't work. I called them into a circle and gave them the task of talking about what bothers them and how they would solve the problem. Apart from the fact that someone had such opinions that I was driving too slowly or too fast, they argued with each other. They started accusing each other of who was responsible for the noise and yelling at each other. Eventually they calmed down and admitted themselves, quite maturely, that they were behaving terribly and that they understood me. After a joint discussion, they chose the punishment themselves, that I simply gave the whole class a test and that it would motivate them to behave normally.\n\nOutcome:\nAfter the pupils set their own opinions and especially the punishment, the behavior improved. I always had the tests ready and had to give them a few times. I was afraid of protests, but they really respected their opinions. Finally, it was possible to teach in that class\n\nStudent Profile:\nAge/Year: Žáci 8. třídy – 13-14 let\nHobbies: Ve třídě se objevují sportovnější typy\nDiagnoses: Poruchy učení\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1250", "student_age_year": "Žáci 8. třídy – 13-14 let", "student_hobbies": "Ve třídě se objevují sportovnější typy", "student_diagnoses": "Poruchy učení", "student_disorders": "Rušení výuky", "teacher_approbation": "Učitelství pro 2. stupeň – matematika a chemie", "teacher_practice_years": "1 rok ve školce, 2. rok na základní škole", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/825", "content": "TEACHING CASE STUDY\n\nBackground:\nThe pupil was a year higher than another pupil in the previous case, very often his aggression was directed at the other pupil. In addition to disciplinary problems, he also had performance problems. However, the parents blamed the school, the attitude and me as the class teacher. The aggression reached such a level that we were forced to call the Czech Police and OSPOD. The trigger was a situation where the pupils built a slide in the snow. The student also went to slip, but he fell and the others started laughing at the situation. He then went to take out his frustration in the classroom, where he chose the physically smallest and weakest student.\n\nSituation (Anamnesis):\nIt was a highly aggressive attack, we were forced to call the Police and OSPOD, the family was then ordered to be monitored by OSPOD and the pupil was sent to the Diagnostic Institute. He did not return to school after that, the family had moved away in the meantime.\n\nTeacher Intervention (Solution):\nThe other involved institutions resolved the situation for us, the school was not particularly involved after that, we only supplied the documents.\n\nOutcome:\nImmediately after the incident, we really had to call the police, it really was a case of strong aggression and assault. To this day, I think about whether we could have handled the situation differently. However, the attitude of the parents, who did not show interest in cooperation with the school, were not the least bit objective.\n\nStudent Profile:\nAge/Year: H, 10 let 4.třída\nDiagnoses: ADHD\nDisorders: Lhaní,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "825", "student_age_year": "H, 10 let 4.třída", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Fyzické násilí", "teacher_approbation": "Mgr. 1.stupeň", "teacher_practice_years": "17", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/238", "content": "TEACHING CASE STUDY\n\nBackground:\nam a class teacher of the eighth grade of the second grade of elementary school and there are several children with problematic behavior in our class. A teacher's assistant works with me in the class. At the end of last school year, we dealt with an incident where one of our students, a thirteen-year-old student, punched several holes in the new toilet door with his fist and used stationery, completely destroying the door. Due to the previous educational measures, he was awarded a 2 for behavior and an invoice was sent to the student's parents for the purchase of new doors. However, it has not been paid to date. There have been problems with the student for a long time, he is now in the eighth grade, his behavior and grades started to deteriorate in the second, third grade. Before, he still had the motivation to learn and fulfill his duties, he often went to the assistant for help and advice, he wanted to have everything in order. Then there was a period in the fourth grade when he was absent from school for more than half a year. At that time, the mother was treated for the first time in an anti-alcohol clinic, and a social worker became interested in the family. Since then, his interest in school and mental well-being have been decreasing, the worst period was at the end of the last school year, when the children returned to school after the lockdown. During the closure of the schools, the pupil had the opportunity to attend school regularly and, under the guidance of an assistant, participate in online classes and work on assignments, just as other children who were at risk of not being able to cope with distance learning on their own used it. He came about twice, and since everything was voluntary, he stopped going very soon. After returning to school, it was very difficult for the student to return to learning, some order and routine, the trial with his mother was also taking place at the same time, he was often absent for these reasons as well as for health reasons (according to his father's excuses). His overall bad behavior then escalated to the destruction of the door, when he filmed everything on his mobile phone so he could show off to his friends from the party.\n\nSituation (Anamnesis):\nThe student is 13 years old and in the eighth grade. He grows up in a strongly unsatisfactory family environment. The mother is an alcoholic who mentally abuses her children from an early age (drunken scenes, threatening to take the children away to a social worker, insults against the father, etc.), with whom a court case is currently underway to remove the children from care. The father is elderly, around 70 years old. He tries to take care of the children himself, but he does not succeed in fulfilling the function of a parent as well as he should. Due to the debt and young age of the children, he still has to work despite his age, so he does not have much time or energy for his sons. If finances allow, he lives with the boys in a sublet, but more often they stay in the same house with the children's mother and her boyfriend. Arguments and attacks between parents are the order of the day, many times even the police had to intervene in these disputes. If possible, the student spends most of his time away from home, on a bicycle or quad bike, with a group of friends or with his father and brother. He has no background or sense of security at home. The student regularly attends police interrogations, interviews with social-legal child protection officers, and goes to court. At school, he belongs to the students with worse results, but he is average, in some areas even slightly above average gifted. Due to zero motivation to learn and significant psychological discomfort, the learning process is strongly blocked. The eighth grade, which the student attends, is a large group of 28 students. This is a rather noisy collective of strong individuals and more introverted children. The student is well integrated into the team despite his disadvantage, he has a good relationship with his classmates (rather boys) and sees some of them outside of class. The student has problems recognizing authority, especially of the female gender, which results from his disturbed relationship with his mother. From the father's side, the student is then given the opinion that everyone at school is against them and trying to cause problems for the family. On the other hand, they often try to attract the attention of adults with their inappropriate behavior (jumping into the conversation, making disturbing noises, destroying things); however, it also happens that if an adult comes to him with praise or interest in him, his reaction is usually positive (even if he tries to hide it so as not to \"lose face\n\nTeacher Intervention (Solution):\nThe incident with the broken door was preceded by a large number of notes and also reprimands - for not bringing tools and homework, using vulgar language, disrespecting teachers, leaving physical education class and much more. We try to work with the pupil on a long-term basis both within the class (me as the class teacher, the assistant, other teachers) and within the services of the school counseling office. We agreed that although of course we cannot tolerate and condone more serious transgressions, we will try to positively motivate the student to learn, to go to school, praise him for his achievements, let him know that we are interested in him, we care about him and we understand and consider his difficult family situation. Whenever there is space and desire on the part of the pupil, we talk with him as much as possible, not only about his problems in the family, but also about his hobbies, about what he would like to do in the future, we try to support him. In this regard, I am very grateful for the assistant, who has a positive and fair attitude towards the children, no matter how problematic they may be, and who spends time with the class even during breaks. However, towards the end of the school year, in connection with the unhappy situation at home and the pending trial, there was a worsening of the behavior on the part of the student, due to the tension and nervousness he is constantly in, his frustration culminated in the need to destroy something. I tried to talk to him about the whole incident, but he just admitted that he did it (though there were probably other students from higher grades there as well), took everything on himself and refused to talk about anything. He has days when he talks about what's bothering him, but in this case he refused any conversation.\n\nOutcome:\nFor the incident with the door, the student unfortunately received a demeanor. He didn't seem to care at all, but then he didn't go to school for a few days, and when he started going again, he was less provocative and disruptive, but he also seemed completely demotivated. Overall, the end of the school year was quite bad, the student (apparently) didn't care about the final report card, we went on several trips with the class (including multi-day trips), but unfortunately he didn't participate in any of them. After starting school in September we feel a slight improvement, he still likes to provoke and disturb, but he seems to try harder and also shows more joy when we talk to him and take an interest in him, try to help him. The student was awarded a two in behavior mainly because the school must adhere to certain rules and a system of educational measures and thus did not create a precedent. Due to zero support in the family, long-term deprivation and low internal motivation, this educational measure will not have any effect on the student in my opinion. Sometimes, however, such an aggravated situation is needed to realize that the child is in a really terrible condition and his action is actually a call for help. At least I and the assistant try to give the pupil as much positive attention as possible and let him know that at least in our company he is \"safe\n\nStudent Profile:\nAge/Year: 13 let, 8. třída základní školy\nHobbies: Hraní počítačových her, jízda na čtyřkolce.\nDisorders: Neúcta k autoritám,Ničení majetku,Vulgární vyjadřování,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Consequences, Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "238", "student_age_year": "13 let, 8. třída základní školy", "student_hobbies": "Hraní počítačových her, jízda na čtyřkolce.", "student_diagnoses": "", "student_disorders": "Neúcta k autoritám,Ničení majetku,Vulgární vyjadřování,Vyhýbání se škole", "teacher_approbation": "VŠ vzdělání, obor Učitelství českého jazyka a literatury pro základní školy", "teacher_practice_years": "8", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/773", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student joined the sports class. From the beginning he had a problem with attention, he could not concentrate for more than 5 minutes. He often disturbed, had fun with his classmates. When reprimanded, he stopped all disruptive behavior, but within 5 minutes the situation repeats itself. There were also situations when the student didn't care that he was in class and only left his place on a small occasion and went to meet his friends after class. Sometimes it even culminated in him rolling barrels or playing hide and seek in class during class. Another problem was that when the student was not paying attention, he drew attention to himself, and the other students then focused more on him than on the material being discussed.\n\nSituation (Anamnesis):\nEven in the second case, it is already the aforementioned sports class, where all the boys played football together this time as well. They had known each other before coming to second grade and were quite a good bunch. In addition, the student was extremely talented in football outside the school building, so the boys took him as a role model and he became interesting in front of them even at school. They always laughed at his performances, although sometimes they found it a little strange, but they supported him in it to have a laugh at his expense. But there was no taunting or bullying from the class. They also spent their free time together, and the student did all this voluntarily.\n\nTeacher Intervention (Solution):\ntried to solve the problem student's behavior from the beginning of his entry into the second grade. But that didn't help, and on top of that, he had a very bad academic record. We talked with the student outside of class, I tried to explain to him that he can't behave like this, that he's not paying attention, he'll also distract the attention of the whole class. However, the problem-free behavior never lasted long. The coach also tried to negotiate with the student outside of school, he tried to solve it by banning him from football, but at the same time he interceded for the student so that he could stay in class precisely because of the increased number of training sessions. After an agreement with the director, we decided that it would be better to move him to a classical class.\n\nOutcome:\nAs the pupil was already expelled from the class in the first half of the 6th grade, he was reassigned to a classical class, where he did not know anyone. He didn't have a bunch of people around him to laugh at his antics, so his behavior returned to normal. Also, the behavior in his original class continued to be good and there were no other problems there. Although the situation was resolved, in retrospect the teacher would have handled the situation differently, she would have tried to calm the student more in class, to pay more attention to him so that he did not have to leave the class immediately after the first semester. She would also discuss it with the class so that they would also be helpful with his behavior by not laughing at his speeches, not supporting him and he would not have to leave.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: Sport  fotbal)\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "773", "student_age_year": "12 let, 6. ročník", "student_hobbies": "Sport  fotbal)", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Pedagogická fakulta, zeměpis a přírodopis", "teacher_practice_years": "21", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1476", "content": "TEACHING CASE STUDY\n\nBackground:\nRight after the beginning of the school year, a problem arose in the form of a student who constantly wanted to fight with someone. At first, I didn't know about the problem, because the student always behaved very politely in front of me, but during breaks he 'broke off his chain' and tried martial arts on other classmates. He kicked his legs, fists, kicked in the stomach and head. He chose the victims of his kicks at random. He probably wanted to show off how good he was and kicked headlong. At first the classmates kept quiet and the problem continued for about a week, but then the student's behavior worsened and his classmates brought the problem to my attention. I wanted to see for myself, so I discreetly peeked into the class during the break and everything they said was true. I immediately stopped the student practicing martial arts and began to deal with his behavior.\n\nSituation (Anamnesis):\nMartial arts student - average performance, extrovert, wanted to show off. The class - at first tolerated and basically supported the student's behavior, a good team including a student practicing martial arts, partial disintegration of the team after the student's behavior. Descriptive data on the case report: Pupil's age and grade: 3rd grade, 9 years old. Student's gender: Male. The student lives with both parents. Recurring problem behavior: Yes, about 2 months. Behavioral disorders: No. Confirmed diagnosis of the pupil/s: No. Student benefit - subjective view: Average. Student's interests: Football. Did you use procedures based on a specific approach in the solution? No.\n\nTeacher Intervention (Solution):\nThe hour after the student's act, I sat down with the children and asked them how they would handle different cases of similar situations that the student committed. I didn't name anyone so that no more arguments and other problems would arise. The children would solve it with notes. Of course, this is not a good solution to the situation and usually does not help anything, so I decided to do something completely different. The next day, I divided the class into small groups and the students acted in skits with good and bad situations while filming themselves. For example, how to say hello, how to come to class, what to do if someone gets sick. The students enjoyed it very much. After that, with the help of the introductory scenes, we came to this situation where the student practices martial arts on his classmates. The incriminated pupil was a star - his potential was fulfilled. He needed attention and this got it and then he realized his actions and stopped. That way, I didn't have to deal with the situation with my parents or my superior.\n\nOutcome:\nThe whole class liked filming the skits and so they continued. They could always look at the interactive whiteboard afterwards and discuss what they did well and what they did wrong. The student stopped his behavior. He realized it was wrong and started attending a martial arts club. This ended the problems in the class and the class worked together again.\n\nStudent Profile:\nAge/Year: 3. třída, 9let\nHobbies: Fotbal\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1476", "student_age_year": "3. třída, 9let", "student_hobbies": "Fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "20", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1113", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a physical education lesson when the children were playing dodgeball. From the corner of the gym there was a loud scream and foul insults directed at one student. After ascertaining the state of the situation, it was discovered that the student had accidentally hit her classmate with the ball, who started cursing and insulting her very rudely. In addition, he began shouting phrases about how he did not want to live anymore and that he did not like anything in the world, which was assessed as very unusual behavior.\n\nSituation (Anamnesis):\nThe student who was the aggressor in this situation had problems integrating into the team. The other kids rejected him because he was critical and constantly criticizing them, which made them uncomfortable and they didn't want to be friends with him. He thus became the unpopular 'renegade' of the class. There was considerable pressure on him in his family, as his parents had disproportionate expectations that he could not live up to.\n\nTeacher Intervention (Solution):\nDue to the content of the student's speeches, an educational committee was convened. As part of the commission, all the facts were investigated and an interview was conducted with the parents, the school psychologist, the class teacher and the guidance counselor. I, as an assistant teacher who was present during the conflict, cooperated with the educational committee and was the main witness.\n\nOutcome:\nThe result of the solution was that the student changed classes the following school year, which benefited him and helped reduce the root cause of the problem. The student who was accidentally involved in the incident was not dealt with in any way because it was an accident that was not intentional.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: -\nDisorders: Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour, Verbal aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1113", "student_age_year": "11 let, 5. ročník", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování", "teacher_approbation": "Středoškolské, kurz asistenta pedagoga", "teacher_practice_years": "10 let", "problems_annotated": "Selfdestructive behaviour, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/79", "content": "TEACHING CASE STUDY\n\nBackground:\nIn an otherwise very gifted student, a drastic decline in performance was observed, which was resolved by meetings with the class teacher and educational advisor. On this occasion, the educational advisor discovered that the student had scars on her wrists, which she had covered with sweat.\n\nSituation (Anamnesis):\nA student in the fourth grade (9th grade of elementary school at a multi-year high school), she was very gifted and had excellent academic results. The deterioration took place as a result of arguments between the parents and the impending divorce. In addition to deteriorating results, she began to lose weight, which was evaluated as the onset of an eating disorder. The self-harm was probably of a manifestation nature and was not a serious suicide attempt.\n\nTeacher Intervention (Solution):\nThe educational counselor and the school psychologist met regularly with the student. The procedure of the school psychologist cannot be made public. The educational counselor met with the student once a week for three quarters of the year. One of the procedures chosen was to help the student develop her interests.\n\nOutcome:\nAfter the problem was noted by the school, the self-harm did not recur. The student managed to get excited about natural sciences. This allowed her to avoid inactivity, which had a negative effect on her mental health. At the same time, thanks to her successful participation in competitions, she managed to build up her self-confidence. She managed to regain good school grades, graduate, and then graduate from a prestigious university.\n\nStudent Profile:\nAge/Year: 14; kvarta\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Selfdestructive behaviour\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "79", "student_age_year": "14; kvarta", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Sebepoškozování", "teacher_approbation": "Magisterské Bi + Ch; Výchovné poradenství a metodika prevence", "teacher_practice_years": "26", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/765", "content": "TEACHING CASE STUDY\n\nBackground:\nstarted this chemistry class like I always do. The students had a written test on the nomenclature of acids and hydroxides announced in advance. Before the test, the students were still looking at their notebooks at the last moment, and I warned them to put everything, except for writing utensils, in their bags. Subsequently, I handed out the tests and walked between the desks during the exam. I noticed that the student does not look at the test, but often looks at her palm. When I came closer, the student did not notice me and I discovered that she was hiding a small piece of paper in her hand. It was a draw.\n\nSituation (Anamnesis):\nThe class the student was in is a very good group. Pupils have a lot of fun with each other and help each other. Conflicts and disciplinary problems practically do not occur in the classroom. They also get along very well with the teachers and are active during lessons. The student is quite popular in the class. She started doing some modeling and that made her even more popular. He is not the center of attention, but he is not afraid to express his opinion or actively communicate with other children or teachers. She likes to help others and is not afraid to take the lead in group work. On the other hand, he can listen to the opinions of others and let himself be guided. The student comes from a divorced family. Since she was 2 years old, she has lived only with her mother, and her father cut off all contact with the family. The student has one sibling, an older sister, who studies high school with a high school diploma. The student has a good relationship with her mother and sister, and there are no pathological phenomena in the family. Both her mother and sister actively support her in everything she wants to achieve.\n\nTeacher Intervention (Solution):\nAs soon as I recognized that the student was describing, I remained calm. Every teacher encounters such a situation very often. I approached the student and took the tow truck from her hand. Over the years of practice, I have found that scolding a student for copying is not the best solution. Instead, I told the student that she will not write the test today and I will give her a five. Subsequently, I asked her if she was aware of her own mistake and I gave her the opportunity to write the test again and I would average the resulting grade with the previous five. Here I would just add that I gave the students the option of deleting one grade per semester according to their own choice. After an hour, the student came to me and we agreed on an alternative date for writing the test.\n\nOutcome:\nThe student and I continued to get along well. She really remembered her mistake and went to the tests better prepared, and above all without a problem. Not long after that, I offered the students that if they needed further explanation of the subject matter, all they had to do was make an appointment and I would explain the material being discussed to them in their free time. I talked to the whole class about the use of pullers, and that there is no need to be afraid of tests and everything is agreed upon. If they failed a test and received a bad grade, they had the opportunity to improve it. This prevented the use of cheats during tests and gained more confidence from the students.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: modeling, knihy, focení\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "765", "student_age_year": "14 let, 8. třída", "student_hobbies": "modeling, knihy, focení", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "vysokoškolské (přírodopis a chemie)", "teacher_practice_years": "23", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1390", "content": "TEACHING CASE STUDY\n\nBackground:\nmet him for the first time in 2021 when I got him into my sorority class. I was always in charge of the second class after classes in clubs and circles. I did not experience the atmosphere of the class during the lessons, but in the sorority, the class had a friendly effect on me and the relationships seemed problem-free. The student was not problematic at all and, considering that he was in the second grade, he thrived with very good grades. He was an athlete, more precisely he attended football club and kung fu lessons. He was kind and friendly. In the middle of the year, however, there was a slight change. A good and friendly boy turned into a boy who mocked and was mean to the little girl for reasons beyond her control. Suddenly, an unpleasant atmosphere prevailed in the classroom, and the girl did not want to participate in the activities. In my opinion, I caught this situation in time by asking the sad girl aside from everyone. She confided in me what was happening to her and that the children did not have fun with her, because the pupil laughed at her in front of everyone and said that her grandmother was old and bad. The girl's grandmother was a teacher who teaches history and physical education at our school and is in the sorority. At first, I wanted to prevent children from mocking the student. However, I also had in mind that I had to find out why the student was talking about the teacher like that. After talking with the children, I confronted the teacher and asked her if she knew why the student was saying these things. The teacher told me that a week ago she yelled at the student because he was unsportsmanlike in ball games. The fact that the teacher yelled at him was later confirmed by the student. I explained to him that the teacher didn't mean it badly, that she would warn any athlete who behaved like this and that there was no need to hold any grudges. So, after this incident, he took out his anger on a girl who is the granddaughter of this teacher. Since the whole class was involved in the situation with the girl, I decided to solve the situation with the whole class and called them to our group carpet, where we sat down and started to solve the situation. Now there is a good atmosphere in the class again and no one makes fun of anyone. The student no longer has any problems with the teacher.\n\nSituation (Anamnesis):\nThe student lives with both parents and has two younger siblings, so he is used to children and is very friendly. The student is a good and problem-free child. The class is smooth and calm from the start. There was no bullying or anything like that. There is a pleasant climate in this class. The student is popular in the class group and has friends there.\n\nTeacher Intervention (Solution):\nThe student had been a problem-free boy up to this time, who had not shown any extra strange and bad behavior. His grades and activity at school were very good. One day, however, I noticed a worse atmosphere in the group and a depressed, otherwise very cheerful girl who did not want to participate in any activities. So I take her aside and ask her what's going on. The girl cries and tells me that the student started laughing at her because her grandmother is mean and old and that she will make sure that no one befriends her because if her grandmother is like that, then she will be just as mean. The girl's grandmother is a teacher at our primary school who teaches history and physical education and has a group in the afternoons, so the girl knows her grandmother. I wanted to solve the situation in complete calm and in a friendly spirit with all the children, so I called all the children to the carpet, where we talked and sat in a circle. I explained to them that we cannot laugh at anyone for anything, and certainly not for the kind of parents and grandparents someone has. I tried to explain the situation to the children using various examples so that they could understand it as best as possible and be able to empathize with the girl's situation. Subsequently, I asked the actors who mocked the girl to apologize. And she gave a small warning that if it didn't stop, I would have to deal with it with my parents. Since then, everyone is friends again in the class and the taunting has stopped.\n\nOutcome:\nstudent and a girl are not the best of friends, but they get along. No one laughs at anyone, and when there are joint activities, they don't mind working together. I also reacted to how the student was talking about a certain teacher and informed her about it. The anger probably stemmed from sports activities, when the teacher shouted at the student in the game because he was not behaving in a sportsmanlike manner. A year has passed since this incident and there has been no taunting and insulting of the teacher because he understood that the teacher did not mean it badly. Since the situation was resolved quickly and without the presence of parents and educational advisors, I consider this situation well managed. My school experience is not very long, so I haven't experienced many unpleasant conflicts. And I hope I don't. But I definitely rate this one as a well-solved one.\n\nStudent Profile:\nAge/Year: 7 let, 2. ročník\nHobbies: SPORT – fotbal, kungfu\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Disrespectful communication, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1390", "student_age_year": "7 let, 2. ročník", "student_hobbies": "SPORT – fotbal, kungfu", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vyšší odborná škola Jihlava - předškolní a mimoškolní pedagogika (DiS.)", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/262", "content": "TEACHING CASE STUDY\n\nBackground:\nnoticed the student's problematic behavior last spring, after the schools reopened. The student often interrupted my explanation, usually made a remark and his friends started laughing. In the beginning, I didn't pay so much attention to it and decided not to reprimand the student, after all, he hadn't seen his classmates in person for a long time and it was obvious that he missed contact. But after this behavior was repeated almost every lesson, I warned the student that he was disturbing not only me, but also his classmates, and I decided to deal with his behavior.\n\nSituation (Anamnesis):\nThe student lives with both parents, he is an only child. He likes to entertain other classmates and you can see that he likes to be the center of attention. There are 26 students in the class, 18 of them boys and 8 girls, so the class is wilder and the teacher often has to raise her voice. Everyone gets along in the class, there were no signs of bullying or cyberbullying. Even from my observation during practice, it can be seen that the class is diligent and interested in the subject and the students want to participate in the lessons. Due to renovations at the school, the students are now in a temporary classroom, which is smaller than what they are used to, and for that reason they do not have space to rest on the carpet during the break.\n\nTeacher Intervention (Solution):\nfirst solved the student's problematic behavior by negotiation and admonition, when he interrupted me during my explanation, I admonished him and continued the explanation. Several times I also reminded the student of the school rules and class rules, which we agreed upon at the beginning of the school year. But when it happened almost every hour and the student did not pay attention to my admonitions, I discussed the problem with the other teachers who teach the class, and we agreed that this behavior was repeated. The problem was therefore resolved with the other teachers of the class, with the headmistress, with the guidance counselor and with the pupil's legal representatives. The student received notes and a teacher's assistant also came to the class, working with both the student and the entire team. After about a month, the student calmed down and started to take into account both me and his classmates, even though he has a need to express himself in class and be the \"joke of the class\"\n\nOutcome:\nSince the student's behavior did not harm anyone and after about a month a change and improvement in behavior and also greater respect for the teachers could be seen, the incident did not have to be resolved in the long term. And a short-term solution (notes and talking to legal representatives) was enough to fix it.\n\nStudent Profile:\nAge/Year: 10 let, 5. třída\nHobbies: Sportovní aktivity\nDiagnoses: ADHD\nDisorders: Disrespekt,Neúcta k autoritám,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Working with the collective, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "262", "student_age_year": "10 let, 5. třída", "student_hobbies": "Sportovní aktivity", "student_diagnoses": "ADHD", "student_disorders": "Disrespekt,Neúcta k autoritám,Rušení výuky", "teacher_approbation": "Magisterské studium, Učitelství pro první stupeň", "teacher_practice_years": "25 let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/984", "content": "TEACHING CASE STUDY\n\nBackground:\nbecame a class teacher in the 6th grade. During the year, animosity between two pupils came to light. I started to find out from my colleagues why it was happening, whether it had happened in the past. I was told it was. The dispute arose already in the 1st grade. However, I have not been able to find out why this is happening, why the animosity persists. In 6th grade it came in waves. There was a period when it worked normally, then they went more against each other, mainly one student against another. One pupil did not want to be with the other pupil in the group during group work, she 'inoculated' the other pupils as well, so the other pupil usually stayed last or worked alone. In one situation, one student stepped on another student's slipper, which came off. I had to deal with my parents. I asked when and why the dispute arose. They say since first grade. One student hit another student because he was probably provoking. He does not know why the other pupil reacted, how she reacted.\n\nSituation (Anamnesis):\nOne student: an average 6th grader, growing up with only her mother. The second student: a slightly above-average student of the 6th grade, quiet, introverted, I consider him non-conflictual, sensitive.\n\nTeacher Intervention (Solution):\nI interviewed both students separately. I asked him first, then her, what happened and why. Everyone told me their point of view. Then I had them both there, I confronted them. I asked similar questions. Does one student think that the other student is comfortable? And that the other student, are you returning it? At the same time, I confronted the whole class about whether they think that one student looks forward to school when he is there alone, he doesn't have a place to belong.\n\nOutcome:\nWe agreed that they wouldn't notice each other, wouldn't be in groups together. If they prefer to work independently, they can. The class, especially the boys, recognized that it was not pleasant, that they would not look forward to school in his situation. They began to take one student among themselves. The sentences were: 'Then I will be with this student.' 'Next time I will be with this disciple.' I think the conflict between the two students continues. It's not resolved, it may never be resolved. I tried to explain to them that they would be together in the classroom for another three years, that the collective should work in the classroom. Therefore, I do not consider this situation to be well managed.\n\nStudent Profile:\nAge/Year: 12 let, 6. třída\nHobbies: Hasiči, knihy\nDiagnoses: Dysgrafie\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "984", "student_age_year": "12 let, 6. třída", "student_hobbies": "Hasiči, knihy", "student_diagnoses": "Dysgrafie", "student_disorders": "", "teacher_approbation": "Studentka učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Physical aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/16", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is famous throughout the school for the fact that, as soon as the teacher does not pay attention to him, he starts loudly calling attention to himself, shouting and thus interrupting the entire lesson. All teachers who teach in this class have to deal with this problem during every lesson, and I am no exception. During one afternoon English lesson, when I was already tired and apparently the students were too, because they were not performing the way I am used to from them, the student started interrupting again because I was trying to explain grammar to another student, in which she repeatedly made mistakes. The student first began to wiggle in the chair and turn in all directions. As I continued to attend to the said student, he began loudly shouting out the correct answers to the questions I was asking the student. After my admonition, he was silent for a while, but then he started calling me loudly \"teacher, teacher\n\nSituation (Anamnesis):\nThe class in which the pupil is located is relatively large - there are 26 pupils in total. In addition, the pupils of this class did not manage to establish good relations with each other, the collective is not close and several individuals, including the pupil, are excluded from it. In the case of a student, however, it is difficult to say whether he is excluded from the group because he is constantly disrupting classes, or whether he has been excluded from the group and therefore disrupts classes. The student has no problems with grades. Although he is constantly disruptive during class, his academic results are satisfactory. Rather, he seems to crave attention, which he may not be getting as much as he needs, given that he is an only child and lives only with his mother.\n\nTeacher Intervention (Solution):\nI raised my head angrily and shouted at the student. However, that helped for ten seconds. \"I have to take care of others too, you are not alone here, you have to wait a while,\n\nOutcome:\nThe student froze and did not speak for the rest of the lesson. I was glad for some peace, even though it bothered me that I had to use forceful means to achieve it and was unable to explain it to the student. I hoped that it would at least be of some use, that the student's behavior would improve at least a little. The boy was stunned for the rest of the day, but in the next English lesson we had the next morning, he was disruptive again, just like before. The effect of my solution was only short-term and was not reflected in the next lessons.\n\nStudent Profile:\nAge/Year: 12 let, prima\nHobbies: otevřená otázka\tastronomie a kosmonautika\nDiagnoses: ADHD\nDisorders: Vykřikování,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "16", "student_age_year": "12 let, prima", "student_hobbies": "otevřená otázka\tastronomie a kosmonautika", "student_diagnoses": "ADHD", "student_disorders": "Vykřikování,Rušení výuky", "teacher_approbation": "Učitelství anglického jazyka", "teacher_practice_years": "15", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/964", "content": "TEACHING CASE STUDY\n\nBackground:\nAt that time, I began to notice a new dynamic in the English language class. One of the students was completely detached from the rest of the class. In every team or pair work, the pupil always remained last and I always had to assign him somewhere. When I asked other colleagues about their experiences in other classes, most told me that it works exactly the same in their classes. The student was completely ignored by the entire team. It is said that no one spoke to him even during the breaks.\n\nSituation (Anamnesis):\n7th grade student - a very introverted student, in previous years he had a friend in the desk with whom he spent most of his time, but he moved away. He paid attention and tried his best in class. He usually managed homework without problems, so the only problems were in group work and inclusion in the team\n\nTeacher Intervention (Solution):\nbegan to notice that one of the students was completely ignored by his class. When assigning group work or work in a group, the student was left alone and several times I had to assign him to the group myself. It could be seen that the other classmates were not happy that the student had to work with them. This situation was repeated for several weeks. I decided to talk to one non-confrontational student who is impartial most of the time. The student told me that a group of problematic students has been making fun of the student for some time. The whole situation started on one of the school trips, where the student admitted to one of the girls that he would like to 'date' him, she rejected him, but the rest of the class started picking on him. The student was not very popular even before the incident, but the confession hurt him even more. I passed the situation on to the class teacher. She tried to talk to the students several times. During the lessons, various teachers tried to involve the student in group activities and work in pairs. They chose different students each time, hoping that the student would improve his relationship with his classmates. Some tried to engage the student in the conversation, but the student remained silent for most of the time and did not participate much in the conversation.\n\nOutcome:\nUnfortunately, the result of the solution did not show much, the students were in the 9th grade and left for secondary school in a few months.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nHobbies: Video hry\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "964", "student_age_year": "14 let, 9. třída", "student_hobbies": "Video hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské – AJ, ČJ", "teacher_practice_years": "21", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/354", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter the student got into the second year of high school with great problems, we started working in a certain company. I was in charge of them. We took turns every two days. In advance, of course, all students were even familiarized several times with the school rules and especially with the rules of the company in which we had the opportunity to practice. However, for some it was in vain. There was a problem right after the first day of practice. Honestly, I wasn't even surprised that the next problem would concern this particular student, but I hoped that there would be no inconvenience. After work, I let the students go to the shops to buy breakfast for the next day. They came back quite quickly and scattered around my rooms. Of course I checked to make sure everyone got back to me, but I didn't feel the need to search their shopping or visit them several times a night. I knew that everyone was in their places, or there was no movement, so I went to sleep. In the morning, I was approaching the company's main entrance, I noticed that the student was following me. However, I didn't turn around, I needed to deal with something with a colleague, so I continued to the gate. The doorman guarded the 'flashing system' near her. The system started to beep at any time and it was possible to check at any time whether the given worker had consumed any alcohol. After a short time, I realized that the student did not follow me and somehow got stuck near the gate. I was beginning to suspect. The lady shouted at me to call me. She described to me how she gave the young man a blow job. I don't remember exactly how much they measured, but I know it must have been more than one beer. The student tried to save the situation, so he made up something about the remnants of Listerine, which is the mouthwash. After ten minutes he repeated the test again and of course it was confirmed again. I explained to him that under no circumstances could he enter the establishment. I also couldn't leave him alone in the room if I gave him his own study.\n\nSituation (Anamnesis):\nThe student belonged to a group with a generally negative reputation. It was a few years ago, but I remember that they were 'flashing' together and spreading fake excuses among themselves, even though he was supposed to be the author. He was regularly reprimanded by his homeroom teachers, and failing grades for behavior were also a matter of course. When their truancy was being dealt with among colleagues already in the first year, I remember that there was already some alcohol being dealt with there. The guy came from a certain city, from a divorced marriage. It seems to me that my mother had him at sixteen and after many years she had a child with another man. Of course, I don't want to denigrate the situation in any way, but it was simply obvious that the then sixteen-year-old was not given as much attention as might have been required.\n\nTeacher Intervention (Solution):\nIn the school rules and the company rules that I mentioned, it said that they have a zero limit. That is, they cannot inflate even a tenth. If this happens, the following dismissal from the company occurs and, of course, problems at school. I took the student back to the dormitory, but before I dealt with his studies, of course, I had to deal with the situation somehow. I let my company director know what was going on and also the school director of course. He called his mother about how he had committed a serious offense, but I didn't deal with it further. I mean calling parents. I left that to the director, as I primarily had to deal with the situation in the company. In fact, we were supposed to stay there for one more day, so I arranged for him to come with us, that I couldn't leave him alone. I didn't want to tell him that he would probably get kicked out of school, so I had to act like nothing happened, yesterday was yesterday and today is today. I remember how he was still quiet, but not silent, that he was sorry, it didn't occur to me at all. More like arrogance, that he didn't even try to somehow justify his behavior, but that's how the poor guy tried for the next day. So he did like never before.\n\nOutcome:\nUnfortunately, after arriving at school, of course we had to deal with it. After coming home from practice, the boys went to play fifa and the student drank two two-liter bottles of beer until the morning. So he came to school in such a sleepless state and the principal immediately called him and therefore also his mother, and it was resolved very quickly by firing him not only from the company but also from the school. I could have sent him home after the first day at my own expense, but by coincidence, a similar tragedy happened in the same village a year ago. It's just that the fourth grader in high school had some problem with the teacher and threw himself under the train. So that nothing bad happens that I could blame myself for my whole life. So I took a cautious step without unnecessary reproaches and threats, we took him straight home with us the next day. I proposed a solution and the director agreed with me. However, I confess that I have no idea how the boy continued after being forcefully expelled from school. All I remember is that his mom was moaning that she couldn't handle him anymore. It's hard to say whether it should have turned out differently. We tried to guide the boy to a more correct path, but what a problem, it was initiated by him. It wasn't so much up to me, the school, as it was up to the parents.\n\nStudent Profile:\nAge/Year: 16 , druhý ročník SŠ\nHobbies: Fotbal , počítačové hry\nDisorders: Lhaní,Záškoláctví,Podvody,Alkohol\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "354", "student_age_year": "16 , druhý ročník SŠ", "student_hobbies": "Fotbal , počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Záškoláctví,Podvody,Alkohol", "teacher_approbation": "Stredoškoslké- DPŠ", "teacher_practice_years": "Celkem 39 – z toho škola 9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1019", "content": "TEACHING CASE STUDY\n\nBackground:\nTogether with two other classmates, he often spent long breaks and free hours in the men's toilets, probably for the purpose of smoking. The smell of smoke could often be felt in the toilets. During one of the free lessons, the student thought that his classmates could throw wet toilet paper at each other. They did, but the activity continued. The student and his classmates began throwing the paper at the ceiling and walls with the goal of making it stick and stay there. Subsequently, they began to use wet toilet paper to plug all openings, taps, shells, toilets, even an electric hand dryer, which could be very dangerous. Since the students were noisy, they were caught.\n\nSituation (Anamnesis):\nThey were three friends from the 9th grade. The pupil is dominant among them and puberty is already significantly affecting all of them. This manifests itself in the form of doing stupid things, being rude, being noisy and showing off, lying, etc. The student often interpreted his actions at school in a false way and did not give the parents truthful information. Together with the two classmates, they form a group that attracts other classmates with their behavior and their dominance.\n\nTeacher Intervention (Solution):\nOn the basis of this act, taking into account the pupil's previous behavior, an educational committee was convened, which consisted of the class teacher, educational advisor, other teachers and a representative of the school management. This commission conducted an interview with the student to clarify the situation. The student cooperated fully and expressed that he was subsequently sorry for the incident and that it was a mistake. He also took responsibility for his classmates, who left with only disciplinary action. The pupil's parents were also invited to the committee, who agreed that in addition to the disciplinary measure, the pupil would work 6 hours under the guidance of a janitor for the benefit of the school. Even the student did not raise any objections and accepted his punishment.\n\nOutcome:\nThe student helped the janitor with the maintenance and cleaning of the school for a total of 6 hours. Since then, no similar vandalism or more serious behavior has occurred or is known. His behavior has been more moderate since then and it is clear that he has learned from the previous case and does not want to get into similar trouble again.\n\nStudent Profile:\nAge/Year: 15, 9. ročník\nHobbies: O ničem se neví je to kuřák.\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1019", "student_age_year": "15, 9. ročník", "student_hobbies": "O ničem se neví je to kuřák.", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr – Matematika a Fyzika", "teacher_practice_years": "34", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1440", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I want to talk about took place in a class where I was a class teacher. It is 5 years ago. Back then, in the 6th grade, I also took over the classroom from my colleague from the first grade. Because I always try to make up my own opinion about the students, I did not find out any specific problems within their team in advance. However, I was alerted to the high absence of one pupil. It was this pupil L. who started at the beginning of the year and I didn't see any problems at first. The only thing is, she was significantly quieter than other classmates. It is also worth noting that she was a year older than everyone else, because she repeated the 5th grade due to a large absence (at her mother's request). At the introductory classes, she introduced herself like the others, I was personally surprised by her interest in Japanese studies and in general the culture of East Asian countries. In the first week, L. went to school normally, this week we had introductory lessons, a safety day, project teaching and class days, i.e. classical teaching did not take place yet. In the following week, L. came on Monday, but from Tuesday to Friday she was excused, saying that she had antibiotics. The next week she arrived on Wednesday and didn't come again for the rest of the week. Absences began to multiply, after 14 days the first teacher came to complain that he would demand some further steps to solve this absence. I tried to reassure myself and other colleagues that the student was really sick. After the month of September, the student's school was 1/6 of the possible teaching.\n\nSituation (Anamnesis):\n12-year-old 6th-grade student, an introvert, unimpressive in the team, often sick.\n\nTeacher Intervention (Solution):\nwas the first to decide to talk to L. at the first possible opportunity at school. Since we always have annual class projects at our elementary school, in which the whole class is involved, I wanted to connect the interview with this topic. So, in the third week of September, I invited L. to my office to discuss working on the project. She was to create anime illustrations for a project called 'How we can save the planet from garbage'. We met alone in the office after the lesson, we started talking about visualization and what its ideas are. I was glad of her interest. Then I asked her how she was doing, that she was sick, and the answer was something to the effect that she was better. So I talked for a while about the fact that I'm also often not well and that my family doesn't always understand, and I tried to be cheerful about it. L. talked about the family situation, that the mother lives with a new partner and that she does not have much time for her, so that sometimes she does not feel well when she imagines that she will not see her, because they could go on another trip with 'dad' or vacation and she should be home alone. The situation did not seem quite adequate to me, but I was very glad that L. confided in me. Following that, I invited Mrs. L. to the school, with whom I spoke about L. and her increased absenteeism, which the teachers are beginning to complain about, despite the fact that they rate L. as otherwise very clever and that they are not observed in class no problems like bullying or others and does he know when there might be a problem. We talked about her health, my mother told me that the doctor often doesn't know what to do with L., because she complains about health problems for which she has no symptoms and that she doesn't know what's going on. Since I had the aforementioned information from L., I recommended to my mother that she and L. visit our school psychologist together. I explained to her how it was going and that I could imagine that she and L. could visit him alone and try to talk. We also visited our school psychologist together after the interview, and my mother made an appointment for a consultation.\n\nOutcome:\nAfter a week, my mother called me to say that she and L. had been to a psychologist together and that she would like to stand up for me. At the personal consultation, she told me that she and L. talked a lot and that she suspected some problems in communication between them and in the household. She also told me that they want to go regularly for consultations with a psychologist. Absence gradually began to decrease (from about November) and in December the absence was minimal. For a change, certain symptoms of anxiety appeared in L., but at that time I was already in almost regular contact with L.'s mother, together with the school management we agreed that L. would get a teaching assistant who would help her with organization of all her school activities and for her he was also a person who would try to motivate her to study. The assistant was assigned to L. at the beginning of December, and in the course of the next semester it became clear that this assistant would help another student from this class of mine. The collaboration proved to be very fruitful. Absences were minimized, and at the end of the 6th grade, during a private conversation, L. told me that she was feeling very well and, when asked in more detail about how and what she does in her free time, she gave me information about joint trips 'with mom and dad' and how she they support her hobbies, such as going to Japanese studies courses in a nearby district town, etc.\n\nStudent Profile:\nAge/Year: 12 let (6. třída)\nHobbies: Japanistika, kultura východních národů, zájem o anime\nDiagnoses: Celiakie\nDisorders: Bariéry v komunikaci,Absence\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1440", "student_age_year": "12 let (6. třída)", "student_hobbies": "Japanistika, kultura východních národů, zájem o anime", "student_diagnoses": "Celiakie", "student_disorders": "Bariéry v komunikaci,Absence", "teacher_approbation": "Mgr., ČJ, RJ, ZSV", "teacher_practice_years": "27", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/529", "content": "TEACHING CASE STUDY\n\nBackground:\nThis event took place early in my teaching career. It was the 29th of June, the day before the report card, and I had to collect textbooks from the students in my class. One student liked the geography atlas, so she decided not to return it to me. She told me that she didn't have it with her, but I saw that she had it with her on the bench. I repeatedly asked her to return it to me, however, throughout our conversation she said that she did not have it with her and that she could not return it.\n\nSituation (Anamnesis):\nA ninth-grade elementary school student, extroverted, self-confident, frequent adolescent scenes, disrespectful of rules, went to school, was reprimanded by the school principal.\n\nTeacher Intervention (Solution):\nasked her several times to return the atlas to me. After some time I ran out of patience, so I said we will go to see the headmistress. So we went to the principal's office, I accurately described the situation to the principal, and the student finally returned the atlas. However, I still did not consider the situation resolved. That same day, the pedagogical council was held and I demanded that this student get a two in behavior. For that, it was necessary that the teaching body voted for this decision, which happened and I was satisfied with this solution.\n\nOutcome:\nThe second day, June 30, was the handing over of certificates. I handed over the student's report card with the belief that she had a two in behavior, as we agreed at the meeting. After a while, she came to me excited that she got a first in behavior. I didn't understand how that was possible. In the end, the director made a different decision than what we agreed on at the meeting. I remember it turned me on a lot at the time. After graduating from school, the student came back to me several times, I was her favorite teacher. She managed to graduate from college and travel to a lot of countries, so she seems to be doing quite well.\n\nStudent Profile:\nAge/Year: 7 let, 2. ročník ZŠ\nDisorders: Agrese,Lhaní,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "529", "student_age_year": "7 let, 2. ročník ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Verbální agresivita", "teacher_approbation": "Magisterské vzdělání – Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "20 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/536", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the 6th grade, the student had health problems which, according to the class teacher, could be of a psychosomatic nature. In the 7th grade, right during her illness, two of her classmates sent messages on a social network that were not very nice. They were also supposed to start a group on the social network called \"Stop the pupil\".\n\nSituation (Anamnesis):\nThere was an even number of boys and girls in the class. Based on this gender distribution, several groups were formed that did not pull together. The boys had their own group, while the girls had more groups - about three. So the girls didn't stick together, and sometimes gossiped about each other. The groups often met at one bench, and when someone left the chair, someone else took it, and the other girls wouldn't let anyone else in. The class therefore rejected possible bullying by female classmates. Several witnesses from the class said that all the girls were gossiping about each other and it was not unusual. The same goes for taunting, but the student always took it too personally. Her classmates' humor was different from hers, and she often got offended because of it. Several female classmates said that the student had her own sense of humor that no one but her understood. When one of the other classmates did not have the same opinion as the pupil, she immediately got angry. There were also comments on the student's outfit when she was wearing an older T-shirt. Gossip was not only present in the classroom, but continued into cyberspace - especially on Facebook, the social network and Instagram. However, no one in the class group knew about the sent messages, except for the student, her classmate and her classmate. The pupil was in the toilet at the time when the classmate was sending messages to the pupil from her mobile phone. The classmate has a lot of fun with the girls in the class and, among other things, also makes friends with the male and female classmates. As a student, she is quite offensive and gossips about other girls.\n\nTeacher Intervention (Solution):\nAfter reporting the student's parents, due to possible psychological bullying, the school's prevention methodologist turned to the girls' class teacher, who selected individual classmates of the girls, and then interviews took place with them. At least two employees were always present during the calls - the school's prevention methodologist, an educational counselor and a class teacher. About a week later, the school's prevention methodologist contacted the pedagogical-psychological counseling center, where all the facts and messages sent on the social network were shared. The employee of the pedagogical-psychological consultancy did not believe that this was bullying and recommended further work with the class team, informing parents and strengthening the supervision of the class. The day after, a meeting was held with the parents of the pupil and fellow pupil, where the situation in the classroom was discussed. The parents agreed that the pupil is overly sensitive, tearful, regretful and abusive, and that the problem is on both sides. Another procedure for mapping relationships in the classroom was discussed. At the same time, it was agreed to work with the school psychologist in the classroom to help improve relationships in the classroom. About two weeks later, consultations took place with the school psychologist who worked with the class team. It was observed that there is a lack of mutual respect and little cohesion (grouping of the collective) in the class. Inappropriate behavior (teasing, gossiping, manipulative behavior, etc.) was also observed, but across the entire class. The target was not just one pupil or pupil, but it happened on both sides. These findings led to the conclusion that this is not psychological bullying towards the pupil. During class activities, which had the goal of uniting the collective, all students cooperated, except for one student and one classmate, who boycotted the activities. The student refused to cooperate with the psychologist and, according to her, she is fine in class and does not want to solve anything. The pupil's parents were also reluctant to cooperate with the psychologist. The pupil's parents also insisted on their original claim that it was psychological bullying, which the psychologist ruled out several times.\n\nOutcome:\nThe solution proposed by the psychologist (for the pupil to visit a psychologist) was rejected by the pupil's parents and they refused to entertain this solution. Now the situation is such that the student has fun with all her classmates, but the friendships may not be sincere. Most often, the student has fun with her \"aggressors\".\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: –\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal aggression, Bullying\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "536", "student_age_year": "13 let, 7. třída", "student_hobbies": "–", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské (fyzika, matematika)", "teacher_practice_years": "30 let", "problems_annotated": "Violation of classroom/school rules, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/963", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had problems even before the beginning of his studies here. He always kind of passed the whole time. But as soon as he went to the second grade, things started to get worse and worse with his studies. This student was in a group of boys who often caused problems, both in and out of class. It seemed to me that he wanted so badly to remain a part of this group that he began imitating them just to please them. The student began not only to disrupt the class, but to intentionally make the teachers' work worse. He refused to work in class, everything the teachers did or said was ridiculed, he didn't bring assignments and he didn't prepare for any tests or papers at all. Overall, school became the very last thing on his mind, and he completely ruined the school experience for everyone else in the class. At that time, I was still their class teacher, so all complaints from teachers and parents went straight to me.\n\nSituation (Anamnesis):\nThe class was already divided into groups from about the fourth grade. Students split into groups of friends and hardly spoke to or hated anyone who wasn't a member of their party. Problem student - 6th grader, rather extroverted, had below average results most of the time but tried to 'get by', was calm most of the time but started shouting and cursing when confronted.\n\nTeacher Intervention (Solution):\nSeveral pedagogues tried to talk to the student, mainly because of the drastic deterioration in his grades. He didn't answer most of his colleagues or just shrugged and didn't say much. When the students entered the eighth grade, they also got a new class teacher. He was an older physics teacher and he had a lot of respect for his students. Especially the boys liked him because he was one of the few male teachers. As far as I know, it was during physics classes that the boys behaved much better than in other classes, but as soon as the complaints started to spread, the new class teacher started to deal with the whole situation more. He started talking to the whole class when that didn't help, kept the problem students in the class after the last lesson, and tried to get to the heart of the situation more. Of course, once the problematic student was with his group, he didn't talk much and the group leader took over. The disruptions stopped somewhat, but the student's performance still did not improve. The teachers noticed that the student behaved much better during English lessons. In these classes, the student spent most of the time sitting in the back bench and tried to pass without problems. The reason was that in English the students were divided into two groups (better and worse). The rest of the problem party was in the better off group. The student did not express himself much in these lessons, sometimes he said something, but otherwise he kept to the ground. Teachers began to put the problematic student in work groups with other students than his friends. When organizing the class, the class teacher tried to divide the group as much as possible, both in the class distribution and during any work.\n\nOutcome:\nThe benefit didn't improve much, but he was getting fours instead of fives. As for the distractions, that has partially gone away. It still wasn't perfect, but better than it was. Unfortunately, she did not learn more because the student transferred to another school at the end of the seventh grade. The pupil's mother had several conversations not only with the class teacher but also with other pedagogues. She herself saw that the problem was not in the school, but in the group in which the student spent most of his time. Therefore, she decided that a transfer would be the best solution - from an academic point of view.\n\nStudent Profile:\nAge/Year: 11 let 6. třída\nHobbies: Čtení, trávení času s ostatními členy rodiny kromě své matky – hlavně s dědečkem\nDiagnoses: ADHD,Dyslexie\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "963", "student_age_year": "11 let 6. třída", "student_hobbies": "Čtení, trávení času s ostatními členy rodiny kromě své matky – hlavně s dědečkem", "student_diagnoses": "ADHD,Dyslexie", "student_disorders": "", "teacher_approbation": "Magisterské – AJ, ČJ", "teacher_practice_years": "21", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1135", "content": "TEACHING CASE STUDY\n\nBackground:\nStudent A and his class were taken over by a colleague who suddenly fell ill, and I only taught in this class for one year. Student A struck me as a calm, rather introverted student with a very good grade. He wasn't in the center of everything in class, but he didn't get along with anyone badly and tried to help weaker classmates in their studies if they asked for his help. Shortly after I started, I noticed that whenever A checked in with an answer to my question, some of the kids started laughing loudly and making a series of comments. At first I just yelled at them, but later I noticed that it was becoming a rule. I also often witnessed children pushing him or taking his personal belongings. Once after an hour, I asked him to stay longer.\n\nSituation (Anamnesis):\nconsider this to be the first mistake, because the other children found out that I must have suspected something. And he didn't want to talk to me, he avoided eye contact and kept telling me that nothing was wrong. After our meeting, the expressions of classmates towards A became more frequent and much more obvious.\n\nTeacher Intervention (Solution):\ntherefore called the parents at the school, who told me that they knew about some problems, but at home the son begged them not to solve anything, as it would get even worse. It was worse for him too. We tried group and individual sessions with a psychologist, some reprimands were given, but a bunch of boys still bullied him. They dropped the physical bullying, which didn't even show up in gym, as the gym teacher mentioned to me earlier, but the taunts and taking things still continued. Parents of problematic pupils who were familiar with their children's behavior were also invited. Some defended them and some did not want to believe that it was true. Overall it had no result. In the end, the situation somehow calmed down on its own, but the ostracization of the student was obvious. Since the bullying stopped, it was as if the problem was no longer there.\n\nOutcome:\nAfter the bullying stopped, the children continued to push the student away and he was excluded from the team. In the end, he applied to transfer to another school and left our school after passing the differential exams. I see it partly as my failure, as I probably could have acted differently from the beginning, the question is whether it would have had a different outcome. It occurred to me that the children simply did not fit him for some reason and they would probably never accept him back into the collective. I don't know how I would proceed otherwise, but I believe that the student is much more satisfied in the new school.\n\nStudent Profile:\nAge/Year: 12 let, sekunda\nHobbies: Knihy, příroda, jízda na kole\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Bullying\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1135", "student_age_year": "12 let, sekunda", "student_hobbies": "Knihy, příroda, jízda na kole", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Ov", "teacher_practice_years": "30+", "problems_annotated": "Physical aggression, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/185", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not pay attention to the explanation or the given instructions. He had comments that had nothing to do with the topic or even the school. He often interrupted and did not work on what he was supposed to. The only activity in which he cooperated was when they had to talk in a group with classmates, but even there he sometimes deviated from the topic himself, or even led the whole group away. However, he always completed my assigned work very quickly and correctly, despite the fact that he did not listen to what and how to do it. When I assigned one exercise on a full page or worksheet, he never listened to the assignment, but always turned to his classmates, exchanged a few words with them, asked what he was supposed to do, and did it. During a verbal confrontation, he responded only in an offensive manner.\n\nSituation (Anamnesis):\nThe student lives with both parents and a younger brother. His social groups have a great influence on his behavior, and perhaps most of all the team in sports, which he devotes himself to very intensively. I notice big changes in behavior when he gets out of his social groups. Then he can work as he should and even become a quiet student. However, the student also works poorly with selected groups in the class, as soon as he does not get 'his' group, which he is used to, he refuses and does not cooperate as he should. However, once he is in 'his' group, his work ethic will increase in a very drastic way.\n\nTeacher Intervention (Solution):\ntried to solve the situation just by negotiating with the student privately, but unfortunately that didn't last very long, although he nodded to me and promised to fix everything, which he tried to do for a while, but it took about a week and he went back to his problematic dorms. He himself said that he is aware of this problem, but does not know how to avoid it, so I suggested that he should think about who he associates with and work on his behavior. This, as it turned out later, did not help much. I hoped that it could be resolved without disciplinary action, but it turned out to be unnecessary, so he received a reprimand from the class teacher from me, where I hoped that the parents would talk to him about it and it would be enough of a reprimand to so that his behavior can improve.\n\nOutcome:\nImmediately after the incident, he seems to have been reprimanded or scolded at home and his behavior has improved for a long time. When I say for a long time, within months. In other classes, he usually had no problem, so no major change happened. But after a long time, the student returned to his problematic behavior, since he was already approaching the end of the school year, so he thought that there was no need to change or deal with it in any way, if he would leave in a while and not have to deal with it.\n\nStudent Profile:\nAge/Year: 15; 9\nHobbies: Sport obecně. Sám hraje hokej na úrovni už nekolik let.\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "185", "student_age_year": "15; 9", "student_hobbies": "Sport obecně. Sám hraje hokej na úrovni už nekolik let.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (Pedagogická fakulta MU)", "teacher_practice_years": "5", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/204", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problematic behavior arose when the pupil transferred to our school, due to moving. She joined in September. And as soon as she started, problems arose in the class. The pupil refused to learn. She was rude and dragged other classmates down with her. When I called her, she couldn't do anything and kept laughing at me. Gradually, she also had unexcused hours. It took several months. There was a problem with the parents, because the pupil lived only with her mother, who could not handle her very well. In the beginning, there wasn't much to talk about with my mother. As for the biggest problem, clearly truancy. During the fall, she had really unexcused hours, and they were not few. The mother didn't want to deal with it, often the mother excused the unexcused class, but when 40% of the month is missing, something is wrong, isn't it. I can also say that I spoke to my mother on the phone several times and often my mother hung up on me, which was a problem.\n\nSituation (Anamnesis):\nŽačka moved with her mother from another city to our city. She said she had no such problems in the past. At school, however, she belonged rather to average to below-average students, she lived alone with her mother as an only child. At the age of 10, she was diagnosed with ADHD in a pedagogical and psychological counseling center. The class was average overall. There were more girls in the class. Of course, puberty takes its toll. A few children had diagnosed disorders there. It was mostly ADHD. I can also say that there was also one very talented pupil. After the student started, her friends in class became very bad, and they also started to be absent sometimes, although less. After it was resolved with the pupil, they also improved.\n\nTeacher Intervention (Solution):\nThe solution was that I got terribly angry with her for almost half a year. There were a lot of unexcused hours. She also had a lot of bad grades. I kept talking to her, but it wasn't worth it. There was also a bad conversation with the mother at the beginning, but after some time I invited the pupil to my office (she had been there several times, but this was already serious) and there I told her: 'Recover immediately, or you will do badly and fail and they will not take you to no high school! You want to prove something in life, don't you?' 'Probably yes.' 'This is the last warning and then we will deal with it with Mr. Director. And invite mom immediately!' The next day my mom came and I had a really serious talk with her and the situation was resolved. After consulting with the educational advisor, I had to threaten my mother with social services.\n\nOutcome:\nThe serious discussion in the cabinet was on Thursday, and mom came right away on Friday. The serious discussion with the pupil took place on Thursday and the serious discussion with the mother took place on Friday. I must say that on Monday the student came to school on time and was ready for everything. Her friends also prepared very well, which I did not expect. Well, then I thought I'd wait a few weeks to see how it turns out. It turned out well, because there were no more problems with the pupil as before, as far as truancy is concerned, so it stopped. I was in her class. And she passed school with us, and then I know that she entered secondary school at the business academy. So, the way I talked the student out and I think that it mainly helped that I threatened my mother with social services, the problems were solved.\n\nStudent Profile:\nAge/Year: 14 let 8. ročník\nHobbies: Záškoláctví, párty\nDiagnoses: ADHD\nDisorders: Lhaní,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal aggression\nSolutions Applied: Disrespectful communication, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "204", "student_age_year": "14 let 8. ročník", "student_hobbies": "Záškoláctví, párty", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Záškoláctví", "teacher_approbation": "Mgr. vysokoškolské (ČJL+HV)", "teacher_practice_years": "27", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/583", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, the maid of honor came to me to tell me that a girl suddenly ran out of a group of children playing with stuffed animals and started vomiting and crying. They could not get out of the girl what had happened, whether she was feeling sick or just sick, so the girl was sent home. The next day the girl came to school, but she was behaving strangely. She looked as if something had frightened her and she jerked her gaze towards the boy in the penultimate pew. The girl was avoiding the surroundings, so I thought I wouldn't scare her any more, I just came up to her and told her that if she needed anything, I'd be in my office, I have tea and biscuits there, so she can come and anything to confide In the afternoon there really was a timid knock on the door and that girl came. After talking for a while on a topic that made her feel safe, she slowly began to move on to the reason why she came to see me. The boy in the penultimate bench was said to be showing her some video with naked people on his mobile phone and forcing her to watch until the end, even though she didn't want to. From the brief narration, I immediately understood what it was about, tried to calm the girl down, and after she calmed down, went home.\n\nSituation (Anamnesis):\nThe student who played the video to others probably didn't want to harm others in any way, he was just curious and had to share what he discovered. As it turned out, he had downloaded some pornographic video that he forwarded with the boys in class and while waiting for his parents in the school club, he also showed the video to children who came near him.\n\nTeacher Intervention (Solution):\nI invited the boys who brought and distributed this video to my office. I asked how they got the video and why they wear it to school. One of them is said to have found the video by accident on the Internet and brought it to school to show off to his friends, who of course also wanted the video. It seemed that they regretted the act, they didn't mean it badly and didn't want to get into trouble. The video was deleted from the mobile phones, the boys promised not to wear this to school again. Although I felt sorry for them, how scared they looked and that they regretted their actions, each of them received a reprimand from the class teacher and extra homework as punishment.\n\nOutcome:\nThere was never a problem with the boys in this area. The video seems to have been forgotten and I haven't noticed another offense with them. They are now studying at a gymnasium, where they have no problems. I would certainly appreciate keeping a cool head while dealing with both issues. The approach was professional to both victims and perpetrators. I also consider the idea of an anonymous mailbox to be successful. I would definitely think better about the punishment, it seems to me that these two problems have a different weight of offense, so the punishment should be different in each case and not identical. When dealing with a problem with a bully, I would definitely focus more on the girl after I heard about some problems in the middle of the year to see if she changed her behavior, the fact that the teacher learned that the bullying continued until the end of the school year, I she will come very late, she should have definitely increased her punishment by two for behavior. I would definitely deal with both cases with the parents, I would further grade the bullying with a 2 for behavior, and I would punish the dissemination of pornography with a reprimand from the class teacher. I would also be very impressed by the behavior and awareness of the mistakes of the culprits themselves, if I saw how they realize their transgression and regret it, I would easily reduce/extend the punishment, also according to the subsequent behavior in the following months.\n\nStudent Profile:\nAge/Year: 16 let, 1A/4\nHobbies: Neznámé\nDisorders: Arogance,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "583", "student_age_year": "16 let, 1A/4", "student_hobbies": "Neznámé", "student_diagnoses": "", "student_disorders": "Arogance,Agrese", "teacher_approbation": "Mgr.", "teacher_practice_years": "29", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/789", "content": "TEACHING CASE STUDY\n\nBackground:\nIn my class, there is a boy with special educational needs based on autism spectrum disorders, speech disorders and ADHD, he is educated with the support of an IEP and a teaching assistant, he is in the care of a special pedagogic center.\n\nSituation (Anamnesis):\nBased on the Recommendations of the SPC, recommended teaching methods are followed, such as adherence to the regime, visualization of the daily regime, a motivation plan is set, etc. The boy has good prerequisites for education, however, they are blocked by a severe disorder of concentration and activity. The boy is medicated, yet he exhibits undesirable behavior. He verbally attacks classmates, sometimes also throws things. He often solves his problems by running away from the situation, with the help of the teacher's assistant he has mostly calmed down so far, however, her consistency is always necessary to solve the problem (cleaning things, completing the task, etc.). The situation worsened after the period of distance learning, very challenging behavior is observed in the boy both in the school environment and, according to information from parents, also in the home environment.\n\nTeacher Intervention (Solution):\nThe boy is often angry at school, shouts at school, does not complete assignments. One morning, a situation arose when the boy could not be calmed down, he attacked the teacher's assistant, who went with him into the corridor towards the relaxation room, both verbally and physically, kicking the door. I ran after them, tried to calm the boy down, but in the meantime the boy injured the assistant, painfully kicking her in the stomach. On the one hand, I called the RZS, which took the assistant to the hospital, and then also the mother, who came to pick up the boy; As a class teacher, I informed my mother about everything, I described the situation to her; I advised her to contact a child psychiatrist and at the same time the SPC, with the fact that I would also contact the relevant counseling worker to suggest the next course of action, because despite all the support measures set, these situations are no longer acceptable for the boy or for the other pupils in the class.\n\nOutcome:\nAs the boy's class teacher, I participated in a case conference together with the school principal, but unfortunately, it is not possible to fulfill the objectives of PK. The assistant has been on sick leave for the second month, the current teacher's assistant is often physically and verbally assaulted by the boy, despite setting clear instructions and a prearranged day and following other measures recommended by the SPC. Parents are considering changing schools.\n\nStudent Profile:\nAge/Year: 10 let, 3. třída\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Verbal aggression\nSolutions Applied: Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "789", "student_age_year": "10 let, 3. třída", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "VŠ, speciální pedagogika/český jazyk", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/889", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the lesson, it often happened that the student sitting in the middle of the class often interrupted the lesson by shouting (he talked loudly to himself, left the table out of nowhere and came back again). All this behavior was able to drive me crazy, so I tried to moderate it somehow. If he entered the interpretation, eye contact, an admonition, or walking up to him and placing a hand on his shoulder was often enough. At such a moment, the result came immediately and I could continue the lesson. The problem arose when the student had to calculate the worksheet by himself or do some other independent work. His calculations used to be all correct and at the same time fairly quickly calculated, so I gave him more examples. But then there was a turning point when he did not concentrate and disturbed the class, drew attention to himself, made noise, left the table and clapped his hands. During this, a mere admonition or eye contact was no longer enough. part of the class began to associate with this behavior by laughing or imitating it.\n\nSituation (Anamnesis):\nStudent - 7th grade student, extrovert (has many friends), above average, enjoys mathematics, physics, interested in astronomy. He is also involved in sports (volleyball, netball)\n\nTeacher Intervention (Solution):\ndecided to deal with this behavior in a more forceful way. During the break, there was a meeting with his class teacher, from whom I got all the information about PPP, I also received some advice from him (sit him in the front, try to separate him slightly from the class, define a space at the back for him, where he can go and sit on carpet and count examples there. If he has a lot of energy - let him do twenty squats.) The next day I met with the student twenty minutes before the first lesson, I talked to him about the fact that I needed him not to disturb others in the class pupils and devoted himself to the assigned work. From his interview I found out that the chosen examples are too easy for his level, at the same time he needs to change the space and in other lessons he uses a change of place.\n\nOutcome:\nIt took us a few days to adapt to each other's new approach, both from my side and from the student's side. At the same time, the class group was not at all surprised by this approach, because they already knew a similar approach very well from other lessons. The front seat was convenient for him and he was able to concentrate better on the work at hand. Examples of a more demanding nature also came next, which the student welcomed with enthusiasm and also had a certain effectiveness for a calmer course of the lesson. We also, as already mentioned, incorporated a change of place into the lessons, whenever the student needed, he moved to the back place on the carpet. I am of the opinion that if our communication (both from the student's side and from my side) is open, the lessons will continue to develop at a calm pace.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Astronomie, volejbal, nohejbal\nDiagnoses: ADHD\nDisorders: Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Physical intervention, Support, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "889", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Astronomie, volejbal, nohejbal", "student_diagnoses": "ADHD", "student_disorders": "Vykřikování", "teacher_approbation": "Mgr., Matematika a Fyzika", "teacher_practice_years": "4", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Support, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1027", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the entire last school year, they had bigger problems with addictive substances. We saw a lot of electronic cigarettes and nicotine pouches here. We actually had discussions about this with the educational psychology consultancy, when they sent us various materials, e.g. information leaflets, which we also sent to the parents' homes after the many cases. One of the cases that took place here regarding addictive substances is the case we are talking about. The sixth-grader used an addictive substance, i.e. a nicotine bag, without knowing what it actually was. It started during the big break, when the older students, seventh and ninth grades, offered these bags to the sixth graders, saying that they were ordinary chewing gum. So the student did not think the situation through at all and took the substance without thinking about the possible consequences. Perhaps even incorrectly, because nicotine sachets are placed under the upper lip, where they are allowed to dissolve. So he was probably chewing it in that mouth. Before the third class started, he felt nauseous. So we went to the school office, where the housekeeper called the parents at home and we also called the doctors. It was not until some time later that we found out that he had eaten something bad. Then it turned out to be an addictive substance, i.e. a nicotine pouch. At first, the guys denied a lot, they didn't want to reveal anything, so we didn't know anything at all. However, when the parents arrived, information began to leak out of the student and we began to piece it together. It took us about two days to get any results. We found out where the bags came from. who bought them, how many they used. So we found out that the bags are from a ninth grader who has a lot of experience with them and unfortunately they are easy to buy.\n\nSituation (Anamnesis):\nThe sixth grader comes from a socially weaker family. The student's mother beats him. The student is unchained and easily influenced (mainly by classmates). He has low social intelligence. He is sociable and has fun with everyone. He likes the color pink.\n\nTeacher Intervention (Solution):\nSo, when information gradually began to leak out of the pupil, of course I, as a prevention methodologist, started to solve the situation with the pupils. I wrote everything down carefully and when everything was written down, I contacted the mentioned ninth grader to see how he felt about it. He admitted it practically without a problem. It is important to mention that this is a problematic student who also had a three in behavior. Both students then agreed on everything. The Year 9 student also said where he bought it and contacted the police as to how it was possible for nicotine sachets to be so easy to buy without an age check. I taught a sixth grader that she shouldn't blindly trust everyone she meets. Of course, there were also disciplinary infractions. I subsequently conducted interviews with the students, took notes and then handed everything over. The last step was to contact the parents, to whom I announced everything.\n\nOutcome:\nam satisfied with the result of the solution in this case, because the fact that he was a sixth grader and he is willing to discuss a lot of things, I still got the result. The ninth grader also admitted everything. It was probably because he had a certain three on his report card, so he probably didn't care. I am very satisfied with the fact that I had the same information from both the sixth grader and the ninth grader. Although it is not customary, even the notification to the parents went smoothly, so the arrangement was without problems. The parents were accommodating and promised that the boys would make arrangements at home. Both students received disciplinary sanctions. For the ninth-grader, it had already reached a three in behavior, because he had more of those problems. In the case of the sixth grader, it was a reprimand from the school principal.\n\nStudent Profile:\nAge/Year: 12 let, 6. třída\nHobbies: Trávení času s kamarády, kteří jsou stejně problematičtí\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1027", "student_age_year": "12 let, 6. třída", "student_hobbies": "Trávení času s kamarády, kteří jsou stejně problematičtí", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, Český jazyk + občanská výchova", "teacher_practice_years": "13", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1280", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the first half of the school year, when I was a class teacher in the second grade, a student began to manifest in her, who over time absolutely stopped listening, started making a mess, attracting attention, trying to break up the lesson. He did whatever he wanted when given assignments, was noisy, provoked and angered classmates, etc. and did not pay attention to warnings or any reactions from my side.\n\nSituation (Anamnesis):\nThe student, extroverted, undisciplined, talkative, tries to attract the attention of those around him, and does not pay attention to the teacher's calls.\n\nTeacher Intervention (Solution):\nAt first I tried to solve it with him separately, but he absolutely did not respect anything that I tried to tell him. When I then called my parents (everyone came separately due to work duties), the mother was very helpful and surprised that her son was reacting like this, she said that she would talk to him at home and try to find out more. When the child's father came, he advocated and advocated free education, where the child determines his own rules, e.g. who he will respect, etc., and the fact that he does not respect me is his decision - that is, my problem. This showed me how different parenting methods can disrupt events in his everyday and school life. I then tried to approach the student in different ways, to try what could help, I consulted with an educational advisor, but not much changed in the process.\n\nOutcome:\nAs I said, during the process I tried to contact the parents, even several times, but the student's behavior did not change much, no matter what approach I tried to him. He was constantly disturbing, provoking my classmates and me and generally liked to break the rules. Later in the higher years it was dealt with, I think, with some disciplinary punishments.\n\nStudent Profile:\nAge/Year: 7 let, 2 třída, ZŠ\nHobbies: sporty, počítačové hry\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Neúcta k autoritám,Porušování pravidel,Rušení výuky,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1280", "student_age_year": "7 let, 2 třída, ZŠ", "student_hobbies": "sporty, počítačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Neúcta k autoritám,Porušování pravidel,Rušení výuky,Nevhodné chování", "teacher_approbation": "Magisterské vzdělání (Mgr.) v oboru pedagog na 1. stupni ZŠ", "teacher_practice_years": "31 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/480", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I entered the classroom during a long break, I saw a student using coercive means to get his classmate's snack. Pupils wrestled with the box and hit each other with their fists. I heard the aggressor say, 'Give me the snack or I'll wait for you somewhere after school and then I'll beat you up.' The other students in the class just sat and watched idly as their classmates wrestled. They probably feared that if they intervened, the aggressor would be interested in them too.\n\nSituation (Anamnesis):\nThe student lived with his mother and three older siblings. The family belonged to the socially weak and the children did not have enough material security, which was also reflected in their food needs. The children in the family hid food supplies from each other so that they would not eat each other's food. The student in the class was sitting alone in the back bench. He had no friends in class because the children were afraid of him. He commanded attention in class by being angry and attacking his classmates. He communicated with the teacher as if he were his equal. The mother did not have time to raise the children and was not even interested in their problems or successes in school. For the student, an adult was not an authority.\n\nTeacher Intervention (Solution):\nwatched the situation for a while to find out if it was just a joke or if it was a serious matter. We had a rule in class that if I rang the triangle, the children would stop whatever activity they were doing, and that's exactly what I used in this situation. When the pupils calmed down, I took the problematic pupil into the assembly room and asked him appropriate questions. Together we tried to reach a satisfactory solution. I tried to contact the student's legal representative by phone, but without success, so I proceeded to a written solution and sent an email to the mother with a paper in the student's book. I explained to the class how to behave in the given situation.\n\nOutcome:\nAfter about four weeks, I did not leave the classroom as a precaution, even during the long snack breaks. The problematic student carried his own snacks, which he ate without any problem and did not tend to demand food from his classmates. When the situation in the classroom seemed resolved and I left the children alone for a while at snack time, the student began to force food, this time from another peer.\n\nStudent Profile:\nAge/Year: 11 let, 5.ročník\nHobbies: Fotbal\nDisorders: Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "480", "student_age_year": "11 let, 5.ročník", "student_hobbies": "Fotbal", "student_diagnoses": "", "student_disorders": "Krádeže", "teacher_approbation": "VŠ – Speciální pedagogika", "teacher_practice_years": "15 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/343", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy used to be quite problem-free until the age of 13. Proszěch was not without problems, but he always somehow 'bited his way' to a successful end of the year. Visible problems arose when he started hanging out with a group of friends where substance use is common. Party members mostly come from troubled families and are from other schools or no longer at school at all. The boy comes from a respectable and financially secure family. His experience with addictive substances was nil, and once before coming to school he had misjudged the amount of chewing tobacco he had used, so he got sick during class. He was sitting alone in his pew and wasn't talking to anyone, which was unusual. After fifteen minutes of the lesson, the boy, all green, asked if he could go to the toilet. I answered by asking why he wasn't there a lesson ago, and at that moment the boy started throwing up on the floor. I took him to the toilet and called his mother to come get him. I kept an eye on the boy to see if he was still sick.\n\nSituation (Anamnesis):\nThe boy is an ordinary, unproblematic student whose grades are rather poor. Popular among classmates. He does not like to study, he prefers to work and help at home in the fields. He is easily influenced by his surroundings and is very easily seduced. His family owns a farm where he often helps out with his two brothers. So he is more of a practical type. He is not very attentive and often does not notice his surroundings. He has a good relationship with his parents and siblings.\n\nTeacher Intervention (Solution):\nAfter the incident, the mother picked up the boy from school, I returned to the classroom and a conversation took place with the classmates. At first they tried to make up some lie so that the boy wouldn't have a problem, but then one student shouted loudly: 'He shouldn't keep smoking that snus.' I caught that right away, and since I didn't know what the label 'snus' meant, I immediately asked about it. It was clear to everyone that the truth was out there, so no one was inclined to lie anymore. I was told it was chewing tobacco and that the boy used it regularly. Subsequently, a telephone conversation took place with the boy's mother, who had no idea about her son's habit. Mother taught the boy, basically, while talking to me on the phone. One could hear expressions like: 'you take drugs', 'who taught you that', 'you let us down a lot' and the like. After returning to school, the boy was educated about the dangers and consequences of using chewing tobacco. I studied this information carefully and consulted an acquaintance whom I knew used chewing tobacco to get first-hand information. The whole class was taught the same way. The teaching staff has been informed about this matter, the teachers are already monitoring the pupils and paying attention to these facts.\n\nOutcome:\nThe boy promised to make amends and will think about the harmfulness of the substance used. He even came to my office to apologize himself. He talked about how he didn't like it anyway and that everyone in his crew did. His mother strictly forbade him to have any further contact with the gang. In the first week after the incident, the mother frequently called the school to inquire about the boy's behavior. I assume that the boy had a proper regime at home for a longer time. In the long run - from my point of view, the boy is careful about this behavior. The class pushed him away a bit at first because most were against his habit, but over time the collective was back to normal. The boy still has problems with achievement, but his behavior has improved. In my opinion, the core of the problem - i.e. the problematic group - was solved in the bud and the boy did not fall into something worse.\n\nStudent Profile:\nAge/Year: 15 let, 9.ročník\nHobbies: Práce na poli\nDisorders: Nevhodné chování,Drogy\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "343", "student_age_year": "15 let, 9.ročník", "student_hobbies": "Práce na poli", "student_diagnoses": "", "student_disorders": "Nevhodné chování,Drogy", "teacher_approbation": "VŠ, ČJ, NJ, AJ pro II.stupeň ZŚ", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1008", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout 14 days from the beginning of the school year, a 1st-year student of SOU majoring in MOMV, where I also taught civics, came to me as the school's prevention methodologist, saying that he wanted to confide in me about something. His classmates make fun of him, they isolate him, he has no friends. The interview showed that he is interested in cars, especially buses, and their repairs, because his father is a car mechanic, so he helps in the workshop, that's why he chose this field. Some of the classmates in the class make fun of him, giving him the nicknames \"Bus\n\nSituation (Anamnesis):\n1st year SOU student, major MOMV (motor vehicle mechanic), age 15, lives in a complete family, has two younger sisters, introvert, not very communicative, average academic results. Students of the 1st year of MOMV-24 students aged 15-16.\n\nTeacher Intervention (Solution):\ntried to work with the class during classroom lessons and civics lessons, I showed the students how to behave empathetically, at that time the student attended school only sporadically, so I decided to invite his parents to school. As part of the ŠPP (school counseling workplace), the meeting was attended by the school principal, an educational counselor, a career counselor, and myself as a school prevention methodologist. The parents were desperate, they didn't know what to do, they didn't want to send him to another field, he was only interested in motor vehicles. A partial possible solution was to reassign the student to the second group for vocational training, which we did. His parents promised to persuade him to try to go to school, because he did not confide in them much and they themselves assessed him as very sensitive.\n\nOutcome:\nThe student no longer came to school, the following week the parents informed the school that the student was transferring to another school. I met him after some time, and since he always reported to me, he came to me this time too and informed me that he didn't last at the second school either, again precisely because of his classmates. I rate this case as poorly solved, even though it may not have had an alternative solution. The MOMV class was problematic until the 3rd year, during the study two students were expelled from this class and two others went to other schools at the request of their parents.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník SŠ-SOU obor autotronik\nHobbies: Oprava vozidel, autobusy, neoborová vozidla\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems, Bullying\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1008", "student_age_year": "15 let, 1. ročník SŠ-SOU obor autotronik", "student_hobbies": "Oprava vozidel, autobusy, neoborová vozidla", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Ing. Právní nauka, ZSV/občanská nauka, odborné předměty SOU-kovářství, školní metodik prevence", "teacher_practice_years": "20", "problems_annotated": "Attendance problems, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/362", "content": "TEACHING CASE STUDY\n\nBackground:\nIn another class in which I received classroom management, since the 7th grade, one student has been constantly forgetting things and making excuses that he forgot the given tools at mom's/dad's, depending on who he was with the week before. Almost all the teachers who taught him came to complain to me. When I called his father to see if he had left gym with his mother and if he didn't have anything else to wear to practice, of course he replied that he had plenty of clothes there that he could wear. He also called every two weeks saying he wasn't well and could I call my mom to take him home. I thought it might be psychological, after all he didn't have it easy at home. So I asked his classmates what they thought of this boy, and they told me that he was perfectly fine, keep smiling. Of course, it is difficult to know whether the student is really sick or is just taking advantage of his mother, who is trying to make the first last for him. But in my opinion, he was just cunning and took advantage of the situation.\n\nSituation (Anamnesis):\nThe boy's parents divorced during his schooling in the 7th grade. They were constantly arguing and pulling the boys. Mom threw dirt on his dad. He once even came to my office and started crying to me that his ex-wife was holding her son against him. The boy is an only child. He is popular in the class.\n\nTeacher Intervention (Solution):\nSo I called both parents to the school several times (separately), where I emphatically told them that it really couldn't go on like this. My mother agreed with me and I made an agreement with her that the next time I call her to come pick him up because he is sick, she will say that it will last there.\n\nOutcome:\nexpected that once he saw that mommy wasn't going to do as he whistled, the situation would improve. He lasted about a month without missing a class. Subsequently, however, the excuses began to increase. He started forging his parents' signatures and went to school. His benefit, which had been pretty good until then, also dropped. Again, it was discussed with the parents and the school management.\n\nStudent Profile:\nAge/Year: 7.     – 8. ročník\nHobbies: Hokej\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "362", "student_age_year": "7.     – 8. ročník", "student_hobbies": "Hokej", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Český jazyk, dějepis", "teacher_practice_years": "25", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/44", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day I heard terrible news from the mother of one of my students. She told me what was happening to her son during his time at school and in the floorball club. He was friends with two boys who were also in my class. These two boys, his friends, sometimes amused themselves by beating the third one. He was assaulted both in class during recess and during extracurricular activities. It happened in such a way that one student held him so that he could not move and the other kicked him, for example in the thighs, in the calves, and finally kicked him in the stomach, which got the student to the doctor later that day. My mother informed me about this, but she still said that she did not want me to deal with this case. That her son doesn't want it. But I had a different opinion and for my inner peace I decided to resolve the situation because I don't want something like this to happen again.\n\nSituation (Anamnesis):\nThe attacked student is a very sensitive boy, which is why he is most likely afraid to speak up and solve the problem that has arisen. She doesn't want to lose her two friends by reporting them to the teacher, which could lead to disciplinary action. Since the situation also happened in the classroom during recess, it seems that the rest of the class either ignored or did not notice the violence that took place there.\n\nTeacher Intervention (Solution):\ninvited the students to the office one by one. They walked independently and I could listen to the situation from multiple angles. I was interested in what is the view of each individual on what happened. It turned out that the students took it as a joke. They didn't feel that the incident escalated into bullying or assault, but they thought it was fun and that the person being assaulted was taking it that way. Because they were used to behaving like this even in training, where the matter was most likely not resolved, it did not seem like bad behavior towards the attacked. They claimed that even the one who was attacked was taking it as a joke, which he confirmed to me in the cabinet, even though I knew from his mother that it wasn't so. In short, to fit in with the party, he let himself like something like that. And because I thought that it would not be good to deal with it only with the pupils, I consulted with the educational advisor and we also invited the parents of all the boys who took part. We told them what happened. Some of the parents made light of it at first. They talked about it in such a way that nothing really happened, that it was just a joke. But at that moment we warned them that if we don't deal with it, it is possible that the behavior will be repeated or the aggression will escalate and it is desirable to stop it at the beginning. It was clear to me that we had to make it clear to them that they could not behave like this and that some kind of punishment had to follow. The guidance counselor and I explained to the parents that they should also address the situation with the pupils at home and talk to them. I suggested the educational measures we gave at school and I think it was the right thing to do. They were reprimanded by the class teacher. At the end, I analyzed the situation with the class as a whole, because it would affect the children anyway. I was talking about the fact that we can't judge the guys who did it as bad, but we can judge their behavior as bad. And they can easily change that.\n\nOutcome:\nThe incident did not happen again. The pupils received educational measures, but I am not very satisfied with the result. I'm not sure, from a teacher's point of view, how the boys accepted the whole solution to the situation. Yes, it was resolved, but in my opinion, even after the punishment, they still didn't see that their behavior was wrong and they deserved it. In my opinion, they did not accept the guilt and did not recognize that the violence they committed cannot be taken as fun. I don't think they realized that.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: Hry na počítači, chození ven s kamarády, sport\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "44", "student_age_year": "12 let, 7. ročník", "student_hobbies": "Hry na počítači, chození ven s kamarády, sport", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání v pedagogice – Český jazyk a literatura, Občanská výchova", "teacher_practice_years": "15", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/421", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student interrupted the lesson every lesson, ignored the surroundings, wanted to \"entertain\n\nSituation (Anamnesis):\nThe student transferred from another school in the 5th grade. During this year, everything went relatively smoothly, the change occurred in the 6th grade, when there are frequent changes of teachers, there is a different teacher for almost every class, and at that moment the aforementioned problems arose. The student was unable to follow even simple instructions from the teachers. The school required a medical history document from the mother, which the mother did not want to share. She later revealed that the student had Asperger's syndrome. The mother was unable to work properly with her son. She could not develop his potential, at home she solved his disorder by yelling. Later, the student spent all his time on the computer and playing games. He had a world all his own. As a prevention methodologist, I was afraid that they wouldn't realize when they hurt someone that it wasn't just a game, and that the injured person wouldn't reappear unharmed in their place after restarting the game.\n\nTeacher Intervention (Solution):\nrequested a teacher's assistant for the student, but this process is lengthy, so the entire 6th grade was without him. The teachers were supposed to write down his behavior. The student always sat with a clever classmate who advised him what to do. The student attended a special pedagogue and learned basic social habits, as well as social feelings and empathy. It was explained to the other students in the class what kind of disorder it is and how to deal with such an individual, as he acts. The classmates were very helpful and understanding.\n\nOutcome:\nAs soon as other classmates learned about the student's disorder, his mother came to the school, who was dissatisfied that her son's medical history was being dealt with at school when it was a private matter. But it was necessary to instruct both classmates and teachers so that they knew how to approach the student. The classroom assistant was a huge help and relief to all teachers. Thanks to him, the student reached the ninth grade and completed elementary school.\n\nStudent Profile:\nAge/Year: 6. třída, 12 let\nHobbies: PC hry\nDiagnoses: ADHD,Porucha autistického spektra,Náběh na Aspergerův syndrom\nDisorders: Ničení majetku,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "421", "student_age_year": "6. třída, 12 let", "student_hobbies": "PC hry", "student_diagnoses": "ADHD,Porucha autistického spektra,Náběh na Aspergerův syndrom", "student_disorders": "Ničení majetku,Rušení výuky", "teacher_approbation": "Mgr. - Anglický jazyk, učitel pro 1. stupeň ZŠ, Metodik prevence rizikového chování žáků ve škole", "teacher_practice_years": "25", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/775", "content": "TEACHING CASE STUDY\n\nBackground:\nOver the course of the year, the two students behaved tauntingly and lightly insulted each other, whether it was a light taunt during class or an accidental poke while playing during PE class. The whole situation escalated on the ski course, where both boys insulted each other more and more. The highlight was when one laughed at the other that they live in a small village and that they don't even know the bike there, so they ride a triangle.\n\nSituation (Anamnesis):\nBoth boys were rather above average in terms of grades. They were one of the more expressive ones in the whole class. Rather extroverted in behavior.\n\nTeacher Intervention (Solution):\nWe got involved as teachers only at this point, which was unfortunately too late. The whole class laughed at the given statement about the triangle. At this point, we tried to talk to the individual boys, but there was no personal improvement. In the end, the school management had to intervene. This dealt with both boys, who had to attend sessions with the school psychologist at the decision of the school principal.\n\nOutcome:\nAfter the session ended, the situation calmed down and there was almost no problem between them until the graduation year. In the long run, the problem was solved only with the help of the school's psychological counseling service.\n\nStudent Profile:\nAge/Year: 12 let a sekunda\nHobbies: Florbal, fotbal, fyzika,\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "775", "student_age_year": "12 let a sekunda", "student_hobbies": "Florbal, fotbal, fyzika,", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (Dějepis, Český jazyk + Zeměpis)", "teacher_practice_years": "20 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/713", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I started working as an assistant, the student really needed help, he suffers from very strong autism. His parents wanted to send him to a special school, but it was not possible because the student boycotted the changes. He hates change, he didn't want to go to school in another city, he can't ride the bus and his parents don't have a car. I have known him since the first grade, it was not known at all that he was autistic, they did not recognize it in kindergarten. It wasn't until the first grade that they began to find out, go around specialists, and finally he was prescribed medication, he takes the medicine three times a day. His biggest problems are that he doesn't know the basic behaviors that other kids have. I remember one situation that was particularly unpleasant. He was in first grade at the time, starting to take medication, and was hard to get along with. He often did different things, but what bothered us the most was that he went to the litter box. It was interesting for him. I remember the first time it happened. I just ran off to get the supplies and the teacher was writing on the board, so no one looked at the student for a while. I came to the classroom when he knocked over the trash can and the kids were laughing. They were small, they couldn't understand what autism was, so the student seemed strange to them. The teacher and I wanted to take the student away and clean up, but he started acting out. He wasn't doing anything wrong in his eyes, so he didn't understand why we were banning him. The teacher managed to calm him down by promising him that he could keep one item from the bin. It was a crumpled plastic cover for a notebook. The children threw various things into the bin, they were just learning how to sort the waste. It was resolved that day, but the student started doing it repeatedly. We were desperate, we didn't know what to do. He couldn't be stopped or talked out of it, he started yelling and getting angry, he had anger management problems. I remembered an acquaintance who is a special education teacher, so I contacted her and discussed the situation. She advised us not to argue with him and not to pretend that it is worthless and causes negative emotions. If he wants to do it, let him do it, but in a reasonable way, let's make him a special basket, for example. The teacher and I removed all the trash cans and placed them in the hallway. The school bought a new colorful basket, which we filled. The children painted pictures and we put them there, as well as wooden cubes and toys interesting to the touch. When the student decided to go to the bin, he could choose one item and take it to the desk.\n\nSituation (Anamnesis):\nThe student suffers from a strong form of autism, when he was younger he could not control his anger and could not react to situations correctly, he often reacted by shouting or getting angry, he tried to hit his classmates several times. It is necessary to take into account that the usual principles will not apply to him, it is necessary to approach differently. Nothing can be strictly prohibited or shouted at, it arouses strong emotions in him that he cannot process and reacts disproportionately.\n\nTeacher Intervention (Solution):\nThe teacher and the assistant tried to solve the situation by talking, which did not work for the pupil suffering from autism. They took the advice of the special education teacher and decided to help the pupil. They removed all the trash cans so the student wouldn't find anything inappropriate, get dirty, or get hurt. They placed a new colored basket in the same place, which served as an exploratory one. The children painted pictures in it, toys were borrowed from the group and the basket was filled with them. When the student was interested in approaching the basket, he could. The teacher and the assistant agreed on cooperation with him, that he could choose one thing from the basket and take it to the desk, but then he would diligently count the examples. As the student grew older, this characteristic passed.\n\nOutcome:\nThe result of the solution was more than satisfactory. The student responded positively to the idea and liked the basket with toys and pictures. The children tried to paint colorful and interesting pictures to capture the pupil's imagination. The student was satisfied, whenever he wanted, he could go to the bin, empty it, find something interesting and take it with him to the desk. Since no one was fighting him or forbidding him from this behavior, he was overall in a much better mental state and mood.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: Vesmír a matematika\nDiagnoses: Autismus\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "713", "student_age_year": "11 let, 5. třída", "student_hobbies": "Vesmír a matematika", "student_diagnoses": "Autismus", "student_disorders": "", "teacher_approbation": "Učitelství pro první stupeň", "teacher_practice_years": "47", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/433", "content": "TEACHING CASE STUDY\n\nBackground:\nOn Thursday at the beginning of the school year, I went for a walk with my class as part of the first adaptation day with TU. Another colleague went with us. The students' behavior was problem-free throughout the morning. Pupils talked, played, competed. Before noon, we waited for lunch for about 20 minutes, so I parted at the children's playground, which is in the immediate vicinity of the school cafeteria. Before leaving for lunch, I called the students to count each other and everyone went either to lunch or to their homes. This is where we saw the whole class for the last time that day. In the afternoon, I received a message from the mother of one of my students that her daughter had been attacked during the morning. 'Hello teacher, I am writing about today's incident that happened in the morning before you went to lunch with the class. My daughter came home with her cousin saying that a classmate attacked her and punched her several times in the chest followed by a slap. Right after she wanted to defend her cousin from the lower grade. I would like to solve this situation, I don't want a repeat of the previous years. I will inform the headmistress about this incident. With regards...' This news surprised me a lot, because none of the children informed me that something had happened on the playground. I texted the student's mother to say thank you for the message and that it would be resolved the next day. In retrospect, I learned that my mother had called the principal even before she sent me the message. The headmistress discussed it with the pupil and during the investigation by the team it was found that there were other versions.\n\nSituation (Anamnesis):\nThe class is very lively, especially some boys have disciplinary problems and resolve disputes with each other during breaks or even outside the school premises. There is jealousy among some of the girls, including the female student. She is not happy that her classmates also started going to the riding club. The student has behavioral problems, often lies. Another pupil is slightly above average, a problem-free pupil. Otherwise, the class works quite well as a collective.\n\nTeacher Intervention (Solution):\nThe next morning, we sat down with the class and everyone who wanted to could comment on the situation. I found out that when the children were on the playground, there were also first-graders there, and one of them, who was a cousin of the student, started throwing apples at the student. And so that the pupil would not go after the little first grader, he turned to the pupil to tell him to stop throwing apples at him. Instead of the pupil reprimanding the cousin, both continued to throw apples at the pupil. That's why the student got angry and probably touched the student somehow. The pupil claimed that he definitely did not punch the pupil in the chest. None of the other classmates saw the pupil hit the pupil, they only saw the apples being thrown. It was obvious that the pupil was not telling the whole truth, because she stuttered and gave a different version each time. In the end, everything was resolved by agreement by clarifying that such things must be reported immediately. The student and the student shook hands and the student apologized as a precaution, although he probably didn't do it. The student had to comment on whether she agreed with this solution. She answered yes.\n\nOutcome:\nwrote an e-mail to the student's mother, saying that the problem was solved by agreement. After a week, the student was not feeling well during class and her mother came to pick her up. She asked me out of the class during class and asked me how the incident was resolved. I told her that they would make arrangements and that the school team was dealing with it. The mother's reaction was impulsive, she started to raise her voice and claim that other students also saw the pounding in the chest, but did not confirm this version in front of the teacher. The mother claimed that her daughter was always right and that she had been bullied before and that she was definitely bullied. Žačka stood next to her mother and did not speak. Much of the conversation was overheard by the children in the class and then blamed on the student. The mother apparently accepted this solution and did not speak again. The teacher thinks she handled the situation well and doesn't know what she would have done differently.\n\nStudent Profile:\nAge/Year: 11 let, 5.ročník\nHobbies: otevřená otázka\tKoně, jízda na koních, vlastní hříbě\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating\nSolutions Applied: Agreement, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "433", "student_age_year": "11 let, 5.ročník", "student_hobbies": "otevřená otázka\tKoně, jízda na koních, vlastní hříbě", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské vysokoškolské vzdělání (dějepis,občanská výchova)", "teacher_practice_years": "3", "problems_annotated": "Physical aggression, Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/102", "content": "TEACHING CASE STUDY\n\nBackground:\nhad this class for the first time, we had two hours together. I never had them before, we didn't even know each other from substituting. In order not to start in a hurry, I prepared the current political situation for the first term - political science is also waiting for us later and it is just before the elections, which some of the students can already go to. From previous experience, it is an attractive topic for pupils, because we talk, they can express their opinion and some do not deal with politics at all at home, so this is a unique opportunity for them to get involved and create or share opinions. We started with the voting calculator and then we analyzed their results to see how satisfied or surprised they were. It worked great in class A. In class B it was a disaster. For the third year in a row, the ban on the use of cell phones has been in force here, and pupils hand them in if the teacher does not directly allow their use. This was arrived at after many complaints and negative experiences from teaching, when pupils were not paying attention, were disruptive, looked at their mobile phones, even took calls, etc. to interfere with the phones. In class B at the final exam, at a certain point I wasn't sure if everyone was really answering the questions in the election calculator, or if they were writing to their friends instead. Only a few of them answered my questions a bit, but the class involvement didn't work. So we talked a little with some of them, but most of them just sat, looking at their mobile phones or at me, and if at me, they looked quite disinterested and as if I was reading from their expressions \"what do you want us here?\n\nSituation (Anamnesis):\ndon't really know how that happened. I had this class for the first two hours, we didn't know each other yet and we didn't have time to \"do\" anything\n\nTeacher Intervention (Solution):\nIn class, I reminded a few of them to watch the show so they could join the discussion, but when everyone is sitting crammed as far as possible in the back and I don't know their names, it's hard to do. So I left the class just frustrated that next time I mustn't forget my phones and I'm not going to do any mobile activities with them - it doesn't serve the purpose at all.\n\nOutcome:\nI have a class once every two weeks and haven't had it again since this incident and unfortunate start. Next we have the topic of Media which is great and popular and the pupils are getting involved so I can only hope they will finally talk a bit. Right now I'm totally demotivated to try to make nice hours when I'm not getting the desired response.\n\nStudent Profile:\nAge/Year: 17 - 18, 3. ročník SOŠ\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "102", "student_age_year": "17 - 18, 3. ročník SOŠ", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Bakalářská SZZ", "teacher_practice_years": "3", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/555", "content": "TEACHING CASE STUDY\n\nBackground:\nwent to classes as a teacher's assistant with a young lady who had problems with communication in class, she was shy. At some points, she absolutely refused to cooperate with the teacher. She refused to cooperate in the sense that she did not answer the questions and just looked at the teacher and did not say anything. The teacher was always taken aback, but he didn't force the girl to do anything. It happened mainly in foreign language classes.\n\nSituation (Anamnesis):\nThe class has difficulties with discipline and a rather problematic collective. You hear about them very often in the assembly hall and they don't have a resolved relationship with each other (a few boys are disruptive in class, but some students want to learn and it doesn't do them any good). The girl I'm referring to is generally rather quiet, if she doesn't have to talk, she doesn't. The student generally has a roughly average grade, but she is not very confident in a foreign language. The female assistants working at the given primary school agreed that they are probably embarrassed in front of their classmates because they make fun of anyone and anything during class.\n\nTeacher Intervention (Solution):\nwas in an online class and the student ignored the teacher's call to answer his question for about the third time today. I was already running out of ideas to help her in class because we were there with the whole class. At one point, it was the fourth time the teacher ignored me, I couldn't take it anymore and I say to her: \"Please realize what you are doing. I understand that you're probably ashamed, but if you don't function like the others in class, that's up to the psychologist.\n\nOutcome:\nSince the incident described above, the student answers the teacher's questions in class, or at least says that she doesn't know what to answer.\n\nStudent Profile:\nAge/Year: 11 le, 6. ročník\nHobbies: skaut\nDiagnoses: Poruchy učení\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "555", "student_age_year": "11 le, 6. ročník", "student_hobbies": "skaut", "student_diagnoses": "Poruchy učení", "student_disorders": "", "teacher_approbation": "střední pedagogická škola", "teacher_practice_years": "3", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1228", "content": "TEACHING CASE STUDY\n\nBackground:\nDue to problems with her mother, which additionally worsened with puberty and covid at the same time, problems with alcohol, cigarettes, drugs manifested themselves, she had \"unsuitable\n\nSituation (Anamnesis):\nMiss with problematic attendance, conflicts in the family with her mother, with whom she lives, problems began to manifest in the 7th grade, when she was 13 years old. The mother was older, had 2 adult sons, and had neither time nor interest in the girl, perhaps she became pregnant unexpectedly, and therefore the husband left the family when she was 2-3 years old. The mother is normal, so she has no problems with alcohol or money, she works as a nurse, the problems are only relational. She left her daughter to raise herself. Since she was little, she did what she wanted, she was free, which led to certain results, and her mother did not want to see and deal with it. Otherwise, the girl had average grades just from sitting in class and listening.\n\nTeacher Intervention (Solution):\nFirst, there were educational interviews with the setting of some rules, and their reflection after 14 days, but she could suddenly disappear for 2 months. Then there were commissions where they talked in turn with the child, with the mother, with them together. When they were talking only with the girl, she was friendly, she didn't lie much, she was quite honest. When they talked to the mother, she said that it was all the girl's fault, and as soon as they talked to them together, the mother defended the girl. After an agreement with her mother and the social department, the girl went for a diagnostic stay, she returned with set rules of behavior, a rearranged scale of values. Their mother wanted to send them for a diagnostic stay, not the school, which usually happens the other way around. You could see his relationship with his daughter. The daughter received it neutrally to positively. She stayed for 6 weeks, there was treatment, some rules of behavior were set, the girl was removed from drugs, further consultations were taking place. But if the child doesn't set it all up in his head, then the external setup doesn't work. During the stay, the girl understood that there are much worse cases than her, she learned to appreciate herself, she made it clear that she has to stand on her own two feet, because her mother will not help her, so she gives her money, she has no problem with that, but overall the girl is doesn't care So then they agreed with the mother that he would go to an apprenticeship with a stay outside the city.\n\nOutcome:\nAfter her return, she was on triples, she was able to prepare, she was very motivated. However, new conflicts with her mother began, motivation dropped again, truancy was repeated, but she was motivated at least to the point that she completed her education and graduated from the eighth grade. She left her mother to go to boarding school and now she is studying, and that is relatively good, we don't know any other details. It is interesting that she is the only girl who came back from the diagnostic stay corrected, otherwise the children always come back worse, they learn other things there, or on the contrary, they are bullied. But she was strong enough and could be motivated. Now the point is that she's all alone, and if she finds a guy so quickly, and it's a matter of what guy. Otherwise, it is still set more or less positively.\n\nStudent Profile:\nAge/Year: 7. ročník/ 13 let\nHobbies: žádné konkrétní\nDisorders: Záškoláctví,Drogy,Alkohol,Cigarety,Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Attendance problems\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1228", "student_age_year": "7. ročník/ 13 let", "student_hobbies": "žádné konkrétní", "student_diagnoses": "", "student_disorders": "Záškoláctví,Drogy,Alkohol,Cigarety,Sebepoškozování", "teacher_approbation": "Vysokoškolské, metodik prevence", "teacher_practice_years": "29", "problems_annotated": "Violation of classroom/school rules, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/290", "content": "TEACHING CASE STUDY\n\nBackground:\nThe third and seventh graders at our high school regularly go on a sports-oriented cycling course. Since we are located in the Highlands, we have suitable terrain to organize a course in the nearby area, so every year we go for recreation about 25 km from the school. Every year there are students in the class who live along the route, so we usually agree with them that they will join along the way. Since we go in June, the vast majority of students are already eighteen years old by then. According to the law, they can legally consume alcohol, but at a school event they are strictly prohibited for the entire five days. One of these tours went classically according to plan, about forty students set off under the supervision of three teachers in a bicycle convoy towards recreation, and others joined along the way. One student later admitted to buying a bottle of vodka for the entire class for the evening, but one student took it upon himself to drink almost the entire bottle. Shortly after that, we arrived at his residence together with the students and picked up a group of students. At that moment, we had no idea that the student had ingested, somehow he managed to hide it from us, as the student was known for his cheerful demeanor and was the \"entertainer of the class\\\n\nSituation (Anamnesis):\nThe student did not show signs of pathological behavior during the study. In class, he was notable for his extroverted demeanor and occasional witty remarks that usually amused the entire class and seems to have been popular with his classmates. However, before the cycling course, he had never caused significant disciplinary problems. He was not one of the hardworking students, but he usually got twos, sometimes threes. Before the course, we also didn't know what the student's situation was at home. In a later interview with him, we found out that the mother often consumes alcohol, the atmosphere at home is not favorable, and the choleric father does not go far for a shot.\n\nTeacher Intervention (Solution):\nWhen another teacher and I arrived at his home with the student, the father reacted by punching the student right at the door, but the student started to fight back. As pedagogues, we tried to separate father and son from each other and calm the situation, which was also watched by grandmother and grandfather the whole time. The student's mother disappeared after the first shot. When we were as sure as possible that the situation would not escalate further, we left the house and headed towards recreation, where the other students with the remaining supervision had meanwhile arrived. During the afternoon, the student's mother called and we agreed that when the student is in a normal state, he can return to the mandatory cycling course. So in the evening, the father brought the sober student and the rest of the course passed in peace. We resolved the situation with the student by agreeing that expulsion from school is also a consideration, but if he behaves well, we can forget about the incident. The student did not receive a conditional expulsion, but a verbal agreement was made in the presence of all the teachers and with the approval of the principal that if he causes another problem before the end of his studies, he will be expelled from the school, but otherwise he is still a student at our school.\n\nOutcome:\nIn retrospect, I evaluate that the agreement with the student worked, immediately after the incident on his own initiative he helped with everything, chopped wood and constantly asked, it seems something needs to be done. He was an exemplary student for the rest of his studies and even improved his grade point average as he began to study regularly and often allowed himself to be challenged. No problematic incident occurred until the end of the study and the student graduated with honors.\n\nStudent Profile:\nAge/Year: 18 let, 3. ročník\nHobbies: otevřená otázka\tsport\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Physical intervention, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "290", "student_age_year": "18 let, 3. ročník", "student_hobbies": "otevřená otázka\tsport", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Středoškolský učitel biologie a chemie (RNDr.)", "teacher_practice_years": "40", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Physical intervention, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1080", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the second half of the school year, I was given a class of freshmen. In my classes, I registered a student who had visible scars on her wrists and other places. I started monitoring the situation and became suspicious of the girl's self-harm. Subsequently, I was also alerted to this by the gym teacher, who noticed the girl's injuries in the gym and that the girls who noticed it when they were changing for gym also pointed it out to her.\n\nSituation (Anamnesis):\nThis was a girl who was rather introverted, didn't get involved much when she didn't have to, but did very well in school. There were no educational problems in the class, she had no problem with the team. She showed no signs of any other problem behavior.\n\nTeacher Intervention (Solution):\nMy first reaction to this discovery was to talk to the girl. I told the girl that we would talk after class in the office. There I asked her how she was doing, if anything was bothering her. How does she feel in the classroom and if she feels accepted by the collective. And I sensitively outlined what I noticed. The girl was unsure at first, but then she confided in me that she had no problem in class. That the damage is not related to the school. You could see that she was happy that someone was interested in her. After that, I informed my parents about the whole situation, who had no idea about it. I recommended a psychological examination for the girl.\n\nOutcome:\nAfter the conversation, it was immediately clear that the girl was relieved. The girl sought psychological help. According to the information, the girl lives with both parents and confided that this impulse was always repeated after her father lowered her self-esteem with inappropriate comments. He called her incompetent etc. After that there was no problem with the girl. The situation did not repeat itself.\n\nStudent Profile:\nAge/Year: 1.ročník SŠ, druhé pololetí\nHobbies: Tvoření, kreslení, malování\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1080", "student_age_year": "1.ročník SŠ, druhé pololetí", "student_hobbies": "Tvoření, kreslení, malování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské", "teacher_practice_years": "18", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/600", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the following days, the student handed me the student book signed by his parents (more precisely, his father). Within days, after the incident with the lost backpack, what I feared happened. The student seemed withdrawn during the lessons. He fulfilled his duties on the whole, he carried his school supplies, or at least so that I did not know otherwise. After the few interactions we had as student and teacher, I could tell that he was a little scared of me. It's not something I'm surprised by, so much as, as I said, something I've been worried about. After all, I embarrassed him in front of the whole class.\n\nSituation (Anamnesis):\nThe student has never been a particularly problematic student. He always seemed like a good, slightly quieter boy who prefers to have his head in the clouds rather than in his textbooks, but I wouldn't blame him for the fact that learning doesn't make that much sense to him. Diligence during classes was average compared to the class, he found more interest in art classes. He had a few close friends in class, so he never seemed unhappy to me. I only found out about how things are at home after this unfortunate situation.\n\nTeacher Intervention (Solution):\nhad a bad feeling about the unpleasant situation between the two of us. At first I thought that I would talk to the student in private sometime after class, but I wasn't entirely sure if I would make the situation worse, if the student would even be able to talk to me honestly after I undermined his trust with my piece. I decided that I would rather deal with the situation through his parents. I don't know much about his family background, and we didn't discuss the student's problems with preparing for classes with his parents in any depth at the parents' meeting. Only the student's mother came to the appointment in the office. First, I discussed the student's sloppiness with her, the effects it has on him and on my teaching. Subsequently, I told my mother about my infamous moment and how sorry I was for the situation now and that I would like to resolve it with her. Mom ended up being very nice and seemed to understand the situation. She told me something about how things are with the student at their home. His father is very strict with him when it comes to school, so he actually does similar things at home to what I do during class. He prefers to always \"hammer.\"\n\nOutcome:\nenjoyed getting to know the mother, she turned out to be a very understanding person who loves her child very much (to the point of spoiling him), and I was even more pleased to learn more about the student. The mother promised me that she would try to talk to her son more about school and get her husband to be more understanding of their son's distractibility and not put so much extra pressure on him. I apologized to the mother for the incident with her son and similarly apologized to the student the next day. It took some time, but it seemed to me that gradually, day by day, the student's relationship with me and his own behavior in the classroom improved. The student still remains forgetful and distracted here and there, but it is certainly better than what it used to be during the most critical time. This is also helped by the dialogue with the mother, who has been much more open about the pupil's behavior since then.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník ZŠ\nHobbies: Výtvarná výchova, počítačové hry, kamarádi\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nepozornost,Lhaní\n\nAnalysis & Annotations:\n[No annotations available]\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "600", "student_age_year": "11 let, 5. ročník ZŠ", "student_hobbies": "Výtvarná výchova, počítačové hry, kamarádi", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nepozornost,Lhaní", "teacher_approbation": "Magistr – učitelství pro 1. stupeň základní školy", "teacher_practice_years": "7", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/932", "content": "TEACHING CASE STUDY\n\nBackground:\nA student comes to a class where it is very difficult to cooperate. Part of the pupils are constantly interrupting and thus disrupting the teaching, and the other part of the pupils who want to concentrate on the teaching. They take tools, fight, etc. The students themselves are bothered by each other, the class and the team are divided into two halves. For those who disturb and for those who want to learn (parents complained that their children cannot learn in peace). The main actors are boys - led by one problematic pupil. Very selfish and bad tempered.\n\nSituation (Anamnesis):\nThe student often provoked, had an insidious nature and knew what he could afford and what was too much. Very intelligent, knew where to 'hit'. He influences his classmates, he has 'dominion' over them. He leads others to do bad things. He disturbed the privacy of his classmates, took their mobile phones and found out information about them that would be useful for bullying and blackmailing others. He often receives applause and support from others and this further encourages him to misbehave. The problem was solved with an educational consultant, with a behavior disorder preventionist. A special meeting was called in the teachers' union and it was about special measures and procedures.\n\nTeacher Intervention (Solution):\nSupervision was strengthened in the cell where the pupils had a class (the class disturbed others, did things to them on purpose), one teacher supervised the corridor and another was present in the given class throughout the break and watched over them. A special schedule of 'emergency' has been created. The student who was the most disruptive in class was temporarily expelled from the class and sent to see the teacher who was on call. She waited for the student, for example, in the office, where the student received a worksheet and spent the rest of the lesson in isolation from the group. The student left the class (accompanied by an assistant) - he calmed down and it had a positive impact on others as the situation became more serious. In addition, the student received a note about temporary exclusion from the class: 'Your son/daughter behaved inappropriately in class today, had to be excluded from the class, worked outside the class. (Parents read the note and immediately resolve it with the child.) After 6 months, an assistant was accepted into the class and the situation was more manageable.\n\nOutcome:\nThe mother received a proposal that if the student transfers to another school, his current school will discount the punishment and only get 2 of the behavior so that he has a better average and has a better chance of being accepted to another elementary school. The student remained in school, received a 3 for behavior and continues to disrupt the daily running of the classroom. He received a recommendation for a temporary educational stay at a boarding school, his parents refused. He was excluded from events and trips organized by the class teacher (which, of course, is not in accordance with the law). There was no other solution, switching to another class was not possible, the capacity of the seats did not allow it. But the problem was in the constant gradual harassment and disruption of teaching, which had no end. The main actor got a 3 - from behavior, which is an extraordinary situation. He didn't do anything major, no extreme 'mess'. Nevertheless, the teacher evaluates this case study example as positive, because she is aware of progress in the right direction and believes that she will continue to work on the problem with her class. She likes her class.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Podvody,Manipulace,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Support, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "932", "student_age_year": "13 let, 7. třída", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Podvody,Manipulace,Provokace", "teacher_approbation": "Mgr., VV, D, RJ", "teacher_practice_years": "25 let", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1047", "content": "TEACHING CASE STUDY\n\nBackground:\nyear ago, there was a girl in one of my course groups who distracted the other students every lesson during the lessons. Her results and progress were above average, but she had a bad influence on other students because she actively conducted conversations during class, spoke loudly, asked a lot of questions to which she knew the answer from the beginning, interrupted me and other students, and commented on any situations that occurred during the hour has come. Sometimes it got to the point where she even used profanity and she knew everyone could hear her and she didn't care, she didn't hide it. Of course, she heard my comments and reactions to her behavior, but from day to day nothing changed, on the contrary, it only got worse. Some particularly polite students apologized to me and other teachers for this. When I realized that I had failed to make her feel respect for me, I realized that I would have to talk to the principal and her parents.\n\nSituation (Anamnesis):\nThe student is an obvious extrovert, choleric, she joined the school relatively recently and actively tried to establish relationships with as many people as possible. No psychiatric diagnoses were confirmed, although restlessness and a desire to be the center of attention were evident.\n\nTeacher Intervention (Solution):\nThe student was called to the principal, after which the principal conducted an educational interview. The student took the reprimand clearly negatively, denying the consequences of her behavior and the very fact that there was a problem. After talking with the principal, it was decided to contact the student's parents with the explanation that part of the problem in her behavior was also the student's negative and unstable reaction to criticism. The parents sided with the student, denied the existence of a real problem, but promised to come to a meeting with the principal for an educational conversation.\n\nOutcome:\nAfter involving the parents and talking to the principal, the student's behavior improved for some time. She was already trying not to interrupt me and the other students, but she was still distracting the other students, but she was doing it less. After some time, despite my remarks, to which she now reacted even more aggressively than before, her behavior again became unacceptable. This continued until the student was transferred to another school, such behavior was not sufficient for expulsion. I understand that it is partly my fault because I failed to be an authority figure in her eyes, which gave her enough room to behave in an unacceptable way towards me and the other students.\n\nStudent Profile:\nAge/Year: 16 let\nHobbies: Hudba, fotografie\nDisorders: Neuposlechnutí,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1047", "student_age_year": "16 let", "student_hobbies": "Hudba, fotografie", "student_diagnoses": "", "student_disorders": "Neuposlechnutí,Rušení výuky", "teacher_approbation": "Mgr., AJ, ČJ, RJ", "teacher_practice_years": "17 let", "problems_annotated": "Emotional outbursts, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/707", "content": "TEACHING CASE STUDY\n\nBackground:\ncould already see that there would be a problem with the student during the entrance exams, where she could not go without her mother. The whole teaching staff noticed this moment and we didn't like it. However, the student managed the talent show and successfully entered the school. The mother admitted the child's diagnosis right from the beginning of the school year, for which we were glad, among other things, because parents tend to keep their children's disorders a secret and not tell us at all. In the first two years, the student was not able to interrupt her activities and start a new job.\n\nSituation (Anamnesis):\nCommunication with the student had to be specific because she could not handle pressure. I had to talk to her calmly and slowly. The problem with the female student escalated in distance learning in the first wave. The school was not sufficiently prepared for this form of education, and information flowed to the students through several channels – bachelors, emails, Google Classroom, and there was no clear, organized schedule. There was no order and this is a big problem for Aspergers. It took a while for the teachers to notice how and who in the class group was reacting. It was difficult for me and my colleagues to identify students who are active at the computer. I found out that the student did not want to communicate with her mother at all about her things for school. She closed herself off from her, but she was pleasant, accommodating and calm to the teacher. The mother tries to compensate for the handicap, to help, to be interested as much as possible. The student was not able to accept help from her mother, she wanted to be completely independent. She rejected programs for online learning such as Google Classroom, through which the entire school functioned. It was chaos for her. She could not filter the pages, search for information, tasks, material. She couldn't handle this UI. In the autumn wave of covid, the biggest problem arose when the school set clear conditions. We didn't want the students to get lazy, so we as a school had to adapt and function the same way we functioned before covid. Physical contact was ideal for the student. When I could arrange with her physically at school. But that didn't work out in the fall and she stopped joining classes completely. The student's mother began to complain directly to the principal that some subjects were not working. After communicating with the teachers, the principal explained to the mother that the problem is not on the school's side, as classes are running normally. The student was unable to function online, she did not have a clear, organized schedule, she was unable to view everything she was supposed to see and search for in the system.\n\nTeacher Intervention (Solution):\nmeeting was held with the mother, the class teacher and the guidance counselor - a solution was reached. The student will have a special work program. All teachers were advised to assign simple, concise and clear work to the student. When she didn't keep up with the assignments, she was given a smaller amount of assignments. Reduce and simplify. The school's IT has arranged for all tasks, messages, notifications to go to the mother as well, so that she knows where and when her daughter is supposed to be and what she is supposed to do. The student has started to cope with distance learning, but it is not a suitable environment for her. He needs physical contact and can't stand the chaos of distance learning. She likes to work independently, but is unadaptable when faced with such a change as distance learning.\n\nOutcome:\nOn the recommendation of the school psychologist, I began to evaluate her carefully, evaluate mistakes more lightly and be reasonable, which I do not agree with very much. However, I consider this problem solved. The student graduated. I think that she will be able to apply herself in a job where she will be given more tasks and will not have to rely on herself.\n\nStudent Profile:\nAge/Year: 18 let, 3. Ročník SŠ\nHobbies: malba\nDiagnoses: Aspergerův syndrom\nDisorders: Pasivita,Neposlušnost,Nespolupráce,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "707", "student_age_year": "18 let, 3. Ročník SŠ", "student_hobbies": "malba", "student_diagnoses": "Aspergerův syndrom", "student_disorders": "Pasivita,Neposlušnost,Nespolupráce,Nepracovitost", "teacher_approbation": "Magisterské na FAVU, Vut Brno", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/129", "content": "TEACHING CASE STUDY\n\nBackground:\nWe went on a school trip to the city, a total of two classes were supposed to go, one class from the secondary school and the ninth class from the primary school, among whose students was a student who has a long-term problem with school attendance, as she has trouble moving away from her parents and trusting teachers . The student lives with her parents right in the city and was therefore supposed to join us, except at the local bus station, where we were supposed to go with the rest of the students by bus. Her mother accompanied her to the bus station, but it was immediately clear that she would not want to let her pupil go, as she knew only two of the teachers present. We tried to convince the student to come with us so her mother could go to work, but she refused to talk to us and we were stuck at a standstill and running behind schedule.\n\nSituation (Anamnesis):\nThe student has a long-term problem with trusting teachers and people she doesn't know, the whole situation worsened during the quarantine period because she got used to going to school and getting used to being constantly near her parents, especially her mother. On the school trip, in addition to the two teachers whom the student knew well, there were also four others and at the back of her class, a class of older children whom she did not know.\n\nTeacher Intervention (Solution):\nAfter some persuasion, we thought of bringing a classmate and a friend of a student who is in a wheelchair. The moment the student noticed her, she released herself from her mother and began to perceive her newly arrived friend, together with her mother, we convinced her that she could help the teacher who was carrying her friend in a wheelchair, and the student thus let go of her mother and began to devote herself fully to her friend and in the final she didn't even notice that her mother had left.\n\nOutcome:\nDuring the trip, she noticed several times that her mother had left, but she was relatively calm in the group of other children and the whole trip went without problems. But the main problem remains that often when she comes to school, she does not want to leave her mother, when one of their friends at school we ask her to go to the student and talk to her, it often calms her down so much that she can be convinced, but often even that doesn't help and the mother has to take her home.\n\nStudent Profile:\nAge/Year: 15 let 9.ročník\nHobbies: otevřená otázka\nDiagnoses: Porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Support, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "129", "student_age_year": "15 let 9.ročník", "student_hobbies": "otevřená otázka", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "", "teacher_approbation": "Magisterský titul", "teacher_practice_years": "3", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/731", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher was the pupil's class teacher. The student had a need for order and calm teaching and could not handle chaos in the classroom. When the teaching did not go according to his idea, he had an explosive reaction to the situation. He yelled at others and had a mental breakdown. The situation was repeated daily, sometimes more often. The student did not have the opportunity to fully participate in the lesson when any change threw him off. He felt that he was not part of the collective. He didn't talk to anyone during breaks. He spent his free time alone and believed that he had no one close to whom he could turn in times of trouble.\n\nSituation (Anamnesis):\nIn his free time, he watched series and played games online with his friends outside of school. In the past years, he had a cousin in his class with whom he got along very well, but when the cousin left, he felt like he was on his own. His classmates did not help him in the situation. The teacher had individual conversations with the student and together they tried to figure out the triggers of the behavior. They discovered that these were reactions to the behavior of other students at school. His classmates provoked him and called him vulgarisms in order to disrupt the course of the lesson with his explosiveness.\n\nTeacher Intervention (Solution):\nThe teacher decided to implement a project called \"Restart\n\nOutcome:\nIn a common circle, the other students commented on the given situation. Some classmates were not bothered by his need for order and calm in the classroom and provoked his outbursts of anger for fun. Some pupils were sympathetic to the student and wanted to help him. Some of the pupils were not even aware of the behavior triggers. By sharing in a circle, the children had the opportunity to share their own feelings and needs in class, what they like and what they don't like, and how different events and changes in the group affect them. This activity moved the collective as a whole. The student found out that he was not alone in the situation and thanks to the shared circles he got close to some classmates who started to support him at school. His outbursts and conditions became less pronounced. At first it was once a day, then once a week, then once a month. The student is currently 14 years old and has not had an emotional outburst since the beginning of the school year. The student has a new teacher and they do not solve the problem behavior together and there is no need. The student can tell himself what is and isn't pleasant for him and knows how to avoid unpleasant situations. He has friends around him who support him and he can turn to them.\n\nStudent Profile:\nAge/Year: 10\nHobbies: Anime, angličtina, Pop kultura, LGBTQ+ komunita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "731", "student_age_year": "10", "student_hobbies": "Anime, angličtina, Pop kultura, LGBTQ+ komunita", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr", "teacher_practice_years": "6. rok", "problems_annotated": "Emotional outbursts, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/278", "content": "TEACHING CASE STUDY\n\nBackground:\nIt is a class that is not doing very well knowledge-wise, as evidenced by the large number of bad grades. Other educators often have problems with the class in the area of indiscipline. Since it is a non-language class, they are not very good at foreign languages either, so I often have to discuss the material with them in great detail and several times before they understand it. The student belongs to the average in this class. But he is characterized by trying to draw attention to himself and showing off in front of his classmates.\n\nSituation (Anamnesis):\nIn my first year Russian language class, there was a boy who was absent for 2 weeks at the beginning of September, didn't know me at all and came to my class for the first time. So he wasn't even at the introductory lesson, when I introduced myself to the other students and they to me. In the introductory lesson, we also established rules with the pupils that we will follow in the lessons. Among the rules was, among other things, that I do not give notes, but I ask the students to respect others who want to learn something, not to disturb and to pay attention. Since I'm young, I don't have a long experience and I'm just starting to learn, the boy thought that everything would be fine with me and he could afford it.\n\nTeacher Intervention (Solution):\nAt the same time, the student wanted to show off in front of his classmates and let them know that he was bored by the lesson and was not interested in my explanation. He wasn't paying attention in class, he wanted to throw a bottle full of water. He finally got up and walked around the classroom without asking if he could. A student was walking around the class and I said to him: 'Where are you going? We're not in any market place here, so you can walk around whenever you want.' The boy replied that he just went for a walk. I told him that it was impossible to walk, that he should immediately return to his place and pay attention. He sits down with disgust and annoyed looks, and I tell him if he wants a note that I don't give notes, but he can be the first one I give it to. The boy snapped at me: 'Take it easy!'. So I wrote him a note that he is rude and walks around the class without reason or the teacher's permission.\n\nOutcome:\nThe student didn't expect that I would really give him a note, at the same time he tried what he could afford, she didn't see him as a 'hero' who breaks the rules and doesn't have to pay attention, but as an annoying classmate who disturbs them while learning and causes unnecessary problems. After the lesson, I invited him to my department, I told him the rules we had agreed on with the other students. It could be seen on him that he did not feel comfortable in the given situation, because I threw him off with a remark in front of the class. I would say that the remark did not bother him that much, but he felt uncomfortable and embarrassed in front of his classmates, he does not want to experience this situation again and since then he pays attention in my classes, does not draw attention to himself and does not cause problems.\n\nStudent Profile:\nAge/Year: 13. let, 7. třída\nHobbies: počítačové hry\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Disrespectful communication, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "278", "student_age_year": "13. let, 7. třída", "student_hobbies": "počítačové hry", "student_diagnoses": "", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Magisterské  Ruský jazyk se zaměřením na vzdělávání  Občanská výchova se zaměřením na vzdělávání", "teacher_practice_years": "3", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/808", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I want to describe happened recently in my class, I am a third-year class teacher. It was a fight between two classmates, who first started to poke each other, until it turned into a fight, in which the rest of the class supported them, which only strengthened the boys to continue the fight. The problem that the boys were dealing with was not serious and originally it did not arise between them, but between their friends, and the boys only wanted to support them, unfortunately in a rather inappropriate way.\n\nSituation (Anamnesis):\nThis class, as many teachers would call it, is quite lively. It is rather a boys' class of 15/8 and an almost problem-free team, except that they can make the teachers busy in class, thanks to their talkativeness and inattentiveness. Serious problems were never dealt with in the classroom, just the usual nudges that usually arise between children.\n\nTeacher Intervention (Solution):\nThe pupils were first punished by writing 5 times: I don't fight during recess. Then the assistant listened to both sides so that we would know exactly what happened in the class between the boys.\n\nOutcome:\nDue to the fact that nothing long-term was happening between the boys and the trigger was nothing serious, this particular situation was somehow not addressed with the boys even in the classroom, but one lesson of the first lesson was sacrificed to analyze how to behave appropriately. But I also tried to focus on seeing it as an opportunity for something good. The children told their classmates in writing, and above all anonymously, what they thought they had good qualities. I didn't try to emphasize what happened wrong, but rather that we all have bad qualities, thanks to which I don't have to get along with everyone right away, but that we all also have good ones, thanks to which we can at least tolerate or even respect the other person and there is no need for unnecessary skirmishes due to piercings.\n\nStudent Profile:\nAge/Year: 9. let, 3. třída\nHobbies: Sportovní aktivity\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "808", "student_age_year": "9. let, 3. třída", "student_hobbies": "Sportovní aktivity", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství na prvním stupni", "teacher_practice_years": "19", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1095", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom the given situation occurred was often disruptive in the Czech language or civics class. Among his typical problem behaviors were yelling around the class, making very inappropriate comments, or getting up from his seat during class. It was a fourteen-year-old student in the seventh grade - he failed both the first and second grade. However, the forfeiture was not about lack of knowledge, but about behavior.\n\nSituation (Anamnesis):\nThe environment in which the student lived and grew up was not one of the best - he never knew his father and his mother did not take care of him. The Czech Social Security Administration was also contacted several times in order to check the student's background, or rather his mother. The pupil's diagnosis was confirmed - dysorthography in combination with a non-specific spelling disorder and significant educational difficulties, so he had an IEP (individual education plan) set by the pedagogical consultancy and a PO (plan of support measures) was determined, which was mainly intended to help us, the teachers, with access to to the pupil. He also received one hour a week of special pedagogical care from the educational counseling center, which I was in charge of. Pedagogical care always took place from seven in the morning. He attended regularly in the sixth grade, but after that his interest waned, which led to the cancellation of classes.\n\nTeacher Intervention (Solution):\nIf we were to talk about the student's performance, it was below average. He regularly received A's in mathematics and languages, and often did not even appear for the resit exam at the end of the year. It was mainly about the pupil's lack of interest in teaching. However, if the topic or the teacher interested him, he was able to improve his grades. There have been countless incidents with the pupil, one of the most serious happened during a break. The class was already waiting in the corridor for the next lesson when the student suddenly took out hairspray and a lighter\n\nOutcome:\nSometimes the student even realized that his behavior was over the line and came to apologize. Note: The story is told in the past tense, as it concerns a student who no longer studies at the given school.\n\nStudent Profile:\nAge/Year: 14 let, 7. ročník.\nHobbies: Žádný, později fotbal – žádná změna v chování nenastala.\nDiagnoses: Dysortografie,Poruchy učení\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1095", "student_age_year": "14 let, 7. ročník.", "student_hobbies": "Žádný, později fotbal – žádná změna v chování nenastala.", "student_diagnoses": "Dysortografie,Poruchy učení", "student_disorders": "", "teacher_approbation": "Bakalářský titul  – český jazyk a občanská výchova", "teacher_practice_years": "4, 5 roku", "problems_annotated": "Diagnosis, Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1031", "content": "TEACHING CASE STUDY\n\nBackground:\nnew student came to the class, who immediately managed to integrate into the team. He was repeatedly disruptive in class, even though he was sitting alone. He made notes in the notebook only at the moment when he had supervision over him. When reprimanded, he often asked why he had to be able to do the subject. His behavior disturbed the concentration of his classmates, who wanted to pay attention in class. During the written tests, he usually only had the assignment written, but he either did not want to solve the tasks or did not know how to do it. During the subsequent collection of tests, he repeatedly tried to hide the test under the bench and pretend that he had already handed it in. During breaks, he would throw a paper swallow with his classmates or, despite the ban, walk in the corridor during a small break. The other teachers started complaining about him in the assembly room right after the first week.\n\nSituation (Anamnesis):\nProblem student - extroverted, sanguine, communicative, hyperactive, clever, unmotivated to learn Class - cooperative, noisy\n\nTeacher Intervention (Solution):\nFirst, I raised my voice at the student for disruptive behavior. The student always calmed down for about 5 minutes and then started talking again with the surroundings. I had to put him in the first desk, but he was still able to communicate with a good friend who sat on the opposite side of the class. His friend tried much harder when the said pupil was not attending school yet. After a few days, I threatened him that if he didn't start working properly, he wouldn't pass to the next grade. But the student, without any motivation for education, continued to disrupt. When the headmistress found out about it, she took him and his good friend to her office. She allegedly threatened them that if they did not try, she would have to throw them out of the school, because there is no place for such students. She also informed their parents about the incidents. The students were taken aback by being called to the principal's office, so I hoped that this solution would calm the situation.\n\nOutcome:\nThe students were taken aback by being called to the principal's office for several hours, so I hoped that this solution would calm the situation. Most likely, they were also afraid of their parents' reactions when they arrived home. Unfortunately, I have no idea how the parents reacted to the incidents, but they were probably able to direct them. In the following days and weeks, the situation gradually improved. The problematic student began to take school more seriously. He mostly started taking notes on the subject and got at least slightly better grades in his papers. But the main thing is that, except for occasional situations, he stopped disturbing the classmates around him. Thanks to this, he also influenced his good friend less in class. Disruptive behavior in the classroom has not completely disappeared, but I would say that it has been rapidly reduced.\n\nStudent Profile:\nAge/Year: 14 let, 7. ročník ZŠ\nHobbies: sport\nDiagnoses: ADHD\nDisorders: Vykřikování,Pasivita,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1031", "student_age_year": "14 let, 7. ročník ZŠ", "student_hobbies": "sport", "student_diagnoses": "ADHD", "student_disorders": "Vykřikování,Pasivita,Podvody", "teacher_approbation": "vysokoškolský titul - Mgr., aprobace - ČJ, RJ", "teacher_practice_years": "12", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1256", "content": "TEACHING CASE STUDY\n\nBackground:\ngot into this situation when I started teaching. It was in my hometown. The school was small and the group of pupils very narrow. During class, one student started rummaging through her backpack, let alone the other student sitting in the row next to her could see the contents of her backpack very well. The girl was looking for menstrual supplies (pad) in her backpack. The student noticed this and shouted over the whole class: HAHA, he has periods. The girl started to cry and hid in the bench while crying.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nAt that moment I was taken aback and didn't know what to do. The topic here is uncomfortable for me, and I didn't really know how to talk about it at the time. First, I went outside the classroom with the student, where I explained to her that there was nothing wrong with having her period and emphasized the fact that she had nothing to be ashamed of. After that, I went to class, where I scolded the student who was making fun of her. Next, I gave a small lecture to the class about the fact that it is normal to have periods and that it is part of growing up. But I know myself that during the conversation I had to appear terribly insecure and shy. Now I would solve the situation differently.\n\nOutcome:\nSomehow I couldn't solve it any more. All I did was treat the attacked lady and then talk to the class about menstruation. Now that I've been in school for some time and at the same time a bit older, I would look at the matter differently. I think it would be necessary to normalize teaching about women's and men's issues and discuss with children what is happening in their bodies. If I look back purely on this situation, I could have arranged another lecture in biology. Somehow to ensure the erudition of the children in this regard and to see that the collective is not divided into girls and boys, but on the contrary, they go through the lecture together.\n\nStudent Profile:\nAge/Year: 6.třída, 12 let\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Disrespectful communication, Support, Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1256", "student_age_year": "6.třída, 12 let", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Bc. Enviromentální studia a speciální pedagogika", "teacher_practice_years": "3 roky", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/33", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened at one of the courses I run for the classes. We sat together in a circle and discussed a certain subject; the students were supposed to report and share their opinions and thoughts, with me always challenging them first so they wouldn't shout at each other. Our pupil, let's call him Kuba, couldn't stand it when I called him out. He didn't report, he shouted, \"I, I, I,\n\nSituation (Anamnesis):\nA boy, 9 years old, 3rd grade, diagnosed with ADHD with more pronounced manifestations of hyperactivity and restlessness, also with dysorthography. He often screams and runs around. He often doesn't think about the consequences and gets into fights with teachers.\n\nTeacher Intervention (Solution):\nsolved it by noticing him, giving him the attention he needed, and appreciating him. If I rejected and criticized him in the given situation, he would only become more hardened and would no longer listen. I tried to accept him, appreciate and understand him, empathize with him. I told him something like this: \"Hey Kubo, it's great that you're coming forward to answer, I can see that you have a great idea and that you're excited, but I really need you to wait a moment and if you raise your hand up, for I'll give you my word for a moment.\n\nOutcome:\nThe result of the solution in the short term was that after I appreciated and understood and gave him his word, he followed the instruction and was able to follow the rules for the rest of the activity. In the next hour, the situation repeated itself, because he was already more tired, and I solved it again with the same procedure. I still do it this way - by constantly appreciating at times like this, I train with him how it should look and watch the improvement.\n\nStudent Profile:\nAge/Year: 9 let, 3. ročník\nHobbies: otevřená otázka\tSport, počítače\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "33", "student_age_year": "9 let, 3. ročník", "student_hobbies": "otevřená otázka\tSport, počítače", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Magisterské, psychologie", "teacher_practice_years": "6", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/670", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problems with the pupil started already at the previous elementary school, where he manifested himself as a person who liked to constantly provoke and annoy others. The transition of a pupil from the second grade to our primary school in the village was probably caused by these problems. After arriving at our school, everything went smoothly, but at the beginning of the eighth grade, a turning point occurred. The student looked out for a classmate, whom he first verbally taunted. 'He told her she wasn't pretty, that she dressed like a little kid, etc.' (class teacher). The situation escalated and the student started insulting the classmate on social networks, especially on Facebook and Instagram. He wrote to her publicly for all the other classmates to see. Other kids joined in on the situation, but they later left it while he continued. I learned about the problem from the mother of the bullied student. The situation worsened during the pandemic, when children spent time at home on social media. I decided that even if the problem is not happening on school grounds, it needs to be solved. The bullied student had to seek the help of a psychologist, but fortunately, long-term treatment was not necessary. The situation is partially due to the family background of the main aggressor, who lives with his mother, his father was an alcoholic and his mother is not good at raising him.\n\nSituation (Anamnesis):\nThe pupil's personality is more complicated than that of the person in the second case study. The student did not attend primary school for the entire 9 years, he came to us from the village until the eighth grade. The transition was due to family background and problematic behavior at previous schools. At first, he behaved calmly in the classroom, but gradually he became bolder and began to show a leadership personality. He got a bunch of friends and they made up pranks on other classmates, which were resolved by agreement or admonition. After half a year, the pupil began to show more aggressive behavior, but the situation was resolved. The student suffers from a behavioral disorder, but it is not a serious case. This factor could have influenced his behavior towards a classmate, whom he attacked over the Internet.\n\nTeacher Intervention (Solution):\nAfter visiting the mother of the bullied student, I decided to solve the problem immediately. I called a meeting with the participation of the injured student and her mother, the main actor and his parents. After the meeting, we agreed on an apology to the injured pupil and a promise that the behavior would not be repeated. The student was also reprimanded by the class teacher.\n\nOutcome:\nThe situation was resolved better than I expected. At first, the student felt unfair about the punishment and there were occasional verbal fights with the bully, but this did not last long. Over time, the situation in the classroom improved. The student stopped verbally attacking his classmates and became an exemplary student with better grades. Reprimands, reprimands or reduced behavior grades were no longer needed.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: sport\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Bullying\nSolutions Applied: Agreement, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "670", "student_age_year": "14, 8. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Ruský jazyk, dějepis se zaměřením na vzdělání", "teacher_practice_years": "45", "problems_annotated": "Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/702", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students in our class love swimming. A picture of the popular water park had been hanging on the calendar for a long time, and the day when we would go there was slowly and surely approaching. All the students knew that they had to behave nicely and correctly, otherwise they would not go anywhere. It was such a great motivation for them that they all really tried. The day before swimming was always the worst. There was only one reason for this - students with ASD, if they are really looking forward to something, usually cannot bear the fact that it will actually happen and then turn their joy into an explosion in the form of problematic behavior. It was the same in our class. Surprisingly, only on the day when we were supposed to go to the water park. One student, otherwise very kind and obedient, who is grateful for every little thing, came to school in the morning already angry. I knew where the problem was, but I didn't say anything. She was kind, welcoming to him. She assured him that everything was perfectly fine and we were going to have a nice day. In the dressing room, he threw his backpack into the locker and instead of changing his clothes, he sat on the floor in front of the closet without saying a word for twenty minutes. Then it was necessary to intervene. So I went to see him in the dressing room to negotiate a compromise - if he changes nicely and goes to work (before we go swimming), he can watch a fairy tale on the computer for a while as a reward, which was a great reward). Accompanied by insults and obscene swearing, he managed to change his clothes and move to the classroom. After a while, he calmed down and left with the other children for an activity at the table - independent work. But here he also did nothing and just cursed profusely. So here he was without a reward and without the possibility to watch the fairy tale on the computer. This triggered a whole host of problems. During the time when the other classmates went to get ready for swimming, this student was still sitting at the table where he had not finished his work. Since raising his voice never worked on him or anything like that, I kept trying to negotiate with him. But it didn't bother him at all. He went into a trance where it was impossible to stop his speed of speech (more precisely swearing at all the teachers and parents). Everything escalated by the fact that he actually said that he would not go anywhere with such teachers and would rather have them all\n\nSituation (Anamnesis):\nThis pupil is now an 11-year-old boy who is educated at a primary school established in accordance with §16 paragraph 9 of the Education Act. In the past, he attended a special kindergarten, to which he was admitted due to a diagnosis of autism spectrum disorders. This pupil has been a very lively and communicative child since he was a child. He has a very rich vocabulary and also a desire to understand. The problem is the time sequence in communication and forgetting words. Overall, his attention is very fickle and any small stimulus can transfer it to another topic. He likes learning and generally going to school very much. Despite his frequent protests accompanied by profanity. This pupil, thanks to his developed communication skills, is a very sociable child. He really likes the attention of others, likes to get to know each other and generally has no problem with social behavior. So if problem behavior does not occur = use of vulgarisms towards other people. However, gross and fine motor skills are at a very poor level. This student has a problem with walking on uneven surfaces, up and down stairs, and during all physical education activities (running, jumping, exercising, riding a bicycle, scooter...). Fine motor skills are also greatly impaired - poor grip on all writing utensils, art supplies, inability to tie shoelaces, problem with fastening zippers, buttons. A great deal of patience and constant repetition is needed here.\n\nTeacher Intervention (Solution):\nCorrectly solving this student's problem behavior requires a great deal of patience and fortitude. It is very difficult for me to punish him for something that makes him want to achieve something popular and big. I'm always sorry that, despite a lot of effort, he doesn't reach the top - that is, a big reward. When solving the given problem, I now know that I did not act very well and now I would not choose such a solution. It's not fair not to give him a chance to fix the situation. And by letting him put together a puzzle that is beyond his power, I denied him the opportunity to correct his mistake in advance. With this student, it is sometimes really difficult to find a punishment that will be a punishment, but partly also actually a way to correct bad behavior and become aware of the situation. This student does not have a good role model even at home, and he hears the swear words he uses at school in his home environment, but also in the series he can watch. So, primarily, I shouldn't punish him, because such behavior is actually normal for him. Unfortunately, we all have to respect some rules at school, even if they are not entirely fair for some. In case of problematic behavior (affect) in this student, I always try to be the opposite of his behavior. Even in the situation described above, I tried to resolve everything calmly and turn it around\n\nOutcome:\nMy solution to the situation at first seemed like an appropriate way. This pupil did not go to the water park with the children, he had to sit and work at his desk. In addition, he was given a very difficult task, which was really a punishment for him. After he calmed down and I stopped noticing him, he stopped cursing, the affect passed and we calmly agreed on everything. Actually, maybe he expected us to go see the kids later. But, even though I told him later that there would be no water park, he managed it very well. However, it was not the right step in terms of a long-term solution to the situation. This student gained the experience that he can sulk at the desk, he doesn't have to work, and he actually created the idea in his head that working at the desk is always accompanied by cursing and reminiscing about the given situation. He also continued to associate the puzzle activity with punishment, which he also did not want to do. So, for a long time, we have retroactively adjusted the fact that puzzles are fine and correct and work at the table is fun.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: Lazytown, plavání, lego, zpěváci, zajímavá témaza dospělých\nDiagnoses: Porucha autistického spektra,Atypický autismus,Přidružené mentální postižení\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Agreement, Consequences, Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "702", "student_age_year": "11 let, 5. třída", "student_hobbies": "Lazytown, plavání, lego, zpěváci, zajímavá témaza dospělých", "student_diagnoses": "Porucha autistického spektra,Atypický autismus,Přidružené mentální postižení", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání, obor speciální pedagogika", "teacher_practice_years": "6", "problems_annotated": "Diagnosis, Emotional outbursts, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Agreement, Consequences, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/615", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation started when I found a crying girl in the toilet during class. She was crying hysterically and was unable to explain to me what had happened. I invited her to my office, offered her a biscuit and after a while she confided in me. No one wants to talk to her in class, and a classmate is spreading false information about her.\n\nSituation (Anamnesis):\nThe classmate who slanders the girl is extroverted, draws a lot of attention to herself. The gossip girl is also more of an extrovert, likes to ride horses and play the piano. He doesn't really excel at school.\n\nTeacher Intervention (Solution):\nI informed my parents immediately and agreed that they would talk the guilty girl out. I then invited both students to my office. Only then did I learn that the roles of the girls were reversed and the one who cried first made up the whole story.\n\nOutcome:\nI realized that I should have proceeded differently and listened to both girls first.\n\nStudent Profile:\nAge/Year: 14 let (9. třída)\nHobbies: jízda na koni, hudba\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "615", "student_age_year": "14 let (9. třída)", "student_hobbies": "jízda na koni, hudba", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Vysokoškolské vzdělání - titul Mgr., aprobace český jazyk", "teacher_practice_years": "7", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/452", "content": "TEACHING CASE STUDY\n\nBackground:\nboy and a girl, both decades from the fifth grade, are siblings and have an even younger sister, whom the boy takes a lot of care of. They were among the 'worse' students from the first grade. They went to school very irregularly, dressed poorly, had no shoes, did not prepare for classes. This was handled by other institutions. I had to deal with a situation where not one of them brought my homework, they talked obscenely, didn't pay attention and distracted the whole class. They were absolutely not focused on their studies and were getting grades like 3-5. Their behavior had an adverse effect on others. This kind of behavior went on for a full 5 years, but never on this scale. They didn't carry assignments since 1st grade, but this was extreme. Since we are a school in a small village, of course I know their parents. That's why we all understood at school that they probably don't have a completely suitable background and that no one really pays attention to them. We tried to give them all the more.\n\nSituation (Anamnesis):\nPupils attend a small-class school, namely a class with 19 pupils. They live with both parents, they have one younger sister. Most of the people in the village consider them such 'lumps'. It happened that they damaged the property of other citizens, lied, invented things. But the boy takes care of his younger sister quite often. He goes with her to the playground, to the swimming pool - he takes care of her when the parents do not fulfill this function. At the same time, it can be seen that despite all this, the children love their parents.\n\nTeacher Intervention (Solution):\nchose a situation where I had a problem with a boy or a girl not bringing me homework, not paying absolute attention to school, and behaving inappropriately with their classmates. So, after a few missed assignments, bad words, doing 'on purpose' to my classmates, I decided to talk to them. So I took them aside and asked them what was going on. How do they even imagine their passage through studies, when they already go to school so little that we will have trouble closing their grades. If they don't mind that they get bad grades, that they have worse results than their classmates. I offered them tutoring several times that I would talk to the parents about it, which I did, but it went unnoticed. Of course, the reaction was the same from both, they don't mind. They don't enjoy learning. Which is understandable when no one guides them to do so at home.\n\nOutcome:\nWe have never been able to resolve this situation. The siblings successfully completed the first grade of elementary school and transferred to the second grade in the neighboring village. Of course, we invited the parents to the school, but they did not take a very good position on this problem. More or less, they were happy when the children were away during the day and when they came back, above all, they didn't want anything from them. They reassured us that they would talk to the children, that they would check their assignments and send them to school - but the truth was somewhere else. Sometimes they had bright moments, when I thought, wouldn't they? That our conversations would have meaning after all and the parents realized that it would not work without their help? I was wrong. It was always a maximum of 3 days after we threatened them, but we couldn't think of any long-term solution. It's one of those cases where I really regret not being able to solve it. And that I could not give my children more education. But I still think I did what I could and made sure that when parents don't cooperate, it's the biggest punishment for their children.\n\nStudent Profile:\nAge/Year: 10 let, 5.třída\nHobbies: sport\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal aggression\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "452", "student_age_year": "10 let, 5.třída", "student_hobbies": "sport", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Mgr., učitelství pro první stupeň", "teacher_practice_years": "9", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/716", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was playing with his mobile phone during the lesson, despite the fact that according to the school rules, the mobile phone should be kept in the locker during the lesson. They are not supposed to have mobile phones with them, i.e. not even in their briefcases. I drew the pupil's attention to this fact and informed him that next time he should keep his mobile phone in his locker. In order for him to remember this fact better, I decided to confiscate his mobile phone. Another reason for confiscating the phone was the fact that he violated school rules and should therefore be punished. He responded to this announcement of mine by starting a discussion with me. He tried to brush it off. He was looking for arguments that would help him prove that the law was on his side. He claimed that the school rules do not stipulate the obligation to leave mobile phones in lockers. I explained to him that he is mistaken and that the school rules really say that a student should not have a mobile phone in class. In the end, he resigned and handed over the phone to me.\n\nSituation (Anamnesis):\nThe student repeatedly breaks the rules, either given by the school rules or set by the teacher. He has no respect for authority. He visited a psychological counseling center with his parents, where it was confirmed that he had ADHD. A recommendation was written in the counseling office, which said that the student should have a special, individual approach from the teachers, but this does not help, because the student does not respect the teacher at all. He also has difficulty adjusting socially. He often tries to have the last word. He adjusts the rules to suit himself. They often test where the limits of tolerability are and what happens when that limit is crossed.\n\nTeacher Intervention (Solution):\nI explained to the student that he cannot have a mobile phone with him. He protested. He defended himself. He claimed that the school rules did not say anything like that. I explained to him that I was familiar with the school rules and that it really forbids students to bring mobile phones to class. Finally, he allowed himself to be convinced and handed over the mobile phone to me.\n\nOutcome:\nAfter handing over the mobile phone, the student sat back down at the desk and together with the class we focused on the subject again. In the course of the next hour, the incident was not reflected in any way. Everything continued as normal. After the lesson, the student came to me with the question whether I should return his mobile phone immediately or after the lesson. I told him that he should come to me after class. After class, he came to my office and I returned his mobile phone. It can be said that the incident had a positive effect on the student, namely that the situation did not happen again. The student no longer carried his cell phone to class and left it in the locker.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: chození ven s kamarády\nDiagnoses: ADHD\nDisorders: Disrespekt,Porušování pravidel,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Violation of classroom/school rules\nSolutions Applied: Consequences, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "716", "student_age_year": "13 let, 7. ročník", "student_hobbies": "chození ven s kamarády", "student_diagnoses": "ADHD", "student_disorders": "Disrespekt,Porušování pravidel,Vykřikování", "teacher_approbation": "Magisterský titul (Mgr.), aprobace český jazyk, dějepis", "teacher_practice_years": "11", "problems_annotated": "Diagnosis, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/561", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the school year, a situation arose in the classroom where children started to lose things. They were mostly small things, such as pictures, stickers, cards, colored pencils or candies and sweets. When the situation with the wanted cards happened for the first time, the children did not even tell me this fact, saying that the student in question was not sure if he had lost them or if someone had taken them or if he had just forgotten them somewhere at home or at a friend's house. For a moment, the situation in the classroom calmed down. After a certain time, however, a problem arose again, this time with the wanted pendant on the school bag. Now the student was quite sure that the pendant had been lost in the classroom during the day. It was an unpleasant discovery because it was a new briefcase that the student had received for her birthday. The girl happily showed me her new briefcase with a pendant in the morning in class. It was obvious from the beginning that it must have been taken by one of the pupils from our class, as the children had been in their regular class all day. As part of the operation of our school, students from the second classes do not have the opportunity to go to other classes and visit each other.\n\nSituation (Anamnesis):\nPupil, 10 years old, 4th grade. The boy lives in foster care together with his younger brother and other school-aged children. The boy is temperamental. In class, the student is disruptive and often shouts out his answers. He is explosive and likes to be the center of attention. He enjoys physical education and science the most. He shows worse academic results in mathematics and the Czech language. He has his friends in class.\n\nTeacher Intervention (Solution):\nAs soon as I found out that children were losing things in the classroom, I implemented a community circle with the children. During this activity, the pupils and I talked about the correct behavior in the classroom with each other, what is good and what is not. Using specific examples, the pupils and I once again reminded ourselves of the rules of behavior in our class. We also went through the school's internal rules again, especially the behavior of the pupils. Within the community circle, children reacted spontaneously and described specific situations. I gradually directed the topic of the conversation to the current problem - losing things in our classroom. I expected the culprit to confess and explain his behavior to us, apologize and return the lost pendant to his classmate. However, my expectations were not met. Rather, there were verbal exchanges of children's opinions, which, however, did not lead anywhere. That's why I had to end this situation. I then used the written and anonymous statements of the students to solve the problem. I gave the pupils enough space and time to express themselves in writing about the situation. Even now, I expected the student in question to confess anonymously, but this did not happen even in written form. The still unsolved problem was also reflected in the very atmosphere of our class, which until now had been open, friendly, confidential and calm. That's why I asked for the cooperation of the school's prevention methodologist, who implemented a peer program in our class. I also informed the students' parents about the situation at the class meeting. At the same time, I asked them to cooperate so that they, too, could explain to the children the importance of correct behavior and the consequences of incorrect behavior.\n\nOutcome:\nDespite all the activities that were carried out in the class, it was not possible to find out which pupil or pupils committed this serious offence. If the student/students did not confess themselves, and even with the help of other activities with a prevention methodology, it was not possible to say with certainty who it was. There were only certain indications and hints. Despite the unresolved situation, it was positive that the problem of students losing things in the classroom did not recur.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída\nHobbies: fotbal, judo\nDisorders: Lhaní,Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "561", "student_age_year": "10 let, 4. třída", "student_hobbies": "fotbal, judo", "student_diagnoses": "", "student_disorders": "Lhaní,Krádeže", "teacher_approbation": "Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "33 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/882", "content": "TEACHING CASE STUDY\n\nBackground:\nfew years ago, I had a student in my class with a confirmed diagnosis. Concerns about whether I could handle the situation were considerable. However, after assigning an assistant, everything seemed to be fine. The student was kind and gifted, tried not to be disruptive and paid attention to the lesson. Nevertheless, it turned out that his classmates did not accept him and there were minor conflicts between them.\n\nSituation (Anamnesis):\nThe student had a confirmed diagnosis, showed inattention and hyperactivity, but was also kind and gifted. The class generally had a friendly atmosphere and was not confrontational.\n\nTeacher Intervention (Solution):\nWe observed the situation for a long time, we hoped that time would help the pupil integrate into the team. When this did not happen, the assistant and I decided, after consultation with the pupil's parents, to take steps to improve his position in the classroom. The parents were excited about the idea of having a class session that could help the student integrate better.\n\nOutcome:\nInstead of two classes, we organized classroom lessons where we discussed the differences between us and how we should behave. After this activity we noticed a positive change. The student began to be more accepted by his classmates, found a best friend and joined the school team. For me, this story is an example of a successful solution to a situation that shows that communication and involvement of everyone can lead to big changes.\n\nStudent Profile:\nAge/Year: 6 let, 1. ročník\nHobbies: tvoření, knihy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal aggression\nSolutions Applied: Support, Working with the collective, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "882", "student_age_year": "6 let, 1. ročník", "student_hobbies": "tvoření, knihy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "26 let", "problems_annotated": "Diagnosis, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/355", "content": "TEACHING CASE STUDY\n\nBackground:\nWe worked with fourth-grade students in a distant town 66 km from our school, we came for two days, Thursday and Friday. The boy in question happened to work together with my son. It was he who told me that the principal of the school had declared a principal's leave for Friday due to some electrical re-installation. Simply, the school was without power and so it was time off. I point out that we are talking about a school that was over sixty kilometers away. Such a distance is not an obstacle for the youth today, and as soon as the boy learned this, he came to me with the decision to go home. He was there in his car. At the age of eighteen, he already had a driver's license and drove there alone at his own risk, with the knowledge of his parents. He said hello and went to the car. I stopped him at that speed and tried to tell him lightly that we have electricity here. He replied that he was on director's leave and that he would go home. I tried to explain to him that this does not apply to us and whether he does not mind that his classmates will work for him. He just shrugged and repeated that he didn't care, he didn't care and that he was going home anyway. As I was leaving, I told him to think carefully about what he was doing, that I wouldn't argue with him. Everything happened very quickly. While he was on his way, I called the school principal to ask what was going on. It wasn't his first offense. He immediately called his mother and seems to have followed them to the business. That ended it for me for a while. My son arrived in a few hours, if I know about it. The boy was coming back. From this I concluded that his parents must have spoken to him. The next day, of course, his classmates laughed at him, his pride sank to freezing point. However, it was a very short lesson. He was nice for a while, if I don't count his arrogant remarks. A few days after that, the CEO of the company occasionally interviewed my students. He invited everyone separately and asked specific questions that his secretary wrote down. I was in production at the time and the director came to me asking if I could step aside so the others wouldn't hear us. He began: 'Please, what kind of young person is this?' I tried to give him a brief answer that he is our problematic student who is very difficult to deal with. He revealed to me that he asked him if he could imagine staying in the company in any particular position. It is said that he laughed at him, that certainly not, that for such money in life and similar remarks in front of the highest authority of the company.\n\nSituation (Anamnesis):\nFrom day one, it was evidently clear that the boy was set up differently from the others. He was brought up in a well-off family. Since the boy demanded when he wanted and how much he wanted, it was very well known, there was no chance to motivate him for a financial reward. He was the only one who stood out from the group. The others were friendly to each other and helped each other. He always treated them, and really every day, condescendingly, arrogantly and without respect. The same was true of communication with teachers. At practice he was still hiding, drinking coffee and hardly cooperating. Outside of school, he allegedly visited slot machines and played poker. He never stayed overtime. It was very difficult to motivate him to work. Classmates built a gym in their spare time. They painted, plastered in old warehouses. They also had a financial reward for practice. He didn't lift a finger and of course, when it came to breaking bread, he wanted to practice there. It wasn't just us, colleagues, who had a problem with him, but we noticed how annoyed his classmates were as well. After several conversations with the parents, we found out that he is not completely manageable at home, and certainly not by his mother. She solved it with us herself, how hopeless she felt.\n\nTeacher Intervention (Solution):\nThe headmaster was understandably upset because he had invested unnecessary money in such an arrogant pupil. Already during that conversation he said to me: 'It will be best if you don't bring this boy here to me anymore.' Right after that I called our school director and we solved the whole thing by transferring him to another practice that wasn't even financially evaluated, but he basically didn't care. It was a relatively quick solution, I was no longer in charge of him after that, it was finished for me.\n\nOutcome:\nIn fact, he worked the rest of his fourth year at another company and then successfully graduated from school. How he is doing in life, whether he has come to appreciate money and work, I have no idea. The step, thanks to which he no longer worked in a specific company, of course helped the company as well, but mainly his classmates. However, I'm not sure that moving to a different location has solved his problematic behavior in any way.\n\nStudent Profile:\nAge/Year: 18 , štvrtý ročník SŠ\nHobbies: hokej\nDisorders: Lhaní,Podvody,Arogance,Agrese,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Transfer of student \nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "355", "student_age_year": "18 , štvrtý ročník SŠ", "student_hobbies": "hokej", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Arogance,Agrese,Neúcta k autoritám", "teacher_approbation": "Stredoškoslké- DPŠ", "teacher_practice_years": "Celkem 39 – z toho škola 9", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/694", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place just after returning to school from distance learning in the spring of 2021. During the break, the student approached the intern, whom she wanted to hug. The intern calmly and patiently explained to her that according to the current rules this is not desirable and appropriate. The rejection itself would not have been a problem, however, some students loudly pointed out that the pupil had been rejected. The pupil had an affect when she picked up the bench and threw it at her classmates. Fortunately, no one was hurt. The whole situation happened when the teacher had to go to the assembly room, the teacher's assistant was testing a newly arrived student, and two interns were present in the class. The teacher immediately ran to the classroom and found out the cause of the problem. The student did not respond to her and her questions.\n\nSituation (Anamnesis):\nŽačka is a pupil with SEN. She is recognized as a teacher's assistant. She was diagnosed with, among other things, an activity and attention disorder, dysgraphia, dysorthography, and dyslexia. It is very difficult for him to motivate himself to do any activity, he usually loudly refuses to do it. Distance learning was a big problem for her, however, she perceived returning to school very negatively. He often gets into verbal arguments with his classmates. She also responds to conversations that do not concern her. Sometimes it seems like he's looking for conflict. She is also two years older than her classmates thanks to deferment and failure. The class has 27 students, there are outstanding individuals with a need to assert themselves. He tries to respect the pupil, but sometimes he speaks out loud about her behavior, to which she reacts very irritated.\n\nTeacher Intervention (Solution):\nAfter the incident, I spoke to the student calmly by myself. She was upset that her classmates were loudly commenting on the rejection. She informed me that her classmates could be glad that there wasn't an empty chair around her, otherwise she would have thrown her. She was not willing to admit that her behavior was not adequate, from her point of view it was necessary to react in this way. I got in touch with the mother over the phone, who admitted that she didn't know how to deal with her daughter either. In my career, I have not encountered a similar problem and had no idea how to solve it. I consulted everything with the educational consultant and we turned to the Psychological and Pedagogical Counseling Office, specifically to the person who wrote the assessment on the pupil, for advice and an assessment. We were told to contact her if the behavior was repeated.\n\nOutcome:\nWe discussed the situation as a class. The mother contacted the Center for Educational Care, where she and her daughter go. However, there is still a risk of affective behavior when the teaching assistant and I do not have procedures on how to prevent it and how to solve it.\n\nStudent Profile:\nAge/Year: 11 let, 3. třída\nHobbies: bez zájmů\nDiagnoses: Poruchy pozornosti a aktivity,Dysgrafie,Dysortografie,Dyslexie\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "694", "student_age_year": "11 let, 3. třída", "student_hobbies": "bez zájmů", "student_diagnoses": "Poruchy pozornosti a aktivity,Dysgrafie,Dysortografie,Dyslexie", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. stupeň základních škol (aprobace Tělesná výchova)", "teacher_practice_years": "18", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1290", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerned three pupils of the fifth year of primary school. Two of them were rated as average to above average, while the third pupil was considered below average. The problem arose when one of the students did not want to go to school because of alleged taunting by two female classmates. After a phone call with the mother of this pupil, both classmates were summoned to the principal's office, where they were asked if they knew why they were summoned. Without any prior knowledge of the situation, they were shocked to learn that their behavior was the reason for their classmate's absence. Both denied taunting or bullying in any way.\n\nSituation (Anamnesis):\nThere were approximately 25 students in the class. One of the students was an above average student and spent a lot of time with her best friend who was rated as average. The third pupil, who was considered below average, was an introvert.\n\nTeacher Intervention (Solution):\nThe pupils were summoned to the principal's office, where the situation was explained to them and they were told that their classmate was refusing to go to school because of their behaviour. Both pupils denied that they had misbehaved in any way. When the other classmates were also asked, no one noticed anything similar. The principal then demanded that the pupils apologize after school, otherwise they would be given a three for behavior. An apology was made and a similar situation did not happen again.\n\nOutcome:\nOverall, the situation was evaluated as poorly managed, as the real cause of the pupil's absence from school was not found. It was not clear if it was bullying or another issue. Pupils apologized for the behavior they denied, only under the threat of having their behavior grade worsened. The truth of the situation remained unknown, but luckily none of the potential problems recurred.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Sport  kolo, tanec..)\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems, Bullying\nSolutions Applied: Agreement, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1290", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Sport  kolo, tanec..)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "český jazyk, občanská výchova", "teacher_practice_years": "25", "problems_annotated": "Attendance problems, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/366", "content": "TEACHING CASE STUDY\n\nBackground:\nhave taught the class this boy was in since the first grade. Over time, I began to observe that the boy does not tolerate failure well. For example, when he failed or got a bad grade, he started banging things on the desk, punching the desk, stomping and kicking the desk. I also noticed that he sometimes behaves aggressively towards his classmates when they didn't want to lend him gum, share sweets, etc. In that case, the boy pushed, kicked or punched a classmate in the shoulder. I tried to solve the situation many times, but without success. When the student was in the fifth grade, I called him to the blackboard to calculate an example. After I corrected his incorrect result and told him where he went wrong, the student threw another tantrum. He turned on me and started swearing at me.\n\nSituation (Anamnesis):\nThe student comes from a complete family. He lives in a house with his mother, father and older sister. Mother and father often have disagreements and argue. His sister suffers from a mild mental disability. However, the student is above average intelligent. He excels both in school and in sports. His hobbies include sports and football.\n\nTeacher Intervention (Solution):\nAt first, I dealt with the student's fits of rage and aggression by admonishing them. After that, I always put him on a bench with one of the girls, hoping that he would calm down by not being among the boys who would disturb him and otherwise provoke him. None of the measures worked. After the incident at the blackboard, we dealt with the whole case with colleagues, the school principal and the guidance counselor. The pupil was given a demeanor and expelled from the school's football club.\n\nOutcome:\nThe result of solving the problem was practically none for the student. The tantrums and aggression continued. The only change was that he never verbally or physically attacked any female teacher again. After half a year, the student transferred to a sports school. According to classmates who were still in contact with him, his behavior did not change significantly even after that.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: Fotbal, sport\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "366", "student_age_year": "11 let, 5. třída", "student_hobbies": "Fotbal, sport", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Vysokoškolské (magistra), Učitelství prvního stupně", "teacher_practice_years": "30", "problems_annotated": "Emotional outbursts, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/888", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was that I had a freshman class that I didn't know that well yet. There was a pair of girls in the class who were constantly having fun during the lesson and not paying attention to the lesson. Regardless of the task at hand, they always seemed to have no idea what to do. Sometimes they were having quiet fun, which wasn't disturbing to the others, but still meant they weren't paying attention. Sometimes they would start laughing out loud in the middle of class at something that had nothing to do with English.\n\nSituation (Anamnesis):\nThese pupils were expressive and had a wide circle of female friends. It was obvious that they were affected by puberty. Their behavior was decent, but they could be noisy both during class and during breaks. They seemed either bored or uninterested in school in the beginning.\n\nTeacher Intervention (Solution):\nWhenever I noticed that the girls weren't paying attention, I immediately intervened. I approached their desk, reminded them of the assignment, and stayed with them for a while to make sure they were working. They completed tasks more slowly than others because they were not interested, but they did not seem to have a problem with a certain type of task. The problem was rather that they did not enjoy school as a whole. After I left the desk, they worked for a while, but as soon as the topic of the lesson changed, they started talking to each other again.\n\nOutcome:\nThis way of dealing with the situation didn't really help much and, considering the class, it rather made the situation worse. The other students were frustrated that I was spending too much time on the same problem during class and that the girls were getting more attention than they were. This problem was solved only with time. In the second year, the girls were almost no longer disruptive, and in the third year they became model students who were active during class and their academic results improved.\n\nStudent Profile:\nAge/Year: 15., 1. ročník SŠ\nHobbies: Móda, filmy\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "888", "student_age_year": "15., 1. ročník SŠ", "student_hobbies": "Móda, filmy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., anglický jazyk a dějepis", "teacher_practice_years": "25", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/905", "content": "TEACHING CASE STUDY\n\nBackground:\nA student in the 9th grade started having a lot of absences. At first the parents apologized, but then they increased and they apologized every third one, so it was clear that they did not know about the others. It was clear that he was going to school. I thought she was going into town and walking around the mall or something. He didn't want to tell us anything at first, but the unexcused hours kept increasing. He was weak at school on his own, and his grades worsened even more because of the situation. He got A's in his subjects, so he was in danger of not finishing primary school.\n\nSituation (Anamnesis):\n9th grade student at elementary school, lazy, weak at school and learning, no interests. The teacher did not remember him enjoying anything in the 1st grade - not even sports. He was troubled from the 1st grade. There were no major problems with him in class. Because he was lazy and never had, could not, did not know anything in class, he was calm in class. He didn't have a behavior disorder. In adolescence, of course, he talked back, but he never had to deal with any bad behavior at school, no disruptions, fights, bullying... he was very inconspicuous at school.\n\nTeacher Intervention (Solution):\nWe organized an educational committee. We were the principal, the guidance counselor, me as a class member, both parents and the student in question. He was there, although sometimes it is done by him leaving the door for a while and then calling. We had him there the whole time because he was already big. It was interesting that he was able to confess to us at that moment without us having to ask him. He told us he was going into town and hooking up with a bunch of guys who were selling drugs, so it was even worse than we thought. He said he didn't take drugs and didn't seem to, he didn't have any symptoms, but he spent time with this group. They were older than him, but not 18, so they were at an age where they weren't completely incapacitated. So he did it by going to school in the morning on a whim, so his parents thought he really went to school, but he went to town and didn't come back until the afternoon. Well, he needed money for food and so on, so he stole money at home. His parents had already said it to him at home, so they already knew it and he was able to say it himself. In addition to the fact that it was dealt with disciplinaryly, it was also dealt with for the reason that he was already in the 9th grade. We wanted to give him the opportunity to apply somewhere else. The educational committee took place sometime before Christmas and there was a month until the report card. We agreed that he would finish all the notebooks over Christmas. The teachers gave him lists of what he would be tested on and what he would write papers on, so that he would get at least fours on his report card and be able to go to an apprenticeship. The condition, of course, was that he had to go to school. As soon as he had one absence and it was not substantiated by the fact that he was at the doctor or was sick, the agreement falls through. His parents also put a lot of pressure on him. They took his phone so he couldn't negotiate with the group in town and stuff. He had to go to work with his father to pay back what he stole at home.\n\nOutcome:\nThis deal worked out. We thought he was going to screw it up, but he finished everything over the holidays, did what we wanted him to do. He wrote papers in which he answered at least something. Before, he was handing in completely blank papers. That was a success because we could give him fours. We added to him, of course, but he started to be exemplary. He kept everything. It looked like he would make it to the end of the ninth. He had a report card with fours. He went to school, so we considered it a success.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída ZŠ\nHobbies: trávení času na počítači\nDiagnoses: Dyslexie,Dyskalkulie,Dysgrafie,Dysortografie\nDisorders: Lhaní,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Agreement, Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "905", "student_age_year": "15 let, 9. třída ZŠ", "student_hobbies": "trávení času na počítači", "student_diagnoses": "Dyslexie,Dyskalkulie,Dysgrafie,Dysortografie", "student_disorders": "Lhaní,Záškoláctví", "teacher_approbation": "Dějepis, pedagogika volného času", "teacher_practice_years": "31 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/539", "content": "TEACHING CASE STUDY\n\nBackground:\nLike every day, I came to class and started getting ready for class. The children were good, they worked well except for one pupil. This student wasn't paying attention, he was painting instead. Unfortunately, this student was always up to something, the children kept coming to sue him. He was constantly taking something from someone, swearing. He even once lied to the teacher in the sorority and gave her an excuse note, signed by himself, that he was going home after lunch. Fortunately, it was possible to recognize that it was not mom's handwriting. He used to set off firecrackers in front of the school. Once again he stole the little boy's shoes from the dressing room, then his mother brought them back saying that they were mistaken. In short, something still needs to be resolved around this student. However, I will describe a specific situation that culminated in a definitive solution. After the second lesson, when there was a big break, the boys from the toilet came running to see that the student was smoking in the toilet. I immediately ran there and the student really had a cigarette in his mouth, and when he saw me he put it out. With a raised voice, I encouraged him to come immediately to me and give it to me. He handed me a cigarette and a lighter. I asked him if he was joking and if he was serious?! And if he wants to set fire to the school, we went to the principal's office together.\n\nSituation (Anamnesis):\ndon't know if it can be taken as an anamnesis. Because he has no history of being diagnosed in this way. The student comes from a Roma family, lives only with his mother, who is currently on maternity leave. There are four brothers in total and the pupil is the oldest. I think the mother prefers free education. The student does not always have aids or notebooks, when he received them from me, he immediately lost them. Unfortunately, they do not complete the tasks. However, you can see from the boy that sometimes he would like to, sometimes when he is at grandma's he comes with completed tasks. The mother probably won't be able to do it and maybe she doesn't even notice the student. A student once returned to school to find that no one was home. This situation was resolved with the management, when they called the mother and the educational advisor. However, mom always promises that she will get better, but unfortunately she doesn't.\n\nTeacher Intervention (Solution):\nAs I already mentioned, the student and I went to the principal's office. We explained the situation to the director. The principal asked the pupil if he knew the school rules, which state that smoking is prohibited. The student replied that he knew it, but that he wanted to try it. When asked where he got the cigarette, he replied that he stole it from his mother's purse. The director and I also explained to him that he had also endangered all the people in the building. If he put it out badly, the whole school could catch fire. We also explained to the student that it is unhealthy and that it harms the lungs all the more when he is still small. The student laughed most of the time and didn't care. You could see that he was feeling “cool\n\nOutcome:\nThe mother arrived at the school, where the given situation was explained to her and what the pupil was reprimanded for. The mother immediately claimed that it was not possible, that no one smokes at their house. Mom was seen several times outside the school smoking. At first she was upset and rejected the reprimand and that her son would do this. In the end, after much arguing, she agreed to the reprimand and promised that she would settle things with him at home and it would not happen again. Unfortunately, a week later it happened again. Therefore, the principal said that he would be expelled from the school, the mother got angry at that and decided to send him to another elementary school, where more Roma children go. Personally, I think that the reprimand was adequate as a short-term solution. The student was replaced a week later and there was no problem or conflict in the class. Unfortunately, I don't think it's a good long-term solution. The pupil did not solve anything and the pupil did it again and unfortunately was expelled. Which I think is not a solution, whoever says that they won't do it there too. I sincerely hope he likes it there, but I don't see it as a good solution.\n\nStudent Profile:\nAge/Year: 8 let, 2 třída\nHobbies: pokémoni, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Physical intervention, Disrespectful communication, Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "539", "student_age_year": "8 let, 2 třída", "student_hobbies": "pokémoni, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání, obor Učitelství pro 1. stupeň", "teacher_practice_years": "10", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Physical intervention, Disrespectful communication, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/990", "content": "TEACHING CASE STUDY\n\nBackground:\nFortunately, there were not many heated conflicts at our school. Sometimes there was an argument between the students, who resolved it or whom we possibly helped to settle down. We have never experienced bullying and fortunately have never experienced a child growing up in questionable conditions. After all, the school is located in a small town where everyone knows each other, and that probably helps with good relations. I noticed some wider problems in class once, when two friends had a fight and stopped liking each other. Back then, they taunted each other in class and encouraged other classmates to join their side.\n\nSituation (Anamnesis):\nThe student who started the conflict and caused other unpleasant situations was one of the noisier people in the class. Sometimes she had fun with her classmates and thus slightly disrupted the course of the lesson. However, when the teacher reprimanded her, she did not interrupt and remained silent until the break.\n\nTeacher Intervention (Solution):\nThe class teacher took both girls aside and discussed the situation with them. She found out why the conflict started and who instigated it. At first, both did not want to reconcile and blamed the other, but after a few minutes, one admitted to causing the argument and apologized. Until then, there was an unpleasant and burdensome atmosphere in the class, because the girls wanted support from other classmates who felt the pressure. Some decided to remain neutral, others took sides and two groups were formed supporting a certain girl.\n\nOutcome:\nThe class teacher spoke to both girls separately and together. The girls finally reconciled in front of her and apologized to each other. The one who caused the conflict confessed and apologized first. The class teacher then suggested a bonding trip, and after an agreement with the school director, they went to the ZOO, where the class teacher observed the behavior of the others and she thought that relations had really improved and everyone was having fun with each other again. She didn't notice any nasty remarks or taunts. The situation did not repeat itself and the girls became friends again as before.\n\nStudent Profile:\nAge/Year: 12 let, 2. ročník na víceletém gymnáziu\nHobbies: Kolektivní sporty, přátelé\nDisorders: Lhaní,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "990", "student_age_year": "12 let, 2. ročník na víceletém gymnáziu", "student_hobbies": "Kolektivní sporty, přátelé", "student_diagnoses": "", "student_disorders": "Lhaní,Zesměšňování", "teacher_approbation": "Zeměpis se zaměřením na vzdělávání, chemie se zaměřením na vzdělávání", "teacher_practice_years": "17", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1312", "content": "TEACHING CASE STUDY\n\nBackground:\nWith the student, it's more about small successes, everyday little things, when I somehow manage to keep him in check and work effectively with him. But, for example, one time he was constantly coming to school really tired, so he was more obnoxious and unpleasant to me and others, especially to one classmate who moved to the next class because of the student. He made me and my colleagues fall asleep in class and it was impossible to work with him at all.\n\nSituation (Anamnesis):\nThe student joined the class last year, which together formed a collective for the previous five years. The pupil himself has already changed several schools and was even placed in a correctional facility for six months due to his generally unmanageable behavior, and as far as I know, it was not because he made any big trouble, but rather because his surroundings (whether the school or family) didn't know what to do. Especially at the beginning, after coming to a new class and a new school, the student had a big problem with behavior, he had to realize that he needs to follow certain rules that every institution has and without which it could not function. The student is the youngest of three children, his parents recently divorced, but they work very compactly together. He spends most of the week at his mother's and then one or two nights at his father's. The father is an architect and the mother is a doctor, the student comes from a background with a very high social potential. They visit a lot of exhibitions, travel, thanks to which the pupil has a surprisingly wide outlook on a twelve-year-old boy. The student is a highly intelligent boy, he excels especially in subjects such as mathematics, physics and natural history, but also quite fluent in language, both in English and in Czech, he writes more or less correctly and has a wide vocabulary thanks to his love of reading. His intellect was obvious from the start, but soon his charisma and ability to win over his classmates also showed. He has a strange kind of double exceptionality, on the one hand he is highly intelligent and really loves it, on the other hand his social intelligence is at freezing point. I have to tell him when his behavior annoys me because he doesn't realize these things at all. That's why I try to deal with him transparently and not in a directive way, because then you completely close the door on him, the student is then vulgar and does not cooperate at all. As far as grades are concerned, he's the kind of kid who could get excellent results if he wanted to, but unfortunately... he doesn't want to. In addition, he is a liar, he lies often and well, he lies to me at home too, which fortunately can be seen through, because I often communicate with his mother and she has no distorted ideas about him, on the contrary, she appreciates that we have such patience with the pupil.\n\nTeacher Intervention (Solution):\nRegarding the student's sleeping in class and his particularly unmanageable behavior some time last year, I decided not to take it personally, not to blame it on myself as my failure as a teacher when he sleeps in class. When I thus completely suppressed the ego and gave way to empathy, I then tried to find out the reason why this is so. I contacted the pupil's mother, who confirmed that the pupil has sleep disorders and that they are already trying to solve it together.\n\nOutcome:\nI was, you could say, proud of myself for handling the whole situation calmly and not being too strict with the student. I think I gained a little of his affection because he saw that I tried to understand him and not to judge him. In addition, since then we communicate more with his parents and when I know what roughly happens with the student at home, I am able to better manage the situation at school.\n\nStudent Profile:\nAge/Year: 12 let, sedmá třída ZŠ\nHobbies: čtení, kreslení, PC hry\nDisorders: Lhaní,Podvody,Neúcta k autoritám,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1312", "student_age_year": "12 let, sedmá třída ZŠ", "student_hobbies": "čtení, kreslení, PC hry", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Neúcta k autoritám,Vulgární vyjadřování", "teacher_approbation": "Magisterské v oboru český a francouzský jazyk na FF MUNI", "teacher_practice_years": "1", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/545", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher tells. We had history class in seventh grade, it was just before lunch. We discussed the first state units in our territory and Great Moravia. I think the students were already tired from the morning lessons and were looking forward to lunch. We have one problematic student in the class. He was already diagnosed with ADHD in kindergarten. The student is inattentive, hyperactive, excessively lively, constantly in motion. He has difficulties with planning and organizing his learning and he also cannot keep order around himself, his desk is constantly strewn with textbooks, stationery and papers. He fidgets in his chair, always has to do something with his hands and disturbs others. He jumps into everyone's conversation, classmates and me, he talks faster than he thinks. He often draws attention to himself and does not listen. He has an assistant. He didn't pay attention during history, he fidgeted in his chair, made balls out of paper and threw them at his classmates. He still had some notes, and finally he hit me with the paper ball. All his classmates were laughing, I think that if they were allowed to have a cell phone in the classroom, they would have filmed it for sure. I was quite angry and could hardly keep my composure.\n\nSituation (Anamnesis):\nThe student attends the seventh grade. He was already diagnosed with ADHD in kindergarten. The student is inattentive, hyperactive, excessively lively, constantly in motion. He has difficulties with planning and organizing his learning and he also cannot keep order around himself, his desk is constantly strewn with textbooks, stationery and papers. He fidgets in his chair, always has to do something with his hands and disturbs others. He jumps into everyone's conversation, classmates and me, he talks faster than he thinks. He often draws attention to himself and does not listen. He has fluctuations, one time he can get one, the other time he doesn't think about it at all or his thoughts are elsewhere, so it happens that he doesn't write anything in the test. He tries to be the 'class clown', he likes to attract attention and make others laugh. He doesn't care that others think he's stupid. It is difficult for him to bear the immediate non-fulfillment of his wishes. As a child, he had problems with fine motor skills such as tying shoelaces, buttoning, dressing and using cutlery. It is difficult for him to follow the instructions of other people, he often does not finish the work. The student often loses things, school supplies - books, pencils, notebooks, he has even lost his mobile phone. He finds it difficult to work quietly on the assigned task. He has trouble concentrating both during games and during work at school. He ranks among the average students in terms of success. He enjoys computer games and drawing, with which he can calm down. He lives with his parents and a younger sister who attends the second grade. Mother works as a saleswoman, father as a bricklayer. When the student was still in the first to third grade, his father took him to the club at half past six and was the last to pick him up. The class team is good in the student's class, students help each other when needed. A year ago, they were together at school in nature and showed that they are a good team.\n\nTeacher Intervention (Solution):\nThe teacher asked the assistant to take the student to the quiet room with the history textbook, so that they could study the subject in peace. We have such a room at school, we call it the quiet room. The student can also leave there with his assistant if there is a problem. He has peace of mind to study there, he can have a drink there, talk to the assistant about how he feels and what his problem is. I think this solution is adequate and we haven't found a better one yet.\n\nOutcome:\nThe solution is short-term and has a short-term impact. After the pupil left the class, the pupils calmed down and paid more attention. It also had a positive impact for the student, he could tell his assistant how he felt, he calmed down. We use this solution more often, we are also in agreement with the student's parents. The student then feels better and has better academic results. Of course, this solution can be used repeatedly. I am of the opinion that the student must feel supported by the teacher and teaching assistant, he must be sure that someone believes in his abilities, that they do not judge him. Motivation and adequate stimulation play a big role in the ability to concentrate attention in a child with ADHD.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: Počítačové hry\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "545", "student_age_year": "13 let, 7. třída", "student_hobbies": "Počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "FF PV Pomocné vědy historické Dějepis", "teacher_practice_years": "10", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/533", "content": "TEACHING CASE STUDY\n\nBackground:\nmet him for the first time in the 7th grade when I started school and had him in my physics class. The other teachers warned me that it would not be easy with him. From the beginning, he was closed to himself, he didn't pay much attention during lessons. Gradually, however, his behavior turned into shouting, he even started attacking his classmates. Notes or any other punishments did not help at all. Finally, during one of my classes, he started strangling himself.\n\nSituation (Anamnesis):\nAs for his family, he was an only child. His parents divorced and he didn't take it very well. In addition, his mother was said to be on drugs. He was very withdrawn in class. He didn't have any friends. Other classmates had trouble getting to know him.\n\nTeacher Intervention (Solution):\nFrom the beginning, I tried to get involved with others. I tried different group works. Unfortunately, it didn't work out. He hardly got involved. Then when he started attacking others, first verbally but then physically, I got in touch with his parents and solved it through them. But they didn't attach much importance to it, only the father arrived and that only for the second time. When I saw such an attitude, I sometimes tried to chat with him during the break. Then when he started choking in class, I immediately called my parents and referred them for a psychological examination. All the time I tried to communicate with other teachers and plan the procedure with them.\n\nOutcome:\nHe started seeing a psychologist regularly. His behavior has partially improved, he no longer self-harms, and he no longer attacks others. Unfortunately, he remained withdrawn and did not find friends. He ended up staying until the end of 7th grade and then transferred to another school. Since he has remained the same as before, I am afraid that his behavior will return.\n\nStudent Profile:\nHobbies: Počítačové hry\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Selfdestructive behaviour, Verbal aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "533", "student_age_year": "", "student_hobbies": "Počítačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Sebepoškozování", "teacher_approbation": "Magisterské (Matematika, fyzika)", "teacher_practice_years": "8", "problems_annotated": "Physical aggression, Selfdestructive behaviour, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1194", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout four years ago, a student from the ninth grade came forward with the fact that a page appeared on the Instagram social platform where students shared various stories about students from the school or gossiped anonymously. In some cases it also targeted us teachers, but mostly the students. Žačka came to me about it, because it allegedly happened at the school she went to before and that someone got hurt because of the gossip. Whoever created the site was bragging somewhere about owning it.\n\nSituation (Anamnesis):\nInstagram Profile Owner - Year 9, extrovert, average/above average in school, not popular in class\n\nTeacher Intervention (Solution):\nThe student who owned the page was called by the principal into the office, where it was decided whether he was aware of the consequences and that it could be considered cyberbullying. The student said that he wanted the students to have fun with embarrassing stories and funny gossip about others and that he did not intend to hurt anyone. In the end, the whole case ended with a demerit of conduct.\n\nOutcome:\nActually, it was only reflected in a worse grade of behavior, but he never thought of creating similar sites on the Internet again. He is not evil as such, but rather he was not aware of the consequences of his actions.\n\nStudent Profile:\nAge/Year: 9. ročník /15 let\nHobbies: Posilování, auta\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1194", "student_age_year": "9. ročník /15 let", "student_hobbies": "Posilování, auta", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské + odbornost metodika, prevence", "teacher_practice_years": "29", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1189", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation started during online teaching, when it was discovered that the student was not logging in, so we started to solve it. The mom didn't know that the boy wasn't going to the online classes, so we gave him some 60 unexcused hours. That was still in the lower grade, then he transferred to our sixth grade and as he was already used to not going to that school and playing games on the computer at home, he stopped going to school and gave the excuse of a headache and other health problems. Of course, the mother excused it and went with him after various examinations that it was of a psychosomatic nature. My mother and I agreed that she would take her son to school. For example, she brought him to the 0th lesson - it was physical education, they entered through one entrance through the school gatehouse, he went to the locker room, where the children go to take their workout clothes from their lockers, his classmates saw him there, greeted him and then ignored him . He didn't show up for an hour, he managed to slip out of sight through the other entrance. We called his mother, she promised to take him to school - he didn't pick up the phone himself, but his classmates saw that he was playing some game on his mobile phone. We wanted it to be unapologetic, but the mother apologized to him anyway, and we're short on that, because if a parent apologizes, then we have to respect everything. But we have to report it to OSPOD, or if it's more hours, we have to report it to the police. Another case occurred when his class teacher was sick and I went to substitute in class, I found out that the student was not in class and called his mother, she told me that they were in PPP and that she put him on the bus to school, but there already didn't arrive He was excused from class the next day. Every time his mother excused him, the student pushed the boundaries.\n\nSituation (Anamnesis):\nThe student lives only with his mother. At the time of online teaching, he got used to playing a lot on the computer and, according to the teacher, he had already developed an addiction to playing. He stopped going to school, or looked for ways to escape so he could play games on the computer at home. In class, he was not afraid to get involved in the lessons, during breaks he chased around the corridor with his friends. Nevertheless, the mother stated that one of the reasons why she does not go to school is that she is afraid to go to class, that there is a bad climate in the classroom. His classmates noticed that the student was often absent from school and instead played computer games. Despite the appeal of the teachers not to reveal anything to the student and to be polite to him, there was always someone who sooner or later asked the student where he was, which made the student feel uncomfortable. Problems did not occur only at school, the son also defied his mother at home and resorted to threats such as jumping out of the window.\n\nTeacher Intervention (Solution):\nFirst, the mother was contacted, negotiations began with her and it was agreed that she would take the boy to school to see that he attended. The mother also insisted that the boy had health problems and that he did not feel well in the classroom, so a prevention methodologist began working with the classroom. When the situation did not improve, the educational committee finally met until the big educational committee. The mother kept apologizing for her son's absence, and finally decided to send him to another (private) school. She also did not want the situation to be resolved through OSPOD.\n\nOutcome:\nThe first solution was that the mother would take her son to school, but this solution did not help the situation, and despite the school's efforts to accommodate, the situation did not improve, because the mother did not want to admit that the cause of the problem was truancy and tried to justify her son's absence with health reasons. She also started looking for a new school for her son. As a result, the student left the school. We supported the mother's solution because we knew it would give the student a chance to start elsewhere with a clean slate, since his classmates already knew he was a truant. On the other hand, I am sorry that we did not manage to resolve the situation so that the pupil could continue at our school, even though we were open to this possibility. Even so, mom came to thank us for helping her solve the situation.\n\nStudent Profile:\nAge/Year: 5.     třída, 12 let\nHobbies: Počítačové hry\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Agreement, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1189", "student_age_year": "5.     třída, 12 let", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., TV, OV, výchovný poradce (2 roky studia na MU)", "teacher_practice_years": "31", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/681", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student's problematic behavior began to appear almost immediately after starting school. He was aggressive towards his classmates, he pushed them, the teacher always tried to explain to the student that he could not behave like this, that others had done nothing to him, and that he should rather help others than harm them. The student always listened attentively, but there were no changes in his behavior. An incident occurred in the very second week of school. The children worked in art education on autumn decorations, made colorful autumn leaves painted with watercolors, then cut out the decorations and glued them to a common drawing with a tree, which was to be hung in the classroom. The students were putting sheets together on a drawing when two boys stood up and the teacher saw the student holding a pair of scissors in his hand, pointing them at a classmate, and he ran away from him. Fortunately, the teacher intervened in time, caught the student and took the scissors from his hand. Fortunately, it was a pair of children's scissors, but the situation still looked dangerous. The teacher shouted at the student, the whole incident scared her enough, she scolded the student and took all the scissors from the children. After the lesson, she asked the student why he did it, he replied that his classmate didn't like his paper, and that made him angry. After this incident, other minor conflicts were repeated, when the student kicked or slapped classmates. The children often sued him, but when the teacher wanted to talk to the student, he always denied everything. For example, when he tore a classmate's T-shirt during a fight, he claimed that he was defending her from another classmate and accidentally tore her T-shirt. He always came up with a different scenario.\n\nSituation (Anamnesis):\nThe student has no diagnosed behavioral problems, but is above average intelligent. Already at preschool age, his parents received a recommendation to visit the PPP, but it did not confirm any diagnosis. The student lives with both parents, has no siblings. At school, he behaved aggressively towards his classmates, lied to the teachers. His classmates became afraid of him and shunned him, which the student noticed, and he was often angry when the children did not want to talk to him. The student attends a theater club, in which he is in his element, he is very creative and even organized a puppet theater for his classmates.\n\nTeacher Intervention (Solution):\nWe immediately informed the parents about the incident with the scissors and invited them to the school. Only the pupil's father came to the meeting, he apologized to his wife that he was not feeling it, that she was devastated by the complaints about his son and that he was not mentally up to the meeting at school. The father claimed that the son does not behave in any way at home, that he is a little more lively, and above all praised his intelligence. However, he understood our concerns and agreed to the proposal of a visit to the Pedagogicko - psychological counseling center. The special pedagogue did not detect any behavioral problems, the pupil behaved politely and cooperated all the time. The special pedagogue then came to the school for observation. On the day of the visit, the pupil behaved completely differently, he behaved very neutrally towards his classmates throughout the day, he was active in class, during the break he tried to have fun with his classmates, to participate in activities. We told the special pedagogue what experience the class teacher had with the pupil's behavior. After this investigation, the pupil's behavior returned to normal. The class teacher tried to talk to the student about his behavior, how his aggressive behavior sets him apart from the group, she asked him if he wanted to have friends and if he thought it was nice to treat his friends like that. She also tried to use his potential, she gave him space, for example, in the preparation of the puppet theater, she justly appreciated his school results. The parents refused to come to another meeting and asked for the student to transfer to another school in the mid-term.\n\nOutcome:\nThe support from the class teacher helped in the daily running of the class, which calmed down, but the problems persisted mainly during breaks. Communication with the parents was difficult, although they initially agreed to our intervention, later they did not cooperate and did not participate in further meetings. The PPP found no major problems, which the parents used as evidence that the son was fine. In the end, their attitude escalated to the fact that they decided to transfer the student to a private alternative school.\n\nStudent Profile:\nAge/Year: 6 let, 1.třída\nHobbies: Počítačové hry, divadlo\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Physical intervention, Disrespectful communication, Support, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "681", "student_age_year": "6 let, 1.třída", "student_hobbies": "Počítačové hry, divadlo", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Učitelství pro 1.stupeň základní školy", "teacher_practice_years": "5", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Disrespectful communication, Support, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/325", "content": "TEACHING CASE STUDY\n\nBackground:\nThere was a long break and I was in charge of the corridor. Suddenly, two boys ran out of the classroom towards the cafeteria, where students can always buy something for a snack during the long break. I warned them not to run in the corridors. They walked normally for a while and when they were far from me they started running again, but I couldn't stop them. When they returned to class, they ran again. I told them that if I had to reprimand them one more time, they would spend the rest of the break with me in the hallway.\n\nSituation (Anamnesis):\nTwo pupils are eleven-year-old boys. He is in the sixth grade. They are best friends. Both come from complete families and show no problem behavior. One has a younger sibling and the other has two older siblings. Boys are slowly entering puberty, so they try everything they can to see where the boundaries are.\n\nTeacher Intervention (Solution):\nSuddenly there was more noise from the classroom than before. I went to look there and saw the two students I had reprimanded before chasing each other between the desks. Loudly, so they could hear me, I told them to stop it and that if they couldn't listen, they would spend the rest of the break with me in the hallway.\n\nOutcome:\nSo they spent the rest of the break with me in the corridor. At first they looked angry that I punished them, but eventually they even talked to me. They were nice the rest of the day. When they were running in the corridors again after some time, it was enough to tell them to stop and threaten a little that they could repeat the punishment and stand with me in the corridor.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída\nHobbies: Oba žáci hrají florbal a jsou spolu ve stejném týmu.\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Disrespectful communication, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "325", "student_age_year": "11 let, 6. třída", "student_hobbies": "Oba žáci hrají florbal a jsou spolu ve stejném týmu.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "magisterské, aprobace chemie a přírodopis", "teacher_practice_years": "12 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/799", "content": "TEACHING CASE STUDY\n\nBackground:\nwas again a class teacher of 2nd year pupils when a boy from another primary school transferred to us. Because his mother was not satisfied with the behavior of the class teacher. I already had support in the classroom in the form of a teaching assistant, because of a student with ASD. The boy was very antisocial, hardly communicated. Very often he forgot tools or was not ready for class. He had a very low level of motivation to work. In situations when he did not want to do something, there were uncontrolled outbursts of anger, which were manifested by throwing things and even self-harm, he beat his head on the ground. On the contrary, during the confrontation he was very tearful, emotionally deprived. He suffered from severe anxiety attacks, for which the emergency services were once called. His intellect was below average.\n\nSituation (Anamnesis):\nThe student lived with his mother, who used to use drugs. I had no confirmation of current use. The mother's various partners took turns in their apartment, but I did not know the pupil's biological father. The mother even admitted to me once that she yells at the student a lot and has aggressive outbursts, during which she beats their dog.\n\nTeacher Intervention (Solution):\nAt first, we tried to set limits for the pupil so that he would not be overburdened. To have the opportunity to experience feelings of success. After that, we recommended the mother to visit a pedagogical-psychological counseling center and to examine his intellect, but she did not want to. On the contrary, she made a hysterical scene for me in front of all the parents during parent-teacher meetings. After a consultation with the director, where the reasons for visiting the counseling center were explained to her, she finally agreed.\n\nOutcome:\nFrom the PPP, the pupil received the support of a teacher's assistant and one hour of the subject of special pedagogical care. Despite the set support measures, the pupil developed disorders with perceptions. As the curriculum grew, his gaps in the curriculum widened. Later, the pupil went to a special school at the regular primary school. But I learned that he is not happy there. He was even attacked by his classmates. I am not satisfied with the result of the solution. Although we provided the pupil with the support we could, it was not enough. There were more pupils with specific needs in the class and with the maximum support of three teaching staff, it was not enough.\n\nStudent Profile:\nAge/Year: 8 let\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Emoční labilita,Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Selfdestructive behaviour\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "799", "student_age_year": "8 let", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Emoční labilita,Sebepoškozování", "teacher_approbation": "Mgr. pro 1.stupeň ZŠ", "teacher_practice_years": "40", "problems_annotated": "Emotional outbursts, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/64", "content": "TEACHING CASE STUDY\n\nBackground:\nThe following week I taught geography again in the aforementioned class. However, I decided to forget the whole incident and approach the situation in a different way in case of a problem. The topic of the lesson was the Earth in space, and I brought a model of the Earth, the Sun and the solar system to the students. I started teaching and showing everything clearly using the tools I had brought. All the students watched the lesson with interest. I started the presentation, painted pictures on the board, called on the students and didn't let them have a moment of peace. Next came the worksheet, and therefore independent work. All the students worked calmly. Five minutes passed and I noticed that something was happening in the last benches. The students were whispering something to each other across the desk, and I could tell by the expressions on their faces that it was probably more of a dispute than a hint.\n\nSituation (Anamnesis):\nfollowed them and interrupted the conversation with questions about their independent work. The pupils dispersed and continued their concentrated work. However, this did not last long. After a few minutes, I heard some mumbling again in the same pews, and even a few unflattering expressions. 'Teacher, he's disturbing me!' said the second student. 'It is not true! At least I already have it.' replied the said pupil.\n\nTeacher Intervention (Solution):\nI came up to him, looked at his worksheet and said, 'Excellent. If you already have it, sign the paper and come to me. You will help me with something.' I brought the student to the department and handed him the student books that I had on the table. 'Please distribute this to others. It's about to ring. Then you help me carry everything back to the cabinet.' I said. I gave the student responsibility, and it worked perfectly.\n\nOutcome:\nThe student enthusiastically went around all his classmates, handed out their student books, and when the bell rang, he himself took a few things that I had brought to class and followed me to the office without further instructions. The student felt good and I ensured some peace in the class even for part of the break. After this incident, I already knew that it is much better to keep the student busy, give him some responsibility and, in a way, make him a bit of a 'teacher's playboy'. Since then we have a good relationship, we respect each other and he is only minimally disruptive in my lessons.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "64", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "zeměpis a tělesná výchova", "teacher_practice_years": "14 let", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/240", "content": "TEACHING CASE STUDY\n\nBackground:\ngot to know the student's behavior when he was in the fifth grade. At that time, I represented their teacher in his class. It's not easy with him. Other educators also have a problem with him. The student cannot admit his own mistake. According to him, others are to blame for everything. He is always innocent in it. He also has a problem with communication with his classmates. He is easily offended. He also blames his classmates for his problems, of course they don't like it and there is conflict in the world.\n\nSituation (Anamnesis):\nThe student is in alternate care. Parents are divorced. He has half-siblings, both on his father's and mother's side. He has an older half-brother (from his father's side) with whom he no longer lives. I saw him leading a younger sibling (from his mother's side) to school. I was surprised that he could be a responsible brother because it's not that much at school. He had a very good relationship with his grandmother, going to her on weekends. But I guess she already died.\n\nTeacher Intervention (Solution):\nThe student refused to complete the assigned task in class. He did not manage to fulfill it as he would have imagined. He started to get angry that he wouldn't do it, that it was stupid. So I reminded him that he had to complete his tasks. This did not add much to the situation, the student started to get angry. To calm him down, I had to take him into the hallway. Of course, this was preceded by a longer argument before he understood that he had to go to that corridor.\n\nOutcome:\nThe student calmed down in the corridor. I should have taken him there now and not let it go that far. Going to the corridor is perhaps the only thing that applies to him. He responds to any admonition by saying: \"It's not my fault!\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: vesmír, VIDA centrum, …\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Bariéry v komunikaci,Problém se sebeovládáním\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Verbal aggression\nSolutions Applied: Transfer of student \nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "240", "student_age_year": "12 let, 7. ročník", "student_hobbies": "vesmír, VIDA centrum, …", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Bariéry v komunikaci,Problém se sebeovládáním", "teacher_approbation": "Učitelství matematiky a fyziky pro střední školy", "teacher_practice_years": "16", "problems_annotated": "Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/906", "content": "TEACHING CASE STUDY\n\nBackground:\nEverything worked until about March. Then it went completely wrong. So he didn't go back to the boys. He was in the village, but stopped going to school, had a lot of unexcused absences. It was also conditioned by the fact that the parents had great disagreements with each other. They then let the whole situation lie and did not deal with it. So he was a \"villain.\"\n\nSituation (Anamnesis):\n9th grade student at elementary school, lazy, weak at school and learning, no interests. The teacher did not remember him enjoying anything in the 1st grade - not even sports. He was troubled from the 1st grade. There were no major problems with him in class. Because he was lazy and never had, could not, did not know anything in class, he was calm in class. He definitely didn't have a behavior disorder. In adolescence, of course, he talked back, but he never had to deal with any bad behavior at school, no disruptions, fights, bullying... he was very inconspicuous at school.\n\nTeacher Intervention (Solution):\nNeither I nor the headmistress managed to convince him, nor did his parents. They didn't even answer our phone when we wanted something and so on. I've never had that happen before. The family played a very negative role in this, because from the beginning, when he was in the first grade, his parents kept making excuses for him, they always saw him as being hurt by others, children and teachers, that he was poor, that he had to defend himself and that he is the victim. But the mother admitted that she has been doing whatever she wants since she was little. At that time, she used the expression that he bullied her as a mother in the first degree. It was how he was brought up and then they didn't have much influence on him. Up until this stage, he lived with both parents, but now only with his dad because his mom moved away. We only know that from that student. We somehow didn't find out the details after that, because they didn't communicate with us - mom completely and dad sometimes reacted to something, but not much anymore. I don't even know if the student was in contact with his mother. He also had an individual education plan. But that plan is based on the fact that the school does something and the child and parents do something, and then they didn't cooperate at all and didn't even ask for an extension. They did not make an appointment for a check-up at the consulting room. He didn't have anything at the end, but we still took care of him. And when they finally ordered, they didn't tell us, so we couldn't send a link from the school there. So they did an examination on him, but without knowing the information from us. So they didn't know that he doesn't go to school and does nothing. But he got there so late that it didn't make any sense for the ninth grader anyway.\n\nOutcome:\nSometimes we dealt with the child not being able to tell, or something that was being dealt with, but this was both. At first it worked perfectly, we were all amazed, and then it went to hell. He left school with 5 A's and 50 unexcused hours. He left for an apprenticeship. There it happened that they accepted him with an exception, a condition, despite the unfinished nine, which they can. The director issued his personal decision to take him. It was an easier field of study. We made concessions to him, they make concessions to him at school and he doesn't go there anyway. In the beginning it cost the parents a lot of nerves, it was a lot of work for us, because we gave him a summary of everything we wanted for him 14 days before Christmas... it turned out well, so we felt good about it, but in the final it was all completely unnecessary. But it is one case in the last many years. With us, given that we are a rural school, we don't deal with very big things.\n\nStudent Profile:\nAge/Year: 9. třída\nHobbies: trávení času na počítači\nDiagnoses: Dyslexie\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "906", "student_age_year": "9. třída", "student_hobbies": "trávení času na počítači", "student_diagnoses": "Dyslexie", "student_disorders": "Záškoláctví", "teacher_approbation": "Dějepis, pedagogika volného času", "teacher_practice_years": "31 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1363", "content": "TEACHING CASE STUDY\n\nBackground:\nOnce I was walking around the school during classes and I saw a student sitting in the cafeteria drinking coffee when he was supposed to have a lesson at that time. I wondered what he was doing here when he should be in class. No one solved it for a long time, but I don't let these things go, so I looked for the class teacher and started to solve it. I had the impression that others did not want to deal with it.\n\nSituation (Anamnesis):\nMale, 18 years old, last year of high school. Behavior caused by upbringing - parents always tried to \"sweep everything under the rug.\"\n\nTeacher Intervention (Solution):\nwent to the class teacher, he investigated it. The colleague who was supposed to have him in the class then came to me to say that she had registered the student as missing, but I know that she had not registered him before. That's just how it worked there, it was tolerated. The classmate also had different attitudes towards it, but I wanted the solution to have a result and I insisted that the situation be resolved. The class teacher then proposed a reprimand to the principal for an unexcused lesson, and the principal then approved it.\n\nOutcome:\nI think it helped him, then there was no problem with him. But I don't know, he was in his last year, it should have been done already in the first year so that it wouldn't happen again. The main thing was that he was also a warning to other students who might think that such behavior was tolerated because of him.\n\nStudent Profile:\nAge/Year: 18 let, 4. ročník gymnázia\nHobbies: sport\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1363", "student_age_year": "18 let, 4. ročník gymnázia", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Mgr. FRJ, ŠPJ", "teacher_practice_years": "30 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/260", "content": "TEACHING CASE STUDY\n\nBackground:\nnoticed the problem mainly in distance learning (online), I had this student for two subjects. I used Microsoft Teams for normal communication and teaching. In class, I usually presented the theory to the students, and from this theory they would be able to create an independent work that I assigned them every week, a total of 12 of these works. As they submitted the results of their work to me on MS Teams, I was able to record who who completes the tasks and who does not. This particular problem student didn't do a single piece of work all year (out of 24 total). I always set a clear deadline in advance for the students to hand in their work, and since the student didn't hand in any assignments, he got two fives on his report card in the first semester. Both I and the class tried to resolve the situation equally well, but in vain. The student did not respond, and if he did, he claimed that he handed in the assignments, but they were not finished, in short, he did not see the fault in himself, but in us, the teachers. With this, the situation gradually began to escalate. Subsequently, I probably made the mistake of retreating slightly. I told the students that if they missed the assignment by the deadline via MS Teams, they can send it to me by email, with the understanding that if that happens, they won't get a 5, but not even a 1 even if they got it all right. When the third quarter approached, the student again had two A's, so we contacted him and his mother, he again claimed that it was not his fault. Then he promised that he would start fulfilling and submitting everything. Towards the end of the year, I sent the student information that he had not submitted any assignments to me and if he sends me at least 8 assignments by a specific date, I will not give him 5, but let him count on the fact that I will want to test him from the entire year's curriculum. He didn't hand in a single piece of work by the given date, so I told this student that he got a 5 from me. Then the student spoke out vehemently against me and started arguing that we had made a different agreement. I showed him the email where everything was in black and white. He chose a different tactic and started claiming that he had sent everything to me but that it must have been lost somewhere, after which I asked him to log into his account and show me the sent mail. He tried to log in for 5-10 minutes and then started faking that he forgot his password. I showed him that I had nothing from him in the mail. The student behaved very arrogantly and was harsher towards me, so I told him that we will not have this debate here and if he has reservations, we can go to the school management. He subsequently left the class. The next day, the mother began to beg for her son to let him into the next year. I gave in to her and said that if she sends me 8 separate papers, then I will proceed to test him from the whole year and, to make sure there are no doubts, he will pass the exam, Mr. F. He did deliver the papers, but I later learned that that he copied them in class and according to the criteria I used to evaluate them, I could only credit him with 3 works, but I let him take the exam anyway. During the exam, the student did not know anything at all, he even tried to copy from the smart watch. That's why he got two fives on his report card and the repair was supposed to take place during the holidays. When the day of the repair came, there were three of us, me and two other colleagues, we told him the topics of the exam in advance, and yet he thought afterwards that he didn't know any of them. He failed this exam again and knew nothing at all. He got a rating of 5 and so we informed him that he failed. Then the student took off and began to tell us that it was not true, because he had read in the law that he had two attempts. He was told by management that this was not the case and that he had exhausted all options.\n\nSituation (Anamnesis):\nThis problematic pupil has already failed once, he studied at the conservatory and just transferred to SPŠ. That says something about his results. Also, it's important to mention that he may have been highly demotivated to do anything, not only because of the online classes, but maybe because his mother forced him to go to this school, probably because she has an electrical background herself. Regarding the class, I was told that this student was disliked by his classmates, he was pushed out of the group and he had almost no friends.\n\nTeacher Intervention (Solution):\nAfter the incident in front of the class, I reprimanded the student, raised my voice at him, but without visible effect. He reacted very much the same way, and with the fact that I was a teacher, he obviously didn't worry too much, he behaved like an absolute sovereign. When I realized that it wasn't going to go that way, I tried it more gently. I tried to argue with the student that it is not my fault if he does not prepare for the exam, that he should be aware of the consequences of his actions, and that I provided him with all the necessary materials. After he failed at the repair, I even tried to offer him other alternatives, e.g. going to school, etc., but the student was still arrogant and saw the fault only in me.\n\nOutcome:\nAfter the incident where the student left the class angry, I met him at recess and he did not react significantly to me. However, every other class was quite unpleasant for him, especially for me, he came to class annoyed, did not participate in the lesson, and when I asked him a question, he did not answer either at all, or in one word, or very sternly. Now in the new year, it seems that the student may have realized his own mistake, because he came to me, apologized and shook my hand. I therefore expect that the situation will not escalate as it did in the previous year.\n\nStudent Profile:\nAge/Year: 18\nHobbies: *učitel neví*\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Verbal aggression\nSolutions Applied: Agreement, Consequences, Disrespectful communication, Support, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "260", "student_age_year": "18", "student_hobbies": "*učitel neví*", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Ing", "teacher_practice_years": "5", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Disrespectful communication, Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/528", "content": "TEACHING CASE STUDY\n\nBackground:\nThis event took place early in my teaching career. It was the 29th of June, the day before the report card, and I had to collect textbooks from the students in my class. One student liked the geography atlas, so she decided not to return it to me. She told me that she didn't have it with her, but I saw that she had it with her on the bench. I repeatedly asked her to return it to me, however, throughout our conversation she said that she did not have it with her and that she could not return it.\n\nSituation (Anamnesis):\nA ninth-grade elementary school student, extroverted, self-confident, frequent adolescent scenes, disrespectful of rules, went to school, was reprimanded by the school principal.\n\nTeacher Intervention (Solution):\nasked her several times to return the atlas to me. After some time I ran out of patience, so I said we will go to see the headmistress. So we went to the principal's office, I accurately described the situation to the principal, and the student finally returned the atlas. However, I still did not consider the situation resolved. That same day, the pedagogical council was held and I demanded that this student get a two in behavior. For that, it was necessary that the teaching body voted for this decision, which happened and I was satisfied with this solution.\n\nOutcome:\nThe second day, June 30, was the handing over of certificates. I handed over the student's report card with the belief that she had a two in behavior, as we agreed at the meeting. After a while, she came to me excited that she got a first in behavior. I didn't understand how that was possible. In the end, the director made a different decision than what we agreed on at the meeting. I remember it turned me on a lot at the time. After graduating from school, the student came back to me several times, I was her favorite teacher. She managed to graduate from college and travel to a lot of countries, so she seems to be doing quite well.\n\nStudent Profile:\nAge/Year: 7 let, 2. ročník ZŠ\nDisorders: Agrese,Lhaní,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "528", "student_age_year": "7 let, 2. ročník ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Fyzické násilí", "teacher_approbation": "Magisterské vzdělání – Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "20 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1202", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the class was such that almost all the children collected Pokemon cards. They showed them to each other, exchanged them, and Pokemon was such a common interest of theirs. Only once did the cards start to disappear. It usually only happened in the sorority, so the teacher from the sorority dealt with it first. It was discovered that a student who had none himself was stealing pokemons, and in order to fit in better with others, he tried to get them himself.\n\nSituation (Anamnesis):\nThe student was not very popular in the class. Rather, he had no friends. He behaved strangely, and that's probably why the children didn't have much fun with him. He was inattentive and very restless in class. And because he was weaker in graphomotor skills, he had to go to the school skills club. He didn't like going there at all. He wasn't very good at reading either. He did not cooperate much within the group and had a very negative attitude towards evaluation and self-evaluation. It was difficult with him in class.\n\nTeacher Intervention (Solution):\nLosing Pokemon happened mostly in the group, so it was handled by the teacher from the group. I also discussed it with the student and he confessed to me. He said he didn't have any pokemon himself, but it wasn't about the money. They were not a socially weaker family. He said he didn't know where to buy it. Then I dealt with it with the parents and at class meetings where the parent and the child go. Through the other children, we found out where to buy Pokemon cards so that the pupil's mother could also buy them.\n\nOutcome:\nThe pupil's behavior was no longer repeated, but even the acquisition of cards did not help him much in integrating into the group of children, but the children tried harder with him. He himself always went to one person and always had fun with it.\n\nStudent Profile:\nAge/Year: 7 let, 1. Ročník ZŠ\nHobbies: Navštěvoval dva kroužky ve škole – angličtinu a rozvoj školních dovedností  tento kroužek neměl rád)\nDisorders: Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1202", "student_age_year": "7 let, 1. Ročník ZŠ", "student_hobbies": "Navštěvoval dva kroužky ve škole – angličtinu a rozvoj školních dovedností  tento kroužek neměl rád)", "student_diagnoses": "", "student_disorders": "Krádeže", "teacher_approbation": "Mgr., Speciální pedagogika", "teacher_practice_years": "17", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/977", "content": "TEACHING CASE STUDY\n\nBackground:\nhave taught the student she decided to tell about since the 6th grade. We had math and later chemistry classes together. I was even his class teacher. He was very inconspicuous when he entered the 6th grade. He lived only with his mother in an apparently secured environment. During the hours I noticed that he was not working very well. He shouted at me several times per hour, cursed his classmates and the like. For the next hour, he just slept on the bench for a change and did not participate in the class at all. The situation has become permanent. At the beginning of the 7th grade, together with the school psychologist, we submitted a request for a review to the Pedagogical-Psychological Counseling Office. Unfortunately, we only received papers where there was no mention of any misconduct. After returning to school, the situation deteriorated rapidly within two months. The student started significantly disrupting the lessons, for example during lessons he turned off the computer/data projector several times using the application on his mobile phone. The teachers, myself included, had absolutely no idea what it was all about at first. Some didn't even know such a thing existed. During December, a student brought weapons from his favorite airsoft game to school and topped off the situation by giving a classmate an ax as a Christmas present.\n\nSituation (Anamnesis):\nhave taught the student since the 6th grade. We had math and later chemistry classes together. I was even his class teacher. He was very inconspicuous when he entered the 6th grade. He lived only with his mother in an apparently secured environment. During the hours I noticed that he was not working very well. He shouted at me several times per hour, cursed his classmates and the like. For the next hour, he just slept on the bench for a change and did not participate in the class at all. The situation has somehow become permanent. At the beginning of the 7th year, together with the school psychologist, we submitted a request for a review to the Pedagogical-Psychological Counseling Office. Unfortunately, we only received papers where there was no mention of any misconduct.\n\nTeacher Intervention (Solution):\nDuring the described period, I had many conversations with the mother and the pupil himself. The situation during the 6th year always somehow stabilized. However, when the aforementioned starting the 7th grade, the mother stopped communicating. She did not respond to my letters asking her to visit the school. I tried to contact my father, but he never showed up. While sitting with the student, I tried to find out in the interview if there were any problems at home. I started doing the first such interviews in October of the 7th grade, because by then my mother was really functioning. One day I noticed that an unknown lady was coming to the club after school for the student. During the next session, I asked the student. The student obviously trusted me and I started to get the necessary information. It was about the aunt all along.\n\nOutcome:\nAt that moment, I really didn't hesitate and immediately invited the lady to school the following week. The lady was willing and began to describe the whole situation to me. I learned that the student's mother is heavily addicted to drugs. I discussed the options with the lady and she was even so willing that she promised to take care of the student if necessary. So I was able to embark on probably the most daring and perhaps the most important solution to the situation in education. I contacted the police. Of course, the process was very fast. The situation got worse a few times, when my mother came to school to threaten me. Unfortunately for the family, but fortunately for the student, the situation ended with the child being removed from the mother's care. An aunt took care of the student. The student continued to study at our school and calmed down over the next 2 years. Pedagogical-psychological consultation again did not discover behavioral disorders. His average started to improve as well. I took the whole situation as very difficult, but in the end I was happy that I managed the situation well in this case and in my opinion it was all right.\n\nStudent Profile:\nAge/Year: 13 let, 7.ročník\nHobbies: Hraní na počítači, Informační technologie, airsoft\nDisorders: Nepracovitost,Nesoustředěnost,Lhaní,Podvody,Rušení výuky,Spaní v hodinách\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "977", "student_age_year": "13 let, 7.ročník", "student_hobbies": "Hraní na počítači, Informační technologie, airsoft", "student_diagnoses": "", "student_disorders": "Nepracovitost,Nesoustředěnost,Lhaní,Podvody,Rušení výuky,Spaní v hodinách", "teacher_approbation": "Mgr. Matematika a chemie", "teacher_practice_years": "22", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/199", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when I started teaching about the second year. I didn't have enough experience. I once had a boy in my class, very gifted, but he just didn't want to. Instead of working on his assignments, he made fun of the teachers and did everything but what he was told. Once, when I was explaining a new material, he kept yelling at me, pointing out mistakes that didn't even exist. He mocked his classmates when they made a real mistake and invented nicknames for them to point out the stupidity and lack of education of the person in question. He screamed constantly, even though he was not called out and therefore not given space for other classmates. When he yelled like that for half an hour and didn't even raise his voice, threatening to take it up with my parents, I exploded and yelled at him that I had never taught such a moron. Everyone started laughing and even him and he simply batted me away saying that he had never been taught by such a cow. I grabbed him by the ear, kicked him out of the classroom and ran with him to the principal's office.\n\nSituation (Anamnesis):\nThe student is among the smartest children in the class. He has friends in class, they usually talk about games during the break or play them on their phones. As I said before, school is going very well for him and he always gets an excellent grade without any effort. School bores him because he is not given more difficult tasks to keep him busy. I only found that out after the incident.\n\nTeacher Intervention (Solution):\nwas honestly recorded in the director's office. I couldn't say he told me I was a cow when I called him a moron, I just said he was constantly interrupting and humiliating me. The student responded that I called him a moron, so he had the right to tell me what he thought. The principal went over this announcement and gave the student a lesson that he can't behave like that and that he will need to call his parents. However, the director called me to the director's office right at the end of the day and I was scolded for not being able to calm a small child and that they were bothering him with my work and if something like this happened again, we would have to have a more serious talk. And I should pray that the incident is not handled by the parents. I was very upset about it and didn't know what to do.\n\nOutcome:\nknew that I could change something. I was the laughingstock of the whole class and hysterical to everyone. I backed down and apologized to the student in front of the whole class for calling him a moron and that I promise it won't happen again. Everything changed only when I began to perceive the class as a whole, but each student individually. The student benefited when I prepared extra things for him, far more difficult logical tasks, and I motivated him with what applied to him, for example praise in the student's book.\n\nStudent Profile:\nAge/Year: 6. ročník\nHobbies: otevřená otázka\tPočítačové hry\nDisorders: Disrespekt,Neúcta k autoritám,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Physical intervention, Disrespectful communication, Support, Transfer of student, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "199", "student_age_year": "6. ročník", "student_hobbies": "otevřená otázka\tPočítačové hry", "student_diagnoses": "", "student_disorders": "Disrespekt,Neúcta k autoritám,Rušení výuky", "teacher_approbation": "Speciální pedagogika a učitelství matematiky", "teacher_practice_years": "12", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Disrespectful communication, Support, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1197", "content": "TEACHING CASE STUDY\n\nBackground:\nThe basis of the problem was the wrong choice of school, again honors at the base, he comes to the gymnasium and within half a year there will be a deterioration, some still have the vigor in the freshman year, so they will get some triples, that was probably also the case. At the moment when there was a creative activity, the student was very clever, in general she was non-communicative and non-verbal. She didn't even speak in Czech, that people simply didn't speak to her, at the moment when she had to recite, they dramatized something with a classmate and it was a completely different person, she really had two faces. In the first year, I think that the problem wasn't there yet, she was just trying, she worked hard and there weren't so many fours, but in the second year, the progress went down even further and we asked the parents if they would consider changing schools and communicating with parents there was simply no agreement, they only saw the high school graduation and did not allow anything else, and unfortunately it got even worse, that the girl then had some problems and was hospitalized somewhere, and it happened again and again that at the moment when she was creating, so smiling and happy, on the contrary, she didn't squeeze anything out of herself during the rehearsal. In the final, she also completed the fourth grade, although she had a long absence due to hospitalization in the hospital, but somehow there was an individual plan and her colleagues were helpful, she completed the third grade with some problems and I suspect that the fourth grade as well, and she also submitted her application, but already She had mental problems then, and I really don't see it.\n\nSituation (Anamnesis):\nStudent - Below average benefit, non-communicative, creative, psychological problems\n\nTeacher Intervention (Solution):\nIn that hospitalization, there was another problem, that we also discussed it with the parents through the management and I said: Let the treating doctor contact us and we will explain to him that the high school diploma was new and fresh at the time, so he can only come for two subjects, the other two will come later, but it just didn't work. If they got together, her doctor and the school, I think it would be more to the benefit of the cause.\n\nOutcome:\nSince I didn't know the diagnosis, maybe neither did the doctors, when it came to psychology, it's very complicated, but I think he doesn't have a high school diploma. So we didn't solve it in any way. I can already see the root of the problem in the freshman year, probably again pressure from the family, high school graduation and the fact of her creativity, if she was at a school where there is no such pressure, although it is to be expected at the gymnasium, I simply think that she would be better off elsewhere 100% better.\n\nStudent Profile:\nAge/Year: 16\nHobbies: Hudba, četba, tvořivost, divadlo\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class, Attendance problems\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1197", "student_age_year": "16", "student_hobbies": "Hudba, četba, tvořivost, divadlo", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, D", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/865", "content": "TEACHING CASE STUDY\n\nBackground:\nA student came to us with the problem that his wallet was stolen.\n\nSituation (Anamnesis):\nThe students of the school are used to communication circles, to a respectful approach at ScioŠkole, to a kind and understanding approach of the guides.\n\nTeacher Intervention (Solution):\nWe called all the students of the school into a communication circle, where we started to discuss the situation that had arisen. We mainly talked about the needs of the robbed, how he might feel, what might be bothering him at that moment and how he might feel. But we also talked about the needs of the person who stole the wallet, why he did it, what his emotions were. What can the students fear now? What might the robbed person be afraid of and what would the perpetrator be afraid of and what would they need at that moment. The children suggested that in order for the perpetrator to confess, he needed courage and safety. We created 4 tables for the victim and for the perpetrator. They included: how does the person feel or felt, what did he need or need, what could he do to fix it and what does he need to do it? We then gave everyone a paper and a pencil and told them to write down what we as guides should know. They could use specific names at this point. We selected and read the tickets and dissolved the circle with the sentence, thank you, we have all the necessary information and we will solve the rest individually. One pupil confessed to us on the ticket that he had stolen it, so then we called him privately. The student told us why he did it and we appreciated his courage and the wallet was returned. We wrote to the boy's parents about what happened and that it was resolved, but I see that as a mistake because when he came home, he was really cut up for it. It would be better if we invited the parents to the school, then maybe we could prevent such a reaction from the parents, and the biggest climax would be at school, when we could correct it.\n\nOutcome:\nThe student was physically punished at home. The situation never happened again, and no other problem occurred with the student.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: Umí vyjmenovat jména hokejistů NHL a týmů, data zápasů, rád sportuje a zpívá\nDiagnoses: ADHD,Lehká forma autismu\nDisorders: Hyperaktivita,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Support, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "865", "student_age_year": "13 let, 7. třída", "student_hobbies": "Umí vyjmenovat jména hokejistů NHL a týmů, data zápasů, rád sportuje a zpívá", "student_diagnoses": "ADHD,Lehká forma autismu", "student_disorders": "Hyperaktivita,Rušení výuky", "teacher_approbation": "VŠ, aprobace anglický jazyk - zeměpis", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/576", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 15 let, 9.třída (2.stupeň ZŠ)\nHobbies: sport\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Working with the collective, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "576", "student_age_year": "15 let, 9.třída (2.stupeň ZŠ)", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "Mgr. – Vko, ČJ, Dě, výchovné poradenství", "teacher_practice_years": "25 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1007", "content": "TEACHING CASE STUDY\n\nBackground:\nAround October, as a school prevention methodologist, the mother of a student phoned me to say that her daughter did not want to go to school because someone had created a fake profile on Facebook with her photo and other classmates were adding rude and inappropriate comments about her. I invited the student to my school and together we looked at the fake profile, I read the comments under which the classmates were signed and we discussed together who could have created the fake profile. I learned from her that she was 'competing' with a classmate for the affection of a boy in the class, and therefore they used to verbally attack each other in class and write inappropriate text messages. After talking with the student, I indicated that the problems in the classroom had spread to cyberspace, where the attacker felt anonymous and was encouraged by comments and comments from other classmates about the student.\n\nSituation (Anamnesis):\nThe student is a 1st-year student, chef-waiter major, age 16, lives alone with her mother, has one younger brother, rather extroverted, communicative, attractive girl, average academic results. The classmate is also a 1st-year student, cook-waiter, age 15, lives in a complete family, has one older sister, rather extroverted, communicative, not as attractive as the female student, below-average academic results, unstable attendance at school.\n\nTeacher Intervention (Solution):\nIn the following days, I gradually invited all the students from the class who wrote comments on the fake profile to my office, many of them were surprised that their behavior could be immoral or even illegal. Finally, I invited the above-mentioned classmate to an interview. The classmate denied for a while, claiming that she did not create a fake profile. After a while of explaining the situation, when I scared the Czech Police by reporting it and explaining that they have tools to find the IP address of a person or a computer from which someone created a fake profile, she confessed in tears. The student wanted to take revenge for the success of her classmates and to embarrass her in their eyes. I explained to my classmate the consequences of her actions, we talked about how she would feel if the same thing happened to her. She had no idea that such behavior was not fun, she promised to delete the fake profile and apologize to the student.\n\nOutcome:\ndidn't want the possible punishment to be a stigma for the classmate, after all she was a 1st year student, the class was just adapting to the new environment, so I arranged with the school principal and the class teacher to reprimand the class teacher and then check the behavior of the classmate. The fake profile was deleted, the classmate apologized. I also wanted to ensure that such behavior did not appear in the classroom again, so I subsequently participated in the classroom lesson, where we discussed inappropriate forms of behavior with the students of the class in a community circle, both in real life and on the Internet, the students received the task of finding and explaining forms of risky behavior on the Internet as well as possible criminal penalties. As part of prevention, I ordered a program from Podaný roko for the class, and I can state that by the end of the 3rd grade, no risky behavior appeared in the class. The student is currently continuing her studies at an extension course.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník SŠ-SOU obor kuchař/číšník\nHobbies: Hudba, tanec\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Agreement, Consequences, Disrespectful communication, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1007", "student_age_year": "16 let, 1. ročník SŠ-SOU obor kuchař/číšník", "student_hobbies": "Hudba, tanec", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Ing. Právní nauka, ZSV/občanská nauka, odborné předměty SOU-kovářství, školní metodik prevence", "teacher_practice_years": "20", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Disrespectful communication, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/219", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose in the morning in the group while playing a board game that the boy wanted to play together with other children. She was present at the game at this time as a teacher's assistant, now M.Sc., with whom I do my internship. The game was not difficult, but still the boy started to lose after playing for a while. Then, out of nowhere, he refused to continue playing, became irritable, taciturn, and became angry for no reason and left the group of children he was playing with. So the boy failed to be included in the team again. In this situation, the teaching assistant tried to resolve the situation. So she tried to get out of the boy what was happening and what was the cause of his behavior. So he and the boy went into the corridor to calm down and find out what was causing this problem.\n\nSituation (Anamnesis):\nThe student lives together with both parents and with his brother who is 2 years older. The boy is primarily cared for by his mother or his grandmother, who brings him to and from school. He and his brother go to the same school, but they don't have a good relationship. Mainly because the boy is favored over his brother at home. The boy is more backward and in some situations very independent. He suffers from childhood autism and ADHD. His brother, on the other hand, is very clever, talented, problem-free and tries to distance himself from his brother and avoids him. The mother shows no interest in improving the relationship between the brothers. The boy does not like to lose and any little thing can throw him off. The boy's reaction depends mainly on his mood on the given day, but it also manifests itself completely unexpectedly.\n\nTeacher Intervention (Solution):\nThe boy has a very good relationship with the assistant, so he went out into the corridor with her without any problems or objections. There was a short discussion in the corridor. After a short conversation and a stay in the corridor, which lasted about 30 minutes, the assistant managed to find out that the boy did not really understand the game. So she agreed with the boy that they would practice this game together in the morning in the group, so that he could then play alone with other children. Teaching assistant: 'What's going on?' Boy: 'I don't really understand.' Teaching assistant: 'What don't you understand?' Boy: 'The game.' Teaching assistant: 'You go to school to learn something and now we've come across something you're not good at, so we're going to train you.' Boy: silent…. Teaching assistant: 'What do you think?' Boy: 'Okay, we can.'\n\nOutcome:\nThe situation was resolved successfully. After talking with the assistant, the boy calmed down and returned to the children, at least as an observer of the game. This situation did not affect the lessons in any way, and the boy functioned as usual all day. Although the solution to the problem took place gradually, the boy accepted the assistant's suggestion and still occasionally plays this game with the children without any problems or offensive scenes.\n\nStudent Profile:\nAge/Year: 7 let, 2. třída\nHobbies: hraní videoher\nDiagnoses: Dětský autismus,ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "219", "student_age_year": "7 let, 2. třída", "student_hobbies": "hraní videoher", "student_diagnoses": "Dětský autismus,ADHD", "student_disorders": "", "teacher_approbation": "Mgr. (občanská výchova, výtvarná výchova)", "teacher_practice_years": "", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/553", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student describes how he behaves in class: 'Hello! My name is and I'm a freshman and not only that, I'm also a little restless and a strong man with a huge amount of energy. During breaks, I like to run in class and I also like to poke fun at other classmates. I also often provoke them and if necessary I go to tell the teacher who is doing what wrong. It is called that I sue and report on other classmates. Since I went to the teacher with this information almost every day, I did not gain much popularity among my classmates. My competitive nature, which cannot bear to lose, did not contribute to my popularity in the class group either. If I lose my winnings, I literally try to lash out at my classmates. I don't even know our agreed-upon class rules, and I have no intention of respecting them. When I figure something out, I try to twist it at all costs, and such twisting cannot be done without lies. My main motto: Don't confess to anything! All this work of mine in our class culminated in November, when we went to school for three months. My behavior and nature drove me to physically attack my classmate. he did not manage without a concussion and an open double fracture of the upper limb and was taken to the hospital for a difficult operation. Well, everyone around was watching, what had awakened in me, that I was capable of such a thing, me, a freshman.'\n\nSituation (Anamnesis):\nThe student was an only child, both parents worked in shifts, his father was a miner and his mother a waitress. therefore, the grandmother, who was also a teacher in the first grade of (other) elementary school, often looked after her. On the very first day of school, the mother asked the class teacher if he was angry, after which she herself answered that he was always good in kindergarten and never angry. This caused a certain compulsion in the teacher to pay even more attention to such a student. he was a smart and inquisitive child, he was very bright in mathematics and always demanded praise from the teacher, when he was not praised it made him very angry. However, the teacher did not encourage competition, rather she paid attention to a fair play approach and friendly behavior.\n\nTeacher Intervention (Solution):\ngot a reprimand for what I did to my classmate, but since I'm 6 years old, I don't even know what it really means. It's more of a formal step by the school that was necessary because what I've done is grievous bodily harm. But everyone was always agreeing with me, ours, the teacher, the management, they all met with me regularly and explained to me how I should and shouldn't behave, what I can and can't do. We also agreed on what we would do when the little devil was inside me. In short, I got clear rules with us that we have to respect, because what I did was really too much and I'm gradually realizing it. The kids didn't have much fun with me before. After what I brought out, no one ever had fun with me, and I'm starting to regret that. Ours have also changed a bit, they are more interested in me and are a bit stricter. My grandmother, whom I really like, also agreed with me and I don't want her to be angry with me, I would like to make her happy.\n\nOutcome:\nhe tried to make his grandmother happy, the correction came very soon. He was very aware of what he had done and was very sorry for his act. He started to be more disciplined when the teacher reprimanded him. Above all, he began to understand and respect the common boundaries of behavior. So everything was resolved with an agreement and a feeling of guilt, he was very sorry, he had to apologize, he realized the pain of his classmate, he tried to 'iron it out' with him and help him after his recovery and return to school.\n\nStudent Profile:\nAge/Year: 7 let, 1. ročník\nHobbies: karate, ragby\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Agreement, Consequences, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "553", "student_age_year": "7 let, 1. ročník", "student_hobbies": "karate, ragby", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1.stupeň ZŠ", "teacher_practice_years": "22", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/31", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose at the beginning of the school year, specifically on Monday. I taught the first three lessons, and in the second lesson there was an incident when a student with signs of autism slammed a notebook on the desk in anger. In the fourth lesson, the assistant informed me that there was unrest in the classroom and the students were returning to the incident of the morning. They could not explain the student's behavior and did not understand why he behaved that way. I decided to talk to them about why a student who is new to the class behaves in this way. During the civics lesson, the pupils were very restless and two of them were noisy and disturbed the others. The student with poor handling of changes and poor assessment of his work was even more irritated. During the morning, he slammed the notebook, textbook and work folder on the desk three times in anger. I explained to him three times that it was inappropriate to bang things. In civics class, we discussed feelings and reactions to unpleasant situations. When I outlined the topic, the student slammed his notebook on the desk, which scared another student who had to leave the class. As he closed the door, the glass infill spilled out. The class was shocked and it was necessary to treat the situation psychologically.\n\nSituation (Anamnesis):\nThe situation took place in a class for students with ADHD. The student is in his fourth year at school and has been diagnosed with autism. Changes are a problem for him and it takes him longer to get used to a new team. He is pessimistic and does not make good social contacts. He often doesn't understand jokes and acts rude in some situations without realizing it. Another pupil was aggressive when transferring to school, he was self-harming. Now he is aggressive about things and tries to leave conflict situations. The third student is communicative and gets along well with his classmates, but he has problems with teachers in science subjects and languages, where he fails and builds up frustration.\n\nTeacher Intervention (Solution):\nRules are set in the classroom that anyone who disturbs goes outside the classroom. I decided to solve this situation with the whole team and asked the school psychologist for cooperation. The psychologist suggested sitting in a circle and discussing what happened. The assistant removed the glass and we listened to the students. The first student who did not feel that he was to blame for the situation needed to express himself.\n\nOutcome:\nThe psychologist explained to the student why the situation arose and that it is not appropriate to bang things. We agreed that we would resolve unpleasant situations calmly and that the assistant would discuss the situation with the student again. The student apologized and promised to glass the door. They try to be more involved in class and avoid conflicts. An individual psychological intervention was suggested to him. The class was not able to work after the incident, but in the following days she did not return to the incident and has a better understanding of the student's behavior. I have changed my approach to the student, I warn him about situations ahead of time and I pay more attention to him.\n\nStudent Profile:\nAge/Year: 14 let/ IX.\nHobbies: PC hry, florbal\nDiagnoses: ADHD\nDisorders: Agrese,Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression\nSolutions Applied: Agreement, Working with the collective, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "31", "student_age_year": "14 let/ IX.", "student_hobbies": "PC hry, florbal", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Sebepoškozování", "teacher_approbation": "Speciální pedagog ve vzdělávání i poradenství", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/57", "content": "TEACHING CASE STUDY\n\nBackground:\nFriendly, communicative, popular in the team. Helpful to classmates.\n\nSituation (Anamnesis):\nWithin one month, an above-average student with an interest in nature, sports, and school activities became a student with average to below-average grades. I noticed a marked change in the boy's behavior, such as irritability, sleepiness, indifference, great disinterest in studies, failure to fulfill school duties and lack of interest in the consequences of this. I took into account the boy's fragile age (puberty, self-discovery, first love, disappointment in friendship or discord or death in the family) and we talked informally - as I say\n\nTeacher Intervention (Solution):\nstarted the interview by asking about my parents, health and what's new. The boy confided only slowly. Finally, after about two conversations, we got to the heart of the problem. His older brother told him that he could try as hard as he wanted to get straight A's and still not achieve his dream of graduating. The interview was touching, the boy cried. I comforted him and congratulated him on his brother because it's great to have a psychic at home. We both laughed at that. We talked about his future, about the possibilities of achieving high school graduation. Sometimes everything can't be done right away, so we divide the tasks into smaller goals. It is important that he chooses a field that he enjoys, then learning goes better. I also asked him what he would do with the current grade, he promised to correct his grades. We agreed on consultations and remedial testing.\n\nOutcome:\nThe boy started playing sports again and gradually gained confidence in life. He had honors at the end of the year. As part of the good relations with the parents, I spoke in a friendly spirit with the parents, who were happy because they also noticed a change in their son's behavior. They promised to communicate with both sons.\n\nStudent Profile:\nAge/Year: 13 let, VIII. třída\nHobbies: Sport, cyklistika, výlety s rodiči\nDiagnoses: Vývojová dysfázie\nDisorders: Lhaní,Záškoláctví,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "57", "student_age_year": "13 let, VIII. třída", "student_hobbies": "Sport, cyklistika, výlety s rodiči", "student_diagnoses": "Vývojová dysfázie", "student_disorders": "Lhaní,Záškoláctví,Podvody", "teacher_approbation": "Učitelství sociálních a zdravotních předmětů pro SOŠ, Speciální pedagogika, znakový jazyk, Geografie pro víceletá gymnázia a II.stupeň ZŠ, III.stupeň", "teacher_practice_years": "21", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1217", "content": "TEACHING CASE STUDY\n\nBackground:\nI learned the other day from the students who go to our school that one student physically threatened children from another school on the way home from the school, just for fun. In general, I try to be understanding for his behavior, but in such a situation it is not possible. We have some boundaries set from the past and this goes way beyond them.\n\nSituation (Anamnesis):\nWe are dealing with problematic behavior with this student on a long-term basis. Whether it's disruption in class or aggressive outbursts at the teacher. He has been diagnosed with ADHD, dyslexia and dysgraphia. He has an assigned teaching assistant, however, we try to make sure that the assistant is available for the whole class, the teenagers don't like it when an adult sits next to them all the time and tells them what to do. His parents are cooperative, but they often confide in us that they don't know how to deal with him even at home.\n\nTeacher Intervention (Solution):\nAfter I found out from our students what happened, I went to ask the student in question if it was true. He confessed, but when I asked him why he did such a thing and what led him to do it, he replied that he did not know. I told him that this kind of behavior exceeded the boundaries we had previously agreed upon and that we would deal with it with the parents. After the consultation of the team consisting of the educational advisor, the school principal and the class teacher, where we agreed on the awarding of a reduced grade for behavior, we called the pupil and his parents to a meeting at the school. The parents were told what had happened and that the student was being offered a reduced behavior grade. We also warned the pupil that if the situation were to repeat itself, he could be at risk of being expelled from school. The parents promised to talk to him at home and the student promised that this situation would not happen again.\n\nOutcome:\nThe solution backfired, as it did repeatedly, in the next two weeks or so, when he tried to be less disruptive in class and prepare better. However, it basically fell into the old rut. According to my information, there has been no repeat of aggressive threats at school or outside the school.\n\nStudent Profile:\nAge/Year: 15, 9. ročník\nHobbies: hudba, sport\nDiagnoses: ADHD,Dyslexie,Dysgrafie\nDisorders: Lhaní,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Consequences, Disrespectful communication, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1217", "student_age_year": "15, 9. ročník", "student_hobbies": "hudba, sport", "student_diagnoses": "ADHD,Dyslexie,Dysgrafie", "student_disorders": "Lhaní,Agrese", "teacher_approbation": "PhDr., Učitelství pro 1. stupeň", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/887", "content": "TEACHING CASE STUDY\n\nBackground:\nIn English class, we were just discussing the topic of film, so I set the task of writing a film review, a short \"film review\n\nSituation (Anamnesis):\nThe class consisted of only boys, their level of English was at a similar level. Only a few students in the class were at a higher level. Three students with copied work did not draw attention to each other in class, disruptive behavior was minimal. Their English grades were average. But they were more interested in mathematics.\n\nTeacher Intervention (Solution):\nThe following hour, after I corrected the work, I prepared a game for the students to recognize the words from the movie. It was a fun presentation quiz for them. As the class drew to a close, I asked the class if I could quote something myself. They agreed, and I quoted a quote from Pulp Fiction, which was the movie the copied reviews were about. They recognized her and I then focused on one of the guys with the written job. I asked, \"How do I look like?\"\n\nOutcome:\nAfter we talked it out and they apologized, our relationship even improved. They were more active in class and their grades improved. I know that after that they didn't hand in written work to me or to other teachers. I just want to make it clear that I don't normally yell at children, it was a scene. It was also at a time when, for example, it was not yet possible to be respected. They were grown boys, even if they looked a little scared at that moment, after they absorbed the shock, we all laughed about it until their graduation.\n\nStudent Profile:\nAge/Year: 18, 3. ročník SŠ\nHobbies: Hry, hudba\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "887", "student_age_year": "18, 3. ročník SŠ", "student_hobbies": "Hry, hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., anglický jazyk a dějepis", "teacher_practice_years": "25", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/586", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, the maid of honor came to me to tell me that a girl suddenly ran out of a group of children playing with stuffed animals and started vomiting and crying. They could not get out of the girl what had happened, whether she was feeling sick or just sick, so the girl was sent home. The next day the girl came to school, but she was behaving strangely. She looked as if something had frightened her and she jerked her gaze towards the boy in the penultimate pew. The girl was avoiding the surroundings, so I thought I wouldn't scare her any more, I just came up to her and told her that if she needed anything, I'd be in my office, I have tea and biscuits there, so she can come and anything to confide In the afternoon there really was a timid knock on the door and that girl came. After talking for a while on a topic that made her feel safe, she slowly began to move on to the reason why she came to see me. The boy in the penultimate bench was said to be showing her some video with naked people on his mobile phone and forcing her to watch until the end, even though she didn't want to. From the brief narration, I immediately understood what it was about, tried to calm the girl down, and after she calmed down, went home.\n\nSituation (Anamnesis):\nThe student who played the video to others probably didn't want to harm others in any way, he was just curious and had to share what he discovered. As it turned out, he had downloaded some pornographic video that he forwarded with the boys in class and while waiting for his parents in the school club, he also showed the video to children who came near him.\n\nTeacher Intervention (Solution):\nI invited the boys who brought and distributed this video to my office. I asked how they got the video and why they wear it to school. One of them is said to have found the video by accident on the Internet and brought it to school to show off to his friends, who of course also wanted the video. It seemed that they regretted the act, they didn't mean it badly and didn't want to get into trouble. The video was deleted from the mobile phones, the boys promised not to wear this to school again. Although I felt sorry for them, how scared they looked and that they regretted their actions, each of them received a reprimand from the class teacher and extra homework as punishment.\n\nOutcome:\nThere was never a problem with the boys in this area. The video seems to have been forgotten and I haven't noticed another offense with them. They are now studying at a gymnasium, where they have no problems. I would certainly appreciate keeping a cool head while dealing with both issues. The approach was professional to both victims and perpetrators. I also consider the idea of an anonymous mailbox to be successful. I would definitely think better about the punishment, it seems to me that these two problems have a different weight of offense, so the punishment should be different in each case and not identical. When dealing with a problem with a bully, I would definitely focus more on the girl after I heard about some problems in the middle of the year to see if she changed her behavior, the fact that the teacher learned that the bullying continued until the end of the school year, I she will come very late, she should have definitely increased her punishment by two for behavior. I would definitely deal with both cases with the parents, I would further grade the bullying with a 2 for behavior, and I would punish the dissemination of pornography with a reprimand from the class teacher. I would also be very impressed by the behavior and awareness of the mistakes of the culprits themselves, if I saw how they realize their transgression and regret it, I would easily reduce/extend the punishment, also according to the subsequent behavior in the following months.\n\nStudent Profile:\nAge/Year: Žák 1.stupně ZŠ\nHobbies: -\nDiagnoses: Dyslexie,Dysortografie,ADHD,Poruchy pozornosti\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Working with the collective, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "586", "student_age_year": "Žák 1.stupně ZŠ", "student_hobbies": "-", "student_diagnoses": "Dyslexie,Dysortografie,ADHD,Poruchy pozornosti", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Mgr. – Vko, ČJ, Dě, výchovné poradenství", "teacher_practice_years": "25 let", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/866", "content": "TEACHING CASE STUDY\n\nBackground:\nA student came to us with the problem that his wallet was stolen.\n\nSituation (Anamnesis):\nThe students of the school are used to communication circles, to a respectful approach at ScioŠkole, to a kind and understanding approach of the guides.\n\nTeacher Intervention (Solution):\nWe called all the students of the school into a communication circle, where we started to discuss the situation that had arisen. We mainly talked about the needs of the robbed, how he might feel, what might be bothering him at that moment and how he might feel. But we also talked about the needs of the person who stole the wallet, why he did it, what his emotions were. What can the students fear now? What might the robbed person be afraid of and what would the perpetrator be afraid of and what would they need at that moment. The children suggested that in order for the perpetrator to confess, he needed courage and safety. We created 4 tables for the victim and for the perpetrator. They included: how does the person feel or felt, what did he need or need, what could he do to fix it and what does he need to do it? We then gave everyone a paper and a pencil and told them to write down what we as guides should know. They could use specific names at this point. We selected and read the tickets and dissolved the circle with the sentence, thank you, we have all the necessary information and we will solve the rest individually. One pupil confessed to us on the ticket that he had stolen it, so then we called him privately. The student told us why he did it and we appreciated his courage and the wallet was returned. We wrote to the boy's parents about what happened and that it was resolved, but I see that as a mistake because when he came home, he was really cut up for it. It would be better if we invited the parents to the school, then maybe we could prevent such a reaction from the parents, and the biggest climax would be at school, when we could correct it.\n\nOutcome:\nThe student was physically punished at home. The situation never happened again, and no other problem occurred with the student.\n\nStudent Profile:\nAge/Year: Asi 12 let, 6. třída\nHobbies: PC hry, střílecí hry hlavně, sociální hry na PC, sport\nDiagnoses: Poruchy chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "866", "student_age_year": "Asi 12 let, 6. třída", "student_hobbies": "PC hry, střílecí hry hlavně, sociální hry na PC, sport", "student_diagnoses": "Poruchy chování", "student_disorders": "", "teacher_approbation": "Bc", "teacher_practice_years": "3", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/462", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole problem arose together with the coronavirus pandemic and the transition to online education. Last school year. At that time, he was a student in the 3rd year of a multi-year high school - seventh grade. There were never any problems with him, on the contrary. He belonged to the slightly above average students in the class. Mainly in subjects like mathematics and physics. He has always been rather introverted, he has longer hair than the other boys in the class, but I think he is popular in the group. During normal contact teaching, he was always focused, showing no signs of wilder puberty or laziness. Nothing. When the pandemic broke out and with it teaching via Teamsy, everything changed. Suddenly it was a problem to \"reach\" him\n\nSituation (Anamnesis):\nThere is nothing in the student's medical history to explain the change in behavior. He lives in a complete family, goes out for beer with his father. I don't know of any problems. It probably won't be. Maybe he was just taking advantage of the fact that it was pretty easy to “take it easy.\n\nTeacher Intervention (Solution):\nconsulted with the director. She confirmed what I thought. Unfortunately, this is relatively unassailable in online teaching. If you don't explicitly invite the headmistress/representative/some kind of witness to the lesson to see that when I called the pupil, he didn't react, there is probably nothing that can be done. Sure, the other classmates saw it and perceived it, but what about it. I didn't want the lesson to be completely messed up, so I drove normally. Most classmates don't care. It was his fight. With me - I taught him German - he eventually passed without the need for repair. As I said, he showed up for rehearsals and tests, he had the grades. I do know, however, that he had to take resit exams in English and Czech – high school graduation subjects – at the end of the vacation.\n\nOutcome:\nFortunately, we have been back in contact teaching since September and everything is fine. They go to school the same way they did before the pandemic. I guess it's impossible to talk about the incident entirely. Maybe he was testing what we could endure, how far he could go. He simply took advantage of the covid. But from what I heard from some teachers, even from elementary schools, they also had a few such students there. It's actually funny, sometimes we really felt like summoning spirits: “Are you there? Can you hear me? If you can hear me, call me!\n\nStudent Profile:\nAge/Year: 18 let, na podzim 2021 nastoupil do 4. ročníku SŠ (oktáva)\nHobbies: četba, počítačové hry  strategické)\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "462", "student_age_year": "18 let, na podzim 2021 nastoupil do 4. ročníku SŠ (oktáva)", "student_hobbies": "četba, počítačové hry  strategické)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské, titul Mgr., aprobace: Český jazyk, Německý jazyk, Občanská výchova", "teacher_practice_years": "21", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1014", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the time, I was a recess supervision assistant and a student threw a classmate to the ground, on the basis of which I intervened in the situation and interrupted any continuation of the physical conflict, called the school counseling office and began to find out from both students what preceded the conflict. It turned out that the student reacted to the provocative behavior of the pushed student, but the conflict escalated to a physical level. The student confessed to the provocations. The situation was subsequently resolved by the school's counseling office.\n\nSituation (Anamnesis):\nThe student is extroverted with below-average results, loud, choleric. He likes the attention of his classmates and there are often problems with him. The second student is ambivert with below average results, quiet, phlegmatic nature. He likes TikTok, music and watching serials.\n\nTeacher Intervention (Solution):\nreport was written, an entry was made in the class book, and the school counseling office actively cooperates with the student, among other things, in the form of pedagogical and educational interventions. The pupil is not problematic.\n\nOutcome:\nSince then, there has been no conflict between the two pupils, but the pupil continues to be a problem student and continues to receive attention from the school's counseling office. Among other things, the methodology of prevention, but the student still remains problematic.\n\nStudent Profile:\nAge/Year: 13, 7 trieda\nHobbies: Hudba, tiktok\nDisorders: Lhaní,Podvody,Fyzické násilí,Cigarety,Drogy\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Physical intervention, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1014", "student_age_year": "13, 7 trieda", "student_hobbies": "Hudba, tiktok", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Fyzické násilí,Cigarety,Drogy", "teacher_approbation": "Stredoškolské s maturitou", "teacher_practice_years": "0", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/856", "content": "TEACHING CASE STUDY\n\nBackground:\nwould name this problematic situation as repeated unpreparedness for teaching, not bringing aids, not completing homework, non-cooperation on the part of the pupil and on the part of the parents, and complete lack of interest in teaching on the part of both the pupil and the parents. This is a 4th grade student in the first grade who is in alternate care and whose environment at home is unstimulating and his parents are indifferent to all his problematic behavior. When I started teaching this student, he didn't cooperate right from the start, he didn't bring his homework, he forgot his tools and so on, but at that moment I didn't know that it would be extraordinary. Sometimes almost every child forgets, that's why I didn't stop at his behavior in the beginning.\n\nSituation (Anamnesis):\nAfter about a month of teaching, I realized that there would probably be problems with the student, because there was not a single class when he had everything in order. He didn't bring gadgets to class and never did his homework, he rather fell behind in class. Even worse than his non-cooperation was his complete indifference. I have such a system that for every minor problem I make a dot for the students and for every three dots they get a note. In the first two months, the aforementioned student received three grades and nothing changed at all. I expected at least a reaction from the parents, but none came, and so I understood that although a note can be a big exclamation point for other children, in this case, writing notes for repeated unpreparedness was completely ineffective and was not the right solution.\n\nTeacher Intervention (Solution):\nThe situation continued and, as a result of the notes, the pupil was reprimanded by the school principal on his report card in the mid-term. To my surprise, even this fact did not interest the parents. It was interesting that the student never tried to make excuses or lie, he admitted his unpreparedness, but did not give a reason, and the reprimand did not evoke any emotions in him. During the conversation with other female colleagues, I found out that the student behaves the same way in other classes, but no one came up with an effective solution or how to get the student to cooperate. The change came when last year they allowed us a tutoring plan as support, which the children have beyond the lessons. So I thought of offering tutoring to the student, as he was also a little behind the others in English lessons. The student didn't want to, but after consulting with my colleagues, I convinced him to tutor and I did it in my spare time. Tutoring usually took place in a group of three or four children, we repeated the material from the lesson and did homework. Thanks to the small number of children in the group, I had the opportunity to devote much more intensively to the student.\n\nOutcome:\nIt turned out to work and the pupil was happy to be shown an interest in him. Gradually, he began to look forward to tutoring, because he saw that he liked the material and at the same time understood English better, so his results in classes also improved, he no longer had tests in five but, for example, in three. We mostly managed homework with tutoring, so the student could be prepared for the lessons. Wearing the aids didn't change on its own, but we agreed that he could keep the aids at school, so he could wear them in class and working with him improved significantly. After that, he also started attending tutoring in the Czech language and mathematics. The individual approach really benefited the student. In the domestic environment, there is probably no interest in him, and it turned out that this is what he needs. Of course, for us as educators, tutoring means extra time beyond our normal work, but at least in this example it was worth it. I think the situation turned out well in the end, but it took us a long time to find a suitable solution and it is also possible that we started solving the whole situation too late. It is natural that a person does not know the solution to all situations immediately, but next time I would probably start looking for it earlier.\n\nStudent Profile:\nAge/Year: žák na prvním stupni (4.třída)\nHobbies: V kolektivu si chlapec vede dobře, rád si hraje s ostatními dětmi, ve volném čase s nimi chodí ven.\nDisorders: Nespolupráce,Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement, Consequences, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "856", "student_age_year": "žák na prvním stupni (4.třída)", "student_hobbies": "V kolektivu si chlapec vede dobře, rád si hraje s ostatními dětmi, ve volném čase s nimi chodí ven.", "student_diagnoses": "", "student_disorders": "Nespolupráce,Pasivita", "teacher_approbation": "Mgr., aprobace anglický jazyk, český jazyk pro cizince", "teacher_practice_years": "3", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/965", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a civics lesson and the students had to work together in groups on a project where they were tasked with creating a poster on the topic of international relations. The students chose the groups themselves and started working. The class was busy, as it usually is with group work, but one group was noisier than the others, and that's why I focused on it. When I observed them for a long time, I noticed that the student constantly, for example, takes someone's stationery, deliberately drops some things on the ground, goes to look at other groups, and so on. At the same time, he tried to help both his own and other groups, he was able to advise with ideas on how to create a poster and how it could be improved. During the course of the lesson, I reminded him several times to return to his place and to try to cooperate as much as possible with his group.\n\nSituation (Anamnesis):\nAt the time, the student was in the 2nd year of secondary school and I had known him for less than two months. This boy was nice, popular among his classmates, I would say he was an extrovert. I have noticed for a long time that he is more energetic and more alive than the others, that he often changes the position of how he sits, often even during any hour he got up and went to the sink or to throw something in the trash. This behavior of his was sometimes disruptive in class, so I focused more on him. Gradually, I also began to notice that it is difficult for the student to concentrate on one thing or activity for a long time. He liked it when the type of activities changed during the lesson and when the program was more varied than just a simple explanation or, for example, showing a video. Another phenomenon I began to notice was that when I assigned a task to the class, he often had a very good and creative idea to solve it, but was almost never able to bring his ideas and thoughts to any kind of completeness. Considering all these circumstances, his grade point average was still acceptable and he was still in the better half of his class in terms of grades. But when I put all these things together, I confirmed that the student could have a problem with maintaining attention and with excessive activity, so everything indicated that he could have ADHD.\n\nTeacher Intervention (Solution):\nAs I already said, I noticed the individual circumstances for a long time, so I called the student that day after class to see if I could talk to him for a while. He had no problem with that and came to see me in the office. I told him that I just wanted to chat with him for a while and ask him a few questions. First, I wanted to create a more relaxed atmosphere, so I asked him what he likes to do in his free time and where he gets inspiration for his ideas, because, as I already mentioned, he was very creative. He told me that somehow everywhere around him, that he tries to find something interesting in everything. Then we somehow smoothly moved on to the question of whether there are actually too many stimuli that he perceives and thus he cannot properly concentrate on even just one of them. To that he replied that it's a bit like that, that sometimes he catches himself concentrating on something, but after a while his thoughts drift somewhere else completely and he might even forget about the first thing. He himself told me at the time that he was often distracted. That's why I then also asked him if he needed something, some activity, where he felt calm and where he could release some of his excess energy. He replied that it is mainly sports, such as his favorite football, where he can always move, but at the same time he also has to concentrate on the game and his teammates. Overall, I had a good feeling about our conversation, because I think that it helped both me and the student himself to realize that he might be dealing with a bigger problem than just not being able to concentrate in class.\n\nOutcome:\nIn the following days, I consulted with his class teacher about this pupil, together we discussed his behavior and together came to the conclusion that it might be a good idea to send him to the school psychologist, who could suggest the next course of action. Then we discussed this proposal with the student himself and with his parents, and all parties agreed. Sessions with the school psychologist proved to be very useful after a few weeks, and the pupil's behavioral disorder in the form of ADHD was indeed confirmed. I had a good feeling that we and several people, including the student himself, agreed on such important things that needed to be definitely resolved and we succeeded.\n\nStudent Profile:\nAge/Year: 18, 2. ročník SŠ\nHobbies: Fotbal, počítačové hry\nDiagnoses: ADHD\nDisorders: Rušení výuky,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "965", "student_age_year": "18, 2. ročník SŠ", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Rušení výuky,Nepracovitost", "teacher_approbation": "Magisterský titul, aprobace: český jazyk, občanská výchova", "teacher_practice_years": "3 roky", "problems_annotated": "Diagnosis, Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/351", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter the student got into the second year of high school with great problems, we started working in a certain company. I was in charge of them. We took turns every two days. In advance, of course, all students were even familiarized several times with the school rules and especially with the rules of the company in which we had the opportunity to practice. However, for some it was in vain. There was a problem right after the first day of practice. Honestly, I wasn't even surprised that the next problem would concern this particular student, but I hoped that there would be no inconvenience. After work, I let the students go to the shops to buy breakfast for the next day. They came back quite quickly and scattered around my rooms. Of course I checked to make sure everyone got back to me, but I didn't feel the need to search their shopping or visit them several times a night. I knew that everyone was in their places, or there was no movement, so I went to sleep. In the morning, I was approaching the company's main entrance, I noticed that the student was following me. However, I didn't turn around, I needed to deal with something with a colleague, so I continued to the gate. The doorman guarded the 'flashing system' near her. The system started to beep at any time and it was possible to check at any time whether the given worker had consumed any alcohol. After a short time, I realized that the student did not follow me and somehow got stuck near the gate. I was beginning to suspect. The lady shouted at me to call me. She described to me how she gave the young man a blow job. I don't remember exactly how much they measured, but I know it must have been more than one beer. The student tried to save the situation, so he made up something about the remnants of Listerine, which is the mouthwash. After ten minutes he repeated the test again and of course it was confirmed again. I explained to him that under no circumstances could he enter the establishment. I also couldn't leave him alone in the room if I gave him his own study.\n\nSituation (Anamnesis):\nThe student belonged to a group with a generally negative reputation. It was a few years ago, but I remember that they were 'flashing' together and spreading fake excuses among themselves, even though he was supposed to be the author. He was regularly reprimanded by his homeroom teachers, and failing grades for behavior were also a matter of course. When their truancy was being dealt with among colleagues already in the first year, I remember that there was already some alcohol being dealt with there. The guy came from a certain city, from a divorced marriage. It seems to me that my mother had him at sixteen and after many years she had a child with another man. Of course, I don't want to denigrate the situation in any way, but it was simply obvious that the then sixteen-year-old was not given as much attention as might have been required.\n\nTeacher Intervention (Solution):\nIn the school rules and the company rules that I mentioned, it said that they have a zero limit. That is, they cannot inflate even a tenth. If this happens, the following dismissal from the company occurs and, of course, problems at school. I took the student back to the dormitory, but before I dealt with his studies, of course, I had to deal with the situation somehow. I let my company director know what was going on and also the school director of course. He called his mother about how he had committed a serious offense, but I didn't deal with it further. I mean calling parents. I left that to the director, as I primarily had to deal with the situation in the company. In fact, we were supposed to stay there for one more day, so I arranged for him to come with us, that I couldn't leave him alone. I didn't want to tell him that he would probably get kicked out of school, so I had to act like nothing happened, yesterday was yesterday and today is today. I remember how he was still quiet, but not silent, that he was sorry, it didn't occur to me at all. More like arrogance, that he didn't even try to somehow justify his behavior, but that's how the poor guy tried for the next day. So he did like never before.\n\nOutcome:\nUnfortunately, after arriving at school, of course we had to deal with it. After coming home from practice, the boys went to play fifa and the student drank two two-liter bottles of beer until the morning. So he came to school in such a sleepless state and the principal immediately called him and therefore also his mother, and it was resolved very quickly by firing him not only from the company but also from the school. I could have sent him home after the first day at my own expense, but by coincidence, a similar tragedy happened in the same village a year ago. It's just that the fourth grader in high school had some problem with the teacher and threw himself under the train. So that nothing bad happens that I could blame myself for my whole life. So I took a cautious step without unnecessary reproaches and threats, we took him straight home with us the next day. I proposed a solution and the director agreed with me. However, I confess that I have no idea how the boy continued after being forcefully expelled from school. All I remember is that his mom was moaning that she couldn't handle him anymore. It's hard to say whether it should have turned out differently. We tried to guide the boy to a more correct path, but what a problem, it was initiated by him. It wasn't so much up to me, the school, as it was up to the parents.\n\nStudent Profile:\nAge/Year: 16 , druhý ročník SŠ\nHobbies: Fotbal , počítačové hry\nDisorders: Lhaní,Záškoláctví,Podvody,Alkohol\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "351", "student_age_year": "16 , druhý ročník SŠ", "student_hobbies": "Fotbal , počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Záškoláctví,Podvody,Alkohol", "teacher_approbation": "Stredoškoslké- DPŠ", "teacher_practice_years": "Celkem 39 – z toho škola 9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1156", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation actually stretched from the prime to the fourth. At the beginning of the first year, we read an article in class and we got to what profession the children would like to pursue when they grow up. One student replied that he would like to be a mass murderer. We took it to mean that it was being pulled out of place. The first half of the year went quite normally. In the second semester, covid started and with it also online teaching. At the end of the year, there was some very unpleasant online communication between this student and the class. The problem was that the student fell in love with a classmate who apparently did not hear his feelings. He was disappointed and the tension in the chat began to escalate, culminating in threats from the disciple to kill them all. This information came to me at the beginning of the second. Then nothing happened for a long time. In third grade, they went skiing and a few children were caught climbing from balcony to balcony. Among other things, this pupil was also the organizer. So I addressed the whole class again, and they found out that as part of some inappropriate banter, the student had climbed from one balcony to another, sneaked into his classmates' room, approached another boy from behind and put a knife to his throat.\n\nSituation (Anamnesis):\nWhen the student came to prima, he was clearly filled with negativism. He's a kid who gets 100% on benchmarks, but he's small physically, he's from the village, and he's not exactly a polished athlete, and I think there's a tension between how he's perceived and how he'd like to be perceived.\n\nTeacher Intervention (Solution):\nChildren have come to me saying that they do not feel safe in the classroom because of the student. The threatening chats brought me pictures, I contacted the prevention methodology and the educational advisor, we called the mother to the school, we recommended that she visit a psychologist with the boy. That was all we could do, because at that moment it was no longer an actual issue, so we could not punish it in any way. Subsequently, we discussed this topic in class, we made a community circle, the student apologized and said that he did not mean it. That closed it and it wasn't addressed any further. After the incident with the knife, I discussed it again with the educational advisor, the prevention methodologist and the director. On that account, we learned the results of a psychological examination, which said that he is usually withdrawn and has no psychopathic tendencies. But he changed a lot afterwards, he stopped being so terribly negative. However, I suggested a class reprimand, which he also received. After that, things calmed down somehow, he found friends in the class, and after assurances from the students that everything was fine, we came to some sort of conclusion. Of course, we constantly monitored the student and asked the children here and there if everything was okay. However, later anonymous emails started going to the school and to the parents of children from this class that there is a psychopath in this class and that the teacher is not dealing with it. So we talked about it with the class, I gave them papers to write to me if they still felt a problem with the student. Everything was fine from their side and I considered it over at that moment. Class meetings followed, where the mother of the boy who was held to the throat with a knife complained that she did not consider it over. I countered that we, as a school, had done everything we could. There was disciplinary action, consultation with experts and correction. Subsequently, we also invited a worker from PPP who analyzed the relationships in the class and was excited that he had not seen such a cooperative class for a long time.\n\nOutcome:\nSolving the chat threat conflict using a community circle seemed to be effective in the medium term. However, I would call the relations in the classroom colder at first. After an apology from the student, this problem somehow disappeared and the class seemed relatively cohesive again. After the incident with the knife, I used the community circle again, then also the opportunity to write the problem on paper, if the students did not want to speak in front of everyone. The students started to say that, even if we don't solve this topic, everything is fine between them. So in my opinion, talking about the problem was the best thing we could have done in the long run.\n\nStudent Profile:\nAge/Year: 14 let, kvarta\nHobbies: Počítačové hry, historie\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1156", "student_age_year": "14 let, kvarta", "student_hobbies": "Počítačové hry, historie", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, VV", "teacher_practice_years": "26", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/627", "content": "TEACHING CASE STUDY\n\nBackground:\nremember one specific situation that was very unpleasant for me. An inspection by the Ministry of Education and Culture was just taking place. It was a math lesson and the children had the task of walking in pairs to the blackboard. I don't remember exactly what the task was on the board, but surely everyone was supposed to count one example there. One student's turn has not yet come. Then it said, “I need to go to the bathroom.\n\nSituation (Anamnesis):\nThe student was born as a difficult to manage, but above average intelligent child. At that time, parents had a different opinion on education and it was difficult for them to learn to work with him. The student entered this elementary school in the 3rd grade, thus joining a completely new team. At the original elementary school, there were many children in the class, which also did not have a teacher's assistant available, so he had no one who could pay more attention to him and direct him directly during the lessons. A teacher's assistant was available in our class, and the transfer to a new elementary school was an improvement for him. The student was 10 years old at the time and integrated into the new team without any problems. His interests include breeding bugs and finding them in different locations. He either raised beetles at home from eggs to adults, or he went looking for them in nature with his father, who has had a similar interest for a long time. They never killed the beetles, they photographed them in nature and then looked together in atlases to find out what species it was and where it was found everywhere. Overall, he was very interested in learning about nature (apart from bugs, e.g. learning about flowers), he also once brought his favorite scarecrows to school to show his classmates. Among other things, he participates in the Olympics and especially likes languages (English language) at school. Assuming that everything develops as it should throughout the day, the pupil is a problem-free student and a sociable boy. He most often encounters a problem during class, until then he has everything carefully planned (he writes down his morning schedule, what he will do when, etc.). During the lesson, he had no physical restlessness, he managed to sit in his place and pay attention without any problem. If something starts to bother the student, the first animal will appear, namely mice. After a few weeks, you can guess what could mean a problem and a deviation from established rituals, but you still come across new situations that are a certain obstacle for him and that create pressure in him. Mice show themselves by making a low “U…u…u…\n\nTeacher Intervention (Solution):\nThere is no other solution than to take the student out of the class and explain. Explaining over and over again. It was not a problem he had with the team. The student carried this problem within himself. It was always necessary to analyze the whole situation in full detail and to outline the key moments that were the triggering impulse for the student's reaction. As a teacher, I had to adapt the entire teaching. It was always necessary to think whether the given activity would cause stress to the student or would mean a deviation from his established system. But the whole class could not always step aside for the sake of one pupil. In the case of the inspection, I think I behaved as I should have. I couldn't afford to stop the lesson for 10 minutes, but I still left room for when the student returned, so that he too would have some example on the board. Unfortunately, we misunderstood each other then and a very unpleasant situation followed. Over time, the student learned to work with his feelings, which was certainly helped by regular sessions with a psychologist. I know from colleagues that he managed his emotions much better in the second grade. The fact that the class accepted him was always important to him.\n\nOutcome:\nThe student is currently studying in high school. The manifestations of his atypical behavior were considerably reduced already in the 7th grade. The student began to work a lot on himself. He knows about himself that he has Asperger's syndrome and consciously wanted to learn to live with it. Thanks to regular therapy, he better understood how to work with his emotions. Thanks to this, at the end of 7th grade, he stopped screaming so often. The solution in this case was not only my work as a teacher, but especially the student's effort and constant analysis of situations, searching for specific triggers and self-awareness. Adolescence, when every individual changes, certainly played a big part in this.\n\nStudent Profile:\nAge/Year: 4. ročník (ve 3. třídě přišel z jiné školy)\nHobbies: Žák se věnoval chovu brouků, a to od vajíčka po dospělé jedince. Jeho otec má podobný zájem. Společně chodili hledat brouky a jiný hmyz do různých lokalit, kde si daný druh většinou jen vyfotili. K jeho zájmům patří příroda celkově. K jeho nejoblíbenějším tvorům patří strašilky. Krom brouků měl zálibu v kytkách.\nDiagnoses: Náběh na Aspergerův syndrom,Aspergerův syndrom,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus,Lehká forma autismu,Dětský autismus\nDisorders: Autistické rysy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Failure to attend class\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "627", "student_age_year": "4. ročník (ve 3. třídě přišel z jiné školy)", "student_hobbies": "Žák se věnoval chovu brouků, a to od vajíčka po dospělé jedince. Jeho otec má podobný zájem. Společně chodili hledat brouky a jiný hmyz do různých lokalit, kde si daný druh většinou jen vyfotili. K jeho zájmům patří příroda celkově. K jeho nejoblíbenějším tvorům patří strašilky. Krom brouků měl zálibu v kytkách.", "student_diagnoses": "Náběh na Aspergerův syndrom,Aspergerův syndrom,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus,Lehká forma autismu,Dětský autismus", "student_disorders": "Autistické rysy", "teacher_approbation": "VŠ: Učitelství 1. stupně základních škol, Speciální pedagogika - logopedie", "teacher_practice_years": "36 let", "problems_annotated": "Diagnosis, Emotional outbursts, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/950", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had long-term problem behavior - inattentiveness, insufficient attendance, aggressiveness, vulgar language, use of addictive substances, etc. The problem escalated when he resorted to destroying school property. The school's men's restroom was fatally vandalized, prompting an investigation. The witnesses finally confirmed my hunch that my pupil was the culprit. The student confessed under the weight of the evidence. I tried to talk to him again about his behavior and his future, that his mother was going to be in big trouble because of him and that he himself was going to be in serious trouble with the police. These problems were real, they destroyed the property of the surrounding municipalities. The student only responded by saying 'I don't care, I wanted to kick myself, so I kicked myself'. That was his defense, without an iota of remorse or fear of consequences. This incident reaffirmed to me that any of our efforts to address his behavior are futile and institutional care is now inevitable for him. Solutions from psychologists and educational counselors were also unsuccessful.\n\nSituation (Anamnesis):\nThe student came to school already as a problem, all ways to solve the case met with complete lack of interest of the student, parents and initially even the OSSZ. His social problems made any way to educate or raise him completely impossible. He failed most subjects and committed serious acts outside of school. The student was able to tear down many of his classmates, who under his influence began to seriously violate the school rules and behaved very aggressively towards other students in an attempt to cope with him.\n\nTeacher Intervention (Solution):\nAfter the school's repeated emergency, the pupil was sentenced to institutional education, the incident was one of the most important from the school's point of view, but other incidents with the police also emerged. Regarding the destroyed toilet, the pupil's mother was repeatedly invited. Aware of the seriousness of the situation, she did not try to deny the student's guilt and agreed to pay for the repair. However, she made it clear that the pupil was going to institutional care, and that her everything was 'scumbag'. At the same time, she made it clear that she could not afford the mentioned repair. So the school gave in to the mother and made only minimal repairs to the toilet, with minimal participation from the mother's student.\n\nOutcome:\nThe mother transferred the same attitude to her son, who began to ignore his studies and attendance even more. Although the case probably scared him a little after all, as he realized that the damages to be paid were not small and could affect him as well, so his behavior looked more like resignation than active defiance. Many teachers still tried to teach him something from the curriculum. Later, the pupil entered institutional care.\n\nStudent Profile:\nAge/Year: 13 let, 7.ročník\nHobbies: Posilování, pouliční souboje, návykové látkyy\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems, Verbal aggression\nSolutions Applied: Agreement, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "950", "student_age_year": "13 let, 7.ročník", "student_hobbies": "Posilování, pouliční souboje, návykové látkyy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, aprobace tělesná výchova, základy techniky, pedagogika volného času", "teacher_practice_years": "28", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/846", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student has been a member of this school since January 2022. He joined the school knowing that he had left his mother, who did not want to continue raising him, and was placed in the care of his father, with whom he had not had much contact before. But if his father hadn't taken him, he would have ended up in an orphanage. From his previous school, he had records of very poor grades, aggressive behavior towards classmates and teachers. He adapted to the new class very quickly and there was even interest in him from the opposite sex. Pupils also started connecting through social networks. He made closer contact with several girls and thought that there was a real interest in him. Later, however, the girls started rejecting him. He made sexual references to fellow students and claimed that he would even rape them. One day he brought an envelope to school with a picture of oral sex. He placed this envelope on the bench and wrote on it the names of the two girls who had rejected him. On the cover there were also printed photos of women in swimsuits with lush breasts, and instead of the original women's faces, there were photos of two female classmates. The idea was to make fun of the girls who rejected him. The girls felt affected. The envelope was on the desk in front of math class, and the students immediately reported it to the teacher.\n\nSituation (Anamnesis):\nThe student has low self-esteem and is repeatedly rejected by a close person. The mother did not want to take care of her son. The student also has a father, whom he did not see that much, but he eventually took him into care so that he would not end up in someone else's care. The father lived with his girlfriend and their common child. But after the student moved in, the girlfriend moved out. Father had very high standards and wanted everything to be perfect. It was a big change from my mother, who had a rather free upbringing. In addition, the student attempted suicide several times and was also in a psychiatric hospital.\n\nTeacher Intervention (Solution):\nThe situation with the envelope began to be resolved immediately not only at the instigation of parents, but also of the school itself. Consultations were held both with the pupil and with the girls and other classmates. The student had an interview with the class teacher, the school psychologist and the school principal. In these individual consultations, his motives were ascertained. He was offered psychological care and had a talk about the appropriateness of the behavior. The student acknowledged that mocking the girls was wrong and apologized to everyone several times. He expressed his apology via social networks and in person, when he brought chocolates to the girls. The girls accepted his apology but didn't want to talk to him anymore. During the individual interviews with the pupil, there were also emotional conversations with the parents of the girls who demanded punishment. The class teacher arranged a preventive discussion and consultation with all pupils. They were informed about the incident and were educated about cyberbullying. As a class, they set the rules again. The pupil was offered the care of a school psychologist and regular meetings with the class teacher, him and his father. He was hospitalized again after the incident. The atmosphere in the classroom calmed down and he was well received by the class after he returned from his stay.\n\nOutcome:\nImmediately after the incident, the student stopped communicating with the girls. The apology was not followed by further sexual innuendos or threats. He acknowledged that his behavior was not okay. The father cooperated and tried to make amends. The emotions of the concerned parents had to be calmed down, which they finally succeeded in doing. In the long run, the class accepted the student again after his return and everything was fine. One of her classmates offered to help him with his notes. The situation did not repeat itself, as did the aggressive behavior. The student is no longer a member of the school due to moving.\n\nStudent Profile:\nAge/Year: 14 let, 7. ročník (základní škola)\nHobbies: Zvířata  psi)\nDiagnoses: ADHD,Úzkosti\nDisorders: Lhaní,Podvody,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Agreement, Support, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "846", "student_age_year": "14 let, 7. ročník (základní škola)", "student_hobbies": "Zvířata  psi)", "student_diagnoses": "ADHD,Úzkosti", "student_disorders": "Lhaní,Podvody,Záškoláctví", "teacher_approbation": "1. PhDr. (psychologie) / 2. Mgr. (vychovatelství, speciální pedagogika, psychopedie, učitelství II. stupně)", "teacher_practice_years": "1. 12 / 2. 19", "problems_annotated": "Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/100", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring my university studies, I started an internship at an elementary school for 2 months and I got to the 7th grade, where I had to teach English, so I didn't know the students at all. At the moment when I started the practice, their teacher got sick and couldn't go to school, so I had to lead the children myself. So, before starting the practice, I met with the teacher to agree on the subject matter that I should discuss with them and at the same time she drew my attention to one student. The student was from a problematic socially weak family, he didn't bring tools or homework, he didn't study, he was in danger of getting a five in the English language on his report card. She explicitly warned me about him, that he was a class outcast and that I should be careful of him. The teacher told the student after the 1st semester that he would fail English in the 2nd semester.\n\nSituation (Anamnesis):\nFamily history: The student lived with his sister and mother. He came from a socially weak family, so he could not afford as many things as his classmates. The relationship between mother and sister was unproblematic. Class anamnesis: ADHD made the student more lively in class, sometimes shouting or not concentrating. He was friends with all his classmates. He was never alone during breaks, he was always either talking with someone or playing games with the boys.\n\nTeacher Intervention (Solution):\nsolved it by telling him that I wanted to respect him and give him another chance. I let him know that everyone has a chance to change and that it doesn't mean that when the teacher told him that he will fail in the 2nd semester, it must be true. I wanted to prove to him that the teacher's ortel was not final. He started behaving completely differently with me than with his teacher. He changed his behavior 180 degrees. For 2 months, the student studied with me, carried all the tools and tasks and improved a lot. He also received doubles in the tests. The sentence that remained in the teacher's memory: Teacher: \"Student, you can improve. What your teacher told you, that you will fail in the 2nd semester, is not certain yet. You can change it yourself.\n\nOutcome:\nfinished my internship during the spring and their teacher came back. I met the student at the end of the school year in the city and he told me that he failed anyway. The teacher accused him of cheating and copying. Even though he just got a lot better with me, she still let him down. It was a clear session of the teacher on the student.\n\nStudent Profile:\nAge/Year: 13. let, 7. ročník\nHobbies: Sport, skateboarding\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "100", "student_age_year": "13. let, 7. ročník", "student_hobbies": "Sport, skateboarding", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Německý jazyk, Anglický jazyk", "teacher_practice_years": "25 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/298", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was the last hour on Monday, i.e. six o'clock. It is quite challenging for the student. He has a problem with four hours let alone six on the first day after the weekend. He was tense already an hour before and it was clear that in the last hour it would not improve, rather the opposite. From the beginning, the student wasn't paying attention, wasn't concentrating and didn't want to cooperate. In no time he burst into tears and started banging the textbook on the desk. I asked the assistant to take the student to the corridor for a while. He can take a walk there, calm down and relax for a while. They came back in about five minutes and the student was relatively fine. Then he worked with us. He just needs to take a break.\n\nSituation (Anamnesis):\nThe student suffers from ADHD and has an assistant available in class. The children like him in the classroom. He doesn't come to them to play himself, but when the others ask him if he wants to join in the game, he is very happy. The boys also take it with each other in the gym when they play football or other team games. The other children in the class know that the student needs a little more time and patience and try to help him.\n\nTeacher Intervention (Solution):\nI asked the assistant to take the student to the corridor for a while. He can take a walk there, calm down and relax for a while. They came back in about five minutes and the student was relatively fine. Then he worked with us. He just needs to take a break.\n\nOutcome:\nImmediately after the incident, the student returned to the classroom calmed down and cooperated with the class. As the end of the lesson approached, the student looked forward to going home and stopped being angry. He then said a nice goodbye to the children. It has no effect on the class in the long run. The children realize that the pupil is sometimes more demanding and rather try to make these situations easier for him. The student is very moody and the situation changes from lesson to lesson, so it did not affect him or the assistant in any way, because the next day he was fine and managed the lesson without any problems.\n\nStudent Profile:\nAge/Year: 12 let, 4. ročník\nHobbies: Počítačové hry, seriály, zvířata\nDiagnoses: ADHD\nDisorders: Hyperaktivita,Nepozornost,Nechuť k učení a škole,Plačtivost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Transfer of student \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "298", "student_age_year": "12 let, 4. ročník", "student_hobbies": "Počítačové hry, seriály, zvířata", "student_diagnoses": "ADHD", "student_disorders": "Hyperaktivita,Nepozornost,Nechuť k učení a škole,Plačtivost", "teacher_approbation": "Magisterské vzdělání v oboru český jazyk", "teacher_practice_years": "6", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1461", "content": "TEACHING CASE STUDY\n\nBackground:\nIt all started already in the 6th grade, when I taught English in a class with students from different classes. And there was also a problematic student. I was warned by his former teacher from the first grade even before the school year started. She warned me that the student was unmanageable, insolent and impatient. I lived in the belief that it couldn't be that bad. However, already at the beginning of the school year, he started shouting in class, regularly disturbing his classmates and jumping into my interpretation. The other teachers dealt with this situation with constant remarks. But I didn't want that. When I tried to prepare activities in which he could participate, the situation improved. We managed the first year together, but it was very demanding and there were situations that were crisis. In the seventh grade, the situation worsened after the death of his mother, and the student began to indulge more and more. This time, even various activities did not help and the student sabotaged everything. One day I was dealing with family health problems at home and I couldn't sleep at night, the next day I was completely exhausted at school. That day, while sabotaging a joint activity, the student sat on the sink, which he broke. That time I couldn't hold back and started shouting at him. I remember that the other students were very shocked by my reaction, because I tried to solve everything calmly. The student started laughing at my reaction, so I sent him to the principal's office.\n\nSituation (Anamnesis):\nPupil - a problematic pupil already in the first grade of elementary school. It was hard to motivate him, he didn't really enjoy anything. He didn't even have many friends because he didn't treat them well. He was rather below average in school, he was not interested in grades. He was even in danger of failing math in the sixth grade. But he wasn't stupid, he just didn't want to.\n\nTeacher Intervention (Solution):\nAll previous problems were difficult for me, but I tried to solve them in a positive way. I adapted the teaching so that he did not have room to get bored. He was actively involved in teaching, but it was not without problems. There were days when he refused to work an entire hour. It was hard for me to process it mentally and I took it as my professional failure. Over time, I learned not to take it personally and, on the contrary, was happy with every successful class. Unfortunately, one day, when a student broke the sink, I couldn't take it anymore and I exploded. I had hoped that I would never be forced to scream, but it didn't happen and I let myself down that day. When he started laughing at my reaction and did nothing about the broken sink, it turned me on. I lost my temper and shouted asking him if he didn't realize the seriousness of this situation. He replied that he didn't. I saw that I was not able to solve this situation at that moment and I took him to the director's office to see Mr. Director. It wasn't the first time he was there and reprimanded the pupil with the principal's reprimand.\n\nOutcome:\nThe situation calmed down immediately after the incident, as the pupil did not continue the lesson with the rest of the class. In the long run, nothing has changed. He still had days when he didn't work. Fortunately, I have to say that he did not cause any further damage. Only my nerves were getting in the way. At the end of seventh grade, he and his father moved away.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nHobbies: Online hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Support, Transfer of student \nImplications: Failure, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1461", "student_age_year": "13, 7. třída", "student_hobbies": "Online hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, NJ", "teacher_practice_years": "9", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Failure, Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/632", "content": "TEACHING CASE STUDY\n\nBackground:\nFirst-year art education - history of art was taught, students watched a presentation on Paleolithic art. The class was calm, they followed the teacher's explanation, some responded to questions, joined the lesson. But the student in question was disturbing, sitting in the last bench, talking with a classmate. He tossed the case to the next bench. He showed no interest in teaching. I warned the student several times about his inappropriate behavior. He politely but rudely contradicted me. After another warning about his behavior, I moved him to the first bench and told him to calm down. To my surprise, the student took out the Sport newspaper and started reading it provocatively. After being warned to put the newspaper away and focus on teaching, he just sat there and did nothing. At that moment I was nervous. I'm not used to such behavior from high school students, especially when he was a first-year student. I sent the student out the door, followed him and scolded him unpedagogically. The student just looked into my eyes and didn't respond. After this incident, I sent the student to the desk and continued teaching in an upset manner.\n\nSituation (Anamnesis):\nclass with a large number of 32 students, a class of ambitious students who want to study and demand quality service from the teacher. They can work together outside of school, organize social events. In such a collective, the students are always divided into those who excel academically, average and below average, into students who drag and organize the class and those who so-called just go along. The monitored student was one of those students who was just hanging around and stood out only because of his inappropriate behavior. In the last two years, he calmed down and started to get involved in the classroom and was often the initiator of several events himself.\n\nTeacher Intervention (Solution):\nThe student also displayed inappropriate behavior in my Czech language and literature classes. I discussed his behavior with the class teacher. She confirmed his inappropriate behavior to me in other classes as well. The student has three sisters who also attended our gymnasium. There were also problems with the oldest. The other two were good, exemplary students, without problems. I invited my parents. Only the mother came, also a teacher. The father apologized, he is the owner of a large company, so he did not show up due to lack of time. I discussed the student's behavior with his mother. She claimed that I sat on a student. I refuted her. She said that he is her darling, that he is the youngest and a boy, so she spoils him a little, as much as she allows him. The son has a rich father, so at this young age he seems to be superior to others. We agreed with the student's mother on closer cooperation and information about his behavior. Even I admitted that I should have kept more calm and not yelled at the student when the whole class heard it. Mother, as a teacher, on the other hand, understood my reaction, that a lot is put on teachers and it is often difficult to keep one's nerves in certain situations\n\nOutcome:\nThe student's behavior was dealt with by the pedagogical council and he was given a reprimand by the class teacher. The student calmed down as he got older. I had no problems with him in the third and fourth year. He graduated with honors and is successfully studying at university.\n\nStudent Profile:\nAge/Year: 16 let, první ročník\nHobbies: Sport, četba, filmy\nDisorders: Lhaní,Rušení výuky,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "632", "student_age_year": "16 let, první ročník", "student_hobbies": "Sport, četba, filmy", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Disrespekt", "teacher_approbation": "Pedagogická fakulta Ostrava, český jazyk a výtvarná výchova", "teacher_practice_years": "32 let", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1125", "content": "TEACHING CASE STUDY\n\nBackground:\ndealt with the situation in the class where I was the class teacher. A colleague from another class came to me saying that her student had gotten significantly worse since she started making friends with a student from my class and demanded that I deal with the situation somehow. It was about grades and attitude to school, as well as behavior in the classroom and communication with teachers. I myself noticed that the pupil was very friendly with the pupil, I saw them in the corridor and I met them together outside the school as well. The student that my colleague came to see me about was a year younger and very introverted, she didn't have many friends, but she always got good grades and was smart at school. The student, on the other hand, was rather below average at school, smoked outside of school and dressed strangely. I have to say, however, that the student lived in alternating care, and judging by her parents' behavior, I think she didn't have it easy either. The situation was definitely not helped by the fact that the student was oriented towards girls, which was generally known in the school. My colleague and I weren't even sure if the student was just a friend or the student's girlfriend.\n\nSituation (Anamnesis):\nStudent - quiet, introverted, didn't have many friends and had a hard time building relationships with others, above average in studies. Student - not very good at school, liked to provoke, was an authority figure in class\n\nTeacher Intervention (Solution):\nalready know from previous experience that dealing with a student is not entirely easy, she has a very specific view and approach to various things. Considering that I didn't have a very good experience with the student and our relationship was already a bit damaged, I decided to contact a colleague, who is also an educational advisor, to see if she could solve this situation with the girls. I only have the following information indirectly from the guidance counselor. The guidance counselor at our school called each girl individually and discussed the situation with them. As expected, the student denied that her results had deteriorated because of the student, saying that school stopped being fun for her and she became interested in other things. The student, in turn, claimed that she was just friends with the student and was not to blame for the student's grades. I hoped that the situation would calm down after this meeting, but unfortunately it did not develop quite as I imagined. Word spread in the school and among classmates that this situation was being resolved with the girls, and the subject of the debate was primarily the sexual orientation of the female student and how things are between the girls. The student apparently did not take this attention very well, she suddenly started having a lot more absences, she went to school only for the most necessary subjects, where papers were written. And very soon after that, I learned from the management and the student's parents that she was transferring to another school.\n\nOutcome:\nIn retrospect, I'm very sorry for how it turned out. The student improved again after the student left, but leaving the student is not a solution. It was a situation that happened a long time ago, I wasn't that experienced yet and I probably should have handled it differently. I don't know exactly where the mistake happened, but I'm very sorry.\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník\nHobbies: Seriály, skateboard\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1125", "student_age_year": "16 let, 2. ročník", "student_hobbies": "Seriály, skateboard", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ + OV", "teacher_practice_years": "21", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/983", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka came to me to say that she is being bullied in the form of cyberbullying, that they are sending her obscene words because she allegedly does not want to go out with them, does not want to smoke. They are teenagers, she is singled out from the team, they have various vulgarisms, allusions to her mother and sister. There were also verbal attacks at school. She used to be a member of the party because she decided not to smoke, so they started to exclude her from the group. There were also words about cancer, which even her sister allegedly had. But sometimes she tells little lies, you don't know whether to believe her or not. For example, 'did you do the assignment? Yes. where do you have it Home.' She brought a photo of the conversation, she kept screenshots of what they wrote to her. The schoolgirl does not have a steady hand at home, the mother works late into the night in the pub. The student grows up alone, when they started pushing her out, she had nowhere to go.\n\nSituation (Anamnesis):\nStudent: average 6th grade student, quiet, doesn't say much unless she wants to show off a bit. She says the most stupid thing she can think of. For example, 'Who calculated this?' 'I do not know.' Quiet, but has the urge to show off a little in front of others. Bully: a group of 6th graders, most of them have below average grades, street kids, they don't have a steady hand, they are vulgar, they go to school unprepared, they all grow up in a family with a mother and a father, school is not important to them, they smoke, they spend a lot of time outside in the afternoon. Praise is important to them, but they are not able to achieve it - they give up the task sooner.\n\nTeacher Intervention (Solution):\nThe student originally came to see a colleague who had her in VV and history, they had more lessons together, not to me as a class teacher. A colleague told me. I invited the pupil to the free classroom, where I asked, is something going on? I heard you're having some difficulties. Should I deal with it? Do you want me to handle it? The student was quiet at first, she didn't express herself much, she probably didn't like it, because the student told her colleague not to tell anyone. Žačka did not want it to spread further. Then she spoke. She described what and how happened from her side. I listened to her, we agreed that I would find out the opinion and point of view of the other side. I found out who is bullying her. It was a group of students of the same age, two boys, two girls. She specifically named the student. Sabina was also among the bullies. She used to always sit on the desk with her pupil, I thought they were best friends. Out of nowhere, they broke up, stopped talking to each other, then the bullying started. For example, they didn't want to be together in the gym as a pair. It wasn't just at the level of a friendly situation outside, it also carried over to school. A member of the group was also a student of the 1st year of secondary school (that is, a different school), the brother of two other bullies. But he originally went to our elementary school. I confronted everyone from our school individually with questions, what did she do to you? Why do you treat her this way? Do you think you or she is right? If he thinks that when they are together in 6th grade, does this behavior tend to last until 9th grade, if it wouldn't be better to change the situation. In the end, I also discussed it with my mother, the student probably told her at home. She stepped on me to sort it out.\n\nOutcome:\nWe agreed that they would not notice each other, the teachers would not put them in the same groups. More consideration will be given to everyone's behavior. In the event of another verbal or other attack, cyberbullying, something would happen, no matter who the teacher turns to. Then it would start to be solved at a higher level (principal, pedagogical-psychological consultancy, prevention methods). It happened last year at the turn of the semester, the monitoring lasted about two to three months. The situation calmed down. I don't know if the student started going out with the group again. They function normally within the school, the most harmless poking occurs.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník\nHobbies: sport\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal aggression, Bullying\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "983", "student_age_year": "11 let, 6. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Studentka učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Violation of classroom/school rules, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1032", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation started with the transition to the second grade, when I was put in charge of the sixth grade as a teacher. The class consisted of many new students and one student did not manage to integrate well into the group. She was often on her cell phone during breaks, but also during lessons. The school has newly introduced that all cell phones will be collected at the beginning of the first lesson and will always be returned to them at the end of the last lesson. The students were not too enthusiastic about this measure, but despite the slight resistance, they regularly handed in their mobile phones. The student first told her colleagues that she did not take her mobile phone to school. But I saw her with him several times during the break. When she didn't have her cell phone in her hand, she repeatedly went to parts of the school buildings that are inaccessible to students. If no teacher noticed her in the 'forbidden' places, she was able to come to class a few minutes late. In class, she disappeared into the corridor several times without being asked. She rarely wanted to participate in activities to diversify the teaching. Her behavior was very variable and she often tried harder than her classmates. The study results were satisfactory.\n\nSituation (Anamnesis):\nThe student was introverted, phlegmatic, smart, quiet, cheeky, moody. The class was cooperative, hardworking, communicative, tolerant.\n\nTeacher Intervention (Solution):\nWhen I saw the student secretly hiding her mobile phone under the desk during the break, I immediately went after her. Despite repeated calls, she refused to hand over the mobile phone, saying that it was her property, so she did not have to give it to anyone. I replied that the incident would be dealt with with the director. In response, the student just shrugged her shoulders and continued on her mobile phone. She only smiled ironically in cases of expulsion of female students from remote areas of buildings. In my opinion, she wanted to draw attention to herself with this behavior, since she was probably in need in some way. I had to persuade her for a long time to participate in the learning activities before she finally decided to participate. I informed her parents about her behavior by phone to make sure that it could not be the source of a bad family background. The parents were surprised because the daughter allegedly behaves well at home and shares only positive experiences at school. The turning point occurred when a colleague managed to take the mobile phone from the desk during class due to her inattention. The student went to the assembly hall every break saying that she was entitled to her property. Her cell phone was returned to her, like the others, only at the end of the lesson.\n\nOutcome:\nThe following week after the phone was taken, the student did not show up at school at all. It wasn't until a week later that she came to pick up her things and transferred to another school. Unfortunately, the problem could not be solved, it was simply moved elsewhere.\n\nStudent Profile:\nAge/Year: 12, 6. ročník ZŠ\nHobbies: tanec\nDisorders: Lhaní,Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1032", "student_age_year": "12, 6. ročník ZŠ", "student_hobbies": "tanec", "student_diagnoses": "", "student_disorders": "Lhaní,Pasivita", "teacher_approbation": "vysokoškolský titul - Mgr., aprobace - ČJ, RJ", "teacher_practice_years": "12", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/655", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was the second week after summer vacation. The children were still full of impressions from the holidays and they were also \"excited\".\n\nSituation (Anamnesis):\nAfter calming down the student, I immediately ended the break and asked all the students to take their seats and we started talking about the given situation. I first asked the people in question what had just happened in the class and how it happened. An argument immediately broke out in the class about who started it and everyone started shouting at each other. First, I gave the word to the student, who told me that the other student kicked him out of nowhere. He didn't do anything to him or provoke him. I replied that if he was as innocent as he says, then probably such a situation would not have arisen. After that, I gave the floor to the second student to listen to both students. The second student told me that the first student jumped on his back and was bothering him and that he didn't like it. A third student got involved, who started to argue that it wasn't so. So I asked the rest of the class if anyone had seen the incident. A few students came forward and agreed with the other student.\n\nTeacher Intervention (Solution):\nreacted by first reprimanding the first pupil that he should be able to admit the truth and should not provoke the pupil for no reason. I had a several-minute lecture about how dangerous it is to jump on your back, that in the fourth grade they are not the lightest and could have serious health problems. After that, I returned to the second student, to whom I told him that he should not solve such situations with violence and that from then on there are teachers who will solve everything calmly with the students. I let the situation run through my head again and asked if anyone else was involved in the argument. Exceptionally, not one of the students had an accomplice. Since both students had already been reprimanded several times that day, I decided to punish the students. The punishment consisted in the fact that the pupils could not go to play in the backyard with the other children for two days and instead they calculated math examples or read a book. Between the six eyes, we then agreed that together we would draw a thick line behind this day. I promised them that if a similar situation does not happen again, I will not \"sue\" the students\n\nOutcome:\nFortunately, both boys regretted their behavior after the punishment. They reconciled together and both admitted their mistake. The first pupil was even so frightened by the threat that I would call my grandmother that he then warned the other pupils who were wild about the breaks, so that they would not also be punished.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Basketball, parkour\nDisorders: Hyperaktivita,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: (Disciplinary) Punishments, Agreement, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "655", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Basketball, parkour", "student_diagnoses": "", "student_disorders": "Hyperaktivita,Fyzické násilí", "teacher_approbation": "magisterské", "teacher_practice_years": "38", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Agreement, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/747", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the very tense situations that the student prepared for us was once at the beginning of the lesson, right after the bell rang, when everyone was already sitting in their seats, but the teacher had not yet arrived. The student had a large, two-liter bottle of Coca Cola, which he unscrewed, drank, and left the open bottle on the bench. Then he 'accidentally' snorted it, the bottle tipped over and everything started pouring out, which he just watched and didn't even try to pick up the bottle. A huge puddle was spilling on the ground, all the briefcases within reach were suddenly soaked with Coke. The children squealed, jumped and tried to save their things. Most of the children rushed for paper towels and quickly tried to prevent the flood from spreading further. He just stood and washed himself. I grabbed him by the shoulder and pushed him towards the puddle and told him to hurry and help clean up. He started yelling at me that I attacked him and that he was going to complain about me. He refused to participate in the cleanup and just watched with a smile. It should also be noted that this is not the first time he has done this. 'Accidentally' spilled drinks happened to him more often, even though I repeatedly warned him that he should close the bottle again immediately after drinking. However, he always reacted with irritation and insolence.\n\nSituation (Anamnesis):\nThe student lived in a joint household with his mother and grandmother, he was an only child. Both spoiled him very much. They let him hang around the housing estate and, according to reports from classmates living in the same housing estate, he committed vandalism. He destroyed bells, the elevator and polluted the common areas. He also often attacked smaller children. In the classroom, he mostly only allowed himself to girls, pinched them, twisted their arms, pulled their hair and insulted them. No comments were effective because the mother and grandmother uncritically defended the student in all circumstances.\n\nTeacher Intervention (Solution):\nThe class teacher wrote a note to the student and talked to him about it, however, there have been many such notes and interviews with absolutely no results. The mother has also been to the school several times, but this also did not lead to anything, because the mother claims that the pupil is good and without conflict, that it is a misunderstanding, or that it is the fault of his classmates who bully him.\n\nOutcome:\nUnfortunately, we didn't actually solve anything, so certainly not successfully. The boy did not improve in any way in his behavior. I no longer work with this student. I'm at a different school, so I don't know how they proceeded with him. It was suggested that he go to the school psychologist, but I know that we encountered resistance, that he does not want to go to the psychologist, that the children would laugh at him.\n\nStudent Profile:\nAge/Year: 11let    5. třída\nHobbies: Žádné\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "747", "student_age_year": "11let    5. třída", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1337", "content": "TEACHING CASE STUDY\n\nBackground:\nThe pupil described is the same as in the first case report. The student not only has behavioral problems, but also does not fulfill his responsibilities. Mostly he doesn't want to. They don't bring their gadgets and they don't do their homework. He regularly gets 4-5 on tests, and in May of last year, his mother went for a consultation because the student failed three subjects.\n\nSituation (Anamnesis):\nThis is a student who received his first reprimand for behavior already in the third grade, and since then his mother visits school at least twice per semester.\n\nTeacher Intervention (Solution):\nThe teachers tried to accommodate him, giving him alternative dates and space to add to his notebooks so that he could learn from them. It took him even a month to write his physics notebook. Every break he sat in his office and wrote letters. The teachers watched over him and wrote him various plans. Parents were asked to check at home. Mom was convinced for a long time that nothing important was happening. The said student kept lying and explaining how hard he works and that the teachers are obsessed with him and don't help him. When it was time for remedial tests or exams, he did not show up. He told his mom he couldn't come because he was fixing something else, which was a lie. He was spotted several times with friends while he was supposed to be repairing an object. It took a long time for the mother to push hard so that the student could not fail, which eventually succeeded.\n\nOutcome:\nThe student was able to defend his advantage, but since this situation happened at the end of last year, it is not clear how the situation will develop this school year. The student is waiting for entrance exams for secondary school.\n\nStudent Profile:\nAge/Year: 8.ročník, 14 let\nHobbies: Sport  fotbal)\nDiagnoses: Dysgrafie,Dyslexie\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1337", "student_age_year": "8.ročník, 14 let", "student_hobbies": "Sport  fotbal)", "student_diagnoses": "Dysgrafie,Dyslexie", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Mgr., Zeměpis, Občanská výchova", "teacher_practice_years": "5 let", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/429", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I started teaching in the fourth grade, I knew that there was one very problematic student waiting for me there. There were already problems with this pupil in kindergarten. He didn't listen at all, he was aggressive towards his classmates and attacked them vulgarly. That is why a file was kept on his person, where all the incidents that happened with him were written down. So I started going to the fourth grade already with the understanding that I have to pay close attention to this student and, in short, hold him. I thought to myself that he is only a fourth grader and a child like any other that I have to manage. Unfortunately, this student couldn't handle me. From the very beginning, he manifested exactly as I was told. He spoke profanity, hit things around him, was rude and talked back or did not respond at all to my calls and orders. Months passed and his aggression continued to escalate. He soon started hitting his classmates. One fight even ended with a broken nose. The climax of it all was that during a walk outside, he took a wooden board to a pregnant teacher and wanted to hit her in the stomach. Everyone was afraid of this disciple. Including all the teachers, including me. In my many years of experience, I have never had a conflict with a student. I mostly solved banalities, for which it was enough to use proven methods - admonitions in class or a simple conversation with the student about the given situation. But this disciple was immune to all these things. Reprimanding, arranging in the cabinet, notes, talking to mom, nothing helped.\n\nSituation (Anamnesis):\nThis pupil lived with his mother, who had found a new boyfriend. He was diagnosed with ADHD from an early age, so certain fluctuations in the behavior of this student were expected. But not with the ones I describe above. No one could tame him, not even his own parents. The mother just cluelessly signed every offense this student committed. He did not naturally fit into the class collective, because all the children were afraid that he would hurt them. However, his school results were excellent. That made everything worse. His aggression and disobedience reached such a level that I was afraid he would bring a knife to class and hurt someone. The situation had to be resolved immediately.\n\nTeacher Intervention (Solution):\nIn this case, I initially proceeded as I always proceed in the case of indiscipline. I try to solve problems with children first directly in the classroom before others. This pupil was reprimanded for being disruptive and I emphasized to him that he was not only disturbing me, but other classmates as well. He did not respond to this at all and the interruptions were repeated. After admonishing him several times, I raised my voice. After the lessons, I talked to this student several times in person in the office, I moved him around in the class, he was given substitute work so that he would have fun and not disturb him so much. When threats and violence occurred on the part of this student, I immediately discussed it with both the guidance counselor and the school principal. We immediately contacted the mother of this student, but she did not comment much on his behavior. I will not even mention the number of notes of this student. Since this student was getting in over our heads and none of our school measures were working, we had to look elsewhere for help. We communicated regularly with the pedagogical and psychological counseling office. This student was examined by a psychologist, but nothing changed. Subsequently, OSPOD took over the case, they resolved everything with the family and went for inspections. This student was medicated with drugs that were supposed to calm him down, but even that didn't have much effect. In the end, this student ended up in a diagnostic institute for 2 months.\n\nOutcome:\nEverything had a very funny ending. The mother of this pupil filed a complaint with all the institutions she could. She sued the school, contacted the school ombudsman, the governor of the region, filed a complaint with OSPOD. In the end, however, the courts decided that neither the school nor anyone else was at fault. And what happened to this student? This pupil was transferred to another school and we never saw him again. It wasn't until a few weeks after that that I found out that the mother picked up this student from school one day, threw the textbooks in the locker at school and ran away with this student. Allegedly from a boyfriend who beat her. In my opinion, I behaved the best I could in this difficult case. When the usual measures did not help, I consulted with the educational advisor, the school principal and he passed it on.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Počítačové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Agrese,Neposlušnost,Vandalismus\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Consequences, Disrespectful communication, Support, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "429", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Agrese,Neposlušnost,Vandalismus", "teacher_approbation": "ČJ, NJ, FrJ, AJ", "teacher_practice_years": "24", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Support, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1157", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a lesson where we were engaged in activities on the topic of argumentation, which I named heart transplantation. The goal was for the students to agree in groups to whom to donate a healthy heart based on limited information about the patients. The groups were divided into girls and boys, who had to defend their choice. The conflict erupted when information emerged that one of the patients was a feminist doctor. The boys expressed a strong opposition to feminism, which caused tension between them and the girls. Nevertheless, I was able to control the situation and the lesson ended without any major problems. However, after the lesson, I found out that there was a physical confrontation between two students due to disagreements on the topic of feminism, which continued even after the lesson ended.\n\nSituation (Anamnesis):\nThe student has a strong position in the class, but is not considered the best student. His arrogant attitude towards people and tasks he considers below his level often leads to rejection of these activities. On the contrary, Žačka is very expressive and reactive, she reacts impulsively, which can cause conflicts. Although he reacts quickly, he can calm down just as quickly and is very communicative.\n\nTeacher Intervention (Solution):\nAs soon as I learned about the incident, I decided to deal with it. In the next lesson, I asked the class about the meaning of feminism and called out both students who were in conflict and those who were not directly connected to it. The student was unable to provide an answer and the student submitted an incomplete definition. That's why I assigned both of them the task of writing a report on the topic of feminism. The paper was to be presented the next day, but the pupil coughed it up and the pupil said only a few sentences. I tried to explain to them what feminism really means and that the 'women belong in the kitchen' arguments that the boys often used were not acceptable.\n\nOutcome:\nThe goal was for the students to immerse themselves more in the given topic through the report. However, this plan was not successful because both students neglected the paper. I was hoping that the class would get a perspective from both a male and a female point of view, but that didn't happen. However, expressions sending women 'to the kitchen' seem to no longer be used in the classroom, or at least I'm not aware of that.\n\nStudent Profile:\nAge/Year: 15, kvarta\nHobbies: Počítače, sport\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Warning\nImplications: Failure, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1157", "student_age_year": "15, kvarta", "student_hobbies": "Počítače, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, VV", "teacher_practice_years": "26", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure, Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1463", "content": "TEACHING CASE STUDY\n\nBackground:\nHer behavior problems escalated, and in 8th grade, cyberbullying was added. She came up with it during school lessons, she was writing messages on her cell phone, which she had under her desk.\n\nSituation (Anamnesis):\nThe student already had problems in the first grade - absenteeism, excuses, a double in behavior, personal hygiene, from the 6th grade I was in her class, the problems escalated, forgetfulness, reprimands, 7th grade reprimand from the school principal for truancy, a trip to the swimming pool during class , 8th grade forgetting again, got a 3 for behavior in the midterm, verbally attacked classmates, cyberbullying\n\nTeacher Intervention (Solution):\ntried to contact the mother as a class teacher, but she did not communicate with the school for a long time, she always used other emails or was unavailable whenever I called her. There were two educational commissions, the first mother did not come, the second she did. In the end, the situation resulted in a reprimand from the school principal.\n\nOutcome:\nThe problems with her were somehow not resolved, she ended up failing and had to repeat the year, the school received a message at the beginning of the next year that she had changed schools.\n\nStudent Profile:\nAge/Year: 15 let, 8. Ročník základní školy\nHobbies: kluci\nDisorders: Lhaní,Podvody,Nevhodné chování,Šikana,Absence\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1463", "student_age_year": "15 let, 8. Ročník základní školy", "student_hobbies": "kluci", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Nevhodné chování,Šikana,Absence", "teacher_approbation": "Mgr., Nj, Rj, Hv", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1470", "content": "TEACHING CASE STUDY\n\nBackground:\nAs I was approaching the classroom, I heard the noise. Of course, this is not unusual, but I stopped to think about it. I entered the classroom, some students stopped talking, they were waiting for my greeting, but the group around one student did not register my arrival at all. I waited in silence for a while, but nothing changed. So I went back to the door, opened it and slammed it. The class quieted down, I greeted the students with a smile and the biology lesson could begin. As it started, it continued for an hour. The student kept interrupting, turning to his classmates and commenting on each assigned activity - why should I fill it in, what will it do in my life, etc. His behavior was not completely new to me, I had already taught the class for a few hours, but this time it was too much.\n\nSituation (Anamnesis):\nDisruptive student - male, 14 years old, average grades, parents divorced, in alternating care, has 3 siblings (one own, two half-siblings from father)\n\nTeacher Intervention (Solution):\nAt first, I always yelled at him to pay attention, but as time went on, he interrupted more often and added his inappropriate comments. At another interruption, I remembered a book on nonviolent communication I had read recently, interrupted my explanation, asked the student to turn toward the board, and said, 'If you're not paying attention, it's distracting. I feel disrespected and nervous. I'm afraid I won't explain the subject matter well. I need you to pay attention.'\n\nOutcome:\nI was a little surprised that this sentence of mine really helped. The student paused, apologized for the disturbance and paid attention until the end of the lesson. Of course, sometimes he still disturbs the lessons, but from this day it is not so often, just tell him once and he is calmer.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída (gymnázium)\nHobbies: počítačové hry, hra na kytaru\nDisorders: Nespolupráce,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1470", "student_age_year": "14 let, 9. třída (gymnázium)", "student_hobbies": "počítačové hry, hra na kytaru", "student_diagnoses": "", "student_disorders": "Nespolupráce,Rušení výuky", "teacher_approbation": "Mgr., BI a TV", "teacher_practice_years": "30", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1334", "content": "TEACHING CASE STUDY\n\nBackground:\ndealt with this case about two years ago. I think it was just a few weeks after the kids went back to school after the covid period. It was really evident in the children how they missed social contact during online teaching. When the children returned to their school desks, they behaved like wild eggs. It was quite difficult to set some rules and mantiles for their behavior again. That's why we dealt with problematic behavior relatively often in these weeks, as I recall. This case, which specifically came to my mind, involved a boy who attended the 5th grade. For years he was an almost problem-free student, we never dealt with any serious problematic behavior. Sometimes, for example, he would forget or not pay attention in class, but I do not consider this to be a major disciplinary offense. In this particular situation that I remembered now, I can't say that only this one student was to blame for everything, but he was the one who initiated the whole situation. And his classmates were happy to join him afterwards. So, as I said, the students attended the 5th grade, it's the last year at our school, then they go to a bigger city for the second grade, so they were the oldest at the school and it also follows that they had a class on the upper floor. The aforementioned pupil came up with a new game during recess, where they would fill their snack bags with water and throw them out of the window and watch them hit the ground. The classmates took up this new game very enthusiastically and started filling the bags with water. I was in charge of the hallway that day, I peeked into the classroom and saw what was going on. I noticed an open window and lots of water on the ground. I immediately shouted at the students to stop it immediately. The aforementioned boy gave me a confused look, what can't I like about this super game. They stopped throwing water from the windows, but I could see that they didn't understand why I forbade them from this game, and they didn't realize what could happen. The bell started ringing for class, so I told them that we would discuss this situation in the following class that I was teaching in their class.\n\nSituation (Anamnesis):\nAs for the personal characteristics of the mentioned pupil who invented this situation. As I said, there were never any major problems with him. As far as I know, his family was fully functioning, he lived with both parents and grandparents in a two-generation house in the village. His parents and grandparents paid attention to him and his siblings, were interested in their performance at school, prepared for lessons with them, etc. So I cannot say that there was no functional cooperation with the school on the part of the parents. Even in this situation, when we were dealing with the whole incident, they were extremely helpful and tried not to take the whole situation lightly and to resolve it in such a way that nothing like this would happen again. The student had an average grade, but he was very intelligent, I think that his academic results were partly influenced by his lax attitude, when, for example, he often chatted with his classmates or engaged in other activities instead of working. He was rather extroverted in class, he was popular and I must say that he was very nice to his classmates. There was a little girl in the class who was after an operation and had crutches for a few weeks, and I remember that the mentioned student very often helped her, for example, carry a bag, lift a chair, etc. Therefore, I do not believe that this situation that occurred was caused by any bad character of the student , but rather by not realizing how dangerous this situation could be. As I already said, he did not participate in this activity alone, but with his other friends. They were also rather extroverted and it seemed to me that the said pupil was a role model for the class and that the other pupils looked up to him. So when he invented something, the others didn't think much of it and proudly followed him.\n\nTeacher Intervention (Solution):\nSo how did I deal with this situation? As I said before, I came to this class the following hour and at the very beginning I brought up the topic of their recess game. I asked who invented this game and what led them to it. Then the student reported that he had seen a similar video on YouTube, where one of his favorite YouTubers was performing a similar activity, so he thought that he could do something similar with his classmates. But they weren't outside and they didn't want to throw these balls in the classroom, so they opened the window and threw them from the window. It really struck me that they are not aware that they were doing something wrong. That really worried me. That's why I decided that I won't discuss the planned curriculum at all this class, but I will dedicate it all to solving this situation. I thought it would be best if I looked at where the students got inspiration from this activity. I started the computer and asked the student to play the video for us. The student found a video of about 10 minutes, I let the children watch it and then I asked them if they could describe to me what was wrong with the video. Together we agreed that the main difference is that in the mentioned video, these water bags are released by a man from a balcony that juts out into the garden, so the water lands on the grass where no one walks, and therefore there is little chance that the bag would hurt someone with water. I explained to the children that such a bag of water, when it falls from such a height and at great speed, could cause nasty injuries, or destroy things that would be under the windows. I tried to use the principles of Nonviolent Communication and explain to them why this situation is really dangerous. In the end, with the help of a joint search for all the negatives of this game, we managed to get the said little boy to tell me that he had no idea what could happen and that he was very sorry. Subsequently, others joined him. That was the most important thing for me in this situation, I wanted the students to find out why their behavior was unacceptable and why I banned them from this game. I figure that's better than running in on them, yelling at them, putting notes on everyone and them still having no idea what they did wrong.\n\nOutcome:\nBut despite their apology, I drew consequences from this situation. For the boys who participated in the game, I wrote a few sentences in the student book to let the parents know what happened at school and, if necessary, explain the situation to the children at home again. I also attached a request to this message to try to check what their children watch on the Internet. Children are often unaware of the risks, and when they see an activity in their role model, they consider it correct. For me, this situation was again a signal, and since then I have been trying to discuss the dangers of the Internet space more with my children. For example, in computer science, I try to talk to them about what they are looking at and possibly why these particular things interest them or are inspiring to them. Together with the school management, we also organize an annual lecture for children about internet safety and cyberbullying.\n\nStudent Profile:\nAge/Year: 10 let, 5. třída\nHobbies: Atletika, fotbal, modelování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Disrespectful communication, Working with the collective, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1334", "student_age_year": "10 let, 5. třída", "student_hobbies": "Atletika, fotbal, modelování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské titul Mgr. (učitelství pro první stupeň)", "teacher_practice_years": "5 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Working with the collective, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1459", "content": "TEACHING CASE STUDY\n\nBackground:\nLast school year, videos of students taking gadgets to school in various subjects were very popular on social networks. We wanted to indulge the pupils with this fun trend and planned a bag-free day within the school. Some student came with a suitcase, another with a microwave, another with a basket of mushrooms. However, one student stole a shopping trolley from a nearby supermarket and put all the things in it. Stealing wasn't the only thing he did. The shopping cart is quite large and impractical for school. During the long break, the students were playing with the cart, and when one student was carrying his classmate in the cart, he broke the blackboard.\n\nSituation (Anamnesis):\nThe student likes to be the center of attention, wants to do things outside the standards. The other students supported him in this, they found it amusing. The pupil who was in the wheelchair is otherwise problem-free, she studies well and has never had a disciplinary offence.\n\nTeacher Intervention (Solution):\nThe impact on the blackboard was quite loud and the supervisor in the corridor did not hear it. An investigation was launched into what happened, who was the witness, who controlled the cart. The person in question tried to explain that the cart had started on its own and crashed into the board itself, but due to the damage to the board it was obvious that more force had to be exerted. After questioning the students of the class together with the assistance of the educational advisor, the truth came out. The student was driving a classmate in a wheelchair, he turned the wheelchair at a higher speed and inadvertently hit the blackboard, which broke and, since the blackboard was interactive, it made it impossible to function. Subsequently, the student's parents were called, and they were invited to a personal meeting, where both the student's problematic behavior and the payment of the destroyed blackboard were addressed. The student's parents paid for the board. The student, considering the other incidents, ended up getting a 2 for behavior. The parents of the student who was in the shopping cart were informed of their daughter's inappropriate behavior. Due to the rare offense, the student was not affected by a warning on the report card.\n\nOutcome:\nThis incident was not the first and I believe it will not be the last. The student is currently going through puberty, he despises everyone, he is easily teased by others, he does not study and although he is not stupid, he does not have bad grades and has too much freedom at home - his parents do take care of him, but they should watch over him more. He has been reprimanded for a long time and no one was surprised by this behavior. Since this problem, he hasn't brought stolen things to school and hasn't broken the blackboard, but about a month later, at the end of the last school year, he and another friend used nicotine sachets at school, the use of which is, of course, prohibited for young people both in school and outside her. It is also useful to mention that we are a church school. Most of the pupils here are of the Roman Catholic religion, but of course this is not a condition for studying at this school. This pupil is not Roman Catholic and does not respect the church events of the school. The student's father comes from Russia and is of the Orthodox religion, so is the son. There was an interesting, even sad situation with the student, when the whole school prayed for Ukraine every morning, but the student prayed very loudly for Russia.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: fotbal, florbal, rád se v tělocviku účastní her, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Agreement, Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1459", "student_age_year": "14 let, 8. ročník", "student_hobbies": "fotbal, florbal, rád se v tělocviku účastní her, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. Teologické nauky a teologie  Didaktik společenských věd pro 2. stupeň ZŠ", "teacher_practice_years": "10", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/237", "content": "TEACHING CASE STUDY\n\nBackground:\nam a class teacher of the eighth grade of the second grade of a village primary school and there are several children with problematic behavior in our class. A teacher's assistant works with me in the class. During September, the behavior of one of the pupils, a thirteen-year-old, deteriorated significantly. During the last school year, I solved a lot of problems with him - poor grades, rude behavior, late arrivals, washing during breaks, throwing objects out of the window, etc. However, he was absent several times from the beginning of the year, and although his mother apologized for his absence, we heard from his classmates they found out that instead of teaching, he spends the morning with a bunch of friends at the skate park. He was brought to the party by a classmate who came to our school two years ago and had already changed several schools and correctional institutions before us. He took this classmate (who is above average intelligence, by the way) as a role model and wants to match him. So he started going outside school, smoking cigarettes and, according to other classmates, \"bragging about his new life\n\nSituation (Anamnesis):\nHe is thirteen years old and a student in the eighth grade of elementary school. Parents are divorced, he lives in alternating custody. The parents do not have another child together, but the mother remarried, the stepfather already has two children from a previous relationship, who visit him once a fortnight on the weekend. The mother is now pregnant, so another sibling will be added. The father lives alone, he has no other children. The family is a classic “patchwork\n\nTeacher Intervention (Solution):\nHe has already received a lot of comments from various teachers for his deteriorating behavior, but I don't feel that these measures have much effect on the student or the parents. Mothers cannot fully understand their son's behavior, rather they excuse him and have not yet seen a problem in his spending his free time. So I invited my parents to a meeting, which he also attended. I also invited our educational advisor to help, who works with students and parents when choosing a profession and secondary school. We tried to explain to the family that if he didn't want to give up his dream of becoming a car mechanic and be able to pursue his car hobby professionally, he would have to rethink his behavior and get busy with his studies. Until that moment, the parents did not realize that although the field of auto mechanics is a learning field, there is a lot of pressure during the admissions process and at least average grades and good behavior are required. If it happens that it fails or \"finishes\".\n\nOutcome:\nAfter our meeting, he started coming to school regularly again, he also reduced his late arrivals. He walks better prepared, carries his tools and, with some exceptions, has his homework done. To our great joy, he is not shy to turn to me or the assistant to ask for help during class, he also behaves better towards the teachers, does not disturb. It is also positive for the entire team that the problematic pupil, a friend, leaves the class for some time (to the educational care center), so he will no longer be under his influence. We will see what his return to the team will bring. It seems that he realized that he was really \"running into his shoes\n\nStudent Profile:\nAge/Year: 13 let, 8. třída základní školy\nHobbies: auta, motorky, rapová hudba\nDisorders: Lhaní,Záškoláctví,Alkohol,Cigarety,Drogy\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "237", "student_age_year": "13 let, 8. třída základní školy", "student_hobbies": "auta, motorky, rapová hudba", "student_diagnoses": "", "student_disorders": "Lhaní,Záškoláctví,Alkohol,Cigarety,Drogy", "teacher_approbation": "VŠ vzdělání, obor Učitelství českého jazyka a literatury pro základní školy", "teacher_practice_years": "8", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/602", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the time of standard contact teaching, the student had slightly above-average results. His academic results were always at an excellent level (1), or in some subjects he 'slipped' to a commendable rating (2). Nor did he commit any major disciplinary offences. He was cheerful and communicative, got along very well with his classmates and was popular in the group. It was obvious that he liked to be the center of attention, but he never forced it in class. However, with the advent of the covid pandemic, his behavior changed from day to day. At the beginning, when there was confusion in the very form of distance learning and students' independence was expected above all, he stopped fulfilling his study obligations and did not hand in the assigned tasks. When he rarely handed in assignments, they were unworked, sloppy, and thus did not fulfill the desired purpose. When he returned to school, the teachers discovered that he did not even copy notes in his notebooks and had nowhere to draw theoretical knowledge from. His educational problem is strongly related to the educational problem. He was smart and gifted, but suddenly he was stuck at seventh grade level. In the second wave of covid, the school fully switched to distance learning through the Microsoft Teams program. He became disruptive in online classes. He liked to act sovereign, draw attention to himself and amuse his classmates, and over time he became rude to the teachers. He treated them as if they were friends. For illustration, I present some of his words: 'And what is? Is it an hour already?', 'Does it matter if I'm still in my pyjamas?', 'Why should I do this if I don't feel like it?' Since computers are among his interests, he was able to navigate the MS Teams environment faster than some teachers. In this regard, too, he began to disrupt classes and deliberately turned off the microphone of some teachers, for example. In other situations, he even scolded teachers. His behavior no longer seemed funny to his classmates, as it was at the beginning of distance learning, but he began to disturb and annoy them. Maybe he realized this because he stopped connecting for hours and made up all kinds of excuses, often outlandish. 'I had to look after a sick dog.' After the school contacted his parents, he attended classes for a few weeks, but after a while he began to disengage again until he skipped classes altogether. At that moment, even his parents started apologizing to him. This problem continued even after returning to schools. Although he lost his determination and was no longer as brash as he had been with the online classes, on the other hand, he began to be absent very often because he realized that he was being overwhelmed with information that he did not understand. Apparently, the only solution for him was to escape from teaching. Even these absences were excused by his parents.\n\nSituation (Anamnesis):\nThe student was born as an only child into a complete family with a patriarchal system where the father always has the last word. It is quite obvious that he puts his ambitions in his son, which are often unjustified and built on an unrealistic basis. He tries to excuse his shortcomings and put all the blame on the teacher. The boy was not diagnosed with any learning disabilities, behavioral and attention disorders, or other mental illnesses. Before the covid pandemic, the student's academic results were slightly above average, but with the advent of distance learning, he became a below average student. He was always popular in the team, he enjoyed the attention of his classmates. He was often referred to as the 'class joke'. However, during distance learning, he began to force attention by force, which led to a certain cooling of relations between him and his classmates.\n\nTeacher Intervention (Solution):\nIn the seventh grade, the student was warned by e-mail by the teacher that he was not fulfilling his study obligations, he was given extra time to complete the tasks additionally, but this solution had no effect. The teachers did not have any learning outcomes from him, but they could not let him fail the regulations. In the eighth grade, they initially tried to solve the situation with the student himself, either directly in class at the time when the disruptive behavior appeared, or later without the presence of classmates or via e-mail. They always tried to pay attention to the individual agreement, because they understood the complexity of distance learning and its adverse effect on some students. However, the student preferred to have a five written down rather than show any effort. When the arrangement was not successful, they turned to their parents. They ensured that he joined distance learning for the next few weeks, but he started disrupting the lessons again with his presence. When the arrangement did not help, there was always the option of turning off his microphone or disconnecting him completely from the lesson so that he would not disturb other classmates. However, none of the teachers approached this radical solution. The parents refused to solve the problem with the disruption. Neither of them was at home at the time of the lesson and they did not believe that their son could disrupt the lesson in any way. After returning to school, although the student's behavior partially improved, without a computer and face to face with the teacher he suddenly lost his exaggerated self-confidence, but he got used to solving his problems with excuses that his parents wrote to him again. The school carried out further intervention and interviews with the parents, but they defended their son and saw all the blame on the side of the school and the teachers. The school was forced to submit a report to the Authority for Social and Legal Protection of Children, where the situation is currently being resolved.\n\nOutcome:\nAlthough the teachers tried to negotiate with the pupil individually and provide him with the necessary space so that he could fulfill his study obligations, the pupil did not show any interest. He continued to fail to fulfill his obligations and disrupted classes more and more. His classmates also started to complain about him, for whom his absence from classes was suddenly pleasant. Shortly after the conversation with the parents, the student began to do what he was supposed to, but he couldn't help himself and was still disruptive. However, it is clear that he was able to listen to his parents if they gave him enough time. In the long term, the end of distance learning was a big benefit in solving the problem. Face to face with the teachers, the student did not dare to disrupt the teaching in such a way as was the case with online classes. However, it was still not possible to resolve his indifference with which he approaches teaching and the school environment.\n\nStudent Profile:\nAge/Year: 15 let (problémy cca od 14 let)\nHobbies: četba, auta, elektrotechnika  především počítače)\nDisorders: Lhaní,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "602", "student_age_year": "15 let (problémy cca od 14 let)", "student_hobbies": "četba, auta, elektrotechnika  především počítače)", "student_diagnoses": "", "student_disorders": "Lhaní,Disrespekt", "teacher_approbation": "VŠ: český jazyk a literatura, občanská výchova, dějepis", "teacher_practice_years": "25 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/971", "content": "TEACHING CASE STUDY\n\nBackground:\nam currently a class teacher in 3rd grade, but I only really got to know my class for the first time at the beginning of the second year due to the annual quarantine due to the coronavirus. I have a student in my class who is late to every class meeting and usually to the first lessons. I don't know if it's because of the quarantine, when online classes were taking place and students didn't have to commute, but practically from the first day he was almost never on time. It's not that he lives far from school and has to commute for a long time, but I think it's more due to the inability to organize his time.\n\nSituation (Anamnesis):\nThe student is seventeen years old and attends the third year of a four-year high school. The student lives with both parents, is an active athlete, plays computer games and has average to above average academic performance. The student regularly goes 5-8 minutes later to the beginning of class meetings and to class hours.\n\nTeacher Intervention (Solution):\nAs this is an older student, I resolved this problematic behavior by agreement and did not resort to any disciplinary measures. When we agreed to meet together outside the classroom (trip, etc.), I told everyone where and when the meeting place would be, and after the experience that the student was late, I repeated this information to him once more. And then I addressed him once more and told him again 'Jirka, don't forget, the meeting is at eight o'clock', emphasizing the time. At the beginning, this tactic was not completely successful, but after some time, the student's classmates also started to join my appeals, and they themselves repeated to him exactly when he should come. When I discussed these late arrivals with the student's mother, she simply told me that 'Well, it's all him.'\n\nOutcome:\nthink that after a while the student himself realized that his behavior annoys his classmates too, when he has to be kept waiting for him, or when he disrupts the class with his late arrivals. In the second semester, the student's behavior improved a little after all. I believe that the change in behavior could have come about both because of an individual agreement and also because the student has matured a little mentally.\n\nStudent Profile:\nAge/Year: 17 let, třetí ročník gymnázia\nHobbies: Sportovec, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Support, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "971", "student_age_year": "17 let, třetí ročník gymnázia", "student_hobbies": "Sportovec, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., anglický jazyk", "teacher_practice_years": "19 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1453", "content": "TEACHING CASE STUDY\n\nBackground:\nremember this case, which happened a few years ago, because I still regret how I reacted back then. I admit that I didn't have an easy time back then. I think that had a lot to do with my reaction to the situation. The student appearing in this situation was a relatively average 5th grader. He was known for the occasional \"rumble\".\n\nSituation (Anamnesis):\nOnce I walked into a classroom and saw a student pointing a pair of scissors at his classmate. I immediately intervened.\n\nTeacher Intervention (Solution):\nI started shouting at the student and did not let him speak. So he couldn't even tell me anything about the incident. I gave him a note and moved him to the front row, where he had to sit alone so as not to threaten or disturb anyone. Sometimes it bothered me that he was interfering with that classmate. I told him to be quiet. I had enough of everything and I didn't want to deal with it anymore. It upset me so much that I was irritated with the whole class for the rest of the day.\n\nOutcome:\nthought about what could have happened, not why the student did it. The next day I was calm, but the student could see that he was angry and offended. He did not want to communicate with me and did not cooperate. So I wanted to talk to him during the break so that we could solve it together. But he didn't want to talk to me at all. He was offended that I didn't let him explain it right away and was angry with him. This student's behavior lasted for a long time and we never had such a good relationship with each other as with his classmates. He was quite cold towards me. In retrospect, I realize that my behavior was not entirely professional and I know that I should have let him explain the whole situation. Act more calmly and thoughtfully. Today I would handle this situation completely differently.\n\nStudent Profile:\nAge/Year: 5. třída\nHobbies: auta, péče o zvířata\nDisorders: Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Disrespectful communication, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1453", "student_age_year": "5. třída", "student_hobbies": "auta, péče o zvířata", "student_diagnoses": "", "student_disorders": "Nespolupráce", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/271", "content": "TEACHING CASE STUDY\n\nBackground:\njoined the class as a crowd for a sick colleague. At this time, I was already receiving an old-age pension and helped out at school as needed. I didn't know the children more or less, I was only made aware of pupils with SEN. From the beginning, one student had a negative attitude towards me, he did not pay attention to any of my instructions, he ignored the work instructions. This pupil is with the third level of support measure, but the support measure was not granted to him, it was granted to another pupil. In physical education class, there was a conflict between a pupil with an approved support measure and this pupil. The one with the granted measure pushed the other. He got angry, started screaming, flailing his arms and legs around him and kicking me as well. Although I was informed that the student reacts negatively to a raised voice and reprimand, I could not help myself and after a whole day of reprimanding, I started shouting at him. At that moment he turned and ran to the other end of the gym. There he got up and refused to continue communicating with me, refused to return to the classroom, his head was down. Since there were other students in the gym, the teacher's assistant took over the problematic student and I led the other students back to the classroom. After about 60 minutes, the teaching assistant brought the problematic pupil to the classroom, after entering the classroom the pupil hid under the desk and refused to climb out. I phoned the student's mother and informed her about the situation. During the conversation with the mother, the mother offered me literature dealing with ADHD and SVP, which describes the problems of those children. I angrily told her that I didn't need any books and that her son had no business in this school. After that, my mother refused to talk to me any further and went to solve the situation with the school principal.\n\nSituation (Anamnesis):\nThere are a total of 16 pupils in the class, a teacher's assistant works in it. In the class, there are four students with third-level support measures (2 students with behavioral disorders, 1 student with learning disabilities, 1 female student with a mild cerebral disability) and three students with second-level (specific learning disabilities).\n\nTeacher Intervention (Solution):\nThe incriminated situation arose during a physical education lesson and its resolution took place in the following two lessons. During a physical education lesson, student J. pushed another student, who got angry and started waving his arms and legs around. At that moment I came to them and tried to find out what happened. In the following interview, the teacher is denoted by the letter 'U', the pupils by the letters 'A' and 'J', the teacher's assistant by 'B'. U: 'What happened baby?' A: 'J. he pushed me.' J: 'But by mistake, I didn't want to.' A: 'That's not true, you keep pushing me.' J: 'But it was really a mistake, I really didn't want to.' U: 'So can you tell me who started it?' The other children shouted at this and rather supported the version of pupil J., which upset pupil A. When I turned to pupil A. saying that perhaps not much had happened, he kicked me. U: 'You're not serious, what are you doing? I'm calling my parents right now.' A. ran to the other side of the gym. U: 'Come back immediately. didn't you hear me I'm telling you, go back!' A. squatted in the corner of the gym and stared at the wall and did not react. U: 'A., come back. How many times do I have to repeat that to you?' The next few minutes passed in a similar vein. A. did not respond to any instructions, so I handed him over to B. and went to class with the other children. After about an hour, B. and pupil A. came to class. I greeted him with the words: U: 'Well, have you calmed down? Please sit down and finish writing the notes from the board.' At this moment, pupil A. hid under the bench and refused to climb out. U: 'A. get out now, do you think I'm only in charge of you?' B. tries to calm the situation. B.: 'A., come on, climb up and we'll look at it together. I'll help you with that.' B. tried several times to get A. to get out from under the bench, but he still did not respond. The end of the lesson was approaching, I took the other students to lunch and went to call the mother of student A.\n\nOutcome:\nThe mother immediately came to the school. A. curled up in his mother's arms, he did not communicate with his mother, he just let himself be behaved. I again described the situation to my mother. She constantly convinced me that A. was unable to respond adequately and recommended specialist literature. I answered her that after so many years of practice I don't need to study anything new. In my opinion, her son is ill-mannered, does not respect authority and cannot respond appropriately to conflicts with classmates. My mother and I could not find a common solution, and I passed the solution to the school principal. At the same time, I ended the group for an absent colleague, and I have no interest in returning to school as a teacher in the future either. I believe that I can't handle working with students with problems because I like order and order and these students are not able to respect my principles.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: není mi známo, třída jsem učila pouze krátkou dobu\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression\nSolutions Applied: Disrespectful communication, Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "271", "student_age_year": "10 let, 4. ročník", "student_hobbies": "není mi známo, třída jsem učila pouze krátkou dobu", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní", "teacher_approbation": "VŠ – Mgr., 1. stupeň", "teacher_practice_years": "37", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1275", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerned the 9th grade, in which I was the class teacher. Around sometime in October, a group of girls came to me complaining that their classmate was being very aggressive towards them. Above all, he speaks vulgarly to them and the behavior is repeated quite often. It started sometime in the middle of 8th grade and the situation slowly escalated. When the girls came to me, they said that such situations were repeated very often and it bothered them. I didn't know about his behavior until then. The classmate was very impulsive. However, it was not physical harm, only verbal.\n\nSituation (Anamnesis):\nThe classmate comes from a very problematic family background. In his childhood, he experienced an alcoholic mother, so he was a child abused by this environment. He now lives with his father. A group of girls, classmates, with average and above average grades.\n\nTeacher Intervention (Solution):\nFor a long time, we tried to solve it by mutual agreement, but it did not work, and since we have an excellent psychologist here, I offered the students to arrange a meeting with her. The girls initiated this and managed to invite a classmate as well. So there was a conversation between the children and the psychologist. I was not with him personally. But from what the psychologist told me, I learned that they were able to name each other what bothered them. And since she knew more about her classmate's family situation, she understood that he has a problem handling the noise in the classroom and that is why he behaves aggressively. And so she offered him that he could go to the space where he works every break to rest. There is also a corner for younger children, so he had his own personal space. He wasn't just in the office.\n\nOutcome:\nIt helped the classmate significantly that he could be calm during the breaks, and that the girls talked to him about it. The girls, in turn, understood that his aggressiveness was caused by other circumstances. When the classmate started to go to a quiet environment during breaks, the situation changed significantly and significant impulsive attacks did not occur until the end of the school year. There were occasional situations where he was irritated, but his aggression was no longer strongly directed towards girls and could be resolved.\n\nStudent Profile:\nAge/Year: 9. třída ZŠ, 15 let\nHobbies: /\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Support, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1275", "student_age_year": "9. třída ZŠ, 15 let", "student_hobbies": "/", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Dokončené magisterské studium, Český jazyk, Výtvarná výchova", "teacher_practice_years": "25 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/209", "content": "TEACHING CASE STUDY\n\nBackground:\nProblematic situations in the pupil's behavior occurred mainly in the lessons of the first lesson, when there was a change of pedagogue and I did not teach it as a class teacher. Since the problems were recurring, I decided to take a look myself for an hour. In class, the student did not respect the rules set by the teacher, spoke back, discussed with the teacher without respect and treated him as an equal. It even culminated in an attack on the teacher, when the student threw a chair at the teacher. The student's behavior constantly disrupted the course of the lesson, and the presence of the teacher's assistant did not help either. Considering that I only came to the lesson as an observer, I decided not to interfere and wanted the teacher to solve the whole situation herself - I consider this wrong in retrospect. We had a pretty good relationship with the student, and that's why I should have intervened earlier and calmed down the whole situation. At the beginning, the student was only reprimanded, but the teacher gradually grew restless, which the student used against her and tried to provoke her in various ways. The pupil's explosive reaction and the teacher's physical contact with the pupil occurred when the teacher was trying to get the pupils out of the classroom. He couldn't stand that the teacher touched him and tried to push her away, which culminated in an attack on the teacher. The student threw a chair at the teacher. Due to the fact that the pupil's problematic behavior was already repeated and culminated in an attack against the teacher, the pupil was placed in an educational care center, where he spent most of the first semester. The teacher who was attacked by the student resigned at the end of the school year.\n\nSituation (Anamnesis):\nThe student lived in a single-parent family. Because his father showed no interest in him, he lived only with his mother and his younger brother. The mother was not employed, she lived on state support - she did not properly take care of the children, and alcoholism was also suspected. The student was often absent from school. We later learned that he was taking care of his mother and younger brother, whom he regularly picked up from daycare and then looked after himself. His mother was not home overnight, so he played games into the night and waited for her to return. After that he took care of her too. He thus occupied the position of both mother and father in the household. He went to school unprepared without homework, textbooks and tools, often without snacks and drinks, so for a while I brought him snacks. A complaint was then filed with the OSPOD against the mother and the pupil was subsequently entrusted to the care of the grandfather.\n\nTeacher Intervention (Solution):\nSince it was my first year at school, I didn't handle the situation well. At first, the solution took place in the form of an agreement, then I tried to solve the situation by consulting with my mother and later with my grandfather. I constantly tried to have a discussion with the student and tried to find out what was causing his explosive behavior. Then it was the turn of the educational committee. In the case of an attack on a teacher, placement in an educational care center already followed. After returning to school, I sought help from the counseling center, which created a tailor-made program for our class. We included activities in the teaching according to the recommendations of the center. The activities had long-term goals. The goal was to integrate the student back into the collective and find him friends in it. For classmates, the goal was to overcome the fear of the student and find a way to him as a friend and classmate.\n\nOutcome:\nDuring the entire second semester, we attended the counseling center. They tried to integrate the pupil more into the collective, to make the pupils not to support his inappropriate behavior and to be able to tell him what they did not like about his behaviour. They taught the student to accept criticism of his behavior. The result of the program was positive. The student integrated into his classmates and found friends among them. The student's behavior towards adults has also changed. He showed an effort to ensure that the teaching took place as calmly as possible. Many thanks also go to the assistant, who worked with the student outside of the classroom as well. A big plus was also the fact that the pupil was entrusted to the care of his grandfather, who began to properly take care of him. Giving him medication and doing schoolwork with him. Towards the end of the school year, the pupil went on a school trip for the first time.\n\nStudent Profile:\nAge/Year: 3. ročník, 9 let\nHobbies: počítačové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Slovní agresivita,Nevhodné chování,Neúcta k autoritám,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Working with the collective, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "209", "student_age_year": "3. ročník, 9 let", "student_hobbies": "počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Slovní agresivita,Nevhodné chování,Neúcta k autoritám,Zesměšňování", "teacher_approbation": "Speciální pedagogika se zaměřením na vzdělání + Výtvarná výchova se zaměřením na vzdělání", "teacher_practice_years": "3", "problems_annotated": "Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/359", "content": "TEACHING CASE STUDY\n\nBackground:\nThis situation is still fresh for me because it happened to me last year and it was in seventh grade. The first problem was that the class didn't know me yet, because I started here last year. Another problem was that I only taught art education here, which only has an hourly subsidy. In one of the parallel seventh grades, there was a boy who had obvious disciplinary problems. Already in the assembly room, it was a tradition that the boy disrupts the entire class and disrupts the lesson. I wasn't too excited about that. I heard from other colleagues that he does not like to cooperate, disturbs and shouts in class. His greatest effort is to provoke an argument with the teacher. When I was here for art education for the first time, the boy tried to be in opposition from the very beginning. I came to the class, introduced myself and explained the assignment to the students, what I would want from them. Pupils had to create paper ornaments for the staircase, because it was necessary to decorate the common areas in the school. It was nothing complicated. Just involve your imagination or be inspired by something around you (interesting ornaments on town houses or look for inspiration on the Internet). After assigning the work, most of the students began to work diligently and cut out. The only one in the class who just sat and watched what the others were doing was a boy. He was not at all enthusiastic about this job. Sitting in the back of the last bench, he refused to start work and began to shout: “I will not do such stupidity!\n\nSituation (Anamnesis):\nPersonal history: The boy is a very empathetic, gifted and clever boy. If he is properly motivated, he can do many things. He has already failed once, he is not the studious type and shows no interest in any of the subjects taught. In addition to work activities, where he can do manual work or physical education, where he can devote himself to the sports he plays in his spare time. A boy lives with both parents in a small house in the city. Parents have apprenticeships. He has three siblings. All his siblings are also boys. One of the older brothers has completed his apprenticeship, the other has only finished his studies with basic education. The parents work full-time and do not have enough time to spend with their two younger siblings. The boy is not neglected, but it is obvious that he is not guided on any good socio-cultural basis from the first meeting. The only thing he excels at is athletic talent and manual dexterity. He is such a good house guy. He can deal with broken appliances or broken furniture. His academic results are below average. He likes to show off in front of the class (disrupts, argues, shouts or completely refuses to cooperate with teachers). Class anamnesis: The boy fits into the class without any problems. As he joined the new team, he calmed down a bit. The class accepted him as their own. He made new friends in class and gets along well with everyone. Pupils help each other in class and try to involve the boys in mass class events. It is a very disciplined class with hard-working and clever students who try to help each other. When the boy tries to draw attention to himself, most of the class ignores him, but if this disruptive behavior persists, other students start to join him.\n\nTeacher Intervention (Solution):\nAfter the boy and I went to the window, I slowly began to speak into his soul. It was important to go at him slowly and not raise his voice. I say, \"Boy, look around you at this beauty.\n\nOutcome:\nAfter our brief conversation, the boy settled down and began working on drawing and cutting out his ornament. He took his inspiration from one of the ornaments that are on the townhouses opposite the school. You could see that he wasn't doing very well, but when he needed help with something, he came to me for advice and I was happy to help him. You could see that what we talked about, especially how beautiful the things around us are, left something in him. I also think that he didn't get that kind of knowledge at home, which is why he didn't even want to cooperate in the beginning. All he needed was a little push forward. He worked independently and quietly until the end of the lesson. There have been no more incidents between us. He was satisfied with his final product and very happy to hear my praise. After the class he came to me and told me that he really enjoyed the class, which I saw as a great success. In the long run there was a great change in the boy. He was willing to cooperate with me in every lesson, even though it was obvious that he did not enjoy art education very much. He kept his work notes to himself and didn't want to argue at all. He always worked quietly and did not disturb the class at all. I think he needed to open his eyes a little bit to all the beauty around him, because when we were doing other things, he would get inspired by either looking out the window or looking on the internet. He did a solid job and was always very happy when I complimented him. He even started to talk to me about other things than art lessons. He told me, for example, how things are at home or what he actually does in his spare time. I saw this as a great success because the boy had never been friendly or open to any teacher. Whenever we met in the corridor, he was the first to greet me from afar. I even once managed to spill an armful of paper down the hall and who was the first to jump up and start picking it up without being instructed? Oh boy! I think that the other teachers should not break the stick on him just because he does not want to cooperate, rather they should just find some kind of friendly way to understand that the boy is not a bad boy at all.\n\nStudent Profile:\nAge/Year: 14 let, 7. ročník\nHobbies: Sport  fotbal, basketbal, volejbal), jemné manuální práce  oprava rozbitého nábytku nebo elektronického zařízení)\nDisorders: Lhaní,Vykřikování,Vulgární vyjadřování,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Support, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "359", "student_age_year": "14 let, 7. ročník", "student_hobbies": "Sport  fotbal, basketbal, volejbal), jemné manuální práce  oprava rozbitého nábytku nebo elektronického zařízení)", "student_diagnoses": "", "student_disorders": "Lhaní,Vykřikování,Vulgární vyjadřování,Odmítání spolupráce", "teacher_approbation": "Vysokoškolské vzdělání (magisterské), aprobace: Český jazyk, Společenské vědy", "teacher_practice_years": "20 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/395", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose in the first lesson of history after the summer vacation. The class started with a short introduction to the new class. After the introduction, I proceeded to repeat the material from last year. So the topic of the lesson was World War 2. I knew from experience that this is a topic that pupils, especially boys, are always interested in. However, it was clear from the beginning that the lesson would not be without problems. A student sitting in the back bench began to interrupt the topic in various ways. However, it was not the classical forms of indiscipline which, according to reports from older and more experienced colleagues, were common before. This time it was about various inappropriate remarks, gestures and sneers during the interpretation of the very sensitive topic of Nazism and the Holocaust. There were no explicit manifestations on the part of the pupil that would have to be discussed with higher educational authorities or the school management, but even so, it was behavior that clearly exceeded the boundaries of classical disruption and disrupting the lesson.\n\nSituation (Anamnesis):\nThe student is a child from a family where both parents participate in the upbringing. He has one older sister who is studying at the gymnasium. The family is sufficiently financially secure and comes from a normal middle-class socio-cultural background. The pupil himself is a pupil with average results. His behavior is more problematic than the benefit, for which he was disciplined already in the 8th grade with a reprimand from the class teacher for disrupting discipline in class. However, his expressions do not deviate from common practice. He is quite popular in the class he attends and, together with two other classmates with similar behavior, he is one of the prominent characters of the class collective.\n\nTeacher Intervention (Solution):\nDuring the lesson itself, when the student's problematic behavior occurred, I resolved the situation with a strong admonition, which, however, only worked after several repetitions. Subsequently, the situation was resolved by the ringing of the bell, which ended the class. Before the students left, I gave the whole class the task of thinking about the inappropriateness of their classmate's behavior and ended the lesson. For the next lesson, I prepared a more complex solution to the problem. I knew from the experience of my colleagues that the usual procedures in the form of reprimands and punishments do not apply to similar inappropriate behavior on the part of the student. That is why, following the events of the last lesson, I prepared a documentary for the students that contained the statements of Holocaust survivors as well as some footage that I chose to be shocking enough, but still suitable for the age group that was being presented. After the class started, I recalled the reflection question from the end of the last meeting and without further explanation turned on the edited video. Already during the screening, I could see the expressions of the otherwise self-possessed boys from the back benches change. At the end of the roughly 15-minute video, I asked a simple question: What do you think about it and how does it all affect you? After the initial moment of silence, the first opinions began to be heard, which agreed on the horror of the entire video and, above all, the issue. After a short discussion on this topic, I turned directly to the student and asked him if he was already aware of the inappropriateness of his behavior from the previous lesson. At first he was reluctant to answer, but eventually he did. He replied that he was aware of the inappropriateness of his reactions and that it really wasn't appropriate to express himself in this way when dealing with such a sensitive topic.\n\nOutcome:\nBy the end of the lesson, in which I confronted the student, he was no longer showing himself. It was obvious that he was really aware of the inappropriateness of his behavior and the video left a mark on him. The rest of the class worked well in class. In the following lessons, the pupil became agitated and his tendency to be disruptive began to show again. However, one admonition was always enough and the situation calmed down. I was very pleased that the student did not resent the history lessons and expressed himself within the teaching even when he was called upon to do so. I am glad that this problem was caught in the bud and the teaching relationship with this new class for me developed in a good direction.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník ZŠ\nHobbies: Učitel neměl možnost žáka v tomtu ohledu více poznat. Podle vystupování a informací od ostatních učitelů to však byly především sport a počítačové hry\nDisorders: Rozptýlení pozornosti,Provokace,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Working with the collective, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "395", "student_age_year": "14 let, 9. ročník ZŠ", "student_hobbies": "Učitel neměl možnost žáka v tomtu ohledu více poznat. Podle vystupování a informací od ostatních učitelů to však byly především sport a počítačové hry", "student_diagnoses": "", "student_disorders": "Rozptýlení pozornosti,Provokace,Rušení výuky", "teacher_approbation": "Magisterské, aprobace dějepis a ruský jazyk", "teacher_practice_years": "3 roky", "problems_annotated": "Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/59", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student already had problematic behavior in the first grade. In the 5th grade, she had several dozen unexcused hours because she was babysitting her younger siblings. When entering the second level in the 6th grade, everything only got worse and escalated. It all started gradually. At first she was vulgar towards her classmates in class, then she became aggressive. She subsequently had vulgar outbursts at teachers as well. There wasn't a break or a day that didn't go by that an angry student or teacher came to me because of this problem student. She didn't go to school much, and when she did, she behaved very problematically, so she never fit into the class group.\n\nSituation (Anamnesis):\nThe student comes from a socially weaker family. He has two younger siblings and they live only with their mother. The mother did not pay much attention to the family, often a student took care of the siblings. For that reason, she already had many unexcused hours in the first grade. Already from the first grade, long-term skirmishes with social workers and lawsuits due to insufficient education were recorded. Due to her weaker social background, her mother was very often summoned to court and teachers had to write reports on the student. She still did not have a family background and quality educational role models. She is aggressive, vulgar and her behavior is rude. Due to their weaker financial status, the student did not bring school supplies to school. Subsequently, social care had to provide her with aids.\n\nTeacher Intervention (Solution):\nWhen a problem arose in class, e.g. vulgarism or aggression on her part towards her classmates, I tried to find out both sides of the story. Unfortunately, the student never confessed to anything and defended herself as innocent. She always retorted something along the lines of 'It wasn't me.', 'I didn't do anything like that.', etc. When we had been discussing a certain situation for almost 30 minutes, she finally just added 'What about me?'. No amount of punishment or reprimand worked for her. She received several reprimands and other disciplinary measures, but still nothing changed. I tried to explain the situation and the correct behavior to the rest of the class so that they understand that such behavior is not okay and this must not happen again. Fortunately, he didn't take her as a role model, but as a deterrent, and they hoped she would leave soon. Unfortunately, school is too short for such behavior and there was nothing more we could do.\n\nOutcome:\nThe situation did not change after collusion and other disciplinary measures. Everything changed after an incident during the spring, when she got together with a group of Roma friends, with whom they beat up a young girl. That was the last straw and it was decided that at the end of the school year he would go to an educational institute. All the classmates were very much looking forward to the departure of this student. When the girl left, the classroom climate changed to a calm one, and no other major problems arose.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída\nHobbies: -\nDisorders: Lhaní,Podvody,Agrese,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal aggression\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "59", "student_age_year": "11 let, 6. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Agrese,Vulgární vyjadřování", "teacher_approbation": "Německý jazyk a anglický jazyk", "teacher_practice_years": "22 let", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/307", "content": "TEACHING CASE STUDY\n\nBackground:\ncame to class and carried corrected quarters with me. I always give them to the students so they can see where they made mistakes and why they got the grade they did. At our school, we have to archive this type of papers. It is a paper with a lot of weight, so that it can be consulted at any time, for a teacher, student or parent. For this reason, I always choose them back so that I can store them nicely and have them ready for viewing if necessary. The students looked at the quarters and then returned them to me as usual. So after the class I took them back to the office, I didn't check how many I had. I wrote down my grades, so the first quarters were closed for me. But when I came to the next math class in this class, I couldn't help but wonder. A few students who did not get good grades from the mentioned quarter began to complain about their grade and began to contradict it. They simply claimed that they did not receive the registered grade.\n\nSituation (Anamnesis):\nThe students didn't like maths very much, so they didn't like me either. Overall, they were such slackers who tried to do as little as possible. They weren't afraid to lie, they weren't far from fraud either. They were quite rude and rude. They did not do very well in mathematics, and as far as I know, they did not excel in other subjects either. Their main goal was to crawl through and finally get away.\n\nTeacher Intervention (Solution):\nSo I went to the office for saved papers to show them again. But at that moment I found out that they had not returned them to me the day before. I had no way to prove their grade to them. Since they obviously wanted a different grade than the one they got, they went straight to the class teacher with their problem. He snapped at me that it was my fault, I should keep these papers. According to him, I even lost them. No matter how hard I tried to defend myself, it was still my fault and there was nothing I could do about it.\n\nOutcome:\nIn the end, they got their grades, but it wasn't the same with them anymore, we had such an unpleasant environment in the whole class until the end of their studies, and I didn't like teaching there. This problem then happened to me in another class, but it wasn't so acute after that. Anyway, now the ex-offenders and I are on good terms and getting along really well.\n\nStudent Profile:\nAge/Year: Septima (třetí ročník SŠ), 17\nHobbies: Hudba, sport,  rozhodně ne matematika\nDisorders: Lhaní,Podvody,Arogance,Nepracovitost,Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "307", "student_age_year": "Septima (třetí ročník SŠ), 17", "student_hobbies": "Hudba, sport,  rozhodně ne matematika", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Arogance,Nepracovitost,Nespolupráce", "teacher_approbation": "VŠ, Anglický jazyk a matematika", "teacher_practice_years": "17", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1098", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student and the whole class played a school play, which the teacher leads. The student was always very persistent and always tried for the main roles both in the classroom and in the theater. At that time, the class was performing the premiere of the play, the pupil played the main role. Although the student was above average gifted, he liked to attract the attention of all the children around him, he was such a 'class clown'. The school inspectorate also came to see the school performance, because of this fact, all the teachers were rather uneasy about whether everything would go according to plan. I decided to take the inspection lady behind the scenes, see how the children are doing in their last rehearsal and so on. Everything seemed fine at first, until one of the student's classmates accidentally touched the student's cloak. On this impulse, the student started yelling at him, swearing at him and it seemed that he would even resort to physical action. I wanted to prevent this, so I started shouting at the student and scolding him in front of everyone.\n\nSituation (Anamnesis):\nStudent - 13 years old, occasionally problematic, likes to draw attention to himself. Classmate - 13 years old, calm, not aggressive.\n\nTeacher Intervention (Solution):\nI reprimanded the student in front of everyone right after yelling at him loudly. Right after that I realized that this solution was not the best alternative. Not only because I made all the children (including the pupil) very nervous, but also because a lady from the school inspector was standing right next to me, who immediately reprimanded me that this solution was unacceptable and advised me how I should proceed if it will repeat.\n\nOutcome:\nUnfortunately, all the children were quite irritated by this incident, and I think that even on this basis the performance was less successful for them than usual. Unfortunately, the children were quite depressed in class the following days, as their parents also came to see the performance and were obviously hurt that they had not performed as well as they could have. I am aware that it is most likely my fault.\n\nStudent Profile:\nAge/Year: 13 let, 8. ročník\nHobbies: Divadlo, počítačové hry\nDisorders: Lhaní,Neposlušnost,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1098", "student_age_year": "13 let, 8. ročník", "student_hobbies": "Divadlo, počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Neposlušnost,Agrese", "teacher_approbation": "Vysokoškolské (Mgr.) – Anglický jazyk", "teacher_practice_years": "12", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/424", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter arriving at school accompanied by his mother, the student refused to enter the school building. The situation was very tense. The student's mother had to leave him by force. After forcibly abandoning his mother, the student started kicking around and attacking the participants in the event. We managed to get the student into the school/classroom building. Still, the student did not calm down, he was unable to compose himself and calm down. The situation was unmanageable that day.\n\nSituation (Anamnesis):\nThe student's problematic behavior is repeated regularly. The student has a PLPP pedagogical support plan created at school.\n\nTeacher Intervention (Solution):\nMy colleague and I decided that the mother, who arrived and took the boy home, would have to be called.\n\nOutcome:\nThe mother was offered SVP help, which she used. The student was in SVP for 3 months, where education and afternoon supervision of free time took place. He was returning home in the evening.\n\nStudent Profile:\nAge/Year: 7 let, 1.ročník\nHobbies: Četba, pes\nDiagnoses: Porucha chování\nDisorders: Porušování pravidel,Vandalismus,Verbální agresivita,Fyzické násilí,Neuposlechnutí,Disrespekt,Neposlušnost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "424", "student_age_year": "7 let, 1.ročník", "student_hobbies": "Četba, pes", "student_diagnoses": "Porucha chování", "student_disorders": "Porušování pravidel,Vandalismus,Verbální agresivita,Fyzické násilí,Neuposlechnutí,Disrespekt,Neposlušnost,Rušení výuky", "teacher_approbation": "Magistr", "teacher_practice_years": "12", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1035", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the last school year, I received information from other teachers that my student is often absent from their classes and that he never has an excuse from his parents to justify his absence. I myself have also noticed many times that the student is absent more often than is normal and rarely has an excuse, but compared to what I heard from my colleagues about their experiences with him, it was much less. So I asked the student how he had no excuses and why he was absent from school so often. The student began to tell me his reasoning, from which it was clear that he was making things up a lot. Already in the past, it often happened that the student made up stories, that he modified the truth to fit his stories and he could excuse himself from everything.\n\nSituation (Anamnesis):\nPupil - ninth grade elementary school student, extroverted, very intelligent, good academic performance, likes to manipulate the truth to fit his stories, manipulative (often convinces classmates to take his side, do things for him, or cover for him ).\n\nTeacher Intervention (Solution):\nSince I didn't get any truth from the student himself, I called his mother, described the situation to her and demanded an explanation. The mother herself was surprised and said that she did not know about any of her son's absences, from which it was evident that the pupil goes outside the school and does not bother to tell his parents at home. As it would be difficult to solve everything over the phone, I asked the mother together with the student's grandfather to come to my office at school and we could somehow try to resolve the situation. During our meeting, I described the whole situation to them in detail, both from my point of view and from the point of view of the other teachers who complained about the student. You could always see that the student is very smart, an intelligent student, but easily succumbs to his moods. He only goes to school according to them, and if he doesn't want to go to school, even if he could master the curriculum or any test that is supposed to be that day, he simply doesn't go there. Mom and grandfather were very surprised when they heard all the information and how little the student really goes to school. However, they were highly cooperative when I asked them to keep an eye on the student and try to talk him out of it and somehow make sure he doesn't go outside the school anymore.\n\nOutcome:\nBoth my mother and my grandfather took my request to heart, especially his grandfather, who said that he strongly talked him out of it and also started driving him to school so that the student would not have the option of not coming to school. At the same time, mom really started to keep an eye on absences and excuses to make sure she doesn't forget to excuse any real absences. The solution to the problem was therefore successful in the short term and gradually also in the long term, because the pupil is already in school much more often.\n\nStudent Profile:\nAge/Year: 14 let, 9.ročník ZŠ\nHobbies: dříve florbal a další sportovní aktivity, nyní IT, programování\nDisorders: Lhaní,Manipulace,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Attendance problems\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1035", "student_age_year": "14 let, 9.ročník ZŠ", "student_hobbies": "dříve florbal a další sportovní aktivity, nyní IT, programování", "student_diagnoses": "", "student_disorders": "Lhaní,Manipulace,Potřeba pozornosti", "teacher_approbation": "Mgr., HV a M", "teacher_practice_years": "5", "problems_annotated": "Lying and cheating, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1379", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher remembers a problematic student who went to freshman year and did nothing for the whole semester, he just lay on the bench and was not interested in anything. When the class was given a term paper, the pupil declared in front of the whole class that 'I won't do such shit'. In two months, the pupil and his friends were caught smoking in the school door, to which the teacher reacted according to the school rules. The student answered her in a calm voice that 'I'm not on the school grounds, you know?' and you could see that it did him good to be able to pull himself up in front of his friends.\n\nSituation (Anamnesis):\nThe student is 16 years old and attends the 1st year of secondary school. He is extroverted, likes to be the center of attention and has problems with authority figures.\n\nTeacher Intervention (Solution):\nAfter the first incident with profanity, the teacher did not react immediately, but after a lesson she called the educational committee. The student received a reprimand and educational measures were established. His parents did not deal with the situation in any particular way. The teacher thought that the student lacked a male role model and that his mother was more of a caregiver. After the smoking incident, the teacher created educational measures again, but she knew that the student would not pass to the next grade because he failed three subjects, and she did not want to deal with his case any further.\n\nOutcome:\nThe student failed three subjects and could not continue at school, so he left to study at another school. The teacher was relieved because relations in the class improved after he left.\n\nStudent Profile:\nAge/Year: 16 let; 1. ročník SŠ\nHobbies: trávení volného času s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1379", "student_age_year": "16 let; 1. ročník SŠ", "student_hobbies": "trávení volného času s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Zsv", "teacher_practice_years": "29", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1484", "content": "TEACHING CASE STUDY\n\nBackground:\nThe entire sixth year was divided into two classes, two new groups were created and I became the class teacher of one of them. Originally there were three classes, so let's say that at least a third of the students in the class always knew each other. The two students each went to a different class, but it looked like they sat down as soon as they were reassigned. They were very good friends until the end of the seventh grade, they sat together in the desk, and although sometimes they did not pay attention in class, it was more because they talked than because of arguments against each other. However, during the vacation between seventh and eighth grade, both boys' personalities changed greatly, they stopped having fun, and when the new school year came around, they couldn't cope with it. Out of habit, they sat in the same desk, but they started provoking each other and disturbing the lessons in a completely different way than I and my colleagues were used to. I tried to solve this problem by sitting down and talking, and boys. One student stopped talking to the other in class, but the second student kept turning his attention to the first, even though they were now sitting in different classrooms. Other pupils sitting near the other pupil started to join in the disturbance. The first pupil began to loudly defend himself against the attacks and cursed the whole class and the teachers. The fact that some colleagues did not react to the provocations of the second student and only channeled the outbursts of the first student had the result that the first student began to limit school and accumulated quite a lot of unexcused hours during the month.\n\nSituation (Anamnesis):\nThe first pupil is a relatively quiet type of person until nobody notices him. He reacts badly to provocations – he speaks vulgarly, acts aggressively, shouts and sometimes threatens. He lives only with his mother, his father has a second family and shows no interest in his son. He rarely works in class and behaves inappropriately towards teachers. His friends are considerably older and not a good influence on him (former students who were 'well-known companies'), he is interested in anarchist movements. The second pupil is very extroverted, he has fun with everyone in the class. Although he is disruptive in class, he achieves average to above-average results. Both father and mother are teachers, they always pray for their son and look for problems in other students. The school psychologist recommends testing the other student for ADHD. The other student often provokes other classmates just to see their reaction.\n\nTeacher Intervention (Solution):\nfirst tried to solve the unexcused lessons of the first pupil with his mother and with the first pupil, when it became clear that his absence from school was caused by bullying in the classroom, I also started to solve the problem with the parents of the second pupil (the first pupil confided that the bullying started with his comments) and with the other pupils in the class. The parents of the second pupil acted condescendingly towards me and later the school management, they stood up for their son, they failed to look at the matter objectively, they flaunted the good grades of the second pupil and, conversely, the poor grades of the first pupil. A lecture by a former student on the topic of bullying and its forms was organized for the entire second grade of the school. I moved the first pupil and the second pupil again, this time to completely opposite ends of the classroom so that they met as little as possible in the classroom. The second student began directing his remarks to the classmates who sat closest to him. The first pupil returned to his original behavior, he still did not cooperate in class, but he no longer shouted at his classmates and stopped swearing at the teachers. After about two months, the parents of the second pupil transferred their son to the second primary school in the city. They justified the move by saying that our school uses outdated textbooks and low-quality teaching methods.\n\nOutcome:\nthink the problem between the first student and the second student sort of resolved itself. By sitting further away from each other, they no longer caused conflict between each other, each kind of disturbed each other in the lessons in their own way, which was already a much smaller problem. I can't say how the relationships in the class would have developed since the second student moved to another school, but now the class is in the ninth grade, and apart from the first student not completing assignments and not cooperating in the lessons, there are no conflicts that I would call bullying. I think the lecture about bullying helped a lot. When I asked the class before the lecture what bullying actually was, they could only say a few things.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: Hudba, přátelé\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal aggression, Verbal disruption of lessons, Bullying\nSolutions Applied: Working with the collective, Transfer of student, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1484", "student_age_year": "14, 8. ročník", "student_hobbies": "Hudba, přátelé", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., OV, D, ČJ", "teacher_practice_years": "18", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal aggression, Verbal disruption of lessons, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/340", "content": "TEACHING CASE STUDY\n\nBackground:\nnew week started and I started ninth grade again. It's always a pretty rough start, and it's mainly thanks to one guy. He was on his cell phone throughout today's class, which I was actually glad for, because forcing him to teach is completely impossible and at least he didn't make a mess in class. It was always worst at the end of the week on Friday when he didn't know what to do anymore and started disrupting class. He started making fun of his classmates again, so I warned him to be quiet. He listened to me for the first time, which I was happy that it didn't go any further, but one of his classmates returned the note. This angered him appropriately and he started to get up. I already sensed that it was going to be bad. So I quickly ran behind them and started to calm them both down and in a more emphatic voice told them to stop. Surprisingly, it went away, he probably had a good day today, I couldn't explain why he listened to me like that. The class ended quite well. I was supposed to have surveillance in the corridor. So I was walking there and suddenly I heard banging and screaming from the boys' toilets. I quickly ran over there and saw one student punching another. I immediately started shouting at them and tried to pull them away, but the aggressor was almost two meters tall and sturdy, so I couldn't. So I immediately called a colleague for help. We saved the second pupil and his grandmother called the aggressor to come and take him away and it will be discussed whether the parents of the attacked pupil will sue him or not. The next week the aggressor was even worse in my classes. He constantly required an assistant with him to at least have something from that school. But every female assistant never lasted long with him because he was rude and obnoxious. I had my first class again on Monday with them and the aggressor started to be bad right from the start, I didn't see anything good, so we asked the assistant if she would be more careful about him. The class continued to go quietly, until just before the end, when I saw that the assistant was trying to resist and was saying something to him. I let them sort it out for a while, because I know that it is difficult to talk to him and it takes him a while to understand something. But I saw that it did not stop, but rather intensified, and the assistant moved more and more. I went to them and saw that the aggressor was sexually harassing her.\n\nSituation (Anamnesis):\nThe student has been a problem student since coming to school, who also had fours in behavior. He reached the 6th grade here, and already in the first class he registered as an aggressor, when he attacked his classmate. The class completely excluded him from the group because of this and they were happy for every day that he was only on his mobile and doing nothing else. From the 8th grade, he started making sexual suggestions towards his classmates, and more than once his classmates went to complain to the class teacher that he was sexually harassing and assaulting them.\n\nTeacher Intervention (Solution):\nAs soon as I saw what was happening, I immediately took action. I started shouting at the aggressor to leave her immediately and started pulling the assistant towards me. The aggressor tried to defend her. We are very happy with how the class behaved. The girls immediately ran for the director, and the boys began to help me pull the aggressor away from the assistant. In the end we succeeded, the boys had to hold the aggressor for a while and calm him down. The assistant was completely shocked by this, so we called an ambulance and the director called the police for the aggressor. The police recorded the entire incident and took the aggressor to the station. I have suggested to his grandmother several times that she send him to a special school, where he would be better taken care of, and we have suggested the same to her now.\n\nOutcome:\nIn the end, grandma agreed to transfer to a special school, and all of us here were extremely relieved that we now have a room from him. After that, I never heard from the aggressor and I didn't even look for him, and I don't even plan to.\n\nStudent Profile:\nAge/Year: 14 let, 9 rořník\nHobbies: Mobil\nDiagnoses: ADHD\nDisorders: Lhaní,Podvody,Fyzické násilí,Sexuální obtěžování,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Physical intervention, Disrespectful communication, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "340", "student_age_year": "14 let, 9 rořník", "student_hobbies": "Mobil", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Podvody,Fyzické násilí,Sexuální obtěžování,Agrese", "teacher_approbation": "Mgr. , Dis.", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Disrespectful communication, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1118", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I taught at a grammar school a few years ago, I was given a classroom assignment in the quartet. It was a class used to the \"punishment or nothing\" method\n\nSituation (Anamnesis):\nPupils got used to working, making notes and preparing for class. On one of the tests, everyone was copying incredibly, from neighbors, from their phones, some of them had draw cards, that honestly surprised me. Surprisingly, one warning was enough for some of them not to describe and try to work independently, yet after several warnings I had to give some students a five on the spot without the possibility of correction. Well, here those with five complained about management, while one of them complained at home probably more than the others.\n\nTeacher Intervention (Solution):\nDuring that test, I gave out several high fives, which seemed like a logical punishment for repeatedly breaking the instructions and copying during the test. I don't remember literally what we said to each other, anyway, the student complained why he and a few others had to get an A when the whole class was copying. I replied to him that everyone who I reprimanded at least twice and saw that they continued to copy got a five. However, he found this unsatisfactory and unfair, so he decided to go to the school management with the whole situation to cut us off somehow.\n\nOutcome:\nThe boy's parents, who were both educated people, invited him to school, rather they spoiled him. Of course, they stood up for the son, so even though they acknowledged that he copied, they wanted an explanation why he had to get a bad grade when they claim that everyone copied. Perhaps the saddest part is that the boy didn't study much, but he always found a way to get a good grade. So I have to admit that the style work was good for him, but otherwise he cheated where he could and did the most necessary minimum. Based on this incident, his parents got the feeling that I was sitting on their child, so they took it as far as they could. The management was not very pleased with the whole situation. I ended up losing this class, but when I talked to the students afterward, they expressed understanding for both sides. The students themselves acknowledged that when I saw them copying, I should have given them all high fives. As a result, they also did not think it was right that because of their behavior and this problem they lost the only teacher who, according to them, did not break the stick on them. Unfortunately, I failed miserably at solving this situation, but if nothing else, it was an important lesson for me.\n\nStudent Profile:\nAge/Year: kvarta, 15 let\nDisorders: Lhaní,Podvody,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1118", "student_age_year": "kvarta, 15 let", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Záškoláctví", "teacher_approbation": "Magisterské; ČJ, RJ, HV", "teacher_practice_years": "10", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/482", "content": "TEACHING CASE STUDY\n\nBackground:\nAt first the class seemed like any other. Everything went on as always. However, that day the class finished a few minutes early and so it was decided that the class would play the gallows. A classic game where you invent any concept that was discussed in the given lesson, draw as many dashes on the board as there are letters in the given word and the pupils guess which letters the word contains. As soon as the game started, one student started yelling an inappropriate word like a jerk. At that moment, he was warned that it is not appropriate to use vulgarisms, swear words or other derogatory addresses. It was explained to him that it is better to say, for example, balloon, potato or flashlight. It didn't even take half a minute and the same student spoke again - D as a moron. At that moment, the other classmates also looked at him, who were also not comfortable with his shouting. After another admonition, the student spoke again - H for shit or K for coot.\n\nSituation (Anamnesis):\nNo medical history.\n\nTeacher Intervention (Solution):\nThe moment the pupil screamed for the last time, it was decided that no game would continue and that he would continue to learn if he could not behave. The student was obviously in a good mood because he kept laughing and thought the whole class was having fun, but it was far from fun. After the lesson, a note was written and the parents were called to say that he was using profanity during the lesson, and despite several reprimands, he did not intend to stop.\n\nOutcome:\nThe situation was resolved with a note and a meeting with the parents, to whom the whole situation was described. The situation was surprising, as the pupil was a very good student and had never been in a similar situation before. In the following days, the student was very shocked and almost did not report, did not shout and just sat in the bench. He didn't even have fun with the other students. After a few days his behavior returned to normal and he became a happy boy again. According to the teacher, he was so tame because he was scolded a lot at home.\n\nStudent Profile:\nAge/Year: 14 let, 4. ročník\nHobbies: Fotbal, cestování, hudba\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "482", "student_age_year": "14 let, 4. ročník", "student_hobbies": "Fotbal, cestování, hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání, ČJ + ZSV", "teacher_practice_years": "15", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/821", "content": "TEACHING CASE STUDY\n\nBackground:\ntry to make the lessons fun for the children, to give them something and it wasn't just about learning vocabulary and grammar. So I try to come up with different activities for them, give them quizzes and stuff like that. But they don't always appreciate it, sometimes they think: 'no, quizzes again??' So we try to make the lessons fun for them, but sometimes it's just the opposite, the kids are disruptive, rude and not paying attention. In addition, puberty is starting, so it can be seen in them that they are showing off, and they do not treat teachers with respect or friendship with each other. They also have a lot of it at home, because some parents simply don't work, and that is then reflected in the teaching. For example, when we were in the seventh grade, I really don't like how the kids make fun of each other for the pronunciation. I already tried to solve it with them, we said in class that such behavior is simply not good. One student in particular makes fun of a lot. Yes, it happens here and there that something seems funny to another student, but it's a one-time situation that can be solved with a reminder in class. But as I say, for others it's a one-time thing, so I don't see it as a significant disciplinary offense there. With that one student, however, it is repeated quite often, so even though I have already solved it with him, I probably have no choice but to solve it again.\n\nSituation (Anamnesis):\nPupil - this is more of an extrovert, such a 'class clown'. He's just the type who just thinks he's the best in everything, even if he's not exactly one of the winners in terms of merit. He's not bad, that's for sure, he's just that kind of class leader, or as I would say, and he probably just wants to keep that position somehow. But he is intelligent, you can see that puberty has already hit him. He is the most persistent in the class, which is also reflected in the situation with the taunting. However, there are no other significant problems with this pupil, as if he bullied his classmates or had some other disciplinary offences.\n\nTeacher Intervention (Solution):\npointed out to him in class that such behavior was inappropriate, because we all started at some point and learned something to be good at it, and that such behavior was simply unacceptable. I told the boy that if it happens again, I will deal with it somehow. I also told him the classic thing: 'How would you feel if someone made fun of you for something you're not good at yet?' I can see it in the children as well, that they are afraid to express themselves, because they are afraid that someone will mock them, and I don't mean just that one student. This will affect not only their benefit, but also their self-confidence, because they are then afraid to speak. So I try to tackle this behavior in the bud and, of course, notice how the children treat each other. Because you don't really see any bullying in class, they often keep it for breaks so that the teachers don't see it. But they must not get away with this.\n\nOutcome:\nAs I said, we already discussed in class that mocking is not good and it should not happen again. But it didn't work very well, because that one student in particular continues to mock some students. So I thought to myself that it was obviously not enough, and even though I told the boy that if it happens again, I will have to deal with it somehow further, so he simply continues this behavior. I'll probably deal with it by talking to him about the break so he can explain it to me. Or I would talk to him alone so that it wouldn't disturb the class and he would actually know what I thought about it. And if that didn't help, here's the deal, I'd take it up with his class teacher. Or I would write to the parents - either what the student is doing in class, or I would invite them directly to the school to talk about it. I'm not a fan of these kinds of comments, because the kids don't get anything out of it. But even the parents, because they see the note, but they don't believe it, because their child is completely different at home. I myself remember from my childhood that I got a note, but then at home I said that the teacher was completely stupid. So I understand how it goes. But I would rather write to the parents something like 'Hello, your son repeatedly shows inappropriate behavior in class, when he mocks his classmates for their performances. I have already addressed the situation with him, unfortunately without success. I would like to ask you to discuss the matter with him and explain to him that such behavior towards his classmates is not appropriate.' If this didn't help either, I would invite them to the school and solve it with them here.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: Sport  basketbal), auta, chození s kamarády ven, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "821", "student_age_year": "13 let, 7. třída", "student_hobbies": "Sport  basketbal), auta, chození s kamarády ven, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "ČJ, AJ", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/711", "content": "TEACHING CASE STUDY\n\nBackground:\nI experienced a situation that I still remember when I worked with a boy for less than a year. When the teacher got sick, I had to substitute for her in class. The boy was confused by this exchange, I had to explain to him what was happening and how the class would proceed. My explanation wasn't enough and problems started at the beginning of the lesson. He kept asking why I wasn't next to him, asking for help even when he didn't need it. He asked where the teacher was and why I was teaching.\n\nSituation (Anamnesis):\nThe boy couldn't handle my absence and it all resulted in a big tantrum before the class was over. He started throwing himself in the pew, banging on the table and shouting vulgar words. The classmates were already a little used to the boy and so they just looked back. There was no end to the shouting, so I took the boy out of the classroom. Before leaving, I apologized to all the students and assigned an independent work.\n\nTeacher Intervention (Solution):\nThe boy and I sat down in the corridor and I gave him a moment to calm down. We went to the toilet, where he rinsed himself with cold water, dressed himself and returned to the corridor. I reassured him that nothing was wrong and went over the topic with him again. I was preparing him for the fact that I would substitute and take care of the whole class. He looked uncomfortable, but I promised we'd get back to the issues. In the corridor in private, the boy blurted out to me a lot of situations that make him sad. I explained to him that this is not the case and that he is a smart boy who has a lot of friends.\n\nOutcome:\nAfter 15 minutes, the boy calmed down and even began to describe the situations he was looking forward to. Finally he hugged me and apologized. I asked him to apologize to his classmates for using vulgar words, which he did. There were no further outbursts, I tried to lead him to independence and motivate him with praise. He himself was happy with his achievements and decided that he could handle many activities on his own. We explained the whole situation, an apology was made and we did not return to the situation.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: četba - velmi aktivně\nDiagnoses: Dyslexie,Dyskalkulie,Dysgrafie,Dysortografie\nDisorders: Lhaní,Bariéry v komunikaci,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "711", "student_age_year": "11 let, 5. ročník", "student_hobbies": "četba - velmi aktivně", "student_diagnoses": "Dyslexie,Dyskalkulie,Dysgrafie,Dysortografie", "student_disorders": "Lhaní,Bariéry v komunikaci,Arogance", "teacher_approbation": "SŠ s maturitou", "teacher_practice_years": "1,5 roku", "problems_annotated": "Emotional outbursts, Physical aggression, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/234", "content": "TEACHING CASE STUDY\n\nBackground:\nThere is often a problem student in the class who usually acts violently towards his classmates during breaks. He often verbally provokes them into telling him something he doesn't like. One of the most serious problems was when a student started fighting with a classmate during recess. The student had never been in love with his classmate and one day they were part of a group playing cards. The situation arose when the student provoked his classmate (probably a misunderstanding occurred during the game) and began to strangle him by the throat. The classmates just watched, no one stopped the student or called the teacher. The classmate started to defend himself, but the student did not back down. When fellow students who were at the desks also noticed the situation, one of them called the teacher. She entered the classroom, noticed the students on the floor, separated them and called them both into the office. The teacher already knew the student, she knew he was problematic, so she already knew what to do. She called his parents to the school, where they worked it out together.\n\nSituation (Anamnesis):\nThe teacher had the students in the office, where she asked them what happened. The students answered that they were playing cards and the student repeatedly did not follow the rules of the game. A classmate pulled some cards from his hand and provoked the student. First it started with various verbal cues, later the student grabbed a classmate by the neck. When the teacher asked him why he reacted like that, the student replied that he deserved more. With questions, the teacher tried to find out why the pupil attracts attention, what he is afraid of, what can provoke him in such situations, what he tries to excel at, how he feels, and so on.\n\nTeacher Intervention (Solution):\nDuring the dialogue, it was found that the student has problems with self-control, that he wanted to draw attention to himself. Therefore, the teacher decided to transfer the students to other places, she stayed in the classroom more often during the breaks in order to keep the class under control. Because the problems with the student were repeated, the teacher turned to a psychologist earlier. She dealt with the situation only with the pupils and their parents.\n\nOutcome:\nAfter the incident, the student calmed down for a few days, did not react to the classmate and ignored him. The student was given a reduced grade for behavior by the class teacher. A school psychologist regularly attended to the student. She solved the problem with various questions, exercises and activities. Various relaxation techniques associated with proper breathing, as well as humor and laughter, as well as physical activity, were beneficial for the student's aggressiveness. The student mostly continued to show aggression. After this incident, he did not physically harm anyone, but his aggressiveness manifested itself mainly in the form of destroying furniture or personal belongings of classmates. He continued to bully his classmates and could not control himself. The main problems with him were during breaks. During classes, he sometimes interrupted, turning to his classmates.\n\nStudent Profile:\nAge/Year: 10, 5. roč\nHobbies: PC hry, společenské hry, skateboard\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Neposlušnost,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Physical intervention, Support, Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "234", "student_age_year": "10, 5. roč", "student_hobbies": "PC hry, společenské hry, skateboard", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Neposlušnost,Agrese", "teacher_approbation": "magisterské", "teacher_practice_years": "9", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Physical intervention, Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1289", "content": "TEACHING CASE STUDY\n\nBackground:\nA problematic situation occurred during a class transfer. I saw a dispute between one student and his two female classmates. It was a change of benches, which was related to the transfer. The student addressed his fellow students: \"You cows, you curmudgeons, you streamers.\n\nSituation (Anamnesis):\nAs mentioned above, this is a student with ADHD and repeated aggressive behaviors.\n\nTeacher Intervention (Solution):\nThe class teacher had the entire problematic situation described. First the girls described the situation, then the boy himself commented on the situation. The interviews took place separately, the supervising teacher, teaching assistant and class teacher were present during their course. Pupils answered questions like: What did you say? What did you answer him, did she answer and why?\n\nOutcome:\nImmediately after the incident, the situation was analyzed, the problematic pupil tried to find another - less aggressive - solution with the support of the class teacher. His proposals included: asking and also apologizing to fellow students. Based on the apology, the bench was replaced and the situation calmed down. During the control meeting, which is connected with the fulfillment of the contract with the pupil, the class teacher and the teaching assistant returned to the situation one more time - reminded of the correct solution to the problem. This is a student with whom we must constantly work and therefore everyone \"successfully\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: výtvarná výchova, dobrovolní hasiči\nDiagnoses: ADHD,Agresivita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1289", "student_age_year": "14 let, 9. ročník", "student_hobbies": "výtvarná výchova, dobrovolní hasiči", "student_diagnoses": "ADHD,Agresivita", "student_disorders": "", "teacher_approbation": "český jazyk, občanská výchova", "teacher_practice_years": "25", "problems_annotated": "Diagnosis, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/197", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was Tuesday morning and I was in charge of the dressing rooms. I was new at school, my first year, and it was the beginning of September. 9th B, a class consisting of 18 boys and 2 girls, was waiting for PE. I was walking through the locker room corridor right past this class and the boys were quite loud, so I asked them if they could quiet down. The group of boys fell silent and began whispering quietly to each other. When I was walking back down the hall, one of the boys got on the bench and shouted \"are you here again, you scumbag?\n\nSituation (Anamnesis):\nThe student is a 9th grader who plays soccer for a local club. His grades are average and he has behavioral problems at school. His comments are frequent. He is extroverted and has many friends. In class, he is not afraid to tell his honest opinion to the teacher in front of the whole class. He likes to be the center of attention.\n\nTeacher Intervention (Solution):\nsolved the situation by going to the management. I described the situation to the representative and the director. After some time, we called the student to the assembly room and there I reprimanded him forcefully, as did the deputy and the school principal. The student received a reprimand. He apologized to me and said he didn't mean it that way. That he just wanted to show off in front of his friends.\n\nOutcome:\nSince the representative only found time after some time, every time I met this class in the corridor, I heard the mocking \"good morning teacher\n\nStudent Profile:\nAge/Year: 9. třída, 15 let\nHobbies: Fotbal, sporty\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "197", "student_age_year": "9. třída, 15 let", "student_hobbies": "Fotbal, sporty", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské, Učitelství pro 1. stupeň + Speciální pedagogika", "teacher_practice_years": "6", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/82", "content": "TEACHING CASE STUDY\n\nBackground:\nAn assistant working in the high school graduation year told me about the situation that occurred in this class, which she perceives as still unresolved, recurring and developing throughout the entire study period of this class. The assistant accompanies the visually impaired student and participates in all lessons of this class. Since the teacher changes for each subject, but the assistant is always present, she accompanies this class more than anyone else. At the beginning of the studies, i.e. in the first year, the class shared a lot of things with her, the assistant was accepted, students shared their successes, failures, ideas, feelings with her. Over time, the class gradually began to close and strangely transform. One of the students always had the upper hand, and as time progressed, she became the 'captain' of the class. The rest of the class looked up to this student and held her word and actions. This all led to the gradual closing of communication with the class. The other members of the class stopped expressing their opinions, started communicating quietly, and only the 'captain' shared her opinion with the teachers. The assistant observed these moments and, of course, shared her knowledge with the other teachers, who over time themselves began to perceive that something was not right. The assistant outlined to me in more detail some unpleasant situations in which she began to find herself over time. One of the situations was, for example, that the class had a 'supl' for a specialist lesson. When the teacher asked the class if they had already covered a certain subject, the class began to say that they had not. But the assistant knew very well that the class had already covered the subject matter, she sensed from the situation that the whole class was collectively lying so that they wouldn't have to learn new material. So the assistant found herself in a very unpleasant situation. She didn't know if she should be a 'squeak' and tell the teacher that the class was lying to her, or sit and be silent and let the teacher lie. Of course, she was fully aware that she had to keep up with the teachers, but at the same time she was worried that the students would not close themselves off even more and stop communicating with the environment completely. She resolved the situation at that moment by turning from the front bench towards the class and started staring at them. She left the confession to their free will. Similar situations began to increase. The assistant found herself in moments when, for example, she accidentally revealed a draw, again she wanted to keep in line with the teachers, but at the same time she did not want to close the relationship with the students. Unfortunately, it was becoming more and more difficult to maintain an open relationship with the class. The class stopped communicating with anyone. There was complete silence in the painting classes, which are in blocks for several hours at a time. The whole class always sits quietly in class. No one talks to anyone. Neither with each other nor with teachers. Individual members communicate only after a personal invitation. The assistant looks at the whole situation and does not know how to change the situation. But no one else from the teaching staff knows it either. This class is often the center of a topic about breaks in the meeting room. How to communicate with the class? What is wrong in the classroom? Why is everyone just sitting quietly and not even talking to each other? It's like a group of buggers.\n\nSituation (Anamnesis):\nHigh school graduation year, students aged 18-19. There are 10 girls and one boy in the class. The class as a whole seems too closed. No one from the class wants to communicate with the surroundings. Educators must invite class members to speak. The class seemed natural at the beginning of the study, communication was minimized and closure occurred during the study. Students are passive, uninterested. During blocks of several hours or during breaks in class, there is silence, no one speaks. The class is dominated by one student who, according to the pedagogues, 'leads' the class, whom everyone looks up to. The student puts herself in the position of class leader. This student makes no secret of the fact that she feels special. She does not doubt her talent and talent, she often refers to her surroundings, peers and classmates as if they were below her level. Even the older generation moving in its field - art, painting - has no problem labeling it this way. Ty rather perceives that she is envious of her talent. This is also how she evaluates her personal assessment and criticism in professional subjects from pedagogues - she feels that she is exceptional and others envy her. She herself claims that she does not need to interact with people 'below her level'. The other members of the class look up to this student very much, they try to please her. This leads to an increasing closure of the class both among themselves and towards their surroundings. Educators often discuss this situation in the assembly room, they don't know what to do and they label this class as unusual. They are aware of a problem in the classroom.\n\nTeacher Intervention (Solution):\nThe assistant always tried to solve individual specific problematic situations with the class as little as possible, so as not to go against the teaching staff, but at the same time in such a way as not to further help closing the class's communication. She dealt with minor infractions, such as lies, tricks and insincere behavior, by looking directly at the class or at specific students. In some situations, even during the lesson, she went to a specific student so that she could quietly tell him that his behavior was not adequate. She tried to resolve the situation in a neutral, friendly manner. She didn't want to be a 'crusher' and deal with these offenses immediately in front of the whole class and the teacher. She didn't know how to find her way to the class as a whole over time. The class was closing quickly. None of the teachers knew how to proceed. All the teachers always behaved very well towards the class, but they had to really like the communication from the individual students. This class often dominates the assembly hall as a topic. Nobody knows what to do. But pedagogues agree that it is not good how a student who puts herself in the role of 'leader' of the class manifests herself and acts. This student herself often lies and has minor infractions. After the teacher admonishes her or starts communicating with her about what she has done incorrectly, the student starts acting as if she is someone more, she looks down on the teachers. Educators have not yet come up with a suitable long-term solution to make the climate in the classroom pleasant and friendly. Communication with the class is getting worse, despite the fact that the students are waiting for graduation and choosing a profession or further studies. The class is without interest, even without interest to communicate. The teachers try to be kind, helpful and communicative, but this has almost no positive effect on the class.\n\nOutcome:\ndon't think there has been an appropriate solution to this situation yet. Individual problem moments are solved classically by communication, which is passive on the part of the class. The pedagogues take turns resolving minor offenses by negotiation, in the same way they would resolve them with anyone else. The pedagogues solve the fact that the class is closed, both among themselves and in relation to the environment, by not trying to give the class subjects, to communicate, to be welcoming, but all this is without great success, on the contrary, it seems that the climate in the class is getting worse. The pedagogues solve specific situations with a problematic student by negotiation, but they themselves seem to me to be disarmed by her view 'from above'. This usually ends all communication and agreements. The pedagogues themselves assess the situation as unpleasant, unresolved, and they themselves do not know a suitable solution to make the climate in the classroom pleasant.\n\nStudent Profile:\nAge/Year: Třída maturitního ročníku SŠ - 18-19 let\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Support, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "82", "student_age_year": "Třída maturitního ročníku SŠ - 18-19 let", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, MgA", "teacher_practice_years": "4", "problems_annotated": "Lying and cheating, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "1", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1487", "content": "TEACHING CASE STUDY\n\nBackground:\nbecame the homeroom teacher in this class when they were sixth form. I knew that overall the class was very smart, but there was one very problematic student. Colleagues have already solved many offenses with him, which were of a lighter and more serious nature. At one point in class he asked me if he could go to the bathroom, of course I agreed, even though I was a little worried inside. At that very hour, the class and I were in the computer room, and the main classroom remained empty. The students had left their backpacks there. In a few minutes, the problematic student came back from the toilet. The lesson ended, the students went to their classrooms and I went to the office. It didn't even take a minute and 4 students came to me that someone had taken their mobile phones from their backpacks. At that moment, I already had an inkling of who would probably be behind it.\n\nSituation (Anamnesis):\nThis student is adopted, his biological parents are very problematic - both in prison, they don't pay him anything at all, he doesn't respect any rules. Very explosive, aggressive. He has a younger brother, also very troubled.\n\nTeacher Intervention (Solution):\nThe very next break after the incident, I summoned the student. Of course, as always, he denied it. He even verbally assaulted me. The next day I invited his adoptive parents to school, the parents were very cooperative, but they were also short on the behavior of their adopted son. This meeting took place in the presence of an educational advisor. A few days after the incident, the sale of 4 mobile phones appeared on the website - the very ones that were stolen from the pupils.\n\nOutcome:\nIt got so far that it was dealt with by the police, and I felt at that moment that I had completely failed as a classroom teacher. It made me sad, to the point of crying. With the help of the police and the search for evidence, it was found that this student had indeed stolen the mobile phones. It was all discussed with the social worker, parents and school, but practically without any meaningful solution. Cell phones were returned to the students. But his behavior did not change. He kept making problems until the 8th grade. Then he turned 15 and was placed in an educational institution.\n\nStudent Profile:\nAge/Year: 13, 7.třída\nHobbies: Bojová umění, počítaočové hry\nDisorders: Lhaní,Krádeže,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1487", "student_age_year": "13, 7.třída", "student_hobbies": "Bojová umění, počítaočové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Krádeže,Agrese", "teacher_approbation": "Mgr., učitelství pro 1.stupeň", "teacher_practice_years": "32", "problems_annotated": "Lying and cheating, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/352", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter the student got into the second year of high school with great problems, we started working in a certain company. I was in charge of them. We took turns every two days. In advance, of course, all students were even familiarized several times with the school rules and especially with the rules of the company in which we had the opportunity to practice. However, for some it was in vain. There was a problem right after the first day of practice. Honestly, I wasn't even surprised that the next problem would concern this particular student, but I hoped that there would be no inconvenience. After work, I let the students go to the shops to buy breakfast for the next day. They came back quite quickly and scattered around my rooms. Of course I checked to make sure everyone got back to me, but I didn't feel the need to search their shopping or visit them several times a night. I knew that everyone was in their places, or there was no movement, so I went to sleep. In the morning, I was approaching the company's main entrance, I noticed that the student was following me. However, I didn't turn around, I needed to deal with something with a colleague, so I continued to the gate. The doorman guarded the 'flashing system' near her. The system started to beep at any time and it was possible to check at any time whether the given worker had consumed any alcohol. After a short time, I realized that the student did not follow me and somehow got stuck near the gate. I was beginning to suspect. The lady shouted at me to call me. She described to me how she gave the young man a blow job. I don't remember exactly how much they measured, but I know it must have been more than one beer. The student tried to save the situation, so he made up something about the remnants of Listerine, which is the mouthwash. After ten minutes he repeated the test again and of course it was confirmed again. I explained to him that under no circumstances could he enter the establishment. I also couldn't leave him alone in the room if I gave him his own study.\n\nSituation (Anamnesis):\nThe student belonged to a group with a generally negative reputation. It was a few years ago, but I remember that they were 'flashing' together and spreading fake excuses among themselves, even though he was supposed to be the author. He was regularly reprimanded by his homeroom teachers, and failing grades for behavior were also a matter of course. When their truancy was being dealt with among colleagues already in the first year, I remember that there was already some alcohol being dealt with there. The guy came from a certain city, from a divorced marriage. It seems to me that my mother had him at sixteen and after many years she had a child with another man. Of course, I don't want to denigrate the situation in any way, but it was simply obvious that the then sixteen-year-old was not given as much attention as might have been required.\n\nTeacher Intervention (Solution):\nIn the school rules and the company rules that I mentioned, it said that they have a zero limit. That is, they cannot inflate even a tenth. If this happens, the following dismissal from the company occurs and, of course, problems at school. I took the student back to the dormitory, but before I dealt with his studies, of course, I had to deal with the situation somehow. I let my company director know what was going on and also the school director of course. He called his mother about how he had committed a serious offense, but I didn't deal with it further. I mean calling parents. I left that to the director, as I primarily had to deal with the situation in the company. In fact, we were supposed to stay there for one more day, so I arranged for him to come with us, that I couldn't leave him alone. I didn't want to tell him that he would probably get kicked out of school, so I had to act like nothing happened, yesterday was yesterday and today is today. I remember how he was still quiet, but not silent, that he was sorry, it didn't occur to me at all. More like arrogance, that he didn't even try to somehow justify his behavior, but that's how the poor guy tried for the next day. So he did like never before.\n\nOutcome:\nUnfortunately, after arriving at school, of course we had to deal with it. After coming home from practice, the boys went to play fifa and the student drank two two-liter bottles of beer until the morning. So he came to school in such a sleepless state and the principal immediately called him and therefore also his mother, and it was resolved very quickly by firing him not only from the company but also from the school. I could have sent him home after the first day at my own expense, but by coincidence, a similar tragedy happened in the same village a year ago. It's just that the fourth grader in high school had some problem with the teacher and threw himself under the train. So that nothing bad happens that I could blame myself for my whole life. So I took a cautious step without unnecessary reproaches and threats, we took him straight home with us the next day. I proposed a solution and the director agreed with me. However, I confess that I have no idea how the boy continued after being forcefully expelled from school. All I remember is that his mom was moaning that she couldn't handle him anymore. It's hard to say whether it should have turned out differently. We tried to guide the boy to a more correct path, but what a problem, it was initiated by him. It wasn't so much up to me, the school, as it was up to the parents.\n\nStudent Profile:\nAge/Year: 16 , druhý ročník SŠ\nHobbies: Fotbal , počítačové hry\nDisorders: Lhaní,Záškoláctví,Podvody,Alkohol\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "352", "student_age_year": "16 , druhý ročník SŠ", "student_hobbies": "Fotbal , počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Záškoláctví,Podvody,Alkohol", "teacher_approbation": "Stredoškoslké- DPŠ", "teacher_practice_years": "Celkem 39 – z toho škola 9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1400", "content": "TEACHING CASE STUDY\n\nBackground:\nSometime after spring break, I began to notice that something was wrong in the classroom. I taught this class from 2nd to 5th grade and I knew this student was a problem, but I always had him under control. There was also one student from a socially weaker family in this class. And just after the spring break, the student refused to sit in the chair after his classmate. He always shouted at her that he was afraid of her and that he would catch something from her. However, the student was not dirty or neglected. When the student did this for the first time, I warned him to calm down, that I will not respect such behavior here. I thought that if I kept him busy somehow, the situation would calm down, as usual. The next day, however, the same thing happened. And the days after that too.\n\nSituation (Anamnesis):\nThe bullied student was from the 5th year of primary school, introverted, didn't have many friends, average grades. The bully was also a 5th year elementary school student, extroverted, friendly, liked to be the center of attention, average grades.\n\nTeacher Intervention (Solution):\ninterviewed both students (with each student separately). I also wanted to evaluate the climate in the classroom, how the other students see it, what kind of relationships they have with each other, and how they see the bullied student and the bully. I used a form of psychological test using a tree. The pupils were given a painted tree where people were placed in different places. One was at the very top, where those who saw themselves as the leader of the class marked themselves. Others, on the other hand, sat at the very bottom. Those who were rather loners, didn't have too many friends, etc. signed up there. The student marked himself at the top of the tree and the bullied student at the very bottom. Other students in the class pointed them to similar places. Of course, I reported the situation to the pedagogical council and the parents.\n\nOutcome:\nThe pupil's behavior was discussed at several meetings. I also had several sessions with the parents, but the student's behavior did not improve. He was eventually given disciplinary action. The student did not handle the atmosphere in the class very well, so when she transferred to the second grade, she went to a parallel class and there she finished elementary school in peace.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Žák byl velice pracovitý. Rád pomáhal např. S úklidem. Doma měla jeho rodina hospodářství, takže ho bavili i zemědělské práce.\nDisorders: Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1400", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Žák byl velice pracovitý. Rád pomáhal např. S úklidem. Doma měla jeho rodina hospodářství, takže ho bavili i zemědělské práce.", "student_diagnoses": "", "student_disorders": "Disrespekt", "teacher_approbation": "Vysokoškolské- titul Mgr., pro první stupeň ZŠ", "teacher_practice_years": "32", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/112", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day I substituted in the fifth grade. It was my first year out of school. The class was on the second floor of the school, which she had to herself. In the morning, I entered the classroom and saw a student with a phone in her hand - the school had a rule, set at the beginning of the year, that cell phones do not belong in the school. So I drew the student's attention to this rule. She rolled her eyes but put the phone in her backpack. The first hour passed peacefully.\n\nSituation (Anamnesis):\nI went to get tea during the break and when I came back, I found the student sitting under the stairs with her phone in her hand. I went to her and asked why she was on the phone again, when we talked in the morning about the phone not belonging to the school. She looked at me and said that we haven't talked about it, that this is the first time she has her phone out today. I looked at her and asked why is she lying to my face? She replied that she wasn't lying, that she just didn't remember.\n\nTeacher Intervention (Solution):\nWe returned together to the classroom, where the entire class sat in a circle and repeated the rules that we had established for the entire school and agreed upon together. I reminded you that not respecting the set rules can have consequences. The next hours passed in peace. After lunch, when the children have an afternoon break, I went through the garden to the neighboring building. A student was sitting against the building with a phone in her hand. I asked her what she needed the phone for today. She replied that she just wanted to scroll through Instagram. I took her to the assembly room in the main building, where I asked her in front of all the other teachers why she didn't respect the rules and if she knew that she could be expelled from school for that. The student started talking about the first time she had a phone in her hand and why I should expel her for picking up a phone once a day. So I asked her about the two previous incidents, but the student refused to talk.\n\nOutcome:\ndidn't know what to do, so we left together for the last class. It was a Czech language lesson where the students had to write a style paper on any topic. I picked up style work and learned from a student that she had been dating a guy over the Internet and that he broke up with her that day. The next day, the class teacher of the fifth grade was already present, to whom I told everything in detail. I know they dealt with it long after that. To this day, I regret that I did not have such knowledge as I do now. Today, I would handle the whole situation completely differently.\n\nStudent Profile:\nAge/Year: 10 5.ročník\nHobbies: Sociální sítě\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Neuznávání pravidel\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "112", "student_age_year": "10 5.ročník", "student_hobbies": "Sociální sítě", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Neuznávání pravidel", "teacher_approbation": "Magistr- Učitelství pro první stupeň ZŠ", "teacher_practice_years": "5", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1284", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was inattentive and always drew attention to himself during class. When he was in first grade, we went to do some activity on the carpet, so he kept rolling around on the carpet. When he was reprimanded, he didn't pay attention to it at all, it didn't help at all, he didn't respect authority. Once on a walk it got so bad that when I told them to line up and be careful when crossing the road, he shouted that he wouldn't listen and that I was a \"slut\n\nSituation (Anamnesis):\nThe student entered the first grade with one other peer. They both joined a group of children who had known each other since kindergarten from another village. In the beginning, he had great problems keeping his attention during the lesson, he was constantly shouting something. He was not singled out from the team. If the students worked in a group, the student had no problem getting included. He was pleased with the praise, which was a motivation for him, but sometimes he soon forgot about it.\n\nTeacher Intervention (Solution):\nIn the class, a reward rule was set, that if the student managed not to be vulgar at school, he got a star (sticker) in the sheet, which he then took home to show his parents. They also had an evaluation system at home, when the student obeyed their instructions, he got a reward. We always processed it together. We tried to motivate the student positively, not just negatively, because if we forbade him everything, it only got worse. So his parents promised him that if he managed to collect a certain number of stars from school, they would go to the cinema, for example. This reward system impressed him for a while, but over time it completely wore off. It was mainly the fault of the parents, because the mother came up with the fact that she was tired of sticking it up and it failed because of that. They also went to psychologists because they didn't know how to deal with education. He was recommended to stay in social homes, where these children with problematic behavior stay for two months and after that stay they should return with better behavior. In the end, this did not happen, the student only commuted to the psychologist on an outpatient basis.\n\nOutcome:\nWhen the reward system was set up, it had a short-term effect. It fell apart on the family because they stopped cooperating. And so the pupil received a reprimand from the principal, but it has no effect at all on the first grader, the child does not even know what it even means. It did not make an educational impression on him at all. I think that such a classification is completely unnecessary for a freshman. It is a rebuke to the parents, but the child gets nothing out of it at all. He didn't care what grades he got. But he probably studied well, he just didn't want to. By being inattentive and distracted, he made mistakes. He made so many mistakes in math, but out of inattention. He wasn't among the best, but he wasn't among the worst either. So since it failed, I reprimanded him afterwards rather than motivating him.\n\nStudent Profile:\nAge/Year: 7. let, 1. ročník\nHobbies: sport\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Consequences, Support, Cooperation with experts\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1284", "student_age_year": "7. let, 1. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Mgr., JČ, Náboženství, učitelství 1. stupně", "teacher_practice_years": "19", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/933", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught him only the Czech language, and the other teachers also complained about the pupil, that he did not have the required aids and did not fulfill his duties. He did not show himself in the class group, he was not interested in his classmates and stayed away from the group. He did not concentrate in class, did not do his homework and often fell asleep on the bench.\n\nSituation (Anamnesis):\nWe gradually found out that no one watches over the pupil at home and buys him school supplies. He often missed school and had no excused lessons, at first we thought it was truancy. After several sessions, the school psychologist found out that no one wakes the student up for school in the morning and the boy plays games all night.\n\nTeacher Intervention (Solution):\nUnfortunately, he failed at the end of the 6th grade, so he ended up in a pedagogical-psychological counseling center, which found out that the student suffers from ADHD, and that's how we got a female assistant for the student. The assistant started working with the student and paying attention to him. Unfortunately, the family situation continued to deteriorate and it escalated to the point that the child's social-legal protection authority removed the pupil from the family. The mother was found to be mentally unstable and unable to take care of her son. The boy was placed in an institution.\n\nOutcome:\nThe body for the social and legal protection of children was placed in a children's home and began to thrive. I visited the student and when he grew up, he even thanked me for getting out of the vicious circle. I remember this story perhaps even with reluctance, because it was very difficult to get the student to start learning and have a firm schedule and someone dedicated to him. At school, it is often difficult to tell whether everything is really all right in the family. For more than 5 years, no teacher noticed that there was something wrong in this family, and for that I am glad that we recognized it and started to decide what would happen next with the boy. The teacher told me that she chose this particular example from her practice, that she must believe in her feelings and impression and how the student appears to her. She worked with this boy for 2 years and she said that sometimes she wonders if she did everything right and the student could have gotten out of the family's influence even earlier, but it was difficult to solve and everything was very long-winded. So this case study could also be used a less well-managed case study.\n\nStudent Profile:\nAge/Year: 6. ročník a 11 let\nHobbies: Bohužel žádné, jedině hrál počítačové hry\nDiagnoses: ADHD\nDisorders: Záškoláctví,Neposlušnost,Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Support, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "933", "student_age_year": "6. ročník a 11 let", "student_hobbies": "Bohužel žádné, jedině hrál počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Záškoláctví,Neposlušnost,Pasivita", "teacher_approbation": "Vysokoškolské – Ing. a vedoucí ŠPP, vystudovaná speciální pedagogika a český jazyk", "teacher_practice_years": "36 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1433", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the end of the school year, when the pupil attended the 4th grade, the frequency of his disciplinary offenses began to increase. The teacher service in the corridor dealt with a physical attack by a student on another classmate several times. Likewise, the teacher dealt with these situations several times after entering the classroom at the beginning of the lesson. No injury ever occurred. The student first received a few notes from the teacher, followed by a reprimand from the class teacher. The teacher finally invited her mother to the school, she was very emotional. She told the teacher that her son is more withdrawn, they used to talk and had a nice relationship, now the son prefers to be alone in the room and answers his mother only briefly. The teacher suggested a visit to PPP, this solution did not seem good to the mother and she said she wanted to wait. On a school trip a few weeks before the holidays, during games in the forest, the teacher noticed a student standing against several classmates with a knife. He didn't threaten them or threaten them, he just stood facing them with a knife in his hand at his side, pointing to the ground. She confiscated the knife, took the student aside and asked why he had the knife, where he got it from, whether he usually carries it to school. She explained to him that this behavior was unacceptable and against school rules. She also informed the student that she intends to continue solving the situation. The student replied that he has the knife for defense, he sometimes carries it to school, but does not take it out, and that he got it from his grandfather for carving in the forest and working with models. The next day, after class, she invited the student's mother to school again. During the day, however, she took the student into the office to talk to him. The assistant wasn't there, but the teacher told her that the student was rude at first and didn't want to talk. After she told him that her mother would come to school again today and that she was forced to discuss the situation with the headmistress and that she was disappointed in him, he cried. Subsequently, he confided that three of his classmates constantly laugh at him and call him stupid, a moron, a moron, a moron, etc. They scold him for the concessions he has in čj (he completes instead of dictation), they walk around him and imitate his slow and stuttering reading, they push him, they overtake him at lunch ('uhni moron'), one of the classmates sitting behind him pokes and whispers insults to him for hours. He said he must be stupid and doesn't know how to get them to ignore him, that's why he fights with them. After a phone call with her mother, she asked the school psychologist to speak with him. This took place during the next lesson. After school, she handed over the knife to her mother and gave her a more detailed account of the conversation she had with the student. The assistant said that the next procedure was the same as always when there is only a hint or germ of bullying at school. The school prevention methodologist and the special pedagogue formed a circle with the pupils and, among other things, talked about stories where one person behaves inappropriately towards another. The students then tried to describe the feelings of the aggressor and the victim and looked for possible causes. The parents of three pupils were informed of the situation and the pupils were reprimanded by the principal. They were also offered an interview with the school psychologist. The student started the school year in a new class. The assistant had fun with the assistant from his current class, and the student seems satisfied so far. He gets to know his classmates, the new teacher devoted one hour to this, when the pupils introduced themselves to the pupil and he introduced himself to them. For several days now, they have been wearing name tags so that the pupil can orientate himself in names more quickly. He seems to get along with the student he is sitting with, they talk during breaks.\n\nSituation (Anamnesis):\nThe student lives only with his mother. He has no siblings. He didn't recognize his father. They live in an apartment in the city. The mother has a university education, works with the elderly. The student has a close relationship with his grandfather, who awakened the boy's interest in history and war machines. He glues together model airplanes that his grandfather buys him. Together with his grandfather, the student goes to the forest to pick mushrooms and learn about trees. The student is an intelligent boy. Compared to other boys, he is usually calm and conscientious. He is always ready for school, completes assigned homework. He has school supplies in order, neat notebooks. He always has things ready for the next class before the class starts. The student is an inquisitive, thoughtful student. He shows himself mainly in national studies, he has a deeper knowledge of history than other classmates. His creativity and skill are manifested in his work activities. He doesn't enjoy other subjects so much and his results are average, sometimes even below average. He refuses to read aloud in Czech, he only responds to the teacher's repeated prompts. His work pace is slower than other students. He was diagnosed with dyslexia and dysgraphia.\n\nTeacher Intervention (Solution):\nThe pupil's disciplinary infractions were first dealt with by notes from the teacher, then by the teacher's reprimand, and his mother was invited to school. The school suggested a PPP visit to the mother, which did not happen. In the incident with the knife, the knife was confiscated, the teacher explained to the student the seriousness of the situation and the subsequent solution. She invited his mother to school again. She had a private interview with the pupil, after informing her of the imminent consequences, he confided in her that some of his classmates were not treating him nicely, followed by an interview with a psychologist. The class was attended by a special teacher and school prevention methods. The aggressors were reprimanded by the principal and the student was transferred to another class.\n\nOutcome:\nThe student started the school year in a new class. The assistant had fun with the assistant from his current class, and the student seems satisfied so far. He gets to know his classmates, the new teacher devoted one hour to this, when the pupils introduced themselves to the pupil and he introduced himself to them. For several days now, they have been wearing name tags so that the pupil can orientate himself in names more quickly. He seems to get along with the student he is sitting with, they talk during breaks.\n\nStudent Profile:\nAge/Year: 10 let; 5. ročník\nHobbies: Historie, válečné tanky a letadla, modelářství\nDiagnoses: Dyslexie,Dysgrafie\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1433", "student_age_year": "10 let; 5. ročník", "student_hobbies": "Historie, válečné tanky a letadla, modelářství", "student_diagnoses": "Dyslexie,Dysgrafie", "student_disorders": "", "teacher_approbation": "Bc. ze speciální pedagogiky", "teacher_practice_years": "15", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1273", "content": "TEACHING CASE STUDY\n\nBackground:\nBy the time this student entered 1st grade, he could read fluently, count to 10,000, multiply and divide in the area of small multiplication tables, and master 1st grade grammar. But he could not write the shapes of small letters. The problem with writing, the mother refused, as well as the examination and inclusion in the 2nd grade. The student was often disruptive in class, for example when assigning other work commensurate with his abilities, so when he had finished his work he would disturb it by shouting, singing loudly or dropping things from the desk. When I gave him a more difficult task, he could no longer cope with its elaboration. He constantly demanded my attention, and if I didn't give him attention right away, it was all the worse.\n\nSituation (Anamnesis):\nThe pupil lived only with his mother, who later remarried, so the pupil had a surrogate father. Only the mother, who made relatively high demands on her son, went to school. The boy exhibited disruptive behavior in class every day. The boy had friends in class, but even in the team he tried to attract a lot of attention to himself.\n\nTeacher Intervention (Solution):\nWhen I asked the rest of the class to complete the tasks and then we checked the tasks, explained and explained the next work, the student in question had to be constantly busy. When we consulted the student's situation with his mother, she requested more extra tasks, but when the difficulty or volume of tasks increased, the boy refused to work and disrupted the class. Several times someone from higher management came to see the lessons, so it was known how the student works in the lessons and also how I work with him. I tried to make the student's tasks more varied, at the same time I also took into account the rest of the class and I tried to make the lessons more interesting for them, so that they enjoyed it and everyone felt equal.\n\nOutcome:\nConsultations with the mother and school management were repeated several times. In the end, however, the mother decided that her son was not developed enough at school and kept him at home for home education. I think that the student received an ideal volume and difficulty of tasks to complete, which was directly proportional to his knowledge. So I don't consider this situation to be less manageable, but quite the opposite from my side. Despite the fact that the mother eventually took her son to home school, because I provided maximum help for his development, not only with assignments, but also with all activities at school.\n\nStudent Profile:\nAge/Year: 6 let, 1. Ročník ZŠ\nHobbies: Stavebnice lego, elektrotechnika, počítače\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Proactive solutions, Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1273", "student_age_year": "6 let, 1. Ročník ZŠ", "student_hobbies": "Stavebnice lego, elektrotechnika, počítače", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské (titul Mgr.); učitelství 1. stupně", "teacher_practice_years": "27", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1261", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation began to develop a few years ago, when I was given a class of first-graders. The children were good, they found friends quite quickly and got used to school. Except for one of the little girls. She had problems with adaptation from the beginning. In class, she was as quiet as a mouse next to the other children, did not want to cooperate during lessons and often did not concentrate. For example, during math and Czech, instead of copying or completing the assigned task, she scribbled on the pages of the notebook. She seemed too withdrawn, like she didn't want to be at school at all. She didn't talk to anyone all day, she didn't read, she didn't want to change clothes for gym, and she didn't join in the games despite the encouragement of her classmates. She felt like she was going to cry at any moment. I decided to take her aside and ask her if everything was okay, if something was wrong, but even in this situation she was looking at the ground and didn't want to say anything.\n\nSituation (Anamnesis):\nŽačka comes from a complete family, she has one older brother. Due to difficulties in the development of speech, she attended speech therapy. He has an introverted nature and takes a long time to get used to a new environment. She prefers a smaller team, over time she found her best friend. Initially, communication with the teacher and classmates was difficult, she had a passive attitude and only completed tasks with help. She had average to slightly below average results, which was largely due to her lack of communication. Gradual improvement is excellent in some subjects.\n\nTeacher Intervention (Solution):\ndecided to contact the student's mother so that any problems could be caught in time. We made an appointment. At first she was taken aback by the situation, she claimed that the student communicated without a problem at home. She admitted that when she spent time with her daughter in the presence of strangers, she did not express herself much and was a little more withdrawn. In the end, we talked openly for about an hour. I learned that the student had a more sensitive nature as a child, often cried, was restless, and after an operation at the age of two, she became strongly fixated on her mother for a certain period of time. This continued until she started kindergarten, where she gradually got used to it. In view of the renewal of these problems with entering elementary school, we finally agreed that the best solution for the student would be a visit to a pedagogical-psychological counseling center. The examination took place in December and no diagnosis was confirmed for the student. At the suggestion of a psychologist and a special educator, an individual educational plan was drawn up for the student, taking into account her educational needs. The aim was to give the pupil time and space, to motivate her, to respect her personality traits - but at the same time to support her in various ways in her inclusion among her classmates, to introduce new subjects only after the previous subjects have been fixed, to transfer her to a desk in front of the teacher so that he has better supervision over it , how he concentrates, and individual tutoring with the class teacher in order to establish a closer relationship and better understand the curriculum/practice the material covered.\n\nOutcome:\nThe student is currently in the 7th grade and an individual education plan is still being created for her at regular intervals. Evaluation of effectiveness and updating of the plan always takes place after the half-year is completed. She reacted nicely to the changes from the beginning - being transferred to the first bench helped a lot. It turned out to be very important to gain her trust in the first place. After that, he cooperates without major problems and concentrates on completing the assigned tasks. However, it is important to respect her pace. She is good at languages, she is rated excellent in English and commendable in Czech. She has the biggest problems in mathematics, where she is rated as sufficient. There are still interventions twice a week with the class teacher, there is still a need to pay special attention to the student so that she grasps the subject matter correctly. However, she has made great progress in her approach to responsibilities. Her communication with her classmates also improved – she found a best friend with whom she spends a lot of time.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: kreslení\nDisorders: Nespolupráce,Bariéry v komunikaci,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1261", "student_age_year": "6 let, 1. třída", "student_hobbies": "kreslení", "student_diagnoses": "", "student_disorders": "Nespolupráce,Bariéry v komunikaci,Nepozornost", "teacher_approbation": "Mgr. et Mgr. (Učitelství pro 1. stupeň základní školy + Speciální pedagogika)", "teacher_practice_years": "34 let", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/908", "content": "TEACHING CASE STUDY\n\nBackground:\nstarted my teaching career at a vocational school. It was a school in a slightly troubled area that was notorious for unruly students. The situation I am going to describe happened in an English class. It's been a week since I called one of the students to test at the blackboard. The student completely ignored this challenge, even refusing to leave his seat in the desk and go to the blackboard. So I gave him a high five and announced that I would try him again next time to see how he was doing with the subject matter and give him a chance to correct his acquaintance. In the following hour, I called him again, but the situation repeated itself. The student refused to cooperate, while trying to find a solution, he began to behave very aggressively, raising his voice and using swear words. Coincidentally, at this very moment, the deputy director entered the class, who has worked at the school for many years, has extensive experience behind him and, simply put, knows what he pays for the students of this institution.\n\nSituation (Anamnesis):\nAs a new teacher, I often had difficulty coming up with suitable measures and solutions, so I always listened to advice from colleagues who have many years of experience behind them and know what works and what does not work for the students of this school. For that reason, I was actually glad when the representative intervened in the situation.\n\nTeacher Intervention (Solution):\nThe deputy principal started by asking about the situation and asked the student what was going on. He was still very upset, pointing fingers and cursing. He ended his speech by falsely claiming that he had been the victim of racist insinuations from me. The deputy director was very quick to respond by saying that such an allegation is very serious and should not be taken lightly. I said I had made no such remarks. The deputy principal then approached the situation as many years of practice had taught him, and since he knew the student and knew very well that he was a problematic student, he immediately began to focus on his duties and everything he was not fulfilling. For example, he started by saying that he does not have slippers, his clothing is completely inappropriate and represents the school negatively, he has a mess around his place at the desk, he does not bring his assignments and so on. After this enumeration of faults, the disciple asked if he still wanted to make the complaint he had been flaunting a moment ago. However, he calmed down in a moment and changed his mind. So the situation calmed down, the deputy headmaster left and the lesson continued.\n\nOutcome:\nAlthough the pupil did not become an exemplary student, a similarly serious situation did not recur. Problematic behavior continued to occur from time to time, but we never got into a situation that escalated.\n\nStudent Profile:\nAge/Year: 1.ročník\nHobbies: -\nDisorders: Rušení výuky,Lhaní,Porušování pravidel\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal aggression\nSolutions Applied: Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "908", "student_age_year": "1.ročník", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Rušení výuky,Lhaní,Porušování pravidel", "teacher_approbation": "Vysokoškolské – titul Mgr., aprobace anglický jazyk", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/603", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I was involved in seemed very innocent at first, but then escalated into a bigger conflict. The main actor here was a pupil who, during the Czech language lesson, disturbed the class with his would-be funny comments on the subject matter being discussed. At this time, the teaching was conducted as a frontal teaching, so that the pupils could create a record of the given subject. I showed the presentation with pictures and short notes, while I wrote additional information separately on the board. From the beginning, the student did not cooperate, did not take notes and constantly tried to amuse his classmates, especially the neighbors on the bench. Subsequently, a group of three students sitting nearby got carried away by his behavior and also stopped paying attention. Some of the classmates who were sitting nearby started shouting at the student asking him to be quiet. The slight noise in the back bench where the student was sitting ended up disturbing the rest of the class, which had been concentrating until now. Part of the pupils disagreed with his behavior, while another part, on the contrary, supported him. The result was class-wide noise caused by an unfocused student - students shouted at each other, stopped taking notes and stopped following the progress at the blackboard.\n\nSituation (Anamnesis):\nThe student already has longer-term problems with discipline, which are noted by several teachers. From the previous years at the lower gymnasium, he acquired the label of a known troublemaker, who was not noticeably affected by the consequences of his problematic behavior, by which I mean talking to the teacher, punishments or bad grades for behavior. The student has a good family background, his problems can probably be related to his learning disabilities, which complicate his studies. During the past 4 years at the junior high school, he was seeing a specialist who helped him with his problems, but an individual plan was not drawn up for him. As I know from other colleagues, his academic results, especially in subjects such as mathematics and physics, are more than satisfactory. I would also specify the student as a gifted student in the field of technically oriented subjects - he enjoys them very much and would like to work with these skills in the future. When I consider his spelling and expression difficulties, his marks in humanities subjects can be assessed as passable. From a performance point of view, I rate him as an average student. Problems arise for him in moments when the class concentrates on the teacher's explanation, and at the same time they have to either respond to his suggestions or make notes. I noticed that in these moments the student stops concentrating and automatically puts the pencil down. During some classes, I also noticed some of his disruptive tendencies during group work, but this happened rather rarely. The student likes a certain amount of attention and is building a reputation as a class entertainer, which he contributes to with numerous performances during classes. It was this eccentric nature of his that manifested itself in the described situation, viz. above.\n\nTeacher Intervention (Solution):\nIn the first moment, I turned to the whole class with a request to calm down. The class fell silent except for the student who was still trying to entertain his classmates in the back bench. Subsequently, I turned only to the student, who immediately stopped talking. The student was politely asked to be quiet and I added that we would talk again after the lesson. The student looked out of the window for the rest of the lesson and did not disturb his classmates. After an hour we had our conversation in my office. Teacher: 'Student, are you bored with my lessons?' Student: 'Well, not really.' Teacher: 'And what would you like to do in Czech, do you have any ideas for a better subject?' The student shrugs. Teacher: 'Student, how would you feel if I interrupted your presentation in front of the class? Everyone would be whispering and giggling and no one would be watching you. Do you think you would be comfortable with that?' Pupil: 'Probably not at all. I don't like it when people ignore me.' Teacher: 'You see. And I don't like it either. Hey, let's make a deal like this. I know you don't take notes and it's a shame. But you're almost an adult student, so it's up to you and I won't talk to you about it. If I respect you in this, then you respect me and don't jump into my interpretation. Today I had to discuss something, next time you and your classmates will get the chance again, but we can't all talk at once. Do you think we can come to an agreement like this?' Student: 'Well, I guess so.' Teacher (smiling): 'I guess? Well or not?' Student: 'Well, I'm sorry.' Teacher: 'That's great, I'm glad we talked about it and came to a reasonable agreement.'\n\nOutcome:\nIn my opinion, in the next Czech language lesson, the student behaved better and did not jump into my speech during the explanation. In addition, he was given his place as part of the presentation of the result of the group activity, which was related to the topic of ancient literature - the student presented an excerpt of a play, an excerpt of which was then staged by a group of students from the group in front of the rest of the class and in front of me. I evaluated the performance positively and the student got a feeling of satisfaction. His group deliberately presented their work among the last, so the student paid attention the whole time and recited the prepared text as quietly as possible. I think that the lesson conducted in this way suited him more than the classic frontal teaching, which unfortunately we cannot avoid. At the end of the lesson, as part of joint repetition, the student signed in and answered questions reflecting the acting performances of the individual groups. I would like to give the pupil more space in order to support his attention and interest in the Czech language.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník střední školy\nHobbies: fotbal, hokej, animované seriály\nDiagnoses: Dyslexie,Dysgrafie,Dysortografie\nDisorders: Rušení výuky,Absence\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "603", "student_age_year": "15 let, 1. ročník střední školy", "student_hobbies": "fotbal, hokej, animované seriály", "student_diagnoses": "Dyslexie,Dysgrafie,Dysortografie", "student_disorders": "Rušení výuky,Absence", "teacher_approbation": "vysokoškolský titul – český jazyka a literatura, francouzský jazyk a literatura", "teacher_practice_years": "21", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/925", "content": "TEACHING CASE STUDY\n\nBackground:\nThis inconvenience happened when I was a 5th grade classroom teacher for only about half a year, and by coincidence, a new psychologist came to our school, who had an office right next to my classroom. The psychologist visited me less than a week after she started, saying that a student from my class came to her with a problem. She claimed that the student came to her saying that she was being bullied by her two classmates (students B and C). The bullying was supposed to take place through profanity and trying to get as many classmates as possible to join in the bullying.\n\nSituation (Anamnesis):\nAll three girls in the six months that I knew them were absolutely problem-free, friendly, with excellent results and I never observed any aggression from them. Of course, I was the first to try with the psychologist and the student to find a procedure that we would all agree on. My idea, to call the psychologist and the actors themselves and talk about the situation, was immediately rejected by the student, as she was afraid that after the confrontation, the bullying and insults would multiply even more. The psychologist and I agreed that we would try to get some information from the girls' classmates. After confessions from a few pupils, we really found out that before the girls didn't have any problems, on the contrary, they used to be friends.\n\nTeacher Intervention (Solution):\nIt turns out that the friendship was probably interrupted by some dispute regarding the student's growing popularity with the boys in the class. The profanity that students B and C shouted at the pupil would correspond to this motive for bullying. We tried as much as possible to avoid any situations where the bullying could continue; during the school trip, despite the 'ban', the psychologist and I were able to arrange a change of room so that the student did not have to share accommodation with students B and C. With the fact that we really did not want to take the risk of the bullying getting worse after the situation with the girls was resolved B and C, we decided to call the girls into the cabinet, but under a different pretext. Instead of a direct confrontation about bullying, we decided to take a slightly different approach. Knowing that all three girls used to be very good friends, girls B and C and I talked about friendship, how important it is, what it means to us, and that we should respect our friends. In this conversation, I tried to ask about their relationship with the girl, hoping that the girls would wake up a little.\n\nOutcome:\nfew days after the conversation with girls B and C, I contacted the student to familiarize myself with possible changes in the situation. The girl confirmed to me that for several days no one had made inappropriate comments about her, nor had anyone scolded her. All three girls became friends again by the end of the year. I am satisfied with how this situation ended, but I would have liked it if I could have noticed the bullying myself before the student sought out a psychologist.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Trávit čas s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "925", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Trávit čas s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., český jazyk, anglický jazyk", "teacher_practice_years": "12", "problems_annotated": "Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1119", "content": "TEACHING CASE STUDY\n\nBackground:\nThe children on the school trip were making quite a bit of noise on the train ride, so we decided that they had to calm down and they couldn't play the speakers at full blast because no one cared. After getting off the train, the conductor came running to see that there was a washing machine and a thermos in it. We knew whose speaker it was, and the thermos had to belong to it. We took it to pass it on to the kids and work out whose it was. It was strange that someone was carrying a thermos in June. After changing to the next train, I unscrewed the thermos and smelled herbal alcohol.\n\nSituation (Anamnesis):\nThe student really broke something at school, there were conflicts, using a mobile phone when it was forbidden. It was little things that escalated and we had an inkling that there would be a problem on the trip. In addition, he was there with an older friend, which was not an ideal couple, so we kept an eye on him. He was troubled, but not a bad boy. Rather, he was testing where he could go and what he could try.\n\nTeacher Intervention (Solution):\nAfter settling in, we called the children. Before the trip, they were instructed about the prohibition of alcohol and cigarettes and inappropriate behavior, and parents signed a paper stating that they would come for them in case of violation of the school rules. We wanted someone to confess to the thermos, but the person already knew what it was about, so he didn't come forward. We knew who was sitting at the table in the train, where there was a retort and a thermos. No one came forward, so we hit him separately and he didn't deny it, but begged us not to call the parents, that he would never do it again. Because it was a violation of school rules, we said he would go home. We called his parents, his mother came to pick him up. She recognized the thermos, said it was theirs and that the alcohol was from the house. He went home with her and then we dealt with it with a demotion.\n\nOutcome:\nWe fixed it on the spot within an hour. The parents knew that the conditions were given, so we solved it on the spot in the short term. For a long time after the return, it was discussed at the pedagogical council, because it was towards the end of the school year. The third level of behavior was already discussed and there was no further deterioration. He was taken aback, the trio did not please him and there was some discussion of the situation at home. The parents understood that he was causing problems, and by the end of the year there had been no more incidents.\n\nStudent Profile:\nAge/Year: 7. ročník, 13 let\nHobbies: Posilování\nDisorders: Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1119", "student_age_year": "7. ročník, 13 let", "student_hobbies": "Posilování", "student_diagnoses": "", "student_disorders": "Neposlušnost", "teacher_approbation": "Mgr.; Český jazyk, Občanská výchova, Speciální pedagogika", "teacher_practice_years": "22", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/621", "content": "TEACHING CASE STUDY\n\nBackground:\nTwo years ago, I took over a class from a colleague to teach English as their third teacher of the already mentioned subject. Unknowingly, there was a very self-confident girl in my new class who was almost on par with my previous colleague and was very close to her based on acquaintances from her personal life. The girl expected the same approach from me, when she didn't get this approach, over time she rebelled during lessons, disturbing both the lesson and her classmates. I myself treat all students the same and try to maintain professionalism.\n\nSituation (Anamnesis):\nThe girl was in an ability-heterogeneous collective of the third class of the English grammar school, majoring in living languages. The class she was a part of was never notorious for discipline, most of the pupils were honest, hardworking students who had above average grades not only in English. The girl was no exception in terms of grades, so I was surprised that she was on such a different note disciplinary-wise than her classmates. The situation was so heated that her closest friends themselves created an initiative and went to their class teacher with a request for help with the situation. The girl herself answered sarcastically during English lessons, took notes on the course and content of the lesson, shouted and shouted from the desk, refused to do work both during the lesson and as part of homework, laughed out loud from the desk, was on the phone and did not pay attention. On the part of the parents, it was a free flow of the situation, they refused to help us constructively with the problem.\n\nTeacher Intervention (Solution):\nSince only her classmates were interested in my situation and hers, and her behavior negatively affected the lessons, I decided to let the situation go its own way. As a decisive moment, I consider my conversation with the girl at the end of the semester, where I invited her to my office for a short conversation. In the interview, I tried to explain to the girl the purpose of my lessons and how she could participate in them differently than within the current limits of her behavior. I would popularly describe the type of conversation as \"from the heart.\"\n\nOutcome:\nAfter our conversation, in the following semester I noticed an almost complete change in both her behavior and her attitude towards me and towards studies as such. For me, it was crucial that she saw the meaning of our work here, and later I learned at her graduation party that this was a general change in the other classes as well, which I consider my success. The girl's results improved, disciplinary problems almost completely disappeared, she successfully graduated, went on to university abroad, and we are still in occasional friendly contact through social networks.\n\nStudent Profile:\nAge/Year: Třetí, 17 let\nHobbies: -\nDisorders: Rušení výuky,Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "621", "student_age_year": "Třetí, 17 let", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Rušení výuky,Nespolupráce", "teacher_approbation": "Magisterské", "teacher_practice_years": "16", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/345", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring a break between English class and reading, the three boys started arguing about something. I registered the confusion only when they started talking very loudly and I heard the sentence: 'When you have Holy Communion, you will go to confession, so you will be able to lie, because you will confess to the priest.' The other boy spoke up and objected: 'That's not true, you can't lie.' and the third called the first a liar (probably repeatedly). At that moment I entered their argument and stopped their debate with the words 'Guys, don't argue.'\n\nSituation (Anamnesis):\nNext, I began to ask about the reason for the dispute. I found that at the beginning the boys were talking about another boy from the neighboring village having a game and the other guys he told about his friend and his game didn't believe him. The boy objected with the aforementioned sentence about the fact that he can lie because he will be interviewed by the priest. The boy who claimed to be able to lie is hard of hearing and speechless. The boy does not wear hearing aids, the mother is almost deaf. The boy often gets into conflict situations due to a misunderstanding from a misheard or misspoken statement.\n\nTeacher Intervention (Solution):\nAfter the conflict, the boys together with other children started talking about the priest and God. I changed this debate to the topic of different religions and that different peoples believe in different gods and in several gods, I specifically mentioned Buddhism, African tribes and the history of paganism. This was followed by an explanation to the children that they must not lie under any circumstances and a repetition of other rules of decent behavior.\n\nOutcome:\nIn the following reading lesson, in which I was substituting for the sick teacher that day, we read a story from the book Old Greek Myths and Legends. We debated about the gods and the plot that was mentioned in the story. Subsequently, a debate broke out among the children about the fact that lying and stealing are not allowed. After the reading lesson, the children stopped talking about the whole situation and by the end of my time in the class, this situation did not happen again.\n\nStudent Profile:\nAge/Year: 9 let/ 3.ročník\nHobbies: Žák navštěvoval v ZŠ čtenářský kroužek a kurz angličtiny. Mimo školu navštěvoval náboženství.\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Proactive solutions, Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "345", "student_age_year": "9 let/ 3.ročník", "student_hobbies": "Žák navštěvoval v ZŠ čtenářský kroužek a kurz angličtiny. Mimo školu navštěvoval náboženství.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Asistent pedagoga s ukončeným kurzem AP, studující bakalářské studium na pedagogické fakultě.", "teacher_practice_years": "3 roky", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1495", "content": "TEACHING CASE STUDY\n\nBackground:\ncame to class, the student was sitting with his feet on the bench and refused to do anything. When I asked him why he wasn't doing anything, he replied that he didn't feel like it. He then angrily packed his things, but remained seated for an hour. The other students noticed him at first, but then they devoted themselves to teaching. After the lesson, I asked the student what was going on. The student started mumbling something unintelligible and it was obvious that he was becoming aggressive. So I told him in a slightly angry voice that he had to do something and that he should immediately move on to the next lesson. The student got up abruptly and left indignantly. After a while, I saw the student walking away from the school.\n\nSituation (Anamnesis):\nA 15-year-old student who, in a short period of time, has changed from a \"one-man\n\nTeacher Intervention (Solution):\nSo I went to him to get him back to school because I have a responsibility for my students. I caught up with him and said: \"Student, what are you doing?\" You still have physics and two more classes.\n\nOutcome:\nSchool staff called the police and the parents. And since this situation took place at the end of the ninth grade and the student had problems with other teachers, it was resolved with a reduced behavior grade. The student did not return to classes at this primary school.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: Florbal a hokej\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Arogance,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1495", "student_age_year": "15 let, 9. ročník", "student_hobbies": "Florbal a hokej", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Arogance,Lhaní", "teacher_approbation": "Mgr., ČJ, TV", "teacher_practice_years": "30", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1034", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of my practice, I taught 3rd-4th grade. When I got the class, there were no significant problems between the students. However, there was one boy who was more expressive than the other students. He was often disruptive during class and always tried to draw attention to himself in some way. He was very fond of showing off in front of others and showing off. He received lots of new things from his parents, which he wore to class to show off. Bragging about things and showing off has gone too far. There was one quieter student in the class who was not very involved in the group and his social status was lower than that of the other children. In order to show how interesting he is and how much he has, the first student began to use the quieter student by pointing out his quietness and low social status. He laughed at him, mocked him and sometimes poked him. I was quite inexperienced at the time and didn't notice it right away. No one in the class told me that something like this was going on, and the quieter student didn't turn on me either. I didn't notice much in class, because I thought that the fact that the quieter student is quieter and avoids others is actually normal for him. I only noticed it on a school trip, when I heard insults and mockery of his person.\n\nSituation (Anamnesis):\nThe first student - a bright student, however, his school results are average, he shows off and elevates himself above others, rather extroverted, friendly, popular among his classmates. A quieter student - a quiet type, he doesn't get involved in the team much, he likes his peace, he's not talkative, overall he's a good boy who likes to help, he can be relied on.\n\nTeacher Intervention (Solution):\nUntil the school trip, when I didn't know about anything yet, I didn't take any steps or solve the situation. I only noticed it on a school trip. After hearing a few insults from the first student, I reprimanded him and told him not to do it again, that it is not nice and friendly. I didn't register any other problems on the school trip, so I thought it was probably just a one-time thing and I didn't deal with it further. The quieter student was still rather withdrawn from others and depressed, but I thought it was because he was an introvert and had such a set personality. But that was my fault. After arriving from the school trip and starting school again, the quieter student fell ill, he often complained at school that he had a stomach ache, for example, so he could go home. After a while it felt strange and I asked him if everything was okay. He replied that nothing was happening, but I knew it wasn't. I wondered what could be happening and focused more on the situation in the classroom. I noticed that the first pupil and the other children giggled when the quieter pupil said anything or went somewhere. The quieter student had no friends in the class. Sometimes he had fun with someone, but it wasn't that kind of friendship, because the other children were more on the side of the first student and thought it was fun. But it wasn't fun for the quieter student. After noticing the giggles here, I told the class in front of the class that I noticed it, what could they tell me about it. However, the class did not react and no one said anything. I tried to talk to them in the way that laughing at someone is not nice and that we should respect. It didn't work and the students didn't react to my presentation. I didn't know what to do, so I turned to my colleague, who dealt with these things at our school. It was found that at the beginning of the fourth grade, the first student started to pick on the quieter student, it happened occasionally. After Christmas it became more frequent, violent and intense, and some children joined in the taunts.\n\nOutcome:\ncan't tell if the problem is completely solved or not. The whole situation began to be resolved more significantly around February and it was not resolved immediately, it took more time. I am not satisfied and it has been bothering me for a long time, because thanks to my carelessness and inexperience it did not have to go this far. The quieter student was needlessly worried and I should have intervened earlier and better. It dealt with the rest of fourth grade and seemed to get better, but I can't say for sure. After the fourth grade, students switch to another teacher. So I don't know if the solution was successful in the long run or not. The whole situation affected me at the beginning of my internship, so I changed my profession for a few months, but then I came back.\n\nStudent Profile:\nAge/Year: Adam: 1O let, 4. třída / Lukáš: 10 let, 4.třída\nHobbies: Jízda na kole, kamarádi, sport / malování, čtení, příroda\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1034", "student_age_year": "Adam: 1O let, 4. třída / Lukáš: 10 let, 4.třída", "student_hobbies": "Jízda na kole, kamarádi, sport / malování, čtení, příroda", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "26", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1222", "content": "TEACHING CASE STUDY\n\nBackground:\nOnce I came to teach geography in the ninth grade. The student behaved very cheerfully from the beginning. He was constantly commenting on the curriculum out loud and not doing the assigned work. He also chatted with classmates who were sitting nearby, disturbing them. I reprimanded him several times and told him to complete the task and not disturb others. He always calmed down for a while, but then he started interrupting again and talking with his neighbor on the bench. It was my last class that day, so it made my teaching very difficult. I was just tired.\n\nSituation (Anamnesis):\nNinth-grade elementary school student, popular among classmates, above-average intelligence, phlegmatic, extrovert, athlete, cooperative in other cases Class – 16 students, good team, no cases of bullying, average good grades\n\nTeacher Intervention (Solution):\nHalfway through the hour, the situation was starting to spin and I was losing patience. It was clear to me that I would not force him to work in any way and that he would continue to disturb. So I decided, maybe hastily, I didn't think about it much, I just got angry. I told him that I had enough and that he would set up the next class, because I was no longer on his nerves, and that he should try what it's like from the other side and that I would behave the same as he does. I gave him an assignment of what we had to discuss and continued teaching. When I left at the end of the class, I felt like I could have done it differently, I wondered if I had overdone it, and I had a bit of a guilty conscience. Of course, I prepared the lesson for the next lesson, because I expected that the student would decide to do as if it was nothing and that we would forget everything. I also wanted him to discuss something that he really can't do himself. Yes, I gave him some materials, but it was probably a very demanding request. On the other hand, I knew that the student was very intelligent because he didn't need to study for any of my tests and thus could pass. Anyway, this class left me very exhausted and I felt bad about myself.\n\nOutcome:\nWhen I asked the student to teach the next lesson, he was taken aback and tried not to disturb me any further. The whole class was more shocked because I am usually not that authoritative and I don't allow myself to be provoked. I came to the next class and wanted to start teaching normally. However, the student reported that he had prepared the lesson. I was very surprised and could see that he regretted his behavior, but at the same time it was clear that he wanted to show off in front of the class. So I sat down in the pew and let him lead for an hour. I didn't keep my word and I didn't interrupt because I didn't want revenge or anything like that. The student had a well-prepared lesson, but it often happened that he was not able to answer the questions of his classmates, which was understandable. Also, when they started talking to each other, you could tell that his casualness was leaving him and he was getting nervous. However, he persevered and taught the entire lesson. I knew she could do it. He was above average intelligent and popular, so there was no danger of others picking on him. However, after an hour he came to me. And he sincerely apologized to me. He had already apologized to me the day before, but this was something else entirely. He told me that he never wanted to teach again and that he didn't understand how I managed it. After this lesson I was satisfied with my solution. Today it is already possible to find it in various manuals, but back then (approx. 13 years ago) it was an unusual solution. Actually, I don't know of anyone who used it back then. In the long run, I can say that it was a successful solution. The student had more respect for my interpretation. He tried not to interrupt and it probably brought us closer, as if he had more understanding.\n\nStudent Profile:\nAge/Year: 15 let 9. třída\nHobbies: Knihy, matematika, basketbal\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1222", "student_age_year": "15 let 9. třída", "student_hobbies": "Knihy, matematika, basketbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Zeměpis", "teacher_practice_years": "15", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1385", "content": "TEACHING CASE STUDY\n\nBackground:\nThe most problematic student I taught was a student. The problem consisted mainly of disrespecting authority and repeatedly interrupting and not responding to orders. The student often refused to complete the assigned tasks because they did not make sense to him and he was not interested in the material being discussed. He claimed that teaching bored him and instead of working, for example, he drew in a workbook.\n\nSituation (Anamnesis):\nStudent - boy, 11 years old, 5th year of elementary school, rebellious to explosive, rather a loner, got along with his classmates, in the 5th year his academic results worsened, gifted but unmotivated.\n\nTeacher Intervention (Solution):\nIf the student behaved in a problematic manner and did not respond to the admonition, I threatened to give him a note or call his mother to the school, which he usually obeyed. He also took the decline in grades badly and this forced him to put more effort into teaching and less distractions.\n\nOutcome:\nToday, I would not only reprimand the student, but I would try to figure out the cause of his worsening behavior and work on it mainly to motivate him to learn. As a result, group work, which he enjoyed and paid attention to, had the greatest impact on the student.\n\nStudent Profile:\nAge/Year: 11 let 5. ročník\nHobbies: t\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1385", "student_age_year": "11 let 5. ročník", "student_hobbies": "t", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání, ČJ a AJ", "teacher_practice_years": "17", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/434", "content": "TEACHING CASE STUDY\n\nBackground:\nMy class had a gym class where the students were outside and a group of boys built a bunker. A student who already had disciplinary problems with his classmates in the past and therefore repeated fights between them, which gradually led to hatred between him and the vast majority of his classmates, wanted to join a group of boys. The fact that the boys did not want to let him in resulted in one of them being attacked with a fist. After PE, the next class was held by a teacher who is very respected at our school, is strict and has many years of experience in education. There was a negative atmosphere in the classroom. And after the pupil was constantly disturbing and not doing what he was supposed to, the teacher ran out of patience and said to the pupil: 'Like a father, like a son'. You're using the wrong pencil, you're supposed to write with a pen! You can see that you have no money...'\n\nSituation (Anamnesis):\nThe student comes from a socially weak family that is dysfunctional. Lives with both parents unless the father is serving a sentence. The pupil is a naughty, disruptive pupil, he bullies the children and swears at them. He often fights with one classmate even outside of the school environment and they do pranks on each other. He was already in the director's office several times and there were also complaints from parents. Based on the incidents, he was under the care of SPP and a psychologist.\n\nTeacher Intervention (Solution):\nClasses continued and nothing was resolved. That day, the student's mother told me that she did not like this kind of behavior. Of course, I didn't have any more detailed information about the situation, so I wrote as a class teacher that unfortunately I don't know anything about it and that she should contact that particular teacher.\n\nOutcome:\nThe student's mother has not responded. I believe that she did not want to confront the teacher, who has many years of experience in her defense and sees how the level and morale of the children deteriorates with time. She doesn't like that children don't respect each other.\n\nStudent Profile:\nAge/Year: 11 .let, 5. ročník\nHobbies: otevřená otázka\nDisorders: Rušení výuky,Šikana,Slovní agresivita,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "434", "student_age_year": "11 .let, 5. ročník", "student_hobbies": "otevřená otázka", "student_diagnoses": "", "student_disorders": "Rušení výuky,Šikana,Slovní agresivita,Fyzické násilí", "teacher_approbation": "Magisterské vysokoškolské vzdělání (dějepis,občanská výchova)", "teacher_practice_years": "3", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1245", "content": "TEACHING CASE STUDY\n\nBackground:\nconsidered the teaching profession to be simple and fun, but when I entered Gymnasium and college, I lost my opinion of simplicity. On the contrary, I began to realize the whole essence of the profession, especially its variability and demandingness. Nevertheless, I stayed at my job as a teacher. I have a student in my class for about the second year who has had an assistant since the first grade, who works within the whole class. The pupil requires SEN and visits a special pedagogue.\n\nSituation (Anamnesis):\nŽačka grew up with her older sister and mother without a father in a block of flats. The problems started already in the first grade of elementary school. She was not popular among her classmates, she has a stern expression on her face and gives a serious impression. From the beginning of the class, groups of friends began to form, and the student did not have time to join any group and remained alone. Her bad attitude towards her classmates and adults is compounded by constant lying and making things up.\n\nTeacher Intervention (Solution):\nThe resolution of the situation began with an attempt to verbally negotiate with both students about the dispute regarding the pen. I tried to calm the children down and explain the possibility of a misunderstanding. The boy calmed down, but the pupil acted with verbal aggression towards me as well. I suggested that both students write down the information about the pen. Together with the assistant, we consulted both versions and agreed on the credibility of the boy.\n\nOutcome:\nI invited the student to me to talk about the seriousness of accusing someone of theft. A similar situation was repeated and I had the pupil write down how she should behave towards her classmates. Disagreements and complications with the pupil continued.\n\nStudent Profile:\nAge/Year: 11 let, žák na druhém stupni\nHobbies: malování, domácí mazlíček  králík)\nDiagnoses: Problematické chování\nDisorders: Lhaní,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1245", "student_age_year": "11 let, žák na druhém stupni", "student_hobbies": "malování, domácí mazlíček  králík)", "student_diagnoses": "Problematické chování", "student_disorders": "Lhaní,Vulgární vyjadřování", "teacher_approbation": "vysokoškolské – titul Mgr, aprobace Čj", "teacher_practice_years": "cca 15", "problems_annotated": "Lying and cheating, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/430", "content": "TEACHING CASE STUDY\n\nBackground:\nregularly taught sixth grade English and never had a problem with authority or obedience from children. But then there was a slight problem. When I reflected on the solution I used, I came to the conclusion that I had chosen a bad and disproportionate solution. It all happened in the sixth grade with a boy whom I will call a pupil for this case study. I was teaching English grammar. I'm used to my classes being very contact-based, so I ask a lot of questions and discuss with them a lot. So it's already quite lively in the classroom. But when someone else starts having fun outside of the conversation on the topic, it interrupts. I had only been in the sixth grade for about a month when the student started showing up. For one hour, he repeatedly turned to the boys behind him, nudged the students in front of him, and spoke loudly into my speech.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD, which of course I knew. I also knew about the classes of other teachers who complained about him repeatedly. It was still the same thing - disruption, marching around the class, making classmates angry, shouting.\n\nTeacher Intervention (Solution):\nThe student disturbed not only me, but also his classmates. Of course, I tried to take his diagnosis into account, but one day I burned myself out. When the student turned around again and did not respond to my instructions to stop, I foamed. I'm not in the habit of yelling, so I just raised my voice slightly and told him quite strongly to calm down and immediately go sit in the front. But the student just lowered his head and didn't answer me at all. He didn't even sulk, he just looked at the table and didn't even respond to my explanation that this is not done. He was completely stuck and could not be moved.\n\nOutcome:\nImmediately after the incident, it was impossible to move the student. He just sat there and shook his head in bewilderment. I let him be for the rest of the lesson and taught him without calling him out and without our situation being resolved. He remained seated where he sat. I then decided to consult with my parents. I learned from them that he also does this at home and that they also don't know what to do with him. I realized that I was pushing the student too much and raising my voice, which could have been uncomfortable and confusing for him as a child with ADHD. Therefore, I chose a different tactic for the next lessons and always spoke gently to the student, and finally I found a way to reprimand him without scaring him. I reacted unnecessarily harshly in class, which didn't pay off for me either.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: Fotbal, počítačové hry\nDiagnoses: ADHD\nDisorders: Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "430", "student_age_year": "12 let, 6. ročník", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Neposlušnost", "teacher_approbation": "ČJ, NJ, FrJ, AJ", "teacher_practice_years": "24", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/635", "content": "TEACHING CASE STUDY\n\nBackground:\nEvery year, our school organizes different competitions for pupils to motivate them to sort waste, love nature, recycle, etc. This time it was paper collection. The children brought various old notebooks or newspapers to school and each class wanted to bring as many as possible to win, because the winning class was promised a night at school and a rich program of games, a trail of courage, ... I was the class teacher of the last study class at our elementary school . The children were very clever, hardworking, but sometimes just too much and they didn't know the limits when their behavior and efforts go too far. In paper collecting, they were separated from first place and the last 5 kilograms and they really wanted to win. On the last day before the announcement of the winners, they gained 10 kilograms on their imaginary account and won the entire competition. I was very proud of them and looked forward to being with them, but I didn't know what problems would arise. The next day, the director came to see me and it was definitely not a pleasant conversation. She was upset, stressed and very angry. It was discovered that a large number of old textbooks, which were in the basement of our elementary school, had arrived at the collection yard and were supposed to be taken to the agreed place and received a relatively large sum of money for it. It was also known that this batch of paper came from my winning class. Honestly, I was completely sick. The headmistress shouted at me, I didn't know what to say myself, and there was a full class of children waiting for me, who really disappointed me. I calmed down and came to class. I told them what I had just learned and asked who did it. Silence followed. I asked random children and then specific ones that I knew were them. The girls were in denial, they lied, they made it up, that the management just didn't like them and didn't want them to win the night at school. I didn't shout, I didn't point at the culprits, but I just said: \"Until the person in question confesses and apologizes to both me and the headmistress, you will not participate in any events, we will not go on any class trip, and last but not least, the whole class will pay the amount , which our school should have received for the sale of textbooks.\n\nSituation (Anamnesis):\nThe class always had great results and participated in many competitions and trips and so on. So I expected them to try very hard to win this challenge as well, but I didn't think it would go that far. On the other hand, I have to appreciate the fact that none of the children revealed the three girls that they stood together as a whole. For better or for worse. I think I could have behaved more cruelly, but then again, in my opinion, it is better if the girls thought about themselves like this and came to apologize.\n\nTeacher Intervention (Solution):\nThe girls loved being the center of attention, so when they brought in the amount that won them the victory, they really enjoyed that glory. They were at an age where they didn't realize that it could have any consequences or that it was wrong. Personally, I was quite disappointed by the lying. I thought they were decent and nice girls, and then they turned out to be such frauds. Yes, they admitted their guilt and came to apologize, it's hard to overcome the shame in yourself like that, and I think it affected their behavior a little afterwards. Only then is there a question of how many things have they lied or not acted fairly like this before. One should not have prejudices, but it is true that I was more careful about them then.\n\nOutcome:\nThe situation was resolved, and even the children accepted that the win was not fair. The girls especially regretted it, because the rest of the classes then said about my class that my children were frauds, but then it went away. Fortunately, my students stood by each other and over time it was forgotten. The girls learned a lesson in life that the truth always comes out and it's better to be fair than to cheat.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: Trávení času se spolužáky, sporty\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Disrespectful communication, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "635", "student_age_year": "12 let, 7. ročník", "student_hobbies": "Trávení času se spolužáky, sporty", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Magisterský titul, aprobace: Český jazyk a Občanská výchova", "teacher_practice_years": "31 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1171", "content": "TEACHING CASE STUDY\n\nBackground:\ngave the students the task of correcting the dictation and justifying why it is written soft or hard in which situation and so on. I let the students work independently. After a while, the three students started yelling at each other. 'Teacher, they are arguing in the office.' I silenced one student. Another student spewed. 'Mrs. teacher, they're chasing their impaling dicks over there!' Without a reaction, I started talking to another student and asked him about the first sentence. I even came up with a reward for the correct solution and defending the correctness, but the student continued. 'He's probably rubbing frn*y there.' I ignored the remark and called the student in question to explain the sentence. He refused to answer.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on each side of the class so that they have as little opportunity to communicate with each other as possible, i.e. to influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nI tried to calm the students down. Unfortunately, that didn't work, so I tried to ignore the notes and focused on the other students. But this group was so disturbing that I tried to call one of them as a warning to the others. Unfortunately, this did not work at all, rather the opposite, and the inappropriate behavior continued on and on. Until my nerves snapped and I scolded the students for disobedience. The students were obviously amused by this and did not take it into account. The bell saved me.\n\nOutcome:\nThere was no solution, the class only managed to correct the dictation in the whole hour and the problematic students escaped without problems. On the contrary, there was frustration on the part of the teacher. So, in the next lessons, the students continued and maybe even in the future the disruptive behavior will increase.\n\nStudent Profile:\nAge/Year: 14, 8.                                                                 ročník\nHobbies: Lední hokej\nDiagnoses: Poruchy učení,Dyslexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1171", "student_age_year": "14, 8.                                                                 ročník", "student_hobbies": "Lední hokej", "student_diagnoses": "Poruchy učení,Dyslexie", "student_disorders": "Lhaní", "teacher_approbation": "?", "teacher_practice_years": "Absolvoval/a nějaký relevantní kurz, výcvik na zvládání problematického     chování, nekázně nebo komunikace ve třídě a podobně (zatrhněte):      Případně uveďte název (otevřená otázka):    Kazuistika ++     Jak můžete začít rozhovor s učitelem(kou)/asistentem(kou):     Otázka: Kdybyste měl/a zaměřit svou pozornost na situaci, kdy jste s žákem    řešil/a nějaké problémové chování, co by to bylo za situaci?     Po odvyprávění situace si ověřte, zda učitel(ka)/asistent (ka) považuje    situaci za dobře zvládnutou nebo pochybuje/ je si nejistý zvoleným    postupem. (použijte škálu uvedenou níže)     Otázka: Jak byste vyhodnotil/a zvládnutí této situace Vámi? Jde spíše o    dobře zvládnuté rušivé/problémové chování žáka?     Pokud jde o dobře zvládnuté rušivé/problémové chování žáka/žáků    (inspirující", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1328", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose as if nothing had happened. A student suddenly stood up during a national studies lesson and threw a chair at his classmates. It was a shock for the whole class, the chair bounced off the table of his classmates, who he was throwing it at, and made a big blow. The student was very angry and tried to go away from his place. His desk was roughly in the middle of the class, which had a classic back-to-back arrangement of desks, so he didn't have much room to move around, and that made him even more nervous. The whole situation arose from the whispering of classmates sitting in front of him. He thought they were talking about him and it bothered him a lot. He was getting nervous about it, and it freaked him out so much that he grabbed a chair and threw it. He couldn't control the rage that built up in him in a short moment and made him lose his concentration.\n\nSituation (Anamnesis):\nPupil – 4th grade pupil; he does well in school, excels in general knowledge - likes to read encyclopedias, is interested in history; he has been diagnosed with behavioral disorders and finds it difficult to work with strongly emotional experiences - he is aware of his outbursts and immediately regrets them and wonders what he did.\n\nTeacher Intervention (Solution):\nBecause the student was full of emotions, he could have jumped out of the window, immediately after the incident I took him to the edge of the room and rushed to his classmates, on whose desk the chair landed. Meanwhile, the student started crying. Fortunately, nothing serious happened to anyone, the chair fell to the side and caused bruises to several classmates. After checking what happened to the others, I immediately went to attend to the student, with whom we sat alone and began to tell each other about the situation. He explained to me why he did it. Subsequently, I thought about what to do next, for my classmates it was mainly a psychological shock and I didn't want them to start feeling antipathy towards the student. We informed the parents of all the children involved about what happened and how we will deal with it. For the next lesson, I prepared a video projection showing Papin's pot, which is gradually pressurized until it explodes. The children wondered why we were looking at something like this in national studies. What is it? what is it for? And similar questions. We then started talking about how steam builds up inside a pressure cooker and when there is too much steam and no one releases it, it explodes. We compared this to a student who has the same feelings. He is clever, he can, for example, answer questions to which no one in the class knows the answer, but he has trouble processing emotions and needs to ventilate them. And if it doesn't happen, it can hurt someone. Subsequently, we looked for a solution, what we will do if the situation is repeated. The children came up with their suggestions on how to lift the lid of the pupil to release the steam. Together with the class, we proposed several solutions, a sort of crisis plan, and the student then chose the one he liked the most. We agreed that if he has similar feelings that he can't handle, he will go to the bathroom and wait for me there and we will solve it together. This will prevent physical attacks on others.\n\nOutcome:\nThe student was satisfied with the solution. This was also understood by the classmates who, based on watching the video about the pressure cooker, understood the issue better. They looked at him as a friend who solves such situations, because we are all different, and they took him back to the class group. Since then no similar problem has been solved and the class works well.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Četba encyklopedií – velký všeobecný přehled\nDiagnoses: Porucha chování\nDisorders: Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1328", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Četba encyklopedií – velký všeobecný přehled", "student_diagnoses": "Porucha chování", "student_disorders": "Fyzické násilí", "teacher_approbation": "Mgr., speciální pedagogika", "teacher_practice_years": "10", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1227", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the second grade, at the end of the first semester and the beginning of the second semester, the student began to make more and more frequent mistakes in writing, which indicated dysortography. He was also very below average in reading. If he was assigned a longer task, he started to interrupt and did not pay attention. It could be seen that more writing and longer exercises made him very tired and his error rate was higher if he was under some kind of time stress.\n\nSituation (Anamnesis):\nThat's why I tried to accommodate him and give him shorter dictations, and give him more time for longer exercises. These adjustments seemed to be satisfactory as his results improved over time. I suggested that the mother visit the PPP so that the pupil has 'some official paper and confirmation' that he has a learning disability. The mother, however, did not agree to the visit despite talking to the educational advisor.\n\nTeacher Intervention (Solution):\nIn the third grade, they also had English, but the teacher they had for English didn't accept his concessions and I couldn't do anything about it. The teacher constantly complained about his behavior - disruption and inattention. In addition, I myself had been supporting him for almost half a year, that's why I decided to reduce the support and was tougher on him.\n\nOutcome:\nAfter a month and a few fives, the mother finally told me that the student was very unhappy with his grades and that he couldn't handle it. On this impulse, they booked themselves into PPP and he was diagnosed with learning disabilities and reduced intellect. Now my PO 3 student has been assigned an assistant and is attending tutoring. He is doing well in school, although he is still below average in results, he is more content, calmer and much more focused.\n\nStudent Profile:\nAge/Year: žák na prvním stupni\nHobbies: Mezi jeho záliby patří fotbal.\nDiagnoses: Poruchy učení,Snížený intelekt\nDisorders: Neuposlechnutí,Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1227", "student_age_year": "žák na prvním stupni", "student_hobbies": "Mezi jeho záliby patří fotbal.", "student_diagnoses": "Poruchy učení,Snížený intelekt", "student_disorders": "Neuposlechnutí,Nespolupráce", "teacher_approbation": "vysokoškolské – titul Mgr., učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "20", "problems_annotated": "Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1002", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had problems with attendance, he was constantly disruptive at school, his results were absolutely tragic, he failed in most subjects. Even when he was warned by the teacher that he might be tested in the next lesson, he did not respond or did not come to school for the next lesson at all.\n\nSituation (Anamnesis):\n15 years old, lived in the city 200 m from the school with only his mother\n\nTeacher Intervention (Solution):\nWe tried to solve it with the mother, who was interested in him, she went to parent meetings, she tried to cooperate with us, she always told us that she would arrange for him and that he would go to school and that he would start studying and so on. And it mostly helped, for two weeks, for example. He was on the verge of absenteeism, he would probably have to go for a test in some subject, anyway we didn't want to throw him out. Then, even in the workshops, he poured acid from a car battery (sulfuric acid solution) on a classmate, and I had to deal with it. In essence, I had to persuade the director myself, he wanted to exclude him due to his grades and attendance and behavior in general. But the student simply didn't go to that school any more and basically nothing much changed. Another parents' association, another two weeks of peace, and that's how it went the whole first year until the spring.\n\nOutcome:\nIn the end, the student solved the situation himself, sometimes at the beginning of May he stopped going to school completely, then sometimes in a month he came by himself with the form to graduate. I was sorry because I tried to help him, I was sorry that he would just stay at home on his mother's neck, but he just wasn't interested, when I talked to him he nodded at everything, but mostly nothing changed much and if anything, a lot in the short term.\n\nStudent Profile:\nAge/Year: 1.     ročník SŠ, 15 let\nDiagnoses: Dyslexie\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1002", "student_age_year": "1.     ročník SŠ, 15 let", "student_hobbies": "", "student_diagnoses": "Dyslexie", "student_disorders": "", "teacher_approbation": "Ing. technicky zaměřený, učí strojírenství na SŠ", "teacher_practice_years": "25", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/255", "content": "TEACHING CASE STUDY\n\nBackground:\nmet the student for the first time when she entered the 2nd grade in the 6th grade. I got grade school in her class. The student appeared to be a normal student with average grades. There were occasional problems with assignments or attendance, but never anything major. That is, until the 7th grade. At the beginning of the 7th grade, it was as if a completely different student came. She did not carry assignments, random one-day absences increased, but she was always excused. Those absences showed me that a possible solution with the parents would probably not be easy. And that was subsequently confirmed to me. I tried to contact the parents regarding the undelivered assignments, I managed to get on the phone and the mother promised me that her daughter would complete all the assignments, but there was no change. She never brought assignments. During the lesson, the pupil stopped responding to the teacher. She was just silent when summoned and waited for me to give up and summon someone else. She showed the same behavior with other teachers. But she was never aggressive or even rude. In short, she just shut up completely. We tried to get the parents to the school so that we could discuss everything together, but the parents never came to the scheduled meetings. The problems started to arise, in the half-term of the 7th grade, the student already had several fives on her report card, and it was clear to me that the situation would need to be addressed more.\n\nSituation (Anamnesis):\nFamily history: Žačka lived with her mother and father. She had an older sister, but she no longer lived with her parents, she moved away. Her father was an alcoholic who, at the time when the pupil's first problems appeared, drank the entire family house and car. The pupil did not like her father, and in the conversation with the guidance counselor she often repeated the sentence, \"Well, he's useless.\"\n\nTeacher Intervention (Solution):\nFrom the beginning, I tried to solve everything individually with my pupil. I tried to find compromises, help her with her assignments and motivate her to work in and out of school. We created rules together, which we both had to follow and which the pupil was willing to cooperate with me. These rules generally worked, but the family background still affected her commitment to school. I decided that it would be necessary to meet with my mother and discuss everything thoroughly. I finally managed to meet her mother outside of school. I gained her trust and she told me everything. I managed to convince her to contact the police about her problems with her husband. After the police took over the cases, I no longer have such precise information.\n\nOutcome:\nThe mother and father divorced and the pupil and her mother moved to another apartment. Father was deprived of parental rights and I don't know what happened to him in the end. Solving the problem between the parents was very difficult for the pupil, and she did not manage to finish the 7th grade. She was more unfocused than ever during the solution. She was seeing a psychologist and an educational counselor, but she still had very big problems. But when they lived alone, the mother was divorced and the student had time to work for the first time in a long time and could focus only on her life, it turned out that it was worth it. The pupil did not have any major problems at school when repeating the 7th grade. She fit into the new class relatively quickly, mainly thanks to the adaptation course. She successfully completed her elementary school studies and went on to high school. We are still in touch to this day.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: počítač, jízda na kole. čtení\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Neúcta k autoritám,Lhaní,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Agreement, Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "255", "student_age_year": "13 let, 7. ročník", "student_hobbies": "počítač, jízda na kole. čtení", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Neúcta k autoritám,Lhaní,Verbální agresivita", "teacher_approbation": "Magistr, chemie, zeměpis", "teacher_practice_years": "21", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1101", "content": "TEACHING CASE STUDY\n\nBackground:\nam the class teacher in a particular class. It was a gym class where girls and boys have separate locker rooms and after a week they alternate in the big and small gym. Boys tend to change clothes faster than girls, so they once thought, as a joke, that they would open the doors of the girls' dressing rooms and rush in there. Of course, the girls immediately chased them away, but one boy, I'll name him as a student, managed to take a picture of them with his phone. Student B, who noticed this, also came up with this in turn. The other girls thought it was funny and didn't make a 'big science' out of it, but Student B didn't feel good about the fact. She told me the name of the student who took the photo.\n\nSituation (Anamnesis):\ntherefore arranged a personal meeting with the pupil and asked him about the whole situation. The student did not deny anything and admitted to taking the photo and acknowledged that he understood that it was no longer a joke. I asked him to delete the photo in front of me and he did so. Pupil - open, extroverted, active. Student B – good, reliable, consistent, very good academic results. The particular class is essentially problem-free, it can be said that all classmates have fun and get along. There is no bullying or similar serious problems. The class average is also good.\n\nTeacher Intervention (Solution):\ninvited a specific student to my office and started a conversation with him, why I invited him. I explained to him the situation that happened and that student B described to me. He then replied that it was meant as a joke and that he didn't mean it badly. I then asked him if he had a cell phone with him and, if so, if he could and would be willing to delete the photo in front of me. The student willingly agreed to everything and deleted the specific photo in front of me. He then apologized and promised that he wouldn't do it again and that the girls wouldn't go to the locker room with the boys either.\n\nOutcome:\nIn the short term, it happened that student B went to my office after gym and told me about the incident. I told her that in the next lesson we have the Czech language, which I teach in the class, and that after the lesson I will invite the student to the office and discuss the situation with him. That is what happened and, as I already mentioned, he deleted the photo and apologized to the girls.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nHobbies: Sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1101", "student_age_year": "13, 7. třída", "student_hobbies": "Sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "ČJ,  OV", "teacher_practice_years": "9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/406", "content": "TEACHING CASE STUDY\n\nBackground:\nIt's been about eight years since I had a troublesome little girl in my class, I even suspected that something might be going on between the parents at home, but it was never confirmed to me, the parents later separated. But the student refused to do anything at school, it even went so far that she wrote tests and papers separately from the others, mostly even with the headmistress, who had to stand over her the whole time to at least do something. She used to draw me pooping and peeing cops in class. When I once didn't want to take her somewhere because of her behavior, I sent her to the fourth graders, where she was probably also creating all kinds of problems, and then a Roma student turned to me and said to me with horror: 'Teacher, she speaks as vulgarly as I do, that he is terrible!' Then they went swimming with another teacher, and I won't even describe what she did to that teacher. Just disgusting, absolutely disgusting behavior. So I started to solve it with my parents.\n\nSituation (Anamnesis):\nFrom the moment she was in my class, she was in complete opposition to everything and everyone. She refused to do anything, she didn't do her homework, she refused to write papers and tests. Even though she then wrote them to the headmistress, who stood over her and tried to force her to do something, she still didn't do much. Absolutely disgusting, rude and anti-social behaviour.\n\nTeacher Intervention (Solution):\nWe started to solve it all with the parents and with an organization that deals with problematic children. Not that we just sent them there, but I, the representative, the student's mother, and the psychologist from that organization actually went there. We did negotiations at a round table. I tried to talk to my mother about all this, but my efforts ended when even the psychologist told me: 'It's a useless effort, she doesn't understand what you're saying at all.' Just like the daughter, the mother was in opposition the whole time and she only had her way, that none of this is their fault, that the problem is definitely ours. None of us knew what to do anymore, neither mother nor daughter wanted to change classes, so it was suggested that they change schools and that would calm down the whole situation.\n\nOutcome:\nIn the end, they changed schools and the little girl went to another school, from where the teacher called me shortly to ask if I could tell her something about this student. I explained to her the whole situation that was happening in my class. I learned from her that, according to the student, I was to blame for everything, that she had to leave because of me. So in my opinion it was probably very good that she left. She was sent to a psychologist several times, but mom always made the excuse of various family problems and a lot of other things, and while I was in some kind of contact with them, they never went to a psychologist. In my opinion, the pupil was very antisocial and I don't think she had anything to do in a 'normal' school. Because I, as a teacher in a class with thirty children, cannot devote myself to her all day because she has other needs. I think that children who have behavior problems at such a level would need a special approach, for example a different grouping, fewer people, shorter lessons, interspersed with games, modification of the curriculum and the like. They needed someone to pay attention to them all the time and, above all, to work with them on personality development. I think today the solution could be simpler. Either assign an assistant to the student, or contact the school psychologist with the whole problem and ask her for help with a solution. But then we didn't have a psychologist or assistants, so I was on my own most of the time, and despite all my pedagogical and psychological knowledge, I was at my wits end and I couldn't even think of any other solution.\n\nStudent Profile:\nAge/Year: 6-8 let, 1.-3.ročník základní školy\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "406", "student_age_year": "6-8 let, 1.-3.ročník základní školy", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské vzdělání, Učitelství prvního stupně", "teacher_practice_years": "28 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/675", "content": "TEACHING CASE STUDY\n\nBackground:\nThe story comes from a small elementary school, where I worked slowly for twenty years. The student joined us in the seventh grade, moved with his family to a larger town nearby, but went through two elementary schools one after the other, so the family decided to try a smaller school in the village. I was his class teacher. The school also had a teacher's apartment, in which I lived with my husband at the time. One evening the police showed up (about a month after the student had been with us) and asked me for the addresses of the student's classmates because he had not returned home. I refused that, I called the principal of the school, because I did not feel competent to take this step. Finally, the pupil was found with one of the classmates of his former school. These situations were repeated, including the student copying his grades in the student book.\n\nSituation (Anamnesis):\nThe student was an adopted child, who was adopted by his family and his brother when he was about two years old. Problems started with him in adolescence, he lied, robbed his adoptive parents, copied his grades in the student book. The family therefore decided to transfer to a smaller school in the village. Unlike the first story, his mother arrived at school and immediately described all his problems to the school management. This is not quite a habit, parents usually try to cover up problems and dose them gradually.\n\nTeacher Intervention (Solution):\nalways sat down with the student after a problem and tried to explain things to him, he always promised that it wouldn't happen again, he apologized, he was kind. I think here I underestimated the problem from the beginning and by trying to believe in his goodness I was gentle and believed in his promises. I was based on the fact that it is necessary to have a kind attitude towards such children, to try to show them the friendly face of life (very often, and so it was in this case, they come from bad conditions and were not treated nicely).\n\nOutcome:\nBasically, as a school, we did not have the opportunity to check whether our operation would be successful. Around mid-term, the pupil's mother appeared and informed us that the situation at home was unbearable and that they had asked the court to cancel the adoption. She asked for the school's statement on the court proceedings. I was shocked and asked her in a completely unprofessional way: 'When my daughters are naughty, can I also return them to the maternity ward?' The mother replied that she had no idea what was going on at their home and that she was doing this to protect her other children (biological and the pupil's adopted siblings). So I wrote my statement, but it was returned to me by the court saying that it was too idyllic and should be reconsidered. I refused that because I saw it then, the way I wrote it. Today, I realize in retrospect that I probably really had idyllic ideas and that it is important for a teacher to realize that at some point he should simply stop his work, because it leads nowhere and you only exhaust yourself. It is very difficult to admit that sometimes we can do our best and still the given thing will not succeed. It's impossible to save the whole world, but we can leave knowing that we at least tried. In the case of the student, it didn't work out, he ended up in a children's home and was punished several times. With the passage of time, I also begin to understand his adoptive mother, who had to make a decision in order to protect the rest of her family.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: ------- \f5\nDisorders: Lhaní,Podvody,Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "675", "student_age_year": "12 let, 7. ročník", "student_hobbies": "------- \f5", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Krádeže", "teacher_approbation": "ČJ, OBN (magisterský titul )", "teacher_practice_years": "27 let", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1055", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the end of the school year, I was sent to substitute in the ninth grade. I don't normally teach here. It was Friday, I had a tough week, and I wasn't feeling well. There was a girl in the class who, while she was filling out a worksheet, took out her nail polish and started painting her nails. When I noticed this, I pointed out to her that her behavior was inappropriate and asked her to stop. However, the girl answered very rudely and arrogantly and continued the activity.\n\nSituation (Anamnesis):\nGirl, 14 years old, extrovert\n\nTeacher Intervention (Solution):\nI won't lie, I was provoked and I blew up. Basically, I ripped her off, I have the impression that the message What do you think about yourself also fell. I took the varnish and threw it away. I also wrote her a note.\n\nOutcome:\nI doubt that my solution, if you can call it that, had any result. I know that I behaved badly and I consider this situation to be the most difficult conflict to resolve in my teaching practice.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: -\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences, Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1055", "student_age_year": "14 let, 9. ročník", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské, aprobace matematika a tělocvik", "teacher_practice_years": "6", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/333", "content": "TEACHING CASE STUDY\n\nBackground:\nThe conflict is not a specific one-time situation, it is a long-term bad behavior of a ninth grader. It consists in the fact that the student showed no interest in the lesson and repeatedly tried to interrupt the course of the lesson in every possible way. This involved sleeping on the bench, shouting, talking back, insulting, etc.\n\nSituation (Anamnesis):\nThe student knew that she was among the best in the class, she was very self-confident, she dominated the whole class and everyone more or less listened to her. That's why she looked self-confident even in class and especially didn't like to get involved in class activities. She was also able to say that she didn't enjoy it and that she would do it differently and better and talked the girls into doing it her way. She constantly not only commanded her classmates but also tried to command the teacher, which of course the teacher didn't like. I tried in vain to convince her outside of tutoring that her behavior was inappropriate. She never commented on it, and in the next hour she made only a minimal effort. You could see that he was tearing up the class. When someone got excited about something and wanted to work, she was able to tell them during the break to screw it up, that they were going to boycott it. Unfortunately, they mostly listened to her and therefore the work in the class was very difficult.\n\nTeacher Intervention (Solution):\nIt was necessary to intervene somehow, because she was unmanageable not only in my Czech or history classes but also in other subjects, so it was necessary to have a proper talk with her. First, I took her into the office and explained to her what it was all about, that they were in the ninth grade, that the others wanted to study for the entrance exams and that she was trying to prevent them. She told me that she is smart enough and can pass the entrance exams even without me and that it won't help her classmates anyway and that they aren't interested in it themselves, that she knows that. I told her that I had options, either to take her to the principal or to give her double hiding or to talk to her parents, which would not be very pleasant for me, because I also taught her parents and they were really very pleasant and sympathetic. She herself claimed that she did not understand who he was after, when they were farmers and she was so good. I then talked to others to find out what their thoughts were on her and the whole situation and to make sure we were on the same page and really wanted to learn something. I found out that everyone in the class is afraid of her and that they only support her so that they don't have a conflict with her. I didn't pay much attention to her during class for a while, and she suddenly started to feel like she was losing control of the class. The other girls also stopped worshiping her and turned away from her a bit, ignoring her calls not to work. The student in question began to realize that she was alone in the classroom and that she no longer had any power and no one laughed at her jokes.\n\nOutcome:\nSo after some time she came and even apologized. She told me that she realized that if she were a teacher, she wouldn't want to have someone like her in her class, and that she would actually like to learn something new. Her behavior in class has improved a lot in the long term. I was very happy because working with that class was completely different. Although it took a while, I think it really changed her and taught her a lesson for the rest of her life. Many years have passed since then and we have met several times. Now she is a very exemplary and likeable woman.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: sport – fotbal\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Proactive solutions, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "333", "student_age_year": "14 let, 9. ročník", "student_hobbies": "sport – fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské, Masarykova univerzita – pedagogická fakulta (dějepis, český jazyk)", "teacher_practice_years": "42 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1037", "content": "TEACHING CASE STUDY\n\nBackground:\nalways stayed in the classroom during the breaks, because I had the task of getting to know a new student who was very scared in the group. One of the students, who is mostly popular in the class, started to scold his other classmates who do not have such good school results or even have some learning disabilities. He often said various threats and phrases that made others laugh. This happened mainly during breaks, but also to a lesser extent during lessons. These allusions also fell on the new student.\n\nSituation (Anamnesis):\nThe student is popular in class, his assignments are always done and he is also involved in extracurricular activities. He is polite to most of his classmates. He is given the role of 'leader' in the classroom. However, he has a rather complicated relationship with teachers. The student often interrupts, but in the way that he corrects the teacher or complements them. There is often a lack of respect between him and the teacher.\n\nTeacher Intervention (Solution):\nlater informed the student's class teacher and the assistant about the situation in the class, as we had a joint conversation about the given class and individual students. The class teacher admitted that she also noticed it to a small extent. They agreed with the assistant that she would call the pupil into the office during the class lesson, when the pupils would have an activity to integrate the new pupil into the team. They talked about the whole situation in the office and tried to figure out if the student's behavior had a trigger. The whole conversation was rather for the use of non-violent communication, from which it emerged that the student does not have any particular problem with his classmates, rather he just fits his role as a leader very well.\n\nOutcome:\nWhen the student came from the office, he joined the activities in the classroom lesson. However, he now ignored the classmates he used to pick on. So it continued until the end of my internship. I didn't hear any hints or threats about the breaks. Even the student tried to communicate a little with the others. Even the teacher and the assistant tried to connect the students. However, the teacher did not talk about the problem with the student in front of the class.\n\nStudent Profile:\nAge/Year: 15 let, 9.ročník\nHobbies: Fotbal, sport, videohry\nDisorders: Šikana\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1037", "student_age_year": "15 let, 9.ročník", "student_hobbies": "Fotbal, sport, videohry", "student_diagnoses": "", "student_disorders": "Šikana", "teacher_approbation": "Střední škola s maturitou", "teacher_practice_years": "12 let", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/87", "content": "TEACHING CASE STUDY\n\nBackground:\nIn my class I had a boy with ADHD, a pupil, and then one little girl who was the daughter of our teacher. And he was smart, he just couldn't control his anger very much and he felt like everyone was picking on that girl, which was unfounded, it wasn't true, we treated her like everyone else. Once, when the corrected tests were handed out, he got a worse grade than her. And it kind of pissed him off because he thought he should have a better grade, that she only got it because she has a mom at school. He was sitting on the bench right behind her. And when he got angry and couldn't control it, he took a pencil and stabbed the little girl in the head. Fortunately, he didn't hurt her too much, in fact it was just a pretty nasty scratch in the end.\n\nSituation (Anamnesis):\nThere was not much problem in the family. The student was from a complete family, he lived with his mother and father. He had an assistant in his class, he got along well with her too. We didn't have a problem together either. It was worse with classmates. That was when I taught in the village, all the children knew each other, there were few of them in the class. Although he was so small, such a \"tint\n\nTeacher Intervention (Solution):\nsolved it by taking him, pulling him out of that class. Fortunately, I had an assistant there, so she stayed inside with the other children and took care of the little girl. Behind the door, I tried to calm him down so he wouldn't be so nervous and aggressive. I somehow managed to do that, I don't even remember what I told him exactly then. So I somehow calmed him down, we breathed it out and then I started talking to him. Again, I don't know exactly how. It was the talk that we can't treat each other like this, that it hurts other people when someone hurts them. That if he doesn't like something, let him come to me and we'll talk and solve it together. Such a classic, which usually doesn't have much effect. But this is how we always talked when something like this happened. I also told him: \"Look, you'll be starting a city school in a little while. There will be much bigger kids, there will be a bigger hood. Don't act like this or it could turn around in no time and they will hurt you. You won't like it either, so don't do it to others.\n\nOutcome:\nIn the short term, we solved this incident, I think, as best as we could. There was nothing more to do then. We discussed it with the principal, the parents, and the psychologist. He has been going there since the first grade. I don't even know how it went on. Of course, the children continued to be afraid of him, and they can't be surprised. The turning point came only with the transition to the city school in the sixth grade. There it turned around and, as I told him, there was a bigger hood than him. Unfortunately, I also hit on the fact that the bigger kids really bullied him there. On the other hand, it helped him to realize that his behavior before was wrong. I even met him once, he came to me, he reported to me. He even hugged me and told me that I was right about everything. I don't know how he is now, but he should be finishing elementary school.\n\nStudent Profile:\nAge/Year: 3. třída\nHobbies: vlaky\nDisorders: Arogance\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Support, Transfer of student, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "87", "student_age_year": "3. třída", "student_hobbies": "vlaky", "student_diagnoses": "", "student_disorders": "Arogance", "teacher_approbation": "Učitelství pro první stupeň ZŠ", "teacher_practice_years": "24", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1429", "content": "TEACHING CASE STUDY\n\nBackground:\nI don't remember this story the best. It happened ten years ago in sixth grade. A student from a higher year fell in with me and didn't really fit into the new class. His classmates were afraid of him because he was much taller and stronger than them. This boy was not exactly from a privileged background. His mother often changed partners. The boy often had to get used to new \"daddies\".\n\nSituation (Anamnesis):\nThe student in question was relatively tall and strong for his age. His intelligence was rather below average, but he painted beautifully. He came from a poor family background. His mother often changed partners. A certain level of aggression was always observed in him, but after he failed and his mother changed partners, his level of aggression began to increase quite a bit.\n\nTeacher Intervention (Solution):\nwent to the school management and we started to solve it with the boy in question. After that, when we returned from the meeting to the classroom, the boy rushed at one of his classmates, who was from the group of students who were worried about him, and punched him in the face right in front of me.\n\nOutcome:\nThe headmistress then called the aggressor's mother to come pick him up because a classmate had been physically attacked. This story ended with the mother of the aggressor deciding to move out with her new partner and send her troubled son to another elementary school in the vicinity of their new residence. However, I know from hearsay that the boy did not get used to his new stepfather and kept running away from home to his grandfather, who lived near our elementary school. Later, I learned that the boy in question did not finish primary education and was allegedly \"going away\".\n\nStudent Profile:\nAge/Year: 12, 6. ročník ZŠ\nHobbies: Vyřezávání ze dřeva, sport, pc, malování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1429", "student_age_year": "12, 6. ročník ZŠ", "student_hobbies": "Vyřezávání ze dřeva, sport, pc, malování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, ZSV", "teacher_practice_years": "26", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/288", "content": "TEACHING CASE STUDY\n\nBackground:\nSituation: Well, I've had that class since the third grade. You will find out after a few weeks what the children are, how they will continue to develop and what problems they will have. He began to manifest even then. She and the boys always chased each other around the classroom, they never beat each other, no, but several times they pulled down a net like that, we had that instead of a bulletin board, we used to do art work there. Sometimes he would knock things off someone's table. He was like smart, he was just taught by his parents that a two or one minus is already bad. Well, he aired it at school, right after the graded tests were handed out. That was terrible. Huge scene, he punched himself in the head, threw things off the desk, then started crying and yelling, totally disrupting my class. It escalated here and there, once he bit a classmate on the forearm. Well, that was a different bruise.\n\nSituation (Anamnesis):\nStudent's medical history: The student is a first-born son. My sister started first grade last year. The teacher has no other information about the preschool years. The parents refused to share any data. According to them, the son is perfectly fine and does not need the help of a school or other psychologist. They always approached the teacher with disbelief and ignored her advice.\n\nTeacher Intervention (Solution):\nSolution: I talked to him about it several times. I first tried to get him to share in front of the class, but when he didn't want to, I took him to my office, but there were always a lot of female teachers there too. He always just stood there, corners down, tears streaming down his face like peas, snapping at me angrily. I always tried to help him, to calm him down. I always highlighted his results, but he always told me that it was not one hundred percent and that it was not enough for him. But yeah, I have to say it's gotten a little better over the years. He was already better in the fifth. He paid less attention to the boys and focused on himself and tried to manage the outbursts of anger by himself and calmed down. He had some self-discipline.\n\nOutcome:\nResult: In the end, we somehow got through it. The student tried to get to the gymnasium, of course he got there with flying colours. I can't see into it there anymore, so I don't know if they have a school psychologist there that the parents would trust. Somehow, his behavior had become a little more disciplined over the past three years, but he certainly hadn't gotten over it yet. I still thought that maybe a change of team would benefit him at the gym, but I don't know. His parents were terrible to deal with. I don't know if even that independence will help a little at the gym.\n\nStudent Profile:\nAge/Year: 10 let, 5. třída\nHobbies: Dost čte, zajímá ho věda a technika, zároveň i přírodopis, sleduje vědecké pořady\nDisorders: Sabotáž,Sebepoškozování,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "288", "student_age_year": "10 let, 5. třída", "student_hobbies": "Dost čte, zajímá ho věda a technika, zároveň i přírodopis, sleduje vědecké pořady", "student_diagnoses": "", "student_disorders": "Sabotáž,Sebepoškozování,Rušení výuky", "teacher_approbation": "Vysoká škola (pedagogická fakulta)", "teacher_practice_years": "25", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1491", "content": "TEACHING CASE STUDY\n\nBackground:\nteacher with almost 30 years of experience, who was the principal and also a teacher of the first three grades at a small village school, describes a second-grade student with problematic behavior and above-average academic results. This pupil was unpopular in the school collective, he caused conflicts and provoked other children, which often ended with the affected pupils crying. The teacher believes that the pupil wanted to be the center of attention at all costs and liked to spend time with older children, to whom he gravitated.\n\nSituation (Anamnesis):\nThe situation arose in a collective of pupils of a small village school, where all grades are in constant contact and the number of pupils is low. The student was friends with older students and spent most of his time with them, especially with two fourth graders who had minor disciplinary infractions. The teacher noticed that the student was trying to please and please these two students.\n\nTeacher Intervention (Solution):\nThe pupil's disciplinary offenses escalated to the extent that the teacher was forced to resort to disciplinary measures in the form of a reprimand from the class teacher. The teacher, who usually does not use disciplinary measures, thought that in this case the measure was appropriate. In front of the whole class, she warned the student that further provocation or stirring up a conflict would lead to a reprimand. She regrets giving the warning in front of the whole class because it didn't solve the situation and made it worse.\n\nOutcome:\nA few days after the warning, the teacher heard a commotion in the hallway and discovered that a physical conflict had occurred in which the student and another student were injured. The student defended himself that he did not provoke the conflict, but the collective accused him. The teacher and her colleague started an investigation and discovered that two older students wanted to put the student in a situation where he would have to receive a reprimand. After the incident, the student's parents decided to transfer him to another school, and the teacher felt that it was partly her fault.\n\nStudent Profile:\nAge/Year: 2. ročník (vesnická malotřídka)\nHobbies: Pohyb, sport\nDisorders: Lhaní,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1491", "student_age_year": "2. ročník (vesnická malotřídka)", "student_hobbies": "Pohyb, sport", "student_diagnoses": "", "student_disorders": "Lhaní,Fyzické násilí", "teacher_approbation": "Mgr. (učitelství pro první stupeň ZŠ)", "teacher_practice_years": "29", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1501", "content": "TEACHING CASE STUDY\n\nBackground:\nEighth grade, a boy's classmates came to me saying they thought there was bullying going on. Some taunts, taking things, and so on.\n\nSituation (Anamnesis):\nI went to that class, I took out the boy who was allegedly bullied, I told him what it means for that boy to be bullied, how he might feel and so on... The school rules, that of course it's not allowed, and what it can have consequences for him and for the victim.\n\nTeacher Intervention (Solution):\nthought it was closed, but it happened again. I pulled the boy out again, threatened to call his parents and it would be dealt with at higher levels. He nodded at me again, and the third time, when it happened again, it was then at the stage where he dragged the victim to the toilet and stuck his head in the urinal, and only then did it start to be resolved.\n\nOutcome:\nOf course, from my point of view, I made a mistake, which of course should have started to be resolved immediately with the school management, with the educational counselor, or with the school counseling office. It was only then that there were consequences and an educational committee was convened, where parents, legal representatives, the class teacher were invited and minutes were drawn up. The aggressor then calmed down, it was fine. We kept them apart, all the teachers who were in that class or nearby were told to keep looking to see if anything was going on, but it didn't have to be dealt with again.\n\nStudent Profile:\nAge/Year: 8. třída\nHobbies: Fotbal\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1501", "student_age_year": "8. třída", "student_hobbies": "Fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ", "teacher_practice_years": "16", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1321", "content": "TEACHING CASE STUDY\n\nBackground:\nLast year I got a third in English. Various rumors circulated among colleagues about this class, or about one student from this class. I told myself that I would not judge him in advance and in time I would see if it would be possible to come to an agreement with him. For the first few days, everything was fine, but as time went on, the pupil's began to show. Talking back was the order of the day until the critical situation arose. On Tuesday, I handed out a worksheet to the children, which included homework. When entering the task, I already announced that whoever does not complete the task will face some kind of sanction, but I don't remember what. The next class was on Wednesday, the task was to be checked.\n\nSituation (Anamnesis):\nThe student lives only with his mother, who does not have time for him. The student is not well-mannered, does not respect any authority at all, does not care about everything, talks back, makes things up, is disgusting to both the teacher and classmates. He turns every situation to his advantage. At home he makes things up, tells his mother things that didn't happen and then his mother comes to the school and complains about all the teachers, yells at the principal in the principal's office and decides who and how her son will be taught and how long the lessons will be. The pupil is greatly influenced by his mother.\n\nTeacher Intervention (Solution):\ncame to class on Wednesday, we did some activity at the beginning of the class, and then we could check the assignment I assigned on Monday. When I asked the student where his homework was, he replied that he had not received any paper. I told him that he was at school on Monday, he was in English class, and his classmates all got a worksheet, so he had to get it too. It would be very strange if everyone but him got the worksheet. He started yelling at me that I was making things up and I never gave him any paper. I was still trying to be calm, but I was already talking to him in a raised voice. I told him not to yell at me and not to make things up. He was here on Monday, he got the worksheet, but he didn't complete the task. Therefore, he faces a penalty for not completing the task. The student stood up and started shouting at me that I was a liar. At that moment, the other students started to speak up and shout at him that he got the paper and not to make it up. His yelling at me grew louder, but I don't remember what he said to me next. But what I do remember is that at that moment my nerves were frayed and I started to yell back at him that he wouldn't talk to me like that, no matter what. I screamed at him that he was a liar and that I had never had such a terrible student. I yelled at him to immediately pack his things and come with me to the principal's office immediately. Fortunately, he packed up and really went. I don't know what I would do if he didn't even want to go to the principal's office with me.\n\nOutcome:\nIn the director's office, we both told our side of the story. A mother called the school, who of course, as always, stood behind her son. Walked through a class where the worksheet really couldn't be found. However, the headmistress was not idle and we all immediately went to look in the student's locker, where he had his personal belongings and schoolbooks scattered about. And what didn't happen, crumpled paper was found among the textbooks. The paper was nothing more than that worksheet. I was happy that the paper was found, but I was well aware that my nerves were frayed and I shouted things I probably shouldn't have said. It was definitely reflected in our classes. After that, it was not possible to communicate with the student at all. At first I tried to pretend that nothing had happened, but his talking was not over. And so I more or less ignored him until the end of the year and he ignored me. When he didn't complete something, I gave him 5 and just let him know. Of course, I used the same scale for the others as well. I felt quite sorry for them because I was quite strict with them because of him. But I always gave them a chance to fix their grade with some extra work. The student never used it. In the end, it didn't really get resolved in any way. It was a statement against a statement, he only received a reprimand from the class teacher for misbehaving, but that meant nothing to him. His mother then wrote e-mails to the headmistress that the paper must have been put there by his classmates, that he was being bullied, etc. But such messages are still coming from her. Of course, everything always has to be solved, but nothing like this is ever proven.\n\nStudent Profile:\nAge/Year: Ročník: tercie (8. ročník 2. stupně ZŠ), 14 let\nHobbies: Hry na PC\nDisorders: Lhaní,Arogance,Odmlouvání,Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Consequences, Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1321", "student_age_year": "Ročník: tercie (8. ročník 2. stupně ZŠ), 14 let", "student_hobbies": "Hry na PC", "student_diagnoses": "", "student_disorders": "Lhaní,Arogance,Odmlouvání,Nespolupráce", "teacher_approbation": "titul Mgr., aprobace: anglický jazyk", "teacher_practice_years": "25", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1169", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the first school I taught at, I met a problematic student in the fifth grade in terms of disruption not only in my lessons, but also with other colleagues. The student moved among a number of children who looked up to him, as he played football very well and at a high level, he was generally very popular. At first I didn't pay much attention to it, they are simply children who enjoy being disturbed and the whole team enjoys it too. But over time it started to bother me a lot, his speech was not offensive or obscene, rather it was about answering my questions inappropriately, which was supposed to be funny and to entertain everyone. Unfortunately, it didn't help that the other kids really laughed at his jokes. I first asked the other colleagues if they also encountered this behavior in this student and how they could solve it, the answer was that they ignored it and never tried to fight it in any way. His behavior did not get worse or better, rather it stagnated at the same level. Unfortunately, it was still very uncomfortable for me.\n\nSituation (Anamnesis):\nPupil - popular, athlete, 5th grade elementary school student, disruptive in class, enjoys the attention of classmates\n\nTeacher Intervention (Solution):\nAs already said, I first asked my colleagues how they handle this situation, unfortunately their answers did not help me, so I waited (as the disturbance was not alarming) for class meetings where I could meet his mother. At first glance, she was a nice lady, so I was convinced that the solution to our problem would not be difficult. Unfortunately, I was quite wrong about her, and when I mentioned her son's inappropriate behavior, she immediately began to excuse him by saying that he is exhausted from football, so there is too much for him and apparently he is bored in my lessons, that is why he interrupts. I asked if the student was in any way distracted at home, but this was not confirmed. He had previously been to a pedagogical-psychological counseling center because of dyslexia, but nothing was confirmed for him. It was clear to me that I wouldn't get help from my mother, but what I didn't know was that the student's disruption would intensify many times more, as if it was some kind of retribution. Admonishing didn't help, neither did shutting up and waiting. On the advice of the guidance counselor, I started to write notes for him (as well as for the other pupils, so that we could not talk about any session) and when they reached the agreed amount of notes there was a threat that they would not be able to participate in events and trips. This solution lasted for a couple of weeks until the action took place, then the problems occurred again, albeit to a lesser extent. At that time, I mistakenly reacted to this problem by resigning. Today I know that I should never have resorted to this step and should have tried to find some common path, but at that time I lacked the experience that I have now and I could apply it.\n\nOutcome:\nSince this was not a one-time incident, I cannot answer this directly. However, it is certain that the solution to this problem was not correct and therefore could not bear fruit. The student continued to be disruptive, the only change occurred near the time of interesting school events, when there was a possibility to threaten him with a ban on participation in a certain way, but then everything returned to the old track. Over time, he also received several notes from other teachers, and I vaguely remember that he also received a reprimand from the principal, but that did not deter him or his parents in the least. Today, the student is studying at a sports gymnasium and I know from hearsay that he is doing quite well, even if he does not excel in the subjects that I have taught him so far.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: fotbal\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1169", "student_age_year": "11 let, 5. třída", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., M a F", "teacher_practice_years": "22", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/414", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place with eighth graders in German. The student was constantly on the phone. I warned him several times that I knew what he was doing. First he put the phone down and after a while he was doing something on it. After a few reminders, he started joking that he was dealing with something important and such, but when I asked what was so important, he always retorted or said another one of his jokes.\n\nSituation (Anamnesis):\nIt's a classic class. The usual interruptions here and there. The pupil has long been the disruptive element that usually causes disturbances. He is stubborn and often hard to get along with. He doesn't often do assignments, but it can't be said that he has really bad grades.\n\nTeacher Intervention (Solution):\nasked the student several times to hide the mobile phone. After being ignored for the umpteenth time, I raised my voice at him: 'Finally hide it and pay attention for a while. This will be in the test!' He completely ignored me, didn't even look at me. So I told him: 'If you don't hide it, we'll go to the director.' And he replied to me: 'Why would I go to the director. I'll just go home.' That totally freaked me out. I had no choice but to leave him and attend to the rest of the class.\n\nOutcome:\nIt didn't solve anything at that hour. I still spoke with the student after the lesson. He didn't apologize, but he probably recognized that he had done something wrong, and since then a similarly heated situation has not happened. It happens maybe every hour that he looks at his phone, but within a few seconds he puts it down again. He knows I see him and probably doesn't want to risk a bigger problem.\n\nStudent Profile:\nAge/Year: 13 let, 8.\nHobbies: Házená, PC, fotografování, kytara\nDisorders: Rušení výuky,Neuposlechnutí\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Disrespectful communication, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "414", "student_age_year": "13 let, 8.", "student_hobbies": "Házená, PC, fotografování, kytara", "student_diagnoses": "", "student_disorders": "Rušení výuky,Neuposlechnutí", "teacher_approbation": "Mgr., Hv-Ov, stát. zk. Nj", "teacher_practice_years": "9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1310", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, as a class teacher, I was approached by the parents of one of my students who accidentally discovered a WhatsApp conversation with his classmates on their son's mobile phone. The group was founded by my son's classmate, the winner of the class, in order to agree on a joint course of action against the new student in the class. The boy joined the class during the given year, he transferred from another school due to bullying by former classmates. Unfortunately, he confided in his new classmates about his situation. Within a month, the situation began to repeat itself. The boy was very diligent and active in his studies, and the children started to 'bother' it. The main actress, who suddenly felt threatened, began to organize several of her classmates to make the boys' stay at school unpleasant. Quote from the conversation: 'and if he left school last time because he was bullied, then if I do too, he'll leave too'. 4 students actively participated - 3 girls and 1 boy and started to do various tricks to the new classmate (hiding things from him, scribbling in his notebook, etc.)\n\nSituation (Anamnesis):\nThe main actress was the prize winner of the class, she applied for a multi-year gymnasium. The other four were from the same group - excellent results, they submitted applications to study at multi-year gymnasiums.\n\nTeacher Intervention (Solution):\nevaluated the whole situation as serious - bullying in the initial stage. That's why I turned to the educational counselor and school prevention methodologist for help. We agreed on a common procedure - first we invited the pupil's parents to the school, who reported the situation. Their son was a member of the WhatsApp group, but like several other members, he did not participate in the conversations or events. The parents were disturbed by the situation and saw it as their duty to notify. The school decided to solve the situation not only with the pupils, but also with their parents. They invited individual parents to explain the situation to them and ask them to cooperate in a joint solution. Fortunately, the parents were very accommodating, they understood their children's problematic behavior and subsequently cooperated with the school. Furthermore, the educational counselor and the school prevention methodologist invited the individual actors, discussed the whole situation with them, and explained the possible consequences of their behavior. They subsequently selected preventive programs for the class organized by the pedagogical-psychological consultancy, and a school psychologist worked with the class.\n\nOutcome:\nSince then, I have not noticed any objectionable behavior towards a new classmate. He 'fit in' well in the class. Cooperation with parents, who discussed the problem well with their children at home and then probably followed further developments, also proved effective. I think the problem was solved well, mainly because it was caught in the beginning, it was solved immediately (within a week). At the same time, I believe that it was right that I approached the educational counselor and the school prevention methodologist.\n\nStudent Profile:\nAge/Year: 11 let, 5.ročník\nHobbies: otevřená otázka\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1310", "student_age_year": "11 let, 5.ročník", "student_hobbies": "otevřená otázka", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1.stupeň", "teacher_practice_years": "17", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/222", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation occurred during the coronavirus restrictions, when all classes were held online. As we are a larger school, it was also necessary to limit movement in the school and meetings with teachers to a minimum. The class started almost exactly, the students never had a problem with the start time of the class, in fact they joined even earlier than needed. However, the only one missing in this lesson was the pupil. I saw that the student was online, so I assumed there were some technical difficulties. At the same time, the students informed me that he was in the previous lesson. So I wrote him a short message in the class communication thread. The student joined a few minutes later with the excuse that his computer was downloading a \"crazy important file\n\nSituation (Anamnesis):\nThe student has not yet been diagnosed with any of the disorders through PPP, nor has he been recommended to visit the ŠPP. His behavior is probably caused only by his age and his desire to show his greatness in front of the class team, and especially in front of a group of classmates. Together they form a group of about 4 boys who are \"leaders\n\nTeacher Intervention (Solution):\nSo I started communicating. I asked if he could leave the background free, that I need to see how it works, then I tried to turn off the background myself, I also wrote in the chat the rules of our video hours (which we set before), but all with no response. So I encouraged the student, if he absolutely needed to have a different background than the others, to upload something that wasn't inappropriate or otherwise inflammatory. So the student finally changed the picture. Most likely, this change did not take place because of my communication, but rather because of the lack of interest of my classmates. Unfortunately, this whole situation completely disturbed the peaceful atmosphere of the class.\n\nOutcome:\nThe result was mainly short-lived, if one can speak of a successful result. The student obeyed my last pleas and actually changed the background to a more suitable option. In the long term, the solution did not manifest itself significantly. As this was a situation that he had actually created only once in the entire distance learning. Overall, the student has a constant need to draw more attention to himself, but mostly these are rather short speeches that are ended immediately.\n\nStudent Profile:\nAge/Year: 6. ročník, 11 let\nHobbies: Sport, PC hry, čas s kamarády, parkour\nDisorders: Potřeba pozornosti,Vandalismus\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "222", "student_age_year": "6. ročník, 11 let", "student_hobbies": "Sport, PC hry, čas s kamarády, parkour", "student_diagnoses": "", "student_disorders": "Potřeba pozornosti,Vandalismus", "teacher_approbation": "VŠ (český jazyk a literatura, hudební výchova pro SŠ)", "teacher_practice_years": "30 let", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/755", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent verbally attacked and insulted me during my class. Her behavior was disrespectful and disruptive to class. She tried to undermine my authority and get the rest of the class on her side. She commented negatively on any activity we engaged in. The first time I just yelled at her and continued teaching. Luckily it was almost the end of the class so we finished our work quickly and ended the class. I then took the pupil to the office so we could talk.\n\nSituation (Anamnesis):\nProblems with this student were very often in the classroom. Very disruptive, even though she was actually very smart, she didn't fall. The problems with her were on the level of verbal abuse of me, as a teacher. She was able to react aggressively and rudely to situations in the classroom. At the same time, she had no problems in class, she was such a middle member of the group.\n\nTeacher Intervention (Solution):\nSolution after good, try to support. For the first time, I dealt with the situation with the student in the office, alone and I tried to talk her out of it. She treated me like that and didn't react to it. It ended on a note and we let it go. But in repeated cases, the solution came with the mother in the principal's office, where the student cried and was very shocked, which did not correspond to her usual behavior and reactions at all. Always after a solution in the director's office, the aggressive behavior subsided for a while, but it always started again. This is how we struggled with her for almost the whole semester.\n\nOutcome:\nWell, the student ended her studies at our school at the end of the year and left, unfortunately I have no news about her.\n\nStudent Profile:\nAge/Year: Tercie, 14 let\nHobbies: Volejbal, komiksy\nDisorders: Vulgární vyjadřování,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "755", "student_age_year": "Tercie, 14 let", "student_hobbies": "Volejbal, komiksy", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Arogance", "teacher_approbation": "Učitelství pro základní školy – ukončené magisterské navazující studium", "teacher_practice_years": "11 let", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/589", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, the maid of honor came to me to tell me that a girl suddenly ran out of a group of children playing with stuffed animals and started vomiting and crying. They could not get out of the girl what had happened, whether she was feeling sick or just sick, so the girl was sent home. The next day the girl came to school, but she was behaving strangely. She looked as if something had frightened her and she jerked her gaze towards the boy in the penultimate pew. The girl was avoiding the surroundings, so I thought I wouldn't scare her any more, I just came up to her and told her that if she needed anything, I'd be in my office, I have tea and biscuits there, so she can come and anything to confide In the afternoon there really was a timid knock on the door and that girl came. After talking for a while on a topic that made her feel safe, she slowly began to move on to the reason why she came to see me. The boy in the penultimate bench was said to be showing her some video with naked people on his mobile phone and forcing her to watch until the end, even though she didn't want to. From the brief narration, I immediately understood what it was about, tried to calm the girl down, and after she calmed down, went home.\n\nSituation (Anamnesis):\nThe student who played the video to others probably didn't want to harm others in any way, he was just curious and had to share what he discovered. As it turned out, he had downloaded some pornographic video that he forwarded with the boys in class and while waiting for his parents in the school club, he also showed the video to children who came near him.\n\nTeacher Intervention (Solution):\nI invited the boys who brought and distributed this video to my office. I asked how they got the video and why they wear it to school. One of them is said to have found the video by accident on the Internet and brought it to school to show off to his friends, who of course also wanted the video. It seemed that they regretted the act, they didn't mean it badly and didn't want to get into trouble. The video was deleted from the mobile phones, the boys promised not to wear this to school again. Although I felt sorry for them, how scared they looked and that they regretted their actions, each of them received a reprimand from the class teacher and extra homework as punishment.\n\nOutcome:\nThere was never a problem with the boys in this area. The video seems to have been forgotten and I haven't noticed another offense with them. They are now studying at a gymnasium, where they have no problems. I would certainly appreciate keeping a cool head while dealing with both issues. The approach was professional to both victims and perpetrators. I also consider the idea of an anonymous mailbox to be successful. I would definitely think better about the punishment, it seems to me that these two problems have a different weight of offense, so the punishment should be different in each case and not identical. When dealing with a problem with a bully, I would definitely focus more on the girl after I heard about some problems in the middle of the year to see if she changed her behavior, the fact that the teacher learned that the bullying continued until the end of the school year, I she will come very late, she should have definitely increased her punishment by two for behavior. I would definitely deal with both cases with the parents, I would further grade the bullying with a 2 for behavior, and I would punish the dissemination of pornography with a reprimand from the class teacher. I would also be very impressed by the behavior and awareness of the mistakes of the culprits themselves, if I saw how they realize their transgression and regret it, I would easily reduce/extend the punishment, also according to the subsequent behavior in the following months.\n\nStudent Profile:\nAge/Year: 12 let, 5. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "589", "student_age_year": "12 let, 5. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, AJ, ČJ", "teacher_practice_years": "9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/175", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter classes at school, children can visit our school club. The pupil was playing on the playground with the school skateboard, which he felt was only his. After a while, he lost interest in skateboarding and ran off to join the other students to play with the ball. His classmate noticed the put away skateboard and wanted to clean it up so that no one could get hurt by it. At that moment, the student attacked her physically and verbally, causing a large bruise on her left shoulder. Unfortunately, the teacher did not notice the whole situation at all, the student did not come to tell her about anything, and therefore there was no immediate action. It wasn't until the next day, when the student's mother came to school to solve the whole situation, that I learned about the problem.\n\nSituation (Anamnesis):\nEverything is not quite right in the student's family. He and his mother left their father because there was physical violence. Now they live with mom's new boyfriend, whose hobby is war and shooting movies in general. So he has been very close to violence since he was a child. The student has long-term behavioral problems. It can be seen that he lacks the foundations set in the family. In class, he constantly disrupts, shows off and draws attention to himself. But there was never any physical or verbal violence before. His class teacher said of him: 'Clear boundaries have to be set for him and then he's fine. For example, on Monday, when he didn't want to work, I told him that if he couldn't make it in class, he would stay after class and finish it. And you should have seen how he threw himself into work.' As for the relationship between the male and female students, there had never been any disputes before. They always treated each other nicely and with respect. The student was already in the 1st grade at the pedagogical-psychological counseling center, where they were recommended to see a psychologist. But they did not reach him at all during the whole year.\n\nTeacher Intervention (Solution):\nSince I was not present at the situation and the teacher did not see it, I first had to find out what exactly happened. I gradually invited both participating students to me and listened to them. Then I invited the pupil's mother to the school and together we agreed that she would visit a pedagogical and psychological counseling center. From the findings of the counseling center, it emerged that the situation in the family is not good. The mother regularly argues with the boyfriend and this does not have a positive effect on the student because it reminds him of the time when they lived with his biological father. With this in mind, I approached the student very carefully and tried to find at least a current solution, until the situation in the family calms down, thanks to which such situations would not occur. I suggested to the student that he could have a designated time for skateboarding, where it would be available only to him and then on the other hand to the other children. Of course, the student had to apologize to his classmate. 'Then try to agree with the teacher that only you could use the skateboard for half an hour. You would have that time reserved just for yourself. But then you also have to leave the skate for other children to play with.'\n\nOutcome:\nThe pupil's behavior improved slightly after talking to his mother and visiting a pedagogical-psychological counseling center. In the school club, the pupil then agreed with the teacher that he would borrow a skateboard for half an hour in the afternoon and the rest of the time would be available to other children. There were no further such problems subsequently. The student's behavior improved slightly during class. Calming the situation in the family was also an important incentive for improving behavior.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: Válka, tanky, zbraně, sport,\nDisorders: Odmlouvání,Nepracovitost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "175", "student_age_year": "8 let, 2. třída", "student_hobbies": "Válka, tanky, zbraně, sport,", "student_diagnoses": "", "student_disorders": "Odmlouvání,Nepracovitost,Rušení výuky", "teacher_approbation": "Magisterské vzdělání – Učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "5 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/848", "content": "TEACHING CASE STUDY\n\nBackground:\nentered elementary school without any experience or experience teaching children. I had no idea how my classes would go. I asked myself what I was actually going to do there? I went through the phases of a beginner teacher, the rules of an ideal teacher, gradually collected various advice and experiences from others. The biggest benefit for me was the practice itself - working with children, because it is often something completely different from what they write in textbooks. I often had the opportunity to consult various problems with more experienced teachers at school, who were always happy to advise and reassure me. Over time, I created my own system that worked in my classes.\n\nSituation (Anamnesis):\nIn this assignment, I would like to mention a student whom I taught from the sixth to the ninth grade. I was also his class teacher in the second grade. Our cooperation was not easy. He was a student from a divorced family where he didn't get along with his dad because his dad was an alcoholic and didn't care about his family, and he lived with his mom and two younger sisters. He went through a difficult period when his father beat him and his mother under the influence of alcohol. I was warned by the management that he is a problematic student, often disruptive in class. His previous class teacher dealt with it by making entries in the student book and after several entries, the student was given a reprimand by the class teacher, so far his mother has been called often and her mother has been invited to the school several times for a personal interview.\n\nTeacher Intervention (Solution):\nremember our very first meeting in English class when he decided not to greet me as a teacher entering the classroom. He protested against the fact that he would not work in class, let alone cooperate with someone completely new and a stranger to him. From the beginning, I was embarrassed by his behavior. I didn't know what to do, how to approach the situation, so I followed the advice of the deputy director. I wrote down his inappropriate behavior in class in the student book. Over time, this situation did not improve, and the more I thought about it, the more I came to the conclusion that this was not the way to go. We got into a circle with the pupil, when he was constantly disrupting the lesson in various ways - he shouted something out of place without permission, hurt and annoyed other pupils sitting around, ate during class, lay on the bench, did not want to cooperate and did not even respond to my instructions, for example go to the board or sit back and listen. I got angry with him, I reprimanded him when the situation was already unbearable, I went to the deputy director, who subsequently spoke to him herself, and that approach worked within a month, up to two months. But then everything happened again. I have to admit that I didn't learn very well in this class at the beginning and I always came with a feeling and fears about what will happen again, what I will have to deal with. I think that the student's behavior was based on some personal beliefs, from his poor family situation, in which no one was able to help her. How many times did the student come to school late for the first lessons because he had to take his younger sister to kindergarten. It could all be connected to his childhood, when no one was very interested in him. He wanted to get my attention and the attention of his classmates in class. I told myself that the road really doesn't lead here and I have to figure out some way to start getting along. I read a publication from the publishing house Portal Teacher and a Problematic Disciple. The first step that needed to be taken was to change my attitude. To forget about the entries in the student's book, which lead nowhere anyway, and to interest more students and draw them into the lesson. I started by asking him if he would help me in class. What was my surprise when it really took off. He helped me hand out notebooks, various activities for others, sometimes I entrusted him to lead some activities during the lesson. He also had the task of taking care of the flowers and washing the blackboard and always writing the date on it. When he started disrupting class, I didn't deal with it by raising my voice and writing in the student book. I tried to solve such situations with humor. When he had a bad day, I took the student aside after class and tried to explain the situation to him, why his behavior bothered me and I wondered what led him to behave that way.\n\nOutcome:\nGradually, our cooperation really improved. It wasn't all at once, but with patience, calmness and humor we managed it. I tried to go to class a little earlier so that I would have time to chat with the students and see how they were doing. A real success for me was when this student started to calm down his classmates in class by himself so that they would not disturb. I think we managed to find a way to get along without frequent scolding and getting angry. I am very happy that despite the unsuccessful beginning, we found a way of cooperation that at least started to work in some way due to his diagnosis.\n\nStudent Profile:\nAge/Year: 15\nHobbies: Má rád auta a hudbu\nDiagnoses: ADHD\nDisorders: Podvody,Neposlušnost,Nespolupráce,Šikana,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Proactive solutions, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "848", "student_age_year": "15", "student_hobbies": "Má rád auta a hudbu", "student_diagnoses": "ADHD", "student_disorders": "Podvody,Neposlušnost,Nespolupráce,Šikana,Agrese", "teacher_approbation": "vysokoškolské -titul Mgr., aprobace anglický jazyk, ruský jazyk a občanská výchova", "teacher_practice_years": "6", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Proactive solutions, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1090", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the third grade, the student's behavior began to change, she began to cry a lot (almost always in the morning). She came to school crying and very worried. She also started to forget things often, not only homework but also gadgets. I reprimanded her several times, but it never crossed any unbearable line. The student and I had a very good relationship and whenever I reprimanded her, she knew that the matter was taken care of and we never returned to it. Although this situation was not at all pleasant for me, because in many subjects it did not have aids, etc., I never sat on it. Later, my mom called me to do something with her. That something is probably going on and that's why she's afraid to go to school and cries all the time in the morning.\n\nSituation (Anamnesis):\nThe student comes from a very ambitious family. She lived together with her parents and 4 sisters. The father came from England. His upbringing was clearly reflected in his family upbringing. They approached the children in a very liberal way, they had a relatively free style of education. Although the parents were really ambitious and wanted their children to study and have excellent results, they used a relatively free hand in their upbringing. Actually, it seems to me that they are mutually exclusive. The mother was a teacher, she worked in a language school, so she often had lessons in the afternoon and evening. Overall, they were very active as a family, they spent every weekend visiting somewhere, at parties, barbecues, joint activities such as trips, etc., but they were not so usual. As I already said, the family really wanted all the children to study very well, to think about gymnasium, but specifically for the student, after a joint consultation, we indicated that it would be more appropriate for her to finish elementary school, and then she would decide. She didn't have the necessary drive and determination, and she also had rather average results, but she was very clever! Her father took her failures much worse than her mother. It seemed to me that the mother somehow understands that her children will not all be highly above average.\n\nTeacher Intervention (Solution):\nAfter the phone call with my mother, I began to investigate more about what was actually going on. I knew that the student in the group in the class had no problems with anyone. She had fun with her classmates normally, when I observed her during breaks, for example, she was never alone. So I focused on the family environment. It was not visible that her parents neglected her in any way. Since I didn't draw anything from the observation myself, I took her aside once and tried to talk to her about what was going on and if she wanted to confide in me. The student was very shy and scared, it seemed that maybe she was rather shy. After a few minutes, however, she confided in me that she is not afraid to go to school because something might happen to her, but that she knows that she always forgets something, that she is missing something. She also confided in me that her parents do not control her at home, even though she herself understands that she would need some help. It emerged from the interview that the parents rely on the student to prepare everything properly and there is no control, even if only in such a way that the parents would check whether she has a written assignment. After the conversation, I contacted my mother again and we discussed the situation together. The mother admitted that due to the workload and the set rules in the family - she specifically mentioned the rule that they trust each other - they do not control the student and leave it up to her how she reacts to the given situation. I explained to her that the student still needs to be checked, that she would need it herself, and admitted that this method did not suit her. The mother was very sorry for the whole situation and promised that they would start doing something about this situation.\n\nOutcome:\nThere was an obvious change in the student in the following weeks. Even though in the beginning it still occasionally happened that she forgot something, the situation changed rapidly. She no longer went to school crying, and overall she became a much happier little girl. I made it a task for myself that when the tasks were written in the diary, I always asked if she wanted to check if everything was written correctly. We practiced this method for about the first month. Subsequently, it could be seen that she likes the new system very much and that she fulfills everything herself in an exemplary manner. At the class meetings, we also discussed the change in the situation with the parents. I was glad that they approached this method of cooperation and that in the end the whole \"problem\n\nStudent Profile:\nAge/Year: 9 let, 3. třída\nHobbies: jazyky  zejména anglický), tanec, výtvarná výchova\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1090", "student_age_year": "9 let, 3. třída", "student_hobbies": "jazyky  zejména anglický), tanec, výtvarná výchova", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ Mgr. – učitelství pro první stupeň ZŠ + doplňující vzdělání speciální pedagogiky (CŽV)", "teacher_practice_years": "17", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1043", "content": "TEACHING CASE STUDY\n\nBackground:\nIn teaching style, we worked with the stylistic unit of storytelling. The project called \"Pupils tell\n\nSituation (Anamnesis):\nŽačka is above average intelligent, artistically gifted. He draws very well, writes excellent compositions, writes short stories, poems, draws comics in his spare time, has a wide vocabulary. She is extremely charismatic and popular in class. The girl who was the victim has a below-average benefit, lives only with her father, is partly of Roma origin. The family environment is not very socially stimulating and the student does not know how to solve conflicts in an adequate way. He has an older brother, with whom he often quarrels, provokes him and subsequently sues him. She also applies this pattern of behavior to her classmates, so she is relatively unpopular in the group and finds it difficult to make friends.\n\nTeacher Intervention (Solution):\nIn the final phase of the lesson, we read each other's works. Žačka signed up as the first presenter. She does it so often because she likes to present in front of the class, has an excellent speech and likes attention. Already during the reading, some students began to realize that the story is not about a trash can, but a classmate. During the presentation, I didn't manage to react appropriately, gradually everyone realized who they were talking about. Of course, the girl in question also understood that she was the main character. I consider my reaction or non-reaction during the presentation to be a failure.\n\nOutcome:\nI took a completely inappropriate approach to the situation. I assumed the position of \"dead bug.\"\n\nStudent Profile:\nAge/Year: 13 let, 7.ročník\nHobbies: Výtvarné umění, literatura, sledovaní populární kultury s důrazem na influencery\nDiagnoses: Deprese\nDisorders: Lhaní,Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1043", "student_age_year": "13 let, 7.ročník", "student_hobbies": "Výtvarné umění, literatura, sledovaní populární kultury s důrazem na influencery", "student_diagnoses": "Deprese", "student_disorders": "Lhaní,Sebepoškozování", "teacher_approbation": "Učitelství všeobecně vzdělávacích předmětů 5.-12. ČJ/ON a metodik prevence a výchovný poradce (specializační studium výchovného poradenství)", "teacher_practice_years": "32", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/991", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught a subject that I considered to be very crucial for the successful continuation of studies at our gymnasium, which is the basis for many other language elements even later, and even until graduation. One of my better students, who I know is quite a striver and has problems if he doesn't focus, was having a wild day and wasn't paying attention at all. I noticed that he was always talking to his colleague, and when he wasn't, he was looking inconspicuously at his cell phone. I needed him to learn this and ideally by the next time, and I know he doesn't mind performing in front of others and giving presentations, so I talked to him personally after class and assigned him a presentation on this topic.\n\nSituation (Anamnesis):\nStudent: 5th year of an eight-year high school, hard-working student who needs to pay attention to the material, rarely disruptive, willing to cooperate\n\nTeacher Intervention (Solution):\nThe student agreed that he wasn't paying much attention today. I explained to him that this is a very important material that he will need in the future and for graduation, and I suggested that he make a presentation on this topic for the next class, which he will then present in front of the class. I knew that he makes presentations well and likes to present. The student agreed, thanked me for my understanding, and brought the presentation next time.\n\nOutcome:\nOur small conversation took off perfectly, he prepared for the next class with an excellent presentation, with which he was able to better explain the topic and issues. Due to the fact that he had to work it out, he also learned everything necessary himself, and his further studies continued without problems, I would even say that even better than before. The student later thanked me for this approach after graduation when I met him outside the school.\n\nStudent Profile:\nAge/Year: 16 let, 5. Ročník osmiletého gymnázia\nHobbies: Literatura, technika\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "991", "student_age_year": "16 let, 5. Ročník osmiletého gymnázia", "student_hobbies": "Literatura, technika", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, AJ, ZSV", "teacher_practice_years": "25", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/286", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student ambushed and repeatedly assaulted a blind classmate, which is actually the worst thing he could do. If he only attacked him verbally, which he did and he didn't like it, but hit the blind boy... He just doesn't know where the blow is coming from, he can't defend himself, he purposely walked up to him quietly and hit him from an ambush, it wasn't not even after an argument, so he just didn't expect it.\n\nSituation (Anamnesis):\nPhysically and mentally assaulting a blind classmate, fighting with a blind classmate over a friend, frequent prank calls - he was supposed to use a magnifying glass, which his mother insisted on and he refused to use it, then told at home that he couldn't use it. he also adapted to all situations at home, he simply put himself in the position of the one who was hurt, that he attacked because everyone was against him, even though part of the class was friends with him, they had nothing against him. It was explicitly about the one he wanted to be friends with, but who was friends with the blind man and wanted to get him in some way, when that didn't work out, he proceeded to physically assault him. so he was able to make him angry again by what he said to him, that's kind of hard, but how could he defend himself other than verbally, when he was blind? This is such a difficult situation. We were the third school and everywhere he had problems adapting, he didn't get used to the team at all, and his mother transferred him from school to school, because everywhere (teachers, children)\n\nTeacher Intervention (Solution):\nWhen the children came up with the fact that he hit someone, I took him to the corridor and asked him - what happened, what was his reason for it, why did it happen. Then I asked the children separately. It looked like it would be fine... The psychologist dealt with the class, the team, but he refused to participate, he simply sat on the bench and refused to participate in any game, he even urged others not to participate either. The psychologist came to me and said:\n\nOutcome:\nhe left for another school, there was an effort to work with him, but not from his side or from the family anymore. We were just always dealing with something. Mom had the feeling that we sat on him and I called her that he verbally attacked someone and she kept defending him. He is now at another school, but still falls under our special center.\n\nStudent Profile:\nAge/Year: 9 let, 3.-4. třída\nHobbies: Přírodověda, životní prostředí\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "286", "student_age_year": "9 let, 3.-4. třída", "student_hobbies": "Přírodověda, životní prostředí", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Učitelství pro školy pro mládež vyžadující zvláštní péči- speciální pedagog", "teacher_practice_years": "32 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/875", "content": "TEACHING CASE STUDY\n\nBackground:\nVulgar and racist remarks from a troubled boy to his classmates of Roma and Vietnamese origin. Subsequent disciplinary offenses such as disrespect towards teachers, vulgar expressions, swearing and violent behavior are recorded. Everything takes place in the boys' toilets, where bullying is born. On the part of the problematic pupil, there are verbal insults, pushing and threats to pupils of Roma and Vietnamese origin. The children complained about the classmate, he was reprimanded by the class teacher, but it did not help. There was no correction, and in addition, physical violence increased. Then he subsequently attacked a classmate of Roma origin in those toilets, and the problem received more attention and emphasis.\n\nSituation (Anamnesis):\nproblematic, below-average student who spoils relationships in the class and bullies classmates. V was very inattentive, disruptive and ignored the teacher and his admonitions. Bad upbringing plays a big role in the pupil, his parents allow him everything and the boy can do whatever he sees fit. Computer games don't add much to it either. There is a lot of violence and swearing on the internet, he takes an example from it all.\n\nTeacher Intervention (Solution):\nThe solution to the problem was as follows: prevention methods came to the school and the educational committee was called together with the parents for repeated vulgar racial expressions towards their classmates of Roma and Vietnamese origin. The student denied everything, lied and did not cooperate. There were also witnesses at the joint meeting. A proper investigation of the situation followed. The parents did not trust the school, they did not agree with the school and with our solution, they believed only what their son told them.\n\nOutcome:\nThe student was given a 2 for behavior and the parents did not accept this decision. The parents chose their path and transferred the student to another school. With the opinion of his parents that he will have better conditions elsewhere, so that he can develop better and with a better team in the class, where he was originally a problem.\n\nStudent Profile:\nAge/Year: 13, 7.třída\nHobbies: počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "875", "student_age_year": "13, 7.třída", "student_hobbies": "počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, Aj, Nj, Ov, Rv", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1354", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student arranged an afternoon screening of a short animated fairy tale with me. I usually read a story to the children after lunch, this time I agreed to a change. However, I conditioned the screening of the animated fairy tale on the problem-free behavior of the children at lunch. The boy is very active: he immediately spread the information to the other children, and they, together with him, began to look forward to the fact that the afternoon break will take place that day in a slightly different mode. At the end of the lesson, the children and I went to lunch. During lunch, the children failed to follow the established rules. Even the transition from lunch back to class didn't go as well as it should have.\n\nSituation (Anamnesis):\nThe boy who initiated the screening of the film had frequent tendencies to offend. He took the loss hard, for example, in games in physical education. If not compared to others, he is very friendly. He is often prone to pain and mild hypochondria. He is versatile, above average intelligent, prompt, eloquent. He is popular in class. He is not popular with only a small group of introverted boys. Apparently he is too loud and dominant for them.\n\nTeacher Intervention (Solution):\nThe situation eventually escalated: I decided not to play the fairy tale to the children, because the agreed conditions were not met. First, the boy, at whose request the film was to be played, was introduced to the whole situation. He reacted very indignantly, almost hysterically. Not only was he offended and affected. He loudly voiced his disapproval. He could not stand the change calmly, even though there was a reason for it, based on the previous agreement. He spread indignation around him, dragged the other children down. He repeatedly verbally attacked me for breaking the contract. It upset me, and I also expressed my indignation. The boy brought a note on which he brought a handwritten sign-out from our school. It turned me on even more and I reacted even more angrily.\n\nOutcome:\nMy emotional reaction didn't make the situation any better. The boy remained offended for the rest of the time, showing that he did not understand why the fairy tale was not shown in the end. There was no catharsis and clearing of the situation. I didn't feel like the boy would deduce the reason for my decision from my anger. Although a similarly heated situation never happened again, this particular conflict seemed to me to have ended incorrectly. Maybe the boy needed more calm, an explanation instead of my upset.\n\nStudent Profile:\nAge/Year: 8 roků, 2. ročník\nHobbies: IT technika, sport, stolní hry, zvířata\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1354", "student_age_year": "8 roků, 2. ročník", "student_hobbies": "IT technika, sport, stolní hry, zvířata", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské (učitelství 1. stupně ZŠ se specializací speciální pedagogika)", "teacher_practice_years": "16 let", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1203", "content": "TEACHING CASE STUDY\n\nBackground:\nboy joined my first class who, at first glance, was much bigger and taller than all his classmates. He was probably very well aware of this himself, and so he began to abuse his power over them. He began to abuse them, he had them as his henchmen. He didn't even bend down to pick up a pencil himself. He always hollered at a classmate to hand it to him. But that was the least of it, once he even flushed a child's head down the toilet.\n\nSituation (Anamnesis):\nHis internal problem probably originated in the family. His mother didn't want him, but his father interceded for him, and so they have him in alternating care by agreement, otherwise he would probably be in the nursery. Regarding school, but dad handles everything, because mom doesn't like him - that's what he said himself. And he doesn't like her either. Within the class, he was physically much bigger and stronger than all his classmates. The others did not play with him, but rather feared him.\n\nTeacher Intervention (Solution):\ntried to solve it first with him, then through my parents, but nothing helped. From the parents, it seemed like they weren't going to do much about it, maybe a little dad. She also started discussing it with the school psychologist. He went to her for some sessions, but nothing helped, the student did not improve in any way.\n\nOutcome:\nHe's in third grade now and I'm not teaching him anymore, so I don't know what the situation is now, but I think it's still being worked out. For me, the improvement was minimal, even though I think I tried to do everything I could.\n\nStudent Profile:\nAge/Year: 7 let, 1. třída\nHobbies: -\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1203", "student_age_year": "7 let, 1. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Speciální pedagogika", "teacher_practice_years": "17", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/32", "content": "TEACHING CASE STUDY\n\nBackground:\nMy colleague came late to art class. There were three teachers in the class at that moment. Three students left to see the psychologist, and only one student and another student remained in the class. The first of them was irritated by his failure in the previous lesson and was tearful and running out of the classroom into the corridor. So the assistant attended to this pupil in the corridor and I stayed in the classroom with my colleague in art education and with the other pupil. He didn't have his day either. He was irritable, argumentative, significantly restless, unable to sit still for a moment and devote himself to the assigned work. Perhaps his behavior was also targeted. How and to what extent, even with the passage of time, I am not able to evaluate. At this time, the second student managed to steal a wallet from the assistant's purse. It was in a purse in the assistant's desk and the desk was in places where the students could not move unnoticed. These two students were able to keep three teachers busy in such a way that it was impossible to handle it. And the rest of the class got back into it as well, joining in for the next lesson. Throughout and until the end of the lesson, it seemed almost like a normal working day. We only found out what happened an hour after the end of the lesson and after a phone call from the mother of one of the pupils. The second pupil showed off his catch to other pupils on the tram.\n\nSituation (Anamnesis):\nsixth grade student came to my class. He transferred to us from a boarding primary school and his reputation was very bad. At first glance, he was an inconspicuous, quiet, thin boy. He didn't seem aggressive at all. He was not very smart, he spoke to the teachers very quietly, I would almost say shouted. That lasted the whole first half of the year. He quickly made friends with his classmates, he even had his own \"bodyguard\n\nTeacher Intervention (Solution):\nThe confrontation and conversation with the pupil at school did not take place. The student had a trial the following week for a different assault than that of a classmate. The parents kept the student at home until the court. Protective institutional education was ordered by the court, and until placement in institutional education, the pupil was reassigned to basic education in a diagnostic institute.\n\nOutcome:\nThe situation around the student took a very rapid turn. The classmates calmed down a lot and the atmosphere in the class was great after he left. They talked about those events often, they needed to confide in each other and the classmate was no longer afraid to go to school. In the interviews, which took place mainly in civic education classes, but not only in them, I tried to support the correct behavior as much as possible, to give examples of how classmates could solve the student's coercive behavior earlier. Since the solution could not have happened and I'm actually glad that I didn't have to deal with the incident in the end, I consider it unresolved or poorly resolved. Despite quite a long experience with such pupils, I let myself be swayed by the behavior of a Chameleon-pupil.\n\nStudent Profile:\nAge/Year: 13 let/ VII. ročník\nHobbies: žádné\nDiagnoses: ADHD\nDisorders: Agrese,Lhaní,Fyzické násilí,Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Transfer of student\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "32", "student_age_year": "13 let/ VII. ročník", "student_hobbies": "žádné", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Lhaní,Fyzické násilí,Krádeže", "teacher_approbation": "Speciální pedagog ve vzdělávání i poradenství", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1346", "content": "TEACHING CASE STUDY\n\nBackground:\nPupils' behavior during online classes was not very recognizable and only became more apparent when they started face-to-face classes. I began to observe behavior in them that was not very pleasant during teaching, and both I and the other teachers had a problem with it. Specifically, it was a group of five students, one of whom was more extroverted, so most of the attempts to solve the situation took place with him at the head of the other four of his classmates. Their behavior began to manifest itself in constant convergence, as an example of a situation where we were sitting in a computer classroom and the computers are two meters apart. Even so, the students turned their computers around to have them closer to each other and leaned on each other's shoulders like very close friends. This behavior was displayed among different students in this group of five, and I did not notice any specific LGBT couples, as if all five had some very close relationship with each other. Two students had an average of around 1.7 during distance learning, two had an average of around 3 and one particular one, who was more extroverted, had an average of 3.5. However, towards the end of the third year, the average of the whole group began to approach 3, so I assume that the students were pulling each other down.\n\nSituation (Anamnesis):\ntried to discuss the situation with the rest of the class as well, who did not know what was going on and they described to me that these five boys do not communicate with them, they also do not join in common class activities and are very apathetic in most situations.\n\nTeacher Intervention (Solution):\ntried to solve the situation by sitting down with the whole class and trying to explain to them what I and the other teachers see as a problem, what kind of behavior bothers us in class and that their average has worsened compared to previous years and I demanded some explanation. But since the students behaved very apathetically and didn't answer me and didn't know what to say, they just shrugged their shoulders, so I tried to slowly ask if it was related to their orientation and I came across the LGBT issue. At which a few of the other classmates smiled and chuckled, and it caused a very negative reaction in the particular five. I was called a homophobe and other rude words. Why did I give up trying to solve it in class?\n\nOutcome:\nIn a month it was the end of the school year and for them the third year, which also meant the parents' association. Where I presented this situation to the parents of the students, who were shocked by it and told me mixed reactions from that their student is not gay to that they will try to solve it somehow at home. At the moment, I have completed the first week of teaching in the classroom and from what I have observed so far, the behavior has not changed in any way and I don't even know much about how to proceed, since I have a lot of responsibilities outside of classes and I don't know if I am able to solve this situation sensitively enough without , so that I don't hurt students, parents or burn out myself.\n\nStudent Profile:\nAge/Year: 18/3 sš\nHobbies: -\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1346", "student_age_year": "18/3 sš", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Phd.", "teacher_practice_years": "38", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/211", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student of the first year of distance learning began to be passive and not fulfill his study obligations in the period from May to June 2021. From the past he was known as a student who fulfills his obligations and completes his tasks carefully and on time. The student claimed that he likes to work so-called 'online' very much and distance learning suits him. His mother claimed the same. At the beginning of May, the student suddenly became silent and, despite repeated calls during May, June, July and August, did not respond to calls to complete online tests and assignments so that he could be properly classified and properly finish the year. Even the mother, who was otherwise very active and regularly cooperated with the school and supported her son in his studies, did not respond to the calls.\n\nSituation (Anamnesis):\nThe student suffers from Asperger's syndrome and has been diagnosed with ADHD. His cognitive ability is average and he is classified as PO3.\n\nTeacher Intervention (Solution):\nIn July, a PPP worker contacted me with a question about how the student is doing and how he is coping with entering the full-time form of distance learning at our high school. I informed the employee in detail about the pupil's passivity and the lack of contact with his mother, whom I contacted several times in writing. The lady from the counseling center consulted with me about the possibility of an assistant for the pupil who could help him manage the teaching regime in the face-to-face form of distance learning at our school. She suggested to me that she herself would contact the mother and the pupil and ask what was the reason for the sudden silence of the pupil, who had been working diligently with very good academic results. Not long after, the student's mother contacted me by phone and explained that the student began to suffer from depression and anxiety, and as a result was unable to devote himself to completing assignments online or in any other form. Due to the reconstruction of the waste in their house, the mother was forced to take the pupil to relatives in Slovakia, where, according to her, his condition stabilized, but he still refused to complete the tasks. I suggested to my mother the possibility of repeating the year, but the mother firmly rejected this possibility, saying that it would discourage the student completely and he would not finish school at all. So I suggested to my mother to resend the online tests according to the schedule so that they could be completed at a reasonable pace. The mother welcomed this possibility and said that she would support her son as much as possible in his efforts to successfully complete the first year.\n\nOutcome:\nDuring the first two weeks of September, the student managed to successfully complete the first year of distance learning at our school with very good results and pass an interview with the school principal. Although he previously refused personal contacts with teaching staff. Currently, the student regularly attends Saturday consultations of the distance form of study, PPP proposed an assistant who would support the student and introduce him to a regular regimen and limit his stress. It was also recommended to respect his work pace and to make maximum use of the PC for homework.\n\nStudent Profile:\nAge/Year: 17, 1.D\nHobbies: počítačové hry\nDiagnoses: Aspergerův syndrom,ADHD\nDisorders: Pasivita,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "211", "student_age_year": "17, 1.D", "student_hobbies": "počítačové hry", "student_diagnoses": "Aspergerův syndrom,ADHD", "student_disorders": "Pasivita,Nepracovitost", "teacher_approbation": "VŠ, Anglický jazyk,", "teacher_practice_years": "24 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1036", "content": "TEACHING CASE STUDY\n\nBackground:\nAs with the successful situation, the complaint about the pupil's behavior reached me mainly from colleagues. Female colleagues in particular complained that the pupil puts a hood on his head and does not change his shoes in their classes. She often does the same thing in my class as well, but it didn't bother me personally, so I never dealt with it. However, in order to please my colleagues, I talked to the student and agreed with him that he can wear a hood in my class, but he won't wear it in the presence of teachers who don't like it. The student agreed and did as I told him. However, not long after that, other, this time worse, disciplinary behaviors began to appear. The student stopped changing his shoes more often, and when he was admonished by the janitor or another teacher, he started arguing, and finally declared that he was going home. And he really packed up and went home again. In addition, verbal bullying began to appear with him more and more often. Earlier, around the sixth grade, the student physically bullied some classmates, but then he stopped and continued with verbal bullying, which, although not frequent, is still there. In addition, he is also often very successful in influencing his classmates to carry his things, help him, or stand behind him in his fictional stories.\n\nSituation (Anamnesis):\nProblem student - ninth grade elementary school student, extroverted, very intelligent, good academic performance, likes to manipulate the truth to fit his stories, manipulative. In his classmates, you can see their different opinion about him. Most of the students don't like him very much, they don't like his behavior, but there is also a group of those who stand behind him, often defend him, and you could even say that they take him as their role model.\n\nTeacher Intervention (Solution):\nI tried to resolve this whole situation, just like the previous one, by agreement. I spoke with the pupil, but without any success, so I then called a meeting with the mother, the principal and his representatives and the pupil himself to resolve this situation. The teacher did not tell me more about this meeting with the school management\n\nOutcome:\nEven after a significant rebuke at a meeting with the school management, the situation did not improve significantly. The student still often leaves school on his own accord when he decides that he is no longer interested in school, he also sometimes makes fun of his classmates and does not obey the basic rules of the school. We no longer know what to do with him, because the pupil does not take our words to heart. When the director says something to him, it seems that it somehow messes with his head and maybe he even regrets it, but then he continues to behave as before. I think he doesn't get much attention at home, so he needs to draw attention to himself at school in order to get that attention.\n\nStudent Profile:\nAge/Year: 14, 9. ročník ZŠ\nHobbies: dříve florbal a další sportovní aktivity, nyní IT, programování\nDisorders: Lhaní,Manipulace,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1036", "student_age_year": "14, 9. ročník ZŠ", "student_hobbies": "dříve florbal a další sportovní aktivity, nyní IT, programování", "student_diagnoses": "", "student_disorders": "Lhaní,Manipulace,Potřeba pozornosti", "teacher_approbation": "Mgr., HV a M", "teacher_practice_years": "5", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/725", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught my first year in high school. When the student got on, I knew right away that he would not be a frightened freshman, but on the contrary, that he was already slowly sticking out his elbows. However, over the years of my practice, I am already used to these types. The first week of school has passed and even after the load of information and tests, assignments, etc., the pupil's attitude has not changed. On the contrary, everything only got worse. In the first year, they go to our school for an adaptation course, which the student, as a freshman, also completed. Upon his return, his behavior took a sharp turn for the worse. The earlier disruptions in class and forgotten assignments suddenly became a big problem. I remember a specific situation when I wanted to check the Czech homework with the students. As usual, the student did not have a task. So I asked him rather forcefully why he didn't have the task again and he replied that he didn't have time for some tasks. Another question from my side was therefore directed to whether he has time to play computer games, which he very often highlights in class. His reaction was quite abrupt and he seemed quite angry to me. Time was running out, so I left the student and gave myself a point for an unfinished task. As the school year progressed, the student did not do his homework and shouted in various ways during the lessons, he sometimes got into fights during the break and more or less contradicted all the teachers. Another thing was his lack of concentration. He couldn't do independent work for more than five minutes, he simply stopped enjoying it and started doing crap. Gradually, the other teachers began to complain about the student's behavior and were just as clueless as I was. Notes, reminders, conversations with him all lacked all meaning. So I decided to solve the whole matter with the school counselor, the psychologist and the student's mother.\n\nSituation (Anamnesis):\nThe student lived only with his mother, who worked in double shifts, so she did not have much time for her son. So the student spent all his free time at the computer. The mother went to class meetings, but she was at a loss for her son and had full confidence in the actions of the teaching staff. She herself did not know what to do with him and it was not in her power to stand over him and do tasks with him. She has never been with him to a psychologist or any other medical examination regarding disturbances. As for the class, the student was an exception with this bad behavior. I think, for myself, that even his classmates became embarrassed by this interruption over time.\n\nTeacher Intervention (Solution):\nAs I already indicated in the previous paragraph, the student's failure to do homework was more than usual. He probably didn't bring even one. Furthermore, there was his distractibility, during the activity (whether it was independent work or work in groups), the student kept his attention for a maximum of 10-15 minutes and then got bored and disturbed. Over time, he even fought with his classmates during breaks. The dialogue and other descriptions are part of the previous paragraphs.\n\nOutcome:\nAfter consulting with the other teachers, the school psychologist and counselor and, of course, the mother, we all came to the opinion that the student needs to be examined by a specialist. I personally suspected ADHD, which was confirmed after some time. The student received the correct medication, he spent some extra time with a psychologist, and his conditions have been one hundred and one since then. I had the feeling that a completely new student had joined the school. I probably can't fully describe the situation immediately after the incident, because it was a longer-term problem. But I am glad that, in my opinion, we caught the problem in time and the pupil did not have to worry about bad behavior in the following years.\n\nStudent Profile:\nAge/Year: 15 let, první ročník SŠ\nHobbies: PC hry\nDiagnoses: ADHD\nDisorders: Nepozornost,Rušení výuky,Zapomnětlivost,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "725", "student_age_year": "15 let, první ročník SŠ", "student_hobbies": "PC hry", "student_diagnoses": "ADHD", "student_disorders": "Nepozornost,Rušení výuky,Zapomnětlivost,Agrese", "teacher_approbation": "Mgr., Český jazyk a literatura, Občanská výchova a základy společenských věd", "teacher_practice_years": "34", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1209", "content": "TEACHING CASE STUDY\n\nBackground:\nThis happened a few years ago, but it's the first thing that came to my mind. Pupils were given the task of reading a book and handing in a reading diary. This was not unusual. However, this student did hand in the assignment, but the book she listed was read by the whole class together at school that same year. I considered that a scam.\n\nSituation (Anamnesis):\nSchoolgirls - no problems.\n\nTeacher Intervention (Solution):\nI tried to explain to the student that I consider the whole thing a fraud, and I cannot recognize the book. She didn't even argue or try to make excuses. I informed my mother about it in the diary. I don't know what happened, if the mother was offended, but the student immediately left the school.\n\nOutcome:\nI tried to communicate with my mother, but I got no response. Only the school management informed me that the student had transferred to another school. To this day, I don't know if there was something more to it, some situation at home, or if I really offended my mother by telling her about the fraud. There really weren't any problems until then.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída ZŠ\nHobbies: Chození ven, jinak ani kroužky\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1209", "student_age_year": "10 let, 4. třída ZŠ", "student_hobbies": "Chození ven, jinak ani kroužky", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "20", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/423", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the heated situation in the classroom, the student vomited. Subsequently, he started shouting in the classroom and tried to leave the classroom, which the teacher and I did not allow him to do. After that, the student ran under the teacher's desk, where he remained and did not want to leave the place.\n\nSituation (Anamnesis):\nProblematic behavior has already occurred with the pupil in the past.\n\nTeacher Intervention (Solution):\nThe problem situation was solved by the teaching teacher. The teacher managed the situation by keeping the student under the teacher's desk until he was relatively stable.\n\nOutcome:\nThen the student went out on his own. We talked about the whole situation with the pupil and the pupil was able to remain calm during the following lesson.\n\nStudent Profile:\nAge/Year: 6 let, 1.ročník\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "423", "student_age_year": "6 let, 1.ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Magistr", "teacher_practice_years": "12", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/941", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the break I was in charge of the changing rooms. It was lunchtime, so most of the students only went to take their briefcases to the locker room and then went to the dining hall. One of the incoming students was an eighth grader, and a classmate came with him. Immediately after arriving in the locker room, he started pushing one student and mocking him, and to his insulting remarks, the other student replied that, unlike him, at least he doesn't fail the matric and so many fours and fives. The first student ran closer to him, pushed the second student so that he fell to the ground and started kicking him. At that moment I ran to the boys and tore them apart. I immediately took the first student aside and immediately after supervision took him to the class teacher and reported the problem to him.\n\nSituation (Anamnesis):\nThe students generally do not get along very well. One is very smart and clever, he does well in school and has excellent grades. On the other hand, the other one is not very good at school. He has threes or fours in most subjects. But he comes from a very good background, wears only branded clothes and often brags about it to his classmates. This, in my opinion, is the main reason for their conflicts, one is envious of the other's results in school, so he wants to prove to him that he is better at least by having more money.\n\nTeacher Intervention (Solution):\nThe class teacher talked to the first student and asked him about the reason why the conflict occurred. The student didn't answer, he just kept silent. The class teacher also called his parents to let them know about the problem and asked them to come to school. After that, I, the class teacher and the student went to the principal's office to wait for the parents. After the parents arrived, we told them about the physical assault and let them go home with the student, saying they would talk to him. We agreed with the school management and the class teacher to give the principal a reprimand. We arranged for the student to visit the school psychologist.\n\nOutcome:\nThe next day, we called both boys to my office. The first pupil apologized to the second pupil in the presence of me and the class teacher, the second pupil apologized in return. The physical attack did not happen again, the students did not become friends, but at least the first student stopped mocking the second. However, the first pupil continued to be angry and disruptive during the lessons.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: Hra na počítači\nDiagnoses: ADHD\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Physical intervention, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "941", "student_age_year": "14 let, 8. ročník", "student_hobbies": "Hra na počítači", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Mgr., dějepis a občanská výchova", "teacher_practice_years": "1,5", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Physical intervention, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/807", "content": "TEACHING CASE STUDY\n\nBackground:\nIn September, first-year IT students came to the computer room for the first time. During the introductory hour, which was purely informational, the computers were turned off. I explained the rules of the classroom and pointed to selected passages of the school rules, which discuss, for example, the prohibition of connecting foreign devices to school computers or the school network. Then there was a short break, during which the students could be in the classroom or go to the toilet. One student took advantage of the situation when I was not in the classroom. He connected his smartphone to the computer, turned on the computer, and then tried to upload some data to the computer. I caught him doing this when I returned to the classroom.\n\nSituation (Anamnesis):\nOne pupil – a pupil of a vocational high school. In the 1st year of the IT field. Restless, sometimes even aggressive. More of an extrovert. Rather hostile towards most classmates. He communicated with them very rudely and vulgarly. His benefit was rather average. A problem with authority.\n\nTeacher Intervention (Solution):\nThe moment I entered the classroom, I saw a student kneeling at a computer with a smartphone connected to it. I came all the way to him to have a good look at what he was doing. I noticed that he was commanding his smartphone to upload foreign software to the computer. I very calmly asked him what he was doing and if he was aware that he was now breaking the school rules that I read about twenty minutes ago. A surprised pupil who only now noticed that I was in the classroom. He very aggressively began to say through his teeth that he was not doing anything and that the computer was already on. I countered by saying that all the computers were off and that I noticed he was uploading something to that computer. I reminded him again that it is forbidden to connect anything foreign to the computers and to change the software in any way. The student's aggressive behavior began to escalate. He pressed the smartphone screen very hard, pulled out the USB cable from the computer and turned off the computer itself by pulling the power cord directly from the socket. At the same time, he kept repeating that he did nothing. I wanted to calm the situation down and told him that it was basically nothing, just to realize that this is simply not allowed. At that, the pupil was already shouting very loudly that he had done nothing and was not doing anything. And that I should check that the computer is turned off. Even though I wanted to deal with the situation with perspective, I was adamant. I reminded the student again of what I had witnessed and that this must not be done. The student responded to this by walking around the class and asking his classmates if they had seen him do anything. Several of his classmates who saw him confirmed my words. These facts enraged the student even more. At this point I went out into the corridor and asked a passing colleague to come between us and be a witness. The colleague listened to the student, who gradually calmed down. The student told his colleague that he did nothing with anything. His colleague assured him that he had no intention of dealing with him on the assumption that it would be quiet by the end of the hour. He then left the classroom. I didn't go back to the incident and tried to unlearn the rest of the class.\n\nOutcome:\nAfter the student calmed down and had the opportunity to talk to someone else, he worked normally until the end of the lesson. However, similar incidents were repeated. The climax was his expulsion from the youth home for possession of narcotic substances and his subsequent transfer to another school.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník SŠ\nHobbies: Počítače, elektronika, kreslení, hudba.\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "807", "student_age_year": "15 let, 1. ročník SŠ", "student_hobbies": "Počítače, elektronika, kreslení, hudba.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – Odborné učitelství SŠ", "teacher_practice_years": "10", "problems_annotated": "Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/189", "content": "TEACHING CASE STUDY\n\nBackground:\nThe first hour was quite standard. There were a total of 8 students in the class. The student was focused on her studies and didn't seem to be distracted by anything. The student no longer has an assistant thanks to the progress she has made recently. After twenty minutes of class, the student needs to take out a workbook from her briefcase, while realizing that she had previously spilled a bottle of drink into it. She is very stressed and keeps repeating that her notebooks and textbooks are destroyed and that it is impossible to use them anymore. By the end of the class, he can't concentrate at all. She cries and is still very upset. At times, he manages to focus his attention on the work in class and is partially involved in completing the tasks. Thanks to the interactive whiteboard, she succeeds in drawing her attention away from her notebooks, and the student participates in numerical tasks together with other classmates. However, after returning to the bench, he returns to the spilled notebooks and loudly complains that the notebooks are destroyed and he can no longer work with them. It seems that she will no longer be able to concentrate all day, despite her best efforts to distract herself from the spilled notebooks.\n\nSituation (Anamnesis):\nThe student suffers from an autism spectrum disorder - Asperger's syndrome. Any deviation from the normal situation stresses her out a lot and distracts her from other actions. It is very important to introduce the procedures for activities in such a way that it is possible to react adequately to these changes in the event of changes.\n\nTeacher Intervention (Solution):\nThe teacher asks: What happened, student? The student answers: No, those notebooks are wet. The teacher asks: How are they wet? The student answers: I spilled the drink. The teacher suggests: Let's put them here on the heater and dry them. The student protests: No, they are destroyed, I can't write in them. The teacher reassures: Don't worry, it will dry and it will be fine. The student insists: They are destroyed. In a similar vein, she continued to convince the student that the state of the notebooks could be corrected, when she kept coming back to the problem after a while and was tearful for the rest of the day. She constantly refused to use the notebooks in the next lessons, even though they were already dried. Fortunately, I thought to bring her new notebooks after a certain time, which solved the whole situation.\n\nOutcome:\nAfter finding out that the student's notebooks were spilled, she was unable to focus on the lesson and was very stressed. She kept coming back to the problem, was clearly uncomfortable, and refused the notebooks. After the exchange of notebooks, the student calmed down, but occasionally returned to the problem and her attention was distracted throughout the day. Thanks to the idea of giving the student new notebooks, the whole situation was easier, and she was visibly relieved that her notebooks were undamaged, with no crumpled corners. Due to her clinging to the aids in good condition, it was very important to replace the spilled notebooks with new ones and the student could work together for the rest of the day to the best of her ability.\n\nStudent Profile:\nAge/Year: 10 let, 5. třída ZŠ\nHobbies: historie, čtení\nDiagnoses: PAS – porucha autistického spektra,Náběh na Aspergerův syndrom\nDisorders: Nesoustředěnost,Autistické rysy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "189", "student_age_year": "10 let, 5. třída ZŠ", "student_hobbies": "historie, čtení", "student_diagnoses": "PAS – porucha autistického spektra,Náběh na Aspergerův syndrom", "student_disorders": "Nesoustředěnost,Autistické rysy", "teacher_approbation": "Mgr.", "teacher_practice_years": "5", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1086", "content": "TEACHING CASE STUDY\n\nBackground:\ndispute developed between the girls in class 1.P on one side and their classmates on the other. On both sides, there was alternating bad behavior and inappropriate communication, taking place for the most part through various social networks. The class teacher became involved the moment he recognized certain signs of a dispute, in early April. On the basis of a short conversation between the class teacher and one of the pupils via MS Teams, it was confirmed that the relations were not in order. The class teacher contacted the girls' parents. At the first meeting, it was agreed that it would be possible to fully address the situation only after the children returned to school. After the first day at school, the situation between the girls escalated and efforts to talk out the problems failed. Rather, the sequence of events intensified the feeling of hostility and rejection for one of the parties. The class teacher agreed with the parents of one of the parties that the students would stay at home for the rest of the week, and that the school would therefore begin to resolve the situation by committee with the management and the prevention officer of socially pathological phenomena. For this purpose, captured materials were requested from the parents, which proved the creation and dissemination of very inappropriate content directed against girls. The following day, they were confronted with a slice of online communication and offensive content. The students did not deny the origin of these materials and admitted themselves that it was \"over the line\n\nSituation (Anamnesis):\nDue to covid, the class did not have the opportunity to properly socialize and it could be stressful and challenging for children in their first year at a new school. The aforementioned problems flowed from the effort to integrate into the new collective, which were difficult to solve for distance learning.\n\nTeacher Intervention (Solution):\nAfter the pupils returned to school, we organized an informal meeting consisting of the class teacher, the prevention teacher, the pupil, and two other girls. We talked about the dangers and limitations of communication via social networks, the girls talked to each other and clarified some of the misunderstandings that had arisen. All the girls eventually expressed regret for the situation and apologized to each other for their wrong and often offensive actions.\n\nOutcome:\nRight after the situation he is now hopefully better. All the participants in the dispute go to school and hopefully they will be able to concentrate mainly on their studies. Let's believe that the girls will continue to get along with each other with respect. We see cooperation between parents and schools as necessary for the future in that we will point out the dangers of the online space and the importance of equal face-to-face communication. Taking into account the fact that a similar situation occurred in the class for the first time, all four participating girls will be given the lowest educational measure, a reprimand from the class teacher for inappropriate behavior towards classmates. Three years after the conflict: The class is now functioning normally without any educational problems. All the students are currently getting along and the situation has not seriously affected anyone. There is a positive atmosphere in the classroom and the team is well-knit.\n\nStudent Profile:\nAge/Year: 12 let, prima\nHobbies: Všechny žákyně mají mimoškolní aktivity\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1086", "student_age_year": "12 let, prima", "student_hobbies": "Všechny žákyně mají mimoškolní aktivity", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "11", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/945", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student started annoying the other children, sometimes hitting them and the like, so I found out why. Then we found out that the others were mocking him because he was stronger and a three-stroker at that. So I started to call the parents first, as the class teacher, and I solved it further with them.\n\nSituation (Anamnesis):\nFamily played a big role there. It was perfectly functional. Mom used to go to school to ask about him, she was interested beyond the scope of class meetings. He was an only child, so they could devote themselves fully to him.\n\nTeacher Intervention (Solution):\nThere it wasn't even done through a psychologist, there wasn't even a psychologist then, only through a special pedagogue, which I was in the class, because we caught it in time, right from the beginning. The parents were very accommodating, very willing, helped and talked with him. We helped him find a friend in class, they sat together on the desk... The problem was more with growing up. He was a triathlete, so there were also children in the class who could handle the subjects better, and as I said before, he was stronger, so it was more like working with that class there. As familiarization and adaptation courses are done these days, I played psychological games with the class to develop some empathy, cooperation, tolerance...\n\nOutcome:\nWhen we found him that friend, he had someone to lean on in that class and it was nice. Then he went to the second grade and unfortunately I don't know much about how it went, I didn't teach him there anymore. But I think that everything was calm, because I didn't hear anything bad about him after that, nor that anything was happening to him. But as soon as he left our elementary school, he did an apprenticeship, then he finished his high school diploma, he went to university and today he has two doctorates.\n\nStudent Profile:\nAge/Year: 5. třída, 10-11 let\nHobbies: počítače\nDiagnoses: Dyslexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Support, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "945", "student_age_year": "5. třída, 10-11 let", "student_hobbies": "počítače", "student_diagnoses": "Dyslexie", "student_disorders": "Lhaní", "teacher_approbation": "Speciální pedagogika, Učitelství pro 1. stupeň ZŠ, Učitelství občanské výchovy a základů společenských věd pro ZŠ a SŠ", "teacher_practice_years": "38", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/465", "content": "TEACHING CASE STUDY\n\nBackground:\nmet him for the first time in 2017, when he started first grade and I was put in charge of them. I taught their class Czech, mathematics and work activities. Overall, the class and classroom relationships were smooth. From the beginning, the student was problem-free with very good grades. He was an excellent athlete, more precisely a hockey player. He was kind, friendly and funny. He could make everyone laugh and help everyone. However, at the beginning of the third grade, a change occurred. He became a completely different person from a good and optimistic boy. He stopped enjoying his hobbies, there was a big deterioration in his performance and he became aggressive. This culminated in an activity lesson where the whole class had to create an autumn landscape on paper. The student didn't destroy anything, he took the scissors and started poking first at his drawing and then at the drawing of his classmates. I immediately tried to take the scissors from him and luckily I succeeded and took him out into the corridor. I called my mother to come pick him up. In the classroom, I left an assistant to monitor the classroom. Before my mother arrived, we talked to him about why he did it and what was going on in his life. He didn't want to talk much at first, but eventually he did. Mother and father are getting divorced. Father even pulled his hand away from mother sometimes. When my mother arrived, I explained the whole situation to her and how she should proceed.\n\nSituation (Anamnesis):\nHe lived in a household with both parents at first, but then there was violent behavior on the part of the father against the mother, which culminated in a divorce. Now she lives only with her mother. He has no siblings, so he was used to a happy family of three. He was always a good, problem-free kid. The class was smooth and calm from the start. There was no bullying or anything like that. He was very popular in the class.\n\nTeacher Intervention (Solution):\nAs I mentioned before, he used to be a problem-free student until the beginning of the third grade. His grades deteriorated and he stopped enjoying all extracurricular activities. This then culminated in the scissors incident. For some time after that, his classmates shunned him, but then they found their way to him again and rather helped him in everything. The solution was to find a child psychologist and I think that some support from the school, either mine or the guidance counselor.\n\nOutcome:\nThe pupil's behavior and achievement improved. He successfully made it to the fifth grade. He is an excellent hockey player.\n\nStudent Profile:\nAge/Year: 9 let, 4. Ročník\nHobbies: lední hokej\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Physical intervention, Support, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "465", "student_age_year": "9 let, 4. Ročník", "student_hobbies": "lední hokej", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Masarykova univerzita, Pedagogická fakulta, obor Učitelství pro 1. stupeň základní školy (Mgr.)", "teacher_practice_years": "13", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1409", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student, originally from Ukraine, has been living in the Czech Republic for four months and started high school in September. While studying at the gymnasium, the language is tutored with an assistant as part of the Czech language classes. However, she herself does not have much will to learn the language and falls behind in classes due to the communication barrier. She is very sociable and communicative, but she only speaks English. He often does not complete tasks assigned to improve his Czech, he relies on an assistant in class, who, however, often has to attend to other students. The class teacher and assistant do not speak English very well and do not always communicate well with the student. In most of the ČJ classes, I did exercises and practiced conversation with her outside of class. The language is not difficult for her, but she herself admitted that she does not want to learn it and is ashamed to speak Czech in front of her classmates. With the current load of language courses, he has trouble finding a tutor outside the school. Her Czech teacher is also her class teacher. He is trying to find ways for her to improve her access to the language, which is necessary for studying at the gymnasium. For the time being, he does not even notice significant cooperation from his parents.\n\nSituation (Anamnesis):\nThe student has a different language, which makes it difficult for her to study at the gymnasium. Compared to the academic results in the past, it is getting worse. She is very sociable, but because of her own sense of security in the new team, she does not want to use Czech, which she has only been learning for a few weeks. So far, the parents have not shown significant cooperation in trying to improve the student's language skills.\n\nTeacher Intervention (Solution):\ndiscussed the situation with the class teacher (at the same time the ČJ teacher) and the assistant with whom I collaborated in preparing the lessons. For the time being, ČJ hours are set aside for the student to work on exercises and converse in Czech with the assistant. They only have one assistant, she was primarily assigned to another student in the class. Therefore, she cannot always give her full attention, the assistant is often absent due to the system of half hours. They try to support the student in her search for a Czech language course, because they perceive a significant negative effect on her academic results and a certain slowdown in the course of the whole class's subject matter. For now, they have not established a different procedure for integrating the student into a new environment. According to the interview with the student, her classmates mainly support her.\n\nOutcome:\nThe student shows effort during individual lessons with an assistant, but when working alone or using Czech in front of several people, she does not feel confident enough. The school supports the student's learning of the Czech language, but does not consider it to be the primary goal of her education. The class teacher would also not like to disrupt the well-developed relationship with the class team.\n\nStudent Profile:\nAge/Year: 16, 2. ročník SŠ\nHobbies: Ve studiu se chce zaměřit na přírodní vědy\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Failure to attend class\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1409", "student_age_year": "16, 2. ročník SŠ", "student_hobbies": "Ve studiu se chce zaměřit na přírodní vědy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Český jazyk a literatura, Dějepis", "teacher_practice_years": "28", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/910", "content": "TEACHING CASE STUDY\n\nBackground:\nIn leisure activities in general, pedagogues have a bigger problem with authority than pedagogues in primary schools. This problem does not concern children who go to the club (camp) with gusto, but especially those who are 'postponed' to these activities by their parents. It is then the teacher's task to arouse the child's interest in the given activity, but it often runs into the problem of authority, because in these cases there is no threat for the pupil in the form of a bad grade, or no other disciplinary action – maximum exclusion from the given activity, which is often the goal the student is aiming for. Personal authority was particularly tested by one student who constantly harassed his 'friends' - by pushing them and often using inappropriate vocabulary. The result was a disruption of the atmosphere in the collective and the growth of anarchy in a group of children who would otherwise enjoy collective work comfortably. The situation escalated to such an extent that the parent of another child came to complain about the pupil in question.\n\nSituation (Anamnesis):\nDescriptive data on the case report - Pupil's age and year: second grade pupil, 6th grade, 12 years old. Student's gender: male. The student lives with both parents. Problem behavior is repeated: yes - practically daily. Behavioral disorders: aggression towards classmates. Confirmed pupil diagnosis: none. Student benefit - subjective view: average. Pupil's interests: sports, computer games. Procedures based on a specific approach were not used during the solution. Anamnesis of the student: a slender, tall child for his age, looking for conflicts and difficulties.\n\nTeacher Intervention (Solution):\ntried to solve the incessant inappropriate behavior of the given pupil by agreement and consultations with colleagues. After everything went so far that there was a complaint from the parent of another child whose behavior the pupil in question had made life unpleasant, my colleague and I tried to talk to the pupil in such a way that the conversation was mainly conducted by a colleague, what would a new (and additional) authority do for him , when the pupil in question promised to behave better, because he was threatened with punishment in the form of expulsion.\n\nOutcome:\nDespite constant reprimands and interviews, the pupil in question committed another offense – we were forced to warn the pupil in question about the possibility of expulsion from the camp, and he subsequently did not arrive for two days. Unfortunately, the pupil's behavior did not change after returning from 'vacation'. Given that the suburban camp is scheduled for a few days, there was no better solution.\n\nStudent Profile:\nAge/Year: žák druhého stupně, 6. třída, 12 let\nHobbies: sport, počítačové hry\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "910", "student_age_year": "žák druhého stupně, 6. třída, 12 let", "student_hobbies": "sport, počítačové hry", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "?", "teacher_practice_years": "10", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/84", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose at the beginning of the school year. A student, a first year student, came to me as an educational counselor, saying that she went for a walk outside the city to the forest with a classmate, and he raped her during that walk. She claimed that he must have put something in her drink because she couldn't even defend herself.\n\nSituation (Anamnesis):\nBoth the student and the classmate stayed at the local boarding school for a week. Žačka otherwise lived with both parents and siblings. During the interview, she hinted that her brother was abusing her, but did not elaborate. She was a weaker student in the class. I don't think she could just make the whole story up. I didn't have much information about her at the time because it happened at the beginning of the school year and she was new to the school.\n\nTeacher Intervention (Solution):\nhad the pupil's story retold to me in its entirety. I was taking notes the whole time. Then I asked her about individual events again, differently. I tried to find out if she made the whole story up. We cannot solve such a case at school - if it seems that the pupil is telling the truth, it would be necessary to hand the matter over to the police. When I heard the story from the student three times during the day and the individual versions did not differ from each other in anything, I told her that we could not deal with this at school and that I would have to call the police. She wasn't scared at all and said she was aware of it and wanted to deal with it. Since the student indicated abuse by her brother, I did not contact the family. However, I called the police. The police took the student away for questioning. Later that day, they brought her back, admitting to them that she made up the classmate's accusations. They also told me that I did the right thing when I called them.\n\nOutcome:\nFor me, the case remained essentially unclosed in the sense that the student admitted to the falsehood of her accusation against her classmate, but the signs of abuse in the family were neither confirmed nor denied. Her parents withdrew her from school that very week and I never heard from her again. So I'm not at all sure how it all went down. Maybe something really happened between her and her classmate, but it was probably voluntary. But then maybe it went over her head. Or maybe it was, as she initially claimed, but she got scared of the possible consequences at the police station and called it all off. I don't know. And what about her brother? I never learned that either. I don't think I would have behaved differently in a similar situation today, but the outcome of the whole incident remains unsatisfactory for me.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník SOŠ\nHobbies: –\nDisorders: Manipulace,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "84", "student_age_year": "16 let, 1. ročník SOŠ", "student_hobbies": "–", "student_diagnoses": "", "student_disorders": "Manipulace,Lhaní", "teacher_approbation": "VŠ (obor Cestovní ruch) + pedagogické minimum", "teacher_practice_years": "7", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/49", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring recess, a girl from my class ran into my office and told me that her friend in the class was crying and the other classmates were laughing at her. I immediately went to the classroom with her to find out what happened. As I opened the door, the laughter slowly died down as the children noticed me. A crying girl was sitting in the first pew, crying. I asked her what someone did to her, but she couldn't talk. Someone in the class shouted, 'Nobody did anything to her, jeez!' Therefore, I decided to talk to the girl alone and took her to the science classroom, which was empty at the time. In the classroom, I offered her a tissue and she slowly started talking. She told me that one of her classmates took pictures of her in the toilet cubicle and immediately after that she published several photos on social networks and sent the link to them to other classmates.\n\nSituation (Anamnesis):\nThe problem student who took pictures of her classmate in the toilet was always a problem child. Her father is rich and gives his daughter everything in abundance. The student has no disadvantage. She is used to getting whatever she asks for. It can be said that her parents are absolutely unable to raise her, but they don't want to admit it. In class, she is popular with most of her classmates, or so she thinks. The teachers in her class repeatedly complain about her behavior. She often solves her disruptions (verbally, throwing various objects across the classroom,...) by testing her from the material already covered. She doesn't react to it in any way and doesn't even try to answer the individual questions in any decent way. He usually responds with the words: 'How am I supposed to know?', 'What do I know?' or 'Look it up in the textbook if you're so interested.' Bad grades don't faze her in the least. When the teacher threatens to invite her parents to school, she usually shrugs her shoulders or suggests that it will annoy her father to listen to stupid talk. The teachers have to repeatedly remind her to write in her notebooks, not to put her feet on the desk, not to use her mobile phone, etc.\n\nTeacher Intervention (Solution):\nAfter the interview with the injured student, I returned to the classroom, where classes were already taking place at that moment. I asked the teacher to release the problematic student from the lesson. I took her to the principal's office. The principal and I found out from her on which social networks she had published pictures of her classmate and we immediately deleted them from them with the help of another colleague. Unfortunately, there were already comments on the pictures from strangers, who we had to inform that it was a criminal offense and to agree with them to delete the comments and not to spread these pictures any further. The father of the problematic pupil and the mother of the damaged pupil came to the school. Both pupils and their parents were invited to the headmistress. The father of the problematic student did not show any interest in the correct solution to the problem and denied his daughter's guilt. Unfortunately, he was one of the school's biggest investors and the headmistress didn't want to upset him. That's why I couldn't push for a bigger punishment and the problematic pupil was reprimanded by the class teacher, which in my opinion is not a sufficient punishment for such a serious offence.\n\nOutcome:\ndefinitely cannot say that I am satisfied with the solution to the problem. The bullying by the problem student continued, so I invited the mother of the damaged student once more and told her that it would be best to transfer her daughter to another class so that she would not come into contact with the problem student as much. But the mother decided to enroll her daughter in another school. The problematic pupil continued her inappropriate behavior throughout her compulsory schooling. I have never been able to push for a higher punishment, although I think that a 2 on behavior would be an adequate punishment for the behavior of the student mentioned above.\n\nStudent Profile:\nHobbies: sociální sítě\nDisorders: Lhaní,Šikana,Rušení výuky,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "49", "student_age_year": "", "student_hobbies": "sociální sítě", "student_diagnoses": "", "student_disorders": "Lhaní,Šikana,Rušení výuky,Agrese", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1122", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student got into a dispute with a classmate with whom he is sitting on the bench. He often plays mobile games during recess and sometimes gets angry and beats himself up while playing. In this case, he hit a classmate hard in the thigh - until it stung. The classmate responded by taking his drinking bottle, running out of the classroom and throwing it in the hallway. He ran up behind him and hit him very hard on the back (the back was red). He realized what he had done and ran to the bathroom, where he cried.\n\nSituation (Anamnesis):\nThe student is in the 7th grade and is 12 years old, friendly and active and has above average results. His classmate and roommate is also 12 years old. He is also friendly and active, plays volleyball and has above average results as well.\n\nTeacher Intervention (Solution):\nNeither the supervisor nor any of the teachers noticed the incident and were not present in the situation. She was alerted to the situation by her fellow students when she came to the classroom to teach. She called the students separately so that they could independently tell what happened. At the same time, she noticed the pupil's distinctly red back. The statement matched. After an hour during the break, they realized that they had discussed the situation and resolved it among themselves. Both of them became aware of their actions in affect, which is common for them when a dispute arises. They apologized and shook hands. However, she told them that it could be for a note and that she would decide. After class, they came to her office together and asked if they had a note. If they hadn't come, they probably would have gotten it. They only left with a warning as he knows they were both genuinely sorry. They got an imaginary point and I'll probably take a few points off of the year-long game.\n\nOutcome:\nThe conflict was resolved by agreement. Pupils work together normally without any problem. While she was dealing with the problem she was busy with organizational matters, but ideally she would have them sign a contract regarding their problem that they would both agree on to prevent the conflict from happening again.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: počítačové a mobilní hry, parkour\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: (Disciplinary) Punishments, Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1122", "student_age_year": "12 let, 7. ročník", "student_hobbies": "počítačové a mobilní hry, parkour", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Aj", "teacher_practice_years": "7", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/156", "content": "TEACHING CASE STUDY\n\nBackground:\nmet the student when I started the sixth grade. She had problems at home, she was dissatisfied. She was always late for school. She had problems with attendance already in the first grade, but her parents always excused it by saying that she is young, she will learn. On the second stage, the problem persisted and began to escalate. She was late more and more often, sometimes she didn't even show up. When distance learning came along, she didn't sign up for a single class. The situation also escalated at home, already dysfunctional relationships were falling apart. The student herself started to attack her mother's partner, then sent a person on him. I remember the phone calls from her mother's partner asking for help.\n\nSituation (Anamnesis):\nThe student lived with her mother and her boyfriend, but she was dissatisfied with the family background. She had no interests, she decided to give up on everything, she was not willing to cooperate, she had no respect for authorities or parents, apathetic, lazy, although she could be a good student, she had the disposition to do so. From apathetic behavior, she later changed to aggressive behavior, where she attacked her mother's partner or destroyed the furniture in the apartment.\n\nTeacher Intervention (Solution):\nEven when the student started coming to school late, I had a conversation with her about this topic. They had a short-term impact, for a few days she went to school on time. But the problematic behavior repeated more and more often, there were days when she didn't even come to school, she just stayed at home and did nothing, or slept. At this time, a series of interviews began with the pupil, her parents, we also dealt with the situation with the police. We hoped that they could accompany the student to school, but this solution was not possible, they were not allowed to enter the apartment, and since the student did not leave the apartment, they could not intervene in any way. The rights protection authority also intervened, but everything was without result.\n\nOutcome:\nThe interviews with the pupil had a positive effect only in the short term and only until about the seventh grade. After that, any intervention, any effort was futile, without result. In the end, the court took away the student's mother's rights of legal representative and the girl ended up in a children's home.\n\nStudent Profile:\nAge/Year: 9. ročník\nHobbies: žádné  které by se projevily)\nDisorders: Absence,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "156", "student_age_year": "9. ročník", "student_hobbies": "žádné  které by se projevily)", "student_diagnoses": "", "student_disorders": "Absence,Neposlušnost", "teacher_approbation": "vysokoškolské; aprobace český jazyk a výtvarná výchova", "teacher_practice_years": "20 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1254", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose due to the escalation of the long-term condition and functioning of the pupil. On Tuesday morning we had a two-hour class. It often happened that she did not go to class, and when she did, she was clearly tired, had difficulty maintaining attention and disturbed those around her. She was eating in class, laughing out loud and not paying attention. In this particular lesson, I had to remind her several times to work on what I assigned them. Most of the time I didn't point her out directly, but some group she was in.\n\nSituation (Anamnesis):\nAt the time of greatest silence, when the students were supposed to work on something individually, she went to throw something away. She went to the basket barefoot in about ten centimeter heels, which echoed around the whole school. After sitting in the desk, she unwrapped her food and rolled her apple to the middle of the class. That's when I exploded. I started yelling at her. I just couldn't handle it. I sent her out of the classroom. In a fit of anger, I even raised my voice at her. This has only happened to me a few times in those five years. In retrospect, I know that she didn't understand why I kicked her out of the class and she felt wronged. She also dealt with other teachers, whom she claimed had given me a hard time.\n\nTeacher Intervention (Solution):\nBut even his classmates themselves told him that my reaction was not unreasonable, even if it was. I see it as frustration from his behavior and his approach accumulated in me over a long period of time, and that's why I exploded. At that time, she also had a board exam due to attendance, which she did not attend. I didn't have much to do after that, because she still didn't go to class.\n\nOutcome:\nShe was not interested in learning, which she herself declared to me. I had several opportunities to tell him that his approach and behavior were not adequate, but I did not use them. Her behavior didn't change that much after that. She still didn't go to class much, but she seemed offended and that's why she didn't disturb class, didn't eat and was quiet most of the time. I took it that she was in such silent resistance. At the end of the year, she then prepared very well for one exam, but that was only so that she wouldn't have to do commission exams from the whole year. So she didn't change her approach. I felt that I had lost her after this incident and any chance to move on with her or resolve it so that it would go in a good direction.\n\nStudent Profile:\nAge/Year: 17 rokov, 3. ročník strednej školy (gymnázium)^\nHobbies: sociálne siete, psychotropné látky, zábava\nDisorders: Nepozornost,Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student \nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1254", "student_age_year": "17 rokov, 3. ročník strednej školy (gymnázium)^", "student_hobbies": "sociálne siete, psychotropné látky, zábava", "student_diagnoses": "", "student_disorders": "Nepozornost,Nesoustředěnost", "teacher_approbation": "PhD. Matematika, Fyzika", "teacher_practice_years": "6/7 rokov", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1291", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was diagnosed with ADHD. He did not transfer to the school where the problem occurred until the 5th grade, thus to the second grade. At the previous school, they did not solve his problem much and did not take steps to ensure that he did not disturb and drag other classmates with him (except for shouts and notes). Despite the fact that the student fit into the group relatively quickly and found friends, he often got angry in class, talked about the students around him, and often did not do work that he did not enjoy and instead did something that he enjoyed. It is not possible to choose a single situation that would 'force' the teacher to react, but rather it was a long-term problem that the teacher decided to solve.\n\nSituation (Anamnesis):\nThe student had average grades, but had the potential to achieve excellent grades. The biggest problem was the frequent loss of attention and the urge to do something else. He wasn't naughty and was often sorry for a reprimand or remark, but he usually couldn't help himself and 'had to start doing something' which often disrupted the lesson. His nature was mild and friendly and essentially obedient.\n\nTeacher Intervention (Solution):\nAs a suitable solution, the teacher came up with an agreement with the student. If the student completes an exercise or task earlier and the teacher checks it and it is good, he can take his activity that will occupy him and will not disturb the lesson or the students around. The advantage was that the pupil had drawing as a favorite activity and always carried a notebook with him in which he drew various pictures. His notebook was often confiscated because he was drawing instead of studying. However, his seizure mostly led to him shifting his activity to interacting with his classmates. By being saddened by the notes and admonitions, the pupil was glad that he could draw with impunity, provided he fulfilled the given conditions. Of course, he had to hide the notebook again when moving on to the next exercise. He was very smart by nature and when he focused on a task and had free time he achieved above average results. Due to his gentle nature and obedience, this system started to work very well and proved itself in the following classes. The same possibility of an activity was offered to other pupils, but most preferred to keep the whole time for solving the tasks and the pupil was more or less the only one who used it.\n\nOutcome:\nSolving the problem turned out to be very effective. Thanks to it, not only did it prevent disruptions in class, but it also improved the student's skills and the overall calm working environment in the classroom. He wasn't otherwise problematic, and even if his attention sometimes wandered off the subject and he had to be reprimanded, his performance and behavior improved radically. This method was later applied by other teachers in classes where it was possible. This agreement took effect almost immediately upon its implementation and did not encounter any major problems either immediately after implementation or in the long term. Once again, I must point out a huge advantage in the student's character, which was non-confrontational. This allowed the measure to work so well and not be abused in any way.\n\nStudent Profile:\nAge/Year: 11 let – 5. ročník\nHobbies: Sport, malování\nDiagnoses: ADHD\nDisorders: Nepozornost,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Agreement\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1291", "student_age_year": "11 let – 5. ročník", "student_hobbies": "Sport, malování", "student_diagnoses": "ADHD", "student_disorders": "Nepozornost,Hyperaktivita", "teacher_approbation": "Magisterský titul – matematika/zeměpis", "teacher_practice_years": "13", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/535", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student I had in my class was a long-haired blonde, at first glance inconspicuous, even loud. I put her in the first pew so that I could see her better, as she had certain restrictions. It was obvious from the beginning that she was slower and that I had to repeat to her several times what I wanted from her. She was the last to submit everything, her handwriting was sloppy and she shouted unrelated things in class. She had attention problems, often played with something on the bench and I had to confiscate something all the time. Sometimes she left the place and went to look out the window or throw something in the trash. On top of that, she refused to work when she told me she wasn't going to do it, pushed the notebook away, and couldn't move her. She ignored my prompts and cues. At the time this was happening, we didn't have assistants at the school yet, so all the children were under my care.\n\nSituation (Anamnesis):\nŽačka comes from a complete family, she has an older sister and a younger brother. He lives with his parents in the family house. Father is a veterinarian, mother a nurse. Communication with the parents was good, but they didn't want to admit that their daughter might have a deeper problem. The class in which the pupil went was not the best collective, the children were divided into groups. The student often played alone or with one classmate. His classmates noticed that he was behaving differently, but after explaining the situation, they accepted it.\n\nTeacher Intervention (Solution):\nOn the day of the incident, I was under the pressure of personal problems and the pupil was having 'his day'. She disobeyed me, refused to work and got angry. In a fit of rage, I started yelling at her and threw her out the door. After a while, however, I took her back to the classroom, sat her on the desk, and we continued the lesson. After an hour I talked to her, she was angry and insecure, but the situation calmed down. I told her that I wouldn't shout anymore, but that she had to work like the others. When she refused to work, I left her alone and wrote the tasks in a message box for my parents.\n\nOutcome:\nAfter the incident, the tension was felt both in the student and in me. I was afraid that the cooperation would be even more difficult, but luckily that didn't happen. Relations between us were strained for a while, but things gradually improved. I tried to be accommodating to the student and when she refused to work, I let her calm down on her own. The incident showed me that I don't want to deal with the situation like this, and the pupil stopped shouting during the lessons.\n\nStudent Profile:\nAge/Year: 9 let, 3. třída\nHobbies: Malování, kreslení, zvířátka\nDiagnoses: Dyslexie,Dysgrafie,Dysortografie\nDisorders: Nepozornost,Vykřikování,Odmítání spolupráce,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "535", "student_age_year": "9 let, 3. třída", "student_hobbies": "Malování, kreslení, zvířátka", "student_diagnoses": "Dyslexie,Dysgrafie,Dysortografie", "student_disorders": "Nepozornost,Vykřikování,Odmítání spolupráce,Neposlušnost", "teacher_approbation": "Magisterský akademický titul (učitelství pro 1. stupeň ZŠ)", "teacher_practice_years": "23", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1062", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was a little different from the first grade. He never brought a snack to school, he gets angry very easily. Even a minor disagreement with the teacher, a different opinion of someone else, if he forgets something at home will decide him in class. He often leaves the house upset, and you can see right away on the bus that something is going on. He is often vulgar, aggressive and even dangerous in class. He once stabbed his assistant with a pin because he didn't like something at that moment. Previously, we dealt with everything within the school and pedagogical-psychological counseling or special-educational facility, but after this incident we transferred the case to OSPOD.\n\nSituation (Anamnesis):\nHe is a more temperamental student who is easily disturbed and upset. He is often uncooperative, aggressive, angry, threatens teachers, speaks rudely and uses vulgar gestures. On the contrary, in situations where he manages to be the center of attention, he knows how to calm down and tries to cooperate with other classmates. Her parents divorced and she is now growing up with her mother, her boyfriend, and a sister that her mother has with her boyfriend. They don't take much care of him at home and give all their attention to his little sister. He is therefore trying to win at least a place in school.\n\nTeacher Intervention (Solution):\nI've been watching him for a long time. Already in the first grade came the first reminders, notes and complaints from teachers. We informed the mother about various problems at school and recommended a visit to a pedagogical-psychological counseling center. In the beginning, the mother cooperated and visited the pedagogical-psychological counseling center with him several times. The mother later found a boyfriend and has a three-year-old daughter with him. He is already being forgotten at home and they pay almost no attention to him. He meets his father sometimes on the weekend when he takes him on a trip, but he does not have an educational role with him. His anger, aggression and vulgarity escalated, and his mother always said that she was teaching her son to be independent and that it would be resolved somehow. His care is neglected, and therefore the problem was handed over to the OSPOD organization. She resolved the situation by visiting his house occasionally to see how they were doing. The words of the organization, I quote 'it's better to have a bad family than none at all'.\n\nOutcome:\nIt is not possible to find a successful solution for him. His parents don't take care of him, they don't follow the recommendations of the school counseling facility, they don't guide him to do his homework, to be polite or anything else. He still does not bring a snack to school, speaks inappropriately, uses vulgar gestures, is restless and even aggressive. The environment in which he lives is not stimulating for him. OSPOD solves the situation with only a few visits to their home. The mother does not want any help in terms of education or tutoring. The elementary school agreed with the mother that she would give information about how education is going on at home by phone once a week. The teaching assistant keeps a diary of his behavior and how he works in class. This diary serves as a communication channel with parents and they have access to it. On the part of legal representatives, however, there is no progress in education and they still do not take good care of him. Therefore, this problem still cannot be solved.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: knihy\nDiagnoses: Psychiatrická diagnoza,ADHD\nDisorders: Vulgární vyjadřování,Verbální agresivita,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1062", "student_age_year": "12 let, 6. ročník", "student_hobbies": "knihy", "student_diagnoses": "Psychiatrická diagnoza,ADHD", "student_disorders": "Vulgární vyjadřování,Verbální agresivita,Agrese", "teacher_approbation": "Mgr., biologie, chemie, zeměpis, výchovný poradce", "teacher_practice_years": "25 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/814", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the teacher's class there was a boy with above average results in the class, the boy comes from a complete family, where they try to help the boy in his education. The boy has a disease of the immune system and is often sick, goes to school tired and sometimes falls asleep during classes. However, he is prompt and can respond to questions and answer them correctly. The boy is introverted but has no problem communicating with his classmates. During the last months, the teacher began to notice that the boy was losing weight, which she thought was due to his illness. She didn't notice anything unusual in the classroom. A few weeks ago, a student came to her asking if she could help the boy because he was being bullied by his classmate. The teacher did not know about the given behavior because it was during breaks or after school. A classmate frequented his classmate with verbal attacks aimed at his health and his figure.\n\nSituation (Anamnesis):\nThe classmate comes from an incomplete family, his mother still takes care of his older brother. It is said that the parents separated because the father spent a lot of time on the road. Both children are in the care of the mother and the father is allowed to visit them. The boy is rather extroverted, likes attention and is competitive, his results in class are average. A bullied boy from a complete family, where both parents take care of him, has a disease of the immune system, the parents are thinking about home schooling because of his health condition, but they do not want to deprive the boy of a team. The student has above average results in school.\n\nTeacher Intervention (Solution):\nThe teacher invited the classmate to her office after class, she tried to act so that it didn't look like she had a problem. She told him that she knew about the verbal attacks on his classmate. She asked him why he was doing that. The classmate was silent at first, but then admitted that he was doing it out of envy. He doesn't like how the bully falls asleep in class, but he still gets good grades and doesn't have to study. The classmate cried because he was sorry that he tries and doesn't have the same results as the bullied one, and if he doesn't get good grades, his father scolds him for it. The teacher tried to explain so that he could empathize with the feelings of the bullied, who does not talk about his illness and tries to be like others. The teacher explained to a classmate the condition of the bullied, who knew about his illness, but did not know what was causing it. The classmate of his own accord began to regret his words to his classmate. He promised the teacher that he wouldn't do it again. The next day, the teacher also talked to the bullied, who wondered what she was going to do with him. She told him that she knew about the classmate's behavior and wondered what he had to say about it. The bullied said that it is true, everything that is happening and that the classmate is equally right in everything he says. This led to anorexia, where he stopped eating because he lost his appetite. The teacher tried to encourage him, saying that it was not true and that the classmate had his own problems, which he took out on him. She told him that she had already spoken to the classmate and if his behavior was repeated, to tell her immediately.\n\nOutcome:\nTwo weeks after the incident, the problems did not recur, the bullied boy started eating normally at school, and after a month his physical condition also started to improve. The teacher started tutoring the bullied and thereby helped him improve his academic average. The teacher is satisfied with the result of the solution. To her surprise, there is no tense atmosphere in the classroom. The boys communicate with each other only when they have to, but neither one bothers the other in any way.\n\nStudent Profile:\nAge/Year: 11 let, 5. Třída (základní školy)\nHobbies: Sport, hraní počítačových her\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "814", "student_age_year": "11 let, 5. Třída (základní školy)", "student_hobbies": "Sport, hraní počítačových her", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství pro první stupeň", "teacher_practice_years": "20 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1236", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day I came to work and a student from the seventh grade came to my office saying that her classmate had taken the other classmate's textbooks and did not want to return them to him. Therefore, I went to class and called the student to confirm the situation and possibly find out more detailed information about the incident. The student confirmed the situation and also mentioned that for the umpteenth day in a row, another student regularly takes his snack under the threat that he will make sure that no one takes him to the basketball team in gym. The student was sad about the situation and it was clear that he would not come to solve the situation himself because he was afraid of the reaction of another student outside the school. For this student, this was not the first case of bullying on his part. There were already problems in the past in his previous class - from which he then failed. But once there was an intervention and the bullying stopped.\n\nSituation (Anamnesis):\nStudent: 7th grade, 14 years old, problem student, repeated fifth grade, extrovert, has a group of similar students around him in class. Another student: 7th grade, 13 years old, problem-free student, above average grades, quiet rather introverted boy, doesn't have many friends. Female student: 7th grade, 13 years old, extroverted girl, above average grades, class representative.\n\nTeacher Intervention (Solution):\ntook the student with me to the office so that we would not discuss the situation in the corridor. I asked him if I could call his class teacher so that she would also be there for the solution. The student agreed. In the office, we told the class teacher what had happened and talked with the student about the details of the incident. We found out how long the bullying lasted, what exactly happened, who was involved in the situation apart from the pupil and another pupil. After finding out all the important information, we sent the student back to class and called another student. At this moment, the educational advisor also came to see us. Another student initially denied the whole situation, but after threatening to call the police on suspicion of stealing textbooks, he admitted to us everything the student had mentioned. We called the parents of both students to let them know about the situation and to come to school the next day. The next day, we sat down with the parents of both students and proposed a solution. Another student returns all the textbooks, apologizes, and brings a favorite candy to school as compensation for all the stolen snacks. Another student will also stop influencing the running of the gym lesson, we later discussed this step with the gym teacher, who agreed to the measure that during team games the children will no longer choose the team captain themselves, but the students will take turns in 'captain' according to the class list. We subsequently told both boys about all the measures and they both agreed.\n\nOutcome:\nThe very next day, after the conversation with the parents, another student carried out all the steps we had agreed on the day before. From this time on, a pupil and another pupil had no problem with each other. Another student returned all the textbooks and apologized. In PE, the selection of students for captaincy was eventually changed in all classes to avoid similar situations. Another student stopped acting out for a while, but it was before the summer holidays, so now we see a deterioration in his behavior already in the first week of school. We will see how it continues, or I would like to arrange a preventive session with an educational counselor for him.\n\nStudent Profile:\nAge/Year: 14, 7. třída\nHobbies: Videohry, fotbal\nDisorders: Šikana\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1236", "student_age_year": "14, 7. třída", "student_hobbies": "Videohry, fotbal", "student_diagnoses": "", "student_disorders": "Šikana", "teacher_approbation": "Magisterské, anglický jazyk a hudební výchova", "teacher_practice_years": "24", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1488", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was left in the classroom after the lesson as a punishment, and when he was taken to the locker room, he behaved loudly and provocatively towards me. He was reprimanded twice along the way and when he started yelling and pushing his classmates in the locker room, I reprimanded him a third time, telling him to get out of the classroom because he was going back to the classroom with me, where he would be after school for a while. The student started getting angry, talking back and shouting.\n\nSituation (Anamnesis):\nCompared to the class, the student is above average intelligent, but has major problems with authority and thus with following certain rules. He has a positive relationship with female teachers and some male teachers. On the contrary, she usually has a problem with men. Punishments that interfere with his free time bother the student the most.\n\nTeacher Intervention (Solution):\nFirst of all, it was necessary to prevent violence in the locker room, this was achieved by taking the student to class. The student and I subsequently talked about why he was taken from the locker room back to the classroom. The student initially retorted that the fact that he shouted a little and punched someone once was no reason for him to be out of school. But when it was explained to him that he was disturbing the other classes by shouting on the way to the locker room, and he remembered how it bothered him when the other students disturbed him in the lesson with his noise in the corridor, he acknowledged that it was not fair of him. We continued on and talked about drooling. From our conversation, we finally came to the conclusion that if he continued this, someone would definitely retaliate against him, which he would not like and there would probably be a physical conflict, which needed to be prevented on my part and considering that he started and no one had paid him back yet, so it was only fair that he had to be escorted out of the locker room. After this conversation, he was taken back to the already empty locker room and allowed home.\n\nOutcome:\nFrom a short-term point of view, the solution was successful, apart from the fact that the student no longer yelled at anyone in the locker room, he stopped making more noise for a few days and generally behaved better than before. In the long term, I feel that the student sees me as someone who tries to approach all conflicts fairly, and thus I have an imaginary ace up my sleeve in the form of the sentence: \"You know that if I'm nothing else, I'm fair.\n\nStudent Profile:\nAge/Year: 12\nHobbies: hudba, fotbal, bojové sporty\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Provokace,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Transfer of student, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1488", "student_age_year": "12", "student_hobbies": "hudba, fotbal, bojové sporty", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Provokace,Fyzické násilí", "teacher_approbation": "Vysokoškolské", "teacher_practice_years": "12", "problems_annotated": "Physical aggression, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/523", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom the very beginning, due to his diagnosis, the student is very restless, who is always very happy to give vent to his emotions. If he is not given enough attention or does not feel listened to, he will immediately show his displeasure and can seriously disrupt the course of the lesson. I try to work with him to the best of my ability, but I also have to spend time teaching other students than just him. During one of the lessons of the first class, we discussed the pupils' hobbies, how they like to spend their free time and whether they spend it in nature. The student is a very passionate fisherman, so he kept coming forward and wanted to share his experiences with the class. I called him three times in a row, but even that wasn't enough for him and he kept reporting. However, I also needed to give space to other students. After about five minutes of constant reporting, the student slammed himself against the desk and began loudly voicing his disapproval, interrupting any debate that was currently taking place in the classroom and turning all attention to him.\n\nSituation (Anamnesis):\nThe student is in the fourth grade of a regular elementary school. There are 15 children in the class he attends, including 3 students with special needs. After four years, the class collective is well-knit and, apart from occasional minor conflicts between individuals, there is a pleasant atmosphere in this class. The student does not show much interest in learning. He lives only with his mother, who, as a single mother, does not have much time to devote to him, so the pupil is largely dependent on himself as part of his preparation for school. Unfortunately, this fact is reflected in his benefit, which is considerably below average, sometimes even unsatisfactory. Bad grades as such don't bother him too much because, as I already mentioned, he is quite lax about school. He has an entirely positive relationship with his classmates, during the normal course of the class. He likes to be the center of attention and if someone tries to take it away from him, he takes it very hard. He misunderstands that he is not alone in the classroom and must also give space to his classmates. His hobbies include, for example, fishing, which he can talk about for hours and hours.\n\nTeacher Intervention (Solution):\nasked the student if he could be quiet, I explained to him that he had already been given several opportunities to share his experiences and that the other classmates also wanted to speak, after which the student started shouting that he was not interested in the experiences of other classmates. I decided to ignore his outpouring of emotions and wanted to continue teaching with the other students, however, the student started singing very loudly and deliberately made it impossible for us to have a conversation. However, I already took this as a personal attack and started yelling at the student, how could he allow himself to treat the teacher and his classmates like this. Unfortunately, I went too far, I failed to control my emotions. The student fell silent in surprise, crawled under the desk and remained under it until the end of the lesson. I left him.\n\nOutcome:\nThe student refused to cooperate with me even during the next lesson. This state of his continued for the next few days and it took me a very long time to regain his trust, respect and desire to participate in the course of the lesson.\n\nStudent Profile:\nAge/Year: 4. třída\nHobbies: Hraní počítačových her a trávení času na internetu\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "523", "student_age_year": "4. třída", "student_hobbies": "Hraní počítačových her a trávení času na internetu", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "Kurz asistenta pedagoga + probíhající kombinované studium VŠ – Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "5", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/180", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problems with the student, who at that time was attending the 7th grade of the 2nd grade of elementary school, graduated in April 2012. The first problems with the student occurred when she was still attending the 5th grade of the 1st grade of elementary school. The girl was integrating into a new collective, as she was transferred to DD and therefore attended a different school. At first it didn't seem like she should be a troubled girl, but over time her social problems and attention deficit disorder began to show. At that time, the situation came to a head one day, when the student had a fit of rage and climbed through an open window in the classroom, located on the second floor of the school building, out onto the windowsill and from there onto the roof of the gym building. It happened during the break and everything happened very quickly. The classmates quickly ran for the supervising teacher. The security forces of the Czech Republic, the fire brigade and the rescue service were immediately called. All the while, the teachers tried to communicate with the student, who threatened to jump down from the roof. All the 5th graders were taken to another classroom so that there was room to manipulate the pupil. In the end, the pupil was taken off the roof by firefighters and hospitalized. Later in a specialized facility. She returned to school at the beginning of the 7th grade in 2011/2012. This time she was assigned an assistant, she had her IEP, a special education consultant. The classroom climate changed rapidly, as the pupil's assistant significantly disrupted it. The pupil herself did not show illness during the lessons, as she was sedated with pills and sometimes even fell asleep during the lessons. However, certain inappropriate fluctuations in her psyche and behavior manifested themselves as before. Several times it happened that she wanted to 'strangle' herself with the laces of her sweatshirt, 'cut herself' with scissors. All these situations calmed down in the end, because the teachers never gave up and took action with the assistant. However, as it turned out later, everything was rather piling up and waiting for his release. History repeated itself, but this time the pupil did not jump from the window to the roof, but remained on the windowsill, hidden behind the drawn blinds. It was a break and there weren't many students in the class. However, since 2009, the school has had a ban on opening windows in the absence of a teacher, so the open window attracted attention. One pupil went to look there and found a pupil on the windowsill with a knife to her neck and threatening to jump, this time from the first floor of the school. The teachers were immediately called. Two female teachers had to hold the pupil on the windowsill until the rescue services of the Czech Republic arrived. The teachers tried to communicate with the student, to be gentle and, above all, to play for time. After the arrival of the rescue services, it took at least two hours before the student was willing to climb down from the window into the building. She was then hospitalized and placed in a children's psychiatric hospital. She never returned to the local school.\n\nSituation (Anamnesis):\nThe pupil was diagnosed with Asperger's syndrome, abuse syndrome, dyslexia, dysorthography, manifestations of ADHD within the framework of PAS, emotional and psychosocial deprivation. The most manifested disorders were communication disorders and thus also social problems.\n\nTeacher Intervention (Solution):\nIt is difficult to capture all the solutions to the situations that have happened to the pupil over the years at school. The situation described above, when the student tried to commit suicide, will probably stick in your head the most. It is important to keep a cool head when this situation has happened. At first, the class teacher and her colleague tried to keep the pupil where she was. The others called the emergency services of the Czech Republic. The important thing was that they did not stop communicating with the pupil, they constantly talked with her, tried to distract her attention in another direction, tried to calm her down, take the knife away from her. After the arrival of ZS CR, they took over the situation and took the pupil to the hospital.\n\nOutcome:\nAlready the first incident strongly shook the whole school and especially the students of her class. Certain rules were introduced that had to be strictly followed. After the incident in 2012, teachers were more considerate of others and also more empathetic as they noticed that the event had shaken other students as well.\n\nStudent Profile:\nAge/Year: 15 let/ 7. ročník\nHobbies: kreslení\nDiagnoses: Aspergerův syndrom,Dyslexie,Dysortografie,ADHD,PAS – porucha autistického spektra,Citová a psychosociální seprivace\nDisorders: Agrese,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Violation of classroom/school rules, Selfdestructive behaviour\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "180", "student_age_year": "15 let/ 7. ročník", "student_hobbies": "kreslení", "student_diagnoses": "Aspergerův syndrom,Dyslexie,Dysortografie,ADHD,PAS – porucha autistického spektra,Citová a psychosociální seprivace", "student_disorders": "Agrese,Lhaní", "teacher_approbation": "titul Mgr.", "teacher_practice_years": "30 let", "problems_annotated": "Emotional outbursts, Violation of classroom/school rules, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1158", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught mathematics in the given class in my first year. The pupils came to us from the first grade, it was a completely different building - about half a kilometer from ours. It was a different environment for everyone, but not that new. First grade students have computer science classes in our building. This girl was always like wild eggs. The student has never been diagnosed with attention deficit disorder, ADHD or anything similar. She worked normally in class, but she was too fast.. in all subjects she managed to do everything assigned, sometimes I would say too fast.. Her work was done, so she didn't see a problem in dealing with her classmates the rest of the time. They always let themselves be withdrawn and preferred to chat with her rather than complete the assigned tasks. In almost every lesson, the student chatted at least 30% of the time. The warning only lasted a few seconds.\n\nSituation (Anamnesis):\nStudent - 6th grade student, extrovert, punctual, average - above average academic performance Class - without major disciplinary problems, average and above average students\n\nTeacher Intervention (Solution):\nChatty students who work quickly and after completing the task get bored and have fun with their friends can be found in every class. But this student's mind always seemed to go dark after completing the task and she thought it was time for free fun. How many times I felt as if her short-term memory had been erased. As if she didn't even know that three minutes ago I told her to be quiet, not to disturb her. So I started adding her to work and assignments.. I often had her write the solution to the assigned work on the board for others. When she had extra work to do, she calmed down and devoted herself to it. It happened that she got twice as much work as the others. Both in written form and also such additional ones... she erased the blackboard, made bulletin boards during the preparation of the assigned task, etc. The girl did not mind, on the contrary... she was glad that she did not have to look for work herself, that she would get it assigned.\n\nOutcome:\nThe pupil was satisfied with the extra assigned work. She didn't have to invent 'fun' herself and knew that what she was doing was meaningful. She always got her work on the topics discussed and thus was very well prepared for tests and examinations. All students had enough time and peace to work on the assigned work. I always checked the assigned extra work with the girl and we discussed any questions together. For other colleagues, the solution was very similar.\n\nStudent Profile:\nAge/Year: 11 let, 2. stupeň ZŠ – 6. třída\nHobbies: Hra na nástroj, kreslení\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Proactive solutions\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1158", "student_age_year": "11 let, 2. stupeň ZŠ – 6. třída", "student_hobbies": "Hra na nástroj, kreslení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. v oboru učitelství Matematiky a Přírodopisu na přírodovědecké fakultě UPOL", "teacher_practice_years": "24", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1253", "content": "TEACHING CASE STUDY\n\nBackground:\nThis student was in my high school mathematics seminar. I told the students in advance that the seminar is based on trust. I reminded them that I was willing to help them if they had any difficulties, but if they violated my trust, they would lose many benefits. Such as the offer of correction dates, the possibility of correspondence and so on.\n\nSituation (Anamnesis):\nThis guy copied someone else's work and when I confronted him with the team he confessed. However, I did not perceive the fraud itself as problematic behavior. The problem was that he was very polite. He apologized for the situation and acted very politely.\n\nTeacher Intervention (Solution):\nHere I made a mistake and did not apply a harsh punishment (I did not deprive him of some privileges within the seminar). However, a month later he broke his promise again and copied on the test.\n\nOutcome:\nIt was interesting that he did not see his assessment as fair. His self-perception was that he knows math better than his grades. And that's why he preferred to break that trust so as not to fall. But the whole time he felt wronged. The problem was not in our relationship, but in his perception of himself. It went so far that he failed the subject and had to repeat the grade. I always made time for him and we also worked it out with his parents. I never wanted to touch his dignity, but any effort to encourage him or give him a new opportunity, he found faults externally, not in himself. This story also has a resolution that when we were able to objectively show that he is really not good at math, he understood that the problem is not external, but internal. In retrospect, I know that I did well and that it ultimately moved the student and helped him in life.\n\nStudent Profile:\nAge/Year: 19 rokov, 5. ročník stredná škola (gymnázium)\nHobbies: Literatúra, kinematografia, humanitné vedy\nDiagnoses: Vykompenzovaný dis.\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Consequences, Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1253", "student_age_year": "19 rokov, 5. ročník stredná škola (gymnázium)", "student_hobbies": "Literatúra, kinematografia, humanitné vedy", "student_diagnoses": "Vykompenzovaný dis.", "student_disorders": "Lhaní", "teacher_approbation": "PhD. Matematika, Fyzika", "teacher_practice_years": "6/7 rokov", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/417", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher recalls a situation when a pupil in the 3rd grade overwrote his own grade in the pupil book. The teacher describes the situation: I got these children in the 3rd grade, in which, however, we were dealing with the problematic behavior of one pupil - a boy. As a third grader, this student already wrote down his grade in the student book so that he wouldn't be scolded at home, and because he knew that if he got a bad grade, he wouldn't be allowed to play on the computer/mobile phone at home, for example. The next day, of course, I found out that the grade was overwritten, because it was clearly 'scratched' in the student's grade (the grade was not written in pencil, of course), so we started solving this problem. This situation was resolved by some reprimand from the class teacher, and he did not do anything similar afterwards. The catch, however, was that this student's behavior had been problematic since 1st grade, and aside from that incident, we were constantly dealing with something. The student behaved inappropriately not only towards the teachers, but also towards his male and female classmates - he constantly tempted them, pinched them, cursed at them, kicked them, mocked them, made fun of them... Quotations of specific insults the student remembered by the teacher: 'Fat guy! Pig eaten! Lard!' This behavior of his eventually backfired and he had to drop out of school in the 6th grade basically as a bullied student. He actually blamed himself for his position here, but that class turned against him in the finals in such a way that he left.\n\nSituation (Anamnesis):\nthink it was crucial for this student that this boy was from a family where the father and mother were apart. So he lived with his mother, visiting his father only on weekends. However, the mother had a new partner and had 2 more children with him, and here I think that jealousy played a big role in this problematic student - in essence, his other siblings were a complete family, they had a father with whom he had to live in the same household, but he did not accept him as his father, because his own father obtained him by other means. However, in my opinion, the biggest problem was that the student's parents had a different approach to education. The mother forbade the boy, for example, the television for a bad grade or a comment, but the father, who took him for the weekend, allowed him everything, bought him expensive things... The teacher even had a little feeling that the parents were doing favors for themselves. Over time, the student even began to contradict his mother when she forbade him to do something and stand in front of her with the words: 'And dad will allow me anyway when I'm there at the weekend.'\n\nTeacher Intervention (Solution):\nSo... we constantly had a dialogue with the student like: 'Why are you doing this?' Dialogue example Teacher: Why did you pinch him now? Student: He just told me something. Teacher: No, he didn't tell you anything, I saw it now, you walked past him, you started it yourself. Student: But he told me something yesterday. Teacher: So now we're going to bring back everything we said to each other 20 years ahead... To me it felt like 'beating empty straw', he was nodding to me, but I turned around and it was again as if I hadn't said anything. So I tried and wanted to solve the situation - we visited the educational psychology counseling center, we had follow-up programs, sessions with the father and mother, when we directly received a recommendation from the counseling center that they have groups specifically for these children, so that they can integrate into the collective and function - unfortunately the pupil got smallpox, so they didn't come to the first session, the next term was in the 1st covid wave, so everything was cancelled, so I tried to push it through the next year, but again unsuccessfully. Then the student was already in the 6th grade, when he was no longer the teacher of his class, but I think he left school during that 6th grade because he was bullied because of his behavior, and I even think he transferred to the care of his father.\n\nOutcome:\nWhat the teacher solved positively, in my opinion, was the student's book, after the reprimand, something similar did not happen again. We explained to the boys that such things are not done and why it is not right. When issuing a reprimand, we basically proceeded according to the school rules - for fraud... Of course, the pupil was monitored as far as the pupil record is concerned. But we didn't manage to solve the other problems related to rude behavior towards those around us until the end of the 5th grade. Despite the repeated admonitions and reprimands the boy received for his inappropriate behavior, mocking the students... he still failed to 'correct' him. Based on the above anamnesis - we constantly discussed with the parents their approach to education and tried to improve the student's behavior, but in vain. However, the teacher was not at all satisfied with the solution itself. She constantly felt that she was trying to do something, but without any result, without effect. On the contrary, the older the children got, they didn't like anything from the boy and started to give it back to him. He had a disadvantage in that he was small and when he got into a boy who was stronger, it was clear that if he pushed him a little, he would fall. So the teacher was simply not satisfied with the solution. Yes, we did everything we could, but because she didn't see - and she really wasn't there - support from her parents, she couldn't do anything more as a teacher. A teacher to handle the above situation:\n\nStudent Profile:\nAge/Year: 8-11 let (3.-5. třída ZŠ) – po tuto dobu byla p. uč. třídní učitelkou problémového žáka\nDisorders: Podvody,Lhaní,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Verbal aggression\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "417", "student_age_year": "8-11 let (3.-5. třída ZŠ) – po tuto dobu byla p. uč. třídní u��itelkou problémového žáka", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Podvody,Lhaní,Nevhodné chování", "teacher_approbation": "Titul: Mgr. Obory: Učitelství pro 1. stupeň ZŠ + AJ", "teacher_practice_years": "23", "problems_annotated": "Physical aggression, Lying and cheating, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1405", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in one of the classes in which I teach was such that the student absolutely refused to prepare, report results and complete assigned tasks. I noticed that the student occasionally reacts in class and his reluctance to cooperate is not caused by ignorance or insufficient knowledge or intellect. During the first quarter, this behavior was repeated in every lesson I had with this class. Because I saw intelligence and potential in the student, I was interested in why the student had such a negative attitude towards studying and deepening knowledge, and that's why I decided to talk to him.\n\nSituation (Anamnesis):\nThe student is from the 1st year of gymnasium, rather extroverted, inactive, reluctant, but intelligent.\n\nTeacher Intervention (Solution):\nThe approach to solving problematic behavior was as follows: Since the student refused to communicate with me about this topic during the lessons, I decided to talk to him outside the collective class, in the privacy of the cabinet. We discussed the reasons for his motivation and presence and his studies at this school. He claimed he was at the school to fulfill his parents' wish to study at a prestigious grammar school. He said that he personally has no other reason to be here and nothing motivates him to try and do anything above the minimum. We explained that it was a shame to throw away four years of study and not prepare for his future career. I also told him that it is important to prove to himself that he belongs at this school and that it is not only taking up places for those who really want to study.\n\nOutcome:\nThe result of the solution was as follows: Communication took off and the results began to be seen almost immediately after our conversation. I would say that it had a really positive impact and the student began to gradually show excellent results, to cooperate and to complete assigned tasks. He gradually developed into one of the best students with excellent grades.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník gymnázia\nHobbies: cestování\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1405", "student_age_year": "15 let, 1. ročník gymnázia", "student_hobbies": "cestování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ a AJ, divadlo ve výchově", "teacher_practice_years": "30", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1126", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was cold, really very cold, all the children were waiting in front of the school wearing hats and jackets. As soon as the children entered the classroom, I knew that something had happened between them, because I spend all my time with them in the classroom and during lectures. The pupil, who is usually the center of attention, this time sat perfectly in her place and looked sad, the other children kept whispering something to each other. Even during the lesson, the pupil was visibly pushed away from the group. After class, I therefore asked her what happened, if anything was bothering her. At first she was reticent and didn't want to talk about it, but eventually she opened up and confided in me that her other classmates say she has lice, even though she doesn't have any, she almost cried in class, I told myself that this I can't leave it like that and I decided to deal with it the very next day.\n\nSituation (Anamnesis):\nThe class is communicative, the students help each other, they are very lively, they enjoy any activity in which they can get up from their desks. Žačka is an extroverted girl who doesn't just give up, she likes to paint and sing, she is friendly and communicative.\n\nTeacher Intervention (Solution):\nThe next day, even before the start of the lesson, I sat down with the children on the carpet in the middle of the classroom and slowly started to work my way through the unpleasant topic. We discussed what these little critters look like, how they can get into our hair, and how we can get rid of them, the children were understanding and cooperative, but they kept making fun of the pupil. I told them that anyone can have lice, even if it's not really their fault. I also picked up on the topic of mocking for things we are not responsible for. In the end, I chose an activity for the children that was supposed to bring the desired fruit, the children were supposed to play monkey to check if their friend had lice in his hair. As soon as the children took turns, they found out that we don't have lice in the classroom.\n\nOutcome:\nThe result was that when I left the class to go to the bathroom, the other classmates started apologizing to the student, realizing that she didn't have them, and even if any of them did, it wasn't her fault. Since then, the children try to talk about everything out loud, and not whisper something to each other, since then we do not talk about lice.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída ZŠ\nHobbies: Malování, hra na hudební nástroj\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1126", "student_age_year": "8 let, 2. třída ZŠ", "student_hobbies": "Malování, hra na hudební nástroj", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "32 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/364", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened in geography class. The geography teacher is used to teaching with a wooden pointer, with which he points on a map, on an interactive board, with it he points at posters, flags, sometimes when the class is very disruptive, he bangs the pointer on a desk or table to quieten the class. A similar situation occurred in this lesson when the class was disruptive and the teacher banged the front desk to calm the class down. At that moment, the student stopped, snatched the teacher's index finger, bent it over his knee and broke it. At that moment, the teacher and the whole class stood still and did not know what had happened. The student put the index finger on the bench and sat down again without saying a word. At that moment, the teacher did not know how to react to such a situation, so he did not say anything and continued teaching. Halfway through the hour, he went to the office for another pointer and decided that he would take the whole situation as a joke and that he would not deal with such behavior with the student at all.\n\nSituation (Anamnesis):\nThe student can be said to be problem-free. Sometimes it happens that he disturbs the lesson with a neighbor or is more wild during recess. His grades are average and in some subjects even above average. The student lives with both parents and has 2 older siblings whom the geography teacher also taught, which could be the reason why he allowed this to the teacher. He could have known from his older siblings that the teacher was 'cool'.\n\nTeacher Intervention (Solution):\nFrom my point of view, the teacher did not solve the situation in any way. Even he himself admits that he did not know what to do in such a situation. The student is a student who sometimes disturbs the class, but not regularly, and after the teacher's warning, he always obeys and does not disturb again, so the whole situation was very surprising for the teacher. The teacher solved everything by taking the situation humorously, brought a new pointer and did not solve the situation further.\n\nOutcome:\nThe solution did not bring any result, as the teacher did not react to the situation. This may have given the impression to the class that they can do whatever they want with the teacher. However, the teacher told me that a similar situation with the student never happened again, and after talking to colleagues, the teacher found out that the student had no problems in any other classes.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: zeměpis, počítače, fotbal\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "364", "student_age_year": "15 let, 9. ročník", "student_hobbies": "zeměpis, počítače, fotbal", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "Pedagogická fakulta, zeměpis a tělocvik se zaměřením na vzdělání", "teacher_practice_years": "35 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1262", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when a saleswoman from the buffet came to my office and claimed that a small boy with a large amount of money had been coming to her since morning. The saleswoman noticed the situation because the boy was jokingly offering to pay the expenses to others and 'inviting' them to eat. He addressed children of different ages, from his peers to older pupils. Based on the description, I recognized who it was. When I approached the student and asked him where he got the money, he initially denied it. After raising his voice, he admitted that he had taken money home, but he was unable to determine the amount, but he estimated 10,000 crowns. The saleswoman was recording his spending, so we calculated that he spent approximately 4 thousand crowns, he had another 3 thousand with him and gave the rest away.\n\nSituation (Anamnesis):\nThe student comes from a complete family and his schooling started without any problems. He quickly made friends and became popular. He liked to show off and be the center of attention. His academic results were average, but he was behaviorally unproblematic until the time of the incident. The teacher remembered the situation when he fixed a loose door handle in the classroom.\n\nTeacher Intervention (Solution):\nAfter talking with the student, I contacted his mother, who was concerned about the situation. We arranged a meeting and a visit to the educational and psychological counseling center to find out if the student has any problems or what led to his behavior. Nothing of the sort has been confirmed.\n\nOutcome:\nAfter clarifying the situation, the student probably suspected that he would have problems at home, which is why he did not show up for several hours and came home only in the evening. My mother later told me that he started spending more time outside. It was not clear whether he was frightened by the situation or did not understand what was wrong with keeping money at home. Maybe I was too strict with him and he lost his trust. Before visiting the counseling center, he began to wander more, which was subsequently addressed in the counseling center. He was given a diary to record his comings and goings from the house, which helped him stop wandering around so much.\n\nStudent Profile:\nAge/Year: 7. let, 2. třída\nHobbies: pomoc v domácnosti, trávení času s kamarády\nDisorders: Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1262", "student_age_year": "7. let, 2. třída", "student_hobbies": "pomoc v domácnosti, trávení času s kamarády", "student_diagnoses": "", "student_disorders": "Krádeže", "teacher_approbation": "Mgr. et Mgr. (Učitelství pro 1. stupeň základní školy + Speciální pedagogika)", "teacher_practice_years": "34 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1205", "content": "TEACHING CASE STUDY\n\nBackground:\ngroup of three students started doing it on purpose during the year after one unexpected crash test in my classes. I think they felt cheated and as the leading group of the class they wanted to show it. At first, they had more fun in class and I often had to yell at them. But the bad behavior escalated. Their benefit also worsened. From threes to fours and worse. They forgot the tools, and especially the pupil's diary, in which we write down notes, grades, tasks and information.\n\nSituation (Anamnesis):\nStudent 1 Lives only with his mother and younger sister. Since the mother is alone with two children, the student feels lonely and needs attention. He is active in class, doesn't get bad grades, but because of his lack of attention, he gets carried away by others. Student 2 has divorced parents. He is often under the care of his mother, his father left the family. After the sessions with the school psychologist, the pupil revealed that he felt pushed out of the family area, had problems with authority and lacked attention. In subjects where he excels in skill, he has no problem. Student 3 The third student has a functioning family. Father, mother and two siblings. He has a problem with attention, easily getting into trouble. He likes to be the center of attention. His grades are average, but the disorder has not been diagnosed.\n\nTeacher Intervention (Solution):\nI've had enough, you don't have any tools, you're making a mess of me here, as I promised, I'll keep it too. We go to the director's office. The students have already noticed this sentence and said that they will fulfill everything as they should. The director's threat was valid on them. But this time I was adamant, as it dragged on for several weeks. We spent several tens of minutes in the director's office. Finally, their class teacher also came. The principal suggested reprimanding the class teacher and made it clear that if it happened again, he would jump straight to a reduced level of behavior.\n\nOutcome:\nIn the short term, it worked. The pupils were calmer and carried their tools as they should. However, a turning point came after two weeks, when I asked the class teacher if they would receive the warning that it would be necessary from an educational point of view. However, their class teacher did not have a very good relationship with me and we differed on many points. I think that, even on this impulse, the class teacher did not give the pupils a reprimand in the end. I no longer had the strength to deal with the director and I told myself that I would not continue to worsen and strain the situation between my colleagues.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: 1.\nDisorders: Lhaní,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1205", "student_age_year": "13 let, 7. ročník", "student_hobbies": "1.", "student_diagnoses": "", "student_disorders": "Lhaní,Vulgární vyjadřování", "teacher_approbation": "Mgr.", "teacher_practice_years": "5", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/347", "content": "TEACHING CASE STUDY\n\nBackground:\nIntroductory class, first week of school. When I came to class, he didn't stand up, so I had to explain to him how we were saying hello. Since it was the 5th lesson, I was afraid that he would not pay attention. He had signed the notebook incorrectly and was not going to change it. I felt that he was starting to resist (oppositional resistance).\n\nSituation (Anamnesis):\nThe student is a hyperactive 7th grade boy who lacks the ability to concentrate and follow the teacher's instructions. The boy is intellectually at a decent level, his interests include reading, history and model making, he is manual dexterous. According to available information, the boy experienced unspecified abuse by his stepfather in his early childhood. He no longer lives with his stepfather. However, teachers do not have a detailed report available. He likes to participate in activities, but lacks discipline. His behavior and ability to concentrate declines as the 'lunch break' approaches. The boy's problematic behavior is dealt with by all the teachers who teach in the class. They inform each other during the day how the boy is behaving today. The classroom climate in itself is disruptive, the question is how much it is due to the student's behavior. The children, being in the 7th grade, are not used to following the teacher's instructions at the pace of the 2nd grade of elementary school. However, I would attribute this to the long absence of face-to-face teaching. Some students came from other schools, due to the pandemic, there is no class collective. Pupils do not have an experienced system of work at the second level and the rules and behavior in the classroom are not fixed. There are several children in the class who, for example, are disruptive when they are working together in a group activity or sitting in neighboring desks.\n\nTeacher Intervention (Solution):\nThen I stood directly in front of him, leaned closer and raised my voice: 'Do you think anyone is still curious about your behavior?' I said. The boy was shocked. In a situation where he was upset, I explained the contents of the lesson and we started the activity. I engaged him in the activity as if nothing had happened. I managed the conflict with pedagogical tact. Even though the student's behavior was unpleasant for me, I did not allow my emotions to control me and thus I was able to appreciate his possible positive expressions during the rest of the lesson. In the next part of the lesson, we worked with historical magazines, thanks to which he started to cooperate and respond enthusiastically, he read quietly in a disciplined manner. We can say that he showed more interest than other classmates. Finally, he wanted to talk about the topic during the break.\n\nOutcome:\nWhen we find what the student likes, we can direct and direct him. He is then active, he can be praised. His intellect even showed that he could excel. By letting him know that I do punish for transgressions, but my anger doesn't last long when the student cooperates, I can appreciate him. In my other classes, it tends to be active after this conflict. My colleagues and I agreed, however, that we still do not have the student under control, and the situation is still not resolved in the long term. But the direction is already found.\n\nStudent Profile:\nAge/Year: 13. 7. třída\nHobbies: četba, historie, skládání modelů,\nDisorders: Rušení výuky,Vykřikování,Neposlušnost,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "347", "student_age_year": "13. 7. třída", "student_hobbies": "četba, historie, skládání modelů,", "student_diagnoses": "", "student_disorders": "Rušení výuky,Vykřikování,Neposlušnost,Nepracovitost", "teacher_approbation": "Dějepis, Český jazyk,", "teacher_practice_years": "26 let", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/744", "content": "TEACHING CASE STUDY\n\nBackground:\nOnce we had an art class. When we cleaned the classroom, the student went to wash his brushes and hands. As he walked away from the sink, he wiped his hands on the back of my T-shirt with a laugh. It totally shocked me. I couldn't even react. I just told him in case he was crazy. He just laughed saying it was just a joke. I didn't know what to do about it, so I went to the classroom teacher's office and explained the situation to her. The class teacher was also shocked by this, but it was nothing so strange for this student. She said we would deal with it in class, which was scheduled for the last class of the day.\n\nSituation (Anamnesis):\nThe student lives only with his mother and older brother. His mother spoils him very much and tolerates and allows him everything. He can play computer games and has no responsibilities. His grandparents also play a role in his upbringing, who also spoil him a lot, giving him money for computer games that he buys even if they are not suitable for his age group. The student has no awareness of the rules of decent behavior, is very self-centered and cannot empathize with other people's feelings. This causes, among other things, his conflicts with his classmates in class. Sometimes, for example, he jumped on a classmate's back during a break, and he didn't expect it, and he didn't like it. That's how the conflict arose. Or he often brought to school expensive toys that were currently in fashion, he bragged about them, but he didn't want to lend them to his classmates. He couldn't understand why no one wanted to be friends with him.\n\nTeacher Intervention (Solution):\nIn the aforementioned class lesson, the teacher started talking about our incident from art education. The other students confirmed that they saw it. The student didn't even deny it because, as he himself claimed all along, he saw nothing wrong with it. From his point of view, it was a joke. However, the classmates looked outraged, as did the class teacher. He somehow realized that it really wasn't funny and then apologized to me.\n\nOutcome:\nThe student apologized to me and did not do anything similar to me or my classmates in the following months either. He did not cause any heated situations, however minor disagreements and misunderstandings with classmates continued to occur. The student still had reserves in understanding social relationships and interactions.\n\nStudent Profile:\nAge/Year: 10 let , 4. třída\nHobbies: Počítačové hry\nDisorders: Arogance,Disrespekt,Nevhodné chování,Provokace,Slovní agresivita,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "744", "student_age_year": "10 let , 4. třída", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Arogance,Disrespekt,Nevhodné chování,Provokace,Slovní agresivita,Verbální agresivita", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1081", "content": "TEACHING CASE STUDY\n\nBackground:\nI had a smart, gifted student, but she didn't finish her assignments. She had good ideas, she was praised for them. But then she usually didn't make it and didn't give what she should have. There were repeated situations where the girl did not work on the proposals for the next hours (she got stuck) and did not cooperate. Sometimes she didn't turn in assignments or didn't do them. Then she didn't cooperate in lessons and during consultations. From communication with other colleagues, I was informed that her behavior is repeated in other classes as well.\n\nSituation (Anamnesis):\nThe student was gifted, she had a lot of free time activities. She didn't do school as conscientiously as she could. She wasn't living up to her potential.\n\nTeacher Intervention (Solution):\nI discussed the whole situation with the class teacher and we both came to the opinion that it was necessary to talk to the girl. I wanted to help her, so I contacted her and had a private conversation outside of class. In it, I asked her if she enjoyed school. I asked about her other extracurricular activities. It was obvious from the interview that she enjoys school more than anything else. But that she would not like to move somewhere, that she wants to finish school. She says she likes school. I also talked with her about what causes her to not finish things and not do things the way she should. We agreed that he would think about himself and that he would finish things and cooperate. I had a good feeling about the interview. There was no indication that she was causing any further problems.\n\nOutcome:\nThe girl took the situation personally. She turned the whole thing against me and the class teacher and passed on the information at home that she had been pressured to leave the school. The whole situation was then resolved with the parents. Both sides argued otherwise. The girl did not leave school. And he continues to visit her.\n\nStudent Profile:\nAge/Year: 2. ročník SŠ\nHobbies: Hodně volnočasových, mimoškolních aktivit, blíže nebylo specifikováno\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1081", "student_age_year": "2. ročník SŠ", "student_hobbies": "Hodně volnočasových, mimoškolních aktivit, blíže nebylo specifikováno", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské", "teacher_practice_years": "18", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1327", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student attends the second grade of the gymnasium, where I teach mathematics. Since the beginning of September, I observed his low work activity in classes, he often just lay on the bench and showed no interest in anything around him. His absence also began to increase, he was absent especially on the days when tests were to be written. He gave a passive impression in math lessons, he didn't disrupt the lessons in any way, but I could see that he was out of his mind. He couldn't answer a simple question to which he knew the answer for sure only an hour ago. I also noticed fluctuations in his behavior, when silence and passivity in class alternated with days when he showed great interest in the material being discussed. Due to the above-mentioned high absenteeism, his benefit gradually began to deteriorate, which led to a decline in his work commitment. He stopped doing his homework, refused to go to the blackboard, and answered questions with stubborn silence. Often, under the pretext of visiting the toilet, he would leave class and return after a very long time.\n\nSituation (Anamnesis):\nThe student lives with both parents and is an only child. Both his parents are scientists and don't spend much time at home. They have high demands on their son and often contact the school themselves with questions about their son's welfare. At the same time, they are very careful about their son and for this reason the son does not go to school events. That's why he doesn't really fit into the school team, even if he's not completely excluded from it. He mainly talks about school stuff with his classmates, he doesn't have any circle of close friends. He gives a closed impression in the classroom, he sits alone in the desk by his own decision (\"I like peace and when no one disturbs me\"). He has no problem with authorities in the form of teachers.\n\nTeacher Intervention (Solution):\ndiscussed the situation with the class teacher and also with the school psychologist. However, I didn't learn too much because neither of them had accurate information about the student. I found out that the student has \"some psychological problems\", but that the parents do not want this information to be spread among teachers and classmates. I wasn't exactly sure how to deal with the student. So I tried my best to accommodate him and make everything easier for him. I offered him personal consultations and various options for correspondence and correction of papers and I put all teaching materials at his disposal. However, I gradually began to see that my efforts were not bearing any fruit.\n\nOutcome:\nThe student began to abuse my more benevolent approach to him. He almost stopped going to school, and thus not only did he not progress as quickly in mathematics as his classmates, but he also became very distant from the team. The less he attended regular classes, the more he asked me for individual consultations, even outside of my working hours. He often came to these consultations late and unprepared, with zero work commitment, so despite all my efforts, the student was not moving anywhere, and moreover, this method of teaching meant a disproportionate time burden for me. It was also very difficult for me to explain to the other pupils why he hardly goes to school and what is happening to him, when I myself did not have specific information. So I have to state that in the case of this student, my efforts did not fall on fertile ground. I would definitely handle the situation differently next time, most likely with more support in the person of a school psychologist and class teacher, I would get more advice and not tend to solve everything myself. As part of my practice, this case would be a great school for me, which showed me that good will and effort are sometimes not enough, and can even be harmful.\n\nStudent Profile:\nAge/Year: 13, sekunda\nHobbies: počítačové hry, archeologie\nDiagnoses: Snížená míra frustrace,Výkyvy nálad\nDisorders: Vyhýbání se škole,Psychické problémy,Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Support, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1327", "student_age_year": "13, sekunda", "student_hobbies": "počítačové hry, archeologie", "student_diagnoses": "Snížená míra frustrace,Výkyvy nálad", "student_disorders": "Vyhýbání se škole,Psychické problémy,Emoční labilita", "teacher_approbation": "Mgr., matematika a chemie", "teacher_practice_years": "26", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/494", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the 9th grade, I was informed that a student from my class was seriously ill and was in the hospital. He was diagnosed with leukemia. No one knew and my mother and I agreed that I would announce it to his classmates in class. When I announced in class that their classmate would not be going to school at the moment because he was in the hospital, the problematic student with ASD reacted to it. He responded by saying the line: 'Then he'll probably die!' There were a lot of leader types and aggressors in this class, so it made them hate him. For that reason, the aggressors attacked him verbally. The student reacted to this with his anger.\n\nSituation (Anamnesis):\nThe student grew up in a broken family with his mother and older brother. His brother had physical problems that required him to undergo several surgeries. The student did not manage his brother's situation well. His mother refused medication and visits to psychologists or psychiatrists. At the same time, the mother did not cooperate with others or with the school. As the student was not treated in any way, he had a mental breakdown in the 9th grade. After the breakdown, he stopped taking medication and saw a psychiatrist. He did not return to school. The student did not have many friends, as he often did not get along or get along with others. He had psychological problems and at the same time several learning disabilities (dyscalculia, dyslexia, dysgraphia). For this reason, he had the opportunity to attend re-education. At school, he used to have aggressive behaviors that included: beating his hands around him, throwing things, hitting things, etc. These behaviors often appeared if he did not agree and disobeyed an authoritative person. In this situation, the assistant took him to the corridor until he completely calmed down. In 9th grade, this behavior escalated for the worse. In school, the student was below average and often lived in failure. When it came to subjects that he had to learn by heart, he was able to do it for better grades. He had problems with substances that had to be understood or practiced. For these reasons, he had a reduced rating on the recommendation from the counseling center. In class, he was a frequent target of ridicule for his classmates (imitation, offensive jokes, laughter, etc.), as his classmates were mostly leaders. Later, it bothered him even if a classmate just looked at him and immediately complained. The atmosphere in the classroom was very tense from these situations.\n\nTeacher Intervention (Solution):\nSince an argument broke out in the class because of the given statement, it was necessary to calm down both the student and the rest of the class. I explained to the student that such things are not said and that their classmate will recover and return. I explained to the other students that the student did not mean it that way. That he has problems with the perception of such a situation, etc. With that, everything went quiet and the students left physics for their main class without any visible conflict.\n\nOutcome:\nThere was a big break and I thought it was resolved. It didn't take long and the colleagues who were currently supervising the corridor arrived. It has been reported to me that the students in my class are yelling at this student and there are verbal attacks. Which aroused even more aggression in the student in question. Eventually he had to be taken out of the classroom to calm the situation down.\n\nStudent Profile:\nAge/Year: 9. třída 14-15 let\nHobbies: výtvarný zájem, vesmír\nDiagnoses: ADHD,PAS – porucha autistického spektra\nDisorders: Agrese,Fyzické násilí,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Support, Working with the collective\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "494", "student_age_year": "9. třída 14-15 let", "student_hobbies": "výtvarný zájem, vesmír", "student_diagnoses": "ADHD,PAS – porucha autistického spektra", "student_disorders": "Agrese,Fyzické násilí,Ničení majetku", "teacher_approbation": "VŠ – matematika a fyzika pro SŠ", "teacher_practice_years": "18 let", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1170", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the math lesson, I assigned the students an independent work. One of the students was clearly not interested in the lesson and was not even interested in doing any work or just thinking. Within a few moments, this pupil began to make hums of various character. Another student joined him. So there was a cacophony of sounds in the classroom. As a result of this behavior, the other students were unable to concentrate on the task, which was a significant problem and a solution to the situation was needed on my part.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on all sides of the class so that they have as little opportunity to communicate with each other as possible, i.e. so that they also influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nTeacher: Students, I warn you, stop it. Rather concentrate on the work at hand. How are you? I see there isn't much here. You have to focus. For example, how would you calculate this example? Student: I don't know, I would probably do this and then I don't know. Teacher: So first you have to add these two members. What about you, student? (pupil yelled again) Teacher: I stopped paying attention to the pupil\n\nOutcome:\nThe student no longer interrupted the lesson, as he did not receive the desired attention from the teacher and classmates. With other teachers, the problematic behavior continued, because they pay attention to his behavior, unlike the teacher in whose classes the pupil behaves relatively decently and works at a standard pace.\n\nStudent Profile:\nAge/Year: 15,osmýročník                                                             (propadl)\nHobbies: Čas venku s                                                             přáteli,                                                             počtačové hry\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Lhaní,Nesoustředěnost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Proactive solutions, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1170", "student_age_year": "15,osmýročník                                                             (propadl)", "student_hobbies": "Čas venku s                                                             přáteli,                                                             počtačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Lhaní,Nesoustředěnost,Rušení výuky", "teacher_approbation": "?", "teacher_practice_years": "Absolvoval/a nějaký relevantní kurz, výcvik na zvládání problematického     chování, nekázně nebo komunikace ve třídě a podobně (zatrhněte):      Případně uveďte název (otevřená otázka):    Kazuistika ++     Jak můžete začít rozhovor s učitelem(kou)/asistentem(kou):     Otázka: Kdybyste měl/a zaměřit svou pozornost na situaci, kdy jste s žákem    řešil/a nějaké problémové chování, co by to bylo za situaci?     Po odvyprávění situace si ověřte, zda učitel(ka)/asistent (ka) považuje    situaci za dobře zvládnutou nebo pochybuje/ je si nejistý zvoleným    postupem. (použijte škálu uvedenou níže)     Otázka: Jak byste vyhodnotil/a zvládnutí této situace Vámi? Jde spíše o    dobře zvládnuté rušivé/problémové chování žáka?     Pokud jde o dobře zvládnuté rušivé/problémové chování žáka/žáků    (inspirující", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/591", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose six years ago in the seventh grade of the elementary school where I continue to work. It all started with ski training that I didn't lead. Later I was informed about the bullying and lynching of one student, and my colleague was not clear how the situation ended at the training. Subsequently, I had to lead a civics lesson with this class. When I came to class, I found a fight between a student with ADHD, who was being bullied on the ski slope, and another boy.\n\nSituation (Anamnesis):\nThe class teacher of the seventh grade told me that the class group was not managed carefully enough, which resulted in problems in ski training. The incident was filmed on a mobile phone and the video was published. The students in the class deliberately provoked and bullied the student with ADHD.\n\nTeacher Intervention (Solution):\ntried to keep calm. I separated the struggling students and took the student with ADHD to the corridor. He defended himself, feeling wronged. I reassured him with a calm tone. After returning to the classroom without him, I found that the situation had calmed down and I said that we would deal with it after class. Meanwhile, I left the ADHD boy at the ping pong table and the door open. After a while, I returned to him to find out his perspective on the situation. After our conversation, we returned to the classroom where the class responded by shouting at him. I calmed down the class and we checked the assignments together. After the lesson, I took both boys into the office to get a full picture of the situation. The guidance counselor also got involved and the other teachers began to monitor the class more. The boy with ADHD was not entirely innocent, the truth was somewhere in the middle.\n\nOutcome:\nThere were other minor problems after the incident, but it never escalated into a more serious conflict.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: sport\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Physical intervention, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "591", "student_age_year": "13 let, 7. třída", "student_hobbies": "sport", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "vysokoškolské, magisterské", "teacher_practice_years": "23", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/917", "content": "TEACHING CASE STUDY\n\nBackground:\ndiscussed several times with the class teacher that the student has not been going to school for the 3rd month after breaking his leg. At the beginning of April, the pupil's mother visited the school.\n\nSituation (Anamnesis):\nIt was agreed that the student would start going to school. The following week, the pupil did not come again, so the class teacher called the mother and the pediatrician again. From the end of February, the mother kept saying on the classroom phone that the student would come to school next week.\n\nTeacher Intervention (Solution):\nAt the end of April, I phoned the student's mother. When my mother repeated to me twice that the student would come to school next week, I realized that these were just promises again. I informed the mother that if the student does not come to school, I will contact the curator at OSPOD.\n\nOutcome:\nThe following Monday, the student came and has been going to school ever since. Within a few days it was already possible without French sticks.\n\nStudent Profile:\nAge/Year: 13, 7. ročník\nHobbies: Jízda na koni\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Agreement, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "917", "student_age_year": "13, 7. ročník", "student_hobbies": "Jízda na koni", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ, pedagogická fakulta", "teacher_practice_years": "24", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/244", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the lesson, when mirror forms were being made and the children were imitating their movements through the mirror, the student suddenly got angry and hit a classmate. After I started looking for the reason why she hit him, the student quickly took her backpack and ran into the corridor. There, she tried to barricade the door with a bench and banged it against the door, causing noise throughout the hallway and the classroom. When I asked her why she was doing this, she angrily started yelling that the brother of the classmate she hit had done something to her on the playground the day before and that she was now going to pay for it. Whatever I said, the student ignored. I tried to explain to her that this is not the way to deal with the situation and that we can talk to the student in question about what happened on the field, but I didn't even say it and started running to the locker room. Where she was screaming how she was going to run away because she didn't want to be in this stupid school. She started to look for the locker key but couldn't find it. I tried to stop her, but she ran out without a backpack and only in short clothes and sat on a bench. I warned her that such behavior is unacceptable. The student replied that she didn't care. It wasn't the first time that the student was inclined to run away. Fortunately, she never ran away from school completely. She always lingered in the atrium. I tried to convince her that we could call home or try to resolve the situation verbally and also that it would be cold outside. After a while, she also returned to school, picked up her backpack and ran to the bathroom, where she started eating a snack. Before long, she climbed out and was visibly calmer, but there was still anger and an unresolved conflict in her. It was already possible to talk and negotiate with her. Together we found the locker key because she was sad that it had a chip on it and a deposit paid. The whole situation ended out of nowhere with the words: 'Go to hell, I'm going to class!' She took her things and went back to class where she ate her snack and was now calm.\n\nSituation (Anamnesis):\nComplete family, older brother by three years has similar tendencies to escape and aggression. Mother teacher.\n\nTeacher Intervention (Solution):\nWhenever a student has a similar attack, it is important to think first about her safety and the safety of those around her. In many situations, we defended the student with physical force, but it was not at all effective, it also turned out that sometimes she is hungry and after eating, her condition calms down a bit. Quite often he threatens, opposes the one who gives orders or options. Sometimes her remarks are aggressive, quite often she threatens to destroy something or hurt someone, kill him. The special pedagogue recommended that if something like this were to happen, she should have some place where she could clear out. Unfortunately, this is not always possible when a student wants to run away from school. When the situation could not be resolved, we called the parents.\n\nOutcome:\nAs soon as all the actions that the student can perform in aggression can be solved, the class teacher tries to communicate with her about her mood and emotions. He always reminds her that it is better to use words and solve it with words than with actions and violence. Which started to take places. For example, while getting dressed in the locker room, instead of doing laundry, she and a classmate, due to some disagreement, started arguing and literally yelled at each other. The solution in these situations is for a long time, we have to work with the student slowly, and above all, carefully observe what is happening in the classroom and in what mood she comes home from home, whether she has had a good meal and whether she is satisfied. Quite often her aggression is an indicator of fatigue.\n\nStudent Profile:\nAge/Year: 7 let, 2. třída\nHobbies: Hraní si na zvířata, jídlo, kreslení\nDisorders: Agrese,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "244", "student_age_year": "7 let, 2. třída", "student_hobbies": "Hraní si na zvířata, jídlo, kreslení", "student_diagnoses": "", "student_disorders": "Agrese,Vyhýbání se škole", "teacher_approbation": "Vysokoškolské, speciální pedeagogika", "teacher_practice_years": "10", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/811", "content": "TEACHING CASE STUDY\n\nBackground:\nam describing a situation where my student, a 9-year-old boy, typically refuses to cooperate in English language classes in connection with the behavior described above. He does not cooperate, has fun with other pupils and distracts and pokes them. He refuses to do the activities that have been imposed on children, gets angry, rolls under the bench. Even the teacher's assistant who works with him in class does not help the situation much. As much as possible, he will prevent the boy from harming other classmates. The only activities that the boy visibly enjoys in class are vocabulary competitions on the interactive whiteboard and singing songs, to which he enthusiastically sways to the rhythm and sings, however, he still manages to do everything possible, including harassing other children. The situation is repeated de facto in every one of my lessons and it is almost impossible to motivate the boys to cooperate in any way and to keep the class calm.\n\nSituation (Anamnesis):\nThe boy is now in third grade and I am teaching him English. In this case and this class first year. He lives in alternating care, his father is a foreigner. He has a sister who is two years younger, who attends the same school, but she does not have any major behavioral or academic problems. Alternate care places relatively high demands on communication between parents, which does not work very well here. The father does not solve many things, he does not consider them important, he does not follow the proposed regimen for the boy. The mother, on the other hand, tries to communicate with the school and is aware, if only partially, of the differences in the approach to the boy and in education. Based on the request of the class teacher and the school psychologist, the boy was repeatedly examined by the pedagogical-psychological consultant (PPP). Due to the unimproving situation at school, he completed a day stay at the Educational Care Center (SVP) from September to December 2021, on the basis of which he was assigned a teacher's assistant, not only for the duration of classes, but also for the group. He has been diagnosed with a disorder of attention and activity affecting the area of work capacity (psychomotor restlessness, fatigue) with an overlap in executive functions (weakened will to overcome obstacles). Support measures 3, assigned a teacher's assistant for the duration of classes and groups. In the home environment, on the basis of an examination in PPP and a subsequent stay in SVP, educational principles such as a regular regime, consistency and boundaries in education, separation\n\nTeacher Intervention (Solution):\nwas unhappy with the situation in the classroom. Almost every time, the boy threw the whole lesson away, it was impossible to work fully with him or with the other children. At that moment I decided that I would not pressure him to be with others\n\nOutcome:\nThe situation has not been completely resolved. There are still situations in the boy's lack of concentration, boredom or loss of motivation (especially in the area of written speech requirements) and harassment and poking of other children, but they are no longer so frequent and it has enabled me to work better with the whole group of children. Unfortunately, the boy's problems in the school environment persist. I would say that it is also his reaction to his parents' divorce, which according to his class teacher, who has accompanied him since the first grade, he did not tolerate very well. However, at least in the English classes, it was possible to motivate the boys to cooperate at least a little.\n\nStudent Profile:\nAge/Year: Jedná se o žáka třetí třídy (první stupeň)\nHobbies: Chlapec miluje svého tatínka, vidí se v něm a z rozhovorů s asistentem pedagoga je jasné, že k otci má i respekt, a to i přesto, že otec se školou příliš nespolupracuje a ani nedodržuje navržený režim.\nDiagnoses: Poruchy pozornosti a aktivity,Rychlá unavitelnost\nDisorders: Hyperaktivita,Nespolupráce,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "811", "student_age_year": "Jedná se o žáka třetí třídy (první stupeň)", "student_hobbies": "Chlapec miluje svého tatínka, vidí se v něm a z rozhovorů s asistentem pedagoga je jasné, že k otci má i respekt, a to i přesto, že otec se školou příliš nespolupracuje a ani nedodržuje navržený režim.", "student_diagnoses": "Poruchy pozornosti a aktivity,Rychlá unavitelnost", "student_disorders": "Hyperaktivita,Nespolupráce,Nepracovitost", "teacher_approbation": "vysokoškolské - titul Mgr., aprobace dějepis, český jazyk, občanská nauka", "teacher_practice_years": "22", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/544", "content": "TEACHING CASE STUDY\n\nBackground:\nhad a very unpleasant student in my class. He often beat his classmates, even female classmates. He got angry very easily, was self-centered and attacked others cruelly for the slightest thing. In the locker room, he hit a classmate's head on a bench because he was sitting where the student wanted to sit. When a girl was standing in the doorway of the classroom he wanted to pass through, he hit her on the shoulder. Once he threw a paper swallow and hit a girl in the eye. When she got angry and crumpled the swallow at him, he grabbed her and slammed her against the wall. Another time, he kicked a classmate lying on the ground, with whom he had been playing a while before. To reduce his possible assault on the children during breaks, he was allowed to have a cell phone during breaks. Once I entered the classroom shortly after the bell rang. My task was to start the lesson and before the arrival of the teacher, to practice the material from the previous lesson. When I came in, the student was still playing on his cell phone. I urged him to put it in his bag right away. He told me, 'Wait until I die.' I didn't want to wait, and it pissed me off. Not only did he touch me, but he still wouldn't listen. So I just wanted to take the phone from him. The student defended himself and turned so that I could not take the mobile phone from him, and he was still playing, his eyes fixed on the mobile phone. He was still upset that I was spoiling his game.\n\nSituation (Anamnesis):\nThe student had divorced parents and was in alternating custody. He either lived with his mother and younger sister, or he was with his father, who lived with his girlfriend. Both parents preceded the boy and tried to please him in every possible way. He often bragged about what they bought him. He especially enjoyed playing computer games that involved shooting and killing. He bragged that his parents buy him games that are intended for players aged 18 and up. Only the mother was in contact with the school. The problem was that she absolutely refused to believe her son's bad behavior, defending him and insisting that even if he did hit someone, it was only because others were making fun of him. She refused to go with her son to any specialist workplace dealing with problematic behavior and only agreed that he would see the school psychologist. She also refused to punish her son in any way for the reported aggressive behavior at school.\n\nTeacher Intervention (Solution):\nThe pupil received a note from the class teacher, which, however, had no meaning, given the attitude of the parents. There was a discussion at the school about banning mobile phones for children during lessons, including during breaks. When I voted, I was in favor of this ban, because some pupils cannot put down their mobile phones when they ring. The ban was approved and became part of the school rules. The student went to the school psychologist for regular sessions once a week. I was in daily contact with the psychologist and I regularly described to her what the student had done, who he had beaten and why. She always talked to him about it and explained to him how he should have handled these situations better.\n\nOutcome:\nAfter a year of seeing the school psychologist, the situation did not improve. The psychologist announced that she was ending her work with him because 'it doesn't make sense with him' and recommended that he go to an educational care center, which the mother, of course, refused. The class teacher always talked him down when he attacked someone again. It wasn't very valid somehow. The conflicts did not stop. Everyone was relieved when the student moved away and went to another school. I sincerely feel sorry for his new classmates and teachers. So they didn't solve anything with him.\n\nStudent Profile:\nAge/Year: 12\nHobbies: Počítačové hry  střílecí, bojové)\nDisorders: Arogance,Disrespekt,Agrese,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "544", "student_age_year": "12", "student_hobbies": "Počítačové hry  střílecí, bojové)", "student_diagnoses": "", "student_disorders": "Arogance,Disrespekt,Agrese,Verbální agresivita", "teacher_approbation": "Asistentka pedagoga", "teacher_practice_years": "4", "problems_annotated": "Emotional outbursts, Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1011", "content": "TEACHING CASE STUDY\n\nBackground:\njoined this school on the recommendation of my classmate from university. It was close to where I live, so it actually suited me. At that time I was the youngest in the teaching staff. I was supposed to replace a math and physics teacher who was already retiring. I was tutored in 6th and 8th grade math. In the 6th grade, I also got a classroom teacher. The first days were fine, after all, we got to know the students. However, in the 6th grade, about the 2nd week after the start of the school year, I started having problems with some students. It was the kind of group that sat at the back by the window. After several days of being disturbed, I got angry and told them that everyone would sit alone. To that, they replied that I should so-called 'twitch my leg.' It scared me enough at the time. I couldn't imagine that they would treat me like this for another 4 years. There was no peace in my lessons, I kept having to admonish the boy.\n\nSituation (Anamnesis):\nStudents were distinctly extroverted, class leaders, athletic.\n\nTeacher Intervention (Solution):\nOne day I was really upset and wanted to go to the deputy director right after the lesson and solve it with him. But I wanted to give it one more chance. Instead of a math lesson, I brought papers saying that they were supposed to write what suits them in school and what doesn't. Finally, they were supposed to write what they thought of me and what I should improve. after class I took the texts home and read them. I found out that many students would like their previous teacher from 5th grade back. I didn't find any criticism there specifically for my learning style, but simply for the fact that I'm not like their former teacher. So for the next hour, I told them to separate the benches, I brought a balloon, we made a circle out of the chairs and sat in a circle. we passed the ball around and talked about the rules in the classroom, about what we like to do. What are our experiences at school and so on. In the end, we had fun with it, the boys who made a mess enjoyed it too and I think they behaved a lot better after that.\n\nOutcome:\nThe students were relatively calm, as befits the 6th grade. The boys got used to the new teacher, they did not disturb. At the end of the school year, they all even got together and bought me a joint gift, which they all signed.\n\nStudent Profile:\nAge/Year: 6. ročník\nHobbies: sporty, hry\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Working with the collective, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1011", "student_age_year": "6. ročník", "student_hobbies": "sporty, hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "matematika a fyzika", "teacher_practice_years": "15", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/899", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, in the first English lesson, I decided to play a get-to-know-you game with the students, most of whom didn't know me and didn't know much about each other. It was a classic round where everyone had to introduce themselves, say something about themselves starting with the same letter as their name, the next in line had the task, in addition to introducing themselves, to repeat what the people before them had said. Everything went as it should, until it was the student's turn, she unfortunately couldn't remember the name of one of her new classmates, so she couldn't fulfill the task of the game, so she hit the table with all her might in frustration.\n\nSituation (Anamnesis):\nPupil - 15 years old, introvert, Asperger syndrome, sometimes explosive and anxious\n\nTeacher Intervention (Solution):\nThe situation partially resolved itself when the student angrily shouted that she could not remember, this calmed the rest of the people, because they already knew that her anger was not against any of them, but that she was angry only at herself. At the same time, I told her that she shouldn't worry about it, because it can happen to anyone, everyone forgets. Thanks to the supporting materials from the school psychologist, I was more or less prepared for the situation, I mainly managed to classify the situation and I knew how to act.\n\nOutcome:\nI don't know the long term effect since it happened 2 weeks ago, but since then I have been on the alert, I know that such a situation can happen, But luckily, I have to knock, it hasn't happened again yet.\n\nStudent Profile:\nAge/Year: 15 let – 1. ročník SŠ\nHobbies: Technika, programování – Python, C++\nDiagnoses: Náběh na Aspergerův syndrom,Lehká forma autismu,Autismus,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus,Dětský autismus\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "899", "student_age_year": "15 let – 1. ročník SŠ", "student_hobbies": "Technika, programování – Python, C++", "student_diagnoses": "Náběh na Aspergerův syndrom,Lehká forma autismu,Autismus,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus,Dětský autismus", "student_disorders": "", "teacher_approbation": "Mgr. – čeština, angličtina", "teacher_practice_years": "16", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/416", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student has problems with obesity and excessive sweating. He is very social and communicative and wants to talk and work with his classmates, but they all sit as far away from him as possible. He pretends not to mind, but inside he doesn't feel well. His activity in class is getting worse, he stops asking the teachers questions so that his classmates don't think he's annoying. He began to feel insecure in class. He used to eat in the toilets so that his classmates wouldn't make fun of him. He refuses to go on school trips and his absence from school increases. The householder convinces that he is not feeling well so that he can stay at home and not have to go to school. He showed aggression when his classmates made fun of him. He threw chairs, broke things with classmates and the like.\n\nSituation (Anamnesis):\nHe is a thirteen-year-old student who is an only child and lives only with his mother. The father is not interested in him, he left when the student was small. He has a very good relationship with his mother. He is in the eighth grade of elementary school. He is an average student, but he is very diligent. He rushes into every activity. He often comes to class and asks additional questions about the subject.\n\nTeacher Intervention (Solution):\nIn order to prevent the bullying of the student, the teacher took several measures. She increased the pedagogical supervision in the classroom so that his classmates did not make fun of him during breaks, so that he did not go to the toilets or the changing room to eat. The teacher included frequent group work in her teaching so that the pupil could get to know as many classmates as possible and they would find their way to him. Joint class hours, where they could discuss problems and not throw their solutions at individuals, were supposed to reduce the manifestations of aggression.\n\nOutcome:\nThe student got to know his classmates better through group activities. There were two classmates who found their way to him. Although he was still sitting alone in the front, at least there was someone to talk to during the breaks. His classmates no longer mocked him, but they still did not make friends with him and kept their distance from him. As the classmates stopped taunting, the aggression stopped. However, the student still did not integrate very well into the team and avoided all class activities. They don't go on trips and the like.\n\nStudent Profile:\nAge/Year: 8.ročník, 13 rokov\nHobbies: Seriály, viedohry\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Attendance problems\nSolutions Applied: Support, Working with the collective\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "416", "student_age_year": "8.ročník, 13 rokov", "student_hobbies": "Seriály, viedohry", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "chemie, přírodopis", "teacher_practice_years": "34", "problems_annotated": "Physical aggression, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1428", "content": "TEACHING CASE STUDY\n\nBackground:\nOur school is involved in the Fruit for Schools project. Pupils receive fruit and fruit products as part of this project. Last spring, I came to the classroom and saw that the snack that the students received as part of this project was on the walls of the classroom.\n\nSituation (Anamnesis):\nThe student in question is quiet, smart, from a well-to-do family. Never had any problems with him before. His mother is kind, gentle, smiling and college educated. His father is more forceful in nature. You could say that his son has a lot of respect for him.\n\nTeacher Intervention (Solution):\nasked who was responsible, but no one confessed. In the end, I told the students that if I don't find out who did it, it will have to be shared between all the students in the given class and the students in question will have to pay for it. I informed the parents of the students about the situation, but even then no one confessed to me. In the end, I decided to talk to the students in question one more time and promise them that if it all stays between us and the perpetrator confesses to me now, I will not go to the school management and will only punish the perpetrator with a class penalty. After that, I left the class and left the students to consult with each other. It was clear that the students needed to talk about it. It could be seen that the given class collective is relatively good and no one wants to criticize anyone else. After ten minutes, a boy came to me in the office and told me that he wanted to talk to me about it. He confessed everything to me. When I asked him why it took him so long, he told me that he was afraid of getting a demeanor. The report card of the entire eighth grade is sent together with the application to secondary schools.\n\nOutcome:\nThe parents of the student in question paid for the new painting, and I kept my promise and gave the student in question only a class cap. I think his act was just a prank and his punishment was quite enough.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník ZŠ\nHobbies: Sport, PC\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Disrespectful communication, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1428", "student_age_year": "14 let, 8. ročník ZŠ", "student_hobbies": "Sport, PC", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, ZSV", "teacher_practice_years": "26", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/552", "content": "TEACHING CASE STUDY\n\nBackground:\nEvery day after coming to class, the children are used to welcoming me together and everything goes smoothly. Everything went well during the lesson. During the break in the class, there was a lady assistant, but without full supervision there was already a problem. The student I will describe next does not get along with the other student. He causes conflicts himself, which he then resolves with violence. When supervision intervenes, the conflict is stopped and subsequently resolved. However, the student still has it, but instead of solving it with the teacher or the educator, he solves it at home when his mother asks him. The other children in the class don't really want to accept the student into the team, because they don't like his behavior either. In the school group, children had more freedom to express their character. The teacher played various games with the children, but she let them play freely. It was then that there were more conflicts. For example, the teacher observed that in a situation where a student was hit by someone by mistake, the student immediately reacted by saying that he had to pay back.\n\nSituation (Anamnesis):\nThe student has no confirmed medical history. He lives with both parents and according to the story and the interview with the student, he has no problem with his parents. After talking with the dad, the dad denied that his son was somehow explosive and evil. After talking only with the mother, the mother admitted that sometimes the student shows more and is rude to the mother.\n\nTeacher Intervention (Solution):\nIn the event of a conflict, I try to listen to both sides and then together we discuss what happened, what they did wrong and how to fix it. Children usually learn from this and be careful next time. However, the student continued to provoke conflicts or reacted explosively to the situation. I think that it is necessary to encourage more confidence in the student in his classmates and to improve the overall team of the class.\n\nOutcome:\nAfter talking with the mother and then with the pupil, we agreed that in a given situation that upsets him, he should come to me or the teacher, that the situation should be resolved immediately and that he should think more about the given situation before reacting. In the following days, the pupil tried to get more involved in the group, but it was clear from the other children that they did not trust him very much. There were no major problems in classes, but he stopped going to the sorority. After less than 14 days, he started going to the sorority again and again caused conflicts with his 'enemy' and refused to talk about it with the teacher.\n\nStudent Profile:\nAge/Year: 3. třída, 8 let\nHobbies: Kreslení, konstruktivní hry\nDisorders: Lhaní,Emoční labilita,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Agreement, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "552", "student_age_year": "3. třída, 8 let", "student_hobbies": "Kreslení, konstruktivní hry", "student_diagnoses": "", "student_disorders": "Lhaní,Emoční labilita,Fyzické násilí", "teacher_approbation": "Učitelství pro 1. stupeň", "teacher_practice_years": "8 let", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/647", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was as follows in one class, according to the guidance counselor and the high school professor. The children started creating different groups of people. But there is also this gifted student who has no problems, but one group of more dominant kids started to bully this gifted student. The situation escalated once after school in the locker room when this more dominant group, led by one female student, began attacking this gifted student in the locker room. They took his backpack, things, shoes. However, by chance, the banker also came home from work, who deciphered the situation well and tried to solve the situation the very next day. The children took part in an adaptation course, team building, where they had a rich program about the situation of mutual respect. The teacher subsequently stated that the situation in the classroom calmed down and the children began to respect each other and in the end they were a good group.\n\nSituation (Anamnesis):\nThe class was divided into different groups that could not respect each other. A more dominant group of individuals, led by a not-so-smart student with good grades, decided to hit on a classmate who is rather submissive, from a Catholic family, and a very gifted student. Fortunately, the teacher, according to the doctor, was caught early on. It took place in the classic way of denying various things, stealing and mocking on the Internet.\n\nTeacher Intervention (Solution):\nThe teacher started solving the situation the very next day. He informed his colleagues, the class teacher and the school management in the assembly hall. The first lesson was class time, where the subject of bullying was discussed with the educational advisor. After the presentation, a kind of adaptation course and teambuilding for the whole class took place in about a week, where they had a 3-day program organized by a volunteer center that deals with this issue, unfortunately the teacher no longer remembers the name of that center.\n\nOutcome:\nThe situation in the classroom completely calmed down after the program, and in the end it was a great group of people who still have good relations with each other today, even though they no longer study at that school. This bullying did not occur in the classroom and lessons, so it was difficult to recognize, it often took place outside the school, except for the incident in the locker rooms. Fortunately, the situation normalized and the bullying caught in the beginning calmed down. I classified this situation as ++ because I believe that its solution also belongs to positive situations.\n\nStudent Profile:\nAge/Year: 13 let\nHobbies: Čtení knih, skaut, setkávání s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "647", "student_age_year": "13 let", "student_hobbies": "Čtení knih, skaut, setkávání s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské – dějepis, ZSV, titul PhDr.", "teacher_practice_years": "15 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/832", "content": "TEACHING CASE STUDY\n\nBackground:\ngot a PCH student into the 3rd grade. He occasionally showed signs of attention deficit disorder, but at the time of the transition to our elementary school, he was not specially worked with. The boy thrived with A's. The change came from around the fourth grade, when he often did not respect the rules of the class and did not respond to my calls. After talking hours in the tripartite, I found out that he still responds to his mother. At the same time, he did not have a completely negative attitude towards the school or me. I had been used to his short attention spans since third grade, but his defiance was new to me. Later, he started deliberately lying to me, denying it, even though I caught him, for example, taking things from his classmates. In a specific situation that I remember, one classmate bothered him for a long time, they often argued about something. The climax of the situation was when he cursed a classmate for morons, punched him in the stomach, and then they got into a fight. When the children came to tell me, he did not admit it and absurdly denied that the other had given him the blow. There were also signs of bullying, where he was the leader and guide, he often scolded his classmates and knew where to go, insults to his parents 'your mother is disgusting' or to his character 'you're fat, that's why you don't run' were repeated and thus disrupted relationships in the class. At that time, we dealt with the situation with the prevention methodology, the principal, parents and in the classroom.\n\nSituation (Anamnesis):\nten-year-old boy attending primary school comes from a complete family. The father is often separated from the family, he works as a driver. He has an older brother with whom he does not get along well. The parents are cooperating with the school, although they initially downplayed the problem. Undesirable behaviors include lying, leading classmates, insulting, disrespecting rules and teachers. He is not completely excluded from the team and has a friend in it. His hobby is mainly baseball. A teacher close to the family believes that he is probably exposed to stimuli inappropriate for his age at home, such as brutal films, etc., thanks to his older brother.\n\nTeacher Intervention (Solution):\nImmediately after the incident, we investigated the situation and indeed PCH himself was a relatively gratuitous aggressor. The parents were informed and we resolved the situation with the school principal. Both actors of the conflict received a note, and then we dealt with similar situations as a class. In the long term, I didn't want to deal with the situation with him negatively. On the contrary, I always tried to support him and praise him when he did something right, went out of his way to meet his classmates and so on. I didn't let him tell me anything. The trust between the teacher and the student was greatly damaged by his previous behavior. This is not how the common relationship between student and teacher can be maintained. Everything that was pathological, such as swearing, and verbal attacks on classmates, we definitely dealt with, monitored and prevented it. Tripartite, interviews with records, meetings with parents and the director were countless. In the end, PCH ended up in the SPC and subsequently also in a psychiatrist, at that time the defiance was gradating in the home and the parents insisted on a solution. He was diagnosed with oppositional defiant disorder and ADHD. However, the main reason behind the speeches was the failure of the opposition's defiance. Mr. Psychiatrist probably helped him in the short term, but in the long term, in my opinion, the drugs rather harmed him.\n\nOutcome:\nAs a result of being put on medication by a psychiatrist, he went to school very depressed. The anger, the lying, and the pointless defiance have almost died out. But unfortunately his depression had consequences in subjects where his talent could be shown, for example in art classes. Conflicts with the pupil in question did not repeat themselves.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Sporty  baseball, vybíjená)\nDiagnoses: ADHD\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Bullying\nSolutions Applied: Consequences, Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "832", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Sporty  baseball, vybíjená)", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "Pedagogické magisterské vzdělání -  Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "8", "problems_annotated": "Physical aggression, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1268", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were already problems when I got it in the fifth grade. He went to school from the first grade. I was his class teacher from fifth to seventh grade. He didn't hang out with anyone in class. He did not seek conflicts, was introverted and sat alone. In terms of school performance, his grades were average, but things got worse in the seventh grade. He didn't enjoy school, and if he didn't understand the material, he didn't want to do anything. He just sat there and did nothing despite being reprimanded. When he didn't want to do anything, he said he wouldn't do it, and no one convinced him to work. When the principal called him to the principal's office, he did not move from his chair and the principal had to follow him into the classroom. We resolved this situation with the parents, the school psychologist and the student himself. At home, his parents did not pay attention to him and did not want to deal with this situation much. Once his father came to us and told the student, even in front of us, that if you work at school, he will buy him a better computer. His hobby was gaming and IT industry. We also agreed with the parents that if the student does not work, we will call the parents and they will pick him up from school. We had another 25 kids in the class who wanted to learn.\n\nSituation (Anamnesis):\nThe student lives with alternate care and is an only child. He lived with his father for a week and with his mother for a week. When that was not possible, he lived with his grandmother. He has been diagnosed with attention and activity disorder, behavioral difficulties and emotional lability. His work rate gradually deteriorated. When the fabric didn't suit him, he got stuck and said he wasn't going to do it. His grades were getting worse. In seventh grade, we didn't even have anything to evaluate him on, because he hardly went to school. He didn't get along very well with anyone, so he had a behavior problem. His parents did not support him and were not interested in him, which was also reflected in the solution to this situation. His interests include playing computer games.\n\nTeacher Intervention (Solution):\nWe first addressed the situation with the student himself. When he got stuck and didn't want to do anything, we didn't force him to do anything. We further discussed the situation with the director. The pupil even refused to come to the principal's office, so the principal had to come to the pupil's classroom. After that, we discussed the situation with the parents, but they were unable to get the student to do anything. They didn't pay attention to him at home, they let him play games on the computer so they could have peace from him. He went to school unprepared. Next, we discussed the situation with the school psychologist, and finally with the student himself. In the end, it was agreed that if the student does not do anything at school, we should call the parents and they will take him away, so as not to hinder other students. Several pupils from the class offered him tutoring in a subject he did not like, but the pupil did not take advantage of these offers. In the seventh grade, we told the student and his parents that we had nothing to evaluate him on, because he refused to write the test several times and his parents took him home three out of five days a week because he did not work. We informed them that he would have to repeat seventh grade again.\n\nOutcome:\nThe student's parents eventually sent him to another school. I am not satisfied with the situation myself. As a class teacher, I had a good relationship with him and we all tried to help him. Both students with tutoring offers and me. The student refused to work and rarely attended school.\n\nStudent Profile:\nAge/Year: 10-12 let, 5.-7. ročník\nHobbies: počítačové hry, IT\nDiagnoses: ADHD,Porucha chování,Výkyvy nálad\nDisorders: Emoční labilita,Nepozornost,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Agreement, Consequences, Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1268", "student_age_year": "10-12 let, 5.-7. ročník", "student_hobbies": "počítačové hry, IT", "student_diagnoses": "ADHD,Porucha chování,Výkyvy nálad", "student_disorders": "Emoční labilita,Nepozornost,Hyperaktivita", "teacher_approbation": "vysokoškolské vzdělání, tělesná výchova a pedagogika + učitelství 1. stupně", "teacher_practice_years": "25 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/563", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is stubborn, if it's not his way he gets stuck and doesn't talk to you at all. He is angry, does nothing and does not say anything to anyone all the time. He often has tears in his eyes. Many times it is even a small thing that makes him angry. Sometimes it also applies to opinion. If his opinion does not coincide with someone else's, he gets angry. We go out, for example, he wants to go in front of the school, but I say we go behind the school. He is then angry all the time and refuses to communicate. In class, this behavior occurs occasionally. Sometimes he just doesn't feel like it and is slow. It probably depends on whether he enjoys the assigned work. If he has a given task in mathematics, he has no problem with the solution. If he receives a given task in Czech, the already described situation often occurs.\n\nSituation (Anamnesis):\nHe lives only with his mother. His parents did not live together for most of his life, his father died two years ago. He has a brother a year older, who also attends the same junior school as him. The dominance of the younger brother can be recognized because he is more communicative, physically fitter and more popular in the group.\n\nTeacher Intervention (Solution):\nWe tried to talk about it with the student, but he doesn't want to talk about it. I don't know what to do with him. Even though he is no longer angry and in a good mood, he refuses to communicate about this situation. I've tried going at him quickly and calmly, but it usually doesn't work. I've had a few times where he took a joke. I told him: 'don't be like a slipper!' etc. Mostly, however, he refuses to work or communicate. He doesn't even want to tell me what made him angry, what he doesn't understand, etc.\n\nOutcome:\nThe result is negative. Despite the conversation with the mother, the situation keeps repeating itself. It was found that the student is a little more communicative when the teacher uses a joke to solve the problem, but it is not a guarantee that it will always work.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Vojenství, historie, paleontologie\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "563", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Vojenství, historie, paleontologie", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nespolupráce", "teacher_approbation": "Mgr. (učitelství 1. Stupně ZŠ); CVŽ učitelství v MŠ", "teacher_practice_years": "3 roky", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1468", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy came to us from another school with a bad reputation, where this reputation preceded him. He came to the school as a very problematic student with a 3rd degree in behavior, and he was actually placed in the educational care center at that time and after starting from that house during the fifth grade, he joined our school. At the previous school, he broke the hand of a teacher's assistant during a conflict. We were worried about what would come to us as a student. I visited him in the house before he started, so that I would know what kind of student he was, how to deal with him, what he would be like, so that I could get a picture of him before he started school.\n\nSituation (Anamnesis):\nTo my pleasant surprise, the house must have made an impression, the boy was very reasonable for the fifth year, he started a year later and after what we did, there was a very close cooperation between the teachers and the parents, especially with the father, who worked very well there, so already the very setting of rules and regular meetings and discussions with parents prevented many problems.\n\nTeacher Intervention (Solution):\nSo the boy joined us during the fifth year after a three-month stay in the house, and here it was very clear that he was very lively, he made up a lot of jokes. He had a tendency, he immediately had an assistant teacher, the boy did not keep his attention, but there was some potential in him, because he had a very high level of social intelligence, when you talked to him privately, the boy worked, he understood, he knew what he was doing, he knew that in short, if he overshot something, it was wrong, so he was able to have some self-reflection, and I say in this respect he was above average compared to the other students. During the second grade, of course, there were situations with some indiscipline in classes, during breaks, he took some disciplinary measures, but it was never the second grade for behavior, it was always on the basis of a reprimand or rather a reprimand, either from the class teacher and once it was a reprimand from the principal schools. He had an excellent teacher's assistant in the second grade, which also helped a lot. She was an elderly lady of pre-retirement age and he kind of gravitated towards her, slowly there was almost a kinship relationship, like she was his aunt. She told him very forcefully and bluntly what style to do and what not to do, and also a good class teacher.\n\nOutcome:\nWell, that boy, as soon as he grew older and older, he stopped doing that crap and started to function perfectly at the age of nine, if I may say so brilliantly. Of course, one or two teachers with whom he did not get along at all, I think that there was a mistake on both sides in the communication, where the boy must have felt some sort of natural authority from those people, which the cantor, who in some way did not feel he made enemies and was somewhat unfair towards him in some way, and in short, the teacher had to push the boundary a little. If the teacher fought with him like that, he gave him, as the popular saying goes, to eat. There were one or two teachers with whom he had not cooperated until then, and certain conflicts arose, but we took him aside, we explained, we told him to get over it, and for one colleague there was a little antipathy from both sides, but nothing as essential that there would be any vulgarisms or something similar. It turned out that the boy, he is simply a great boy, intelligent, funny, established contacts very well, immediately became a favorite among classmates and among adults. He grew up to be a really great boy, so after the horror with which he came here, we were sorry that he had to leave the nine, which is always the better option. Fortunately, it ends up like that more often than not.\n\nStudent Profile:\nAge/Year: 12 let, 5. třída\nHobbies: Sport, počítačové hry\nDiagnoses: ADHD\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1468", "student_age_year": "12 let, 5. třída", "student_hobbies": "Sport, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Agrese", "teacher_approbation": "Vysoká škola, učitelství 2. Stupně, Český jazyk – Rodinná výchova (Výchova ke zdraví)", "teacher_practice_years": "13", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/687", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the 2020/2021 school year, the student was a student in the 1st year of a secondary vocational school in the field of hairdressing. As his class teacher, I only met the first class in the role of class teacher during the two weeks before the transition to distance learning. Theoretical teaching at our school takes place every other week and alternates with practical teaching, when the students are under the supervision of the teacher. Pupils and parents had a very short time to familiarize themselves with their new school, teachers and subjects and to make a smooth transition to online learning in Microsoft Teams. Therefore, based on these facts, the selected pupil did not start participating in distance learning, he began to show increased absenteeism and did not hand in any assigned work.\n\nSituation (Anamnesis):\nHe is an adult pupil, who in the past had unsuccessfully completed his studies at another secondary vocational school after the onset of psychological difficulties following the suicide of his best friend. The student showed average academic results, but above average emotional intelligence, awareness of himself and his possibilities. He communicated with discretion, never made unnecessary promises and never overestimated his abilities. He recognized his psychological limits and was aware from past experience of the barriers and difficulties associated with overcoming them.\n\nTeacher Intervention (Solution):\nThe student's problems with attendance and failure to complete assignments began to manifest themselves at the very beginning of distance learning. That's why I contacted him by phone to find out what his non-participation was about and I suggested help in the form of a school computer. However, the student informed me that he had a computer, so we logged into Teams together and explained its individual functions. As the pupil was already of legal age, I communicated exclusively with him. He was more apathetic on the phone but always picked up or called me back. He indicated to me that he has certain psychological problems associated with the transition to a distance form of study and suffers from insomnia, which is why it is difficult for him to get up in the morning and stay connected and not fall asleep. He promised that he would try to start communicating with the teachers and try to catch up. During the quarterly evaluation, however, it was clear that he did not succeed completely, so we arranged a personal meeting, we went through each subject and what would be necessary to do in order to benefit from it better. Finally, the student got up the courage and explained to me without insisting that he had similar problems once before and did not finish his studies at the previous school for a similar reason. That's when he developed problems with insomnia resulting from sleep paralysis after the suicide of his best friend. He was also medically examined at the time, but he had no documentation. He was prescribed medication, but after a while he stopped taking it because he was not feeling well and his condition gradually improved. Two years after this event, he joined our school, and during the transition to distance learning, his sleep paralysis returned, with associated insomnia and fear of falling asleep. We agreed that we would take it slow, let him catch up as much as possible, how he would manage, and we would sort out the rest for half a year. He managed to complete all the subjects for half a year, but the problems with absenteeism worsened in the second semester. I therefore arranged for him to meet with the psychological counselor at our school, where we agreed that if he does not start attending classes, he will have to be expelled from the studies on the basis of high absenteeism. The student refused to see a doctor and to involve his parents, so I felt that I had no choice but to verbally support him. After returning to school, he appeared sporadically at school, but in recent weeks he did not attend either theoretical or practical classes at all. He didn't even show up for the make-up exams, so he didn't advance to the second year.\n\nOutcome:\nThe last time I talked to the student on the phone, he sounded more positive and added that he was doing better, that he was working part-time, enrolled in a barbering course and that he was thankful.\n\nStudent Profile:\nAge/Year: 18 let, 1. ročník středního odborného učiliště\nHobbies: Zájem o obor, který studuje  kadeřník)\nDiagnoses: Spánková paralýza\nDisorders: Absence,Nepracovitost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "687", "student_age_year": "18 let, 1. ročník středního odborného učiliště", "student_hobbies": "Zájem o obor, který studuje  kadeřník)", "student_diagnoses": "Spánková paralýza", "student_disorders": "Absence,Nepracovitost,Vyhýbání se škole", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/958", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the previous class was complicated. I had a pupil there who was in a very bad state, after attempts at suicide and self-harm. The communication with the student's mother was different and the relationship with this student was different. She trusted me and we solved many problems together. The diagnosis was difficult, the situation had its ups and downs, but in the end a certain stabilization was achieved.\n\nSituation (Anamnesis):\nThe personal history of the pupil or class is key to understanding the situation, but in this case I was unable to obtain more information.\n\nTeacher Intervention (Solution):\nŽačka was receptive to solving problems, even if they were huge. By chance, I recommended it to a friend who is a psychologist. Since then, although the pupil does not give me information directly, the psychologist monitors her development. Trust was key. The student has already graduated, but we are still in contact.\n\nOutcome:\nThe pupil's behavior stabilized, although there were occasional dips. She successfully passed her high school graduation and achieved life's achievements. The contact between her and the teacher continues even after finishing high school.\n\nStudent Profile:\nAge/Year: cca 17 let, ročník septima/oktáva\nHobbies: -\nDiagnoses: Psychiatrická diagnóza\nDisorders: Pasivita,Neposlušnost,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "958", "student_age_year": "cca 17 let, ročník septima/oktáva", "student_hobbies": "-", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Pasivita,Neposlušnost,Nepozornost", "teacher_approbation": "Vysokoškolské vzdělání – Magisterské studium + Pedagogické minimum, aprobace Český jazyk a Hudební věda + Němčina; aktivně se věnuje tvůrčímu psaní a korekturám", "teacher_practice_years": "Cca 26 až 27 let (včetně mateřské dovolené)", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/190", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students had the task of composing from colored papers. Everyone got different colors of paper. One of the students began to express dissatisfaction with the color of the paper he received. At first he hid the paper and claimed that someone had taken the paper from him. Since I didn't believe him, I tried to convince him about the suitability of the color he got. However, this student became agitated and angry with accompanying stomping. Subsequently, he tore up the paper in the color he was not satisfied with and threw it in the trash.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD and is under the care of his mother.\n\nTeacher Intervention (Solution):\nI tried to calm the student down and explain to him that he must have his paper in his desk, that none of his classmates took it from him. The student refused this all the time. The situation worsened with any attempt at explanation. After a few minutes, the student angrily tore up the paper and started stomping on it. It was almost impossible to calm him down.\n\nOutcome:\nUnfortunately, none of my measures, arrangements, proposed solutions had an effect on the pupil, and after the incident it was difficult to talk to him, let alone cooperate. He sat insulted in the pew with folded hands and refused any cooperation. The last possible solution was a phone call with his parents, who tried to talk him out of it.\n\nStudent Profile:\nAge/Year: 9 let, 3 třída\nHobbies: fotbal, míčové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "190", "student_age_year": "9 let, 3 třída", "student_hobbies": "fotbal, míčové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "5", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/976", "content": "TEACHING CASE STUDY\n\nBackground:\nHowever, not all cases of problem behavior had a happy ending like the previous one. At the moment, I am a fifth-grade class teacher again, and I have a little bit of everything in my class, so to speak - integrated, foreign and problem children. This story is not so much my experience as it is about a class that has passed from the first grade to the second, so I am still getting to know the children myself - what are their habits, needs or bad habits. But since I heard that it is a really exceptional class in terms of solving problem behavior, I decided to contact their former class teacher in the first grade and thus continuously inform myself about the situations or rather persistent problems that are part of this, already my class, to be in the picture, so to speak.\n\nSituation (Anamnesis):\nThis case concerns a boy who currently lives only with his father, as his mother died over a year ago. When this situation arose, of course the teachers, but also the classmates, were really considerate, tolerant and helpful towards him. The teachers did not make excessive demands on him from the beginning, as the boy did not go through a really easy period. Losing a mom hurts at any age, but I think at this age it's hard to explain to a child why mom will never come home. So the boy stayed at home for a while to deal with the team and the teachers took this situation into account and even accepted it to a certain extent.\n\nTeacher Intervention (Solution):\nHowever, the problem arose when the boy returned to school after a long time. He used to be inattentive at school, didn't do his homework, didn't listen to the teachers, distracted them and disrupted classes, until finally one day it got to the stage where he stopped going to school altogether. This situation was also resolved with the boy's father, when my colleague informed him about what was happening with his son and tried to find some reasonable way out. Everyone understood the situation that the boy was going through a period when he lost his mother, but it had been long enough for him to be able to fit back into the school environment, so to speak. From the beginning it seemed that the father understood the seriousness of the situation, the boy started going to school again, but he did not last two weeks. The situation was resolved repeatedly with the father, who at first excused his son, but after a while the number of missed classes climbed to an enormous number, when the boy was in danger of having unexcused classes in the fourth grade and was even in danger of repeating the grade. Later it was discovered that the boy, despite the time that had passed, had not come to terms with the loss of his mother at all.\n\nOutcome:\nIn the end, although the situation turned for the better, as the boy is currently in the fifth year with me, however, inappropriate behavior in the form of disruptions and failure to complete tasks still persists. I am currently trying to resolve this situation as best I can, but since not only this boy, but also a few of his classmates have a bit of a problem with following the rules and authority, it is not always a cakewalk. However, I firmly believe that after time they will learn to follow the rules that we have agreed upon as a class.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "976", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "13  Absolvovala nejaký relevantný kurz, výcvik na zvládanie problematického správania, nekázne nebo komunikácia v triede apod. (zaškrtnite):  áno / nie  Prípadne uveďte názov (otvorená otázka):  Presný názov neviem, ale išlo o predmet v rámci kreditového systému, ktorý absolvovala pred atestáciou.  Kazuistika ++  Rozhovor bol vedený s pani učiteľkou, učiacou na základnej škole na druhom stupni, kde dlhé roky pôsobí ako učiteľka anglického jazyka, geografie a environmentálnej výchovy. V rozhovore mi porozprávala o svojich skúsenostiach a prípadoch problémového správania, s ktorými sa za roky svojej", "problems_annotated": "Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/700", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place on the last evening of the adaptation course. By the fire, the students could see the fatigue from the rich program and lack of sleep. The three boys from the class were quite seated at first sight, which was shown by the fact that they did not sit with the rest of the class, but made their own group and sat apart from the others and talked among themselves. Suddenly they started arguing, threw themselves at each other and started fighting. We ran towards them, but before we got there, one of them took out a shooting knife from his jacket pocket. Fortunately, he didn't threaten anyone with the knife, he just stood there with an open knife. We managed to tear them apart and took them to our cabin.\n\nSituation (Anamnesis):\nThe class as a whole didn't seem troubled, but those three boys were causing trouble. One of them is a refugee from Syria, who we already talked about in the previous case study. Another is a member of a group that can often be seen in the park near the station, and at first glance seems problematic. For two of them, this isn't the first high school they've attended, but they haven't finished one yet.\n\nTeacher Intervention (Solution):\nThe pupils were brought to the headmistress, who spoke to them at length. They were given conditional suspensions from school and were told in no uncertain terms that any further trouble would result in immediate expulsion. All three promised that they would no longer behave vulgarly and aggressively and that they would not violate school rules. The headmistress called their parents, but didn't talk to two of them. Since it was late, she didn't want to send them home, but to avoid further trouble, she sent everyone to sleep in a different cabin. She called her parents the next day and informed them of the conditional expulsion. The parents of the refugee were not allowed.\n\nOutcome:\nDespite the measures, the pupils' behavior did not improve and on 10.9. they were expelled after being caught packing a joint and snorting tobacco. More information about this incident is given in the next case report.\n\nStudent Profile:\nAge/Year: 16, 17, 18, 1. ročník\nHobbies: Být se svojí partou, PC hry\nDisorders: Agrese,Lhaní,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Physical intervention, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "700", "student_age_year": "16, 17, 18, 1. ročník", "student_hobbies": "Být se svojí partou, PC hry", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Vulgární vyjadřování", "teacher_approbation": "Vysoká škola", "teacher_practice_years": "17", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Physical intervention, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/511", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation, which has been going on for a long time, is worrying. The girl from the eighth grade is almost isolated from the collective, closed, inaccessible, uncommunicative and apathetic. Her only expression is artistic, she communicates minimally. He does not respond to the teacher's questions or only minimally, he does not carry aids, if he does, then sporadically. He has insufficient hygiene habits, wears torn and often dirty clothes. As a teacher, I cannot continue to ignore the situation, I must try to make contact and find out what is behind her behavior.\n\nSituation (Anamnesis):\nThe student lives only with her father and brother, her mother died in a tragic accident, and her grandparents also take part in her upbringing. The girl suffers from psychological problems, visits a psychologist and is also diagnosed with attention disorders. She and her brother go to school in torn, often dirty clothes, the girl often has unwashed hair and a neglected appearance. The class he attends is divided into groups with great contrasts and vastly different opinions. In the classroom, the groups hardly communicated with each other during the girl's problems, and when they did, it was with great resentment. During the school year, the class managed to become almost cohesive except for a few individuals. The class is rather above average in terms of benefits.\n\nTeacher Intervention (Solution):\nThe girl paints a fallen angel, is withdrawn and does not perceive the surroundings or the teaching. He does not respond to the teacher's questions. I approach her and ask about a detail of the drawing that seems unclear to me. The girl doesn't respond at first, so I answer myself and deliberately remember this detail in my own way - but absolutely not fitting in with her topic. The girl reacts and begins to clarify. It is open to communication about the painting. The dialogue is only on the artistic level. This communication lasts a few minutes, after which the girl closes again. As soon as I get another chance to ask her something about her painting, I don't hesitate to ask. In this way, over time, the girl opens up to me for longer and longer periods of time. Now he has no problem communicating with me outside of the artistic realm. I spend most of my time with her in class and try to get her to cooperate with the teacher.\n\nOutcome:\nThe girl's condition gradually improved, she began to accept and communicate with the assistant on a regular basis. The girl began to respond to the teacher's calls and answer. Taking notes on the teacher's instructions, but this was not always successful - depending on the mood and circumstances that arise from the family. The class perceives her as an individual, they do not seek her company, some accept her life attitude. She doesn't really have a friend in class, she never hurts anyone, she's kind, non-conflicting, warm-hearted, perceptive. In class, he has fun with several classmates according to his mood.\n\nStudent Profile:\nAge/Year: 14 let – 8. třída\nHobbies: Výtvarná výchova, cosplay\nDiagnoses: Poruchy pozornosti,Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "511", "student_age_year": "14 let – 8. třída", "student_hobbies": "Výtvarná výchova, cosplay", "student_diagnoses": "Poruchy pozornosti,Psychické problémy", "student_disorders": "", "teacher_approbation": "Spgš Znojmo", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1083", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I started teaching, I guess it was my first year, a couple of young ladies showed me some affection from time to time. In the beginning, I took it as a normal thing when a new young teacher comes. But after a while it started to get annoying. The ladies walked around me in the corridor on purpose, preferably as close as possible as they passed. Once it happened that she even 'accidentally' touched me. I didn't know how to react then. I remember we just went on some kind of overnight class trip. In the evening, we lit a bonfire and threw papers with wishes (to make them come true) into the fire. The young lady declared that she had a wish 'I will marry Mr. Teacher...' and threw it into the fire.\n\nSituation (Anamnesis):\nAnnoying miss\n\nTeacher Intervention (Solution):\nalso consulted with my colleagues, but in the end I decided to talk to the ladies myself. They didn't listen and continued to repeat similar behavior, in the end I decided to take it as a joke and wait until they left elementary school anyway.\n\nOutcome:\nIt didn't work, it was only resolved when the student left the school.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nDisorders: Provokace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1083", "student_age_year": "14 let, 9. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Provokace", "teacher_approbation": "Mgr.", "teacher_practice_years": "4", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/475", "content": "TEACHING CASE STUDY\n\nBackground:\nThe school was undergoing renovation of several rooms, which caused some confusion. One of the chairs for the students was borrowed from the classroom where we had the lesson, exactly where the student in question was supposed to sit. Due to the size of the classroom, it was impossible to find another place for him to sit. When I came to the classroom, the student was sitting on the bench with the others, which was normal until the teacher came. After I entered the classroom, all the students stood up to greet me and then sat down, but this student started packing up and headed for the door.\n\nSituation (Anamnesis):\nI asked him what was going on, and he replied that he had nowhere to sit and therefore could not participate in the class. His behavior indicated an attempt at defiance and an expression of reluctance to be present in my class.\n\nTeacher Intervention (Solution):\nconsidered letting the situation go and letting him go, but I felt responsible for his safety, especially with the ongoing renovation. It didn't feel right that someone else had to step back and give him his chair. That is why I told him that he is not allowed to leave the classroom because the lesson is in progress and the school rules and laws do not require students to sit during the lesson.\n\nOutcome:\nThe student was taken aback by my explanation, but understood that he had no other choice. So he stood for the rest of the class, which wasn't ideal, but he couldn't just walk the halls. He was unexpectedly quiet during the lesson, he didn't actively participate, but at least he didn't disturb. This incident did not change his behavior towards me, but I am glad that the situation was resolved in a calm way.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník SŠ\nHobbies: Šachy a deskové hry\nDisorders: Disrespekt,Nespolupráce,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "475", "student_age_year": "15 let, 1. ročník SŠ", "student_hobbies": "Šachy a deskové hry", "student_diagnoses": "", "student_disorders": "Disrespekt,Nespolupráce,Neúcta k autoritám", "teacher_approbation": "", "teacher_practice_years": "12 (v době situací méně)", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/857", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I have chosen as an example of unsuccessfully addressed problem behavior concerns a classroom where most of the children are working and functioning well. However, one student is constantly disruptive, makes inappropriate comments and jokes, makes fun of me and others, calls attention to himself and brings unnecessary things to school to get attention. This behavior occurs in the second grade classroom I teach. When a student is disciplined, he does not learn from it and continues his behavior. After consulting with colleagues, I found out that he behaves in the same way in other subjects as well, and many teachers describe similar situations. We are not sure how to deal with the problem effectively and this disrupts the atmosphere of the class and the lesson. The student's presence complicates various activities, for example during games, where he is often excluded because no one wants to cooperate with him.\n\nSituation (Anamnesis):\nThis student's behavior is burdensome and exhausting for all of us. The children themselves reprimand him and find his behavior embarrassing. Nevertheless, we did not come up with any effective solution. We tried to resolve the situation with notes, at class meetings and contacted parents, but to no avail. We tried to keep the student busy during class and pay attention to him so that he would not get bored, but that didn't help either. When I offered him an individual fun activity, he continued to interrupt and spoil the class atmosphere. We don't understand what is going on in him because he has no disorder or diagnosis and no known major problems in the home environment. His problem behavior is constant and affects my relationship with classes, which I then do not look forward to.\n\nTeacher Intervention (Solution):\nAlthough I thought that I did not have sufficient authority, my colleagues confirmed that they had the same problem with the student. He has a problem with authority in general, is rude and sometimes even mean to both classmates and teachers. He is capable of tying and seems to have never learned what authority is. We believe that he was not taught to perceive authority at home. Sometimes I felt that I couldn't handle the situation, raised my voice and let myself be thrown around unnecessarily.\n\nOutcome:\nWe are trying to resolve the situation, but so far without success. I remember the story of my mother, who was a teacher and had a similarly problematic student. Years later, he apologized to her for his behavior. We hope that this student will also become aware of his behavior one day. His behavior is often infantile now, but it is possible that the situation will improve as he matures.\n\nStudent Profile:\nAge/Year: Žák na druhém stupni (7. třída)\nHobbies: Nevíme\nDisorders: Vulgární vyjadřování,Nespolupráce,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "857", "student_age_year": "Žák na druhém stupni (7. třída)", "student_hobbies": "Nevíme", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Nespolupráce,Zesměšňování", "teacher_approbation": "Mgr., aprobace anglický jazyk, český jazyk pro cizince", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/748", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the very tense situations that the student prepared for us was once at the beginning of the lesson, right after the bell rang, when everyone was already sitting in their seats, but the teacher had not yet arrived. The student had a large, two-liter bottle of Coca Cola, which he unscrewed, drank, and left the open bottle on the bench. Then he 'accidentally' snorted it, the bottle tipped over and everything started pouring out, which he just watched and didn't even try to pick up the bottle. A huge puddle was spilling on the ground, all the briefcases within reach were suddenly soaked with Coke. The children squealed, jumped and tried to save their things. Most of the children rushed for paper towels and quickly tried to prevent the flood from spreading further. He just stood and washed himself. I grabbed him by the shoulder and pushed him towards the puddle and told him to hurry and help clean up. He started yelling at me that I attacked him and that he was going to complain about me. He refused to participate in the cleanup and just watched with a smile. It should also be noted that this is not the first time he has done this. 'Accidentally' spilled drinks happened to him more often, even though I repeatedly warned him that he should close the bottle again immediately after drinking. However, he always reacted with irritation and insolence.\n\nSituation (Anamnesis):\nThe student lived in a joint household with his mother and grandmother, he was an only child. Both spoiled him very much. They let him hang around the housing estate and, according to reports from classmates living in the same housing estate, he committed vandalism. He destroyed bells, the elevator and polluted the common areas. He also often attacked smaller children. In the classroom, he mostly only allowed himself to girls, pinched them, twisted their arms, pulled their hair and insulted them. No comments were effective because the mother and grandmother uncritically defended the student in all circumstances.\n\nTeacher Intervention (Solution):\nThe class teacher wrote a note to the student and talked to him about it, however, there have been many such notes and interviews with absolutely no results. The mother has also been to the school several times, but this also did not lead to anything, because the mother claims that the pupil is good and without conflict, that it is a misunderstanding, or that it is the fault of his classmates who bully him.\n\nOutcome:\nUnfortunately, we didn't actually solve anything, so certainly not successfully. The boy did not improve in any way in his behavior. I no longer work with this student. I'm at a different school, so I don't know how they proceeded with him. It was suggested that he go to the school psychologist, but I know that we encountered resistance, that he does not want to go to the psychologist, that the children would laugh at him.\n\nStudent Profile:\nAge/Year: 11let    5. třída\nHobbies: Žádné\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Consequences, Physical intervention, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "748", "student_age_year": "11let    5. třída", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Physical intervention, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/253", "content": "TEACHING CASE STUDY\n\nBackground:\nIn one of my Czech language classes, a student deliberately provoked a classmate in order to elicit a weak reaction from her and thus \"start\" the whole lesson. However, after repeated warnings, this behavior only escalated, so I was forced to send the assistant with the student into the corridor to calm him down, because I know that the student behaves like this when he is bored in class and needs to release excess 'steam' by talking about his ambitions. After returning, however, he began to direct his verbal attacks at me, he began to use Romani, because he knows that I do not understand most of the language. After the warning, the verbal attacks began to escalate, and the student was taken by an assistant to the school's counseling office for the rest of the day. After the end of the lesson, we consulted with the deputy headmistress about the pupil's behavior and, due to the pupil's generally deteriorating behavior, we convened an educational committee with parents and the school psychologist.\n\nSituation (Anamnesis):\nThe collective of a given class is a very complex matter. It could be divided into three 'subgroups' of types of people. The ones who 'get it going'. Those who respond to 'getting started' and those who generally ignore the class and take care of themselves (there are few). The class does not function as a collective, but as a collection of individuals. I try to solve tricky situations collectively, but this usually ends in mass arguments between the students and it is impossible to get anywhere together. As individuals, however, the students are smart by school standards, they can handle most subjects, the problem is that they are simply noisy. They react to each other and there are too many starters to arrange the seating order so that two people who can start a class in seconds are not sitting together or in close proximity.\n\nTeacher Intervention (Solution):\n'Student, enough, you're exaggerating' 'What about me!?' 'Student, you are not supposed to speak at all now. If you want to say something about the matter, you can log in. Otherwise, the classmate has had enough of you, don't think I can't see it' 'She started it because it's ****' 'That's enough! Assistant, take the student out before we calm down!' 'So what?' 'Already calm' 'Okay' 'Aguti!' 'Student, I don't know what that means, please calm down, you're starting again' '(laughter) Aguti!' 'Student, it's over. You're interrupting! You know that and you know you're in more trouble than you need, one more time and you're going upstairs with the assistant!' 'Put ten notes in my f**k!' 'Okay, assistant, go upstairs with him and let them keep him there for the rest of the day, here's his textbook, let him do these exercises, see you after school'\n\nOutcome:\nEvery day is a little bit new with us. The student does not realize these situations after a few hours, let alone after a few days. He also only realizes the consequences of his actions when he is confronted with them, as I told you he shouted 'what about me?' he didn't even realize at that moment that he was making a mistake. The problems with this student are long-term and never-ending. It is always only 'fixed' around report cards or educational committees.\n\nStudent Profile:\nAge/Year: 15, 7.\nHobbies: Práce, box, posilování\nDisorders: Agrese,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "253", "student_age_year": "15, 7.", "student_hobbies": "Práce, box, posilování", "student_diagnoses": "", "student_disorders": "Agrese,Vulgární vyjadřování", "teacher_approbation": "Bakalářské- Čj/Dějepis", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/22", "content": "TEACHING CASE STUDY\n\nBackground:\nThe grade zero student was very troublesome in class in every way. Every day I had to deal with something about him, whether it was a lost diary, a dirty and torn school book, late arrivals to school in the morning (sometimes up to 50 minutes), missed worksheets or disruptions in class. But if I have to point out the worst situation at the level of behavior, then it is definitely theft. It sounds terrible, but it really happened. Some of the toys that we have in the classroom for the afternoon group and also some aids have started to disappear. When we found out that he was taking the things home, we immediately started to deal with it. In one particular case, it was a toy car. When I asked about the little car, if he took it, he started to defend himself, saying that it was not true at all. Unfortunately, his older brother, who was a year older, went to the same class with him, and he usually betrayed him. Even when it became clear that he really took the toy car, he defended himself and did not want to return it. It even went so far that he claimed that the toy car was his and became aggressive. When it really dawned on him that we could call the police because of this, then he brought back the thing he took, but usually a different one - that, for example, he left the toy car he took from school at home and brought it instead a completely different car that he probably found somewhere at home.\n\nSituation (Anamnesis):\nThe student's behavior undoubtedly reflected how things work at home. She lives only with her mother and siblings, her mother cannot take care of all the children, which she herself admitted. At the same time, they have financial problems, so neither he nor his siblings have many toys or they destroy them immediately. During distance learning, when parents had to pick up worksheets for their children at school to complete at home, there were always problems with mom. I have addressed the situation with her several times, always promising to make amends, but it has not happened. In the same way, when we agreed to meet in person to discuss the situation, she did not show up on any set date. The whole situation with a problematic mother and her sons in my class was also dealt with by the Department of Social and Legal Protection of Children. In class, both boys had friends, they fit into the team, in terms of understanding the material discussed and the work in class, so they mostly both tried. However, I often did not know what to do with the behavior that he sometimes displayed not only during breaks, but also during lessons.\n\nTeacher Intervention (Solution):\nThe case of the theft of toys and tools was solved by myself and other school staff who were involved in solving the situation, mainly by communicating with the pupil, when we tried to explain to him as best we could that such behavior was not correct, we mentioned the cases of some other children and how that's what happened with them, when there was no way around it, I even used scaremongering a few times that if he didn't confess and return the things, that the police might be called. I talked to him a lot and since the boys at home don't have a very clear idea of what behavior is right and what isn't, I always tried my best to explain to him why such behavior is wrong and what can happen.\n\nOutcome:\nAs for the solution to the discussed problematic situation with the thefts, the short-term solution was usually that he had to confess, apologize and return the toy (or other stolen item). In the long term, we managed to reduce these thefts quite a bit, apart from solving his behavior with himself, also by the fact that my colleagues and I brought some toys for us, which were lying around our children at home and no one would use them anyway. As well as some clothes and school supplies. Although we really managed to reduce problematic behavior in the area of these thefts, I rate the case of managing his problematic behavior as one of the worst. When it was decided whether he would stay in grade zero or go to grade one, no teacher, including me, wanted him in her class at all because of his behavior.\n\nStudent Profile:\nAge/Year: 5 let, 0. třída\nHobbies: Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "22", "student_age_year": "5 let, 0. třída", "student_hobbies": "Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, Učitelství pro 1. stupeň ZŠ, obor Výtvarná výchova", "teacher_practice_years": "31 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1338", "content": "TEACHING CASE STUDY\n\nBackground:\nPreviously, I worked as an educator and teacher's assistant in a school with a larger number of more problematic students. The student I remember grew up in foster care and had mental health problems that were treated with medication.\n\nSituation (Anamnesis):\nHe was aggressive in class, even to the point of physically assaulting his assistant, also threatening to jump out of the window, for example, and often throwing himself down ('I'm useless.' etc.).\n\nTeacher Intervention (Solution):\nremember that it often happened that neither the teacher nor the assistant knew how to deal with the student, so they always sent him to me. Only after my intervention did he calm down. I was perhaps the only one of the entire teaching staff whom he trusted, because I was known at school for the fact that students could always talk to me, confide their problems and ask for advice. Maybe that's why he always calmed down in my presence. I always treated him calmly and with respect, I always listened to him and did not fight back. Next, I tried to divert his attention in a completely different direction, for example that I absolutely need help with something and only he can do it. It was mostly manual art work where I talked to him about his problem, which made him feel safe and respected.\n\nOutcome:\nDuring these conversations, I tried to find a situation for which I would praise him in order to increase his self-confidence. After this intervention he always calmed down and for some time worked better in class again. Even in later years, he often sought out my company, and it seems to me that with age, thanks to my support, his problems eased.\n\nStudent Profile:\nAge/Year: 7, 2.rčník\nHobbies: Starší případ, nelze vybavit\nDiagnoses: Problematické chování\nDisorders: Agrese,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Support, Proactive solutions, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1338", "student_age_year": "7, 2.rčník", "student_hobbies": "Starší případ, nelze vybavit", "student_diagnoses": "Problematické chování", "student_disorders": "Agrese,Neúcta k autoritám", "teacher_approbation": "středoškolské", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Proactive solutions, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/460", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter the holidays, the children returned to school and after the first week of classroom and introductory lessons, in the following week in all subjects, teachers and pupils began to focus on the first topics. In geography, it was North America, and the young teacher appeared in front of the 7th graders he had already taught last year. On this day, however, there was a new pupil in the class who had transferred from another school because he and his parents had moved. So the teacher quickly got to know him, summarized the rules that the students follow in his classes and immediately threw himself into the planned material. Since, according to the interviewed teacher, the most important thing in geography for elementary school students is to learn how to work with an atlas correctly, he often supplements his explanation by working with it. That was the case at this hour as well. The teacher started with general information about North America, showed them on the wall map where exactly the continent is located and then dictated the notation to the students again. In the second half of the hour, they reached the major cities of North America. The teacher always said the given city, the students each found it in their atlas, the student who was called on showed it to the teacher and then they talked about the city, what it is known for and what is important about the city that they should know. In this way, the teacher randomly called out different students, and the third city in order fell to a new student. “Well, the next city is a city. Find it again in the atlas and a student will show it to me.\n\nSituation (Anamnesis):\nLater, the geography teacher found out from the class teacher that the boy had a diagnosed disorder, specifically autism. In class, his disorder manifested itself, for example, in the way that he has trouble communicating in a new company, which is probably why he couldn't ask the teacher in front of the class how to search in the atlas correctly or couldn't ask any of his classmates to borrow a writing pen. Running away from the classroom after the attention of the whole class was focused on him was also a typical manifestation.\n\nTeacher Intervention (Solution):\nOf course, the young teacher regrets the whole situation and would not make such a mistake again. It is true that such information about a newly arrived pupil should be communicated by the class teacher to all the teachers who teach the pupil before he enters the class. However, even the teacher himself should have gone to ask if the new student does not suffer from any behavioral disorder. This incident taught the teacher a great lesson, and from then on, every new student is always checked first to see if he or she has been diagnosed with any disorder.\n\nOutcome:\nIn particular, this situation ended in such a way that not only were all teachers informed about the condition of the new pupil, but they also introduced the mentioned pupil's disorder to his classmates. Based on this incident, the headmistress arranged a lecture for all classes about the most common behavior disorders in elementary school children in order to prevent similar situations at school. The pupils thus learned how such children can behave and also how their classmates should behave towards them.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: společenské vědy\nDiagnoses: Autismus\nDisorders: Autistické rysy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "460", "student_age_year": "12 let, 7. ročník", "student_hobbies": "společenské vědy", "student_diagnoses": "Autismus", "student_disorders": "Autistické rysy", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1185", "content": "TEACHING CASE STUDY\n\nBackground:\ngave the students the task of correcting the dictation and justifying why it is written soft or hard in which situation and so on. I let the students work independently. After a while, the three students started yelling at each other. 'Teacher, they are arguing in the office.' I silenced one of the students. Another student spewed. 'Mrs. teacher, they're chasing their impaling dicks over there!' Without a reaction, I started talking to another student and asked him about the first sentence. I even came up with a reward for the correct solution and defending the correctness, but the student continued. 'He's probably rubbing frn*y there.' I ignored the remark and called the student in question to explain the sentence. He refused to answer.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on each side of the class so that they have as little opportunity to communicate with each other as possible, i.e. to influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nI tried to calm the students down. Unfortunately, that didn't work, so I tried to ignore the notes and focused on the other students. But this group was so disturbing that I tried to call one of them as a warning to the others. Unfortunately, this did not work at all, rather the opposite, and the inappropriate behavior continued on and on. Until my nerves snapped and I scolded the students for disobedience. The students were obviously amused by this and did not take it into account. The bell saved me.\n\nOutcome:\nThere was no solution, the class only managed to correct the dictation in the whole hour and the problematic students escaped without problems. On the contrary, there was frustration on the part of the teacher. So, in the next lessons, the students continued and maybe even in the future the disruptive behavior will increase.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: otevřená otázkaLední hokej\nDiagnoses: Dislexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Disrespectful communication, Proactive solutions, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1185", "student_age_year": "14, 8. ročník", "student_hobbies": "otevřená otázkaLední hokej", "student_diagnoses": "Dislexie", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Proactive solutions, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/277", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom our conversations, I would describe the student's behavior as antisocial, very aggressive, and the student's poor ability to understand the subject matter did not help either. His displays of aggression towards those around him – breaking things and throwing things at others deepened the gap between him and the collective he did not belong to even more.\n\nSituation (Anamnesis):\nLower intelligence, High level of aggression.\n\nTeacher Intervention (Solution):\nFirst, I would ask the guidance counselor for any information about the mentioned pupil, if I didn't get any, I would ask the pupil for a small conversation between four eyes and I would better understand the situation and himself. During the interview, I would use I-statements, the sandwich technique and non-violent communication to get the clearest possible picture and at the same time build a solid relationship with the student. If these efforts are not fruitful, I will have a conversation with his parents, and I would consider recommending the help of a school psychologist. If the student continues to behave inappropriately, I will discuss the next course of action with the school management.\n\nOutcome:\nThe teacher's solution was not successful and resulted in the pupil repeating the grade. This is the second time the pupil repeats, the first in elementary school, the second in high school. The teacher evaluates the experience as unsuccessful, since the only change that has occurred is that now another worker is in charge. The teacher is not satisfied with the way the school management behaved, as they let the pupil repeat the year, even though neither he nor his parents showed any real interest in improving the situation, while the pupil is dangerous both for himself and for the teacher and the team.\n\nStudent Profile:\nAge/Year: 16, 1. ročník\nHobbies: Počítačové hry\nDisorders: Agrese,Asociální chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "277", "student_age_year": "16, 1. ročník", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Agrese,Asociální chování", "teacher_approbation": "Mgr", "teacher_practice_years": "12", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/956", "content": "TEACHING CASE STUDY\n\nBackground:\nhave an experience with the same student, at the end of the 6th grade. In the English language classes, we did not do new subject matter, and rather we devoted ourselves to practice and speaking. I prepared a competitive activity for groups. I wanted to divide the children into three groups so that they were approximately equally skilled. As they sat, I moved with each student so that in each group there was at least one who knows English well and one who is more creative, so that the weaker ones have someone to lean on. When I put a student in one of the groups, he immediately started jumping out of the box like a devil and shouted that he would not go to that group because no one wanted to work with him. I told him that it was not true, that no one said that they did not want to work with him, and that he should go to work in that group. However, he kept repeating that he was not going there and that they did not want to work with him.\n\nSituation (Anamnesis):\ninsisted that I wanted him to move. By constant repetition I managed to get him to move roughly where he was supposed to. However, he sat down in such a way that he certainly could not cooperate with the group. I felt that it was probably not going to work, that I was going to force myself, and that I would lose a lot of time and energy if I continued to push him. The children were really cute at that moment, they didn't even scream - they react to him in many situations. However, this time they didn't react at all and waited for him to sit down, which he didn't.\n\nTeacher Intervention (Solution):\nstarted the activity with him sitting next to me. Then I gave him another piece of paper and created another group with him, and I see that as my biggest failure, a mistake. The fact that I let him create another group, he worked well after that, but I perceive it as the fact that he managed to fight for his own - I don't want to work with anyone. However, for me, it was a question of cooperation, and I couldn't pull it off. In retrospect, I think I should have stopped trying to convince him to join the group much earlier and given him another job if he didn't want to cooperate.\n\nOutcome:\nIt is quite likely that he would not do it, but it is possible that an assistant would be able to force him to work independently. By the fact that it was at the end of the school year, I don't think it has a long-term effect - he certainly doesn't allow himself more.\n\nStudent Profile:\nAge/Year: 6. ročník, 13 let\nHobbies: Podle něj “porno”\nDiagnoses: Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza\nDisorders: Úzkost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "956", "student_age_year": "6. ročník, 13 let", "student_hobbies": "Podle něj “porno”", "student_diagnoses": "Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza", "student_disorders": "Úzkost,Vyhýbání se škole", "teacher_approbation": "Mgr., Anglický jazyk + Matematika", "teacher_practice_years": "24", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1216", "content": "TEACHING CASE STUDY\n\nBackground:\nwas solving a problem with attendance. The girl avoided school for a long time, and a specific subject, when she was afraid to give a lecture in front of the class. Either she didn't come to school that day at all, or she kept making excuses that she forgot she didn't have something. She was given several opportunities by the teacher to finish it until next time, or to send it. Just to show some activity. This resulted in her missing a few marks in that subject, and as it was a civilian where those marks are generally low, it made it impossible to grade her. When I checked the long term absence, I found that she was avoiding the specific day she had this subject. Her absence was excused from her mother.\n\nSituation (Anamnesis):\nThe girl has no behavioral disorders, it was just this particular truancy issue. Her classmates perceived the injustice of someone being excused from school and they had to work it all out. Sometimes they were heard in the form of general comments: 'Oh well, the pupil is missing again.' Mom was cooperative, but believed her and tolerated excuses that she wasn't well and wouldn't go to school.\n\nTeacher Intervention (Solution):\nsolved it first with the teacher of that subject. I learned about the classification problem from her. After that, I called my mom about the absences, she promised to fix it. I also made an appointment with the school psychologist to find out what was going on and what the problem was. This is how it went like a wheel - school psychologist, parent, teacher, school psychologist, parent. I first learned what the problem was from my mother when I called her about the grades. It turned out that the student had confided in her that she was afraid of a report or any presentation in front of the class and thus avoided the civics, because it was not possible to pass it with only an A, as in other subjects. So I made an agreement with her citizen teacher and the other teachers not to give the student anything to present in front of the class and to allow her, for example, to hand in the paper only in writing. I agreed with the mother to stop tolerating the pupil's excuses that she is sick and to send her to school. We were also more in touch both by phone and in person at school. I also communicated everything with the pupil.\n\nOutcome:\nonly have the experience of the last two months of the school year, but the absences improved after this solution was set up. I plan to focus more on the pupil this year, so that we know whether the situation has been resolved in the long term.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: móda, styl, hudba\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Agreement, Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1216", "student_age_year": "14, 8. ročník", "student_hobbies": "móda, styl, hudba", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "PhDr., Učitelství pro 1. stupeň", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/386", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole situation with the student revolves around the fact that he cannot concentrate at all on the tasks given by the teacher in class. He is always interested in something else, there are cries in the dark that do not make sense within the curriculum. He is always dealing with something new that occurred to him that day, he often deals with girls and has questions and comments about them that are very inappropriate. Overall, his behavior includes constant harassment of female classmates, foul language, fights with fellow students, disregard for rules, and disdain for authority. This behavior started a year and a half ago and graduated during distance learning, where the teacher no longer had such a reach, so the student was able to calmly run around naked in front of the camera. Telling the parents about his distance learning behavior didn't have much of an effect because they didn't have the opportunity to be in the room with him during his son's classes and watch over him, so it always had to be dealt with retroactively, which didn't have the right effect. Female teachers try to solve problems in the classroom, but they repeatedly fail, so they come to me for help, because I am the only male teacher at the first level and therefore probably the biggest authority.\n\nSituation (Anamnesis):\nThe student is far more mature than those around him and has disproportionate reactions to certain events, so he behaves like a teenager even to little girls. He is looking for the level and the barriers of how far he can go.\n\nTeacher Intervention (Solution):\nIn general, the student does not respect authority, so until he is threatened with some major punishment, he will not change his behavior. He has already received a reprimand from the class teacher and I suspect also a reprimand from the class teacher. Several times I invited the student to my office, I talked to him about the fact that it really wouldn't work like this, then he was doing well for, say, two days, but after a while it started again.\n\nOutcome:\nThe result of the solution was not very successful. Even though I have spoken to the student several times, his inappropriate behavior is still repeated. When something works for him, it doesn't last long. He can keep behaving normally for a day or two, then it goes downhill again.\n\nStudent Profile:\nAge/Year: 4. třída, 10 let\nHobbies: Počítače, sociální sítě\nDisorders: Disrespekt,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Disrespectful communication, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "386", "student_age_year": "4. třída, 10 let", "student_hobbies": "Počítače, sociální sítě", "student_diagnoses": "", "student_disorders": "Disrespekt,Nevhodné chování", "teacher_approbation": "Vysoká škola, Učitelství pro první stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/806", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught the subject of vocational training in the last year of the matriculation field. Around the first quarter, students chose the topic of their final thesis. All but one chose. During the subsequent confrontation of this pupil with the choice of topics, an alternative date was agreed upon. This student has not chosen the topic again until then. Subsequently, I offered the pupil the possibility of consulting the topic. This pupil subsequently began to be absent alternately on different days or classes. Due to his age, he could excuse himself for his absence. So her parents had no idea about her. He usually cited family reasons as the reason for his absence. About half a year ago, his absences had already increased significantly, he was absent for days or weeks at a time. He gave illness as the reason for his absence. However, there were no problems with the pupil in the past and his grades were above average. In any case, this student's name was mentioned several times at the pedagogical meeting due to his increased absence and the fact that he will have his matriculation exams.\n\nSituation (Anamnesis):\nThis pupil – a pupil of a vocational high school. In the 4th year of the IT field. Calm, hardworking and friendly. More of an introvert. His benefit was fine. Excellent or commendable in professional subjects. Rather good in other subjects such as ČJ, ZSV. At the time of the 4th grade, his parents divorced.\n\nTeacher Intervention (Solution):\nhad the opportunity to meet this student in the subject of professional training. At the beginning of the school year, communication with this student took place personally in a relatively friendly spirit. The problem occurred when choosing a topic. All his classmates made their choice on time. At the first opportunity I called him to me and asked him why he had not yet chosen a subject. He replied that he could not choose until the last moment. I then offered him to change his mind within three days and then get back to me. This student did not respond within three days. Subsequently, he was absent for several days, and when he came to class, I invited him to my place again and asked him about the chosen topic. This student told me that he still hadn't chosen a topic since the last interview. I suggested to him that after the lesson I would have time to discuss topics with him and choose some with him. This student quietly disappeared after the lesson. He was absent again for many days and when he came to school, I invited him to my place again. I told him he didn't have a topic selected yet, so I would assign it to him. And also that he has a very high absence and if he continues to be absent, it may happen that I will not be able to classify him and thus he will lose the opportunity to apply for the matriculation exam. To this, this student reacted very irritated by saying that the high school diploma is not everything. I was surprised by this reaction, so I asked him why he was saying that considering that he is in the matriculation field. And this student indicated to me that he doesn't care much about the high school diploma and that he would ideally like to finish school. When asked why he would like to leave school when he is already in the fourth year, he replied that he was afraid that he would not pass the matriculation exams. From that moment on, I talked with this student about what the matriculation exam consists of, how many attempts he has and also about the possibilities of the labor market and applying for it. I tried to convince him that it was better to see it through and just try. And possibly find out what he can or can't do, rather than giving up halfway like this. In the end, I told him to let everything we said go through his head in peace. And if he is interested, he can come anytime. I subsequently contacted colleagues holding the position of educational advisor and discussed my findings with him. A colleague spoke to this pupil a few days later. The colleague also had the opportunity to speak with the parents of this student, who told him that they had no idea anything was happening.\n\nOutcome:\nWith a few exceptions, this pupil started coming to school again. He successfully submitted the coursework and passed the matriculation exam.\n\nStudent Profile:\nAge/Year: 19 let, 4. ročník SŠ\nHobbies: Počítačové hry, programování. Sledování seriálů.\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "806", "student_age_year": "19 let, 4. ročník SŠ", "student_hobbies": "Počítačové hry, programování. Sledování seriálů.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – Odborné učitelství SŠ", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1438", "content": "TEACHING CASE STUDY\n\nBackground:\nTowards the end of the school year, a colleague informed me that the students of one class, who were in the computer room at the time, discovered on one computer, specifically on the monitor, an installed link to a page with inappropriate content. It was a link to a pornographic site. This whole matter was first handed over to the school management, the classroom administrator and the prevention methodology. Upon investigation, the classroom administrator found out, through browsing history, what day and exact time this link was installed on the computer. Thanks to the meeting order and class records, a specific student from my class was tracked down.\n\nSituation (Anamnesis):\nThe student had rather below-average academic results, he tried to make himself the boy of the class, but at that time a new student came to the class, and therefore he repeated everything according to him, tried to match him.\n\nTeacher Intervention (Solution):\nThanks to the alertness of the administrator of the computer room, the perpetrator revealed himself. That's why I invited the suspect to my office to tell me and the prevention methodologist whether he had installed something objectionable on the school computer. After a long discussion, he didn't really want to talk, obviously feeling guilty, he finally confessed to his crime. The classroom administrator even provided proof from the search history of exactly when the student installed the link on the computer. Furthermore, it was possible to tell from the material when exactly the link was searched for and clicked. We explained to the student that this was a gross violation of school rules and that the situation would be discussed with the school management once more. The following day, the pupil was invited to the school management, where he explained the whole situation. At the same time, he confessed to his crime. He was obviously sorry because he did not hide his emotions when communicating. The school administration gave him a reduced behavior grade as an educational measure\n\nOutcome:\nam satisfied with the resolution of this case. The student realized his mistake, he acted in violation of the school rules. I was surprised that he didn't hide his emotions from the school management, so I think he was very sorry for his actions. This case was also a warning to other pupils.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída ZŠ\nHobbies: motorky, počítačové hry, sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1438", "student_age_year": "15 let, 9. třída ZŠ", "student_hobbies": "motorky, počítačové hry, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Ov", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/344", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problematic student, who was among the worst students at school, has no support and no motivation to go to school and get an education. During probably the worst confrontation, when she didn't come to school for a week and gave a completely meaningless excuse, it became clear to me that the problem lies mainly with her mother, who does not send her to school, supports her truancy and shows no interest in her daughter's education. He apologizes to her for everything and often doesn't even pay attention to what the apology says and how it might sound. The main thing is that it is signed. For example, in the situation already mentioned, the pupil was excused from classes for a week due to an alleged lost key to the house, and therefore had to stay at home so that someone would open the door when the mother returned from work. The student repeated the grade twice. Once in the first degree and once in the second degree. In the 7th year, she was evaluated with a grade 3 grade in behavior.\n\nSituation (Anamnesis):\nThe student lives only with her mother in a dormitory. She was temporarily raised by her grandmother. Very often sick - the reason was the bad environment in which she grew up - cigarette smoke, poor hygienic conditions, poor personal hygiene. The mother was not interested in her daughter's attendance. Only 2 times a year if confirmation of social benefits is necessary. Due to frequent absences, the pupil did not keep up with the lessons. This resulted in insufficient benefit.\n\nTeacher Intervention (Solution):\nThe educational commission took place several times with the mother, when she promised that the daughter would attend school regularly. She also signed that the pupil's illness must be excused from the doctor. Mother did not follow this despite my insistence. I have solved it many times with OSPOD but without much success. I asked the students themselves why they don't go to school at least in their own interest. She told me that she can't learn it, but she likes to come here because of her friends. But sometimes her mother doesn't want to let her go to school, saying it's a waste of time. I really wanted the student to finish her studies, so I resorted to the threat of reporting the mother to the police because of the child's truancy. But the mother simply transferred the pupil to a primary school with special educational needs.\n\nOutcome:\nFrom a short-term point of view, it is without result. From a long-term perspective, transferring to another school was more advantageous for the student than any other solution. From my own point of view, it is a partial success that the girl transferred to another school, but overall I assess it more as a failure of the OSPOD system and social benefits. The mother was not entitled to these benefits due to the neglect of compulsory school attendance.\n\nStudent Profile:\nAge/Year: 15 8.ročník\nHobbies: malování\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Disrespectful communication, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "344", "student_age_year": "15 8.ročník", "student_hobbies": "malování", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "VŠ, ČJ, NJ, AJ pro II.stupeň ZŚ", "teacher_practice_years": "15", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/770", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I came to class 3.A, which I had already been teaching for the third year. I liked the class, there were a lot of hardworking individuals in it. Although the beginning with the class was not easy, when they came in and got me, it was certainly not a walk in the park for them, but in the years we spent together, I learned them and they already knew what they could and could not afford. Well, at the beginning of the third year, a student who was known throughout the gymnasium as a slacker because he had already failed twice failed. I thought ahead of time that it wouldn't be easy with him, but I didn't want to be preconceived. So I didn't show it in front of the class. So I arrived at the first class among my students and everything went normally. The student did not express himself in class and did not disturb my classical teaching. The problem only started showing up later. When the first major paper was due, the student did not show up at school for a week, and after he started going to school again, he avoided the mathematics he was supposed to write. So he wrote the paper about a month after the due date, of course he got an insufficient grade on the paper. Then he started going to class again, but after that he was completely out of the picture, so he wasn't paying attention in class, he was disruptive, or he was doing something completely different than math.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nWhen the situation worsened and the next paper was due, I went to talk to the student if he would participate in the next class in which we would write the paper. He didn't want to talk to me at all and disappeared from the class rather quickly. When he didn't turn up for the exam again, I tried to ask the class teacher if he had the same problem with the student's absence, she told me that the student generally has problems with attending school. So I also asked the pupil's classmates what they thought of him and his attendance at school. The boys told me that he gets along well with the student and that they are also sorry that the student doesn't come to school much, it was clear from their eyes that even in such a short time they had made friends with him and that they care about him. Once I got a student to talk to me, I asked him if he wanted to stay at school and finish his studies. He avoided answering, but as soon as I mentioned that if it continues like this it won't do much good and unfortunately he will be kicked out of school, the student replied that he was very sorry that he didn't want to bring his personal things to school, but that they have problems in the family. I wasn't sure about this situation, but I told him that it was enough for me for now and they would try to accommodate and help him. We agreed with the student that he can correct his papers, I told him that his classmates like him and will try to help him if he asks for help. So the student promised me that he would try to improve and ask his classmates if they would help him.\n\nOutcome:\nThe student's attendance improved greatly in the following quarter, although he still missed a few classes, he tried to go to school and always apologized to me when he missed. As soon as the student started going to school and became even more integrated into the team, everyone was willing to help him, so his grades improved proportionally. After a few weeks, I met again with the class teacher and when the word came about the student. She said he was getting better and that his absence wasn't so bad. So I asked her why she thought things had suddenly gotten better. She told me that the student came to see her only a few days after I talked to him and she was surprised by that, he apologized to her and said that he wanted to finish school. He even opened up to her so much and told her the reason for his absence and lack of time for school. The student told her that his parents had been arguing and breaking up and he couldn't stand it at home, so he moved away from his friends to another city alone. A lot has changed since my conversation with the student in a few months, I am ultimately very happy with how the whole situation turned out and that the student finally graduated.\n\nStudent Profile:\nAge/Year: Alexnadr 3. na čtyřletém gymáziu\nHobbies: žádné\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "770", "student_age_year": "Alexnadr 3. na čtyřletém gymáziu", "student_hobbies": "žádné", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Magisterské (matematika, fyzika)", "teacher_practice_years": "26", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1333", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student entered the 1st year of the academic field. He was of Romani origin, he seemed unproblematic, perhaps even an introvert from the beginning. His intelligence was at a good level, he just lacked the effort to prepare for classes and carry the required completed homework, he was late. Even in vocational training, he was very capable of getting the job done, understood assignments very quickly and had a nice social demeanor towards clients and the vocational training teacher.\n\nSituation (Anamnesis):\nAfter the initial familiarization with the school environment and classmates, he began to appear aggressive, unreliable, did not fulfill his duties, lied.\n\nTeacher Intervention (Solution):\nAlready in the first semester of the first year, he incited a fight with a classmate, hit him and injured him. This situation was investigated, it took place in the locker rooms after school and practically without witnesses. On the basis of a fight in the locker room, where his classmate figured in a negative sense of the word, and the witness was a classmate, an educational committee was held at the school in the presence of the ZŘ for theoretical teaching, TU and the head of educational counseling, the student and the legal representative. As an educational measure, the headmistress of the school was reprimanded. At this point, he came under the radar of the school's guidance counselor, had appointments scheduled with him, but, unfortunately, only showed up for one and stopped cooperating. Requests for an opinion from the police and other authorities began to come to the school, when it became clear that the behavior problems were not only at school, but also outside of school, that this was a boy who was involved in the infamous \"gang\n\nOutcome:\nAfter a short consideration, he chose the option of ending his studies at his own request. It was 4 months before the final exams. That's why it's a shame that the journey ended at school in the 3rd grade. It was very difficult for him to make a decision, just in this period of the 3rd year, you think to yourself: 'If he has already had so many problems until the beginning of the second semester of the last year, why should I be the architect of his failure to learn?' And that's another aspect he could do, he was a very skilled manipulator, he could win over half the class to his side, he had the gift of being as gentle as a lamb, kind and obedient, but only when he needed to be. He was able to take advantage of the situation. He got a solution even when he finished his studies at school. Specifically, the opportunity to pass the professional qualification exams and subsequently apply for the opportunity to take the final exam. How he approaches this challenge is up to him alone. His parents and society provided him with excellent conditions, only he himself was and still is the architect of his own destiny.\n\nStudent Profile:\nAge/Year: 18. let, 3. ročník\nHobbies: snaha ze strany rodičů o zapojení syna do kolektivního sportu, chlapec hrál aktivně fotbal na střední úrovni, byl šikovný, ale problémový i mimo školní zařízení, tzn. nepřiměřené reakce při sportu – agresivita slovní, ale i fyzická, nezvládání emocí\nDisorders: Agrese,Lhaní,Krádeže,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules\nSolutions Applied: Consequences, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1333", "student_age_year": "18. let, 3. ročník", "student_hobbies": "snaha ze strany rodičů o zapojení syna do kolektivního sportu, chlapec hrál aktivně fotbal na střední úrovni, byl šikovný, ale problémový i mimo školní zařízení, tzn. nepřiměřené reakce při sportu – agresivita slovní, ale i fyzická, nezvládání emocí", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Krádeže,Nevhodné chování", "teacher_approbation": "Bc., učitelství odborného výcviku", "teacher_practice_years": "27", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not show any signs of problematic behavior in the first two years of elementary school. In the third grade, however, his behavior suddenly worsened significantly, the student became aggressive towards his classmates, he began to attack them both physically and verbally, mostly very vulgarly. With the onset of this problematic behavior, there was also a deterioration in the overall performance of the pupil. Over time, it became clear that the beginning of the pupil's problematic behavior was correlated with a worsening situation at home (the pupil's parents were going through divorce proceedings at the time). Thus, the student was experiencing stress caused by the worsening situation at home, his violent and aggressive behavior was thus supported by his diagnosed ADHD. The student and his parents visited a professional counseling center, where they were advised that an assistant be assigned to the student. This assistant was supposed to help manage the student's problematic behavior. The student had this assistant assigned from 3rd to 4th grade, but there was no improvement in behavior. The school repeatedly contacted the mother saying that their son's behavior was not improving in class, to which the mother always replied that the son had been diagnosed with ADHD and that he was therefore not to blame for his problematic behavior and his behavior would not improve.\n\nSituation (Anamnesis):\nThe student has an average grade and is quite popular in the class. Complex family history, parents are divorced, no siblings.\n\nTeacher Intervention (Solution):\nThe student was assigned a professional assistant who helped the student reflect on his behavior and moderated his aggressive expressions.\n\nOutcome:\nSolving this problem took a relatively long time (from 3rd to 7th grade), but in the end it turned out to be successful. However, in 5th grade he was assigned a different assistant who was much stricter with him. The student is now in the 7th grade and his behavior is completely fine.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: sport, počítačové hry\nDiagnoses: ADHD\nDisorders: Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Verbal aggression\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "131", "student_age_year": "12 let, 7. ročník", "student_hobbies": "sport, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Fyzické násilí", "teacher_approbation": "VŠ, RJ-ZSV", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/872", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom I experienced a problematic situation, which I solved well, attended the second year. He studied ecology and I taught him physics. The student had an assistant because he suffered from autism. The student received many reliefs, for example, when he was tired, he could lie down on the bench and sleep, or when he was in a bad mood, the assistant took him out of the classroom. Now I come to the problematic situation. With all teachers, this student had a tendency to ask strange and even absurd questions. He once asked me a question in class: does a railroad car float. I was quite taken aback by this, I was really surprised by this question. So I replied that it does not float, nor do any similar bodies.\n\nSituation (Anamnesis):\nThe student was 16 years old at the time of the incident and was attending the second year of the field of ecology. The student suffered from an autistic disorder and therefore had an assistant in his class. Overall, he had an excellent grade, he was very intelligent, he was good at mathematics and physics. He lived only with his mother at the time of the incident.\n\nTeacher Intervention (Solution):\nI was very surprised by the situation and at that moment I couldn't think of anything better than to get out of this situation. All the students and the assistant, and especially the student who asked the question, were surprised by my reaction. I was actually surprised that I came up with this solution so quickly. I was so freaked out by the situation that the whole class and I had to calculate the density of the railway car he was asking about, and we then compared it with the density of water. And based on this density calculation, we found that the density of the wagon is greater and therefore it cannot float. This is a situation that I somehow managed to get out of, by doing the math.\n\nOutcome:\nIn the short term, the situation was resolved and the student was even surprised, because at first he probably took it as a joke. Overall, there was a great response to the situation. Questions of a similar nature continued to be repeated in other classes with other teachers, but there was no longer a problem in my teaching.\n\nStudent Profile:\nAge/Year: 16 let; 2. ročník SŠ\nDiagnoses: Autismus\nDisorders: Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Proactive solutions\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "872", "student_age_year": "16 let; 2. ročník SŠ", "student_hobbies": "", "student_diagnoses": "Autismus", "student_disorders": "Nevhodné chování", "teacher_approbation": "Ing. Fyzika, odborné zahradnické předměty", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1124", "content": "TEACHING CASE STUDY\n\nBackground:\nTwo students from the class at the lower gymnasium, where I am currently the class teacher, came to see me. One of them was crying and the other brought her, so it was clear to me that something was going on. The one who was crying didn't say much, but the other one immediately started that the boys locked the first student in the locker room and laughed at her. Unfortunately, the first student is claustrophobic, I have known this from her parents since the beginning of the classroom, and I always have to take this into account, for example, during school trips and similar situations where it could cause her some problems. Of course, the class also notices such situations, so the boys know that such things bother her. I asked the girls which boys they were, even though I had already guessed who it would be. It is a group of boys in the class, headed by one boy, such a natural authority figure with leadership skills. The guys have respect for him and get pulled over, although I think they're all pretty handy without him, but once they're with him, it's worse. When the first student calmed down, she told me that it was mainly one of the classmates who initiated it and the other boys rather just joined him.\n\nSituation (Anamnesis):\nThe first student – above average intelligent student, friendly but explosive, natural authority. The second student - an average student with a problem-free behavior, likes to read and play the guitar.\n\nTeacher Intervention (Solution):\nEven on the day when this situation happened, I called the boy to my office and asked him how and why it happened. At first he tried to blame it on the other boys, but after a while of negotiating he admitted that he locked the first student in the locker room and didn't want to let her out for a while. He told me that the first student laughed at him, that he doesn't have any designer clothes and wears one T-shirt for 3 days at a time. Unfortunately, the first student does not come from a family that is financially well off, so she wears more ordinary clothes. It is now popular among students to wear different brands of clothing, they deal with it a lot and are interested in it. So the boy responded to this taunt and took advantage of his classmate's weaknesses. So I thought they were both guilty. I tried to explain to the boy that it is definitely not good to reciprocate in such a way, that if someone laughs at him, he should come to me and we will try to solve it together. Unfortunately, this was the result of his choleric and impulsive actions. I also called the first student after the boy and tried to explain to her that the boy's behavior was definitely not right, but it was a reaction to her mocking him. They both seemed to understand what I meant. Subsequently, I also informed the parents of both students about this situation, and they immediately told me that they would discuss it with the children. Fortunately, they were supportive parents with whom I never had any problems. As part of prevention, I also tried to come up with some games for the class that would support cooperation in the class and eliminate similar situations.\n\nOutcome:\nIn this particular case, it worked to discuss with the boy and the first student. Since then, the two of them have not had any problems together, and I have not seen similar behavior in class that I would have to deal with. It is possible that now and then the students laugh at each other, but they are old enough not to deal with it in a similar way and it has never happened that they have to deal with it with me. I'm glad it turned out this way. Actually, I didn't even have to deal with it directly with my parents, although I think they must have arranged it at home as well.\n\nStudent Profile:\nAge/Year: 11 let\nHobbies: Fotbal, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1124", "student_age_year": "11 let", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ + OV", "teacher_practice_years": "21", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1397", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student brought nicotine sachets (Lyft) with him to school. He used them sometimes. Some classmates also knew about it, the student did not hide it too much. The fact was brought to the attention of the teaching assistant who works in the class.\n\nSituation (Anamnesis):\nThe student is sociable, gets along well with other classmates. It does not cause disputes. He does not engage in extra work or other activities on his own initiative.\n\nTeacher Intervention (Solution):\nI caught the student during a break in the corridor with the aforementioned bags surrounded by two other classmates. He did not deny anything and made a fair confession. We immediately went to the director's office. Everything happened calmly, without resistance. In the director's office, he again confessed to everything. The student was awarded a two in behavior.\n\nOutcome:\nThe student was awarded a two in behavior. He accepted it in such a way that he didn't care at all. But it had the effect that the student no longer carried nicotine bags with him to school. It did not cause changes in future behavior in other respects.\n\nStudent Profile:\nAge/Year: 14\nHobbies: venkovní sportovní aktivity\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Hyperaktivita,Nepozornost,Impulzivita\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1397", "student_age_year": "14", "student_hobbies": "venkovní sportovní aktivity", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Hyperaktivita,Nepozornost,Impulzivita", "teacher_approbation": "Z, Př", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/88", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at the level of student behavior began to change last year, after the return to face-to-face teaching after the lockdown. The previously problem-free student started running away from school, always after a conflict with someone from the neighborhood. The first incident occurred in the sorority, when the teacher, whom the student did not like, simply ran away after a vigorous response. This behavior has become repetitive. The first time he ran directly from a teacher, there was a physical attack where he scratched the teacher and broke her fingernails. Help came from a colleague from the next class, who restrained the student, but also suffered scratches and bruises. In one case, the student ran to a busy intersection, where the teacher chased him and injured her knee in the process. The most serious incident occurred when the pupil tried to run away, but the janitor already knew the situation and locked the front door, leading to the pupil banging and kicking the door.\n\nSituation (Anamnesis):\nThe student's problem has its roots in the family environment. His mother, a kindergarten teacher, is described as domineering, often complaining about school, criticizing teachers and finding fault. The student is the third child in the family to attend this school. After returning from the lockdown, he was the only family member who had to physically go to school while the others stayed at home. During the lesson, the pupil was defiant, worked ahead of time despite instructions in the mathematics he was good at, and fell behind in other subjects. In conflict situations in the classroom, he behaved aggressively and ran away, even if it was not a real conflict. His behavior negatively affected other students who were confused and tried to help the teacher.\n\nTeacher Intervention (Solution):\nWhen the student ran away, the teacher chased him while the assistant remained in the classroom. During an attempt to calm the student down, he was physically assaulted and cursed. The situation was reported to the director, who also suffered an injury. Everyone was injured and exhausted. After the student calmed down, it was necessary to immediately call the parents to the school, which happened often. The pupil's mother reacted to the situation with reproaches towards the school. The discussion with her was difficult and the school had no other options to solve the situation. Contacting a psychologist's crisis line was considered as a last resort. Finally, the mother was convinced to see a psychologist with the student, which they still do today.\n\nOutcome:\nThe problem with the student's behavior remained partially unresolved, mainly because of the mother's attitude. The school tried to cooperate and offered solutions, but the mother was not willing to cooperate. Despite this, it is positive that the family has started seeing a psychologist. The student is no longer in the class of the teacher who describes the situation, but according to information from the new class teacher, the student's behavior has improved. He still has problems in the family environment and doesn't always focus on his schoolwork, but he hasn't run away yet. Recently, the whole class participated in an outdoor school, where the student was eventually taken because he behaved well.\n\nStudent Profile:\nAge/Year: 2. třída\nHobbies: Počítačové hry, kočky, cvičení  posilování)\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Physical intervention, Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "88", "student_age_year": "2. třída", "student_hobbies": "Počítačové hry, kočky, cvičení  posilování)", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Učitelství pro první stupeň ZŠ", "teacher_practice_years": "24", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1483", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the first grade, as a special pedagogue, I received a boy with Asperger's syndrome who was not socially integrated and had significant problems with it. He had problems with concentration, he didn't know how to work, how to prepare things for class, how to work with a textbook and a worksheet, how to behave. Sometimes he had such outbursts of aggression towards himself and displays of anger where he would tear things and not control himself.\n\nSituation (Anamnesis):\nA first grader with Asperger syndrome, dyscalculia and dysgraphia. So he was weaker in mathematics and Czech (threes), but in the area that interests him (for example, natural history) he was very above average (ones). Frequent bouts of aggression and anger in classes.\n\nTeacher Intervention (Solution):\nThe student often suffered bouts of aggression and anger towards himself, when during the lesson he was able to tear up the worksheet he had just been given. That's why I always print a few extra sheets to be ready to give him a new one as soon as he calms down. We gradually taught him how to treat textbooks and other aids. I tried to teach him the good way, in the way that I tried to explain everything to him calmly. No rough and tough hits. It went very well. As for inclusion in the collective, the other children respected him and tried to help him with everything he needed help with.\n\nOutcome:\nEverything went very well. The parents also worked at home with the boy, so things went well. Now the boy is in second grade and doing well.\n\nStudent Profile:\nAge/Year: 1. třída, 6 let\nHobbies: přírodní vědy, četba\nDiagnoses: Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1483", "student_age_year": "1. třída, 6 let", "student_hobbies": "přírodní vědy, četba", "student_diagnoses": "Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie", "student_disorders": "Agrese", "teacher_approbation": "Vysokoškolské – Mgr. - speciální pedagogika, vzdělávání pro 1. stupeň ZŠ", "teacher_practice_years": "26 let", "problems_annotated": "Diagnosis, Emotional outbursts, Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1239", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation repeats itself during my work hours. When students work with different materials and create products that require concentration, patience, and students have to work according to pre-given instructions. If it is possible for the students to work according to their own imagination or their own model, which they create themselves, everything is fine. But if, for example, I assigned work with modeling clay, when they had to model a specific thing according to a template or we made 'recyclers' from waste material, such as toilet paper rolls, PET bottles, foil and the like, which the class had to present on Earth Day, so the problem arises. The boy consistently refuses to work on the assigned task and deliberately destroys other classmates' products. It also often happens to me that instead of the assigned task, the boy either does not hand in anything or his creation is something else entirely. Mostly it has some 'morbid or sexual' subtext.\n\nSituation (Anamnesis):\nThe boy is only diagnosed with ADHD, the parents refuse any further examination, as well as any psychological help offered by the school or any examination in a pedagogical-psychological consultancy. In other subjects, it manifests itself in inattention, failure to complete assigned tasks, and disrespect for authority. The boy lives in foster care.\n\nTeacher Intervention (Solution):\nThe boy consistently refuses to work on the assigned task and deliberately destroys other classmates' products. All the pupils were successful in their creations, and one girl even modeled an exact copy of the given model. When I praised the students for a job well done. The boy suddenly cried out and with a 'Huronian laugh' he ran towards the displayed products with incredible speed that could not be stopped and threw most of them to the ground. Unfortunately, many of them did not survive the boy's typhoon and were destroyed when they fell to the ground. The children were greatly derailed by the boy's act, including me. I'm on the whole, you could say a calm teacher, but at that moment the blood rushed to my head, I shouted at the boy that he was stupid and wanted to slap him. But at the last moment I stopped and returned my outstretched hand back to my body. I realized that 'getting angry means destroying your health because of other people's stupidity' and the teacher must maintain 'decorum' in every situation. But the given situation really turned me off.\n\nOutcome:\nAfter repeated incidents, I called the boy to my office accompanied by an assistant. Which is with another child, but he moves around the class more often than I do and often has a better insight into what is going on behind the scenes of the class. We talked about the whole situation in class, what happened. What could have caused such a reaction in him that he was able to destroy the products of others. That there are things that a person does for pleasure and what would make him happy, what he would like to create. The boy said he would prefer to create a working gallows. He did not want to answer any other questions. My assistant and I were amazed and in the next hour of work activities I included the production of a historical model of the city in connection with local history. Since our city had a feudal right in the Middle Ages, we created models of the town hall, the church, and finally the gallows itself. In class, we explained to each other what capital law actually means, and that in ancient times many criminals, thieves and murderers ended up on the gallows. I intended for the boy to realize that the way he behaves in class can lead to bad ends. I have been working in education for 25 years, but during my time in education I have never encountered similar behavior in a regular school. I think that the inclusion that took place recently in our education system was not very happy for many students, including teachers. There are students who require very individual care and access, and unfortunately, despite the number of assistants in schools, we cannot provide them in regular schools. Unfortunately, I don't know how to do it in that case and I consider it my pedagogical failure.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník ZŠ\nHobbies: Sport, bojová umění\nDiagnoses: ADHD\nDisorders: ADHD,Podvody,Lhaní,Neuznávání pravidel,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1239", "student_age_year": "11 let, 5. ročník ZŠ", "student_hobbies": "Sport, bojová umění", "student_diagnoses": "ADHD", "student_disorders": "ADHD,Podvody,Lhaní,Neuznávání pravidel,Ničení majetku", "teacher_approbation": "Mgr., učitelství občanské výchovy, přírodopis, pracovní činnosti, výtvarná výchova", "teacher_practice_years": "25", "problems_annotated": "Diagnosis, Physical aggression, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/467", "content": "TEACHING CASE STUDY\n\nBackground:\nI was in charge of the corridor that day. The student was arguing with a classmate there, and the dispute slowly turned into shouting. I went to intervene and asked the girls to calm down. But the student snapped at me: \"You have nothing to order me around!\n\nSituation (Anamnesis):\nŽačka is very dominant in her group of friends and in most cases has the main say. She is taught that they give way to her in the family. Cases like this happen quite often.\n\nTeacher Intervention (Solution):\nAt first I was taken aback by the situation, but I quickly recovered and tried to forcefully remind the student who was the teacher and who was the student. \"I have something to tell you. You are in school, I teach you and I have responsibility for you.\n\nOutcome:\nŽačka quickly remembered after my strong reminder. She calmed down and we were able to have a normal dialogue. We settled the dispute and the girls went their separate ways. However, it had no effect in the long run.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: -\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "467", "student_age_year": "6 let, 1. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Manipulace", "teacher_approbation": "VŠ, učitelství pro 1. stupeň", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/122", "content": "TEACHING CASE STUDY\n\nBackground:\nknew in advance that this class was going to be a disaster, but I didn't know how big it would be. The end of the secondary school was approaching and I was carrying the corrected half-term papers to the freshmen. It was the decisive mark, for closing the marks. The student never coped well when he got a bad grade (4 or 5), and when I gave him a red 5 for the final paper, I expected a negative reaction. The class started like any other, registration in the classroom and then giving out tests. I usually ask someone to pass it out, but I didn't want the student to vent his anger on his classmates. I was about halfway through the pupil's test. When I gave him the test, he started sobbing. 'How like in five?!' he shouted 'Do you know how long it took me to study for this?! But that means I have to make repairs, again! No it does not!' I heard him, but because I knew he wouldn't be happy with his result, I lightly ignored his speech. And suddenly it happened! Out of nowhere, a terrible blow, the student threw the bench in front of him in a huge sense of injustice. All the girls screamed. He just flipped her over. Today I realize that it was wrong, but I blurted out immediately: 'Are you normal?' And my second thought was: Thank God he's sitting in the first pew and didn't hurt anyone. I realized the inadequacy of my question. I placed the remaining papers on the desk and in front of me and slowly walked over to the student. 'Student, try to inhale deeply and exhale slowly.' I walked slowly towards him and when he looked at me I was really scared. His face was all red, his lips were crooked and he was barely breathing. I went closer and he repeated: 'Breathe slowly..'. There was only anger in his eyes.\n\nSituation (Anamnesis):\nThe student is unfocused, most of the time he is not mentally present. Almost all items go through with 'scraped ears'. He is smaller than other boys, even some girls, which is probably why he goes to the gym - he compensates for his smaller height with muscle mass.\n\nTeacher Intervention (Solution):\nasked the pupil in the other desk to run for the gym teacher, who was also the guidance counselor. He trusts the student, they have individual meetings once a week to manage stress. I went to the student and tried to explain to him that the world is not falling apart. He immediately replied: 'How do they not crash? Do you have any idea what the hell this is?' 'I understand you're upset, but we can still try to work it out.' I tried to speak as calmly as possible, but I could hear my voice shaking. 'And how? The holidays are coming soon! And I won't have a closed year again?' 'You're right, but we'll sign you up for commission exams and you'll finish your math.' 'Like in the summer? I'm not going anywhere again, mother will want me to study...' During this sentence, the gym teacher came. I was immediately calmer when there were two of us. 'Hey student, what's going on here?' asks the gymnast. 'Everything's fucked up, that's what's going on here!' 'But, but young man, what were we saying about those expressions. Vulgarisms will not help us in any way.' 'Fine, sorry.' It could be seen that when the gym teacher came, the student calmed down significantly. The student collapsed on the chair, which, unlike the bench, was standing. The gym teacher offered to talk about it in his office. Of course, I released the student from the rest of the lesson (or from the last 5 minutes) and believed that the gym teacher would handle it all. After all, they work together some Friday.\n\nOutcome:\nreally didn't know what to do. I was expecting an exaggerated reaction, but it didn't really occur to me that furniture would fly. 'Fortunately' this was such a big deal that we finally convinced the pupil's mother that the boy needed professional help. Since then, the student regularly attends the PPP, where he visits a psychologist who does various stress management exercises with him. We also agreed with the pedagogic council that it would be appropriate for pupils to 'create' tutoring groups after school, specifically for 'problematic' subjects - M, ČJ, ANJ etc.\n\nStudent Profile:\nAge/Year: 17 let, 1. roč.\nHobbies: Videohry, skateboard apod.\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Verbal aggression\nSolutions Applied: Disrespectful communication, Support, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "122", "student_age_year": "17 let, 1. roč.", "student_hobbies": "Videohry, skateboard apod.", "student_diagnoses": "", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "", "teacher_practice_years": "Přes 20 let", "problems_annotated": "Emotional outbursts, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1045", "content": "TEACHING CASE STUDY\n\nBackground:\nThis class has been going through the collective problem since the very beginning. The class was formed from two sections of the kindergarten - so the children did not know each other from a very young age. In the classroom, children with strong personalities are mixed with children with little self-confidence. The children kept suing each other and there was an unhealthy jealousy between them. The previous teacher did not attach much importance to team cohesion and focused more on isolated incidents, now the current teachers are trying to change that.\n\nSituation (Anamnesis):\nFemale teachers appeal more to work in pairs, or more people for group work. They also try to combine the fourth grade with the fifth grade sometimes - partly because of the schedule, partly because of the cohesion of the team. The fifth grade only has eight students, but they have very good relationships with each other - the teachers hope that the fourth grade will take something away from them.\n\nTeacher Intervention (Solution):\nAs far as pupils are concerned, one of the biggest difficulties is the pupil - an eternal pessimist who transfers his negative attitude to others. He also has frequent tantrums, but things have gotten better over the years. In turn, two pupils compete for attention, both like to be the center of it - so a conflict arises between them. While one studies well, the other is dyslexic, which the others use against him.\n\nOutcome:\nBut the class has recently had its bright sides. One student's mother died last year, which was a very difficult topic to discuss. However, he was taken in by a pupil who grows up without a father and tries to take care of him and protect him.\n\nStudent Profile:\nDisorders: Rušení výuky,Slovní agresivita,Fyzické násilí,Emoční labilita,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Verbal aggression\nSolutions Applied: Working with the collective\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1045", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Rušení výuky,Slovní agresivita,Fyzické násilí,Emoční labilita,Lhaní", "teacher_approbation": "titul Mgr.", "teacher_practice_years": "25+", "problems_annotated": "Emotional outbursts, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1096", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom the given situation occurred was often disruptive in the Czech language or civics class. Among his typical problem behaviors were yelling around the class, making very inappropriate comments, or getting up from his seat during class. It was a fourteen-year-old student in the seventh grade - he failed both the first and second grade. However, the forfeiture was not about lack of knowledge, but about behavior.\n\nSituation (Anamnesis):\nThe environment in which the student lived and grew up was not one of the best - he never knew his father and his mother did not take care of him. The Czech Social Security Administration was also contacted several times in order to check the student's background, or rather his mother. The pupil's diagnosis was confirmed - dysorthography in combination with a non-specific spelling disorder and significant educational difficulties, so he had an IEP (individual education plan) set by the pedagogical consultancy and a PO (plan of support measures) was determined, which was mainly intended to help us, the teachers, with access to to the pupil. He also received one hour a week of special pedagogical care from the educational counseling center, which I was in charge of. Pedagogical care always took place from seven in the morning. He attended regularly in the sixth grade, but after that his interest waned, which led to the cancellation of classes.\n\nTeacher Intervention (Solution):\nIf we were to talk about the student's performance, it was below average. He regularly received A's in mathematics and languages, and often did not even appear for the resit exam at the end of the year. It was mainly about the pupil's lack of interest in teaching. However, if the topic or the teacher interested him, he was able to improve his grades. There have been countless incidents with the pupil, one of the most serious happened during a break. The class was already waiting in the corridor for the next lesson, when the student suddenly took out the hairspray and lit the 'cloud' with a lighter. He burned a tiny piece of a classmate's hair. The second incident took place in a cinema where filming is prohibited. However, it was discovered that the pupil had documented the entire film, which could have led to a report to the police. The whole matter was resolved with the director, the cinema and the police.\n\nOutcome:\nThe conflict, which I already had to solve, was no longer life-threatening. This was my first lesson with the class the student attended. I was warned in advance about his problematic behavior during classes, but I didn't know how to approach him, none of the teachers gave me advice. At first I yelled at him a few times to shut up, which had the opposite effect - his behavior got worse. When I couldn't even continue explaining the material because of his behavior, my cup of patience overflowed. I started yelling at him, which he didn't like, and he returned it with the same coin. I didn't know what to do anymore, so I kicked him out of the classroom and left him to cool off in the hallway. Unfortunately, I only found out later that this is not the way to deal with a student - his behavior was the same at that moment and the next day.\n\nStudent Profile:\nAge/Year: 14 let, 7. ročník.\nHobbies: Žádný, později fotbal – nijak se v chování neprojevilo.\nDiagnoses: Dysortografie,Poruchy učení,Problém s prací ve skupině\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1096", "student_age_year": "14 let, 7. ročník.", "student_hobbies": "Žádný, později fotbal – nijak se v chování neprojevilo.", "student_diagnoses": "Dysortografie,Poruchy učení,Problém s prací ve skupině", "student_disorders": "", "teacher_approbation": "Bakalářský titul  – český jazyk a občanská výchova", "teacher_practice_years": "4, 5 roku", "problems_annotated": "Diagnosis, Physical aggression, Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe family from the village had their two children and at the same time adopted two more children. One of the adopted children was blind and the other child they adopted was both blind and deaf. The student was exceptional in his family in terms of knowledge, but in ours he was very below average. In my opinion, his parents were mainly to blame for the given situation, as they did not have time to pay attention to the student and discuss the subject with him at home. The student in question did not master the subject. He couldn't concentrate. However, it wasn't just that he didn't understand the subject matter, no one studied with him at home and we were mean to him. We wanted to help him and discuss the curriculum with him and help him manage what he has, but he didn't want to. From his side, it was very clear that he was not interested in studying and was not even trying to do anything himself to keep himself in school. He didn't mind getting bad grades, he didn't care. He was problematic in this regard from the first year, when he entered the gymnasium, but everything culminated in the fourth year, when he really couldn't be helped.\n\nSituation (Anamnesis):\nThe student was an introvert, he went to school downright dirty and smelly, so you could see that he was very neglected, below average in his class, quiet, not trying, without any interests, in short, he didn't want to do anything and didn't enjoy anything. He really stood out in class because of his 'knowledge'. His class was very clever, hard-working and problem-free.\n\nTeacher Intervention (Solution):\nOf course, several teachers had a problem with the student in question, in fact all of them who taught him. First, I talked to the student myself, but of course it didn't lead anywhere. After that, I contacted the parents to see if they could come to the school, that I would like to talk to them. By the way, in the entire 4 years that their son studied at the gymnasium, they were at school for class meetings about 2 times. However, the parents did not communicate at all. The agreement between the parents and the school has totally failed.\n\nOutcome:\nWe had to constantly nag the parents because we had to solve the pupil's disadvantage and the whole situation. However, they still did not want to arrive, nor to solve the situation in any way. After a few weeks, they only called to say that they were taking their son home and deregistering him from our grammar school. So the situation ended with him being taken out of school.\n\nStudent Profile:\nAge/Year: Kvarta, 15 let\nHobbies: Žádné zájmy\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1131", "student_age_year": "Kvarta, 15 let", "student_hobbies": "Žádné zájmy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Ch, M", "teacher_practice_years": "34", "problems_annotated": "Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1295", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a student in the 7th grade and she also started having problems during online classes. She didn't contact us for about 14 days until those hours. She was a student who transferred to us from another school in the 6th grade and applied to the language gymnasium in the 7th grade. But she didn't get the hang of it, and in combination with the online teaching, she completely lost it. She lost her self-confidence and motivation to learn, and her grades dropped dramatically. She had big problems with math because she couldn't keep up with the connections. We also discussed it with the mother and the pupil, then we discussed with the educational committee. The student kept promising that she would improve, that she would handle it. So somehow we made it to the end of the 7th year, but there was a terrible drop in the results. Well, in the 8th grade she started to have mental problems, she couldn't participate in the team and her attendance started to drop. Her friends changed their relationship with her, because as she was not involved, they simply separated.\n\nSituation (Anamnesis):\nStudent in the 7th year of elementary school, rather introverted, shy, quiet, group of a few friends, raised only by her mother, above average academic results, application for gymnasium.\n\nTeacher Intervention (Solution):\nWe constantly pressed the mother and emphasized the importance and seriousness of the problem. The mother and daughter visited the doctor and managed to get back together in terms of health. But she had some problems, so she was exempted from physical education. Due to high absenteeism, she did several delayed classifications in the first half of the 8th grade, and by the end of the 8th grade she had settled in nicely, she tried to finish all the tasks we assigned her on time. It was also a big shift that she started communicating with teachers about when she needed help with the material or to finish some of the assignments.\n\nOutcome:\nThe student is now in the 9th grade, her attendance is very good and her grades have improved a lot. She got used to the fact that when she has a problem with something, she has to come to the teacher and solve it. We are still in close contact with the mother, when, for example, the daughter says that she is going to the doctor, we verify it with the mother and do not believe only the girl. It always has to be in writing, so the mother always at least sends a text message. He also continues to visit the educational counselor and the school psychologist, in the form of such checks and we monitor whether everything is in order. I also always look during the break and see if she is involved in the team, if she is talking to someone and so on.\n\nStudent Profile:\nAge/Year: 13. let; 7. ročník ZŠ\nHobbies: Čtení, kreslení\nDisorders: Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Attendance problems\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1295", "student_age_year": "13. let; 7. ročník ZŠ", "student_hobbies": "Čtení, kreslení", "student_diagnoses": "", "student_disorders": "Psychické problémy", "teacher_approbation": "Titul Mgr.; občanská výchova, tělesná výchova, výchovné poradenství", "teacher_practice_years": "31", "problems_annotated": "Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/861", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation began when I witnessed the problematic behavior of a girl in the eighth grade. This situation lasted for almost three quarters of a year and in the end we did not manage to resolve it. The girl was part of a smaller class of around 25 children, and she was not the only one with problems. There was a group of three girls in the class who stuck together and she was one of them. Her behavior was fine until puberty hit and hormones began to affect her behavior. At that time, her parents, who were divorced or never married, did not behave properly. The girl lived with her father and grandmother, while her mother was not interested in her and did not communicate with her at all. In the seventh grade, the girl learned that her mother lives in Slovakia, has a new family and two small children with a new partner. This information, along with puberty, led to her becoming unmanageable. The grandmother tried to guide the girl, but she became her enemy. The girl ran away from home, did not respond to instructions at school and did what she wanted. For example, when she was tired, she would simply lie down on the bench and sleep, or she would read out loud to the whole class regardless of the teacher's reprimands.\n\nSituation (Anamnesis):\nAs part of the solution, we tried to write an individual educational plan, but the girl did not go to the evaluation and made it clear in her words that she was not interested. She was unhappy and her reaction was to cause problems for everyone around her. She felt bad and tried to make others feel bad too.\n\nTeacher Intervention (Solution):\nIn the end, she was placed in a diagnostic institute, where she first commuted and later slept there. However, she ran away from there as well, and we saw her several times at the train station after school. The grandmother did not want the girl to be in an institution, but social services took over the case from the school and ordered her stay in the institution. The girl spent the last quarter of the eighth grade there without the possibility of going out, because she did not return after the weekends.\n\nOutcome:\nThe school tried to solve the situation, but neither the individual educational plan nor the reduced behavior grade did. In the end, the social service had to intervene, which has more powers, including working with the family, which the school cannot. The girl should now be in her third year of high school, but she no longer reports to us. Although we have met several times, he does not want to talk to us anymore. This case shows that the school has limited options and without the cooperation of the family and the will of the child, solving problems is very difficult.\n\nStudent Profile:\nAge/Year: 8. třída ZŠ\nHobbies: Šikovná\nDisorders: Lhaní,Podvody,Záškoláctví,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "861", "student_age_year": "8. třída ZŠ", "student_hobbies": "Šikovná", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Záškoláctví,Ničení majetku", "teacher_approbation": "Mgr. Matematika, Fyzika", "teacher_practice_years": "29", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1460", "content": "TEACHING CASE STUDY\n\nBackground:\nThe end of the school year was approaching, I was then a class teacher in the 9th grade. At the end of April, a colleague came to me asking if I had noticed any unusual behavior in the student. It was an alleged disturbance in class. Nothing like this happened in my classes before. Asking about the student's behavior, I gradually went around the other colleagues to find out if it happens in other classes as well. A few of them told me they noticed this behavior too. So I started to pay more attention to the student. After about a week, the student started to disturb my lessons as well, he stopped completing the assigned tasks. For example, it was always enough to call him by name and he stopped this behavior and worked in an exemplary manner for the rest of the class. Once in my class, even after being reprimanded, the problematic behavior continued.\n\nSituation (Anamnesis):\nShe was a ninth-grade student who, throughout her studies at the 2nd level, was among the talented and interested in education. She regularly participated in school events and competitions across subjects. She was rather quiet and very honest in class. She was talkative among her friends, but she didn't have many. During the period when her disruptive behavior was being addressed, she also had a few changes in her appearance. She cut and dyed her hair and changed her dressing style.\n\nTeacher Intervention (Solution):\nAt first, I began to pay close attention to all the unusual behavior. For more information, I really bypassed most of the teachers who taught the student. Thanks to this, I had the opportunity to notice specific manifestations better. Since it was always enough to reprimand the student once and his disruptive behavior only lasted for a short time, there was no reason to deal with it further. However, after about 2 weeks, the situation still did not improve and he even repeatedly interrupted the English class I was teaching. I warned him twice, the third time I didn't respond. It seemed to me that he was somewhat confused by this reaction. When the class ended, I asked him to come to my office for a while after lunch. I deliberately chose a time when no other teacher was in the office and the interview could be confidential. The student admitted that his behavior was caused by the fact that he liked a classmate and he wanted to impress her. Allegedly, she didn't pay attention to him as much as he would have liked and that's why he tried it by disruptive behavior in class, because when the teacher warned him, the classmate turned to him and noticed him. I listened to the student, consoled him, and together we came to the conclusion that interrupting is not a suitable method to interest a classmate.\n\nOutcome:\nThis resolved all unwanted behavior and did not reoccur.\n\nStudent Profile:\nAge/Year: 15, 9. třída\nHobbies: Fotografování, hra na housle\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1460", "student_age_year": "15, 9. třída", "student_hobbies": "Fotografování, hra na housle", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, NJ", "teacher_practice_years": "9", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1127", "content": "TEACHING CASE STUDY\n\nBackground:\nEven before the beginning of the year, I was less afraid of the arrival of a student who comes from abroad. When I talked to his kindergarten teachers, they said that he is smart, can learn everything, and will soon catch up with the other children in everything. Since the boy comes from Ukraine, I also had to prepare a little, I learned a few basic words in Ukrainian to make his arrival at the Czech school at least a little easier. But I was in for a big shock on the first of September, the boy came to school, he didn't have any aids, even though his family received a list of aids, but most of all he didn't know a word of Czech. However, I still tried to integrate the student among other students. But since Honza did not understand anything, he began to annoy and distract the other pupils; beating them, he still just wanted to play, dropping things on the ground. I had to start solving this situation, because it was 1st grade, which is very important for children and it is a big leap in life for them.\n\nSituation (Anamnesis):\nThe student is 6 years old, so he is younger than most of the children in the class, he is perceptive, but I see symptoms of ADHD in him. Other children in the class try to do what I tell them and what they have, they are receptive and want to learn new things.\n\nTeacher Intervention (Solution):\nwasn't sure how to solve this problem, teaching a foreigner who doesn't know a word of Czech, I've never met in my career. I didn't want the boy to disturb and harass the other children, the children tried to help him themselves, but the boy didn't even listen to them and refused to help, preferring instead to throw the children's case off the table. I started to solve the problem in more depth, I called the nurse at the school, with whom he lives, I tried to explain to her that the student must also be taught Czech at home. The next day, the student brought a cell phone to school, I read in the diary that he said he had it on a translator so he could communicate with the class, of course it didn't help, and the student played games on this phone the whole lesson. That's why I decided that it can't go on like this, I met with our school counselor and the headmistress of our school and introduced them to this problem, we agreed that the student must go back to kindergarten because he is not yet mature enough , both mentally and in age, to come to our school. So I called the kindergarten from which he came to our school, but there they told me that they did not want the student back, because just as he misbehaved at school, he also misbehaved in kindergarten. That's why I called other kindergartens in our immediate vicinity, they told me the same thing, that they can't work with a child who doesn't speak Czech.\n\nOutcome:\nIt follows that the situation was not resolved in any way, the student was not wanted anywhere, so he stayed at our school. He continues to distract the children and the language barrier is not getting too thin, but his sister is interested in his education and therefore signed him up for a Czech language course for children, so we'll see if this will improve the situation at least a little. I think that I tried to solve this problem correctly, as I should, but the result was not satisfactory and I am still not satisfied with it to this day, even though I actually feel sorry for the student.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída ZŠ\nHobbies: Zájmy žáka nejsou učitelce známy\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1127", "student_age_year": "6 let, 1. třída ZŠ", "student_hobbies": "Zájmy žáka nejsou učitelce známy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "32 let", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/309", "content": "TEACHING CASE STUDY\n\nBackground:\njoined his class as a class teacher only in the seventh grade. In the sixth grade, they had a different class teacher, who, however, was not very good at classroom management. At the same time, I was new at the school, so the students and I had to get used to each other a bit at first. The student stood out in the class perhaps from the very beginning. He was disruptive, didn't pay attention in class, didn't respect any teachers. In the middle of the seventh grade, he brought alcohol and cigarettes to school, which I caught him with in the toilet, where he smelled smoke. He got a three in behavior for it and had to start seeing the school's guidance counselor. Neither had an effect, his grades got worse, he started skipping school. It was also transferred to the 8th grade, when he started bringing firecrackers to school and throwing them with his classmates from the school window, when they managed to hit a passerby, but I never found out if he really threw it.\n\nSituation (Anamnesis):\nWhen the student was 11, his parents divorced, and he stayed at home with his mother and, I think, a brother who is 7 years older. Even then, as I heard from colleagues, his behavior worsened in the sense that he started to be more disruptive, he stopped paying attention in class. Before entering the 7th grade, his brother died very unhappily (drowned) and this is where his big behavior problems started. At the time, the class was one of the worst in the elementary school, there was also bullying of a disabled student, which the student did not personally participate in, however. We visited the HELP center with the whole class, where there was a group session of about 5 hours with one worker of the center, but it had no effect.\n\nTeacher Intervention (Solution):\nWhen I found the student with alcohol in the toilet and a cigarette in his hand, it was a big surprise for me. But all of us at school knew what he had to go through and that's why we just didn't want to throw things overboard. I remember when I asked him why he brought it to school, he replied that he wanted to see if we could figure it out. I called his mother at the school and we tried to solve this situation somehow. I also asked her where the student got the alcohol. According to his mother, he simply took it from the cellar, where his grandfather keeps it. And his mother and I also agreed that the pupil will visit the school counselor at least until the end of the 7th grade. I also tried to communicate more with the student, I tried to have a conversation with him in the corridors, but his answers were usually one-word, or even non-existent. In the second semester, we caught him outside several times when he should have been at school, but his mother always excused him for these classes, and since these classes did not exceed a large percentage of tardiness, we warned his mother not to do this, that she would only continue to take advantage of it. I managed to talk to the student then. I once asked him why he doesn't go to school when he has friends there and can talk to them. He answered me then - \"And what should I talk to him about?\"\n\nOutcome:\nAfter the last incident with the firecrackers, the student gradually began to behave much more disciplined, and until the end of the ninth grade there were no more problems with him, which of course was reflected in the following classes. His grades also improved and his colleagues noticed the changes immediately after the last incident.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Sport – fotbal, později judo\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "309", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Sport – fotbal, později judo", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Záškoláctví", "teacher_approbation": "Mgr., Anglický jazyk, Německý jazyk", "teacher_practice_years": "10", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/890", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place when the end of the school year was approaching, it was July, and it was difficult to maintain the work ethic of the students in any way in the classroom. In addition to all this, it was made even worse for me by a group led by one student. He refused to work in class, talked loudly with other classmates or played songs or played games on his mobile phone through headphones. When I admonished him, he hid his cell phone in the bench, but after a while he had it in his hand again. With his behavior, he influenced other classmates, who under normal circumstances were able to work and not talk back. This all escalated the moment he played the songs out loud in class and told everyone involved that he wasn't going to waste his time on such nonsense as physics.\n\nSituation (Anamnesis):\nThe student was an 8th grade student, extrovert, average, enjoyed soccer, computer games.\n\nTeacher Intervention (Solution):\nAt that moment I could not act deliberately and rationally, you could say that I acted on the basis of my emotions. All patience left me the moment I heard from his mouth that I am not doing anything either, I just keep writing some assignments in physics and still get paid for it. After this exit, I shouted at him and started to raise my voice. The student fell silent and turned off his mobile phone. Towards the end of the class, I called him over to me. In front of the entire class, I told him that if he continued like this, I would lean toward disciplinary action. I added to this that he would prepare a report on Ohm's law for the following class, which he would present himself.\n\nOutcome:\nDuring the week, I dealt with other things with classroom management, a school trip and textbooks, so I forgot about his assignment during the following physics class. After a while, however, his classmates reminded me of the assigned task. The student began to squirm that he had forgotten and that he would pay attention in class. After a short pause, I agreed with the student and he really worked in class. In the long term, the pupil was not active in class, but no longer disruptive. I'm not thrilled with my solution, but at that time I didn't have the drive to solve this problem forcefully.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: počítačové hry, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "890", "student_age_year": "14 let, 8. třída", "student_hobbies": "počítačové hry, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Matematika a Fyzika", "teacher_practice_years": "4", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/399", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had problems with both understanding the subject, which was history in English, and the language. He decided to solve this by copying essays and projects from the Internet.\n\nSituation (Anamnesis):\nThe student had no diagnosed disorder. He was only weaker than the other students in terms of 'common sense', which affected him in understanding the new subject matter.\n\nTeacher Intervention (Solution):\nThe first time a student copied an essay from the Internet, I recognized it by the uncharacteristic style of expression and the absence of any grammatical errors, which is unusual for students. I wrote him an email warning him that he had committed plagiarism and that he should rewrite the essay. The second version of his essay again contained copied parts, although less, so I asked him to come to my office.\n\nOutcome:\nDuring our conversation, the student clearly did not understand what plagiarism is and why it is unacceptable. He thought his English was just not up to par. So I explained to him that it was not about his level of English, but about his understanding of historical topics. He then got another chance to rewrite the essay, this time in his own words. For the third time, the essay was finally at a sufficient level. The other essays he submitted were not perfect, merely adequate, but they were already his own creation, not copied from the Internet.\n\nStudent Profile:\nAge/Year: 17 let, 3.ročník gymnázia\nHobbies: není známo\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Violation of classroom/school rules\nSolutions Applied: Support, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "399", "student_age_year": "17 let, 3.ročník gymnázia", "student_hobbies": "není známo", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Mgr.", "teacher_practice_years": "11 let", "problems_annotated": "Failure to attend class, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/371", "content": "TEACHING CASE STUDY\n\nBackground:\nThe first signs of ADHD syndrome began to appear in the 4th grade, when the boy was unable to concentrate on a given subject after a longer period of time, e.g. 15-20 minutes. In the first grade of elementary school, classes are combined with physical education, so it was not such a problem then. As the difficulty of teaching increased, the student began to disturb the class (knocking a pencil on the table, shouting, disturbing others). After consulting with the student's parents, we agreed on a professional assessment and the parents took the boy to a counseling center, where he was diagnosed with ADHD.\n\nSituation (Anamnesis):\nA monotonous activity, when the student has to listen to taste for 45 minutes and sit in one place the whole time, is unpleasant for him. Inadequate use of the active energy it needs to release.\n\nTeacher Intervention (Solution):\nsat down with the student one day after class and had a friendly conversation, I tried to agree with him on some procedure that would suit both of us. I wanted us to respect each other. Therefore, we agreed that if the student needs to release excess energy, he can exercise in class, doing a few squats or push-ups.\n\nOutcome:\nIn the beginning, it took some time for us to get along, but after about 2-3 weeks, the student's behavior stabilized. Sometimes he screams in class, but I remind him to do a few squats and I continue the explanation. I agreed with the other teachers to work with the student in the same way. This formula has worked for us.\n\nStudent Profile:\nAge/Year: 11, 6.ročník\nHobbies: Počítačové hry, fotbal\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "371", "student_age_year": "11, 6.ročník", "student_hobbies": "Počítačové hry, fotbal", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/55", "content": "TEACHING CASE STUDY\n\nBackground:\nI'm not sure if I'll tell you everything in as much detail as you probably need to know, but I'll try to remember everything because it's been a while since the event happened. It was about two years ago, I was still teaching in the first grade, the boy was in the fifth grade, now he is in the seventh grade with the teacher, and you wouldn't say that he has a behavior problem. Now to the event itself, it was one of the last classes that day, maybe actually the last, and it was an art class. I don't remember what the kids were supposed to do, but I know they needed tempers. The boy I'm telling you about couldn't find them for a long time, then he started shouting around the class that someone must have stolen them. So we started looking for the tempera, and finally we found them under the things he had on the bench, he probably didn't realize he had put them there. Overall, he always had a terrible mess on his bench, so I'm not surprised he couldn't find them. So I kind of hoped that when we found the tempers, there would be peace, he would start working and he would. Well, the opposite was true. After a while, he got up from his chair and began, one might say, freaking out again. I had no idea what was wrong with him, so I followed him and calmly asked him what was going on. I learned that he probably didn't like that someone was looking at his drawing, I tried to calm him down, but it didn't work at all. Even the students started looking at him and it was obvious that it bothered him even more. So I decided to take him outside the classroom and talk to him there. I stood there with him for more than five minutes and he was unable to calm down. I tried to talk him out of it, then I raised my voice at him a little because it was too much for me too. After a short argument where I told him that I wouldn't let him in class until he calmed down, I told him that if he didn't let it go I would call his father. Hearing this, he calmed down slightly, but still not much. I finally pulled out my phone and showed him his father's phone number, which he also remembered. At that moment the boy froze and told me that he was calm now, and above all not to call my dad. So it only got to him when he saw that I was actually able to call his dad.\n\nSituation (Anamnesis):\nThe student had problems before, but the older he got, the more the problems escalated. The teachers' effort was to find out where the problem was, they recommended the teachers to visit a pedagogic-psychological consultation, but the parents refused, because they stood up for themselves and believed that the boy, unlike his sister, was completely fine. When the teachers learned that the boy had an older sister who had a mild intellectual disability and apparently other behavioral disorders, they began to believe that the boy's behavior would have something to do with it. Unfortunately, they were only speculating as to what exactly it could be. Anyway, as the teacher who told me everything indicated, the father paid more attention to the boy, so it can be said that the mother was more devoted to the daughter and the father to the boy. Within the class, the boy integrated quite well, but it was always noticeable that he would rather hang out with boys than girls and also had a problem with girls more often.\n\nTeacher Intervention (Solution):\nAs I already indicated when I told you about it, I handled it at the time in such a way that when the situation got too heated, I took the boy out into the hallway so that I wouldn't have to deal with it in front of the whole class. I believe that it would not be pleasant for anyone, both for the boy and for me, but also for the whole class. And overall, I think it's always better to deal with this only with those involved, which in this situation was the boy and me. So when I got him out of class and he was still getting angry, I tried to calm him down first. I spoke to him in a calm voice and didn't let it be known that I wasn't exactly comfortable with the situation, but neither would anyone else. Anyway, the boy was still getting upset, so I raised my voice slightly at him. I told him that if he didn't stop, he would get a note and I would have to deal with the school administration and parents. But even that didn't calm him down at that moment and he continued. I grabbed his hands, which he was waving around him, and told him clearly that if he didn't stop now, I would call his father. He stiffened slightly at that moment. After a while he looked at me and said that I wouldn't have done it anyway so he was going to stay angry because he didn't like someone looking at his drawing without his permission and that I should do something about it first. At that moment, I took my phone out of my pocket, found his father's number, which I had saved after some previous incidents, and showed the boy that I had the number ready and was determined to call. The boy immediately calmed down, told me that he would be calm now, and that he would be happy if I didn't call his father. At that moment, I realized that it was his father who paid the most attention to the boy and that I had to show him clearly what I was capable of doing. And I honestly think it was the best thing I could have done at the time because I can't even imagine how it would have gone on and I certainly couldn't have stayed with him in that hallway for an entire hour when I had other students in the class .\n\nOutcome:\nThe rest of the class then proceeded calmly. The student worked on the assigned task, and the atmosphere in the classroom relaxed. Considering that it was in the first grade and the children didn't have that many teachers, so they mainly had me, except for PE, there was never such an aggravated incident. The boy knew that if he did something the wrong way or behaved the wrong way, it was really me, as well as a colleague, able to pick up the phone and call his dad. So for the rest of the year I didn't have much of a problem with him, and if I did, they could always be resolved by agreement. The problem did not arise until the second grade, but this is related to what I told you about, where it went so far that he physically attacked the teacher's assistant who was watching over the students on the school playground. Apparently, the boy had a harder time with the transition from the first grade to the second grade and everything connected with it. This was also discussed with the staff of a certain educational facility. However, as I said at the beginning, now a year later, no one would say that the pupil had such disciplinary problems. Well, apparently the incident with the assistant and the subsequent solution within the educational facility took the best of him. I only heard about the assistant, that's why I didn't tell you so much about it.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: Spíše přírodní vědy\nDiagnoses: Psychiatrická diagnóza\nDisorders: Bariéry v komunikaci,Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Disrespectful communication, Support, Transfer of student \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "55", "student_age_year": "11 let, 5. třída", "student_hobbies": "Spíše přírodní vědy", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Bariéry v komunikaci,Nespolupráce", "teacher_approbation": "Magisterské – aprobace – 1. stupeň ZŠ", "teacher_practice_years": "35 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/562", "content": "TEACHING CASE STUDY\n\nBackground:\nAs part of the Work activities subject, we went to the forest with all the children. We are a small-class school, so we all went to nature. We have agreed with the pupils that they can go ahead, but they have to wait for me at a predetermined place. One student went ahead and was the first to enter the forest, while student T. started shouting at her that she is not allowed in the forest because it belongs to his family and no one else can go there without their permission. Such behavior was common for student T. A few times it happened that during recess he started saying different things with racist undertones to the other kids. The student told about the fact that a certain group of people steal, are evil and attack other people. He also made disparaging remarks about homosexuals.\n\nSituation (Anamnesis):\nTeacher S. stated that the student has a younger sibling, but he has few friends his age. He spends most of his time with his parents and their friends, i.e. in the circle of adults. The student comes from a well-off family. Pupil T. has high self-confidence and a sense of superiority. He often uses vulgarisms in the school classroom. The student has no problems in joining a group of peers, but his feeling of superiority over others is noticeable here. He copes with the demands of elementary school, the teacher described him as intelligent, yet he is among average students in terms of his grades. In teaching, he is rated as clever and hardworking. It demands attention and interest. It manifests itself negatively especially during breaks and after classes.\n\nTeacher Intervention (Solution):\ntry to solve every problem through communication. Regarding the situation that occurred in the forest, pupil T. and the whole class discussed where the problem arose. I asked pupil T. and the other children questions about whether if someone owns a forest, other people cannot go there, whether pupil T. also goes to other people's forests, etc. I also tried to explain to pupil T. that the amount of family property does not mean that he will behave superiorly to other classmates. During this conversation, student T. paid attention and listened to what I said and explained to him. He didn't try to argue with me or convince me of his point of view. From his side, I feel that he respects me. When it comes to student talk about racism and derogatory remarks about homosexuals, the problem behavior is dealt with in a very similar way. We conducted an interview together with the student. I explained to him whether people of different skin must necessarily be evil and whether it is true that white people are only good and have never done anything wrong. For example, I introduced him to several famous personalities of the Roma ethnicity. Next, we had a conversation about homosexuals. We talked about whether he thought it was wrong for two people to like each other and whether he would like it if someone laughed at him or bullied him for liking someone. Pupil T. cooperated again the whole time, mainly listened and paid attention. He didn't try to convince me of a different opinion, and he proved me right.\n\nOutcome:\nThe solution mainly has a long-term result. Racist statements and derogatory remarks about homosexuals no longer occurred with pupil T. However, the teacher stated that she is not sure whether he did not limit these opinions only to school and whether he really changed his opinion. However, pupil T.'s superior attitude towards other children remained, but it occurs relatively less.\n\nStudent Profile:\nAge/Year: 9 let, 4. ročník\nHobbies: Dobrovolní hasiči, klavír\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Provokace,Vulgární vyjadřování,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "562", "student_age_year": "9 let, 4. ročník", "student_hobbies": "Dobrovolní hasiči, klavír", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Provokace,Vulgární vyjadřování,Nevhodné chování", "teacher_approbation": "Mgr. (učitelství 1. Stupně ZŠ); CVŽ učitelství v MŠ", "teacher_practice_years": "3 roky", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1149", "content": "TEACHING CASE STUDY\n\nBackground:\ncame to class. I started class as always. The only difference was in the independent work. Pupils were supposed to sit in places and prepare their worksheets. There was a student in the class who was diagnosed with ADHD. It manifested mainly in attention disorders and the need for constant occupation/movement. In the middle of working out the task, the student got up and started walking around the classroom. He looked at what the other classmates were writing. He did not respond to any of my requests to go and sit down again. I wasn't in a very good mood that day and his behavior caused further discomfort. He sat down at the first request, but ignored the second. When I sat him down, he didn't understand why I was so upset.\n\nSituation (Anamnesis):\nThe baby wasn't planned, it was a teenage mistake. The detected pregnancy forced the marriage of the parents, although they did not plan a permanent relationship together. In early pregnancy, the mother used alcohol and smoked. The child was born prematurely. There was a slight delay in development compared to other children. The child didn't smile much and everything took longer. It was not able to focus on one activity for long. At school age, the pupil began to get used to the regular schedule and learned to concentrate on lessons. A teacher's assistant helped him in this in the first grade. When transitioning to the second level, it was assessed that he could manage further education without an assistant. It was true, but sometimes he would do unexpected things while teaching that would require a teacher's assistant. The student has two half-sisters from his mother's second marriage and a half-brother from his father's second marriage. He has a positive relationship with his step-siblings. He lives in alternating care, the parents hand him over every 14 days. He prefers to spend 14 days with his mother. He is friendly at school, but takes longer to make new friends. He is quiet and hardworking. He prefers to work alone on his own projects and presentations. When put in a group, it doesn't show much. His school results are average.\n\nTeacher Intervention (Solution):\nThe student stood up and began to march around the classroom looking at his friends' worksheets. He thus disturbed the concentration of other pupils in the class. Teacher:\n\nOutcome:\nThe student came to my office at the end of the school day. You could see that he was really afraid to come. He apologized to me and asked if he could take the worksheet home and bring it to me tomorrow. If he stays here after school, he won't make it to football practice. I told him that he could, but that he also had to do a presentation for the next class. He thanked and apologized once more. I gave him a new worksheet and said he had to wait until mommy came to pick him up. I solved it briefly with my mother. I explained that I was aware that I had not handled the situation in the best way and asked her to explain to the student at home that she could not behave like this. Fortunately, such behavior did not repeat itself in my classes.\n\nStudent Profile:\nAge/Year: 13 let, 7.ročník\nHobbies: Počítačové hry, fotbal, hokej\nDiagnoses: ADHD\nDisorders: Lhaní,Podvody,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: (Disciplinary) Punishments, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1149", "student_age_year": "13 let, 7.ročník", "student_hobbies": "Počítačové hry, fotbal, hokej", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Podvody,Agrese", "teacher_approbation": "VŠ, Mgr. Anglický jazyk – Hudební výchova", "teacher_practice_years": "19", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/313", "content": "TEACHING CASE STUDY\n\nBackground:\nShe joined our school on September 1, but it was clear from her personal documents that she had already completed her first year, and failed. The year before, she entered the 1st year. SZŠ, she finished after a month, she couldn't adapt to the new environment at all. Then she entered the business academy. Here, she ended the first semester with numerous absences, with a lot of unclassified subjects, she ended the second semester again with a number of unclassified subjects. Her absence this time was within acceptable limits, but only due to spring distance learning.\n\nSituation (Anamnesis):\nHer parents are divorced. The mother has a high school education, works as an accountant part-time for her daughter. She is nervous, anxious, fixated on her daughter, has no partner. The father also has a high school education and is a successful businessman. He never had time for his daughter. He is dominant and self-confident, blames the mother for his daughter's problems and verbally attacks the daughter as well. He lives in a relationship with his girlfriend. The girl up to the age of ten grew up like any other child, she was just a little quieter, less assertive, a classic introvert, she was never active in speech, but if she was called upon, she reacted and answered. She successfully completed the first grade of elementary school, progressing with honors, in the second grade she was already average, mainly due to high absenteeism. She was forced to go to school from about the age of ten, in the morning she suffered from nausea, stomach pains, cried, shut herself in her room. It was caused by the stress of my parents' divorce. The parents blackmailed each other and did not pay much attention to the girls. She took the situation very hard and blamed herself for the divorce. She gradually stopped communicating with her peers, with the exception of her best friend and brother. The company of strangers terrified her.\n\nTeacher Intervention (Solution):\nThe girl is accompanied to school by her mother, for the first month she was taken care of by an educational advisor, we went to the locker room together, then to the classroom. On the way, the girl never speaks, she rolls her eyes, when asked if she wants to go alone, she says no, because she is afraid. After a month at school, she manages the journey on her own. She regularly sees a child psychologist and a psychotherapist. All testing takes place in the office, it is not called in front of the class. She is informed in advance of each new fact and an IVP was created for her. The class was made aware of the girl's problems in order to help her gradually join the class collective, at the same time all the teachers were also made aware of the problems. If a girl suffers from anxiety during class, she can leave the class at any time.\n\nOutcome:\nAfter a month, she manages to get to school on her own. Even though he is absent all the time, he manages his studies. She is far more comfortable with distance learning, without the use of a camera. Thanks to doctors and psychologists, it is already known that she is running away from herself, from major childhood traumas, i.e. they must gradually gain confidence in themselves. But it will certainly be a long run\n\nStudent Profile:\nAge/Year: 17   let, první ročník SŠ\nDiagnoses: Sociální fóbie,Úzkosti\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Attendance problems\nSolutions Applied: Agreement, Support, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "313", "student_age_year": "17   let, první ročník SŠ", "student_hobbies": "", "student_diagnoses": "Sociální fóbie,Úzkosti", "student_disorders": "", "teacher_approbation": "magisterské vzdělání, aprobace občanská výchova a český jazyk  další 4 semestry studia na výchovnou poradkyni", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1387", "content": "TEACHING CASE STUDY\n\nBackground:\nskipped an art class in the fourth grade, because the teacher had to leave an hour early due to family reasons. I am familiar with children because I work in the school kitchen and canteen and as a teacher in the school group. In class, I wanted to finish a small project with the children coloring pictures. So I started handing out papers to the children and explaining what and how we were going to do. One little girl, however, immediately said in annoyance that she would not enjoy such a thing and that she would rather sit on the floor for an hour than have to work. This amused her classmates and suddenly they were all trying to think of why they didn't have to do the work and why they could just sit on the ground instead.\n\nSituation (Anamnesis):\nŽačka is a nice, friendly student who until last year was a rather quiet, introverted child. However, her parents divorced last year and she now lives with her younger sister in alternating custody. Both parents pay attention to them and are interested in their grades and behavior at school, but since the divorce, the student sometimes tends to draw attention to himself. She told me herself that she does it so that everyone would rather be interested in her than in the fact that mom and dad don't live together anymore.\n\nTeacher Intervention (Solution):\nsolved the situation by sending the pupil outside the door for 10 minutes and if she decides earlier that she wants to join us and work with us, she can come. Žačka actually came by herself after about 7 minutes. However, you could see that she was sad, out of mood and didn't want to talk to anyone. So after an hour I took her aside and asked if everything was okay. The student admitted that it was very difficult for her to be alone in the corridor when all her classmates were in the class and that she did not know that her previous remark would make me so angry. So I explained to her what the problem was and we agreed together that if a similar situation arises again, we will agree if there is no way to accommodate each other.\n\nOutcome:\nThe short-term result was immediate, the pupil understood what made me angry and promised not to behave like that again. In the long term, the result cannot be observed, as it was more of a one-time situation. Although the student still likes to draw attention to herself, it is not to the extent that it disturbs the teachers and classmates, and the longer the time has passed since the divorce, the more her behavior returns to the previous, problem-free standard. Now, with the passage of time, I would handle the situation differently, with more consideration for the pupil and what feelings my decision might have caused in her.\n\nStudent Profile:\nAge/Year: 11 let, 4. ročník ZŠ\nHobbies: Čtení, sledování televize, kreslení\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Agreement, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1387", "student_age_year": "11 let, 4. ročník ZŠ", "student_hobbies": "Čtení, sledování televize, kreslení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Pedagogická fakulta UK Praha, Učitelství 1. stupeň, Mgr.", "teacher_practice_years": "32", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/110", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student promised to fulfill the things he was supposed to fulfill, but he never did. His tasks were constantly shifting, it got so far that he had to pass commission exams. But he didn't do anything during the whole vacation, three weeks before the board exams he developed some activity, but not enough, so he had to leave school. For a long time, the student's parents believed that the student was working normally, but this turned out to be wrong, and after long-term communication with the school, they understood that the student had to find another place.\n\nSituation (Anamnesis):\nThe student was a manipulator of others, a class clown who knew how to steal attention. In class, he downplayed the seriousness of the situation, he still had it based on fun, others tended to slide towards him and thus lowered the level of the class. He did not cooperate with the teachers and hurt the environment with his arrogant behavior. With his departure, the class and the class were relieved.\n\nTeacher Intervention (Solution):\nCommunication with the student took place on my side, but often also on the side of the school psychologist and educational advisor. His parents promised to look after him, but these promises were not fulfilled for unknown reasons. I believe that the student was not honest with his parents and the parents had no idea of the seriousness of the situation. In the final stage, they were disappointed with him that they did not have enough information from the student about what was going on.\n\nOutcome:\nThe result of this situation was the unsuccessful passing of the commission exams and the pupil's subsequent departure from school, the pupil's mother's dismay at the situation and the relief of the class. I also helped to find a similar field and school to place the student.\n\nStudent Profile:\nAge/Year: 15 let, první ročník\nHobbies: divadlo, herectví, drama, vše jen povrchově\nDisorders: Arogance,Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "110", "student_age_year": "15 let, první ročník", "student_hobbies": "divadlo, herectví, drama, vše jen povrchově", "student_diagnoses": "", "student_disorders": "Arogance,Nespolupráce", "teacher_approbation": "Třikrát absolvované magisterské studium s různým zaměřením", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1091", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student's problems began to appear in the 1st grade. The mother was not working at the time, the father was interested, but did not have much time. In the beginning, the student was very tearful, in the event that I approached him and said that I wanted him to do an exercise or perhaps an answer, he often cried. But we are currently managing to eliminate that. I'm not saying it's 100 percent, but he's crying a lot less. The student's pace was very slow compared to the other students, he had a problem - and still has - with speaking, his grades deteriorated considerably, I was even forced to give him a three, then the father called and we started to solve the situation. Now, in the second grade, a relatively large deterioration can be seen again. It is clear that we have to take into account the fact that the pupils have returned after the holidays and are only in the second grade, so this was to be expected, unfortunately for the pupil it is significantly worse and it is already more than certain that we will be dealing with completely the same situation we dealt with a year ago.\n\nSituation (Anamnesis):\nThe student fit into the class without any problems, but he doesn't have many friends. They kind of have fun with everyone, but it's more like exchanging a few words than some kind of intense friendship, as we can observe with others. I think it's also because he doesn't go out much. He spends every free moment at the computer or tablet, so he doesn't meet his friends much. He lives with both parents and a younger sister. His sister is starting to have the same problems. The mother is not very interested in solving problems. The father tries to solve the problems, but he has a lot of work, so he doesn't have time to devote himself more intensively to the student. It can be seen that parents love their children without limit. I don't see anything wrong with that, but the problem arises when they don't see their mistakes and if any are pointed out, when there is a problem, they ignore it or even deny it. They do everything for the children and submit everything to them, so too much authority does not work and especially a firm order, which could perhaps help. Also, his parents don't want him to do any tasks, so he's not very used to working on assignments, it often happened, as I already mentioned, that he even cried.\n\nTeacher Intervention (Solution):\nAs I already mentioned, the student got the first three, the previous conversations did not help, even though I put it on their hearts that something needs to be done. Unfortunately, or maybe thank God for the fact that I wrote the three in the end. My father called me and he was convinced that he had to start solving it. We met several times, and it was clear that the father had knowledge, for example, of psychology, and in general he approached the problem in a human way. I recommended that they start paying more attention to the student, especially in terms of speaking. For example, when they are driving in a car, so that they describe their surroundings to each other, so that they develop the need to speak in full sentences, to answer questions. This was evident a lot during our morning circles. Every Monday, we talked with the children about what everyone experienced at the weekend. The student always said one sentence about playing on the computer. I drew the father's attention to this fact as well, that it would be appropriate to develop other interests in the pupil and especially to focus on the areas of social contacts. To sort of put it all in a timeline, it was around the end of April when we started working intensively with my parents. As I mentioned, the mother was at home and the father interpreted the information she received, so she began to pay attention to him. The student started coming to me once a week for tutoring and once a week for tutoring with a special pedagogue. Overall, they started going out more with their family and it was seen that they were having more fun with their friends. In the classroom, I moved him closer to the teacher's assistant, who was dedicated to another student, but when there was a moment, he turned around and checked whether the student knew what was being done, whether he understood, etc. The student showed tremendous progress. Although the results weren't great by any means, it was more like a worse average, he started speaking in full sentences, his work rate got faster and he knew what was going on. He started reporting and was more active. The mother returned to work at the end of May and the pupil began to deteriorate slightly, it was not a big change and it seemed to me that he managed this change. But now after the holidays, I have to say that there is a really big problem in everything that is happening. 90% of the time, the student has no idea what is happening, where, what is being done. If I, or the assistant, speak to him, he does not answer and at least nods to see if he understands after the umpteenth warning. He makes too many careless mistakes and again his pace is slow so he can't keep up with most of the work.\n\nOutcome:\nConsidering what I've already said, I don't really know how to approach the whole situation. We have a meeting with the father, maybe both parents will come. The special pedagogue again focuses on the pupil. We want to make arrangements with the parents about the PPP visit and we hope that they will agree to the proposal. I would also like to say that children are almost never sent to PPP or SPC in the 1st grade, because they are left, it's a shock after all. And now back to the solution, it would be more than appropriate to find a suitable form of work again, just like last year, and find a regime that would support the student. This is not a student who would require adjustments to the curriculum outputs. I think the problem here will be more about access. He continues to receive support from the assistant and we will see how the whole situation will be resolved.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: počítačové hry, tablet\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1091", "student_age_year": "8 let, 2. třída", "student_hobbies": "počítačové hry, tablet", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ Mgr. – učitelství pro první stupeň ZŠ + doplňující vzdělání speciální pedagogiky (CŽV)", "teacher_practice_years": "17", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1006", "content": "TEACHING CASE STUDY\n\nBackground:\nStudent A fell asleep almost every day. He didn't make arrangements and was always late. He was by no means a slacker, he worked fairly hard in class and performed according to his level. He just really didn't want to get up. He lived only with his mother, and she was short for him. Student A was already a bit of a man, about two meters tall, and mom didn't think much of him anymore. She was only making arrangements with him, but the arrangements were not valid at all. Fortunately, she cooperated with us. At first, she apologized for his late arrivals, but then, as the student was no longer bothered by anything, she said that we should give him the unexcused hours, that he should be responsible for himself.\n\nSituation (Anamnesis):\nStudent A – Rather below average in terms of school performance, but behavior otherwise without problems. More of an extrovert, he didn't see much point in studying, he was looking forward to finishing elementary school and being able to go to work. Phlegmatic, not stupid, but a big slacker.\n\nTeacher Intervention (Solution):\nNegotiating did not work for the student. And so the principal agreed with the student's mother and friends at the police that they would come \"to pull the student out of bed.\" And so they came to stir him up and the police made an impression in this case. He was only affected by such a scare. He immediately collected himself and ran to school. I guess he finally realized the possible consequences of his behavior.\n\nOutcome:\nThe student started going to school on time, but this behavior only lasted for a while. After some time he started being late again. And we didn't know how to deal with him anymore. Fortunately, he was already in his last year at our school. He somehow finished the nine, and then immediately started working in a hair salon. He was very happy there and doing well. Unfortunately, I have to call our efforts to solve the problem of laziness and falling asleep unsuccessful.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: Hry na počítači\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1006", "student_age_year": "15 let, 9. třída", "student_hobbies": "Hry na počítači", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., 1. Stupeň ZŠ", "teacher_practice_years": "25 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/101", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom the beginning of the lesson, the two students were having fun and making noise. I sat them in the first bench right in front of me, but it turned out that this was not enough as a solution - they were still having fun and nudging each other. That's why I asked the one who was sitting near the edge (into the classroom, not by the window) to sit in the first bench in another row, which should be far enough away. But he told me \"No\n\nSituation (Anamnesis):\nAt that moment, I had taught the student for approximately half a year. He always behaved like a dude - just a threat or a high five wouldn't bother him, he wouldn't throw himself in front of the class that it should bother him.\n\nTeacher Intervention (Solution):\nAfter the student didn't want to listen, I calmly told him that he would either get up and go sit where I told him, or we would go straight to the principal. It turned out that “enough was enough\n\nOutcome:\nThe student obeyed and the rest of the lesson went smoothly. After an hour, we talked and clarified the rules so that such a situation would not happen again. Another heated moment did not really occur, but on the other hand, the end of face-to-face classes was approaching and then it was switched online, so it is impossible to assess it from a longer-term point of view. But clearly setting the rules from the beginning helped me in the lessons - everything can be solved calmly, the lessons can be fun together, everyone can get involved and discuss, but on the other hand I expect responsibility, fairness and such indiscipline is not appropriate.\n\nStudent Profile:\nAge/Year: 18 let, 3. ročník SOŠ\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "101", "student_age_year": "18 let, 3. ročník SOŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Bakalářská SZZ", "teacher_practice_years": "3", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/454", "content": "TEACHING CASE STUDY\n\nBackground:\nwas a primary school teacher and a student from the class came to me with information that her friend - a classmate - was being bullied by a classmate. I know that this student is very good friends with him and in a way she has taken him under her wing and is keeping a protective hand over him. She described taking things from a classmate, hiding them and sometimes mocking him. At the same time, I knew from my observation that he was trying to be in a group with this classmate, so despite these facts he still talked with him and did not show that he was bothered by these provocations. But my classmate told me that she couldn't watch it anymore and that she felt that it had exceeded the limits of what she could bear, but he couldn't defend himself.\n\nSituation (Anamnesis):\nThe student is an introverted student with average academic results, a quiet, calm boy. He likes to read, plays games at home, there was never a problem with him. The classmate is a more expressive personality, an extrovert, he has a bunch of friends around him, you could say that he is the class clown. He is not evil, there was no problem with him, but sometimes he does not think about the consequences of his behavior.\n\nTeacher Intervention (Solution):\nMy first reaction was to call the student's mother, who I asked if she knew anything about it and if he had complained at home. Mom didn't know about anything, but she sighed on the phone. It is said that they solved a similar problem in the first grade of elementary school (another school). The student is said to be like that, he easily becomes a victim. She told me she would talk to her son. I called my classmate the next day and talked to him. I told him that his behavior is not appropriate and that he may be sorry, even if he doesn't show it and pretends that everything is fine. My classmate nodded and agreed that he would not continue the bullying. There were class meetings just a few days after that, when I met my mother and she told me that he didn't want her to deal with it, that his classmate didn't do anything so terrible to him. He said it stopped since I talked to him. I continued to observe the class afterwards and occasionally talked to the classmate of both students to see if everything seemed okay to her. A month after that, we had a meeting with colleagues from the PedPsy counseling center, where they criticized my procedure. They say I behaved badly and they prescribe it differently in their procedures. They say I shouldn't have contacted the mother, but to solve the matter primarily with the children at school. Actually, I still didn't understand how I should have behaved properly. You would certainly be interested in that, as well as me, actually, I would send you to them, but my colleagues are now on the adapter with the freshmen.\n\nOutcome:\nthink the problem has been solved, since then I have not noticed the problem in the class, neither my mother nor my classmate reported anything. But I know that I probably solved it wrong, that it was not according to the tables. So that's why I would classify it as a rather negative solution to the problem. The following school year, we were in the class for mapping the classroom climate, where it was said that the student was partly out of the group, but they didn't give me any advice on what or how to improve.\n\nStudent Profile:\nAge/Year: 11, prima\nHobbies: Knihy, hry\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "454", "student_age_year": "11, prima", "student_hobbies": "Knihy, hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, RJ a AJ", "teacher_practice_years": "31", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1151", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy transferred from the state school, i.e. new team and new rules. At the school he attended, he had a personal teaching assistant who worked in such a way that, in order to make her work easier, she calculated mathematical examples for him, for example. He knew the work procedures, but he never had to do them, he even did the hair cutting for him. He didn't have any learning habits, but they got into it very quickly with his mother, who started working very closely with the teachers. He often reacted in a way that took a lot of patience. For example, I wrote something on the blackboard, he went from the other side and erased it. Among the manifestations of his disorder, for example, is also loud expression, so we also experienced various screams, etc. His manifestation was also great speed and impetuousness, obscene expressions, explosiveness. He never outright beat anyone up.\n\nSituation (Anamnesis):\npersonally had a great time with the boy - he was bright, he was interested in many things, but the moment he got exhausted, he didn't do anything. He was tired. When he came back after the weekend with his father, he was completely fired up. The only problem was the failure of parent-school communication. There were disciplinary problems, he lied, the kids cried because of him a few times, but it only failed because of the parents.\n\nTeacher Intervention (Solution):\nThe problem for him was that he needed to draw up a plan with a psychological counselor, including a person who would help him, because children with ADHD need to learn how to deal with emotions. However, his father refused this. We practiced personal interviews both with the pupil and with the pupil, pedagogues and parents in the so-called Three-Leaf, timely intervention, timely termination of behavior, reminders of the rules, possibly group setting of rules, consultation with the counseling office, cooperation with a special pedagogue. It was a daily process.\n\nOutcome:\nHe refused parents counseling and psychologists. They sent the boy back – I don't know if to the same one – but to the state school. The moment he left, the source of the problems in the class disappeared and some children might even be called relieved.\n\nStudent Profile:\nAge/Year: 5. Třída, 11 let\nHobbies: Sport, atletika, klavír\nDiagnoses: ADHD,Dysgrafie,Dyslexie\nDisorders: Nesoustředěnost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1151", "student_age_year": "5. Třída, 11 let", "student_hobbies": "Sport, atletika, klavír", "student_diagnoses": "ADHD,Dysgrafie,Dyslexie", "student_disorders": "Nesoustředěnost,Rušení výuky", "teacher_approbation": "Mgr., Angličtina", "teacher_practice_years": "3", "problems_annotated": "Diagnosis, Emotional outbursts, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1383", "content": "TEACHING CASE STUDY\n\nBackground:\noften dealt with a student's late arrival at school. Correctly, students should be sitting in their place with prepared things already 5 minutes before the start of the lesson. I started to warn the student about his late arrivals. He complained that sometimes he couldn't hear the alarm, but he promised that he would be careful to be on time. I even overheard other students telling him that he should go to school on time. Unfortunately, the student in question is completely dependent on his mother, and if she doesn't see to something, it won't happen. Therefore, when the situation did not improve, I informed the student's mother about it.\n\nSituation (Anamnesis):\nHe is an average student with many different areas of interest.\n\nTeacher Intervention (Solution):\nThere were several phone conversations between me and the mother of the pupil. She was emphatically warned about the problem, and after the phone calls, at least it wasn't an everyday thing, but the problem didn't disappear completely. The mother was again alerted to the persistent problem. She countered that she couldn't control it and that she couldn't completely promise it wouldn't happen again because she couldn't do anything about the alarm clock.\n\nOutcome:\nFor a long time, I only received promises. Even the class noticed the student's late arrivals. Minutes for arriving late are added up and result in unexcused hours. You should be able to recognize them on your report card. But that doesn't seem like a form of appropriate punishment to me.\n\nStudent Profile:\nAge/Year: 8 let, 2. třídy\nHobbies: Spousta různých zájmů  konkrétní neuvedeno)\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1383", "student_age_year": "8 let, 2. třídy", "student_hobbies": "Spousta různých zájmů  konkrétní neuvedeno)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství 1. stupně základní školy", "teacher_practice_years": "38", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/267", "content": "TEACHING CASE STUDY\n\nBackground:\nThe conflict between the pupil and pupil F. arose during the break. At this moment, the teacher's assistant was not present in the classroom, she was dealing with the teacher in the corridor with the situation that had happened the previous day. Pupil F. was walking past the other pupil's desk and \"by mistake\n\nSituation (Anamnesis):\ntaught in the class for the second year, I knew the students well, communication was problem-free. In the beginning, it took a while for the children to accept the rules and principles that I require, but gradually everything started to work smoothly and there were no major problems in the classroom. There were 18 pupils in the class, of which 3 pupils with SEN in the second level of support measures and one pupil with ADHD and Tourette's syndrome. It was with this pupil that the AP worked in the class. The student was born to a mother who took drugs in the prenatal period. Even when I was teaching the student, she was a drug addict. Until the age of 5, the pupil did not know his father and lived with his mother and grandmother. At the age of 5, the father showed interest in the boy and applied for custody of the child with the intention of raising him in his new family. The student grew up in his biological father's new family for a year, but due to his behavioral problems, his father's new partner refused to take care of him. At that time, his biological mother was unable to take care of him (continuous drug addiction). The boy was taken care of by his grandmother and occasionally by his aunt. It took the boy a long time to come to terms with the rejection by his new father's family. The student disrupted the lesson with unintelligible screams, made noises (meowing, buzzing like a drone, speaking vulgarly. He disturbed the other students and mutual conflicts occurred. Due to attention disorders, the assistance of the AP was necessary, which at the same time eliminated conflicts between the student and his classmates.\n\nTeacher Intervention (Solution):\nAs I heard the noise from the classroom, I went to deal with the situation that was happening inside. After entering the classroom, I first pulled the students away from me, tried to calm them down and started to find out what was going on. In the following interview, the teacher is referred to by the letter \"U\n\nOutcome:\nAs with the first one, I talked about the conflict with the student. Subsequently, an interview also took place with pupil F. We clarified with both boys what behavior is and is not correct, how they should treat each other and respect each other. The boys apologized to each other and shook hands. The only long-term solution was to prevent these situations. The following hour we had practical activities. Although I had originally planned the lesson differently, I used it to talk with the children. We sat in a circle on the carpet at the back of the classroom and talked one by one about how each of us is different, we have different interests, different assumptions, but also different health problems and we react to the same situations in different ways. The children gave examples from their surroundings and we tried to figure out together how to behave in different situations.\n\nStudent Profile:\nAge/Year: 9 let, 3. třída\nHobbies: florbal, elektrotechnika\nDiagnoses: ADHD,Tiková porucha\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Physical intervention, Support, Working with the collective, Interview\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "267", "student_age_year": "9 let, 3. třída", "student_hobbies": "florbal, elektrotechnika", "student_diagnoses": "ADHD,Tiková porucha", "student_disorders": "", "teacher_approbation": "VŠ – Mgr., 1. stupeň", "teacher_practice_years": "37", "problems_annotated": "Diagnosis, Physical aggression, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/782", "content": "TEACHING CASE STUDY\n\nBackground:\nStudent T. physically attacked his classmate during a long break. A colleague who was in charge of the corridor was the first to hear about the situation and immediately informed me. We took the attacked student, who had a visible red spot on his neck after the attack, from the classroom to the office, where he described to us exactly what happened. I immediately contacted his mother, who picked up the student in about 10 minutes and took him to the doctor. Meanwhile, T. was waiting in the classroom under the supervision of a colleague. The whole time he sat in his seat as if nothing had happened. When I asked him why he attacked a classmate, he said he didn't know. His grandmother came to get him in about 15 minutes. After they both left, I started to find out what exactly happened in the class. I asked different students one after the other and their statements coincided. The student took a chair to the back of the classroom and wanted to kick it. A classmate pushed his chair away, so the student attacked him - first he punched him, then he pushed him to the ground and started hitting him in the chest. When the classmate tried to get up, the student grabbed him by the neck and started yanking him.\n\nSituation (Anamnesis):\nEven before the attack, T. had a problem with controlling his emotions and was prone to aggression. So we made an appointment with a special psychologist in the fall. The student spoke openly with her and seemed sincere. He said he has an older brother who beats him for no reason. Although he lives with his mother, he visits his father, who lives in Russia, during the holidays. It is said that his ears often hurt because he had an accident with firecrackers, and his bones also hurt because he had a lot of fractures. The pupil was alone at the meeting with the psychologist, so I arranged another meeting with his mother and older brother, which the pupil did not attend. My mother told me that the student does go to see his father, but he lives in a nearby town, not in Russia. He also never had an injured ear and never broke anything. The brother claimed that it was the student himself who started the fights and he was just defending himself. We advised the mother to spend more time with the pupil and to seek further professional help, for which we gave her contacts.\n\nTeacher Intervention (Solution):\nImmediately after the attack, we contacted the psychologist, whom the student has been seeing since November, and agreed on further cooperation. We also sent the mother to see a pediatrician. During January and February, the hands-on intervention program took place in the classroom. During the holidays, the pupil spent two weeks in a child psychiatry facility. He was diagnosed with a speech disorder (98.5 stutter) that made communication difficult, and as a result he developed various defense mechanisms.\n\nOutcome:\nThe attack took place when the student was in the 4th grade, now he is in the 7th grade. He still tends to be aggressive, but the situation has definitely improved. The student regularly goes to psychiatry and to the clinic of clinical psychology, and is also medicated according to the doctor's recommendation. The other students in the class know the student's problems and know how to communicate with him properly. When a problematic situation arises, in the absence of the student, the class teacher discusses everything with them, but then he does not return to the situation together with the student. In addition, there is always a community circle once a month.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Hlídání bratra, procházky\nDisorders: Krádeže,Nepozornost,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "782", "student_age_year": "14 let, 8. třída", "student_hobbies": "Hlídání bratra, procházky", "student_diagnoses": "", "student_disorders": "Krádeže,Nepozornost,Lhaní", "teacher_approbation": "Vysokoškolské (matematika, fyzika)", "teacher_practice_years": "7", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/297", "content": "TEACHING CASE STUDY\n\nBackground:\nAgain, the student did not have homework ready. At the beginning of the lesson, he apologized to me for not having it and I began to criticize his study work habits. He started to defend himself, he started to be rude.\n\nSituation (Anamnesis):\nstudent who is still a student at our high school and who has very problematic behavior. He is very intelligent, thoughtful, but on the other hand comfortable, unsystematic and when he doesn't want to work, he can be very unpleasant and aggressive. As for any behavioral issues and their diagnosis, I am not aware of any specific behavioral disorders he may be suffering from. I just know that he experienced the loss of one parent in his early childhood.\n\nTeacher Intervention (Solution):\nI got upset and after a while we were yelling at each other in class. If I have to quote some of his statements, I remember telling him that as a high school student he must learn to fulfill his responsibilities and make sure that everything is done on time. He told me that he can't do it, that many people have tried to teach him, but no one has succeeded, so let me teach him what to do so that he learns to do his homework regularly. I found that very absurd.\n\nOutcome:\nThe student was very angry, refused to work until the end of the lesson and behaved in an angry manner.\n\nStudent Profile:\nAge/Year: 15 let, kvarta (víceleté gymnázium)\nHobbies: Angličtina a IT\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal aggression\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "297", "student_age_year": "15 let, kvarta (víceleté gymnázium)", "student_hobbies": "Angličtina a IT", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "aprobace D-Fr-ZSV – Dokončené magisterským titulem", "teacher_practice_years": "15 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1050", "content": "TEACHING CASE STUDY\n\nBackground:\nhave a boy in my class who has been drawing a lot of attention to himself since the beginning of my time in the class. Although I haven't had this class since the first year, I understood very quickly during the first months that the children sometimes don't understand him and his interests are foreign to them. He often shouted in class, asked questions inquisitively, but often they were not related to the current topic, although they were above average for a child of his age. At the beginning I responded to the questions, later I started to ignore them and although at first it had the effect of reducing the intensity of asking questions, a few days later he started talking even more. In addition, he stopped directing questions to me, but also to his classmates, who did not know how to deal with such a situation. It is important to note that he was very interested in history, mainly the events during the Second World War and everything politically related to it. This was also the topic that was the most frequently asked questions. The questions gradually became tests of what I know. When I told about the creation of an independent Czechoslovakia in national history, he shouted if I knew what mobilization was and the like. The children were confused and as time went by this disruptive behavior started to bother them more and more. I noticed that they avoid him during breaks and are not interested in his hobby in history, if only for the reason that it interrupts practically every lesson.\n\nSituation (Anamnesis):\nThe student is above average intelligent, who is interested in things inappropriate for his age, especially history. But it is important to mention his dyslalia, because of which it is often not clear what exactly he wants to convey and the more tenaciously he tries to assert his ideas. He has a younger sibling who also suffers from dyslalia. His parents are divorced, he lives with his mother, but he has a good relationship with his father and sees him. However, care is mainly on the mother. Since there is a younger sibling in the family, who also entered first grade this year, it can be assumed that the student suffers from a lack of attention and interest in his hobbies, which he compensates for by inadequate behavior in class.\n\nTeacher Intervention (Solution):\nAfter consulting with the assistant, we agreed that we could set aside a space for the student in front of the whole class so that he could realize himself and be satisfied in presenting his knowledge to his classmates. During the break, we went to the student and asked him if he would like to present a paper on any topic that interests him in the national studies class. The student was enthusiastic about this idea. Only after we started with positive information did I ask the student if he felt that anyone was interested in his hobbies. The student became sad and replied that he would be happy if someone asked him about something in history or wanted to explain something he didn't know after him. From this, the assistant and I concluded that the student really suffers from a lack of attention. There can be several reasons, whether it is his speech defect, which makes it more difficult to communicate with his classmates, the family situation or a combination of both. Our assumption was thus confirmed and we were able to move on to concrete implementation of the solution.\n\nOutcome:\nIn the next local history lesson, the student was given the opportunity to present his report. As a topic, he prepared all Czechoslovak presidents, their sequence and the most important information. The day before the presentation, I offered the student my cooperation, which consisted in printing photos of the presidents, so the student also included a competition for children in the report, which consisted in guessing one or another president. The children enjoyed guessing and when they did not understand something, they primarily asked the pupil. I intervened only in the most extreme case. The result came faster than I expected. I always reserved space for the student for a history paper once a week, and this reduced his need to shout and interfere with my interpretation. The children became more interested in the pupil's interest in history and stopped seeing him as a mere 'disruptor'. Pleasant feedback was also the reaction of the mother, who wrote me an e-mail that the pupil has been looking forward to school more recently, especially the national studies lessons.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: historie, auta\nDiagnoses: Logopedická vada\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Support, Proactive solutions, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1050", "student_age_year": "10 let, 4. ročník", "student_hobbies": "historie, auta", "student_diagnoses": "Logopedická vada", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Mgr., učitelství pro 1. stupeň", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Proactive solutions, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/953", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student has been at this elementary school since the first grade. From the very beginning, it proved to be problematic, and the teaching staff reacted to this fact immediately. In the first grade, the student was sent to a pedagogical-psychological counseling center in November. At that time, he still lived with both parents and they lived in the same town where he attended elementary school. At school, he is unfocused, hyperactive, disruptive by grimacing and talking, noisy, wild, bad memory, hard to remember a poem, distracted, looks around, shouts, doesn't know what to do, has to repeat questions, personal pace is slow, uneven, sloppy, vocabulary insufficient. Conclusion: signs of ADHD, close cooperation with parents is necessary. – it worked, without major problems, without an assistant, he also had friends, unpredictable.\n\nSituation (Anamnesis):\nThe student was supposed to go to the investigation in the 3rd grade, where they did not show up without an apology, November 2019, the application was removed from the records, therefore he could not get relief. He went again in the spring of 2020, 3rd grade, just before covid. The result came from the consultation: lower band average, mental abilities, deficits in regulation of activity and attention, support measures the same, but it worked. The turning point occurred in the 3rd grade. – parents' divorce, domestic violence, once he came to school with bruises. Cooperation with his parents was problematic, they moved further from the school, his mother drove him to school every day (about 25 km). Even online teaching through covid did not help the teaching, because of which he lost the order of the school. He was not with his father much. He refused to do assignments – his mother dictated – without a learning process. He did not see his classmates, he had a lack of contact. The student has a sister who is estimated to be his only friend. In the spring, he didn't go to school, he got fat, his mother got into financial problems. In June, he was admitted to a psychiatric hospital, where he stayed for a month. In September, he went to the hospital again, decided to be under his father's care. His stay was extended from two months to two and a half months.\n\nTeacher Intervention (Solution):\nHe returned to school in November, where he had a difficult time interacting with classmates and struggling because of gaps in the curriculum. He wanted to go back to his mother, he recommended involving a teaching assistant in the teaching. He figured that if he was naughty, he would end up in his mother's custody. Problems started in December - - - posting a message asking for an assistant - message going out in January - wilderness after Christmas - many different problems. Conflict with a classmate - there was a fracture due to, among other things, the difference in weight. So the student was assigned a teacher's assistant who pushes him to pay attention both in class and during breaks. – he was able to throw things off the table to children, for example. Deterioration of behavior was always observed after a weekend with mother. The father is trying, numerous negotiations took place, it was necessary to contact a psychiatrist - the drugs were not enough - he was calm only for the first two hours - a report to the psychiatrist. The student is still medicated and has a vigorous assistant with him who is able to calm him down.\n\nOutcome:\nHe is unable to maintain attention, he can last four hours at best, after which time the assistant has to take him to lunch, after which his condition will at least improve a little. Food mutes him - even at the cost of missing 10 minutes of class - the result. In matric or Czech, it is difficult for the pupil to follow up on the subject due to missed attendance. He makes up for large gaps by having the teacher pay attention to him individually, perhaps specifically - he gets lost and then gets frustrated. As an exception, he received verbal evaluation - with the help of this and the assistant, an improvement was observed. A positive vision for the future: rotating female teachers in the classroom, which will hopefully result in mutual benefits for both the student and the teacher. During the school year, situations began to occur irregularly when the pupil was foaming at the mouth, was unable to cooperate in class at school, prevented his classmates from learning, and was unable to continue it. Therefore, the teacher and the teaching assistant agreed on a procedure to solve these crisis situations. They agreed with the student that if a crisis situation occurs, he and the teacher's assistant will move to the guidance counselor's office and there, with the help of dialogue, the passions will be calmed down. Although the student was familiar with the procedure, logically, in such situations, he only had to obey the orders of the assistant, who forced him to leave the classroom and go to the office. The conversation, or rather the monologue of the educational counselor, usually within 30 minutes successfully allowed the calmed student to return to the classroom. Universal solution and patch. The advantage is that the student is familiar with the procedure, he will not be surprised by the place where he can calm down, or by a stranger who would pressure him. The progress of correction is controlled by a familiar teacher. This solution is mainly also considerate of classmates, who are logically uncomfortable to be interrupted by the student's outbursts, it scares many, so for the learning process and the course of teaching as such, leaving the class is, in my opinion, the right step.\n\nStudent Profile:\nAge/Year: 13 let, 6. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Failure to attend class, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "953", "student_age_year": "13 let, 6. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "český jazyk, dějepis  -          Výchovná poradkyně na Základní škole  -", "teacher_practice_years": "", "problems_annotated": "Diagnosis, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Failure to attend class, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/705", "content": "TEACHING CASE STUDY\n\nBackground:\nencountered the student's behavior for the first time in the third year, i.e. in the eighth year of elementary school, when she was already attending our eight-year high school. I joined the school as a brand new teacher and her class was one of the first I taught French. Their previous French teacher had given them a pretty rough foundation and there were big gaps in French across the class. As a teacher at the very beginning of my career, I had the idea and feeling that I would teach everyone French and that all students would love French. This was not a very good approach in the beginning, which was especially evident in the case of the student. Over time the class started to progress in French, of course each student had a slightly different level, but in general I felt that I could watch their French develop. However, this was not the case with the student. From the beginning of my arrival, it was obvious that she did not enjoy French at all and refused to cooperate with me in any way. Although she did not have any serious disciplinary problems, such as profanity, etc., her attitude was characterized by absolute lack of interest, both in the case of homework, and also in the case of class work and writing tests. At the beginning, I set clear rules for the class - i.e. that I would give negative points for not completing assignments and inactivity in class, which I followed. Since the student did not regularly hand in her homework, refused to cooperate in class, and often passed the tests completely blank, I began to evaluate her with negative points, and I even suggested reprimanding the class teacher. But none of that worked, and the student didn't care about the negative points, just like the French lessons, which she herself told me several times with the words \"but do what you want, I don't care what you give me as a grade\n\nSituation (Anamnesis):\nThe student lived only with her mother and maternal grandmother, her parents were divorced, and I had information from the class teacher that her father had been prosecuted. The mother worked a lot, so the student was mainly taken care of by her grandmother, but she was not able to be strict with her granddaughter and probably overlooked many things. The student's grandmother then died, I think, when she was 13 years old, and the student was often alone at home, as she had no siblings. As for relationships in the classroom, the student was again neutral and hardly expressed herself. She didn't make any serious problems, but she wasn't interested in excelling in anything either, she didn't really get involved in anything, mostly she didn't care. She had a few friends in the class, I don't think they had any negative influence on her, rather I often caught them helping her with tests or I found the same mistakes in their homework and it was clear to me that they were making her copy them.\n\nTeacher Intervention (Solution):\nSince no reprimands or bad grades had almost any effect, I decided after a while to abandon the idea that all my students would love my subject and speak French. I arranged an individual consultation with the student, where I explained to her that I understand that she does not enjoy my subject, but that there are certain rules that apply to everyone, and they need to be followed. We agreed that she would at least start making minimal efforts and that if I saw this effort, I would not demand perfect results from her. I also changed the grading of tests and homework, where I no longer graded e.g. the entire essay with one grade, but separately graded the completed assignment, completed word count, original idea, grammar, and vocabulary, and determined the final grade by the average. In class, I stopped threatening with reprimands, but on the contrary, I started appreciating even minimal effort, for example the willingness to read a short text or answer a single question. And of course for all students, because as I said before, the rules apply to everyone the same.\n\nOutcome:\nWe still struggled in the beginning and there were some minor problems at times, but I felt that this approach worked. Over time, I began to find that appreciating the little things motivates a student much more than bad grades and disciplinary actions, and within a year we developed a fairly good relationship. I started to respect that she will never like French and I therefore valued above all that she worked (albeit with mistakes) and tried, she in turn respected that she had to make at least some effort and that our relationship would be like this within some possibilities work. In this case, of course, it is also necessary not to forget that pupils who make a significantly greater effort also need to be praised, directly proportional to their effort, because otherwise they will start to feel that they don't have to do much either. What I mean by this is that the positive motivation in this case really worked much better than the previous negative one, and that only since then we managed to get along somehow. The student no longer studies at our school because she recently graduated, but when I met her during the holidays, she thanked me back for my attitude and told me that she was very happy that we finally managed to come to an agreement and that I understood what she was up to and why not\n\nStudent Profile:\nAge/Year: 14 let, kvarta (9. ročník)\nHobbies: hra na kytaru, zvířata, matematika, fyzika, chemie\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement, Support, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "705", "student_age_year": "14 let, kvarta (9. ročník)", "student_hobbies": "hra na kytaru, zvířata, matematika, fyzika, chemie", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské; Francouzský jazyk a Tělesná výchova", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/959", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student got into the class in which I taught the Czech language. I think that the conflict between him and a classmate started during breaks or outside of school based on a common interest in which they met. They were good friends, they sat together. However, over time, the student began to drag their problems into the lesson, and I was sometimes disturbed by the way they argued with each other. The student craved attention, so they deliberately resolved their conflict out loud for everyone to hear. But the architect of the conflict was the pupil, that is why the case study discusses him. This conflict was basically quite innocent, so I couldn't get involved in it, but when they got to the 4th year of secondary school, everything escalated, until once a pencil flew at the student. Nothing happened to anyone, I tried to direct them, I sat them down. Time passed and after other similar cases the chair was already flying. I was speechless, the chair seemed too exaggerated. I have been dealing with the case for a while with prevention methodology. I immediately took both students out of the classroom to the school principal, who also summoned the methodologist. As far as I know, the pupils of the methodologist both started going to the methodologist more often, and since the colleague does her job really well, their relationship started to improve, they probably explained everything to each other, told each other why they were behaving like that, what was bothering them. At the graduation party, the two students were already together again, they sat next to each other all evening, having fun.\n\nSituation (Anamnesis):\nPupils sat next to each other in class, they had common interests, which made them meet outside of school. The pupil is a spirited person, the pupil is rather quiet, but he probably could not stand the pressure from the former.\n\nTeacher Intervention (Solution):\nI admonished the students in the class at first, mainly for being disruptive, when the pencil was flying, it seemed strange to me, I took them aside after the lesson, but they were not able to tell me anything. As soon as the chair flew, I immediately took it to the principal's office. The prevention methodologist talked to me several more times about what was happening in the class, how it escalated, and what else I noticed, and that was the end of it for me.\n\nOutcome:\nThe two students are friends again, there was tension in the classes, but it decreased over time. The team did not react in any way, it is possible that they know both pupils, they know how they behave outside of school.\n\nStudent Profile:\nAge/Year: 16 až 18 let, 2. Až 4. Stupeň SŠ\nHobbies: Fotbal, další sporty, ve škole zeměpis, dějepis\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "959", "student_age_year": "16 až 18 let, 2. Až 4. Stupeň SŠ", "student_hobbies": "Fotbal, další sporty, ve škole zeměpis, dějepis", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ a LAT", "teacher_practice_years": "20, včetně mateřské dovolené", "problems_annotated": "Physical aggression, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/378", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was enrolled at another school. On the 1st day of school, she brought him to our school, saying that he will complete his compulsory schooling at our school, as his older sibling also studies here. The pupil only came to school on rare occasions, but he was properly excused for missed absences. Every time he appeared at school, he hurt the children physically and verbally. His behavior started bordering on bullying. The situation began to be resolved with a special pedagogue, an educational counselor, a school psychologist and the school management. First, the mother was informed through the student book. She was then summoned to the school to the educational committee, but she did not arrive. The situation has improved thanks to distance learning introduced due to the Covid-19 virus pandemic. When the children returned to school, the situation began to repeat itself.\n\nSituation (Anamnesis):\nFrom the position of a teacher, I only know that the student grows up under the care of his mother and has an older sibling. He was never examined by a pedagogical-psychological counseling center, despite the school's recommendation.\n\nTeacher Intervention (Solution):\nThe pupil's mother sent the Czech School Inspectorate to me, I informed the police and the social worker about the pupil's behavior. Due to the deteriorating situation, I got in touch with the parents of the attacked classmates (the whole class) and together we started looking for a possible solution to the situation. This resulted in writing a petition, which was sent to the school principal and the municipal office. We were supposed to attend a pre-arranged meeting together, but the mother of the problematic pupil did not arrive again. Representatives of the Roma support organization were also present at the meeting, who were supposed to be impartial and help the mother with a possible solution.\n\nOutcome:\nThe result of the solved situation was almost none. The pupil advanced to the next grade, the class teacher, who took over the class, separates the aggressive pupil from the other children and continues to inform the police and the social worker (OSPOD).\n\nStudent Profile:\nAge/Year: 7 let, 1. třída\nHobbies: šikana\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Lhaní,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "378", "student_age_year": "7 let, 1. třída", "student_hobbies": "šikana", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Lhaní,Agrese", "teacher_approbation": "vysokoškolské (učitelství pro 1. Stupeň)", "teacher_practice_years": "16", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/287", "content": "TEACHING CASE STUDY\n\nBackground:\nIt happened during a lesson outside, when the boy 'under investigation' pulled out a knife on another of us and started threatening him. Parents are divorced, one week with mother and one week with father. The paradox is that his mother bought him the knife without his father's knowledge. He wanted it, so she bought it for him. The knife was about 20 cm long. He has ADHD so these issues have been recurring. We investigated this incident and invited the parents. It came from the fact that those boys were constantly pestering him. They took things from him, called him nonsense and he couldn't handle his emotions. They threatened to beat him up and stuff. So he brought the knife for defense.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD and cannot easily integrate into groups of classmates. The individual is normally calm and works for an hour, but is easily provoked by others. Which was the trigger of this described event. He enjoys mathematics, physics as well, but when he has to sit quietly somewhere and be at peace, it is immediately a big problem for him. He always has to play with something, click something.\n\nTeacher Intervention (Solution):\nHe wanted to solve the situation by transferring to another school. But I said that this is not a solution. That the same situation can be repeated at another school. If he has a behavior disorder, then the transfer will not solve anything. Rather, he must learn to get along with others. In the end, he was reprimanded by the principal because the boys provoked him to do it, it was a week before the end of the school year, and there was no room for any proper correction. So he got a reprimand for behavior instead of 2. And on top of that the covid regime. Well, it wasn't ideal. Unfortunately, these children do not give it at all at the end of the school year.\n\nOutcome:\nAfter this incident, the remaining students were given less training on how to treat individuals with these diagnoses. There will still be some minor problems in the classroom, but the boys no longer pick on him and he is more able to integrate into groups, both during class and during recess. But they still keep an eye on him just in case.\n\nStudent Profile:\nAge/Year: 12 let, 6.třída\nDiagnoses: ADHD\nDisorders: Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Violation of classroom/school rules\nSolutions Applied: Consequences, Working with the collective, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "287", "student_age_year": "12 let, 6.třída", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Bariéry v komunikaci", "teacher_approbation": "Magisterský titul (Matematika + Fyzika)", "teacher_practice_years": "20 let praxe", "problems_annotated": "Diagnosis, Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1446", "content": "TEACHING CASE STUDY\n\nBackground:\nThe pupil's classmates informed me that the pupil was smoking an electronic cigarette in the toilet. I asked if they were sure it was him and that he was really smoking. The students showed me a video on their cell phone where the student was filmed smoking.\n\nSituation (Anamnesis):\nThe student had an average grade, was averagely intelligent. Popular in the collective, he was certainly not excluded from it, he had friends.\n\nTeacher Intervention (Solution):\nWhen the student came to class, I asked him if it was true that he smoked an electronic cigarette in the boys' restroom during recess. The student replied that he didn't, while spasmodically holding his hands in his sweatshirt pockets. So I asked him to show me the contents of his pocket. The student took out an electronic cigarette, which I took from him. When I asked him why he smoked, he replied that he wanted to try it. Then we reiterated that such behavior is prohibited in the school rules and briefly talked about how smoking is harmful to health.\n\nOutcome:\nThe student's parents were informed about the incident. The student received a two in behavior. He never smoked at school, I don't know if outside of it.\n\nStudent Profile:\nAge/Year: 13 let, 8. ročník\nHobbies: hudba\nDisorders: Absence,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1446", "student_age_year": "13 let, 8. ročník", "student_hobbies": "hudba", "student_diagnoses": "", "student_disorders": "Absence,Rušení výuky", "teacher_approbation": "Magisterské, Český jazyk a literatura, Hudební výchova", "teacher_practice_years": "33", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/737", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I want to describe happened quite a long time ago, when the student was in the first or second grade. I don't remember exactly now, but it happened when I started working for her as an assistant. In that first grade, the student did not communicate at all and did not respond to instructions. On the contrary, she had real problems with being disruptive, especially with yelling and screaming in general.\n\nSituation (Anamnesis):\nThe pupil suffers from a mental disability, so she has an individual plan for each subject at school. She is now in seventh grade and her behavior has improved tremendously from what it used to be. In subjects like maths, the cutoff for her is set to the bare minimum, so while her classmates are now doing the contents of a cube, she will be graded on a small multiplication table.\n\nTeacher Intervention (Solution):\nAs was said before, this happened when I started as a pupil. I have not been an assistant for as long as some, about 10 years. Žačka is the second student assigned to me as an assistant. The beginning was very demanding, as I already said, the student did not communicate well, had problems with interruptions, could not stand sitting in one place. Once she even just got up, ran to the sink, let go and stuck her whole head under it. I don't remember all the details, but it was sometime in September, it was a beautiful old summer. Everything went on like any other day, 4 hours of teaching with the teacher and then the parents picked up the pupil. In the second lesson we had writing, I went to the office for a snack and a coffee. After the bell rang, I went back to class, it was supposed to be math class. I went to our place, but the student was nowhere to be found. So I went to check the toilets, but the pupil was nowhere to be found, that was already strange, and above all I started to worry a little. I asked the janitor and the cleaning lady to help me with the search. We searched perhaps the entire school, but not a trace of the pupil. It was terrible, the pupil could go anywhere. Everything had to be called to the parents and the search for the pupil continued. In order not to delay it too much, the student found herself halfway between school and home, without her belongings, just in her knickers, she simply 'dropped out' of that school.\n\nOutcome:\nAfter this incident, I had to be with the pupil all the time, I had a snack with the children in the classroom and only jumped when the teacher was already in the classroom. I always preferred to wait for the student to change in the locker room and lead her straight to her parents in front of the school. Since then, fortunately, no similar incident has happened, but the experience was terrible. Fortunately, since then, the pupil's behavior and grades have improved significantly, but the beginnings were very rough.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: zvířata, vše barevné, venkovní aktivity, hudba a zpěv\nDiagnoses: Mentální postižení\nDisorders: Hyperaktivita,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "737", "student_age_year": "13 let, 7. třída", "student_hobbies": "zvířata, vše barevné, venkovní aktivity, hudba a zpěv", "student_diagnoses": "Mentální postižení", "student_disorders": "Hyperaktivita,Nepozornost", "teacher_approbation": "Kurz asistenta pedagoga", "teacher_practice_years": "10", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/127", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student repeatedly did not prepare for lessons and did not respect the rules in class. He often lay on the bench, had fun with his classmates and generally significantly disrupted the lesson. He absolutely lost motivation to work and ignored teachers' calls.\n\nSituation (Anamnesis):\nThe class was very smart, this student was the leader of a small group that was disrupting the class. They often attracted attention.\n\nTeacher Intervention (Solution):\nFirst, we held a meeting with the parents and proposed an examination in a pedagogical-psychological counseling center. The student passed the examination, but no action was recommended. The teachers then drew up a pedagogical support plan, which included several measures: stable seating in the first desk in all lessons so that the pupil would come into contact with other pupils than before, and further cooperation was established with parents, who supervised the pupil's preparation for lessons and teaching overall. Targeted attention was also directed at the pupil, he got more time for assignments and written works.\n\nOutcome:\nThe student and his parents took the measures without any problems. The parents were very willing to cooperate with the teaching staff and focused more attention on the student in the home environment. There has been improvement and stabilization in the long term.\n\nStudent Profile:\nAge/Year: Osmileté gymnázium, 15. LET\nHobbies: FLORBAL\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "127", "student_age_year": "Osmileté gymnázium, 15. LET", "student_hobbies": "FLORBAL", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "UČITELSTVÍ SŠ – ČJ + ZSV", "teacher_practice_years": "5", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/328", "content": "TEACHING CASE STUDY\n\nBackground:\nYesterday was math, it was at the end of the second period, so he wasn't completely tired yet. The children had to do the whole exercise on number series and the student had to do only 2 examples from this exercise. He didn't manage to do a single example, he cut himself again, lay down on the bench and didn't cooperate. There were also his classic comments that he won't do it because he wants to be stupid and he wants to be homeless etc.\n\nSituation (Anamnesis):\nThe student has autism and ADHD. Honestly, I don't notice much ADHD in him, it's much worse in other children I know, but in my opinion he has a rather severe form of autism. In the case of a student, this manifests itself in the fact that he often does not cooperate, he is stubborn and when you force him to do something, it does not lead anywhere, he simply has his own head. This could be overlooked, but his negative thoughts and words are worse. He often talks about death, about the homeless, that he would like to be like that too, that he is useless and no one likes him, which is not a good thing to hear from anyone, let alone an eight-year-old boy. He is fascinated by snakes, octopuses, spiders and often how these animals manage to kill.\n\nTeacher Intervention (Solution):\nThere was no point in going to the office with him for the moment, when there was a break in a little while. So I let him be and after a while I tried to count the examples with him, unsuccessfully. The bell rang for a break, and before the start of the next lesson, I tried to calculate the examples with him one more time, but in vain, so unfortunately he had to get the examples for homework, because he had to finish the examples.\n\nOutcome:\nAgain, this was a short-term solution, we did not actually solve this situation in any way. But it's like a roller coaster, sometimes there is a complete sweetheart who behaves well and cooperates in class, sometimes it is more difficult with the pupil.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída ZŠ\nHobbies: nebezpečná zvířata  jedovatí hadi, jedovatí pavouci), chobotnice, vesmír, kapitán Nemo\nDiagnoses: Autismus,ADHD\nDisorders: Vulgární vyjadřování,Neposlušnost,Rušení výuky,Ničení majetku,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "328", "student_age_year": "8 let, 2. třída ZŠ", "student_hobbies": "nebezpečná zvířata  jedovatí hadi, jedovatí pavouci), chobotnice, vesmír, kapitán Nemo", "student_diagnoses": "Autismus,ADHD", "student_disorders": "Vulgární vyjadřování,Neposlušnost,Rušení výuky,Ničení majetku,Verbální agresivita", "teacher_approbation": "VŠ ekonomická – titul Ing.", "teacher_practice_years": "1", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/293", "content": "TEACHING CASE STUDY\n\nBackground:\nI've had problems with Standa basically since first grade. As a child at the time, he was unable to stay engaged in one activity for a while. Today, he tries to be friends with others, not looking for conflicts. I'm still trying to solve, or at least improve, the problem with attention. This is a daily matter, some problem situation occurs every hour. For example, when I assign an exercise, the student usually does not pay attention, he has no idea what is required of him. If he starts to work, he usually cannot solve the task by himself and correctly without help. As for the problem with conflicts, he usually started provoking his classmates more or less for no reason.\n\nSituation (Anamnesis):\nThe student lives with both parents. He's had trouble keeping his attention since he was little. I received information from the teacher from the kindergarten, which is affiliated with our elementary school, that this is a child who has absolutely no ability to maintain attention, often provokes others, even attacks them physically. In kindergarten, his parents went with him to a child psychologist on the recommendation, but they did not pass on the results and refused to continue solving the situation with professional help. He therefore does not have a confirmed history of ADHD, dyslexia or dysorthography (I believe that he has these disorders). The student has no interests, i.e. he has already changed a number of clubs, but he did not last more than 3 months in any interest activity. His parents don't force him into any long-term activity, they always \"nod\" to him\n\nTeacher Intervention (Solution):\nnoticed students having problems almost immediately. His behavior, but also the way he learned to read and write, for example, made me draw up a pedagogical support plan for the parents with a recommendation for an examination in a pedagogical-psychological counseling center. In my opinion, problematic behavior is probably due to ADHD, dyslexia and dysorthography is still very noticeable in students today, problems with reading, the way in which they write - above all, writing itself causes great problems for him, not only in terms of grammatical errors, but also in font slant and the like. Although the parents accepted my support plan, and also started trying to prepare themselves for school with the student, they absolutely refuse to visit a counseling center or a psychologist. The reason is their previous experience, which they don't even want to share with me (probably they found out something they didn't like), they also come with arguments like: \"He's a normal kid, we won't label him.\n\nOutcome:\nAfter the conflict was resolved, there was always a moment of calm, and in the long term, I see great progress in his behavior towards others. Today, the student practically does not cause any major conflicts with other students - that is, very rarely or certainly not, just for no reason. However, I still struggle to get him to listen to me in class, not play with something on the desk for at least 5 minutes, and know what we are doing. He still has absolutely no idea what we're doing in class, he can't solve the tasks on his own. I'm really not satisfied with this at all and I don't know how to solve it further. I think that if the parents started to cooperate more with me or agreed to a pedagogic-psychological consultation, it would be much better for the student, even in the long run. I can't imagine him going to second grade now and later to high school and all the teachers supporting his needs without any guidance from the counseling center or maybe without the aforementioned assistant.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nHobbies: ne, věčně střídal kroužky, u ničeho nevydrží\nDisorders: Fyzické násilí,Nepozornost,Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "293", "student_age_year": "10 let, 5. ročník", "student_hobbies": "ne, věčně střídal kroužky, u ničeho nevydrží", "student_diagnoses": "", "student_disorders": "Fyzické násilí,Nepozornost,Nesoustředěnost", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1179", "content": "TEACHING CASE STUDY\n\nBackground:\ngave the students the task of correcting the dictation and justifying why it is written soft or hard in which situation and so on. I let the students work independently. After a while, the three students started yelling at each other. 'Teacher, they are arguing in the office.' I silenced one of the students. Another student spewed. 'Mrs. teacher, they're chasing their impaling dicks over there!' Without a reaction, I started talking to another student and asked him about the first sentence. I even came up with a reward for the correct solution and defending the correctness, but the student continued. 'He's probably rubbing frn*y there.' I ignored the remark and called the student in question to explain the sentence. He refused to answer.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs student has his assistant and works smoothly at his individual pace and does not disrupt class unlike the three boys. These boys are placed one by one on each side of the class so that they have as little opportunity to communicate with each other as possible, i.e. to influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nI tried to calm the students down. Unfortunately, that didn't work, so I tried to ignore the notes and focused on the other students. But this group was so disturbing that I tried to call one of them as a warning to the others. Unfortunately, this did not work at all, rather the opposite, and the inappropriate behavior continued on and on. Until my nerves snapped and I scolded the students for disobedience. The students were obviously amused by this and did not take it into account. The bell saved me.\n\nOutcome:\nThere was no solution, the class only managed to correct the dictation in the whole hour and the problematic students escaped without problems. On the contrary, there was frustration on the part of the teacher. So, in the next lessons, the students continued and maybe even in the future the disruptive behavior will increase.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: otevřená otázkaLední hokej\nDiagnoses: Dislexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Disrespectful communication, Proactive solutions, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1179", "student_age_year": "14, 8. ročník", "student_hobbies": "otevřená otázkaLední hokej", "student_diagnoses": "Dislexie", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Proactive solutions, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1042", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the history class during the month of September, we discussed the introduction to the Middle Ages and devoted ourselves to chronology. At the beginning, we repeated the classification of years into centuries and millennia. The introductory activity was followed by familiarization with the chronogram. The next step was the creation of their own chronogram, the pupils chose the year of their choice, most focused on the year of their birth. In the introductory part, the student unsuccessfully tried to collect the tools necessary for work. He didn't have a notebook, he borrowed writing utensils from neighbors, the only thing he had was a set of crayons. For such occasions I have prepared free papers to make available to him. He did not engage in the first phase of the lesson - he does not like unstructured work. He paid attention to rearranging the crayons. However, when asked questions, he always knows what he is talking about and responds well. In the course of such activities, it is necessary to repeatedly and without emotion motivate the activity, but not to try to intervene directively in his secondary activities. At the moment of creating the chronogram, the situation changed, because the student is very creative, he came up with a great combination and he managed to create a high-quality artistically well-crafted chronogram with a design for a statue to decorate. During the verification, it was clear that he understood the meaning of the chronogram. During the feedback, the student evaluated his work positively, he was happy with it, and he also received positive feedback during the peer evaluation.\n\nSituation (Anamnesis):\nvery intelligent, sensitive, introverted boy of small stature. He joined the collective in the 4th grade. He was transferring from an alternative school in a nearby village. According to his own words, he was bored there, his parents cited the fact that he was not receiving an adequate education at the alternative school as the reason for the transfer. Due to his high intelligence, he has caught up with his studies, but his work habits are a big problem. He often needs to compensate for monotonous activity. He often mindlessly plays with various objects that are currently within reach. My experience has shown that any restrictions will significantly increase his restlessness and the quality of work will drop sharply. Apart from crayons, the most common escape is various puzzles, currently he is popular with different variations of the Rubik's cube. Although at first glance this is not fair to the rest of the class, after the experience of several classes I must state that the classmates react to it with understanding and without emotion. After three years of living together, they know the classmate and know that even if he does not maintain full concentration and attention during the lesson, he is concentrated, answers correctly and this distraction helps him to get a better result\n\nTeacher Intervention (Solution):\nAt the outset, I would like to emphasize that I originally tried to consistently demand the fulfillment of duties, as I expect from all other children. If the student does not have a notebook and a textbook for the history class, I write this fact in the appropriate document. If a student has 5 forgetfulness in one month, we write a reminder in the student's book. Taking into account the fact that the above-mentioned pupil should receive a warning several times a month, I came up with a different solution. Of course, he has these problems in other subjects as well, so as an educational consultant at this school, I developed a PLPP in which I take these facts into account. I consider it very important that all teachers accept the student's individuality and that their reactions are predictable from the perspective of the student and his classmates. The set rules are in the process of implementation, so everyone involved is learning to work with them.\n\nOutcome:\nwas surprised by the positive result at the end of the lesson, even though during the work I had the feeling for a long time that the student did not enjoy the activity, he was not interested in the topic, and he approached the final task with disinterest and laxity. Once he could engage his creativity and conceive the entire chronogram as part of his designed work of art, he devoted himself not only to the detailed elaboration of the image, but also to the chronogram itself. After this experience, I began to think about the possibility that in most lessons the student could compensate for his restlessness with some other activities that would not disturb the other students in the activity at the same time. In addition to drawing, the ability to put together a Rubik's cube or other puzzles has proven itself. In the future, I do not rule out other compensatory techniques, bracelet knitting, crocheting and other handicrafts are popular in the class. It is necessary to approach the situation with caution, because currently the classmates react with understanding, but I do not rule out that in time they could require the same understanding, which would negatively affect the course of the lesson.\n\nStudent Profile:\nAge/Year: 12 let, 7.ročník\nHobbies: Výtvarné umění, hudba, hlavolamy\nDisorders: Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1042", "student_age_year": "12 let, 7.ročník", "student_hobbies": "Výtvarné umění, hudba, hlavolamy", "student_diagnoses": "", "student_disorders": "Nesoustředěnost", "teacher_approbation": "Učitelství všeobecně vzdělávacích předmětů 5.-12. ČJ/ON a metodik prevence a výchovný poradce (specializační studium výchovného poradenství)", "teacher_practice_years": "32", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/479", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the second year at the beginning of the school year, the meeting order was decided in the class. Most of the students sat in their seats, where they sat the previous school year. Some pupils had to find a new place, namely those who came among the last. It was among these pupils that the aforementioned pupil belonged. She had a choice of several seats at the front of the class and three seats at the back of the class, where mainly dominant and conflicted classmates sat. The student was less popular in class and her choice to sit in the back was problematic. Problematic because there was a verbal exchange between her and the girls she didn't want between them. After a week, more and more students complained more and more.\n\nSituation (Anamnesis):\nThe student was from a complete family and had one younger brother. The school and the new environment opened her horizons and she became a Christian. At first glance, she had a calmer personality, she liked to talk about herself and her interests. At school, she had no conflicts with the teachers, she fulfilled her duties and occasionally joined the discussion. She contrasted her personality by talking about herself to her peers, which is why few people could stand her. If they were classmates who were tolerant, then there were no disputes. If it concerned dominant classmates, then there was conflict and passionate discussion.\n\nTeacher Intervention (Solution):\nweek after the beginning of the school year, I had to make a statement about a conflict situation in my class. I did a kind of discussion with the class in order to solve the problems that arose. We discussed the causes of this situation and then I spoke to my students as a whole class about the possibilities of solving this situation. I agreed with the class and the student. I made an agreement with the student not to create reasons for conflicts, and I encouraged her peers to moderate their reactions to the stimuli that arose or to avoid them.\n\nOutcome:\nAfter this situation was resolved, the conflicts continued for an even shorter time, but after some time the female students in the back benches calmed down and did not instigate conflicts. The students learned to work alongside each other, but minor misunderstandings occurred in unusual situations.\n\nStudent Profile:\nAge/Year: 16let, 2.ročník SŠ\nHobbies: Hasičský kroužek\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "479", "student_age_year": "16let, 2.ročník SŠ", "student_hobbies": "Hasičský kroužek", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ – Speciální pedagogika", "teacher_practice_years": "15 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/356", "content": "TEACHING CASE STUDY\n\nBackground:\nWe worked with fourth-grade students in a distant town 66 km from our school, we came for two days, Thursday and Friday. The boy in question happened to work together with my son. It was he who told me that the principal of the school had declared a principal's leave for Friday due to some electrical re-installation. Simply, the school was without power and so it was time off. I point out that we are talking about a school that was over sixty kilometers away. Such a distance is not an obstacle for the youth today, and as soon as the boy learned this, he came to me with the decision to go home. He was there in his car. At the age of eighteen, he already had a driver's license and drove there alone at his own risk, with the knowledge of his parents. He said hello and went to the car. I stopped him at that speed and tried to tell him lightly that we have electricity here. He replied that he was on director's leave and that he would go home. I tried to explain to him that this does not apply to us and whether he does not mind that his classmates will work for him. He just shrugged and repeated that he didn't care, he didn't care and that he was going home anyway. As I was leaving, I told him to think carefully about what he was doing, that I wouldn't argue with him. Everything happened very quickly. While he was on his way, I called the school principal to ask what was going on. It wasn't his first offense. He immediately called his mother and seems to have followed them to the business. That ended it for me for a while. My son arrived in a few hours, if I know about it. The boy was coming back. From this I concluded that his parents must have spoken to him. The next day, of course, his classmates laughed at him, his pride sank to freezing point. However, it was a very short lesson. He was nice for a while, if I don't count his arrogant remarks. A few days after that, the CEO of the company occasionally interviewed my students. He invited everyone separately and asked specific questions that his secretary wrote down. I was in production at the time and the director came to me asking if I could step aside so the others wouldn't hear us. He began: 'Please, what kind of young person is this?' I tried to give him a brief answer that he is our problematic student who is very difficult to deal with. He revealed to me that he asked him if he could imagine staying in the company in any particular position. It is said that he laughed at him, that certainly not, that for such money in life and similar remarks in front of the highest authority of the company.\n\nSituation (Anamnesis):\nFrom day one, it was evidently clear that the boy was set up differently from the others. He was brought up in a well-off family. Since the boy demanded when he wanted and how much he wanted, it was very well known, there was no chance to motivate him for a financial reward. He was the only one who stood out from the group. The others were friendly to each other and helped each other. He always treated them, and really every day, condescendingly, arrogantly and without respect. The same was true of communication with teachers. At practice he was still hiding, drinking coffee and hardly cooperating. Outside of school, he allegedly visited slot machines and played poker. He never stayed overtime. It was very difficult to motivate him to work. Classmates built a gym in their spare time. They painted, plastered in old warehouses. They also had a financial reward for practice. He didn't lift a finger and of course, when it came to breaking bread, he wanted to practice there. It wasn't just us, colleagues, who had a problem with him, but we noticed how annoyed his classmates were as well. After several conversations with the parents, we found out that he is not completely manageable at home, and certainly not by his mother. She solved it with us herself, how hopeless she felt.\n\nTeacher Intervention (Solution):\nThe headmaster was understandably upset because he had invested unnecessary money in such an arrogant pupil. Already during that conversation he said to me: 'It will be best if you don't bring this boy here to me anymore.' Right after that I called our school director and we solved the whole thing by transferring him to another practice that wasn't even financially evaluated, but he basically didn't care. It was a relatively quick solution, I was no longer in charge of him after that, it was finished for me.\n\nOutcome:\nIn fact, he worked the rest of his fourth year at another company and then successfully graduated from school. How he is doing in life, whether he has come to appreciate money and work, I have no idea. The step, thanks to which he no longer worked in a specific company, of course helped the company as well, but mainly his classmates. However, I'm not sure that moving to a different location has solved his problematic behavior in any way.\n\nStudent Profile:\nAge/Year: 18 , štvrtý ročník SŠ\nHobbies: hokej\nDisorders: Lhaní,Podvody,Arogance,Agrese,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "356", "student_age_year": "18 , štvrtý ročník SŠ", "student_hobbies": "hokej", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Arogance,Agrese,Disrespekt", "teacher_approbation": "Stredoškoslké- DPŠ", "teacher_practice_years": "Celkem 39 – z toho škola 9", "problems_annotated": "Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/171", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, the boy I'm in charge of got into a fight with a classmate in the locker room over a cap, causing the classmate to have a broken nose and a concussion because he hit his head on the mesh of the locker room. Normally his behavior can be managed in some way, but in this case, as it was a serious injury, the emergency services and even the police and the boy's parents were called. The injured boy was taken away by the ambulance service, and the other boy and his parents were interviewed by the police and they began to treat it as bodily harm, after which they were taken to the station and the investigation continued there.\n\nSituation (Anamnesis):\nA boy with conduct disorder, ADHD and Asperger syndrome, 12 years old. 6th year of elementary school, average grade. Classmate, without problematic behavior, 12 years old, 6th year of elementary school.\n\nTeacher Intervention (Solution):\nUnfortunately, in this case, there was no other option but to call the police and the police, because the student's behavior could not be solved in any other way given the situation. As I mentioned before, the parents were called and the police took the boy away, where the investigation continued.\n\nOutcome:\nEveryone was in shock, they treated the injured boy and we tried to calm the other boy down and keep him in place so that something else wouldn't happen to someone else. After that, the boy was taken away and further investigation was already underway with the parents. After some time, the boy returned to the school and tearfully apologized to the boy he had hurt.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nDiagnoses: ADHD,Náběh na Aspergerův syndrom\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "171", "student_age_year": "12 let, 6. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Náběh na Aspergerův syndrom", "student_disorders": "", "teacher_approbation": "Střední s maturitou", "teacher_practice_years": "5 let", "problems_annotated": "Physical aggression, Lying and cheating, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/850", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student belongs to the class that I took over as a class teacher last year. I heard from my colleagues that working with the class is difficult. This is a class that had to be combined with half of the secondary class at the end of the second year, and this disrupted the class collective. During the third year, the class often had online instruction. Paradoxically, this form of teaching greatly helped the student to become independent. He was more involved in lessons, was more active and able to complete tasks on time. In addition, he stayed at home alone, and as a reward, his mother bought him a puppy, which he took care of. Thanks to this, he began to behave more responsibly. The boy used to have tantrums from the first grade, which initially happened several times a day, even in the school group. The frequency of this behavior has increased, but the seizures have not yet completely disappeared. He also had a problem fitting into the group, because his classmates considered him a 'troublemaker' in the classroom. Combining classes and distance learning did not benefit the class team at all.\n\nSituation (Anamnesis):\nThe student is an only child and lives with his mother and her boyfriend. He visits his father regularly and has a good relationship with his two step-siblings. The pupil's mother constantly apologized and spoke of him as a 'poor little boy', he has been diagnosed with ADHD, but according to the class teacher and previous teachers, the boy also has a form of autism (he does not understand social situations, in the first grade seizures when 'his' space is disturbed - in This space was a large playground, where no one was allowed to enter. The pupil has a very slow pace of work - not only work during class, but also self-care, walking, etc. The pupil's best friend, the pupil who will be the subject of the case study, also has a very slow work pace and similar hobbies as a student - i.e. computer games and YouTube.\n\nTeacher Intervention (Solution):\ndecided to solve the situation in the classroom as soon as possible, and that's why right at the beginning of the school year, the class went to school in nature. Unlike my colleagues, I prepared the program myself with the help of an assistant who was 'written' just for the pupil and a young colleague who went with us to ŠvP. We spent five days outside the school building. We used them to create new joint experiences. Thanks to the joint activities, the class also got together with the student, who had the opportunity to use his rich general knowledge during the games. During the group activities, we tried to assign the student to one of the 'leaders' of the class. Since the beginning of the school year, I have also been in frequent contact with the student's mother. At first she kept apologizing to the boy, but in the end we agreed on a solution. The mother promised to take care of the preparation for school at home, not to let the boy sit all evening at the computer and to see that he had enough sleep. At school, we tried to involve boys more in class activities. I also tried to have regular contact with my mother, so that we could immediately solve any problem together. The boy also started going to interventions and to our school psychologist, who goes to work with the class team, on the recommendation of the counseling center.\n\nOutcome:\nThe student has established more contacts with classmates in the class and is no longer bound only to his friend. The boy is also more independent and his tantrums have almost stopped and he can handle more tense situations. His classmates have accepted him into the collective and understand that he is simply 'different', but they do not consider him a 'disruptor'.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: mobil, počítačové hry, sledování YouTube, domácí mazlíček - pes\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "850", "student_age_year": "10 let, 4. ročník", "student_hobbies": "mobil, počítačové hry, sledování YouTube, domácí mazlíček - pes", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr., RJ, PJ", "teacher_practice_years": "34", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/778", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when a class photo was being taken. The girls who were sitting in the first row made an inappropriate gesture, they simply put their hands in their laps and showed the middle finger. Some boys in the second row showed the same gesture. About ten people in total, maybe there were more, but you couldn't tell from the photo. No one noticed it at the time, it was only discovered when the photos were to be developed.\n\nSituation (Anamnesis):\nThe whole class is very clever. They are all hardworking, although they tend to be passive in class. Those studious types who don't talk much in class so they don't say something wrong and embarrass themselves. They mainly want to know what to study for the test. But there is a group of girls who have a great influence on the whole team, the others are afraid to speak out against them.\n\nTeacher Intervention (Solution):\nFirst, the students were interviewed to see if they saw anything wrong with their behavior. I explained to them that we could not develop such a photo and that they would be punished. The students acknowledged their mistake and agreed to the punishment, even suggesting a new photo shoot. I told them that they could have their picture taken again, but they would have to solve everything themselves and I would not be in the picture with them, because I had already given them my chance. In the end, it turned out that behind everything was the group of girls who saw such a thing on TikTok. I did not find one specific culprit. Everyone who showed an inappropriate gesture in the photo received a class reprimand.\n\nOutcome:\nIn the end, the class did not agree on anything, so they were left without a photo that year. Parents were of course informed about the situation by email. I described the situation to them and explained why I solved it this way. What was interesting was that the parents of the children who did nothing took the matter with complete understanding. Some even wrote to me that they themselves punished their children, even if they did not show any gesture, because they must know that such things are not done. In contrast, the parents of the children who showed the gesture downplayed the situation - some even found it funny, and wanted a milder punishment for the children. The students were upset for the first few weeks after the photo shoot, but gradually things returned to normal. It was never a problematic class, rather it was just one situation.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Počítačové hry, kamarádi\nDisorders: Lhaní,Rušení výuky,Odmlouvání,Arogance,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "778", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Počítačové hry, kamarádi", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Odmlouvání,Arogance,Vulgární vyjadřování", "teacher_approbation": "Vysokoškolské (matematika, fyzika)", "teacher_practice_years": "7", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/629", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a lesson when I gave the students the task of describing a situation from their life in the form of an essay or a story. Pupils were supposed to work with real experiences, but one pupil presented a story starting with the words 'I wake up and I'm a werewolf', which took place in the world of werewolves and was unrelated to reality.\n\nSituation (Anamnesis):\n, solution:\n\nTeacher Intervention (Solution):\nI read the student's story and decided to include it among the excerpts that were to be presented to the class. During the presentation, I emphasized the positive aspects of the story, such as interest, the author's vivid imagination and a good writing style, so that the student would be better accepted by the class.\n\nOutcome:\nThis approach helped the student at the time, but in the end she was expelled from the school because she was not accepted by the class. Years later, I met the student and learned that she successfully coped with the difficulties, graduated from a management school and became a landlord. Nevertheless, I perceive her leaving the school as a failure of the school to integrate students who do not fit into normal boxes.\n\nStudent Profile:\nAge/Year: 6. tř.\nHobbies: četba knih\nDisorders: Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "629", "student_age_year": "6. tř.", "student_hobbies": "četba knih", "student_diagnoses": "", "student_disorders": "Psychické problémy", "teacher_approbation": "vysokoškolské (RNDr.), aprobace Biologie – Chemie se zaměřením na vzdělávání", "teacher_practice_years": "20", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/210", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is 8 years old and attends the third grade of elementary school. The student has always studied well since the first grade and there have never been any problems with him. From the very beginning of school, the pupil plays with a friend, they are great friends. But one day he started using inappropriate words at school - vulgarisms. Other classmates began to complain. At first I talked to him alone, but in the end we had a class circle for two lessons to clarify the rules together. We talked about how not to talk at school and how we should behave, I even printed papers for the children and we tried to show each other various examples so that it would be clear to them. The student seemed to understand. But about 3 days later, the student started cursing again and even took the liberty of attacking me. That was over the line and that's why I called my parents at school. I told the parents what the situation was and asked if the student hears vulgar words at home, I was told no, that he gets it from his friends and from the computer. We agreed that they would have a vigorous talk with the student at home and solve the whole situation together. The parents apologized to me, the pupil came to school the next day with candies for the children to apologize to them and since then he has behaved in an exemplary manner.\n\nSituation (Anamnesis):\nThe student has always studied very well, he is a very smart boy, intelligent. His assignments were always completed, his notebooks neatly edited. His parents could always be negotiated. I never had a problem with his behavior. On the contrary, he wanted to help me and made sure that everything was in order. His behavior from day to day surprised me, I did not expect it from him. But he must have had a weak period and it soon resolved itself and passed him by. In my opinion, it was a good thing that the children and I all sat in a circle together in the classroom and together we explained and repeated our opinions about what is appropriate and what is not at school.\n\nTeacher Intervention (Solution):\nFirst, I talked to the student in my office alone, so as not to solve the situation in front of the other children, because it is clear to me that they would have started on the student and he would not feel well at that moment. To be sure, I made a circle with the class to explain and remind each other how we should behave in school without pointing out the student in question. After that, I called the parents at the school to find out why the student was using profanity at school. Finally, the parents talked to the student at home and everything was fine.\n\nOutcome:\nRight after the student used vulgar words on the children, they came to tell me, I talked to them and it seemed that they understood and everything would be fine. We made a class circle and showed each other some patterns. But in the end he used inappropriate behavior on me as well and I had to deal with that. That's why I called his parents at the school, we clarified everything, the parents were very pleasant and apologetic. Afterwards, they talked with the student at home, and he came the next day to apologize to the children and gave us all a candy. The children were happy and took him back to their collective.\n\nStudent Profile:\nAge/Year: 3. třída, 8 let\nHobbies: hraní her na pc\nDisorders: Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "210", "student_age_year": "3. třída, 8 let", "student_hobbies": "hraní her na pc", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování", "teacher_approbation": "Ing. Mgr. Petra Podpinková                                         učitelství 1. stupně", "teacher_practice_years": "6 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1229", "content": "TEACHING CASE STUDY\n\nBackground:\nProblems with the pupil occurred even in the 1st grade, and it got worse. He does not respect most teachers, he behaves relatively calmly only in front of the principal or teachers who can maintain authority. Otherwise, he disrupts classes, sings in class, walks out of place, swears at teachers. Recently he bullied a boy at recess, terrorizing him with swear words in a class that wasn't even his own class when the teacher wasn't present. The teacher, who heard this from the corridor, came in, pointed out that he was not in his class, to which the student replied that during the break he could go where he wanted and do what he wanted. The teacher ordered him to go to his class immediately. She stood by the door until he left the classroom.\n\nSituation (Anamnesis):\nfourteen-year-old boy of Roma origin lives with both parents and younger siblings, some of whom go to the same school. Over time, aggressiveness, inappropriate behavior, attempts to attract attention became more evident. He is an extrovert, physically developed. He is not interested in studying, his parents don't demand it from him, and he doesn't solve problems at all.\n\nTeacher Intervention (Solution):\nThe teacher told about what happened to his class. This was followed by an interview with the pupil and the class teacher, with an effort to get him to behave decently, and the parents were informed about this case and other recent cases. At the next meeting with his parents, he was told that he could not go to other classes and that if he wanted to talk to someone, he could call them in the hallway.\n\nOutcome:\nAs expected, the interviews did not cause a fundamental change in behavior. Setting the rule in a certain sense works - for now the boy does not dare to enter other classes, but now he shouts at his classmates from the door. In reality, nothing has changed, parents more or less don't care.\n\nStudent Profile:\nAge/Year: 8. ročník/ 14 let\nHobbies: sport\nDisorders: Arogance,Vulgární vyjadřování,Agrese,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1229", "student_age_year": "8. ročník/ 14 let", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Arogance,Vulgární vyjadřování,Agrese,Záškoláctví", "teacher_approbation": "Vysokoškolské, metodik prevence", "teacher_practice_years": "29", "problems_annotated": "Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/141", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation is not very current, it happened several years ago. It was a problem with a second-grade student in math class. The student had a fight with her best friend during class and was very unpleasant to me. So I decided to solve this situation right after the lesson, when I wanted the students to write a letter where they reflect on themselves and on their friendship. One of the students cried while handing over the letter and thanked her for doing something like this for the first time and it was very beneficial for her. They were still friends.\n\nSituation (Anamnesis):\nIt was about a student of the second grade, namely the 8th grade. The student attended math class from the second grade. We could rather classify the student among above-average intelligent students, but without effort. That's probably why she didn't bring homework, notes, or gadgets. However, she had no major diagnosis. In class, she was often inattentive, unfocused and practically not interested in teaching. In short, you could see that he really didn't enjoy school, it was rather boring, even if it was successful. The student came from a complete family with a good social background. She had one brother.\n\nTeacher Intervention (Solution):\nThe students were not nice to me for the whole hour, but it didn't bother anyone else in the class, so I continued teaching and after the end of the hour I called both of them to the department, there I gave them a task for tomorrow, a letter in which they should think about their behavior. The next day the students brought me letters. One of them cried at the handing over because it gave her a lot. The friends reconciled in front of me and their friendship lasted until the end of elementary school.\n\nOutcome:\nImmediately after the incident, I could see that it benefited both girls greatly. Unfortunately, I can't answer for a long time, because I didn't teach them in the ninth grade anymore and I haven't met them since the end of elementary school.\n\nStudent Profile:\nAge/Year: 13 let/ 8.ročník\nHobbies: atletika\nDiagnoses: Deprese,Panické ataky\nDisorders: Rušení výuky,Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "141", "student_age_year": "13 let/ 8.ročník", "student_hobbies": "atletika", "student_diagnoses": "Deprese,Panické ataky", "student_disorders": "Rušení výuky,Nesoustředěnost", "teacher_approbation": "Filozofická fakulta Univerzity Karlovy/ Obor Český jazyk a literatura", "teacher_practice_years": "20 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1088", "content": "TEACHING CASE STUDY\n\nBackground:\nI remember one problematic situation in the 8th grade, where I was a class teacher. One of my students started talking in class that she found a friend on the social network Facebook. The student bragged about the team in front of everyone and allegedly corresponded with her internet boyfriend for two months. I heard that she sent him various intimate photos and videos of her private life. She told him her secrets, which later began to spread around the class. The student finally found out that the boy she was dating wasn't real and someone had tricked her. It was clear that it was someone from the class, as her classmates knew things she didn't tell anyone but her imaginary boyfriend.\n\nSituation (Anamnesis):\nThe student confided in me her whole story from the beginning and asked me for help because she was very ashamed of the things she wrote to him and the photos she sent him. She was afraid that it would get out of her class and the whole school would know. His father also came to the school to complain, and he also asked me for help in finding the culprit.\n\nTeacher Intervention (Solution):\nDuring class, I asked the students if they knew anything about it and if they did, to confess otherwise there would be serious consequences. One of the students came to tell me after the lesson who was behind the whole team. Allegedly, the culprit in question bragged about the team many times and showed their joint administrations to the boys in the class and they had a lot of fun together. So I called the student in question and confronted him with this serious problem, which could have had much worse consequences than it did in the end. The bully is an 8th grader. He has an average benefit. He is an extrovert, has many friends and is popular in the group. However, he likes to make fun of some of his classmates and gossip behind their backs. To solve this problem, which can also be called cyberbullying, I had to inform the student's parents, who had absolutely no idea about it. I explained to them that their son had committed a crime and was impersonating someone else. They were very disappointed and ordered their son to delete his fake profile and gave him a proper punishment.\n\nOutcome:\nalso had to inform the parents of the student who was so badly deceived, and fortunately the father of the bullied did not want to deal with the situation any further, he was only happy that we found the culprit and deleted all their shared messages on Facebook. The parents of both students finally agreed together that it would not be resolved in a more serious way than by agreement between the two parties involved in the conflict. The bullied student was at least educated about the dangers of social networks.\n\nStudent Profile:\nAge/Year: 13 rokov, žiak druhého stupňa 8.trieda\nHobbies: Žiak rád športuje, hrá futbal.\nDisorders: Vulgární vyjadřování,Zesměšňování,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Disrespectful communication, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1088", "student_age_year": "13 rokov, žiak druhého stupňa 8.trieda", "student_hobbies": "Žiak rád športuje, hrá futbal.", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Zesměšňování,Šikana", "teacher_approbation": "Vysokoškolské vzdelanie, titul Mgr., aprobácia dejepis, občianska náuka", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/999", "content": "TEACHING CASE STUDY\n\nBackground:\nTwo years ago, the student started to behave inappropriately, such as inappropriate touching of classmates - licking ears, conspicuously crossing out in the notebook. His behavior was discussed with the parents and the headmistress of the school. The approach to the student in teaching changed, inappropriate behavior was explained to him and the situation subsequently improved. Recently, however, the situation has worsened. The student is often provoked by classmates, who then throw things at them or drop them from the desk. His classmates poke him on purpose and mock him. It came to a head during an incident at the bus stop, when a pupil got into a fight with a classmate, during which the pupil broke the key to his locker. The fight was also repeated during cross-country running, when the student was again provoked by deliberate taunting from a classmate. A student threw a rock at his classmate. The incident was resolved on the spot. However, the conflict with the classmate continues even after school. Based on the events, the parents of both participants were invited to the school. They agreed together that he would pay half of the key. The student also has a problem with the classmates around him in the class, he can't stand being close to them.\n\nSituation (Anamnesis):\nThe 6th grader is introverted, quiet, conscientious, above average, can't stand people around him, resents his problematic class, is hard working and interested in math and engineering. The class is below average, problematic, they deliberately provoke the student.\n\nTeacher Intervention (Solution):\nThe student's problematic behavior is solved only at the school level. The student is bothered by his problematic class, he does not tolerate their close contact. Once he didn't even come to the afternoon class after the lunch break. The second time he confided that he planned not to come, the teacher talked him out of it. The student was introduced to the problems that could await him after a similar incident. The student did not leave.\n\nOutcome:\nThe situation with the student is still not resolved, but even so, I would classify this situation as one of the less successful situations. In my opinion as a teacher, I think that the problem with the student should have been solved immediately with the counseling office, not only at the school level. The student has not yet been to a specialist, which I do not consider to be the correct procedure. The situation continues to be monitored, but this does not resolve the situation.\n\nStudent Profile:\nAge/Year: 13 let, 7.ročník\nHobbies: Práce s PC\nDisorders: Introvertní chování,Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "999", "student_age_year": "13 let, 7.ročník", "student_hobbies": "Práce s PC", "student_diagnoses": "", "student_disorders": "Introvertní chování,Emoční labilita", "teacher_approbation": "VŠ, M-Bi", "teacher_practice_years": "31 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/943", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent came to my class from another school. I couldn't figure out the reason why this happened, but it didn't seem like anything serious, so I didn't bother with it any further. After approximately two months, however, colleagues began to come to me that the student was often late for class. So I began to notice his behavior more and it occurred to me that he behaves differently with his classmates and that he even despises or mocks them. I decided to confront the student once during a long break. When talking to him, you could see that he was not interested in anything, and when I asked him why he was repeatedly late for classes, he could not answer and just shrugged his shoulders. Even after the interview, this behavior continued.\n\nSituation (Anamnesis):\nThe classmates tried to recruit the student among them, but he was obviously not interested in that. He sat as far away from his classmates as possible, he didn't talk to anyone at lunch. However, a group of friends always waited for him in front of the school after school, with whom he left and acted completely differently than in the collective of his classmates. From my point of view, I felt that he really didn't want to be here with us and he was making it clear to us.\n\nTeacher Intervention (Solution):\nsaw a session with the parents as the only solution. So I informed the student that I planned to contact the parents, as his behavior had not changed despite our conversation. Again, I felt his contempt for me, so I called my parents that very day. I made an appointment at the end of the week. On the day of the session, the pupil did not come to school and I was not even contacted by the parents that he should be sick. After school, however, he also came with his parents to the arranged meeting. I tried to explain to the parents how it goes at school and that the student did not even respond to my call that he must not repeat that he was late. When I asked why the student was not in school today, it was obvious from the parents that they did not know about it. So I continued to describe other situations at school and I felt that the parents were not aware of any problems. So I offered to put them in touch with our school's guidance counselor and scheduled a session with them for the next month to see some progress. Next, after my parents left, I looked on the Internet for possible interesting institutions in the vicinity, where we could go and the children in the class could get to know each other better. I chose the ropes course where we also planned a trip that would take place when the entire class had less than three late arrivals per month.\n\nOutcome:\nImmediately after the meeting with the parents, the student was withdrawn, but I felt that he was more present in spirit. He started chatting with a classmate who was sitting in the bench next to him and didn't seem so cold. I got the impression from the whole situation that these were problems at home that he had to talk to his parents about. During the next session, I saw clear progress and was happy about it. In the following months, the student was not the most communicative child in the class, but he was a calm one who got along with the class.\n\nStudent Profile:\nAge/Year: 12 let (7.ročník ZŠ)\nHobbies: videohry World of Tanks a Shakes of Fidget\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Working with the collective, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "943", "student_age_year": "12 let (7.ročník ZŠ)", "student_hobbies": "videohry World of Tanks a Shakes of Fidget", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Bakalářský titul Hradec Králové", "teacher_practice_years": "20 let", "problems_annotated": "Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1355", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student started school already with a diagnosis from the counseling center. It was a bigger speech therapy defect, with the fact that he was immediately given a teacher's assistant from the first grade. He had behavioral problems in the sense that he couldn't process emotions. Any little impulse was enough. Sometimes even I, as an adult, did not notice that impulse, but for him one arose and caused him to fall into completely hysterical crying and to be very angry. He raged and cried for maybe 15-20 minutes before he calmed down. Since we were in the first grade, it basically meant that the whole class was wasted because the kids were looking at him a lot. So it was really challenging from the beginning. So he never went aggressive, but he banged, for example, with a textbook. I mean he wasn't aggressive towards others or towards me as a teacher or assistant for example.\n\nSituation (Anamnesis):\nThe student had a deferment at the beginning of his schooling. He has never had a problem with the subject and he can handle everything I give him to work on. Although he has no problem communicating with his classmates, he is definitely among the socially weaker.\n\nTeacher Intervention (Solution):\nOf course, we first discussed it with my mother, who was very nice about it. She said it was caused by all the new things happening around him. After starting school, he got to know a lot of new things and people. The whole situation was simply difficult for him. Well, we agreed with the assistant that it was important to keep calm and if we knew and were aware of the impulse, we tried to prevent it with various little things. Like when, who, where he goes and who goes around him, and we tried to set it up so that it didn't go against the other students, so as not to harm them either. So we made such an order and determined the rules so that he was exposed to the least possible pressure from the environment, but not at the expense of others. If an emotional attack did occur, it lasted for a really long time, but now these attacks tend to be shorter. By gradually breaking down the impulses and by solving everything calmly, we slowed down the pace, we finished the activity so that it was calm, but in the end we solved it. We also taught him that when something like this happens, he should take a breath, count to ten, and then we tried to find out what caused his emotional outburst.\n\nOutcome:\nIt took about half a year, but with systematic work, we managed to achieve that the emotional outbursts completely disappeared here, using a calm approach without pressure. Gradually, he started talking about it himself, by the end of the year he was able to say why it happened, what would help him to prevent it from happening again. Children who were previously afraid and did not understand his behavior and therefore did not want to be friends with him, now also approach him differently. Now he has no problem making other contacts and finding good friends.\n\nStudent Profile:\nAge/Year: 8 let, 1. ročník\nHobbies: vesmír, matematika a logické myšlení\nDiagnoses: Logopedická vada,Vývojová dysfázie\nDisorders: Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Agreement, Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1355", "student_age_year": "8 let, 1. ročník", "student_hobbies": "vesmír, matematika a logické myšlení", "student_diagnoses": "Logopedická vada,Vývojová dysfázie", "student_disorders": "Emoční labilita", "teacher_approbation": "Mgr, speciální pedagogika, učitelství 1. stupně", "teacher_practice_years": "4 roky asistent, 5 let učitel", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/987", "content": "TEACHING CASE STUDY\n\nBackground:\nDisruptive behavior occurred regularly in English language classes. This was a regular behavior that manifested itself in the way that the student did not show respect towards my person. It was particularly rude when he answered questions very rudely and in class he disturbed and deliberately amused the other pupils, because he knew that I would reprimand him. In short, you couldn't have a conversation with him, you couldn't reason with him about anything, the automatic respect between student and teacher didn't work there at all.\n\nSituation (Anamnesis):\nIt was a normal class that functioned like any other. It was not a problematic class. The troubled student was the oldest child of immigrants who came from a completely different culture. The student was among the best students in the class in terms of grades.\n\nTeacher Intervention (Solution):\nchose the tactic of complete ignorance, I deliberately left him out of class, I didn't call him out at all, I didn't respond to his provocations. When he was chatting with someone and disturbing the class, I reprimanded the person he was chatting with. I didn't respond to him. The student went to class, sat through it, wrote tests, completed his homework, but I did not include him in class. I argued with him at first, but then I had such an aversion to him that I didn't want to teach him at all. At first, the student did not want to get used to this ignoring me and was even more disruptive, but after a while he stopped. Most likely he realized that it suits him that way. He didn't even have to pay attention in class and just sit it out and go home. It was senior year and I knew he would be gone in a few months so I wouldn't have to bother with him anymore. I also chose to ignore him because I knew he was smart. I knew he was a top performer, this was also confirmed on the tests where he had good grades. When he came to the high school graduation in May, he graduated from the left rear in one and went.\n\nOutcome:\nIn the short term it settled down after a few weeks and he stopped causing problems in class. In the long run, it made me like going to that class to teach again and knowing that if I ignored him, he would ignore me too. Looking back, I know that I chose the wrong solution and should have solved it differently. The only thing that pleases me is that after a few years this student came and apologized to me for his behavior and admitted that he was acting like a jerk.\n\nStudent Profile:\nAge/Year: 4. ročník, 18-19\nHobbies: Neví\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "987", "student_age_year": "4. ročník, 18-19", "student_hobbies": "Neví", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "MGr. Anglický jazyk", "teacher_practice_years": "25", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/491", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was in the toilet during the lunch break and threatened a younger classmate (4th grade) with a pocket knife in the common areas. At first he behaved aggressively towards him, took his slippers and then pulled out a pocket knife. The younger boy got scared and ran to tell his class teacher. She then went after me, as the class teacher of the aggressor. The situation happened at the end of the lesson, so I didn't deal with it until the next day, when I invited the student to my office. The student confessed to everything and had to apologize to the younger boy. I invited my mother to school, we agreed that she would receive a reprimand from the class teacher. The parents worked together to solve the situation, discussed it at home, and the mother bought the hurt boy some sweets. The situation never happened again.\n\nSituation (Anamnesis):\nThe student lives with both parents, the family is well financially secure, good family relations and a healthy climate in the classroom. No other previous or subsequent problematic situations were observed with the pupil, he got along well with the team, he was not problematic in any way – he did not harm others or stand aside. After this incident, the situation did not change and the student continued to be popular.\n\nTeacher Intervention (Solution):\nThe pupil was questioned the next morning if he had actually done it. The student confessed, did not deny and accepted his guilt and punishment. The incident was also discussed with the parents, who cooperated very much in solving the problem. The mother bought the affected younger pupil some sweets as an apology and the pupil also had to come and apologize to him himself. The disciplinary measure he received (reprimand from the class teacher) was more of a formal measure, because his family mainly played an important role in the solution.\n\nOutcome:\nThe student accepted his guilt and was very sad and scared of the possible consequences of his actions. He apologized and the situation did not happen again.\n\nStudent Profile:\nAge/Year: 6. třída (12 let)\nHobbies: sport\nDiagnoses: Dyslexie\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "491", "student_age_year": "6. třída (12 let)", "student_hobbies": "sport", "student_diagnoses": "Dyslexie", "student_disorders": "", "teacher_approbation": "Vysokoškolské, Mgr.", "teacher_practice_years": "26", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/530", "content": "TEACHING CASE STUDY\n\nBackground:\nThis event took place early in my teaching career. It was the 29th of June, the day before the report card, and I had to collect textbooks from the students in my class. One student liked the geography atlas, so she decided not to return it to me. She told me that she didn't have it with her, but I saw that she had it with her on the bench. I repeatedly asked her to return it to me, however, throughout our conversation she said that she did not have it with her and that she could not return it.\n\nSituation (Anamnesis):\nA ninth-grade elementary school student, extroverted, self-confident, frequent adolescent scenes, disrespectful of rules, went to school, was reprimanded by the school principal.\n\nTeacher Intervention (Solution):\nasked her several times to return the atlas to me. After some time I ran out of patience, so I said we will go to see the headmistress. So we went to the principal's office, I accurately described the situation to the principal, and the student finally returned the atlas. However, I still did not consider the situation resolved. That same day, the pedagogical council was held and I demanded that this student get a two in behavior. For that, it was necessary that the teaching body voted for this decision, which happened and I was satisfied with this solution.\n\nOutcome:\nThe second day, June 30, was the handing over of certificates. I handed over the student's report card with the belief that she had a two in behavior, as we agreed at the meeting. After a while, she came to me excited that she got a first in behavior. I didn't understand how that was possible. In the end, the director made a different decision than what we agreed on at the meeting. I remember it turned me on a lot at the time. After graduating from school, the student came back to me several times, I was her favorite teacher. She managed to graduate from college and travel to a lot of countries, so she seems to be doing quite well.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: hudba\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "530", "student_age_year": "15 let, 9. ročník", "student_hobbies": "hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., matematika (SŠ), tělesná výchova (SŠ)", "teacher_practice_years": "25", "problems_annotated": "Physical aggression, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/200", "content": "TEACHING CASE STUDY\n\nBackground:\nThis situation is not very current, it happened several years ago. It was a problem with a second-grade practical class student who brought marijuana to school. During class, the boy took out a marijuana grinder from his bag, which made us suspect that he was under the influence of drugs. We therefore called the Police of the Czech Republic to have the boys perform tests, which turned out to be positive. Subsequently, it was found that the whole family is apparently under the influence of marijuana and that the boy has been using it for a long time. However, he continued to go to school, but I don't know, here the use of narcotic substances continued to be proven. According to my information, he was taken from the care of his parents.\n\nSituation (Anamnesis):\nIt was a student of the second grade, namely the 8th grade. The student attended the practical class from the beginning of his schooling. We could classify the student as more of a problem student, as he often went outside school, did not carry assignments and caused conflicts in the classroom. However, he had no major diagnosis, only a reduced intellect, for which he was just entering practical class. In class, he was often inattentive, unfocused and practically not interested in teaching. In short, you could see from him that he really doesn't enjoy school, rather it bores him. This was also indicated by his evaluation. His grades were mostly at the level of 3 to 4. The student came from a very large family that did not have a very good social background. This is probably why he was later removed from his parents' care.\n\nTeacher Intervention (Solution):\nAs I already said, as soon as we found out that the student had marijuana, we called the Police of the Czech Republic, who conducted tests for the presence of narcotic substances. The tests showed that the boy was indeed using marijuana, and for a long time. Since this disciplinary problem was in the hands of the police, we could not punish him with any pupil punishment, as it would be a double punishment. The police eventually discovered the presence of this narcotic substance in the student's household, and it was proven that his entire family, including his parents, were using it. The social and legal protection of children also started to solve this problem, which is why the boy was subsequently removed from the care of his parents and placed in a children's home.\n\nOutcome:\nUnfortunately, I do not have 100% information about the progress of solving the incident, as I subsequently stopped teaching in the class and was not the pupil's class teacher. However, I know that he continued to attend school and the occurrence of narcotic substances probably did not show up again. He was taken from his parents' care and apparently went to a children's home, from which many of our children come. Since this incident happened at the end of the 8th grade, the boy was only there for one year, he successfully completed the school, but I have no further information if he continued his studies.\n\nStudent Profile:\nAge/Year: 13 let/ 8.ročník\nHobbies: Hraní na počítači, telefony, xbox…\nDiagnoses: Mentální postižení,Snížený intelekt\nDisorders: Absence,Nepracovitost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "200", "student_age_year": "13 let/ 8.ročník", "student_hobbies": "Hraní na počítači, telefony, xbox…", "student_diagnoses": "Mentální postižení,Snížený intelekt", "student_disorders": "Absence,Nepracovitost,Rušení výuky", "teacher_approbation": "Filozofická fakulta Univerzity Karlovy/ Obor pedagogika a pedagogické poradenství", "teacher_practice_years": "25 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1448", "content": "TEACHING CASE STUDY\n\nBackground:\nMy behavior repeats itself in the classroom on a daily basis, especially with the passage of time on a given day. I think the whole day is difficult for him and so his behavior escalates. In class, he disrupts and annoys the rest of the class, who then focus on his behavior. The problem starts at the beginning of the lesson, when all the students stand and greet the teacher, only he has to sit, rock in his chair and laugh. He usually does not respond to the call to say hello to us as well, and starts saying that he doesn't have to and won't do it. In the same spirit, various tasks and exercises are carried out during the lesson. He reacts why should I do it, I don't want to, I don't have to or do it for me. He refuses to wear the occluder, which he should wear all day, and takes off his glasses with it, so he prefers not to see. As the day progresses, his behavior progresses to rolling around on the bench or the floor, singing loudly to himself or shouting during the hours. All of this is starting to disrupt the whole class, who can't concentrate. Therefore, the student himself does not complete the exercises, and therefore does not practice, for example, the letters he is learning. He has a problem with speaking, he is not usually understood.\n\nSituation (Anamnesis):\nThe student is an extrovert, he tries to draw attention to himself. He is an average student who can master the subject matter (when he is doing it), but refuses to do it most of the time, and this sometimes creates his gaps. His behavior problems are recurring. However, he is not some kind of bully, the behavior problems only concern him.\n\nTeacher Intervention (Solution):\nFirst, I talked to the student myself, but his reactions did not differ much from the reactions in class. Finally, I arranged a meeting with the parents, where I explained to them about the problems and behavior of my son at school. Such behavior was new to the parents, but they agreed that something had to be done about it. I suggested they visit a pedagogical-psychological counseling center. The parents left me saying that they would talk to their son and think things over. However, the behavior did not change. I received a paper from the counseling center from my parents, where they came with a diagnosis of developmental dysphasia. So I read the paper and we could come up with some procedures. The result is that the representative takes the pupil for at least one hour a day so that she can pay attention to him for the whole hour. Either he is alone with her or another student from another class with his diagnosis is participating. The teacher also uses the method of instrumental enrichment, for which she has a course. We also got an assistant in the class who can help him in the lessons.\n\nOutcome:\nThe behavior in class has partially changed. Although he still has all his instructions and no habits (greeting at the beginning of class), despite the long refusal, he is starting to work more in class and does exercises with the assistant. Not all, but at least more than before. On the contrary, in the lessons with the representative, when he has her relatively to himself, he works more and practices in the exercises. It's definitely beneficial for him, he won't fall behind and he'll get better with practice. He's getting more attention, and he's fine with that. I also see it as a benefit to the rest of the class when his outbursts are no longer so loud. He responds to the assistant and she to him.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: sporty\nDiagnoses: Vývojová dysfázie\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1448", "student_age_year": "8 let, 2. třída", "student_hobbies": "sporty", "student_diagnoses": "Vývojová dysfázie", "student_disorders": "", "teacher_approbation": "Mgr., speciální pedagogika a učitelství 1. stupně", "teacher_practice_years": "19 let", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1232", "content": "TEACHING CASE STUDY\n\nBackground:\nAlthough I don't like to talk about this experience, my bad experience can at least warn a newbie. Therefore, I would like to confide in my first case of problematic behavior, which I experienced in my career as a teacher and could not handle. I found out that I had chosen the wrong study program (laboratory chemist) already in the second year of my studies at university. I often tutored both classmates and the children of my friends and I enjoyed it very much. However, I successfully completed my chemistry studies. However, as soon as I saw an offer to work in an agricultural laboratory in combination with teaching chemistry, I did not hesitate. I thought it was the perfect challenge for me and submitted my resume to the school. Just as quickly as I was excited and passionate about my work as a teacher, I got an ice shower in the very first year. As the main worker of the agricultural laboratory, I only got two classes of winegrowers for chemistry and gardeners for mathematics. I was warned in advance by my colleagues that nobody expects anything from the gardeners here and that I should adapt my mathematics accordingly. I knew from my own high school experience that I definitely didn't want to bother anyone at the blackboard, giving notes or mock tests. In the first lesson, I informed the first year gardeners about this. Getting to know the class took place on a very friendly level and I was thrilled that the class was not as terrible as I had feared based on the advice of the teaching staff. The gardeners used to do math on a schedule once every 14 days that year. However, in the very next lesson, when I decided to start repeating the elementary school material, my little 16-year-old problem appeared. He belongs to a rich wine family that sponsors the school. Immediately after my arrival, he left his desk and kept walking around the classroom. Whenever I spoke to the class, he would jump in on me. He was singing, playing music on his phone. He refused to take his seat. He absolutely disarmed me then. He ignored anything I told him. He was laughing at me. I decided to ignore him as well and we all survived the rest of the class. At that time I convinced myself that he wanted to show off. That I'm young and tried it. It was the beginning, moreover, a boy from an important family for the school. I was ashamed to confide in anyone. After all, at that time I was just starting to study the pedagogic minimum and I was worried about negative feedback on my person from colleagues or the director. I believed that the following hours would go better. I came up with a possible punishment - squatting.\n\nSituation (Anamnesis):\nHowever, the student's problematic behavior tended to worsen. He began to annoy his classmates with his behavior. He took photos of himself and his classmates. He was making videos of me and the girls. He tried to Airdrop me these photos. He refused to work in any way. He carried beer to class. Squatting was more fun than punishment. When I first saw that he was filming for an hour, I confiscated his phone. However, he had smart headphones that he used to somehow dial the number of a pizzeria and order a pizza. He was tearing down three other boys in the class. I was losing my mind, but I still believed that I would come up with something. Every next class started with me picking up the phones. However, the student always found and invented something new to surprise me. There was almost no math class. I asked him in front of the class why he was behaving like that, if he didn't mind that his classmates wouldn't learn anything because of him. He always just laughed at me. I pulled it out to the board to try (even though I don't do it). He couldn't do anything, I gave him a high five. I hoped she would feel bad that she didn't know anything.\n\nTeacher Intervention (Solution):\nrealized that I have a big problem. The problem with the rich son and I don't know what to do next. The whole situation was completed by a colleague who had a Czech class after me. How did the student behave in mathematics? Didn't you like it? I had to come out with the truth. To further clarify the situation - this problematic behavior - boycotting has only been in my classes up to this point. At no time did another cantor mention any indication of trouble at the meetings. I told my colleague that I tried negotiation, admonition, punishment - squats, testing at the blackboard, a note. Nothing took. I also confessed to her why I didn't inform someone else about it a long time ago - shame, worries, parents, ignorance. The situation began to be resolved immediately. First with his class teacher. We invited the student together for a consultation, where we discussed together his behavior, possible threats to him and what both he and I should change. The parents were also informed, with whom we dealt with the behavior from that moment on the whole time - there was no change on the part of the pupil. Therefore, he also got involved in the problem of prevention methodologies. The student then started posting videos from the class on social networks, which is why we were forced to give him a 2 for behavior at the end of the year.\n\nOutcome:\nThe situation escalated so that my class was withdrawn for the next year due to neglect of intervention and a complaint from the boy's parents. The student currently has his fourth absence from school on the fourth day of the new school year. He failed last year and is repeating the year. It is maintained here only thanks to the influence of the parents. Despite the efforts of the prevention worker and the school psychologist, it has not yet been possible to get the student on the right path through his studies. I take his fate as my failure.\n\nStudent Profile:\nAge/Year: 18 let, 2. ročník – zahradník\nHobbies: hudba, sociální sítě\nDisorders: Neposlušnost,Nespolupráce,Neuposlechnutí\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1232", "student_age_year": "18 let, 2. ročník – zahradník", "student_hobbies": "hudba, sociální sítě", "student_diagnoses": "", "student_disorders": "Neposlušnost,Nespolupráce,Neuposlechnutí", "teacher_approbation": "vysokoškolské – titul Ing. (obor chemie), peadgogické minimun – aprobace CH, M", "teacher_practice_years": "3 roky", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/715", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose after the opening of schools after the coronavirus pandemic in the previous school year. I came to class and noticed that one student had a huge monocle on his face. When I asked him what happened to him, he claimed that he just fell. But I couldn't do it, so I caught him after class and it turned out that his classmate who was sitting on the bench with him had made the monocle for him. When I interviewed his classmate, let's call him Chrboň, it became clear that the student tore up his notebook and he punched him for it. A week later, the situation was repeated. This time the student was saying to another classmate, I quote: 'that she is crazy', so the bigger one attacked him and kicked him in the stomach.\n\nSituation (Anamnesis):\nIt doesn't work very well in the classroom. It is fragmented into small groups that do not have much fun with each other. Cases even had to be solved in the class when a classmate took another's phone and sent his mother a video saying: 'come and calm your ass.' The school psychologist and educational counselor have already intervened in the classroom several times. The student is one of the smallest in the class, and many female classmates are taller than him. He comes from a complete family and has no past educational problems or behavioral disorders, he has been attending this elementary school since the 1st grade. However, for his small height, he is very communicative, comments loudly on everything in class, and at the same time gets a good grade because he is unusually bright. He is still friends with a classmate whom he insulted several times and he beat him for it, which surprises their mothers.\n\nTeacher Intervention (Solution):\nwasn't directly involved in the solution, I wasn't in their class at the time and their class was gone. I scolded him in front of the class, but since we were alone, I tried to help him as much as possible. I know that the situation was resolved with the guidance counselor who worked with the student's mother, and with the help of the school psychologist. The pupils who attacked the pupil did not receive a class reprimand, nor did the pupil. The class had some lessons with the psychologist, where they did activities to strengthen the collective. They also wrote their wish goals, where most wrote that they wanted more respect, to be more friends with each other, etc.\n\nOutcome:\nNot much has changed in the short term. The student poked his classmates to such an extent that the situation escalated. However, the children were not in school for that long and the holidays came soon after the incidents. In the long run, his behavior seems to have improved. Nothing similar has happened since the beginning of the year. The student is still eloquent in class and his height has not yet changed, but otherwise the intervention of the psychologist and educational counselor in cooperation with the parents probably helped.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída\nHobbies: neví o nich\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Disrespectful communication, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "715", "student_age_year": "11 let, 6. třída", "student_hobbies": "neví o nich", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (Andragogika na FF MU se specializací na český jazyk a speciální pedagogiku)", "teacher_practice_years": "2", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1201", "content": "TEACHING CASE STUDY\n\nBackground:\nA student diagnosed with ADHD has expected problems with maintaining attention and being disruptive in class. He is often disruptive in almost all classes, while in biology it is less frequent than in other subjects. It is especially disruptive in languages such as Czech, English and the optional German. In biology, he shouts out the answers to questions summarizing the previous lessons, which is correct, but unfair to the other students.\n\nSituation (Anamnesis):\nThe student is sociable and likes to chat with friends, even during class. He is usually ready for school, but sometimes forgets or allegedly forgets his homework at home. In biology class, he behaves normally except for occasional shouting.\n\nTeacher Intervention (Solution):\nThe parents suggested that their son be more engaged in class, so I have him answer more questions and read passages in the textbook, which forces him to stay focused. We also discussed the possibility of a teacher's assistant, but the parents refused. Although sometimes angry, he is a clever boy.\n\nOutcome:\nThe introduction of more frequent recall of the pupil led to an immediate calming and reduction of disruptions, which is also noticeable in the long term. Other teachers began to use this method, in addition to teaching languages. The student is comfortable with this style of teaching, which he confirmed when asked directly.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník SŠ (dříve nižší gymnázium)\nHobbies: zvířata a knihy o nich, biologie\nDiagnoses: ADHD\nDisorders: Nepozornost,Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Proactive solutions, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1201", "student_age_year": "16 let, 1. ročník SŠ (dříve nižší gymnázium)", "student_hobbies": "zvířata a knihy o nich, biologie", "student_diagnoses": "ADHD", "student_disorders": "Nepozornost,Nesoustředěnost", "teacher_approbation": "Mgr., biologie, tělesná výchova a výtvarná výchova", "teacher_practice_years": "17", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/592", "content": "TEACHING CASE STUDY\n\nBackground:\njust got my eighth grade Czech language classes right now and the problems have been there since the beginning, when I started teaching it. Sometimes I struggle with discipline in new classes they assign me and this class is no exception, but I feel like I'm struggling in this class so far.\n\nSituation (Anamnesis):\nThe teacher heard from other colleagues that there are some minor problems with that class. It also depends a lot on what subject interests the class and especially the problem group of students.\n\nTeacher Intervention (Solution):\nusually try to calm them down when they are disruptive and create noise in the classroom. Then I must warn them that their behavior will not be repeated later in the lesson and if they do not obey my words, I will warn them that I will transfer them or assign some extra task. The atmosphere is very disturbing, they shout, they don't pay attention to the lessons, they deliberately look for ways to disturb the peace in the class. The student kicked a chair that his classmate had previously pushed into. 'Why are you kicking the chair?' I asked him when he didn't stop. 'He rammed into her,' he replied. I don't want to transplant them permanently, because it didn't pay off for me a few times and, on the contrary, rather took revenge. That's why, for example, I only temporarily transfer them to that one lesson, or I call one of them to the blackboard to solve some exercise and sit in the student's place among the others who are also interrupting, which takes up time while the students are working. I don't know them well enough to push them or make any long-term changes that would prevent them from breaking discipline. Once I get to know them better and these issues continue to occur, I definitely plan to plant them. For now, I confronted the problematic group of four, saying that if they intend to behave like this in class, I will invite their parents and I will consult with them until the discipline problems stop.\n\nOutcome:\nFor now, the teacher is trying to get to know the new class before establishing a solution that would be beneficial for both parties.\n\nStudent Profile:\nAge/Year: 8. třída, konkrétně čtyřčlenná skupina\nHobbies: X\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Support, Warning\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "592", "student_age_year": "8. třída, konkrétně čtyřčlenná skupina", "student_hobbies": "X", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské, magisterské", "teacher_practice_years": "23", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/11", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose in the morning in the group while playing a board game that the boy wanted to play together with other children. She was present at the game at this time as a teacher's assistant, now M.Sc., with whom I do my internship. The game was not difficult, but still the boy started to lose after playing for a while. Then, out of nowhere, he refused to continue playing, became irritable, taciturn, and became angry for no reason and left the group of children he was playing with. So the boy failed to be included in the team again. In this situation, the teaching assistant tried to resolve the situation. So she tried to get out of the boy what was happening and what was the cause of his behavior. So he and the boy went into the corridor to calm down and find out what was causing this problem.\n\nSituation (Anamnesis):\nThe student lives together with both parents and with his brother who is 2 years older. The boy is primarily cared for by his mother or his grandmother, who brings him to and from school. He and his brother go to the same school, but they don't have a good relationship. Mainly because the boy is favored over his brother at home. The boy is more backward and in some situations very independent. He suffers from childhood autism and ADHD. His brother, on the other hand, is very clever, talented, problem-free and tries to distance himself from his brother and avoids him. The mother shows no interest in improving the relationship between the brothers. The boy does not like to lose and any little thing can throw him off. The boy's reaction depends mainly on his mood on the given day, but it also manifests itself completely unexpectedly.\n\nTeacher Intervention (Solution):\nThe boy has a very good relationship with the assistant, so he went out into the corridor with her without any problems or objections. There was a short discussion in the corridor. After a short conversation and a stay in the corridor, which lasted about 30 minutes, the assistant managed to find out that the boy did not really understand the game. So she agreed with the boy that they would practice this game together in the morning in the group, so that he could then play alone with other children. Teaching assistant: 'What's going on?' Boy: 'I don't really understand.' Teaching assistant: 'What don't you understand?' Boy: 'The game.' Teaching assistant: 'You go to school to learn something and now we've come across something you're not good at, so we're going to train you.' Boy: silent…. Teaching assistant: 'What do you think?' Boy: 'Okay, we can.'\n\nOutcome:\nThis situation was resolved successfully. After talking with the assistant, the boy calmed down and returned to the children, at least as an observer of the game. This situation did not affect the lessons in any way, and the boy functioned as usual all day. Although the solution to the problem took place gradually, the boy accepted the assistant's suggestion and still occasionally plays this game with the children without any problems or offensive scenes.\n\nStudent Profile:\nAge/Year: 7 let, 2. třída\nHobbies: hraní videoher\nDiagnoses: Dětský autismus,ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Support, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "11", "student_age_year": "7 let, 2. třída", "student_hobbies": "hraní videoher", "student_diagnoses": "Dětský autismus,ADHD", "student_disorders": "", "teacher_approbation": "Mgr. (občanská výchova, výtvarná výchova)", "teacher_practice_years": "", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/148", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student exhibited strange behavior during physical education class. He screamed 'I'll kill you!' and chased one of his classmates.\n\nSituation (Anamnesis):\nThe student had seizures during which he was a danger to his classmates. Otherwise, however, he was completely normal.\n\nTeacher Intervention (Solution):\nOnce I was put in charge of substituting ninth graders in physical education. I didn't teach this class, so I didn't even know the students. I let them choose what they would play in the stadium and watched everything. They chose softball and went to play in peace. At one point, however, two boys started chasing each other around the stadium. The one he chased started shouting 'I'll kill you!'. However, I didn't attach much importance to it, something like that happens often during exercise. I thought they were just fooling around. Before I could yell at them to stop because they might get hurt, the others grabbed the student and pacified him until he calmed down. Only then did I learn about his seizures.\n\nOutcome:\nwas in shock at the time and wondered what could have happened if the others hadn't caught him. However, it was clear that this did not happen for the first time, as everyone was perfectly coordinated. I didn't have that class again after that experience, so I have no idea if it happened again. Even so, it remains my worst experience of the class.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: Není známo\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Verbal aggression\nSolutions Applied: Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "148", "student_age_year": "14 let, 9. ročník", "student_hobbies": "Není známo", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "30 let", "problems_annotated": "Emotional outbursts, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/728", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation required increased attention, as it was known that the student had a problem with drugs, specifically with marijuana. During the workshop work, he was under constant supervision to avoid any complications and the teaching could run smoothly. Although I had to leave the lesson for a while and asked a colleague to supervise the students, the morning part passed without incident. Pupils worked in a circle and completed the assigned tasks.\n\nSituation (Anamnesis):\nThe student was able to work, but required constant supervision. Monitoring his behavior during breaks was essential, as he was known to use psychotropic substances and what effects they had on him. He participated and cooperated in class, but after taking the narcotic substance his condition worsened significantly, which resulted in slowness and inability to move, and therefore the inability to continue teaching and completing tasks.\n\nTeacher Intervention (Solution):\nAfter returning from lunch, the student was found sitting behind the circle with his head down, without any activity. A colleague asked him the reason for his inactivity, to which the pupil replied that he could not work because he 'had no legs'. After another question from a colleague if the student was not feeling well, he admitted that he was 'blowing after lunch'.\n\nOutcome:\nImmediately after admitting the use of marijuana, the police were called, who conducted tests confirming the presence of the drug. The school was informed of the situation and contacted the student's mother to address the consequences of his actions. However, the mother defended herself, saying that her son is already an adult and she has no chance to influence his behavior. Although the student continued to attend classes for a few days, his desire to work completely disappeared. Due to the seriousness of the incident and the school's zero-tolerance policy for substance abuse, the student was ultimately expelled. However, the teacher thinks that the mother did not manage to raise her son.\n\nStudent Profile:\nAge/Year: 18 let, 1.ročník na oborové škole\nHobbies: x\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "728", "student_age_year": "18 let, 1.ročník na oborové škole", "student_hobbies": "x", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bakalář", "teacher_practice_years": "14 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/283", "content": "TEACHING CASE STUDY\n\nBackground:\nTeacher J.: I had only met the student whom I described to you during the negative experience in person before he left school once. That's when I accidentally overheard him asking his classmate out on a date, but she turned him down, saying that she wouldn't go anywhere with a chicken brain. He gave her a few curses and very peppery ones, but the girl did not let herself be put to shame and cursed him back. That's when I felt a pang of guilt inside me. So I waited here for a while, thinking that they had both left. But I saw a student sitting in the corridor with his back against the wall. I came to him and told him to get up and come with me. On the way here I asked him what it was like to be on the other side. The student replied, 'You're right, it's not much.'\n\nSituation (Anamnesis):\nAnamnesis given below in memory of the then eighth and ninth grade.\n\nTeacher Intervention (Solution):\nAfter his answer, we remained silent until the end of the journey outside the school. I sat down on the grass outside and motioned for him to take a seat next to me. Teacher J.: 'I'm sorry for the way she offended you in front of her classmates.' Student: 'I'm sorry too. It was foul and disgusting of me.' Teacher J.: 'That was it. We were both on edge and it just happened. It is now forgotten.' So I offered him my hand as a sign of peace and he accepted my gesture. Then we exchanged only a few sentences and before I left I said to him: 'Maybe if you stop swinging around with sharp elbows and dirty words for both boys and girls, and have a nice word for others from time to time, then he will understand what you are Remember one simple thing: Do unto others as you would have them do unto you.' With those words I left and left him sitting on the grass with his own thoughts.\n\nOutcome:\nTeacher J. said that she later learned from colleagues that the pupil apologized to all his classmates, to whom he had previously been nasty and bullied. On the day he was leaving elementary school as a nine-year-old, he came to her office with a big bouquet and thanked her for the lesson she had taught him.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: sport, videohry\nDisorders: Arogance,Nepozornost,Rušení výuky,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "283", "student_age_year": "14 let, 8. třída", "student_hobbies": "sport, videohry", "student_diagnoses": "", "student_disorders": "Arogance,Nepozornost,Rušení výuky,Šikana", "teacher_approbation": "RNDr", "teacher_practice_years": "20", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/299", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation is quite problematic. She has silent epilepsy and likes to use it when she doesn't want to work in class. We had the fourth hour. A lesson of Czech language. I had a problem with my student the class before that. She didn't want to work and made a mess during recess. I challenged her to read a piece of text in the textbook and the pupil did not react at all. When I gave the floor to someone else, she started talking with her classmates. After a while, I called her again and the whole situation repeated itself. She didn't respond to me and then she was having fun again. It happened twice more.\n\nSituation (Anamnesis):\nŽačka comes from a divorced family and lives only with her father. She leads the education of the child in a rather unique way, which I think is not good for the student or her surroundings. The student does not like going to school and uses her silent epilepsy to do so. She is not particularly popular with the other students because she often lies to them and manipulates them.\n\nTeacher Intervention (Solution):\nWhen this situation was repeated for the umpteenth time in class, I lost my patience. I no longer knew how to motivate her to cooperate with me. My heart was pounding and I told her that she could start listening to me and that if I tell her to do something, she should do it.\n\nOutcome:\nIn the short term, the result was that the pupil was offended and angry for the rest of the lesson and did not cooperate with me at all. I was also excited and the lessons were no longer so calm. The children sensed it too and sat stunned for the rest of the lesson. In the long run, it had no particular impact. The next day, everyone was fine, as if nothing had happened before. Unfortunately, the pupil did not learn anything from this and this behavior continues.\n\nStudent Profile:\nAge/Year: 12 let, 4. ročník\nHobbies: kreslení\nDiagnoses: Epilepsie\nDisorders: Lhaní,Simulace\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "299", "student_age_year": "12 let, 4. ročník", "student_hobbies": "kreslení", "student_diagnoses": "Epilepsie", "student_disorders": "Lhaní,Simulace", "teacher_approbation": "Magisterské vzdělání v oboru český jazyk", "teacher_practice_years": "6", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/619", "content": "TEACHING CASE STUDY\n\nBackground:\nentered the classroom together with the bell ringing, as usual. I noticed that one boy was crying, I went to him and asked what happened. The student told me that his mother had given him money to pay for a set of sheet music for playing the piano for the Elementary Art School. He said that his mother put money in his wallet, but that when he went to check the money at recess, it was not there. I reassured the boy that we would definitely find his money and I asked the class which of the students knew that the boy had more money with him. However, no one came forward. I invited the students to look in their wallets to see if they had any money, but they all only had a few change in their wallets. The boy began to cry even more, saying that his money would never be found and that he really needed new notes. So I decided to approach a more radical solution, I called on all the students to put everything they have in their briefcases on the desk and I said that I would check their briefcases. At this moment, I was expecting someone to confess, but it didn't happen. So I started going through the students' briefcases, when I came to one boy who was quite pale in the face, I asked him if he had taken the money, but he denied it. I looked in his briefcase, there was nothing there. Then I realized that my son also had the same briefcase and that there was a small inconspicuous raincoat pocket underneath. I opened the pocket and found money there. I returned the money to the boy and he was happy to have money for new sheet music. After an hour, I called the boy who took the money to my office and asked him why he took the money.\n\nSituation (Anamnesis):\nThe boy who took the money is a problem-free student with average grades. He had never done anything like this in the past and there were no problems with him. He is popular in the team, he is by no means an out-of-touch individual.\n\nTeacher Intervention (Solution):\nI talked to the student in the office and he explained at length that he didn't take the money because he wanted to hurt a classmate, he just wanted to buy a new PC game. We talked for a long time and I explained to him that even if he only took 10 from him, that too was theft and that one shouldn't steal. Towards the end of our conversation, the student seemed to understand everything and went to apologize to his classmate.\n\nOutcome:\nImmediately after the incident, the boy apologized to his classmate and the next day he brought him chocolate to reconcile. This incident did not manifest itself in the following hours, and after some time the boys started talking to each other as if nothing had happened.\n\nStudent Profile:\nAge/Year: 12 let, 6.třída\nHobbies: Skateboard, kolo, PC hry\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "619", "student_age_year": "12 let, 6.třída", "student_hobbies": "Skateboard, kolo, PC hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Ukončená VŠ, titul Mgr.", "teacher_practice_years": "19", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/292", "content": "TEACHING CASE STUDY\n\nBackground:\nProblematic behavior in the pupil arises repeatedly and we try to work on it from a long-term perspective. The student has trouble paying attention in class, he usually lags behind other students in both individual and group tasks. Above all, when working in a group, the student apparently does not feel very well, because he is rejected by others, because he is slow and does not help them much, rather he delays them. A relatively heated situation occurred last spring. I would say that it has been coming for a long time. It was a classic school day, when the children and I combined a short explanation, group work and individual work in the lessons. The students were tasked with calculating the examples on their own, and then we were to check the exercise together. When I went around the children towards the end of the activity, I found out that while some had already finished or were finishing, the student had not started at all. I asked what happened, if he wasn't listening to the assignment or what was going on. To that, the student replied that he simply did not want to do it and would not.\n\nSituation (Anamnesis):\nThe student lives only with his mother, he has been diagnosed with ADD. This is probably connected to the student's dislike for any activity at home or at school. The student does not attend any interest groups, his hobbies include computer games. He has a very good relationship with his grandfather, with whom he welds and thus creates interesting models. His mother is very supportive of his preparation for school.\n\nTeacher Intervention (Solution):\nIf I remember correctly, we solved the situation on the spot by me trying to ask him why he didn't want to do the exercise. To that he replied that he was not good at it and that he didn't enjoy it. That's why I told him that he needed to practice it precisely because he couldn't do it, so that he would be able to do everything else that would follow later, and I showed him how to count the examples. We managed it together, but after an hour I agreed with him that such an approach should not be repeated and we should discuss it together with my mother. So we arranged an individual meeting with the mother, at which the pupil was also present. We solved together the situation that occurred in the classroom. It turned out that not only in the classroom, but also at home, the student's lack of interest in any activity is a big problem. The reason given by the pupil was his alleged failure in everything he does. He always commented on the fact that he refuses to devote time to the curriculum to improve or speed up his work to the level of his classmates by saying that he simply does not enjoy it. That's why we agreed that we will try to start doing things that he enjoys at school. I found out that the student really enjoys welding with his grandfather in his free time. So we agreed to do a project week in which he would present his hobby to the class. Work on his project as well as other efforts to improve, such as regular practice with mom (for example, reading 20 minutes a day, etc.), we wrote together in a contract, which the students undertake to follow in the event of such problems and should lead to the correction of these problems. The contract was signed by the pupil, mother and me.\n\nOutcome:\nThe student prepared the project and successfully presented it, he had photos of him and his grandfather welding in the presentation, he actually explained the whole process. He even brought back models of the weapons they made, which really impressed the other kids. Everyone was excited about his project and I think it really rose to the others. I also think the fact that he got a chance to shine and experience some personal success of his own moved him a lot. Immediately afterwards, he felt like learning himself. We are still struggling with it a bit, he is also still a little slower than the others, but he is making huge progress in his approach to completing tasks in class. That's why I started to include the creation of projects related to the currently discussed topic more often in the teaching, which the students quite enjoy and I think that this method of learning suits the student quite well. However, there is still room for improvement.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nHobbies: Počítače\nDiagnoses: ADD\nDisorders: Pasivita,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Agreement, Support, Proactive solutions, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "292", "student_age_year": "10 let, 5. ročník", "student_hobbies": "Počítače", "student_diagnoses": "ADD", "student_disorders": "Pasivita,Nepracovitost", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Proactive solutions, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/514", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in physics class started when the teacher was describing the operation of an electric motor and the student was disrupting the teacher's explanation with his knowledge about electric motors. He tried to attract attention by telling about his visit to collect raw materials and the subsequent assembly of an electric motor at home. The teacher tried to calm the student, listened to part of his story and asked him to finish the rest after the bell rang.\n\nSituation (Anamnesis):\nAn eighth-grader diagnosed with Asperger's syndrome has second-level support measures in place. He grows up in a complete family with his parents and younger brother. He attended elementary school in the town where he lived until the sixth grade, then at the request of his parents he was transferred to an elementary school in a neighboring village due to bullying by his classmates. At his original school, he was not accepted into the collective, he was ridiculed. At the current school, he is integrated without difficulty and is accepted by the team. Among the typical manifestations of his behavior are lack of concentration, the need to be interesting to the team, a frequent tendency to lecture, demanding adherence to a set schedule, restlessness and nervousness when teaching changes. Also diagnosed are learning disabilities, difficulty in writing, higher error rate when reading, easy tiring, less independence and less alertness in the performance of duties.\n\nTeacher Intervention (Solution):\nThe teacher asked the student what he knew about electric motors. The student began to tell about his experiences with the production of an electric motor, about visiting a scrap yard and welding parts at home. The teacher interrupted him by saying that he would first explain the theory of electric motors and at the end of the lesson the student would have space to tell his story.\n\nOutcome:\nThe student calmed down after this interaction, paid attention to the teacher and was given the opportunity to finish his story before the bell rang. This approach was effective, and it is important to choose a solution that does not confuse and unsettle the student. Agreement instead of command has proven effective. This solution worked for a long time, especially during physics classes, which were very satisfactory to the student. He always listened to the teacher's explanation and could add his own experience at the end of the lesson. Other students also used this option, which contributed to maintaining a calm atmosphere in the classroom without shouting.\n\nStudent Profile:\nAge/Year: 14 let, 8.ročník\nHobbies: Všechno ho zajímá, vše zná. Zajímá ho elektronika, stroje.\nDiagnoses: PAS – porucha autistického spektra\nDisorders: Rušení výuky,Nepozornost,Potřeba pozornosti,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Agreement, Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "514", "student_age_year": "14 let, 8.ročník", "student_hobbies": "Všechno ho zajímá, vše zná. Zajímá ho elektronika, stroje.", "student_diagnoses": "PAS – porucha autistického spektra", "student_disorders": "Rušení výuky,Nepozornost,Potřeba pozornosti,Nepracovitost", "teacher_approbation": "Mgr. Obor speciální pedagogika", "teacher_practice_years": "10", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/701", "content": "TEACHING CASE STUDY\n\nBackground:\ncame to work like any other day and started preparing for the Czech language lesson in the room for individual education. From half past seven, the pupils began to arrive gradually. First, they changed in the locker room, saw the prepared regime in the common class and started playing at recess. We always start the activities at eight o'clock. Since I work with pupils with autism spectrum disorders at a primary school established according to §16, paragraph 9 of the Education Act, I mostly work with each pupil individually. That was the case on this day as well. I had my lessons prepared, all the tasks were structured (in boxes or files) and the climate in the classroom was optimal. So I took the transit card in my hand and came to the student. Even when handing over the transit card, problematic behavior occurred (spitting on the teacher). Here, however, all it took was an increase in voice, to which the student responded by stopping spitting, getting up and going to the regime. From the mode where he put down the transit card and took a card called 'reading and writing', he left with me to an individual room. The student sat on the chair, I sat opposite and handed the first structured box with the task. Completing the task consisted in sorting letters of different font and color. After a few seconds of work, the student grabbed the entire box and threw it behind him. Together we had to get up and go clean the box. During the cleaning, there was also fluffing and my threats of 'ugly'. After cleaning up the discarded box, the student's behavior seemed to calm down and we could continue learning. The next task, for a change in the notebook, was a bit more difficult. The student had to cut the prepared components and paste them into a table, in which a certain algorithm had to be followed. I had to verbally accompany the task a lot, interfere with cutting and gluing. I often had to use the word 'bad', for which I always got a kick under the bench as a response. The whole situation escalated when I ended the activity before all the tasks were completed because there was no point in learning that day. The student was so angry that he lashed out at me. By accident, he hit me right in the face and scratched my eye. Since I could hardly see, I took him out of the room at least with the rest of my strength, didn't give any reward for the activity, stuck the ugly guy on the motivation board and very emphatically explained that this really shouldn't be done. The whole situation ended with the fact that, on the one hand, the student did not understand what was happening and what I was actually saying, and on the other hand, he knew that he had done something wrong - obviously when I get angry.\n\nSituation (Anamnesis):\nThe student has a recognized diagnosis of autism spectrum disorder (specified: childhood autism) and an associated moderate mental disability. Since early childhood, he has been dealing with this disability and a lot of problems associated with it. He went through early care, a special kindergarten and is now educated at a primary school established in accordance with §16, paragraph 9 of the Education Act. It is very specific and unpredictable in its behavior. The student has a very weak understanding (of instructions, situation, orders, actions), his speech is not developed. He picks out only sounds and repeats the learning of the word without understanding and understanding the meaning (echolalia). However, his gross and fine motor skills are at a very good level. Therefore, he is capable of physically attacking people in the vicinity. The student's advantage is that he has discovered his level of strength, which is really great, and he can use it. He is also hypersensitive to a lot of sounds and noises, but at the same time he makes loud noises that can be compared to humming and constant honking or humming. When making sounds, it's more about playing with speakers and discovering what new things can do. The student likes his classmates very much. However, he cannot play with them or establish contact due to the absence of speech. He reacts inadequately and aggressively to the speech of his classmates (slamming, kicking, slapping). The student does not harm his classmates on purpose or in any premeditated way. Aggression is his way of expressing that he doesn't like something, that something hurts, doesn't entertain, or annoys him. So far, it has not been possible to find a suitable way of motivation that would stop his problematic and inappropriate behavior. The student has been attending primary school for the seventh year. Over the course of seven years, the composition of the class has changed several times so that the student feels as comfortable as possible at school. Unfortunately, he is such a specific student that it is not possible to create ideal conditions for him for education and learning to spend his free time. The only person who pays for the student is his twin sister. Even the parents have not yet found a way to prevent or at least mitigate his problematic behavior. The situation that occurred at school was preceded by several previous situations. In retrospect, we learned that the student did not want to go to school that day at all, he protested at home and also on the way to school. Even during all the activities before the actual teaching, his mood was bad and maybe even slightly frustrated. Since, according to him, everything was wrong from the morning, it was evident that there would be a problem with learning, where he must always exert the greatest strength and a great degree of concentration, attention, thinking, memory and all his learned skills.\n\nTeacher Intervention (Solution):\nWhen dealing with problematic behavior in a student, I am immediately faced with several pitfalls that constantly complicate the solution of the situation for me. First, it is the student's inability to understand the whole situation. To understand that his kicking, banging and similar assaults hurt me. Furthermore, it is his inability to respond adequately and express dislike, pain, a bad day, or simply a misunderstanding of the assignment. Other no less easy obstacles include his absence of speech and little understanding of the meaning of words. I'm also not sure to what extent he understands the picture system we use - he recognizes the pictures, but I never know if he understands exactly what they mean. In order to solve problematic behavior, I first used a few reminders, which I hoped would moderate the student's behavior and enable him to complete tasks ready for learning. In the case of a greater degree of problem behavior, I verbally reprimanded the student several more times (with a prepared visualization), but then took him out of the classroom back for a break and thereby ended the activity prematurely. She collected the pre-arranged material reward for which he was exposed to work that day (chips). Then I approached the motivation table (from the point of view of social rewards), where he has exactly visualized good and bad behavior and stuck the so-called 'ugly'. I continued to describe in a raised voice in simple sentences, or just words, what had happened and what would follow from it. For a better understanding, I still used the motivation chart for good and bad behavior (visualization). It must be added that the whole time the student had to feel that I was the one who had more say. This is very difficult to achieve with the pupil - he is very tall and also has great strength. The only time he considers others to be of greater authority is if you are greater than him. Case in point, if you're a man (but not his father). It was therefore necessary to sit the pupil on the ground with the help of another teacher, and I stood over him throughout the whole arrangement.\n\nOutcome:\nIn terms of a short-term solution, i.e. immediately after the incident, the pupil really calmed down and worked as he should for the rest of the day. He no longer allowed himself to protest or boycott the situation, aggressive behavior towards other teachers or classmates. It startled him when he scratched my face. That really helped make him realize at least that something was wrong. He was expecting my immediate reaction to the strain. Instead, I checked my eye and did not pay attention to the pupil at that moment. From the point of view of a long-term solution, however, one situation is not restrictive or limiting for him. The student forgets the incidents very quickly and most importantly, the cause of his problematic behavior is his disability. Often, he might like to forgive and break away from the affective, problematic behavior, but he can't help it. It must pass and cannot be finished until it runs and reaches the finish line (if the runner starts). All of us at school try to make him feel comfortable, understand everything as best as possible and not have many situations where he doesn't know what to do. Nevertheless, we do not manage to catch everything we need and a problem arises.\n\nStudent Profile:\nAge/Year: 14 let, sedmý ročník\nHobbies: Plavání, trampolíny, prolézačky, dětská hřiště, zábavní parky  Bruno, Bongo)\nDiagnoses: Porucha autistického spektra,Dětský autismus,Mentální postižení\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression\nSolutions Applied: Consequences, Disrespectful communication, Transfer of student, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "701", "student_age_year": "14 let, sedmý ročník", "student_hobbies": "Plavání, trampolíny, prolézačky, dětská hřiště, zábavní parky  Bruno, Bongo)", "student_diagnoses": "Porucha autistického spektra,Dětský autismus,Mentální postižení", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání, obor speciální pedagogika", "teacher_practice_years": "6", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1048", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the time when the student's problematic behavior occurred, I had only been working in education for the third year. Before that, however, I worked in a children's home, so I faced problematic behavior in children almost on a daily basis. The student had a postponement of compulsory school attendance, the biggest problem during classes were his tantrums - during the first year of the special primary school, he had a period when he sat down at the desk and started banging his head and his hands violently. Subsequently, he tried to bang his head and me at the moment when I was standing behind him at the bench. With his behavior, he caused me and my colleagues physical pain - but after that we got used to him and knew when to be careful. The pupil's behavior worsened the most when he was at home for a long time, i.e. at the time he had that injury and at the time of covid-19. In the second year, the pupil's behavior improved, he became more integrated into the school team, gradually becoming aware of the daily routine. At the moment when a student's problematic behavior occurred - hitting others, throwing things at others, biting, banging on the bench, we dealt with it in different ways - we went for a short walk outside with the student, engaged in other activities, etc.\n\nSituation (Anamnesis):\nThe student has been diagnosed with a severe mental disability and autistic features. At the time of his problematic behavior, he lived in foster care, but spent more time at home with his mother. His grandmother accompanied him to school. The student had two postponements of school attendance, he did not go to kindergarten. He had an accident at home and missed a lot of school hours as a result - after three months at home he received a court order to attend school. The pupil's mother had a period when she got the impression that she was the only person who could help the most - she cooperated with the teachers 'in her own way', i.e. she sometimes blamed teachers for the student's worsening behavior and sometimes downplayed his behavior.\n\nTeacher Intervention (Solution):\nThe student practically could not speak, all communication took place mainly using pictures, pictograms and objects - it was not always successful. In short, I can say that the student's behavior was resolved by greater inclusion and realizing that he is in a group of other children. Changing the approach to calm his tantrums also helped to solve the problem behavior – we went for a short walk together, played relaxing music, played with a ball, etc.\n\nOutcome:\nThe student made great progress in fine motor skills, improved his behavior - changed approach to solving problematic behavior - walks, change of environment, other activity, etc. Stopped self-harming. He began to respond successfully to simple commands such as: get dressed, take off.\n\nStudent Profile:\nAge/Year: 10 let, 2. ročník\nHobbies: Zájem o balónky\nDiagnoses: Těžké mentální postižení,Autismus\nDisorders: Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Selfdestructive behaviour\nSolutions Applied: Support, Proactive solutions, Working with the collective, Transfer of student\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1048", "student_age_year": "10 let, 2. ročník", "student_hobbies": "Zájem o balónky", "student_diagnoses": "Těžké mentální postižení,Autismus", "student_disorders": "Emoční labilita", "teacher_approbation": "Učitelství pro SŠ – pedagogika-soc. práce + psychopedie – spec. ped.", "teacher_practice_years": "17 let", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Proactive solutions, Working with the collective, Transfer of student", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1306", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the time when this problem occurred, I was a class teacher in the 7th grade. Since I teach in a village, the classes here are quite small and all the students get along well most of the time. It will also probably be due to the fact that we have a maximum of 12 students in one class, so everyone has fun with everyone. This situation occurred between the pupil and the pupil B. The pupil B often got angry and annoyed the pupil during breaks and during class. They also often argued with each other. One day, when student B was pestering him again, the student thought he had had enough. He grabbed student B's arm and hit her with full force. Student B developed a large purple bruise on her arm. The very next day, the student's mother came to the school and demanded that the student be punished. She said that he attacked her daughter and that such behavior of a student is unacceptable.\n\nSituation (Anamnesis):\nPupil - an extroverted boy with average grades, he has fun with everyone in the class, his dad is a farmer and he is convinced that he will do the same, he also enjoys football and computer games. Student B – extrovert girl with excellent grades, few friends due to very few girls in the class, her biggest interest is horse riding.\n\nTeacher Intervention (Solution):\nAfter my interview with pupil B's mother, I called the pupil's mother. Of course, she didn't know about this situation because her son didn't tell her. This problem was unique, so at first she was very surprised that something like this happened. After I explained everything to her, she agreed that her son should be punished. However, the student's mother wanted the girl to be punished as well, because she thinks she started the problem. She said that if both were not punished, then no one should be punished. Fortunately, the student's mother took it well and agreed that they should both be punished in some way to prevent this behavior from happening again. I spoke with the student face to face and explained to him why such behavior is unacceptable. Next, I tried to find out from him what led him to do this and why pupil B bothers him so much. I had a similar conversation with student B, to whom I explained that if the student doesn't want to talk to her, then don't keep digging into him and try to get his attention. I also had an interview with both actors at the same time, where we discussed in depth how to avoid such a situation in the future. They both said it to each other, and in the end they were glad they had this conversation.\n\nOutcome:\nthink I would classify this problem as one that has been solved well. Although I did not follow the 'table' procedures, the problem never recurred. Male and Female B began to have fun together normally and were even able to work together in a group. There were no such disciplinary problems in the classroom after that and they functioned well as a team.\n\nStudent Profile:\nAge/Year: 7. třída, 13 let\nHobbies: Fotbal, hraní na PC, zemědělství\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: (Disciplinary) Punishments, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1306", "student_age_year": "7. třída, 13 let", "student_hobbies": "Fotbal, hraní na PC, zemědělství", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bc., Aj", "teacher_practice_years": "16", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/507", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the 2nd grade, the pupil's overall Czech was assessed as poor. He had a poor grip on stationery, uncoordinated writing, omitted diacritics, did not distinguish Y/I, omitted letters including their substitutions, and garbled or made up words when reading. The student was very unfocused and thus demotivated. He did not enjoy school activities, but during breaks he was one of the livelier children.\n\nSituation (Anamnesis):\nThe student was sent to the counseling center, where dyslexia, dysgraphia, attention deficit disorder and also the 1st level of pedagogical support were confirmed. He developed an addiction to his cell phone while taking online classes. Withdrawal symptoms were seen during the lesson.\n\nTeacher Intervention (Solution):\nThe student started attending tutoring sessions because he was very far behind the class. Aids for a better understanding of the material discussed (work with tables, reading window for attention) began to be used. As he suffers from dyslexia and dysgraphia, a more individualized approach had to be set for him. He was given more time for dictation, he could write in print, he was given more time to check solutions. Attention was paid to a formative approach to evaluation. Marking was abolished and a great emphasis was placed on verbal assessment as well as on his self-reflection.\n\nOutcome:\nThe student has improved very slightly, but not significantly. Indeed, the improvement was minimal to stagnant. His addiction to the phone persisted, where he becomes nervous and unfocused during withdrawal symptoms. This again leads to a misunderstanding of the material being discussed, and the student thus lags behind the class.\n\nStudent Profile:\nAge/Year: 4.ročník, 9-10 let\nHobbies: pouze telefon a krvavé hry   Klíčová slova, která popisují situaci problematického chování žáka/žáků     1.\nDiagnoses: Dyslexie,Dysgrafie,Poruchy pozornosti a aktivity\nDisorders: Nepozornost,Závislost na technologiích\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Support, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "507", "student_age_year": "4.ročník, 9-10 let", "student_hobbies": "pouze telefon a krvavé hry   Klíčová slova, která popisují situaci problematického chování žáka/žáků     1.", "student_diagnoses": "Dyslexie,Dysgrafie,Poruchy pozornosti a aktivity", "student_disorders": "Nepozornost,Závislost na technologiích", "teacher_approbation": "Mgr.", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/130", "content": "TEACHING CASE STUDY\n\nBackground:\nThe oldest class of students with behavioral disorders is often fully occupied and when they gather in full, they tend to show off in front of each other who can screw up the teacher as much as possible, and it is important not to get carried away by this. But sometimes after a long day it becomes apparent that the teacher is only human. An expert in such situations is a student who treats teachers like classmates and doesn't skimp on swearing. One Friday, when I was waiting in their class as an assistant for the Czech teacher to come from the meeting, I gave them the task of reading from the reading book one by one and went to the office for the teacher's reading book, but when I came back, the student had a phone in his hand, even though I told him when I was leaving to put it in his backpack and prepare his reading book, and yet he was the only one who didn't have it ready and had his phone in his hand all the time.\n\nSituation (Anamnesis):\nThe oldest class of students with behavior problems is really a burden on the teacher's nerves, I spent two days there myself and I have never heard so many foul words in my life. The entire group of 8th grade students is built on a hierarchy where the highest ranking student drives the ones below him and one of the ways to move up this ladder is to beat up the one above you, also to dial the teacher. It is also true that these students often grow up in dysfunctional or incomplete families, and dirty words are a daily occurrence for them, and they often just copy the behavior they see at home and do not perceive the behavior as problematic, but as completely normal.\n\nTeacher Intervention (Solution):\nWhen I returned to the classroom and saw that the student had left his phone on the desk, I immediately went after him and said to him 'That's enough, we were talking about the phone, it's already 15 minutes after the bell and it should be in the backpack, so now he will be with me until the end of the day' and she took his phone from the bench, after which he objected, calling me insulting and cursing what right I had to take his phone. At first I tried to explain to him that the phone has no business in class and that I, as a teacher, confiscate it, but when he continued with phrases like 'may I take your things', I couldn't stand it any longer and my nerves got on my nerves and I started yelling at him yelling for him to calm down immediately, open his reading book and not provoke me anymore.\n\nOutcome:\nWhen the teacher arrived, the students were already calm and so was I, and the rest of the day a similar incident did not repeat itself, but I knew that I did not handle the situation in the best way and let myself get carried away.\n\nStudent Profile:\nAge/Year: 14 let 7.tříd a\nHobbies: otevřená otázka\nDiagnoses: ADHD\nDisorders: Lhaní,Vulgární vyjadřování,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "130", "student_age_year": "14 let 7.tříd a", "student_hobbies": "otevřená otázka", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Vulgární vyjadřování,Verbální agresivita", "teacher_approbation": "Magisterský titul", "teacher_practice_years": "3", "problems_annotated": "Diagnosis, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/585", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, the maid of honor came to me to tell me that a girl suddenly ran out of a group of children playing with stuffed animals and started vomiting and crying. They could not get out of the girl what had happened, whether she was feeling sick or just sick, so the girl was sent home. The next day the girl came to school, but she was behaving strangely. She looked as if something had frightened her and she jerked her gaze towards the boy in the penultimate pew. The girl was avoiding the surroundings, so I thought I wouldn't scare her any more, I just came up to her and told her that if she needed anything, I'd be in my office, I have tea and biscuits there, so she can come and anything to confide In the afternoon there really was a timid knock on the door and that girl came. After talking for a while on a topic that made her feel safe, she slowly began to move on to the reason why she came to see me. The boy in the penultimate bench was said to be showing her some video with naked people on his mobile phone and forcing her to watch until the end, even though she didn't want to. From the brief narration, I immediately understood what it was about, tried to calm the girl down, and after she calmed down, went home.\n\nSituation (Anamnesis):\nThe student who played the video to others probably didn't want to harm others in any way, he was just curious and had to share what he discovered. As it turned out, he had downloaded some pornographic video that he forwarded with the boys in class and while waiting for his parents in the school club, he also showed the video to children who came near him.\n\nTeacher Intervention (Solution):\nI invited the boys who brought and distributed this video to my office. I asked how they got the video and why they wear it to school. One of them is said to have found the video by accident on the Internet and brought it to school to show off to his friends, who of course also wanted the video. It seemed that they regretted the act, they didn't mean it badly and didn't want to get into trouble. The video was deleted from the mobile phones, the boys promised not to wear this to school again. Although I felt sorry for them, how scared they looked and that they regretted their actions, each of them received a reprimand from the class teacher and extra homework as punishment.\n\nOutcome:\nThere was never a problem with the boys in this area. The video seems to have been forgotten and I haven't noticed another offense with them. They are now studying at a gymnasium, where they have no problems. I would certainly appreciate keeping a cool head while dealing with both issues. The approach was professional to both victims and perpetrators. I also consider the idea of an anonymous mailbox to be successful. I would definitely think better about the punishment, it seems to me that these two problems have a different weight of offense, so the punishment should be different in each case and not identical. When dealing with a problem with a bully, I would definitely focus more on the girl after I heard about some problems in the middle of the year to see if she changed her behavior, the fact that the teacher learned that the bullying continued until the end of the school year, I she will come very late, she should have definitely increased her punishment by two for behavior. I would definitely deal with both cases with the parents, I would further grade the bullying with a 2 for behavior, and I would punish the dissemination of pornography with a reprimand from the class teacher. I would also be very impressed by the behavior and awareness of the mistakes of the culprits themselves, if I saw how they realize their transgression and regret it, I would easily reduce/extend the punishment, also according to the subsequent behavior in the following months.\n\nStudent Profile:\nAge/Year: Žák 1.stupně ZŠ\nHobbies: -\nDiagnoses: Dyslexie,Dysortografie,ADHD,Poruchy pozornosti\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Consequences, Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "585", "student_age_year": "Žák 1.stupně ZŠ", "student_hobbies": "-", "student_diagnoses": "Dyslexie,Dysortografie,ADHD,Poruchy pozornosti", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Mgr. – Vko, ČJ, Dě, výchovné poradenství", "teacher_practice_years": "25 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/332", "content": "TEACHING CASE STUDY\n\nBackground:\nIt started when my colleague and I smelled cigarette smoke in the school corridor. So we started to pay attention to how students from our classes (both teach 8th grade) spend the breaks between afternoon lessons. When we went to inspect the situation in front of the school, where the children are meeting at the ramps, it was immediately clear to us what we would find them there with - cigarettes in their hands. In the same way, a few days later I caught a student walking down the corridor towards the toilet and smoking an electronic cigarette.\n\nSituation (Anamnesis):\nIn the class there are mostly students from complete families, one student lives with her grandparents. Pupils try hard at school, most of them actually have normal results, they are not slackers.\n\nTeacher Intervention (Solution):\nMy colleague and I had the students call the office, we talked about why smoking is bad and that they are not old enough for someone to sell them cigarettes. About the fact that the worst possible place for smoking is a school on the property. We asked why they don't even try to hide, they told us that they don't see anything wrong with it, that this is their life and that if they don't light themselves here, they will anyway, but somewhere else.\n\nOutcome:\nMy colleague and I had the last word and we decided to call the parents if we see something similar again. Maybe we should have called now, but then they would think of us as crooks and if they don't despise us by now, they would definitely start suing. By giving them a chance to improve first, we showed that we believe in them, that they can prevent the problem themselves if they know about it.\n\nStudent Profile:\nAge/Year: žáci 7.ročníku\nHobbies: Seriály, počítačové hry, “chození po venku”\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "332", "student_age_year": "žáci 7.ročníku", "student_hobbies": "Seriály, počítačové hry, “chození po venku”", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterský titul z oborů Český jazyk a Občanská výchova pro druhý stupeň ZŠ", "teacher_practice_years": "27", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/324", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student joined my teaching group only in the second year. He and his mother moved to us from a larger city, where he attended a language course. He didn't know anyone here, I would have expected him to be more reserved and look around later. However, there were big problems with him from the very beginning. It all started with him elevating himself over my students and me through his graduation from a language school in a big city. Just a dude. It probably meant for him that he didn't have to participate in classes, carry assignments and even write tests. He was blunt. He was often rude, gave me various invectives, until I was often ashamed of myself.\n\nSituation (Anamnesis):\nHe stopped going to my classes, he refused to write the tests after returning to school, once he even tore up the test itself in front of my eyes, got up and left, saying that he would not let it go and that I had no right to rush him like that as soon as he returned. It was a vicious circle. When the test was announced to him, he did not come. When he could expect it on his return, he went to complain. So when, after several attempts and insistences, he finally came to write the test, he was able to argue with me every time, even about a letter. He tried to blame everything on my side.\n\nTeacher Intervention (Solution):\nHe never accepted compromises on my part, for him I was just a stupid teacher who doesn't understand anything... he doesn't understand who he really is. It was absolutely impossible to work with him and my classes became very bitter, I really didn't like going to classes with him. When he found out that he wouldn't walk, he tried the emotional way, which was that I sat on him. Due to high absenteeism and more than below-average results, and under the assumption that I sat for him, a situation arose that the pupil decided to undergo a committee examination after visiting the principal's office with his mother. He was not satisfied with the triple, which eventually came out of his grades.\n\nOutcome:\nWhat I regret the most is that I didn't have the opportunity to be at his examination, I was sick and the school therefore decided on a new committee, which sat without me (most likely under pressure from my parents). After my return to school, I found out that the student got a 4 on the test, he passed the test and the blame fell on me again. I wouldn't wish anyone to experience this. Due to the smaller town where our school is located, thank God there were no lawyers. But it was very close to it, there was not much left. The pupil's mother demanded that her son be transferred to another group, she didn't want me to take care of him, we weren't even supposed to meet. He was subsequently transferred to my colleague's group. However, the problems did not stop, a colleague complained about the same problems with discipline and attendance. The student still didn't fulfill his duties and his grades got worse, until finally he had to repeat the grade, where he ran into me again, because I taught the same group a grade below where he was now. His tenure at the school ended with him transferring to another school and moving. I don't believe that his indiscipline would break when he changed schools. I wish him only the best, on the other hand, he probably didn't realize what his behavior caused to everyone around him.\n\nStudent Profile:\nAge/Year: 17 ( 2.ročník gymnázia)\nHobbies: Cestování, počítačové hry\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Absence,Sabotáž,Vulgární vyjadřování,Neukázněnost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "324", "student_age_year": "17 ( 2.ročník gymnázia)", "student_hobbies": "Cestování, počítačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Absence,Sabotáž,Vulgární vyjadřování,Neukázněnost", "teacher_approbation": "Ing. (aprobace jazyk anglický)", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1467", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation involved brothers who attended 9th grade together. The siblings' educational problems began to appear gradually during the second grade of primary school. Everything culminated in the 9th grade, when both brothers were permanently late to class. During their absence, they were seen around the school - in the store, near the forest, in the park. At the same time, they carried apology letters signed by legal representatives. Family reasons were cited as the most common reason for absence. High absenteeism was not the only problem. The brothers disrupted the course of lessons with loud comments and inappropriate remarks directed at teachers or classmates. A few times they brought cigarettes to school and tried to smoke in the toilets. Teaching became very demanding for teachers, cooperation with legal representatives did not bring positive results. I invited both brothers to an interview to talk to them about their behavior at school. The older brother seemed very confident and measured. He wanted to give the impression that he had life under control, that the occasional walk behind school or a cigarette was no big deal. He spoke disrespectfully about the teachers, emphasized that the lessons at school are boring and that he does not need most of the knowledge that he learns at school. When he was told that he wouldn't get into high school with bad grades, he got nervous and angrily replied that I had no idea what was going on at their house, that he didn't care, that I could call the police, then got up and slammed the door to the principal's office and left The younger brother was much more nervous and aggressive. He didn't want to communicate with me much, he had a great feeling of being wronged, he saw others behind all the problems.\n\nSituation (Anamnesis):\nThe brothers were very troubled, with poor academic performance. They didn't care. They were angry at the whole world. They did not have a very good family background.\n\nTeacher Intervention (Solution):\nIn cooperation with the educational advisor, an individual educational plan was drawn up for the brothers. Pupils and pupils' legal representatives were introduced to this plan within the educational committee. The plan described the educational problems of the pupils and the gradual steps to solve them. It was agreed that the pupils would come for regular consultations with two assigned pedagogues whom the brothers had confidence in and whom they had determined together with the guidance counselor. The subject of the consultations was to share how the pupils did during the week, what they had problems with, what they will work on next. A month after getting acquainted with the plan, another meeting of the school management with pupils and legal representatives was to take place. The aim of the meeting was to verify whether the individual steps of the educational plan are being fulfilled.\n\nOutcome:\nFrom the beginning, the brothers came regularly for consultations every week, and communication with them went well. After two months, they gradually started skipping consultations. The legal representatives did not show up for the arranged meeting. As the headmistress of the school, I invited the parents to come to the school for a consultation. Only mom arrived. Communication with her was not easy, she tended to defend all her sons' transgressions. Nevertheless, she admitted that her sons were behind school a few times, but that she excused their absence so that they would not have unnecessary problems at school. She emphasized that it was up to the teachers to handle them. The mother also admitted that she is actually raising herself alone, as the father has no authority at home. I had a phone conversation with the pupils' father, where he explained that he was in a very bad state mentally, that he was on antidepressants. He said that his wife had found another man and wanted to divorce him. He seemed like a very indecisive person. It was clear from the interview that he was unable to manage the upbringing of his sons and the overall situation in the family. Unlike his wife, he admitted that the children grow up in an atmosphere of constant arguments between their parents. He saw the whole situation as his failure, but he didn't know what to do next. He couldn't find a solution. To the suggestion that they, as husband and wife, seek the help of experts, he replied that the wife did not agree. I contacted the social department with the request that they investigate the situation in the boys' family. Even this solution did not bring results. The social department visited the family, gave some recommendations. Although the boys stopped going to school, their behavior did not improve. They left elementary school in a riot.\n\nStudent Profile:\nAge/Year: 14 a 15 let, 9 třída, Sourozenci jeden s odkladem\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1467", "student_age_year": "14 a 15 let, 9 třída, Sourozenci jeden s odkladem", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magistr.  Učitelství pro první stupeň", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/994", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent with ADHD sat in a desk and papers were handed out. The student studied a lot for the paper because he had a tie in my subject and the midterm was approaching. The student had already seemed restless earlier that day. The moment he received a paper with a lower grade than he expected, he exploded and began scribbling aggressively with a pencil on the paper. He pushed so hard that he punched several holes in the paper and ruined the paper. He repeatedly did not respond to my calls, did not go to calm down and the situation was very heated.\n\nSituation (Anamnesis):\nThe student was communicative and friendly. But he took medicine that made him tired, in this tiredness it was easy to irritate him, He lived in a small apartment with his grandmother because his parents could not take care of him. The student had an assistant assigned to him in his class, who helped to regulate his disruptive behavior, and also assisted in lessons.\n\nTeacher Intervention (Solution):\nThe situation was resolved by the assistant taking the student out of the classroom and into the corridor. In the corridor, she helped the pupil to get out of his affect and discussed the situation with him with complete calmness. During the interview, she tried to use her words to motivate him to continue learning and suggested a strategy to achieve better grades. A diary was kept for the student, where he recorded how he behaved each day at school, there is also space for messages for parents. On that day, he received the stamp of the clouder and the parents were informed about the whole situation. The situation has not yet been officially resolved.\n\nOutcome:\nThe situation turned out well. In his affect, the student did nothing, apart from destroying the paper. His assistance managed to calm the student down and push him in the right direction. She knew the student well and knew that he meant well as a result. On the advice of the assistant, the student let himself be tested before the semester and got his grade right.\n\nStudent Profile:\nAge/Year: 13, 7. ročník ZŠ\nHobbies: papírové modely, počítačové hry\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Vandalismus,Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences, Support, Transfer of student\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "994", "student_age_year": "13, 7. ročník ZŠ", "student_hobbies": "papírové modely, počítačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Vandalismus,Emoční labilita", "teacher_approbation": "Mgr., anglický jazyk, český jazyk", "teacher_practice_years": "25", "problems_annotated": "Diagnosis, Emotional outbursts, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Transfer of student", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/567", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 11 let, 1A/8\nHobbies: astronomie\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons\nSolutions Applied: Proactive solutions\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "567", "student_age_year": "11 let, 1A/8", "student_hobbies": "astronomie", "student_diagnoses": "", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "29", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/136", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the online teaching, I repeatedly encouraged the student to turn on the camera, to log in faster and to pay attention in class, as the student was often late for classes during online classes or did not show up at all. He has trouble paying attention and answering basic questions asked in class. In my online classes, the student repeatedly interrupted or ignored my instructions.\n\nSituation (Anamnesis):\nThe class in which the student is located can be characterized as a class with a good team, where classmates are very empathetic towards each other and can perceive the needs of others, empathize with others and help each other. This classroom atmosphere is probably influenced in large part by the reality that a girl with autism has been attending for years. The student is often the center of attention in the classroom, as he invents new ways to attract attention or say something inappropriate or outrageous in the classroom every day. In class, he is close with one very empathetic classmate who helps him with his studies and motivates him to a better lifestyle. The student grows up in a foster family with two siblings adopted together with him and one stepchild of the foster parents. He has been in a foster family since he was four years old. The atmosphere in the family is tense. The pupil's mother constantly complains about his behavior and often uses intimidation in order to calm her step-child, suggesting that if he does not stop, she will send him back to the children's home. The student has a problem with maintaining attention, is unable to remain calm, often causes a commotion. He requires constant attention, which he tries to achieve through his comments to the teacher or problematic behavior during breaks.\n\nTeacher Intervention (Solution):\nused the 'flower theory' worksheet to solve problematic behaviour. This theory describes three basic principles when working with children and their families - hope, cooperation and creativity. Hope associated primarily with focusing the attention of children, parents and other interested persons on what they wish for (preferred future) and on what is already going well. Another flower represents cooperation, i.e. the ability to negotiate some meaningful common goal with clients (child, parents, institutions). The last flower symbolizes creativity, when various playful elements, painting, humor often appear when working with children. I followed this method or solution for two months, during which I regularly met with the pupil and his foster parents. At the joint meetings, we gradually touched on various topics and questions. The student received a presentation where he gradually wrote down the answers to the questions and discussed with me together with his parents. 'What's the first thing you want to learn?' - diligence. 'What will the new skill look like?' - I will do my assignments carefully and hand them in on time. 'Who will be your assistant?' - Classmate F. 'Why is it good to learn, what will change when a new skill enters my life?' - I won't have problems, others won't worry about me. 'Can you learn this skill?' - Yes. 'How would you like to reward?' - Go to Javorový. 'How will you train it?' - Practice every day at school and at home. 'How do you want your helpers to support you?' - He writes to me, encourages me. 'How do I know I've mastered a new skill?' - I'll be calm. Subsequently, a joint evaluation took place, where I asked the student and parents three questions: 'What did you manage?' - I went to classes, completed assignments. 'Is it time to celebrate yet?' - Partially, there is still room for improvement. 'Can you teach your skill to someone else?' - I do not know, perhaps.\n\nOutcome:\nDuring the meeting with the pupil and his parents, there was a problem with the mother's negative comments, so it did not bring much change. His parents did not take his small steps towards improvement seriously and did not value them significantly at all. Even though the student could see that he was trying, and after a while his activity in online classes began to improve significantly. His friend started writing him motivational messages and helping him with assignments and explaining something he didn't understand. I perceive a strong need for him to experience success, as his mother still sees him as a problematic child, there is a constant need to praise him for small successes and motivate him to change.\n\nStudent Profile:\nAge/Year: 13 let, 8. třída\nHobbies: Knihy, literární psaní, videohry, hudba\nDiagnoses: ADHD\nDisorders: Lhaní,Krádeže,Rušení výuky,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "136", "student_age_year": "13 let, 8. třída", "student_hobbies": "Knihy, literární psaní, videohry, hudba", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Krádeže,Rušení výuky,Nevhodné chování", "teacher_approbation": "Magisterské: Ostravská univerzita, Pedagogická fakulta – Český jazyk a literatura", "teacher_practice_years": "10 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1108", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the eighth grade, I am teaching citizenship education for the second year, i.e. one hour a week. So I've known the class collective for quite a long time, but I can't say that in any particular detail. Some problems remained hidden from the teachers, after they became apparent we started to take action and contacted the school psychologist. But I noticed the first signal in class, during the citizenship education lesson. There was self-harm during class. The student walks around dressed in extravagant models that cover her arms and legs, even in warm weather, I never noticed anything. We focused on eating disorders. We started with a mind map, part of the class was very actively involved here, they were interested in the topic and some even had a fairly deep knowledge of the issue. I currently rated this part of the lesson as successful. It appeared to me as a lively, stimulating, provoking discussion. Most of the students participated, I did not pay enough attention to those who did not contribute to the discussion, I did not notice how the mentioned student reacted to the individual points. Now I assess this part of the lesson as problematic, I did not register any signals that anyone was getting tense, uncomfortable, that they were affected by the given topic. I can only make this assessment in retrospect, the working atmosphere in the class was very pleasant, I really didn't notice anything that could warn me. In the next part of the lesson, we screened a short documentary and showed several photographs (mostly with the theme of anorexia). The effect was strong, the discussion started. It was only during the discussion that I noticed that the student was stabbing her forearm with a compass and restoring healed scars or creating new ones. The situation was very unreadable for me, I couldn't find a solution. At first I didn't even really see what he was doing. In addition to me, a classmate who was sitting behind the student also noticed it (she was sitting alone in the desk).\n\nSituation (Anamnesis):\nThe student is of average intelligence, artistically gifted. He draws very well, writes interesting styles, and also works on his own creations. She is interested in rather morbid topics, ghost stories, horrors, murders... She is introverted, withdrawn, quiet, not very social. It is characterized by low self-esteem, even a feeling of inferiority, signs of shame are visible, and often blushes in complicated situations. On the other hand, he is obviously trying to attract the attention of others with his appearance. She probably succeeds in this sometimes because of the risky behavior she exhibits - self-harm. She often deals with her gender identity, speaks of herself in both the feminine and masculine genders, and her closest relatives sometimes address her by a masculine name. In front of pedagogues, he mostly uses feminine forms in relation to himself, if he talks to his friends, some days he talks about himself exclusively in the masculine gender, other times it alternates. She is dressed very extravagantly, she prefers the color black. She regularly changes the color of her hair, paints her face with bold patterns, with a black pencil, sometimes in a black and white combination.\n\nTeacher Intervention (Solution):\ndid not react adequately in the given situation. I was surprised and taken aback, so I asked the most inappropriate question - what are you doing? Follow-up follow-up questions didn't improve the situation much: Why are you doing this? Do you know that you can get an infection in it? That you will always see those scars there? The classmates reacted relatively calmly, of course they knew about the self-harm, they just expressed surprise as to why he was doing it during class. It was a completely new situation for me, moreover, I was aware that the trigger signal was my activity in teaching. It certainly set the class going, we opened up on a topic she was very uncomfortable with that she probably has some experience with. The student is tall and slim, I don't know if she also suffers from an eating disorder, or if someone in the family has these problems. After class we talked outside the classroom, I invited her to talk to the school psychologist. She didn't want to, at least not yet. In the conversation with me, the student did not feel well, she obviously felt that I was pushing, which was probably true. I requested a consultation with a psychologist for myself to learn how to respond to a similar situation.\n\nOutcome:\nDuring the lesson, after the problem was revealed, the classmates reacted relatively calmly. I didn't want to discuss in front of everyone what he was doing and certainly not why he was doing it. I basically cut her off, told her to leave it at that, and didn't comment further. I could have reduced my own emotions, I have to admit that in retrospect. Communication between adults and students who self-harm is complex. After consulting with a psychologist, I was reassured that it is natural to be in shock. A person is taken aback, feels frustrated because he does not know how to help the person in question, or he does not understand his behavior. During the communication itself, it is important to get rid of all these feelings and not to react under the influence of emotions. It is important not to try to solve the problem immediately and think that quick solutions do not work. It is always necessary to contact the parents and inform them. Lesson learned - I should be careful about preparing activities, the presentation of which could lead to unexpected twists. Alternatively, think of a strategy to respond to similar situations immediately and effectively.\n\nStudent Profile:\nAge/Year: 14 let, 8.ročník\nHobbies: Výtvarné umění, péče o vzhled   tvorba image, sebeprezentace),\nDisorders: Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1108", "student_age_year": "14 let, 8.ročník", "student_hobbies": "Výtvarné umění, péče o vzhled   tvorba image, sebeprezentace),", "student_diagnoses": "", "student_disorders": "Sebepoškozování", "teacher_approbation": "Učitelství všeobecně vzdělávacích předmětů 5.-12. ČJ/ON a metodik prevence a výchovný poradce (specializační studium výchovného poradenství)", "teacher_practice_years": "32", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/620", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I walked into the classroom to start the lesson, two boys were fighting and threatening each other at the end of the classroom. I came to them and tried to stop their argument. The two boys who fought are students with worse results, they still provoke each other and often disturb each other. Even when I strongly told them to stop, they acted as if I didn't say anything and continued arguing. Suddenly, one of the two students took a chair and threw it at a classmate. The chair only hit him lightly in the hand, but it totally freaked me out. He didn't listen to my warning, didn't respond to my presence, and even threw a chair at a classmate. It pissed me off so much that I couldn't hold back, pulled the student out into the corridor and yelled at him until he cried. After this situation, I really blamed myself for my thoughtless reaction. I should have thought the situation through better and clarified everything calmly with the student.\n\nSituation (Anamnesis):\nBoth the student and his classmate are students with average grades, they are often disruptive and want to draw the teacher's attention to themselves. The class realizes that they are only trying to attract the attention of the others with their antics, so they don't pay much attention to them, but the students make all the more noise.\n\nTeacher Intervention (Solution):\nInstead of solving the student's behavior calmly, I reacted quickly and hastily. I didn't have to shout at him and I could solve everything more calmly. Later, I talked with the student again and ended the whole situation calmly. However, I do not consider my behavior appropriate in the given situation.\n\nOutcome:\nI resolved everything calmly with the student and this incident had no effect on the class.\n\nStudent Profile:\nAge/Year: 13 let, 7.třída\nHobbies: Hudba, PC hry\nDisorders: Vulgární vyjadřování,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "620", "student_age_year": "13 let, 7.třída", "student_hobbies": "Hudba, PC hry", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Rušení výuky", "teacher_approbation": "Ukončená VŠ, titul Mgr.", "teacher_practice_years": "19", "problems_annotated": "Physical aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1143", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring October we discussed conjunctions and the punctuation associated with them. The student wasn't paying attention until he finally asked me a question - Why do we learn this way? After my explanation, because I always explain to the pupils what and why we do, he added - I won't learn anything new. I left it unanswered. When we got to conjunctions and therefore and so on, I asked the students how to write these expressions. It was the student who answered that we write them together. I had had enough, my nerves got out of hand, so I responded to him - Well, you see, if we didn't do this today, you would still be sitting in the wrong place. At least you'll learn something. The reaction of the class was a burst of laughter. At that moment, I fully realized that it was a problem that I had ridiculed the student in front of the whole class. And it wasn't by mistake, I wanted to do something with him, I wanted to make fun of him.\n\nSituation (Anamnesis):\nThe student was a problem, went to school drunk, carried knives (he was generally interested in weapons). Later, he threatened a teacher on the phone and also showed signs of violence (solved mainly outside the school with the police). According to the teacher, the student made himself a 'boyfriend' in class. Many times in class, the teacher tried to catch that they don't know something - he found some information on the Internet and then asked the teacher about it, who of course admitted that he really didn't know such a detail. His reaction was usually derisive, clearly demonstrating that he felt superior to the teacher who did not know the information by heart. The pupil's relations with the class were not at all positive, after he left school the atmosphere in the class relaxed. Whenever he asked something, the class showed annoyance. He also had problems with other teachers.\n\nTeacher Intervention (Solution):\ndidn't deal with it right away, I actually tutored for an hour and went to the office, nor did I plan to deal with it in any way. The next day, the assistant principal came to me to say that she had received a complaint about my classes. They say that it is impossible to study in my classes because there is too much noise. The representative listened to the lessons from behind the door and indicated that there was no noise in my lessons, then the class received an evaluation questionnaire. The pupils themselves wondered why we were dealing with such a thing, because they had no problem. But everyone knew where the wind was blowing from, they showed it with comments and different looks. After an hour, the student in question came to me and admitted that he had written the complaint. He literally told me – I wanted you to harden up. They say I'm too good for that class. He also went with me to the office, where he told me - I just wanted to help you. I didn't know what else to say to him other than - Okay, thank you. That was the end of our conversation and we never came back to it.\n\nOutcome:\nThe student's behavior continued, he still tried to catch the teacher, but there was nothing to punish. Two months later he was expelled from school (for more serious reasons). After investigating the student's complaint, the school management came to the conclusion that there was no problem in the teaching, so the teacher did not harm the complaint in any way.\n\nStudent Profile:\nAge/Year: 17 (3. ročník na SŠ)\nHobbies: militarismus, zájem o zbraně, komiksy\nDiagnoses: Poruchy učení\nDisorders: Agrese,Alkohol\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1143", "student_age_year": "17 (3. ročník na SŠ)", "student_hobbies": "militarismus, zájem o zbraně, komiksy", "student_diagnoses": "Poruchy učení", "student_disorders": "Agrese,Alkohol", "teacher_approbation": "ČJ, DĚJ pro střední školu (Mgr.)", "teacher_practice_years": "6", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/436", "content": "TEACHING CASE STUDY\n\nBackground:\nNever had a problem with this class before. The students were reliable, hardworking and worked excellently as a team. The end of the school year was approaching, when the grades were closed, the obligations of students and teachers were fulfilled, so there was nothing left but to enjoy the last moments with classmates at this school, because next year they will all go in different directions. On the penultimate day, we had a football, floorball and tennis tournament. During this morning block, one of the students stole a mobile phone in the locker room. The entire school dealt with this situation, as the value of the phone exceeded about 8 thousand crowns. Since no one had any idea who could have stolen the mobile phone, the parents demanded a financial settlement after school (the price of the phone should be divided between all the students in the class).\n\nSituation (Anamnesis):\nThe student suffers from ADHD, at first glance one does not notice unusual behavior. This was a one-time event. The student is average, has no behavioral problems, is friendly.\n\nTeacher Intervention (Solution):\nSince the school was unable to determine who might have stolen the phone, the students agreed to turn it in as they were sorry. However, when the parents of all the pupils found out, it was later revealed that one of the pupils allegedly saw his classmate putting his phone in his school case, but was afraid to tell anyone at school.\n\nOutcome:\nSo the whole situation had to be re-examined. After pressuring the student, he confessed himself, returned the mobile phone and with great shame tried to explain the whole situation. The report card was written, there was no time to change anything on it, and all that remained was to hand it out to the students in the last lesson. On this occasion, the student apologized to everyone and escaped the whole situation without any punishment.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: Skateboard, sprejování, móda\nDiagnoses: ADHD\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Violation of classroom/school rules\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "436", "student_age_year": "15 let, 9. ročník", "student_hobbies": "Skateboard, sprejování, móda", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Mgr., ČJ + HV", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/665", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka lived only with her mother, her father left them when she was 10 years old and he did not show any interest in the family. They only met in court when a new request for an increase in alimony was heard. A very sick grandfather (mother's father) who required a lot of care also lived in the joint household with them. The mother was not enough to take care of the household, so she transferred part of the duties to the pupil.\n\nSituation (Anamnesis):\nThis all resulted in my mother's addiction to alcohol, but she could not undergo treatment, as there would be no one to take care of a sick grandfather. Žačka thus lacked the healthy family background she was looking for and tried to replace it among her friends, to whom she ran when she could no longer stand it at home.\n\nTeacher Intervention (Solution):\nOne day her two best friends came to my office and expressed concern about her condition, as they suspected she was using meth and asked for my help. Personally, I hadn't noticed anything up to that point that would have caught my attention - her benefit had deteriorated slightly, but it wasn't anything major, and she was apparently able to compensate for it thanks to her very high intellect. Subsequently, I went to see the school psychologist, and the pupil and I then sat together and talked. It turned out that the friends' fears were justified, as the student admitted that she irregularly uses meth. She came to meth through her friend, who had been using it for some time and the student wanted to help him. Over time, he secured professional help and underwent rehab and medical treatment. Žačka was then left alone in this, she had no one to lean on in the family, on the contrary, she still saw her mother's dependence as well. We managed to convince her to cooperate, to which she initially approached with willingness and an effort to start solving the given situation.\n\nOutcome:\nHowever, over time, her level of willingness to follow the set rules decreased and she started looking for various excuses, in the form of her mother and her sick grandfather, why she cannot follow the set rules. It all ended when another teacher caught her bringing meth to school and trying to sell it to a classmate in an attempt to make some money. Of course, the teacher in question had to report it and the student was immediately expelled from school. I have no further information about her.\n\nStudent Profile:\nAge/Year: 18, třetí ročník\nHobbies: Umění – hudba, kresba\nDiagnoses: Závislost na pervitinu\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "665", "student_age_year": "18, třetí ročník", "student_hobbies": "Umění – hudba, kresba", "student_diagnoses": "Závislost na pervitinu", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., IVT, pedagogika a psychologie", "teacher_practice_years": "31", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1419", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I will describe concerns the physical assault of a student in the first grade. I conducted the interview with an educational counselor and at the same time a second grade teacher. The incident took place after classes in the locker room, so the teachers did not know about it, they only became aware of the situation from an email that the mother of the attacked student wrote to the principal. The principal, the class teacher and I got together and agreed on how to solve the situation. First, I met with the children who were affected by the situation - the attacked student, witnesses, the aggressor. They were looking for the cause, how it happened and what attack or health problem was caused. Subsequently, a conversation was held with the parents of the attacked student and the aggressor, and the situation was clarified for them. The student who attacked his classmate had reservations about him earlier, as the attacked joked about something that was sensitive for the aggressor, but he did not know that because he had not attended the school for a long time. Since the aggressor didn't know how to react to the situation, he attacked, a day earlier and outside the school, but the victim ran away. Therefore, the next day he thought out his plan better and attacked the student in the locker room, where the supervisor could not see. There he physically attacked him, some of the children had to intervene, they tried to tear them apart. Another part ran for the teachers, but by the time they arrived, the conflict had ended. The student who was attacked ran home and did not report the situation.\n\nSituation (Anamnesis):\nThe aggressor – a 4th-grade elementary school student, with average academic performance, had reservations about the attacked classmate earlier, mainly because of his remarks, which related to a sensitive matter, and then showed remorse during the interview. The victim - a 4th grade student, average academic performance, did not attend school for a long time, so his remarks stemmed from ignorance.\n\nTeacher Intervention (Solution):\nThe aggressor was invited by the principal and the class teacher, who explained to him that the conflict cannot be resolved in this way. They gave him the option that he could explain the whole incident at home by himself, before he would be called from school. Although the mother knew that something had happened, she was warned not to put pressure on the student and to give him the opportunity to confide in her, so her son had the opportunity to explain why and for what purpose he reacted. We also discussed the situation at the pedagogical council, and subsequently came to the conclusion that the pupil will be reprimanded by the class teacher. I also clarified the whole situation to the victim, I explained to him the cause of the whole situation, and even though he was not aware of his behavior, he seriously hurt the classmate with his comments, which is why the aggressor reacted so excessively. It was emphasized that such a situation must be reported. We told the other students that they reacted correctly, someone ran for the teacher, someone helped to pull the boy away from him to prevent even more serious injuries. We then emphasized to everyone that if any behavior bothers them, they have to say it out loud. We gave written notice to the mother of the student who was attacked, how the whole situation was handled, what the punishment was and what is being done about it. Overall, we then increased surveillance at the school to prevent another potential attack.\n\nOutcome:\nWe immediately strengthened supervision at the school. In the classroom where the conflict occurred, several sessions were held with psychologists who explained to the students how to solve problems and generally how to communicate with children and teachers. At the same time, the class teacher worked with them during class hours. We think that the cause is also distance learning, during which children seem to have forgotten how to solve such situations, or maybe they didn't even learn to solve them because of the covid quarantine. That is why we worked purposefully not only with this class, but also with the others. Programs from the pedagogic-psychological counseling center were implemented, everything was aimed at the children being able to get along with each other.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída\nHobbies: hra na počítači, sport\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1419", "student_age_year": "10 let, 4. třída", "student_hobbies": "hra na počítači, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., matematika, fyzika", "teacher_practice_years": "23", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/630", "content": "TEACHING CASE STUDY\n\nBackground:\nWe went to the zoo. I went alone with the class, because they simply didn't have anyone else, which is often the case at school. I went with the approx. 24 students to the zoo across the whole area and back. We had a program there and so on. When we arrived at the school after those x hours in the field, one group of children decided that it would be a lot of fun if they held the door of the subway and did not get off at the station where we have school. I got out, the children got out. But it was so that the class was big, so the children were not at one door, they were at several subway doors, and those who were close to me got off with me. Most people got out, but about 3 to 5 kids, I don't remember exactly how many, just didn't get out. They held the subway door so it wouldn't open, laughed merrily and rode on. And since it was lunch time, they were waiting for us in the dining room. After that, we should have finished the lesson and gone home. It was already a long time, so I got angry, took the rest of the class and led them away. I left. I left them alone and left that subway and went to school with the rest. I got to school, let the other children go to lunch, said goodbye to them and waited for the three or five who didn't show up. When they came, I took out their student cards and wrote them a note that they didn't show up on purpose and I sent them away too.\n\nSituation (Anamnesis):\nBut she was the kind of student who was simply adopted and at this age (15 years old) was terribly rebellious and did various things to the teachers. She was very smart, pretty. But she had some kind of crisis because she found out that she was adopted and she was doing all sorts of problems at this time that I'm talking about. So she was such a troublemaker, and when she didn't want something, she deliberately sabotaged it - even for an hour, for example. She was not paying attention, talking back and so on. But the headmaster had a protective hand over her for some interesting reason, I don't know. Her class teacher and principal kept a protective hand over her and excused her for everything she did. And it was always as if we were incapable of doing something to us there and the class teacher had absolutely no problems with her.\n\nTeacher Intervention (Solution):\nSo I came to the principal's office and the principal scolded me for giving her a note when the subway door wouldn't open for her. So I said: \"But the subway door opened for her, or rather it would have opened for her if she hadn't kept it closed. And it was her approval, the metro was not to blame.\n\nOutcome:\nThe student was not punished. The next time I came to class, a student with a triumphant smile that she had won. I would probably describe it like this. The student then harmed her until she got revenge. She behaved similarly everywhere and the only thing she enjoyed was sports. I think she played basketball and she was really good at it. But she didn't respect the rules there either and they kicked her out. Even though she was the best of the team, she was simply kicked out and then somehow she realized that it would be good to go by herself. I think that she needed to get through the fingers at that school and that if she got through the fingers right away at the school, so it might not have gone as far as getting kicked out of the sports club. And that the principal and the class members who apologized to her were actually harming her.\n\nStudent Profile:\nAge/Year: 15 let, 9 tř.\nHobbies: basketbal\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "630", "student_age_year": "15 let, 9 tř.", "student_hobbies": "basketbal", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "vysokoškolské (RNDr.), aprobace Biologie – Chemie se zaměřením na vzdělávání", "teacher_practice_years": "20", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/708", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the second year, the student began to stand out from the group. She had trouble with her friends, who wanted to break free from her influence, which the pupil maintained in an unusual way - incomprehensible to her friends, and therefore they came to me and asked me questions. The student sent them strange messages or reacted negatively to profile pictures and photos of girls from the class on social networks. And she defended herself by saying that it was an effort to integrate and socialize. When I discussed this unusual behavior with her, she replied that she did not understand why I was surprised, that it was normal. She moved further and further away from people mentally and physically. Absences and non-classification in subjects began. She didn't show up in class, but she somehow passed the exams. She managed to pass to the next year, but the absences reached the limit and we started to solve it with the psychiatrists, when the medication started.\n\nSituation (Anamnesis):\nHer classmates were able to support the student for about three quarters of a year, but then they could no longer handle the pressure from her. The student even managed to disrupt the class collective twice, because she interrupted her studies and repeated the year with a new class. She antagonized all the classmates she had because she was emotionally unreadable to them. The student did not communicate because she was constantly afraid, even though she was handled very carefully. She was always prepared for exams, which she passed, but she skipped the school year and continuous learning.\n\nTeacher Intervention (Solution):\nI tried to include at least one of her classmates in some kind of friendly relationship to help her, to try to include her. The pupil was abusing him. Meetings and communication with psychologists mediated by her mother, attempts to give her other tasks, permanent educational discussions, sometimes pressure was deliberately put on her, discussions with her mother to withdraw her from school.\n\nOutcome:\nThe solution was actually 'successful' for the school, because she passed her matriculation, but from the point of view of my feeling, the situation is unmanageable, because the educational process was not directed at her, we didn't have many opportunities to teach her something clever, we didn't even teach her feedback, I wasn't satisfied with the fact that she did not have time to learn what she should know. This is not good for my classmates, for me, but especially for her.\n\nStudent Profile:\nAge/Year: 17 let, 2. ročník SŠ\nHobbies: /\nDiagnoses: Panické ataky\nDisorders: Autistické rysy,Introvertní chování,Nesoustředěnost,Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Proactive solutions, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "708", "student_age_year": "17 let, 2. ročník SŠ", "student_hobbies": "/", "student_diagnoses": "Panické ataky", "student_disorders": "Autistické rysy,Introvertní chování,Nesoustředěnost,Pasivita", "teacher_approbation": "Magisterské na FAVU, Vut Brno", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Proactive solutions, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/159", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the physics class, which he does not like, he was having fun with his surroundings and disturbing the teacher's explanation. The teacher reprimanded the student several times using disciplinary punishments - writing a note in a red notebook, going to the school counseling office. Before the teacher called the ŠPP to inform about the arrival of this pupil and to find out if there was enough space in the ŠPP, the pupil in a fit of rage overturned the desk and started yelling hysterically. After which I immediately told the student to pack his things and clean up his place after himself. The student obeyed and we went to ŠPP. During the journey, the pupil did not respond to any of my questions and snapped back when handed over to the school psychologist\n\nSituation (Anamnesis):\nThe class as such is relatively unproblematic except for some outbursts, which, however, have no deeper subtext and are more about situational problems than long-term grudges. The class as a whole works well and the others are quite nice to the aforementioned student and are aware of the tantrums that happen from time to time. I believe that the student did not have his day and that, in combination with an unpopular subject and apparently uninteresting material for the student, led to this situation.\n\nTeacher Intervention (Solution):\n**** take your things and clean your place, we're going to ŠPP, it can't go on like this.\"\n\nOutcome:\nI think that after the anger subsided, the student realized that he had behaved badly and the whole situation was unpleasant for both parties. The next day he apologized to the teacher and the teacher accepted the apology saying what could be done to prevent this situation from happening again. The student said that he did not know and that he had simply been nervous since morning. He will try so that this situation does not happen again and that it will hopefully be fine.\n\nStudent Profile:\nAge/Year: 13, 7.\nHobbies: Počítačové hry, hudba\nDiagnoses: ADHD,Dyslexie,Dyskalkulie\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "159", "student_age_year": "13, 7.", "student_hobbies": "Počítačové hry, hudba", "student_diagnoses": "ADHD,Dyslexie,Dyskalkulie", "student_disorders": "Agrese", "teacher_approbation": "Magisterské-Tv/Aj", "teacher_practice_years": "15", "problems_annotated": "Emotional outbursts, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1023", "content": "TEACHING CASE STUDY\n\nBackground:\nDetailed description of the situation and solution: One day the student did not arrive at school and thus had an unexcused absence for one day. My parents contacted me, they needed to talk to me and it was about the girl going to another city to meet some guy. The girl found a friend on the Internet whom she didn't even know, corresponded with him for some time, and decided to go on a date with him in another city on her own. But until then she was a problem-free student. The parents came to the school and informed me that they were not aware of the absence themselves and that they found out that she had taken a trip to another city.\n\nSituation (Anamnesis):\nStudent history: In the first case, this is a female student who had no problems and had a good result. This is a student from my class where I was the class teacher. The girl grew up in a complete family and had friends in class. She is a completely normal student who did not show tendencies towards problematic behavior.\n\nTeacher Intervention (Solution):\nDescription of the solution to the problem behavior: The parents were very upset about the situation and they themselves preferred that her lessons were not excused, so she had, I suspect, 6 unexcused lessons and a reprimand from the school principal.\n\nOutcome:\nResult of solution: She learned from the punishment and there were no more problems with her. I appreciate that the parents acted this way and did not want to excuse her for hours. In many cases, it is rather the opposite, that the parents defend their child and want to reduce the punishment for him. Unexcused hours and a reprimand may not always be an effective solution to the given problem, but in the given case it really helped and we didn't have to come up with other \"punishments\n\nStudent Profile:\nAge/Year: Tercie (8. ročník Zš), asi 14 let\nHobbies: -\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1023", "student_age_year": "Tercie (8. ročník Zš), asi 14 let", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství matematiky a zeměpisu pro střední školy (Mgr.)", "teacher_practice_years": "13", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1300", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not inform anyone about her psychiatric diagnosis in time and in the manic phase of her illness she started being rude to the English teacher, I had to deal with this situation immediately and what happened was that she was terribly rude and aggressive towards me as well. The truth is that she attacked only verbally, she herself then told us that her attacks are mostly only verbal. We had a conversation where it became clear that she had kept the psychiatric illness from us. It was also that the psychiatrist changed her treatment and she got worse and she didn't tell the psychiatrist in time. In the second situation, what happened was that she turned against the class as well, when she went to every desk and insulted everyone. It was a very tense situation. Just before the incident, I had a lesson in that class and everything was fine, she was smiling at me normally, communicating, and after a ten minute break, the behavior completely turned around.\n\nSituation (Anamnesis):\nThe incident happened a year ago and it involved mostly fifteen-year-old students in the first year of high school. There is a good collective in the class from the beginning, in which there are no major problems. The resulting situation shook the classmates, they did not understand what was happening, some parents even wrote emails and asked about the student in question.\n\nTeacher Intervention (Solution):\nAfter the student told me that she had a psychiatric illness, I requested her medical records and agreed with her that if anything happened, she would let me know. In the second situation, after about ten minutes of persuasion with the principal and the deputy, we took her out of the classroom and stayed with her in the principal's office so that she could calm down a bit. Together, we called her psychiatrist, who directly recommended that we give her some kind of sedative, and I stayed with her for about two hours after that, waiting for her to be completely fine. In the end, the whole thing was resolved by the psychiatrist writing her a recommendation for IVP, where it is directly written that if she does not feel well, she can leave or stay at home, even if she feels that she is not well, but it might pass, she can go to the teaching assistant in the library, where she can lie down on a sofa and wait for it to get better. As for my classmates, I had a crisis intervention class with them, where I explained to them what actually happened so that they were able to understand it.\n\nOutcome:\nEverything is fine now, because Mr. Psychiatrist subsequently discovered that her deteriorating conditions were caused by the wrong treatment. She was given new medication and since then there has been no recurrence of the incident. Of course, in the beginning she wrote to me and didn't come to the class, but she's fine now. Even at practices, they praised her a lot. I was afraid there, because it is work with people and a change of environment, but since he has the new drugs there has been no problem.\n\nStudent Profile:\nAge/Year: 24,druhý ročník\nHobbies: Malování, kreslení\nDiagnoses: Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal aggression\nSolutions Applied: Support, Working with the collective, Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1300", "student_age_year": "24,druhý ročník", "student_hobbies": "Malování, kreslení", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Učitelství sociálních a zdravotních předmětů pro střední odborné školy", "teacher_practice_years": "19", "problems_annotated": "Diagnosis, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1104", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when two female students sitting in the first desk talked to each other for the whole hour and thus disrupted the course of the lesson. I repeatedly warned them several times during the lesson, but they always started to disturb again after a while.\n\nSituation (Anamnesis):\nBoth students were very active and problem-free.\n\nTeacher Intervention (Solution):\nAbout half an hour later, I couldn't stand it anymore and sent them out the door, telling them to come back when they calmed down. The students were taken aback, stopped talking, but did not leave the class. I stood by what I said and repeated to them that they should go out the door.\n\nOutcome:\nAfter a few minutes, both students returned to the lesson, I did not react to their arrival and continued to focus on the explanation. By the end of the lesson, the students were no longer disturbing. This situation did not repeat itself in the following hours either.\n\nStudent Profile:\nAge/Year: 17 let, 2. ročník SŠ\nHobbies: sporty, práce s dětmi\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Transfer of student, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1104", "student_age_year": "17 let, 2. ročník SŠ", "student_hobbies": "sporty, práce s dětmi", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., rehabilitační sestra", "teacher_practice_years": "17", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/353", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter the student got into the second year of high school with great problems, we started working in a certain company. I was in charge of them. We took turns every two days. In advance, of course, all students were even familiarized several times with the school rules and especially with the rules of the company in which we had the opportunity to practice. However, for some it was in vain. There was a problem right after the first day of practice. Honestly, I wasn't even surprised that the next problem would concern this particular student, but I hoped that there would be no inconvenience. After work, I let the students go to the shops to buy breakfast for the next day. They came back quite quickly and scattered around my rooms. Of course I checked to make sure everyone got back to me, but I didn't feel the need to search their shopping or visit them several times a night. I knew that everyone was in their places, or there was no movement, so I went to sleep. In the morning, I was approaching the company's main entrance, I noticed that the student was following me. However, I didn't turn around, I needed to deal with something with a colleague, so I continued to the gate. The doorman guarded the 'flashing system' near her. The system started to beep at any time and it was possible to check at any time whether the given worker had consumed any alcohol. After a short time, I realized that the student did not follow me and somehow got stuck near the gate. I was beginning to suspect. The lady shouted at me to call me. She described to me how she gave the young man a blow job. I don't remember exactly how much they measured, but I know it must have been more than one beer. The student tried to save the situation, so he made up something about the remnants of Listerine, which is the mouthwash. After ten minutes he repeated the test again and of course it was confirmed again. I explained to him that under no circumstances could he enter the establishment. I also couldn't leave him alone in the room if I gave him his own study.\n\nSituation (Anamnesis):\nThe student belonged to a group with a generally negative reputation. It was a few years ago, but I remember that they were 'flashing' together and spreading fake excuses among themselves, even though he was supposed to be the author. He was regularly reprimanded by his homeroom teachers, and failing grades for behavior were also a matter of course. When their truancy was being dealt with among colleagues already in the first year, I remember that there was already some alcohol being dealt with there. The guy came from a certain city, from a divorced marriage. It seems to me that my mother had him at sixteen and after many years she had a child with another man. Of course, I don't want to denigrate the situation in any way, but it was simply obvious that the then sixteen-year-old was not given as much attention as might have been required.\n\nTeacher Intervention (Solution):\nIn the school rules and the company rules that I mentioned, it said that they have a zero limit. That is, they cannot inflate even a tenth. If this happens, the following dismissal from the company occurs and, of course, problems at school. I took the student back to the dormitory, but before I dealt with his studies, of course, I had to deal with the situation somehow. I let my company director know what was going on and also the school director of course. He called his mother about how he had committed a serious offense, but I didn't deal with it further. I mean calling parents. I left that to the director, as I primarily had to deal with the situation in the company. In fact, we were supposed to stay there for one more day, so I arranged for him to come with us, that I couldn't leave him alone. I didn't want to tell him that he would probably get kicked out of school, so I had to act like nothing happened, yesterday was yesterday and today is today. I remember how he was still quiet, but not silent, that he was sorry, it didn't occur to me at all. More like arrogance, that he didn't even try to somehow justify his behavior, but that's how the poor guy tried for the next day. So he did like never before.\n\nOutcome:\nUnfortunately, after arriving at school, of course we had to deal with it. After coming home from practice, the boys went to play fifa and the student drank two two-liter bottles of beer until the morning. So he came to school in such a sleepless state and the principal immediately called him and therefore also his mother, and it was resolved very quickly by firing him not only from the company but also from the school. I could have sent him home after the first day at my own expense, but by coincidence, a similar tragedy happened in the same village a year ago. It's just that the fourth grader in high school had some problem with the teacher and threw himself under the train. So that nothing bad happens that I could blame myself for my whole life. So I took a cautious step without unnecessary reproaches and threats, we took him straight home with us the next day. I proposed a solution and the director agreed with me. However, I confess that I have no idea how the boy continued after being forcefully expelled from school. All I remember is that his mom was moaning that she couldn't handle him anymore. It's hard to say whether it should have turned out differently. We tried to guide the boy to a more correct path, but what a problem, it was initiated by him. It wasn't so much up to me, the school, as it was up to the parents.\n\nStudent Profile:\nAge/Year: 16 , druhý ročník SŠ\nHobbies: Fotbal , počítačové hry\nDisorders: Lhaní,Záškoláctví,Podvody,Alkohol\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "353", "student_age_year": "16 , druhý ročník SŠ", "student_hobbies": "Fotbal , počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Záškoláctví,Podvody,Alkohol", "teacher_approbation": "Stredoškoslké- DPŠ", "teacher_practice_years": "Celkem 39 – z toho škola 9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1308", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout seven years ago, I was asked to represent one lesson in the first grade with freshmen, despite the fact that I am a second grade teacher. It was an exceptional situation and I had a day off right then, so I was like the only option. The lesson was very peaceful because the first-year students saw a male teacher for the first time. I was talking to them about everything possible until suddenly a little Roma came to me saying that he had swallowed pins. Of course I didn't believe him as soon as he told me, but he kept insisting that he really did it.\n\nSituation (Anamnesis):\nA class of inquisitive freshmen, one of them very social and constantly demanding attention.\n\nTeacher Intervention (Solution):\nSuddenly, another boy who was sitting on the bench with a student (we will call him this way for now) came to me and told me that he really did it. That's when I got really scared and immediately went with him to our director, let her call the boy's parents, and I also called 112 at the same time. The ambulance arrived at the same time as the parents, already at first glance you could see that they were substitutes. The student was taken to the hospital where his surrogate parents went with him and I went with them. Matej actually found the pins and I don't remember how, he got out of it safely, thank God.\n\nOutcome:\nLater, some tests were done on him, it turned out that he grew up with a drug-addicted mother, and this probably stems from his desire for attention, since his mother did not give it to him. I am still teaching him history in the seventh grade.\n\nStudent Profile:\nAge/Year: 7 rokov, 1. ročník\nHobbies: otevřenáotázka\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1308", "student_age_year": "7 rokov, 1. ročník", "student_hobbies": "otevřenáotázka", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "24", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1303", "content": "TEACHING CASE STUDY\n\nBackground:\nSo the boy has been diagnosed with ADHD with aggression. Which means that he immediately reacted to any verbal subject or even any look with abbreviated actions. It was either that he started yelling at the other person, or he also strangled or hit someone. Right after that, however, came the matter when he began to evaluate, as it were. This means that he started regretting it terribly and apologizing to everyone that he didn't want to do it. Quite typical when he doesn't have enough dopamine in his head and then he realizes what he's done. Mostly it was very difficult to evaluate the situation or to explain to him that the reaction was not adequate at all, that perhaps no one was mocking him at all, that someone just went and looked at him, that he met him and it wasn't that he wanted to do something to him. But he probably already had such experience that the children automatically knew that he was going for the first one. This means that he responds immediately to any nickname or anything. So the kids were mocking him, right? And he started right away even on a small matter.\n\nSituation (Anamnesis):\nPupil: diagnosed with ADHD with aggression, put on medication but often adjusted due to pupil development\n\nTeacher Intervention (Solution):\nactually had a female assistant, but not for him, but the female assistant and I knew that we had to be really present in the classroom. Which we did well. The only thing that could be done was that we were in a completely different part of the building, where there were no other classes at all, which was good. This proved to us that it was manageable. Of course, for example, circles or going home, we couldn't completely control that. But the communication with the mother took place, but the mother was of the opinion that he should not go to the mainstream elementary school, but to the practical elementary school. Based on his intellect, we don't think he belonged there, but there was a behavior problem, yes. The problem came in the fifth grade, when we could no longer withstand the constant daily attacks. The problem mainly arose when they moved to other classes. I wanted to communicate that we should not move at all or that there would be increased surveillance, which there was. But his conditions were getting worse. My class stuck with him. He had no problem at all in the team, he was perfectly integrated. But then it was that actually my class had conflicts with the whole school because they stood up for him. And every day my class was solved, and to this day I think it was a good class. The integration, because I can't talk about inclusion now, but the integration in my class was perfect. But inclusion in the whole school did not work. The school didn't want to make changes for one. The question then is to what extent it is treading the path for the child, but he will also have to work one day, but perhaps he will choose a job where he may not have so many people around. I don't know to what extent this is correct, but I consider it my failure that I didn't save him.\n\nOutcome:\nHe then transferred to a practical primary school, where there is a class with children with behavioral disorders. It normally went through the pedagogic-psychological consultation. Mom wanted it, I didn't want it, because I think the boy had extra.\n\nStudent Profile:\nAge/Year: 10, 5. ročník\nHobbies: neměl\nDiagnoses: ADHD,Agresivita\nDisorders: Fyzické násilí,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1303", "student_age_year": "10, 5. ročník", "student_hobbies": "neměl", "student_diagnoses": "ADHD,Agresivita", "student_disorders": "Fyzické násilí,Vulgární vyjadřování", "teacher_approbation": "Mgr., Učitelství prvního stupně, Speciální pedagogika", "teacher_practice_years": "9", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1356", "content": "TEACHING CASE STUDY\n\nBackground:\nIt all culminated after the first semester, when some rules were set in the classroom. Most of the class knew the rules, not 100% of course, but this boy was not able to listen to others at all. If, for example, they were sitting in a circle, talking, then he was not able to follow the rule that someone else was talking. He jumped into the conversation a lot and didn't let others finish. Basically, during what others were talking, he tried to chat with his neighbor despite the fact that the neighbor indicated to him that he did not want to listen. Well, it really escalated, that it definitely wasn't better. The whole problem was probably mainly in the fact that he was my friend's son and I always had the feeling that I couldn't solve it with her.\n\nSituation (Anamnesis):\nHe is not very socially mature. When his friends tell him that something bothers them, he is unable to react adequately.\n\nTeacher Intervention (Solution):\ntalked to him first, but it didn't help. It seemed to me that we could handle it alone in class and I didn't want to involve my parents in it. I always attribute it to the fact that my mother and I know each other, so I tried to protect her from this problem here. So I let it boil a lot. I was already really angry with him, and I overreacted too, that it was already putting pressure on me, that I didn't want to react like that. Then it started to bother the other children a lot. They themselves pointed out what it was doing. And it was only at that moment that I started to solve it with the mother, and actually very little was enough. She talked to him herself and found out everything she needed. He was otherwise not very cooperative with others. Although he was still talking, when someone asked him why this was happening, he couldn't answer. All it took was a small conversation with the parents and things improved a lot. It was bad a lot because I put off the conversation with my mom, I don't really know why.\n\nOutcome:\nThis was like a small problem, but I learned from it that if there is a problem and it has been going on for some time, when it is already disrupting the normal activity, then it is really necessary to solve it early and not let it boil over. I did him a disservice by not asking the mother first. In fact, immediately after the conversation with my mother, I could see the difference. For example, he listened more to his classmates and did not disturb them. Today, with the passage of time, it's still the same, I would say. It's not like it's getting better, but it's kind of staying at the same stage.\n\nStudent Profile:\nAge/Year: 6 let. 1. Ročník\nHobbies: Příroda a sport\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1356", "student_age_year": "6 let. 1. Ročník", "student_hobbies": "Příroda a sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, speciální pedagogika, učitelství 1. stupně", "teacher_practice_years": "4 roky asistent, 5 let učitel", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/568", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 11 let, 1A/8\nHobbies: astronomie\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "568", "student_age_year": "11 let, 1A/8", "student_hobbies": "astronomie", "student_diagnoses": "", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "29", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/597", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the following days, the student handed me the student book signed by his parents (more precisely, his father). Within days, after the incident with the lost backpack, what I feared happened. The student seemed withdrawn during the lessons. He fulfilled his duties on the whole, he carried his school supplies, or at least so that I did not know otherwise. After the few interactions we had as student and teacher, I could tell that he was a little scared of me. It's not something I'm surprised by, so much as, as I said, something I've been worried about. After all, I embarrassed him in front of the whole class.\n\nSituation (Anamnesis):\nThe student has never been a particularly problematic student. He always seemed like a good, slightly quieter boy who prefers to have his head in the clouds rather than in his textbooks, but I wouldn't blame him for the fact that learning doesn't make that much sense to him. Diligence during classes was average compared to the class, he found more interest in art classes. He had a few close friends in class, so he never seemed unhappy to me. I only found out about how things are at home after this unfortunate situation.\n\nTeacher Intervention (Solution):\nhad a bad feeling about the unpleasant situation between the two of us. At first I thought that I would talk to the student in private sometime after class, but I wasn't entirely sure if I would make the situation worse, if the student would even be able to talk to me honestly after I undermined his trust with my piece. I decided that I would rather deal with the situation through his parents. I don't know much about his family background, and we didn't discuss the student's problems with preparing for classes with his parents in any depth at the parents' meeting. Only the student's mother came to the appointment in the office. First, I discussed the student's sloppiness with her, the effects it has on him and on my teaching. Subsequently, I told my mother about my infamous moment and how sorry I was for the situation now and that I would like to resolve it with her. Mom ended up being very nice and seemed to understand the situation. She told me something about how things are with the student at their home. His father is very strict with him when it comes to school, so he actually does similar things at home to what I do during class. He prefers to always \"hammer.\"\n\nOutcome:\nenjoyed getting to know the mother, she turned out to be a very understanding person who loves her child very much (to the point of spoiling him), and I was even more pleased to learn more about the student. The mother promised me that she would try to talk to her son more about school and get her husband to be more understanding of their son's distractibility and not put so much extra pressure on him. I apologized to the mother for the incident with her son and similarly apologized to the student the next day. It took some time, but it seemed to me that gradually, day by day, the student's relationship with me and his own behavior in the classroom improved. The student still remains forgetful and distracted here and there, but it is certainly better than what it used to be during the most critical time. This is also helped by the dialogue with the mother, who has been much more open about the pupil's behavior since then.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník ZŠ\nHobbies: Výtvarná výchova, počítačové hry, kamarádi\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nepozornost,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "597", "student_age_year": "11 let, 5. ročník ZŠ", "student_hobbies": "Výtvarná výchova, počítačové hry, kamarádi", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nepozornost,Lhaní", "teacher_approbation": "Magistr – učitelství pro 1. stupeň základní školy", "teacher_practice_years": "7", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1114", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had one student in our class who had support measures for his Asperger's syndrome. He was very smart and had no problem with grades. The main problem was his aggressiveness when someone needed something from him in class. For these cases, as an assistant, I had to take this student out of the classroom to calm him down. It was according to the instructions written in his diagnostic papers. The situation arose when, for example, a classmate was annoying him in class, and the student became aggressive and rude. In this case, I reacted as an assistant to the student and immediately took him out of the class, which he subsequently took as a great injustice towards his person.\n\nSituation (Anamnesis):\nThe student was very smart from a complete family with a good background. The benefit was average to above average. He had special arrangements regarding his Asperger's Syndrome. He had normal relationships with his classmates, but the teacher's attention directed at him was a problem.\n\nTeacher Intervention (Solution):\nIn the end, the solution was simple for me, it was my professional beginnings and I did everything according to the written recommendations from his supporting materials, but pedagogy is a soft science and every student is different and it cannot be approached completely according to different curricula. After an agreement with the parents and the class teacher, I changed my approach towards the student. In the case of aggression caused by another classmate or situation, I dealt with these incidents directly with the given student in class, without the need to remove the student from the class.\n\nOutcome:\nAs a result of the solution, I would certainly state a change in approach to the pupil, still in accordance with the support measure, but not as black and white as was stated. Now the pupil attends the 6th grade and has good relations and mutual trust with his classmates and teaching staff, thanks to which the situations that create his aggression have decreased.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Nezjistil jsem\nDiagnoses: Aspergerův syndrom\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1114", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Nezjistil jsem", "student_diagnoses": "Aspergerův syndrom", "student_disorders": "Agrese", "teacher_approbation": "Středoškolské, kurz asistenta pedagoga", "teacher_practice_years": "10 let", "problems_annotated": "Diagnosis, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/196", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was a break between classes and I went to see my class. Most of the children were eating or chatting. I sat down at the desk and filled out the forms for the beginning of the school year. Suddenly I hear shouting, foul words and yelling. I immediately looked up and saw that there was a group of boys at the back of the carpet and one of them was crying. 'Teacher, he slapped him!' it sounded. I got up and went to see what happened. One of the students was sitting on the carpet and covered his face with his hands. I came closer to him, I noticed that he was crying. I asked him what happened and he sobbed and said another student hit him. I looked at the other and he looked absent minded. 'Is it true?' I said. He avoided eye contact and was quiet. 'It was him, teacher, I saw it.' One of the students spoke up.\n\nSituation (Anamnesis):\nThe student is a 7-year-old student in the 2nd grade. He likes to spend time outside with his friends and with his father. They ride a motorcycle together. The student likes to climb trees. I did not find out more about him, he is not a very sociable child. He is rather quiet and often gets lost in class. He doesn't understand the task, he looks dreamily out of the window and is forever behind. You can see from his eyes that he is confused and his thoughts are completely different. He often calls the teacher, either to check that he is doing things correctly or, more often, because he does not know what to do. The student sits in the first desk. Another pupil behaves aggressively in order to interest his classmates in something and have fun with him.\n\nTeacher Intervention (Solution):\ntook both one and the other into the office and started to solve the situation separately from the class. The first student admitted that he had slapped the second because he did not want to let him go play table hockey with them. They argued that no one wanted the first student on the team. The situation escalated and the first student became aggressive. The other student had red cheeks from being slapped and eyes from crying. I emphatically explained to the first pupil that he could not treat his classmates like this, I raised my voice. I told him to apologize profusely to the other person and that I never want to see such behavior again. I resolved the situation with my parents immediately after class.\n\nOutcome:\nThe mother of the first pupil apologized to me and said that she would arrange for him at home. However, this aggressive behavior was repeated after some time. It was time to find out why this was happening. Since the school is in a small village, I was told that the father of the first pupil is aggressive and is not afraid to lay a hand on mother and son. The son observes such behavior and then, if it is not his, applies it to his classmates. The police were called on the father several times, but to no avail. If the first pupil does not come to school with bruises or the mother does not decide to intervene, the situation is unsolvable.\n\nStudent Profile:\nAge/Year: 2. ročník ZŠ, 7 let\nHobbies: Chodí ven se spolužáky, tráví čas s otcem, lozí po stromech\nDisorders: Lhaní,Vulgární vyjadřování,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "196", "student_age_year": "2. ročník ZŠ, 7 let", "student_hobbies": "Chodí ven se spolužáky, tráví čas s otcem, lozí po stromech", "student_diagnoses": "", "student_disorders": "Lhaní,Vulgární vyjadřování,Fyzické násilí", "teacher_approbation": "Magisterské, Učitelství pro 1. stupeň + Speciální pedagogika", "teacher_practice_years": "6", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1247", "content": "TEACHING CASE STUDY\n\nBackground:\nThe specific situation will probably be with the student. For example, if I tell him: 'Student, we will work for ten minutes. And we'll be done in ten minutes.' And he doesn't finish it, so he gets into tears or anger, or such regret, he cries and wants to continue, but we already have another job planned - at that moment I can't react calmly and I don't have the energy for the explanation anymore. In that case, it gets more heated, we cry more and we are uncomfortable, it gets carried over into the classroom. This is a specific case when neither of us can handle our emotions, when he cries that he needs something different and I can't control my emotions. Or when he works in a group, then I learned from the children that it is difficult for the children to work with him, because there are situations where, if it is not according to him, he starts crying to the point of anger, and I cannot treat the situation in advance.\n\nSituation (Anamnesis):\nThe student is very shy, but at the same time his head is full of ideas and opinions. He is very precise, stubborn and tries to keep up with all his classmates. However, he is slower, so when he can't keep up or things aren't going his way, he often can't control his emotions and either cries or gets angry. The student likes to share his opinions with the class, but very often gets entangled in his own thoughts, and when he can't 'squeeze out' for a long time, he starts to get upset and can't control his own emotions again.\n\nTeacher Intervention (Solution):\nIt's about not losing your head and catching the situation before it completely escalates. And sometimes I can't do that. Often, very often, it didn't work out and I'm not proud of it. Actually, I know it's something I have to watch out for. When there is a situation where a student cries because he can't keep up with something or is starting to get angry, at that moment I don't have the patience to pay attention to him adequately, to explain to him why he can't behave like that, etc. and so I'm just annoying to him and it spreads to the whole class.\n\nOutcome:\nEveryone, the whole class, the student and I are uncomfortable. The children find it hard to concentrate, I don't act the way I want, I'm unpleasant and the children sense it immediately and withdraw. At the end of the school year, the children write their own evaluation. The student wrote in his: 'I like Czech when the teacher is in a good mood.' And that made me cry a lot, and at that moment I realized that I really had to work on it.\n\nStudent Profile:\nAge/Year: 10\nDiagnoses: Dyslexie,Emocionální nestabilita\nDisorders: Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Failure to attend class\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1247", "student_age_year": "10", "student_hobbies": "", "student_diagnoses": "Dyslexie,Emocionální nestabilita", "student_disorders": "Emoční labilita", "teacher_approbation": "VŠ", "teacher_practice_years": "28", "problems_annotated": "Emotional outbursts, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/969", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the Czech language classes, I noticed that since a certain time, the student has been repeatedly interrupting. This was manifested by having fun with classmates, turning around, laughing loudly and using a mobile phone during class. Even after being reprimanded, she continued to disturb.\n\nSituation (Anamnesis):\nThere were 25 students in her class at the time. In general, this class was notorious for frequent interruptions and their results were average. But when they had to function as a class, they pulled together and were able to work together. They were also very warm and you could see that they were sorry that the teachers had such problems with them.\n\nTeacher Intervention (Solution):\nWhen this student's disruptions were repeated and escalated, I told her \"Please don't bother all the time, if you have a problem, come to me during recess\n\nOutcome:\nAfter that, the girls were better able to resolve arguments and problems among themselves, and the student in question did not get angry so much in class. She even went to see me here and there to talk about what was going on at their house.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Support, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "969", "student_age_year": "12 let, 6. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ, Český jazyk, Speciální pedagogika", "teacher_practice_years": "13", "problems_annotated": "Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/439", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened roughly halfway through the last school year, when I was a fifth-grade classroom teacher. For a long time, I dealt with the student's problematic behavior, which, of course, had its better and worse periods, which accompanied his entire 5 years spent in the first grade under my guidance as a class teacher. In a way, everything culminated in the situation I am about to describe. It happened on a day that was no different from any other normal school day. The first two lessons passed, in which the student's restless and inattentive behavior was already noticeable, which was, however, nothing unusual.\n\nSituation (Anamnesis):\nDuring the third lesson, this behavior started to escalate and I got a little nervous, because the student started yelling vulgarities at others, including me, out of nowhere, he kept getting up, leaving the desk, and he absolutely did not respond to my attempts to calm him down.\n\nTeacher Intervention (Solution):\nEverything culminated in the fact that the student suddenly ran away from the classroom and subsequently from the school grounds. After a fairly short time, my colleagues and I managed to find him and get him back, while he was very upset. In this situation, which all happened very quickly, I had no choice but to react improvised and according to my best judgment. I took the student aside, while luckily a colleague could take over the rest of the class for a while and ensure the students' normal routine. I 'struggled' with the student for a while, because at first he didn't want to open up and confide in me, probably because we had never met in such a direct conversation in all these years. After a while, however, he opened up and it became clear that his non-standard behavior was the result of his family background, in which certain disputes had taken place the previous day, which caused the pupil a hard time.\n\nOutcome:\nAfter calming the pupil down and discussing the situation, his mother picked him up from school, she also talked to me, and the pupil did not complete the rest of the lesson with us. The next day he came to school normally and the incident was never discussed again. At this point, it is important to mention that the student has been diagnosed with ADHD, so the fluctuations in his behavior described above are basically nothing unusual. But the described situation was a unique case that has never been repeated before or since. But it was important due to the finding that the student's home environment was not very stable at the time and caused him problems that were exacerbated by his diagnosis. The long-term consequences of this situation did not manifest themselves in any significant way in the teaching, but the usual fluctuations in the student's behavior persisted, fortunately not to the extent that was characterized by the described situation.\n\nStudent Profile:\nAge/Year: 17 let, druhý ročník SŠ\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "439", "student_age_year": "17 let, druhý ročník SŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Dějepis, Základy poslečenských věd", "teacher_practice_years": "17", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/411", "content": "TEACHING CASE STUDY\n\nBackground:\nThis week, during recess, five seventh-grade boys gradually disappeared into the bathroom. Supposedly for an important meeting. There is one student who is such a leader in their class, and I think it was his idea because there was a need to fill the break time somehow. Underneath the toilet is an excavation in which the repairmen work. I wasn't there, but later I learned that they opened the toilet window and shouted at them. They yelled at them: 'Hello, how are you? Add!' And such similar sentences. Of course, the repairmen didn't like being touched and fussed over. One of the repairmen didn't like it and rang the bell, otherwise we wouldn't have found out. He told the nearest lady teacher there, in a suitably angry state. So some of the guys even claimed they threw toilet paper at them. Well, the guys denied it, so I can't evaluate it. It's about fifty-fifty, but I trust the adults more than the boys.\n\nSituation (Anamnesis):\nThis 7th grade class is attended by 12 pupils. They are mostly boys, and the most prominent of them is one pupil. He is a leader type and has a need to lead the group and come up with a different program for them. The others join him. Often so that they are not singled out from the collective. I think that this student does not even mean it badly, that he is not the bad person who wants to hurt, but he cannot imagine the consequences. But I've noticed that lately they've been letting him know that they don't like it and they can tell him some things straight up, in a very determined way. This student is ADHD, from a divorced family. He lives with his mother, but she has little time for him. She's an artist and a fragile woman, while he's definitely the guy who needs a balloon and a punching bag. I think he just misses leading the group and having that position in the sun. And that's how he gets it.\n\nTeacher Intervention (Solution):\nWhen we learned that information, we sat in a circle. There was no need to interview them for long. Basically, when I asked them what was going on in that toilet, they described the situation themselves and confessed to it. Then we told ourselves such an example so that they imagine that their father is in that excavation, trying to work in it, and someone starts shouting at him from the top in the same way as them. That was really powerful and they really imagined and could react to how that dad would feel and how uncomfortable it would be for him. So the conclusion was this, and it was a decision completely out of their head, that we would go and apologize to the repairmen. We set out in front of the school, where we met one of the repairmen. So we apologized to him, but he showed us quite appropriately that he was very angry. But it was very helpful for the boys, and the boys themselves even asked him if he could call the remaining repairmen so they could apologize to them as well. So they came too and the boys apologized to them. I am convinced that they will never repeat it, that it was a very powerful experience for them. And I'm also glad that those guys were there and came and helped bring it to an end. And I'm also glad that our guys faced it and solved it in such a decent way.\n\nOutcome:\ndon't like the regulations that one goes to the toilet and the others wait for him to come so that the next one can go. It was a break, so nothing like that was necessary. But now they have the rule that only one goes to the toilet. Unfortunately, but it is a consequence of what they did. I didn't want to solve it any further, because the boys solved it themselves, and as best as they could. I didn't even want to solve it with any disciplinary measures, because I think that disciplinary measures should lead to correction and this was sufficient correction. I even think that if I had given any admonition or pipe after all this, it would have been against the correction rather than furthering it.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: otevřená otázka\tsport, hraní na počítači\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "411", "student_age_year": "13 let, 7. ročník", "student_hobbies": "otevřená otázka\tsport, hraní na počítači", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Vysoká škola (pedagogika, občanská výchova)", "teacher_practice_years": "37", "problems_annotated": "Diagnosis, Physical aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/650", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to us in the eighth grade. He moved from the big city to the countryside so that the city would not have such an influence on him. Due to complex relationships and complications in the family, he lived only with his grandmother, who was not enough for him, and even moving to the countryside did not help. His behavior escalated. At first, he mocked children who were not good at something, while he himself was not exactly an above-average student. In addition, he also threw various tools from the windows at his classmates or even got into a fight with someone, had it filmed and posted on the Internet. Unfortunately, his classmates were afraid of him and for a long time we couldn't prove anything to him because no one dared to say anything. He was rude to the teachers and touched them. He intentionally hurt others in physical education. In worse cases, he would sell cigarettes at school or bring a hookah and give paid lessons on how to handle it. Currently, the situation with drugs is being resolved.\n\nSituation (Anamnesis):\nThe class team was relatively good before the student's arrival. They were quieter, but without problems. With the arrival of the pupil, the class went through three stages. At first they defended the student, took him into their team. After half a year, the behavior turned into fear. They were afraid of him and also to say anything because he threatened them. And in the third stage, the classmates realized that silence will not help them, but on the contrary, they pay the most for it. So they were no longer afraid to say anything and no one makes much fun of the student.\n\nTeacher Intervention (Solution):\nAt first, the solution was quite difficult because the class did not cooperate. Some defended the student, then they felt more important and others were afraid of him. For a long time, the grandmother did not believe that her grandson was problematic. It culminated in most of the class receiving a reduced grade for behavior and a reprimand from the principal. After that, they agreed with the class teacher not to talk about what happened, but to write it on pieces of paper to keep it anonymous, which also convinced the grandmother and it started to be solved. The student started commuting once a week to a special counseling center. He also always has a special behavior plan for the month, where there are some points he must fulfill. After a month, the plan is consulted with the grandmother and it is decided to what extent it has been fulfilled. Furthermore, he had to be separated from the others in class because otherwise he annoyed them. He has to drive to school every day because when he rode the bus he walked more outside the school.\n\nOutcome:\nIn the short term, the behavior has improved slightly, for example, he no longer scolds the teachers. But in the long run, probably not. New ideas keep coming up that won't benefit the boy much in the future.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: florbal\nDiagnoses: Dyslexie\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Support, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "650", "student_age_year": "14 let, 8. třída", "student_hobbies": "florbal", "student_diagnoses": "Dyslexie", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Mgr. (český jazyk a dějepis)", "teacher_practice_years": "32", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1443", "content": "TEACHING CASE STUDY\n\nBackground:\ndealt with this case quite recently, about 2 years ago. It was a problem pupil. Other teachers warned me about her, but I will rely on my own experience, so I did not judge her in advance and approached her as if with a clean slate. She tried my best. But I don't like anything. I didn't deal with her transgressions with disciplinary sanctions, but first I tried to arrange it, or I assigned her other work in class. I also tried to contact her mother, but she was an alcoholic and refused to cooperate. The student didn't fit into the class group, the others didn't like her very much, they didn't like her. Most of the class did not hang out with her because of her bad habits and problematic behavior.\n\nSituation (Anamnesis):\nIn the interest of the pupil, I tried to choose such a tactic that I gave the pupil various tasks in the lesson in order to keep her busy and not to annoy others. So she handed out papers, opened and closed windows... Our cooperation somehow worked and the pupil respected me as an authority. The student was sitting on the bench with a normal girl with good grades.\n\nTeacher Intervention (Solution):\nBut one day, in class, she suddenly burned her hand with a lighter. It happened in another lesson, the teacher didn't notice it and the girl didn't tell anyone, neither the teacher nor her friends. The next day, she confided in her friends, but she was afraid of her pupil, so she didn't tell the teachers. Fortunately, the girls immediately ran to my office and reported everything to me. I immediately flew to the classroom, looked at the burn, it wasn't extensive, but it wasn't anything nice either. I immediately scolded the student for what it meant, that she couldn't afford to burn someone, and we went to the office to solve it. Žačka said that she only burned it because she felt like it. I spoke to her soul that it was impossible to do that and of course suggested a reprimand from the class teacher. I put her in the picture that they could easily sue her for personal injury and it would not mean anything good for her in the future. I tried to resolve the dispute with her mother again, but she did not respond, she did not come to school. The injured student understandably refused to continue sitting with the original student, but she did not want to deal with it in any way. Even the parents of the injured pupil did not want a more extensive solution. So I transplanted the damaged pupil. The original pupil realized her behavior and apologized to her. She never did anything like that again, but minor transgressions were the order of the day.\n\nOutcome:\nwas disappointed with the solution because nothing much was solved. I really disliked the approach of the student's mother, I informed the educational counselor and the school principal about it. After my arrangement, the pupil went to the school psychologist and to the educational counselor.\n\nStudent Profile:\nAge/Year: 9. třída, 15 let\nHobbies: parta\nDiagnoses: ADHD\nDisorders: Lhaní,Podvody,Cigarety,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Disrespectful communication, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1443", "student_age_year": "9. třída, 15 let", "student_hobbies": "parta", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Podvody,Cigarety,Záškoláctví", "teacher_approbation": "Mgr., Český jazyk a literatura, Hudební výchova", "teacher_practice_years": "27", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/97", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at school was such that two students cut their bangs at school. There was no problem with one pupil, at home she truthfully told her mother that she cut her hair herself. It was worse with the second pupil. At home, she told her mother that another pupil had cut her bangs. The next day, the mother of the second pupil came to me upset and threatened to deal with the first pupil and to wait for her. I agreed with my mother that I would solve it with the girls, that she would leave it to me for now and that I would definitely inform her after this day.\n\nSituation (Anamnesis):\nThe second pupil is quite good at learning. His grades are average. He needs more time for the activities and tasks that I assign to the children. But that's not a problem. I give the children as much time as they need, and I focus more on correctness than on the speed of solving tasks. He gets along well with other students. They often try to correct children who are not doing what they are supposed to. The only thing we have a problem with is her talkativeness, which causes frequent interruptions in class. Sometimes it is also harder to concentrate.\n\nTeacher Intervention (Solution):\ndealt with the incident by taking the girls individually to another class, and we talked about the whole situation. Communication with the first pupil was easy. We told each other everything and I let her describe to me exactly what happened. We ran into a problem with the second pupil. For a long time she didn't even want to talk and didn't cooperate with me at all. Only after some time did she begin to describe what allegedly happened and she got so involved in the whole conversation that it was obvious that she was making things up. At home, she told her mother that a classmate had cut her bangs. She claimed that I made a mistake, and that it was not this classmate, but a friend from kindergarten. That was already strange to me, so I asked for details. I wanted her to describe to me exactly how it happened, and especially where her friend cut her hair when she claims to be a friend from kindergarten who doesn't go to school. To this, she again confusedly said that she is a friend from the village and that she does not go to kindergarten in this village. Of course, her lying was clear to me. In addition, I noticed that she was afraid. Since I have been teaching this class for some time, I roughly know the attitudes of parents of children. So I know that she has a rather strict mother for my taste, who really keeps her to herself. I put it all together and realized that the other student was afraid to tell the truth to her mother because she would scold her. Finally, I assured the other student that she could tell me the truth and that she didn't have to be afraid of me. You could tell she was paying attention, but she still didn't say anything. I was sure where the problem was, so I asked her straight out if it was true that she cut her bangs herself, and if she was afraid to admit it to her mother because she would have a problem. At that she nodded in agreement. When the truth was out, I talked to her about the fact that lying is not right, even if she is afraid, at least she can tell me anything and that I will always try to help her. I closed the whole problem with my mother by saying that the second student probably cut her hair herself and that the first student who also cut her hair was not to blame. The mother calmed down and it was not discussed further.\n\nOutcome:\nwas not aware of the problem immediately after the incident. The solution came after a complaint from the mother, to whom I assured that I would find out the exact details of what had happened and deal with the situation. After dealing with the girls, nothing major happened. The other student behaved as always. The first pupil was quiet for the rest of the day and did not want to get too involved in the lessons. Since I dealt with the problem directly with the girls involved, it had no effect on the class as a collective. The children did notice that we were solving something, but they weren't overly interested.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída ZŠ\nHobbies: Ráda je s kamarádkami a sestrou venku. Tanec.\nDiagnoses: Snížený intelekt\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "97", "student_age_year": "6 let, 1. třída ZŠ", "student_hobbies": "Ráda je s kamarádkami a sestrou venku. Tanec.", "student_diagnoses": "Snížený intelekt", "student_disorders": "Lhaní", "teacher_approbation": "Univerzita Hradec Králové, učitelství 1. stupně", "teacher_practice_years": "15", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/590", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, the maid of honor came to me to tell me that a girl suddenly ran out of a group of children playing with stuffed animals and started vomiting and crying. They could not get out of the girl what had happened, whether she was feeling sick or just sick, so the girl was sent home. The next day the girl came to school, but she was behaving strangely. She looked as if something had frightened her and she jerked her gaze towards the boy in the penultimate pew. The girl was avoiding the surroundings, so I thought I wouldn't scare her any more, I just came up to her and told her that if she needed anything, I'd be in my office, I have tea and biscuits there, so she can come and anything to confide In the afternoon there really was a timid knock on the door and that girl came. After talking for a while on a topic that made her feel safe, she slowly began to move on to the reason why she came to see me. The boy in the penultimate bench was said to be showing her some video with naked people on his mobile phone and forcing her to watch until the end, even though she didn't want to. From the brief narration, I immediately understood what it was about, tried to calm the girl down, and after she calmed down, went home.\n\nSituation (Anamnesis):\nThe student who played the video to others probably didn't want to harm others in any way, he was just curious and had to share what he discovered. As it turned out, he had downloaded some pornographic video that he forwarded with the boys in class and while waiting for his parents in the school club, he also showed the video to children who came near him.\n\nTeacher Intervention (Solution):\nI invited the boys who brought and distributed this video to my office. I asked how they got the video and why they wear it to school. One of them is said to have found the video by accident on the Internet and brought it to school to show off to his friends, who of course also wanted the video. It seemed that they regretted the act, they didn't mean it badly and didn't want to get into trouble. The video was deleted from the mobile phones, the boys promised not to wear this to school again. Although I felt sorry for them, how scared they looked and that they regretted their actions, each of them received a reprimand from the class teacher and extra homework as punishment.\n\nOutcome:\nThere was never a problem with the boys in this area. The video seems to have been forgotten and I haven't noticed another offense with them. They are now studying at a gymnasium, where they have no problems. I would certainly appreciate keeping a cool head while dealing with both issues. The approach was professional to both victims and perpetrators. I also consider the idea of an anonymous mailbox to be successful. I would definitely think better about the punishment, it seems to me that these two problems have a different weight of offense, so the punishment should be different in each case and not identical. When dealing with a problem with a bully, I would definitely focus more on the girl after I heard about some problems in the middle of the year to see if she changed her behavior, the fact that the teacher learned that the bullying continued until the end of the school year, I she will come very late, she should have definitely increased her punishment by two for behavior. I would definitely deal with both cases with the parents, I would further grade the bullying with a 2 for behavior, and I would punish the dissemination of pornography with a reprimand from the class teacher. I would also be very impressed by the behavior and awareness of the mistakes of the culprits themselves, if I saw how they realize their transgression and regret it, I would easily reduce/extend the punishment, also according to the subsequent behavior in the following months.\n\nStudent Profile:\nAge/Year: 12 let, 5. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "590", "student_age_year": "12 let, 5. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, AJ, ČJ", "teacher_practice_years": "9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1221", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with his mental disorder constantly deepened his studies over the course of 5 years. In connection with the increasing demands on the subject matter and the preparation for graduation, the result was an increasing burden on his psyche. Therefore, he began to show more signs of procrastination, postponing preparation for a later time, etc. He falsely convinced himself that he had everything under control and could handle everything. Cases of test dodging, truancy and lying to teachers also began to appear to a greater extent. In October of his last year, he stopped going to school because he couldn't cope with the demands of preparing for the high school graduation. For a long time he was under the care of the school psychologist and also under the care of psychiatrists. After an agreement with the school management and the school's teaching staff, with the participation of his parents, an agreement was reached that he would skip the current school year and repeat it the following year.\n\nSituation (Anamnesis):\nThe class he attended for the first 4 years of his studies was very trouble-free and very helpful to the student. There was a visually impaired student in the class who had a teaching assistant. Of her own free will, this assistant also helped the pupil, primarily as support for online teaching during the pandemic. For example, she called him before class to get up and at least join Teams. After his visually impaired classmate successfully graduated from high school, the assistant left our school, and the student lost this help.\n\nTeacher Intervention (Solution):\nAll the pupil's teachers, including myself, collaborated with ŠPP in determining his individual educational plan. His psychiatrist, at the invitation of ŠPP, visited our school and his condition with us. Despite a greater individual approach, a similar situation from the previous year was repeated, such as avoiding school duties, truancy or lying.\n\nOutcome:\nThe student was still not able to prepare systematically due to his mental disorder, and this resulted in him not passing the supplementary exams in any subject in the semester of the year he was repeating. It was that he had to pass exams in all subjects. The same thing happened again in the second semester and the student was not admitted to graduation. After consulting the school management with the parents, the student himself and ŠPP, the principal decided not to allow the student to repeat the last year again.\n\nStudent Profile:\nAge/Year: 19 let (4. ročník)\nHobbies: Posilování, cyklistika\nDiagnoses: Schizofrenie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Agreement, Consequences, Support, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1221", "student_age_year": "19 let (4. ročník)", "student_hobbies": "Posilování, cyklistika", "student_diagnoses": "Schizofrenie", "student_disorders": "Lhaní", "teacher_approbation": "Mgr.", "teacher_practice_years": "17 let", "problems_annotated": "Diagnosis, Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/157", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to the Czech language lesson already slightly tired, but he prepared for the lesson and followed the teacher. Since he sits alone in the front bench, he has space and a lot of space. The student paid attention for a while, but after 5 minutes he lay down on the bench and did not pay attention. The teacher addressed him and told him to at least look at her and listen to the explanation. The student turned and started to listen, but then he started 'tapping his feet' and of course it disturbed both the teacher and the whole class. Since the teacher saw that the student was not awake, she went to him and told him that if he needed to get up and go for a walk in the corridor, he should come back in a moment. The student left and stayed in the corridor for a while before returning. When he came and sat down, you could see that his mood was better and he was already sitting and listening. The teacher then gave dictation, so everyone took their notebooks and started writing. The student, as he has an IEP, did not write a dictation, but received a pre-printed dictation where he filled in i/y and some words in sentences. He was calm, worked on the dictation and went at his own pace, the teacher left him enough time and the student filled in everything and then handed in the dictation for correction. The teacher started to discuss a new subject, she had a presentation from which the students copied information. The student was given the material to print and only wrote some things down. During the explanation, the student was grumpy for a while, he tapped his pen for a while, or he started turning to his classmate. When the teacher noticed the disruptive behavior, she continued her explanation, but only went to the student's desk and lightly tapped him on the shoulder and walked away. It was clear that the student realized that he was probably doing something he shouldn't have done and calmed down a bit. This was repeated about two more times during the lesson, but the teacher did not draw much attention to the situation, and simply came to the desk again, looked at him and tapped the desk and then his shoulder. Each time he really calmed down and listened to the interpretation. When the end of the lesson was approaching, homework had to be distributed, so the teacher approached the student to distribute it. The student was excited and immediately jumped up from the desk and you could see that he was happy to walk around the class and give out. And then the lesson was over, the student packed everything and left the class with his classmates.\n\nSituation (Anamnesis):\nThe student was born prematurely (by two months). Due to premature birth and a long stay in the incubator, the pupil had delayed development. The parents had to work a lot with the student right from birth. The mother practiced the method with the student, which was successful. He visited a speech therapist from the age of 5 to 10. The student had a deferment and went to school a year later, before starting school he visited PPP and was diagnosed with ADD, SPU, dyslexia, dysgraphia and dyslalia, which is why he also has IVP.\n\nTeacher Intervention (Solution):\nWhen the teacher saw that the student was lying on the bench, she simply addressed him and said: 'Please, at least turn to me and listen to the explanation'. The student turned and listened, but he didn't last long and then he started to get a little restless, he tapped his feet on the floor of the table, then he also started clicking his pencil and it was obvious that he just wasn't paying attention. The teacher solved it by offering him to go for a walk in the corridor if he wanted to, and to come back in a moment. The student immediately agreed and left the classroom, only to return a moment later. When he was still slightly disruptive (he tapped his feet or turned to his classmates), the 'non-verbal admonition' teacher always continued the explanation, she just came to the pupil and tapped him on the shoulder or the desk, which always worked and the pupil got such an impulse that he would he should have calmed down. At the end of the lesson, the teacher activated him even more by giving him the task of handing out homework, and at least the student walked around and was good.\n\nOutcome:\nSince the student was so subdued, when he got the chance to go for a walk afterwards, he was excited, and when he returned to the classroom, you could see that his mood was a little better. Then when he was more disruptive and the teacher came to him and he got an impulse and his attention then turned to the teacher's explanation. When the student has the opportunity to be more active, he hands out tasks, he is in greater mental well-being and is calmer in other subjects afterwards.\n\nStudent Profile:\nAge/Year: 13\nHobbies: Žák rád pracuje rukama, hlavně se dřevem, dále včelaří a zabývá se hasičským sportem.\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Proactive solutions, Transfer of student, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "157", "student_age_year": "13", "student_hobbies": "Žák rád pracuje rukama, hlavně se dřevem, dále včelaří a zabývá se hasičským sportem.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Proactive solutions, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/420", "content": "TEACHING CASE STUDY\n\nBackground:\nThe classroom situation was a challenge from the beginning. When I started teaching math and physics, the class was known to be extremely challenging. The leader of the group, the boy who manipulated the others, had a lot of influence. Once, when I asked a student to submit homework, he first looked at this boy and waited for his approval before handing the assignment to me.\n\nSituation (Anamnesis):\nAs for this boy, he was known for his problems and unmanageability. He lived only with his mother, his father was in prison. He spent time with troubled peers and was a leader in the classroom who manipulated others against the teachers. He blackmailed the girls using their compromising photos that he had on his phone. His school results were below average.\n\nTeacher Intervention (Solution):\nProblematic behavior was first addressed with an educational counselor, but without success. Subsequently, the school management decided to start the process with the whole class. Local organizations, such as PIAFA, were also involved in the solution. Although many approaches were tried, problems persisted.\n\nOutcome:\nAll attempts to manage the situation were unsuccessful. The school results of the problematic student did not improve, and after two unsuccessful attempts to advance to the next year, he finally left the school. After his departure, the behavior of the rest of the class improved and they all successfully completed primary school.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: hudba, breakdance\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "420", "student_age_year": "14 let, 8. třída", "student_hobbies": "hudba, breakdance", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské", "teacher_practice_years": "26", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1344", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is studying well. She copes with all the school requirements without any problems, I feel that she does it somehow on her own. Unlike other children, however, she is 'used to' getting straight A's in her school record. And once it happened that a triple in mathematics appeared in ŽK. And the next day it was clear that she was trying to change the three to a two. She rewrote, corrected, rubberized - until she broke through to the other side of the paper.\n\nSituation (Anamnesis):\nŽačka is the younger of two siblings. The parents are both university graduates, have demanding jobs in managerial positions, do not live together, have children in alternate care. The older sister also studies very well, always gets straight A's, is successful in sports. I learned that she is often given as a role model. A week with mom has a 'strict regimen', dad is more benevolent. But his tasks and tools are always exemplary. Apparently grades are given a lot of weight at home.\n\nTeacher Intervention (Solution):\nThe rewriting of the grade really pissed me off. I got upset. I gave her a long sermon in front of the whole class, I immediately wrote her a note. And since it was half a year ago, I suggested a reprimand from the class teacher - for violating the school rules.\n\nOutcome:\nIt occurred to me immediately that I was in a hurry and that it was a shortcut, but still - 'I already said that', didn't I? I discussed it over coffee during supervision with our school psychologist. A really badly handled situation. I then called my pupil to the side. In school, we simply give grades (...and unfortunately we give them for the number of mistakes, not for how much the student did well...). And the pupil does many things well. Everyone makes mistakes sometimes and has the opportunity to correct them (...that's why pencils have an eraser, right?...). I called my parents and assured them that one 'worse grade' doesn't mean anything and that they shouldn't make a big fuss out of the rewriting. They also said that they would talk about this calmly with the student at home.\n\nStudent Profile:\nAge/Year: 9, 3.roč.\nHobbies: Kreslení, morče\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Consequences, Disrespectful communication, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1344", "student_age_year": "9, 3.roč.", "student_hobbies": "Kreslení, morče", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ, učitelství pro 1.st. ZŠ", "teacher_practice_years": "12", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/478", "content": "TEACHING CASE STUDY\n\nBackground:\nUnfortunately, the teacher could not remember any situation that would have turned out badly, or in which she would have behaved in such a way that she would be significantly dissatisfied with herself in retrospect. But she remembers a case when she was unable to solve a problem with a high school student for a long time. Despite the fact that they finally found a way and gradually solved the problem (or at least significantly alleviated it), I will include the story here, in unreported situations, because it is the only one that the teacher confided in me. At that time, she had been a teacher in practice for about 18 years and taught at a secondary school. A student came to her biology classes who, although he was really smart, unfortunately disrupted the lessons a lot. He was constantly shouting, jumping into the conversation and asking (albeit interesting) questions not only to the teacher, but also to his classmates, which disturbed him and made them lose their attention. He had never-ending comments on a lot of topics, added his own knowledge, talked together with the teacher and often even tried to shout over her. Not only the teacher, but also the classmates were dissatisfied with such behavior. He was constantly reprimanded, shouted at and silenced.\n\nSituation (Anamnesis):\nThe teacher was aware that the student was not intentionally disrupting the lesson. He was an exemplary student with excellent grades, a wide range of interests and a desire to learn. However, he had no sense of communication and did not know when it was appropriate to speak in class and when not. The teacher mentioned that the student tried to fight with his problem by himself, but the situation never gave him and the interesting topics once again drew him to think aloud and the need to know the answer to his question right now.\n\nTeacher Intervention (Solution):\nWhen admonitions did not help in teaching and the situation worsened, the teacher decided to invite the pupil to the office. The student came after class and they talked about the whole situation together with the teacher for about half an hour. The student was aware of the problem and claimed that he himself did not know how to fight it. He says he has a lot of questions and doesn't know when else to ask or where to look for answers. They agreed with the teacher that they would try to write their questions on paper. Therefore, whenever he wants to ask something or, on the contrary, say something interesting about the topic, he makes a note and at the end of the lesson he gets a chance to share all his comments. At the end of each class, the teacher set aside 5-7 minutes for all students to ask questions and share their knowledge.\n\nOutcome:\nEven though the problem seemed unsolvable at the beginning, this \"measure\n\nStudent Profile:\nAge/Year: 4. (maturitní) ročník střední školy\nHobbies: vše\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Agreement, Interview, Warning\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "478", "student_age_year": "4. (maturitní) ročník střední školy", "student_hobbies": "vše", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Biologie, Tělesná výchova", "teacher_practice_years": "23", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/614", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation started when I found a crying girl in the toilet during class. She was crying hysterically and was unable to explain to me what had happened. I invited her to my office, offered her a biscuit and after a while she confided in me. No one wants to talk to her in class, and a classmate is spreading false information about her.\n\nSituation (Anamnesis):\nThe classmate who slanders the girl is extroverted, draws a lot of attention to herself. The gossip girl is also more of an extrovert, likes to ride horses and play the piano. He doesn't really excel at school.\n\nTeacher Intervention (Solution):\nI informed my parents immediately and agreed that they would talk the guilty girl out. I then invited both students to my office. Only then did I learn that the roles of the girls were reversed and the one who cried first made up the whole story.\n\nOutcome:\nI realized that I should have proceeded differently and listened to both girls first.\n\nStudent Profile:\nAge/Year: 12, 7.B\nHobbies: Počítačové hry, kolo, knihy, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "614", "student_age_year": "12, 7.B", "student_hobbies": "Počítačové hry, kolo, knihy, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. Stupeň ZŠ, Mgr.", "teacher_practice_years": "Přibližně 30 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1366", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I started teaching, I was assigned to teach English in the high school graduation year after a colleague who was going on maternity leave. There was one girl in the class, let's call her a pupil. In my first lesson, the student checked in on me and after calling me on, she told me with a smile in front of the whole class that my pronunciation was bad and that if I wanted to teach, I should work on it. This behavior, in similar allusions, was repeated throughout the year. I was a little desperate because pronunciation has always been my weak point and I've been insecure about it for a long time.\n\nSituation (Anamnesis):\nThe student watched a lot of films in English. She listened to music and her pronunciation was listened to. You were much more confident in this area than I was. She had grammar mistakes all the time, but that was beside the point. Other than that, she was an average student, stuck to her A's, studied when needed. However, she was the leader of one group of girls and the others took her as the main one. She lived at home in alternating care, had a different boyfriend every now and then, and didn't really know what she wanted to do after school. She didn't hang out with the teachers anymore, so we didn't know much more about her.\n\nTeacher Intervention (Solution):\nsolved the problem by trying to catch the pupil and talk face to face. I told her that she can't do this because she has gaps herself and that it's embarrassing and immature, that such behavior will have unpleasant consequences. She laughed in my face and left. The behavior was repeated afterwards, without any changes. I then discussed it with other teachers who confirmed that they had the same problem. We discussed it with the principal and the student received a reprimand from the principal. However, nothing has changed. Since the student graduated in the same year, we decided not to put more pressure on her and somehow just survive the year. But the atmosphere in the class was really unpleasant because of her.\n\nOutcome:\nThe solution achieved nothing. The disruptive and rude behavior continued. The very next class, the student was more careful, she didn't lean directly into me, but still the slanderous remarks continued only between her and her friends. The next week, everything started again. Nothing changed after the director's reprimand. The student wanted to finish school. In retrospect, I think I should have focused less on myself and more on her. I didn't ask if something was happening in the family, in life, and I immediately took her as an enemy.\n\nStudent Profile:\nAge/Year: 18, 4. Ročník SŠ\nHobbies: Filmy, hudba, streetdance\nDisorders: Lhaní,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1366", "student_age_year": "18, 4. Ročník SŠ", "student_hobbies": "Filmy, hudba, streetdance", "student_diagnoses": "", "student_disorders": "Lhaní,Provokace", "teacher_approbation": "Mgr., ČJ, AJ", "teacher_practice_years": "16", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/944", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter a few weeks after the start of the school year, I began to observe that one of the pupils regularly came to school dirty and in inadequate clothes. At first I just observed the situation and thought that the situation would improve on its own, however, it started to escalate and the student often did not have tools for class. This continued for another month.\n\nSituation (Anamnesis):\nThe student had several friends in the class with whom he spent breaks, but they also came from weaker social families. However, the student did not harm anyone and was part of the class. Only after a time when he regularly did not have tools for class, the class members began to perceive him differently and did not want to talk with him as much.\n\nTeacher Intervention (Solution):\ndecided to go to the school principal and discuss the situation with her. We agreed to arrange a meeting with the parents and try to find the source of why the student is not caught up in class and is not often clean. Even before the meeting, I went to the student to ask him privately if something was wrong and why he didn't have clean clothes. The student told me that mom doesn't want it and dad isn't at home. A few days later, at a meeting, the parents denied that their son was dirty and unkempt and that they always provide him with all the supplies for school, but that he probably just forgets them at home. I thought it was strange and asked them if they could come to the meeting again the following week, but with a pupil. For a whole week after that, the pupil came in the same condition as he had been until now, but on the day of the meeting he came completely clean and well-groomed. The parents began to explain to the principal that I was bullying the student and that otherwise he also comes to class completely groomed and that I only want to sink their son and that I am obsessed with him. I didn't know what to say, but I protested that I certainly had no intention of bullying their son, that I was doing it all for his own good. When I told them what the student himself had told me, the answer came that I was not authorized to discuss this with their son behind their backs. The next day the school received an email with an explicit complaint that I was bullying their son and information that they wished to be transferred to another school.\n\nOutcome:\nAfter a meeting with the school principal, the student was transferred to another school and I had no further information about the situation there.\n\nStudent Profile:\nAge/Year: 11 let (6. ročník ZŠ)\nHobbies: hry na mobilu, závody F1\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "944", "student_age_year": "11 let (6. ročník ZŠ)", "student_hobbies": "hry na mobilu, závody F1", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bakalářský titul Hradec Králové", "teacher_practice_years": "20 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/448", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student screams loudly during all activities, thus demanding attention. If attention is not paid to her right away, she starts biting and scratching and she doesn't care if she hurts her classmates, me or the assistant. When the situation is very heated, they also bite. At the beginning of the school year, she bit my little finger, a colleague had to come to help me free the finger, because the student didn't want to let go. At home, he attacks his younger sibling like this. She always wants to have an adult all to herself. In such moments, he can calm down. Unfortunately, it is not always possible for her to be with one person individually. I have a total of six children in my class and there are three of us adults. I pay attention to each of the students individually in the room for individual teaching, but most of the time they all spend together in the classroom, and then there are attacks on her part. When he's not attacking anyone, he will, for example, urinate or defecate on purpose. At the same time, he manages these hygienic habits without any problems. She does this to draw attention to herself because she knows someone will pay attention to her. And so it happens that we change her into clean clothes maybe 4 times a day. I have had a student in my class for the fifth year, so I can observe how her behavior changes with age. Unfortunately, not for the better.\n\nSituation (Anamnesis):\nThe student was born to an alcoholic mother who gave her up. The family she now lives in has officially adopted her. She developed like a normal healthy child until the age of three. Her speech was developing and there were no signs of complications. After that, she began to have severe epileptic seizures, which caused a stagnation in development and a gradual regression. Speech has not developed, he manages to repeat some simple words - mom, dad, brother, grandma, but mostly without understanding. Over the past two years, her behavior has gotten so bad that it interferes with all the activities I do with her and affects the other students in the class. Previously, there were activities (listening to children's songs, staying in the snoezelen room) when the student was calm and did not shout. As she got older (onset of puberty), her behavior worsened even in these activities. She screams pretty much non-stop no matter what I try to do. The other classmates do not have time to relax and rest. When there is an opportunity, I take the student outside the classroom and try to do things with her that she enjoys, but this is not always possible. I know from colleagues from the school group that since the beginning of this school year, all her symptoms have worsened. When they are out on the field, she takes off all her clothes and runs off the field naked. 'She is incredibly fast. It only takes a second and everything is different. You just have to keep your eyes everywhere.' The other day, a colleague 'caught' her halfway out of the campus. Two female teachers ran after her. She takes off her shoes while on the field and runs around barefoot. It doesn't matter how many times you put those shoes on her, she takes them off every time. As a result, he takes it as entertainment and a way to draw attention to himself. When they are in the sorority area, he undresses there in front of the other students and satisfies himself. Everyone tries to prevent such behavior, but it is not always in our power. After all, there are other students who need help and care in the class and in the group. I deal with all these situations with the parents, they were also advised by the management not to leave the student in the group for so long (sometimes she was there until the end) that it is really long for her.\n\nTeacher Intervention (Solution):\nThe parents tried to comply, so assistants visit the student three times a week and they then spend time with her doing activities she enjoys. In the last two weeks, however, assistants have also complained that they scream during all activities, take off their shoes in public transport and pinch and scratch them. Another assistant was hired to the school group so that she could attend to the student individually and do her favorite things with her. What would have worked before is now completely hopeless. She attacks the assistant even during activities she likes. On a walk, he tries to run away constantly, takes off his shoes, undresses, bites, pinches and scratches.\n\nOutcome:\nam solving the situation with the parents, the teacher from the group and the educational consultant, and so far without results. I'm desperate about it myself. All the measures we tried to put in place failed. As the last hope, I see the setting of medical medication to suppress the symptoms of ADHD, so that the student starts to concentrate more and perceive the activities she is performing more. I know a large number of students who have been really helped by medication. Parents do not agree with this alternative, however. They are convinced that they have a few years to 'get something' out of her and the mother is convinced that the pupil could start talking. 'In no way is it about the child being put out of action and 'doped up', it's about getting her to calm down a bit and start really perceiving things around her.'\n\nStudent Profile:\nAge/Year: 12 let, 5.ročník základní školy speciální\nHobbies: Poslech dětských písniček, pobyt v bazénu, pobyt venku na dětském hřišti\nDiagnoses: Těžké mentální postižení,ADHD,Autismus,Poruchy chování\nDisorders: Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Physical intervention, Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "448", "student_age_year": "12 let, 5.ročník základní školy speciální", "student_hobbies": "Poslech dětských písniček, pobyt v bazénu, pobyt venku na dětském hřišti", "student_diagnoses": "Těžké mentální postižení,ADHD,Autismus,Poruchy chování", "student_disorders": "Nevhodné chování", "teacher_approbation": "1.kazuistika Mgr. – český jazyk, Mgr. – speciální pedagogika 2. kazuistika Mgr. – speciální pedagogika", "teacher_practice_years": "1.kazuistika 8let 2. kazuistika 25let", "problems_annotated": "Diagnosis, Physical aggression, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/179", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a school trip to the technical museum. On the return bus journey, there was a problem with the seating arrangements when the pupils could choose who they would sit with. One pupil wanted to sit with the same classmate as on the way there, but the latter chose to sit with someone else. When the three were refused a seat next to each other, the student threw a tantrum, throwing his arms around and kicking around. They managed to move him to a separate seat where he couldn't hurt anyone and we tried to talk about the situation. In a fit of rage, he was oblivious and swore at the entire bus, threatened to kill someone, and tried to get to his classmates. I dislocated my knee while blocking his escape, which caused screaming and crying on my part, which led to the student calming down, apologizing and trying to help me.\n\nSituation (Anamnesis):\nThe student comes from a divorced family, lives with his mother and younger brother. He sees his father only occasionally. The mother is protective, she always excused him in his behavior, went out of his way to meet him and allowed him everything. His father did not deal with his behavior. At preschool age, the pupil was diagnosed with ADHD and behavioral disorder, and medication was recommended, which the mother administered sporadically. From the first grade, the mother was recommended to be examined by a psychiatrist for suspicion of a more serious illness, but the mother did not respect the recommendation. In the third grade, after several seizures and hospitalization in a psychiatric clinic, he was diagnosed with an affective disorder and prescribed medication.\n\nTeacher Intervention (Solution):\npersuaded the student to sit with me and we tried to resolve the situation, as the bus was leaving soon. He reluctantly obeyed. I tried to calm him down to take deep breaths so we could talk. I explained to him that he could choose another friend and that most people wanted to sit with different people, so there would definitely be someone available. When it didn't work and the student didn't notice, I tried to switch the conversation to another topic, such as visiting a museum and his interests. I spoke to him kindly, calmly and quietly. When that didn't help and he started yelling that he was going to kill someone, I warned him not to talk dirty and that he wouldn't want his friend to die. When he resisted and wanted to run, I told him no several times and tried to hold him back. After dislocating his knee, his behavior changed, he apologized and tried to help me.\n\nOutcome:\nAfter the incident, the student's behavior changed, he became kind, sorry and tried to help and calm me down. As for the situation that triggered the incident, he didn't react at all, as if he didn't remember it and as if it didn't happen. This situation had no effect on the long-term effect on his behavior.\n\nStudent Profile:\nAge/Year: 10 let 4. ročník\nHobbies: Počítačové a telefonní hry\nDiagnoses: ADHD,Porucha chování,Poruchy chování asociálního a antisociálního typu\nDisorders: Lhaní,Neposlušnost,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression\nSolutions Applied: Physical intervention, Support, Proactive solutions, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "179", "student_age_year": "10 let 4. ročník", "student_hobbies": "Počítačové a telefonní hry", "student_diagnoses": "ADHD,Porucha chování,Poruchy chování asociálního a antisociálního typu", "student_disorders": "Lhaní,Neposlušnost,Neúcta k autoritám", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ - speciální pedagogika", "teacher_practice_years": "10 let", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Support, Proactive solutions, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/391", "content": "TEACHING CASE STUDY\n\nBackground:\nhave to say that you surprised me somewhat, because despite the fact that I have experience in the field for several years, it is difficult for me to remember a situation in detail like this. But if you don't mind that the situation is hit to the first degree, even if you specialize in the second, then I remember one situation almost exactly, because it happened recently. When the schools reopened after some time at the end of the last school year, I taught English to third graders at that time. So it was their first experience with English ever, and I had the feeling that the children really enjoyed it. You know, that's how it goes when they don't really know what they're getting into, but I have to say they were really clever. They tried, they prepared for hours. The advantage I see in this is that we are a local, smaller village school, so almost all the students socialized together despite the situation and maintained relationships at least in this way. However, when the children returned to school after a longer hiatus, I must say that it was not only a shock for them, but also for us as educators. Whether it's to find out how the pupils master the subjects covered, or to get back to that school routine, a bit stricter than what they were used to at home. Even if we look directly at my situation, under normal offline conditions I had 3 lessons of English per week with the pupils, while online mode only 2 half hours, which of course is noticeable. So to get to the specific situation that we are going to talk about here together, it was just after the reopening of the schools that I noticed that quite a few children in the class were restless. Not restless, that they would fidget on the chair or swing, but for one boy in particular, this behavior was beyond the boundaries of the normal course of teaching. During the lesson, the student constantly had the need to draw attention to himself with various behaviors (shouting, nudging a classmate), so suddenly it seemed to me, if I put it stupidly, like he had some sort of disorder.\n\nSituation (Anamnesis):\nIf I take the class as a whole by itself, we now have 12 pupils in the third grade, so they are really a very good team. The biggest sign of this is probably the fact that the students came here together from kindergarten and almost all of them are local, so they spend time together outside these four walls. The student we are going to talk about here is also from the local area and didn't do well in online lessons. Unfortunately, it was impossible not to notice that his mother, who was an excellent whisperer, was sitting next to him for almost the entire lesson, and he suddenly became a student who suddenly controls everything. Yes, unfortunately that's also how it goes with online classes, but when you can't see the mother and you only hear the boy tilting his head and asking for the right solution, you really don't know how to react promptly at that moment. Of course, I tactfully tried to explain to the student that his mother can't find the right answer for him and he has to try to figure it out on his own, and if he doesn't know, nothing happens. Otherwise, I never had any problem with him or his parents. He was an average student, but very diligent.\n\nTeacher Intervention (Solution):\nAs I have already outlined before, I was dealing with problematic behavior in a student in such a way that he constantly had both the need to interrupt verbally, and suddenly it was really unthinkable for him to sit in a chair for 45 minutes. He rocked on his chair, nudged others, constantly pushed himself against the desk, and when he reported, he jumped around, etc. This behavior was the most pronounced with the student, but I noticed that other students also have a problem all of a sudden after online classes, where I have so many she couldn't control, she couldn't stand to sit in the desks for the duration of the lesson and pay attention. That's why I asked the students directly for one hour what the return to school was like for them. Of course, almost all of them were still looking forward to school at this age, but they saw as a negative the fact that between the online classes, the girls could, for example, help their mother with preparing lunch, cleaning... Therefore, the children were actually employed during this time, at least as far as outside lessons are concerned, much more more and were constantly in some activity. So I tried to find a solution that would combine the student's restlessness with the content of the subject. That's why I decided to include quite a few physical activities in the lessons, which would occupy the pupils for a while in a different way, but still a form of education. I specifically taught third graders English and we repeated counting to 12. In order to introduce you to the situation at least a little, for example I said two + two in front of the class and depending on the result, the students had to jump up, turn around, or clap their hands as many times as possible, and the activities we gradually changed.\n\nOutcome:\nThe inclusion of physical activity in teaching was, I dare say, very beneficial for the pupil and for other pupils as well. Just seeing that the pupils really enjoy it and that they want to learn this way at least for a little while every lesson is a huge reward for me as a teacher. I was somewhat embarrassed by this for the first hour, as it seemed to me that the student and the others were arguing even more and wanted to continue only in this form. However, we set the rules together right away, that every hour we will bend for a moment in some way during the lesson, but otherwise we will continue with the regime we have taken. Since then, I apply this approach not only with this class in almost every lesson, but I also try to include it in some way in Czech with ninth graders, where we do not deal with it regularly, but I think that such diversification of teaching is never harmful.\n\nStudent Profile:\nAge/Year: 9 let, 3. ročník\nHobbies: Chození se spolužáky ven, kroužek akvaristiky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Agreement, Proactive solutions, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "391", "student_age_year": "9 let, 3. ročník", "student_hobbies": "Chození se spolužáky ven, kroužek akvaristiky", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysoká škola s magisterským titulem (český jazyk; anglický jazyk)", "teacher_practice_years": "9", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Proactive solutions, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1297", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the spring break, when there was no school, I, as the class teacher, the principal and the deputy, received an email about cyberbullying in my class, which I had no idea about. The email was sent by an anonymous person who did not want to lose friends in the class. In the email, he wrote that he was troubled by the student's behavior towards other classmates, whom he verbally attacks, most often via social networks. Attached are several photos of the various groups the class had created. The pupil was often vulgar towards girls and racially attacked one boy. It is said that the anonymous student could no longer endure the persistent vulgar behavior towards other classmates in the class, which had been going on for a long time.\n\nSituation (Anamnesis):\nThe student belongs to the best in the class in terms of his knowledge, activity and grades, he often participated in various competitions and was never one of the problem children, so I was very surprised when I received this email. Overall, in my opinion, the class got along very well, I wasn't afraid to go on multi-day overnight trips with them, which most of my colleagues at school don't do. Sometimes there were some problems related to interruptions in the class, but that is probably what every one of us has encountered. The most challenged student is also one of the very successful students in the class, she has excellent results and is often involved in school events, she tries to get along with everyone in the class. The student often chose her as a target because she found an older boyfriend, I later learned that he was in love with the student. The student who was most challenged belonged to average students, he comes from a mixed family, where his mother is from the Czech Republic and his father is from Egypt. The student often attacked him racially. In general, he then wrote offensive messages to other classmates as well.\n\nTeacher Intervention (Solution):\nAfter reading the email, I waited for spring break to end. I heard from the director and her deputy that they also received the email. We then set a plan to gradually conduct various sessions with the pupils in order to learn everything from their point of view and not just from a few photographs. We always called the student to the principal's office after the end of spring vacation, where I, the principal, and the school psychologist were present. A male student, a female student who is a class representative, a female student, a male student and other attacked students came one after the other. Most of the pupils told us that these messages do not offend them in any way, they are used to them and take them rather as a joke. I did not like this and wanted to prevent this behavior, as did the principal and the school psychologist. We met again with the pupil, who in the meantime apologized to all the pupils, promised us that he would not behave like this again and would not write anything offensive. He was really unhappy about it.\n\nOutcome:\nIn the end, everything turned out well in my opinion. Everyone accepted the apology, no other email or cyberbullying message was received. The student visited the school psychologist a few times and the headmistress forbade him to go on a trip for selected students. This punishment was too much for me, but I couldn't do anything. Pupils get along normally, no one becomes a target of attacks. The student was a bit out of sorts for a while, you could say, his average didn't get worse, but he was silent for a few days. Over time, however, he started to get involved again in the collective and in the classes.\n\nStudent Profile:\nAge/Year: 17, druhý ročník na víceletém gymnáziu\nHobbies: Čtení knih, hody  stárkování), zajímá se o politiku\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1297", "student_age_year": "17, druhý ročník na víceletém gymnáziu", "student_hobbies": "Čtení knih, hody  stárkování), zajímá se o politiku", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Ch, Bi", "teacher_practice_years": "12", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1067", "content": "TEACHING CASE STUDY\n\nBackground:\nWith this problematic behavior, it concerns a pupil who showed himself inappropriately in class. But none of this happened just because of the student's will, but the cause of this behavior could have been the student's autism. There was nothing unusual to begin with, as children with autism are often calm. Of course, sometimes it was necessary to direct the child (perhaps due to disruptions), or sometimes it seemed that the student was not present and not paying attention. But all this happens to other children as well. A bigger problem arose when the boy didn't like something in class or didn't do well, and his reaction was to take off his slippers and then throw them all over the class along with other teaching aids. I was quite startled at first, because I didn't expect something like that, but immediately afterwards I made sure if he had hit someone with those gadgets. Everything about the other kids seemed fine, and the boy who created this problematic situation didn't seem to want to take any more aggressive action. I think he himself was in shock at what happened, I don't think he wanted to hurt anyone, it was just some kind of sudden overflow of emotions.\n\nSituation (Anamnesis):\nstudent with problematic behavior had average academic performance, had difficulty understanding assignments, and sometimes did not work. There were occasional problems with the parents, due to the initial concealment of the child's autism.\n\nTeacher Intervention (Solution):\nAs I said, I first made sure that all the children were okay (including the initiator of the problem situation). After that, I asked the student to sit back in his seat so that we could finish the lesson. At first I thought that I should have just taken the student with me to the office and solved it, but in the end I'm glad that I left him alone and we finished the lesson. After the bell rang, I called the student over to me and asked him to stop by me in the office. Of course, I handled everything calmly, because I didn't want to upset the student more. I asked him why he did it, what was his reason for it. I tried to explain to him that I understand his feelings, that sometimes one's nerves just get over the edge, but it shouldn't happen often. Due to the fact that the problematic behavior was repeated, but fortunately not in the form of throwing things around the classroom, after an agreement with the parents and the principal, the pupil was assigned a teacher's assistant and a visit to a pedagogical-psychological counseling center.\n\nOutcome:\nIn the short term nothing out of the ordinary happened right after the incident, I just sat the kids down and finished the little bit of class we had left. I wanted to discuss the situation personally with the student first, so as not to embarrass him unnecessarily or make him even more upset. In the long run, the assignment of a teaching assistant was a very good move, because the student's performance improved a bit and he was more comfortable with a more individual approach. There were no more stormy demonstrations. The entire collective in the class was familiar with the pupil's situation and there was no expulsion from the collective.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: zvířata, čtení\nDiagnoses: Autismus\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Support, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1067", "student_age_year": "11 let, 5. třída", "student_hobbies": "zvířata, čtení", "student_diagnoses": "Autismus", "student_disorders": "Lhaní", "teacher_approbation": "Mgr. Aj, Čj", "teacher_practice_years": "5", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1248", "content": "TEACHING CASE STUDY\n\nBackground:\nIn mid-June, the fifth-grader had a hysterical attack. During physical education class, he began defying the teacher and refusing to exercise because he allegedly had an apology from his mother, which the teacher did not receive. The student insisted on his claim and his behavior escalated into an uncontrollable state of rage and crying. The teacher took him to the assembly room to calm down, but the situation worsened and the student became insane. He wanted to call his parents, but when he called his father, he refused to speak to him and demanded his mother. I also remember the case when this pupil in class verbally attacked his mother in front of the school, using inappropriate and even vulgar expressions.\n\nSituation (Anamnesis):\nThe fifth-year elementary school student is an extrovert with average academic performance.\n\nTeacher Intervention (Solution):\nIt was successful that the pupil gradually began to confide in himself and explained why the situation occurred. His attitude towards his father was surprising. During the investigation, the student calmed down and returned to class five minutes before its end.\n\nOutcome:\nThe following day, the student had a consultation with a psychologist and a similar situation did not happen again.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník ZŠ\nHobbies: Sport, hra na hudební nástroj\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1248", "student_age_year": "11 let, 5. ročník ZŠ", "student_hobbies": "Sport, hra na hudební nástroj", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Český jazyk, Dějepis, Zeměpis", "teacher_practice_years": "25 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1486", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was about a month after the beginning of the school year when the mother of one of my students called me. They were freshmen. She wanted to arrange a meeting with me as soon as possible regarding her son being slapped by one of the older students at school. We arranged a meeting the very next day, because I was not indifferent to this situation. Until the second day before my mother came to school, I asked other colleagues if they had noticed any suspicious behavior towards the student. It was strange to me, because an assistant, a teacher or I is always present in the classroom and then in the group. When mom came to the meeting, we were in my office. She told me that the student complained at home that when he was in the English class that is held here at our school, an older boy in a blue t-shirt with a picture of Spiderman slapped him when he went to the toilet. I recorded my mother's statement and told her that I would discuss it with the student and inform her of the next step. The next day, I called the student to me. I asked him how he liked school and so on. I discreetly tried to find out if he would tell me about the problem himself. He said he likes going to school, especially when he can play on the carpet at the back. I asked him various questions. He suddenly mentioned that he has to go to English and he doesn't want to go there. Subsequently, I asked if anyone had ever hurt him there and he said no to that question. He said he just didn't want to go there.\n\nSituation (Anamnesis):\n1st grade student, very clever, even above average in class, his parents place great demands on him that do not correspond to his age.\n\nTeacher Intervention (Solution):\nAs I said before, I first had a meeting with the student's mother. I recorded her statement and then summoned the student. While talking to the student, I found out that no one was harming him, but he didn't know how to tell his parents that he didn't want to go to English, so he made up the idea that someone had slapped him. He knew that if he told his parents that someone was hurting him, that they would deal with it. After talking with the student, I called both parents and the student to the school. I told them that the student confided in me that the problem was that he didn't want to go to English class, but his mom and dad wanted him to. Both parents remained as if petrified. The student was not afraid in my presence and told his parents that no one had hurt him, that he simply did not want to go there.\n\nOutcome:\nIt turned out that the student's parents withdrew from English. I advised the parents not to place unnecessarily high demands on the student, that he started the first grade and that alone is a big mental burden for the child, let alone extra classes. I was a student class teacher until the 3rd grade. During all this time, there were no other problems with him and such lying did not happen again.\n\nStudent Profile:\nAge/Year: 6 let, 1.třída\nHobbies: fotbal\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1486", "student_age_year": "6 let, 1.třída", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství pro 1.stupeň", "teacher_practice_years": "32", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/637", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter many years at elementary school, I am used to certain behavior, but what I experienced in the 2020/2021 school year I have never experienced before. I was in the role of a class teacher and I was given the responsibility of leading the 2nd class. I knew most of the children because I had already taught them in the first grade. However, one pupil transferred to us from another school, who could not get into the friendly zone with others due to his behavior. It all culminated the day he took off his mask, started yelling vulgar names at her and kicking around. I immediately called a colleague who sat him down in a chair and started talking to him. He has more respect from men. The teacher clearly established the conditions of the conversation (the student did not maintain eye contact and was silent at the beginning). When prompted, he looked the teacher in the eye and answered all possible questions. After the interview, he found out that his father has a problem with wearing masks in schools and he sent legal documents after the pupil, which are related to wearing masks in schools. It was evident that this was more the problem of a parent who, instead of going to school and clearly establishing what the problem was, sends their son to deal with something he has absolutely no understanding of. I immediately called my parents and we had a meeting with the guidance counselor. After the consultation, the pupil was as calm as an angel for a whole week, but after that problems began to increase not only in school lessons, but also in the school club. The student is absolutely unable to resolve conflicts or deal with other children. He wanted to borrow a lego that someone else was playing with for a while. When the other boy replied that he would lend him the lego in a moment, he slapped him saying he wanted it now. He was reprimanded at least once a day in the school club. As long as he didn't misbehave, notes were not written and everything was resolved by agreement (in the beginning, his offenses were as minor as the others, such as running down the corridor, shouting on the way to lunch or not eating lunch in the school cafeteria). After climbing the wall in the dressing room, swearing at girls and being physically violent towards others, we started writing notes. We also invited parents to the school. At the beginning, we wanted to deal with both parents, but after we found out that the father of the child has absolutely no interest in his son, we invited only the mother to the school. After some time, it became clear that the parents were in the process of separating and this had a certain effect on their son as well. They tried alternating care. When the son was with his mother, he was human and there were no problems with him. He was wild when he was with dad, but after a while his behavior softened to a minimum of problems. In the next school year, we learned that his parents got back together. The son's behavior has improved. His grades were better, he caught up with the subjects that were causing him problems, and in the third grade he was put in charge by a different teacher. However, dealing with others is still not as it should be.\n\nSituation (Anamnesis):\nFamily history The student comes from a complete family. So he has a father and a mother. The father is authoritarian and solves all his son's school transfers with physical violence. Here we can see elements of why the boy does not look the other teachers in the eye and why he keeps a minimum distance of 3 meters from everyone. In one situation, the teacher had to tell him that he would not hit him and only then approached him with a trembling attitude. In the first moments, the mother stood by her husband, who had no problem scolding the teachers who wanted to discuss with him how to proceed. During the main period when the student's behavior was deteriorating, his parents were living separately and were considering divorce. When he was with his mother, everything was fine (tasks and behavior for one). If he was with his father, he acted like an animal who could not speak like a human and was involved in conflicts. For example, if someone wanted to play football with him and was not from the same class as him, he would kick or hit him. School anamnesis, the student had a hard time in that he transferred to another school and the children were not used to him at all. He broke the school atmosphere and often attracted a friend who was supposed to have an educational effect on him. After a while, thanks to frequent consultations, it was possible to integrate him into the class and the others took him into their group, but it was still not perfect and he reacted hostilely to children from other classes or sections of the school club. He was rather average in merit and excelled in artistic activities. He mastered fine motor skills perfectly, and we can also talk about his talent in drawing, which he enjoyed immensely.\n\nTeacher Intervention (Solution):\nFrom the beginning, I solved everything by agreement. I tried to explain the rules to him, why they are a priority for us. Then I moved on to the notes. As soon as others began to be attacked (either physically or verbally), I immediately called my parents and informed them about the inappropriate behavior. This was followed by an unfriendly meeting with the parents, which was more of an introduction. But the problems were not solved, and that is why we met even more times. After meeting only with the mother of the child, we established a friendly cooperation and the behavior gradually started to improve. The social worker who was in charge of the student was also given the task of archiving the notes. The student's behavior improved dramatically when his mother began to supervise him.\n\nOutcome:\nThe initial solution had no effect. Arrangements and notes did not help, so it was necessary to call the parents to the school and try to solve this problem. When negotiating, the student was careful and promised that the matter would not happen again. Within five minutes he was bringing up something else, or he kept bringing up when I wasn't looking at him, but the kids told me. The note was not a punishment for him or a reason to think about improving his behavior. Always after an agreement with his mother, the pupil began to behave according to the rules and at one time the other teachers also praised him (for example in English and in the school club). At the moment, his transfers have been minimized, but have not completely disappeared. The parents finally got back together and it's hard to say if everything will go back to normal.\n\nStudent Profile:\nAge/Year: 8 let 2. ročník ZŠ\nHobbies: kreslení, vyrábění, fotbal\nDisorders: Lhaní,Braní věcí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "637", "student_age_year": "8 let 2. ročník ZŠ", "student_hobbies": "kreslení, vyrábění, fotbal", "student_diagnoses": "", "student_disorders": "Lhaní,Braní věcí", "teacher_approbation": "magistra, vzdělávání osob se speciálními vzdělávacími potřebami", "teacher_practice_years": "15", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1422", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent in my class always had to make himself visible and in the 8th grade he started going to the bathroom at the beginning of every lesson. This thing became regular and unfortunately only happened in my classes. At first, I tried to explain to the student that if he needs to go to the bathroom, he should go during the break, and in general I tried to communicate with him kindly. Unfortunately, this problem persisted and I began to lose patience. It was accompanied by disinterest in teaching and constant interruptions. In retrospect, I have to say that I did not behave in the best way and I generally resented the student at that time. The problem arose in one of our lessons, when the student was constantly interrupting after being admonished. Unfortunately, I got on my nerves and started yelling at him. In response, the student started yelling back at me and even groped me. When I angrily told him that he wouldn't touch me, he ran to the bathroom, where he spent the rest of the hour. When I met him during the break, I told him to come with me to the office, and he started yelling at me that he wouldn't go and started cursing and threatening me. As one of the threats, I remember him saying that he was going to pour sapo in my coffee and that he was going to poison me. I was really helpless at this moment and asked you if you could talk to him.\n\nSituation (Anamnesis):\nThe student comes from an incomplete and problematic family. Both father and mother are alcoholics, the mother even ended up in prison for non-payment of alimony. The student as such has been at our school since the 1st grade. From the beginning, there were no significant problems with him. He was very introverted, didn't speak much and was shy in the group. The problem started in adolescence, when he tried with all his might to draw attention to himself and be funny at all costs. He did not have a teaching assistant assigned to him, but a school assistant sometimes came to help him in the main subjects. In addition to playing on the computer, he enjoyed cooking, which he talked about a lot in later life. Although he has a reduced intellect, he made great progress in the 6th and 7th grades, when with the help of tutoring from a school assistant he was able to work his way up to threes. He was motivated by it himself, and he absolutely loved the humanities subjects he was able to learn during classes. The problem arose when the teacher regularly did not pay attention to him, on impulse he always waited for the bell to announce the beginning of class and went to the toilet without permission. Another problem was the reaction to injustice. At the moment when he was wrongly accused, unusual aggressiveness awoke in him.\n\nTeacher Intervention (Solution):\nThe solution was discussed at the pedagogical council, when the headmistress proposed a transfer to another school. Given the threats and possible criminal charges, the father had no choice but to agree. The pupil as such was neutral for the following two weeks and we did not come into contact in any way.\n\nOutcome:\nThe student is currently in the 2nd year of SOU majoring in arranging and we do not have any more information about him. In retrospect, I evaluate this as my biggest mistake as a teacher. I got carried away with my own judgment and was unprofessional in many ways.\n\nStudent Profile:\nAge/Year: 15 let, 8. ročník\nHobbies: Počítače, vaření\nDiagnoses: Snížený intelekt\nDisorders: Lhaní,Podvody,Agrese,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1422", "student_age_year": "15 let, 8. ročník", "student_hobbies": "Počítače, vaření", "student_diagnoses": "Snížený intelekt", "student_disorders": "Lhaní,Podvody,Agrese,Potřeba pozornosti", "teacher_approbation": "Mgr., Ruský a anglický jazyk", "teacher_practice_years": "35 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1028", "content": "TEACHING CASE STUDY\n\nBackground:\nThis time it is a student in the third year of the first grade of elementary school. In the first semester, the class had little problems, but then it started to escalate. In the first semester, no one talked about bullying. There was one student who was behaving abnormally, but the class teacher seemed to know the boy, she had taught him since the first year, so it was not a problem for her. So she tried to correct the student's behavior in some way, to straighten it out, to discuss it with his mother or with other colleagues in the first grade so that the situation would improve. For a while it seemed that the student was somehow correcting his behavior, getting better and that the class was functioning in a normal way. In the second semester, however, problems arose and the class teacher received a notification that her student was being bullied in class. The teacher reported the situation to the director, who then contacted me as a method of prevention. I finally entered the class and started to find out whether the situation was bullying or not. I worked with the pupils for a whole day, when, on the basis of various games and group work, I found out how this pupil behaves towards others and the teacher.\n\nSituation (Anamnesis):\nThe pupil's mother is from Ukraine, but the pupil was born in the Czech Republic. The family is socially weak, especially in the area of education and finances. The student is unpopular in the class and is a strong personality here. There are a total of three strong personalities in the class, they fight with each other.\n\nTeacher Intervention (Solution):\nWith the director and the class teacher, we chose one specific day that would not disrupt the teaching of the given class in any major way. So in the morning I started the class and within the first three hours we worked with the students on various non-standardized tests, questionnaires, which determine for us whether bullying is taking place or not. We also played relaxing games to relax and actually to find out what the relationship is with the student in question. When this day ended, I evaluated the questionnaires. I evaluated it so that it was not bullying and I passed this information on to the school principal and the class teacher.\n\nOutcome:\nThe result of the solution is that I was primarily satisfied with it. My point is that when we filled out questionnaires, played games, the children cooperated, but the mentioned pupil cooperated with difficulty, very difficult. The more the time of the fourth lesson got closer, the more his cooperation decreased, so the attention there is certainly not as perfect as it should be. I feel that the student has a learning and attention disorder, so it really reflected on him. It was necessary for me to approach him often and so I forced him a little to the tasks I assigned. He didn't want to elaborate them too much. He was under the bench, on the window, behind the cupboard... Just everywhere, except in the bench. In the end, however, I always managed to get him to fill it out. So this first part was satisfying for me, that I could say that all the students cooperated with me. I had a good feeling about it. When I evaluated it, I concluded that it was not bullying, because this student is a relatively strong personality, is extroverted and wants to assert himself in class. However, he has a problem in that there are other students in the class who are also strong personalities and also want to assert themselves. They are able to gang up against this student, so it can look like bullying. To this day, I don't think it's bullying, because as the student comes from a socially weak family, I think the mother doesn't have much time for the boy. So I would say that the student grows up like firewood in the forest and has the feeling that he can try different things on other classmates. It wasn't bullying, but unfortunately I'm still not sure about that at the moment. What happened there was that we did not evaluate it as bullying... We will move the student to another class, where the class appears to us to be without problems, so that the student could fit in there and would not have to assert himself so strongly. There are no other strong personalities there. So this school year will show us whether it was a good solution or not.\n\nStudent Profile:\nAge/Year: 9 let, 3. třída\nHobbies: Žádné  možná fotbal)\nDiagnoses: Poruchy učení\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1028", "student_age_year": "9 let, 3. třída", "student_hobbies": "Žádné  možná fotbal)", "student_diagnoses": "Poruchy učení", "student_disorders": "", "teacher_approbation": "Mgr, Český jazyk + občanská výchova", "teacher_practice_years": "13", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/794", "content": "TEACHING CASE STUDY\n\nBackground:\nRight at the beginning of the last school year, a student who has been diagnosed with OCD joined my class. I'm a classroom teacher, so I was the first to know about it and I wanted to prepare well enough for it. I sought information from our school psychologist, who helped me a lot. She told me what to expect and what to prepare for. Of course, I already knew that OCD existed, I had an idea of what it was, but I had not yet encountered it in a child. Our school doesn't have many students with special needs, so having someone like that in the class - I was really looking forward to more experiences. When the little girl joined, of course the other pupils also started to notice and let's just say that they were not very tolerant even though I devoted one classroom hour to just such a preparation for a pupil with OCD and how to behave towards him. Or how to help him. She eats in this case. But in practice it didn't seem terrible at all. It was not very noticeable on the little girl during the lessons. Even if my class was held by other teachers. Sometimes the concentration was a little worse, especially when she started counting, for example, pens, pencils and crayons in the case. But that could easily be solved by summoning her. The problem here was that the class was not very tolerant of this. As I already said, it didn't occur to me that the malfunction was somehow very visible. But after all, I'm not with the class 24/7 and I don't know what's going on during breaks or after school. And that despite the fact that I really try to find out everything about my students. About November, my students started taunting every time the lady had a moment. Of course, I immediately found out who was causing it, who was encouraging the class, and I started to solve it with him.\n\nSituation (Anamnesis):\nBullied - Elementary fourth grader, withdrawn, low self-esteem due to her OCD disorder, average academic performance probably due to occasional episodes. The bully - a fourth-grade student at the same elementary school, an extrovert, a bit of a class clown, above-average academic performance, his father sponsors the school.\n\nTeacher Intervention (Solution):\ntalked to the class about the bullied student. We all sat in a circle on the carpet - this is how we have been solving some problems since first grade, which luckily don't happen that often. I wanted to ask the whole class why they were laughing at the little girl. Another student spoke up from the class, from whom I did not expect it. She said she's just weird and they don't like her. All the children started laughing, so I scolded them. I reminded them that right at the beginning of the school year, after all, like every year, we had a mandatory job on bullying. Children always seem to understand this and when you ask them, they think it's bad, but unfortunately it works differently in reality. Especially when there is a student in the class who pulls others down. Unfortunately, my class is easily influenced by these influences. The boys and girls from my class looked like I probably wouldn't do much with them when they were all together. I decided to solve it with the Pedagogical-Psychological Counseling, which I should have done from the beginning. But I kept telling myself until the last moment that I could solve it myself. Like three years ago. Unfortunately, as the students grow, they have more and more sense every year, and I recognized that I needed help. In the Ped-Psy counseling center, I was advised to solve the problems directly with the students who cause contradictions in the class. The next day, I invited the main bully to my office, who always turned the whole class against the female student. A colleague from the Pedagogical-Psychological Counseling Office was also present in the cabinet. The first person pretended not to know what he was talking about. At first he blamed it on the other students, but then I told him what I found out and that all the students I asked about solitude said that he started it. The person started stuttering, became nervous, so a colleague asked him directly if he wanted to confess. The person agreed and said he was very sorry. I told him that the only person he should apologize to is the student. The colleague continued to ask questions - what led him to do this, etc. The person said that he immediately noticed that she was something different and wanted to climb something in the class. It struck me as a pretty stupid reason, of course, but we didn't get anything else out of him. He also told his colleague that he had committed bullying, so the pupil promised that it would not happen again and that he would even help her. Unfortunately, it wasn't over yet, because it was clear to me that the class still lives in the fact that they can laugh at the girl.\n\nOutcome:\nThe person was kind of suffocated and I was quite amazed at the effect it had on the others in the class. Since the student was in the office, I have not observed any bullying in the classroom. In fact, the student actually started to help the previously bullied student. Whenever she started counting something again, e.g. her pens and pencils in the case, the student helped her, started talking to her and helped her with e.g. her homework. In the long run, it turned out awfully well. Now the class is already in the ninth year of elementary school, and you might be surprised that the student who used to bully the student is now dating the student. They always go to class together and hold hands, hug each other during breaks. It turned out well in a way. To return to the solution, in my opinion it was probably the best solution we could provide at the time.\n\nStudent Profile:\nHobbies: Fotbal, zpěv ve sboru\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "794", "student_age_year": "", "student_hobbies": "Fotbal, zpěv ve sboru", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, NJ, TV,", "teacher_practice_years": "25", "problems_annotated": "Diagnosis, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1335", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation when, in my opinion, I did not behave in the best way happened at the beginning of my teaching experience. I was fresh out of school and didn't have much experience with problematic student behavior. There was a little girl in my class who was diagnosed with ADHD. She was very outgoing and always wanted to be the center of attention. She was disruptive in class, didn't do her work and was often quite rude. This behavior was repeated literally every day. One day we had a big break, and when the weather is nice, we used to go to the school yard with the children. Recess ended and we went back to class. The class started and I suddenly noticed that the little girl was nowhere to be found. Together with the teacher's assistant, we started looking for her. I started to panic and worry that the little girl had left school alone. Together with the assistant, we searched the whole school. After some time we found the little girl. She was sitting in the corner where the children had games at recess. She was playing with some toy there without excitement. At that moment, a huge stone fell from my heart, but I also felt anger.\n\nSituation (Anamnesis):\nThe pupil involved in the situation was very much her own. She was diagnosed with ADHD. She was not very popular in class due to her over-the-top demeanor. At the slightest problem, she managed to make a scene where she screamed, whistled, etc. As for her academic results, they were far below average compared to other classmates. I believe it was, but largely due to family disinterest. Žačka grew up with only her mother, who went out in the afternoons and evenings to earn extra money at various part-time jobs, and her daughter was looked after by her siblings who were only a few years older. So the family background was not exactly ideal. I think that also because of the situation in the family, the little girl tried to always be the center of attention in class, because she didn't get attention at home. She often went to school neglected and unprepared for lessons. An assistant came to her during some classes. When she had an assistant in class, she at least cooperated a little, but otherwise she didn't try at all.\n\nTeacher Intervention (Solution):\nThe moment we found her, I didn't act professional at all, but my emotions took over and I started yelling at the little girl until she burst into tears. At that moment, I felt that I had completely failed as a teacher. I immediately calmed down and tried to calm the little girl down as well. After that, I took her aside and explained to her that she can't act like that. I explained to her that I was afraid something would happen to her. After that, I took her to the class with the others. After school, when the mother picked up the little girl from the group, I described the whole situation to the mother and asked her if she could warn her daughter at home so that similar situations do not happen again. I received a very lax attitude from my mother, when she only replied that we should have looked after her better.\n\nOutcome:\nThe result of the solution was that we explained to the pupil why she could not go wherever she wanted during the lesson. We tried to explain that we are responsible for her during class, so we need to know exactly where she is. And we also made it clear to her that she has to attend classes, even if they are not her favorite. Furthermore, we discussed this situation with the mother, as I already mentioned, but she showed no interest in a solution. A similar situation did not recur, but the frequency of problem behavior did not decrease. I think that this was due to the fact that the family did not cooperate with the school at all and at home the student had no set limits on what he could and could not afford.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nDiagnoses: ADHD\nDisorders: Lhaní,Potřeba pozornosti,Simulace\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1335", "student_age_year": "8 let, 3. třída", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Potřeba pozornosti,Simulace", "teacher_approbation": "Vysokoškolské titul Mgr. (učitelství pro první stupeň)", "teacher_practice_years": "5 let", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/662", "content": "TEACHING CASE STUDY\n\nBackground:\nSince the morning, I have noticed that the student is full of energy and naughty. From the first lesson, he did not listen to the teacher's explanation at all and did not respond to her instructions. He wasn't paying attention and was distracted. I tried to encourage him to concentrate and motivate him in many ways, but it was fruitless. He talked back, was rude to me and the teacher and even cursed. He was doing his job, he didn't know what to do at all. If he started the exercise, he never finished it. He was disturbing with laughter, shouting so that the children could not concentrate. In the second half of the hour, he even put his feet on the table. He then began running off the bench to wherever he thought of, refusing to return and respect his place.\n\nSituation (Anamnesis):\nFrom the age of two, the pupil attended a children's group for several months, after which he attended a kindergarten in the regional capital for less than a year. After moving, he joined a smaller kindergarten in our elementary school in our town. He attended kindergarten with a delay of 3 years. Due to his problematic behavior, he underwent a series of examinations at the age of 4, on the basis of which he was diagnosed with ADHD. On the recommendation of the PPP, a pupil from the age of 4 was assigned a teacher's assistant for eight hours a day. From September 1, 2020, the student entered the 1st grade of our elementary school. Attendance is regular, with minimal sickness. The student stays at school from 6:45 a.m. to 3:00 p.m. In the afternoon, he spends time in the group. The boy lives together with his two siblings with his mother in the family home of his grandparents. The mother cooperates with the elementary school, she is interested in the boy. She regularly consults everything with the teachers and monitors the boy's condition in written reports - diaries, in which the boy is evaluated by the teachers for individual parts of the day with smileys. The motivational system proves itself, the mother awards rewards for the highest daily number of smileys. So far, the boy's father has not visited the elementary school, nor has he expressed an interest in information regarding his son's behavior and education by phone. The student is usually very well and carefully prepared for the lesson in terms of material. Grandparents and mother's parents are also interested in the boy. The process of adapting to the rules was already very problematic in our kindergarten. Although, thanks to his quickness, he orientated himself in the new environment quickly and without difficulty, he was not willing to influence his inappropriate behavior for a long time. It took several months before he was able to accept the set rules of behavior at all. For a long time, he tried to see if his bad behavior in the system would result in some bug, which he could use immediately thanks to his cleverness and alertness. He actually tries it all the time, but it must be said that he now has a firm grasp of what is expected of him, how and why he should behave correctly. At first, the pupil absolutely did not respect the fixed rules, which are clearly laid out by the kindergarten and according to which other children follow. He did not recognize any authority and responded to orders with oppositional defiance. In some situations, his behavior was markedly antisocial. With the help of a motivational reward system, due to the maximum consistency and great commitment of the assistant and pedagogues and fixed boundaries in behavior, it was possible to compensate the pupil's behavior. Now the student knows the rules of behavior well, he is able to follow them. However, he is well aware of the fact that he is under constant surveillance. If this supervision stopped, the student would quickly take advantage of the situation. After the coronavirus hiatus, during which he was out of education for a longer period of time, he entered elementary school relatively unimpaired, in good shape and able to continue what we set and where we left off. Undoubtedly, home education had an influence on this fact, it is up to others to judge. The student is a smiling, well-adjusted, very lively, sensitive boy with a short attention span. He is rather solitary, but accepts children. He never knowingly harms children. If it did, it was the result of rash and reckless behavior that he later regretted. He always tenderly apologized to the children. He likes physical contact (stroking hands) for which he is grateful. At the same time, he can show strong displeasure. Especially in situations where they have to curb their inappropriate behavior. He can be angry, cunning, he can lie and cheat and violate established rules of behavior. But now he is able to correct his behavior more and think more about the consequences of his transgressions. Although he respects authority much more than in his earlier years in Kindergarten, he is still able to constantly cross the boundaries of behavior on a daily basis.\n\nTeacher Intervention (Solution):\nThe student refused to return to his seat. I told him to come back and not run between the benches, but it was no use. Rather, it seemed to me that he reacted completely the opposite. He didn't even listen to the teacher and behaved the same way. The whole class suffered from the student's behavior and the teacher's explanation was completely prevented by the student's unacceptable behavior. I thought of taking the student out of the classroom. I told the teacher about my intention and she agreed. I took the student's hand and told him that we were leaving the class. Surprisingly, he listened to me and went with me. I planned to walk him down the aisle. I first walked with the student. At first he was surprised by the new situation, because we had not walked down the hall together before. But after a while, he stopped enjoying it and started shouting in the corridor as well. So that he wouldn't disturb the lessons in the classrooms, I went into a quiet gentle trot with him. We ran through all the corridors of the school, after about 5 minutes we returned to the classroom door. I talked with the student about how the teacher will be surprised when she sees a 'new' student who behaves completely differently.\n\nOutcome:\nThe student got tired of running and perceived what I was telling him. He promised to get better and we entered the classroom. He returned to his seat and was much calmer. He took his pencil and tried to work on the assignments we had for the rest of the class. For the rest of the lesson, the student was calmer, he responded to my words, but in the following lessons, working with him was difficult again.\n\nStudent Profile:\nAge/Year: 9 let, 2. třída\nHobbies: Pohybová aktivita\nDiagnoses: ADHD\nDisorders: Vyrušování výuky,Vykřikování,Neposlušnost,Lhaní,Podvody,Neúcta k autoritám,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "662", "student_age_year": "9 let, 2. třída", "student_hobbies": "Pohybová aktivita", "student_diagnoses": "ADHD", "student_disorders": "Vyrušování výuky,Vykřikování,Neposlušnost,Lhaní,Podvody,Neúcta k autoritám,Vulgární vyjadřování", "teacher_approbation": "vysokoškolské, speciální pedagogika", "teacher_practice_years": "3", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/295", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was September, and the new school year was starting. A new student was added to the teacher, who had already completed several classes in the role of class teacher. She knew what was waiting for her, the experienced collective, which she had met only last year as their new class teacher, would have to accept a new member. However, it was nothing new for her, she had already experienced similar situations, so she had no great worries about it. However, the first hours already showed that it would not be an easy job. The new student was not very interested in fitting in, and even sometimes insulted a classmate for no reason. Later, complaints about him also piled up from other secondary teachers. It was a fairly common phenomenon where a student caused a conflict during the break, and then blamed his classmates and took the role of the victim himself. However, not all teachers believed this version of his. During some visits to the choir room, he even compared the school to a concentration camp, which did not leave the classroom indifferent. She organized a special class session on Friday afternoon to clarify the issues. Here, he repeatedly claimed that he was the victim of bullying by his classmates. However, the teacher did not really believe it, as she knew her students, and even the more exemplary ones objected to the claims and rejected the accusations. A heated debate broke out in the class, and the teacher decided to stand up for her class. She pointed out to the student that with such an approach, when he invents and causes conflicts, or lies, he cannot fit in.\n\nSituation (Anamnesis):\nClass 6.A was the smallest class not only in the year, but in the whole school. It had only 18 students, and they formed a good team from the first grade. There were never serious problems with them, the only things that were solved were inappropriate games during breaks, such as hitting the blackboard with chalks or a sponge. When a new student transferred to the school, this class was an obvious choice, not only because of its reputation, but especially because of the low number of students. Problem-free integration was assumed, even though it was known that the student did not have very suitable social conditions at home, and he had already faced educational measures in the past at his previous school. According to the later statements of the students of the 6th A class, he deliberately provoked conflicts, arguments, or even fights during breaks, and then went to 'sue' and pretend to be the victim. However, the fact that he was really a victim of bullying was not confirmed in the ongoing school investigation.\n\nTeacher Intervention (Solution):\nAs we already mentioned, the situation worsened from week to week. The parents were aware of the situation, but did not make much effort to solve it. When the student compared the school to a concentration camp, the teacher even suggested a reduced grade for behavior. It could also be related to the fact that a few years ago, the police even dealt with an even worse situation with nine-year-olds yelling at the school. In the aforementioned class, the teacher tried to start a democratic debate, but every moment it degenerated into a confusion of mutual accusations. Here, as it seems, the teacher was a little influenced by subjective opinion, and taught the student in front of the class that it is inappropriate to lie and falsely accuse classmates, or cause conflicts, if he wants to be respected in the class. With this statement, she actually expressed distrust of the student in front of the whole class, and this ultimately had a completely inappropriate impact on the overall solution and building further relationships with the already problematic student.\n\nOutcome:\nThe teacher realized the somewhat inappropriate reaction, and tried to save it by inviting the student to an individual interview the following week. Here she tried to show an understanding approach and start from the beginning. She even made an agreement with the student that she would forgive him the mentioned deuce in behavior, and would not insist on it. In exchange, the student was supposed to reevaluate his behavior, and if he had a problem, solve it immediately with her. However, this conversation of trust apparently came too late, because the pupil also transferred from this school to a church school this time. How his fate continued, the teacher did not find out. However, she has learned that even after those unlearned years, she has to be careful to have a healthy perspective on the situation, and not present her subjective opinions as facts before proving them, regardless of whether she is convinced of them.\n\nStudent Profile:\nAge/Year: 11, 5. ročník\nHobbies: Šport, počítačové hry\nDisorders: Lhaní,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Verbal aggression\nSolutions Applied: Agreement, Support, Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "295", "student_age_year": "11, 5. ročník", "student_hobbies": "Šport, počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Potřeba pozornosti", "teacher_approbation": "Vysokoškolské 2. Stupňa, (Informačné technológie, Technika a svet práce)", "teacher_practice_years": "20", "problems_annotated": "Lying and cheating, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/549", "content": "TEACHING CASE STUDY\n\nBackground:\nmet the student for the first time in the second half of the 2nd grade, now he is a fifth grader. They immigrated here from somewhere in the east. His parents divorced and he stayed with his mother and sister who is 3 years younger, she is in 2nd grade today. At our school, we operate as a small class, and he was alone in his year, he was mostly friends with older children - from the third to the fifth grade. Today he is the oldest of the children at school. From the first day, the student liked to show off, shouted when I was doing something with the first graders, of course he knew the subject and couldn't resist sharing his knowledge. It bothered me and the others, but that's probably the fate of the small class. At that time, I taught first to third grade in one class, the fourth and fifth graders had a colleague for the main subjects, then I taught all the education classes, there were always a maximum of 16 of us in the whole school. The student was always interested in history and nature, he was always interested in but sometimes it was too much, sometimes I let him tell his classmates what he knew about the given topic, but it wasn't always possible, as he was alone in the given year, the others were discussing other subjects that needed to be covered. He liked to show off, run from the bench and lecture in front of the blackboard, he was really very extravagant. He was quite good at mathematics, but in Czech he faltered a lot, wrote badly, mixed up letters. In the third grade, when we started with listed words, I knew that he would really have a specific learning disability, and he did. He was diagnosed with dyslexia, dysgraphia and dysortography at the counseling center. He had a line of recommendations from the counseling center that we followed, I took them into account in the number of assigned tasks, we used a reading window, a buzzer to distinguish short and long consonants, a squeezer, where I wrote soft consonants on a dish sponge and on a wooden cube hard…we used a triangular tip on the pencil. I think we did quite well, but the stumbling block came when the children went to visit their father for the weekend once in a while. It wasn't regular, because they drive a truck, but maybe once a month they went to Ostrava... what happened after they returned was terrible for me... There was no talking to the pupil, he lay down on the bench and refused to raise his head... this all started as soon as he had a statement from that counseling office. For example, when I told him to take the reading window, that we were going to read, he told me that I could stop making a fool of him, that my dad was telling me. I was supposed to wipe the dishes with a sponge. He deliberately lay on the bench, sprawled out on it like a regular in a pub with a beer. The worst was always the week after returning. Then we always hit our ruts, my mother also helped a lot.\n\nSituation (Anamnesis):\nToday the boy is in the fifth grade. His parents divorced and he stayed with his mother and sister who is 3 years younger, she is in 2nd grade today. Apparently, the parents' divorce did not go well, according to the children and their mother, the father did not treat them nicely, vulgarities were also frequent. The pupil was often influenced by his father's words.\n\nTeacher Intervention (Solution):\nprobably already said that. The worst thing happened when the student received a recommendation from the counseling center. His father does not and did not understand it. The student was inciting us, it was easy to tell exactly what kind of phrases came from his own head and what didn't. Dad himself once told us after his ex-wife that he takes it as pampering and an invention of this time, so what do you want to say about that. That children didn't have such problems before and something. And since I'm a teacher, I have to know how to teach the child so that he doesn't become a Neanderthal. Yes, those are actually his words... he sent an inspection to our school more than once, but of course they never found any fault on our side. In that certain period of time, when the student resisted me, I can give you an example of one situation with him that I remember. In the morning, we greeted each other in class, we talked about what we did at the weekend and one of the students said that he and his parents were on a long weekend abroad. The student started that if they speak German there. I say yes. He started teaching us all how evil the people of that country are, that dad drives there with a truck, that they take big salaries, that he was there and he started a story about him, because he had seen it from the documents. I tried to stop him, that today the country works differently, the past is gone and the people of today are not to blame for his actions. The student told me that if I don't let him finish what he wants, he will refuse to work, and I can be sure that if I buzz the buzzer in Czech, he will throw it out the window and that dad approves - here you can clearly see that this a small child does not invent by himself.\n\nOutcome:\nSo if I take it from a short-term point of view, the results were not there. Or like this, it took forever for the student to return to his dorms and start working together. But today, working with him is completely different. The efforts of mine and his mother bore fruit. But it wasn't right away... All 3 of us sat down with the student and explained to him the situation, what and why we do the way we do, that he's certainly not stupid, as his dad told him. We set boundaries, I proposed how I would like to work with the student, the student told me some other details about what he would like and what he would not like. We put our heads together and the result was success. Today he is a wonderful boy, he likes to help others, he likes to introduce them to history. We get together once in a while, and he helps me teach the Home Studies class in the fourth grade. I give him the opportunity to prepare a story on the given topic and he is very excited. He says he wants to either teach national history or host a history program on television. We have a more friendly approach together. He cooperates well in Czech lessons, he really tries. They go to their father's, but at least none of the children want to go there, the father now has a new family and a one-year-old child. They don't like their dad, they say he says bad things to everyone and their mom the most. We are now waiting for the next inspection to come - at least you have the experience of being able to experience one of them with us.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Fotbal, hasiči, kroužek elektrotechniky\nDiagnoses: Dyslexie,Dysgrafie,Dysortografie\nDisorders: Lhaní,Neuposlechnutí,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "549", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Fotbal, hasiči, kroužek elektrotechniky", "student_diagnoses": "Dyslexie,Dysgrafie,Dysortografie", "student_disorders": "Lhaní,Neuposlechnutí,Odmítání spolupráce", "teacher_approbation": "VŠ, Učitelství pro 1. Stupeň + CŽV Speciální pedagogiky", "teacher_practice_years": "38", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1241", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher described a situation when girls came to her during recess and complained about a classmate who was harassing them. She asked about specific behavior and the girls told her that he throws money at them for bras and panties, runs a pencil between their legs and says he wants to finger them. After the testimony of other girls from the class, who confirmed the same behavior, the situation became clearer.\n\nSituation (Anamnesis):\nThe student in question is the son of an athlete, has a lower IQ and a learning disability. He is often an attention seeker and in the past has had a problem with playing pornographic content on the teacher's computer.\n\nTeacher Intervention (Solution):\nThe teacher decided to resolve the situation with the student's parents. After school, she invited them to school and explained what their son was doing and saying to the girls. She hoped that his parents would discuss intimate matters with him and that his behavior would change. However, the father reacted inappropriately and downplayed the situation, while the mother promised to talk to him.\n\nOutcome:\nAfter the incident, the problem was repeated several times. The teacher regularly checked whether there was a change in the student's behavior, but the girls did not confirm any change. The teacher concluded that the main cause was the attitude of the student's father. The solution with the parents was not effective, and the situation began to calm down only after the teacher had a personal conversation with the student, where she explained the seriousness of his behavior.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Cestování, hraní her\nDiagnoses: Poruchy učení,Snížený intelekt\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1241", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Cestování, hraní her", "student_diagnoses": "Poruchy učení,Snížený intelekt", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., biologie, chemie, angličtina", "teacher_practice_years": "25", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/89", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, during the first English lesson with a new class, I chose a conversational dating activity, since the students did not know each other well. For these purposes, the desks in the classroom were arranged in a U-shape. After starting an activity where students share information about themselves with the class, students jump in, bother classmates, make noise, move their chairs around the class, and overreact to conversations between others pupils.\n\nSituation (Anamnesis):\nIt was a new group of students from different classes, so among students who did not know each other until then, there was a need to show off in front of unknown classmates, especially in the case of students. We can say that they used their previous anonymity in front of others to present their social dominance through non-conformist behavior. It is also possible that through this behavior they wished to diminish the perceived authority of the teacher in the classroom, thereby inspiring similar non-conformist behavior in some like-minded students. On the other hand, since it was a lesson at the beginning of the school year and the pupils were not yet used to the \"school regime\n\nTeacher Intervention (Solution):\nAfter I noticed disruptions from the students, I reprimanded them verbally and reminded them that they are not alone in class. The interruptions continued, so I was forced to interrupt the previous conversational activity and assign work from the workbook to pairs of students. I seated the students and assigned them to different pairs. I assigned the assignment from the conversation activity as homework.\n\nOutcome:\nImmediately after the students were distributed and the assignment changed to a more structured activity, the situation in the classroom calmed down. Disruptive students were deprived of the catalyst in the form of a conversation to respond to, and their attention was directed to another activity and away from each other. In the long term, the solution manifested itself in the constant distribution of pupils, and along with getting used to the school teaching regime during the year, their behavior was gradually regulated.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník ZŠ\nHobbies: Člen florbalového kroužku\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Transfer of student, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "89", "student_age_year": "12 let, 6. ročník ZŠ", "student_hobbies": "Člen florbalového kroužku", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Magisterské; Anglický jazyk, Občanská výchova a sociální vědy", "teacher_practice_years": "19", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/986", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent in the class where I work as an assistant showed inappropriate behavior both during lessons and during breaks: he was disruptive, did not sit well in the desk, constantly turned around, did not work, did not do what he was supposed to do and repeatedly did not respect the instructions of the teaching assistant or the teachers and did not bring aids . During the breaks, there was also some fighting with classmates. His behavior was very disruptive to the overall climate of the class. Pupils who also had a problem with concentration got carried away, so it was one big merry-go-round.\n\nSituation (Anamnesis):\nPupil - has average grades, rather extrovert, behaves aggressively towards classmates. He has a great influence on the atmosphere in the classroom, drags other classmates down, is the biggest disruptive element here.\n\nTeacher Intervention (Solution):\nIn addition to constant reprimands, remarks for inappropriate behavior also began to be applied. Since the situation did not improve, they also started to deal with foster parents. The agreement with the foster parents is very good, they are communicative, we solve everything with them. They were also at school several times. They tried to negotiate with the student at home, but the problematic behavior kept repeating. After the visit of legal representatives, there was a short-term improvement, but after some time it got worse again. He still received notes for repeated inappropriate behavior and at the end of the school year he was reprimanded by the class teacher. He also started seeing the school psychologist regularly in the morning before classes. They talked with the psychologist about the problems he has at school. For example, when he had a fight with someone, they talked about why he did it or why he shouts in class, etc. We have introduced certain rules and measures in the classroom: for example, we have an agreement that if I draw his attention to something, he should not comment unnecessarily, so as not to disturb the class. For example, he should look at the board, or turn around, or write in a notebook. Another such measure is that he sits alone in the bench, so I sit next to him so that he has constant control. Of course, in the eighth grade, it is actually a punishment for the student that the assistant sits next to him.\n\nOutcome:\nNow, at the beginning of the eighth year, we cannot fully evaluate yet. However, we can see that he is not at all calmed down, it is almost like at the beginning, when he does not respect the instructions, he sits sideways in the desk, so that he communicates with his classmates, he is disruptive, he does not do what he is supposed to do. Overall, there is a disturbing element in that hour. So I don't see any improvement here. We'll see where it goes this year. It's the first week of the school year, so we're still setting up the measures and we believe things will improve. However, in order for the solution to be functional, it needs to be solved elsewhere. In the home environment or to attend some interventions to learn how to behave in certain situations. I think the school is doing its best. The student was offered all possible help and everything was also consulted with the parents.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník ZŠ\nHobbies: počítačové hry\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Agrese,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Agreement, Consequences, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "986", "student_age_year": "12 let, 7. ročník ZŠ", "student_hobbies": "počítačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Agrese,Rušení výuky", "teacher_approbation": "Bc. z oboru Speciální pedagogika", "teacher_practice_years": "2 roky", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Agreement, Consequences, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/938", "content": "TEACHING CASE STUDY\n\nBackground:\nThe worst period, which I really don't like to remember, because I ended up seeing a psychologist, was a year ago, when we had a new student in the class again. This student just did what he liked. He didn't listen to anyone, he got angry even over little things like: his team lost the competition, his reaction was to kick his classmates, or maybe he should have done something, some exercise in the notebook, which pissed him off, and then he yelled at me and the class teacher that he hated us and that he hates everyone in this room. He was constantly running around the class, got up 30 times during the lesson, was able to go to the end of the class and kick a classmate, just because he was sitting there or didn't have completed assignments on six large A4 pages. Well, the level of intensity of the events escalated.\n\nSituation (Anamnesis):\nThe student comes from a complete family, both parents said that there were problems with him in other elementary schools he attended. The student was diagnosed with behavioral disorder - ADHD. As an assistant, I was assigned to him and outside of class I was even with the class during recess. Of course, his behavior had an effect on the whole atmosphere in the class, the class teacher was nervous, towards the end she kept shouting, she argued with him about something, they didn't have time to go through the whole material, the children were afraid to say something because the atmosphere in the class was really tense.\n\nTeacher Intervention (Solution):\nThe solution was rather unfortunate as nothing helped. We tried to talk to him in front of class and outside of class, explaining to him that such behavior is not acceptable, that he has to learn something new at school, that's why he completes the tasks given by the teacher, etc. Without success. When verbal agreement did not help, as a punishment for inappropriate behavior we chose extra tasks, he did not complete them, a reduced grade for behavior, but without effect. We continued to deal with it simultaneously with the parents, who stated that there were problems with him at other elementary schools he attended and at the same time admitted that they could not handle the situation at home either. When they tried to toughen up and stand up for themselves, the son did not notice or listen to them at all. I don't really know what more can be done in a situation like this when you can't get one side to cooperate.\n\nOutcome:\nNow in retrospect, I think we could have done better. On the one hand, in my opinion, the fault was already in the liberal approach in parenting - the son allowed himself what he should not tolerate, then the fault was right at the beginning, because after a few days/weeks there was only shouting in the class. Maybe it could have been solved without yelling, on the other hand, yelling was the only thing that, at least in the short term, helped to calm down the student in the class so that the class teacher could continue her work. He wouldn't even listen to her without screaming. In the end, it turned out that the student transferred to another elementary school again.\n\nStudent Profile:\nAge/Year: 7 let, 2. třída\nHobbies: /\nDiagnoses: ADHD\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Consequences, Disrespectful communication, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "938", "student_age_year": "7 let, 2. třída", "student_hobbies": "/", "student_diagnoses": "ADHD", "student_disorders": "Agrese", "teacher_approbation": "Bc. (asistent pedagoga)", "teacher_practice_years": "7", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Disrespectful communication, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/611", "content": "TEACHING CASE STUDY\n\nBackground:\nIt has been my dream to become a teacher since childhood. I have always enjoyed working with children, which is why I was immediately clear about my career choice. I have been working on the school grounds as a teacher for the seventh year. Even though this job is not always easy, I have to admit that I am completely fulfilled by this job. Many times I got into unpleasant situations where my task was to properly resolve the given situation.\n\nSituation (Anamnesis):\nWhen assigning the task, I immediately thought of the case of a student who has excellent results, but with his behavior disrupts the course of the lesson, often does not cooperate and insults his classmates. He comes from a divorced family where his parents take turns in his care. His main hobbies include watching trains. He is an introverted boy, but he can't handle cases when something doesn't go his way and he starts to get angry. In extreme cases, he starts throwing his things around, once he even dropped an entire bench.\n\nTeacher Intervention (Solution):\nSuch behavior of the pupil was already repeated, so I decided to invite his parents to a session at school. I tried to suggest to them some ideas on how to solve the situation. We agreed that the student would visit me regularly. We will talk about his feelings and work together to help him control his anger better. This is how we met the student for several months.\n\nOutcome:\nI think this solution had a successful outcome. The student was gradually able to control his behavior better. Whenever he doesn't understand something, he comes to me and together we find a way to understand the issue. As a result, the student gained more friends who did not like him because of his previous behavior. Even now, classmates go to him for advice.\n\nStudent Profile:\nAge/Year: 12 let (7.třída)\nHobbies: Chlapec má zálibu ve vlacích. Ve volných chvílích chodí pozorovat vlaky na vlakové nádraží.\nDisorders: Odmítání spolupráce,Neuposlechnutí,Rušení výuky,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Support, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "611", "student_age_year": "12 let (7.třída)", "student_hobbies": "Chlapec má zálibu ve vlacích. Ve volných chvílích chodí pozorovat vlaky na vlakové nádraží.", "student_diagnoses": "", "student_disorders": "Odmítání spolupráce,Neuposlechnutí,Rušení výuky,Disrespekt", "teacher_approbation": "Vysokoškolské vzdělání - titul Mgr., aprobace český jazyk", "teacher_practice_years": "7", "problems_annotated": "Emotional outbursts, Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/666", "content": "TEACHING CASE STUDY\n\nBackground:\nLike every Monday, I entered the classroom and greeted the children. At the beginning of the week, we shared experiences from the weekend and plans for the coming days. Like every Monday, I drew a new agenda. I drew one student to a desk with her big friend and sat them in the back, they both looked very satisfied. Everything was going according to plan until one student said she couldn't see through the classmate in front of her. I swapped her with him, which upset the other student, she protested, she didn't want to obey, but I told her that she would just move on without a word. For the entire following hour, the second pupil did not respond to the summons, did not work and did not write in her notebooks. The next hour her behavior improved slightly, but it was still not ideal and I was starting to feel the tension from the whole class. Even though the others worked exemplary and behaved normally, you could see that the situation was stressing them out, because I probably wasn't quite in my skin.\n\nSituation (Anamnesis):\nOne pupil was always quite a spirited and lively girl. In a small class of about 15 students, she was one of those I always knew about. She was not afraid to express her opinion, to ask questions, but she also had no problem getting into an argument with both her classmates and the teacher. As is often the case, puberty and the period of defiance begins earlier for girls, and so it was with this student. She became defiant, stubborn and very argumentative. She argued even in situations that were completely calm and completely inappropriate for an argument.\n\nTeacher Intervention (Solution):\nIn the fourth hour, I had planned to read together. Instead, we created a circle of trust to resolve the situation. I spread cards with negative and positive emotions on the ground in the middle. Everyone had to choose one positive and one negative and say why they chose it. The majority chose tension, stress, dissatisfaction as the negative, but one pupil chose injustice. When she explained to everyone that it wasn't the transfer itself that upset her, but the fact that she had to sit elsewhere without her friend. After that, I explained to her that I certainly didn't want to create a feeling of injustice in her, I just sat her in the front so that she could see better and without her friend, because she is also tall and they wouldn't be able to see others behind her. When we moved to positive feelings, everyone, including this pupil, came to life, and she also understood that I meant well for her.\n\nOutcome:\nEveryone calmed down after the circle of trust and had fun together. I think it also had a longer-term effect, because then the pupils were not afraid to talk about their problems and everything was solved immediately.\n\nStudent Profile:\nAge/Year: 5. ročník, 11 let\nHobbies: sport, hudba, ráda se schází s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "666", "student_age_year": "5. ročník, 11 let", "student_hobbies": "sport, hudba, ráda se schází s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "učitelství chemie a matematiky pro střední školy, učitelství pro základní školy", "teacher_practice_years": "21", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1395", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation occurred in April of the last school year. The students had an hour to prepare a worksheet for the science lesson. A fourth-grader who suffers from occasional tantrums got so upset in class that he threatened himself (injuring himself with a compass) and others (throwing chairs across the classroom) with his behavior, he was also very verbally aggressive - he used profanity, like , so on classmates.\n\nSituation (Anamnesis):\nThe pupil is the only long-awaited child to whom the parents gave way from an early age. He suffers from diagnosed ADHD and Asperger's syndrome. He is introverted in nature. The class is composed equally of boys and girls. She is calm and very tolerant of his behavior.\n\nTeacher Intervention (Solution):\ncalmly approached the student, begged him to calm down, told him to show me what was unclear to him and I would explain it to him - which made him even more upset. In the meantime, I instructed the assistant to evacuate the classroom, who immediately took the children to the corridor. When the student got out of the center of attention, he regulated his behavior and calmed down.\n\nOutcome:\nEven immediately after the incident, the student calmed down and regretted his behavior, he was able to say what led him to the given situation. He then discussed the situation with the school psychologist. On the basis of the recommendation of the school psychologist and educational advisor, there was an extraordinary consultation regarding the pupil. All teaching staff were made aware of the fact that they should give the pupil clear, structured instructions in a limited amount. There was also a tripartite meeting with the parents, where we discussed the situation together. Since April, a similar situation has not been repeated.\n\nStudent Profile:\nAge/Year: 4.třída, 10 let\nHobbies: Počítačové hry\nDiagnoses: ADHD\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1395", "student_age_year": "4.třída, 10 let", "student_hobbies": "Počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Agrese", "teacher_approbation": "tělesná výchova – přírodopis", "teacher_practice_years": "5 let", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1432", "content": "TEACHING CASE STUDY\n\nBackground:\nThe assistant did not have a fixed class or pupil to attend to, and 'traveled' around the classes. She was in the class where the described situation occurred because a new student from another school transferred to them, who allegedly had learning difficulties, and therefore the school management assigned her to the student for a few days. The class teacher was experienced, with many years of experience. She returned to the school from retirement, as the school was short of teachers at the time. One morning, the student was brought to school by her grandmother and wanted to talk to the class teacher. She asked for an interview, the teacher agreed. The grandmother told the teacher that she was worried about bullying in the classroom. The teacher tried to calm the grandmother down and convinced her that it was not true. But the grandmother continued and described that the student goes home sad, often cries, does not want to go to school, is sick in the morning, does not want to eat and sometimes even vomits. The day before, she came home from school crying and, at her grandmother's insistence, confided in her that a classmate was tormenting her. The teacher assured the grandmother that there was no bullying in her class, at most the usual 'frog wars' and nudging, but if the grandmother insisted, she would look into the situation and resolve it. At the beginning of the first lesson, the teacher stood in front of the class and announced to the students that the grandmother of one of the classmates was at school and complained that this student was worried at home, crying, and didn't want to go to school because he didn't like the behavior of his classmates. The pupils did not react, so the teacher repeatedly asked whether the pupils had noticed anything or if they knew of something unsightly and incorrect. A classmate broke the silence by remarking that the student 'sued grandma'. So the teacher invited the student to the blackboard and repeated again that she had talked to her grandmother in the morning and she had confided in her about these concerns. She asked her if and who was doing what to her. The student replied that nothing was happening and no one was doing anything to her. The teacher sent her to sit down and started the lesson. The assistant said that she had recently met the student, perhaps that is why she remembered the situation. When the subject of elementary school came up during the interview, the student became sad. Today, he is already at university, but he says that he still bears the consequences. After the described situation, she refused to confide in anyone, as there was no hope for a solution. The whole situation got worse. She thought about suicide. Her parents took her to the Pedagogical-Psychological Counseling Center, where they interviewed her, but the family did not receive a recommendation. After another attempt by the parents to find a solution with another class teacher, there was no improvement either. She had a mental breakdown several times. It lasted all through elementary school, and to this day the families do not have a good relationship with each other.\n\nSituation (Anamnesis):\nThe student comes from a complete family. He lives in the family house in the village with his parents, grandparents and two years younger brother. The mother is university-educated and works in a leading position as a clerk, the father is an IT technician. The age of both parents is under 35 years. The student herself confided to the assistant that her parents do not have much time for her. She also complained that she has a complicated relationship with her mother, they don't always understand each other and often argue. The student was also troubled by the fact that many disputes are caused by the involvement of grandparents in their family life. Parents pay attention to their children and help them learn. They play ball games. Both siblings always have their school supplies in order, wear decent clothes, bring snacks from home and go to lunch. The student has a strong relationship with her brother. They help each other, they talk together. The sister takes care of the brother, helps him in his studies, takes care and supervises him and defends him from others. The girl is submissive, she doesn't trust herself too much, but she likes to discuss and she expresses her opinion and thoughts during discussions at school. During work in groups, he takes the initiative, when proposing another group member, but often backs down. He appears sad and serious. She doesn't have much fun with children, she can handle herself. She has three friends in her class, but she doesn't always join in the conversation they have during recess. On the recommendation of the Pedagogical-Psychological Advisory Board, the student had a postponement of school attendance. She is intelligent and thoughtful. His school results are above average. She completes assigned work faster than others and often gets bored in class, despite this she does not interrupt and finds work on her own. He has no disciplinary problems. He is also involved in extracurricular activities of the school.\n\nTeacher Intervention (Solution):\nThe solution to the situation took place in front of the whole class, when the class was confronted with the suspicion of inappropriate behavior of pupils towards a classmate. The teacher gave them a few minutes to express themselves, but this did not happen. After revealing the identity of the classmate, the teacher confronted her directly with the question of whether someone was behaving inappropriately towards her. After the student refuted this claim and replied that nothing was happening, the teacher sent her back to her place. She started teaching and did not open the topic again.\n\nOutcome:\nThe assistant recalls that no one noticed the bullying, neither before nor after the described situation. There was no result from the perspective of an outside observer. Today, he already knows from the student that this situation had a result. The situation worsened, humiliation and ridicule became more frequent. The children used this situation against their classmate. She became a 'plaintiff' and a 'weak'. As the years progressed, the aggressor became more sophisticated and provoked her classmates against her, thereby absolving herself of guilt. Subsequently, another classmate became the aggressor. The student tried to help both of them with their studies when they were sick, copying their notebooks and sending them assignments. She told the assistant she felt sorry for them. She wanted to show that she didn't hold a grudge against them, she didn't want to be like them and she believed that their behavior had its origins in some problem they were experiencing. As a result of repeatedly not solving the situation, the student had a mental breakdown several times. She thought about suicide, she didn't want to go to school. She was seeing a psychologist. Based on a recent interview, he still carries the consequences to this day. He suffers from depression, anxiety and panic attacks. He also has problems in creating social bonds, trusting others and self-confidence.\n\nStudent Profile:\nAge/Year: 8 let; 2. ročník\nHobbies: klavír, ruční práce  šití, pletení, háčkování, korálky,...)\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1432", "student_age_year": "8 let; 2. ročník", "student_hobbies": "klavír, ruční práce  šití, pletení, háčkování, korálky,...)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bc. ze speciální pedagogiky", "teacher_practice_years": "15", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1320", "content": "TEACHING CASE STUDY\n\nBackground:\nIt will be a few years ago, I taught English in fifth grade. I knew this class, I had taught them since elementary school. Overall, it was a pretty good class, perhaps for all subjects. All the teachers liked to go there. If you focused on individual students, there were about 2 boys whose grades were rather below the class average, and one more girl, but these students never had behavior problems. One pupil always had twos and threes in English, rarely achieving a one. He didn't even have a vocabulary, he spoke English probably the worst in the class, but he probably never had worse grades than threes. The second student was a bit better, he was between a one and a two, but from the lesson tests he probably got a two every time and sometimes even a three. I gave the tests from a book, which, as I later found out, could be bought on the Internet. I gave them a test once, everything went fine. But one thing struck me while correcting the tests. Pupils who normally got A's failed a little in this test, or more precisely in one exercise, and their final grade was 2. However, one pupil and another pupil, who almost never got A's in the test, got the whole test right. It seemed strange to me, but I didn't deal with it. I focused on them in class, called them out more, but I didn't see much progress with them. The next test repeated the same thing. The students who received first grades did everything well. It was strange that the pupils and the second pupil also got A's. When we finished the next lesson, I gave them a test from the textbook again, but at the same time I prepared my own test. The test from the textbook turned out exactly as I expected. Pupils and the second pupil without mistakes, but no activity in the lesson, grammatical mistakes in speech, no vocabulary. A week after that, I gave them a mock test - a mock test that I created myself, but for the material that was tested in the test, from which both the students and the second student got A's. What didn't happen was that they burned out in my test, and those who got A's on the tests passed. It turned out as I expected.\n\nSituation (Anamnesis):\nThere was never a problem with the students. This class was very smart, so the students had slightly worse grades compared to the others, but overall, in terms of comparing students of this age, I would say they were average. Behavior was always fine, they never talked back, never argued.\n\nTeacher Intervention (Solution):\nI told a colleague, the class teacher of this class, about the tests and cheating. It was the first offense of these two students, so we didn't want to make any radical decisions. One day we went to class, they said what happened and what we were thinking. That somewhere they got the textbook from which I take the tests. Fortunately, the pupils did not protest and confessed. They apologized. Their reason was that they needed better grades. We explained to them that this is definitely not the right way to get better grades.\n\nOutcome:\nIn the next English lesson, when I was the only one with them, we agreed that they would do extra work, prepare an activity for the next lesson and hide the textbook and not open it again. To be sure, by the end of the year I had already created the tests myself. It was such a lesson for me too. It turned out well, it definitely could have turned out differently. The students never tried anything like that again. Or at least not in my classes.\n\nStudent Profile:\nAge/Year: 16 let, ročník: kvinta (1. ročník SŠ)\nHobbies: Oba – hra na hudební nástroje\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1320", "student_age_year": "16 let, ročník: kvinta (1. ročník SŠ)", "student_hobbies": "Oba – hra na hudební nástroje", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "titul Mgr., aprobace: anglický jazyk", "teacher_practice_years": "25", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/291", "content": "TEACHING CASE STUDY\n\nBackground:\nThis long-term disciplinary problem did not affect one student, but almost the entire class. There is usually an increased incidence of problematic behavior in the third year of a multi-year grammar school, as most pupils enter puberty. But this class was special in that it was 'glued together', despite the fact that there were twenty-four pupils. They functioned as a collective and occasionally targeted different members of the collective, there was no bullying of selected pupils. But there was always something going on in this class, they were disruptive and laughed in all lessons and were very noisy and active during recess. So it often happened that something broke, someone cried, someone hit each other. Everything happened regardless of gender or benefit.\n\nSituation (Anamnesis):\nThe pupils came from families of various backgrounds. Most of them lived with both parents, some with only one. They came from the town where the school is located and from the villages from where the pupils commuted to school. In the class, there were several smaller teams created according to interests or previous acquaintances, but the groups were not separated and everyone had fun with everyone. Class achievement followed a normal distribution, some pupils were dyslexic, otherwise there were no confirmed diagnoses. Pubertal changes taking place during roughly three years - second, third, fourth - were clearly visible in the classroom.\n\nTeacher Intervention (Solution):\nAll the teachers tried to solve the situation, and especially the class teacher (the interviewed teacher was the class teacher's representative), who consulted with me about everything. The teachers tried a wide range of punishments, from reprimands, through tests and papers to notes. Communication with parents at parents' associations or individually did not help either. The school management, in cooperation with the prevention methodologist and the school psychologist, then decided to issue special school rules for the given class, which described in detail what this class is not allowed to do (e.g. reach into windows, cupboards, notice boards...). But even that did not meet with great success and the deuces in behavior also fell. The only thing that I can assess in retrospect as something that took time was moving the class to the top floor (previously they were located on the second floor, where there are most classes and it is the busiest part of the school) and special supervision by teachers, mainly classroom teachers. The teacher in question was always present in the classroom during breaks and constantly watched over the students. But mainly he also talked to them and showed the pupils that no matter what problems they face during this period, the school and the teachers are there for them and 'watch their backs'. I think that if anything contributed to the gradual calming down, it was this communication.\n\nOutcome:\nThe problem behavior in this class began to appear in the second, peaked in the third, and gradually decreased in the fourth. At the end of the quarter, five students also left for various vocational schools (health, industrial, agricultural), which apparently contributed to a change in the collective. In September, new young people joined the quintet, who, although they remained alive and active, no longer carried the collective problematic behavior with them. There was only one disciplinary problem until the end of the study, when three students submitted identical (copied) protocols to biology, but otherwise I dare say they became the favorite class of most teachers because they were not passive. Even those who used to say about them that they are 'the terror of high school'. Although the situation was resolved, I consider it to have been unsuccessfully resolved, because even after years I feel that it resolved itself and if we teachers contributed in any way, it was only a small part. Today, I think that we should have introduced special supervision and understanding communication much earlier.\n\nStudent Profile:\nAge/Year: 13/14 let (téměř celá třída)\nHobbies: otevřená otázka\tRůzné - sport, hra na hudební nástroje..\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Agreement, Consequences, Support, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "291", "student_age_year": "13/14 let (téměř celá třída)", "student_hobbies": "otevřená otázka\tRůzné - sport, hra na hudební nástroje..", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Středoškolský učitel biologie a chemie (RNDr.)", "teacher_practice_years": "40", "problems_annotated": "Physical aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Agreement, Consequences, Support, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1426", "content": "TEACHING CASE STUDY\n\nBackground:\nI was a fifth grade classroom teacher at an elementary school. It was just a big break. I don't spend breaks in the classroom, but in the office, so the children know where to find me if they need anything. That's when the girls came to me saying that the boys in the class were throwing things and \"fooling around\n\nSituation (Anamnesis):\nThe boy is very extroverted, friendly, open. His academic results are average, sometimes he does better, it depends on the subject and the curriculum. Unfortunately, his behavior is not always exemplary. He likes to be the center of attention and for that reason he invents various stupid things and with them he can tear down other children. But it never happened that he had the goal of harming or harming someone.\n\nTeacher Intervention (Solution):\nI was the first to stop this activity and called all the boys to me. I asked how it started and who came up with it. The boy did not particularly deny and admitted that he was the creator of this \"fun\n\nOutcome:\nthink I handled this situation well. Instead of describing at length what they had done, I showed the boys everything and insisted that they restore everything to its original state. I think it was also beneficial for them, they learned something new and will appreciate their surroundings and the equipment at school more. It worked in the long run. It was an isolated incident and I feel that now the whole class is more careful and attentive to their classroom.\n\nStudent Profile:\nAge/Year: 5. ročník, 10 let\nHobbies: Aktivity venku, hry na počítači\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1426", "student_age_year": "5. ročník, 10 let", "student_hobbies": "Aktivity venku, hry na počítači", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., 1. stupeň ZŠ", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1455", "content": "TEACHING CASE STUDY\n\nBackground:\nI was in charge of the big break in the hallway. School had just started after a long corona break and the students were still getting used to the normal running of the school, compliance with the school rules, behavior in the classroom, etc. During the entire break, there was a terrible scream from class 9. C and there was a lot of noise. The main cause of the shouting was one pupil who was generally problematic. I warned him twice to shut up, that he was breaking the school rules by shouting, but he shouted a third time right next to me, on purpose.\n\nSituation (Anamnesis):\nThis class was generally problematic, someone was constantly interrupting, the academic results were quite poor. The aforementioned student always behaved in such a way as to annoy the given teacher and tried to make my class uncomfortable, e.g. by constantly interrupting, did not bring the necessary aids, had stupid questions and comments to make the class laugh.\n\nTeacher Intervention (Solution):\nWhen he didn't stop screaming even after repeated prompting, I gave him a slap. He immediately got angry that I couldn't deal with him like that, I couldn't treat him like that, and I answered him that I was behaving like him after all, I was breaking the school rules. He got offended and left. After the bell rang, I had a history lesson with them. I came to the class completely calm, I told the student that I did not behave in the best way, but I still insist that it was only a reaction to his breaking the rules and not respecting my instructions, and I gave him the opportunity to go to the headmistress and complain si, but he rejected her. I also informed his parents about the incident and once again warned them about the possibility of going to the headmistress and complaining, but the whole situation remained between us (parents, class, teacher).\n\nOutcome:\nThe whole situation calmed down that day and I did not notice any hateful reactions from the student or the class. For the rest of the year, the pupil and the class in my classes were completely different from their previous behavior - the classes were calm, they were not having fun, they were paying attention, the results in the tests improved a lot. During the holidays, I met this student and he told me that I actually did the best for him, because if it was solved with a note, a discussion with the parents, then nothing would have happened and nothing would have changed, he would have just continued doing it, but this is how he realized that he didn't behave properly and he should do something about it.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nDisorders: Porušování pravidel,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Physical intervention, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1455", "student_age_year": "15 let, 9. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Porušování pravidel,Rušení výuky", "teacher_approbation": "Mgr., ČJ + Ped na FF MUNI, Výchovné poradentství", "teacher_practice_years": "23", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/349", "content": "TEACHING CASE STUDY\n\nBackground:\nlittle after half a year, I started to notice that the student is more and more inattentive, grumpy and does not fulfill his duties - he does not do his homework, does not do the assigned work in class, tries to deliberately give wrong answers when called upon. From a problem-free child, he suddenly became a problem within a few weeks, not only for me, but also for the rest of the class team. Within a few weeks, the class began to generate a different climate than before. I just watched the student for a few days. I gradually tried to guide him in a certain way, I wanted to get him back to his normal self. Unfortunately, I didn't succeed, so I decided to call his mom and try to talk to her. Mom gave me permission to guide the student and if he didn't listen to me, to use raising my voice, to control him more and more consistently. As it turned out during the interview, there were also problems with him at home and his parents were at a loss. Because of this, I sent the pupil to the Pedagogical-Psychological Counseling Center in our district for examination. The result of the examination was that the student was found to be healthy, with only signs of ADHD, which could manifest as indiscipline. I thought that, just to be sure, I would have the student examined at another Pedagogical-Psychological Counseling Center in the neighboring district. His behavior continued to deteriorate and it became more and more difficult to do anything and solve problems in the classroom. A few weeks later, during a math lesson, the student was very rude to me - swearing and swearing. I was so upset by his behavior that I had his parents call the school through the principal.\n\nSituation (Anamnesis):\nThe student, then a nine-year-old boy, attending the 3rd grade of primary school. Average behavior (until that spring), with high self-confidence and self-confidence, very stubborn and uninfluenceable. More restless and distracted than his peers since entering the first grade of primary school, which resulted/results in poor performance. The mother looks very caring, during the interview you can tell that she likes to draw things. Choleric father, with very high self-esteem. It's hard to have a conversation with him, especially when he's not in a very good mood.\n\nTeacher Intervention (Solution):\ncalled my parents at school. When I arrived, my mother seemed scared and my father really pissed off, so I gave them some time to catch their breath in the school library. Then we proceeded to talk about the pupil. At the very beginning of the conversation, my father began to threaten me with a lawsuit - not only against me, but also against the entire school. Thanks to the training given by the doctor, I knew how to behave and what to do in this situation. After the initial phase, I tried to reason sensibly and above all calmly, I explained the whole situation to my parents. We also talked about the fact that the pupil has deteriorated in recent months and that it is very difficult to get along with him - both with the pupil and in the collective. Both parents were partly reassured by my factual and unmistakable arguments. At the end of the meeting, my father apologized for my previous behavior while shaking my hand and ended the meeting with the words \"We will forget the whole conversation\n\nOutcome:\nThe result of the whole incident, which lasted for several weeks, was the reassignment of the pupil to another class based on the initiative of the parents. After the conversation, I had the feeling that they would sort it out with him somehow and everything would be fine again, but the parents decided, as they decided. On the one hand, this situation was very unpleasant for me, on the other hand, it was a great relief for the whole class as a collective. The student, albeit unconsciously, was breaking up the togetherness of the class. After several years, when the student was already in the second grade of elementary school, I met his mother. My mom started apologizing to me for all the unpleasant moments I had to go through because of his behavior. She also confided in me that things weren't exactly good at home at that time - she and her husband had become estranged and were preparing for a divorce. She then started talking about the pupil, his behavior has not improved since then, on the contrary, it has worsened. In the seventh grade, things were so bad with him that he was in re-education for several months.\n\nStudent Profile:\nAge/Year: 9 let, 3. třída\nHobbies: počítačové hry\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "349", "student_age_year": "9 let, 3. třída", "student_hobbies": "počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "Mgr. (učitelka na prvním stupni ZŠ)", "teacher_practice_years": "více jak 35 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/679", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the break, a letter of apology was left on the table in the cabinet, a colleague handed it to me, as I was not in the cabinet at the moment. It said that the student was excused from physical education and physics (4th-6th class) due to nausea. First class just ended. I saw the student in the corridor in the morning and he looked completely fine, he didn't show any signs of nausea. I think he's abusing the fact that he can write his own excuses as an eighteen-year-old.\n\nSituation (Anamnesis):\nSince the student is already 18 years old, he can write excuses himself. But he probably abuses this repeatedly and goes to the classes he wants. It seems that he is not alone in this class. His class is preparing for graduation this year, and the student is probably simply missing classes that he doesn't really want to attend.\n\nTeacher Intervention (Solution):\nI really don't know how to deal with this behavior anymore. I will talk to the student, but I don't know if it will have any effect. I will consult with my colleagues and we will agree on how to proceed with this matter.\n\nOutcome:\ndo not yet know what the consequences of my conversation with the student will be. If this situation is repeated, it will be necessary to devise an effective means to solve this situation.\n\nStudent Profile:\nAge/Year: 18 let, 6. ročník gymnázia\nHobbies: bohužel nevím\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "679", "student_age_year": "18 let, 6. ročník gymnázia", "student_hobbies": "bohužel nevím", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Německý jazyk, Latina", "teacher_practice_years": "12 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1420", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation occurred in the 9th grade and started very innocently. At first it just seemed like normal doctor visits and none of us noticed anything. But then it started to seem strange to us that it was always the same excuses, especially after 2-3 days, but they were always signed by the student's mother. It was allergies, intestinal problems, colds, stomach aches, but never anything serious. At first, the boy was absent in the morning, but over time he also missed afternoon classes.\n\nSituation (Anamnesis):\nThe student attended the 9th grade, had below average grades, did not do well, did not like school, did not have too many friends\n\nTeacher Intervention (Solution):\nWe contacted the mother because of her frequent absences. We told her that the student must undergo an examination, which will show whether he has any serious problem that can cause these absences, if he is excluded, it will be hidden truancy and the whole situation will be reported to the social worker. At the same time, a similar situation began to manifest itself with his brother, but we intervened there in time, because we already knew what the situation was. The mother subsequently admitted that she initially wrote excuses to the student because he was really sick, probably having psychosomatic problems related to stress from school. Subsequently, her son most likely began to take advantage of it, and his younger brother also watched his behavior from him.\n\nOutcome:\nWe pay more attention to checking excuses, we require confirmation from a doctor and we are generally more observant. We should have detected the situation earlier, looking back it took a really long time.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1420", "student_age_year": "15 let, 9. třída", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., matematika, fyzika", "teacher_practice_years": "23", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1097", "content": "TEACHING CASE STUDY\n\nBackground:\nBefore the very beginning, I have to take you a little into the story. I met this student with the teacher last year at practice and we often talked about him. He is the son of an unnamed Czech actress. The first thing that comes to mind is the case with the student from last year. You remember what he was like in class, right? He tried to lead the whole class and direct everything as he wanted. He just finished the sixth grade, and in my opinion, this is the most difficult period for both the child and us. The children try to somehow find their way and are no longer so disturbed by the transition from the first to the second grade, so they start to get angry even more. The student very often interrupted the lessons, did not pay attention, was having fun. In my opinion, this behavior is quite normal for some boys his age, but he also dragged down all his friends who, a year before, seemed eager to learn and, at least in my classes, paid attention. It happened so often that I started talking to other teachers about the student. They told me that it is practically the same in their classes.\n\nSituation (Anamnesis):\nPupil - 12 years old, needs attention and doesn't want to do anything he doesn't want to do in class. Dragging his classmates into the same mode.\n\nTeacher Intervention (Solution):\nI took the student aside and tried to get out of him why he craves attention so much, not directly, of course, but questions about his home, what he does outside of school and, most importantly, how it looks at home. One of my fears was confirmed, namely that he doesn't get enough attention at home. As his parents are divorced and his mother is an actress, he is often away from home and the boy finds escape only in sports and\n\nOutcome:\nThe student has improved in both short and long term behavior and performance in the classroom. His benefit didn't improve, but it wasn't bad before.\n\nStudent Profile:\nAge/Year: Žák 12 let, sedmá třída\nHobbies: Fotbal, YouTube, Videohry\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1097", "student_age_year": "Žák 12 let, sedmá třída", "student_hobbies": "Fotbal, YouTube, Videohry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské (Mgr.) – Anglický jazyk", "teacher_practice_years": "12", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/835", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened about three years ago. I received the first year of Automechanics from the Civics subject. After about a month, one student fell ill with pneumonia and later with mononucleosis. During the next six months, he could not attend face-to-face theoretical and practical classes due to health reasons. Although my colleagues and I continuously assigned tasks to him, he tried to fulfill them, there were also consultations via messenger, unfortunately he was unable to attend practice, which made it impossible for him to continue in the field. In addition, he was diagnosed with ADHD. The student became apathetic, he lacked motivation to continue his studies, he even wanted to leave school completely. From the beginning, he completed the assignments, tried to catch up on all the material, and went to individual tests. Later, however, he became tired and unmotivated from the whole situation. He stopped completing assignments, started communicating less with school, even refusing to talk to the class teacher. He asked me if I would help him solve this situation, because in my classes the student felt good and liked to communicate.\n\nSituation (Anamnesis):\nStudent in the first year of the Automechanics course, diagnosed with ADHD, poor health (pneumonia, mononucleosis), loss of motivation to continue studying\n\nTeacher Intervention (Solution):\nAfter a request from the class teacher, I contacted the student via messenger - video call. I called him and asked him if he would mind chatting with me for a while via video chat. The student agreed. First, I asked him how he was, how he felt health-wise, if he needed anything, and that I was also calling because his class teacher asked me to. The student was happy to be interested, communicated, sounded optimistic. I told him I knew he was thinking about dropping out of school. Then I explained to him that it would be a shame to miss him at school. I asked him if he would at least think about it, I told him that at least a teaching certificate is needed for future employment, that we could find another solution, change field, etc. I asked him what he enjoys, what his interests are and conical. I also told him that if he changed his mind about further studies, he should call me in a few days, we will make arrangements, possibly at a meeting at school, and with his parents, and we will find a solution together. Two days later, the student called me to say that he had been thinking about it, he had talked with his mother at home, his father does not live with them, so he preferred to deal with the situation with his mother. I arranged a meeting with him at the school, he finally came with both parents, which was a pleasant surprise for me that both parents showed interest in their son's studies. At the meeting, after talking to all the participants, I suggested that I conduct a SWOT analysis of strengths and weaknesses with the student. Based on the results of the analysis and the interview with the student about his interests and hobbies, we came to the conclusion that a waiter would be more suitable for him. Parents also agreed.\n\nOutcome:\nAfter negotiations with the pupil and parents, the pupil was again motivated to continue his studies, with the provision that he would change his major. In the next school year, he entered the first year of the newly registered field. He is now already in his third year, he enjoys his studies, he completes his assignments, he is satisfied with his practical work and he is awaiting his final apprenticeship exams this school year.\n\nStudent Profile:\nAge/Year: 2. ročník, 8 let\nHobbies: cyklistika\nDiagnoses: Poruchy učení,Dyslexie,Agresivita\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Support, Transfer of student, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "835", "student_age_year": "2. ročník, 8 let", "student_hobbies": "cyklistika", "student_diagnoses": "Poruchy učení,Dyslexie,Agresivita", "student_disorders": "Agrese", "teacher_approbation": "Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "5 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1342", "content": "TEACHING CASE STUDY\n\nBackground:\nThroughout the last school year, I received information from my colleague that he had a problem with a student from my class. He disturbs him in class, tells him off, spreads various slanders about him among his friends, etc. It is true that the colleague has a slightly more forceful nature, which may not suit everyone, especially girls, but the rest of my students have no major problems with him, and he is also a teacher like everyone else, and the students should treat him accordingly. I have told them many times that if they have a problem with someone, they must come to me and we will somehow try to solve it together. Unfortunately, the whole situation escalated to such an extent that this pupil came just before the end of the school year, claiming that the teacher had made some inappropriate (sexual) allusions to her. The whole situation began to be resolved immediately with the school management. So we invited both her and the teacher to the interview. We also learned that more people claim the same thing as the pupil.\n\nSituation (Anamnesis):\nThe mentioned pupil is very problematic. You can say that she inherited it from her sister, who also went to this elementary school and behaved just as inappropriately. Despite the fact that she grows up in a complete family, the family atmosphere is not ideal, the parents often argue, use inappropriate expressions, etc. This is then reflected in the behavior of the student, who also uses these expressions at school among her classmates, and also sometimes physically attacks them , lies, disrupts the lessons, which also results in a benefit that is not quite the best.\n\nTeacher Intervention (Solution):\nThe whole situation was resolved with the school principal. I asked the student several times if it was really as she said, and the whole time she told me and the others that it was. The colleague was therefore partially suspended, but he still claimed that he had nothing to do with the matter and that nothing of the sort happened. So we decided to put more pressure on the student to say it in front of the colleague she accused. During the interview, the student finally denied everything, saying that she made it all up because she doesn't like her colleague and simply wanted to harm him.\n\nOutcome:\nWith this act, the student received 2 of the behavior. However, nothing has changed in her behavior, rather it has worsened, to the extent that she decided to leave our school, she didn't even show up for her report card on the last day, saying that she never wants to see anyone from our school again. Unfortunately, with her behavior, she also seduced her classmate, who left with her, which none of us expected, as there were never any major problems with her. It certainly didn't have to turn out like this if the student had recognized her mistake, unfortunately she didn't see the mistake in herself, but rather in others, especially from the teaching staff. It also left consequences for the teacher, who, even though he did nothing, lost his position as an educational advisor.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: Tanec, sport, klavír\nDisorders: Lhaní,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Verbal disruption of lessons, Bullying\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1342", "student_age_year": "12 let, 6. ročník", "student_hobbies": "Tanec, sport, klavír", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky", "teacher_approbation": "Vysoké (N, Ov)", "teacher_practice_years": "2", "problems_annotated": "Physical aggression, Lying and cheating, Verbal disruption of lessons, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/459", "content": "TEACHING CASE STUDY\n\nBackground:\nThe geography teacher came to the sixth grade, where he was replacing the geography lesson. Since he teaches this subject himself, he followed up with the students on the previous lesson. Their topic for the class was specifically atmosphere. He had never taught students before, so he expected the students to be rather quiet. This topic belongs to the subjects that the young teacher likes to teach, that is why he really tried to interest the young sixth graders, supplementing the explanation with interesting things, so that they could take away as much information as possible from the lesson. From his point of view, he was successful to some extent. He himself saw interest in some of the children, and he enjoyed the class all the more. Right from the start, however, a boy in the back bench began to disrupt the lesson. But he was the only one in the class who was not unknown to the teacher, he knew him from the geography olympiads, so he knew very well that he had mastered the subject.\n\nSituation (Anamnesis):\nThis pupil, without signing up, still entered the teacher's interpretation inappropriately. It was obvious that the student was bored. As he regularly participates in the already mentioned geography Olympiads, he is relatively ahead of his classmates in this subject. However, he uses his excess energy to disrupt and thereby significantly complicates the work of teachers.\n\nTeacher Intervention (Solution):\nBut when the student did not obey the teacher's admonition for the umpteenth time, it was necessary to solve the problem differently. 'That's enough, you've been interrupting me since the beginning of the lesson, I've already warned you several times, so come interpret for me. Here you can see my presentation, the presenter, and from now on you are the one who talks. I'll sit here instead of you and take notes like everyone else.' The boy was taken aback, but he had no choice but to obey the teacher. During this activity, he used his knowledge, which he was ahead of his classmates, and tried to convey the information to his classmates as best as possible. He was not bad at lecturing at all, but the teacher sitting in his place on the bench started to enter into his explanation. He shouted without registering and kept interrupting the boy's explanation. It was clear on the boy's face that it bothered him.\n\nOutcome:\nAt the end of the lesson, the teacher took the floor again to close the whole situation for everyone. 'Well, I thank you for taking the class for me today, can you sit down and now try to tell me why you think I gave you the explanation and then kept jumping into your conversation so inappropriately?' The boy understood that the teacher wanted him to try to be in his place and also to try how unpleasant it is when someone inappropriately interrupts his class. Subsequently, the teacher also involved the rest of the students in the debate, and in the end they all agreed that such behavior towards teachers is not decent, and especially not fair. Now, when a teacher and a student meet in the corridor or, for example, at the Geography Olympiad, the student behaves politely and always greets the geography teacher with a smile. As he was a pupil often discussed at teacher meetings, the interviewed teacher also noted his overall improvement in behavior in the classes of other colleagues.\n\nStudent Profile:\nAge/Year: 10 let, 6.ročník\nHobbies: přírodní vědy\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "459", "student_age_year": "10 let, 6.ročník", "student_hobbies": "přírodní vědy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/376", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place almost at the beginning of the 6th grade. A new student came to the class, who moved with his mother from another city. His parents were going through a divorce, which was not an easy time for him. The new pupil was of Roma origin, which in this case played a crucial role. There was a student in the class with whom there were often problems. We had to deal with his behavior repeatedly. As a class teacher, I came to the class at the moment when a new student and a problem student were fighting. What preceded it, I only know from the statements of the students. The new student and the troubled student had problems from the very beginning. They often pushed each other or argued. We always solved it by agreement on the spot. This time it started with an argument and a shove. The problem student started insulting the new student. Unfortunately, I don't remember exactly what he allegedly told him. Anyway, it turned the new student off and he started to fight back verbally. He did not miss the Roma origin of the problematic pupil. He had a very inappropriate remark regarding the color of his skin and the skin of his parents. This upset the problematic student so much that he started fighting with the new student. There was quite a size difference between them, so the new student took it. At this moment, two female students came to my office saying that a new student in the class was fighting with a problem student. I immediately got up from the work I had done and rushed to class. When I got there, I was in shock. The new student was picking himself up off the ground and they were still arguing with the problem student. The whole class was watching them, some of their friends were laughing. 'What is going on here?!' I shouted at them. Everyone went quiet at that moment. Fortunately, nothing serious happened.\n\nSituation (Anamnesis):\nThe troubled student was very troubled. He didn't have an easy time at home. He never enjoyed learning and he showed it. In class, he often shouted or otherwise disrupted the teachers' explanations. He did not fulfill his duties and his profit was rather below average. He fought with other boys several times. Once a classmate took his compass and didn't want to give it back. It ended with a torn eyebrow. It also happened that he threw his classmates' things out of the window. It wasn't without reason, but it wasn't the most appropriate solution either. We also had to deal with going to school with him. He had problems not only with classmates, but also with older years. The new pupil was not a model pupil either. As already mentioned, he was going through a difficult period. His performance was rather average to below average and he often forgot things and tasks. He was sometimes disruptive in class and received a few notes for his behavior. Several times he caused an argument between his classmates, or pushed some of them.\n\nTeacher Intervention (Solution):\nThe moment I came to class, I yelled at them. I immediately asked them what was going on here. The new student and the problem student began to blame each other, one trying to blame the other and vice versa. The rest of the class was silent. Only some of the friends mentioned above joined in with comments like 'yeah sure', 'what are you talking about' and so on. It was chaos as everyone shouted over each other. I had to silence them immediately. I knew from the students who came to my office that it all started with an argument. Then the new student and the troubled student started fighting. I decided to take the two into the office and listen to them. Immediately after arriving in the office, I told them that I wanted to hear how and why it happened and I didn't want them to shout at each other. When one speaks, the other is silent. A new student told me that a troubled student started insulting him because of his background and making inappropriate comments. So they started fighting each other because of that. Again, I learned from the problematic student that the whole thing was started by a new student with inappropriate comments about him, so he reacted in this way. Of course, during the conversation, I had to remind them several times not to jump into each other's conversation. I told both of them that this situation must not happen again. I also mentioned that it is inappropriate to refer to the color of the skin and it definitely should not happen. Both of them had already had some problems, so I told them that I would watch out for them. I solved it with notes. The note on the new pupil read: 'He attacked his classmate'. In the case of a problematic student: 'He makes inappropriate comments about the color of a classmate's skin.' Furthermore, this conflict was not resolved.\n\nOutcome:\nBoth received a note and the situation was resolved. In the end, the new student and the problem student became great friends, which I was happy about. Anyway, both of our teachers gave us a lot of trouble. They no longer made problems for each other, but made them together. The problem student also became a good friend of another student. The problem student had a lot of problems. He received several notes, but each time to no avail. Fortunately, there were no more conflicts between him, the new student, and the other student, but he was still a very troublesome student. In the end, it was suggested that he visit a pedagogical psychological counseling center, which his parents refused.\n\nStudent Profile:\nAge/Year: 13 let / 8. ročník\nHobbies: malování, kolo, více nebylo zmíněno\nDisorders: Lhaní,Podvody,Disrespekt,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "376", "student_age_year": "13 let / 8. ročník", "student_hobbies": "malování, kolo, více nebylo zmíněno", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Disrespekt,Neúcta k autoritám", "teacher_approbation": "Magisterský titul, aprobace: Přírodopis a Chemie", "teacher_practice_years": "16 let", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/334", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was caused by the student's long-term indiscipline, which was constantly escalating. Very similar to the student from the first case report. Once, when the student was having a more active day and was constantly interrupting and had the need to argue and talk back, I couldn't stand it and I wasn't calm. I started screaming, getting upset and cursing. It was something new and unexpected for the students, because I was never the same as I was that day. So I made it clear that I was completely dissatisfied with their behavior. The class was stunned, but the girl even started laughing and said to me: 'Teacher, you look so cute when you're angry, you're all red and your veins are popping out.' The students responded with more laughter and I really couldn't take it anymore and left the class. There were only five minutes left until the end of class, so I dared to leave, but I thought that someone would come for me. I was surprised that no one thought to come and there was normal noise in the classroom, it didn't even occur to me that they talked about the situation, so I didn't go back there.\n\nSituation (Anamnesis):\nThe student was very moody and changed her opinions every moment. One day it was very difficult to get along with her, she didn't answer questions, she pretended to be absent. The next day she was very open again and even though she didn't agree with the teacher, she was able to come in and say her opinion, which the teacher didn't mind, but she mostly argued and the worst part was that she wasn't very right. And since the class was very unruly, the teacher had a problem cooperating with the class, and when the student made a comment, some students supported her with laughter and showed that she was right, which was not true.\n\nTeacher Intervention (Solution):\nwas very disappointed with it. The next day I went to class and told them that I couldn't sleep at all, that I kept going over the situation and thinking about how we treated each other and that it would be good if we talked about it. I told them that I was expecting at least someone to show up and apologize and to think about how we will continue to work together. I didn't come back to it again that hour and I didn't expect them to tell me anything about it. Rather, I expected a later reaction, for example, in the cabinet.\n\nOutcome:\nThe class passed surprisingly calmly, and indeed after that the girl came to the choir room with her other friends. I was very happy, but after all, the spirit of distrust remained in that class. The teacher-pupil relationship was no longer the one I was always used to. I also had them in the eighth grade, when a problematic student went to another school and suddenly the work in the class changed enormously. They saw that it is not good to be subject to someone.\n\nStudent Profile:\nAge/Year: 12 let, 7. třída\nHobbies: sport - florbal\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "334", "student_age_year": "12 let, 7. třída", "student_hobbies": "sport - florbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské, Masarykova univerzita – pedagogická fakulta (dějepis, český jazyk)", "teacher_practice_years": "42 let", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/763", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was my second day at work, the first I was more familiar with and listening. The teaching day started like any other, in the assembly room I went through the schedule, what we were going to do in which class and whether the student enjoyed the given subject, how he felt about it, whether he was above average, average or below average in it. His favorite subject is mathematics, which we had already in the first lesson. It was also our first lesson together. After arriving in the classroom, I was introduced by the class teacher and sat next to the student on the desk. The student was calm, the lesson (like all others) started with a game. Unfortunately, the game was rather demanding and the student could not master it, after several examples he started to lose attention. Then he started to become more restless (he clicked his pen, stomped his foot, played with the edge of the notebook). They were assigned an independent work, but he did not respond. After the game, the classroom was abuzz. The student slammed the notebook on the desk and suddenly threw it into the corner of the room.\n\nSituation (Anamnesis):\nThere are 8 pupils with different educational needs out of 23 pupils in the class. The class is divided into some subjects, which is much more convenient for both the teacher and assistants, but especially in mathematics the class is combined. This leads to an increase in activity and a deterioration of the ability to concentrate not only for the students, but also for the teachers. We ended up with three assistants and one teacher in the whole class with the full number of students. After the previous agreement in the assembly room, we divided the class into thirds and each controlled one row of students to maintain a state of calm. Unfortunately, this calm was disturbed for a while after the math game and the mentioned incident occurred.\n\nTeacher Intervention (Solution):\nAfter this behavior, the class became quiet and the student increased the pace of his rhythmic output, probably because he felt under pressure from the reaction of his classmates. Furthermore, I - an assistant, D - a student. Assistant:\n\nOutcome:\nIn the short term: During our conversation, the clicking of the pen and the stamping of feet gradually stopped. He also stopped playing with the edge of the notebook and devoted himself to work. He tried to keep his attention for the whole class, unfortunately this effort was often interrupted by the noise of the surrounding class. The student required a lot of prompting to do the work, which I was already doing automatically by the end of the lesson. I encountered a lot of attitude from other female assistants\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: Hry na PC, seriály, sport\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "763", "student_age_year": "13 let, 7. třída", "student_hobbies": "Hry na PC, seriály, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Středoškolské vzdělání s maturitou", "teacher_practice_years": "5 let", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1331", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring breaks, the boys can play with cars in one corner of the classroom and the girls have stuffed animals to play with in the other corner on the opposite side. The student is actively involved in playing with other girls. The problem arises at times when he is in the mood to play with toys that his classmates have. In this case, he reacts by coming and snatching the toy from the girl's hand and playing with it himself. At this moment there is shouting and suing to the teacher.\n\nSituation (Anamnesis):\nThe student has problems with understanding social situations. This in itself leads to many problems in teaching. Behavior towards fellow students is often unreasonable and in extreme cases even aggressive. Disputes about toys are not only in the case of this pupil. But what is extremely problematic is that her classmates are very temperamental and in most cases do not even speak the same language.\n\nTeacher Intervention (Solution):\nresolved the situation by first communicating how the dispute occurred and what preceded it. After finding out this information, I tried to explain to the student that her behavior was not nice and kind. Next, I tried to explain the situation to her in a role-reversal style. I asked if she would like it if a friend came up to her and took the toy out of the blue in this way. Of course she replied that she wouldn't like it. Finally, I explained to her that if she is interested in the toy, she must first ask her friend if she can borrow it. I also explained to her that her friend might not want to lend her the toy and that she would have to wait until the next break to take the toy first.\n\nOutcome:\nThe situation did not improve after this solution. Another incident occurred the very next day. During the break, the pupil again wanted to play with more stuffed animals. Her classmate had them (different from the previous day). The pupil came to her and asked her if she could borrow the stuffed animals. To that, her classmate replied that she would not lend her a stuffed animal. This led to the pupil ripping out the stuffed animal again and the whole situation was repeated as it was the day before.\n\nStudent Profile:\nAge/Year: 7 let, první třída\nHobbies: Malování, hra s plyšáky o přestávce\nDisorders: Agrese,Lhaní,Braní věcí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1331", "student_age_year": "7 let, první třída", "student_hobbies": "Malování, hra s plyšáky o přestávce", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Braní věcí", "teacher_approbation": "Magistr", "teacher_practice_years": "20+ let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1010", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came as a new member to an already established collective, where the children had known each other since the first grade. I only received a notice from his previous school that he has been diagnosed with ADHD and is therefore often hyperactive and has problems maintaining attention. In order to get into the team better and to get people to notice him at the new school, he started drawing attention to himself. He was often disruptive in class. He interrupted not only the teachers' explanations, but also his classmates in an attempt to draw attention to himself. He began to verbally attack his classmates, most often using profanity, sometimes even using them in communication with teachers. He also often shouted when he was not asked and did not wait to be told. After the already mentioned disciplinary punishments in the case report - - we had to approach the pupil differently.\n\nSituation (Anamnesis):\nThe student lives only with his mother, so his effort to draw attention to himself may be based on the fact that he receives very little attention at home, as his mother has 2 jobs and is not at home that often. At home, the student is most often alone and spends his time mainly on the Internet, from where he can get his vulgarities and inappropriate behavior.\n\nTeacher Intervention (Solution):\nIt was necessary to change the approach to the student. I talked to him about why he behaves the way he does. Does he have a reason for this or possibly a problem that he can hide behind this behavior. The student didn't tell me much, except that he is afraid of the new team and the new school. However, it was clear that he was happy for the individual attention I was giving him. Gradually we started to find a way to each other. The praise method has proven itself, when he managed to behave without being disturbed or completed the given task, he received verbal praise. I told him that if he doesn't know how to do something, he shouldn't be afraid to come to me or politely ask his classmates.\n\nOutcome:\nThe student slowly began to limit his problematic behavior and understood that he would establish better relationships both with teachers and with his classmates if he behaved decently. We matured through praise and an individual approach to mutual understanding and improving relationships, both with me and with classmates, and he no longer needed to draw undue attention to himself.\n\nStudent Profile:\nAge/Year: 13 let, 7.ročník\nHobbies: počítačové hry, aktivita na sociálních sítích\nDiagnoses: ADHD\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1010", "student_age_year": "13 let, 7.ročník", "student_hobbies": "počítačové hry, aktivita na sociálních sítích", "student_diagnoses": "ADHD", "student_disorders": "Rušení výuky", "teacher_approbation": "Vysokoškolské-titul Mgr., aprobace český jazyk", "teacher_practice_years": "20 let", "problems_annotated": "Diagnosis, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1494", "content": "TEACHING CASE STUDY\n\nBackground:\nBecause I already knew him, I knew that it was on him (the aggression). He had an assist and a crisis situation arose when I saw how he almost broke the door to the dressing room in anger (it was gym class). I had 30 guys at the gym and I could see in his eyes that he hadn't taken his medicine in the morning. He started hitting on the other boys and aggressively calling them names. Because I knew him, I know that a little spark in the gym would be enough to make something happen.\n\nSituation (Anamnesis):\nA 14-year-old boy who suffered from bouts of aggressive behavior. Confirmed very strong ADHD. Unmanageable behavior, the presence of an assistant is necessary. He lives with both parents. The father suffers from fits of rage, was detained by the police several times (he did not remember more).\n\nTeacher Intervention (Solution):\nI immediately came to him and I say to him: \"Look, what is it?\n\nOutcome:\nThe entire class then passed without any problems. The teacher was checked several times and was in contact with the assistant the entire time. After the lesson, the teacher informed the school management and class teacher and then the parents. For a long time, the situation was not reflected, because he did not remember such incidents, because he experienced many of them every day. Rather, the teacher gained valuable experience and solved the following situations in a similar way.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Zajímá se o modely vlaků\nDiagnoses: ADHD\nDisorders: Agrese,Vulgární vyjadřování,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1494", "student_age_year": "14 let, 8. třída", "student_hobbies": "Zajímá se o modely vlaků", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Vulgární vyjadřování,Provokace", "teacher_approbation": "Mgr., ČJ, TV", "teacher_practice_years": "30", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/572", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 9\nHobbies: tanec\nDiagnoses: Vývojová dysfázie\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "572", "student_age_year": "9", "student_hobbies": "tanec", "student_diagnoses": "Vývojová dysfázie", "student_disorders": "", "teacher_approbation": "vysokoškolské magisterské", "teacher_practice_years": "13", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/329", "content": "TEACHING CASE STUDY\n\nBackground:\nOn the day this incident happened, we went to the playground near our school. The student's task was to take the soccer ball and carry it all the way to the field. The teacher emphasized the safety rules several times so that nothing would happen to the students. Unfortunately, the student and his classmate did not obey the teacher's instructions and poked each other. The student dropped the ball on the ground several times, and when it fell for the last time, his classmate kicked it as a joke, the ball flew into the road and the student rushed to get it without looking around to see if there was a car. At that moment, a truck was driving there, so I quickly grabbed the student and pulled him back to the sidewalk. Fortunately, the truck was driving very slowly, he managed to brake in time, so nothing serious happened.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD, is unfocused and sometimes reckless. The class is great, no one imitated the student's behavior, all the students found this incident serious and they knew that they should not run into the road without looking around.\n\nTeacher Intervention (Solution):\nAs I said before, when the student jumped into the road, I pulled him back. I immediately started teaching him what was allowed and what was not allowed, even though he already knew all the rules well. I said to the student then: \"Peter, what are you doing?\" When you go out on the road, you always have to look to see if something is going wrong. That truck could have hit you. We have told each other the rules many times.\n\nOutcome:\nAfter writing a note and calling the parents, the class went back to regular lessons and the incident did not have any repercussions in the following lessons. The note taught the pupils and their behavior did not repeat itself. The pupil is otherwise a completely problem-free boy and this incident was a momentary failure.\n\nStudent Profile:\nAge/Year: 8 let, 1.A\nHobbies: plavání, zájem o přírodu\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Consequences, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "329", "student_age_year": "8 let, 1.A", "student_hobbies": "plavání, zájem o přírodu", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "učitelka – Učitelství pro 1.stupeň ZŠ / asistentka – Speciální pedagogika a vychovatelství", "teacher_practice_years": "33 let / 30 let", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/319", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught in the 5th grade, where one student was very problematic. He regularly did not bring assignments, spoke vulgarly, fought at school. There was also a pupil in the same class, an exemplary student with good grades. Her parents made quite high demands on her and she did not want to disappoint them. One day, I received a call from the parents of a pupil that her mobile had been broken by a pupil who often exhibits problematic behaviour. The student complained to her parents at home, described the situation to them, how it happened, and the parents then resolved the whole situation with me.\n\nSituation (Anamnesis):\nŽačka is a normal decent girl from a normal family. She has both loving parents who are devoted to her. He has an older brother. She tries to do her best so as not to disappoint her parents. They make high demands on her to be successful at school. He normally participates in class. He studies well. He has a lot of friends. He is usually not the center of attention. She does not disturb much in class, she is attentive.\n\nTeacher Intervention (Solution):\nAfter a complaint from the parents, from whom I learned how the situation occurred, I called the student. The student was in the cafeteria at the time when he was supposed to break the mobile phone and there were witnesses to it. After talking with him, I called the student to describe to me in detail how it happened. She couldn't tell in detail because it didn't happen. In the course of the conversation, I began to refute the facts that I knew from my parents. 'You couldn't see the pupil at this time because he was in the dining room and the cooks confirmed it. Which cell phone did he break?' 'This one.' The student had never seen the mobile phone, he didn't even know what brand it was. I then very carefully told her to think it over and tell her what happened. I didn't blame her, I didn't accuse her of lying. She suddenly remembered that her cell phone fell on the ground and broke. That solved the whole situation. Instead of confessing at home, she blamed the broken cell phone on a troubled student.\n\nOutcome:\nSubsequently, I called my parents, how the whole situation happened. My parents were happy with the result that I looked into it and the truth eventually came out. The student only had to confess to her parents at home. Everything was resolved the very next day.\n\nStudent Profile:\nAge/Year: 5. třída 11 let\nHobbies: Výtvarná výchova\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "319", "student_age_year": "5. třída 11 let", "student_hobbies": "Výtvarná výchova", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., učitelství pro 1. stupeň zš", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1160", "content": "TEACHING CASE STUDY\n\nBackground:\nIt's been a few years since this group of girls appeared in the first year of our field. From the beginning, they were very clever and hardworking students. Over time, however, they began to demotivate each other, the quality of work decreased and so did their attendance. It affected one pupil the most, who suddenly had a huge problem with the practical part of the matriculation exam.\n\nSituation (Anamnesis):\nŽačka has gone through probably the biggest change. From a laughing girl who did not miss a single class in the first year and her ideas in the classes were admired even by older years, in the last year she became an eternally annoying student who appeared at school 3 times a week. Due to her poor family background, she had a constant desire to become independent, finish school and start working quickly so that she could move out of the house. During her studies, she went through an unpleasant divorce of her parents, which strongly contributed to the loss of her ambition to finish school with above-average results. Also, the general atmosphere of her team in class and friends outside of school did not contribute much to her studies. On the contrary, she and the female students managed to demotivate each other and what was even worse; constantly distract from work.\n\nTeacher Intervention (Solution):\nremember that we negotiated each of them personally with my colleagues perhaps a hundred times. To make matters worse, the covid pandemic started at the same time. Therefore, the student was unable to submit the practical part of the matriculation exam on time. The quality of her final work was not even close to the products she managed to create during those four years at school. At the same time, the theme and proposals were literally breathtaking. She herself was aware of this. We decided not to give the student a high school diploma, even though it was a huge risk. Instead, we proposed an autumn term that would allow her to have more time to work. We hoped that, in addition to time, she would no longer be surrounded by the disturbing environment of her classmates and would have peace of mind to work.\n\nOutcome:\nFrom the beginning, the pupil was indignant. She undoubtedly didn't like the idea that her friends had somehow failed her graduation and that she would 'have to stick around for the next hundred years'. But she let us negotiate, we made it clear that we are here for her and that we want to help her. Over the summer, she started going to school regularly, and in the fall she was already completing a wonderful collection of graduation papers. More time helped her solve personal problems and stop stressing so much. This time, she handed in the work on time, which was rated excellent. She was a huge success, and was even approached by a company in the field after school to see if she would like to start working for them.\n\nStudent Profile:\nAge/Year: 21 let, 4.ročník SŠ\nHobbies: Kamarádi, hudební akce\nDisorders: Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Attendance problems\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1160", "student_age_year": "21 let, 4.ročník SŠ", "student_hobbies": "Kamarádi, hudební akce", "student_diagnoses": "", "student_disorders": "Disrespekt", "teacher_approbation": "Mgr. Art.", "teacher_practice_years": "20", "problems_annotated": "Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1378", "content": "TEACHING CASE STUDY\n\nBackground:\npupil came to my Czech classes who constantly tested my patience and explored the limits of what he could afford so that he would not have to complete assignments in Czech. Everything got worse because the student did not hand in the prepared contents of the books for graduation by the deadline (the task was already assigned in January). At the end of the 2nd semester, I gave each student a review sheet for some selected books from their self-made list. The letter was of course announced in advance. In the test, the student wrote in capital letters: \"uninteresting for my needs\n\nSituation (Anamnesis):\nThe student is 17 years old and attends the 2nd year of secondary school. It does not manifest itself significantly in the class collective. He has his own close circle of friends and likes to pursue his interests. There were no educational problems with him in the past, and his lack of interest in Czech lessons can be described as a one-time problem. The student has no behavioral disorders or any psychiatric diagnosis.\n\nTeacher Intervention (Solution):\nAs soon as I found out that the student did not hand in the analysis of the selected books for the final exam by the deadline, I warned him verbally about it several times and asked the student: \"when are you going to put it in there?\"\n\nOutcome:\nWell, the next day the student stood in the door of the office saying that he was very sorry and if he couldn't correct the paper. I was so pleased with his behavior that I went out to meet the student and gave him a correction date for the paper. Until then, the student had also processed the assigned contents of the books and finally wrote the paper with a three. In the next year, the student was already a problem-free student, like everyone else.\n\nStudent Profile:\nAge/Year: 17 let; 2. ročník SŠ\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1378", "student_age_year": "17 let; 2. ročník SŠ", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Zsv", "teacher_practice_years": "29", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/13", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student attends the 6th grade. The boy was diagnosed with Asperger's syndrome and assigned a teaching assistant. In the classroom, when he was not under direct supervision, e.g. during breaks, there were frequent disturbances, to which he always reacted oversensitively and later even aggressively. He was capable of physically attacking someone and starting to strangle him, and because he was of a larger build, it was very difficult to deal with these extreme situations. Once he even attacked his assistant. There were often provocations from classmates during breaks. The student was calmly sitting on the bench when a classmate approached him and began insulting him vulgarly: \"You are an ox, student!\n\nSituation (Anamnesis):\nThe atmosphere in the classroom started to change slightly and calm down when a new assistant started coming to the art activities, the original assistant was no longer coming to classes. A new face was overseeing order in the classroom. Art activities were also previously conducted using the method of free creation, but now she also started inventing different topics for the class.\n\nTeacher Intervention (Solution):\nThe student worked calmly during the lessons. He adapted all topics to his interests, which were various means of transport such as trams or trains. The pupil remembers with interest when he created Christmas bulbs like trams, etc. The new assistant realized that the pupil was very talented in creative activities and began to support him in them. The boy took it as his own and began to look forward to creative activities, he also began to appear more balanced.\n\nOutcome:\nThanks to the change of management, the atmosphere in the whole class has also improved. This whole change of situation showed that the student only needed trust and support. The school management later decided to withdraw the former assistant from the class. In the end, it turned out to be a step in the right direction.\n\nStudent Profile:\nAge/Year: 6. třída\nHobbies: Dopravní prostředky  tramvaje, vlaky) Výtvarná tvorba\nDiagnoses: Aspergerův syndrom\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Verbal aggression\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "13", "student_age_year": "6. třída", "student_hobbies": "Dopravní prostředky  tramvaje, vlaky) Výtvarná tvorba", "student_diagnoses": "Aspergerův syndrom", "student_disorders": "Agrese", "teacher_approbation": "Mgr. (Speciální pedagogika)", "teacher_practice_years": "5 let", "problems_annotated": "Diagnosis, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/172", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, the boy I'm in charge of got into a fight with a classmate in the locker room over a cap, causing the classmate to have a broken nose and a concussion because he hit his head on the mesh of the locker room. Normally his behavior can be managed in some way, but in this case, as it was a serious injury, the emergency services and even the police and the boy's parents were called. The injured boy was taken away by the ambulance service, and the other boy and his parents were interviewed by the police and they began to treat it as bodily harm, after which they were taken to the station and the investigation continued there.\n\nSituation (Anamnesis):\nA boy with conduct disorder, ADHD and Asperger syndrome, 12 years old. 6th year of elementary school, average grade. Classmate, without problematic behavior, 12 years old, 6th year of elementary school.\n\nTeacher Intervention (Solution):\nUnfortunately, in this case, there was no other option but to call the police and the police, because the student's behavior could not be solved in any other way given the situation. As I mentioned before, the parents were called and the police took the boy away, where the investigation continued.\n\nOutcome:\nEveryone was in shock, they treated the injured boy and we tried to calm the other boy down and keep him in place so that something else wouldn't happen to someone else. After that, the boy was taken away and further investigation was already underway with the parents. After some time, the boy returned to the school and tearfully apologized to the boy he had hurt.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nDiagnoses: ADHD,Náběh na Aspergerův syndrom\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Cooperation with experts\nImplications: Failure \n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "172", "student_age_year": "12 let, 6. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Náběh na Aspergerův syndrom", "student_disorders": "", "teacher_approbation": "Střední s maturitou", "teacher_practice_years": "5 let", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure ", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/261", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation, which I began to observe from the moment the pupil entered preschool education, was disturbing. I noticed that the pupil was starting to attack the children and generally behaved very aggressively. His attacks were directed both at other children and at the school staff. He almost never listened to any of the adults, that's why we repeatedly asked the mother to pick up the son because of his unmanageable behavior, finally he stopped going to kindergarten altogether. The situation worsened when the pupil started attending the first grade of elementary school, the aggression gradually escalated, he began to attack other children for no reason (mostly it was completely banal stimuli - for example, someone disagreed with his proposal, laughed, had a different opinion, made a joke that the pupil referred to himself). I was often present and I always separated the student from the other children as quickly as possible.\n\nSituation (Anamnesis):\nThe student is now a fifteen-year-old boy who suffers from a behavioral disorder, he has been examined several times in a pedagogical-psychological counseling center, at a psychiatrist and by a pediatrician. He suffered some health complications in his early childhood, and according to his mother, there have been problems ever since. However, this claim has not been confirmed by any doctor, it is only the mother's assumptions. Already as a toddler, he could not be with other children for long because of his aggressive and unpredictable behavior. The mother isolated the student from the other children, but did not discuss the problem with anyone.\n\nTeacher Intervention (Solution):\noften asked the student why he did this when the child did nothing to him, but in vain, did not notice or deliberately did not answer me. I tried to communicate with him, but he never seemed interested. Even though I clearly instructed the student not to repeat this behavior, it happened anyway. The student was simply unmanageable. A few times he even attacked me or school staff. I then tried to hold the pupil until he calmed down enough. I knew that I wouldn't be able to do this on my own, or that it was beyond my or our abilities in general, so we consulted with the school about what to do next. A child psychiatrist was called, who decided to place the pupil in a psychiatric hospital.\n\nOutcome:\nThe student is now a 15-year-old boy and attends a regular class, is active in class, participates in the lesson and responds to the teacher's questions.\n\nStudent Profile:\nAge/Year: 15\nHobbies: *učitel neví*\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Verbal aggression\nSolutions Applied: Disrespectful communication, Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "261", "student_age_year": "15", "student_hobbies": "*učitel neví*", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Agrese", "teacher_approbation": "Ing", "teacher_practice_years": "5", "problems_annotated": "Diagnosis, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/827", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the eighth grade, which is divided in English into better and worse half, escalated on Friday, when I had my last class with the worse half, where there are a lot of problematic students. During the day I was told of a larger conflict between them. While working with the interactive whiteboard, I did not notice that two students were standing in a row behind each other. Suddenly, I saw one boy hit another boy in the stomach and then get hit in the face. Fortunately, the other students tore them apart. At that moment, my nerves got the best of me and I threw up on the spot.\n\nSituation (Anamnesis):\nboy with ADHD is known for his problematic behavior, he has already failed once, he is disruptive in class, he does not pay attention, he does not take notes and he does not do his homework. He lives only with his mother, who does not know how to deal with him, his father is in prison. His conflictual nature is manifested by constantly annoying and attacking his classmates, which was also dealt with outside of school several times. He has a brother in the lower grade who is completely unproblematic.\n\nTeacher Intervention (Solution):\nMy first reaction was to scold them, then I took both students to the assembly room and sent my colleague to the rest of the class and called the guidance counselor. We tried to get out of them what actually happened, but the students shouted at each other. After a while they started complaining of headache so we called their parents to pick them up. The conflict was described and passed on to the class teacher and was resolved with a reprimand from the class teacher.\n\nOutcome:\nThe student did not come to school all week because of headaches. After returning, he behaved respectfully for a while, but gradually returned to poking and annoying his classmates. We dealt with a few other situations during the year and at the end of the year he got a 2 for behavior.\n\nStudent Profile:\nAge/Year: 16 let, 8. ročník\nHobbies: Jízda na koloběžce a skateboardu\nDiagnoses: ADHD\nDisorders: Agrese,Rušení výuky,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "827", "student_age_year": "16 let, 8. ročník", "student_hobbies": "Jízda na koloběžce a skateboardu", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Rušení výuky,Fyzické násilí", "teacher_approbation": "Mgr., Chemie, Biologie, Angličtina", "teacher_practice_years": "35", "problems_annotated": "Diagnosis, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/868", "content": "TEACHING CASE STUDY\n\nBackground:\nThe girl joined our school in September at the age of 8, joined together with her older brother, who is diagnosed with ADHD. In November, an English language teacher = family speaker joined our school. The girl started gossiping behind the teacher's back that she has big breasts and an ass. During class, she would ignore the lecturer and turn to her classmates, non-verbally showing the size of her voluminous portions. Subsequently, she started calling insults in English directly to the lecturer: big elephant,... The girl had a great influence on the class and so the whole class started mocking her. The lecturer could not handle the pressure and left that day.\n\nSituation (Anamnesis):\nThe girl boarded with her older brother, who has been diagnosed with severe ADHD. So the brother has an assistant with him and his problems are solved more often in the family, so he is given more attention and the girl wants to demand that attention as well.\n\nTeacher Intervention (Solution):\nWe explained to the girl several times that gossiping about someone is not nice and if she doesn't like something, she should make other arrangements. I explained to the girl that when she slanders someone, the other person doesn't like it and it's very uncomfortable for them, but the girl didn't have any words. The girl went for a consultation with the principal and she begged her not to do it. But the girl told the headmistress that she likes the teacher and that she doesn't say any slander. I also held a consultation with the lecturer, but she was very upset about the situation and could not return to school. Subsequently, we introduced the rule that English with a native speaker is only for those who are interested in it and must follow certain rules.\n\nOutcome:\nThe lecturer never returned and moved to America. The girl still ignores some teachers and instead draws in her notebook. She had another problem when she bullied a classmate and again influenced her class to be bullied by more people.\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník SOÚ\nHobbies: Posilování, hry na Playstation\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Disrespectful communication, Warning\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "868", "student_age_year": "16 let, 2. ročník SOÚ", "student_hobbies": "Posilování, hry na Playstation", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ, aprobace anglický jazyk - zeměpis", "teacher_practice_years": "15", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/803", "content": "TEACHING CASE STUDY\n\nBackground:\nI was a class teacher in a small school. I taught 5 first graders and eight second graders in one classroom. Among the first-graders was a 6-year-old pupil who often and loudly used very vulgar expressions. He used them when something made him angry. He was angered by seemingly small things, such as a fleeting touch from a classmate in the locker room while hanging clothes or a look in the eye.\n\nSituation (Anamnesis):\nFrom the age of two, the student's parents let him be watched in a children's group, even though the boy protested strongly on the way. He attended kindergarten right in our village and already used vulgar terms as a kindergartener. A few months before he started first grade, his little sister was born and his parents paid a lot of attention to her. They expected that the pupil was now a big and strong boy and made it clear to him. They expected him to be independent disproportionate to his age. The student spends a lot of time with his grandmother, who has a different view on things and disagrees with his parents on many things. The other children in the class are rather afraid of the pupil and his short-tempered behavior is not pleasant to them. After starting school, he didn't have 'his' friend (his good friend was still in kindergarten) and he only managed to find one towards the end of the school year. Since then, the situation has improved significantly. Establishing relationships with peers was not easy. The student could not follow the rules of the game. Even when the children took him in (mostly at the intercession of the teacher in the sorority), he often disrupted the children's play. When they rejected him, he failed them too, and immediately. He couldn't apologize and didn't seem to understand what was wrong with his behavior. He was stubborn.\n\nTeacher Intervention (Solution):\nintroduced a motivating behavior evaluation system in the classroom. Black dots for disruptive behavior and smileys for 'good deeds'. Black dots could be erased with a good deed. Three black dots meant punishment (e.g. The others are playing in the garden, you are going to study with me). It worked for the whole class except the student. As another option, I tried the 'Trust Box'. I invited the children to write anonymously what was bothering them. In a small number of children, it was possible to identify who wrote what, which I actually needed. The student expressed himself with these words: 'I'm angry, but I don't know why'. We discussed problematic situations with the whole class within the limits of time, the children proposed possible solutions themselves. I invited the parents to the school to discuss it together. Parents claim that vulgarisms are not used at home, and that the student learned them in kindergarten and school. On my recommendation, my son and I visited the Pedagogical Psychological Counseling Center and chose PPP. In one heated situation, I moved his desk (every student has his own small desk at school) to the department so that the student could not see his classmates. He sat with his back to the others, concentrating and working on the task at hand. Conditional exclusion from the group.\n\nOutcome:\nMoving the desk and isolating him from the others at the given moment mainly helped the other children, but it must have been unpleasant for the pupil. Although he worked and concentrated, I am aware that I isolated him from the team and I do not consider this to be an ideal solution. Unpleasant situations were repeated often and when we tried to analyze them together with the children, it was time-consuming. Some 'model' schoolgirls were demotivated by these inconveniences. It took away from our learning time together. It helped the most when the student finally found a friend. His friend is from a completely different family background. So far, however, they understand each other well and both are benefiting from their new friendship. The counseling center at Sládková advised parents to look for another facility, because they deal with more serious problems (Counseling Center for drug and other addictions). The parents think that the son does not need further help and have not sought any other counseling. During classes, we managed to reduce the number of profanity. However, he could not hold his own in the sorority, where the regime is more relaxed. Some of the other children were even afraid to go to the club and the situation escalated. The student violated the school rules with his behavior and therefore we were forced to proceed with a conditional expulsion from the group in the spring. Again, this solution has helped other children, but it is not an ideal solution to the situation.\n\nStudent Profile:\nAge/Year: 6 let, první ročník\nHobbies: Velice hezky kreslí; doma si hraje na tabletu\nDisorders: Vulgární vyjadřování,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Consequences, Working with the collective, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "803", "student_age_year": "6 let, první ročník", "student_hobbies": "Velice hezky kreslí; doma si hraje na tabletu", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Verbální agresivita", "teacher_approbation": "Učitelství 1. stupně, specializace HV, rozšířené o obor AJ", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/139", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was a gifted student in the normal form of teaching and had no major problems with the subject or the team. There was never a problem with him before switching to online learning. These only occurred with the arrival of the covid epidemic and the transition to distance learning. The student suddenly completely lost interest in teaching and doing homework. His camera and microphone were turned off in class, he did not respond to teachers' calls. The situation went so far that he stopped attending classes altogether. Bad grades, uncompleted assignments and the first unexcused hours began to pile up.\n\nSituation (Anamnesis):\nThe student is mild-mannered, rather introverted and did not like to be the center of attention. He had very good achievements in mathematics and had previously participated in various mathematics competitions. He has never had any problems or situations that needed intervention before.\n\nTeacher Intervention (Solution):\nDue to the fact that the pupil completely cut off contact with the school, the class teacher was forced to start solving things with the parents. She dealt with the matter with the pupil's mother, the first call was informative and she told her that her son was getting bad grades and unexcused hours and asked if the pupil was seriously ill or if there was some situation that would explain this behavior. The mother was very surprised and had no idea that her son was not attending classes and not completing assignments. It is said that he banned all family members from entering his room during classes so that he could have peace of mind for school. The teacher explained to the mother that, unfortunately, this model is not functional and that it is necessary to really control the son and supervise his preparation. Mom contacted the teacher a few more times to find out about all the assignments and missed duties. After these events, the student returned to work mode.\n\nOutcome:\nAs this was an isolated situation in his behavior, it did not have a serious impact. The student gradually improved his grades, and in the end his learning decline was not reflected on his report card.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník\nHobbies: otevřená otázka   PC, hraní her, matematika\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "139", "student_age_year": "11 let, 6. ročník", "student_hobbies": "otevřená otázka   PC, hraní her, matematika", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterský titul", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/550", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is the youngest of five children. He started kindergarten only in the last year, as a preschooler, when school attendance is compulsory. I don't know if that was what hurt him, but he wasn't adaptable at all. He didn't want to change his shoes, but he had to in kindergarten... that was the least of it. When we were learning to write, we first made different strokes in the notebook with an ordinary pencil, he deliberately scratched on it to break it. Then, for example, he scribbled in the notebook and laughed about it. He carved letters into the desk with scissors, destroyed the decoration in our hallway, refused to change clothes for gym, spat out of the window, scribbled on the blackboard. He also hurt his classmates, he really liked to set their hands on fire, he threatened girls that he would cut their hair and he had fun with their fear. I got in touch with his mother, and she started coming to our classes regularly...\n\nSituation (Anamnesis):\nHe was not popular in class. I would say that even the older children respected him for being in the first grade. He often let someone get used to him. Children often did not want to cooperate with him, girls were really afraid of him. They didn't feel good about his mom either.\n\nTeacher Intervention (Solution):\nAs I said, I confronted his mother about the situation and she said she wanted to see it for herself. I had no problem with her coming to class, not at all, but in the end it turned out a little differently than I intended. The mother went to school with the boy, sat with him on the desk, my instructions, I thought she completely ignored. She excused his behavior, saying that he was just a little livelier. She disturbed me in class, I was quite nervous about her. I tried to sit down with her, talk, come to an agreement, propose a solution, maybe go to a psychologist. She didn't want to hear about it. She repeated that children have a free upbringing from an early age and that there is actually nothing wrong with his behavior, that only the rest of us are too radical. I no longer knew how to offer myself more, to try. This was not the child's fault, but the parents' bad upbringing. Well, in the end, I told her once, in great annoyance, that if she thinks our school is radical, she has the option of trying to transfer her son to another school.\n\nOutcome:\nThe mother really changed her son. She told me herself that she planned it, that she didn't want to watch her son become stunted here. That probably explains everything... The current information I have about him is that he changed two more elementary schools since leaving our school. He's on his third now. So, in my opinion, the situation is not resolved, I feel sorry for the boy, very much...it took me a long time to realize that it was not my fault, and actually not even his fault, even though I thought several times that I could have done something otherwise, better that I was wrong, didn't give him more chances...\n\nStudent Profile:\nAge/Year: 6 let, první ročník\nHobbies: fotbal\nDisorders: Slovní agresivita,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "550", "student_age_year": "6 let, první ročník", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "Slovní agresivita,Vulgární vyjadřování", "teacher_approbation": "VŠ, Učitelství pro 1. Stupeň + CŽV Speciální pedagogiky", "teacher_practice_years": "38", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/618", "content": "TEACHING CASE STUDY\n\nBackground:\nThis case concerns the teaching of art education. At our school, students have compulsory art education until the second year of upper secondary school. I am a teacher who takes teaching her subjects seriously. I believe that every student, if he wants to, can create beautiful things in art class. Talent is one thing, but effort is something that a teacher recognizes and should also be valued. That's why I also have difficult tasks for my students before class - pointillist portraits, attempts to reproduce paintings, collective painting of large-scale paintings, etc. Unfortunately, in almost every class there is someone who does not take the artwork as a full-fledged subject. They are students who believe that they will simply sit through the two hours in class, pretend they are doing something, write something down on paper in five minutes and be done. The crowning achievement is when the student is at an age where he thinks that no one is right but himself. This is exactly the kind of student I am talking about now. To be precise, this description could fit a whole range of students who have already passed under my hands in the artwork, but this one came to mind first. From our first lesson together, the student made it clear that art education was a completely inferior subject for him. He often completely sabotaged the tasks I assigned in class and did not want to work. I tried to advise him how to proceed correctly. But the student didn't even try to tell me that he simply didn't have talent. He just said in front of the whole class that it was bullshit, that he wouldn't do it. I was worried about what his behavior would do to the rest of the class. Most of the girls mostly ignored the boy, but the boy was intrigued by the behavior. It must be said that he was not very popular among the other boys (this was mainly due to his participation in various math competitions). I also talked about the student with his class teacher, who was surprised by what I told her. According to her, the student did not behave this way in other classes. So I decided to talk directly to the student. After one of the classes, I asked him to come to my office. During our conversation, I asked the student what I could change in the lessons, which seems to be a problem for him. However, the only answer I got was that art education is a completely useless subject that will never be used and is useless. Unfortunately, with each passing class, this behavior escalated and escalated as I evaluated his work. I think that I was fair to the other students in my assessment, unfortunately for the student it meant enough for the half-year report card from the artwork. Unfortunately, nothing has changed in the student's behavior after the start of the new semester. I slowly lost the energy to help him and try to interest him.\n\nSituation (Anamnesis):\nThe student was not typically a problem student. He was even above average in subjects such as mathematics, computer science and physics. He participated in various Olympiads and competitions in these fields. He was not exactly popular among the other boys in the class, perhaps he wanted to win success with his behavior.\n\nTeacher Intervention (Solution):\nwas fair to the other pupils in my assessment, unfortunately for the pupil it meant enough for the half-year report from the artwork. Unfortunately, nothing has changed in the student's behavior after the start of the new semester. I slowly lost the energy to help him and try to interest him. I didn't have the strength to go talk to the student again and let the whole situation go. The problem arose when, in one of the lessons, almost at the end, the pupil had a sun painted with a pencil on a large piece of cardboard. The others had already completed a quarter of the Impressionist landscape. At that moment, I simply couldn't hold back anymore and asked the student to leave my class immediately and to not even come next time. I admit that it didn't happen without my screaming. he simply got up, hid the pencil in his backpack and left without a word.\n\nOutcome:\nThe result of my inadequate solution was that the pupil did not attend the rest of the art education classes. He had hardly any absences until then, so he could afford not to come. Right after the incident happened in class, I started to regret how I behaved. Unfortunately, this class didn't have art education for another year, so I couldn't give myself and the student a second chance to work together. More later, when I was at the graduation party of this class, I had a conversation with the student. she told me that she knows that he behaved terribly then and that the whole situation makes him quite sad in retrospect. We ended up laughing about it together.\n\nStudent Profile:\nAge/Year: 16 let, 5. ročník osmiletého gymnázia\nHobbies: Matematika, IT\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Sabotáž\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication, Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "618", "student_age_year": "16 let, 5. ročník osmiletého gymnázia", "student_hobbies": "Matematika, IT", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Sabotáž", "teacher_approbation": "Magisterské, ruský jazyk a výtvarná výchova", "teacher_practice_years": "23", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/853", "content": "TEACHING CASE STUDY\n\nBackground:\nLast school year, I started working as a class teacher in a preparatory class. From the beginning, I was a little worried about how I would be able to handle everything as a class teacher, how I would work with children and other insecurities. Nevertheless, I met some great kids in my class. A collective was formed that complemented each other. Everyone was nice and friendly to each other. However, at the beginning of the second semester, problem behavior appeared in one boy. The boy was, however, very clever, hardworking and friendly so far. The other kids thought he was very smart and looked up to him, he was kind of the 'boss' of the class. The problem behavior started with refusing learning activities at school or destroying his work, he was a little disobedient. Unfortunately, the reminder didn't work. The children also had a motivation table in the classroom, where they collected stamps. This student, let's call him a student, liked to collect positive smileys. As soon as I gave him a negative smiley, he said he didn't care. Every day his behavior became worse. He took the children's toys, encouraged them to do bad things, physically assaulted them, stole personal belongings, mocked them, slandered them, and destroyed the group of children with his behavior.\n\nSituation (Anamnesis):\nThis boy lived with his mother and his older sister. During the first semester, they moved once, to a new residence. He last saw his father two years ago. According to the mother, the father was a drunkard and a manipulator.\n\nTeacher Intervention (Solution):\nWhen I saw that he reacted indifferently to the negative smiley and didn't care. I invited him to my place that day while I was out. I asked him if there was anything new at home, if there was anything he would like differently. He didn't answer. He wanted to go play. As his behavior escalated, I contacted my mother. Who only told me that she does similar things at home and still laughs about it. When asked if there was anything new with them, she replied that the student's father had contacted her saying that he wanted to marry him. So he went there once a week and always after school. I asked the school psychologist at the time for cooperation. She took the student twice a week for half an hour each time. It didn't help. The class was slowly falling apart and I didn't know what to do. His behavior became unbearable. The clock was broken. The school psychologist, the school principal and the deputy principal then went to take a look at the lesson, especially his behavior. I thought she would want to show off and impress them. But the opposite was true. The school principal then immediately contacted the mother, stating that the student's problematic behavior was disrupting the class and should be addressed.\n\nOutcome:\nThe mother then apologized on the phone, saying that she already knew where the problem was and that she would come to school the very next day with an explanation. Then the mother came to know that the student's father had left them again. But that she is very happy, because according to her, he was literally just 'drunken and manipulative'. She described to us the situation when she went to pick up a student for the last time. She came a little earlier and overheard the conversation between the father and the student. At that time, the father encouraged his son to do bad things, he was supposed to behave badly towards his mother and sister. The mother took her son away saying that she would not see the boy again. The father was no longer interested in the family. When the mother asked the student if he said the things he said to him often. The student only nodded that in return he promised to take him on vacation and go to the sea. The student then came to school completely changed. He even managed to apologize to everyone. In retrospect, I was sorry that I did not appeal to my mother earlier and more to see if there had been any major change in them, and for this reason I think that this situation was poorly handled, that it could have been intervened earlier and it would not have gone so far. What were the causes of this situation? It can be assumed that conversations between father and son were the trigger. The father encouraged his son to do bad things, and he reflected this in his behavior at school. He was able to disrupt a very good team of children. Perhaps only thanks to the fact that the father left the family, everything was resolved.\n\nStudent Profile:\nAge/Year: 6 let, přípravná třída\nHobbies: Fotbal, Hry na PC\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "853", "student_age_year": "6 let, přípravná třída", "student_hobbies": "Fotbal, Hry na PC", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., (Speciální pedagogika)", "teacher_practice_years": "5", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/862", "content": "TEACHING CASE STUDY\n\nBackground:\nhave been teaching this group since I started teaching here. I won't lie when I say it was one of the more popular groups. Even though we were teenagers, we always found a common topic to talk about and it wasn't hard to interest them. However, in the last semester, I began to realize that I was increasingly unhappy going to this class. Pupils started talking back to me, ignoring me, when they should have spoken in English, they answered me in Czech and vice versa.\n\nSituation (Anamnesis):\nDespite the fact that the entire team has changed, I noticed that in most cases one boy always starts it. The whole situation escalated one day when I came to class and saw a student spraying disinfectant on all the things in the classroom, including the teacher's desk and prepared aids. It wasn't just that kind of spraying, but the student regularly spread the disinfectant with his hand, entertaining the rest of the class.\n\nTeacher Intervention (Solution):\nwatched it for a while and was shocked that they didn't care about my presence. As soon as the situation settled down, I sat down at the table and asked if such behavior was tolerated at their house. I tried to explain to them that such things do not happen. I also told them that I knew he was repeating this for the umpteenth time, but that I thought and hoped it wasn't happening on purpose. But what I learned from today is that it was probably on purpose. The class and I started a discussion in which I tried to involve the whole group. I explained that I wasn't going to yell at them, but that I wanted to know why he did it and why the whole class liked it. I also tried to find out if it was only the boy who was guilty each time.\n\nOutcome:\nalso explained to them that I have noticed how our relationship has changed, despite the fact that I try to be friends. I told them that I am sorry for the fact that despite the relationship that I am trying to build with him, which was working, suddenly it is not working. I asked them if they would like it if I started acting like that. After the discussion, we agreed that I would send an email to the parents, because I need them to know what is happening in the classroom. The students understood this step and apologized to me. In the email, I explained that I treat children in a friendly manner and never shout at them, and I try to build a positive relationship with English in them. I mentioned that I didn't like that the children were being arrogant and disrespectful towards me and that they couldn't discuss it with them as well. The result of me devoting an entire class to listening to the children's opinions and not being afraid to ask their parents for help was that since then our relationship has improved again and I look forward to classes again.\n\nStudent Profile:\nAge/Year: žák na druhém stupni (6.-9.třída)\nHobbies: -\nDisorders: Podvody,Nevhodné chování,Neuposlechnutí,Nespolupráce,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "862", "student_age_year": "žák na druhém stupni (6.-9.třída)", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Podvody,Nevhodné chování,Neuposlechnutí,Nespolupráce,Vulgární vyjadřování", "teacher_approbation": "titul Mgr., aprobace anglický jazyk", "teacher_practice_years": "3", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/559", "content": "TEACHING CASE STUDY\n\nBackground:\ngirl in a classical lesson sits alone in the classroom like the others. There are thirteen students in the class and everyone sits alone at a smaller desk. The teacher asks the pupils to write down the material from the blackboard and reads it to them herself. The girl tries to write, but she can't write as fast as the other classmates. Instead of checking in or asking for more time, she starts crying.\n\nSituation (Anamnesis):\nDevelopmental dysphasia\n\nTeacher Intervention (Solution):\nI asked the pupils to write down the lesson from the blackboard. Everyone was taking notes except for one girl who was sitting sadly at the bench and was crying. When I asked her what it was, she said that she couldn't keep up with the others. I offered her as much time as she wanted, but unfortunately she continued to cry. Finally I allowed her to write only a part and the girl slowly calmed down.\n\nOutcome:\nThe result of the solution is primarily the fact that the girl now asks more often or reports without starting to cry and is not as afraid as before. Mostly in situations similar to the one described, the girl writes only part of the text and does not feel like someone who is holding others back from work.\n\nStudent Profile:\nAge/Year: 9\nHobbies: tanec\nDiagnoses: Vývojová dysfázie\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "559", "student_age_year": "9", "student_hobbies": "tanec", "student_diagnoses": "Vývojová dysfázie", "student_disorders": "", "teacher_approbation": "vysokoškolské magisterské", "teacher_practice_years": "13", "problems_annotated": "Diagnosis, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/140", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student comes from a divorced family, lives permanently with her mother. The father has moved far away and does not keep in touch with him regularly. Father and mother often have arguments about their daughter and situations related to her. Their relationship could be described as very strained. The student soon understood how to function in these conditions and how to twist and manipulate each parent separately in order to achieve what she wanted. The father insisted that she spend some time with his parents (the student's grandparents). Big complications arose when it was switched to distance learning. The father insisted that the student stay with his grandparents during the pandemic. Thus, the mother had no idea how her daughter's education was going during this period. During the first weeks, the student repeatedly did not go to the online classes, and then she made the excuse that the computer was not working. The teacher tried to resolve this situation with the mother, as the student's legal representative. After a long struggle, she solved the problem with her father, who bought her a new computer. But even that didn't solve the situation. The student was disruptive during classes, if she showed up at all. She didn't complete assignments, she didn't write tests, and it went so far that she started accumulating unexcused hours. There was no one to excuse them, as the mother had no supervision over the student. The whole situation continued to escalate until the teacher was forced to tell the mother that if the situation was not resolved soon, the case would have to be investigated by social services. Only under the weight of this fact did the father and mother come to an agreement and the student returned to her mother again. Unfortunately, there were so many unexcused hours that she got a two on her behavior report card.\n\nSituation (Anamnesis):\nThe student already had behavior problems in the past. She is not very popular in the team, she has a few friends, but the rest of the class rather avoids her. She often disrupts classes with her behavior, is very noisy and likes to argue with teachers. She has also had problems with lying and manipulation in the past, for example when she received money from her mother for a school trip that should have been taken out in advance, but she kept it and bought clothes with it.\n\nTeacher Intervention (Solution):\nThere really was no reasonable solution to this tangled situation. Although the teacher tried to save the situation and worked tirelessly to communicate with the legal representative (mother), the attitude of the student and the circumstances of her family made it impossible to catch this situation in time and solve the problem behavior before the consequences.\n\nOutcome:\nThe student received a two on her behavior report card and her grades were at the level of threes and fours. However, she has felt the consequences of her behavior as she cannot participate in the class sports cycling course. When I was present in her class during my practice, when the matters of this course were being dealt with, I could see that she was sad about not being able to participate. We can only hope for her future sake that she learns from this situation and understands that her actions have consequences.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: -\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "140", "student_age_year": "12 let, 6. ročník", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Manipulace", "teacher_approbation": "Magisterský titul", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1317", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was Thursday afternoon, the last class I taught that day, 9 A. I was already very tired and my head was full of worries, because of my personal matters. For 9. And that was also the last class that day and they were very excited. As always, the student was on his mobile phone during the lesson and was watching some videos on it and laughing a lot. I understood that he also subsequently sent them to other classmates. So from time to time the class was shaken by an outburst of laughter, but it was he who made the loudest noise. I warned the student several times and asked him to hide his mobile phone, but he did not pay any attention to my admonitions and requests for silence and instead always laughed in my face.\n\nSituation (Anamnesis):\nThe student regularly disrupts classes and has problems respecting authority and rules. He is not exactly a diligent student. He's not paying attention in class, he's on his cell phone. He doesn't care about his school performance, he lacks the motivation to study well.\n\nTeacher Intervention (Solution):\nAfter my umpteenth warning, which the student ignored, I reached him, took his phone and put it on the desk next to me. I continued the interpretation. After a while, however, I noticed that the phone had disappeared from the department (probably while I was writing on the board). So I went back to the student and asked him to return the mobile phone to me. He replied that he had it in his bag and that I had no right to take it from him. That was the last straw. Anger rose in me and I wanted to take the bag from him. But he grabbed her and started to wrestle with me for her, shouting that I had no right to do that according to the school rules. At that moment I acted in complete affect and did not think about whether according to the school rules I should take his phone. I started shouting that there are a lot of things in the school rules that he violates, so he has nothing to teach me. I completely lost my temper and control over the situation. I didn't know what to do at all. Finally, I ordered that we go to the principal's office together.\n\nOutcome:\nThe principal and I agreed that even in view of the previous incidents and the consistent disrespect towards the teachers, the pupil will receive a two in behavior. That gave me a bit of a sense of satisfaction, but the student didn't care at all... Until recently... I was told that the student had applied to the University of Defense, he said he passed the physical tests, but in the second round he was asked about the double at the interview because of his behavior and it is said that they did not take him because of that. So it had interesting consequences. I now feel a bit guilty that I didn't handle the situation better and solve it with the behavior deuce that may have ruined his future career.\n\nStudent Profile:\nAge/Year: 17\nHobbies: hraní her na mobilu, MMA\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Podvody,Záškoláctví,Cigarety\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1317", "student_age_year": "17", "student_hobbies": "hraní her na mobilu, MMA", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Podvody,Záškoláctví,Cigarety", "teacher_approbation": "Vysokoškolské – titul. Mgr., učitelství druhého stupně ZŠ, aprobace německý jazyk a český jazyk", "teacher_practice_years": "32", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/880", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring my internship, I met a lot of students who had problematic behavior. The first situation is from the period when I taught for several years at an elementary school, which is a small class. The pupil who was diagnosed with ADHD did not only show himself in a strange way in class. He quite often reacted with aggressive outbursts to various stimuli in his surroundings. Something else always upset him. So it was hard to predict when and how the boy would react. My colleagues and I often discussed the situation. The advantage was not only the work of a social pedagogue at the school, but also the presence of a teaching assistant in the classroom. The class as such was quite problematic. Several children with SPV, ADHD or LMP visited her.\n\nSituation (Anamnesis):\nSo, as I mentioned, the boy was diagnosed with ADHD, and he was not provided with an ideal family background. He came from a socially weak family that moved often. During his three years of compulsory schooling, he attended a total of three primary schools. Together with other pedagogues, we looked for various causes that could probably cause the boy's aggressive behavior. We also discussed the situation with repeated moving, which could have been more psychologically demanding for him. I very often discussed the possible causes with the student himself and generally tried to discuss his behavior with him as well. Among other things, a social pedagogue also intervened in the situation. He worked not only with the whole class, but also individually with the boy. Parents' meetings with the school management, the social pedagogue and me, as the class teacher, also took place regularly at the school.\n\nTeacher Intervention (Solution):\nAfter some time, when the situation did not improve, my colleagues and I decided that we would have to think of another way to help the boy. We therefore recommended parents a diagnostic stay in DPL in a special facility. From the beginning, it seemed that the parents would not even think about this possibility. This was also indicated by their thinking about further relocation. The reaction when parents decided to take advantage of the offer was surprising to us.\n\nOutcome:\nIn my opinion, the boy benefited from the diagnostic stay. The boy began to realize his behavior. Although he was unable to suppress the aggressive responses completely, even given the nature of his diagnosis, there was some progress in how he was able to process various stimuli. The moments when the boy reacted aggressively did not occur to the same extent as before the stay in DPL. I classify this situation as successfully resolved.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník ZŠ\nHobbies: otevřená otázka\thraní počítačových her\nDiagnoses: ADHD\nDisorders: Arogance\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Transfer of student, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "880", "student_age_year": "10 let, 4. ročník ZŠ", "student_hobbies": "otevřená otázka\thraní počítačových her", "student_diagnoses": "ADHD", "student_disorders": "Arogance", "teacher_approbation": "vysokoškolské vzdělání, aprobace: speciální pedagogika", "teacher_practice_years": "18", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/225", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the seventh grade in English class, I assigned students to work in groups. One of the pupils became hysterically angry because his work did not go as well as he had imagined.\n\nSituation (Anamnesis):\nAnamnesis of the pupil or class, i.e. everything that is relevant for the chosen situation.\n\nTeacher Intervention (Solution):\nWhile the other children had work, I took the pupil to the corridor, where I managed to calm him down.\n\nOutcome:\nFor the rest of the lesson, he worked alone on his work, and not in a group, and the lesson was done without any further conflicts.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Transfer of student \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "225", "student_age_year": "13 let, 7. ročník", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské", "teacher_practice_years": "16", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1399", "content": "TEACHING CASE STUDY\n\nBackground:\nI taught the student only for music education at the second level. He suffered from explosive and aggression disorders. He always had these states if he missed some work, a paper or something unfair happened to him from his point of view. At such times he felt threatened. He had problems not only when things did not go well for him personally, but also with classmates and teachers. His outbursts were sudden and erratic.\n\nSituation (Anamnesis):\nA student in the 7th year of elementary school, aggressive, outbursts of anger for minor reasons, conflicts with classmates, some liked to poke him in this direction.\n\nTeacher Intervention (Solution):\nOf course, I discussed the whole situation and the student's behavior with his parents. I suggested and recommended them to visit PPP. Furthermore, after consultation with the pedagogical council, I recommended her a course on coping with stressful situations, which she initially attended, but after a certain period of time did not go to the sessions regularly. Furthermore, I tried to work as much as possible with the class team, so that the student did not feel that he was somehow oppressed. I tried to include a lot of group work in the lessons so that the student could socialize as much as possible.\n\nOutcome:\nFinally, after working with the student for a long time, his behavior improved more and more. After a certain period of time, I always took him aside and we discussed together the situations that he managed with his behavior. The ones he couldn't quite handle, we talked about them and asked ourselves what and how he could have done better. A few sessions were also held with parents. Over time, the student matured and his behavior moderated and he got along with the team.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Žáka velice bavila práce s počítači, programování. Dále mezi jeho záliby patřila četba.\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1399", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Žáka velice bavila práce s počítači, programování. Dále mezi jeho záliby patřila četba.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské- titul Mgr., pro první stupeň ZŠ", "teacher_practice_years": "32", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/410", "content": "TEACHING CASE STUDY\n\nBackground:\nIn this situation, the teacher focused on the problem that arose during the quarrel in the class, where she was not present and noticed it only later. The situation started with an argument between two students, when they argued with each other during a break. The teacher overlooked this conflict and noticed it later, i.e. she did not see the beginning of the whole situation and could not judge which of the pupils actually started it. Therefore, she also asked another student how the whole situation took place, the student was on the side of the guilty student and thus defended him, even if falsely for the sake of not disturbing the friendship. So the class teacher verbally scolded the student who was not responsible for the situation. The falsely accused pupil was sad and didn't want to communicate very much, so it was obvious that he was not handling this whole situation very well.\n\nSituation (Anamnesis):\nThe class has a problem working together in a group thanks to a few classmates. This of course upsets the children, some try not to notice it, others react loudly to it, some try to solve the whole situation with the student in question and by talking to him and the like. The whole class therefore seems noisy, even frantic, when not even the attention of the pupils by the teacher helps. Therefore, children often try to solve their conflicts in their own way, either by shouting and sometimes with violence, especially in the case of boys. Pupils also have a problem with following the rules in the classroom, whether it is jumping into each other's speech or the class teacher's speech. Running around during class, talking or uncontrollable concentration during class, when they prefer to have fun with each other.\n\nTeacher Intervention (Solution):\nIt happened to me that I was not in class when two students started arguing. I came later, the argument was in full swing. I stopped this argument by calling another student, whom I asked to clarify the situation. He stood up for his friend, which I actually didn't know about at first, and so I even made amends to the wrongfully accused student. After a while, when I noticed how sad the student was, I concluded that I had really wronged him and he was just defending himself. When you spend whole days with those children, you gradually notice how they react to certain situations. I let it all go through my head, realized that I hadn't done enough research and could have avoided the whole thing if I had asked more kids. Additionally, I solved this problem by apologizing to the falsely accused student and telling him that I was very sorry.\n\nOutcome:\nThe result of the solution had a rather long-term impact on the teacher, from the part of finding information. The teacher realized her mistake, she tries to prevent and avoid such situations so that other conflicts of a similar type do not arise again and she does not inadvertently have to blame the student who was not responsible for the situation. Of course, the solution also affected the students of the class, as they felt sorry for their classmate and were uncomfortable with not keeping him when they had the chance. Even this not well-handled situation, however, aroused in the students a need for justice towards others. How satisfied am I with the solution to the situation? Completely unsatisfied Completely satisfied 1 2 3 4 5 6 7 8 9 10 As with the previous answer, it was explained to us that if the children wanted to resolve the given conflicts more often, it would be more useful for them in life, and I would rate the teacher as an 8. How Did I behave well in the given solution in a supportive way for the student? Completely unsupportive Completely supportive 1 2 3 4 5 6 7 8 9 10 How much did I make reasonable demands on the student? Completely inadequate Completely adequate 1 2 3 4 5 6 7 8 9 10 Student's statement about the given case study What is inspiring for me, what would I appreciate? What was inspiring for me about the entire practice, and not just about the case study, was seeing the real happenings in the classroom. As I wrote before, this class is not calm or quiet at all. I was especially inspired by the teacher, who, despite not having much experience, tries to resolve every conflict with the pupils as empathetically as possible and, in my opinion, fulfills her duty very well, when I can judge for myself that it is certainly not as simple as seems at first glance. What would I like to avoid? Personally, I would like to avoid physical attacks by students at school. I don't like the approach of solving conflicts with violence. What would I do differently and why? I would probably handle the whole situation more forcefully and with a lower threshold of patience, maybe I would give them some kind of punishment so that they unlearn doing such things. Of course, I do not claim that my approach is the best, rather I lean towards the overall approach of the teacher, who managed it relatively easily and with great insight. What solutions can I think of? I think that the solution used was completely on point, in any case, I would add perhaps a class lesson in general, where the children could have fun with each other, everyone would say what bothers them, what they would like to change, calmly and concretely warn the pupil, of course politely, what could be improved in his behavior. Alternatively, come up with a joint group activity where everyone would have to work together, at the same pace, and literally everyone would have to \"put a hand to the work\"\n\nStudent Profile:\nDisorders: Rušení výuky,Emoční labilita,Vykřikování,Neuznávání pravidel,Odmlouvání,Nespravedlnost\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "410", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Rušení výuky,Emoční labilita,Vykřikování,Neuznávání pravidel,Odmlouvání,Nespravedlnost", "teacher_approbation": "", "teacher_practice_years": "3 Absolvoval/a nejaký relevantní kurz, výcvik na zvládanie problematického chovania, ne-kázne nebo komunikácie v triede a podobne : Áno / Nie Poprípade uveďte názov: Kurz s Michalom Dubcom K danému relevantnému kurzu sa triedna učiteľka vyjadrila, že tento kurz bol nárazový a jednodenný, zameraný na všeobecné situácie v triede, predovšetkým ale na matematiku. Každopádne kurz nebol úplne zameraný na problémové chovanie žiakov. Kazuistika ++ Deskriptivní údaje ke kazuistice ++ Vek žiaka a ročník: 10 a 3. Ročník ZŠ Pohlaví žiaka: žena / muž Žiak žije: s oboma rodičmi/ iba s matkou / iba s otcom / v striedavej opatere / s iným rodinným príslušníkom / v opatere nevlastných zákonných zástupcov. Problémové chovanie sa opakuje a poprípade uveďte jak často: áno / ne -každodenne Poruchy chovania: Vyrušovanie na hodine, emočné výbuchy, vykrikovanie, zasahovanie do všetkého, nerešpektovanie pravidiel, skákanie do reči. Potvrdená diagnóza žiaka/-ov napr.: Podľa školského psychológa, žiaka nemožno zaradiť do tabuliek s diagnózou, každopádne školský \fpsychológ uvádza, že sú tam prvky, akurát to nie je na asistenta. Prospech žiaka – subjektívny pohľad: podpriemerný - priemerný – nadpriemerný Záleží na predmetoch a aktivitách, v niektorých je žiak lepší ako ostatní a v iných zase nedosahuje ani ciele, ktoré majú v triede nastavené. Skôr matematické a priestor Záujmy žiaka/-ov. Futbal, džudo, tenis. Viac-menej sa žiak zameriava na športové aktivity. Použili ste pri riešení postupy vychádzajúce z nejakého konkrétneho prístupu (napríklad Škola bez porazených, Nenásilná komunikácia, Rešpektovať a byť Rešpektovaný, Podpora pozitívneho chovania - PBS, a podobne)? Pokiaľ áno napíšte aký: Rešpektovať a byť rešpektovaný. Kľúčové slova, ktoré popisujú situáciu problematického chovania žiaka/žiakov: Porušovanie pravidiel, emočné výbuchy, vyrušovanie na hodine. Podrobný popis  Situácia sa odohrávala v druhej triede základnej školy, ale toto problémové chovanie je u žiaka pretrvávajúce od prvého ročníka a opakuje sa denne. Žiak má totiž tendenciu skákať do reči triedneho učiteľa, ale taktiež aj do reči svojim spolužiakov, z čoho možno usúdiť, že to častokrát, žiaci nedokážu veľmi pretrpieť. Situácia vznikla na základe emočného výbuchu daného žiaka potom ako druhý študent, žiaka vyrušoval. Začalo to hlasným prejavom nesúhlasu, až do hádky oboch žiakov. Následne žiaci na seba fyzicky zaútočili a snažili sa problém vyriešiť násilím. Taktiež počas bitky na seba útočili slovne, čo v triede vyvolalo nepokoj a triedna učiteľka išla problém hneď riešiť. \f2. Anamnéza žiaka/kov alebo triedy, teda všetko čo je relevantné pre zvolenú situáciu. Žiak žije v ucelenej rodine ale rodičia sa nebránia fyzickým trestom, preto možno predpokladať, že možno aj toto je príčina jeho správania sa k svojim spolužiakom a celkovo v triede. Na praxi som si teda sama mohla častokrát povšimnúť to, ako žiak reagoval na dianie v triede. Chlapec je určite veľmi hlučný, každú jednu myšlienku musel opomenúť, zakričať alebo povedať, aj keď tým napríklad prerušil spolužiaka či triednu učiteľku. Žiak sa nerád prispôsoboval práci s ktorou nesúhlasil, naopak sa veľmi rád zapájal do pre neho zaujímavých aktivít. Taktiež som si mohla povšimnúť, emočné výbuchy u žiaka, kedy buď odišiel sám od lavice a vyšiel z triedy alebo poprípade fyzicky napadol daného žiaka, ktorý ho nejako vyrušil. Tieto fázy sa v priebehu pár dní opakovali viac ráz. Žiak podľa školskej psychologičky nemá žiadnu poruchu učenia, konkrétne nespadá do žiadnej zo zvolených tabuliek a preto nepotrebuje osobného asistenta. Každopádne u žiaka identifikovala náznaky, ktoré by sme mohli rozdeliť do rôznych častí diagnóz. Žiak podáva na niektorých predmetoch silné výsledky a cíti sa silnejší. Pri niektorých ako je konkrétne matematika alebo priestorové videnie, žiak nedosahuje ani určených cieľov, každopádne sa žiak snaží zlepšovať. Trieda celkovo pôsobí hlučne, žiaci v nej sú veľmi energický, za to naozaj šikovní, majú radi hlavne skupinové aktivity v menšom počte žiakov. Každopádne ťažko dokážu udržať pozornosť na hodine, niektorí zo žiakov sa so spomínaným študentom v priebehu hodín, či prestávok, tiež dostávajú do konfliktov a tým väčšinou náš skúmaný žiak vyrušuje celú triedu. 3. Podrobný popis riešenia, najlepšie zachytiť dialóg vedený s žiakom/i a činnosti, ktoré pri riešení prebiehali. Zavolala som si oboch žiakov pri seba, aby sme si ujasnili, že takto sa proste správať nesmú. Ďalej som im povedala, že sa mi takéto správanie nepáči a že konflikty sa takouto cestou neriešia. Každému zo žiakov vždy nechávam priestor na to aby sa v pokoji vyjadrili k danej situácií, najlepšie by bolo aby mu pri tom ten druhý neskákal do reči a mohli sme problém normálne vyriešiť. Táto taktika na nich celkom funguje, aj keď niekedy to proste v kľude vyriešiť nejde. Každopádne vždy sa celkom jednoducho, po tom, ako to celé, to nahnevanie, prešumí, obaja žiaci tomu druhému ospravedlnia. Snažím sa to vždy vysvetliť v pokoji, pretože mi to príde správne a nejaké tresty im nedávam, to mi príde zbytočné, ak by sa to aj náhodou znovu opakovalo. Keďže jeden z nich má naozaj problém neporušovať pravidlá. Zistila som ale že tento spôsob funguje, aj keď to ide pomaly, ale snažím sa. Taktiež sa teda snažím a myslím, že čím je tých konfliktov viac, \ftým horšie mi to ide, používať ale popisný jazyk. Snažím sa popísať, slovne, čo to vo mne vyvoláva, že som z toho smutná alebo, že ma to mrzí, ale niekedy aj ja stratím trpezlivosť. Potom sa keď tak proste odkážem na pravidlá. 4. Výsledok riešenia. Žiaci sa po situácií a po tom ako sa upokojili, ospravedlnili jeden druhému a ďalej sa pokračovalo vo vyučovaní, ďalej sa dokázali spolu rozprávať, poprípade aj spolu bez problémov pracovať, každopádne sa k takýmto nezhodám medzi týmto jedným konkrétnym žiakom, vraciame viackrát denne aj keď problém už vyriešený bol. Z dlhodobého hľadiska by sa dalo povedať, že ostatní žiaci možno aj rezignovali a nevšímajú si to tak, každopádne pri takýchto konfliktoch to triedu celkom upevní a spolu sa tiež snažia problém pri týchto situáciách spolu riešiť aj bez pomoci triedneho učiteľa alebo tak, aby to nerušilo ďalších spolužiakov. Do jaké míry jsem spokojený  V nasledujúcich tabuľkách môžeme vidieť samostatné ohodnotenie učiteľa, v popísanej situácií. Hodnotenie v tabuľkách je určované stupnicou od 1 po 10, pričom 1 je najmenej a 10 naviac. Do akej miery som spokojná s riešením danej situácie? Úplne nespokojná Úplne spokojná 1 2 3 4 5 6 7 8 9 10 Pri tejto otázke sa triedna učiteľka vyjadrila následne skôr na nechuť žiakov danú situáciu riešiť, keby sa žiakom riešiť situáciu chcelo, myslela by si, že im to do budúcnosti dáva viac a ohodnotila by sa kľudne aj číslom 8. Do akej miery som sa zachovala v danom riešení podporujúcim spôsobom pre žiaka? Úplne nepodporujúco Úplne podporujúco 1 2 3 4 5 6 7 8 9 10 \fDo akej miery ste kládli na žiaka primerané nároky? Úplne neprimerané Úplne primerané 1 2 3 4 5 6 7 8 9 10 Kazuistika 2 -- Deskriptívne údaje ku kazuistike - Vek žiaka a ročník: 10 rokov, žiak 3. ročníka ZŠ Pohlavie žiaka: žena / muž Žiak žije: s oboma rodičmi/ iba s matkou / iba s otcom / v striedavej opatere / s iným rodinným príslušníkom / v opatere nevlastných zákonných zástupcov. Problémové chovanie sa opakuje a poprípade uveďte jak často: áno / ne Poruchy chovania: Vyrušovanie na hodine, emočné výbuchy, vykrikovanie, zasahovanie do všetkého, nerešpektovanie pravidiel, skákanie do reči, nerozpoznanie spravodlivosti. Potvrdená diagnóza žiaka/-ov napr.: Podľa školského psychológa, žiaka nemožno zaradiť do tabuliek s diagnózou, každopádne školský psychológ uvádza, že sú tam prvky, akurát to nie je na asistenta. Prospech žiaka – subjektívny pohľad: podpriemerný - priemerný – nadpriemerný Záleží na predmetoch a aktivitách, v niektorých je žiak lepší ako ostatní a v iných zase nedosahuje ani ciele, ktoré majú v triede nastavené. Záujmy žiaka/-ov. Futbal, džudo, tenis \fViac-menej sa žiak zameriava na športové aktivity. Použili ste pri riešení postupy vychádzajúce z nejakého konkrétneho prístupu (napríklad Škola bez porazených, Nenásilná komunikácia, Rešpektovať a byť Rešpektovaný, Podpora pozitívneho chovania - PBS, a podobne)? Pokiaľ áno napíšte aký: Rešpektovať a byť rešpektovaný. Kľúčové slova, ktoré popisujú situáciu problematického chovania žiaka/žiakov: Zvalenie chyby na druhého, Vyrušovanie na hodine, Nepokoj v triede, Podrobný popis V tejto situácií, sa učiteľka zamerala na problém vzniknutý pri hádke v triede, kde nebola prítomná a všimla si ho neskôr. Situácia začala pri hádke dvoch žiakov, kedy sa spolu hádali počas prestávky. Učiteľka tento konflikt prehliadla a všimla si ho neskôr, čiže začiatok celej situácie nevidela a nemohla usúdiť, ktor zo žiakov si vlastne začal. Preto sa opýtala aj iného žiaka, ako vlastne celá situácia prebehla, žiak bol na strane vinného žiaka a tak si ho zastal, aj keď nepravdivo kvôli nenarúšaniu priateľstva. Triedna učiteľka teda vyhrešila slovne žiaka, ktorý za vzniknutú situáciu nemohol. Krivo obvinený žiak bol smutný a moc nechcel komunikovať, bolo teda zjavne vidieť, že celú túto situáciu nezvládal úplne dobre. 2. Anamnéza žiaka/kov alebo triedy, teda všetko čo je relevantné pre zvolenú situáciu. Trieda má vďaka určitým pár spolužiakom problém v celej skupine spoločne pracovať. To samozrejme deti rozčuľuje, niektoré sa to snažia nevnímať, iné na to hlasno reagujú, niektorí sa snažia celú situáciu riešiť s dotyčným žiakom a tým, že mu dohovárajú a podobne. Celá trieda preto pôsobí hlučne, priam až zbesilo, kedy ani upozorňovanie žiakov zo strany učiteľa nepomáha. Deti sa snažia si teda svoje konflikty častokrát riešiť po svojom, či už krikom a niekedy aj násilím, hlavne pri chlapcoch. Žiaci majú taktiež problém s udržovaním pravidiel v triede, či už sa jedná o skákanie si do reči alebo do reči triednej pani učiteľky. Pobehovania v hodine, rozprávaním sa alebo nezvládnutou koncentráciou počas výuky, kedy sa radšej medzi sebou zabávajú. \f3. Podrobný popis riešenia. Stala sa mi taká vec, že som nebola v triede, keď sa začali dvaja študenti hádať. Prišla som neskôr, hádka bola v plnom prúde. Zastavila som túto hádku s tým, že som si zavolala ďalšieho žiaka, ktorého som poprosila aby mi situáciu objasnil. Žiak si svojho kamaráta zastal, o čom som ja vlastne najprv nevedela a tak som neprávom obvineného žiaka ešte vyhrešila. Keď som vlastne po čase postrehla, to ako je vlastne ten žiak z toho smutný, usúdila som že som ho naozaj vyhrešila neprávom a on sa iba bránil. Ono, keď s tými deťmi trávite celé dni, postupne si všímate ako reagujú na niektoré situácie. Nechala som si to celé prejsť hlavou, zistila som, že som si nedostatočne zistila informácie, a mohla som tomuto celému predísť, keby som sa opýtala viacerých detí. Dodatočne som tento problém vyriešila teda tak, že som sa krivo obvinenému žiakovi ospravedlnila a povedala mu, že ma to veľmi mrzí. 4. Výsledok riešenia. Výsledok riešenia mal skôr dlhodobý dosah na učiteľa, z časti zisťovania si informácií. Pani učiteľka si svoju chybu uvedomila, snaží sa takýto situáciám predchádzať a vyvarovať, aby znovu nenastali ďalšie konflikty podobného typu a nechcene nemusela obviniť žiaka, ktorý za vzniknutú situáciu nemohol. Riešenie malo samozrejme vplyv aj na žiakov triedy, pretože im bolo spolužiaka ľúto a bolo im nepríjemne z toho, že si ho nezastali, keď mali tú možnosť. Aj táto nie dobre zvládnutá situácia, teda ale vzbudila u žiakov potrebu po spravodlivosti voči inému. Do akej miery som spokojná s riešením danej situácie? Úplne nespokojná Úplne spokojná 1 2 3 4 5 6 7 8 9 10 Tak isto ako pri predchádzajúcej odpovedi, nám bolo vysvetlené, že keby častejšie deti chceli dané konflikty riešiť, bolo by to pre nich užitočnejšie do života a pani učiteľka by som ohodnotila číslom 8. \fDo akej miery som sa zachovala v danom riešení podporujúcim spôsobom pre žiaka? Úplne nepodporujúco Úplne podporujúco 1 2 3 4 5 6 7 8 9 10 Do akej miery ste kládli na žiaka primerané nároky? Úplne neprimerané Úplne primerané 1 2 3 4 5 6 7 8 9 10 Vyjádření studenta k dané kazuistice (++ a --): Co je pro mě inspirativní, co bych ocenil? Inšpirujúce pre mňa na celej praxi, a nie len na kazuistike, bolo vidieť naozajstné dianie v triede. Táto trieda ako už som písala predtým nie je vôbec pokojná alebo tichá. Inšpirujúca bola pre mňa hlavne pani učiteľka, ktorá na to, že nemala veľa", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/326", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was my 5th lesson that day. It was a natural history. I had a headache since morning, so I wasn't in a very good mood, even though I tried not to show it. The first 15 minutes of the class passed quietly. The students wrote the test and no one interrupted. Subsequently, I began to discuss a new material. After a few minutes I had to reprimand the student because he put his feet on the bench and didn't have a notebook and textbook ready on the table, after a while I had to reprimand him again because he was telling something to his classmate, he stopped for a while and then started again.\n\nSituation (Anamnesis):\nThe student attends the 9th grade of elementary school. He grew up in a complete family, but about a year ago his parents divorced. He is now in alternating care. He has 2 younger brothers. Now he is in his teenage years, so he tries to draw attention to himself in every possible way and tries what he can afford.\n\nTeacher Intervention (Solution):\nWhen I had to admonish the student for the third time, my nerves snapped and I started shouting at him that I had enough and that he should kindly look and realize that he is at school and I sent him out the door saying that when he calms down, let will come back.\n\nOutcome:\nAfter about 5 minutes, when I calmed down, I went to get him to go back to class. He was silent and attentive for the rest of the hour. In the long run, however, it had no great effect. I realize that I should not have lost my temper and handled the situation better.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nHobbies: Žák hraje fotbal, ale hodně času také tráví u počítačových her.\nDisorders: Rušení výuky,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "326", "student_age_year": "14 let, 9. třída", "student_hobbies": "Žák hraje fotbal, ale hodně času také tráví u počítačových her.", "student_diagnoses": "", "student_disorders": "Rušení výuky,Nepracovitost", "teacher_approbation": "magisterské, aprobace chemie a přírodopis", "teacher_practice_years": "12 let", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/300", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher, who willingly agreed to an interview on the topic of problematic behavior, describes one of her first experiences with classroom management, which she encountered only a few years after studying at the Faculty of Education. The whole problem started practically immediately after the beginning of the school year, when the teacher was assigned to the class list at the primary school, and she begins her description with the words: 'When I was sorting out the class list, there was a boy who behaved absolutely atypically...' It was an eleven-year-old pupil, whose behavior surprised both the young teacher (she herself says that after the end of her studies at the university she was 'downright naive') and the rest of the teaching staff. Before the start of the new school year, neither the teacher nor anyone else received information that anyone in her class should have any confirmed diagnosis of PPP, she only learned that the boy was supposed to be exceptionally gifted in languages. Everyone found out soon after the start of the school year that this was not true. 'The child was behaving absolutely atypically, so within two weeks we got the feeling that the child really had some sort of disorder...'\n\nSituation (Anamnesis):\nAs the teacher describes, the student hit his head against the wall, hit the bench, kicked the ground, etc. He destroyed his things and hurt himself, for example, he took a notebook and hit his head with it. Relations with other students were of course unfavorable after such reactions, especially after situations when classmates \"violated\" his territory in any way - for example, if someone touched his desk, first the student \"scolded\" him not to touch it, then he himself started thrash. And if he felt even more threatened, and this happened when someone touched him directly, he was also aggressive towards those around him - he was able to punch or forcefully push a classmate (the teacher even uses the term 'throw') and more than once it happened that he caused injury to a classmate. What is most striking is the fact that this 'paper language gifted' boy had no other documents to inform the school about his behavior. The teacher only learned about the boy's problems in his previous schooling, which went so far that he had to change schools several times in the first grade. However, in cooperation with the educational advisor and other, more experienced colleagues, the teacher herself diagnosed the student as suffering from Asperger's syndrome before the official examination. Thanks to this timely finding, she was then able to work appropriately both with the student himself and with the entire class. The teacher describes that a prominent manifestation of his behavior, which led pedagogues to the idea of this disorder, was his tendency to fully and unconditionally follow rules and regulations. But when the student punched a classmate, he completely pushed the situation out of his mind and acted as if it hadn't happened, because he knew he shouldn't hurt anyone.\n\nTeacher Intervention (Solution):\nThe teacher tried to work with the boy from the beginning because she realized how burdensome and in many cases even threatening his behavior was. That's why she invited the parents to school, tried to talk to them about these problems, but they were not willing to talk about any of their son's problems. They still referred to the guidance counselor and the teacher to the psychological conclusions they had about their son. Therefore, the teacher did not hesitate and invited a psychologist who was behind these conclusions. In addition to the fact that the boy was not particularly gifted in languages (according to the teacher, he was rather below average in languages), the psychologist stood by his opinion that the student is a very gifted boy who is not understood by those around him, and that is why he is sometimes angry. When asked if he was doing anything about his anger during their regular sessions, the psychologist replied that he 'hasn't tried it yet and will think about it'. The solution through an expert, who, as it later turned out, was also a close family friend, was not successful, and therefore the teaching staff decided to try to take the situation into their own hands. It all started first with the teacher and her work with the class, to whom she had to explain how things were. She spoke to the whole class, explaining why some people behave this way and others differently: 'I had to tell them that just as someone is born blind, someone is also born with a disorder of this social behavior... but the children had it explained to them , it got better and better, they knew they couldn't touch his bench, but they knew that the boy didn't have privileges, but that he had this disability. And the children understood it, I really succeeded, this was probably the biggest problem...' Thanks to this approach, the number of incidents between the student and other students was significantly reduced, because the whole class was informed about how to talk to a classmate, how to behave towards him in such a way as not to give him a chance for inappropriate expressions. Of course, it was also necessary to talk to the student himself: 'I talked to him all the time, and thanks to the fact that he was very communicative, he was able to describe what bothered him, why it bothered him, how far he could control himself and where he couldn't, so we were somehow putting it together.' The bigger problem was working with the parents - convincing them that there was a problem they couldn't admit. After more than four months of work, meetings, discussions, phone calls, the teacher really managed to convince them to solve the problem. At first, the parents (both university-educated) focused on the professional literature that dealt with these behavioral disorders, and thanks to it, they had their son examined themselves.\n\nOutcome:\nThe results of the examination had been known to the school for a long time - a severe case of Asperger's syndrome. Thanks to this education, the consistent action and influence of the teacher, the student (now officially diagnosed) was assigned an assistant, 'who was absolutely amazing, practically invisible during the lesson, and at the same time in charge of everything,' the teacher assesses the greatest result of her efforts. At the same time, the teachers managed to make the pupil talk more, teach him to communicate with classmates (previous schools, on the other hand, ordered classmates not to talk to the pupil), and even gave him a certain self-confidence and reduced his fear of a new environment when he then transferred to another school for other reasons. The teacher adds that after four years the student was more mature, more communicative and less fearful. 'So we did it, it was amazing,' he adds towards the end of the interview.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída (prima na víceletém gymnáziu)\nHobbies: Zajímal se o zeměpis, zejména o všechny možné mapy, a dále byly jeho vášní ponorky.  Použil učitel při řešení postupy vycházející z nějakého konkrétního přístupu  například Škola bez poražených, Nenásilná komunikace, Respektovat a být Respektován, Podpora pozitivního chování – PBS, a podobně)? Pokud ano napište jaký   Ne     Klíčová slova  Aspergerův syndrom, agresivita, nespolupracující rodina    1.\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Selfdestructive behaviour\nSolutions Applied: Support, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "300", "student_age_year": "11 let, 6. třída (prima na víceletém gymnáziu)", "student_hobbies": "Zajímal se o zeměpis, zejména o všechny možné mapy, a dále byly jeho vášní ponorky.  Použil učitel při řešení postupy vycházející z nějakého konkrétního přístupu  například Škola bez poražených, Nenásilná komunikace, Respektovat a být Respektován, Podpora pozitivního chování – PBS, a podobně)? Pokud ano napište jaký   Ne     Klíčová slova  Aspergerův syndrom, agresivita, nespolupracující rodina    1.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské – pedagogická fakulta, obory matematika a chemie", "teacher_practice_years": "31", "problems_annotated": "Diagnosis, Physical aggression, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "2", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/745", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the very tense situations that the student prepared for us was once at the beginning of the lesson, right after the bell rang, when everyone was already sitting in their seats, but the teacher had not yet arrived. The student had a large, two-liter bottle of Coca Cola, which he unscrewed, drank, and left the open bottle on the bench. Then he 'accidentally' snorted it, the bottle tipped over and everything started pouring out, which he just watched and didn't even try to pick up the bottle. A huge puddle was spilling on the ground, all the briefcases within reach were suddenly soaked with Coke. The children squealed, jumped and tried to save their things. Most of the children rushed for paper towels and quickly tried to prevent the flood from spreading further. He just stood and washed himself. I grabbed him by the shoulder and pushed him towards the puddle and told him to hurry and help clean up. He started yelling at me that I attacked him and that he was going to complain about me. He refused to participate in the cleanup and just watched with a smile. It should also be noted that this is not the first time he has done this. 'Accidentally' spilled drinks happened to him more often, even though I repeatedly warned him that he should close the bottle again immediately after drinking. However, he always reacted with irritation and insolence.\n\nSituation (Anamnesis):\nThe student lived in a joint household with his mother and grandmother, he was an only child. Both spoiled him very much. They let him hang around the housing estate and, according to reports from classmates living in the same housing estate, he committed vandalism. He destroyed bells, the elevator and polluted the common areas. He also often attacked smaller children. In the classroom, he mostly only allowed himself to girls, pinched them, twisted their arms, pulled their hair and insulted them. No comments were effective because the mother and grandmother uncritically defended the student in all circumstances.\n\nTeacher Intervention (Solution):\nThe class teacher wrote a note to the student and talked to him about it, however, there have been many such notes and interviews with absolutely no results. The mother has also been to the school several times, but this also did not lead to anything, because the mother claims that the pupil is good and without conflict, that it is a misunderstanding, or that it is the fault of his classmates who bully him.\n\nOutcome:\nUnfortunately, we didn't actually solve anything, so certainly not successfully. The boy did not improve in any way in his behavior. I no longer work with this student. I'm at a different school, so I don't know how they proceeded with him. It was suggested that he go to the school psychologist, but I know that we encountered resistance, that he does not want to go to the psychologist, that the children would laugh at him.\n\nStudent Profile:\nAge/Year: 11let    5. třída\nHobbies: Žádné\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "745", "student_age_year": "11let    5. třída", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1206", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen the student left school, after inspecting his workplace, I found that he was leaving the school without a tidy area of his previous work, and although he already had his briefcase on his back, I asked him to clean it. I watched his consistency and self-control when he left school. The student did not respond to my instructions and let me know that leaving school was the main thing for him now. A verbal argument took place between us and he still did not respond to my instructions. I tried to stop him from leaving the school and grabbed his shoulders. The student could not stand the weight of the situation and started kicking me in the lower parts of the limbs, laid down on the ground, started screaming loudly and had a hysterical fit. I responded to his behavior by calling a colleague and we secured the area of the incident so that he could not injure himself. After about half a minute, the boy assessed the situation, found out that my colleague and I were both in the area of his seizure, and when the colleague asked him what happened, he burst into tears and told me intermittently that I attacked him. When I described the situation again in front of my colleague, the student claimed that it was not the case, that I had used disproportionate behavior against him. After five minutes of being in the school, the pupil calmed down and, as if nothing had happened, he left under the guidance of a colleague to calm down in his place.\n\nSituation (Anamnesis):\nThe boy lives in a dysfunctional family, the mother is a single parent, has problems with occasional drinking of alcoholic beverages, without alcohol she is friendly, perceives her difficult life situation, tries to correct her behavior. The boy rarely sees his father, the court has ordered alternating care in the family. The father is minimally interested in the boy, he is not able to give him a proper parental role model. As part of his behavior towards other classmates, the boy has a shorthand behavior, he is emotionally unbalanced and unstable. He is not forced to obey at home, his mother does not pay for him, it stems from this that he does not want to obey authorities at school either.\n\nTeacher Intervention (Solution):\ntried to verbally guide him and help him manage the situation, I saw from the beginning that the situation could escalate, however I did not expect this result. My arguments are like: 'Come on, I'll help you manage it, it won't take you long, you'll definitely clean up after yourself at home too. What will your mother forbid you if you disobey her?' didn't take into account. All this led to his stubbornness and inability to handle the situation and cooperate with me.\n\nOutcome:\nThe situation was resolved by his cooling down and, I believe, positively also by the arrival of my colleague. His behavior surprised us after 5 minutes of the incident, when he was able to absorb our arguments and do his work as originally desired. The day after the incident, he behaved towards me in a normal, friendly manner, if I asked him to do other work and tasks that week, he had no problem with it. The day after the incident, I informed the mother about the situation and, with the help of a colleague, we convened a meeting with the mother on the appointed date. She herself was 'surprised' by her son's behavior, she did not learn the information about the incident from him on the day in question and was thus exposed to a 'new' situation. A colleague who participated in the incident was present at the meeting, the mother was advised to visit the PPP with a possible examination considering the causality of her son's behavior. Minutes were taken of the entire meeting, which the mother signed and agreed with the conclusions. The subsequent examination in the PPP showed the fact that the level of the student's mental abilities is at the upper limit of below average, so he does not manage these personality situations in relation to himself or the other classmates in the class. His behavior is impulsive and he is not aware of overstepping his boundaries in everyday life. In the course of the next two months, which were left until the end of the semester, his handling of the situations stabilized, he only had to remind himself of what had happened, what he had gone through, and it is true that since then he had no other conflict of a similar type. I watched his behavior and tried to improve the conditions of his work at school so that he would not have to repeat this moment in his life. It was clear to me that the student needs to experience success rather than disappointment, which I thought was essential for his further development in life.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Sport, turistika\nDiagnoses: ADHD,Agresivita,Porucha chování\nDisorders: Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1206", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Sport, turistika", "student_diagnoses": "ADHD,Agresivita,Porucha chování", "student_disorders": "Emoční labilita", "teacher_approbation": "Magisterské vzdělání – aprobace Učitelství pro 1.stupeň", "teacher_practice_years": "22 let", "problems_annotated": "Emotional outbursts, Physical aggression, Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1398", "content": "TEACHING CASE STUDY\n\nBackground:\nhad to deal with the problem that a student verbally and physically attacked some of his classmates during recess. It was an ethnically motivated conflict, the pupil is from an ethnic minority. He defended himself by saying that they had been cursing him and taking things from him for a long time. The accused classmates countered that their classmate from the same ethnic minority verbally provoked and threatened physical assault.\n\nSituation (Anamnesis):\nThe class collective is quite cohesive, only sometimes there is a problem with the aforementioned pupil from the same ethnic minority who has only partially integrated into the collective. From my point of view, it's not just his fault, it's something he still needs to work on.\n\nTeacher Intervention (Solution):\nWe resolved the conflict in the director's office with the entire group and individually. Individually due to the fact that the pupils were constantly jumping into each other's conversation.\n\nOutcome:\nThe outcome of the solution is uncertain. Couldn't find out who started, who responded. From my point of view, this is a long-term problem, perhaps even outside the school, because the students live in the same city. In the future, the actors tried to ignore each other.\n\nStudent Profile:\nAge/Year: 12\nHobbies: sport, počítačové hry\nDiagnoses: Porucha chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1398", "student_age_year": "12", "student_hobbies": "sport, počítačové hry", "student_diagnoses": "Porucha chování", "student_disorders": "", "teacher_approbation": "Z, Př", "teacher_practice_years": "15", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1322", "content": "TEACHING CASE STUDY\n\nBackground:\nEven when I got this class as a class teacher, I knew that there was a problem student in it. It's been going on with him for the whole first grade. Right at the beginning of the school year, the student had problems with working in class and completing homework. He didn't have things ready in class, he often didn't work in class, he didn't take notes... There were various comments when he 'didn't want to', he didn't do anything. Often, when something didn't go well for him, it wasn't to his liking, he didn't want to, so he simply cursed. During distance learning, he participated in online classes. He was not actively involved in the lessons, he had problems completing tasks within the set deadlines. The submitted assignments were not always thorough and he did not make an effort to correct the mistakes. He didn't turn in some assignments at all. After returning to school after distance learning, we observed a kind of restlessness and nervousness in the student, which manifested itself in the fact that the student was constantly tapping, banging, pacing back and forth and was unfocused. He also started banging the desk, the wall, kicking something, scribbling on the desk, digging into the desk... He crumpled and tore up the math paper. The pupil says 'I'm not going to do that, I can do that..., that's on...' There was also an incident between the pupil and a classmate during the break. A classmate mocked him for not being good with a 'mouse'. The student took the classmate's briefcase, dumped it on him and started stomping on his things. He stomped on his apple and broke the ruler. This reaction occurred when the pupil was unable to do something in the PC lesson. I spoke to the student myself. I took him to my office, first separately, then with another classmate. We came to a conclusion where they apologized to each other, made peace and shook hands.\n\nSituation (Anamnesis):\nThe student's parents were informed about everything and we discussed everything. The student was sent to PPP after an interview with his parents. He was diagnosed with conduct disorder with suspected ADHD. SVP recommendation – preventive-educational stay.\n\nTeacher Intervention (Solution):\nThe suggestion to improve the pupil's psyche was placement in the SVP for a six- to eight-week preventive-educational stay. In the end, it happened and he really completed this stay. After returning to school, the student behaved really differently. I also asked his classmates if they perceived a change in his behavior and they all agreed unequivocally.\n\nOutcome:\nCurrently, it is about two months since the student returned from his stay and I must say that they have done a lot of work with him. The student is waiting for a control examination in PPP. Based on the information we have, the student and I try to resolve everything as calmly as possible. With the children in the class, we work on relationships within the classroom hours as well as in other lessons. A teacher's assistant was also recommended, which should be resolved at the beginning of the next school year.\n\nStudent Profile:\nAge/Year: žák na 2. stupni (6.-9.třída)\nHobbies: Individuální sport\nDiagnoses: ADHD,Problematické chování\nDisorders: Neuposlechnutí,Nepozornost,Nesoustředěnost,Vulgární vyjadřování,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1322", "student_age_year": "žák na 2. stupni (6.-9.třída)", "student_hobbies": "Individuální sport", "student_diagnoses": "ADHD,Problematické chování", "student_disorders": "Neuposlechnutí,Nepozornost,Nesoustředěnost,Vulgární vyjadřování,Agrese", "teacher_approbation": "vysokoškolské -titul Mgr., aprobace tělesná výchova, občanská výchova", "teacher_practice_years": "27", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1213", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the classroom was as follows: I was relatively short after finishing my studies, about a year, and I started teaching in the third grade of elementary school. A pupil who lived only with his mother also attended the class, never talking about his father. Once, it was right at the beginning of the school year, I noticed that the student didn't have things ready for class again, and while checking his homework, I found out that he hadn't worked it out. I warned him to prepare things for class before class and not to forget his homework. However, this time the student completely ignored my reminder and only after the third reminder did he prepare his things for class, sat in the desk offended and refused to work. After a strong warning, he even started walking around the class, disturbing other students and shouting loudly.\n\nSituation (Anamnesis):\nThe student suffered from a behavioral disorder, specifically ADHD. He was unfocused, did not properly prepare for lessons, did not listen, copied and even interrupted during lessons. Most likely, his behavior was influenced by family problems.\n\nTeacher Intervention (Solution):\nGiven that I only had a short teaching experience and that I had never met such a problematic student, I tried to solve everything calmly from the beginning and only by agreement in class. Since the negotiation didn't help, I thought it might be more appropriate to speak to him more forcefully and possibly threaten him with a note. However, threats only helped for a short time. I contacted his mother, but she only confirmed to me that she cannot handle her son alone.\n\nOutcome:\nrealized that I could not handle the situation and that it would be necessary to approach the student differently. I read the publication and be. I called the student into my office and tried to explain to him that his behavior bothered me, I explained to him that if he were in my place, he would also be bothered by such behavior. I also wondered why he was acting like that. I asked about his hobbies and his friends. From the beginning, the student was closed to me. He hardly communicated with me. I realized that the breakup of the family has a very negative effect on the student. The mother had no time for her son and the father was not interested in her. I advised the mother to pay more attention to her son. From the beginning, I was glad that the student stopped interrupting at least during the lesson. In his case, I gave up the remarks and threats. I solved any problems by agreement outside of class.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída ZŠ\nHobbies: Pouze krátkodobé zájmy  cca na dva týdny) - basketbal, parkur. Obvykle žádné.\nDiagnoses: ADHD\nDisorders: Lhaní,Podvody,Neuposlechnutí,Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Disrespectful communication, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1213", "student_age_year": "10 let, 4. třída ZŠ", "student_hobbies": "Pouze krátkodobé zájmy  cca na dva týdny) - basketbal, parkur. Obvykle žádné.", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Podvody,Neuposlechnutí,Nespolupráce", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ, speciální pedagogika, titul Mgr.", "teacher_practice_years": "17", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "Failure", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/574", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 15 let, 9.třída (2.stupeň ZŠ)\nHobbies: sport\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "574", "student_age_year": "15 let, 9.třída (2.stupeň ZŠ)", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "Mgr. – Vko, ČJ, Dě, výchovné poradenství", "teacher_practice_years": "25 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/504", "content": "TEACHING CASE STUDY\n\nBackground:\nThe girl - mulatto - born in the Czech Republic, went to the same class from the 1st grade, but precisely because of her skin color, she stood out and was the target of ridicule from classmates and peers from parallel classes. As they got older, the intensity of the attacks escalated – first the students started with taunts and verbal insults, inventing inappropriate names and wannabe jokes, later it moved to taking the girl's belongings, hiding them, pulling her hair and sniffing. The longer it went on, the more and more classmates packed in.\n\nSituation (Anamnesis):\nGirl - relatively unproblematic, more lively, likes to draw attention to herself, studies average, father came from South Africa (dark skin color), mother is white, there was never any problem with parents in terms of communication.\n\nTeacher Intervention (Solution):\nDuring class, I was visited by the father of a girl who complained to him that her classmates were verbally attacking her, taking things from her, sniffing her and making her feel uncomfortable. Mainly it is repeated and it is a long-term problem that needs to be solved before it escalates into something bigger. I agreed with that, I supported him, that we are trying to direct the pupils, and my father surprised me with a proposal to solve the situation. He offered to come and give a lecture about South Africa and life there. I liked this idea very much, then we discussed the technical equipment and the date. We agreed that my father would send me a pre-prepared program in bullet points a week before the lecture, so that we could possibly consult whether these are suitable topics for 3rd year primary school pupils. Everything was perfectly fine.\n\nOutcome:\nThe children were enthusiastic about the lecture and didn't even hesitate. They sat on the chair as if transfixed and literally swallowed every word. I hardly had to intervene. The end of the lecture was concluded with a standing ovation. I had a very good feeling about it and it was great that the class bonded over it. I observed it long after, and it lasted until the 5th grade, when I was still in their class. From time to time, the students 'joked' with each other, but never extremely inappropriately, and the girl herself also took it in stride.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: Malování, hudba, čtení\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Agreement, conversation\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "504", "student_age_year": "8 let, 3. třída", "student_hobbies": "Malování, hudba, čtení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Český jazyk, dějepis", "teacher_practice_years": "17", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Agreement, conversation", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/919", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter the pupil's arrival at school, the other children began to notice some of his peculiarities. He had to follow the schedule and plan of any activity 100%, in class he only walked along his fixed routes between the desks and repeated the same sentences over and over again. When something was different, he was very nervous and upset. A group of boys started mocking and attacking him for this, he fought back and often a fight broke out. This situation was repeated several times, until the pupil's parents asked for a session with his class teacher and teaching assistant.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nThe class teacher, her assistant and the pupil's parents gathered for the session. They agreed that there would be a communicative circle in the school, where each child would be able to say what he liked and what he didn't like. There will also be an agreement with the pupil, witnesses and the boys who attacked him. The parents should then talk to the student and explain to him that he should not allow himself to be provoked, and that if there is a problem, he should go to the teacher or her assistant so that the problem can be solved on the spot. After the implementation of the solution, there should have been another meeting in order to reflect on the solution and possibly agree on the next steps.\n\nOutcome:\nThe aforementioned solutions were implemented. It turned out that most of the children in the class did not like what was going on in the class. It was explained to the boys who attacked the pupil that he was not to blame for his differences and did not understand why they were doing this to him. They were also told that if the problem continued, more serious disciplinary action would have to be taken. In the end, it all turned out well, the bullying of the student stopped and the children in the class finally got used to his differences and accepted him among them.\n\nStudent Profile:\nAge/Year: 11, pátý\nHobbies: Počítačové hry, vlaky\nDiagnoses: Porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "919", "student_age_year": "11, pátý", "student_hobbies": "Počítačové hry, vlaky", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "", "teacher_approbation": "Mgr., První stupeň ZŠ", "teacher_practice_years": "13", "problems_annotated": "Bullying", "problems_possible_annotated": "Emotional outbursts, Physical aggression, Verbal aggression", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/468", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was unmanageable all day. After the class was over, I was still doing some homework in the classroom when a noise started coming from the toilets. I went to look there and I came across a student with a classmate and a complete flood around.\n\nSituation (Anamnesis):\nThe student is very dominant in the class. He has the admiration of other male and female classmates. They try to bypass the system at all costs.\n\nTeacher Intervention (Solution):\nNaturally, my accusation fell on the student and I immediately shouted at him and blamed him for the whole situation. I didn't pay attention to his explanation.\n\nOutcome:\nAfter the situation was explained to me, I apologized to him. Since the student is not used to apologies from his family, he immediately burst into tears and needed some time alone to manage his emotions. However, it did not affect his behavior in the future.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: fotbal\nDisorders: Neposlušnost,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "468", "student_age_year": "6 let, 1. třída", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "Neposlušnost,Manipulace", "teacher_approbation": "VŠ, učitelství pro 1. stupeň", "teacher_practice_years": "3", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/322", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerned three pupils from one class who attended the 7th year of primary school, where the teacher teaches Czech language and Art Education. One of the pupils had no conflicting behavior, he was completely problem-free in class and during breaks. The other two pupils had more problematic behaviour, being disruptive during some lessons, but creating more problems during breaks when they got into fights or had fun damaging other people's property or the school. The selected situation took place outside of class, when two classmates took their classmate's classic paper schoolbook and threw it behind the school lockers in the locker room. The student book was not found until the end of the school year. There were 25 children in the class, mostly boys.\n\nSituation (Anamnesis):\nDuring the resolution of this conflict, the teacher got into a conflict with the mother of one of the two culprits, so I would like to include some information about this student. The student came from an incomplete family, lived with his mother and had no siblings. At the time of the conflict, the mother had just gone through a breakup with her partner. The student had no behavioral disorders and no confirmed diagnosis. His grades were very good, so he had no problem with grades. He was able to succeed in class and had friends with whom he also spent his free time. His extracurricular activities included playing chess, he also attended a chess club and enjoyed playing computer games.\n\nTeacher Intervention (Solution):\nAfter the school book was found, a class lesson was organized, where the culprits finally confessed. Subsequently, the teacher got in touch with the parents of the two pupils, where she explained what had happened and wanted to arrange a personal meeting. One family contacted was of course on their son's side, but had no problems arranging a meeting. The second mother contacted was already extremely outraged on the phone by what the teacher claimed. The mother forcefully raised her voice during the call and spoke in a very inappropriate manner. She kept defending her son with the line: 'Our son would never do that!'\n\nOutcome:\nThe whole situation with the mother continued. She filed a complaint against the teacher to the founder of the town district and later to the regional office. For half a year there were trials and problems surrounding it, but thanks to the great support from the principal and the help of parents from the class who wrote a letter to the regional office, everything was resolved. Since this case, all communication with the parents on the part of the teacher is only through emails or directly in person, because the parents cannot turn it against her. The boy transferred to the gymnasium in the next year.\n\nStudent Profile:\nAge/Year: 7. ročník\nHobbies: Šach, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "322", "student_age_year": "7. ročník", "student_hobbies": "Šach, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské štúdium, Český jazyk, Výtvarná výchova", "teacher_practice_years": "28", "problems_annotated": "Physical aggression", "problems_possible_annotated": "Violation of classroom/school rules, Verbal disruption of lessons", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/6", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I started teaching 6th grade, I knew right away that there was going to be a problem with one student. He came to school wearing a leather jacket with a skull pendant and tattered jeans. At first I didn't judge him for it, but that changed when other problems arose. He missed classes quite often and when I caught him riding his bike with his friends near the school building, I took a picture of him. But all this did not matter when the supervisor caught him trying to sell cigarettes to others in the corridor. I'm quite surprised that he made it to the 8th grade.\n\nSituation (Anamnesis):\nHe lives alone with his father, who seems to drink a lot. He often complains that he doesn't care about class and how much he could get done if he didn't have to sit here. The class seems to have gotten used to him. Some of the students imitate his behavior, others avoid him.\n\nTeacher Intervention (Solution):\ndidn't know much about him. I was a little afraid of what would happen if I let such a student pass. I waited at class meetings for his father, but he never showed up. When I called him, he agreed to the meeting, but he either said he didn't have time or simply didn't arrive and didn't pick up the phone. I went to talk to the other teachers about it and they told me that they would try to make sure he didn't sell cigarettes, but that we probably wouldn't do much with him and that I should leave him alone as long as he got the grades for it.\n\nOutcome:\nI was so sorry for what was happening to him, but I wasn't sure what to do when a parent wasn't responding to phone calls. With a lot of effort on my part, he managed to get the grades to get into 9th grade. I later learned that in the 9th grade they found drugs on him and kicked him out of school.\n\nStudent Profile:\nAge/Year: 15 let, 8 třída\nHobbies: Jízda na kole, fotbal\nDisorders: Cigarety,Absence,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Attendance problems\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "6", "student_age_year": "15 let, 8 třída", "student_hobbies": "Jízda na kole, fotbal", "student_diagnoses": "", "student_disorders": "Cigarety,Absence,Nevhodné chování", "teacher_approbation": "Mrg. Třídní učitelka (český jazyk, matematika)", "teacher_practice_years": "22", "problems_annotated": "Violation of classroom/school rules, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1296", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerned a case of hidden truancy, which the child's mother did not want to deal with through the school. It all started during online classes, when it became clear that the student was not logging in to classes. After an agreement with the mother, we counted 60 unexcused hours. When he moved on to second grade, he continued to avoid school, citing various pains that his mother excused and had investigated as psychosomatic. In the end, we agreed that his mother would accompany him to school. She also brought him to the zero physical education lesson, but he did not show up for the lesson itself and disappeared from the school.\n\nSituation (Anamnesis):\nThe student was in the 5th year of primary school, rather introverted, phlegmatic, non-conflict and raised only by his mother. His academic average was average to above average.\n\nTeacher Intervention (Solution):\nAfter finding out that the student not only does not go to school, but also escapes from it, we contacted the mother. Classmates told us that they see him active in online games. The mother returned home to find her son playing computer games. We assumed he might be addicted to gaming. Nevertheless, his mother excused all his absences. We have reported the situation to the appropriate place. We met the mother several times and she claimed that the son does not feel good at school because his classmates laugh at him. However, we knew that during the breaks he felt good and had fun with his friends.\n\nOutcome:\nFrom our point of view, the case has not been solved. The mother constantly apologized to her son and could not admit the seriousness of the problem. Finally, she enrolled him in a private school, where he transferred during the semester.\n\nStudent Profile:\nAge/Year: 12 let; 5. ročník ZŠ\nHobbies: Počítačové hry\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1296", "student_age_year": "12 let; 5. ročník ZŠ", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "Titul Mgr.; občanská výchova, tělesná výchova, výchovné poradenství", "teacher_practice_years": "31", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/548", "content": "TEACHING CASE STUDY\n\nBackground:\nIn this particular class, I was assigned to a student with health problems. As it is nothing serious or something that requires my continuous assistance, I help the teachers in teaching the other students. The student who causes me the most problems is the one I will call the student in this case study. This student refuses to cooperate in class and does not respond to calls from either the teacher or me as an assistant. He does not bring his tools to class and relies on others to lend them to him. However, they began to reject it, because he either destroyed or did not return these borrowed things. It often happens that his behavior disrupts the entire planned and pre-prepared lesson. This will prevent the peaceful course of teaching. During breaks, the problems with the student continue because he likes to provoke conflicts with his classmates, enjoying their helplessness because he is physically bigger than the others and has the upper hand over them. As an example, I would cite a situation where a student took a classmate's case without permission during a break, threw it on the locker and taunted him that he couldn't reach it because it was too high. This classmate got angry and they started fighting. The student, as he was bigger, managed to overpower his classmate. He cried and went to tell the teacher.\n\nSituation (Anamnesis):\nAlthough the student lives with both parents, the father is very busy with work and often goes on long business trips abroad. Practically only the mother takes care of the boy, who is the only one in contact with the school. The student has two younger siblings who attend kindergarten. The mother goes to work and has no time for the student. In the place of residence, the pupil spends time with a group of problematic peers and spends his free time either on the street or in shopping centers. The only meaningful use of his free time is in the canoeing club, where we know that he behaves in accordance with the rules, because otherwise he would be excluded and he does not want that. At the same time, he goes to a club where social (board) games are played, where he also causes conflicts and does not follow any rules. He had already been warned that he might be expelled from the circle, so he improved his behavior a bit, if only for a short time.\n\nTeacher Intervention (Solution):\nWe dealt with this situation in the same way as all other conflicts that arise due to the student in the class. He got a note and the teacher talked to him about how to behave properly. The problem is that the student completely ignores these notes. Of course, the class teacher repeatedly contacted the parents as well. The student's father is not interested in the situation because he is very busy with work. Only the mother is in contact with the school. However, she does not admit that her son behaves inappropriately. She claims that the conflicts are caused by classmates and her son is just defending himself. He is said to be mocked and bullied by his classmates. We have tried to explain to her that it is the other way around, but she refuses to accept it as fact. He can use an anti-stress ball to de-stress and calm down in class for lessons. If he is too disruptive in class, I (the assistant) go for a walk with him in the corridor. During the breaks, I try to communicate with him and constantly monitor him in order to prevent possible conflicts in the bud.\n\nOutcome:\nIn the long run, it's very exhausting for me as an assistant to keep watching this student to make sure he doesn't hurt anyone. His behavior did not improve much. Although we try to communicate with him regularly and explain, it seems that all our efforts are in vain and his behavior is not improving at all.\n\nStudent Profile:\nAge/Year: 12 rokov, 7. ročník\nHobbies: Spoločenské  deskové hry), kanoistika\nDisorders: Nespolupráce,Rušení výuky,Neposlušnost,Konflikty,Fyzické násilí,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "548", "student_age_year": "12 rokov, 7. ročník", "student_hobbies": "Spoločenské  deskové hry), kanoistika", "student_diagnoses": "", "student_disorders": "Nespolupráce,Rušení výuky,Neposlušnost,Konflikty,Fyzické násilí,Provokace", "teacher_approbation": "Stredná pedagogická škola", "teacher_practice_years": "8", "problems_annotated": "Diagnosis, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/756", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is often restless in class, he does things he shouldn't be doing in class, he paints, takes apart his pen or shoes, his thoughts are often somewhere else during class. He also draws attention to himself and disrupts the class. Sometimes these incidents develop into an affectation where it is very difficult to manage the student. At that moment, the student 'practically doesn't know' himself and his behavior becomes intolerable. He starts calmly cursing and shouting at the teacher.\n\nSituation (Anamnesis):\nThe student has been diagnosed with attention deficit disorder (ADHD), has an individual plan (it was not possible to go through it during my internship). The student is also repeatedly disruptive and tries to draw attention to himself, often interrupts during lessons, swears at both classmates and teachers, and sometimes even fights with another classmate. But it is important to realize that the student sometimes regrets his bad behavior with the passage of time, and tries to apologize both to his classmates and to the teachers. Another important fact is that this behavior does not take place on a daily basis and is rather isolated, in other situations the pupil tries to actively participate in the lesson and also help as much as possible. Therefore, it cannot be said of the student that he creates these problematic situations on purpose, and it is more about acting in an affective manner, which, although not always, he sometimes regrets.\n\nTeacher Intervention (Solution):\nThe solution to these situations most often, and also with the greatest success, consists in first noticing the onset of affect and then trying to suppress this onset. This is achieved, for example, by the teacher talking to the pupil outside the classroom, this calms the pupil down and is able to resume teaching. It is also possible to slightly change the current teaching style so that the pupil calms down (for example, changing from discussing a new subject to some repetition or some creative activity or teamwork). If there is an opportunity to return to the given situation after some time has passed, it is good to discuss what actually made the pupil behave in such a way, what bothered him and why, this way the pupil sometimes becomes aware of inappropriate behavior and can see an effort to correct or apologize.\n\nOutcome:\nThis behavior is repeated at a certain interval, and it is not entirely possible to prevent it, but it is good to prevent it by noticing that the pupil is affected and it is good to deal with this at the beginning, but with the knowledge that the pupil he may not be aware of the behavior, and the teacher may, on the other hand, expect it, and therefore it is not a good idea to punish him for every stupid thing. In addition to this, a situation from the past was described to me when, according to the teacher, this pupil started to misbehave in class, and the teacher decided to punish him by transferring him to classes, the pupil did not agree with this and started arguing with the teacher, but according to his classmates, in class He didn't get particularly angry until he was punished. Therefore, it is important to realize that it is not good to punish a student for every banality, just because he has the 'aura' of a problem student. These episodes in his behavior are likely to be expected in the future, it cannot be prevented, and it is really important to deal with them when they occur.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: Malování\nDiagnoses: ADHD\nDisorders: Nevhodné chování,Vulgární vyjadřování,Fyzické násilí,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Transfer of student, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "756", "student_age_year": "14 let, 9. ročník", "student_hobbies": "Malování", "student_diagnoses": "ADHD", "student_disorders": "Nevhodné chování,Vulgární vyjadřování,Fyzické násilí,Neposlušnost", "teacher_approbation": "Mgr. (Zeměpis, Přírodopis)", "teacher_practice_years": "22 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/40", "content": "TEACHING CASE STUDY\n\nBackground:\nThe behavioral situation started when I started teaching at this school. I was given math lessons in the sixth grade and I expected peace. I taught in a standard way, I announced five-minute lessons, assignments and tests. At the end of September, when we were supposed to write a five-minute paper, one student declared that he did not have a notebook and would not write. I suggested writing on paper, but he refused, saying that he didn't want to tear the paper from another notebook. After another call to action, the situation escalated. The student refused any cooperation and after my warning that I would write him absent, he started to raise his voice. I also raised my voice and warned him about absences or bad grades, which made him even angrier.\n\nSituation (Anamnesis):\nThe class was generally good, hardworking students and no disciplinary problems, except for one. I learned about this student that he had problems at his previous school and was in an educational institution. He lived with his mother and sister, there was no information about his father. His home situation may have influenced his behavior and psyche.\n\nTeacher Intervention (Solution):\nWhen the student started screaming and refusing to cooperate, I couldn't help myself and shouted back. I sent him out, he responded by throwing chairs and slamming doors. I followed him and confronted him about the inappropriateness of his behavior. When he started yelling at me, I went to the headmistress, who took over the situation and knew the pupil from teaching Czech. The solution involved contacting the student's mother and involving her in the situation.\n\nOutcome:\nThe principal and the pupil's mother agreed on the need to resolve the situation. After explaining to the mother, the situation calmed down, the mother called the school regularly. Nevertheless, the student had other problems and was placed in a diagnostic institute.\n\nStudent Profile:\nAge/Year: 12 let, 6. třída\nHobbies: Chození ven s kamarády\nDisorders: Odmlouvání,Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "40", "student_age_year": "12 let, 6. třída", "student_hobbies": "Chození ven s kamarády", "student_diagnoses": "", "student_disorders": "Odmlouvání,Lhaní,Podvody", "teacher_approbation": "Diplomovaný specialista, ukončené bakalářské studium – aprobace – speciální pedagogika", "teacher_practice_years": "6,5 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/243", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the students broke down in tears during the break because a classmate said something unpleasant to her. After the conversation, it became clear that such a word game was being played in the classroom. When one student asks the other to say a word, for example 'pool'. Whereupon the one who asked the question answers him: 'Your breasts are down to the ground!' This made the girl cry. I was just passing by and saw this situation. I entered the classroom to find out what happened in the classroom. The boy stood by and laughed at her. The rest of the class stood around in amazement. She was also a more sensitive girl and it wasn't the first time she cried in class. The student who probably caused it very often uses provocative words, curses, mockery to draw attention to himself. He himself has previously admitted that he wants to be funny. Unfortunately, they try to do it in situations where it is not appropriate, or it might just affect someone.\n\nSituation (Anamnesis):\nThe student mocking the girl comes from a divorced family. He has a year old brother. Mother is employed, father is employed.\n\nTeacher Intervention (Solution):\nAfter hearing what happened, I understood that the children were joking with each other. Not everyone can get a joke and it definitely shouldn't happen or say something that makes the other person uncomfortable. I started telling a story about how our words can create a desert where nothing blooms and it's dry. We shouldn't use these words so much. But when we use words that are beautiful and caress the soul, then we create a beautiful garden, or an oasis, where everyone lives happily and loves each other. Everything blooms and prospers as it should. No one frowns there. After the story, I asked the boy to apologize to his classmate.\n\nOutcome:\nThe whole class listened carefully to the story. After talking, I asked them to try to create only a beautiful garden. After that, the children didn't use that particular joke as much anymore, even other words that they sometimes heard disappeared.\n\nStudent Profile:\nAge/Year: 7 let, první ročník\nHobbies: Počítačové hry, fotbal, Harry Potter\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "243", "student_age_year": "7 let, první ročník", "student_hobbies": "Počítačové hry, fotbal, Harry Potter", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Vysokoškolské, speciální pedeagogika", "teacher_practice_years": "10", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/137", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was a gifted student in the normal form of teaching and had no major problems with the subject or the team. There was never a problem with him before switching to online learning. These only occurred with the arrival of the covid epidemic and the transition to distance learning. The student suddenly completely lost interest in teaching and doing homework. His camera and microphone were turned off in class, he did not respond to teachers' calls. The situation went so far that he stopped attending classes altogether. Bad grades, uncompleted assignments and the first unexcused hours began to pile up.\n\nSituation (Anamnesis):\nThe student is mild-mannered, rather introverted and did not like to be the center of attention. He had very good achievements in mathematics and had previously participated in various mathematics competitions. He has never had any problems or situations that needed intervention before.\n\nTeacher Intervention (Solution):\nAs the pupil had completely cut contact with the school, the class teacher was forced to start solving things with the parents. She dealt with the matter with the pupil's mother, the first call was informative and she told her that her son was getting bad grades and unexcused hours and asked if the pupil was seriously ill or if there was some situation that would explain this behavior. The mother was said to be very surprised and had no idea that her son was not attending classes and not completing assignments. It is said that he banned all family members from entering his room during classes so that he could have peace of mind for school. The teacher explained to the mother that, unfortunately, this model is not functional and that it is necessary to really control the son and supervise his preparation. Mom contacted the teacher a few more times to find out about all the assignments and missed duties. After these events, the student returned to work mode.\n\nOutcome:\nSince this was an isolated situation in his behavior, it did not have a serious impact. The student gradually improved his grades, and in the end his learning decline was not reflected on his report card.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník\nHobbies: otevřená otázka  PC, hraní her, matematika\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "137", "student_age_year": "11 let, 6. ročník", "student_hobbies": "otevřená otázka  PC, hraní her, matematika", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterský titul", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/608", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher was returning with the pupils from the physical education lesson a few minutes before the end of the lesson. It was a class she only teaches for physical education and specifically the first week, so she didn't know them well yet. Their class was occupied and there was a lesson with another teacher. The teacher needed to convey some more information to the students, so she stood in front of the class and spoke to them. She noticed that one little girl was standing right next to the door behind which the lesson was going on and was about to bang on it. Then she slammed into them once, twice, three times. But the teacher chose to ignore it and continued on with what she needed to tell the class before recess. Just then, the door opened and another teacher was standing behind it, very angrily asking who was banging on the door. Žačka claimed that she didn't, that it was probably a mistake. The teacher returned to the classroom and the teacher continued what she urgently needed to say.\n\nSituation (Anamnesis):\nThe teacher didn't know much about the class or the student. She only teaches this class for PE and it was only her second class this year.\n\nTeacher Intervention (Solution):\nThen the bell rang and the students ran away. I still found the little girl who was banging on the door and told her my opinion that she was banging on the door and from my point of view the other teacher was lying. She gave me her opinion that it wasn't like that and maybe it happened by mistake. I didn't have time to deal with the situation any further, so I left it alone and went to get ready. In retrospect, I think I should have intervened as soon as I saw her banging on the door and prevent her from disrupting the class that was learning and the second teacher had to come. I take that as my little failure.\n\nOutcome:\nThe result was not much. The teacher could not think of any situation that, from her point of view, was completely unmanageable during her practice, so she chose today's situation. She wanted to show her that it is necessary to intervene in time, because it often helps to prevent problems. If they had cleared it up with the student right away, another teacher wouldn't have had to come and the student wouldn't have had to lie.\n\nStudent Profile:\nAge/Year: 5.ročník\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "608", "student_age_year": "5.ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství 1. stupeň", "teacher_practice_years": "18", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/813", "content": "TEACHING CASE STUDY\n\nBackground:\nhave been fighting with my pupil for a long time. In the beginning it was just retorts, lack of interest, later it resulted in swearing, when I was already afraid to go to class, because the student threatened to kill me, how she hated me and how I was ruining her life. Several times I complained to the management to transfer her to another school, that we cannot have such students. My class teacher always just told me that I didn't understand her, but that she was a golden girl. I don't deny that he also has good sides, but what he sometimes shows, I really don't have the nerve for it. I've had a few problematic students at my age, but this one is really special. I don't want someone to curse me, laugh in my face, etc. in class. But when she overturned the bench on me, I really had enough.\n\nSituation (Anamnesis):\nThis is a school for disabled children, so every pupil has a measure of at least 3. Some are physically disabled, some mentally, but most have a combination. The student got to this school from a normal elementary school, where she struggled with bullying and had to end up in psychiatry. The student has visible unflattering physical features on her face (growth of dark facial hair, crooked eyes, mouth warts, crooked and yellowed teeth). For that reason, even in elementary school, she was mocked and physically attacked, but she is not aware of any of this, she perceives herself (at least on the outside) with healthy self-confidence. Verbally attacking other classmates sounds more like a defense mechanism. The mentioned teacher teaches the theory of professional subjects, so the content of the teaching has few practical activities, and it is more about frontal teaching and long units of listening and repeating the theory. These subjects are not popular with most of the school's students because they require long-term attention span, which the students are not capable of to this extent.\n\nTeacher Intervention (Solution):\n[No intervention described]\n\nOutcome:\nI feel like it hasn't improved at all. That it was just swept under the rug and they told me they would change the schedule next year so I wouldn't have to have her. Kids like this shouldn't be here. But that's how it goes here. They always agree to the parents and we can benefit from it.\"\n\nStudent Profile:\nAge/Year: 17, 2. Ročník SOU\nHobbies: Kamarádi, zvířata, instagram\nDiagnoses: Sebepoškozování,Sklony k sebevraždám,Snížená míra frustrace,Psychiatrická diagnóza\nDisorders: Pozdní příchody,Fyzické násilí,Disrespekt k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "813", "student_age_year": "17, 2. Ročník SOU", "student_hobbies": "Kamarádi, zvířata, instagram", "student_diagnoses": "Sebepoškozování,Sklony k sebevraždám,Snížená míra frustrace,Psychiatrická diagnóza", "student_disorders": "Pozdní příchody,Fyzické násilí,Disrespekt k autoritám", "teacher_approbation": "Mgr. speciální pedagogika, učitel odborných předmětů", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "Partial success", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1191", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring education, there were frequent absences, which arose due to the inability of the mother to go to school. He used to go to bed late because he played games until late at night. In the morning, he refused to get up for this reason, he was tired, irritable. The mother excused these absences with increased sickness and a diagnosis of ASD. With the passage of time, he could not handle the transition to the next grades and the increasing difficulty of the curriculum. If he was present at school, he refused to work, it was necessary to constantly activate him and call him to work. He consciously induced states of inappetence, he was even able to vomit. He knew that this would make his mother pick him up from school. Due to high absenteeism, social relations with classmates were disrupted. Children also noticed his physical appearance. He did not follow basic hygiene habits and often wore dirty clothes. The mother perceived any feedback on her son's behavior as a misunderstanding of the manifestations of his diagnosis and as an attack on her person. With increasing age and the increasing difficulty of studying at elementary school, manifestations of aggressive behavior and tantrums appeared. From my point of view, the whole situation got significantly worse during the Covid-19 pandemic.\n\nSituation (Anamnesis):\nHe lives with both parents. Parents have different approaches to raising their son. He does not respect his father and has no authority over him. The mother is dominant in the family. They live in a shared house with their grandparents. He doesn't have a good relationship with them. He spends most of his time with his mother. The mother does whatever she wants to avoid conflict. She also buys him more expensive things that he asks for (PC games, computer, equipment, etc.) and inappropriate food such as sweets and Coca-Cola, without respecting the dietary recommendations from the doctor due to the high degree of childhood obesity. Due to his diagnosis, he already had an assistant at his disposal in pre-school education. When he started elementary school, he was placed in a regular class. Based on the examination, the special pedagogic center recommended the support of a second teacher in the class.\n\nTeacher Intervention (Solution):\nAt first, I approached the whole situation leniently, as I have experience from the past years of my practice. I initiated frequent meetings with my mother, where we discussed the situations that arose and looked for the most suitable solution. At first, the mother was grateful for this approach and was happy to attend our school. She always accepted all the agreed rules with gusto and committed to complying with them. She also adapted the regime at home. At school and at home, he should have a uniform approach to the fulfillment of duties and remuneration. However, with further increasing absenteeism, I was forced to proceed with informing the school management and the prevention methodology. This was followed by quarterly meetings in the presence of me as a class teacher, legal representatives, prevention methodology and the deputy director for inclusive education. After several meetings where there was no improvement and absenteeism was still high, the mother was informed that the school required a medical certificate of excused absence due to concerns that it might be covert truancy. Even this measure did not appear to be effective. High absenteeism was reported to OSPOD by the school management. Subsequently, there was a meeting with me, a social worker from OSPOD, the school management, legal representatives and . At the meeting, I introduced everyone to the problem, and then the social worker pointed out to the mother that non-compliance with compulsory school attendance is a very serious matter and that parents are responsible for ensuring that the child attends school. Furthermore, on the basis of insufficient school performance, I proposed an assessment in the SPC. I was concerned with the re-examination of mental abilities and the possible reduction of the minimum outputs of the curriculum. I am sure that this is an appropriate measure, given the success in school. Reducing the content of the curriculum would mean the elimination of stress for him and the probability of mastering the curriculum would increase. would, in my opinion, appreciate this reduction in the difficulty of the subject matter. After an investigation at the SPC, education was recommended according to the minimum outputs of the given year.\n\nOutcome:\nFrom my point of view, the mother was offered all available options for solving the difficulties. The situation was still the same - high absenteeism, failure to fulfill school duties and mother's constant excuses. one day during one-on-one lessons, he told me that he wasn't going to come here anymore and that he was already looking at a new school. After class, I asked my mother to confirm this information and she confirmed it for me. Given the effort involved, I was disappointed that this information was communicated to us in this way (by mistake). My mother had been planning to transfer to another school for a long time without informing anyone from our school about this fact. within a week he transferred to another elementary school.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: PC, jízda na kole\nDiagnoses: ADHD,Autismus\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Selfdestructive behaviour\nSolutions Applied: Agreement, Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1191", "student_age_year": "11 let, 5. ročník", "student_hobbies": "PC, jízda na kole", "student_diagnoses": "ADHD,Autismus", "student_disorders": "", "teacher_approbation": "Mgr., speciální pedagogika pro učitele", "teacher_practice_years": "19", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1075", "content": "TEACHING CASE STUDY\n\nBackground:\nwas a class teacher in the fifth grade. At that time, the student had long-term problems with discipline. It manifested itself in classes and during breaks. It was still possible to correct it during the hour and manage it quite well, but during the breaks it was problematic. I can't sit the whole break in class, so it often happened that I went to class, or just walked around during the break, and there was always a movement that the student was responsible for. Admonitions, explanations, nothing helped. Once I needed to go to the office during class. At times like this, I tell one of the children to keep the peace. So I usually hear the same responses as, \"the student did this, the student said that\" and I was tired of this situation.\n\nSituation (Anamnesis):\nThe student is a very lively boy. He is very restless, which shows both in class and during breaks. He often shouted in class, made various off-topic remarks, did not pay attention and was otherwise disruptive. He was very loud during breaks, ran around the class and broke the rules of the class in various ways. But at heart he is a good boy, extroverted, friendly. It has never happened that he intended to harm anyone with his behavior or actually did harm. His results in school were average, sometimes below average.\n\nTeacher Intervention (Solution):\nIt may seem unconventional to some, but I decided on the method of ``making goats a gardener''. I told the student that he had supervision over the whole class and I was counting on him to make sure it would be quiet when I returned. The student looked very surprised, but agreed. Returning back to the classroom, the student proudly reported that everything was fine. So I thanked him and praised him. I applied this procedure several more times, including during breaks. The student always maintained discipline and over time began to apply for the role of \"supervisor\" himself.\n\nOutcome:\nThe result was visible very soon. The student calmed down, became more responsible, and his need to shout or get angry decreased. He himself became interested in what was happening in the classroom and its peaceful functioning, which had a positive effect on the climate of the classroom.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: Aktivity venku, čas s kamarády, míčové hry\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Agreement, Consequences\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1075", "student_age_year": "11 let, 5. třída", "student_hobbies": "Aktivity venku, čas s kamarády, míčové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., pedagogika pro první stupeň ZŠ", "teacher_practice_years": "27", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1373", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at school was such that I smelled cigarette smoke in the hallway during recess. I therefore went through all the classrooms on the floor and the toilets to find out the cause of the smell. In one of the classes, I caught three first-year students smoking and blowing smoke out of the window.\n\nSituation (Anamnesis):\n1st year students, girls with average grades, extroverted, not bad, liked to draw attention to themselves, sometimes rude, disruptive in class, often did not plan their actions and behavior, frivolity.\n\nTeacher Intervention (Solution):\nstarted solving the situation by ordering them to immediately put out their cigarettes in the classroom, I told them that all three had seriously violated the school rules and would bear the consequences for their behavior. A colleague was walking along the corridor, whom I asked to wait in the classroom with the girls and I explained the situation to her. I immediately went to the principal afterwards, explained what had happened and asked him to go to the class to see the girls with me. He spoke to them and said that he would contact the parents today and let them know what had happened, he gave the students a conditional expulsion from school, saying that if they violated this condition, they would be immediately expelled from their studies. The parents of the students agreed with the proposed solution by the school.\n\nOutcome:\nThe result of the solution was that after about three months the girls again grossly violated the school rules by smoking again, this time in the girls' toilets. I caught them here again during my surveillance. I told them that they had already grossly violated the school rules once and if they were aware that they had a conditional suspension from school and that they had spoken out against themselves with this behavior. I asked them to come with me to the principal's office. We called the parents and the students were expelled.\n\nStudent Profile:\nAge/Year: 1. ročník  SŠ - učební obor\nDisorders: Lhaní,Neúcta k autoritám,Podvody,Nekázeň\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences, Cooperation with experts, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1373", "student_age_year": "1. ročník  SŠ - učební obor", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Lhaní,Neúcta k autoritám,Podvody,Nekázeň", "teacher_approbation": "Mgr., Teologie, Speciální učitelství", "teacher_practice_years": "18 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/582", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, the maid of honor came to me to tell me that a girl suddenly ran out of a group of children playing with stuffed animals and started vomiting and crying. They could not get out of the girl what had happened, whether she was feeling sick or just sick, so the girl was sent home. The next day the girl came to school, but she was behaving strangely. She looked as if something had frightened her and she jerked her gaze towards the boy in the penultimate pew. The girl was avoiding the surroundings, so I thought I wouldn't scare her any more, I just came up to her and told her that if she needed anything, I'd be in my office, I have tea and biscuits there, so she can come and anything to confide In the afternoon there really was a timid knock on the door and that girl came. After talking for a while on a topic that made her feel safe, she slowly began to move on to the reason why she came to see me. The boy in the penultimate bench was said to be showing her some video with naked people on his mobile phone and forcing her to watch until the end, even though she didn't want to. From the brief narration, I immediately understood what it was about, tried to calm the girl down, and after she calmed down, went home.\n\nSituation (Anamnesis):\nThe student who played the video to others probably didn't want to harm others in any way, he was just curious and had to share what he discovered. As it turned out, he had downloaded some pornographic video that he forwarded with the boys in class and while waiting for his parents in the school club, he also showed the video to children who came near him.\n\nTeacher Intervention (Solution):\nI invited the boys who brought and distributed this video to my office. I asked how they got the video and why they wear it to school. One of them is said to have found the video by accident on the Internet and brought it to school to show off to his friends, who of course also wanted the video. It seemed that they regretted the act, they didn't mean it badly and didn't want to get into trouble. The video was deleted from the mobile phones, the boys promised not to wear this to school again. Although I felt sorry for them, how scared they looked and that they regretted their actions, each of them received a reprimand from the class teacher and extra homework as punishment.\n\nOutcome:\nThere was never a problem with the boys in this area. The video seems to have been forgotten and I haven't noticed another offense with them. They are now studying at a gymnasium, where they have no problems. I would certainly appreciate keeping a cool head while dealing with both issues. The approach was professional to both victims and perpetrators. I also consider the idea of an anonymous mailbox to be successful. I would definitely think better about the punishment, it seems to me that these two problems have a different weight of offense, so the punishment should be different in each case and not identical. When dealing with a problem with a bully, I would definitely focus more on the girl after I heard about some problems in the middle of the year to see if she changed her behavior, the fact that the teacher learned that the bullying continued until the end of the school year, I she will come very late, she should have definitely increased her punishment by two for behavior. I would definitely deal with both cases with the parents, I would further grade the bullying with a 2 for behavior, and I would punish the dissemination of pornography with a reprimand from the class teacher. I would also be very impressed by the behavior and awareness of the mistakes of the culprits themselves, if I saw how they realize their transgression and regret it, I would easily reduce/extend the punishment, also according to the subsequent behavior in the following months.\n\nStudent Profile:\nAge/Year: 16 let, 1A/4\nHobbies: Neznámé\nDiagnoses: Výkyvy nálad\nDisorders: Arogance,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Support, Working with the collective\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "582", "student_age_year": "16 let, 1A/4", "student_hobbies": "Neznámé", "student_diagnoses": "Výkyvy nálad", "student_disorders": "Arogance,Agrese", "teacher_approbation": "Mgr.", "teacher_practice_years": "29", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/809", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened during one of the big breaks when I was not the supervising teacher. A student from the third grade ran up to me to say that they have a boy from Ukraine in their class, and that something is starting to happen there. I quickly ran for the phone, in which I had downloaded the translator, so that we could communicate the conflict. Unfortunately, as I approached the class, I saw a Ukrainian boy beating one of his classmates (he didn't even resist him). The situation continued even when I approached the boys and started yelling at him to stop beating him, only to be told that he didn't understand me, which I think he must have been quite aware of what I wanted him not to do, besides for the translator he didn't give me a chance because he refused to let go of the other boy and continued to beat him.\n\nSituation (Anamnesis):\nOnly later was it discovered that the mother did not share some important information with the Ukrainian student. The boy had an autism spectrum disorder and, unfortunately, in a foreign-language environment, even a small trigger was enough for the boy to behave in an affected manner and attack a classmate and teacher.\n\nTeacher Intervention (Solution):\nAs soon as I reached them, I stood between the boys to prevent further beatings, unfortunately that didn't stop the boy and he tried to get to the boy from me at any cost, so I also went home with a few bruises. I tried to hold the boy, but it was not in my power, and as soon as he let go, he ran after the boy again and started beating him again. In all this confusion, I sent for the class teacher, but after her arrival the situation did not calm down at all, and the boy was still badly attacked, so it was sent for the school principal. Unfortunately, the boy still refused to obey and continue to attack his classmate and was therefore dragged by the arm to the principal's office, where the situation did not calm down at all and, according to subsequent accounts, the pupil threw shoes and everything he could get his hands on at the school principal. I still don't know exactly what caused such an attack.\n\nOutcome:\nThe director of the school recommended temporary home teaching to the mother, until he has all the necessary tests, so that the school can work with him better. The student was also reassigned, from the new school year to a lower grade, due to not being able to handle the material and the language barrier. However, he did not start school again for unknown reasons.\n\nStudent Profile:\nAge/Year: 9. let, 3. třída\nHobbies: Nebylo známo\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Physical intervention, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "809", "student_age_year": "9. let, 3. třída", "student_hobbies": "Nebylo známo", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství na prvním stupni", "teacher_practice_years": "19", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1396", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student entered the class in the middle of the ninth grade. There were long-term problems with him, he often showed off, he did not have a good social background. He tended to be the best in the class, and if someone opposed him, he could hardly stand it. Once it happened that a classmate scolded him for something, which he didn't like very much, so he opened the window and violently threatened to throw him out of the window. Luckily I had supervision so I prevented that. He negotiated authority in the classroom by mocking the teachers, including the school principal. Considering his family situation and the fact that he was only supposed to be at school for one semester, we as teachers were more tolerant, but we were downright frustrated with him and reacted with irritation.\n\nSituation (Anamnesis):\nA small boys' class, the boys compete with each other for the post of the best and class leader. The student had the need to lead the class, which the other boys did not like. He has no diagnosis.\n\nTeacher Intervention (Solution):\nAfter consulting with the management, I decided to show the student normal living conditions and arranged for sponsors to pay for his school trip abroad. Where the student behaved in an exemplary manner. We all thought he would start to trust us more and calm down his behavior. But after returning, the situation repeated itself and the pupil was again aggressive. So I decided to visit the school management with the pupil, where we reminded him together of what we had done for him. We have done this multiple times when a problem has arisen. The student was embarrassed and apologized.\n\nOutcome:\nThe student no longer threatened the lives of his classmates, but still verbally assaulted them. The situation was only superficially resolved, it was expected that he would leave the school.\n\nStudent Profile:\nAge/Year: 14 let, 9.třída\nHobbies: Práce se dřevem, sport, zednické práce\nDisorders: Lhaní,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Support, Cooperation with experts, Warning\nImplications: Shortterm success, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1396", "student_age_year": "14 let, 9.třída", "student_hobbies": "Práce se dřevem, sport, zednické práce", "student_diagnoses": "", "student_disorders": "Lhaní,Potřeba pozornosti", "teacher_approbation": "tělesná výchova – přírodopis", "teacher_practice_years": "5 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success, Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/377", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the literature lesson - work with the text, the student constantly shouted, interrupted and distracted his classmates. He had questions mainly outside the discussed topic. If he was not called out and called to action, he tried to attract attention with distracting elements.\n\nSituation (Anamnesis):\nHe is an average student with better results in the natural sciences, subjects focused on the humanities (especially languages) are on the fringes of his interests. He is popular in the class as a whole, especially for his sports performances. Establishes social contacts without any problems. The student was examined in a pedagogical and psychological counseling center, where he was diagnosed with a behavioral disorder - ADHD.\n\nTeacher Intervention (Solution):\nI tried to calm the student down by verbal agreement, by offering to work on another independent task with possible evaluation. After that, I divided the class into groups of three according to the color of the clothes, but with the intention that the student in question was not in a group with his closest neighbors. Each group was given the task of reading the given text and creatively processing the main idea of the text. The task was timed so that the remaining groups could guess what the text was based on the visual representation for the rest of the lesson.\n\nOutcome:\nThe student, together with the others, participated in work that was interesting, and children's competitiveness and creativity were manifested. The children worked calmly for the allotted time, because they were looking forward to the guessing of their classmates. For the rest of the lesson, individual groups presented their creations, and the problematic student tried to guess the theme of the depicted text just like the others. The group with the problem student got a first at the end of the lesson, because the other classmates agreed that their art work was the best. In the long term, as a teacher, I have to try to alternate activities in the lesson so that the attention of the students does not drop too much, but at the same time, it is necessary to alternate relaxing and more strenuous activities. It is also necessary to engage the given pupil with other classmates than with those from his immediate surroundings. Working in a group, where each member's activity matters, is motivating for everyone, even for problematic pupils.\n\nStudent Profile:\nAge/Year: 10 let, 5. třída\nHobbies: Sport, malý kutil\nDiagnoses: ADHD\nDisorders: Podvody,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Agreement, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "377", "student_age_year": "10 let, 5. třída", "student_hobbies": "Sport, malý kutil", "student_diagnoses": "ADHD", "student_disorders": "Podvody,Vykřikování", "teacher_approbation": "vysokoškolské (učitelství pro 1. Stupeň)", "teacher_practice_years": "16", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/315", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation between the two boys, which involved the whole class, started during the big break. One pupil attacked another because of his Roma origin, which provoked a fight. The class split into two camps and the situation escalated. The two students came from the same village, grew up together and were friends, but their friendship gradually fell apart. Although they excelled, one of them was ostracized in class because of his background.\n\nSituation (Anamnesis):\nOne student was ostracized for a long time in the class because of his Roma origin. Most of the class treated him with disapproval, while a minority was neutral. The two main actors of the conflict had excellent benefits and were known for their friendship since the first grade, but it gradually fell apart.\n\nTeacher Intervention (Solution):\nAs a teacher, I first needed to orientate myself in the situation. Using the students' individual writing about their perception of the events, we reconstructed what happened. We discussed and reflected on the mistakes that led to the situation. It was necessary to dismantle and heal the relationships between classmates and teach them to function in the classroom despite previous conflicts. A joint conversation with parents and pupils made it possible to gain additional perspectives on the situation. We worked using community circles where we discussed the problem with individuals and the whole class.\n\nOutcome:\nAfter a few months, it was possible to achieve that the class accepted the student in question and they were able to communicate and cooperate with him normally. There were no longer any problems between the main actors in the conflict, they had their groups of friends and were able to get along without further conflict.\n\nStudent Profile:\nAge/Year: 9 let, 4. třída 9 let, 4. třída\nHobbies: Hasičský kroužek Hasičský kroužek  od kterého později upustil)\nDisorders: Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "315", "student_age_year": "9 let, 4. třída 9 let, 4. třída", "student_hobbies": "Hasičský kroužek Hasičský kroužek  od kterého později upustil)", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Physical aggression, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/443", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I am about to describe took place quite a long time ago, one could say at the beginning of my teaching practice. At that time, I was the class teacher of the fourth grade, where the female student also attended. She was slightly different from the others in her own way, often standing out from the crowd, but problematic behavior had not manifested itself until then. She was rather lonely in class, she didn't have many friends and spent most of the breaks alone. However, it was not any form of bullying by other classmates.\n\nSituation (Anamnesis):\nNow I would like to move on to the description of the problematic situation that has arisen. It took place almost at the end of the school year, i.e. in the summer. The whole day went like any other, there was a standard lesson and after the end of the lesson I took the children to the club, which, due to the warm weather, took place outside, in the school garden. During the party, my class had free access to its regular classroom, as it was located right next to the garden. The classroom also included the space for student locker rooms and my office.\n\nTeacher Intervention (Solution):\nAt the time when the children spent the afternoon with their classmates, I stayed in my office and finished my work. In the middle of the afternoon, however, I heard some noises in the classroom, which at first I attributed to the cleaning lady, but then they started to seem strange to me, so I went to the classroom to take a look. Here, I came across a student who was released from the group, and what I saw at that moment shocked me very much. By my own mistake, I left several of my personal belongings, including my wallet, on the chair. The student became the object of this whole situation as I caught the student holding my wallet and examining the contents she was trying to take out. At that moment, unfortunately, I reacted affectedly, because I was in complete shock and I had never encountered anything like it. As I recall, I certainly raised my voice, which from my point of view today was definitely not the right choice. I was very harsh with the student at that moment, she got scared and ran away. She managed to tell everything to the teacher from the group before I did, she called the student's parents and we started solving the situation together. However, the parents were very forceful, they did not hesitate to use vulgar terms and I allowed myself to be provoked in my own way, so a rather heated argument took place and the problem was of course not resolved.\n\nOutcome:\nIn response to the incident, the parents then decided to withdraw the girl from school and enroll her in a new school. In the long term, it had no other impact after that, perhaps a slightly positive effect on the climate in the classroom. From my point of view, however, today I would handle the situation completely differently, more calmly and with understanding. Considering the behavior of the parents, I still have the feeling that the student's behavior was at least partially motivated by the environment in which she and her parents grew up, as their family was among the socially weaker and the parents had a very strong character, which their daughter also began to take over. However, this does not excuse my behavior at the time, which was shorthand and affected.\n\nStudent Profile:\nAge/Year: 18, 2. ročník SŠ\nDiagnoses: Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "443", "student_age_year": "18, 2. ročník SŠ", "student_hobbies": "", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Dějepis, Základy poslečenských věd", "teacher_practice_years": "17", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/320", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was supposed to enter the 1st grade. He was ordered to postpone his enrollment for a year due to speech therapy defects and diagnosed school immaturity. So he started going to the 1st grade a year later. He did not join the class during online classes. He did not fulfill his duties. He had no school supplies. He didn't hand in assignments, not even later. The mother minimally communicated with the school. She did not respond to the teacher's calls.\n\nSituation (Anamnesis):\nThe student lives with both parents and older siblings. Due to non-participation in online classes, he started 1st grade again this year. Mother did not supervise him to join distance learning. Unfortunately, the student did not catch up with the coursework and has to repeat the entire year. The student didn't even pass the test because his mother wasn't interested. The mother communicates with the school minimally and the father shows no interest at all. This is a dysfunctional family. With the older brother, custody of the child was being discussed and proceedings were ongoing with OSPOD. The student has not yet been to the educational committee.\n\nTeacher Intervention (Solution):\nDue to insufficient attendance and non-fulfilment of duties, the student repeats 1st grade. He still wears the aids. He is still attending school.\n\nOutcome:\nThe result of the whole situation is a repetition of the 1st year. So far, the student has most things in order. The mother communicates more with the school out of fear. The mother would be in danger of having her child taken away. It is not yet clear how the whole situation will turn out, but everything looks promising.\n\nStudent Profile:\nAge/Year: 1. třída, 8\nDiagnoses: Školní nezralost,Logopedické vady\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: (Disciplinary) Punishments, Consequences\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "320", "student_age_year": "1. třída, 8", "student_hobbies": "", "student_diagnoses": "Školní nezralost,Logopedické vady", "student_disorders": "Záškoláctví", "teacher_approbation": "Mgr., učitelství pro 1. stupeň zš", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/812", "content": "TEACHING CASE STUDY\n\nBackground:\nhave a classroom teacher in a class where there are more problem students, but pupil N. is probably the most prominent. The other teachers complain a lot about her, and I struggled with her from the beginning, and sometimes she can get in the way. Žačka has long-term problems in managing his behavior towards teachers and pupils. She can be aggressive and rude, often using threats either towards teachers or threatening to harm herself. She is often thrown out into the corridor for her behavior or leaves alone. She works in class without any problems, especially when she enjoys the assignment or achieves good results. When she fails or gets bored, she gets irritated, stops working, starts talking with her classmates, is on her cell phone, leaves alone, and this then causes conflicts between her and the teachers. However, she can also be very nice and sensitive, you just have to pay more attention to her. She often gets emotionally affected by even the smallest things and then gets upset and cries. She sometimes laughs at her classmates for their shortcomings and disabilities, she can be very mean (verbally) and unpleasant.\n\nSituation (Anamnesis):\nThis is a school for disabled children, so every pupil has a measure of at least 3. Some are physically disabled, some mentally, but most have a combination. Žačka N. got to this school from a normal elementary school, where she struggled with bullying and had to end up in psychiatry. The pupil has visible unflattering physical features on his face (growth of dark facial hair, crooked eyes, warts around his mouth, crooked and yellowed teeth). For that reason, even in elementary school, she was mocked and physically attacked, but she is not aware of any of this, she perceives herself (at least on the outside) with healthy self-confidence. Verbally attacking other classmates sounds more like a defense mechanism.\n\nTeacher Intervention (Solution):\nŽačka N. just needs to sit down in the corridor from time to time and explain to herself why she feels, how she feels and explain to her that she can express her frustration in other ways. Sometimes just an explanation doesn't help, or there isn't time for it in class because I have to focus on the other students and the rest of the class. Then the situation gets even worse and the only thing that works is\n\nOutcome:\nSince the last consultation about the student's behavior, I think the situation has improved. At the meeting, we agreed that the teacher with whom the worst conflicts occurred would not teach her in the next year, because it did not work both ways there. The promise of being on her side and standing up for her built more confidence in her and made her try harder. She is still sometimes loud and argues with her classmates and teachers, but not so much anymore and her screams are not the main thing that echoes through the building.\n\nStudent Profile:\nAge/Year: 17, 2. Ročník SOU\nHobbies: Kamarádi, zvířata, instagram\nDiagnoses: Sebepoškozování,Sklony k sebevraždám,Snížená míra frustrace,Psychiatrická diagnóza,Rozumové schopnosti v pásmu lehkého mentálního postižení\nDisorders: Pozdní příchody,Fyzické násilí,Disrespekt k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Selfdestructive behaviour, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "812", "student_age_year": "17, 2. Ročník SOU", "student_hobbies": "Kamarádi, zvířata, instagram", "student_diagnoses": "Sebepoškozování,Sklony k sebevraždám,Snížená míra frustrace,Psychiatrická diagnóza,Rozumové schopnosti v pásmu lehkého mentálního postižení", "student_disorders": "Pozdní příchody,Fyzické násilí,Disrespekt k autoritám", "teacher_approbation": "Mgr. speciální pedagogika, učitel odborných předmětů", "teacher_practice_years": "20", "problems_annotated": "Emotional outbursts, Selfdestructive behaviour, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/800", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, when I entered the class as a new English teacher, the student was very reluctant to participate in the teaching activities, rarely completed the assigned task, and unnecessarily dragged out the preparation of the aids. When working in pairs or groups, he disturbed the other classmates, so they refused to cooperate with him, to which he always reacted by going to the corner of the room offended. He did his homework - if he did it at all. For several weeks, I spoke to his soul, drawing his attention to possible consequences and conciliatoryly urging him to change his attitude. But the situation did not improve.\n\nSituation (Anamnesis):\nThe student is very intelligent, has an overview of the things around him, for a fourth-grader he can connect information from different fields above average. His speech is a little strange - he speaks abruptly, often at the expense of intelligibility. He is very interested in attention and praise from those around him, but he forces both in an unpleasant way - by interrupting, various nudges or verbal attacks, which sometimes come dangerously close to harm. He doesn't have many personal interests, mainly PC games. What is a big problem is the complete lack of free qualities, he cannot, as they say, grit his teeth and overcome some of his discomfort. Even so, he expects that everything will go well for him and that he will be praised. If the expected award does not appear, he reacts irritated, takes offense, blames the environment for his failure.\n\nTeacher Intervention (Solution):\nkind of shift occurred during the quarterly paper. I emphasized to all the students that the paper is important, that they should care about it. We practiced all the types of exercises that appeared in the paper together for quite a long time before writing it. The student had a lax approach to practice, ignoring homework. He spent more than half of the time writing the paper staring out of the window, not concentrating on his work at all. He was fully engaged before the end. Even so, he handed me the paper with the belief that he would definitely get a two. Although I try to give students only verbal feedback, I made an exception this time and marked the papers. The student got a four. His reaction was completely desperate, he argued aggressively and finally burst into tears. I gave him a moment for the emotions to subside. I suggested that he go to the corridor (only I could see him through the open door). The following debate took place between just the two of us, without the presence of classmates. I asked him to go wash his face and come to me when he was able to speak. In a not angry, but firm voice, I asked him how he would like to solve the situation. I told him that I understand that he is not satisfied with the grade and that I am willing to accommodate him in some way, but this time the initiative must come from him. He asked me for the opportunity to write the paper again, he immediately set the deadline himself and even asked me for the materials he wanted to prepare from.\n\nOutcome:\nThe student conscientiously prepared for the exam in the correction period, filled in the missing entries in the notebook, and concentrated on the exam itself the entire time. He was very satisfied with the result. We then went through the whole matter again and analyzed what happened, how the student felt about it, what helped him to handle the situation and we also established several principles together to help him avoid a similar situation in the future (keep records more carefully in a notebook, focus on learning vocabulary at home, ask questions as soon as something is not clear to him). His full commitment did not last too long, but there was a kind of turn for the better after all. He became much more responsible, and I think he himself understood - and I think it's important here, that he figured it out himself, that his attitude matters a lot more than he originally thought. And that's why I evaluate this situation as successful and positive in its outcome, even if someone could argue that it was a negative motivation from a bad grade.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: hry na PC\nDisorders: Disrespekt,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "800", "student_age_year": "10 let, 4. ročník", "student_hobbies": "hry na PC", "student_diagnoses": "", "student_disorders": "Disrespekt,Nepracovitost", "teacher_approbation": "Mgr, Aj, Čj", "teacher_practice_years": "3", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1139", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student ran away on the way from the children's home to school, the teachers had to look for him, the police were also looking for him. He was on his way to another school, or to his parents, who lived about 100 km away. He used to get emotional when he attacked his classmates, it also happened once that he attacked an assistant. My teacher was called to help. After about 2 minutes from the onset of the affect, he was getting calm and into the phase of regret. Unlike the first student, there were no situations where the student self-harmed. On the contrary, it was a great form of self-pity. He also got into conflict with other Roma classmates, when he claimed that he was better than the others. The worst situations were running away from school, several days in a row, a colleague had to drive a car and look for the student, he found him 2 km away. Instead of going to school, he went to the bus stop and wanted to go somewhere. He ran away after leaving home, a search was announced for him, the police found him in 2 days.\n\nSituation (Anamnesis):\nThe student was from a Roma family, from a children's home. The idea that they don't have to learn at other schools. He made it clear that he did not want to be at the current school. Bipolar disorder began to manifest itself, the student took medication. He had days when he tried hard and also days when he was conflicted. Motivation was important, in the case of the teacher with whom the interview was conducted, he tried to motivate the pupil. The student claimed that voices were whispering to him to hurt someone, schizophrenia began to manifest. He often walked around the cemetery and saw ghosts there.\n\nTeacher Intervention (Solution):\nThe student was often in the hospital for medication. For example, the student stayed here for several months, sometimes the situation improved, sometimes the student was more aggressive. In the event of a conflict, according to the procedure, the director, prevention worker, educational advisor and class teacher were called, everything was consulted with the management of the children's home. In case of non-fulfillment of tasks, etc., it was agreed that he would do these tasks with the teachers in the home. The student had an IVP set. After the evaluation of the IVP, the director went to the children's home for consultations.\n\nOutcome:\nThe situation has stabilized at most, but not improved. Due to the illness, the teachers were not able to do their best, they were only able to minimize the causes of the affects.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída\nHobbies: Fotbal, florbal\nDiagnoses: Porucha chování,Bipolární porucha,Schizofrenie,Dysgrafie\nDisorders: Arogance,Disrespekt,Neúcta k autoritám,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Attendance problems\nSolutions Applied: Agreement, Support, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1139", "student_age_year": "11 let, 6. třída", "student_hobbies": "Fotbal, florbal", "student_diagnoses": "Porucha chování,Bipolární porucha,Schizofrenie,Dysgrafie", "student_disorders": "Arogance,Disrespekt,Neúcta k autoritám,Nevhodné chování", "teacher_approbation": "Mgr.", "teacher_practice_years": "18", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/425", "content": "TEACHING CASE STUDY\n\nBackground:\nThese three girls were always very prominent in class, they were great friends, they were always seen in this group of three. Unfortunately, all of the girls also behaved in the same sassy way. They were very loud and could always be seen and heard. Sometimes they were disruptive in class and allowed themselves to be rude even to the class teacher, but this never crossed the line and so their behavior did not have to be addressed further. The girls were constantly laughing at someone, two of the girls who were gifted at sports also mocked the children in gym. Sometimes the teacher noticed their problematic behavior, but it was never so unmanageable that she called the parents or had to convene the educational committee. When one of the girls indulged too much for her taste, a note in the student book solved everything. However, at the class meeting, the teacher was contacted by the mother of another girl from this class. The unfortunate girl confided in her mother about what she eats, and what this group of troubled students does to other girls. During breaks, when the supervisor does not have the opportunity to be in the classroom and supervise all the students, the problem girls always surrounded the desks of other girls. So they then mocked them, for example, for not having clothes according to the latest trends, insulted their appearance, sang insulting songs about their person. However, it did not end with verbal bullying, the girls also started to indulge physically, pulling two of the girls roughly by the hair. Also, when they noticed that one little girl in the class had good snacks during recess, they took her and ate the entire chocolate bar or other treat several times. The teacher was shocked by this story, she had no idea that this group was problematic to such an extent.\n\nSituation (Anamnesis):\nThe girls were always dominant in the class, you could see that the other children, especially the girls, respected them and kept their distance from them. This three-person group of girls didn't have many friends besides themselves. Unfortunately, they only had themselves to blame, because they made fun of all the other children, their stupid jokes on the students in the class sometimes smacked of bullying. The girls were constantly making fun of someone, making up insulting poems and songs about others in the class.\n\nTeacher Intervention (Solution):\nSo the teacher decided to speak very strongly to the girls first. The following school day, the teacher called the group to her office. There she spoke very thoroughly to the souls of these students and explained that their behavior had crossed the line and that bullying others was completely unacceptable and that she would inform their parents about their behavior. She also threatened the girls with a reprimand and a school committee. This apparently made an impression on the girls. The teacher also informed the parents of these students, who punished them and spoke strongly to them about their inappropriate behavior.\n\nOutcome:\nAlready in the following days, the solution showed itself, the behavior of the group of girls was generally milder, and they stopped harassing other classmates during recess. Even in the long term, this solution was very effective, the group continued to be more expressive and louder, but she stopped bullying others for good, and at the end of the fifth grade she even became friends with some of the people she used to bully. In this case, it was enough to threaten disciplinary punishment and inform the parents of the problem girls about their inappropriate behavior and the bullying that the girls engage in. Even though the girls were rude and disobedient, they were afraid of the teacher and the possible solution with the educational committee and their parents if they did not stop the bullying. The whole case was therefore successfully handled relatively quickly.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída\nHobbies: Dvě z dívek mají rády sport a již několik let hrají basketbal, třetí dívka žádné zájmy nemá, nenavštěvuje žádné mimoškolní aktivity\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Bullying\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "425", "student_age_year": "10 let, 4. třída", "student_hobbies": "Dvě z dívek mají rády sport a již několik let hrají basketbal, třetí dívka žádné zájmy nemá, nenavštěvuje žádné mimoškolní aktivity", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské (Učitelství pro 1. stupeň základní školy)", "teacher_practice_years": "34 let", "problems_annotated": "Physical aggression, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/554", "content": "TEACHING CASE STUDY\n\nBackground:\nThe first big speeches started in the third grade. Right after the first lesson in September, when the children and the teacher discussed the rules and went to the gym. The 'boring' journey was complemented by jumps from about 10 steps, riding along the railing. In the gym, the teacher compared his behavior to a wild animal. He jumped, flew uncontrollably all over the gym without any instinct for self-preservation and without any respect for the given rules of safety. His behavior made him dangerous both to himself and to those around him. Even returning from class back to class was not as it should be. He considered jumping out and climbing the mesh of the dressing rooms as a completely normal release, he found no problem, no guilt in it, he took it as personal entertainment. After he climbed for the umpteenth time on the upper wall of the wardrobe sector and refused to listen to the teacher, his behavior was noticed by a passing experienced teacher with many years of experience, who had known the boy and his behavior since the first grade from the afternoon club. Only after her insistence did the boy slow down and partially realize his behavior, as he did not perceive his actions as something bad. Indiscipline in classes and during breaks did not subside. The new class teacher learned to manage his emotions and outbursts by negotiation, and over time the boy began to respect and trust her. Disciplinary problems always increased during breaks, he did not respect the teacher's supervision. Another significant incident was the physical attack of a student from the next class, while solving the situation, he began to verbally abuse a foreign teacher, he felt no guilt. He locked himself in the toilet, from where even the summoned class teacher, who by this time had been able to 'coach' the pupil, could not get him out. The boy was only scared when his father was called to the school. After a short time, the mother also arrived and the boy began to cooperate. Another turning point occurred again in the fifth grade when the class teacher and other teachers changed again. The boy did not find trust in them, so conflicts began to occur again more and more often. The boy was no longer just hyperactive, he also became very vulgar and rude to teachers and classmates. The school was unable to solve this situation in any way, the boy was unable to come to any agreements, arrangements, talks, in short, nothing worked. Therefore, after the fifth grade, the boy left school and transferred to a nearby school, which he also soon left (after about a year) with the same disciplinary problems. He chose an alternative course of education, in a distant city, where his parents drove him every day, despite a quality quantitative education directly in their place of residence.\n\nSituation (Anamnesis):\nHe was simply a boy with the appearance of an angel and the body of a devil. A third grader with no instinct for self-preservation with incredible strength and energy. He had a problem with adults, it was difficult for me to communicate with them. He partially recognized their authority, but in a fit of aggression he did not pay attention to any posts, which is why many school employees had a difficult time with him. The boy did not find trust in the school staff easily, he trusted only his teachers and did not respect other teachers. He got along well with his classmates, was friendly, liked to tell stories to children and was willing. The children were neutral about his behavior, his behavior (riding the railing, jumping from 10 steps, climbing everywhere) did not particularly outrage them, but they did not please them either. He had a positive relationship with his peers, he only had if he wanted to, he could also be an insidious member of the class collective, when he mocked and was rude. The boy was already the third son in the family, but the two older brothers were already adults, so they did not live in the same household with the boy. The parents had a child at a later age (44 years). From which arose a certain parental benevolence, and the mother's behavior towards her son was not adequate considering his nature. A stay-at-home mom, she worked only part-time in her husband's company, devoting all her free time to the boy. She fulfilled all his wishes, he had an incredible amount of free time activities that he continuously liked and then disliked, so his rings alternated according to his current settings. Mom fulfilled all the requests that he was passionate about, so that at least for a moment she would have peace and the boy would be busy. She was ashamed of her son and sometimes worried about him, that something might happen to him and that he wouldn't do something 'again'. She was aware of her son's wild nature, despite the fact that he was the youngest of the family. 'Jesus Christ teacher, what did that crook do again, what happened again?!' was one of the classic sentences that my mother used to start conversations with the teacher. The father, a busy businessman, knew about the disciplinary incidents at school only indirectly from his wife, who covered for the boy in all his problems and tried to erase them. After an incident at school (boy locked in the toilet) and a conversation with the class teacher, he changed his approach to education and began to take more interest in his son, which benefited the boy.\n\nTeacher Intervention (Solution):\nDialogues with pupils and parents, agreeing on school rules. After the first incidents, in cooperation with both parents, the educational problems stopped, and she cooperated with the class without any problems, she managed minor conflicts with her friends. In the 4th year, the situation was without major transgressions. The turning point occurred again in the 5th grade, when there was a change of class teacher and different teachers for different subjects. The aggressive nature of the boy began to manifest again in a stronger degree, including vulgarities towards teachers.\n\nOutcome:\nIn the third grade, it was possible to negotiate with the boy, but later it didn't help either. It was impossible to negotiate with the boy in the short term, any solution was a long-distance run in the order of months.\n\nStudent Profile:\nAge/Year: 9 let, 3. Ročník\nHobbies: Lyžování a snowboard  sjezdové, vodní, skoky na lyžích)  Kytara, flétna  Kreslení  BMX, skate, trial  Potápěčské kurzy  Seskoky padákem\nDiagnoses: ADHD,Dysgrafie\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Nonverbal disruption of lessons, Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Shortterm success, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "554", "student_age_year": "9 let, 3. Ročník", "student_hobbies": "Lyžování a snowboard  sjezdové, vodní, skoky na lyžích)  Kytara, flétna  Kreslení  BMX, skate, trial  Potápěčské kurzy  Seskoky padákem", "student_diagnoses": "ADHD,Dysgrafie", "student_disorders": "", "teacher_approbation": "Učitelství pro 1.stupeň ZŠ", "teacher_practice_years": "22", "problems_annotated": "Emotional outbursts, Physical aggression, Nonverbal disruption of lessons, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success, Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/902", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom my point of view, the student wants to be the leader of the class, which he does not succeed in and solves the situation with various tricks and lies.\n\nSituation (Anamnesis):\nThe class is full of greedy boys who find it very difficult to accept the student among them, as they see him as spoiled and boastful. However, the person managed to find one among his classmates who admires him and listens to his word.\n\nTeacher Intervention (Solution):\nI introduced the whole situation to the mother, who has a very difficult time understanding her son's position in the class, she knows about the situation that he basically doesn't have a friend. I advised the mother that the boy should not brag about the family property at school and that she should try to lead the boy to independence at home. However, the mother feels that her help is beneficial for the boy, she has great difficulty understanding that at school he becomes an independent individual who is dependent on the help of an adult.\n\nOutcome:\nI am still trying to convince my mother what is beneficial for the boy and what is not, but in my opinion, my efforts are so far missing the mark.\n\nStudent Profile:\nAge/Year: 9.let 3.třída\nHobbies: Žák zájmy nemá ale jeho matka ho stále k nějakým zájmům motivuje  nutí)\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "902", "student_age_year": "9.let 3.třída", "student_hobbies": "Žák zájmy nemá ale jeho matka ho stále k nějakým zájmům motivuje  nutí)", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní", "teacher_approbation": "Magistra v oboru učitelství 1.stupně", "teacher_practice_years": "36", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/974", "content": "TEACHING CASE STUDY\n\nBackground:\nThis event happened, one might say, recently. This is a Ukrainian student who transferred from another school. It was at the time when the war in Ukraine started. Fortunately, this girl did not have such a language barrier as other students. The girl had relatives in the Czech Republic, so she had a relatively good command of Czech. The girl is relatively smart and hardworking, but the problem was with her behavior in class.\n\nSituation (Anamnesis):\nUkrainian student of the 6th grade, rather introverted, hardworking, perceptive.\n\nTeacher Intervention (Solution):\nbrought the student into the class and introduced her to the others, as I do with every new student. Furthermore, classes continued normally as always. Since she has relatives in the Czech Republic, she speaks Czech relatively well, so there was no problem with her not understanding what I was saying. The next lesson in this class I started as usual with a review and then an explanation, and during the explanation, this student out of nowhere laid down on the floor and started kicking and screaming around her to leave her alone and not hurt her because she didn't do anything. I tried to calm her down right away, but it took some time. When she finally calmed down, she was sobbing and scared. I ended the class a little earlier and took her with me to my office, where I made tea for her. I left her alone for a while and then I carefully tried to find out if anyone was hurting her or if her classmates were cursing her in any way. She started to tell me that this has been happening to her a lot since she ran away with her family from Ukraine and recounted everything to me. So I understood that she probably has some trauma that she went through and she can't get rid of it. This was repeated several more times. I knew something had to be done about it. So I called her parents at the school and told them about this problem. They knew about this trauma, but they didn't know that this was also happening at school. So we agreed with her parents that she would start seeing a psychologist to help her and she didn't object either, she just didn't want her classmates to find out, so they wouldn't think she was crazy.\n\nOutcome:\nHer seizures caused by the trauma from the war recurred several more times, but the girl started attending regular meetings with a psychologist and the situation improved over time. School started a week ago and neither I nor other teachers have noticed any such seizure - at one time it happened that she had such a seizure every day and now nothing for a week, but I don't like to shout it out. I consider the solution to this situation to be successful. The student does not have such psychological problems as before and is working to make these problems disappear completely.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: tanec, malování\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "974", "student_age_year": "13 let, 7. ročník", "student_hobbies": "tanec, malování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Čj, D, Hv", "teacher_practice_years": "", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1053", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is now in the 8th grade of elementary school. We have noticed problematic behavior before. He tends to choose younger or weaker students as friends. He then uses them in various ways or 'harms' them. Most of the time, these children do not complain, the teachers only learn about this behavior from their parents, who confide in them that when pupil A played with him, he tied him up, etc. he wants the lecturers to remember him as good. However, when he does something bad again, he acts as if nothing happened or denies that something like that happened. The lecturer sees the problem mainly in the hiddenness of his behavior. Often there is nothing to prove to him.\n\nSituation (Anamnesis):\nHe lives only with his mother, his father is not involved in the boy's life at all. He has two older brothers who are now adults. The mother does not pay much attention to the boy, and whenever the school wants to contact her about problematic behavior, she stops communicating with the school. He has a need to take over the power in the group. He likes martial arts and is interested in gangs. After watching the movie, he claimed that he would be the boss like the character from the movie.\n\nTeacher Intervention (Solution):\nThe lecturers took turns in solving the problem behavior. They tried different methods, but they don't work because the boy denies that he did anything wrong. The solution with the mother also leads nowhere. The lecturers are still looking for a solution, so far they have mainly complained that they are running out of ideas and will for a respectful solution. During my internship, I had an interview with one of the students who is friends with him and whom he worries about.\n\nOutcome:\nThe lecturers are dissatisfied with the solution because it does not work in the long term.\n\nStudent Profile:\nAge/Year: 8. ročník, 13 let\nHobbies: Seriály, bojové umění\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1053", "student_age_year": "8. ročník, 13 let", "student_hobbies": "Seriály, bojové umění", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Matvědy, AJ, zástupkyně ředitelky", "teacher_practice_years": "10", "problems_annotated": "Lying and cheating, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1224", "content": "TEACHING CASE STUDY\n\nBackground:\nhave been teaching 5th grade for a whole year. Sports class, some of the students are quite wild. And so a particular student did not stand out in any way. Even though he was gifted in foreign languages, he was often disruptive in class and exuded an arrogant demeanor. At the end, the student got a 2 in the English language, obviously due to his intermediate grades. His mom started complaining. She sent a threatening letter and was very aggressive. She also went to see the director and wanted to solve it with him as well.\n\nSituation (Anamnesis):\nThe student was restless and often disturbed his classmates. He had no respect for me and did not recognize authority, which could also be the influence of his mother. After the conversation with her, the student calmed down slightly and I had the feeling that he had more respect for me.\n\nTeacher Intervention (Solution):\nWe resolved the situation by calling the student's mother to school together with the class teacher. But I was the only one who participated in the interview. The discussion seemed very arrogant on the part of the parent at first. At first, the lady started scolding the teacher that her son couldn't have a 2 in the English language, then she blamed it on the wrong textbook. After a while, however, my mother calmed down and explained the whole situation to me. She said that she had recently separated from her husband (the pupil's father) when the trial had been going on for quite a long time. In the end, they agreed on alternating custody, which is not ideal for their son, because her ex-husband found a new girlfriend with a child, so when their son is staying with them, they say they tell him that they don't want to see him until 6 o'clock in the evening, and so even in winter, the student runs outside somewhere. So I understood why the mother acted so aggressively at first, apparently the whole situation was able to turn her on, when she had high hopes for her son and wanted him to get good grades.\n\nOutcome:\nThe solution did not take significantly long. Immediately after the mother's complaint, we started to solve the whole situation and subsequently, after a discussion, we successfully consulted her.\n\nStudent Profile:\nAge/Year: 12 let, 5. ročník\nHobbies: sport\nDisorders: Nesoustředěnost,Rušení výuky,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1224", "student_age_year": "12 let, 5. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Nesoustředěnost,Rušení výuky,Hyperaktivita", "teacher_approbation": "vysokoškolské -titul Mgr.", "teacher_practice_years": "15 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/651", "content": "TEACHING CASE STUDY\n\nBackground:\nMost of the time, the boy has a teacher's assistant at his disposal, who tries to guide him to greater independence and, in my opinion, also protect him slightly from the team, with whom the boy does not get along very well because of his differences. In the family, the boy is overly protected from the \"outside world\n\nSituation (Anamnesis):\nAs already mentioned, the boy's diagnosis manifested itself in many aspects of his daily life, his social skills and overall behavior, which in many factors did not correspond to his age (for example, stuffed animals to school, crying as a reaction to common subjects...). As for the class, I think that the attitude of the collective towards the boy was mostly neutral. They ignored the boy, which also resulted in him being a friendless student. The only reactions to the boy came whenever the student tried to tell a joke to the class, but most of the classmates rejected it and rated the boy with mocking comments, but I don't think that their behavior was close to bullying, more like \"nudging\"\n\nTeacher Intervention (Solution):\nBecause the boy is stubborn, especially when he is tired, communication with him is not easy. One example of such behavior was an event where the order of the class was changed due to a smaller number of students. The boy always sat in the last bench, together with the assistant, perhaps also to avoid being seen by his classmates. This event happened in the penultimate hour, when the boy was obviously very tired, because after the transition from distance learning he had to get used to the regular mode again. When I changed the order of the sessions, I asked him to be moved to the penultimate bench so that he would be more integrated into the lesson and hear better, for example, the listening with which he had problems. However, the boy stubbornly refused, refused, which was very unusual for him, repeated \"I'm not going anywhere\n\nOutcome:\nAfter an hour, I went to the boy and tried to find out the reasons for his refusal. He confided that he felt best in the back bench, despite the fact that it should mean absolute separation from other classmates at times when the class was divided into two groups. So we made a compromise, such that I promised him his favorite place in the event that I see that he works as he should and separation from the team does not affect his attention. He, in return, promised to try harder because he did not want to lose his place. The results came already during the next hours, when the boy really paid more attention, got involved and, except for a slight drop in attention at the end of the hour, was completely problem-free.\n\nStudent Profile:\nAge/Year: Michal, 8. ročník\nHobbies: Plyšová zvířata, auta\nDiagnoses: Dyslexie,Dysortografie,Problém s prací ve skupině\nDisorders: Autistické rysy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Verbal aggression\nSolutions Applied: Agreement, Working with the collective, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "651", "student_age_year": "Michal, 8. ročník", "student_hobbies": "Plyšová zvířata, auta", "student_diagnoses": "Dyslexie,Dysortografie,Problém s prací ve skupině", "student_disorders": "Autistické rysy", "teacher_approbation": "Vzdělání – vysokoškolské – FF MUNI – klasická filologie, dále Angličtina pro pedagogické pracovníky", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Emotional outbursts, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/228", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were already problems with the student in the first grade, but it got even worse in the second grade. The student was not paying attention in class and was constantly interrupting, swearing at us, and when he did something, he lied that he didn't do anything like that. He didn't listen to me or any other teachers. So I decided to try to talk to him about his behavior and try to find out why he behaves the way he does, because the only thing he reacted to was when, once on a trip, I responded to his insult with an insult . But still, the next day he behaved exactly the same as before. From the conversation I found out that he lives only with his mother and that he does not take good care of them and that he practically raises his brother himself, instead of his mother. Then when I found out that the student was practically not brought up by his mother, I wasn't too surprised that he behaved the way he did. Unfortunately, his behavior worsened and he started bullying his classmates. I tried to meet with my mother so we could come up with a solution. But in the end, the student was sent to a correctional facility because the mother did not respond to calls to appear and this was the last resort.\n\nSituation (Anamnesis):\nThe student lived only with his mother because his father left them before he even started elementary school. His mother did not pay much attention to him, and this was later reflected in his younger brother, who was rather raised by him instead of his mother. He was very disruptive at school, but still managed to maintain an average grade. But he never listened to his teachers and had to be told everything several times to do what was asked of him. His behavior then worsened in the second grade, when he spoke vulgarly to his male and female teachers. Finally, the student started bullying his classmates as well. After the behavior got so bad, he was sent to a correctional facility for a few months.\n\nTeacher Intervention (Solution):\nAt first, I tried to solve the student's behavior by negotiation, when I tried to explain to him that the way he behaves is not correct. Unfortunately, he didn't react to it and continued to behave as he had before. When I found out that he reacted to my insulting me, and then listened to me, I tried to be stricter with him so that he would take me as an authority and listen to me. But even that didn't help. Then I interviewed the student to find out why he actually behaved the way he did. Finally, I tried to arrange an interview with the mother, who did not respond to emails. After the pupil started to bully his classmates and the agreement and the notes did not help, I agreed with the principal that the only possible solution would be to send the pupil to a correctional facility.\n\nOutcome:\nThe result of this long-term situation was finally a correctional facility, where the student spent a few months. After the pupil returned, I spoke to him again and it was clear from the beginning that it helped him, because he himself told me that it helped him, because it gave him some order in his life and that he was in the correctional facility order. His behavior improved and in class, but he still disturbed quite often, but it was enough to warn him only once and he was calm. At the same time, he no longer bullied his classmates after returning from the correctional facility. So, in the end, the situation turned out pretty well, although I'm sorry that it ended up in the correctional facility and that I wasn't able to help him myself.\n\nStudent Profile:\nAge/Year: 13 let – 8. ročník\nHobbies: Sporty\nDisorders: Lhaní,Agrese,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Not attending to teaching/Inattention to teaching, Verbal aggression, Bullying\nSolutions Applied: Disrespectful communication, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "228", "student_age_year": "13 let – 8. ročník", "student_hobbies": "Sporty", "student_diagnoses": "", "student_disorders": "Lhaní,Agrese,Šikana", "teacher_approbation": "magisterské", "teacher_practice_years": "20", "problems_annotated": "Lying and cheating, Not attending to teaching/Inattention to teaching, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/721", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught the pupil from the moment her class moved to the second grade of primary school, i.e. from the 6th grade, when I became their class teacher. She was problem-free and had no major difficulties during her schooling. She always fulfilled her duties, continuously studied for tests and paid attention in class. She was popular in the team and none of my colleagues had a problem with her. If I had to characterize the class as a whole, I think we had a very good relationship and I didn't have to deal with any inconsistencies. I taught them the Czech language, but because I was their class teacher, it often happened that I also had to deal with their personal matters, especially regarding absences from classes and their subsequent excuses. The problem with the pupil arose in the last year, in which pupils choose compulsory optional subjects, which then take place as afternoon classes. The student suddenly began to accumulate absences and it became almost a tradition that she missed even the afternoon classes, of course she did not have a proper excuse for her absence. As a class teacher, I did not experience any material or mental hardship, and therefore I did not have the slightest suspicion why the student would have a reason not to go to school. Unfortunately, her grades also deteriorated day by day, especially during the 1st semester of the school year, the student had two fours at the end of the semester, until then she was an absolutely average student with one or two threes at most.\n\nSituation (Anamnesis):\nŽačka has been a pupil of our school since the first grade. She was non-confrontational, reliable, dedicated and friendly. If she felt injustice, she stood up for the classmate in question. She was willing, very popular in the team and was always my support. She often checked in when I had questions and helped me carry my supplies to class. She had average marks in the Czech language, sometimes better, sometimes worse, she excelled especially in mathematics. She had 2 best friends in class and they formed an inseparable trio. A minor problem arose when one of them went to another school, she and the other classmate often quarreled and sometimes it got so far that they threw a jealous scene during breaks. I would say that she had a problem \"coaching\n\nTeacher Intervention (Solution):\nDuring a routine check of the student book, as a class teacher, I pointed out to the student that she had not had her parents' signed grades for more than a week. The student said that her mother was not at home for a few days, and therefore she could not sign the student book. In this context, we actually revealed the social conditions in the family – the mother moved out with her older sister and only the student and her stepfather remained at home, supposedly because of the animal husbandry, so that someone would take care of them. The father never came to school before, he only drove his daughter. Mom doesn't go to class meetings, allegedly because she's busy with work. As a result of this, we found out that the pupil also has problems in the family, which resulted in truancy. We texted mom to come to school. The mother wrote the following: 'Hello teacher, I spoke with my daughter. Hopefully he will keep his promises and come home immediately. I will deal with the rest there. I'll stop by tomorrow, thanks for now. I had no idea. Thanks again.' The mother's reaction was immediate, the meeting seemed very friendly, she wanted to solve the situation, but she allegedly had a problem with being released from her job. The meeting took place with the prevention methodologist the next day, the mother showed up with her older daughter, whom she took as a family member instead of the father - she claimed that the husband is disabled and hardly ever leaves the house. We agreed on strict attendance control, which only worked temporarily. At the end of the year, the father called the school himself out of the blue to see if his daughter had floorball practice in the afternoon, which of course I knew nothing about and I immediately realized that the pupil had made it up. The father got very angry on the phone and became vulgar. I realized that this is a bigger problem than we originally thought. At that moment, after a long personal conversation, the pupil confessed to me and then repeated it to the guidance counselor that she did not want to be with her father because he was sexually harassing her. Based on the student's statement, we immediately contacted the mother by phone, but when we told her that we would have to report it to SPOD, she reacted very angrily. I can only speculate whether she was aware of this issue or not. The entire case was reported to SPOD the same day.\n\nOutcome:\nWe dealt with the situation immediately. We contacted the mother, who distanced herself from the situation, so the pupil was helped by her older sister, who was already of legal age. The case was also handed over to the police and subsequently resolved in court. Žačka moved away from her father and now lives with her sister. It was obvious that the pupil felt relieved when she confided in me. Together, we also agreed on regular visits to the school psychologist. I think that a big role was played by the fact that I had a good relationship with the class, so the pupil trusted me. Of course, willy-nilly, the situation was also reflected in the lessons, I felt great regret for what she had to go through. I tried not to consciously keep her in any way, the student had to go to school and fulfill her duties, but it affected me a lot as a mother. The situation was kept secret, so classmates did not know what was going on. I think her best friend knew. In the long term, it probably didn't affect my lessons in any way. Žačka seemed to me to be very mature for her age and she dealt with the situation. Overall, the situation stabilized, the pupil improved her grades, went to school, there were no more absences and she started secondary school.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: jízda na koni, malování, čtení \fKazuistika ++ Klíčová slova, která opisují situaci problematického chování žáka/žáků  absence, záškoláctví, obtěžování, nevyrovnanost, konflikt 1. Podrobný popis  vzniku) situace na úrovni chování  v první osobě, chronologicky, max. 2 normostrany-3 600 znaků) Petru jsem učila od chvíle, kdy její třída přešla na druhý stupeň základní školy, tedy od 6. třídy, tehdy jsem se stala jejich třídní učitelkou. Byla bezproblémovou žačkou a po dobu školní docházky s ní nebyly žádné větší obtíže. Vždy si plnila své povinnosti, průběžně se učila na testy a v hodinách dávala pozor. V kolektivu byla oblíbená a ani nikdo z mých kolegů s ní neměl problém. Kdybych měla charakterizovat třídu jako celek, tak si myslím, že jsme měli velice dobrý vztah a nemusela jsem řešit žádné nesrovnalosti. Měla jsem je na český jazyk, ale tím, že jsem byla jejich třídní, tak se často stávalo, že jsem musela řešit i jejich osobní záležitosti, zvláště co se týče absence ve vyučování a jejich následné omlouvání. Problém u Petry nastal v posledním ročníku, ve kterém si žáci vybírají povinně volitelné předměty  český jazyk nebo matematiku), ty pak probíhají jako odpolední vyučování. Petře se zničehonic začala hromadit absence a stalo se téměř tradicí, že vynechávala i odpolední vyučování, absenci samozřejmě neměla řádně omluvenou. Jako třídní učitelka jsem nezaznamenala žádné materiální či duševní strádání, a proto jsem neměla sebemenší podezření, proč by žákyně měla důvod nechodit do školy. Bohužel se také ze dne na den výrazně zhoršil prospěch, zejména tedy během 1. pololetí školního roku, Petra na konci pololetí měla dvě čtyřky, do té doby byla naprosto průměrnou žačkou maximálně s jednou-dvěma trojkami. 2. Anamnéza žáka/ů nebo třídy  osobní anamnéza), tedy vše co je relevantních pro zvolenou situaci  max. 2 normostrany) Petra byla žákyní naší školy od první třídy. Byla nekonfliktní, spolehlivá, obětavá a kamarádská. V případě, že cítila nespravedlnost, tak se postavila za dotyčného spolužáka. Byla ochotná, v kolektivu velmi oblíbená a byla vždy mou oporou. Často se hlásila, když jsem se na něco ptala a pomáhala mi nosit pomůcky do hodin. Z českého jazyka měla průměrné známky, občas lepší, občas horší, vynikala zejména v matematice. Ve třídě měla 2 nejlepší kamarádky a tvořily nerozlučnou trojici. Menší problém nastal, když jedna z nich odešla na jinou školu, s druhou\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "721", "student_age_year": "15 let, 9. třída", "student_hobbies": "jízda na koni, malování, čtení \fKazuistika ++ Klíčová slova, která opisují situaci problematického chování žáka/žáků  absence, záškoláctví, obtěžování, nevyrovnanost, konflikt 1. Podrobný popis  vzniku) situace na úrovni chování  v první osobě, chronologicky, max. 2 normostrany-3 600 znaků) Petru jsem učila od chvíle, kdy její třída přešla na druhý stupeň základní školy, tedy od 6. třídy, tehdy jsem se stala jejich třídní učitelkou. Byla bezproblémovou žačkou a po dobu školní docházky s ní nebyly žádné větší obtíže. Vždy si plnila své povinnosti, průběžně se učila na testy a v hodinách dávala pozor. V kolektivu byla oblíbená a ani nikdo z mých kolegů s ní neměl problém. Kdybych měla charakterizovat třídu jako celek, tak si myslím, že jsme měli velice dobrý vztah a nemusela jsem řešit žádné nesrovnalosti. Měla jsem je na český jazyk, ale tím, že jsem byla jejich třídní, tak se často stávalo, že jsem musela řešit i jejich osobní záležitosti, zvláště co se týče absence ve vyučování a jejich následné omlouvání. Problém u Petry nastal v posledním ročníku, ve kterém si žáci vybírají povinně volitelné předměty  český jazyk nebo matematiku), ty pak probíhají jako odpolední vyučování. Petře se zničehonic začala hromadit absence a stalo se téměř tradicí, že vynechávala i odpolední vyučování, absenci samozřejmě neměla řádně omluvenou. Jako třídní učitelka jsem nezaznamenala žádné materiální či duševní strádání, a proto jsem neměla sebemenší podezření, proč by žákyn�� měla důvod nechodit do školy. Bohužel se také ze dne na den výrazně zhoršil prospěch, zejména tedy během 1. pololetí školního roku, Petra na konci pololetí měla dvě čtyřky, do té doby byla naprosto průměrnou žačkou maximálně s jednou-dvěma trojkami. 2. Anamnéza žáka/ů nebo třídy  osobní anamnéza), tedy vše co je relevantních pro zvolenou situaci  max. 2 normostrany) Petra byla žákyní naší školy od první třídy. Byla nekonfliktní, spolehlivá, obětavá a kamarádská. V případě, že cítila nespravedlnost, tak se postavila za dotyčného spolužáka. Byla ochotná, v kolektivu velmi oblíbená a byla vždy mou oporou. Často se hlásila, když jsem se na něco ptala a pomáhala mi nosit pomůcky do hodin. Z českého jazyka měla průměrné známky, občas lepší, občas horší, vynikala zejména v matematice. Ve třídě měla 2 nejlepší kamarádky a tvořily nerozlučnou trojici. Menší problém nastal, když jedna z nich odešla na jinou školu, s druhou", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Masarykova univerzita, Brno (Český jazyk a literatura se zaměřením na vzdělávání, Občanská výchova se zaměřením na vzdělávání)", "teacher_practice_years": "20", "problems_annotated": "Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/817", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had long-term behavioral problems, especially towards authorities. He is often disruptive in class, doesn't pay attention, makes mocking remarks that amuse the people around him. Has a tendency to question the teacher's instructions. After a conflict, he always maintains an orderly line for some time, but gradually returns to the rut and starts to disturb again. However, after many different exits and reprimands, he crossed the line when he almost hit me on my bike on my way out the door!!! The thing was that during his free hour he 'borrowed' the bike that the local administrator rides to work (and perhaps also around the building), got on it and rode down the corridor. Considering how robust this student is, it was quite a dangerous situation, not to mention the act of 'borrowing' itself. When I was leaving the classroom, he just passed me. My blood wouldn't stop, I almost dropped everything I had in my hand! Before I could recover, the student got off the bike and was leading him away. I couldn't hold back and shouted at him to come back immediately. I tried to calm down, but the idea of what could have happened (not only to me, but to any student who didn't notice him or just walked out the door) completely took over me and I had to do something not to scream at him. I asked him (probably in a raised voice) what he's doing here and if he realizes what could have happened, that he could have hurt someone, and a lot. The student understood that he probably overdid it this time, because he was exceptionally not very funny and seemed almost contrite. I took him to class and there I tried to understand what he was up to, why he did it. He didn't tell me much about it, he said it just seemed like a great idea. I asked him if he was running out, what he could have caused, how lucky he was that he didn't hurt anyone. She didn't say much to me either, rather he just nodded monosyllabically. I didn't have anything else to say to him at that point, so I let him go, saying that I would inform my parents. I then spoke to his father on the phone, who apologized for him and promised to tear him apart, so as always, it ended up with me consoling him and him asking what he should do with this boy of his.\n\nSituation (Anamnesis):\nIn general, there is a problem with this class - nothing terrible, but it rubs off in most subjects, or with most teachers. The climate in the class is uneven and inconsistent, somehow it was not possible to form a group and there are rather smaller groups of two to four members. There is also frequent animosity among many. The student belongs to a group of four boys who are competing to see who is more disgusted, annoyed or even amused by the teachers and the school as such. They ostentatiously show that school is just a necessary evil that will bring nothing to their lives, because they already know everything important, or will learn it somewhere else. The student lives in a complete family, he also has an older brother, with whom there have never been any problems, and he thrives in all respects. The student already showed in elementary school that he was different. In appearance, he has a slightly backward impression, thrives on the verge of failure, has conflicts with teachers and disciplinary issues. Neither mother nor father know how to deal with him and do not understand why he is the way he is. The father communicates with the class teacher, who also attends class meetings and solves all problems, but he always seems rather clueless and tries to get advice on how to deal with his son. The student doesn't last very long at anything, sticks to his group of friends, listens to music and plays games, is a football fan with the boys. He has no other hobbies.\n\nTeacher Intervention (Solution):\nhave sat down with the student many times and tried to clarify with him why his behavior is inappropriate, what consequences it may have, including for him personally. In such situations, he always acted rather humble and reasonable, he seemed to understand the situation and the inconveniences arising from it, but it never took long and we were back to where we were at the beginning, as if I had nothing to do with him at all. This behavior started to really tire me in the second semester, I didn't know what to change, how to make it work somehow. Well, then this thing with the bike happened and I suddenly felt completely at my wits end. It all added up to the many minor inconveniences and created an explosive feeling that he had really screwed this up. I considered expulsion from the school, but after consulting with the principal and our representative, who works as a school psychologist, I proceeded with the solution with a reprimand. I don't know what I should have done differently, or even how to behave better, but I still have the feeling that this didn't work out very well for me.\n\nOutcome:\nThe student was officially reprimanded, given a class teacher reprimand and a strong warning that repeating something like this could lead to expulsion from school. Parents were informed about everything. Given that the above-mentioned incident took place in June, i.e. at the end of the school year, there was no longer enough space to evaluate the impact on the student.\n\nStudent Profile:\nAge/Year: 16, 1.ročník\nHobbies: Fotbal, hry\nDisorders: Lhaní,Podvody,Nespolupráce,Rušení výuky,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "817", "student_age_year": "16, 1.ročník", "student_hobbies": "Fotbal, hry", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Nespolupráce,Rušení výuky,Nevhodné chování", "teacher_approbation": "VŠ, angličtina", "teacher_practice_years": "15", "problems_annotated": "Physical aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/988", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problems with the student began when one day at the beginning of the school year he allowed himself to be induced on a new substance. Since he could not and was not sufficiently prepared, he got a 3. Already at that moment I noticed that he understood this fact very badly. In reality, his performance was even worse, but since he volunteered, I was softer on him. But I was disappointed with him because I expected him to be able to do it when he signed up. Unfortunately, his performance was a disaster. As the school year went by, I had to admonish him a lot because he kept interrupting class. Once it got to such a situation where he accused me of sitting on him. After that, what I did was that I always admonished others, whoever he was talking to, and I ignored him. After a while, he started playing a lot with his mobile phone in class. I started admonishing him again, because the mobile phone is supposed to be in the bag during class. After some time, I got angry because the cell phone didn't even hide it anymore. I invited him to give me his cell phone, that he could come get it after an hour. At first he put it in my hand, but then he didn't want to let go. In the end, I started to forcefully tug on him. I let go of the mobile phone after a while, because it threatened that it could turn into a physical conflict, as he did not want to let go of the mobile phone. The student was taller and stronger than me, so I was afraid of this option.\n\nSituation (Anamnesis):\nThe class can be classified as unproblematic. Several teachers have problems with the student. Since he is a first-year student, I don't know much about him. In terms of results, he is among the worst students.\n\nTeacher Intervention (Solution):\nAfter some time I ignored his interruptions. After the mobile phone pulling incident, I followed the school rules and reported this dispute and the fact that he was using a mobile phone in class to his class teacher. As I was not the only teacher who had problems with him, a reprimand from the class teacher was proposed and approved at the council.\n\nOutcome:\nThe incident happened sometime between April and May of the last school year, so I would not dare to evaluate the long-term effects of the disciplinary measure. The last two months before the holidays were better. He was no longer playing with his cell phone and there were fewer distractions. I am not saying that he has become an exemplary student, but there is some improvement. If I had to guess, they probably talked him into it at home through the admonition of the class teacher. The new school year is starting now, so I'll see how it goes with him.\n\nStudent Profile:\nAge/Year: 1. ročník, 16 let\nHobbies: Ne\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "988", "student_age_year": "1. ročník, 16 let", "student_hobbies": "Ne", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "MGr. Anglický jazyk", "teacher_practice_years": "25", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/695", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the course of the second grade, I started to use the group work of the pupils as part of the teaching. During the first attempt to practice group activity, one of the groups had a conflict between its members. The group consisted of four pupils, who had the task of correctly coloring the parts of the picture according to the results of the mathematical examples. While assembling the final picture, the student with Asperger's syndrome discovered that his classmate had made a mistake. Because he colored a part of the picture incorrectly, he became the target of vulgar abuse from a pupil with Asperger syndrome.\n\nSituation (Anamnesis):\nBecause students with Asperger's syndrome may have problems in group activities due to difficulties in social behavior, it is necessary to constantly reinforce the correct patterns of behavior and resolution of conflict situations.\n\nTeacher Intervention (Solution):\nI responded to the student's inadequate reaction during group work by interrupting it and together with the children we sat on the carpet. The pupils and I acted out model situations in which I demonstrated inappropriate behavior and the pupils advised me how to improve it and how to behave in the given situation. I also included a previous conflict situation in the skits, so the student had the opportunity to realize the inappropriateness of his behavior based on the reactions of his classmates.\n\nOutcome:\nWe continued the group work in the next lesson and the work was already going on without any problems. In the long term, it was necessary to continuously repeat with all pupils the rules applied during group work and to strengthen the pupil's correct approach to classmates.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: Biketrial\nDiagnoses: Aspergerův syndrom\nDisorders: Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "695", "student_age_year": "8 let, 2. třída", "student_hobbies": "Biketrial", "student_diagnoses": "Aspergerův syndrom", "student_disorders": "Vulgární vyjadřování", "teacher_approbation": "vysokoškolské, učitelství prvního stupně", "teacher_practice_years": "2", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/67", "content": "TEACHING CASE STUDY\n\nBackground:\nLike every class a seventh grader, let's call him a student for example, he doesn't pay attention and doesn't respond to my calls. I remind him again to open the notebook, the textbook and hide the snack. The student ignores the admonition, blends in with his classmates and continues to eat without the slightest difficulty. I watch his behavior for a while, in case he calms down on his own, and I warn him here and there, but the student doesn't react. When I run out of patience after a while, I send the student outside the door to calm down and also so I don't have to yell at him. It is not the first time the student is at the door, when he comes out he is already calmer in class. Subsequently, I continue to teach and the student only shouts sporadically. This situation is then repeated in almost every subsequent Czech lesson in this class.\n\nSituation (Anamnesis):\nThe student's parents recently divorced after a lengthy negotiation. The student thus remains in alternating care with his younger sister. The mother has to take care of the family and go to work, so she does not have as much time for the children as they deserve. The father takes the children every other weekend and you can see that the children look forward to him. The student suffered and is still suffering from the divorce of his parents, he makes it known to those around him. As for the number of friends, he is somewhere in the middle of the popularity scale in class, he has fun with everyone, he doesn't hurt or trouble anyone.\n\nTeacher Intervention (Solution):\nThe student suffers from a mild form of ADHD and is therefore excessively hyperactive, unable to focus his attention for a long time on one thing/activity. I tolerate it for a while, but later I run out of patience and the best form of solution, in my opinion, is to send the student outside the door for a while, where he is alone and has nothing to distract him. Thus, the student eats a snack during class and does not respond to any requests to postpone it. Furthermore, he turns a lot on his classmates, he doesn't listen to me.\n\nOutcome:\nThe short-term result of this method turns out to be an ideal solution for only one lesson of the Czech language, subsequently this 'solution' has to be repeated, because yelling and threats do not help. The long-term solution is, of course, calling the parents, summoning the pupil and parents subsequently to the school principal or the school psychologist, which happened after about four more hours. I myself believe that the student's behavior only shows a period of defiance and also follows a rather protracted and lengthy divorce of the parents recently, so it is temporary, unfortunately still in place. Note: in my opinion, a short-term solution is not enough, you need to look for the cause and focus on a longer-term solution to this problem.\n\nStudent Profile:\nAge/Year: 13, 7.\nHobbies: Počítačové hry, sociální sítě     1.\nDiagnoses: ADHD,Lehká forma autismu\nDisorders: Nevhodné chování,Arogance,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Transfer of student\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "67", "student_age_year": "13, 7.", "student_hobbies": "Počítačové hry, sociální sítě     1.", "student_diagnoses": "ADHD,Lehká forma autismu", "student_disorders": "Nevhodné chování,Arogance,Disrespekt", "teacher_approbation": "Magisterské, aprobace ČJ a OV", "teacher_practice_years": "25", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/394", "content": "TEACHING CASE STUDY\n\nBackground:\nPupils were going to gym and another class was coming to their class. One student was not able to pack up in time, unlike the others, he felt pressure from those who came to class after them. This played into his lower frustration tolerance. He got nervous. He didn't put his slippers on properly (he often takes them off). Under pressure, he ran out of the classroom and ran into the other children on the stairs. He lost his balance and fell down some stairs. As a class teacher, I was called, the boy was crying, I provided first aid and called the emergency services.\n\nSituation (Anamnesis):\nSituations (even more situations) are based on the nature of the diagnosed disorder. Due to a short-term memory disorder and inattention, the student falls behind the pace of the class. His expressive skills are also not at the level of his classmates, the non-verbal component of communication prevails for him. The student has a problem with the organization of his workplace, when changing activities he does not keep up with others and cannot follow up smoothly. The class is one of two 8th grades in the school. The children sit one by one in the desks. The class is made up of children with a higher level of social intelligence and empathy, as the class is attended by one seriously ill boy and another boy who is struggling with various types of phobias. Despite the empathetic environment, the student did not fit into the collective, when forming pairs for a group activity, he must eventually be assigned.\n\nTeacher Intervention (Solution):\nSuch an environment is created for the student so that he can work as best as possible. For better control, he sits in the first bench, has an increased time limit to complete the task, and is regularly checked during the lesson to see if he can do everything. Even the class collective is adapted to him, the division into classes took place so that he meets children with a higher degree of social intelligence and empathy in the classroom. The student is unable to organize work and change activities. He buys things on the bench, so he was assigned a second bench where he puts things unnecessary for the given subject.\n\nOutcome:\nrealized again the need for increased supervision, to check if they pack things on time. And even if at his age he has his slippers on properly. The children were taught how to behave again, the second class is allowed to enter only after the class before them has left. He was bought better shoes that cannot be taken off. Unfortunately, it cannot be controlled 100%. But we cannot improve his behavior and expressions. After an hour, he still can't handle the preparation and cleaning. A situation where he gets under pressure again may still occur, it may happen that I will not be able to help him immediately in solving such a problem.\n\nStudent Profile:\nAge/Year: 14, 8. třída\nHobbies: vojenská historie, zbraně\nDiagnoses: ADHD,Rychlá unavitelnost,Zhoršená krátkodobá paměť,Tiková porucha\nDisorders: Neposlušnost,Nepozornost,Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Failure to attend class\nSolutions Applied: Support, Transfer of student \nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "394", "student_age_year": "14, 8. třída", "student_hobbies": "vojenská historie, zbraně", "student_diagnoses": "ADHD,Rychlá unavitelnost,Zhoršená krátkodobá paměť,Tiková porucha", "student_disorders": "Neposlušnost,Nepozornost,Nesoustředěnost", "teacher_approbation": "Dějepis, Český jazyk,", "teacher_practice_years": "26 let", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/580", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Violation of classroom/school rules\nSolutions Applied: Consequences, Transfer of student, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "580", "student_age_year": "11 let, 5. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, AJ, ČJ", "teacher_practice_years": "9", "problems_annotated": "Emotional outbursts, Violation of classroom/school rules", "problems_possible_annotated": "Physical aggression", "solutions_annotated": "Consequences, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/998", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of May, a pupil from a nearby elementary school transferred to us because of inappropriate behavior towards her classmates and the fact that she does not get along with the teachers. The girl seemed fine at first, but the problems started after two weeks. She began to verbally attack others and threatened to physically assault them. Her classmates say they are afraid of her. I was told that he was posting on social media that he was going to do something. She is aware of verbal attacks and aggression towards fellow students. Together with his mother, he goes to see a psychologist at the Outpatient Educational Care Center CENTER.\n\nSituation (Anamnesis):\nShe comes from a dysfunctional family, her biological father abused her mother, for a while in a children's home, then she worked in an apartment building for abused mothers, after marrying another boyfriend, she now lives in an apartment building. After transferring to another primary school, the girl's grades improved slightly.\n\nTeacher Intervention (Solution):\nThe message about inappropriate behavior came to me from her classmates. These were various vulgar insults, unreasonable threats of physical assault. He writes to others on social networks that he is going to do something to himself, sends photos of cut hands, also hurts himself at school with a compass, touches his classmates. After this announcement, I invited myself over. She stated that she was aware of her behavior. She promised that she would try and improve her behavior, or relax by moving. Regarding inappropriate behavior towards fellow students (touching), the guards were explained. Classroom relations were to continue to be monitored. However, the problems continued. Due to self-harm, OSPOD was informed. Subsequently, we solved this problem at two case committees, where the mother and her boyfriend were spoken to. Now the girl goes to the educational care center on an outpatient basis, she is monitored at school, because of self-harm she is forbidden to go to the toilet alone during class. She should go for two months together with the curator to the residence SVP. He is not taking medication yet, but he will see a psychiatrist.\n\nOutcome:\nWe'll see how it goes after he returns from his stay. From our side, I assess the situation as well managed.\n\nStudent Profile:\nAge/Year: 14 let, 8.třída\nHobbies: nemá\nDisorders: Agrese,Sebepoškozování,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Selfdestructive behaviour, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "998", "student_age_year": "14 let, 8.třída", "student_hobbies": "nemá", "student_diagnoses": "", "student_disorders": "Agrese,Sebepoškozování,Vulgární vyjadřování", "teacher_approbation": "VŠ, M-Bi", "teacher_practice_years": "31 let", "problems_annotated": "Physical aggression, Selfdestructive behaviour, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/212", "content": "TEACHING CASE STUDY\n\nBackground:\nIn May 2021, the father asked me for a conversation conducted between me, him and his daughter, emphasizing that I should get to know her and him personally. I purposely scheduled this meeting in the afternoon, when the school building was quieter and I had the opportunity to listen carefully to her and her father. When the father and his daughter entered the room, the student remained standing by the door, and the father approached my desk and explained that his daughter would not go any closer. So I suggested in a calm voice that the student should sit in her colleague's place. The father sat down in the place intended for visitors, he explained to me that his daughter refuses to come to the school due to the possibility of face-to-face distance education and so-called 'locks herself in'. He explained to me that his daughter devotes herself fully to her studies, her academic results are excellent and she aims to be a translator from the English language. I based the beginning of my communication with her on this fact, because I am an English teacher and I understand her interest. I tried to start an informal conversation, and to my surprise, the result was loud answers, according to my father, she did not personally communicate with the teaching staff at all. We agreed that the student will complete the school year through distance education and will visit a psychologist.\n\nSituation (Anamnesis):\nAnxiety disorders of a social-phobic nature, anticipation of failure, rejection of changes, passivity towards face-to-face attendance at classes.\n\nTeacher Intervention (Solution):\nTogether with the educational advisor, we developed an IEP for the pupil and we recommended to the father a visit to a clinical psychologist, who would support this effort of ours. The aim was to support the pupil in her efforts to fight social phobia and to 'meet her at school' at least once a month. The father expressed his support for this plan, and the pupil herself told me that she would let me test her English. This appeared to be a great success, as the pupil herself expressed her consent to come to the school in person.\n\nOutcome:\nUnfortunately, the student has not yet come to school in person and still refuses face-to-face teaching in any form. He works with a clinical psychologist and we are in regular contact with his father. Tasks are sent to the student in the MS Teams platform.\n\nStudent Profile:\nAge/Year: 17, 1.D\nHobbies: anglický jazyk\nDiagnoses: Psychiatrická diagnoza,Úzkosti,Schizofrenie\nDisorders: Sociální fobie,Úzkost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Agreement, Support, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "212", "student_age_year": "17, 1.D", "student_hobbies": "anglický jazyk", "student_diagnoses": "Psychiatrická diagnoza,Úzkosti,Schizofrenie", "student_disorders": "Sociální fobie,Úzkost,Vyhýbání se škole", "teacher_approbation": "VŠ, Anglický jazyk,", "teacher_practice_years": "24 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/788", "content": "TEACHING CASE STUDY\n\nBackground:\nIn my class, I teach a boy who is included on the basis of behavioral and adjustment disorders with a spectrum of anxiety and depression problems. These difficulties are of a long-term nature, therefore it is necessary to work with the pupil in a long-term, systematic way; the effort is to break down unwanted behavior or at least eliminate it.\n\nSituation (Anamnesis):\nThe boy is enrolled in the 5th grade, he is educated with the support of pedagogical assistance, which he has had since the 3rd grade, however, it was recommended to increase the working hours based on the situation described below. The boy's mother is aware of the necessity of this measure. Behavioral patterns persist in the student, which are characterized by the presence of explosive behavior, disruption of peer relationships, lying, disrespect of rules and violation of the rights of others. The boy is in the care of a pedagogical and psychological counseling center, with whose employee I consulted the given situation. We continuously resolve various conflict situations. He has good days and bad days. On good days, he works basically without problems, he has no problem with learning, he likes to read, sometimes he even asks for extra tasks, he can concentrate well. On bad days he refuses to work, makes vulgar comments about 'excessive' workload, shouts abuse into the classroom, throws things around the classroom, walks around the classroom, throws things out of windows.\n\nTeacher Intervention (Solution):\nAt class meetings, the mother of one of the pupils gave me information about the inappropriate behavior of the pupil towards her daughter and also towards the other girls. The boy was reaching out to the girl in the background, commenting on the size of the background and bust. The girl confided at home and said that she was afraid. That's when I learned that this matter has been going on for about a month, at first this student considered it a 'joke', but now the matter has crossed the line of tolerance. The mother requests my intervention to ensure appropriate behavior and safety for her daughter. She also mentioned two other female classmates to whom this behavior also happens. I decided to meet with all the girls in the class and also asked the school psychologist to attend this meeting. I also informed the school principal about everything. The meeting with the girls took place in a confidential atmosphere, and the following facts were discovered: the pupil touches the back of 3 girls, comments on it. All the other girls have experienced in the last month that a classmate 'shows off' in front of them in a way that is uncomfortable for all the girls; makes copulatory movements towards all classmates, i.e. including boys, but also towards objects such as chairs, doors. The girls are ashamed, it is already very uncomfortable for them, some said they are even afraid. The three girls who were touched by the student are afraid of him, they don't know how to defend themselves, they know his anger from the past, they are afraid that he might react aggressively. Fortunately, this has not happened so far.\n\nOutcome:\nIn the following days, I met with the parents of these three students, they expressed the complaint only verbally, they consider everything rather inappropriate 'adolescent behavior', for the time being they want to solve this matter on the school grounds; they demand the intervention of the school to protect the girls and of course to stop this behavior. It was therefore agreed that the solution will take place at the school level and within the framework of the school rules. After an agreement with the school principal, I communicated the above-mentioned information to the pupil's mother verbally and in writing, with the intention that she solve the problem with a professional workplace - i.e. with a pedagogical-psychological counseling center and also recommended her to contact a child-psychiatrist, a psychologist, or a sexologist. In cooperation with the school psychologist, I taught the girls how to react to such behavior, who to contact in case of repeated inappropriate behavior, how to proceed, what clothes not to choose (as part of prevention). As part of the care of the pedagogical-psychological counseling center, it was recommended to increase the pupil's working hours as a teacher's assistant, whose activities are aimed, among other things, at preventing the pupil's affective outbursts, at correcting behavior, and at limiting the boy's inappropriate behavior. In particular, pedagogic supervision during breaks, during class transfers, and in the locker room was increased in order to minimize sexually oriented behavior, or demolished. This not only improves the social status of the boy, but also increases the feeling of safety of other pupils, which I see as one of the priorities. The school also consulted and informed other professional workplaces that have the pupil in their care about the problem and the procedures for solving it - i.e. the social-legal child protection authorities, services for special pedagogy. Since the teaching assistant is present with the pupil more or less all the time, the inappropriate behavior described above is eliminated. However, the boy also sees a psychologist, with whom he focuses on eliminating inappropriate behavior, perhaps this also has a positive effect. After three months, there was another meeting with the girls, who describe the student's behavior as more stable.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nDiagnoses: Porucha přizpůsobení,Úzkosti,Deprese,Porucha chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Lying and cheating, Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "788", "student_age_year": "11 let, 5. třída", "student_hobbies": "", "student_diagnoses": "Porucha přizpůsobení,Úzkosti,Deprese,Porucha chování", "student_disorders": "", "teacher_approbation": "VŠ, speciální pedagogika/český jazyk", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Lying and cheating, Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "Partial success", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/537", "content": "TEACHING CASE STUDY\n\nBackground:\nIt all started when a new student came to class in November. The new pupil was not from the Czech Republic, but from Ukraine. During March, the school's guidance counselor received information from the class teacher that the new student's classmates were not treating him nicely. The class teacher got this fact from the personality development and physical education teachers. He had problems with his classmates not only during breaks, but also in physical education, where he became the target of one of his classmates who fired two balls at him on purpose. In the classroom, hatred was expressed through various vulgar words and taunts, which were laughed at by the entire class. It even had a colloquialism that was denied by the pupils and their parents. However, it is a fact that these profanities were commonly used by students even in the lower grades - they became a kind of norm in the classroom and the students did not react to it. The new student became a target not only because of his nationality, but also because he did not behave well with his classmates after his arrival (confirmed by the class teacher and classmates), even though at the beginning there were efforts to have fun with him and to communicate with him in some form. Profanity was not the only thing classmates used against the new student. There were also tendencies on purpose, e.g. screwing pens, or refusal to cooperate in pairs.\n\nSituation (Anamnesis):\nThe new pupil only joined his new classmates in the 9th year of primary school, so he had a certain disadvantage that he didn't know anyone yet. In addition, he came from a foreign country, so integration was more difficult for him than for his Czech peers. He was active in class, hardworking, achieved excellent academic results, which led some of his classmates to call him a 'nerd'. He became the target of four classmates who insulted him intensely and the other classmates joined in. From the interviews with the class teacher and the guidance counselor, this fact was also acknowledged by his classmates and students from other classes, except for one who did not notice anything special. He had no one to stand up for him and was so completely alone in the classroom, except for one classmate who had fun with him. During April, when the whole situation was already intensively resolved, the parents of two classmates wrote a letter to the school principal, where they objected to the school's claims and fundamentally disagreed with their sons' behavior towards the new student as alleged aggressors. On the contrary, they attacked a new student for problematic and socially inappropriate behavior, which should have bordered on stalking, which was not discussed at all by the school, and they have only four boys as the aggressors and not the new student, who was also to blame. They defended it as provocation on the part of the new student, and he himself was the trigger of this hateful reaction to him. A more detailed anamnesis of class relations took place in May in the presence of a worker of the pedagogical-psychological counseling office as part of the indicated primary prevention program. During the program there was complete disinterest, there were also violations of the rules that were established at the beginning of the program. The pupils were not able to cooperate and invented other names. It was heard in the counseling center that the program was not needed because the situation had already been resolved a long time ago. It also revealed that it was common for different people to be targeted for remarks because of their difference or appearance. This has already happened in the past, when a classmate, who is no longer studying at the school, was also their target. Insults and taunts thus became a completely normal situation, which some perceived as fun, even if they bothered the majority of the class.\n\nTeacher Intervention (Solution):\nIn March, the situation began to be resolved with the class teacher, and interviews were held with a new student, who gave the names of four boys who very inappropriately chose nicknames and comments towards him. The other classmates, instead of standing up for him, stuck together and laughed at him together, except for one who was friends with him. Towards the end of March, there was also an interview with four classmates whom the new pupil identified as those who called him inappropriate names and mocked him. The school prevention methodologist was also present at these interviews. These classmates admitted part of their guilt, but denied that the situation was serious. On the same day, part of the pupils stated that they would like to talk about the problem and try to solve it, so the whole class was promised a meeting by the school. The next day, a meeting was arranged by phone with the school's prevention methodologist, an employee of the pedagogical-psychological counseling center and the class teacher. Additional interviews were also held with the new pupil and one of his classmates. The classroom situation was mapped in the form of questionnaires. The class teacher called the parents about the occurrence of inappropriate behavior towards one of the classmates and suggested the next date of class meetings. It was set 5 days later. On the same day, there was also a meeting with the whole class, where interviews were held with the whole class in the presence of the class teacher, the guidance counselor and the new pupil who also wanted to be present. A day later, the facts were summarized and the whole situation was again consulted with the educational advisor, the school principal, the deputy school principal, and also with the school psychologist. The school principal reprimanded the aggressors for inappropriate behavior towards a classmate, and further steps to resolve the situation were suggested to all involved. The following week, a meeting was held with the parents of the two boys, who were informed about the situation in detail, and then a proposal to reprimand the school principal was discussed. The following day, a pedagogical meeting was held, where a proposal to reprimand the school principal was discussed, and in the later hours, a class meeting took place in the presence of the class teacher, the educational advisor, the deputy principal of the school, and an interview with the mother by one of the classmates took place. After the class meetings, interviews were held with the parents of two other classmates. They were informed about the situation in detail and then a proposal to reprimand the school principal was discussed. Later, a consultation took place with a staff member of the pedagogical-psychological consultancy in the presence of the class teacher, where the school's procedure was found to be correct. The next date is set for May. During April, there was a meeting with the new pupil's mother. In April, letters from the parents of two classmates arrived at the school's address, in which they fundamentally objected to the behavior of their sons and wanted the school principal to respond to the following matters: the intention to reprimand the school principal, a new complete assessment of the entire situation, which will be as transparent as possible, and an improvement in information parents or legal guardians. The letter also contained terms that were supposed to be used against the new student. Parents refuse to take a few such words as bullying. In May, a program of indicated primary prevention took place in the classroom with the staff of the pedagogical and psychological counseling office. Most of the class despised this program and refused to participate in it.\n\nOutcome:\nDuring the indicated primary prevention program, the pupils expressed their dissatisfaction with how the whole situation was resolved and also expressed their dissatisfaction with the school's procedure and the guidance counselor who evaluated the pupils based on previous situations. At the same time, there was an opinion that many more pupils should have been punished than just four. The students perceived the program, which aimed to evaluate the current situation in the classroom, rather negatively. The program helped to 'clean up' the situation, but it was too late to change anything. Part of the classmates believed that the program would divide the class again and did not bring a new solution. So it can be said that the relationships in the class were in an advanced stage of disruption, they were bad, unresolved and neglected for a long time, so it was difficult to change anything. The only relief was that the pupils attended the ninth grade, so after the holidays each of them had already left primary school.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nHobbies: –\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "537", "student_age_year": "14 let, 9. třída", "student_hobbies": "–", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské (fyzika, matematika)", "teacher_practice_years": "30 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/723", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught mathematics at elementary school, specifically in the 6th grade. The student often fell asleep and stopped working, so it was necessary to encourage him to work several times an hour. He also often asked to be released to the toilet (to take a break from the stress of teaching, walk around and also relieve himself). Whenever the students had to work alone, after a while the student got stuck, stopped working and started playing with whatever he had at hand (rubber, pencil, ruler). When I pointed this out to him, he usually started working again. It also happened that, when entering more examples, he started copying them all at once and then forgot to calculate them. I tried to remind him to always write down one example, solve it, and then write down another. Unfortunately, he always forgot it by the next hour.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADD - personality disorder without hyperactivity since preschool age. That's why it often happens that the student falls asleep and stops working in class, starts playing with whatever he has at hand. He also often asks to be excused from class because he wants to go to the bathroom (this happens several times an hour). There is a good mood in the class, the team does not exclude the student in any way.\n\nTeacher Intervention (Solution):\nI always tried to bring a student back to our class when I saw that he was daydreaming and not counting. I also put him in the front pew so I have a better view of what he's doing at any given moment and if he's counting. At the end of the year, the student also didn't want to go to the bathroom as much anymore, which I attribute (and I also hope) to the fact that he started to feel safer in my classes, less stressed and no longer needed to run away.\n\nOutcome:\nThere is no way to solve the problem, we can only direct him more so that he concentrates better in class. Which, in my opinion, I also did well. As I said before, at the end of the year, the student stopped running to the toilet so often, and I also take that as a small victory.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída\nDiagnoses: ADD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Support, Transfer of student, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "723", "student_age_year": "11 let, 6. třída", "student_hobbies": "", "student_diagnoses": "ADD", "student_disorders": "", "teacher_approbation": "Vysokoškolské (Ing.) + Studium v oblasti pedagogických věd - učitelství 2. stupně a SŠ", "teacher_practice_years": "2", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/924", "content": "TEACHING CASE STUDY\n\nBackground:\nOne Friday, about 15 minutes before the end of the lesson, so it can be said that a little after half the lesson, the student started packing and packed all the things from his desk. I informed him that the class wasn't over yet, that there were 15 minutes left and the teacher was finishing the class, and I hadn't even given my homework for the weekend. The student replied that he was no longer interested, that he wanted to go home and enjoy his free Friday, because he had matches all weekend. I didn't know how to react, so I repeated in a sterner voice that I was finishing the class and let him unpack his things again to write down his homework. Fortunately, he listened to me.\n\nSituation (Anamnesis):\nIt is about a boy who grows up alone with his mother because his father abandoned them. It can be seen that it has to do with his behavior, because the student is sometimes rude and sometimes does not behave nicely. His mother does not force him to go to school in any way, because she is happy that he is doing well in football and believes that he will be good at what fulfills him. I always try to praise him in gym, because he is an excellent athlete, but I also demand a decent attitude from him in other classes.\n\nTeacher Intervention (Solution):\nAfter I finished Friday's lesson, I asked the student if he could stay in the classroom for 5 minutes and he replied: \"Okay, yes.\n\nOutcome:\nAlthough this particular situation never happened again, I was not so satisfied with the solution, because sometimes the student continued to be rude and I could have solved it differently.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Fotbal\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Arogance,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal aggression\nSolutions Applied: Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "924", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Fotbal", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Arogance,Disrespekt", "teacher_approbation": "Mgr., Mat, TV", "teacher_practice_years": "33", "problems_annotated": "Nonverbal disruption of lessons, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1490", "content": "TEACHING CASE STUDY\n\nBackground:\nMy name is and I have almost thirty years of teaching experience. I was the principal of the given village elementary school and at the same time a teacher of the first three grades. In my practice, I have found that the teacher should explain and show the students why they go to that school and what they can get there. At the same time, however, it is necessary to teach them to fulfill their duties and tasks so that in the future they will be able to be responsible both in their family and work lives. I also try to achieve this by consistently checking the homework I assign to my students. Of course, I met several problematic students who had difficulty completing the problems consistently. These children then, for various reasons, begin to accumulate homework until finally they are completely overloaded with uncompleted tasks. I usually try to solve this problem with students only at the teacher-student level. The case was no different. Most of the time, problematic situations arise when we explain the tasks they will do at home in class. However, when he opened the notebook in class, he almost always found unfinished homework from the previous days and a large crossed-out letter, which I used to warn him about the insufficient completion of the tasks. When I asked if he had even opened the notebook during yesterday afternoon, he mostly replied that he was at soccer practice and that he had forgotten about it.\n\nSituation (Anamnesis):\nThe story took place in a small village school. He was in his third year when his problems with schoolwork became fully apparent. In the case, I think the main problem was that he comes from a sports-oriented family. In his free time, he more or less commuted to various sports clubs such as football, hockey, basketball, karate. He didn't have that much time or energy left for school and preparing for school. In his case, there was also a problem with his parents, who did not pay much attention to education at home and did not notice how well he was doing at school. Another snag was the fact that both parents came from Slovakia and at home they talked exclusively in Slovak. However, when he came to school and had to speak Czech, he had a mess in his head and mixed the two languages together in various ways.\n\nTeacher Intervention (Solution):\ndecided to solve it by saying that instead of him going after school for an hour and a half to the sorority, he would always write homework individually with me for at least half an hour. I know that I was actually leaving him after school and maybe punishing him a little bit in his eyes, but at the same time it seemed to me like a solution that would give the student the space to do the tasks even before he leaves for training by bus. I don't know if it won't be seen as a drastic solution today, but I can safely say that this approach has worked for me in this case. You could see that he needed guidance both with football and with homework. However, what worked for , might not work for others and I am fully aware of that. However, in this case, I think it worked very well. I also know this for the reason that, although he has long since left our school, I have information about how he is now studying in the second grade of elementary school and that he has not let up on the fulfillment of his school duties.\n\nOutcome:\nAt first he obviously didn't like being after school, but after a few days he got used to the routine and homework stopped being a problem. You could even see afterwards in the lessons when we checked our homework that he was satisfied with the fact that he had completed the given tasks and did not have to be ashamed in front of other classmates. In the end, I was even able to leave him alone in the classroom after class and let him work independently on his assignments. Everything was also reflected in better academic results, and especially in the Czech language, which improved dramatically, and I think he was also proud of the progress he made.\n\nStudent Profile:\nAge/Year: 3. ročník ZŠ (vesnická malotřídka)\nHobbies: Sport\nDisorders: Nepozornost,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Consequences, Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1490", "student_age_year": "3. ročník ZŠ (vesnická malotřídka)", "student_hobbies": "Sport", "student_diagnoses": "", "student_disorders": "Nepozornost,Nepracovitost", "teacher_approbation": "Mgr. (učitelství pro první stupeň ZŠ)", "teacher_practice_years": "29", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/631", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the art class was such that a student in the seventh grade painted a male genitalia on his tempera painting for his classmate when she went to the toilet. Students worked in the drawing and painting studio at the easels. Considering that art education studios have a more relaxed regime where students can move freely around the studio, he did not notice the inappropriate activity of the student. The student was very frustrated by the situation, he even noticed her crying. The student's classmates made a lot of fun of his work and he became the hero of the moment.\n\nSituation (Anamnesis):\nThere were 21 students in the art class. There were many very talented pupils. He had not previously noticed any significant problems or contradictions in this team.\n\nTeacher Intervention (Solution):\nAfter discovering the situation, he sent the student to the office, which is located a few meters from the art studio, and told him to wait for my arrival. He calmed the student down, removed the work from the easel and gave her a new drawing to paint the work again. He told the students that the act was wrong, that it was neither heroic nor admirable. He explained to them that male and female nudity have been depicted in art since ancient times, that nudity is a part of life, and he showed the students several works of art from the pictorial publication, such as a sculpture. What their classmate did, that was stupid and primitive, that he probably just wanted to get out in front of them, somehow draw attention to himself, interest them. The students continued their work. He spoke to the student, told him what he told his classmates in the class. He mainly explained to him that one should not interfere with someone else's work, that someone would make some effort to create a work and he would destroy it with a few strokes of the brush. That he would certainly not be comfortable if he created something and someone else came and broke the thing for him. When he showed him the incriminating drawing, he found out for himself that his painting was not suitable for the work and that it was inappropriate and not even beautiful. He asked him if he wanted to improve his classmate's picture or just address her. He explained to him that he does not interfere with anyone's artistic work. That it is not possible to come to a gallery and scribble a picture. The student admitted that he understood the arguments. They shook hands in a promise that he would never do such an act again. He told him to apologize to the student, which he did, and apologized to everyone else in the class.\n\nOutcome:\nIn the following hours, the student already worked as he was supposed to. He participated in the work of the whole class. After a while, the incident was forgotten. His behavior, like the behavior of other students, was adequate for the given adolescent age. The student successfully and successfully graduated from school.\n\nStudent Profile:\nAge/Year: 17 let, třetí ročník\nHobbies: Sport, filmy, videohry\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Violation of classroom/school rules\nSolutions Applied: Agreement, Consequences, Working with the collective, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "631", "student_age_year": "17 let, třetí ročník", "student_hobbies": "Sport, filmy, videohry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Pedagogická fakulta Ostrava, český jazyk a výtvarná výchova", "teacher_practice_years": "32 let", "problems_annotated": "Nonverbal disruption of lessons, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Working with the collective, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1038", "content": "TEACHING CASE STUDY\n\nBackground:\nThis problem has happened before before my internship. Once, when the class teacher was collecting money for a school trip, the student repeatedly did not bring the money. So the teacher wrote to his mother with a reminder that the deadline by which the money must be sent is approaching. However, the mother immediately wrote to the teacher that she had already given the student money for the trip several times. There have been problems with this student before.\n\nSituation (Anamnesis):\nThis is a student whose parents have divorced. The student has very poor results at school, once he was even absent from school. If he was already present at school, he behaved very arrogantly, was rude and did not respect the school rules. In the eighth grade he had to take placement exams. After school he met a group that had a very bad influence on the student.\n\nTeacher Intervention (Solution):\nAt first, problems were solved only with the class teacher. Later, however, the school psychologist and the student's parents were also called to this case. From the communication with the pupil, it was established that the pupil kept money from his mother and used it to buy various things.\n\nOutcome:\nAlthough the pupil attended regular sessions with the school psychologist, his problems increased rather than decreased. Therefore, the situation could not be resolved in any way only in the school environment. The student now attends a session with a psychologist in the city where he lives and the problems still persist. However, the small shift was reflected in the student's grades, which are now slightly better.\n\nStudent Profile:\nAge/Year: 14.let, 9.ročník\nHobbies: videohry\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules, Attendance problems, Verbal aggression\nSolutions Applied: Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1038", "student_age_year": "14.let, 9.ročník", "student_hobbies": "videohry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Krádeže", "teacher_approbation": "Střední škola s maturitou", "teacher_practice_years": "12 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1407", "content": "TEACHING CASE STUDY\n\nBackground:\nLast year, the thefts started in the 7th grade, which is led by the class teacher. At first it was relatively small things. For example, when a student in class celebrated his birthday and gave out candy, the candy went missing from the desk to the children who were not there at the time. The class teacher also received complaints from the children that their stationery was being lost. Once, a student's T-shirt went missing from the locker room while they were having gym class. She became suspicious of the classmate because she had already suspected him once when she noticed that he had the same pen that she had recently lost.\n\nSituation (Anamnesis):\nŽačka is a smart, diligent girl who pays attention in class and does not disturb her. His grades are average, rather better. She is popular among teachers, often offering her help. But she is not popular in the classroom, probably also because of her social background. Unlike other children, she doesn't have a phone, during the covid period she had to borrow a laptop from school. Classmates do not go on trips or excursions.\n\nTeacher Intervention (Solution):\nThe class teacher listened to the student and explained to her that next time it would be better if she went straight to her with her suspicions, because she can't just walk into other people's things. At the same time, she gave her understanding for her situation and did not accuse her in any way. She asked her not to deal with the suspect and other children until the circumstances were clarified. Subsequently, she invited the suspect to her office with the request that she needed help regarding the theft of items in the classroom. She spoke kindly to him. She told him that she would appreciate it if he knew where it might be, that it would help her a lot, because the student cares a lot about the T-shirt and is sad about it. That it would have to be resolved with the parents and the whole thing would be complicated. The suspect denied knowing where the T-shirt might be, but offered to help.\n\nOutcome:\nThe next day, the suspect brought the student a T-shirt saying that he had found it. She didn't ask anything, she was just glad to have him back. But the suspect's conscience gnawed, and he finally confessed to his classmate and returned the other T-shirt to her.\n\nStudent Profile:\nAge/Year: 12 let, 7. třída\nHobbies: biologie\nDisorders: Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Interview\nImplications: Longterm success, Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1407", "student_age_year": "12 let, 7. třída", "student_hobbies": "biologie", "student_diagnoses": "", "student_disorders": "Krádeže", "teacher_approbation": "Mgr., VV, ČJ", "teacher_practice_years": "23 let", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success, Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1005", "content": "TEACHING CASE STUDY\n\nBackground:\nI had two very different girls in my class. One pupil was very energetic, extroverted, talkative and lively. The second pupil was very quiet, so very kind and responsible, quite introverted. One day, the parents of the second pupil came to complain that the first pupil behaved condescendingly towards their daughter, telling her what to do and who to be friends with, sending her to the buffet for snacks. In the course of one month, they came to complain about 2 or 3 times.\n\nSituation (Anamnesis):\nFirst pupil (bullying) – extroverted, energetic. The second pupil (bullied) – quiet, introverted.\n\nTeacher Intervention (Solution):\nSo I immediately started working on the team. With the whole class, we played games and did exercises to consolidate the children in the class, we talked about friendship, how friends should treat each other nicely. As part of the reading workshops, I also chose books with the theme of friendship so that the children could experience the rules and principles of good interpersonal relationships. I then talked to the first pupil (the bully) about how she behaves towards the second pupil, that it's not nice, that female friends don't treat each other like that. In the end, it was found that the parents of the first student (the bully) just got divorced, so I concluded that the student's possible behavior is due to the demand for attention and a sense of loyalty from the second friend (by telling her who to hang out with, etc.).\n\nOutcome:\nThe bullied parents then reported to me that everything is fine now, that the girls already have a nice friendly relationship with each other. After talking with the bullied girl, I also found out that she feels good and that she already understands the first student. I would therefore evaluate this work with the team as successful and the problem solved.\n\nStudent Profile:\nAge/Year: 7 let, 1. třída\nHobbies: Gymnastika, šachy\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1005", "student_age_year": "7 let, 1. třída", "student_hobbies": "Gymnastika, šachy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., 1. Stupeň ZŠ", "teacher_practice_years": "25 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/274", "content": "TEACHING CASE STUDY\n\nBackground:\nIn my civics class, I had a student who had the teacher as well as the whole school hooked. The student comes from a complete family, has no recommendations from a counseling center or center and generally gives the impression of being intelligent. The only problem is that he sometimes acts like a jerk. It should be noted that only at school. He is like an angel at home and his parents do not believe that he would behave differently at school. To top it all off, he has a role as a jester in the classroom.\n\nSituation (Anamnesis):\nSo I designed the lessons in this class to be more action-oriented (activation methods, dramatization, etc.). However, even so, I found myself in situations where it was necessary to direct the student in question. I got advice from the class teacher to scare him by saying that she hears about it at home and he is afraid of it.\n\nTeacher Intervention (Solution):\nSo I came up with this solution once and threatened him that he would get a note if he didn't start working properly and stop disturbing his classmates with things that weren't even related to teaching. So he stopped for a while, but in about half an hour he started again, so I had no choice but to give him a note. The truth is that by the end of the hour he had given up, but I didn't feel a sense of success or perhaps victory. On the contrary, in retrospect it came to me as my personal loss, and since then I have successfully dealt with similar situations in a different way.\n\nOutcome:\nThis situation Problem behavior repeats and, if applicable, indicate how often: yes / no Behavior disorders (lying, cheating Lying, insulting classmates, rude behavior Confirmed diagnosis of the pupil/s, e.g. no Pupil's benefit - subjective view: below average - average - above average Interests of the pupil/ ů Did you use procedures based on a specific approach in the solution? If yes, write which one: no, it happened before the first wave of the coronavirus, so I didn't see the pupil for another six months. I didn't teach him in the following years, but from what I know from my colleagues, he is a constant problem student who cannot be reasoned with, but he is subject to, for example, punishments that give him extra work.\n\nStudent Profile:\nAge/Year: 13\nHobbies: Hry, filmy, seriály\nDisorders: Lhaní,Vulgární vyjadřování,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Consequences, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "274", "student_age_year": "13", "student_hobbies": "Hry, filmy, seriály", "student_diagnoses": "", "student_disorders": "Lhaní,Vulgární vyjadřování,Arogance", "teacher_approbation": "Vysokoškolské (NJ-ZSV)", "teacher_practice_years": "2", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "Failure", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1025", "content": "TEACHING CASE STUDY\n\nBackground:\nLast year, I taught music and art in the 7th grade, and there was a boy who interrupted every lesson - annoying, commenting on my explanation, repeating after me. In a way, he was a meerkat - whatever was going on in class, he had to know and comment on it. He was sitting in the first pew at the very front, which I didn't really understand, because usually the naughty pupils here sit in the back pews. In one lesson, the boy was so annoying that I told him to sit in the last bench. The student sat down there and then cried after a while. I went to see him and he didn't answer my question why he was crying. When the crying didn't stop even after a while, I took him aside from the other children in the class and we went to the corridor, because I didn't want to solve his personal problem in front of all my classmates. Many teachers do not realize that even children are sensitive people who do not need everyone to know about their personal problems right away. So I wanted to solve this problem mainly in private.\n\nSituation (Anamnesis):\nIn the classroom, the student is the one who gives direction and opinions. It is always heard first and is always the loudest. He comments on the teachers' statements, interrupts and shouts, he must have an overview of everything happening in the classroom. However, the student is not a bully, bullying has never been detected in his class.\n\nTeacher Intervention (Solution):\nSince the problem with this boy was current, I took the student to the hallway in the middle of the lesson, because in the next two hours after class he would not be so cooperative. I assigned the rest of the class an assignment and left the class with the student. In the hallway, I started asking him what was going on. At first, the student replied that nothing was happening - so I started asking him about school, his family, his grades, his friends, his girlfriends. I had to mention everything to find out where the problem was. We finally worked out that the reason he was crying was because he can't see in that back seat because he has an eye problem, but he's embarrassed to wear glasses. That's why he prefers to sit in the front in all lessons, where he can see the blackboard. I had no idea that he had such a problem, not even from my colleagues, so I found out only because I sat him in the back. We talked about it with the student (about 10 minutes). I explained to him that he doesn't have to be ashamed of his glasses, but if he's disruptive, the other teachers might move him to the back desk. I also told him to wear those glasses so that the kids wouldn't laugh at him in class. The whole thing actually came about because he was afraid that his classmates would laugh at him, while he is the one who laughs at others. Which is a paradox - because children are most afraid of what they do themselves. In the end, I solved the problem by washing his face after he cried, and we went back to class. His classmates were curious and were already forming conspiracies as to what had happened to make the student cry. So I explained to them that the pupil has vision problems, and that we will seat him again in the front so that he can see, but at the same time I emphasized that if the pupil does not behave properly in my classes, I will seat him again in the back and I will not be interested in whether he can see the writing on the board or not.\n\nOutcome:\nSince then I have had no problem with the student. He doesn't want to wear glasses and I can't force him because that's the parents' business. I let the parents know about this situation, but I can't force the child. So we made a deal - he won't be disruptive in my classes and I'll let him sit in the front. This also solved my indiscipline in the classroom - no one in the classroom interrupts my lessons, repeats after me, or comments on me. Of course, I didn't solve his problem, he still can't see and doesn't wear glasses. But these are exactly the things that you, as a teacher or teacher's assistant, can no longer intervene in - that is already the parents' business and it is up to them to intervene.\n\nStudent Profile:\nAge/Year: 7. třída, 12 let\nHobbies: sport, počítačové hry\nDisorders: Rušení výuky,Potřeba pozornosti,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Verbal disruption of lessons\nSolutions Applied: Agreement, Working with the collective, Transfer of student, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1025", "student_age_year": "7. třída, 12 let", "student_hobbies": "sport, počítačové hry", "student_diagnoses": "", "student_disorders": "Rušení výuky,Potřeba pozornosti,Disrespekt", "teacher_approbation": "Střední škola obor Humanitární a sociální činnost Vyšší odborná škola obor Personální řízení Titul DiS.", "teacher_practice_years": "7 let", "problems_annotated": "Emotional outbursts, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/363", "content": "TEACHING CASE STUDY\n\nBackground:\nThe class was getting ready for gym class. The teacher picked up the class and together they all went to the gym. On the way to the gym, one of the students told the teacher that he had forgotten his gym clothes and asked if he could go home for gym as it was very close. The teacher hesitated at first, but finally let the student go because he was happy that he was interested in practicing. Gym class started and the student still wasn't back. After about 60 minutes, the teacher got scared and started asking the other students if they had a number for the student. The students had the number, but the student did not answer the phone. The teacher tutored physical education, sent the students home and began to resolve the situation. At first, he tried to call the student from the school phone, but still no one picked up the phone. After that, the teacher found the student's address and went to look for him at home. When he arrived at the block of flats, he started ringing the bell, but no one answered the front door. He waited at the house for a while and then slipped into the house with another resident of the house. He got to the apartment, but again no one answered. So the teacher decided to go back to school and see the class teacher. The class teacher gave the teacher the parent's number and together they agreed to call the student's mother. The mother picked up the phone, the teacher explained the whole situation to her, and the mother said she would try to call her son and then call back. After some time, the mother called the teacher back and told him that the son was fine at home and explained the whole situation to the teacher. On his way to PE, the student found out that the electricity was not working in their block of flats. Therefore, he had to go up the stairs to the apartment, and as it was dark in the house, he fell. At home, he decided that he would rather not go to school and wait for his mother. The mother also told the teacher that the student does not take strangers' numbers and also does not open the door to strangers.\n\nSituation (Anamnesis):\npupil is a pupil who lives in the same household only with his mother. He often treats his mother very disrespectfully. The class teacher claims that she does not respect her mother and that is the reason why she has so many unexcused lessons. It often happens that the class teacher calls the mother why the student is not at school. Most of the time, the mother does not even know that her son did not come to school. The student's academic results are rather below average, he often misses classes, which is also reflected in his grades.\n\nTeacher Intervention (Solution):\nAfter the problematic situation from the previous day, the teacher called the student to the office, where the class teacher was also present. Together, they asked the student not only about the situation when he went to physical education, but also tried to negotiate with him about his missed lessons. The class teacher told him that if he didn't start going to school, he was in danger of having to repeat the grade. The student replied that he is often sick. So the class teacher suggested that they call the student's mother to the school as well, so that together they could resolve this situation somehow. The mother came to school within a week and told the class teacher that she did not know how to deal with her son, that he did not respect her and did not go to school despite the mother's orders and warnings. So the class teacher promised the mother that she would talk to the student one more time. During the conversation with the student, she threatened him again that he would have to repeat the year and would not be able to go to the school with his friends, where they all want to learn auto mechanics together. This information really worked for the student and his missed classes improved and the student successfully completed the 9th grade.\n\nOutcome:\nThe situation with physical education was wrong on the part of the physical education teacher, he should not have let the student out of class at all, but the teacher says that thanks to this situation, the student subsequently went to physical education prepared and exercised regularly until the end of his studies. As for the other classes, the number of missed classes decreased and the student successfully completed the 9th grade.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: Počítačové hry\nDisorders: Absence,Lhaní,Nepřipravenost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "363", "student_age_year": "15 let, 9. ročník", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Absence,Lhaní,Nepřipravenost", "teacher_approbation": "Pedagogická fakulta, zeměpis a tělocvik se zaměřením na vzdělání", "teacher_practice_years": "35 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/623", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter returning to school after the end of distance learning, I began to observe hostile behavior between two students. Inappropriate behavior was manifested, for example, by scathingly commenting on the other student's answers during the lesson, attempts to ridicule, cursing or taking things during breaks. Fortunately, the students never resorted to physical aggression, but the mutual animosity was quite clear.\n\nSituation (Anamnesis):\nThe pupils attended the 5th year of elementary school, it was a selective class. Most of the students in the class were very intelligent, which was also true for both boys. There had never been any trouble with them until this moment. Overall, it was a relatively uneventful class. Sometimes it was necessary to deal with the fact that some pupils were too noisy, but no serious problems ever occurred in the class.\n\nTeacher Intervention (Solution):\ndealt with the first signs of inappropriate student behavior only by yelling at them. Although this always worked at the given moment, it only had a short-term effect. I think that after a week it was already clear to me that just admonishing and yelling won't lead anywhere. So I took both students outside the classroom during recess to talk to them. I told them that if they continued this behavior I would have to inform the parents and asked them what the problem was with them. They both responded in a fairly similar way: 'When I absolutely can't stand him anymore.' Although they were not able to tell me what exactly they were provoking each other to do, it was clear that this was not a dispute arising from any specific incident. In short, they didn't sit down personally at the moment. Since these were intelligent boys, I wanted them to think for themselves whether their behavior made sense and what was best for them. I think I said something along the lines of, 'You have two options. You're either going to be here endlessly arguing and ruining the last few months with this class, or you're just going to stop paying attention to each other. So I think it's much easier and more pleasant to be nice to other people, or if that's not possible, to simply ignore them than to keep cursing each other.' Both boys looked annoyed, but agreed to give it a try.\n\nOutcome:\nAfter our conversation, I returned to class with the students. They both looked quite yelled and angry that day. They were in a bad mood for a few more days, but they kept their word and stopped noticing each other. In a few days, their good mood returned and they basically ignored each other until the end of the year. In June, I noticed that they started communicating with each other again. To my surprise, and especially great joy, it seemed that they became friends again.\n\nStudent Profile:\nAge/Year: 2 žáci: 10 let, 5. třída\nHobbies: počítačové hry, sport\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Agreement, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "623", "student_age_year": "2 žáci: 10 let, 5. třída", "student_hobbies": "počítačové hry, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání v magisterském studiu Učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "10 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/3", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not come to classes for a long time, she left school earlier and came later. She apologized late or not at all. Over time, I began to suspect that she writes her own excuses. This behavior started already in the 2nd year, but not to the same extent as in the 3rd year. As the student's class teacher, I began to address this behavior - first with the student, later with the parents, and finally with the school principal and all of the student's teachers.\n\nSituation (Anamnesis):\nThe student is calm, quiet, does not have many friends in the class, is singled out from the group. It is hard to say whether she singles herself out or is singled out by the collective. I think it's a combination. She is above average in humanities subjects, but slightly below average in natural sciences. She is calm in class, hands in her homework on time.\n\nTeacher Intervention (Solution):\nAs the first step in solving the situation, I chose a conversation with the student, when I invited her to my office so that we would have privacy and feel safe. I didn't want to solve the situation in front of the class, or because of the student's age, with her parents before with her. In the interview, she confided in me about her health condition and psychiatric diagnosis. She confirmed to me her truancy and falsification of excuses. She was ashamed of her depression or anxiety, so she didn't discuss the situation with either her parents or me.\n\nOutcome:\nIn the first step, we agreed that I would talk to the teachers and allow her not to be tested in front of the whole class even without announcement and prior arrangement, as it causes her great anxiety. At the same time, as a school, we allowed her a higher % of absence. This solution helped for a while, but not enough. In the next phase, however, I already had the feeling that the student was making things up too much and that instead of trying to solve her situation, she was trying to use her diagnosis to make it easier at school. That's why I ignored further speeches and pleas for another, different and more forceful solution and told her to come to an agreement with the teachers herself on the terms, that I don't want to deal with it for her anymore. Later, the student's mother got involved in the situation and started to communicate the situation with the school principal, and they established an individual plan for her based on medical reports from a psychiatrist. This solution had a very positive effect on the student's performance and, paradoxically, on her relationship with her classmates and the class. I don't think she would have been able to finish high school if this solution hadn't happened.\n\nStudent Profile:\nAge/Year: 17 let, 3. ročník SŠ\nHobbies: výtvarné umění, divadlo, literatura, sport\nDiagnoses: Bipolární porucha\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Lying and cheating, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "3", "student_age_year": "17 let, 3. ročník SŠ", "student_hobbies": "výtvarné umění, divadlo, literatura, sport", "student_diagnoses": "Bipolární porucha", "student_disorders": "Záškoláctví", "teacher_approbation": "Výtvarná výchova a základy společenských věd, magisterský titul", "teacher_practice_years": "", "problems_annotated": "Diagnosis, Lying and cheating, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/7", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at the level of behavior was such that the pupil did not attend school in the 1st grade. There was the coronavirus, there were rules when the children had to be at home when someone in the family was sick, and even then, I think the mother kept him at home on purpose. He attended school very little. And when he came to school, everything that was in his head was also spoken out loud. And that caused problems. In retrospect, I think that it could have been because the pupil joined a new team, a different school and a different village. He apparently needed to assert himself or feel safe. He did it by wanting to be heard, wanting to be seen and wanting to be noticed. It is possible that it has to do with a family where there are four children and he is the oldest, and later he did not receive as much attention.\n\nSituation (Anamnesis):\nThe student was sitting in the back of the class and shouted over the whole class, he has a very strong voice on his own and he can't even whisper. So I sat him next to me in front of the chair, so that he would speak his thoughts to me and not disturb others. The second problem was that he could hardly write. Mom's attitude was that he should figure everything out himself. From my point of view, he wasn't guided and he wasn't used to correcting the mistakes he made. When he almost didn't go to school in the 1st grade, the teacher didn't even correct his notebook, where it looked like he was writing with his feet. At this school, the mother, who is in favor of alternative education for her child, was apparently more accommodating. He came to our school with a diagnosis from the pedagogic-psychological consultancy that he has crossed laterality.\n\nTeacher Intervention (Solution):\nAfter a few months in my class, he made huge progress - he learned to register lines, he was able to form shapes, and the progress he made was that he was now guided differently. Fortunately, I have known the student's mother for a very long time and I can communicate openly with her. Honestly, if it wasn't like that, I would probably be worried about communicating with her, because this guidance of the child is really more for an alternative school.\n\nOutcome:\nResult of the solution: The student made huge progress - he learned to register lines, he was able to form shapes and the progress he made was because he was now guided differently.\n\nStudent Profile:\nAge/Year: 8 let, 2.ročník\nHobbies: Akordeon od čtyř let.\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "7", "student_age_year": "8 let, 2.ročník", "student_hobbies": "Akordeon od čtyř let.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr – učitelství pro 1.stupeň", "teacher_practice_years": "23", "problems_annotated": "Diagnosis, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/312", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to our school in 2002. He got into the eight-year gymnasium through scio tests. I'm not sure if that was his wish, or rather his parents' wishes. However, he entered prime time here. At that time I only taught, because we had a director who did not have the competence to be a director and actually did not even have pedagogical and psychological understanding. That's why I didn't work as an educational consultant and prevention methodologist at that time. The director simply didn't want it and didn't believe in this mission and didn't even believe it was necessary to have someone like that in the school. And now back to the pupil. The student entered school with his group of boys who had been with him since elementary school. Already in elementary school, they had a problem with this group of boys regarding their behavior. Bullying and psychological abuse were often dealt with on their part. However, no one ever knew who was behind these guys and who was the source and mastermind behind all these actions, but we'll get to that. As soon as the boys started school in September, they looked out for the victim they started bullying. It wasn't bullying as part of physical bullying, but it was more of a psychological kind where the victim was so mentally exhausted that they couldn't even write a test without a total mental breakdown. The teachers tried to deal with it with some punishment in the form of notes and punches, but nothing worked for these boys. No one even knew who was the head of this party and the mastermind of the bullying. The student appeared on the surface to be kind, smart and was the right-hand man of the class teacher. The class teacher did not understand that someone could think that the student is the one who is responsible for everything and she always stood by him. The class teacher thus failed to find the cause and the aggressor, and thus failed. This led to the replacement of the class teacher, who also failed to eliminate this situation. I honestly suspected the whole time that the student was behind it all. I couldn't watch it anymore, and even though according to the director I couldn't fulfill my function as an educational consultant and prevention methodology, I still took it all into my own hands and called a bullying specialist, whom the school eventually paid for. This lady went with the class to a 3-day outdoor school, where she analyzed individual children and managed to find out who the aggressor was. She wrote the results in a document, which she then handed over to the director. Among other things, these results include instructions and recommendations on how to deal with such a situation, and the principal should have informed the class teacher about this. However, the director did not do that and wanted to solve it himself, and in the end it turned out that the aggressor stayed and the victim had to leave. I found that really scary and weird at the same time. The director had absolutely no competence for this and did not solve it successfully at all. As soon as the class learned that the aggressor was a student, everyone immediately turned against him and he himself became isolated and not included in the collective. Therefore, I think that this case is an absolute failure, mainly because of the wrongful act of the director.\n\nSituation (Anamnesis):\nFamily history of the student, at that time, he lived in a big house with his mother and father. Both parents were very handsome and, one might say, of a high standard. Mother was a lawyer and father an engineer. They were also socially recognized. They demanded the same from the pupil, but he was completely different from the parents. The student was a completely different type of person than his parents. He was short, not very handsome, stocky and with little self-confidence. I could compare him to a pupil and he probably also had Napoleon syndrome. He had a sense of inferiority and was complex. He had little hair and went to graduation already bald. The parents expected their son to follow them. He was smart, but that was about it. The girls didn't care about him either, and all this led to low self-confidence and self-complexity, which subsequently led to a great desire for power and control over others. He often cheated, lied and was cunning in everything he did.\n\nTeacher Intervention (Solution):\nThe main and, I think, important solution was on my part, because I called the lady who specialized in bullying. If the director, who was competent at his job, took over everything, maybe everything would have turned out differently and better. The victim would not have to leave and the aggressor would not have to become a victim himself.\n\nOutcome:\nImmediately after the solution, the victim left the school and the aggressor remained. After a certain time, the whole class started to realize that they didn't want to hang out with someone who was the head of all this bad and they got rid of the student and the student actually became a victim himself because he lost everyone.\n\nStudent Profile:\nAge/Year: 11 let (prima- nižšší gymnázium)\nHobbies: Videohry\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Podvody,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: (Disciplinary) Punishments, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "312", "student_age_year": "11 let (prima- nižšší gymnázium)", "student_hobbies": "Videohry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Podvody,Šikana", "teacher_approbation": "Vysokoškolské vzdělání- Mgr.", "teacher_practice_years": "30 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/669", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student transferred from an alternative school to a multi-year gymnasium, the functioning of which he was not used to and did not want to get used to. He refused to carry aids (e.g. pencil case). It was precisely because of not carrying the device that he often harassed his classmates to lend it to him. The situation did not improve over time, and therefore the pupil's legal representative was invited to the school for an interview with the class teacher. On the very day when the meeting between the legal representative and the class teacher was supposed to take place, it became clear that the pupil had, among other things, bullied a classmate by sending her offensive messages via social networks (even in the presence of the school). The new findings were thus also the subject of a meeting, which was eventually attended by the educational counselor and the school principal. The legal representative behaved very aggressively at the meeting and denied all the son's guilt - even though the school had evidence of communication between the pupil and the girl. The school offered a solution in the form of short-term tolerance of the pupil, provided that the problem with bullying was resolved - this did not happen. The girl and her legal representatives insisted on just an apology and a promise that the bullying would not happen again. The student's legal representative requested contact directly with the victim and her parents. The school quite understandably refused this. The legal representative left the meeting.\n\nSituation (Anamnesis):\nThe student attended an alternative school and did not manage the transition to a multi-year gymnasium. He refused to conform to the school's rules. He was one of the more gifted students at his original school.\n\nTeacher Intervention (Solution):\nAt the beginning, the situation was resolved only with individual teachers, later the class teacher took the initiative. The highlight was the aforementioned meeting and hostile dealings with the legal representative.\n\nOutcome:\nThe legal representative transferred his son to another (primary) school.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons, Bullying\nSolutions Applied: Agreement, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "669", "student_age_year": "14 let, 8. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ – biologie, chemie", "teacher_practice_years": "26", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/947", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerns a pupil who was set on a shy pupil. The former often picked on the latter at school, but this behavior never crossed a certain line, at least not at school. The first pupil often had to draw attention to himself and attract attention. The second student was the exact opposite. I remember that the first student also received a few notes when he somehow scolded the second or took his slipper and ran around the school with it.\n\nSituation (Anamnesis):\nFor a long time, however, no one knew that the first student bullied the second after school. Often after the end of the school day, he would wait for him in front of the school, where he would provoke him, beat him or steal his school supplies. The second student was afraid to tell his parents at home, so he often invented other reasons for the disappearance of his tools, etc...\n\nTeacher Intervention (Solution):\nThe first pupil came to me one day to tell me what was going on and the situation was subsequently resolved. Fortunately, the solution was not drastic. I invited the parents of both pupils to the school, who talked about the children. Subsequently, the first student was told that if he did not stop this behavior, he would be awarded a demeanor. I guess they didn't praise him for this behavior at home either.\n\nOutcome:\nSince then, the first student gets along relatively well with the second, and the situation has not happened again. The first pupil became aware of his behavior and the knowledge of the punishment deterred him from further bullying.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: Sporty, kroužky, počítačové hry\nDiagnoses: Dyslexie\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Bullying\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "947", "student_age_year": "11 let, 5. třída", "student_hobbies": "Sporty, kroužky, počítačové hry", "student_diagnoses": "Dyslexie", "student_disorders": "", "teacher_approbation": "Mgr. – Tělocvik, čeština", "teacher_practice_years": "11", "problems_annotated": "Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1485", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, we all kind of suspected that there would be problems with some students. It could be seen that the whole class was still getting used to the regime after the holidays during the first days of September, but I did not notice any conflict between anyone. Everyone kind of stuck to their party, they cooperated in class to the extent that I was used to from the last school year. The conflict didn't take place until after school in the locker room, a colleague who was in charge that day told me about it that day, but the participants were already at home, and that's why I decided to deal with it the next day. Two pupils got into a fight in the locker room, although the main actors were two other pupils who were said to be standing outside watching them. A colleague heard them screaming from another cell (note: the supervisor is in charge of three cells, the conflict took place in the middle one) and immediately went to tear them apart. They responded to the teacher's loud call to stop. She sent one student home first from the locker room, she told him to go home immediately and not wait for anyone. Two pupils remained on the bench in the corridor, where a colleague was in charge. At that moment, she already had about ten minutes left, so she did not delay the students in any way. I was amazed at the conflict, how could two students meet in the locker room, when one does not go to lunch and can immediately go home after school, while the other, on the other hand, goes to lunch and usually stands up for the younger sister in the sorority. It occurred to me that one might have been waiting with another student for another student to come back from lunch.\n\nSituation (Anamnesis):\nThe student lives alone with his mother, who, however, does not communicate with the school or attend class meetings. He 'grows like wood in a forest' and due to his problematic behavior he was assigned an assistant by the school psychologist. He is disruptive in class, behaves aggressively towards his classmates, does not fulfill his school duties and mocks the teachers. His benefit changed after the assignment of an assistant, who has to push him to work and direct his energy to work. He and his friends are taller than the rest of their classmates and often make fun of the height of other students at school. The student likes to show off in class and elevate himself above others when he knows more facts in the explanation. He is of smaller stature, likes sports, especially floorball and soccer. It has an average to slightly above average benefit. He sometimes provokes and pokes classmates. The student is a friend of another student, he does not have much fun with the other student. He is the 'leader of the party', often leading his friends to do bad things. The next pupil usually does not allow himself to be persuaded, but the next pupil goes along with it with gusto.\n\nTeacher Intervention (Solution):\ndidn't solve the problem until the next day, because not a single student was at school when I found out about him. In my free class, I took the students out of math class one by one and discussed the incident with each one in as much detail as possible. At the time, the school psychologist was on an adaptation stay with older students, so I did not have the opportunity to discuss my progress with him. Gradually, I got a picture of what actually happened in that locker room, even though some of the students' statements were downright contradictory. In the end, I sat two students next to me and told them to tell me one more time what happened. The whole conflict arose from the fact that one student was sitting in the locker room where the other student had his things and refused to move so that the other student could take his things and leave the school. After the argument, the first student got up from the bench and pushed the second student against the wall, before the teacher arrived, he punched the second student in the stomach. Fortunately, it was nothing serious. I agreed with both students that they would shake hands and that it would not happen again.\n\nOutcome:\nNo similar incident happened again. Two students no longer had any problems with each other and one student did not physically attack anyone during the time he studied at the school. The first days after the 'judgment' there was a tense atmosphere in the classroom, but it calmed down after a week.\n\nStudent Profile:\nAge/Year: 12, 6. ročník\nHobbies: Přátelé, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1485", "student_age_year": "12, 6. ročník", "student_hobbies": "Přátelé, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., OV, D, ČJ", "teacher_practice_years": "18", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/216", "content": "TEACHING CASE STUDY\n\nBackground:\nSince the student did not pay attention to my instructions even after repeated calls, I decided to threaten her a little. I wrote down her name and told her that I would tell a colleague to specifically test her when she returned from the fabric and to check that she had taken notes as the students were instructed.\n\nSituation (Anamnesis):\nThe student replied that she didn't care that her grades were stolen.\n\nTeacher Intervention (Solution):\nIn order not to dwell on idle words, I actually drew the teacher's attention to the pupil. I was not present at the further development of the situation, so I only know it from the narration of a colleague, because I was interested in how it turned out. I found out that he did the inspection and of course she didn't have the notes - which I didn't really expect. So he tested her for the subject, she didn't know the subject, so she was rated insufficient. When I asked my colleagues how and if he intended to solve the situation further, he stated that in the case of the pupil, he had resigned a long time ago for some kind of correction and that he would last the year or so in the same class with her. Because her father would be needed to solve the situation, and that steals her benefit, as well as behavior. So there is no one to resolve the situation with.\n\nOutcome:\nAs can be seen, this situation has not been resolved. The student continued to do what she wanted, neither grades nor threats that her father would be informed about her behavior helped. In the end, the student passed the basics of social sciences, she was graded with a four, as in most other subjects. Now she is already in her high school graduation year, and one can only speculate whether her attitude will change to a more responsible one.\n\nStudent Profile:\nAge/Year: 17 let, septima\nHobbies: Tanec, zpěv\nDisorders: Podvody,Nepracovitost,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "216", "student_age_year": "17 let, septima", "student_hobbies": "Tanec, zpěv", "student_diagnoses": "", "student_disorders": "Podvody,Nepracovitost,Záškoláctví", "teacher_approbation": "Ruskýjazyk, občanská výchova", "teacher_practice_years": "8 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/874", "content": "TEACHING CASE STUDY\n\nBackground:\nSmoking disposable flavored cigarettes in the boys' toilet is a problematic situation that arose from the trend of today. Recently, modern smoking of these cigarettes is both very harmful and addictive. We had to act quickly to prevent the situation from happening again. Pupils are looking for ways to impress each other and are also probably looking for an escape from the everyday world of reality.\n\nSituation (Anamnesis):\nThis class works well together and has strong friendships. A student with a disposable nicotine-free cigarette is a problem-free boy who does well at school, he is an average schoolboy. He is good at sports, plays football well and has a set routine. He has great parents who guide him in the right direction. I take the way he behaved as just a small failure. The student probably just wanted to show off in front of others.\n\nTeacher Intervention (Solution):\nThe situation took place in the boys' toilets, where one of our school's pupils repeatedly went to smoke. His classmate was suing him and we took the situation into our own hands. We called him to the assembly room, where I was his class teacher, the preventionist of pathological phenomena together with the school principal. We started an educational conversation, the pupil subsequently confessed to his act, adding that it was a nicotine-free disposable cigarette and we gave him a reprimand from the class teacher based on the information. His positive individual behavior as well as his behavior in the classroom were also taken into account. The parents were subsequently called to the school for a meeting. After talking with me and the school principal, he is on the school's side and agrees with the disciplinary solution.\n\nOutcome:\nAfter this incident, we set up a prevention program at the school called: Harm of Addictive Substances. It contained the introduction of disposable cigarettes harmful to health and an example that happened in our country. And what are the consequences and reaction of our school to these addictive substances. Also, at our school, once a week the whole school meets in the hall. We took advantage of this meeting and familiarized the students with the preventionist with this problem and with the subsequent measures of the school, such as 2 of the behavior and solving the problem with the parents. The problem has been solved and there are no more similar cases in the school. After all this, the student even came to apologize at the end.\n\nStudent Profile:\nAge/Year: 14, 8.třída\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "874", "student_age_year": "14, 8.třída", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, Aj, Nj, Ov, Rv", "teacher_practice_years": "20", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/639", "content": "TEACHING CASE STUDY\n\nBackground:\nShortly after the bell rang, I came to English class, I was teaching 9th grade at the time. After opening the classroom door, I was in shock. In the back bench by the window, one student was holding an electronic cigarette and puffing on it. About 7 other students were sitting on the benches around him and they were watching him in amazement.\n\nSituation (Anamnesis):\nI have never had a major problem with the class when it comes to learning in class. I got along well with the students. However, the students were noisier during the breaks and in the case of this problematic situation, it was more about attracting attention in the class group for a specific student.\n\nTeacher Intervention (Solution):\nreprimanded the student, confiscated his cigarette and told the whole situation to their class teacher. He immediately began to solve the given problem. Gradually, he called all the students to his office and talked to each one about the problem, with the help of the other teacher he invited. In the end, it was found that not only one pupil, who was caught doing this activity, used a cigarette, but another 5 pupils tried it.\n\nOutcome:\nBased on the investigation, the parents were informed and the students were disciplined according to the rules and school regulations. Furthermore, a school psychologist was sought, who dealt with the issue of smoking and other pathological phenomena within the classroom hours.\n\nStudent Profile:\nAge/Year: 9.ročník\nHobbies: Hraní počítačových her, chození ven s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts, Warning\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "639", "student_age_year": "9.ročník", "student_hobbies": "Hraní počítačových her, chození ven s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitel ruského, anglického jazyka", "teacher_practice_years": "18", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/758", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring one lesson of the first lesson, I had an activity prepared for the children in a circle focused on stretching and working with the body. We always do circle activities at the back of the classroom on the carpet where the children take off their slippers. After the activity was over, the children put their shoes back on and had a break. Some of them had a few more questions for me, so I focused on them and didn't look at what was going on in class. One of the girls forgot her shoes near the back bench where a student diagnosed with Asperger's syndrome is sitting. Children with this diagnosis tend to have problems with communication and proper social habits and are very sensitive to their personal space. When the student saw the shoes by his desk, he became very angry and threw them across the class at their owner. Fortunately, it was only rubber boots, but he still hit the girl in the head with one of them. Unfortunately, I did not notice this situation, but the assistant pointed it out to me.\n\nSituation (Anamnesis):\nWe have a total of 22 pupils in the class (10 girls and 12 boys), three of whom have an IEP (individual education plan). For this reason, two teaching assistants are present in most classes and during breaks to help improve the teaching process. There are also several other children in the class who have difficulties with discipline. The most problematic pupil is precisely the pupil with Asperger syndrome. Although he is one of the youngest in his class, he is relatively tall and physically mature for his age. He also has great strength, which is very dangerous when combined with the aggressive behavior he is prone to. It is therefore necessary for him to be constantly under the supervision of an assistant. We are trying to gradually teach him how to behave in society, unfortunately communication with his parents does not go well, they do not want to tell him the diagnosis and constantly excuse him by saying that he is tired, etc. It is sometimes beneficial for the student if he goes out with the assistant for a while in the corridor , where he has peace of mind to work and is not distracted by class. Likewise, the class is not distracted by him if he tends to shout insults or talk back. The whole class is gradually reaching puberty and the relationships between boys and girls are quite sharply defined here.\n\nTeacher Intervention (Solution):\nAfter alerting the assistant, I went to the student and asked him what had just happened. It was clear that he was aware that he had not behaved properly as he was hiding at the back of the cupboard. I asked: What did you do just now? The student answered: What? I think you know what. You hurt a student and now she's crying. The student responded: I don't know, I didn't do anything. The teacher saw that you threw your shoes at the student. Why? The student replied: He shouldn't let them roll around here. Did her shoes bother you at your desk? The student confirmed: Yes. But that doesn't mean you can throw them at someone. If you are uncomfortable with someone putting things on your bench, you have to warn them first. For example, you can say: I'm not comfortable with your shoes at my desk. Please take them away. And if a classmate does not want to comply with you, come to me and we will solve it together. By throwing your shoes at your student, you hurt her and you should apologize to her. The student refused: I will not apologize to anyone, he should not leave his shoes on my desk. By now a large part of the class had turned their attention to us, some were amused and it was clear that this was not good for solving the problem at hand. The pupil and the pupil will now go with me to the corridor. For the time being, the others will learn Czech with the teacher and with the teacher. The student refused: I'm not going anywhere and I won't apologize to anyone. The student is stupid and deserves it. You can't talk about your classmates like that. Now we will go to the corridor and solve what happened. The student refused: No. The student runs to the other side of the classroom. We're going. The student refused: No one can force me. Okay, so stay here and the whole class will go to the corridor for now. You stay here and try to think about everything a bit. The whole class and all the teachers leave for the corridor. It is necessary to explain to the pupils that it is a little different for the pupil and that he is just learning the right behaviour. But that does not mean that he can verbally or even physically attack other children in the class. After a few minutes I return back to the classroom. For now, the children go to the garden with the teacher and the teacher.\n\nOutcome:\nWhen I returned to the classroom, I saw that the student was very sad and crying. I sat down with him and explained to him that his behavior was not acceptable and threatened other classmates. Throwing anything at someone else is not allowed. In addition, if it were a more dangerous object, it could seriously injure the person hit. I asked him how he would feel if someone else threw his shoes at him and if he would be comfortable with it. Then we talked about why it's good to follow the rules and what to do if someone upsets him. At the same time, I thanked him for staying in class and realizing that he had overreacted. I know it's not always easy for him in the classroom, but we all have to try to do well in the classroom. If it is too much for him, he can go to the corridor with the assistant, work in peace and take a break from his classmates for a while. However, the class also needs a break from him or some of the other children when they are behaving badly. Then I went to pick up my pupil. It was clear that apologizing was not easy for the student, at first he did not even want to look at his classmate. But in the end they shook hands and the apology went through. Although it may seem that this method of solution was not completely supportive for the student, in the long term it is necessary for the student to realize that in order to function in the classroom (as well as in any other collective), it is necessary to follow certain rules. And that what I don't like, I can't do to others.\n\nStudent Profile:\nAge/Year: 10, 5. třída\nHobbies: manuální práce  např. montování, opravy, práce v dílně apod.)\nDiagnoses: Náběh na Aspergerův syndrom,PAS – porucha autistického spektra,Atypický autismus,Lehká forma autismu,Porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Working with the collective, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "758", "student_age_year": "10, 5. třída", "student_hobbies": "manuální práce  např. montování, opravy, práce v dílně apod.)", "student_diagnoses": "Náběh na Aspergerův syndrom,PAS – porucha autistického spektra,Atypický autismus,Lehká forma autismu,Porucha autistického spektra", "student_disorders": "", "teacher_approbation": "Mgr. (Učitelství pro 1. stupeň ZŠ, Německý jazyk)", "teacher_practice_years": "11", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1403", "content": "TEACHING CASE STUDY\n\nBackground:\nwas the class teacher of the class in which the situation happened. There was a pupil that I saw late at night in the city with various groups that did not seem to have a positive effect on him. Then the boy started to go to school more neglected than usual, he always wore the same clothes, he went without his hair, without homework, without homework, he was often sleepless and tired. He had no equipment, no training clothes and wore almost nothing. He began to side with the class team, expressed himself negatively in class, was lax, that he didn't care about everything and that everything was nonsense. During the breaks, he sat alone or tried to attract attention with funny jokes.\n\nSituation (Anamnesis):\nThe student came from an incomplete family, lived with his mother and younger half-brother. He was a preschooler at the time. He never saw the father, he was not interested in the boy. His mother had three children, each with a different man. His classmates, as the situation unfolded, stopped taking the pupil, but after he was placed in a children's center, the team accepted him. Even his classmate, who lived next to the children's center where he was placed, went to school with him in the morning and accompanied him. The class was subsequently supportive and collegial without making fun of the student.\n\nTeacher Intervention (Solution):\nIt happened the first year of my internship. I once kept a student after school so we could talk. Not that he would do anything specific, but just to stay. I asked him what happened because I noticed these things, I noticed changes in behavior towards myself, towards my classmates and teachers. At first he denied everything, that he was the same and that nothing was happening, so I asked with such a sneaky question what he actually does often in the afternoon. He said he was just hanging around town. So I asked what about his mother, if he talked to her about it, he said no, that his mother is still at work. But then he said that he sometimes watches over his younger brother at the cottage in the evening. I immediately took advantage of the situation and asked what cottage he was guarding him at and he replied that there was none, so I asked if he would dictate to me the address of his permanent residence. He didn't know and wasn't sure if he should tell me, so I tried to convince him that we were two guys and it was between guys. Don't make it up and tell it like it is, that I'll try, even if it's uncomfortable. Then he actually admitted that he hasn't been living in the apartment where they were before for half a year, that they had to move out and his mother took him and his brother to some cottage, to some person who sometimes comes there for the weekend. He confided in me that he sleeps with his brother on the same bed and his mother sleeps on the mat in a sleeping bag and sometimes the other person sleeps there with them. At least I asked what the cabin looked like and for him to describe it to me. The student described it to me and I remember him saying that there was no water or electricity and there was only a dry toilet outside the cabin. I had this conversation with him sometime before the autumn holidays in mid-October. I asked him if he could tell mom to come see me at school and not to worry that what he told me was just between us, that I just wanted to talk to mom about what was going on. He smirked and said that he would try to tell his mother, but he probably knew in advance that his mother would not be interested in solving it and would not come to school. Nothing was resolved over the autumn holidays, so I decided to call my mother after the holidays. Her phone was unavailable, so I asked the student if he had told his mother what he had, and he replied that he had forgotten. So I asked if mom had a new number. The student said he didn't know he didn't even have a phone, so I gave him until the next day to sort it out again. The next day he came to me that he had forgotten again, and so it kept happening. You could see that he didn't want to tell his mother. It continued for another week, so out of helplessness I went to consult our etopedist - a special pedagogue, to find out what I should do next. She listened to me and took a student from the class and listened to him separately. The student told her about half of what he told me, he even started to lie. Subsequently, the physiotherapist and I met again and agreed on a solution that I, as the class teacher, would also contact the report about the OSPOD pupil via the data box.\n\nOutcome:\nIn the short term - Then the whole thing was reported, about a week after the report, both boys (student and brother) were taken from their mother and placed in a children's center. Meanwhile, social workers came to our school to ask about the situation regarding the boy. So I, the etopedician and the school director reported directly to OSPOD. The pupil hated me for all this. He wasn't attacking me verbally, but he was letting me know non-verbally that I had let him down. An employee from the children's center came to the school directly after me and we talked for about an hour about the student, what he actually is, so we asked each other what he listens to, what he likes and dislikes, and we set together the rules of communication between the school and the employees of the children's center center, as I was the school's representative for this case. The boys were in a room together in the center because they were brothers, and the mother was given half a year to provide full-fledged housing so that she could then get the children back into care. Long-term – During the six months that the pupil spent at the children's center, his behavior improved after about 14 days of starting. He started carrying things to school, he was ready for classes, he was clean, on time, he had clean clothes and after three months of being at the center he started to have interests. It was floorball and reading military literature. His grade also improved from below average to average. He also carried assignments signed by a worker from the center. The mother visited them there regularly, took them for walks and returned them on time. Eventually, the children were returned to their mother, when she first secured housing with the Salvation Army for a month and then found a rental apartment. When the pupil returned to his mother, he was around April and he maintained an average grade, but he was starting to forget his tools again, his assignments were not signed by his mother and he began to neglect taking care of himself. It just wasn't as bad as before. He still retained his interests and even borrowed books from the library in the classroom during breaks and read. He lived at that new residential address until he graduated from the 9th grade. Then I lost touch with him. I personally struggled with it a lot in the beginning, I had regrets if I didn't disrupt the family, so I actually kept my fingers crossed for my mother to get her act together. As a result, she started to communicate better with me and with the school.\n\nStudent Profile:\nAge/Year: 7. třída, 13 let\nHobbies: Do doby než byla situace vyřešena, neměl žádné zájmy, poté ano.\nDiagnoses: Dyslexie,Dysgrafie,Vývojová dysfázie\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1403", "student_age_year": "7. třída, 13 let", "student_hobbies": "Do doby než byla situace vyřešena, neměl žádné zájmy, poté ano.", "student_diagnoses": "Dyslexie,Dysgrafie,Vývojová dysfázie", "student_disorders": "", "teacher_approbation": "nMgr. obor Speciální pedagogika pro 2. stupeň a střední školy, Učitelství geografie pro střední školy", "teacher_practice_years": "6", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/625", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught English in this class. We include elements of Genki English in the teaching, so the lessons are a lot about competition, playing games, we spend a lot of time with the children in the back on the carpet outside the desk. I tease this student very well, hardly a lesson went by without him making a very 'funny' remark. He basically didn't do his homework, I was glad that he at least brought a textbook. I didn't even write him notes anymore. He grew up with his mom and the problems started when she found a new boyfriend who moved in with them. Step-siblings were added and the student was not getting as much attention as he needed and this began to show in his behavior. The worst situation occurred during the lesson when we were just discussing musical instruments. The children were to divide into groups and demonstrate playing a musical instrument, the other group guessed which instrument it was. The student declared: 'I'm not going to play any stupid game', threw the case on the ground and started stomping on it. At first I didn't know what to do, I tried to keep calm and calm him down, I assured him that if he didn't want to, then let him not play. He looked at us for a while, then he said 'I'll be the best anyway, I'm going to play too'. So I told him well, come on. The rest of the hour then passed in peace.\n\nSituation (Anamnesis):\nDiagnosed with ADHD. He has no learning disabilities, he is a bright student with a poor family background. The only things he likes are PC games and watching TV. He has problems with exercise, he is absolutely not used to movement, he is constantly tired.\n\nTeacher Intervention (Solution):\nThe behavior is resolved with the family and the Pedagogical-psychological consultation.\n\nOutcome:\nThe student improves over the long term. The family devotes more time to him.\n\nStudent Profile:\nAge/Year: 3. třída, 9 let\nHobbies: PC hry, sledování TV\nDiagnoses: ADHD\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "625", "student_age_year": "3. třída, 9 let", "student_hobbies": "PC hry, sledování TV", "student_diagnoses": "ADHD", "student_disorders": "Manipulace", "teacher_approbation": "FF MU, obor: Český jazyk a literatura se zaměřením na vzdělávání, Anglický jazyk a literatura se zaměřením na vzdělávání pro SŠ", "teacher_practice_years": "26", "problems_annotated": "Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1475", "content": "TEACHING CASE STUDY\n\nBackground:\nThe leader of art clubs describes a situation with an older class where one of the students stopped going to class. This phenomenon was repeated and even when the student was seen at the bus stop, he arrived for class ten minutes before its end. When asked about the reason for being late, the student blatantly lied and denied the situation, despite being seen standing at the bus stop and other classmates.\n\nSituation (Anamnesis):\nstudent in the last year of elementary school with average to below average academic results, introverted and quiet, he did not fit in with the others and was the target of ridicule.\n\nTeacher Intervention (Solution):\nThe student regularly missed classes and once came ten minutes before the end. The ring leader saw him at the bus stop, but he still arrived late. Upon his arrival, she took him aside and asked the reason for the delay. The student said he missed the bus, but the head teacher explained that more buses must have missed him when he was so late. She pointed out that she had seen him downtown and that it wasn't the first time he had been seen at a bus stop and didn't arrive within an hour. The student denied everything. The following day, the manager called his mother, who also denied the situation and claimed that her son was not attending school.\n\nOutcome:\nThe effect of solving the situation was not achieved in the short or long term. Both the student and his mother continued to deny the facts, and after several confrontations with reality, the student stopped attending classes altogether.\n\nStudent Profile:\nAge/Year: 15\nHobbies: Fotbal, výtvarka\nDisorders: Záškoláctví,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Attendance problems\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1475", "student_age_year": "15", "student_hobbies": "Fotbal, výtvarka", "student_diagnoses": "", "student_disorders": "Záškoláctví,Lhaní", "teacher_approbation": "Mgr., všeobecné učitelství pro 1. stupeň", "teacher_practice_years": "25", "problems_annotated": "Lying and cheating, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/257", "content": "TEACHING CASE STUDY\n\nBackground:\n9th grade student in the second grade of primary school shows problematic behavior in many ways. He does not want to cooperate in most subjects, has difficulty concentrating and often forgets. He forgets both knowledge and things like notebooks or textbooks. As she gets older, it becomes increasingly difficult to tell whether she forgot to bring an assignment or just didn't feel like doing it at home. It is very difficult to motivate her. Although she had assistants for several years, she was dismissive and rude to them. Sometimes she even assigned them to bring something for her, which led to situations where the assistants gave in and obeyed, otherwise the student would spoil the scene or lock herself in and further cooperation was not possible. One of the assistants even had to stay at home for a month with burnout. The student's assistants took turns more often than usual, no one could manage it for a long time. The student's performance is below average, but her mother insists that she finish primary school here.\n\nSituation (Anamnesis):\nThe student suffers from reduced intellect and autism. She has her own individual study plan and is involved in teaching in a regular classroom with a personal assistant. She started school a year later and is significantly behind her classmates. Her performance is below average and her knowledge at a minimal level. Her classmates were aware of her diagnosis and try to be respectful. The class is quieter compared to others, but that does not persuade the student to cooperate better. He behaves badly towards others, insults and uses obscene words both towards classmates and teaching staff. The school tries to accommodate inclusion and is progressive in this direction, but the student shows elements of dissatisfaction and annoyance.\n\nTeacher Intervention (Solution):\nCorona virus measures helped to resolve the situation with the student. Thanks to distance online teaching, only a special pedagogue took care of her. Pupils receive weekly plans tailored to their needs. Lessons take place every day for two hours and he receives a large amount of homework. The material is chopped and the weekly plans are a mixture of worksheets, online exercises and pages from textbooks. The teacher has a friendly attitude towards the student, but insists on following the rules and regime. A change of teacher, learning environment and peace without stress from the surroundings brought improvement.\n\nOutcome:\nWithin a few months of distance learning, the student made enormous progress. The special teacher leads her to become independent, which she will need in the future. The student opened up more, she is friendly, calm and satisfied. Studying at home allows her to better focus on the individually tailored interpretation. In the teacher, she found a friend with whom she can share her problems and feelings. Her progress is so obvious that teachers are talking about a miracle. Nevertheless, the student is unable to objectively evaluate her level of education and longs for a profession that she cannot currently pursue. The pedagogue works with her to understand that another study or job would be better for her. Thanks to finding a suitable teaching style, the student will continue distance learning even if the other students are studying face-to-face.\n\nStudent Profile:\nAge/Year: 16 let, 9. třída\nHobbies: Zvířata, televize, youtube influenceři\nDiagnoses: Lehké mentální postižení,Lehká forma autismu\nDisorders: Nespolupráce,Nevhodné chování,Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Support, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "257", "student_age_year": "16 let, 9. třída", "student_hobbies": "Zvířata, televize, youtube influenceři", "student_diagnoses": "Lehké mentální postižení,Lehká forma autismu", "student_disorders": "Nespolupráce,Nevhodné chování,Pasivita", "teacher_approbation": "Vysokoškolské, Magisterské", "teacher_practice_years": "6 let", "problems_annotated": "Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/26", "content": "TEACHING CASE STUDY\n\nBackground:\nmet the student at the beginning of the 3rd grade, when I became his class teacher. From the first hours he made it clear that he was not going to respect me. His disruptive behavior was enhanced by his above-average intellect – the provocations were not first-rate and childishly transparent, he was somehow more sophisticated. He tried to float through the lessons in different ways so that he didn't have to work, although he absorbed and grasped all the material very quickly. He was not vulgar, on the contrary, he was very polite and had a large vocabulary. On the one hand, he seemed like an excellent student with excellent grades, on the other hand, he refused to work and disrupted the class. Disruptions in class, for example, simply happened by starting to do something else that he found more convenient or fun at that moment. He would also bring toys from the house, which he would take out in the middle of class and play with, distracting the others, of course. His antics were often very creative, he was also very good at manipulating adults because he knew what they wanted to hear, which of course he vainly promised them. However, it was worst during breaks. He ran at the radiator and threatened to break his neck. Of course, it scared the other classmates and they repeatedly ran away from the adults, which stressed them out for a long time. Another example could be a situation where he wanted to stick a pair of scissors into his throat, saying he wanted to hurt himself, or threatening to jump out of a window. An extreme situation was when, during group work, he stabbed a classmate right next to the eye (while aiming for the eye). His explanation was that he was just wondering if the eye would leak. He had no empathy or inhibitions.\n\nSituation (Anamnesis):\nThe student grew up with only his mother for a long time, he never knew his father. When he started school, the mother found a boyfriend and had another child with him. The stepfather is of a different nationality and only visits the family on weekends. From the interview with the mother and the pupil, it became clear that the stepfather is very strict and punishes every little thing with disproportionate physical punishments. The mother, on the other hand, is very gentle and hides all the student's problems from the stepfather in order to avoid beatings. The student respects the father out of fear, but does not perceive the mother as an authority. Over time, it became clear that the student himself was committing physical violence against his younger sister. He was very unpopular in class, as he constantly disturbed his classmates, distracted them, and most importantly, often stressed them out by threatening to harm his health. He doesn't know what they can expect from him. He looked for friends in the lower classes, but even there they soon started to fall away from him, as he was unable to take an interest in others, on the contrary, he could quickly frighten and threaten them. His behavior in class had the effect that almost half of the class decided to leave for the gymnasium so that they would not have to continue with such a stressful group, whose main disruptor was the student.\n\nTeacher Intervention (Solution):\nNo approach caused more to the student than an empty promise of correction - he did not address the notes, it was as if he did not hear the agreements, the rescheduling had no effect. There were several consultations with the mother, who admitted that they had been to a psychiatric evaluation, where she was offered sedative medication, which she refused. She herself promised to try to correct the student's behavior, but either she did not try at all or the student ignored everything. The only thing that worked for him for sure was a threat from my father, which of course I never carried out, because I didn't want him to be beaten at home.\n\nOutcome:\nThe student mostly respected the rules of the class, but he had better and worse days. He always went to work when the topic was interesting to him, but he boycotted and did not work on a less popular topic, or he did not work at all. Addressing the problem behavior stagnated, there was no progress or improvement, rather it was a matter of surviving each day as best as possible. I perceived his above-average intellect as a big obstacle, which allowed him to manipulate his mother and teachers to a certain extent, his problematic behavior was also not always obviously problematic, he could behave very politely and sensibly. He also felt that he could make his own rules and with the situation at home it made for a very problematic combination. To date, problematic behavior is escalating, the student is in danger of being kicked out of home and school.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: četba, počítačové hry\nDiagnoses: ADHD\nDisorders: Rušení výuky,Konfliktnost,Neuznávání pravidel,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Selfdestructive behaviour\nSolutions Applied: (Disciplinary) Punishments, Agreement, Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "26", "student_age_year": "11 let, 5. ročník", "student_hobbies": "četba, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Rušení výuky,Konfliktnost,Neuznávání pravidel,Lhaní", "teacher_approbation": "1. stupeň ZŠ", "teacher_practice_years": "26", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Agreement, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/337", "content": "TEACHING CASE STUDY\n\nBackground:\ncame to the class, greeted the students and wrote down the missing ones in the class book. For this lesson, I agreed with the class that we would write a repeat test on literary concepts. So I handed out the test papers. When each student had their test assignment, I invited everyone to turn over the paper and fill out the test. In the classroom, as always during a paper, there was a grave silence - only the writing pens could be heard. I stood in front of the whole class and carefully checked to see if anyone was cheating. That's when my gaze stopped on one of my favorite students, who was also one of the best in terms of Czech language and literature. I was really surprised then and couldn't believe my eyes. He was describing. I wanted to take his test and draw and give him a high five, like I always do. But at this point, my intuition kind of told me that it wouldn't have the right effect, so I just stared long and hard at the student in question. We had a really good relationship - he was a decent and bright student, so when he noticed me looking at him and realized I knew he was describing, he was obviously very uncomfortable. He suddenly turned red and I could totally see how guilty he felt. He knew very well that by this step he was betraying my trust that I had in him as a decent and clever student.\n\nSituation (Anamnesis):\nHe was a second-year high school student. From what the teacher remembered, he lived with both parents. The teacher considered him a very clever and problem-free student.\n\nTeacher Intervention (Solution):\nIn the end, I deliberately did not take the test at all. He scribbled something down and handed over the half-empty paper. After this class, there was a period between us when he tried to avoid conversation with me. However, about two months after the test, he confided in me that he was very sorry that he cheated and I saw him doing it.\n\nOutcome:\nFinally, he said: \"If you had taken the test and given me a five, it would have been much easier for me.\n\nStudent Profile:\nAge/Year: 17 let – 2. ročník\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Physical intervention\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "337", "student_age_year": "17 let – 2. ročník", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání – titul Mgr. – Aprobace: Český jazyk a literatura, Dějepis", "teacher_practice_years": "13 let praxe", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/573", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 9\nHobbies: tanec\nDiagnoses: Vývojová dysfázie\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "573", "student_age_year": "9", "student_hobbies": "tanec", "student_diagnoses": "Vývojová dysfázie", "student_disorders": "", "teacher_approbation": "vysokoškolské magisterské", "teacher_practice_years": "13", "problems_annotated": "Physical aggression, Lying and cheating, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/48", "content": "TEACHING CASE STUDY\n\nBackground:\nwas a class teacher in the ninth year of elementary school. In the last week before the holidays, I came to my students' classroom and found that the door to the classroom was badly damaged. The door was bent and had a hole in it. When I first asked who did it, the whole class was silent. But when I said that the whole class would have to pay for a new door, the real culprit confessed so as not to harm his classmates. Several classmates offered to agree with him on the new door, but in accordance with the school rules, I decided that the culprit must pay the full amount for the new door.\n\nSituation (Anamnesis):\nThe boy is an only child in a family with a strict father. He is hyperactive and constantly demands attention from his surroundings. This is often obtained through destructive or disruptive behavior. Similar behavior began to manifest already in the eighth grade, when he started school after moving to the city with his family. According to his parents, he had never been in trouble before. He was used to being the center of attention at home, but with his father's new, more demanding job, he was beginning to feel neglected. When he started school in a new environment, the boy began to behave restlessly and tried to draw attention to himself, because he joined the class group too late and the other students had a hard time accepting him among them. After a while, he became close to most of the boys, who supported his unruliness with laughter and occasional applause. Over time, his behavior escalated, but there were never any serious problems that would be the reason for a greater punishment for the student.\n\nTeacher Intervention (Solution):\nAs soon as the boy admitted to breaking the door, I decided that he had to pay the full amount for a new one. The boy agreed to this decision without any objections. After that, I called the boy's father, who arrived at the school within half an hour of our conversation. The father reprimanded his son and gave him an educational pillow. He then inspected the broken door, measured its dimensions, and left to immediately buy a new one. When he returned with the new door, the old door was in even worse shape than when he left - the boy apparently decided that if it was going to be replaced, he'd at least destroy it properly. This time the father did not get angry and just announced that the son would get this broken door to his room. The son helped him in an exemplary manner with the replacement of the door and apologized to me and my father several times. After the whole incident, the boy behaved exemplary and with humility. Although his father told me that I could easily give him a 2 for behavior, I only solved it with a reprimand from the class teacher, because there had never been any major problems with him before.\n\nOutcome:\nIt's safe to say that the boy calmed down in class for the rest of the week. But since it was only for the rest of his time at our school, I can't say for sure that his problem behavior didn't show up again at the high school he started after the holidays. But I am sure that he has learned from his act and hopefully such a case will not happen again.\n\nStudent Profile:\nHobbies: kolektivní sporty, počítače\nDisorders: Lhaní,Rušení výuky,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "48", "student_age_year": "", "student_hobbies": "kolektivní sporty, počítače", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Ničení majetku", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/107", "content": "TEACHING CASE STUDY\n\nBackground:\nThe described situation is from the 2020/2021 school year. Žačka (8th grade, 13 years old) had problems with the curriculum even before distance learning, it was always necessary to approach her individually, to pay attention to her. Distance education could not bring anything good with it. The student did not participate in online classes, nor did she fulfill her school obligations - homework. In this connection, the class teacher wanted to communicate the problem with the parents, but the communication with them was at a very poor level - they did not respond to emails. It was only possible to contact them by phone, then a personal meeting was arranged with them at the school, where the solution to the problem was outlined.\n\nSituation (Anamnesis):\nAs already mentioned, the pupil is a pupil with a lower intellect. It was therefore always necessary to approach it individually. With this established regime, the student was able to function at school. She paid attention during classes, worked and completed her homework. The problem only arose when switching to distance learning. The student did not participate in online classes and did not complete the assigned homework.\n\nTeacher Intervention (Solution):\nA personal meeting was held at the school with both parents, where a solution to the problem was outlined to them, namely that the student would commute to school for distance learning for two weeks. So the student commuted to school every morning, where she participated in online classes - with the personal presence and assistance of a special educator.\n\nOutcome:\nThe personal presence at school and the supervision of a special pedagogue helped the pupil. She was able to adjust to school mode again. At home, she then joined all the online classes and also started doing her homework. The pupil was thus able to function independently again.\n\nStudent Profile:\nAge/Year: 13 let, 8. ročník (2020/2021)\nHobbies: kreslení\nDiagnoses: Snížený intelekt\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Attendance problems\nSolutions Applied: Transfer of student \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "107", "student_age_year": "13 let, 8. ročník (2020/2021)", "student_hobbies": "kreslení", "student_diagnoses": "Snížený intelekt", "student_disorders": "", "teacher_approbation": "vysokoškolské (Mgr.), aprobace – matematika a německý jazyk", "teacher_practice_years": "15", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/350", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the middle of March, I noticed that the whole class was behaving very inappropriately towards one classmate. I just told them that it was not appropriate behavior and that they should treat him better. The entire class, except for the student in question, began to look at each other and laugh. Furthermore, I did not deal with this matter anymore. A few days later, one of my colleagues called an ambulance for the student in question. The student had a mental breakdown and was taken to the hospital. Neither I nor my colleagues understood what could have happened to him. The following day, his parents came to the school saying that the student is/was a victim of bullying. Unfortunately, he never confided in anyone and nobody noticed, he only confided in the doctors at the hospital. Two students (the main organizers) were accused of masterminding the bullying, supported by the rest of the class.\n\nSituation (Anamnesis):\nThe two students were newly fifteen-year-old brothers (twins) attending the last year of elementary school. Since the 6th grade, when I met them, they were considered to be pranksters and self-proclaimed leaders in the class. One of them - slightly smarter than his brother, with a mostly mild demeanor and lower self-esteem compared to his brother. The second - bright, yet less intelligent, very violent nature, signs of ADHD. Both brothers, in terms of school results, average, one more talented in natural sciences, the other talented in languages. Very successful parents, they wanted the best results for their children. The brothers' grandmother, a former headmistress of a kindergarten, always provided benefits for her grandchildren - she spoiled them a lot.\n\nTeacher Intervention (Solution):\nAfter discovering that the student is/was a victim of bullying, a commission was convened to investigate the situation. The whole situation also had to be resolved with external experts as quickly as possible. It was discovered that the pupil had been bullied by the twins for a much longer period of time than was even conceivable. One of the brothers started bullying at the end of the 7th grade of elementary school. This bullying was purely verbal in nature. During the 8th grade, his brother and part of the class collective joined him. At this time, it was no longer just verbal abuse, but there were also clashes between boys that took place outside the school grounds. During the 9th grade, the rest of the class joined in the bullying, unfortunately we did not find out if it was voluntary or under some threat from the brothers. At this time, there were already several types of bullying - verbal, physical and cyberbullying. The twins managed to organize the whole group very well, so neither I nor my colleagues ever noticed anything. As time passed, the cyberbullying began to gain strength, until one day the student could no longer take the onslaught on himself. After investigating the whole matter, we organized a special class meeting at school, where we started to solve everything. Thanks to the collected materials, we had important facts and information in hand that we could pass on to parents. At first, most parents couldn't believe their ears. They were very concerned about the fact that I, as a teacher, didn't notice anything the whole time. At the end of the special class meeting, after an agreement with the parents and a big school meeting, we came to a conclusion - handing out punishments to the bullies and banning the use of technology without teacher supervision.\n\nOutcome:\nThere were several results of the whole case. The main result was that the twins received notes from the class teacher and the primary school principal. Furthermore, both brothers received a three for behavior. The rest of the class who joined in the bullying got a D for behavior. This was followed by a public apology - all pupils who were involved in bullying had to apologize to the victim of bullying. Another result was that all secondary teachers were invited to attend a seminar to learn how to spot the signs of bullying. Last but not least, all pupils were prohibited from using mobile phones in the school building and access to the internet connection for pupils was cancelled. In addition to canceling the Internet connection for pupils and banning mobile phones, a longer-term solution can also be added to the fact that the victim of bullying completed compulsory schooling at another elementary school (in a neighboring town). This is important because the victim of bullying attended another elementary school only less than 3 months before the end of compulsory schooling.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: sportovní činnosti\nDisorders: Šikana,Vulgární vyjadřování,Drogy\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: (Disciplinary) Punishments, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "350", "student_age_year": "15 let, 9. třída", "student_hobbies": "sportovní činnosti", "student_diagnoses": "", "student_disorders": "Šikana,Vulgární vyjadřování,Drogy", "teacher_approbation": "Mgr. (učitelka na prvním stupni ZŠ)", "teacher_practice_years": "více jak 35 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "Failure", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/56", "content": "TEACHING CASE STUDY\n\nBackground:\nIt happened 3-4 years ago. It was not at school, but at a kindergarten, which is also a school facility, and I would prefer the procedure to be more or less the same. We went for a walk with the children and then to the playground, where they got a 'breakup'. Everyone was playing without a problem and then I heard a little shouting. I followed the group from where I heard the screams to find out what was going on. The children were running around the tree and one little boy, we'll call him 'our autistic', didn't want the others to be there with him. I knelt down next to him and tried to calmly explain to him that he could share and be there with others. But he started to get even more upset and didn't want to understand it at all. I did everything I knew, I calmed him down, his brother also came, but nothing helped. He got more and more upset, started crying and waving his arms around. So I wanted to grab him properly so that nothing would happen to him. At that moment I was very scared, because the boy bent his hand and it was obvious that he wanted to slap me, and because I was still kneeling, he was very close to my face. Well, at that moment I also threw my hand out and caught him very quickly and stopped him. He started crying because it hurt him, but it hurt me too. I then took him away completely, two other teachers stayed there with the children, I calmed the boy down and it was all over. But I experienced such a situation only then, and I hope it won't happen again.\n\nSituation (Anamnesis):\nThere was never much of a problem with that boy, more so with his brother. What applied to them was one of my colleagues who was not there at the time of the incident. In general, you could tell that he had some kind of behavioral disorder, but he was quite calm and never had a problem with others. It's hard to say what other factors led to such a heated situation, but you never know with these kids. The class as such was problem-free, the children listened, played together, and even accepted the boy beautifully. And even after what happened, the children had no problem playing with the boy again, but then again, the young children don't take it as seriously as the older ones.\n\nTeacher Intervention (Solution):\nFirst of all, it was important for me to get on his level, find out what happened and explain to him that nobody did anything wrong and that everyone can play together. When he started to get angry, I slowly tried to catch him and generally calm him down, but that didn't help much and it didn't work either. He started waving his hands all around and then the slap almost happened if I hadn't stopped him by cutting his hand off. Then I took him completely aside, away from the children and the rest of the teachers. I sat down with him on the bench, let him rage for a while longer, and when I saw that he no longer had the strength to get upset or cry, I slowly began to ask him what actually happened. His answers were very jerky, but he told me everything. I learned that he actually wanted to be alone at that moment, but the little kids didn't understand. So I explained to him that the children couldn't understand because no one told them. We sat there talking for a while and then we followed the others and it was all over.\n\nOutcome:\nAfter the incident, everything went on as if nothing had happened. The boy played alone for a while and then gradually joined his brother and other children. In the long run, I don't really know what the impact was and how it affected the boy. It's true that there was never such a problem with him, it's very likely that he himself was quite frightened by it and somehow fixed on himself that this shouldn't happen, but I can't say.\n\nStudent Profile:\nAge/Year: 4\nHobbies: Kreslení\nDiagnoses: ADHD\nDisorders: Lhaní,Nespolupráce,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Failure to attend class\nSolutions Applied: Physical intervention, Transfer of student, Interview \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "56", "student_age_year": "4", "student_hobbies": "Kreslení", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Nespolupráce,Arogance", "teacher_approbation": "Magisterské – aprobace – 1. stupeň ZŠ", "teacher_practice_years": "35 let", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Transfer of student, Interview ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1365", "content": "TEACHING CASE STUDY\n\nBackground:\nSometime in the spring, I noticed that the students from my class were having more fun in class and singled out a female classmate from the group. They laughed at her and she stopped going to school for a few weeks. I caught him once after class and asked if he knew anything about her and he was evasive, but he didn't tell me anything. Once during the lesson I noticed that the phone was going around the class and everyone was laughing. I couldn't do it and I pushed the class to see what was going on. I didn't let them go until they explained it to me. It turns out that one of the guys got hold of the nude photos of a classmate and everyone was sharing them with each other and laughing about it.\n\nSituation (Anamnesis):\nThe class consists of twenty-one boys and nine girls. They generally stick together, they come up with joint activities, and so far there has been no bullying, so much so that I was surprised. The pupil was always a smart, talented student. He never had disciplinary problems, he was just a bit lazy. He was used to not having to learn much because he could do everything by himself. He took the position of class clown in class, but was never unreasonably rude in class. He always knew where the limits of humor lay. The student, on the other hand, was a typical slacker, she didn't prepare much for school. I know from her, as well as from class meetings, that the situation at home is not ideal, her parents are divorced, she lives only with her mother, and her father was an alcoholic. It's a difficult subject for a girl, so she doesn't want to deal with it much. Apart from that, she integrated into the team, she was rather sociable and extroverted.\n\nTeacher Intervention (Solution):\ntold the class that this behavior is unacceptable and that they are harming the girl, that this behavior is both criminal and encourages the sexualization of women. On the contrary, I explained to the girls that they should be careful with what they send to whom. After that, I organized a seminar with prevention methodology, where we discussed the harmfulness of sexualizing women, we discussed topics such as safe sexual intercourse, consent, rape and similar, challenging things.\n\nOutcome:\nDuring the solution itself, I was worried if the students would take the topic seriously enough, especially at their age. I was pleasantly surprised that there was an understanding of them during the seminar, perhaps they were ashamed. The pupils finally apologized to the pupil, led by a person. The student returned to school and continued attending classes. For about a month, I still saw uncertainty in her behavior and how the class would take her, but it was more or less back to normal. It even occurred to me that the student began to behave better towards the teachers, that my intervention in this situation built her respect and trust. I have never experienced similar behavior from a person, so here I would judge that the procedure was successful.\n\nStudent Profile:\nAge/Year: 17 let, 3. Ročník SŠ\nHobbies: Sport, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Bullying\nSolutions Applied: Consequences, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1365", "student_age_year": "17 let, 3. Ročník SŠ", "student_hobbies": "Sport, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, AJ", "teacher_practice_years": "16", "problems_annotated": "Not attending to teaching/Inattention to teaching, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/214", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the lesson, the girl did not pay attention to my explanation, instead she spent time on her mobile phone. The girl was reprimanded by me three times, yet each time she took the mobile back in her hand and again did not pay attention. She was showing something to a classmate and they were laughing out loud together, thus disrupting the course of the lesson.\n\nSituation (Anamnesis):\nThe girl lived together with her mother, grandfather and her four siblings, of whom she was the eldest. At school, the girl did not fit into the class group because of her outspoken and aggressive behavior. The others were afraid of her and did not get along with her, rather she got along with the older children from the neighborhood, with whom she also spent more time. She often played pranks on other classmates, and some of them also made fun of her. She stole things from her classmates and destroyed school property. She used to be aggressive towards teachers, which is why most teachers preferred to almost always ignore her and her behavior.\n\nTeacher Intervention (Solution):\ncouldn't help it - I told her that she should give me the mobile phone immediately and that she would get it after class. However, the girl refused to hand over the mobile phone, so I took it from her without her cooperation.\n\nOutcome:\nThe girl immediately got up from behind the bench so violently that she threw the chair to the ground and started screaming what a \"s**t\" I was\n\nStudent Profile:\nAge/Year: 8. třída; 14 – 15 let\nHobbies: parta kamarádů, vandalismus\nDisorders: Lhaní,Neuznávání pravidel,Krádeže,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Consequences, Physical intervention\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "214", "student_age_year": "8. třída; 14 – 15 let", "student_hobbies": "parta kamarádů, vandalismus", "student_diagnoses": "", "student_disorders": "Lhaní,Neuznávání pravidel,Krádeže,Záškoláctví", "teacher_approbation": "ČJ, RJ, OV", "teacher_practice_years": "28", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Physical intervention", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1503", "content": "TEACHING CASE STUDY\n\nBackground:\nThe average fourth grader verbally bullied his classmate for a long time and it got to the stage where the bullying was no longer just verbal. The boys were also teammates in soccer outside of school, but there was bullying just the same. At school, the pupil threw the pupil's tools from the desk, threw his belongings, verbally attacked him and hid his school bag. One day, the student's father came to pick up the student after lunch at the school canteen and saw an incident where the student took his son's bag and was rude to him. The father immediately reacted, defended his son and went to report the whole incident to the principal.\n\nSituation (Anamnesis):\nPupil: 4th grade primary school pupil, extrovert, assertive, ambitious, explosive, expressive, athlete, his parents always appealed to him a lot to be assertive, to not let anything be liked - they thought especially in football, but it was transferred to the pupil's personal life . Classmate: 4th grade elementary school student, good, intelligent, less assertive, shy, athlete.\n\nTeacher Intervention (Solution):\nHowever, the principal reacted in a completely unprofessional way, in my opinion, when he informed the father that what happens after school is no longer the school's concern and did not address the problem further. Due to this incident, a meeting of the school staff was also called and the matter was handed over to the guidance counselor. The father applied for his son to be transferred to another class, but it was not granted. In addition, the educational counselor of the school concluded that it was not bullying, and that they would not deal with the situation further. All the events led to the pupil being transferred to another school in a nearby village at the request of his parents.\n\nOutcome:\nThe solution was completely ineffective, inadequate and unprofessional. The matter was basically swept under the carpet, mainly because the student's parents had \"leverage\" on the principal, thanks to which the student was not even punished. The student is now a high school student and still has problem behaviors. He was even expelled from the boarding school for some incident.\n\nStudent Profile:\nAge/Year: 4. třída, 10 let\nHobbies: fotbal\nDisorders: Šikana\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Bullying\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1503", "student_age_year": "4. třída, 10 let", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "Šikana", "teacher_approbation": "Mgr., 1. stupeň ZŠ", "teacher_practice_years": "17", "problems_annotated": "Physical aggression, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/742", "content": "TEACHING CASE STUDY\n\nBackground:\nOnce we had an art class. When we cleaned the classroom, the student went to wash his brushes and hands. As he walked away from the sink, he wiped his hands on the back of my T-shirt with a laugh. It totally shocked me. I couldn't even react. I just told him in case he was crazy. He just laughed saying it was just a joke. I didn't know what to do about it, so I went to the classroom teacher's office and explained the situation to her. The class teacher was also shocked by this, but it was nothing so strange for this student. She said we would deal with it in class, which was scheduled for the last class of the day.\n\nSituation (Anamnesis):\nThe student lives only with his mother and older brother. His mother spoils him very much and tolerates and allows him everything. He can play computer games and has no responsibilities. His grandparents also play a role in his upbringing, who also spoil him a lot, giving him money for computer games that he buys even if they are not suitable for his age group. The student has no awareness of the rules of decent behavior, is very self-centered and cannot empathize with other people's feelings. This causes, among other things, his conflicts with his classmates in class. Sometimes, for example, he jumped on a classmate's back during a break, and he didn't expect it, and he didn't like it. That's how the conflict arose. Or he often brought to school expensive toys that were currently in fashion, he bragged about them, but he didn't want to lend them to his classmates. He couldn't understand why no one wanted to be friends with him.\n\nTeacher Intervention (Solution):\nIn the aforementioned class lesson, the teacher started talking about our incident from art education. The other students confirmed that they saw it. The student didn't even deny it because, as he himself claimed all along, he saw nothing wrong with it. From his point of view, it was a joke. However, the classmates looked outraged, as did the class teacher. He somehow realized that it really wasn't funny and then apologized to me.\n\nOutcome:\nThe student apologized to me and did not do anything similar to me or my classmates in the following months either. He did not cause any heated situations, however minor disagreements and misunderstandings with classmates continued to occur. The student still had reserves in understanding social relationships and interactions.\n\nStudent Profile:\nAge/Year: 10 let , 4. třída\nHobbies: Počítačové hry\nDisorders: Arogance,Disrespekt,Neposlušnost,Neúcta k autoritám,Nevhodné chování,Provokace,Slovní agresivita,Verbální agresivita,Vulgární vyjadřování,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Working with the collective\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "742", "student_age_year": "10 let , 4. třída", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Arogance,Disrespekt,Neposlušnost,Neúcta k autoritám,Nevhodné chování,Provokace,Slovní agresivita,Verbální agresivita,Vulgární vyjadřování,Zesměšňování", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/73", "content": "TEACHING CASE STUDY\n\nBackground:\nThe most problematic student I had was a student in the eighth grade. I understand teenage kids, but with him it was beyond all limits. He was a huge rascal, his vocabulary consisted mainly of vulgarisms, he was lazy in class, I saw him a few times behind the school with a cigarette in his hand. His student book was full of notes, adept at failing. Everything in me somehow got better when we had English class. It was towards the end of the year, the children had already seen each other on vacation, so I had no need to suffocate them. The student was quite bored, as in every lesson, and he showed it to me. He threw papers at his classmates, used some vulgarism in every sentence. I reprimanded him several times, then I told myself that I would ignore it. He clearly wanted far more attention. He also started demanding that I let him go to the toilet, using vulgar language. When I refused him about the fifth time, he got up and went to urinate in the sink. I was completely paralyzed when I yelled at him to stop immediately and go sit down, he yelled at me to be quiet. Of course he said far worse.\n\nSituation (Anamnesis):\nThe student grows up in a complete family. Both mother and father are raising him. He has four other siblings, he is the oldest of them all. His parents don't have much time for him, his father is probably showing signs of alcoholism. Basically, only the mother takes care of them. It is likely that with low attention from the family and their lax approach to education, the student demands more attention at school. Even at the cost of having the worst benefit and behavior. He is inattentive in class, vulgar even outside of class. He went to school very often.\n\nTeacher Intervention (Solution):\ntook the student outside the door, asking him to explain the situation to me. He was cheeky that he just wanted to go to the bathroom. I informed him that he could also explain it to the director and dragged him to the director's office. Of course, he didn't explain anything to the director, he answered everything that he just wanted to go to the bathroom. A few days later, his parents were also called to school, only his mother showed up. Together with the director, educational advisor, class teacher and me, we discussed what the consequences of his behavior would be. A reprimand from the school principal was suggested to the student.\n\nOutcome:\nAfter the incident, the student calmed down a bit, at the end of the year he was reprimanded by the school principal. This decision probably had a bigger impact, as he came back more disciplined after the holidays. He had occasional 'outbursts' when he still wanted to prove his superiority over the teachers, but overall his absence improved, speaking, he didn't use so many vulgarisms. As for achievement and activity in class, the result was still below average. In the long run, only his behavior improved by a few percent.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: skateboarding\nDisorders: Cigarety,Lhaní,Nepracovitost,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Attendance problems, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Transfer of student, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "73", "student_age_year": "14 let, 8. ročník", "student_hobbies": "skateboarding", "student_diagnoses": "", "student_disorders": "Cigarety,Lhaní,Nepracovitost,Vulgární vyjadřování", "teacher_approbation": "Mgr., Ruský jazyk, Anglický jazyk", "teacher_practice_years": "17", "problems_annotated": "Violation of classroom/school rules, Attendance problems, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Transfer of student, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/786", "content": "TEACHING CASE STUDY\n\nBackground:\nWith this student, as well as others in the class, we often deal with shouting in class. This particular student often has lewd comments or sexual innuendos. He often insults other children. In class and during breaks. It can be said that he likes to draw attention to himself in this way. Sometimes it works if I ignore these expressions of his, but often it happens that if I don't react, he increases the intensity. During lessons and breaks, children use the smiley evaluation system, which takes into account their work and behavior during class and breaks. A system of three or four colored smileys, which on a scale expresses how well they managed to follow the rules and work according to their possibilities and abilities.\n\nSituation (Anamnesis):\nThe boy lives with his mother, who does not take much care of him, and his grandmother is seeking custody because she is the one who takes care of him most of the time. He's not doing so well at school again. He responds well to praise and love. He has no friends in class and rather acts as a destroyer of existing relationships. Overall, the class is rather divided.\n\nTeacher Intervention (Solution):\nDue to the recurring problem with shouting, I decided to come up with some new way of rating. It was a game where the whole class tried together not to shout in class. They had hearts like lives and if they lasted until the end of the day, they got a reward.\n\nOutcome:\nThe children, including the boy, were motivated by the game and could not scream in class for almost the whole day. This brought the class together and worked together to achieve a common goal. In the end, the only thing left for consideration is the involvement of the whole class. One classmate commented that this particular student is spoiling them as a whole class. The question is whether it will benefit him to lose his hearts to himself or, on the contrary, it will separate him even more from the team. I also often wonder how much it is in his power to limit the shouting.\n\nStudent Profile:\nAge/Year: 4. třída, 11let\nHobbies: sleduje YouTube, má oblíbené youtubery\nDiagnoses: ADHD,Atypický autismus\nDisorders: Vykřikování,Slovní agresivita\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Working with the collective\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "786", "student_age_year": "4. třída, 11let", "student_hobbies": "sleduje YouTube, má oblíbené youtubery", "student_diagnoses": "ADHD,Atypický autismus", "student_disorders": "Vykřikování,Slovní agresivita", "teacher_approbation": "Mgr.", "teacher_practice_years": "3 roky", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/46", "content": "TEACHING CASE STUDY\n\nBackground:\nwas a class teacher in the ninth year of elementary school. In the last week before the holidays, I came to my students' classroom and found that the door to the classroom was badly damaged. The door was bent and had a hole in it. When I first asked who did it, the whole class was silent. But when I said that the whole class would have to pay for a new door, the real culprit confessed so as not to harm his classmates. Several classmates offered to agree with him on the new door, but in accordance with the school rules, I decided that the culprit must pay the full amount for the new door.\n\nSituation (Anamnesis):\nThe boy is an only child in a family with a strict father. He is hyperactive and constantly demands attention from his surroundings. This is often obtained through destructive or disruptive behavior. Similar behavior began to manifest already in the eighth grade, when he started school after moving to the city with his family. According to his parents, he had never been in trouble before. He was used to being the center of attention at home, but with his father's new, more demanding job, he was beginning to feel neglected. When he started school in a new environment, the boy began to behave restlessly and tried to draw attention to himself, because he joined the class group too late and the other students had a hard time accepting him among them. After a while, he became close to most of the boys, who supported his unruliness with laughter and occasional applause. Over time, his behavior escalated, but there were never any serious problems that would be the reason for a greater punishment for the student.\n\nTeacher Intervention (Solution):\nAs soon as the boy admitted to breaking the door, I decided that he had to pay the full amount for a new one. The boy agreed to this decision without any objections. After that, I called the boy's father, who arrived at the school within half an hour of our conversation. The father reprimanded his son and gave him an educational pillow. He then inspected the broken door, measured its dimensions, and left to immediately buy a new one. When he returned with the new door, the old door was in even worse shape than when he left - the boy apparently decided that if it was going to be replaced, he'd at least destroy it properly. This time the father did not get angry and just announced that the son would get this broken door to his room. The son helped him in an exemplary manner with the replacement of the door and apologized to me and my father several times. After the whole incident, the boy behaved exemplary and with humility. Although his father told me that I could easily give him a 2 for behavior, I only solved it with a reprimand from the class teacher, because there had never been any major problems with him before.\n\nOutcome:\nIt's safe to say that the boy calmed down in class for the rest of the week. But since it was only for the rest of his time at our school, I can't say for sure that his problem behavior didn't show up again at the high school he started after the holidays. But I am sure that he has learned from his act and hopefully such a case will not happen again.\n\nStudent Profile:\nHobbies: kolektivní sporty, počítače\nDisorders: Lhaní,Rušení výuky,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "46", "student_age_year": "", "student_hobbies": "kolektivní sporty, počítače", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Ničení majetku", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Diagnosis, Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1271", "content": "TEACHING CASE STUDY\n\nBackground:\nThe children, as the pupil is different, sometimes do not accept her among them. Žačka has different opinions, she dresses differently, and the other girls don't accept her. Once, when we had a community circle, the children talked about what books they were reading and what they liked there. Some said they were reading about horses, some about love, some about animals, and one was reading about a little girl in a pink dress, and the student said she would never read such a book, that it was bullshit. The children didn't say anything, but she won't make friends, she's just used to it from home. Those girls just didn't want to accept her among them. Last year, the assistant and I thought that the pupil was sad, she behaved differently and was so withdrawn, the girls did not want to take her to the group. Even at lunch she sat alone. And so finally the assistant confided to the assistant, when we were out of school, that she was worried that the girls in her class were not taking to her and that they were refusing to sit with her in the cafeteria.\n\nSituation (Anamnesis):\nThe student grows up in an alternative family - a different way of life, focusing on nature, the family minimally uses electronics (no television, computer), conservative clothing\n\nTeacher Intervention (Solution):\nSo I let it go for a while and then with the children at school, when the assistant told me about it, we made a community circle. There we talked about friendship, about how we should treat each other, how we should respect each other, that each of us is a personality, that each of us is different, each has a different family and different customs, different traditions, but that doesn't mean it's bad. And that we should learn to live together with other people with different characteristics. We talked about it for quite a long time, then the children went to their desks and I wanted to get to the specifics of what happened in that class and how the girls would react to it. One of the girls, the queen probably planned it and who seemed to lead the group, came forward and said that they had already taken care of it, that they had apologized to the student and that everything was fine. So I was very happy, because these children have been together since kindergarten, and I would have felt sorry if they had already started forming groups in the 4th grade.\n\nOutcome:\nSo it's been fine since then, the girls are getting along, so I'm happy.\n\nStudent Profile:\nAge/Year: 9 let, 4. ročník\nHobbies: příroda, hudba, sport\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour, Bullying\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1271", "student_age_year": "9 let, 4. ročník", "student_hobbies": "příroda, hudba, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Pedagogická fakulta České Budějovice, II. stupeň (RJ a VV) + I. stupeň", "teacher_practice_years": "25", "problems_annotated": "Selfdestructive behaviour, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/524", "content": "TEACHING CASE STUDY\n\nBackground:\nIt happened in the ninth grade, in which I taught mathematics. There was a student in this class who was self-harming, however no one knew about it and I was one of those who was able to spot it and started to deal with it. This girl always walked around quite exposed, or rather she walked around dressed to attract attention. However, there was a period when she started wearing sweatshirts, long pants, she just started walking around covered a lot. It seemed quite strange and I suspected it might be related to self-harm. After some time I noticed that the girl had scars on her forearm and I went to discuss it with her class teacher. However, this problem did not concern only the student in question, as her two friends from the class also got involved. They tried to sympathize with her, and to express their support, they also started cutting their forearms.\n\nSituation (Anamnesis):\nstudent in the ninth grade, she had problems with her mother and boyfriend, represented the school at sports competitions, rather extroverted, sometimes lied to teachers, forged excuses.\n\nTeacher Intervention (Solution):\nThe student confided in the class teacher and it was discovered that she not only had cuts on her forearms, but also on her thighs. The school management, especially the headmistress, began to address the situation. The friends who tried to support the girl had only to agree and explain that they cannot express support for their friend in this way. The student started seeing the school psychologist at the instigation of the management. The cause of her behavior was said to be a lack of interest, arguments with her mother and problems with her boyfriend. The school management decided to create a kind of information seminar (a session with a psychologist) about self-harm, which all girls in the ninth grade were supposed to attend, in order to prevent this behavior.\n\nOutcome:\nThe girl probably understood the consequences of her actions and stopped self-harming. It is possible that the situation at home has settled down, in any case, she has not continued to show any problematic behavior of this type. The self-harm did not seem to affect her behavior in class, so even after the situation was resolved, she did not show any difference in class. Her friends with problematic behavior also stopped.\n\nStudent Profile:\nAge/Year: 5 let, 0. ročník ZŠ (přípravná třída)\nDiagnoses: ADHD\nDisorders: Lhaní,Hyperaktivita,Krádeže,Problémové chování vůči ostatním\n\nAnalysis & Annotations:\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "524", "student_age_year": "5 let, 0. ročník ZŠ (přípravná třída)", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Hyperaktivita,Krádeže,Problémové chování vůči ostatním", "teacher_approbation": "Magisterské vzdělání – Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "20 let", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/797", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy was a very cooperative student with average or slightly above average results. In the eighth grade, however, his approach gradually changed. The boy became sleepy in class, uncooperative, not interested in anything. Frequent nausea and headaches began to appear, when his mother came to pick him up and before long he was fine again. His welfare deteriorated greatly. There was chewing tobacco in the classroom, so I wondered if there might be a connection to the side effects.\n\nSituation (Anamnesis):\nThe boy is an extrovert, sporty, playing football. The family background appears to be problem-free. He is popular in class.\n\nTeacher Intervention (Solution):\ntried to solve the situation in many ways. First, I conducted individual interviews with the boy, where I tried to find out the reasons why he stopped working. It occurred to me that when he started to ignore the lessons, he so-called missed the train and now he is afraid of another failure, hence the frequent nausea. But that was not confirmed from the interviews. I learned from the interviews that 'he just doesn't like it'. But I could not find out the real reason. Of course, I also discussed the situation with my parents - in this case with my mother. First, he went through many tests at the hospital, where they found the boy to be healthy, which would indicate some psychosomatic problem or the chewing tobacco just mentioned. Mom claimed that no tobacco in any case, that it was already before ? a year and now she is sure that the boy does not use chewing tobacco. The question, however, is whether she can really be sure. His nausea always appeared in the first or second hour, and interviews revealed that the boy is always home alone in the morning and his parents are already at work. The last resort solution is to send the boy to counseling. I believe that a psychologist could help the boy to confide and possibly help him solve his problem.\n\nOutcome:\nThe result of the solution is therefore zero, I failed to discover the cause of the behavior and I believe that in cooperation with the pedagogical-psychological consultancy we will be able to improve the situation.\n\nStudent Profile:\nAge/Year: 14 let, 8.třída\nHobbies: Fotbal, kamarádi\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems, Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "797", "student_age_year": "14 let, 8.třída", "student_hobbies": "Fotbal, kamarádi", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. MAT, Zeměpis", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1450", "content": "TEACHING CASE STUDY\n\nBackground:\nwill describe a story that probably most teachers will encounter at least once during their practice. It was about a pupil who was quite smart, completed the assigned tasks, but sometimes had a problem with attention at the end of the lesson. His grades were average, like most of the students in the class. One day at school, after the Czech language lesson, I was leaving the classroom and going to my office to make tea, before I could get to the office, a girl from the 6th grade stopped me saying she could smell smoke near the toilets. I got quite scared and went to the toilets to look. When I entered the men's toilets, I saw a student sitting by one of the toilets and smoking a cigarette. He immediately threw the cigarette into the toilet.\n\nSituation (Anamnesis):\nAfter the first note of shock, I told the student to follow me to the office, where we will talk. I tried to understand what led the student to this act and listened to him. He told me that mom and her boyfriend smoke a lot at home and he says it helps her nervousness. The student had a maths test in the next hour, so he wanted to relax a bit.\n\nTeacher Intervention (Solution):\nI explained to him that it was definitely not something that would help him, on the contrary, it would harm him. Unfortunately, since this happened on school grounds, I had to inform the student's mother and reprimand the class teacher (so the school has it in the school rules when this situation occurs). However, I had the feeling that a reprimand would not deter the student from continuing to smoke. The student was certainly not aware of the risks of smoking, so I assigned him a report that he must prepare on the topic of smoking and its bad effects on health. The student took it more as a punishment, but I hoped that it would be more instructive for him.\n\nOutcome:\nThe following week in class, the student presented his paper in front of the whole class and I was very surprised how much he cared about it. After an hour, I called him and discussed with him how his report was prepared. The student told me that he didn't know how many negative consequences smoking has on a person's health, and that he was surprised by a lot of things. He even taught his mother to stop smoking at home. Since this incident, I haven't seen the student with a cigarette, at least not in the school environment (and I hoped I wouldn't see it anywhere else either). I think I solved this situation well, not only the student but actually the whole class learned about the risks of smoking, which could have deterred some from smoking.\n\nStudent Profile:\nAge/Year: 8. třída, 13\nHobbies: Sport - florbal\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1450", "student_age_year": "8. třída, 13", "student_hobbies": "Sport - florbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, český jazyk a hudební výchova", "teacher_practice_years": "8", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/820", "content": "TEACHING CASE STUDY\n\nBackground:\nAs a classroom teacher, I experienced bullying. I have three Roma children in my class. One boy is absolutely great, he is our sunshine, he is absolutely great. Another pupil often needs the help of an assistant, she is a bit slower, has dyslexia, dysgraphia, dysortography and everything possible, so she also has a paper from the counseling service. She tries with her mother at home, but the influence of the third Romani woman can be seen there. This pupil is cunning and pulls other children to the dark side, doing evil in the class. He doesn't work much at home, the home environment is uninspiring. This pupil started to gossip about her classmates, other people at school across the grades and me. She interpreted that I was writing threatening messages to her at night or she made up that I had left another problem with another student unsolved. It ended up that the children in the class thought that I was doing pranks on other students as well, and the atmosphere was strange. I didn't know what was happening for a long time.\n\nSituation (Anamnesis):\nThe student acts as a leader in the class. He doesn't have much influence on boys, but he influences girls a lot, he dominates them, so their behavior is worse. The girls in my class are super alone, but when they are with this student, their behavior is worse and they want to be nice to her. She gossips about the teacher, the other kids, which is a problem for all the girls in the class.\n\nTeacher Intervention (Solution):\nWe have already dealt with the pupil's behavior several times. The mother does not work, the pupil is raised by the grandmother. We solved the problem with the method of prevention, with another class teacher whose class it concerned, and with the educational advisor. I sent a message to my mother and invited her to the principal's office, where we solved it together. The representative lady came to the class, made an impression on the children, but in a good way. He speaks well, has a good speech and can explain it to children. She told them they were stupid if they believed in unverifiable things and spread them. The speech lasted about half an hour. After that, the student had to go to the front of the class and apologize.\n\nOutcome:\nEven if we did resolve the situation, I don't think it would have helped in the end. The bullying of me and my classmates stopped, but that's just what I see. I have no chance to reveal what is happening outside the classroom or school. Žačka is calculating, maybe even evil, so I don't think our solution would change anything. It's quiet at school, but I have a feeling that it's not quiet outside.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Chození ven s kamarádkami, sociální sítě\nDisorders: Lhaní,Pomlouvání\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "820", "student_age_year": "14 let, 8. třída", "student_hobbies": "Chození ven s kamarádkami, sociální sítě", "student_diagnoses": "", "student_disorders": "Lhaní,Pomlouvání", "teacher_approbation": "ČJ, AJ", "teacher_practice_years": "3", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/534", "content": "TEACHING CASE STUDY\n\nBackground:\nbecame the student's class teacher when he entered the second grade. Children regularly change schools, so the teaching councils share information about the pupils. We focus on those who need more care or have disciplinary problems. The student had previously had problems with vulgarity and aggression. After entering a new environment, his behavior didn't seem problematic at first, but once he got used to it, it started to show. He ran around the school, picking up and throwing things, cursing and destroying school supplies. He also had good days when he helped with cleaning or handing out notebooks. However, his negative behavior prevailed and was a frequent topic of pedagogical meetings. The parents were contacted but to no avail.\n\nSituation (Anamnesis):\nThe student comes from a complete family, lives with his parents and younger brother. The father is a skilled craftsman, the mother is unemployed with past alcohol problems. Educators fear that alcohol problems persist. The student is picked up from the group by his grandparents, who he does not listen to. Screaming is often heard from the home and the pupil is seen riding his bicycle at unusual hours in the evening. He is not popular in class, he is excluded because of his behavior. He cooperates in group work, but during breaks he tries to join classmates who do not want to play with him.\n\nTeacher Intervention (Solution):\nsolved most disciplinary problems with admonitions. When he destroyed something, he had to clean it up or fix it. After a serious incident during math class, when a student made vulgar threats and physically attacked a classmate, I interrupted the lesson and dealt with the situation with the whole class. The conflict arose because of prodding and the student overreacted. Both students were reprimanded and had to apologize. I informed the parents and prepared a trust box and class rules that we created together. The student was involved in the process to better understand the rules.\n\nOutcome:\nI am satisfied with the solution. The conflict was immediately discussed and the parents were understanding. The student has been reprimanded and the class rules are now used by the whole class. There have been no further serious offenses since the incident, but the pupil still occasionally exhibits inappropriate behavior and is not fully accepted by his classmates. He now sits alone and the rules of the class are regularly repeated.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: Soutěživé hry, modelování ze stavebnice, počítač\nDisorders: Vulgární vyjadřování,Agrese,Ničení majetku,Vykřikování,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Working with the collective, Transfer of student, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "534", "student_age_year": "8 let, 2. třída", "student_hobbies": "Soutěživé hry, modelování ze stavebnice, počítač", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Agrese,Ničení majetku,Vykřikování,Neposlušnost", "teacher_approbation": "Magisterský akademický titul (učitelství pro 1. stupeň ZŠ)", "teacher_practice_years": "23", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1251", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not complete the assignments, disturbed his classmates, because of course he had the space for that by doing nothing. They were working and he was disturbing them. He may have been manipulating the chair in various ways and thereby causing disturbance. So it was both audio and...the elements of the interference took different forms, i.e. playing with a chair, tickling classmates, poking them with a pencil to distract them, whispering, talking and not doing their duties.\n\nSituation (Anamnesis):\nThe student was very emotional and hardworking.\n\nTeacher Intervention (Solution):\nBy leaving him there for the lesson and after the end, or at the end of the lesson, I went and checked how everyone was working - I actually monitored their ongoing work. When he simply showed that he wasn't done, he told me that he didn't know what to do, that he didn't understand and that it was explained to him wrongly. Since everyone was working, he didn't take it into account at all. So we sat down after class and explained it to each other and actually came to the fact that he didn't understand English enough and didn't ask for a re-explanation and didn't ask his classmates what he was supposed to do. So it was like a concern about that personal failure and that's why he was interrupting. So, by asking the right questions, we got to the heart of the problem, which was, not that he didn't want to work, but that he didn't know how.\n\nOutcome:\nThe result is a 180 degree turn, that he had a better perception in class, he was better focused on what was happening and when he didn't understand something, he asked his classmates or me directly. So the conversation was effective.\n\nStudent Profile:\nAge/Year: 13 let, sekunda (7. třída ZŠ a 2. ročník osmiletého gymnázia)\nHobbies: historie\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1251", "student_age_year": "13 let, sekunda (7. třída ZŠ a 2. ročník osmiletého gymnázia)", "student_hobbies": "historie", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr., Anglický jazyk a Hudební výchova", "teacher_practice_years": "17", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/604", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I'm describing here already happened during distance learning, but only the first short written work became a certain piece of evidence. As part of the post-holiday revision of the past tense, a group of French language students was given a short written assignment, which was pointed out in advance and contained only 13 verbs, which the students had to time. The assignment of the written work was based on previous revision lessons, the students worked independently and I also manually corrected the results myself. All French speakers passed very well, most pupils passed either one or two, with one exception - a pupil. He was able to tense the verb correctly only in one case out of twenty-three. His dismal result was also evaluated in a similar way - with a grade of five. In the lesson following the written work, I decided on a mutual oral self-reflection of the test results - I gave the students the task of timing the verbs in which the most mistakes were made in the written work. Pupils were given space and the opportunity to learn from their mistakes, and they could review the tests afterwards. However, the student was not interested in self-reflection, rather he did not notice the lesson and the questions.\n\nSituation (Anamnesis):\nThe student is considered by most teachers to be a rather lax student, i.e. in terms of his grades. But there are no problems with it in other areas. He joined the gymnasium additionally due to moving to the city, he did not pass the entrance exams and from the beginning his below average results did not bother him in any way. He ignored school and made no major attempts to improve his grades. The improvement in grades only occurred during distance learning - from below average results, the student suddenly found himself among the winners. But as we discovered, occasional cheating, either in homework or directly during written work, could have significantly contributed to his improvement. Within the framework of French, his homework was markedly similar in its errors to the errors of a certain internet translator, and this certain suspicion grew precisely because of this written work. The wording was very similar to the online test that was created for students as part of distance learning. I myself was almost taken aback that the result from the past corresponded to the excellent rating, and its current one is, on the contrary, insufficient. However, it was not only me who developed this suspicion, but also my colleague, the mathematics teacher in the class. Based on these conjectures, there was also an online meeting with the pupil's mother, where she was introduced to this information. The mother defended the student from accusations of fraud, refused to accept this truth and quickly ended the discussion by rejecting her son's transgressions. From the beginning of the new full-time school year, however, the student's grades dropped rapidly and the level of suspicion increased.\n\nTeacher Intervention (Solution):\nWhen the student did not respond to my suggestions during the oral correction of the written work, I had to proceed with a direct confrontation. It happened immediately in class and in front of the rest of the student's classmates. Teacher: 'Student, that result is really terrible. Didn't you learn to do that?' Student: 'Rather not.' Teacher: 'After all, this is a material from last year, and we also dealt with it very actively during distance learning. Are you telling me you don't remember anything about it?' The student is silent and looks at the wall. Teacher: 'But can you explain to me how it is possible that during distance learning you almost always had full marks for this? Isn't that weird?' The student is still silent. Teacher: 'Okay, student, but you should think about yourself, because I don't know how you'll manage this year with someone like this.' Student: 'Hmm.' During the conversation I did not miss that the rest of the class also looked scared. I think that they knew about the student's transgressions and were afraid that I would really bring his transgressions out on the student. It didn't happen, but this situation caused a certain uneasiness in me and I didn't feel comfortable.\n\nOutcome:\nFor the rest of the lesson, I didn't try to involve the student in the activities in any way - we continued with the material from the previous lessons and I didn't call the student out when checking the independent work, and he didn't look too interested either. I mainly wanted to give him enough space to think about my results, and my goal was also to prove to him that he would not play with me. I know about his attempts to get better grades and I want to stop this behavior. I was hoping that after the lesson he would come to me and want to talk about this problem himself, but this activity did not happen. At the same time, I don't want to create tension between us, which could spread among his classmates and could also disrupt the friendly atmosphere within our French group. This rebuke and warning did not manifest itself in the pupil's behavior and attitude. I think that the student is really satisfied with these grades and intends to continue to sail through school. Certain tendencies of the desire for a better average appeared only during the distance learning, when he tried to get it in a dishonest and as simple way as possible. The student is now an adult student who is responsible for his own performance and it is up to him how he will fight his laziness and whether it will somehow be avenged on him at the graduation.\n\nStudent Profile:\nAge/Year: 17 let, 3. ročník\nHobbies: počítačové hry, sociální sítě\nDisorders: Lhaní,Podvody,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "604", "student_age_year": "17 let, 3. ročník", "student_hobbies": "počítačové hry, sociální sítě", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Nevhodné chování", "teacher_approbation": "vysokoškolský titul – český jazyka a literatura, francouzský jazyk a literatura", "teacher_practice_years": "21", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/466", "content": "TEACHING CASE STUDY\n\nBackground:\nmet her for the first time in 2017, when I became her classmate, when I started the first grade. She was a problem-free student full of life. She did competitive gymnastics. Since she is diagnosed with ADHD, I always had to keep her busy with something more. When she had a moment of peace and was bored, she started doing stupid things. Once at the beginning of fourth grade we had a math class. She calculated everything quickly and I had to focus on other students. She took advantage of this situation of boredom and started rocking on her chair. I have reprimanded her several times before. I turned and followed her. I clumsily stepped on her chair, which threw her forward and smashed my forehead on the table. After that I treated her and apologized to her. Subsequently, I also wrote to her mother so that she would know why her forehead was cracked. Mom took it with a smile. I was very sorry. Fortunately, nothing serious happened to her. He hasn't rocked a chair since.\n\nSituation (Anamnesis):\nHe lives together with his mother and father and one sibling. Her parents support her in everything. She is a very clever, communicative, athletic girl. The class was smooth and calm from the start. There was no bullying or anything like that. She was very popular in her class.\n\nTeacher Intervention (Solution):\nUnfortunately, my solution procedure was not very well chosen. I should have warned her once more and told her what could happen to her instead of just taking action. My solution was unhurried and inappropriate.\n\nOutcome:\nFortunately, her forehead was restored to beauty. It didn't affect our relationship in any way. I also still get along well with her parents. He hasn't rocked a chair since.\n\nStudent Profile:\nAge/Year: 9 let, 4. Ročník\nHobbies: gymnastika\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons\nSolutions Applied: Physical intervention\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "466", "student_age_year": "9 let, 4. Ročník", "student_hobbies": "gymnastika", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Masarykova univerzita, Pedagogická fakulta, obor Učitelství pro 1. stupeň základní školy (Mgr.)", "teacher_practice_years": "13", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1285", "content": "TEACHING CASE STUDY\n\nBackground:\nAround October, I received information that a student whose class I was teaching had started using marijuana. First I asked his friends if he knew anything about it and they didn't, or at least they told me so. He denied me the whole time that he was using marijuana, but about 2 weeks after I got the information that he was using marijuana, he crashed. On Saturday evening, around 6 p.m., a questionable group of young people began to gather behind my house, since they were quite noisy, they caught my attention. I watched them from the window for a while. Who did I not see among them? Yes, there was also a student. I saw from the window that all the youths were smoking something, so I opened the window to see if it was only cigarettes or something else. It was a typical 'grass' smell. The student chose the wrong location for this activity. At that time, GDPR was not yet dealt with so much, so I took a picture of the student with marijuana, so that I would have proof if needed.\n\nSituation (Anamnesis):\nStudent of the 9th year of elementary school, rather extroverted, average academic results (doesn't stand out or fall behind), very friendly, hobby - playing PC games.\n\nTeacher Intervention (Solution):\nAs soon as it was confirmed to me that the student was really using 'weed', I started to act. It would certainly have been correct to inform the pupil's parents in the first place, but since the pupil lived only with his mother, who was seriously ill and he did not know his father, I decided otherwise. I didn't tell him I saw him, that I had proof. Thanks to my acquaintance in the anti-narcotics department of the police, I managed to arrange the presence of two men for a discussion about drugs. The men were middle-aged, they didn't know each other, the only thing that connected them was the past, when they both used drugs. A student was present at the meeting. The talk was preceded by a lecture by gentlemen who told the 9th graders their life stories, how they started using 'weed' in the 9th grade and gradually became addicted to hard drugs. Although the lecturers did not know each other, they met the same fate. After starting to use hard drugs, both were kicked out of their homes and had to live on the streets for a while. It helped one of the men right away, he started treatment and his parents took him back. For the second, it took up to 6 years, when it only helped him according to his words: 'I realized that everything was wrong when I was face to face with death.' Both gentlemen stood on their own feet, now they work and have their families. After it was over, the student came to me and admitted to me that he had actually used marijuana and apologized for lying to me. He thanked me for organizing the lecture, he was grateful to me because the lecture opened his eyes.\n\nOutcome:\nRight after the incident, when the student heard the men's stories, the student decided to stop using addictive substances immediately. For 2 months after the incident, he voluntarily came to my office every Monday to take a test. This activity was created purely on the initiative of the student. Each time the test was negative. The student has decided something about his lifestyle. He started doing athletics, after 2 years he came to invite me to his first races. In high school, with the help of experts, he organized lectures on the effects of addictive substances on human health. I was very glad that my solution turned out to be useful.\n\nStudent Profile:\nAge/Year: 15 let, 9.ročník\nHobbies: Poslech hudby - žánr “moderní hiphop”, chození ven s kamarády\nDisorders: Lhaní,Drogy,Alkohol,Cigarety\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1285", "student_age_year": "15 let, 9.ročník", "student_hobbies": "Poslech hudby - žánr “moderní hiphop”, chození ven s kamarády", "student_diagnoses": "", "student_disorders": "Lhaní,Drogy,Alkohol,Cigarety", "teacher_approbation": "Mgr.", "teacher_practice_years": "47 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/783", "content": "TEACHING CASE STUDY\n\nBackground:\nStudent T. physically attacked his classmate during a long break. A colleague who was in charge of the corridor was the first to hear about the situation and immediately informed me. We took the attacked student, who had a visible red spot on his neck after the attack, from the classroom to the office, where he described to us exactly what happened. I immediately contacted his mother, who picked up the student in about 10 minutes and took him to the doctor. Meanwhile, T. was waiting in the classroom under the supervision of a colleague. The whole time he sat in his seat as if nothing had happened. When I asked him why he attacked a classmate, he said he didn't know. His grandmother came to get him in about 15 minutes. After they both left, I started to find out what exactly happened in the class. I asked different students one after the other and their statements coincided. The student took a chair to the back of the classroom and wanted to kick it. A classmate pushed his chair away, so the student attacked him - first he punched him, then he pushed him to the ground and started hitting him in the chest. When the classmate tried to get up, the student grabbed him by the neck and started yanking him.\n\nSituation (Anamnesis):\nEven before the attack, T. had a problem with controlling his emotions and was prone to aggression. So we made an appointment with a special psychologist in the fall. The student spoke openly with her and seemed sincere. He said he has an older brother who beats him for no reason. Although he lives with his mother, he visits his father, who lives in Russia, during the holidays. It is said that his ears often hurt because he had an accident with firecrackers, and his bones also hurt because he had a lot of fractures. The pupil was alone at the meeting with the psychologist, so I arranged another meeting with his mother and older brother, which the pupil did not attend. My mother told me that the student does go to see his father, but he lives in a nearby town, not in Russia. He also never had an injured ear and never broke anything. The brother claimed that it was the student himself who started the fights and he was just defending himself. We advised the mother to spend more time with the pupil and to seek further professional help, for which we gave her contacts.\n\nTeacher Intervention (Solution):\nImmediately after the attack, we contacted the psychologist, whom the student has been seeing since November, and agreed on further cooperation. We also sent the mother to see a pediatrician. During January and February, the hands-on intervention program took place in the classroom. During the holidays, the pupil spent two weeks in a child psychiatry facility. He was diagnosed with a speech disorder (98.5 stutter) that made communication difficult, and as a result he developed various defense mechanisms.\n\nOutcome:\nThe attack took place when the student was in the 4th grade, now he is in the 7th grade. He still tends to be aggressive, but the situation has definitely improved. The student regularly goes to psychiatry and to the clinic of clinical psychology, and is also medicated according to the doctor's recommendation. The other students in the class know the student's problems and know how to communicate with him properly. When a problematic situation arises, in the absence of the student, the class teacher discusses everything with them, but then he does not return to the situation together with the student. In addition, there is always a community circle once a month.\n\nStudent Profile:\nAge/Year: 4\nHobbies: sport, kreslení\nDiagnoses: Koktavost\nDisorders: Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Bullying\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "783", "student_age_year": "4", "student_hobbies": "sport, kreslení", "student_diagnoses": "Koktavost", "student_disorders": "Emoční labilita", "teacher_approbation": "vysokoškolské magisterské, obor chemie", "teacher_practice_years": "17", "problems_annotated": "Lying and cheating, Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1444", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the class we have a pupil in inclusion with autism, ADHD and a mild mental disability, his classmates have known him since the first grade. However, with the onset of puberty, during the sixth grade, more conflict situations began to appear between students in connection with this student's behavior. His classmates did not understand his behavior, as he often hugged them and showed his affection, which was not pleasant for them. The boys in the class didn't want to take him in because, according to them, he had inappropriate questions and answers, they didn't want to talk to him and be in his presence. In addition, this student did not have his own phone at school, so he was used to watching other boys playing games on their phones during breaks, from the first grade. The biggest problem was that this student did not understand their behavior at all, because after school he called some boys from the school and became friends with them, but in the school collective, these same boys rejected him. In the course of their education, the pupils already had many classroom lessons to understand this pupil, but this time these lessons were ineffective. Together with the teacher's assistant and this pupil's mother, we decided to make methodical material - we called them the blue files at work - using pictures and descriptions of situations, we tried to capture as faithfully as possible the needs and feelings that this pupil may experience and a description of the behavior that is appropriate in apply in such situations. We went through these files together at school and then the students took them home to discuss the topic with their parents. Along with this, I sent an email to all parents with detailed information about what is being done at school and why the children brought these files home. The components were well received by both pupils and parents, and conflict situations stopped for a certain period of time. After about two weeks, the situation started to appear again, mainly due to the initiation of one student, who, in my opinion, is the main leader of the boys in the class and all the boys try to win his favor as much as possible. It was this pupil who had the biggest problem with the acceptance and respect of that pupil in inclusion. When this pupil in the inclusion group came to watch the boys playing games on the phone, the leader of the boys started to attack him and use verbal aggression - he misused information from the blue folder and deliberately provoked, mainly insulting the family of this pupil. This situation was repeated approx. 4 times despite negotiation and analysis of the conflicts that took place. In the last fight, there was also physical aggression - a student with autism hit the leader of the boys after provocations, and then the other boys in the class joined him. However, the female students managed to go to the supervision and luckily no one was seriously injured.\n\nSituation (Anamnesis):\nstudent with autism, ADHD and a mild mental disability, medicated, has a teacher's assistant in his class, has very well defined boundaries and habits at school, during the first grade there was never a problem with his acceptance by his classmates. The leader of the boys - a very intelligent boy, the leader and the class clown, likes to be in control, often disrespects the teacher, has the will to influence other boys in the class, athlete - often represents the school - in the past, some disruptive and conflicting behavior was tolerated precisely because of good results , an extrovert, he is not afraid to speak up, his father is a lawyer and the student recognizes him very much, he often adopts patterns of adult behavior and asks questions that he does not fully understand, he wants to be original at all costs and do things differently from others.\n\nTeacher Intervention (Solution):\nAlways after the conflict during the break, I talked with the leader of the boys individually, I tried to get him to describe the situation that happened as best as possible, justify his behavior and try to describe to me why his behavior did not please the student with autism, me and the assistance. After the physical attack, I invited the parents of both pupils, the assistant and both pupils to the school. The leader of the boys expressed that he did not like the behavior of the pupil with autism, so he attacked him. The father of the leader of the boys was very angry and demanded that the autistic student not go to class with them and transfer to a special school. The mother of the pupil with autism then explained that it is not so much her who decides which school he will go to, but the special pedagogic center and tried to describe his needs and benefits that will enable him to be included. As a result, both the leader of the boys and his father apologized to the student with autism. After the meeting, the assistant and the leader of the boys remained alone in the office and we assigned him a new function in the class – protector of a pupil with autism, his task was to monitor whether someone scolds the pupil with autism, pushes him out of the group, or to protect him if someone wanted to hit him. So he had to defend him from the other boys, thereby gaining some power over the situation and at the same time not losing his position in the class in front of the other boys, which suited him very well.\n\nOutcome:\nThe implemented measures worked immediately, the pupils are now in the 7th grade and it is still working. In general, the situation calmed down, as the leader of the boys no longer influenced others in the class with a negative attitude towards the pupil with autism. On the contrary, I have recently noticed that a pupil with autism is popular with boys because he is good at programming and even lends him a phone under the supervision of an assistant to install new functions and applications for them, or they teach them how to do it.\n\nStudent Profile:\nAge/Year: 6. ročník ZŠ, 12 let\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Bullying\nSolutions Applied: Consequences, Support, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1444", "student_age_year": "6. ročník ZŠ, 12 let", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ Magisterské studium obor Matematika a biologie", "teacher_practice_years": "33", "problems_annotated": "Diagnosis, Physical aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/61", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened to me in the second grade of elementary school, when there was a boy in the class who talked back and didn't want to do anything. I would say a typical teenager with whom you don't get along, or at least I do. I regret this situation that I couldn't have handled it differently, but I tell myself that this is also part of the job of a teacher and you are also only human. I wanted the student to do some task, I don't know what it was anymore. But the student refused and did not want to work. I warned him that I would evaluate it, that I would want to see it. He still didn't work all the time. I started to raise my voice if he didn't care if he got a 5. Of course he didn't care. I started threatening the principal, even though I don't know why at all. At that moment it somehow occurred to me, but I have to say that it was at the beginning of my teaching career. So I told him if he didn't start working immediately, I would go to the director's office. He didn't care again, so I got up and followed him saying that we were really going there.\n\nSituation (Anamnesis):\ndidn't know the student very well, I was like a supl in the class, otherwise I taught other children. Therefore, the student may have had the feeling that he can jump on me and I can't do much about it. The student was disruptive, non-verbal, I don't remember that he had any disorder.\n\nTeacher Intervention (Solution):\nSolving the problematic behavior was not abrupt, only after a more heated dialogue I took him outside and tried to get him to stop or at least stop disturbing others. I calmly began to explain to him that I don't really care what he gets or how he normally behaves, I don't remember exactly. but I actually let him know that I was absolutely not interested in him as a person and that the only thing I wanted was for him to at least not disturb the others and me, if the grades were not important to him. I tried to make him know that I was above him. And of course I know that this should not be done and I'm not proud of it, but at that moment we simply couldn't keep our nerves, and she didn't even know what to do.\n\nOutcome:\nThe result was that the student understood in the final and stopped disrupting the class, I didn't teach him anymore. I know that I asked other colleagues how they handled him, I don't remember that anymore. But of course the result was negative, when I failed as a teacher and could not solve the situation in a different way.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "61", "student_age_year": "14 let, 8. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Výtvarná výchova + Speciální pedagogika", "teacher_practice_years": "10 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/667", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka was always quite calm and nice, but for quite a long time we were looking for a way to each other, because we simply did not understand each other. This conflict probably started because I had been angry with her for a long time. This stemmed from the fact that she had previously left the class alone and gone to play the devil somewhere other than with her classmates. One morning I came to class and the student had her feet on the desk. At first I didn't deal with it because I thought that after the greeting he would sit down normally, but that didn't happen. First I admonished her to sit normally like the others, but put only one leg down. That really pissed me off so I started yelling at her and being really annoying, which must have thrown the whole class off.\n\nSituation (Anamnesis):\nŽačka was always very complicated, but more or less nice. She wasn't afraid to voice her disapproval and spoke up when she didn't like something. At the same time, if it was sometimes not her way, she knew how to show it quite harshly. He lives in a family with both parents and they have a small farm. She likes to take care of animals, ride horses and is generally interested in nature. Her upbringing was quite free, which may be the source of occasional defiance.\n\nTeacher Intervention (Solution):\nI started shouting really loudly at the student that we were not in a pub somewhere or at home watching TV. I was also gesticulating and throwing my arms around. The student then sat down normally and was more scared than learned for the whole hour. I think my reaction stemmed from a longer term dislike of her.\n\nOutcome:\nAfter the whole incident, the atmosphere in the class was more or less tense, because this behavior is not my habit. Later we sat down and everyone discussed the situation, we said why such things happen sometimes.\n\nStudent Profile:\nAge/Year: 5.ročník, 11 let\nHobbies: péče o domácí mazlíčky, zpěv, pobyt v přírodě\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Disrespectful communication, Working with the collective\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "667", "student_age_year": "5.ročník, 11 let", "student_hobbies": "péče o domácí mazlíčky, zpěv, pobyt v přírodě", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "učitelství chemie a matematiky pro střední školy, učitelství pro základní školy", "teacher_practice_years": "21", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/712", "content": "TEACHING CASE STUDY\n\nBackground:\nhave been working with the boy since kindergarten. The problems started only now, when he entered the first grade. One particular case I can cite happened recently. Like every morning, I picked him up together with the other freshmen in the locker room and led them to class. He was not behaving in any strange way, as always he was talking to himself, humming. However, problems started already in the first hour. When greeting the teacher, I had to lift him to stand up, but he resisted. During the lesson, he refused to cooperate with me and the teacher. He skipped tasks, played with tools, mask. Anything was more interesting to him than teaching. He was out of his mind for the entire first hour, but he was still able to answer the teacher's questions. After the bell for recess, he happily ran to the carpet to play and I got some rest.\n\nSituation (Anamnesis):\nThe second hour was worse. The boy didn't seem to realize that classes had already started. He was sitting in the desk with his side turned to the teacher and instead of counting, he was looking at the pictures on the board. I tried to get him involved in activities, but he just resisted. Even when singing the song, he didn't join in, yet he always likes to sing. Cooperation with him was impossible. He cut himself and didn't want to do anything anymore. He started shouting that he was hungry, that he needed to replenish his energy and was disturbing the whole class. I tried to convince him that there would be a big break soon, but he didn't understand. He started playing with the dots in the math and throwing away the slip of paper he was given. He didn't care about anything. His classmates started to turn on him and I knew that a simple arrangement would not be enough. The teacher was slowly losing her patience, and so was I, so I decided that I had to take the boy out of the class. The boy didn't want to walk or move, so I took him and carried him to the corridor. He continued his monologue about hunger and energy. I carried the boy into the corridor and sat with him on the bench. He seemed agitated to me, so I slowly started talking to him. I asked him simple questions, such as what he had for breakfast, what he had for a snack. After a while, I moved on to more complex questions, such as why he doesn't want to study today. He answered me calmly and I learned that he wants to learn, but doesn't feel up to it. So I searched further until I got to the main problem. The boy told me that he went to bed late at night and didn't want to get up in the morning.\n\nTeacher Intervention (Solution):\nWe spent less than ten minutes in the corridor. After returning to the classroom, I offered him a drink, he happily took it and slowly began to concentrate. Unfortunately, the peace did not last long. He blurted out something about hunger a few more times as he drank, but thankfully he dropped the subject and began to look around the classroom. I tried to involve him, I opened the textbook and showed him what we were working on. The boy couldn't concentrate. He turned and looked around the class. Five minutes before the end of the lesson, the coloring activity came and he finally got involved. I calmed the boy down with a drink for a short time, but I couldn't help him concentrate. The next hours were the same. He always got involved for a while, but then he stopped enjoying the activity and started playing with something. Instead of involving the boy in joint activities, I decided to work alone with him. This method worked, but I still didn't fully win the boy over.\n\nOutcome:\nAt the end of the day, the teacher and I were exhausted. It was a new experience for us and we didn't know how to work with him. We're still not sure exactly how to work with the boy.\n\nStudent Profile:\nAge/Year: 7 let, 1. třída\nDiagnoses: ADHD\nDisorders: Neuznávání pravidel\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "712", "student_age_year": "7 let, 1. třída", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Neuznávání pravidel", "teacher_approbation": "SŠ s maturitou", "teacher_practice_years": "1,5 roku", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/195", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, a Roma student came to the class due to relocation. Almost everyone got along with him from the beginning, except for the described student. She had an insurmountable problem sharing a class with a Roma student. Over time, it progressed to such a stage where she managed to turn almost the entire class against the Roma student. A physics teacher noticed this and took action.\n\nSituation (Anamnesis):\nAs the described pupil's parents are divorced, she lives only with her mother. Hatred of the Roma/Roma classmate could also arise here. The mother even went to school several times to complain that her daughter would not share a class with a Roma classmate. Here you can probably see how an individual can influence larger groups of people, when over time a female student succeeded in turning the entire class against a Roma classmate.\n\nTeacher Intervention (Solution):\nAfter discovering that the situation described above was taking place in the classroom, the physics teacher began to solve the given situation. First, he tried to explain to the emphatically described pupil that we do not choose the color of our skin and that she cannot judge him accordingly. Subsequently, the physics class was devoted to this issue, because the physicist was also the class teacher. Subsequently, the student started indirectly attacking the teacher because he was defending the Roma student. The same with her mother, who came to school again and complained about the teacher.\n\nOutcome:\nThe situation escalated to such an extent that the school psychologist had to start dealing with it, who fortunately managed to save the situation. Most of the classmates started talking with the Roma classmate again. The described student still had a dislike for him, but it no longer showed like that.\n\nStudent Profile:\nAge/Year: 13. let, VII. třída\nHobbies: Sociální sítě, seriály\nDisorders: Arogance,Rasismus\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "195", "student_age_year": "13. let, VII. třída", "student_hobbies": "Sociální sítě, seriály", "student_diagnoses": "", "student_disorders": "Arogance,Rasismus", "teacher_approbation": "Mgr., Fyzika, Informatika", "teacher_practice_years": "15", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/281", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a pupil here about a year ago. The student never excelled. She mostly had threes and fours, but whenever she needed to, she was able to pull it off with ones. However, she didn't go to school much, so she didn't have many friends and she often missed class notes. And there were problems with those notes. When she got to school, she told her classmates to let her copy the notebooks. She never asked and expected it as a given. So the others didn't like her very much. They thought it wasn't fair that they had to go to school and write everything down honestly, and she came every once in a while and just wanted to copy the lessons. After a while, they stopped lending her notebooks and no one bothered with the student. Žačka was no slouch, so she argued with them. During class, she made excuses that she had nothing to study because her classmates didn't want to let her copy notebooks.\n\nSituation (Anamnesis):\nThe student was a truant and the rest of the class didn't like it.\n\nTeacher Intervention (Solution):\nOnce during a classroom lesson, when the student was at school, I asked the students what was going on in their class. The students explained everything to me. I told them to say it to each other, so for the rest of the lesson the student discussed their problem with the rest of the class. As I said before, the student was no slouch, so she was not afraid and did not keep silent. At first, everyone argued. The student thought she was right, and the class thought they were right.\n\nOutcome:\nIn the end, they agreed that the student would try to go to school as often as possible, and if by chance she didn't have any notes, she would talk more politely about them. By the end of the quarter they were friends, so the whole situation was resolved. I just introduced them in class, and the students said the rest themselves.\n\nStudent Profile:\nAge/Year: 19 let, 4. ročník (SŠ)\nHobbies: Poslech hudby, zpěv, nakupování\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "281", "student_age_year": "19 let, 4. ročník (SŠ)", "student_hobbies": "Poslech hudby, zpěv, nakupování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské", "teacher_practice_years": "25", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/696", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the long break, I registered an argument between two fifth graders while supervising in the corridor. One student attacked his classmate very vulgarly and even tried to physically assault him.\n\nSituation (Anamnesis):\nThe student came from a single-parent family where he lived with his mother and older brother while his father was in prison.\n\nTeacher Intervention (Solution):\nI quickly approached him and tried to prevent him from attacking. While trying to tear it away, one student bumped into me. Without finding out the root cause of this conflict, I yelled at him in exasperation and threatened him with a demeanor.\n\nOutcome:\nsecond supervising teacher in the hallway noticed this conflict and asked me for an interview, in which he brought to my attention the poor family situation of a student whose father was in prison at the time. As I later learned, the whole problem arose precisely because a classmate mocked the student because of his father. An older colleague advised me that next time I should find out the primary cause of the situation and only choose the appropriate solution after considering all the circumstances. Since it was also his class teacher, he told me that he would solve the whole situation with the student himself. From the class teacher's statement, I learned that similar behavior was not repeated in the future.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: fotbal\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Physical intervention, Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "696", "student_age_year": "11 let, 5. třída", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "vysokoškolské, učitelství prvního stupně", "teacher_practice_years": "2", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/360", "content": "TEACHING CASE STUDY\n\nBackground:\nThis situation happened to me at my previous job. I used to teach at a very ordinary country school where a lot of children went. At the same time, this school was catchment school, so even problematic children went there. And just such a very problematic class here was the seventh grade. Specifically, one boy who created a very stuffy and unpleasant atmosphere in the class. In seventh grade, every teacher was afraid to teach. Myself, before entering the classroom, I was always out of breath and my hands were shaking, because the screams could be heard on the other side of the school. The boy was able to influence the whole class so much that he really enjoyed the mess. But this was not the boy's first problem. The boy was making trouble every hour and nothing paid him. I tried it from the beginning after a good one, so the appropriate motivation and praise, but it didn't work for him at all, in fact it made him even more difficult. I tried to pay attention to him individually, but that didn't work either. I experienced the worst situation during one of our Czech lessons. The boy came to school that day quite upset and I already knew there would be problems. Our assignment for the day was a song, so I was slowly making notes on the board when there was laughter and whistling from the back bench, making the whole class laugh. I tried not to react to him and finished the entire entry. I turned around and started to calm the class down, but the boy didn't like that at all, who instead of writing in his notebook was scribbling on the desk and kept answering my calls for the students to calm down. He answered me in a way that I should rather calm down, if something bothers me, I hardly ignored it, even though it was very difficult for me. The other students thought it was very funny, so they had a good time with it. When I saw the boy destroying the bench, I told him that what he had drawn there was rubberized. The boy rocked in his chair and said with a smirk: \"I'm not going to rubber anything, and if you want, you can do it yourself.\"\n\nSituation (Anamnesis):\nPersonal history: The boy is a very problematic student. He is not interested in doing anything at school, he does not see anyone as an authority and he does not respect older people at all. He doesn't do his homework, refuses to cooperate with teachers and revels in the chaos he causes in the classroom. His only hobbies are watching series, playing computer games and hanging out with his friends. The boy's parents are both high-ranking employees in a private company, so they allow him freedom in everything. The boy has no responsibilities at home. He is an only child himself, so he gets everything he can think of. The parents defend their son in his actions and accuse the teacher of causing the way their son behaves. According to the parents, the fault lies with the teachers who sit on their son and thus cause him problems at school. Class history: Seventh grade is the fear of all teachers because of the boy. If the boy is not in the class, he can get along with the other students almost without any problems. With exceptions, the pupils behave in a disciplined manner, work under the supervision of the teacher and cooperate smoothly. The problem arises when he appears here. The whole class starts behaving according to how the boy behaves. The class is busy, students are laughing, throwing chairs, banging things on tables, jumping into the teacher's speech, even verbally insulting the teacher. Cooperation is almost impossible at that moment, and teachers often do not know what to do with this class, because they can try harder, but it is useless, at that moment the teacher in the class is as if he does not exist.\n\nTeacher Intervention (Solution):\nWhen the boy and I found ourselves outside the door, I tried to calm him down at the beginning and told him that we could talk about it together calmly, that it would be enough for me if he sincerely apologized to me, that he wouldn't have any problems, and that I won't even give him a note in the student book. But the boy didn't want to understand it at all and shouted at me that I shouldn't touch him at all and how dare I sit on him and still have some problems with him. At that moment I didn't know what to do, so I said to him: “Come on boy, let's talk about what happened.\n\nOutcome:\nThe boy continued his behavior immediately after the incident and after being reprimanded by the school principal herself. Even for hours there was an incredible din and noise in the classroom. The boy acted as if nothing had happened and continued to smash things around him. He found it very funny when I completely ignored his behavior and tried to go back to the lesson so that I could at least finish the material being discussed. But that wasn't the end of the day. The boy kept adding to his behavior and began to mock and poke and prod me with his comments about my appearance or my learning experience. I remember him telling me over and over \"what a stupid cow I am and that I don't really know what I'm doing there, I'm just trying to look important in front of others\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Hraní počítačových her, sledování seriálů, scházení se s kamarády.\nDisorders: Vykřikování,Vulgární vyjadřování,Lhaní,Ničení majetku,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "360", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Hraní počítačových her, sledování seriálů, scházení se s kamarády.", "student_diagnoses": "", "student_disorders": "Vykřikování,Vulgární vyjadřování,Lhaní,Ničení majetku,Agrese", "teacher_approbation": "Vysokoškolské vzdělání (magisterské), aprobace: Český jazyk, Společenské vědy", "teacher_practice_years": "20 let", "problems_annotated": "Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/520", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of May, the children had to work on filling in simple worksheets, with the aim of repeating the curriculum from distance learning. Most of the children participated without a problem, but a girl with autism spectrum disorder constantly required the help of an assistant, even though she can work independently. The girl was shouting at the assistant to come and help her, raising her voice at her and disturbing the other pupils. As the assistant calmed her down and persuaded her to work alone, the girl was uncomfortable, banging her hands on the desk, teary-eyed and angry. Once she started working on her own, she would shout out the correct answers out loud, which was counterproductive to the other children's work. I was aware that this whole situation is largely influenced by the autism spectrum disorder and the children's stay outside the collective during long-term distance learning. Despite all this, I had to lead the girl to independence, to respect the teacher's assistant and to behave decently towards her.\n\nSituation (Anamnesis):\nThe girl is a child with special educational needs, diagnosed with an autism spectrum disorder. Due to the peculiarities of the disability, it needs an individual approach, increased staffing and respect for the specifics that result from the diagnosis. She had a deferral of compulsory schooling and completed a year in a preparatory class before entering the first year. Due to the facts discovered during the special pedagogical examination, the child is included in the fourth level of support measures - a teacher's assistant for the entire period of stay in the school. Performance in all areas is affected by short-term, non-constant attention. He reacts very positively to the team. When the other children are working, he is actively working too. The girl's difficulty is understanding verbal instructions, it is necessary to follow the instructions step by step, speak clearly and concisely. It is necessary to make sure that he understands the assignment. The girl is often able to work independently, knows the correct answers, but requires constant reassurance of correctness. In distance education, the girl worked diligently and carefully with the support of her parents and the teaching assistant. However, after the children returned to school, compliance with the rules at school significantly worsened (talking in class, shouting, negative communication with the teacher's assistant and the class teacher in case of disagreement). It is necessary to strengthen the child's independence. There are several other children in the class who need the support of a teaching assistant.\n\nTeacher Intervention (Solution):\nWhen the girl kept interrupting and yelling at the assistant, I took her back to the quiet area (on the couch) and talked to her about her behavior towards the assistant. I emphasized that the assistant likes her, that we like her too, that we are friends and that we don't disturb each other at work. I allowed the girl to have a stuffed animal in her hand, I tried to calm her down. At the same time, I still emphasized that the children must listen to me, that the other children are working and that we have rules that need to be followed. Finally, we called the assistant after us and the girl apologized to her. We took the stuffed animal and gave it to the girl on the bench so that he could watch how the little girl was doing. We agreed on tasks that another friend can help her with and marked them with a star.\n\nOutcome:\nThe girl was managed to calm down emotionally so that she could join work again. By apologizing to the assistant, the other children also saw that I deal with bad behavior towards other people and that it is not possible to tolerate inappropriate behavior even in children with autism spectrum disorder. Working with the toy helped the girl gain peace, self-confidence, and its presence motivated the girl to work. As the girl was offered help from her classmates, she also gained a sense of security that someone would help her in case of need. In the end, she managed to accomplish almost everything by herself. In the long run, it was good that I insisted that the girl not always work under the guidance of a teaching assistant, but that she trust herself more. The fact that the other children could also help her in her work strengthened the relationships in the class. Gradually, the girl learns again to follow the rules that apply at school.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída ZŠ\nHobbies: Kreslení, hra s plyšovými hračkami, čtení, sledování televizních programů pro děti\nDiagnoses: PAS – porucha autistického spektra\nDisorders: Neposlušnost,Vykřikování,Potřeba pozornosti,Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "520", "student_age_year": "8 let, 2. třída ZŠ", "student_hobbies": "Kreslení, hra s plyšovými hračkami, čtení, sledování televizních programů pro děti", "student_diagnoses": "PAS – porucha autistického spektra", "student_disorders": "Neposlušnost,Vykřikování,Potřeba pozornosti,Nespolupráce", "teacher_approbation": "VŠ – Učitelství 1. stupně ZŠ", "teacher_practice_years": "26", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1033", "content": "TEACHING CASE STUDY\n\nBackground:\ngot first class about 2 years ago. The children started school for the first time and everything was new for them and they had to make friends with other children - classmates. After just one week, I had to disperse, because some children started talking to each other and were not paying attention in class. Of course, many didn't like it because, for example, they were sitting with their friend, whom they have known since kindergarten. I noticed this problem with one pupil, we will call him the pupil. I separated him from his friend and sat a little girl next to him, whom we will call pupil. Over the course of the class, I noticed that both of them were frowning quite a bit. I also noticed that when one is reporting, the other tries to raise his hand as high as possible to have it higher than the other. This is how they raced each other. Once I noticed that they started digging under the bench and poked each other during class. This prodding and kicking was repeated about three times.\n\nSituation (Anamnesis):\nfirst-grader, careful, cared for a lot by his parents, problems with his younger sister - quarrels and jealousy, remains loyal to his friends, sometimes gets offended when he fails or is reprimanded. First grader, cheerful, sticks to her 3 friends, reliable, active - especially when playing during breaks.\n\nTeacher Intervention (Solution):\nwas thinking about how to solve this situation so that it doesn't hurt anyone. I took into account that they are children in the first grade who don't know each other very well and haven't even had time to properly get used to the school environment. After the lesson, I went to the desk where the student was sitting with the girl. I asked them if everything was fine and what they said about the new meeting schedule. I didn't want to immediately attack them saying, 'I saw you kicking here, you are naughty children, this is not done'. Rather, I wanted to establish an initial non-binding contact with them by means of a question to find out about their satisfaction and I wanted to show interest in them. In practice, this procedure has worked well for me. I don't know about other teachers, but this way of finding things out from the students, trying to ask them and listen to them, rather than blaming them right away in front of the whole class, has worked better for me. That's one of the reasons why I went to the desk after them and didn't start solving it by name in front of the whole class. The children did not know each other and it could put a bad light on the pupil. Children might think - I won't be friends with him, he kicks someone, that's why my first step was individual. After asking whether the pupil and the pupil were satisfied, I found out that the pupil did not like it because his friend had moved away from him and he did not want to be friends with anyone else. I found out from the student that she doesn't care who she sits with, but she doesn't like it with the student. Subsequently, I told them that I noticed that they were nudging each other in class. The student reacted immediately and said that he did nothing, that the student started. She immediately defended herself by saying that the student kicked her first. I asked, and why were they kicking each other? From their answers it became clear that they did not want to be friends, it was mainly from the pupil's side. I was thinking and thought that it might be nice to play such a game with the children to bring them closer and make friends with each other. In my opinion, the pupil and the pupil were not the types to poke each other, rather they needed space to get closer, because the pupil was mainly affected by the fact that he did not fit in with his friend rather than the hatred because of the pupil. In one lesson, the students and I sat on the carpet and I said that I noticed that someone was kicking and nudging each other in the desk. I asked what the children thought about it, if it was right. They told me it wasn't. To make it easier for the children to understand, I took stuffed animals and using such a theater I showed them a similar situation that took place between a pupil and a pupil. We worked with the story and the stuffed animals all the time, showing them what was right and wrong, how they probably felt and how we wanted them to feel, etc.\n\nOutcome:\nThe male and female students stopped kicking and nudging each other. I even noticed that during the lesson they helped with the task, borrowed crayons or showed what to do. I think that the solution I chose was successful because I didn't notice any other problem with them during the time I was teaching them.\n\nStudent Profile:\nAge/Year: Franta: 7 let, 1. třída / Maruška: 7 let, 1. třída\nHobbies: Fotbal, vystřihování z papíru, hra s kamarády / tancování, kreslení\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1033", "student_age_year": "Franta: 7 let, 1. třída / Maruška: 7 let, 1. třída", "student_hobbies": "Fotbal, vystřihování z papíru, hra s kamarády / tancování, kreslení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "26", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/111", "content": "TEACHING CASE STUDY\n\nBackground:\nstarted the day with the class as usual with a community circle. I was the first to ask how the children had their weekend - what they did, where they were, how they felt... I was the first to describe my weekend and then I sent our talking stuffed animal. The first was given to a pupil who started talking about being on the playground with her mother. At this moment, a student jumped in, saying that he was also on the field. I broke the circle and repeated the rules of the community circle - considerateness - we don't jump into each other's conversation, only the one with the stuffed animal in his hand speaks. After repeating the rules, I instructed the student to continue her story. As soon as the pupil finished everything, she sent the stuffed animal to another classmate, who began to talk about his experiences. He told about his grandmother, with whom they cooked leavened dumplings. At this moment, the student again intervened in the narration, who suddenly started talking about his weekend. I stopped the circle and asked the student if he could repeat the rules of the circle to me. The answer was NO. So I asked everyone else who could repeat the rules of the circle for me. Everyone except the pupil signed up, so we repeated them together. After repeating the rules, the stuffed animal moved to the next child who was sitting next to the student. However, the student got up out of nowhere, pushed him and took the stuffed animal from his classmate, saying that he wanted to speak now.\n\nSituation (Anamnesis):\nSo I stopped the whole circle and asked the student why he did it. The answer was: 'Because I want to speak now.' I asked the student if it was right to push a classmate just so he could talk and if he himself would like it if someone pushed him like that. The student could see that he realized what had happened and began to look at the ground, he did not want to look at anyone around him. He replied that he didn't mean to push him, that it was a mistake. I asked him if he knew what he should do now. I could see that he was very sorry. He looked at his classmate and apologized.\n\nTeacher Intervention (Solution):\nAfter that, I returned the stuffed animal to the student from whom the student took it and continued in the circle. The student refused to speak. The lesson continued without further problems, only the student was absent in spirit. During the break, I took him aside and asked if everything was okay, if anything was wrong. The student suddenly burst into tears and told me that he is very tired, that he goes to hockey practice every day, in the morning before school, and that he is always completely exhausted afterwards. I asked him if he had talked to his mother about it. He replied that no, that his mother would tell him that he had to go there anyway. Then we continued to talk and agreed that we would try to tell mom together.\n\nOutcome:\nIn the afternoon, the mother came to pick up the pupil and we went to see her with the pupil. When I was standing there with the student, everything suddenly started to fall and he told my mother everything he had told me in the office before. Mom was very understanding and said that she would cancel hockey in the morning and practice would only be in the afternoon. Since then, there have been no major problems with the student. The student is a great athlete. You can see in him that he is trying to take the role of a man in the family. He never cries, he always manages everything with clenched teeth. Admitting to someone that he is not good enough for something was very difficult for him, but he managed it perfectly.\n\nStudent Profile:\nAge/Year: 7 let 2. ročník ZŠ\nHobbies: Nadšený sportovec- hokej, fotbal, koloběžka\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "111", "student_age_year": "7 let 2. ročník ZŠ", "student_hobbies": "Nadšený sportovec- hokej, fotbal, koloběžka", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Magistr- Učitelství pro první stupeň ZŠ", "teacher_practice_years": "5", "problems_annotated": "Physical aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/43", "content": "TEACHING CASE STUDY\n\nBackground:\nDue to the epidemiological situation, the teaching of pupils has moved from face-to-face to a distance form, and I therefore communicate with pupils mainly via MS Teams or via email. In the beginning, the teaching went well. But within a few weeks, problems arose. During distance learning, students were used to writing to each other in a relaxed, informal style, and later their correspondence with teachers began to follow the same direction. The highlight was one email from a student in which he did not treat me as a teacher's authority at all, but as an 'equal to an equal'. His email was more like a message to a friend than to a teacher. Although there was nothing vulgar in the news, I did not like the style at all and I definitely wanted to solve it.\n\nSituation (Anamnesis):\nThe student stands out above his classmates in terms of his grades, and it can be seen that he is very intelligent when talking in class. According to my experience, it often happens with such students that they do not know where the line is and sometimes they cross it. This was just the case.\n\nTeacher Intervention (Solution):\nI invited the student to my office so we could say things face to face, because he didn't take me much as an authority through Teams. We set clear rules for writing e-mails and the student undertook to follow them. I then shared the same rules with the class, because there were already signs of a similar problem. We told each other what a proper email should look like, address, some subject, thank you and farewell. And we said the same thing about chats in teams.\n\nOutcome:\nthink that I resolved the incident very well with the students. At the same time, I believe that this situation did not occur only in my class, but due to distance learning, it was also repeated in the classes of others. Fortunately, the problem did not recur after that and the pupils were careful when writing emails and chats, and it was clear that our online communication was about something else.\n\nStudent Profile:\nAge/Year: 13 let, 8. ročník\nHobbies: Sport, hry na počítači\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Support, Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "43", "student_age_year": "13 let, 8. ročník", "student_hobbies": "Sport, hry na počítači", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání v pedagogice – Český jazyk a literatura, Občanská výchova", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/205", "content": "TEACHING CASE STUDY\n\nBackground:\nmet him in September, that is, from the beginning of the school year. I taught him. There were big problems with him right from the start. He lived in alternating care. A moment with father and a moment with mother. Pathological behavior arose very early. He started to bully the children and treated me badly. Once, during a Czech lesson, he got up from his desk, went and attacked his classmate. I immediately went to tear him away and he was rude to me. Such behavior was repeated. He attacked his classmates even during breaks, and the supervision in the corridor was really demanding. All the children were afraid of him. He also did not pay attention in class and had very poor grades. There was a very bad agreement with the parents. Dad said it wasn't that bad, he was just angry. Mother also played it down.\n\nSituation (Anamnesis):\ngot it in the 7th grade. He was diagnosed with ADHD, I think sometime in the 2nd grade. He was a troubled student. He was very aggressive, attacked his classmates, did not study and the other children were afraid of him. He had very bad grades. The class was so average. If it weren't for him, I think there wouldn't be many problems. But he kept interrupting and not concentrating, he was rude. You can't learn much in such a class. He lived with his mother and with his father in alternating custody. As far as I know, my father had a girlfriend and my mother was alone. He was an only child.\n\nTeacher Intervention (Solution):\nThe solution was that when he attacked a classmate in class, I pulled him away and he said to me: 'You bitch', to which I replied: 'Well, not this, but report it to the principal immediately!' In other situations he was even more vulgar, but I wouldn't want to write this. So he went to the director, and there we arranged for him. Unfortunately, the problem behavior was constantly repeated in class and in the corridor during recess. He was also unable to concentrate at all. So we kept inviting our parents, who kept making light of it. He was constantly aggressive and attacked and bullied his classmates. That took the whole time. Finally, after a year, he transferred to another school, at the request of his parents. But the worst thing was that dad still went to school and laughed at us for not being able to deal with one boy and he always promised to fix it and he didn't fix anything. Mom also made light of the situation and also promised to fix it and didn't. Then he had to change schools. She consulted the educational counselor about the situation.\n\nOutcome:\nImmediately after the first incident, the principal was reprimanded. Which didn't help. Also notes and constant discussion with parents didn't help either. He was constantly aggressive all fall and continued to bully. He wasn't paying attention in class and was about to fail. Basically, from September until the end of the school year, when he was at our school, the problems persisted. As far as I know, because I asked, the problems persisted at another school, and he had to change the school he transferred to. And I confess that I don't know what happened to him after that. I was sad that it couldn't be resolved.\n\nStudent Profile:\nAge/Year: 13 let/7. ročník\nHobbies: Fotbal, různé sporty\nDiagnoses: ADHD\nDisorders: Agrese,Šikana,Lhaní,Vulgární vyjadřování,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Physical intervention, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "205", "student_age_year": "13 let/7. ročník", "student_hobbies": "Fotbal, různé sporty", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Šikana,Lhaní,Vulgární vyjadřování,Nepracovitost", "teacher_approbation": "Mgr. vysokoškolské (ČJL+HV)", "teacher_practice_years": "27", "problems_annotated": "Diagnosis, Physical aggression, Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Physical intervention, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1165", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation of this pupil was the main topic of every pedagogical council. This is a student diagnosed with ADHD in the 4th grade, where the entire team is very scattered. The student regularly goes to school late due to truancy, sometimes he does not come to school at all. When he arrives at school, he does not have the necessary workbooks and textbooks, does not carry tools and does not do homework. He lives only with his mother and lacks a male role model in his upbringing. He is very naughty and unfortunately, this behavior drags down other classmates as well. In class, the class teacher talks back, lies, argues and likes to discuss very much. He doesn't do anything about the notes, he just laughs at them, unfortunately his mother is also short on him, because she is raising her son alone, she is not enough to raise him, because she has 2 more children.\n\nSituation (Anamnesis):\nstudent in the 4th grade, he lives only with his mother, so he lacks a male role model. His hobbies include football and computer games. The student has been diagnosed with ADHD. At school, he lies and cheats, he likes to discuss with his classmates and the class teacher very much. The class team was generally problematic.\n\nTeacher Intervention (Solution):\nWe have tried to solve the whole situation several times without success. First, there was a meeting with the pupil's mother and the class teacher. After that we tried to use the procedures from the positive behavior support also without result. The student's behavior has not changed.\n\nOutcome:\nThe pupil's behavior improved slightly in the beginning, unfortunately only for a short time, in the long term there were no results.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída\nHobbies: Fotbal, počítačové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Záškoláctví,Odmlouvání\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Support\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1165", "student_age_year": "10 let, 4. třída", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Záškoláctví,Odmlouvání", "teacher_approbation": "Mgr., aprobace matika a dějepis", "teacher_practice_years": "18 let", "problems_annotated": "Diagnosis, Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/53", "content": "TEACHING CASE STUDY\n\nBackground:\nAn 8th-grade elementary school student sitting in the back bench repeatedly turned to a classmate during class, talked to her animatedly and disrupted the lesson, ignoring the warning that if he continued his behavior, he would receive an extra task.\n\nSituation (Anamnesis):\n8th graders are generally in the very stormy age of puberty, when the effort to fit into the collective and identification with the group is generally pronounced. Attention can be weakened due to hormonal changes, moreover, joking and rebellion against authority (the teacher) can be perceived by peers as a manifestation of heroism and belonging to the group. Student M. (14) has a younger sister (8), both of whom live under the alternating care of their parents, who divorced when M. was in first grade. The father sometimes takes the children for the weekend, otherwise they mostly live with the mother in an apartment in the city. Mother works shifts as a nurse. When she has the afternoon shift, the children go to their grandmother, who lives nearby. M. pays for the class clown and wants to be the center of attention at all costs, which he partially succeeds in - he is popular in the team. It can be speculated whether the need for constant attention does not compensate, for example, for a lack of attention from the parent/parent.\n\nTeacher Intervention (Solution):\nAn 8th-grade elementary school student sitting in the back bench repeatedly turned to a classmate during class, talked to her animatedly and disrupted the lesson, ignoring the warning that if he continued his behavior, he would receive an extra task. Teacher: \"Student, will you stop interrupting me when I transfer you to Bar? It seems to me that you are in love and English is on the back burner…\n\nOutcome:\nThe student laughed immediately after the punishment was given, but there was no need to reprimand him for the rest of the lesson. He completed the assigned task. A smiley was drawn next to the signature. The student still needs to be in the center of attention, however, since the incident in question, it is enough to point out the possible consequences for inappropriate behavior and he \"gets in a rut\"\n\nStudent Profile:\nAge/Year: 14 let, 8.ročník\nHobbies: Videohry, PC hry\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "53", "student_age_year": "14 let, 8.ročník", "student_hobbies": "Videohry, PC hry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Magisterské, učitelství anglického jazyka pro ZŠ", "teacher_practice_years": "10", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/546", "content": "TEACHING CASE STUDY\n\nBackground:\nThis situation occurred at the beginning of the school year. The student is hard-working, wants to get straight A's, reacts aggressively to poor grades. I always tried to admonish and guide him. We had a history class and handed out corrected papers. The student got a three and was very angry. A classmate started grinning at him, the student got angry and threw a plastic water bottle at her. As the devil would have it, the bottle landed directly on my teacher's desk, burst, and the entire contents spilled over the desk. Everything was wet, my preparations, the class book, the water was running on the ground. I and the student's classmates were quite surprised, we did not expect this.\n\nSituation (Anamnesis):\nThe student is 15 years old and lives with his grandmother, who has been taking care of him since he was three years old. He doesn't remember much about his mother. His aunt often helps take care of him. The student sometimes has psychological or personal problems. He is emotionally confused and at the same time rejects feelings because he is afraid of them. He was quite affected by his mother's departure, he thinks that his mother didn't like him enough to leave him as a child. He has trouble with his own self-acceptance. He is restless, has a tendency to verbally attack classmates, is restless and provocative. At the same time, he is vulnerable and unhappy. In front of adults, he behaves high and important. If something goes wrong, he shows nervousness and anger. He has no siblings, only his grandmother and an aunt - his mother's sister. Both take good care of him, they try to replace his mother. He only has a handful of friends, in front of whom he always pulls out. They have a group that sometimes bullies younger students. You complained to him, but nothing was ever really resolved.\n\nTeacher Intervention (Solution):\ntried to explain to the student that his reaction was inappropriate, that his behavior did not correspond to the given situation, that he should think about himself and apologize. There were more of his classmates in the class who were clearly surprised by his behavior. The given situation surprised me quite a bit, because apart from the mentioned boy, I have never encountered such behavior before. The student was silent, did not communicate. In the following days and weeks, unfortunately, nothing changed in his behavior, he continued to provoke other classmates and verbally attack them. The class teacher invited the student's grandmother to the office, explained everything to her. The grandmother replied that the pupil had never come to terms with his mother's departure. On the outside, he acts confident, insults and even bullies others, but inside he is vulnerable.\n\nOutcome:\nAfter the agreement, the student did not change, he continued to provoke his classmates and verbally attack them. Even after the conversation with the grandmother, nothing changed, she rather stood up for him. After completing the ninth grade, he left for high school. As far as I know, he hasn't changed much and is seeing a psychologist.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\n\nAnalysis & Annotations:\nProblems Identified:  Physical aggression, Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "546", "student_age_year": "15 let, 9. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "FF PV Pomocné vědy historické Dějepis", "teacher_practice_years": "10", "problems_annotated": " Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1001", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had that auto mechanic class that just didn't work. I was their classmate. Since freshman year, well, in freshman year at the beginning it's usually not that familiar, they get to know the new environment, so it's usually quiet until Christmas. But it wasn't much with them from the beginning, the teachers didn't like going to that class, there was just tension. Of course, I had to deal with what was happening there. That was quite a problem, because it left during the break? out of class to smoke, so the class was quiet. Of course, I dealt with them (with the pupils who stayed in the class), but they basically said nothing, didn't complain about anything, basically it seemed normal to them, no one complained that the school didn't want it or something, when they complained about some little things, some arguments between themselves, but really nothing major. I just sat there, I discussed it with them in class, I asked them individually when I met them separately at school, but it was of no use. And that's how a few months actually passed, when nothing really happened. Of course, some of them had some trouble, someone destroyed something at practices, someone had a lot of absences, but we tried to find out if someone was being bullied there or what was going on there. It all came to light when one of those students met a fellow educational advisor who had them on her ID card, and he just had a normal conversation with her somewhere in the city on a trolleybus. And suddenly, when he was out of school (he was also one of those who stood out in that class) he had one of the best grades, and he confided in the teacher, or simply, normally told her what was going on there.\n\nSituation (Anamnesis):\nIt turned out that the class is simply divided into several groups. There were boys who wanted to do something, who tried a little in that school, but there was a group of about eight boys who didn't like them, cursed each other and so on. It wasn't like bullying from someone in particular, they just didn't like each other, sometimes they fought after school, the team just didn't work, but there wasn't really any victim. The eight problematic guys were also many times older, maybe they had already completed two years at another school, they were kicked out there or something like that, there were several of them. There was also one who came to us as a third grader from the gymnasium... Anyway, that's just how it came about. At school, they just yelled at each other, cursed each other, the younger boys were angry with the older ones for disturbing and making a mess at school, the older ones picked on them for other things, they just couldn't get along at all.\n\nTeacher Intervention (Solution):\nIt started to be solved by arranging for them to go (together, as a whole class instead of teaching) to a low-threshold facility for children and youth in the city. There, for several weeks, a program was prepared for them every Friday in which they performed various joint activities, and in short, the program had the task of strengthening those relationships and improving the climate in that class.\n\nOutcome:\nIt turned out better than expected. The situation somehow started to improve from then on, then when they went to the second year, it got better and better again, gradually they just started having fun normally, no one was fighting there, and it was calm. After that, already in the second year, differences began to show between the students who are preparing for that school and those who don't want to.\n\nStudent Profile:\nAge/Year: Třída automechaniků, 15-18 let\nHobbies: X\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1001", "student_age_year": "Třída automechaniků, 15-18 let", "student_hobbies": "X", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Ing. technicky zaměřený, učí strojírenství na SŠ", "teacher_practice_years": "25", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1164", "content": "TEACHING CASE STUDY\n\nBackground:\nwork as a teacher in the second grade, my approval is history and mathematics. 7 years ago I was a class teacher in an almost problem-free class, only one student was different from the others. At the beginning of the fifth grade, he couldn't prepare for classes by himself, he couldn't prepare things, he couldn't manage the pace of work in the classroom. The student had a very explosive and nervous nature, when he did not succeed, he began to take offense and rush across the school corridor to the outdoor area, or he began to get angry, retreated to the corner and I almost had to persuade him to return to the desk and he started working again. The only thing that always looked up to him was his father. The student has been diagnosed with dyslexia, dysgraphia and hyperkinetic disorder. He had average results in the first grade, but after moving to the second grade, his results began to deteriorate. Among his hobbies are mainly outdoor recreational sports with his friends on the playground and computer games. Due to the diagnosed disorders, he needed more time in class and was also unable to maintain attention for a long time.\n\nSituation (Anamnesis):\nThe pupil is a primary school student, choleric. He has been diagnosed with dyslexia, dysgraphia and ADHD. He has an explosive and nervous nature. His hobbies include sports and playing computer games with friends.\n\nTeacher Intervention (Solution):\nIn the 5th grade, he got a teaching assistant because he couldn't handle the lessons himself. He had problems maintaining attention, did not complete workbooks by himself, did not write entries in the school notebook and was not able to prepare for class on his own.\n\nOutcome:\nIn the 5th grade, the student got a teacher's assistant and his behavior changed for the better. The beginnings were very difficult with him, but after some time he calmed down. The lady assistant paid attention to him, sometimes he started to get angry again, but the lady assistant dealt with him. She was helping him with everything, when he got up from his chair and started running, she called his name and he went back to the bench. I practically didn't know him. Thanks to the assistant, he was able to keep his attention in class, his character was calm, he worked as he should in class and his results also improved.\n\nStudent Profile:\nAge/Year: 15., 8. třída\nHobbies: Sport, počítačové hry\nDiagnoses: ADHD,Dyslexie,Dysgrafie\nDisorders: Vyhýbání se škole,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1164", "student_age_year": "15., 8. třída", "student_hobbies": "Sport, počítačové hry", "student_diagnoses": "ADHD,Dyslexie,Dysgrafie", "student_disorders": "Vyhýbání se škole,Záškoláctví", "teacher_approbation": "Mgr., aprobace matika a dějepis", "teacher_practice_years": "18 let", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/184", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is already upset from the beginning and is not ready for the lesson. It takes a huge effort for the student to even begin to concentrate and 'realise' that it is no longer a break, but the lesson has started and it is necessary to work together. The student likes to test the teacher's patience with the style of 'how long can he last before he forbids me'.\n\nSituation (Anamnesis):\nHe has an older brother that he tries to match up to but fails, so he tries to create a reason why he is failing and that very reason makes him lose the motivation to do anything at all. The 'if I can't do it, I won't try' approach. Both of his parents work and come home late at night, so they don't have much time to study together or focus on the problems he has with school. In class, the group accepts him and he has many friends with whom he can spend time both during breaks and after school. He does not stand out anywhere and is such an accurate average student.\n\nTeacher Intervention (Solution):\nIn this case, the situation was resolved quite quickly and without major complications. The first was to reprimand the pupil immediately in the lesson in which problematic behavior was manifested. However, this only helped for a few days and then the problematic behavior reappeared. Which suggests that this situation could be solved by continuously admonishing the student when problematic behavior appears, but that would not be a long-term solution. Then it was discovered that when a pupil is reprimanded for problematic behavior, but 'in return' is praised for a job well done or exemplary behavior, then problematic situations do not recur as often and the interval between them becomes longer. This was followed by an interview with the pupil outside the classroom environment, where I tried to find out why he behaves in this way and why the problematic behavior is repeated. 'I don't really remember what the reason was, but I think it had something to do with problems at home'. So we talked to mom and she asked her if she would talk to him every evening and discuss his problems.\n\nOutcome:\nThe short-term result of the solution was always the same. There was some 'innocent' expression, sometimes maybe some insignificant remark, but otherwise the problem behavior was suppressed for a few days. If he had already been warned once that day, then the problem behavior no longer occurred. However, the problematic behavior returned once in a while and the student had to be reprimanded, and on the contrary praised for a job well done or an effort. In the long term, the problem behavior was repeated at daily/weekly intervals, but in the end it was possible to completely get rid of the problem behavior, so I consider this a positively managed situation.\n\nStudent Profile:\nAge/Year: 11; 5\nHobbies: Žákovy zájmy se většinou zaměřují na fyziku a historii.\nDiagnoses: ADHD\nDisorders: Odmítání spolupráce,Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "184", "student_age_year": "11; 5", "student_hobbies": "Žákovy zájmy se většinou zaměřují na fyziku a historii.", "student_diagnoses": "ADHD", "student_disorders": "Odmítání spolupráce,Bariéry v komunikaci", "teacher_approbation": "Mgr. (Pedagogická fakulta MU)", "teacher_practice_years": "5", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/138", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student comes from a divorced family, lives permanently with her mother. The father has moved far away and does not keep in touch with him regularly. Father and mother often have arguments about their daughter and situations related to her. Their relationship could be described as very strained. The student soon understood how to function in these conditions and how to twist and manipulate each parent separately in order to achieve what she wanted. The father insisted that she spend some time with his parents (the student's grandparents). Big complications arose when it was switched to distance learning. The father insisted that the student stay with his grandparents during the pandemic. Thus, the mother had no idea how her daughter's education was going during this period. During the first weeks, the student repeatedly did not go to the online classes, and then she made the excuse that the computer was not working. The teacher tried to resolve this situation with the mother, as the student's legal representative. After a long struggle, she solved the problem with her father, who bought her a new computer. But even that didn't solve the situation. The student was disruptive during classes, if she showed up at all. She didn't complete assignments, she didn't write tests, and it went so far that she started accumulating unexcused hours. There was no one to excuse them, as the mother had no supervision over the student. The whole situation continued to escalate until the teacher was forced to tell the mother that if the situation was not resolved soon, the case would have to be investigated by social services. Only under the weight of this fact did the father and mother come to an agreement and the student returned to her mother again. Unfortunately, there were so many unexcused hours that she got a two on her behavior report card.\n\nSituation (Anamnesis):\nThe student already had behavior problems in the past. She is not very popular in the team, she has a few friends, but the rest of the class rather avoids her. She often disrupts classes with her behavior, is very noisy and likes to argue with teachers. She has also had problems with lying and manipulation in the past, for example when she received money from her mother for a school trip that should have been taken out in advance, but she kept it and bought clothes with it.\n\nTeacher Intervention (Solution):\nThere really was no reasonable solution to this tangled situation. Although the teacher tried to save the situation and worked tirelessly to communicate with the legal representative (mother), the attitude of the student and the circumstances of her family made it impossible to catch this situation in time and solve the problem behavior before the consequences.\n\nOutcome:\nThe student received a two on her behavior report card and her grades were at the level of threes and fours. However, she has felt the consequences of her behavior as she cannot participate in the class sports cycling course. When I was present in her class during my practice, when the matters of this course were being dealt with, I could see that she was sad about not being able to participate. We can only hope for her future sake that she learns from this situation and understands that her actions have consequences.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: (Disciplinary) Punishments, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "138", "student_age_year": "12 let, 6. ročník", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Manipulace", "teacher_approbation": "Magisterský titul", "teacher_practice_years": "20", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/980", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation wasn't exactly problematic, but I remembered one that came to mind. When you have been going to the same class for a long time, you know how the individuals work, how they act, and you know when something is different, wrong. Once in class it happened to me that the lady was kind of bad, she didn't smile much compared to normal and she was like a body without a soul. Which I thought was weird.\n\nSituation (Anamnesis):\nThe lady is from a divorced family, but for a long time before this situation. Otherwise problem free.\n\nTeacher Intervention (Solution):\nAfter an hour, I called her to my office. And I asked her if everything was fine. That time she completely broke down and started crying that he was being stupid at home, there were some conflicts between the parents. So I talked to her, we had fun together. And then she left.\n\nOutcome:\nThe next day she came to me and thanked me profusely for helping her so much and calming her down.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: -\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "980", "student_age_year": "15 let, 9. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., NJ, M", "teacher_practice_years": "4", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/81", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent already in her high school graduation year suffers from low vision. Very unusual here is that he is studying painting. The student is incredibly passionate about studying painting, she is trying, despite her severe visual impairment. He goes to school with a cane, a guide dog and has an assistant throughout his high school studies. The student is very kind, friendly, hardworking, no significant problem occurred during her high school studies. However, during the past four years, her assistant has from time to time found herself in situations that were not entirely easy for her to solve. Above all, it was the fact that the student refused the help and aids available to her and to which she is entitled. She often did things her way, the more difficult way, refusing help and trying to match other classmates.\n\nSituation (Anamnesis):\nstudent of the high school graduation year suffers from a vision defect - severe low vision. He uses a blind stick and a guide dog to move. She has her assistant at school. Among her usual teaching aids, she uses a specially adapted notebook in which everything is automatically enlarged, a stand for paper materials, all texts, tests and written materials are enlarged by the assistant by 200%. He writes with a strong marker. For painting lessons, he has a table with a strong lamp and a magnifying glass. The student is extremely diligent and passionate about her studies. As one of the few in her class, she has a clear goal to continue studying painting at university. Sometimes during her studies, as is the case with almost all students of this age, defiance appears in the student. Above all, it manifests itself in the way that the student refuses the help or aids to which she is entitled, or refuses the assistant herself.\n\nTeacher Intervention (Solution):\nThe assistant assesses the student's overall behavior as problem-free and also considers the whole situation to be very unusual. She finds it very unusual to be a painting assistant at a high school for a student who has a severe visual impairment. The assistant herself evaluates the entire four years as a search for solutions and improvisation, nowhere has she found a similar occurring situation - a combination of disability and field of study. The assistant strikes me as very flexible, creative and adaptable. That's how I would evaluate the solution. The assistant improvises in emerging situations. The student tries to explain that she is fully entitled to all support measures, she should use them, she should not limit herself by refusing them. The assistant herself behaves well in these situations, she is fully aware of her position as an assistant, she is not discouraged and stands up for herself. In the moments when the student evaluates her work as if she were half-assed with the assistant, the assistant brings her back to reality.\n\nOutcome:\nThe student is very hard-working and empathetic, after explaining the situation to the assistant, she tries to understand and accept aids and her independent work more. A pleasant atmosphere and an effort for mutual understanding and symbiosis is established between the student and the assistant. In the long run, these problematic moments return. But it's always about good communication and understanding, explaining the situation, clarifying positions.\n\nStudent Profile:\nAge/Year: 18 let, maturitní ročník SŠ\nDiagnoses: Slebozrakost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "81", "student_age_year": "18 let, maturitní ročník SŠ", "student_hobbies": "", "student_diagnoses": "Slebozrakost", "student_disorders": "", "teacher_approbation": "Mgr, MgA", "teacher_practice_years": "4", "problems_annotated": "Diagnosis, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1231", "content": "TEACHING CASE STUDY\n\nBackground:\nEnglish classes in the fifth grade have been a little more complicated since the beginning of the year. It was a smart class and they enjoyed English, but it was hard to keep order. The student kept shouting in class, talking to his friend, making fun of all the assignments and disturbing the whole class. I spent a lot of time admonishing the student and quieting the class.\n\nSituation (Anamnesis):\nThe student was the main clown of the class. He kept shouting, talking without prompting and making the class laugh with his remarks. His friend who sat next to him always supported him and often joined in his antics. Their bench was on the right side by the window. A group of boys sat in front of him, always cheering him on with laughter. The girls in the middle pews kept turning to him and laughing at his remarks as well. On the left side of the class sat girls and boys with better academic performance. They were hard-working pupils and occasionally they warned the pupil not to disturb.\n\nTeacher Intervention (Solution):\nWhen reprimands and punishments did not help, I decided to transfer the student. I sat him on the left side of the class among the more diligent students. He was sitting next to the girl who most often admonished him to be quiet. He was so far away from his friends and couldn't talk to them. It was clear that the student demanded attention and liked to be the center of it. So I decided to deny it to him. I began to ignore the student's outbursts and comments more often and not give him the attention he required.\n\nOutcome:\nUnfortunately, even two weeks of my efforts did not bring any results. Instead of talking with his friend, the student talked to himself or argued with his new roommate. The student distracted her a lot and interrupted her, so she didn't concentrate so much on the lesson. Loud remarks and jokes abounded and he kept the class laughing. And the fact that I don't respond to his remarks, he took rather as his victory and my capitulation. After about three weeks, I moved the student back to his original place. The girl he was sitting with could tell how unhappy she was. He distracted her, interrupted her and made her angry all the time. For example, he pushed her when she was drawing and jumped into her speech. My plan didn't work out at all and my classes continued as they were at the beginning of the school year. The student calmed down on his own at the beginning of November.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Rušení výuky,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Transfer of student, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1231", "student_age_year": "10 let, 5. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Rušení výuky,Potřeba pozornosti", "teacher_approbation": "Mgr. Anglický jazyk", "teacher_practice_years": "16", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/106", "content": "TEACHING CASE STUDY\n\nBackground:\nBefore covid started, I had a student in my class who was diagnosed with ADHD. It was really difficult with him and we fought together the whole school year. I didn't know how to deal with him. Psychologists, parents, and an agreement with me did not help. I tried to accommodate him, I made almost no demands on him, and I tried not to notice his behavior during classes over time. He was disrupting the whole class, including me.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD.\n\nTeacher Intervention (Solution):\ntried to resolve the situation with school psychologists. Above all, they recommended patience and an assistant, which the boy should get within hours. Finally, the school got an assistant. I hoped in vain that everything would be better and that we would be able to come to an agreement with the boy when there were two of us on him, but alas.\n\nOutcome:\nUnfortunately, we did not solve this situation and the boy had problems until the end of the school year. It can be said that in the end the parents solved the situation for us when they moved the boys to a practical school, where they are better prepared for children with disorders, diagnoses of behavioral disorders, etc.\n\nStudent Profile:\nAge/Year: 12 LET, 7 třída\nDiagnoses: ADHD\nDisorders: Impulzivita,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "106", "student_age_year": "12 LET, 7 třída", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Impulzivita,Vykřikování", "teacher_approbation": "Učitelství českého a anglického jazyka pro 2.stupeň základní školy", "teacher_practice_years": "3", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/542", "content": "TEACHING CASE STUDY\n\nBackground:\nUpon arrival in the classroom, the student did not respond to my instructions for everyone to find their workplace. He was running around the class, rolling on the ground. He did not respond to the admonition. That's why I left him for a while and ignored him, for now I assigned work to the other children. Then I took the student's hand and we went to sit on the desk, but he repeatedly left his seat. So I tried to give him a task on the carpet. He worked for a while, but if I got up and went to attend to someone else, he demanded attention, increased his noise. I tried to communicate with him through a plush toy, which partly took at least a while and the student sat down at the desk and worked. But suddenly another pupil told him that he was doodling and the pupil ran out and started knocking things off the other's desk, shouting in their ear. He verbally attacked his classmates, but they did not understand him and laughed at him. This turned him on even more and he began digging into their backs and thrusting. Aggression escalated.\n\nSituation (Anamnesis):\nThe class that the student attends is mixed - for students from 1st to 3rd grade, there are currently four students - two from 3rd grade, they are hyperactive, impulsive, prone to brachial aggression, both towards things and people. Both also have speech defects. They do not concentrate well at work, but after treatment they are able to endure sitting at the bench and, with appropriate motivation and alternating activities, work quite nicely. Another student is Pepa, who also has a behavioral and emotional disorder, in a large group he is aggressive, hot-tempered, and likes to provoke others. He doesn't enjoy reading and writing, but he likes to count. Another pupil has been diagnosed with a hyperactive behavior disorder, he does not adapt well in a new environment. In his tribal school, he attacked a teacher, strangled a classmate, broke the fingers of an assistant and allegedly knocked out a speech therapist's tooth. He is quite communicative, but reacts poorly to comments from classmates. He is new to this class, just getting used to it, he has been put on medication. The other pupils are already used to the school regime, the new pupil is now disrupting it and conflicts arise.\n\nTeacher Intervention (Solution):\nAt first, I tried to talk him down in a calm voice, to distract him with a soft toy, through which we communicated at least for a while. At the moment when the student started to throw things from the bench to the others, I raised my voice and strongly reprimanded him. That didn't help at all - he probably gets yelled at a lot at home and therefore doesn't respond to raising his voice. What interested him for a while was when I invited him to go and look out the window. But after a while he turned around and shouted in his classmates' ears. After the others laughed at him, I reprimanded them, I pointed out that their behavior was not correct. However, the student began to physically attack his classmates, and therefore he was taken to the ward, where he was separated from the children for a certain period of time.\n\nOutcome:\nDue to the lower IQ, the student is not aware that he is doing something wrong, he is not capable of self-reflection. The next day he returned to school he was very lively again. I think that the change to a calmer and more focused behavior will occur only after adaptation and after setting the right treatment. Then thanks to an individual approach, alternating activities and appropriate motivation, quality teaching will be possible.\n\nStudent Profile:\nAge/Year: 7 let\nHobbies: Žádné\nDiagnoses: ADHD,Rozumové schopnosti v pásmu lehkého mentálního postižení\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Nonverbal disruption of lessons\nSolutions Applied: Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "542", "student_age_year": "7 let", "student_hobbies": "Žádné", "student_diagnoses": "ADHD,Rozumové schopnosti v pásmu lehkého mentálního postižení", "student_disorders": "", "teacher_approbation": "Pedagogická fakulta, aprobace Tělesná výchova, Pedagogika volného času, Speciální pedagogika", "teacher_practice_years": "24", "problems_annotated": "Diagnosis, Physical aggression, Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/746", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the very tense situations that the student prepared for us was once at the beginning of the lesson, right after the bell rang, when everyone was already sitting in their seats, but the teacher had not yet arrived. The student had a large, two-liter bottle of Coca Cola, which he unscrewed, drank, and left the open bottle on the bench. Then he 'accidentally' snorted it, the bottle tipped over and everything started pouring out, which he just watched and didn't even try to pick up the bottle. A huge puddle was spilling on the ground, all the briefcases within reach were suddenly soaked with Coke. The children squealed, jumped and tried to save their things. Most of the children rushed for paper towels and quickly tried to prevent the flood from spreading further. He just stood and washed himself. I grabbed him by the shoulder and pushed him towards the puddle and told him to hurry and help clean up. He started yelling at me that I attacked him and that he was going to complain about me. He refused to participate in the cleanup and just watched with a smile. It should also be noted that this is not the first time he has done this. 'Accidentally' spilled drinks happened to him more often, even though I repeatedly warned him that he should close the bottle again immediately after drinking. However, he always reacted with irritation and insolence.\n\nSituation (Anamnesis):\nThe student lived in a joint household with his mother and grandmother, he was an only child. Both spoiled him very much. They let him hang around the housing estate and, according to reports from classmates living in the same housing estate, he committed vandalism. He destroyed bells, the elevator and polluted the common areas. He also often attacked smaller children. In the classroom, he mostly only allowed himself to girls, pinched them, twisted their arms, pulled their hair and insulted them. No comments were effective because the mother and grandmother uncritically defended the student in all circumstances.\n\nTeacher Intervention (Solution):\nThe class teacher wrote a note to the student and talked to him about it, however, there have been many such notes and interviews with absolutely no results. The mother has also been to the school several times, but this also did not lead to anything, because the mother claims that the pupil is good and without conflict, that it is a misunderstanding, or that it is the fault of his classmates who bully him.\n\nOutcome:\nUnfortunately, we didn't actually solve anything, so certainly not successfully. The boy did not improve in any way in his behavior. I no longer work with this student. I'm at a different school, so I don't know how they proceeded with him. It was suggested that he go to the school psychologist, but I know that we encountered resistance, that he does not want to go to the psychologist, that the children would laugh at him.\n\nStudent Profile:\nAge/Year: 11let    5. třída\nHobbies: Žádné\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Nonverbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Physical intervention, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "746", "student_age_year": "11let    5. třída", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Emotional outbursts, Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Physical intervention, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/481", "content": "TEACHING CASE STUDY\n\nBackground:\nSituation: When I got to the classroom, the classroom was orderly and quiet, although I was surprised. As always, I wrote in the class book and told the children what we will discuss in today's lesson on the basics of social sciences. Since I was discussing religion in the class, the class was more conversational on my part and not interactive to engage the students as well. After a few minutes of the explanation, I noticed that the girls in the back bench in the middle were not taking notes or paying attention. So I watched them for a while and when they didn't react, I called them: 'Girls, aren't you writing this down? Or what?' The girls looked up and said they were writing. Which seemed strange to me, since their hands were under the bench. So I went to see what they had written and I saw them filing and painting their nails.\n\nSituation (Anamnesis):\nMedical history: No medical history.\n\nTeacher Intervention (Solution):\nSolution: As soon as I saw what they were doing, I raised my voice and told them if they were joking, to immediately hide it all in the cable and take their notebooks and write that I will check them at the end of the lesson to see if they have everything filled out. I left in front of the blackboard and continued the explanation. The girls had their notebooks open and were writing. Then I turned around and drew a diagram on the board. As soon as I turned back to the classroom, the girls had their hands under the desk again. I already knew which one was the best, and I confiscated all their nail manicure equipment, telling them that they could go get it at the end of the school year. Afterwards, I cooled down a little and said that if I want the things earlier, then let them do what they have to, and that they can do this in their free hours or during breaks, that now they should take notes. Well, they wrote until the end of the lesson.\n\nOutcome:\nResult: As soon as I got to the cabinet, there was a big break. I prepared my things for the next class, had a snack and as soon as there were 2 minutes before the bell for class, there was a knock on the office. As soon as I opened the door, the pupil was standing there with Šárka. They had their notebooks in their hands and showed me that they had completed all the notes from the lesson. They both apologized that they shouldn't have done that and then asked if they could have their things back. I gave them back to them on the condition that they never do what they don't have again, otherwise I won't give them back until the end of the year. And indeed, since then they have been completely exemplary and problem-free.\n\nStudent Profile:\nAge/Year: 14 let, 4. ročník\nHobbies: Folklór, hasičské závody, tanec, zpěv\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "481", "student_age_year": "14 let, 4. ročník", "student_hobbies": "Folklór, hasičské závody, tanec, zpěv", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání, ČJ + ZSV", "teacher_practice_years": "15", "problems_annotated": "Lying and cheating, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/166", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy I am in charge of as a teaching assistant threw a tantrum during class, he started shouting, kicking me, throwing things at me and around the class, it got to the point where his classmates started to fear him, the whole class had to be suspended and the teacher and the rest of the class went to the corridor so that the boy could calm down. Unfortunately, this angered him even more and he started banging on the bench and throwing chairs.\n\nSituation (Anamnesis):\nboy with a behavioral disorder, Asperger's syndrome and ADHD, a 5th grade pupil, average grades.\n\nTeacher Intervention (Solution):\nAfter his fit didn't stop, I took him and led him to a white mattress so that he would calm down on it by pounding on it and not on school property. After that, I went to the teacher in the hallway to discuss what to do with him. One option was to let him throw a tantrum or call his parents to come get him. We chose the first option and let him throw a tantrum with me sitting down with him and explaining to him that if he behaved like this, the other kids would lose class and that it would be good if he tried to calm down. In the end, I managed to calm him down and the other children could calmly return to the classroom and continue their lessons.\n\nOutcome:\nThe boy calmed down and apologized to everyone in the class and to the teacher for the disturbance and there was no further incident that day.\n\nStudent Profile:\nAge/Year: 2. třída, 7let\nHobbies: Sporty  fotbal, házená…)\nDiagnoses: ADHD\nDisorders: Agrese,Neposlušnost,Rušení výuky,Vykřikování,Nepracovitost,Provokace,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Physical intervention, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "166", "student_age_year": "2. třída, 7let", "student_hobbies": "Sporty  fotbal, házená…)", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Neposlušnost,Rušení výuky,Vykřikování,Nepracovitost,Provokace,Nevhodné chování", "teacher_approbation": "Magisterské studium (1.stupeň základní školy)", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/249", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the school year, the student began to lose weight, and her mother was her role model, because with the help of a modified diet, the mother really managed to lose weight and maintain her new lower weight. However, her classmates continued to laugh at her because of her weight, she was a bit overweight. Another reason for the ridicule, in my opinion the main one, was due to the fact that the pupil was smarter and more reasonable than the others. Unfortunately, over time, the student went from a modified diet to a diet where she was only able to eat one apple a day. At this moment there is a problem with a mental illness called anorexia.\n\nSituation (Anamnesis):\nAn 8th grade student was diagnosed with an eating disorder. She is the daughter of a single mother at a local school. She is very gifted and is also much more mentally advanced than her classmates. Mainly thanks to her characteristic – ambition, anorexia developed, because 'just' losing weight was no longer enough for the student.\n\nTeacher Intervention (Solution):\nAn interview with the mother, during which the professional care of a psychologist and specialist through nutrition was recommended. In addition, a sensitive interview was arranged with the pupil, during which her situation was ascertained. An interview was also arranged with the aggressors in the classroom and then with independent witnesses of previous incidents (taunting). This was followed by work with the class, where care was taken to consolidate the team and strengthen the relationships between the pupils, and fortunately this was successfully achieved.\n\nOutcome:\nThe pupil's treatment has been going on for the second year and is still ongoing. But progress has been made, the student has returned to her original weight, from 42 to 53 kg, is visiting a psychologist and has joined a different – relaxed team, at a different – secondary school.\n\nStudent Profile:\nHobbies: Tanec, četba\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Selfdestructive behaviour, Bullying\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "249", "student_age_year": "", "student_hobbies": "Tanec, četba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "20 Absolvování relevantního kurzu či výcviku na zvládání problematických situací: Ano Název kurzu: Studium speciálních činností – ŠMP Deskriptivní údaje ke kazuistice ++ Věk a ročník žáka: 14 let, 8. ročník Pohlaví žáka: Žena Žák žije: Pouze s matkou Problémové chování se opakuje: Ne Poruchy chování: Ne Potvrzená diagnóza žáka: Ne Prospěch žáka: Nadprůměrný Zájmy žáka: Tanec, četba Použití postupu vycházejícího z nějakého konkrétního přístupu při řešení: Ne 1. Podrobný popis situace na úrovni chování Žákyně v průběhu školního roku začala hubnout a matka jí byla vzorem, protože pomocí upraveného jídelníčku se matce opravdu podařilo zhubnout a svou novou nižší hmotnost si udržet. Nicméně spolužáci se žákyni smáli kvůli její váze i nadále, byla trošku při těle. Další důvod posměchu, dle mého názoru ten hlavní, byl kvůli tomu, že žákyně byla chytřejší a rozumnější než ostatní. Bohužel se žákyně postupem času z upraveného jídelníčku dostala až do diety, při níž byla schopná sníst jen jedno jablko za den. V tento moment nastává problém s psychickou nemocí zvanou anorexie. Jak je ale známo, anorexie se velmi obtížně diagnostikuje, nemocné osoby se snaží anorexii všemožně skrývat. Na anorexii žákyně se přišlo hlavně díky tomu, že nakonec přestala chodit do školy a začala mít už i fyzické problémy, jakými byly hlavně vymizení menstruace, extrémní padání vlasů a ztráta váhy – tělo bylo fyzicky mnohem slabší a pohyby těžší. 2. Anamnéza žáka Žákyni 8. třídy byla zjištěna porucha příjmu potravy. Žákyně je dcerou matky samoživitelky na místní škole. Žákyně je velmi nadaná a je také mnohem více mentálně vyspělejší než její spolužáci. Hlavně díky její vlastnosti – ctižádostivosti se rozvinula anorexie, protože „jen“ zhubnout už žákyni posléze nestačilo. \f3. Podrobný popis řešení Rozhovor s matkou, při kterém byla doporučena odborná péče psychologa a specialisty přes výživu. K tomu byl také uspořádán citlivý rozhovor s žákyní, při kterém se zjišťovala její situace. Také byl uspořádán rozhovor s agresory ve třídě a poté i s nezávislými svědky předchozích incidentů (posmívání). Následovala práce se třídou, kde se dbalo na stmelení kolektivu a posílení vztahů mezi žáky, a to se naštěstí úspěšně podařilo. 4. Výsledek řešení Léčba žákyně trvá již druhým rokem a stále ještě pokračuje. Došlo ale k pokroku, žákyně se dostala opět na svoji původní hmotnost, ze 42 na 53 kg, navštěvuje psychologa a dostala se do jiného – pohodového kolektivu, na jiné – střední škole. Do jaké míry jsem spokojený s řešením dané situace? Zcela nespokojen Zcela spokojen 1 2 3 4 5 6 7 8 9 10 Do jaké míry jsem se zachoval v daném řešení podporujícím způsobem pro žáka? Zcela nespokojen Zcela spokojen 1 2 3 4 5 6 7 8 9 10 Do jaké míry jsem kladl na žáka přiměřené otázky? Zcela nespokojen Zcela spokojen 1 2 3 4 5 6 7 8 9 10 \fb) kazuistika -- Deskriptivní údaje učitele: Dosažené vzdělání: čeština, výtvarná výchova Počet let", "problems_annotated": "Diagnosis, Selfdestructive behaviour, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/308", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student started school a year later due to immaturity and low socialization skills. When she started going to school, she had big problems with learning the subject and also with integrating into the team. At school, however, they tried to give her individual attention right from the start. She worked with dyslexic assistants, especially in the first grade. She also had the subject of special pedagogical care, later pedagogical intervention.\n\nSituation (Anamnesis):\nTwice a week she went to work with the school's special education teacher and now the pupil is able to manage school with twos, maximum threes. The girl reports herself, she is very diligent. Of course, there are subjects, such as grammar, that she doesn't like so much, and that probably won't change just like that. However, she balances it out by reading a lot herself, being interested, signing up for classes and being active in teaching. He's just trying. The intervention and the work we did helped her, but a big role is played by the fact that she is so self-motivated that she wants to.\n\nTeacher Intervention (Solution):\nThere's a pretty solid relationship at home with her parents. The problem arose in the case of distance learning. I said that I would, of course, put the main emphasis on the grades they got at school, during face-to-face classes. This was heard by her father, who probably took it the wrong way. The very next day, my mother appeared at school, angry that I said that I would not take the grades from the 'distance' into account. So we had such an exchange of views, because she was transcribing the whole thing during that 'distance'. I know that, yeah. So she suddenly had all A's. In this case, the most important factor was good communication with the student's family, who are willing to help her with learning and solving problems.\n\nOutcome:\nAt the same time, he doesn't particularly pressure her with her grades when she doesn't do well at school. And as I already said, the student himself knows that he sometimes has problems with learning, that he is a little slower than the others, and that is why he tries to make up for his shortcomings in other ways. Above all, activity, reading and self-study. What is inspiring to me, what would I appreciate? In this case, it is not entirely a problem behavior of the pupil. The girl to whom this case study relates does not have any extreme behavior disorders, nor is she responsible for any contradictions and uproar in the classroom. But I have already heard about a lot of children who have problems with learning and it doesn't always turn out well, like this student. A great deal of credit goes to her family and, above all, to the pedagogues who devoted themselves to her. So I would appreciate the promptness of the teachers. The fact that they have been paying attention to her since she started school and according to what I could see in the classrooms, the student is able to keep up with other classmates without limiting or slowing them down in any way. I like that the pupil is involved in the lessons in the same way as the other pupils. As she is in her last year of primary school, she is preparing for entrance exams, just like her classmates. She also writes the same tests and papers in view of the measure she was granted, she has the option of a longer time to complete.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class\nSolutions Applied: Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "308", "student_age_year": "15 let, 9. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magistra, aprobace: český jazyk, dějepis", "teacher_practice_years": "20 let", "problems_annotated": "Diagnosis, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/447", "content": "TEACHING CASE STUDY\n\nBackground:\nsaw the pupil for the first time two years ago at the kindergarten he attended. Since I was supposed to have the boy in the class from September, I wanted to know what he was capable of and what he could do. I was told at the nursery school that the pupil likes running water, eating and walking outside the most. He cannot handle any form of communication. When he is dissatisfied, he reacts aggressively. When I saw him, he was having a snack. Rohlík somehow managed to eat himself, spilling the drink from the mug all around him. I couldn't imagine at all how a student would manage to integrate into a class that already had some established rules and regime. There are five students in the class - three students with combined disabilities are educated according to the educational plan of elementary school I and II. part and two pupils with moderate mental disabilities. In addition to the pupil, two more pupils were to join from September, each educated according to a different educational program. No matter how hard I tried, I couldn't imagine how I would be able to educate students in one class and teach them the basics they should know and how I would be able to attend to others who have completely different priorities and who need a completely different approach and among them was and the pupil. It was clear to me on the very first day of school that I had a difficult task ahead of me. A large number of people (students and parents) gathered in the classroom, and the student could not handle this situation at all. He lashed out at his mother, who tried to calm him down, but it didn't work. He pinched and scratched her. You could see that he was nervous, dissatisfied and wanted to go away.\n\nSituation (Anamnesis):\nUpon arrival, the student started running around the whole class, then started loudly 'protesting' and then attacking because I didn't comply with what he wanted. But I didn't know what it was. The worst was when he started attacking other classmates. I tried to find an activity that would interest him at least for a while, so that I could devote myself to the other students as well. In the first few days it seemed more like 'who will survive'. I was desperate about it. Together with the female assistants, I tried to come up with a strategy that could work, because the atmosphere in the classroom became unbearable. His classmates were beginning to fear the student because his behavior was erratic. He had to be under constant supervision and working with other pupils was almost impossible. The student found a few favorite toys that were able to occupy him for a while and he often resorted to self-gratification. Again he found some stereotypical behavior and a certain mode in his activities. I needed to start setting up a routine and learning basic skills (talking about drinking, putting on shoes independently, etc.), but it was not possible at all in the conditions that prevailed in the classroom.\n\nTeacher Intervention (Solution):\nTo find out what the student can do and what activities he is capable of, I needed a quiet environment. I agreed with a colleague and used the premises of the school club. When the student had a calm and individual approach, it was quite nice to work with him. I started with short activities like taking apart the insert and then I chose an activity that he likes as a reward. In this case, running water. During some activities, he became furious and didn't want to finish them, so I did them together with him, even though he didn't want to. It was important that he get the job done and a reward could follow. It was clear to me that the pupil and his two other classmates with severe mental disabilities cannot be educated together in the same class with the others. In order for their education to be meaningful, they need a specific and much more individual approach. Increased use of the relaxation zone, visits to the Snoezelen, elements of basal stimulation, music therapy, etc. So I went to consult with the school management and came up with the idea of dividing the class into two smaller units. While for the main subjects such as reading, writing and arithmetic, in the case of the pupil intellectual and sensory education, the pupils would be separated and in educational subjects everyone would spend time together, so that there would be no separation of pupils. The proposal was accepted, I also had the premises secured, but I needed another assistant so that there would be two people in both classes. Even that was finally resolved and the class was divided. The atmosphere in both classrooms calmed down considerably. The student started to work intensively on the work-reward regime and I then started working with him on a way of communication that he would understand and that would suit him, so that we could prevent attacks of aggression from situations that he does not understand. He didn't really understand the pictograms and photos, but he reacted very well to real objects and very quickly learned and connected which object goes with what (shoe = walking outside, diaper = going to the changing room, ball = visiting the gym, etc.) After all these changes the pupil has calmed down considerably and his behavior is now more readable. Of course, attacks of aggression still occur sometimes, but usually we already know their cause and manage to manage them in a short time.\n\nOutcome:\nThe student now attends another class where they constantly focus on improving the communication system and self-service activities. He still has a lot of work to do, but you can see the incredible progress he has made since first grade.\n\nStudent Profile:\nAge/Year: 9let, 3. ročník základní školy speciální\nHobbies: Procházky v přírodě, pobyt v místnosti snoezelen, muzikoterapie\nDiagnoses: Těžké mentální postižení,Autismus\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Violation of classroom/school rules\nSolutions Applied: Support, Transfer of student, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "447", "student_age_year": "9let, 3. ročník základní školy speciální", "student_hobbies": "Procházky v přírodě, pobyt v místnosti snoezelen, muzikoterapie", "student_diagnoses": "Těžké mentální postižení,Autismus", "student_disorders": "", "teacher_approbation": "1.kazuistika Mgr. – český jazyk, Mgr. – speciální pedagogika 2. kazuistika Mgr. – speciální pedagogika", "teacher_practice_years": "1.kazuistika 8let 2. kazuistika 25let", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/753", "content": "TEACHING CASE STUDY\n\nBackground:\nIn reading class, where the student sits alone in the class like the others, the student is constantly having fun with others. There are thirteen students in the class and everyone sits alone at a smaller desk. The teacher offers the students to read from the book, but does not force anyone. While the others are reading, one boy keeps interrupting.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nasked the students to read from the book. I offered them a choice whether they wanted to read or not. Almost everyone was reading except for one boy who decided not to read, but was not paying attention and disturbing others while they were reading. When I asked him why he doesn't notice others reading and interrupts them while reading, he was silent. I asked him if he didn't want to read if he had something to say to others. The student said that it would be quiet, but as soon as someone else started reading, he started telling jokes and interrupting again.\n\nOutcome:\nThe result of the solution was an agreement with the mother and again sending the pupil outside the door. Unfortunately, this interruption is repeated every hour.\n\nStudent Profile:\nAge/Year: 10\nHobbies: sport\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "753", "student_age_year": "10", "student_hobbies": "sport", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "vysokoškolské magisterské", "teacher_practice_years": "13", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/335", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka was never disruptive in class or one of the children who argued or fought with others during breaks. She was more like one of those people who sits still during breaks and chats with a friend or creates something. The described situation occurred after the Christmas holidays. At first, the student started to talk back in class and poke others. These were mostly answers like: 'What is it for? I don't have to be able to do that.' etc. And on the contrary, in one English class she refused to answer me and just remained silent. I solved these problems by agreement and then by writing to my parents. As the week progressed, my colleagues also complained to me about her screams and scenes in class. One day I played a game in teams with the students in class (there were 3 teams of about 5 students each). The game went on normally and the team she was in won (although probably not entirely due to her since she was drawing something most of the time) by a point advantage. After the game ended, the student got up angrily and went to her classmate, who is sitting behind her. She angrily yelled at her to give it back. When I noticed this, I scolded them to calm down and went to find out what happened. A classmate, who was sitting in the classmate's place during the game, allegedly took some toy from her. The student admitted it (the toy was lying on her desk) and said that she only borrowed it and returned it with a few notes. At my request, she also apologized to the student (I thought it was sincere) and she accepted it. Then the bell rang and I left the class. After a break (a big break), I went to class for the next lesson. When I opened the door, there was a terrible noise and screaming in the classroom. There were several screaming children on the carpet in the back. In the back among the children, the student was fighting with a classmate and it was she who took the toy from her in class. I ran to the back and shouted for them to stop and go away from each other. Subsequently, I put the other students in their seats, gave them a quick assignment and went with the two to the corridor. The student shook her head and claimed that she had not done anything. The classmate, on the other hand, was quite furious and tried to jump on the student a few more times (I kept them apart). The student ignored my questions at first, but after a while she realized that I shouldn't worry about it and that her classmate deserved it. I sent a classmate to class and tried to talk to the student. He said something to the effect of not caring about them, that I don't care. Then I shouted at her to calm down and speak calmly. I tried to calm her down so she wouldn't be affected, but she was more angry. After a while she repeated that her classmate deserved it for taking the toy from her and let me leave it. So I went to class, sat each girl on a different side of the class and calmed the class down. Then I asked the student and the class what happened. Both versions were identical, namely that in the middle of the break, the student suddenly yelled at a classmate and out of the blue started to argue with her and then fight. I carefully asked the student about her version, but she remained silent and did not comment at all. So I told her that we will solve it after an hour, she nodded and that was her last reaction for that hour. At first, the pupil was silent in the office. Finally she told me she just wanted to. I tried to explain to her that this is not possible and to somehow conduct a dialogue with her in a calm mood. I also said that she definitely has to apologize to her classmate, because she also apologized to her. I have to say that I tried to appear open and understanding the whole time. I tried to open her to communicate with me, but no response. Another option was to call her parents. When I mentioned it, the student cried that I couldn't do it. I calmed her down and continued to ask why. She was silent again. She didn't communicate in any way, so we went back to class for another lesson and that ended the problem for the day.\n\nSituation (Anamnesis):\nhave been teaching the pupil since the first grade and her behavior has never hindered communication in the class or the progress of the lesson in any way. She's never been that 'hard worker' in class who always checks in and always gets everything done right away. She was mostly within the class average. When she was called, she usually knew the answer and therefore answered. Overall, I would describe her as a quiet and timid girl. In class, she mainly hangs out with her friend, but she was able to get along with everyone when working together or doing other things. During the time we are focusing on, her behavior has changed a lot. She came to school sad, sometimes even crying. After a few days, I took her outside the classroom and asked her what was going on. She told me that mom and dad are always yelling at each other at home. She wasn't paying attention in class, she was drawing on the desks, she was on her cell phone or she was interrupting and having fun with others. Several teachers complained about her, so I had to inform her parents. As I already mentioned, her parents are divorcing and according to her mom, she is also taking it very hard. At home, she is often locked in her room and doesn't spend as much time outside with her friends as she used to.\n\nTeacher Intervention (Solution):\nAs already mentioned, I tried to solve everything at the given moment with both girls, but it didn't work. Žačka hardly communicated with me even during a private conversation, so I finally called her mother. She was very nice on the phone. We arranged to meet the next day after school. There I explained the whole situation to my mother and asked her opinion. I was mainly interested in why the pupil had 'changed' so much and if she told about the incident at home. The mother told me straight away that she was divorcing her husband and that the daughter was having a hard time taking it. Of course she knew about her behavior because I had written to her before, but she didn't know about the washing machine. She apologized for her daughter and said she would discuss it with her at home.\n\nOutcome:\nThe next day, the pupil came to see me. She apologized to me and subsequently to her classmate. This, of course, was an impulse from her mother, although probably effective in the end. For a few more weeks, the pupil was disturbing (it was only about shouting in class), but gradually it died down. After all, we can't expect miracles in a day. I think that this incident was such an impulse to improve the relations between the student and her family.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Házená, obecně sporty\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "335", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Házená, obecně sporty", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Vysoká škola, Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "8", "problems_annotated": "Emotional outbursts, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/98", "content": "TEACHING CASE STUDY\n\nBackground:\nTo preserve anonymity, I will refer to the student involved in the incident as the student. I had a long-term problem with the pupil, that he constantly mocked the children with inappropriate laughter. Whoever made even the slightest mistake was laughed at by the disciple. I have dealt with his behavior many times with him and his mother, but the correction has still not been successful. One day in the Czech language class, he was exaggerating a lot, and even though I warned him many times, he didn't stop making fun of the children and me.\n\nSituation (Anamnesis):\nThe student is very active, especially during breaks. He spends every break among other children, whom he unfortunately often annoys. Due to his wilder behavior, there are quarrels and teasing, in which one of the teachers or teaching assistants has to intervene. He is disruptive in class, not paying attention and is distracted. He often does not know what exercise or part of the text we are at. But he is also competitive, so he excels in class activities and games, which I try to make the classes more enjoyable. At first glance, it may seem that the student is a good child. He likes to come hug you and say: “I like you.\n\nTeacher Intervention (Solution):\nsolved the situation described in the first paragraph with a monologue about the right behavior and the wrongness of mocking others. I tried to explain not only to the student, but also to the other children, that we should treat each other nicely and above all the way we want others to treat us. Well, in this case, no offense. I then continued by saying: \"How would you like it if we all started laughing at you because you are the only one who can't pronounce ra ø?\"\n\nOutcome:\nFor the rest of the hour he just sat hurt and didn't say anything. In the future, he continued to mock others, but not to the same extent as before. Fortunately, the other children did not reciprocate the student's behavior, even though I inadvertently led them to do so. This is the problem that could have arisen due to my wrong solution to the situation when the student was constantly mocking his classmates. I gave the children an incentive to repay the student for his behavior and practically gave them the wrong instructions on what to do. But overall, my method of solution did not have a major impact.\n\nStudent Profile:\nAge/Year: 7 let, 1. třída ZŠ\nHobbies: Hraní si s kamarády, fotbal\nDisorders: Lhaní,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "98", "student_age_year": "7 let, 1. třída ZŠ", "student_hobbies": "Hraní si s kamarády, fotbal", "student_diagnoses": "", "student_disorders": "Lhaní,Zesměšňování", "teacher_approbation": "Univerzita Hradec Králové, učitelství 1. stupně", "teacher_practice_years": "15", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/766", "content": "TEACHING CASE STUDY\n\nBackground:\nThis situation happened at the beginning of my career and I have to say that I really did not handle it at all. I was put in charge of a problem class. I was worried about the students from the very beginning, and it was obvious from the first meeting that I succumbed to my fear and let the students take advantage of my weakness. The problem behavior began with classroom disruptions. This was, for example, talking in class, joking, throwing things, etc. At first, I shouted at the students, which made their behavior even worse and intensified over time. One student was the loudest in the class, who always teased the other classmates and disturbed the class, later they started cursing and yelling at me. As I already said, I scolded and admonished this student. But the student always pushed me away and showered me with abuse. Not even the notes to the parents or the deterioration of the behavior mark on the mid-term report card helped. So I decided to ignore the behavior with the hope that the student would stop enjoying it if I didn't pay attention to it. I would also like to say that when this student was absent from the class, the lesson went quite normally, with only minor disturbances. One day, during math class, I wrote calculations on the board for the students and sent this student to calculate the first example. The student refused to come to the blackboard, and when I insisted, he started yelling obscenities at me and his friends joined him. I couldn't handle the situation and started screaming hysterically at the student, burst into tears and ran away from the classroom.\n\nSituation (Anamnesis):\nThe student's class was very problematic. In the classroom, there were frequent interruptions during the lesson, and even bullying. The students grouped themselves in the class and did not have much fun with each other and did not help each other. There was always considerable tension in the classroom. One student was always the loudest in class and had a bunch of 'friends' in the class who always supported him in his behavior. During the lessons, he shouted, cursed and disturbed. The student grows up with both parents as an only child in a well-secured environment. His parents see him as the best son and have spoiled him since he was little. Instead of directing his behavior, they encourage him in it. Above all, the mother reacts very negatively to her son's criticism.\n\nTeacher Intervention (Solution):\nDespite all that, I met with the student's parents and tried to resolve the situation in some way. However, my parents reacted very negatively and put all the blame on me and demanded my immediate release. After a short session, they didn't want to communicate with me any more and dealt with other matters only with the school principal. I continued to teach at school, but in a different class.\n\nOutcome:\nThey subsequently reassigned another teacher to the class, who also worked with the class by agreement with the school psychologist. The situation improved a bit over time, but I never went back to class.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Plavání, počítačové hry\nDisorders: Vulgární vyjadřování,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons, Bullying\nSolutions Applied: (Disciplinary) Punishments, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "766", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Plavání, počítačové hry", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Rušení výuky", "teacher_approbation": "vysokoškolské (přírodopis a chemie)", "teacher_practice_years": "23", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons, Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/738", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I'm about to describe happened recently, first thing on a Friday morning. For the purpose of anonymity, we will name the boy pupil. I have been his assistant since the 6th grade, this year he is in the ninth grade. The student has an autism spectrum disorder, so I am with him in all lessons so that he works as he should. The student's biggest problem is that he has difficulty communicating and also suffers from \"unusual movements.\n\nSituation (Anamnesis):\nThe student is a 9th grade student. In this particular situation, it was a divided geography class in which only half the class was present. One week they have geography, the next week they have music education. Divided classes are better for the student and his work in class - fewer distracting elements. In these lessons, the teacher also has a greater opportunity to devote himself more to him.\n\nTeacher Intervention (Solution):\nIn the morning, I waited for the student to see if he would come to school at all, lately it happens that the student doesn't show up at all. Although he came almost with a ringing bell, but he came is the main thing. We go to the janitor for extra tests, this morning was no different. We came to the divided geography class 15 minutes late, but most of the students and teachers are already used to that. Geography is one of the better classes, it is not so stressful for him. It was also an introductory class, so everything was relaxed. The teacher explained how many monuments in our country are on the UNESCO list and what new ones have been added. This was followed by work with an atlas and a worksheet. The task was to record in a sheet all the UNESCO monuments in our country and which monuments they are. The student was in a pretty good mood that morning, so he didn't protest too much and working with him went like clockwork. Most of the time I have to guide him a little to get him to do what he was supposed to do. He really tried today. Perhaps it was also due to the fact that it was independent work and the class was quiet. In the course of the work, it was already possible to see in the pupil that he was starting to lose attention and play with pencils. I pushed the case aside and we continued the worksheet together, the teacher allowed us to use the mobile phone. He likes technology, so the job went all the better for him. He finished the worksheet first, except for one small mistake.\n\nOutcome:\nAfter the teacher helped the student find the error in the worksheet, we tried to find it together - we succeeded. The student was the first and almost the only one to receive an A for the activity. You could see that he was at least a little pleased and quite motivated because he worked just as hard the whole school day until lunch.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: Modrá barva, vlaky, různá motorová vozidla, tanky, válečná historie, technologie\nDiagnoses: Porucha autistického spektra\nDisorders: Autistické rysy,Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "738", "student_age_year": "15 let, 9. třída", "student_hobbies": "Modrá barva, vlaky, různá motorová vozidla, tanky, válečná historie, technologie", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "Autistické rysy,Bariéry v komunikaci", "teacher_approbation": "Kurz asistenta pedagoga", "teacher_practice_years": "4", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/844", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is a third-year student at our Montessori school and attends a class where I act as a guide. The children in the class are of mixed ages and there is also a teacher's assistant. We work together every day. The student has problems with attention during activities, and especially when clarifying the content of the day and when explaining organizational matters. For example, when it comes to work procedures and class layouts, he has more problems with orientation and perception.\n\nSituation (Anamnesis):\nChildren are used to using two main options for storing completed assignments, worksheets, activity materials, etc. – either in a box or in a binder that the children keep in their lockers in the classroom. Children know which type of work belongs to which type of task storage. Even so, the student gets lost in the organization and often has a mess in the materials, because he does not notice when everything is explained. His diagnosis of attention deficit disorder and immaturity of auditory perception in a noisy environment is manifested.\n\nTeacher Intervention (Solution):\nOne day the children worked on worksheets and a project. They were supposed to put the materials from that day in the boxes. There was a lot of noise in the classroom and the teaching was more chaotic than usual. At the final circle, I wanted each student to present the output of the day. When it was the student's turn, he was confused and unable to answer where his exit was. I suggested he check the box, but he claimed there was nothing in it. When I went to the box alone, I found that it was in bad shape. I took the box, dumped the contents on the floor and raised my voice to the class. I left and left the classroom with the assistant.\n\nOutcome:\nAfter returning to class, I was already calm. I explained my reaction to the children and we repeated the rules for maintaining the class. I went through the rules with the student and helped him organize the box correctly. In the future, an assistant will be entrusted with its regular control. In retrospect, I realize that the pupil needs more scrutiny and explanation because of his diagnosis. We found out that he also had a manual problem with pulling out the box and taking care of the binder, which we solved with the assistant.\n\nStudent Profile:\nAge/Year: 3. ročník, 8 let\nHobbies: I přes určenou diagnózu rád čte a vymýšlí příběhy.\nDiagnoses: Poruchy pozornosti a aktivity,ADD,Dyslexie,Dysgrafie,Zhoršená krátkodobá paměť,Sluchové postižení,Těžké zrakové postižení\nDisorders: Hyperaktivita,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "844", "student_age_year": "3. ročník, 8 let", "student_hobbies": "I přes určenou diagnózu rád čte a vymýšlí příběhy.", "student_diagnoses": "Poruchy pozornosti a aktivity,ADD,Dyslexie,Dysgrafie,Zhoršená krátkodobá paměť,Sluchové postižení,Těžké zrakové postižení", "student_disorders": "Hyperaktivita,Nepozornost", "teacher_approbation": "Mgr.", "teacher_practice_years": "15", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/951", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the last school year, I had teaching experience with a student who was diagnosed with ADHD from PPP. It mainly manifested itself in his relatively noisy behavior, a mess on the table (strewn notebooks, spilled drinks), insufficient preparation for classes, chaos. He showed a weak benefit, which was probably also influenced by online teaching in the time of covid.\n\nSituation (Anamnesis):\nIt was very difficult to guide him, but we tried. We were patient, we tried to provide some support so that he felt successful in something, because he heard from everywhere (especially from his previous school) that it was very difficult for him. His previous underachievement instilled in him feelings of inferiority and a related aversion to school.\n\nTeacher Intervention (Solution):\nWe tried to give him some confidence. For example, we tried to pick up his character traits – that he is kind-hearted, that he can help children. We tried to find something - it didn't have to be in the school performance, where he was really very weak - but we used, for example, a moment when he was able to keep his attention, so we mentioned the situation, highlighted it. He needed to experience success and feel our support. We refrained from reproaching him, but of course we made sure that he was consistent, that he completed the task as he was supposed to, we tried to motivate him and guide him in some direction so that he could handle it all. A reward in the form of a holiday toy or a forgiven task worked for him. The right motivation was very important to his attitude and behavior - he was happy with the daily and weekly evaluations, it was worth it to him to concentrate or to see that he was ready for class. At the same time, we also looked for games, forms and methods that would entertain him, in the form of some experiences, so that he would not see only the bad at school.\n\nOutcome:\nOur patience and calm, almost motherly approach proved to be an important factor. Of course, the assistance also helped. We were united in our instructions and bonded a lot with mom - she was of course happy that we were giving him some direction and order that he hadn't experienced before. So, during the year we spent together, when it was really difficult with him, we achieved that the boy acquired a more positive attitude towards school. It was also due to the fact that we are such a family school and a special class with a smaller number of children. By the fact that everyone had a problem, the student also strengthened his self-confidence, he did not feel alone and at the end of the group.\n\nStudent Profile:\nAge/Year: 10 let, 3. třída ZŠ\nHobbies: Vlaky jakožto dopravní prostředky i v podobě hraček\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons\nSolutions Applied: Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "951", "student_age_year": "10 let, 3. třída ZŠ", "student_hobbies": "Vlaky jakožto dopravní prostředky i v podobě hraček", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, aprobace speciální pedagog", "teacher_practice_years": "17", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/435", "content": "TEACHING CASE STUDY\n\nBackground:\nnew pupil came to the uneventful class at the primary school. From his first impressions, he appeared to everyone as a nice boy who was not at all shy in front of others and had no problem communicating in a completely new environment. However, during classes, he turned into a completely disobedient student who refused to listen to almost any instructions from the teachers. The situation was repeated regularly and the whole class suffered. I tried to explain to him many times that such behavior is not okay, but no change came.\n\nSituation (Anamnesis):\nAs it turned out relatively soon, the pupil grew up in alternating care. The parents' divorce was very psychologically demanding for everyone involved. The student has no siblings to spend his free time with, both parents work most of the day and therefore do not have enough time to devote to their son.\n\nTeacher Intervention (Solution):\nfirst dealt with the student's bad behavior during class with extra tasks, constant reprimands and, last but not least, a conversation with both parents. However, none of this brought significant changes and I began to feel at a loss. After consultation with the school management, we came up with a solution that significantly improved the whole situation. Specifically, it was an external school psychologist who worked with the student every week after school, and his behavior improved greatly.\n\nOutcome:\nAfter some time, I really noticed changes in his behavior in class, which were also reflected in his grades. Thanks to my cooperation with the school psychologist, it was possible to observe changes in behavior immediately after individual sessions. After these conversations, the student began to realize that we are trying to help him at school and that there is no reason not to fulfill his duties and obey my instructions. I can't say that the pupil's problematic behavior did not return from time to time, but it was always a one-off problem that we simply solved with a calm discussion.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Počítačové hry, sportování\nDiagnoses: Poruchy pozornosti a aktivity\nDisorders: Lhaní,Agrese,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "435", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Počítačové hry, sportování", "student_diagnoses": "Poruchy pozornosti a aktivity", "student_disorders": "Lhaní,Agrese,Arogance", "teacher_approbation": "Mgr., ČJ + HV", "teacher_practice_years": "28", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/75", "content": "TEACHING CASE STUDY\n\nBackground:\nhaven't taught the girl since the first grade, but she came to us in the 3rd grade from another school, where she had difficulty fitting into the group. A nice and decent girl of Roma origin, which I didn't mind at all - I had many problematic pupils and they weren't Roma. I wasn't even worried that she wouldn't fit into our team, after all, our class is great, friendly and sticks together, despite minor arguments. I can say with a clear conscience that all these years, until the problem appeared, the girl was popular and no one discriminated against her in any way. The whole incident started happening at the time of the opening of schools after the first wave of Covid. The number of pupils in the class was limited due to the epidemiological regulation. During the lockdown, the girl's mother called me several times that she didn't know how to do the tasks, that she was afraid of the whole situation and in general she sounded very mentally unbalanced. I was always happy to oblige and help. After a few days at school, the girl's mother called me again, but for a completely different reason, which she immediately told me: 'Hello, teacher, my daughter is crying at home because the boys insulted her racially at school.' To that I responded: 'Hello, and when did the boys insult her? I'm in class all day and during breaks and I didn't notice anything and my daughter didn't say anything to me.' I was informed that she did not know when it was, and that she was afraid to tell me, whereupon I assured her that she need have no fear at all, and that she should confide in me as soon as any such situation arose. At the end of the interview, I promised the girl's mother that tomorrow I would talk non-violently about racism with the children. After agreeing with the mother, the daughter stayed at home and I was able to talk to the children about how they perceive racism and what they think about it. According to the children's opinion and how they approached this topic, I was sure that nothing like that happens in the classroom. Unfortunately, after a few days, the girl's mother informed me that this situation continued and that she wanted to resolve the whole situation with the director. I won't lie that she caught me by surprise, because despite my heightened vigilance, I didn't notice anything. But what made us better was that I learned the name of the student who allegedly insulted the girl with these racially oriented insults.\n\nSituation (Anamnesis):\nFor three years, the girl appeared to be non-confrontational and friendly. My mother told me that she is very empathic and, according to psychologists, precocious. She was not examined at the Pedagogical-Psychological Counseling Center and I don't think there was any reason for that. In my opinion, the girl had a problem in the family, where alcohol also played a role, and the girl tried to attract the attention of her parents or other people in this way. The question then remains about her first transfer from her previous school. However, I really don't think that some of the students in our class would be capable of such behavior, especially when I was present in the class the whole time.\n\nTeacher Intervention (Solution):\ninterviewed both pupils alone in the office during free time. I started with the alleged aggressor. I began rather extensively: 'So what about the breaks, aren't you bored?' – 'No, I'm on my mobile.' 'And the other boys too?' 'We are playing games.' It continued in this style for a while until we got to the subject of the daughter. 'What about the daughter?' 'What would?' 'I only if you don't annoy her or scold her in any way.' 'No, she's with the girls on the other side of the class.' I had nothing to say to that, because he was right about everything. So I also called my daughter. 'So what about the breaks?' 'Good.' 'Mommy told me someone was swearing at you.' 'Noo, boys annoy me.' 'Oh, well, when?' 'I don't know, they call me black and stuff.' 'But, I'm in class all day, why didn't you come to me and tell me?' 'I do not know.' In the end, we agreed that as soon as something happened again, he would come and tell me immediately. After arriving in the classroom, I heard screaming, where boys and some girls were standing on one side, and on the other side was a daughter who was screaming hysterically and shaking. 'What is happening here?' I raised my voice. I learned that the student in question had bragged to his classmates and some felt the need to defend him, which only escalated in this situation. 'Sit and all.' There was silence in the classroom. 'Why did you tell them that?' 'Because she's lying, we don't do anything to her, she's bullshitting.' The daughter couldn't take it anymore, and started shouting again 'I'll tell mom, and she'll show you!' The others didn't like it, I had to act quickly. At first, I tried to calm the situation by having everyone say their opinion on the matter, but in the end I was forced to take my daughter out of the class, she was not very willing to talk to me. I called my mother to come get my daughter and informed her about the situation. With tears in her eyes, the mother took over her daughter and we agreed on a meeting with the director tomorrow. After my daughter went home, I interviewed the whole class, but I found out the exact opposite, that the daughter was a conflicted type who tried to turn the students against each other and also often changed her friends, who she subsequently gossiped about. I realized that the students were right, every now and then she wanted to sit with another girl, and even after asking why she didn't want to sit with that girl anymore, she replied that the girl in question didn't mind that she wanted to sit alone. During the day, I received text messages from my daughter's mother and father saying they wanted my promise that we would solve everything in their favor and that they would contact the school inspectorate. I did not respond to these messages.\n\nOutcome:\nDuring the negotiations with the director, we finally agreed on a compromise that the daughter would not come until the end of the school year and that she would attend another school the following school year. A note was made and given to the mother. I was a little disappointed because my mother said to me at the end: 'My daughter never trusted you, it means you are not a good teacher if you can't build trust in children.' I told my mother that I was sorry, that I loved my daughter and I would never wrong her or discriminate in any way. In addition, I added that the children claim, on the contrary, about the daughter that she is conflicted and tries to subvert the team. The answer was racially oriented, without further arguments. and the following days the pupils had a session with the methodology of prevention on the topic of racism. I also learned from the children that my daughter wrote them some not-so-flattering messages afterwards. I wish my daughter to fit into the new team, hopefully she will get used to it.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Verbal aggression\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "75", "student_age_year": "11 let, 5. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. stupeň", "teacher_practice_years": "25", "problems_annotated": "Lying and cheating, Verbal aggression", "problems_possible_annotated": "Bullying", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1348", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student refused to work with the class teacher in history class. He was emotionally upset from the break an hour ago, he received a punishment for his inappropriate behavior. However, he did not agree with this punishment, he was aggressive. After the first warning about his behavior, he exploded and became aggressive. He started banging on the furniture. After this excess, I took him out of the classroom and into the hallway. There he started verbally attacking me. At one point it looked like I was going to have a physical attack. He called me and the class teacher and sent us both.\n\nSituation (Anamnesis):\nThis pupil is from Olaš. This affects his relationship with authorities, teachers and, among other things, with his fellow students. He is very arrogant and intelligent. He likes to provoke his classmates, who then interrupt and he amuses himself with the resulting confusion in class.\n\nTeacher Intervention (Solution):\nThe student calmed down only in the ŠPP, where he was not exposed to disturbing subjects. He stayed in ŠPP until the end of the lesson and the situation was evaluated only at the end of the lesson.\n\nOutcome:\nAt present, the student's behavior is stable, he is aware that it is advisable to remain silent for the peaceful course of his studies.\n\nStudent Profile:\nAge/Year: 14\nHobbies: Chce být jako Pablo Escobar,\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Disrespekt,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1348", "student_age_year": "14", "student_hobbies": "Chce být jako Pablo Escobar,", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Disrespekt,Rušení výuky", "teacher_approbation": "Mgr. Čj,D,OV", "teacher_practice_years": "4", "problems_annotated": "Emotional outbursts, Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "Failure", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1129", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student's whole behavior began to be reflected during distance learning, when he stopped registering for online classes. The absence was excused by both his parents and him. Excuses were such as technical problems, insufficient connection, power outages, nausea, etc. He simply avoided online classes, but completed the assignments. I think that he was bothered by the communication through the camera, that he was shy. He always wrote for instructions on what to add. However, he missed his presence in class. She was crucial in the time of covid. He started to miss connections because he can't learn only by assignments. He was losing knowledge as well as contacts in the classroom. His classmates started making fun of him. But when he wrote to his classmates about completing assignments and assignments, they helped him. But the help was one-sided. After returning to school, he went to school for about 14 days, but then he began to avoid classical education as well. He made up various excuses such as health problems of all kinds, covid, headache, road accident, bus delay (even though other classmates from the same city made it to school). He had no chance to jump back. Relationships in the classroom were strained, teachers were angry. He did not complete the semester.\n\nSituation (Anamnesis):\nThe student was more of an extrovert before covid, an introvert after covid. At the end of the 3rd year, relations in the class cooled down, his classmates made fun of him. The other classmates were very annoyed by this, they felt that he was getting away with everything and later refused to give him materials.\n\nTeacher Intervention (Solution):\nI tried to conduct individual interviews with the pupil, where I wanted a detailed explanation of the reasons for his absence. He always told me the same thing that was written in the apology letter. We never got to the very core of his problems. I tried to involve the parents I contacted in everything, I told them about the problem and the consequences it could have. Unfortunately, his parents confirmed all his absences, even the most absurd ones. Later, the communication was with the school management. He went to regular consultations, where they agreed on the next course of action. It always turned out the same... They agreed, the student promised, but did not keep his word.\n\nOutcome:\nThe student was not admitted to matriculation, nor did he finish the 4th grade. Now he has a chance until the end of September to complete all the requirements so that he can graduate in May. If he fails, he will have to repeat the year. But now he has no appointment with any teacher. Therefore, I consider the result to be unsuccessful, as I did not manage to motivate the student more.\n\nStudent Profile:\nAge/Year: 18 let, 4. ročník SŠ (gymnázium)\nHobbies: Rybaření, filmy\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1129", "student_age_year": "18 let, 4. ročník SŠ (gymnázium)", "student_hobbies": "Rybaření, filmy", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "Mgr., matematika, biologie, výchovné poradenství", "teacher_practice_years": "41", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/303", "content": "TEACHING CASE STUDY\n\nBackground:\nremember that it was in the Czech language and at the same time their last lesson. This was a girl with whom I had a pretty good relationship until then, she was involved in the lessons and I had no problem with her. From the beginning, she and her classmate were talking about that style on the bench, they were constantly laughing at something, and the situation escalated as the situation progressed. I asked them to quiet down several times, but it always only lasted a few minutes and then they started again. I was just responding to a question when I heard the case fall to the ground. I passed it the first time, but when it fell for the fourth time, I decided not to let it break the rest of the class and intervened. I went to them and asked what they were dealing with. Of course they didn't tell me anything, so I threatened to take action if they didn't let it go and stop throwing each other's stationery. As I walked away, I heard one of them mockingly repeat what I said several times, which infuriated me. Nevertheless, I continued with the material. And the case ended up on the ground again. Her classmate threw it to her again. It seemed to me that at that moment the student didn't even think it was very funny anymore and she picked him up angrily. A classmate threw something in her direction again several times, and at that moment I told her to bring me the contact log. I warned several times and I wasn't enjoying it anymore.\n\nSituation (Anamnesis):\nŽačka attends the 7th year of elementary school, sits in the third desk together with her friend. She gets along with the children in the class, she is not singled out. In general, the class represents a good team and they have a young, active class teacher. The student has a fairly positive attitude towards learning, she enjoys the Czech language, art education and English the most. She participates in Czech language classes, likes to discuss books. During the 7th year, she went through several changes in appearance - black clothes, dyed hair, etc., but nothing that would pose a problem for teaching. She comes from an incomplete family, her parents divorced when she was in the 1st grade, since then she lives with her mother and grandmother not far from the school. He gets along well with them, the mother attends class meetings regularly.\n\nTeacher Intervention (Solution):\nThe student asked if she was the only one to bring it, and when I said yes, she objected that it wasn't fair, after all, the classmate was also disturbing. I explained to her that she was the one who disobeyed my warning, dropped the case on her friend, and then continued talking. She started protesting even more, claiming how it was a mistake and they weren't actually talking like that. I had to cut our debate short because the rest of the class stopped working and the situation escalated. I summed up my solution in something like: 'You've been talking and laughing all the time since the beginning, when I reprimanded you for the umpteenth time, you were the one who dropped the case on purpose. In addition, you again spoke to your classmate, who was quiet. Bring me the diary.' She looked at me for a moment as if she didn't believe I was serious, but then got up angrily and threw it on my desk. I preferred not to react to that and after a short silence I started checking the exercises.\n\nOutcome:\ncan't imagine what it would have done to our relationship and the class if she had refused to give me the contact log then. Until the end of the lesson, she just sat with her arms folded and looked at the blackboard. As for the next hour, it was obvious that she was affected by the solution, although I am convinced that I acted fairly and was in the right. With her classmate, their relationship cools down, but it was nothing long-term. Because of that, our relationship was a bit more complicated, it took us a few weeks before we were able to communicate with each other on the same level as before the incident and she started to actively participate in the lessons again. Until then, in my classes, she did what was asked of her, but she didn't express herself, she drew in the margins of her notebooks and generally did anything other than the Czech language.\n\nStudent Profile:\nAge/Year: 12, 7. ročník\nHobbies: otevřená otázka\tTrávení čas s kamarádkami; sledování seriálů; kreslení; čtení dívčí beletrie\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Consequences, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "303", "student_age_year": "12, 7. ročník", "student_hobbies": "otevřená otázka\tTrávení čas s kamarádkami; sledování seriálů; kreslení; čtení dívčí beletrie", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ - Magisterské v oborech Český jazyk a literatura se zaměřením na vzdělávání a Občanská výchova a základy společenských věd se zaměřením na vzdělávání", "teacher_practice_years": "20", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/647", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was as follows in one class, according to the guidance counselor and the high school professor. The children started creating different groups of people. But there is also this gifted student who has no problems, but one group of more dominant kids started to bully this gifted student. The situation escalated once after school in the locker room when this more dominant group, led by one female student, began attacking this gifted student in the locker room. They took his backpack, things, shoes. However, by chance, the banker also came home from work, who deciphered the situation well and tried to solve the situation the very next day. The children took part in an adaptation course, team building, where they had a rich program about the situation of mutual respect. The teacher subsequently stated that the situation in the classroom calmed down and the children began to respect each other and in the end they were a good group.\n\nSituation (Anamnesis):\nThe class was divided into different groups that could not respect each other. A more dominant group of individuals, led by a not-so-smart student with good grades, decided to hit on a classmate who is rather submissive, from a Catholic family, and a very gifted student. Fortunately, the teacher, according to the doctor, was caught early on. It took place in the classic way of denying various things, stealing and mocking on the Internet.\n\nTeacher Intervention (Solution):\nThe teacher started solving the situation the very next day. He informed his colleagues, the class teacher and the school management in the assembly hall. The first lesson was class time, where the subject of bullying was discussed with the educational advisor. After the presentation, a kind of adaptation course and teambuilding for the whole class took place in about a week, where they had a 3-day program organized by a volunteer center that deals with this issue, unfortunately the teacher no longer remembers the name of that center.\n\nOutcome:\nThe situation in the classroom completely calmed down after the program, and in the end it was a great group of people who still have good relations with each other today, even though they no longer study at that school. This bullying did not occur in the classroom and lessons, so it was difficult to recognize, it often took place outside the school, except for the incident in the locker rooms. Fortunately, the situation normalized and the bullying caught in the beginning calmed down. I classified this situation as ++ because I believe that its solution also belongs to positive situations.\n\nStudent Profile:\nAge/Year: 13 let\nHobbies: Čtení knih, skaut, setkávání s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "647", "student_age_year": "13 let", "student_hobbies": "Čtení knih, skaut, setkávání s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské – dějepis, ZSV, titul PhDr.", "teacher_practice_years": "15 let", "problems_annotated": "Bullying", "problems_possible_annotated": "Diagnosis", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/832", "content": "TEACHING CASE STUDY\n\nBackground:\ngot a PCH student into the 3rd grade. He occasionally showed signs of attention deficit disorder, but at the time of the transition to our elementary school, he was not specially worked with. The boy thrived with A's. The change came from around the fourth grade, when he often did not respect the rules of the class and did not respond to my calls. After talking hours in the tripartite, I found out that he still responds to his mother. At the same time, he did not have a completely negative attitude towards the school or me. I had been used to his short attention spans since third grade, but his defiance was new to me. Later, he started deliberately lying to me, denying it, even though I caught him, for example, taking things from his classmates. In a specific situation that I remember, one classmate bothered him for a long time, they often argued about something. The climax of the situation was when he cursed a classmate for morons, punched him in the stomach, and then they got into a fight. When the children came to tell me, he did not admit it and absurdly denied that the other had given him the blow. There were also signs of bullying, where he was the leader and guide, he often scolded his classmates and knew where to go, insults to his parents 'your mother is disgusting' or to his character 'you're fat, that's why you don't run' were repeated and thus disrupted relationships in the class. At that time, we dealt with the situation with the prevention methodology, the principal, parents and in the classroom.\n\nSituation (Anamnesis):\nten-year-old boy attending primary school comes from a complete family. The father is often separated from the family, he works as a driver. He has an older brother with whom he does not get along well. The parents are cooperating with the school, although they initially downplayed the problem. Undesirable behaviors include lying, leading classmates, insulting, disrespecting rules and teachers. He is not completely excluded from the team and has a friend in it. His hobby is mainly baseball. A teacher close to the family believes that he is probably exposed to stimuli inappropriate for his age at home, such as brutal films, etc., thanks to his older brother.\n\nTeacher Intervention (Solution):\nImmediately after the incident, we investigated the situation and indeed PCH himself was a relatively gratuitous aggressor. The parents were informed and we resolved the situation with the school principal. Both actors of the conflict received a note, and then we dealt with similar situations as a class. In the long term, I didn't want to deal with the situation with him negatively. On the contrary, I always tried to support him and praise him when he did something right, went out of his way to meet his classmates and so on. I didn't let him tell me anything. The trust between the teacher and the student was greatly damaged by his previous behavior. This is not how the common relationship between student and teacher can be maintained. Everything that was pathological, such as swearing, and verbal attacks on classmates, we definitely dealt with, monitored and prevented it. Tripartite, interviews with records, meetings with parents and the director were countless. In the end, PCH ended up in the SPC and subsequently also in a psychiatrist, at that time the defiance was gradating in the home and the parents insisted on a solution. He was diagnosed with oppositional defiant disorder and ADHD. However, the main reason behind the speeches was the failure of the opposition's defiance. Mr. Psychiatrist probably helped him in the short term, but in the long term, in my opinion, the drugs rather harmed him.\n\nOutcome:\nAs a result of being put on medication by a psychiatrist, he went to school very depressed. The anger, the lying, and the pointless defiance have almost died out. But unfortunately his depression had consequences in subjects where his talent could be shown, for example in art classes. Conflicts with the pupil in question did not repeat themselves.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Sporty  baseball, vybíjená)\nDiagnoses: ADHD\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Support, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "832", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Sporty  baseball, vybíjená)", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "Pedagogické magisterské vzdělání -  Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "8", "problems_annotated": "Physical aggression, Lying and cheating, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1268", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were already problems when I got it in the fifth grade. He went to school from the first grade. I was his class teacher from fifth to seventh grade. He didn't hang out with anyone in class. He did not seek conflicts, was introverted and sat alone. In terms of school performance, his grades were average, but things got worse in the seventh grade. He didn't enjoy school, and if he didn't understand the material, he didn't want to do anything. He just sat there and did nothing despite being reprimanded. When he didn't want to do anything, he said he wouldn't do it, and no one convinced him to work. When the principal called him to the principal's office, he did not move from his chair and the principal had to follow him into the classroom. We resolved this situation with the parents, the school psychologist and the student himself. At home, his parents did not pay attention to him and did not want to deal with this situation much. Once his father came to us and told the student, even in front of us, that if you work at school, he will buy him a better computer. His hobby was gaming and IT industry. We also agreed with the parents that if the student does not work, we will call the parents and they will pick him up from school. We had another 25 kids in the class who wanted to learn.\n\nSituation (Anamnesis):\nThe student lives with alternate care and is an only child. He lived with his father for a week and with his mother for a week. When that was not possible, he lived with his grandmother. He has been diagnosed with attention and activity disorder, behavioral difficulties and emotional lability. His work rate gradually deteriorated. When the fabric didn't suit him, he got stuck and said he wasn't going to do it. His grades were getting worse. In seventh grade, we didn't even have anything to evaluate him on, because he hardly went to school. He didn't get along very well with anyone, so he had a behavior problem. His parents did not support him and were not interested in him, which was also reflected in the solution to this situation. His interests include playing computer games.\n\nTeacher Intervention (Solution):\nWe first addressed the situation with the student himself. When he got stuck and didn't want to do anything, we didn't force him to do anything. We further discussed the situation with the director. The pupil even refused to come to the principal's office, so the principal had to come to the pupil's classroom. After that, we discussed the situation with the parents, but they were unable to get the student to do anything. They didn't pay attention to him at home, they let him play games on the computer so they could have peace from him. He went to school unprepared. Next, we discussed the situation with the school psychologist, and finally with the student himself. In the end, it was agreed that if the student does not do anything at school, we should call the parents and they will take him away, so as not to hinder other students. Several pupils from the class offered him tutoring in a subject he did not like, but the pupil did not take advantage of these offers. In the seventh grade, we told the student and his parents that we had nothing to evaluate him on, because he refused to write the test several times and his parents took him home three out of five days a week because he did not work. We informed them that he would have to repeat seventh grade again.\n\nOutcome:\nThe student's parents eventually sent him to another school. I am not satisfied with the situation myself. As a class teacher, I had a good relationship with him and we all tried to help him. Both students with tutoring offers and me. The student refused to work and rarely attended school.\n\nStudent Profile:\nAge/Year: 10-12 let, 5.-7. ročník\nHobbies: počítačové hry, IT\nDiagnoses: ADHD,Porucha chování,Výkyvy nálad\nDisorders: Emoční labilita,Nepozornost,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Transfer of student, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1268", "student_age_year": "10-12 let, 5.-7. ročník", "student_hobbies": "počítačové hry, IT", "student_diagnoses": "ADHD,Porucha chování,Výkyvy nálad", "student_disorders": "Emoční labilita,Nepozornost,Hyperaktivita", "teacher_approbation": "vysokoškolské vzdělání, tělesná výchova a pedagogika + učitelství 1. stupně", "teacher_practice_years": "25 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/563", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is stubborn, if it's not his way he gets stuck and doesn't talk to you at all. He is angry, does nothing and does not say anything to anyone all the time. He often has tears in his eyes. Many times it is even a small thing that makes him angry. Sometimes it also applies to opinion. If his opinion does not coincide with someone else's, he gets angry. We go out, for example, he wants to go in front of the school, but I say we go behind the school. He is then angry all the time and refuses to communicate. In class, this behavior occurs occasionally. Sometimes he just doesn't feel like it and is slow. It probably depends on whether he enjoys the assigned work. If he has a given task in mathematics, he has no problem with the solution. If he receives a given task in Czech, the already described situation often occurs.\n\nSituation (Anamnesis):\nHe lives only with his mother. His parents did not live together for most of his life, his father died two years ago. He has a brother a year older, who also attends the same junior school as him. The dominance of the younger brother can be recognized because he is more communicative, physically fitter and more popular in the group.\n\nTeacher Intervention (Solution):\nWe tried to talk about it with the student, but he doesn't want to talk about it. I don't know what to do with him. Even though he is no longer angry and in a good mood, he refuses to communicate about this situation. I've tried going at him quickly and calmly, but it usually doesn't work. I've had a few times where he took a joke. I told him: 'don't be like a slipper!' etc. Mostly, however, he refuses to work or communicate. He doesn't even want to tell me what made him angry, what he doesn't understand, etc.\n\nOutcome:\nThe result is negative. Despite the conversation with the mother, the situation keeps repeating itself. It was found that the student is a little more communicative when the teacher uses a joke to solve the problem, but it is not a guarantee that it will always work.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Vojenství, historie, paleontologie\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview, Humour\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "563", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Vojenství, historie, paleontologie", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nespolupráce", "teacher_approbation": "Mgr. (učitelství 1. Stupně ZŠ); CVŽ učitelství v MŠ", "teacher_practice_years": "3 roky", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview, Humour", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/687", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the 2020/2021 school year, the student was a student in the 1st year of a secondary vocational school in the field of hairdressing. As his class teacher, I only met the first class in the role of class teacher during the two weeks before the transition to distance learning. Theoretical teaching at our school takes place every other week and alternates with practical teaching, when the students are under the supervision of the teacher. Pupils and parents had a very short time to familiarize themselves with their new school, teachers and subjects and to make a smooth transition to online learning in Microsoft Teams. Therefore, based on these facts, the selected pupil did not start participating in distance learning, he began to show increased absenteeism and did not hand in any assigned work.\n\nSituation (Anamnesis):\nHe is an adult pupil, who in the past had unsuccessfully completed his studies at another secondary vocational school after the onset of psychological difficulties following the suicide of his best friend. The student showed average academic results, but above average emotional intelligence, awareness of himself and his possibilities. He communicated with discretion, never made unnecessary promises and never overestimated his abilities. He recognized his psychological limits and was aware from past experience of the barriers and difficulties associated with overcoming them.\n\nTeacher Intervention (Solution):\nThe student's problems with attendance and failure to complete assignments began to manifest themselves at the very beginning of distance learning. That's why I contacted him by phone to find out what his non-participation was about and I suggested help in the form of a school computer. However, the student informed me that he had a computer, so we logged into Teams together and explained its individual functions. As the pupil was already of legal age, I communicated exclusively with him. He was more apathetic on the phone but always picked up or called me back. He indicated to me that he has certain psychological problems associated with the transition to a distance form of study and suffers from insomnia, which is why it is difficult for him to get up in the morning and stay connected and not fall asleep. He promised that he would try to start communicating with the teachers and try to catch up. During the quarterly evaluation, however, it was clear that he did not succeed completely, so we arranged a personal meeting, we went through each subject and what would be necessary to do in order to benefit from it better. Finally, the student got up the courage and explained to me without insisting that he had similar problems once before and did not finish his studies at the previous school for a similar reason. That's when he developed problems with insomnia resulting from sleep paralysis after the suicide of his best friend. He was also medically examined at the time, but he had no documentation. He was prescribed medication, but after a while he stopped taking it because he was not feeling well and his condition gradually improved. Two years after this event, he joined our school, and during the transition to distance learning, his sleep paralysis returned, with associated insomnia and fear of falling asleep. We agreed that we would take it slow, let him catch up as much as possible, how he would manage, and we would sort out the rest for half a year. He managed to complete all the subjects for half a year, but the problems with absenteeism worsened in the second semester. I therefore arranged for him to meet with the psychological counselor at our school, where we agreed that if he does not start attending classes, he will have to be expelled from the studies on the basis of high absenteeism. The student refused to see a doctor and to involve his parents, so I felt that I had no choice but to verbally support him. After returning to school, he appeared sporadically at school, but in recent weeks he did not attend either theoretical or practical classes at all. He didn't even show up for the make-up exams, so he didn't advance to the second year.\n\nOutcome:\nThe last time I talked to the student on the phone, he sounded more positive and added that he was doing better, that he was working part-time, enrolled in a barbering course and that he was thankful.\n\nStudent Profile:\nAge/Year: 18 let, 1. ročník středního odborného učiliště\nHobbies: Zájem o obor, který studuje  kadeřník)\nDiagnoses: Spánková paralýza\nDisorders: Absence,Nepracovitost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "687", "student_age_year": "18 let, 1. ročník středního odborného učiliště", "student_hobbies": "Zájem o obor, který studuje  kadeřník)", "student_diagnoses": "Spánková paralýza", "student_disorders": "Absence,Nepracovitost,Vyhýbání se škole", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/958", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the previous class was complicated. I had a pupil there who was in a very bad state, after attempts at suicide and self-harm. The communication with the student's mother was different and the relationship with this student was different. She trusted me and we solved many problems together. The diagnosis was difficult, the situation had its ups and downs, but in the end a certain stabilization was achieved.\n\nSituation (Anamnesis):\nThe personal history of the pupil or class is key to understanding the situation, but in this case I was unable to obtain more information.\n\nTeacher Intervention (Solution):\nŽačka was receptive to solving problems, even if they were huge. By chance, I recommended it to a friend who is a psychologist. Since then, although the pupil does not give me information directly, the psychologist monitors her development. Trust was key. The student has already graduated, but we are still in contact.\n\nOutcome:\nThe pupil's behavior stabilized, although there were occasional dips. She successfully passed her high school graduation and achieved life's achievements. The contact between her and the teacher continues even after finishing high school.\n\nStudent Profile:\nAge/Year: cca 17 let, ročník septima/oktáva\nHobbies: -\nDiagnoses: Psychiatrická diagnóza\nDisorders: Pasivita,Neposlušnost,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "958", "student_age_year": "cca 17 let, ročník septima/oktáva", "student_hobbies": "-", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Pasivita,Neposlušnost,Nepozornost", "teacher_approbation": "Vysokoškolské vzdělání – Magisterské studium + Pedagogické minimum, aprobace Český jazyk a Hudební věda + Němčina; aktivně se věnuje tvůrčímu psaní a korekturám", "teacher_practice_years": "Cca 26 až 27 let (včetně mateřské dovolené)", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/190", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students had the task of composing from colored papers. Everyone got different colors of paper. One of the students began to express dissatisfaction with the color of the paper he received. At first he hid the paper and claimed that someone had taken the paper from him. Since I didn't believe him, I tried to convince him about the suitability of the color he got. However, this student became agitated and angry with accompanying stomping. Subsequently, he tore up the paper in the color he was not satisfied with and threw it in the trash.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD and is under the care of his mother.\n\nTeacher Intervention (Solution):\nI tried to calm the student down and explain to him that he must have his paper in his desk, that none of his classmates took it from him. The student refused this all the time. The situation worsened with any attempt at explanation. After a few minutes, the student angrily tore up the paper and started stomping on it. It was almost impossible to calm him down.\n\nOutcome:\nUnfortunately, none of my measures, arrangements, proposed solutions had an effect on the pupil, and after the incident it was difficult to talk to him, let alone cooperate. He sat insulted in the pew with folded hands and refused any cooperation. The last possible solution was a phone call with his parents, who tried to talk him out of it.\n\nStudent Profile:\nAge/Year: 9 let, 3 třída\nHobbies: fotbal, míčové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Lying and cheating\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "190", "student_age_year": "9 let, 3 třída", "student_hobbies": "fotbal, míčové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "5", "problems_annotated": "Diagnosis, Emotional outbursts, Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/976", "content": "TEACHING CASE STUDY\n\nBackground:\nHowever, not all cases of problem behavior had a happy ending like the previous one. At the moment, I am a fifth-grade class teacher again, and I have a little bit of everything in my class, so to speak - integrated, foreign and problem children. This story is not so much my experience as it is about a class that has passed from the first grade to the second, so I am still getting to know the children myself - what are their habits, needs or bad habits. But since I heard that it is a really exceptional class in terms of solving problem behavior, I decided to contact their former class teacher in the first grade and thus continuously inform myself about the situations or rather persistent problems that are part of this, already my class, to be in the picture, so to speak.\n\nSituation (Anamnesis):\nThis case concerns a boy who currently lives only with his father, as his mother died over a year ago. When this situation arose, of course the teachers, but also the classmates, were really considerate, tolerant and helpful towards him. The teachers did not make excessive demands on him from the beginning, as the boy did not go through a really easy period. Losing a mom hurts at any age, but I think at this age it's hard to explain to a child why mom will never come home. So the boy stayed at home for a while to deal with the team and the teachers took this situation into account and even accepted it to a certain extent.\n\nTeacher Intervention (Solution):\nHowever, the problem arose when the boy returned to school after a long time. He used to be inattentive at school, didn't do his homework, didn't listen to the teachers, distracted them and disrupted classes, until finally one day it got to the stage where he stopped going to school altogether. This situation was also resolved with the boy's father, when my colleague informed him about what was happening with his son and tried to find some reasonable way out. Everyone understood the situation that the boy was going through a period when he lost his mother, but it had been long enough for him to be able to fit back into the school environment, so to speak. From the beginning it seemed that the father understood the seriousness of the situation, the boy started going to school again, but he did not last two weeks. The situation was resolved repeatedly with the father, who at first excused his son, but after a while the number of missed classes climbed to an enormous number, when the boy was in danger of having unexcused classes in the fourth grade and was even in danger of repeating the grade. Later it was discovered that the boy, despite the time that had passed, had not come to terms with the loss of his mother at all.\n\nOutcome:\nIn the end, although the situation turned for the better, as the boy is currently in the fifth year with me, however, inappropriate behavior in the form of disruptions and failure to complete tasks still persists. I am currently trying to resolve this situation as best I can, but since not only this boy, but also a few of his classmates have a bit of a problem with following the rules and authority, it is not always a cakewalk. However, I firmly believe that after time they will learn to follow the rules that we have agreed upon as a class.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "976", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "13  Absolvovala nejaký relevantný kurz, výcvik na zvládanie problematického správania, nekázne nebo komunikácia v triede apod. (zaškrtnite):  áno / nie  Prípadne uveďte názov (otvorená otázka):  Presný názov neviem, ale išlo o predmet v rámci kreditového systému, ktorý absolvovala pred atestáciou.  Kazuistika ++  Rozhovor bol vedený s pani učiteľkou, učiacou na základnej škole na druhom stupni, kde dlhé roky pôsobí ako učiteľka anglického jazyka, geografie a environmentálnej výchovy. V rozhovore mi porozprávala o svojich skúsenostiach a prípadoch problémového správania, s ktorými sa za roky svojej", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/700", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place on the last evening of the adaptation course. By the fire, the students could see the fatigue from the rich program and lack of sleep. The three boys from the class were quite seated at first sight, which was shown by the fact that they did not sit with the rest of the class, but made their own group and sat apart from the others and talked among themselves. Suddenly they started arguing, threw themselves at each other and started fighting. We ran towards them, but before we got there, one of them took out a shooting knife from his jacket pocket. Fortunately, he didn't threaten anyone with the knife, he just stood there with an open knife. We managed to tear them apart and took them to our cabin.\n\nSituation (Anamnesis):\nThe class as a whole didn't seem troubled, but those three boys were causing trouble. One of them is a refugee from Syria, who we already talked about in the previous case study. Another is a member of a group that can often be seen in the park near the station, and at first glance seems problematic. For two of them, this isn't the first high school they've attended, but they haven't finished one yet.\n\nTeacher Intervention (Solution):\nThe pupils were brought to the headmistress, who spoke to them at length. They were given conditional suspensions from school and were told in no uncertain terms that any further trouble would result in immediate expulsion. All three promised that they would no longer behave vulgarly and aggressively and that they would not violate school rules. The headmistress called their parents, but didn't talk to two of them. Since it was late, she didn't want to send them home, but to avoid further trouble, she sent everyone to sleep in a different cabin. She called her parents the next day and informed them of the conditional expulsion. The parents of the refugee were not allowed.\n\nOutcome:\nDespite the measures, the pupils' behavior did not improve and on 10.9. they were expelled after being caught packing a joint and snorting tobacco. More information about this incident is given in the next case report.\n\nStudent Profile:\nAge/Year: 16, 17, 18, 1. ročník\nHobbies: Být se svojí partou, PC hry\nDisorders: Agrese,Lhaní,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: (Disciplinary) Punishments, Transfer of student, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "700", "student_age_year": "16, 17, 18, 1. ročník", "student_hobbies": "Být se svojí partou, PC hry", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Vulgární vyjadřování", "teacher_approbation": "Vysoká škola", "teacher_practice_years": "17", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/511", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation, which has been going on for a long time, is worrying. The girl from the eighth grade is almost isolated from the collective, closed, inaccessible, uncommunicative and apathetic. Her only expression is artistic, she communicates minimally. He does not respond to the teacher's questions or only minimally, he does not carry aids, if he does, then sporadically. He has insufficient hygiene habits, wears torn and often dirty clothes. As a teacher, I cannot continue to ignore the situation, I must try to make contact and find out what is behind her behavior.\n\nSituation (Anamnesis):\nThe student lives only with her father and brother, her mother died in a tragic accident, and her grandparents also take part in her upbringing. The girl suffers from psychological problems, visits a psychologist and is also diagnosed with attention disorders. She and her brother go to school in torn, often dirty clothes, the girl often has unwashed hair and a neglected appearance. The class he attends is divided into groups with great contrasts and vastly different opinions. In the classroom, the groups hardly communicated with each other during the girl's problems, and when they did, it was with great resentment. During the school year, the class managed to become almost cohesive except for a few individuals. The class is rather above average in terms of benefits.\n\nTeacher Intervention (Solution):\nThe girl paints a fallen angel, is withdrawn and does not perceive the surroundings or the teaching. He does not respond to the teacher's questions. I approach her and ask about a detail of the drawing that seems unclear to me. The girl doesn't respond at first, so I answer myself and deliberately remember this detail in my own way - but absolutely not fitting in with her topic. The girl reacts and begins to clarify. It is open to communication about the painting. The dialogue is only on the artistic level. This communication lasts a few minutes, after which the girl closes again. As soon as I get another chance to ask her something about her painting, I don't hesitate to ask. In this way, over time, the girl opens up to me for longer and longer periods of time. Now he has no problem communicating with me outside of the artistic realm. I spend most of my time with her in class and try to get her to cooperate with the teacher.\n\nOutcome:\nThe girl's condition gradually improved, she began to accept and communicate with the assistant on a regular basis. The girl began to respond to the teacher's calls and answer. Taking notes on the teacher's instructions, but this was not always successful - depending on the mood and circumstances that arise from the family. The class perceives her as an individual, they do not seek her company, some accept her life attitude. She doesn't really have a friend in class, she never hurts anyone, she's kind, non-conflicting, warm-hearted, perceptive. In class, he has fun with several classmates according to his mood.\n\nStudent Profile:\nAge/Year: 14 let – 8. třída\nHobbies: Výtvarná výchova, cosplay\nDiagnoses: Poruchy pozornosti,Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "511", "student_age_year": "14 let – 8. třída", "student_hobbies": "Výtvarná výchova, cosplay", "student_diagnoses": "Poruchy pozornosti,Psychické problémy", "student_disorders": "", "teacher_approbation": "Spgš Znojmo", "teacher_practice_years": "15", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/475", "content": "TEACHING CASE STUDY\n\nBackground:\nThe school was undergoing renovation of several rooms, which caused some confusion. One of the chairs for the students was borrowed from the classroom where we had the lesson, exactly where the student in question was supposed to sit. Due to the size of the classroom, it was impossible to find another place for him to sit. When I came to the classroom, the student was sitting on the bench with the others, which was normal until the teacher came. After I entered the classroom, all the students stood up to greet me and then sat down, but this student started packing up and headed for the door.\n\nSituation (Anamnesis):\nI asked him what was going on, and he replied that he had nowhere to sit and therefore could not participate in the class. His behavior indicated an attempt at defiance and an expression of reluctance to be present in my class.\n\nTeacher Intervention (Solution):\nconsidered letting the situation go and letting him go, but I felt responsible for his safety, especially with the ongoing renovation. It didn't feel right that someone else had to step back and give him his chair. That is why I told him that he is not allowed to leave the classroom because the lesson is in progress and the school rules and laws do not require students to sit during the lesson.\n\nOutcome:\nThe student was taken aback by my explanation, but understood that he had no other choice. So he stood for the rest of the class, which wasn't ideal, but he couldn't just walk the halls. He was unexpectedly quiet during the lesson, he didn't actively participate, but at least he didn't disturb. This incident did not change his behavior towards me, but I am glad that the situation was resolved in a calm way.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník SŠ\nHobbies: Šachy a deskové hry\nDisorders: Disrespekt,Nespolupráce,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "475", "student_age_year": "15 let, 1. ročník SŠ", "student_hobbies": "Šachy a deskové hry", "student_diagnoses": "", "student_disorders": "Disrespekt,Nespolupráce,Neúcta k autoritám", "teacher_approbation": "", "teacher_practice_years": "12 (v době situací méně)", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/857", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I have chosen as an example of unsuccessfully addressed problem behavior concerns a classroom where most of the children are working and functioning well. However, one student is constantly disruptive, makes inappropriate comments and jokes, makes fun of me and others, calls attention to himself and brings unnecessary things to school to get attention. This behavior occurs in the second grade classroom I teach. When a student is disciplined, he does not learn from it and continues his behavior. After consulting with colleagues, I found out that he behaves in the same way in other subjects as well, and many teachers describe similar situations. We are not sure how to deal with the problem effectively and this disrupts the atmosphere of the class and the lesson. The student's presence complicates various activities, for example during games, where he is often excluded because no one wants to cooperate with him.\n\nSituation (Anamnesis):\nThis student's behavior is burdensome and exhausting for all of us. The children themselves reprimand him and find his behavior embarrassing. Nevertheless, we did not come up with any effective solution. We tried to resolve the situation with notes, at class meetings and contacted parents, but to no avail. We tried to keep the student busy during class and pay attention to him so that he would not get bored, but that didn't help either. When I offered him an individual fun activity, he continued to interrupt and spoil the class atmosphere. We don't understand what is going on in him because he has no disorder or diagnosis and no known major problems in the home environment. His problem behavior is constant and affects my relationship with classes, which I then do not look forward to.\n\nTeacher Intervention (Solution):\nAlthough I thought that I did not have sufficient authority, my colleagues confirmed that they had the same problem with the student. He has a problem with authority in general, is rude and sometimes even mean to both classmates and teachers. He is capable of tying and seems to have never learned what authority is. We believe that he was not taught to perceive authority at home. Sometimes I felt that I couldn't handle the situation, raised my voice and let myself be thrown around unnecessarily.\n\nOutcome:\nWe are trying to resolve the situation, but so far without success. I remember the story of my mother, who was a teacher and had a similarly problematic student. Years later, he apologized to her for his behavior. We hope that this student will also become aware of his behavior one day. His behavior is often infantile now, but it is possible that the situation will improve as he matures.\n\nStudent Profile:\nAge/Year: Žák na druhém stupni (7. třída)\nHobbies: Nevíme\nDisorders: Vulgární vyjadřování,Nespolupráce,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Support, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "857", "student_age_year": "Žák na druhém stupni (7. třída)", "student_hobbies": "Nevíme", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Nespolupráce,Zesměšňování", "teacher_approbation": "Mgr., aprobace anglický jazyk, český jazyk pro cizince", "teacher_practice_years": "3", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/748", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the very tense situations that the student prepared for us was once at the beginning of the lesson, right after the bell rang, when everyone was already sitting in their seats, but the teacher had not yet arrived. The student had a large, two-liter bottle of Coca Cola, which he unscrewed, drank, and left the open bottle on the bench. Then he 'accidentally' snorted it, the bottle tipped over and everything started pouring out, which he just watched and didn't even try to pick up the bottle. A huge puddle was spilling on the ground, all the briefcases within reach were suddenly soaked with Coke. The children squealed, jumped and tried to save their things. Most of the children rushed for paper towels and quickly tried to prevent the flood from spreading further. He just stood and washed himself. I grabbed him by the shoulder and pushed him towards the puddle and told him to hurry and help clean up. He started yelling at me that I attacked him and that he was going to complain about me. He refused to participate in the cleanup and just watched with a smile. It should also be noted that this is not the first time he has done this. 'Accidentally' spilled drinks happened to him more often, even though I repeatedly warned him that he should close the bottle again immediately after drinking. However, he always reacted with irritation and insolence.\n\nSituation (Anamnesis):\nThe student lived in a joint household with his mother and grandmother, he was an only child. Both spoiled him very much. They let him hang around the housing estate and, according to reports from classmates living in the same housing estate, he committed vandalism. He destroyed bells, the elevator and polluted the common areas. He also often attacked smaller children. In the classroom, he mostly only allowed himself to girls, pinched them, twisted their arms, pulled their hair and insulted them. No comments were effective because the mother and grandmother uncritically defended the student in all circumstances.\n\nTeacher Intervention (Solution):\nThe class teacher wrote a note to the student and talked to him about it, however, there have been many such notes and interviews with absolutely no results. The mother has also been to the school several times, but this also did not lead to anything, because the mother claims that the pupil is good and without conflict, that it is a misunderstanding, or that it is the fault of his classmates who bully him.\n\nOutcome:\nUnfortunately, we didn't actually solve anything, so certainly not successfully. The boy did not improve in any way in his behavior. I no longer work with this student. I'm at a different school, so I don't know how they proceeded with him. It was suggested that he go to the school psychologist, but I know that we encountered resistance, that he does not want to go to the psychologist, that the children would laugh at him.\n\nStudent Profile:\nAge/Year: 11let    5. třída\nHobbies: Žádné\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "748", "student_age_year": "11let    5. třída", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Nonverbal disruption of lessons, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/253", "content": "TEACHING CASE STUDY\n\nBackground:\nIn one of my Czech language classes, a student deliberately provoked a classmate in order to elicit a weak reaction from her and thus \"start\" the whole lesson. However, after repeated warnings, this behavior only escalated, so I was forced to send the assistant with the student into the corridor to calm him down, because I know that the student behaves like this when he is bored in class and needs to release excess 'steam' by talking about his ambitions. After returning, however, he began to direct his verbal attacks at me, he began to use Romani, because he knows that I do not understand most of the language. After the warning, the verbal attacks began to escalate, and the student was taken by an assistant to the school's counseling office for the rest of the day. After the end of the lesson, we consulted with the deputy headmistress about the pupil's behavior and, due to the pupil's generally deteriorating behavior, we convened an educational committee with parents and the school psychologist.\n\nSituation (Anamnesis):\nThe collective of a given class is a very complex matter. It could be divided into three 'subgroups' of types of people. The ones who 'get it going'. Those who respond to 'getting started' and those who generally ignore the class and take care of themselves (there are few). The class does not function as a collective, but as a collection of individuals. I try to solve tricky situations collectively, but this usually ends in mass arguments between the students and it is impossible to get anywhere together. As individuals, however, the students are smart by school standards, they can handle most subjects, the problem is that they are simply noisy. They react to each other and there are too many starters to arrange the seating order so that two people who can start a class in seconds are not sitting together or in close proximity.\n\nTeacher Intervention (Solution):\n'Student, enough, you're exaggerating' 'What about me!?' 'Student, you are not supposed to speak at all now. If you want to say something about the matter, you can log in. Otherwise, the classmate has had enough of you, don't think I can't see it' 'She started it because it's ****' 'That's enough! Assistant, take the student out before we calm down!' 'So what?' 'Already calm' 'Okay' 'Aguti!' 'Student, I don't know what that means, please calm down, you're starting again' '(laughter) Aguti!' 'Student, it's over. You're interrupting! You know that and you know you're in more trouble than you need, one more time and you're going upstairs with the assistant!' 'Put ten notes in my f**k!' 'Okay, assistant, go upstairs with him and let them keep him there for the rest of the day, here's his textbook, let him do these exercises, see you after school'\n\nOutcome:\nEvery day is a little bit new with us. The student does not realize these situations after a few hours, let alone after a few days. He also only realizes the consequences of his actions when he is confronted with them, as I told you he shouted 'what about me?' he didn't even realize at that moment that he was making a mistake. The problems with this student are long-term and never-ending. It is always only 'fixed' around report cards or educational committees.\n\nStudent Profile:\nAge/Year: 15, 7.\nHobbies: Práce, box, posilování\nDisorders: Agrese,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "253", "student_age_year": "15, 7.", "student_hobbies": "Práce, box, posilování", "student_diagnoses": "", "student_disorders": "Agrese,Vulgární vyjadřování", "teacher_approbation": "Bakalářské- Čj/Dějepis", "teacher_practice_years": "3", "problems_annotated": "Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/22", "content": "TEACHING CASE STUDY\n\nBackground:\nThe grade zero student was very troublesome in class in every way. Every day I had to deal with something about him, whether it was a lost diary, a dirty and torn school book, late arrivals to school in the morning (sometimes up to 50 minutes), missed worksheets or disruptions in class. But if I have to point out the worst situation at the level of behavior, then it is definitely theft. It sounds terrible, but it really happened. Some of the toys that we have in the classroom for the afternoon group and also some aids have started to disappear. When we found out that he was taking the things home, we immediately started to deal with it. In one particular case, it was a toy car. When I asked about the little car, if he took it, he started to defend himself, saying that it was not true at all. Unfortunately, his older brother, who was a year older, went to the same class with him, and he usually betrayed him. Even when it became clear that he really took the toy car, he defended himself and did not want to return it. It even went so far that he claimed that the toy car was his and became aggressive. When it really dawned on him that we could call the police because of this, then he brought back the thing he took, but usually a different one - that, for example, he left the toy car he took from school at home and brought it instead a completely different car that he probably found somewhere at home.\n\nSituation (Anamnesis):\nThe student's behavior undoubtedly reflected how things work at home. She lives only with her mother and siblings, her mother cannot take care of all the children, which she herself admitted. At the same time, they have financial problems, so neither he nor his siblings have many toys or they destroy them immediately. During distance learning, when parents had to pick up worksheets for their children at school to complete at home, there were always problems with mom. I have addressed the situation with her several times, always promising to make amends, but it has not happened. In the same way, when we agreed to meet in person to discuss the situation, she did not show up on any set date. The whole situation with a problematic mother and her sons in my class was also dealt with by the Department of Social and Legal Protection of Children. In class, both boys had friends, they fit into the team, in terms of understanding the material discussed and the work in class, so they mostly both tried. However, I often did not know what to do with the behavior that he sometimes displayed not only during breaks, but also during lessons.\n\nTeacher Intervention (Solution):\nThe case of the theft of toys and tools was solved by myself and other school staff who were involved in solving the situation, mainly by communicating with the pupil, when we tried to explain to him as best we could that such behavior was not correct, we mentioned the cases of some other children and how that's what happened with them, when there was no way around it, I even used scaremongering a few times that if he didn't confess and return the things, that the police might be called. I talked to him a lot and since the boys at home don't have a very clear idea of what behavior is right and what isn't, I always tried my best to explain to him why such behavior is wrong and what can happen.\n\nOutcome:\nAs for the solution to the discussed problematic situation with the thefts, the short-term solution was usually that he had to confess, apologize and return the toy (or other stolen item). In the long term, we managed to reduce these thefts quite a bit, apart from solving his behavior with himself, also by the fact that my colleagues and I brought some toys for us, which were lying around our children at home and no one would use them anyway. As well as some clothes and school supplies. Although we really managed to reduce problematic behavior in the area of these thefts, I rate the case of managing his problematic behavior as one of the worst. When it was decided whether he would stay in grade zero or go to grade one, no teacher, including me, wanted him in her class at all because of his behavior.\n\nStudent Profile:\nAge/Year: 5 let, 0. třída\nHobbies: Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Consequences, Support, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "22", "student_age_year": "5 let, 0. třída", "student_hobbies": "Rád jezdí s jejich rodinným známým autem a rozváží pe��ivo; hraje si s autíčkama.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, Učitelství pro 1. stupeň ZŠ, obor Výtvarná výchova", "teacher_practice_years": "31 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1338", "content": "TEACHING CASE STUDY\n\nBackground:\nPreviously, I worked as an educator and teacher's assistant in a school with a larger number of more problematic students. The student I remember grew up in foster care and had mental health problems that were treated with medication.\n\nSituation (Anamnesis):\nHe was aggressive in class, even to the point of physically assaulting his assistant, also threatening to jump out of the window, for example, and often throwing himself down ('I'm useless.' etc.).\n\nTeacher Intervention (Solution):\nremember that it often happened that neither the teacher nor the assistant knew how to deal with the student, so they always sent him to me. Only after my intervention did he calm down. I was perhaps the only one of the entire teaching staff whom he trusted, because I was known at school for the fact that students could always talk to me, confide their problems and ask for advice. Maybe that's why he always calmed down in my presence. I always treated him calmly and with respect, I always listened to him and did not fight back. Next, I tried to divert his attention in a completely different direction, for example that I absolutely need help with something and only he can do it. It was mostly manual art work where I talked to him about his problem, which made him feel safe and respected.\n\nOutcome:\nDuring these conversations, I tried to find a situation for which I would praise him in order to increase his self-confidence. After this intervention he always calmed down and for some time worked better in class again. Even in later years, he often sought out my company, and it seems to me that with age, thanks to my support, his problems eased.\n\nStudent Profile:\nAge/Year: 7, 2.rčník\nHobbies: Starší případ, nelze vybavit\nDiagnoses: Problematické chování\nDisorders: Agrese,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Selfdestructive behaviour\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1338", "student_age_year": "7, 2.rčník", "student_hobbies": "Starší případ, nelze vybavit", "student_diagnoses": "Problematické chování", "student_disorders": "Agrese,Neúcta k autoritám", "teacher_approbation": "středoškolské", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Physical aggression, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/460", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter the holidays, the children returned to school and after the first week of classroom and introductory lessons, in the following week in all subjects, teachers and pupils began to focus on the first topics. In geography, it was North America, and the young teacher appeared in front of the 7th graders he had already taught last year. On this day, however, there was a new pupil in the class who had transferred from another school because he and his parents had moved. So the teacher quickly got to know him, summarized the rules that the students follow in his classes and immediately threw himself into the planned material. Since, according to the interviewed teacher, the most important thing in geography for elementary school students is to learn how to work with an atlas correctly, he often supplements his explanation by working with it. That was the case at this hour as well. The teacher started with general information about North America, showed them on the wall map where exactly the continent is located and then dictated the notation to the students again. In the second half of the hour, they reached the major cities of North America. The teacher always said the given city, the students each found it in their atlas, the student who was called on showed it to the teacher and then they talked about the city, what it is known for and what is important about the city that they should know. In this way, the teacher randomly called out different students, and the third city in order fell to a new student. “Well, the next city is a city. Find it again in the atlas and a student will show it to me.\n\nSituation (Anamnesis):\nLater, the geography teacher found out from the class teacher that the boy had a diagnosed disorder, specifically autism. In class, his disorder manifested itself, for example, in the way that he has trouble communicating in a new company, which is probably why he couldn't ask the teacher in front of the class how to search in the atlas correctly or couldn't ask any of his classmates to borrow a writing pen. Running away from the classroom after the attention of the whole class was focused on him was also a typical manifestation.\n\nTeacher Intervention (Solution):\nOf course, the young teacher regrets the whole situation and would not make such a mistake again. It is true that such information about a newly arrived pupil should be communicated by the class teacher to all the teachers who teach the pupil before he enters the class. However, even the teacher himself should have gone to ask if the new student does not suffer from any behavioral disorder. This incident taught the teacher a great lesson, and from then on, every new student is always checked first to see if he or she has been diagnosed with any disorder.\n\nOutcome:\nIn particular, this situation ended in such a way that not only were all teachers informed about the condition of the new pupil, but they also introduced the mentioned pupil's disorder to his classmates. Based on this incident, the headmistress arranged a lecture for all classes about the most common behavior disorders in elementary school children in order to prevent similar situations at school. The pupils thus learned how such children can behave and also how their classmates should behave towards them.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: společenské vědy\nDiagnoses: Autismus\nDisorders: Autistické rysy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "460", "student_age_year": "12 let, 7. ročník", "student_hobbies": "společenské vědy", "student_diagnoses": "Autismus", "student_disorders": "Autistické rysy", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1185", "content": "TEACHING CASE STUDY\n\nBackground:\ngave the students the task of correcting the dictation and justifying why it is written soft or hard in which situation and so on. I let the students work independently. After a while, the three students started yelling at each other. 'Teacher, they are arguing in the office.' I silenced one of the students. Another student spewed. 'Mrs. teacher, they're chasing their impaling dicks over there!' Without a reaction, I started talking to another student and asked him about the first sentence. I even came up with a reward for the correct solution and defending the correctness, but the student continued. 'He's probably rubbing frn*y there.' I ignored the remark and called the student in question to explain the sentence. He refused to answer.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on each side of the class so that they have as little opportunity to communicate with each other as possible, i.e. to influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nI tried to calm the students down. Unfortunately, that didn't work, so I tried to ignore the notes and focused on the other students. But this group was so disturbing that I tried to call one of them as a warning to the others. Unfortunately, this did not work at all, rather the opposite, and the inappropriate behavior continued on and on. Until my nerves snapped and I scolded the students for disobedience. The students were obviously amused by this and did not take it into account. The bell saved me.\n\nOutcome:\nThere was no solution, the class only managed to correct the dictation in the whole hour and the problematic students escaped without problems. On the contrary, there was frustration on the part of the teacher. So, in the next lessons, the students continued and maybe even in the future the disruptive behavior will increase.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: otevřená otázkaLední hokej\nDiagnoses: Dislexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1185", "student_age_year": "14, 8. ročník", "student_hobbies": "otevřená otázkaLední hokej", "student_diagnoses": "Dislexie", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/277", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom our conversations, I would describe the student's behavior as antisocial, very aggressive, and the student's poor ability to understand the subject matter did not help either. His displays of aggression towards those around him – breaking things and throwing things at others deepened the gap between him and the collective he did not belong to even more.\n\nSituation (Anamnesis):\nLower intelligence, High level of aggression.\n\nTeacher Intervention (Solution):\nFirst, I would ask the guidance counselor for any information about the mentioned pupil, if I didn't get any, I would ask the pupil for a small conversation between four eyes and I would better understand the situation and himself. During the interview, I would use I-statements, the sandwich technique and non-violent communication to get the clearest possible picture and at the same time build a solid relationship with the student. If these efforts are not fruitful, I will have a conversation with his parents, and I would consider recommending the help of a school psychologist. If the student continues to behave inappropriately, I will discuss the next course of action with the school management.\n\nOutcome:\nThe teacher's solution was not successful and resulted in the pupil repeating the grade. This is the second time the pupil repeats, the first in elementary school, the second in high school. The teacher evaluates the experience as unsuccessful, since the only change that has occurred is that now another worker is in charge. The teacher is not satisfied with the way the school management behaved, as they let the pupil repeat the year, even though neither he nor his parents showed any real interest in improving the situation, while the pupil is dangerous both for himself and for the teacher and the team.\n\nStudent Profile:\nAge/Year: 16, 1. ročník\nHobbies: Počítačové hry\nDisorders: Agrese,Asociální chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "277", "student_age_year": "16, 1. ročník", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Agrese,Asociální chování", "teacher_approbation": "Mgr", "teacher_practice_years": "12", "problems_annotated": "Diagnosis, Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/956", "content": "TEACHING CASE STUDY\n\nBackground:\nhave an experience with the same student, at the end of the 6th grade. In the English language classes, we did not do new subject matter, and rather we devoted ourselves to practice and speaking. I prepared a competitive activity for groups. I wanted to divide the children into three groups so that they were approximately equally skilled. As they sat, I moved with each student so that in each group there was at least one who knows English well and one who is more creative, so that the weaker ones have someone to lean on. When I put a student in one of the groups, he immediately started jumping out of the box like a devil and shouted that he would not go to that group because no one wanted to work with him. I told him that it was not true, that no one said that they did not want to work with him, and that he should go to work in that group. However, he kept repeating that he was not going there and that they did not want to work with him.\n\nSituation (Anamnesis):\ninsisted that I wanted him to move. By constant repetition I managed to get him to move roughly where he was supposed to. However, he sat down in such a way that he certainly could not cooperate with the group. I felt that it was probably not going to work, that I was going to force myself, and that I would lose a lot of time and energy if I continued to push him. The children were really cute at that moment, they didn't even scream - they react to him in many situations. However, this time they didn't react at all and waited for him to sit down, which he didn't.\n\nTeacher Intervention (Solution):\nstarted the activity with him sitting next to me. Then I gave him another piece of paper and created another group with him, and I see that as my biggest failure, a mistake. The fact that I let him create another group, he worked well after that, but I perceive it as the fact that he managed to fight for his own - I don't want to work with anyone. However, for me, it was a question of cooperation, and I couldn't pull it off. In retrospect, I think I should have stopped trying to convince him to join the group much earlier and given him another job if he didn't want to cooperate.\n\nOutcome:\nIt is quite likely that he would not do it, but it is possible that an assistant would be able to force him to work independently. By the fact that it was at the end of the school year, I don't think it has a long-term effect - he certainly doesn't allow himself more.\n\nStudent Profile:\nAge/Year: 6. ročník, 13 let\nHobbies: Podle něj “porno”\nDiagnoses: Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza\nDisorders: Úzkost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Transfer of student \nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "956", "student_age_year": "6. ročník, 13 let", "student_hobbies": "Podle něj “porno”", "student_diagnoses": "Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza", "student_disorders": "Úzkost,Vyhýbání se škole", "teacher_approbation": "Mgr., Anglický jazyk + Matematika", "teacher_practice_years": "24", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1216", "content": "TEACHING CASE STUDY\n\nBackground:\nwas solving a problem with attendance. The girl avoided school for a long time, and a specific subject, when she was afraid to give a lecture in front of the class. Either she didn't come to school that day at all, or she kept making excuses that she forgot she didn't have something. She was given several opportunities by the teacher to finish it until next time, or to send it. Just to show some activity. This resulted in her missing a few marks in that subject, and as it was a civilian where those marks are generally low, it made it impossible to grade her. When I checked the long term absence, I found that she was avoiding the specific day she had this subject. Her absence was excused from her mother.\n\nSituation (Anamnesis):\nThe girl has no behavioral disorders, it was just this particular truancy issue. Her classmates perceived the injustice of someone being excused from school and they had to work it all out. Sometimes they were heard in the form of general comments: 'Oh well, the pupil is missing again.' Mom was cooperative, but believed her and tolerated excuses that she wasn't well and wouldn't go to school.\n\nTeacher Intervention (Solution):\nsolved it first with the teacher of that subject. I learned about the classification problem from her. After that, I called my mom about the absences, she promised to fix it. I also made an appointment with the school psychologist to find out what was going on and what the problem was. This is how it went like a wheel - school psychologist, parent, teacher, school psychologist, parent. I first learned what the problem was from my mother when I called her about the grades. It turned out that the student had confided in her that she was afraid of a report or any presentation in front of the class and thus avoided the civics, because it was not possible to pass it with only an A, as in other subjects. So I made an agreement with her citizen teacher and the other teachers not to give the student anything to present in front of the class and to allow her, for example, to hand in the paper only in writing. I agreed with the mother to stop tolerating the pupil's excuses that she is sick and to send her to school. We were also more in touch both by phone and in person at school. I also communicated everything with the pupil.\n\nOutcome:\nonly have the experience of the last two months of the school year, but the absences improved after this solution was set up. I plan to focus more on the pupil this year, so that we know whether the situation has been resolved in the long term.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: móda, styl, hudba\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1216", "student_age_year": "14, 8. ročník", "student_hobbies": "móda, styl, hudba", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "PhDr., Učitelství pro 1. stupeň", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/386", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole situation with the student revolves around the fact that he cannot concentrate at all on the tasks given by the teacher in class. He is always interested in something else, there are cries in the dark that do not make sense within the curriculum. He is always dealing with something new that occurred to him that day, he often deals with girls and has questions and comments about them that are very inappropriate. Overall, his behavior includes constant harassment of female classmates, foul language, fights with fellow students, disregard for rules, and disdain for authority. This behavior started a year and a half ago and graduated during distance learning, where the teacher no longer had such a reach, so the student was able to calmly run around naked in front of the camera. Telling the parents about his distance learning behavior didn't have much of an effect because they didn't have the opportunity to be in the room with him during his son's classes and watch over him, so it always had to be dealt with retroactively, which didn't have the right effect. Female teachers try to solve problems in the classroom, but they repeatedly fail, so they come to me for help, because I am the only male teacher at the first level and therefore probably the biggest authority.\n\nSituation (Anamnesis):\nThe student is far more mature than those around him and has disproportionate reactions to certain events, so he behaves like a teenager even to little girls. He is looking for the level and the barriers of how far he can go.\n\nTeacher Intervention (Solution):\nIn general, the student does not respect authority, so until he is threatened with some major punishment, he will not change his behavior. He has already received a reprimand from the class teacher and I suspect also a reprimand from the class teacher. Several times I invited the student to my office, I talked to him about the fact that it really wouldn't work like this, then he was doing well for, say, two days, but after a while it started again.\n\nOutcome:\nThe result of the solution was not very successful. Even though I have spoken to the student several times, his inappropriate behavior is still repeated. When something works for him, it doesn't last long. He can keep behaving normally for a day or two, then it goes downhill again.\n\nStudent Profile:\nAge/Year: 4. třída, 10 let\nHobbies: Počítače, sociální sítě\nDisorders: Disrespekt,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "386", "student_age_year": "4. třída, 10 let", "student_hobbies": "Počítače, sociální sítě", "student_diagnoses": "", "student_disorders": "Disrespekt,Nevhodné chování", "teacher_approbation": "Vysoká škola, Učitelství pro první stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/806", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught the subject of vocational training in the last year of the matriculation field. Around the first quarter, students chose the topic of their final thesis. All but one chose. During the subsequent confrontation of this pupil with the choice of topics, an alternative date was agreed upon. This student has not chosen the topic again until then. Subsequently, I offered the pupil the possibility of consulting the topic. This pupil subsequently began to be absent alternately on different days or classes. Due to his age, he could excuse himself for his absence. So her parents had no idea about her. He usually cited family reasons as the reason for his absence. About half a year ago, his absences had already increased significantly, he was absent for days or weeks at a time. He gave illness as the reason for his absence. However, there were no problems with the pupil in the past and his grades were above average. In any case, this student's name was mentioned several times at the pedagogical meeting due to his increased absence and the fact that he will have his matriculation exams.\n\nSituation (Anamnesis):\nThis pupil – a pupil of a vocational high school. In the 4th year of the IT field. Calm, hardworking and friendly. More of an introvert. His benefit was fine. Excellent or commendable in professional subjects. Rather good in other subjects such as ČJ, ZSV. At the time of the 4th grade, his parents divorced.\n\nTeacher Intervention (Solution):\nhad the opportunity to meet this student in the subject of professional training. At the beginning of the school year, communication with this student took place personally in a relatively friendly spirit. The problem occurred when choosing a topic. All his classmates made their choice on time. At the first opportunity I called him to me and asked him why he had not yet chosen a subject. He replied that he could not choose until the last moment. I then offered him to change his mind within three days and then get back to me. This student did not respond within three days. Subsequently, he was absent for several days, and when he came to class, I invited him to my place again and asked him about the chosen topic. This student told me that he still hadn't chosen a topic since the last interview. I suggested to him that after the lesson I would have time to discuss topics with him and choose some with him. This student quietly disappeared after the lesson. He was absent again for many days and when he came to school, I invited him to my place again. I told him he didn't have a topic selected yet, so I would assign it to him. And also that he has a very high absence and if he continues to be absent, it may happen that I will not be able to classify him and thus he will lose the opportunity to apply for the matriculation exam. To this, this student reacted very irritated by saying that the high school diploma is not everything. I was surprised by this reaction, so I asked him why he was saying that considering that he is in the matriculation field. And this student indicated to me that he doesn't care much about the high school diploma and that he would ideally like to finish school. When asked why he would like to leave school when he is already in the fourth year, he replied that he was afraid that he would not pass the matriculation exams. From that moment on, I talked with this student about what the matriculation exam consists of, how many attempts he has and also about the possibilities of the labor market and applying for it. I tried to convince him that it was better to see it through and just try. And possibly find out what he can or can't do, rather than giving up halfway like this. In the end, I told him to let everything we said go through his head in peace. And if he is interested, he can come anytime. I subsequently contacted colleagues holding the position of educational advisor and discussed my findings with him. A colleague spoke to this pupil a few days later. The colleague also had the opportunity to speak with the parents of this student, who told him that they had no idea anything was happening.\n\nOutcome:\nWith a few exceptions, this pupil started coming to school again. He successfully submitted the coursework and passed the matriculation exam.\n\nStudent Profile:\nAge/Year: 19 let, 4. ročník SŠ\nHobbies: Počítačové hry, programování. Sledování seriálů.\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "806", "student_age_year": "19 let, 4. ročník SŠ", "student_hobbies": "Počítačové hry, programování. Sledování seriálů.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – Odborné učitelství SŠ", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1438", "content": "TEACHING CASE STUDY\n\nBackground:\nTowards the end of the school year, a colleague informed me that the students of one class, who were in the computer room at the time, discovered on one computer, specifically on the monitor, an installed link to a page with inappropriate content. It was a link to a pornographic site. This whole matter was first handed over to the school management, the classroom administrator and the prevention methodology. Upon investigation, the classroom administrator found out, through browsing history, what day and exact time this link was installed on the computer. Thanks to the meeting order and class records, a specific student from my class was tracked down.\n\nSituation (Anamnesis):\nThe student had rather below-average academic results, he tried to make himself the boy of the class, but at that time a new student came to the class, and therefore he repeated everything according to him, tried to match him.\n\nTeacher Intervention (Solution):\nThanks to the alertness of the administrator of the computer room, the perpetrator revealed himself. That's why I invited the suspect to my office to tell me and the prevention methodologist whether he had installed something objectionable on the school computer. After a long discussion, he didn't really want to talk, obviously feeling guilty, he finally confessed to his crime. The classroom administrator even provided proof from the search history of exactly when the student installed the link on the computer. Furthermore, it was possible to tell from the material when exactly the link was searched for and clicked. We explained to the student that this was a gross violation of school rules and that the situation would be discussed with the school management once more. The following day, the pupil was invited to the school management, where he explained the whole situation. At the same time, he confessed to his crime. He was obviously sorry because he did not hide his emotions when communicating. The school administration gave him a reduced behavior grade as an educational measure\n\nOutcome:\nam satisfied with the resolution of this case. The student realized his mistake, he acted in violation of the school rules. I was surprised that he didn't hide his emotions from the school management, so I think he was very sorry for his actions. This case was also a warning to other pupils.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída ZŠ\nHobbies: motorky, počítačové hry, sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1438", "student_age_year": "15 let, 9. třída ZŠ", "student_hobbies": "motorky, počítačové hry, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Ov", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/344", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problematic student, who was among the worst students at school, has no support and no motivation to go to school and get an education. During probably the worst confrontation, when she didn't come to school for a week and gave a completely meaningless excuse, it became clear to me that the problem lies mainly with her mother, who does not send her to school, supports her truancy and shows no interest in her daughter's education. He apologizes to her for everything and often doesn't even pay attention to what the apology says and how it might sound. The main thing is that it is signed. For example, in the situation already mentioned, the pupil was excused from classes for a week due to an alleged lost key to the house, and therefore had to stay at home so that someone would open the door when the mother returned from work. The student repeated the grade twice. Once in the first degree and once in the second degree. In the 7th year, she was evaluated with a grade 3 grade in behavior.\n\nSituation (Anamnesis):\nThe student lives only with her mother in a dormitory. She was temporarily raised by her grandmother. Very often sick - the reason was the bad environment in which she grew up - cigarette smoke, poor hygienic conditions, poor personal hygiene. The mother was not interested in her daughter's attendance. Only 2 times a year if confirmation of social benefits is necessary. Due to frequent absences, the pupil did not keep up with the lessons. This resulted in insufficient benefit.\n\nTeacher Intervention (Solution):\nThe educational commission took place several times with the mother, when she promised that the daughter would attend school regularly. She also signed that the pupil's illness must be excused from the doctor. Mother did not follow this despite my insistence. I have solved it many times with OSPOD but without much success. I asked the students themselves why they don't go to school at least in their own interest. She told me that she can't learn it, but she likes to come here because of her friends. But sometimes her mother doesn't want to let her go to school, saying it's a waste of time. I really wanted the student to finish her studies, so I resorted to the threat of reporting the mother to the police because of the child's truancy. But the mother simply transferred the pupil to a primary school with special educational needs.\n\nOutcome:\nFrom a short-term point of view, it is without result. From a long-term perspective, transferring to another school was more advantageous for the student than any other solution. From my own point of view, it is a partial success that the girl transferred to another school, but overall I assess it more as a failure of the OSPOD system and social benefits. The mother was not entitled to these benefits due to the neglect of compulsory school attendance.\n\nStudent Profile:\nAge/Year: 15 8.ročník\nHobbies: malování\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "344", "student_age_year": "15 8.ročník", "student_hobbies": "malování", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "VŠ, ČJ, NJ, AJ pro II.stupeň ZŚ", "teacher_practice_years": "15", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/770", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I came to class 3.A, which I had already been teaching for the third year. I liked the class, there were a lot of hardworking individuals in it. Although the beginning with the class was not easy, when they came in and got me, it was certainly not a walk in the park for them, but in the years we spent together, I learned them and they already knew what they could and could not afford. Well, at the beginning of the third year, a student who was known throughout the gymnasium as a slacker because he had already failed twice failed. I thought ahead of time that it wouldn't be easy with him, but I didn't want to be preconceived. So I didn't show it in front of the class. So I arrived at the first class among my students and everything went normally. The student did not express himself in class and did not disturb my classical teaching. The problem only started showing up later. When the first major paper was due, the student did not show up at school for a week, and after he started going to school again, he avoided the mathematics he was supposed to write. So he wrote the paper about a month after the due date, of course he got an insufficient grade on the paper. Then he started going to class again, but after that he was completely out of the picture, so he wasn't paying attention in class, he was disruptive, or he was doing something completely different than math.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nWhen the situation worsened and the next paper was due, I went to talk to the student if he would participate in the next class in which we would write the paper. He didn't want to talk to me at all and disappeared from the class rather quickly. When he didn't turn up for the exam again, I tried to ask the class teacher if he had the same problem with the student's absence, she told me that the student generally has problems with attending school. So I also asked the pupil's classmates what they thought of him and his attendance at school. The boys told me that he gets along well with the student and that they are also sorry that the student doesn't come to school much, it was clear from their eyes that even in such a short time they had made friends with him and that they care about him. Once I got a student to talk to me, I asked him if he wanted to stay at school and finish his studies. He avoided answering, but as soon as I mentioned that if it continues like this it won't do much good and unfortunately he will be kicked out of school, the student replied that he was very sorry that he didn't want to bring his personal things to school, but that they have problems in the family. I wasn't sure about this situation, but I told him that it was enough for me for now and they would try to accommodate and help him. We agreed with the student that he can correct his papers, I told him that his classmates like him and will try to help him if he asks for help. So the student promised me that he would try to improve and ask his classmates if they would help him.\n\nOutcome:\nThe student's attendance improved greatly in the following quarter, although he still missed a few classes, he tried to go to school and always apologized to me when he missed. As soon as the student started going to school and became even more integrated into the team, everyone was willing to help him, so his grades improved proportionally. After a few weeks, I met again with the class teacher and when the word came about the student. She said he was getting better and that his absence wasn't so bad. So I asked her why she thought things had suddenly gotten better. She told me that the student came to see her only a few days after I talked to him and she was surprised by that, he apologized to her and said that he wanted to finish school. He even opened up to her so much and told her the reason for his absence and lack of time for school. The student told her that his parents had been arguing and breaking up and he couldn't stand it at home, so he moved away from his friends to another city alone. A lot has changed since my conversation with the student in a few months, I am ultimately very happy with how the whole situation turned out and that the student finally graduated.\n\nStudent Profile:\nAge/Year: Alexnadr 3. na čtyřletém gymáziu\nHobbies: žádné\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "770", "student_age_year": "Alexnadr 3. na čtyřletém gymáziu", "student_hobbies": "žádné", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Magisterské (matematika, fyzika)", "teacher_practice_years": "26", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1333", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student entered the 1st year of the academic field. He was of Romani origin, he seemed unproblematic, perhaps even an introvert from the beginning. His intelligence was at a good level, he just lacked the effort to prepare for classes and carry the required completed homework, he was late. Even in vocational training, he was very capable of getting the job done, understood assignments very quickly and had a nice social demeanor towards clients and the vocational training teacher.\n\nSituation (Anamnesis):\nAfter the initial familiarization with the school environment and classmates, he began to appear aggressive, unreliable, did not fulfill his duties, lied.\n\nTeacher Intervention (Solution):\nAlready in the first semester of the first year, he incited a fight with a classmate, hit him and injured him. This situation was investigated, it took place in the locker rooms after school and practically without witnesses. On the basis of a fight in the locker room, where his classmate figured in a negative sense of the word, and the witness was a classmate, an educational committee was held at the school in the presence of the ZŘ for theoretical teaching, TU and the head of educational counseling, the student and the legal representative. As an educational measure, the headmistress of the school was reprimanded. At this point, he came under the radar of the school's guidance counselor, had appointments scheduled with him, but, unfortunately, only showed up for one and stopped cooperating. Requests for an opinion from the police and other authorities began to come to the school, when it became clear that the behavior problems were not only at school, but also outside of school, that this was a boy who was involved in the infamous \"gang\n\nOutcome:\nAfter a short consideration, he chose the option of ending his studies at his own request. It was 4 months before the final exams. That's why it's a shame that the journey ended at school in the 3rd grade. It was very difficult for him to make a decision, just in this period of the 3rd year, you think to yourself: 'If he has already had so many problems until the beginning of the second semester of the last year, why should I be the architect of his failure to learn?' And that's another aspect he could do, he was a very skilled manipulator, he could win over half the class to his side, he had the gift of being as gentle as a lamb, kind and obedient, but only when he needed to be. He was able to take advantage of the situation. He got a solution even when he finished his studies at school. Specifically, the opportunity to pass the professional qualification exams and subsequently apply for the opportunity to take the final exam. How he approaches this challenge is up to him alone. His parents and society provided him with excellent conditions, only he himself was and still is the architect of his own destiny.\n\nStudent Profile:\nAge/Year: 18. let, 3. ročník\nHobbies: snaha ze strany rodičů o zapojení syna do kolektivního sportu, chlapec hrál aktivně fotbal na střední úrovni, byl šikovný, ale problémový i mimo školní zařízení, tzn. nepřiměřené reakce při sportu – agresivita slovní, ale i fyzická, nezvládání emocí\nDisorders: Agrese,Lhaní,Krádeže,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: (Disciplinary) Punishments, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1333", "student_age_year": "18. let, 3. ročník", "student_hobbies": "snaha ze strany rodičů o zapojení syna do kolektivního sportu, chlapec hrál aktivně fotbal na střední úrovni, byl šikovný, ale problémový i mimo školní zařízení, tzn. nepřiměřené reakce při sportu – agresivita slovní, ale i fyzická, nezvládání emocí", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Krádeže,Nevhodné chování", "teacher_approbation": "Bc., učitelství odborného výcviku", "teacher_practice_years": "27", "problems_annotated": "Physical aggression, Lying and cheating, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not show any signs of problematic behavior in the first two years of elementary school. In the third grade, however, his behavior suddenly worsened significantly, the student became aggressive towards his classmates, he began to attack them both physically and verbally, mostly very vulgarly. With the onset of this problematic behavior, there was also a deterioration in the overall performance of the pupil. Over time, it became clear that the beginning of the pupil's problematic behavior was correlated with a worsening situation at home (the pupil's parents were going through divorce proceedings at the time). Thus, the student was experiencing stress caused by the worsening situation at home, his violent and aggressive behavior was thus supported by his diagnosed ADHD. The student and his parents visited a professional counseling center, where they were advised that an assistant be assigned to the student. This assistant was supposed to help manage the student's problematic behavior. The student had this assistant assigned from 3rd to 4th grade, but there was no improvement in behavior. The school repeatedly contacted the mother saying that their son's behavior was not improving in class, to which the mother always replied that the son had been diagnosed with ADHD and that he was therefore not to blame for his problematic behavior and his behavior would not improve.\n\nSituation (Anamnesis):\nThe student has an average grade and is quite popular in the class. Complex family history, parents are divorced, no siblings.\n\nTeacher Intervention (Solution):\nThe student was assigned a professional assistant who helped the student reflect on his behavior and moderated his aggressive expressions.\n\nOutcome:\nSolving this problem took a relatively long time (from 3rd to 7th grade), but in the end it turned out to be successful. However, in 5th grade he was assigned a different assistant who was much stricter with him. The student is now in the 7th grade and his behavior is completely fine.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: sport, počítačové hry\nDiagnoses: ADHD\nDisorders: Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Failure to attend class, Verbal aggression\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "131", "student_age_year": "12 let, 7. ročník", "student_hobbies": "sport, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Fyzické násilí", "teacher_approbation": "VŠ, RJ-ZSV", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Physical aggression, Failure to attend class, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/872", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom I experienced a problematic situation, which I solved well, attended the second year. He studied ecology and I taught him physics. The student had an assistant because he suffered from autism. The student received many reliefs, for example, when he was tired, he could lie down on the bench and sleep, or when he was in a bad mood, the assistant took him out of the classroom. Now I come to the problematic situation. With all teachers, this student had a tendency to ask strange and even absurd questions. He once asked me a question in class: does a railroad car float. I was quite taken aback by this, I was really surprised by this question. So I replied that it does not float, nor do any similar bodies.\n\nSituation (Anamnesis):\nThe student was 16 years old at the time of the incident and was attending the second year of the field of ecology. The student suffered from an autistic disorder and therefore had an assistant in his class. Overall, he had an excellent grade, he was very intelligent, he was good at mathematics and physics. He lived only with his mother at the time of the incident.\n\nTeacher Intervention (Solution):\nI was very surprised by the situation and at that moment I couldn't think of anything better than to get out of this situation. All the students and the assistant, and especially the student who asked the question, were surprised by my reaction. I was actually surprised that I came up with this solution so quickly. I was so freaked out by the situation that the whole class and I had to calculate the density of the railway car he was asking about, and we then compared it with the density of water. And based on this density calculation, we found that the density of the wagon is greater and therefore it cannot float. This is a situation that I somehow managed to get out of, by doing the math.\n\nOutcome:\nIn the short term, the situation was resolved and the student was even surprised, because at first he probably took it as a joke. Overall, there was a great response to the situation. Questions of a similar nature continued to be repeated in other classes with other teachers, but there was no longer a problem in my teaching.\n\nStudent Profile:\nAge/Year: 16 let; 2. ročník SŠ\nDiagnoses: Autismus\nDisorders: Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Support, Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "872", "student_age_year": "16 let; 2. ročník SŠ", "student_hobbies": "", "student_diagnoses": "Autismus", "student_disorders": "Nevhodné chování", "teacher_approbation": "Ing. Fyzika, odborné zahradnické předměty", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1124", "content": "TEACHING CASE STUDY\n\nBackground:\nTwo students from the class at the lower gymnasium, where I am currently the class teacher, came to see me. One of them was crying and the other brought her, so it was clear to me that something was going on. The one who was crying didn't say much, but the other one immediately started that the boys locked the first student in the locker room and laughed at her. Unfortunately, the first student is claustrophobic, I have known this from her parents since the beginning of the classroom, and I always have to take this into account, for example, during school trips and similar situations where it could cause her some problems. Of course, the class also notices such situations, so the boys know that such things bother her. I asked the girls which boys they were, even though I had already guessed who it would be. It is a group of boys in the class, headed by one boy, such a natural authority figure with leadership skills. The guys have respect for him and get pulled over, although I think they're all pretty handy without him, but once they're with him, it's worse. When the first student calmed down, she told me that it was mainly one of the classmates who initiated it and the other boys rather just joined him.\n\nSituation (Anamnesis):\nThe first student – above average intelligent student, friendly but explosive, natural authority. The second student - an average student with a problem-free behavior, likes to read and play the guitar.\n\nTeacher Intervention (Solution):\nEven on the day when this situation happened, I called the boy to my office and asked him how and why it happened. At first he tried to blame it on the other boys, but after a while of negotiating he admitted that he locked the first student in the locker room and didn't want to let her out for a while. He told me that the first student laughed at him, that he doesn't have any designer clothes and wears one T-shirt for 3 days at a time. Unfortunately, the first student does not come from a family that is financially well off, so she wears more ordinary clothes. It is now popular among students to wear different brands of clothing, they deal with it a lot and are interested in it. So the boy responded to this taunt and took advantage of his classmate's weaknesses. So I thought they were both guilty. I tried to explain to the boy that it is definitely not good to reciprocate in such a way, that if someone laughs at him, he should come to me and we will try to solve it together. Unfortunately, this was the result of his choleric and impulsive actions. I also called the first student after the boy and tried to explain to her that the boy's behavior was definitely not right, but it was a reaction to her mocking him. They both seemed to understand what I meant. Subsequently, I also informed the parents of both students about this situation, and they immediately told me that they would discuss it with the children. Fortunately, they were supportive parents with whom I never had any problems. As part of prevention, I also tried to come up with some games for the class that would support cooperation in the class and eliminate similar situations.\n\nOutcome:\nIn this particular case, it worked to discuss with the boy and the first student. Since then, the two of them have not had any problems together, and I have not seen similar behavior in class that I would have to deal with. It is possible that now and then the students laugh at each other, but they are old enough not to deal with it in a similar way and it has never happened that they have to deal with it with me. I'm glad it turned out this way. Actually, I didn't even have to deal with it directly with my parents, although I think they must have arranged it at home as well.\n\nStudent Profile:\nAge/Year: 11 let\nHobbies: Fotbal, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1124", "student_age_year": "11 let", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ + OV", "teacher_practice_years": "21", "problems_annotated": "Physical aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1397", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student brought nicotine sachets (Lyft) with him to school. He used them sometimes. Some classmates also knew about it, the student did not hide it too much. The fact was brought to the attention of the teaching assistant who works in the class.\n\nSituation (Anamnesis):\nThe student is sociable, gets along well with other classmates. It does not cause disputes. He does not engage in extra work or other activities on his own initiative.\n\nTeacher Intervention (Solution):\nI caught the student during a break in the corridor with the aforementioned bags surrounded by two other classmates. He did not deny anything and made a fair confession. We immediately went to the director's office. Everything happened calmly, without resistance. In the director's office, he again confessed to everything. The student was awarded a two in behavior.\n\nOutcome:\nThe student was awarded a two in behavior. He accepted it in such a way that he didn't care at all. But it had the effect that the student no longer carried nicotine bags with him to school. It did not cause changes in future behavior in other respects.\n\nStudent Profile:\nAge/Year: 14\nHobbies: venkovní sportovní aktivity\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Hyperaktivita,Nepozornost,Impulzivita\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1397", "student_age_year": "14", "student_hobbies": "venkovní sportovní aktivity", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Hyperaktivita,Nepozornost,Impulzivita", "teacher_approbation": "Z, Př", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/88", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at the level of student behavior began to change last year, after the return to face-to-face teaching after the lockdown. The previously problem-free student started running away from school, always after a conflict with someone from the neighborhood. The first incident occurred in the sorority, when the teacher, whom the student did not like, simply ran away after a vigorous response. This behavior has become repetitive. The first time he ran directly from a teacher, there was a physical attack where he scratched the teacher and broke her fingernails. Help came from a colleague from the next class, who restrained the student, but also suffered scratches and bruises. In one case, the student ran to a busy intersection, where the teacher chased him and injured her knee in the process. The most serious incident occurred when the pupil tried to run away, but the janitor already knew the situation and locked the front door, leading to the pupil banging and kicking the door.\n\nSituation (Anamnesis):\nThe student's problem has its roots in the family environment. His mother, a kindergarten teacher, is described as domineering, often complaining about school, criticizing teachers and finding fault. The student is the third child in the family to attend this school. After returning from the lockdown, he was the only family member who had to physically go to school while the others stayed at home. During the lesson, the pupil was defiant, worked ahead of time despite instructions in the mathematics he was good at, and fell behind in other subjects. In conflict situations in the classroom, he behaved aggressively and ran away, even if it was not a real conflict. His behavior negatively affected other students who were confused and tried to help the teacher.\n\nTeacher Intervention (Solution):\nWhen the student ran away, the teacher chased him while the assistant remained in the classroom. During an attempt to calm the student down, he was physically assaulted and cursed. The situation was reported to the director, who also suffered an injury. Everyone was injured and exhausted. After the student calmed down, it was necessary to immediately call the parents to the school, which happened often. The pupil's mother reacted to the situation with reproaches towards the school. The discussion with her was difficult and the school had no other options to solve the situation. Contacting a psychologist's crisis line was considered as a last resort. Finally, the mother was convinced to see a psychologist with the student, which they still do today.\n\nOutcome:\nThe problem with the student's behavior remained partially unresolved, mainly because of the mother's attitude. The school tried to cooperate and offered solutions, but the mother was not willing to cooperate. Despite this, it is positive that the family has started seeing a psychologist. The student is no longer in the class of the teacher who describes the situation, but according to information from the new class teacher, the student's behavior has improved. He still has problems in the family environment and doesn't always focus on his schoolwork, but he hasn't run away yet. Recently, the whole class participated in an outdoor school, where the student was eventually taken because he behaved well.\n\nStudent Profile:\nAge/Year: 2. třída\nHobbies: Počítačové hry, kočky, cvičení  posilování)\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Physical intervention, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "88", "student_age_year": "2. třída", "student_hobbies": "Počítačové hry, kočky, cvičení  posilování)", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Učitelství pro první stupeň ZŠ", "teacher_practice_years": "24", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1483", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the first grade, as a special pedagogue, I received a boy with Asperger's syndrome who was not socially integrated and had significant problems with it. He had problems with concentration, he didn't know how to work, how to prepare things for class, how to work with a textbook and a worksheet, how to behave. Sometimes he had such outbursts of aggression towards himself and displays of anger where he would tear things and not control himself.\n\nSituation (Anamnesis):\nA first grader with Asperger syndrome, dyscalculia and dysgraphia. So he was weaker in mathematics and Czech (threes), but in the area that interests him (for example, natural history) he was very above average (ones). Frequent bouts of aggression and anger in classes.\n\nTeacher Intervention (Solution):\nThe student often suffered bouts of aggression and anger towards himself, when during the lesson he was able to tear up the worksheet he had just been given. That's why I always print a few extra sheets to be ready to give him a new one as soon as he calms down. We gradually taught him how to treat textbooks and other aids. I tried to teach him the good way, in the way that I tried to explain everything to him calmly. No rough and tough hits. It went very well. As for inclusion in the collective, the other children respected him and tried to help him with everything he needed help with.\n\nOutcome:\nEverything went very well. The parents also worked at home with the boy, so things went well. Now the boy is in second grade and doing well.\n\nStudent Profile:\nAge/Year: 1. třída, 6 let\nHobbies: přírodní vědy, četba\nDiagnoses: Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Selfdestructive behaviour\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1483", "student_age_year": "1. třída, 6 let", "student_hobbies": "přírodní vědy, četba", "student_diagnoses": "Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie", "student_disorders": "Agrese", "teacher_approbation": "Vysokoškolské – Mgr. - speciální pedagogika, vzdělávání pro 1. stupeň ZŠ", "teacher_practice_years": "26 let", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/331", "content": "TEACHING CASE STUDY\n\nBackground:\nIn 2020, a student failed my class (then 7th grade). Due to the epidemic, we met and communicated with all the students mainly online, and I knew from the beginning that it would not be good. The student did not participate in the conversations, he was noticeably not paying attention, and it was very difficult to integrate him into the team via the computer. The worst thing we dealt with during the year was when the student did not hand in the assignment and an email was sent home saying that the son did not complete the assignment. The next day, the parents called the school and accused me of neglecting the son and the student and deliberately not sending the assignment to the school's information system. Of course, I immediately showed the director that the student was also in the list of submitted assignments. After calling the school's IT technician, who gave an insight into the actions performed on the student's account, it became clear what exactly happened. Delivery of input at 8:40, view 9:20 and 9:20:48 file moved to trash. The parents stood behind the student the whole time and blamed me. Apparently they have no idea what kind of child they really have at home. Now that we are back at school, I put the student in the back bench, because first of all he is the tallest in the class, but mainly so that he does not drag the rest of the class down with him, even those sitting together. So we'll see what happens next, next week we have a session with problem pupils.\n\nSituation (Anamnesis):\nThe student comes from a complete family, his grades were never excellent, but his behavior was not significantly bad. But that has changed drastically recently, he starts lying, making things up, retorting to his teachers. However, the parents do not solve the situation in any way, the student does not appear to them to be problematic.\n\nTeacher Intervention (Solution):\nIn the introductory Czech language lesson of the 8th grade, work is being done on worksheets. The student is rocking in his chair, not paying attention and has not filled in a single answer. The teacher asks the student: 'And you don't work? You've been sitting here with your hands folded across your chest for an hour, you don't mind not knowing anything?' The student replied: 'It doesn't matter, I won't need it in my life.' Teacher: 'But you have to at least learn something, so that something can be made of you.' Student: 'I'll go to the butcher.' Teacher: 'Okay, but you'll have to be careful at school too, so you don't cut all your fingers, no.' The student just laughs.\n\nOutcome:\nAfter the lesson, the teacher called the student into the office and warned him that he had to start doing something if he wanted to finish primary school at all and become a butcher, that in secondary school no one would lead him by the hand anymore and it would be up to him. However, the student with an amused expression just shook his head at these words, it's hard to tell if he took anything from them to heart, or if they just went in one ear and out the other.\n\nStudent Profile:\nAge/Year: 15 let, 8.ročník ZŠ\nHobbies: Dříve sportovní basketbalový kroužek, nyní žádné\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "331", "student_age_year": "15 let, 8.ročník ZŠ", "student_hobbies": "Dříve sportovní basketbalový kroužek, nyní žádné", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Magisterský titul z oborů Český jazyk a Občanská výchova pro druhý stupeň ZŠ", "teacher_practice_years": "27", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1239", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation repeats itself during my work hours. When students work with different materials and create products that require concentration, patience, and students have to work according to pre-given instructions. If it is possible for the students to work according to their own imagination or their own model, which they create themselves, everything is fine. But if, for example, I assigned work with modeling clay, when they had to model a specific thing according to a template or we made 'recyclers' from waste material, such as toilet paper rolls, PET bottles, foil and the like, which the class had to present on Earth Day, so the problem arises. The boy consistently refuses to work on the assigned task and deliberately destroys other classmates' products. It also often happens to me that instead of the assigned task, the boy either does not hand in anything or his creation is something else entirely. Mostly it has some 'morbid or sexual' subtext.\n\nSituation (Anamnesis):\nThe boy is only diagnosed with ADHD, the parents refuse any further examination, as well as any psychological help offered by the school or any examination in a pedagogical-psychological consultancy. In other subjects, it manifests itself in inattention, failure to complete assigned tasks, and disrespect for authority. The boy lives in foster care.\n\nTeacher Intervention (Solution):\nThe boy consistently refuses to work on the assigned task and deliberately destroys other classmates' products. All the pupils were successful in their creations, and one girl even modeled an exact copy of the given model. When I praised the students for a job well done. The boy suddenly cried out and with a 'Huronian laugh' he ran towards the displayed products with incredible speed that could not be stopped and threw most of them to the ground. Unfortunately, many of them did not survive the boy's typhoon and were destroyed when they fell to the ground. The children were greatly derailed by the boy's act, including me. I'm on the whole, you could say a calm teacher, but at that moment the blood rushed to my head, I shouted at the boy that he was stupid and wanted to slap him. But at the last moment I stopped and returned my outstretched hand back to my body. I realized that 'getting angry means destroying your health because of other people's stupidity' and the teacher must maintain 'decorum' in every situation. But the given situation really turned me off.\n\nOutcome:\nAfter repeated incidents, I called the boy to my office accompanied by an assistant. Which is with another child, but he moves around the class more often than I do and often has a better insight into what is going on behind the scenes of the class. We talked about the whole situation in class, what happened. What could have caused such a reaction in him that he was able to destroy the products of others. That there are things that a person does for pleasure and what would make him happy, what he would like to create. The boy said he would prefer to create a working gallows. He did not want to answer any other questions. My assistant and I were amazed and in the next hour of work activities I included the production of a historical model of the city in connection with local history. Since our city had a feudal right in the Middle Ages, we created models of the town hall, the church, and finally the gallows itself. In class, we explained to each other what capital law actually means, and that in ancient times many criminals, thieves and murderers ended up on the gallows. I intended for the boy to realize that the way he behaves in class can lead to bad ends. I have been working in education for 25 years, but during my time in education I have never encountered similar behavior in a regular school. I think that the inclusion that took place recently in our education system was not very happy for many students, including teachers. There are students who require very individual care and access, and unfortunately, despite the number of assistants in schools, we cannot provide them in regular schools. Unfortunately, I don't know how to do it in that case and I consider it my pedagogical failure.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník ZŠ\nHobbies: Sport, bojová umění\nDiagnoses: ADHD\nDisorders: ADHD,Podvody,Lhaní,Neuznávání pravidel,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Violation of classroom/school rules\nSolutions Applied: Physical intervention, Disrespectful communication, Support, Interview\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1239", "student_age_year": "11 let, 5. ročník ZŠ", "student_hobbies": "Sport, bojová umění", "student_diagnoses": "ADHD", "student_disorders": "ADHD,Podvody,Lhaní,Neuznávání pravidel,Ničení majetku", "teacher_approbation": "Mgr., učitelství občanské výchovy, přírodopis, pracovní činnosti, výtvarná výchova", "teacher_practice_years": "25", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/467", "content": "TEACHING CASE STUDY\n\nBackground:\nI was in charge of the corridor that day. The student was arguing with a classmate there, and the dispute slowly turned into shouting. I went to intervene and asked the girls to calm down. But the student snapped at me: \"You have nothing to order me around!\n\nSituation (Anamnesis):\nŽačka is very dominant in her group of friends and in most cases has the main say. She is taught that they give way to her in the family. Cases like this happen quite often.\n\nTeacher Intervention (Solution):\nAt first I was taken aback by the situation, but I quickly recovered and tried to forcefully remind the student who was the teacher and who was the student. \"I have something to tell you. You are in school, I teach you and I have responsibility for you.\n\nOutcome:\nŽačka quickly remembered after my strong reminder. She calmed down and we were able to have a normal dialogue. We settled the dispute and the girls went their separate ways. However, it had no effect in the long run.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: -\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "467", "student_age_year": "6 let, 1. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Manipulace", "teacher_approbation": "VŠ, učitelství pro 1. stupeň", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/122", "content": "TEACHING CASE STUDY\n\nBackground:\nknew in advance that this class was going to be a disaster, but I didn't know how big it would be. The end of the secondary school was approaching and I was carrying the corrected half-term papers to the freshmen. It was the decisive mark, for closing the marks. The student never coped well when he got a bad grade (4 or 5), and when I gave him a red 5 for the final paper, I expected a negative reaction. The class started like any other, registration in the classroom and then giving out tests. I usually ask someone to pass it out, but I didn't want the student to vent his anger on his classmates. I was about halfway through the pupil's test. When I gave him the test, he started sobbing. 'How like in five?!' he shouted 'Do you know how long it took me to study for this?! But that means I have to make repairs, again! No it does not!' I heard him, but because I knew he wouldn't be happy with his result, I lightly ignored his speech. And suddenly it happened! Out of nowhere, a terrible blow, the student threw the bench in front of him in a huge sense of injustice. All the girls screamed. He just flipped her over. Today I realize that it was wrong, but I blurted out immediately: 'Are you normal?' And my second thought was: Thank God he's sitting in the first pew and didn't hurt anyone. I realized the inadequacy of my question. I placed the remaining papers on the desk and in front of me and slowly walked over to the student. 'Student, try to inhale deeply and exhale slowly.' I walked slowly towards him and when he looked at me I was really scared. His face was all red, his lips were crooked and he was barely breathing. I went closer and he repeated: 'Breathe slowly..'. There was only anger in his eyes.\n\nSituation (Anamnesis):\nThe student is unfocused, most of the time he is not mentally present. Almost all items go through with 'scraped ears'. He is smaller than other boys, even some girls, which is probably why he goes to the gym - he compensates for his smaller height with muscle mass.\n\nTeacher Intervention (Solution):\nasked the pupil in the other desk to run for the gym teacher, who was also the guidance counselor. He trusts the student, they have individual meetings once a week to manage stress. I went to the student and tried to explain to him that the world is not falling apart. He immediately replied: 'How do they not crash? Do you have any idea what the hell this is?' 'I understand you're upset, but we can still try to work it out.' I tried to speak as calmly as possible, but I could hear my voice shaking. 'And how? The holidays are coming soon! And I won't have a closed year again?' 'You're right, but we'll sign you up for commission exams and you'll finish your math.' 'Like in the summer? I'm not going anywhere again, mother will want me to study...' During this sentence, the gym teacher came. I was immediately calmer when there were two of us. 'Hey student, what's going on here?' asks the gymnast. 'Everything's fucked up, that's what's going on here!' 'But, but young man, what were we saying about those expressions. Vulgarisms will not help us in any way.' 'Fine, sorry.' It could be seen that when the gym teacher came, the student calmed down significantly. The student collapsed on the chair, which, unlike the bench, was standing. The gym teacher offered to talk about it in his office. Of course, I released the student from the rest of the lesson (or from the last 5 minutes) and believed that the gym teacher would handle it all. After all, they work together some Friday.\n\nOutcome:\nreally didn't know what to do. I was expecting an exaggerated reaction, but it didn't really occur to me that furniture would fly. 'Fortunately' this was such a big deal that we finally convinced the pupil's mother that the boy needed professional help. Since then, the student regularly attends the PPP, where he visits a psychologist who does various stress management exercises with him. We also agreed with the pedagogic council that it would be appropriate for pupils to 'create' tutoring groups after school, specifically for 'problematic' subjects - M, ČJ, ANJ etc.\n\nStudent Profile:\nAge/Year: 17 let, 1. roč.\nHobbies: Videohry, skateboard apod.\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Disrespectful communication, Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "122", "student_age_year": "17 let, 1. roč.", "student_hobbies": "Videohry, skateboard apod.", "student_diagnoses": "", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "", "teacher_practice_years": "Přes 20 let", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1096", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom the given situation occurred was often disruptive in the Czech language or civics class. Among his typical problem behaviors were yelling around the class, making very inappropriate comments, or getting up from his seat during class. It was a fourteen-year-old student in the seventh grade - he failed both the first and second grade. However, the forfeiture was not about lack of knowledge, but about behavior.\n\nSituation (Anamnesis):\nThe environment in which the student lived and grew up was not one of the best - he never knew his father and his mother did not take care of him. The Czech Social Security Administration was also contacted several times in order to check the student's background, or rather his mother. The pupil's diagnosis was confirmed - dysorthography in combination with a non-specific spelling disorder and significant educational difficulties, so he had an IEP (individual education plan) set by the pedagogical consultancy and a PO (plan of support measures) was determined, which was mainly intended to help us, the teachers, with access to to the pupil. He also received one hour a week of special pedagogical care from the educational counseling center, which I was in charge of. Pedagogical care always took place from seven in the morning. He attended regularly in the sixth grade, but after that his interest waned, which led to the cancellation of classes.\n\nTeacher Intervention (Solution):\nIf we were to talk about the student's performance, it was below average. He regularly received A's in mathematics and languages, and often did not even appear for the resit exam at the end of the year. It was mainly about the pupil's lack of interest in teaching. However, if the topic or the teacher interested him, he was able to improve his grades. There have been countless incidents with the pupil, one of the most serious happened during a break. The class was already waiting in the corridor for the next lesson, when the student suddenly took out the hairspray and lit the 'cloud' with a lighter. He burned a tiny piece of a classmate's hair. The second incident took place in a cinema where filming is prohibited. However, it was discovered that the pupil had documented the entire film, which could have led to a report to the police. The whole matter was resolved with the director, the cinema and the police.\n\nOutcome:\nThe conflict, which I already had to solve, was no longer life-threatening. This was my first lesson with the class the student attended. I was warned in advance about his problematic behavior during classes, but I didn't know how to approach him, none of the teachers gave me advice. At first I yelled at him a few times to shut up, which had the opposite effect - his behavior got worse. When I couldn't even continue explaining the material because of his behavior, my cup of patience overflowed. I started yelling at him, which he didn't like, and he returned it with the same coin. I didn't know what to do anymore, so I kicked him out of the classroom and left him to cool off in the hallway. Unfortunately, I only found out later that this is not the way to deal with a student - his behavior was the same at that moment and the next day.\n\nStudent Profile:\nAge/Year: 14 let, 7. ročník.\nHobbies: Žádný, později fotbal – nijak se v chování neprojevilo.\nDiagnoses: Dysortografie,Poruchy učení,Problém s prací ve skupině\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1096", "student_age_year": "14 let, 7. ročník.", "student_hobbies": "Žádný, později fotbal – nijak se v chování neprojevilo.", "student_diagnoses": "Dysortografie,Poruchy učení,Problém s prací ve skupině", "student_disorders": "", "teacher_approbation": "Bakalářský titul  – český jazyk a občanská výchova", "teacher_practice_years": "4, 5 roku", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe family from the village had their two children and at the same time adopted two more children. One of the adopted children was blind and the other child they adopted was both blind and deaf. The student was exceptional in his family in terms of knowledge, but in ours he was very below average. In my opinion, his parents were mainly to blame for the given situation, as they did not have time to pay attention to the student and discuss the subject with him at home. The student in question did not master the subject. He couldn't concentrate. However, it wasn't just that he didn't understand the subject matter, no one studied with him at home and we were mean to him. We wanted to help him and discuss the curriculum with him and help him manage what he has, but he didn't want to. From his side, it was very clear that he was not interested in studying and was not even trying to do anything himself to keep himself in school. He didn't mind getting bad grades, he didn't care. He was problematic in this regard from the first year, when he entered the gymnasium, but everything culminated in the fourth year, when he really couldn't be helped.\n\nSituation (Anamnesis):\nThe student was an introvert, he went to school downright dirty and smelly, so you could see that he was very neglected, below average in his class, quiet, not trying, without any interests, in short, he didn't want to do anything and didn't enjoy anything. He really stood out in class because of his 'knowledge'. His class was very clever, hard-working and problem-free.\n\nTeacher Intervention (Solution):\nOf course, several teachers had a problem with the student in question, in fact all of them who taught him. First, I talked to the student myself, but of course it didn't lead anywhere. After that, I contacted the parents to see if they could come to the school, that I would like to talk to them. By the way, in the entire 4 years that their son studied at the gymnasium, they were at school for class meetings about 2 times. However, the parents did not communicate at all. The agreement between the parents and the school has totally failed.\n\nOutcome:\nWe had to constantly nag the parents because we had to solve the pupil's disadvantage and the whole situation. However, they still did not want to arrive, nor to solve the situation in any way. After a few weeks, they only called to say that they were taking their son home and deregistering him from our grammar school. So the situation ended with him being taken out of school.\n\nStudent Profile:\nAge/Year: Kvarta, 15 let\nHobbies: Žádné zájmy\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1131", "student_age_year": "Kvarta, 15 let", "student_hobbies": "Žádné zájmy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Ch, M", "teacher_practice_years": "34", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1295", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a student in the 7th grade and she also started having problems during online classes. She didn't contact us for about 14 days until those hours. She was a student who transferred to us from another school in the 6th grade and applied to the language gymnasium in the 7th grade. But she didn't get the hang of it, and in combination with the online teaching, she completely lost it. She lost her self-confidence and motivation to learn, and her grades dropped dramatically. She had big problems with math because she couldn't keep up with the connections. We also discussed it with the mother and the pupil, then we discussed with the educational committee. The student kept promising that she would improve, that she would handle it. So somehow we made it to the end of the 7th year, but there was a terrible drop in the results. Well, in the 8th grade she started to have mental problems, she couldn't participate in the team and her attendance started to drop. Her friends changed their relationship with her, because as she was not involved, they simply separated.\n\nSituation (Anamnesis):\nStudent in the 7th year of elementary school, rather introverted, shy, quiet, group of a few friends, raised only by her mother, above average academic results, application for gymnasium.\n\nTeacher Intervention (Solution):\nWe constantly pressed the mother and emphasized the importance and seriousness of the problem. The mother and daughter visited the doctor and managed to get back together in terms of health. But she had some problems, so she was exempted from physical education. Due to high absenteeism, she did several delayed classifications in the first half of the 8th grade, and by the end of the 8th grade she had settled in nicely, she tried to finish all the tasks we assigned her on time. It was also a big shift that she started communicating with teachers about when she needed help with the material or to finish some of the assignments.\n\nOutcome:\nThe student is now in the 9th grade, her attendance is very good and her grades have improved a lot. She got used to the fact that when she has a problem with something, she has to come to the teacher and solve it. We are still in close contact with the mother, when, for example, the daughter says that she is going to the doctor, we verify it with the mother and do not believe only the girl. It always has to be in writing, so the mother always at least sends a text message. He also continues to visit the educational counselor and the school psychologist, in the form of such checks and we monitor whether everything is in order. I also always look during the break and see if she is involved in the team, if she is talking to someone and so on.\n\nStudent Profile:\nAge/Year: 13. let; 7. ročník ZŠ\nHobbies: Čtení, kreslení\nDisorders: Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Attendance problems\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1295", "student_age_year": "13. let; 7. ročník ZŠ", "student_hobbies": "Čtení, kreslení", "student_diagnoses": "", "student_disorders": "Psychické problémy", "teacher_approbation": "Titul Mgr.; občanská výchova, tělesná výchova, výchovné poradenství", "teacher_practice_years": "31", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/861", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation began when I witnessed the problematic behavior of a girl in the eighth grade. This situation lasted for almost three quarters of a year and in the end we did not manage to resolve it. The girl was part of a smaller class of around 25 children, and she was not the only one with problems. There was a group of three girls in the class who stuck together and she was one of them. Her behavior was fine until puberty hit and hormones began to affect her behavior. At that time, her parents, who were divorced or never married, did not behave properly. The girl lived with her father and grandmother, while her mother was not interested in her and did not communicate with her at all. In the seventh grade, the girl learned that her mother lives in Slovakia, has a new family and two small children with a new partner. This information, along with puberty, led to her becoming unmanageable. The grandmother tried to guide the girl, but she became her enemy. The girl ran away from home, did not respond to instructions at school and did what she wanted. For example, when she was tired, she would simply lie down on the bench and sleep, or she would read out loud to the whole class regardless of the teacher's reprimands.\n\nSituation (Anamnesis):\nAs part of the solution, we tried to write an individual educational plan, but the girl did not go to the evaluation and made it clear in her words that she was not interested. She was unhappy and her reaction was to cause problems for everyone around her. She felt bad and tried to make others feel bad too.\n\nTeacher Intervention (Solution):\nIn the end, she was placed in a diagnostic institute, where she first commuted and later slept there. However, she ran away from there as well, and we saw her several times at the train station after school. The grandmother did not want the girl to be in an institution, but social services took over the case from the school and ordered her stay in the institution. The girl spent the last quarter of the eighth grade there without the possibility of going out, because she did not return after the weekends.\n\nOutcome:\nThe school tried to solve the situation, but neither the individual educational plan nor the reduced behavior grade did. In the end, the social service had to intervene, which has more powers, including working with the family, which the school cannot. The girl should now be in her third year of high school, but she no longer reports to us. Although we have met several times, he does not want to talk to us anymore. This case shows that the school has limited options and without the cooperation of the family and the will of the child, solving problems is very difficult.\n\nStudent Profile:\nAge/Year: 8. třída ZŠ\nHobbies: Šikovná\nDisorders: Lhaní,Podvody,Záškoláctví,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "861", "student_age_year": "8. třída ZŠ", "student_hobbies": "Šikovná", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Záškoláctví,Ničení majetku", "teacher_approbation": "Mgr. Matematika, Fyzika", "teacher_practice_years": "29", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1460", "content": "TEACHING CASE STUDY\n\nBackground:\nThe end of the school year was approaching, I was then a class teacher in the 9th grade. At the end of April, a colleague came to me asking if I had noticed any unusual behavior in the student. It was an alleged disturbance in class. Nothing like this happened in my classes before. Asking about the student's behavior, I gradually went around the other colleagues to find out if it happens in other classes as well. A few of them told me they noticed this behavior too. So I started to pay more attention to the student. After about a week, the student started to disturb my lessons as well, he stopped completing the assigned tasks. For example, it was always enough to call him by name and he stopped this behavior and worked in an exemplary manner for the rest of the class. Once in my class, even after being reprimanded, the problematic behavior continued.\n\nSituation (Anamnesis):\nShe was a ninth-grade student who, throughout her studies at the 2nd level, was among the talented and interested in education. She regularly participated in school events and competitions across subjects. She was rather quiet and very honest in class. She was talkative among her friends, but she didn't have many. During the period when her disruptive behavior was being addressed, she also had a few changes in her appearance. She cut and dyed her hair and changed her dressing style.\n\nTeacher Intervention (Solution):\nAt first, I began to pay close attention to all the unusual behavior. For more information, I really bypassed most of the teachers who taught the student. Thanks to this, I had the opportunity to notice specific manifestations better. Since it was always enough to reprimand the student once and his disruptive behavior only lasted for a short time, there was no reason to deal with it further. However, after about 2 weeks, the situation still did not improve and he even repeatedly interrupted the English class I was teaching. I warned him twice, the third time I didn't respond. It seemed to me that he was somewhat confused by this reaction. When the class ended, I asked him to come to my office for a while after lunch. I deliberately chose a time when no other teacher was in the office and the interview could be confidential. The student admitted that his behavior was caused by the fact that he liked a classmate and he wanted to impress her. Allegedly, she didn't pay attention to him as much as he would have liked and that's why he tried it by disruptive behavior in class, because when the teacher warned him, the classmate turned to him and noticed him. I listened to the student, consoled him, and together we came to the conclusion that interrupting is not a suitable method to interest a classmate.\n\nOutcome:\nThis resolved all unwanted behavior and did not reoccur.\n\nStudent Profile:\nAge/Year: 15, 9. třída\nHobbies: Fotografování, hra na housle\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1460", "student_age_year": "15, 9. třída", "student_hobbies": "Fotografování, hra na housle", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, NJ", "teacher_practice_years": "9", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1127", "content": "TEACHING CASE STUDY\n\nBackground:\nEven before the beginning of the year, I was less afraid of the arrival of a student who comes from abroad. When I talked to his kindergarten teachers, they said that he is smart, can learn everything, and will soon catch up with the other children in everything. Since the boy comes from Ukraine, I also had to prepare a little, I learned a few basic words in Ukrainian to make his arrival at the Czech school at least a little easier. But I was in for a big shock on the first of September, the boy came to school, he didn't have any aids, even though his family received a list of aids, but most of all he didn't know a word of Czech. However, I still tried to integrate the student among other students. But since Honza did not understand anything, he began to annoy and distract the other pupils; beating them, he still just wanted to play, dropping things on the ground. I had to start solving this situation, because it was 1st grade, which is very important for children and it is a big leap in life for them.\n\nSituation (Anamnesis):\nThe student is 6 years old, so he is younger than most of the children in the class, he is perceptive, but I see symptoms of ADHD in him. Other children in the class try to do what I tell them and what they have, they are receptive and want to learn new things.\n\nTeacher Intervention (Solution):\nwasn't sure how to solve this problem, teaching a foreigner who doesn't know a word of Czech, I've never met in my career. I didn't want the boy to disturb and harass the other children, the children tried to help him themselves, but the boy didn't even listen to them and refused to help, preferring instead to throw the children's case off the table. I started to solve the problem in more depth, I called the nurse at the school, with whom he lives, I tried to explain to her that the student must also be taught Czech at home. The next day, the student brought a cell phone to school, I read in the diary that he said he had it on a translator so he could communicate with the class, of course it didn't help, and the student played games on this phone the whole lesson. That's why I decided that it can't go on like this, I met with our school counselor and the headmistress of our school and introduced them to this problem, we agreed that the student must go back to kindergarten because he is not yet mature enough , both mentally and in age, to come to our school. So I called the kindergarten from which he came to our school, but there they told me that they did not want the student back, because just as he misbehaved at school, he also misbehaved in kindergarten. That's why I called other kindergartens in our immediate vicinity, they told me the same thing, that they can't work with a child who doesn't speak Czech.\n\nOutcome:\nIt follows that the situation was not resolved in any way, the student was not wanted anywhere, so he stayed at our school. He continues to distract the children and the language barrier is not getting too thin, but his sister is interested in his education and therefore signed him up for a Czech language course for children, so we'll see if this will improve the situation at least a little. I think that I tried to solve this problem correctly, as I should, but the result was not satisfactory and I am still not satisfied with it to this day, even though I actually feel sorry for the student.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída ZŠ\nHobbies: Zájmy žáka nejsou učitelce známy\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1127", "student_age_year": "6 let, 1. třída ZŠ", "student_hobbies": "Zájmy žáka nejsou učitelce známy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "32 let", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1230", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I distributed English language school textbooks. The children had a week to ask their parents to wrap their textbooks at home. Parents and children were used to this situation and knew it from previous grades and from other subjects. In the second lesson, half of the children were wrapped, and in the third, all the children except for one pupil.\n\nSituation (Anamnesis):\nThe student is popular in his class. He often shouts during class and has no shortage of funny remarks to make the class laugh. He sits with his friend who supports him in his pranks and often joins him.\n\nTeacher Intervention (Solution):\nWhen even at the end of the second week of classes, the student did not have his textbook wrapped, I threatened him that he would not participate in games in my classes until he wrapped his textbook. The class also included a classical game at the end of the lesson, which the student did not participate in. The student did not show any defiance throughout the game and accepted the whole situation calmly. He was sitting on a bench and reading from a textbook for a while. When he was attracted by the activity of children playing, he looked on with a smile and commented on funny situations. The punishment didn't even move him and he didn't show any outward emotion. This type of punishment was not effective at all, and the student brought an unwrapped textbook to the next lesson. I lost my temper and reprimanded the student out loud: \"I really don't like this anymore.\" You were clearly given the task, like the others, to cover the textbook. Then at the end of the year, I won't be looking at that dirty, shabby book with donkey's horns. That book is not yours. After you, other children will have it next year. You wouldn't like it either if you got an ugly book at the beginning of the year. If you don't wrap it in the next hour, I'll wrap it in newspaper for you!\n\nOutcome:\nBy the next lesson, the student brought a wrapped textbook. In retrospect, I wondered why the threat of wrapping it in newspaper had worked. At first I thought it was because he was ashamed of such a textbook. But the student didn't care much about how his things looked. But now that I say it out loud, it occurs to me that it didn't have to be a threat with the newspaper, but because I explained to him why he had to do the given thing. I don't know how it was with the student in the next lessons and in the next year, so I can't say whether this situation with the unwrapped textbook was repeated with other teachers.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Rušení výuky,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Disrespectful communication, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1230", "student_age_year": "10 let, 5. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Rušení výuky,Potřeba pozornosti", "teacher_approbation": "Mgr. Anglický jazyk", "teacher_practice_years": "16", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/734", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not participate in classes, refused to complete assignments and participate in group work. He often left class to go to the bathroom and did not return for the rest of the class. He did not enjoy the classes and had no motivation to learn new things. He did not disturb others, but refused to participate in any project.\n\nSituation (Anamnesis):\nThe student is able to devote a lot of work, effort and attention to the work he enjoys. He likes to restore antique clocks and has been doing it for a long time and excels at it. It is his only and strongest hobby. Not a single subject is devoted to his interests, and for that reason he has no need or motivation to participate in class activities. His classmates had no influence on his situation.\n\nTeacher Intervention (Solution):\nThe guide always treated the student in a respectful way and gave him possible teaching alternatives that would be fun for him and integrate him into the group. The student repeatedly rejected or accepted alternatives and then did not perform the agreed work. He repeatedly made excuses and invented reasons why he couldn't participate in classes or why he didn't complete assigned tasks.\n\nOutcome:\nNo change took place. The student continues to have individual conversations with guides and repeatedly does not participate in teaching and learning.\n\nStudent Profile:\nAge/Year: 12\nHobbies: Restaurovaní starožitných hodin. Podrobný popis\nDiagnoses: PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus,Dětský autismus,Autismus,Lehká forma autismu,Náběh na Aspergerův syndrom\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "734", "student_age_year": "12", "student_hobbies": "Restaurovaní starožitných hodin. Podrobný popis", "student_diagnoses": "PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus,Dětský autismus,Autismus,Lehká forma autismu,Náběh na Aspergerův syndrom", "student_disorders": "Lhaní", "teacher_approbation": "Mgr", "teacher_practice_years": "6. rok", "problems_annotated": "Lying and cheating, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1252", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation developed right from the beginning of the lesson, when his only intention was to disrupt the lesson. His classmates supported him in this and helped his game to continue until the end of the lesson. One of them always started something and another developed it, so that the teaching was constantly interrupted by their inputs.\n\nSituation (Anamnesis):\nThe students were cool and fairly bright, but they thought they were better than they really were and showed it by making arrogant remarks.\n\nTeacher Intervention (Solution):\nCommunication with them mostly took place after class in the form of arrangements and recommendations, but in most cases it failed.\n\nOutcome:\nThe arrangement worked for a while, but then it slipped back into the same mode, maybe after a month. It worked for a month and then it needed to be worked on because they weren't able to keep the agreement.\n\nStudent Profile:\nAge/Year: 17 let, septima (3. ročník SŠ a 7. ročník osmiletého gymnázia)\nHobbies: počítačové hry\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1252", "student_age_year": "17 let, septima (3. ročník SŠ a 7. ročník osmiletého gymnázia)", "student_hobbies": "počítačové hry", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Mgr., Anglický jazyk a Hudební výchova", "teacher_practice_years": "17", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/268", "content": "TEACHING CASE STUDY\n\nBackground:\njoined the class as a crowd for a sick colleague. At this time, I was already receiving an old-age pension and helped out at school as needed. I didn't know the children more or less, I was only made aware of pupils with SEN. From the beginning, one student had a negative attitude towards me, he did not pay attention to any of my instructions, he ignored the work instructions. This pupil is with the third level of support measure, but the support measure was not granted to him, it was granted to another pupil. In physical education class, there was a conflict between a pupil with an approved support measure and this pupil. The one with the granted measure pushed the other. He got angry, started screaming, flailing his arms and legs around him and kicking me as well. Although I was informed that the student reacts negatively to a raised voice and reprimand, I could not help myself and after a whole day of reprimanding, I started shouting at him. At that moment he turned and ran to the other end of the gym. There he got up and refused to continue communicating with me, refused to return to the classroom, his head was down. Since there were other students in the gym, the teacher's assistant took over the problematic student and I led the other students back to the classroom. After about 60 minutes, the teaching assistant brought the problematic pupil to the classroom, after entering the classroom the pupil hid under the desk and refused to climb out. I phoned the student's mother and informed her about the situation. During the conversation with the mother, the mother offered me literature dealing with ADHD and SVP, which describes the problems of those children. I angrily told her that I didn't need any books and that her son had no business in this school. After that, my mother refused to talk to me any further and went to solve the situation with the school principal.\n\nSituation (Anamnesis):\nThere are a total of 16 pupils in the class, a teacher's assistant works in it. In the class, there are four students with third-level support measures (2 students with behavioral disorders, 1 student with learning disabilities, 1 female student with a mild cerebral disability) and three students with second-level (specific learning disabilities).\n\nTeacher Intervention (Solution):\nThe incriminated situation arose during a physical education lesson and its resolution took place in the following two lessons. During a physical education lesson, student J. pushed another student, who got angry and started waving his arms and legs around. At that moment I came to them and tried to find out what happened. In the following interview, the teacher is denoted by the letter 'U', the pupils by the letters 'A' and 'J', the teacher's assistant by 'B'. U: 'What happened baby?' A: 'J. he pushed me.' J: 'But by mistake, I didn't want to.' A: 'That's not true, you keep pushing me.' J: 'But it was really a mistake, I really didn't want to.' U: 'So can you tell me who started it?' The other children shouted at this and rather supported the version of pupil J., which upset pupil A. When I turned to pupil A. saying that perhaps not much had happened, he kicked me. U: 'You're not serious, what are you doing? I'm calling my parents right now.' A. ran to the other side of the gym. U: 'Come back immediately. didn't you hear me I'm telling you, go back!' A. squatted in the corner of the gym and stared at the wall and did not react. U: 'A., come back. How many times do I have to repeat that to you?' The next few minutes passed in a similar vein. A. did not respond to any instructions, so I handed him over to B. and went to class with the other children. After about an hour, B. and pupil A. came to class. I greeted him with the words: U: 'Well, have you calmed down? Please sit down and finish writing the notes from the board.' At this moment, pupil A. hid under the bench and refused to climb out. U: 'A. get out now, do you think I'm only in charge of you?' B. tries to calm the situation. B.: 'A., come on, climb up and we'll look at it together. I'll help you with that.' B. tried several times to get A. to get out from under the bench, but he still did not respond. The end of the lesson was approaching, I took the other students to lunch and went to call the mother of student A.\n\nOutcome:\nThe mother immediately came to the school. A. curled up in his mother's arms, he did not communicate with his mother, he just let himself be behaved. I again described the situation to my mother. She constantly convinced me that A. was unable to respond adequately and recommended specialist literature. I answered her that after so many years of practice I don't need to study anything new. In my opinion, her son is ill-mannered, does not respect authority and cannot respond appropriately to conflicts with classmates. My mother and I could not find a common solution, and I passed the solution to the school principal. At the same time, I ended the group for an absent colleague, and I have no interest in returning to school as a teacher in the future either. I believe that I can't handle working with students with problems because I like order and order and these students are not able to respect my principles.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: není mi známo, třída jsem učila pouze krátkou dobu\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Violation of classroom/school rules\nSolutions Applied: Disrespectful communication, Transfer of student, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "268", "student_age_year": "10 let, 4. ročník", "student_hobbies": "není mi známo, třída jsem učila pouze krátkou dobu", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní", "teacher_approbation": "VŠ – Mgr., 1. stupeň", "teacher_practice_years": "37", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/306", "content": "TEACHING CASE STUDY\n\nBackground:\nIt repeats itself over and over again, right from the start. Questions like 'What's in it for me?' / 'What do I need it for?' / 'Why do I have to do this?' One would say that they are old enough to know that such questions are of no use to them. I was in sixth grade, the introductory class, I explain to them, as always at the beginning of the year, what they need for textbooks, notebooks, aids and how everything will work between us in general. The class is a little noisier and less orderly, but I've gotten used to the constant quieting down. It just doesn't freak me out anymore. In the almost constant noise, I tell them that they have four quarterly assignments this year. Last year they only had two, and that was always in the semester, because within the framework of distance education it would be an almost superhuman task to write one with them every quarter. Of course, this announcement of mine will be met with a wave of criticism from the whole class. At that moment it comes, the one student famous for this question in my subjects: ... I continue with my introductory lesson, I show them the thematic plan. 'Sometime around half term we'll get to functions - linear functions, powers, linear functions, exponentials, logarithmics... that'll be fun... Yes?' 'Teacher, may I ask?' 'Ask me.' 'I would like to know what we need this for, what we will use it for.'\n\nSituation (Anamnesis):\nThe student just keeps asking such stupid questions, it goes on and on. They all revolve around what a certain thing will do for him, or why he has to learn it. He has been like this since elementary school (6th year of primary school), he had such questions even then and it still hasn't left him. Otherwise, of course, he's not stupid, I don't understand his questions all the more. He is such an ordinary student, he mainly excels in these questions, but not so much in knowledge.\n\nTeacher Intervention (Solution):\nThe student asked the question: 'And why? What is it good for?' after so many years of practice, such a question no longer annoys me, but even so, I'm sick of it. I answer him: 'I thought you were old enough not to ask such stupid questions.' That got rid of him for a while, yes, just for a while. 'Sometime around half term we'll get to functions - linear functions, powers, linear functions, exponentials, logarithmics... that'll be fun... Yes?' 'Teacher, may I ask?' 'Ask me.' 'I would like to know what we need this for, what we will use it for.' 'Again? So you might not use it for anything, but your classmates who want to study mathematics definitely need it. Anyway, mathematics develops logical thinking, so at least it can be useful for you and I don't want to talk about it anymore, what's the point.'\n\nOutcome:\nHe didn't ask anything like that for the rest of the class, but I don't think he'll stop completely, I expect a question like that again next class. If only for the reason that this was not the first time and it is repeated almost regularly.\n\nStudent Profile:\nAge/Year: Sexta (druhý ročník SŠ), 16\nHobbies: neznámé\nDisorders: Neukázněnost,Nedbalost,Lenost\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "306", "student_age_year": "Sexta (druhý ročník SŠ), 16", "student_hobbies": "neznámé", "student_diagnoses": "", "student_disorders": "Neukázněnost,Nedbalost,Lenost", "teacher_approbation": "VŠ, Anglický jazyk a matematika", "teacher_practice_years": "17", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/118", "content": "TEACHING CASE STUDY\n\nBackground:\nFor a long time, I observe that students do not pay enough attention to the space around them. That's why I decided to focus a two-hour class in the second year of high school on just that, and I used the artistic period of Dadaism for it. First, I presented the basic information in the class, and then I gave them an art task - walk around the school and create Dadaist works from the school interior. For each one, the students then made a label with the name and duration of the exhibition, which they determined themselves.\n\nSituation (Anamnesis):\nStudents created various works, for example they put a chair on a machine and called it 'modern sitting', or they flipped the school bulletin board. However, one group of students took the task very seriously and risked their lives for it. She climbed onto the roof to place chairs in the open windows. It resulted in beautiful images and very high quality work, but when I learned what preceded the creation, I broke into a sweat. I realized that I did not sufficiently specify the defined space for work and also did not remind the principles of safety. Pupils are not problematic in the long term. They achieve above average results and are very creative. It can even be identified at first glance, because their hobby is, among other things, fashion. They are unmissable in the classroom and definitely stand out. However, they have no quarrel with anyone. The class as a whole works very well. When working together in my classes, they cooperate well and create very unique works.\n\nTeacher Intervention (Solution):\ndecided to tackle the problem separately from the rest of the group first. I explained to the students that although their work is good, it is not possible for them to go beyond the school rules and safety principles for it. The students looked understanding. We then presented the results together in class. I demonstrated safety principles on their pictures and explained to the team that such behavior must not be repeated. However, I take it as my failure, it was a really risky situation that might not have turned out well.\n\nOutcome:\nAfter the incident, we had a little laugh about it together and promised each other that we would all be more careful about not breaking the school rules and about our own safety in the next work. It's hard to say what time will bring, since it was our last hour, but I trust that nothing like this will happen again. However, the pictures are really good.\n\nStudent Profile:\nAge/Year: 2. ročník gymnázia\nHobbies: sport, móda\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "118", "student_age_year": "2. ročník gymnázia", "student_hobbies": "sport, móda", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "biologie, výtvarná tvorba pro střední školy", "teacher_practice_years": "osm let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1218", "content": "TEACHING CASE STUDY\n\nBackground:\nLast school year, I taught the first performance group in English. This group also included a pupil who was at a high level in English for his age. During the school year, the pupil took part in several competitions in the English language, where he always placed in the leading positions and represented the school in an exemplary manner. However, the problem with the student was that he repeatedly did not fulfill his obligations in the subject. He either did not complete assignments at all, or handed them in with a long delay. He also often did not complete the assigned work in class and instead engaged in other activities. I always pointed this out to the student and tried to convince him to work on what I asked him to do. The biggest problem occurred at the end of the school year, when the student learned that he would get a 2 on his report card and not a 1. He didn't understand my decision, he started talking to me and said he would tell his parents.\n\nSituation (Anamnesis):\nThe student is very gifted, but it is a problem for him to fulfill his obligations in the subject. He likes to play foreign computer games and there was never a problem with him in the class group.\n\nTeacher Intervention (Solution):\nAs soon as the student learned about his grade in the subject and expressed his disapproval, I tried to explain to him why I could not give him an A. The student did not agree and told his mother at home. She came to school and started yelling at me, how is it possible that her son, who wins competitions in the English language, does not have an A on his report card. I explained to the student's mother that even though the student is very good at English and represents the school in an exemplary manner, he cannot get a first because he received several bad grades for not completing the presentation, tasks and assigned work, and if I gave him a first then it would not be fair to other classmates who fulfill their obligations. Despite my explanation of the situation, the pupil's mother did not agree with his grade and demanded that her son be transferred to another group and accused me of sitting on her son. I told the mother that if she stands by her decision, I will go to the director and ask to transfer her son to another group. The headmistress complied with this request and the pupil was transferred to another group.\n\nOutcome:\nthink my choice of solution was correct. I tried to help the student all the time and remind him that he had to fulfill his duties. After he expressed his disagreement with his grade, I explained to him in detail the reasons for my decision. I did the same even when his mom came to complain. After the pupil was reassigned to another group, the situation unfortunately repeated itself and a colleague had to solve the same problem. The student's parents came up with the claim that the whole school was targeting their son and enrolled him in a new school, where he transferred.\n\nStudent Profile:\nAge/Year: 14 let, kvarta (osmileté gymnázium)\nHobbies: Videohry, seriály\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1218", "student_age_year": "14 let, kvarta (osmileté gymnázium)", "student_hobbies": "Videohry, seriály", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Aj a OV", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/674", "content": "TEACHING CASE STUDY\n\nBackground:\nMy name is and the above story happened when I worked as a teacher at a small village school in a small town. At that time, I already had almost 20 years of teaching experience behind me, so I was no novice, yet this is a story that deeply touched me and remained in my head even years later. It is the beginning of the school year and a new girl joins our class, who has just moved in with her family. I am her Czech language teacher and later I will also attend the drama club. It is the dramatic circle that will later play a key role in solving the problem. One day a girl comes to school, sits on a desk, and a classmate says: 'Jesus, she stinks, I won't sit next to her.' The girl starts to defend herself with vulgarisms. The verbal firefight escalates, I intervene with words and say in a raised voice: 'Stop it immediately, both of you, and I will separate the students one by one.' I intend to resolve the situation after the lesson, it is clear to me that we have to involve the whole class, because the children are starting to define themselves towards the new classmate, she is not pleasant to them, they do not understand her and it bothers them.\n\nSituation (Anamnesis):\nThe girl was adopted by her family about a year ago, around the time of her tenth birthday. However, the girl had already stayed with them in foster care. The adoptive family had three children of their own and many years of experience with seven children who were successively placed in foster care. The girl was their last child that they took in as foster parents, so they decided to adopt the girl and give her a real family. The girl was taken away from her mother due to abuse and insufficient care at a toddler age. He comes to a class that is nothing special, it is a classic class at a village elementary school, there are about 18 children in the class, and so far no pathological phenomena have been dealt with in this class. The girl comes to our school with the label of a child from a socially weak family, she is described as a troublemaker and a pathological liar with very poor grades (sufficient already in the first grade of elementary school). The class was being prepared for her arrival and the children tried to take her in from the very beginning. Unfortunately, right from the beginning, the girl gradually discouraged the children with her behavior and inventing things, exaggerating situations and lying, until it came to the point that the class began to single her out from the group.\n\nTeacher Intervention (Solution):\nAfter the lesson, I go to the principal's office, discuss the problem with the school principal, the class teacher and the guidance counselor. We decide to prepare a joint program for the class, in which we would use team building activities to work on the inclusion of the girl in the class. Next, the guidance counselor decides to talk to the class alone (without the girl) and explain to the children that her behavior is a reaction to situations that stem from her bad start in life and talk to them about feelings and reactions to questions like: 'How would you felt, if your parents left you, can you describe your feelings, which you would feel at that moment, etc.?'\n\nOutcome:\nmust say that in the end the situation was turned around and the class accepted the girl into their team and she integrated normally, but it was a long-term job that needed the support of the entire teaching staff, when some teachers had to be slightly ordered to cooperate, but in this case we they all really needed to pull together. A key role was played by the girl's attendance at the drama club, it was a group of about eight children, and in this environment the girl began to feel more relaxed, she was comfortable with a smaller group of children, she did activities that she enjoyed (singing and dancing) and thus gradually moderated and the disappearance of her exaggeration and fabrication, which set her apart from the class collective. Cooperation with her adoptive parents, who came to school regularly and were interested in her, also played a big role. The girl eventually completed primary school without any problems and also graduated from secondary school (healthcare). Today he lives with his family nearby.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník\nHobbies: dramatický kroužek \f2\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Verbal aggression, Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "674", "student_age_year": "11 let, 6. ročník", "student_hobbies": "dramatický kroužek \f2", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "ČJ, OBN (magisterský titul )", "teacher_practice_years": "27 let", "problems_annotated": "Lying and cheating, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/250", "content": "TEACHING CASE STUDY\n\nBackground:\nThe 9th-grade student, who comes from a family with problematic relationships - parents' divorce, mother's lack of interest in the child, frequent moves - has been very problematic since the 8th grade. She did not fulfill her school obligations and had a high number of unexcused absences. She did not participate in distance learning, only rarely was she in an online class. The student also ran away from home and the police had to intervene.\n\nSituation (Anamnesis):\nThe problematic student does not fulfill her school duties, lies and is not willing to disclose mandatory information to the school register, such as her mother's phone number or address of permanent residence.\n\nTeacher Intervention (Solution):\nThe effort of the school's prevention methodology to solve the situation was complicated. The mother could not be contacted because she provided a non-existent number and after checking the data from the father it was found that the address also did not exist. The parents were divorced and did not live together. The father was willing to communicate and provided the mother's phone number. After contacting the mother via mobile phone, it turned out that the mother was not willing to communicate and had blocked the school phone number. When inviting the student to a meeting at school, she lied about not remembering her mother's home address and phone number. She stated in the debate that she wants to become a prostitute in the future.\n\nOutcome:\nThe student was offered the 3rd level of behavior and risky behavior was reported to the social and legal protection of children. The problem only ended when the student left for secondary school.\n\nStudent Profile:\nHobbies: Žádné\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "250", "student_age_year": "", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "", "teacher_practice_years": "20 Absolvování relevantního kurzu či výcviku na zvládání problematických situací: Ano Název kurzu: Studium speciálních činností – ŠMP Deskriptivní údaje ke kazuistice ++ Věk a ročník žáka: 14 let, 8. ročník Pohlaví žáka: Žena Žák žije: Pouze s matkou Problémové chování se opakuje: Ne Poruchy chování: Ne Potvrzená diagnóza žáka: Ne Prospěch žáka: Nadprůměrný Zájmy žáka: Tanec, četba Použití postupu vycházejícího z nějakého konkrétního přístupu při řešení: Ne 1. Podrobný popis situace na úrovni chování Žákyně v průběhu školního roku začala hubnout a matka jí byla vzorem, protože pomocí upraveného jídelníčku se matce opravdu podařilo zhubnout a svou novou nižší hmotnost si udržet. Nicméně spolužáci se žákyni smáli kvůli její váze i nadále, byla trošku při těle. Další důvod posměchu, dle mého názoru ten hlavní, byl kvůli tomu, že žákyně byla chytřejší a rozumnější než ostatní. Bohužel se žákyně postupem času z upraveného jídelníčku dostala až do diety, při níž byla schopná sníst jen jedno jablko za den. V tento moment nastává problém s psychickou nemocí zvanou anorexie. Jak je ale známo, anorexie se velmi obtížně diagnostikuje, nemocné osoby se snaží anorexii všemožně skrývat. Na anorexii žákyně se přišlo hlavně díky tomu, že nakonec přestala chodit do školy a začala mít už i fyzické problémy, jakými byly hlavně vymizení menstruace, extrémní padání vlasů a ztráta váhy – tělo bylo fyzicky mnohem slabší a pohyby těžší. 2. Anamnéza žáka Žákyni 8. třídy byla zjištěna porucha příjmu potravy. Žákyně je dcerou matky samoživitelky na místní škole. Žákyně je velmi nadaná a je také mnohem více mentálně vyspělejší než její spolužáci. Hlavně díky její vlastnosti – ctižádostivosti se rozvinula anorexie, protože „jen“ zhubnout už žákyni posléze nestačilo. \f3. Podrobný popis řešení Rozhovor s matkou, při kterém byla doporučena odborná péče psychologa a specialisty přes výživu. K tomu byl také uspořádán citlivý rozhovor s žákyní, při kterém se zjišťovala její situace. Také byl uspořádán rozhovor s agresory ve třídě a poté i s nezávislými svědky předchozích incidentů (posmívání). Následovala práce se třídou, kde se dbalo na stmelení kolektivu a posílení vztahů mezi žáky, a to se naštěstí úspěšně podařilo. 4. Výsledek řešení Léčba žákyně trvá již druhým rokem a stále ještě pokračuje. Došlo ale k pokroku, žákyně se dostala opět na svoji původní hmotnost, ze 42 na 53 kg, navštěvuje psychologa a dostala se do jiného – pohodového kolektivu, na jiné – střední škole. Do jaké míry jsem spokojený s řešením dané situace? Zcela nespokojen Zcela spokojen 1 2 3 4 5 6 7 8 9 10 Do jaké míry jsem se zachoval v daném řešení podporujícím způsobem pro žáka? Zcela nespokojen Zcela spokojen 1 2 3 4 5 6 7 8 9 10 Do jaké míry jsem kladl na žáka přiměřené otázky? Zcela nespokojen Zcela spokojen 1 2 3 4 5 6 7 8 9 10 \fb) kazuistika -- Deskriptivní údaje učitele: Dosažené vzdělání: čeština, výtvarná výchova Počet let", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1099", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was provoked by other classmates, who knew that he did not like people touching his things. The situation happened during a break, when the student returned from the toilet and did not find all the things in their place. His textbooks and case were missing. Several times he wanted the students to return things to him. They pretended they didn't know anything. The student went on a rampage when he started throwing chairs and a bench around the classroom.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD with elements of aggressive behavior from the educational and psychological counseling center. He goes to psychiatry and is under medication. If he is calm, the pupil is quiet and inconspicuous.\n\nTeacher Intervention (Solution):\nThe situation happened to be attended by a teacher who was entering the classroom and caught the flying desk. The teacher immediately took the student out of the classroom. She assigned work to the rest of the class. The teacher took the student to the office, called the class psychologist and returned to the classroom, where she discussed the situation with the team. The school psychologist dealt with the situation individually with the pupil and calmed him down.\n\nOutcome:\nPupils who provoked the aforementioned pupil to aggressive behavior (took things from him) received disciplinary measures. Due to the pupil's diagnosis, the manifestations of aggressive behavior are more or less repeated.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: Kreslení komiksů\nDiagnoses: ADHD\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Violation of classroom/school rules, Bullying\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1099", "student_age_year": "14 let, 8. ročník", "student_hobbies": "Kreslení komiksů", "student_diagnoses": "ADHD", "student_disorders": "Agrese", "teacher_approbation": "Mgr., ČJ, AJ", "teacher_practice_years": "35", "problems_annotated": "Diagnosis, Emotional outbursts, Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1084", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student transferred from another school to our grammar school and I had her for Czech language lessons. The class she transferred to was very integrated, and she rejected all their efforts at inclusion from the beginning. However, over time, she began to feel alone and longed to belong to that group. Also, as time went on with her puberty, she started wanting to belong to a group. In defense of that class, I have to say they really tried. As I saw it, they tried to accept her into the team. Finally, she figured out that the best way would be to make them feel sorry for themselves. By pitying her, they will accept her. She looked out for a small group of girls, to whom she began to tell her first stories about her sick father and her mother, who is unable to support her and her three other siblings. The girls accepted her and truly felt sorry for her, but over time the truth began to emerge. The student began to forget what she had told which of the girls for the version of the story. At that moment the girls came to me saying that this girl has some problem. As a teacher, I didn't know that. I didn't recognize it in those Czech language classes. But from that moment on, I started asking for it. This revealed that the information is really different. However, I still attributed it to some adolescent things. So we only started solving the problem after the failed suicide attempt here in our toilets. We had no idea that her behavior was so disturbed.\n\nSituation (Anamnesis):\nSchoolgirl - quiet, lonely\n\nTeacher Intervention (Solution):\nSo we came up with a solution. The first thing we did was the class teacher and I. I had her trust. So the class teacher asked me if I could participate. I was also there as a representative of the school management. We were also joined by a prevention methodologist. First we decided to contact the parents. We contacted the mother saying that we had heard about the father having these health problems. There we found out that in the end none of what she interprets is true. The parents came to the meeting at the school and said about their child that she is absolutely problem-free at home, that she is functioning perfectly. So, through a striking conversation, we found out that the things she tells are not true. We decided not to inform the parents immediately about the daughter's lies. We only talked to them about the problem of cutting themselves. Which was characterized as a demonstrative thing, because even the doctor stated that such injuries that she inflicted on herself could never have resulted in suicide. The parents responded by saying that they would arrange some psychotherapeutic help for her. We put it off for the time being because we felt that the solution was passing down to the family. When, in fact, should it be so in the first place. That family should deal with this. We focused on that class because we wanted that class to give her another chance. It finally worked out. They let her go after we talked to them. At this point, we took it as a settled situation. However, time went on and as the months progressed, the student came to know that she was seriously ill, that she had just had a miscarriage after she became pregnant with her classmate. She came up with the fact that he forced her to do it, she can't go to school and she can't even go back to her parents. So he doesn't know what to do. We understood that the solution had to be more long-term. So we called the parents again and now we didn't hide anything from the parents and we also told them how the student was performing in class. They were honestly surprised and had no idea that he was telling everyone such stories. We decided to create such an educational group. The educational group consisted of me, a prevention methodologist, a class teacher and a student. As part of the educational group, we tried to explain why she does it that way and if it is necessary and what would help her so that she doesn't have to do it anymore. It became clear in the group that she does not go to any psychotherapy because she refuses it herself, even though she told us that it was her parents' fault for preventing her from going there. It was obvious that after a very long time the parents had talked with the student and that the neutral space of the school helped them. We repeated this group several more times. It really took off.\n\nOutcome:\nImmediately after starting the educational group, there was a noticeable improvement. The student did not make up any more lies, but it was difficult for her to return to her original class. The student began attending therapy and became aware of the consequences of her behavior. I don't know if it's a good ending, but it is for me because she decided to transfer to another school and start over with a different class and a clean slate. Of course, all this with the fact that he will continue in psychotherapy. I spoke with my parents recently and they confirmed that everything is working perfectly. She says she is doing well at the second school, attends therapy and is now aware of her problem, and that she is no longer lying there.\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník SŠ (gymnázium)\nHobbies: Četba, výroba dortů, brigáda v cukrárně\nDiagnoses: Anorexie,Sebepoškozování\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Selfdestructive behaviour\nSolutions Applied: Support, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1084", "student_age_year": "16 let, 2. ročník SŠ (gymnázium)", "student_hobbies": "Četba, výroba dortů, brigáda v cukrárně", "student_diagnoses": "Anorexie,Sebepoškozování", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., ČJ a NJ", "teacher_practice_years": "19", "problems_annotated": "Lying and cheating, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/72", "content": "TEACHING CASE STUDY\n\nBackground:\nteach English at a private high school. One of my classes is composed only of foreigners from rich families. This is a graduating class, so the students are almost all of legal age and often live alone, without their parents. Some students have parents outside the Czech Republic and it is almost impossible for me to communicate with these parents. Students in this class have very little motivation to be actively involved in class and 'boycott' most of the work. Outside of school, they are used to always getting what they want and very often they don't have to do anything for it. For a long time, I struggled with the problem that I can't get students to work even when it comes to preparing for graduation and their future. They feel that their future is secured thanks to the family property. One student in particular makes his distaste for work blatant and causes disruption for the entire class as the rest of the class often joins in.\n\nSituation (Anamnesis):\nThe student lives alone, his parents are outside the Czech Republic. He is very well off financially, attends a private high school and feels that there is no need to put in any effort at all to successfully graduate from school. He disrupts the lessons by boycotting all the activities that I prepare and often brings other classmates down with his inappropriate example. It is very difficult for me to learn the lesson to the end.\n\nTeacher Intervention (Solution):\nThe student completely ignores my instructions so I give him a high five. He did not react to this and continued to boycott the class. I started threatening him that if this continues, he won't graduate, he will ruin his life - with no response. I gave him extra work at home as a punishment - to which he rudely laughed at me that it wouldn't bring me anything anyway.\n\nOutcome:\nThe student reacted first by ignoring and then by verbal aggression. I didn't help the situation at all, on the contrary, I probably made it worse.\n\nStudent Profile:\nAge/Year: 18\nHobbies: motorky, pc hry\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: (Disciplinary) Punishments, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "72", "student_age_year": "18", "student_hobbies": "motorky, pc hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "2", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/95", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom the first years of school, the young lady expressed herself very loudly and prominently. She always wanted to be the center of attention in the classroom at any cost. She would routinely shout in class, get up and run without permission, or throw things around the class at her classmates. She used to have tantrums where she would bang her head against a desk or wall.\n\nSituation (Anamnesis):\nIn a class of 24 pupils, 12 of them had a learning disability and needed an individual approach. There was a friendly atmosphere in the class. The tension arose when several pupils wanted to be the center of attention because of their disorder, and in such a case the pupil had bouts of unwanted behavior. Both a teacher's assistant and an assistant teacher worked in the class. Pupils were divided into two groups for most of the lessons, which was unusual for the school.\n\nTeacher Intervention (Solution):\nThe school contacted the parents with information about their daughter's behavior and suggested she seek professional help. After consulting the special education teacher with the pupil, the parents visited a psychiatrist, who prescribed the pupil medication for ADHD. The first two drugs did not have the desired results, it was only the third prescribed that took effect. Since then, the pupil regularly visits a psychologist and a psychiatrist, and they all carefully monitor her condition.\n\nOutcome:\nA satisfactory solution took about 4 months, during which time the student took inadequate medication, which made her too sedated. Once the right medication was found, the change was immediately noticeable. The pupil is now focused in class, does not interrupt and is able to work independently.\n\nStudent Profile:\nAge/Year: 11 let, 6.C\nHobbies: Co je zrovna v kurzu\nDiagnoses: ADHD\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "95", "student_age_year": "11 let, 6.C", "student_hobbies": "Co je zrovna v kurzu", "student_diagnoses": "ADHD", "student_disorders": "Rušení výuky", "teacher_approbation": "Anglická jazyk", "teacher_practice_years": "21", "problems_annotated": "Emotional outbursts, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/34", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place at one of the courses that I organize, but already a long time ago. It was already late in the lesson and I started an activity with the students where opinions were to be shared in a circle. The student behaved similarly to the Kuba described above - shouted, disturbed, did not follow instructions. In retrospect, I think he was so tired and it was such a late activity that was very demanding for him and that's why he acted the way he did.\n\nSituation (Anamnesis):\nBoy, 11 years old, 5th grade, diagnosed with severe ADHD. Typical symptoms of ADHD - he is impulsive, hyperactive, often shouts and runs around.\n\nTeacher Intervention (Solution):\nAt that moment, I asked myself to be strict with him, and I couldn't objectively look at his current capacity to see if he could handle those classmates. So when he was disruptive and restless, I told him “Enough, that's enough.\n\nOutcome:\nIn the end, it didn't turn out too bad, we finished the activity, but I think that if I had chosen another activity that was more respectful of the possibilities in the group, I wouldn't have to guard the boundaries in that class and behave more supportively. Immediately after my shout, he withdrew a bit, but was restless until the end of the activity.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: otevřená otázka\tSport, hudba\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "34", "student_age_year": "11 let, 5. třída", "student_hobbies": "otevřená otázka\tSport, hudba", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Magisterské, psychologie", "teacher_practice_years": "6", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1107", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the citizenship education lesson during September, we focused on the topic of man and the world of work - choosing a profession. During the introductory activity, the pupil did not participate, he devoted himself to his own activities, drawing in a notebook, poking a pencil in his own pencil case. The others dealt with various aspects – the working environment, the tools used, the work team, the necessary education, social prestige, financial evaluation, etc. As usual, the student ignored the activity and given that he did not disturb the work of others, I could leave him alone. In the next part, we worked in groups. We divided several occupations and worked out the details in groups, looking for strengths and weaknesses, advantages and disadvantages, followed by a presentation of the results of the group's work. There was also a soldier in the profession menu, no group chose it. The student joined in the course of the work, took the materials for the profession of a professional soldier and began to work, basically on his own. My experience is that he reacts negatively if he is pushed into something. If he starts on his own, he can be gradually motivated and guided. In the course of the lesson, the atmosphere changed, the student began to act very actively, and he also added the mediated personal experience of a family member from the life of a professional soldier. During the feedback, the student evaluated his work positively, he was happy with it, and he also received positive feedback during the peer evaluation.\n\nSituation (Anamnesis):\nAn intelligent boy with disproportionately poor academic results that are completely out of line with his abilities. Weakened moral-free qualities, absence of internal and external motivation. Introverted, with a strong need to fit into a team. He joined the current team in the 5th grade, had trouble fitting in, chose methods that were difficult to accept - indiscipline, disruption, ignoring. The collective of the class received him rather tepidly, sometimes they laugh at the situations that have arisen, but more often they express dissatisfaction. In my opinion, the pupil does not feel well in the classroom, last year we also dealt with truancy. We found no signs of bullying or any other cause, according to his statement he simply did not want to go to school, so he tried not to go. From my experience, it follows that the pressure on the student must be exerted very lightly and carefully, he reacts to any restrictions with a counterattack. It is very difficult to balance on a border that would be tolerable for the student and at the same time I would not evaluate it as a pedagogical failure.\n\nTeacher Intervention (Solution):\nAt the outset, I would like to emphasize that I am aware of the fact that it is the teacher's task to motivate the student to work and get him excited about working in the given subject, on a specific task. Of course, the calmness of the hour associated with the zero activity of a specific individual is not a win. However, it is sometimes very difficult to involve everyone, so it happens to me that in the case of group work and its subsequent presentation in front of the class, some do not cooperate to a lesser or greater extent. It should not be enough that they are quiet and at least do not disturb the work of others. My experience with this student is that if he is uncomfortable, he is able to disrupt the course so much that it is not easy to finish the class with honor. Most teachers find themselves in such a situation, which is evidenced by the frequency of entries in the student book. In this lesson, I managed to non-violently involve the student in the course of the lesson and make him work concentrated. If I were to analyze the situation, I have to admit a large role of chance and happy coincidence. He was interested in a specific topic - the work of a professional soldier. He obviously has a very positive attachment to his family member, a professional soldier, so he was comfortable talking about the work of a soldier in front of others. I don't know his family circumstances, he doesn't say anything about his parents or extended family, which is quite common at his age. So the element of chance played a role here, not my good preparation for class. What I could consider my contribution, however, is an initially restrained approach and not forcing the student to be active. I also gave him the opportunity to work independently according to his wishes, even though the activity was primarily intended as a group activity. Due to his intelligence and abilities, he was able to process all the tasks of the given group in some form by himself and then present them. I also consider positive feedback during self-assessment and positive peer assessment to be valuable. In the case of this student it is a very unique experience, he tends to lower his performance, sometimes in fun, but in general his own self-esteem is very low.\n\nOutcome:\nwas pleased with the completely different result at the end of the lesson, because during the work, approximately during the first third, I perceived that the student did not enjoy the activity, he was not interested in the topic, he was not interested in group work. If I could be honest, I would have to admit that I was basically satisfied with the idea that the student would ignore our work, not get involved, but not disturb us. From about the second third, the pupil got involved and the atmosphere in the class subsequently changed. It was very beneficial, my classmates and I enjoyed a pleasant feeling of belonging. After this experience, I thought about the possibility that I could try to motivate the student to be active in most classes, because his involvement has a great influence on the atmosphere in the classroom. The first and most important factor seems to me to be a non-violent approach, absolutely no pressure, no insistence, no coercion. However, I am aware of my exclusive position as a teacher of citizenship education, in mathematics, languages or science subjects, the teacher must choose a somewhat more restrictive approach if he is to teach the pupil at least the basics.\n\nStudent Profile:\nAge/Year: 14 ,5 roku, 9.ročník\nHobbies: Populární kultura, hudba, filmy a seriály\nDisorders: Nesoustředěnost,Absence,Neuposlechnutí,Porušování pravidel\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1107", "student_age_year": "14 ,5 roku, 9.ročník", "student_hobbies": "Populární kultura, hudba, filmy a seriály", "student_diagnoses": "", "student_disorders": "Nesoustředěnost,Absence,Neuposlechnutí,Porušování pravidel", "teacher_approbation": "Učitelství všeobecně vzdělávacích předmětů 5.-12. ČJ/ON a metodik prevence a výchovný poradce (specializační studium výchovného poradenství)", "teacher_practice_years": "32", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/449", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka is a little girl, thanks to whom I got an internship at an elementary school, where she started attending. She suffers from a mild mental disability, which is why I was assigned as her assistant. Overall, the health impairments manifest themselves mainly in the area of attention and work capacity, therefore as an assistant I have to be constantly available to her, help her with everything, maintain her attention and support her. The situation I am about to describe happened about half a year ago, but I remember it vividly as if it happened yesterday. I guess it was Tuesday, the pupil seemed perfectly fine from the morning and everything went on like any other day. However, in the third lesson (Czech language lesson), she suddenly started behaving differently, stopped working, defied me, got angry and shouted at the whole class. She had a kind of seizure that couldn't be stopped. In addition, there was a complication that her little classmates (6-8 years old), with whom she studies in a mixed class, started to fear her, and I had to solve this situation somehow.\n\nSituation (Anamnesis):\nFamily anamnesis: Žačka lives with both parents in a complete family. He has an older brother who has a speech impediment after a cleft palate and his intellectual level is in the lower range of mild intellectual disability. Both parents are very devoted to their children, they come up with different activities for them and they like to spend time together, especially outdoors. Class anamnesis: The student fits into the class like other children, her classmates like her and like to play together during breaks. Sometimes a situation also arises when a student wants to be alone and therefore has a small computer room reserved for herself right next to the classroom, so that she and her assistant can escape from the outside world and not have another seizure.\n\nTeacher Intervention (Solution):\nAs a special education student, I remembered from college that this behavior should be best dealt with by calming the student down and removing him from the classroom. So I tried to calm the student down and asked her if we would go for a walk. Unfortunately, the student didn't want to communicate with me at all, she started to get angrier and angrier, and you could see from her classmates that they were a little afraid of her. So I asked the teacher if she could take the whole class and take them to the corridor, because that's the only way the student might calm down a little. So the teacher took the whole class to the corridor, and since the pupil's mother works in a kindergarten in the same building, I asked her if she could come to see the pupil. So mom came and, of course, helped her the most out of all of us, as a mother. After calming down, the student began to realize what was happening and began to cry. So I let her cry and we talked for about another 20 minutes about what happened.\n\nOutcome:\nIn the second half of the day, no one even remembered what happened in the third hour and everything went on as if nothing had happened. Immediately after the incident, when the student's behavior returned to normal, all the children returned to the classroom and classes continued. Overall, however, the pupil's behavior is understandable given her diagnosis, and it would probably not be entirely correct to blame her too much. Here it was mainly about calming her down in the right way, not putting her in an even worse situation, and at the same time explaining the situation to the other children so that they are not afraid and understand the pupil.\n\nStudent Profile:\nAge/Year: 11 let, 4. ročník\nHobbies: Hra s domácími mazlíčky  psi), vaření\nDiagnoses: Lehké mentální postižení\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Interview\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "449", "student_age_year": "11 let, 4. ročník", "student_hobbies": "Hra s domácími mazlíčky  psi), vaření", "student_diagnoses": "Lehké mentální postižení", "student_disorders": "", "teacher_approbation": "Bakalářské vzdělání – asistentka pedagoga na ZŠ, nyní dálkově magisterské vzdělávání v oboru speciální pedagogika", "teacher_practice_years": "5 let praxe", "problems_annotated": "Emotional outbursts, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/717", "content": "TEACHING CASE STUDY\n\nBackground:\nenter the classroom. I'm preparing myself for what lies ahead. This class is generally considered the worst class in the school, and rightfully so. There are usually one to two problem kids in a class, but there are many more in this class. Almost half of the class has problems with discipline. The biggest difficulties are with the pupil, whom I will call the pupil. The student is constantly interrupting. He annoys and shouts every hour. He talks when he is not supposed to talk and only rarely talks about the topic we are learning about. Other children are inspired by him, and so disciplinary problems spread through the class like an avalanche. I'm going to class. Let's say hello. As soon as the student sits down, he talks to a classmate, and it becomes clear to me that even today's class will not be without problems. Even before I start explaining, I tell the students to open their student books and write down that they should bring three hundred for the field trip. The student immediately responds that it is a lot of money and wants to know why it is so expensive. So I explain to him exactly what is included in the amount they are supposed to bring. When he hears how much the bus trip will cost, he suggests that we travel differently (by train or by bike). I will explain to him with logical arguments why neither option is feasible. He leaves it. I begin with the interpretation. A student from the first bench shouts at a classmate in the back bench. Almost the whole class is listening to what the two are talking about, and even if someone wanted to listen to the explanation, they wouldn't be able to concentrate. And so I scold the student for the first time. I raise my voice and warn him to be careful. He turns towards me, but doesn't last long. I ask the whole class a question and the student deliberately makes up very improbable answers to amuse the class. He's shouting nonsense. Some of the children laugh, some look annoyed. I appeal to him to stop immediately. He defends himself by saying that what he says is not nonsense. I won't discuss with him any further. He shuts up. After a while, he again interrupts my interpretation with his screams. In a raised voice, I announce to him that he has my first little five. He wants to defend himself, but I don't let him talk. I interrupt him, saying that if he doesn't let it go, he will get another five and give me a student book on the table to write him a note. It's quiet for a while. After another interruption, I warn him that if he doesn't let it go, I'll call his father at school. His brother promptly responds by saying that their father doesn't have time. I answer that I didn't ask him anything. We discuss the curriculum. I ask questions. The student gets involved. Sometimes he says nonsense, but he tries to answer as correctly as possible. A final admonition not to swing and the class is finally over.\n\nSituation (Anamnesis):\nThis class is considered the worst class in the school in the minds of all teachers. The benefit could be considered average, but in terms of behavior, this class crosses all boundaries. The audacity of some students is astonishing. There are a total of 18 children in the class. Boys predominate. Specifically, ten boys and eight girls attend the class. More than half of the boys have disciplinary problems. The rules of polite behavior do not work at all in the classroom. Pupils scold each other (even in class), shout at each other, mock each other with their answers to the teacher's questions. They often completely ignore the teacher's commands. They show their indifference and carelessness. They also show their lack of interest in the subject matter and the teacher's explanation. The student I will focus on is in this very class. The student is one of the rudest students in the class. You could say that he is the absolute rudest of them all. His brother (twin) is in the class with him, and his behavior is not much better. Both boys live in the alternating custody of their father and mother, who have recently divorced. Parents, in an effort to get them on their side, indulge their children in anything they can think of. Which intensifies their feeling that everything has to be their way. The student visited a psychological counseling center with his parents, but without major results. The student is constantly interrupting. He still needs to scream. He is constantly showing off and trying to draw attention to himself. He wants to be interesting and likes when others laugh at what he did or said.\n\nTeacher Intervention (Solution):\nThe first admonition of the student in this class is as follows: I raise my voice and warn him to pay attention. His immediate reaction marks a certain success as he turns and at least pretends to be paying attention. Unfortunately, it won't last long. When I ask questions to the class, the student deliberately makes up very improbable answers to amuse the class. I appeal to him to stop immediately. He tries to defend himself. Finally he gives up and shuts up. After a while, he again interrupts my interpretation with his screams. In a raised voice, I announce to him that he has my first little five. He wants to defend himself, but I don't let him talk. I cut him off by saying that if he doesn't let it go, he'll get another high five. It's quiet for a while. After another interruption, I threaten to call his father at school. His brother promptly responds by saying that his father doesn't have time. I answer that I didn't ask him anything.\n\nOutcome:\nThe solution to the disciple's discipline is always only momentary. His interruptions are repeated regularly. After the admonishment, she is quiet for a while, but then she starts again. The described situation is repeated practically every hour with only minor variations, which depend on the student's current mood and the specific situation that will arise during the lesson. No teacher knows how to deal with a disobedient student. The school psychologist also did not resolve the situation, and no diagnosis was confirmed in the psychological consultation.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: počítačové hry, trávení času s kamarády, hokej\nDisorders: Rušení výuky,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "717", "student_age_year": "15 let, 9. ročník", "student_hobbies": "počítačové hry, trávení času s kamarády, hokej", "student_diagnoses": "", "student_disorders": "Rušení výuky,Disrespekt", "teacher_approbation": "Magisterský titul (Mgr.), aprobace český jazyk, dějepis", "teacher_practice_years": "11", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/911", "content": "TEACHING CASE STUDY\n\nBackground:\nhad one student in physical education who did not have a good relationship with this subject. He was apologizing, dialing, he was afraid to participate in activities, he made excuses that he didn't have clothes on, he 'faked' that he was in pain so that he wouldn't have to participate in physical education. He had a feeling that others would laugh at him if something went wrong. It was necessary to choose some methods and procedures that would be suitable for the positive motivation of the pupil. I wanted him to at least get involved, I didn't ask him to do any big feats, but to at least try and not be afraid to try.\n\nSituation (Anamnesis):\nThe student was unskilled, he did not have sufficient gaming skills, it was taboo for him. His physique was not bad, but various ball games, for example, caused him problems. He did not feel well in team games, there was a threat that he would do something in physical education lessons so that he would not have to participate. But I didn't teach the student geography, so I can't say if he behaved similarly in non-sports subjects.\n\nTeacher Intervention (Solution):\nOf course, I wasn't able to make this student a top sports representative, that wasn't even my goal, but I tried to talk to him a lot, to recommend suitable solutions acceptable to both parties. I didn't want to force him to do anything against his will, so that he doesn't develop an even greater aversion to sports activities. I praised him when I saw small steps that led to improvement. I tried to give him individual attention as much as possible, I recommended simple exercises for him to learn to throw or hit better, for example.\n\nOutcome:\nSo the result was not immediately visible, no, it took time. The student gradually acquired a positive attitude towards sports activities. After a few hours of physical education, he stopped making excuses, apologizing, avoiding the activities I assigned to the class. He began to participate more voluntarily in sports games and in various other physical activities.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník ZŠ\nHobbies: Vojenství, zájem o válečnou historii\nDisorders: Vyhýbání se škole,Neposlušnost,Lhaní,Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "911", "student_age_year": "15 let, 9. ročník ZŠ", "student_hobbies": "Vojenství, zájem o válečnou historii", "student_diagnoses": "", "student_disorders": "Vyhýbání se škole,Neposlušnost,Lhaní,Emoční labilita", "teacher_approbation": "Mgr., tělesná výchova, zeměpis", "teacher_practice_years": "35", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1150", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was that when I had the children in the first grade, now they are in the third grade, so two years ago, we dealt with this little boy throwing himself at the other boys every break. It may sound trite, but there were situations when they were, for example, on the carpet or at the table, and the little boy was able to reach and grab someone almost to the point of pinching or hurting, or perhaps when there was a line for lunch or there was a relay race, that someone was running from the edge of the place to write something on the blackboard, so the same thing happened there, he rushed at them. Of course they didn't like it - it hurt them - but he had it in him somehow naturally, how to say, that energy or that taste. And it actually took him a long time, let's say the whole first grade.\n\nSituation (Anamnesis):\nThe boy was very playful, perceptive, smart.\n\nTeacher Intervention (Solution):\nThe solution consisted in conversations both privately with the little boy and with the students in the class, conversations on the level of emotions, because he often said that he was seized with anger - ie. What bothers him, what's going on. It's about everyday work and communication. It is very important, because without it, the children would take it personally and begin to see him as an aggressor. He did it more out of joy or playfulness, because he wanted to play with the children. Problems also arose when he threw himself at someone, the other didn't understand it and returned it to him.\n\nOutcome:\nThe result was that the behavior became muted in the core collective of his class, so that it did not carry over to other classes. It was several months of continuous work, but the little boy understood why he shouldn't do it and the other children understood what the little boy meant.\n\nStudent Profile:\nAge/Year: 1. Třída, 7 let\nHobbies: Vesmír, věda, fyzika, badaleství\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1150", "student_age_year": "1. Třída, 7 let", "student_hobbies": "Vesmír, věda, fyzika, badaleství", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Angličtina", "teacher_practice_years": "3", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/909", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student likes ball games, yet during a dodge ball game, a situation arose where he deliberately does not follow the rules, spoils the game and provokes his classmates. The result is a general conflict leading up to physical fights with the pupil, to which his classmates are provoked. Descriptive data on the case report ++ Pupil age and year: 3rd grade pupil, 9 years old Pupil gender (check female / male Pupil lives (check with both parents / only with mother / only with father / in alternating care / with another family member / in the care of step-parents The problem behavior is repeated (tick) and, if applicable, state how often: yes - irregularly, approx. 1-2 times a week / no Behavioral disorders (lying, cheating, nothing) Confirmed diagnosis of the pupil/s, e.g. (ADHD, psychiatric diagnosis. ..also ADHD Pupil's benefit - subjective view: below average - average - above average Pupil's interests (sport - ball games\n\nSituation (Anamnesis):\nThe student is a slim, lively child, he quickly gets excited about something, but at the same time, interest quickly declines. Frequent conflict behavior that causes unpopularity with classmates.\n\nTeacher Intervention (Solution):\nWhile the others continued to play independently, I took the student aside to discuss his behavior. It turns out that the student behaves this way mainly because he wants to draw attention to himself, to win his place among his peers. The pupil has been diagnosed with ADHD, is medicated and the other classmates were instructed by his class teacher to tolerate his non-standard behavior because 'it is actually a disease for which he takes medicine'. The student feels slightly humiliated by this situation, and his classmates, on the other hand, are tired of constantly tolerating something that another boy would not forgive if he did not treat them that way. The sports game then offers the opportunity to vent the accumulated tension on both sides. We discussed with the student whether he wants to play ball games with his classmates at all, and if so, he has to follow certain rules and cannot constantly rely on being excused for his ADHD diagnosis, because as a result, no one wants to be on the team with him. So he has to consider what is his priority. His classmates were also interviewed in a similar vein: It's okay that they try to take into account that the student is not always in control of his behavior, but everything has its limits, and even the student must follow them. At the same time, they too should treat him as an equal partner, without prejudice - not to show him their disdain in advance and, on the contrary, appreciate when, despite his behavioral handicap, he tries to behave in such a way that the game runs smoothly, according to the rules and for the fun of everyone those involved.\n\nOutcome:\nAfter the boys and I talked about everything, they played dodgeball with gusto - they cooperated with each other, followed the rules and played fair. As this lesson was the last one before the Christmas holidays, it was a nice reward for me when the students gave me a PF they made together for the new year at the first meeting after the new year. Of course, even during the rest of the school year, they took place on the part of the pupil, or his classmates, similar situations, so the solution is short-term, which must be repeated.\n\nStudent Profile:\nAge/Year: žák 3. ročníku, 9let\nHobbies: sport – míčové hry\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Violation of classroom/school rules\nSolutions Applied: Working with the collective, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "909", "student_age_year": "žák 3. ročníku, 9let", "student_hobbies": "sport – míčové hry", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "?", "teacher_practice_years": "10", "problems_annotated": "Diagnosis, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1074", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student calmly had a snack during the break. As he did a lot of weight training, he had a very specific diet (proteins, vegetables) and pikao. Another student started digging into his food and squeezed out his entire pikao with a punch. He then started throwing his bread around the classroom. The first student didn't like it and took the food back for him. The second student then began to use racist slurs at the first student. The first student got angry, pushed the bench away and punched the second student in the eye. Nobody noticed anything. Nor any teacher in the classroom. Both pupils and the whole class hid the whole situation and at the same time did not act suspiciously. The next day, however, an email arrived from the mother of the second pupil with photos and allegations of physical assault. The area around the eye was all red. At the same time, the second pupil was wearing thick glasses and after a visit to the doctor it was stated that he might have almost lost his sight.\n\nSituation (Anamnesis):\nFirst pupil - 15 years old, Ukrainian student, often problematic, provocateur. The second student - 14 years old, Vietnamese student, very active in sports (weight training), likes his space and peace.\n\nTeacher Intervention (Solution):\nI, as a class teacher, together with the prevention methodologist, wrote down the statements of the witnesses and the first pupil, but not the second pupil. It was before the end of the school year and the other pupil stopped going to school. After 14 days, the principal invited the parents of both children to the school. The mother of the first pupil came with her daughter, who could speak Czech better, and the mother of the second pupil came with a lady from the organization Podaných roku. The first pupil did not tell his mother the full story and she felt embarrassed for him. The result was a principal's reprimand for the first pupil and a class teacher's reprimand for the second pupil. Due to the circumstances, the first pupil never came for the reprimand and it was handed over to the mother. The second student got it, but not in front of the whole class, as was always done for the educational effect. The class also had their entire class trip cancelled. The first pupil wanted to make a sacrifice that the class should go without him, but the principal decided that the class would not go anywhere anyway. The class accepted it with reason when they found out that this conflict could have legal ramifications, since both students were around 15 years old. However, the class was very angry with the other student, there were also comments such as that he did not wish to meet them.\n\nOutcome:\nWith the permission of both parents, contacts were exchanged between the parents through the school and they further resolved the situation personally. Since the conflict happened 2-3 weeks before the end of the school year and the second student never came to school (his mother came to get his report card), the conflict did not have any long-term consequences and was not closed within the school as I would have liked. She was not informed about other legal solutions outside the school.\n\nStudent Profile:\nAge/Year: 15, 9. ročník\nHobbies: Počítačové hry\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Consequences, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1074", "student_age_year": "15, 9. ročník", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., Aj", "teacher_practice_years": "7", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/842", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher started the lesson and began to pay attention to the boy individually. The boy responded by screaming, rolling on the bench. Subsequently, the boy ran out of the classroom, rolling down the stairs and down the hall. All the arrangement did not work. The etopedist who was summoned managed to get the boy into her study, where the wailing, rolling on the floor and a whole range of manipulative processes continued, kneeling with clasped hands and calling on God for help, attacks on furniture, doors, all accompanied by unimaginable screaming, thrashing naked, urinating outside the bowl, taking a shower, destroying tools and notebooks.\n\nSituation (Anamnesis):\nThe class is made up of pupils with behavioral problems, the school is mainly specialized for these pupils. There is a boarding school next to the school.\n\nTeacher Intervention (Solution):\nThe boy was inappropriately assigned to the 1st speech therapy class despite the mother's warning to the pediatrician about certain peculiarities in the boy's behavior. The pediatrician explained everything with a severe speech impediment. The examination at the SPC for children with ASD only took place during the 1st year of school attendance. In the speech therapy primary school, the boy was not able to adapt even to work with a speech therapist. The speech therapy primary school does not have staff to work with children with ASD, so the school often chose to take the boy to the home environment (parents, grandparents) -\n\nOutcome:\ncan see in retrospect that the late diagnosis of ASD allowed the boy to acquire manipulative behaviors that made him avoid schoolwork. This was followed by work with the extended family to set boundaries, a daily routine including the principles of proper nutrition. Cooperation with the extended family was established. A uniform approach to situations was established, a kind but consistent approach to the daily routine, boarding during the working week, close cooperation between teachers, etopedists, educators, SPC. Psychotherapy was recommended to the parents, which they completed. At present, the boy is managing his boarding school stay, participating in all activities. The frequency of use of an etopedic does not deviate from the average of the needs of other children. The family environment has improved, the boy goes to camps, he can be alone with a friend. He has insight - he can describe his actions and realizes that his previous actions were manipulation and is glad that he is now in control of his behavior.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Plánování složitých dopravních křižovatek a dopravních uzlů\nDiagnoses: PAS – porucha autistického spektra,Logopedické vady\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Transfer of student, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "842", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Plánování složitých dopravních křižovatek a dopravních uzlů", "student_diagnoses": "PAS – porucha autistického spektra,Logopedické vady", "student_disorders": "", "teacher_approbation": "Speciální pedagog - etoped", "teacher_practice_years": "39", "problems_annotated": "Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/83", "content": "TEACHING CASE STUDY\n\nBackground:\nThe unpleasant behavior was limited exclusively to our hours together. His classmates and my colleagues confirmed to me that in other classes he behaved completely normally. Despite my efforts to resolve the situation, the behavior escalated over the course of one semester. It was actually a never-ending series of unpleasant situations and small conflicts. During the interpretation he made \"monkeys\n\nSituation (Anamnesis):\nThe student was a bit of a rebel, but smart. He repeated the second year, because two years before, before the end of his sophomore year, he decided to transfer from his matriculation major to teaching. A year later, however, he decided that he wanted to return to his original matriculation field. For that reason he “lost\n\nTeacher Intervention (Solution):\nAt first I reprimanded him. When that didn't help, I tried to ignore his disruptive behavior. You could see that he was bothered by my lack of interest. He suddenly began to look serious, to report and to be interested in the material being discussed. But it never lasted long. I tried to talk to him a few times after class and find out what was bothering him. I didn't get an answer, but he apologized to me every time and promised that he would behave properly. But by the next hour, everything was forgotten. Once we even tried to switch roles in class. He went in front of the blackboard and tried to teach the class something. He was quite good at it. I sat in his place and started imitating his disruptive behavior. It was obvious that he was uncomfortable. He cooperated for the rest of the hour, but then everything went back to normal. During the entire autumn, I tried to solve the student's behavior in meetings or with the guidance counselor, but it did not have much effect. Sometime just before Christmas, the pupil was with one other classmate outside the school. By the next lesson, I brought them an excerpt from the school rules and pinned it on the bulletin board for everyone to see. When they entered the classroom, I drew their attention to what I had brought, which the student often responded by saying: \"I'm going to smell that paper.\n\nOutcome:\nTwo weeks after Christmas, everything started to go back to normal. Again, direct provocation in class, disturbing classmates, non-cooperation. Finally, based on repeated suggestions from my side, the management convened a committee. She decided on conditional exclusion. For the student, this meant that he was allowed to continue to participate in the lessons, but if he committed a single offense, he would be immediately expelled from the school. The student left alone that week. I think he realized that he wouldn't be able to make it through the rest of the school year without problems and that he would have better prospects at a new school without a record of being kicked out of another school. The class and I were immensely relieved. Looking back, I would have done the same. Maybe I would call the committee a little earlier.\n\nStudent Profile:\nAge/Year: 17-18 let, druhý ročník SŠ\nHobbies: Už si nevzpomíná\nDisorders: Provokace,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts, Warning\nImplications: Failure, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "83", "student_age_year": "17-18 let, druhý ročník SŠ", "student_hobbies": "Už si nevzpomíná", "student_diagnoses": "", "student_disorders": "Provokace,Rušení výuky", "teacher_approbation": "VŠ (obor Cestovní ruch) + pedagogické minimum", "teacher_practice_years": "7", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure, Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/677", "content": "TEACHING CASE STUDY\n\nBackground:\nhave been working as a teacher's assistant for the third year already. I was asked if I could substitute one lesson in a class in which I was not teaching or teaching. I had to substitute one lesson of natural history. I only had a bachelor's degree, I was completing my master's while working at the time, but the substituted class was in my field of study - natural history. When I wanted to start teaching, the class was very wild, downright unmanageable. The students started telling me that I had no right to teach them, that I was a teacher's assistant after all, that I had no approval and that therefore I could not teach them. There was a boy in the class who provoked the class to be more aggressive and make other allusions to me. This entire rebellion against me was primarily led by him, the other students willingly joined in. However, those who did not agree with the actions of their classmates did not dare to stand up for me. These were rude and obscene insinuations, disparagement and questioning of my authority. This whole situation was escalating. I couldn't teach in that class at all. The class was totally uncooperative. The boy was disrupting the whole class in such a bullying way. He was very rude, refused to cooperate with what I was trying to teach in class. I was in a difficult position because, as a substitute, I didn't know anyone's name. Although the meeting schedule was written with the names of the students as an aid for the teacher, I could not use it, because the students exchanged places with each other. So when I tried to grasp the situation somehow, I didn't know who was who. When the lesson ended, I went to the office to calm down, then I dealt with the situation with the class teacher.\n\nSituation (Anamnesis):\nSeveral teachers had a problem with this class, they said that they did not learn well in this class. The boy was a very prominent personality in the class. Both physically very strong and tall, he also drew a lot of attention to himself in class, interrupted and drew attention to himself. A group of boys formed around him. The boy came from a family where his father was also very expressive and his mother was quiet. The teacher claims that when they spoke to the boy's parents, the father had a very authoritative effect on them. His parents made great demands on their children and had great academic and work ambitions. The boy had already led the class in bullying someone weaker or less popular. When the school tried to prevent bullying in the classroom, they also spoke to the boy's parents, but they did not want to cooperate with the school, even confirming the boy's actions. Father said that he was like that too and that it was perfectly natural that he would grow out of it naturally. And the parents made light of the whole situation.\n\nTeacher Intervention (Solution):\nDuring the lesson, the assistant was unable to resolve the situation in any way. She didn't know how to quiet the class and how to take the situation into her own hands. The assistant solved the situation with the class teacher of this class, with the school management and with the bullying prevention methodologist. They also talked to all the parents. Solving the situation was made difficult by the fact that the assistant did not know the students by name, so she could say who was actively disrupting the lesson. However, she was able to determine from the photos who was the main actor and who worked with him further. The pupils were reprimanded by the teacher. However, many parents stood up for their children, because the children explained the situation to them in a different way and that the teacher's admonition is inadequate in this situation. Some parents came to solve the situation personally with great anger that their children were wronged by the teachers. For example, one mother came already in a fighting position, she also communicated with her body language as a means of power, threw her purse on the table in front of the director, the prevention methodologist and the assistant and acted as if she was the boss of the whole situation and that everyone else was handling the situation badly. However, the school management decided that the teacher's reprimand was adequate. The boy's parents refused to cooperate both in this situation and in other situations where bullying was dealt with in the classroom.\n\nOutcome:\nThe school management agreed that the students would be reprimanded by the teacher. The class also participated in many anti-bullying programs. Assistant - although she continued to work as a teacher, she did not teach this class in the future. As the pupils grew and matured, their shift was noticeable and they stopped being bullied by weaker classmates. At the end of the ninth grade, the assistant (as a teacher already) came to apologize to everyone who had been very rude in class and disrupted the entire lesson. A boy came and stirred up the situation. They apologized to the assistant, explaining that they were immature at the time and were sorry for their actions.\n\nStudent Profile:\nAge/Year: 7. třída, 12 let\nHobbies: Učitelka nevěděla\nDiagnoses: ADHD\nDisorders: Šikana,Manipulace,Nespolupráce,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "677", "student_age_year": "7. třída, 12 let", "student_hobbies": "Učitelka nevěděla", "student_diagnoses": "ADHD", "student_disorders": "Šikana,Manipulace,Nespolupráce,Vulgární vyjadřování", "teacher_approbation": "Vysokoškolské pedagogické (Mgr.)", "teacher_practice_years": "6 (+ 3 roky jako asistent)", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1138", "content": "TEACHING CASE STUDY\n\nBackground:\nIn a fit of rage, the student threw scissors at a classmate and injured his head. The trigger was classically, for example, a note, a bad mood. He injured the student and fled to the boys' toilets. It also happened once that a disciple was reprimanded and hit the paneling with his hand and broke his arm. Sometimes the affect started immediately or gradually, he received a note and was calm, he commented and, for example, after half an hour he got into an affect.\n\nSituation (Anamnesis):\nBehavioral disorder, the student was medicated, he had to take pills every morning, the parents did not supervise it enough. He took his pills every morning under the supervision of a worker. The trigger of the behavior could be a failure, a note, a bad mood, banality, conflict in the family, unfulfilled homework. The student had an individual approach, if he did not want to work, he was put to rest, or put to rest in a room designated for that, where he remained, so that his aggressive behavior did not escalate. Very strong affects, for example he threw scissors. After the affective phase, the depressive phase began, when the student felt self-pity, thought about what he had done, but blamed others, began to hurt himself, and a procedure was given to solve these situations, possibly prevention. The harming took place in such a way that the pupil banged his head on the door, on furs, beat the walls with his hands... Outside the school, this behavior manifested itself at the level of behavior towards other residents, people in public, harming animals. The problem was that his father dealt with his indiscipline, which was manifested even at home by beating his son, on a large scale, the son was very afraid of his father.\n\nTeacher Intervention (Solution):\nAfter escaping to the boys' toilets, the pupil was under the supervision of 4 teachers. As per prescribed procedure, an ambulance and medical attention were called and he was taken to hospital where he was given medication and sedated. Parents were informed about everything, the methodical and legal procedure was followed. The only option was medication in the form of pills and preventing these situations. If the student missed out, it showed in the behavior. The student also visited a psychologist, an IEP was established, and weekly evaluations. The authorized workers were the director, a class teacher, a prevention worker and an educational advisor. In the case of affection, parents were always called.\n\nOutcome:\nDuring interrogations, the student communicated quite calmly if he was reassured. He knew his behavior was wrong, he regretted it. In the case of mood swings, he perceived the teachers' behavior as a grievance, obligations, etc. Every teacher was familiar with this problem, so that something would not happen, for example, with a colleague, and by the fact that another teacher would ask the student for a job, he would end up in a conflict situation. The solution was very fluctuating, the improvement in the long-term scale was not noticeable.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Bez zájmů\nDiagnoses: Porucha chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Violation of classroom/school rules\nSolutions Applied: Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1138", "student_age_year": "14 let, 8. třída", "student_hobbies": "Bez zájmů", "student_diagnoses": "Porucha chování", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "18", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1112", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent who comes from a relatively normal, let's say standard functioning family. In class, he behaves relatively calmly most of the time, he can complete the assigned task if someone assists him, he thinks about things, tries, reports. There are occasional problems with it, but never anything that can't be solved. He has an assistant with him who keeps him more focused, pays attention to him, helps him with tasks that he is not good enough for. Due to his ADHD diagnosis, he behaves but unfortunately in a distracted manner, if the exercise is too long, he stops enjoying it and it is difficult to bring him back to focus. Once in English class, he got angry because he couldn't figure out the secret in the crossword puzzle, the assistant was not at school at the moment and the teacher was busy with another classmate. Out of nowhere he took scissors and started to demonstrate cutting his fellow student's hair with them, she turned to him out of nowhere and he cut her lightly in his hand. Of course it became a huge mess because everyone was scared what was going on when they saw a slight scratch and blood and he was scared but didn't really understand what he did wrong.\n\nSituation (Anamnesis):\nwould say the class is classic, there are smaller groups formed here, but most get along at a class level. He also has his friends here, with whom he spends time even after school.\n\nTeacher Intervention (Solution):\nAfter this happened, all the students started yelling at him and being uncomfortable because of what happened. He got scared and ran to the locker room, where he hid and refused to go back upstairs to the classroom. I went to him and tried to explain to him that what he did was wrong and dangerous, but that it was an accident and luckily nothing serious happened. He refused to go back to class, so I called my mom because I didn't know how to convince him anymore, she came to pick him up and take him home because we agreed that it would be good for him to calm down at home and the next day at the school will take care of it.\n\nOutcome:\nEverything was resolved the next day, when he came to school, brought a classmate chocolate, apologized to her, and we never went back to it. For the first few days, the children didn't mess around with him that much, but that got over them after a while and everything went back to normal. I was a little sorry that I couldn't solve it without the help of my parents, but then I realized that it was probably the best solution for him at that moment.\n\nStudent Profile:\nAge/Year: 8\nHobbies: volný čas s kamarády\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Not attending to teaching/Inattention to teaching\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1112", "student_age_year": "8", "student_hobbies": "volný čas s kamarády", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., Učitelství pro první stupeň", "teacher_practice_years": "18", "problems_annotated": "Diagnosis, Physical aggression, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/437", "content": "TEACHING CASE STUDY\n\nBackground:\nnoticed problems with the student only in the second year at the secondary school where I teach. The first one was fine. She did not particularly stand out in the group, her grades were average, her attendance was also okay. However, in the second year, many cantors, including myself, began to notice significant differences. Since the beginning of the school year, unexcused late arrivals and, in fact, whole unexcused days have started to happen to the student. The student was very often quite distracted and tired in class. After being summoned, she reacted very irritated and even aggressively. It was a big difference compared to the first year, when, with some exceptions, she was a decent, you could say normal student, and at the beginning of the second year, the student was very rude and often unmanageable. It should be added that this behavior happened very rarely, as the student had a really big absence.\n\nSituation (Anamnesis):\nAt the beginning of October, we contacted the student's parents. Mainly because of the high absenteeism, but also because of the increasing inappropriate behavior. The parents also noticed a change in their daughter's behavior, in any case, they were surprised by such high absences. So we found out that the student goes outside the school. The parents promised to talk to their daughter. In the following months, the student's absence decreased, but the inappropriate behavior remained. Another month later, the parents informed us that their daughter confessed to them that she was addicted to meth. The student entered a rehab center. Before the student confided in her parents, at school we dealt with a few dozen thefts of various things from lockers, mostly money or small electronics. The student admitted that she was behind these alienations. Since the student admitted to the things herself and showed considerable effort to return to\n\nTeacher Intervention (Solution):\nIt was very fortunate that the student's situation was caught relatively early. So the student started drug addiction treatment. We agreed on an individual education plan. From the beginning, the student had certain problems related to the treatment and psychological problems that appeared during the treatment. The student was in the hospital for two months, and after her release, we continued with the individual plan for another four months. She returned to full-time study in March.\n\nOutcome:\nThe individual education plan that we implemented with the student was really effective. The student had time for intensive therapy and sessions, which she attended just after leaving the rehab clinic. At the same time, however, she completed all assignments, written assignments and oral examinations took place after an agreement with the professors. It was thanks to this that the student was able to return to the collective of the class after, in my opinion, a short time. She accepted her without any problems, and the student continued her studies without any problems, graduated and went to university.\n\nStudent Profile:\nAge/Year: 17 let, 2. ročník\nHobbies: velký zájem o literaturu, dále                                               pak hudba\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "437", "student_age_year": "17 let, 2. ročník", "student_hobbies": "velký zájem o literaturu, dále                                               pak hudba", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nevhodné chování", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Lying and cheating, Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/771", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student transferred to us from another school, the first one was not supposed to attend the class I was supposed to teach. Because I got sophomores that I didn't teach in the first year, so I didn't know them at all. I started getting to know them at the beginning of the year. After the first quarter, a new pupil joined the class, because her mother did not get along with the class teacher when she had her first child. So after a few weeks another student joined us, at first I didn't pay much attention to her because I was chatting with her previous teacher and he told me that she was an average student. We were even discussing the same fabric, so I thought it would catch on just fine. After a few more hours, I noticed that no one was having much fun with the student. She was only there for a while, I thought, it will be alright. For the next few hours, exclusion from the collective began to manifest itself, because everyone sat down from the pupil, even her fellow students sat down from her, and it turned out that no one was sitting within range of the pupil.\n\nSituation (Anamnesis):\nThe class was, I would say, quite problem-free. There were hard-working students, but also slackers. Normal sophomores, except for two personalities in the class. That one time he was a boy, he was very bright, but he also didn't let others answer, he shouted everything and had to be the first in everything. He was not very popular in class, so he spent most of his free time with the teachers rather than with his classmates. And the second one, which could not be clearly identified at first glance, was a pupil. An average student with below-average results, she was very happy to have comments on most of the boy's answers. They were opposites, they didn't like each other at all.\n\nTeacher Intervention (Solution):\nAt first I didn't get into it anymore, then I scolded the student that she shouldn't do this, but nothing helped, she even got a class reprimand for being disruptive and not listening to the teachers. So I went to the class teacher afterwards, she also didn't know what to do with her, she said she had exactly the same problem. Most of the time she just solved the problems between the boy and the student. And she dealt with repeated complaints from the pupil's mother. Somehow together we thought we could take them down together because opposites attract. Well, that wasn't a very good idea. I didn't even talk to the students, I just told them that they are sitting together from today's lesson. The first lessons were very strange because the boy stopped being active and in that case the student had nothing to react to. Everything started working until we had geometry class.\n\nOutcome:\nwould never have thought of such a thing until then, but the truth is that I must have been wrong about this. I let the twins sit together and I should have separated them, that was my mistake. The boy started arguing with the student, so I started warning them to stop, the lesson resulted in an argument between them and after the lesson, when I left, they even hurt each other. The boy jabbed a compass into the pupil's hand. It was an unprecedented scandal at school, the headmistress had to take charge and solve everything. After this incident, many things changed in the classroom, the student did not go to school for a few weeks after the incident. When the two were banned from sitting together, then the clock went back to normal. I noticed that in the following lessons, the student completely isolated herself from the group, did not speak or express herself in any way. I thought that everything was fine, so I didn't deal with anything and didn't pay attention to anything. But the whole situation escalated into something that probably no one really expected, one afternoon after school the student waited for the boy and after an exchange of words she even pulled out a knife on him. Nothing serious happened, the boy ran away, but when we found out about it the next day at school, it was something terrible. A psychologist then went to the school for regular sessions, for the whole class as well as for the boy and the girl.\n\nStudent Profile:\nAge/Year: Nikol\nHobbies: žádné\nDisorders: Nevhodné chování,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Working with the collective, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "771", "student_age_year": "Nikol", "student_hobbies": "žádné", "student_diagnoses": "", "student_disorders": "Nevhodné chování,Odmítání spolupráce", "teacher_approbation": "Magisterské (matematika, fyzika)", "teacher_practice_years": "26", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/645", "content": "TEACHING CASE STUDY\n\nBackground:\nThe incident happened at school, during my supervision during a long break. I smelled intensely the cigarette smoke coming from the boys' toilets. After opening the toilet door, I caught a fifth grader smoking a cigarette. I teach this student, several times I had the feeling that I could smell cigarettes from him.\n\nSituation (Anamnesis):\nThe student attends the fifth grade of elementary school. He is eleven years old. There were never any problems with him during classes. He was always prepared and his results were average. He comes from a good family background. He has both parents and one younger sibling.\n\nTeacher Intervention (Solution):\nI approached the student calmly. She reprimanded him for the inappropriateness of smoking in school premises. I assured him that it was the last time, otherwise I would have to notify my parents. The student explained to me that his parents smoke and that he just wanted to try it.\n\nOutcome:\nIt seems that admonishing the student was enough to prevent the situation from happening again.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: fotbal\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "645", "student_age_year": "11 let, 5. třída", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "15 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/830", "content": "TEACHING CASE STUDY\n\nBackground:\nPupils were assigned group work, tasks were distributed - work in threes. Subsequently, while checking the students - how they cooperate, what language equipment they have, I got to the student's desk and found out that he was not doing anything. So I started to deal with the situation.\n\nSituation (Anamnesis):\nThe class was very diverse in ability, knowledge and ambition. New team, still unformed social ties, friends are not across the class but within smaller groups. She was average in terms of grades and behavior. The problem was the high number of pupils for English language teaching – 27 pupils.\n\nTeacher Intervention (Solution):\nFirst, I asked the student why he was not doing anything. He replied that he did not know what to do. So I said that after explaining the activity I asked if everyone understood the assignment and asked him why he didn't ask. The student then started to be vague, he didn't want to admit that he'd rather be on the phone than to work together, after which I told him that I understand him if he doesn't enjoy the class, but since I also gave him the opportunity to express himself (I always give students space to say what they enjoy/ he doesn't enjoy doing, I also offer the possibility of individual work, different from the rest of the class), so I told him that I would like you to be honest with yourself and with me. If you don't want to be here and do this job, you can go home, I'm not keeping you here. Or I can give you another task. Whereupon he asked me if it would be excused. I replied that of course it wasn't. The student then started working.\n\nOutcome:\nShort-term result - he started to pay attention and cooperate in class. His specific outputs from the given exercises were sufficient. Long-term result - the student began to do what was asked of him. He listened when assigning tasks. However, rare episodes of disinterest did occur.\n\nStudent Profile:\nAge/Year: 16 let, 1.ročník SŠ\nHobbies: Počítačové hry, anime\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "830", "student_age_year": "16 let, 1.ročník SŠ", "student_hobbies": "Počítačové hry, anime", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr", "teacher_practice_years": "3", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1374", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the corridor was as follows: I was in charge when I happened to peek into my class and saw a student fighting with a classmate. I immediately tore them apart. At first glance, it was clear who was the aggressor and who was the victim. She always tried to draw attention to herself, to establish some kind of contact, but she handled it inappropriately.\n\nSituation (Anamnesis):\nThe student had a very problematic family environment. Both parents were addicted to drugs, which also became fatal for them. The student is currently in foster care, where the surrogate mother takes exemplary care of her and cooperates with many teachers to ensure the best conditions for the student's studies. Due to her social background, the student was quite disadvantaged and neglected in her childhood. Arriving at a new school in the sixth grade, he wants to get the attention of others. However, she does it in the least appropriate way, throwing classmates' things in the trash, fighting or being unruly during recess. It brought a kind of rift into the class, as the class itself was quite close-knit, and the female student acts as a disruptive element when she repeatedly calls attention to herself inappropriately.\n\nTeacher Intervention (Solution):\nstarted solving the situation by first taking a classmate into the office, who described to me how the whole situation arose. The student took a classmate's pencil case and threw it in the trash. In this respect, it was nothing unusual, but not every boy liked it... I had to explain to him that after all, boys don't fight with girls and that he should try to solve the situation differently or come straight to me. After that, I took the student aside. I convinced her that this is not done and gradually found out why she behaved this way. This time I dealt with it only by arrangement, but it was not unusual to give notes in her case as well.\n\nOutcome:\nIn the short term, the result was almost zero, as such cases occurred almost every week. However, I tried to listen to her more, I consulted with her \"mother\n\nStudent Profile:\nAge/Year: 12, 7. třída\nHobbies: kreslení, psaní deníků\nDiagnoses: Psychiatrická diagnóza\nDisorders: Disrespekt,Lhaní,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1374", "student_age_year": "12, 7. třída", "student_hobbies": "kreslení, psaní deníků", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Disrespekt,Lhaní,Rušení výuky", "teacher_approbation": "Mgr. (dějepis, zeměpis)", "teacher_practice_years": "12", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1200", "content": "TEACHING CASE STUDY\n\nBackground:\ndon't know when exactly his problematic behavior started, the student rather showed himself gradually. At the beginning of the 1st year, everything was fine. Then came the occasional forgetting of homework and disruptions in class. In the 2nd semester of the 1st year, I even had a problem with his classification, because the average was taken from two subjects: biology and biology exercises. The student didn't bring any protocols to the exercises, so I had to give him an imaginary 5, but he got a 3 in biology, and when I averaged it, he got a final grade of 4. So I couldn't actually give him an insufficient grade for the report card when they were calculated two objects together. We'll see what he comes up with this half term, I hope he gets better.\n\nSituation (Anamnesis):\nThe student is an extroverted boy, he has average results in most subjects. In one subject (biology practice) he even performs below average, not because of lack of knowledge, but because of deliberately not carrying protocols, which are the only way to get any grade in that subject. He likes to have fun with his classmate, with whom he sits on the desk, and precisely because of this, he often does not pay attention or does his own things in class, e.g. in biology class he was finishing his math assignments. Even though he was reprimanded in class, he soon returned to his math assignment.\n\nTeacher Intervention (Solution):\nAs a solution, at first, when the situation was not yet so serious, I chose the form of notes. At first this method took a lot of time, but later the student did nothing from the notes. That's why I decided to consult with his parents, where I tried to find a suitable solution together with them, and I also asked them what the situation is in their family, if the pupil behaves similarly at home, i.e. if he often does not listen to his parents and does not cooperate with them. I learned that there are times at their home when the student is disobedient, but that in most cases there are no problems with him even in terms of homework or preparing for school. I agreed with the parents to use non-violent communication, primarily to work with their son on his feelings, how he feels in the given classes, what his moods are, etc. I also recommended the publication Respect and be respected.\n\nOutcome:\nAfter the application of non-violent communication and the publication named above, the student's behavior improved rapidly, although he still faltered in some classes, he was certainly better than before in many ways. Fortunately, his behavior remains normal even for a long time. Now he tries not to be disturbed most hours, so we'll see how long he can last.\n\nStudent Profile:\nAge/Year: 17 let, 2. Ročník SŠ (gymnázium)\nHobbies: sport – především fotbal, rád tráví čas s kamarády\nDisorders: Nespolupráce,Nepracovitost,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: (Disciplinary) Punishments, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1200", "student_age_year": "17 let, 2. Ročník SŠ (gymnázium)", "student_hobbies": "sport – především fotbal, rád tráví čas s kamarády", "student_diagnoses": "", "student_disorders": "Nespolupráce,Nepracovitost,Neposlušnost", "teacher_approbation": "Mgr., biologie, tělesná výchova a výtvarná výchova", "teacher_practice_years": "17", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/405", "content": "TEACHING CASE STUDY\n\nBackground:\nThis case is constantly being solved and I have only one principle - to try to find the truth, who started it. Most of the time there is a longer coincidence behind it, so I try to unravel it at least a little. I'm trying to be fair, so maybe both students get some kind of punishment. I had two little boys here last year, one was a foreigner and the other was a foreigner. Since they were both strangers, they made friends and played together and were generally together. The foreigner - Cuba - was taller and apparently more assertive, so when the problem arose, I thought he was the one causing the conflicts. Finally, in the second half of the second grade, I found out that the other stranger was behind it all. That he causes disputes in class and even bullies other boys. And then he complained that they started hurting him, that he was just defending himself. For a long time it was the same as in other classes, where the boys normally chat. So I have to admit that we didn't notice it for a long time. Their behavior in class, during break, in the group or even after tutoring is something else. So from these several different behaviors and small details, you then put together a mosaic of the whole problem. In the period of slow easing of anti-coronavirus measures, when children were returning to school, but it was still flying back and forth, mothers began to complain that children did not want to go to school because one student was hurting boys. So we all (teachers, educators) started noticing it. We found out that there was a second pupil behind this kind of nudging both with one pupil and with the other children.\n\nSituation (Anamnesis):\nDue to the Moldovan origin of one pupil, he had a problem fitting into the class. That's why he mainly had fun with the other foreigner. I think that the main reason for his problematic behavior was the return from the corona period to the normal school environment, when he probably needed to vent somewhere and have a good time, so the situation started to worsen. Then it became more obvious that he was the one who started the problems. That he actually scolds the boys, even if they don't notice him at all, or that he runs after them, even though he has been told several times to play somewhere else with someone else, when the boys, according to him, are hurting him. So he actually started fights, but then complained that he was \"just defending himself\n\nTeacher Intervention (Solution):\nAt the beginning of the solution, we still weren't sure where the wind was actually blowing from, but even so, I asked our school psychologist for help and she prepared several sessions and programs regarding creating friendships, communication and behavior towards others in the class. So, in the second half of the second grade (last year), we had about four sessions where the psychologist came and talked with the class for the whole hour about topics such as cooperation with the class or with the school and similar in various playful forms (for example with flies that represented different properties, etc.). Since we weren't really sure where the problems were actually coming from, I also asked the teacher from the group to pay more attention to the boys, and especially to one student, and observe them more. Together, we finally found out that he is the source of all the quarrels, that he provokes the other boys, that he pokes that Kuba; when they were doing some task with the psychologist lady and he wanted to be first at any cost.\n\nOutcome:\nDue to several external influences on one student (moving to the city center in the middle of the year), lack of friends, both at school and outside of school, we dealt with his more aggressive behavior, not very serious but definitely not correct. He was also sent to a pedagogical-psychological counseling center just to be sure. The programs with the psychologist at our school helped a lot, when the class was able to bond, despite all the previous disagreements. By the end of the year, the whole situation was much better and his behavior improved significantly. However, he had to transfer to another school for the next year, due to moving to another part of the city.\n\nStudent Profile:\nAge/Year: 6–7 let, 1.-2. ročník základní školy\nDisorders: Šikana,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Bullying\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "405", "student_age_year": "6–7 let, 1.-2. ročník základní školy", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Šikana,Provokace", "teacher_approbation": "Magisterské vzdělání, Učitelství prvního stupně", "teacher_practice_years": "28 let", "problems_annotated": "Physical aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1311", "content": "TEACHING CASE STUDY\n\nBackground:\nfew years ago, as a beginning teacher, I taught a very troubled student. He came from a troubled family, his parents tossed him around like a hot potato. First he lived with his mother, later with his father. The benefit was average, although the results could have been much better. He did not work at school, home preparation was completely absent. But the worst thing was his behavior, he was very rude, even arrogant. He gained a dominant position in the class, other students looked up to him. He was able to completely throw off every class.\n\nSituation (Anamnesis):\nThe problematic pupil had a poor family background.\n\nTeacher Intervention (Solution):\ntried to persuade him, to invite my parents to school. He also received several remarks and disciplinary measures for his behavior. Unfortunately, I often did not manage the situation. I didn't have that much experience yet, so he could easily turn me on completely with his behavior, rude comments and ignoring the instructions in class. So sometimes I overreacted, wrote him a note, etc. I went to class with distaste for what would happen next, what I would have to deal with. Although I set myself the task every day that this time I could do it calmly, I didn't always succeed.\n\nOutcome:\nThe student's problematic behavior continued, not only at school, but also outside school. So he was later placed in SVP.\n\nStudent Profile:\nAge/Year: 11, 5.ročník\nHobbies: otevřená otázka\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1311", "student_age_year": "11, 5.ročník", "student_hobbies": "otevřená otázka", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1.stupeň", "teacher_practice_years": "17", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/942", "content": "TEACHING CASE STUDY\n\nBackground:\ncame to class and after checking attendance we discussed what we were going to do today. The first thing on the agenda was the repetition of the last lesson through the worksheet, which we were supposed to read together after completing and fill in the small gaps in our knowledge. I handed out papers to everyone and told them how much time they had to fill them out. It was about 7 minutes. For the first two or three minutes, I still checked my preparation and let the students work. Then I started looking around and walking around the class to see how the students were doing. When I reached the student in question who was not working, I asked him why he was not working. Only then did the student pick up a pen and start filling out the worksheet. It was clear that he was only working because I was standing next to him. After that I started walking around the classroom again. The students were already slowly finishing. So I asked who was still working and only a few students raised their hands. The pupil's hand remained down. So I went to check on the students who raised their hands. They were only missing a few answers, so I gave them an extra three minutes to finish. Since I knew that the student had not written anything before, I went to see him as well. Apart from a few scribbles, he had nothing in the paper, and again, he wasn't even holding a pen. So I admonished him again. He apparently started working again (however, it was obvious that he was doing it only because I was standing next to him). I went to sit behind the chair and waited for the students' time to expire and in the meantime I watched the student. He sat and played with a pen.\n\nSituation (Anamnesis):\nThe student did not stand out in terms of his grades, he was inattentive and difficult to motivate from the beginning of the school year. Even in really interesting activities, in which the rest of the class was actively involved and which the pupils enjoyed, he had no effort to get involved. On the contrary, during breaks he enjoyed not having to do anything and liked to play with cards or cars. Nevertheless, he only spent breaks with one or two friends. I think his behavior in class made him not very popular with his classmates.\n\nTeacher Intervention (Solution):\nAfter the time was up, I went to the student for the last time. When I saw that his worksheet was still blank, I told him that if he didn't need to write it down, he could certainly say the correct answers out loud in front of the class if he knew them. You could tell he didn't want to answer, but I wanted to punish him for not working. So he started reading and of course he knew almost nothing, but he tried to fill in the answers. When filling in, he answered nonsense several times, so his classmates mocked him (I reprimanded them and told them to give him advice instead of mocking him).\n\nOutcome:\nWith all his strength and with the help of his classmates, the student finally completed the exercise. I expected that in the next lessons taught by me, the student would know what would happen if he didn't work, so he would start trying harder. However, that did not happen. I had to solve the same problem during the next class. After talking with the other teachers, I found out that the student behaves the same in all classes. By the end of the school year, nothing had changed at all, not even the class teacher's conversation with the student's parents helped.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Hra na počítači, travení času s kamarády venku\nDisorders: Rušení výuky,Nepracovitost,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "942", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Hra na počítači, travení času s kamarády venku", "student_diagnoses": "", "student_disorders": "Rušení výuky,Nepracovitost,Nepozornost", "teacher_approbation": "Mgr., dějepis a občanská výchova", "teacher_practice_years": "1,5", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "Disrespectful communication", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/105", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place primarily because the student was pressured by his parents because of his grades. The student didn't know what to do, so he took it out on another student, whom his parents threw at him. He was jealous of him and wanted to be better than him.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nFirst, I found out information from colleagues at the workplace. I made sure that everything was not right, considering that similar behavior was repeated last school year. As a next step, I planned to find out information from the classmates of the bullied student, but in the end it was not necessary, because the student herself came to me and told me how the boy behaves towards the boy in the class. In the end, I called the two students involved in the situation and started to solve it. I talked to them and tried to show them that everyone cannot be the same, but that it is important to help each other and try to be loyal to the whole team. I gave them examples of what the other person would definitely not want to happen to them, and I tried to find the truth on both sides.\n\nOutcome:\nIn the short term: Immediately after the incident, both boys were called to the office, where we solved the problem together. When the session ended, the students began to behave with each other as they should. Long-term: The students are currently friends who help each other and spend their free time together after school.\n\nStudent Profile:\nAge/Year: 10 let, 5. třída\nHobbies: Sportovní aktivity\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "105", "student_age_year": "10 let, 5. třída", "student_hobbies": "Sportovní aktivity", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Učitelství českého a anglického jazyka pro 2.stupeň základní školy", "teacher_practice_years": "3", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/610", "content": "TEACHING CASE STUDY\n\nBackground:\nIt has been my dream to become a teacher since childhood. I have always enjoyed working with children, which is why I was immediately clear about my career choice. I have been working on the school grounds as a teacher for the seventh year. Even though this job is not always easy, I have to admit that I am completely fulfilled by this job. Many times I got into unpleasant situations where my task was to properly resolve the given situation.\n\nSituation (Anamnesis):\nWhen assigning the task, I immediately thought of the case of a student who has excellent results, but with his behavior disrupts the course of the lesson, often does not cooperate and insults his classmates. He comes from a divorced family where his parents take turns in his care. His main hobbies include watching trains. He is an introverted boy, but he can't handle cases when something doesn't go his way and he starts to get angry. In extreme cases, he starts throwing his things around, once he even dropped an entire bench.\n\nTeacher Intervention (Solution):\nSuch behavior of the pupil was already repeated, so I decided to invite his parents to a session at school. I tried to suggest to them some ideas on how to solve the situation. We agreed that the student would visit me regularly. We will talk about his feelings and work together to help him control his anger better. This is how we met the student for several months.\n\nOutcome:\nI think this solution had a successful outcome. The student was gradually able to control his behavior better. Whenever he doesn't understand something, he comes to me and together we find a way to understand the issue. As a result, the student gained more friends who did not like him because of his previous behavior. Even now, classmates go to him for advice.\n\nStudent Profile:\nAge/Year: 9, 2012, 3.A\nHobbies: Fotbal, počítačové hry\nDisorders: Nepozornost,Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "610", "student_age_year": "9, 2012, 3.A", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "", "student_disorders": "Nepozornost,Nesoustředěnost", "teacher_approbation": "Učitelství pro 1. Stupeň ZŠ, Mgr.", "teacher_practice_years": "Přibližně 30 let", "problems_annotated": "Emotional outbursts, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/839", "content": "TEACHING CASE STUDY\n\nBackground:\nAgain, this is the same boy as in the previous case report. A fundamental problem arose with the boy during his education during online classes during the widespread closure of schools. He felt lonely at home and completely lost the desire to work due to the absence of the assistant. He had no human support during distance learning, he was demotivated. In regular teaching, the teacher's assistant is an indispensable article. It helps to explain and clarify the curriculum and the material being discussed. The boy was not in contact with classmates or participating in online classes during the entire period. In this case I was only present in the chat. The fact that he did not regularly participate in online classes, using a webcam, meant that he could not see all of his classmates at once. After returning to school, he was still unmotivated, he didn't want to do anything. He just needed to talk to the assistant. He was very late doing assignments or flunked some assignments. He continuously received notes and various warnings regarding non-fulfilment of school duties. This condition lasted approximately 6 months. He also had problems with classmates with whom he did not get along, due to almost no common contact for 1.5 years. The situation with the boy escalated to such an extent that the school psychologist, the teacher's assistant and I also dealt with it with him. Some teachers complied with his requests that he write more often on the computer instead of writing assignments so that he could submit assignments on time or with an extended deadline. However, I still felt the need to talk to the boy more personally. Try to root out the cause of his behavior. Also, my biggest concern is that he will not have a full service and life after graduation, because he is not used to using an interpreter, nor would the interpreter know how to work with the deaf-blind. For example, to the doctor, to the office, etc. or to use a silent line, internet services, etc. Dad will not help him 100%.\n\nSituation (Anamnesis):\nThis is a 20-year-old student with multiple disabilities at the same time, with special educational needs, who needs the provision of support measures to fulfill his educational opportunities. Due to the concurrent sensory disability, the expressive side of speech and understanding is impaired. For this reason, a multisensorial approach is used with the boy, which is based on communication using oral speech, sign language and finger alphabet. The modification of educational content is therefore guided by the use of a multisensory approach.\n\nTeacher Intervention (Solution):\nbeneficial solution seems to be to motivate the pupil to learn with a greater number of visual illustrative aids when explaining the subject matter, which are adapted to his visual impairment. Given that this is a student with a combined disability, it is necessary to take into account his individual needs as much as possible and respect his work specifics, especially his learning style. A prerequisite for successfully mastering the subject matter and motivation to learn is that he will be given the opportunity to choose - that is, how and in what way he will learn. The basis of cooperation between teacher and pupil is a sensitive and empathetic approach to disability, but always taking into account its differences and needs. It is necessary to choose such forms of work that allow more frequent checking of the student's study results, providing feedback and respecting his work pace. In addition to education, his social role and inclusion in the school class of his peers will also be very important for him.\n\nOutcome:\nThe mutual cooperation of the teachers and teaching assistants, who continuously share their observations and experiences in teaching the pupil, proved to be very effective. I decided to provide the boy with individual help in case of problems in mastering the subject matter - explanation of concepts. Now that he comes to school, he is more conscientious and tries. When he's at home, he doesn't think about school. But he needs to realize that it is also related to self-study, for example - learning at home, working and completing tasks, but it is clear that he is making progress with working on the PC - he has his own order, folders, knows how to work with it. Where to put the materials, etc. It can be seen that when he is at school during lessons, he remembers the information, but when he is at home, he does not. However, what turned out to be a turning point in his life was his participation in an international camp in Belgium for DeafBlind in June 2022 with the international participation of children and young people with combined hearing, vision and movement disabilities. The boy was accompanied by me and his father as a personal assistant. I gave him all the assistance I could. I myself have gained a lot of experience and ways and other methods of working with the blind. Mainly, I realized that there is a different culture in u than in u. It's interesting, I felt a good way out of it - how to remind/notify the student how important it is to have a slower pace. How is it necessary to describe when he can't see into the distance or the surroundings in a way that he likes. I am sure that a new dimension of life opened up for the student, because he found out that he was not alone here with his personal life and difficulties in his studies. It was a life experience for him and above all a huge experience. After the summer vacation, he returned to school excited. He knows what awaits him - pre-matriculation cooperation with teachers, meetings with his classmates, etc. But now he knows that the system is set and he knows that he is not alone.\n\nStudent Profile:\nAge/Year: 20 let / 4. ročník SŠ\nHobbies: Rád pracuje s počítačem. Např. počítačový systém, programování, grafická práce na PC. Hlavně tvorba webových stránek  předmět TWA). Těší ho hrát s učiteli šachy, pokud je volná hodina. Má rád dějepis a historii.\nDiagnoses: Těžké zrakové postižení,Sluchové postižení,Tělesné postižení\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "839", "student_age_year": "20 let / 4. ročník SŠ", "student_hobbies": "Rád pracuje s počítačem. Např. počítačový systém, programování, grafická práce na PC. Hlavně tvorba webových stránek  předmět TWA). Těší ho hrát s učiteli šachy, pokud je volná hodina. Má rád dějepis a historii.", "student_diagnoses": "Těžké zrakové postižení,Sluchové postižení,Tělesné postižení", "student_disorders": "", "teacher_approbation": "BcA. – Výchovná dramatika pro Neslyšící", "teacher_practice_years": "21 let – ve školství pracovala v průběhu let na pozici – třídní učitelka, učitelka, asistentka pedagoga, vychovatelka družiny, internátu a noční vychovatelka (podle suplování), asistentka mateřské školy.", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/689", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student returned from distance learning, where he got used to the free mode. There was a big change for him at school when he was required to follow a routine and participate in school activities. His approach to learning was very negative, I can't do anything, I don't know anything, I don't want to do anything. At school, he was restless until one time he and a classmate started throwing plasticine at each other and during this activity they scattered things on the teacher's desk.\n\nSituation (Anamnesis):\nThe pupil's father is a very temperamental person who has no qualms about beating his wife, so the mother raises the pupil alone. The student is often aggressive and it happens that the student himself does not know why he behaves this way or why he did the given thing. His motivation is the sentence why would I study if I'm going to be under a bridge anyway.\n\nTeacher Intervention (Solution):\nAt the beginning, I tried to admonish and raised my voice, I thought that it was just a momentary block that would pass in a day, that the student was having a bad day, but when this situation was repeated for the following days, I came to the conclusion that this solution does not lead to anything. Before the holidays, it was also discussed with the educational advisor.\n\nOutcome:\nHere I realized that the solution to this situation was not correct. The student still did not want to cooperate and the problematic behavior did not subside. So I chose another solution. In the end, I used the article in the reader about the classroom from hell, which I used to explain to the whole class how they should behave, and that not everything they think is right always has to be, and that something has to be done in school do because it has a great use in life. The student needs to pay more attention and also be busy with important work, e.g. he is in charge of the bulletin board. The assistant tries to motivate him in the lessons, who sometimes tells him what to do and how to do it. The overall result is visible, the student is already starting to work in class without repeated reminders.\n\nStudent Profile:\nAge/Year: 10 let, 5.třída\nHobbies: Nic, jde na zahradu, nebo s kamarády ven, nádražní domek rozbijí okna.\nDisorders: Agrese,Nespolupráce,Neuznávání pravidel\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "689", "student_age_year": "10 let, 5.třída", "student_hobbies": "Nic, jde na zahradu, nebo s kamarády ven, nádražní domek rozbijí okna.", "student_diagnoses": "", "student_disorders": "Agrese,Nespolupráce,Neuznávání pravidel", "teacher_approbation": "", "teacher_practice_years": "30let", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1064", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerns a boy from the Children's Home with achievement and educational problems. The boy has serious educational and educational problems, which culminated in disrespecting the authority of educators and manifested itself in truancy, verbal aggression, lack of interest and a lax approach to education and duties. Educators pointed out non-observance of the school rules, inappropriate and vulgar behavior towards teachers, disrupting the teacher's explanation, not completing assigned tasks, creating an unpleasant environment in the classroom, disrupting the lesson, not being interested in teaching, playing with a mobile phone, lying on the bench with a hood on the head, smoking in front of school, causing conflicts and others.\n\nSituation (Anamnesis):\nFamily history: Mother – substance abuse, deprived of parental responsibility. Father - not listed. Grandfather – alcoholism, diagnosis: cirrhosis of the liver. Social anamnesis: In the care of grandfather for a long time, since 2015 in the Children's Home.\n\nTeacher Intervention (Solution):\nAt school, the boy's educational and educational problems began to escalate, which culminated in the holding of several case conferences to discuss the boy's academic and educational problems. The following were present: the director of the Children's Home, the school principal, a class teacher, a tribal educator, a psychiatrist, a psychologist of the Children's Home, a curator for minors and adolescents, a social worker of the Children's Home and a minor boy.\n\nOutcome:\nDespite the recommendations of experts, the setting of barriers, the adequacy of demands, space for time for preparation, new learning techniques and despite all the help provided both by the pedagogues and the educators of the Children's Home, the boy negated all the efforts of the teachers and thus failure (stagnation) occurred. The situation was not resolved any further, there were no changes in the boy. The children's home responded by placing the boy in an educational institution.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: žádné\nDiagnoses: Deprese\nDisorders: Záškoláctví,Verbální agresivita,Alkohol,Drogy,Cigarety,Neúcta k autoritám,Lhaní,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems, Verbal aggression\nSolutions Applied: Support, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1064", "student_age_year": "15 let, 9. třída", "student_hobbies": "žádné", "student_diagnoses": "Deprese", "student_disorders": "Záškoláctví,Verbální agresivita,Alkohol,Drogy,Cigarety,Neúcta k autoritám,Lhaní,Agrese", "teacher_approbation": "Mgr., AJ, ČJ", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/63", "content": "TEACHING CASE STUDY\n\nBackground:\njust entered my class, some students were still enthusiastically debating, but even those quieted down when I appeared at the door, stood up, we greeted each other and the lesson began. We just had a geography lesson and today's topic was the use of colors in map making. This topic was rather a repetition for the students, as I needed to find out what they had forgotten during the long vacation. So I started with the simplest questions and followed the student in question, as I was alerted to his behavior. Said pupil behaved quite normally, remained silent most of the time, followed the teaching and answered when asked.\n\nSituation (Anamnesis):\nAbout fifteen minutes passed and I already observed small changes in the student's behavior. The student appeared restless, looking around the classroom, looking out the window, fidgeting in the chair, playing with the case, not paying attention. So I increased the intensity of my voice and started directing the lecture and questions more towards this particular student. I regained the student's attention, but at the same time I lost track of the rest of the class.\n\nTeacher Intervention (Solution):\nSo I returned to the explanation in front of the blackboard and again involved the whole group equally. The student suddenly got up from his chair and went straight to the basket that was placed next to the blackboard. So he went through the entire classroom from his back desk. I let it go unnoticed, but the student didn't stop at disrupting classes by illegally throwing trash, and when he was returning to his seat, he deliberately dropped the case on one of his classmates. 'Hey! What are you doing?' it sounded. 'Shut up.' was the pupil's reaction. I could not let this go unnoticed and I immediately reprimanded the student and asked him to immediately return to his desk. The student started stomping towards his seat. 'I can't hear!' I heard. This was obviously the answer to the chuckle of the student in the next desk, who responded with a smile to my admonition of a classmate. 'You don't listen or you get it! I'll break your mouth!' answered the student. I told them both to kindly calm down and sit down, but the argument between them continued and the students started attacking each other verbally and then physically, the whole class of course encouraged them. I screamed and began to forcefully pull them apart with the help of the teacher's classroom assistant. The assistant then took the student to the principal's office and I returned to teaching for the remaining few minutes.\n\nOutcome:\nthe behavior did not surprise anyone at all and the whole story ended up with the school guidance counselor. However, the situation was to happen again the following week and again in my class.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník\nHobbies: sport  převážně fotbal)\nDiagnoses: ADHD,Porucha chování\nDisorders: Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Physical intervention, Disrespectful communication, Support, Transfer of student, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "63", "student_age_year": "11 let, 6. ročník", "student_hobbies": "sport  převážně fotbal)", "student_diagnoses": "ADHD,Porucha chování", "student_disorders": "Krádeže", "teacher_approbation": "zeměpis a tělesná výchova", "teacher_practice_years": "14 let", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Disrespectful communication, Support, Transfer of student, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/282", "content": "TEACHING CASE STUDY\n\nBackground:\nfew years ago, we had a boy at school who didn't have many friends at school and spent most of his time alone. He lived only with his mother, who did everything possible for him. So he was not independent. He was extremely independent, clumsy and did not do well in school. You can say that he was such a 'mommy'. It often happened that he didn't turn in assignments, and if he did, it was late. He always made the excuse that he didn't know where and by when to hand over the individual items. He was unable to work alone during cooking classes. If the teacher didn't pay attention to him and tell him step by step what to do, he couldn't do anything.\n\nSituation (Anamnesis):\nThe student was not independent. If his mother didn't help him, he couldn't do anything, which was a problem for a high school student.\n\nTeacher Intervention (Solution):\nhad it in Czech, so I know how difficult it was to work with it. The teachers complained about him all the time. It often happened that students were supposed to submit assignments by a certain date, but he did not complete them. Her colleagues were convinced that she would not graduate. Once I said to myself - that's enough! I started being hard on him. I started to be stricter towards him and also threatened that I would not admit him to the Czech matriculation exam. Some colleagues took the same or a similar approach towards him.\n\nOutcome:\nI think it helped a bit because he became more independent. He usually handed in his assignments on time. He ended up dropping out of school and started working, so he didn't graduate anyway.\n\nStudent Profile:\nAge/Year: 17 let, 2. ročník (SŠ)\nHobbies: Videohry\nDiagnoses: Poruchy učení\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Consequences, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "282", "student_age_year": "17 let, 2. ročník (SŠ)", "student_hobbies": "Videohry", "student_diagnoses": "Poruchy učení", "student_disorders": "", "teacher_approbation": "Vysokoškolské", "teacher_practice_years": "25", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/779", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when a class photo was being taken. The girls who were sitting in the first row made an inappropriate gesture, they simply put their hands in their laps and showed the middle finger. Some boys in the second row showed the same gesture. About ten people in total, maybe there were more, but you couldn't tell from the photo. No one noticed it at the time, it was only discovered when the photos were to be developed.\n\nSituation (Anamnesis):\nThe whole class is very clever. They are all hardworking, although they tend to be passive in class. Those studious types who don't talk much in class so they don't say something wrong and embarrass themselves. They mainly want to know what to study for the test. But there is a group of girls who have a great influence on the whole team, the others are afraid to speak out against them.\n\nTeacher Intervention (Solution):\nFirst, the students were interviewed to see if they saw anything wrong with their behavior. I explained to them that we could not develop such a photo and that they would be punished. The students acknowledged their mistake and agreed to the punishment, even suggesting a new photo shoot. I told them that they could have their picture taken again, but they would have to solve everything themselves and I would not be in the picture with them, because I had already given them my chance. In the end, it turned out that behind everything was the group of girls who saw such a thing on TikTok. I did not find one specific culprit. Everyone who showed an inappropriate gesture in the photo received a class reprimand.\n\nOutcome:\nIn the end, the class did not agree on anything, so they were left without a photo that year. Parents were of course informed about the situation by email. I described the situation to them and explained why I solved it this way. What was interesting was that the parents of the children who did nothing took the matter with complete understanding. Some even wrote to me that they themselves punished their children, even if they did not show any gesture, because they must know that such things are not done. In contrast, the parents of the children who showed the gesture downplayed the situation - some even found it funny, and wanted a milder punishment for the children. The students were upset for the first few weeks after the photo shoot, but gradually things returned to normal. It was never a problematic class, rather it was just one situation.\n\nStudent Profile:\nAge/Year: 9. ročník, 14 až 15 let\nHobbies: velmi aktivní, mnoho různých zájmů\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Working with the collective, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "779", "student_age_year": "9. ročník, 14 až 15 let", "student_hobbies": "velmi aktivní, mnoho různých zájmů", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské magisterské, obor chemie", "teacher_practice_years": "17", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1210", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring a normal school day, a 7th grade student came to me to report that someone had probably stolen her wallet from her briefcase. The pupil was suspicious of a classmate. So I ascertained from the pupil the reason for her suspicion of the classmate, after which she explained to me that the classmate had demanded money from her the previous day. Žačka promised him that she would bring the given amount the following day. When a classmate visited her in class the day after, she showed him that she had the money, but that she would not give him the requested sum of NOK 100. During the long break, the classmate, together with pupils X and Y, committed a theft. A classmate stole a wallet from a bag, students X and Y were supposed to confiscate another classmate by showing photos on their mobile phones so that no one would notice the theft.\n\nSituation (Anamnesis):\nThe robbed pupil – a pupil of the 7th grade of a special primary school, a rather introverted person, calm, average academic performance. Perpetrator and accomplices - 7th grade special school students, extroverts, very friendly, average academic performance.\n\nTeacher Intervention (Solution):\nFirst, I tried to find out if there were any witnesses in the class. The classmate who was supposed to be confiscated by accomplices X and Y said that the given classmate appeared in the class during the break, but that he did not know whether he left with the wallet or not, because students X and Y were with him. So I invited the offender - the classmate to interrogation. But he repeatedly denied the theft. Subsequently, I conducted an isolated interview with pupils X and Y. Together with the educational advisor, I informed them about the consequences of the actions of the accomplices, the following possible procedure - notification to the police of the Czech Republic, the establishment of an educational institution, loss of trust, but also mitigating circumstances in the event of a guilty plea. Pupils X and Y said that their task was to confiscate a classmate in class and subsequently convicted the perpetrator. Despite this conviction, the perpetrator continued to deny the theft, which is why there was a confrontation between the perpetrator and the accomplices, and in the end the perpetrator also confessed.\n\nOutcome:\nAs soon as the perpetrator confessed, he immediately returned the wallet and the money to the given student. All three pupils X, Y and a classmate were given a reduced grade for behavior and the offender was transferred to a diagnostic institute for further actions and problem behaviour. In the long term, the reduced degree of behavior had a positive effect on pupil X and led to the elimination of further problematic behaviour.\n\nStudent Profile:\nAge/Year: 12 let, 7. třída – ZŠ speciální\nHobbies: sport, poslouchání hudby\nDiagnoses: Lehké mentální postižení\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1210", "student_age_year": "12 let, 7. třída – ZŠ speciální", "student_hobbies": "sport, poslouchání hudby", "student_diagnoses": "Lehké mentální postižení", "student_disorders": "Rušení výuky", "teacher_approbation": "Mgr., ZSV, psychologie, speciální pedagogika", "teacher_practice_years": "6 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/239", "content": "TEACHING CASE STUDY\n\nBackground:\nfirst met the student during a substitute class when she was in the fifth grade. Even then, she caught my attention by interrupting class. She likes to draw attention to herself and generally draws the attention of others to herself. When the pupil was in the sixth grade, I started teaching her mathematics and physics. This year, due to anti-covid measures, teaching had to take place at home for the most part. The pupil's behavior and performance during distance learning improved significantly. She even matched above-average students with her results. This was apparently due to her grandfather supervising her during the online lessons.\n\nSituation (Anamnesis):\nŽačka comes from a complete family. The peculiarity is that she has a twin brother who goes to class with her. The student likes to play football, has short-cut hair, wears sports clothes and at first glance looks more like a boy. He and his brother both have a problem with discipline. They like to provoke each other. On the other hand, you can see that they care about each other. The student sometimes helps his brother or stands up for him. The pupil's class is a very problematic class. There are several individuals in it who often disturb the lessons. Several other classmates can easily provoke these individuals. Žačka and her brother often join the others. The student is sitting alone in the desk, just like her brother. It was not due to the class teacher's decision, but the student herself did not want to sit in the desk with her brother or any classmate.\n\nTeacher Intervention (Solution):\nThe class was very noisy at the beginning of the lesson. The students were reprimanded several times. The student did not calm down even after repeated reprimands and kept interrupting. That's why a note was necessary. The student brought me a school book with the words: \"I don't mind.\n\nOutcome:\nThe situation calmed down in the class and the student stopped disturbing me when she brought me her student book. At the end of class she asked if she had to get the note. So it bothered her after all, even though she claimed otherwise. The next day she showed me a signed note saying: “She was not angry, teacher!\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: fotbal\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "239", "student_age_year": "12 let, 7. ročník", "student_hobbies": "fotbal", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Učitelství matematiky a fyziky pro střední školy", "teacher_practice_years": "16", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/224", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the lesson, when mirror forms were being made and the children were imitating their movements through the mirror, the student suddenly got angry and hit a classmate. After I started looking for the reason why she hit him, the student quickly took her backpack and ran into the corridor. There, she tried to barricade the door with a bench and banged it against the door, causing noise throughout the hallway and the classroom. When I asked her why she was doing this, she angrily started yelling that the brother of the classmate she hit had done something to her on the playground the day before and that she was now going to pay for it. Whatever I said, the student ignored. I tried to explain to her that this is not the way to deal with the situation and that we can talk to the student in question about what happened on the field, but I didn't even say it and started running to the locker room. Where she was screaming how she was going to run away because she didn't want to be in this stupid school. She started to look for the locker key but couldn't find it. I tried to stop her, but she ran out without a backpack and only in short clothes and sat on a bench. I warned her that such behavior is unacceptable. The student replied that she didn't care. It wasn't the first time that the student was inclined to run away. Fortunately, she never ran away from school completely. She always lingered in the atrium. I tried to convince her that we could call home or try to resolve the situation verbally and also that it would be cold outside. After a while, she also returned to school, picked up her backpack and ran to the bathroom, where she started eating a snack. Before long, she climbed out and was visibly calmer, but there was still anger and an unresolved conflict in her. It was already possible to talk and negotiate with her. Together we found the locker key because she was sad that it had a chip on it and a deposit paid. The whole situation ended out of nowhere with the words: 'Go to hell, I'm going to class!' She took her things and went back to class where she ate her snack and was now calm.\n\nSituation (Anamnesis):\nComplete family, older brother by three years has similar tendencies to escape and aggression. Mother teacher.\n\nTeacher Intervention (Solution):\nWhenever a student has a similar attack, it is important to think first about her safety and the safety of those around her. In many situations, we defended the student with physical force, but it was not at all effective, it also turned out that sometimes she is hungry and after eating, her condition calms down a bit. Quite often he threatens, opposes the one who gives orders or options. Sometimes her remarks are aggressive, quite often she threatens to destroy something or hurt someone, kill him. The special pedagogue recommended that if something like this were to happen, she should have some place where she could clear out. Unfortunately, this is not always possible when a student wants to run away from school. When the situation could not be resolved, we called the parents.\n\nOutcome:\nAs soon as all the actions that the student can perform in aggression can be solved, the class teacher tries to communicate with her about her mood and emotions. He always reminds her that it is better to use words and solve it with words than with actions and violence. Which started to take places. For example, while getting dressed in the locker room, instead of doing laundry, she and a classmate, due to some disagreement, started arguing and literally yelled at each other. The solution in these situations is for a long time, we have to work with the student slowly, and above all, carefully observe what is happening in the classroom and in what mood she comes home from home, whether she has had a good meal and whether she is satisfied. Quite often her aggression is an indicator of fatigue.\n\nStudent Profile:\nAge/Year: 7 let, 2. třída\nHobbies: Hraní si na zvířata, jídlo, kreslení\nDisorders: Agrese,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "224", "student_age_year": "7 let, 2. třída", "student_hobbies": "Hraní si na zvířata, jídlo, kreslení", "student_diagnoses": "", "student_disorders": "Agrese,Vyhýbání se škole", "teacher_approbation": "Vysokoškolské, speciální pedeagogika", "teacher_practice_years": "10", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/146", "content": "TEACHING CASE STUDY\n\nBackground:\nnew boy came to the class. He did not look aggressive and there was no indication that he came from a socially weaker family. The school was already his umpteenth. He had a record of frequent conduct violations and reprimands. He was even considered a \"fear\" among his colleagues\n\nSituation (Anamnesis):\nHere again, everything comes from the family. His father was a wealthy businessman who had a capable legal hand, and the boy therefore always got away from every problem probably without punishment, whether at school or in the diagnostic institute and other educational facilities he visited. The boy did not have strong relationships in the class. Later, information about his threatening the class reached the teacher. So it makes sense that the situation that arose was just another step to back up his words with actions.\n\nTeacher Intervention (Solution):\nThe inspector came to the teacher's chemistry class. The headmistress came to the class an hour ago and explained to the children that the inspector was coming to visit them and therefore it was advisable for them to behave well. At one point during the lesson, the student put his feet on the table and stopped working. The teacher asked him to take his feet off the desk. \"You have nothing to say to me teacher.\n\nOutcome:\nAfter the lesson, she spoke to Mr. Inspector, who was not satisfied with the lesson. His arrival set things in motion and the boy returned to the educational institution, after other colleagues also admitted to problems with this individual.\n\nStudent Profile:\nAge/Year: 16 let, 9. třída (propadl)\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Lhaní,Nespolupráce,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "146", "student_age_year": "16 let, 9. třída (propadl)", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Lhaní,Nespolupráce,Disrespekt", "teacher_approbation": "Mgr. (Matematika a chemie pro střední školu)", "teacher_practice_years": "12", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1406", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter entering the first lesson, I noticed that two students in the class were behaving in a strange way. They were vulgar, had problems with articulation and maintaining attention, and therefore alcohol consumption was suspected. The students I took to the representatives' office admitted themselves that they had been drinking. Their blood alcohol levels were even measured. They said that they were celebrating the sports victory of the Czech team, where they drank alcohol, and that's why they came to class drunk. We also suspected that these two students also had alcohol with them at school, but this has not been confirmed.\n\nSituation (Anamnesis):\nStudent one: sophomore high school student, normal arrogant behavior, occasional aggressiveness towards classmates and teachers, probably manipulated his classmate into this situation, average student. Student Two: a student of the second year of the gymnasium, small in stature, inconspicuous and quiet, probably a victim of bullying by the first student.\n\nTeacher Intervention (Solution):\nIn the office of the representatives of the school, where I accompanied the students, they were given water while the representative to whom the solution of the situation was handed over, called the legal representatives to pick up the students and escort them home. Both students admitted that they regretted their actions and acknowledged that their behavior was inappropriate and problematic.\n\nOutcome:\nThe students did not suffer any consequences for this action outside of the classroom teacher's direction. The incident was not repeated and therefore their behavior grade was not reduced, but due to other disciplinary problems of a different nature, the first student had to transfer to another school due to expulsion.\n\nStudent Profile:\nAge/Year: dva studenti sekundy (sedmá třída ZŠ) gymnázia, 13 roků\nHobbies: U obou dvou sport.\nDisorders: Arogance,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Transfer of student, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1406", "student_age_year": "dva studenti sekundy (sedmá třída ZŠ) gymnázia, 13 roků", "student_hobbies": "U obou dvou sport.", "student_diagnoses": "", "student_disorders": "Arogance,Šikana", "teacher_approbation": "Mgr., ČJ a AJ, divadlo ve výchově", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/374", "content": "TEACHING CASE STUDY\n\nBackground:\nLast school year in the spring, the schools closed again and we had to switch from normal teaching to distance learning. The teacher conducted the lessons at the times according to the schedule, just not live, but through MS Teams. Since we stayed at home, the teacher stopped having any information about the student. The student did not join the online classes, did not hand in the worksheets that the teacher sent the students to work on, and did not respond to e-mails.\n\nSituation (Anamnesis):\nBefore, when the school was going normally, there were never any problems with the pupil. They go to an eight-year high school and their class has always been one of those in which they learn well. But as they stayed at home, many of them treated it as a vacation and started to cough it up. No one in such a way as a pupil.\n\nTeacher Intervention (Solution):\nWhen it took longer, the teacher turned to the class teacher. He said that I'm not the only one who has such problems with the student that she doesn't participate in online classes at all. They contacted the parents and they promised to arrange for the pupil. The student then joined in about two hours and the teacher tried to speak to her soul. He asked her why she did it, he tried to show her that he understood her - that he understood that they didn't enjoy this form of teaching, but that we had to manage it together somehow. The student more or less did not give any explanation, she promised that she would go to class and complete her assignments. Then she came for about another hour and everything was as before.\n\nOutcome:\nThe teacher admits that he probably resigned a little then. In this, the distance education was simply much more demanding, we had very limited means and tools to get the children to do something. As it turned out, the student more or less did not participate in the online classes. The only thing is, she passed about three online tests they wrote. At the end of the school year, they went back to school for a few weeks and she was functioning normally again. And even now, the new school year has started and the teacher has not had a single problem with the student yet. The student has never been absent, she had printed the materials honestly and when they repeated the lessons from last year together in class, she participated and answered.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník\nHobbies: umění, malování\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "374", "student_age_year": "16 let, 1. ročník", "student_hobbies": "umění, malování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.; aprobace dějepis a německý jazyk", "teacher_practice_years": "19 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure, Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/119", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student now attends the fifth grade of elementary school. He is ten years old. Similar situations are repeated in the English lessons that fifth graders have three times a week. Problematic behavior is manifested by repeated disruptions in class in the form of rolling around on the desk, rummaging in the backpack, talking, inattention and subsequent misunderstanding of assigned tasks. Failure to understand assignments slows down the work pace of the entire class. The student is often confused, inattentive, restless, needs contact with the environment and forces attention by not working. 'He doesn't work as well as he should for me in English lessons, there are worse and better moments, because he is quite moody, the effectiveness of the lesson depends on his mood that day. He is very smart, intelligent, but some days he needs his own assistant, he needs some guidance to really do what he has to do and not disturb the other children. There were situations when he had to leave class with the assistant and go for a walk around the school, because he was not able to work at that moment and was just disrupting the work of the entire team.'\n\nSituation (Anamnesis):\nThe student has been diagnosed with Asperger's syndrome since the first grade, the teacher is not aware of the earlier diagnosis before starting elementary school. From the first grade he was different from other children. He stood out from the whole class with his behavior. He was always his own, inattentive, different, unadaptable, he didn't stay long at one activity and he didn't listen. The solution was a change of team, when in the third grade he transferred to a secondary class. In addition to the transfer to another class, this long-term situation was resolved by assigning an assistant who sits next to the student in class and helps him during all lessons. In class, she assists him with explaining assigned tasks, supports him in his work and in paying attention. The student differs from the other children in the class by difficulties in social behavior, on the contrary, he is characterized by an above-average intellect. Because he is not able to understand common situations in the classroom like others, he needs an assistant to guide him in the lessons.\n\nTeacher Intervention (Solution):\nTeacher: 'There are repeated interruptions in English lessons. In my classes, this is one of the most problematic situations that I have to deal with repeatedly, almost every class. I rate the assigned assistant as a very important factor, thanks to which the whole class can concentrate on the work and I don't have to explain one assignment ten times so that even the student understands it. Since he is also quite moody, it would sometimes take an entire hour, which is why the assistant really helps a lot in class. One incident happened half a year ago, when a student couldn't handle it in class, he needed to change the environment to calm down. The management ordered us, the teachers, to really accommodate the student in everything, because of his diagnosis, so the assistant went with the student out into the corridor, away from the class, they had to go for a walk. As I already mentioned, he needed a change of environment and activity. I was able to continue explaining the material and then practicing, so the rest of the class was not affected by this incident in any way. It didn't completely disrupt the class. The subject that the student missed in class had to be completed as homework. Since they're only in fifth grade, it wasn't a lot of homework for him to do alone at home. He already knew almost the entire material and it was only a matter of supplementing a few exercises in the workbook.'\n\nOutcome:\nThe management ordered the teachers to accommodate the student in all situations. The assigned assistant helps and contributes to the smooth running of all classes. Allegedly, it also happened that during the lessons in which the assistant was exceptionally absent, and the pupil had to work alone, he was in a good mood and worked as he should. From which it follows that his behavior is unpredictable and the teacher must be ready for everything and be prompt.\n\nStudent Profile:\nAge/Year: Pátá třída základní školy, 10 let\nHobbies: Počítačové hry\nDiagnoses: Aspergerův syndrom\nDisorders: Nepozornost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Support, Transfer of student, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "119", "student_age_year": "Pátá třída základní školy, 10 let", "student_hobbies": "Počítačové hry", "student_diagnoses": "Aspergerův syndrom", "student_disorders": "Nepozornost,Rušení výuky", "teacher_approbation": "Vysoká škola, dosažené magisterské vzdělání (anglický jazyk)", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1134", "content": "TEACHING CASE STUDY\n\nBackground:\nconsider myself an experienced teacher who was able to solve a number of painful and initially difficult situations during my professional life. This situation happened in my own classroom. This year they are already in sophomore year and I am their classmate for the second year. When the student entered our school, I perceived her as a quiet and orderly girl, rather introverted, but friendly. She always liked to be involved in all activities, even if she didn't have to and didn't really want to be the center of attention. Her benefit was and is quite average. She is doing a little better in natural sciences, while I see some problems in languages. I never noticed that she had problems with classmates or teachers. She was always willing to solve everything and communication with her parents never got stuck in any way. All in all, I would probably describe her as a calm girl who does not get involved in any conflicts and tries to function as well as possible in the school environment. I started to notice the change already in May 2022, i.e. at the end of the first year. The student started going to school very unprepared, she often lacked teaching aids and was not even prepared for exams and any tests. I also started to notice her neglected appearance. To tell the truth, she caught my attention first. She always took care of herself, tried to walk as well-groomed as possible, like any girl her age. However, she often wore the same clothes for several days in a row, untidy greasy hair, very often smelled bad, and overall she didn't make a very good impression. As far as class readiness is concerned, it has deteriorated in all subjects and other teachers have very often confronted me about this situation. Another problem was the deterioration of her behavior. She became more rude to teachers, snapping and refusing to work. Her relationship with her classmates was also changing. A number of them made comments about her appearance and picked on her out of place, which I always found shocking when I witnessed it. I also spoke to them personally and asked them to keep their comments out of the way. Of course, the student returned it to them and there were a number of arguments and conflicts that were the order of the day. Since I was starting to suspect that something was probably going on and such a drastic change is not usual for this type of student, I tried to observe more how the student behaves in the classroom environment. Unfortunately, I didn't notice anything other than the previously mentioned deviations and I was a bit at a loss as to what to do next. However, at the end of May, a strange event happened, when three of my students, that is, my fellow students, came to my office. They started telling me that they noticed that the student very often eats the plaster and brickwork in the classroom when she thinks no one is seeing her. This completely shocked me. The mother of one of the three girls (a girl) is a doctor. The girl discussed it with her mother at home until they came to the conclusion that it is most likely a disease called pika, in which the sufferer eats objects without nutritional value such as plaster, hair, stones, glass, etc. I was also told that she very often vomits on the toilet and also eats almost nothing. In the gym, they also noticed numerous bruises on her hands and that she had lost a lot of weight. That was absolutely crazy information for me.\n\nSituation (Anamnesis):\nhave already outlined the pupil's history in the previous paragraph when describing the situation. I would only add that she lives with both parents as their only daughter. They never seemed conflicted or problematic. More about the family history is not known.\n\nTeacher Intervention (Solution):\nSince it was the first time in my life that I was faced with such a difficult situation concerning my student, I was aware that every step by the wayside could have a fatal impact on such a sensitive topic. I therefore decided to consult the school psychologist. She was very happy that I went to see her first. She decided to talk to the girl alone. Žačka was invited to see a psychologist the very next day, who, after a long conversation, came to the conclusion that the girl most likely suffers from bulimia, has suicidal tendencies and extensive depression. Subsequently, I invited the parents of the students to the school, where we discussed it only with the four of us (me, the psychologist and the parents). The parents were very surprised, but they themselves mentioned that they had noticed changes in behavior, but attributed it only to her age. Subsequently, the pupil was also invited. The girl herself was very unhappy, but the positive thing about it was that she wants to fight it and is inclined to any solution. That made the whole situation a lot better. but also the support she received from her parents. Žačka was sent for a series of examinations, where she was indeed diagnosed with pica disease, bulimia and a number of psychological problems associated with it. The girl was hospitalized and treatment began.\n\nOutcome:\nEven after the start of the new school year, the girl is still hospitalized, but the treatment is going very well. The pupil receives a lot of support from her classmates and they are constantly in touch with her. Her communication with the teachers has also improved and she is also showing a great effort to get everything back on track. The student has a special teaching plan, so she continues her studies. She would probably transition to outpatient treatment very soon, but would continue to remain in the home environment. According to the doctors, everything was apparently caught at the beginning of all the problems, which is why the whole improvement is relatively fast. I consider my actions to be correct and I am very happy about the chosen procedure during the solution. The situation was very complicated and the whole thing was able to take place relatively calmly thanks to the cooperation of the whole family.\n\nStudent Profile:\nAge/Year: 16 let, kvinta\nHobbies: Knihy, jezdectví\nDiagnoses: Poruchy příjmu potravy,Pika,Sebepoškozování\nDisorders: Lhaní,Nepracovitost,Emoční labilita,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Selfdestructive behaviour\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1134", "student_age_year": "16 let, kvinta", "student_hobbies": "Knihy, jezdectví", "student_diagnoses": "Poruchy příjmu potravy,Pika,Sebepoškozování", "student_disorders": "Lhaní,Nepracovitost,Emoční labilita,Agrese", "teacher_approbation": "Mgr., Čj, Ov", "teacher_practice_years": "30+", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/251", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problem was that the student kept forgetting his tools before class. So when he came to school, the teachers and I had to constantly deal with the fact that the student had forgotten everything at home and therefore could not work effectively in class. These were tools such as pens, pencils, notebooks and textbooks.\n\nSituation (Anamnesis):\nThe student lived only with his mother because his parents were divorced. I would describe the mother as hardworking and willing to cooperate with the school on educational goals for her son. Unfortunately, she needed money, so instead of raising her son, she mostly spent her days at work. The student was diagnosed with ADHD behavior disorder, and this was also manifested in his classes by restlessness, impulsivity and disruption. For example, the pupil often cried out even at the slightest disturbance, such as a dropped pencil, or often said what was on his mind without prompting. He received a recommendation from the counseling office that we tolerate these fluctuations in a reasonable manner so that there are no more intense and stressful situations for the student. He has no fundamental problems in the team and is able to establish friendships.\n\nTeacher Intervention (Solution):\nThe problem was first solved with the student. I asked him why he repeatedly forgets school supplies at home, and the student roughly answered: \"Well, I just forgot, I don't know why.\n\nOutcome:\nThis solution worked almost immediately and the student no longer forgot tools, as he did not even have the opportunity to do so. The mother was also satisfied and bought all the writing aids without any problem. In the long run, this problem lost its relevance, because online teaching took place and the student learned from home. But there are certain concerns in terms of the consequences, not for forgetting itself, but for responsibility and independence, which this solution does not support so much. It is possible that in the future they will switch to another solution that would support this aspect of the properties more.\n\nStudent Profile:\nAge/Year: 11-12 let, 5 třída\nHobbies: Fotbal, skateboard\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "251", "student_age_year": "11-12 let, 5 třída", "student_hobbies": "Fotbal, skateboard", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "magisterské", "teacher_practice_years": "30", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1452", "content": "TEACHING CASE STUDY\n\nBackground:\nI remember one situation last fall when I started teaching English in a 5th grade class. There was a boy who was not paying attention in my classes. He much preferred to look out of the window, be dreamy, talk to himself or, for example, play with his case. With this behavior, he disturbed not only me, but the whole class. He didn't do homework or prepare.\n\nSituation (Anamnesis):\ndecided to talk to the boy after class. I asked him why he often doesn't pay attention and how much he enjoys English. He replied that he was not interested in English and did not want to learn it. I explained to him why it was good to know English, what advantages it had, etc. He told me that he had never thought about it, but that he didn't care anyway. He seemed pretty bored. Then I went to talk to his class teacher. I asked how the student was doing in other subjects and if he was behaving the way he did in my English classes. The class teacher stated that the student was not one of the most diligent students, but that she never had any problems with him. She advised me to try to motivate him more and that he is quite competitive. His benefit wasn't the best, but it wasn't the worst either.\n\nTeacher Intervention (Solution):\nSo I thought I'd go about it a little differently, more playfully, because it's English after all, where you can learn a lot with the help of various flashcards, games and group work. It gave me enough work to come up with more such activities. From the beginning, I had doubts whether it would help the student.\n\nOutcome:\nBut I have to say that it was a success. The classes were a bit more cheerful and action-packed. The student who didn't enjoy English started to get more involved, it could be seen that he mainly enjoys competitions and games in groups. When I noticed that the boy stopped paying attention, I tried to involve him more in the lesson. I asked him, for example, to help me distribute notebooks. You could see in him that this was what he needed. Be more involved and have more attention and fun. So I was satisfied with this solution.\n\nStudent Profile:\nAge/Year: 4. třída\nHobbies: fotbal, florbal\nDisorders: Nespolupráce,Demotivace\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1452", "student_age_year": "4. třída", "student_hobbies": "fotbal, florbal", "student_diagnoses": "", "student_disorders": "Nespolupráce,Demotivace", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/900", "content": "TEACHING CASE STUDY\n\nBackground:\nAs part of the literary seminar, I did a colloquium with the students at the end of the semester, as the conclusion of the subject, it is a collective oral exam, so it is about everyone participating in the discussion. But one student did not participate at all, he was silent the whole time, as if cut off, and all my efforts to involve him were unsuccessful, which I consider to be my great personal failure. He was not able to withstand this situation, to meet the classification conditions.\n\nSituation (Anamnesis):\nThe student is [ANONYMIZED] years old, introvert, schizoid personality disorder, withdrawn, unsociable, prefers to sit at home at the computer.\n\nTeacher Intervention (Solution):\nAs soon as this situation arose, I started thinking about how to solve it to the satisfaction of both parties, according to the classification system, I should give him a five, that is, let him fail, which I really didn't want, in addition to the mandatory optional subject. I didn't deal with it, in front of the others style, you got a one Jéňo, you too but you, you got a five (I rate it as passed/failed, it's partly about knowledge and partly about the ability to get involved), I tried to evaluate it with him during the break , he responded to this passively, just nodding, I consider it my failure that I did not succeed in a more meaningful reflection. I offered him another chance, an alternate date with another student who was sick, which he accepted, but only with a one-word yes. further, I offered him consultations if he was unsure about something, he did not use it, but it was not a condition. He responded only very curtly on the replacement date, he fulfilled the formal aspect of the subject, I don't deal with the grades in this subject, but for the first time I gave something worse than a one - a two.\n\nOutcome:\nOnly a specific situation was solved, he closed this subject, but otherwise nothing has changed, all my efforts have been ineffective, he didn't even pass the high school diploma in September, so he is repeating the year, but he has started visiting a psychologist, so I firmly believe that everything will gradually improve.\n\nStudent Profile:\nAge/Year: 18–4. ročník SŠ\nHobbies: Sociální sítě – instagram, tiktok, youtube, videa\nDiagnoses: Psychiatrická diagnoza\nDisorders: Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class\nSolutions Applied: Agreement, Consequences, Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "900", "student_age_year": "18–4. ročník SŠ", "student_hobbies": "Sociální sítě – instagram, tiktok, youtube, videa", "student_diagnoses": "Psychiatrická diagnoza", "student_disorders": "Bariéry v komunikaci", "teacher_approbation": "Mgr. – čeština, angličtina", "teacher_practice_years": "16", "problems_annotated": "Diagnosis, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/10", "content": "TEACHING CASE STUDY\n\nBackground:\nSometimes the student outright stole things. The teacher always solved these situations with an agreement and possibly a note. She also tried to provide adequate support for positive behavior and motivation - if a student didn't take anything from anyone one day and didn't cause any conflict, she emphasized that he made her happy. However, the student was not accessible by agreement and felt protected by his parents, who defended his behavior. The problems began to escalate and the student stole more and more often. Since the parents were inconsistent in their upbringing and defended his behavior, the student could not understand that his behavior was wrong.\n\nSituation (Anamnesis):\nOver time, parents of other students also started to complain. During several repeated meetings with the pupil's parents, it became clear that the parents did not trust the teacher. They always had an arrogant attitude and defended their son by saying that the children gave him everything themselves or that the other party was to blame.\n\nTeacher Intervention (Solution):\nIt all came to a head during the Outdoor School, when the student stole sweets from all the children's suitcases right after arriving. He lied to the teachers that he brought everything from home. The teacher immediately called the parents and they made an appointment. Only the father showed up, who was already shouting vulgar insults at the teacher in the corridor. The interview itself went exactly the same as all the previous ones - the father defended the student's behavior and shifted the blame to everyone else. The problem reached the principal, who spoke to the parents and the student received a two for behavior.\n\nOutcome:\nUnfortunately, nothing improved and a few months later the pupil transferred to another school. To this day, the teacher is still sad about the whole situation and places a lot of blame on the boy's parents, whose change of attitude would probably change the sequence of events. The teacher also heard from hearsay that the boy ended up in a correctional facility at the age of thirteen.\n\nStudent Profile:\nAge/Year: 4. a 5. třída, 9-10 let\nHobbies: Basketbal\nDisorders: Lhaní,Krádeže,Podvody,Neúcta k autoritám,Neuznávání pravidel\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "10", "student_age_year": "4. a 5. třída, 9-10 let", "student_hobbies": "Basketbal", "student_diagnoses": "", "student_disorders": "Lhaní,Krádeže,Podvody,Neúcta k autoritám,Neuznávání pravidel", "teacher_approbation": "vysokoškolské – titul Mgr., aprobace první stupeň", "teacher_practice_years": "39", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/450", "content": "TEACHING CASE STUDY\n\nBackground:\nAs a teacher's assistant, I got to know the student in my first year at the internship. He seemed like a nice boy with whom there would be no problems. However, on the very first day, when I assisted the girl from the first case study, it became clear that it would not be easy with him. In class, he often shouted and wanted to talk. The teacher often reprimanded him, unfortunately without visible improvement. One day, when the teacher needed to make a long phone call, I was the only one in charge of the whole class. Even before the teacher left, she handed out assignments to the children. After that, it was only up to me to keep an eye on the children and check that they were doing their work. Everything was going well until the student started playing with his neighbor and started shouting at the whole class that he didn't like it, that it was boring.\n\nSituation (Anamnesis):\nFamily anamnesis: The boy lives alone with his mother, he does not know his own father very well and does not communicate with him. He has one half-sibling, a younger brother who has just started going to kindergarten. In addition to his mother, he also lives with his stepfather, with whom they have a very good relationship, and the boy himself considers him more like his own father than his stepfather. Class history: Not very popular in class. He has one best friend, with whom he chats during breaks and with whom he invents all kinds of stupid things. However, no one needs him much in class, because they are bothered by his shouting and the fact that afterwards they cannot properly concentrate on the class and the assigned tasks.\n\nTeacher Intervention (Solution):\nWhen the student started shouting at the whole class, I wasn't sure how to react. First, I tried to calm the student down, I went behind him, tried to help him with his assignments and begged him not to shout at the whole class that it was disturbing his classmates as well. So the student was quiet for about 3 minutes, but then he started shouting again, I warned him again if he couldn't be quiet, but this time it didn't take much longer. So I tried to ignore him to see if he would calm down, but that didn't help either. After about another 5 minutes, I couldn't take it anymore. I shouted loudly at the student and sent him out the door.\n\nOutcome:\nImmediately after the shout, the student started begging that he didn't want to go to the door and started reaching out. So I allowed him to stay in the classroom on the condition that he stay quiet. For the rest of the lesson, the student was really quiet and there was no problem with him. The following week, the pupil tried not to shout in the classes where I was also present. However, the student's exemplary behavior did not last long, and after a week everything returned to the old ways.\n\nStudent Profile:\nAge/Year: 9. let, 4. ročník\nHobbies: Hra na počítači\nDisorders: Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Support, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "450", "student_age_year": "9. let, 4. ročník", "student_hobbies": "Hra na počítači", "student_diagnoses": "", "student_disorders": "Vykřikování", "teacher_approbation": "Bakalářsk�� vzdělání – asistentka pedagoga na ZŠ, nyní dálkově magisterské vzdělávání v oboru speciální pedagogika", "teacher_practice_years": "5 let praxe", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1427", "content": "TEACHING CASE STUDY\n\nBackground:\nwas teaching fourth grade at the time. I think we had science or home studies that day, so I started the projection screen that I usually use in such classes. It was sometime around the school year, and the canvas was fairly new, if not outright replaced. I told the class that I needed to go to the office to get some supplies, that we would start in a minute. I went to the office and when I returned to the classroom, everyone was so strangely quiet. It already seemed strange to me. I don't know exactly how, but I noticed a small stain on the canvas. I found out that it was a kind of smiley face drawn with a pen.\n\nSituation (Anamnesis):\nBoy 2 is quite problematic. He's not the worst at school, if he tries, he keeps average grades. Unfortunately, he is often angry, he is restless in class, disruptive, and during the breaks he is usually the only one to be heard. I think he enjoys the attention he gets and feels like a “dude\n\nTeacher Intervention (Solution):\nAt first I felt a great rage because someone destroyed a new, expensive thing. I looked around the class. Boy 2 backed away while the others sat quietly. It wasn't that hard to guess who it was. I asked the class who did it because I wanted the culprit to confess. Nothing. That really pissed me off. I told the whole class to stand up and asked again. I expected that if Boy 2 didn't say it himself, that maybe someone else would say it for him, that they wouldn't want to cover the culprit. Unfortunately, no one answered. So I let them stand like this for almost an hour. Towards the end of the lesson, I told them that I suspected the student in question and asked if I was right. I got a few silent nods. The pupil in question finished with the note and the spot on the canvas turned white.\n\nOutcome:\nIn retrospect, I realize that this was not the correct solution to the problem. The original intention was for either the culprit to confess or for the class to take a stand and speak out against someone who did something. But I can understand that they felt pressured at the time and didn't want to be a \"whacker.\"\n\nStudent Profile:\nAge/Year: 5. Ročník, 11 let\nHobbies: Počítačové hry, knihy s vojenskou tématikou\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Consequences, Physical intervention, Working with the collective\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1427", "student_age_year": "5. Ročník, 11 let", "student_hobbies": "Počítačové hry, knihy s vojenskou tématikou", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., 1. stupeň ZŠ", "teacher_practice_years": "20", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Physical intervention, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/256", "content": "TEACHING CASE STUDY\n\nBackground:\nonly got to know the student when he entered the 8th grade and started chemistry. From the very first lesson he began to make it clear to me that he was the main one in the class. One-day absences were very common with him, but his father always apologized, which he confirmed to me on the phone. He was disturbing, shouting, not paying attention. Because of him, teaching in his class was very difficult for me. He was constantly taking notes. He also expressed his disinterest by refusing to remove the hood of his sweatshirt during class. It was possible to talk to him, but only about non-conflicting matters. Whenever I moved the subject to anything the student didn't like, he lost interest and didn't want to discuss with me any further. Some teachers were even afraid of him. But I kept trying, because the student in the class was not going to be ignored. In addition, his behavior was gaining momentum. Cigarettes were found at his school several times and it was already known at school that the 8th grader smokes. The parents did not show any interest in the matter, and the educational counselor was also unable to help him.\n\nSituation (Anamnesis):\nFamily history: His parents divorced when he was two years old and since then he lived alone with his father. The mother was locked up in a drug rehab for a long time, so he never got too close to her. From what we know he likes his father very much. The father spends a lot of time at work and therefore does not have much time for the student. So he spends his free time in his own way. When the father is called to school, he has no problem arriving, but he is not at all interested in his son's problems. They agree to everything, but nothing ever changes. His father does not believe in the importance of school and the student follows in his footsteps. The father only cares that his son somehow completes elementary school and then his son can work for him in the company. The student subordinates all his behavior to this. Class anamnesis: The student is very popular in the class. He is the class clown and shouts funny things during class. He is also popular with some because he can get cigarettes. Overall, he is therefore very well received in the team. He never showed tendencies towards bullying or any form of violence. But at the same time, he defends his friends from others and doesn't let anything just happen.\n\nTeacher Intervention (Solution):\ntried to solve the problem with him individually by determining certain rules so that we could both get along well. But he had completely different plans than I did. His only rule was that if I didn't bother him with anything, he wouldn't bother me. In practice, he envisioned it in such a way that he wouldn't be called on in class, he wouldn't have to do group work and he wouldn't have to write in a notebook, and in return I would have peace of mind. But I didn't want to put up with that. So I contacted the principal of his father and we tried to convince him that being active at school makes sense and that if he doesn't get anything out of primary school he will have problems later in life. Unfortunately, the father did not allow himself to be convinced and therefore no change took place. So I turned to the educational counselor of the school and she told me that she did not know how to deal with the student. That he's not stupid, that he's just a freelancer and thinks he can do whatever he wants. I tried to assign different projects, either in class or for preparation at home. But the student always did nothing at home, and only adolescent pranks attacked him in class. After my six months of trying, we were still where we started together. I gave up and agreed to his terms.\n\nOutcome:\nSince then, the pupil really stopped causing problems in my classes. I had peace of mind to study and was able to pay attention to the rest of the class, who showed interest in the things being discussed. But the student was still in my head. You spent all my hours looking out the window and drawing on paper. I even thought that since I gave him the nod on his terms, he became friendly towards me. I was the only teacher he greeted in the corridors, smiled at me and thanked me for understanding at the end of the study. But I still feel like I gave up on him too soon.\n\nStudent Profile:\nAge/Year: 14 let, 8.ročník\nHobbies: kamarádi, počítač, kouření\nDisorders: Lhaní,Drogy,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "256", "student_age_year": "14 let, 8.ročník", "student_hobbies": "kamarádi, počítač, kouření", "student_diagnoses": "", "student_disorders": "Lhaní,Drogy,Rušení výuky", "teacher_approbation": "Magistr, chemie, zeměpis", "teacher_practice_years": "21", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/390", "content": "TEACHING CASE STUDY\n\nBackground:\nUnfortunately, there have been problems with the boy since the first grade. Late arrivals, homework not done, disruptions and rudeness. Every year, the problem only got worse, not better. And with the onset of puberty, the situation really began to be very demanding, sad and difficult to manage.\n\nSituation (Anamnesis):\nAt first, we tried to solve the whole situation by agreement, when the reminders in the lessons and the notes in the student's office stopped working, we tried to contact the parents. But even this was not very successful.\n\nTeacher Intervention (Solution):\nFurthermore, according to the recommendation of the counseling center, there were a few interventions, but all without much success. Unfortunately, communication with the parents was also not very functional and they did not supervise the boy at home. So when nothing was bothering me anymore and the boy didn't even have trouble openly saying to almost any teacher in class: \"Shut the assignments up your ass, but the photographer and the mother don't mind if you give me a note again, little one,\n\nOutcome:\nIn the end, the result really had to be disciplinary sanctions, which was not really a solution at all. The boy paid for it, but in this case, my colleagues and I more than once addressed the question of whether the whole situation would have turned out differently and better if the boy had grown up in a different environment with different parents. Because we also had another student here, also with problematic behavior, but the parents cooperated very willingly with the school, went around the counseling centers themselves with the child, and with our combined efforts we all managed to suppress the student's behavior problems to such an extent that it can be said that they disappeared. Unfortunately, this was not the case. The only thing this solution achieved was a sense of justice for the other classmates that the boy in question did not go unpunished.\n\nStudent Profile:\nAge/Year: 15 let, 6. – 9. ročník největší gradace\nHobbies: Kamarádi, počítač\nDisorders: Lhaní,Neplnění povinností,Neuznávání pravidel,Vulgární vyjadřování,Rušení výuky,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "390", "student_age_year": "15 let, 6. – 9. ročník největší gradace", "student_hobbies": "Kamarádi, počítač", "student_diagnoses": "", "student_disorders": "Lhaní,Neplnění povinností,Neuznávání pravidel,Vulgární vyjadřování,Rušení výuky,Fyzické násilí", "teacher_approbation": "Anglický jazyk, přírodopis, výchova k občanství, výchova pro život; výchovný poradce", "teacher_practice_years": "30", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1207", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the school year, the student did not cooperate in any of the subjects of the curriculum, including music education. She was not able to respect and fulfill the simple things that I presented to her during music lessons. She did not participate when singing folk songs, nor did she participate in singing artificial songs, she did not want to learn these songs by heart, she did half-hearted, almost non-existent work in class. During lessons, she often interrupted, looked out the window, bothered other classmates, in short, did not pay attention to the lessons. She did not bring the necessary aids to class (notebook).\n\nSituation (Anamnesis):\nŽačka came from a complete family, but the family did not pay attention to her personality and knowledge development, they did not care at all what grades their daughter graduated with the first grade. They failed to motivate her properly, they neglected her preparation for school teaching and did not consider it necessary. They did not attend parent meetings, the girl did not attend school events outside of class. During her attendance, she had frequent absences, which were excused by the family, including the doctor.\n\nTeacher Intervention (Solution):\nbegan to perceive this problem as the end of the semester was approaching, when the grades were pointing this student to repeating the year, however, the legal representatives were not willing to accept this fact. Based on the above facts, this student was examined by me in the presence of another colleague. A record was made of this examination and the legal representatives were informed about it. The examination was successful for the student, but only taking into account her current state and quickly loaded knowledge, however, I can confirm that even in the future, her psychological development did not lead to the realization of the fact that it is not possible to fulfill and carry out the assigned tasks in this way. What I mean by this is that she showed only poor knowledge on the test and hoped she could get away with squinting both eyes.\n\nOutcome:\nAs a personal failure, I did not succeed in developing a healthy interest in my subject (music education) in the student, although during the semester she made it very clear to me that my concept of music education did not suit her. I realized that not all children want to penetrate all the secrets of a given subject, the applicability of their knowledge in practical life probably does not reach their expectations. Considering the expression of the family from which she comes, I was aware that music education would not play a major role in her future life, and although it was not my intention, I still failed to awaken in her a healthy respect for the subject. From the form of the result of her examination, it was not known that my one-year teaching of the subject brought a positive result for her person, perceived through the lens of her skills and acquired knowledge. I learned from the given case and in the following years, on the basis of the completed courses, I adapted my teaching method to a wider audience of children attending elementary school.\n\nStudent Profile:\nAge/Year: 10 let, 3. třída\nHobbies: -\nDiagnoses: Snížený intelekt,Hospitalismus\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1207", "student_age_year": "10 let, 3. třída", "student_hobbies": "-", "student_diagnoses": "Snížený intelekt,Hospitalismus", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání – aprobace Učitelství pro 1.stupeň", "teacher_practice_years": "22 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/558", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student repeatedly jumped into the conversation during the explanation of the material and constantly raised some questions and comments about the explanation. By which he disturbed the concentration of his classmates, he constantly diverted the topic and thus slowed down the flow of the lesson. It turned me off a lot. I was on the verge of exploding. I was very exhausted by that class.\n\nSituation (Anamnesis):\nThe class that the student attends is undoubtedly a very academic class. It belongs to the 'better' part of the class. In short, he has the better benefit of the class. The student is very intelligent. He is interested in the Czech language taught by me. Otherwise, there is a very good working atmosphere in the classroom, where they learn well.\n\nTeacher Intervention (Solution):\nDuring the lesson, the student repeatedly asked questions that were not related to the given explanation. That day we discussed the Czech dialect. The student asked a lot of questions, repeatedly, slowing down the class. His comments and questions repeatedly broke the flow of thoughts of my interpretation. And some of his classmates got lost in the interpretation. It wasn't the first time then. It dragged on for a whole year, colleagues had the same experience with him. With an indignant tone I told him: 'Enough. I have answered many of your questions many times, now we need to get the registration done.' I stopped him with such a tactless tone. I was dialed.\n\nOutcome:\nIn retrospect, I would have behaved completely differently. I would ask him to write down any questions during the lesson on paper (in a notebook) and at the end of the lesson (after the explanation) he could ask all his questions. This would not interfere with my interpretation of the issue of dialects. I wouldn't be distracted and the rest of the class could work in peace.\n\nStudent Profile:\nAge/Year: 6. třída\nHobbies: Šerm, zvířata\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "558", "student_age_year": "6. třída", "student_hobbies": "Šerm, zvířata", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Rušení výuky", "teacher_approbation": "Mgr.", "teacher_practice_years": "6 let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1424", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student described is constantly on his mobile phone. He talks and shouts all the time. Communicates with classmates (easily across the whole class). He doesn't respect the rules, he eats in class. The rate in this class was extremely different from others. One was happy when there was at least such an atmosphere that one could hear him.\n\nSituation (Anamnesis):\nSport-oriented class, boys predominate. Changing classroom teachers during the second grade. The so-called unmanageable class. A relatively good group, but this student disrupted the lessons so much that one was unable to function in class.\n\nTeacher Intervention (Solution):\nSometimes I left the solution outside the lesson, sometimes I was able to occupy him with the assistant and motivate him (with grades). In situations where the assistant was not present, the situation was more difficult. Neither he nor I could leave class. Often, the solution took place in cooperation with the classmate, whom he somehow respected - when the classmate 'took him down', to put it stupidly, the class somehow worked. Interviews with the pupil were usually conducted by a guidance counselor or a parent was invited. I think it was a mistake from the beginning that the school in question does not know how to deal with similar situations. This boy did not receive support in time, so his behavior grew to an extreme. I think he doesn't respect a woman's authority in general, he doesn't even respect his mom. When the father left the family, there was probably a violation of the male-female relationship. For example, he totally ignored the assistant.\n\nOutcome:\nthink the boy made it to a three in behavior. The result was probably that everyone was glad to see him go. They did not include interviews with the educational counselor or the mother. He made a mess, but he had the papers for it, and at the same time he used it - then it's a vicious circle.\n\nStudent Profile:\nAge/Year: 9. třída, 14 let\nHobbies: Závislost na počítačových a mobilových hrách\nDiagnoses: ADHD\nDisorders: Neúcta k autoritám,Antisociální chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1424", "student_age_year": "9. třída, 14 let", "student_hobbies": "Závislost na počítačových a mobilových hrách", "student_diagnoses": "ADHD", "student_disorders": "Neúcta k autoritám,Antisociální chování", "teacher_approbation": "Mgr.", "teacher_practice_years": "4", "problems_annotated": "Diagnosis, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/847", "content": "TEACHING CASE STUDY\n\nBackground:\nEven before starting school, the student had outbursts of anger. He was aggressive, both verbally and physically. At school, he refused to cooperate with the teacher, assistant and special pedagogue. Interventions from the school psychologist did not help either. The student was not able to use his intellectual potential to learn something. He threw keys at others, kicked, cursed and used vulgar words. The whole situation was resolved with a special counseling center, a child psychiatrist and OSPOD. A transfer to a special elementary school was also considered, where he would be provided with adequate care. However, the mother strongly disagreed with this possibility and insisted on continuing education in a regular school with the support of an assistant and a special teacher. In addition to being able to use his mental potential, the problem was that the boy refused to take medication at home, which was then reflected in his behavior at school. The mother could not force her son to take medication regularly and did not know how to deal with him.\n\nSituation (Anamnesis):\nThe student comes from a troubled family with a low socio-cultural level, where care is neglected. The child was previously also in the care of OSPOD, but is currently unsupervised. Problems and disorders manifested themselves during childbirth. He was twice suspended from school, later he started elementary school. He entered elementary school with a slight mental disability, but a rediagnosis showed a drop in cognitive skills and abilities and a drop in mental level. The mother was again offered a transfer to a special elementary school. Meetings were held with the mother, school management, representatives of SPC and ŠPP (school counseling office). But the mother did not agree with the proposals, so other possible procedures were sought for the boy.\n\nTeacher Intervention (Solution):\nGiven that the mother did not agree with the pupil's transfer to a special elementary school, other options were sought to solve the situation. The psychiatrist, the school management, the assistant, the special education teacher and the psychologist agreed that it would be best for the student and the school if the medication was administered at school. A special application had to be written for this option. After the subsequent approval, it was agreed that the morning dose will be given when the pupil arrives at school before the start of classes. Four people were trained to administer the medication, in case one of them was absent. Two people are always present when the medication is administered, and every day it is signed that the dose of medication has been administered. Alternatively, a note is added when something happened. These medicines are stored in a lockable cabinet. Consultations are still ongoing with the mother regarding benefits and behavior. A transfer to a special elementary school is repeatedly offered and discussed, which both mother and son visited. Unfortunately, even the visit did not convince the mother that this would be a good learning option for the student.\n\nOutcome:\nThe result of solving the situation is that the pupil is given medication at school and is thus able to work within his capabilities with IEP with the support of ŠPP. Thanks to the school's support, he is able to function with regular medication, without this help he would not be able to work. The school is satisfied with the resolution of the situation with the possibility of regular administration of medication at school, in any case, the whole situation would be resolved much better if the boy was transferred to a special elementary school. But the mother does not agree with this, so from this point of view it is an unsuccessful solution to the situation.\n\nStudent Profile:\nAge/Year: 10 let, 2. třída (základní škola)\nHobbies: Péče o domácí zvířata, domácí práce, kreslení, jízda na kole.\nDiagnoses: ADHD,Mentální postižení,Porucha autistického spektra,Logopedická vada\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression\nSolutions Applied: Agreement, Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "847", "student_age_year": "10 let, 2. třída (základní škola)", "student_hobbies": "Péče o domácí zvířata, domácí práce, kreslení, jízda na kole.", "student_diagnoses": "ADHD,Mentální postižení,Porucha autistického spektra,Logopedická vada", "student_disorders": "", "teacher_approbation": "1. PhDr. (psychologie) / 2. Mgr. (vychovatelství, speciální pedagogika, psychopedie, učitelství II. stupně)", "teacher_practice_years": "1. 12 / 2. 19", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Cooperation with experts", "solutions_possible_annotated": "Transfer of student ", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/461", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught this student for four years. He joined us at the gymnasium and I was assigned to the classroom in his class. At first everything was fine. The ratio of girls and boys was balanced in the class and it seemed that they would be a good team in time. Over time, I began to receive complaints from teachers who taught in this class about one student - the very one I am talking about. There weren't many complaints, but they all sounded pretty similar: He doesn't listen; provokes; he does not do what he should; boycotts. He's just the kind of class rebel you can probably find in every class. However, it disrupts the course of teaching and the atmosphere in the classroom during teaching too much. These and similar statements came from the mouth of a professor of mathematics, a professor of chemistry or geography. To tell the truth, I didn't really understand it. I taught Czech language and civics in their class, and I even had one half in German. It wasn't bad in my classes. Yes, he was rude at times, but nothing I wasn't used to and couldn't handle. I wondered why he was the way the other teachers talked about him in other classes. Once at lunch, I saw one of the professors berating him while waiting in line. They must have been messing with the boys somehow. I know that she is my colleague and I myself do not like uncollegial behavior, but this example made me realize how her approach is different from mine. I treat all students as equals. Straight up. I'm strict, I don't forgive them much, I want activity and performance from them, but I never treat them as if they are something less than me. Never. I'm almost certain that a few teachers' problem with this student is that he felt he was being put down or made a child of him and he didn't like that, so he resisted. It's a fact that I probably didn't solve the whole situation, but I realized a lot of things and I think the boy perceives that I'm just taking him and I'm not playing for anything in front of him.\n\nSituation (Anamnesis):\nThe student comes from a complete family. He lives in the same town as his school. His dad is even my classmate. She spends a lot of time with him. She helps him at work and has quite a lot of freedom. You could say that he makes his own decisions about his life. Maybe that's why he has a problem with bonding and boundaries at school. The class is nothing special. There are no broken relationships in it, they work well together.\n\nTeacher Intervention (Solution):\nSo now I don't know if I'm telling you right. No major solution actually took place. I actually only talked to his father about it. About those complaints and he was quite surprised because he doesn't know him like that. I told him that maybe it's because it's a bit unusual for him in school and teaching, where there are a lot of authorities around him. I knew he had a lot of freedom and his parents let him make a lot of decisions. My father explained to me that he doesn't even look at it that way. That they just want him to be able to make decisions for himself and bear the consequences for his behavior and decisions. Which makes him somewhat unaccustomed to the orders and restrictions he encountered at school. I don't even know if he talked to him about it at home. Probably yes. Then he got a new chemistry teacher, where he was probably the biggest problem and so far so good. Who knows, maybe it wasn't necessarily the student's fault. Maybe two personalities just did not meet. But it still means to me that it is important to treat the students as equal partners. He'll give it back to you.\n\nOutcome:\nAs I said. It was not resolved in any fundamental way. I didn't want to lash out at his parents, so I just asked how his father saw it. Maybe he talked to him inconspicuously. Now it can be said that the situation is stabilized. The boy is not the nicest, but you can get along with him. This year he entered the freshman year and I ended up as their classmate, but I believe that my successor will also be able to handle it with him. The teacher then told me that, unfortunately/thank goodness, she had not met many problematic students during her practice.\n\nStudent Profile:\nAge/Year: 15 let, od září 2021 1. ročník SŠ (víceleté gymnázium)\nHobbies: „chlapské práce“, s otcem  včetně občasných návštěv hospody)\nDisorders: Neposlušnost,Neuznávání pravidel,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "461", "student_age_year": "15 let, od září 2021 1. ročník SŠ (víceleté gymnázium)", "student_hobbies": "„chlapské práce“, s otcem  včetně občasných návštěv hospody)", "student_diagnoses": "", "student_disorders": "Neposlušnost,Neuznávání pravidel,Neúcta k autoritám", "teacher_approbation": "Vysokoškolské, titul Mgr., aprobace: Český jazyk, Německý jazyk, Občanská výchova", "teacher_practice_years": "21", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1389", "content": "TEACHING CASE STUDY\n\nBackground:\nSo I have children with neurological predispositions that I can't do anything about, right? If you noticed, there are such types here. Yeah, I just can't quite calm them down because it's not in their nature. If you look in that class, there are those who, for example, stomp or something, if you send them to the carpet, they will do a thousand other activities. Parents say: This is our little neurotic. They know it. He is such that mentally he keeps going. Yeah, he just doesn't have any diagnosis, he's very smart, he can handle everything, but it has a lot of accompanying symptoms, his behavior. He's always one of the first, he's done, he does this and that, he doesn't hurt anyone, he doesn't, but he keeps doing it with him. And I, as a teacher, cannot influence those innate things in children. I can only identify with it and I have to be able to work with it and I have to tolerate it well. I can't absorb it. There are teachers who start to be like that too, you know like they feel that there is this, that, that, that and they start to be like that too. As soon as you go to that class, that class will immediately mirror you. If you are calm, the class is calm too. Even a dog knows that you are afraid of him. But with that student, it's a given.\n\nSituation (Anamnesis):\nThe student attends the 2nd grade of elementary school, likes to spend breaks with his classmates on the carpet where they play together, is neurotic, hyperactive, likes sports, draws, gets good grades at school. The first and second year are in one class together (double classes), children from both years have to work independently for the whole lesson.\n\nTeacher Intervention (Solution):\nSo I have to keep an eye on him, I have to check him. Otherwise he would be able to climb somewhere. But I approach him calmly. I can't yell, nothing, because on the one hand it wouldn't help and on the other hand I'd throw the whole class away. We were always told at school: You only have one vocal cord, they have thousands. I would be ready at the end of September. Now he is supposed to go to the screening sometime, but he doesn't have an application there. But the main thing is to stay calm and control it.\n\nOutcome:\nHe's still doing it with him. He can't stand it, he's always rearranging something, he's still squirming in that chair, then focus on him on purpose. Yeah, he's either stomping or picking up something he doesn't have right now, playing with it. When the break is so flying.\n\nStudent Profile:\nAge/Year: 7 let, 2. ročník ZŠ\nHobbies: kreslení, sporty\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Support, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1389", "student_age_year": "7 let, 2. ročník ZŠ", "student_hobbies": "kreslení, sporty", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské, magisterské (první stupeň a speciální pedagogika)", "teacher_practice_years": "20", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/502", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation focused on the problematic behavior of the pupil in the secondary school classroom arose at the very beginning of the school year, with the arrival of new art education specialists. At the Secondary Pedagogical School, Pedagogical Lyceum branch, at the end of the second year, students choose whether they want to focus on art education or music education, and in the third year they implement this choice. In the new art specialisation, a problem pupil appeared who, according to the report, 'stood out from the crowd and was very communicative', craved attention and at the beginning of the school year looked like a promising pupil with 'dynamic drawing'.\n\nSituation (Anamnesis):\nThe problem arose when the teacher assigned the first submission of drawing works and the student started making excuses as to why he could not bring the work and asked for the deadline to be postponed. He got another chance, but it didn't bring the job. The situation escalated when the student stopped going to school and feigned illness on the days of handing in work. In the end, he did not bring the art work at all and did not deal with it, which led to the fact that other female students joined his behavior, who saw that he did not have to hand in the work that they had worked hard to do, and did not hand it in either. The student had a great influence on the class and manipulated the girls against the teacher and art classes, which led to the fact that the talented students in the specialization formed a group that resented art education and the work ethic of the whole group went 'down the drain'.\n\nTeacher Intervention (Solution):\nThe teacher described the situation as 'resigning lessons'. The school let the student fail art education because he did not have the outputs to complete the classification. The scenario did not repeat itself in the next grade, which was in charge of the same teacher. The pupils did not accept the pupil among them and worked as if he was not in the class. The teacher approached him individually and tried to motivate him in various ways, including posting a failing grade or positive motivation and delaying deadlines. Although there were many options for the student to repair his grades and reputation, he did the opposite.\n\nOutcome:\nThe pupil started having problems with drugs and stopped going to school completely. The Pedagogical Council recommended that his further stay at the school be terminated, and the pupil then left on his own. At the end of the story, the manipulated pupils returned to art education and were happy to catch up on the subject they resented for almost a year.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Attendance problems\nSolutions Applied: (Disciplinary) Punishments, Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "502", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Výtvarná výchova, Ruský jazyk", "teacher_practice_years": "34", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/740", "content": "TEACHING CASE STUDY\n\nBackground:\nThe pupil was my student, I was his class teacher. Ever since the sixth grade, I thought he was too rude and rather spoiled. We somehow endured it in the seventh grade, but when he started the eighth grade, things went downhill for him. He started coming completely unprepared for classes, which was confirmed by almost all my colleagues. He was often behind school and hanging out with a group of skaters, which made him actively smoke, which I can't stand. Later, he started mocking classmates who didn't wear designer clothes, because he came from a relatively mobile family. Lying was the order of the day for him, he often forgot assignments or even textbooks.\n\nSituation (Anamnesis):\nThe student lived with both parents, had a younger brother who went to the same school, but there were never any major problems with him. The class as a whole was relatively calm, sometimes there was a 'naughty' of course, but they did not deviate from the classic ranks of teenagers, except for that boy. He got what he showed from his parents, he had the latest cell phone, the best clothes, etc.\n\nTeacher Intervention (Solution):\nWhen negotiations and threats against the student did not help, we informed the parents, who initially refused to solve the situation because they thought that their son was a saint and the problem was clearly on the school's side. They did not go to class meetings, so we contacted them again after the first semester and the principal invited them to the school. We explained to them the whole situation that their son does not go to school, fails several subjects, mocks his classmates, lies and thinks it is okay. The parents were quite taken aback, that's why they quickly started to solve the situation with their son.\n\nOutcome:\nIn the first week, the student made quite an effort, he did his homework, he reported, he was good. However, this started to change for the worse over the next few weeks, so we informed the parents again, who also didn't know how to deal with him anymore and apparently thought that the school had taken a seat on their son. That's why this pupil didn't even finish the eighth grade with us and in April he transferred to another elementary school, where he said he finished the ninth grade without any major problems.\n\nStudent Profile:\nAge/Year: 14, 8. třída\nHobbies: videohry, skateboarding\nDisorders: Absence,Lhaní,Nepřipravenost,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal aggression\nSolutions Applied: Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "740", "student_age_year": "14, 8. třída", "student_hobbies": "videohry, skateboarding", "student_diagnoses": "", "student_disorders": "Absence,Lhaní,Nepřipravenost,Zesměšňování", "teacher_approbation": "Pedagogická fakulta Univerzity Jana Evangelisty Purkyněho v Ústí nad Labem, aprobace český jazyk, ruština", "teacher_practice_years": "20", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1392", "content": "TEACHING CASE STUDY\n\nBackground:\nBefore the class started, a student ran up to me to see that the boys had been fighting and had dropped a pot with a plant. What happened was that one student pulled out a cell phone and texted his parents without permission (cell phones are prohibited at school). The second student came up to him and looked over his shoulder at what he was writing. This violated the privacy of the first student and he began to harass the second. In the end, they gassed each other, one kicked the other. As they gasped, one threw the other onto a flowerpot, which overturned and fell to the ground.\n\nSituation (Anamnesis):\nThe student is diligent, hard-working, has excellent grades, completes assignments. He is popular in class, he has many friends, but he sits alone in the classroom because he would be a distraction in a group. He is often reprimanded for being disruptive. Sometimes he is reprimanded three times for one thing that he is warned not to do. That's why a workbook with a warning note is taken from him, after which he calms down and is quiet. It seems to me that by interrupting, he is trying to show that he is such a fighter and pull himself up in front of his friends. Otherwise, he is very polite, the teachers are healthy and he helps them and his classmates. Sometimes he solves the situation with a counterattack. If someone does something to him, he will return it to him, which was also shown in the given situation.\n\nTeacher Intervention (Solution):\ncame to the classroom and the teacher was already there, standing the boys in front of the blackboard until the class started. She then asked them what happened. They stood opposite each other and told how the situation had turned out. Some children were there, so they also described the situation if they were asked. They agreed on almost everything except for one thing, that the student left immediately when asked by the other student not to look over his shoulder. It turned out that the student lied, so the teacher took him outside and explained to him the consequences if he lies in the future, that it would be resolved with his parents, etc. The student admitted that he lied, which earned him the affection and admiration of the teacher.\n\nOutcome:\nThe boys reconciled, there were no fatal consequences. Only the student with a cell phone was reprimanded for violating school rules, and the one who lied was warned of future consequences if it happens again. The teacher took the student who lied out of the class. He broke down in tears when she addressed the situation with him. She let him go to the bathroom to wash his eyes and then he could go back to class when he was ready. In the next lesson, he was paying attention, he didn't shout, and I thought that the way the teacher handled the situation calmly and supported him, she built more respect for him. In the following days, he sometimes cried out, but it was not on the same scale as before, and above all he did not solve the situation with violence (kicking, etc.). Whenever someone provoked him and he still did it, even though he was told the class rule Three times is enough, he came to me or the teacher and we solved it.\n\nStudent Profile:\nAge/Year: 9 let, 4. ročník\nHobbies: fotbal, videohry\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Consequences, Working with the collective, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1392", "student_age_year": "9 let, 4. ročník", "student_hobbies": "fotbal, videohry", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "pedagog na 1. stupni, titul Mgr.", "teacher_practice_years": "40 let (předchůdová paní učitelka)", "problems_annotated": "Physical aggression, Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/732", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher was the pupil's class teacher. The student had a need for order and calm teaching and could not handle chaos in the classroom. When the teaching did not go according to his idea, he had an explosive reaction to the situation. He yelled at others and had a mental breakdown. The situation was repeated daily, sometimes more often. The student did not have the opportunity to fully participate in the lesson when any change threw him off. He felt that he was not part of the collective. He didn't talk to anyone during breaks. He spent his free time alone and believed that he had no one close to whom he could turn in times of trouble.\n\nSituation (Anamnesis):\nIn his free time, he watched series and played games online with his friends outside of school. In the past years, he had a cousin in his class with whom he got along very well, but when the cousin left, he felt like he was on his own. His classmates did not help him in the situation. The teacher had individual conversations with the student and together they tried to figure out the triggers of the behavior. They discovered that these were reactions to the behavior of other students at school. His classmates provoked him and called him vulgarisms in order to disrupt the course of the lesson with his explosiveness.\n\nTeacher Intervention (Solution):\nThe teacher decided to implement a project called \"Restart\n\nOutcome:\nIn a common circle, the other students commented on the given situation. Some classmates were not bothered by his need for order and calm in the classroom and provoked his outbursts of anger for fun. Some pupils were sympathetic to the student and wanted to help him. Some of the pupils were not even aware of the behavior triggers. By sharing in a circle, the children had the opportunity to share their own feelings and needs in class, what they like and what they don't like, and how different events and changes in the group affect them. This activity moved the collective as a whole. The student found out that he was not alone in the situation and thanks to the shared circles he got close to some classmates who started to support him at school. His outbursts and conditions became less pronounced. At first it was once a day, then once a week, then once a month. The student is currently 14 years old and has not had an emotional outburst since the beginning of the school year. The student has a new teacher and they do not solve the problem behavior together and there is no need. The student can tell himself what is and isn't pleasant for him and knows how to avoid unpleasant situations. He has friends around him who support him and he can turn to them.\n\nStudent Profile:\nAge/Year: 10\nHobbies: Anime, angličtina, Pop kultura, LGBTQ+ komunita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Bullying\nSolutions Applied: Support, Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "732", "student_age_year": "10", "student_hobbies": "Anime, angličtina, Pop kultura, LGBTQ+ komunita", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr", "teacher_practice_years": "6. rok", "problems_annotated": "Emotional outbursts, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/540", "content": "TEACHING CASE STUDY\n\nBackground:\nThis day started like every Monday, where we started with a class session of 15 minutes, where I dealt with my class duties such as excuses, collecting money for school events, and lessons before the upcoming holidays. The students had their comments on all points of the program. However, the most vocal student was the one who made vulgar and offensive comments about the planned trip. The rest of the class took his opinion as their own and immediately agreed with him that they didn't want to go anywhere. So I proposed an alternative option for the program to the students. On Fridays we have shortened classes and each class has its own program. Therefore, I have a proposal that as a class they can agree on their own program by Wednesday, which they will then present to me and we can have fun about it. To my great surprise, the class accepted this possibility and was very interested in this idea, they immediately got to work. But I was constantly wondering what was going on with this student, because he had never defended himself in such a vulgar and aggressive manner before. The next day, the math teacher came to me to tell me how this student was behaving in his classes. I'm quoting the teacher directly: \"I don't understand what's been going on with him the last few days. He was always disciplined, he paid attention in class and always had his assignments and tools in order. But now he is unfocused, gets A's on tests, snaps at other teachers sometimes with vulgar and rude comments. His benefit did not deteriorate not only with me but also with other subjects. We asked if something was bothering him or if something was happening at home. But they all got the same answer that everything was fine.\n\nSituation (Anamnesis):\nStudent's personal history: This student is a fourteen-year-old boy who attends the 8th grade of elementary school. He lives in a family home with both his parents and his younger sister. The sister is 12 years old and goes to the 6th grade at the same elementary school. The student is a very sensitive person, he gets along very well with both his parents and they have a very good and intimate relationship. He is actively involved in football, in which he excels above others. He likes to meet other people and likes to be in the center of events. Other friends like to spend a lot of time with him because he is perceptive, conscientious and funny. He has no IVP or any support measures. It is difficult to compare with different changes. Class History: This class has 25 students (15 boys and 10 girls). The number of students has not changed since the first grade, which is a very good prerequisite for creating a friendly and close team. Thanks to the same composition of students, there are very good relationships between students in this class. There are no elements of bullying or cyberbullying. They all participate in school events and trips in large numbers. 2 pupils have 2nd level support measures and 1 pupil has 3rd level support measures.\n\nTeacher Intervention (Solution):\nAfter a conversation with this student, during which I did not find any detailed information that would help me to manage this situation, I was forced to contact the school's counseling office. Here I was advised to contact the school psychologist. I contacted the student's parents to inform them of the circumstances that have been happening lately and we could find out what is happening to him in order to be able to help him. So we arranged a meeting together with the parents, the pupil and me as the class teacher. Interview transcript: Teacher: \"Hello, I'm very glad that we got together so quickly to resolve this unpleasant situation.\n\nOutcome:\nAfter meeting together, I had mixed feelings. On the one hand, I was very happy that I managed to find out what was happening to the student. But on the other hand, I was sad because the loss of a close family is very sensitive for everyone, regardless of age. But with the passage of time, I look at this unusual experience with a more positive view, because over time the student returned not only to his academic results, but also in his behavior it was evident that he returned to his skin. This was a very important experience for me, which positively influenced my professional career.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Sport - fotbal\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "540", "student_age_year": "14 let, 8. třída", "student_hobbies": "Sport - fotbal", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání (Matematika – fyzika)", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/178", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student enters a mixed class where there are several years together. There are first, second and fourth year in my class. A total of 10 pupils. I try to make the students independent and able to work without help. The student is inattentive and wants constant supervision while working, which he enforces by shouting and cursing. He doesn't want to work, he doesn't respect the lessons and the rules that are followed at school. He is vulgar and aggressive when it is not his way. He likes to draw the attention of his classmates. We constantly deal with situations in the classroom when, during independent work, the student shouts and describes the exercise in a vulgar manner. After my warning and trying to calm him down and make him stop talking dirty and work, he starts cursing me too.\n\nSituation (Anamnesis):\nThe student comes from a complete family that comes from poor circumstances. Where rude behavior, cursing and slapping are completely fine. At a younger school age, the student was diagnosed with ADHD and behavioral disorders.\n\nTeacher Intervention (Solution):\nIn a situation where a pupil starts to get angry, curse and draw attention to himself, I begin to pay full attention to him, and the assistant attends to the other pupils, or vice versa. We try to break down dirty words if he says a lot of them in a day, writes I won't talk dirty ten times a day, or gets more homework as a punishment. If he tries, works alone, doesn't talk dirty, he gets a reward of his choice from the options (sweets, game with building blocks, coloring book). When his behavior is unbearable, his desk is moved to the corridor, where his classmates cannot see him.\n\nOutcome:\nIn the short term, he takes the option of a table in the corridor, where he has no classmates. At first he protests and is angry, but then he gets down to the task at hand. He protests when writing punishment or homework, rewards don't affect him much. In the long term, the influence of solving these situations has no effect on him. His behavior keeps repeating itself.\n\nStudent Profile:\nAge/Year: 7 let, 2. ročník\nHobbies: Počítačové hry - střílečky\nDiagnoses: ADHD,Porucha chování\nDisorders: Lhaní,Podvody,Neuznávání pravidel\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Support, Transfer of student \nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "178", "student_age_year": "7 let, 2. ročník", "student_hobbies": "Počítačové hry - střílečky", "student_diagnoses": "ADHD,Porucha chování", "student_disorders": "Lhaní,Podvody,Neuznávání pravidel", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ - speciální pedagogika", "teacher_practice_years": "10 let", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1454", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the Czech language class, in which the 7th A, BIC were combined (these classes were on ski training and the children stayed at school, where the parents wanted it that way), I needed to work with the students who were in my class. I taught Czech only to 7th grade B. Most of the pupils who remained from my class had some problem in Czech, e.g. dyslexia, and I wanted to practice with them in a more targeted way, so I assigned work to the rest of the class (7th grades A and C) which when it was done, they were free. I walked through the class and waited for the task to be completed, or to be called for advice. While walking through the classroom, I passed a student who has persistent behavior problems and the whole class and teachers are used to it. When I walked past her, she told me I was a cu*da. At first I thought I was hearing badly and passed it over, but after a while I walked around again and the word was repeated. She was a student in class 7. And, therefore, I didn't want any big work from her and she actually had time off.\n\nSituation (Anamnesis):\nThe student repeatedly behaved inappropriately and violated the school rules with minor offenses. She was also very rude and kept talking back. Her class has gotten used to her behavior and so have most of the teachers teaching this class. She had an assistant assigned to her because she was generally not able to keep up in class, she suffered from ADHD and her family was practically not interested in her, her mother did not go to class meetings, did not do homework with her...\n\nTeacher Intervention (Solution):\nI invited the student to leave the classroom with the assistant and go to the next one (classes A, B, C are next to each other, so they would move to the next class). The student refused. I knew I might lose a bit of authority if she didn't listen, so I challenged her again a little more forcefully, but again she refused. So I ordered all the students in the class to take their things and I moved with the rest of the class.\n\nOutcome:\nThe student was very surprised and offended. During the next lesson, when I replaced them, she caused problems again and refused to obey my instructions, and again it was necessary to solve it more creatively. The student ended up going to an institution for these children due to escalating disciplinary problems.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nDiagnoses: ADHD\nDisorders: Arogance,Lhaní,Vulgární vyjadřování,Porušování pravidel\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1454", "student_age_year": "13, 7. třída", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Arogance,Lhaní,Vulgární vyjadřování,Porušování pravidel", "teacher_approbation": "Mgr., ČJ + Ped na FF MUNI, Výchovné poradentství", "teacher_practice_years": "23", "problems_annotated": "Diagnosis, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/698", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student started going to the first grade, he was ordered to postpone, but his father insisted that he go to school. At first there were no major problems with him, he was withdrawn, he didn't have much fun with anyone at school, he was a little slower in class, but he worked, no bullying, nothing like that. Later we switched to distance learning. Even before the online classes started, I wrote a letter to the children every morning, his mother always praised how well we manage the distance. When the student then returned to school, problems began with forgetting assignments, excuses, and the like. In the next wave of distance learning, we already had classes via the Internet. The student was attending a school for the children of medical professionals, the change of environment was a problem for him. Whenever I asked him something, he disconnected and didn't answer. After returning to school, he was even more shy, did not bring his things, did not bring assignments, refused to do work in class.\n\nSituation (Anamnesis):\nApparently there was some domestic violence against the mother in the family. The nurse was a strong epileptic, during this time she had a big seizure, then they found an even bigger finding in the pupil. The parents separated, the children stayed with their mother, they went to their father's on weekends. The father denied any possible problems with his children. The parents and the student went to psychiatry. According to the mother, the student does not like visitors at home, he always stays away, sits outside the apartment somewhere near the basement. He wasn't one of the popular kids in class, but there was no problem with bullying.\n\nTeacher Intervention (Solution):\nAt first, I talked only with my mother, who always nodded at me and said that it had to be solved somehow. Nothing happened for a long time. In June, in the second grade, when the problems were the biggest, I invited both parents to school, I wanted them to take the student as well, but they didn't bring him. I explained the situation to them and asked them if they could think of any solution. Dad didn't understand why we were talking about something when I was going to hand over this class to another teacher anyway, that it wasn't my problem. I replied that I wanted to have a clear conscience, that I would pass him on and that it should be dealt with somehow and not ignored, to which my father replied: \"So are you dealing with yourself or the boy?\n\nOutcome:\nThe parents refused to cooperate, arguing that the boy would transfer to another school. The meeting had no effect. Forgetting things and tasks, reluctance to cooperate with the pupil persisted.\n\nStudent Profile:\nAge/Year: 7 let, 1. – 2. třída\nDiagnoses: Epilepsie,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Failure to attend class\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "698", "student_age_year": "7 let, 1. – 2. třída", "student_hobbies": "", "student_diagnoses": "Epilepsie,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr. titul – učitelství pro 1. stupeň Mgr. titul – učitelství dějepisu a tělesné výchovy pro základní školy", "teacher_practice_years": "14 a 8", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/949", "content": "TEACHING CASE STUDY\n\nBackground:\nseventh grader committed a violent act against a younger student. The situation started when two classmates started abusing his character. Under the pretext of making him a go-between for their jokes, they started motivating and encouraging him to do various activities to prove his prowess. This fact eluded me from the beginning, as it was apparently a matter of trifles. Later it turned out that it was about smoking cigarettes, destroying other people's tools, etc. The situation escalated when, during a break between lessons, he and the two of them visited the 6th grade class, i.e. the class of younger students. They looked for a suitable victim, who was similar in nature to the seventh, but he was even more isolated from the collective. Compared to the seventh grader, he was more sensitive, more introverted, had health disorders of immunity, which, together with his mother's anxious care, put him on the edge of the class. This student became a convenient target for the two, who encouraged and pressured the seventh grader for so long that he decided to physically attack the younger student. He came to his desk and slapped him in the face in front of all the students. The younger student was shocked and humiliated, which resulted in him running out of the classroom. However, they managed to hide everything. I discovered the fact while serving in the corridor, when I caught the students showing each other a video of this incident, which was filmed by a classmate of a younger student.\n\nSituation (Anamnesis):\nThe seventh grader is a student who, although he is undoubtedly gifted and has good academic results, has great problems fitting into the team. He is not subject to bullying or other attacks, but is referred to by the pupils as the class 'outside' or 'oven'. I try to actively solve this problem during lessons, when I try to involve the seventh grader more among other children. However, the seventh grader is often deep in thought, he does not notice his classmates, and his weak motor and physical abilities take away from his respect in the class. He is fundamentally not worried about a weaker position in the team, he can take it in stride. The problem started when two problematic students started using him and inciting problematic behavior. The rest of the class looked on, didn't object, but didn't actively participate either.\n\nTeacher Intervention (Solution):\nShortly after watching the video, a colleague from the 6th grade was contacted by the mother of the attacked student, who did not go to school because of the attack. A colleague confronted her class, where she got witnesses to the whole situation. I invited three actors in this situation from my class individually to the cabinet. The seventh grader confessed everything to me, the fact that the situation is being actively resolved and that it could lead to a problem for him really affected and scared him. When I tried to talk to him about the fact that he hurt the younger student and that the student is at home because the seventh grader's actions hurt him, it was clear that the seventh grader regrets his act very much and became a victim of manipulation by his older classmates. As he was upset at that moment, I let him go. More specifically, the educational counselor dealt with this situation with him, who, in addition to the seriousness of his assault, also explained to him that the way to join the collective is not through thanking problem pupils. I was much more forceful with the two, as they were repeat actors of problematic behavior, the fact that the whole situation was filmed undermined their self-confidence and they confessed to the crime. The entire incident was resolved in the presence of the parents of all involved except for the parents of one, with whom there is poor communication. I, the principal and the class teacher from the 6th grade were also at the meeting. The victim's mother did not want to escalate the situation even more, so she left the punishment of the pupils purely to the school, insisting only on an apology from the culprits to her son. A positive role was played by the parents of the seventh grader, who were able to convince the mother of the younger student that their son regrets the act. She was further reassured by the intervention of the school psychologist, who planned a preventive program on bullying with the 6th and 7th grade together. Next, she had a conversation with the seventh grader about the whole situation. Two were dealt with separately, as they were repeat offenders in various violations of school rules.\n\nOutcome:\nThe seventh grader received a director's reprimand. However, this case strengthened him a lot, he learned how to better manage his behavior in the team, the class showed good character and stood up for the seventh grader in this case. In the following years, during adolescence, he managed to get better involved in the team. One left the school the next year after receiving a behavior debuff. The other one stayed, but the loss of his 'buddy' had a positive effect on him, in the following years he remained troubled, but avoided violent acts and other serious problems. The younger pupil continued to have problems staying at school, but he did not become a victim of bullying again.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Počítačové hry, vzdělávání se\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Bullying\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "949", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Počítačové hry, vzdělávání se", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, aprobace tělesná výchova, základy techniky, pedagogika volného času", "teacher_practice_years": "28", "problems_annotated": "Physical aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1054", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose gradually. I started teaching again in sixth grade and within the first few hours I began to notice one student more. He was often inattentive, playing with things, shouting and traveling around the classroom. There were days when he showed less like this, but for most of the hours I spent in sixth form, this behavior was intense. I observed this problem in mathematics, but not in physical education, which he was passionate about.\n\nSituation (Anamnesis):\nSixth grader, extrovert type, average academic performance.\n\nTeacher Intervention (Solution):\nasked my colleagues from the first grade if they had noticed similar behavior and if the pupil had ever visited a pedagogical-psychological counseling center. However, I never received a concrete answer. I was told that the pupil often brought home notes, after which there was a short-term improvement in the situation. I found the student's behavior very disturbing, but I didn't want to go down the notes route. I therefore tried to keep him busy during class as much as possible - handing out notebooks, erasing the blackboard, etc. This procedure worked well for me, however, I still recommended the pupil to visit the counseling center with which we now work together.\n\nOutcome:\nI would definitely say I'm seeing improvement. The student was less distracted in class.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník\nHobbies: Válečná historie, sport\nDisorders: Hyperaktivita,Nepozornost,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1054", "student_age_year": "11 let, 6. ročník", "student_hobbies": "Válečná historie, sport", "student_diagnoses": "", "student_disorders": "Hyperaktivita,Nepozornost,Vykřikování", "teacher_approbation": "Magisterské, aprobace matematika a tělocvik", "teacher_practice_years": "6", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/883", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the 2nd grade, I struggled with one of my students lying. There have never been any problems with the student before, he is very clever, hardworking and non-conflicting, but one day the parents came to say that their son was being bullied. So, of course, this whole situation began to be resolved, including with the school management and the educational advisor.\n\nSituation (Anamnesis):\nStudent of the 1st grade of elementary school, without problems, good results in school, quiet, friendly. Older pupil of the 1st grade of elementary school, conflict-free, calm, friendly, good grades, so far there have been no problems with the pupil.\n\nTeacher Intervention (Solution):\nThe student described the whole situation to us in detail, stated that the bullying took place during toilet breaks and even pointed out precisely the student who was hurting him. From the beginning, the student is more or less completely conflict-free and kind, so I didn't understand how this could happen at all and that no one noticed anything. Subsequently, the student stated that during one of the conflicts there was another teacher in the corridor who was in charge at the time and who saw it. He told us that she even wiped his wet head and the rest of the teachers said nothing. I honestly didn't like this whole situation at all. We all agreed that no such incident really happened in the cabinet and we would not countenance anything like that. The teacher, who was in charge at the time, said that nothing of the sort had certainly happened on her part. Of course, I told the parents that we will deal with the whole situation, that in my opinion this situation could not have happened, but that this does not mean that their son cannot be harmed and of course we will find out everything. I tried to keep my cool and be there for them, because I thought to myself that they are still little children and sometimes they think things a little, and that it is important for me right now to find out if someone is really hurting him. However, the parents refused my help and approached Mr. Director if he and other people could deal with this case because I am allegedly covering for my colleagues and they don't trust me or any of us here... That their son would never lie. At that time, I think the director himself and the deputy, the educational advisor and also the coordinator of the prevention of risky behavior were personally involved in the whole process. The student's parents asked them if they could check us more during the breaks, whether the supervision really works and there are no problems. I was sorry because they didn't have a problem with the seeds the whole time and suddenly they attacked us all the time. It took a total of about 14 days. At the parents' request, the principal and the deputy came to check on us during breaks and also looked into the classrooms to see if there were any conflicts. The risk behavior prevention coordinator also discreetly monitored the class the pupil was attending to see if there was any deterioration or any problems. However, after some 14 days, nothing was observed either with the pupil or during breaks in the corridor.\n\nOutcome:\nAfter this short-term monitoring (approx. 14 days) of the whole situation, the student's parents suddenly contacted them by e-mail, saying that he confided in them that he made up the whole situation and that we don't have to deal with it anymore, they didn't give any reason for what happened. So this whole situation was marked as closed, we honestly hadn't noticed even the slightest bullying on the part of the pupil or anyone else until then, and we also knew that the situation with the teacher, who was in charge that day, definitely didn't happen, so it still made sense . Unfortunately, the parents did not apologize to the school management or to us, which left me cold. Since then, there have been no similar problems with the student and he is a calm, conflict-free boy again, so in retrospect we can only speculate what was going on in his head at the time and why he did it... I honestly didn't even find out then... The whole situation I didn't like it at all, because he labeled my colleagues and, in fact, our entire team of teachers as someone who more or less watched it and did nothing, which of course affected me at the time, but it was a small joke... and children can sometimes draw things out and you can't imagine how much harm they can do... I was especially sorry for how the student's parents treated us during the whole situation... in the years we've been teaching there, I know that none of us would do this, and besides, they know most of us very well , because we are local.. Now in retrospect, I think it was not a very good example of how to deal with such a situation. I should have checked on the student more even after it was over and found out why he made it up because then I thought maybe there was some problem in the family and the student wanted to get his parents' attention or something... I honestly don't know but how many times do I think about it now and I keep telling myself that I should have solved it somehow and taken more interest in the student... on top of everything, if he hadn't finally confessed then, I honestly don't even know how it would have been solved and what would have happened ... we should probably have followed a plan more and kept a cool head, this seemed to me in retrospect to be quite unresolved... I didn't perceive it that way at the time, well, I was glad that it was resolved and no one was attacking us, that something was going on such is happening at the first level and we are part of it.\n\nStudent Profile:\nAge/Year: 7 let, 2. třída\nHobbies: sport\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "883", "student_age_year": "7 let, 2. třída", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr. – učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "26 let", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/907", "content": "TEACHING CASE STUDY\n\nBackground:\nEven after almost ten years of teaching experience, I encountered a completely new situation that enriched my career with a new experience. It's been a few weeks since the start of the new school year, and we're already dealing with a situation that perhaps none of us were prepared for. The world is being swept away by the Covid-19 pandemic, and education, like all other institutions, must go through many changes and adapt to this new reality. A month after the start of school, we are forced to switch to online mode, and both we and the students are unprepared for this whole situation. Since I face significant problems with the quality of the connection during online classes with the cameras on, I am forced to do without supervising the students' activities. This fact makes the quality of teaching more difficult, as sometimes there is a situation where students do not respond when called upon. In moments like this, I don't rely only on audio communication and the microphone, but I immediately write a message in the chat. When a student responds, I know they are really paying attention. In one of the first-year classes where I teach English, there is a student who has very severe problems with hearing loss. I was familiar with the problem, that's why I write messages in the chat automatically with him especially if the quality of the audio connection is not sufficient. However, one day the student stopped responding completely, thus avoiding testing. My approach to testing was such that I always announced it in advance and invited the student in question to a private call so that he would not be under pressure from the rest of the class and have the necessary peace of mind. The student that this situation is about ignored the invitation to a private call and to take the exam, even though he knew about it in advance and was online. After the lesson, I contacted him by email, to which he responded very eloquently and grumpily. In response, he made excuses and showed slightly manipulative behavior. The situation continued in the same vein, he hardly responded in the online classes, after every failed test he complained about its quality and made excuses saying that he knows the given subject matter, so the fault must be on my side. I immediately offered him the possibility of a repair, but it turned out exactly the same, even with the same errors. The student's mother reacted to the poor grades, but consultations with her did not lead to any changes. After the pupils returned to school, the problems with this pupil continued. After consulting with colleagues, I found out that he has similar problems in other subjects as well. It was also found that he often cheated in several subjects during the online classes, as the results of the tests that the student wrote online and those that were written at school were completely different.\n\nSituation (Anamnesis):\nThe student likes to debate, is fond of politics and has political ambitions. He has no conflicts in the class team. He lives only with his mother, he once told me that if I didn't improve his grade, he would be thrown out of the house, but in conversations with my mother I never caught signs of similar intentions.\n\nTeacher Intervention (Solution):\nThe student had a session with the school psychologist, who then told us that he was showing clear signs of manipulative behavior. An interesting fact is that this eloquent and manipulative behavior he displayed in the online world was much weaker in reality. He always dared when communicating by email, but not when talking face to face. Towards the end of the school year, he approached many teachers asking how he could improve his grade, but when he was offered a relevant assignment or test, he completely ignored it and wrote a similar email again a few days later. Therefore, my solution and that of my colleagues was to change the approach in communication. We stopped responding to the student's emails and always approached him only during a personal meeting.\n\nOutcome:\nThanks to the fact that I and the other teachers do not respond to the student's manipulative behavior in email communication and directly address him in person, this behavior has slowly but surely stopped and its repetition no longer occurs. The student is still a student at our school, so it is not possible to say with certainty whether similar problems will or will not be repeated, but at the moment everything is fine.\n\nStudent Profile:\nAge/Year: 1.ročník\nHobbies: politika\nDiagnoses: Sluchové postižení\nDisorders: Lhaní,Podvody,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Consequences, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "907", "student_age_year": "1.ročník", "student_hobbies": "politika", "student_diagnoses": "Sluchové postižení", "student_disorders": "Lhaní,Podvody,Manipulace", "teacher_approbation": "Vysokoškolské – titul Mgr., aprobace anglický jazyk", "teacher_practice_years": "10", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1500", "content": "TEACHING CASE STUDY\n\nBackground:\nA student with ADHD, he had a paper from the pedagogical-psychological counseling center for this, his behavior was such that he always drew attention to himself, he always had to move, he always talked, he also bothered the students, so it was difficult to teach in that class so that the children would pay attention , and they listened to me, and they didn't look at the boy who was always jumping around and making something up.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nSo I came up with the idea of giving him a squeeze balloon, because he needed something to occupy himself and he still needed some movement, to get a little energy out of himself all the time, and it worked.\n\nOutcome:\nAfter a while, it took about a few months, when he squeezed it for a while, with the balloon, then put it away, and then he calmed down and it was no longer needed at all, and somehow it more or less died down and the situation was resolved. The biggest problem was that I sometimes forgot to bring him the balloon, but it wasn't often. Maybe we also needed to get used to each other and know about others, what we can expect from each other, and so on.\n\nStudent Profile:\nAge/Year: 6. třída\nHobbies: Komiksy, počítačové hry\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1500", "student_age_year": "6. třída", "student_hobbies": "Komiksy, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr., AJ", "teacher_practice_years": "16", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/668", "content": "TEACHING CASE STUDY\n\nBackground:\nThe aggressor got mad at the popular athlete in the class. She gradually began to hide things such as a pencil case or notebooks. The athlete did not understand what was happening for a long time. She put it down to her inattention, but when it didn't stop, it made her quite nervous. She began to suspect classmates of intentional thefts, and the climax of everything was the last week before graduation, when, like every year, the high school track and field games were held, where she was supposed to represent the school. The aggressor decided to hide her sports outfit in the cleaning lady's locker in the school toilets. Nothing came of the athletic records, because the robbed athlete started running around the school like crazy to find her outfit. In the afternoon, the cleaning lady went to refill the toilet paper and was still looking for replacement refills for the paper towel dispensers in the cupboard and discovered the missing outfit.\n\nSituation (Anamnesis):\nThe aggressor was a chubby young lady who had completely different hobbies than her classmates, who were friendly towards her. Her classmates wanted to be friends with her, invited her to play sports and encouraged her to eat healthy. The girl could not appreciate the friendliness of her classmates and instead complained about their hobbies of healthy food and sports. One of them (the victim) was no longer amused and told her to go stuff herself.\n\nTeacher Intervention (Solution):\nThe aggressor was in a rather difficult position because she was troubled by a personal problem that she did not know how to deal with. For that reason, the pedagogical council approved the proposal of a preventionist after reprimanding the school director, because she behaved badly, but at the same time, professional psychological help was offered at a meeting with the parents and the aggressor herself, which the family used.\n\nOutcome:\nOver time, the girl set up a better lifestyle, and in a few months, with the generous help of the class teacher and the guidance counselor, even the relations between the girls straightened out, who understood that maybe it required even more patience and listening.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Bullying\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "668", "student_age_year": "15 let, 9. třída", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "VŠ – biologie, chemie", "teacher_practice_years": "26", "problems_annotated": "Lying and cheating, Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1167", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation is actually quite typical for the school environment, namely bullying. We have one bully and one bullied student here. The whole situation started to manifest itself when I was only in my second or third year at school. So, of course, I had no experience with a similar thing. They told us something about it at the nursery school, but the reality is sometimes different. At first it started so inconspicuously that the bullied person was walking down the hall and the bully tripped over his legs or walked towards him and as if bumped into him by mistake. When it happened a few times, I thought they were probably just taking a nap and it was nothing serious. As soon as such and other similar things started to happen periodically, it seemed quite suspicious to me.\n\nSituation (Anamnesis):\nThe bully is quite an extrovert. He likes to draw attention to himself and is happy to be the center of attention. Somewhat arrogant and haughty. In addition, he likes to play computer games and go do some martial arts. Being bullied is basically the exact opposite. He is more of an introvert and doesn't like meeting new people very much, so he doesn't really have any friends in class. But he likes to read or attend ceramics classes here at school. A very clever and hard-working student.\n\nTeacher Intervention (Solution):\nOne day I caught the bully and asked him if what he was doing was normal. And he that it's nothing, that they're just having fun together like this and that it doesn't bother the bullied. Then it stopped for a while. But it was only for less than two weeks. Then everything came back again and to an even greater extent. He started taking his snacks or yelling some pretty profanity at him across the hall. So I couldn't take it anymore and went with him to the director. We discussed it with him here, and when asked why he does it at all, he said that he just enjoys it. And when we tried to describe to him how he would feel in the place of the bullied, he replied that he is stronger and better, so such a thing would never happen to him. In the end, we had to call his mother at school. It then turned out that he, in turn, told his mother that the bully was provoking him, and that's why he was defending himself in this way. In the end, we warned him that if something similar happens again, he will face disciplinary action. As a result, the bully apologized for his behavior, so we thought it was settled.\n\nOutcome:\nAfter we resolved this issue with him in the director's office, it was quiet for a few days. But then came the real shock. The bullied person came to school about a week later and was beaten up. One student then told me that she saw the bully hurting the bullied. So we called the bully back to the director. And despite all our warnings and warnings, he actually didn't stop. Well, we ended up expelling him from school. About a year later, I learned that she was attending a private gym in another city. But to summarize, I see this experience as negative, which unfortunately turned out badly for the bullied. I'm sorry that it ended up like this, but there was nothing more that could be done. On the other hand, since then, I have not experienced a similar situation that would be this extreme, and I hope that I will never have to deal with anything like that again.\n\nStudent Profile:\nAge/Year: 16 let, 9. třída ZŠ\nHobbies: PC hry, sport\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: (Disciplinary) Punishments, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1167", "student_age_year": "16 let, 9. třída ZŠ", "student_hobbies": "PC hry, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, DE a OV", "teacher_practice_years": "12", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/358", "content": "TEACHING CASE STUDY\n\nBackground:\nWe worked with fourth-grade students in a distant town 66 km from our school, we came for two days, Thursday and Friday. The boy in question happened to work together with my son. It was he who told me that the principal of the school had declared a principal's leave for Friday due to some electrical re-installation. Simply, the school was without power and so it was time off. I point out that we are talking about a school that was over sixty kilometers away. Such a distance is not an obstacle for the youth today, and as soon as the boy learned this, he came to me with the decision to go home. He was there in his car. At the age of eighteen, he already had a driver's license and drove there alone at his own risk, with the knowledge of his parents. He said hello and went to the car. I stopped him at that speed and tried to tell him lightly that we have electricity here. He replied that he was on director's leave and that he would go home. I tried to explain to him that this does not apply to us and whether he does not mind that his classmates will work for him. He just shrugged and repeated that he didn't care, he didn't care and that he was going home anyway. As I was leaving, I told him to think carefully about what he was doing, that I wouldn't argue with him. Everything happened very quickly. While he was on his way, I called the school principal to ask what was going on. It wasn't his first offense. He immediately called his mother and seems to have followed them to the business. That ended it for me for a while. My son arrived in a few hours, if I know about it. The boy was coming back. From this I concluded that his parents must have spoken to him. The next day, of course, his classmates laughed at him, his pride sank to freezing point. However, it was a very short lesson. He was nice for a while, if I don't count his arrogant remarks. A few days after that, the CEO of the company occasionally interviewed my students. He invited everyone separately and asked specific questions that his secretary wrote down. I was in production at the time and the director came to me asking if I could step aside so the others wouldn't hear us. He began: 'Please, what kind of young person is this?' I tried to give him a brief answer that he is our problematic student who is very difficult to deal with. He revealed to me that he asked him if he could imagine staying in the company in any particular position. It is said that he laughed at him, that certainly not, that for such money in life and similar remarks in front of the highest authority of the company.\n\nSituation (Anamnesis):\nFrom day one, it was evidently clear that the boy was set up differently from the others. He was brought up in a well-off family. Since the boy demanded when he wanted and how much he wanted, it was very well known, there was no chance to motivate him for a financial reward. He was the only one who stood out from the group. The others were friendly to each other and helped each other. He always treated them, and really every day, condescendingly, arrogantly and without respect. The same was true of communication with teachers. At practice he was still hiding, drinking coffee and hardly cooperating. Outside of school, he allegedly visited slot machines and played poker. He never stayed overtime. It was very difficult to motivate him to work. Classmates built a gym in their spare time. They painted, plastered in old warehouses. They also had a financial reward for practice. He didn't lift a finger and of course, when it came to breaking bread, he wanted to practice there. It wasn't just us, colleagues, who had a problem with him, but we noticed how annoyed his classmates were as well. After several conversations with the parents, we found out that he is not completely manageable at home, and certainly not by his mother. She solved it with us herself, how hopeless she felt.\n\nTeacher Intervention (Solution):\nThe headmaster was understandably upset because he had invested unnecessary money in such an arrogant pupil. Already during that conversation he said to me: 'It will be best if you don't bring this boy here to me anymore.' Right after that I called our school director and we solved the whole thing by transferring him to another practice that wasn't even financially evaluated, but he basically didn't care. It was a relatively quick solution, I was no longer in charge of him after that, it was finished for me.\n\nOutcome:\nIn fact, he worked the rest of his fourth year at another company and then successfully graduated from school. How he is doing in life, whether he has come to appreciate money and work, I have no idea. The step, thanks to which he no longer worked in a specific company, of course helped the company as well, but mainly his classmates. However, I'm not sure that moving to a different location has solved his problematic behavior in any way.\n\nStudent Profile:\nAge/Year: 18 , štvrtý ročník SŠ\nHobbies: hokej\nDisorders: Lhaní,Podvody,Arogance,Agrese,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Attendance problems, Verbal aggression\nSolutions Applied: Transfer of student, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "358", "student_age_year": "18 , štvrtý ročník SŠ", "student_hobbies": "hokej", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Arogance,Agrese,Disrespekt", "teacher_approbation": "Stredoškoslké- DPŠ", "teacher_practice_years": "Celkem 39 – z toho škola 9", "problems_annotated": "Violation of classroom/school rules, Attendance problems, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/784", "content": "TEACHING CASE STUDY\n\nBackground:\nStudent T. physically attacked his classmate during a long break. A colleague who was in charge of the corridor was the first to hear about the situation and immediately informed me. We took the attacked student, who had a visible red spot on his neck after the attack, from the classroom to the office, where he described to us exactly what happened. I immediately contacted his mother, who picked up the student in about 10 minutes and took him to the doctor. Meanwhile, T. was waiting in the classroom under the supervision of a colleague. The whole time he sat in his seat as if nothing had happened. When I asked him why he attacked a classmate, he said he didn't know. His grandmother came to get him in about 15 minutes. After they both left, I started to find out what exactly happened in the class. I asked different students one after the other and their statements coincided. The student took a chair to the back of the classroom and wanted to kick it. A classmate pushed his chair away, so the student attacked him - first he punched him, then he pushed him to the ground and started hitting him in the chest. When the classmate tried to get up, the student grabbed him by the neck and started yanking him.\n\nSituation (Anamnesis):\nEven before the attack, T. had a problem with controlling his emotions and was prone to aggression. So we made an appointment with a special psychologist in the fall. The student spoke openly with her and seemed sincere. He said he has an older brother who beats him for no reason. Although he lives with his mother, he visits his father, who lives in Russia, during the holidays. It is said that his ears often hurt because he had an accident with firecrackers, and his bones also hurt because he had a lot of fractures. The pupil was alone at the meeting with the psychologist, so I arranged another meeting with his mother and older brother, which the pupil did not attend. My mother told me that the student does go to see his father, but he lives in a nearby town, not in Russia. He also never had an injured ear and never broke anything. The brother claimed that it was the student himself who started the fights and he was just defending himself. We advised the mother to spend more time with the pupil and to seek further professional help, for which we gave her contacts.\n\nTeacher Intervention (Solution):\nImmediately after the attack, we contacted the psychologist, whom the student has been seeing since November, and agreed on further cooperation. We also sent the mother to see a pediatrician. During January and February, the hands-on intervention program took place in the classroom. During the holidays, the pupil spent two weeks in a child psychiatry facility. He was diagnosed with a speech disorder (98.5 stutter) that made communication difficult, and as a result he developed various defense mechanisms.\n\nOutcome:\nThe attack took place when the student was in the 4th grade, now he is in the 7th grade. He still tends to be aggressive, but the situation has definitely improved. The student regularly goes to psychiatry and to the clinic of clinical psychology, and is also medicated according to the doctor's recommendation. The other students in the class know the student's problems and know how to communicate with him properly. When a problematic situation arises, in the absence of the student, the class teacher discusses everything with them, but then he does not return to the situation together with the student. In addition, there is always a community circle once a month.\n\nStudent Profile:\nAge/Year: 4\nHobbies: sport, kreslení\nDiagnoses: Koktavost\nDisorders: Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "784", "student_age_year": "4", "student_hobbies": "sport, kreslení", "student_diagnoses": "Koktavost", "student_disorders": "Emoční labilita", "teacher_approbation": "vysokoškolské magisterské, obor chemie", "teacher_practice_years": "17", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/736", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not participate in classes, refused to complete assignments and participate in group work. He often left class to go to the bathroom and did not return for the rest of the class. He did not enjoy the classes and had no motivation to learn new things. He did not disturb others, but refused to participate in any project.\n\nSituation (Anamnesis):\nThe student is able to devote a lot of work, effort and attention to the work he enjoys. He likes to restore antique clocks and has been doing it for a long time and excels at it. It is his only and strongest hobby. Not a single subject is devoted to his interests, and for that reason he has no need or motivation to participate in class activities. His classmates had no influence on his situation.\n\nTeacher Intervention (Solution):\nThe guide always treated the student in a respectful way and gave him possible teaching alternatives that would be fun for him and integrate him into the group. The student repeatedly rejected or accepted alternatives and then did not perform the agreed work. He repeatedly made excuses and invented reasons why he couldn't participate in classes or why he didn't complete assigned tasks.\n\nOutcome:\nNo change took place. The student continues to have individual conversations with guides and repeatedly does not participate in teaching and learning.\n\nStudent Profile:\nAge/Year: 12\nHobbies: Restaurovaní starožitných hodin.\nDiagnoses: PAS – porucha autistického spektra,Autismus,Atypický autismus,Dětský autismus,Lehká forma autismu,Porucha autistického spektra\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement, Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "736", "student_age_year": "12", "student_hobbies": "Restaurovaní starožitných hodin.", "student_diagnoses": "PAS – porucha autistického spektra,Autismus,Atypický autismus,Dětský autismus,Lehká forma autismu,Porucha autistického spektra", "student_disorders": "Lhaní", "teacher_approbation": "Mgr", "teacher_practice_years": "6. rok", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/330", "content": "TEACHING CASE STUDY\n\nBackground:\nUnfortunately, the pupil's problematic behavior often repeated itself, so I don't know which situation to choose exactly. It was round and round. She didn't bring gadgets, didn't do homework, etc. During the online classes, she didn't join the classes at all because the family doesn't have a computer and the parents refused to borrow a backup laptop from the school. When we returned to school after the distance learning, I found out that he doesn't know some letters at all, he can't write or read them. She couldn't even count basic examples. Once I was correcting notebooks and you could see from 'her' writing that she didn't write it, but that someone wrote it for her. When I asked her who wrote it, she lied to me and said she wrote it. I asked her about it several times during the day, I told her that I could tell by the handwriting that it wasn't hers. So she finally admitted that her sister had written it.\n\nSituation (Anamnesis):\nThe student has no diagnosis, only a tendency to cheat and lie. They make up stories that take place at home. She makes excuses for not having homework. She did not work in class without the help of an assistant because she relied on her to help her with everything and to have someone do it for her.\n\nTeacher Intervention (Solution):\nI discussed her behavior several times with her parents, especially her mother. Unfortunately, communication with her was not very easy, as she often did not answer me. As her problematic behavior was repeated and the pupil did not achieve very well at school and was lagging behind the others in the curriculum, I suggested repeating the grade. This was rejected by the father, and therefore the pupil had to undergo a commission examination.\n\nOutcome:\nIn class, the pupil's behavior held others back because she did not know the subject matter that the other pupils had already mastered. Unfortunately, she failed the commission examination and therefore has to repeat the 1st class.\n\nStudent Profile:\nAge/Year: 7 let, 1.A\nHobbies: malování\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "330", "student_age_year": "7 let, 1.A", "student_hobbies": "malování", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "učitelka – Učitelství pro 1.stupeň ZŠ / asistentka – Speciální pedagogika a vychovatelství", "teacher_practice_years": "33 let / 30 let", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1353", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy used to be repeatedly negativistic when asked to do an unpopular activity (specifically writing). Although he was working, he was doing his job. He could not immerse himself in the activity and devote himself to it to the best of his ability. Above all, however, his other expressions were disturbing: he repeated that he would not work, clowned around ('theatre' for other classmates), verbal negations, comments. Such behavior did not occur during the activities he likes (mathematics, physical education, reading). The big paradox is that the boy likes to draw very much. Nevertheless, he does not enjoy writing and does not have any special talent for written expression. While the draftsman is really skillful.\n\nSituation (Anamnesis):\nThe boy showed slight signs of immaturity. Unfortunately, this fact was discovered too late for him to be suspended from school. In the covid era, there was no enrollment, so there was no room for teachers to reveal possible immaturity. His negativistic behavior also appears 'semi-conscious'. As if he were only partially aware that he was acting inappropriately. The boy is introverted, he does not like to address individual students or teachers directly. However, the problem is not the clowning and commenting, as if 'inadvertently', which is not aimed at anyone in particular. These expressions seem immature, the boy does not seem to have thought his negativistic expression in advance. He has one close friend who he will miss a lot if he stays at school without him. When drawing, he completely immerses himself in his world, the drawings have style, 'spark', they are original. The boy is very creative. This is manifested in mathematics (in class we work with the personal pronoun method of mathematics, where children really use their creativity) and in drawing. It is strange that the boy does not enjoy painting and writing (although drawing does!). The boy was greatly hurt by the lack of live contact with children and adults during distance learning. After returning to school, he was finding his footing again, he was more insecure than before, he reacted negatively when writing more often than before. The direct support of an assistant or teacher usually helped. The boy felt that he could 'break down' the work into smaller units, the immediate feedback from adults helped him a lot. The mother is very supportive, works well with the school, treats the boy kindly and non-violently, leaves him space, but is consistent. With his father, the boy is engaged in sports, building with Lego. According to his mother, he already had a negative attitude towards school in kindergarten, and it is said that his father had the same attitude.\n\nTeacher Intervention (Solution):\nUsually, the boys needed the support of adults or an arrangement. However, in one case, normal procedures did not work. The boy proceeded very hastily with the written task, at the same time loudly commenting on the work. More significantly than before, he disturbed the rest of the class, but also himself. His writing was stale, he wasn't working at his best. The negative reaction was chained. 'I asked the boy to go out of the classroom. I handed him the notebook and the case. I sat next to the boy just like before in class. This time, however, the measure worked, the boy calmed down and immersed himself in work. Apparently he lacked a class 'audience'. He did the job very well. After completing the task, we returned to the classroom, the boy had already calmed down.'\n\nOutcome:\nOn the day when the above-mentioned situation occurred, the student remained calm, respectful, did not disturb others, and worked concentratedly. Similar situations occur with him from time to time, but never with such intensity as that time.\n\nStudent Profile:\nAge/Year: 8 roků, 2. ročník\nHobbies: kreslení  vlaky a další dopravní prostředky, dinosauři), hraní stolních her, skládání lega\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1353", "student_age_year": "8 roků, 2. ročník", "student_hobbies": "kreslení  vlaky a další dopravní prostředky, dinosauři), hraní stolních her, skládání lega", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské (učitelství 1. stupně ZŠ se specializací speciální pedagogika)", "teacher_practice_years": "16 let", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1341", "content": "TEACHING CASE STUDY\n\nBackground:\nIn May of this year, I received information from my colleagues that a 5th grade student was attacked by my students. It was supposed to be a student with ADHD who was attacked by a group of boys mostly from my class. Since this was a serious act on the level of bullying, I decided together with other colleagues who were also affected by the case to solve the matter with the school management. We gradually invited the persons in question to the director's office and resolved the matter with them. The attacked pupil was also invited, who, according to the aggressors, provoked the whole incident. If I were to briefly outline the whole situation, it was that the aforementioned fifth grader allegedly provoked a group of boys with nudges and verbal innuendos, who did not like it and wanted to retaliate against him, but chose an unreasonable method of retaliation, in which they were supposed to physically attack him, despite that it was a student with a mental disorder. So it is important to mention that a group of several students attacked one defenseless student. Several bystanders were also standing around the fight, who did not help the victim in any way, nor did they call for help, they simply stood and watched the events.\n\nSituation (Anamnesis):\nThe main actors in my class belong to the group of athletes, mainly hockey players. Overall, these types of students have the nature of being class leaders, towering over others, being fighters who have been everywhere and know everything. These students also often annoy their classmates, mock them and disrupt classes.\n\nTeacher Intervention (Solution):\nAs already mentioned, the students were invited to the principal's office, where each of them had to tell their version. They agreed except for minor details, moreover, all those involved confessed to the crime. Of course, it was necessary to notify the legal representatives of all parties involved. Some of their children defended that they had nothing to do with it, that they just stood by, unfortunately this fact cannot be excused. I also learned that several students from my class knew about the details of the matter, which I also heard personally.\n\nOutcome:\nTogether with colleagues and the school management, we decided that we wanted to prevent such incidents, which is why the punishments were quite high. The main actors received 2 and 3 for behavior, bystander director reprimands. The others who had something to do with it were only verbally reprimanded, there was no higher punishment here, as the statements here differed too much, and it would not be possible to reprimand everyone with the same weight. At that time, a similar act did not occur, unfortunately these boys still did not change their behavior in the classroom. I will most likely solve it by transplanting again.\n\nStudent Profile:\nAge/Year: 11 a 12 let, 6. ročník\nHobbies: sport\nDisorders: Rušení výuky,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Bullying\nSolutions Applied: (Disciplinary) Punishments, Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1341", "student_age_year": "11 a 12 let, 6. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Rušení výuky,Verbální agresivita", "teacher_approbation": "Vysoké (N, Ov)", "teacher_practice_years": "2", "problems_annotated": "Diagnosis, Physical aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1493", "content": "TEACHING CASE STUDY\n\nBackground:\nwould like to mention one situation that happened at the beginning of the last school year, and which I really couldn't handle. In one of the first Czech lessons I had with my class, the class was busy. The students were having a lot of fun after the holidays. One student reached out to other classmates during my explanation and felt the need to show them sports football cards. I admonished the student. He remained calm for a while, but then the situation repeated itself. But after the second reprimand, the student told me: 'go stuff yourself'. In fact, what the student said to me completely paralyzed me and I couldn't say anything at that moment. The students in the class started to laugh, so I took vigorous action against the class to restore peace in the classroom. But within a few moments the bell rang for a break and I was unable to resolve the conflict between me and the student in my mood. Of course, I know that I didn't handle this situation and it's a mistake that I didn't solve the incident right away.\n\nSituation (Anamnesis):\nTo this day, I am a class teacher, now already in the fifth year, where I teach Czech language and mathematics and where the mentioned pupil is also. The student has been diagnosed with ADHD, comes from a broken family and currently lives with his grandparents. The student achieves average results at school, except for the subject of mathematics, where his results are below average. He often needs attention and thus disrupts the course of the lesson, he likes to work in a group, but this also sometimes leads to more disruption. He is a strong personality who always has an answer for everything and has a need to speak for other classmates/friends. The student is an extrovert. Although he is an active participant in the lessons, his mood sometimes alternates with boredom and the need to play with things around him or with things he brings from home.\n\nTeacher Intervention (Solution):\nimmediately confided the situation to a colleague in the choir room. My colleague advised me to resolve the situation as soon as possible, talk to the student personally and set the boundaries of his behavior, what is appropriate and what is not. I asked my colleague to be present in the assembly room as support and at the same time assessor and observer of the situation. After the class ended for all the students, I called the student during the break. The student came, looking very surprised, as if he didn't know why I was calling him to the choir room. I wanted him to describe the situation to me, how he thought it happened and to justify his behavior. The student recapitulated what happened, apologized for his behavior, but told me that I had practically provoked him into the swearing. Of course, this answer shocked me. So I asked the student how I provoked him. He replied that I always yell at him in front of the class and that he feels bad afterwards. This then led to him 'foaming up' and telling me 'go stuff yourself'. I tried to understand the student at that moment, and calmly discuss the behavior and all the circumstances of the situation with him. I agreed with him on the rules that we will follow, which will concern the behavior during the lesson and if there is a problem, we will talk about it together. I then sent the student back to class. I agreed with my colleague that I solved the situation well, but it was still too late. I recognize that such situations need to be dealt with immediately.\n\nOutcome:\nFrom a theoretical point of view, I solved the situation in a good way (in the choir room), from a practical point of view, it was not quite right. The student was calm for a few days, but after about two weeks he behaved wildly again, he did not follow our established rules. Unfortunately, I am primarily to blame for this, because I did not set the rules ahead of time, I was unable to react and solve the situation as soon as it arose. So I tried to set the rules of behavior with my colleagues in the classrooms, and in classrooms to talk and discuss behavior, mutual respect, etc. I am addressing the whole class now, because I don't want to point out individuals and conflicts that have already arisen in the past. In fact, I am trying to prevent other similar situations. So, in the short term, the incident was not resolved well and everything led to a future repetition, but after the implementation of a preventive measure (discussion about behavior, etc.) everything improved, the incidents did not happen again. In the long run, there was an improvement.\n\nStudent Profile:\nAge/Year: 9 let, 4. ročník ZŠ\nHobbies: Fotbal, florbal\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Agreement, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1493", "student_age_year": "9 let, 4. ročník ZŠ", "student_hobbies": "Fotbal, florbal", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr. Český jazyk, matematika", "teacher_practice_years": "4", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1182", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had English class with one half of his class. We worked as usual, warm-up exercises, walking around the classroom, communication, video, worksheet, listening. For most of the hour, the student worked, cooperated with classmates and was actively involved in all exercises. When I handed out the worksheet and we got to the listening exercise (the students sat in the first two rows, each had a neighbor next to them and worked in pairs - each of the pairs always had a specific role in the given exercise), I first noticed that the student suddenly distracted, looks around. Then suddenly he got up and walked across half the class to a classmate and started talking to him. The classmate was sitting and was unsure of him because he probably wanted to concentrate on the exercise, but the student was standing over him and talking to him. When it took a while, I drew attention to him and asked what he was doing with the student. (I was smiling and calm, because we deal with similar situations quite often). He said (in Czech) that he didn't have a pen and that he wanted to borrow one from a classmate so he could fill in the exercises. I asked (in English) why he doesn't take something else to write with, and he (the rest of the conversation continued in English) that he didn't have the whole case, that he lost it somewhere (today) and didn't know where. I suggested that he ask in English. He tried, and the classmate said he didn't have a pen to borrow. He asked him twice more. So I suggested that he try to ask someone else, that his classmate probably won't help him. Finally, another classmate put a pencil in his hand and the student went to sit in his seat.\n\nSituation (Anamnesis):\nThe class has been together for the fourth year. They get along well overall. In the first years of the grammar school, the student sometimes sang quietly in class, made various sounds, etc. In class, he sometimes interfered - talking, engaged in something other than teaching (creating something, etc.). But the group in the class accepted him very well, they take him among themselves. At the beginning of this school year, the classmates elected a pupil as the class president (the pupil also prepared an election campaign, he forwarded that he would choose the class flower as vice-president). The other teachers accept the student as he is, the math teacher claims that he is a genius at maths and is very supportive.\n\nTeacher Intervention (Solution):\nHe said (in Czech) that he didn't have a pen and that he wanted to borrow one from a classmate so he could fill in the exercises. I asked (in English) why he doesn't take something else to write with, and he (the rest of the conversation continued in English) that he didn't have the whole case, that he lost it somewhere (today) and didn't know where. I suggested that he ask in English. He tried, and the classmate said he didn't have a pen to borrow. He asked him twice more. So I suggested that he try to ask someone else, that his classmate probably won't help him. Finally, another classmate put a pencil in his hand and the student went to sit in his seat. 'I don't have a pen, so I went to ask a classmate to lend me one.' 'Okay, so maybe you could ask him in English, huh?' 'Yeah… um, could you borrow me a pen please?' 'Okay, just when you're asking for something, you say lend. So either I can borrow or would you lend me a pen, okay?'\n\nOutcome:\nFor the rest of the lesson, the student continued to work on the assignment, was involved and did not interrupt. After the lesson, the deputy lady brought him the forgotten case that he had left in her classroom two hours before.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: Tvoření  nosí si do školy velké lepidlo a často něco vyrábí), Hudba  hraje výborně na klavír a rád zpívá), Matematika  od malička ho k tomu vedl otec, počítal s ním a řešil rovnice)\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1182", "student_age_year": "14 let, 9. ročník", "student_hobbies": "Tvoření  nosí si do školy velké lepidlo a často něco vyrábí), Hudba  hraje výborně na klavír a rád zpívá), Matematika  od malička ho k tomu vedl otec, počítal s ním a řešil rovnice)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ, anglický a ruský jazyk", "teacher_practice_years": "12", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/373", "content": "TEACHING CASE STUDY\n\nBackground:\nsend the students my own materials that I developed myself and their only task is to print these materials and bring them to class. I guess I'm too hung up on it, but as I say, it's their only responsibility, so it really pisses me off when someone doesn't bring the materials. I don't check every hour, but once in a while I go around the class and see if everyone is okay. I once did such a random check in a sixth grade class and found that about a third of the class did not have the materials. So I reprimanded them and did the inspection again the next hour. Everyone was fine except for one student. I gave him one more chance and the next hour I asked him again if he had everything printed correctly. He didn't have anything this time either, which seemed to me like it was laid out on purpose. Every other class I asked the student and he never had the materials. Of course, it always pissed me off, I told him and hoped he would be better next time. But he probably chose the tactic of trying to see how long I would enjoy it.\n\nSituation (Anamnesis):\nThe student is a student of an eight-year high school. In his junior high school years, he was one of the winners of his class, he was very diligent and had excellent grades. At the same time, he was never absent from any trouble and was often even the main initiator. He was very popular in the class, and made a good team with several other boys. After the transition to the upper gymnasium, puberty probably showed in him and he completely turned around. In terms of success, he fell to such a worse average and there was no question of any effort at all. The good boy group remained, but also the troubles. There started to be far more of them, in fact, as far as disciplinary problems are concerned, their class started to be probably the worst in the whole school.\n\nTeacher Intervention (Solution):\nIn my lessons, the class worked quite well, there were no major problems. The first was the student and his failure to carry materials. I didn't really know what to do with him. The worst thing was that he enjoyed history and had a great knowledge of it. He probably just wanted to provoke me and not back down or something. After some time I thought of a new rule. Anyone who forgets the materials within the lesson gets a black dot. Three dots mean two points down in the next paper. It doesn't seem like it, but the margin for a grade is usually two or three points for me, so it can be a bit tricky.\n\nOutcome:\nThe student didn't carry the materials anymore, the black dots were piling up and the first paper came. As I said, history was good for him and he even enjoyed it, so he mostly got A's on his papers, worst of all D's. Well, because of the black dots and minus points, he suddenly got a four, while the others had the worst twos and threes, the paper was not very difficult. At that moment, something must have broken in him, his protest probably wasn't worth getting bad grades in history. So in the class that followed the distribution of corrected papers, he already had the materials. After that, we never had any other problems together, and in the end he graduated from my history course, with an overview in one.\n\nStudent Profile:\nAge/Year: 17 let, 2. ročník\nHobbies: rapová hudba\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: (Disciplinary) Punishments, Consequences, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "373", "student_age_year": "17 let, 2. ročník", "student_hobbies": "rapová hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.; aprobace dějepis a německý jazyk", "teacher_practice_years": "19 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1349", "content": "TEACHING CASE STUDY\n\nBackground:\nIt wasn't extremely obvious from his behavior, but rather from what was happening around him. Things started to go missing from classmates in his class and in his groups. First, smaller items such as things from a case, scissors, personal items, and over time, money and more valuable items. The first step we took was to call on everyone to take extra care with their belongings and for the culprit to confess. It was quiet for a while, but after a while the thefts started to repeat until a lady from another class came to say that she had seen the student in their class after the bell rang, even though he had nothing to do with them. I asked the teacher who had him in that class and he said that the student goes to the toilet quite often and that he was in that class as well. I carefully invited the student to my office and asked him if he wanted to tell me something and confide in me. At first he hammered and refused any participation, but with gradual work and discussion, the student opened up and gave in and told me everything and confessed to everything.\n\nSituation (Anamnesis):\nThe student is a smart and talented boy who has no problems with both students and teachers. The only problem is the thefts, which only appeared at the beginning of this year.\n\nTeacher Intervention (Solution):\ninformed him that I had to report this situation to my family and he asked me if I would only tell my mother but not my father. From a short conversation, I found out that the parents divorced last summer and now the boy lives in alternate custody and does not have the best relationship with his father, because the father did not handle the breakup well and when the student is with him, he takes it out on him. I promised him that only my mother and the teaching staff would find out, that my father and classmates would not find out. I called my mom and told her everything, mom was not surprised, she informed me that she had already solved this problem during the summer when she found things in his room that did not belong to him. The fact that the mother knew about the situation made the search for a solution much easier. We agreed on a joint meeting with the student. At the meeting, we investigated what caused this situation and how we can solve it. We've found that it's heavily influenced by divorce and attention reporting.\n\nOutcome:\nThe next steps were that I recommended my mother to a specialist who deals with children and adolescents with these problems. He is currently going there for the third week, the thefts have stopped and the pupil seems happier. What is inspiring to me, what would I appreciate? What was inspiring for me was the calmness with which the teacher managed the situation with calmness and care for the student, and with the simplicity with which she suggested and carried out further steps. Absolutely 10/10 solution and procedure. What would I like to avoid? Maybe try to take action earlier because of the thefts, but then again, it's hard to do anything without proof. What would I do differently and why? Probably nothing, the process was great. What solutions can I think of? The teacher relied on a professional resource, so satisfaction.\n\nStudent Profile:\nAge/Year: 12 let, 6. třída\nHobbies: Sporty, anime, přátelé\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1349", "student_age_year": "12 let, 6. třída", "student_hobbies": "Sporty, anime, přátelé", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "Mgr, učitelka Aj, Rj a Hv", "teacher_practice_years": "30", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/934", "content": "TEACHING CASE STUDY\n\nBackground:\nThe girl was very smart, she always got straight A's, until suddenly her behavior changed, she was not paying attention in class. The change began to manifest itself in the 7th grade at the beginning of the school year.\n\nSituation (Anamnesis):\nThe previous year, she tried her best in teaching the Czech language, did her homework, got an excellent mark on her written work, and also took part in a number of competitions in essays and recitation. The girl was very nice and kind, she came from a full-fledged family, her parents were interested in her education. She also had various dance and sports clubs at school. The girl was also very popular in the class group.\n\nTeacher Intervention (Solution):\nThe change began to manifest itself in the 7th grade at the beginning of the school year. She didn't notice the change at first, but only after the first dictation, where she got a bad grade, did she start to notice the change in her behavior. She had a good relationship with the student, so after the lesson she asked her if she had a problem with something and needed help, but she just told her that she didn't need anything. It was strange, but she didn't ask her any more, she turned to an older colleague in the office. She said that it is only puberty and that the student is active in other subjects and has no problem with anything, so she did not discuss it further. Unfortunately, this behavior persisted in the Czech language, she sometimes interrupted the lesson and did not pay attention. She was not interested in any of the learning activities that were prepared. She was already at a loss when she asked another classmate if she knew what was going on with the girl, who said that the little girl was upset because she had moved her from the front desks to the back desks and was no longer interested in learning. Everything came together and the girl only wanted to attract attention. Trying to fix everything as quickly as possible, she moved the girl to the place where she sat the previous year and spoke to the girl. She confided that she didn't know how to say that she didn't want to sit in the back rows. She then involved the girl as much as possible in the lessons, wrote the objectives of the lesson at the beginning of the lesson and helped with handing out notebooks. This situation happened at the beginning of practice, when she blindly trusted other colleagues to give good advice. Now she wouldn't let it go that far and would deal with it right from the start, and mainly according to her opinion. After some time, the girl began to do well in the Czech language again and corrected her bad grades and won the recitation competition again at the end of the 7th grade.\n\nOutcome:\nShe should have dealt with the situation immediately and taken more interest in the girl, but she was at the beginning of practice and there were 25 other students in the class, and therefore she did not pay the girl the required attention. As soon as she found out what it was about, she gave the student options to correct her grades. Subsequently, she no longer had a problem with the girl in the Czech language.\n\nStudent Profile:\nAge/Year: 7. třída a 12 let\nHobbies: Sportovně nadaná, taneční kroužek\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "934", "student_age_year": "7. třída a 12 let", "student_hobbies": "Sportovně nadaná, taneční kroužek", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "Vysokoškolské – Ing. a vedoucí ŠPP, vystudovaná speciální pedagogika a český jazyk", "teacher_practice_years": "36 let", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/143", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a disruption in class, when the student disrupted the entire lesson and the entire class with his indiscriminate disruptive behavior. He constantly jumped into my conversation, constantly turned to his friends, whom he also distracted from work with his behavior. So I had to intervene. It wasn't anything drastic, but in short, he threw the lessons away, and as a result, the set curriculum could not be covered, and the whole class got into a slump.\n\nSituation (Anamnesis):\nThe student suffers from a slight attention disorder and thus his attention must be constantly activated. The teacher must take into account his disorder and at the same time must enter into that disorder and usually draw attention to various facts in order to concentrate. In short, it is necessary to attract his attention.\n\nTeacher Intervention (Solution):\nThe solution was carried out with the pupil, who is still manageable and let him negotiate. First, I talked him out of it verbally and when that didn't work, I took away the rewards that are supposed to motivate the students, the so-called smileys, and thus he learned a lesson, because if he doesn't get the smileys, he won't get an extra one in the Bachelors, which he didn't want to lose.\n\nOutcome:\nThe student learned from this situation. He didn't want to lose the coveted reward, the smiley faces, which serve as motivation for him to improve his grade on the report card, because the student does not stand out and has an average grade, and the extra one is quite significant for him, because he can get it almost for free for some activity in class.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: domácí zvířata\nDiagnoses: Poruchy pozornosti a aktivity\nDisorders: Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "143", "student_age_year": "10 let, 4. ročník", "student_hobbies": "domácí zvířata", "student_diagnoses": "Poruchy pozornosti a aktivity", "student_disorders": "Nesoustředěnost", "teacher_approbation": "VŠ – titul Mgr.", "teacher_practice_years": "18", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1145", "content": "TEACHING CASE STUDY\n\nBackground:\nhad problems with this boy from the beginning. He has long-term behavioral disorders, and he also has a diagnosis of PPP. I have the feeling that in almost every lesson I had with this class, I had to resolve some kind of conflict with this student, retorts, inappropriate comments, etc. But it all resulted in one lesson of the Russian language, when after I entered the class, the student was not in place even though the bell had long since rung and everyone else was already in place. I invited him to sit down and he did not listen to me. In the course of the entire lesson, he purposefully interrupted, tried to draw attention to himself and refused to work. It was almost the end of the class and the bell rang. At our school, we have an obligation that even at the end of the lesson, we have to greet each other by having the students stand in their desks. During this joint farewell, the student said (so that the whole class could hear it, and at the same time I too), let me finally get out and also addressed me with a vulgar expression.\n\nSituation (Anamnesis):\nThis is a student with SEN, on the basis of attention disorder and oppositional defiant activity disorder, which significantly affect the degree and quality of concentration on individual school activities. Small stimuli can disturb him, so he finds it difficult to concentrate on work. He also has difficulties with motivation for completing school assignments. He can't handle the load, if he evaluates something as heavy, he won't work. Manifestations of fatigue are often accompanied by disinclination to work, possible rejection of activities. In the case of failure, inappropriate expressions towards the environment (getting angry at the environment, verbal comments, etc.) appear more often. The class is very lively with significant discipline problems. They have a problem with following the set rules and respecting authorities.\n\nTeacher Intervention (Solution):\nAt that moment I stood as if frozen. I've been through all kinds of things, but this profanity really threw me off the rails. At that moment my nerves were frayed and I started yelling at him, what the hell is he doing? I then told the assistant to leave the classroom with him and we went straight to the principal's office. We recounted it all in the principal's office and the student was reprimanded. The assistant informed the student's mother about the whole situation, and the whole matter was also resolved at the pedagogical meeting, which happened to be held the following day. There, everything was discussed again and it was concluded that he should be reprimanded by the principal for rude behavior and vulgar expressions towards the school's teaching staff. As far as I vaguely remember, the conflict was not resolved within the class and due to the following circumstances, it was not even returned to.\n\nOutcome:\nEven after the reprimand from the principal, the student's behavior did not change and everything was as before. The incident was not addressed at all within the class, and afterwards I noticed that there were also conspiracies in the class about what happened in the principal's office. Over time, I learned that the student's problems with authority were caused by his father's behavior and approach to the family when the boy was young. Not long after, the pupil was transferred to a diagnostic institute based on an agreement between the school management and the mother, and at the same time with the pupil's consent. In retrospect, I probably would have handled the whole situation differently, but sometimes it just doesn't work out.\n\nStudent Profile:\nAge/Year: 13 let, sedmý ročník ZŠ\nHobbies: Domácí zvířata\nDiagnoses: Poruchy pozornosti a aktivity,Poruchy opozičního vzdoru\nDisorders: Nepozornost,Odmítání spolupráce,Slovní agresivita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1145", "student_age_year": "13 let, sedmý ročník ZŠ", "student_hobbies": "Domácí zvířata", "student_diagnoses": "Poruchy pozornosti a aktivity,Poruchy opozičního vzdoru", "student_disorders": "Nepozornost,Odmítání spolupráce,Slovní agresivita", "teacher_approbation": "Mgr., Výtvarná výchova a Ruský jazyk", "teacher_practice_years": "30", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "3", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1431", "content": "TEACHING CASE STUDY\n\nBackground:\nworked at the center for 18 years. I had a 22-year-old pupil in the cooking class there. She was in a wheelchair, she needed constant attention. But no, just physical help, she often interrupted the class because she kept asking questions to keep the conversation going. Or, on the contrary, she was completely losing focus. Gradually, she began to demand more and more attention and interfere with my personal life. The biggest problem was that the student was in a stationary school for years, where we taught her some habits, but when her mother took her home for the holidays, she had no routine there, just a tablet in her hand and all the work was wasted. We all knew she showed signs of mild autism, she needed attention, rules and a fixed routine. But mother refused to solve these things, and in the end she just threw sticks under our feet. Teaching with her usually went as follows. I started to explain what we were going to do, she checked in several times to tell me what she was doing, what she was thinking about, what it reminded her of, or to follow her, take off her sweater. I took off her sweater and the student tried to start a conversation right away. She said she didn't have a notebook. And mom won't buy it for her. I gave her one of my spares, then she said she wanted to explain the assignment again. But to stand by her. Whenever I went to the others, she tried to call me back or wanted to wear a sweater. When she got bored, she looked out the window and started humming a song to herself. So I promised her that if she pays attention for 2 hours now, I'll go with her to the coffee machine during the break and we'll talk. We agreed on the rules and it worked. However, whenever she drove home, the whole process started all over again. Which was devastating for me as a teacher. I lost an awful lot of energy and the result was nowhere in sight.\n\nSituation (Anamnesis):\nŽačka shows signs of mild autism, which, however, has not been confirmed. He has a physical disability, is in a wheelchair and has poor fine motor skills. He also shows signs of loneliness, constantly requires attention, does not have a fixed routine at home. Her mother confiscates her tablet. He can't hold attention for long.\n\nTeacher Intervention (Solution):\nI felt sorry for the student, I tried to make up for her missing mentor all year, I bought her a snack, coffee, I talked to her. I used the PBS method, I tried to reward her for good behavior and work and thus motivate her to work. I also tried to somehow set her daily schedule into sections that suited her.\n\nOutcome:\nIn the short term, the method worked. Over the course of the year, she improved, became less disruptive and, above all, fulfilled what she had to do. But thanks to the unset regime at mother's house, all the work came to naught. I helped her experience one good year, but it took away my energy for ten years ahead. The student gradually demanded more and more attention outside of class and rather began to take me as a surrogate mother in the hospital. And that was wrong, she was overly fixated on me and her behavior was more like blackmail than a reward for the work done. In class, she would sometimes deliberately start singing or shouting loudly to get my attention and I promised her a chat over coffee. Žačka is one of the cases of people who live in an inpatient facility and will only survive after it. And it was very challenging for me as a teacher/educator to understand that I cannot save everyone. The lack of assistants doesn't help much. You can't attend to one child around the clock when you have five more with special needs in the classroom. And you can't be their surrogate mother either. I'm sorry, I'm sorry for her and how it will probably turn out. I chose PBS as a method of dealing with her interruptions, it was busy, and I believe that if she had a set regime at home and her mother devoted herself to her also in terms of talking, the method would have been successful in the long term as well. And she wouldn't fixate on me as much afterwards. Fifteen minutes of chat and coffee is a suitable reward for two hours of work in class.\n\nStudent Profile:\nAge/Year: 22; centrum Kociánka – týdenní stacionář\nHobbies: Hry na tabletu\nDiagnoses: Tělesné postižení,Lehká forma autismu\nDisorders: Rušení výuky,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1431", "student_age_year": "22; centrum Kociánka – týdenní stacionář", "student_hobbies": "Hry na tabletu", "student_diagnoses": "Tělesné postižení,Lehká forma autismu", "student_disorders": "Rušení výuky,Nevhodné chování", "teacher_approbation": "Mgr. v oboru učitelství pro první stupeň, dále Bc z dvojoboru chemie a výchova ke zdraví a Bc v oboru speciální pedagogiky", "teacher_practice_years": "20", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/441", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened roughly halfway through the last school year, when I was a fifth-grade classroom teacher. For a long time, I dealt with the student's problematic behavior, which, of course, had its better and worse periods, which accompanied his entire 5 years spent in the first grade under my guidance as a class teacher. In a way, everything culminated in the situation I am about to describe. It happened on a day that was no different from any other normal school day. The first two lessons passed, in which the student's restless and inattentive behavior was already noticeable, which was, however, nothing unusual.\n\nSituation (Anamnesis):\nDuring the third lesson, this behavior started to escalate and I got a little nervous, because the student started yelling vulgarities at others, including me, out of nowhere, he kept getting up, leaving the desk, and he absolutely did not respond to my attempts to calm him down.\n\nTeacher Intervention (Solution):\nEverything culminated in the fact that the student suddenly ran away from the classroom and subsequently from the school grounds. After a fairly short time, my colleagues and I managed to find him and get him back, while he was very upset. In this situation, which all happened very quickly, I had no choice but to react improvised and according to my best judgment. I took the student aside, while luckily a colleague could take over the rest of the class for a while and ensure the students' normal routine. I 'struggled' with the student for a while, because at first he didn't want to open up and confide in me, probably because we had never met in such a direct conversation in all these years. After a while, however, he opened up and it became clear that his non-standard behavior was the result of his family background, in which certain disputes had taken place the previous day, which caused the pupil a hard time.\n\nOutcome:\nAfter calming the pupil down and discussing the situation, his mother picked him up from school, she also talked to me, and the pupil did not complete the rest of the lesson with us. The next day he came to school normally and the incident was never discussed again. At this point, it is important to mention that the student has been diagnosed with ADHD, so the fluctuations in his behavior described above are basically nothing unusual. But the described situation was a unique case that has never been repeated before or since. But it was important due to the finding that the student's home environment was not very stable at the time and caused him problems that were exacerbated by his diagnosis. The long-term consequences of this situation did not manifest themselves in any significant way in the teaching, but the usual fluctuations in the student's behavior persisted, fortunately not to the extent that was characterized by the described situation.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník ZŠ\nHobbies: sport\nDiagnoses: ADHD\nDisorders: Lhaní,Neposlušnost,Odmlouvání,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Agreement, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "441", "student_age_year": "10 let, 5. ročník ZŠ", "student_hobbies": "sport", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Neposlušnost,Odmlouvání,Vulgární vyjadřování", "teacher_approbation": "Mgr., učitelství pro 1.stupeň ZŠ", "teacher_practice_years": "18", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/532", "content": "TEACHING CASE STUDY\n\nBackground:\nmet the student for the first time in the 8th grade, when she transferred to us from another school. I taught her math and physics. She was a smart girl who didn't want to learn much. She joined the class, where there were 2 other girls with her, the rest of the class was made up of boys. But the girls didn't get used to each other very much. I don't know what exactly happened between them, but it ended up being cyberbullying. The student sent hateful messages to a classmate, insulted her, sent her various pictures with a dead woman and similar things.\n\nSituation (Anamnesis):\nAs for the family, the student had an older sister who had already moved away from her parents. Her parents were divorced. Her parents took turns caring for her. She was with her mother for a while, with her father for a while. In the class, as I said, there were only 3 girls who did not sit. The other boys interacted with each of them normally.\n\nTeacher Intervention (Solution):\nFrom the beginning, it didn't seem like the girls had any problem with each other. I would say that they had a normal time. It wasn't until a few weeks later that I noticed in the morning before school that the girls were not greeting each other, and each was going her own way. Then I realized during the lessons that they don't talk to each other at all. About a week later, the parents of one of the girls came to the school to report that the student was sending her various hateful messages on social networks. The school therefore mediated a meeting between the parents of both girls. I was not present at this meeting, so I cannot describe exactly how it went. The parents then took the students to a pedagogical-psychological counseling center. Keep an eye on her on social media. We have tightened the rules for using phones at school. Personally, I tried to do more group work, involve the children more in the lessons.\n\nOutcome:\nThe school finally stopped altogether. The girls even became friends. They were waiting for each other before the other came to school in the morning by bus.\n\nStudent Profile:\nAge/Year: 14 let ročník 8.\nHobbies: Jízda na koni, seriály\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "532", "student_age_year": "14 let ročník 8.", "student_hobbies": "Jízda na koni, seriály", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Magisterské (Matematika, fyzika)", "teacher_practice_years": "8", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1304", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the school year, the school received a report that a student of my class, at that time it was the 6th grade, was forging the signatures of his parents and at the same time keeping 2 'student cards', which is considered an offense against the school rules.\n\nSituation (Anamnesis):\nThis initiative was brought by his mother, who found out at home and informed the director and then me. I didn't know about it, because it was plausible and you just can't find out. The boy has been problem free up to this point, nothing has happened that needs to be addressed up to this point. There was no problem in learning either, that's why I was slightly surprised that this could happen, there were others there for that.\n\nTeacher Intervention (Solution):\nAs soon as I found out that this was happening, I had to do something. I wanted to give him the opportunity to confess himself, so I asked him if he wanted to confess to me himself, that it would be better for him. He didn't want to confess, he claimed he didn't do anything and said it wasn't true. I therefore had to send him to the principal's office, and there the principal asked him about it. Although he didn't want to confess at first, he finally admitted that it was true.\n\nOutcome:\nThen you could see that he realized what he had done, maybe he was sorry, I don't know, but you could see that he really realized that it was a problem. The result was clear. The student was reprimanded by the principal, although I remember that the mother insisted that we punish him with a demerit for behavior, which we thought was too severe, since it was his first 'offence'. Whether it happened again later, I don't know. We never figured it out, so maybe not. There were no more problems with the boy later, so I think he learned his lesson.\n\nStudent Profile:\nAge/Year: Cca. 12 let\nHobbies: Sport  konkrétně fotbal)\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1304", "student_age_year": "Cca. 12 let", "student_hobbies": "Sport  konkrétně fotbal)", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Mgr.; Anglický jazyk a německý jazyk", "teacher_practice_years": "20 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/227", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problems with the female students started at the time when distance learning started due to the pandemic. Until then, the student had been without major problems, although she often did not do her homework, or did it only partially. But when the distance learning started, the student started to neglect her school attendance first because of the unnecessary technology needed for distance learning, which neither she nor her parents had heard about before, even though an email was sent to all parents that the school could arrange to borrow a laptop. After the meeting with the parents, I agreed that she would finish the work in the classes she had not attended. In the following period, the student did not attend classes, even though she was lent a laptop. Absences were not excused and when I called the parents saying that their daughter was not in any of the classes, the parents said that they did not know about it. In addition to non-attendance, the student did not do her homework, or did it only partially. After these events kept repeating themselves, I decided to invite the parents to the school to resolve the situation. I invited my parents to school several times during the year, saying that they often didn't even arrive and when they did, they apologized that they didn't know about the absences and the non-fulfillment of homework. Despite this, the student still did not attend classes and did not complete her homework sufficiently. As a result, the student had insufficient grades in five subjects in the semester. Thanks to this, the student had to undergo a commission examination. The student did not show up for the first exam, saying that she had been to the dentist, and when I asked her parents for confirmation from the dentist that the student had been there, because these excuses were repeated during the semester, along with nausea and the internet not working, the parents answered that she was it's an invasion of her privacy. This was repeated with other exams and when the student came she was not ready for the exam. This behavior was repeated in the next semester, when in March the student was excused for a long time due to serious burns, the student was in the hospital. When we tried to contact the parents, saying that the case would be referred to OSPOD due to suspicion of neglect, I found out that the phone numbers did not exist. The case was finally handed over to OSPOD.\n\nSituation (Anamnesis):\nThe student lived with both parents and her younger brother. At school, the student was quiet and completed the assigned work before the pandemic, although sometimes only partially. After the start of the pandemic, the student often did not come to classes and did minimal homework. She was quiet in class, and when the teachers asked her something, she did not answer even after several prompts. This behavior continued despite the parents' frequent warnings about the student's behavior in class. The younger brother was exactly the same. It continued like this for the entire first semester and continued in the second semester as well, until she was excused that she was in the hospital for a long time and later she and her brother were withdrawn from school.\n\nTeacher Intervention (Solution):\nFrom the beginning, I tried to negotiate with the student and alerted her parents about what was happening both by phone and by e-mail, to which they never responded. After this behavior continued to be repeated, I pointed it out to the parents at class meetings and invited them to the school several times to meet with the principal so that the situation could be resolved. The parents either didn't come to the meeting, sometimes they apologized, but most of the time they didn't apologize at all, or they said they didn't know about it, even though I emailed and called them several times. Finally, after she was excused for a long time, saying that she was very badly burned when she was at a friend's house and they were playing with fire, the case was handed over to OSPOD on suspicion of negligence.\n\nOutcome:\nUnfortunately, this situation was ultimately not resolved directly at the school and the case was handed over to OSPOD. The girl and her brother were unregistered from school and the whole family moved out and changed their phone numbers. Until now, no school has requested the student's file, and no one knows where the family lives now.\n\nStudent Profile:\nAge/Year: 14, 8.ročníka\nHobbies: X\nDisorders: Lhaní,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "227", "student_age_year": "14, 8.ročníka", "student_hobbies": "X", "student_diagnoses": "", "student_disorders": "Lhaní,Vyhýbání se škole", "teacher_approbation": "magisterské", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1041", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole first year everything looked like a completely model class with occasional collective disruptions. As I think back, I first learned about a problem from his chemistry teacher. He mistakenly confused his name with a similar one. After this incident, he was called by the wrong name all day. This behavior of his classmates did not suit him and that is why he first went to the teacher, whom he mistook for it. He subsequently misjudged the position for me and went to the class to draw the consequences. In my experience, the problematic behavior would soon get over the students, but after a scolding and a surprising and difficult paper, the students wanted revenge on this student. It started out as minor bullying from the aforementioned bad name, but unfortunately it escalated to cyber-bullying. Not only did the students in the IT classes start shutting down his computer remotely and causing him significant problems, but funny videos about him started to appear on YouTube.\n\nSituation (Anamnesis):\nThe student had a really bad grade from the first days of his studies, and the rest of the class had long been bothered by the fact that the teachers kept up with this student. During an interview with one of the biggest bullies, he told me this and confided that he didn't think it was 'fair' that this student could finish his studies at this school even with constant setbacks.\n\nTeacher Intervention (Solution):\nI knew I had to act. The biggest problem was that the bully is not one, but the whole class is bullying only one. I wish they could join together in some beneficial activity. I decided to passively observe for a few days to pick out the biggest bullies. I theorize that if we tame the biggest bully, they will let the others do the same. True, over time, I probably made a mistake because I chose only one, despite the fact that there were more of them. I took him into the office and we calmly discussed the whole situation. There was no need to draw any further punishments from this.\n\nOutcome:\nIn the end, everything turned out as expected, because the students behaved in an exemplary manner towards this student throughout their further studies. Although I think that the occasional hints did not completely disappear, as the student's overestimation in other subjects still continued.\n\nStudent Profile:\nAge/Year: 18. 2.ročník Sš\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1041", "student_age_year": "18. 2.ročník Sš", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr. Fyz, Mat", "teacher_practice_years": "30", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/229", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka was one of the children who entered the 1st grade at the school where I had just started teaching. She was a very quiet little girl who listened in class and drew during breaks and never got involved with other children. Since it was the beginning of the school year, I didn't deal with it much, I just tried to create situations in the lessons that helped her get involved. After the first month of school, the pupil began to be absent often and came to school with excuses such as nausea, family reasons, stomach ache, etc., so I contacted her mother to ask her if these were really the reasons why the pupil was absent. The mother apologized that they had a difficult situation at home and that it would not happen again. After that, the student went to school normally with occasional absences, but she started to be aggressive towards her classmates, whom she had previously ignored, which I dealt with simply by admonishing her. After the Christmas holidays, I immediately started to notice that the student was even more aggressive, she was hurting her classmates and during the first week she stole a case from one of her classmates. Furthermore, he is absent from school again more often.\n\nSituation (Anamnesis):\nFamily history: Žačka lives with her mother and her mother's boyfriend, she has one younger half-sibling. He doesn't see his father at all, his mother works all the time. I don't know what kind of relationship the student has with her mother's boyfriend, but the student doesn't like to talk about him. Class anamnesis: The student is not popular in class. The children stay away from her, do not engage her in conversation, because they are bothered by her behavior.\n\nTeacher Intervention (Solution):\nIn the beginning, I solved the problems only with admonitions, but when the behavior started to get worse, I had a private talk with the pupil after school. I always tried to help her, I asked if something was happening at home or at school, the student said that everything was fine, she admitted her mistake, she knew what she did wrong, and she promised that it would not happen again. But since even this didn't work, and since the student was missing more and more, I called her mother and arranged a meeting at school. The mother rescheduled the first appointment and did not show up for the second, when I called her again, she did not pick up the phone, so I wrote her an e-mail, to which she did not respond. After that, the pupil was absent for a whole week, without any excuse, and since her mother still did not answer my phone, I turned to the guidance counselor, who also did not agree with her and therefore wrote an official request to come to school. As the mother did not show up or call back this time either, and the pupil still did not go to school, the guidance counselor intervened and called the social security administration. After another 2 weeks, the student started going to school again and I was informed that she was taken from her mother and given to her grandmother and grandfather to be raised.\n\nOutcome:\nAfter that, the student was quiet for some time and did not communicate much, but after a few days her behavior changed completely, she stopped being aggressive, participated in activities with other classmates and formed friendships. Since I taught in her class for another 2 years, I have to admit that the change of household benefited the student and the results can be seen both in her favor and in her behavior.\n\nStudent Profile:\nAge/Year: 7 let, 1.třída\nHobbies: Kreslení, koukání na pohádky\nDisorders: Lhaní,Krádeže,Agresivní chování,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "229", "student_age_year": "7 let, 1.třída", "student_hobbies": "Kreslení, koukání na pohádky", "student_diagnoses": "", "student_disorders": "Lhaní,Krádeže,Agresivní chování,Arogance", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ (Magisterské studium)", "teacher_practice_years": "12 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "Physical aggression", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1287", "content": "TEACHING CASE STUDY\n\nBackground:\nIt all started in 2019, covid happened and pupils had to stay at home. For that reason, there was a problem of having sufficient supervision over pupils. As a class teacher, I could not observe the relationships in the class, and since the previous year, i.e. 6th grade, I had no doubts about the class relationships. Of course, someone had more fun with someone than with another, but that's always the case. So she was more withdrawn, but I thought it was because she was in this class for a short time because she transferred. The school she attended only offered the first level, so she had to transfer to another school for the second. But I did not notice that it was directly allocated. Unfortunately, as I said, the situation arose as it did. We were all glued to the computer, alone at home. And that's how it actually started. Two of her classmates started writing to this student via chat, not vulgar, but rather unpleasant messages that a teenage girl simply does not want to read. She interpreted it in the worst possible way. She began to self-harm. First she started cutting her hands with a razor blade. It culminated in her mother finding her standing on the windowsill. She wanted to jump out of the window. Until then, my mother did not know about self-harm. Since the incident with the possible suicide attempt, the pupil told her mother everything, and at that moment it started to be resolved even through us.\n\nSituation (Anamnesis):\nThe girl is quite communicative, but prefers to talk with teachers in the corridor than with her classmates in class. I sometimes see her in lower grade classes. I would say that she is really diligent and goal-oriented. He excels in his subjects and is the most active of all students in class. He needs everything perfect, he is a big perfectionist. By not talking to his classmates, he doesn't quite fit in with the class. She started the class only from the 6th grade, so as I said, she went to a different school for the first grade, but only for the reason that the previous school was only up to the 5th grade. But I don't see that as an obstacle to getting closer to others either. She is not the only one who has transferred to the class. She is rather really aloof, she is not even interested in talking with them, sometimes she seems even arrogant and the classmates also feel that, at least I would say so. He comes from a complete family and has one younger brother. Her mom works as a nurse in a hospital, in the ICU department. At the time of covid, the mother was really at work and did not have time for each other with her daughter, therefore she did not know for a long time that her daughter was self-harming.\n\nTeacher Intervention (Solution):\nWhen the student's mother found out what was going on and what kind of messages she was getting from her classmates, she of course decided to deal with it with us. Unfortunately, everything took place outside the school grounds. The educational committee met, only online, and this situation began to be resolved. Because there was a pandemic, we knew who was behind the news, but these girls were no longer included in the solution. The educational committee recommended a visit to the counseling center, where the student was recommended to see a specialist, i.e. a psychologist. The student was coming to the session. In addition, as a class teacher, I offered to write with her daily via Messenger, so that she wouldn't be alone at home with her thoughts, because mom still went to work. When the situation escalated despite visits to a psychologist, the mother decided to take a vacation from work and stayed at home with her daughter during the most difficult period. Despite that, I continued to write with her. She dropped the fact that life gives her meaning again, she stopped going to the psychologist. She told me she wanted to start learning Norwegian. I took this correspondence as support. So everything seemed to be fine. After returning to school, everything started again. She started telling her classmates that she would come home and swallow the pills. We called my mother again and recommended a visit to a psychologist. I know that such a thing shouldn't be questioned, but after sharing that time with her, even if only online, I got the feeling that she was more interested in attention than serious. She went to the psychologist again for a while, then stopped, and nothing has happened for the last three quarters of a year. The female classmates, who were most likely the initial cause of all this, were not punished. I again attribute this decision to the given situation, distance learning. It was difficult for us as a school to deal with them. As a class teacher, I of course intervened. I talked to the girls and the girls stopped messaging. I did not involve the whole class in the issue, it became a taboo topic. In the end, I don't know what to think. This topic was really difficult to grasp so as not to harm the student in question even more.\n\nOutcome:\nAs I said before, after returning to school, the situation started to repeat itself again. Of course it disturbed the whole class because they were already directly present and started to worry about her. They pointed out to me what she was saying. She herself explained to them what she would do, and that there was no point in living. After further visits to the specialist, the situation calmed down and now he does not talk about thoughts of suicide, nor does he attempt anything. In the end, for me, this is a relatively manageable situation, because we somehow helped to prevent a possible continuation of self-harm or a possible suicide attempt. On the other hand, I admit that the two girls who wrote her those messages got away with it really easily.\n\nStudent Profile:\nAge/Year: 7. třída, 13 let\nHobbies: Hudba, chtěla by být zubařkou, baví ji jazyky\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour, Bullying\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1287", "student_age_year": "7. třída, 13 let", "student_hobbies": "Hudba, chtěla by být zubařkou, baví ji jazyky", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské – anglický jazyk a přírodopis", "teacher_practice_years": "21 let", "problems_annotated": "Selfdestructive behaviour, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/213", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when a student brought his older sister's electronic cigarette to school. During recess, he offered it to his classmates to use in the boys' toilets, but he did not use it himself. However, one of the classmates reported him and the situation began to be resolved.\n\nSituation (Anamnesis):\nThe student came from a complete, supportive family. He stood out above the others in the class, and in addition, one could say that he was popular in the class. Despite that, he probably seemed a little too \"gentlemanly\" compared to the others\n\nTeacher Intervention (Solution):\nA discussion was held with the student about his transgression, he cooperated and kept repeating that \"he is stupid and I wish he had never taken it to that school, it was stupid.\n\nOutcome:\nThe student received a director's reprimand.\n\nStudent Profile:\nAge/Year: 8. třída, 14 let\nHobbies: myslivost, příroda\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "213", "student_age_year": "8. třída, 14 let", "student_hobbies": "myslivost, příroda", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "ČJ, RJ, OV", "teacher_practice_years": "28", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/886", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerned the freshmen in my class who had just started, I think it was sometime at the beginning of the school year, around September, as was the personal pronoun. Some female students from a higher vocational school came to report to the representative that someone was smoking, probably marijuana, in the toilets. It is said that they even saw that the girls went to my class, so the deputy called the principal, and he immediately called me, as the class teacher, that I should stand behind him.\n\nSituation (Anamnesis):\nThe students were from 4 students from the 1st year who had just started. They had no disciplinary problems, and their grades were also quite good.\n\nTeacher Intervention (Solution):\nWhen the director called me, I still didn't know what it was about, because he just told me that he needed to talk to me. When I came to the principal's office, he told me what happened. Then the principal and I went to my class and I told them to report who was smoking in the women's restroom during the break, it was after the lunch break. I told them that other students who were waiting in front of the class had seen them anyway, so it would be easier if they signed in themselves. In the end, 4 female students applied, and we then took them to the director's office. In the end, it was found that it was just some fragrant electronic cigarettes, which were then confiscated from them. It is said that two of them brought it and the other two wanted to try it, so they locked themselves in the toilet cubicle and tried it. Later it was even discovered that the cigarettes were without nicotine. Then the educational committee was held with the educational advisor, the deputy, the director, with me as a member of the class and the four students. Even the parents were called there, as they were not yet 18. I personally thought it was quite extreme, I would simply confiscate the electronic cigarettes and tell them not to let it happen again. However, the school management had a different opinion.\n\nOutcome:\nAfter the educational committee, all four students were given a reprimand, I mean the principal's, and if anything else happened, they would be threatened with a demerit for behavior. Anyway, nothing happened after that, the girls simply wanted to try electronic cigarettes, I thought it was unnecessary to deal with it so much. Her parents weren't too keen on her having to come to school for something like that. Smoking in the toilets was also discussed a couple of times, but it was no longer about my class. I thought it was a bit comical that we had to keep testing each other during the personal pronouns here, and the female students then pass electronic cigarettes to each other. It was the situation with the spread of the infection that may have led to the fact that the management dealt with it so much.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník\nHobbies: kamarádi, hudba, tanec\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "886", "student_age_year": "16 let, 1. ročník", "student_hobbies": "kamarádi, hudba, tanec", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (AJ, RJ, VV)", "teacher_practice_years": "", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/80", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student transferred from an alternative school to a multi-year gymnasium. He refused to carry the devices and disrupted classes by loudly searching for them among his classmates. As a result of the situation not improving, the pupil's father was invited. A few hours before the meeting, it became clear that the student had been bullying a classmate with offensive messages for a long time. The meeting, which was originally supposed to be about unpreparedness for class and indiscipline, had to deal with this new finding as well. The father, who was taken aback by the new discovery, became very hostile and felt insulted that he had not been informed in advance. The student denied bullying. The father stated that he trusts his son and that there was no bullying. The school had a transcript of the offending messages available as evidence. The school offered temporary tolerance for the student's indiscipline, but required the bullying issue to be resolved. The victim's family let it be known in advance that an apology and a promise that the situation would not happen again would suffice. However, the aggressor's father demanded contact directly with the victim, which the school refused to provide. So the father refused to deal with the situation and left.\n\nSituation (Anamnesis):\nThe student attended an alternative school, from which he had to leave in the 9th grade, due to his parents moving. Even though he was academically gifted, the transition to a multi-year gymnasium was a shock for him. He denied the problematic nature of his behavior and refused to address them.\n\nTeacher Intervention (Solution):\nThe student was first reprimanded by the teachers, then by the class teacher, and when that didn't work, the student's father was called in to solve the problem. However, the meeting consisting of the father, the pupil, the school principal, the guidance counselor and the class teacher failed due to a hostile relationship with the father.\n\nOutcome:\nThe student left school and transferred to elementary school.\n\nStudent Profile:\nAge/Year: 14; kvarta\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Rušení výuky,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Bullying\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "80", "student_age_year": "14; kvarta", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Rušení výuky,Šikana", "teacher_approbation": "Magisterské Bi + Ch; Výchovné poradenství a metodika prevence", "teacher_practice_years": "26", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/149", "content": "TEACHING CASE STUDY\n\nBackground:\nAs I mentioned at the beginning, in my work I compare one student with the same inappropriate behavior. However, in one case she is disciplined (when taught by a man) and in the other case she is not. The student constantly disturbs and shouts in class. When the teacher reprimands her, she stops and for the rest of the lesson she is quite calm, even though she is not completely knowledgeable and belongs rather to average to below average students as far as study results are concerned.\n\nSituation (Anamnesis):\ndiscuss the anamnesis more in the second case report. However, in general, this class I researched is very complicated. The climate is really not satisfactory and it can be seen that the students are very different from each other, both from a knowledge point of view and also from a moral point of view. In this case, it is obvious that the opinions of these students must differ. It is interesting that in the class there are, let's say, marked individuals who 'war against each other' and constantly do all kinds of tricks. According to the interview with the assistant, I understood that the teachers hope to improve the classroom climate within a year or two. In short, when the students are older and they realize that they should not compete with each other, but that they should be friends and cooperate with each other. It's mostly like that, according to the assistant. As soon as the majority of pupils 'grow up or understand' what is actually good for them, so to speak.\n\nTeacher Intervention (Solution):\nThe teacher already knew from his colleagues how the student behaved, so he sat her in the first desk in his class. The student is constantly facing her classmates and having fun. The teacher turns to the student: 'Student, tell us how we ask about the judgment.' The student answers: 'Who what.' The teacher corrects: 'No. Try it once again.' The student repeats: 'Who what.' The teacher asks the class, 'Anyone else who knows the answer to the question?' Another pupil answers: 'What is he doing?' The teacher confirms: 'Yes, exactly. For the predicate we ask what he does, did, to do, etc. While who what we ask about the subject, that is, in most cases we ask about the noun. Do we understand this?' The class answers, 'Yes.' The teacher makes sure: 'Student, do you understand?' The student answers uncertainly: 'I guess so.' The teacher continues: 'Okay, so let's move on. Open your textbooks to page 18.'\n\nOutcome:\nIn this case, we were successful because the student calmed down and worked with the class. Even though she is not completely gifted, she showed effort and did not disturb much. She was like that for a long time. However, one always had to discipline her. It is quite likely that she acted this way because she was taught by a man and not a woman. It is quite possible that she has some kind of role model or desire in men. Because she never had a father, she lacked the male element in her life that she tried to find in her teachers. It should be mentioned that this teacher was still studying and attracted many girls from the school because he was so young.\n\nStudent Profile:\nAge/Year: 12 let, VII. ročník\nHobbies: Divadelní kroužek, malování, dále ji nic moc nebaví\nDisorders: Lhaní,Rušení výuky,Potřeba pozornosti,Vulgární vyjadřování,Neuposlechnutí,Odmítání spolupráce,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "149", "student_age_year": "12 let, VII. ročník", "student_hobbies": "Divadelní kroužek, malování, dále ji nic moc nebaví", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Potřeba pozornosti,Vulgární vyjadřování,Neuposlechnutí,Odmítání spolupráce,Nevhodné chování", "teacher_approbation": "Studující, český jazyk a literatura, německý jazyk a literatura", "teacher_practice_years": "1", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/815", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student has irregular school attendance, often missing Fridays or even longer days. His mother excused him from attending.\n\nSituation (Anamnesis):\nThe person is a student in the last year of elementary school. His truancy showed up during online classes, during covid. He is being raised only by his young mother, who is currently on maternity leave and is also raising his three other siblings. The person is the oldest. The person smokes cigarettes, none of the teachers saw him, but he smells of cigarette smoke.\n\nTeacher Intervention (Solution):\nInterventions and a meeting with the class teacher were planned with the person and his mother. Which they refused to attend. You can only talk to your mother by phone. The student does not see any point in going to school, he would rather go to work and does not see the point in the given subject and cannot be motivated.\n\nOutcome:\nThe person still goes to school irregularly, the class teacher cannot report his attendance to OSPOD because he has been excused from his mother.\n\nStudent Profile:\nAge/Year: 15 let, druhý stupeň základní školy\nHobbies: Sport  sledování), socializace s kamarády, hry\nDisorders: Lhaní,Cigarety\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "815", "student_age_year": "15 let, druhý stupeň základní školy", "student_hobbies": "Sport  sledování), socializace s kamarády, hry", "student_diagnoses": "", "student_disorders": "Lhaní,Cigarety", "teacher_approbation": "Mgr., učitelství pro první stupeň", "teacher_practice_years": "20 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/672", "content": "TEACHING CASE STUDY\n\nBackground:\ndealt with this situation two years ago. I was supposed to teach music in a class where I was no longer the class teacher, but I had these students in the first year, so I knew them quite well. The first lesson went well, I remembered that it was a hands-on class, so there weren't many problems. But I noticed that one student was trying to draw attention to himself as much as possible, and in the following lessons it showed much more. He was angry, disruptive, spoke obscenely, cursed his classmates, was distracted. You could see that he is not a stupid boy, but he tries his best to provoke the other students in the class and me.\n\nSituation (Anamnesis):\nSpecific behavior was shown by one particular student who reacted inadequately to situations, used a lot of vulgar words, often interrupted the lessons and if I asked him to do independent work, it was almost exclusively not fulfilled. It was obvious that he lacked any intrinsic motivation and all efforts to capture his attention were futile. Another problem was the fact that his behavior turned most of the class against him, the team did not accept him and he did not have many friends. We can't be surprised at the children. When someone swears at you, logically you won't be friends with them, and more expressive individuals don't like it and return it to them.\n\nTeacher Intervention (Solution):\nThis pupil started coming to me for pedagogical intervention classes, which did not only concern the music education that I taught in their class, but we also had space to chat or catch up on material from other subjects. It was interesting that in those individual lessons he started to behave differently, he didn't get angry as much as before, he paid attention, you could see that he was happy that someone was paying attention to him. Once I started talking to him, if he sometimes does homework at home with his mother, to find out what the situation is in the family. He told me no, that he always does the homework alone because mommy isn't home or she's tired and goes to sleep and his dad killed himself a year ago. He says he sometimes does homework with his grandmother, but it doesn't happen very often. After learning from the boy how things are going at his house, I went to ask his class teacher if he knew about it. He told me that yes, that his dad killed himself because of debts or something, and that mom apparently can't handle it and drinks sometimes. I asked him if anyone was solving it somehow. He told me that they have to deal with it themselves at home, after all, it's only been a year since it happened and that he's already talked to his mom, but she doesn't want to hear anything. But I knew he wouldn't give it to me and I wanted to help the boy. I knew that the boy was not going to get out of this without anyone helping him, and since mom was obviously not capable of that, I felt that the school should try. In the intervention classes, I tried to communicate with him as much as possible, I went to the pupil's class teacher once more and persuaded him to talk to the mother once more, suggest psychological support, some extra tutoring and agree on how we will proceed. So we talked with the mother and at first her attitude towards us was rather negative. I don't remember exactly what we said, but I know that in the end she agreed to psychological support for her son. After we told her that her son is a smart and bright student and that it would be a shame not to develop his potential, she said that she would help him with school and support him more and we also agreed on individual tutoring.\n\nOutcome:\nwasn't sure how much this conversation would help, but I felt good that we at least tried to do something. And now, with the passage of time, I see that at least it had some meaning. At least from the beginning it was clear that his behavior was better, he confronted his classmates less, he started seeing a psychologist and he behaved better overall. I know, it's nothing groundbreaking, but you have to enjoy the little things.\n\nStudent Profile:\nAge/Year: 9 let, 4. třída\nDiagnoses: Dysgrafie\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "672", "student_age_year": "9 let, 4. třída", "student_hobbies": "", "student_diagnoses": "Dysgrafie", "student_disorders": "", "teacher_approbation": "Vysokoškolské, Učitelství pro první stupeň", "teacher_practice_years": "15", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1162", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student seemed strange to me since the first year. He was a person who could not identify himself absolutely with his surroundings and the surrounding world. He was a complete outsider in class, he didn't even know the principles of decent behavior, let alone the principles of any behavior. He didn't greet anyone, he didn't ask for anything, he didn't thank anyone, he was very rude. If he was given an order, he would immediately react aggressively, even rudely, to the point of completely shutting down and refusing to cooperate. He was lost even in “normal\n\nSituation (Anamnesis):\nThe student initially lived alone with his mother, but then his mother died, so he was forced to live with his grandparents, where his aunt also intervened in his upbringing. As a result, the student was \"unusable\n\nTeacher Intervention (Solution):\nIn many lessons, for example, the student did not take notes on the subject matter. If I challenged him to do so, he again aggressively shut down and did not want to cooperate. Therefore, I waited until after the lesson and invited him to come with me to the office. Of course, I could have solved the whole situation by disciplinary means, but I decided to offer various compromises that would always move the given situation at least partially. For this particular problem, I offered him that he could copy the notes from his classmates, but he had to have at least part of it written down by the next lesson. If he locked himself in my lessons, after a certain time I ignored him and continued the explanation, saying that I would finish it personally in the office after I dream. I more or less never resorted to disciplinary measures.\n\nOutcome:\nThe student always reacted more or less in no way, as I said, it was not his habit to thank, beg, or react in any way. However, he always fulfilled the compromise we had agreed upon and was ready for the next few hours. In the situation of completing the notes, he really got notes from his classmates during his free time and copied them into his notebook. The frequency of compromises solved by us in this way decreased, and already in the second and third year the pupil was able to function more or less independently, at the same time he was also starting to connect with the team. I was so happy when he surprisingly wanted to go on a class trip even though he needed guidance. He eventually took part in the trip, and a year later he successfully graduated for the second time.\n\nStudent Profile:\nAge/Year: 16, 1. Ročník\nHobbies: Strojírenství  jeho obor ho zaujal)\nDisorders: Disrespekt,Nevhodné chování,Verbální agresivita,Neúcta k autoritám,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1162", "student_age_year": "16, 1. Ročník", "student_hobbies": "Strojírenství  jeho obor ho zaujal)", "student_diagnoses": "", "student_disorders": "Disrespekt,Nevhodné chování,Verbální agresivita,Neúcta k autoritám,Neposlušnost", "teacher_approbation": "Magisterské", "teacher_practice_years": "34", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/556", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student has had disciplinary problems for several years. In class, he tries to draw all the attention to himself and asks various stupid questions that he does not need at all to do the assigned work. For example, he asks me if he should write down the entire exercise and then check only the words that do not belong in the series, or if he should write down only the superordinate words. But he has to ask the teacher about it. When I try to help him with something, he raises the notebook above his head and refuses to cooperate. He came as a very problematic student from the first grade. He is a young man who was even sent home from the camp for his inappropriate behavior when he broke his friend's leg. (They pushed each other.)\n\nSituation (Anamnesis):\nProblem behavior is long-term, attracts the attention of the entire class. He doesn't pay attention in class, draws in his notebook and doesn't do the assigned work. The class works well, I rate their team as good.\n\nTeacher Intervention (Solution):\nAssistant: 'Take your notebook and work.' Student: 'What should I do?' Assistant: 'Exercise 8, page 6. The teacher wrote it on the board.' Student: *reads exercise* 'What's that over there?' Assistant: 'Musical instrument.' Student: 'So that's what doesn't belong there.' (raises his hand and wants to ask the teacher what's over there, she won't follow him) Student: 'You can ask anything you want, I'll answer you too.' Pupil: 'You don't know that, I want to ask the teacher.' The assistant did not react to this, because such 'fights' are frequent with this student. Pupil: 'You have abundant written here, it's spelled differently, show me the notebook.' Student: *raises the notebook above his head and stops working completely* My experience: *I help a student with a vocabulary task.* Student: *Gets stuck halfway through and stops working.* Assistant: 'Come on, let's finish it together.' Student: *He writes something in his notebook and covers it with his hand so that I don't see it.* Student: *He tears a sheet from the notebook, puts it on the desk on my 'assistant' half.* On the sheet is written: 'Good morning, Mrs. teacher.' Assistant: *I'm not responding, I'm processing what I should answer to him.* Student: *Writes more on the paper:* 'Or madam assistant?' Assistant: 'I will not correspond with you.' Math lesson: 'You still have to draw a rhombus in your notebook.' Student: 'So what?' Assistant: *I help him draw auxiliary perpendiculars so that he knows what the formulas written next to them are used for and I draw them in his notebook.* Student: 'Thank you.' Assistant: 'Do you want to help with something? You haven't drawn two shapes yet.' Student: 'I haven't.' Assistant: 'Then draw, pupil.' Student: 'I don't want to.' Assistant: 'Well, wait, that would probably bother me if I opened the notebook and discovered that I didn't understand it at all and couldn't learn from it. Do you want to help with that?' Student: 'No, I don't care.'\n\nOutcome:\nWhen the assistants let him get 'angry' and ignore him for a while, he later asks for help himself. But it's quite frustrating when an assistant helps a child who basically doesn't care for most of the hour. After incidents, he always acts like nothing happened and seems (probably?) normal to him. If the assistant does something in the morning that he doesn't want, it is reflected in the rest of the day by his intense refusal to help her. Three female assistants alternately approach this pupil with the comment: 'If only one of us had it, we wouldn't be here a long time ago.' (It alludes to a tremendous strain on one's nerves when one works with it.)\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: Sportuje, hraje počítačové hry\nDiagnoses: ADHD\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "556", "student_age_year": "15 let, 9. ročník", "student_hobbies": "Sportuje, hraje počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Rušení výuky", "teacher_approbation": "střední pedagogická škola", "teacher_practice_years": "3", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/916", "content": "TEACHING CASE STUDY\n\nBackground:\nIn this case, it is not directly a single situation, but rather a general long-term behavior of the pupil (4th grade, but a different time period than the previous case report). During the 4th grade, the student's behavior got progressively worse, it started with simple ignoring, but as time went on, when I asked him for something, he started smashing and throwing his tools, broke the ruler and so on. He even sometimes beat himself up and stabbed himself with crayons, but he always directed this aggression only at himself.\n\nSituation (Anamnesis):\nThis class was always a bit of a challenge, not only because of the student, but in general there were a lot of 'elements' in the class\n\nTeacher Intervention (Solution):\nAfter the pupil's behavior worsened, he was diagnosed with oppositional defiant disorder at the educational and psychological counseling center and offered therapy, which the pupil's mother refused. (I could not find out any exact procedures with the pupil in the class, nor whether she was an assistant to the pupil or to someone else, the teacher was not entirely comfortable talking about it)\n\nOutcome:\nThere were no positive results, the student's behavior did not improve during the first grade, although I have no regrets, I tried my best, although of course something can always be done better. I think that it failed to cooperate with the student's mother, who refused to solve anything and did not see any problem in it. At the moment, the student (9th grade) is in a psychiatric hospital, unfortunately there are probably some bigger problems there.\n\nStudent Profile:\nAge/Year: 10 (4. třída)\nHobbies: počítač\nDiagnoses: Poruchy opozičního vzdoru\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "916", "student_age_year": "10 (4. třída)", "student_hobbies": "počítač", "student_diagnoses": "Poruchy opozičního vzdoru", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "Mgr. (Učitelství pro 1. stupeň ZŠ)", "teacher_practice_years": "30", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/134", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom the first moment I arrived in their class, it was clear that there would be problems with the student, as he was vocal from the first moment, and after 14 years of practice, you can tell who will cause problems and who won't. His behavior shows itself at the beginning of the lesson, when I enter the classroom, he starts to express himself loudly, sometimes even inappropriately, for example \"He's here again.\n\nSituation (Anamnesis):\nThe student lives with his grandmother, as his mother is in prison and his biological father is unknown, he has never known him. His grandmother is no longer able to raise him, at the same time she has a different relationship with him than she would have with her own son. They don't live in very good conditions, the grandmother seems to be drinking at the moment and doesn't show much interest in him. Class anamnesis: Unpopular with his classmates, he always tries to draw attention to himself. He constantly interrupts, tries to be funny, tries to interest everyone, does whatever he wants in class and during recess. He doesn't listen to the female teachers properly, from observation it could be said that he has no respect for women in general, because for example he listens and respects one colleague, is active in his lessons and does not disturb that much.\n\nTeacher Intervention (Solution):\nFrom the beginning, I tried to coax the student, to calm him down, but noticing him only led to more noise and disobedience, and this also led to the fact that the whole class gradually joined him. And so I chose the tactic - \"I don't notice him.\" You don't notice him. And we will get along well.\n\nOutcome:\nIn most lessons it worked, the other pupils cooperated with me and he was quite calm. But it depended on the day and also what class I was teaching them. When it was 1.-3. class, that's how it worked because everyone else still had the strength to focus and work on the assigned tasks. When it came to 4-6 lesson, it used to be worse, sometimes the tactic of ignoring him didn't work, because the other pupils also had trouble concentrating, they were tense and didn't want to cooperate anymore, so they started to disturb themselves, to which the pupil was very happy to join in and was the loudest. But when the student didn't have his day at all, it didn't matter what time it was and nothing worked to calm him down. Of course, it also depended a lot on how much his classmates noticed him.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník ZŠ\nHobbies: žádné\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "134", "student_age_year": "14 let, 8. ročník ZŠ", "student_hobbies": "žádné", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ Biologie a Chemie", "teacher_practice_years": "16", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1115", "content": "TEACHING CASE STUDY\n\nBackground:\nThis story happened when I once started teaching at this gymnasium. I was a first year homeroom teacher of an average class. It wasn't exactly the most troubled class, but there weren't any particularly gifted students either. Well, there was a boy in that class who kept asking questions in class. For example, when I was explaining some new material there, the student asked me about 30 times in one lesson. And they were questions like - What's the weather like today? What time is it? What will you do after school? What is actually being learned in chemistry? How is this example calculated? (the student had already calculated it).\n\nSituation (Anamnesis):\nAs I mentioned before. The class was average. There were no problem students, except for that one student. But not particularly gifted either. Except for that one person in question, who was always the first to finish everything and when he got bored, he started shouting various random questions. Of course, it disturbed all his other classmates. I also constantly received complaints from parents that their children could not concentrate on their studies. Other teachers also began to complain that the student in question was doing this in their classes as well and that I, as the class teacher, should solve it. Since I had no experience, I didn't really know how to solve it and I was fumbling. But I also told myself at the beginning that I can handle everything myself and that I don't need help or advice from anyone. And that was probably the mistake.\n\nTeacher Intervention (Solution):\nam not very proud of this solution that I used at the beginning. But it was the first thing that came to my mind, because everyone was pressuring me from all sides to finally do something with him. When he started asking me various nonsensical questions again in class, I ignored him at first and pretended to do nothing. However, he started to ask more intensively and especially louder, which could no longer be tolerated. So I started at him and started shouting at him: \"You're exaggerating, you can't be quiet for a while, me and your classmates can't concentrate either. Close immediately, otherwise it will be bad.\n\nOutcome:\nNone of these steps I took brought any significant changes, after the class reprimand the student stopped the problem behavior for a while, but after a month everything was back to normal.\n\nStudent Profile:\nAge/Year: žák na gymnáziu (1. ročník SŠ)\nHobbies: Rád čte knihy, dívá se na dokumenty a rád hledá různé nové informace na internetu\nDiagnoses: Problematické chování\nDisorders: Rušení výuky,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1115", "student_age_year": "žák na gymnáziu (1. ročník SŠ)", "student_hobbies": "Rád čte knihy, dív�� se na dokumenty a rád hledá různé nové informace na internetu", "student_diagnoses": "Problematické chování", "student_disorders": "Rušení výuky,Nepozornost", "teacher_approbation": "vysokoškolské – titul PhD., aprobace chemie", "teacher_practice_years": "15", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/824", "content": "TEACHING CASE STUDY\n\nBackground:\nI was a class teacher for the student from third to fifth grade. From the beginning, I suspected Asperger's syndrome, which the Pedagogical-Psychological Counseling Center constantly refuted. The student mainly had disciplinary problems, physical conflicts with classmates. He was the smallest in the whole class, but at the same time he surpassed everyone else in intelligence. He often teased his classmates, but his humor was so sophisticated that they had no chance to understand him. Which provoked further aggression among classmates. The parents were very involved, trying to have a 'normal' child who fits in. For example, in mathematics, the pupil was highly gifted.\n\nSituation (Anamnesis):\nHighly gifted student with disciplinary and social problems.\n\nTeacher Intervention (Solution):\nrealized very quickly that he was not an ill-mannered or low-intelligence student, as most of my colleagues labeled him. The student was highly gifted, only social intelligence was low. At the same time, I also quickly realized that I would not interest him using 'classical' methods, frontal teaching was completely inappropriate for him. During lessons, I allowed him to jump on a big ball, for example, and he was focused and working. He could also move around the classroom, for example, sit on the carpet and write notes. At the same time, it worked very well to occupy him with another activity, if the situation was already unbearable, I sent him with a message to a colleague, across the whole school. After 15 minutes he returned, took his seat and worked again without any problems. I looked for ideas and modifications by myself and very intuitively. He was officially diagnosed with Asperger's syndrome in the 8th grade.\n\nOutcome:\nAt primary school, the pupil thrived, thanks to the official diagnosis, even my colleagues approached him 'differently'. He also passed the grammar school entrance exams, which unfortunately he had to drop out due to disciplinary infractions. However, after some time, he passed his high school diploma during distance learning. We are still in contact, so I dare say that 'everything went well'. The attitude of the parents, who cooperated in everything, was also essential.\n\nStudent Profile:\nAge/Year: K. 9 let 3.třída\nHobbies: Logické úlohy, křížovky, sudoku\nDiagnoses: Náběh na Aspergerův syndrom\nDisorders: Fyzické násilí,Nekázeň\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Agreement, Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "824", "student_age_year": "K. 9 let 3.třída", "student_hobbies": "Logické úlohy, křížovky, sudoku", "student_diagnoses": "Náběh na Aspergerův syndrom", "student_disorders": "Fyzické násilí,Nekázeň", "teacher_approbation": "Mgr. 1.stupeň", "teacher_practice_years": "17", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/409", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place in the second grade of elementary school, but this problematic behavior has been persistent in the student since the first year and is repeated daily. The student has a tendency to jump into the speech of the class teacher, but also into the speech of his classmates, from which it can be concluded that the students often cannot tolerate this very much. The situation arose on the basis of the student's emotional outburst after the other student disturbed the student. It started with a loud expression of disapproval, leading to an argument between the two students. Subsequently, the students physically attacked each other and tried to solve the problem with violence. They also attacked each other verbally during the fight, which caused a disturbance in the class, and the class teacher immediately went to solve the problem.\n\nSituation (Anamnesis):\nThe student lives in a complete family, but the parents are not against physical punishment, so it can be assumed that perhaps this is also the cause of his behavior towards his classmates and in the classroom in general. In practice, I myself could often notice how the student reacted to what was happening in the classroom. The boy is certainly very noisy, he had to forget, shout or say every single thought, even if, for example, he interrupted a classmate or a class teacher. The student did not like to adapt to work that he did not agree with, on the contrary, he was very happy to get involved in activities that were interesting to him. I could also notice emotional outbursts in a student, when he either left the desk by himself and left the classroom or physically attacked the student who disturbed him in some way. These phases were repeated several times over the course of a few days. According to the school psychologist, the student does not have a learning disability, specifically does not fall into any of the selected tables and therefore does not need a personal assistant. In any case, she identified signs in the student that we could divide into different parts of diagnoses. The student gives strong results in some subjects and feels stronger. For some, such as mathematics or spatial vision, the pupil does not even reach the set goals, in any case the pupil tries to improve. The class generally seems noisy, the pupils in it are very energetic, really clever for that, they especially like group activities with a smaller number of pupils. In any case, it is difficult for them to keep their attention in class, some of the pupils also get into conflicts with the aforementioned student during the lessons or during breaks, and thus our examined pupil usually disrupts the whole class.\n\nTeacher Intervention (Solution):\ncalled both students to me to make it clear that they simply must not behave like this. I further told them that I don't like this kind of behavior and that conflicts are not resolved this way. I always leave room for each of the students to express themselves calmly about the given situation, it would be best if the other person did not jump in and we could solve the problem normally. This tactic quite works for them, although sometimes it simply cannot be solved calmly. Anyway, it's always quite simple, after the whole thing, the upset, passes, both students apologize to the other. I always try to explain it calmly, because it seems right to me and I don't give them any punishments, it seems pointless to me if it happened again. When one of them really has a problem not breaking the rules. But I found that this method works, although it is slow, but I am trying. So I also try, and I think that the more conflicts there are, the harder it is for me to use descriptive language. I try to describe, in words, what it makes me feel sad or sad about, but sometimes I lose patience too. Then if I just refer to the rules.\n\nOutcome:\nAfter the situation and after they had calmed down, the pupils apologized to each other and the lessons continued, they were able to talk to each other, or even work together without problems, in any case I do not agree with this one particular pupil, we return several times a day even though the problem was already solved. In the long term, it could be said that the other students may have resigned and don't notice it that much, in any case, in such conflicts, it strengthens the class and together they also try to solve the problem together in these situations, even without the help of the class teacher or in such a way that it does not disturb other classmates.\n\nStudent Profile:\nAge/Year: 10 a 3. Ročník ZŠ\nDisorders: Rušení výuky,Emoční labilita,Vykřikování,Neuznávání pravidel,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "409", "student_age_year": "10 a 3. Ročník ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Rušení výuky,Emoční labilita,Vykřikování,Neuznávání pravidel,Neposlušnost", "teacher_approbation": "", "teacher_practice_years": "3 Absolvoval/a nejaký relevantní kurz, výcvik na zvládanie problematického chovania, ne-kázne nebo komunikácie v triede a podobne : Áno / Nie Poprípade uveďte názov: Kurz s Michalom Dubcom K danému relevantnému kurzu sa triedna učiteľka vyjadrila, že tento kurz bol nárazový a jednodenný, zameraný na všeobecné situácie v triede, predovšetkým ale na matematiku. Každopádne kurz nebol úplne zameraný na problémové chovanie žiakov. Kazuistika ++ Deskriptivní údaje ke kazuistice ++ Vek žiaka a ročník: 10 a 3. Ročník ZŠ Pohlaví žiaka: žena / muž Žiak žije: s oboma rodičmi/ iba s matkou / iba s otcom / v striedavej opatere / s iným rodinným príslušníkom / v opatere nevlastných zákonných zástupcov. Problémové chovanie sa opakuje a poprípade uveďte jak často: áno / ne -každodenne Poruchy chovania: Vyrušovanie na hodine, emočné výbuchy, vykrikovanie, zasahovanie do všetkého, nerešpektovanie pravidiel, skákanie do reči. Potvrdená diagnóza žiaka/-ov napr.: Podľa školského psychológa, žiaka nemožno zaradiť do tabuliek s diagnózou, každopádne školský \fpsychológ uvádza, že sú tam prvky, akurát to nie je na asistenta. Prospech žiaka – subjektívny pohľad: podpriemerný - priemerný – nadpriemerný Záleží na predmetoch a aktivitách, v niektorých je žiak lepší ako ostatní a v iných zase nedosahuje ani ciele, ktoré majú v triede nastavené. Skôr matematické a priestor Záujmy žiaka/-ov. Futbal, džudo, tenis. Viac-menej sa žiak zameriava na športové aktivity. Použili ste pri riešení postupy vychádzajúce z nejakého konkrétneho prístupu (napríklad Škola bez porazených, Nenásilná komunikácia, Rešpektovať a byť Rešpektovaný, Podpora pozitívneho chovania - PBS, a podobne)? Pokiaľ áno napíšte aký: Rešpektovať a byť rešpektovaný. Kľúčové slova, ktoré popisujú situáciu problematického chovania žiaka/žiakov: Porušovanie pravidiel, emočné výbuchy, vyrušovanie na hodine. Podrobný popis  Situácia sa odohrávala v druhej triede základnej školy, ale toto problémové chovanie je u žiaka pretrvávajúce od prvého ročníka a opakuje sa denne. Žiak má totiž tendenciu skákať do reči triedneho učiteľa, ale taktiež aj do reči svojim spolužiakov, z čoho možno usúdiť, že to častokrát, žiaci nedokážu veľmi pretrpieť. Situácia vznikla na základe emočného výbuchu daného žiaka potom ako druhý študent, žiaka vyrušoval. Začalo to hlasným prejavom nesúhlasu, až do hádky oboch žiakov. Následne žiaci na seba fyzicky zaútočili a snažili sa problém vyriešiť násilím. Taktiež počas bitky na seba útočili slovne, čo v triede vyvolalo nepokoj a triedna učiteľka išla problém hneď riešiť. \f2. Anamnéza žiaka/kov alebo triedy, teda všetko čo je relevantné pre zvolenú situáciu. Žiak žije v ucelenej rodine ale rodičia sa nebránia fyzickým trestom, preto možno predpokladať, že možno aj toto je príčina jeho správania sa k svojim spolužiakom a celkovo v triede. Na praxi som si teda sama mohla častokrát povšimnúť to, ako žiak reagoval na dianie v triede. Chlapec je určite veľmi hlučný, každú jednu myšlienku musel opomenúť, zakričať alebo povedať, aj keď tým napríklad prerušil spolužiaka či triednu učiteľku. Žiak sa nerád prispôsoboval práci s ktorou nesúhlasil, naopak sa veľmi rád zapájal do pre neho zaujímavých aktivít. Taktiež som si mohla povšimnúť, emočné výbuchy u žiaka, kedy buď odišiel sám od lavice a vyšiel z triedy alebo poprípade fyzicky napadol daného žiaka, ktorý ho nejako vyrušil. Tieto fázy sa v priebehu pár dní opakovali viac ráz. Žiak podľa školskej psychologičky nemá žiadnu poruchu učenia, konkrétne nespadá do žiadnej zo zvolených tabuliek a preto nepotrebuje osobného asistenta. Každopádne u žiaka identifikovala náznaky, ktoré by sme mohli rozdeliť do rôznych častí diagnóz. Žiak podáva na niektorých predmetoch silné výsledky a cíti sa silnejší. Pri niektorých ako je konkrétne matematika alebo priestorové videnie, žiak nedosahuje ani určených cieľov, každopádne sa žiak snaží zlepšovať. Trieda celkovo pôsobí hlučne, žiaci v nej sú veľmi energický, za to naozaj šikovní, majú radi hlavne skupinové aktivity v menšom počte žiakov. Každopádne ťažko dokážu udržať pozornosť na hodine, niektorí zo žiakov sa so spomínaným študentom v priebehu hodín, či prestávok, tiež dostávajú do konfliktov a tým väčšinou náš skúmaný žiak vyrušuje celú triedu. 3. Podrobný popis riešenia, najlepšie zachytiť dialóg vedený s žiakom/i a činnosti, ktoré pri riešení prebiehali. Zavolala som si oboch žiakov pri seba, aby sme si ujasnili, že takto sa proste správať nesmú. Ďalej som im povedala, že sa mi takéto správanie nepáči a že konflikty sa takouto cestou neriešia. Každému zo žiakov vždy nechávam priestor na to aby sa v pokoji vyjadrili k danej situácií, najlepšie by bolo aby mu pri tom ten druhý neskákal do reči a mohli sme problém normálne vyriešiť. Táto taktika na nich celkom funguje, aj keď niekedy to proste v kľude vyriešiť nejde. Každopádne vždy sa celkom jednoducho, po tom, ako to celé, to nahnevanie, prešumí, obaja žiaci tomu druhému ospravedlnia. Snažím sa to vždy vysvetliť v pokoji, pretože mi to príde správne a nejaké tresty im nedávam, to mi príde zbytočné, ak by sa to aj náhodou znovu opakovalo. Keďže jeden z nich má naozaj problém neporušovať pravidlá. Zistila som ale že tento spôsob funguje, aj keď to ide pomaly, ale snažím sa. Taktiež sa teda snažím a myslím, že čím je tých konfliktov viac, \ftým horšie mi to ide, používať ale popisný jazyk. Snažím sa popísať, slovne, čo to vo mne vyvoláva, že som z toho smutná alebo, že ma to mrzí, ale niekedy aj ja stratím trpezlivosť. Potom sa keď tak proste odkážem na pravidlá. 4. Výsledok riešenia. Žiaci sa po situácií a po tom ako sa upokojili, ospravedlnili jeden druhému a ďalej sa pokračovalo vo vyučovaní, ďalej sa dokázali spolu rozprávať, poprípade aj spolu bez problémov pracovať, každopádne sa k takýmto nezhodám medzi týmto jedným konkrétnym žiakom, vraciame viackrát denne aj keď problém už vyriešený bol. Z dlhodobého hľadiska by sa dalo povedať, že ostatní žiaci možno aj rezignovali a nevšímajú si to tak, každopádne pri takýchto konfliktoch to triedu celkom upevní a spolu sa tiež snažia problém pri týchto situáciách spolu riešiť aj bez pomoci triedneho učiteľa alebo tak, aby to nerušilo ďalších spolužiakov. Do jaké míry jsem spokojený  V nasledujúcich tabuľkách môžeme vidieť samostatné ohodnotenie učiteľa, v popísanej situácií. Hodnotenie v tabuľkách je určované stupnicou od 1 po 10, pričom 1 je najmenej a 10 naviac. Do akej miery som spokojná s riešením danej situácie? Úplne nespokojná Úplne spokojná 1 2 3 4 5 6 7 8 9 10 Pri tejto otázke sa triedna učiteľka vyjadrila následne skôr na nechuť žiakov danú situáciu riešiť, keby sa žiakom riešiť situáciu chcelo, myslela by si, že im to do budúcnosti dáva viac a ohodnotila by sa kľudne aj číslom 8. Do akej miery som sa zachovala v danom riešení podporujúcim spôsobom pre žiaka? Úplne nepodporujúco Úplne podporujúco 1 2 3 4 5 6 7 8 9 10 \fDo akej miery ste kládli na žiaka primerané nároky? Úplne neprimerané Úplne primerané 1 2 3 4 5 6 7 8 9 10 Kazuistika 2 -- Deskriptívne údaje ku kazuistike - Vek žiaka a ročník: 10 rokov, žiak 3. ročníka ZŠ Pohlavie žiaka: žena / muž Žiak žije: s oboma rodičmi/ iba s matkou / iba s otcom / v striedavej opatere / s iným rodinným príslušníkom / v opatere nevlastných zákonných zástupcov. Problémové chovanie sa opakuje a poprípade uveďte jak často: áno / ne Poruchy chovania: Vyrušovanie na hodine, emočné výbuchy, vykrikovanie, zasahovanie do všetkého, nerešpektovanie pravidiel, skákanie do reči, nerozpoznanie spravodlivosti. Potvrdená diagnóza žiaka/-ov napr.: Podľa školského psychológa, žiaka nemožno zaradiť do tabuliek s diagnózou, každopádne školský psychológ uvádza, že sú tam prvky, akurát to nie je na asistenta. Prospech žiaka – subjektívny pohľad: podpriemerný - priemerný – nadpriemerný Záleží na predmetoch a aktivitách, v niektorých je žiak lepší ako ostatní a v iných zase nedosahuje ani ciele, ktoré majú v triede nastavené. Záujmy žiaka/-ov. Futbal, džudo, tenis \fViac-menej sa žiak zameriava na športové aktivity. Použili ste pri riešení postupy vychádzajúce z nejakého konkrétneho prístupu (napríklad Škola bez porazených, Nenásilná komunikácia, Rešpektovať a byť Rešpektovaný, Podpora pozitívneho chovania - PBS, a podobne)? Pokiaľ áno napíšte aký: Rešpektovať a byť rešpektovaný. Kľúčové slova, ktoré popisujú situáciu problematického chovania žiaka/žiakov: Zvalenie chyby na druhého, Vyrušovanie na hodine, Nepokoj v triede, Podrobný popis V tejto situácií, sa učiteľka zamerala na problém vzniknutý pri hádke v triede, kde nebola prítomná a všimla si ho neskôr. Situácia začala pri hádke dvoch žiakov, kedy sa spolu hádali počas prestávky. Učiteľka tento konflikt prehliadla a všimla si ho neskôr, čiže začiatok celej situácie nevidela a nemohla usúdiť, ktor zo žiakov si vlastne začal. Preto sa opýtala aj iného žiaka, ako vlastne celá situácia prebehla, žiak bol na strane vinného žiaka a tak si ho zastal, aj keď nepravdivo kvôli nenarúšaniu priateľstva. Triedna učiteľka teda vyhrešila slovne žiaka, ktorý za vzniknutú situáciu nemohol. Krivo obvinený žiak bol smutný a moc nechcel komunikovať, bolo teda zjavne vidieť, že celú túto situáciu nezvládal úplne dobre. 2. Anamnéza žiaka/kov alebo triedy, teda všetko čo je relevantné pre zvolenú situáciu. Trieda má vďaka určitým pár spolužiakom problém v celej skupine spoločne pracovať. To samozrejme deti rozčuľuje, niektoré sa to snažia nevnímať, iné na to hlasno reagujú, niektorí sa snažia celú situáciu riešiť s dotyčným žiakom a tým, že mu dohovárajú a podobne. Celá trieda preto pôsobí hlučne, priam až zbesilo, kedy ani upozorňovanie žiakov zo strany učiteľa nepomáha. Deti sa snažia si teda svoje konflikty častokrát riešiť po svojom, či už krikom a niekedy aj násilím, hlavne pri chlapcoch. Žiaci majú taktiež problém s udržovaním pravidiel v triede, či už sa jedn�� o skákanie si do reči alebo do reči triednej pani učiteľky. Pobehovania v hodine, rozprávaním sa alebo nezvládnutou koncentráciou počas výuky, kedy sa radšej medzi sebou zabávajú. \f3. Podrobný popis riešenia. Stala sa mi taká vec, že som nebola v triede, keď sa začali dvaja študenti hádať. Prišla som neskôr, hádka bola v plnom prúde. Zastavila som túto hádku s tým, že som si zavolala ďalšieho žiaka, ktorého som poprosila aby mi situáciu objasnil. Žiak si svojho kamaráta zastal, o čom som ja vlastne najprv nevedela a tak som neprávom obvineného žiaka ešte vyhrešila. Keď som vlastne po čase postrehla, to ako je vlastne ten žiak z toho smutný, usúdila som že som ho naozaj vyhrešila neprávom a on sa iba bránil. Ono, keď s tými deťmi trávite celé dni, postupne si všímate ako reagujú na niektoré situácie. Nechala som si to celé prejsť hlavou, zistila som, že som si nedostatočne zistila informácie, a mohla som tomuto celému predísť, keby som sa opýtala viacerých detí. Dodatočne som tento problém vyriešila teda tak, že som sa krivo obvinenému žiakovi ospravedlnila a povedala mu, že ma to veľmi mrzí. 4. Výsledok riešenia. Výsledok riešenia mal skôr dlhodobý dosah na učiteľa, z časti zisťovania si informácií. Pani učiteľka si svoju chybu uvedomila, snaží sa takýto situáciám predchádzať a vyvarovať, aby znovu nenastali ďalšie konflikty podobného typu a nechcene nemusela obviniť žiaka, ktorý za vzniknutú situáciu nemohol. Riešenie malo samozrejme vplyv aj na žiakov triedy, pretože im bolo spolužiaka ľúto a bolo im nepríjemne z toho, že si ho nezastali, keď mali tú možnosť. Aj táto nie dobre zvládnutá situácia, teda ale vzbudila u žiakov potrebu po spravodlivosti voči inému. Do akej miery som spokojná s riešením danej situácie? Úplne nespokojná Úplne spokojná 1 2 3 4 5 6 7 8 9 10 Tak isto ako pri predchádzajúcej odpovedi, nám bolo vysvetlené, že keby častejšie deti chceli dané konflikty riešiť, bolo by to pre nich užitočnejšie do života a pani učiteľka by som ohodnotila číslom 8. \fDo akej miery som sa zachovala v danom riešení podporujúcim spôsobom pre žiaka? Úplne nepodporujúco Úplne podporujúco 1 2 3 4 5 6 7 8 9 10 Do akej miery ste kládli na žiaka primerané nároky? Úplne neprimerané Úplne primerané 1 2 3 4 5 6 7 8 9 10 Vyjádření studenta k dané kazuistice (++ a --): Co je pro mě inspirativní, co bych ocenil? Inšpirujúce pre mňa na celej praxi, a nie len na kazuistike, bolo vidieť naozajstné dianie v triede. Táto trieda ako už som písala predtým nie je vôbec pokojná alebo tichá. Inšpirujúca bola pre mňa hlavne pani učiteľka, ktorá na to, že nemala veľa", "problems_annotated": "Emotional outbursts, Physical aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/508", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problematic situation that I want to describe to you, we have repeatedly dealt with the student in class. It was about using a cell phone in class. Pupils are allowed to have mobile phones at school, but their use in class is only allowed in exceptional situations and with the consent of the teacher: searching for information, images or text related to the subject, calling parents, etc. The problem arose when pupils were constantly on their mobile phones during breaks and then couldn't put them down completely even within an hour. They also played various vulgar videos and music, which is against the rules of our school. Especially when there was no teacher in the class, they took advantage of the situation. The student did not respond to the repeated request not to use the phone during school, because he did not know how else to entertain himself during the break, and this compulsion persisted even during classes.\n\nSituation (Anamnesis):\nThe student is a smart student with high intelligence. He tends to be inattentive during class, but when he concentrates on something, he performs well. He likes sports and physical activity. Despite the fact that he prefers a 'relaxed' approach to school and teaching, he achieves very good results. The mentioned use of mobile phones in the classroom concerned several pupils, the whole class had an atmosphere of sharing photos on social networks and using every free moment to be on a mobile phone. At our school we try to explain things and respect each other, the form of ban is the last option. However, the friendly atmosphere can give pupils the impression that they can do whatever they want.\n\nTeacher Intervention (Solution):\nAt the beginning of the solution to this problem, I tried to have a dialogue with the student about how his behavior affects the course of the lesson and how it makes me feel. I tried to apply non-violent communication as a tool to solve this situation. That means I didn't want to make him feel guilty or tell him he was doing wrong. I described the situation from my side in such a way that he understood it and understood why I wanted him to think about it and change his behavior. First, I explained the reasons for using and not using cell phones to the whole class. I urged them to follow certain rules, this was repeated about 3-4 times. But I realized that this does not have the desired effect. So I took the most problematic student aside and talked to him one on one. I told him that I am not comfortable with the way things are going and how he is not responding to my calls and let's work it out together. If we can't come to an agreement, I'll be forced to involve your parents. The student replied that his mother also works with him at home so that he is on the phone less, but he doesn't know what else to do when he's bored. I suggested that he not wear it to school at all. He refused that. So we agreed that I would let my parents know and make an agreement with them as well. I had very good feedback from the mother, they discussed it with the student at home and agreed that they would try to gradually reduce the time they spend on the computer and mobile phone. At school, we agreed with the student that if he needs to use his cell phone, he will ask me and otherwise he will be put in the desk. He still needed to take out the phone, so I told him that I would take it for the day and he could take it when he left. It happened like this a few times, 2 times he forgot his phone at my place, so he was unhappy about it afterwards. I left the responsibility of picking up the phone up to him and he realized that it was easier to leave it in the bag and use it after class and if necessary with permission from the teacher.\n\nOutcome:\nThe result was, with a few missteps, sticking to what we agreed on using cell phones. We have set rules that we follow together. I explained to them that when they hold the phone in their hands, I don't know what they are doing on it, it distracts me during the lesson, and most importantly them. We don't take their phones away, we don't ban them, after all it's a part of everyday life, but we try to guide students to know how to spend their free time in other ways.\n\nStudent Profile:\nAge/Year: Vek 13, 7. ročník\nHobbies: Sporty, fyzické aktivity\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "508", "student_age_year": "Vek 13, 7. ročník", "student_hobbies": "Sporty, fyzické aktivity", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "3", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1188", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka transferred to our school in the sixth grade and at the beginning of the seventh grade she applied to the gymnasium. However, she did not get into either of the two chosen gymnasiums. Subsequently, the online classes started and I learned that she had not signed up for it for 14 days. She lost her motivation to learn and her grades went down. She had great problems with mathematics, she was not able to follow the connections. She tried to escape from school by claiming that she was going to the doctor. In the first semester, her grade point average was 1.27 with 120 missed hours, in the second semester it was already 1.97 with 174 missed hours, and she had a four in mathematics. Right from the beginning, I was in contact with my mother and we resolved the situation. She finished the seventh grade, but the results were poor and in the eighth grade she started to have mental problems, she was unable to participate in the team, because even her classmates did not have a friend in her when she came to school once a week or once a fortnight. Mother and daughter went for various examinations, and the girl got back together in terms of health. In the eighth grade in the midterm, she still had a lot of delayed grades because she had a high absence (294 hours). She also had 5 unrated and one five. At the end of the eighth grade, she sorted it out in her head and tried to finish the tasks we gave her, contacted the teacher, so we reclassified her despite her high absenteeism (average 1.79). He is now in the ninth grade and still going to school.\n\nSituation (Anamnesis):\nŽačka is an introverted girl living only with her mother. She applied to a multi-year gymnasium, which she did not get into. The failure of the admissions procedure in connection with the subsequent online teaching in connection with the pandemic situation led to her loss of motivation, deterioration of grades and not going to school. Within the collective, the student does not participate much, rather lies on the bench and does not attempt to interact, nor does she participate much in the teaching. As a result of frequent absences, she does not have any great friends in the team.\n\nTeacher Intervention (Solution):\nAs soon as I saw that he was not joining the online classes (2020), I started to solve the situation. I contacted my mother. I invited her to school. This was followed by an interview with an educational advisor. The discussion then went to the educational committee (2021). Minutes were taken of the meetings. Together, we gradually set the criteria that the student must meet and the steps to achieve them. I collaborate a lot on this with my mother, with whom I am in constant contact. He always confirms in writing when the student goes to the doctor, checks the student's preparation. The last meeting was in May 2022, so the solution to this problem is to run on a longer track.\n\nOutcome:\nAt the meetings with the educational committee, it was established that in order to be classified, the student must meet the minimum attendance of 30-40%, while in the school rules we have 70%, but she would not be able to do that in two months with her absence. At the same time, it was determined that the student will hand over all the tasks to the teachers and the mother so that the preparation for school can be checked, and every Friday she will contact the class teacher and tell him what she has mastered and what she is missing, who will pass this information on to the educational advisor and the deputy director. If he does not fulfill his obligations, the school will be forced to contact OSPOD. The situation with the student began to improve and in the second half of the 8th grade, when she contacted the teacher, she tried to complete the assigned tasks, her absences were high at the beginning, but in the last two months of the eighth grade she tried to be in school a lot, she no longer avoided school. Her absenteeism was still high, but she managed to finish the 8th grade and had only 1 failed grade, she already had a three instead of a five in maths and a one in English. She is now in the ninth grade and has not missed school yet. I am in constant contact with my mother, even yesterday she wrote to me that she is excused from the gym because she is going to the doctor.\n\nStudent Profile:\nAge/Year: 7. třída, 13 let\nHobbies: -\nDiagnoses: Psychiatrická diagnóza\nDisorders: Lhaní,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1188", "student_age_year": "7. třída, 13 let", "student_hobbies": "-", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Lhaní,Vyhýbání se škole", "teacher_approbation": "Mgr., TV, OV, výchovný poradce (2 roky studia na MU)", "teacher_practice_years": "31", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/505", "content": "TEACHING CASE STUDY\n\nBackground:\nwent to class after the break and on the way I met a crying student coming out of the toilets, who looked shaken. I asked him what happened - he told me that he was attacked very brutally in class by 2 female classmates and one of them does karate. After that, I went to the classroom with the student and went to the mentioned girls to ask what happened and if they really attacked the boys. The girls both confessed and were reprimanded for inappropriate behavior.\n\nSituation (Anamnesis):\nBoy - problematic, inattentive, often disruptive in class, messy, liked to draw attention to himself. Student 1 – quiet, non-conflictual, rather taciturn, learns averagely. Pupil 2 – breakthrough type, doesn't take grievances and injustices well, leader of the class, has no problems, studies well\n\nTeacher Intervention (Solution):\nThe girls were reprimanded by the class teacher. However, the very next day, pupil 2 brought me a long message from her parents in the pupil book, who did not agree with the punishment and wished to consult it personally. The next day I met my mother. It wasn't until here that I really learned how the whole conflict unfolded. It all started when the boy asked pupil 1 about the date of the test, but she gave him the wrong answer - she just made a mistake. Her classmates corrected her and the boy began verbally assaulting her, asking why she was lying to him, what was she doing to him, he didn't spare any foul words and as a result began to aggressively physically attack pupil 1 - punching her and kicking her. At this moment, student 2 came to stand up for student 1, her friend. At first, she entered the conflict only verbally, and with the question of what she had done to him, she turned to the boy, who literally said: 'Don't screw it up', in an affect, he started cursing her and also kicking her. Of course, pupil 2 didn't like that, a fight broke out and she finally knocked the boy down on a chair by the bench. He then ran away from the classroom for the rest of the break. The mother asked why the girls were given this punishment, why her daughter, who defended someone weaker, should be punished in this way. But she countered by saying that she was proud of her and didn't mind the punishment, but only until the boy was punished the same way - he didn't get any punishment. To which I replied: 'You do know his mother.' – which I take in retrospect as very unprofessional and out of place. The boy's mother was just as problematic as her son, she didn't accept that he could do something wrong and the fault had to be fundamentally on our side, once she even fought with the other mother at class meetings and the fathers had to tear them apart.\n\nOutcome:\nAfter a personal meeting with the mother of pupil 2, we continued to exchange several messages with both parents via the student book, and everything escalated when the parents informed me that if I did not want to change my verdict - i.e. I would not reprimand both pupils or assign it equally to the boy, they go to solve the problem with the school principal. As they said, it happened, and the principal proved the parents right, that it was an unreasonable and unfair punishment, so in the end the reprimands were withdrawn from both pupils.\n\nStudent Profile:\nAge/Year: 10 let, 5. třída\nHobbies: Karate, malování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "505", "student_age_year": "10 let, 5. třída", "student_hobbies": "Karate, malování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Český jazyk, dějepis", "teacher_practice_years": "17", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1340", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was such that it was a rather old case. It was one of my first classes in which I had a classroom teacher. The majority of the class was made up of boys and it was quite a challenging class, there were a few with dyslexia and dysgraphia, two boys even with ADHD. They were always loud and rowdy at break time, as I say, this class was hard to handle. There were a lot of such smaller problems that we solved. But what I specifically remember was the problematic behavior of one pupil who, during the 7th grade, started taking aids from his classmates without permission. It happened a few times that he used the tools, but then the situation worsened in such a way that he started destroying them until they were unrecognizable. In several cases, either I or my colleagues encountered it during the supervision, during breaks. But the problem went so far that one girl even came to me personally to complain to the cabinet. I probably wasn't even surprised at that moment, because the boy in question had been known for a long time to be one of the more problematic ones, but at the time I felt very sorry for the damaged pupils. After all, even at that time, school supplies were not one of the cheapest.\n\nSituation (Anamnesis):\nThe problematic pupil was a boy with average, in some subjects even below average, results. He was one of those who could never stay calm for long, always tending to annoy and provoke others. He had divorced parents, he spent more time with his mother, but even she did not devote herself 100% to him and did not supervise his school performance. He was extroverted, loud, liked to pick on others, even if he didn't always mean it personally. He had a bunch of classmates around him, who sometimes also liked to join in his behavior.\n\nTeacher Intervention (Solution):\nThe solution was that the problem was longer-term, and my colleagues and I always tried to correct it only by admonishing or making a note in the student's book. This usually took a long time. In the beginning, it was about taking things, but he always returned them to his classmate within a few minutes. This is what the students often complained to me about during breaks. Then the worse stage looked like he took one of the other students' art education water cup and started destroying it. For example, in the way that he mixed water with tempera colors, clay from flowers, what we had on the windowsill and maybe even a piece of some snacks. This was really gross and disgusting, it was figured out right after the break. I ordered him to immediately return the cup to its original state. It wasn't really a matter of harassing one classmate yet, but he usually took tools so differently from everyone without distinction. But what was the peak of this problematic behavior happened sometime in the spring, when first there was a fight between the boys, it was supposed to be a fight, but none of the colleagues, not even I, were involved in this case. And it got to the point where the boy threw the school bag of one of his classmates out of the window. That was already extreme.\n\nOutcome:\nThe result was that it went all the way to the school principal because it was a long-term problem and needed to be addressed with a bad behavior grade. In addition, in one lesson, I taught the whole class that destroying other people's things is really inappropriate and none of the teachers wish for this situation to happen again. I also informed the parents about the problem at the class meetings, and in the semester the boy was awarded a 'two' for behavior. But that didn't change the fact that something similar always happened from time to time and that's how the whole problem here became unsolvable. Fortunately, nothing as big as throwing the briefcase out the window ever happened again, but even so, it was one of the reasons why the class was still not completely calm. I consider it an unsolved case, but it was hardly possible to do anything else at that moment, when even the aggravated behavior grade did not affect. Over time, for example in the 9th grade, things got better and here the cases were less rare, but they never disappeared completely.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: fotbal, hokej, hraní počítačových her\nDiagnoses: Dyslexie,Dysgrafie\nDisorders: Braní věcí,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1340", "student_age_year": "12 let, 7. ročník", "student_hobbies": "fotbal, hokej, hraní počítačových her", "student_diagnoses": "Dyslexie,Dysgrafie", "student_disorders": "Braní věcí,Ničení majetku", "teacher_approbation": "vysokoškolské vzdělání (Mgr.), aprobace AJ a NJ", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/387", "content": "TEACHING CASE STUDY\n\nBackground:\nIt's been two years since I taught 7th grade English. I was a class teacher here, so I was close to this class from another side as well, and the students trusted me. Two girls attended this class. Both girls looked calm at first, but things started to change as time went on. You wouldn't recognize anything in class, but one student started complaining to me that her classmates made fun of her, she complained about one classmate in particular, who was allegedly the worst of all. She was constantly making fun of this student and she confided in me.\n\nSituation (Anamnesis):\nOne pupil is a screaming girl on the edge of the class. She likes creative activities, through them she escapes into her own world. He doesn't get along with anyone, he doesn't have any friends. School is a pain for her, as others make fun of her. However, he can blame people for certain things and irritate them. The second pupil is expressive, a popular first grader and can defend herself when she doesn't like something. He can admit a mistake. The class worked very well together, there were smart, careful students who helped each other. Overall, there was a very good group of students. There have never been any problems here in the past.\n\nTeacher Intervention (Solution):\nAs a class teacher, I of course had to deal with this situation somehow. I called both parents of both pupils to the school. I heard them all and learned how it really was. Although one student mocked the other, on the other hand, the other constantly provoked her and the other classmates. After finding out what the situation really was, I explained to the other pupil that her behavior was also not correct and that if she stopped this provocative behavior, they would also stop, because they were actually defending themselves against what she was doing to them. I also spoke with the first pupil, who admitted that she had not behaved properly, but wanted to defend herself against provocations.\n\nOutcome:\nThe situation improved significantly after this process. The other student calmed down, and so did the others. Over time, the other student was able to find friends and gets along well with most of her classmates. Sometimes there will be a shootout between her and someone, but compared to what happened two years ago, it's nothing, just the kind of teasing that can't be avoided among a bunch of kids.\n\nStudent Profile:\nAge/Year: 12 let, 7.třída\nHobbies: Kreativní činnosti  kreslení apod.)\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "387", "student_age_year": "12 let, 7.třída", "student_hobbies": "Kreativní činnosti  kreslení apod.)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., anglický jazyk", "teacher_practice_years": "5", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1", "content": "TEACHING CASE STUDY\n\nBackground:\nThe following case report concerns a student in the second year of elementary school. The school is run as a small class and there is therefore a very small number of pupils in the whole school. This small number of students allows teachers to have an individual approach to each student. The boy has been a problem student since the first grade. His knowledge greatly exceeds his peers and therefore often requires extra work to keep him sufficiently entertained even at times when his classmates require increased attention. he achieves excellent results in all subjects, and he has no problem with any of the subjects covered. His vocabulary is also highly developed, because he often reads more demanding reading. however, he deviates considerably in social interactions among his peers. It could be said that he tries to lead the group and when something is not completely according to his will, he starts to get angry and is capable of physically attacking a classmate. Nevertheless, he is popular among the team, especially the boys. He has his loyal followers and is also a good role model for them in the field of education. The incident I am describing happened during lunch time in the school cafeteria. The students stood in line for food and went to sit at the table. This is where the whole situation escalated. his favorite seat was occupied by another student, who refused to leave the seat at his request. so he got angry and pushed himself onto the bench next to the student. A scuffle began between the two pupils, which ended with him biting his classmate's hand in anger and refusing to loosen his grip on his teeth despite his classmate's complaint. The whole situation had to be solved by the teacher, who tore him away from his classmate. she took him straight to the principal's office and then treated the injured pupil. he realized at that moment that his behavior was not right at all and began to cry.\n\nSituation (Anamnesis):\nThe class as a whole works very well, the children help each other and no bullying was noted between them. Pupils also meet outside of school, given that most of them are from the same village. The harmony of the class is disturbed only by the occasional antics of a student who likes to draw attention to himself and has a very difficult time controlling his anger.\n\nTeacher Intervention (Solution):\nThe headmistress first calmed the student down and only then began to question him about the reason for his behavior. \"You realize why the teacher brought you to see me\n\nOutcome:\nThe note guided the student for some time. At the next lunch, he let his classmate sit in his place and pulled up a chair from the next table himself. So he used his solution to handle the situation better. It is clear that a method where his opinion is important and can involve independent thinking works well for him. There is a friendship between him and the pupil again and both boys are once again nudging each other on a friendly level. In class, the student is now more reserved and does not express himself too much. However, according to the experience of the teacher and the principal, this is only a short-term effect and soon it will show its horns again.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: Sport – především fotbal, softbal, basketbal\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Consequences, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1", "student_age_year": "8 let, 2. třída", "student_hobbies": "Sport – především fotbal, softbal, basketbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/361", "content": "TEACHING CASE STUDY\n\nBackground:\nwent on a school trip to an amusement park with the 6th graders. We visited the go-kart track, where the pupils were instructed about the rules (they are not allowed to hit the guardrails, etc.). The pupils enjoyed it very much. After a while, a group of students came to me saying that someone had broken one of the go-karts (the wheel had fallen off). At that moment, the owner of the center also came and wanted us to pay for the damage. Subsequently, a boy came to us and confessed to breaking the go-kart (hitting the guardrail on purpose).\n\nSituation (Anamnesis):\nThe boy has an older sister who is two years older than him. She is known to everyone as a problem student, and that's why many teachers gave this boy, who started to show from the middle of the 4th grade - sometimes he did some mischief, was rude or disruptive in class, but he never did anything serious.\n\nTeacher Intervention (Solution):\nWhen the student came to confess to breaking the go-kart, instead of reprimanding him, I appreciated the fact that he confessed to it and behaved like a man. I know that some teachers would immediately snap at the boy for not behaving, not listening, etc., but this approach led to building mutual trust. I subsequently discussed this situation with the students during the classroom lesson.\n\nOutcome:\nI must say that after this incident, when the student found out that I was behind him and that he could rely on me, our relationship became stronger. I had almost no problems with him in my subjects.\n\nStudent Profile:\nAge/Year: 6. třída\nHobbies: fotbal\nDisorders: Arogance,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "361", "student_age_year": "6. třída", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "Arogance,Disrespekt", "teacher_approbation": "Český jazyk, dějepis", "teacher_practice_years": "25", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/895", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy cursed and insulted his classmates, the younger students were afraid of him. He was forever picking up foreign objects in the locker room and in the classroom and throwing them. He did everything in such a way that none of the teachers saw him. He denied the accusations and blamed everything on others. It was only when he threw a rubber band in class that hit a classmate in the eye and he had to be treated by a doctor, that the class (mainly girls) had enough and they (girls) came to see me in the choir room. The boy with the injured eye first claimed that he slipped and fell on the corner of the desk, only after the intervention of his classmates did it become clear what really happened in the classroom.\n\nSituation (Anamnesis):\nThere are 18 pupils in the class, of which 9 are girls and 9 are boys. In the seventh grade, covid hit them. So they spent the second half of the seventh grade and the entire eighth grade online at home. Profitably average class.\n\nTeacher Intervention (Solution):\nThe student who threw the rubber was reprimanded by the school principal. His mother was invited to the school. Furthermore, the student was not allowed to spend breaks with his classmates in the classroom - he went standing on the ground floor to the assembly room. Neither he nor his mother liked this, and after about three weeks he was allowed back into the classroom. I took advantage of it when he was absent once and I talked to the class about his behavior in class. Before he was allowed back into the classroom, his classmates told him what behavior they wanted from him. Subsequently, I came up with a text - the rules that he had to sign and follow if he wanted to spend time in the classroom and not in front of the assembly hall (Because I want to spend breaks in the classroom, I will not swear at anyone, I will not take other people's things and I will not throw anything. If this If I do not comply, I will be given additional disciplinary measures. + signature).\n\nOutcome:\nBy the end of the school year there was peace and there were no further problems with the boy.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: Automobily  především kamiony, chce být řidičem kamionu)\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Agreement, Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "895", "student_age_year": "15 let, 9. třída", "student_hobbies": "Automobily  především kamiony, chce být řidičem kamionu)", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Učitelství všeobecně vzdělávacích předmětů pro 5. až 12. ročník (český jazyk – občanská výchova)", "teacher_practice_years": "27", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/829", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students in the class continuously complain about their classmate's behavior throughout the year. The boy, who is quiet and calm in class, constantly verbally attacks them, pokes them. It causes conflicts between children during breaks. His behavior attracts the attention of other boys. He has three around him who are happy to join him. The children are bothered by his behavior, tension arises in the classroom. If someone confronts him, the boy is capable of crying. Other teachers also complain about his behavior, in my classes he is nice and calm.\n\nSituation (Anamnesis):\nBoy in foster care. He lives with his father. He is always with his mother from Wednesday to Thursday and three weekends a month. Father is a soldier by profession. The mother left the family before the boy entered the first grade. The boy is quiet, he has set rules at his father's house. The mother commutes for the boy. The next day the boy gets up very early to get to school on time. Descriptive data on the case report -- Pupil's age and grade: 9 years, 4th grade Pupil's sex: male Pupil lives in alternating care Problem behavior is repeated: Yes, repeated problem Behavioral disorders: No Confirmed diagnosis of the pupil: No Pupil's benefit - subjective view: average Pupil's interests: Computer games, motorbikes, fishing Approach to solving: Respect and be respected - communication with the child as an equal, respectful non-superior attitude The mother lets him watch action films and films with a horror theme. Mother is not interested in what is happening at school, she does not go to class meetings, she is not in contact with me. She hasn't spoken to me once in four years. He is waiting for the boy in front of the school. I witnessed a strange welcome several times.\n\nTeacher Intervention (Solution):\nnoticed the boy's behavior and watched him for a very long time. During each incident, I had a long conversation with the boy. When asked why he does it, he always replied: 'I don't know.' I started to explain and explain. After each incident of explanation. The boy always stands with his head down. I discussed the situation with my father in great detail. I didn't want a directive solution. We both proceed in the same way, we explain, we show with examples. The father spends all his free time with the boy, going fishing together, baking homemade bread, making homemade sausages, and riding motorcycles. Whenever I talk to the boy, I feel that he is unhappy inside and misses his mother's presence. When we talk alone, he's a little boy who talks to me like a mom. Stays with his mother are a problem, because he returns from her 'pumped up' with inspiration from movies. My father and I tried to find a way to influence his behavior. Parents have a negative relationship with each other on a formal level - when handing over the child. I try to name all situations with the boy, set boundaries. In the classroom, we have established classroom rules. I feel that the situation is not easy for him and that a note for inappropriate behavior would miss the point.\n\nOutcome:\nThe situation in the family is the same in the long run. I still talk to the boy, show interest in his life and activities. He has the opportunity to talk to me at any time. My father and I agreed that in the event of a major problem or misdemeanor at school, we would resolve the situation by not giving the boy a note, but that the boy would confess what he had done at home and my father would confirm in writing (SMS) that they had discussed the situation together. I know my father's family situation. I know that she does not beat the boy, that she will discuss the problem behavior with him. The effect is short-lived. So situations repeat themselves. I did not solve the problem with my mother, given that she does not participate in school preparation. On Wednesdays, the kids don't get homework, so she doesn't do anything with him.\n\nStudent Profile:\nAge/Year: 9 let, 4. ročník\nHobbies: Počítačové hry, motorky, rybaření\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "829", "student_age_year": "9 let, 4. ročník", "student_hobbies": "Počítačové hry, motorky, rybaření", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. titul první stupeň ZŠ, specializace HV", "teacher_practice_years": "23", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1423", "content": "TEACHING CASE STUDY\n\nBackground:\nThis case report deals with the behavior of a pupil in the 9th grade of primary school. His behavior, inappropriate remarks and drawing attention to himself repeatedly disrupts classes. This is not a single offense that would be answered with some kind of reaction. Rather, it is a continuous disturbance which, after a certain period of time, cannot be accepted by the teacher any longer.\n\nSituation (Anamnesis):\nThe entire class is characterized by an extremely calm demeanor, with the exception of two students who fight for power over the class and the teacher in the classroom. One of the pupils is described above, the other pupil has ADHD. The class usually cooperates well during the lesson, but the student described above either does not cooperate or intentionally disrupts the lesson with vulgar expressions. It can be seen in the class that they are afraid of these two students, so they do not intervene in the situation and stop cooperating. There is an assistant in the classroom, but she is absent in some lessons. During these hours, the problematic behavior of boys escalates significantly.\n\nTeacher Intervention (Solution):\nThe student was warned in class and was given a note for the umpteenth time. Subsequently, I visited the class teacher and interviewed her about him and his classmate. I tried to find the reason for their behavior. I also conducted an interview with the assistant, who was absent in the given class. Together we devised the following steps. The student was invited to an interview in the office, during this interview a colleague was also present - not at the interview, but as a witness in the office. I asked the student if he knew why we were here. The student admitted a mistake in his behavior. I informed the student in stern sentences about the behavior that bothers me and about the consequences that may come if he does not change this behavior. In the end, he was motivated. I let him know that he is a handy, bright and smart boy and it would be a shame if his behavior hindered his transfer to high school.\n\nOutcome:\nThe student calmed down and did not disturb the lessons anymore. But an important factor is also the fact that it was the end of the year and there were not many hours left.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: Peníze, počítačové hry, auta,  drogy – crack)\nDisorders: Lhaní,Rasismus,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1423", "student_age_year": "15 let, 9. ročník", "student_hobbies": "Peníze, počítačové hry, auta,  drogy – crack)", "student_diagnoses": "", "student_disorders": "Lhaní,Rasismus,Manipulace", "teacher_approbation": "Mgr.", "teacher_practice_years": "4", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/476", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, in history class, the student was constantly having fun and making various jokes. He responded to the admonition or made an inappropriate remark about the fact that he knows better about the given substance than I do. It was nothing new for him to have fun with his classmate, but in this class he was giving more expository notes than usual.\n\nSituation (Anamnesis):\nThe student often made various remarks and jokes, mainly to get attention. Another reason for his behavior was to show defiance of authority while often showing his intelligence.\n\nTeacher Intervention (Solution):\nalready had enough of his notes in class, and when he kept telling me that I was wrong in the given interpretation, I told him that if he really thought so, he could go teach instead of me, after which he got up and went to 'teach'. In the process, however, he made another inappropriate remark to the effect that now his classmates would learn how it really was. This surprised and angered me so much that I yelled at him, what the hell is he doing and to leave this class immediately.\n\nOutcome:\nIt was not a suitable solution. It's not so much that I told him to leave class, it's not a bad thing to send someone out the door, but I really didn't have to yell at him. If it weren't for the stupid and inappropriate comments, it would probably be fine, but I really had enough. It was quiet in that hour, but the behavior was still the same in the following hours.\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník SŠ\nHobbies: Skaut, hudba, videohry\nDisorders: Rušení výuky,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "476", "student_age_year": "16 let, 2. ročník SŠ", "student_hobbies": "Skaut, hudba, videohry", "student_diagnoses": "", "student_disorders": "Rušení výuky,Nevhodné chování", "teacher_approbation": "", "teacher_practice_years": "12 (v době situací méně)", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1288", "content": "TEACHING CASE STUDY\n\nBackground:\nAs sometimes happens in classes, someone disagrees with someone. This student attacked other students with his fists, thereby solving the problems that occurred in the class. Saying things outright probably didn't even occur to him.\n\nSituation (Anamnesis):\nhad a boy in my class with a physical disability, where he landed on one leg. He lived only with his mother and had no siblings. He was quite closed, but as they say, he didn't go far for a blow. Despite the fact that he was an introvert, he was able to object sharply against those who did not suit him. He was below average in school, getting fours. He enjoyed working on the computer the most, he was mainly interested in games. The class he attended was relatively quiet. Neither I nor my colleagues have ever encountered students awkwardly commenting on their classmate's physical disability. I would rather say the opposite, they tried to help him. Of course, it happened in class that someone didn't get along with someone, but that's how it is and the students always resolved it by agreement. However, this boy stood out. He dealt with situations with his fists and was quite aggressive.\n\nTeacher Intervention (Solution):\nAfter each incident, we wrote him a note that he had to bring back duly signed by his mother. We tried to reason with him and figure out why he solves problems in such a radical way, but it didn't lead to anything. He always listened to us, but he still did it his way. He had it somehow set in his head and no one would budge him. The problem was that his mother always defended him. It was a typical example of a parent defending their child at all costs. She saw the cause of the problems in the fact that her son has a physical disability and therefore his classmates do not accept him. He was innocent in her eyes and no one talked her out of it. However, we saw that he really only uses his physical disability to his advantage, so we continued with the comments. Before the end of the school year, the pedagogical council met and announced that the boy deserved a two in behavior. We duly printed out the notice twice, i.e. the message from the director. We sent both reports to the student's home. He was supposed to bring one back to school signed by a legal guardian, in this case the mother. They should have left the other at home. That's what happened, the boy brought the signed message and for us this situation was resolved at the given time. Two or three days later, however, the pupil's mother came to the school together with her lawyer. She demanded that the deuce be withdrawn from the conduct. She told us that if we didn't, then she would sue the school. She lashed out at the fact that the correct procedure for informing about the pedagogical council's decision was not chosen. We should properly send the message by registered mail, and as I said, we didn't. We sent her after the pupil. To make matters worse, the mother claimed that the signature on the message was not hers. The school director asked the pedagogical council to withdraw its decision. He told us we had two options. Either we will stand our ground, but the school will have problems, which of course no one cared much about, or we will proceed with the withdrawal, but we will demand that the pupil transfer to another school. The principal reasoned at the time that if he stayed at the school, everyone would know about the sudden reevaluation of the grade, and of course it would not leave most of the students or parents calm.\n\nOutcome:\nThe mother acceded to this proposal, the pupil received an A in behavior and transferred to another school. I did not accept this decision and the result. I don't really consider this solution to be mastered. On the one hand, I understood the director's approach, because nobody wanted to have problems and it was true that we had to send the letter by post. It was partly our fault. On the other hand, I found it absurd that the mother insisted that the signature was not hers.\n\nStudent Profile:\nAge/Year: 8. třída – 14 let\nHobbies: PC – hry na počítači, střílečky\nDiagnoses: Dyslexie,Tělesné postižení\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1288", "student_age_year": "8. třída – 14 let", "student_hobbies": "PC – hry na počítači, střílečky", "student_diagnoses": "Dyslexie,Tělesné postižení", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské – anglický jazyk a přírodopis", "teacher_practice_years": "21 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1314", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student constantly disturbed my lessons - tapping on the desk, barking, etc... The student even laughed out loud during my lessons for no reason. If I called out any of his classmates, he laughed at them too. If I called him, he did not cooperate and was unable to answer. It even happened to me that I told the class to open their notebooks and he didn't want to write the paper, so he tore the notebook into tiny pieces. I had to lock the classroom during class because a student got up and ran out of the class during class and then we had to look for him all over the school.\n\nSituation (Anamnesis):\nThe student suffers from uncontrollable tantrums, cannot maintain attention and is aggressive, but the examination at the PPP did not show any disorder, they only recommended a visit to a psychologist, but he did not visit because his parents did not show too much interest in him. Another problem was that the nearest psychologist was in a town about 35 km away, and the family had no money for commuting. There was no school psychologist at that time. He lives in a socially weak family, there were corporal punishments from his father, but his mother did not deal with it because she was afraid of his father. His father often drank and the student had 3 other siblings.\n\nTeacher Intervention (Solution):\nAt first I dealt with the situation myself, I asked him if he was bothered by my personality or if he had any problems in the family or with his classmates, but he answered that nothing was happening or did not answer me at all. Communication with him was very difficult, so I had to turn to the headmistress of the school. She asked him the same things as me, but without my presence, but she also didn't learn anything. He reacted the same as semnou - I don't know, leave me alone. After that, I asked his older brother how things were with them, if the student in question had any problems. His brother was very communicative and helpful, but he didn't know what was happening to him. He mentioned that he behaves like this at home too and his father beats him for it. So we tried to treat him in a friendly way, offering him new things and behaving so-called chutu nnunu, but the more attention he got, the worse it got. I even talked about the problem student with his class and there was no bullying on their part, the team accepted him. I was already desperate, so I tried the way he treated others. For example, when he started tapping his pencil, we all in the class started tapping our pencils too. When we wrote the exam, I didn't give him the exam notebook and when he asked me why he didn't get it, I didn't answer him and ignored him. This repetition after him lasted for a long time, maybe 2-3 months, I was already thinking that this one\n\nOutcome:\nThe result was surprisingly positive. The student stopped behaving like this after a few months of the experiment. I never found out what it was or why he stopped. I tried to talk to him about it in later years, but he didn't want to talk about it in person. Maybe our behavior started to annoy him and he realized it. I don't know if mine helped\n\nStudent Profile:\nAge/Year: 12 let, 5. třída\nHobbies: bez zájmů\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1314", "student_age_year": "12 let, 5. třída", "student_hobbies": "bez zájmů", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. , tělocvik pro ZŠ a SŠ (kazuistika --);  Mgr., sociální pedagogika a DPS všeobecně vzdělávací předměty pro střední školu (kazuistika ++)", "teacher_practice_years": "8 (kazuistika --)  20 (kazuistika ++)", "problems_annotated": "Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1058", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was a new member of our school community after successfully passing the admissions process to an eight-year grammar school. We had no previous information about his person. Because of his above-average height for his age, he was placed at the back of the class, where he quickly made friends with several classmates. As a math teacher, I noticed that during the second week of classes, the student often whispered to his classmates, especially his neighbor. Although I usually tolerated this type of behavior as part of the getting to know each other process, the volume of the conversation increased as the hours progressed. I solved the situation with a standard warning or a question about possible problems, which always ended the discussion for the rest of the hour. However, in subsequent lessons the behavior was repeated and the pupil continued to whisper even after my intervention. After the lesson, I therefore approached him with questions about his satisfaction with the teaching and any problems that could motivate his behavior. His response was that everything was fine and after my warning he promised not to repeat his behavior. The following lessons were calmer, but I noticed that the student was not writing anything down and was instead focusing on his mobile phone. After another conversation in the office, where I again addressed the same questions, the student promised to improve his attitude. His first written work was excellent, but after the weekend his communication with his classmates returned to the same level as before and his notebooks remained empty.\n\nSituation (Anamnesis):\nThe student is an only child, growing up in a family where both parents run the family business and do not have much time for it. His personality is rather introverted and he only hangs out with a small group of boys in class, with whom he spends time playing computer games and riding bikes.\n\nTeacher Intervention (Solution):\nDue to repeated disruptive behavior, I decided to transfer the student, although I usually prefer to respect the independence of students and not apply punishments in the form of transfer. Although I was of the opinion that the pupils should be treated as adults, I saw no other option in this situation. The student was moved to the front of the classroom, which resulted in an immediate end to his disruptive behavior and he began to engage in work. This calmness lasted for a whole week, until the day I was supposed to write a paper, but I forgot to print the worksheets. I decided to write the assignment on the board so that the students could copy it. However, after arriving in the classroom, I found that the student had returned to his original seat, because the classmate who replaced him had returned to her seat and refused to let him back to the first desk. I decided to solve this situation after the paper. During the test, I noticed that the student was talking to his neighbor again, but after asking if everything was clear, they both continued their work. After handing in the papers, I checked the student's progress and found that he only had the first three examples correctly described and counted, while the others were either poorly written or not written at all. At that moment it occurred to me that the student might not be able to see the board. After he confirmed that he had vision problems, I asked a classmate to switch places with him for the time being and wrote to his parents to take him for an eye examination.\n\nOutcome:\nSince then, the pupil has not shown any problems. He was active, taking notes and not interrupting. Both students affected by the paper situation were given the opportunity to rewrite it as I felt it was unfair to grade them based on problems that were not caused by their mistake. After three weeks, the pupil was given glasses and returned to his original place without any recurrence of his behavior.\n\nStudent Profile:\nAge/Year: 11 let, prima (6. třída)\nHobbies: Hraní počítačových her, ježdění na kole\nDisorders: Rušení výuky,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1058", "student_age_year": "11 let, prima (6. třída)", "student_hobbies": "Hraní počítačových her, ježdění na kole", "student_diagnoses": "", "student_disorders": "Rušení výuky,Odmítání spolupráce", "teacher_approbation": "Mgr., Matematika", "teacher_practice_years": "32", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1177", "content": "TEACHING CASE STUDY\n\nBackground:\ngave the students the task of correcting the dictation and justifying why it is written soft or hard in which situation and so on. I let the students work independently. After a while, the three students started yelling at each other. 'Teacher, they are arguing in the office.' I silenced one of the students. Another student spewed. 'Mrs. teacher, they're chasing their impaling dicks over there!' Without a reaction, I started talking to another student and asked him about the first sentence. I even came up with a reward for the correct solution and defending the correctness, but the student continued. 'He's probably rubbing frn*y there.' I ignored the remark and called the student in question to explain the sentence. He refused to answer.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on each side of the class so that they have as little opportunity to communicate with each other as possible, i.e. to influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nI tried to calm the students down. Unfortunately, that didn't work, so I tried to ignore the notes and focused on the other students. But this group was so disturbing that I tried to call one of them as a warning to the others. Unfortunately, this did not work at all, rather the opposite, and the inappropriate behavior continued on and on. Until my nerves snapped and I scolded the students for disobedience. The students were obviously amused by this and did not take it into account. The bell saved me.\n\nOutcome:\nThere was no solution, the class only managed to correct the dictation in the whole hour and the problematic students escaped without problems. On the contrary, there was frustration on the part of the teacher. So, in the next lessons, the students continued and maybe even in the future the disruptive behavior will increase.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: otevřená otázkaLední hokej\nDiagnoses: Dyslexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1177", "student_age_year": "14, 8. ročník", "student_hobbies": "otevřená otázkaLední hokej", "student_diagnoses": "Dyslexie", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/173", "content": "TEACHING CASE STUDY\n\nBackground:\nstarted solving the situation a few days ago. It is a conflict between one of my students and a male student. One day after class, the student came home to her parents complaining that during the snack break, which is still taking place outside in the garden at this time, the student deliberately kicked the snack box, which then hit a post and broke it. The student's mother immediately decided to take the situation into her own hands and called the student's mother, whom she scolded and demanded an apology from her and her son, but that they do not need to pay for the damage. I was very concerned that the student's mother decided to deal with the situation so directly without being there to see what happened or consulting with me.\n\nSituation (Anamnesis):\nThe student is new to my class, she joined in the spring of the last school year during online classes. It could therefore be said that he is still trying to make friends and fit in in an already well-established class. I still don't know much about the student compared to the other children. She is an exceptional little girl, physically she is much more mature than the other fourth-grade girls, but as far as the curriculum is concerned, she is a little behind, because we teach in a different way at our private school, which she has not been used to until now.\n\nTeacher Intervention (Solution):\nThe whole problem and the process of solving it were complicated by mothers. Since the incident took place at school, I would like it to be resolved at school as well. After learning about it from the student's mother, I wanted to make up my own mind and find out what really happened. So I took the student to me and together with her a couple of other students, individually one by one, to have fun with them, what according to them happened, but the student was present at all the interviews. The testimonies of all the pupils agreed, they said that they all played together with the boxes during the snack and raced with them on the ramp for prams - they let them down and which one would go down first. At one of the races, the student's box hit a pole and broke. The student was not present at all in this situation. When I asked the student how it was in reality, she answered \"I probably confused it with the last school.\" She had nothing more to say about it.\n\nOutcome:\nAfter collecting information from all the students present, I wrote the same e-mail to both mothers about how the situation really happened and therefore I consider it resolved, to which the student's mother replied that she apologized for talking to the student about it and she she made her cry that it wasn't as she originally said and that she broke the box through her own fault. But she was afraid of what her parents would say about it at home. At that moment it was clear to me that the student was lying and trying to blame her on the nearest possible \"victim\"\n\nStudent Profile:\nAge/Year: 9 let, 4. třída\nHobbies: Zvířata, horniny, příroda\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "173", "student_age_year": "9 let, 4. třída", "student_hobbies": "Zvířata, horniny, příroda", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské vzdělání, pedagogika", "teacher_practice_years": "15 let", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/451", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened about 3 years back. It concerned a group of boys who had been friends since kindergarten. They returned to school after the holidays and everything seemed fine. One day I noticed that the boys' behavior had somehow changed. They began to have such 'toad and mouse wars' together, but only against one boy. For example, in the group, when normally everyone played together, preferably football or some board game, one of the boys drew separately from the whole group. They sat separately at lunch and did not want to be together in the same team during the gym. It got to the point where they started yelling at each other in various ways, doing 'on purpose', nudging each other. Which, of course, started to affect the other children in some way, and at that moment I had to step in and at least map out the whole situation.\n\nSituation (Anamnesis):\nThe pupils all attend one class, they have an average result. The class consists of 24 children. She never had any major disciplinary problems. The students had the same teacher as in the first grade.\n\nTeacher Intervention (Solution):\ndecided that I would try to solve the situation myself first before proceeding to some more radical solution. So I started talking to boys. It was clear to me that I wouldn't learn anything in the company of others, so I discreetly took them aside one by one. I started off lightly and was checking the situation. I didn't know how serious a problem I was solving, so I mainly wanted to be careful - but also fast. So I asked if anything strange had happened, either at school or outside. Since we are a school in a small village where we all know each other, I knew that the boys play together for the same football team. At the same time, I knew that it probably wouldn't be a problem from the family environment, because I also know the boys' parents well. But of course I couldn't be sure. The boys did not cooperate very willingly. It seemed to me that they were a little afraid to say something, that they probably sensed a problem. But everyone told me that of course nothing had happened and that they didn't really understand what I was dealing with. Except for the outcast boy himself. He broke down in tears during the interview and told me that guys stopped talking to him and he didn't know why. That he didn't do anything to them and that no one even plays football with him. So I went to ask the boy's parents, because he happened to be the coach of the football team. I asked him if he happened to notice something. He told me that he did, that suddenly the boys didn't really want to accept him among them, and also that a new player had joined their team. They moved in from another place and it was such a 'crap'. He wanted to be the best in everything, he wanted to score the most goals, he wanted to be the 'entertainer' of the whole team. But here was the problem, because the one who scored the most goals and who was the best at that moment was the boy who was singled out. I found it strange that it would have such an effect on changing the behavior of his friends. But after repeated conversations with a group of boys, I really realized that the new boy wanted to be the best and thus began to influence the original group of friends not to hang out with the outcast boy, that he was stupid, that he didn't really like them and that he would they should have stopped entertaining him. And the boys, because they wanted to ingratiate themselves with the new boy, they really believed him and the boys started doing things on purpose and not messing with him, they basically started bullying him.\n\nOutcome:\nThe teacher spoke to everyone thoroughly. She thought that if she explained the situation to everyone, the boys might understand that everything was completely different. So she invited a whole group of boys into the classroom and let them talk. She told them that she had talked to everyone and that she thought what they had done was stupid. That they can't just cut someone off and cause him problems. She explained to them that what they thought the boy was doing to them was not what he was doing. She told them to explain what they disliked about each other. What should they change in their behavior? The boys talked and explained the whole situation with the help of the teacher. They held hands and played soccer together in the group. I really think it was such a stupid thing to do because the whole situation was resolved within 2 weeks. I was surprised that extracurricular activities could have such an impact.\n\nStudent Profile:\nAge/Year: 8 let, 2. ročník\nHobbies: Sport - fotbal\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "451", "student_age_year": "8 let, 2. ročník", "student_hobbies": "Sport - fotbal", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Mgr., učitelství pro první stupeň", "teacher_practice_years": "9", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/126", "content": "TEACHING CASE STUDY\n\nBackground:\nWith the advent of distance learning, students' grades in a given class have improved. Everything was probably conditioned by too little opportunity for teachers to control the honesty and diligence of students. The school rules did not allow forcing a connection to the camera during the writing of tests or during regular classes. Thus, during the writing of written papers, students consulted, looked at notes or looked for information on websites.\n\nSituation (Anamnesis):\nThe student is 18 years old and is in the 5th grade, in the high school graduation class. In the fifth year, he graduates from the French language on the basis of writing a dissertation and an oral part. Throughout the entire period of study, the student showed rather average to below average grades. He was popular in class. He usually completed the tasks on time, but there were errors in them. This has changed during distance learning. His test scores improved significantly, his assignments no longer had errors, and his dissertations were at the level of an undergraduate Ph.D. The student claimed that he did the assignments himself and defended himself that no one helped him with the assignments or corrected them. The student lives in a complete family with a younger brother. The mother is a graduate of the French high school where the student is currently studying. So it is possible that the student perceives it as a kind of obligation and pressure from the mother to finish school.\n\nTeacher Intervention (Solution):\nAt first, the significant improvement was not addressed because the teachers were inclined to the possible diligence of the student. After that, elements, ideas that are not usual for such young students began to appear in the dissertations. To the teachers' questions about whether he copied the work from Internet sources or whether he had it corrected by someone, he responded only with the words \"no\n\nOutcome:\nThe solution to our case was not found, the only thing the teachers could do was to not consider grades during distance learning to be relevant for all students.\n\nStudent Profile:\nAge/Year: 18 let, 5.ročník\nHobbies: Fotbal, kamarádi, hudba\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied:  Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "126", "student_age_year": "18 let, 5.ročník", "student_hobbies": "Fotbal, kamarádi, hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Ph.D.", "teacher_practice_years": "Přibližně 14 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": " Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/989", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student appeared to be problem-free and no similar situations occurred until the covid era. Although she behaved shyly in my classes, she cooperated and helped her classmates when called upon. It was only when she returned after online classes that the student began to experience anxiety. She admitted these conditions to her class teacher, who tried to help her. She didn't discuss it with the other teachers, but the class teacher got to know us at the meeting and we discussed how to behave in the situation. We gave her more free space in class and, if necessary, she could go to the corridor or to the toilet accompanied by a classmate. If a few minutes of peace and quiet did not help the student, the teacher contacted the parents, who came to pick up their daughter. The situation did not improve, so the class teacher suggested the help of a specialist, since no one from the teaching staff has a specialization in working with such behavior. The student talked about strong anxiety states that led to thoughts of suicide. She also sometimes experienced hallucinations that distorted her reality. However, she never interrupted the lessons. She got up as much as possible and went outside in silence, where she sat down and tried to calm down. This student studied averagely, rather above average, until the onset of these conditions. After that, her average got slightly worse, but not in an enormous way. She sat quietly throughout the lesson and did not disturb her in any way. This persisted even with the arrival of these states, when she tried not to complain to teachers and classmates about their teaching. They, in turn, tried to be the maximum support for the student.\n\nSituation (Anamnesis):\nThe student had the opportunity to confide in the class teacher, who was extremely accommodating. Likewise, the rest of the teaching staff was forgiving. The student behaved calmly and introvertedly among others. She needed her space and peace, which helped her manage the situation. She acted introverted and shy. She did not cause conflicts, but she was happy to help or advise others when needed.\n\nTeacher Intervention (Solution):\nAt first, the teachers tried to help themselves. The whole time they were also in contact with the parents, to whom they finally suggested the help of an expert who specializes in such a situation. The student agreed and started seeing a specialist with whom she could share her problems. He also suggested several possible solutions and started medication. The student cooperated the whole time.\n\nOutcome:\nVisits to the specialist led to an overall improvement. In the beginning, the student still felt strong bouts of anxiety, but over time they lessened. The expert tried to guide her and also introduced medication, which helped the student a lot and she was able to return to her old routine. During the next and last year of high school, the student needed to leave the classroom or school a few more times in order to be alone and calm her agitated thoughts and ideas with some activity, but this need subsided. It did not negatively affect the course of the lessons or the team, on the contrary, her classmates also tried to help her, and it made the team more cohesive.\n\nStudent Profile:\nAge/Year: 18 let, 8. ročník na víceletém gymnáziu\nHobbies: Neuvedeno\nDisorders: Psychické problémy,Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "989", "student_age_year": "18 let, 8. ročník na víceletém gymnáziu", "student_hobbies": "Neuvedeno", "student_diagnoses": "", "student_disorders": "Psychické problémy,Sebepoškozování", "teacher_approbation": "Zeměpis se zaměřením na vzdělávání, chemie se zaměřením na vzdělávání", "teacher_practice_years": "17", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/531", "content": "TEACHING CASE STUDY\n\nBackground:\nThis event took place early in my teaching career. It was the 29th of June, the day before the report card, and I had to collect textbooks from the students in my class. One student liked the geography atlas, so she decided not to return it to me. She told me that she didn't have it with her, but I saw that she had it with her on the bench. I repeatedly asked her to return it to me, however, throughout our conversation she said that she did not have it with her and that she could not return it.\n\nSituation (Anamnesis):\nA ninth-grade elementary school student, extroverted, self-confident, frequent adolescent scenes, disrespectful of rules, went to school, was reprimanded by the school principal.\n\nTeacher Intervention (Solution):\nasked her several times to return the atlas to me. After some time I ran out of patience, so I said we will go to see the headmistress. So we went to the principal's office, I accurately described the situation to the principal, and the student finally returned the atlas. However, I still did not consider the situation resolved. That same day, the pedagogical council was held and I demanded that this student get a two in behavior. For that, it was necessary that the teaching body voted for this decision, which happened and I was satisfied with this solution.\n\nOutcome:\nThe second day, June 30, was the handing over of certificates. I handed over the student's report card with the belief that she had a two in behavior, as we agreed at the meeting. After a while, she came to me excited that she got a first in behavior. I didn't understand how that was possible. In the end, the director made a different decision than what we agreed on at the meeting. I remember it turned me on a lot at the time. After graduating from school, the student came back to me several times, I was her favorite teacher. She managed to graduate from college and travel to a lot of countries, so she seems to be doing quite well.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: hudba\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "531", "student_age_year": "15 let, 9. ročník", "student_hobbies": "hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., matematika (SŠ), tělesná výchova (SŠ)", "teacher_practice_years": "25", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/858", "content": "TEACHING CASE STUDY\n\nBackground:\ndescribed the situation at the Secondary Vocational School, where we offer the courses Cook-Waiter, Confectioner and Sausage Maker, the study courses Gastronomy and Hotel Management. About 2 years ago, I organized a school trip in May for the 1st year of the Confectionery course. Since our students come from more modest circumstances, we chose a 2-day trip, as close as possible to the place of stay, in the cabin area. Before leaving, the pupils were instructed about behavior during extracurricular activities, including the prohibition of consuming alcoholic beverages. After a day trip around the beauty of the local area, we toasted burritos by the campfire and sent the students to the cabins at 10 p.m. At 10:30 p.m., all the cabins were checked to see if all the pupils were put to sleep and if they were fully occupied in the cabins. The next check took place an hour later, at 11:30 p.m. At that moment, one cabin lit up and we saw a girl collapsing through the window. Our response was quick. We immediately discovered a high degree of drunkenness on the part of the student, bordering on unconsciousness. We didn't wait for anything and called an ambulance. Just before they arrived, the girl stopped breathing. But the rescuers revived her and took her to the ward, where she spent 2 days. The rescuers immediately called the police. The police arrived in about half an hour and first interrogated us, the pedagogic supervisor. She did not find any wrongdoing, so she started questioning the students. They found out who gave the student alcohol and in what quantity.\n\nSituation (Anamnesis):\nThe girl was mentally disturbed, her parents' upbringing failed. The girl was in the foster care of her grandmother. She also suffered from anorexia. This situation occurred when she was 16 years old. The girls was an extrovert, but not very popular in class. More like an average student.\n\nTeacher Intervention (Solution):\nThe ambulance took the student to the hospital, where she remained in the hospital for two days. The police arrived at the scene and began to deal with the incident. Police interviewed witnesses and tried to find out where they got the alcohol and who sold it to them. They also conducted alcohol tests on other pupils. It was discovered that a friend, who was 19 years old, had bought her the alcohol.\n\nOutcome:\nThe student was ordered to have social supervision until she turns eighteen. She also received a three for behavior and a reprimand from the school principal. The student learned from the whole situation and never again consumed alcohol at a school event.\n\nStudent Profile:\nAge/Year: 1. ročník, 16 let, učební obor Cukrář\nHobbies: pečení dortů, sport\nDiagnoses: Anorexie\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "858", "student_age_year": "1. ročník, 16 let, učební obor Cukrář", "student_hobbies": "pečení dortů, sport", "student_diagnoses": "Anorexie", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "32", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/714", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student transferred to the school and has been very problematic since the beginning. He doesn't do anything at school, he doesn't want to learn, and it gets worse with age. We fight a lot with him, he doesn't even carry tools, he brings a textbook maybe once a week, he doesn't have notebooks at all. He doesn't care about anything, I've probably never seen homework from him. He has no authority, the parents have been called, but to no avail. When we begged her to convince him to at least carry the tools, she was unconvinced. She even wanted tuition concessions for him, but there is no reason. He went to counseling, but nothing showed up. He does not have basic knowledge in any subject, he has major behavioral problems. Disruptive, unruly, must sit in front. We tried to motivate him, but he doesn't enjoy anything. He is hard to get along with. An example of bullying, when one pupil was singled out from the group, the others mocked him, especially this problematic pupil. We had a class lesson, we were sharp, we thought he was the main culprit. Then two female classmates told us that the bullying started even before he arrived. The boy was slandered for being poor at home. When a troubled student came along, he wanted to fit in and joined in the taunting. We divided the class, the boys apologized and explained their behavior.\n\nSituation (Anamnesis):\nThe student comes from a family where he was adopted as an older child. He grows up as an only child and his parents do not set him up, he has a problem with authorities. He is a more problematic pupil, he practically never wears aids, does not participate in lessons, is disruptive, lies about homework and does not respect female teachers. The school tried to solve the situation with the mother, who is not willing to come to a solution. The mother requests concessions in teaching, but the teaching staff does not comply, because according to the counseling center she does not suffer from any learning disability.\n\nTeacher Intervention (Solution):\nThe teaching staff agreed that this pupil was responsible for the bullying. The class teacher asked the bully if everything was alright, but he didn't say anything. Observations and behavior indicated that he was the main culprit. Teachers have witnessed taunts and abuse. They convened a classroom lesson, spoke to the children and then to the problematic pupil who did not want to comment on anything.\n\nOutcome:\nThe result of the solution was not as the teacher intended. Classmates came out with the truth about bullying. The teacher called the boys part of the class and calmly talked to them about the situation. The boys told each other everything and apologized. In the classroom, the situation calmed down and the boys became friends again.\n\nStudent Profile:\nAge/Year: 14 let, 8.třída\nHobbies: hudba\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "714", "student_age_year": "14 let, 8.třída", "student_hobbies": "hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro první stupeň", "teacher_practice_years": "47", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/91", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher took the pupils to the school yard during class. Outside, however, the student did not maintain his attention at all. He was constantly talking very loudly with his classmates and being reprimanded did not help. Thanks to him, the whole class was unable to listen to the assignment of the prepared activity.\n\nSituation (Anamnesis):\nThe eighth grader shows signs of ADHD, but has not been diagnosed with the disorder. So the teacher's assistant is not assigned to him. Thus, the teacher has to manage the entire class in class and pay special attention to this student. These situations arise several times a day. Of course, the student's inattentiveness also distracts the attention of other classmates from the lesson. As I already mentioned, the student has no diagnosis. But his class is already used to him and they are often a great support for the teacher. He knows what works for him and what doesn't. They can advise the teacher on what is best for him.\n\nTeacher Intervention (Solution):\nOf course, every situation has an original solution to tame the student's hyperactivity. The teacher solved the specific situation very elegantly. She took a student to help her spread the cards on the floor. The student was therefore separated from his classmates, but still in the group. He couldn't talk and made the teacher's job easier. So the teacher promoted him to assistant teacher and the activity could proceed as planned.\n\nOutcome:\nThanks to separation from the group, the student calmed down and so did the whole class. So the teacher could calmly explain the rules of the activity. But after a while, the student started to come up with stupid things with the cards and the whole class laughed at him, and the teacher had to help him arrange the cards. In this case, the student's employment was not sufficient. The teacher told me after the lesson that it was not about separating the student from the group, but rather about his job. It is indeed extra work for the teacher, but if they come up with extra tasks for such a problematic pupil, the pupil is constantly occupied and the class can pass peacefully.\n\nStudent Profile:\nAge/Year: 13 let, VIII.\nHobbies: sporty\nDisorders: Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "91", "student_age_year": "13 let, VIII.", "student_hobbies": "sporty", "student_diagnoses": "", "student_disorders": "Hyperaktivita", "teacher_approbation": "Magisterské vzdělání; aprobace zeměpis, přírodopis", "teacher_practice_years": "23 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1458", "content": "TEACHING CASE STUDY\n\nBackground:\nusually don't have a problem with the pupils' seating arrangements and I let them sit where they want and with whom they want. When there is a problem - for example, when students are having fun with each other and are not paying attention, I move them. On the first day of school, I saw the students of my new class for the first time and, as is my habit, I let the students sit anywhere. I gradually got to know them, remembered their names, observed their behavior, etc. For the first weeks, it seemed that the meeting order was working. The students were good, they at least had fun in class and worked. The student sitting alone in the last bench was often bored during the lesson - although he did not disturb the lesson, he did not have fun with other classmates, but he did not work as he should have. I often had to go to him saying that he should work, what should he write in his notebook.\n\nSituation (Anamnesis):\nI, the former class teacher and the other teachers tried to be very considerate of the pupil and not to make too many demands and to accommodate the boy (Even in terms of where he wants to sit) - because his father passed away a few months ago and his mother is often away from home . So the boy is very often looked after by his grandmother.\n\nTeacher Intervention (Solution):\nOnce, due to changes in the schedule, we exceptionally had to move to another classroom, which had a slightly different arrangement of desks, and for the student, his favorite back desk was not here and he had to sit in the front. In that lesson, I noticed that the student works better than usual, he writes down everything on the board in his notebook, pays attention and even reports himself. I was surprised by the student's behavior. During the next lesson the following day, the student was sitting in his favorite place again and everything was in the old ways - he wasn't paying too much attention, I had to warn him that he should write in his notebook and work. During the next lesson, I transferred the student to the first desk, where he remains to this day. The pupil did not agree at first and may still disagree today. He probably feels most comfortable in the back bench, but it doesn't help him.\n\nOutcome:\nIn the first desk, the student tries harder, writes, reports - even if his answers are not always correct, you can see that he is paying attention and wants to understand the topic. As a result, his achievement across subjects also improved. I am very sorry that I did not seat the student closer to the blackboard earlier. According to the former class teacher, he was described as a student who tries less and doesn't enjoy school much and always sat in the back benches.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Transfer of student \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1458", "student_age_year": "11 let, 6. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. Teologické nauky a teologie  Didaktik společenských věd pro 2. stupeň ZŠ", "teacher_practice_years": "10", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/182", "content": "TEACHING CASE STUDY\n\nBackground:\nThe described situation concerns a student who was 16 years old at the time of the incident and was entering the second year of a four-year high school. The student was known at school for her specific behavior and appearance. She could often be smug and insulting, not only towards her classmates but sometimes also towards the cantors. At the same time, however, she tried to appear well-read and intellectual. She never admitted that she didn't understand something or that she wasn't good at something. She wanted to be the center of attention in any company. She stood out at first glance with her dressing. She always wore wide cloth pants and rather specific tops. Normally one wouldn't notice such a thing, after all it wasn't anything outrageous or tacky, but over time it became clear that the reason the schoolgirl was wearing this outfit was simple. She wanted to impress, maybe even shock in some cases.\n\nSituation (Anamnesis):\nThe origin of her behavior is almost exemplary, we can find it in her family, which can be euphemistically described as dysfunctional. The father left the family a long time ago, the mother often quarreled with her daughter, and her siblings, who were from another marriage, practically did not communicate with her. He didn't learn more about her family because even the professor telling this story didn't know more details and it wasn't appropriate to speculate. The collective of her class was also specific. A number of weirdos were found in it (in a positive way). This was perhaps the student's great luck, as the classroom atmosphere was very pleasant and, above all, tolerant. Elsewhere, an eccentric and hot-tempered student might have been threatened with bullying, but this was not the case here. However, it must be admitted that she did not make many friends here. The rest of the class rather avoided her because they couldn't find common ground with her. It is worth noting here that the professor noticed during the lessons that the boys in the class, in particular, made insinuations about the student, to the effect that this girl is strange and always says something nonsense. One such sentence was, for example, the statement: \"It will be something...\n\nTeacher Intervention (Solution):\nBefore we start with the description of the incriminated moment itself, we should also say something about our professor, who describes this case study. She was and still is the most tolerant professor at this four-year high school. He promotes modern approaches to teaching at every opportunity. He lets even older students play during lessons and thus learn, requiring creativity from the students. The students can even call her by her first name, if that's more comfortable for them. She entered the classroom and started the lesson. It was already the umpteenth lesson of the day, the students were no longer completely rested and fatigue was evident in their approach to the lesson. She tried to break up the class and was quite successful. I can't remember exactly what the fabric of the watch was, but that's not that important. In any case, she wanted to know the opinion of the pupils, what they thought about the given issue. I always try to talk and force the students who look the most bored and tired to be active. Today I know that the student had already had one argument with the professor, and even earlier she had an argument with her mother, so she was very irritated. However, she could not have known that at that moment, I simply saw a student who looked displeased, was stretched out on a bench and was chewing. I never had a bad relationship with the student, I tolerated her moods and she was never excessively rude to me. However, when I confronted her with the question that day, she reacted very rudely. I can't remember the whole dialogue exactly, anyway, the student said something rude, and she was talking to me about everything. The rest of the class was as if scalded, everyone understood that the student had crossed all boundaries. She abused my tolerant attitude and behaved inappropriately. I had to react, but at that moment I didn't realize how important my reaction would be. I don't remember exactly how I answered, anyway I brushed the student off. I felt a sense of satisfaction from the reaction of the class. As if they thought someone had finally shown the girl what would happen if she went too far. The class continued and nothing else out of the ordinary happened. The student was quiet and did not show herself anymore. On the other hand, I began to realize my mistake minute by minute. I should have reacted differently, of course I had to warn her about her mistake, but I behaved accordingly. I could say this to my peers, but not to a student. The worst part was that the situation happened in front of the whole class. I realized that I couldn't leave it like this. Right after the lesson, I went to see the student and we clarified the whole situation. I started by apologizing for my actions. This obviously calmed the student down a lot, as she was affected by the conflict more than it might seem at first glance and my apology meant a lot to her. She explained to me why she was so irritated and what had happened to her. This was information I did not have before and I now regretted my actions even more. At the end of the entire conversation, which lasted only a few minutes, the student also apologized to me for her behavior. I appreciate that a lot, because it was clear that she is also aware of her mistake.\n\nOutcome:\nToday, with hindsight, I know that I should have proceeded differently. I am glad that I went to the student right after the lesson, I did not wait several hours or days, I immediately tried to save this unfortunate situation. This may have helped the relationship between the student and me, but not the relationship between the student and the class. If I could go back the whole class today and behave differently, of course I wouldn't react to the stubborn girl with a counterattack in the first place. Of course, I could not go through a similar situation without reacting, but I could, for example, ask the pupil not to behave like this or reprimand her for her actions. As for my private conversation with the student after class, I would also like to change and correct it. It would be best to \"conflict\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník čtyřletého gymnázia\nHobbies: Móda, vzhled, snaha o extravagantnost\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Disrespectful communication, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "182", "student_age_year": "16 let, 2. ročník čtyřletého gymnázia", "student_hobbies": "Móda, vzhled, snaha o extravagantnost", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magistr, aprobace pro střední školy (dějepis, zsv)", "teacher_practice_years": "5", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/876", "content": "TEACHING CASE STUDY\n\nBackground:\nhad this class for the first time. Here I noticed one student who was very distant from the group. He was not very active in my classes. When he was asked, he answered correctly but very evasively, looking at the ground. After some time, his absenteeism started to grow. At first, according to the class teacher I asked, she was excused. But there were more unexcused absences, which grew exponentially. The class teacher came to me after about two months to see if I could find out what was going on. I decided to conduct a so-called social analysis through a sociogram in the class. It was very difficult to process, but it helped me a lot to reveal the relationships in that class. In order for it to work well and for me to continue working with it, I had to ask the class to be as specific as possible and not be afraid to write my names there. Because otherwise I wouldn't have discovered who is being bullied in class, who doesn't go there and who they talk to during breaks, etc. In return, I told them the general conclusions from my investigation, but I didn't say specific names. Thanks to this Social Analysis, I confirmed my assumption that when the boy is at school, he stays away from others and does not socialize with anyone.\n\nSituation (Anamnesis):\nBoy, 13 years old. He behaved aggressively and aggressively in class and did not lend things to his classmates. He did not communicate with them and had no desire to socialize. He started refusing to go to school. His absences grew very quickly. Second A class was uneventful. You sat together very well as a team. They worked together and wanted to help their classmate socialize among them. But they started to get annoyed when the given student was aggressive towards them and behaved aggressively. According to the survey, some claimed that they were happy not to go to school. Others, however, never gave up on him.\n\nTeacher Intervention (Solution):\ninvited the boy to my office. Here we started discussing the causes of his truancy. I told him that his standing in the class was very bad. He told me he had no friends there and didn't want to go there. That he feels uncomfortable there. He was better when it was covid time and he could sit at home and not have to be in class with his classmates. In the investigation, I even found out why his position in the class was so bad. The boy was aggressive, aggressive and did not lend things to his classmates. I told him all these reasons and he denied them. So the next day I invited his parents to school. So that we can start looking for a remedy for his truancy together. Thank god his parents were very educated people, both were lawyers. But this revelation had its pros and cons. The downside was that when the boy listened to those cases from his parents at home and was guided to such and such a certain way of behavior, then it appeared that he was so aggressive at school. The advantage is that his parents were intelligent, so they understood that it was important for their son's life to socialize. To like to go to that school, to get some place in that society. So, on my advice, they started working with him more.\n\nOutcome:\nAs a result, the parents started working with him more at my request and by really understanding how important it is for their son to socialize and go to school. They began to pay more attention to their son and explain to him all possible pitfalls. The boy slowly began to improve. I'm not saying that he started to be the darling of the team, but in that graduation class he started to get involved in absolutely everything. He started to enjoy going to school and his absences decreased. The cooperation with the parents and the fact that they realized that their upbringing was so individualistic and even egoistic helped a lot in the solution. That they watched over him alone at home and did not see him in that team, and then he behaved in that team the way they showed him at home and it didn't work. When the parents realized this and saw it with their own eyes, they changed their parenting style and thus helped him. He began to see that the change in behavior and socialization in that collective was working and he was very happy and grateful for it. He then successfully graduated from high school.\n\nStudent Profile:\nAge/Year: 13 let, Sekunda\nHobbies: Sbíral staré mince\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "876", "student_age_year": "13 let, Sekunda", "student_hobbies": "Sbíral staré mince", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. Jazyk český a literatura, Historie, OV – Základy společenských věd", "teacher_practice_years": "35 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1269", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student has a problem with attention. In class, he has a constant need to disturb other students around him, even if they themselves are not interested in it and his behavior itself disturbs them. The student loses friends and others give up on him and lose interest in him. He has had this problem since about the sixth grade and it only got worse with puberty. No one wants to sit with him on a school trip, no one wants to be in the cabin with him. He also lost his best friend and often sits alone. However, he is not bullied. He is one of the stronger individuals. He can return things with interest, and no one wants to make an enemy of him. He himself belongs to the richest students at the school and pokes fun at students who are significantly worse off - they have older mobile phones, clothes, etc.\n\nSituation (Anamnesis):\nThe student has two other older brothers who were at the same school and their disciplinary problems were significantly worse. Their father is a businessman and their mother does not have a career. Children are important to the family, and in the case of solving the problems of the boys with their parents, the parents were always kind, but the problem and their intercession did not improve or change. Only the father always goes to class meetings. Sons want to be respected but have trouble respecting anyone else. It is difficult to earn and build respect with them.\n\nTeacher Intervention (Solution):\nThe student's behavior was repeated and so were the solutions to the situation. During a direct confrontation, the student always acknowledged the mistake, said that he was very sorry, that he knew that he was like that, that he would try to change it, that he would try to improve and nodded his head, but then he did not transfer all this regret into practice. Other such attempts at correction followed, but were also without success. Prevention methodologists also tried to solve the situation, but also the class teacher, who threatened him that he would not go on a trip, etc. However, even then, the student simply cannot help himself and it is his own intuition that wins over him. The problem is solved with the parents and the school management, which reprimands the pupil. The student receives a reprimand from the school principal repeatedly. This measure will calm things down for a few months, but it will not solve the situation, because the pupil will receive a reprimand only in the mid-term and at the end of the year and will almost forget about it during the course.\n\nOutcome:\nThe biggest punishment for the student's behavior is that he bears the consequences for his behavior and begins to realize that he has turned the entire class against him, which excludes him from the group. Regular reprimands from the school principal also helped, they didn't completely solve the situation, but they helped to de-escalate the situation. The student is now in the ninth grade and most likely his disciplinary problem in elementary school will not be fully resolved.\n\nStudent Profile:\nAge/Year: 14 let osmá třída\nHobbies: Sport\nDisorders: Nevhodné chování,Rušení výuky,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1269", "student_age_year": "14 let osmá třída", "student_hobbies": "Sport", "student_diagnoses": "", "student_disorders": "Nevhodné chování,Rušení výuky,Nepozornost", "teacher_approbation": "Dějepis pro druhý stupeň a čeština pro první I druhý stupeň", "teacher_practice_years": "30", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/787", "content": "TEACHING CASE STUDY\n\nBackground:\nIn this boy's class, children are assessed every lesson and break. Their behavior and work in class is evaluated. This system works in cooperation with parents. The school relies on the family to set up adequate rewards or sanctions for the smileys with which the children are evaluated at school. At the end of the day, after being notified of a bad grade, this boy stormed out of the classroom, where he then yelled and cursed at whoever was responsible for not being able to ride his bike this afternoon.\n\nSituation (Anamnesis):\nThe student is friendly in the class and has one good friend. He also does not avoid ambiguous jokes and sexual allusions, but usually he does not direct them against anyone, rather he tries to draw attention to himself. He works differently in class, he usually gets a bad grade for being disruptive in class.\n\nTeacher Intervention (Solution):\nThe moment he ran out into the corridor, I sent an assistant after him and focused on the rest of the class. When he calmed down, we talked to him about the fact that he is responsible for his behavior and its consequences, although he listened, he did not react, he was still focused on the punishment that awaited him at home and that he would not be able to ride her bike in the afternoon.\n\nOutcome:\nUnfortunately, angry exits in case of dissatisfaction are repeated until now. It is not possible to find a way to prevent them, for now we always try to make sure that they disrupt the teaching as little as possible and no one, including him, comes to harm.\n\nStudent Profile:\nAge/Year: 4. třída, 10let\nHobbies: auta, kreativita, stroje, chov králíků\nDiagnoses: ADHD\nDisorders: Vulgární vyjadřování,Provokace,Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "787", "student_age_year": "4. třída, 10let", "student_hobbies": "auta, kreativita, stroje, chov králíků", "student_diagnoses": "ADHD", "student_disorders": "Vulgární vyjadřování,Provokace,Emoční labilita", "teacher_approbation": "Mgr.", "teacher_practice_years": "3 roky", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/415", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher came to the math class. It was the first lesson. At first everything was fine, but later one of the students got sick to his stomach. The teacher went to the student to find out what was wrong with him and if he needed to call for help. The pupil smelled of alcohol. The student admitted that he drank a bottle of vodka with a friend before class.\n\nSituation (Anamnesis):\nThe student comes from a complete family. He lives with his mother, father and older sister. Parents own a construction company and often work long hours. He has a very good relationship with his sister. He belongs to the smart students. He has no problems with studies or behavior. He is a successful solver of physics and mathematics Olympiads. He wants to continue his studies at the gymnasium. He gets along very well with his classmates. He is popular in the team, has many friends, whom he often helps with assignments and study.\n\nTeacher Intervention (Solution):\nTwo classmates helped lead the student to the guidance counselor's office. Together with the teacher, she called the mother to come to the school for the student and take him home. The next morning, the pupil and the teacher came to the guidance counselor's office, where they talked with him. At first, the student did not want to admit why he and his friend drank before class. But then he said that his sister had left the house to go to college and he wanted to get her attention to come home. The parents visited the guidance counselor together with the pupil and promised that while the sister was in the boarding school, they would be at home with him more often. As the consumption of alcohol was the first time and did not happen again, there were no further penalties.\n\nOutcome:\nThe student admitted the mistake. Since then he does not drink alcohol and is again an exemplary student.\n\nStudent Profile:\nAge/Year: 14 rokov, 9.trieda\nHobbies: počítačové hry, futbal\nDisorders: Alkohol\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "415", "student_age_year": "14 rokov, 9.trieda", "student_hobbies": "počítačové hry, futbal", "student_diagnoses": "", "student_disorders": "Alkohol", "teacher_approbation": "chemie, přírodopis", "teacher_practice_years": "34", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/252", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher informed that the student's problematic behavior started already during the first period, when due to the covid situation, teaching was only possible in an online environment. The pupil did not want to join the online class or claimed, for example, that she did not have a microphone. These and similar problems began to appear. It was said that the teacher offered her help - the school can lend her a microphone and other equipment that would solve the difficulties associated with non-contact teaching. At the same time, she was clearly told that she had to participate in the lessons. This situation worked for a while, but after some time, in the period before Christmas, the pupil participated in the lessons very rarely and therefore the teacher spoke to her again. She told her that if it continued like this, she needed to contact her parents. It seemed that the situation was fine again until around January, but then the pupil stopped communicating again. The teacher again contacted the mother, the psychologist and the other teachers and asked them if they had the same problem with the pupil, to which they replied that yes, with the fact that she was able to hand in all the assignments and work, but was not involved in communication. The mother claimed that, of course, she checks the student and sees that she is really on the computer, but she and the teacher agreed to contact the school psychologist. The teacher and her other colleagues agreed that they would not trouble the pupil unnecessarily. She handed in assignments and other work on time and, for example, she had excellent skills in the Czech language. That's why they didn't summon her and gave her time. But the teacher was sorry that she was losing her ability to speak, especially in the English language, so she offered the pupil individual lessons. The pupil accepted this offer and even showed an active interest. According to the teacher, after returning to school, the pupil was silent, but after graduating from the school in nature, everything returned to normal and the pupil was able to communicate again both in class with teachers and with other classmates.\n\nSituation (Anamnesis):\nŽačka was born into a complete family. Her parents are supportive and interested in her. Žačka is very friendly, extroverted, mature and likes to spend time in company. She has not been diagnosed with any behavioral disorders. As far as school performance is concerned, the student can boast above-average results, especially in humanities subjects.\n\nTeacher Intervention (Solution):\nThe interview with the teacher showed that she started to solve the situation as soon as the student stopped communicating. First, the pupil was offered help that would solve the problems associated with connecting and participating in teaching in an online environment. Because the problems continued, the teacher decided to talk to the pupil, the psychologist and contacted the parents. There was no long-term improvement, so she decided to let the pupil have her freedom and offered her individual lessons.\n\nOutcome:\nSince this is a relatively long-term problem situation, it is not entirely appropriate to talk about short-term results. In the end, however, everything returned to normal and during the problematic period it was possible to support communication from the pupil, at least somehow.\n\nStudent Profile:\nAge/Year: 13, prima-sekunda\nHobbies: Anglický jazyk, kreslení\nDisorders: Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "252", "student_age_year": "13, prima-sekunda", "student_hobbies": "Anglický jazyk, kreslení", "student_diagnoses": "", "student_disorders": "Bariéry v komunikaci", "teacher_approbation": "magisterské", "teacher_practice_years": "22", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/70", "content": "TEACHING CASE STUDY\n\nBackground:\nheard stories about the situation that arose at the level of the student's behavior even before he came to the second grade, and the experiences of other colleagues were really extensive. When I had to go to teach this class, I felt nervous about what was waiting for me there again. I remember in particular one of the lessons I taught in this class. I entered the classroom and began to find the missing students, noticing that the student had spread his legs on the desk and was smiling cheekily at me. He addressed me: 'Hello teacher!' with a mocking tone of voice. I told him to please put his feet off the bench and get things ready for class, to which he did not respond at all. I warned him a second time, which he obviously didn't like. He responded to my warning by shouting: 'I will do what I want here and you have nothing to order me around!' I suggested and asked him to come help me and read the assignment to us, but his behavior worsened and he started clowning around and showing off in front of the whole class. I asked him for the student's book, but the student refused to present it to me and continued to disrupt the class.\n\nSituation (Anamnesis):\nThe pupil's behavior was probably not influenced by his family background. The student had a younger sister who, unlike him, was an obedient and good student. He came from an orderly family where he was provided with sufficient care. The parents cared about the student and tried to change his behavior. The pupil was not very popular within the collective of the class, but sometimes someone laughed at his remarks, which could be mainly due to the pupil's fear of being antagonized. He was a leader and liked to tell others what to do. He was known at school for his backbiting, clowning and general disrespect for teachers. He was not interested in any subjects, his grades were average, but I believe that with a little effort he would be among the better students.\n\nTeacher Intervention (Solution):\nreacted to the student's behavior at the beginning of the lesson with clarity and calmness. I urged him to put his feet down from the bench and get ready for class. However, the student did not respond to my admonition. After the second reprimand, the pupil had an aggressive reaction with a defiant attitude. By changing the activity, I wanted to make the student concentrate on the lesson and calm down. So I suggested that the student read the task to us, and with that I wanted to give him space for his self-realization. He didn't want to show me his student book and by the end of the class his behavior had not improved. After the lesson, I called the student to me and wanted to talk to him about his behavior and tried to find a way to make the lesson more interesting for him. I suggested that he think about what activities and activities would interest him. But his answer was: 'For me, time at school is killed.' I repeatedly tried to start a conversation with the student, understand him and give him the opportunity to talk and open up to someone, but the student remained stubbornly silent, showed no signs of interest in changing his behavior and refused my help.\n\nOutcome:\nAfter our conversation after the lesson, the student's behavior did not change. He continued to behave provocatively and aggressively not only in my classes but in everyone else's as well. The problems persisted, he no longer wanted to cooperate in class and disrupted the peaceful course of the lessons. I tried repeatedly to start a conversation with him, but he refused to communicate. Fortunately, the pupil no longer studies at our school. Unfortunately, this was one of the few cases where I was unable to resolve the behavior problem.\n\nStudent Profile:\nAge/Year: 14 rokov, 8.ročník\nHobbies: Cross motorky\nDisorders: Vulgární vyjadřování,Odmlouvání,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "70", "student_age_year": "14 rokov, 8.ročník", "student_hobbies": "Cross motorky", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Odmlouvání,Vykřikování", "teacher_approbation": "PaedDr.", "teacher_practice_years": "15", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/804", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was the beginning of the school year and the school was still in full swing. There was a bit of confusion as to what class it was, and with the arrival of new pupils to the second grade, the confusion is always a bit bigger. At the school, we have established a division of classes when there are over 25 pupils. So I taught half of the ninth grade, when in this particular half there is a pupil with disciplinary problems and the assistant is in charge of him. The assistant is not only in the class for him, but also for another student. As always, I started the history lesson by reviewing the material using my version of the AZ-quiz. On the back of the board, I wrote the first five letters of the terms I will be asking about. Since I have been practicing this activity for many years, the students knew what would follow. The assistant was not in the class at the moment, because she was dealing with something in the principal's office and joined the class later. While I was at the blackboard writing letters, I heard someone loudly clicking a pen around. I peeked out from behind the blackboard and lightly yelled at the student to stop it, that I would take care of everyone right away. He muttered something to himself and continued clicking. I wrote down the concepts and turned the board over. This stopped the student for a while, but as soon as I asked about two concepts, the clicking of the pen started again. I followed the student to the back bench and asked if the clicking of the pen was necessary. To that he replied that as it is, he has nothing to do. When I looked in his notebook, I found that he didn't have a single answer. In order not to solve the problem in front of the whole class, I took the student aside in the corridor and asked what was going on. I was told that nothing. I asked if he felt uncomfortable that he didn't have an assistant there who always sat next to him. He nodded ostentatiously and said that he couldn't concentrate completely without supervision and that was why he was a distraction. I sent him back to class and went to the principal's office to get the assistant, who luckily was already on her way to class.\n\nSituation (Anamnesis):\nThe student is in the ninth grade and is already in his fourth year at the school. Already in the sixth grade, he was sent to a pedagogical-psychological counseling center, where he was recommended an assistant because of his problems with authorities and also tendencies towards disciplinary problems.\n\nTeacher Intervention (Solution):\nThe same pupil problems have been common over the years. Most of the time, however, an assistant sits with him and tries to keep the situation calm. I must say that the student could see the sincere joy of the interest shown.\n\nOutcome:\nIn the following lessons, the assistant was always with the pupil, but we both saw less progress in his behavior. There were no major interruptions in class, and if I asked him something, he didn't always get the best answer, but it was within the range of decent behavior.\n\nStudent Profile:\nAge/Year: Druhý stupeň, 6. - 9. ročník\nDiagnoses: Poruchy opozičního vzdoru\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "804", "student_age_year": "Druhý stupeň, 6. - 9. ročník", "student_hobbies": "", "student_diagnoses": "Poruchy opozičního vzdoru", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "Mgr., dějepis a český jazyk", "teacher_practice_years": "30 let", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/132", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were two groups of girls in the class who had very bad relations with each other. The girls from the individual groups did not meet, have fun, or make friends in any other way. Each group had its own leader: one group was led by a pupil, the other by another pupil. Between these two groups there was mutual backbiting and behavior bordering on chica or cyberbullying. The student was more popular among the girls, which the other student did not take well. Once the mother of a student came to school to complain that the girls were bullying other students. So the class teacher immediately involved the class in the anti-bullying program and began to actively address the situation. However, the program found that bullying does not occur. After a year, the mother again called the pupils at school to say that the bullying was happening again and that her daughter was getting threatening text messages from her classmates, this time that the boys were joining in as well. There was also mutual communication between the parents of the two girls, but without a general result.\n\nSituation (Anamnesis):\nThe collective in the class consists of 15 girls and 7 boys. The girl lives in a complete family, she has two younger brothers.\n\nTeacher Intervention (Solution):\nQuestionnaire investigation regarding bullying, interviews with parents and pupils themselves, participation in an anti-bullying program, or consultation with a professional assistant. The class teacher again conducted a questionnaire survey and interviews with individual pupils, but nothing proved bullying. A few weeks later, the class went to a school in nature, where no problems appeared. However, after a while, the mother complained about the bullying again. There was another round of questionnaire investigation, interviews, anti-bullying games, but nothing was proven. Even the pupil herself denied that something like that had happened.\n\nOutcome:\nAs a result, the mother decided to send her daughter to another school, although the bullying was not proven in any way and was not observed by any of the teachers.\n\nStudent Profile:\nAge/Year: 13 let, 8. třída\nHobbies: tanec, zpěv, jízda na koni\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "132", "student_age_year": "13 let, 8. třída", "student_hobbies": "tanec, zpěv, jízda na koni", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ, RJ-ZSV", "teacher_practice_years": "28", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/301", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation that the teacher decided to share was about one class as a whole. She describes how, during her practice, she once taught an entire year of chemistry for four years and mathematics for half of the year. Although she was not the homeroom teacher of any of the classes, she developed a very good relationship with the students through frequent contact. According to her, the relationships were even so deep that individual students sometimes confided in her about their school and extracurricular problems. With the class where she taught both subjects, the relationship was stronger, and on the other hand, the class where she only taught chemistry was slightly problematic at first. But even here, after timely intervention, everything seemed fine. At the gymnasium, students choose a class with a focus for the last two years. It means that the classes are partly mixed. When the classes got mixed up, she thought she'd be among people she knew, but they'd come a long way in those two years. She didn't know what it was, but they were an absolutely ill-mannered bunch.\n\nSituation (Anamnesis):\nThe basic characteristic of the newly created class was the students' belief that they don't have to do anything, they can do everything their own way and that they have the right to do anything at any time. He describes his experience with this new class as being able to normally, when you're standing there, pick up your cell phone from the desk and do whatever they want there. They were able to pull out a baguette and start eating normally, they were able to rub their backs, that was their favorite, they would normally sprawl out and scratch the back of whoever was sitting in front of them. No one, neither she nor the rest of the teaching staff who had similar experiences with this class, knew what to do - how to motivate this class and get them to cooperate? She was convinced that this result went to the class teacher, who excused all inappropriate behavior from the children. He forgave everything, they didn't have to do anything, he didn't have any demands on how they behaved, and she thinks that the mark of a high school student is also some social level, some social behavior. When asked if there was any reason for provoking her or other individual teachers, she responds that she was not aware of anything and that she is convinced that she herself did not give them any reason for provoking them, especially considering the previous very good relations. For a comprehensive idea of this group, it should be added that the teachers agreed on about twelve individuals who caused this atmosphere between the teachers and the class.\n\nTeacher Intervention (Solution):\nThe first attempt to solve this problem was to gently but forcefully let them know and explain that there are some rules of decent behavior. However, the students refused to accept these rules for a long time, yet she and the other educators did not stop demanding them. According to her, the students did not understand the rules presented to them at all, or at least they pretended not to understand them. And why does it bother us that we shimmy our backs? Why can't I eat when I'm hungry? – these were questions that teachers had to answer often and endlessly. At one point, after several months of education about (in)appropriate behavior, she ran out of patience and impulsively tried to solve the problem with shock. When they spread out for her again and started unpacking and eating a snack, she normally sat down in a chair, put her feet on the table and started drawing. And he says: There is no hour for me, if we can all do what I want, then I will all do what I want, I hate you. In the following hours, when one of the students again took out a cell phone or a snack or started behaving in an inappropriate way, she stopped teaching and, like the students, started doing what she wanted at that moment. At the same time, she demanded everything from the students, as if she had discussed it with them in class - this material was in the tests and the students had to be able to use it. He also emphasizes that there was a need to focus on those problematic twelve students. She describes that her goal was to make these individuals feel embarrassed in front of their classmates, which she says in retrospect that she doesn't know if she succeeded. Particularly strict rules were introduced for the class, which could not be exceeded. In particular, it was necessary for the teachers to control absenteeism, i.e. that if anyone exceeded a certain percentage of absence in any subject, he was uncompromisingly ordered to take a board examination. Furthermore, the rules regarding tests - if the student deliberately missed the test, he was not given the opportunity to retake it another time.\n\nOutcome:\nThe situations where she did not teach certain classes due to inappropriate behavior and ordered self-study lasted a long time, almost the entire school year, while the frequency of hours spent in this way slowly decreased. After a long time, actually only during the fourth year with consistent enforcement of all the set rules, it wore off and with visible self-denial they followed some rules, even if they rolled their eyes and so on. Mobile phones were mostly hidden, students did not eat during class. At the very end of this long run, they sometimes even asked what interested them about the subject. This state seems to be a successful solution to the given inappropriate behavior, however, she evaluates it contradictory. She always left that class in a state of euphoria because it totally recharges me, but I have to tell you that I didn't like going to that class, even though everything was fine by the end, and even sometimes when she saw that there they're the biggest scumbags, and she knew it was going to be stupid again, so she said to herself: And fuck it, they're here. She describes that although the military approach agreed upon by the teachers bore fruit, she never felt good about the situation and that all was well. It was not for me and certainly not for them with the joy that I have at other times. When describing the results of the teaching staff's efforts to rectify the situation, they also got to the graduation ball of this class, during which she learned from one of the students that he perceived the situation as critical, especially at the beginning and during the seventh year, and he already perceived the octave well in terms of relationships. However, even the other teachers were not satisfied with the situation in the classroom during the strict adherence to the rules - she quoted a colleague who said after graduating this year: This is the first time I looked forward to never seeing them again. And she confirms that she was also uncomfortable with them until the last day.\n\nStudent Profile:\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Agreement, Working with the collective\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "301", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Vysokoškolské – pedagogická fakulta, obory matematika a chemie", "teacher_practice_years": "31", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1030", "content": "TEACHING CASE STUDY\n\nBackground:\nam a class teacher in a special class for pupils with support measures. I have a student here who constantly does not fulfill his duties, he has inappropriate behavior towards his classmates and towards me as a teacher (he jumps in, doesn't let me finish, when I reprimand him for something, he mumbles threats and obscene words about me under his breath), he is forgetful and careless is preparing for classes, he has already received four reprimands from the class teacher (inappropriate behavior, forgetting and careless preparation, failure to fulfill school duties), then four reprimands from the class teacher, and in two cases there was even a reprimand from the school principal and a subsequent deuce for behavior for constant forgetting and non-fulfilment school duties. The worst lapse in his behavior was when he painted a picture of a man being dismembered by a devil cook in art, with the man named as his classmate and the devil cook named as him. From time to time, he has an onset of aggression, when he starts clenching his fists, making a murderous face, occasionally banging on the table.\n\nSituation (Anamnesis):\nThe student has a mild mental disability, ADHD, dyslalia, a disorder of the expressive component of speech, restlessness, perception disorders on the organic terrain of aggression.\n\nTeacher Intervention (Solution):\nMy solution is still not good, I tried to solve it after a good time, when I talked to both parents and myself, so that they help with the preparation at home, so that he does not forget things, that they should be prepared with him in the evening, so that he gets used to preparing them and he was fine. However, this agreement with the parents was not beneficial, because nothing changed, even though I expected it, because the parents do not check the homework, do not sign the student book, do not pay the contribution to the SVP, communication is insufficient and their education is inconsistent. When the conversation with the parents and myself didn't work, I had no choice but to give the class teacher admonition, the class teacher's reprimands, and finally suggest the school principal's reprimand and a behavior grade, unfortunately it had no effect. Fortunately, the incident with the picture of the devil chef did not happen again. I continue to catch the onset of aggression, which I solve by stopping talking to him so that he calms down.\n\nOutcome:\nthink that the problem has no solution, because he does not see authority in anyone and has his own head. His parents don't have time for him at home because his mother works 12-hour shifts and his father works in a construction company. Alternating care encourages even more forgetting and sloppy preparation. I only accept image situations that have not recurred as resolved.\n\nStudent Profile:\nAge/Year: 15 let, 8. ročník ZŠ ve speciální třídě\nHobbies: dějepis\nDiagnoses: Lehké mentální postižení\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Consequences, Interview\nImplications: Failure, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1030", "student_age_year": "15 let, 8. ročník ZŠ ve speciální třídě", "student_hobbies": "dějepis", "student_diagnoses": "Lehké mentální postižení", "student_disorders": "", "teacher_approbation": "Mgr. – Speciální pedagogika", "teacher_practice_years": "13", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure, Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/327", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was a writing lesson, they were supposed to write one letter, the student cut himself and that's it, he started rolling on the desk. I left him alone for a while, because sometimes it happens that he starts working again on his own, but that didn't happen.\n\nSituation (Anamnesis):\nThe student has autism and ADHD. Honestly, I don't notice much ADHD in him, as far as I know, it is much worse in other children, but in my opinion he has a rather severe form of autism. In the case of a student, this manifests itself in the fact that he often does not cooperate, he is stubborn and when you force him to do something, it does not lead anywhere, he simply has his own head. That could be overcome, but what is worse for me are his negative thoughts and words. He often talks about death, about the homeless, that he would like to be like that too, that he is useless and no one likes him, which is not a good thing to hear from anyone, let alone an eight-year-old boy. He is fascinated by snakes, octopuses, spiders and often how these animals manage to kill.\n\nTeacher Intervention (Solution):\nI took him with me to the office, where we were alone, we had peace of mind and did not disturb the other children in the class, and here he already wrote the letter in peace. Then we went back to class and he worked with the others again. So he has everything written down and rarely needs to write anything at home.\n\nOutcome:\nThis was definitely a short-term solution, every student's situation is different and even if we managed this situation well, we didn't manage a similar situation so well the next lesson.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída ZŠ\nHobbies: nebezpečná zvířata  jedovatí hadi, jedovatí pavouci), chobotnice, vesmír, kapitán Nemo\nDiagnoses: Autismus,ADHD\nDisorders: Vulgární vyjadřování,Neposlušnost,Rušení výuky,Ničení majetku,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Selfdestructive behaviour\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "327", "student_age_year": "8 let, 2. třída ZŠ", "student_hobbies": "nebezpečná zvířata  jedovatí hadi, jedovatí pavouci), chobotnice, vesmír, kapitán Nemo", "student_diagnoses": "Autismus,ADHD", "student_disorders": "Vulgární vyjadřování,Neposlušnost,Rušení výuky,Ničení majetku,Verbální agresivita", "teacher_approbation": "VŠ ekonomická – titul Ing.", "teacher_practice_years": "1", "problems_annotated": "Nonverbal disruption of lessons, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1472", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to our school during the 8th grade. Since starting school, she was very quiet, did not make contact with her classmates. During the winter, I started to notice that he only goes to school in a sweatshirt and canvas sneakers. When I asked her why she didn't dress warmer, she replied that she was warm. During the lesson, she lacked aids. However, she was very skilled in the subject matter. I also began to doubt the authenticity of some of their excuses. In physical education class, she did not specifically practice swimming and sat \"behind the glass\" instead of teaching\n\nSituation (Anamnesis):\nA 14-year-old girl, a student in the 8th year of primary school – a quiet girl without friends, with a poor social background, a problem with finances in the family, abused by a family member, parents addicted to drugs.\n\nTeacher Intervention (Solution):\ncalled the student to my office after the incident, after a short while she admitted herself that she had stolen the phone and handed it over to me. As the reason for the theft, she stated that she was envious of her classmate's phone, that she had never had anything like it and would never have one. After talking with her, we called her parents to the school, who unfortunately did not show any effort to solve this problem. After the umpteenth challenge, the student's mother came to the school. It could be seen on the mother that she had consumed narcotic or psychotropic substances, and that she was not interested in her daughter. After this visit, we contacted the educational counselor at our school, with whom I discussed the problem. We agreed that the best solution would be to contact social care immediately so they could look after the family.\n\nOutcome:\nAfter contacting social care, the problem of the family background immediately began to be solved. The student lived with parents who were drug addicts, there was frequent domestic violence at home and the student was also sexually abused. Social care, she took the girl out of care. They contacted her grandparents, who showed an interest in the girl and took her into custody. Fortunately for the girl, the mother did not cause problems and agreed to take care of the grandmother. The girl is still seeing a psychiatrist, but her problems have improved significantly. I can't even imagine where this would have gone if I hadn't contacted social care.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: -\nDisorders: Lhaní,Krádeže\n\nAnalysis & Annotations:\n[No annotations available]\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1472", "student_age_year": "14 let, 8. ročník", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Lhaní,Krádeže", "teacher_approbation": "Mgr., chemie, matematika", "teacher_practice_years": "32", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/833", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the math class, the student failed to draw a circle several times and started hitting the desk, kicking the ground, and crying.\n\nSituation (Anamnesis):\nThe student's problematic behavior also occurred in the first and second grades, but he only came to my class in the third grade, when I was aware that we would have to work with him more. The student often moves with his thoughts in his own world, laughs for no apparent reason, shouts in frustration. Most unwanted behaviors, such as yelling and bench banging, occur when defense mechanisms are overloaded and frustrated. These expressions are really very loud and significantly disrupt the overall events in the classroom and the activities of other children. He becomes unmotivated to do some simpler tasks and refuses them. He often cries at his mistakes and imperfections. He has an excellent memory, quickly learns new material. He has a high above average knowledge in certain subjects. He has few friends in class. According to the examination, he has a very advanced level of verbal and language skills, his thinking skills and solving logical problems are also advanced.\n\nTeacher Intervention (Solution):\nAs for motivation, I try to prepare variants for the tasks for the pupil so that he has sufficient stimulation, and look for motivation in topics that are close to him. We learn to work with mistakes, I often try to predict and prevent him from getting into problematic situations. Already in the middle of the first semester, I sent the pupil to PPP and started looking for ways to work with him. He even had the right to be a teaching assistant, he also helped us a lot, especially with the preparation of materials and individual work in class. I started looking for ways to work with the student, we often communicated with each other about mistakes and expressions. We tried to describe, elaborate and explain them. A simple question, how can we help you?, helped me a lot, so he started looking for a solution to the motives of his behavior within himself. I found that educational means and punishments would not have much meaning, because in such situations he himself soon realized that he was doing something wrong and tried to stop it. On the contrary, I tried to praise him in his behavior even for things that were easy for others, but he had to make an effort for them. Others also work with the pupil's behavior - the mother, the special pedagogue, the assistant.\n\nOutcome:\nThe immediate solution to the situation did not bring practically anything at all, I was only able to finish the work in peace with the other children and he worked with the assistant. Through mutual cooperation (including the pupil), we have managed to significantly reduce the occurrence of these manifestations. The student also managed to strengthen self-control in other situations.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Přírodověda, živý svět\nDiagnoses: Porucha autistického spektra\nDisorders: Vykřikování,Rušení výuky,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "833", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Přírodověda, živý svět", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "Vykřikování,Rušení výuky,Neposlušnost", "teacher_approbation": "Pedagogické magisterské vzdělání -  Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "8", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success, Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/365", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter joining a new school, in which I had previously worked, I was assigned to the classroom in the 4th grade. The students in this class were not disciplined in any way and their upbringing and education were generally neglected by the former class teacher. First, I had to get an overall picture of the class as a whole, and also of the students themselves. After some time, I noticed a student who was constantly disturbing, had fun with other classmates and often did not have time to hand in assignments and dictations on time. I had to repeat to him the already asked question and explain the work assignment several times.\n\nSituation (Anamnesis):\nThe student lives in a complete family with both parents and a younger sister. He does not suffer from any health problems or any handicap and behaves appropriately for his age. He plays soccer as a goalkeeper, and also attends the Elementary School of the Arts, where he learns to play the drums and plays with a brass band.\n\nTeacher Intervention (Solution):\nAfter noticing the student's problems, I decided to increase his attention by moving him to the first bench at the teacher's desk. Thanks to this, I was also able to pay more attention to the student. I suggested his parents visit a pedagogical-psychological counseling center. I gave the student simplified tasks or gave him more time to complete the tasks.\n\nOutcome:\nAfter a visit to the educational and psychological counseling center, it was discovered that the student suffers from attention disorders, dyslexia and dysgraphia. After this finding, I introduced other measures to provide the pupil with suitable conditions for education. After implementing all the measures, the student's results improved a little. Even later, the pupil improved and it was obvious that the pupil understands and understands the subject matter.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída\nHobbies: Fotbal, hraní na buben v dechové kapele\nDiagnoses: Poruchy pozornosti,Dyslexie,Dysgrafie\nDisorders: Nesoustředěnost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Support, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "365", "student_age_year": "10 let, 4. třída", "student_hobbies": "Fotbal, hraní na buben v dechové kapele", "student_diagnoses": "Poruchy pozornosti,Dyslexie,Dysgrafie", "student_disorders": "Nesoustředěnost,Rušení výuky", "teacher_approbation": "Vysokoškolské (magistra), Učitelství prvního stupně", "teacher_practice_years": "30", "problems_annotated": "Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/496", "content": "TEACHING CASE STUDY\n\nBackground:\nAlthough Žačka was a bright girl, her occasional behavior problems led to disciplinary complications. She had been in a 'naughty mood' for several weeks. She wasn't paying attention during class, was on the phone, running around the corridors and talking dirty. Inappropriate behavior escalated greatly during this time.\n\nSituation (Anamnesis):\nThe teacher would only mention the pupil's tendency to throw sticks under each other's feet. With her indiscipline, she often worsened her benefit, which she cared about only to a certain extent. Mostly it was thrown away only with grades worse than 3.\n\nTeacher Intervention (Solution):\nSince the teacher dealt with this case relatively recently in her career (16 years ago), she did not choose an appropriate tactic. She took into account how upset the student was to have a grade worse than a three, and gave her a demanding dictation, marking it as a 4. She could not afford such a thing today, as parents are incredibly careful with their children.\n\nOutcome:\nThis method worked surprisingly well. Since then, the student has generally been less angry, even in the following months. But immediately after the awarding of the grade, she cried. Despite the fact that she looked like a hero the next few days, the teacher sensed that she was more obedient, cautious and distrustful. This mistrust was very unpleasant for the teacher and served as a lesson for potential similar cases in the future. The teacher deleted the student's four the next day, she thought the whole situation was unfair.\n\nStudent Profile:\nAge/Year: Druhý ročník, 7 let\nHobbies: Zpěv, hra na klavír, kreativní tvorba, plavání\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "496", "student_age_year": "Druhý ročník, 7 let", "student_hobbies": "Zpěv, hra na klavír, kreativní tvorba, plavání", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Výuka první a druhé třídy, Mgr.", "teacher_practice_years": "20", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/339", "content": "TEACHING CASE STUDY\n\nBackground:\nMaths class started and we started counting examples to small ones, this was a normal start to the class to get the students motivated for the rest of the class. Everything looked good from the beginning, the students managed to solve the examples without any major difficulties. Then I noticed a group of boys. More precisely, there were 4 boys, but only 3 were slowly starting to have fun in class. I admonished them and began to discuss the new material. The boys started having fun again after a while. I admonished them again and continued to discuss the material. Out of nowhere, the one boy who was sitting between the three boys who were having fun. He began to tap his foot and became nervous. I told myself that I will warn them one more time and I will send them out.\n\nSituation (Anamnesis):\nThe trio of pupils had previously had problems with certain disciplinary offences, and they also had twos hiding for it. I was new to the class, so I didn't know the detailed situation and names yet. But what struck me about that boy was that he is a calm, nice boy who tries to solve everything on his own and wants to be active in class, even if he is not very good at it. The class was divided into certain collectives and it seemed to me that they were otherwise fine without any major problems.\n\nTeacher Intervention (Solution):\nran to the four students, I told the trio firmly that they should calm down and not talk all the time in class. After that I came closer to the boy who was still cursing and banging his fist on the table. I told him more forcefully to calm down and that there was no place in the garden where he could shout and misbehave. I sat them apart and put the boy in an empty bench in the front so he could see the board well and have peace of mind. The boy calmed down in about a minute and was fine. I then seated the boys in the back and gave them a warning from the class teacher.\n\nOutcome:\nAfter the incident, the scattered boys were calm and no longer disturbed my class. The boy completely calmed down and didn't cry. At the end of the lesson, the boys came to apologize to him for overdoing it and he apologized to them for the words he said to them. For a long time after the incident, the boy was fine and no similar problems occurred. The boys ended up with a two for behavior.\n\nStudent Profile:\nAge/Year: 11 let, 6 ročník\nHobbies: Jízda na kole, florball\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Consequences, Transfer of student \nImplications: Longterm success, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "339", "student_age_year": "11 let, 6 ročník", "student_hobbies": "Jízda na kole, florball", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. , Dis.", "teacher_practice_years": "20", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success, Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/165", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy I am in charge of as a teaching assistant threw a tantrum during class, he started shouting, kicking me, throwing things at me and around the class, it got to the point where his classmates started to fear him, the whole class had to be suspended and the teacher and the rest of the class went to the corridor so that the boy could calm down. Unfortunately, this angered him even more and he started banging on the bench and throwing chairs.\n\nSituation (Anamnesis):\nboy with a behavioral disorder, Asperger's syndrome and ADHD, a 5th grade pupil, average grades.\n\nTeacher Intervention (Solution):\nAfter his fit didn't stop, I took him and led him to a white mattress so that he would calm down on it by pounding on it and not on school property. After that, I went to the teacher in the hallway to discuss what to do with him. One option was to let him throw a tantrum or call his parents to come get him. We chose the first option and let him throw a tantrum with me sitting down with him and explaining to him that if he behaved like this, the other kids would lose class and that it would be good if he tried to calm down. In the end, I managed to calm him down and the other children could calmly return to the classroom and continue their lessons.\n\nOutcome:\nThe boy calmed down and apologized to everyone in the class and to the teacher for the disturbance and there was no further incident that day.\n\nStudent Profile:\nAge/Year: 2. třída, 7let\nHobbies: Sporty  fotbal, házená…)\nDiagnoses: ADHD\nDisorders: Agrese,Disrespekt,Neposlušnost,Nevhodné chování,Rušení výuky,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "165", "student_age_year": "2. třída, 7let", "student_hobbies": "Sporty  fotbal, házená…)", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Disrespekt,Neposlušnost,Nevhodné chování,Rušení výuky,Vykřikování", "teacher_approbation": "Magisterské studium (1.stupeň základní školy)", "teacher_practice_years": "20", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/517", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student I want to describe, I teach in the 7th grade and he is 15 years old. He lives only with his mother and has two younger siblings. She takes care of these two siblings in place of their mother while their mother goes out to have fun. As a result, he developed problematic behavior that is repeated. He has no role model in his family to lean on. On the contrary, a lot was put on him already in his childhood. He lives in an unsuitable environment and in very weak social conditions. He often moves with his family and that is not good either. He drinks a lot of alcohol for his age and uses light drugs like marijuana. Does not go to school. And if so, it's for a few days a week. His grades are below average, even though the teachers tried to help him. But they didn't go because he wasn't interested in helping. The help from the teachers would have to start at the previous school, when it was known that such situations occur. In my Czech language and literature classes, he does very little work, even if I tell him to at least do what I show him. Instead of paying attention in class, he prefers to focus on other activities such as playing on his mobile phone under the desk (even though he is appropriately told to put the mobile phone in his school bag), turning his back to play with other classmates, or gets up from the bench and goes to a classmate. He does not concentrate on what is being explained to him. It happened to me that he talked back to me in class and behaved rudely. From what I learned from my colleagues, this is how she treats other teachers who teach in this class. The worst that happened in terms of his behavior was that he assaulted another boy in PE. It happened that a boy accidentally bumped into his classmate and he noticed because he and the boy were friends and he didn't like it. He ran up to the boy's classmate and knocked him to the ground and started beating him. The gym teacher told him to stop and did everything to stop the beating. He listened to the gym teacher and stopped hitting this boy.\n\nSituation (Anamnesis):\nThere are many different personalities in the class where the student is. It's a wild class and hard to learn in. This group of students has met in this class since the first grade. It's a very noisy class, everyone talks in class, some students walk around the class, students talk obscenely in class, swear at each other, throw tools in the trash, or fight with them. It's not a pleasant atmosphere in this classroom. The assistant, who is in the classroom, reassures the students to pay attention. As a teacher in this class, I prepare worksheets that could interest them so that the students learn something. Sometimes it works, sometimes it doesn't. Sometimes it happens that students have their day and are much calmer than usual. And they work too. When they work well, I praise the students for their work. As the student is slightly older than his classmates, he is a role model for them and they look up to him. The whole class had several sessions on how they should behave with each other, how they should behave in the classroom and with others.\n\nTeacher Intervention (Solution):\ndealt with the student's problematic behavior with his class teacher, his mother, which was without any effect. Since his behavior was similar to that of other teachers, he received a reduced grade for behavior, notes. It was also discussed with the school director, social workers, OSPOD, institutional education.\n\nOutcome:\nThe result of the solution is that it is solved by institutional education at the present time and by the court.\n\nStudent Profile:\nAge/Year: 15 let, 7. ročník\nHobbies: drogy, alkohol\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "517", "student_age_year": "15 let, 7. ročník", "student_hobbies": "drogy, alkohol", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., český jazyk a literatura", "teacher_practice_years": "10 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/194", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student constantly interrupted the lesson by shouting. He wanted to draw attention to himself at any cost. This delayed the lesson and did not have time to discuss the subject matter.\n\nSituation (Anamnesis):\nAlthough the student lived with both parents, the father was an unemployed alcoholic, which apparently affected the student's behavior. With this behavior, the student distanced himself from the whole class, because his behavior constantly bothered them and disturbed them. Gradually, all his classmates stopped talking to him.\n\nTeacher Intervention (Solution):\nThe problem culminated in the student refusing to communicate with both classmates and teachers at school. The physics teacher kept the student in the classroom after the lesson, where he tried to interrogate him about what was happening, why he refused to communicate. The student confided that everyone stopped talking to him and refused to communicate with him. The teacher told him why this was happening. By talking to him, he explained that if he changed his behavior, his classmates would also start treating him more kindly. The teacher sacrificed another physics class to have the whole class talk about this problem. First, the teacher started talking about the given problem and then gave space to the problematic student to come to the front of the class. To everyone's surprise, the student apologized to everyone for his behavior. It was clear from the tone of his voice that he was very sorry about the matter and that he would like to start having fun with his classmates again.\n\nOutcome:\nThe student's speech made a big impression on the class. Although all his classmates did not immediately start talking to him, but over time, when his behavior was completely different from the behavior that was described above, he won the favor of the whole class. In the following lessons, the student really behaved in an exemplary manner and his grades improved over time.\n\nStudent Profile:\nAge/Year: 12 let, VII. třída\nHobbies: Počítač, sledování bojových sportů\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "194", "student_age_year": "12 let, VII. třída", "student_hobbies": "Počítač, sledování bojových sportů", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "Mgr., Fyzika, Informatika", "teacher_practice_years": "15", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1186", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student I had in the 9th grade for mathematics, and also as a class teacher, very often lay on the desk, did not take notes, did not work at all during class, he turned his back to other classmates and annoyed them, he also chewed, which is contradictory with the school rules. The situations were repeated, it was over and over again, every year, almost every hour. He didn't do his homework, also repeatedly, and often handed in blank papers with the comment that he didn't understand it. He was offered tutoring, but he did not attend. Every time he came up with some excuse, for example, that he was leaving to see his father in another city, missed the train, etc. However, that was only an excuse, as I later found out from his mother.\n\nSituation (Anamnesis):\nThe student was in a class of 23 students, of which 11 students were weaker, only 3 excellent, conscientious students, which resulted in the fact that the student did not need to excel, in terms of grades he did not deviate in any way. He didn't have any motivation from his family to learn either, when we talked about it, he claimed that it was enough for him to learn a trade. After elementary school, he wanted to go to a school in another city, among other things, so that he could be at a boarding school without the constant supervision of his parents. He did not need a great grade for the chosen field, which affected his approach to education. His stepfather required that he study, but the mother with whom the pupil lived did not care much. The agreement with her was quite good, but the student did not respect her much. The student only reacted to the fact that his father would limit his source of finance, because it was crucial and essential for him. In 6th grade, he came up with the idea that he didn't respect a woman as someone who should tell him what to do, claiming he needed a man in that role. Perhaps it was because his mother tore him away from his father in the capital and dragged him to a small village on the other side of the republic. However, he never had a problem with me, even though I am a woman. As far as the team is concerned, he had a good position in the class, because he was with one other classmate in every trouble, they became an inseparable pair who were able to convince the class, often even of wrongdoing. However, I must add that the pupil was an intelligent pupil who was affected by both the family situation and the covid pandemic, during which his motivation to learn, like other pupils, decreased.\n\nTeacher Intervention (Solution):\nfirst started with an interview with the pupil in the role of the class teacher, then I consulted the educational advisor about the situation, which was followed by a larger meeting of the educational advisor, the pupil, his mother, the headmistress and me, i.e. the class teacher. During these interviews, we set rules that both the student and his mother agreed to follow - completion of assigned tasks, correspondence of records, we clarified the conditions for classification, etc. On the basis of this meeting, the student was sent for consultation to the Special Pedagogical Center (SPC), which however, he did not participate. I chose a clear approach in the lessons, I demanded above all consistency, sometimes I sat down with him so that he really worked. The student was aware that if he did not try, I would let him fail, which he did not want. In mathematics, a grade of 4 was enough for him on his report card, i.e. sufficient, so he completed assignments and tasks in such a way that it corresponded to this grade. During the 9th grade, his mother arranged for him to have paid tutoring, which he had to attend. This tutoring came out of her own initiative, as even the mother did not want the student to fail.\n\nOutcome:\nApart from the fact that the pupil did not attend the SPC as recommended, the situation has improved. In the end, he really completed the tasks within the limits of the standard, followed the specified rules, increased his activity in class, improved his grades after completing the tutoring and successfully completed basic education.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: Ne\nDisorders: Nesoustředěnost\n\nAnalysis & Annotations:\nSolutions Applied: Agreement, Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1186", "student_age_year": "14 let, 9. ročník", "student_hobbies": "Ne", "student_diagnoses": "", "student_disorders": "Nesoustředěnost", "teacher_approbation": "Mgr., aprobace M, Fy, Inf", "teacher_practice_years": "29", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1369", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I used to work at a primary school, I was a 6.A class teacher. I had a class full of diverse children, for example a child with ADHD, a child who moved from a big city to a village, a child from a weak welfare family and vice versa. And friction surfaces and riots arose between them. And it was especially taken away by the student who moved from the big city to us, to a smaller town at the beginning of the year. The student was quiet and introverted. She painted during breaks and did not express herself in class. I myself did not notice any problem in the class during the lessons, only during the breaks I found out that there were disagreements between the children. The children perceived her as a \"freak\".\n\nSituation (Anamnesis):\nStudent - quiet, introverted, talented at drawing, above average academic performance, explosive nature. A group of children against a female student - the leaders of the class, those who were always heard and seen the most, dominant children, extroverts.\n\nTeacher Intervention (Solution):\nOn that day, instead of the Czech lesson, I solved the situation with the whole class. I wanted to find out what the student's classmates had done, what they had done to provoke her, and why the student reacted so excessively. I remember that the student was silent and stared motionless at the top of the desk. I came to the conclusion that I can't solve it with the whole class, but I have to talk to the student alone and then with the rest of the class. The student told me in the office that she was sorry, but that she couldn't keep her emotions in check, and that she didn't like the class. She explained to me that it bothers her that her classmates are arrogant and look down on her. They were also supposed to violate her personal space, remove headphones from her ears and throw pens at her. I asked who exactly caused the dispute and called everyone to the office separately. Then I also chose one student who is rather neutral in the class and has never figured in any problem. The other classmates told me that it bothered the student that he was constantly walking around her desk and also that the girls screamed a lot. They also told me that it wasn't the first time a student threw something at them or reacted recklessly. She even threw an apple at them once. The last student, who was out of the problem situation, evaluated the situation in such a way that the children really annoyed her and did not give her peace and quiet. At the same time, it occurred to him that the student was overreacting and had no control over herself. Afterwards, I talked to the whole class. First, I started with a monologue, when I explained to the children what respect means, how to respect others and why. Then I printed out a list of steps to take when a person gets into a problem with another person. For example, that one should think first and then act. Or leave the situation, apologize or tell the other person how they feel and try to explain to them what is bothering them. I came up with a joint activity within the class. I knew that the student loved to paint and was very talented when it came to art. I wanted to decorate the classroom. I asked the student if she would be willing to paint each of her classmates and incorporate their hobby into the drawing. And then we would post them in the classroom. The rest of the class made other ornaments. The student really cared and thought about every picture of her classmates. The student responded excellently to this, the children exchanged a few words with each other, such as what they like, what their hobbies are, etc. This led to interaction and getting to know each other. In the end, the children were absolutely delighted with their portraits and praised the student.\n\nOutcome:\nWith this, I considered the case closed, although I paid more attention to what was happening during breaks, not only in my class, but also in other classes. Since then, the situation has calmed down and the children have bonded and understood that everyone is different and must respect each other in the classroom. After the incident, of course, there was a bad atmosphere in the classroom, but I was careful not to start a fight or someone started calling someone names, etc.\n\nStudent Profile:\nAge/Year: 12 let, 6.ročník\nHobbies: Malování, sport, hudba\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1369", "student_age_year": "12 let, 6.ročník", "student_hobbies": "Malování, sport, hudba", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, AJ", "teacher_practice_years": "15 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/946", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had a low IQ, and therefore the pedagogical and psychological counseling recommended a special school, which the mother refused, so he remained in primary school. He was taught according to the curriculum of a special school, had an assistant, but was bored and failed twice, which made him the oldest in the class. In second grade he had to have all the subjects, which caused problems, for example in geography where he was expected to name the states of America, which he couldn't do, and his aggression increased. He started threatening violence to both his classmates and the assistant.\n\nSituation (Anamnesis):\nThe student lived only with his mother, but later the father also got involved, who did not agree with some of the measures, but finally promised to talk to the student. He had no friends in class, others were afraid of him and he was two years older. When he found friends from another school, he started wandering around the school building, but was accompanied everywhere by an assistant because he was considered dangerous.\n\nTeacher Intervention (Solution):\nOne assistant left after half a year due to mental strain. She was replaced by another that lasted, but no further resolution took place. We were told to endure the situation and no institutions intervened.\n\nOutcome:\nAs a result, one assistant resigned and the other stayed on. The student eventually dropped out of elementary school in the seventh grade and has not been heard from since. The only long-term result was burnout and a sense of helplessness among educators.\n\nStudent Profile:\nAge/Year: 14-15 let, 7. ročník (propadl na 1. i 2. stupni)\nHobbies: cigarety, nože\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to attend class\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "946", "student_age_year": "14-15 let, 7. ročník (propadl na 1. i 2. stupni)", "student_hobbies": "cigarety, nože", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Speciální pedagogika, Učitelství pro 1. stupeň ZŠ, Učitelství občanské výchovy a základů společenských věd pro ZŠ a SŠ", "teacher_practice_years": "38", "problems_annotated": "Physical aggression, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1404", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was the only short circuit in my practice. It was still when I had an internship at a high school of pedagogy. It happened in the school club in the afternoon, when I was instructed by the teacher to take the children to change clothes and to go to the park to play games. Everyone changed in the changing room, only one student did not want to. So I coaxed him at first, tried techniques on him like: 'Come on, everyone is there and they'll be waiting.' It was such a time pressure. I also tried the reward of kicking with him or going for ice cream, but they're closing now, so let's make it. And the student kept sitting and nothing. He looked completely off, so it must have been deliberate ignorance. After he was silent for a while, he asked if I would stay in that class with him. I explained to him that no, that we had to go, and that everyone was waiting for us, because we were going out and no one was allowed to be here for cleaning. He pretty much heard that, reversed his strategy and asked if I would play chase in the corridor with him. I told him again that no, that we had to go and I handed him his outdoor clothing in a plastic bag. At that moment he stood up, put his hands on his hips and said: 'So you're not going to play with me?!' To that I answered him again that no, that we will go outside and play there..it was something along those lines.\n\nSituation (Anamnesis):\nThe student comes from a large family, he had 4 siblings at the time and was the oldest of them. He went to school decently dressed, prepared and with supplies. He was a problem-free student and his academic results fully corresponded to this.\n\nTeacher Intervention (Solution):\nAnd as the student stood with his hands on his hips, he stretched out his leg and kicked me in the shin with all his might. Well, and this action provoked my reaction. It was in an instant, and not even a second later he received a flying slap from my side. It wasn't a strong slap, it was a classic one. The student just stood there, wide-eyed and didn't know what was going on, so I told him to get changed and that we were actually going out and I would wait for him outside the door. It helped, he changed and went. He even wanted to hold my hand. In the end, it produced a positive result, but not so much for me. He was probably used to a harsher regime from home, because he reacted to the given situation without tears and you could see that it was nothing unusual for him. He probably wasn't used to negotiating, but straight to an instruction. If he did not fulfill it, a beating followed. But those are just my assumptions. I personally felt guilty and thought that when they found out at school, they would probably throw me out. I immediately confessed to another teacher in the park so that she would know. She reacted somewhat strangely, instead of yelling she understood me. She accepted it and said to be careful next time, that it shouldn't happen, but that she wouldn't make a big deal out of it if I was diligent and this was a heated situation. I went to tell the headmistress of their school that very day, if by any chance the student said it at home, let the management know about it. The principal reacted similarly to the teacher and was glad I told him. I then confessed to my head teacher at the secondary school where I studied, because I didn't feel good about it at all.\n\nOutcome:\nFrom then on, the student started to like me, he was close to me, he wanted to play different games with me, he held my hand when we went out, he even offered to help by taking balls, circles and so on. We still meet today after so many years and he himself reports to me, it's nice on the other hand. Today, however, I would definitely handle the situation differently. Maybe it was just a hasty reflex at the time, because that kick really hurt. But I know it shouldn't happen. Since then I have been very careful about it.\n\nStudent Profile:\nAge/Year: 1. třída, 7 let\nHobbies: Sport, kreslení\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Physical intervention, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1404", "student_age_year": "1. třída, 7 let", "student_hobbies": "Sport, kreslení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "nMgr. obor Speciální pedagogika pro 2. stupeň a střední školy, Učitelství geografie pro střední školy", "teacher_practice_years": "6", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/170", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, the boy I'm in charge of got into a fight with a classmate in the locker room over a cap, causing the classmate to have a broken nose and a concussion because he hit his head on the mesh of the locker room. Normally his behavior can be managed in some way, but in this case, as it was a serious injury, the emergency services and even the police and the boy's parents were called. The injured boy was taken away by the ambulance service, and the other boy and his parents were interviewed by the police and they began to treat it as bodily harm, after which they were taken to the station and the investigation continued there.\n\nSituation (Anamnesis):\nA boy with conduct disorder, ADHD and Asperger syndrome, 12 years old. 6th year of elementary school, average grade. Classmate, without problematic behavior, 12 years old, 6th year of elementary school.\n\nTeacher Intervention (Solution):\nUnfortunately, in this case, there was no other option but to call the police and the police, because the student's behavior could not be solved in any other way given the situation. As I mentioned before, the parents were called and the police took the boy away, where the investigation continued.\n\nOutcome:\nEveryone was in shock, they treated the injured boy and we tried to calm the other boy down and keep him in place so that something else wouldn't happen to someone else. After that, the boy was taken away and further investigation was already underway with the parents. After some time, the boy returned to the school and tearfully apologized to the boy he had hurt.\n\nStudent Profile:\nAge/Year: 5.třída, 10let\nHobbies: Hudební nástroje  flétna, trubka)\nDisorders: Lhaní,Neposlušnost,Rušení výuky,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "170", "student_age_year": "5.třída, 10let", "student_hobbies": "Hudební nástroje  flétna, trubka)", "student_diagnoses": "", "student_disorders": "Lhaní,Neposlušnost,Rušení výuky,Vykřikování", "teacher_approbation": "Magisterské studium (1.stupeň základní školy)", "teacher_practice_years": "20", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/168", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy I am in charge of as a teaching assistant threw a tantrum during class, he started shouting, kicking me, throwing things at me and around the class, it got to the point where his classmates started to fear him, the whole class had to be suspended and the teacher and the rest of the class went to the corridor so that the boy could calm down. Unfortunately, this angered him even more and he started banging on the bench and throwing chairs.\n\nSituation (Anamnesis):\nboy with a behavioral disorder, Asperger's syndrome and ADHD, a 5th grade pupil, average grades.\n\nTeacher Intervention (Solution):\nAfter his fit didn't stop, I took him and led him to a white mattress so that he would calm down on it by pounding on it and not on school property. After that, I went to the teacher in the hallway to discuss what to do with him. One option was to let him throw a tantrum or call his parents to come get him. We chose the first option and let him throw a tantrum with me sitting down with him and explaining to him that if he behaved like this, the other kids would lose class and that it would be good if he tried to calm down. In the end, I managed to calm him down and the other children could calmly return to the classroom and continue their lessons.\n\nOutcome:\nThe boy calmed down and apologized to everyone in the class and to the teacher for the disturbance and there was no further incident that day.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nDiagnoses: ADHD,Náběh na Aspergerův syndrom,Agresivita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "168", "student_age_year": "10 let, 5. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Náběh na Aspergerův syndrom,Agresivita", "student_disorders": "", "teacher_approbation": "Střední s maturitou", "teacher_practice_years": "5 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/653", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation described in my work is described by a teacher from my neighborhood. He works at a small-town multi-year high school. She has worked here for twenty years, of which she worked fifteen - five years she was on parental leave. She studied chemistry and mathematics teaching at the university. She would like to point out at the beginning that she only had one semester of psychology during her studies, and the school does not offer retraining courses of this type very often. He attends courses more often, where he learns how to liven up his teaching. Even so, they try to educate themselves through books or content on various blogs. As the teacher teaches at a grammar school, she does not often encounter problems. So far, she has not had to deal with serious problems even once, and apart from throwing a ball on a field trip, she has not even encountered any problems at school events. Gradually, however, she is more often found suggesting that parents visit psychologists, this ceased to be a taboo at school until around 2015. As the first – successfully resolved – case, she decided to present the issue of an eating disorder, as the second – unsuccessful – conflict, on the contrary, she deals with the possible child care neglect. Unfortunately, she doesn't remember many details, because she has been concentrating on online teaching for the last year and a half and has almost pushed out bad experiences from face-to-face teaching. The two situations are described in the first person as the teacher told me, with a few minor adjustments due to the dialect.\n\nSituation (Anamnesis):\nThe first situation – struggle with anorexia The story of a seventeen-year-old student who was always active in sports, social life and school. She entered the gymnasium in 2015 in the first year of the upper gymnasium, i.e. after completing the ninth year of elementary school. She did athletics, she also enjoyed other sports and took care of a healthy diet. If she wasn't playing sports, she liked to go on trips with friends. From the first day, she had friends even among her classmates, because she was extroverted and liked to get to know each other. She had no problems at school and seemed to have no problems at home either. In the first year, everything was fine, she finished her year with honors and during the holidays she went as a leader to a camp organized by the House of Children and Youth. When she returned to school for her second year, she was still talkative, but her circle of friends had changed. In November, the teacher began to notice that she had stopped going to lunch, but was carrying something with her in a box, so she thought she was on a special diet for the races. But over time she became more and more closed. She always had fun with everyone, but more out of politeness than joy. She had only one real friend in her class. She began to walk only in loose and pulled clothes and looked tired. This was attributed to the fact that there were a lot of tests to be written, she was stressed and thus did not have time to choose what to wear. But gradually she stopped bringing lunches and didn't even eat at school, her old clothes were too big for her and she was always tired. Her grades were still good, a few ones turned into twos, but that happens often, students often study and so they don't learn as often as at the beginning of their studies. Still, something didn't seem right to the teacher. More colleagues noticed this and decided to solve the situation. The class teacher was a friend of the head teacher, so they dealt with the situation mostly together. They began to observe the student more than before, and it really became clear that she does not eat during the whole day at school and never dresses nicely (mostly she wore sweatpants and a sweatshirt). Neither of them knew how to approach the situation, so they consulted their colleagues. They agreed that the class teacher would talk to the student and try to find out what could be going on. It was clear from the conversation with the student that something was going on, but she did not confide in the class teacher, so her parents had to be called to the school. The pupil's mother came because the father was at work. I helped a colleague and resolved the situation with her. We asked if something is going on at home, if school is hard for her, if she still goes to athletics and if she sees her friends often. Nothing happened at home, she found school tolerable, she almost didn't have to study, she went to athletics, but she allegedly had a fight with her friends. At that moment, the class teacher had only one question - does the student eat at home? She didn't eat. She was said to have overeaten after school, she only ate yogurt or fruit. At that moment everything started to make sense. We told the mother that we were watching her daughter and that she doesn't eat lunch at school and doesn't bring anything from home. 'What do you mean?', she asked and I had to say the line I never wanted to say: 'Your daughter is probably anorexic'. After tears and incredulous questions, we agreed that it would be best to visit a psychologist with the pupil. The family found a psychologist and unfortunately she confirmed what we all suspected. The situation was serious, so she started treatment, where she spent three months. The teacher and our materials were available to her all the time, she wrote tests and sent us homework. Thanks to this approach, she was able to complete her second year of study.\n\nTeacher Intervention (Solution):\nShe continued to see a psychologist and managed to keep anorexia at bay. Thanks to this, she graduated in 2019 as planned and entered the University, where she will complete her bachelor's degree this year. Therefore, I would like to consider the situation well resolved.\n\nOutcome:\nThe second situation – unexcused classes A case that I dealt with according to the rules, but in my opinion unsuccessfully, happened in 2017. I was a fifth grade teacher at a multi-year high school, so they were freshmen aged 16 and 17. We didn't really manage to establish a relationship with the class, because I was already in the second grade and the students always saw me as a substitute. I got over it and still tried to make myself happy and become someone they could trust. I only managed to do that in the third grade. In the fifth grade, I had a student who tried hard, and from the first grade he was getting the worst threes on his report card. His grades got worse in 'high school' and at first I attributed it to puberty, but then I started to notice that he was suspiciously often absent. When I looked at the excuse sheet, I saw only one-day illnesses and nausea, normally I do not make any reservations against these types of excuses, because I understand that the students need to rest and that it is simply too much for them. Parents probably wouldn't write the excuse 'he was mentally exhausted' and so often I see headaches and nausea. The main problem was that he was absent almost all the time and I was afraid that he wouldn't be able to finish the subjects due to an absence of more than 25%. At first I thought he might be suffering from depression, but he didn't give up his hobbies, and I attributed the dark clothes and washed-out sweatshirts to the fact that he liked rock and metal. In October, I called him into my office and tried to talk to him. The student promised me that he would pay attention to everything and that he would try not to miss anything. This attitude lasted him no more than a week, and when he returned to his dorms, I called his mother. When I was looking for an email for my parents, I noticed that only the mother is listed as the legal representative everywhere, and I learned from my colleagues who taught fifth grade before me that the father gave up this title. It was the first indicator for me that something was wrong. From the conversation with the mother, I expected information about the student's mental state and a proposal for a solution. I remember when the student's mother came into the office. As soon as she spoke, it was clear to me that she was on top of her problems - I could smell the alcohol on her. I tried to excuse her in my head, perhaps she was out drinking with colleagues and forgot about the meeting, but this theory was immediately refuted by a colleague who knew her personally. After our very brief conversation, I learned that the student's mother had not seen the apology letter since the beginning of the year and that she felt that the solution should be entirely up to me. As she was leaving, she promised me that she would watch over her son and talk to him. The arrangement probably didn't help much - neither from my mother, nor from me. Since unexcused hours were added to excused hours, I solved everything according to the rules. First, I promised him a reprimand from the class teacher, then a reprimand, and later I resolved everything with the social workers. Towards the end of the semester, the student was under the supervision of a 'social worker', teachers and allegedly also his mother. Unfortunately, none of this helped. He didn't go to school again in the second semester, but at least he apologized for everything. But that didn't help him and he got in more subjects than he thought. When he had a chance to fix it, he didn't show up. I think we even overstepped our bounds and contacted him personally during the holidays when he promised us that he was on the mend and learning. But he didn't really study for the make-up exams, he didn't show up for them, not even for the replacement dates. He finished his studies and went from a candidate for college to someone with a primary school education. In retrospect, I blame myself for not persuading my mother to visit a psychologist (I suggested, but my mother refused psychologists and psychiatrists) and for not trying harder. At the same time, I realize that I acted in accordance with the school rules and my powers.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "653", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/174", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student I have had since the 1st grade is relatively quiet, he only disturbs “standardly\n\nSituation (Anamnesis):\nThe student has no confirmed diagnosis, but quite often I observe behavior such as banging his head with a ruler, banging his head on the bench, etc. This mainly manifests itself when he is impatient, there are no tantrums, he looks calm and composed. So I would say that he is just bored at that moment. He gets along with most of the boys in class, but I wouldn't say that he is inseparable with them and tries hard to stay in the group.\n\nTeacher Intervention (Solution):\nWe have just started a new school year and this behavior has already manifested itself several times in the first week. Most of the time, I only warn the student (and the others, if something similar happens to them) that this is not done, it is rude and we must learn to respect our classmates. When something like this happens, I always talk to the whole class and explain to them that in life we will not be able to choose who we will work with at work, study at school, etc. That is why I also divide the children into groups using a random draw to learn this. The student, however, seems to still not understand and wants to be in groups only with his friends. Unfortunately, I lost my temper during one of my math classes. I divided the children into groups by drawing colored dice, and the pupil found himself in a group with a male and a female pupil with whom he never hangs out. The student angrily threw his cube on the ground. I immediately raised my voice to him in an exaggerated manner that he would not behave like this, sent him to sit on a bench in solitary confinement and gave him some examples to count.\n\nOutcome:\nam not satisfied with my actions, because the student just sat insulted on the bench for the whole hour, played with things and did not do any work, because I was focused on the other children divided into groups and I had no time for him. For the student, this meant a completely wasted math lesson, which he really needed, because we were discussing geometry, which the student has a problem with. Unfortunately, he didn't learn anything from it and this behavior still persists. If I could solve this situation differently, I would try to be more patient and again explain to the student, and to everyone else, how we should treat our classmates properly and politely. I am also considering talking to his parents about this.\n\nStudent Profile:\nAge/Year: 9 let, 4. třída\nHobbies: Sport, počítačové hry\nDisorders: Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "174", "student_age_year": "9 let, 4. třída", "student_hobbies": "Sport, počítačové hry", "student_diagnoses": "", "student_disorders": "Disrespekt", "teacher_approbation": "Magisterské vzdělání, pedagogika", "teacher_practice_years": "15 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/519", "content": "TEACHING CASE STUDY\n\nBackground:\nFor my second case study, I chose the same student as in the previous case study, but in a different situation. The described situation happened in September of this school year. A new student entered the 6th grade. Word got out to the student that this new student was talking badly about him and slandering him (however, this was invented by one of the classmates, again as a provocation). However, the student immediately caught on to this information and during one break he started a fight with this student from a lower grade.\n\nSituation (Anamnesis):\nAs I have already described above, this student lives in a very complicated and unhappy family situation, where swearing and physical violence are almost the order of the day. The student also vented his frustration at school by being vulgar, aggressive and easily provoked. The empathetic approach of the class teacher and the guidance counselor helped calm the boy down a lot, and although he still did not pay much attention to preparing for school and teaching, his behavior in classes and towards his classmates began to be without major problems. In the fall of 2020, classes moved to an online environment. At that moment, the school responded by preparing a Personal Case Study regarding his mother allowing him to study even during distance learning. The school accommodated him in such a way that even during distance learning, the boy could attend school and study full-time. The student used this rather sporadically, did not complete his homework, did not fulfill his school duties, and for that reason at the end of last school year he was classified as insufficient in three subjects, which led to repeating the grade. For the student, this meant not only a change in the class group, but mainly a change in the class teacher, who, according to his own words, was not happy that this student would fall into his class, as he had had verbal fights with him before because of his behavior. If he reprimanded him, the student threatened him with, for example, destroying his car. So, at the moment when the student fell for him, he wanted to set the guardrails for him, because he was afraid for his class, for the fact that this student would disrupt his functioning team. However, it was clear to him right from the start that the situation would not be sustainable for long on a calm level and that a conflict would soon arise. The student absolutely did not recognize him as an authority, he had stupid comments about everything, and the teacher felt that he had to do something, because the class was waiting for his reaction, how he would react to the student's provocations. He also considered it necessary for the pupil to recognize the teacher's authority and respect his orders and rules. Although the guidance counselor drew his attention to the situation in the student's family and his problem with male authority, according to him, this does not change the fact that he should follow the same rules as others. According to the guidance counselor, the student could see that his behavior at school was beginning to worsen again, precisely in response to the change in the class team, and especially the class teacher.\n\nTeacher Intervention (Solution):\nThe educational counselor immediately began to resolve this conflict between the pupil and the lower grade pupil as follows: At the session with the pupil, we again began to discuss his behavior in depth, explaining why not like this, that he could not immediately react with violence, in other words, to information that was not even true. We agreed on the rules and made it clear that he should take this as a final warning. That the student really needs to change his behavior and if the situation were to happen again, I would already call the police, because he was already 15. The situation was also resolved with the boy who was attacked, and subsequently we all explained together why they fought, how this situation arose, that it was actually a provocation from their classmates and they basically made them \"trained monkeys\" with this fight\n\nOutcome:\nIn the short term, the conversation with the guidance counselor worked very well again, the pupil understood what and why happened and accepted the suggested rules. After being reprimanded by the class teacher, what happened was that the student was disruptive, angry and did things on purpose to an even greater extent than before and stopped respecting the teacher completely.\n\nStudent Profile:\nAge/Year: 15 let, 8. ročník\nHobbies: sport\nDiagnoses: Poruchy pozornosti a aktivity\nDisorders: Agrese,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "519", "student_age_year": "15 let, 8. ročník", "student_hobbies": "sport", "student_diagnoses": "Poruchy pozornosti a aktivity", "student_disorders": "Agrese,Vulgární vyjadřování", "teacher_approbation": "Speciální pedagogika, obor etopedie a psychopedie", "teacher_practice_years": "Ca 30 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1220", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened during the covid-19 quarantine. It was only the partial quarantine. Of course, there was verification of the substance online using the Teams application, either verbally or through classic testing. What happened was that this student repeatedly cheated on testing. I know this for several reasons. One reason is that the results of her online tests did not match her long-term knowledge at all. The second reason is that when I looked more closely at her submissions, I found that she copied large parts of the test from various websites, verbatim. It's easy to check, by putting the part you want to check into the search engine in quotes.\n\nSituation (Anamnesis):\ntaught the class in conversational English and I have to say that the class was smooth and very hardworking, they had a good level of English. The only exception was this student. She cheated on tests for a long time, in multiple subjects, as I know from other teachers. Online teaching made it easier for her to cheat because we all know that controlling students during online testing doesn't always go as well as we would like.\n\nTeacher Intervention (Solution):\neasily found the internet resources that the student used to copy and confronted the student. After clear evidence of repeated cheating from copying, the student defended herself by saying that she knew the material by heart. Therefore, I invited her to repeat these described tests in person in the school building in my presence. This was a period of only partial quarantine. The student accused me of my subjective and, according to her, unfair assessment of her. She was already of legal age, and therefore I dealt with the whole situation only with her and I did not consider it important to inform the parents.\n\nOutcome:\nThe opportunity to repeat the tests and convince me that she could not use the substance despite my repeated appeals. I therefore graded these tests as insufficient. This fact also led me to correctly evaluate her act as a fraud. I reported the whole incident to the class teacher, who mentioned that she had done this with several teachers. Despite the obvious proof of fraud, the student never apologized. Neither from fraud, nor from slandering my person, and she considered it a wrong.\n\nStudent Profile:\nAge/Year: 18 let, 3. Ročník SŠ\nHobbies: Nejsem si jist\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1220", "student_age_year": "18 let, 3. Ročník SŠ", "student_hobbies": "Nejsem si jist", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Mgr.", "teacher_practice_years": "17 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1238", "content": "TEACHING CASE STUDY\n\nBackground:\nwas with the class at a weekly outdoor school. I have a group of 21 students, 11 boys and 10 girls. Pupils were supposed to bring their own utensils to the school in the countryside - ešus, a tin drinking cup, cutlery, a sleeping bag and a mat, because it was a stay during which the pupils were supposed to be independent and try out a stay in nature. We were accommodated in a resort that was in the middle of the woods outside of civilization. Therefore, not even any of today's conveniences in the form of Wi-Fi could be reached. This already made some students a little nervous upon arrival. After arrival, we went to check in. Pupils lived in wooden cabins, where it was only possible to light and there was no electrical outlet to recharge a powerbank or a mobile phone. This was another 'blow' for the children from the city, as some of them were away from home for the first time at the age of 12, for several days at a time. It was time to unpack things. Preparing a sleeping bag for the evening and the like. At the specified time, the pupils were to arrive in the summer dining room, where they were all to bring their signed dishes for lunch. After each meal, the students washed them themselves and were supposed to leave them in the designated place. Including cups. And here, already during the afternoon snack, the first problem appeared. One cup was missing! What to do? I proceeded to have all the students take 'their' dishes in front of them. I told the girl whose cup was missing to go from one classmate to another and look at each cup. The girl stopped by the boy whose mug had his name smeared on it and shouted, 'That's mine!' How should I proceed? Should I have told the boy that he was a thief and that his unbalanced personality would have thrown him off even more? Definitely not. I asked the girl, 'Is that really your mug?' She replied that 100% yes.\n\nSituation (Anamnesis):\nThis is a student with ADHD. His intellectual talent is in the range of a wider average, for which the profile is significantly unevenly distributed. The boy's hyperactivity is accompanied by learning disabilities. Dysortographic and dysgraphic difficulties persist. The neatness of the pupil's written expression is at a lower level, in some places there are observable difficulties with making the exact form of graphemes. In terms of content, there is a higher specific error rate resulting primarily from weakened auditory perception. The reading is uneven, at times precipitous, he often makes up his mind. The information gain is usually limited. Numerical operations and numerical problems are negatively affected by lower levels of mathematical abilities and skills. Visual perception remains impaired. He performs the presented tasks actively, in individual contact in PPP he works without fluctuations in attention, in class he needs individual activation and extra help. A stressful family situation and a traumatic event in the family are reflected in the student's behavior and experience. He is now in foster care. The boy wears glasses.\n\nTeacher Intervention (Solution):\nSo I turned to the boy and repeated the question to the boy. He became slightly confused, and that was a signal for me that I was on the right track to solving the mystery of the lost mug. A discussion followed between me, the boy, and then with the other pupils about what had happened. What do they think about it? At first, the boy stubbornly claimed that he was his and that the girl was making things up. After a while, when the others were staring at him, the boy who was with him in the cabin said: 'But you told me on the bus that you had a special mug, so where is it? This one is completely ordinary.' The boy with whom the given cup was found admitted with tears in his eyes that he had broken his 'spoiled' cup while washing, he was going to school alone in the countryside, he took a porcelain one, his most favorite, which he had from his original family. And he was afraid to come to the snack without one, lest he be punished. 'I thought it wouldn't work, all mugs are the same.' In the foster family, there is a strict order and every slightest transgression is punished. We started talking with the children about what they thought about the given thing. If it was okay for the boy to take a different mug than he had. That he took someone else's thing without permission. That it's not right and he could have solved it completely differently. I joined the children's heated discussion when it became clear that the boy was becoming very restless and was growing angry at himself and others, and physical contact might occur.\n\nOutcome:\nused our proven formula that nothing is as hot as it is cooked and all worries and problems can be solved in peace, that it is safe with us. I assured him that in case something similar happened to him in the future, he didn't have something, forgot, lost or wanted something he didn't have, that he should always ask or confess when something goes wrong. That it is a thousand times better than lying or stealing. The boy calmed down, the students patted him on the shoulders and we went to eat. The student borrowed it from the kitchen. For the next time, I didn't have to deal with any loss or problem. The rest of the stay was peaceful. Nothing else appeared at school or on the next trip. In my opinion, the boy perceives the class as a safe environment, so there is no need for him to do more 'bullshit'.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník ZŠ\nHobbies: Žák se zajímá o všechno, co se hýbe. Rád sportuje, snaží se začlenit do sociálních věcí, praktických činností. Velmi ho baví výtvarná výchova a sestavování stavebnicových modelů. Nosí do školy fingerboard.\nDiagnoses: ADHD,Poruchy opozičního vzdoru\nDisorders: Lhaní,Fyzické násilí,Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1238", "student_age_year": "12 let, 6. ročník ZŠ", "student_hobbies": "Žák se zajímá o všechno, co se hýbe. Rád sportuje, snaží se začlenit do sociálních věcí, praktických činností. Velmi ho baví výtvarná výchova a sestavování stavebnicových modelů. Nosí do školy fingerboard.", "student_diagnoses": "ADHD,Poruchy opozičního vzdoru", "student_disorders": "Lhaní,Fyzické násilí,Krádeže", "teacher_approbation": "Mgr., učitelství občanské výchovy, přírodopis, pracovní činnosti, výtvarná výchova", "teacher_practice_years": "25", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/913", "content": "TEACHING CASE STUDY\n\nBackground:\nThis happened in my class when they were in seventh grade. They were at an age where a lot of emotions flow through them, they experience everything much more than others, so I'm always on the lookout for any, even just a little, odd behavior. I noticed with one student that even though it was very hot in the class, she was wearing a long sleeve, either a t-shirt or a sweatshirt. I watched her for some time and noticed that her \"joy for life\n\nSituation (Anamnesis):\nŽačka – one of the most diligent students in the class; she was friends with everyone, although she often quarreled with someone (soon she was able to reconcile with everyone again); she was among the noisier students and often interrupted the lesson by talking\n\nTeacher Intervention (Solution):\nSo I went to the school psychologist, whom all the students know well, and agreed with her on the next course of action. I told the student if she could go to the school psychologist to talk to her and let the other girls go with her as support. There were only six girls in the class and they all got along very well. So the psychologist talked to her and found out what her problem was. Subsequently, they made some kind of agreement, which they did not mention to me, because it was their \"secret\n\nOutcome:\nThe student worked with the school psychologist and stopped self-harming. Once in a while I would sit down with her for a few minutes and chat with her about how she was doing. She also went to see a psychologist to make sure everything was fine. In the next grade, she was already smiling like she used to be before that. Every year we have lectures for all classes at the beginning of the year. So that year we arranged a lecture on this topic so that everyone would be familiar with what to do if a similar situation arose.\n\nStudent Profile:\nAge/Year: 7. ročník, 13 let\nHobbies: hra na housle, jízda na kolečkových bruslích\nDisorders: Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "913", "student_age_year": "7. ročník, 13 let", "student_hobbies": "hra na housle, jízda na kolečkových bruslích", "student_diagnoses": "", "student_disorders": "Sebepoškozování", "teacher_approbation": "Magisterský titul – zeměpis, tělesná výchova", "teacher_practice_years": "26", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/492", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy repeatedly hurt students both verbally and physically. He always chose a weaker student from the class, who differed, for example, in appearance, grades, etc. There were a lot of these situations during his studies, but unfortunately I don't remember much about the specific situations. I can think of one that happened when the boy was in the 7th grade. It happened in class during a break when the students were having a snack. The problematic student took a bottle to drink from another student, whom he had previously hurt several times. He crumbled and dissolved the chalk in his bottle. The whole class knew about it and when the student came back he started drinking from the bottle normally. However, none of the other classmates said anything to him because they were all afraid of the aggressor. The offended student then made a joke from the children's behavior that there was something wrong with the drinking and came to tell me.\n\nSituation (Anamnesis):\nThe boy grew up with his mother, but she did not have time for him because she had a night job. She did not pay attention to him, so he grew up mainly with his grandmother. He had no contact with his father at all. He was problematic from the first grade and nobody managed to motivate him positively during the whole time. He was always on the side of the collective, kept his distance and did not want to integrate. He tried to get the attention of the class teacher with his rude and obscene behavior. He behaved rudely towards the children and towards the teacher. For the duration of the higher degree, he consistently hurt others verbally and physically. A lot of negotiations took place, reduced behavior marks, a class visit to the psychological-pedagogical counseling center, but without any positive results not only for the student, but also for his entire class. During the whole period, it was not possible to set up a healthy and safe climate in that one. Nevertheless, during his studies, his behavior developed, unfortunately in the opposite direction... In the beginning, he only hurt children, but he was kind to the teacher, he always brought her the biggest bouquet, he wanted her favor. The teacher made it clear to him several times that he must not do that, and after a while he turned his behavior against her as well. In addition, in the 8th grade, a second problematic student came to their class, with whom the boy immediately became friends. This made the whole situation and the climate in the classroom even worse and deepened its intractability. The student was only diagnosed with learning disabilities, not behavior. The mother refused to get involved in any solution with the school, the principal, the teacher. The school thus used only the possibilities of various disciplinary sanctions. However, the student could not be expelled, as he belonged to this school.\n\nTeacher Intervention (Solution):\ndealt with this particular situation with the bottle as follows: First it was necessary to prove that the student is the real culprit in this situation, although it is more than obvious. After several interviews, when the student denied his guilt, I decided to collect anonymous statements from the other children. That is, some kind of anonymous evidence. Everyone had to write down on paper how the situation happened and who was to blame. Based on these statements, his guilt was proven. The student continued to deny it, but after some time he confessed and had to apologize to the injured boy. The deed was punished by a reprimand from the class teacher, as he had already accumulated more reprimands for other incidents at that moment. Dealing with behavior during the course of study The school had an established disciplinary diary and the children had clearly defined rules (3 entries - reprimands in the student book, another 3 entries of reprimands from the class teacher, another 3 reprimands, etc.) This was dealt with according to the school rules with appropriate sanctions. The student also received a three for behavior several times. Furthermore, there was an effort to constantly motivate the boy to be actively involved in class relations... The class even visited a pedagogical-psychological counseling center, where class relations were diagnosed based on various games and exercises. It turns out that everyone is afraid of him. But at the same time, he was liked by girls who, at their age, did not yet distinguish between rebellion and actual harm. He himself never went to a pedagogical-psychological counseling center, his mother refused to cooperate and thought that everyone was wronging him.\n\nOutcome:\nThe student laughed at the punishment and the situation, and his behavior did not calm down either in the short or long term. The mother refused a solution in the form of a pedagogical-psychological consultation, and the situation worsened further with the arrival of another problematic pupil in the class group. The class's participation in counseling sessions only uncovered the relationships. For example, they played a game where they had to place themselves in different places and the whole class always stayed away from the two problematic students. The situation was not resolved in the classroom.\n\nStudent Profile:\nAge/Year: 5. – 9. třída (11 - 15 let)\nHobbies: box\nDiagnoses: Dyslexie,Dysgrafie,Dysortografie\nDisorders: Lhaní,Šikana,Vulgární vyjadřování,Podvody,Nevhodné chování,Fyzické násilí\n\nAnalysis & Annotations:\nSolutions Applied: Consequences, Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "492", "student_age_year": "5. – 9. třída (11 - 15 let)", "student_hobbies": "box", "student_diagnoses": "Dyslexie,Dysgrafie,Dysortografie", "student_disorders": "Lhaní,Šikana,Vulgární vyjadřování,Podvody,Nevhodné chování,Fyzické násilí", "teacher_approbation": "Vysokoškolské, Mgr.", "teacher_practice_years": "26", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/954", "content": "TEACHING CASE STUDY\n\nBackground:\nThe course of the break in the school class from June 2022 can be described as a not completely managed or at least insufficiently handled and unfortunate situation. a classmate, proportionally much smaller than the student. As is often the case in tussles, from an innocent tug of war the situation came to the point where the student caused a fracture in the forearm of a classmate.\n\nSituation (Anamnesis):\nThe situation was investigated according to standard procedures. Although it is not up to me to evaluate the work of teachers and teaching assistants, I can imagine possible circumstances that could have eased the situation. If the former teacher's assistant had been present, the injury probably would not have occurred, and the unfortunate end of the incident would have been prevented by the presence or perhaps increased attention of the supervisor in the corridor.\n\nTeacher Intervention (Solution):\nAccording to the teacher, the solution went well, everyone involved, including the parents of the culprit and the parents of the victim, participated and resolved the situation without major complications in the following weeks. Objectively, I would like to appreciate the pragmatic and professional approach of educators to the problem and the subsequent application of methods for coping with the incident to both parents and classmates in the classroom.\n\nOutcome:\nWhat is inspiring to me, what would I appreciate? I appreciate the continuous work and care of both the teaching assistant and the teacher. I can only confirm from my weekly experience how difficult and demanding it is with the pupil. More specifically, I am fascinated by the assistant's patience in suppressing the student's unsatisfactory behavior and systematically explaining to the student what and why he should and should not do and what he should improve. What would I do differently and why? I would support the student more in his interests, talk with him about what he enjoys, try to get to know him more, so that he feels comfortable and safe. Discuss outside of school topics, if at least a little bit possible. What solutions can I think of? Although this would probably be more of a temporary solution, it is possible to rotate the assistants in the classroom so that there is no free window without the presence of control. Undoubtedly, faith in a better future with the help of the constant work of the assistant, psychological counseling and teachers in the classroom is the only option, the only option to catch the student's situation and somehow keep it under control.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "954", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "český jazyk, dějepis  -          Výchovná poradkyně na Základní škole  -", "teacher_practice_years": "", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1260", "content": "TEACHING CASE STUDY\n\nBackground:\nwas working on the carpet with the children and the pupil was disturbing others and constantly poking someone with his finger. I constantly admonished him, and finally I told him to give me a notepad, that I would keep it and if he continued to be angry, I would stamp him with a wooden spoon. At this he threw a fit of rage and began to rage on the carpet, thrashing his arms and legs in the air. At that moment, I was also afraid of the other children. Finally the bell rang, the other children went into the hall and I tried to talk to him about whether what he had just done seemed normal and to think about what he had just done. He just got angrier and left the class. I didn't solve this in any way because I didn't even know how. Even that day, I had to remind him several times that I already had his notebook on my desk. The next morning, an incident occurred when the aforementioned student accused a classmate of stealing his crayons. When the classmate defended himself that he didn't steal them, the student slapped him. There were no teachers in this situation, it was before the start of the first lesson and I learned about it from a colleague who was called by the students.\n\nSituation (Anamnesis):\nThe whole class is very wild and there are a few more problematic students in it. For example, when we're in the gym and we're playing catch, they also yell at that, and if someone even accidentally chokes someone, it's immediately retaliated with even more force. They are like wild eggs. At the beginning of the school year, we set rules for how we would treat each other, everyone was there. Even so, they are constantly violated.\n\nTeacher Intervention (Solution):\nThe teacher put the crying student in the corridor and told him to wait for me there and went to tell me. When I reached the classroom, the student was not in the corridor, but was already in the classroom. I asked him where he was supposed to wait for me, but the student did not respond. So I asked what happened. The student said that a classmate stole his crayons, when I asked the student if it was true, he said no. The student kept crying and I told him why are you crying, your classmate who got slapped by you should be crying. I went on to say that he would really get the note today. Then when he saw her in the notebook, he started to cry even more.\n\nOutcome:\nHe blew his nose all that day. I think he wasn't crying because he hurt a classmate, but because he was being scolded at home. However, he didn't slap anyone anymore. Nudging in the classroom continued to be the order of the day.\n\nStudent Profile:\nAge/Year: 6 let 1.a\nDisorders: Simulace,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Consequences, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1260", "student_age_year": "6 let 1.a", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Simulace,Hyperaktivita", "teacher_approbation": "Mgr.", "teacher_practice_years": "24", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/588", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day, the maid of honor came to me to tell me that a girl suddenly ran out of a group of children playing with stuffed animals and started vomiting and crying. They could not get out of the girl what had happened, whether she was feeling sick or just sick, so the girl was sent home. The next day the girl came to school, but she was behaving strangely. She looked as if something had frightened her and she jerked her gaze towards the boy in the penultimate pew. The girl was avoiding the surroundings, so I thought I wouldn't scare her any more, I just came up to her and told her that if she needed anything, I'd be in my office, I have tea and biscuits there, so she can come and anything to confide In the afternoon there really was a timid knock on the door and that girl came. After talking for a while on a topic that made her feel safe, she slowly began to move on to the reason why she came to see me. The boy in the penultimate bench was said to be showing her some video with naked people on his mobile phone and forcing her to watch until the end, even though she didn't want to. From the brief narration, I immediately understood what it was about, tried to calm the girl down, and after she calmed down, went home.\n\nSituation (Anamnesis):\nThe student who played the video to others probably didn't want to harm others in any way, he was just curious and had to share what he discovered. As it turned out, he had downloaded some pornographic video that he forwarded with the boys in class and while waiting for his parents in the school club, he also showed the video to children who came near him.\n\nTeacher Intervention (Solution):\nI invited the boys who brought and distributed this video to my office. I asked how they got the video and why they wear it to school. One of them is said to have found the video by accident on the Internet and brought it to school to show off to his friends, who of course also wanted the video. It seemed that they regretted the act, they didn't mean it badly and didn't want to get into trouble. The video was deleted from the mobile phones, the boys promised not to wear this to school again. Although I felt sorry for them, how scared they looked and that they regretted their actions, each of them received a reprimand from the class teacher and extra homework as punishment.\n\nOutcome:\nThere was never a problem with the boys in this area. The video seems to have been forgotten and I haven't noticed another offense with them. They are now studying at a gymnasium, where they have no problems. I would certainly appreciate keeping a cool head while dealing with both issues. The approach was professional to both victims and perpetrators. I also consider the idea of an anonymous mailbox to be successful. I would definitely think better about the punishment, it seems to me that these two problems have a different weight of offense, so the punishment should be different in each case and not identical. When dealing with a problem with a bully, I would definitely focus more on the girl after I heard about some problems in the middle of the year to see if she changed her behavior, the fact that the teacher learned that the bullying continued until the end of the school year, I she will come very late, she should have definitely increased her punishment by two for behavior. I would definitely deal with both cases with the parents, I would further grade the bullying with a 2 for behavior, and I would punish the dissemination of pornography with a reprimand from the class teacher. I would also be very impressed by the behavior and awareness of the mistakes of the culprits themselves, if I saw how they realize their transgression and regret it, I would easily reduce/extend the punishment, also according to the subsequent behavior in the following months.\n\nStudent Profile:\nAge/Year: 12 let, 5. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Agreement, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "588", "student_age_year": "12 let, 5. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, AJ, ČJ", "teacher_practice_years": "9", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/751", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student of the third year of the gymnasium was quite a 'slacker' from the beginning of his studies. He didn't want to learn languages, mathematics, physics, so he got threes, fours, and fives in these subjects, but he usually managed to get everything down to threes at the end of the year. There were also subjects that interested him and he therefore got good grades in them, specifically ones and twos. It was history, biology and some parts of geography. The student was always a student who was sometimes disruptive, sometimes went outside school, but he always completed everything in the end and did not have a bad report card. The teacher never had any major problems with him because he was very interested in natural history and he was one of the best in it. At the end of the third year, however, the situation changed. The student went to school only rarely, falsified excuses, was always tired, depressed and began to deteriorate sharply in all subjects, including biology. The teacher, because he is also an educational consultant, began to suspect what it might be about.\n\nSituation (Anamnesis):\nFamily history: The student's parents are happily married. The student has one older sister. Both parents have university degrees. Mother is an economist and father is a programmer. The family climate has been fine throughout his life so far. Personal history: Student has always been a problem-free child. He is friendly, communicative and intelligent. School anamnesis: He never had any major problems at school, he was very popular in the team.\n\nTeacher Intervention (Solution):\nThe teacher had a good relationship with him, so he tried to ask him privately what was behind his tiredness, missing school and deteriorating relationship with biology. The student replied that everything was fine. At that, the teacher asked him confidentially if he was using any drugs. To this the student said no. After that he talked to his two closest friends, neither of them said anything, but he knew that he was hiding something. He let them believe him and hoped that in a few days they would come and tell what was really going on. This did not happen, but one day the teacher sat in the student toilet because the teacher's toilet was occupied. And the two guys were already talking about meth when they walked in the door. He immediately recognized that it was a student with a friend. The next day he called the student and the confession did not take long. It was said that the student could see that he was glad that he could confide, but he would not have done it on his own. He admitted that it has been going on for about two months, when he injects himself once or twice a week. They discussed the situation from all possible angles. For example, that his parents found out a few weeks ago, but he has to lie to them that he got over it. The teacher tried to play on mutual trust and promised the student that he would not tell his parents, but in return he would do everything to stop it.\n\nOutcome:\nThe teacher decided to try to take the student to a rehab center to show him the scary cases, it seemed like the only reasonable solution. He did not want to disappoint the student's trust and trusted him, he had known him for over two years, that he could handle it. He told the student's parents that he and the teacher were going to the biology Olympiad, which was not strange to the parents, he often participated in various biology competitions. In the rehab center, the student reportedly broke down in tears after less than five minutes when he saw some patients with disfigured faces, skin diseases, etc. With tears in his eyes, he said that he had no idea what could cause it, that an older friend showed him and said only wonderful things. As they went out, he told the teacher that no one would return to this place and gave the teacher a bag of powder that he had in his backpack. He really stopped doing it and that little was enough, the teacher said he didn't believe it, he was just young and wanted to try it. His report card in the third year was terrible, all fours, he completed two unclassified subjects in August, but at the end of the fourth year he successfully graduated and went to university. In the end, the teacher told me: 'I don't even know if you can put it to a successful solution, because such a serious matter cannot be dealt with behind the backs of the student's parents. I wouldn't do it now, I would immediately notify the parents and negotiate a solution with them. I was young, stupid, and I was very lucky to help a student and not get into trouble.'\n\nStudent Profile:\nAge/Year: 17 let,  3. ročník gymnázia\nHobbies: Počítačové hry, biologie, příroda\nDisorders: Úzkost,Strach\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "751", "student_age_year": "17 let,  3. ročník gymnázia", "student_hobbies": "Počítačové hry, biologie, příroda", "student_diagnoses": "", "student_disorders": "Úzkost,Strach", "teacher_approbation": "Mgr. (přírodopis, matematika)", "teacher_practice_years": "22", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/658", "content": "TEACHING CASE STUDY\n\nBackground:\nAt first, it seemed like it was going to be standard ninth-grade hallway surveillance during the big break – lots of laughter, occasional screams, and the frequency of trips to the bathroom such that you'd think someone must be giving something away for free. Towards the end of the break, however, the situation turned sour when, while another situation was being dealt with in the corridor, a group of three students in the class started shouting various curse words as loudly as possible and laughing very loudly at this brilliant pastime.\n\nSituation (Anamnesis):\nThe teachers who were probably supposed to throw this activity did not have time to solve it at that moment, because they were dedicated to solving a more pressing problem. Dealing with this situation, thus admonishing and calming down the given group of pupils, was taken up by the present teaching assistant, Mr. B.\n\nTeacher Intervention (Solution):\nSo the teaching assistant stood in the doorway and told the group to leave it alone. \"Stop yelling at each other here, for one thing the whole floor can hear you and that dictionary is no hit parade either.\n\nOutcome:\nThe teacher's assistant knew that he would see the pupil and his class quite often, at least during supervision, so he was glad that since he and the pupil had spoken out, whenever they met in the corridors, there had been no further such heated conflicts and they even chatted quite well a few times.\n\nStudent Profile:\nAge/Year: 16 let, 9. ročník\nHobbies: Fotbal, hudba, bojové sporty\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Lhaní,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "658", "student_age_year": "16 let, 9. ročník", "student_hobbies": "Fotbal, hudba, bojové sporty", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Lhaní,Agrese", "teacher_approbation": "Vysokoškolské (Bc.) – AJ, Dějepis", "teacher_practice_years": "2", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/843", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy reacts with verbal and physical aggression, vulgarity, breaks things for himself and others. He physically attacks children and adults. These manifestations occur unexpectedly, unprovoked. It requires a great deal of pedagogical skill. The teacher must focus on the boy to prevent these situations, but sometimes this cannot be predicted.\n\nSituation (Anamnesis):\nThe boy has a serious family history. He is deprived early, he was in an infant institution until he was two years old. The mother used strong medication during pregnancy (tramal, lexaurin, neurol). He is under the care of a neurologist. Diagnosed behavioral and emotional disorder with early developmental traumatization. He is also under the care of a psychiatrist. He has good intellectual abilities. Increased restlessness, emotional instability, inability to self-control do not change. He is also very indiscriminate towards his father. Children are afraid of him even during leisure activities, because he acts egocentrically, which results from social isolation. He has a damaged relationship with women. He does not have natural patterns of behavior due to the absence of an extended family and the absence of contact with his peers in leisure activities.\n\nTeacher Intervention (Solution):\nHe grows up only with his father, who was informed in great detail about his son's prognosis (the psychiatrist outlined the likelihood of institutional education). Prognosis of DDŠ with therapeutic and educational group.\n\nOutcome:\nThe father is aware of the prognosis, but downplays the problems, it is related to the absence of an extended family (only father and son). The boy does not have the opportunity to acquire social skills. The father refuses boarding school.\n\nStudent Profile:\nAge/Year: 10 let, 3. ročník\nDiagnoses: Porucha chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "843", "student_age_year": "10 let, 3. ročník", "student_hobbies": "", "student_diagnoses": "Porucha chování", "student_disorders": "", "teacher_approbation": "Speciální pedagog - etoped", "teacher_practice_years": "39", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/235", "content": "TEACHING CASE STUDY\n\nBackground:\nworked as a class teacher in the seventh grade at an elementary school, where the meeting schedule was created from the beginning of the school year. In the meeting order, it turned out that a pupil and a pupil had to sit together on the bench. The pupil was a self-confident athlete who liked hockey and the pupil was peculiar in her own way, quiet, well-studied and fond of horses, but she had a minor handicap and a slight limp on one leg. Already in the beginning, some problem between them was evident, the pupil claimed that they could not stand each other, but it seemed more like a quarrel. The student kept saying something, poking her, taking her pencils, writing in her notebook and mocking her for being lame. From the beginning, I guided both of them to successfully solve the problem between themselves. However, the tension between them escalated and I had to separate them. However, the pressure from the pupil on the pupil continued even outside the school, on chat and messenger. The student constantly attacked the student and frequently insulted her about her walk and her hobbies. The insults culminated in the line: \"You like horses and you like horses, so let yourself be killed like those horses who ride\n\nSituation (Anamnesis):\nThe student is an athlete who regularly plays hockey, he is used to a harsh competitive environment, he was also used to knocking others down and competing with them. He saw enemies and rivals in the students, similar to what happens in hockey. He spent time mainly with boys, he hardly had any fun with girls. He was most in contact with the pupil thanks to the initial joint sitting on the bench. Alone in class, he didn't make a disturbing impression. Žačka is smart, likes to learn, is loud, non-conflicting, doesn't draw too much attention to herself, in her free time she goes riding horses, which she likes very much. She is active in the lessons and did not show in any major way that sitting with the pupil was unbearable, when she confided in me that the pupil was constantly nudging her, she smiled at it and did not give the impression that things should escalate so much between them.\n\nTeacher Intervention (Solution):\nAs a class teacher, I started to solve the situation immediately, I contacted the parents of the pupil to come to school, that I had to discuss with them the pupil's inappropriate behavior towards a classmate. At the same time, I brought a methodologist to participate in the session with us. Together we investigated the cause of this behavior. I spoke first, then the parents, and finally the methodologist, regarding why the student behaved in this way and what the reasons could be. The parents looked very shocked when they learned what their son was writing to a classmate. The parents tried to reason with the student and discuss that this behavior is unacceptable. The student seemed to realize what he had done and promised to make amends. As punishment for this behavior, he was reprimanded by the class teacher.\n\nOutcome:\nRight after the incident, the parents went home with the student in peace, there was no escalated situation. The student seemed to regret the whole thing. Right from the second day, it was clear that the pupil was no longer paying attention to the pupil. He rather kept his distance. Gradually, the situation improved to the point that the pupil began to stand up for pupils, for example if someone mentioned a horse or leaned against a pupil indiscriminately. He was basically defending her from the others. It could therefore be said that the admonition and invitation of the parents to the school affected the student and discouraged him from further inappropriate behavior towards his classmate.\n\nStudent Profile:\nAge/Year: 12, sedmý ročník\nHobbies: otevřená otázka\tSport  hokej)\nDisorders: Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "235", "student_age_year": "12, sedmý ročník", "student_hobbies": "otevřená otázka\tSport  hokej)", "student_diagnoses": "", "student_disorders": "Zesměšňování", "teacher_approbation": "Magisterský titul - dějepis, VKO", "teacher_practice_years": "5 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/215", "content": "TEACHING CASE STUDY\n\nBackground:\nThe fact that the student was not in the classroom during the lesson and was instead playing a game on a mobile phone on the floor above, of course, I had to solve immediately. I was slightly shocked when I discovered the student in the chair, so I immediately asked what he was doing here. The student obviously didn't mind my arrival too much and replied in a calm voice that he was playing games and that he enjoyed it more than waiting for his classmates to finish his work, because he always gets it done before and doesn't want to waste time doing nothing.\n\nSituation (Anamnesis):\ntook the student back to the classroom, on the way I said common phrases to him in the sense that he was breaking the school rules, etc. But I suspected that the problem was not so much in the student as in me and my classroom management system. After the lesson, I talked to the student. I suggested to him whether he would like to do some additional tasks as part of his independent work, and I asked him why he always preferred to leave the class under the pretext of going to the toilet. He answered evasively, but indicated that he would think it silly to let his classmates know that he was faster at work and that they were actually holding him back.\n\nTeacher Intervention (Solution):\nHowever, the student liked my proposal, for each subsequent lesson, when the students worked on the tasks, I brought the student one more task.\n\nOutcome:\nOur agreement immediately brought the expected fruits. The student has always honestly worked out the additional tasks he received from me, and since then he has never intentionally left class. To this day, I still provide him with additional tasks, and it turned out to be the right way to handle this situation.\n\nStudent Profile:\nAge/Year: 12 let, sekunda\nHobbies: Četba, kreslení, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "215", "student_age_year": "12 let, sekunda", "student_hobbies": "Četba, kreslení, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Ruskýjazyk, občanská výchova", "teacher_practice_years": "8 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/163", "content": "TEACHING CASE STUDY\n\nBackground:\nThere is a big break in class. The students were left unsupervised for a while. The communication noise increases and so does the intensity of the voices of some students. Children are laughing happily. However, one student is getting more and more nervous until finally he can't take it anymore, he gets up and shouts at a group of boys in the corner of the class to be quiet. However, they continue to laugh and another student looks at him mockingly and asks him if he is 'getting nervous' again. The student breaks into an even bigger frenzy and shouts that if they don't stop, he will throw one of them to the ground and beat them. He continues with profanity. After this incident, the teacher enters the classroom, summoned by the two girls, and intervenes.\n\nSituation (Anamnesis):\nThe student lives together with both parents and a younger sister. The social conditions of the family are average. Body structure is appropriate for age. He likes sports - he plays football. At first glance, he seems a little distracted and nervous. Both parents work. The family is financially well off. They take care of the children carefully, they pay enough attention to them. He started school after a year's delay. He shows a very negative attitude towards the fulfillment of school duties. He regularly visits a psychologist.\n\nTeacher Intervention (Solution):\nThe teacher immediately intervened after entering the classroom. She took the student's hand and led him into the corridor. She told the other boys to calm down and be quiet. He and the student sat on a bench and had a short conversation about what happened in class. She tried to explain to the student the pointlessness of his negative reaction and pointed out the correctness of solving similar conflicts. In this situation, she also used a progressive relaxation technique with deep breathing and muscle relaxation. However, as the end of the break was approaching, the relaxation lasted for a shorter time.\n\nOutcome:\nAfter the relaxation technique, the student managed to calm down and completely get out of the amok. He was able to return to the classroom for instruction. The rest of the day was relatively calm.\n\nStudent Profile:\nAge/Year: 11 r., 4. ročník ZŠ\nHobbies: Futbal, PC hry, stavebnice Lego\nDiagnoses: ADHD\nDisorders: Agrese,Vulgární vyjadřování,Fyzické násilí,Neuznávání pravidel\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "163", "student_age_year": "11 r., 4. ročník ZŠ", "student_hobbies": "Futbal, PC hry, stavebnice Lego", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Vulgární vyjadřování,Fyzické násilí,Neuznávání pravidel", "teacher_approbation": "vysokoškolské vzdelanie II. Stupňa", "teacher_practice_years": "22", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/133", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose at the beginning of the school year, when I got new sixth graders. We had an assistant assigned to us in the class, and from the beginning there was disrespect for her person. It was caused by the fact that in the 1st grade they were used to the assistant cleaning for them, helping them, and they basically didn't have to do anything. This situation just happened at the beginning of the year, when during the first week the assistant's authority was disrespected, which reached the point of bullying her. In the beginning, there were only minor hints, which gradually began to escalate to mocking her, sometimes even humiliating her, when three students began to treat her like a maid. For example, one student: “pick up the paper.\n\nSituation (Anamnesis):\nFamily history of the pupil living in alternating care. Her parents divorced when she was in the 4th grade. I know from hearsay that the divorce did not go completely smoothly and that the parents argued and gossiped in front of the student, which affected her grades and behavior at school. After some time, the situation in the family improved and the parents agreed on alternating care, when they can tolerate each other. However, her behavior at school did not improve. Sorting history, the student is quite popular in class, she likes to be the center of attention. She does not prepare for school in any way, she is lazy and not very smart, which is reflected in her grades. In the collective, I would describe her as a smart bitch, when she is friends with a classmate and gossips about her at the same time, but she says that it is not true and that the other classmates are gossiping about her, thereby distancing her from them and using her. The family history of another student comes from a good family where the parents live together. I think he only joined because he wanted to please the first student mentioned. Sorts the anamnesis of another pupil, he is popular in the class, he gets along well with his classmates. He is very smart and bright, studies well, gets good grades. He is almost problem-free except for a few transgressions – a fight, adding to the bullying of an assistant, which apparently happened because he wanted to please the first student mentioned. The third student's family history comes from a divorced family where the parents do not get along at all. The biological father is relegated to the sidelines, the third student doesn't have much contact with him, because the mother doesn't want him to. The mother and her new husband are trying to calm him down and raise him, but they are not very successful. The third pupil is a manipulator, able to convince the other classmates. He doesn't really respect anyone, he doesn't study well, but it doesn't bother him at all, he just crawls into the next year. He is such a quiet mouse when others have to come to him on their own.\n\nTeacher Intervention (Solution):\nAfter discovering the bullying, parents were invited to the school, who were gradually invited along with the students. I and the assistant described to them what was happening and how their child behaved and contributed to the situation. After that, the student himself could comment on it. During this session, the pupils were mostly taken aback and did not comment much on it, because they knew that the truth had come out and if they denied it, it would only get worse, for example with one pupil it was clear that his parents did not like his behavior and that even before they came, so he got behind the ears. It was me and the assistant at the meeting with the parents, with the fact that the principal knew about everything and the next day he also came to the class, where he explained to the students that the assistant has the same authority as the teacher and as any adult, and therefore they should approach her behave with due respect. Furthermore, he instructed them about their responsibilities at school and how they should behave in it, he explained to them that they will always be responsible for all their actions, both at school and in their personal lives, and so they should behave accordingly behave.\n\nOutcome:\nAfter the meeting with the parents and the visit of the principal, the situation started to improve, the students stopped bullying. Gradually, they began to treat the assistant as an adult, who must be respected and obeyed just like the teacher. During the school year, parents kept in touch with how their child was behaving and whether the problem was recurring. At the beginning of the 2nd semester, when online teaching started, parents and students liked the assistant, because she helped them with online teaching, and in the next school year, when they got another assistant, parents asked to get the old assistant back, because they got along well with her, they had a good experience with her and, unlike the new assistant, she was willing and able to help them with online teaching.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník ZŠ\nHobbies: móda\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "133", "student_age_year": "11 let, 6. ročník ZŠ", "student_hobbies": "móda", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ Biologie a Chemie", "teacher_practice_years": "16", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1111", "content": "TEACHING CASE STUDY\n\nBackground:\nWe have had problems with this student since first grade. He comes from a very problematic family, where relations are not ideal, his mother changes partners, spends a lot of time in the pub, and he and his sister are mostly taken care of by their older brother. Due to a bad family situation, the student is very explosive, impatient, curses profusely, cannot last long at one job. Unfortunately, mom was against any recommended PPP visit, so we could only speculate about possible disorders in him. It was not the first time that we had solved problems with him, so we already knew better how to approach him and how to solve anything with him. In the art class, the student suddenly started to get angry and shout because he didn't do well in one assigned task, he shouted at everyone, he knocked a classmate's cup of dirty water over a picture and out of the blue he ran away from the class and hid in the toilets.\n\nSituation (Anamnesis):\nThe class is otherwise very calm, everyone gets along and helps each other. Unfortunately, only the student is a very disturbing element for other classmates with his occasional, let's say seizures. Thanks to the fact that the children have been together since the first grade, they are used to the student's occasional outbursts and know how to approach him in such cases, thanks to which this behavior has become more manageable.\n\nTeacher Intervention (Solution):\nI already knew how to work with a student from previous experiences, so this was not new for me. Every time he got angry like this, he calmed down after a while. I went to pick him up in the corridor, where I explained to him very emphatically that it doesn't work like that, I told him what he did wrong, how he can fix it. He was angry for a while, he didn't want to talk to me, but then I could see in him that he had already returned to his normal 'state', so we went back to class.\n\nOutcome:\nAs soon as we returned to the classroom, no one seemed shaken by the situation that had happened. Because they knew this behavior in the student and already knew how to react to it. The student apologized to his classmate and helped her wipe and clean up the spilled picture. From a longer-term point of view, I would say that the student's classmates help a lot to manage and moderate his outbursts. Since most are friends, by having fun with him and including him in activities. The student has a feeling of some kind of inclusion in the collective, as he does not get this feeling at all at home. Therefore, it is certainly very noticeable in his behavior over the years that he behaves much better, notices more things that he does wrong and tries to moderate in certain situations. Unfortunately for him, he most likely observes the behavior he exhibits at school among children at home. Unfortunately, we, as a school, cannot do much more with this, as we have nothing confirmed and these are only our assumptions.\n\nStudent Profile:\nAge/Year: 10\nHobbies: sport, volný čas s kamarády\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1111", "student_age_year": "10", "student_hobbies": "sport, volný čas s kamarády", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., Učitelství pro první stupeň", "teacher_practice_years": "18", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/223", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the students broke down in tears during the break because a classmate said something unpleasant to her. After the conversation, it became clear that such a word game was being played in the classroom. When one student asks the other to say a word, for example 'pool'. Whereupon the one who asked the question answers him: 'Your breasts are down to the ground!' This made the girl cry. I was just passing by and saw this situation. I entered the classroom to find out what happened in the classroom. The boy stood by and laughed at her. The rest of the class stood around in amazement. She was also a more sensitive girl and it wasn't the first time she cried in class. The student who probably caused it very often uses provocative words, curses, mockery to draw attention to himself. He himself has previously admitted that he wants to be funny. Unfortunately, they try to do it in situations where it is not appropriate, or it might just affect someone.\n\nSituation (Anamnesis):\nThe student mocking the girl comes from a divorced family. He has a year old brother. Mother is employed, father is employed.\n\nTeacher Intervention (Solution):\nAfter hearing what happened, I understood that the children were joking with each other. Not everyone can get a joke and it definitely shouldn't happen or say something that makes the other person uncomfortable. I started telling a story about how our words can create a desert where nothing blooms and it's dry. We shouldn't use these words so much. But when we use words that are beautiful and caress the soul, then we create a beautiful garden, or an oasis, where everyone lives happily and loves each other. Everything blooms and prospers as it should. No one frowns there. After the story, I asked the boy to apologize to his classmate.\n\nOutcome:\nThe whole class listened carefully to the story. After talking, I asked them to try to create only a beautiful garden. After that, the children didn't use that particular joke as much anymore, even other words that they sometimes heard disappeared.\n\nStudent Profile:\nAge/Year: 7 let, první ročník\nHobbies: Počítačové hry, fotbal, Harry Potter\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "223", "student_age_year": "7 let, první ročník", "student_hobbies": "Počítačové hry, fotbal, Harry Potter", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Vysokoškolské, speciální pedeagogika", "teacher_practice_years": "10", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1234", "content": "TEACHING CASE STUDY\n\nBackground:\nIn this case, it is not a student who would bully others, on the contrary, it concerns a student who was singled out by her classmates since the beginning of the sixth grade. From what I remember, nothing serious happened from the beginning. The student didn't seem lonely, even though she was sitting alone in the first bench in the middle. Not even during breaks was there a significant problem. This incident may not have appeared to be bullying at first, as there was no assault, either verbal or physical. However, as the year progressed, the student began to spend more and more time alone in the corridor. She arrived by bus and always went to class alone, and she also left for lunch. She went outside the school during lunch breaks, even though most of her classmates spent time together in the common room. However, cooperation did not stop in the lessons, even in groups everyone was able to work together and did not get sidetracked. However, in free time outside of school hours, the problem became more and more apparent. One day, the student's mother called me and told me all the troubles that her daughter had confided in her about. Her classmates really singled her out. They never scolded or attacked her, they simply ignored her completely. She had no friends, no one wanted to sit with her at lunch, they only talked in their 'groups'. She also confided that they look at her clothes strangely and sometimes laugh when she walks by. This situation became unbearable for her, and the situation began to be thoroughly addressed.\n\nSituation (Anamnesis):\nThe student came from a family with a farm and spent a lot of time with animals. It was clear that he was more of an introvert. Her family was not rich, but the student was never dirty or neglected. She was rather quieter, but very creative. As for her classmates, there was no one among them who was mean or insulted. Her classmates ignored her, but did not harm her in any way. I don't think their intention was ever to single her out, but in order to fit in, one will rather ignore a classmate who doesn't seem 'cool' enough to avoid becoming a 'renegade' as well. This collective has always been problem-free and the situation arose innocently. In sixth grade, everyone wants to be liked, and she didn't fit in. She was very nice, unfortunately not very penetrating and found herself on the other side of popularity.\n\nTeacher Intervention (Solution):\nAfter the phone call with the mother, the problem began to be solved with the educational counselor and the school principal. The pupils seemed unaware of the existence of the problem. So it was necessary to tell them how things were. It was decided that during the student's absence, one of the teachers would go to the class and talk to the students about the problem. The lot fell on their civics teacher, whom they knew and liked well. The teacher already had experience with a similar situation, so she was more qualified than me. On the day when the student was not at school (this was arranged with the student's mother), the teacher formed a circle with the students at the back of the classroom. They all sat down and just sat for a while. The teacher then asked directly if anyone in the class had a problem or if they felt uncomfortable at school. After a unanimous negative answer, she changed the wording of the question. She asked if they were aware of a problem anyone else was having or if something was going on in the classroom. The pupils were not stupid and the absence of the female pupil was also a hint. I must say that I expected a negative answer and denial. However, according to the teacher's story, one student herself spoke to the others that it was clear that something was happening in the class. A rolling of the eyes followed, so the teacher took the floor again. She told the students about the student's problems and her mother's intervention. The student who first spoke spoke up again and admitted that she was treated badly. The students started to contribute to the discussion, what they thought was bad about their behavior and how they hurt her. The teacher told them she was glad they confessed and faced the problem head on. She explained to them what types of bullying exist and how disinterest (which is usually not seen negatively) can hurt someone. The students finally agreed to reflect on their behavior once more at home and try to change their habits.\n\nOutcome:\nThis conversation took place on Friday, so the students had time to really think over the weekend. On Monday, of course, I expected the effect of this solution. Miracles were not to be expected, but it was obvious that the students had changed their view and perhaps even felt ashamed when they saw her. Even though they were aware of their bad behavior, once they were told in direct confrontation what they had done and how someone in their class was suffering, they began to try to change this state of affairs. Of course, it didn't go at a rocket pace. But no one looked down on her anymore, and over time there was an effort to include her in conversations about breaks (mainly from the girls). I was a little afraid of this direct confrontation, but it turned out to be the best solution. Once no one judged her because of her clothes or her shyness, the situation improved significantly. More than I expected. She became more friends with the two girls and also participated in lunch breaks in the common room with them. Overall, she became more sociable and others 'took her in'. As I said, I liked this class and did not believe in their evil intentions. I am very proud that they were able to admit their mistake and learn from it. Some knew about the problem, for some it was a real surprise. But they all pulled together as a class and managed to get over him. Perhaps some were even relieved that adults became interested in the situation and actually removed the reasons for singling her out and they could continue the next years of their studies as a team.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: zvířata  rodinné hospodářství)\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1234", "student_age_year": "12 let, 6. ročník", "student_hobbies": "zvířata  rodinné hospodářství)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské (Anglický a Český jazyk)", "teacher_practice_years": "12", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/935", "content": "TEACHING CASE STUDY\n\nBackground:\nI was a new first-year class teacher at a four-year high school. Right from the first day, it was obvious that the student was different. The different rhythm of speech, intonation, word order, extremely literary expression, alienated him from the collective and seemed to the other students to be from another world. He spoke like a robot, did not understand irony and sarcasm, etc. On the adapter, these differences between him and the others began to deepen.\n\nSituation (Anamnesis):\nAn important factor was that the collective was completely new, it was not enough to create some kind of 'social hierarchy' there yet, so it was more malleable. In addition to the student, there was also a student in the class, a mature, dominant young lady. The student was extremely intelligent and very above average in natural sciences (mathematics, physics). His mother tried to lead him to independence despite his handicap - he lived in a boarding school, arranged almost everything himself, functioned in the classroom without a teacher's assistant. He didn't need to integrate into the team too much, he often worked independently and beyond the scope of teaching.\n\nTeacher Intervention (Solution):\ndecided to intervene before any unwanted conflicts started to arise between the student and others. So within one hour I invited the school psychologist and I 'cleaned up' the student with the help of a colleague who needed to solve something with him with the Czech textbooks, or give him a placement test in one subject to occupy him for the whole lesson. The school psychologist then explained to the pupils the essence of Asperger's syndrome, which the pupil has, and described how it manifests itself. I, from the position of the class, then put it on their hearts to pamper him and to take him as their treasure and to treat him decently. At the same time, we asked the student to try to get more involved in the team.\n\nOutcome:\nBoth parties accepted the information from us. This solution had a long-term effect, the pupils accepted the pupil and began to use it in a good sense of the word. He often tutored his classmates and explained to them things that there was no time left for in class. The student then felt that he had some importance in the class and began to behave more friendly. The relationship between the pupil and the rest of the class proved to be mutually beneficial. A pupil who took him under her wing also helped me with this situation. I think she had a very developed social sense. On the one hand, she was dominant, had no problem with the student and 'protected' him without me addressing her. When classmates made fun of the student, she yelled at them in a way that 'they are not interesting or funny.' The boys wanted to like her, so they let it.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník čtyřletého gymnázia\nHobbies: hra na klavír, četba, parkour\nDiagnoses: Aspergerův syndrom\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Working with the collective, Interview, Collaboration with odbonriks\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "935", "student_age_year": "16 let, 1. ročník čtyřletého gymnázia", "student_hobbies": "hra na klavír, četba, parkour", "student_diagnoses": "Aspergerův syndrom", "student_disorders": "", "teacher_approbation": "Mgr. Zsv, Bi", "teacher_practice_years": "12", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Collaboration with odbonriks", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/186", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students were already attending school for the second week, which meant that they should already have their notebooks and textbooks wrapped. However, one student did not have his notebooks covered, which is why the teacher got a little upset.\n\nSituation (Anamnesis):\nThe student is being raised by his brother, as their mother is an alcoholic and has left them. He has other siblings besides his brother, but he only lives with his brother and sister.\n\nTeacher Intervention (Solution):\nThe student did not have his notebooks covered for the second lesson. He started making excuses that his brother was supposed to go to town with him (where he would buy the packaging), but ended up going alone without him. After the teacher asked him why he didn't tell his brother what he needed and he could buy it for him himself, he revealed that he only told his brother that he needed to go to town, but didn't tell him why.\n\nOutcome:\nIt was finally resolved by the teacher giving the student a point (if they have 3 points, they get a note in the student's book) with the threat that if they don't have it covered in the next lesson, they will get a note straight into the student's book.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: fotbal\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes\nSolutions Applied: Consequences, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "186", "student_age_year": "14 let, 8. ročník", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (český jazyk a výtvarná výchova)", "teacher_practice_years": "28", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/42", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student refused to work during math class. You were playing, disturbing others. After the teacher warned him that he really insisted on completing the task, he began to behave aggressively - he pressed the pencil with all his might and tore through the pages in the workbook.\n\nSituation (Anamnesis):\nThe nine-year-old pupil is in the third year of primary school. There are 18 pupils in the class. A teaching assistant works in the classroom. The class collective is very diverse, there is a predominance of boys. Five children with specific learning or behavioral disabilities, one child with exceptional talent. The student has been diagnosed with ADHD, developmental dysphasia. His mother drives him to school from a distant village, where they lived they had bad experiences with the school and the previous class teacher. An additional delay was recommended in the first class. He started attending a preparatory class. He had a very bad time getting used to it there, he did not respect the authorities, he behaved badly towards his classmates. He used vulgar expressions, did not cooperate with children or teachers, did not want to speak publicly in front of others. He has been under the care of a clinical speech therapist, psychologist and SPC since kindergarten.\n\nTeacher Intervention (Solution):\nThe assistant took his pencil, the student started banging his head on the desk. After trying to prevent a situation where the student was hurting himself (pulling him away from the bench...), he got up and started knocking the surrounding benches to the ground with all his might. One almost fell on a classmate. The teacher assessed this situation as dangerous for the other pupils, so she evacuated the class to the school cafeteria and left the pupil with the assistant. The student then dropped all the remaining chairs.\n\nOutcome:\nAfter some time, after talking with the assistant, he calmed down and wanted to come and study with us. The teacher immediately informed the mother about the situation, who spoke to the pupil on the phone. The student later apologized.\n\nStudent Profile:\nAge/Year: 9let, 3. ročník\nHobbies: Kreslení, sport\nDiagnoses: ADHD,Vývojová dysfázie\nDisorders: Impulzivita,Agrese,Vulgární vyjadřování,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "42", "student_age_year": "9let, 3. ročník", "student_hobbies": "Kreslení, sport", "student_diagnoses": "ADHD,Vývojová dysfázie", "student_disorders": "Impulzivita,Agrese,Vulgární vyjadřování,Rušení výuky", "teacher_approbation": "VŠ, učitelství 1. stupně", "teacher_practice_years": "21", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/693", "content": "TEACHING CASE STUDY\n\nBackground:\nThe 1st grader repeatedly verbally attacked and insulted his classmate in the corridors. He did it on purpose in places where there was no adult supervision, for example in corridors, etc. A classmate confided in her parents and they called me. The following day, I formed a community circle with the children, where we talked informally about inappropriate behavior towards our classmates, about its seriousness and solutions. The following week, the parents of a classmate contacted me again, saying that physical attacks had also started to occur. The student deliberately started kicking the classmate. A classmate was afraid to go to school, and the parents asked me to resolve the situation, saying that they did not want any harsh punishments for the student, just so that the student would \"stop noticing\n\nSituation (Anamnesis):\nThe classmate is an intelligent, sensitive, introverted, quiet girl who worries about her speech impediment and figure. The student is the youngest of three children, while his siblings are ten and fourteen years older. While the student was attending kindergarten, his parents went through a rather unpleasant divorce, when the father moved out and started living with a new partner. The student is naturally intelligent and it was evident in his behavior that he is thinking about when, where and how he will hurt his classmate. In addition, the student and the classmate are distantly related. The class is large, very lively, where the boys love to compete with each other. However, at the time of the incident, the class was just getting to know each other. Some classmates noticed the student's behavior but did not think it was necessary to tell anyone.\n\nTeacher Intervention (Solution):\nGiven that after the community circle, physical abuse was added to the verbal abuse, I decided to invite the parents to a meeting where I outlined the problem to them in advance. The pupil's father refused to come to the meeting, saying that he would not deal with the nonsense of \"kids nudging each other\n\nOutcome:\nDuring the meeting, both parties agreed that a reduced mark for behavior or a reprimand is not in the first class of solutions. On the basis of the meeting, the mother discussed his behavior with the pupil and explained to him that it was unacceptable for both parents to behave in this way. The attacks stopped. The class teacher focused on the atmosphere in the class. Over the course of the year, she contacted her classmate's parents several times to see if the situation had calmed down. The pupil's mother was actively interested in her son's behavior throughout the year. Matters of class continue to be discussed within community circles.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: bez zájmů\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "693", "student_age_year": "6 let, 1. třída", "student_hobbies": "bez zájmů", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. stupeň základních škol (aprobace Tělesná výchova)", "teacher_practice_years": "18", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/569", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 11 let, 1A/8\nHobbies: astronomie\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Working with the collective, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "569", "student_age_year": "11 let, 1A/8", "student_hobbies": "astronomie", "student_diagnoses": "", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "29", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1141", "content": "TEACHING CASE STUDY\n\nBackground:\nnoticed that something was bothering her and at the same time she herself was open to tell me. She stood behind me in the office, so establishing contact was not a problem.\n\nSituation (Anamnesis):\nWe agreed with the students that we would help her, so we copied the materials for her. The curriculum was arranged by the class. She was having withdrawal symptoms from the medication, so we gave her blankets and a girl was there with her. I should have called an ambulance, but I felt sorry for her. It was a case with a good ending, but I should have behaved differently and better.\n\nTeacher Intervention (Solution):\nThe student was taken home. They fixed the medication. They were together more and psychiatrists were not available. She stayed at home, they were at work all day. Then they took care of her and found out how demanding it is and the impulse to solve I can't leave the student in the study with her and teach. Mother should have considered the situation better. My pupil was very subdued and slept for hours with a blanket or in the cabinet. She had withdrawal symptoms from the medication. Once she came to me and said she wanted to kill herself. I thought about whether to call my mother or the ambulance, and I chose my mother. When she arrived, she understood the situation and was grateful that after her parents divorced, the situation was good. They calmed down and it's a better situation now. I'm glad she didn't take responsibility and, for example, jump out of the window. She should have told her mother, but she trusted me enough to deal with it. I had more information than my parents.\n\nOutcome:\nNow he is studying normally, he is going to graduate. He doesn't come back to it. And they are happy for what they have managed. The girl is now integrated into the collective without a problem. Now she wants to study psychology and use her experience to help people in similar situations.\n\nStudent Profile:\nAge/Year: 17 7.G (odpovídající třetímu ročníku střední školy)\nHobbies: Hudba a čtení knížek\n\nAnalysis & Annotations:\n[No annotations available]\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1141", "student_age_year": "17 7.G (odpovídající třetímu ročníku střední školy)", "student_hobbies": "Hudba a čtení knížek", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. Dějepis a čeština", "teacher_practice_years": "40 let", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1274", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught a student who repeated 1st grade because she failed math. She also came to me regularly for tutoring. At the beginning of the school year, money was collected for lunches. One student had 1,000 CZK in her purse, but she kept the purse in her bag in the dressing room. I went to lunch with the children and someone took the money from her bag. However, this was not the only situation where petty theft occurred. Once I had small money on my table that was for the class fund, all the children knew that they had nothing to do at my table, let alone take anything from it. This girl was always waiting for tutoring in the classroom, more children went to tutoring, but they still went to lunch. When I came to tutoring, the money was no longer there, the pupil denied that she had taken the money and blamed her classmates, but I am sure that the money was there even before the tutoring. Or it happened to me that I have a locker in the classroom, in which I store various things and aids for students. Whenever a student has a birthday, I have kinder eggs for them, exactly one for each. I've never had anyone break into my closet, nor did anyone think of it, but when the end of the school year was approaching, I think it was May, I only had 5 kinder eggs left and one student had a birthday when I Kinder wanted to take the egg from the cupboard, there wasn't even one there. Of course, I couldn't know right away who took them, but later I learned from the other children that it was this pupil who sold the toys that are always inside to others and they thought it was strange where she got them.\n\nSituation (Anamnesis):\nThe student repeated the 1st grade, she failed our class, so she didn't have many friends in the class, only about one girl. She often did things on purpose to others or blamed them, so they didn't want to be friends with her too much.\n\nTeacher Intervention (Solution):\nThe student's mother found out that she had a lot of money with her and wondered where she got it. She then called the school as if she had just 1,000 CZK with her, which resolved the situation. Žačka probably didn't mean it badly, she wanted to use the money to help her mother in the household, but it was simply theft.\n\nOutcome:\nThe situation with the theft of money from the school locker room was resolved in such a way that the student brought the stolen CZK 1,000 to a classmate back to school and surveillance was introduced in the locker rooms to prevent something similar from happening again. The stolen money from my desk was not resolved in any way, luckily it was only about 200 crowns, but of course no one confessed and I didn't have direct proof of who it was, even though it was clear to me. Of course, I shouldn't have left the money there, but I never had a student take anything from my desk without permission. I would handle some situations differently now, maybe the police should have been called to the school. But I have to say that there were no more thefts after that. Of course, her behavior wasn't always exemplary, but it definitely improved.\n\nStudent Profile:\nAge/Year: 7 let, 1. ročník ZŠ\nHobbies: Ruční práce, pomoc v domácnosti matce\nDisorders: Krádeže,Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1274", "student_age_year": "7 let, 1. ročník ZŠ", "student_hobbies": "Ruční práce, pomoc v domácnosti matce", "student_diagnoses": "", "student_disorders": "Krádeže,Lhaní,Podvody", "teacher_approbation": "Vysokoškolské (titul Mgr.); učitelství 1. stupně", "teacher_practice_years": "27", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1449", "content": "TEACHING CASE STUDY\n\nBackground:\nhave one thing that happened and it was not good at all. We had a Czech lesson and the student was behaving strangely. So far there have been no major problems with him. A classic teenage boy like the others in the class. None of them deviated in any particular way, not even him. However, this day was different. Quiet at first, but then he got going. His behavior was very aggressive. First only for those classmates when he verbally attacked them in a very inappropriate way. This happened during the lesson when they had group work. His classmates didn't like it and started cursing him, so he started threatening physical violence. When I intervened saying that he couldn't afford this, he snorted and told me not to worry, but retreated into a corner. I explained to him that we are in a school where he will not yell at each other and swear at each other like that, if he is taught that at home, let him practice it there, but this is not good behavior and he should think about it. It was quiet for about 20 minutes. In the meantime, the group work ended, the students returned to their desks and gradually presented their findings. He was instead playing on his cell phone and did not respond to pleas to tidy it up. When it was his group's turn, there was another uncontrolled explosion. Worse this time. He started to open the window to the roots, I warned him to keep it only partially open. After which he started shouting again and throwing things off the bench. When he ran out of things on the bench, he started to climb out of the window. Unfortunately, I was left as if scalded and did not understand what was happening at all. I started shouting at him to come back immediately, that he can't climb out of the window. Before I reached the window, he was already outside and running on the window sill, luckily we have wide window sills. I did not understand at all what he was performing and he did not respond to my calls at all. After a while he climbed in through another window and she rang the bell. I was very shocked, told him to wait until the end and left. I spent a while breathing it out in the office and didn't know what to do.\n\nSituation (Anamnesis):\nThe student is rather below average, he doesn't like school very much and he doesn't enjoy it. He is an extrovert, but he never had similar problems. Just the classic ones like phones, not paying attention, etc. He has his extracurricular group that he goes out with and plays computer games. He lives only with his mother, who probably doesn't pay much attention to him. He doesn't know his father.\n\nTeacher Intervention (Solution):\nThe counselor and I told each other what happened and then told the director the same thing. We discussed various solutions and what to do with him next. He was invited to see the principal and guidance counselor that day. What I'm not happy with is that it took too long and not immediately. The whole situation started to unravel, but he didn't seem interested in saying anything to her. The next day the mother was invited to school and the whole situation was told to her, she started shouting at him. The outcome of the solution was that he received a reprimand from the director and a two for behavior. Then he had one more session with the counselor. A visit to a psychologist was suggested.\n\nOutcome:\nNothing happened immediately after the incident, which I see as bad. It should have started to be resolved immediately, but unfortunately it took a while. His behavior had calmed down for the day and nothing major was happening. He was quiet for about a week and then his behavior went back to normal. From then on, nothing serious happened for the rest of the year.\n\nStudent Profile:\nAge/Year: 16 let, 9. třída\nHobbies: Počítačové hry\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Consequences, Interview, Collaboration with odbonriks\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1449", "student_age_year": "16 let, 9. třída", "student_hobbies": "Počítačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr., speciální pedagogika a učitelství 1. stupně", "teacher_practice_years": "19 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Collaboration with odbonriks", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/484", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student suffered from anxiety states that were not visible at first glance. She seemed perfectly fine. During the course of the lesson, however, it happened that she excused herself to the toilet and did not return during the lesson. She remained on the toilet in the cubicle where this seizure occurred. They were states where she cried, trembled and had severe anxiety. Such situations were often repeated. She felt uncomfortable at school, school became one of the main triggers and this caused her high absenteeism.\n\nSituation (Anamnesis):\nAn anxiety disorder arises from a certain fear or trauma. It arises in everyday situations. The disorder arises in childhood or as a result of some situation. Her grades were below average, she often had to repeat subjects in the summer because she did not attend classes. She had her own psychologist and psychiatrist who confirmed her diagnosis to the school and told how the teachers should approach her.\n\nTeacher Intervention (Solution):\nThe anxiety states, which took place mainly in the girls' toilets, could not be solved in any way, because no one knew about them from the beginning. When these conditions recurred more often, female classmates were sent to the toilet to check on her if she was okay. Then she didn't return to class that day or didn't join until the afternoon class. At that time, teachers were not sufficiently trained and did not know how to work with her. They did not take into account her handicap, because it was not visible and they assumed that she was abusing this condition. She looked perfectly fine and despite that she was leaving class.\n\nOutcome:\nShe herself did not feel that she was accepted by the teachers. She felt she was considered a slacker. At that time, teachers were not sufficiently trained and did not know how to work with her. They did not take into account her disadvantage, because it was not visible. She was finally approved for an IVP and came for consultations or re-examinations once every three months. Despite the fact that she finally graduated from high school, I am not satisfied with the overall result. I myself tried to help, but since we didn't know much about her diagnosis, we didn't even know how to work with her. I think that we would approach a similar situation differently now.\n\nStudent Profile:\nAge/Year: Absolventka, problém probíhal 3.- 4. ročník\nHobbies: Umění\nDiagnoses: Úzkosti\nDisorders: Absence,Úzkost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Attendance problems\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "484", "student_age_year": "Absolventka, problém probíhal 3.- 4. ročník", "student_hobbies": "Umění", "student_diagnoses": "Úzkosti", "student_disorders": "Absence,Úzkost", "teacher_approbation": "Sociální práce, Psychoterapie, Andragogika, Krizový výcvik", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/469", "content": "TEACHING CASE STUDY\n\nBackground:\nAs with any music education, we sang selected songs with the YouTube player. I personally don't have an approval for music education and I don't play any instrument, so I tried to arrange for the students to have a lady who came to play the piano a couple of times and accompany them while singing songs from Já psiniček, but it didn't meet with success. The students complained that they were all very old songs and also outdated. One pupil said: 'Couldn't we sing something that wasn't created ten years ago?' I indicated to him that the songs were much older. In the end, it turned out that he had looked at the date of a newer edition of the songbook. But what I mean by that is that it's just not worth playing with them or trying because YouTube has the most success. As usual, the students chose and sang. I kept hearing some disturbance and it was him. At first I admonished him to sit normally, not to put his feet on the bench, not to swing, not to talk, etc. But he still did not want to sing to me, and then he literally asked me: 'And why should I do everything that the teachers want me to do? ' Learning is useless, what good will it do me?'\n\nSituation (Anamnesis):\nThe student is in his first year at this school and it is evident that he is trying to define his position both in the school and in the group of children who live together in the children's home. The more expressive the behavior, the more likely they will 'accept' it among themselves, or look up to it. Of course, it is not desirable for us that children present themselves in such a negative way, but it cannot be prevented very well in those few hours a day. I consider every child who comes from a children's home as a small adult who has often gone through a lot of things that a child of his age should rather avoid. Of course, I take into account the fact that he is new to the team, that he enters the class with different knowledge than his classmates had the opportunity to absorb. He is in the seventh grade, he has never failed. The collective here is quite cohesive, I learn relatively well and easily here. The same students keep interrupting, so the teacher can deal with them. He joined them in the first hour. Most of the time it is a disturbance, disobeying admonitions, not carrying tools, in many cases simply not having anything (a pencil case, any notebook, etc.), not handing in an assignment, or writing it hastily before class, which includes copying. These are not serious offences. The biggest problem I have with him and other students who are most friends with him is smoking. They smoke calmly in front of school, they lie about it, you can tell, and they don't try to hide their smoking in any way. He doesn't enjoy anything at school, he doesn't have a favorite subject, he comes here just to sit out, there is little that can interest him or excite him. He is sometimes tempted by the competitiveness in the class in various activities, but otherwise, apart from the disruption, I would describe him as a rather bland student.\n\nTeacher Intervention (Solution):\ntold the children that we would stop singing for a while and then tell each other why we study, why we go to school, why they have to listen to someone, etc. But I let them talk, I asked them what they thought about it, what they said if he asked them such a question. So everyone started to answer that in order to have a good job, to have a lot of money, to be able to enjoy themselves, to go on expensive vacations, to be able to take care of their family, so that they don't have to be unemployed. Someone said that they go to school in order to learn something, but mostly it sounded like it was simply to have a better life in the future. Which makes me glad that they figured it out on their own, that it's important to learn something and learn, to move on; that they saw the point of why it was worth going to school. Then I asked him: 'What would you like to be one day? What profession do you like?' He replied, 'A car painter.' Well, I told him: 'Whatever career you choose, you'll need to get to that high school. It doesn't matter if it's an apprentice or a matriculation course, there are simply some prerequisites that you have to meet in order to be accepted or to stay there, and you learn all these things here at elementary school, and most importantly, you have to do the basics first.' Then it was clear that he didn't want to talk about it anymore, so we sang about one more song and the class was over. But in my opinion, the most important thing was that the class collective had an influence on it. The kids knew why they were going to school, not only did he hear it from me, but he heard it from them, so I think that might have rubbed off on him.\n\nOutcome:\nIn the short term, I had the feeling that the fact that it was mainly his classmates who commented on the situation made him think and pause. I dare say he didn't interrupt for the rest of the class. I can't say that he was more actively involved, but he was quiet. I have the impression that his classmates said something to induce this brooding in him. That they awakened something in him, addressed something that only he himself had in his head. In the following hours, I did not notice any negative response. But I won't say that since then he is focused and does not disturb and attends to the assigned activities. He continues to rock, doesn't listen, sleeps on the bench as before, but he objects less to the assigned work, he doesn't speak during the singing of his classmates and, even if he doesn't actively participate, at least he doesn't disturb the activity of others. So I would say that the minimum success I achieved with the solution was such that I have not received a similar question from him or from another student in that class since then.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Chození ven s kamarády\nDisorders: Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Working with the collective\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "469", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Chození ven s kamarády", "student_diagnoses": "", "student_disorders": "Neposlušnost", "teacher_approbation": "Titul Mgr., předměty dějepis a čeština", "teacher_practice_years": "Dva roky", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/891", "content": "TEACHING CASE STUDY\n\nBackground:\nyears ago, I was given a classroom in the 6th grade. There were 22 pupils, of which there was one new boy. This age is a very turning point, children begin to discover their personality, reach puberty, and with the transition to the second grade, everything intensifies. At the beginning of the 6th year, we organize the project Together hand in hand, when students from the 6th grade deepen their relationships, they simply get to know each other in an environment other than school. Also included are workshops on bullying, substance abuse and much more. Already on this course, the new student, let's call him Honza, showed himself to be a boy who takes a long time to integrate into the team, even more so when his classmates have spent the last 5 years together. They had already established relationships, friendships and sometimes even some kind of romance, so it must have been difficult for Honza. Honza spent most of his free time alone and didn't make much of an effort to establish contact, unfortunately his classmates didn't make much of an effort either, and that's why he didn't integrate into the team during the course, as I would have expected. It all culminated in the first week of school. Arriving at the classroom, Honza snorted at the three boys who were standing by the door. One of the boys even had blood coming from his nose because he fell to the ground unhappily after being choked.\n\nSituation (Anamnesis):\nHonza lives with both parents and his benefit is average. Honza rather keeps everything to himself and then it surfaces. The other boys in the 6th grade were quite cocky and tried to be rough to get girls and friends from the upper grades, but basically they were nice, very communicative and studied well.\n\nTeacher Intervention (Solution):\nImmediately after the incident, a student ran to me that the boys had fought and I immediately went to resolve the situation. When I came to the classroom, I found a crying student holding his nose and bleeding from his nose, I immediately decided that it was important to solve his injury and stop the bleeding. After the bleeding stopped, the boy appeared to be fine and had no other injuries. I asked him how he was, whether his head was spinning and so on, and I decided that it would be necessary to hand the student over to his parents anyway and have him examined by a doctor to see if he was really okay, but before the parents could come to pick up the student , so I took each boy from the incident aside and talked to them. The first one I took was Honza, who started the battle, after a lot of effort I got to the point that stopped me. Honza felt helpless because he had no friends, and I found out that this group of three boys allegedly laughed at him and did not want to accept him among them, and his anger drove him to choke his classmates. I was quite shocked because I didn't notice them laughing at him or behaving inappropriately, so I decided to check with the boys. Unfortunately, they confirmed this version to me, but they couldn't tell me the reason, I don't think they even had a reason, they just thought they were going to be dudes. I tried to conduct all the interviews calmly, I did not bring my own opinion, rather I listened and asked them questions so that they had to think about what actually happened. After the interviews, I had a free class and I decided to make an agreement with another teacher who had them for geography that he would leave his class to me and I would lead a classroom class, it seemed appropriate to take advantage of it and solve it immediately. At the beginning of the lesson, I asked the students to sit in a circle and tell me how they feel about the situation, how they perceive it and how it might be resolved. Everyone gave their opinion on the whole situation, the students even opened up to me more than ever before, and finally learned something more about the student. In the end, they agreed that Honza was not so bad and that both parties could try to make Honza feel better. I told the student and the boys that they had to apologize, and they did, even shaking hands like big guys. However, after this conversation and apologies, I had to issue a note to the student and the boys for misbehavior. I handed the student over to his parents and they took him to the doctor, who confirmed that it was only bleeding from the impact. That very day, I called all the parents of the boys and described the whole situation, I offered them a personal meeting, but all the parents refused, and they also thanked me that they were glad that it was resolved more or less peacefully. The very next day, the effort of both parties was visible, and in the following months it was only confirmed to me. I regularly had conversations with them in a circle, where we solved some problems, or we just talked about how we were doing and what was new with us. Now in ninth grade, it's a bunch of friends, and I think they're all going to have a blast on the last day of school.\n\nOutcome:\nThe pupil was treated first, followed by individual interviews with the boys and the pupil. This was followed by a class lesson, when we all responded in detail to the situation. After the classroom lesson, notes were given, the student was handed over to the parents and telephone conversations were held with the parents, where I described the situation and its solution in detail. In the long run it had a great effect and now they are a bunch of super friends who spend time together outside of school.\n\nStudent Profile:\nAge/Year: 6. třída, 11 let\nHobbies: PC hry\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "891", "student_age_year": "6. třída, 11 let", "student_hobbies": "PC hry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "magisterské, český jazyk, občanská výchova", "teacher_practice_years": "Cca 30 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/948", "content": "TEACHING CASE STUDY\n\nBackground:\nThe story is not directly of the teacher, but of his colleague from the school where he taught a few years ago. The student was very smart, but he hardly ever went to school. It's possible that he already had some kind of part-time job somewhere in the tech industry. It is evident that the student did not show that much interest in the school and did not respect the teacher as an authority. He tended to mock them and exalt himself above them.\n\nSituation (Anamnesis):\nThe student has already had several previous incidents and fights with teachers, but I would like to mention one that the teacher absolutely did not handle. One day, a student was walking down the hall and started yelling a 'Hail Francis' style phrase at the teacher. The teacher had bad blood with the student and started yelling at the student to go to him immediately and ask him what he was doing and why it was bothering him.\n\nTeacher Intervention (Solution):\nThe teacher told him that they would go to the principal together, after which the student told him that he would not go anywhere with him. The teacher ran to him and began to pull him by the hand into the office. The student started telling him that he was going to sue him and that he had nothing to do with him.\n\nOutcome:\nThe teacher replied that he could not touch him, but that the student had nothing to touch him. The student ended up leaving the school that year and the teacher had no problem with this situation. The situation was not resolved with the parents, as the pupil no longer wanted to continue his studies and provoked the teacher, as he knew that he would leave the school on his own.\n\nStudent Profile:\nAge/Year: 17 let, 2. ročník\nHobbies: Technologie, počítače\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Physical intervention\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "948", "student_age_year": "17 let, 2. ročník", "student_hobbies": "Technologie, počítače", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – Tělocvik, čeština", "teacher_practice_years": "11", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/25", "content": "TEACHING CASE STUDY\n\nBackground:\nmet the student for the first time in the third grade, when I took over the classroom from the elementary teacher. I noticed his different and very defiant behavior already on the adaptation day at the beginning of September. Back then, we spent the day playing and socializing, nothing was actually required of the children, yet even then the pupil refused to participate in the team and games in any way and let it be known very rudely. He did not work during classes, it was very difficult to get him to do any activity. He was also very moody every day - strong reactions to environmental stimuli including crying and raging - which I attributed to a confirmed diagnosis of ADHD, but he also suffered from persistent psoriasis and a rash which left him visibly frustrated throughout the day. He would vent his bad mood by interrupting and refusing work. Getting him to engage in any productive activity was such a problem that right at the end of the school year I got in touch with his parents and his former class teacher, with both sides claiming that such behavior was typical for the student. We discussed with the parents the possible reasons why the pupil boycotts classes in this way, after which we came to the conclusion that they do not have an educational system in place at home - so the pupil was not rewarded for good behavior and punished for bad (of course I do not mean physical punishments). It was clear to me that this was the reason why threatening a note or calling the parents didn't work on the student - he knew it wouldn't be a big inconvenience. Unfortunately, my dad also told me, “School is the least of his problems.\n\nSituation (Anamnesis):\nThe student's family situation was complicated. His parents are divorced, and he spends the week with his father and stepmother, where he also has a younger sibling who, as a child of his parents, received more attention from adults. He spent weekends with his mother, who had a new boyfriend and a child with him, so a similar situation arose as in the father's household, when the pupil ended up in the second grade. The father was involved in education and school sessions with sincere interest, the mother, on the other hand, showed no interest. It is possible that it is because of this distribution of attention that the student respects men rather than women. He was not popular in class because he was loud and very vulgar. He had one friend, who happened to be the natural leader of the class, who led him (and the rest of the class) in the wrong direction. Together they robbed a store and tended to bully other classmates. This pair was shunned and feared by the class, they did not oppose them and stepped out of their way.\n\nTeacher Intervention (Solution):\nOne effective way to suppress disruptive behavior in the classroom was physical incentive. Since he did not respond to verbal admonitions or work assignments, a tap on his shoulder proved effective, after which he calmed down in most cases and began working on the task. I also arranged weekly consultations with the parents, where we discussed behavior and grades. Together we developed a system of rewards and punishments - at the end of the day, the student received feedback on his behavior in the form of smileys. If he was good all week or at least tried (a series of smiling emoticons), he was rewarded on the weekend with a trip to the pool, a visit to a pizzeria or an extension of the allowed time at the PC. Parents carefully tried to follow the system, did not miss any rewards, took the whole process very seriously.\n\nOutcome:\nDuring the longer period when the system of rewards and punishments was used, the student learned to perceive the rules and follow them. Of course, he had his periods when he was angry again, subject to moods or frustration from the illness, but the change was noticeable and he was better to work with in class. Unfortunately, there was a change in the second grade - the teachers alternated more, so the class teacher did not have the opportunity to devote more time to him than in her lessons, so she did not have time to monitor and solve intensively the student's problem with the rules. He returned to fighting the more benevolent female teachers, even bringing some to tears.\n\nStudent Profile:\nAge/Year: 11 let – 5. ročník\nHobbies: počítačové hry\nDiagnoses: ADHD\nDisorders: Agrese,Odmítání spolupráce,Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement, Support, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "25", "student_age_year": "11 let – 5. ročník", "student_hobbies": "počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Odmítání spolupráce,Emoční labilita", "teacher_approbation": "1. stupeň ZŠ", "teacher_practice_years": "26", "problems_annotated": "Emotional outbursts, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1393", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student constantly threw things at the children and also hurt them. He lived by hurting his classmates. Even after several admonitions from my side, nothing changed. I tried to discuss these situations with my parents, but that didn't help either.\n\nSituation (Anamnesis):\nThe student has passing grades and is ready for every class. He is more of a loner because children do not want to talk to him, they are afraid of him because he is aggressive and hurts them. The class tried to explain to him that by hurting them, he won't win friends. Even so, a few children had fun with him and helped him.\n\nTeacher Intervention (Solution):\nOne week the student was sick, so the teacher agreed with the class that they would try to let him know that they did not like his behavior by not really noticing him. To learn to ask, ask and not hurt children. When he returned after his illness, he tried to establish contact with the children who ignored him together with the teacher. The student noticed that the children were not paying attention to him, and the teacher tried to indicate why this was so. However, the boy did not mind and continued to demand their attention by force. He also dropped and took things from them. He didn't mind the kids ignoring him. After a period of three weeks, the teacher decided that ignoring the situation would not resolve the situation. The children started having fun with him, even though there was always some kind of conflict. She tried to negotiate with the parents, to explain to them that the student is aggressive towards other children. The mother tried to guide the boy, she was helpful to the teacher. The father, on the other hand, did not see the fault on his child's part and blamed others for it. He didn't accept that his child was doing something wrong and defended him. Therefore, the boy saw that he had the support of his father and continued his behavior further.\n\nOutcome:\nThe boy continued his behavior even in the higher grades and there was no change. He still had the same problems, but his dad kept defending him. He was adamant that his child was doing nothing wrong.\n\nStudent Profile:\nAge/Year: 10, 4. ročník\nHobbies: sport\nDisorders: Lhaní,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1393", "student_age_year": "10, 4. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Lhaní,Agrese", "teacher_approbation": "pedagog na 1. stupni, titul Mgr.", "teacher_practice_years": "40 let (předchůdová paní učitelka)", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1199", "content": "TEACHING CASE STUDY\n\nBackground:\nlearned about the fact that there were some problems in the class only when a pupil came to my office and started complaining that the pupil was doing things to her on purpose. The pupil dated the pupil for about two months. I noticed that they were actively having fun, but the fact that they were dating was only confirmed to me by a student when she came to my office. She began to complain that they broke up after the student began dating another female classmate. In the end, neither side took the breakup well, so a small war started between them. At first, I clearly sided with the pupil, because she told me about the pupil that, for example, he kicked her in the door, rang the doorbell, threw mud into the mailbox, gossiped about her in front of others, etc. But after I talked to the pupil, so that everything he explained and told his version, the whole plot suddenly didn't seem so clear-cut. It turned out that the pupil was also doing things on purpose to the pupil and spreading rumors about him that he had a sexually transmitted disease. The whole problem was then transferred to the whole class and two camps were formed, one on the side of the pupil and the other on the side of the pupil.\n\nSituation (Anamnesis):\nThe student was quite a promising athlete, but unfortunately he got injured and stopped playing football within half a year. At this time, his parents' divorce was also taking place, when the parents obviously filtered their problems on the student, when even during our mutual communication I had to communicate separately with the father and separately with the mother and I knew two versions of the reason for the breakup of their marriage. The student took the divorce hard, as he and his mother confirmed to me, who testified that he often cries at home. On the contrary, the father did not see the slightest problem in the divorce and belittled the pupil's overall behavior, saying that 'it is normal in adolescence to behave like a boy'. He did worse academically, had poor grades and was generally rather unruly and was known for his behavior after school. The student was a good student, but during this conflict her grades deteriorated rapidly and she often did not go to school. Relationships in her family were also more complicated, as she also lived in alternate care, but her mother did not show too much interest in her activities at school. So I communicated only with her father. As I have already said, during the conflict, the whole class was divided into two camps, one mainly boys stood behind the pupil, the other mainly girls stood behind the pupil. Although it did not interfere with the teaching, the atmosphere in the class was very tense.\n\nTeacher Intervention (Solution):\nFirst, I spoke with the pupil and the pupil. I didn't know how much I, as a teacher, could interfere in their personal affairs. At first I was of the opinion that it was none of my business who goes out with whom, but as soon as I talked to the other students and noticed the tense situation in the class, I had to act. I arranged a meeting with the parents of both the male and female students to ask them about their behavior and outlook on the breakup. During this, I also got a clearer insight into the family situation of both of them, and it began to appear to me that the behavior of the student, mostly, will probably be closely related to the tense family situation at home. After that, I thought about whether to call a classroom lesson, but in the end I decided to talk to the camps separately. I also consulted with our educational advisor about this decision, so we had an hour-long discussion with each group, to which the advisor was also invited.\n\nOutcome:\nThe discussion with the class seemed to help, we tried to repeat it every week and actively followed up with the counselor to see if there were any other problems. The situation seemed to have calmed down, but after a while a school trip followed, during the organization of which it turned out that the pupil and his few friends refused to leave and, God forbid, have fun on the trip with a group of pupils. The whole situation escalated in such a way that in the end neither the pupil nor the pupil went on the trip. It was more of a coincidence, as they both got sick, so this problem solved itself, but the situation continued to be unsustainable, so the student ended up transferring to another class and subsequently moved out of town. The move was almost week to week when her father announced at school one day that they were moving. Over time, the student's grades began to deteriorate even more, and in the end he repeated the entire grade and after a year transferred to another gymnasium. The situation seemed to resolve itself and relatively well. After the pupil transferred to another class, the situation really calmed down, but overall I am not very satisfied with the solution, as basically nothing was solved. Family problems obviously did not stop for both, the student struggled even more at school, and his indiscipline continued to grow. It doesn't seem to me that we helped those students in any way then and I think we should have focused more on them, as fragile young souls who maybe just needed help. Unfortunately, I only see it with hindsight, it was also my first year then and I had no experience in this direction. In addition, we did not have a psychologist at the school at that time, who I think would have been able to help the student and the pupil, and the whole problem could have turned out differently.\n\nStudent Profile:\nAge/Year: 15 let; 1. ročník na gymnáziu\nHobbies: fotbal\nDisorders: Podvody,Agrese,Provokace,Slovní agresivita\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1199", "student_age_year": "15 let; 1. ročník na gymnáziu", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "Podvody,Agrese,Provokace,Slovní agresivita", "teacher_approbation": "Mgr.; Francouzský jazyk a literatura", "teacher_practice_years": "10 let na gymnáziu, předtím v jazykových školách 2 roky", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/69", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at the level of behavior was specific, because the lessons in the fifth grade, where he was, were not ordinary. Above all, one English class stuck in my memory. At the beginning of the lesson, I entered the classroom, where there was silence and the students stood up from their chairs. Pupils were given worksheets to repeat the material discussed and everyone slowly started working on selected tasks. After a while of independent work, I noticed that the student is restless and does not complete the task. He began to move and rock on his stool, tapping his pen and turning from side to side, attracting the attention of most of the class. Although I pointed this out to him, it had no effect and only encouraged him to practice such behavior even more. About halfway through the lesson he started making faces and laughing for no reason, which was very funny to the rest of the class as well. After my next warning, his behavior escalated. I paid attention to the class for a while and ignored the student. There was laughter throughout the class and one student called out, 'Hey, what are you doing?' and 'Teacher, look what Samo is doing!' Subsequently, I saw the student crawling on the ground under the desks while making sounds reminiscent of some kind of animal.\n\nSituation (Anamnesis):\nIn class, the student acted as an entertainer, was noisy and distracted the attention of his classmates with his behavior. He didn't have many friends in class and had trouble making new friends, which I saw in other classes as well. His classmates laughed at his behavior and did not take him seriously. As this was a class of fifth graders, the response to his behavior in class consisted of loud laughter and talking, which gained the student attention and pleased him. The student was drowsy for most of the lesson, had difficulty concentrating, and it would be a surprise if he could sit still for the entire lesson. However, the student came from a harmonious family. He had an older brother who was already studying in high school with excellent results.\n\nTeacher Intervention (Solution):\nFrom the beginning of the lesson, I tried to regulate the student's behavior with verbal warnings, but this only worsened his behavior. The more I warned him, the more his bad behavior escalated. At some moments, I tried not to react to his output, but that only took a moment. After his last ascent, I approached him and sat down next to him. I gave the pupils independent work and started a dialogue with the pupil about everyday life: 'Samka, how did you sleep?' and 'Did you have a good morning?' I did not force the student to work, but instead had fun with him, which had a positive effect on his behavior and gradually the student calmed down. I applied this approach during the following hours with positive results. His behavior improved for a time. An interview was conducted with the pupil's parents and subsequently the pupil's behavioral disorder ADHD was confirmed. The student needed an individual approach with regard to his diagnosed behavior disorder.\n\nOutcome:\nBased on this, he was later assigned a teacher's assistant, who managed his disruptive behavior with her individual approach to the student. The student liked this type of teaching, his behavior gradually improved in class, which was also reflected in his evaluation, because his knowledge was at a very good level and he had someone with him who helped him use his potential for better results in school. At the same time, there was more calm in the classroom and the students were more focused. The correctness of the solution to the case is also confirmed by the fact that in the following years the pupil became a pupil with excellent results.\n\nStudent Profile:\nAge/Year: 11 rokov, 5.ročník\nHobbies: Počítačové hry, futbal\nDiagnoses: ADHD\nDisorders: Hyperaktivita,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "69", "student_age_year": "11 rokov, 5.ročník", "student_hobbies": "Počítačové hry, futbal", "student_diagnoses": "ADHD", "student_disorders": "Hyperaktivita,Potřeba pozornosti", "teacher_approbation": "PaedDr.", "teacher_practice_years": "15", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/885", "content": "TEACHING CASE STUDY\n\nBackground:\nI did not deal with the situation specifically, but students from my class were involved. Since students learn to write in all ten, they have the program for it and must complete a certain number of lessons each semester. But some students did not write during the year and did not have enough lessons at the end of the semester, and one of them tried to get into the system and increase the number of lessons through the teacher's account.\n\nSituation (Anamnesis):\nThese were 3rd year students, from several classes, not just one. Most of them had average results, they had no major problems with school.\n\nTeacher Intervention (Solution):\nOne of the students managed to crack the password to the system and increased the number of lessons for himself and the other students. Since they increased the lessons by a lot, the teachers figured it out, because they had an overview of who writes roughly how and how many lessons they have. If they'd rather have someone else write it, they'd probably do better than increasing it like this through the teacher's account, plus so many lessons.\n\nOutcome:\nSince they were all already 18, it was resolved only with them, and then a letter was just sent to the parents. It was discussed with the students, the guidance counselor and a committee where the director was also involved. The students were reprimanded, I mean the school principal, but after that nobody tried to do it again and the situation didn't happen again. There was quite a stir at school, so the other students also knew about it. But it is true that some students still occasionally had some lessons written by their classmates. But it obviously didn't come to that.\n\nStudent Profile:\nAge/Year: 18 let, 3. ročník\nHobbies: čas s kamarády, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "885", "student_age_year": "18 let, 3. ročník", "student_hobbies": "čas s kamarády, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (AJ, RJ, VV)", "teacher_practice_years": "", "problems_annotated": "Failure to attend class, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1272", "content": "TEACHING CASE STUDY\n\nBackground:\ngot this class at the beginning of the fourth grade and you couldn't learn in that class. It hasn't happened to me yet. At the same time, my colleague told me that it was a completely normal class and she did not inform me about this at all. So she told me that this particular boy was a problem and that if I yelled at him he would freak out and that it would sort him out. But that was no longer the case in the 4th grade. At every break, several children, both girls and boys, would cry to me that someone had hurt them. Those children were completely like geese, they were fighting with each other there. They cursed each other, beat each other, and the class completely fell apart. You couldn't leave them alone during breaks, someone threatened someone, there were assaults, there were fights in front of the canteen, bullying - it was more like ostracization, the pre-stage of bullying. It was not investigated as bullying, ostracization is written in the papers. But you couldn't learn in that class. It was later found out, with the help of the tests that the prevention methodologist did with that class, that this boy was the culprit, that he had upset the children there, and that this problem had already started in the 2nd grade. There, the student used vulgar insults, not only to their person, but also to their parents, he threatened to beat them up, to do something to them. Then there was inappropriate behavior towards girls, constant touching of the bottom, inappropriate innuendos. As the children did not want to be friends with him, he tried to win them over with this inappropriate behavior. Instead of coming to someone and asking, for example, if he would go out with him, he did what he did by hurting the child for fun, provoking him. Most of the time, the child did not understand that the boy wanted to be friends with him, it was rather the other way around. The children did not want it, they reprimanded him verbally and then there were such fights in that class. I didn't teach this class at the time, I was in the second grade, but the children told me that he was also hurting his younger sister and that his mother stood up for him a lot. As a result of these problems, the children did not like going to school and had a bad relationship both with the school and with me as a teacher. The parents were talking to each other, there was a strong parent group that kept writing to me to kick the boy out of school. The parents constantly claimed that they did not want their children to go to school with him, we explained to them that it was necessary, that it was impossible to do otherwise. On the contrary, the boy's mother, when something was being investigated, said that it was not so, that she had other witnesses. The student was usually involved in it and he usually started it, for example he pushed someone or hit him with a key. As there was a free hour, there was always something.\n\nSituation (Anamnesis):\nThe boy - diagnosed with ADHD, verbally and physically attacked his classmates and his family, sexually harassed his female classmates, average grades Class - Half the class was so untalented, so there was a problem even with the children carrying assignments and somehow activating them to want something do.\n\nTeacher Intervention (Solution):\nThe first thing I did when I saw that something was wrong in this classroom was to hand out papers to the children asking them if they felt safe. The children wrote on a piece of paper what bothers them, who hurts them, anonymously, and based on this it was found that it started from the second grade. I also called the boy's parents several times, we somehow solved it, but there was no agreement with the mother, she said that the boy is golden and that everyone else is ugly. So we didn't agree. I repeatedly went to the principal's office with this, that I simply can't teach there, that someone is constantly crying to me, that someone hurt him during the break. The whole class was divided. It was then resolved by the arrival of the district prevention methodologist, who was there for about three months. She had different programs, she explained to us and the parents how it would work, that the class needed help. The parents signed that he can work with the children. The school management and educational advisor were also there, and we wrote it down there. The course took place on certain days which were given in advance including the number of hours, for example every Wednesday for four hours. The children knew this beforehand. At that time, it was not normally taught, but there was this method of prevention, which had a program with the children to consolidate the collective, to eliminate these negative phenomena in the form of games, so that it would be fun for them. The children had name tags with how they wanted to be addressed. The methodologist got to know them, they worked in a circle. They were mostly games to calm down, but also to get to know the other children, what we value about them, what kind of friends they are, so that the collective learns to respect each other. The children talked about each other, shared their opinions, wrote there, worked with inflatable balls so that the children tuned in to the same note. From the beginning of the program, it was clear that it was calmer in that class. Of course, the methodologist knew which boy it was about and tried to involve him. He wasn't stupid, so he acted differently when she was there. Even the children noticed it, they said that he was different, that he didn't behave like this normally. The methodologist tried to find the good in the boy, his good sides, she tried to explain that by provoking someone and behaving badly towards him, he will not gain any friendship. She also highlighted my personality as a teacher, it was found out that the children actually have nothing against me as far as a person is concerned. One activity in the program caught my attention, when the methodologist blindfolded the children and led them through the corridor using a rope that they were holding on to. So they had to rely on her not to hurt them, but to help them. So it happened again with the boy who caused fights in the class. They also did it in pairs, helping each other. She tried to create an atmosphere of mutual help and respect there. The methodologist also spoke with the boy's parents and suggested they work with a psychologist in the district town. They agreed to it. His younger sister also went to see a psychologist so that the boy would not be alone. The psychologist suggested a family program for them, that the family with children will work differently. The parents praised it, the children were happier, but unfortunately it happened that after three months the mother stopped going there with the children. She said she didn't have time for that because she changed jobs. After that program, the boy also had an individual plan. I was given the task by the school principal to write notes on the boy's behavior. Every Friday after school, his mom had to call me and I told her what happened, what he did, what I wanted to praise him for, and what was worse.\n\nOutcome:\nAfter a few months, unfortunately, the problem behavior started showing up again in that class. It wasn't that the children cried to me there, that didn't happen again, but there are problems with the boy to this day. He gropes girls, even in the 5th grade he sent a photo of an erect penis to others. My parents complained, so I had to deal with it. He himself didn't know why he was doing it. There was no evidence of him doing it at school, so it had to be outside of school. I told my parents that if this happens again, I am forced to inform the police of the Czech Republic about it, that I have a reporting obligation. It hasn't happened again since. Today, the boy is in the 8th grade and what I asked the children, they are already capable and have learned how to defend themselves. What he did in that 4th grade was never repeated. Unfortunately, the student has it in him and it depends on the family. His mother still stands up for him to this day. It's true that as he gets older, he doesn't draw as much attention to himself anymore. He was even at summer camp, the rules were clearly laid out for him at the beginning and he tried. The class, I think, has already found a way to fight back. But his parents kept coming to complain, they couldn't understand that he had to be there with them, they wanted to send him away. So it worked and it didn't work. It didn't work out for the boy because we as a school have to deal with it within the framework of the other children, but we can't deal with the fact that the child doesn't have a guard at home, we can only recommend something to the parents. We taught the other kids that defense, what to do when he provokes them, to be able to say \"don't do that to me, I don't want you to touch me\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Počítač, sport, trávení času venku\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Support, Working with the collective, Interview, Cooperation with experts\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1272", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Počítač, sport, trávení času venku", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Pedagogická fakulta České Budějovice, II. stupeň (RJ a VV) + I. stupeň", "teacher_practice_years": "25", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/367", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring class, the student went to hand in the notebook to the department for the teacher to check. However, seemingly for no reason, he decided to start strangling his classmate. The students are very good friends, they don't often have conflicts with each other. It is not known why this happened. However, similar behavior is not rare among pupils, but this situation was specific in that it was not a completely clear trigger. During an otherwise relatively peaceful class, he walked to the department, but on the way he stopped by a classmate and began to strangle him without any previous conflict.\n\nSituation (Anamnesis):\nThe student comes from a socially disadvantaged background. The parents have completed only basic education in a special class with a variant of disability. He has three younger siblings. The parents are not able to raise them, because their mental disability prevents them from fully educating them. He also began pharmacological treatment, which his parents gave him irregularly, causing huge problems with concentration.\n\nTeacher Intervention (Solution):\nshort-term punishment works very well for a student, and that is to limit the activities that he adores the most - sports. Limiting the range during a long break has already proven to be the most effective. It worked even in this situation. The student understood that what he did was so bad that he was punished for it. After a long break, the student was much calmer and worked in class without any problems. The teacher slowly explained the situation to the student. The conflict took place quite a long time ago, so the teacher no longer remembers the conversation. First, she explained to him what actually happens when someone strangles someone, so that he understands that the team can hurt him. When the student understood why he shouldn't have done it, she explained his punishment. He was already known to him from several incidents before, so he understood him well. However, he still had a problem understanding why, so during the long break that he spent next to the teacher, it was explained to him again and he seemed to really understand and worked the rest of the day as required of him.\n\nOutcome:\nAs a short-term solution, it has proven itself relatively well. It is not always advisable to use it in frequent conflicts with a student, but if it is used appropriately, it works quite well. However, it only works for a short time. There was no problem with the student for the rest of the day. He worked exactly as he was asked and there was no conflict. However, this does not work as a long-term solution. The problem with trying to find a long-term solution to his problem behavior is his diagnosis. Long-term motivation works very poorly on him, long-term punishment even worse, because he forgets his motivation or punishment. Therefore, the teacher prefers to solve it with several different short-term solutions.\n\nStudent Profile:\nDisorders: Nevhodné chování,Hyperaktivita,Nesoustředěnost,Fyzické násilí,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: (Disciplinary) Punishments, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "367", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Nevhodné chování,Hyperaktivita,Nesoustředěnost,Fyzické násilí,Agrese", "teacher_approbation": "", "teacher_practice_years": "5", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/506", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the third grade, the student transferred to the current school. It all started at the original school, where indiscipline occurred, so he was transferred to another school. However, problems persisted here. Indiscipline gradually turned into inattention, which led to the deterioration of the student's performance. So the mother transferred her son to the third school, where the problem with indiscipline and performance began to be dealt with quickly so that it could be removed as quickly as possible. Since he had no psychological illness, they began going to a psychological counseling center for discipline and learning disabilities.\n\nSituation (Anamnesis):\nThe boy has an attention deficit disorder that turns into indiscipline and bad grades. This behavior is strongly influenced by parental divorce. This leads to disobeying the rules and thus demotivation right from the start of school.\n\nTeacher Intervention (Solution):\nThe problem began to be solved through a pedagogical-psychological consultation. The student stopped being graded and was evaluated only verbally. Praise even for small successes to renew the boy's motivation to learn and not be demotivated by bad grades. Fixed rules were set both at school and at home. He was not used to following anything from home. That's why the rules had to start applying everywhere. As he was demotivated by bad grades and loss of knowledge, tutoring came into play - reading, writing, math. In the current school, it is taught by the method, which was released so that the boy could catch up with everything he needed. However, it was still partially incorporated in the use of various aids. During the solution, he was sent to the counseling center, where the 2nd level of pedagogical support was confirmed.\n\nOutcome:\nGradually, grading began to be introduced, but the emphasis was still on praise for partial achievements, progress in learning and compliance with rules. He is still not one of the best students, and he still needs tutoring. However, great progress can be seen, the boy is much better to work with, and thanks to the fact that he is no longer on fives, his motivation to learn has partially been renewed. He is actively guided to formative assessment and self-motivation. He moves to the better and starts to want to be better himself. Thanks to the setting of the rules, vulgarisms have stopped and he is gradually integrated into the team.\n\nStudent Profile:\nAge/Year: 4. ročník ZŠ, věk 9-10 let\nHobbies: bez koníčků a jakýchkoliv jiných zájmů    Klíčová slova, která popisují situaci problematického chování žáka/žáků     1.\nDisorders: Neuznávání pravidel,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Failure to attend class\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "506", "student_age_year": "4. ročník ZŠ, věk 9-10 let", "student_hobbies": "bez koníčků a jakýchkoliv jiných zájmů    Klíčová slova, která popisují situaci problematického chování žáka/žáků     1.", "student_diagnoses": "", "student_disorders": "Neuznávání pravidel,Vulgární vyjadřování", "teacher_approbation": "Mgr.", "teacher_practice_years": "15", "problems_annotated": "Not attending to teaching/Inattention to teaching, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/851", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is a classmate and at the same time the best friend of the student from the first case report. A former first grade class teacher told me that since first grade, they were always the last to do any activity together, not only when working in class, but also when moving between school buildings. It has gone so far that classmates regret having to keep waiting for the student. He thinks he's prolonging everything on purpose. During the lesson, the student often plays with the tools on the desk. This makes it even slower at work.\n\nSituation (Anamnesis):\nPupil - the pupil's best friend, has a very slow work pace and similar hobbies as the pupil - i.e. computer games and YouTube. It manifests itself in childish behavior, playfulness and hypervigilance. He is also hard of hearing and has problems with pronunciation. The student is an only child, lives with his mother and father, who is older. Pupil - see case study\n\nTeacher Intervention (Solution):\nAs with the student, I tried to improve the relationships between the students in the team during my stay at ŠvP. During the lesson, I gave the student time-limited work, or he only received supplementary papers, so that he would not delay writing. I also tried to contact the family and establish cooperation with them. However, this effort did not lead anywhere for a year. The son's mother apologizes that she understands him, that he is and was like that, so she won't do anything about it. It's a shame, though, because he's a smart boy. When returning from ŠvP, my mother even told me with a serious face how she and her husband had enjoyed it here without their son, and that it would be great if he went somewhere again right away. At home, the parents do not show much interest in their son and let him do what he wants. So most of the time he plays on the computer or mobile, or watches YouTube.\n\nOutcome:\nDespite constant encouragement and efforts to motivate work, from me and from the assistant, the student's work pace remains slow. The parents show no interest in solving the situation and everything ended for them by going to the PPP for an examination.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: mobil, počítačové hry\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "851", "student_age_year": "10 let, 4. ročník", "student_hobbies": "mobil, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr., RJ, PJ", "teacher_practice_years": "34", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/384", "content": "TEACHING CASE STUDY\n\nBackground:\nThat day was the umpteenth time such a situation had occurred with the student, although not to this extent. It started an hour before I got there. The student hid in a built-in wardrobe in the classroom and pretended he wasn't there, simply went home. I learned this when I was taking notes in the classroom at the beginning of the lesson, and the children told me that the student was also missing, that he simply went home. So I looked at them for a while, like what happened? After all, he has to have an excuse and tell someone... The others started thinking that yes, he had to go home to his grandmother, but then someone said he had to go to the doctor and it just didn't fit. I wanted to go to their classroom to clarify it, but as I was leaving, the children shouted that the student was hiding somewhere. So I went to open the closet and it was actually stuffed among the papers in the closet.\n\nSituation (Anamnesis):\nAs I said, there is always something with the student. Sometimes it's really stupid and he just escalates the situation and then something bigger comes out of it, and maybe I just remind him to write in a notebook, or I ask if he has it written down. Some days it's better, and sometimes it just completely overreacts that it's like I never know what's going to happen. Sometimes it seems to me that he just wants attention, that he mostly likes it, that he makes the class laugh, or rather that others laugh at his expense. But even in such a situation, where the child is trying to get that attention in the worst way, I have never heard of anything like this. From what I heard from colleagues and children later, the student has been growing up only with his grandmother for some time, I think he lost his mother and doesn't see his father much either... so there are definitely gaps in the love at home, or that he doesn't have much attention at home. In this case, the children also thought it was funny that he would hide there and that, I will understand. Then, when the situation started to escalate because of the student affairs, the children also tried to persuade him to calm down, that it would only get worse this way. When he waved the school uniform from the window, it amused the other children, it was something unprecedented...\n\nTeacher Intervention (Solution):\ntold him, as he imagines, that he can't do such things, that I've had enough with him. Which I had, because it was really something with him every hour, this time I really lost my temper. I asked him to sit down and bring me the student's card. And that he won't take it, that he doesn't want to get another note because he already has a lot of them, so I said that he has to behave accordingly. After insisting, I went to the table myself to get his student's, that I would take it, but we caught it immediately, then he snatched it from my hand. Then he even hid it in his T-shirt so that I couldn't touch him there. So I will wait until he calms down, that the children are my witnesses, that he simply has another note for me, that I will remember it. Then the situation somehow escalated, I don't know exactly why, but then the student continued to protest that he would not receive any notes and that he would easily throw the student's note out the window. So then he waved with the pupil's from the window, the other children had a spectacle of it, which he probably liked. Well, in the end, despite my many warnings, he threw the school girl out of that window. So the consequence of the class is clear... For a while it seemed that he was relieved that he would calm down, but then he took the compass out of the case and said something like \"What if I cut myself now, it will be your fault. I may not be able to bring home another note, you don't know at all.\n\nOutcome:\nWell, basically there was no solution. He had been punished for what had happened in that hour considering he hadn't been angry the first time, but this was already over the line. I think he understood that he wasn't behaving as he should, and that was explained to him again... but it just didn't seem to go anywhere. In my opinion, as the incidents are already escalating at that moment, or what is happening in that class, when they are angry, they don't think about it anymore. It doesn't occur to him that something like this is happening again, or that it will have consequences again. He is not the first, nor the last, child from a broken family who tries to get attention by being angry, but that is not entirely within my competence to judge, at the same time, this was already a rather extreme case that I have not encountered such behavior otherwise. Otherwise, if I remember correctly, perhaps the student was not at school for the rest of the week and had the excuse that he was sick. This incident with the pupil was probably the most serious, but something else was going to happen in future classes, it probably couldn't be moderated by something like that, there will be some deeper problem... but I don't see it as a well-managed situation, at that time I didn't know the pupil completely and I also had enough that day.\n\nStudent Profile:\nAge/Year: 11 let; 5.třída\nHobbies: Jen vím, že rád hraje fotbal, ale že by se tomu přímo věnoval, jako kroužek nebo tak, to asi ne.\nDiagnoses: Dyslexie\nDisorders: Potřeba pozornosti,Vykřikování,Nepracovitost,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "384", "student_age_year": "11 let; 5.třída", "student_hobbies": "Jen vím, že rád hraje fotbal, ale že by se tomu přímo věnoval, jako kroužek nebo tak, to asi ne.", "student_diagnoses": "Dyslexie", "student_disorders": "Potřeba pozornosti,Vykřikování,Nepracovitost,Lhaní", "teacher_approbation": "Mgr.", "teacher_practice_years": "4 roky", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/718", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher entered class 4.B, in which she is the class teacher. She was carrying a box of fruit that had been brought to school that day as part of the 'Fruit for Schools' project. And she wanted to give them to the children right at the beginning of the lesson. Unfortunately, however, the student became ill, so she first had to arrange a call with the parents to come pick him up. They then waited for their parents for the rest of the lesson, so they only had a revision lesson rather than discussing the new curriculum that was planned for that day. She managed to distribute the fruit to the children only at the end of the lesson. As soon as the bell rang for recess, she had to leave to pick up a student whose parents had just arrived. Not even 5 minutes had passed and two students from her class ran up to the teacher to tell her to go to class quickly. They were sent by the teacher who was currently in charge of the corridor. The teacher quickly reached her classroom and on the way wondered what could have happened so terribly. The teacher was already waiting for her in the classroom, standing over a group of children and trying to calm them down. In the middle of the group was a pupil and a pupil. One was holding his eye and the other was holding his right hand. And an investigation began as to what actually happened. The children shouted over each other that they couldn't hear their own words. However, the teacher kept her cool. She calmed down the screaming children and asked the teacher to go get the assistant to look after the class. Meanwhile, the teacher was finding out what hurt the boys. One had a large red bruise under his eye, from which a bulge was slowly emerging. The second had pain in his right arm in the elbow area. As soon as the assistant arrived, the teachers and students went with them to the office to treat them and also to start investigating what actually happened in the classroom. In the office, they put a cold towel over the student's eye and checked the other's arm to see if it was broken. And the investigation could begin. The teacher who was in charge at the time in the corridor started talking first. However, she didn't know much because she only came to the class after the whole incident where the other kids in the class were shouting 'Leave it, leave it'. By the time she arrived in the classroom, one was already holding his eye and the other was slowly rising from the ground under the blackboard. The teacher only watched the two pupils so that they did not continue with anything and sent two pupils for the class teacher. Therefore, it was necessary for both students and, if necessary, other classmates to explain the situation. The two students started shouting at each other that 'he is to blame', 'it's his fault', 'he started it'. And so it was clear to the teacher that it wouldn't work like that. The teacher asked the assistant to look after the two pupils for a while, that she would just make arrangements with the assistant to start working with the other children after the bell rang, that she would solve the incident for now. She then sat the two students opposite each other in the office and began to ask questions. First of all, where did the injury under the eye come from. He immediately blurted out 'That's what he did to me, he threw the tangerine you gave us at me'. The teacher shook her head in disbelief and asked the other what he thought, why he had to throw the tangerine. When he didn't want to eat it, he was supposed to hide it in his backpack and take it home or give it to one of his classmates. The other just looked offended and blurted out 'He snorted at me and I hit my hand on the blackboard and fell. He started it. But the teacher already knew that first the tangerine had to be thrown one by one, and then the second one squished the first one on the blackboard. Because when the other got up from under the blackboard, the teacher was already in the class, and therefore she would have to see the tangerine being thrown. Which, of course, she didn't see. Both boys tried to blame each other for a while, but they were both guilty. One started, threw a tangerine at the other, and the other defended himself disproportionately. He didn't have to hit the first one immediately and throw it on the board with such force that he fell and bruised his hand.\n\nSituation (Anamnesis):\nThe teacher's class is one of the more problematic classes in the school. There are more boys than girls in the class, and the boys are often at odds with each other. They argue, nudge each other in various ways, sometimes take things with each other, and a few times it happened that they even got into a fight. During the lesson, the teacher often has to remind the students to work, not to get angry and to do what everyone has to do and only in their notebook. A teacher's assistant has been present in the class since the first grade. The two students involved in the incident are among the most problematic students in the class. Small problems are solved every now and then, for example, they hold the door to the classroom and don't want to let the other children in, or they take a classmate's case and throw it around. These reasons led the teacher to agree with the assistant that she would be present in the classroom during every break in order to prevent these incidents as much as possible. At the time when the incident happened, the guitar assistant was in the music room to learn to sing along with the guitar in the music class. The boys immediately took advantage of this and the result was a bruised eye and hand.\n\nTeacher Intervention (Solution):\nThe teacher listened to both students' versions and then asked them why it actually happened, what led them to it. And the answer was surprising. The beginning of the whole incident was that the two students were bragging to their classmates about how well they could throw and catch the ball. And as a ball they used a tangerine that the teacher gave them. However, on the third throw, one gave a bigger blow. The second one didn't catch the tangerine and was hit directly in the eye with a tangerine. However, the first didn't like it, he ran towards the second and punched him with such force. He fell on the board, hit his right elbow and fell to the ground. The result of all this was a huge lump under the eye of one and a bruised right hand of the other. The teacher knew that it was very stupid on the part of both students and they both deserve punishment. She explained to both of them that if they want to throw, they need a ball to do that and they need to be on the field, whether outside or in the gym. Really, a school and a classroom full of kids is not a good place to throw anything, in this case tangerines. And also that the other then acted inappropriately. With the first one, you should have stopped throwing things and gone to tell the teacher or assistant about everything. Both students had to shake hands in front of the teacher and apologize to each other, and promise the teacher that nothing like this would happen again. and both are punishable enough. First of all, each with their own injuries and also with the fact that both will receive a note and the parents will be informed about the whole incident. The teacher sent both students back to class and closed the incident by writing a note to both students in the student book. In the end, she had to laugh at the remark: 'He was throwing a tangerine with a classmate in class. He threw a tangerine with excessive force and the tangerine caused a swelling under his left eye.\n\nOutcome:\nfew days after the incident, the classroom was calm and there were no complications. Both pupils went to school without problems, their bruises soon healed and they didn't even have to see a doctor. Nothing major happened in the class and it seemed that overall the class calmed down more. In the long run, the class was calm and there were no other major problems. But the teacher or assistant still had to be present in the classroom during breaks. As soon as they both moved away, the students were able to take advantage of it.\n\nStudent Profile:\nAge/Year: 9\nHobbies: sport, rybaření, cestování\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "718", "student_age_year": "9", "student_hobbies": "sport, rybaření, cestování", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "magisterské", "teacher_practice_years": "14", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1343", "content": "TEACHING CASE STUDY\n\nBackground:\nThe class I teach is complicated. I have never had such a demanding class during my entire internship. I also never imagined that I would teach 4 nationalities in one class. I have 19 pupils, 1 is from the first nationality, 3 from the second nationality, further from the third nationality, last school year there were 2 from the fourth nationality. I only have two girls here. It's difficult. Organize and correct everything so that everyone is involved and most importantly - so that we have learning results! And one pupil also costs me a lot of effort. He's still angry. Other children are also sometimes disruptive, but this case is extreme. He doesn't know what we're doing, where we're currently reading, so I always stand by him and show, explain, help. I constantly remind him. He is incredibly fast and impulsive, always talking and commenting on everything and everyone, shouting, getting attention. And if I ask him not to talk, after a while he starts writing to himself. Or he kicks the chair with his foot, swings. He disturbs others, but mainly himself. He can't stand to work - and therefore he can't keep up with tasks like others. Then he has to finish during the break - which annoys him and he gets angry and finishes the work already. He got even angrier when I assigned him to finish it as extra homework. Aggressive behavior started - he threw things from the desk, broke two pencils, was vulgar towards children.\n\nSituation (Anamnesis):\nThe student lives only with his mother. She works 12-hour shifts, so sometimes her older sister looks after him. He is in 9th grade. Last year they were already at a child psychiatrist because of behavior and inattention. Supposedly, he should take some medicine, but his mother does not want to give him it, she is afraid that he would be depressed. They were also in a pedagogical-psychological counseling center, I have recommendations from them on how to work.\n\nTeacher Intervention (Solution):\nI did not immediately comment on his output. I let him fade away. Then I handed him a tissue to blow his nose and told him to drink. He wanted to rest in the relaxation corner at the back of the class for the rest of the class, I let him.\n\nOutcome:\nHe didn't want to go to lunch after class. We stayed in the classroom. We talked about it, so I mostly talked, he was silent, or nodded or shrugged his shoulders. We went together to look at the class rules. Now the student sits in the first bench, for better contact with me. But he doesn't sit by the window so that it doesn't distract him. He has a calm classmate next to him, he can follow what we are doing right now. We introduced colored folders (workbook, worksheets) for each subject. I make sure that he only has what he is working with on the desk. He still doesn't catch up as much as the others, so I assign him less, so that it is enough to practice the subject matter. I'm also trying to change my approach so that I don't criticize him all the time, but it's hard to put myself in a positive situation of 'you're doing this well, I liked this', when we're more used to 'no, don't do this, it's wrong'. I hope I succeed at least sometimes. I also appreciate the little things in the student - that he can wait, that he sits quietly, that he does not disturb now, that he cooperated nicely with the children and agreed with them... It is a long-term problem and as such has no simple solution. Rather, we will continue to look for appropriate procedures, and I also know that we will continue to resolve conflict situations. I also advised the mother to go with the pupil to the counseling service center in our town. They provide counseling services and sometimes it just helps to have someone listen to us and know that we are not alone in our problems.\n\nStudent Profile:\nAge/Year: 9, 3.roč.\nHobbies: Kolo, PC hry, hry na mobilu\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Failure to attend class, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1343", "student_age_year": "9, 3.roč.", "student_hobbies": "Kolo, PC hry, hry na mobilu", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "VŠ, učitelství pro 1.st. ZŠ", "teacher_practice_years": "12", "problems_annotated": "Emotional outbursts, Failure to attend class, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/455", "content": "TEACHING CASE STUDY\n\nBackground:\n6th grader bullied a classmate. The motivation for him was a situation a few days back in class when we discussed the subject of smoking. A bullied girl just called out the aggressor for smoking outside of the school environment and said it in front of the whole class. For that reason, he wanted to have his way with her. He waited for them to go from lunch to the locker rooms, he looked out for a place where none of the cameras were pointing and the time when the teachers were in charge, so there was no adult in the locker room. At the same time, he manipulated two other classmates. The first of them took the girl's briefcase while she was still at lunch. When the girl was coming to the dressing room, the second of them caught her and the main aggressor gave the girl two blows in the stomach and kicked her in the leg. Of course the girl screamed and then escaped the boys and ran outside. After a long time passed, she returned to school, found her briefcase and came to tell everything to the assistance they came to me with.\n\nSituation (Anamnesis):\nThe student had problems in the family, he lived only with his mother, who had a very free upbringing. The mother smoked, so the student had a good attitude towards cigarettes, I later learned from her that he often stole them from her. He came from a socially weaker family, his grandfather used violence against him and he generally did not have a good background. The student was often cunning and was good at manipulating the people around him. I would easily call him the 'brain' of the class, because he always knew how to get others on his side. He was used to this behavior from the household as well, growing up next to an older brother who did whatever the pupil told him. Despite being older, he let his younger brother control him.\n\nTeacher Intervention (Solution):\nThey came to me and of course I listened to them and started to solve the situation. I went to check the camera system primarily to find out if it was true or not. The situation was not visible on the recording, but the aggressor and his friend could be seen coming there and getting ready. After that, I got in touch with the guidance counselor, to whom the girls went and began to discuss the situation in more depth. Undoubtedly, I had to inform my parents about this situation.\n\nOutcome:\nThe result of the solution was a behavior score for both the aggressor and his helpers. This was preceded by several meetings with the educational advisor and I discussed everything with them several times. A similar situation never happened again.\n\nStudent Profile:\nAge/Year: 13 let, 6. roč.\nHobbies: cigarety, mobil\nDisorders: Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "455", "student_age_year": "13 let, 6. roč.", "student_hobbies": "cigarety, mobil", "student_diagnoses": "", "student_disorders": "Krádeže", "teacher_approbation": "Mgr.", "teacher_practice_years": "10", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/76", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation is already almost 10 years old, when I substituted physical education for 7th grade students. I was a little scared of this class because it was an infamous class where there are several reduced behavior grades due to truancy, truancy, and gross violations of school rules. The fact that I only 'caught' a group of boys was all the more terrifying. It was nice outside, so I suggested that it wouldn't be bad for us to go to the field where they can play football. Despite the fact that it was a substitute class, I took it as if it was going on properly. A few students excused themselves with the 'I don't have gym' style, which I passed by without noticing. After arriving at the playground, we started, in which I had to persuade the students and raise my voice several times, because some students did not respect my instructions. 'I'm still waiting, the longer you drag it out, the less football you'll play.' I emphasized. This 'threat' worked for some unruly pupils, but it was still not satisfactory. 'Fine', I said. 'We're going to run until you learn to listen.' One of the rebellious students said to me in a calm voice: 'So you're drunk?' At that moment, I stood as if scalded. I have never encountered this type of behavior and amount of disrespect in my practice. It caught me by surprise in such a way that it probably influenced my subsequent handling of the situation. 'Please?' I asked again, in a rather startled tone. 'Well, you're a bitch.' He repeated.\n\nSituation (Anamnesis):\nThe student has been problematic since the onset of puberty. He repeated the year in first and second grade. He was raised only by his father, which may have been the crux of the problem - our school is very feminized and this student lacks a certain amount of respect for women - maybe his father didn't teach him that, because he didn't seem to talk about his ex-wife in a general way. Among other things, the pupil had problems with attendance, the fulfillment of school duties and also with repeated violations of the school rules.\n\nTeacher Intervention (Solution):\n'How dare you?' I screamed. 'Apologize now or we'll go to the headmaster!' 'It's up*dele to me.' I was so turned on by his arrogance and lack of interest in anything that I grabbed his t-shirt until I heard the seams crack - maybe I tore the t-shirt - I have no idea. It obviously derailed the student, because I dragged him behind me towards the school door. The students stared in disbelief. I turned to him in front of the door and asked him still in affect: 'What do you think of yourself that you're going to curse me!' 'You should have let us play football, I don't care if I get a note or a three for behavior, Dad doesn't give a damn.' I reassessed the situation: 'Then we won't go to the director, there's no point, come back.' We came back to the playground, where the students had not yet recovered. 'On my command to get in line!' The students started immediately. 'Thank the student, you will run for the whole lesson and I will arrange with the teacher that you will not play any games, but only run and practice gymnastics.'\n\nOutcome:\nThe students were of course angry. However, I only wanted the student to be the target of hatred and to be despised by others in the same way that he probably despises women. After the end of the lesson, which was really dedicated to running, I cooled down to a certain extent and decided to only inform their TV teacher the next day about the situation that occurred. I didn't tell them to just run and exercise, I knew that my reaction was inappropriate and unprofessional. On the other hand, I at least hope that, despite my unreasonable intervention, the student has realized that he cannot behave this way towards women or anyone else.\n\nStudent Profile:\nAge/Year: 15 let, 7. ročník\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "76", "student_age_year": "15 let, 7. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Záškoláctví", "teacher_approbation": "Učitelství pro 1. stupeň", "teacher_practice_years": "25", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/915", "content": "TEACHING CASE STUDY\n\nBackground:\ncame to the Czech language class and the first thing I notice is that one student is crying. Since this student does not yet know Czech and I do not fully understand Ukrainian either, I will not be able to find out where the problem lies right away. Fortunately, we have one student in the class who is fluent in both Czech and Ukrainian, so I sent him to the group together with the crying student to find out what happened to the crying student. In the meantime, I gave the other children independent work and followed them. I learned from a student who knows both languages that the other two Ukrainian boys are making fun of the crying student, especially one of them, who allegedly belches and then blames it on the crying student, insults him and allegedly threw his slippers over the fence.\n\nSituation (Anamnesis):\nTowards the end of the 2021/2022 school year, three new Ukrainian classmates joined our class. None of them speak or understand Czech very well, Artyom, who was born in the Czech Republic to Ukrainian parents, helps me communicate with them, so he is fluent in both Czech and Ukrainian. There is generally a good climate in the classroom, there has never been 'full-on' bullying, only minor disputes that have always been resolved relatively easily. Even the 'Ukrainian boys' fit in well despite the language barrier, e.g. during the big break they play dodgeball with the others, etc. There was only one problem between them so far (described here).\n\nTeacher Intervention (Solution):\nAfter the end of the lesson during the break, I listened to them one by one, of course with the help of a student who knows both languages. I started with a crying student who told me that two boys were making fun of him, especially one of them who had thrown his slippers over the fence the day before, although he then brought them back to him. And the main thing that made him cry was that one boy burped and then pointed at him while the other boy laughed at him. Subsequently, I sent the crying student back to the classroom and called the boy who was joking, he immediately confessed and promised to apologize to the crying student in front of me, a similar process took place with the other boy, he also promised to apologize to the crying student . After that, both the boy who was joking and the other boy apologized to the crying student in front of me.\n\nOutcome:\nhonestly think that these three students are now friends and they were practically right after the 'incident', that is, they were friends even before that, it was just necessary to show the boy who was joking that even joking has its limits. Of course, I'm still cautious, it seems like something bad is happening, but I honestly think that it won't happen again between them.\n\nStudent Profile:\nAge/Year: 9 (4. ročník)\nHobbies: Videohry, čas s přáteli\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "915", "student_age_year": "9 (4. ročník)", "student_hobbies": "Videohry, čas s přáteli", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (Učitelství pro 1. stupeň ZŠ)", "teacher_practice_years": "30", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/233", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the class, the class teacher informed the students about the new school year and that they cannot sit as before. So she asked the pupils to sit in some other new place and that everyone sit with someone they have not sat with before. Most of the pupils were not satisfied with this, but after a long time they found new places. Pupils still traded with each other, mainly because of height or because of poor vision. When the whole class was seated in new places, one student who was sitting with her friend did not want to move to the boy who remained sitting alone. When the teacher asked her to make a decision quickly and not to delay, the student started talking back and arguing with her. The student made various remarks about how she does not sit with the boy in question and that she would like to stay with her classmate. The teacher explained that everyone had already found a new roommate, but she hadn't and that it wasn't fair to the others. When the teacher saw that the pupil was not backing down, she decided to let her draw lots. The number 1 was on the cards, which meant that she would remain seated with her classmate, while the number 2 on the card meant that she had to change seats. The student drew number 2, so she had to change seats. The class was happy to draw number 2 as it was fair to them.\n\nSituation (Anamnesis):\nAfter a few days, the teacher asked the student what her problem was with her roommate and why she didn't want to sit with him. Žačka commented that her fellow student had mocked her several times in the past. When asked why she didn't tell anyone, the student said that she was afraid that there would be problems and that it would be discussed with her parents. She never told the class teacher, so she left it at that. The class teacher did not know about this during the transfer, so she sat them together.\n\nTeacher Intervention (Solution):\nDuring the dialogue, it was found that the pupil does not have problematic behavior, has good grades in school, is clever and hardworking. The pupil never had any serious problems at school or a reduced behavior grade. When asked about this situation, the student explained that she had her own preferences when transferring, so she wanted to stay with her classmate and began to talk back. It was clear from her interpretation that she was sorry and aware of what she had caused.\n\nOutcome:\nDuring the following hours, the class teacher and I observed the pupil's behavior while sitting with a classmate. Her expression showed that she was displeased. She usually pulled away from her classmate on the bench, and refused to work with him when working in pairs. She didn't talk to him during breaks, she mostly left to see her classmates. On the contrary, the boy didn't deal with it, rather he didn't care. The situation was resolved by the class teacher transferring the student. The teacher dealt with the pupil who bullied the pupil personally, asking him various questions about why he did it and instructing him not to do it again. When the class teacher did not know about the past situation, she asked the students to sit in new places. I think the draw technique for the pupil was a good idea. The student could have remained sitting in her seat, but this would probably not have led us to other circumstances - that she was being bullied by a classmate.\n\nStudent Profile:\nAge/Year: 11, 5. roč.\nHobbies: hry, knihy, jazdenie na bicykli\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "233", "student_age_year": "11, 5. roč.", "student_hobbies": "hry, knihy, jazdenie na bicykli", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "magisterské", "teacher_practice_years": "9", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/445", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I am about to describe took place quite a long time ago, one could say at the beginning of my teaching practice. At that time, I was the class teacher of the fourth grade, where the female student also attended. She was slightly different from the others in her own way, often standing out from the crowd, but problematic behavior had not manifested itself until then. She was rather lonely in class, she didn't have many friends and spent most of the breaks alone. However, it was not any form of bullying by other classmates.\n\nSituation (Anamnesis):\nNow I would like to move on to the description of the problematic situation that has arisen. It took place almost at the end of the school year, i.e. in the summer. The whole day went like any other, there was a standard lesson and after the end of the lesson I took the children to the club, which, due to the warm weather, took place outside, in the school garden. During the party, my class had free access to its regular classroom, as it was located right next to the garden. The classroom also included the space for student locker rooms and my office.\n\nTeacher Intervention (Solution):\nAt the time when the children spent the afternoon with their classmates, I stayed in my office and finished my work. In the middle of the afternoon, however, I heard some noises in the classroom, which at first I attributed to the cleaning lady, but then they started to seem strange to me, so I went to the classroom to take a look. Here, I came across a student who was released from the group, and what I saw at that moment shocked me very much. By my own mistake, I left several of my personal belongings, including my wallet, on the chair. The student became the object of this whole situation as I caught the student holding my wallet and examining the contents she was trying to take out. At that moment, unfortunately, I reacted affectedly, because I was in complete shock and I had never encountered anything like it. As I recall, I certainly raised my voice, which from my point of view today was definitely not the right choice. I was very harsh with the student at that moment, she got scared and ran away. She managed to tell everything to the teacher from the group before I did, she called the student's parents and we started solving the situation together. However, the parents were very forceful, they did not hesitate to use vulgar terms and I allowed myself to be provoked in my own way, so a rather heated argument took place and the problem was of course not resolved.\n\nOutcome:\nIn response to the incident, the parents then decided to withdraw the girl from school and enroll her in a new school. In the long term, it had no other impact after that, perhaps a slightly positive effect on the climate in the classroom. From my point of view, however, today I would handle the situation completely differently, more calmly and with understanding. Considering the behavior of the parents, I still have the feeling that the student's behavior was at least partially motivated by the environment in which she and her parents grew up, as their family was among the socially weaker and the parents had a very strong character, which their daughter also began to take over. However, this does not excuse my behavior at the time, which was shorthand and affected.\n\nStudent Profile:\nAge/Year: 9 let, 4.ročník ZŠ\nHobbies: chození na hřiště\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "445", "student_age_year": "9 let, 4.ročník ZŠ", "student_hobbies": "chození na hřiště", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství pro 1.stupeň ZŠ", "teacher_practice_years": "18", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/396", "content": "TEACHING CASE STUDY\n\nBackground:\nThe incident occurred during a physics lesson. Already during the oral examination at the beginning of the lesson, the pupil began to shout out the correct answers to the questions for the examinee. This would not be anything completely out of the ordinary, as the pupil was known for his very above average knowledge in the field of physics, technology and natural sciences in general. I have to admit that I really wasn't in the mood for such speeches on this day, so I reprimanded the student forcefully. He stopped interrupting for a while. However, the conflict between us occurred a few minutes later. As usual, I started my lesson and lectured the class about the topics of the laboratory exercises that were to follow after the lesson. The student began to giggle during my explanation and let everyone know that my explanation rather bothers him and that he finds the material being discussed outdated and useless. His line stuck in my memory: 'Do you really think anyone is still using this old crap of yours?'\n\nSituation (Anamnesis):\nThe pupil was an above-average student coming from a family where he was primarily cared for by a loving mother. Father was often not present at home due to business trips. The student had no siblings. The family was financially well off. Already in elementary school, the student won many science competitions and Olympiads. However, with the transition to high school, his interest in participating in these competitions waned. In the class he attended, he was considered the class intellectual and 'know-it-all'.\n\nTeacher Intervention (Solution):\nIt wasn't the first time I'd heard similar comments from him, but I really wasn't in the mood for this discussion at the time. I slammed my fists into the chair, yelled at him in affect, 'What do you think of yourself, you frack?!' and I left the class. I went to his class teacher and asked for a disciplinary reprimand for the boy.\n\nOutcome:\nreturned to the classroom after a while and continued the lesson as if nothing had happened. The result of the solution was the granting of a disciplinary warning in the form of a reprimand from the class teacher. My relationship with the student was cold in the following hours, but his interruptions stopped. Gradually, perhaps as a result of gradual maturation, the pupil began to be friendly towards me, and although he still sometimes added to my explanation without prompting, a similar excess never occurred again. In retrospect, I'm sorry that I overreacted and instead of punishment, I didn't ask for an individual plan for him that would help his development beyond the obviously insufficient demands and conditions of the subject.\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník SŠ\nHobbies: Technika, počítače, vesmír, geologie\nDisorders: Vykřikování,Rušení výuky,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "396", "student_age_year": "16 let, 2. ročník SŠ", "student_hobbies": "Technika, počítače, vesmír, geologie", "student_diagnoses": "", "student_disorders": "Vykřikování,Rušení výuky,Arogance", "teacher_approbation": "Magisterské, aprobace dějepis a ruský jazyk", "teacher_practice_years": "3 roky", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/612", "content": "TEACHING CASE STUDY\n\nBackground:\nIt has been my dream to become a teacher since childhood. I have always enjoyed working with children, which is why I was immediately clear about my career choice. I have been working on the school grounds as a teacher for the seventh year. Even though this job is not always easy, I have to admit that I am completely fulfilled by this job. Many times I got into unpleasant situations where my task was to properly resolve the given situation.\n\nSituation (Anamnesis):\nWhen assigning the task, I immediately thought of the case of a student who has excellent results, but with his behavior disrupts the course of the lesson, often does not cooperate and insults his classmates. He comes from a divorced family where his parents take turns in his care. His main hobbies include watching trains. He is an introverted boy, but he can't handle cases when something doesn't go his way and he starts to get angry. In extreme cases, he starts throwing his things around, once he even dropped an entire bench.\n\nTeacher Intervention (Solution):\nSuch behavior of the pupil was already repeated, so I decided to invite his parents to a session at school. I tried to suggest to them some ideas on how to solve the situation. We agreed that the student would visit me regularly. We will talk about his feelings and work together to help him control his anger better. This is how we met the student for several months.\n\nOutcome:\nI think this solution had a successful outcome. The student was gradually able to control his behavior better. Whenever he doesn't understand something, he comes to me and together we find a way to understand the issue. As a result, the student gained more friends who did not like him because of his previous behavior. Even now, classmates go to him for advice.\n\nStudent Profile:\nAge/Year: 12 let (7.třída)\nHobbies: Chlapec má zálibu ve vlacích. Ve volných chvílích chodí pozorovat vlaky na vlakové nádraží.\nDisorders: Odmítání spolupráce,Neuposlechnutí,Rušení výuky,Urážení spolužáků\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "612", "student_age_year": "12 let (7.třída)", "student_hobbies": "Chlapec má zálibu ve vlacích. Ve volných chvílích chodí pozorovat vlaky na vlakové nádraží.", "student_diagnoses": "", "student_disorders": "Odmítání spolupráce,Neuposlechnutí,Rušení výuky,Urážení spolužáků", "teacher_approbation": "Vysokoškolské vzdělání - titul Mgr., aprobace český jazyk", "teacher_practice_years": "7", "problems_annotated": "Emotional outbursts, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/177", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation occurred during recess when most of the students were at lunch. The student was just going to the class, in front of which his classmate was standing with several other older students whom he did not know. The group joked with each other and had fun as usual. Since they were quite noisy and the boys nudged each other in a friendly way, from the perspective of the incoming student, it looked like the others were hurting his classmate, whom he likes, so he wanted to help her. So the student ran to the group, grabbed the girl by the hand and dragged her into the empty classroom, where he locked himself in together with her. The girl got scared and wanted to leave, which the student did not allow her to do. The girl tried to push the student over, pushed him and wanted to go to the door and away behind the classroom. The student wanted to prevent this, so he pushed her lightly to get in front of her. The girl was at one of the benches and when the student pushed her, she lost her balance, fell on the bench and hit her head. Everything happened very quickly, the students who were talking with the girl in front of the class then opened the door and a few moments later the teacher also came.\n\nSituation (Anamnesis):\nThis is a pupil diagnosed with Asperger's syndrome, due to which he often has problems in establishing social contacts. According to the teachers, the student's intellectual abilities are average to slightly above average, but he tends to have a low self-esteem, so it is important for him to let his strengths stand out in front of his classmates and allow him to feel successful. Formative assessment and adequate motivation are preferred. The student tends to be nervous in new situations, it is good to prepare him for changes as a precaution. Conflict situations can arise, for example, due to failure, psychological tension, a sudden change for which the student was not prepared, or in common areas such as changing rooms, lunches, etc. An individual educational plan was developed for the student. There is no teaching assistant in the school, this role is always held by individual teachers in the respective classes. With regard to the student's diagnosis, it is necessary to respect his individual work pace and approach. Continuous monitoring is also important. A big positive is the approach of the student's mother, who is very actively involved in solving situations related to various aspects of studies and regularly communicates with the school and teachers.\n\nTeacher Intervention (Solution):\nOnce the supervising teacher arrived at the classroom and learned what was happening, she asked the other students to leave and was left alone with the student and his classmate. The teacher's initial reaction was anger, she started shouting at the student and demanding an explanation. The girl was still crying, the teacher demanded that the student apologize to her. However, there was no explanation from the teacher, she let herself be consumed by anger, disregarded the pupil's diagnosis and expected the pupil to know that he had done something he shouldn't have done.\n\nOutcome:\nSince the student did not know what he had done wrong, he felt angry towards himself. From his own point of view, he didn't do anything wrong, he thought he was protecting a classmate, that's why he was also frustrated. The teacher involved subsequently stayed with the girl and the pupil went to the teacher who was describing the situation and who holds the position of educational advisor. Until she calmly sat down with the student in an empty classroom and let him explain the situation from his own point of view. The teacher explained what he had done wrong, he then apologized to his classmate and the situation became clearer.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník (osmileté gymnázium kvarta)\nHobbies: Žák má rád matematiku a má v ní nadprůměrné výsledky. Zajímají ho také moderní technologie a rád se věnuje počítačům.\nDiagnoses: Náběh na Aspergerův syndrom,Lehká forma autismu,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus,Dětský autismus\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression\nSolutions Applied: Disrespectful communication, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "177", "student_age_year": "15 let, 9. ročník (osmileté gymnázium kvarta)", "student_hobbies": "Žák má rád matematiku a má v ní nadprůměrné výsledky. Zajímají ho také moderní technologie a rád se věnuje počítačům.", "student_diagnoses": "Náběh na Aspergerův syndrom,Lehká forma autismu,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus,Dětský autismus", "student_disorders": "", "teacher_approbation": "Pedagogické magisterské vzdělání ZSV, TV, Občanská výchova Školní výchovná poradkyně", "teacher_practice_years": "30 let", "problems_annotated": "Diagnosis, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/19", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened on a school trip in Poland in the city. On the third day, we went on a trip around the city as a group: a teacher and 7 boys, including a problem-free student. We were in nature not far from the mentioned city, we were walking in the forest on the hills. Sometimes the boys teased their classmate with autism, provoked him in various ways and sometimes laughed at his reactions. The autistic student scolded them for it, not rudely, and the whole situation always calmed down that way. The teacher and I did not watch over the boys 24 hours a day, we just made sure that the conflict did not escalate. At times, the student with autism lost control of his behavior and began to behave aggressively towards others – he started yelling at his classmates and attacking them physically. We always tried to stop it in time and calm it down, but this time we didn't succeed. While we were walking the route on the rock, a student with autism got angry and threw a rock at a classmate who was provoking him. Luckily he missed.\n\nSituation (Anamnesis):\ndo not consider it relevant to describe the history of the class here - on the one hand, I do not know it, and on the other hand, the conflict did not take place in the collective of the class, only on a school trip in an environment of 8 pupils. All the pupils were in the 7th or 8th grade of primary school - that is, they were 'in puberty' and took the school trip as an opportunity to enjoy a new experience. However, they were generally problem-free pupils, they behaved 'very well' without reprimands or reprimands or other additions. I already wrote above about a student with autism. The boys found his behavior strange and liked to tempt him. He controlled his behavior, but sometimes he became aggressive and that was when someone said something to him that was 'over the line'. It was always up to us to moderate the guys.\n\nTeacher Intervention (Solution):\nWe went as a group of 8 students, me and the teacher to a small hill nearby. The weather was sunny and there were no people around, only nature and the ten of us. The teacher and I went side by side to the students and occasionally checked to see if anyone had gotten lost. However, we stopped once to rest. While we were standing there, we heard a student with autism get angry and throw a rock at someone, but it missed, and then the teacher and I got involved. We explained to a student with autism that if the behavior of his classmates bothers him, he should not throw stones at them and be aggressive. He is to go away from us or not listen to them. We explained to him that he didn't want to hurt anyone and throwing stones could be dangerous. After that we continued the trip and we talked to the autistic student for a while to make sure he really calmed down.\n\nOutcome:\nAs I mentioned above, the student calmed down after the incident. Fortunately, no one was hurt, but even his classmates were amazed by what the autistic student was able to do. It is difficult to say whether the pupil with autism has really calmed down, or whether his classmates have become afraid that something is wrong with them. However, the rest of the trip was without further conflicts.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: Počítačové hry, internet, cestování ,filmy\nDiagnoses: Autismus\nDisorders: Agrese,Nepozornost,Introvertní chování\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "19", "student_age_year": "14 let, 8. ročník", "student_hobbies": "Počítačové hry, internet, cestování ,filmy", "student_diagnoses": "Autismus", "student_disorders": "Agrese,Nepozornost,Introvertní chování", "teacher_approbation": "Mgr., učitelství AJ, RJ (angličtina, ruština)", "teacher_practice_years": "10", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1318", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when I worked as an assistant at a school and the class teacher overlooked the needs of the student. His problem behavior manifested itself when he had to do something he was not good at, especially writing. He began to avoid tasks, resigning himself to them, hiding, asking others for help, or just watching idly. He called himself incapable and refused to try because he thought he was stupid and others thought so too. This was most evident when they refused to work on projects that involved writing out and summarizing information from books.\n\nSituation (Anamnesis):\nThe trigger for his behavior was his dyslexic difficulties. The teacher failed to estimate what the student could handle and thus overworked the student, which led to problem behavior. When he fell behind, he was scolded by the teacher, and his reactions gradually worsened. The more tasks he had and the more stupid he felt, the more he gave up. The teacher was very goal-oriented and expected the same quality from the children, but did not treat them as individuals, which caused this student to suffer.\n\nTeacher Intervention (Solution):\nI supported the student in various ways and we progressed step by step. At first we focused on writing in the lines and used motivations and mnemonics. We worked with fewer tasks and I gave him constant support and praise for every little success. I also communicated with his parents, who were very supportive and cooperative with me.\n\nOutcome:\nThanks to our joint work, the situation has improved. I spent a lot of time at school for my thesis, which allowed me to devote myself to the student and work with various aids.\n\nStudent Profile:\nAge/Year: 8 let, 2.třída\nHobbies: Čtení komixů, kamarádi, cyklistika\nDiagnoses: Dysgrafie,Dyslexie,Dyskalkulie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1318", "student_age_year": "8 let, 2.třída", "student_hobbies": "Čtení komixů, kamarádi, cyklistika", "student_diagnoses": "Dysgrafie,Dyslexie,Dyskalkulie", "student_disorders": "Lhaní", "teacher_approbation": "Mgr.", "teacher_practice_years": "4 – 5 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1198", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was in their first year together, when the student began to behave very toxic towards the girls in her 'group' and towards other classmates. She became jealous when the girls were having fun with others, and not with her, and when that happened, she started gossiping about them in front of others. She constantly demanded attention and everything escalated to such a stage that she even emotionally blackmailed her classmates, threatening to commit suicide if, for example, they did not come to school or did not have fun with their dreams. I only found out about the whole problem (as a class teacher) thanks to a phone call from the mother of one of my classmates, who said that her daughter has to listen to emotional blackmail from the student every day about how she will hurt herself if the student does not have enough fun with her, etc. It all got to such a stage that other parents of female students began to tell me that their daughters no longer like going to school, precisely because of the female student.\n\nSituation (Anamnesis):\nThe student is very clever, a student who studies well. She does gymnastics, which she is good at, and is quite good at drawing. What I learned during the interviews while solving this problem, it became clear that she was bullied by two of her classmates in elementary school. It is evident from her behavior that she suffers from low self-esteem and does not believe in herself very much and needs constant confirmation/reminding that someone likes her, that she is smart and a valid part of the team. When solving the problem and communicating with her parents, I was told that the student often talks about suicide at home, so her parents were not surprised by the comments that the student makes in class about self-harm or even suicide. The parents told me that the student had never visited a psychologist, nor had the previous bullying been dealt with in any particular way. It was interesting that if I asked, for example, the boys' section of the class, in most cases they did not notice this in the class at all, and the whole problem was rather a question of the girls' sector of the class.\n\nTeacher Intervention (Solution):\nonly found out about the whole problem when the student's mother called. After that I talked specifically with the student, and she referred me to other classmates, with whom I also spoke afterwards, and the words of the student confirmed to me that they were experiencing the same thing, which was also confirmed by their parents, whom I also spoke with. After that, I spoke to the mentioned mother of the pupil, who surprised me quite strongly with the answer that 'the pupil talks about suicide all the time at home, but that she doesn't really mean it'. Since I didn't have a psychologist at the school at that time and the educational counselor came only once a week, I referred my parents to a pedagogical-psychological counseling center. From all the interviews and the overall impression of the student in the class, it seemed to me that the biggest problem was her low self-esteem and the constant need to prove something (or someone) to herself. After I figured this out, much of her behavior began to make sense to me.\n\nOutcome:\nThe entire incident lasted approximately during November and December. Since the student was ill afterwards and did not participate in the Christmas meeting before Christmas, I used it as a partial 'classroom' lesson, when I invited other classmates to anonymously write a message from the student on a piece of paper. In the mix there were positive messages, that they think about her, that they like her, but that this very behavior bothers them. I gave the papers to the student after Christmas and after a joint discussion on this topic, it seemed that the student understood what the problem was and that she was just driving her classmates away with this behavior. After the mentioned Christmas, the situation calmed down and after a while the student renewed her 'group' of classmates who were actively having fun with each other. Since then, none of the students or their parents have complained. After a longer period of time (around June), I contacted the student's mother again, and she informed me that the student was seeing a psychologist again.\n\nStudent Profile:\nAge/Year: 13 let; 8. třída\nHobbies: Sportovní gymnastika, kreslení\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour, Bullying\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1198", "student_age_year": "13 let; 8. třída", "student_hobbies": "Sportovní gymnastika, kreslení", "student_diagnoses": "", "student_disorders": "Manipulace", "teacher_approbation": "Mgr.; Francouzský jazyk a literatura", "teacher_practice_years": "10 let na gymnáziu, předtím v jazykových školách 2 roky", "problems_annotated": "Selfdestructive behaviour, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/342", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is a ten-year-old 5th grade student who regularly does not pay attention in class. During the lesson, he plays with different things and invents reasons and ways to leave the class during the lesson. She doesn't mind at all when the assistant warns her, or confiscates the thing she's playing with, when she's supposed to be careful, she doesn't do anything about it and takes something else to play with. She often goes to the bathroom during class, where she leaves messages for a classmate who goes to the bathroom right after her, so that she can read the message and reply to her. Their class is right next to the gatehouse, so the janitor can see when students from their class go to the bathroom during class. The schoolmaster tells the headmistress and she then solves it with the assistant and the class teacher and they have a problem because of it (pupils have to go to the toilet during breaks). But if the pupils are not allowed to use the toilet, they tell their parents at home and they come to school to complain that their children do not want to be allowed to use the toilet.\n\nSituation (Anamnesis):\nThe class as a whole is very complicated, the class teachers often changed, there are 4 pairs of twins in the class, so sibling relationships are often dealt with here. The student's mother works at the tax office and her father is a soldier and police officer, so she must be very temperamental. The student is very strong and will not let anything please her, she wants to be a soldier when she grows up. She has lots of friends and is very loud.\n\nTeacher Intervention (Solution):\nThe assistant is trying to explain to the student that she is not allowed to do this and that she should go to the toilet during the break. When that didn't work, she tried to explain to her that if she goes to the toilet often during class, it causes problems for the others, but the student doesn't care about that either. This behavior has been going on for several months and the assistant is losing patience with her. It's the same with playing with different things in class. The assistant admonishes her several times, but the student still does what she wants. If she confiscates the item, the student takes something else to play with. He won't change his behavior even if he gets a memo.\n\nOutcome:\nThe student still does what she wants and has not changed her behavior. The assistant is tired of constantly admonishing the student and drawing her attention to her inappropriate behavior.\n\nStudent Profile:\nAge/Year: 10, 5. ročník\nHobbies: Tanec\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "342", "student_age_year": "10, 5. ročník", "student_hobbies": "Tanec", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "středoškolské", "teacher_practice_years": "7 let v neziskové organizaci (práce s dětmi), 2 roky jako asistent pedagoga", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/62", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is generally problematic, and last year there were problems with the distribution of chewing tobacco, it was resolved within the educational committee, with the mother, and a notice is sent to OSPOD. He cannot handle stressful situations and behaves inappropriately and very affectively in them, has outbursts of anger and a tendency to even throw things around. He doesn't quite fit into the collective, because he came later - in the sixth grade. He came from the village school to the second grade, but even there he had problems, that's what we found out. This means that he spent most of his time at school in online mode, and his classmates did not quite accept him.\n\nSituation (Anamnesis):\nIt is possible that this is precisely why he needs to draw attention to himself - to fit in. But when he was in a problematic situation, it could be seen that he is sensitive and may cry after the affect. As for his academic performance - he is very bad and last year he got an A in two subjects. He did pass the commission exams, but it is more due to the commission than to his knowledge. The father is also present in the household, but only the mother communicates with the school.\n\nTeacher Intervention (Solution):\nDuring the break, a student came to me upset in affect and sobbing a lot. He began to describe how, according to him, his Czech girlfriend did not treat him properly, she even bullied him. She started yelling at him while she was just sitting peacefully having a snack. This situation also had a prelude in the Czech language class, when she said something to him and slapped him on the back. After that, I listened to the situation from the other side, which of course sounded a little different. The student allegedly did not cooperate in class, he was repeatedly warned about what he should do, but he did not listen. After this incident in class, the teacher saw him in the corridor, where he was having fun with two other girls from the upper class. The teacher only heard that they agreed to meet after school. As the pupil already had problems with the distribution of chewing tobacco last year and the young ladies present were not quite exemplary in their behavior and moreover she was their class teacher, she suspected that the situation from last year could be repeated. As the teacher has a rather violent nature, she attacked the student and he gave up. He personally does not want to discuss this situation with his class teacher, because he shares the office with this Czech teacher, that is why he came to me as an educational advisor. When a crying student came to my office, I tried to calm his crying fit. As soon as he calmed down enough to be able to tell me what happened, I tried to explain to him that every person is different and that the Czech lady has a slightly more violent nature and she was definitely just worried that the situation from last year would not repeat itself.\n\nOutcome:\nThe student generally has a tendency to exaggerate and therefore claimed that the teacher sat on him, exaggerated the situation and talked more or less about the teacher's behavior and presented it as if he had nothing to do with the situation. Unfortunately, we were pressed for time when solving the situation because he came in the middle of the small break, which is only 10 minutes long, then he and I had to take an hour. I am satisfied with the solution of the situation, the pupil calmed down, the handkerchiefs were secured. I offered him to go wash himself, but he told me that he was fine. When I met him in the hallway the next day, I asked him if he was fine and he said yes, fine. This situation is very recent, it happened at the beginning of this school year. It's only been a few days since she left, but already teachers are complaining that she's disrupting classes. So, for the future, I think that this incident will unfortunately have no effect on him in the long term.\n\nStudent Profile:\nAge/Year: 14 let, 8 ročník\nHobbies: ne žádné známé, maximálně chození ven s přáteli\nDisorders: Agresse,Emoční labilita,Neposlušnost,Nevhodné chování,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Disrespectful communication, Interview\nImplications: Shortterm success, Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "62", "student_age_year": "14 let, 8 ročník", "student_hobbies": "ne žádné známé, maximálně chození ven s přáteli", "student_diagnoses": "", "student_disorders": "Agresse,Emoční labilita,Neposlušnost,Nevhodné chování,Vyhýbání se škole", "teacher_approbation": "Magisterské, Český jazyk a Občanská výchova, výchovný poradce", "teacher_practice_years": "20 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success, Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/873", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened a long time ago, even when I was starting to teach. A girl in the second year repeatedly played with her phone in my classes. I reminded her several times every hour that she should turn off her phone and put it in her bag. After the girl, I wanted her to devote herself to my interpretation mainly because her grades were very bad. Well, if she had a great benefit, I probably wouldn't warn her so much again.\n\nSituation (Anamnesis):\nThe student was 16 years old at the time of the incident and was studying in her second year. She probably lived with both parents at the time of the incident. The student was diagnosed with ADHD. The student had below-average results, did not graduate and left school.\n\nTeacher Intervention (Solution):\nWhen I warned her for the umpteenth time to hide her phone, she did not respond again. So I told her she was acting like a cow and threw her phone out the window. Fortunately, the window was on the ground floor and nothing happened to the phone.\n\nOutcome:\nShe ended up complaining about me to her parents and the principal. Her dad also complained about me to the principal. After listening to my version, the director defended me, both on the phone and with the phrase that she behaves as if she were a cow. The director said that I did not tell her that she was acting like a cow, but that she was acting as if she were a cow, so I did not call her names. But yes, I admit that I lost my temper and threw her phone out of the window, this was obviously pedagogically inappropriate. There was a bigger incident out of the whole situation, which was that the school management dealt with it, but they didn't deal with it negatively.\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník SŠ\nDiagnoses: ADHD\nDisorders: Neposlušnost,Neuposlechnutí\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "873", "student_age_year": "16 let, 2. ročník SŠ", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Neposlušnost,Neuposlechnutí", "teacher_approbation": "Ing. Fyzika, odborné zahradnické předměty", "teacher_practice_years": "20", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1133", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I had to deal with was not particularly problematic, which is perhaps due to the fact that I have not been a classroom teacher for many years. However, one situation that did not seem to be resolved happily was with a girl who was very withdrawn and had unexpected reactions. She sometimes stopped activities and refused to finish them, sometimes throwing tantrums in response to teasing from classmates.\n\nSituation (Anamnesis):\nThe girl regularly visited the school psychologist, but we as a teaching staff were convinced that her behavior required a psychiatric solution. However, the mother blamed her classmates and the school and resisted psychiatric treatment.\n\nTeacher Intervention (Solution):\nMy colleague and I were learning to treat the girl and trying to manage her outbursts. She had mental problems and was often forgetful, did not bring supplies to school and did not cooperate. When she had a problem, we took her to the corridor to calm down. I tried to divert the topic to something she liked to talk about, like riding a bike, and I managed to build a relationship with her, as a result she cooperated in my lessons.\n\nOutcome:\nThe ending was not a solution from our side and I was dissatisfied with it. The mother, in my opinion, underestimated the seriousness of her daughter's problems. After changing schools and moving away, I lost contact, some colleagues only received a few messages. I believe that changing the collective was not a good solution.\n\nStudent Profile:\nAge/Year: 9 let, 3. třída\nHobbies: cyklistika\nDisorders: Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1133", "student_age_year": "9 let, 3. třída", "student_hobbies": "cyklistika", "student_diagnoses": "", "student_disorders": "Nespolupráce", "teacher_approbation": "Magisterské", "teacher_practice_years": "32", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1435", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was already evident in the first grade, but there it was still possible to communicate with him in some way. Once he switched to second gear, it was all downhill. In class, he constantly wants to go to the toilet, blows his nose, and chews, even though I or my colleagues have pointed this out to him countless times. He's not paying attention, he's on the phone, he's chatting with others and he's generally disrupting the class.\n\nSituation (Anamnesis):\nProblem student: 9th grade, below average academic performance, rude, arrogant\n\nTeacher Intervention (Solution):\nWe also tried everything possible with him. Positive motivation failed, re-enforcing and reprimanding did not help at all. He was diagnosed with ADHD at the counseling center, and we were told that it was more of a misbehavior than hyperactivity. The extra tasks had no effect on him, he simply couldn't do them either and he didn't care. Then we realized that the only thing that bothers him is when we leave him after school or when he has to come before class. It takes away either his own time or time with his friends, which is very important to him. He spends most of his free time with them. Once I dropped him off at school and I've never seen him so hardworking, he drove like a ferret. And actually his mother has quite a bit of leverage over him, she listens, but we can't invite her here every time either.\n\nOutcome:\nUnfortunately, it only works momentarily and temporarily. If I leave him after school, it's quiet for a week, but then it starts all over again. It's such a vicious circle.\n\nStudent Profile:\nAge/Year: 14, 9.třída\nHobbies: Chození ven s kamarády, opačné pohlaví, počítačové hry, hudba, skateboard\nDiagnoses: ADHD\nDisorders: Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1435", "student_age_year": "14, 9.třída", "student_hobbies": "Chození ven s kamarády, opačné pohlaví, počítačové hry, hudba, skateboard", "student_diagnoses": "ADHD", "student_disorders": "Pasivita", "teacher_approbation": "Mgr., Fj, Aj, Zeměpis", "teacher_practice_years": "5", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/279", "content": "TEACHING CASE STUDY\n\nBackground:\ngot a new class. They were fifth graders, they had just come from the first grade, so we got along at the beginning. I was in their class and taught them Slovak, which we had 4 times a week, so we had close contact on a daily basis. The composition of the class was 12 girls and 10 boys. I noticed that the girls clustered around one who was like a leader. All the girls imitated her, her grimaces, her clothes, her expressions. This pupil was an eccentric type of girl and had plenty of female friends. At a certain point, she started singling out one of the team, which the other girls also picked up on, and this student became an outsider and had no friends in class or at school. She didn't talk to the boys. She became lonely and read a book during breaks. This student later went further and secretly took pictures of this student sitting in the bench and sent it to her friends and they teased her about how she dresses, then that she has a front bite and that she looks like a horse. This pupil felt singled out and over time began to suspect that she was being made fun of and later that she was being photographed and written about.\n\nSituation (Anamnesis):\nThe main attacker was this pupil, but practically the entire 5.B girls collective took part in the bullying. That is, about 3-4 girls took the most photos of this student and insulted her, and the others did not notice it or joined in here and there, laughed at it, but there was no one who stood up for this student, which I was honestly sorry for. I was also struck by the young age, that even at such a young age bullying between children can be present. I think that this student dealt with her low self-esteem, building on the taunts and mutual hatred of other friendships. She made it to the point that no one preferred to play with this student because they were afraid that they would also make fun of him. As a member of the class, I noticed that something was happening, but being singled out is an annoying thing, but that's simply how it is sometimes in a team. I can't find friends for this student. Once I called her to my office and asked her about her friends and the climate in the classroom, she replied that she didn't have any friends and that she didn't mind that she was reading a book. But in the end she told her parents at home that they were taking pictures of her at school, they made fun of her, that she was a horse and that no one liked her, her mother came to me to solve it, I promised that I would start solving it with the girls. This student kept things completely secret in the beginning, but the other girls pointed to her as the culprit and organizer of all the bullying. They showed me the news, the photos, we just discussed everything about it. It was difficult for me, and I think it was also difficult for the girls' team to act straight and explain to each other that this is bullying. Uncovering the whole truth was difficult not only for this pupil, but also for this pupil and the other girls. This student could not stand the pressure and her parents enrolled her in a new school for half a year.\n\nTeacher Intervention (Solution):\nMy parents made the solution for me - they simply sent this pupil to another school. I was sorry it turned out this way. This student probably has bad memories of our class and school and was shown an example that leaving is better than verbally solving and confronting the bully. The bully - again, he wasn't confronted enough with the situation - because what do you solve when the victim is no longer there and doesn't want to deal with it? This pupil ended up reprimanding the principal and moved on.\n\nOutcome:\nthink it moved it as a class. They met as a collective with such a serious thing as bullying. Later, we also invited a psychologist, who had a session with the class and solved the climate in the class and the team. By the end of attending our elementary school, we did not deal with bullying in this class. This pupil probably learned her lesson and apologized for her actions, she admitted that it was not right and she managed to apologize just before this pupil left. But it didn't save the fact that this student no longer wanted to be part of the team. Perhaps an earlier intervention could have helped.\n\nStudent Profile:\nAge/Year: 11, 5. trieda\nHobbies: Sociálne siete, kamaráti, šport\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Working with the collective, Transfer of student \nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "279", "student_age_year": "11, 5. trieda", "student_hobbies": "Sociálne siete, kamaráti, šport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magister", "teacher_practice_years": "20", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/37", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka moved with her parents to a nearby village. She also started going to school here, where the children are put together in small classes. Even at that time, her classmate did not like her very much. She started telling all her friends not to hang out with her. And since the classmate was very popular at school, most did as she told them. There was not a single person in the class with whom the student could be friends. No one was messing with her. The student took it very hard mentally. She hoped that when she went to a new school after the fifth grade, everything would be resolved and she would have her friends and new friends again. A year passed and both the pupil and the classmate transferred to a new school, which local children attend when they go to the second grade. As the pupil attended 6th A and the classmate 6th B, it looked like the problem would be over. But the whole situation repeated itself. The classmate once again told everyone bad things about the student, and exactly what happened in the fifth grade was starting to repeat itself. But the whole situation became much more serious, as not only the pupil and her classmate could not stand each other, but the entire classes 6. B and 6. A began to oppose each other. threatening SMS messages, the boys often fought both at school and during their free time. The classes gossiped about each other and it was not helped by the fact that in the 6th A there are children of successful entrepreneurs who often think they have the upper hand. Also, for decades there has been a categorization of children by children based on where they are from, and the local children perceive those from other countries as something inferior. However, this matter is such a known fact, but unless something more serious happens, then this is not addressed at all. The situation escalated one day at school so that the boys fought en masse in the corridor and cursed each other.\n\nSituation (Anamnesis):\nŽačka is a normal, communicative girl who moved to the village a year ago. He comes from a stable family, so he lives with both parents. She is a very intelligent girl, as her academic average has always been above average. She always made it to the top and her parents are very proud of her. Sometimes a student has a problem establishing a relationship with a stranger and takes a long time to decide. So he is rather quieter in nature. A classmate was the leader of the whole class from a young age. In the first grade, she went to classical school from the first grade and therefore had many friends. Because she is also very communicative, she always had it quite easy at school. She mostly gets along well with teachers, her academic average is average.\n\nTeacher Intervention (Solution):\nAfter the situation calmed down a bit, the educational consultant and the prevention methodologist decided to find out what is the cause of this whole situation. So they made a visit together, first to 6th A, then to 6th B. In the classrooms, they found out what bothered them so much about the second grade. Of course, the boys who were involved in the fight in the hallway acted like it didn't concern them at all. In the end, it was found out that everything was to blame for the classmate who was telling them not to have fun with the student and unfortunately it came to this stage. The paradox was that when this situation came to a head, the classmate was not at school and therefore was not subjected to any questions that might have made her realize her mistake. Therefore, the educational advisor with the prevention methodology decided to create a community circle in the large hall with both classes. Here, the classes said everything to each other calmly, and a kind of general relief was visible on the part of the students. Then, in order to avoid this situation again, the students created rules that they have to follow towards other people. They were written in bold phrases like Do not slander anyone, Always apologize, Be polite and others. The teachers were surprised that even such a short period of time was enough for the classes to at least begin to be tolerated.\n\nOutcome:\nRight after this situation was resolved, the classes calmed down, of course there were occasional innuendos, but everything was stopped in time by the class teachers of the individual classes. Since schools were closed due to the pandemic, there was no further development. Currently, individual classes are tolerated and there are no rifts.\n\nStudent Profile:\nAge/Year: 5. – 6. třída, 11 – 12 let\nHobbies: nebylo řečeno\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Bullying\nSolutions Applied: Agreement, Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "37", "student_age_year": "5. – 6. třída, 11 – 12 let", "student_hobbies": "nebylo řečeno", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Matematika - informatika", "teacher_practice_years": "9 let", "problems_annotated": "Physical aggression, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/663", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was restless all day. He was inattentive during class, throwing his things around and trying to interact with other students. He shouted at the others and ran out into the corridor after the bell rang. I always tried to stop him and talk him out of it, but I'd say it didn't help much. Such a day when a student behaves like this is no exception. I thought it was going to be another one of those more demanding days. But I still didn't know what would happen during lunch. The student sometimes bangs the cutlery on the table during lunch, is noisy, if someone drops the cutlery he starts laughing loudly and is inconsiderate towards his classmates.\n\nSituation (Anamnesis):\nFrom the age of two, he attended a children's group for a few months, after which he attended a kindergarten in the regional capital for less than a year. After moving, he joined the smaller kindergarten of our elementary school in our town. He attended kindergarten with a delay of 3 years. Due to his problematic behavior, he underwent a series of examinations at the age of 4, on the basis of which he was diagnosed with ADHD. On the recommendation of the pedagogical-psychological consultancy, the pupil from the age of 4 was assigned a teacher's assistant for eight hours a day. From September 1, 2020, the student entered the 1st grade of our elementary school. Attendance is regular, with minimal sickness. The student stays at school from 6:45 a.m. to 3:00 p.m. In the afternoon, he spends time in the group. The boy lives together with his two siblings with his mother in the family home of his grandparents. The mother cooperates with the elementary school, she is interested in the boy. She regularly consults everything with the teachers and monitors the boy's condition in written reports - diaries, in which the boy is evaluated by the teachers for individual parts of the day with smileys. The motivational system proves itself, the mother awards rewards for the highest daily number of smileys. So far, the boy's father has not visited the elementary school, nor has he expressed an interest in information regarding his son's behavior and education by phone. The student is usually very well and carefully prepared for the lesson in terms of material. Grandparents and mother's parents are also interested in the boy. The process of adapting to the rules was already very problematic in our kindergarten. Although, thanks to his quickness, he orientated himself in the new environment quickly and without difficulty, he was not willing to influence his inappropriate behavior for a long time. It took several months before he was able to accept the set rules of behavior at all. For a long time, he tried to see if his bad behavior in the system would result in some bug, which he could use immediately thanks to his cleverness and alertness. He actually tries it all the time, but it must be said that he now has a firm grasp of what is expected of him, how and why he should behave correctly. At first, the student absolutely did not respect the fixed rules that the kindergarten has clearly laid out and according to which the other children follow. He did not recognize any authority and responded to orders with oppositional defiance. In some situations, his behavior was markedly antisocial. With the help of a motivational reward system, due to the maximum consistency and great commitment of the assistant and pedagogues and fixed boundaries in behavior, it was possible to compensate the pupil's behavior. Now the student knows the rules of behavior well, he is able to follow them. However, he is well aware of the fact that he is under constant surveillance. If this supervision stopped, the student would quickly take advantage of the situation. After a hiatus from the coronavirus, during which he was out of education for an extended period, he entered primary school relatively unimpaired, in good shape and able to continue what we set up and where we left off. Whether and to what extent home education undoubtedly had an influence on this fact is for others to judge. The student is a smiling, well-adjusted, very lively, sensitive boy with a short attention span. He is rather solitary, but accepts children. He never knowingly harms children. If it did, it was the result of rash and reckless behavior that he later regretted. He always tenderly apologized to the children. He likes physical contact (stroking hands) for which he is grateful. At the same time, he can show strong displeasure. Especially in situations where they have to curb their inappropriate behavior. He can be angry, cunning, he can lie and cheat and violate established rules of behavior. But now he is able to correct his behavior more and think more about the consequences of his transgressions. Although he respects authority much more than he did in his earlier years in kindergarten, he is still able to constantly cross the lines of behavior on a daily basis.\n\nTeacher Intervention (Solution):\nDuring lunch the pupil was unruly. During lunch, he banged his spoon on the table, and since he had a soup spoon, the drops landed on the other classmates. You came to complain and I went to talk to him. When he saw that I was approaching, he did not change his behavior and continued his activities. I emphatically explained to him that he must not do that and he just laughed in my face. After a long negotiation, he stopped doing it, I went to my place and it was quiet for a while. After a few minutes, she heard the student laughing loudly. I took my lunch and went to sit next to him at the table. Sometimes I do that and he calms down in my presence. When I sat down, the student started saying that my food is\n\nOutcome:\nDuring the scolding from the teacher, the pupil behaved more calmly at the table. You could see that the scolding touched him. However, we reported the incident to his mother and since then we have not seen him spit in anyone's food. Unfortunately, after some time, the student still shouts during lunch, bangs on the table and sputters during the meal. I'm not very happy about this scolding, but sometimes you get on your nerves. I don't consider scolding to be a revolutionary solution to the situation, but sometimes it helps, at least for a little while. Unfortunately, we still haven't figured out how he explained to the student that he must behave in an appropriate manner at the table.\n\nStudent Profile:\nAge/Year: 9 let, 2. třída\nHobbies: Pohybová aktivita\nDiagnoses: ADHD\nDisorders: Nepozornost,Nerespektování autority,Neuznávání pravidel,Rušení výuky,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "663", "student_age_year": "9 let, 2. třída", "student_hobbies": "Pohybová aktivita", "student_diagnoses": "ADHD", "student_disorders": "Nepozornost,Nerespektování autority,Neuznávání pravidel,Rušení výuky,Vykřikování", "teacher_approbation": "vysokoškolské, speciální pedagogika", "teacher_practice_years": "3", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1359", "content": "TEACHING CASE STUDY\n\nBackground:\nThis event, or rather a problem, became my student about a year ago. I had a normal second grade German class in 8th grade. We practiced listening with the pupils, when we listened to a song (in German) and the pupils had to write down the omitted words in the text. And I had/have one problematic kid in this class who is not very interested in German. Let's call him pupil Y. Y shows his lack of interest by either having fun with his friends around his place and thereby disrupting the class, or by not cooperating with us. When I call him up, he very often makes inappropriate remarks. I can call him such a class clown. So when I told the students to focus and I played the song, this student immediately started interrupting and talking to her friend who is sitting next to him. After a while he started to get angry, so I immediately stopped the song and asked him if he didn't mind that he was interrupting our activity and me and the class, and of course he had some inappropriate comments about it. But for this time, he overdid it when he said a few vulgar words to the German. (I'm good at that *** German ***)\n\nSituation (Anamnesis):\n– this pupil attends primary school, specifically the 2nd grade of primary school (8th grade). As I already said, this student is very problematic. What I asked other colleagues, just like with me in German, it is problematic in other subjects as well. But he had never used profanity in class before. He doesn't do very well at school, which is why his academic results are rather below average.\n\nTeacher Intervention (Solution):\nRight after he said that, I sent him out the door so that he could calm down from the shock as I did. We left him outside the door for about 5 minutes, then I went to get him. Even when he came to class, you could see that he knew he had overdone it this time. I didn't even know about him for the rest of the class. After the lesson, I called him to the office to explain this event to me. I asked him: Why did you even say something like that? He answered me: Teacher, I'm sorry, I didn't want to say it, but I was angry at that moment. I did not want to. I asked him: What made you so angry? He replied to me: I was upset that student X kicked me. So I told him that I understand, but that he doesn't have to talk dirty because of it. I repeated to him that it is not allowed to speak obscenely at school and I hope that it was an isolated incident that will not happen again. Also, for the fact that he apologized, he has a plus point for me. But even so, I had to write him a note that he was interrupting and speaking vulgarly in German class. I also told him that I would set him up with girl X so that you wouldn't get distracted and avoid unnecessary problems.\n\nOutcome:\nAs I already said, after the incident the student was aware that he had gone too far this time, he was quiet, did not disturb and questioned his conscience for the rest of the lesson. In the following lessons, I think that this incident had a positive effect, when this pupil Y stopped his rude and demonstrative behavior, stopped showing off and making inappropriate comments. I even noticed a slight improvement in his academic results when he started trying hard.\n\nStudent Profile:\nAge/Year: ��ák druhého stupně základní školy (8. třída)\nHobbies: Jako všechny kluky v této třídě, tak ho baví florbal a počítačové hry.\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Neuposlechnutí,Nespolupráce,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1359", "student_age_year": "žák druhého stupně základní školy (8. třída)", "student_hobbies": "Jako všechny kluky v této třídě, tak ho baví florbal a počítačové hry.", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Neuposlechnutí,Nespolupráce,Arogance", "teacher_approbation": "Vysokoškolské – titul Mgr., aprobace německý jazyk (druhý stupeň) a tělocvik (první stupeň)", "teacher_practice_years": "13 let", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1094", "content": "TEACHING CASE STUDY\n\nBackground:\nThis is a girl who has been attending our school since the 1st year of elementary school. Right from the 1st grade, we observed her frequent absences from school, which persisted until later grades. Although the teachers tried to send homework to the pupils, the parents did not see to it that she supplemented the curriculum, that she learned the basic subjects and always progressed to the next year with significantly worse results than the other pupils. At the same time, it was a shame because she was intellectually average, maybe slightly above average. She was not a girl with any special learning disability or behavior disorder. She went to school unkempt and unkempt, her notebooks and tools were dirty and her clothes were not quite clean.\n\nSituation (Anamnesis):\nthink that family upbringing, a lax approach, both in terms of education and family background, were to blame for the school failure. Although the parents were always well agreed and explained that they should try to discuss the missed subjects with their daughter, they should supervise her, we found out that she has not mastered even the basic subjects.\n\nTeacher Intervention (Solution):\nWe then discussed with her individually in individual subjects and we tried to supplement the curriculum, but she still entered the 6th grade with weaker results in the main subjects.\n\nOutcome:\nPupil's age and grade: At about 11 years old, she entered the 2nd grade of primary school, she has never repeated a grade and is currently attending the 8th grade of primary school. Gender of the pupil: Female. school was repeated from the 1st grade until the end of the 1st grade of elementary school Behavioral disorders: Constant absence Confirmed diagnosis of the pupil/s: She was not in the counseling center, she did not show any signs of a specific developmental disorder\n\nStudent Profile:\nAge/Year: Asi v 11 letech nastoupila na 2. stupeň ZŠ, třídu nikdy neopakovala a v současné době navštěvuje 8. ročník ZŠ\nHobbies: Nemá vyhraněné zájmy\nDisorders: Absence\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1094", "student_age_year": "Asi v 11 letech nastoupila na 2. stupeň ZŠ, třídu nikdy neopakovala a v současné době navštěvuje 8. ročník ZŠ", "student_hobbies": "Nemá vyhraněné zájmy", "student_diagnoses": "", "student_disorders": "Absence", "teacher_approbation": "Mgr. v oboru Učitelství pro 1. stupeň ZŠ – zaměření na pracovní vyučování", "teacher_practice_years": "", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/978", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation almost always comes to mind when I think back to my beginnings. It was my first job. I have taught at school for 2 years, but for the first time in the 9th grade. We can still talk about the fact that I didn't have that much experience. In the class where I taught mathematics, there was a problem student. From the beginning it seemed that everything was fine and we could get along just fine. However, appearances were deceiving. Over the course of a few months, her behavior in class worsened. The pupil was constantly disturbing, lecturing her classmates. Over time, the situation started to get out of control in such a way that it started attacking me as well.\n\nSituation (Anamnesis):\nThis situation almost always comes to mind when I think back to my beginnings. It was my first job. I have taught at school for 2 years, but for the first time in the 9th grade. We can still talk about the fact that I didn't have that much experience. In the class where I taught mathematics, there was a problem student.\n\nTeacher Intervention (Solution):\nFor a long time I did not know how to solve the given situation. Unfortunately, I think that even the school management did not support me very much at that moment. When I contacted the management, I was told that the other teachers were handling the situation just fine. After several conversations with the student, I invited the parents to the school several times. At first glance, the parents seemed relaxed. However, as soon as their daughter's problematic behavior began to be resolved, everything was wrong with me. The daughter was completely protected by her parents. I understood that I would not have much success here either. I met a student again, this time I tried it outside the school environment. That helped a little and we agreed on some things.\n\nOutcome:\nAs they say, the promise of a mistake... Žačka, of course, did not keep what we said. The situation escalated. I decided to leave school at that moment. I absolutely could not handle this situation, mainly internally mentally. As far as I know, the student had big problems in the second semester and had to repeat the year. I personally had to recover from it for a long time. When I joined another school and there were problematic behavior of the students, I had to seek help from a psychologist. However, this experience hardened me mentally. However, I wouldn't wish that on anyone.\n\nStudent Profile:\nAge/Year: 14 let, 9.ročník\nHobbies: Hudba, čtení knih\nDiagnoses: ADHD\nDisorders: Nepozornost,Rušení výuky,Podvody,Disrespekt,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "978", "student_age_year": "14 let, 9.ročník", "student_hobbies": "Hudba, čtení knih", "student_diagnoses": "ADHD", "student_disorders": "Nepozornost,Rušení výuky,Podvody,Disrespekt,Vulgární vyjadřování", "teacher_approbation": "Mgr. Matematika a chemie", "teacher_practice_years": "22", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/739", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student regularly spoke vulgarly in class and during breaks, harming his fellow students especially psychologically - mocking, swearing. He was also very rude to his fellow students, he treated them like boys - he pushed them, sometimes he even wanted to fight with them. Among other things, he constantly cheated on tests, was not ready for class, lied, pretended to be innocent. The boy actively smoked from the age of twelve, his father did not manage to raise him.\n\nSituation (Anamnesis):\nThe student lived alone with only his father and younger brother, his mother left them when he was five. He never had a role model in a woman, which is probably why he treated his female classmates in such a rude manner. His brother later attended the same school and was initially just as troubled as him, but over time he straightened out and became an average naughty teenager.\n\nTeacher Intervention (Solution):\nAt first, the school teachers focused on the boy, discussed the given problem with him, unfortunately it did not help at all. Subsequently, it was the turn of the school management and the educational advisor to solve the problem, who invited the boy's father to the school and solved the problem with him. The father showed almost no interest in solving the given situation, he considered it the duty of the school and the class teacher to solve the given situation. The next step was the examination of the boy in a pedagogical-psychological counseling center, to which the school management registered the boy. No learning disability or other syndrome was confirmed for the boy, and he subsequently visited a child psychologist for a short time. Unfortunately, even this step did not help and his behavior in the school environment did not improve. On the recommendation of the school, the guidance counselor, and the pedagogical-psychological counseling center, the boy's father decided to send his son to the Children's Diagnostic Institute and the Center for Educational Care.\n\nOutcome:\nAfter returning from the Educational Care Center, the boy's behavior in the school environment improved significantly, he began to treat his classmates better, did not harm them, did not mock them, and generally began to have more respect for women. His lying to his teachers and cheating at school didn't improve much, but that was what the cantors were used to. Everyone was happy that overall his behavior improved by about 90%.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nHobbies: florbal\nDisorders: Lhaní,Podvody,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "739", "student_age_year": "13, 7. třída", "student_hobbies": "florbal", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Rušení výuky", "teacher_approbation": "Pedagogická fakulta Univerzity Jana Evangelisty Purkyněho v Ústí nad Labem, aprobace český jazyk, ruština", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/192", "content": "TEACHING CASE STUDY\n\nBackground:\nThe parents have a problem with the student every morning right after waking up, because she doesn't want to go to school. I myself witnessed the situation when the parents pull her out of the car... I worked with the student for six months, four hours a day, and it was probably the most demanding period for me in my role as a teacher's assistant. But the most powerful experience with her was the very first hour. As soon as I stepped into the classroom, she gave me a murderous look. Right at the beginning of the lesson, when I sat next to the student, she pushed me away. The teacher told the children to open their notebooks, but the pupil did not respond. I told her to open it, but she spat at me and ran out of the classroom into the hallway, slammed the door and was gone. I was shocked, but I followed her right away and tried to get her back to class. I don't remember exactly what I told her, but it was probably something to the effect that it was important to her. As I approached her, she started to run, as the distance was sufficient for her, she turned to face the wall, tied her hands and sulked.\n\nSituation (Anamnesis):\nThe pupil has been diagnosed with developmental behavioral disorders (ADHD), has developmental disorders in school skills (dysgraphia, dyscalculia, dyslexia) and has a problem with auditory differentiation.\n\nTeacher Intervention (Solution):\nI tried to let the pupil calm down. I was only keeping an eye on her to keep her under control. We spent the whole first hour together in the hallway, I couldn't convince her. But after the bell rang for recess, she immediately picked herself up and returned to class. She knew that she didn't have to do anything during the break. For the next hour, she again went to the corner facing the wall, this time luckily only in the classroom. I tried to motivate the pupil with something, I found out that she likes to paint or play on the computer. In order to push her to some activity, I promised her that she would be able to draw a picture for the completed exercise. Sometimes it helped, other times she said “No, leave me alone!\n\nOutcome:\nThe only long-term result is that the student does not run away from the classroom, otherwise her behavior has not changed. Today she has a different lady assistant. But it doesn't matter if there is a man or a woman with her, the situation is still the same. Problems with the pupil were and are the order of the day. No one knew how to deal with her before or after me. It's hard to say how it will go on, but it was quite a massacre.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: malování  princezny – v pracovních listech, na písemkách, všude…), počítačové hry, youtubeři\nDiagnoses: ADHD,Náběh na Aspergerův syndrom\nDisorders: Lhaní,Podvody,Agrese,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Violation of classroom/school rules\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "192", "student_age_year": "8 let, 3. třída", "student_hobbies": "malování  princezny – v pracovních listech, na písemkách, všude…), počítačové hry, youtubeři", "student_diagnoses": "ADHD,Náběh na Aspergerův syndrom", "student_disorders": "Lhaní,Podvody,Agrese,Neúcta k autoritám", "teacher_approbation": "Vyšší odborné, bez aprobace", "teacher_practice_years": "3 roky", "problems_annotated": "Emotional outbursts, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/920", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning, a few empathic classmates tried to make friends with her, but soon the first problems arose. The new girl tried to have new friends only for herself, she used lying and manipulation to do this, when that didn't help, she turned the class against herself, forced her new friends to harm her old friends, and manipulated them to do what she wanted. This behavior led to the fact that her classmates started to move away from her and the boys started to racially insult her, their favorite insult was to shout: 'nutello'. Paradoxically, the insults didn't bother her so much, because her foster parents told her that it would always be like that in our society and that she had to get used to it. It bothered her more that her 'puppets' started moving away from her, and because of this she gradually escalated her manipulation and teasing the class, but this only led to the fact that the class showed more resistance towards her, at the worst stage, the other children refused to sit on the chair she was sitting on before and they didn't even want to touch the things she had touched before.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nAt the beginning, my accompanying teacher tried to solve it through communicative circles in the class, but nothing could be solved there, because the girl refused to participate, she took offense at any attempt to solve something and remained stubbornly silent, because it was not up to her. Other attempts at a solution were interviews with her, classmates and foster parents with the participation of a prevention methodologist and an educational consultant. The girl behaved in the same way as in communicative circles, the other children were interested in solving the situation, and the foster parents promised to talk to her. Everything worked every time for a few days, but then everything went back to normal. Finally, a psychologist from the Pedagogical-Psychological Counseling Center was invited with a program to integrate into the new team and improve the classroom climate. Similar to previous attempts at a solution, the situation improved for only a few days and then the problems returned.\n\nOutcome:\nThe problem could not be resolved. Each time there was only a minor improvement that lasted for a few days, then everything started up again. There was a good climate in the classroom during the days when the new classmate was away, but when she returned, the problems returned. Since the problem could not be solved, my accompanying teacher only had to calm the situation and solve partial problems until the end of the school year, and thus also when the entire class left for the second grade at another school.\n\nStudent Profile:\nAge/Year: 10,11, 5.ročník\nHobbies: Bez zájmů\nDisorders: Lhaní,Manipulace,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "920", "student_age_year": "10,11, 5.ročník", "student_hobbies": "Bez zájmů", "student_diagnoses": "", "student_disorders": "Lhaní,Manipulace,Provokace", "teacher_approbation": "Mgr., První stupeň ZŠ", "teacher_practice_years": "13", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/457", "content": "TEACHING CASE STUDY\n\nBackground:\nThe described situation took place in mathematics class. We discussed geometry in mathematics, we drew. The mentioned pupil repeatedly took out the compass from the pencil case and handled it inappropriately. He was waving a compass and threatening the rest of the class, I reprimanded him and told him to hide the compass, that it was dangerous and he could hurt himself or other students. But the situation happened again after a while.\n\nSituation (Anamnesis):\nThe student was in the fifth year of elementary school. He was diagnosed with dyslexia, dysgraphia and ADHD. The student repeatedly disrupted classes, was angry and sometimes even aggressive, or expressed himself inappropriately, sometimes even perversely. He interrupted almost every hour, was inattentive and often disruptive. The student had an assistant in his lessons. He was not able to adapt to the work in the class, so he negatively influenced the rest of the class, his classmates. His classmates were used to his behavior, the student behaved this way very often. Sometimes it was not possible to work in the classroom at the same time, because the pupil could not adapt to the work in the classroom, so the assistant took the pupil to the corridor and worked with him on the assigned tasks independently.\n\nTeacher Intervention (Solution):\nstudent was waving a compass in the math class. I told him to hide it, he didn't need the compass, we didn't work with it. But he repeatedly took it out of the package and waved it in class. I was afraid that he would hurt himself or one of his classmates with the compass, so I confiscated the compass during class and returned it to the student only when we were working with the compass.\n\nOutcome:\nThe student was not too happy that I confiscated his compass, he didn't like it, but after a while he accepted the solution and he only got the compass in math class when he needed to draw with it, otherwise I had it with me. The student accepted the solution to the situation and after working with the compass he brought it back to me and I cleaned it up, I tried to avoid injury, I didn't want him to threaten other students and something happened in class.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: počítačové hry\nDiagnoses: ADHD,Dyslexie,Dysgrafie\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "457", "student_age_year": "11 let, 5. ročník", "student_hobbies": "počítačové hry", "student_diagnoses": "ADHD,Dyslexie,Dysgrafie", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ /  Speciální pedagogika", "teacher_practice_years": "5 / 8", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/676", "content": "TEACHING CASE STUDY\n\nBackground:\nClass is over, recess has started and I can rest for a while before the next class starts. I grab my snack to eat. I sit down at my desk and have a snack. However, I like my personal space around my school desk. It's a break and the student sitting in the desk right behind me is having fun with her classmates. They are too much for me. That bothers me a lot. The girls are having fun and giggling, but I don't feel well. I have little space, plus there is noise everywhere. 'By permission.' Nothing, no answer, so I pushed the pupil away. The classmate slapped me for that, so I slapped her, and I probably scratched her as well. Meanwhile, the teacher comes and pulls us away from each other. The girl is crying. We are both led into the cabinet. The teacher is forceful and asks us what happened.\n\nSituation (Anamnesis):\nThe student has specific requirements for his personal space (this is one of the features belonging to the autistic spectrum). The student is sensitive when his space (specifically, in this situation the school desk) is occupied by someone else. The student sits in the first bench in the middle, he chose this place himself, and when the teacher mentioned that she would move the class, it was very important to him that he could sit in the first bench. This position suits him, as he sits close to the blackboard and also close to the teacher, who often asks about the solutions to assigned tasks. The student sits alone because he needs enough space around him. The student is very active in class. He tries to speak, but when he is not called, he behaves impulsively, shouts and has trouble coping with the fact that it was not he who was called, but someone else. Another teacher mentioned a week before the described situation that she noticed a certain tension between the pupil and the pupil. The student would like to talk more with his classmates, but he also likes peace. It is difficult for him to establish contact with classmates. He gets along very well with adults, with whom he does not get into conflicts. But not with peers. During the adaptation stay, he often wanted to talk to adult teachers, but they tried to encourage him to get closer to his classmates. Some classmates remember the student from the lower grade as problematic and do not want to hang out with him too much. The student considers himself to be problematic and unable to handle stressful situations (as he often hears this from those around him).\n\nTeacher Intervention (Solution):\nThe teacher, who was currently in charge of the corridor, tore the students apart and took them to her office. The class teacher of these students and I (on practice) were in the office at the same time. The teacher asks the crying pupil first. But she is unable to speak. The student eagerly wants to explain everything, but the teacher first comforts the student. He asks the pupil again why she is crying. The pupil replied that the pupil had hit her, scratched her and that she already had bruises on her hands. The teacher asks the student if it is true. Pupil: 'Well, the pupil slapped me first, I was just defending myself.' Pupil: 'The pupil turned to me and I saw that he wanted to push me away, so I slapped him. But that was my reflex. When someone attacks me, it's just my reflex to slap him.' Pupil: 'That's also my reflex, that when the girls didn't listen to me and deliberately stayed glued to my desk, that I touched her to make her move.' The teacher began to explain to them that when she slaps a classmate, it is not a reflex, but a question of will, whether she will slap him or whether she will handle the situation differently. Next, she began to ask if the student really just touched the pupil. The student nodded at first, which the teacher didn't notice, so she asked him to illustrate what it means to 'just touch'. So the student clearly showed. The teacher asked the pupil: 'Did he really touch you like that?' Žačka said that it was more and that he even scratched her. The student then admitted that it was more and added: 'I just can't handle these situations, I always get angry and lose control. I told the student to move and when she didn't, I poked her.' The student was very sad about his behavior and the fact that he could not handle the situation. He had tears in his eyes. The pupil also scolded her and added that she did not hear the pupil at all asking her to move. 'Okay then student, what should you do next time when girls are pushing you and they won't move even when you ask them to?' asked the teacher. The student thought for a moment. She added: 'Well, the class is noisy, so it's possible they won't hear you the first time, so if nothing happens, tell them nicely again.' The student immediately nodded. 'Pupil, you and the girls also have to be careful that they are really at your desk or you can go to someone else's desk or walk into the corridor. You can see that it is uncomfortable for the student when he wants to have a snack, for example, that he cannot even take a snack out of his briefcase. You'd be uncomfortable too, wouldn't you?' The pupil nods. The pupil apologized to the pupil and the pupil to the pupil. The teacher asked each of them if they accepted the apology and both confirmed. Then the teacher started to solve: 'Well, now you go back to class and what will happen? Well, it will be embarrassing, everyone will ask you what happened, you will start telling and now everyone can interpret it differently - someone will remember that the pupil hit the pupil or vice versa and then they will interpret it everywhere. Oops, poison, that pupil, he is terrible, he completely beat up the pupil, the poor girl was not to blame. Others will interpret: Oh, that pupil, she completely provoked the pupil, deliberately pushed him and even conspired against him with the girls. This is how gossip really spreads. Also, if at home, a student, you say that a classmate hit you, the parents will immediately call me, how is this possible and that we teachers did not notice it. It's just that everyone interprets this situation differently. So what, you're going to go and tell everyone how the other person hurt you?' The student and the student agreed that it would be best if they didn't tell anyone, that even the teacher wouldn't call the parents to inform them what was happening, only if something similar happened again.\n\nOutcome:\nThe pupil and the pupil apologized to each other, accepted the apology and agreed not to tell anyone about this situation, that everything would remain between them and the teacher. They also agreed that the student would practice managing his anger, for example by leaving the classroom, walking down the hall, wetting himself with some cold water, and also coming to the teacher for help at any time. In the event that a classmate does not respond to his request, he should ask politely one more time (because he did not have to hear the student). They also agreed that the student would chat with her friends at another desk or in the corridor. The teacher, who saw the situation, is also the school's prevention methodologist, so she decided that she would observe the class together with the class teacher to see if there was any bullying in the class. If something comes up in the future, she will include some kind of bullying prevention program and a peer bonding program in this class.\n\nStudent Profile:\nAge/Year: 11 let, 2009, 6.třída\nHobbies: Vyučující nevěděla\nDiagnoses: ADHD,Dysgrafie\nDisorders: Agrese,Fyzické násilí,Vykřikování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "676", "student_age_year": "11 let, 2009, 6.třída", "student_hobbies": "Vyučující nevěděla", "student_diagnoses": "ADHD,Dysgrafie", "student_disorders": "Agrese,Fyzické násilí,Vykřikování", "teacher_approbation": "Vysokoškolské pedagogické (Mgr.)", "teacher_practice_years": "6 (+ 3 roky jako asistent)", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/761", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen we had an online open day, he logged in anonymously and was quite aggressive and disdainful, crashing the meeting with the applicants. He attacked the teachers: 'Why do you teach this? This is completely unnecessary, why don't you do it differently?' The teacher was explaining it and he said 'that's complete nonsense'.\n\nSituation (Anamnesis):\nThe father was more of a working-class type, the mother was very caring, a car from the age of 15, I think he changed schools because of problems with his classmates. When he had a problem with something, he dealt with it rather indirectly. When he had a problem with a teacher, he made hints in the classes of other teachers who knew nothing about it. That means he was doing it more for the class. From the beginning, he tried to draw attention to himself and poked the teacher, but in a way that he could say that he was formally doing nothing wrong, even though there was a clear emotional charge. For example, when he found out that the teacher cares about some principles, he started making racist remarks. He then said in retrospect that he had the right to do that, that we couldn't prove anything to him, as if it was just written in the text and it was completely out of context and he was trying to prove to us that we can't take any position towards him that is based on something else than what he literally said.\n\nTeacher Intervention (Solution):\nwasn't teaching him at the time, so I felt pretty unbiased. I made an appointment with him as a prevention methodologist and talked to him. He denied everything, and in the background there was also the fact that 'even if he did, you can't prove it to me...' I told him that I sensed that the trust between him and the teachers was broken. He said that he was sorry and that he would like to do something to put things together. I had the feeling that he was telling me what I wanted to hear, that it would hang in there for a while, and then he would bring it out again.\n\nOutcome:\nFor some time he did not participate much in the lessons, in some very positively, he sometimes had notes with me, but I did not pay much attention to them. And after some time it came back again. Towards those particular teachers and on other occasions. Nothing changed with that conversation except for his short-term distance. There wasn't even a meeting. Other teachers and I have the feeling from time to time that he wants to hurt someone and that it makes him happy, that he shows himself to be psychopathic. The only thing we hope for is that we will somehow survive the two years together and that the class will not be completely swept away by it. I'm glad I went for it, but a lot of times I feel like when I do, I'm actually appreciating the behavior, that I'm giving him the attention he wants. But sometimes I deal with it more for the sake of others, when the behavior crosses some boundaries. I'm not doing it primarily for him, I must have broken the stick over him.\n\nStudent Profile:\nAge/Year: 2. ročník, 16\nHobbies: Programování  studijní obor)\nDisorders: Manipulace,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "761", "student_age_year": "2. ročník, 16", "student_hobbies": "Programování  studijní obor)", "student_diagnoses": "", "student_disorders": "Manipulace,Provokace", "teacher_approbation": "Doktorské, učitel základů společenských věd pro SŠ", "teacher_practice_years": "5", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1360", "content": "TEACHING CASE STUDY\n\nBackground:\nThis event happened to me two weeks after the start of the new school year, when I was supposed to substitute physical education in the first grade with a class I had already gotten to know, because she was also there to substitute national studies. According to the teacher's instructions, I took them to the gym, where we were supposed to start practicing somersaults. But before we could get down to it, I had to go to the tool room to prepare the mats. For this reason, I kept the class busy and gave them a foam ball to play dodge ball. So I started rearranging the mats, when suddenly two little girls ran up to me and told me that boy X was pulling down the shorts and trunks of the other boys and then laughing at them. So I immediately ran out of the tool room to forcefully prevent it. When I returned to the gym, two students were actually picking up their shorts from the ground and putting them on. One could see that he was embarrassed, was blushing and wanted to start crying. At the other end of the gym, I saw this boy X preparing to pull down another student's pants, so I quickly yelled at him and took him aside so we could work it out together in peace and away from others. I took it as manifestations of bullying, which he committed towards other students.\n\nSituation (Anamnesis):\nwould start with the anamnesis of those bullied. Bullied - pupils of the 1st grade of primary school (4th grade), the two are very athletically gifted and were friends with pupil X, when according to the class teacher, they were friends and with one pupil X sat on the bench, together they disturbed the lessons and did not pay attention, so the academic results were rather average to below average. The bully - this is a pupil of the 1st grade of primary school (4th grade), according to the class teacher, problems with this pupil are repeated very often, he does not pay attention in class, does not concentrate, distracts his surroundings and is not interested in teaching, that is why he has below average academic results .\n\nTeacher Intervention (Solution):\nSo I immediately took the student aside in class and began to talk to him carefully about it. Rather, it was a one-sided monologue, when I asked him 2 questions: Why did he do that? and would you like it if someone did it to you too, like that in public? Both questions remained unanswered, he just stood there, all red and frowning, It seemed to me that he was offended and that he probably wouldn't talk now. I therefore decided to solve it with the class teacher after class. Since this was not the student's first offense, the teacher and I agreed that I would give him a note for pulling down the students' pants. The teacher and I finally explained it to him and told him that if it happened again, we would have to call his parents and he would receive a reprimand from the class teacher. The student just stood there silently and looked at the ground. After a week, when I supervised the corridor in the first grade, I checked the class where student X was. When I peeked inside, I couldn't believe my eyes. At the back of the classroom, where the children have a carpet and a place to play, Pupil X was pulling down his classmates' pants again. At that moment I shouted at him again and this time I took him straight to the class teacher. Where the colleague told him that she was disappointed and that she had no choice but to call her parents and give you a reprimand from the class teacher. The student just stood there silently and looked at the ground.\n\nOutcome:\nAs I already said, this problem was not solved at all in the short term, so my colleague and I had to reach for a harsher punishment, which we already have. When I was in charge of the first grade again the next day after the phone call, I went to check his class again and I couldn't recognize him at all, it was as if he had been replaced. I then asked a colleague about that student, and she said that since he received the reprimand and the phone call home, he started being nice and trying.\n\nStudent Profile:\nAge/Year: žák prvního stupně základní školy (4. třída), 9 let\nHobbies: Baví ho různé sporty  fotbal, basketball) a hraní si s kamarády\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Rušení výuky,Nesoustředěnost,Nezájem o výuku\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Agreement, Consequences, Interview\nImplications: Longterm success, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1360", "student_age_year": "žák prvního stupně základní školy (4. třída), 9 let", "student_hobbies": "Baví ho různé sporty  fotbal, basketball) a hraní si s kamarády", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Rušení výuky,Nesoustředěnost,Nezájem o výuku", "teacher_approbation": "Vysokoškolské – titul Mgr., aprobace německý jazyk (druhý stupeň) a tělocvik (první stupeň)", "teacher_practice_years": "13 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success, Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/729", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher was the pupil's class teacher. The student had a need for order and calm teaching and could not handle chaos in the classroom. When the teaching did not go according to his idea, he had an explosive reaction to the situation. He yelled at others and had a mental breakdown. The situation was repeated daily, sometimes more often. The student did not have the opportunity to fully participate in the lesson when any change threw him off. He felt that he was not part of the collective. He didn't talk to anyone during breaks. He spent his free time alone and believed that he had no one close to whom he could turn in times of trouble.\n\nSituation (Anamnesis):\nIn his free time, he watched series and played games online with his friends outside of school. In the past years, he had a cousin in his class with whom he got along very well, but when the cousin left, he felt like he was on his own. His classmates did not help him in the situation. The teacher had individual conversations with the student and together they tried to figure out the triggers of the behavior. They discovered that these were reactions to the behavior of other students at school. His classmates provoked him and called him vulgarisms in order to disrupt the course of the lesson with his explosiveness.\n\nTeacher Intervention (Solution):\nThe teacher decided to implement a project called \"Restart\n\nOutcome:\nIn a common circle, the other students commented on the given situation. Some classmates were not bothered by his need for order and calm in the classroom and provoked his outbursts of anger for fun. Some pupils were sympathetic to the student and wanted to help him. Some of the pupils were not even aware of the behavior triggers. By sharing in a circle, the children had the opportunity to share their own feelings and needs in class, what they like and what they don't like, and how different events and changes in the group affect them. This activity moved the collective as a whole. The student found out that he was not alone in the situation and thanks to the shared circles he got close to some classmates who started to support him at school. His outbursts and conditions became less pronounced. At first it was once a day, then once a week, then once a month. The student is currently 14 years old and has not had an emotional outburst since the beginning of the school year. The student has a new teacher and they do not solve the problem behavior together and there is no need. The student can tell himself what is and isn't pleasant for him and knows how to avoid unpleasant situations. He has friends around him who support him and he can turn to them.\n\nStudent Profile:\nAge/Year: 10\nHobbies: Anime, angličtina, Pop kultura, LGBTQ+ komunita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "729", "student_age_year": "10", "student_hobbies": "Anime, angličtina, Pop kultura, LGBTQ+ komunita", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr", "teacher_practice_years": "6. rok", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/413", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose at the start of online classes. We had German through an internet platform. I didn't know how to use the shared board yet, and the kids kept scribbling on it. I didn't know how to prevent them from doing so and it was impossible to teach at all. Otherwise, they were quite good, they didn't shout and so on, but they just had to keep scribbling on the blackboard. Everything was immediately redrawn, when a person deleted it for them, they immediately started over.\n\nSituation (Anamnesis):\nThe class is overall one of the naughtiest I've come across so far. They are constantly interrupting, talking to each other. I also tried to do some special activities for them to entertain them and get some long-term attention from them. I didn't have to do these activities in other grades. But I know that behind all the disruptions, a group of boys starts and the others join.\n\nTeacher Intervention (Solution):\nThe solution was random. One student joined the call later. The others already had a shared board, but he didn't see a link to it. It occurred to me to quickly create a new board and send it only to that student. Nothing happened at first, but after a minute or two he started scribbling on that board. I immediately told him to let it go, that I know he's doing it. He apologized to me with the words: I'm sorry, teacher. That was a mistake. I won't do it again. Then I said that I see who is using the blackboard and that whoever paints something on it will be punished and if it happens again, it will be discussed with the director.\n\nOutcome:\nThe result was that during that lesson it was possible to work normally, the blackboard could be used normally, no one scribbled on it when they were not supposed to. The same for the next hour that week. After a few hours, unfortunately, it returned to the state that it was not possible to work with the board, as I imagined.\n\nStudent Profile:\nAge/Year: 14 let, 9.A\nHobbies: Házená, plavání\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "413", "student_age_year": "14 let, 9.A", "student_hobbies": "Házená, plavání", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "Mgr., Hv-Ov, stát. zk. Nj", "teacher_practice_years": "9", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/826", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring supervision, I heard how they were arguing with each other in the class, including abuse of the boy by the girl. When I entered the classroom, I saw how one of the classmates poured water on her, after which she punched him in the crotch. When I shouted at them, the boy ran away from the class.\n\nSituation (Anamnesis):\nThe classroom climate is set in such a way that sneers and innuendos between classmates are common. There are 3 pupils with OMJ, one pupil with ADHD and one pupil with mild mental retardation in the class. Despite mockery and insinuations, pupils have clearly set barriers that they have set themselves and adhere to most of the time. Girl: very petite, she is known to often taunt and sometimes kick her classmates, but is usually not an aggressor. He often 'takes things lightly'. Boy: he is new to the class, on the contrary, he is tall for his age (approx. 175 cm), his results so far are very good. Quiet to taciturn in times of conflict.\n\nTeacher Intervention (Solution):\nSince I was the first to see the boy splash her, my first reaction was to yell at him, which pissed him off and he ran out of the classroom. I understand his reaction, but I didn't have enough context at the time. They both spoke colorfully enough. I followed him and when I was leaving I heard her classmates scolding her for overdoing it. I learned from the boy in the hallway that the fight had started over cookies he had received from a classmate. The girl took them from him, saying that she wanted them and that she liked them and declared that he was fat enough and did not need them. After which he got up without a word and reached for the cookies, when she started to dodge them and wave them in front of his nose, he held her hand and took the cookies. She started cursing him to keep mocking him and they started sending each other somewhere. The girl started kicking and prodding him, so he watered her instead of using his own power. The girl's version was the same except that the cookies were meant for the whole class and not just for him, and she also left out the fact that she started physically assaulting him, among other things. The classmate who brought the cookies was in the toilet during the conflict. When he returned to the classroom, he confirmed that the cookies were only for boys. The version of what happened in class was confirmed by the rest of the class. There was a mutual apology in front of the class, stating exactly what they were apologizing for, to make them realize how they had hurt the other.\n\nOutcome:\nThe two students have been non-conflict since then, during the first week it was seen that they were still angry with each other, but now they work together in groups and in pairs without any problems. The class is aware that they have to treat the boy differently than other classmates. The boy often helps with homework or explains the material discussed to his classmates, including the girl with whom he had a conflict.\n\nStudent Profile:\nAge/Year: 13 let, 6. třída\nHobbies: keramika\nDisorders: Lhaní,Arogance,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "826", "student_age_year": "13 let, 6. třída", "student_hobbies": "keramika", "student_diagnoses": "", "student_disorders": "Lhaní,Arogance,Disrespekt", "teacher_approbation": "Mgr., Chemie, Biologie, Angličtina", "teacher_practice_years": "35", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/617", "content": "TEACHING CASE STUDY\n\nBackground:\nAt our school, pupils in the third year of a four-year grammar school (in the seventh year of an eight-year grammar school) choose two seminars. They have the opportunity to choose from a wide range of subjects depending on what they would like to do in the future at university and in work. Pupils can choose, for example, a seminar on biology, chemistry, descriptive mathematics, cultural history, etc. I, as a teacher of the Russian language, lead a seminar on the Russian language. My goal is to prepare students for the matriculation exam during the two school years so that they don't even have to look at Russian during Holy Week. I admit that I am demanding in the seminary, I know it, I know it is said about me. But on the other hand, I have feedback from graduates who always confirm to me that they are happy about this approach. However, sometimes students who do not have such a relationship with the language, and who do not have the will and desire to learn, sometimes sign up for my seminar. They are then unable to meet my demands. And this example is about exactly one such student. A student who had a different teacher for normal classes signed up for the seminar. Of course, I am happy for everyone who is approached by Russian and decides to study it more. Unfortunately, this student chose the seminar because she did not know what else to choose. She did not attend the first seminar. She came to the second seminar completely unprepared, she did not learn from any of her classmates what she should have prepared. She didn't even come to ask me. I admonished the student, but I did not deal with it further, the beginning of the school year is difficult for everyone. However, the student did not participate in the next seminar again, and the rest of the class slowly began to \"run away\" from her\n\nSituation (Anamnesis):\nlearned about the student that she lives only with her mother, but she often doesn't have time for her, so she spends a lot of time with her grandmother. I believe that the grandmother did not have such a strict upbringing and the student got used to basically doing what she liked. She spent a lot of time with her friends and her boyfriend, leaving little time for studying.\n\nTeacher Intervention (Solution):\nIn one of the seminars she attended, I informed the student that unfortunately she would have to pass the commission exam (at that time she had about 80% absenteeism). For most students, the commission exam means such a scarecrow, it's a sign that they should really start trying harder. Fortunately, it was no different for the student. When I summoned her at the next seminar, she was ready. For the next three weeks, I had a good feeling about the student, I believed that she was on the right track. Sometime in the second half of the school year, however, she came to me after the seminar and admitted that she had not chosen the seminar well, that it was too demanding for her, and that she was not as passionate about the subject as the others in the class. As I listened to her, I wondered if it would be better for her to transfer to another seminary. I also suggested this possibility to her and she agreed with great enthusiasm. The teachers at our school are mostly willing to do their best for their students. We arranged a joint meeting with a colleague who leads another seminar and agreed on the transfer of the pupil. The beginnings in the new seminary were difficult for the student, because she had to catch up on all the lessons from the previous semester. We have to admit that she wasn't the best student in the new seminar either, but she certainly did much better in it than in mine.\n\nOutcome:\nIn the long run, my solution certainly had a good effect on the pupil's psyche, which is of course the most important thing. There was no tension between us when I met in the hallway after her transfer, we always said hello and exchanged a few words. I think we were both relieved. Since I didn't teach her other subjects, I can't say how it was reflected in other classes. However, I know from a colleague from the seminary, where the girl transferred, that she did as well as possible and successfully graduated from the given subject.\n\nStudent Profile:\nAge/Year: 18 let, 7. ročník osmiletého gymnázia\nHobbies: Většinu času tráví s přáteli\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Absence,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "617", "student_age_year": "18 let, 7. ročník osmiletého gymnázia", "student_hobbies": "Většinu času tráví s přáteli", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Absence,Nepracovitost", "teacher_approbation": "Magisterské, ruský jazyk a výtvarná výchova", "teacher_practice_years": "23", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/115", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole situation arose on the basis of the student's repeated disobedience to my instructions, the situation escalated when the student disobeyed and repeatedly played with a small lego figure and threw it around the classroom, the figure got stuck behind the blackboard and could not be pulled out. The student started to get angry and asked me to pull out the stick figure, I told him that the stick figure was stuck behind the blackboard and it would not be possible to pull it out. I evaluated the situation as a pretty good example of what happens when a student doesn't listen to my instructions and follow them, moreover, the figurine really fell behind the blackboard, from where it would be difficult for me to pull it out myself. I warned this student several times not to bring his toys to school. Despite the fact that I pointed out this problem to him many times, the student continued to bring his toys to school. I even dealt with the situation with my mother when it happened that the other children took a toy from this student because they didn't understand that it belonged only to him and wanted to play with it, it always resulted in a 'scene' and only problems, lawsuits, accusations and arguments . For this reason, I informed my mother about this situation with a recommendation and request that he not bring any toys with him to school. However, since the student comes from a family that recently added a younger sibling, the mother tried not to neglect the older child, and the student sensed this and tried to take advantage of it. The student knew that anger and crying did not apply to me, but this did apply to my mother. The student continued to bring toys to school until this situation occurred. So I told the student that it was not possible to pull out the stick figure, that the janitor would have to come and pull out the stick figure. 'But the janitor has already left today, so we will have to wait until tomorrow', I told the pupil and that I told him several times not to mess with the figure, but he didn't listen, so now he has to accept the consequences, wait until tomorrow, go to the janitor, to explain the situation to him, to say that he was doing something he shouldn't have done, so his stick got stuck behind the blackboard, and to ask the janitor to take out the stick.\n\nSituation (Anamnesis):\nHe is a seven-year-old boy who grows up in a complete family, and has had a younger sister since he was about six years old. It's obvious from his behavior that he gets what he wants. Furthermore, it is evident that the parents choose a pampering upbringing, according to the interview with the mother, the child regularly forces attention, new toys, etc. by crying and anger, trying to get attention, thus achieving almost everything. From the beginning, he repeatedly disobeys the teacher's advice not to bring the toy to school. The student was diagnosed with ADHD - he is often inattentive, impulsive, does not keep his attention for long, is angry, does not last longer in one activity, sometimes does not obey the teacher's instructions.\n\nTeacher Intervention (Solution):\nAfter I explained to the student that his behavior was not correct, and that his stick fell behind the board because he did not listen to me, and that therefore he must bear the consequences and resolve the situation according to my advice, if he wants his toy back, the student he understood the situation and calmed down. The problem came when his mother came to pick him up at school, the student started crying, which scared the mother and she immediately asked what happened, she wanted to solve the situation - she wanted to go to the classroom and pull out the dummy. However, based on similar situations, I knew that the student was just 'playing on feelings' again, because he knew that he would succeed with his mother. I therefore tried to remain calm, I explained the situation to my mother, I clearly told her that I warned the student that the stick figure would fit behind the blackboard, but he did not listen to me, so he must learn from this situation and solve the problem. After a few minutes, the student calmed down and went home with his mother. The next day, the pupil came to school, we went to see the janitor, whom he nicely asked if he could take out the dummy, the janitor was quite willing, he took out the dummy and the pupil thanked him. Later, when I spoke with the janitor, he told me that the stick didn't fit all the way under the blackboard, so I would probably have pulled it out myself, but he didn't want to talk about it in front of the student, and I evaluated the situation in the same way - I 'tactically' kept this fact silent. I had no idea that I could pull out the figurine myself, but I didn't want to tell the student that, because he wouldn't remember that 'this is not done', he would carry the toys to school, throw them around the classroom and thus 'get lesson'.\n\nOutcome:\nIn the short term, I think my handling of the situation helped the problem, the student recognized that he had made a mistake and was aware that he had to resolve the situation and that I was also advising him on how he could get his dummy back. This solution was also effective in the long term, given that the student not only stopped throwing toys around the classroom, but also stopped bringing his toys to school.\n\nStudent Profile:\nAge/Year: 7 let, 1. ročník ZŠ\nHobbies: Superhrdinové – Spiderman, Batman, Wonder woman,….\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Agreement\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "115", "student_age_year": "7 let, 1. ročník ZŠ", "student_hobbies": "Superhrdinové – Spiderman, Batman, Wonder woman,….", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Bc. Speciální pedagog, studující Mgr. + pozice učitel na ZŠ a vychovatel ve školní družině", "teacher_practice_years": "5", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1436", "content": "TEACHING CASE STUDY\n\nBackground:\nI've had problems with [ANONYMIZED] since he started third grade, but lately his behavior has gotten even worse. He became much more disruptive, completely stopped paying attention and annoyed other classmates. The classic solution to the situation, such as sending him out the door, giving him a note, or calling his parents did not work and the situation continued to escalate. It got to the point where he threw a pencil he stole from the teacher's desk at me several times.\n\nSituation (Anamnesis):\n[ANONYMIZED] – 5th year primary school student, extrovert, average academic performance\n\nTeacher Intervention (Solution):\ncalled [ANONYMIZED] to the office and tried to explain to him for the umpteenth time that he cannot behave like this and that by doing so he is disturbing all his classmates who are trying to learn something new and that he is depriving himself of the information he will need on the second degree. The answer was that school is stupid and he doesn't like it. I explained to him that sometimes we have to do things we don't enjoy in order to have a more pleasant future. I then asked him what would help him enjoy school more. My answer was that school would be more fun if he didn't have to study. I explained to him again that unfortunately it belongs to the school. After he promised to work on his behavior, I let him go home. His behavior improved for a short time, but after a month he started acting inappropriately again. But before I managed to reprimand him, he was yelled at by his classmates, who were fed up with his constant interruptions. This managed to resolve the situation until the end of his undergraduate studies. It turns out that he was disruptive because he wanted to entertain his classmates and when he realized that he was bothering them, he stopped. I also adjusted my teaching style and made the lessons more interactive and fun so that [ANONYMIZED] could be more involved and not bored. My lesson from this situation is that the disapproval of classmates is more important for children than the disapproval of adults, and if one student disturbs the others, the children will eventually solve this problem themselves.\n\nOutcome:\n[ANONYMIZED] was not disruptive and paid more attention in class until the end of fifth grade. The more interactive teaching suited him, and when he understood that his behavior was not funny, but annoying, he was transformed. He is now finishing ninth grade and I haven't heard any complaints about him.\n\nStudent Profile:\nAge/Year: 10let 5. Ročník ZŠ\nHobbies: Fotbal, hraní her a chození ven s kamarády\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1436", "student_age_year": "10let 5. Ročník ZŠ", "student_hobbies": "Fotbal, hraní her a chození ven s kamarády", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr. Aj a M", "teacher_practice_years": "15", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/970", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter a long break, a broken door was found in the boys' toilets. After finding out who was on the same floor at that time, it came to my class, which I led as a class teacher. At that time I had a group of about 5 guys there who didn't do much good.\n\nSituation (Anamnesis):\nThe student failed in the 9th grade. At home, he has a brother with autism spectrum disorder and therefore tries to demand attention. He was disruptive in class, talking back and many others. His truancy didn't contribute to his problematic behavior either, but his parents later forgave him for everything. Coming to a new class, his behavior improved, but because he was older, some of his classmates looked up to him and imitated him.\n\nTeacher Intervention (Solution):\nstarted to solve the whole situation with the whole class, I asked if anyone knew about anything. However, no one confessed at this hour. After an hour, however, one boy from the problem group came to me and confessed that he and the problem student broke the door. So I invited this problematic student and told him that I know who broke the door and that if he confesses, I will try to solve it calmly. Unfortunately, the student did not confess, so I was forced to report both boys to the principal. Only after an appointment with the headmistress did the troubled boy confess.\n\nOutcome:\nHe got a 2 for behavior from the headmistress and had to pay the door. However, his behavior did not change much and he continued to disturb.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník (opakoval 9. ročník)\nHobbies: Auta, kamarádi\nDiagnoses: Lehká porucha chování\nDisorders: Lhaní,Podvody,Záškoláctví,Arogance,Odmlouvání\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "970", "student_age_year": "15 let, 9. ročník (opakoval 9. ročník)", "student_hobbies": "Auta, kamarádi", "student_diagnoses": "Lehká porucha chování", "student_disorders": "Lhaní,Podvody,Záškoláctví,Arogance,Odmlouvání", "teacher_approbation": "VŠ, Český jazyk, Speciální pedagogika", "teacher_practice_years": "13", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1442", "content": "TEACHING CASE STUDY\n\nBackground:\nremember one case that I dealt with as a classroom teacher about six years ago. At that time, I had sixth graders who joined our school from other schools, so the class was quite mixed. There was a big group of guys who played football together, went to training sessions, spent a lot of time together. There was a cheerful atmosphere in the class, even during breaks. The boys were always inventing something, but it was never anything serious, just classic kidding.\n\nSituation (Anamnesis):\nExcept for one day when they had a fight, as I learned from them late. Lessons ended, I was in charge of the hallway and suddenly I hear some roaring from the closet below. So I went there to look, the girls, their classmates, were already flying towards me and to tell what happened. The boys fought in the lockers. One of them provoked an argument. He had a heated exchange with the others over yesterday's soccer game, which his team lost.\n\nTeacher Intervention (Solution):\nWhen I ran into the dressing room, 5 lockers were lying broken on the floor, their doors were torn off and they were all crooked. The boys were already nervous, I immediately shouted at them. The student was angry that he wouldn't pay the whole thing, when they fought and threw it together with the others. The boys were, of course, called to the principal's office the next day, where this incident was dealt with. The situation between them calmed down, they explained to me, as a class teacher, that it was an argument that had already started the day before the fight at training. However, in the director's office they were already reconciled and apologized to each other. However, the student was identified as the culprit of the argument and the fight. In the director's office, we decided who would pay for the lockers. Eventually, the boys' parents got involved in the whole incident. The student's father repaired the lockers with the help of the student and others. The total price they had to pay as damages was minimal.\n\nOutcome:\nSo this solution was great in that the boys worked on it and repaired what they damaged, they never damaged anything at our school again. The parents were also very willing and cooperated, especially the student's father. Then the pupil told me that all his pocket money went to buying screws and other things needed to repair the cabinet, so I think he remembered it very well. I'm really happy when homeschooling works.\n\nStudent Profile:\nAge/Year: 6. třída, 13 let\nHobbies: Sporty, fotbal, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1442", "student_age_year": "6. třída, 13 let", "student_hobbies": "Sporty, fotbal, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Český jazyk a literatura, Hudební výchova", "teacher_practice_years": "27", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/90", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring an English lesson, where the student was forced to share a textbook with a classmate on a desk, he first began to physically harass classmates on the desk in front of him by kicking their chairs. After they asked him to stop, he began verbally abusing and insulting these classmates. The catalyst for his behavior was most likely only the absence of my attention, which was directed to the students in the class who needed help with the assigned work.\n\nSituation (Anamnesis):\nThe student comes from a family of long-term divorced parents. His mother suffered from alcoholism for some time. She did not show a deeper interest in her child, especially during his puberty, but she did not behave particularly negatively towards him. He had been aloof and not integrated into the collective of the class for a long time. He had no long-term friends among them. The main source of meeting his social needs was visits to concerts and bars, where he liked to meet significantly older musicians and people. Here he also often indulged in alcohol consumption, which often manifested itself in his inability or lack of interest to participate in classes. His general achievement was below average in the context of his class, where most students were academically gifted, however, he showed interest in English lessons, where his achievement was below average, but he never brought a textbook to class and was forced to share it with a classmate. His general apathy was perceived negatively by his classmates, which supported his isolation from the collective.\n\nTeacher Intervention (Solution):\nstarted solving the situation after the explanation requested by other students was finished. In similar situations, e.g. in secondary school or in older years, I would let the pupil walk along the corridor, or go to find out what is in the cafeteria for lunch today, which will remove the disruptive pupil from the current situation and redirect his energy to another, different activity outside the collective his classmates. It was not possible to use this here, as it is a younger year, where pupils cannot be left unsupervised. I followed by moving the student to a desk in the front row (where he has no one to kick) and asked the class to borrow a textbook for him, from which I assigned him independent work. There was no point in writing him notes or proceeding with other formal disciplinary punishments (reprimands, reprimands, ...) because neither the pupil nor his mother dealt with these matters.\n\nOutcome:\nThe student calmed down and did not show similar behavior for the rest of the lesson, however, nothing changed in the long term and this behavior was repeated for approx. once a week, where the approach and solution to this problem did not change significantly. The negative perception of the result of this solution is mainly due to the lack of interest of the pupil and his mother in any way to solve or consult the problems that the pupil was dealing with.\n\nStudent Profile:\nAge/Year: 14 let, kvarta/9. ročník ZŠ\nHobbies: Poslech a produkce hudby, návštěvy hudebních klubů a koncertů\nDisorders: Alkohol,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: Transfer of student \nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "90", "student_age_year": "14 let, kvarta/9. ročník ZŠ", "student_hobbies": "Poslech a produkce hudby, návštěvy hudebních klubů a koncertů", "student_diagnoses": "", "student_disorders": "Alkohol,Rušení výuky", "teacher_approbation": "Magisterské; Anglický jazyk, Občanská výchova a sociální vědy", "teacher_practice_years": "19", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1152", "content": "TEACHING CASE STUDY\n\nBackground:\nPathological lying, inability to evaluate the moral nature of one's actions. Outwardly, a problem-free student with no obvious signs of pathological behavior. The family background was indirectly assessed as stable and good.\n\nSituation (Anamnesis):\nSolved individually without significant involvement of the whole class. The student's confrontation itself took place discreetly, a summons to the solution in front of the class.\n\nTeacher Intervention (Solution):\nMany years ago, it happened to me that I corrected papers in class and had them distributed to the students (it was the 1st year of grammar school). One student in the first desk immediately signed up for the giveaway. When he distributed everything, he came to me that his paper was uncorrected. I was very surprised, nothing like this has ever happened to me, but I apologized, promptly corrected the paper, and the satisfied student received an A. But it was all over my head. It was not so easy to overlook the paper. I always took them in my hand one by one when correcting and the same again when writing marks. After some time, the same situation repeated itself. After the first shock of a repeated mistake, it was obvious to me that the student was cheating. He didn't hand in the paper, he rewrote it at home to make sure everything was correct and then signed up for distribution. He added the note to the others and brought it to me as uncorrected. So I relied on human greed and lack of moderation. I discussed everything with our representative so that everything was properly documented. After writing the next test, we both went through the papers together and the one from the student in question was not there. He was therefore a witness in the case, so it could not be a case against a statement. Everything went as expected and the student reports to me that he has an uncorrected paper again. At that moment the cage fell, as they say. I took him to the representative and we both showed him that it was completely out of the question for his paper to be corrected. The whole thing took a very unexpected turn for me at this moment. If I thought that there would be a yelling boy ahead of us, I was very wrong. I don't remember the details anymore, I don't know exactly what we said and what he said, but never before and probably never after (actually yes, in politics, etc.) I have never met anyone who would lie without blinking an eye and everything he denied stoically. He didn't confess. In the end, it all ended with the director. I wanted a significant punishment, because in the context of the school it was a completely unprecedented act, but everything ended without punishment, let's say with the pupil's discreet departure from the institute. I was told he was from a good family.\n\nOutcome:\nThe result was the termination of the student's studies at the school following the parents' decision. The matter went beyond me, I was informed of the resulting decision. I did not know and do not know how the student thrived at the new school and what happened next. However, I consider the whole case to be poorly resolved because there was no self-reflection on the part of the student in question. That was the first time I directly realized that I and the institution were to some extent powerless against a certain type of behavior.\n\nStudent Profile:\nAge/Year: 16let  1. ročník,\nHobbies: neznámo\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1152", "student_age_year": "16let  1. ročník,", "student_hobbies": "neznámo", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Mgr;  matematika - biologie", "teacher_practice_years": "30", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1441", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation is related to the beginning of my teaching experience at a school in a different city than I am now. As a beginning teacher, I have been employed full-time in education for 5 years. I was the class teacher of a not particularly problematic class and my students were already in the 9th grade. And it was during this last year that a student transferred to us from another school also in this city. The school he came from had a worse reputation. And the transfer was justified as an arrangement based on the student's and parents' non-cooperation with the school. Immediately after coming to my class, it was clear that the students were not quite used to this kind of behavior. The student was very noisy, an extrovert who really loved attention. He accompanied his loudness with swearing, frequent mocking and parody of both classmates and teachers. He was taller and proved to be gaining influence in the team. There were increasing complaints from colleagues about the deterioration of the atmosphere in my class. On disruption, increased aggression between classmates, even complaining about problems associated with the destruction of property, violations of school rules in sentences about the use of addictive substances before school, or on suspicion of truancy.\n\nSituation (Anamnesis):\n9th grade student aged 15; extrovert, noisy, problems with morale and violation of the school rules in several parts of it, significant influence on the collective of the whole class.\n\nTeacher Intervention (Solution):\nfeel like the first problem was that I didn't start actively dealing with it until sometime in November, when I felt like it was getting really crazy. I conducted an interview with the whole class during the classroom lesson, where I tried to point out the problems that the teachers complain about. However, I couldn't handle the fact that the class suddenly communicated with me in a completely different way than I was used to - the two leaders of the class, a newly admitted student and one more student, with whom I had no problems before, had the main say. There were sentences like 'We don't know what the teachers are complaining about and why. We don't do this. We haven't gotten any worse.' they even told me the line that 'Maybe the problem is not with us, but with you'. I wasn't used to such insolence and it didn't seem like it at all. In the next classroom lesson, I had a deputy colleague and a school psychologist with me, although there was more respect from my class, but I did not feel that there was mutual understanding. The student became the main speaker, problems multiplied and parents complained as well. So there was a conversation between me, the school representative and the student and his parents. This session was postponed twice because the parents did not show up. At the meeting, the pupil did not behave in any way disruptively, but for a change there was no good conversation with the parents. They mainly demanded of us that we let him finish the 9th grade, that he certainly doesn't cause such problems. They promised us that they would arrange for the student. Originally, we wanted to send the student to a school psychologist or to a pedagogical-psychological counseling center with the school management, but the parents did not want to cooperate with either the institution or our school psychologist.\n\nOutcome:\nmanaged to get this class to the end of 9th grade, but it was very exhausting for me. The overall academic average worsened by 1.5 grades, and that's not to mention the number of problems with discipline and compliance with the school rules. I didn't manage it at all, in retrospect I saw as a mistake a very late reaction on my part and an insufficient offer for mutual cooperation or the use of preventive programs. On the other hand, at this time there was not much work done with these things and I myself had no experience even with, for example, studies of Nonviolent Communication. However, I rate this as one of my biggest failures as an educator.\n\nStudent Profile:\nAge/Year: 14 let (9. třída)\nHobbies: Sociální sítě, kamarádi\nDisorders: Hyperaktivita,Nevhodné chování,Rušení výuky,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1441", "student_age_year": "14 let (9. třída)", "student_hobbies": "Sociální sítě, kamarádi", "student_diagnoses": "", "student_disorders": "Hyperaktivita,Nevhodné chování,Rušení výuky,Vulgární vyjadřování", "teacher_approbation": "Mgr., ČJ, RJ, ZSV", "teacher_practice_years": "27", "problems_annotated": "Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/754", "content": "TEACHING CASE STUDY\n\nBackground:\nIn one class, we lost a child's toy (a Hot Wheels car) during the lunch break. The class was busy, the children were scattered around the corridor and no one noticed anything.\n\nSituation (Anamnesis):\nreally liked the collective of this class. No one was specifically singled out and the students mostly worked in larger groups, there really wasn't anyone who was an outsider in the class. The boy had his own group of friends, but he also had fun with others. He mostly cooperated in class, sometimes he had a short circuit when he got stuck and refused to work. We mostly dealt with it by chilling in the hallway for a minute. His grades were good and when he tried, he was given extra work by finishing work before others.\n\nTeacher Intervention (Solution):\nWhen dealing with the stolen toy car, I spoke in front of the whole class that this is not appropriate behavior, we again reminded ourselves of the school rules and possible consequences, and that I would be happy if the student in question brought the toy to my office. A deadline was given for this until the end of the school day. I did not expect that anyone would listen to this request and I was ready to solve this problem in the director's office. Fortunately, the boy stayed after the last hour and actually brought the toy car crying and apologizing. That he really liked it and that his friend didn't want to lend it to him. We explained why it was wrong, but he didn't get any punishment from me, I think he solved it himself maturely and intelligently and there was no point in punishing him.\n\nOutcome:\nI did not notice that a similar situation would arise again.\n\nStudent Profile:\nAge/Year: 4. třída, 9 let\nHobbies: Auta, sport\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "754", "student_age_year": "4. třída, 9 let", "student_hobbies": "Auta, sport", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Učitelství pro základní školy – ukončené magisterské navazující studium", "teacher_practice_years": "11 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/499", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is a boy from a complete family, his mother is a manager, his father is a doctor, he has a little sister. He was noticed to be different from childhood. He was diagnosed with autism spectrum disorder. He goes to a regular kindergarten. Small class, has a teaching assistant and his teacher is a qualified special education teacher. Integration into the regular school system is very demanding, he considered transferring to a special school for autistic children and eventually joined there. He is now 12 years old, has started high school and can drive public transport by himself.\n\nSituation (Anamnesis):\nWhen we started getting ready to go out for a walk, he started again with the eternal \"I don't want to\".\n\nTeacher Intervention (Solution):\nHe got sick the next day. As soon as he came back after his illness, he didn't want to go out again, he didn't want me to help him get dressed, he didn't want me to help him either, he got angry, rolled on the ground, pushed me, kicked me - so that I couldn't dress him. I let him lie on the ground and talked to him. She told him that I'm sorry when he's unhappy and sad, that I don't want him to cry. After a while he calmed down on his own. We didn't go out. He was all sweaty. I don't think he was healthy yet. I went for a drink and spilled myself. He came to me and said, \"I like you.\" The teacher cleaned herself up. It's a shame. Miss teacher is a shame, I like you!\n\nOutcome:\nThe next day he didn't want to get dressed again, he got angry and didn't cooperate. He was angry outside, he didn't want anything\n\nStudent Profile:\nAge/Year: 6\nHobbies: vlaky, vlajky, pohádky-Krtek\nDiagnoses: Porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "499", "student_age_year": "6", "student_hobbies": "vlaky, vlajky, pohádky-Krtek", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "", "teacher_approbation": "Mgr. speciální pedagog", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/12", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a physical education lesson. The goal was primarily to involve the student in the team. Prior to this lesson, the student did not show any signs of irritability or otherwise strange behavior. It was a ball game (dummy) that the student wanted to play together with the children. The problem occurred when this student hit the ball (he was knocked out). At this point the student fell to the ground and began to argue that the 'discharge' was not valid. So the student continued to lie down for a while and then the teacher approached him and tried to find out what the student's problem was. The student then got up, went to sit on the bench and began to roar uncontrollably. The pupil could not be calmed down for the entire 2 lessons. Only after a two-hour 'fit' of screaming did the student quiet down on his own.\n\nSituation (Anamnesis):\nThe student suffers from autism, ADHD and his intellectual abilities are at the level of a mild intellectual disability. He lives only with his mother and does not see his father much, he has no siblings. The mother tries to devote herself to her son and give him everything he desires. The student is not used to losing and suffers from occasional outbursts of anger during which he shouts uncontrollably, cannot be calmed down, is insane and does not perceive. The student has been dealing with these 'seizures' since childhood and they also occur in other lessons. These states occur during agitation, which depends on the student's mood on the given day. It can only be a small stimulus such as the loss of a pen cap. Several times this pupil had to be taken out of the classroom by the teacher or the teacher's assistant, because he was disrupting the lesson in this way and could not be calmed down. Educators, teacher assistants and mothers do not know how to prevent these conditions and how to solve them.\n\nTeacher Intervention (Solution):\nIn this situation, the teacher tried to start a discussion with the student and find out what was going on, but in vain. The student was inconsolable and this problem could not be solved, and the only solution was the student's fatigue, after which he quieted down on his own. Only in this state did the student begin to communicate with the teacher and a short discussion took place. Student: 'I have a headache.' Teacher: 'Well, don't be surprised if you scream for 2 hours.' Teacher: 'Come on, rinse your face and we'll do breathing exercises together.' Student: 'Okay, but I'm tired'\n\nOutcome:\nThe student was exhausted and complained of a headache, so the teacher took him to the sink to wash his face with cold water and then perform breathing exercises, which help him at least a little after this condition. After this situation, the student did not show any signs of strange behavior (as if nothing had happened), he was just a little tired and it was harder to concentrate on his last lesson. However, this situation did not end well for the pedagogue, as his two-hour roar did not make her feel well and she got an unbearable migraine. She then collapsed at the bus stop on the way home.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: cestování, dopravní prostředky  autobusy, vlaky)\nDiagnoses: Dětský autismus,ADHD,Rozumové schopnosti v pásmu lehkého mentálního postižení\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "12", "student_age_year": "8 let, 3. třída", "student_hobbies": "cestování, dopravní prostředky  autobusy, vlaky)", "student_diagnoses": "Dětský autismus,ADHD,Rozumové schopnosti v pásmu lehkého mentálního postižení", "student_disorders": "Agrese", "teacher_approbation": "Mgr. (občanská výchova, výtvarná výchova)", "teacher_practice_years": "", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/397", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had boys and girls in the class. I'd say they've been at each other's throats for several years. It went from first grade to second grade. In the first degree, the attacks were only verbal. Hard to say who was at fault. The girl often admonished the boy when something happened, he didn't like it, so he said something nice to her, she answered him again, then cried, the boy was again angry that the girl wouldn't leave him alone. It was a vicious circle and it was kind of mutual.\n\nSituation (Anamnesis):\nThe parents knew it and talked about it with the children. But in the second grade, in the 7th grade, the situation escalated to the point where there was even a physical attack. The boy couldn't stand it any longer and either pushed the girl and she fell or hit a wall somewhere. It has already taken such a turn that it has already become a physical attack. The boy physically attacked but the girl could have said something to the boy before and he just couldn't take it.\n\nTeacher Intervention (Solution):\nWe had both parents here at school. Of course, each individually at first, then together at a meeting. The parents reacted very well, they did not defend either of the children. Apparently also by the fact that even from the first stage it somehow germinated and grew there. The parents came up with a possible solution to the situation themselves. They agreed on a trip together that they would go on a trip together as families and just start building boy-girl relationships.\n\nOutcome:\nremember how both students were holding their heads that they would have to go on a trip together. The families didn't stay for just one joint event, I think there were two or three events, depending on how the families agreed. The truth is that the children stopped attacking each other. The pupils did not really make friends. They weren't great friends, so they would agree when they would go on their next trip, but they managed to tolerate each other in class. It certainly took half a year to a year before it settled down and then we had a new pupil. So a relatively fresh situation. We still have students at school and I have to say that it is quiet for now. After the arrival of a new student, we monitor the situation. Parents are interested in their children and knew about their fights. The boy's mother probably handled it more. The boy probably had more problems, perhaps with the onset of puberty. His mother even arranged for him to see a psychologist. She tried and maybe even got scared by his increasing aggression. Even we, as a school, tried to keep it within the appropriate limits, but apparently with the onset of puberty it got worse. Before it escalated, it was mainly the work of a class teacher in the first grade, when the easiest solution was to pick up the phone and call the parents. Then it was quiet for a while and after a while it got worse again. And so on and on. Of course, there were some comments and even admonitions from the class teacher for both students, especially in the second grade. The boy is more introverted, taciturn, more closed. The girl is not completely silent and has more friends than the boy. The boy thought that the girl was making fun of him and he was giving it back (verbally) in this way. The parents have been very successful and responsive in dealing with the situation, which has improved to the point where the physical attacks no longer occur, and apparently no verbal attacks either.\n\nStudent Profile:\nAge/Year: 10-12 let, 4. – 7. ročník\nHobbies: chlapec – sport, dívka – rukodělný práce\nDisorders: Agrese,Slovní agresivita,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "397", "student_age_year": "10-12 let, 4. – 7. ročník", "student_hobbies": "chlapec – sport, dívka – rukodělný práce", "student_diagnoses": "", "student_disorders": "Agrese,Slovní agresivita,Fyzické násilí", "teacher_approbation": "vysokoškolské vzdělání – anglický jazyk, ruský jazyk", "teacher_practice_years": "23 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/285", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout 10 years ago, I taught and was the class teacher of a grade where there were children with mild mental disabilities, it seemed that there would be no disciplinary problems in the class. Suddenly, however, classmates and children in other classes began to lose, at first, ordinary things - pieces of building blocks, balls, then the children began to lose money. Since a student from my class lost a large amount of money that she brought to school and only talked about it in our class, I followed my students. Indeed, two of my students were caught taking other people's things in the locker room.\n\nSituation (Anamnesis):\nIt started simply inconspicuously - there was a lost car, there were chalks, then they really started to feel that they were unattainable, unfortunately the other children started to get that feeling too. It wasn't that they were kleptomaniacs, it just wasn't boring, it was some kind of danger, I think that played a part, they just started with small things and then it escalated. They were simply having an adventure by stealing. I don't think they wanted to get rich, it was just the danger here. Those boys didn't have families that would provide them with trips, scouts, runners...\n\nTeacher Intervention (Solution):\nThe students were in the locker room, probably the teachers. The locker rooms were locked after the thefts, so they had to ask for the keys and go there. It was after their visit to the dressing room that another thing went missing. They simply thought that they could afford everything, that they would never figure it out, and they made a mistake. For example, they stole an erasing sponge from the multimedia classroom, without which it really cannot be erased. Psychologically, we invited each mother separately, which was good, but of course we exposed them to a situation where there were 3 of us and the mother with the child, so they were a bit under pressure. To tell you the truth, it's not immoral because you need the mother to believe it. At first she said at first that there was no way he was doing that. When we told her that they were really caught, that they confessed that they had the stolen things in their briefcase for a long time, only then did she believe it.\n\nOutcome:\nWe managed to solve this problem in cooperation with the parents, who intervened very quickly and talked to them. Thanks to the quick intervention of all those involved (educational counselor, preventionist, psychologist and parents), the case did not escalate further and everything was resolved with reduced behavior marks. The students understood their behavior and actions, returned almost all the things they had previously stolen, apologized to their classmates, and there were no other serious disciplinary problems with them. The fact that they did not fully understand the impact of their behavior and actions certainly played a role, when everything was explained to them, they understood. Then it was really calm, we didn't have to use the Educational Care Center or anything like that.\n\nStudent Profile:\nAge/Year: 12 let- 2 žáci, 6. třída\nHobbies: Stavebnice, vláčky, autíčka, lodě\nDiagnoses: Lehké mentální postižení\nDisorders: Autistické rysy\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "285", "student_age_year": "12 let- 2 žáci, 6. třída", "student_hobbies": "Stavebnice, vláčky, autíčka, lodě", "student_diagnoses": "Lehké mentální postižení", "student_disorders": "Autistické rysy", "teacher_approbation": "Učitelství pro školy pro mládež vyžadující zvláštní péči- speciální pedagog", "teacher_practice_years": "32 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/691", "content": "TEACHING CASE STUDY\n\nBackground:\nProblem behaviors occur almost daily. We deal a lot with jumping into the conversation, disrespecting and not following the established rules, then we deal with the emotional outbursts of some children. Overall, this results in not following the rules, but the cause is that they can't control their emotions. Most often, we solve some kind of conflict between two children - we have two students in particular who have some kind of conflict between them. It often happens that one hits the other. Sometimes it's a mistake, but more often it's because the other person did something to him that he didn't like, and he didn't deal with it according to the class rules that we have set up to say, 'Stop, it bothered me that you did this. ..' or 'I didn't like that you did this...', and it will be solved by just that banging or similar behavior.\n\nSituation (Anamnesis):\nPupils in whom this repeated conflict appears come from a standard, problem-free family where both parents figure in their upbringing. However, one of the mentioned pupils, who exhibits intense outbursts of behavior, has parents who use 'harsh' education, or it also includes corporal punishment. This could be the reason why he deals with these situations in the classroom with the above behavior, because he does not know any other approach, if at home it is common to use physical reactions when something is not right.\n\nTeacher Intervention (Solution):\nIn the event that the described situation arises, I try to take these two children together and give one the space to describe what happened from his point of view in this conflict. It would be good if the other one didn't jump into it. Then comes the second one. Then we try to find a solution together so that it can be done better next time, we try to find out what the problem was and how to solve it next time so that it doesn't happen again. In similar situations, I often purposefully use descriptive language and name things that I see as bad and how they appear to me, how I feel about them ('it bothers me that...', 'I'm sorry that', 'it makes me these feelings...'), I also often refer to the established class rules, e.g. when jumping into the conversation - the rules state that this is not done, etc. The solution in this way appears to be effective.\n\nOutcome:\nThe results of the solution generally appear to be short-term, as they occur repeatedly and frequently. Although the situation is considered closed at the moment, the behavior will appear again, either in a different or a similar context. As for the rest of the class, when the described situation arises, they leave the solution entirely up to the teacher. She sometimes deliberately draws them into the solution, because she feels that it will help these students who are in conflict if their peers give them their opinion that the behavior is not correct. In general, other students are annoyed by the resulting conflict situation, because it can slow down their learning during the lesson. The teacher considers this situation to be manageable in her current practice, but she is very interested in improving in the future in managing the problematic behavior of pupils. She takes a rather critical view of herself and feels that the more often similar situations occur, the less controllable they are for her, also due to a loss of patience. He also realizes that the behavior of these pupils can be improved, but he judges it in his own words as a long-distance run.\n\nStudent Profile:\nAge/Year: 9 let, 2. třída (chování přetrvává dlouhodobě)\nHobbies: sporty  tenis, taekwondo, basketbal)\nDisorders: Emoční labilita,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "691", "student_age_year": "9 let, 2. třída (chování přetrvává dlouhodobě)", "student_hobbies": "sporty  tenis, taekwondo, basketbal)", "student_diagnoses": "", "student_disorders": "Emoční labilita,Verbální agresivita", "teacher_approbation": "magisterské (učitelství pro první stupeň)", "teacher_practice_years": "momentálně běží třetí rok", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1237", "content": "TEACHING CASE STUDY\n\nBackground:\nOne morning a mother came to school with her daughter and followed me as a class teacher. The girl was in the third grade. The mother seemed very angry, and when we got to my office, she started saying that an older student stole her daughter's horse figurines, which she collects and exchanges with her friends at school. The girl confirmed the situation on the spot with visible self-denial, but it was clear that she would prefer not to deal with it at all. It seemed to me that he did not want to have problems with the older student. It is said that this should have happened in the party two days ago. It is said that the older student was seen by her classmates when she searched her bag in the locker room, and the same afternoon at home, the girl did not find her figurines in her backpack.\n\nSituation (Anamnesis):\nOlder student - known for her jokes on others, doesn't take anything too seriously, past behavior problems at last school, extrovert with many friends, rather below average grades. Younger pupil - easygoing, introverted, quiet, calm and clever, good grades.\n\nTeacher Intervention (Solution):\nAfter I finished the interview with the girl and her mother, I called the parents of the older student, because similar situations regarding her behavior caused her to transfer from the previous school to ours. The father of an older student picked up the phone and agreed that he would come to school as soon as possible. In his case it took about twenty minutes because he had the day off from work. When he finished, we went together to the class for the older student and we all went to my office together, where the younger student and her mother were still waiting. In the office, I introduced the situation to the older student herself. She defended herself against the accusations and said that she did nothing of the sort. She also mentioned that she, on the other hand, saw her friend's younger students near her backpack. An older pupil allowed us to search her school bag. Her dad went through it all and found one of the missing pieces. The older student was shocked and still maintained that she had not done such a thing and that she did not know how the figure got into her backpack. After an agreement with the father of the older pupil and the mother of the younger pupil, we then came to the conclusion that the older pupil would apologize to the younger pupil and be banned from the group for two weeks. The younger student was happy to have one of her figures back, and that the older student would be punished. However, the remaining figurines were not found. The mother of the younger pupil said that she did not want to deal with it further, and that she agreed with the punishment for the older pupil, that she thought it was fair. The older student then apologized to the younger student and did not show up in the group for the next two weeks.\n\nOutcome:\nThe next day, the older student apologized to the younger student, albeit a bit forced, but we let it go, it couldn't have gone any better. She obeyed the group's ban. But after two weeks, the sorority girl pointed out to me that the friends of the younger students had an argument in the sorority with another student about the fact that their new figurines were really new, when another student found it strange that they were exactly the ones that we did not find with the older student. We later found out that the older student was really innocent in the situation, and the thieves were in reality the friends of the younger students, who put one figure in the older student's backpack and divided the rest among themselves. Subsequently, the situation was resolved with their parents, and in all situations it resulted in a reprimand from the school director. We haven't had any problems since then. Of course, after finding out the whole situation, everyone apologized to the older student. To this day, I am ashamed of that hasty behavior. But what do you want to do when you actually find the stolen item in the backpack of the accused student...\n\nStudent Profile:\nAge/Year: 11, 5. třída\nHobbies: Chození ven s kamarády, kreslení\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1237", "student_age_year": "11, 5. třída", "student_hobbies": "Chození ven s kamarády, kreslení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské, anglický jazyk a hudební výchova", "teacher_practice_years": "24", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1411", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout halfway through the seventh grade, I began to notice that the student comes to school more tired, that he falls asleep in class, that even if he doesn't really sleep, he is completely unfocused and doesn't understand what time it is in those classes. At first I thought he just didn't sleep, but when it was already about the third day and after the weekend when he could sleep, it was strange to me. On the day when I wanted to call him, a pupil from the next class, from the B class, came to me saying that she wanted to tell me and show me something. And she had her cell phone in her hand and she was showing me some WhatsApp group where, as I later understood, there were children both from her class and from the A class where he is a student. And she showed me, the student was writing some inappropriate messages there, as if he was writing some vulgar messages to his classmates and sending them somewhere, but in such a downright harsh way. But strangely enough, the pupil did not explicitly complain about the pupil, but said that something must be going on, because she doesn't know him like that, that he is generally out of it, but he doesn't want to talk to her or anyone else.\n\nSituation (Anamnesis):\nThe student lives only with his mother, his father died before he was born, he never knew him, I think he quite lacks a male role model. He's so stressed out. He was always very quiet, introverted, not very involved in the collective, did not go on many trips, did not want to do group projects. During breaks, he spent most of his time on his mobile phone or reading. But he never really caused problems before that.\n\nTeacher Intervention (Solution):\nFirst, I went to the pupil's class teacher, then to the guidance counselor, and my colleagues and I decided what to do with it. Unfortunately, the class teacher took it terribly offensively that the student had a crush on someone somewhere, I had to tame her that it was nothing, that now it was mainly about the boy, if something was going on at home. We then called him from one lesson after agreeing with the teacher to see the guidance counselor and solved it with him. At first he denied that nothing was happening and that he was fine. But then when I said that I saw in him that he was like a body without a soul and that he was tired and maybe angry, he said that his mom was dealing with health problems and that he was afraid that something would happen to her because he doesn't have a dad, and if mom dies, he's stuck and doesn't know what he'd do. So we talked about it there for a while, you could see that it had been accumulating in him for a long time. So his mom wasn't terminally ill, but she was dealing with some cysts and then had to go to surgery and he was all bad because of it. Finally, I talked to him about knowing what he wrote in that school group. He said he was sorry and seemed sincere. We asked him if there was anything we could do to help him, then I suggested that he could try our school psychologist and that we could talk to his mom. At first he didn't want to, he wasn't crazy, but we finally managed to convince him. The educational counselor then contacted the boy's mother, but I was no longer there. The student then started going to the school psychologist about once a week. I thought he improved quite a bit right away. Probably also because he could testify somewhere and that someone was listening to him. It also got better because his mom survived the surgery. But I know that after that he told some other psychologist that he had some unnecessary anxiety, but I know that more from hearsay.\n\nOutcome:\nthink it turned out well. As I said, the student then went to the psychologist, but I think it also helped him that I didn't start at him for doing something stupid, as a classmate would probably do, that I talked to him about it and showed interest and he didn't try to judge him in any way. At first, he didn't really believe in the idea of the psychologist, but eventually he went there, and probably everything together with the fact that his mom was okay with the operation, made him feel more at ease. Although he was still more introverted, he got along quite well with the other kids in the class and no one ever complained about any of his outbursts somewhere in the chat. And he also walked around in a better mood, he wasn't always sleepless, he wasn't always like a body without a soul. Especially since his mom went through that surgery. I only learned from hearsay that he then told someone else that he might end up seeing another psychologist, that he said he had anxiety. But I don't know directly from him, so I don't want to talk too much.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník ZŠ\nHobbies: knihy, psaní příběhů, focení a točení videí\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1411", "student_age_year": "13 let, 7. ročník ZŠ", "student_hobbies": "knihy, psaní příběhů, focení a točení videí", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., zeměpis, tělocvik", "teacher_practice_years": "13", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/852", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout a week before the problematic situation, the pupil became close to another, they often played in the school group and during breaks. The student looked up to the other and the other was flattered by their relationship. From home, the student was used to taking his younger brother into account, so he had no problem adapting to the other, but at the same time he was a driving force for him. Both benefited from the relationship. Another student was jealous of the new friendship, he did not want to join the joint game between the student and the other, even though the boys challenged him. The subsequent situation began with a rather banal manifestation, but its unfolding revealed a very deep problem. After a long break, when children usually play in the classroom, the student showed signs of irritability and resistance to work in his behavior. The student was unable to answer questions about the cause of this change in behavior. Such behavior was often caused by his easy fatigue, so he worked on simpler relaxation activities in the form of games. Nevertheless, this behavior continued for a few days. He refused to work, sometimes he was disobedient, he did activities that he was forbidden to do and he was always able to tolerate it, but not now. I knew something was wrong, so I tried to resolve this behavior as soon as possible. Nevertheless, the student did not answer the questions about what happened, what he would like to help with, what is bothering him, rather he looked sad. I then described his behavior to the class teacher. However, she did not come up with any other cause than the pupil's easy fatigue. She only recommended that I try to talk to my mom. Mom just nodded that sometimes he also cries at home, is cranky or doesn't listen or doesn't want to do his homework. Unfortunately, this conversation did not bring any solution.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nAfter a few days of nothing special happening in class, a student was called upon to answer a question in math class. Instead of answering, he burst into tears. The situation was further resolved by the class teacher, in front of the whole class. She tried to calm the student down, looking for the reason that the student did not know the answer to the question, which, however, was unlikely due to its simplicity. The student stopped sobbing after a while, but was unable to talk about his problem in front of the class. I suggested to the teacher that the three of us calmly talk about the break in the office and help him solve his problem. The rest of the class passed without complications. During the break in the office, the student cried again and confided in us that the problem was in friendship with the other person. In a confidential interview, he admitted that his mother forbade him to be friends with someone else. He didn't understand the second reason, he listened to his mother, but he was very sorry for this loss. We offered the student help in the form of a personal meeting with the parents and rooting out all the motivations that led to the problem. The parents responded quickly to the invitation to meet, and both arrived at the school immediately after classes. An open conversation with the parents yielded the following resolution: The ban on friendship with the other was the result of a conversation with the other's mother, who wanted to warn the student's mother about an inappropriate relationship with a classmate. She described this friend as a foul, rude boy of Roma nationality who manipulates children and harms them. However, this student's name did not fall among the mothers. The student confirmed to his mother that he often plays with the Roma boy, but that he is nice to him, yet the families' socio-cultural differences were the reason why she forbade the relationship. We were very surprised by the parents' communication, especially the way of solving such a situation. There was probably a confusion of classmates, because the characteristics of the alleged friend corresponded to another classmate. The teacher explained the situation to both parents, highlighted the mutually positive benefit of friendship between the student and the other, and I confirmed the \"harmlessness\n\nOutcome:\nAt the end, both boys were invited, the other's mother apologized to the boys of her own free will and recognized their friendship and supported it. The two boys shook hands in the usual classroom ritual to re-establish their relationship. The situation did not repeat itself. All three boys became great friends. What were the causes of this situation? The trigger was the pupil's mention to his mother that the pupil was no longer playing with him, but with another classmate. A certain jealousy of the pupil, protective hyperprotective traits in his upbringing and the subsequent wave of distorted information led to a serious intra and interpersonal problem. Thanks to the interview with the pupil, when he confided in us about his problem, and subsequently the interview with the parents, the pupil's problematic behavior was resolved.\n\nStudent Profile:\nAge/Year: 2. třída, 7 let\nHobbies: ---\nDiagnoses: Lehké mentální postižení\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "852", "student_age_year": "2. třída, 7 let", "student_hobbies": "---", "student_diagnoses": "Lehké mentální postižení", "student_disorders": "", "teacher_approbation": "Mgr., (Speciální pedagogika)", "teacher_practice_years": "5", "problems_annotated": "Emotional outbursts, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/160", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students had already had a dispute for a few days, which was caused by the dominant position of the 'alpha male' in the class. These two students had been poking at each other for some time, playing pranks on each other and trying to outdo each other in any discipline other than grades and learning as such. Gym was their favorite playground, where they could show who has more strength, is better at football, etc. One day, however, the students' nerves were completely broken and they had a brutal fight before the gym class. I jumped between them, the other assistant pacified one student and the gym teacher the other.\n\nSituation (Anamnesis):\nNot one of the pupils is somehow a star adept when it comes to school results. Their average grades are 2.2 and 2.3. The class is quite often in some kind of disciplinary problem through disruption of teaching, lack of respect for teachers and generally very rude behavior.\n\nTeacher Intervention (Solution):\nAfter the incident itself, I took one of the actors to ŠPP, where I was told that I had to wait with him, because they were fully occupied with a similar situation from another class. So I took the student to my office. 'Okay then come with me, we'll try to figure it out this way.' 'Teacher, but he got on my nerves, it's not my fault.' 'Calm down, we'll talk about all this in peace when we sit down, okay?' 'Okay, but my arm hurts a lot.' 'Then I'll call the teacher, she's a paramedic and she'll look into it for you.' 'Thank you teacher.' 'Please sit here. I'll call the teacher and we'll talk.' 'Good.' 'So what happened?' 'Well, he's just rude.' 'Please?' 'I'm sorry, but we just don't like each other and he's been getting on my nerves for the second week now and he's being a jerk.' 'Well, is it really only on his part? Aren't you making out with each other on purpose?' 'No!' 'Please, am I blind?' 'Well, he's really to blame.' 'Look, this should probably be dealt with by the class psychologist, but tell me, why are you dealing with it this way?' 'Well, it just happened that way.' 'Well I can see that, but what if you really hurt him or he hurt you? You didn't think of that, did you?' 'No, well, that would probably be stupid...' 'That would be, and what do you call it?' 'Hello teacher.' 'Okay, so we're going to call the parents, this doesn't look good and you're going to talk to the psychologist and the class teacher tomorrow, okay?' 'Well, well, well.' 'Well, I'm happy and please remember that violence begets only violence. Maybe he'll wait for you with his friends after school, then you for him, and this cycle will only get worse until you actually do something about it.' 'Oh yeah.' 'That's a bit low, I'm serious and health is no joke, I've been attacked several times myself and I'm glad that I always defended myself, but you never know and so you shouldn't at least consciously engage in this.' 'Yeah? And what happened to you?' 'Well, they beat me up and then I had to wear a brace on my left leg for a week. Not much, well.' 'So I'm sorry, I would give them right now, just to meet them.' 'Well, that's exactly the problem, look, I understand that it annoys you, but as I say, it would only cause more problems and it's not worth it.' 'Hmm.' 'And look, Mr. Psychologist is going to marry you, please, calm down and tell him everything he told me here, okay?' 'Okay, bye.' The teacher treated the student, called the parents, who came within 15 minutes and took the boy away, he ended up with a cast on his right hand and could not write for 3 weeks.\n\nOutcome:\nThe boys realized that they had really overdone this. Not long after that, they stopped doing so many pranks on each other and even though they don't like each other, they respect each other.\n\nStudent Profile:\nAge/Year: 14, 8.\nHobbies: Hudba, box, tanec\nDiagnoses: ADHD\nDisorders: Lhaní,Agrese,Cigarety\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "160", "student_age_year": "14, 8.", "student_hobbies": "Hudba, box, tanec", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Agrese,Cigarety", "teacher_approbation": "Magisterské-Tv/Aj", "teacher_practice_years": "15", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/896", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy wrote a very insulting note on the blackboard about the elderly lady English teacher (he had been rude to her before).\n\nSituation (Anamnesis):\nThe boy from “better\n\nTeacher Intervention (Solution):\nThe boy refused to confess to the crime. When the educational counselor took the pupils, they all claimed that they had not seen anything and did not know who the author was. The only boy identified the culprit, but immediately said that he would not confirm it, that everyone was afraid of the classmate and that he would not last in class. Even the mother did not accept that her son could do such a thing, when the son told her that he did not do it, he simply did not do it, and she, in her words, \"must stand up for her child.\n\nOutcome:\nThe boy finished elementary school, got into a vocational school, but transferred from that to a university in the first year - I don't know if he was lazy to learn or if he had other disciplinary problems. However, his act went down the drain. The mother was unable to stand up for the school and believe her, and the boy never confessed.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: Sborový zpěv  Boni pueri), hra na klavír, motorismus\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "896", "student_age_year": "14 let, 8. třída", "student_hobbies": "Sborový zpěv  Boni pueri), hra na klavír, motorismus", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Učitelství všeobecně vzdělávacích předmětů pro 5. až 12. ročník (český jazyk – občanská výchova)", "teacher_practice_years": "27", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1204", "content": "TEACHING CASE STUDY\n\nBackground:\nThe most troublesome student I've had so far, the sentence ended with nothing but the word dude, he was always cursing, he had an outrageous bin on the bench and did things to the students on purpose. He threw papers and pens at them. I used to see him behind school with a cigarette in his hand, hanging out with older friends and the like. During a big break, when I once had a supervisor, he really overdid it. A child ran out of the toilet crying that someone had soaked his backpack and was throwing wet toilet paper at him. I thought it was some kind of joke. Well, it certainly wasn't a fad. The student tipped me off as to who did it and I knew it wouldn't be far from the truth.\n\nSituation (Anamnesis):\nThe student grows up with only his mother and two sisters and comes from a socially weaker background. He requires a lot of attention and has no respect for authority. According to the school psychologist, the only man he respected was his uncle.\n\nTeacher Intervention (Solution):\ncalled the class teacher and the principal until the next class. Although the situation should probably have been handled by the class teacher with the principal, I felt responsible for what happened because I was in charge at the time. So I tried to get involved. It took a while for the person in question to confess, but the pressure of the principal and the class teacher was enough. I colorfully described what the crying student told me. He then himself triggered what exactly happened. It was a serious violation of the school and moral code. The director could not ignore this. The student was offered a reduced grade for behavior and summoning his mother and uncle to school.\n\nOutcome:\nI wasn't proud of it, but we had leverage on the student. It turned out that it was enough to threaten to call my uncle, not my mother, and immediately there was peace. Of course, the classic interruptions didn't stop, but the student didn't do anything so serious.\n\nStudent Profile:\nAge/Year: 13. let, 7. ročník\nHobbies: Metalová hudba\nDisorders: Lhaní,Cigarety,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1204", "student_age_year": "13. let, 7. ročník", "student_hobbies": "Metalová hudba", "student_diagnoses": "", "student_disorders": "Lhaní,Cigarety,Vulgární vyjadřování", "teacher_approbation": "Mgr.", "teacher_practice_years": "5", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/258", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student has repeatedly been disruptive in many subjects for many years. He repeatedly shows problematic behavior. Last week I was supervising the corridor and heard from 9.B. noise and shouting. I quickly opened the door and thus became a witness to a situation where two boys were rolling after each other - the mentioned student and his classmate. It looked like an advanced battle. The other classmates stood around them, some looked like they were having a lot of fun and even encouraged the two washermen with various shouts. I immediately jumped to the two boys and pulled them apart, standing between them and holding them so that they couldn't start washing again. Within minutes they calmed down, glared at each other and each went to take their place in the pew as the bell rang. Even though everyone was already seated, they continued to insult and shout at each other. I asked both boys if they were all right (besides the matted hair, sweaty, frowning foreheads and torn T-shirt, I didn't notice any other damage). They both replied with a short nod of their heads that nothing had happened to them. Before leaving, I informed the two boys that the situation will still be resolved, and since this is not the first time something like this has happened, we will also inform the legal representatives. I reported the situation to the class teacher, we met with the parents of both students.\n\nSituation (Anamnesis):\nThe 9th-grade elementary school student has had disciplinary problems since the beginning of his studies. He comes from four siblings, being the oldest. He has a brother who is 4 years younger, a sister who is 8 years younger and a second sister who is 10 years younger. He lives in a socially weaker, religious, incomplete family - only with his mother. As the oldest of all siblings, he stands out for his independence, he can take care of others, give advice and help. Already in the first grade, difficulties with studies were noted, poor concentration in classes that he did not enjoy. He seemed a little phlegmatic on the outside, but in reality he cared about things and was very sensitive to other people's feelings. You could say extremely empathetic. During a visit to the counseling center, the student was diagnosed with a slightly lower intellect. His grades did not deteriorate significantly with age, perhaps thanks to the excellent attitude of the teachers. However, the chaotic work, inability and lack of interest in completing tasks and projects, and doing everything he did not enjoy, still persisted. He never had a problem with his memory, he didn't even have to write down tasks, and he always knew what and how to work. He didn't have many friends since he was little, he went to kindergarten very sporadically due to frequent illnesses and spent a lot of time at home with his siblings and family. It is difficult for him to make contact, he is overweight, has very thick glasses and does not have many hobbies. He plays the guitar (which he says he doesn't enjoy, he attends classes because his parents want him to) and goes to church once a week. He eats at home because he doesn't like the food in the school canteen. From about the fifth grade, he tries to attract attention to himself in any way. It is often jumping into the conversation, shouting in class, speaking rudely, insulting classmates. He is not very popular with his peers. When asked what he likes, he often says he doesn't know. Sometimes she will say cooking or watching food shows or just eating. At home, he often lies, overeats and fights with his mother over food when she does not want to give it to him. He tends to be aggressive, it also happened that he stole money from his mother and went to buy some chips and sweets with it. His mother accompanies him to school, not infrequently until around 9-10 in the morning, despite the fact that classes start at 8. Lately, he has been pushing and fighting in class with his classmates, insulting them, mocking them and cursing them profanity.\n\nTeacher Intervention (Solution):\nAfter the bell rang in the classroom, I left for my lesson. During the day, I contacted the class teacher and described in detail the incident that I witnessed in the 9th grade. Since it was not the first time something like this had happened, we decided not to deal with it classically with a note, but we called the parents of both boys and briefly explained what happened. We made an appointment for the following afternoon. Only the mothers of the boys arrived, we seated them in the assembly room and they described in detail the incident I had witnessed. The pupil's mother seemed very combative, she probably felt that everything was being thrown at her son. She didn't really want to have a dialogue, she just kept repeating that her son was not to blame because it was confirmed by experts (among other things, I heard this phrase several times from the student himself, as if he felt that it excused him from every bad thing he did) . The mother of the second pupil listened patiently and hardly commented on the situation, she was surprised that her son was fighting at school. Later, the boys themselves joined us, we heard their versions of how it all happened. The student claimed that the other student insulted him, cursed and mocked him, kicked his backpack and tricked other classmates into hiding his case and other things. When the other student took his notebook from the desk, the student jumped on it and a fight began. The second student's version was slightly more truncated, he denied any guilt. A few other classmates, however, confirmed the first student's version as the correct one. I dismissed the mother of the second pupil, Honza and the pupil, we asked the pupil's mother if she could stay a little longer so that we could resolve the situation, including other disciplinary problems, such as late arrivals, inappropriate meals and the like. The mother denied that her son was eating unhealthy, claiming that he has a normal weight. In previous years, it happened that a student came to school an hour late carrying a bag with a fast food menu, almost all eaten, and then threw up. The class teacher and I tried to explain that we certainly try, we accommodate the student, but a certain discipline must be observed at home as well. The mother was dismissive of everything, she called us names out of bias and left the school in a rage and without saying goodbye.\n\nOutcome:\nThere was no improvement. Everything continued as if there had been no conversation between the mother and the teachers. The student doesn't care, he often retorts to the teachers that his mother says that he doesn't have to do this and he doesn't have to do that either. Unfortunately, nothing has changed at all, neither the attitude of the mother, nor the attitude of the student. It is very difficult to motivate him to behave well, he tries to draw attention to himself during breaks, he tells lies to his classmates to make him seem more interesting to them, but they continue to avoid him. His grades miraculously improved during distance learning, his mother claimed it was just his work. But the student brags that his mom worked instead of him. The agreement with the parent was therefore not successful and there was no change at all.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: Geografie, PC, televize, vaření\nDiagnoses: ADD\nDisorders: Poruchy příjmu potravy,Vulgární vyjadřování,Lhaní,Potřeba pozornosti,Verbální agresivita,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "258", "student_age_year": "15 let, 9. třída", "student_hobbies": "Geografie, PC, televize, vaření", "student_diagnoses": "ADD", "student_disorders": "Poruchy příjmu potravy,Vulgární vyjadřování,Lhaní,Potřeba pozornosti,Verbální agresivita,Rušení výuky", "teacher_approbation": "Vysokoškolské, Magisterské", "teacher_practice_years": "6 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/336", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom the beginning of the school year, I reprimanded the student because he was constantly shouting, lying on the carpet in class and not listening to instructions. During the first week, he claimed that he lost his homework book twice and therefore did not bring in any homework. In my classes, his inattentiveness gradually increased, although there were times when he was one of the most attentive students. The situation came to a head in about the third week of the school year. First, my colleague, who was in charge, told me how a student flew around the corridors during recess and chased his classmate, who took it as fun, but ended up falling and scraping his knees. He then yelled at the others in my class and said some obscenities. The assistant assigned to him did not deal with this at all and went around the classroom to other students. This was followed by English class, in which I always only have half the class. We mostly sit on the carpet and talk for the first part of the lesson. The student didn't even come to the carpet. He sat in his pew and claimed he didn't feel like it and was quite obnoxious. My assistant and I tried to communicate with him somehow, but he did not respond. In addition, he started interrupting and disrupting my class. So I had to yell at him. I had the next lesson free and the students had a home study with the teacher, whom they already knew from last year. This lesson was followed by the last lesson the children had with me again. When I got to the classroom, the teacher from the past was still there. She told me that the student went to the toilet in the middle of the hour and refuses to come out. Neither she nor I got him out. After a long persuasion, when several other teachers and the headmistress were already at the door, he went out. He laughed and found the whole situation amusing. After the lesson, I talked to him for a while and then I let him go home.\n\nSituation (Anamnesis):\nThe student comes from a complete family, although his mother is already divorced and has 2 daughters from a previous marriage. However, he is not affected by it in any way, quite the opposite. As the youngest, his mother shows a great interest in him, and if he cannot, his grandmother picks him up from school (since the 1st grade). The student has ADHD, so he has been given an IEP and a teacher's assistant is assigned to him in the lessons. This assistant comes from the same village and has known the pupil and his family for a very long time, which of course influences her. From my point of view, it could be beneficial, but the opposite is true. The student has no respect for the assistant and often does not respond to her instructions until the teacher intervenes. He is a very smart boy who, however, is often bored in class due to ADHD. For example, in the lesson Ex. he was able to interpret unknown material to the rest of the class. His knowledge in most subjects is beyond the required scope. He very often knows the answers to the questions asked, but if he is not called upon, he takes it as permission for other activities. It is agreed that in such moments he can draw or engage in another form of education. Unfortunately, depending on his mood, these moments don't always turn out well. Sometimes, out of nowhere, he lies down on the bench in class and does nothing with him. In the second grade, the teacher ran out of the classroom and she had to look for him around the school. It is agreed with his mother that all assignments and messages to parents are written in his assignment book, where he signs them. But he very often hides it at home and then claims to have lost it. And so he often forgets tasks or organizational matters. He is quite popular in class and almost everyone is friends with him. He's such a class clown and he's proud of it.\n\nTeacher Intervention (Solution):\nThe situation with the student was on a daily basis, so communication with his mother was a necessity. So I solved it like this: I wrote to the student's mother in the morning, because he had forgotten his homework, again, and he still hadn't brought the money for the school supplies (after 3 weeks). With him, I personally dealt with several fights with classmates, so flying around school was nothing new. I dealt with the problem of his classmate's fall probably more than was necessary, because neither of them made a fuss about it, nor did they insist on an apology or correction. In my lessons, I deal with everything on the level with the students. So I immediately comment on his interruptions and tried several times to send the assistant back to him, but to no avail. However, sometimes she is with him in these moments, but he does not listen to her and tells her to leave him, so I have to deal with this situation again. Unfortunately, I have 30 children in my class, so I don't always have time to solve everything. In addition, the student really needs to say everything 3 times. I solved the situation with locking myself in the toilet with the student by talking to him, but I thought it was quite unnecessary, because he was constantly joking about it. Subsequently, I discussed it with my mother, who is already used to it, and she agreed to it. This situation was also seen by the principal, who called me after a conversation with another teacher. Both she and I agreed that it was at least worth the exam to change the assistant, because the student really had no respect for his familiar assistant. After talking with her and the student's parents, we did so.\n\nOutcome:\nAs already mentioned, in the case of the student, this is a long-term problem and therefore its solution is for a longer period of time. The next day, of course, you could tell that his mother was talking to him, and so he tried for a while. However, when I look at it overall, it was not more than a week and a similar incident was repeated. Although the student had a new assistant, after a while she also lost some respect. But compared to the previous one, it was better. The arrangement (teacher, assistant) does not have much effect on him, which of course I am evaluating only now in retrospect. I think the only effect it had on him was when you yelled. But even that was only for a short time.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída\nHobbies: Házená, obecně se sám vzdělává v přírodních vědách\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "336", "student_age_year": "10 let, 4. třída", "student_hobbies": "Házená, obecně se sám vzdělává v přírodních vědách", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "Vysoká škola, Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "8", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1415", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was a student who came to my class in the third year. He came from a completely functional family. He had a younger sister with whom he had quite a good relationship. They didn't pay much attention to each other at home, but they didn't tease each other either. He used to shout at his mother at home and was disobedient. For example, he knocked and banged on the table, made various noises and provoked the parents. At school, from the beginning, he tried to make himself more worthy than he really was. He was more interested in humanities subjects. However, he did not like mathematics and geometry. He wrote beautifully, albeit slowly. He was quite a picky eater, he needed, for example, all the windows to be open or closed - otherwise it was bad. He was awfully slow to get anywhere. He kept checking things. I should say antisocial behavior towards students. Maybe he went and dropped a case off the bench on purpose, and still laughed provocatively. Or maybe he tripped someone's feet. In my opinion, the family devoted themselves to him as much as possible, but for some reason he did not want to let them in. Once I even saw him steal candies from my locker. He begged me not to say it, but I told his parents so that there would be a better chance of preventing a possible repetition of such situations. By explaining to him both sides why it's wrong. Over time, my mother and I began to notice that children from other grades with worse grades and behavioral disorders were sticking to him. Other children would point out that such parties can get him into some trouble, such as theft or fraud. Another child distances himself from such problematic pupils, but he did not recognize this. So he fell victim to the various elements here. So they put him in situations where the blame was not his. But he took it as the fact that he finally has a group of his own. Who knows if they already told him about the candy theft. He couldn't walk in it, he couldn't predict. He did not say, I will not go with them, they are evil. They spoke very vulgarly. We told him and his mother not to go out with them. He started picking up vulgarities from them. The others avoided him, so he was left like that. Yes, he teased his classmates, but when I talked to him alone, he wasn't mean. You can tell when someone is downright evil. Probably, he didn't know how to establish relationships, so he drew attention to himself with provocations. He was simply, in my opinion, from a decent family. He managed the first grade, even though he was distracted, I had to keep bringing him back to the lessons. He was losing focus in class. He had more time for papers. He had to watch himself during breaks.\n\nSituation (Anamnesis):\n1st grade elementary school student, introvert, choleric, average student. He liked nature and flowers. He had a positive relationship with his grandmother, with whom he often went to nature, to the forest, to the dam. Rather focused on humanities subjects. He was helped by an assistant. Antisocial behavior. Class - at the beginning he dialed the children, then they ignored him, over time a great improvement in the relationship with the student.\n\nTeacher Intervention (Solution):\nSince the parents were very accommodating and communicative, we agreed that they would go to the pedagogical-psychological counseling center and to a psychologist. Once every two weeks, my mother came to the school to talk to me about how the student was behaving at school, because he was doing terribly at home. Of course, I also had my mother's phone, so whenever something happened, we called each other and clarified everything. When the student hurt the children, for example, they scratched their feet, the assistant and I explained to him that and why this should not be done. He answered us that the classmate should not have gone there, that if the classmate had not gone there he would not have undermined them. That was his logic. However, when someone took a pencil or crayon from his desk, there was already an explosion. He only prioritized himself. We observed great egoism in him. Only him, the others nothing. We didn't know where he came up with such attitudes. He tried to have friends over time. But he was more alone. He didn't need much human company. Rather, he enjoyed provoking others and drawing attention to himself. We taught him at school how to approach a girl, that he can't put his hands in the door or curse her, but maybe offer her a candy. We were strict and consistent with him. He didn't understand why he couldn't kick someone's briefcase. So we mirrored it to him, we said that he probably wouldn't want someone kicking his things either, and that he wouldn't want that either. It had to be explained to him. If you want to borrow a crayon, you ask nicely and the children will ask you. You won't yell at them that you won't borrow it, that it's your case, but then they'll give it back to you. He was socially immature. He needed to repeat the basic rules of decent behavior. Over time, we started to see a shift in him, but he definitely had to grow up a bit on his own and have some guidance from all sides. They started liking him in the class, cooperation improved. When the family works and cooperates, it is a hundred times better.\n\nOutcome:\nBefore that, the school, the parents, the counseling center, the school psychologist, in short, everyone tried, except him. But the bigger he got, the more he began to crave friends. Over time, he began to improve. Together with the assistant, we established a deeper relationship with him. He must have felt that we liked him in the class, that he was wanted. He was still visiting a counseling center and a psychologist. Before it looked like he wanted to say something, he looked at me and thought. We shook our heads at each other that he shouldn't do that, so then it was enough without words. Which is awesome. There was that connection. Over time, instead of a big frolic during the break, he talked a lot about flowers, read, painted. He already recognized success when he succeeded in something, some of our classmates also praised him when he wrote something nicely. I think it turned out well, and as I say, we all did our best, so I probably wouldn't change anything, especially since he understood that he can't be mean to children.\n\nStudent Profile:\nAge/Year: 9 let, 3. Třída\nHobbies: Příroda, malování\nDiagnoses: Aspergerův syndrom,Lehká forma autismu\nDisorders: Krádeže,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1415", "student_age_year": "9 let, 3. Třída", "student_hobbies": "Příroda, malování", "student_diagnoses": "Aspergerův syndrom,Lehká forma autismu", "student_disorders": "Krádeže,Lhaní", "teacher_approbation": "Vysokoškolské, učitelství pro 1. stupeň", "teacher_practice_years": "11", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1040", "content": "TEACHING CASE STUDY\n\nBackground:\nOnce, my student came to my office and confessed to me that he threw a pencil case in class and hit a glass display case and broke it. I was quite upset because I clearly told them in class not to do that. So I quickly went to the classroom to resolve the situation so that no one would cut themselves on the glass.\n\nSituation (Anamnesis):\nThe student is rather a quiet loner who usually didn't have much fun with anyone. He has very good academic results and participates in class. Never had any problems with him. Another student is expressive, likes to interrupt and is a leader type. He is very lying, manipulative and rebellious. He is aware that his mother trusts him without limit and abuses it. He had rather below-average results in school and was only active in disrupting classes. Another student is very smart with a sense of justice. She was elected class president in the seventh grade and is very popular in her class.\n\nTeacher Intervention (Solution):\nAnd this is where I made a mistake, even though I suspected that this behavior did not suit me with the student, I took the situation as clear when the student confessed and contacted his parents about what happened and that he had to pay for the damage. His parents paid for the damage and I once again strongly warned everyone in the class not to throw anything at each other. After the lesson, however, a student came to me and told me that everything was different and that another student had broken the glass. So I called the first student again and he finally told me everything. He told me that the other student broke the glass and told him that if he took it upon himself, he would stop mocking him and take him into the party, but if he didn't, then he had something to look forward to. So I called the other student and confronted him with what I had heard and he denied everything. So I checked everything one more time and all the students who were there identified the other student as the culprit. The second student again denied everything, so I called his mother at the school and she told me that she trusts her son and that he didn't do anything, when I tried to explain everything to her, she accused me of being biased towards her son. She refused to pay for the damage and paid the amount only after an email from the school director. The second student then called the first student names in class\n\nOutcome:\nIn the end, I solved the situation by always condemning the other student for his behavior in front of the whole class, and I managed to create a climate in the class that judged the other student, and most of the classmates did not hang out with him. I hoped that maybe he would realize his behavior after that, in fact I had a conversation with him almost every week and tried to explain to him that his behavior was unacceptable, but he never admitted his guilt. The other student actually became persona non grata in the class, which wasn't ideal, but it was better than having the mindset of the class on his side. He then purposely interrupted my lessons and we were actually in such an open war with each other. Unfortunately, we only had one sixth form, so I couldn't try to reassign him to a secondary class. In the end, the situation was resolved by the fact that he did not enter our school until the seventh grade, because his mother enrolled him in another school. As far as I was concerned, he had big discipline problems with her as well.\n\nStudent Profile:\nAge/Year: 12 let, 6. třída ZŠ\nHobbies: hokej\nDisorders: Lhaní,Drzé chování\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1040", "student_age_year": "12 let, 6. třída ZŠ", "student_hobbies": "hokej", "student_diagnoses": "", "student_disorders": "Lhaní,Drzé chování", "teacher_approbation": "Mgr., Matematika, Zeměpis, Dějepis", "teacher_practice_years": "13 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/516", "content": "TEACHING CASE STUDY\n\nBackground:\nteach Czech language and literature in the seventh grade. At the same time, I am the class teacher in this class. I teach a boy who is 12 to 13 years old. The boy's parents are divorced. The boy lives with his mother. She sees her father once a fortnight. He has one younger sibling. He is an above average boy who likes to learn new things. He reports a lot in my Czech language classes and his answers are mostly correct. His problem is that if I don't call him out, but someone else, he shouts the answer out loud to the whole class and won't let the classmate who was called out answer. I tell the boy in an appropriate way to give the classmate a chance to answer and that I will call him out. This method will take some time. Or I'll give the boy an extra task to process, which he will. He is very insecure when he is working on assignments or writing papers that I assign to the class. That is why the teacher's assistant very often asks if she is preparing the assigned task correctly. When the teacher's assistant tells him that his assignment is in order, he is satisfied. He works very often with the assistant. When the assistant is attending to another student who also needs help, the boy comes forward and asks me to come to him and explain to him how to proceed with the given task. They will understand my explanation very soon and get down to the task. When the boy is not doing well or is nervous, he gets up from his seat, which he leaves, and walks around the class. I tell the boy appropriately to return to his seat. I don't raise my voice at him, which might irritate him and he wouldn't return to his seat. I also ask him what is going on or what is his problem with walking around the class during class. The lady assistant also comes to the boy and asks him what is going on and returns to her seat. Afterwards, they both work on what is troubling the boy. It happened several times in class that the boy ran out of the classroom into the corridor when something was not going well without permission. The lady assistant follows the boy into the corridor. After some time they both return and I ask the boy what happened. The boy answers me and I send him to the place, saying that I will look into what is causing him a problem. When I discuss the issue with him, he calms down and everything is fine. Or the lady assistant solves the boy's problem.\n\nSituation (Anamnesis):\nThe class the boy attends is a boys' class. There are 15 boys and 5 girls in the class. I have three Vietnamese boys in my class. Seven pupils have support measures. This class is live. She is talkative in class. But she's smart. Half of the students have honors. The atmosphere in the classroom is very good. Mutual behavior, helping each other is also good. In terms of reacting to the boy's behavior, they are tolerant. I didn't notice any problems between the boy and his classmates in class. They take it for a boy that he behaves like this. Just for his shouting in class, his classmates tell him not to shout, that it's disturbing them. For some of his classmates, his shouting became a source of amusement. The boy is popular among his classmates. They are very friendly with some and help each other. During the break, the boy and his classmates walk for a while in the corridor. In class, he plays games with them, consults with them or solves various matters with them. When we go to various events, the boy is calm. Nothing happened that needed to be addressed.\n\nTeacher Intervention (Solution):\nWhen there is a written work or test to be written, the boy is very agitated and restless. He sleeps poorly at night. I help the boy by giving him more time for his written work. And the lady assistant helps him by being with him and answering something when he asks her. The boy is then fine and his written work has been completed in order. In literature, it happened to me recently, when we were saying the correct answers, that the boy kept calling me and when I didn't give him the word right away, he shouted the correct answers. I told him to give other classmates a chance. The boy didn't like that very much and he said something to the effect that it wasn't fair, that even if he reported that I wouldn't call him. I calmly replied that the other classmates would also like to answer and that I would call him again. He didn't look pleased, but he accepted it.\n\nOutcome:\nWhen something happens in class, it is not reflected in other classes.\n\nStudent Profile:\nAge/Year: 12 až 13, 7. ročník\nHobbies: hudba, parkur\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "516", "student_age_year": "12 až 13, 7. ročník", "student_hobbies": "hudba, parkur", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr., český jazyk a literatura", "teacher_practice_years": "10 let", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1016", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was already the second semester when a new student joined my class because his family had moved. The student was very nice, had good grades and, in my opinion, integrated into the class relatively quickly. One day, however, a pupil came to me saying that a pupil constantly hides another pupil's belongings, mainly school supplies, or confiscates his snacks.\n\nSituation (Anamnesis):\nPupil - 5th grade student, he joined the class during the second semester, he studies well, he is nice, friendly, he adapted to the new environment quite quickly. Bully - 5th grade student, very friendly, grades are average, except for a few cases, there have never been any major problems with him\n\nTeacher Intervention (Solution):\nWhat the student told me surprised me a lot, I didn't notice that there were any problems in the class. The student always appeared to me as a good student with average results in school. I was even more surprised that when I asked other classmates and some teachers, they all told me that they hadn't noticed anything like that either. So I gradually took the student and the bully aside so that they could both describe the situation to me from their own point of view. Both the student and the bully also denied the situation, so I decided not to deal with the situation further.\n\nOutcome:\nAs time went on, it became clear that the bully was really hiding and stealing things from the student, and the other students denied it because they were friends with him and didn't want to harm him in any way, although some admitted that they didn't like the situation too much. In retrospect, I'm so sorry that I underestimated the situation the first time and didn't check more and didn't use, for example, the option of a school psychologist.\n\nStudent Profile:\nAge/Year: 10 let\nHobbies: Fotbal,                                                                     hraní                                                                     her na                                                                     pc\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1016", "student_age_year": "10 let", "student_hobbies": "Fotbal,                                                                     hraní                                                                     her na                                                                     pc", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "?", "teacher_practice_years": "Absolvoval/a nějaký relevantní kurz, výcvik na zvládání problematického     chování, nekázně nebo komunikace ve třídě a podobně (zatrhněte):      Případně uveďte název (otevřená otázka):    Kazuistika ++     Jak můžete začít rozhovor s učitelem(kou)/asistentem(kou):     Otázka: Kdybyste měl/a zaměřit svou pozornost na situaci, kdy jste s žákem    řešil/a nějaké problémové chování, co by to bylo za situaci?     Po odvyprávění situace si ověřte, zda učitel(ka)/asistent (ka) považuje    situaci za dobře zvládnutou nebo pochybuje/ je si nejistý zvoleným    postupem. (použijte škálu uvedenou níže)     Otázka: Jak byste vyhodnotil/a zvládnutí této situace Vámi? Jde spíše o    dobře zvládnuté rušivé/problémové chování žáka?     Pokud jde o dobře zvládnuté rušivé/problémové chování žáka/žáků    (inspirující", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "Bullying", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/769", "content": "TEACHING CASE STUDY\n\nBackground:\nTeacher: I have to say that the student was problematic almost from the time he started elementary school here, namely from the first grade, but he started until the 7th grade. However, the worst experience I ever had with him was when he started getting attached to other classmates. It started with a student taunting others when they said the wrong answer to my question. At first, I didn't pay enough attention to it, because I thought that maybe after some time he would stop. But after a while I realized that the student has some behavior problems, that is, already on a larger level. He did not only mock his classmates during lessons, but also during breaks or outside the school premises. Once, a student came to me and told me that a classmate stepped on his foot on purpose while riding the bus to school, and managed to throw his phone on the ground. It also often happened that he took the glasses of his classmates and threw them on the ground, breaking two of them. I understand that children sometimes poke each other, but the fact that someone's pupil breaks their glasses is really the last straw. I was just there when it happened. I was in charge of the locker room, and the kids were about to go to lunch. They were supposed to line up, but the student didn't like that another student was in front of him. So he poked him so hard that another student fell to the ground and his glasses fell to the other side of the hall. The student was so angry that he stepped on the boy's glasses with all his might. The boy was unhappy about it and was afraid to come home with broken glasses because he was afraid of his parents' reaction. I asked the boy what that meant, to which he replied: 'I was bored and wanted to be the first at lunch'.\n\nSituation (Anamnesis):\nThe student grew up with only his mother all his life. When he was younger, his father left them and lived in foster care for a while, but it didn't work. After several visits from a social worker, the boy and his younger sister were sent to foster care with a family, where they lived for about 2 years. The boy then returned to his mother and the sister to his father. It is known that his mother was a strong alcoholic and drug addict, which is clearly reflected in the boy's speech and behavior. Even after the review, it is interesting that the boy has not been confirmed to have any relevant personality disorder, for example ADHD, even though his behavior would sometimes correspond to this. As for the class, the student has no 'real' friends. Most of his classmates hang out with him more so that he leaves them 'in peace'. The class is dominated by boys, and according to the class teacher, the student does not allow girls in his class.\n\nTeacher Intervention (Solution):\nTeacher: I was the first to try to solve the situation with the student himself. Within a few days, I received a lot of complaints not only from his classmates, but also from his parents. I took him to my office and told him everything I wanted. I tell him, 'Look, I think it's a shame that you treat your classmates so badly, because I think you could make great friends here if you wanted to.' But he replied to me: 'but I don't want to talk to anyone here, and besides, I don't even let myself get close to them and I don't do anything to them!' I tell him: 'Look, your classmates are sorry that you treat them like this'. But he told me: 'I don't care what other people think about me'. So it dawned on me that there is no point in dealing with the student himself. So I tried several times to call his mother, with whom I had about 3 meetings, but every time she came to a complete standstill. Here at the school, we have a guidance counselor who deals with these cases, but she wanted nothing to do with him. In the end, it escalated to the point that we had to call the family social worker again, who sent the boy to a psychologist. But from what I heard, even the psychologist didn't know how to deal with him. The boy visited her twice a week for a month. I myself told her before that she should try to discuss his family relations with him, because in my opinion that was the main problem. However, according to the psychologist, he was always inattentive, did not answer questions, and could not answer normally. A month after the boy returned to school, I saw no change.\n\nOutcome:\nTeacher: Right after he returned to school, the boy didn't communicate with us for a while. He was withdrawn, and suspiciously calm. In the first hours he didn't answer my questions very much, he answered most of them by nodding his head. Sometimes I found him quite sad. But after about a week, everything went back to the old way. He started disrupting classes again, not paying attention, and harassing his classmates. In some situations he seemed even worse than he originally was, which didn't make much sense to me. So his behavior was bad all the time he attended this school. Fortunately, everything did not escalate until the 9th year, so after his return we did not spend so much time with him. Who knows how he's doing in high school. The teacher then told me that the boy was accepted as an apprentice on appeal.\n\nStudent Profile:\nAge/Year: 15 let, 9.ročník\nHobbies: Bez zájmů\nDisorders: Lhaní,Podvody,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "769", "student_age_year": "15 let, 9.ročník", "student_hobbies": "Bez zájmů", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Agrese", "teacher_approbation": "Mgr., Anglický jazyk", "teacher_practice_years": "20 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "Bullying", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1324", "content": "TEACHING CASE STUDY\n\nBackground:\nThe main content of the Czech language lesson was practicing vocabulary through the Kahoot application - a question was always projected on the screen, to which the pupils had to choose the correct answer on their mobile phone. Depending on the correctness and speed of the answer, the students were assigned points by the site. The first exercise, which was about clothing, was attended by all students, although some worked in pairs because one of them did not have a mobile phone. The students were focused and everyone tried to achieve the best possible result. The student managed to collect the most correct answers out of eleven possible, who thus became the winner of the first round. This was followed by practicing locations (e.g. post office, bank, school) in the same way. But the student no longer wanted to participate. The student said: \"I don't want to practice, now that I've won, I don't need it anymore.\"\n\nSituation (Anamnesis):\nAll pupils in the class were refugees from Ukraine, who were fourteen or fifteen years old (i.e. eighth and ninth grade of primary school). There were nine boys and three girls from the total number of twelve pupils. The students had friendly relations with each other. According to the teacher, \"everyone had fun with everyone, there was no one they didn't want in the team\n\nTeacher Intervention (Solution):\nWhen the student refused to participate in the second activity, I told him: \"If you won the first time, you will probably do well the second time, but it is another area of vocabulary that is important and needs to be practiced.\"\n\nOutcome:\nWhen the pupils heard the offer, they enthusiastically agreed - including the pupil who immediately picked up his mobile phone and signed up for the activity. All the students tried to achieve the highest possible number of points in order to receive the promised reward. Although the pupil had a high number of points, in the end the female pupil collected the most points, who thus received the promised bowl of cherries. Since there were really a lot of cherries, she decided to share them with her classmates - it got to everyone, including the student.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: basketbal\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1324", "student_age_year": "15 let, 9. třída", "student_hobbies": "basketbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "střední – v době zpracování kazuistiky v 6. semestru bakalářského studia (Zeměpis + Občanská výchova)", "teacher_practice_years": "jeden rok", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/762", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the performance of my teaching practice, during the first lesson of the English language in the second year, I noticed that one student often does not pay attention, even often uses the phone (not for study purposes, of course). He visibly shows his reluctance to do anything and his boredom and participates in lessons to a fundamentally lesser extent than his classmates. He reacts irritated, even hostile, to any questions or normal interactions and attempts by the teacher to involve him in some activity. After the lesson, I asked the teacher about the behavior of the student in question. I received an answer that this behavior has been manifested in the pupil since the beginning of the school year. However, English classes are said to be the only problem.\n\nSituation (Anamnesis):\nThe student comes from a complete family, lives with both parents, with whom he has good relations and who are interested in him. He lives in a nearby village. His relations with his classmates are not bad, he cannot be described as an outsider in the class group. But as for the hours themselves, he shows a very lax attitude, even a distaste for any activity.\n\nTeacher Intervention (Solution):\nDuring the conversation with the teacher, we tried to come up with a way to motivate and activate the student in a certain way. We both came up with some ideas, and finally we agreed that I, as a teaching assistant, would try to interact with the student and try to find out the reason for his behavior. I came to him during the break and after answers in the spirit that he simply did not enjoy it and simply did not want to do anything, I asked him what he would enjoy in English. The initial answer was also difficult to work with, as it sounded exactly like: \"Nothing\n\nOutcome:\nDuring the activity, the student acted \"as if changed\n\nStudent Profile:\nAge/Year: 16 let, druhý ročník čtyřletého programu na gymnáziu\nHobbies: Počítačové hry, fotbal\nDisorders: Nepozornost,Rušení výuky,Podvody,Závislost na technologiích\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "762", "student_age_year": "16 let, druhý ročník čtyřletého programu na gymnáziu", "student_hobbies": "Počítačové hry, fotbal", "student_diagnoses": "", "student_disorders": "Nepozornost,Rušení výuky,Podvody,Závislost na technologiích", "teacher_approbation": "MUNI Filozofická fakulta – Anglický jazyk a literatura, Německý jazyk a literatura", "teacher_practice_years": "15", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1109", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place in your class during a computer science class, when each student had an assignment on the topic of Crop Circles. Due to the number of students, there were not enough computers, so one student joined the other in a pair. When I left the classroom for a while and then came back, this student did not notice my return and started behaving inappropriately towards the classmate who was sitting next to him. I didn't immediately intervene to see how the situation would develop, but when he started making inappropriate remarks, I called attention to myself and confronted him about his behavior.\n\nSituation (Anamnesis):\nThe student is an 8th grade student, an extroverted personality, with average academic results and a need to be the center of attention. There have already been several problems between him and his classmate in the past.\n\nTeacher Intervention (Solution):\nno longer remember the exact words I said to the student, but the gist of it was that computer science class is not meant for idleness. I asked him when he planned to finish his work and we resolved the situation by agreement without further dealing with his inappropriate remarks, which were not serious but rather juvenile.\n\nOutcome:\nFrom the next lesson, this student sat alone, and in the event of a shortage of computers, I allocated machines to those who needed them or were further at work. The student finished his work and fulfilled all the points of our agreement, so I did not develop the situation further.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník ZŠ\nHobbies: Sport\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Agreement, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1109", "student_age_year": "14 let, 8. ročník ZŠ", "student_hobbies": "Sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "21  Kurz zvládání problémového chování:                                     Ne   Kazuistika ++  Otázka: Kdyby sis měl vzpomenout na nějakou situaci, kdy jsi s nějakým žákem řešil nějaké problémové chování, co by to bylo za situaci?   Deskriptivní údaje ke kazuistice ++  Věk žáka a ročník:  14 let, 8. ročník ZŠ  Pohlaví žáka:  muž  Žák žije  oba  Problémové chování se opakuje a případně uveďte jak často:  Ano – potřeba pozornosti  Poruchy chování:  Ne  Potvrzená diagnóza žáka např.:  Ne  Prospěch žáka - subjektivní pohled:  Průměrný  Zájmy žáka:  Sport  Použili jste při řešení postupy vycházející z nějakého konkrétního přístupu :  Ne   1.       Podrobný popis  „No když o tom tak mluvíš tak si na jednu takovou situaci vzpomínám, ale tu si budeš asi pamatovat taky. Bylo to ve vaší třídě, když jsme měli informatiku a všichni jste měli zadanou práci, myslím, že to byli Kruhy v obilí, jestli si na ně pamatuješ. No a každý jste měl svůj počítač, ale bylo vás dost takže na Mellionase nevyšel počítač a tak se přidal k Fillovi do dvojce. Někdy kolem půlky hodiny jsem šel něco vyřídit na chodbu, ale hned jsem se vrátil, protože jsem zapomněl klíče. No, Mellionas si toho nevšimnul a začal tam demonstrovat, jak dělá úplný h**** a začal se navážet do Sereny, co seděla vedle. Chvilku jsem do toho nezasahoval a čekal, co udělá (pozn. mezi těmi dvěma se dříve řešilo víc problémů), ale když už začal s těmi jeho blbími keci tak jsem si odkašlal. Připadalo mi to trochu jako scénka z filmu, borec úplně ztuhnul, zblednul a zůstal stát na místě. Myslím, že jsem mu řekl: „To musí být paráda dělat úplný h****.“ nebo něco na ten styl, však to znáš. No, on pak zapadnul za kompl a řešil jsem to s ním po hodině.  2.       Anamnéza žáka  Spíš šikanátor – student 8. ročníku, extrovert, průměrný student, potřeba pozornosti, cituji „ale jinak byl v klidu“  3.       Popis řešení  „No už si moc nepamatuji, co jsem mu přesně řekl, ale ve finále to bylo něco o tom, že na hodinách není proto, aby se houpal na židli a dloubal se v nose. Pak jsem se ho zeptal, kdy hodlá to práci dodělat a věc jsme uzavřeli tak nějak dohodou. Nechtěl jsem moc vytahovat ty jeho blbí poznámky, protože to nebylo nic tak zlího, ale jen pubertální keci.“  4.       Výsledek řešení  „Mellianos od další hodiny seděl sám a když nevyšel počítač tak jsem tam sesadil studenty, co to potřebovali nebo byli napřed. On si tu práci dodělal a splnil všechny body naší dohody tak jsem to dál neřešil.“   Do jaké míry jsem spokojený s řešením dané situace?  8  Do jaké míry jsem se zachoval v daném řešení podporujícím způsobem pro žáka?  7 (cituji: „A to znamená co? Asi sedm.“)  Do jaké míry jste kladli na žáka přiměřené nároky?  8                 Deskriptivní údaje učitele:  Vzdělání:                                     Mgr. , Př, Tv  Počet let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/522", "content": "TEACHING CASE STUDY\n\nBackground:\nFor about two weeks now, I have registered strained relations between two students. They constantly provoked each other during breaks and verbally attacked each other according to their age group. After about a week, the situation escalated to such an extent that one pupil began physically harming the other - scratching him. The parents were informed about the situation, but the situation continued.\n\nSituation (Anamnesis):\nŽačka is a student in the fourth grade of a regular elementary school. There are 15 children in the class he attends, including 3 students with special needs. After four years, the class collective is well-knit and, apart from occasional minor conflicts between individuals, there is a pleasant atmosphere in this class. The student spends a sufficient amount of time preparing for classes, her results are average, rather slightly above average. He comes from a fully functioning family, lives with both parents and shows no signs of deprivation. She actively reports to the class, she is very happy to share experiences and experiences from everyday life with her classmates. In her spare time, she likes to draw and express herself creatively. Among her favorite subjects are art education and work activities, in which she can give vent to her enthusiasm and natural talent. However, if there is a conflict with classmates, the student often tolerates such a situation very poorly. However, he is not only passive, but actively involved in the conflict, and the situation often escalates, such as, for example, during a conflict with another student.\n\nTeacher Intervention (Solution):\nAfter two weeks, the students and I came across the topic of conflict during the Czech language lesson. So I asked the class to describe what such a conflict looks like and whether they have already encountered one. As expected, the class pointed out the strained relations between the two students, because they also noticed their conflict. So I asked the students to try to propose a solution to this situation. One of the boys suggested that they should apologize to each other and promise not to hurt each other again. Both students did not want to apologize, but I gave them enough space to think, and then it worked out and the mutual apology went without any major problems. Teacher: 'Do you think it would be nice to apologize to each other for how badly you treated each other?' Both students nod inaudibly and somewhat reluctantly. Teacher: 'So can I ask you to look each other in the eyes now and apologize?' One student mumbles something unintelligible. Second pupil: 'Excuse me.' The first student starts walking to his desk. Teacher: 'I didn't hear any apology from you.' First pupil: 'I already said sorry.' Teacher: 'I probably didn't hear your answer. Now everything is fine and you can sit down.'\n\nOutcome:\nThe following hour we talked about pets and I asked the children to share with me their experiences with animals. After a few minutes, one pupil came forward and enthusiastically asked me if they and the other pupil could tell the class about their shared experience. I stood there surprised, because I did not expect that there would be such a quick reconciliation between the children. So I expressed my enthusiasm about how the conflict between them was resolved and, together with my classmates, we rewarded their efforts with applause. Since this incident, there have been no similar incidents between the two students.\n\nStudent Profile:\nAge/Year: 4. ročník\nHobbies: Kreslení, hraní si s kamarády a domácími mazlíčky\nDisorders: Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "522", "student_age_year": "4. ročník", "student_hobbies": "Kreslení, hraní si s kamarády a domácími mazlíčky", "student_diagnoses": "", "student_disorders": "Fyzické násilí", "teacher_approbation": "Kurz asistenta pedagoga + probíhající kombinované studium VŠ – Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "5", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/23", "content": "TEACHING CASE STUDY\n\nBackground:\nOur school is a nine-year school, so every year a lot of children will join the sixth grade who come from nearby five-year-old schools. The class that will be discussed was composed only of newly arrived children, and I became the new class teacher in it. Since it was the sixth year, everything was new for the children, so that in itself created a number of stressful situations. But the main problem was that two class collectives came to the class, which in the small class went to smaller parallel classes, where they did not get along very well and generally did not work together, while here they were merged into one. The situation was immediately taken up by two stronger boys who were in the same class in junior high and who delegated themselves to the roles of some kind of commanders. Another problem was that in that, i.e. newly merged, class there were several children who were difficult to integrate for many reasons (social situation of the family, diagnoses, etc.), which the two commanders took advantage of and verbally attacked them. It was not pleasant for the other children, but they could not prevent it in any way. The situation lasted for a few weeks before the impulse came that escalated the situation. In one of her classes, my colleague and her children made a play called The Shard Court. Its principle is that everyone writes the name of the person who should be excluded from the collective on a piece of paper. The trial ended in such a way that practically everyone wrote the names of the two students on their paper. Naturally, there were questions about why the two of them. From which came the aforementioned.\n\nSituation (Anamnesis):\nThe class was originally composed of two not-so-functioning collectives, which brought unresolved disputes and grievances with them to the new workplace. It was an ideal situation for delegating leadership from the pupils to take the class 'into their own hands'. Which it did, so the verbal bullying started. Both aggressors were not from a socially excluded environment, on the contrary, the mother of one of them was even a teacher at another institution. Among their hobbies was sports, so perhaps they might have had the impression that there was a need to have some kind of captain at the head, but they probably could not properly develop the function of a captain, so they grasped it negatively.\n\nTeacher Intervention (Solution):\nImmediately after I learned from a colleague about the result of the court game and the reasons that led to the results, I decided to leave both boys after school the next day. At the same time, I went to the school psychologist to check the exact procedure of what to do with them 'after school'. We agreed that I would have them develop a behavioral reflection, appropriate for their age, on four questions. 1. What am I doing to others that they may perceive as unpleasant? 2. How would I feel if someone did this to me? 3. What do I deserve for this? 4. Commitment to how I can improve my behavior.\n\nOutcome:\nAfter the boys wrote their answers, I invited both parents to the school. The biggest problem was convincing the mother of one, who claimed that it was impossible because I sat on her son and he was actually the victim. I had in hand the results of their behavior reflection and documents from a colleague about the outcome of the court game. I tried to explain to her that I didn't want to hurt her son, but to help her. That such behavior at the age of twelve is the seed of something worse, which can later bother him greatly, for example in work or partner relationships. Fortunately, she understood. I then established contact with the pupils in the sense that if something bothers them, they should come to me, that we can talk about it together, but that they must not take out their frustrations on their classmates. I was able to build a relationship with them that was based on absolute trust and they never let her down. When we were saying goodbye in the ninth grade, I received a thank you message from one of them on messenger.\n\nStudent Profile:\nAge/Year: 12 let, 6. třída\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "23", "student_age_year": "12 let, 6. třída", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "AJ-OV", "teacher_practice_years": "33", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/357", "content": "TEACHING CASE STUDY\n\nBackground:\nWe worked with fourth-grade students in a distant town 66 km from our school, we came for two days, Thursday and Friday. The boy in question happened to work together with my son. It was he who told me that the principal of the school had declared a principal's leave for Friday due to some electrical re-installation. Simply, the school was without power and so it was time off. I point out that we are talking about a school that was over sixty kilometers away. Such a distance is not an obstacle for the youth today, and as soon as the boy learned this, he came to me with the decision to go home. He was there in his car. At the age of eighteen, he already had a driver's license and drove there alone at his own risk, with the knowledge of his parents. He said hello and went to the car. I stopped him at that speed and tried to tell him lightly that we have electricity here. He replied that he was on director's leave and that he would go home. I tried to explain to him that this does not apply to us and whether he does not mind that his classmates will work for him. He just shrugged and repeated that he didn't care, he didn't care and that he was going home anyway. As I was leaving, I told him to think carefully about what he was doing, that I wouldn't argue with him. Everything happened very quickly. While he was on his way, I called the school principal to ask what was going on. It wasn't his first offense. He immediately called his mother and seems to have followed them to the business. That ended it for me for a while. My son arrived in a few hours, if I know about it. The boy was coming back. From this I concluded that his parents must have spoken to him. The next day, of course, his classmates laughed at him, his pride sank to freezing point. However, it was a very short lesson. He was nice for a while, if I don't count his arrogant remarks. A few days after that, the CEO of the company occasionally interviewed my students. He invited everyone separately and asked specific questions that his secretary wrote down. I was in production at the time and the director came to me asking if I could step aside so the others wouldn't hear us. He began: 'Please, what kind of young person is this?' I tried to give him a brief answer that he is our problematic student who is very difficult to deal with. He revealed to me that he asked him if he could imagine staying in the company in any particular position. It is said that he laughed at him, that certainly not, that for such money in life and similar remarks in front of the highest authority of the company.\n\nSituation (Anamnesis):\nFrom day one, it was evidently clear that the boy was set up differently from the others. He was brought up in a well-off family. Since the boy demanded when he wanted and how much he wanted, it was very well known, there was no chance to motivate him for a financial reward. He was the only one who stood out from the group. The others were friendly to each other and helped each other. He always treated them, and really every day, condescendingly, arrogantly and without respect. The same was true of communication with teachers. At practice he was still hiding, drinking coffee and hardly cooperating. Outside of school, he allegedly visited slot machines and played poker. He never stayed overtime. It was very difficult to motivate him to work. Classmates built a gym in their spare time. They painted, plastered in old warehouses. They also had a financial reward for practice. He didn't lift a finger and of course, when it came to breaking bread, he wanted to practice there. It wasn't just us, colleagues, who had a problem with him, but we noticed how annoyed his classmates were as well. After several conversations with the parents, we found out that he is not completely manageable at home, and certainly not by his mother. She solved it with us herself, how hopeless she felt.\n\nTeacher Intervention (Solution):\nThe headmaster was understandably upset because he had invested unnecessary money in such an arrogant pupil. Already during that conversation he said to me: 'It will be best if you don't bring this boy here to me anymore.' Right after that I called our school director and we solved the whole thing by transferring him to another practice that wasn't even financially evaluated, but he basically didn't care. It was a relatively quick solution, I was no longer in charge of him after that, it was finished for me.\n\nOutcome:\nIn fact, he worked the rest of his fourth year at another company and then successfully graduated from school. How he is doing in life, whether he has come to appreciate money and work, I have no idea. The step, thanks to which he no longer worked in a specific company, of course helped the company as well, but mainly his classmates. However, I'm not sure that moving to a different location has solved his problematic behavior in any way.\n\nStudent Profile:\nAge/Year: 18 , štvrtý ročník SŠ\nHobbies: hokej\nDisorders: Lhaní,Podvody,Arogance,Agrese,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "357", "student_age_year": "18 , štvrtý ročník SŠ", "student_hobbies": "hokej", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Arogance,Agrese,Disrespekt", "teacher_approbation": "Stredoškoslké- DPŠ", "teacher_practice_years": "Celkem 39 – z toho škola 9", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1279", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring one of the Czech language classes, when I gave the 4th grade students the task of filling in the spelling of the endings of neuter, feminine and masculine nouns, after a while the student stood up abruptly, walked over to the wall, started banging his head against the wall and shouting 'I am moron/idiot/moron!' and other similar expressions. Recently, in all classes except mathematics, although his motivation has decreased somewhat, this student has become distracted, has difficulty concentrating, maintains attention and often complains that he cannot do it, and has started to show angry and explosive behavior. It got to the stage where he started banging his head against the wall.\n\nSituation (Anamnesis):\nThe 4th grader is more of an introvert, lately his performance, attention, motivation, outbursts of anger, increased distraction, and he has started humiliating and putting himself down. When I talk to him alone he is very friendly and smart, he knows a lot about natural sciences, volcanoes and space. He is also very skilled with his hands and enjoys creative activities. He writes slowly and the Pedagogically Psychological Counseling Center diagnosed him with a developmental learning disorder. Later, he also went to a psychologist outside the school, but no information from there came back to the school.\n\nTeacher Intervention (Solution):\ntold him that no one thinks that about him, asked him why he was saying such things about himself and asked him to stop it quickly. When he stopped for a moment, I slowly approached him to possibly put something soft between his head and the wall if he started again so he wouldn't hurt himself. He told me he was saying that because it was true and started again. I told him that what he claims about himself is not true, let him stop for a moment and we can talk about it. In the end it worked and I took him aside to the game room, where we talked for a while. I asked him why he was banging his head against the wall and saying such ugly things about himself that are not true, he confided in me that he is not keeping up, he writes slowly and that he can't do it, and that's why he says that about himself. I explained to him that it doesn't matter, that he should do what he can manage and not worry about it, that we will adapt it together and adjust it so that it is okay for him. And when I asked him if he needed a moment to calm down alone and he said yes, I left him in the playroom saying that when he calmed down, he should go back to class and we would continue. After a few minutes he returned and the lesson continued.\n\nOutcome:\nDuring the following days, I spoke with his parents, who were very accommodating, and with the guidance counselor. Pedagogically - psychological counseling came up with a diagnosis of a developmental learning disorder, advised me to allow him a slower pace and to praise him a lot. She gave the pupil relief by saying that he should try and do what he can, she praised him much more for the activities he did and worked on, and I also talked to the rest of the class, which is a very good team. I explained the situation to the students, to respect the concessions in the slower pace of their classmate, and to help him. Which is what happened. The whole class was very helpful. And when one time later it happened that the student wanted to jump out of the window, the others immediately pulled him back and called the teacher who was in charge on the floor, but was currently dealing with something in another class and me. We immediately resolved the situation and called his parents, who arranged for him to see a psychologist. Gradually, we set a slower pace with the student for the subjects where more writing was done and agreed that if he had a seizure, he could go to the playroom to calm down. Whenever this happened, he would return a few minutes after calming down and continue the lesson.\n\nStudent Profile:\nAge/Year: 9 let, 4. třída, ZŠ\nHobbies: příroda, sopky, vesmír, výtvarné činnosti\nDiagnoses: Poruchy učení\nDisorders: Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1279", "student_age_year": "9 let, 4. třída, ZŠ", "student_hobbies": "příroda, sopky, vesmír, výtvarné činnosti", "student_diagnoses": "Poruchy učení", "student_disorders": "Emoční labilita", "teacher_approbation": "Magisterské vzdělání (Mgr.) v oboru pedagog na 1. stupni ZŠ", "teacher_practice_years": "31 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/341", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problematic student is a ten-year-old student who suffers from ADHD. He often does not pay attention, disrupts classes and does something other than what he is supposed to do. A boy who had epilepsy also went to class, often seemed sluggish, sometimes had an absent-minded look and swayed from side to side. One day the students in the class were writing a test, the boy with epilepsy felt like he didn't know anything, he didn't know how to work out the assigned tasks and started to have an absent-minded look. A troubled student started yelling at a boy with epilepsy in front of the whole class that he was a moron, a retard and didn't want him in the class, which caused the boy with epilepsy to become even more stressed.\n\nSituation (Anamnesis):\nThe class as a whole is very complicated, the class teachers often changed, there are 4 pairs of twins in the class, so sibling relationships are often dealt with here. The problematic pupil is in alternating care, both parents have other children with their new partners. He also has a twin sister, with whom he goes to class, they do not have a good relationship, his sister takes care of him and other siblings. He is spoiled and bullied in the family, he plays computer games too much, goes to bed late and both siblings are malnourished. He knows how to use ADHD to his advantage. He is explosive and sometimes when he gets angry, he throws things, overturns desks and chairs in the classroom.\n\nTeacher Intervention (Solution):\nThe assistant took the problematic student aside and explained to him that the boy with epilepsy is not to blame for being sick. She asked how he would feel if he were the boy with epilepsy and his classmate was cursing and yelling at him. They joked about it and she also asked him how he would feel if others made fun of him for having ADHD. The problematic pupil acknowledged that he would not like it and apologized to the boy with epilepsy.\n\nOutcome:\nEven if it happens that the problematic student sometimes says a bad word, interrupts and does not pay attention, it never happened that he cursed or in any way attacked the boy with epilepsy because of his disability.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Počítačové hry\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "341", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "středoškolské", "teacher_practice_years": "7 let v neziskové organizaci (práce s dětmi), 2 roky jako asistent pedagoga", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/432", "content": "TEACHING CASE STUDY\n\nBackground:\nThis class was relatively uneventful. It was the end of the school year and all obligations had been fulfilled, both from the perspective of the student and from the perspective of the teacher. I wanted to take the kids out. However, I left them waiting in the dressing rooms without supervision, because I had to hurry to see the director due to the suspicion of falsifying the excuse paper. The children were left unattended in the locker room area and were bored, so they started nudging each other. This nudging eventually resulted in one pupil falling onto a box that had 'DO NOT SIT' written on it. The box was destroyed, resulting in damage worth approximately CZK 1,000. One adult intervened in the testimony, claiming that the pupils were all poking at each other. And that's how I took it from the beginning.\n\nSituation (Anamnesis):\nThe student is not problematic, so it was just a one-time issue. The student suffers from ADHD, but despite this, at first glance, he does not behave in any way strange. He is a very smart boy.\n\nTeacher Intervention (Solution):\nKnowing that the whole class was nudging each other, it was decided that the whole class would fold to pay for the box and there would be no discussion about it. But that was a mistake, because after the parents found out about it, about ten of them disagreed. These parents refused to pay for the children, it was not so much a question of the amount (which would amount to around 40 CZK per individual), but of the principle.\n\nOutcome:\nThe whole situation was re-investigated and finally the pupil who pushed his classmate on the box confessed. It was therefore decided that he would pay the entire amount, which was subsequently instructed to the mother as well (the pupil lives in alternating care). The student accepted the situation and so did the mother, but she still hasn't paid the amount. The father then probably doesn't know about the situation at all, he and his now ex-wife don't get along well.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: počítač, programování, technika, válečné zbraně\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Agreement\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "432", "student_age_year": "13 let, 7. ročník", "student_hobbies": "počítač, programování, technika, válečné zbraně", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "VŠ, Mgr., AJ, ČJ, VO", "teacher_practice_years": "3", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/474", "content": "TEACHING CASE STUDY\n\nBackground:\nEver since the student entered school, he sometimes behaved explosively, retorted loudly at me, and sometimes cursed his classmates. After some time, however, his behavior escalated. It happened repeatedly that he started cursing me when he got a bad grade, when I called him out and he didn't know the answer, or when I warned him not to disturb the class. I told him several times that if he behaved as he should, I wouldn't reprimand him and that his swearing wouldn't change anything about his grades if he didn't prepare better. Once, however, he got 20% of the paper (a five in classic marking) and started cursing me profanity, banging his fist on the table. A classmate told him to calm down, that he was supposed to study, and this angered the student even more as he got up and threw the chair he was sitting on and left the classroom. Meanwhile, I repeatedly told him to calm down. After an hour I went to find him in the hallway and tried to talk to him about what happened. I told him that he needs to prepare better for the next test, that I'm sorry he got a bad grade, but unfortunately he really didn't write it right. To that he replied to me to 'go to hell' and add some more profanity about me.\n\nSituation (Anamnesis):\nThe student has no established diagnosis or behavioral disorder. However, at school he was nervous and explosive from the beginning if he didn't like something. In such a case, he would get angry, sometimes hit the bench, swear. He was repeatedly rude to his classmates and sometimes to teachers. He had friends in class who sometimes calmed him down in case of such an outburst, which he endured even worse. In general, however, he worked during lessons, completed mandatory tasks, and did not pay attention only in subjects that did not interest him.\n\nTeacher Intervention (Solution):\nFrom the beginning, I tried to resolve the situation calmly and by agreement, but since the student was unsettled, I almost started shouting at him that he could not afford such behavior and that if he wanted to get good grades, he had to prepare properly for the tests. Considering that such behavior did not occur for the first time with the pupil, I resolved the incident with the school principal and the educational advisor. At the same time, we discussed with the pupil's parents, who, however, believed that we had to handle the situation ourselves. We proposed a reduced grade for the student's behavior and agreed that if the situation were to repeat itself, I would like him to take advantage of the opportunity to visit the school psychologist.\n\nOutcome:\nShortly after the incident, the student was trying to improve his grades, if he failed a test, he was still cursing, but not towards me or his classmates. The situation in the classroom immediately after the situation was slightly tense. Some classmates were aloof towards the student, ignored him, some told him that he was overdoing it. But that got better after a few weeks. After some time, however, the situation recurred again, albeit not so heatedly, but still I resolved the situation with my parents again. They decided to send the pupil to another school where, according to them, they would 'handle him better'. We respected their decision.\n\nStudent Profile:\nAge/Year: 16, 1. ročník SŠ\nHobbies: Sport, hraní počítačových her\nDisorders: Lhaní,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "474", "student_age_year": "16, 1. ročník SŠ", "student_hobbies": "Sport, hraní počítačových her", "student_diagnoses": "", "student_disorders": "Lhaní,Agrese", "teacher_approbation": "Vysokoškolské, speciální pedagogika + učitelství odborných předmětů pro SŠ", "teacher_practice_years": "16", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/218", "content": "TEACHING CASE STUDY\n\nBackground:\nClass 8A girls are changing in the locker room for PE lessons. They must come to class dressed, without accessories or jewelry, I lock everything in the locker room. One student and her classmate, who is also her best friend, always stand aside during the gym class, I constantly have to yell at them for not paying attention and tell them it's their turn to exercise. Basketball was not a success, so we go running. Shortly after that, a student comes in and asks to go to the toilet. They can only get to the toilet through the dressing room. I give her my keys and let her jump away. The girl is back after a while, she returns the keys to me. For the rest of the hour, she and her friend just giggle and gossip off to the side. She doesn't have fun with her classmates. When the bell rang, I went to open the dressing room for the girls and went to the choir room. After a while, two girls came knocking on me, just from gym class. One student cried that she could not find the chain. I went with her to look in the dressing room, I tried to reassure her that her chain would definitely be found. We didn't find it in the dressing room, briefcase or anywhere else. I asked her if she was really wearing it today, if it happened to be left at home. She said definitely not and her classmate also claimed that she was wearing it in the morning and she herself helped her take it off before gym and saw her put it in her bag. We have a positive relationship with the girls, I didn't expect them to lie. At that moment, it occurred to me that I had let a student go to the toilet without supervision, right through that locker room.\n\nSituation (Anamnesis):\nOne student has a complete family, her mother works as a saleswoman and her father as a bricklayer. He has two older brothers who only have primary education. He has been a problem student since the 1st grade, disrupts classes, talks back to teachers, does not come to class prepared and often forgets tools. Situations were always resolved by agreement, notes, regular consultations with parents were also held, of which, of course, records were kept. However, only the mother, not the father, always came to the session. The father is reluctant, does not communicate with the school at all. We know from extracurricular contacts that he recognizes only his two older sons and shows no interest in his daughter. In the second grade, the student's behavior deteriorated rapidly because she had support in her class, her classmates recognized her for her behavior. It was precisely because of the class collective that the student was transferred from class 7.A to class 7.B in the second grade. At first, her behavior improved before she found a friend in a new class who was a so-called 'street child'. Together they started lying again, they were never ready for class, they were disruptive and not paying attention. I once saw a student smoking in the park in her free time. I didn't intervene. Parents' meetings were also held at that time, so I had a chance to talk to the parents. On my part, the parents were also offered tutoring several times, I hoped that the student was not a bad person and that maybe she could tell herself. Only the mother came to the parent meetings again. She admitted to me that she couldn't help herself anymore, the student started stealing cigarettes, money and various valuables at home. I appealed to the mother that if her daughter's behavior did not improve, it would be a good idea to schedule a session with a psychologist.\n\nTeacher Intervention (Solution):\nThe student refused, she just kept silent about the situation, no matter how she expressed herself, she repeated that it was a moron's chain and that she didn't care. The mother admitted that she is at a loss and doesn't know what to do with her daughter, she doesn't care. We returned the chain to the student, the student apologized insincerely. We sent the girls to class, and I went to the principal's office with my mother. Management knew about the whole situation, it was my fault for letting them go unattended, but that doesn't excuse them from stealing. Because the entire process from the 1st grade on - negotiation, notes, reprimands, punishments - was not effective. We insisted with the school management on a consultation with a psychologist, or consultation with SVP. Mother agreed. We arranged a meeting for next week. Again, only the mother came to the consultation. I agreed on a therapeutic agreement with SVP, if the student's behavior does not improve within a month from this day, she will have to complete a stay in SVP. There was a lot of effort on the part of the mother, but the daughter does not respect the mother at all. The father is reluctant, does not communicate with the school at all. During the month, the student's behavior did not improve at all, on the contrary, truancy increased. The school management alerted the parents to contact OSPOD, and documented the minutes of the consultation with the mother. The student spent a total of 3 months in the house, she went home on weekends and the worker came to visit her. The employee informed me that the student is doing well, that she is even in love. After three months of stay, the school management contacted SVP that the student's behavior had improved a lot in the beginning, but after a certain time the student started lying and stealing again. After the SVP representatives agreed with the mother, they sent the student back to our primary school. She returned until the 9th grade, and was friends with only one student. Once a month, she went to SVP for consultations with a psychologist. However, the student showed that the behavior bothered her and was arrogant and vulgar.\n\nOutcome:\nThe improvement in behavior was always short-lived. The student continued to be disruptive, did not come to school prepared, insulted teachers vulgarly, and there was no progress in her behavior and awareness. The student graduated from basic education with poor grades. At the mother's request, the secondary school was not informed of her incidents at primary school. The mother wanted her daughter to start her studies at secondary school with a clean slate and had high hopes for her. I know from hearsay that the student stopped going to school after a year and started working at technical services, however, the family is still in contact with OSPOD.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Lhaní,Krádeže,Nepořádnost,Porušování pravidel\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "218", "student_age_year": "14 let, 8. třída", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Lhaní,Krádeže,Nepořádnost,Porušování pravidel", "teacher_approbation": "Magisterský titul – NJ, AJ Magisterský titul – TV, Z", "teacher_practice_years": "22 a 26 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/912", "content": "TEACHING CASE STUDY\n\nBackground:\nThis situation occurred when I was still relatively new and inexperienced at school. The problem was the constant disruption, subversion of the course of the geography clock. I don't remember if it was preceded by something concrete, but I would say that the student simply did not enjoy geography, or he just wanted to do problems 'on principle'. The student constantly drew attention to himself, he did not respect my repeated admonitions to calm down. This disruption kept escalating and I had to do something because it really wasn't possible to teach like this anymore.\n\nSituation (Anamnesis):\nThe student had behavior problems, he was often reprimanded, I don't remember if his behavior grade was reduced, but he was given various educational measures, for example, reprimands, notes,... The student was also a smoker. He had bad grades in school, except for physical education, because he was an athlete.\n\nTeacher Intervention (Solution):\nrepeatedly reprimanded the student verbally, but it did not help. After our verbal exchange of opinions, I couldn't take it anymore, and at that moment I grabbed the pupil by the collar of his sweatshirt and took him out of the classroom into the corridor, where I somehow talked it out with him between my four eyes. Well, then we returned to the classroom and the lesson continued.\n\nOutcome:\nAfter the incident, the situation improved, in this particular geography lesson the pupil did not attempt anything. In the long term, the relationship between me and the student improved and he did not disturb much even in the following classes, but he was further punished by his colleagues. When I look at this solution today, I don't feel good about it. Although the student stopped disturbing, it could have been done without this physical contact. I would never do it like that again.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník ZŠ\nHobbies: Sport\nDisorders: Provokace\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Physical intervention\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "912", "student_age_year": "15 let, 9. ročník ZŠ", "student_hobbies": "Sport", "student_diagnoses": "", "student_disorders": "Provokace", "teacher_approbation": "Mgr., tělesná výchova, zeměpis", "teacher_practice_years": "35", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1211", "content": "TEACHING CASE STUDY\n\nBackground:\nOne morning during a long break, a student I taught as his classmate came to my office. He told me that he didn't understand enough of the material they were covering during math class. He claimed to me that the teacher made high demands on the students and they were then unable to understand the material. When the student was tested the next day, he could not answer what the teacher asked him. The student said that he did not understand the lesson, after which the teacher started shouting at him and the situation developed into something much more unexpected.\n\nSituation (Anamnesis):\nThe student is a kind and good boy who, according to his class teacher, has never come into conflict with the teachers. He likes to participate in class activities, he is also very friendly and hardworking. Maths teacher - maybe a bit choleric in nature, but he gives off a pleasant, non-confrontational impression. He is probably not evil, sometimes he solves situations without thinking.\n\nTeacher Intervention (Solution):\nThe teacher's first reaction was to scream. He yelled at the student that he didn't understand what it was, that it was like \"stupid people\" in that class\n\nOutcome:\nI consider the mathematics teacher's solution in this case to be completely inadequate and out of place. It is not appropriate to shout at children in class and undermine their authority, the whole situation could have been resolved calmly. Also, the teacher did not have to immediately call the parents of the student in question. After all, it was an isolated incident that could have been resolved in a completely different way, so I would classify this situation as a badly resolved situation.\n\nStudent Profile:\nAge/Year: 12 let, 7. třída – ZŠ speciální\nHobbies: sport, poslouchání hudby\nDiagnoses: Lehké mentální postižení\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1211", "student_age_year": "12 let, 7. třída – ZŠ speciální", "student_hobbies": "sport, poslouchání hudby", "student_diagnoses": "Lehké mentální postižení", "student_disorders": "Rušení výuky", "teacher_approbation": "Mgr., ZSV, psychologie, speciální pedagogika", "teacher_practice_years": "6 let", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1012", "content": "TEACHING CASE STUDY\n\nBackground:\nIt's about 6 years ago. In the 6th year there was a pupil who absolutely distanced himself from any teaching. He walked unprepared, disturbed other classmates. No one in the class liked him very much. The teachers from the other subjects constantly complained that they couldn't have a peaceful lesson with him. One day he was terribly disruptive in my class. When I reprimanded him, he sent me to certain places. At that moment I got angry and called his father directly to see if it would be possible to talk to him at home\n\nSituation (Anamnesis):\nunfocused, inattentive, had no friends, was almost never ready for class\n\nTeacher Intervention (Solution):\nAfter I called my father, it was quiet for a while. Father came to class in a very bad mood. He scolded me that he was at work (I didn't understand here, because I didn't even invite him to school). He asked if he could take his son home for today. So I agreed. The rest of the day passed peacefully. The next day the boy came to school and was very quiet. After that, I heard a colleague in the hallway talking about how he might have gotten a pillow or something. I realized that I really didn't want that.\n\nOutcome:\nThe solution was short-lived. After about a week, everything started anew, I didn't call my father anymore, I just sent a message that it would be useful to see a psychologist. I never got a reply to this message.\n\nStudent Profile:\nAge/Year: 6. ročník\nHobbies: sporty, televize\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1012", "student_age_year": "6. ročník", "student_hobbies": "sporty, televize", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "matematika a fyzika", "teacher_practice_years": "15", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1466", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to my class in the second semester. I was teaching second grade at the time. He was brought in by his mother (actually a foster mother), who explained to me that they had only had the pupil for two weeks, that he was lively, talkative, and that I would not have an easy time with him. She let me read his record. The student had a terrible childhood, he was abused and therefore was taken away from his parents. He spent several months in the hospital as a result of the abuse. He had various mental problems, he was urinating... It was sad reading. The student in the classroom required constant attention. He felt that I was only there for him. He talked constantly, which made me and the other students extremely tired. He was very active in class, always commenting on everything and checking in non-stop. He wanted to answer absolutely everything. Which would be perfectly fine if he gave space to other classmates as well. Instead, the moment I called out another student, the student took offense. Integrating the student into the team was not easy. He was in his element at school, but he didn't realize there were other kids in the class. Just as he demanded constant attention from me, he did not show too much interest in other classmates.\n\nSituation (Anamnesis):\nThe student was a very lively boy. He was still talking. He required constant attention. He never got enough love and attention from his biological parents. He craved recognition.\n\nTeacher Intervention (Solution):\nI realized that I have to be very consistent with the student. The student needed to have clearly set rules that I will consistently enforce from him. Not only rules on how to behave in class, but also during breaks. It was also necessary for his classmates to accept him among themselves. I asked the class to cooperate. I gradually identified the children who talked with him during the breaks. The goal was to make him not feel alone during the breaks. Another goal was for the student to start receiving attention from other children as well. It was important for him to learn to function in a team and to perceive that he is not alone in the classroom. I also tried to give him a sense of importance and need. I therefore entrusted him with various tasks. She participated in class self-government. I wanted him to feel safe and accepted.\n\nOutcome:\nThe student gradually began to calm down. He understood that other children also wanted to answer questions in class and he was no longer so offended when I didn't call him out. He began to understand that I could not give my attention only to him. He understood that I liked him, but that I also liked the other children in the class. He also began to experience his first successes at school. I discovered that he is good at mathematics, that he has very good logical thinking. He quickly caught up on the missed material, cooperation with his mother was beneficial. I learned how important it is for children who have experienced trauma in early childhood to start trusting someone again and feel accepted and safe. I also realized that even very problematic children can be helped if there is good cooperation with the family. It was an important experience in my teaching practice.\n\nStudent Profile:\nAge/Year: 7 let, 2 třída\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Support, Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1466", "student_age_year": "7 let, 2 třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magistr.  Učitelství pro první stupeň", "teacher_practice_years": "30", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1009", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came as a new member to an already established collective, where the children had known each other since the first grade. I only received a notice from his previous school that he has been diagnosed with ADHD and is therefore often hyperactive and has problems maintaining attention. In order to get into the team better and to get people to notice him at the new school, he started drawing attention to himself. He was often disruptive in class. He interrupted not only the teachers' explanations, but also his classmates in an attempt to draw attention to himself. He began to verbally attack his classmates, most often using profanity, sometimes even using them in communication with teachers. He also often shouted when he was not asked and did not wait to be told.\n\nSituation (Anamnesis):\nThe student lives only with his mother, so his effort to draw attention to himself may be based on the fact that he receives very little attention at home, as his mother has 2 jobs and is not at home that often. At home, the student is most often alone and spends his time mainly on the Internet, from where he can get his vulgarities and inappropriate behavior.\n\nTeacher Intervention (Solution):\nI tried to draw the student's attention to his problematic behavior. The pedagogues and I constantly reprimanded him, he received various disciplinary punishments, but he did not correct his behavior at all, even when I warned him that he was not behaving as he should. There was no improvement, on the contrary, his behavior began to escalate, he also began to fall from his chair and screamed even more often. It was such a vicious circle, the more punishments, the worse the behavior.\n\nOutcome:\nWe did not come to any meaningful conclusion, the student's inappropriate behavior became more and more intense and it was necessary to change the approach to the student.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: počítačové hry, aktivita na sociálních sítí\nDiagnoses: ADHD\nDisorders: Neuznávání pravidel,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1009", "student_age_year": "13 let, 7. ročník", "student_hobbies": "počítačové hry, aktivita na sociálních sítí", "student_diagnoses": "ADHD", "student_disorders": "Neuznávání pravidel,Rušení výuky", "teacher_approbation": "Vysokoškolské-titul Mgr., aprobace český jazyk", "teacher_practice_years": "20 let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1071", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the lessons in 2.X, it was obvious that the whole class did not like one of its classmates. This student constantly tried to be the center of attention. He answered every question I asked. He immediately sued his classmates, for example, who didn't have homework, etc. Immediately after the lesson, he sued his dad about how many times he was called on in class and how many times he was not. This behavior was manifested in all classes. So, of course, his classmates hated him, didn't want to talk to him, outright ignored him or gave him evil looks. The father then suggested that the student was being bullied in class.\n\nSituation (Anamnesis):\nPupil - 12-year-old high school student, very intelligent, general interests, likes to learn, unempathetic, demands to be the center of attention and demonstrate his knowledge, likes to prove to others that he is intellectually superior. Classmates - they despised the student, otherwise the mutual relations between other classmates were good, they did not attack the student physically, rather they ignored him, threw evil looks at him.\n\nTeacher Intervention (Solution):\nAn interview took place with the pupil and his father. In general, it was not proven that the pupil was actually bullied by the class. Dad required outside intervention. A special anti-bullying organization came to the school and confirmed the same as the school. – Classmates don't like the student, but they don't bully him. Dad was satisfied.\n\nOutcome:\nThere was no solution, the school year soon ended. As soon as the student entered the higher year, he found a girl and changed his behavior. Thanks to puberty, he stopped reporting everything to his father. From then on, the class was in harmony.\n\nStudent Profile:\nAge/Year: 12 let, sekunda (7.třída)\nHobbies: Všeobecné, rád čte v encyklopedii\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1071", "student_age_year": "12 let, sekunda (7.třída)", "student_hobbies": "Všeobecné, rád čte v encyklopedii", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., aprobace biologie + společenské vědy", "teacher_practice_years": "39 let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1093", "content": "TEACHING CASE STUDY\n\nBackground:\nThe moment I came to the classroom for teaching, the student started shouting at me. At first just some random comments, but later it turned into dirty words. Almost every time he managed to pull other students out of the class and thus hindered the teaching. Unfortunately, it wasn't just my problem, but practically every colleague who taught in his class. He was able to find the thing about each of us that bothered her the most. Therefore, it wasn't just about fighting, but, for example, he walked around the classroom or threw various objects at the teacher. He was already unmanageable in these situations.\n\nSituation (Anamnesis):\nThe student was not capable of self-reflection and bought friends, brought them various things to school or invited them to restaurants, for meals and other things in his free time. The other classmates were not interested in him or he was able to bully them. He thus caused fear in the others, and therefore they joined him and the disruption of teaching.\n\nTeacher Intervention (Solution):\nWe dealt with his behavior in class so that he simply had to go outside with the work to an empty classroom and do it under the guidance of another teaching staff. As soon as he was done with his work, he would go back to class. However, this was not possible every lesson, so I had to start solving the situation with my parents again. The mother did not want to believe us and for one whole week she sat in the pew with her son and 'checked' his behavior. It was safe to assume that he had moderated his behavior that week. Then the mother decided that the son was not doing anything wrong and we, as teachers, sat down with him.\n\nOutcome:\nAfter visiting my mother, I reached a dead end. The student enjoyed the attention and did not feel bad at all about the fact that his mother had to accompany him to school for a week, rather the opposite. Seeing that mom was on his side, he basically felt invulnerable, that he could afford anything now. There was only one positive component to sending him out of class every hour, and that was that he did the work he was assigned. Otherwise, it had no effect on his behavior. In the end, the situation escalated and the student started swearing at the headmistress. The management therefore contacted the Educational Care Center and, after an agreement with the parents, the pupil left the school.\n\nStudent Profile:\nAge/Year: 8. třída, 14 let\nHobbies: žádné, ztráta mimoškolních aktivit\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1093", "student_age_year": "8. třída, 14 let", "student_hobbies": "žádné, ztráta mimoškolních aktivit", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. CH, VKZ", "teacher_practice_years": "27", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/697", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during gym class. The girls lined up in a double row, but no one wanted to lead the way. It wasn't clear whose turn it was, so I asked two students to let one of them take the lead. One of them looked sour, stood in front of the others and made the entrance. She then looked at me and arrogantly asked, 'Satisfied?'\n\nSituation (Anamnesis):\nThe student who led the class usually likes to be the center of attention and is the leader of the class who likes her. There are usually no major problems in the classroom.\n\nTeacher Intervention (Solution):\nreacted calmly and thanked her for helping me. The following day, I had the opportunity to talk with several classmates about the civic education project. After that, I invited the pupil in question to a private interview. I asked her about the event of the previous day and expressed my regret that I had to think about it. I wanted to know if he had a problem with me and how we could solve it. The student replied that it is not about me, but that she feels nervous when she has to stand in front of others and be the center of attention.\n\nOutcome:\nIn the following hours there was no more problem. The student communicated normally, was nice to me and the arrogance did not recur. I realized that I should not pressure her in this regard, and our mutual relations became more comfortable.\n\nStudent Profile:\nAge/Year: 12, 7. třída\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "697", "student_age_year": "12, 7. třída", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr. titul – učitelství pro 1. stupeň Mgr. titul – učitelství dějepisu a tělesné výchovy pro základní školy", "teacher_practice_years": "14 a 8", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/154", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened almost at the very beginning of my teaching practice. In the 8th grade, I was teaching a history lesson and assigned the students an independent task. Everyone started working in no time, but the student in the first desk was lying on the desk and was inactive. Before speaking to him from the chair and carefully rousing him from possible sleep, I came to his desk and slammed my hand on the board. The student quickly straightened up and shouted in alarm, “What are you doing, dude?\n\nSituation (Anamnesis):\nIt was a thirteen-year-old student who grew up with only his mother, who, by the way, worked as a teacher at the same school. He never caused any problems, but I must say that he was such a coolie with a \"provocative face\n\nTeacher Intervention (Solution):\nknow I didn't handle his problematic behavior properly. I think he said that sentence because maybe he thought I was a classmate and it wasn't a reaction against me. However, I reacted very affectively and unprofessionally at that moment and slapped him, which I would not do now. Now I wouldn't even be upset by anything like that, I think I've calmed down over the years. Anyway, after the incident we both went to the principal's office where we discussed the issue in front of the principal and I apologized to the boy in front of the class so they could see that this was not normal practice and I was wrong. He also apologized to me, but I know that the way he titled me was not intentional and certainly not common in his case.\n\nOutcome:\nPhysical intervention was definitely not appropriate, but I think we handled the incident well in the end. In the long run, it didn't affect our relationship or the course of the lesson in any way, it was probably a shock for the class at the time, but I think the public apology was a good solution, the whole thing went without further consequences.\n\nStudent Profile:\nAge/Year: 13 let, 8. třída\nHobbies: vojenský klub, military\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Physical intervention\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "154", "student_age_year": "13 let, 8. třída", "student_hobbies": "vojenský klub, military", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské, aprobace: ZSV a Dějepis", "teacher_practice_years": "20 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1100", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not communicate orally with other classmates or teachers at school. He refused to go to the blackboard. Evaluation was only possible through written forms. Absences on Mondays and Fridays increased over time. The class teacher addressed this fact several times with the legal representatives and the counseling center. After covid (distance) teaching, he stopped going to school at all. Even his mother couldn't get him to go to school.\n\nSituation (Anamnesis):\nThe student has been diagnosed with autism spectrum disorders. He visits the counseling center regularly. He didn't show up in class at all. He refused to get up from his seat.\n\nTeacher Intervention (Solution):\nThe class teacher tried several times to persuade the pupil to start going to school regularly. When the arrangements were in vain, she turned to her mother and a counseling center. The mother admitted that even she was not able to make the student go to school.\n\nOutcome:\nThe student was not in school for the entire second half of the ninth grade. The mother provided a certificate from psychiatry that he was unable to do so. In order for the student to be evaluated, he only delivered the assigned work in digital form. He stopped going to school completely. You didn't even come for your final report card. Finally, the pupil was admitted to a special high school.\n\nStudent Profile:\nAge/Year: 15\nHobbies: -\nDiagnoses: Porucha autistického spektra\nDisorders: Bariéry v komunikaci,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1100", "student_age_year": "15", "student_hobbies": "-", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "Bariéry v komunikaci,Odmítání spolupráce", "teacher_approbation": "Mgr., ČJ, AJ", "teacher_practice_years": "35", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1479", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is a second-year student at a four-year high school. He has a big problem with classroom behavior within the team and teachers. He despises not only his classmates, but also the teachers, to whom he allows himself to use vulgar insults and threats. He also has a great dislike for the curriculum, especially because he has excellent results, so he despises the teaching methods of the professors and also the difficulty of the tests. He feels that he has nothing to do in class and mocks his classmates and the entire institute. Despite the fact that he is not always perfect, he is on top of things and has everything on the hook. This is also driven by the fact that he is a really excellent top athlete, so he is appropriately proud of his achievements and shows it to everyone. The student is in alternate care, where he spends most of his time with his father, who vaccinates him against his mother. The father is very well financially secure and thus compensates for all the student's problems. Another problem is that the student constantly draws attention to himself, especially by spoiling and destroying a lot of not only school things, but also the things of his classmates.\n\nSituation (Anamnesis):\nAn extroverted student who constantly seeks attention in negative ways, such as destroying not only school things, but also his classmates' things. He despises the teaching methods of his teachers, as his results are almost perfect. He also despises everyone else, as he is a successful elite athlete and lives in the fact that there is no one better than him.\n\nTeacher Intervention (Solution):\nAs you can imagine, his appalling behavior is being dealt with by the entire institution. Several times there was a proposal for expulsion. However, since his father is a sponsor and a very well-placed person in the Czech Republic, dismissal is inaccessible. The student himself is very well aware of this and uses it accordingly. We met with his parents several times, but his mother, as much as she would like to, can't do anything, and his father doesn't want to hear about any possible arrangement or a visit to a psychologist. It is therefore a vicious circle that is perhaps unsolvable. The whole situation worries everyone very much and we are almost desperate and don't know what to do, so we prefer to just look at the situation.\n\nOutcome:\nThe result of the solution is that the student's bad behavior came to the attention of his father's co-workers, who finally opened his eyes and started to at least do something about it. He pays more attention to the student and gives him ultimatums that force him to behave better at school, which then suits all parties. But as far as the school solution is concerned, almost nothing has changed. At most, the professors allow themselves to say more things and reservations to the student without fear of it being returned to them. Therefore, unfortunately, on our part, as an institute, not so much activity for change was developed, even though we have tried to do so many times.\n\nStudent Profile:\nAge/Year: 17 let, 2.ročník na gymnáziu (GUH)\nHobbies: Vrcholový sport – atletika\nDisorders: Arogance,Disrespekt,Neúcta k autoritám,Rebelství\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1479", "student_age_year": "17 let, 2.ročník na gymnáziu (GUH)", "student_hobbies": "Vrcholový sport – atletika", "student_diagnoses": "", "student_disorders": "Arogance,Disrespekt,Neúcta k autoritám,Rebelství", "teacher_approbation": "Mgr., český jazyk a občanská výchova", "teacher_practice_years": "5", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1505", "content": "TEACHING CASE STUDY\n\nBackground:\ncame in as a new teacher and after almost a month of getting used to the class, more and more problems with one student's attention and response started showing up. After my conversations with other teachers, I learned that the student acts in the same way in most lessons - measuredly - but his results are always 100%, so they don't have a problem with him and leave him as he is. Their only problem was that he allegedly made fun of them by pointing out their mistakes in front of the rest of the class, which has not happened to me yet. Over the next few weeks, this name began to be heard more often in our shared office, until I was called before a small school committee, which was convened by the principal at the request of a colleague at the time. The pupil's teachers and the pupil himself were represented. It was an hour and a half long performance that could be characterized as something between a monologue and a dialogue with a wall. The student obviously didn't want to be there, in fact he didn't even care, as he firmly believed that the whole thing was a circus and his actions were never intended to make fun of any of the teachers present. Although most of the teachers refused to comment or in any other way participate in the testimony that this was happening in their classes, the process was conducted as if it was happening.\n\nSituation (Anamnesis):\n9th grader, quiet, intelligent, talented, bullied by his classmates, he represented the school in all fields - from sports to recitations.\n\nTeacher Intervention (Solution):\nBefore the commission was convened, I sat down in the office with the student myself and tried to understand him. Although he made it very clear to me that this session was completely unnecessary for him, in the last few minutes there were signs of empathy in him, when he understood that it was very important to me. Either as a new teacher or as a person. I suggested the same to my colleague, who was the initiator of the whole commission masquerade – it could not be called otherwise. I'm told this conversation has happened several times before, but never of any lasting consequence. However, when I probed among other colleagues, it suddenly happened with them, when they recognized their mistake - they proved the student right.\n\nOutcome:\nEven that day after the end of the meeting, the pupil began to appear much more withdrawn and dissociated both in class and during breaks. His occasional reactions in class were reduced to zero, and he did not express himself at other times when he was not directly addressed - and not just in my classes. His classmates also noticed this and intensified the bullying, and some teachers sensed an opportunity to 'take revenge' on him for how uncomfortable he made them feel. During the complaints - which, however, did not come from him, but from his classmates, who were bothered by this behavior - the students and teachers in question kept a so-called low profile and denied everything. The headmaster himself sometimes randomly probed the lessons to find out what was true, but the pupil probably had no idea what was going on around him in these spheres, so he continued to behave as was natural for him - dissociated - and therefore the director had to give the truth to the other side. After being admitted to high school and saying goodbye, he was the only one in the class to refuse to comment and just say thank you in general - unlike his peers who elaborated on every sentence.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: Všeho druhu\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1505", "student_age_year": "14 let, 9. ročník", "student_hobbies": "Všeho druhu", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Zeměpis, Dějepis", "teacher_practice_years": "14 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/790", "content": "TEACHING CASE STUDY\n\nBackground:\nWe were writing a test, the student was caught, as described by his classmate. When I asked if he was copying, he deliberately lied to me that he wasn't copying. I confiscated the test from him.\n\nSituation (Anamnesis):\nThe student is rather quiet, likes physical education, shows less in other subjects.\n\nTeacher Intervention (Solution):\nAfter finishing the written test, I called the student and had the following conversation with him. First, I pointed out its positive aspects, fairness in sport, without which sport makes no sense. An unfair sport loses fans because it is not fun if it does not reflect the actual performances of the athletes. It is the fans who admire the real performances, not the deception. In addition, athletes cannot develop. Defeats can move on. You can learn from them and win deservedly next time. After all, overcoming sporting challenges is what motivates athletes themselves. It's the same with copying. It is a deception that does not pay off because the student is deceiving himself. False success prevents him from improving. The mistakes that I admit to myself, on the contrary, can lead to permanent improvement, they make me think and find out what I don't understand. Lying is an escalation of this deception, and it also has unfortunate consequences for the class collective, as it can motivate other students not to learn from mistakes. It spoils the whole class team. He didn't get a grade or an A on the unwritten test. The only punishment was moments of uncertainty when his test was confiscated.\n\nOutcome:\nThe student acknowledged the mistake, promised that it would not happen again and was allowed to write the test again. Apparently he understood the agreement, because the behavior did not repeat itself. I was completely satisfied with the solution to the situation, because he admitted his mistake and the behavior did not repeat itself. In the given solution, I behaved in a completely supportive manner when I followed up on his favorite sports activity. I pointed out the connections between fairness in sports and in school. The demands were quite reasonable as at his age he could be expected not to cheat.\n\nStudent Profile:\nAge/Year: 8. ročník ZŠ, 14. let\nHobbies: počítače, sport\nDiagnoses: ADHD\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "790", "student_age_year": "8. ročník ZŠ, 14. let", "student_hobbies": "počítače, sport", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Mgr., Čj, Nj, dějepis", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/581", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "581", "student_age_year": "11 let, 5. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, AJ, ČJ", "teacher_practice_years": "9", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/704", "content": "TEACHING CASE STUDY\n\nBackground:\nA lesson of physical education in the outdoor areas of the school. The boys played football. The team with the student with ADHD was losing. His display of losing behavior was out of place. He went out on purpose, reached for the ball, even though he was not the goalkeeper. It could be summed up as not respecting the rules of the game. When the whole team lost, he became aggressive. He kicked and cursed everywhere. He tried to turn the whole situation around and blame the loss on the other team, looking for excuses why his team couldn't win.\n\nSituation (Anamnesis):\nThis is the same class as in case study ++, a class at the second level with 22 pupils. One student with ADHD and a teaching assistant who is in the classroom. A student with ADHD has typical symptoms such as hyperactivity, restless hands and restless legs. His behavior is too hasty and impetuous without thinking about the consequences of his own behavior.\n\nTeacher Intervention (Solution):\nThe team in which the student with ADHD played got the second goal. Student: You're not serious! That didn't work! Other students: But it was valid, right, teacher. Teacher: Yes, this goal counts. Let's keep playing guys. The student takes the ball in his hand and throws it across the field into the goal. Pupil: Our team also has a goal. Yoo. However, the teacher said at that moment that the goal was not worth it. The student became enraged and started yelling at the other boys. So the teacher said to him: If you don't know how to behave and you are fighting here with the others, go sit on the bench and when you know what you did wrong, you will tell me. It would be best if you apologize and realize what you are doing to other guys. Do you think we'll want to play with you next time?!\n\nOutcome:\nThe teacher thought that the situation was over and we could continue playing in peace. But the student started making mischief on the bench. Of course, he didn't think about the situation, and the teacher probably pissed him off even more. However, the teacher didn't understand why he got so carried away because of a few goals. The situation ended with the student asking if he could go to the bathroom. Why couldn't he, so the teacher let him go and the student peed up to the wall in the toilet. He came back completely calmly, as if nothing had happened. He was swinging on the bench, it's a wonder he didn't fall. So the teacher told him to stretch and the student started stretching on the ripstool and doing doggie tricks on it and all the boys laughed at him, which he probably meant.\n\nStudent Profile:\nAge/Year: 11 let, 6.ročník\nHobbies: Hry na pc\nDiagnoses: ADHD\nDisorders: Lhaní,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "704", "student_age_year": "11 let, 6.ročník", "student_hobbies": "Hry na pc", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Agrese", "teacher_approbation": "Vysokoškolské, magisterské, speciální pedagog", "teacher_practice_years": "12", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1266", "content": "TEACHING CASE STUDY\n\nBackground:\nThat was such a distinctive class. There were 17 boys and 13 girls. The boys had a strange hierarchy among themselves and were constantly trying to take a higher place among themselves. There was also one disabled boy in the class who had limited mobility with the help of crutches. This disabled pupil was assigned a teaching assistant. This element there did such a weird thing with the other guys. Some of them felt that if the disabled student had an assistant, he was greatly favored. And for a long time there were such things that the guys used him to prove something to themselves. They verbally attacked him in class and made inappropriate comments in class. The one particular case that I would like to point out happened in one of my classes, when the class was already ending and I was erasing the blackboard. The students were lining up and I was supposed to accompany them to lunch, and suddenly the disabled boy was lying on the ground. From the testimony of the students around the disabled student, it emerged that the student attacked him from behind and knocked him to the ground because he felt that the disabled student was ahead of him in the lunch line. Something unimaginable from my point of view. How can a healthy student attack a disabled classmate from behind. But it was nothing strange for the student.\n\nSituation (Anamnesis):\nThe student was diagnosed by the school as above average intelligent in an IQ test (up to 140 IQ in one area of the test). From the beginning of the second grade, he had no problem with learning and had excellent results. The student was not able to hold his own in any group. It was difficult for his classmates to make friends with him.\n\nTeacher Intervention (Solution):\nRight in the afternoon, we consulted with the guidance counselor and talked with both the student and the other classmates in order to get a testimony of how it all happened. From these testimonies it clearly emerged that the pupil really attacked him from behind. They didn't know the reason, and the student didn't give a reason why he attacked the student, and on the contrary, he defended himself by saying that he didn't attack him and lying and twisting everything. Subsequently, we involved the parents. Unfortunately, it did not lead anywhere with the student's parents and the requested apology was not accepted. His parents' views were fascistic. I take this as a failure of the whole solution because it failed to achieve\n\nOutcome:\nOverall, it was not possible to achieve any awareness of guilt and apology on the part of the pupil and his parents. Of course, the student was disciplined and reprimanded by the school principal. At the level of that class, nothing has changed for the moment, and the first signs of the student's self-reflection appeared only after two years, when he heard the opinions of his classmates.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: Četba odborných knih, např. encyklopedie\nDiagnoses: Náběh na Aspergerův syndrom,Lehká forma autismu,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1266", "student_age_year": "13 let, 7. třída", "student_hobbies": "Četba odborných knih, např. encyklopedie", "student_diagnoses": "Náběh na Aspergerův syndrom,Lehká forma autismu,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus", "student_disorders": "", "teacher_approbation": "Mgr. – Ma, Fy (+ na škole Inf a ICT)", "teacher_practice_years": "18", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/488", "content": "TEACHING CASE STUDY\n\nBackground:\nUnfortunately, the teacher could not remember any situation that would have turned out badly, or in which she would have behaved in such a way that she would be significantly dissatisfied with herself in retrospect. But she remembers a case when she was unable to solve a problem with a high school student for a long time. Despite the fact that they finally found a way and gradually solved the problem (or at least significantly alleviated it), I will include the story here, in unreported situations, because it is the only one that the teacher confided in me. At that time, she had been a teacher in practice for about 18 years and taught at a secondary school. A student came to her biology classes who, although he was really smart, unfortunately disrupted the lessons a lot. He was constantly shouting, jumping into the conversation and asking (albeit interesting) questions not only to the teacher, but also to his classmates, which disturbed him and made them lose their attention. He had never-ending comments on a lot of topics, added his own knowledge, talked together with the teacher and often even tried to shout over her. Not only the teacher, but also the classmates were dissatisfied with such behavior. He was constantly reprimanded, shouted at and silenced.\n\nSituation (Anamnesis):\nThe teacher was aware that the student was not intentionally disrupting the lesson. He was an exemplary student with excellent grades, a wide range of interests and a desire to learn. However, he had no sense of communication and did not know when it was appropriate to speak in class and when not. The teacher mentioned that the student tried to fight with his problem by himself, but the situation never gave him and the interesting topics once again drew him to think aloud and the need to know the answer to his question right now.\n\nTeacher Intervention (Solution):\nWhen admonitions did not help in teaching and the situation worsened, the teacher decided to invite the pupil to the office. The student came after class and they talked about the whole situation together with the teacher for about half an hour. The student was aware of the problem and claimed that he himself did not know how to fight it. He says he has a lot of questions and doesn't know when else to ask or where to look for answers. They agreed with the teacher that they would try to write their questions on paper. Therefore, whenever he wants to ask something or, on the contrary, say something interesting about the topic, he makes a note and at the end of the lesson he gets a chance to share all his comments. At the end of each class, the teacher set aside 5-7 minutes for all students to ask questions and share their knowledge.\n\nOutcome:\nEven though the problem seemed unsolvable at the beginning, this \"measure\n\nStudent Profile:\nAge/Year: 4. (maturitní) ročník střední školy\nHobbies: vše\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Agreement, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "488", "student_age_year": "4. (maturitní) ročník střední školy", "student_hobbies": "vše", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Biologie, Tělesná výchova", "teacher_practice_years": "23", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/560", "content": "TEACHING CASE STUDY\n\nBackground:\nAs part of my teaching experience, I met a student from the first grade who had major adaptation problems to the new school environment and her classmates. According to the teachers from the kindergarten, this problem already occurred during attendance at kindergarten. She started up to preschool class. During the school year, she was often absent for health and family reasons. She did not create the necessary bonds and contacts with her peers and teachers. After entering the first grade, I noticed that the girl does not show the usual enthusiasm like other children who are happy with the new situation, tools and environment. The student was very lonely and silent in the school group. She did not seek contact with her classmates, even though she already knew a little of the children from the preschool class. I observed that she often goes to the bathroom even during classes, saying that her stomach hurts or she is sick. The nausea was so severe that I had to call my mother during the day, who took her daughter home. The frequency continued to increase, and the girl began to have even one-day absences from school.\n\nSituation (Anamnesis):\nFemale student, 6 years old, 1st grade of elementary school. The girl lives only with her mother and younger sibling. She is very fixated on the mother, who is on parental leave and takes full care of her two-year-old son. He manages tasks in class. When working independently, she is meticulous and gets the job done. She doesn't like to draw attention to herself. Even if he knows the answers to the teacher's questions, he still doesn't sign up. Answers only when prompted by the teacher. He answers in a low voice and mostly correctly. She enjoys drawing and coloring pictures. She likes to engage in activities where she is alone. Contact with classmates is not sought unless necessary.\n\nTeacher Intervention (Solution):\nCertain adaptation problems for pupils entering the first grade can be predicted and are common. However, it usually disappears within a month as the children get used to the new school environment, regime and new teacher. That was not the case with the girl. Each school day begins with a minute in the morning, where all the children briefly share their experiences from the previous day or talk about what is current at the moment. In this way, the children train their expressive skills and get rid of the shyness of expressing their thoughts in front of the team. She was not very involved in activities within the community circle. Through speaking exercises, I wanted to find out how they feel in class and at school. However, she did not like public speaking in front of the class. That's why I chose the method of free drawing in my art class on the topic of my school, my friends and what I like most about school. From the visual expression, I concluded that she is worried about school and doesn't have any friends at school. Afterwards, I conducted a guided interview with the girl outside the classroom. First, I created a friendly atmosphere. With the help of a stuffed animal, I instilled trust and a feeling of safety and security in her. I asked about her feelings, her relationship to school, what kind of friends she has and who she plays with in her free time. Interviews took place repeatedly. I found out that he spends his free time at home only with his mother and younger brother. Based on the interviews with the girl, I arranged a personal meeting with her mother. I informed the mother about the problems that I had observed in the girl since the beginning of the year. The mother is aware that the girl has a more closed nature and does not seek the company of other children. At the same time, I familiarized my mother with the possibilities of solving the current situation. I suggested she visit a pedagogical-psychological counseling center and also a visit to a pediatrician, who would rule out the girl's health problems associated with abdominal pain and nausea. I suggested to my mother that it would be beneficial to stay with her classmates as part of the afternoon school group, where the children are engaged in leisure and extracurricular activities together. I also introduced her to various clubs that are for school children at our school. Due to her hobbies, I recommended to my mother to enroll the girl in an art club and creative creation. During the school day, I entrusted the girl with small tasks (handing out notebooks, erasing the blackboard, decorating the classroom) so that she felt needed in the classroom. During the lessons, I included more work in pairs and group teaching. In my class, I created a Mood Barometer where the children pin a pin with their name on it based on how they feel and how well they did at school. By placing pegs on one of the emoticons, I get instant feedback from each individual child.\n\nOutcome:\nAlready after the first interviews, the girl started to communicate more with the teacher, she was able to confide about her fears about the new school environment. The mother accepted the teacher's suggestion and actually signed up for the school club. She started spending more time together with her peers. She gradually got involved in group games and activities. She also started attending the pottery club. Over time, she got used to the class and found her first friends among her classmates. The mother has postponed the proposed visit to the educational and psychological counseling center.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: kreslení, tvoření, zpěv\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Agreement, Support, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "560", "student_age_year": "6 let, 1. třída", "student_hobbies": "kreslení, tvoření, zpěv", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "33 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/647", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was as follows in one class, according to the guidance counselor and the high school professor. The children started creating different groups of people. But there is also this gifted student who has no problems, but one group of more dominant kids started to bully this gifted student. The situation escalated once after school in the locker room when this more dominant group, led by one female student, began attacking this gifted student in the locker room. They took his backpack, things, shoes. However, by chance, the banker also came home from work, who deciphered the situation well and tried to solve the situation the very next day. The children took part in an adaptation course, team building, where they had a rich program about the situation of mutual respect. The teacher subsequently stated that the situation in the classroom calmed down and the children began to respect each other and in the end they were a good group.\n\nSituation (Anamnesis):\nThe class was divided into different groups that could not respect each other. A more dominant group of individuals, led by a not-so-smart student with good grades, decided to hit on a classmate who is rather submissive, from a Catholic family, and a very gifted student. Fortunately, the teacher, according to the doctor, was caught early on. It took place in the classic way of denying various things, stealing and mocking on the Internet.\n\nTeacher Intervention (Solution):\nThe teacher started solving the situation the very next day. He informed his colleagues, the class teacher and the school management in the assembly hall. The first lesson was class time, where the subject of bullying was discussed with the educational advisor. After the presentation, a kind of adaptation course and teambuilding for the whole class took place in about a week, where they had a 3-day program organized by a volunteer center that deals with this issue, unfortunately the teacher no longer remembers the name of that center.\n\nOutcome:\nThe situation in the classroom completely calmed down after the program, and in the end it was a great group of people who still have good relations with each other today, even though they no longer study at that school. This bullying did not occur in the classroom and lessons, so it was difficult to recognize, it often took place outside the school, except for the incident in the locker rooms. Fortunately, the situation normalized and the bullying caught in the beginning calmed down. I classified this situation as ++ because I believe that its solution also belongs to positive situations.\n\nStudent Profile:\nAge/Year: 13 let\nHobbies: Čtení knih, skaut, setkávání s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "647", "student_age_year": "13 let", "student_hobbies": "Čtení knih, skaut, setkávání s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské – dějepis, ZSV, titul PhDr.", "teacher_practice_years": "15 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1155", "content": "TEACHING CASE STUDY\n\nBackground:\ndon't even know if this behavior can be described as problematic. At the beginning of my practice, when I started as a classroom teacher, I had a boy in my class who had no friends and didn't even show interest in talking with other students. He himself was an excellent student, a first-grader, but during breaks he always opened a book and read. When classmates tried to talk to him, he would quickly end the conversation or eventually go to the bathroom/hallway. I was afraid that this problem would carry over into adolescence or even adulthood.\n\nSituation (Anamnesis):\nThe student was a very strong introvert, quiet, he liked to read, his favorite series was one that he read several times in a row. He was not part of any group in the class, he avoided contact with his classmates. He was able to work in a group (he cooperated with other pupils), but if he had a choice, he liked to work alone.\n\nTeacher Intervention (Solution):\nAt first, I tried to solve this problem alone with the student, but he told me that he likes to read and doesn't need to talk to anyone. He told me that the other students have other hobbies and that's why he doesn't hang out with them. I tried to talk about this situation individually with his classmates, but they told me that they had tried to talk to this student several times about everything possible, but he himself did not seem very interested in any kind of conversation. Despite that, I tried to motivate them to try to integrate the student into the team, and on the advice of my colleagues at the time, I tried some adaptation games.\n\nOutcome:\nThe student still showed no interest in contact with other classmates, it seemed that he was even more withdrawn and did not want to cooperate with them. The classmates gradually lost interest in his inclusion in the team, and I, since the student did not cause any problems, decided not to prolong this situation any further. He himself did not think that these efforts, both on my part and on the part of his classmates, were doing him any good.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nHobbies: čtení\n\nAnalysis & Annotations:\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1155", "student_age_year": "13, 7. třída", "student_hobbies": "čtení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., polský jazyk, český jazyk", "teacher_practice_years": "30", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/832", "content": "TEACHING CASE STUDY\n\nBackground:\ngot a PCH student into the 3rd grade. He occasionally showed signs of attention deficit disorder, but at the time of the transition to our elementary school, he was not specially worked with. The boy thrived with A's. The change came from around the fourth grade, when he often did not respect the rules of the class and did not respond to my calls. After talking hours in the tripartite, I found out that he still responds to his mother. At the same time, he did not have a completely negative attitude towards the school or me. I had been used to his short attention spans since third grade, but his defiance was new to me. Later, he started deliberately lying to me, denying it, even though I caught him, for example, taking things from his classmates. In a specific situation that I remember, one classmate bothered him for a long time, they often argued about something. The climax of the situation was when he cursed a classmate for morons, punched him in the stomach, and then they got into a fight. When the children came to tell me, he did not admit it and absurdly denied that the other had given him the blow. There were also signs of bullying, where he was the leader and guide, he often scolded his classmates and knew where to go, insults to his parents 'your mother is disgusting' or to his character 'you're fat, that's why you don't run' were repeated and thus disrupted relationships in the class. At that time, we dealt with the situation with the prevention methodology, the principal, parents and in the classroom.\n\nSituation (Anamnesis):\nten-year-old boy attending primary school comes from a complete family. The father is often separated from the family, he works as a driver. He has an older brother with whom he does not get along well. The parents are cooperating with the school, although they initially downplayed the problem. Undesirable behaviors include lying, leading classmates, insulting, disrespecting rules and teachers. He is not completely excluded from the team and has a friend in it. His hobby is mainly baseball. A teacher close to the family believes that he is probably exposed to stimuli inappropriate for his age at home, such as brutal films, etc., thanks to his older brother.\n\nTeacher Intervention (Solution):\nImmediately after the incident, we investigated the situation and indeed PCH himself was a relatively gratuitous aggressor. The parents were informed and we resolved the situation with the school principal. Both actors of the conflict received a note, and then we dealt with similar situations as a class. In the long term, I didn't want to deal with the situation with him negatively. On the contrary, I always tried to support him and praise him when he did something right, went out of his way to meet his classmates and so on. I didn't let him tell me anything. The trust between the teacher and the student was greatly damaged by his previous behavior. This is not how the common relationship between student and teacher can be maintained. Everything that was pathological, such as swearing, and verbal attacks on classmates, we definitely dealt with, monitored and prevented it. Tripartite, interviews with records, meetings with parents and the director were countless. In the end, PCH ended up in the SPC and subsequently also in a psychiatrist, at that time the defiance was gradating in the home and the parents insisted on a solution. He was diagnosed with oppositional defiant disorder and ADHD. However, the main reason behind the speeches was the failure of the opposition's defiance. Mr. Psychiatrist probably helped him in the short term, but in the long term, in my opinion, the drugs rather harmed him.\n\nOutcome:\nAs a result of being put on medication by a psychiatrist, he went to school very depressed. The anger, the lying, and the pointless defiance have almost died out. But unfortunately his depression had consequences in subjects where his talent could be shown, for example in art classes. Conflicts with the pupil in question did not repeat themselves.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Sporty  baseball, vybíjená)\nDiagnoses: ADHD\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Support, Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "832", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Sporty  baseball, vybíjená)", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "Pedagogické magisterské vzdělání -  Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "8", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1268", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were already problems when I got it in the fifth grade. He went to school from the first grade. I was his class teacher from fifth to seventh grade. He didn't hang out with anyone in class. He did not seek conflicts, was introverted and sat alone. In terms of school performance, his grades were average, but things got worse in the seventh grade. He didn't enjoy school, and if he didn't understand the material, he didn't want to do anything. He just sat there and did nothing despite being reprimanded. When he didn't want to do anything, he said he wouldn't do it, and no one convinced him to work. When the principal called him to the principal's office, he did not move from his chair and the principal had to follow him into the classroom. We resolved this situation with the parents, the school psychologist and the student himself. At home, his parents did not pay attention to him and did not want to deal with this situation much. Once his father came to us and told the student, even in front of us, that if you work at school, he will buy him a better computer. His hobby was gaming and IT industry. We also agreed with the parents that if the student does not work, we will call the parents and they will pick him up from school. We had another 25 kids in the class who wanted to learn.\n\nSituation (Anamnesis):\nThe student lives with alternate care and is an only child. He lived with his father for a week and with his mother for a week. When that was not possible, he lived with his grandmother. He has been diagnosed with attention and activity disorder, behavioral difficulties and emotional lability. His work rate gradually deteriorated. When the fabric didn't suit him, he got stuck and said he wasn't going to do it. His grades were getting worse. In seventh grade, we didn't even have anything to evaluate him on, because he hardly went to school. He didn't get along very well with anyone, so he had a behavior problem. His parents did not support him and were not interested in him, which was also reflected in the solution to this situation. His interests include playing computer games.\n\nTeacher Intervention (Solution):\nWe first addressed the situation with the student himself. When he got stuck and didn't want to do anything, we didn't force him to do anything. We further discussed the situation with the director. The pupil even refused to come to the principal's office, so the principal had to come to the pupil's classroom. After that, we discussed the situation with the parents, but they were unable to get the student to do anything. They didn't pay attention to him at home, they let him play games on the computer so they could have peace from him. He went to school unprepared. Next, we discussed the situation with the school psychologist, and finally with the student himself. In the end, it was agreed that if the student does not do anything at school, we should call the parents and they will take him away, so as not to hinder other students. Several pupils from the class offered him tutoring in a subject he did not like, but the pupil did not take advantage of these offers. In the seventh grade, we told the student and his parents that we had nothing to evaluate him on, because he refused to write the test several times and his parents took him home three out of five days a week because he did not work. We informed them that he would have to repeat seventh grade again.\n\nOutcome:\nThe student's parents eventually sent him to another school. I am not satisfied with the situation myself. As a class teacher, I had a good relationship with him and we all tried to help him. Both students with tutoring offers and me. The student refused to work and rarely attended school.\n\nStudent Profile:\nAge/Year: 10-12 let, 5.-7. ročník\nHobbies: počítačové hry, IT\nDiagnoses: ADHD,Porucha chování,Výkyvy nálad\nDisorders: Emoční labilita,Nepozornost,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Failure to attend class\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1268", "student_age_year": "10-12 let, 5.-7. ročník", "student_hobbies": "počítačové hry, IT", "student_diagnoses": "ADHD,Porucha chování,Výkyvy nálad", "student_disorders": "Emoční labilita,Nepozornost,Hyperaktivita", "teacher_approbation": "vysokoškolské vzdělání, tělesná výchova a pedagogika + učitelství 1. stupně", "teacher_practice_years": "25 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/563", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is stubborn, if it's not his way he gets stuck and doesn't talk to you at all. He is angry, does nothing and does not say anything to anyone all the time. He often has tears in his eyes. Many times it is even a small thing that makes him angry. Sometimes it also applies to opinion. If his opinion does not coincide with someone else's, he gets angry. We go out, for example, he wants to go in front of the school, but I say we go behind the school. He is then angry all the time and refuses to communicate. In class, this behavior occurs occasionally. Sometimes he just doesn't feel like it and is slow. It probably depends on whether he enjoys the assigned work. If he has a given task in mathematics, he has no problem with the solution. If he receives a given task in Czech, the already described situation often occurs.\n\nSituation (Anamnesis):\nHe lives only with his mother. His parents did not live together for most of his life, his father died two years ago. He has a brother a year older, who also attends the same junior school as him. The dominance of the younger brother can be recognized because he is more communicative, physically fitter and more popular in the group.\n\nTeacher Intervention (Solution):\nWe tried to talk about it with the student, but he doesn't want to talk about it. I don't know what to do with him. Even though he is no longer angry and in a good mood, he refuses to communicate about this situation. I've tried going at him quickly and calmly, but it usually doesn't work. I've had a few times where he took a joke. I told him: 'don't be like a slipper!' etc. Mostly, however, he refuses to work or communicate. He doesn't even want to tell me what made him angry, what he doesn't understand, etc.\n\nOutcome:\nThe result is negative. Despite the conversation with the mother, the situation keeps repeating itself. It was found that the student is a little more communicative when the teacher uses a joke to solve the problem, but it is not a guarantee that it will always work.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Vojenství, historie, paleontologie\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "563", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Vojenství, historie, paleontologie", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nespolupráce", "teacher_approbation": "Mgr. (učitelství 1. Stupně ZŠ); CVŽ učitelství v MŠ", "teacher_practice_years": "3 roky", "problems_annotated": "Emotional outbursts, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/687", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the 2020/2021 school year, the student was a student in the 1st year of a secondary vocational school in the field of hairdressing. As his class teacher, I only met the first class in the role of class teacher during the two weeks before the transition to distance learning. Theoretical teaching at our school takes place every other week and alternates with practical teaching, when the students are under the supervision of the teacher. Pupils and parents had a very short time to familiarize themselves with their new school, teachers and subjects and to make a smooth transition to online learning in Microsoft Teams. Therefore, based on these facts, the selected pupil did not start participating in distance learning, he began to show increased absenteeism and did not hand in any assigned work.\n\nSituation (Anamnesis):\nHe is an adult pupil, who in the past had unsuccessfully completed his studies at another secondary vocational school after the onset of psychological difficulties following the suicide of his best friend. The student showed average academic results, but above average emotional intelligence, awareness of himself and his possibilities. He communicated with discretion, never made unnecessary promises and never overestimated his abilities. He recognized his psychological limits and was aware from past experience of the barriers and difficulties associated with overcoming them.\n\nTeacher Intervention (Solution):\nThe student's problems with attendance and failure to complete assignments began to manifest themselves at the very beginning of distance learning. That's why I contacted him by phone to find out what his non-participation was about and I suggested help in the form of a school computer. However, the student informed me that he had a computer, so we logged into Teams together and explained its individual functions. As the pupil was already of legal age, I communicated exclusively with him. He was more apathetic on the phone but always picked up or called me back. He indicated to me that he has certain psychological problems associated with the transition to a distance form of study and suffers from insomnia, which is why it is difficult for him to get up in the morning and stay connected and not fall asleep. He promised that he would try to start communicating with the teachers and try to catch up. During the quarterly evaluation, however, it was clear that he did not succeed completely, so we arranged a personal meeting, we went through each subject and what would be necessary to do in order to benefit from it better. Finally, the student got up the courage and explained to me without insisting that he had similar problems once before and did not finish his studies at the previous school for a similar reason. That's when he developed problems with insomnia resulting from sleep paralysis after the suicide of his best friend. He was also medically examined at the time, but he had no documentation. He was prescribed medication, but after a while he stopped taking it because he was not feeling well and his condition gradually improved. Two years after this event, he joined our school, and during the transition to distance learning, his sleep paralysis returned, with associated insomnia and fear of falling asleep. We agreed that we would take it slow, let him catch up as much as possible, how he would manage, and we would sort out the rest for half a year. He managed to complete all the subjects for half a year, but the problems with absenteeism worsened in the second semester. I therefore arranged for him to meet with the psychological counselor at our school, where we agreed that if he does not start attending classes, he will have to be expelled from the studies on the basis of high absenteeism. The student refused to see a doctor and to involve his parents, so I felt that I had no choice but to verbally support him. After returning to school, he appeared sporadically at school, but in recent weeks he did not attend either theoretical or practical classes at all. He didn't even show up for the make-up exams, so he didn't advance to the second year.\n\nOutcome:\nThe last time I talked to the student on the phone, he sounded more positive and added that he was doing better, that he was working part-time, enrolled in a barbering course and that he was thankful.\n\nStudent Profile:\nAge/Year: 18 let, 1. ročník středního odborného učiliště\nHobbies: Zájem o obor, který studuje  kadeřník)\nDiagnoses: Spánková paralýza\nDisorders: Absence,Nepracovitost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "687", "student_age_year": "18 let, 1. ročník středního odborného učiliště", "student_hobbies": "Zájem o obor, který studuje  kadeřník)", "student_diagnoses": "Spánková paralýza", "student_disorders": "Absence,Nepracovitost,Vyhýbání se škole", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/958", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the previous class was complicated. I had a pupil there who was in a very bad state, after attempts at suicide and self-harm. The communication with the student's mother was different and the relationship with this student was different. She trusted me and we solved many problems together. The diagnosis was difficult, the situation had its ups and downs, but in the end a certain stabilization was achieved.\n\nSituation (Anamnesis):\nThe personal history of the pupil or class is key to understanding the situation, but in this case I was unable to obtain more information.\n\nTeacher Intervention (Solution):\nŽačka was receptive to solving problems, even if they were huge. By chance, I recommended it to a friend who is a psychologist. Since then, although the pupil does not give me information directly, the psychologist monitors her development. Trust was key. The student has already graduated, but we are still in contact.\n\nOutcome:\nThe pupil's behavior stabilized, although there were occasional dips. She successfully passed her high school graduation and achieved life's achievements. The contact between her and the teacher continues even after finishing high school.\n\nStudent Profile:\nAge/Year: cca 17 let, ročník septima/oktáva\nHobbies: -\nDiagnoses: Psychiatrická diagnóza\nDisorders: Pasivita,Neposlušnost,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "958", "student_age_year": "cca 17 let, ročník septima/oktáva", "student_hobbies": "-", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Pasivita,Neposlušnost,Nepozornost", "teacher_approbation": "Vysokoškolské vzdělání – Magisterské studium + Pedagogické minimum, aprobace Český jazyk a Hudební věda + Němčina; aktivně se věnuje tvůrčímu psaní a korekturám", "teacher_practice_years": "Cca 26 až 27 let (včetně mateřské dovolené)", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/190", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students had the task of composing from colored papers. Everyone got different colors of paper. One of the students began to express dissatisfaction with the color of the paper he received. At first he hid the paper and claimed that someone had taken the paper from him. Since I didn't believe him, I tried to convince him about the suitability of the color he got. However, this student became agitated and angry with accompanying stomping. Subsequently, he tore up the paper in the color he was not satisfied with and threw it in the trash.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD and is under the care of his mother.\n\nTeacher Intervention (Solution):\nI tried to calm the student down and explain to him that he must have his paper in his desk, that none of his classmates took it from him. The student refused this all the time. The situation worsened with any attempt at explanation. After a few minutes, the student angrily tore up the paper and started stomping on it. It was almost impossible to calm him down.\n\nOutcome:\nUnfortunately, none of my measures, arrangements, proposed solutions had an effect on the pupil, and after the incident it was difficult to talk to him, let alone cooperate. He sat insulted in the pew with folded hands and refused any cooperation. The last possible solution was a phone call with his parents, who tried to talk him out of it.\n\nStudent Profile:\nAge/Year: 9 let, 3 třída\nHobbies: fotbal, míčové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "190", "student_age_year": "9 let, 3 třída", "student_hobbies": "fotbal, míčové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "5", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/976", "content": "TEACHING CASE STUDY\n\nBackground:\nHowever, not all cases of problem behavior had a happy ending like the previous one. At the moment, I am a fifth-grade class teacher again, and I have a little bit of everything in my class, so to speak - integrated, foreign and problem children. This story is not so much my experience as it is about a class that has passed from the first grade to the second, so I am still getting to know the children myself - what are their habits, needs or bad habits. But since I heard that it is a really exceptional class in terms of solving problem behavior, I decided to contact their former class teacher in the first grade and thus continuously inform myself about the situations or rather persistent problems that are part of this, already my class, to be in the picture, so to speak.\n\nSituation (Anamnesis):\nThis case concerns a boy who currently lives only with his father, as his mother died over a year ago. When this situation arose, of course the teachers, but also the classmates, were really considerate, tolerant and helpful towards him. The teachers did not make excessive demands on him from the beginning, as the boy did not go through a really easy period. Losing a mom hurts at any age, but I think at this age it's hard to explain to a child why mom will never come home. So the boy stayed at home for a while to deal with the team and the teachers took this situation into account and even accepted it to a certain extent.\n\nTeacher Intervention (Solution):\nHowever, the problem arose when the boy returned to school after a long time. He used to be inattentive at school, didn't do his homework, didn't listen to the teachers, distracted them and disrupted classes, until finally one day it got to the stage where he stopped going to school altogether. This situation was also resolved with the boy's father, when my colleague informed him about what was happening with his son and tried to find some reasonable way out. Everyone understood the situation that the boy was going through a period when he lost his mother, but it had been long enough for him to be able to fit back into the school environment, so to speak. From the beginning it seemed that the father understood the seriousness of the situation, the boy started going to school again, but he did not last two weeks. The situation was resolved repeatedly with the father, who at first excused his son, but after a while the number of missed classes climbed to an enormous number, when the boy was in danger of having unexcused classes in the fourth grade and was even in danger of repeating the grade. Later it was discovered that the boy, despite the time that had passed, had not come to terms with the loss of his mother at all.\n\nOutcome:\nIn the end, although the situation turned for the better, as the boy is currently in the fifth year with me, however, inappropriate behavior in the form of disruptions and failure to complete tasks still persists. I am currently trying to resolve this situation as best I can, but since not only this boy, but also a few of his classmates have a bit of a problem with following the rules and authority, it is not always a cakewalk. However, I firmly believe that after time they will learn to follow the rules that we have agreed upon as a class.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "976", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "13  Absolvovala nejaký relevantný kurz, výcvik na zvládanie problematického správania, nekázne nebo komunikácia v triede apod. (zaškrtnite):  áno / nie  Prípadne uveďte názov (otvorená otázka):  Presný názov neviem, ale išlo o predmet v rámci kreditového systému, ktorý absolvovala pred atestáciou.  Kazuistika ++  Rozhovor bol vedený s pani učiteľkou, učiacou na základnej škole na druhom stupni, kde dlhé roky pôsobí ako učiteľka anglického jazyka, geografie a environmentálnej výchovy. V rozhovore mi porozprávala o svojich skúsenostiach a prípadoch problémového správania, s ktorými sa za roky svojej", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/700", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place on the last evening of the adaptation course. By the fire, the students could see the fatigue from the rich program and lack of sleep. The three boys from the class were quite seated at first sight, which was shown by the fact that they did not sit with the rest of the class, but made their own group and sat apart from the others and talked among themselves. Suddenly they started arguing, threw themselves at each other and started fighting. We ran towards them, but before we got there, one of them took out a shooting knife from his jacket pocket. Fortunately, he didn't threaten anyone with the knife, he just stood there with an open knife. We managed to tear them apart and took them to our cabin.\n\nSituation (Anamnesis):\nThe class as a whole didn't seem troubled, but those three boys were causing trouble. One of them is a refugee from Syria, who we already talked about in the previous case study. Another is a member of a group that can often be seen in the park near the station, and at first glance seems problematic. For two of them, this isn't the first high school they've attended, but they haven't finished one yet.\n\nTeacher Intervention (Solution):\nThe pupils were brought to the headmistress, who spoke to them at length. They were given conditional suspensions from school and were told in no uncertain terms that any further trouble would result in immediate expulsion. All three promised that they would no longer behave vulgarly and aggressively and that they would not violate school rules. The headmistress called their parents, but didn't talk to two of them. Since it was late, she didn't want to send them home, but to avoid further trouble, she sent everyone to sleep in a different cabin. She called her parents the next day and informed them of the conditional expulsion. The parents of the refugee were not allowed.\n\nOutcome:\nDespite the measures, the pupils' behavior did not improve and on 10.9. they were expelled after being caught packing a joint and snorting tobacco. More information about this incident is given in the next case report.\n\nStudent Profile:\nAge/Year: 16, 17, 18, 1. ročník\nHobbies: Být se svojí partou, PC hry\nDisorders: Agrese,Lhaní,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "700", "student_age_year": "16, 17, 18, 1. ročník", "student_hobbies": "Být se svojí partou, PC hry", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Vulgární vyjadřování", "teacher_approbation": "Vysoká škola", "teacher_practice_years": "17", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/511", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation, which has been going on for a long time, is worrying. The girl from the eighth grade is almost isolated from the collective, closed, inaccessible, uncommunicative and apathetic. Her only expression is artistic, she communicates minimally. He does not respond to the teacher's questions or only minimally, he does not carry aids, if he does, then sporadically. He has insufficient hygiene habits, wears torn and often dirty clothes. As a teacher, I cannot continue to ignore the situation, I must try to make contact and find out what is behind her behavior.\n\nSituation (Anamnesis):\nThe student lives only with her father and brother, her mother died in a tragic accident, and her grandparents also take part in her upbringing. The girl suffers from psychological problems, visits a psychologist and is also diagnosed with attention disorders. She and her brother go to school in torn, often dirty clothes, the girl often has unwashed hair and a neglected appearance. The class he attends is divided into groups with great contrasts and vastly different opinions. In the classroom, the groups hardly communicated with each other during the girl's problems, and when they did, it was with great resentment. During the school year, the class managed to become almost cohesive except for a few individuals. The class is rather above average in terms of benefits.\n\nTeacher Intervention (Solution):\nThe girl paints a fallen angel, is withdrawn and does not perceive the surroundings or the teaching. He does not respond to the teacher's questions. I approach her and ask about a detail of the drawing that seems unclear to me. The girl doesn't respond at first, so I answer myself and deliberately remember this detail in my own way - but absolutely not fitting in with her topic. The girl reacts and begins to clarify. It is open to communication about the painting. The dialogue is only on the artistic level. This communication lasts a few minutes, after which the girl closes again. As soon as I get another chance to ask her something about her painting, I don't hesitate to ask. In this way, over time, the girl opens up to me for longer and longer periods of time. Now he has no problem communicating with me outside of the artistic realm. I spend most of my time with her in class and try to get her to cooperate with the teacher.\n\nOutcome:\nThe girl's condition gradually improved, she began to accept and communicate with the assistant on a regular basis. The girl began to respond to the teacher's calls and answer. Taking notes on the teacher's instructions, but this was not always successful - depending on the mood and circumstances that arise from the family. The class perceives her as an individual, they do not seek her company, some accept her life attitude. She doesn't really have a friend in class, she never hurts anyone, she's kind, non-conflicting, warm-hearted, perceptive. In class, he has fun with several classmates according to his mood.\n\nStudent Profile:\nAge/Year: 14 let – 8. třída\nHobbies: Výtvarná výchova, cosplay\nDiagnoses: Poruchy pozornosti,Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "511", "student_age_year": "14 let – 8. třída", "student_hobbies": "Výtvarná výchova, cosplay", "student_diagnoses": "Poruchy pozornosti,Psychické problémy", "student_disorders": "", "teacher_approbation": "Spgš Znojmo", "teacher_practice_years": "15", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1083", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I started teaching, I guess it was my first year, a couple of young ladies showed me some affection from time to time. In the beginning, I took it as a normal thing when a new young teacher comes. But after a while it started to get annoying. The ladies walked around me in the corridor on purpose, preferably as close as possible as they passed. Once it happened that she even 'accidentally' touched me. I didn't know how to react then. I remember we just went on some kind of overnight class trip. In the evening, we lit a bonfire and threw papers with wishes (to make them come true) into the fire. The young lady declared that she had a wish 'I will marry Mr. Teacher...' and threw it into the fire.\n\nSituation (Anamnesis):\nAnnoying miss\n\nTeacher Intervention (Solution):\nalso consulted with my colleagues, but in the end I decided to talk to the ladies myself. They didn't listen and continued to repeat similar behavior, in the end I decided to take it as a joke and wait until they left elementary school anyway.\n\nOutcome:\nIt didn't work, it was only resolved when the student left the school.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nDisorders: Provokace\n\nAnalysis & Annotations:\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1083", "student_age_year": "14 let, 9. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Provokace", "teacher_approbation": "Mgr.", "teacher_practice_years": "4", "problems_annotated": "", "problems_possible_annotated": "Violation of classroom/school rules, Bullying", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/475", "content": "TEACHING CASE STUDY\n\nBackground:\nThe school was undergoing renovation of several rooms, which caused some confusion. One of the chairs for the students was borrowed from the classroom where we had the lesson, exactly where the student in question was supposed to sit. Due to the size of the classroom, it was impossible to find another place for him to sit. When I came to the classroom, the student was sitting on the bench with the others, which was normal until the teacher came. After I entered the classroom, all the students stood up to greet me and then sat down, but this student started packing up and headed for the door.\n\nSituation (Anamnesis):\nI asked him what was going on, and he replied that he had nowhere to sit and therefore could not participate in the class. His behavior indicated an attempt at defiance and an expression of reluctance to be present in my class.\n\nTeacher Intervention (Solution):\nconsidered letting the situation go and letting him go, but I felt responsible for his safety, especially with the ongoing renovation. It didn't feel right that someone else had to step back and give him his chair. That is why I told him that he is not allowed to leave the classroom because the lesson is in progress and the school rules and laws do not require students to sit during the lesson.\n\nOutcome:\nThe student was taken aback by my explanation, but understood that he had no other choice. So he stood for the rest of the class, which wasn't ideal, but he couldn't just walk the halls. He was unexpectedly quiet during the lesson, he didn't actively participate, but at least he didn't disturb. This incident did not change his behavior towards me, but I am glad that the situation was resolved in a calm way.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník SŠ\nHobbies: Šachy a deskové hry\nDisorders: Disrespekt,Nespolupráce,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "475", "student_age_year": "15 let, 1. ročník SŠ", "student_hobbies": "Šachy a deskové hry", "student_diagnoses": "", "student_disorders": "Disrespekt,Nespolupráce,Neúcta k autoritám", "teacher_approbation": "", "teacher_practice_years": "12 (v době situací méně)", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/857", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I have chosen as an example of unsuccessfully addressed problem behavior concerns a classroom where most of the children are working and functioning well. However, one student is constantly disruptive, makes inappropriate comments and jokes, makes fun of me and others, calls attention to himself and brings unnecessary things to school to get attention. This behavior occurs in the second grade classroom I teach. When a student is disciplined, he does not learn from it and continues his behavior. After consulting with colleagues, I found out that he behaves in the same way in other subjects as well, and many teachers describe similar situations. We are not sure how to deal with the problem effectively and this disrupts the atmosphere of the class and the lesson. The student's presence complicates various activities, for example during games, where he is often excluded because no one wants to cooperate with him.\n\nSituation (Anamnesis):\nThis student's behavior is burdensome and exhausting for all of us. The children themselves reprimand him and find his behavior embarrassing. Nevertheless, we did not come up with any effective solution. We tried to resolve the situation with notes, at class meetings and contacted parents, but to no avail. We tried to keep the student busy during class and pay attention to him so that he would not get bored, but that didn't help either. When I offered him an individual fun activity, he continued to interrupt and spoil the class atmosphere. We don't understand what is going on in him because he has no disorder or diagnosis and no known major problems in the home environment. His problem behavior is constant and affects my relationship with classes, which I then do not look forward to.\n\nTeacher Intervention (Solution):\nAlthough I thought that I did not have sufficient authority, my colleagues confirmed that they had the same problem with the student. He has a problem with authority in general, is rude and sometimes even mean to both classmates and teachers. He is capable of tying and seems to have never learned what authority is. We believe that he was not taught to perceive authority at home. Sometimes I felt that I couldn't handle the situation, raised my voice and let myself be thrown around unnecessarily.\n\nOutcome:\nWe are trying to resolve the situation, but so far without success. I remember the story of my mother, who was a teacher and had a similarly problematic student. Years later, he apologized to her for his behavior. We hope that this student will also become aware of his behavior one day. His behavior is often infantile now, but it is possible that the situation will improve as he matures.\n\nStudent Profile:\nAge/Year: Žák na druhém stupni (7. třída)\nHobbies: Nevíme\nDisorders: Vulgární vyjadřování,Nespolupráce,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "857", "student_age_year": "Žák na druhém stupni (7. třída)", "student_hobbies": "Nevíme", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Nespolupráce,Zesměšňování", "teacher_approbation": "Mgr., aprobace anglický jazyk, český jazyk pro cizince", "teacher_practice_years": "3", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/748", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the very tense situations that the student prepared for us was once at the beginning of the lesson, right after the bell rang, when everyone was already sitting in their seats, but the teacher had not yet arrived. The student had a large, two-liter bottle of Coca Cola, which he unscrewed, drank, and left the open bottle on the bench. Then he 'accidentally' snorted it, the bottle tipped over and everything started pouring out, which he just watched and didn't even try to pick up the bottle. A huge puddle was spilling on the ground, all the briefcases within reach were suddenly soaked with Coke. The children squealed, jumped and tried to save their things. Most of the children rushed for paper towels and quickly tried to prevent the flood from spreading further. He just stood and washed himself. I grabbed him by the shoulder and pushed him towards the puddle and told him to hurry and help clean up. He started yelling at me that I attacked him and that he was going to complain about me. He refused to participate in the cleanup and just watched with a smile. It should also be noted that this is not the first time he has done this. 'Accidentally' spilled drinks happened to him more often, even though I repeatedly warned him that he should close the bottle again immediately after drinking. However, he always reacted with irritation and insolence.\n\nSituation (Anamnesis):\nThe student lived in a joint household with his mother and grandmother, he was an only child. Both spoiled him very much. They let him hang around the housing estate and, according to reports from classmates living in the same housing estate, he committed vandalism. He destroyed bells, the elevator and polluted the common areas. He also often attacked smaller children. In the classroom, he mostly only allowed himself to girls, pinched them, twisted their arms, pulled their hair and insulted them. No comments were effective because the mother and grandmother uncritically defended the student in all circumstances.\n\nTeacher Intervention (Solution):\nThe class teacher wrote a note to the student and talked to him about it, however, there have been many such notes and interviews with absolutely no results. The mother has also been to the school several times, but this also did not lead to anything, because the mother claims that the pupil is good and without conflict, that it is a misunderstanding, or that it is the fault of his classmates who bully him.\n\nOutcome:\nUnfortunately, we didn't actually solve anything, so certainly not successfully. The boy did not improve in any way in his behavior. I no longer work with this student. I'm at a different school, so I don't know how they proceeded with him. It was suggested that he go to the school psychologist, but I know that we encountered resistance, that he does not want to go to the psychologist, that the children would laugh at him.\n\nStudent Profile:\nAge/Year: 11let    5. třída\nHobbies: Žádné\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "748", "student_age_year": "11let    5. třída", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/253", "content": "TEACHING CASE STUDY\n\nBackground:\nIn one of my Czech language classes, a student deliberately provoked a classmate in order to elicit a weak reaction from her and thus \"start\" the whole lesson. However, after repeated warnings, this behavior only escalated, so I was forced to send the assistant with the student into the corridor to calm him down, because I know that the student behaves like this when he is bored in class and needs to release excess 'steam' by talking about his ambitions. After returning, however, he began to direct his verbal attacks at me, he began to use Romani, because he knows that I do not understand most of the language. After the warning, the verbal attacks began to escalate, and the student was taken by an assistant to the school's counseling office for the rest of the day. After the end of the lesson, we consulted with the deputy headmistress about the pupil's behavior and, due to the pupil's generally deteriorating behavior, we convened an educational committee with parents and the school psychologist.\n\nSituation (Anamnesis):\nThe collective of a given class is a very complex matter. It could be divided into three 'subgroups' of types of people. The ones who 'get it going'. Those who respond to 'getting started' and those who generally ignore the class and take care of themselves (there are few). The class does not function as a collective, but as a collection of individuals. I try to solve tricky situations collectively, but this usually ends in mass arguments between the students and it is impossible to get anywhere together. As individuals, however, the students are smart by school standards, they can handle most subjects, the problem is that they are simply noisy. They react to each other and there are too many starters to arrange the seating order so that two people who can start a class in seconds are not sitting together or in close proximity.\n\nTeacher Intervention (Solution):\n'Student, enough, you're exaggerating' 'What about me!?' 'Student, you are not supposed to speak at all now. If you want to say something about the matter, you can log in. Otherwise, the classmate has had enough of you, don't think I can't see it' 'She started it because it's ****' 'That's enough! Assistant, take the student out before we calm down!' 'So what?' 'Already calm' 'Okay' 'Aguti!' 'Student, I don't know what that means, please calm down, you're starting again' '(laughter) Aguti!' 'Student, it's over. You're interrupting! You know that and you know you're in more trouble than you need, one more time and you're going upstairs with the assistant!' 'Put ten notes in my f**k!' 'Okay, assistant, go upstairs with him and let them keep him there for the rest of the day, here's his textbook, let him do these exercises, see you after school'\n\nOutcome:\nEvery day is a little bit new with us. The student does not realize these situations after a few hours, let alone after a few days. He also only realizes the consequences of his actions when he is confronted with them, as I told you he shouted 'what about me?' he didn't even realize at that moment that he was making a mistake. The problems with this student are long-term and never-ending. It is always only 'fixed' around report cards or educational committees.\n\nStudent Profile:\nAge/Year: 15, 7.\nHobbies: Práce, box, posilování\nDisorders: Agrese,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "253", "student_age_year": "15, 7.", "student_hobbies": "Práce, box, posilování", "student_diagnoses": "", "student_disorders": "Agrese,Vulgární vyjadřování", "teacher_approbation": "Bakalářské- Čj/Dějepis", "teacher_practice_years": "3", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/22", "content": "TEACHING CASE STUDY\n\nBackground:\nThe grade zero student was very troublesome in class in every way. Every day I had to deal with something about him, whether it was a lost diary, a dirty and torn school book, late arrivals to school in the morning (sometimes up to 50 minutes), missed worksheets or disruptions in class. But if I have to point out the worst situation at the level of behavior, then it is definitely theft. It sounds terrible, but it really happened. Some of the toys that we have in the classroom for the afternoon group and also some aids have started to disappear. When we found out that he was taking the things home, we immediately started to deal with it. In one particular case, it was a toy car. When I asked about the little car, if he took it, he started to defend himself, saying that it was not true at all. Unfortunately, his older brother, who was a year older, went to the same class with him, and he usually betrayed him. Even when it became clear that he really took the toy car, he defended himself and did not want to return it. It even went so far that he claimed that the toy car was his and became aggressive. When it really dawned on him that we could call the police because of this, then he brought back the thing he took, but usually a different one - that, for example, he left the toy car he took from school at home and brought it instead a completely different car that he probably found somewhere at home.\n\nSituation (Anamnesis):\nThe student's behavior undoubtedly reflected how things work at home. She lives only with her mother and siblings, her mother cannot take care of all the children, which she herself admitted. At the same time, they have financial problems, so neither he nor his siblings have many toys or they destroy them immediately. During distance learning, when parents had to pick up worksheets for their children at school to complete at home, there were always problems with mom. I have addressed the situation with her several times, always promising to make amends, but it has not happened. In the same way, when we agreed to meet in person to discuss the situation, she did not show up on any set date. The whole situation with a problematic mother and her sons in my class was also dealt with by the Department of Social and Legal Protection of Children. In class, both boys had friends, they fit into the team, in terms of understanding the material discussed and the work in class, so they mostly both tried. However, I often did not know what to do with the behavior that he sometimes displayed not only during breaks, but also during lessons.\n\nTeacher Intervention (Solution):\nThe case of the theft of toys and tools was solved by myself and other school staff who were involved in solving the situation, mainly by communicating with the pupil, when we tried to explain to him as best we could that such behavior was not correct, we mentioned the cases of some other children and how that's what happened with them, when there was no way around it, I even used scaremongering a few times that if he didn't confess and return the things, that the police might be called. I talked to him a lot and since the boys at home don't have a very clear idea of what behavior is right and what isn't, I always tried my best to explain to him why such behavior is wrong and what can happen.\n\nOutcome:\nAs for the solution to the discussed problematic situation with the thefts, the short-term solution was usually that he had to confess, apologize and return the toy (or other stolen item). In the long term, we managed to reduce these thefts quite a bit, apart from solving his behavior with himself, also by the fact that my colleagues and I brought some toys for us, which were lying around our children at home and no one would use them anyway. As well as some clothes and school supplies. Although we really managed to reduce problematic behavior in the area of these thefts, I rate the case of managing his problematic behavior as one of the worst. When it was decided whether he would stay in grade zero or go to grade one, no teacher, including me, wanted him in her class at all because of his behavior.\n\nStudent Profile:\nAge/Year: 5 let, 0. třída\nHobbies: Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "22", "student_age_year": "5 let, 0. třída", "student_hobbies": "Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, Učitelství pro 1. stupeň ZŠ, obor Výtvarná výchova", "teacher_practice_years": "31 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1338", "content": "TEACHING CASE STUDY\n\nBackground:\nPreviously, I worked as an educator and teacher's assistant in a school with a larger number of more problematic students. The student I remember grew up in foster care and had mental health problems that were treated with medication.\n\nSituation (Anamnesis):\nHe was aggressive in class, even to the point of physically assaulting his assistant, also threatening to jump out of the window, for example, and often throwing himself down ('I'm useless.' etc.).\n\nTeacher Intervention (Solution):\nremember that it often happened that neither the teacher nor the assistant knew how to deal with the student, so they always sent him to me. Only after my intervention did he calm down. I was perhaps the only one of the entire teaching staff whom he trusted, because I was known at school for the fact that students could always talk to me, confide their problems and ask for advice. Maybe that's why he always calmed down in my presence. I always treated him calmly and with respect, I always listened to him and did not fight back. Next, I tried to divert his attention in a completely different direction, for example that I absolutely need help with something and only he can do it. It was mostly manual art work where I talked to him about his problem, which made him feel safe and respected.\n\nOutcome:\nDuring these conversations, I tried to find a situation for which I would praise him in order to increase his self-confidence. After this intervention he always calmed down and for some time worked better in class again. Even in later years, he often sought out my company, and it seems to me that with age, thanks to my support, his problems eased.\n\nStudent Profile:\nAge/Year: 7, 2.rčník\nHobbies: Starší případ, nelze vybavit\nDiagnoses: Problematické chování\nDisorders: Agrese,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1338", "student_age_year": "7, 2.rčník", "student_hobbies": "Starší případ, nelze vybavit", "student_diagnoses": "Problematické chování", "student_disorders": "Agrese,Neúcta k autoritám", "teacher_approbation": "středoškolské", "teacher_practice_years": "28", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/460", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter the holidays, the children returned to school and after the first week of classroom and introductory lessons, in the following week in all subjects, teachers and pupils began to focus on the first topics. In geography, it was North America, and the young teacher appeared in front of the 7th graders he had already taught last year. On this day, however, there was a new pupil in the class who had transferred from another school because he and his parents had moved. So the teacher quickly got to know him, summarized the rules that the students follow in his classes and immediately threw himself into the planned material. Since, according to the interviewed teacher, the most important thing in geography for elementary school students is to learn how to work with an atlas correctly, he often supplements his explanation by working with it. That was the case at this hour as well. The teacher started with general information about North America, showed them on the wall map where exactly the continent is located and then dictated the notation to the students again. In the second half of the hour, they reached the major cities of North America. The teacher always said the given city, the students each found it in their atlas, the student who was called on showed it to the teacher and then they talked about the city, what it is known for and what is important about the city that they should know. In this way, the teacher randomly called out different students, and the third city in order fell to a new student. “Well, the next city is a city. Find it again in the atlas and a student will show it to me.\n\nSituation (Anamnesis):\nLater, the geography teacher found out from the class teacher that the boy had a diagnosed disorder, specifically autism. In class, his disorder manifested itself, for example, in the way that he has trouble communicating in a new company, which is probably why he couldn't ask the teacher in front of the class how to search in the atlas correctly or couldn't ask any of his classmates to borrow a writing pen. Running away from the classroom after the attention of the whole class was focused on him was also a typical manifestation.\n\nTeacher Intervention (Solution):\nOf course, the young teacher regrets the whole situation and would not make such a mistake again. It is true that such information about a newly arrived pupil should be communicated by the class teacher to all the teachers who teach the pupil before he enters the class. However, even the teacher himself should have gone to ask if the new student does not suffer from any behavioral disorder. This incident taught the teacher a great lesson, and from then on, every new student is always checked first to see if he or she has been diagnosed with any disorder.\n\nOutcome:\nIn particular, this situation ended in such a way that not only were all teachers informed about the condition of the new pupil, but they also introduced the mentioned pupil's disorder to his classmates. Based on this incident, the headmistress arranged a lecture for all classes about the most common behavior disorders in elementary school children in order to prevent similar situations at school. The pupils thus learned how such children can behave and also how their classmates should behave towards them.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: společenské vědy\nDiagnoses: Autismus\nDisorders: Autistické rysy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "460", "student_age_year": "12 let, 7. ročník", "student_hobbies": "společenské vědy", "student_diagnoses": "Autismus", "student_disorders": "Autistické rysy", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1185", "content": "TEACHING CASE STUDY\n\nBackground:\ngave the students the task of correcting the dictation and justifying why it is written soft or hard in which situation and so on. I let the students work independently. After a while, the three students started yelling at each other. 'Teacher, they are arguing in the office.' I silenced one of the students. Another student spewed. 'Mrs. teacher, they're chasing their impaling dicks over there!' Without a reaction, I started talking to another student and asked him about the first sentence. I even came up with a reward for the correct solution and defending the correctness, but the student continued. 'He's probably rubbing frn*y there.' I ignored the remark and called the student in question to explain the sentence. He refused to answer.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on each side of the class so that they have as little opportunity to communicate with each other as possible, i.e. to influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nI tried to calm the students down. Unfortunately, that didn't work, so I tried to ignore the notes and focused on the other students. But this group was so disturbing that I tried to call one of them as a warning to the others. Unfortunately, this did not work at all, rather the opposite, and the inappropriate behavior continued on and on. Until my nerves snapped and I scolded the students for disobedience. The students were obviously amused by this and did not take it into account. The bell saved me.\n\nOutcome:\nThere was no solution, the class only managed to correct the dictation in the whole hour and the problematic students escaped without problems. On the contrary, there was frustration on the part of the teacher. So, in the next lessons, the students continued and maybe even in the future the disruptive behavior will increase.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: otevřená otázkaLední hokej\nDiagnoses: Dislexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1185", "student_age_year": "14, 8. ročník", "student_hobbies": "otevřená otázkaLední hokej", "student_diagnoses": "Dislexie", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/956", "content": "TEACHING CASE STUDY\n\nBackground:\nhave an experience with the same student, at the end of the 6th grade. In the English language classes, we did not do new subject matter, and rather we devoted ourselves to practice and speaking. I prepared a competitive activity for groups. I wanted to divide the children into three groups so that they were approximately equally skilled. As they sat, I moved with each student so that in each group there was at least one who knows English well and one who is more creative, so that the weaker ones have someone to lean on. When I put a student in one of the groups, he immediately started jumping out of the box like a devil and shouted that he would not go to that group because no one wanted to work with him. I told him that it was not true, that no one said that they did not want to work with him, and that he should go to work in that group. However, he kept repeating that he was not going there and that they did not want to work with him.\n\nSituation (Anamnesis):\ninsisted that I wanted him to move. By constant repetition I managed to get him to move roughly where he was supposed to. However, he sat down in such a way that he certainly could not cooperate with the group. I felt that it was probably not going to work, that I was going to force myself, and that I would lose a lot of time and energy if I continued to push him. The children were really cute at that moment, they didn't even scream - they react to him in many situations. However, this time they didn't react at all and waited for him to sit down, which he didn't.\n\nTeacher Intervention (Solution):\nstarted the activity with him sitting next to me. Then I gave him another piece of paper and created another group with him, and I see that as my biggest failure, a mistake. The fact that I let him create another group, he worked well after that, but I perceive it as the fact that he managed to fight for his own - I don't want to work with anyone. However, for me, it was a question of cooperation, and I couldn't pull it off. In retrospect, I think I should have stopped trying to convince him to join the group much earlier and given him another job if he didn't want to cooperate.\n\nOutcome:\nIt is quite likely that he would not do it, but it is possible that an assistant would be able to force him to work independently. By the fact that it was at the end of the school year, I don't think it has a long-term effect - he certainly doesn't allow himself more.\n\nStudent Profile:\nAge/Year: 6. ročník, 13 let\nHobbies: Podle něj “porno”\nDiagnoses: Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza\nDisorders: Úzkost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "956", "student_age_year": "6. ročník, 13 let", "student_hobbies": "Podle něj “porno”", "student_diagnoses": "Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza", "student_disorders": "Úzkost,Vyhýbání se škole", "teacher_approbation": "Mgr., Anglický jazyk + Matematika", "teacher_practice_years": "24", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1216", "content": "TEACHING CASE STUDY\n\nBackground:\nwas solving a problem with attendance. The girl avoided school for a long time, and a specific subject, when she was afraid to give a lecture in front of the class. Either she didn't come to school that day at all, or she kept making excuses that she forgot she didn't have something. She was given several opportunities by the teacher to finish it until next time, or to send it. Just to show some activity. This resulted in her missing a few marks in that subject, and as it was a civilian where those marks are generally low, it made it impossible to grade her. When I checked the long term absence, I found that she was avoiding the specific day she had this subject. Her absence was excused from her mother.\n\nSituation (Anamnesis):\nThe girl has no behavioral disorders, it was just this particular truancy issue. Her classmates perceived the injustice of someone being excused from school and they had to work it all out. Sometimes they were heard in the form of general comments: 'Oh well, the pupil is missing again.' Mom was cooperative, but believed her and tolerated excuses that she wasn't well and wouldn't go to school.\n\nTeacher Intervention (Solution):\nsolved it first with the teacher of that subject. I learned about the classification problem from her. After that, I called my mom about the absences, she promised to fix it. I also made an appointment with the school psychologist to find out what was going on and what the problem was. This is how it went like a wheel - school psychologist, parent, teacher, school psychologist, parent. I first learned what the problem was from my mother when I called her about the grades. It turned out that the student had confided in her that she was afraid of a report or any presentation in front of the class and thus avoided the civics, because it was not possible to pass it with only an A, as in other subjects. So I made an agreement with her citizen teacher and the other teachers not to give the student anything to present in front of the class and to allow her, for example, to hand in the paper only in writing. I agreed with the mother to stop tolerating the pupil's excuses that she is sick and to send her to school. We were also more in touch both by phone and in person at school. I also communicated everything with the pupil.\n\nOutcome:\nonly have the experience of the last two months of the school year, but the absences improved after this solution was set up. I plan to focus more on the pupil this year, so that we know whether the situation has been resolved in the long term.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: móda, styl, hudba\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1216", "student_age_year": "14, 8. ročník", "student_hobbies": "móda, styl, hudba", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "PhDr., Učitelství pro 1. stupeň", "teacher_practice_years": "20", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/386", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole situation with the student revolves around the fact that he cannot concentrate at all on the tasks given by the teacher in class. He is always interested in something else, there are cries in the dark that do not make sense within the curriculum. He is always dealing with something new that occurred to him that day, he often deals with girls and has questions and comments about them that are very inappropriate. Overall, his behavior includes constant harassment of female classmates, foul language, fights with fellow students, disregard for rules, and disdain for authority. This behavior started a year and a half ago and graduated during distance learning, where the teacher no longer had such a reach, so the student was able to calmly run around naked in front of the camera. Telling the parents about his distance learning behavior didn't have much of an effect because they didn't have the opportunity to be in the room with him during his son's classes and watch over him, so it always had to be dealt with retroactively, which didn't have the right effect. Female teachers try to solve problems in the classroom, but they repeatedly fail, so they come to me for help, because I am the only male teacher at the first level and therefore probably the biggest authority.\n\nSituation (Anamnesis):\nThe student is far more mature than those around him and has disproportionate reactions to certain events, so he behaves like a teenager even to little girls. He is looking for the level and the barriers of how far he can go.\n\nTeacher Intervention (Solution):\nIn general, the student does not respect authority, so until he is threatened with some major punishment, he will not change his behavior. He has already received a reprimand from the class teacher and I suspect also a reprimand from the class teacher. Several times I invited the student to my office, I talked to him about the fact that it really wouldn't work like this, then he was doing well for, say, two days, but after a while it started again.\n\nOutcome:\nThe result of the solution was not very successful. Even though I have spoken to the student several times, his inappropriate behavior is still repeated. When something works for him, it doesn't last long. He can keep behaving normally for a day or two, then it goes downhill again.\n\nStudent Profile:\nAge/Year: 4. třída, 10 let\nHobbies: Počítače, sociální sítě\nDisorders: Disrespekt,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "386", "student_age_year": "4. třída, 10 let", "student_hobbies": "Počítače, sociální sítě", "student_diagnoses": "", "student_disorders": "Disrespekt,Nevhodné chování", "teacher_approbation": "Vysoká škola, Učitelství pro první stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/806", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught the subject of vocational training in the last year of the matriculation field. Around the first quarter, students chose the topic of their final thesis. All but one chose. During the subsequent confrontation of this pupil with the choice of topics, an alternative date was agreed upon. This student has not chosen the topic again until then. Subsequently, I offered the pupil the possibility of consulting the topic. This pupil subsequently began to be absent alternately on different days or classes. Due to his age, he could excuse himself for his absence. So her parents had no idea about her. He usually cited family reasons as the reason for his absence. About half a year ago, his absences had already increased significantly, he was absent for days or weeks at a time. He gave illness as the reason for his absence. However, there were no problems with the pupil in the past and his grades were above average. In any case, this student's name was mentioned several times at the pedagogical meeting due to his increased absence and the fact that he will have his matriculation exams.\n\nSituation (Anamnesis):\nThis pupil – a pupil of a vocational high school. In the 4th year of the IT field. Calm, hardworking and friendly. More of an introvert. His benefit was fine. Excellent or commendable in professional subjects. Rather good in other subjects such as ČJ, ZSV. At the time of the 4th grade, his parents divorced.\n\nTeacher Intervention (Solution):\nhad the opportunity to meet this student in the subject of professional training. At the beginning of the school year, communication with this student took place personally in a relatively friendly spirit. The problem occurred when choosing a topic. All his classmates made their choice on time. At the first opportunity I called him to me and asked him why he had not yet chosen a subject. He replied that he could not choose until the last moment. I then offered him to change his mind within three days and then get back to me. This student did not respond within three days. Subsequently, he was absent for several days, and when he came to class, I invited him to my place again and asked him about the chosen topic. This student told me that he still hadn't chosen a topic since the last interview. I suggested to him that after the lesson I would have time to discuss topics with him and choose some with him. This student quietly disappeared after the lesson. He was absent again for many days and when he came to school, I invited him to my place again. I told him he didn't have a topic selected yet, so I would assign it to him. And also that he has a very high absence and if he continues to be absent, it may happen that I will not be able to classify him and thus he will lose the opportunity to apply for the matriculation exam. To this, this student reacted very irritated by saying that the high school diploma is not everything. I was surprised by this reaction, so I asked him why he was saying that considering that he is in the matriculation field. And this student indicated to me that he doesn't care much about the high school diploma and that he would ideally like to finish school. When asked why he would like to leave school when he is already in the fourth year, he replied that he was afraid that he would not pass the matriculation exams. From that moment on, I talked with this student about what the matriculation exam consists of, how many attempts he has and also about the possibilities of the labor market and applying for it. I tried to convince him that it was better to see it through and just try. And possibly find out what he can or can't do, rather than giving up halfway like this. In the end, I told him to let everything we said go through his head in peace. And if he is interested, he can come anytime. I subsequently contacted colleagues holding the position of educational advisor and discussed my findings with him. A colleague spoke to this pupil a few days later. The colleague also had the opportunity to speak with the parents of this student, who told him that they had no idea anything was happening.\n\nOutcome:\nWith a few exceptions, this pupil started coming to school again. He successfully submitted the coursework and passed the matriculation exam.\n\nStudent Profile:\nAge/Year: 19 let, 4. ročník SŠ\nHobbies: Počítačové hry, programování. Sledování seriálů.\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "806", "student_age_year": "19 let, 4. ročník SŠ", "student_hobbies": "Počítačové hry, programování. Sledování seriálů.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – Odborné učitelství SŠ", "teacher_practice_years": "10", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1438", "content": "TEACHING CASE STUDY\n\nBackground:\nTowards the end of the school year, a colleague informed me that the students of one class, who were in the computer room at the time, discovered on one computer, specifically on the monitor, an installed link to a page with inappropriate content. It was a link to a pornographic site. This whole matter was first handed over to the school management, the classroom administrator and the prevention methodology. Upon investigation, the classroom administrator found out, through browsing history, what day and exact time this link was installed on the computer. Thanks to the meeting order and class records, a specific student from my class was tracked down.\n\nSituation (Anamnesis):\nThe student had rather below-average academic results, he tried to make himself the boy of the class, but at that time a new student came to the class, and therefore he repeated everything according to him, tried to match him.\n\nTeacher Intervention (Solution):\nThanks to the alertness of the administrator of the computer room, the perpetrator revealed himself. That's why I invited the suspect to my office to tell me and the prevention methodologist whether he had installed something objectionable on the school computer. After a long discussion, he didn't really want to talk, obviously feeling guilty, he finally confessed to his crime. The classroom administrator even provided proof from the search history of exactly when the student installed the link on the computer. Furthermore, it was possible to tell from the material when exactly the link was searched for and clicked. We explained to the student that this was a gross violation of school rules and that the situation would be discussed with the school management once more. The following day, the pupil was invited to the school management, where he explained the whole situation. At the same time, he confessed to his crime. He was obviously sorry because he did not hide his emotions when communicating. The school administration gave him a reduced behavior grade as an educational measure\n\nOutcome:\nam satisfied with the resolution of this case. The student realized his mistake, he acted in violation of the school rules. I was surprised that he didn't hide his emotions from the school management, so I think he was very sorry for his actions. This case was also a warning to other pupils.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída ZŠ\nHobbies: motorky, počítačové hry, sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1438", "student_age_year": "15 let, 9. třída ZŠ", "student_hobbies": "motorky, počítačové hry, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Ov", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/344", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problematic student, who was among the worst students at school, has no support and no motivation to go to school and get an education. During probably the worst confrontation, when she didn't come to school for a week and gave a completely meaningless excuse, it became clear to me that the problem lies mainly with her mother, who does not send her to school, supports her truancy and shows no interest in her daughter's education. He apologizes to her for everything and often doesn't even pay attention to what the apology says and how it might sound. The main thing is that it is signed. For example, in the situation already mentioned, the pupil was excused from classes for a week due to an alleged lost key to the house, and therefore had to stay at home so that someone would open the door when the mother returned from work. The student repeated the grade twice. Once in the first degree and once in the second degree. In the 7th year, she was evaluated with a grade 3 grade in behavior.\n\nSituation (Anamnesis):\nThe student lives only with her mother in a dormitory. She was temporarily raised by her grandmother. Very often sick - the reason was the bad environment in which she grew up - cigarette smoke, poor hygienic conditions, poor personal hygiene. The mother was not interested in her daughter's attendance. Only 2 times a year if confirmation of social benefits is necessary. Due to frequent absences, the pupil did not keep up with the lessons. This resulted in insufficient benefit.\n\nTeacher Intervention (Solution):\nThe educational commission took place several times with the mother, when she promised that the daughter would attend school regularly. She also signed that the pupil's illness must be excused from the doctor. Mother did not follow this despite my insistence. I have solved it many times with OSPOD but without much success. I asked the students themselves why they don't go to school at least in their own interest. She told me that she can't learn it, but she likes to come here because of her friends. But sometimes her mother doesn't want to let her go to school, saying it's a waste of time. I really wanted the student to finish her studies, so I resorted to the threat of reporting the mother to the police because of the child's truancy. But the mother simply transferred the pupil to a primary school with special educational needs.\n\nOutcome:\nFrom a short-term point of view, it is without result. From a long-term perspective, transferring to another school was more advantageous for the student than any other solution. From my own point of view, it is a partial success that the girl transferred to another school, but overall I assess it more as a failure of the OSPOD system and social benefits. The mother was not entitled to these benefits due to the neglect of compulsory school attendance.\n\nStudent Profile:\nAge/Year: 15 8.ročník\nHobbies: malování\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "344", "student_age_year": "15 8.ročník", "student_hobbies": "malování", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "VŠ, ČJ, NJ, AJ pro II.stupeň ZŚ", "teacher_practice_years": "15", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/770", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I came to class 3.A, which I had already been teaching for the third year. I liked the class, there were a lot of hardworking individuals in it. Although the beginning with the class was not easy, when they came in and got me, it was certainly not a walk in the park for them, but in the years we spent together, I learned them and they already knew what they could and could not afford. Well, at the beginning of the third year, a student who was known throughout the gymnasium as a slacker because he had already failed twice failed. I thought ahead of time that it wouldn't be easy with him, but I didn't want to be preconceived. So I didn't show it in front of the class. So I arrived at the first class among my students and everything went normally. The student did not express himself in class and did not disturb my classical teaching. The problem only started showing up later. When the first major paper was due, the student did not show up at school for a week, and after he started going to school again, he avoided the mathematics he was supposed to write. So he wrote the paper about a month after the due date, of course he got an insufficient grade on the paper. Then he started going to class again, but after that he was completely out of the picture, so he wasn't paying attention in class, he was disruptive, or he was doing something completely different than math.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nWhen the situation worsened and the next paper was due, I went to talk to the student if he would participate in the next class in which we would write the paper. He didn't want to talk to me at all and disappeared from the class rather quickly. When he didn't turn up for the exam again, I tried to ask the class teacher if he had the same problem with the student's absence, she told me that the student generally has problems with attending school. So I also asked the pupil's classmates what they thought of him and his attendance at school. The boys told me that he gets along well with the student and that they are also sorry that the student doesn't come to school much, it was clear from their eyes that even in such a short time they had made friends with him and that they care about him. Once I got a student to talk to me, I asked him if he wanted to stay at school and finish his studies. He avoided answering, but as soon as I mentioned that if it continues like this it won't do much good and unfortunately he will be kicked out of school, the student replied that he was very sorry that he didn't want to bring his personal things to school, but that they have problems in the family. I wasn't sure about this situation, but I told him that it was enough for me for now and they would try to accommodate and help him. We agreed with the student that he can correct his papers, I told him that his classmates like him and will try to help him if he asks for help. So the student promised me that he would try to improve and ask his classmates if they would help him.\n\nOutcome:\nThe student's attendance improved greatly in the following quarter, although he still missed a few classes, he tried to go to school and always apologized to me when he missed. As soon as the student started going to school and became even more integrated into the team, everyone was willing to help him, so his grades improved proportionally. After a few weeks, I met again with the class teacher and when the word came about the student. She said he was getting better and that his absence wasn't so bad. So I asked her why she thought things had suddenly gotten better. She told me that the student came to see her only a few days after I talked to him and she was surprised by that, he apologized to her and said that he wanted to finish school. He even opened up to her so much and told her the reason for his absence and lack of time for school. The student told her that his parents had been arguing and breaking up and he couldn't stand it at home, so he moved away from his friends to another city alone. A lot has changed since my conversation with the student in a few months, I am ultimately very happy with how the whole situation turned out and that the student finally graduated.\n\nStudent Profile:\nAge/Year: Alexnadr 3. na čtyřletém gymáziu\nHobbies: žádné\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "770", "student_age_year": "Alexnadr 3. na čtyřletém gymáziu", "student_hobbies": "žádné", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Magisterské (matematika, fyzika)", "teacher_practice_years": "26", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1333", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student entered the 1st year of the academic field. He was of Romani origin, he seemed unproblematic, perhaps even an introvert from the beginning. His intelligence was at a good level, he just lacked the effort to prepare for classes and carry the required completed homework, he was late. Even in vocational training, he was very capable of getting the job done, understood assignments very quickly and had a nice social demeanor towards clients and the vocational training teacher.\n\nSituation (Anamnesis):\nAfter the initial familiarization with the school environment and classmates, he began to appear aggressive, unreliable, did not fulfill his duties, lied.\n\nTeacher Intervention (Solution):\nAlready in the first semester of the first year, he incited a fight with a classmate, hit him and injured him. This situation was investigated, it took place in the locker rooms after school and practically without witnesses. On the basis of a fight in the locker room, where his classmate figured in a negative sense of the word, and the witness was a classmate, an educational committee was held at the school in the presence of the ZŘ for theoretical teaching, TU and the head of educational counseling, the student and the legal representative. As an educational measure, the headmistress of the school was reprimanded. At this point, he came under the radar of the school's guidance counselor, had appointments scheduled with him, but, unfortunately, only showed up for one and stopped cooperating. Requests for an opinion from the police and other authorities began to come to the school, when it became clear that the behavior problems were not only at school, but also outside of school, that this was a boy who was involved in the infamous \"gang\n\nOutcome:\nAfter a short consideration, he chose the option of ending his studies at his own request. It was 4 months before the final exams. That's why it's a shame that the journey ended at school in the 3rd grade. It was very difficult for him to make a decision, just in this period of the 3rd year, you think to yourself: 'If he has already had so many problems until the beginning of the second semester of the last year, why should I be the architect of his failure to learn?' And that's another aspect he could do, he was a very skilled manipulator, he could win over half the class to his side, he had the gift of being as gentle as a lamb, kind and obedient, but only when he needed to be. He was able to take advantage of the situation. He got a solution even when he finished his studies at school. Specifically, the opportunity to pass the professional qualification exams and subsequently apply for the opportunity to take the final exam. How he approaches this challenge is up to him alone. His parents and society provided him with excellent conditions, only he himself was and still is the architect of his own destiny.\n\nStudent Profile:\nAge/Year: 18. let, 3. ročník\nHobbies: snaha ze strany rodičů o zapojení syna do kolektivního sportu, chlapec hrál aktivně fotbal na střední úrovni, byl šikovný, ale problémový i mimo školní zařízení, tzn. nepřiměřené reakce při sportu – agresivita slovní, ale i fyzická, nezvládání emocí\nDisorders: Agrese,Lhaní,Krádeže,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1333", "student_age_year": "18. let, 3. ročník", "student_hobbies": "snaha ze strany rodičů o zapojení syna do kolektivního sportu, chlapec hrál aktivně fotbal na střední úrovni, byl šikovný, ale problémový i mimo školní zařízení, tzn. nepřiměřené reakce při sportu – agresivita slovní, ale i fyzická, nezvládání emocí", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Krádeže,Nevhodné chování", "teacher_approbation": "Bc., učitelství odborného výcviku", "teacher_practice_years": "27", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not show any signs of problematic behavior in the first two years of elementary school. In the third grade, however, his behavior suddenly worsened significantly, the student became aggressive towards his classmates, he began to attack them both physically and verbally, mostly very vulgarly. With the onset of this problematic behavior, there was also a deterioration in the overall performance of the pupil. Over time, it became clear that the beginning of the pupil's problematic behavior was correlated with a worsening situation at home (the pupil's parents were going through divorce proceedings at the time). Thus, the student was experiencing stress caused by the worsening situation at home, his violent and aggressive behavior was thus supported by his diagnosed ADHD. The student and his parents visited a professional counseling center, where they were advised that an assistant be assigned to the student. This assistant was supposed to help manage the student's problematic behavior. The student had this assistant assigned from 3rd to 4th grade, but there was no improvement in behavior. The school repeatedly contacted the mother saying that their son's behavior was not improving in class, to which the mother always replied that the son had been diagnosed with ADHD and that he was therefore not to blame for his problematic behavior and his behavior would not improve.\n\nSituation (Anamnesis):\nThe student has an average grade and is quite popular in the class. Complex family history, parents are divorced, no siblings.\n\nTeacher Intervention (Solution):\nThe student was assigned a professional assistant who helped the student reflect on his behavior and moderated his aggressive expressions.\n\nOutcome:\nSolving this problem took a relatively long time (from 3rd to 7th grade), but in the end it turned out to be successful. However, in 5th grade he was assigned a different assistant who was much stricter with him. The student is now in the 7th grade and his behavior is completely fine.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: sport, počítačové hry\nDiagnoses: ADHD\nDisorders: Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Verbal aggression\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "131", "student_age_year": "12 let, 7. ročník", "student_hobbies": "sport, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Fyzické násilí", "teacher_approbation": "VŠ, RJ-ZSV", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/872", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom I experienced a problematic situation, which I solved well, attended the second year. He studied ecology and I taught him physics. The student had an assistant because he suffered from autism. The student received many reliefs, for example, when he was tired, he could lie down on the bench and sleep, or when he was in a bad mood, the assistant took him out of the classroom. Now I come to the problematic situation. With all teachers, this student had a tendency to ask strange and even absurd questions. He once asked me a question in class: does a railroad car float. I was quite taken aback by this, I was really surprised by this question. So I replied that it does not float, nor do any similar bodies.\n\nSituation (Anamnesis):\nThe student was 16 years old at the time of the incident and was attending the second year of the field of ecology. The student suffered from an autistic disorder and therefore had an assistant in his class. Overall, he had an excellent grade, he was very intelligent, he was good at mathematics and physics. He lived only with his mother at the time of the incident.\n\nTeacher Intervention (Solution):\nI was very surprised by the situation and at that moment I couldn't think of anything better than to get out of this situation. All the students and the assistant, and especially the student who asked the question, were surprised by my reaction. I was actually surprised that I came up with this solution so quickly. I was so freaked out by the situation that the whole class and I had to calculate the density of the railway car he was asking about, and we then compared it with the density of water. And based on this density calculation, we found that the density of the wagon is greater and therefore it cannot float. This is a situation that I somehow managed to get out of, by doing the math.\n\nOutcome:\nIn the short term, the situation was resolved and the student was even surprised, because at first he probably took it as a joke. Overall, there was a great response to the situation. Questions of a similar nature continued to be repeated in other classes with other teachers, but there was no longer a problem in my teaching.\n\nStudent Profile:\nAge/Year: 16 let; 2. ročník SŠ\nDiagnoses: Autismus\nDisorders: Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "872", "student_age_year": "16 let; 2. ročník SŠ", "student_hobbies": "", "student_diagnoses": "Autismus", "student_disorders": "Nevhodné chování", "teacher_approbation": "Ing. Fyzika, odborné zahradnické předměty", "teacher_practice_years": "20", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1124", "content": "TEACHING CASE STUDY\n\nBackground:\nTwo students from the class at the lower gymnasium, where I am currently the class teacher, came to see me. One of them was crying and the other brought her, so it was clear to me that something was going on. The one who was crying didn't say much, but the other one immediately started that the boys locked the first student in the locker room and laughed at her. Unfortunately, the first student is claustrophobic, I have known this from her parents since the beginning of the classroom, and I always have to take this into account, for example, during school trips and similar situations where it could cause her some problems. Of course, the class also notices such situations, so the boys know that such things bother her. I asked the girls which boys they were, even though I had already guessed who it would be. It is a group of boys in the class, headed by one boy, such a natural authority figure with leadership skills. The guys have respect for him and get pulled over, although I think they're all pretty handy without him, but once they're with him, it's worse. When the first student calmed down, she told me that it was mainly one of the classmates who initiated it and the other boys rather just joined him.\n\nSituation (Anamnesis):\nThe first student – above average intelligent student, friendly but explosive, natural authority. The second student - an average student with a problem-free behavior, likes to read and play the guitar.\n\nTeacher Intervention (Solution):\nEven on the day when this situation happened, I called the boy to my office and asked him how and why it happened. At first he tried to blame it on the other boys, but after a while of negotiating he admitted that he locked the first student in the locker room and didn't want to let her out for a while. He told me that the first student laughed at him, that he doesn't have any designer clothes and wears one T-shirt for 3 days at a time. Unfortunately, the first student does not come from a family that is financially well off, so she wears more ordinary clothes. It is now popular among students to wear different brands of clothing, they deal with it a lot and are interested in it. So the boy responded to this taunt and took advantage of his classmate's weaknesses. So I thought they were both guilty. I tried to explain to the boy that it is definitely not good to reciprocate in such a way, that if someone laughs at him, he should come to me and we will try to solve it together. Unfortunately, this was the result of his choleric and impulsive actions. I also called the first student after the boy and tried to explain to her that the boy's behavior was definitely not right, but it was a reaction to her mocking him. They both seemed to understand what I meant. Subsequently, I also informed the parents of both students about this situation, and they immediately told me that they would discuss it with the children. Fortunately, they were supportive parents with whom I never had any problems. As part of prevention, I also tried to come up with some games for the class that would support cooperation in the class and eliminate similar situations.\n\nOutcome:\nIn this particular case, it worked to discuss with the boy and the first student. Since then, the two of them have not had any problems together, and I have not seen similar behavior in class that I would have to deal with. It is possible that now and then the students laugh at each other, but they are old enough not to deal with it in a similar way and it has never happened that they have to deal with it with me. I'm glad it turned out this way. Actually, I didn't even have to deal with it directly with my parents, although I think they must have arranged it at home as well.\n\nStudent Profile:\nAge/Year: 11 let\nHobbies: Fotbal, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1124", "student_age_year": "11 let", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ + OV", "teacher_practice_years": "21", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1397", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student brought nicotine sachets (Lyft) with him to school. He used them sometimes. Some classmates also knew about it, the student did not hide it too much. The fact was brought to the attention of the teaching assistant who works in the class.\n\nSituation (Anamnesis):\nThe student is sociable, gets along well with other classmates. It does not cause disputes. He does not engage in extra work or other activities on his own initiative.\n\nTeacher Intervention (Solution):\nI caught the student during a break in the corridor with the aforementioned bags surrounded by two other classmates. He did not deny anything and made a fair confession. We immediately went to the director's office. Everything happened calmly, without resistance. In the director's office, he again confessed to everything. The student was awarded a two in behavior.\n\nOutcome:\nThe student was awarded a two in behavior. He accepted it in such a way that he didn't care at all. But it had the effect that the student no longer carried nicotine bags with him to school. It did not cause changes in future behavior in other respects.\n\nStudent Profile:\nAge/Year: 14\nHobbies: venkovní sportovní aktivity\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Hyperaktivita,Nepozornost,Impulzivita\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1397", "student_age_year": "14", "student_hobbies": "venkovní sportovní aktivity", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Hyperaktivita,Nepozornost,Impulzivita", "teacher_approbation": "Z, Př", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/88", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at the level of student behavior began to change last year, after the return to face-to-face teaching after the lockdown. The previously problem-free student started running away from school, always after a conflict with someone from the neighborhood. The first incident occurred in the sorority, when the teacher, whom the student did not like, simply ran away after a vigorous response. This behavior has become repetitive. The first time he ran directly from a teacher, there was a physical attack where he scratched the teacher and broke her fingernails. Help came from a colleague from the next class, who restrained the student, but also suffered scratches and bruises. In one case, the student ran to a busy intersection, where the teacher chased him and injured her knee in the process. The most serious incident occurred when the pupil tried to run away, but the janitor already knew the situation and locked the front door, leading to the pupil banging and kicking the door.\n\nSituation (Anamnesis):\nThe student's problem has its roots in the family environment. His mother, a kindergarten teacher, is described as domineering, often complaining about school, criticizing teachers and finding fault. The student is the third child in the family to attend this school. After returning from the lockdown, he was the only family member who had to physically go to school while the others stayed at home. During the lesson, the pupil was defiant, worked ahead of time despite instructions in the mathematics he was good at, and fell behind in other subjects. In conflict situations in the classroom, he behaved aggressively and ran away, even if it was not a real conflict. His behavior negatively affected other students who were confused and tried to help the teacher.\n\nTeacher Intervention (Solution):\nWhen the student ran away, the teacher chased him while the assistant remained in the classroom. During an attempt to calm the student down, he was physically assaulted and cursed. The situation was reported to the director, who also suffered an injury. Everyone was injured and exhausted. After the student calmed down, it was necessary to immediately call the parents to the school, which happened often. The pupil's mother reacted to the situation with reproaches towards the school. The discussion with her was difficult and the school had no other options to solve the situation. Contacting a psychologist's crisis line was considered as a last resort. Finally, the mother was convinced to see a psychologist with the student, which they still do today.\n\nOutcome:\nThe problem with the student's behavior remained partially unresolved, mainly because of the mother's attitude. The school tried to cooperate and offered solutions, but the mother was not willing to cooperate. Despite this, it is positive that the family has started seeing a psychologist. The student is no longer in the class of the teacher who describes the situation, but according to information from the new class teacher, the student's behavior has improved. He still has problems in the family environment and doesn't always focus on his schoolwork, but he hasn't run away yet. Recently, the whole class participated in an outdoor school, where the student was eventually taken because he behaved well.\n\nStudent Profile:\nAge/Year: 2. třída\nHobbies: Počítačové hry, kočky, cvičení  posilování)\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "88", "student_age_year": "2. třída", "student_hobbies": "Počítačové hry, kočky, cvičení  posilování)", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Učitelství pro první stupeň ZŠ", "teacher_practice_years": "24", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1483", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the first grade, as a special pedagogue, I received a boy with Asperger's syndrome who was not socially integrated and had significant problems with it. He had problems with concentration, he didn't know how to work, how to prepare things for class, how to work with a textbook and a worksheet, how to behave. Sometimes he had such outbursts of aggression towards himself and displays of anger where he would tear things and not control himself.\n\nSituation (Anamnesis):\nA first grader with Asperger syndrome, dyscalculia and dysgraphia. So he was weaker in mathematics and Czech (threes), but in the area that interests him (for example, natural history) he was very above average (ones). Frequent bouts of aggression and anger in classes.\n\nTeacher Intervention (Solution):\nThe student often suffered bouts of aggression and anger towards himself, when during the lesson he was able to tear up the worksheet he had just been given. That's why I always print a few extra sheets to be ready to give him a new one as soon as he calms down. We gradually taught him how to treat textbooks and other aids. I tried to teach him the good way, in the way that I tried to explain everything to him calmly. No rough and tough hits. It went very well. As for inclusion in the collective, the other children respected him and tried to help him with everything he needed help with.\n\nOutcome:\nEverything went very well. The parents also worked at home with the boy, so things went well. Now the boy is in second grade and doing well.\n\nStudent Profile:\nAge/Year: 1. třída, 6 let\nHobbies: přírodní vědy, četba\nDiagnoses: Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1483", "student_age_year": "1. třída, 6 let", "student_hobbies": "přírodní vědy, četba", "student_diagnoses": "Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie", "student_disorders": "Agrese", "teacher_approbation": "Vysokoškolské – Mgr. - speciální pedagogika, vzdělávání pro 1. stupeň ZŠ", "teacher_practice_years": "26 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1239", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation repeats itself during my work hours. When students work with different materials and create products that require concentration, patience, and students have to work according to pre-given instructions. If it is possible for the students to work according to their own imagination or their own model, which they create themselves, everything is fine. But if, for example, I assigned work with modeling clay, when they had to model a specific thing according to a template or we made 'recyclers' from waste material, such as toilet paper rolls, PET bottles, foil and the like, which the class had to present on Earth Day, so the problem arises. The boy consistently refuses to work on the assigned task and deliberately destroys other classmates' products. It also often happens to me that instead of the assigned task, the boy either does not hand in anything or his creation is something else entirely. Mostly it has some 'morbid or sexual' subtext.\n\nSituation (Anamnesis):\nThe boy is only diagnosed with ADHD, the parents refuse any further examination, as well as any psychological help offered by the school or any examination in a pedagogical-psychological consultancy. In other subjects, it manifests itself in inattention, failure to complete assigned tasks, and disrespect for authority. The boy lives in foster care.\n\nTeacher Intervention (Solution):\nThe boy consistently refuses to work on the assigned task and deliberately destroys other classmates' products. All the pupils were successful in their creations, and one girl even modeled an exact copy of the given model. When I praised the students for a job well done. The boy suddenly cried out and with a 'Huronian laugh' he ran towards the displayed products with incredible speed that could not be stopped and threw most of them to the ground. Unfortunately, many of them did not survive the boy's typhoon and were destroyed when they fell to the ground. The children were greatly derailed by the boy's act, including me. I'm on the whole, you could say a calm teacher, but at that moment the blood rushed to my head, I shouted at the boy that he was stupid and wanted to slap him. But at the last moment I stopped and returned my outstretched hand back to my body. I realized that 'getting angry means destroying your health because of other people's stupidity' and the teacher must maintain 'decorum' in every situation. But the given situation really turned me off.\n\nOutcome:\nAfter repeated incidents, I called the boy to my office accompanied by an assistant. Which is with another child, but he moves around the class more often than I do and often has a better insight into what is going on behind the scenes of the class. We talked about the whole situation in class, what happened. What could have caused such a reaction in him that he was able to destroy the products of others. That there are things that a person does for pleasure and what would make him happy, what he would like to create. The boy said he would prefer to create a working gallows. He did not want to answer any other questions. My assistant and I were amazed and in the next hour of work activities I included the production of a historical model of the city in connection with local history. Since our city had a feudal right in the Middle Ages, we created models of the town hall, the church, and finally the gallows itself. In class, we explained to each other what capital law actually means, and that in ancient times many criminals, thieves and murderers ended up on the gallows. I intended for the boy to realize that the way he behaves in class can lead to bad ends. I have been working in education for 25 years, but during my time in education I have never encountered similar behavior in a regular school. I think that the inclusion that took place recently in our education system was not very happy for many students, including teachers. There are students who require very individual care and access, and unfortunately, despite the number of assistants in schools, we cannot provide them in regular schools. Unfortunately, I don't know how to do it in that case and I consider it my pedagogical failure.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník ZŠ\nHobbies: Sport, bojová umění\nDiagnoses: ADHD\nDisorders: ADHD,Podvody,Lhaní,Neuznávání pravidel,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1239", "student_age_year": "11 let, 5. ročník ZŠ", "student_hobbies": "Sport, bojová umění", "student_diagnoses": "ADHD", "student_disorders": "ADHD,Podvody,Lhaní,Neuznávání pravidel,Ničení majetku", "teacher_approbation": "Mgr., učitelství občanské výchovy, přírodopis, pracovní činnosti, výtvarná výchova", "teacher_practice_years": "25", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/467", "content": "TEACHING CASE STUDY\n\nBackground:\nI was in charge of the corridor that day. The student was arguing with a classmate there, and the dispute slowly turned into shouting. I went to intervene and asked the girls to calm down. But the student snapped at me: \"You have nothing to order me around!\n\nSituation (Anamnesis):\nŽačka is very dominant in her group of friends and in most cases has the main say. She is taught that they give way to her in the family. Cases like this happen quite often.\n\nTeacher Intervention (Solution):\nAt first I was taken aback by the situation, but I quickly recovered and tried to forcefully remind the student who was the teacher and who was the student. \"I have something to tell you. You are in school, I teach you and I have responsibility for you.\n\nOutcome:\nŽačka quickly remembered after my strong reminder. She calmed down and we were able to have a normal dialogue. We settled the dispute and the girls went their separate ways. However, it had no effect in the long run.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: -\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "467", "student_age_year": "6 let, 1. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Manipulace", "teacher_approbation": "VŠ, učitelství pro 1. stupeň", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/122", "content": "TEACHING CASE STUDY\n\nBackground:\nknew in advance that this class was going to be a disaster, but I didn't know how big it would be. The end of the secondary school was approaching and I was carrying the corrected half-term papers to the freshmen. It was the decisive mark, for closing the marks. The student never coped well when he got a bad grade (4 or 5), and when I gave him a red 5 for the final paper, I expected a negative reaction. The class started like any other, registration in the classroom and then giving out tests. I usually ask someone to pass it out, but I didn't want the student to vent his anger on his classmates. I was about halfway through the pupil's test. When I gave him the test, he started sobbing. 'How like in five?!' he shouted 'Do you know how long it took me to study for this?! But that means I have to make repairs, again! No it does not!' I heard him, but because I knew he wouldn't be happy with his result, I lightly ignored his speech. And suddenly it happened! Out of nowhere, a terrible blow, the student threw the bench in front of him in a huge sense of injustice. All the girls screamed. He just flipped her over. Today I realize that it was wrong, but I blurted out immediately: 'Are you normal?' And my second thought was: Thank God he's sitting in the first pew and didn't hurt anyone. I realized the inadequacy of my question. I placed the remaining papers on the desk and in front of me and slowly walked over to the student. 'Student, try to inhale deeply and exhale slowly.' I walked slowly towards him and when he looked at me I was really scared. His face was all red, his lips were crooked and he was barely breathing. I went closer and he repeated: 'Breathe slowly..'. There was only anger in his eyes.\n\nSituation (Anamnesis):\nThe student is unfocused, most of the time he is not mentally present. Almost all items go through with 'scraped ears'. He is smaller than other boys, even some girls, which is probably why he goes to the gym - he compensates for his smaller height with muscle mass.\n\nTeacher Intervention (Solution):\nasked the pupil in the other desk to run for the gym teacher, who was also the guidance counselor. He trusts the student, they have individual meetings once a week to manage stress. I went to the student and tried to explain to him that the world is not falling apart. He immediately replied: 'How do they not crash? Do you have any idea what the hell this is?' 'I understand you're upset, but we can still try to work it out.' I tried to speak as calmly as possible, but I could hear my voice shaking. 'And how? The holidays are coming soon! And I won't have a closed year again?' 'You're right, but we'll sign you up for commission exams and you'll finish your math.' 'Like in the summer? I'm not going anywhere again, mother will want me to study...' During this sentence, the gym teacher came. I was immediately calmer when there were two of us. 'Hey student, what's going on here?' asks the gymnast. 'Everything's fucked up, that's what's going on here!' 'But, but young man, what were we saying about those expressions. Vulgarisms will not help us in any way.' 'Fine, sorry.' It could be seen that when the gym teacher came, the student calmed down significantly. The student collapsed on the chair, which, unlike the bench, was standing. The gym teacher offered to talk about it in his office. Of course, I released the student from the rest of the lesson (or from the last 5 minutes) and believed that the gym teacher would handle it all. After all, they work together some Friday.\n\nOutcome:\nreally didn't know what to do. I was expecting an exaggerated reaction, but it didn't really occur to me that furniture would fly. 'Fortunately' this was such a big deal that we finally convinced the pupil's mother that the boy needed professional help. Since then, the student regularly attends the PPP, where he visits a psychologist who does various stress management exercises with him. We also agreed with the pedagogic council that it would be appropriate for pupils to 'create' tutoring groups after school, specifically for 'problematic' subjects - M, ČJ, ANJ etc.\n\nStudent Profile:\nAge/Year: 17 let, 1. roč.\nHobbies: Videohry, skateboard apod.\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "122", "student_age_year": "17 let, 1. roč.", "student_hobbies": "Videohry, skateboard apod.", "student_diagnoses": "", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "", "teacher_practice_years": "Přes 20 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe family from the village had their two children and at the same time adopted two more children. One of the adopted children was blind and the other child they adopted was both blind and deaf. The student was exceptional in his family in terms of knowledge, but in ours he was very below average. In my opinion, his parents were mainly to blame for the given situation, as they did not have time to pay attention to the student and discuss the subject with him at home. The student in question did not master the subject. He couldn't concentrate. However, it wasn't just that he didn't understand the subject matter, no one studied with him at home and we were mean to him. We wanted to help him and discuss the curriculum with him and help him manage what he has, but he didn't want to. From his side, it was very clear that he was not interested in studying and was not even trying to do anything himself to keep himself in school. He didn't mind getting bad grades, he didn't care. He was problematic in this regard from the first year, when he entered the gymnasium, but everything culminated in the fourth year, when he really couldn't be helped.\n\nSituation (Anamnesis):\nThe student was an introvert, he went to school downright dirty and smelly, so you could see that he was very neglected, below average in his class, quiet, not trying, without any interests, in short, he didn't want to do anything and didn't enjoy anything. He really stood out in class because of his 'knowledge'. His class was very clever, hard-working and problem-free.\n\nTeacher Intervention (Solution):\nOf course, several teachers had a problem with the student in question, in fact all of them who taught him. First, I talked to the student myself, but of course it didn't lead anywhere. After that, I contacted the parents to see if they could come to the school, that I would like to talk to them. By the way, in the entire 4 years that their son studied at the gymnasium, they were at school for class meetings about 2 times. However, the parents did not communicate at all. The agreement between the parents and the school has totally failed.\n\nOutcome:\nWe had to constantly nag the parents because we had to solve the pupil's disadvantage and the whole situation. However, they still did not want to arrive, nor to solve the situation in any way. After a few weeks, they only called to say that they were taking their son home and deregistering him from our grammar school. So the situation ended with him being taken out of school.\n\nStudent Profile:\nAge/Year: Kvarta, 15 let\nHobbies: Žádné zájmy\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Transfer of student, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1131", "student_age_year": "Kvarta, 15 let", "student_hobbies": "Žádné zájmy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Ch, M", "teacher_practice_years": "34", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1295", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a student in the 7th grade and she also started having problems during online classes. She didn't contact us for about 14 days until those hours. She was a student who transferred to us from another school in the 6th grade and applied to the language gymnasium in the 7th grade. But she didn't get the hang of it, and in combination with the online teaching, she completely lost it. She lost her self-confidence and motivation to learn, and her grades dropped dramatically. She had big problems with math because she couldn't keep up with the connections. We also discussed it with the mother and the pupil, then we discussed with the educational committee. The student kept promising that she would improve, that she would handle it. So somehow we made it to the end of the 7th year, but there was a terrible drop in the results. Well, in the 8th grade she started to have mental problems, she couldn't participate in the team and her attendance started to drop. Her friends changed their relationship with her, because as she was not involved, they simply separated.\n\nSituation (Anamnesis):\nStudent in the 7th year of elementary school, rather introverted, shy, quiet, group of a few friends, raised only by her mother, above average academic results, application for gymnasium.\n\nTeacher Intervention (Solution):\nWe constantly pressed the mother and emphasized the importance and seriousness of the problem. The mother and daughter visited the doctor and managed to get back together in terms of health. But she had some problems, so she was exempted from physical education. Due to high absenteeism, she did several delayed classifications in the first half of the 8th grade, and by the end of the 8th grade she had settled in nicely, she tried to finish all the tasks we assigned her on time. It was also a big shift that she started communicating with teachers about when she needed help with the material or to finish some of the assignments.\n\nOutcome:\nThe student is now in the 9th grade, her attendance is very good and her grades have improved a lot. She got used to the fact that when she has a problem with something, she has to come to the teacher and solve it. We are still in close contact with the mother, when, for example, the daughter says that she is going to the doctor, we verify it with the mother and do not believe only the girl. It always has to be in writing, so the mother always at least sends a text message. He also continues to visit the educational counselor and the school psychologist, in the form of such checks and we monitor whether everything is in order. I also always look during the break and see if she is involved in the team, if she is talking to someone and so on.\n\nStudent Profile:\nAge/Year: 13. let; 7. ročník ZŠ\nHobbies: Čtení, kreslení\nDisorders: Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1295", "student_age_year": "13. let; 7. ročník ZŠ", "student_hobbies": "Čtení, kreslení", "student_diagnoses": "", "student_disorders": "Psychické problémy", "teacher_approbation": "Titul Mgr.; občanská výchova, tělesná výchova, výchovné poradenství", "teacher_practice_years": "31", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/861", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation began when I witnessed the problematic behavior of a girl in the eighth grade. This situation lasted for almost three quarters of a year and in the end we did not manage to resolve it. The girl was part of a smaller class of around 25 children, and she was not the only one with problems. There was a group of three girls in the class who stuck together and she was one of them. Her behavior was fine until puberty hit and hormones began to affect her behavior. At that time, her parents, who were divorced or never married, did not behave properly. The girl lived with her father and grandmother, while her mother was not interested in her and did not communicate with her at all. In the seventh grade, the girl learned that her mother lives in Slovakia, has a new family and two small children with a new partner. This information, along with puberty, led to her becoming unmanageable. The grandmother tried to guide the girl, but she became her enemy. The girl ran away from home, did not respond to instructions at school and did what she wanted. For example, when she was tired, she would simply lie down on the bench and sleep, or she would read out loud to the whole class regardless of the teacher's reprimands.\n\nSituation (Anamnesis):\nAs part of the solution, we tried to write an individual educational plan, but the girl did not go to the evaluation and made it clear in her words that she was not interested. She was unhappy and her reaction was to cause problems for everyone around her. She felt bad and tried to make others feel bad too.\n\nTeacher Intervention (Solution):\nIn the end, she was placed in a diagnostic institute, where she first commuted and later slept there. However, she ran away from there as well, and we saw her several times at the train station after school. The grandmother did not want the girl to be in an institution, but social services took over the case from the school and ordered her stay in the institution. The girl spent the last quarter of the eighth grade there without the possibility of going out, because she did not return after the weekends.\n\nOutcome:\nThe school tried to solve the situation, but neither the individual educational plan nor the reduced behavior grade did. In the end, the social service had to intervene, which has more powers, including working with the family, which the school cannot. The girl should now be in her third year of high school, but she no longer reports to us. Although we have met several times, he does not want to talk to us anymore. This case shows that the school has limited options and without the cooperation of the family and the will of the child, solving problems is very difficult.\n\nStudent Profile:\nAge/Year: 8. třída ZŠ\nHobbies: Šikovná\nDisorders: Lhaní,Podvody,Záškoláctví,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Support, Interview, Cooperation with experts\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "861", "student_age_year": "8. třída ZŠ", "student_hobbies": "Šikovná", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Záškoláctví,Ničení majetku", "teacher_approbation": "Mgr. Matematika, Fyzika", "teacher_practice_years": "29", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1460", "content": "TEACHING CASE STUDY\n\nBackground:\nThe end of the school year was approaching, I was then a class teacher in the 9th grade. At the end of April, a colleague came to me asking if I had noticed any unusual behavior in the student. It was an alleged disturbance in class. Nothing like this happened in my classes before. Asking about the student's behavior, I gradually went around the other colleagues to find out if it happens in other classes as well. A few of them told me they noticed this behavior too. So I started to pay more attention to the student. After about a week, the student started to disturb my lessons as well, he stopped completing the assigned tasks. For example, it was always enough to call him by name and he stopped this behavior and worked in an exemplary manner for the rest of the class. Once in my class, even after being reprimanded, the problematic behavior continued.\n\nSituation (Anamnesis):\nShe was a ninth-grade student who, throughout her studies at the 2nd level, was among the talented and interested in education. She regularly participated in school events and competitions across subjects. She was rather quiet and very honest in class. She was talkative among her friends, but she didn't have many. During the period when her disruptive behavior was being addressed, she also had a few changes in her appearance. She cut and dyed her hair and changed her dressing style.\n\nTeacher Intervention (Solution):\nAt first, I began to pay close attention to all the unusual behavior. For more information, I really bypassed most of the teachers who taught the student. Thanks to this, I had the opportunity to notice specific manifestations better. Since it was always enough to reprimand the student once and his disruptive behavior only lasted for a short time, there was no reason to deal with it further. However, after about 2 weeks, the situation still did not improve and he even repeatedly interrupted the English class I was teaching. I warned him twice, the third time I didn't respond. It seemed to me that he was somewhat confused by this reaction. When the class ended, I asked him to come to my office for a while after lunch. I deliberately chose a time when no other teacher was in the office and the interview could be confidential. The student admitted that his behavior was caused by the fact that he liked a classmate and he wanted to impress her. Allegedly, she didn't pay attention to him as much as he would have liked and that's why he tried it by disruptive behavior in class, because when the teacher warned him, the classmate turned to him and noticed him. I listened to the student, consoled him, and together we came to the conclusion that interrupting is not a suitable method to interest a classmate.\n\nOutcome:\nThis resolved all unwanted behavior and did not reoccur.\n\nStudent Profile:\nAge/Year: 15, 9. třída\nHobbies: Fotografování, hra na housle\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1460", "student_age_year": "15, 9. třída", "student_hobbies": "Fotografování, hra na housle", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, NJ", "teacher_practice_years": "9", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1127", "content": "TEACHING CASE STUDY\n\nBackground:\nEven before the beginning of the year, I was less afraid of the arrival of a student who comes from abroad. When I talked to his kindergarten teachers, they said that he is smart, can learn everything, and will soon catch up with the other children in everything. Since the boy comes from Ukraine, I also had to prepare a little, I learned a few basic words in Ukrainian to make his arrival at the Czech school at least a little easier. But I was in for a big shock on the first of September, the boy came to school, he didn't have any aids, even though his family received a list of aids, but most of all he didn't know a word of Czech. However, I still tried to integrate the student among other students. But since Honza did not understand anything, he began to annoy and distract the other pupils; beating them, he still just wanted to play, dropping things on the ground. I had to start solving this situation, because it was 1st grade, which is very important for children and it is a big leap in life for them.\n\nSituation (Anamnesis):\nThe student is 6 years old, so he is younger than most of the children in the class, he is perceptive, but I see symptoms of ADHD in him. Other children in the class try to do what I tell them and what they have, they are receptive and want to learn new things.\n\nTeacher Intervention (Solution):\nwasn't sure how to solve this problem, teaching a foreigner who doesn't know a word of Czech, I've never met in my career. I didn't want the boy to disturb and harass the other children, the children tried to help him themselves, but the boy didn't even listen to them and refused to help, preferring instead to throw the children's case off the table. I started to solve the problem in more depth, I called the nurse at the school, with whom he lives, I tried to explain to her that the student must also be taught Czech at home. The next day, the student brought a cell phone to school, I read in the diary that he said he had it on a translator so he could communicate with the class, of course it didn't help, and the student played games on this phone the whole lesson. That's why I decided that it can't go on like this, I met with our school counselor and the headmistress of our school and introduced them to this problem, we agreed that the student must go back to kindergarten because he is not yet mature enough , both mentally and in age, to come to our school. So I called the kindergarten from which he came to our school, but there they told me that they did not want the student back, because just as he misbehaved at school, he also misbehaved in kindergarten. That's why I called other kindergartens in our immediate vicinity, they told me the same thing, that they can't work with a child who doesn't speak Czech.\n\nOutcome:\nIt follows that the situation was not resolved in any way, the student was not wanted anywhere, so he stayed at our school. He continues to distract the children and the language barrier is not getting too thin, but his sister is interested in his education and therefore signed him up for a Czech language course for children, so we'll see if this will improve the situation at least a little. I think that I tried to solve this problem correctly, as I should, but the result was not satisfactory and I am still not satisfied with it to this day, even though I actually feel sorry for the student.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída ZŠ\nHobbies: Zájmy žáka nejsou učitelce známy\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Failure to attend class\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1127", "student_age_year": "6 let, 1. třída ZŠ", "student_hobbies": "Zájmy žáka nejsou učitelce známy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "32 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/802", "content": "TEACHING CASE STUDY\n\nBackground:\nwas a class teacher in a small school. I taught 5 first graders and eight second graders in one classroom. Among the freshmen was a 6-year-old boy. A submissive boy who tried to keep up with the other boys in the class. He wanted to be liked and drew attention to himself by frequently interrupting classes. Such a \"class clown\n\nSituation (Anamnesis):\nThe boy was led to obedience at home, \"by the commander\n\nTeacher Intervention (Solution):\nAt the beginning of the school year, we set rules of behavior with the children, which everyone signs manually. I repeatedly referred to these rules. However, the boy often could not contain himself. I got in touch with my mom, who was very accommodating. Intensive cooperation with the mother helped both parties a lot. For about two months, she waited in front of the school every day and I reported to her how the rules were followed that day. She then evaluated the behavior with rewards and punishments. Later we saw each other about once a week, until it was no longer necessary at all. The boy knew very well that his mother would find out about everything that happened at school. And that he will solve it.\n\nOutcome:\nThe boy can perceive things in context and is sensitive to the needs of other children. Realizes that disruptive behavior affects all children in the classroom and tries to control it. He was able to internalize the set rules and tries to follow them. The choice of a new hobby also helped a lot - he started going to the Boy Scouts.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: skaut\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "802", "student_age_year": "6 let, 1. třída", "student_hobbies": "skaut", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "Učitelství 1. stupně, specializace HV, rozšířené o obor AJ", "teacher_practice_years": "15", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/513", "content": "TEACHING CASE STUDY\n\nBackground:\nOn the day it happened, the disciple was very tired. School that day was long and demanding subjects. It was already the last lesson, during which the children had the task of copying some text. First, everyone went through it with the teacher, and then everyone just had to rewrite the text themselves. It was nothing difficult. All the kids had already finished and he had hardly even started. However, the rest of the lesson was based on that, because you had to wait for everyone to finish writing. I decided to sit down with him and somehow finish the task together. But he simply did not want to write it at all. All of a sudden he 'locked up' and couldn't be moved. After the whole day, I had had enough too, as it was not his first misstep of the day.\n\nSituation (Anamnesis):\nThere are several children in the class who have attention problems and are more 'lively'. Which quite often causes difficulties during teaching. But otherwise, I think that the children have good relationships with each other and respect each other.\n\nTeacher Intervention (Solution):\nAt that moment, I didn't know how to solve it. I needed him to finish everything and realize that he needed to listen. So I raised my voice at him to let him know that me and the teacher have the last word, and he has to respect that.\n\nOutcome:\nThe student rolled his eyes at me, because he is probably not used to someone raising his voice at him. And suddenly he started crying. At that moment, I immediately realized what I had caused. I was aware that I had handled the whole situation completely wrong and that now there was no way to resolve the situation. However, after a while I managed to comfort the student. I apologized to him for yelling at him. However, in order for him to understand that he forced me to do it, I explained to him why I had to raise my voice at him. I think it went well in the final. Even then he completed the assigned task. But for a long time I regretted not keeping my nerves in check.\n\nStudent Profile:\nAge/Year: 4.ročník\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Agrese,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "513", "student_age_year": "4.ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Agrese,Arogance", "teacher_approbation": "Vysokoškolské", "teacher_practice_years": "2", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/634", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter graduating from university, I started elementary school in a smaller town. I taught geography in several classes and also in the eighth grade, where there was a conflict. There was a student in this class who refused to work in class, rocked in his chair and made loud comments about my teaching skills. At first, I tried to talk him out of it and involve him in the work with the rest of the class. Some classmates occasionally joined in his inappropriate behavior and thus disrupted the entire class. After about two months, I couldn't control myself anymore and uttered the sentence: 'Please stop acting like an idiot immediately'. The student stood up and said: 'She went too far!' and left the class. It didn't even take an hour and I was invited to the principal, where both the student's parents, the student and the guidance counselor were waiting for me. I was reprimanded for inappropriate behavior and had to apologize. My warning about the student's inappropriate behavior was not taken into account. Until the end of the school year, the student continued his behavior with a smile and disrupted the teaching of the entire class.\n\nSituation (Anamnesis):\nThere was a tense atmosphere in the class, as some classmates tried to imitate this student. They were impressed by his behavior, they admired the branded clothes and the overall background, as he came from a rich businessman's family.\n\nTeacher Intervention (Solution):\nThe solution to the problem consisted only in my apology to the student and his parents. The student's behavior, even if it was negatively manifested by other teachers, was not addressed and overlooked, which, in my opinion, was also caused by the fact that his parents were important sponsors of the school.\n\nOutcome:\nI realize that I behaved unprofessionally and should never have said the sentence I said in anger. On the other hand, I think that the student's inappropriate behavior should have been addressed, as failure to address it led to its deterioration and the side effect of support.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: hraní počítačových her\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "634", "student_age_year": "14 let, 8. třída", "student_hobbies": "hraní počítačových her", "student_diagnoses": "", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "Magisterské studium pro druhý stupeň ZŠ, aprobace informatika a zeměpis", "teacher_practice_years": "15 let", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1117", "content": "TEACHING CASE STUDY\n\nBackground:\nI like to remember the time when I started learning and I briefly jumped in the seventh grade. The boy was from a weaker family, his mother was alone with him and could not handle him, his father abandoned them. The student wasn't very intelligent either, so the interference matched that. He yelled a lot, was rude, refused to cooperate, and so on. In fact, our biggest task was not to let him fail, because in his case it would not be beneficial at all.\n\nSituation (Anamnesis):\nThere were a lot of children of Vietnamese nationality in the class, so they basically formed their own groups that didn't communicate much with others, so this problem student didn't even have friends there. The boy was so disruptive in all my classes all day that only about half of the planned curriculum was covered. After the third lesson, I no longer knew how to calm him down during class, so I had to call him into the office.\n\nTeacher Intervention (Solution):\nAfter the student came to the office, I had a friendly talk with him. I kindly asked him why he was interrupting so much, if he was bored and what I should do to make him calmer in class. When the boy understood that I did not want to scold him, but on the contrary I wanted to give him a helping hand, his behavior suddenly improved. I realized that the boy did not have many friends and lacked a stable male role model, so I continued to try to support him in this sense, at least within the school grounds.\n\nOutcome:\nprobably didn't manage to achieve a long-term result, but I can't properly assess it, because I was only a substitute at that elementary school. In the short term, however, the pupil stopped disturbing the lessons and we started talking more about breaks. I found it almost miraculous how little is enough to resolve such a situation.\n\nStudent Profile:\nAge/Year: 13\nHobbies: sport a celkově pohybové aktivity\nDiagnoses: ADHD,Lehké mentální postižení\nDisorders: Rušení výuky,Vulgární vyjadřování,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1117", "student_age_year": "13", "student_hobbies": "sport a celkově pohybové aktivity", "student_diagnoses": "ADHD,Lehké mentální postižení", "student_disorders": "Rušení výuky,Vulgární vyjadřování,Odmítání spolupráce", "teacher_approbation": "Magisterské; ČJ, RJ, HV", "teacher_practice_years": "10", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1345", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka behaved completely calmly, he did not draw attention or criticize his behavior. When it came to her roommate's money being stolen, she acted surprised and bad, I know she was just faking it. She fit into the behavior of the class and discussed with the others when this might have happened. When the students came to me during the last recess, we tried together to figure out when the money could have been stolen. During the next two weeks, I tried to solve the situation using the instructions I learned during the educational counseling and ethics training, where the first week we did an exercise that the students did not know was related to theft. I asked them questions about their conscience and finally I asked the question of whether he had stolen the money. During that time, I watched the reactions of the pupils, among whom five pupils met the conditions, including this particular pupil. Fidgeting, nervousness and avoiding eye contact.\n\nSituation (Anamnesis):\nThere was a friendly relationship between the girl who stole and the one who was stolen from, so the whole situation was resolved in secret and I actually knew who was the culprit, only me and the guilty pupil. She felt bad and didn't know how to solve this whole situation. When I asked her why she actually did it, whether there was any dispute between them, she replied that no and that she herself did not know why she did it.\n\nTeacher Intervention (Solution):\nIn the privacy of the office, where the pupil confessed to me about the theft, we continued with the agreed solution, namely that she must return the money. She also agreed with that. I asked if she needed some time to return the money, when it was a considerable amount in conversion of around CZK 5,000. To which the pupil said no, that she did not spend the money out of a bad conscience. So we agreed that she would return the money to her friend's table during lunch break in an envelope with no description and I would tell the whole class that the thief confessed and left the money on the table. Which I verified later and asked a specific pupil if she had received the money, to which I received a positive answer. Žačka was happy that the money was returned to her and did not deal with it further.\n\nOutcome:\nsimilar situation did not repeat itself, the student continued her studies as before and the whole class continued until graduation without incident. From my observation, it didn't affect the classroom climate either, no one suspected anyone or got angry. The student friends graduated without any problems and at the last school reunion after 5 years they are still good friends.\n\nStudent Profile:\nAge/Year: 17/2 sš\nHobbies: -\nDisorders: Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1345", "student_age_year": "17/2 sš", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Krádeže", "teacher_approbation": "Phd.", "teacher_practice_years": "38", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/791", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student repeatedly forgot aids (workbook, exercise book, textbook). She could not work together with others in class. She refused substitute work. She arrogantly refused to agree.\n\nSituation (Anamnesis):\nThe student appears self-confident, extroverted, a strong personality, a speaker, willing to help in a group of students or friends, outwardly strong, at the same time questioning authority. It can be assumed that her rebellious behavior is a manifestation of her family situation and personal mood. Sometimes he doesn't get things done. Her will to fight adversity is positive, but sometimes she needs support, professional care. The negative is the rejection of the authorities who are responsible for her and want to pass on important experience and competence to her life. A friend-level approach is possible, which unfortunately the school does not have the capacity for, as this would disrupt discipline. She benefits from professional individual care, e.g. a stay in a sanatorium.\n\nTeacher Intervention (Solution):\nSince the student refused the alternative solution, an interview with the student followed. It was necessary to convince her of this situation. By not completing tasks, forgetting, contradicting, she disrupts teaching, discipline in the classroom and deprives herself of the opportunity to learn important skills. I asked her to propose a solution. She answered me \"I don't know\n\nOutcome:\nThe situation was not resolved because she repeatedly did not carry the aids with her throughout the year. I let her be after that.\n\nStudent Profile:\nAge/Year: 9. ročník\nHobbies: počítač, móda, hudba\nDisorders: Psychické problémy,Neuznávání pravidel,Lhaní,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "791", "student_age_year": "9. ročník", "student_hobbies": "počítač, móda, hudba", "student_diagnoses": "", "student_disorders": "Psychické problémy,Neuznávání pravidel,Lhaní,Arogance", "teacher_approbation": "Mgr., Čj, Nj, dějepis", "teacher_practice_years": "30", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/117", "content": "TEACHING CASE STUDY\n\nBackground:\nMy art club is attended by various children who tend to be very special. However, one pupil surpasses the others in his speech. He very often disrupts my class, jumps into my lecture and is restless. Personally, I think it's mainly because he's extremely intelligent and if he's not occupied enough, he gets bored. He knows history above all, that is his greatest passion.\n\nSituation (Anamnesis):\nIn the last lesson we had together, I gave the students a task in which they had to listen to the sounds of water and capture the feelings through colors on paper, because our year's theme is water. However, the student spewed out one historical knowledge after another. As he recounted his knowledge, the rest of the class began to react mockingly that he was not a pond founder but a fisherman. The student became restless and a dispute arose in the class. The student is very intelligent and carries an overload of information. This forces him to ventilate them frequently. He is the son of my colleague, but of course that has no effect on my attitude towards him. He is most interested in history, currently the Renaissance period. He often gives long historical lectures to the class. The class usually reacts passively, especially at the beginning of the year, when they still don't have full glasses. However, he is sometimes the target of ridicule. Above all, boys his age would rather solve football than history. I try to respond with sufficient interest, but at the same time clearly define the boundaries beyond which he is no longer allowed to enter.\n\nTeacher Intervention (Solution):\nSo I decided to solve the situation and instructed the team to incorporate historical information into their 'water' works. It seemed to me that both areas are very connected thematically. The situation in the classroom calmed down and everyone concentrated on their own work. At the end, we sat in a circle around the finished works and evaluated the work together. I even gave the student space to explain historical facts to us. My goal was to unify a polarized group.\n\nOutcome:\nI feel that this activity was a success, it even led the class to a joint discussion and lightened a negative situation. In a similar way, I try to solve all conflicts, focus on their individuality and work with it.\n\nStudent Profile:\nAge/Year: 11 let, 5. Třída, 3. ročník ZUŠ\nHobbies: historie, výtvarná výchova, hra na klavír\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "117", "student_age_year": "11 let, 5. Třída, 3. ročník ZUŠ", "student_hobbies": "historie, výtvarná výchova, hra na klavír", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "biologie, výtvarná tvorba pro střední školy", "teacher_practice_years": "osm let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/741", "content": "TEACHING CASE STUDY\n\nBackground:\nOnce we had an art class. When we cleaned the classroom, the student went to wash his brushes and hands. As he walked away from the sink, he wiped his hands on the back of my T-shirt with a laugh. It totally shocked me. I couldn't even react. I just told him in case he was crazy. He just laughed saying it was just a joke. I didn't know what to do about it, so I went to the classroom teacher's office and explained the situation to her. The class teacher was also shocked by this, but it was nothing so strange for this student. She said we would deal with it in class, which was scheduled for the last class of the day.\n\nSituation (Anamnesis):\nThe student lives only with his mother and older brother. His mother spoils him very much and tolerates and allows him everything. He can play computer games and has no responsibilities. His grandparents also play a role in his upbringing, who also spoil him a lot, giving him money for computer games that he buys even if they are not suitable for his age group. The student has no awareness of the rules of decent behavior, is very self-centered and cannot empathize with other people's feelings. This causes, among other things, his conflicts with his classmates in class. Sometimes, for example, he jumped on a classmate's back during a break, and he didn't expect it, and he didn't like it. That's how the conflict arose. Or he often brought to school expensive toys that were currently in fashion, he bragged about them, but he didn't want to lend them to his classmates. He couldn't understand why no one wanted to be friends with him.\n\nTeacher Intervention (Solution):\nIn the aforementioned class lesson, the teacher started talking about our incident from art education. The other students confirmed that they saw it. The student didn't even deny it because, as he himself claimed all along, he saw nothing wrong with it. From his point of view, it was a joke. However, the classmates looked outraged, as did the class teacher. He somehow realized that it really wasn't funny and then apologized to me.\n\nOutcome:\nThe student apologized to me and did not do anything similar to me or my classmates in the following months either. He did not cause any heated situations, however minor disagreements and misunderstandings with classmates continued to occur. The student still had reserves in understanding social relationships and interactions.\n\nStudent Profile:\nAge/Year: 10 let , 4. třída\nHobbies: Počítačové hry\nDisorders: Arogance,Slovní agresivita,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "741", "student_age_year": "10 let , 4. třída", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "Arogance,Slovní agresivita,Provokace", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1082", "content": "TEACHING CASE STUDY\n\nBackground:\nhave a student in my class who lives only with his father. Over the course of the past year, he began to miss school more and more. When I asked where he was and why he was absent, he always gave me different reasons, for example, he was sick, nausea, family reasons and the like. I advised him that his hours were unexcused and his father needed to excuse the hours in our system, preferably as soon as possible. Days, weeks passed, and still no apology. I know that sometimes it happens that a student or a parent inadvertently forgets, so I reminded the student of the situation. He told me that father was away whenever he wanted to tell him about the excuse and that he would definitely excuse the class in a little while. I decided to write to the student's father myself. I explained the situation to him in an email, to which I immediately received a reply that he had no idea about his son's attendance.\n\nSituation (Anamnesis):\nThe student comes from an incomplete family.\n\nTeacher Intervention (Solution):\nThe father is not a problem person, he just supports his son alone and is not at home in the morning, so the son took advantage of his absence and stopped going to school. After warning the father, he excused the lessons and the pupil started coming to school.\n\nOutcome:\nThe problems stopped and nothing like that happened again.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1082", "student_age_year": "13 let, 7. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "Mgr.", "teacher_practice_years": "4", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/831", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student didn't turn in his homework the first time, so I asked him why. He replied 'I don't want to go to this school at all, I only come here because of my parents. Anyway, I'll probably transfer to another field, so I won't deal with it.' I replied 'Okay, well I can give you Nko for that if you want. But do you realize that you're closing the door on yourself if you end up making a different decision and not transferring to another school?' The student just replied 'yeah, I don't want to be here.' Non-fulfilment of tasks was subsequently repeated.\n\nSituation (Anamnesis):\nThe student had a below-average result, he was well integrated into the team, the overall atmosphere of the class corresponded to the first year of secondary school - that is, they had not yet formed solid groups, they got along well.\n\nTeacher Intervention (Solution):\nThe student was reminded several times that in order to successfully complete the subject, it is necessary to complete even small homework. He completed the tasks at first, but not anymore. The teacher suggested other activities for him - ways to get extra grades so he could be graded at the end of the school year. But the student was not interested. What the teacher would change: In retrospect, the teacher would try harder to explain to the student what the various tasks are for, why it is good to improve his English, what they will help him with even if he wants to transfer to another school.\n\nOutcome:\nIn the short term - the student just shrugged his shoulders, he was not interested in doing anything at school. In the long run - The situation did not improve much, the teacher did not manage to correct the situation. The student had the same problems in other subjects.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník\nHobbies: Počítačové hry, Marvel, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "831", "student_age_year": "16 let, 1. ročník", "student_hobbies": "Počítačové hry, Marvel, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr", "teacher_practice_years": "3", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/120", "content": "TEACHING CASE STUDY\n\nBackground:\ntook a vocabulary test, very short, basically it was just a review of the last few hours. I alerted the students to this small test a few lessons in advance, so that they had at least a week to learn or repeat the material, and it was really just a repetition. After checking the results, I had to give three students based on their test results. These were pupils who are normally very active, clever, hardworking in class, there is usually no problem with them, but they underestimated their preparation for this test and did not prepare. This is a number one player. After the corrected tests were distributed, one by one they came to me asking if they could correct the test in the next lesson. That they don't want to get bad grades. So I explained to them that it doesn't work like that, that the test was announced well in advance, and that it was a discussed substance, nothing new. I rate it as a problem because the students should have been prepared for the lesson and the test and not to insist on me after it was corrected. At the same time, however, it is the otherwise skilled students who underestimated the test the first time. I was in a dilemma. Give them a chance to correct the test or let them learn from their mistakes and prove to me that they know the material on the next test. In the end, I left it so that they would not correct the test and that they would improve their grades by taking another test and working in class. But for a long time I hesitated whether I did the right thing. Even though the problem I was solving was based on their unpreparedness, it rubbed off on me. To give a chance when I know they are mostly reliable or not to give a chance as they had plenty of time to do so.\n\nSituation (Anamnesis):\nMost of the time the students are problem free, clever, hardworking and hard working, but they completely flunked this test and insisted on solving the problem by giving them another second chance.\n\nTeacher Intervention (Solution):\nI solved this particular situation by agreement with the students. I explained to them that the problem stemmed from their underestimation of the situation. That the test was announced a long time in advance and was not demanding. We agreed that he would improve his grade in the next test, for which he would prepare honestly.\n\nOutcome:\nHowever, the same incident was repeated with the following test, the problem occurred with other pupils. The situation proceeded similarly, and pupils with a bad test result lost motivation. It all stems from not being prepared for the lesson and then insisting on the teacher to correct the grade in the next lesson.\n\nStudent Profile:\nAge/Year: Pátá třída základní školy\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Agreement\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "120", "student_age_year": "Pátá třída základní školy", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysoká škola, dosažené magisterské vzdělání (anglický jazyk)", "teacher_practice_years": "15", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/657", "content": "TEACHING CASE STUDY\n\nBackground:\ncase that I dealt with according to the rules, but in my opinion unsuccessfully, happened in 2017. I was a fifth grade teacher at a multi-year high school, so they were freshmen aged 16 and 17. We didn't really manage to establish a relationship with the class, because I was already in the second grade and the students always saw me as a substitute. I got over it and still tried to make myself happy and become someone they could trust. I only managed to do that in the third grade. In the fifth grade, I had a student who tried hard, and from the first grade he was getting the worst threes on his report card. His grades got worse in the 'higher gym' and at first I attributed it to puberty, but then I started to notice that he was suspiciously often absent. When I looked at the excuse sheet, I saw only one-day illnesses and nausea, normally I do not make any reservations against these types of excuses, because I understand that the students need to rest and that it is simply too much for them. Parents probably wouldn't write the excuse 'he was mentally exhausted' and so often I see headaches and nausea. The main problem was that he was absent almost all the time and I was afraid that he wouldn't be able to finish the subjects due to an absence of more than 25%. At first I thought he might be suffering from depression, but he didn't give up his hobbies, and I attributed the dark clothes and washed-out sweatshirts to the fact that he liked rock and metal. In October, I called him into my office and tried to talk to him. The student promised me that he would pay attention to everything and that he would try not to miss anything. This attitude lasted him no more than a week, and when he returned to his dorms, I called his mother. When I was looking for an email for my parents, I noticed that only the mother is listed as the legal representative everywhere, and I learned from my colleagues who taught fifth grade before me that the father gave up this title. It was the first indicator for me that something was wrong.\n\nSituation (Anamnesis):\nFrom the conversation with the mother, I expected information about the student's mental state and a proposal for a solution. I remember when my mother came into the office. As soon as she spoke, it was clear to me that she was on top of her problems - I could smell the alcohol on her. I tried to excuse her in my head, perhaps she was out drinking with colleagues and forgot about the meeting, but this theory was immediately refuted by a colleague who knew her personally. After our very short conversation, I found out that the mother had not seen the pupil's letter of apology since the beginning of the year and that, according to her, the solution should be entirely up to me.\n\nTeacher Intervention (Solution):\nAs she was leaving, she promised me that she would watch over her son and talk to him. The arrangement probably didn't help much - neither from my mother, nor from me. Since unexcused hours were added to excused hours, I solved everything according to the rules. First, I promised him a reprimand from the class teacher, then a reprimand, and later I resolved everything with the social workers. Towards the end of the semester, the student was under the supervision of a 'social worker', teachers and allegedly also his mother. Unfortunately, none of this helped.\n\nOutcome:\nHe didn't go to school again in the second semester, but at least he apologized for everything. But that didn't help him and the student got in more subjects than he thought. When he had a chance to fix it, he didn't show up. I think we even overstepped our bounds and contacted him personally during the holidays when he promised us that he was on the mend and learning. But he didn't really study for the make-up exams, he didn't show up for them, not even for the replacement dates. He finished his studies and went from a candidate for college to someone with a primary school education. In retrospect, I blame myself for not persuading my mother to visit a psychologist (I suggested, but my mother refused psychologists and psychiatrists) and for not trying harder. At the same time, I realize that I acted in accordance with the school rules and my powers.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "657", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/636", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened on one of the usual, but quite demanding stressful days. I had a different class every hour and the children were very naughty. The lesson has started in the class in which I am the class teacher. The children shouted at each other, did not listen, did not perceive my admonitions. The class started and they started to communicate quite normally. I was explaining the material and the guys in the back pews started laughing and interrupting, again. One student took out his snack and started eating, rustling the bag it was in. I warned him, but he didn't listen. He rocked the chair, inflated the bag and popped it. Unfortunately, my nerves snapped and I started yelling at him across the class: \"Do you have to eat all the time?!\" That's why you're so fat!\n\nSituation (Anamnesis):\nAll the students were unruly, so I didn't know what to do with them. Otherwise, on normal days, they are not so naughty. Yes, it's not the best, but it's not terrible either. The student in question belongs to a group of boys who are the leaders of the class, therefore he likes to draw attention to himself, he is such a class comedian, but he can also be very clever and hardworking.\n\nTeacher Intervention (Solution):\nHonestly, at the given moment, when I started yelling at the student, I did not realize that it could humiliate him so much. So I reacted thoughtlessly and simply shouted the aforementioned. I was already pretty exhausted mentally that day and this was the last straw. On the other hand, after this incident, the whole class calmed down and we could continue to work and discuss the material I had prepared. Taking my anger out on one student probably wasn't the best idea, but it served its purpose.\n\nOutcome:\nAfter the incident, all the anger left me, but instead, minor regrets came. The students then worked as they should and the lesson went in the right direction. Everyone worked well together and no one was disruptive. Just looking at the student, I felt that he was really sorry for what I said to him. He didn't make eye contact with me for a while and didn't even show himself like he had in the previous hours. On the one hand it was very good and on the other hand it didn't come under the right conditions. Over time, everything returned to normal.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nHobbies: Čas strávený s kamarády, fotbal, parkur\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "636", "student_age_year": "10 let, 5. ročník", "student_hobbies": "Čas strávený s kamarády, fotbal, parkur", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "Magisterský titul, aprobace: Český jazyk a Občanská výchova", "teacher_practice_years": "31 let", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/370", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation that I noticed with the student began to be resolved more in January of this year. The girl had problems with both face-to-face and distance learning. She also often didn't carry assignments. Her benefit was also deteriorating. Everything escalated in the spring, when she did not respond to emails or other calls. I communicated with my parents, but even that didn't have a general result. The student continued to be absent from online classes at the time.\n\nSituation (Anamnesis):\nThe student lives only with her mother, has below-average grades. Her behavior probably stems from a lack of attention, a dislike for school. The mother is a single mother, so she spends a lot of time at work and has no time for her daughter. The family does not have a good financial situation. So the girl 'raises herself'. The student herself is very unreliable, indolent, lies and has no desire for education. She spends a lot of time outside with much older friends who are not a good influence on her.\n\nTeacher Intervention (Solution):\nFirst, we solved the problem within the class. When she was constantly reprimanded by the class teacher and the student received notes, so she continued to reprimand the class teacher until she reached a reduced level of behavior. During the months, the principal of the school, the school counseling office, etc. also solved the problem. The problem lasted until January until the end of the 2020/2021 school year. Online teaching also hindered the whole problem. For the solution, see the solution result.\n\nOutcome:\nThe student received a two in behavior, despite repeated efforts to solve problems, her attitude was negative. There was no effort. This problem was solved by having the student repeat the year because of her high absences and poor grades. This year, we are waiting for the student's behavior to show, and if necessary, the problem will also be addressed with the SVP.\n\nStudent Profile:\nAge/Year: 12. let, 7. ročník\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "370", "student_age_year": "12. let, 7. ročník", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Magisterský speciální pedagogika pro učitele", "teacher_practice_years": "5 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/269", "content": "TEACHING CASE STUDY\n\nBackground:\njoined the class as a crowd for a sick colleague. At this time, I was already receiving an old-age pension and helped out at school as needed. I didn't know the children more or less, I was only made aware of pupils with SEN. From the beginning, one student had a negative attitude towards me, he did not pay attention to any of my instructions, he ignored the work instructions. This pupil is with the third level of support measure, but the support measure was not granted to him, it was granted to another pupil. In physical education class, there was a conflict between a pupil with an approved support measure and this pupil. The one with the granted measure pushed the other. He got angry, started screaming, flailing his arms and legs around him and kicking me as well. Although I was informed that the student reacts negatively to a raised voice and reprimand, I could not help myself and after a whole day of reprimanding, I started shouting at him. At that moment he turned and ran to the other end of the gym. There he got up and refused to continue communicating with me, refused to return to the classroom, his head was down. Since there were other students in the gym, the teacher's assistant took over the problematic student and I led the other students back to the classroom. After about 60 minutes, the teaching assistant brought the problematic pupil to the classroom, after entering the classroom the pupil hid under the desk and refused to climb out. I phoned the student's mother and informed her about the situation. During the conversation with the mother, the mother offered me literature dealing with ADHD and SVP, which describes the problems of those children. I angrily told her that I didn't need any books and that her son had no business in this school. After that, my mother refused to talk to me any further and went to solve the situation with the school principal.\n\nSituation (Anamnesis):\nThere are a total of 16 pupils in the class, a teacher's assistant works in it. In the class, there are four students with third-level support measures (2 students with behavioral disorders, 1 student with learning disabilities, 1 female student with a mild cerebral disability) and three students with second-level (specific learning disabilities).\n\nTeacher Intervention (Solution):\nThe incriminated situation arose during a physical education lesson and its resolution took place in the following two lessons. During a physical education lesson, student J. pushed another student, who got angry and started waving his arms and legs around. At that moment I came to them and tried to find out what happened. In the following interview, the teacher is denoted by the letter 'U', the pupils by the letters 'A' and 'J', the teacher's assistant by 'B'. U: 'What happened baby?' A: 'J. he pushed me.' J: 'But by mistake, I didn't want to.' A: 'That's not true, you keep pushing me.' J: 'But it was really a mistake, I really didn't want to.' U: 'So can you tell me who started it?' The other children shouted at this and rather supported the version of pupil J., which upset pupil A. When I turned to pupil A. saying that perhaps not much had happened, he kicked me. U: 'You're not serious, what are you doing? I'm calling my parents right now.' A. ran to the other side of the gym. U: 'Come back immediately. didn't you hear me I'm telling you, go back!' A. squatted in the corner of the gym and stared at the wall and did not react. U: 'A., come back. How many times do I have to repeat that to you?' The next few minutes passed in a similar vein. A. did not respond to any instructions, so I handed him over to B. and went to class with the other children. After about an hour, B. and pupil A. came to class. I greeted him with the words: U: 'Well, have you calmed down? Please sit down and finish writing the notes from the board.' At this moment, pupil A. hid under the bench and refused to climb out. U: 'A. get out now, do you think I'm only in charge of you?' B. tries to calm the situation. B.: 'A., come on, climb up and we'll look at it together. I'll help you with that.' B. tried several times to get A. to get out from under the bench, but he still did not respond. The end of the lesson was approaching, I took the other students to lunch and went to call the mother of student A.\n\nOutcome:\nThe mother immediately came to the school. A. curled up in his mother's arms, he did not communicate with his mother, he just let himself be behaved. I again described the situation to my mother. She constantly convinced me that A. was unable to respond adequately and recommended specialist literature. I answered her that after so many years of practice I don't need to study anything new. In my opinion, her son is ill-mannered, does not respect authority and cannot respond appropriately to conflicts with classmates. My mother and I could not find a common solution, and I passed the solution to the school principal. At the same time, I ended the group for an absent colleague, and I have no interest in returning to school as a teacher in the future either. I believe that I can't handle working with students with problems because I like order and order and these students are not able to respect my principles.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: není mi známo, třída jsem učila pouze krátkou dobu\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "269", "student_age_year": "10 let, 4. ročník", "student_hobbies": "není mi známo, třída jsem učila pouze krátkou dobu", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní", "teacher_approbation": "VŠ – Mgr., 1. stupeň", "teacher_practice_years": "37", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/656", "content": "TEACHING CASE STUDY\n\nBackground:\nteacher with 20 years of experience at a small-town multi-year high school, who graduated as a chemistry and mathematics teacher, encounters problematic student behavior. Although she had only a minimal encounter with psychology during her studies and the school does not offer frequent retraining courses, she tries to educate herself and attends courses aimed at revitalizing teaching. In recent years, it has become common for him to suggest visits to psychologists for parents, which is no longer taboo at school. The first case he presents concerns an eating disorder in a seventeen-year-old student who was active in sports, social life and school. However, after returning to her second year of high school, she became withdrawn, stopped going to lunch and wore loose clothing.\n\nSituation (Anamnesis):\nThe student was successful in the first year, but in the second year her behavior changed. She stopped going to lunches, brought food in a box with her, and became more withdrawn. Her grades in school were still good, but she started wearing loose clothes and looked tired. The teachers noticed the change and decided to address the situation.\n\nTeacher Intervention (Solution):\nThe teachers, including the class teacher who was a friend of the narrator, began to observe the student more and found that she does not eat and dress nicely at school. After consulting with other colleagues, the class teacher decided to talk to the student. When the pupil did not confide, her parents were contacted. After an interview with the mother, it was discovered that the pupil does not eat at home and may suffer from anorexia. The family then sought out a psychologist who confirmed the diagnosis.\n\nOutcome:\nThe student spent three months in treatment, during which she had school materials and support from teachers at her disposal. After returning to school, she continued seeing a psychologist and managed to keep her anorexia under control. In 2019, she successfully graduated and entered college, where she is currently completing her bachelor's degree. The case is considered successfully resolved.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "656", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/936", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was June and the pupil had already 'collected' for the whole year. Like every class, he was extremely noisy, he didn't pay attention, he disturbed me and my classmates who wanted to work. With other classmates, he threw pencils at each other, did not spare the expressions 'tyvole', etc. It was impossible to work in this environment.\n\nSituation (Anamnesis):\nThe student's parents live together, he is the youngest of 3 brothers, the two older ones are already at university. According to the teacher, this is one of the possible explanations for why 'a lot of things go by themselves with him, so he doesn't have the guardrails and needs to be the center of attention all the time, which I don't see as completely bad, he just draws attention to himself in an inappropriate way.' The teacher says that she doesn't know what the student's interests are, she said he told her that he doesn't enjoy anything. In class, the student has friends, from the teacher's point of view, he plays the role of a clown in his group, he will not be the leader, but also not a brat. 'The guys don't dig into him, but he's not the type that when he commands, everyone goes.' The student performs relatively average on his own, but when he is in a class with classmates, he needs to be the center of attention.\n\nTeacher Intervention (Solution):\ntried it out with him first: Pupil: 'I don't like it!' Teacher: 'You don't have to enjoy it, so study a subject you enjoy, you have 45 minutes here. Isn't it easier to do the English now than to bother with it at home? Or lie here and sleep, most importantly don't disturb!' Everything was without effect, then I transferred the student, but he still continued his disturbance. Well, then I get nervous and start calling him the slowest sperm (we studied fertilization in biology), that evolution has a sense of irony, that he is a blind evolutionary branch and that the brain exists in his head just so that there is no vacuum and if he turned it on, then maybe sometimes it would be nice. Teacher: I always go to this class with an open mind, that maybe things will get better and I'm full of expectations, which are absolutely not fulfilled... Student: So you mean... Teacher: A hint of self-reflection? Would something wake up in that head? Pupil: Well, you're telling me now that I have no chance to improve at all! Teacher: No, I hope so. I hope for it every hour! The front pews were looking at me with wide eyes at that moment. I was afraid that I would go to the carpet for it, but in the end I didn't. I'm ashamed of it.\n\nOutcome:\nIn that hour, he then became silent, and for the next hour – not that he was completely level, but as if he was holding on a little, as if something was happening there, but I would say that on his scale of 1-10 it was maybe a 3, 4.\n\nStudent Profile:\nAge/Year: 17 let, septima na víceletém gymnáziu\nHobbies: videohry\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Support, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "936", "student_age_year": "17 let, septima na víceletém gymnáziu", "student_hobbies": "videohry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. Zsv, Bi", "teacher_practice_years": "12", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/823", "content": "TEACHING CASE STUDY\n\nBackground:\nmet a student with ADHD for the first time. This boy has been in PPP since the 1st grade, his ADHD has been confirmed. Unfortunately, there were frequent disruptions to class because he was unable to follow the classroom rules and the other students did not treat him well because he was disruptive and a negative influence on them. His behavior affected the overall atmosphere in the classroom.\n\nSituation (Anamnesis):\nManifestations of behavior were repeated - shouting, disrespecting established work criteria, inattentiveness during assignments, turning to a neighbor, inability to participate effectively in group work.\n\nTeacher Intervention (Solution):\ntried to find a suitable way of communication, support in the form of asking questions, increased attention, efforts to attract attention, but also the possibility of rest if necessary. I spoke with the student himself and his mother, but she did not suggest any effective measures that could help. I believe that there was an effort on my part to increase internal motivation as well as active listening and non-verbal communication. I clearly defined the boundaries that must be respected. I consulted the situation with the guidance counselor at the school, I arranged a different meeting schedule so that there was as little disturbance as possible to others. I added activities adapted to the needs of the class to keep the student busy in an appropriate way. I provided motivation and encouragement. There was also a joint discussion in the class about what we need, how the behavior in the class should look so that everyone is good. I also tried the opposite process - that is, not paying attention every time there was a problem, but this ignoring led to escalation and bigger problems, which then required a lot of time to solve.\n\nOutcome:\nUnfortunately, none of the measures taken brought about a particular improvement or change. The students themselves resigned and got used to the student's behavior, some ignored him.\n\nStudent Profile:\nAge/Year: 10 let / 5.ročník\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Support, Working with the collective, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "823", "student_age_year": "10 let / 5.ročník", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "VŠ ( učitelka I.stupně s doplňujícím programem Anglický jazyk pro I.stupeň ZŠ )", "teacher_practice_years": "10", "problems_annotated": "Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/867", "content": "TEACHING CASE STUDY\n\nBackground:\nA student came to us with the problem that his wallet was stolen.\n\nSituation (Anamnesis):\nThe students of the school are used to communication circles, to a respectful approach at ScioŠkole, to a kind and understanding approach of the guides.\n\nTeacher Intervention (Solution):\nWe called all the students of the school into a communication circle, where we started to discuss the situation that had arisen. We mainly talked about the needs of the robbed, how he might feel, what might be bothering him at that moment and how he might feel. But we also talked about the needs of the person who stole the wallet, why he did it, what his emotions were. What can the students fear now? What might the robbed person be afraid of and what would the perpetrator be afraid of and what would they need at that moment. The children suggested that in order for the perpetrator to confess, he needed courage and safety. We created 4 tables for the victim and for the perpetrator. They included: how does the person feel or felt, what did he need or need, what could he do to fix it and what does he need to do it? We then gave everyone a paper and a pencil and told them to write down what we as guides should know. They could use specific names at this point. We selected and read the tickets and dissolved the circle with the sentence, thank you, we have all the necessary information and we will solve the rest individually. One pupil confessed to us on the ticket that he had stolen it, so then we called him privately. The student told us why he did it and we appreciated his courage and the wallet was returned. We wrote to the boy's parents about what happened and that it was resolved, but I see that as a mistake because when he came home, he was really cut up for it. It would be better if we invited the parents to the school, then maybe we could prevent such a reaction from the parents, and the biggest climax would be at school, when we could correct it.\n\nOutcome:\nThe student was physically punished at home. The situation never happened again, and no other problem occurred with the student.\n\nStudent Profile:\nAge/Year: Asi 12 let, 6. třída\nHobbies: PC hry, střílecí hry hlavně, sociální hry na PC, sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "867", "student_age_year": "Asi 12 let, 6. třída", "student_hobbies": "PC hry, střílecí hry hlavně, sociální hry na PC, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bc", "teacher_practice_years": "3", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/47", "content": "TEACHING CASE STUDY\n\nBackground:\nwas a class teacher in the ninth year of elementary school. In the last week before the holidays, I came to my students' classroom and found that the door to the classroom was badly damaged. The door was bent and had a hole in it. When I first asked who did it, the whole class was silent. But when I said that the whole class would have to pay for a new door, the real culprit confessed so as not to harm his classmates. Several classmates offered to agree with him on the new door, but in accordance with the school rules, I decided that the culprit must pay the full amount for the new door.\n\nSituation (Anamnesis):\nThe boy is an only child in a family with a strict father. He is hyperactive and constantly demands attention from his surroundings. This is often obtained through destructive or disruptive behavior. Similar behavior began to manifest already in the eighth grade, when he started school after moving to the city with his family. According to his parents, he had never been in trouble before. He was used to being the center of attention at home, but with his father's new, more demanding job, he was beginning to feel neglected. When he started school in a new environment, the boy began to behave restlessly and tried to draw attention to himself, because he joined the class group too late and the other students had a hard time accepting him among them. After a while, he became close to most of the boys, who supported his unruliness with laughter and occasional applause. Over time, his behavior escalated, but there were never any serious problems that would be the reason for a greater punishment for the student.\n\nTeacher Intervention (Solution):\nAs soon as the boy admitted to breaking the door, I decided that he had to pay the full amount for a new one. The boy agreed to this decision without any objections. After that, I called the boy's father, who arrived at the school within half an hour of our conversation. The father reprimanded his son and gave him an educational pillow. He then inspected the broken door, measured its dimensions, and left to immediately buy a new one. When he returned with the new door, the old door was in even worse shape than when he left - the boy apparently decided that if it was going to be replaced, he'd at least destroy it properly. This time the father did not get angry and just announced that the son would get this broken door to his room. The son helped him in an exemplary manner with the replacement of the door and apologized to me and my father several times. After the whole incident, the boy behaved exemplary and with humility. Although his father told me that I could easily give him a 2 for behavior, I only solved it with a reprimand from the class teacher, because there had never been any major problems with him before.\n\nOutcome:\nIt's safe to say that the boy calmed down in class for the rest of the week. But since it was only for the rest of his time at our school, I can't say for sure that his problem behavior didn't show up again at the high school he started after the holidays. But I am sure that he has learned from his act and hopefully such a case will not happen again.\n\nStudent Profile:\nHobbies: kolektivní sporty, počítače\nDisorders: Lhaní,Rušení výuky,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "47", "student_age_year": "", "student_hobbies": "kolektivní sporty, počítače", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Ničení majetku", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1457", "content": "TEACHING CASE STUDY\n\nBackground:\nThis case deals not only with the behavior of the child, but also with the behavior of the mother. It is about a boy who has very below average grades, is disruptive in class, is rude and rude. When he receives a note from the teacher, his mother arrives at the school and points out in a very angry way that the teachers are busy with her son and will send him to another school. Repeating this every year, after a few months the boy returns to school because he is expelled from another school.\n\nSituation (Anamnesis):\nThe boy is in the same class as in the first case study, so I will not discuss the class again.\n\nTeacher Intervention (Solution):\nFirst came the teacher's warning about inappropriate behavior, fives from exams at the blackboard, notes in the student's book, admonitions from the class teacher and the principal.\n\nOutcome:\nThe result was always the same – negative, nothing changed in the student's behavior, because he knew that he had his mother as a support, who covers him under all circumstances and does not believe that her son could be the bad guy.\n\nStudent Profile:\nAge/Year: 14, 9. ročník\nHobbies: hraní pc her\nDisorders: Podvody,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1457", "student_age_year": "14, 9. ročník", "student_hobbies": "hraní pc her", "student_diagnoses": "", "student_disorders": "Podvody,Lhaní", "teacher_approbation": "Dějepis, Zeměpis, ZSV", "teacher_practice_years": "5", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/992", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when I was not having a good day and went to teach English in a class with two very gifted students, a girl and a boy. I believe they could speak English better than me, which sometimes happens and I'm not afraid to admit it, but I didn't do particularly well that day. I said one thing wrong and they both started giggling for a while. I was sure it was my fault, so I couldn't help myself and reprimanded them in front of the class.\n\nSituation (Anamnesis):\nStudent 1 is from the 6th year of a multi-year high school, winner of several English competitions, otherwise a very calm and nice student, not very hardworking but talented. Student 2 is also from the 6th year of a multi-year high school, hard-working and clever, driven by ambitions to match a successful family.\n\nTeacher Intervention (Solution):\nscolded them in front of the class about how it was disgusting and insensitive of them to make fun of the teacher for her mistakes, that I'm just trying to teach them as much as possible and that I wish them success, but it's definitely not fair of them to bully others, including the teacher, about it and it is not a path. I told them how much I don't enjoy my presence in their class and how uncomfortable it is for me to teach them when they act like this.\n\nOutcome:\nBoth students did not understand why I left like that, and the boy came to see me after class. He was very adamant that their giggles had nothing to do with my mistake, but that it was the subject of some joke from hours before. I felt embarrassed, but mostly I lost a lot of respect from the whole class because I didn't hold my temper and went on a tirade in front of the whole class. I never really gained that respect again, and I decided to change this class with another teacher.\n\nStudent Profile:\nAge/Year: Student a studentka 6. Ročníku osmiletého gymnázia\nHobbies: Oba dva rádi sport a počítačové hry, literatura, zájem o film a cizí kultury a jazyky, historie\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "992", "student_age_year": "Student a studentka 6. Ročníku osmiletého gymnázia", "student_hobbies": "Oba dva rádi sport a počítačové hry, literatura, zájem o film a cizí kultury a jazyky, historie", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, AJ, ZSV", "teacher_practice_years": "25", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/877", "content": "TEACHING CASE STUDY\n\nBackground:\nThe class teacher told me that she has a student in her class who does not go to school at all and her unexcused absences are increasing. I did not teach in this class, but at the request of the class teacher, I made time and went to their class. I was lucky to run into the lady in that class. I just observed the class for a while, but my attention was drawn more to the student in question. We noticed her lack of interest in socializing in the team, no communication with both teachers and classmates. She looked very sad and spent the whole hour drawing in her notebook. Here, too, I decided to do a Social Analysis to find out the relationships in the class. As soon as I got the results. I stopped. The student who didn't go to school described herself as 'I'm just taking up a place in the class'. She also wrote there that she didn't want to go to school. It started to grow. It went so far that she announced to her mother that she would never go to school again, that she would rather be a cleaner. She refused to go to the collective class where she felt extra.\n\nSituation (Anamnesis):\nThe student is 15 years old. Divorce of parents. Closed in herself, she does not communicate with anyone. It feels extra classy. He refuses help from teachers and a psychologist. Mother zero cooperation and almost no interest in her daughter. He cares about her, but rather he is not interested in her mental state and how she is doing at school, in the team and whether she is socializing with her classmates.\n\nTeacher Intervention (Solution):\ninvited the student to my office. Here we started discussing the causes of her truancy. She told me what I had already learned from the investigation. And she was very dismissive of any solution. She just didn't want to join the team anymore. At that moment, I had to ask our school psychologist for help. It turns out that the young lady already has her own psychologist, which she needed when her parents split up and she took it very hard. Her psychologist suggested that she find someone she trusts, be it one of her classmates or cantors. But the young lady didn't even try to find someone she trusted so that contact could be restored and thus help her return to school and to the team. The student refused everything and closed more and more into herself. The solution did not work with me or with the school psychologist, so it was switched to a solution with the Education Committee. With the help of the commission, we try to find out whether something else is hidden behind truancy, such as whether the student is suffering from a change in gender identity, or a problem with socialization in the classroom or problems at home with her parents. Since the student already had her own psychologist, we found out that domestic problems were behind her truancy. The student was most affected by her parents' divorce and the subsequent disagreement with her mother. The mother completely ignored the fact that the daughter did not go to school and did not want to socialize. When I invited her to school to talk, she didn't even come. There was zero cooperation from the mother's side. She did not name the student's father, she claimed that the court forbade her to have contact with him. It took a long time to sort it out. Mother underestimated the investigation and my challenge. And then covid came and learning at home started, that's where it gets lost. And after those two years at home, it must have been very difficult for the young lady to return to the team. Now she is in another school where her classmates already know what they want to do next and she feels like a stranger there.\n\nOutcome:\nThe student still refuses any help and does not go to school. Zero cooperation with mother. He is starting to think about interrupting his studies. She still has unresolved psychological problems. She withdrew from others and stopped communicating. She doesn't want to go to that school herself and doesn't want to get help. She closed in on herself. Neither I nor the school psychologist are giving up and we are trying to find a solution to her situation. It's a long shot and hopefully it will turn out well.\n\nStudent Profile:\nAge/Year: 15 let, Kvarta – do teď\nHobbies: četba knih\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "877", "student_age_year": "15 let, Kvarta – do teď", "student_hobbies": "četba knih", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. Jazyk český a literatura, Historie, OV – Základy společenských věd", "teacher_practice_years": "35 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/774", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place on the first school trip with the given class. On the last day of their stay in the cabins, a group of students showed off their alcohol in front of the cabin. I confiscated the alcoholic drinks and exchanged them for non-alcoholic fruit drinks.\n\nSituation (Anamnesis):\nThe main protagonist was one boy who was supplied with given drinks. He was aware of the illegality of his actions and took the whole thing with a rebellious intention, which was finally thwarted.\n\nTeacher Intervention (Solution):\nI resolved the situation within a few minutes. I saw alcohol and simply confiscated it. I asked the student if he had any more bottles, to which he nodded without thinking and took the remaining bottles out of his bag. After the seizure, there was a conversation that I don't remember much about, but basically we agreed that it wouldn't happen again. On this occasion, I also handed him some fruit drinks.\n\nOutcome:\nThe short-term result was his complete humility for the rest of the school trip. He tried to accommodate me and kept his word in the long run, so there was no further problem with him in that regard.\n\nStudent Profile:\nAge/Year: 16 let, kvinta\nHobbies: Skauting, hraní na Pc a na kytaru, hudba\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "774", "student_age_year": "16 let, kvinta", "student_hobbies": "Skauting, hraní na Pc a na kytaru, hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (Dějepis, Český jazyk + Zeměpis)", "teacher_practice_years": "20 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1507", "content": "TEACHING CASE STUDY\n\nBackground:\nSince the beginning of last year, the pupil and I have been dealing with high absenteeism and very poor grades. We noticed deficiencies specifically in the subjects of mathematics and physics. The student was not classified in 3 subjects. He lacks key competences and is unable to fulfill his duties. He has a nonchalant approach to tasks and has shown no interest in improving. He comes from a complete family, but his father works away from home. He has three brothers. According to the conversation with the mother, we found that the reason for the high absenteeism was also that the pupil often had to take care of his brothers. The student himself acts more childish in class than his classmates. We can definitely say that compared to his class, he is backward mainly in social behavior. Excuses were also a frequent cause of absence, where the mother cited morning sickness and anxiety as the reason, but we never received a more serious diagnosis. The school also repeatedly requested medical certificates, which were not forthcoming.\n\nSituation (Anamnesis):\nRegarding the observed behavior of the pupil in the lessons, he never had a tendency to be disruptive, on the contrary, he is calm during the lesson, but the teacher in question needs to encourage him from time to time. If he works under supervision, he does much better in class. Preparation at home is very weak, after talking with the mother who said that they do not pay much attention to school at home, it became clear that the student himself does not prepare anything for school, because he mostly watches TV or plays computer games at home. From the interview with the class teacher, the problems started already during distance learning, where the student often did not join the classes at all, and thus he most likely got used to not complying with the completion of assignments, and it was thanks to the weak motivation on the part of the mother that the problems started already then.\n\nTeacher Intervention (Solution):\nIn January 2022, we established cooperation with a psychologist, where it was mainly agreed that the pupil's mother would spend more time with her son, supporting him in reading and preparing for school. We also introduced evening rituals to the student to prevent morning anxiety. Everything was also discussed with the mother. Furthermore, the class teacher offered tutoring to the pupil. There was also a meeting with the Children's Socio-Legal Protection Authority, with whom we sent a few written messages regarding how the tutoring is going and how his school work is progressing. At the time of distance learning, the pupil also took part in classes led by a non-profit organization. However, despite repeated arrangements with the mother to ensure that the pupil attends the lessons, very often he did not join the lessons and thus no progress could be made.\n\nOutcome:\nAfter an appointment with the psychologist and contact with OSPOD, we observed an improvement in the pupil for a while, but as time went on, even the mother did not attend the scheduled meetings. After some time, the mother took advantage of the pupil's possibility to remain in distance education, but this did not lead to any effective results, and everything worsened when he returned to face-to-face education. All solutions and individual tutoring of the pupil with the class teacher did not lead to a significant improvement despite great effort, we only observed an improvement in the reported morning sickness, which stopped appearing due to the relaxation exercises. A big role in the deterioration is played by the time when the students studied remotely. Despite repeated appeals, the mother gradually stopped going to meetings and thus the pupil did not receive the necessary support from the parent. The student's statement about the given case study: I like how the first case study with the student turned out well, because the class teacher was actively involved in solving the problem and did not just leave the work to the psychologist, but also tried to improve the overall atmosphere in the whole class using collective games. When I was on an internship with her, I really like her overall approach to children, she tries to make the students help each other and to learn not only from her as a teacher, but above all to learn from each other. I also noticed that during minor conflicts in the classroom, she uses interesting procedures, which are not just cursing or name-calling, but for the student to explain to himself how he behaved, why it was wrong and how he should behave next time, or give him advice classmates. In the future, I myself would really like to teach students the right behavior towards others, because I think that a good team and a good atmosphere in the classroom is the basis for a specific curriculum. In the second case, I think that the unsatisfactory environment with the combination of distance learning was really noticeable, which reflected on the student himself. Because when the student is at home, no one else has the power to look after him and really make sure he completes the tasks, because there is a moment when some internal motivation to improve is needed. But on the other hand, I think that the school did/does its best and I believe that the situation will improve with time.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: sledování seriálů, hra na playstationu, kroužek náboženství      Klíčová slova  absence, školní povinnosti, prospěch, distanční výuka, rodinné prostředí\nDisorders: Absence,Nepracovitost,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1507", "student_age_year": "12 let, 6. ročník", "student_hobbies": "sledování seriálů, hra na playstationu, kroužek náboženství      Klíčová slova  absence, školní povinnosti, prospěch, distanční výuka, rodinné prostředí", "student_diagnoses": "", "student_disorders": "Absence,Nepracovitost,Neposlušnost", "teacher_approbation": "Vysokoškolské, titul - Mgr.", "teacher_practice_years": "15 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/5", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen he joined us, he was like all the other children, maybe a little more excited. As time went by, it became more and more difficult for him to concentrate on the content of the lesson. Often out of the blue he would get up from his desk and start walking around the class until he was reprimanded several times. He had a tendency to occasionally shout out of nowhere as if he found something very funny, but no one knew what. He also made up all kinds of stories and the other students stopped believing him after a while.\n\nSituation (Anamnesis):\nWhen there were class meetings, I took his parents aside and told them about my son's unusual behavior. According to his parents, he has similar behavior outside of school when he is under a lot of stress. I recommended the parents to look for a specialist and tried to try something that could help. An assistant was supposed to come to our school at that time, so I arranged for him to be assigned to that student.\n\nTeacher Intervention (Solution):\nWe didn't wait to see what the parents would come up with, and together with the assistant we agreed that if the stress in class was the cause, we could try to give him short breaks during which he could rest on the carpet in the classroom. It's better than letting him wander around the classroom with something to do. As another matter, the assistant was given the task of individually going through easier versions of the exercises that were discussed with the student. We also started using various interactive aids and made learning as much as possible a game for him.\n\nOutcome:\nThe result showed up soon. When he found he was allowed to rest on the carpet for a moment, he took advantage of it. With roughly two-minute breaks every hour, the random screams stopped. He still had difficulty keeping his attention, but when the assistant went through the exercises with him, he saw to it that he worked. What is inspiring to me, what would I appreciate? I appreciate the teacher's approach when she didn't wait for the parents and immediately tried to help the student somehow. What would I like to avoid? I would avoid those two-minute breaks by gradually shortening the breaks for the student so that he gets used to learning like other children. What would I do differently and why? I think I would behave the same as a teacher. What solutions can I think of? I would say that this is some kind of mental disorder, so I would wait for the expert's opinion and make arrangements accordingly.\n\nStudent Profile:\nAge/Year: 10 let, 3. třída\nHobbies: Plavání, komiksy,\nDiagnoses: ADHD\nDisorders: Nepozornost,Vykřikování,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "5", "student_age_year": "10 let, 3. třída", "student_hobbies": "Plavání, komiksy,", "student_diagnoses": "ADHD", "student_disorders": "Nepozornost,Vykřikování,Lhaní", "teacher_approbation": "Mrg. Třídní učitelka (český jazyk, matematika)", "teacher_practice_years": "22", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1004", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came from another class to the fifth, i.e. to a class where the students had known each other for 4 years. He came to the class because of failure, he comes from a socially weaker family. I discovered great knowledge in the subject, but he answered me curtly, did not elaborate on the answers, did not speak himself, and others did not want to speak with him either. He didn't want to talk to the students sitting next to him, nor to the students in other groups. The class basically ignored him, I always saw him alone, he completely distanced himself from the class and from the beginning his classmates didn't even want to sit near him, which could be due to poor hygiene.\n\nSituation (Anamnesis):\nHe worked best with one girl, but I couldn't pair them together every time. He worked just fine in pairs, but didn't do anything in group work. I wasn't happy with my solutions - no matter where I assigned it, it didn't work and I didn't like how it worked. Likewise, he did not do voluntary tasks, he did not work by himself, he had zero work habits. I had to ask him directly when I wanted an answer, and even then it was always a struggle. He didn't talk on his own, in class I had the feeling that he didn't even want to talk to me. However, it was not fear, all these reactions pointed to dislike and resistance, he does not like the company of other people. After a while feelings of despair came, because the student just stagnated like this, even though he had the potential for more. He was normally able to handle exercise and work in which he was alone and did not have to speak just fine.\n\nTeacher Intervention (Solution):\nThe problem at the moment is that the pupil is in his last year and at the end of the school year he graduates from the given subject. I'm not afraid of the written part, but I'm afraid of the oral part. The school also cannot send him for any examination, because the pupil is already an adult. The isolation associated with the coronavirus did not help anything, he had a computer borrowed from the school, but he still had the same problems with the Internet, the microphone, he tried to get out of work in class. I thought of supporting him in the subject he was good at by having him attend a group for good students that met once a week in the afternoon. Pupils from different classes across several years went there. He accepted the offer and started attending, but he did not prepare (copying, reading materials in advance), moreover, he joined only after two months from the beginning of the creation of the group. Still, the other students helped him and copied materials for him, lent him papers, and I also lent him the textbook and my own copies many times in these cases. Since his non-cooperation in getting anything ready was disrupting the class, I told him to get ready or stop going, and since he was no longer enjoying the class, he quit.\n\nOutcome:\nI'm going to try to use a new strategy, which is to create random pairs for oral practice every hour so that he doesn't think it's a modification of the class because of him, and he doesn't feel like I'm pressuring him. Every hour, too, so that it would become a well-established routine and he would get used to talking to others.\n\nStudent Profile:\nAge/Year: 15–16 let, kvinta (5. ročník osmiletého gymnázia), když se toto chování objevilo poprvé\nHobbies: Učitelka o nich neví / neprojevil je\nDisorders: Nespolupráce,Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support, Working with the collective\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1004", "student_age_year": "15–16 let, kvinta (5. ročník osmiletého gymnázia), když se toto chování objevilo poprvé", "student_hobbies": "Učitelka o nich neví / neprojevil je", "student_diagnoses": "", "student_disorders": "Nespolupráce,Bariéry v komunikaci", "teacher_approbation": "Učitelství anglického jazyka pro střední školy", "teacher_practice_years": "28 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1309", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout sixteen years ago, a student applied to our school. The student was different from the others from the beginning, and both our classmates and we were aware of it. When something freaked him out, he started making strange noises, which after a while we started to call 'squealing' or he started pulling out his hair, he was cut into a hedgehog, just one at a time. There were periods when he sported a bald head. But everyone gradually got used to him and accepted him. Sometimes he acted like Forest Gump, but intelligent, he had no problem with profit.\n\nSituation (Anamnesis):\nA unique student in the class of ordinary children in the ninth year of elementary school.\n\nTeacher Intervention (Solution):\nIn the second grade, he became fanatically interested in the Second World War, and thanks to psychiatric drugs, even his bouts of 'doddling' and pulling out his hair stopped. What was still problematic was his social behavior. He was completely in love with one colleague, so he constantly followed her, and once when he tried to touch his hand, she very politely told him that he couldn't do that. He didn't stop following her, but he was careful about touching her and always let her know in advance that he was aware of it. As for me, I taught him history and he loved my voice. He kept looking for me and wanted to talk to me because of my voice.\n\nOutcome:\nhave to admit that I was at my wits end at the time, but somehow I managed it professionally, mainly thanks to the fact that in the eighth grade, after a long examination, the student was diagnosed with Asperger's syndrome. He is currently studying history at university. What is inspiring to me, what would I appreciate? The behavior of the teacher in both situations. In the first case he kept a cool head and in the second he kept his professionalism. What would I like to avoid? Bias and panic. What would I do differently and why? In the first case, I would probably go immediately to the school principal as a precaution and not wait for someone else to prove it to me, but I think that the situation was handled very well anyway and I honestly don't know how I would have behaved.\n\nStudent Profile:\nHobbies: otevřenáotázka2. Svetová vojna\nDiagnoses: Náběh na Aspergerův syndrom,Lehká forma autismu,Asociální chování,Problematické chování,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1309", "student_age_year": "", "student_hobbies": "otevřenáotázka2. Svetová vojna", "student_diagnoses": "Náběh na Aspergerův syndrom,Lehká forma autismu,Asociální chování,Problematické chování,PAS – porucha autistického spektra,Porucha autistického spektra,Atypický autismus", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "24", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/264", "content": "TEACHING CASE STUDY\n\nBackground:\nThe conflict between the pupil and pupil F. arose during the break. At this moment, the teacher's assistant was not present in the classroom, she was dealing with the teacher in the corridor with the situation that had happened the previous day. Pupil F. was walking past the other pupil's desk and \"by mistake\n\nSituation (Anamnesis):\ntaught in the class for the second year, I knew the students well, communication was problem-free. In the beginning, it took a while for the children to accept the rules and principles that I require, but gradually everything started to work smoothly and there were no major problems in the classroom. There were 18 pupils in the class, of which 3 pupils with SEN in the second level of support measures and one pupil with ADHD and Tourette's syndrome. It was with this pupil that the AP worked in the class. The student was born to a mother who took drugs in the prenatal period. Even when I was teaching the student, she was a drug addict. Until the age of 5, the pupil did not know his father and lived with his mother and grandmother. At the age of 5, the father showed interest in the boy and applied for custody of the child with the intention of raising him in his new family. The student grew up in his biological father's new family for a year, but due to his behavioral problems, his father's new partner refused to take care of him. At that time, his biological mother was unable to take care of him (continuous drug addiction). The boy was taken care of by his grandmother and occasionally by his aunt. It took the boy a long time to come to terms with the rejection by his new father's family. The student disrupted the lesson with unintelligible screams, made noises (meowing, buzzing like a drone, speaking vulgarly. He disturbed the other students and mutual conflicts occurred. Due to attention disorders, the assistance of the AP was necessary, which at the same time eliminated conflicts between the student and his classmates.\n\nTeacher Intervention (Solution):\nAs I heard the noise from the classroom, I went to deal with the situation that was happening inside. After entering the classroom, I first pulled the students away from me, tried to calm them down and started to find out what was going on. In the following interview, the teacher is referred to by the letter \"U\n\nOutcome:\nAs with the first one, I talked about the conflict with the student. Subsequently, an interview also took place with pupil F. We clarified with both boys what behavior is and is not correct, how they should treat each other and respect each other. The boys apologized to each other and shook hands. The only long-term solution was to prevent these situations. The following hour we had practical activities. Although I had originally planned the lesson differently, I used it to talk with the children. We sat in a circle on the carpet at the back of the classroom and talked one by one about how each of us is different, we have different interests, different assumptions, but also different health problems and we react to the same situations in different ways. The children gave examples from their surroundings and we tried to figure out together how to behave in different situations.\n\nStudent Profile:\nAge/Year: 9 let, 3. třída\nHobbies: florbal, elektrotechnika\nDiagnoses: ADHD,Poruchy pozornosti a aktivity,Tiková porucha\n\nAnalysis & Annotations:\n[No annotations available]\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "264", "student_age_year": "9 let, 3. třída", "student_hobbies": "florbal, elektrotechnika", "student_diagnoses": "ADHD,Poruchy pozornosti a aktivity,Tiková porucha", "student_disorders": "", "teacher_approbation": "VŠ – Mgr., 1. stupeň", "teacher_practice_years": "37", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1190", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student repeatedly falsified her apology in the electronic apology letter and spent time outside instead of studying. She did not confess to her crime. It all came to light due to the high absenteeism of her older sister, who also attends our school. The student's sister has been falsifying her excuses for a long time. After a telephone consultation with the mother, where the class teacher of the sister's student dealt with high absenteeism, this fact came to light. The student's frequent absence from class and neglected appearance contributed to her partial exclusion from the class collective.\n\nSituation (Anamnesis):\nThe student lives in a joint household with her mother and older sister. The other siblings are of legal age and no longer live in the same household. She never spoke about the student's father, it is a sensitive topic for her. Mother is very busy at work. He works in shifts, so he has no idea how the girls spend their time and whether they have gone to school. The family is socially weak, but the mother tries to ensure the best possible living conditions for the girls. The schoolgirl spends most of her free time carelessly outside. The mother does not have an overview of where she is during the day.\n\nTeacher Intervention (Solution):\nThe class teacher of the sister's pupil reported high absences and other educational problems to OSPOD. He approached me as the student's class teacher, asking if I was interested in attending the meeting. I agreed to participate in the meeting, because I saw the possibility of preventive intervention and thereby eliminating any further misdeeds of the student. As part of the meeting, we gathered both the girls' class teachers, prevention methods, the deputy director for inclusive education, a social worker and a student with her sister and mother. The mother was confronted with the situation. She promised to increase supervision over preparation for school and the fulfillment of compulsory school attendance. She was informed of the need to secure her parental account in an electronic letter of apology.\n\nOutcome:\nAfter the aforementioned meeting, there was a big turnaround. The student's absenteeism decreased, she went to school regularly and was carefully prepared for classes. The mother changed her job so that she could pay more attention to the girls and watch them go to school. She managed to find a place near her home with reasonable working hours. The student began to take more care of herself as part of her adolescence. I am very satisfied with the result of solving the situation.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nDiagnoses: ADHD,Autismus\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Agreement, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1190", "student_age_year": "11 let, 5. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Autismus", "student_disorders": "", "teacher_approbation": "Mgr., speciální pedagogika pro učitele", "teacher_practice_years": "19", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1377", "content": "TEACHING CASE STUDY\n\nBackground:\nstarted teaching the student only in the second year. The first incident happened to me with him right at the beginning of the school year, when he was in the first year at our school. I have a bit of a 'disease' and I lead all my students to model behavior and observe etiquette - for example, I warn them if they don't say hello or if they wear hats and caps in the building. I got into a conflict with this boy in the school lobby, when he rammed into me and didn't apologize. I tried to explain to him that such behavior is not polite and that he should apologize, even if he bumped into me by mistake. He looked at me and said 'Jesus, I'm so sorry, so you don't fuck'. I stood as if scalded. Soot exploded in me, I couldn't hold back and I gave him a lot. The next day, he was in the lobby wearing a cap, glasses, and no shoes (I usually don't bother with shoes that much, but it was wet and he had muddy boots on). I came to him and tried to draw his attention to these shortcomings in a calm and balanced voice. He just gave me his middle finger and left for class. I pointed out his behavior to the class teacher. But he only calmed me down, saying that he knows that this boy is problematic and that I should better avoid him. That totally got me.\n\nSituation (Anamnesis):\nThe pupil is a leader type; vulgar; average academic results; his father complained several times to the principal that the teachers were too strict with his son and that they had no right to constantly moralize him.\n\nTeacher Intervention (Solution):\nI stayed in that class for a month, then I asked the representative to have someone else take over the Czech language. It was impossible to talk to the school management about this at all, I couldn't find support from them, so I had to give up like a slob.\n\nOutcome:\nAfter I gave up their class, I stopped talking to the student and tried to avoid him. I did not react to his behavior\n\nStudent Profile:\nAge/Year: 17, 2. ročník SŠ\nHobbies: SOCIÁLNÍ SÍTĚ, PŘÁTELÉ, MEJDANY\nDisorders: Záškoláctví,Podvody,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1377", "student_age_year": "17, 2. ročník SŠ", "student_hobbies": "SOCIÁLNÍ SÍTĚ, PŘÁTELÉ, MEJDANY", "student_diagnoses": "", "student_disorders": "Záškoláctví,Podvody,Vulgární vyjadřování", "teacher_approbation": "Mgr. ČJ, AJ, OV", "teacher_practice_years": "17", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/444", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I am about to describe took place quite a long time ago, one could say at the beginning of my teaching practice. At that time, I was the class teacher of the fourth grade, where the female student also attended. She was slightly different from the others in her own way, often standing out from the crowd, but problematic behavior had not manifested itself until then. She was rather lonely in class, she didn't have many friends and spent most of the breaks alone. However, it was not any form of bullying by other classmates.\n\nSituation (Anamnesis):\nNow I would like to move on to the description of the problematic situation that has arisen. It took place almost at the end of the school year, i.e. in the summer. The whole day went like any other, there was a standard lesson and after the end of the lesson I took the children to the club, which, due to the warm weather, took place outside, in the school garden. During the party, my class had free access to its regular classroom, as it was located right next to the garden. The classroom also included the space for student locker rooms and my office.\n\nTeacher Intervention (Solution):\nAt the time when the children spent the afternoon with their classmates, I stayed in my office and finished my work. In the middle of the afternoon, however, I heard some noises in the classroom, which at first I attributed to the cleaning lady, but then they started to seem strange to me, so I went to the classroom to take a look. Here, I came across a student who was released from the group, and what I saw at that moment shocked me very much. By my own mistake, I left several of my personal belongings, including my wallet, on the chair. The student became the object of this whole situation as I caught the student holding my wallet and examining the contents she was trying to take out. At that moment, unfortunately, I reacted affectedly, because I was in complete shock and I had never encountered anything like it. As I recall, I certainly raised my voice, which from my point of view today was definitely not the right choice. I was very harsh with the student at that moment, she got scared and ran away. She managed to tell everything to the teacher from the group before I did, she called the student's parents and we started solving the situation together. However, the parents were very forceful, they did not hesitate to use vulgar terms and I allowed myself to be provoked in my own way, so a rather heated argument took place and the problem was of course not resolved.\n\nOutcome:\nIn response to the incident, the parents then decided to withdraw the girl from school and enroll her in a new school. In the long term, it had no other impact after that, perhaps a slightly positive effect on the climate in the classroom. From my point of view, however, today I would handle the situation completely differently, more calmly and with understanding. Considering the behavior of the parents, I still have the feeling that the student's behavior was at least partially motivated by the environment in which she and her parents grew up, as their family was among the socially weaker and the parents had a very strong character, which their daughter also began to take over. However, this does not excuse my behavior at the time, which was shorthand and affected.\n\nStudent Profile:\nAge/Year: 18, 2. ročník SŠ\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "444", "student_age_year": "18, 2. ročník SŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Dějepis, Základy poslečenských věd", "teacher_practice_years": "17", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1003", "content": "TEACHING CASE STUDY\n\nBackground:\nA third year girl came up to me and expressed her concerns on behalf of all the girls in the class. She complained about the behavior of some boys who mocked them and showed signs of bullying. After listening to the girl, I talked to the guys, who defended themselves by saying that it was just a joke. I explained to them that what they think is fun can hurt girls, especially when it comes to making fun of their looks and weight.\n\nSituation (Anamnesis):\nIt was interesting that among the boys who behaved like this there were also two who are usually perceived as decent and decent. Their behavior changed when they joined the 'robbers'. There was also a problematic student who is an athlete and lives in a boarding school. His behavior mirrors that of his father, who is also in the sports world and is known for his arrogance and inappropriate comments.\n\nTeacher Intervention (Solution):\nAfter explaining the situation, the boys admitted their mistake. Discussion with them seemed to be effective. The pupil who was the main trouble maker has a history of problematic behaviour, including incidents at boarding school where he was reprimanded and even suspended.\n\nOutcome:\nAfter the speech, the situation calmed down at the school, but there is still disorder in the boarding school. His behavior is repetitive and sometimes escalates to physical bullying and vandalism.\n\nStudent Profile:\nAge/Year: Asi 17 let, 3. ročník čtyřletého gymnázia se sportovní přípravou\nHobbies: Sport, sociální sítě\nDisorders: Šikana,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1003", "student_age_year": "Asi 17 let, 3. ročník čtyřletého gymnázia se sportovní přípravou", "student_hobbies": "Sport, sociální sítě", "student_diagnoses": "", "student_disorders": "Šikana,Ničení majetku", "teacher_approbation": "Učitelství anglického jazyka pro střední školy", "teacher_practice_years": "28 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1078", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during the Czech language lesson, when I assigned the pupils to work together in groups. There was a group in the class that was constantly disturbing and I had to constantly yell at them. Other groups gradually joined and indiscipline prevailed practically in the entire class. It was enough to call them to calm down and it happened. The reprimand was no longer a completely calm voice, as it was my last class of the day and my nerves were already running high. During the presentation of the topics of the individual groups, I noticed the most disruptive student from the disruptive group, who was holding a paper with holes for his eyes and mouth in front of his face and sticking his tongue out at his classmates.\n\nSituation (Anamnesis):\nThe class had never been problematic before, they would interrupt here and there, but what class can just sit still all day. The disruptive student was the class clown, but otherwise very nice and attentive. I've never had a problem with him before.\n\nTeacher Intervention (Solution):\nWhen our eyes met, I couldn't help but flash my middle finger at him. I was relieved, but immediately realized how inappropriate my behavior was. After the incident, I apologized to the student and he told me that it wasn't necessary, that he realized that he was overdoing it and that I am also human. We explained to each other that sometimes it is a little too much for the teacher and that this kind of bravado is not suitable for a third grader. We both apologized again and neither of us took it any further.\n\nOutcome:\nThe student and I apologized to each other and everything went as it should. Here and there I had to yell at him again, but he was never rude to me and I sometimes had a good laugh at his jokes.\n\nStudent Profile:\nAge/Year: 3. ročník gymnázia; 18 let\nHobbies: hudba, umění, zpěv\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1078", "student_age_year": "3. ročník gymnázia; 18 let", "student_hobbies": "hudba, umění, zpěv", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "Český jazyk a literatura a Dějepis", "teacher_practice_years": "20", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/838", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter 6 years of maternity leave, I planned to return to the elementary school for the hearing impaired as a teacher's assistant for the 1st grade and a group teacher. The director said that my position is not available, but I can work as a teacher's assistant at the secondary school. It was quite a shock to me. I didn't know who I was going to work with. I learned that I will be working with a boy with severe sensory and motor disabilities. I knew him for about 2-3 years, from the time when he was 8 years old and attended a special elementary school. For a long time, I worked as an assistant in a deaf-pediatric class and an educator of a group for children. For me, this was the first experience of working with a deaf-blind person. I have been working with the boy for the third year. When I joined the teaching assistant position, he didn't want to hire me because he didn't know me. He wanted a former assistant, but she left for another job in another city. I became convinced of how true the fact is that deaf-blind students find it difficult to accept a teacher's assistant for cooperation. It was a difficult and challenging period for him, he felt abandoned and helpless. At first he ignored me, disturbed the class by constantly asking the teacher without addressing me. He refused to work on class assignments, seemed exhausted and tired. Due to a serious spine operation and subsequent rehabilitation in the first year, the boy missed a lot of lessons, which he is still unable to complete, and the gaps are still visible during lessons. The boy is not conflicted or significantly problematic. Nevertheless, his speech during the lesson was disruptive and the teaching in the classroom did not take place in the usual way. Together with him, there were 6 other pupils with varying degrees of hearing impairment and special educational needs in the class.\n\nSituation (Anamnesis):\nThe boy comes from a family of five living in Moravia. Parents and one brother are hearing, the other brother is with a slight impairment of sight and hearing. The boy has a severe visual impairment combined with hearing and physical disabilities. In the first year, the boy underwent spine surgery for easier mobility in the future. The family is not so enthusiastic, but the person responsible for the son's school performance is interested, it is reported. The father is also the boy's personal assistant and provides transportation to and from kindergarten. Due to the seriousness of the disability, after examining the boy, the registration office issued a decision to grant support measures IV. degrees. This is a student with a simultaneous disability with multiple defects (hearing, vision, physical), with special educational needs, who needs the provision of support measures to fulfill his educational possibilities, which means the necessary adjustments in education. Due to the concurrent sensory disability, the expressive side of speech and understanding is impaired. For this reason, a multisensorial approach is used with the boy, which is based on communication using oral speech, sign language and finger alphabet. The modification of the educational content is therefore guided by the use of a multisensory approach - i.e. fixation of knowledge and skills with as many senses as possible, e.g. illustrative examples of units, volumes, periods of time (hours, months), sequence, etc. Spontaneously, the student communicates mostly using speech, when he speaks in simple sentences with dysgrammatisms. Mistakes in inflection, timing and use of terms. Otherwise, his active and passive vocabulary is at a fairly decent level. In speech, however, due to the disability, motor clumsiness is manifested with dyslalia and disruption of the modulation of the tempo, melody and rhythm of speech.\n\nTeacher Intervention (Solution):\nThe most difficult thing is that the student is deaf-blind and sometimes very stubborn, he does not trust the teacher or me. He delays the subject (teaching) when he doesn't believe me or the teachers don't treat him appropriately and he learns in class regardless of his disability. Then he can't keep up with the lessons. I then have to deal with the teachers individually so that there is an alternative teaching procedure than before (looking for another way). Also, some teaching methods are not as suitable for the pupil as for other pupils in the class. They are more time consuming. The boy needs regular breaks to rest. E.g. on the test, others can check the boxes quickly, but he has a more difficult time with his visual handicap and there are delays. He has to read the assignment with difficulty and look for where the points/answers are so he can mark the boxes. Technically it is more demanding. His reactions to answers are longer in terms of time, so he is behind his other classmates and his life experience is poorer. He doesn't go to society. And he doesn't seek out the company of his peers in the classroom either. That's why I try to explain things and situations of everyday life to him outside of class. This can also be associated with technical problems – e.g. the projector. A boy cannot work with all technical aids, so we have to find a way so that the pupil and the teacher are mutually satisfied. Continuous dialogue with the pupil Do you like going to school? 'I half like to go because I like working on the PC but I don't enjoy writing long assignments, it would be like having a heavy hand stung by a bee.' What is difficult for you at school? 'Quite often these are difficult concepts, new technical words. The assistant explains a more difficult concept to me in sign language. Nothing is difficult for me, only the light in the classroom bothers me because of the eyes - the window against the light, because the computer, the light, the window... all at once). Difficult professional subjects – economics, mathematics and civics. If it counts for a long time, then it is tiring for me. It is very difficult for me. I would prefer to have an explanation of the material, plus 4-5 examples as exercises, then to understand, not to search for other examples. Tests are difficult, long assignments, busyness, when other classmates are having fun with another classmate, I know they can't hear their voice and laugh or sometimes say one word out loud. It bothers me. When I sign in, the teacher doesn't have enough time for me, I have to wait until he explains/explains the material to other classmates.' What do you enjoy about school? 'I'm glad I have a computer at school. I wouldn't want to leave the COMPUTER. So I like working with the computer. E.g. computer system, programming, graphic work on PC. Mainly website creation (TWA subject).' Does it bother you if you don't do an assignment? 'No, it doesn't matter, because there are so many tasks. I do not like it. When I have some time I will definitely go back to the quests because it's tiring for me to do all the quests at once.' Are you sad about a bad grade? 'Yes, with a lower grade, because I don't want to argue with my parents.' What would you like to change in school? 'I would like a better and better quality ZOOMTEX software magnifier on the PC, because it is tedious to wait for the magnifier to open on the PC. I would like it to be faster. I don't have a magnifying glass on the board, there is no interactive board.' What would you like to change about teaching? 'Nothing so far.' How do you get along with your classmates? 'Yes, I get along with my classmates half-way because they sign quickly. Sometimes I don't understand them. They also wear light colored clothes and then I can't see them well. I have a good relationship with them now.' What would suit you? 'It would suit me if all the work were in the PC. That is, I would only work on a PC. I don't like working with papers because it hurts my arm and back. I would also like it if all deaf teachers worked here, but if there are hearing teachers, then the ČZJ interpreter should be 100% present.' How would you like to work better? 'It would work better for me to work on the computer because I can type faster, I can see better. Because working with a worksheet on paper is a waste of time, because first I have to look with a magnifying glass and then write and all over again. Because there is a magnifying glass in the computer, I would mainly like to have the study materials on the PC (in MS TEAMS). It is very good for me to work in MS TEAMS and it suits me.' Who helps you with your studies? 'Teachers, an assistant and sometimes classmates. Maybe I need to explain something, the assistant helps me. E.g. one teacher is leaving classes for a break, but I can't keep up with everything. the assistant will help me finish the work from class. If my classmates or assistant don't know how to help me, I wait for the teacher to ask a question or I try to look it up on the Internet myself.' How do you get along with your classmates? 'Yes, I get along with my classmates half-way because they sign quickly. Sometimes I don't understand them. They also wear light clothes and then I can't see them well.' From the dialogue with the student, it follows that certain disruptive behavior is the cause of overload, his tiredness, missing unmastered subject matter or insufficiently developed free skills.\n\nOutcome:\nIt was first very important for boys to learn to use their free time and divide it evenly between preparing for school and having fun. That means learning to organize and plan, knowing when to study and knowing when to play on the computer. He can't do that yet, he doesn't have firm guidance from someone more mature in the family. Personal assistants should be able to organize this, because the boy does not know whether it is raining outside or not, or when he should get up, etc. That is why he always asks me for new information... When the parents talk to each other, he asks the parents what they are talking about and would like know what they are saying. They tell him one word or abbreviated information no\n\nStudent Profile:\nAge/Year: 20 let / 4. ročník SŠ\nHobbies: Rád pracuje s počítačem. Např. počítačový systém, programování, grafická práce na PC. Hlavně tvorba webových stránek  předmět TWA). Těší ho hrát s učiteli šachy, pokud je volná hodina. Má rád dějepis a historii.\nDiagnoses: Těžké zrakové postižení,Sluchové postižení,Tělesné postižení\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "838", "student_age_year": "20 let / 4. ročník SŠ", "student_hobbies": "Rád pracuje s počítačem. Např. počítačový systém, programování, grafická práce na PC. Hlavně tvorba webových stránek  předmět TWA). Těší ho hrát s učiteli šachy, pokud je volná hodina. Má rád dějepis a historii.", "student_diagnoses": "Těžké zrakové postižení,Sluchové postižení,Tělesné postižení", "student_disorders": "", "teacher_approbation": "BcA. – Výchovná dramatika pro Neslyšící", "teacher_practice_years": "21 let – ve školství pracovala v průběhu let na pozici – třídní učitelka, učitelka, asistentka pedagoga, vychovatelka družiny, internátu a noční vychovatelka (podle suplování), asistentka mateřské školy.", "problems_annotated": "Failure to attend class, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1347", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom the beginning of the lesson, the student had a problem with completing the tasks I assigned her, from the beginning the situation developed calmly. I asked her several times to start working. She had been sleeping on the bench for the previous hours and was unresponsive. In the Czech language lesson with the class, she again refused to work, and reacted very violently to the notice of her inappropriate behavior (she was cutting off, sleeping and not responding). She started arguing with us, she behaved aggressively. She started swearing at me (go to hell and screw me). After this heated moment, I took the student out of the classroom. After calming her down, I took her to the representative. There we wrote down and evaluated the whole situation, the student apologized for her inappropriate behavior and we returned to the next lesson.\n\nSituation (Anamnesis):\nThe student comes from a disadvantaged socioeconomic background. He lives with his grandmother. He has repeated behavior problems. Her legal representative is regularly contacted by OSPOD. He smokes and apparently drinks alcohol occasionally.\n\nTeacher Intervention (Solution):\nAfter calming her down, I took her to the representative. There we wrote down the whole situation in a black notebook and evaluated it, the student apologized for her inappropriate behavior and we returned to the next lesson. Verbal and vulgar attacks on teachers or other similarly serious disciplinary offenses are recorded in a black notebook, which serves as a support when writing reports to OSPOD or PČR.\n\nOutcome:\nThis particular student has long-term behavioral problems. Several times she was threatened with transfer to a diagnostic institute. Her behavior follows a sinusoid. She is very moody, long-term work with her is demanding and exhausting. On the other hand, he is among the brightest students in his class. With the right motivation, he can work very efficiently and with high quality.\n\nStudent Profile:\nAge/Year: 8 třída\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1347", "student_age_year": "8 třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. Čj,D,OV", "teacher_practice_years": "4", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/305", "content": "TEACHING CASE STUDY\n\nBackground:\nhad an English class in which I had a problem with one student who boycotted any work in class. He was a student and it wasn't the first time, I was more or less used to this kind of behavior from him, but this time I had the feeling that he had decided to give up on absolutely everything, and moreover, he was disrupting my class considerably with his behavior. For about half an hour I explained the material, which we discussed for the first time already in the fifth grade, so it has been 3 years since the students should have mastered it. I ask, 'Ondro, why don't you write it', he says 'I don't understand'. Sometimes in such situations I tried to take him aside and explain the material to him again. But this time it was not like that. At one point, he turned from his front bench to his classmates behind him (apparently in response to some jabs from them towards him). After the student began to pay attention and respond to them in this way, their taunts began to escalate. I lost my nerve and decided to solve the situation. I said: 'you know what Ondro, pull yourself together, take your things and run away.' I thought to myself that there are students in the class who want to work, but the student's behavior did not allow them to do so. But he answered 'I will not go', and added, 'I will be good.' I knew this too, he used this sentence as often as his familiar 'I don't understand', so I didn't give much weight to something like that. At the same time, it was getting close to the end of the class and I had had enough of his behavior. And so I insisted, 'Well, you'll go.' He countered 'well, I won't go then'. A verbal exchange began as all the other students looked on in great interest. After the third reply, I couldn't hold back anymore and shouted 'A ven! get out immediately'. I managed to get him to the corridor where I followed him. 'Well, now we're going to be face-to-face and I'm going to punch you like this if you wait any longer!' Then I took him to my office under the supervision of my colleague. The whole situation was going on so loudly that it aroused the interest of other classes as well. I screamed in such a way that the teachers came out of the classrooms to see what was going on. On the other hand, I haven't had any problems with the student since this incident. However, I don't think I should have let myself get so derailed. Now I know it wasn't worth it.\n\nSituation (Anamnesis):\npupil is a pupil with whom there were almost always problems. On our part (the teaching staff), there have already been several attempts to get him to see a psychologist so that he can be diagnosed and thus get an assistant, so that we teachers do not have to constantly deal with his dislike of work and refusal to listen to our instructions in class. As for his family background, we know that he lives only with his mother and brother. We also know that he is incredibly sensitive and sometimes fearful (fear of doctors). I remember an incident when he had a slight injury, at that moment I thought he was going to collapse. He is a student who deviates. I think that this was also the source of conflicts with classmates in the past, where, in my opinion, at a certain moment it smelled like bullying from others towards the student. But it should also be mentioned that he is not a stupid student. Rather, it is the pupil who needs an individual approach, which was shown to us during the pandemic measures, when selected pupils received tutoring support from us, including the pupil. Faced with the teacher herself, he was able to work with excellence. The problem with him arises in the collective during lessons, when he 'denies' and refuses any work and also any form of help that we as educators tried to offer him (individual explanation, slowing down the pace in the class).\n\nTeacher Intervention (Solution):\nhandled the whole situation relatively impulsively, which was mainly due to the fact that I had already 'run out of nerves'. The whole class was falling apart because of him, and it wasn't the first time. On the other hand, the initial solution, i.e. separating the pupil from the team, we have already applied with my colleagues several times before (for example, when I knew that a colleague would be in the office, I sometimes gave him an independent work so that we could then have a 'normal' lesson with the whole class ). However, I shouldn't have gotten so worked up. At that moment, however, I felt pressure from the whole class, because everyone was anxiously awaiting the outcome of this dispute between me as a teacher and a student. I think I couldn't back down at that moment. I think it was good that I persisted. I don't know how else I would have handled the situation.\n\nOutcome:\nAfter I had seated the student in the office, I returned to the classroom. However, at that moment the bell started ringing, so we didn't manage to do anything. The student didn't even bother for another hour. Since then, he has not been disruptive in my lessons, but his work results have not improved. He still refuses to work and his worksheets often remain blank. I, along with the other female colleagues, have more or less gotten used to it and we don't really deal with this fact. What we think would really help would be an assistant who would work with the student.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: mobil\nDisorders: Agrese,Neúcta k autoritám,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "305", "student_age_year": "14 let, 8. třída", "student_hobbies": "mobil", "student_diagnoses": "", "student_disorders": "Agrese,Neúcta k autoritám,Šikana", "teacher_approbation": "VŠ – Pedagogická fakulta, aprobace Zeměpis a Tělesná výchova", "teacher_practice_years": "38 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1408", "content": "TEACHING CASE STUDY\n\nBackground:\nA girl with a psychiatric personality disorder suffers from anxiety and depression. It manifests itself in self-harm and distancing from the collective. Her behavior is monitored by a professional social worker and an assigned psychiatrist. Nevertheless, she is entrusted to the exclusive care of her mother, who did not cope with her previous upbringing of children. I had the opportunity to meet the girl during my assistant internship at school.\n\nSituation (Anamnesis):\nThe very first day she threatened to commit suicide, the next day she sharpened her ruler and claimed that she would kill everyone and then herself. On the third day, she brought a folding knife to school, which was confiscated. The children keep their distance from her, but one of the pupils helps her. During the lesson, he advises her what to do. The girl's mother is unwilling to address the problematic behavior. She stopped the girl's medication without consulting a psychiatrist. It happened that the girl left the school out of nowhere during the lesson and the teachers had to look for her.\n\nTeacher Intervention (Solution):\nShe was finally found. Last year the girl threatened to jump down the stairs and kill herself. When her mother was called to come pick her up, she started yelling obscenities into the phone and said she didn't have time for that and hung up. The class teacher is trying to secure a teaching assistant for the girl, who should start in October. The teacher finds a problem with communication with the mother and perceives her failure here, because after a year of having the girl in her class, she failed to prevent her from self-harming.\n\nOutcome:\nHe tries to establish a personal contact with the girl, asks her how she is doing and strives to increase the self-confidence she lacks. The girl has good grades, but without a good family background and medication, the situation is not likely to improve in the near future.\n\nStudent Profile:\nAge/Year: 12 let, 7. třída\nHobbies: výtvarná výchova\nDiagnoses: Psychiatrická diagnóza\nDisorders: Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1408", "student_age_year": "12 let, 7. třída", "student_hobbies": "výtvarná výchova", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Sebepoškozování", "teacher_approbation": "Mgr., VV, ČJ", "teacher_practice_years": "23 let", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/314", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problems with the girl started when she reported that she was being bullied at the boarding school. The report turned out to be false and the situation began to be resolved. This did not help, and the girl tried to commit suicide by overdosing on pills. She attempted suicide repeatedly, these were demonstrative suicides to attract attention. She ended up in psychiatry and was prescribed medication. After returning, her condition did not improve much. She avoided the surroundings, looked sleepy, was unable to make eye contact. I also noticed that she has scars on her hands from self-harm. After talking with her psychologist, I found out that this damage started with her parents' divorce. She was hospitalized for the second time in a short time.\n\nSituation (Anamnesis):\nThe girl lived with her grandmother and she showed no interest in her. The parents are divorced, the mother is an alcoholic, and neither of them showed any interest in her either. The divorce was not easy and already at that time the girl became anxious. She was fixated on her mother, but she couldn't bear the divorce and started drinking. The girl has been seeing a psychologist and is being medicated. Now he is again in psychiatry. She also has the problem of not feeling like a girl and has admitted that she wants to change her gender.\n\nTeacher Intervention (Solution):\nWe started to involve the girl more in activities at the boarding school and devised a program for her to get more involved in the collective and have fun in the afternoon, as she had no interests and spent most of her time locked in her room. We drove her to different clubs, but none of them interested her and she couldn't stand any of them. She was also seeing a psychologist. The first time she was in psychiatry she participated in online classes, the second time she no longer had access to a computer, so it was impossible to be in contact with her.\n\nOutcome:\nUnfortunately, despite efforts to involve the girl and pay attention to her, she dropped out of school and shortly after that she ended up in psychiatry again. She was diagnosed with hospitalism, so she would never be able to live life without professional help. As many things came together that caused the girl to suffer, it was impossible for the school to help her sufficiently.\n\nStudent Profile:\nAge/Year: 20 let, zanechání studia ve 2. ročníku SŠ\nHobbies: žádné\nDiagnoses: Hospitalismus,Úzkosti,Panické ataky\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Support, Working with the collective, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "314", "student_age_year": "20 let, zanechání studia ve 2. ročníku SŠ", "student_hobbies": "žádné", "student_diagnoses": "Hospitalismus,Úzkosti,Panické ataky", "student_disorders": "Lhaní", "teacher_approbation": "magisterské vzdělání, aprobace občanská výchova a český jazyk  další 4 semestry studia na výchovnou poradkyni", "teacher_practice_years": "28", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/150", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring civic education classes, where one teacher taught, the student behaved more than inappropriately. She was constantly interrupting, shouting and ignoring any warnings. She did what she wanted. For example, during the introductory lesson, students were given a piece of paper that explained how the lessons would be conducted, how the students would be evaluated, and there were also boxes for the student's and legal representative's signature. The teacher started reading at the same time as the children to clarify the content of the message. All the students had the paper in front of them, only she had it already in her backpack, so the teacher told her to take it out, that they would read it. She told her that she was reading it to her, so she didn't need to see it. After that, the teacher told her that she really should have it in front of her. She said that she was not interested and started having fun with her classmates. Despite repeated warnings, the student continued her inappropriate behavior. Later, it annoyed her classmates as well, how she constantly commented on everything and tried to get their attention. However, this purpose was not fulfilled. When the teacher told her that she would give her a note, she replied that her mother would sign it. So the road didn't lead this way.\n\nSituation (Anamnesis):\nIt must be said that the pupil was problematic from the beginning. Already in the first grade, she was already going to the principal's office because of disciplinary problems. And this is how things dragged on with her until now, when she attends the 7th year of elementary school. This class had split two classes into one in the past, and all the kids didn't really like each other. There were two boys in one class who couldn't stand her at all. Unfortunately, the hatred here was mutual. She didn't need these two classmates either. Sometimes her classmates even make fun of her for being ugly because she has a few extra pounds and some kind of bum on her face, which is completely normal at their age. But she is not the kind of person who would like some taunts. In that case, everyone retaliates, and such behavior in that case is an endless cycle, as neither side will back down and so-called 'strike back'. And here this constant struggle of theirs was also reflected in the climate of their newly created class. They even discussed morality once during civics class. The class was given the task of writing three good qualities/principles and three bad qualities/principles of how a person should behave. And her two 'unpopular' classmates wrote her name on the bad part. When she heard that, she didn't react. Then the teacher told her to think about herself if her classmates thought she was a bad person. To that she retorted that she didn't care. As for the student herself, let's just say that she doesn't have an easy time in life. She comes from an incomplete family, she doesn't know her father, so she depends only on her mother, who is obviously not enough to raise her. Moreover, the mother apparently does not keep a firm hand over her daughter. She has a rather selected vocabulary, which she omits with various vulgar words and swear words. Most likely she must have heard it at home. The unpleasant thing is that they then spread these words among their classmates, which is really not good. It is also admirable how she possesses knowledge about sexual life. He knows more than is healthy for his age. Again, it's hard to say how he knows everything. However, the unsuitable home environment is offered again. She used to be better off when she was still hanging out with her older sister. Therefore, she was raised only by her mother and her sister. But then she started her own family and didn't pay so much attention to her younger sister. And of course it bothered her, because their mother also started to direct her attention to her grandchildren and she thus lost all the attention she was trying to get from the teachers at school. In my opinion, it is also important to know the student's personal or family life, because what happens to the child at home, of course, automatically affects how the child will behave at school. Everything from the house is also reflected in the school environment, which is why we must not neglect this fact and pay enough attention to it.\n\nTeacher Intervention (Solution):\nSituation 1: The teacher asked if she wanted to work with us. She didn't answer. The teacher warned that she would write a note, you have new electronic student books, so don't think that if it's not on paper, it doesn't have the same weight. She replied that mom will sign it, she doesn't care. The teacher suggested that we invite mom to school. She replied that she didn't care. The teacher pointed out that she should think about what she will do in high school. She asked what was the matter with her. The teacher suggested if she didn't want to go behind the door, that kind of behavior is not appropriate in the classroom at all. She replied that it was not a problem for her. The teacher ended the interview. Situation 2: The teacher announced that today's topic will be morality. (the teacher continues the explanation and the children copy the notes from the interactive whiteboard, only she is not working again...) The teacher called for work. She replied that she didn't want to. The teacher pointed out that everyone has some responsibilities in life. She lowered her head into the paper. The teacher assigned an assignment. She asked what Anička has as a good example. Anička replied that generosity. The teacher praised Anička. The teacher asked what Jirka and Honzík had as a bad example. Jirka and Honzík answered that she did. She screamed that she didn't care. The teacher pointed out that her classmates thought she was mean. Shouldn't she think about it? She arrogantly turned to the window, the bell rang for the end of the hour. The teacher thanked her for her attention and asked her to fill in the notes.\n\nOutcome:\nImmediately after the unpleasant conversation between the student and the teacher from situation 1, the student became offended and did not speak until the end of the lesson. But this also had a negative effect. The student refused to work. However, the rest of the class cooperated nicely and the class ran smoothly. This harmonious course of the hour was caused by the fact that she did not engage. She always just shouted or made inappropriate comments off topic, even though she wasn't asked. The teacher informed her mother about her behavior and asked her to come to school. So the mother showed up at the school, after hearing how her daughter was behaving, she promised to talk her out and keep an eye on her. Žačka was fine for a while, but over time everything went back to its old ways. And this could be a constant carousel. It was always just a temporary solution. It must also be said that nothing else was true about her except her mother. Unfortunately, even this solution did not have very bright prospects for the future.\n\nStudent Profile:\nAge/Year: 12 let, VII. ročník\nHobbies: Divadelní kroužek, malování, dále ji nic moc nebaví\nDisorders: Lhaní,Rušení výuky,Potřeba pozornosti,Vulgární vyjadřování,Neúcta k autoritám,Odmítání spolupráce,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "150", "student_age_year": "12 let, VII. ročník", "student_hobbies": "Divadelní kroužek, malování, dále ji nic moc nebaví", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Potřeba pozornosti,Vulgární vyjadřování,Neúcta k autoritám,Odmítání spolupráce,Nepracovitost", "teacher_approbation": "Studující, český jazyk a literatura, německý jazyk a literatura", "teacher_practice_years": "1", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/575", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 15 let, 9.třída (2.stupeň ZŠ)\nHobbies: sport\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "575", "student_age_year": "15 let, 9.třída (2.stupeň ZŠ)", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "Mgr. – Vko, ČJ, Dě, výchovné poradenství", "teacher_practice_years": "25 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/51", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring recess, a girl from my class ran into my office and told me that her friend in the class was crying and the other classmates were laughing at her. I immediately went to the classroom with her to find out what happened. As I opened the door, the laughter slowly died down as the children noticed me. A crying girl was sitting in the first pew, crying. I asked her what someone did to her, but she couldn't talk. Someone in the class shouted, 'Nobody did anything to her, jeez!' Therefore, I decided to talk to the girl alone and took her to the science classroom, which was empty at the time. In the classroom, I offered her a tissue and she slowly started talking. She told me that one of her classmates took pictures of her in the toilet cubicle and immediately after that she published several photos on social networks and sent the link to them to other classmates.\n\nSituation (Anamnesis):\nThe problem student who took pictures of her classmate in the toilet was always a problem child. Her father is rich and gives his daughter everything in abundance. The student has no disadvantage. She is used to getting whatever she asks for. It can be said that her parents are absolutely unable to raise her, but they don't want to admit it. In class, she is popular with most of her classmates, or so she thinks. The teachers in her class repeatedly complain about her behavior. She often solves her disruptions (verbally, throwing various objects across the classroom,...) by testing her from the material already covered. She doesn't react to it in any way and doesn't even try to answer the individual questions in any decent way. He usually responds with the words: 'How am I supposed to know?', 'What do I know?' or 'Look it up in the textbook if you're so interested.' Bad grades don't faze her in the least. When the teacher threatens to invite her parents to school, she usually shrugs her shoulders or suggests that it will annoy her father to listen to stupid talk. The teachers have to repeatedly remind her to write in her notebooks, not to put her feet on the desk, not to use her mobile phone, etc.\n\nTeacher Intervention (Solution):\nAfter the interview with the injured student, I returned to the classroom, where classes were already taking place at that moment. I asked the teacher to release the problematic student from the lesson. I took her to the principal's office. The principal and I found out from her on which social networks she had published pictures of her classmate and we immediately deleted them from them with the help of another colleague. Unfortunately, there were already comments on the pictures from strangers, who we had to inform that it was a criminal offense and to agree with them to delete the comments and not to spread these pictures any further. The father of the problematic pupil and the mother of the damaged pupil came to the school. Both pupils and their parents were invited to the headmistress. The father of the problematic student did not show any interest in the correct solution to the problem and denied his daughter's guilt. Unfortunately, he was one of the school's biggest investors and the headmistress didn't want to upset him. That's why I couldn't push for a bigger punishment and the problematic pupil was reprimanded by the class teacher, which in my opinion is not a sufficient punishment for such a serious offence.\n\nOutcome:\ndefinitely cannot say that I am satisfied with the solution to the problem. The bullying by the problem student continued, so I invited the mother of the damaged student once more and told her that it would be best to transfer her daughter to another class so that she would not come into contact with the problem student as much. But the mother decided to enroll her daughter in another school. The problematic pupil continued her inappropriate behavior throughout her compulsory schooling. I have never been able to push for a higher punishment, although I think that a 2 on behavior would be an adequate punishment for the behavior of the student mentioned above.\n\nStudent Profile:\nHobbies: sociální sítě\nDisorders: Lhaní,Šikana,Rušení výuky,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "51", "student_age_year": "", "student_hobbies": "sociální sítě", "student_diagnoses": "", "student_disorders": "Lhaní,Šikana,Rušení výuky,Agrese", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Bullying", "problems_possible_annotated": "Violation of classroom/school rules", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1178", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the math lesson, I assigned the students an independent work. One of the students was clearly not interested in the lesson and was not even interested in doing any work or just thinking. Within a few moments, this student began making noises of various character. Another student joined him. So there was a cacophony of sounds in the classroom. As a result of this behavior, the other students were unable to concentrate on the task, which was a significant problem and a solution to the situation was needed on my part.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on all sides of the class so that they have as little opportunity to communicate with each other as possible, i.e. so that they also influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nTeacher: Students, I warn you, stop it. Rather concentrate on the work at hand. How are you? I see there isn't much here. You have to focus. For example, how would you calculate this example? Student: I don't know, I would probably do this and then I don't know. Teacher: So first you have to add these two members. What about you students? (the student spoke again) 'I stopped paying attention to the student'\n\nOutcome:\nThe student did not interrupt the class anymore, as he did not receive the desired attention from the cantor and classmates. With other cantors, the problematic behavior continued, because they pay attention to his behavior, unlike the cantor, in whose classes the student behaves relatively decently and works at a standard pace.\n\nStudent Profile:\nAge/Year: 15,osmýročník (propadl)\nHobbies: otevřená otázkaČas venku s přáteli, počtačové hry\nDisorders: Lhaní,Nesoustředěnost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1178", "student_age_year": "15,osmýročník (propadl)", "student_hobbies": "otevřená otázkaČas venku s přáteli, počtačové hry", "student_diagnoses": "", "student_disorders": "Lhaní,Nesoustředěnost,Rušení výuky", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/727", "content": "TEACHING CASE STUDY\n\nBackground:\nI've dealt with it many times... At first I just dealt with it by telling them to be quiet, and when that didn't help, I told them that for 3 disruptions I would write home for indiscipline, they listened and were calm. Over time, I created a system of dots and when they were always being noisy, I wrote to my parents and it was calm right away. But I also tried to motivate them in such a way that those who do not disturb will be able to build interesting kits in work activities and the rest will just make something out of paper.\n\nSituation (Anamnesis):\nIn this case, it is normal homogeneous classes composed of both boys and girls with different family backgrounds. From the beginning of the class, they tested a lot what the teacher was able to accept. Over time, the teacher has built up the respect of the class by being fair and able to both rebuke indiscipline and reward good behavior. Disruption in lessons in these classes depends very much on the popularity of the subject or the interest of the material being discussed among individual students. It also very often happens that students have classes such as work activities or art education as free hours, where there is no need to work and observe discipline. Furthermore, the atmosphere brought to the class or created during it is important for the entire class team. The time of day in which classes take place can also play an important role.\n\nTeacher Intervention (Solution):\nwas leading a class and I noticed at the beginning of the class that they were fired up and I would have to calm them down a lot. I informed them of our rules and asked them to calm down. During class, however, some still tended to be disruptive, so I said their names out loud and wrote the black dots. The students calmed down because they didn't want me to write home.\n\nOutcome:\nWhen an individual or group was disruptive in class, he/she got a black dot or a dash under his/her name. If the student achieved the specified three transgressions, the teacher wrote to the parents about their child's behavior in class. Incidents were resolved in this way and the student reflected on his behavior. However, more often than not, the students heeded the teacher's warning and calmed down their behavior before reaching the set number of black dots. Furthermore, all the pupils were told before the lesson that they would be rewarded for good behavior. The teacher had prepared materials for regular teaching for all students and special materials as a reward for the chosen ones. The program was attractive enough for the students to fight for it and behave well.\n\nStudent Profile:\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "727", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Bakalář", "teacher_practice_years": "3 roky", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/834", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened about three years ago. I received the first year of Automechanics from the Civics subject. After about a month, one student fell ill with pneumonia and later with mononucleosis. During the next six months, he could not attend face-to-face theoretical and practical classes due to health reasons. Although my colleagues and I continuously assigned tasks to him, he tried to fulfill them, there were also consultations via messenger, unfortunately he was unable to attend practice, which made it impossible for him to continue in the field. In addition, he was diagnosed with ADHD. The student became apathetic, he lacked motivation to continue his studies, he even wanted to leave school completely. From the beginning, he completed the assignments, tried to catch up on all the material, and went to individual tests. Later, however, he became tired and unmotivated from the whole situation. He stopped completing assignments, started communicating less with school, even refusing to talk to the class teacher. He asked me if I would help him solve this situation, because in my classes the student felt good and liked to communicate.\n\nSituation (Anamnesis):\nStudent in the first year of the Automechanics course, diagnosed with ADHD, poor health (pneumonia, mononucleosis), loss of motivation to continue studying\n\nTeacher Intervention (Solution):\nAfter a request from the class teacher, I contacted the student via messenger - video call. I called him and asked him if he would mind chatting with me for a while via video chat. The student agreed. First, I asked him how he was, how he felt health-wise, if he needed anything, and that I was also calling because his class teacher asked me to. The student was happy to be interested, communicated, sounded optimistic. I told him I knew he was thinking about dropping out of school. Then I explained to him that it would be a shame to miss him at school. I asked him if he would at least think about it, I told him that at least a teaching certificate is needed for future employment, that we could find another solution, change field, etc. I asked him what he enjoys, what his interests are and conical. I also told him that if he changed his mind about further studies, he should call me in a few days, we will make arrangements, possibly at a meeting at school, and with his parents, and we will find a solution together. Two days later, the student called me to say that he had been thinking about it, he had talked with his mother at home, his father does not live with them, so he preferred to deal with the situation with his mother. I arranged a meeting with him at the school, he finally came with both parents, which was a pleasant surprise for me that both parents showed interest in their son's studies. At the meeting, after talking to all the participants, I suggested that I conduct a SWOT analysis of strengths and weaknesses with the student. Based on the results of the analysis and the interview with the student about his interests and hobbies, we came to the conclusion that a waiter would be more suitable for him. Parents also agreed.\n\nOutcome:\nAfter negotiations with the pupil and parents, the pupil was again motivated to continue his studies, with the provision that he would change his major. In the next school year, he entered the first year of the newly registered field. He is now already in his third year, he enjoys his studies, he completes his assignments, he is satisfied with his practical work and he is awaiting his final apprenticeship exams this school year.\n\nStudent Profile:\nAge/Year: 2. ročník, 8 let\nHobbies: cyklistika\nDiagnoses: Poruchy učení,Dyslexie,Agresivita\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "834", "student_age_year": "2. ročník, 8 let", "student_hobbies": "cyklistika", "student_diagnoses": "Poruchy učení,Dyslexie,Agresivita", "student_disorders": "Agrese", "teacher_approbation": "Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "5 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/654", "content": "TEACHING CASE STUDY\n\nBackground:\nIt all started already in the 3rd grade, two specific boys had constant problems with each other, they poked each other, cursed each other until the aggressor made threats like 'I'll wait for you in front of the school' to threats of murder. Often, the boy also deliberately 'touched' his weak points in order to harm him even more. As soon as it happened, the bullied boy was afraid for himself and came to school with a knife so that he could possibly defend himself against a classmate with threats. It happened during recess, when none of the teachers were in the classroom, everyone was in the office or in the corridors. And I learned about it from their classmates, I was just supervising in the corridor when the children ran up to me and started shouting that the boys in the class had a knife. I don't know exactly how it all happened or what made the boy pull out the knife.\n\nSituation (Anamnesis):\nWhen I focus on a problem boy (Aggressor - he lives only with his mother and in my opinion he lacks the male element, i.e. a hard hand in the family - his mother does not communicate with the school - an only child possible influence on upbringing - he does not have good school results, no one at home with him doesn't study (almost fails) - problem student, truant... Boy with a knife: - only child from a wealthy family (branded clothes, expensive phone) - emotionally unstable - a bad word must not be said to the boy, because it will cause him an inner fear that he is not in everything the best and starts crying which I attribute in large part to the fact that he doesn't have siblings (he's never been bullied by a sibling). In class it's like the boys can't even say anything to him because he'll cry right away even now in 5th grade) and that causing the boys to start mocking him. - On the contrary, he has very good results at school and his parents study with him at home -\n\nTeacher Intervention (Solution):\nAfter confiscating the knife, we took the boys into the office, because despite that, the whole class already had a trauma and a lot of experiences from this situation. First, we discussed how it happened in the first place and why he brought a knife to school. After which we learned that the problematic pupil had already threatened and cursed him, that he would kill him and that he was a spoiled brat, etc... So he brought the knife out of fear that he would hurt him. We searched for when it all started and we also asked the troubled boy why he pokes a classmate and does him such harm.. but he couldn't explain why he gets into him... ('he's evil at the core and it's completely natural to insult someone') we explained to the student with the knife that every situation has a solution, that it is enough to talk about it. We also told him that he can come to any of us and no one in the class has to know about it. Because when you already know something like that, you try to observe what's going on in the classroom more, and not just in the lesson. The solution was as follows, we discussed it with the boys in the office and both received a 'reprimand from the class teacher'. One for aggressive behavior and the other for bringing a knife and thus violating the class rules.\n\nOutcome:\nIn my opinion, it was a graduated situation from what happened to them during the whole school year. The incident happened at the end of the year and at the beginning of the next school year they were best friends, they sit together on the bench and have fun like very good friends, the sensitive little boy with the knife never once cried in class this year. The reaction to this conflict is now more frequent supervision in the classroom, the problematic boy is under more supervision to ensure that nothing happens, we also pay attention to whether he goes to school and warn him about indecent expressions, for example: 'This is not said, please don't do this, this you overdid it etc...'\n\nStudent Profile:\nAge/Year: Oba chlapci 4 třída, 7 let\nHobbies: Počítačové hry, fotbal, zábava s kamarády / parkour, pc hry, skateboard\nDisorders: Lhaní,Podvody,Záškoláctví,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Bullying\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "654", "student_age_year": "Oba chlapci 4 třída, 7 let", "student_hobbies": "Počítačové hry, fotbal, zábava s kamarády / parkour, pc hry, skateboard", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Záškoláctví,Provokace", "teacher_approbation": "Bc. - speciální pedagogika se zaměřením na vzdělání", "teacher_practice_years": "3", "problems_annotated": "Violation of classroom/school rules, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/400", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught students history in English and Business English. There was a clear difference between the subjects he was interested in (Business English) and the others; in those he did the bare minimum. In the three years I taught him, he made little progress. He often promised to get the job done and failed to keep his promise. When he finally submitted the assignments, they were photocopied, which he denied.\n\nSituation (Anamnesis):\nStudent had no diagnosed disorder, but had PPP due to competitive swimming in his first two years of high school. He worked later during the school year, which was probably the reason for his poor grades.\n\nTeacher Intervention (Solution):\nIt was important to me that the student submitted well-crafted assignments, in history these were projects and essays. Unfortunately, he collaborated on projects with his friends and probably left his part to them. He presented the information well during the presentation of the project, but when I asked him something, he was unable to answer. I was relatively lenient about the submission date due to his swimming. It was just about handing in the assignments. It took him a long time to finally submit an essay that wasn't photocopied. In the last year, when I no longer taught him, he continued to practice copying from the Internet. It is possible that he copied during the tests, but this cannot be proven.\n\nOutcome:\nI tried to resolve the situation with him many times, and eventually he stopped cheating so much. After that I stopped teaching him. In his last year, he did not pass the matriculation examination and did not finish some subjects due to failure to meet conditions and plagiarism.\n\nStudent Profile:\nAge/Year: 15-17 - 1.-3.ročník gymnázia\nHobbies: plavání\nDiagnoses: Školní nezralost\nDisorders: Lhaní,Podvody,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "400", "student_age_year": "15-17 - 1.-3.ročník gymnázia", "student_hobbies": "plavání", "student_diagnoses": "Školní nezralost", "student_disorders": "Lhaní,Podvody,Záškoláctví", "teacher_approbation": "Mgr.", "teacher_practice_years": "11 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/512", "content": "TEACHING CASE STUDY\n\nBackground:\nIt happened during a big break when the kids were in class and there wasn't even a teacher there at the time. When I entered the classroom, three boys were fighting on the carpet at the back. They rolled over each other, one sitting on top of the other. The third hit the fourth hard just as I walked in. At that moment there was still a fifth one trying to stop the boy. Fortunately, a colleague was already right behind me, so we both took action. We managed to separate the boys from each other. We first took the boys aside and started to find out what actually happened.\n\nSituation (Anamnesis):\nOf course, the \"popular\" children stand out in the class\n\nTeacher Intervention (Solution):\nFinding out who started it was completely pointless as the boys kept blaming each other and continued to verbally attack each other. I wanted the students to realize that their actions could have very bad consequences. So we all talked together about what could happen in extreme situations. In the final, even the boys themselves were able to think rationally and realized some possible consequences. At this point, all the boys were a little calmer and stopped arguing with each other.\n\nOutcome:\nThe boys were reprimanded and I told them as a threat that if they had any more disagreements, they would all go straight to the principal's office and face a demerit. The boys apologized to each other. Since then, there has been no major conflict between them.\n\nStudent Profile:\nAge/Year: 4. ročník\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Arogance,Agrese,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "512", "student_age_year": "4. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Arogance,Agrese,Lhaní", "teacher_approbation": "Vysokoškolské", "teacher_practice_years": "2", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/321", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerns a boy who attended the 6th year of primary school, where the teacher taught Czech language and Art Education. The boy was highly intelligent and achieved perfect results despite problematic behavior during class and breaks. During classes, he constantly interrupted, talked and entertained other classmates, did not even listen to teachers' warnings and did not concentrate on the course of the lesson. Conflicts with classmates continued even during breaks. The selected pupil was involved in several problems, but for this case study the conflict between him and another classmate was chosen. During recess, a physical altercation occurred in the classroom where a student pushed a classmate hard in the back, causing the classmate to hit a desk and the wooden part of the desk broke off and fell to the ground. The classmate then needed medical treatment, he had bruises and injured parts of his body at the point of impact. There were 24 boys and 3 girls in the class. The selected pupil was not the only problematic one in the class, but was often the initiator of the conflict.\n\nSituation (Anamnesis):\nThe boy came from a complete family, lived with his father and mother and was an only child for a long time. He already had a little sibling at the time of the conflict. He had no behavioral disorders and no confirmed diagnosis. His grades were always excellent in all subjects, and in his spare time he played computer games, mainly strategy and combat. He had friends in class who mostly supported him in conflicts. His problem behavior was the same in all classes, so it wasn't just select classes.\n\nTeacher Intervention (Solution):\nAfter the incident, the school immediately began to discuss why it happened and how the student would be punished. The solution began at the pedagogical council, which was convened precisely because of this incident. At the council, the class teacher proposed and subsequently approved a behavior assessment with a score of two and, of course, immediate consultation with parents. The parents did not agree with the punishment in the form of a deuce for behavior and complained several times, not only to the teacher, but also to the school management. Despite great pressure from parents, the decision did not change.\n\nOutcome:\nThis incident happened during the last months of the school year, and the next year the boy joined the class again. However, all the teachers observed a distinct change in his behavior. He no longer disturbed and caused conflicts like before. The teacher had doubts about her decision because he was a student with perfect results, but when she saw the change in his behavior over the next year, she understood that it was the right decision and for the first time in his life the boy actually faced consequences for his behavior, not just in the form of a note or verbal reprimand.\n\nStudent Profile:\nAge/Year: 13 rokov, 6. ročník\nHobbies: počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "321", "student_age_year": "13 rokov, 6. ročník", "student_hobbies": "počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské štúdium, Český jazyk, Výtvarná výchova", "teacher_practice_years": "28", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/20", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose on a school trip, when the student was not getting used to the camp environment. He was already overweight and there were occasional noticeable signs of being provoked by others. On a school trip in a camp environment, however, his mental imbalance peaked. The situation was escalating - it was aggression towards others on the part of this pupil. He started fights for no reason and constantly yelled at his classmates. It started with an incident on the way to a field trip, when he told his classmate on the bus that he was a 'moron' because his backpacks were placed inappropriately in the aisle and he couldn't pass. Then the situation escalated during the meal, where he started throwing pastries at another classmate because he accidentally drank his tea from the canteen. In the afternoon, after the same lunch, he started fighting with a classmate because he took his backpack to a place where he couldn't find it - but he did so according to the instructions of the teachers, who wanted the students to take their backpacks to a common place. The next day, for unknown reasons, he again started fighting with a classmate in front of the cabin.\n\nSituation (Anamnesis):\nThe class is one of the less problematic in the year. Most of them are boys – 13 boys and 8 girls. At the same time, in terms of grades, it is a very above-average school, but there is a group of 3 boys with poor grades. However, at the beginning of the 6th year, the average grades of half of the pupils have deteriorated - but the teacher adds that this happens because the pupils are 'going through puberty'. This also applies to our problematic 'obese' pupil, who started playing more computer games during the holidays and probably because of this his behavior has changed, as he has a hard time getting used to new surroundings and lots of people around.\n\nTeacher Intervention (Solution):\nThe teachers took a board with the students' names on the school trip and set it up in the cafeteria. They were going to write an assessment of their behavior on that chart. After the student started fighting the next day after his arrival, teachers took him aside and tried to force him to tell him that his behavior was inappropriate and that he should remember that he was still at a school event and subject to school rules . However, for most of the conversation with the teachers, the student just stared into space, sometimes nodded and 'mumbled something'. He also constantly tried to make excuses that everyone else was doing everything to him on purpose and that he 'didn't start'. Based on everything that preceded the situation, the teacher with whom I am interviewing decided to write a picture of a pig on the board in the cafeteria next to the name of the problematic and obese student to evaluate his inappropriate behavior.\n\nOutcome:\nFor a few days everything seemed to be fine. The troubled student calmed down - after all, he did not suffer from any illness or diagnosis, apart from a worsened average. Moreover, the deterioration in his average itself was too short-lived to judge anything. After three days, however, the teachers began to dream that the students were gathering around the blackboard and pointing at his name and what was written on it. They thought it right to prevent the pupils from laughing at him in the sense ('he is as fat as a pig') - so they were afraid that the picture of a pig would not evoke inappropriate thoughts in others and that the problem pupil would not face ridicule. So they deleted the picture on the condition that his behavior improved, which he did, and the rest of the trip was peaceful for the troubled student.\n\nStudent Profile:\nAge/Year: 12 Let, 6. ročník ZŠ\nHobbies: Deskové hry, cizí jazyky, počítačové hry, četba\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Disrespectful communication, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "20", "student_age_year": "12 Let, 6. ročník ZŠ", "student_hobbies": "Deskové hry, cizí jazyky, počítačové hry, četba", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Mgr., u��itelství AJ, RJ (angličtina, ruština)", "teacher_practice_years": "10", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/685", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation started when one of my students in the first grade of elementary school kept forgetting her homework. Later, it also started to happen that she did not bring crayons and other writing utensils to class. At first, I lent her some crayons or gave them to her directly, but even though I gave her crayons repeatedly, it always happened once in a while that she didn't bring them. I thought she was forgetting them just like her homework, so one day I scolded her by saying, 'I'm mad at you!' etc. When I asked her why she didn't carry stationery, she kept silent. At one point I ran out of patience and told her: 'I'm giving you the last crayons, you won't get any more from me.' After that, the student burst into tears and confided that her siblings were taking her crayons straight from her bag at home. Of course I asked her why she didn't confide in me earlier. To this she replied: 'My siblings told me not to tell anyone else they would beat me.' And she asked me if she could keep the stationery at school, which of course I agreed. Subsequently, I contacted her mother and informed her about this situation.\n\nSituation (Anamnesis):\nThe student came from a troubled family. She was placed in a special class because she was diagnosed with ADHD. She also had problems with communication and establishing social contact. She was quiet, tearful. She had 5 siblings. The father was serving a sentence and the family was under the supervision of OSPOD.\n\nTeacher Intervention (Solution):\nAt first, I tried to conduct a guided conversation with the student in order to motivate her not to forget her aids. I constantly reminded her to carry her tools and not forget them. I often persuaded her.\n\nOutcome:\nwas very sorry that I scolded the student without permission. Of course, it wasn't her fault that she wasn't wearing the aids. Instead of open-ended questions, which she did not want to answer out of fear, I asked alternative questions and searched more for the reason for not wearing aids. I could have invited her mother in advance for an interview. The student could see that she was sad and stressed about the whole situation. But she began to realize that every situation has a solution. And when I finally found out what the truth was and dealt with the situation with her mother, she began to trust me personally more. Our relationship deepened and the student knew that she could turn to me at any time.\n\nStudent Profile:\nAge/Year: 7 let, 1. třída\nHobbies: zpěv\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Disrespectful communication, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "685", "student_age_year": "7 let, 1. třída", "student_hobbies": "zpěv", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "VŠ; Učitelství pro 1. stupeň; PaedDr.", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/903", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose with the problem of three second-year students, when two of them behaved more aggressively towards the third on the way to school and then in the morning in the changing rooms, where almost no one appeared in the relatively early hours and the pedagogue's supervision only started later. The pupil in the position of the victim tried to make friends with these two and initially evaluated their behavior as boyish 'teasing' and believed that they would gradually back off. According to the testimony, this behavior was repeated for about a month. Then the mutual shoving culminated in the victim student falling at the bus stop, injuring his knee and calling his parents. Dad immediately went to see the school principal.\n\nSituation (Anamnesis):\nUntil then, there had been no problems in the class that would in any way indicate the occurrence of bullying or aggressive behavior of the pupils. Pupils made friends only in the collective rather in small groups that were a little distanced from each other.\n\nTeacher Intervention (Solution):\nThe aforementioned three pupils were interviewed immediately afterwards (with each one separately) in the presence of the guidance counselor, the class teacher and the school principal. Meanwhile, the other students in the class were asked to comment anonymously on whether they noticed any unusual behavior in the three individuals. The student-victim described that the more aggressive behavior of his classmates lasted for about a month, that he was trying to become their friend. The other two students (the aggressors) blamed each other in individual interviews, adding that they took the behavior as teasing and did not realize that it was an overreaction when the third student did not fight back significantly. They considered the third classmate a burden and had no intention of being friends with him anymore. It was learned from the other students in the class that they had seen the three nudge each other a few times, but had never observed anything that concerned them. In the same week, three lessons were devoted to the prevention of bullying in the classroom - with practical tasks and activities, the pupils were led to evaluate simulated situations, comment on how they would feel in the given situations, how they would solve them, etc. - the activities were conducted educational advisor in cooperation with the class teacher. Subsequently, an interview was conducted with both aggressors - with each one separately. They have now evaluated their behavior as inappropriate and apologized. The parents (of all three pupils) who were invited to the school were also informed. The aggressors were reprimanded by the class teacher due to the fact that there was physical harm, but at the same time it was their first offense and they apologized. For the next month, surveillance was ensured in the dressing rooms early in the morning. Subsequently, early in the morning surveillance was carried out at random. It was explained to the victim that friendship cannot be forced and the student began to befriend other classmates.\n\nOutcome:\nIn the following years, this conflict did not occur between them. The students acknowledged their mistake and apologized to their classmate.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník ZŠ\nDisorders: Arogance\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "903", "student_age_year": "13 let, 7. ročník ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Arogance", "teacher_approbation": "Český jazyk a občanská výchova pro střední školy", "teacher_practice_years": "19", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/828", "content": "TEACHING CASE STUDY\n\nBackground:\nLast year, at the beginning of the third grade, one of my students, a quiet, calm and unproblematic girl, began to behave in a non-standard way. She started destroying her classmates' products, made fun of them during breaks, used inappropriate words. It bothered the children and there were often disputes. The seriousness of the situation escalated at the moment when her classmates came to tell me that she was in the club in the afternoon and then on the playground she repeatedly asked for a knife, that she wanted to kill herself. I assessed the situation as high risk. At this point it became clear to me that I needed to involve my parents in solving the problem.\n\nSituation (Anamnesis):\nThe student is the youngest of three siblings. The mother lives with her partner - the student's father. The eldest daughter is married and lives with her family in another city. Family is caring. Mother started going to work in shifts. The student is quiet, calm. He doesn't have many friends. He lives near the school. His interests are appropriate for his age. She likes to play with dolls, takes care of guinea pigs.\n\nTeacher Intervention (Solution):\nknow from experience that such small children can reflect problems in the family with their behavior, I had to solve this situation. I had a conversation with the student about how her friends treat each other, what she likes, what she doesn't like, what she wouldn't want children to do to her. I was brought down to her level the entire time of the conversation so that I could look her straight in the eyes and she did not perceive me as a superior person. When I asked her about the holidays, she told me that she was at her big sister's for the whole holiday and was not at home at all. At this point it became clear to me that I needed to involve my parents in solving the problem. Respect and be respected - communication with the child as an equal, respectful non-superior attitude. I called my mother, who very willingly came to school. The student was in the sorority at the time. I explained the situation to my mother. At that moment, the mother burst into tears and confided in me that they have problems with the girl at home as well, that she is mean to them, retorts, does not listen. Mom doesn't know how to deal with her at home. I asked when these problems started. Mom told me that after coming home from big sister. I told my mother that this was a possible reason that the student could feel lonely, pushed away. My mother tearfully confirmed my assumption that she herself felt that she was punishing them for it. My mother and I agreed that we would explain everything together with the student and that she would try to organize her time at home in such a way that they could devote maximum time to her. Mom then went to pick up the student from the group and they returned to me. I explained to the student in the presence of her mother that I was very worried about her, that she seemed very sad and that I heard what she was saying outside. I tried to explain to her that nothing she says or does can ever be taken back. If she did something, mommy and daddy would be very unhappy. That they both like her very much, but they both have to go to work to earn money so they can buy her something nice or go on a trip with her. With tears in her eyes, her mother apologized that she was not at home during the holidays, but that she would be alone all day, that is why she was with her sister who has small children. She assured her that they loved her very much. It could be seen that the student was also moved. She assured her mother that she loved her very much. Mom assured me as they left that they would do their best.\n\nOutcome:\nwatched the student until Christmas. She seemed to have calmed down internally, the situation at home had improved. The parents divided the tasks. The father regularly goes to pick up the student from the group and spends the afternoon together. They got her a guinea pig to keep as a pet in case she had to be home alone for a while. At school, I explained to the children in the class that within the class we respect each other, we cooperate, we have fun. The children began to take her in, new bonds were formed. The student reintegrated into the team. My mother and I evaluated the situation at a class meeting at the end of November. She told me that they reassessed the situation at home, adjusted and set new rules, and they were all greatly relieved. I believe that I prevented a possible accident by solving the problem in time.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Ráda si hraje s panenkami, pečuje o morče \f1. Podrobný popis  vzniku) situace na úrovni chování  v první osobě, chronologicky, max. 2 normostrany-3 600 znaků) V loni, na začátku třetího ročníku, se jedna moje žákyně, tichá klidná a bezproblémová dívka, začala chovat nestandartním způsobem. Začala spolužákům ničit výrobky, o přestávkách jim dělala naschvály, používala nevhodná slova. Dětem to vadilo a docházelo často ke sporům. Závažnost situace se vyhrotila v okamžiku, kdy mi její spolužáci přišli sdělit, že je odpoledne v družině a potom i na hřišti opakovaně žádala o nůž, že se chce zabít. Situaci jsem vyhodnotila jako vysoce rizikovou. V tomto okamžiku mi bylo jasné, že do řešení problému musím zapojit rodiče. 2. Anamnéza žáka/ů nebo třídy  osobní anamnéza), tedy vše co je relevantních pro zvolenou situaci  max. 2 normostrany) Dívka – nejmladší ze tří sourozenců. Matka žije s partnerem – otcem dívky. Nejstarší dcera je vdaná a žije se svojí rodinou v jiném městě. Rodina je pečující. Matka začala chodit do práce na směny. Dívka je tichá, klidná. Nemá mnoho kamarádů. Bydlí blízko školy. Zájmy má přiměřené věku. Ráda si hraje s panenkami, pečuje o morče. 3. Podrobný popis řešení problematického chování  v první osobě, chronologicky, max. 2 normostrany, nejlépe zachytit dialog vedený s žákem/y a činnosti, které při řešení probíhaly) Ze zkušenosti vím, že takto malé děti dokážou svým chováním zrcadlit problémy v rodině, musela jsem tuto situaci řešit. S dívenkou jsem vedla rozhovor o tom, jak se kamarádi k sobě chovají, co má ráda, co naopak ráda nemá, co by nechtěla, aby děti dělaly jí. Celou dobu rozhovoru jsem byla snížena na její úroveň, abych se jí mohla dívat zpříma do očí a ona mě nevnímala jako nadřazenou osobu. Když jsem se jí ptala na prázdniny, vylíčila mi, že byla celé prázdniny u velké sestry a vůbec nebyla doma. V tomto okamžiku mi bylo jasné, že do řešení problému musím zapojit rodiče.\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "828", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Ráda si hraje s panenkami, pečuje o morče \f1. Podrobný popis  vzniku) situace na úrovni chování  v první osobě, chronologicky, max. 2 normostrany-3 600 znaků) V loni, na začátku třetího ročníku, se jedna moje žákyně, tichá klidná a bezproblémová dívka, začala chovat nestandartním způsobem. Začala spolužákům ničit výrobky, o přestávkách jim dělala naschvály, používala nevhodná slova. Dětem to vadilo a docházelo často ke sporům. Závažnost situace se vyhrotila v okamžiku, kdy mi její spolužáci přišli sdělit, že je odpoledne v družině a potom i na hřišti opakovaně žádala o nůž, že se chce zabít. Situaci jsem vyhodnotila jako vysoce rizikovou. V tomto okamžiku mi bylo jasné, že do řešení problému musím zapojit rodiče. 2. Anamnéza žáka/ů nebo třídy  osobní anamnéza), tedy vše co je relevantních pro zvolenou situaci  max. 2 normostrany) Dívka – nejmladší ze tří sourozenců. Matka žije s partnerem – otcem dívky. Nejstarší dcera je vdaná a žije se svojí rodinou v jiném městě. Rodina je pečující. Matka začala chodit do práce na směny. Dívka je tichá, klidná. Nemá mnoho kamarádů. Bydlí blízko školy. Zájmy má přiměřené věku. Ráda si hraje s panenkami, pečuje o morče. 3. Podrobný popis řešení problematického chování  v první osobě, chronologicky, max. 2 normostrany, nejlépe zachytit dialog vedený s žákem/y a činnosti, které při řešení probíhaly) Ze zkušenosti vím, že takto malé děti dokážou svým chováním zrcadlit problémy v rodině, musela jsem tuto situaci řešit. S dívenkou jsem vedla rozhovor o tom, jak se kamarádi k sobě chovají, co má ráda, co naopak ráda nemá, co by nechtěla, aby děti dělaly jí. Celou dobu rozhovoru jsem byla snížena na její úroveň, abych se jí mohla dívat zpříma do očí a ona mě nevnímala jako nadřazenou osobu. Když jsem se jí ptala na prázdniny, vylíčila mi, že byla celé prázdniny u velké sestry a vůbec nebyla doma. V tomto okamžiku mi bylo jasné, že do řešení problému musím zapojit rodiče.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. titul první stupeň ZŠ, specializace HV", "teacher_practice_years": "23", "problems_annotated": "Selfdestructive behaviour, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1352", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the 2021/2022 school year, a girl with a mild mental disability entered the 1st grade. She had been carrying her problems since kindergarten, but at school her problem behavior deepened. Every day was different. Some days the girl was calm and others very unfocused and aggressive. She often attacked other classmates, stole things from them or during breaks and threw them down in class. In lessons and during breaks, she drew attention to herself by shouting and cursing. Many of those incidents took place during the school year, some I solved better, others worse. Overall, I'm not happy with how the girl's behavior was handled overall.\n\nSituation (Anamnesis):\nŽačka comes from a complete, well-to-do family. She was diagnosed with mild mental retardation. An individual education plan was created for her needs and she was assigned an assistant. Medication was not administered. I think her behavior often stemmed from feeling singled out. The girl refused to work with her special textbooks and aids. She reacted to the assistant by shouting and did not want to cooperate with her. At the same time, she wished to be called on and go to the blackboard just like other classmates. This was not appropriate, given her disability and the larger number of students in the class.\n\nTeacher Intervention (Solution):\nI discussed the situation several times with my parents and colleagues. In November 2021, we had a training session dealing with inclusion, where no one was able to advise me either. Of course, I created tasks that she could do together with her classmates, I involved her in group activities, but it always depended on her mood.\n\nOutcome:\nThe situation did not improve throughout the school year. Some days were calmer, other days the girl was aggressive and unable to work on any assignments. At the beginning of the 2022/2023 school year, she transferred to another elementary school.\n\nStudent Profile:\nAge/Year: 1. Třída, 7 – 8 let\nHobbies: Ne\nDiagnoses: Lehké mentální postižení,Poruchy pozornosti a aktivity\nDisorders: Agrese,Vandalismus,Slovní agresivita,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1352", "student_age_year": "1. Třída, 7 – 8 let", "student_hobbies": "Ne", "student_diagnoses": "Lehké mentální postižení,Poruchy pozornosti a aktivity", "student_disorders": "Agrese,Vandalismus,Slovní agresivita,Nevhodné chování", "teacher_approbation": "Mgr. Učitelství pro první stupeň", "teacher_practice_years": "18 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/408", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the school year, a boy moved to our town and started attending our school. Because of alternating care, he received an individual plan from the school management. The week spent with his mother he attended school full-time, the week with his father he spent self-study. At first, the boy seemed very nice, even uncertain in the new environment, and therefore non-confrontational. Unfortunately, his behavior soon began to change. At first, in class, he appeared helpless and unable to work independently. I tried to help him in various ways – my own time, assigning a very skilled classmate. For a long time, I didn't realize that he was only abusing our goodness and that he is really very capable and calculating. After a few months of my and my classmate's efforts, which I greatly appreciated, the boy began to \"stick out his horns\n\nSituation (Anamnesis):\nThe boy was born into a complete family where the mother was many years younger than the father. So soon the parents started to become estranged and spend less and less time together as a family. For the sake of the child, they stayed together until they decided that he was mature enough for the divorce of his parents and therefore able to accept this change. The boy was 13 years old when his parents divorced and he entered the 9th grade at our school after his mother moved away from his father. He was placed in alternate care, but only attended school with us. After an agreement with the school management, the boy was given an individual plan. Apparently, the boy was an only child and both parents devoted all their time to him. He never missed anything, his assignments during his self-study were always completed in an exemplary manner. Parents were never absent from class meetings, nor was there a problem, for example, when signing the student book or other documents. The boy was quite neutral in the class to begin with. No one had a problem with him, but no one really made friends with him either. The classmate I assigned him from the beginning was always very kind and helpful to him. After the boy's behavior changed from incompetent to aggressive and very capable, all his classmates began to fear and shun him twice as much. However, his classmate suffered the most from his aggression, who was forced to leave school as a result.\n\nTeacher Intervention (Solution):\nAt first, I did not solve the boy's problem with his inability to work independently. I knew what a difficult family situation he was in, and that the children did not accept him at all. After a certain period of time, when I realized that I was not able to be a constant support to the boy and teach at the same time, I agreed with the student that she would replace me in this position of help. Everything worked very well and I was satisfied with my solution. After a few weeks, when the boy was alternately participating in classes and engaged in self-study, he suddenly began to show elements of verbal and physical aggression. He threw a classmate's notebooks from the desk and took things from the pencil case. It turned out that her help was no longer needed, so I put her in the back seat alone. He didn't harm his things, so there was peace again in class and I thought that there was no need to solve the problem with the parents. Toward the end of the school year, other teachers began to alert me to the deterioration in the grades and attendance of a classmate who had always been a diligent and exemplary student without a single problem. Unexcused lessons and forgotten homework began to be bought not only in my lessons. After a thorough study of absences and neglected responsibilities, I found out that the classmate was cheating on classes in the weeks when the boy was also attending school. So I invited her to my office and tried to figure out the main problem and a possible solution. A classmate told me that the boy chases her after class, mocks her and takes things from her, which he then throws around the school or on the street. After this discovery, I immediately contacted both of the boy's parents, who met with me, and together we agreed that they would try to solve the whole situation with their son first on their own, and if that was not enough, they would visit a child psychologist.\n\nOutcome:\nAt the end of the school year, after handing over the report card, I learned from the principal that the boy's parents had requested a change of school. I consider this problem that happened before my eyes to be my biggest failure. I was able to eliminate problems in teaching, but I no longer noticed what was happening between students outside of it. The parents and the boy were forced to actually see a psychologist, and according to him, the problem was rooted in the fact that the boy had a time when he sought the teacher's sympathy, when he pretended to need constant help. Her presence then reminded him of how weak he was and it made him rage and desire revenge for this humiliation. Although the classmate never suggested that the boy was slower or less capable, he suggested that she was putting him down in front of his classmates and that she was angry with him. After the classmate left the school, the boy started behaving like a normal student. Although he still didn't have many friends in class, he had no need to hurt anyone or take out his anger on them. This situation taught me that it is important to control not only what happens during the lesson, but also how the students treat each other outside of it.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: videohry, filmy\nDisorders: Manipulace,Slovní agresivita,Provokace\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Agreement, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "408", "student_age_year": "12 let, 7. ročník", "student_hobbies": "videohry, filmy", "student_diagnoses": "", "student_disorders": "Manipulace,Slovní agresivita,Provokace", "teacher_approbation": "Magisterské (výtvarná výchova, ruský jazyk)", "teacher_practice_years": "20", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/921", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring my experience as a class teacher, I was very lucky with the students in my class, whether it was your class or the classes after you, they were mostly problem-free classes with a few minor incidents in 5 years in the second grade. But over time, children change, they grow up earlier and, sorry for the expression, they are more sophisticated or calculated. And in this case, it was a situation that arose only with the aim of the student to impress her surroundings by cutting herself at school with the edge of a pencil sharpener. The situation took place during the final days of the school year, when the children had a free program and played cards, etc. Suddenly, a student ran out of the classroom saying that she was bleeding and that she had cut herself. The whole class got into chaos and very quickly it spread to the whole school and finally to the parents of the students in my class very quickly. The pupil was treated immediately, and it was really only a superficial cut that was barely visible.\n\nSituation (Anamnesis):\nThe student is an intelligent student, such a \"queen\n\nTeacher Intervention (Solution):\nAfter the situation calmed down, we called the principal and the student's parents. Subsequently, we had a debate just between us, without the student, where we called the school psychologist, who recommended initially visiting his school office, where of course we sent the student before the end of the school year. Subsequently, the school psychologist came up with the idea that it is necessary for the student to visit an external expert, as it may be a deeper problem rooted outside the elementary school. During the school holidays, the student was registered in the doctor's office, which she visits to this day, where she works on herself.\n\nOutcome:\nThe whole class was visited in the new school year by a school psychologist who had an open debate behind the closed front door, so that there would be a greater chance for the pupils to open up. From which we found out that two other pupils who are typologically opposite to the pupil (introverts, less in the center of the group) signed up for the cut. With whom our excellent psychologist still works nowadays. In the current year, we are aware that only one student continues this procedure, which we are working hard to support him and show him that self-harm is not the way to make a person feel better and that there are many types of help that will listen to her when he is struggling with something\n\nStudent Profile:\nAge/Year: Žiačka 8. triedy , 13 rokov\nHobbies: Seriály, cudzí jazyk\nDisorders: Lhaní,Manipulace,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "921", "student_age_year": "Žiačka 8. triedy , 13 rokov", "student_hobbies": "Seriály, cudzí jazyk", "student_diagnoses": "", "student_disorders": "Lhaní,Manipulace,Šikana", "teacher_approbation": "Mgr., Geografia, Matematika", "teacher_practice_years": "22", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "4", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/538", "content": "TEACHING CASE STUDY\n\nBackground:\nLike every morning, I got to class before eight and started preparing for class. At eight o'clock the bell rang and the students were already sitting in their desks, ready for the first lesson. In the first lesson we had language and discussed the listed words letter by letter. Everything was going as it should, the children were working. One student was working with the assistant and when I asked if everything was okay, he said yes. Towards the end of the first lesson, I began to notice that this student was becoming restless and beginning to dislike something. The bell rang and the first class ended. Already during recess, this student began to exhibit problematic behavior when he took classmates' belongings, threw them on the ground, and when asked to return them, began to yell that he had not done anything. The second lesson began, namely the mathematics lesson. Today's topic was a little multiplication table - multiples of three. We started working when this student suddenly dropped his pen and started shouting at the assistant that she was not helping him and that she was stressing him out and getting on his nerves. He got up, turned red and shouted at the whole class that he wasn't going to do it, that he couldn't do it. He kicked the briefcase, the bench and stomped his feet. The other students started laughing at him which made him even more upset and he started crying and getting even more angry. Of course, I told the children not to laugh, that it was not funny. He did not respond to the instructions of the assistant or mine to calm down and sit down, that we will solve it together. He refused to cooperate and continued to rage, yell and throw things around. When the assistant tried to catch him and stroke him to calm him down, he yelled at her don't touch me. The tantrums didn't stop and he didn't respond to verbal instructions, so I grabbed him and took him to the hallway, where we exhaled together, which calmed him down and we started talking about the situation.\n\nSituation (Anamnesis):\nThe student is diagnosed with ADHD - attention disorder. He went to regular kindergarten, already in the first grade these tantrums occurred. They were not so frequent, but gradually increased. However, the mother did not want to admit that something was wrong, so they did not go to the counseling center until the second semester of the first grade. Therefore, during the first semester in the first grade, the student did not have a teacher's assistant. I think that was the reason why he often got angry, because he didn't know what to do with the assignments, even though I tried to explain them to him individually, it wasn't always possible to keep the whole class from falling behind. By the end of the first grade, he already got a teaching assistant and I have to say that it definitely helped. Unfortunately, there has been a change in the teacher's assistant and it takes time for the student to find their way to each other. I think this is why the student is showing more problem behavior again. It also took us a while to find our way to each other. The student is from a divorced family and they alternate care. I have to say, I don't think it does the boy much good. Parents compete with each other in what to buy, they always come with new toys and brag to the other children about what mom or dad bought them. Several times I witnessed him talking to his mother and that he \"gets angry\" about anything\n\nTeacher Intervention (Solution):\ntook the student to the corridor and told him to try to vent his anger. We started breathing together. The student calmed down and began to slowly stop crying. I sent him to the toilet to rinse off. When he came back from the toilet he looked better and not so red anymore. We both sat down on the ground and started talking about the situation. At first he didn't want to, so I waited and told him that he could say something about it when he wanted to. Finally, he started that he was tired today, that he went to bed late yesterday, and that he didn't like math. We explained together that such behavior is not possible. I explained to him that it's not okay to behave like this in front of the whole class and get angry. Next we talked about how I understand that he is tired. We addressed that everyone is tired sometimes and everyone shows it differently. After a while I could see in him that he didn't want to talk anymore. We ended the conversation by saying that next time he will try not to get angry like this, but that we will try to go out together and resolve the situation calmly and breathe again.\n\nOutcome:\nAs a short-term solution, this solution seems fine to me. To go out into the corridor to calm down and vent my anger seemed to me the best in the given situation and it worked. The student was then without any problem that day and felt well. As a long-term solution, this could work, but it doesn't. It is certainly good that the student knows that he has this option and if he does not like something or does not feel well, he can go with the assistant to the corridor and calm down. She and the assistant are working on mutual cooperation, so things could go well without these mood swings in the future. The student also started going to the school psychologist, which helped him a lot. However, it will not work if this solution is not learned at home. However, I have to say that lately these attacks are becoming less and less. So I think it's on the right track and this situation turned out well.\n\nStudent Profile:\nAge/Year: 8 let, 2 třída\nHobbies: Žák má rád star wars, pokémony, lego. Nejvíce aktuálně žije filmy Star wars\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "538", "student_age_year": "8 let, 2 třída", "student_hobbies": "Žák má rád star wars, pokémony, lego. Nejvíce aktuálně žije filmy Star wars", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání, obor Učitelství pro 1. stupeň", "teacher_practice_years": "10", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/759", "content": "TEACHING CASE STUDY\n\nBackground:\nFor teaching in the subject Our world, I had prepared a short review and then work in a group. It was the fifth hour that day and some of the children were already a bit tired. Even so, they were all calm and if they didn't answer the questions, at least they didn't disturb and listened. Only one student tended to roll on the carpet during repetitions and kept nudging the classmate sitting next to her. I reprimanded her several times, but every time I looked away, she started again. She then took another classmate's bracelet and did not want to return it. When I asked her why she took a classmate's bracelet, she laughed and claimed it was hers.\n\nSituation (Anamnesis):\nThe student is very gifted, but she is only willing to cooperate in subjects she enjoys. These are, for example, mathematics or reading. Otherwise, he draws or secretly reads under the desk for most subjects. He constantly needs to squeeze something and can't stay still for long. If he is bored like this, he also tends to poke or provoke other classmates, especially the girl he sits on the bench with. Since I suspect ADHD, I have already consulted the parents several times about the behavior and recommended that they visit a pedagogical-psychological counseling center. An individual education plan and approach would certainly help her a lot, but unfortunately parents don't want to hear about it.\n\nTeacher Intervention (Solution):\nSince I'm already tired of constantly admonishing the student, I decided to try something new. I tried assigning the girl the role of group leader so that she would have responsibility and focus fully on work instead of distractions. In addition, it involved working with Czech and inventing words, and I know that she usually enjoys non-stereotypical work that requires a bit of thinking and creativity. I divided the groups and then walked between them and watched how they worked. I explained to the student that she has a very responsible task, namely to supervise the work in the group and make sure that they submit the best possible result.\n\nOutcome:\nUnfortunately, the plan didn't work out. After the first few minutes I realized that it would be better to leave the student alone and give her individual work. This solution was not good for her or the other members of the group, who had to waste time arguing about who would take over her role. The student did not care about work and instead went to talk to other groups. The other members of the group were very angry with her and made her cooperate until the last few minutes. Over time I noticed that in the last hours it is best to leave her alone. If he has finished his work, he can read in silence. This is best for both her and the other classmates who are not disturbed by her behavior.\n\nStudent Profile:\nAge/Year: 10, 5. třída\nHobbies: čtení, matematika, vyrábění\nDiagnoses: ADHD\nDisorders: Lhaní,Krádeže,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "759", "student_age_year": "10, 5. třída", "student_hobbies": "čtení, matematika, vyrábění", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Krádeže,Vyhýbání se škole", "teacher_approbation": "Mgr. (Učitelství pro 1. stupeň ZŠ, Německý jazyk)", "teacher_practice_years": "11", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1063", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy stopped going to school last year, ran away from home, refused to tell where he was and with whom, and was often gone overnight. They considered themselves skinheads in the group. He committed other criminal acts with his friends, often consumed alcoholic beverages. He stole large amounts of money at home. He also stole money from his classmates at school. His benefit, like his attendance, was dismal. He didn't carry tools, he practically didn't work on the clock. The parents cooperated with the school minimally, education was inconsistent, they even refused to attend the SVP ambulance. The boy disrespected them. At the end of last year, judicial supervision was ordered over the boy, when this measure was carried out without much success and, based on the boy's criminal activities, the court finally ordered him to be brought up under protective custody. The boy did not enter the next grade.\n\nSituation (Anamnesis):\nFamily history: Mother (34) educated, works as a waitress Father (39) unemployed No siblings, parents are married and live in the same household.\n\nTeacher Intervention (Solution):\nBased on the school's intervention, a case conference was held last year to discuss the boy's academic and educational problems. The conference was attended by: the school principal, an educational advisor, a psychologist, a prevention methodologist, a class teacher, the pupil's parents and the pupil. A specialist from SVP was also invited.\n\nOutcome:\nBecause the boy belongs to the children who require individual care, it is necessary to work with regime measures, to guide the boy to better spending his free time, and work with motivation is also necessary. The goal was also overall calming and guidance to systematic activity, constant transparent order and supervision, active work with professionals, strengthening his morally free qualities, finding a suitable peer group, strengthening his school education, improving the current state of perception of the school, fulfilling the educational plan in full scope and permanent partial control of fulfillment. As a result, unfortunately, the family failed, which did not use even one of the options (cooperation with SVP, school psychologist, prevention methodology...). The boy was taken from his family into institutional care and his attendance at our school was terminated.\n\nStudent Profile:\nAge/Year: 13 let, 8. třída\nHobbies: Působení v extremistické skupině\nDiagnoses: Poruchy chování asociálního a antisociálního typu\nDisorders: Záškoláctví,Krádeže,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1063", "student_age_year": "13 let, 8. třída", "student_hobbies": "Působení v extremistické skupině", "student_diagnoses": "Poruchy chování asociálního a antisociálního typu", "student_disorders": "Záškoláctví,Krádeže,Lhaní", "teacher_approbation": "Mgr., AJ, ČJ", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/246", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I asked this student a question, he did not respond at all at first, he was very unproductive, he had a very limited vocabulary in English. It was obvious that he was not keeping up in class. The bad situation then reflected on the whole class, because it was necessary to set aside more time from the lesson to help this student.\n\nSituation (Anamnesis):\nIt was a class where there were more weak students, some had a problem mainly in my subjects, others in general. But this student was the weakest of them. The boy lived only with his mother, but his father was very interested in his academic results, arranged for him to be tutored in English.\n\nTeacher Intervention (Solution):\ntried to talk to him repeatedly, I offered him various solutions and explanations. I wanted him to do less exercises, less sentences, less assignments. Overall, he was offered more help than the other students, but it wasn't enough for him. Among other things, I offered him the same solutions as for the first pupil (longer time limit for completing assignments, simple grammar submission, individual care.\n\nOutcome:\nThe result was that I and the other teachers communicated with my mother by e-mail and by phone, my father was here at the school several times, we talked to each other repeatedly. It was very important to the father that his son continue with his studies, but since the problem was not only in English, but also in other subjects, the parents finally agreed that it would be better if he transferred to the teaching field.\n\nStudent Profile:\nAge/Year: 16-17, první\nHobbies: Krasobruslení aktivně Postupy vycházející z nějakého konkrétního přístupu  například Škola bez poražených, Nenásilná komunikace, Respektovat a být Respektován, Podpora pozitivního chování PBS, a podobně)? Respektovat a být Respektován, Podpora pozitivního chování, motivace, Klíčová slova, která popisují situaci problematického chování žáka/žáků  1.\nDiagnoses: Dysgrafie\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "246", "student_age_year": "16-17, první", "student_hobbies": "Krasobruslení aktivně Postupy vycházející z nějakého konkrétního přístupu  například Škola bez poražených, Nenásilná komunikace, Respektovat a být Respektován, Podpora pozitivního chování PBS, a podobně)? Respektovat a být Respektován, Podpora pozitivního chování, motivace, Klíčová slova, která popisují situaci problematického chování žáka/žáků  1.", "student_diagnoses": "Dysgrafie", "student_disorders": "", "teacher_approbation": "Ing. (PEF Mendelu Brno – studijní program v AJ) Bc. (ICV Mendelu Brno – Specializace v pedagogice)", "teacher_practice_years": "17", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1128", "content": "TEACHING CASE STUDY\n\nBackground:\nI worked as an educational advisor at school. I got to this student after a lot of mischief he did. It started with small thefts in lockers and cabinets and resulted in the moment when he beat another student, who subsequently ended up in the hospital. Apparently it was an argument over a girl. This was the first impulse for the school management that the situation must be thoroughly investigated.\n\nSituation (Anamnesis):\nThe student was an extrovert with average academic results. His aggressive behavior greatly affected other relationships. Gradually, his classmates cut him off because they couldn't stand his behavior. But the class had no effect on his problems.\n\nTeacher Intervention (Solution):\nfoster carer was called to the school immediately after the incident to resolve the situation. The director wanted to give the student a chance to finish his studies properly, but it had its conditions. The student had to undergo an examination by a specialist, come to me once a week as an educational advisor. From our sessions, I always submitted a quarterly evaluation for the school management and for the foster parents. The specialist prescribed medication for his mental problems. I conducted controlled conversations with him. We talked about the situation at home, how they feel, how things are in general, how their siblings are doing. We came to the point that there are big differences in the family because he did not respect the foster mother. As I later learned, he had no respect for any women at all. He was therefore advised to change his residence. He moved to a boarding school, but the relations in the classroom and with the teaching staff were no longer what they were before. The teaching staff was even afraid of what he might do to them if they kicked him out after graduation.\n\nOutcome:\nFor me, the fact that he passed the matriculation exam despite all his problems is a great success. So for the school it is successfully concluded. Unfortunately, after graduation, it is no longer in the power of the school.\n\nStudent Profile:\nAge/Year: 17 – 18 let, septima\nHobbies: box\nDiagnoses: Psychiatrická diagnóza\nDisorders: Lhaní,Podvody,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1128", "student_age_year": "17 – 18 let, septima", "student_hobbies": "box", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Lhaní,Podvody,Agrese", "teacher_approbation": "Mgr., matematika, biologie, výchovné poradenství", "teacher_practice_years": "41", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/785", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen the principal asked me if I could take the classroom in the fifth grade, I agreed. At the very beginning I noticed one boy. He didn't really want to cooperate or communicate with me, only after a few months, when I had to find a way to him and figure out how to communicate with him, he exchanged a few words with me and answered me here and there. He was gifted, but his parents didn't want to deal with it. As for learning, he excelled in the classroom. Everything went well for him. I always tried to be nice to him, but it was useless, whether I was nice or raised my voice, nothing helped. The problem was mainly that he was quite aggressive, both towards me and towards the children. His classmates were afraid of him and no one wanted to play with him. In class, he was able to run around my class, disturb the children, take their food, notebooks and took the class book that was placed on the table and started to paint in it. During the break, he started strangling one of his classmates. He didn't want to listen to me at all. I started to solve the situation with my parents, but they did not want to cooperate with me. So I went to the school management to start solving the situation. I was completely on edge. I did not find support from the school and they did not communicate with my parents. The school said there was nothing they could do about this case, so I had to leave the school and start working at another school. Thanks to the stress I had with him, my body developed a lactose allergy. It was a terrible time for me and I don't want to experience it again. Later I found out that the student had transferred to another school after some time, I was offered to return, but I didn't want to.\n\nSituation (Anamnesis):\nThe student was found to be gifted, he was restless, disobedient and, above all, aggressive. As far as learning is concerned, he was very smart, he was the smartest in the class, he always knew the result immediately in mathematics and his dictations were without mistakes and beautifully written.\n\nTeacher Intervention (Solution):\nI started to solve the situation in such a way that I wanted to find a way to the student. Sometimes I succeeded. But when he had his days, he started stealing things from children, scribbling in other people's notebooks and strangling children, so he couldn't be said to have his own head. I wanted to make arrangements with my parents to tell me what was helping him, but they didn't communicate, pretending that he was completely fine and that nothing was wrong with him. I didn't find support from the director either, she said that if nothing can be done about it, then I have to try to deal with it myself. And I couldn't handle such a situation anymore.\n\nOutcome:\nNothing helped at all, even when I was nice to him and explained things to him both alone and together with the children, or I tried the wrong way, nothing worked. On the contrary, it only got worse and worse. It backfired on me in the long run. I got sick due to mental issues, I ended up in the hospital and I kept the whole thing going, I ended up with a lactose allergy and it's caused by stress.\n\nStudent Profile:\nAge/Year: 5.ročník, 11 let\nHobbies: box, fotbal\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "785", "student_age_year": "5.ročník, 11 let", "student_hobbies": "box, fotbal", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/490", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher had prepared a Czech lesson, in which the students were supposed to work in groups for the most part. They were to read examples from the book and then complete tasks in groups. The examples were taken from popular books that the students like. Subsequent tasks were designed as games and quizzes. She wanted to diversify the teaching of the Czech language. She left it up to the students to divide themselves into groups according to their own preferences. The class was silent as the students read the text individually. After dividing into groups, the noise in the class increased. After a while, the student in question stopped working and wanted to talk with other students about things other than the assigned work. The other students in the group started to join him. She came to the group to work on the assignment. For a while her presence helped, but after a while they started having fun again in the given group, which started to disturb other groups as well, which also started to work less.\n\nSituation (Anamnesis):\nThe student grows up under the care of his mother since childhood. He is very lively and energetic. He spends his free time playing sports or with friends. He plays soccer and floorball and also participates in sports running races and soccer and floorball tournaments organized or participated in by the school. He has below average grades in school. He has trouble staying focused in class. ADHD is diagnosed. Other teachers also complain about interruptions, especially in subjects and activities that the pupil is not very interested in. He stops working on longer activities after a while, looks around and notices other things.\n\nTeacher Intervention (Solution):\nThe teacher resolved the situation with collective punishment. She interrupted the group work on the quizzes and asked the pupils to return to their desks. Some pupils did not like the change of activity, so she explained to them that we cannot do such activities when the class is not quiet. However, she gave those interested the opportunity to complete these tasks at home. For the rest of the lesson, they discussed the subject matter that was in the textbook and wrote spelling exercises in a notebook.\n\nOutcome:\nThis solution affected the whole class. Some students were upset that they couldn't do an activity they enjoyed. They had less desire and motivation to work. They were upset with the group that was talking. Some students commented on the situation, so the teacher had to warn them that these comments were not appropriate. In the long term, this situation most affected the planning of the next lessons. The teacher makes sure that the activities in the groups are not in such large time segments and rather gives shorter tasks to avoid interruptions.\n\nStudent Profile:\nAge/Year: 13 let, 7. Ročník\nHobbies: Sport\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "490", "student_age_year": "13 let, 7. Ročník", "student_hobbies": "Sport", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání – český jazyk, německý jazyk", "teacher_practice_years": "18 let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/155", "content": "TEACHING CASE STUDY\n\nBackground:\nI came into contact with this student in the 6th grade, when I taught Czech language in his class, and I was also the class teacher of this class. I don't know how he manifested himself until then. But already in the sixth grade, he began to react explosively in crisis situations, i.e. crisis situations for him. He was able to leave the classroom and walk around the school, throwing teaching aids, kicking tables and chairs, using profanity. We have started to address this behavior.\n\nSituation (Anamnesis):\nStudent's personal history: ADHD and psychiatric diagnosis - medicated. He lives with both parents, there were no problems in the family. The student's interests include chess and basketball.\n\nTeacher Intervention (Solution):\nEvery day during or after the lesson, I or the psychologist sat down with the student. We discussed his behavior, why he reacts the way he does, we tried to talk to him a lot and discuss his situation. Don't push him into anything. I don't know exactly how the session with the psychologist took place, I tried to give him the space to express his frustration between four walls without witnesses, so that there was as little disruption to the teaching as possible.\n\nOutcome:\nThe student calmed down, although his reactions were repeated, but with less intensity and frequency. Even immediately after an outburst, he was able to calm down faster, manage and coordinate his own behavior better. However, the shift compared to the 6th year was considerable. At the end of the ninth grade, when I gave the students a chance to express themselves about me, he came to me himself and apologized to me, saying that he knew that he often behaved inappropriately. He was aware of his actions, which I consider a big shift.\n\nStudent Profile:\nAge/Year: 9. ročník (14-15 let)\nHobbies: šachy, basketbal\nDiagnoses: ADHD\nDisorders: Agrese,Verbální agresivita,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "155", "student_age_year": "9. ročník (14-15 let)", "student_hobbies": "šachy, basketbal", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Verbální agresivita,Fyzické násilí", "teacher_approbation": "vysokoškolské; aprobace český jazyk a výtvarná výchova", "teacher_practice_years": "20 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/962", "content": "TEACHING CASE STUDY\n\nBackground:\nThis incident happened during only my second year as a teacher. One of my students was very arrogant throughout the year, he did tricks on all his classmates, hid things, snacks from them... It was terrible. He was really very hard to handle. Our entire teaching staff was desperate for him. Notes and phone calls to parents didn't help. He also had no friends in class because of these things. Very often he even made up lies and slander, which he then spread with the aim of always harming someone in the class and making them laugh at him. One day, when he was annoying his classmate in class, constantly talking loudly and completely ignoring me, I unfortunately ran out of patience. I grabbed his hand, led him out into the corridor, and there I started to shout at him softly and speak to his soul. But I overdid it with my non-pedagogical approach. And I overdid it so much that he cried and apologized to me. After he dried his tears and calmed down, I took him back to class. They all sat transfixed because they had never heard me scream before. I realized at that moment that I had overdone it. The student walked into the classroom, completely devastated and shaking. But I immediately continued teaching. But the student started crying again after a while. The others stared at him and started laughing at him. I yelled very loudly at them to kindly leave it alone. After the lesson, I apologized to the student for exaggerating, because I only wanted him not to disturb and harm others for a while, but I lost my temper. I had no idea that the pupil was actually so fragile. About a week passed and the student was like a changed person. He sat quietly in the pew, staring blankly in front of him and saying nothing. Every now and then I started to notice that groups are formed in the class, in which the children whisper something to each other, and during this they look at the student every now and then and laugh. I told myself that it was nothing and that it would definitely change quickly. But it wasn't like that. The student was completely broken, and the other children sensed that he was vulnerable, so they decided to pay him back for everything he had done to them for the past two years, plus interest. Someone stole his snack every second or third day, someone hid his cap in the dressing room, someone threw his textbook out the window... Unfortunately, the children did everything secretly, making sure that no one from the teaching staff saw it. So it turned into a highly thought-out, organized bullying. I was so blind that I didn't notice. However, I saw that the student has been changed since then. That's why I asked him after about three weeks if everything was fine. He told me he needed to talk to me about something. And in the cabinet he confided everything to me, how he used to be mean to get attention and how everyone is paying him back now. Only at this moment did I realize that it was bullying and to this day I consider it the biggest mistake in my teaching career.\n\nSituation (Anamnesis):\nPupil - 5th grade pupil, aggressiveness, insidiousness, vindictiveness = the main reason is his disorder of oppositional defiance (according to the pedagogical-psychological consultancy), which causes him to act like a bad person, but at the same time he is very fragile and sensitive, rather extroverted, but in unpopular with the team.\n\nTeacher Intervention (Solution):\nimmediately went to the director, with whom we consulted on how to solve this problem as best as possible. The principal and I decided that it would be best if we try to solve everything at school with the children and then inform the parents about everything afterwards. All of this exceeded quite a break, so I came to class a little later. I entered the classroom and devoted this lesson to the topic of the student, despite the fact that it was supposed to be mathematics. We started talking about it and I could see the embarrassment on the faces of the students, and that they knew very well why we were discussing this particular topic. For each example of bullying that I mentioned, I always looked significantly at the student from whom, according to the student, the bullying was the biggest. They felt really guilty. Subsequently, I asked them if anyone happened to know about the fact that some kind of bullying was going on here. There was a grave silence. Finally, one of the classmates spoke up and began to tell about what had happened in the previous few weeks. But he also partially excused it by saying that it all started when the student cried and everyone saw that he was vulnerable and fragile, and so they suddenly saw that he was not as much of a guy as he presented himself. That's why they decided to pay him back, but it went too far and they didn't even realize it. I thanked him for his honesty. I then asked the student if he wanted to say anything about it. Strangely enough, he wanted to, which surprised me. He said that he now realizes how he behaved before and that he regrets it, but added that what he was experiencing recently was too cruel even for what he used to do. I then thanked the student for his courage and honesty. Then I turned to the others and told them that I was not going to find out who was involved in all this, because that was up to them, but that I would like those actors to realize that what they are doing is very wrong and they should be ashamed of it. And those who participated in it should apologize personally to the student and confess everything, whether now in front of everyone, or only in private. A few classmates actually stood up in front of everyone, went to the student, apologized for everything and shook his hand, which surprised me personally and I did not expect such self-reflection from this group. In the following days, when I walked down the corridor, I occasionally saw a student shaking hands with one of his other bullies, who even gave him chocolate. Even in the lessons, you could see that the student was cheerful again, a little wilder, but he no longer did what he used to do. He learned his lesson and tried to correct his bad behavior, which was partly one of the reasons he was bullied, as much as possible. And he really succeeded. In the following days, I again saw the student handing out candies to his classmates. The situation turned 180 degrees, and by the end of the school year everything only got better.\n\nOutcome:\nAbout a week after my conversation with my students, I told the student's mother about everything by phone. I told her how I solved it and how the situation currently looks. She was a bit shocked at first, but finally said that she thanked me for solving it like that and said that she had also noticed that the student had been like soulless lately, even that time he didn't have any notes due to bad behavior, which surprised her. So she finally knew the reason. I decided to mention it individually and during parent-teacher conferences with the parents of those I knew were involved in bullying. But I told them that they were very sorry, they all apologized to the student and now the situation is better than ever before. I also asked them not to mention any of this in front of their children, because I considered it, and still consider it, the best solution. It also turned out very well in the long run. The climate in the classroom completely changed and the student was in his element again, but at the same time he kept his behavior within acceptable limits. He also found friends in the class that he didn't have before. I didn't even expect it to turn out this well. Sometimes everything bad is good for something.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: počítačové hry, hasiči, florbal\nDiagnoses: Poruchy opozičního vzdoru\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Bullying\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "962", "student_age_year": "11 let, 5. ročník", "student_hobbies": "počítačové hry, hasiči, florbal", "student_diagnoses": "Poruchy opozičního vzdoru", "student_disorders": "Agrese", "teacher_approbation": "Mgr. (Učitelství pro 1. stupeň základní školy)", "teacher_practice_years": "8", "problems_annotated": "Diagnosis, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/854", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the corridor of the first grade was disturbed when I noticed that the pictures of the students from the first grade were painted with vulgar symbols. The pictures were on paper that had been smeared with ink and the first graders scratched pictures of snowmen into them. The vulgar images were also scratched out there. Since the bell was already ringing, I took down the cartoons so they wouldn't upset the other students and went to my class, i.e. the 4th grade. I was very angry and sad about the whole situation, so I told my students to look at what I just found. Some of them laughed, but they probably saw that I was really upset and held back. So I told them that this would make a few first-graders sad, but that even though such pictures look the same on our new playground, it is actually a criminal act of destroying someone else's property, because the damage is greater than just a destroyed picture. Recently, someone painted our new playground in a similar way. One of my students became very attentive and asked if the punishment would be lighter if the person in question confessed. I assured them that whenever a person confesses, they will be allowed to work with it. But when it is found out after a long denial and lying, it is always worse, and especially in the future no one would believe them.\n\nSituation (Anamnesis):\nThe students of the 4th year are a good team and in the past there was no disciplinary action or problem. The class teacher did not suspect any of her students of any form of vandalism. The boy who was interested in the penalty in the case of a confession is very much alive, but he had no serious problems.\n\nTeacher Intervention (Solution):\nIt was clear to me that we would not uncover the culprits anyway. However, I informed my colleagues to talk to their classes and ask if anyone had seen anything. To my surprise, my student's father came to my class and asked me if the punishment was lighter if the culprit confessed. The father also brought his son and told me that he wanted to confess something. The student said that he didn't paint on those pictures, but that he drew some obscene pictures on our new playground. He said he wanted to confess in class, but first he wanted to say it at home. He also added that there were already some pictures. Dad apologized and promised to sand the painted areas and repaint. The headmistress and I then discussed whether we should still discipline the pupil in some way. But given that he confessed and that he restored everything to its original state, we decided not to do anything. It was also clear to us that the boy had already received a punishment at home, so it would probably be unnecessary and maybe it would even discourage him from further honest behavior if it only brought him trouble.\n\nOutcome:\nFrom a short-term perspective, the pupil in question behaved very well indeed. It was clear that even at home he received a sermon and really tried. Of course, after about a month, everything was back to normal and the boys were a little angry again. But I was very happy that we managed it all together and that the children have confidence in me.\n\nStudent Profile:\nAge/Year: 10 let, 4.ročník\nHobbies: otevřená otázka)                                               florbal, aktivity se spolužáky\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "854", "student_age_year": "10 let, 4.ročník", "student_hobbies": "otevřená otázka)                                               florbal, aktivity se spolužáky", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/626", "content": "TEACHING CASE STUDY\n\nBackground:\nhad a student in my class who grew up in an unfavorable social environment. He was never one of the quiet students, he was repeatedly disruptive and did not fulfill his school duties. I was his class teacher for two years in the first grade. When he moved on to second grade and puberty began, his behavior began to deteriorate. I already taught the class only physical education (2 hours a week). The problems escalated in the eighth grade, the situation in the family certainly contributed to it. The parents divorced and the father was left alone to take care of the student. He tried, but it didn't help much, a pupil in care. He spent his holidays at the Diagnostic Institute. In August, he did not take the commission exams and entered the 8th grade again. The situation came to a head in my gym class at the end of September. I suggested to the students, I only had boys in my class, that we would play football for an entire hour. We split into teams and went to play. About halfway through the hour, I don't remember exactly, one of the boys fell. The student caused the fall. I wanted to kick him out of the game for bad behavior, but he didn't like that and told me 'I'm not going anywhere, you cow!' and slapped me. I couldn't help myself and slapped him back. As they say, my nerves hit. He sat down on the bench and didn't speak until the end of the lesson.\n\nSituation (Anamnesis):\nstudent from an incomplete family, from the age of 12 he tried to be educated only by an unmanageable father-son. He smoked, drank alcohol (even at school). Twice in the Diagnostic Institute. He failed, but was not diagnosed with a learning disability - he did not prepare, absolutely no interest.\n\nTeacher Intervention (Solution):\nThe situation was resolved with the school management and parents. Nothing helped, not even the Diagnostic Institute. This aggravated situation happened in October, when the pupil was already repeating the 8th grade, since November he was again in the Diagnostic Institute. He returned in the second semester, again with problems with not fulfilling school duties, lack of interest and attendance.\n\nOutcome:\nThere was no result, there was no improvement in the student's behavior. No major incident of a similar nature has occurred. He didn't even come to apologize to the teacher, in his 30 years of experience he had never seen a student like him.\n\nStudent Profile:\nAge/Year: 15 let, 8. třída (propadl)\nHobbies: PC hry, kouření, alkohol\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Physical intervention, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "626", "student_age_year": "15 let, 8. třída (propadl)", "student_hobbies": "PC hry, kouření, alkohol", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Nepracovitost", "teacher_approbation": "FF MU, obor: Český jazyk a literatura se zaměřením na vzdělávání, Anglický jazyk a literatura se zaměřením na vzdělávání pro SŠ", "teacher_practice_years": "26", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/686", "content": "TEACHING CASE STUDY\n\nBackground:\nThe chosen student was a student in the 1st year of a secondary vocational school in the field of hairdressing during the 2020/2021 school year. I was his class teacher. I only met my first class in the role of class teacher within two weeks before switching to distance learning. Theoretical teaching at our school takes place every other week and alternates with practical teaching, when the students are under the supervision of the teacher. Pupils and parents therefore had a very short time to get to know their new school, teachers and subjects and to smoothly transition to online teaching in the Microsoft Teams system. Therefore, the selected student did not start participating in distance learning based on these facts alone, he began to show increased absenteeism and did not hand in any assigned work.\n\nSituation (Anamnesis):\nThe following several points are important for the selected situation: the student was a first-year student at a new school. After a short time at the new school, he had to move to the online space and manage the curriculum and teaching remotely. The pupil has been diagnosed with several difficulties from PPP (slow pace of work, dyslexia, dysorthography, dysgraphia, very low efficiency of cognitive processes) and therefore the transition to a distance form of teaching and the teaching itself was too much of a burden for him. His learning disabilities are reflected in all subjects, he has trouble orienting himself in the text, he has trouble working out written tasks and achieves a worse grade in doing so, and he is recommended to take an oral examination after a failed paper, and in all subjects, an oral form of examination is recommended for him. Low involvement on the part of parents, weak interest in the pupil and his duties, late delivery of documentation from PPP, non-use of computers and e-mail communication by parents, lack of interest in checking absences on the part of parents and supervising the fulfillment of school duties. Character traits: the student is extremely quiet, seems shy, unobtrusive to passive; during the interview, he himself confirms his shyness and that he is aware of it, but he always confirms my interest in the field and staying at school.\n\nTeacher Intervention (Solution):\nAfter a complete absence in the first days of distance learning, I contacted the student by phone and navigated him step by step, and together we managed to connect and log in to Teams. We went through all the necessary functions and I was confident that it would be able to connect for hours. However, the absences continued. I called my parents regularly every other week and they kept promising that the situation would improve. They were willing and always picked up the phone, unfortunately, but they didn't understand the need to really supervise and help the student, be it when connecting to online classes every day, keeping an overview of the work for individual subjects, email communication with teachers and when working out the tasks themselves . I think that they did not fully understand the administration from the PPP and considered it probably just another step in the administration, because they often commented that the student is lazy and does nothing. The report they finally gave me was from the elementary school, and the student is still waiting for a new examination date. At the end of the school year, the student had resit exams in almost all subjects due to high absenteeism. By this time, the parents already understood that the situation was serious, that they had to help him and that I was on his side and supporting him. He showed up on time for all the exams, didn't miss a single one, didn't cancel it, and eventually passed them all, often even in the presence of his parents.\n\nOutcome:\nThe pupil advanced to the next year. Communication with parents has improved.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník středního odborného učiliště\nHobbies: Zájem o obor, který studuje  kadeřník)\nDiagnoses: Dyslexie,Dysortografie,Dysgrafie\nDisorders: Vyhýbání se škole,Absence,Nepracovitost,Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "686", "student_age_year": "16 let, 1. ročník středního odborného učiliště", "student_hobbies": "Zájem o obor, který studuje  kadeřník)", "student_diagnoses": "Dyslexie,Dysortografie,Dysgrafie", "student_disorders": "Vyhýbání se škole,Absence,Nepracovitost,Neposlušnost", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/570", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 9\nHobbies: tanec\nDiagnoses: Vývojová dysfázie\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "570", "student_age_year": "9", "student_hobbies": "tanec", "student_diagnoses": "Vývojová dysfázie", "student_disorders": "", "teacher_approbation": "vysokoškolské magisterské", "teacher_practice_years": "13", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1434", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student actually didn't come until the third grade, sometime in November. It was different things, first just some disruption, walking around the class during class to get attention, eventually it escalated to lying on the floor. At one point, he even beat his classmates.\n\nSituation (Anamnesis):\nProblem student - 5th grade elementary school student, louder, average academic performance\n\nTeacher Intervention (Solution):\nWe tried different paths. We talked to him about it, we gave him extra work to see if the extra work would have any effect on him, he was also in PedPsy, but they didn't diagnose him with anything. It took a while, but in the end it turned out that positive motivation works.\n\nOutcome:\nThen the positive motivation took hold of him. He is interested in music and plays the guitar. A female colleague who runs a music club told him that if he behaved himself, she would let him play in this club. Within half a year, everything was resolved, and he even managed to establish good relations with his classmates. Now I'm a little afraid that with the transition to the second grade it will break and together with puberty the behavior will worsen again. So far everything is fine, but I am worried about this situation.\n\nStudent Profile:\nAge/Year: 10 let, 4.třída, přišel ve 3.třídě (listopad\nHobbies: Hudba, hraje na kytaru\nDisorders: Hyperaktivita,Fyzické násilí,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1434", "student_age_year": "10 let, 4.třída, přišel ve 3.třídě (listopad", "student_hobbies": "Hudba, hraje na kytaru", "student_diagnoses": "", "student_disorders": "Hyperaktivita,Fyzické násilí,Nevhodné chování", "teacher_approbation": "Mgr., Fj, Aj, Zeměpis", "teacher_practice_years": "5", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/18", "content": "TEACHING CASE STUDY\n\nBackground:\nIn class, the student often disrupts, for example, he reminds other children what they should and shouldn't do, he says to the teacher: 'Why do I have to do this, it's useless, I don't want to...' He can also get angry, throw things from the desk and bang to the table. During breaks, he provokes the children by slapping, kicking or saying something unpleasant when he passes by them. Everything escalated so much that my classmates came to see that the student in question was beating them during recess.\n\nSituation (Anamnesis):\nThe student is eight years old and attends the third grade of elementary school. He lives together in a family with both parents and an older sister. He has problems concentrating in class, hurts other classmates, has outbursts of anger. He often has a tendency to lie.\n\nTeacher Intervention (Solution):\ncalled the student and told him that I learned that he was hurting other children, if it was true. To that, the student replied that it was not true. After a while, I was informed by the supervisor in the corridor that he saw the pupil harming the children and that he arranged for him. That's why I asked the student again if he harms children, and let him think about the answer carefully, that he has witnesses. The student started to get angry, raise his voice, kept hammering and did not confess. So I talked to the supervisor and the children who saw the situation, I had them show me how he hurt the children and I found out that when he passed by someone, he either punched the children in the arm or kicked them in the leg. Then we acted out the given situations in class and talked about whether it was right or not. I explained to the student in question that he cannot behave like this, that he should apologize to the children. The student didn't want to apologize at first, but then he apologized, loudly commenting on everything that it was no use, that he didn't care.\n\nOutcome:\ninformed the parents about the student's behavior, and since it was not the first time, I recommended a consultation with the school psychologist, the creation of a pedagogical support plan, and, if necessary, an examination in a pedagogical-psychological counseling center. Only the mother came to the consultation, the father refuses to cooperate because he is of the opinion that his son has no problems. So far, everything has remained only with the consultation. The parents refused the creation of a pedagogical support plan and PPP examination. As a teacher, I consider this situation unmanageable. I couldn't get my dad into school and create a relationship with both parents. I think that if the father understood that his son has a problem and started to cooperate more with the school, it would benefit both parties, the student and the school. I plan to solve it by trying to continue to get both parents to school, I am also considering working with an educational counselor.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: fotbal\nDisorders: Lhaní,Fyzické násilí,Odmlouvání\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "18", "student_age_year": "8 let, 3. ročník", "student_hobbies": "fotbal", "student_diagnoses": "", "student_disorders": "Lhaní,Fyzické násilí,Odmlouvání", "teacher_approbation": "vysokoškolské", "teacher_practice_years": "19", "problems_annotated": "Physical aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/128", "content": "TEACHING CASE STUDY\n\nBackground:\nThere was a tense atmosphere in the class between the three students, with students pushing each other, teasing each other and insulting each other, which resulted in a complaint of bullying where one student called two of his classmates. Upon closer examination, it was found that there was no bullying at all, it was an unfair accusation.\n\nSituation (Anamnesis):\nThe class was calm, successful, smart, except for these three people, a friendly group.\n\nTeacher Intervention (Solution):\nAfter analyzing the situation, preventive programs were proposed, in which the class participated. The programs were led by the class teacher in cooperation with the educational advisor and aimed to unify the class team and correct disharmonious relationships.\n\nOutcome:\nIn the end, one of the alleged aggressors was transferred to another school at the request of his parents. The relationship between the second alleged aggressor and the pupil who accused him of bullying is still tense, but does not cause as many conflicts as in the past.\n\nStudent Profile:\nAge/Year: Osmileté gymnázium, 14. LET\nHobbies: SPORTVNÍ AKTIVITY\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "128", "student_age_year": "Osmileté gymnázium, 14. LET", "student_hobbies": "SPORTVNÍ AKTIVITY", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "UČITELSTVÍ SŠ – ČJ + ZSV", "teacher_practice_years": "5", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/928", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened in the history lesson that I taught in the seventh grade. It's not my approval, but it was a supl and I had to present to the students one lesson that my colleague had prepared for me, because they couldn't keep up. It was the very first year of my teaching experience. I tried to teach the students everything they needed so that they would be able to make notes. There were two boys in this class who were always having fun. I warned them several times to be quiet, but it didn't help. It was always quiet for a minute and then again. But the worst part was that when the others saw that the two of them were having fun, they also started whispering something to each other and it was already an unbearable noise in which it was impossible to deliver anything, because no one was listening to me.\n\nSituation (Anamnesis):\nTwo boys from the 7th grade who were otherwise perfectly fine, I never had any problems with them, they were exemplary and had average results in school - it was a one-time problem. The whole class was just carried away by them, otherwise problem-free.\n\nTeacher Intervention (Solution):\nAfter about 20 minutes of trying to explain the curriculum to basically no one, I gave up. I took my things and left the classroom without saying anything. As soon as I closed the door, it was quiet. I didn't hear anything from the corridor, but I just gave up and left. Since I had a Czech language lesson with them right away, I came to the classroom and it was dead silent and everyone was sitting quietly and looking at me. I stood in the middle of the class and tried to explain to them what they did wrong last class and that I would like it not to happen again.\n\nOutcome:\nThe whole class was completely silent for the next hour and everyone was paying attention, probably shocked by my previous preservation. In the long run, of course, this situation happened again a few times, even in other classes, but I never chose such a radical solution that I would just leave the class, but I always communicated with them right away in class and it was fine. I couldn't handle this situation at all.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: sport, sledování dokumentů\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "928", "student_age_year": "12 let, 7. ročník", "student_hobbies": "sport, sledování dokumentů", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., český jazyk, občanská výchova", "teacher_practice_years": "4", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/981", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is a student of our grammar school who has just finished the 1st year. He comes from a divorced family and is in alternating custody. He spends a week with his mother and a week with his father, they both live in the same city. The relationship with both parents seemed fine to me. I am his class teacher, so I also solved the problems that arose as a class teacher. During his studies, the student began to show such a pathological approach to his educational duties. He was more likely to cheat in his classes and was caught three times cheating while writing papers. The cheating in his presentation looked like he was working with a phone. I caught him once and he did it twice in math. Otherwise, there were no other problems with him.\n\nSituation (Anamnesis):\nThe student is, I would say, closed in relation to the authorities, it is very difficult for him to communicate. He often fails to put a sentence together, and it follows from this that he is not very good at communicating with authority, and even that he is afraid of authority, which was also shown by the fact that when he was in trouble, instead of solving it with me, like with the class teacher-authority, so he avoided it and chose deception instead. At the same time, if he came immediately that something was wrong with him, that he needed help, it would somehow be done. As for the class, I got the feeling she was always more on his side. Although the student was disciplined in front of the class, they didn't really take it into account at all. At that time we won the national championship and of course the students went to celebrate. I forbade him to go there, but the student went there anyway and celebrated with other classmates. Well, I also see the fact that his classmates celebrated there with him as a sign that the class did not condemn him for his behavior, but that on the contrary it was on his side.\n\nTeacher Intervention (Solution):\nThe first time my colleague caught a student cheating on a math paper, she only warned him that his behavior was inappropriate. But then the student did it a second time, and because the previous verbal admonition was not enough, he received a disciplinary reprimand. However, even that apparently didn't work and the student continued to cheat. I tried to warn him that if he continues to do this, he may get a bad grade for behavior and the like. But the student did not stop, and when we caught him for the third time, based on a warning and a previous disciplinary reprimand, at the end of the school year, he received a 2 for behavior and a director's reprimand for constantly cheating during knowledge verification. Throughout the second semester, we communicated with the student at the level of an educational advisor, a prevention specialist, a psychologist and I, as a class teacher. We also invited his parents to school, first separately, then together. At first, the mother downplayed what happened, she said that the student was smart, that he paid the price for getting caught, but luckily, the father understood the seriousness of this situation, he understood that the student was actually bringing shame to them, he probably talked the father into the mother, even then she relented and stopped making the pupil a smartass. Well, as for the pupil's educational result, his behavior earned him a failing grade in mathematics in the second semester, which meant that he had to take a remedial exam after the holidays.\n\nOutcome:\nThe student actually had the whole summer to recover and prepare for the remedial exam. In the end, he graduated with a commendable result. Since we other colleagues were not sure how such a thing is resolved, since it has not happened to us for a long time, we checked with the legislators of the regional office that he has the right to receive a grade at the end of the school year, which is the grade from the commission exam. So, instead of failing, the student left for the second year with a commendation as one of the better students of this school for mathematics. Let's hope that the student received a lesson that has already calmed him down here in the future or clarified how our gymnasium will deal with these things here. He seems like he's got it, he's acting normal, he's saying hello to the teachers and he's having fun with them, so I don't even feel like he's holding any grudges or anything like that.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník SŠ (gymnázium)\nHobbies: Sportovec-florbal\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "981", "student_age_year": "15 let, 1. ročník SŠ (gymnázium)", "student_hobbies": "Sportovec-florbal", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Podvody", "teacher_approbation": "Mgr. OV, Dějepis", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1477", "content": "TEACHING CASE STUDY\n\nBackground:\nThere was a pupil who was constantly disturbing the class, drawing the attention of the other pupils to himself, and it was very difficult to calm him down. He had no problem with learning, he always got everything done quickly, and I, as a beginning teacher, did not have much experience in how to solve this problem. It was clear to me that he was angry because he was bored. Other students joined him and the class was very noisy and it was very difficult to work according to the plan.\n\nSituation (Anamnesis):\nDisruptive pupil - gifted, above average, bored in class and thus disturbing the whole class. Class - often got carried away by a disruptive student and there was noise in the class.\n\nTeacher Intervention (Solution):\nSince not only one student was angry, but others gradually joined him and the situation was becoming unbearable, I decided on a collective punishment. All the students in the class had to copy the sentences twenty times: I will not shout or disturb the class in any other way. When I have something to say, I log in. The class started copying and it took them the whole hour. The next day, unfortunately, nothing had changed and the pupils shouted again. So I had them copy these sentences as homework. I did that a few more times and then there was a twist.\n\nOutcome:\nAlthough this solution worked in the long run, it was not correct at all. After several copying tasks, a few students said that this method of punishment was unfair, because not all students in the class are naughty. They were absolutely right about that. I didn't realize that at all and I'm glad they came out and said it wasn't fair. I stopped the collective punishments immediately and started to pay more attention to the cause of this problem and therefore to the gifted student to whom I was giving extra tasks. It worked and it was possible to work in the classroom.\n\nStudent Profile:\nAge/Year: 4. třída, 10 let\nHobbies: Fotbal, hraní pc her\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1477", "student_age_year": "4. třída, 10 let", "student_hobbies": "Fotbal, hraní pc her", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "20", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/191", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had severe attention deficit disorders. He couldn't keep up and kept doing something other than he was supposed to. But he was very nice, he greeted me loudly several meters away. I think he quite liked me. It was a daily situation that the pupil came to school, sat in the classroom, then returned to the corridor three times, where he needed to run away. After returning to the classroom, he sat down and did nothing because he didn't know what to do.\n\nSituation (Anamnesis):\nThe student has a concentration disorder, dysgraphia, dysortography, and especially ADHD, which is manifested by shaking, tapping, the need for constant movement, fits of laughter, loud speeches, constant grimacing, etc.\n\nTeacher Intervention (Solution):\nThe student did not know what to do, so I repeated the instructions given by the teacher. Like open your notebook, turn to this page, etc. He always needed to explain everything, he didn't have time, so I helped him, constantly repeating the assignment, reminding him what to do. His attention was often diverted from the activity he was supposed to be doing. For example, one practice text once contained the name Kristýna. That's my name, and the student kept looking at me and saying \"Teacher, that's you.\"\n\nOutcome:\nToday I am no longer with him, because I work here at Gajdoška, but since I had news, he is still the same. The student has improved his attention, but he still needs to \"shake\" himself sometimes\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: počítačové hry  Roblox)\nDiagnoses: ADHD,Poruchy pozornosti a aktivity\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "191", "student_age_year": "12 let, 7. ročník", "student_hobbies": "počítačové hry  Roblox)", "student_diagnoses": "ADHD,Poruchy pozornosti a aktivity", "student_disorders": "", "teacher_approbation": "Vyšší odborné, bez aprobace", "teacher_practice_years": "3 roky", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/993", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was not a bad boy, he just always had trouble keeping his mouth shut. Since this is one of the things that I can't tolerate well, I always try to guide the students so that communication can take place at a decent level and that we can adequately discuss problems. The basis of good behavior. The student never understood this, he always had to have the last word and behaved arrogantly with classmates who were not among his best friends, but also with teachers for whom he had no respect. When we went on a year-end trip to the zoo, he interrupted the tour guide's explanation the entire bus ride, turned off the overhead speakers, was loud and laughed all the time. He was sitting in the front seats of the bus, so his behavior was even more outrageous because my colleague and I had him right next to us. At one point, the bus driver also began to complain that the student's behavior was bothering him. We expressed our complaint several times, of which the pupil responded to one of the driver's calls by saying: 'Then let him put on headphones if it bothers him so much.' That was the last straw. I was very disappointed and surprised by such a statement. Even the tour guide was taken aback, not to mention the bus driver. I was very shy and didn't know what to do.\n\nSituation (Anamnesis):\nThe pupil was very active, extroverted, the boys in his group liked him and laughed at his jokes, although they never got involved as intensely as he did. Maybe it gave him a sense of superiority, because his classmates supported him with their laughter, but at the same time, they were never able to do something like that.\n\nTeacher Intervention (Solution):\nhad to calm myself down a lot. First, I apologized to the guide and the driver for the student's behavior. They basically understood it, but the student didn't realize anything - he didn't even stop at his heated arrogant statement. There was one free seat on the bus. I sent him there immediately. I'm not sure why I didn't put him there right away. I accompanied him to the place and told him that we would sort it out. He looked at me silently, but I didn't feel any apology or desire to apologize or guilt from him. When we returned from the trip, I revisited the incident at school. I consider it a mistake that I solved the situation in front of the whole class. I thought it would make the student think more about what he did. I informed the class about the whole event from the bus. Only a few faces laughed, mostly the student's good friends. The rest looked at me rather uncomprehendingly - as if they didn't understand how a student could say such a thing. I wrote out a warning to the student and gave it to him, saying that he must bring it to me as soon as possible, signed by his legal representative. Everything happened in front of the whole class. At the same time, I informed him that he would not be coming with us on the next trip. I gave him an explicit ban. He began to look disapproving and I finally began to feel that the incident had affected him somehow. I made a mistake right after that when I gave the same ban to his three best friends, who supported and disturbed his behavior the whole way on the bus.\n\nOutcome:\nThe result did not bring anything good. As soon as I banned the student's three best friends from going on another trip, all three of them started laughing. Like they're proud to be in it together. All of the student's disapproving expression suddenly disappeared. They didn't seem to regret not going on the trip. I felt like the whole thing was out of my hands. But I couldn't do anything anymore. In the long run, nothing has changed. Only time and then a transfer to another school changed the student.\n\nStudent Profile:\nAge/Year: 12, sekunda na osemročnom gymnáziu\nHobbies: futbal\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Transfer of student \nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "993", "student_age_year": "12, sekunda na osemročnom gymnáziu", "student_hobbies": "futbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "RNDr. – matematika, nemecký jazyk", "teacher_practice_years": "34", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1471", "content": "TEACHING CASE STUDY\n\nBackground:\nThis case happened at the beginning of my time at this school, it was about 2 years after college. It was physical education class, we were supposed to do athletics. So we went to the field and threw a grenade. The student who threw then followed me to the end of the subway and waited until he threw another so he could bring the grenades forward... and so they kept taking turns. The rest of the group stood in the area where the throw was coming from. Another student dropped his attempts and followed me. Next, his classmate threw, I wrote down the results. The first student collected the grenades, but instead of bringing them to the start, he threw them.\n\nSituation (Anamnesis):\nPupil - 11 years old, male, lives with his father, results above average, an exceptional event occurred, it was imprudence\n\nTeacher Intervention (Solution):\nWhen I looked up and saw that he had thrown the grenades back, I thought I was going to go mad with rage. Not only did he disobey my instructions, but he could have hurt someone badly. I started shouting at him: 'You must be kidding, right?! Are you Normal?! What if you hit someone? You could kill him! The only luck is that your performances are not so good that you can negotiate there. Pick yourself up immediately, go get the grenades and bring them to them. Until the end of the class, you will sit and just watch, so that you don't think of something stupid again! Trust me there will be another consequence to this!' The student just turned and left.\n\nOutcome:\nThe student just sat and did not speak until the end of the lesson. The other students were also taken aback and said nothing. Me too actually. After a few hours, it started playing in my head, I realized that I was not behaving correctly. So I went to see the student during the break. I apologized to him and explained why I was so upset. In short, I was afraid. The student took everything well, he also apologized. Since then we have never had any problem with each other. I got along very well with him.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída (gymnázium)\nHobbies: hra na klavír, sport\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1471", "student_age_year": "11 let, 6. třída (gymnázium)", "student_hobbies": "hra na klavír, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., BI a TV", "teacher_practice_years": "30", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1329", "content": "TEACHING CASE STUDY\n\nBackground:\nwas a class teacher of fourth graders and we just had math. I was explaining a new material and the student, thanks to his impulsiveness, was constantly running a long ruler on the bench, which made an unpleasant sound and disturbed everyone. The class had 28 students. I came to the student and said that we are doing mathematics and he should open his notebook and workbook and start concentrating and working like us. But he still drove the ruler, I kept warning him if he could stop. But he stepped up his activity and started bouncing on the bench with a ruler. I couldn't use any other tool and gave it a header.\n\nSituation (Anamnesis):\nA fourth year student; very often interrupts in class, does not listen, can be very persistent; diagnosed with ADHD and unable to maintain attention; he likes to do sports the most - specifically he likes football\n\nTeacher Intervention (Solution):\nAfter the header, the student perked up and immediately looked at me. The class also fell silent and watched what would happen next. I was able to apologize right away, the anger that was in me was quickly absorbed into the header. The class was waiting to see what I was going to do, they were looking at me because I couldn't do it. I explained my behavior to them - I know it shouldn't be done, but I already felt beyond the limits of all methods and means, so I gave him a header, which I regret, but I need him to continue to function in class in order to grasp the new curriculum. We then talked a lot about it and explained it to each other in that lesson.\n\nOutcome:\nstill spoke with the class and the student that day. I wanted us to talk about it. It was a class I had a very good relationship with and the explanation actually ended the whole thing. Even the student didn't solve it any further. Until now, I am in contact with the class and we know each other and have fun with the student, he never read it to me later. We solved it and closed it. I explained to the students that I behaved badly, it shouldn't be like that, a teacher shouldn't handle situations like that, but I couldn't do it at that moment. The class understood this, it was greatly helped by an open dialogue about our behavior, by which we can spoil a lot - for example, by a strong emotional reaction, as in my case. But it's a mistake that's always in my head, it can't be taken back. We solved it, we're fine, but it's still not easy.\n\nStudent Profile:\nAge/Year: 11 let – 4. ročník\nHobbies: Sport  fotbal)\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Physical intervention\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1329", "student_age_year": "11 let – 4. ročník", "student_hobbies": "Sport  fotbal)", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr., speciální pedagogika", "teacher_practice_years": "10", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/607", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the long break, two students came to the teacher to tell her that one of them had a lollipop in her case, which, according to her, a classmate took from her, threw it at her and the lollipop broke.\n\nSituation (Anamnesis):\nThe climate of this class is relatively good. Pupils are used to discussing all problematic situations with the class teacher and their classmates. None of the actors in this situation was a problem student or a student with any behavioral disorder. The teacher chose this situation because it happened recently and she thought she could help in practice. Given that, according to her, it could be taken as a model situation that shows how important communication with pupils is.\n\nTeacher Intervention (Solution):\nFirst of all, I called a student who his classmates claimed stole a lollipop and then threw it at one of the students, breaking it. It was just the two of us talking privately. I repeated to him what their classmates had told me and asked him if it was true. He repeatedly replied that he did not take the lollipop from his classmate's case. Then we dealt with the given situation in groups of four. I also invited the pupils who came to see me. We came to the conclusion with the students that they don't actually know if the classmate took the lollipop out of the case, because they didn't see him doing it. They were in the bathroom and when they came back, the classmate had it in his hand and after the classmate said to him: 'hey, that's mine!' he threw it at her. I went to ask the other students who were in the class during the break and were moving around the desk where the little girl had a lollipop hidden in a case. I learned that another student took a lollipop from a classmate's case and put it in her classmate's case. I called this pupil. I asked her if she took her classmate's lollipop from the case. At first she told me no. So I asked her if the little girl who told me she took the lollipop was lying to me. And if I should go and solve it with her, because lying is not good. At this point, the student admitted that she had taken the lollipop and put it in her classmate's case. When I asked why she did it, she replied that it was for fun. We then discussed this situation with the other students from the class, because during the 'investigation' most of the class became interested in it. Thanks to this situation, we became clear about what theft is, and that such jokes as this can lead to unpleasant accusations and suspicions. The student, who caused the whole situation by her actions, realized her mistake and apologized both to the classmate who was accused of stealing the lollipop, and to her classmate, that the lollipop was broken based on her actions. Regarding the student who threw the lollipop at his classmate, we clarified that he acted in a certain affect and did not know how to deal with the situation. However, throwing anything at your classmates is not good because we can hurt the classmate or break the thing like it happened in this case. The student was sorry for the situation and also apologized to the little girl who had the lollipop.\n\nOutcome:\nThe situation was handled well. The students realized that even some actions that are meant for fun can have a serious impact in the overall result (either for themselves or they can get someone else into trouble). The teacher also added that, in her opinion, the situation should always not be underestimated, even though it may seem like a blow to an adult. The most important thing is to hear everything from all sides and not walk away from the situation until it is closed with the fact that it happened and it was a mistake. It is necessary that none of the actors or no one from the class (if the situation is being solved in front of the whole class) needs to add anything to the situation. The teacher sees this as the most important thing if a good classroom climate is to be maintained. If someone wants to add something to the situation, they may feel wronged and not feel good in the class. She chose this situation because she thinks it will be useful for my practice. Conflict situations of this type occur regularly in the classroom and you need to be able to deal with them.\n\nStudent Profile:\nAge/Year: 4. ročník\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Violation of classroom/school rules\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "607", "student_age_year": "4. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství 1. stupeň", "teacher_practice_years": "18", "problems_annotated": "Physical aggression, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/181", "content": "TEACHING CASE STUDY\n\nBackground:\nBoth pupils attend the same class, specifically the 7th year of elementary school. The student has an attention disorder and it is therefore more difficult for him to concentrate on the lesson. So he disrupts classes, but is tamed by the assistant assigned to him already in the 6th grade. His classmate has not been diagnosed with any disorders. However, he is also a problematic individual, disrupting classes, talking back, but his most aggressive behavior is manifested during classes and during breaks. From the beginning, these two students took notes, it can be said that they planned together to pull various pranks and pranks on the teacher. We don't know exactly what happened between them as they both don't want to talk about it, but we found them in a fight with blood already coming from their noses and a torn eyebrow. They were found by a novice teacher and she didn't behave quite right, but not quite badly either. She tried to get them away from her, receiving one painful blow somewhere in the face area as well. She couldn't help herself and then slapped both of them, rather a stronger slap. The situation was then resolved only within the framework of the named pupils, the present teacher and the school principal. There was a lesson for all parties, a warning about possible consequences and future ones if this happens again.\n\nSituation (Anamnesis):\nThe situation concerned two 7th grade students aged 12 and 13. Both do not fully concentrate on their studies, the 12-year-old pupil has been diagnosed with an attention disorder. The 13-year-old began to show elements of aggression, laziness, talking back, disrupting classes. The climate of the classroom is to a greater extent strongly influenced mainly by the pupil, who disturbs both his classmates and the teachers, who sometimes do not know how to deal with him.\n\nTeacher Intervention (Solution):\nBoth students were reprimanded several times by the teacher during lessons to improve their behavior. After the situation that arose, which is described above, their behavior was addressed with the school principal, later with the parents, state representatives, since the student is from a children's home. Pupils got 2 for behavior.\n\nOutcome:\nFor some time, they restrained their behavior, they did not make big problems. However, there is a certain tension in the classroom, which will surely lead to another incident like this one.\n\nStudent Profile:\nAge/Year: 12 a 13 let\nDiagnoses: Poruchy pozornosti a aktivity,ADHD,ADD\nDisorders: Porucha pozornosti,Rušení výuky,Agrese,Lhaní,Provokování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Physical intervention, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "181", "student_age_year": "12 a 13 let", "student_hobbies": "", "student_diagnoses": "Poruchy pozornosti a aktivity,ADHD,ADD", "student_disorders": "Porucha pozornosti,Rušení výuky,Agrese,Lhaní,Provokování", "teacher_approbation": "titul Mgr.", "teacher_practice_years": "30 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Physical intervention, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/302", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a Czech language lesson, the teaching assistant who is assigned to the pupil was not present in this lesson. He only has a certain number of hours per week, and we agreed that he would not come for this one. The introduction to the style class with the theme of description was an activity where one of the students described a picture and the others had to redraw it on paper according to his instructions. It was forbidden to ask questions or express oneself in any way. I told the class before the activity that the goal is to show them how important the description is, and it may happen that they don't understand what their classmate wants from them, but let them try to fulfill it as best they can. According to the ideas, the resulting drawings did not match the original very much, the student could see that he was not completely satisfied with the result (he has problems with handling failure), I tried to alleviate the situation by saying that it was not the fault of either party and I again pointed out the importance of correct describing. Subsequently, they individually completed the exercises in the workbook, I don't remember exactly what the content was, but you could see that it was a challenge for the class. I went around them and tried to guide them to a solution. When, after 7 minutes, I instructed them to stop the activity and we would carry out an inspection, or explain to ourselves what was supposed to be done in it. The student said that he had not finished it. I went to see him and explained to him that I understood that, but that we didn't have much time and I would like to go through it with them again, because most of his classmates don't know how to deal with it. Let him check what he has and at the end of the lesson we will discuss the exercise in more detail. We started checking him and about halfway through the exercise I noticed that the student was getting angry. This signaled a problem, as a seizure would follow shortly after. With his speech, he began to disturb his classmates and the class.\n\nSituation (Anamnesis):\nAs already mentioned, the pupil attends the 6th grade at a regular elementary school, there are 24 of them in the class altogether. He is a boy with an autism spectrum disorder and a 3rd degree support measure in the form of an assistant, otherwise the content of the material taught is no different from the others in the class . In class, his uniqueness is sometimes shown when, for example, he leaves his seat and needs to look closely at what I am showing them. He also has a need to correct others when they get something wrong. With that comes the problem of dealing with failure on his part. We are trying to work on it with the assistant and other interested parties and catch potential conflicts. There is not a single child with support measures in the class, there is also a girl with selective mutism and a boy with SEN. Paradoxically, they do not represent the biggest obstacle in working with the class, there are two intact boys with a tendency to disrupt the course of the lesson.\n\nTeacher Intervention (Solution):\nHe has a bag on the ground in the back for exactly that purpose, but I didn't want it to go that far. I therefore assigned the rest of the exercises to the class to complete once they knew how to do it. Then I went to him and asked what happened. I learned that he had it all wrong because he didn't understand the assignment, which I didn't find out when I went through the class. I carefully picked up the fallen crayons. I tried to understand how he felt, which I told him and at the same time explained to him that it was okay if he did not understand the assignment correctly. I discussed with him that this happens sometimes and as he saw, many of his classmates were in the same situation. When I calmed him down a bit, I looked at the completed exercise. Based on the description of his interpretation, I checked the solution and assessed that it was correct. That's what I told him. You could tell he was feeling better when he was able to explain what was going on. And now that he knows how to do it, we can look at the exercise together and revise it. So we gradually went through the whole exercise together, we discussed the ambiguities and he coped with everything without a problem.\n\nOutcome:\nThe result was that we went through the drill together and I prevented a much bigger incident thanks to early intervention. In the end, the rest of the class finished the exercise in the lesson and we also managed to summarize the material, which I consider successful. In the following lessons, it was only reflected in my approach, I focused more on what I was saying and watched the behavior of the class as a whole, but of course also the student himself. I talked about it with his assistant so that she would know what happened. Otherwise, I didn't notice anything else.\n\nStudent Profile:\nAge/Year: 11,6. ročník\nHobbies: otevřená otázka\tČtení - encyklopedie, literatura faktu; zvířata\nDiagnoses: PAS – porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "302", "student_age_year": "11,6. ročník", "student_hobbies": "otevřená otázka\tČtení - encyklopedie, literatura faktu; zvířata", "student_diagnoses": "PAS – porucha autistického spektra", "student_disorders": "", "teacher_approbation": "VŠ - Magisterské v oborech Český jazyk a literatura se zaměřením na vzdělávání a Občanská výchova a základy společenských věd se zaměřením na vzdělávání", "teacher_practice_years": "20", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/497", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the lesson, together with the class teacher and the whole class, we stand up and greet each other. After sitting down, I watch as the boy starts to have fun with his classmates on the next bench. He speaks at a standard volume, as if he's not trying to be quiet. The teacher only addresses him by name. The boy stops talking. After a few minutes, the student starts laughing very loudly and commenting on what is happening in the class. He loudly interrupts the interpretation several more times during the lesson.\n\nSituation (Anamnesis):\nThe student is above average in terms of performance. He usually gets 1's, he hasn't gotten a 2 on his report card yet, and he seems to master the curriculum in all subjects without any problems. Most of the time, he doesn't even ask any questions about the subject matter, because he doesn't need to. Subjectively, his disruptive behavior struck me as an attempt to draw attention to himself, but when I tried to prevent a possible lack of attention, I was met with failure. Some class role, assignment, or entrusted protection of school supplies did not help at all. So I started to focus on whether the student is simply bored at school. After all, the tasks are simple for him and he has almost no free time activities. He is not into sports or any musical instrument. My impression of this situation was that he has unused energy in him that needs to get out.\n\nTeacher Intervention (Solution):\nThe teacher only addresses him by name. The boy stops talking. After a few minutes, the student starts laughing very loudly and commenting on what is happening in the class. The teacher addresses him again (this time he is already shouting) and asks if he should call his parents after the first lesson. The student answers her: 'people'. The teacher asks him: 'Really? Well, as you wish.' The student just shrugs his shoulders. During the lesson, the student interrupts the teacher's explanation several more times and she always shouts his name after him. The student usually quiets down and starts to smile. When the teacher tries to start a conversation, the student tries to lighten the situation.\n\nOutcome:\nIn this case, I do not observe any change in the student's behavior. He keeps disrupting and trivializing the rules introduced by me and the class teacher in class. He challenges the rules while enforcing them.\n\nStudent Profile:\nAge/Year: 10, 4. třída\nHobbies: Žák se nevěnuje žádnému kroužku, zajímá se o zbraně\nDisorders: Lhaní,Rušení výuky,Disrespekt,Fyzické násilí,Vulgární vyjadřování\n\nAnalysis & Annotations:\nSolutions Applied: Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "497", "student_age_year": "10, 4. třída", "student_hobbies": "Žák se nevěnuje žádnému kroužku, zajímá se o zbraně", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Disrespekt,Fyzické násilí,Vulgární vyjadřování", "teacher_approbation": "Mgr. (vzdělávání pro 1. Stupeň)", "teacher_practice_years": "5 let", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1299", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the eighth grade, the aggression of one conflicted boy in my class began to escalate, who led some of his classmates to support him by threatening and manipulating him. He intimidated other classmates, they were afraid of him. He physically assaulted them even outside the school, asked them for various amounts of money, took them by force.\n\nSituation (Anamnesis):\nAggressor: older of two children, problematic from an early age, probably a violent father as a role model, mother unable to solve the situation\n\nTeacher Intervention (Solution):\nAfter complaints from students and their parents started pouring in, I tried to resolve the situation by negotiating with his parents, which did not work. They downplayed the situation, defended their son in his actions. Also for this reason, the boy behaved worse and worse, until he was targeted not only by OSPOD, but also by the Police of the Czech Republic. Both institutions dealt with his personality. The situation was so serious that the boy had to be placed in a special educational facility. The parents rejected this option, and a court hearing is currently underway on this issue.\n\nOutcome:\nThis situation was not successfully resolved at the school, the court is discussing the outcome.\n\nStudent Profile:\nAge/Year: 14, třída osmá\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Podvody,Krádeže,Manipulace,Fyzické násilí,Kriminální chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1299", "student_age_year": "14, třída osmá", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Podvody,Krádeže,Manipulace,Fyzické násilí,Kriminální chování", "teacher_approbation": "Mgr. Čj, D", "teacher_practice_years": "31", "problems_annotated": "Physical aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1263", "content": "TEACHING CASE STUDY\n\nBackground:\nLast school year I had two boys fight or whatever you call it in my class. I wasn't there, I was called in as a class teacher until later. The boys had been teasing and teasing each other for quite some time. So I didn't take it as bullying between them. One of these guys must have stopped enjoying it or it wasn't entirely enjoyable for him anymore, and once it escalated that the guys were peaking again and that one overdid it. The other boy didn't know how to stop him at that moment so he stopped doing it and punched the boy in the face.\n\nSituation (Anamnesis):\nThe students were friends for a long time. They go to the same class together. The whole class works fine, no big problems. From the beginning, the boys picked on each other, joked, made fun of each other. There was no problem until then. Both come from the whole family, one studies very well, has A's on his report card, has been practicing judo for a long time. The second has average results, twos and especially threes on the report card.\n\nTeacher Intervention (Solution):\ncalled the parents of the first boy to come pick up their son that this situation had happened. The parents of the other boy took him to the doctor for examination. Thank God he didn't have a concussion or other injuries. I also informed the parents of the first boy. The boys actually 'reconciled' right after the conflict, they apologized to each other for overdoing it. For the very reason that the boys both made a mistake that they both knew about and apologized immediately after the incident, I didn't want to deal with it through the director. I arranged a meeting in which both boys attended, myself, the deputy director and the mother of one boy and the father of the other boy. We talked it over with the guys, apologized to each other again and agreed that it won't happen again, the first guy won't do what the other guy doesn't like and the second guy won't physically attack him and use his Judo experience.\n\nOutcome:\nImmediately after the incident, the boys apologized to each other, knowing that they had overdone it. I don't think it was reflected in the next hours. The boys get along perfectly normally since then, they don't have a problem with each other. It is not known that there was any incident between them. It was just a one-time problem that escalated.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: judo\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1263", "student_age_year": "14 let, 8. třída", "student_hobbies": "judo", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské; matematika a přírodopis", "teacher_practice_years": "20 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1244", "content": "TEACHING CASE STUDY\n\nBackground:\nThe behavior of the boy I am going to talk about was always more varied than that of his classmates. He was in my class in second grade. In meetings with teachers, his name came up regularly in connection with his disruptions in class or poor grades. At the school on the floor of my class where this boy went one week there were chewing tobacco/elevators, whatever you want to call it. One box was found in the boys' toilets themselves. In my classroom, I also discovered individual chewing gum bags that were thrown around the classroom. At first, my colleagues and I were not even educated about this form of tobacco products. We simply didn't know them and didn't know much about them. However, it was a matter that we could not leave with a wave of our hands.\n\nSituation (Anamnesis):\nThe student was a definite extrovert, he had his own group of friends in the class, but he was able to get along with other classmates as well. Although he had rather below-average academic performance, for which his teachers often reprimanded him, he was quite popular among his peers for his entertaining form of communication.\n\nTeacher Intervention (Solution):\nFirst, I asked the whole class collectively if they knew anything about it, but I didn't get a positive answer. First of all, I started looking for exactly what this tobacco product consists of, what effects it has, etc. I had to find everything in a search engine on the Internet, because I had never heard of it before. After becoming familiar with this tobacco product, which should not fall into the hands of minors, I began to search for which of the students came to these boxes. By all accounts it was almost certain where the product came from. I had selected several students who might know something about this. First, I talked to them about it individually for a few minutes to see if they knew about something, that it was something we should clarify. After the conversations, we came to the fact that I had information about the boy, that he should be the one who brought these products here and in some way should brag about them in front of several classmates. I was almost certain when I called him over and told him plainly that I knew he had brought the chewing tobacco, that he had it in the side pocket of his trousers and in his bag. At first he didn't understand how I could have come to this, but then he admitted it and handed me all the chewing tobacco. Since there was also a case connected with this, when another boy got sick the day before and his parents had to come to pick him up, so I put things in context and after confirmation by the students, it was clear that the boy had used this product. With the boy who brought tobacco products to school and gave them to a classmate, I first talked about it as an equal, I tried to explain to him that using such products is not okay and is in no way a sign of roughness or .\n\nOutcome:\nThe student did not object to my idea in the form of his preparation of the paper, so it was done. We devoted one lesson in civic education to this topic. Personally, I think that the boy's report was successful and we all, his classmates, and especially myself, learned a lot from it, as I learned a lot of new information about the already mentioned chewing tobacco. In the following weeks, the new boxes were nowhere to be found and the climate in the classroom between me and the pupils did not deteriorate in any way, on the contrary, I think we bonded even more.\n\nStudent Profile:\nAge/Year: 13 let, (druhý stupeň 7.- 8. ročník)\nHobbies: videohry, městské venkovní aktivity  skateboard)\nDiagnoses: Problematické chování\nDisorders: Podvody,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1244", "student_age_year": "13 let, (druhý stupeň 7.- 8. ročník)", "student_hobbies": "videohry, městské venkovní aktivity  skateboard)", "student_diagnoses": "Problematické chování", "student_disorders": "Podvody,Hyperaktivita", "teacher_approbation": "vysokoškolské – titul Mgr, aprobace Čj", "teacher_practice_years": "cca 15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/518", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy I chose for my case study is now an 8th grader in elementary school. The student grows up in a socially weak family, where, despite the unhappy situation in the family, he is strongly fixated on his mother, and if anyone has a tendency to hurt her, either verbally or physically, he has a need to defend her. The student has long-term problems with aggression, anger and profanity. Rather unpopular in the group, appearing as an easy target for provocation from classmates. The described situation happened 2 years ago and took place as follows: During a break, the described boy was provoked by a classmate by calling his mother a very vulgar term. The boy, who had an immediate need to defend his mother, physically attacked this classmate and broke his nasal septum.\n\nSituation (Anamnesis):\nThe described boy is a pupil of the 8th grade of primary school, 15 years old. Parents divorced. He lives in a shared household with his mother, her new partner, an older brother and a younger half-sister. The sister is now attending the 2nd grade of primary school. He suffers from epileptic seizures and has dg. Mild mental retardation. The boy is very fixated on both his sister and his mother. The mother and her boyfriend often indulge in alcohol, while drunk, this boyfriend physically assaults the mother. If the boy and his older brother decide to defend her, she attacks them too. There have been problems with the boy since the second year of primary school, when he stole other classmates' snacks, money, gadgets and was also constantly disruptive. Outside of school, he harmed children and destroyed other people's property. Over the years, the situation rather worsened, which is why it was dealt with by the Education Commission and the family began to be under the supervision of OSPOD and also the Probation and Mediation Service. In the 6th grade, the class got a new class teacher. This teacher was very empathetic, interested in him, had conversations with him, showed interest in his feelings, tried to discuss situations in which he reacted excessively, vulgarly, sometimes even aggressively. With someone showing interest in him, his behavior at school gradually began to calm down.\n\nTeacher Intervention (Solution):\nIn response to a physical fight and the injury of a classmate, the class teacher immediately began to solve the situation with the educational counselor and also with the school's prevention methodologist as follows: At the session with the student, we analyzed his entire situation, when he was told that he could not solve his problems in this way and that violence it only breeds violence. From this conversation with him, it immediately emerged that he is venting his helplessness at school against his aggressive stepfather, who himself physically attacks him. On this impulse, the class teacher decided to meet with the boy every week on Wednesday during the long break and they would talk about what was happening, what was bothering him and how he could be helped. These conversations really took place every week for two months and had an unexpected effect, as the student calmed down a lot and was more or less problem-free at school. It was enough to listen to him and tell him: 'Guys, we understand you. We understand you. We understand your feelings, we basically understand how you feel, and even if you're not ours, we love you'.\n\nOutcome:\nThese regular conversations with the teacher improved the situation significantly. The student calmed down, he no longer showed his violent behavior at school, he started really trying not to talk dirty, not to hurt and not to disturb classes. He still wasn't paying attention to the lesson, but at least he was sitting, not interrupting, and listening. All was well for the duration of these regular meetings. After that we indicated that it was no longer needed, but after a while we started to see his behavior getting worse again. So we returned to the talks again, but no longer with such intensity, but always once every 2 weeks, then once every 3 weeks, and we agreed that whenever he has a problem or just needs advice and an interview, he will come by himself either to the class teacher or to the guidance counselor, which he really used.\n\nStudent Profile:\nAge/Year: 15 let, 8. ročník\nHobbies: sport\nDiagnoses: Poruchy pozornosti a aktivity\nDisorders: Arogance,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "518", "student_age_year": "15 let, 8. ročník", "student_hobbies": "sport", "student_diagnoses": "Poruchy pozornosti a aktivity", "student_disorders": "Arogance,Vulgární vyjadřování", "teacher_approbation": "Speciální pedagogika, obor etopedie a psychopedie", "teacher_practice_years": "Ca 30 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1070", "content": "TEACHING CASE STUDY\n\nBackground:\nam teaching a class where one of the students was exhibiting some disruptive behavior. It is not a fundamental breach of discipline, but more about productivity and activity in class and preparation at home. The student was slower in assigned tasks than other classmates. His attention was often directed elsewhere than it should have been. His distaste and obvious laziness towards activity were also often seen. The student did not have things ready for the next lesson and did not bring tools. He was late because he got up at the last minute. He used to get snacks and drinks in class because he didn't have time to eat breakfast at home.\n\nSituation (Anamnesis):\nStudent: 5th grade of elementary school, rather extroverted, phlegmatic\n\nTeacher Intervention (Solution):\nFor the reasons stated above, we decided to meet and talk with the parents who decided to make an appointment for a pedagogical-psychological consultation. Then it was obvious that he was being paid more attention at home and he wore everything prepared, although it was more the merit of his mother. The assistant also paid more and more attention to him in the lessons. However, the student did not show much interest in it. But then there was a visit to the counseling center, where the parents were told that there was no apparent disorder in the student. From this, the parents concluded that there was no need to pay special attention to the pupil, as was the case until now.\n\nOutcome:\nThe judgment from the counseling center led to the fact that the pupil started going to school again less prepared. The student has most likely confirmed that he has not done anything wrong so far. My assistant and I still try to help him keep his attention in class, but the class is full of other children who need attention.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník ZŠ\nHobbies: počítačové hry, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1070", "student_age_year": "11 let, 5. ročník ZŠ", "student_hobbies": "počítačové hry, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., učitelství pro 1. stupeň základní školy", "teacher_practice_years": "28", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/477", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher remembers a situation that happened almost at the beginning of her teaching practice, that is, roughly twenty years ago. At that time, she had been working at the school for about three years, when she got a group of boys from the eighth grade to do physical education. From the beginning of their attendance at this school, the boys were used to not having to change into exercise (or at least comfortable) clothes for gym. For many years, therefore, they came to physical education in the same clothes in which they sat in the pews all day. The teacher, as she took the teaching of her subject seriously, required the students to change clothes - but she did not understand. The entire group of boys took physical education as a recreational subject, where they can go and \"feel\n\nSituation (Anamnesis):\nThe elementary school where this problem took place was in a village, so the students knew each other very well and were very close even through the classes. This may have caused a desire to riot or strike, but the teacher believes that this was not the reason for the problem in this situation. The students were diligent in other subjects and treated the teachers with respect. Therefore, it was certainly not an attack on the gym teacher. It was more about laziness, habit and misunderstanding.\n\nTeacher Intervention (Solution):\nWhen the failure to fulfill the requirement was repeated for the umpteenth time, the teacher was unhappy because she could not do the activities with the students that she had carefully planned - they could get hurt, get dirty, etc. She therefore chose a solution - education through experience. When the students came again the following week without clothes, the teacher went with them to practice running in the field. Unfortunately, it was raining, so the boys came running all wet, muddy and some even chafed. Since they had gym at the beginning of the day, they had to sit in the desks wet and dirty until the end of the lesson.\n\nOutcome:\nAs the teacher expected, the next day outraged parents of the students started arriving, but immediately after hearing the whole situation they left with understanding and a lesson for their children. The following hour, all the boys came thoroughly changed, including choosing suitable shoes. It is said that they were even much more active and energetic during the lesson - the teacher attributes this to the comfortable, sporty clothes in which the boys had the opportunity to move much better and thus felt more freedom. It never happened again that they came to physical education class unprepared.\n\nStudent Profile:\nAge/Year: Skupina žáků, 8. ročník\nHobbies: různě\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: (Disciplinary) Punishments\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "477", "student_age_year": "Skupina žáků, 8. ročník", "student_hobbies": "různě", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Biologie, Tělesná výchova", "teacher_practice_years": "23", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/158", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring my weekly internship, I had the opportunity to observe a student from the 9th grade, who is known by the teachers as a 'problem' student. I observed him mainly in foreign language classes. One hour such an incident happened. At the beginning of the lesson, the student paid attention. The teacher repeated the material at the beginning of the lesson, something new was discussed and then it was repeated. The problem arose with the repetition of the material, when the pupils were given a worksheet and exercises to complete i/y. The student was quickly done and then, as he had time, he chatted with a classmate and began to interrupt. When the teacher reprimanded him the first time and told him to be quiet, he 'waved his hand', he laughed and continued talking to a classmate. At the second reprimand, the teacher told him more forcefully to calm down and stop making a mess. Meanwhile, he was drawing there, and you could see a clear lack of interest on his part. The teacher told him that if he was still disruptive, she would write a dictation for his grades. The student immediately caught on to this and said: 'I'll write it down, so give it to me'. I saw the teacher's slight surprise at his answer, but she immediately answered him: 'Just don't talk, and stop already'. The student calmed down a bit after that, but he still talked to his classmate and told him that he could easily write down the dictation, that he didn't have a problem with it. You could see that he was able to master the lessons and was at a good level, but when he finished his work or knew the material, he was bored and disruptive in class. After this admonition by the teacher, there was an oral examination of the pupils on the division of the Czech language, about 5 pupils were tested, including him. The teacher called him out among the first and when she told him if he was ready for the test, he was clearly ready and made strange faces. To my surprise, he was really prepared for the exam, he knew everything and answered the teacher fluently. After that, the teacher praised him, but when she went to another student to test him, the student again started to disturb, laughing and nudging a classmate. The teacher didn't respond to that and kept trying. After the exam, I gave the students homework to complete i/y, and meanwhile the teacher summarized the most important things that were discussed during the lesson. I immediately noticed that the student started to complete the task and before the bell rang, he had everything done. At the end of the lesson, the teacher called the student again and when the students left, she told him that he should calm down, that he was really disturbing and if he was aware of it. At that, the student just shrugged his shoulders, rolled his eyes, put the completed assignment on the teacher's desk and left.\n\nSituation (Anamnesis):\nThe student is healthy, has no problems. Since he never had any problems at school regarding his studies, he was not in the Pedagogical-Psychological Counseling Centre. In my opinion, I would put him in the category of 'gifted children', but that's just my view.\n\nTeacher Intervention (Solution):\nAt the beginning, the teacher only tried to admonish the student verbally so that he would realize that he was noticing and disturbing. The verbal admonition was then more forceful and the pupil did not make a big deal of it. When his behavior really 'worsened', and the teacher saw that the student was not only not doing his work but also drawing on the desk and spreading his pens, she came to his desk and said that she would test him verbally on the subject. The student didn't have a problem with it at all, he still really 'grinned' a lot, and let himself be tempted. Afterwards, when the teacher tested the other pupils, she did not react to minor disturbances so as not to draw attention to him. After the lesson, the teacher called the student again and discussed it with him in private, trying to tell him that he should calm down a bit and if he was aware of what he was doing. The teacher saw that the student showed great disinterest and did not care that the teacher was telling him something, so he listened to everything, rolled his eyes and left. The teacher later told me that the student was a very active and attentive student before covid, but since the beginning of the school year she has seen big changes in his behavior. She sometimes tries to bring him some extra work during the lessons to keep him busy, but it doesn't always work.\n\nOutcome:\nOverall, it was not possible to calm the student down, despite admonitions, tests or calls to write a dictation in addition to the grades, he only laughed, nodded his head and kept interrupting. He often responded to reprimands with negative facial expressions. When I talked with the other teachers, they also confirmed that the student is smart, but he is really disruptive in other classes (mainly Czech language, Mathematics and English) because he likes these subjects.\n\nStudent Profile:\nAge/Year: 14 let/ 9 ročník\nHobbies: Počítače, celkově technologie, anglitina.\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "158", "student_age_year": "14 let/ 9 ročník", "student_hobbies": "Počítače, celkově technologie, anglitina.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1196", "content": "TEACHING CASE STUDY\n\nBackground:\nThe first-year student was probably afraid of the grades when she came from elementary school, where, of course, ninety percent of the students here are honors students. And I really know the difference from my own experience, that all of a sudden chemistry was not the same chemistry as it was in elementary school, with math, with which I fought in elementary school, I had a two, I had to fight for the three, and the student probably had a similar problem and started solve it that way, because she was threatened with about two fours in mathematics, physics or something like that. And she started to solve it by suddenly stopping going to school before the semester, before the semester I probably didn't notice it much, after the semester it was already strange to me, but she still solved it by fraud, because she changed a dot or a dash in her email address and she wrote as if from her mother's email, and in the morning it always came to me: Teacher, I apologize to my daughter for this and that reason. The fact that I was a Czech student and that she was in freshman year, so I didn't recognize that it was written by a fifteen-year-old person, and as time went on, I read it and thought to myself the hedgehog's eyes, her mother is apologizing to her, now I read why, they really weren't there no mistakes, it was written as it should be, as an example, and now in retrospect I thought for example that the parents saw the marks, they should also see the absence and that it wasn't really strange to them. She probably also signed the apology letter herself, maybe they didn't communicate that much in that family either, now I can't explain it in retrospect, that no one notices such a number of absences and so someone probably doesn't look at the bachelor. Well, it continued until the end of October, I think maybe the beginning of May.\n\nSituation (Anamnesis):\nStudent-1. year of grammar school, quiet, obviously scared of the big change\n\nTeacher Intervention (Solution):\nI know that I picked up the phone once and called my mom around the end of February, but since she was at work, she probably didn't understand what I was saying to her, she probably didn't notice me somehow. So it went on and then she made up that she let someone die, that there was a funeral, and maybe I even asked for a meeting at that time, and I remember that it culminated in her sending that April that she was going on vacation, and I think I already wrote that I needed to talk to her, she suddenly extended the vacation by another week, and I thought to myself that it was already on social welfare.\n\nOutcome:\nAnd I went to the management and there that we call straight away and the second time she understood and we already understood each other, she was at school within half an hour. It was like a huge disappointment for her, I don't know at the time, it only occurred to me in retrospect that I didn't ask about the bachelors. She didn't seem to know at all, she kept saying that she had the feeling that they had a friendly relationship and that now what will happen, I think this must have been difficult, yes, they didn't know what and then they solved it and didn't know whether to repeat it year or whether to transfer and in the end they decided to try to manage it, she really pulled it off, she got a report card, and she didn't go to any commission, she probably had two or three fours. Well, the interesting thing is that she was fine from the second year on, she followed the line of humanities subjects, and there is a beautiful point that she graduated in two, and then it was also nice that five years later she wrote to me that she was happy with how we solved it then and that she would like to boast that she graduated from university with a red diploma.\n\nStudent Profile:\nAge/Year: 15\nHobbies: Humanitní předměty, četba\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1196", "student_age_year": "15", "student_hobbies": "Humanitní předměty, četba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, D", "teacher_practice_years": "28", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/17", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a break, when a student beat a friend. Classmates reported the incident and I went to the classroom to look. I took the student in question out into the corridor and asked him what happened. The student started shouting at me that he was not to blame and that the boys had started it among themselves.\n\nSituation (Anamnesis):\nThe student is in the third grade of elementary school and is eight years old. He lives with his mother and her boyfriend, his father died. The grandmother, who helps with home preparation, also influences the education. During classes, the student has problems with attention and concentration, he is tired and irritable. He tends to have the last word in everything and throws tantrums when disagreed with.\n\nTeacher Intervention (Solution):\nAfter the incident, I returned to the classroom where the children were sitting in their seats. I asked for the testimony of those who saw what happened during the break. After the class calmed down, I listened to the children individually. I found out that the cause was a card game where the student in question lost, couldn't take it, accused a classmate of cheating, which was not true, and started fighting with him.\n\nOutcome:\nAfter the examination, I talked to the student about solitude and explained to him that it is important to learn to lose. I talked him into apologizing, which he did. We discussed with the whole class about proper behavior and established a new rule 'It's not important to win, but to participate'. They began to apply this rule in the following classes as well. I agreed with the student that he will try to control his anger and his improvement can be seen.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Fotbal, florbal\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "17", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Fotbal, florbal", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "vysokoškolské", "teacher_practice_years": "19", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1073", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student got into an argument with a classmate and a friend with whom he is sitting on the bench. The student often plays on his mobile phone during recess and sometimes gets angry and beats himself up while playing. In this case, he hit a classmate very hard in the thigh 'until it stung'. The classmate responded by taking his drink bottle, running out of the classroom and throwing it in the hallway. The student caught up with him and hit him hard on the back. The back was very red. However, he realized what he had done and the student ran to the toilet, where he cried.\n\nSituation (Anamnesis):\nPupil - 12 years old, 7th grade, friendly, active, above average results. Roommate - 12 years old, 7th grade, friendly, active, plays volleyball, above average results.\n\nTeacher Intervention (Solution):\nNeither the supervisor nor any of the teachers noticed the incidents and were not present in the situation. I was alerted to the situation by my fellow students when I came to the classroom to teach. I called the students separately so that they could tell me independently what had happened. At the same time, I noticed the student's back was noticeably red. The statement matched. After an hour during the break, they realized that they had discussed the situation and resolved it among themselves. Both of them became aware of their actions in affect, which is common for them when a dispute arises. They apologized and shook hands. However, I told them that it might be worth a note and that I would decide. After the lesson, they came to my office together and asked if they had a note. If they hadn't come, they probably would have gotten her. They only left with a warning as I know they were both genuinely sorry. They got an imaginary point and I'll probably take a few points off of the year-long game. Note: The teacher is also the class teacher of this class and therefore knows the students very well.\n\nOutcome:\nThe conflict was resolved by agreement. Pupils work together normally without any problem. I was busy with organizational stuff at the time we were dealing with the issue, but ideally I would have them sign a contract regarding their issue that they would both agree on to prevent the conflict from happening again.\n\nStudent Profile:\nAge/Year: Antonín 12 let- 7. ročník\nHobbies: Počítačové a mobilní hry, parkour\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1073", "student_age_year": "Antonín 12 let- 7. ročník", "student_hobbies": "Počítačové a mobilní hry, parkour", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Aj", "teacher_practice_years": "7", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/547", "content": "TEACHING CASE STUDY\n\nBackground:\nA few years ago, I was in the second year, where there was a little girl who was not paying attention and was disruptive. This little girl, despite being very smart and perceptive, caused problems in class. When it was called, it didn't know what was being done and where we were in the textbook, for example. When the task or question was repeated again, the little girl always knew the correct answer. This behavior disrupted the lesson because it also amused the other classmates who were sitting near her. However, they did not have time to follow the lessons and did not know what to do, what tasks to solve.\n\nSituation (Anamnesis):\nAfter a closer examination of the situation, I found out that the parents wanted to send the girl to school a year earlier, already at the age of five. The pedagogic-psychological consultancy recommended it because the little girl was diagnosed as a gifted child. Due to the capacity of the school, in the end, only six-year-olds entered the first grade. The problem was that when he started school he could already read (even small letters), write, count to 100 and some English words. He practically mastered the curriculum of the first and second years when he started elementary school. As a result, she was very bored in school and unable to stay focused.\n\nTeacher Intervention (Solution):\nWhen preparing for class, the class teacher took into account the abilities of the little girl and began to assign special tasks to him, which he worked out independently in all subjects. The teacher interviewed the girl to find out her interests and topics that might be attractive to her. She adapted the learning materials to make them as fun as possible for the little girl and at the same time beneficial. At the same time, she tasked the little girl with helping her classmates if the work in the class required it.\n\nOutcome:\nThe little girl stopped interrupting and concentrated on all the extra tasks that the teacher regularly supplied her with. I (the assistant) also attended to him, checked the correctness of the solutions to assigned tasks, or cooperated with him in case some interaction was necessary (for example practicing English - interview). The little girl was also allowed to bring to the Czech lessons the books she read at home in her spare time and, if the content of the lesson allowed, she could read the books she had brought.\n\nStudent Profile:\nAge/Year: 7, 2. trieda\nHobbies: Kreslenie, čítanie, matematika.\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "547", "student_age_year": "7, 2. trieda", "student_hobbies": "Kreslenie, čítanie, matematika.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Stredná pedagogická škola", "teacher_practice_years": "8", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "Support", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/659", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom the beginning of the year in which the pupil started the sixth grade of primary school, it was clear to the pupil and the class teacher that the pupil would need some degree of individual approach. Even so, they could not imagine what actually awaits them in the next month or so. Constant rocking in the chair, shouting answers or even loud singing in class, refusing to work, obscene gestures and their subsequent false denials are a handful of the most common problems that were encountered with the student in all cases almost every lesson, regardless of which cantor he was just leading her.\n\nSituation (Anamnesis):\nAlthough the student is a boy with enormous potential, his behavior and inattentiveness make his result look average or worse. During the breaks, he is completely relaxed, he chats with the cantors on supervision, he often entertains the class by playing the keyboard, and once he even brought his saxophone.\n\nTeacher Intervention (Solution):\nThe teacher met the student, and therefore his constant excesses, on a daily basis. Therefore, after some time, when calm coaxing and admonishing did not help at all, he unfortunately resorted to raising his voice, developed an aversion to the student and began to try to pay him as little attention as possible. He completely stopped answering the student's questions that were off topic, he did not notice his grimace, he did not deal with his behavior with him, and he only reported the student's disciplinary offenses to the class teacher and wrote them down in a red notebook.\n\nOutcome:\nUnfortunately, this procedure had no results at all. In the short term, when the student's behavior was not dealt with by the teacher, sooner or later the cantor could not stand the situation, and either shouted at the student or, in more serious cases, sent him to be educated outside the classroom at ŠPP. From a long-term point of view, this method also did not bear fruit, as the pupil's behavior did not improve in any way, which was a problem not only for all pedagogues, from whom the pupil was the target of provocations in class, but also for the rest of the pupils' classmates, who were in an environment where it's hard to teach anything when you have to run away from the topic every 5 minutes due to the extreme indiscipline of one 'problem individual'. The situation began to improve only after the pupil collected such a number of notes and complaints that he was awaited by the educational committee, a proposal for a deuce in behavior and a reprimand from the class teacher. At this committee, the student finally expressed his opinion about what led him to this behavior. He told those present that he often gets bored in class, can't stay focused, shouts out answers because he would like to be praised for getting them right, and many other things. On the basis of this interview, the pupil later visited a pedagogical and psychological counseling center, where he was diagnosed with ADHD, dysorthography and dyslexia.\n\nStudent Profile:\nAge/Year: 13 let, 6. ročník\nHobbies: Videohry, hra na saxofon, rybaření\nDiagnoses: ADHD,Dysortografie,Dyslexie\nDisorders: Provokace,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Interview, Cooperation with experts, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "659", "student_age_year": "13 let, 6. ročník", "student_hobbies": "Videohry, hra na saxofon, rybaření", "student_diagnoses": "ADHD,Dysortografie,Dyslexie", "student_disorders": "Provokace,Lhaní", "teacher_approbation": "Vysokoškolské (Bc.) – AJ, Dějepis", "teacher_practice_years": "2", "problems_annotated": "Lying and cheating, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1233", "content": "TEACHING CASE STUDY\n\nBackground:\nFor the second case of problematic behavior with a happy ending, I chose winemaker Monika. Žačka joined us in the first year of the 'elite school' all the way from a distant city. She commuted to school every day with her father, who worked nearby. From the beginning, she belonged to the class average and was problem-free. I taught chemistry in her class. After about two months of study, she had to start a boarding school. Unfortunately, her parents were divorcing and her father no longer commuted from the distant city to work and could not drive her. Everything seemed to be in order, there was no sign of dissatisfaction in connection with the boarding school or the divorce. The turning point occurred before Christmas. The student had her hair cut, started to dress in all black clothes and put on a lot of make-up.\n\nSituation (Anamnesis):\nIn addition, she began to exhibit problematic behavior regularly in my classes on Mondays. She forgot her coat and slippers for labs, she didn't have homework, she didn't prepare her notebook or case on the desk before class. In class, she mostly stared out of the window and did not participate in the lesson at all, she was absent in spirit. Whenever I asked her about tools, why she doesn't have things ready or a task, or I wanted her to repeat what I just said, all I got was an answer of 'I don't know'. What was surprising to me was that she functioned relatively normally, averagely, on Wednesday classes, she had the tools ready. After one very bad Monday, I asked her to stay in class after class. I tried to find out what was going on with her alone, I asked her questions such as why she doesn't have homework, if she doesn't understand something, if I can help her somehow. Unfortunately, she just kept silent and didn't want help. Therefore, I caught two of her closest friends one day and tried to find out some details from them. They didn't know about anything, or they were fooling around.\n\nTeacher Intervention (Solution):\nThe described problem behavior was repeated every Monday in my classes really regularly and I didn't want to neglect anything. Therefore, I consulted the class teacher on behavior. He already had similar information from other colleagues who also noticed changes in behavior. Parents were invited to the school to discuss the situation and possible solutions. They agreed with the class teacher that the student would start a diary in which she would always write down her tasks. Each teacher will check this diary and then the parents will also sign it at home. They also promised better supervision of the aids that the pupil is taking with her to the boarding school. This system worked for a month at most. Although the student carried things and assignments from home, she did not bring them to class. The parents were invited to the school again and together with the class teacher they urged the student. The result of this particular encounter was a student's breakdown at the boarding school, where she got so drunk that her parents had to be called again that night. The student was reprimanded by the class teacher and the prevention methodology was discussed, what to do next. Fortunately, the student has already confided in her. The basis of the whole situation was the divorce of her parents and a sudden combination of several changes that she could not handle. She started a new school, her parents divorced and she had to leave home and be at a boarding school far from her mother and father, and she was 100% controlled from both sides - as far as preparing for school was concerned. She felt abandoned. Together we all eventually found a solution.\n\nOutcome:\nThe student left the boarding school for the price of a daily train ride to school. She was given the chance to prepare for classes without a diary - control, and in addition, by that time her parents had finalized their divorce and their family situation had stabilized. The student took full advantage of the opportunity and I continued to have no problem with her in class. He is now in his third year and the events of his freshman year are almost forgotten.\n\nStudent Profile:\nAge/Year: 18, třetí ročník (vinařka)\nHobbies: Sport  tanec)\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1233", "student_age_year": "18, třetí ročník (vinařka)", "student_hobbies": "Sport  tanec)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské – titul Ing. (obor chemie), peadgogické minimun – aprobace CH, M", "teacher_practice_years": "3 roky", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1020", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent who attended 6th grade last year completed 5th grade almost entirely online and had no problems. However, in the 6th grade, during face-to-face classes, he already had problems. The student does not respect his class teacher or the other teachers at all. He is often rude, talks back and asks inappropriate personal questions with the aim of humiliating the teacher and disrupting the lesson. He asks questions like: Why are you wearing a skirt today, teacher? The student is dominant within the class, which boosts his self-esteem too much and he thinks he can do whatever he wants. Of course, it's funny to the others in the class. Another problem is the mobile phone. The student often uses a mobile phone in class and during breaks, takes photos, records videos and puts them on the Internet. He even once stole a classmate's phone, found out that the classmate was looking for some inappropriate sites on the phone and showed it to the whole class. He also takes photos, parodies them and puts them on the internet to make fun of his classmates.\n\nSituation (Anamnesis):\nSince this is the 6th grade, the collective is completely new. Right at the beginning of the year, they went to an adaptation course, where problems began to manifest themselves, such as the inability to cooperate, communicate with each other, dividing the class into smaller groups, dividing individual students, etc. The student is very dominant from the beginning and wants to boss the whole class. That is why he also draws others to his side, and whoever fails to do so is the target of gossip, ridicule and is an enemy. Pupils are very fond of filming videos and taking photos on their phones, then editing the photos and publishing them on the Internet for the purpose of mutual provocation, ridicule, etc. The class is simply not able to function as a collective.\n\nTeacher Intervention (Solution):\nFirst, a pedagogical council of teachers and representatives of the school management was convened to clearly set the rules in the classroom. It was decided that any infractions would be dealt with through disciplinary action and notification of the incident to parents. However, this decision did not change anything after a month and the students, including the pupil, absolutely ignored the notes. Therefore, the board met again and decided that special emergency supervisions would be created, where the most problematic students would work independently on the work assigned to them by the teacher. The class also visited a pedagogical counseling center and a preventive program on safety in cyberspace. However, these measures still did not deter the student from problematic behavior, so an educational committee was set up directly for him: a legal representative, a student, a class teacher, an educational advisor, a representative of the school management. The commission came up with a proposal that the student change schools and thus be forced to move to a captive collective, where he would have to adapt and respect this collective. However, the cooperation of the parents was minimal and they rejected the proposal. They did not believe the teachers that their son was behaving so badly, although other parents also complained that the level of education of their children was greatly reduced due to the behavior of the pupil and his classmates.\n\nOutcome:\nAll efforts to improve the behavior of the pupil and his classmates were in vain and the case could not be resolved satisfactorily. Although the class generally calmed down a bit, so they could concentrate more on teaching, but the student's behavior did not undergo any significant change. The teachers were therefore forced to give him a 3 for behavior at the end of the school year.\n\nStudent Profile:\nAge/Year: 11, 6. ročník\nHobbies: O žádných se neví.\nDisorders: Neúcta k autoritám,Neuznávání pravidel,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1020", "student_age_year": "11, 6. ročník", "student_hobbies": "O žádných se neví.", "student_diagnoses": "", "student_disorders": "Neúcta k autoritám,Neuznávání pravidel,Rušení výuky", "teacher_approbation": "Mgr – Matematika a Fyzika", "teacher_practice_years": "34", "problems_annotated": "Violation of classroom/school rules, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1264", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher had an 8th grade math class. A student was sitting in the back of the bench and had a hood on his head. The teacher asked him to take it off. The student didn't do it, so the teacher asked him to do it again. The student retorted that he was cold. The teacher suggested that he could close the open window he was sitting by and take off the hood. So the student finally got up to close the window. But he closed the window with a kick. At that moment, the teacher was very upset and lost her temper. The girls were sitting in front of him by the window, the teacher saw that not only would the student be cut, but the shards would hurt the girls who were sitting by the window and were actually not to blame. The window didn't break, but the teacher went after the student saying he could have hurt himself or others. The student started to get angry that he didn't want to go to school and if the teacher could say it directly, like he said, that he didn't want to learn such bullshit. Unfortunately, even the teacher got away with a few obscene words, for which she later apologized to the class. She hadn't been turned on like this for a long time. She immediately took the student to the principal's office, it disrupted the whole lesson and it probably wouldn't be possible to just unlearn it as if nothing had happened.\n\nSituation (Anamnesis):\nThe student is very problematic, disrupting the classroom climate. He is not interested in school and learning. There are often problems with him, he behaves inappropriately towards teachers and other pupils, he destroys things.\n\nTeacher Intervention (Solution):\nThe teacher didn't remember exactly how it all happened because it had been quite a while since it happened. But she took the pupil to the principal's office, where she described the situation that had happened. The principal asked the pupil what had happened. Why did he kick that window? The student was mostly silent, did not communicate much. He couldn't answer why he kicked the window. The student was informed that his parents would be informed and he would be invited to school, because of his constantly recurring problems he would be offered a reprimand from the principal. Because there were already a lot of offenses on his list and he already had some disciplinary sanctions.\n\nOutcome:\nIn the short term, the student calmed down for a while, but after some time he started to cause problems again, disrupting classes. Actually, that's how it's always been after a bigger problem. His class teacher tried to solve it somehow, but there was no interest from the student or his family. Then it's hard to do anything about it.\n\nStudent Profile:\nAge/Year: 14, 8. třída\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Disrespectful communication\nImplications: Shortterm success, Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1264", "student_age_year": "14, 8. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské; matematika a přírodopis", "teacher_practice_years": "20 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success, Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1417", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were big problems with the student in the first year. He absolutely refused to listen to other teachers. When someone new came to the class (substitute, visit during class) he hid under the table. Hiding under the table was also a problem in English classes. The teacher herself decided to sit the student next to her at the teacher's desk. But the student drew attention to himself by manipulating objects and technology, disconnecting cables and so on. In some lessons of this subject, the pupil even hid directly under the teacher's desk and no one could get him out. He attacked other children in the group several times. The parents of his classmates later began to complain about the inappropriate behavior of a certain student. It was considered that the complaints concerned the pupil and his problem behavior should be dealt with immediately.\n\nSituation (Anamnesis):\n2nd grade student, rather average academic performance - does not need an assistant to cope with school material. It has level 3 support measures. The student is very active, but sometimes even impulsive - he shouts out repeatedly during the lesson, or joins in, even if he doesn't know the answer. He tries to join the team, but his relationship with his classmates is not very friendly. Some of his classmates, mainly boys, like to criticize and admonish him in class instead of the teacher. I have witnessed, for example, how they hide things from him and make fun of him. According to the assistant and the teacher, he reacts inappropriately to some stressful situations (losing a game, being hurt by a classmate) (manifestations are, for example, banging his head against the wall, crying, isolation from others, anger). The teacher described his family background as normal. Nothing unusual seems to be going on in the family. His family is interested in the situation at school, they prepare and study at home with the student. The student grows up with both parents. He has no siblings. The student already had an assistant in kindergarten. A psychological examination revealed no diagnosis.\n\nTeacher Intervention (Solution):\napplied for an assistant at the beginning of the year, because there were already problems then. Of course, at first we tried to negotiate with the student so that he understood that it could not be done that way, but it did not work out that way. Regarding the assistant... unfortunately, the school management did not agree with me, with the postscript that the problematic behavior might take care of itself. Then I started to be stricter and tougher towards him. In the end, I couldn't stand it, and around November I applied again, this time to a pedagogical-psychological counseling center. This was followed by a psychological examination and a visit to the school. In the meantime, I took some minor precautions. I try to set firm boundaries and barriers for the student. I forbade the English teacher to sit the student next to her at the teacher's desk. Every week on Friday, I had an arranged phone call with his mother regarding his behavior at school. Psychological examinations did not confirm any diagnosis. But after visiting the school, the process moved. It was already May at that time. In June, an assistant was finally assigned to the boy. I continue to communicate with my mother.\n\nOutcome:\nThe assistant is only with the student for a short time, but the improvement is definitely noticeable. The student has calmed down, is no longer disruptive, the unpleasant manifestations of his behavior have lessened. But what worries me is that she is too emotionally attached to the assistant for my taste. I was alerted to this fact by the assistant herself. Towards the end of the practice, when I started to assist him alone without the presence of the other assistant, he told me several times to go away or signaled to me with gestures, repeatedly asking when his assistant would return. It also seems to me that he mainly listens to the assistant and feels that otherwise he can do what he wants. Then he doesn't listen to others. So I feel like I have to pacify him again myself sometimes. Which is a problem that will still have to be solved - so that he listens to the teacher in the first place and does not always turn to the assistant.\n\nStudent Profile:\nAge/Year: 7 let\nHobbies: velmi rád kreslí, rád cestuje a jezdí na výlety s rodinou, vyměňuje pokémon kartičky\nDisorders: Nepozornost,Impulzivita,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1417", "student_age_year": "7 let", "student_hobbies": "velmi rád kreslí, rád cestuje a jezdí na výlety s rodinou, vyměňuje pokémon kartičky", "student_diagnoses": "", "student_disorders": "Nepozornost,Impulzivita,Potřeba pozornosti", "teacher_approbation": "Mgr. - Speciální pedagogika a technická výchova", "teacher_practice_years": "Cca 20 let", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/284", "content": "TEACHING CASE STUDY\n\nBackground:\nTeacher J.: 'I remember it like it was today. It was May, almost the end of the school year. I was walking down the corridor past the changing rooms and I hear a terrible roar from the second level changing rooms. I couldn't do it and went to see what was going on there. In the dressing room, I had to push my way through a large group of students from the ninth and eighth grades watching the scene in front of me, and only then did I see what was happening. In the middle, a smaller boy was lying on the ground, all of his gym stuff was scattered around him, and his classmate was standing over him and was just about to pour milk on all of his things that were given to him as a snack. The others just watched, chanted the student's name, encouraged him, there was no one to stand up for the classmate and stand up to the classmate.'\n\nSituation (Anamnesis):\nTeacher J. remembers the eighth and ninth grades: 'Well, eight and nine, they thought they were almost adults when they decided for themselves where they would go to school and what they would become. But the opposite was true. Most of them were not mentally mature even when I met them years later. At that time, a large part of them were children selected on the basis of their abilities and knowledge. But a few were children of influential or wealthy parents and thought they had the upper hand even over teachers. They didn't pay attention, they were disruptive and sometimes they crawled out of some objects, but they didn't care, because they knew that the parents would somehow make it so that nothing would come of it. Specifically, the student was the biggest síger of them all. He was just brandishing curse words, obscene words, exalting himself above others. He didn't have a good word for either boys or girls. When I heard him on the phone once, I suppose with his father, there was shouting on the phone and the boy kept apologizing. Then when I saw him with his mother in front of school, when she was picking him up, he treated her terribly and was rude to her. On my own mother.'\n\nTeacher Intervention (Solution):\nTeacher J.: 'I remember that when I saw him standing with the milk over the other boy, I didn't think much. I was still very young then. I immediately shouted at the student if he was normal and if he was running out of his chicken brain what he was doing. At that moment, I heard an explosion of laughter from his classmates behind me. At first I thought I had won, but then I saw how the student was clenching his jaw and fists and I knew he was bad. And then a sentence fell out of him that I will remember for a long time. Student: 'Better to have a chicken's brain than a whale's ass.' I was really close to tears at that moment. But I knew it would be worse. I was already thinking about going dark on him in front of the whole group, but in the end I just wrote him a note and disbanded the group. I could have solved the whole thing differently. But it can't be returned.'\n\nOutcome:\nTeacher J mentioned that she later learned from colleagues that neither her nor any other comments had an effect on the boy, that they all hoped he would grow out of it in time. In the end, it turned out that the boy is physically handicapped, and at the next school where he studied, he was bullied because of his handicap. It also turns out that the art of wielding sharp elbows and peppery words was instilled in him by his own father.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: sport, videohry\nDisorders: Arogance,Nepozornost,Rušení výuky,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "284", "student_age_year": "14 let, 8. třída", "student_hobbies": "sport, videohry", "student_diagnoses": "", "student_disorders": "Arogance,Nepozornost,Rušení výuky,Šikana", "teacher_approbation": "RNDr", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/798", "content": "TEACHING CASE STUDY\n\nBackground:\nworked in education for about 30 years, when I was a class teacher of 2nd year students. About halfway through the year, a new student joined my class. At first glance, this student was physically very mature compared to his peers. For these reasons, he was not popular with his classmates. He himself preferred to communicate with adults than with his classmates. This student was very restless in class. He was often disruptive in class. He screamed various animal noises and swayed in his chair. The biggest problem was with outdoor activities. He was constantly climbing somewhere, touching and taking everything in his hands or attracting the attention of strangers. During his education, I noticed a great interest in sexual and violent motifs, which he searched for on the Internet. Later he himself confided to me his personal experience of burning mice with matches.\n\nSituation (Anamnesis):\nThe boy's intellect was fine. He was physically very advanced compared to his peers. He grew up in a small apartment. Perhaps from a lack of privacy, he had an increased interest in sexual motives. In the family, he lived with his stepfather, who was seriously ill. But he was very well cared for and interested. The mother was educated and worked in education, but was currently struggling with psychological problems. Two older siblings lived in the family, who at that time were already studying at secondary school and university.\n\nTeacher Intervention (Solution):\nFollowing an agreement with his stepfather, this pupil was sent for examination to a pedagogical and psychological counseling center, where he was diagnosed with ADHD syndrome. According to the recommendation from the counseling center, we allowed him relaxing moments during the lesson, such as running along the corridor. Furthermore, we set rules that he had to follow during lessons, but also at home. For the work done, he was rewarded in the form of playing with various comics that he liked and collected.\n\nOutcome:\ntaught this student only in the 2nd and 3rd grade, after that he switched to a new teacher. But the rules already set by me were used further. This student has changed a lot. Also thanks to the cooperation with his stepfather. He joined the class team and was later popular with his classmates.\n\nStudent Profile:\nAge/Year: 9 let\nHobbies: komiksy\nDiagnoses: ADHD\nDisorders: Týrání zvířat\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "798", "student_age_year": "9 let", "student_hobbies": "komiksy", "student_diagnoses": "ADHD", "student_disorders": "Týrání zvířat", "teacher_approbation": "Mgr. pro 1.stupeň ZŠ", "teacher_practice_years": "40", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/27", "content": "TEACHING CASE STUDY\n\nBackground:\nWe ended the English lesson with a joint check of the homework assigned in the previous lesson. All the children took out their workbook and flipped through their completed homework. However, the student had a different opinion, and only after the second warning did he very reluctantly start looking for the homework notebook. We checked the task in such a way that I called every single student according to the meeting order, so that everyone had the same opportunity to participate. We were about halfway through the inspection when it was the pupil's turn. His notebook was closed, and he was looking out the window at the cars passing by the school. When I asked him if he could read the next sentence, he refused. When I subsequently tried to find out why he didn't want to read the next sentence, the student replied that he wasn't interested and that it 'wouldn't do him any good anyway', and he told me with a smirk on his face that he hadn't done the homework at all. So I asked him to at least open the workbook and follow the lesson with us. The student resolutely refused my request. In addition, after the refusal, he stood up, took his bag and cleaned everything he had prepared for the lesson. When I asked him what he thought he was doing, he didn't answer me at all and left the class, telling me that his presence for the rest of the class was meaningless to him. The student knew that I would not let him leave the class, but since he was sitting about a meter, maybe even less, from the door, he took advantage of the situation and slammed the door before I could recover from his behavior.\n\nSituation (Anamnesis):\nThe student was diagnosed with ADHD after entering the 1st grade. In the first grade, his behavior in class was mostly still within the prescribed school standards. The pupil started to be problematic only from the second grade of school attendance, when meeting all the teachers. The student cannot distinguish between what is permissible at school and what is already beyond the limit. His hyperactivity often manifests itself in class. The student is often unable to concentrate on the material being discussed. Furthermore, he is unable to estimate the level of expression of his emotions, which results in frequent fluctuations in aggressive behavior, which sometimes escalates in situations similar to the one described above. With this type of behavior, the student does not differentiate between the school's teaching staff and classmates or other school students, he shows aggression towards all three mentioned groups of people. Due to significant emotional instability, the student was repeatedly under the care of a child psychologist.\n\nTeacher Intervention (Solution):\nThe only thing that usually happened to the student in class when he did something like this was to raise his voice, because at that moment he still showed the last vestiges of respect for me due to his youth. However, this is not a long-term solution due to the strain on the vocal cords and the aging of the pupil. In addition, the situation described above was the first instance of the pupil completely ignoring the raising of the voice. Immediately after the incident, I went after the student, stopped him right at the entrance to the school, and in the hallway I explained to him in a rather raised voice that such behavior was simply too much and I took him back to the classroom. Since the student did not respect the disciplinary sanctions, I tried to give him a sufficient amount of extracurricular work, which he had to do under the supervision of the teacher in the children's home where he lives due to a complicated family situation. I agreed with the teacher that the student must first complete all assigned tasks and only after they can have personal time off. From repeated conversations with the teacher, I found out that the student does not have excessive aggressive swings when completing tasks. I realized that the boy is most likely seeking attention from others and that is why he behaves the way he does. So I tried to stay with the pupil at school even after classes, and instead of at the children's home, we tried to work out the tasks at school. At the moment when there was no larger group of people in the class, in front of whom the student could show off, he was able to complete the tasks as much as possible, he was able to concentrate on them in a limited time horizon. We often talked after the assignments. Among the student's hobbies is fishing, which was very often the subject of our conversation. The student was impressed by my interest in his hobby, it was visible on him.\n\nOutcome:\nAfter I followed the student into the hallway and explained to him that such behavior was out of line, the student returned to the classroom for the rest of the lesson. I expected him to protest going back to class, but he didn't utter a word, just stared at me in amazement. However, he continued to refuse to work in class, so I preferred not to call him to the end. According to the teacher, the pupil got angry during the tasks he was given at home because his free time was significantly reduced. After a few months of daily tasks at school and talking, you could see that this method had an effect on the student. On the one hand, the student was still unable to maintain attention throughout the lesson, he often went to sharpen his pencils, blow his nose, etc., and his pace could not keep up with the other classmates. On the other hand, similar intense fluctuations of emotions have not appeared in my classes since then, and it was clear that the student is trying, that he is not completely indifferent to the subject matter. Although he did not always succeed, the effort was visible. The student learned to perceive the teacher more positively, I can say from my own experience that he often brought me painted pictures to display in class. He also no longer sought to be the center of attention at all costs. I therefore consider our ten hours spent together over and above school teaching per week to be a successful solution in view of the change in the student's behavior during lessons.\n\nStudent Profile:\nAge/Year: 9 let, 3. ročník\nHobbies: Rybaření, počítačové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "27", "student_age_year": "9 let, 3. ročník", "student_hobbies": "Rybaření, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Odmítání spolupráce", "teacher_approbation": "Magisterské (Učitelství pro 1. stupeň)", "teacher_practice_years": "8", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/438", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was very expressive from the first year. He liked to draw attention to himself in class and declared himself the class clown. However, it was nothing serious. Of course, he was very disruptive in class, which made him antagonize most of the teachers. He also had high absenteeism, which, however, was always excused. His benefit was very below average. Already from the first semester, subjects such as Czech language, mathematics, physics and chemistry were sufficient for a grade. His behavior was often accompanied by being kicked out of the class and the general tense atmosphere in the class, because it was very difficult for us teachers to somehow smoothly conduct the lesson and explanation with this student in the class.\n\nSituation (Anamnesis):\nThe pupil had ADHD and dyslexia confirmed by the pedagogical psychology consultancy. The teachers therefore tried to work more individually with the pupil. Dividing the work into smaller tasks, they gave him more time for written work, tests and oral examinations. Increasingly, however, the student showed minimal effort, he handed in assigned tasks late or not at all. His school attendance also deteriorated.\n\nTeacher Intervention (Solution):\nIn the third year, his attendance and grades deteriorated to a dismal extent. His class teacher had been dealing with the situation for some time with both him and his parents. However, the student repeatedly did not go to school, did not complete assignments, and behaved inappropriately in class. Since he was already of legal age, he could write the excuse himself. At the end of the third year, he knew that things were getting really tough, so he 'caught up' with his attendance, but he had to make up for physics and mathematics. The student did not pass physics, did not pass the second and finished his studies at our school.\n\nOutcome:\ndon't quite know what the result of the solution is in this case. The student absolutely did not respect many points of the school rules, so he repeatedly violated them. He had poor grades and attendance. Despite the great patience and willingness of the teachers, he could no longer continue his studies at our school.\n\nStudent Profile:\nAge/Year: 18, 3. ročník\nHobbies: počítačové hry, sport, hodba\nDiagnoses: ADHD,Poruchy pozornosti a aktivity,Psychiatrická diagnóza,Dyslexie\nDisorders: Nevhodné chování,Podvody,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "438", "student_age_year": "18, 3. ročník", "student_hobbies": "počítačové hry, sport, hodba", "student_diagnoses": "ADHD,Poruchy pozornosti a aktivity,Psychiatrická diagnóza,Dyslexie", "student_disorders": "Nevhodné chování,Podvody,Záškoláctví", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1465", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I recall happened about ten years ago when I was an eighth grade classroom teacher. I have taught this class since sixth grade, which gave me enough time to get to know the students. I did not notice any serious educational problems during that time, not even with the two students who are the main characters of this story. These two students were very good friends, they sat together in the desk and their performance in school was average. They weren't known for disciplinary problems, although they occasionally forgot something or were louder, leading to a few remarks. I often saw them after school with my friends, because I live in the same village as the school. They also had older friends who unfortunately introduced them to cigarettes and chewing tobacco.\n\nSituation (Anamnesis):\nOne day, the students decided to take tobacco to school and distribute it to other classmates. They were caught by the teacher's assistant during recess. The situation was new for the school and required a discussion between the teachers about a suitable solution. From the beginning, I proposed lowering the mark for behavior, even though some colleagues pointed out that the students had never had problems before and regretted their actions. Some suggested milder punishments, such as a reprimand from a class teacher or school principal.\n\nTeacher Intervention (Solution):\nHowever, I felt that the violation of school rules was serious and the students should have learned their lesson, so they ended up getting a reduced behavior grade.\n\nOutcome:\nHowever, this punishment had undesirable consequences. Pupils thought they didn't have to work hard in school because they already had a bad grade, which led to further deterioration in their performance and discipline. The situation spread among the other pupils and the pupils were the target of ridicule and sometimes even criticism from the teachers. This attitude was maintained until the ninth grade. Today I realize that I may have punished too harshly and should have considered the overall behavior of the pupils before the incident. I try to apply this lesson in solving current problems.\n\nStudent Profile:\nAge/Year: 8. třída\nHobbies: Sporty  basketbal, fotbal), práce s počítačem,\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1465", "student_age_year": "8. třída", "student_hobbies": "Sporty  basketbal, fotbal), práce s počítačem,", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Doktorské (PhDr), čeština, němčina", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/230", "content": "TEACHING CASE STUDY\n\nBackground:\ngot to know the student when I took over the class from a colleague in the 3rd grade, who warned me about him in advance, as she had previously dealt with family problems with him. The student was always ready for class, but there was always a problem with his behavior in class. It started with constant yelling and using profanity, which I initially dealt with with reprimands and extra work. During the breaks, however, he started running around the classroom and in the corridor and started attacking his classmates, which, given his height and weight, led to a really big danger that he would seriously hurt someone.\n\nSituation (Anamnesis):\nThe student's family history is such that he lived with his mother until he was 7 years old, who developed drug addiction and distribution, so he was taken from his mother in the 2nd grade and handed over to his father for upbringing. The student is an only child, he does not see his mother at all, and his relationship with his father could be described as forced. The class history is that he is not popular in the class. Most children are afraid of him. He has about two friends in his class, on whom he has a bad influence.\n\nTeacher Intervention (Solution):\nAt first, I dealt with the pupil's behavior by simply reprimanding and extra tasks, after some time his behavior was very exhausting to me and the other pupils, and when the pupil started to hurt his classmates, I decided to take action and called his father to the school. The meeting also took place in the presence of the educational advisor. We agreed together that the student would visit a child psychologist, who also sent him to neurology, and then he was diagnosed with ADHD with aggression and dysorthography. Since the student was not prescribed any medication, he was not even recommended an assistant, and I only received a paper with a methodical recommendation, which, however, did not help me much, as it contained recommendations for an assistant. Due to the number of students in the class (29), it was not possible for me to approach the student individually and focus only on his needs. I discussed it with my colleagues, with whom we came up with a solution, namely that we will try to entertain him as much as possible during the entire time he is at school. Enough of the role of the wardrobe, he wiped the blackboard, helped me and my colleagues from the cabinet with copying materials and also helped with the service in the corridor.\n\nOutcome:\nwould say that with us seizing him, he has calmed down quite a bit and his unwanted behaviors are not as frequent as they used to be. However, it's still not ideal and I'm quite disappointed, I didn't like the psychologist's approach at all, and from my point of view, the student's case is such that he should get an assistant. We have been working this way for a year now and I will probably teach him one more year, I would like to help him further, but I don't know how and I am afraid that with the transition to the second grade, his behavior will worsen again.\n\nStudent Profile:\nAge/Year: 9 let, 3.třída\nHobbies: ježdění na koloběžce/kole, běhání\nDiagnoses: ADHD,Agresivita,Dysortografie\nDisorders: Agrese,Vulgární vyjadřování,Fyzické násilí,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Support, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "230", "student_age_year": "9 let, 3.třída", "student_hobbies": "ježdění na koloběžce/kole, běhání", "student_diagnoses": "ADHD,Agresivita,Dysortografie", "student_disorders": "Agrese,Vulgární vyjadřování,Fyzické násilí,Neúcta k autoritám", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ (Magisterské studium)", "teacher_practice_years": "12 let", "problems_annotated": "Physical aggression, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/38", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student started going to the 1st grade. When he first came to school, you could tell he was nervous. Once, during a math class, he started crying out of nowhere and shouting throughout the class that he wanted to go home, that he wanted to go to his mother, etc. The teacher did not know what to do at that moment, as she had never seen this behavior before. So she began to soothe him and tried to stop this crying fit. Hopelessly. After some time, the teacher's assistant came to the class, who was free at the time and happened to be walking along the corridor. When she saw what the situation was, she decided to take the student from the classroom to the corridor and calm him down there. The teacher in the class was relieved that she could continue with the math lesson. This situation was then repeated every day. The student began to demand more and more attention with his shouting. His roar became more and more unbearable. Once the assistant interviewed him about why he was doing such scenes. To that, the student replied that he wanted to go home to see his mother, that she told him she would come to get him soon and she still didn't go. Still the same thing over and over. Once, the student even had such a fit of crying and screaming that he started throwing benches and chairs in the empty classroom, where the assistant took him, as always, and it was impossible to calm him down. It all escalated when the assistant grabbed his hand to calm him down and he reached for her as if to slap her.\n\nSituation (Anamnesis):\nThe student is a fairly normal boy, but he is an only child and this is reflected in his behavior. He often shouts in class, is offended when someone reprimands him, and often doesn't pay attention and makes a mess around the classroom. His academic average is average, which is often due to inconspicuous copying. However, if the student tries, he can be very clever and observant. Parents are quite mobile people and it can be seen that the student shows this very much with his behavior. They practically spoil him all the time with new things like clothes or shoes and often brag about it at school in front of his classmates.\n\nTeacher Intervention (Solution):\nUnfortunately, the moment he reached for her, the assistant couldn't take it, or probably the defensive reflex kicked in and she slapped him at that moment. The student remained speechless at that moment and started crying even more, this time it was a cry of pain. At that moment, the assistant realized that she had not done a good thing at all and of course apologized, but added that this would not have happened if he had behaved like a good boy who goes to the first grade. That he is not the only one who misses his mother, because surely all children miss their parents, especially when they started going to the first grade.\n\nOutcome:\nImmediately after this incident, the student calmed down and calmly went to his place in the classroom. He sat like a nail and paid attention. But the next few days were the same as every day. In the end, the educational advisor had to get involved and the whole situation began to be resolved with the student's parents. So in this case, even an unintentional slap didn't help.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: nebylo řečeno\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Physical intervention, Transfer of student \nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "38", "student_age_year": "6 let, 1. třída", "student_hobbies": "nebylo řečeno", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Matematika - informatika", "teacher_practice_years": "9 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1046", "content": "TEACHING CASE STUDY\n\nBackground:\nChildren and teenagers of various nationalities study at our school, who came from Ukraine, Kazakhstan, Russia, Belarus and other countries to learn English and Czech and enter foreign universities. Recently, there was an unpleasant incident in an English class when, while completing one of the assignments, a student from Russia decided to joke about the tension that had arisen between Ukrainian and Russian students. His joke provoked a negative reaction from some students from Ukraine, and if it wasn't for my presence, it could have quickly escalated into a serious conflict. I immediately ended this discussion and asked the students to return to the task that the whole class was doing. The student who made a bad joke on this topic took everything lightly, and the students who reacted negatively to it were clearly annoyed for the rest of the class, but the conflict did not continue. A few days later, I discovered that the conflict continued without my knowledge and without the knowledge of the other teachers until it took a serious turn.\n\nSituation (Anamnesis):\nThe student who caused the conflict: 18 years old, extrovert, very sociable and popular among classmates, often disrupted the course of the lesson, interrupting and jumping into the teacher's speech. Students who reacted negatively to his behavior: 17-18 years old, extroverts (?), not shy and don't talk much, are in a difficult family situation.\n\nTeacher Intervention (Solution):\nThe student who started the conflict didn't really have any serious bad intentions to start a fight, but due to his easy going nature, he didn't realize how bad he behaved and what such behavior could lead to. When I learned about a serious conflict, it was too late to tell the school principal because he had already started to resolve the conflict earlier. My task was to add information about the situation that happened during my lesson, and then to regulate the problematic behavior in the next lessons. The conflict was resolved by the student who had offended the others apologizing, which they accepted. An educational interview was conducted with the student, after which he realized the consequences of such behavior and that these consequences can be very serious due to the large emotional side of the problem.\n\nOutcome:\nIn the future, such conflicts did not continue, the director decided to add various activities and events to the course program, such as board games, watching movies together, various themed evenings and the like. Things like this helped to lighten the atmosphere and bring students from all backgrounds together.\n\nStudent Profile:\nAge/Year: 18 let\nHobbies: Videohry, čtení, sociální sítě\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1046", "student_age_year": "18 let", "student_hobbies": "Videohry, čtení, sociální sítě", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, ČJ, RJ", "teacher_practice_years": "17 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/470", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the entire period of distance learning in the last school year, I assigned tasks and responsibilities to the students in an unchanged form, by which I mainly mean that I also wanted reports and projects from them. Either they always knew in advance when it was their turn or when they had to hand everything in, or I told them that we would present it or hand it over when we got back to school. I warned them before they went back to school before the end of the school year that we were going to present the papers they had to do that semester, they had an exact schedule of when they would present, either on Teams or when they returned in school. When the situation calmed down and we went back to the desks, one student did not bring my report to school. On Teams, they had written exactly what I would want from them, when, what they should have ready, there could be no arguing there. So I told him outright that it was five, then that he would be able to fix it. It's not about giving them bad grades, but rather that they have the motivation to really give me everything. I emphasized that I was simply telling everyone that it was written there several times and he snapped at me: 'But that's not my concern! Why didn't you remind me? I'm not going to scroll up in the chat and look for what you wrote there, I don't have time for that!' For a while, I let him ride me out in a similar spirit and I tried to keep telling him that he had to do his tasks and check what his duty was, but he kept doing his.\n\nSituation (Anamnesis):\nThe class functions as a close-knit collective, it is all boys and only one girl, who is rather quiet and does not participate much in communication, but the boys stick together. They don't always have fun together, but at least they form groups and no one is left out. They learn very well there, there is a friendly atmosphere. The boys often joke with each other, but also with the teachers, they are not particularly rude. There is a natural bustle in the classroom, which some colleagues tend to keep quiet, but I don't mind it to the extent that we are able to discuss and repeat the material. I don't want to disrupt the class climate by shouting unnecessarily and demanding absolute peace and quiet. One student is above average, he definitely has what it takes to get to high school without any problems. He is inquisitive, he is interested in details, for example last time, when I told them that there was a German minority living in the border area, he suddenly asked me how many there were when they were a minority. Every cantor is happy to have such a child in the team who, with his questions, will make the lesson special for others as well. Less positive in this case is the fact that this student is in no way able to admit his mistake. For example, if he writes to see ypsilon, he is able to argue with me for ten minutes in hypothetical circles, why ypsilon could be there and they are questions like: '... and what if?' So it is also a disturbing element to some extent. But he blames everything not only on the teacher, but also on his classmates, he has almost no capacity for self-reflection.\n\nTeacher Intervention (Solution):\nConstantly twisting one argument and alluding to the fact that he doesn't have time to deal with any tracking, I just couldn't stand it and started yelling at him, and not only with a raised voice, but like quite harshly. In retrospect, I know that his attitude turned me on, I remember from the gym, how we had to check everything and suddenly I couldn't argue logically and calmly, but he just really pissed me off. And I know that I couldn't handle this situation, I should have dealt with it somehow rationally, calmly, not to be provoked, not to get upset like that. I know I said rational things, but I should have beaten him with arguments and not solved it in such an unfortunate way, simply not yelling at him. I emphasized that it was his duty to watch his deadlines, that he had to complete his tasks, that I didn't want so much from them. I was also annoyed by the fact that he attacked mine, saying that he certainly didn't have time, while I knew how much time I probably had and how much effort I put into just making sure they knew everything, and especially how many times I had to remind fourteen-year-old students, when is their report due. I remember saying to him: 'You have to take care of yourself, of your own free will, what your responsibilities are! That's your only job at school, to check when you have a report, when a paper is written, I wouldn't have to tell you at all, it's not my concern that it's not enough for you once and you write it down somewhere. Here, we are trying to prepare you for the fact that one day you will go to work and there, too, no one will repeat everything to you over and over again. You must learn to be independent.' The rest of the class already moderated him, they recognized that they had to fulfill their obligations, that they understood it, even in my not-so-professional state, they stood by my side. Several times they emphasized to the other students that he should be quiet, that he should bring it in next time and correct his grade, etc. The majority of the class, i.e. those who are mostly not afraid to speak, said: 'Student, stop it.'\n\nOutcome:\nRight at that moment, the class was dead silent, it took us a lot of time, so the lesson had just ended, we didn't reflect on it immediately and I really needed to go and calm down. The student was just sitting, not interested in anything, you could see that he was angry that I dared to say something to him. My unpedagogical behavior did not backfire in the long run. The noise in the classroom is always the same, the raised voice does not worry anyone, no one assumes that I might start shouting again. The student keeps asking nonsensical questions just so he doesn't have to admit that he's wrong, that he did something wrong, but this is more disruptive than downright rude as in the described case. I think they just thought that the teacher just blew up, but otherwise it didn't seem to resonate with them, or at least I didn't notice it. The student sometimes tries to jump out, but he has never been so impudent as to answer contemptuously that it is actually my problem, that he has forgotten something. I have to say that it also affected my behavior, sometimes I raise my voice, for example, when there is a lot of traffic, but I never shout like that again, I try not to be provoked by anything like that. I didn't like it and I think I just couldn't handle the situation.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: PC hry, airsoft\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal aggression\nSolutions Applied: Disrespectful communication\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "470", "student_age_year": "14 let, 8. ročník", "student_hobbies": "PC hry, airsoft", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Titul Mgr., předměty dějepis a čeština", "teacher_practice_years": "Dva roky", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1286", "content": "TEACHING CASE STUDY\n\nBackground:\nOne day I had surveillance in the hallway during recess. I went to my classroom from which I heard loud swearing. After the last sentence: 'More, you only eat dogs at home.' I ran into the classroom. The student insulted his classmate. I tore the students apart and took them to the office, where I tried to resolve the situation calmly. The student claimed all along that he started it himself. The student, on the other hand, was quiet the whole time and didn't say a word. I warned the student that if this happens again, I will have to call my parents.\n\nSituation (Anamnesis):\nStudent: bully: 7th grade, Roma ethnicity, below average school results Student: bullied: 7th grade, Vietnamese nationality, above average school results\n\nTeacher Intervention (Solution):\ndays after the first incident, the math teacher informed me that a student in her class had yelled at a classmate while he was at the blackboard. I went to the class and wanted to know the opinion of the other students. They confirmed to me that these were not the first insults. But everyone was afraid of the student, so they didn't want to tell me. The student threatened the whole class that they would end up like a classmate if they 'sue'. There was even more than one physical attack on a classmate, which was confirmed when the classmate showed me the bruises on his hands and stomach. I called the student's parents at the school. I calmly tried to convince them to calm him down, otherwise disciplinary action would follow. The student's parents accused me of racism, that their son was definitely not like that, that I had to make it up, and went to complain to the principal. He stood up for me, so the parents enrolled the student in another school.\n\nOutcome:\nAfter the pupil left for another school, the classroom was completely calm, a friendly atmosphere. The student was one of the most popular in the class. When the student left for the school where a friend of mine taught, it came to my attention that he continued the insults at this school as well. His target was again a student of Vietnamese nationality.\n\nStudent Profile:\nAge/Year: 13 let a 7.ročník\nHobbies: Chození ven s kamarády\nDiagnoses: Dyslexie,Dysgrafie\nDisorders: Lhaní,Rasismus\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Bullying\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1286", "student_age_year": "13 let a 7.ročník", "student_hobbies": "Chození ven s kamarády", "student_diagnoses": "Dyslexie,Dysgrafie", "student_disorders": "Lhaní,Rasismus", "teacher_approbation": "Mgr.", "teacher_practice_years": "47 let", "problems_annotated": "Physical aggression, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1480", "content": "TEACHING CASE STUDY\n\nBackground:\nThe first described situation happened in the fall, during the hybrid teaching of the 4th grade, at the first level of elementary school during the coronavirus pandemic. At that time, part of the pupils joined classes online from home via the MS Teams application, and the other part of the class was present at regular physical face-to-face teaching at school. Only students who met the current pandemic rules were allowed to go to school. During the break, the teacher disconnected from the call and left the children their own space during the break. Over the course of the next hour, everything went normally without any hint of a problem.\n\nSituation (Anamnesis):\nThe principal had the next class with the children, to whom the students connected online told him that their classmate had deliberately played a pornographic video to the others during the break. After a later review, it was found that the student knew exactly what she was releasing and it was not just an accident. The principal did not resolve the situation in the classroom and closed it. After this lesson, he reported to the teacher what happened during the break in the online space. The teacher wanted to discuss what happened with the children in class, but they did not want to tell her what video it was exactly. That's why she wrote an email to all parents, in which it was stated that during the break, a classmate of their children played some inappropriate video, and whether they knew what kind of video it was. If the children did not confide in their parents at home. Most parents immediately wrote off that it was a pornographic video. One parent even provided incriminating evidence because his child filmed the whole situation.\n\nTeacher Intervention (Solution):\nIn response to these findings, the teacher contacted the student's mother, who immediately denied her daughter's behavior, but after searching the girl's tablet, she indicated that the daughter was indeed playing the video, but it was only a harmless fairy tale. Subsequently, the teacher informed the girl's mother that she had seen the entire situation on a video recorded by another classmate. Finally, the mother searched the history of the tablet again and found out that it was indeed a pornographic video and apologized to the teacher that she did not want to deny her daughter's actions, but she just could not find the evidence. The teacher therefore invited the mother and father to the school to discuss the whole matter. Only the mother arrived at the meeting and said that she wanted to resolve the situation. It was agreed that the student would be given a reduced grade for behavior, but in the end only the principal was reprimanded. The mother was advised that she should have a serious talk with her daughter and was also recommended to visit a pedagogical-psychological counseling center.\n\nOutcome:\nThe girl was ordered to the counseling center for a session for children with behavioral disorders, among other things, to solve her other problem, which is manifested by an increased need to order or provoke other classmates. In the class, the teacher solved the whole matter by freely talking to the pupils about our body, revealing the body, intimacy and the Internet, etc. Some pupils confided in the feelings that prevailed in them during the demonstration of the video. Some were very interested in the topic, others said they found the video uncomfortable to watch. Over the course of the year, the teacher wanted to continue to discuss the topic with the children, but none of the students showed any particular interest in it, so she decided that out of consideration for the guilty girl, she would not continue to repeatedly discuss the topic and remind the situation. After a few months, the teacher asked the girl's parents if they had already visited the counseling center. The mother replied that they did not have time yet. Apparently, the case was never resolved in the pedagogical-psychological counseling office. In addition, the mother cooperates with the school as much as possible and has limited the girl's access to the Internet and controls her movements on it more. Since then, no problem of a similar type has occurred in the class and the girl has not repeated her act. According to the teacher, the girl does not compare well with the circumstances in the family, because her parents divorced and her father found the mother of one of her classmates as a new partner, and her own mother probably does not have much time for her.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1480", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/688", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the distance education, the student did not complete the assigned tasks and sometimes did not join the online education. After returning to school, the situation did not improve and the student started going outside the school. Her parents work shifts, and when they were home, she went somewhere other than school, and when they weren't, she stayed home. The alternation of distance and face-to-face study made the situation worse. Truancy began to appear before Christmas, when pupils returned to school, but it was not resolved in such a short time.\n\nSituation (Anamnesis):\nThe student had problems with integration into the team since the first grade. In the first grade, she stole money from a classmate and then confessed to the teacher. She was not identified as the culprit in front of the class and the teachers kept it a secret, but her classmates suspected her. She was messy and had chaos in things. She was also stubborn and stubborn, which was hard for the team to accept. During the studies at the first level, there were repeated attempts to get closer, both on the part of the student and on the part of the teachers, but the situation did not improve.\n\nTeacher Intervention (Solution):\nThe problem was solved with the educational advisor. The student was suggested to talk to a psychologist and the school offered its own psychologist. However, the parents wanted their psychologist to excuse all the unexcused hours and erase the problem. The parents did not take the situation seriously and made the daughter very relieved.\n\nOutcome:\nThe parents did not accept the solution proposed by the school and transferred their daughter to another school.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník\nHobbies: VV, kroužky v DDM\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "688", "student_age_year": "11 let, 6. ročník", "student_hobbies": "VV, kroužky v DDM", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "", "teacher_practice_years": "30let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1386", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation that I experienced with the given pupil regularly last school year and now repeats itself with every new teacher who teaches the given pupil, is not so much disciplinary serious as it is disturbing for the given pupil, fellow pupils and the teacher. I will describe his behavior in one particular situation, but his interruptions are always almost the same. At the beginning of the lesson, I divided the students in the class into two groups, where one group had to do independent work in the mathematics notebook and the other group wrote dictation of letters. I agreed with the children that if someone does not understand something, they will log in so that they do not disturb others during dictation and independent work. All the children followed the rules, only the pupil interrupted every two minutes with questions and comments, to which he immediately answered himself. The other children were angry with the student for disturbing them and not being able to concentrate, but they all finished the work. However, the student did not finish the work despite his interruptions. Such a situation was repeated several times during the following weeks.\n\nSituation (Anamnesis):\nThe student lives with both parents, who are both professional soldiers. He has older siblings (adults, each with their own household) that his mother has from his first marriage, with both of whom he has a very good relationship. The student is now the only child in the family, and due to the time demands of both parents' professions, he can \"get by\" with his parents. The student also spends time with his grandparents, who regularly take him on trips to nature, teach him practical things, and the student speaks very nicely about them. For example, when we discussed mushrooms with the children, only one student recognized all the mushrooms because he often goes to the forest with his grandmother. Among children, the pupil is extroverted, very lively and likes to assert his opinion. He is always loud enough when playing with the boys and is not afraid to show his competitiveness. On the contrary, when he spends time with girls, he is always kind, considerate, even protective towards them. His classmates generally like him, but more so outside of class. He is talked about during breaks, but when they have to choose team members for group work or competitions, almost no one chooses the student, because his constant interruptions and shouting almost always deprives them of the win.\n\nTeacher Intervention (Solution):\ndecided to introduce a system where I would give the student time after lunch (instead of playing in the school club) to finish the work and hand it in before I left school. The student tried to persuade me to give him the rest of the work as homework. However, I refused this, because then he would be evaluated for a different work than his classmates, i.e. not for independent work. The student did not take my first warning seriously and did not finish the work in another similar situation. Then when I corrected the notebooks, the student's notebook was almost empty. So I wrote a note in the notebook saying 'I don't correct, I have nothing to evaluate'. However, that didn't help either, and that's why in the next unfinished work, when the student didn't finish it even in the afternoon at school, I was forced to evaluate only what was in the notebook, and so the student got a bad grade. This was probably a shock for the student and the parents, because the next day my mother called me asking how it was possible that the student brought home a bad grade, while she knows that he is studying well. So I invited my mother for a personal consultation, explained the situation in detail and introduced her to the solution I had implemented.\n\nOutcome:\nThe improvement did not take place immediately after the implementation of the solution, it took place only after the first bad grade was given and a consultation with the pupil's mother. That is, about a week after the implementation of the solution. In the long term, the solution still works, the student usually finishes the work in an hour, and if not, he goes to finish it himself after lunch. Only with new teachers does he always try to see if he can get away with something else. However, in order not to label, I do not warn the teacher in advance, because I do not think that it is a serious enough disciplinary problem that I have to talk about it before the teachers get to know the student.\n\nStudent Profile:\nAge/Year: 8 let, druhý ročník ZŠ\nHobbies: Hokej, fotbal, PC hry\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1386", "student_age_year": "8 let, druhý ročník ZŠ", "student_hobbies": "Hokej, fotbal, PC hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Pedagogická fakulta UK Praha, Učitelství 1. stupeň, Mgr.", "teacher_practice_years": "32", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/640", "content": "TEACHING CASE STUDY\n\nBackground:\nIn Russian class, one student rudely reacted to my explanation, believing that what I was saying was not true. So I asked if she was interested in learning the material for me and I continued the explanation. However, the student spoke again after a while with words like: 'that's stupid'. I immediately responded that I would wait for him in the office after an hour.\n\nSituation (Anamnesis):\nThe student was often disruptive in my lessons, but also in the lessons of my colleagues.\n\nTeacher Intervention (Solution):\nAfter the lesson, I called the problematic student into the office. While talking to me, he acted as if nothing had happened and rolled his eyes. I tried to explain to him that his constant shouting in class was disturbing both to me and to the other students, and that if he didn't stop, I would have to deal with his inappropriate behavior with his mother.\n\nOutcome:\nfew days after the incident, the pupil's mother came to complain to the school management. I was told that I physically assaulted the student during the time I called him to the office. My mistake was that there was only me and the student in the office, so without another person who could document our entire conversation. Fortunately, I wasn't the only one who had a problem with the student in class. In the end, everything was explained, the student acknowledged the mistake, so I resolved the situation.\n\nStudent Profile:\nAge/Year: 7. ročník\nHobbies: Plavání\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "640", "student_age_year": "7. ročník", "student_hobbies": "Plavání", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Učitel ruského, anglického jazyka", "teacher_practice_years": "18", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1302", "content": "TEACHING CASE STUDY\n\nBackground:\nknew from the first grade that the student would be a problem, because any thing, when we stood in line, for example, he reacted by kicking someone, swearing at them or grabbing them by the neck. It was quite normal, almost every day, when he actually strangled our children and it was just that they went to wash the brush and he turned around and strangled us. It wasn't directed against one person at all, but it was also aggression towards girls. He just didn't care at all, it was always an act of affect, but it wasn't the affect that is present in ADHD, where he then regrets having done something. This means that I think the ADHD is simply there, even if I can't diagnose it, that the ADHD is not there. That it's just that he doesn't have fixed barriers at home and that his dad guides him hard, so if he does something, he might break one. So there's that pattern repeating itself for parents. In the first grade, my parents pointed out to me that they were focusing on him, because he already has a label from some circles that he is like a sígr. And I didn't really reflect on it, I just dealt with it as if it was always a unique case, but I didn't really focus on the whole, as if it would actually take longer than I thought.\n\nSituation (Anamnesis):\nBehavior disorders appeared in the boy already in kindergarten, and then also in school. The boy is an only child and it has a lot to do with that. He is very competitive and always wants to be first. During the week, his father tends to raise him, when his mother is at work and is absent.\n\nTeacher Intervention (Solution):\nIn the first grade, we actually had distance learning most of the time. But I think it was already in the first grade, although I'm a little confused now. But in the first class, we actually had a bad grade. Every week we evaluate how they did with a green or red scale. It's mostly like behavior. I had it set up with him in such a way that I started pasting a smiley face for every day sometime from the first semester, maybe from the second quarter. And he knew that if he only had three smileys, he only got a green-red scale, and if he only had two smileys, he already got the whole red scale.\n\nOutcome:\nAt first, the mother tried to blame it on her friends, that he was not like that at home. But then I understood that mom was lying. That he behaves like that, but that it's actually just covering up some problem they have and then I didn't get along with my mom at all. It was also a possible mistake that you believed me. With the fact that I automatically gave her feedback. When there was a red scale, I called her right away, always on Friday. Why, for what and what they should focus on. This means that I told her that we actually have to pull the same rope and have the handrails set the same way. But I know that it didn't work at home anyway, that he doesn't seem to have those barriers anyway. This means that he behaves in a certain way at school, but I know that he behaves differently on the playground, for example with his parents. Somehow, we seem to comply with the fact that we know that perhaps we have to prevent some things, that, for example, he was in the locker with a person last year. The person is a slower learner and as the learner is violent, there were collisions. When I divided them into groups, it was impossible to be with someone who was just slower, so I tried to prevent conflicts. But the question is when puberty comes, how will it be. Maybe someone would say why I didn't send him to a counseling center, but it's still manageable within us and I think it's still just about the guards. When he has them, he seems to be fine. Sometimes they break them. I'm not saying that it's not, but like when the guardrails are there and when you honk at him, he just kind of steps. Children with ADHD don't have that, they act in shorthand, so I don't think there is a problem with this. So what I think I did wrong is that I didn't recognize it sooner. What I think is good is that we introduced a system of those smileys, where it was clearly established for what. He automatically knew that as soon as he hit a student or whatever, there was an immediate minus point. So far, the points apply to him, because I don't give minuses at all or just a little. So, for now, the repression seems to be there. Someone would say and how motivating, because we praise him. We say you, student, nothing happened this week or you helped a friend. For any little thing, when he shows himself to be empathetic, praise that this is the right way. He often reacts well to girls now, when he probably already likes them. So it's good to put him in a group like with smart girls. He's kind of good when he interacts with those little girls. So it's like it's good to mix groups in this, but as soon as he sees the weak link somewhere, we know that we have to be careful with him.\n\nStudent Profile:\nAge/Year: 9 let, 3. ročník\nHobbies: Florbal\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1302", "student_age_year": "9 let, 3. ročník", "student_hobbies": "Florbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství prvního stupně, Speciální pedagogika", "teacher_practice_years": "9", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1219", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I became a third-year class teacher at a multi-year high school. I replaced a colleague who went on maternity leave. I had not taught this class before, so it was a new experience for me and also my first experience with classroom management. In one of the introductory lessons, I noticed that some of the students were not paying attention and were making noise. He stopped after my admonition, but instead of having fun with each other, some of the students started sending each other notes with writing. Seeing that all their attention was focused on writing and making notes instead of paying attention, I decided to confiscate their notes. At that moment, I noticed that several students started to look very guilty and it looked like they were afraid that I could read the content of the writings. The rest of the hour was quiet. As soon as the class ended, I went to the office and decided to read the notes. Most of the content was about everyday things, but one response from a student included a section where he mocks me, mocks me, and calls me a profanity here as well. That's why I decided to solve the situation and wanted to find out who is the author of the mentioned part concerning my person.\n\nSituation (Anamnesis):\nThe mentioned group of the class, which sent cards to each other, contained 5 pupils. They were all boys and very good friends. Their academic results were above average, but their 'party' was known for occasionally disrupting classes or not paying attention.\n\nTeacher Intervention (Solution):\nwas no longer teaching the class that day, so I decided to think the whole thing over at home and not deal with the incident until the next day. The next day I waited until the big break and then called a group of five boys to my office. I explained to them that the content of the writing was completely unacceptable and that I was very disappointed by their behavior. After that, I called on them to confess who is the author of the mentioned part mocking my person. The boys were quiet and no one confessed. At that moment, a fellow teacher entered the office and I sent the boy back to class. I confided in my colleague what had happened and it made him very upset. He decided to take matters into his own hands. Out of the 5 boys he picked one he was convinced did it and accused him of it even though he had no hard evidence. The accused boy was very upset about it afterwards and confided in his friends. As soon as they found out, one of the students admitted that it was him and came to tell me in the office that it was not his friend.\n\nOutcome:\ndid manage to find out the author of the mentioned writing, but I was saddened by the fact that it was only possible because a fellow teacher accused the wrong student. In retrospect, I think that I should have kept the whole matter to myself and not shared it with my colleagues. In my opinion, I did not choose the right solution and I should have dealt with the given situation differently. The student who wrote the note later apologized to me in the office, just as a colleague apologized to the student for wrongly suspecting him. I didn't have a similar problem with the group of 5 boys, but I felt that our mutual trust had been damaged. I only taught the given class for a year and then went on maternity leave.\n\nStudent Profile:\nAge/Year: 13 let, tercie (osmileté gymnázium)\nHobbies: Sport, hudba\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1219", "student_age_year": "13 let, tercie (osmileté gymnázium)", "student_hobbies": "Sport, hudba", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Aj a OV", "teacher_practice_years": "15", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1159", "content": "TEACHING CASE STUDY\n\nBackground:\nwas the class teacher of the given class for the second year. I had already noticed that the boy in question was rather on the fringes of the team. On various occasions, I tried to mix up the team in different ways, so that pairs or groups were always changing and the student could establish contact with as many classmates as possible. But there were probably no relationships from either side to establish a deeper and longer-term conversation. The student was often late to school, sometimes not at all. He wore dirty clothes and often smelled bad. It was noticed not only by the entire teaching staff who taught in the given class, but also by classmates. The student wasn't exactly the sharpest crayon in the pencil case, and on account of his results, they started mocking him and making fun of him in various ways.\n\nSituation (Anamnesis):\nStudent - introvert, below average results, calm, quiet boy, likes to play computer games. Class - there are average and above-average students, the only below-average student here is the above-mentioned student who has the worst results here.\n\nTeacher Intervention (Solution):\ntried to include the student in the team through various activities. I deliberately included team work and work in pairs more than usual. I invited the pupil's mother to the school several times and tried to explain the situation to her. That she needs to keep an eye on her son, in which condition he goes to school. She promised me that she would check on him every morning and talk to him more about school, classmates, etc. For the first few weeks, the pupil went to school in perfectly clean clothes. There had been a few times since then that his clothes had been dirty and not very fragrant, but they were no longer in the same shape as they had been before the conversation with his mother. With the whole class, we also had quite a lot of classroom lessons, where we discussed the situation in the classroom. Although the situation there improved, it was still not quite ideal.\n\nOutcome:\nThe student then went to school neat and clean, as far as possible. The situation in the classroom with classmates has improved, but I cannot consider it completely resolved and ideal. After the end of the seventh grade, the student moved to another city with his mother. Unfortunately, I have no news about his inclusion in the new team. But I hope he found a friend or friends in his new school and class and feels better there.\n\nStudent Profile:\nAge/Year: 12 let, 7. třída\nHobbies: Seriály, hry na počítači\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Support, Working with the collective, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1159", "student_age_year": "12 let, 7. třída", "student_hobbies": "Seriály, hry na počítači", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. v oboru učitelství Matematiky a Přírodopisu na přírodovědecké fakultě UPOL", "teacher_practice_years": "24", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1259", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was constantly forgetting things and not doing his homework. When I asked the student why he didn't do the assignments, he answered: why should he do them. I discussed this with my mother at the class meeting and she said that she was doing things at home. I asked how it was possible that he listened at home and not at school. My mother replied that she gets pocket money at home.\n\nSituation (Anamnesis):\nThe pupil's behavior showed an effort to simplify everything. And why should he do his homework or bring things to school if he doesn't get paid for it. He did things at home because there was a reward waiting for him afterwards. So he needed to be motivated somehow.\n\nTeacher Intervention (Solution):\nmet with the pupil's mother and with the pupil. I suggested to them that the student should write down homework and things to bring in the diary every day and I would sign it at the end of each day that I saw it. The student does his homework at home, prepares his things and has his mother sign the diary. But the mother will not go to see the student if he has done his homework and prepared things and if he does not want to sign the diary, he has to look after it himself. The next day at school, I check the homework, mom's signature and whether she has everything for today's lessons. If so, he will receive a stamp of praise in the notebook. My mother and I agreed on that.\n\nOutcome:\nThe student fulfilled what we agreed on and carried completed tasks and things. Over time, we extended the praises, for one week, two weeks, three weeks. The student worked very conscientiously until the end of the school year. The following year, I didn't get their class, and I heard their new class teacher in the assembly room complaining that the student kept forgetting something. So the student tried it on another teacher. I already advised the teacher what system worked for him, so I assume that she will soon try it on him as well.\n\nStudent Profile:\nAge/Year: 7.-8. let 2.třída\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Agreement, Support, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1259", "student_age_year": "7.-8. let 2.třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "24", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1371", "content": "TEACHING CASE STUDY\n\nBackground:\nI was a first-year class teacher at a grammar school. I had 30 students in my class, mostly girls. All in all, it was not a problematic collective at all. There was a student in the class whose absenteeism suddenly increased to an extreme.\n\nSituation (Anamnesis):\nFirst-year grammar school student, newly arrived from elementary school. The entire class is made up of new students, the student fits into the class, there are no long-term problems with her behavior, her grades are average to above average. She has friends in her class from her former elementary school, but she has also made new friendships with new classmates.\n\nTeacher Intervention (Solution):\nSince it was a problem with a student with whom there were no problems in the previous months, I chose a mild procedure. I spoke with the student and introduced her to the following necessary solutions. I told her that it was necessary to inform the parents and the school management. After talking to the student and promising to help her with any other problems, then talking to the mother and the student talking to the principal, the truancy reversed.\n\nOutcome:\nIn short-term behavior, the solution to the problem manifested itself in the way that the student explained her behavior, which she subsequently regretted. In the long term, the problem with going to school did not recur.\n\nStudent Profile:\nAge/Year: 15 let, 1. ročník\nHobbies: tanec\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1371", "student_age_year": "15 let, 1. ročník", "student_hobbies": "tanec", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "mgr., Český jazyk, Zaklády společenských věd", "teacher_practice_years": "30", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/801", "content": "TEACHING CASE STUDY\n\nBackground:\nnew student came to the class - a pretty, quiet girl. The team she joined is mostly boys, so she immediately became the target of attention. The very second day she came to us, she became the victim of an inappropriate prank by two students, whom I inadvertently helped with the chosen activity to repeat words on the topic of fruits and vegetables. I dictated the words in Czech and the pupils had to write them down in English, each separately on slips of paper. In addition to repetition, I also wanted to make an aid for another activity. The students then had to go around their classmates' tables and read their cards. This is how they should have checked whether they themselves had no spelling mistakes on their tickets. The new student was accustomed from her previous school to write the word she is unsure of spelling phonetically in square brackets. She also did it for the most unlucky word - peach, in English peach /pi:č/. Later, I learned from a more experienced colleague that after a certain age, Peach prefers not to teach. Unfortunately, I was based on the textbook where this word was. Two of the boys were not lazy and quickly wrote down a letter for this phonetic transcription. The girl, as soon as she found out, reported the matter to me. She said right out loud in front of the whole class what happened. She looked upset and I knew I had to do something about it.\n\nSituation (Anamnesis):\nThe troublemakers who were responsible for that letter are both quite regular initiators and mostly also direct participants in various incidents in the classroom. There is a kind of rivalry between them, their academic results do not allow them to excel in the field of knowledge or skills, so they try to attract others. Both attend a counseling facility. Personally, I think that both of them were just trying to attract a new, attractive classmate.\n\nTeacher Intervention (Solution):\nThe moment the student introduced me to the situation, I knew I had to act, but I didn't know what to do. I haven't had many similar situations and I didn't know how to proceed properly. It kept running through my head that I was somewhat to blame for the situation, that I should have foreseen something like this. So I resorted to a not very happy solution - I assured the girl that the matter would not be left hanging, that I would pass everything on to the class teacher and he would fix it.\n\nOutcome:\nThe girl agreed with this solution, or rather did not express strong disagreement, so we continued the lesson. The class teacher then took firm control of the situation, who investigated the situation with the entire class in the presence of the prevention methodologist, the culprits were reprimanded by the class teacher, and the entire class completed a preventive program on bullying under the guidance of the school prevention methodologist. I then received a little training on how to behave in similar situations. The student herself took the whole incident in a sporting manner, she and her mother laughed about it at home. In the long term, the incident had no consequences, the new student quickly integrated and very soon began to guide her classmates on her own.\n\nStudent Profile:\nAge/Year: 12 let a 12 let, 5. ročník\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "801", "student_age_year": "12 let a 12 let, 5. ročník", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr, Aj, Čj", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/161", "content": "TEACHING CASE STUDY\n\nBackground:\nhave been teaching the class for the third year now, and during that time we have developed certain rules together. Pupils are already used to being quiet in class and they know that they cannot immediately shout out loud whatever comes to their mind at that moment. They have already experienced that if they want to say something, they need to log in. The lessons are usually quiet, the students focus on the assigned tasks, and if they don't know what to do or want to say something, they report. Since we are a small school, the students know each other, see each other often even after school, and there is generally a family atmosphere. My third-graders have been a permanent group since the first grade, and no one has joined them yet. Therefore, the arrival of a new classmate was a certain diversion. We therefore had a classroom lesson, during which we introduced each other, so that the children could get to know the new pupil and he, in turn, his new classmates. At first, everything seemed to be going smoothly. But the new student often shouted out whatever came to his mind in class, trying to get the attention of other classmates as well as mine. He disturbed his classmates, pushed those sitting in the nearby benches and always had a remark that he tried to amuse others. But the other pupils soon started to hate it, they couldn't concentrate and often received admonitions from me together with the new pupil. Because of that, they were angry with the new student and the atmosphere began to thicken.\n\nSituation (Anamnesis):\nThe new pupil moved with his parents and therefore started going to a new school. He is more or less an extrovert type, communicative and friendly. However, he probably didn't manage to fit into the team the way he wanted at first. There were already groups of children in the class who were especially friends with each other. The children were nice to the new pupil, but so far they did not involve him too much in their games. The new student probably wanted to draw attention to himself. Unfortunately, he did not choose the best way twice. He was disturbing others in class, which the others were not used to and didn't like. For that reason, he did not pay much attention to the lessons, and therefore often did not know what we were doing at the moment and what the pupils had been assigned to do. The others were working on the task, but the new student had no idea what to do. Most likely, he was too shy to ask, which is why he didn't complete the task and interrupted all the more because he was bored.\n\nTeacher Intervention (Solution):\nDue to the general growing dissatisfaction, I decided to do something about the situation. However, I was not alone in the situation, because we also have a teacher's assistant in the class, who especially focuses on one boy with special educational needs. So the assistant witnessed everything that happened in the classroom. We talked about the situation together and discussed what to do. First I decided to talk to the new student. I told him that I don't like the way he behaves in class and I also explained the reason - that he doesn't work as he should and that he disturbs his classmates, who are also not happy with it. I asked him why he was doing that. At first he was reluctant to answer and just shrugged his shoulders. But when I asked him if it was because he wanted to make friends with others, he nodded. He also added that he often does not know what to do because he did not understand the assignment. In the end, we agreed that if he doesn't understand something, he can always ask the assistant, who will explain everything to him and possibly help him work out the task. But I also told him that there is nothing stupid about him logging in and asking me directly, there will surely be someone else who doesn't understand the task 100%, and he would also like it if the task were repeated. Next, I decided to do another class lesson, during which we played games in teams and in pairs, during which the new student could participate. He did well in games and became more popular with his classmates. We then introduced these games to physical education classes, so that the students were often in contact with each other.\n\nOutcome:\nRelatively soon after our conversation with the new student and the classroom lesson, relations in the class group began to improve. The new pupil stopped disturbing the lessons and often cooperated with the assistant, who explained the assignment and helped him. He saw other children working and tried to imitate them. During the breaks, he started talking with the boys with whom he was often on the team during games. In addition, they discovered a common interest in building Lego. The new student gradually found friends, began to fit into the group, and for that reason did not have such a need to gain attention and disturb the class.\n\nStudent Profile:\nAge/Year: 9 let ,3. třída\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Agreement, Support, Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "161", "student_age_year": "9 let ,3. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "30", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/957", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose from her transition to the fifth grade, she came from some elementary school. After the transition, she became very closed. She wore a respirator and was often apathetic in class, lying on a bench if she came. When I tried to ask, she said that she was used to a smaller team and that something bothered her there. We tried to solve it, but then it happened again and I pointed out that he would have to solve it with his parents. We ruled out health reasons. I communicated with my parents, but I have the feeling that they are solving it and not solving it. She has anxiety, but I think she was looking for something at school that she couldn't find. Her parents say she's happy, but I don't think so. After an hour I tried to talk to her but she just said she would try but nothing changed. She took the commission exam in Czech and only thanks to benevolence she continues to the next year. We were going through her test, I give open ended tasks, but she didn't write much or she wrote strangely. I told her it would be better to try somewhere else and she said she didn't want to be here. I discussed it with my parents, but they say they are satisfied. The board exam was supposed to be the least stressful, but she was unable to pass the text. We agreed that this would be the content of the final exam. The text contained errors and was offensive, she addressed what would have been if she could have chosen the topic. I talk to her or my parents but it's still the same.\n\nSituation (Anamnesis):\nThe anamnesis involves four parties: the school, the student, the parents and the psychologist. She had two commission exams, one she passed, the other she didn't. I'll talk to her in an hour. In class, she lay on the bench, I leave her space according to the agreement with the parents and the recommendation of the psychologist.\n\nTeacher Intervention (Solution):\nDealing with the situation involved communicating with the parents, but I feel like they are dealing with it and not dealing with it. She has anxiety, but I think it would be beneficial for her to change schools. Parents say she is happy. After an hour I tried to talk to her but she said she would try but nothing changed. She took the commission exam in Czech and only thanks to benevolence she continues to the next year. We were going through her test, I give open ended tasks, but she didn't write much or she wrote strangely. I told her it would be better to try somewhere else and she said she didn't want to be here. I discussed it with my parents, but they say they are satisfied. The board exam was supposed to be the least stressful, but she was unable to pass the text. We agreed that this would be the content of the final exam. The text contained errors and was offensive, she addressed what would have been if she could have chosen the topic. I talk to her or my parents but it's still the same.\n\nOutcome:\nThe outcome of the solution is uncertain. I don't have much room to maneuver. I try to talk to the students sideways and offer help, but she is not receptive. When her performance goes down, I contact her parents, but there is no progress there. My welcoming attitude doesn't match hers. No responsiveness to communication, no room for solutions, everything nods just to get it done.\n\nStudent Profile:\nAge/Year: 16, ročník sexta\nHobbies: spíše přírodní vědy\nDiagnoses: Úzkosti,Panické ataky\nDisorders: Neposlušnost,Pasivita,Odmítání spolupráce\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "957", "student_age_year": "16, ročník sexta", "student_hobbies": "spíše přírodní vědy", "student_diagnoses": "Úzkosti,Panické ataky", "student_disorders": "Neposlušnost,Pasivita,Odmítání spolupráce", "teacher_approbation": "Vysokoškolské vzdělání – Magisterské studium + Pedagogické minimum, aprobace Český jazyk a Hudební věda + Němčina; aktivně se věnuje tvůrčímu psaní a korekturám", "teacher_practice_years": "Cca 26 až 27 let (včetně mateřské dovolené)", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1187", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught art education. Once, I think it was one of the first lessons after the summer holidays, the pupils had to draw a picture on the topic of Animals in the forest and their dwellings. I assigned the work to them, including the necessary instructions, and instructed them to get to work. All the students managed to process the picture in time, so I collected the works at the end. After the lesson, I went through the individual pictures and found out that one student had drawn a fox in the living room and added various symbols there - Nazi hooks, Russian symbols, obscene words written in English. I graded it a 5 (inadequate) and I also wrote a note to the student. When I told the students about the grades the next lesson, the student started shouting that he had drawn what was asked of him and that his mother would handle it with me, that it couldn't be done that way, that it was unfair.\n\nSituation (Anamnesis):\nThat student was a conflict-free student, he only had 1 friend, no one else. He was rather quiet and insidious I would say, he didn't show much. He was of the opinion that he was not to blame for anything, everyone sat on him. He wasn't bad in class, rather unimpressive, his mother was always behind him.\n\nTeacher Intervention (Solution):\nA few days after the student found out about my evaluation of his picture, a session was held in which the student and his mother, the educational advisor, the prevention methodologist, the principal and me as the class teacher participated. The student's mother was really uncomfortable, she wanted an apology and said she was taking it as a joke. No one acknowledged the mistake, the mother stood by her son, that he was not guilty of anything, that he should have been evaluated better. That student was eventually reprimanded and had to draw the picture again, this time correctly. I notified him. The parents were still not satisfied, probably because of this they transferred the student to another school in the middle of that school year.\n\nOutcome:\nThat pupil continued to feel that he had been wronged. An important role may have been played by the fact that he transferred from a large school in the 5th grade and was not used to the kind of approach we have at our village school, which is why he wanted to escape to another school. However, after the incident in art education, I gave everyone clear instructions on how the creations should look and nothing like that happened again.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: Koloběžka, toulání se s kamarády\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1187", "student_age_year": "12 let, 6. ročník", "student_hobbies": "Koloběžka, toulání se s kamarády", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., aprobace M, Fy, Inf", "teacher_practice_years": "29", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/822", "content": "TEACHING CASE STUDY\n\nBackground:\nam a 1st grade teacher with extended education in the field of English language. It was a class in which I was not the class teacher. Due to the lack of teachers, I taught only English for 3 hours a week. I had not met the students before. Already at the first meetings in September, I noticed the frequent disruption of classes by several individuals - boys. Therefore, I devoted some time to the discussion of class rules and the importance of following them. I discussed the situation with their class teacher. She confirmed that the mentioned individuals behave in a problematic manner even during her teaching, but she was not even able to give advice or propose a joint solution to the problems. We have at least agreed on a change in the arrangement of the benches and the order of the meetings. Already at the beginning of the lesson, I noticed that the students are not very used to working in groups, any change and group activity caused chaos and lack of concentration. It took a long time before most students could even start working on the assigned task. I noticed some students' rather indiscriminate behavior towards others - inappropriate remarks, rudeness, misunderstanding and lack of interest in working with some. Although a lot of time (from my point of view) was spent discussing the atmosphere of the classroom, it did not lead to any change. The children themselves complained about the behavior of some, but during a joint discussion they were unable to propose a solution. In most cases, their request was for the students in question to stay after school. However, I definitely did not find this solution appropriate or useful. Two boys caused the biggest problems.\n\nSituation (Anamnesis):\nDescription of pupil's behavior no. 1: Trying to attract attention in an inappropriate way - shouting during the lesson, gestures such as throwing hands, unwillingness to cooperate with some classmates, anger if he was not selected for an answer or activity, frequent cutting of paper or drawing, lack of concentration when assigning work, repeated asking about things already explained. Description of pupil's behavior no. 2: Repeated jumping into the conversation, dissatisfaction with group work, inattention when assigning tasks, frequent forgetting of textbooks, homework.\n\nTeacher Intervention (Solution):\nalways tried to react immediately when any of the disruptive situations happened and alert the student to what was bothering me and how it was disrupting the lesson for all classmates. There was always eye contact and a description of the situation - I see you turning to a classmate/yelling/not noticing the assignment, etc. - with an explanation that this behavior bothers me and disrupts the whole class. I briefly described what happened and how it affects teaching. I always gave the boys space to express themselves if their problem was related to English and they could express what they needed. They never said anything. But their disruptive behavior was repeated. Considering that this way of solving did not bring change, I decided to solve the situation with the boys in the form of a conversation after class. I don't remember the dialogue exactly anymore, but I tried to explain to them how their behavior disrupts the lesson I prepared, that we won't have time to discuss everything we need and we won't have time for games and other entertainment. Unfortunately, even a personal interview did not bring a better result in the lessons, although the boys expressed understanding and promised not to do it again. For the next step, I then chose a solution in the form of a combination of communication with parents, more attention during activities/assigning tasks/greater responsibility and, above all, a direct description and eye contact when there is a hint of a repeat of the situation. In the Edookit system, I recorded a very specific 'note' with a description of the problem in case of specific inappropriate behavior. For example, the student repeatedly interrupted his classmates, does not pay attention to the assignment. This note will then appear to parents. For the first week, these boys had at least one note in each lesson. The parents then came forward to say that they had spoken to the boys and hoped for improvement. After two weeks of repeated specific notes and careful observation of these boys in class, I observed the first improvement and their better involvement in classroom activities. I reacted positively to their behavior, saying that I noticed a big shift in their efforts and that I appreciated this shift. I believe the boys were delighted by the praise and appreciation.\n\nOutcome:\npersonally was satisfied with the result of the solution, I was worried that the improvement would not only be short-term, but we managed to continue working together without problems. The atmosphere in the classroom was improved by discussing what the children needed to be comfortable together in the classroom. We included more group activities, during which they had the opportunity to learn to work together, before they were probably not very used to it and could not communicate. Unfortunately, my cooperation with the class teacher was not very effective, but that was also due to a different perspective on the matter. Her usual solution was to leave the children after school or make them copy the text as punishment.\n\nStudent Profile:\nAge/Year: 10 let – 5.třída (jedná se o 2 žáky)\nHobbies: Počítačové hry\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nesoustředěnost,Neuznávání pravidel,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Support, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "822", "student_age_year": "10 let – 5.třída (jedná se o 2 žáky)", "student_hobbies": "Počítačové hry", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nesoustředěnost,Neuznávání pravidel,Nevhodné chování", "teacher_approbation": "VŠ ( učitelka I.stupně s doplňujícím programem Anglický jazyk pro I.stupeň ZŠ )", "teacher_practice_years": "10", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1278", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was a student from my class. It happened about the third month of school. There were never any problems with him, he was a good boy. Out of nowhere, he began to be absent often, he was unfocused, and his grades also deteriorated. Of course, I contacted my parents. He says he just doesn't want to go to school. After some time, I was called to the class that my student had failed. The parents were contacted immediately. Only then did we finally get what was going on from him. He was said to have been verbally bullied since first grade. At first he didn't do anything about it, he ignored it. Over time, he wanted to start defending himself, but he couldn't and the attacks started to escalate. He was afraid to tell anyone, he was afraid of the boys in the class, and he was also afraid of being labeled a brat.\n\nSituation (Anamnesis):\nPupil: tall, thin, very sensitive, closed, with difficulty opening up and confiding. Class: the majority of the class without problems, bullies - 'tricksters', worse grades\n\nTeacher Intervention (Solution):\nwas shocked. I immediately arranged a classroom lesson and calmly talked to them about the event. I wanted to know the reasons why the bullies did it, what it brought them. They say it wasn't supposed to be anything terrible, just a boyish poke. So we talked about it for an hour. I agreed with my parents that we would pay more attention to him, talk to him a lot more. After an agreement between me, my parents and him, we rejected help from an expert. I couldn't do it, and I arranged an excursion for the entire class to the Specialized Pedagogical Workplace. They went through the bullying program with us. Everyone was given the opportunity to be both the bully and the bully. There was a lot of talk about the feelings that these unpleasant situations evoke in a person, what will remain in them after this experience. Even the most problematic pupils were calm, they listened and it seemed that this excursion brought them something and they took something away from it.\n\nOutcome:\nFor me, I saw a difference the very next week. The class was calm, the student was going to school again, no one scolded him, they communicated with him completely normally. After a while, the pupil looked forward to school again, smiled, was the cheerful student again. What pissed me off the most about this case was that I didn't figure it out sooner and that it had to go this far. I blamed myself for a long time. Since then, I also communicated more with the students and the topic of bullying was often discussed.\n\nStudent Profile:\nAge/Year: 12, 7.třída\nHobbies: Četba, pc hry, pes\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1278", "student_age_year": "12, 7.třída", "student_hobbies": "Četba, pc hry, pes", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Hv", "teacher_practice_years": "30", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/878", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout 2 months after the beginning of the school year, the pupil began to have educational problems. It was already the second year that I worked as his class teacher. Before, he was a relatively calm student who contributed something to the discussion from time to time. He went to school on time and got along very well with all his classmates. After the new school year, however, I noticed quite big changes in him, especially in his behavior. Instances of him being late to class piled up, his academic performance worsened, but worst of all was the change in his behavior. From a quiet student, he literally became a class provocateur. He was almost always disruptive in class, he did not respond to raising his voice or comments, rather he was amused by them.\n\nSituation (Anamnesis):\nThe student practically lives only with his mother, his father lives elsewhere and spends time with him several times a week. He is strongly influenced by the current situation in the family. The student is loud, often disruptive and does not respect warnings. There was a big change in his behavior from last school year. His academic results are average but starting to deteriorate.\n\nTeacher Intervention (Solution):\nI decided to solve the situation after unsuccessfully admonishing and giving notes, by talking to the mother. She told me that she is divorcing the student's father and that the divorce is not going completely smoothly and is also affecting her son. She also admitted that she does not have enough time for her son due to her shift work, most of her time is spent outside with friends or playing computer games. She promised to talk to her son.\n\nOutcome:\nThe result of the interview was that the situation actually calmed down for a while, improvement in academic results, fewer interruptions, respect for the teacher's authority, but then there was a gradual deterioration and a return to the old ways. However, I could no longer solve this problem due to maternity leave. I have to say that I am not very satisfied with my solution over time. It was in my early days as a teacher, and I would do many things differently today, for example, I would first talk to the student alone and then to his mother, or both if the situation persists. Solving the problem was also made impossible by my going on maternity leave.\n\nStudent Profile:\nAge/Year: 12 let (7. třída)\nHobbies: počítačové hry, venkovní aktivity s kamarády\nDisorders: Rušení výuky,Neposlušnost,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "878", "student_age_year": "12 let (7. třída)", "student_hobbies": "počítačové hry, venkovní aktivity s kamarády", "student_diagnoses": "", "student_disorders": "Rušení výuky,Neposlušnost,Nepracovitost", "teacher_approbation": "titul Mgr., aprobace český a anglický jazyk (2. stupeň ZŠ)", "teacher_practice_years": "12 (v době kazuistiky – 5, v době kazuistiky ++ 8)", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/914", "content": "TEACHING CASE STUDY\n\nBackground:\nthink it was on Wednesday during the big break. All of us from the second grade had a meeting in the assembly room, so the corridors that are normally guarded by one of us were now in charge of a colleague from the first grade. The other teachers from the first grade were already employed in other ways, so this lady teacher had to look after all three floors by herself. While she was solving some problem in the classroom on the ground floor, a loud bang sounded from the first floor. When she got there, she noticed that there was a huge hole in the door to the boys' restroom, rendering the door unusable. She automatically ran to the eighth graders, whose class teacher I was. There were only two classes on this floor that year – 8.B and 5.A, which were only there because all the classes were full in the first grade. So the teacher automatically ran to my class because they weren't exactly the easiest to get along with, and she blamed the most problematic student in the class.\n\nSituation (Anamnesis):\nstudent whose results in school were average to slightly below average. He wasn't stupid, he just wasn't the studious type. He was sometimes disruptive in class and when there was a problem in class, he was part of it. Class – The students got along great with each other except for minor disagreements, which are self-evident. As mentioned in the previous point, they were a harder class to get along with, but once they knew you were on their side and that you were fair and willing to accommodate them, they were great to work with. They all pulled together and never went against each other.\n\nTeacher Intervention (Solution):\nWe all thought my class did it, and I won't lie, I thought so too because the fifth graders who were on the floor with them were very nice and trouble free. As their class teacher, I had the duty to talk to the students and find out what actually happened. At that moment I was still hoping that it wasn't them, that someone would confess or that they saw what happened. So I turned one geography lesson into a classroom lesson to discuss this problem. When I asked the whole class if it was them, they all answered in the negative and added that they didn't move in the toilets and only found out about it in the next lesson when the teacher told them how big a problem it was. This information made me quite angry because I can't imagine that they didn't hear the bang that we only heard in the choir room. They told me that they were studying for a paper that they were supposed to write that day and that they just didn't care at that moment. It was still strange to me, so I asked if no one had been in the corridor during the whole break. At that moment, a few boys told me that they were in the bathroom, but before they heard the bang, and some even admitted that they were in the corridor after, but that they didn't notice anything because they were just walking around their class, which was on the other side of the corridor. I didn't want to believe this anymore, but I still hoped it wasn't them, but I couldn't think of who else could have done it. During the break, I was talking with a colleague who was in class 5.A, and she told me that the fifth graders told her that they were in the class the whole time and that they would not have done such a thing. Since their classroom was almost opposite the toilets, they began to claim that the eighth graders were to blame. After discussing this situation with other colleagues on the second level, we came to the opinion that 8.B was behind it and it was up to me to find out who did it. At that moment, we already knew that the person who did it would have to pay for a new door, its price was around 4000 CZK. The whole following week I went around asking who broke the door and I had in mind the student who would probably be the only one capable of doing such damage. The student must have guessed that I suspected him and began to answer my questions in a vulgar manner and felt offended that I thought it was him. After a week I was at my wits end. I spoke to each student separately and they all claimed the same thing - that it wasn't them. But it couldn't have been anyone else. So we came to the conclusion that if no one wanted to confess, the whole class would have to pay for the door. So in class, I shared another possible solution when no one wants to confess. This caused quite a stir in the class, with questions like “And why us? After all, they could have been fifth graders! But we didn't do anything.\n\nOutcome:\nImmediately after the teacher learned that her eighth graders had not done it, she went to apologize to them for not believing them and how she approached the whole situation. Of course, the money was returned to everyone. However, after this problem, the class stopped trusting the teacher, and the previous friendly relationship between them became completely cold. Pupils' results deteriorated because they were not motivated to learn and did not even want to learn in the classes of teachers who did not believe in them and put all the blame on them. After some time, the pupils' grades returned to normal, the relations with the teachers, especially with their class teacher, remained unchanged and no one could change it.\n\nStudent Profile:\nAge/Year: 14–15, 8. ročník\nHobbies: Auta, sport, ruční práce\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "914", "student_age_year": "14–15, 8. ročník", "student_hobbies": "Auta, sport, ruční práce", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterský titul – zeměpis, tělesná výchova", "teacher_practice_years": "26", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1381", "content": "TEACHING CASE STUDY\n\nBackground:\nI worked as a teacher's assistant in the classroom. The student did not pay attention and was disruptive during TV and music lessons. In music lessons, he had fun with his classmates, drew from his notebook and did not notice the material being discussed. In physical education classes, he once did not attend the teacher's invitation to welcome the class.\n\nSituation (Anamnesis):\nThe class wasn't the nicest, but it wasn't the meanest either. The children were in their teens and probably felt misunderstood. They most likely wanted to draw attention to themselves with their riots and lack of interest in teaching.\n\nTeacher Intervention (Solution):\nThe teacher who taught these classes was an older man. When someone wasn't paying attention, he threw chalk at him. I reported this behavior and the teacher was threatened. However, when the aforementioned pupil disobeyed the teacher's 'order', the teacher most likely did not hold back and slapped the pupil.\n\nOutcome:\nThe teacher was fired from the school and the student resented all authorities. In the beginning (about a week) he was rather silent. But his behavior changed drastically after a month. More and more he was inventing and playing tricks.\n\nStudent Profile:\nAge/Year: 13/14 let - 8. třída\nHobbies: /\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Physical intervention\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1381", "student_age_year": "13/14 let - 8. třída", "student_hobbies": "/", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ (bakalářský titul)", "teacher_practice_years": "7", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1136", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring September 2021, students from my class came to me saying that they had a problem with the behavior of a classmate. They told me in detail what bothered them about his behavior. The student was absolutely unable to respect the personal space of his classmates, he was able to almost touch others face to face during a conversation, or he leaned on the wheelchair of a classmate on a wheelchair, often jumped into others' conversations and, above all, looked at classmates very inappropriately. The students directly stated that it bothers them how he looks at their butts and breasts and won't stop even if they notice it.\n\nSituation (Anamnesis):\nThis is a first-year high school class for students with disabilities, so we deal with similar problems quite often. There are seven students in this particular class. Six students were uncomfortable with their classmate's behavior, especially the girls. Moreover, the whole situation happened in September, the students did not know each other and were just getting to know each other. To make matters worse, it was the first semester after a year and a half of distance learning, the students' social skills were minimal. The 'problem' student was otherwise very friendly and, as they say, 'to putty', he was not aware of his inappropriate behaviour.\n\nTeacher Intervention (Solution):\nAfter I learned about the problem from the class, we agreed with the class on a classroom lesson in which we will try to solve the situation. Each of the students had the opportunity to express themselves and say what specifically bothers them about their classmate's behavior. At the beginning of the class, we tried to explain to each other that we are dealing with a solution to the situation and that no one will take offense and take it as a personal attack. After that, the aforementioned student was given the opportunity to express himself, but he could not argue so quickly, so we agreed that he would have time to think over the weekend, compare his thoughts, reflect on the arguments of his classmates, and we would continue the debate after the weekend. I informed the guidance counselor about the whole situation and wrote a short note. After the weekend, it was clear that the student thought about the situation and accepted some things and promised that he would try to avoid them, mainly as regards jumping into the conversation, respecting personal space, etc., but as regards the inappropriate observation of girls, in that he did not see the problem and argued that he was a man and that it was normal. Considering this opinion, I decided to request a consultation on prevention methodology. On the one hand, sexual topics also belong to him, and on the other hand, he is a man, so I wanted the student to have a different point of view than mine. We wrote a record about this meeting, which the pupil could then comment on, and we had him sign the record. Since the representatives of the class came to me later (after about 2-3 weeks) with the fact that the student's behavior had worsened again, I decided to contact the school psychologist. He spoke first with the student himself and then worked with the whole class. We also dealt with everything in regular classroom hours.\n\nOutcome:\nAfter the intervention of the school psychologist, the class calmed down a lot and the overall atmosphere in the class improved. The psychologist worked with the class for several months. We then agreed that I would only contact him again if the situation worsened, but that has not happened. We discussed relationships and solved minor problems only during class hours. There was no major incident. Currently, we are no longer solving the problems, as the mentioned pupil has transferred to another school, for other reasons unrelated to these incidents.\n\nStudent Profile:\nAge/Year: 17 let, 1. ročník SŠ, maturitní obor\nHobbies: Nevím\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1136", "student_age_year": "17 let, 1. ročník SŠ, maturitní obor", "student_hobbies": "Nevím", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, LIT, DEJ", "teacher_practice_years": "9", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/104", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were constant difficulties with the student in the third year of high school. He lacked any order and respect for rules. Constantly late problems that he didn't 'puzzle'. It seemed as if the school rules and especially the school rules did not apply to him. The other classmates had to go on time, he didn't, the others had to change their shoes, he didn't. He lacked respect for the rules. During the Czech language class, the teacher told him that it couldn't go on like this. He needs to respect certain rules, without them he would have problems in his future life, but she added that he probably never will. The whole class paused over this addition, and one of the students asked 'why shouldn't he have problems in the future?' The teacher fell silent and did not know how to react to this question. She asked how many of the students drive their own car to school. A few hands went up and a number of students who drive their own cars to school signed up with shame. The teacher did not comment further on this and was amazed at how many pupils felt this way. The student was from a very wealthy family that would provide him with financial security for his whole life, so the teacher wanted to show in this case that the student is from a wealthy family that will provide him with any kind of care and security in the future and probably will never have to follow any rules respect.\n\nSituation (Anamnesis):\nAs mentioned above, the student was from a very wealthy family. He lacked any respect for the rules, so there were problems with him at school, ranging from late arrivals to not very good grades. It was a class in the third year of secondary school. As it was a sports class, it was composed of athletes. The class was composed, among other things, of basketball players, who therefore spent time together both at school and at training, so they were very close to each other and very close. This was also reflected in his classmate's advocacy, when the class reacted to the addition regarding disrespecting the rules and wanted to defend him.\n\nTeacher Intervention (Solution):\nTeacher: 'Student, your late arrivals are constant, it can't go on like this. At some point in your life you will have to respect certain rules, even if... you probably won't have to.' Student: 'How come he won't have to? What did you mean?' Teacher: 'Well, it's just...' according to the teacher, she didn't want to say anything more about it, but the students in the class continued insisting and asking for an explanation. Pupil: 'We want to explain it, so what did you mean?' Teacher: 'Okay, well, I'll ask you, how many of you drive your own car to school?' Several hands were raised in the class, but it was obvious from the look of the students and the height of the raised hand that they were ashamed of it. With this question, the teacher put them in an uncomfortable situation and put herself in a situation where they thought it was something bad. Although the teacher was surprised by this result, she definitely did not expect so many hands to sign up. She expected that only a student who was known to have his own car would apply and it wasn't exactly a lower class car, rather the opposite. She didn't comment on it any further and moved on to teaching. However, her conscience did not allow her to comment on this and she knew that what she said was not at all professional and that the student's personal situation should not be pointed out in this way. She returned to the whole situation at the end of the lesson and apologized sincerely to the student.\n\nOutcome:\nHere, it was more about the pedagogue's misconduct, who tried to point out the student's financial situation and humiliate him. This was a problem student who did not follow the disciplinary rules and school rules, but it was not appropriate for the teacher to behave in this way. She acknowledged her mistake and apologized to the student. According to them, this situation was not resolved in any way, no one was interested in it anymore and it 'disappeared'. In the following hours, it did not manifest itself in any way. As for this student, according to the teacher, his behavior continued and, unfortunately, he did not allow himself to be forced into not breaking the school rules.\n\nStudent Profile:\nAge/Year: Třetí,17\nHobbies: Basketbal\nDisorders: Neuznávání pravidel,Odmlouvání\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "104", "student_age_year": "Třetí,17", "student_hobbies": "Basketbal", "student_diagnoses": "", "student_disorders": "Neuznávání pravidel,Odmlouvání", "teacher_approbation": "Český jazyk a literatura se zaměřením na vzdělání a Dějepis se zaměřením na vzdělání", "teacher_practice_years": "25", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1336", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when the mentioned pupil started attending school in the sixth grade. The parents work in shifts and when the student called to say he was sick, the mother excused him. He started bragging to his classmates that he would only go to school on Tuesdays and Thursdays, when they had gym. This happened for several weeks to a month. But thanks to this bragging, he drew more attention to himself, and his classmates told the teacher.\n\nSituation (Anamnesis):\nA 6th-grade student at an elementary school with a complete family and no signs of bullying.\n\nTeacher Intervention (Solution):\nThe mother wrote excuses several times a week, which is why the teaching staff informed social services about the situation. For the first time during the practice of most of the teachers at the school, the situation with the child care authorities began to be resolved. The criminal police visited the family and they had a conversation about the situation. This situation scared the parents and opened their eyes.\n\nOutcome:\nThe student started coming to school regularly and there were no problems with attendance. Since this incident, the pupil's attendance has improved. Absences are normal and properly excused.\n\nStudent Profile:\nAge/Year: 6.ročník 12-13 let\nHobbies: Sport  fotbal)\nDiagnoses: Dysgrafie,Dyslexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1336", "student_age_year": "6.ročník 12-13 let", "student_hobbies": "Sport  fotbal)", "student_diagnoses": "Dysgrafie,Dyslexie", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., Zeměpis, Občanská výchova", "teacher_practice_years": "5 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1144", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student's mother contacted me saying that she had a conversation with her son and heard very disturbing incidents that were taking place in my elementary class regarding cyberbullying. One of the classmates, who was also a successful representative of the school in sports competitions on the social network in the class group of the given student, mocked him with comments about his sexual orientation. The student confided after about six months, when he first tried to solve the problem himself, but found that it was not within his power. After the insinuations became unbearable, the son decided to confide in his mother and she subsequently contacted me after some time.\n\nSituation (Anamnesis):\nThis is a student who has no specific diagnosis. Rather, it is an introverted type who sometimes has a problem with establishing relationships in the classroom, but at the same time has a few friends. The class is very lively, sometimes they got a little angry, but nothing dramatic.\n\nTeacher Intervention (Solution):\ncame to the conclusion that it would be best to talk to both students separately and also inform the parents of the aggressor about his behavior. First, I began to pay more attention to the given student in the classroom and to observe the behavior of the boy who had the given notes. I also asked other classmates and was confirmed by multiple sources that this behavior occurs. Then I had a private talk with the student who was being bullied. I asked him how long this had been going on and he started crying and even showed me the messages that that classmate wrote. I also invited the second student and asked him about the reasons for his actions. I was told he didn't really know why he did it and regretted it. The bullied pupil's mother insisted on a joint meeting with the other's parents. So I invited them all, with the consent of the bullied student, the given messages that the classmate wrote were also printed. The aggressor's parents had no idea about their son's behavior. Everything was resolved by a public apology from the aggressor with a promise that it would never happen again. I came to this solution mainly because this is a problem-free student who actively expressed that he wants to improve.\n\nOutcome:\nAfter a public apology, the student's behavior was not repeated. In the following months, we also had a primarily preventive program where we dealt with the topic of bullying. I wasn't present with the class at the given program, but after it was over I talked to the lecturer and he said that they touched on that topic a bit and talked about it. During further study, I did not notice any other problems with this student, and after contacting the mother, no new problems appeared.\n\nStudent Profile:\nAge/Year: 13 let, sedmý ročník ZŠ\nHobbies: Hraní videoher\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1144", "student_age_year": "13 let, sedmý ročník ZŠ", "student_hobbies": "Hraní videoher", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Výtvarná výchova a Ruský jazyk", "teacher_practice_years": "30", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/54", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the English language class, a collective task was assigned, which had to be worked out. The pupil in question refused to complete the task, making it very clear that it was bothering him. He was rolling around on the bench, refusing repeated calls to start working and retorting that he wouldn't do it. Neither warnings nor “threats” helped\n\nSituation (Anamnesis):\nThe boy had a psychiatric diagnosis in the records, I knew about it, but I was not familiar with it. It was rumored that he was taking medication “to calm down\n\nTeacher Intervention (Solution):\nWhen the student ran away from the class, I didn't know what to do, but I was afraid for him and felt responsible for him. That's why I asked the other students to stay in their places and run after him. On the way, I knocked on the meeting room, where his class teacher was sitting, and asked her to help me solve the situation. She joined me and we both ran after him. We caught up with him on the ground floor, where we grabbed him and had to physically and verbally calm him in a grip until he calmed down a bit. I then went back to class (however, the bell rang very soon - the lesson was interrupted anyway), he stayed with the class teacher, who spoke to him. He later admitted to her that he had not taken his medication that day.\n\nOutcome:\nThe class teacher spoke with the student, who later admitted that he had not taken his medication that day. He stated that I made him very upset, he felt that I was pressuring him, he felt frustrated. The class teacher then informed the student's mother about the incident. Since then, the escape from the class did not happen again in my lessons, because I tried to deal with him more calmly, as if \"with gloves\n\nStudent Profile:\nAge/Year: 13.let, 8.ročník\nHobbies: Četba fantasy\nDiagnoses: Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "54", "student_age_year": "13.let, 8.ročník", "student_hobbies": "Četba fantasy", "student_diagnoses": "Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "Magisterské, učitelství anglického jazyka pro ZŠ", "teacher_practice_years": "10", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/208", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation started at school in the morning, when Y's classmate allegedly picked on the boy, and the boys poked each other throughout the day. The boy initially defended himself verbally, but then went on the offensive and tried to attack his classmate Y with a fire extinguisher, which luckily he failed to do because it was attached to the wall.\n\nSituation (Anamnesis):\nThe boy lived in an incomplete family. Because his father was not interested in him, he lived only with his mother and his younger brother. The mother was not employed, she lived on state support - she did not properly take care of the children, and alcoholism was also suspected. The boy was often absent from school. We later learned that he was taking care of his mother and younger brother, whom he regularly picked up from daycare and then looked after himself. His mother was not home overnight, so he played games into the night and waited for her to return. After that he took care of her too. He thus occupied the position of both mother and father in the household. He went to school unprepared without homework, textbooks and tools, often without snacks and drinks, so for a while I brought him snacks. A complaint was then filed with OSPOD against the mother, and the boy was subsequently placed in the care of his grandfather.\n\nTeacher Intervention (Solution):\nWhen dealing with problematic behavior, a session was held with both boys, which included an assessment of the situation and then a simulation of how the boy's correct reaction to verbal teasing should take place. First, I had an interview with both boys separately, then we had a joint interview and evaluated the whole situation. We repeated the simulation of an appropriate reaction with our classmates and showed other possible solutions to the situation. This was followed by a voluntary apology to classmate Y and the parents of classmate Y, which the boy wanted of his own free will and which I personally consider a success.\n\nOutcome:\nAfter the incident, the boy began to get involved with his classmates, who accepted him. The result of the solution is also related to the case study --. We ended the session at the counseling center positively, I considered it successful. In the following year, the boy developed a good relationship with the class teacher, and the number of critical situations continues to decrease. Praise is heard for the boy. Currently, the boy is doing very well, he has a lot of friends in the class. He developed a nice relationship with the teachers. He is sometimes rude to them, but keeps within limits - he can apologize for his behavior. Big thanks to the grandfather who provided the boy with a stable environment.\n\nStudent Profile:\nAge/Year: 3. ročník, 9 let\nHobbies: počítačové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Slovní agresivita,Neúcta k autoritám,Nevhodné chování,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "208", "student_age_year": "3. ročník, 9 let", "student_hobbies": "počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Slovní agresivita,Neúcta k autoritám,Nevhodné chování,Zesměšňování", "teacher_approbation": "Speciální pedagogika se zaměřením na vzdělání + Výtvarná výchova se zaměřením na vzdělání", "teacher_practice_years": "3", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1425", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened at the end of the school year in June 2022, when we are in the 8th grade class where I am the class teacher. The program was already more relaxed and I allowed the two boys to play games on the computer (it is a computer by the door connected to a big screen). The situation itself occurred during the break. During my absence, a student from a higher year came to the class to solve something with a friend, and together they constantly verbally assaulted the student who was sitting at the computer. He got angry and threw his slippers in the trash. An upperclassman gave him a thumbs up for that. The student has a cyst around his spine, so he is careful not to injure himself there. The pohlávek upset him so much that he started to cry. I found out everything at the beginning of the next lesson, we had agreed that we would go for a walk in the park for the last lesson. The students should have already packed up and were waiting for me. I had to calm the student down, he was a little nervous\n\nSituation (Anamnesis):\nPupil's age and year: 14 years - 9th grade Pupil's gender: Male Pupil lives with both parents Problem behavior repeats about once a month Behavioral disorders: lying, cheating As this was a pupil whom I did not teach, I do not know too much about him, however, he was reprimanded by the school principal for repeated indiscipline and inappropriate behavior towards children and teachers. Student's confirmed diagnosis: No Student's benefit - subjective view: Average Student's interests: sports, games, gardening\n\nTeacher Intervention (Solution):\nThe solution to the problem was as follows. When we reached the park, where there was space for it, I addressed the students individually, and that's how I found out from the witnesses what happened. The next day, I called the boys to the office during the break, the pupil apologized to the pupil for being rude and insulting, and the pupil also apologized to him for throwing his shoe in the bin. Then I also addressed the parents of the pupil and the pupil, as well as the pupil, who also spoke unkindly towards the pupil. I spoke to my parents on the phone and begged them to agree with the boys. I think the talks were conducted in a good spirit and the parents took everything in and talked to the boys at home. The student then confided in me that he was a little afraid of the student, lest he wait for him somewhere and beat him. Therefore, I advised him to always leave school with at least one classmate and to only walk along the main corridors, both to the cafeteria and home. I also promised that, if possible, I would also sit in the classroom during the breaks, make an agenda so that I could be with them more, despite the fact that there is a supervisor in the corridor during the break.\n\nOutcome:\nSimilar situations did not happen again. Did you use procedures based on a specific approach in the solution? Rather, I use the procedure of assertive behavior, where I describe what I don't like, describe the situation and ask the person concerned to suggest a remedy. I try to speak constructively, and also guide the children to be able to describe what happened matter-of-factly and apologize.\n\nStudent Profile:\nAge/Year: 14 let – 9.ročník\nHobbies: sport, hry, práce na zahradě\nDisorders: Nevhodné chování,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1425", "student_age_year": "14 let – 9.ročník", "student_hobbies": "sport, hry, práce na zahradě", "student_diagnoses": "", "student_disorders": "Nevhodné chování,Neúcta k autoritám", "teacher_approbation": "Magisterské studium ( Aj-Hv )Pedagogická fakulta UP Olomouc", "teacher_practice_years": "25", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1326", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student goes to the gymnasium in the fourth year and I meet him as part of the chemistry lesson. From the beginning, he ostentatiously showed his disinterest in teaching chemistry. He didn't pay attention to me in class, he didn't follow the reactions of his classmates and his activity was minimal. His performance deteriorated with each test he wrote, and he ignored opportunities to correct failed papers. He made it clear in every way that he was not interested in chemistry and found it useless. This situation bothered me, because the student disturbed not only me, but also his classmates with his behavior, and I also felt sorry for the potential that I saw in him, which remained unused due to his attitude. In addition, the situation worsened as the material covered increased, the student could not keep up the pace of the lesson and did not show any interest in any support from me or his classmates.\n\nSituation (Anamnesis):\nThe student comes from a complete family, lives with both parents and has two siblings. His mother works as an accountant, his father is a craftsman. The family is financially well-secured, and the student has the opportunity to participate in all school events. He is one of the more expressive individuals in the class, and often shows himself in a group of classmates who recognize him for his constructive practical ideas. He is not doing the best at school, teachers complain about lack of motivation and obvious lack of interest in teaching. The parents do not show too much interest in their son's well-being, and despite his negative attitude to chemistry, the student is one of the bright students, and thanks to this, he always gets a grade of four and is not in danger of failing.\n\nTeacher Intervention (Solution):\nDuring the first semester, I had the opportunity to observe very well the lack of interest in chemistry. I also observed that cooperation with his parents would not be a very successful means of solution and also motivation with grades would not work in this case. I found that when I meet a student outside of class, he seems more approachable than in the classroom. So I started having shorter conversations with the student at these moments. In the beginning, I avoided school topics and talked to him about what was new at home, what he was doing in his free time, where he was on vacation...however, over time I also got to the topic of school. I asked the student to openly tell me what bothers him in chemistry lessons, why he has such a negative attitude towards it and what he thinks could be done to change it. I learned that he thought that chemistry was useless, that his father made a lot of money and lived with his hands, and that the student saw no benefit in theoretical learning. According to him, nothing can be done about it, he just has to endure it. I thought a lot about his words and decided on the following course of action. Every week at the beginning of one of the two chemistry lessons I taught in the fourth grade, I prepared a short experiment. I involved the student in the preparation of experiments to a greater extent than before. At first he looked bored and annoyed, but after about a month the situation started to change. I noticed that the student listens more and more to my explanation, at first only during the experiments, later also during the following lesson.\n\nOutcome:\nThe student gradually began to show enthusiasm for chemical experiments, especially those that he said were useful. He stopped interrupting my explanation with comments, and I felt that his negative attitude towards chemistry was gradually and very slowly beginning to change. He began to discover that the knowledge that had previously seemed theoretical and useless would be of no use to him in practical chemistry. I sensed from his behavior that he resented not being able to accurately understand chemical processes because he did not know the properties of elements and compounds. He also had difficulties with help in the preparation of experiments, because he did not know the chemical language - symbols of elements and compounds, and thus could not find his way around the chemical laboratory without help. I noticed that this situation did not suit him and that's why I offered him one time after chemistry class that if he didn't understand something, he could come to me. I have already outlined this possibility to him several times, but only now I felt that the student could really take it seriously and use it. And it really happened. At first he seemed ashamed to admit that he had come because chemistry had become more interesting to him. He told me that he didn't want to get a bad grade, over time he started asking questions in class and learning the previously despised theoretical chemistry. My original intention was that he would be able to figure out for himself what the knowledge of theory would be useful for and that thanks to this he would be able to take chemistry at his mercy. I am very glad that it really happened.\n\nStudent Profile:\nAge/Year: 15 let, kvarta\nHobbies: sport, manuální činnosti\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1326", "student_age_year": "15 let, kvarta", "student_hobbies": "sport, manuální činnosti", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "Mgr., matematika a chemie", "teacher_practice_years": "26", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/9", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student comes from a Czech-American family, where the mother is Czech and the father is American. However, the Czech language is not a problem for him and he speaks and understands it fluently. The pupil's confirmed diagnosis is ADHD, and during the lessons, in addition to the teacher, an assistant attends to him. Although the boy was only seven years old at the time of the problem behavior, he looked four years older than his classmates. He was bigger and stronger. During the beginning of the school year, he was often sick - it wasn't until mid-term that he started coming regularly. So he didn't have time to get to know his classmates properly and ended up in a 'captive group', which he had trouble integrating into later.\n\nSituation (Anamnesis):\nSo he began to 'enforce' acceptance into the collective in a different, ineffective way. The student decided to use his physical maturity and greater strength. He began to resolve all disagreements with violence - pushing, excessive use of force during play, throwing...\n\nTeacher Intervention (Solution):\nThe teacher tries not to interfere in children's games and small 'conflicts' during breaks and free time at school and leads the children to agree on everything themselves, in this case she decided to intervene. She took the student aside during free time and explained to him that he had to be more careful, communicate more with the children and agree on games. One thorough conversation was enough and the student realized where he was making a mistake.\n\nOutcome:\nHe learned to deal with relationships with others on his own and to be more considerate of others. He realized that it is better and more beneficial to solve disagreements verbally, and not with fists. He was a small child in a big body and found that having the strength to fit into the collective was not enough and he needed to communicate more. He became friends with another student who introduced him to football. Thanks to this, he learned to release the accumulated tension during training and found a new hobby that partially replaced playing PC games.\n\nStudent Profile:\nAge/Year: 7 let, první třída\nHobbies: fotbal, PC hry\nDiagnoses: ADHD\nDisorders: Nevhodné chování,Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "9", "student_age_year": "7 let, první třída", "student_hobbies": "fotbal, PC hry", "student_diagnoses": "ADHD", "student_disorders": "Nevhodné chování,Bariéry v komunikaci", "teacher_approbation": "vysokoškolské – titul Mgr., aprobace první stupeň", "teacher_practice_years": "39", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1015", "content": "TEACHING CASE STUDY\n\nBackground:\nThe 1st grade classroom also serves as a school club outside of classes, which allows students to use toys during the long break. When I came back from the toilet, I found that the classroom was in chaos. Children gasped, some cried at the mockery of the quality or authenticity of their pokemon cards. Others argued about school toys because one pupil wanted to play with a doll, but another pupil also wanted to play with the same doll and they could not agree, while a third pupil sided with one of them.\n\nSituation (Anamnesis):\nThe entire 1st grade participates in the situation.\n\nTeacher Intervention (Solution):\nBefore the end of the break, I called the students to the front of the class to calm down and prepare for the next lesson. I asked everyone how they spent their break, what they did, what they liked and what they didn't. The pupils gradually explained the reasons for their behavior and I explained to them how they should behave next time. I also tried to get the students to talk about their problems with each other and apologize for their behavior.\n\nOutcome:\nI was present during the incident and observed how the teacher handled the situation by asking each student about their recess experiences. In the following days, I observed that the students communicated better and the rest of the breaks went smoothly.\n\nStudent Profile:\nAge/Year: 6.7.2022\nHobbies: -\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1015", "student_age_year": "6.7.2022", "student_hobbies": "-", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "?", "teacher_practice_years": "Absolvoval/a nějaký relevantní kurz, výcvik na zvládání problematického     chování, nekázně nebo komunikace ve třídě a podobně (zatrhněte):      Případně uveďte název (otevřená otázka):    Kazuistika ++     Jak můžete začít rozhovor s učitelem(kou)/asistentem(kou):     Otázka: Kdybyste měl/a zaměřit svou pozornost na situaci, kdy jste s žákem    řešil/a nějaké problémové chování, co by to bylo za situaci?     Po odvyprávění situace si ověřte, zda učitel(ka)/asistent (ka) považuje    situaci za dobře zvládnutou nebo pochybuje/ je si nejistý zvoleným    postupem. (použijte škálu uvedenou níže)     Otázka: Jak byste vyhodnotil/a zvládnutí této situace Vámi? Jde spíše o    dobře zvládnuté rušivé/problémové chování žáka?     Pokud jde o dobře zvládnuté rušivé/problémové chování žáka/žáků    (inspirující", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1351", "content": "TEACHING CASE STUDY\n\nBackground:\ngroup of six girls has been sitting with a boy from a socially disadvantaged family who shows autistic traits since kindergarten. Due to his difficulties, the boy stayed away from the team. He didn't play much with the children during breaks, he couldn't fit in overall. He didn't cooperate much in groups when he played, so mostly alone. I didn't notice the whole incident until February 2022. After class, I noticed a group of girls from the hallway window who were hurting this boy. The girls and the boy ran up to the railing, pushed him, tried to steal his key ring. I recognized the boys right away, but I only identified the girls based on their clothes. I was really shocked by the brutality of the whole incident, even considering that they were freshmen. These girls simply acted like a pack. The next day I talked to the boy. He confided in me that this behavior has been repeated for several months. He added that the girls mocked him, insulted him, cursed him. They even stole his snack or school supplies, such as glue, crayons, and more, several times. Most often it took place at the bus stop in front of the school.\n\nSituation (Anamnesis):\nOverall, this class was very challenging. I had three pupils with SEN and in the second half of the year pupils from Ukraine joined. There were 22 children in the class, so it was very difficult to attend to each of them individually. These girls were all average students, all gifted in every way. They were most interested in physical education and I thought they were the leaders of the class. They were often involved in activities, they reported a lot in classes I for voluntary activities. All the girls came from complete and well-off families. The boy, on the other hand, was slower, stayed away from others and mostly played alone. He comes from a socially weaker family. Currently, the diagnosis has not yet been established, the investigation is still ongoing\n\nTeacher Intervention (Solution):\nOn the recommendation of a colleague, I solved the situation with the help of a story. The story took place in a fictitious school with fictitious children, but the situation was similar to the one addressed. Here it was a group of three boys who physically and mentally hurt a weaker boy. I sat in a circle with the children and read the story to them. Subsequently, we stopped at three moments in this story with the children. The first moment was the bullying of the boy, then finding out the teacher and then informing the parents of the aggressors. I then asked the children what feelings the individual characters had. Above all, we focused on how the boy felt, how the teacher felt, and how the parents felt. I also asked what was wrong with the boy, what was wrong and how we should help him properly. These girls were involved in the activity. They were able to empathize with the feelings of everyone involved and correctly name the given phenomena. They were even able to recognize that it was bullying, but they could no longer connect the whole situation to their actions.\n\nOutcome:\nAfter an hour, I called the girls and confronted them about the situation. They all started denying and covering for each other, they only confessed when I invited my parents to school. However, the last girl continued to lie and deny. She confessed only under the pressure of her parents. Subsequently, the girls were sorry for the whole situation and now I think that the situation has not happened again. The boy is now more involved in the team and seems happier to me.\n\nStudent Profile:\nAge/Year: 1.      Ročník, 7-8 let\nHobbies: Pohybové hry, kreslení, vyrábění\nDisorders: Lhaní,Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1351", "student_age_year": "1.      Ročník, 7-8 let", "student_hobbies": "Pohybové hry, kreslení, vyrábění", "student_diagnoses": "", "student_disorders": "Lhaní,Krádeže", "teacher_approbation": "Mgr. Učitelství pro první stupeň", "teacher_practice_years": "18 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1061", "content": "TEACHING CASE STUDY\n\nBackground:\nam a guidance counselor, so I often encounter various problems at school, be it behavior, poor grades or something serious. However, this is the first time I have encountered this case in my many years of practice. A student who comes from a lower social class. In most subjects, her grades are rather below average. He has almost no logical thinking which is quite a problem for science subjects. She already had problems in math when they got past the number ten. The teacher did not always treat her well and gave her difficult examples that she had no chance to calculate. Sometimes he let something out of his mouth that he probably shouldn't say to a girl at that age, and she was sorry for it. She gradually began to withdraw and refused to cooperate with the teacher. Then once a student came to me with her friend and secretly confided in me that she couldn't master the subject and that she didn't know how to tell the teacher. Her friend told me that he doesn't treat her very well in class. Then I sat down with only the student and we discussed everything. I resolved the situation with the math teacher, the student and legal representatives.\n\nSituation (Anamnesis):\nŽačka used to be mostly quiet, she tried not to express herself significantly. As time went by, she became more outgoing and even had some ambitions to be the leader of the class. She wasn't very popular in class, but she didn't have any enemies either.\n\nTeacher Intervention (Solution):\nThe student came to me and confided in me about her problem. She told me that she has some problem with the math teacher and that they don't get along very well. We sat down with the student and started discussing everything. She confided in me that the math teacher wants her to calculate very difficult examples that she cannot calculate. The teacher often says in front of her classmates that the student can't do anything, that she is stupid and that she doesn't care. The pupil is sensitive to pranks and this, although the teacher did not mean it completely seriously, the pupil took it very seriously and was sorry for it. I discussed everything with the teacher, who admitted that he had not considered his behavior and apologized for it. Everything was resolved with the school director and legal representatives.\n\nOutcome:\nThe math teacher apologized to the legal representatives, the pupil, the school principal and the entire class for his reckless behavior. Žačka accepted the apology, as did the others. The teacher tries to include in the teaching even easier examples and tasks that the pupil can also handle and experiences a sense of success with them. He no longer calls the pupil to the blackboard in order not to expose her to pressure and stress. Everything was resolved, the student opened up to the teacher again and no longer has a problem communicating with him.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nHobbies: malování, výtvarné činnosti\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Šikana\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1061", "student_age_year": "14 let, 9. třída", "student_hobbies": "malování, výtvarné činnosti", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Šikana", "teacher_approbation": "Mgr., biologie, chemie, zeměpis, výchovný poradce", "teacher_practice_years": "25 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/453", "content": "TEACHING CASE STUDY\n\nBackground:\nAbout halfway through the school year, I received information from our educational psychology office that a video was being circulated among the students on YouTube that was bullying one of the students from my class (I was a class teacher). The video was allegedly sent to them anonymously by e-mail. It was about a minute long video, which was based on the student's last name (his last name was the name of an animal and the English translation of this name was repeated in the video - for example, if the student's name was , the song would sing ). In short, it was a rap song that made fun of the given student's last name, a montage of this dancing animal was used as an accompanying video. I don't know how to explain it better. There was nothing offensive in the video itself, no threats or assaults, within the text the author only made fun of the classmate's name and mentioned two other female classmates. It didn't seem so terrible to me, maybe I wouldn't call it bullying, but my colleagues from the counseling center appealed to me to talk to the victim and then call the bully. He uploaded the video to YouTube directly from his channel, so we knew who it was.\n\nSituation (Anamnesis):\nBullied - 1st year grammar school student, rather introverted, phlegmatic, above average academic performance - 1st year grammar school student, extrovert, friendly, helped classmates, above average academic performance.\n\nTeacher Intervention (Solution):\ndidn't get any further information from the counseling center on how and what to discuss with the bullied student, I simply invited him to my office and carefully started the topic of the video - if he knows about him and if it bothers him. He pretended not to have such a problem with it, at one point he even defended the bully when he admitted that he himself had made a similar video on his account. They just didn't expect that the video would spread around the school. And that seems to bother him a little, because now everyone is making fun of his name. After the interview, I realized that he had not really suffered an injury and I reported it to my colleagues from the counseling office. They continued to insist on the following solution to the situation, so the following day I should have invited the two mentioned persons from the video and then the bully himself to the cabinet. Female colleagues were present during these visits. Two female students who were mentioned in the video came together, I asked them if they knew about the video and what they had to do with it. Both acknowledged that they knew about the video, but were surprised that it had reached us and that we were dealing with it. They said that it was nothing, that it was just fun and that they would not have thought that it was bullying. A colleague from the counseling center stepped in and said that it could be bullying and let them realize how their classmate probably feels. At that, the girls admitted that it was probably not quite the right kind of fun and promised that they would not participate in anything like that next time. However, they denied that they were behind the video itself, saying that it was only the work of a bully. The bully was attacked by colleagues from the counseling center, quite harshly for my taste. From what I know of him, he is a really smart boy, empathetic, rather extroverted, has a lot of friends and has never had a problem with him. He looked taken aback, said he had no idea that it was bullying and defended himself by saying that the person being bullied made the same video about him and that they are\n\nOutcome:\nBoth videos were deleted and everything seemed perfectly fine. The two boys continued to have fun together and got along well. I must admit that I was very surprised by the long-term result of the solution. The student prepared a perfect and interactive presentation for lower secondary school students, which he presented in all classes under the supervision of the guidance counselor. I considered the situation resolved and was satisfied with the solution. About a month later, the bully came to me asking to be excused for one whole day, because he was leaving with a counseling center to give a presentation about bullying at a school in the next town. Until then, I didn't know about it at all, but colleagues from the counseling center arranged for him to present at nearby schools, where the student himself could earn money from this presentation\n\nStudent Profile:\nAge/Year: 16 let, 1.ročník SŠ (gymnázium)\nHobbies: Sport, aktivity s dětmi\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "453", "student_age_year": "16 let, 1.ročník SŠ (gymnázium)", "student_hobbies": "Sport, aktivity s dětmi", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, RJ a AJ", "teacher_practice_years": "31", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/254", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the lesson, the student cursed profusely. He threw things, lay down on the bench, sat during greetings, deliberately interrupted the teacher's explanation with comments like 'boring, stupid'. After several warnings, the pupil was sent to ŠPP, where after speaking with a psychologist, he indicated that he was not having an easy time at home. He didn't come to school the next day. Subsequently, he started writing to the teachers via messenger that he could not stand it at home with his mother. According to the student, his mother neglects him, shouts at him, does not pay attention to him. I suggested that the student come to school the next day so that he would at least have some positive background. But after returning, he started interrupting the class again. I tried to send the student to the corridor with an assistant whom he trusts. The student informed the assistant that he wanted to move to another facility. The assistant informed me of this fact and we were able to discuss the transfer to this facility with the pupil more openly and with the school psychologist. The student is currently in this facility, he is reading and his behavior is gradually improving.\n\nSituation (Anamnesis):\nSee above (same class)\n\nTeacher Intervention (Solution):\nWhat is? What are you doing at that hour? Teacher, I don't know how... I don't give it at home, I'd like to go to another facility. What's going on at home? I already wrote to the teacher and he wrote to me to go to school. And that other device you told me about? Not yet. I don't know if I want to go there or not. I believe he must be rough at home, but you can't solve and ventilate it by deliberately disturbing the teacher. He wants to help you and you can't thank him like this. I don't even know why I do it. I'll just start like this. So this is how you need to get it out? The negativity? Yeah.\n\nOutcome:\nThe student has transferred to another facility. He tells the teachers that he is feeling better. He has a room to himself, the opportunity to read and supposedly he has made new friends here, which is good. Finally, he can find people here other than more problematic classmates who could have a worse influence on him and his current situation.\n\nStudent Profile:\nAge/Year: 14, 7.\nHobbies: Zbraně, parkour\nDiagnoses: ADHD\nDisorders: Neposlušnost,Vulgární vyjadřování,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "254", "student_age_year": "14, 7.", "student_hobbies": "Zbraně, parkour", "student_diagnoses": "ADHD", "student_disorders": "Neposlušnost,Vulgární vyjadřování,Nevhodné chování", "teacher_approbation": "Bakalářské- Čj/Dějepis", "teacher_practice_years": "3", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/897", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, the class I teach was on an adaptation course. We had a rule in place here that allowed students to freely decide whether they wanted to participate in dating games or not - but we also added that it would be more beneficial if they tried everything to get to know each other as best they could. When describing one of the activities, one student declared that she would not participate in this activity. The others rushed to fulfill the assignment. After that, the student did not even want to participate in the following activity, after which I began to worry that other students would not join her, which would undermine the goal of the adaptation course.\n\nSituation (Anamnesis):\nThe student is a very distinctive and careful personality, rather an introvert. He most likely suffers from partial autism, which, however, is not documented.\n\nTeacher Intervention (Solution):\nAfter the student did not want to participate in the second game either, I followed her. I wanted to give her courage and convince her to start the next game. When I bent down and touched her hand to offer encouragement, the student flinched. Although I calmly explained everything to her and encouraged her, she mostly stopped participating in other games. Because I noticed her flinching, I didn't want to force her into any of the other activities and talk her out of it.\n\nOutcome:\nThe student subsequently announced herself at the adaptation course that she would perform the function of cashier. In another game, where the students had to work together as a group, she then got involved again and tried to come up with a solution to the given problem. At first, I wasn't sure whether I should have forced the student to get to know others and join the team. During my studies, I understood that she is joyful and happy in her world, and she doesn't mind partial separation. When she needed something, she was able to negotiate with others or solve everything with the teachers. She fulfilled the function of cashier perfectly. In retrospect, I was glad that I didn't force her and respected her decision.\n\nStudent Profile:\nAge/Year: 15., 1. ročník SŠ\nHobbies: čtení, hra na kytaru\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "897", "student_age_year": "15., 1. ročník SŠ", "student_hobbies": "čtení, hra na kytaru", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské - Mgr., matematika, biologie, informatika", "teacher_practice_years": "10", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1316", "content": "TEACHING CASE STUDY\n\nBackground:\nI was in charge of a big break and suddenly I hear a loud shout, laughter and then applause from 7th B. So I go inside to see what's going on. The students stand in a semicircle around the blackboard and amusedly observe the brown yogurt stain on the white wall next to the blackboard.\n\nSituation (Anamnesis):\nThe student is an only child. He comes from an incomplete family, which at the same time does not have a problem with money. His parents work a lot and therefore don't pay him much attention. His parents try to compensate by buying him lots of things and gifts. So the student is used to getting what he wants and that he doesn't have to make any effort for it. It follows that he not only treats his things with care and respect. They often destroy things, especially if they are school property. At the same time, due to the lack of attention from their parents, they try to get attention from their classmates with behavior that deviates from the norm or behavior that shocks. However, he is not aware of the consequences of his behavior.\n\nTeacher Intervention (Solution):\nstep into their midst, wait for them to quiet down a bit, and then as calmly but forcefully as possible I ask who did it. After a moment of silence, a student comes in - the class clown and a slightly problematic student. You can tell from the tone of his voice that he feels on top of things and doesn't want to lose his dude image at any cost. I'll ask him to come and talk to me in the hallway in private. When we leave the classroom and the circle of classmates, a slight insecurity can already be seen on him. He doesn't even have the courage to make eye contact during a face-to-face conversation. I ask him how the incident happened and why he did it in the first place. He explains to me that he and a classmate were chasing each other around the classroom and the student couldn't think of anything better than to throw his chocolate yogurt he got for a snack at him. But the yogurt missed the classmate and instead splashed on the wall next to the blackboard. But the student defends himself by saying that he did not think that the cup would burst and cause such havoc. It was obvious that the student was ashamed of what he had done, but at the same time I knew that similar behavior had already occurred with the student a few times in the past, for example when he destroyed desks with a compass or threw fruit down the stairs. It seemed to me that he has no respect for things at all and that he does not realize the consequences of his actions. So I told him how it affects me. That I understand that maybe he didn't think of it and that every person sometimes doesn't think of something, but that you need to take responsibility for your actions and try to correct your mistake. I agreed with him that he would stay longer at school after school that day, go to the janitor, pick up paint and a brush from him and clean the stain and then repaint it. And if he does, I won't take it up with his parents or write him a note.\n\nOutcome:\nThe student accepted my offer. But he discovered that painting over a greasy stain is not at all easy, that it is terribly slow and the result is not very satisfactory. In addition, he received a sermon from our energetic janitor, who then watched his work with his critical eye the whole time and accompanied everything with his notes. Since then, I have not experienced another similar incident with the student.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída ZŠ\nHobbies: fotbal, hraní počítačových her\nDisorders: Ničení majetku,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Agreement, Consequences, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1316", "student_age_year": "13 let, 7. třída ZŠ", "student_hobbies": "fotbal, hraní počítačových her", "student_diagnoses": "", "student_disorders": "Ničení majetku,Nevhodné chování", "teacher_approbation": "Vysokoškolské – titul. Mgr., učitelství druhého stupně ZŠ, aprobace německý jazyk a český jazyk", "teacher_practice_years": "32", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Consequences, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/881", "content": "TEACHING CASE STUDY\n\nBackground:\nThis situation took place during the second half of the last school year and basically continues until today. So it is from the period when I returned to education after maternity leave. A new challenge awaited me, as I had to teach second grade for the first time. There I was put in charge of teaching English. I took it as a new challenge because I taught in a small class before my maternity leave and thus had no experience with teaching older children until that moment. I taught English in the 6th and 7th grade. It was in the 7th grade that I began to notice problematic behavior in one of the students. It was at a time when she was repeatedly apologizing at the beginning of the lesson that she didn't have something or didn't fulfill something. Since I was teaching the girl in her first year, I didn't know if this behavior was typical for her or if it was a temporary thing.\n\nSituation (Anamnesis):\nAfter a while, the behavior escalated until the excuses turned into excuses and lies. That is why I mentioned this problem at the pedagogical council. Subsequently, I found out that this is not a problem that only occurs in my classes. Therefore, together with my colleagues, I decided to start solving this situation. After several meetings with the girl, I found out that she is in a rather difficult life situation. The girl comes from three siblings, she has an older sister and a younger brother. However, the mother and her eldest daughter recently moved in with a friend and are expecting a new addition to the family. Currently, the girl lives only with her father, younger brother and grandparents. However, problems with the fulfillment of school duties appeared even before the mother moved out. The mother did not help the children with the preparation in any way. She herself did not respond to the teachers' calls, and it was not at all easy to negotiate with her. She entrusted the cares around the school to her eldest daughter, who was less than two years older than the described pupil.\n\nTeacher Intervention (Solution):\nAfter they moved out, the problem started to get worse. The situation is not helped by the fact that the father is away for a week because he drives a truck. The girl thus has little home preparation. Practically no one supervises her, as her grandparents are not too interested in her schoolwork either. Due to the fact that none of the parents showed interest in cooperating with the school and solving the problem, it was necessary to intervene in the situation differently. As I already mentioned, I myself had a few meetings with the student, where I tried to analyze the problem together with her and find some possible solutions. Among other things, the class teacher assigned her classmate to help her and basically act as her assistant. As part of the interventions, the girl was also guided to write assignments and notes. Despite this, however, there was no correction and repeated lying and excuses followed.\n\nOutcome:\nThe only effort on the part of the father took place before the end of the school year, when the girl was in danger of failing. That's when he tried to get tutoring for her. So the school agreed. However, after a few meetings, the girl stopped attending tutoring. Despite all the efforts of the school, the class teacher and the teachers of individual subjects, there was no improvement in home preparation. Although this is a long-term problem that persists to this day, unfortunately, without the interest of the parents and the student herself, I am afraid that it will hardly be possible to solve the situation. The student does not have support and the right background at home. She cannot adequately prepare herself. Because the problematic behavior continues, I consider the situation unsuccessfully resolved.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník ZŠ\nHobbies: otevřená otázka\tstarání se o zvířata\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "881", "student_age_year": "12 let, 7. ročník ZŠ", "student_hobbies": "otevřená otázka\tstarání se o zvířata", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "vysokoškolské vzdělání, aprobace: speciální pedagogika", "teacher_practice_years": "18", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1421", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the break, when the student was leading his classmates in a debate circle, another teacher entered the class and curiously asked me if everything was okay. This wouldn't be out of the ordinary, because after the past difficult situations where he attacked the teacher, she was worried if everything was okay (there was a loud conversation in his circle, but nothing was happening). This irritated the pupil, as it was not the first time that week, and he immediately started shouting at the teacher. She started yelling at him more and emphasized to him that he would listen to her. The situation escalated, and given that the student was a big and mature boy at the time, I was afraid that he would attack the teacher.\n\nSituation (Anamnesis):\nThe pupil was born as an ordinary child, but already at an early age he was above average lively. He grew up in an incomplete family, he missed his father's presence a lot. He started the conversation about him himself, and from his words you could feel that he missed him. The student entered this elementary school in the 4th grade. Based on his aggressive behavior, he was transferred from his previous school after agreeing with his mother. Although he had a teaching assistant at his previous school, his behavior was intolerable and enormously disruptive in the classroom. He was well received by the team in his new class and had only one assistant throughout elementary school, which turned out to be absolutely crucial because he himself was not very adaptable to changes. His aggressive behavior was manifested on the basis of internal discomfort and was very significant. These were primarily sudden changes that he was not familiar with. Despite his aggressive behavior, the pupil was quite communicative and was able to conduct a dialogue about what was happening and what he did not like. We can also emphasize that he was able to discuss individual topics in great depth (even on a philosophical level).\n\nTeacher Intervention (Solution):\nSo I took him into the office and we started talking. I asked him: 'Student, can you tell me what made you so angry?' and told me unequivocally: 'I don't like this teacher.' 'Then why don't you like her so much?' I asked. 'Because when I was in the 5th grade, my teacher told me that if I behaved normally, she would take me on a trip. Otherwise not.' It was clear from his speech that this was clearly at the heart of the problem. So I decided that I have to conduct the interview itself very carefully, because this is a very deep problem. I advised him to apologize to the teacher and I tried to explain to him that this is not how problems are solved, and certainly not with the teacher. Throughout the debate, I tried to use non-violent communication, supported by a positive attitude and coaching questions. So the student himself decided that his behavior was inappropriate and went to the teacher himself and apologized to her. I consider it a big win that since then he has had no dispute with the teacher and has always been able to solve problems with a certain foresight.\n\nOutcome:\nThe student is currently studying auto mechanics at secondary school. A big progress was seen in the 9th grade, when he had a little brother and a certain responsibility started to be seen, which inhibited his aggressive personality quite a bit.\n\nStudent Profile:\nAge/Year: 15 let, 8. ročník\nHobbies: Počítač\nDiagnoses: ADHD\nDisorders: Agrese,Impulzivita\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1421", "student_age_year": "15 let, 8. ročník", "student_hobbies": "Počítač", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Impulzivita", "teacher_approbation": "Mgr., Ruský a anglický jazyk", "teacher_practice_years": "35 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/624", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose one day when the pupil did not want to cooperate in class. He refused to play dodgeball in gym, claiming it was the worst game, but up until then he had always played it without objection and enjoyed it. In other classes, instead of working out assignments, he painted, tried to chat with his neighbor, looked out the window and either did not respond to reprimands, or objected that he did not enjoy the material and assignments and did not want to do them.\n\nSituation (Anamnesis):\nThe student attended the 3rd year of elementary school, a selective class. There were usually no problems with him. He worked in classes without problems, he was one of the less active, but he always did what was needed. He had no disciplinary problems. There were no problems throughout the class except for the occasional minor disciplinary infractions that are common among first graders.\n\nTeacher Intervention (Solution):\nThe first lesson was physical education, where I responded to the student's reluctance to play dodgeball by trying to motivate him. I told him that he enjoyed the game and that he would regret not playing. I convinced him to play, but he showed no effort and just crawled around the field. After class, I asked him if there was anything going on that he wanted to talk about, but he said nothing and that he didn't like dodgeball. In the following hours, I dealt with reluctance to work with admonitions, and when that didn't work, I resorted to shouting. In the last hour, when he told me again that he didn't like the material, I responded by saying: \"You're worse than a woman, how you keep complaining!\n\nOutcome:\nThe student's words seemed to hurt him, he worked for the rest of the class but looked sad. The next few days he behaved as before, working without problems and not seeming to be affected by the incident. Since then, this behavior has not been repeated.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: kreslení, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "624", "student_age_year": "8 let, 3. třída", "student_hobbies": "kreslení, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání v magisterském studiu Učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "10 let", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/346", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the Czech language class, I represented the teacher who was at the doctor. We repeated the letter P. The children had to say words starting with different syllables pa, pe, po, py.... at the syllable Py, a 'Pinda' was heard from the boy sitting in the first bench.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD and is medicated. He often gets angry when something doesn't go his way, but he is not aggressive. Problematic behavior is not common with him.\n\nTeacher Intervention (Solution):\nSo I asked, 'Boy, what did you say?' The boy repeated the word. I explained that it was a dirty word and the boy got extra homework. Immediately after that, the boy began to cry. So I sent him to the bean bag, which he used to calm down.\n\nOutcome:\nAfter school, I met the boy's mother on my way home from work. She asked me what the boy did and why he got extra homework. I explained the situation to my mother and she told me that the boy took the assignment out of his backpack at home and immediately tore it up. The task was finally accomplished the next day.\n\nStudent Profile:\nAge/Year: 7 let / 1.ročník\nHobbies: Počítačové hry\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: (Disciplinary) Punishments\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "346", "student_age_year": "7 let / 1.ročník", "student_hobbies": "Počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Asistent pedagoga s ukončeným kurzem AP, studující bakalářské studium na pedagogické fakultě.", "teacher_practice_years": "3 roky", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1294", "content": "TEACHING CASE STUDY\n\nBackground:\nam currently dealing with the situation of a boy in my class. He skips classes or doesn't go to school all day. He obviously caught the wrong party over covid. He started with grass, but now I'm thinking of something harder. He lives only with his mother, but she is already afraid of him. She wanted to take him here and he slapped her. She called the police on him and called me what to do.\n\nSituation (Anamnesis):\nThe teacher didn't mention much about the class. But from the circumstances, it seems to me that it is a normal class without obvious major problems. It is also a gymnasium that does not have to deal with many similar cases. Online teaching did not suit the student here, and apparently the problem is slowly and seriously developing.\n\nTeacher Intervention (Solution):\nWe sat together with the pupil, the educational advisor and the parents. We explained the situation to each other and the student already promised us a remedy. But that didn't seem to help and then it turned out like this. For now, I will continue to deal with it and give him an unexcused hour. Looks like it will probably be taken up with the police.\n\nOutcome:\nAfter a session with the guidance counselor, the student promised to correct his behavior, which subsequently did not happen. Now the situation is in such a state that it does not seem that the school has any options to intervene.\n\nStudent Profile:\nAge/Year: 16 let, druhák\nHobbies: Trávit čas s kamarády\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1294", "student_age_year": "16 let, druhák", "student_hobbies": "Trávit čas s kamarády", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Mgr., VV, ČJ", "teacher_practice_years": "31 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/263", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had frequent absences during the school year and I always had to remind her several times to bring me the excuse sheet. Most of the time, the student told me that she forgot the apology letter, that her mother didn't have time not to write an apology because she was always at work. But her unexcused absences kept increasing and the girl began to have problems with her grades.\n\nSituation (Anamnesis):\nThe student lives only with her mother and her grades are below average. As the mother is a single mother, the family does not have a good financial situation. The mother is at work late into the night and the student is often home alone, so no one checks her homework or whether she goes to school regularly. In class, the girl is pushed aside, she doesn't have many friends.\n\nTeacher Intervention (Solution):\nFirst, I started to solve the problem with the student, I reminded her of the school rules and emphasized that she must bring me the apology letter. But that didn't happen, so at the end of the school year the student had unexcused lessons, so she was reprimanded by the school principal.\n\nOutcome:\nThe whole problem lasted for about a year, and at the end of the school year this was reflected in the student's grades and report card. A short-term solution was a reprimand from the school principal. If this problem were to recur, the long-term solution would be reduced behavioral benefit, repeating the grade and possibly contacting social services.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "263", "student_age_year": "14 let, 8. třída", "student_hobbies": "", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Vyhýbání se škole", "teacher_approbation": "Magisterské studium, Učitelství pro první stupeň", "teacher_practice_years": "25 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/151", "content": "TEACHING CASE STUDY\n\nBackground:\nLast school year, after returning to school from distance learning, I went to the classroom as an educational counselor to welcome the students, wish them a comfortable return to school and point out the possibility of consultations if they feel the need to talk to someone. On the same day, a student stopped me in the hallway asking if she could come and talk about something completely unrelated to school. With full support, I empathetically invited her to my office, where we agreed on five more meetings, always once a week. During the meeting, the girl gradually confided in me, for example, her fears about returning to school, because during distance education she had a fight with her friends from class and they stopped talking to her, and they didn't talk to her even after returning to school. Žačka felt unhappy, angry with herself, which she began to solve by self-harming. She also took out her feelings of anger on family members.\n\nSituation (Anamnesis):\nŽačka is an introvert who has problems establishing new contacts, does not feel comfortable in new situations and is a student with low self-esteem. Žačka became a student of the Prima A class at the age of eleven. She gradually integrated into the class. A classmate from the elementary school they both attended previously helped her integrate into the class. In class, her behavior was different from the others. She always demanded the same place in the classroom, she was the only one who repeatedly asked about parts of the material and teachers' instructions, she needed more time to work than others, she brought an extra large pencil case with colorful stationery to the classrooms, she did not like working in pairs or groups that she was not used to , every change threw her off.\n\nTeacher Intervention (Solution):\nDuring five meetings, I motivated the student to overcome her fear of re-establishing a relationship with classmates, we trained self-control techniques and prevention of escalated situations that could lead her to self-harm. We talked about the motive of the discord between her and her friends, which consisted in the fact that the girls gossiped among themselves, but in the end it was the student who was singled out from their 'girl' group who 'caught' it the most. We discussed how to take the first step to re-establish contact, for example by watching new series that the girls often talked about. I tasked the pupil to write in a diary every day what she succeeded in and to think of something positive during a fit of anger, take a deep breath and count to ten. I also suggested to the student the possibility of participating in the international project The Duke of Edinburgh's International Award, in which she would improve her chosen sport, skills, volunteering and finish this project with a team expedition.\n\nOutcome:\nŽačka began to realize that it is important to always find something positive in every day, she was able to re-establish friendships with her friends and is open to her further development in new activities. This resulted in her overall calming down and outlook, so she no longer even has fits of rage.\n\nStudent Profile:\nAge/Year: 14 let, kvarta\nHobbies: malování, sledování seriálů\nDisorders: Sebepoškozování,Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "151", "student_age_year": "14 let, kvarta", "student_hobbies": "malování, sledování seriálů", "student_diagnoses": "", "student_disorders": "Sebepoškozování,Emoční labilita", "teacher_approbation": "VŠ magisterské", "teacher_practice_years": "18 let", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/473", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not manage the tasks to a greater extent. He wasn't paying attention and kept getting distracted by things around him. He often looked out the window or around the classroom. He was unable to concentrate and not perceive the surrounding influences. The situation kept getting worse, the pupil did not listen in class, his grades got worse. The more he lost himself in class, he had no motivation to listen to me and try to understand the material, even though I tried to check his work in class. The situation escalated to such an extent that the student could not master the subject at all, he did not remember anything from the lessons because he did not listen at all, and because he was bored in the lessons and did not enjoy the lessons, he was constantly interrupting. He addressed classmates or me, thereby disrupting the lecture or other work. I was repeatedly forced to interrupt the presentation or work several times because of his interruptions. Arrangements and individual assignment of tasks did not help. Finally, at one o'clock he started to get upset that he didn't know what to do. At the same time, I also dealt with the fact that he was very often late to school and usually didn't even bring an excuse.\n\nSituation (Anamnesis):\nThe student has problems with complying with school rules, goes to school late, does not carry excused absences. He is not independent, he works as he should in the presence of the teacher, but if he goes away, he does not know what to do. He has ADHD, which is manifested by allowing himself to be easily distracted by surrounding influences (e.g. other classmates, noise in the classroom or on the street). If he is bored, he starts playing with things on the bench or disturbs other classmates. He gets tired quickly while working, and even falls asleep after writing for a long time.\n\nTeacher Intervention (Solution):\nresolved the situation in the classroom immediately upon the situation by agreement with the student. I let the others work and went to explain to him the reassignment of the entire work. I also asked him to try to concentrate more, at least when assigning tasks and to clean unnecessary things from the desk. I also decided to change my approach to the student so that similar situations do not occur. So that it was not so difficult for the student to keep his attention, I often changed activities especially for him, so that he could stay focused on them better, and at the same time I started giving him written tasks in a shorter range. He began to receive a structured overview of the curriculum so that he did not have to focus on other activities besides learning itself. I insisted on maintaining order on the bench so that he would not be disturbed by extra items on the bench. Questions had to be clearly formulated and constantly checked to see if he understood everything. Since he fell asleep after writing for a long time, I chose oral exams and supplemental papers more often than written assignments. I had to deal with late arrivals and the subsequent failure to bring excuses in personal meetings with my parents, they were accommodating in this regard and tried to put everything in order.\n\nOutcome:\nLate arrivals were resolved with the parents, the pupil began to wear the excuses on time. Thanks to the alternation of activities, it is easier for the student to concentrate while working. The structured overview of the subject matter helped the pupil to focus on the subject matter and, thanks to this, he began to master it better. The oral examination and supplementary tests proved to be effective, the pupil was able to concentrate during them, in contrast to written assignments. Adherence to some school rules remained unchanged, he sometimes interrupted classes, etc.\n\nStudent Profile:\nHobbies: Bez zájmů\nDiagnoses: ADHD,Poruchy pozornosti a aktivity,Porucha chování\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Failure to attend class, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "473", "student_age_year": "", "student_hobbies": "Bez zájmů", "student_diagnoses": "ADHD,Poruchy pozornosti a aktivity,Porucha chování", "student_disorders": "Lhaní", "teacher_approbation": "Vysokoškolské, speciální pedagogika + učitelství odborných předmětů pro SŠ", "teacher_practice_years": "16", "problems_annotated": "Not attending to teaching/Inattention to teaching, Failure to attend class, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/641", "content": "TEACHING CASE STUDY\n\nBackground:\nThe increase in significant problems began during the transition from lower to higher gymnasium. The student was always so locked into himself, he was never one of the group of communicative students. But during his studies he showed no signs of revolt and disgust towards his studies. He just seemed like a typical introvert. As he grew older, he began to show aversion to school. Although he always arrived at school, his work efficiency was at freezing point. Instead of paying attention, he preferred to read things that interested him. At some moments he seemed to be dreaming. Whenever he could, he tried to use the time to play chess. The biggest difficulties came when the student came of age in the third grade. His results took a sharp turn for the worse. He had to repeat the year. This could seem like a simple inability to study, or the student's problems with studies. But about the normal \"interrupted\n\nSituation (Anamnesis):\nTeachers compare these problems only to the character of the student. They say he's just lazy, rude and doesn't care about school at all. They noticed changes in his behavior as well as his rapid deterioration in grades. I am not sure whether such an approach should not be enriched with a more professional view and diagnosis. But it is almost impossible to talk to the student, to get any information from him. He always just pauses and shuts himself up. He doesn't want to talk to anyone or anything. Based on my experience in teaching psychology and working as an educational consultant, I was sure that this case was not just due to the student not wanting to learn. Contacting his parents was unsuccessful. In their eyes, the son is perfectly fine, only school is not interesting for him. I believe that one of the reasons for such behavior can be caused by the student's behavior and appearance. His young years at grammar school must have been stressful and his classmates can be very cruel. When I can get some information out of a student (sometimes it can seem like an impossible task), I find out about their high intellect and their way of thinking. In certain cases, he cannot talk about anything other than the game of chess. I almost seem like an autistic person who is gifted with a high intellect. This is just a theory and personal guess. It is not possible to confirm this hypothesis without the student or the student's parents seeking professional help and receiving a diagnosis from a psychologist. Is his behavior caused only by laziness or are the reasons much more complicated.\n\nTeacher Intervention (Solution):\nAs for the topic of other teachers. I would like to follow up on this note. Dealing with a problematic student who refuses any help or attempts to talk is very exhausting and after a certain time discourages everyone. I came to teach at this school when the student was in the third grade. I was told all about his problems and also the inability of his parents to act in any way. After many unsuccessful attempts to solve the problem, the teachers decided not to solve it and just follow the rules. Teach the whole class normally and if the student's results are failing, let him fail and repeat the grade. In this case, the solution is probably up to the student himself. One can try to communicate with him in any way, for example, to situate the conversation on the topic of his greatest passion: chess. The student is already of legal age, theoretically it could be said that he decides on his own future. It is necessary to find out what his goal is, what he is basing himself on, and to explain to him that finishing high school would not be thrown away. He could contact the school psychologist or any pedagogue himself. If he is in a situation where he is somehow restricted in his home, it would not be a problem to cooperate with the teacher and professional worker. Of course, this is an idealized case. If an individual refuses any help and any contact with the outside world, I cannot intervene aggressively as a teacher. I'm teaching this student civics, I'm constantly trying to engage him in conversation or coax some silly ideas out of him. I think that over time I will be able to learn more about his problems and act accordingly. When we talked about interests and hobbies in class, I was able to find out his incredible interest in computer games and playing chess. The student is very clever and, according to him, participates in many competitions. But if it comes to a topic that doesn't concern him or doesn't interest him, I'm not able to move anywhere.\n\nOutcome:\nSo far, this situation has been solved by the teachers' attitude, which showed a neutral approach. They didn't force the student to do anything extra, but they also didn't punish him in any particular way, they approached it in a way that essentially didn't solve anything. There was no other option. Teachers need to attend to the whole class and concentrate on their duties. Anyway, there are several of us on the staff trying to resolve this situation. Our first goal would be for the student to at least finish high school and graduate. If he decides to address the issue during his studies or after graduation, we will be willing to support him. We also try to explain to his parents that their son has serious problems at school and that they too should pay more attention to him. Progress is slow and tedious. However, I dare to assume that with the help of consultations with the parents and the student, we will eventually come up with a pleasant solution that will suit both parties.\n\nStudent Profile:\nAge/Year: Septima, 18 let\nHobbies: šachy\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "641", "student_age_year": "Septima, 18 let", "student_hobbies": "šachy", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nepracovitost", "teacher_approbation": "Magisterské studium (1.-2- stupeň základní školy + střední školy a gymnázia)", "teacher_practice_years": "22", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1492", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the course of the last school year, I was informed by my colleagues in the teaching staff about a newly created 'discord' in the collective of one of the classes. It was the 6th grade. From the available information from my colleagues, I only knew that someone in the class was giving other students in the class nasty nicknames and spreading it further in the groups. Within the teaching staff, we agreed that there is a need to stop this behavior and find out who is responsible for this behavior. I personally didn't think it was bullying, but it could develop into her if the situation didn't get under control.\n\nSituation (Anamnesis):\nStudent – average student, extrovert, active in class, does not fundamentally stand out from the group, is very communicative.\n\nTeacher Intervention (Solution):\nWithin a few hours of observing said class, we immediately knew who was making up the nicknames. Observations were made by several teachers who taught in the 6th grade, including myself, so that no one would accuse someone without reason. She was a student. When I found out, I couldn't believe it, because I teach the student, and I would never tell her that she could do this. I immediately invited her to the choir room to talk to her about it. Žačka said about the situation that she did not mean it badly and that it was just a joke, and that others understood. I disagreed with her statement and pointed out to her that it can't always be fun for 'both sides'. I explained to her that it's not nice to call others names to make them laugh like he's a turkey. The student kept defending herself by saying that it was just a joke. I suggested that she try out a role together, that I would be her and the pupil would be, for example, a classmate. In the model situation where we had each role, she only realized that she herself would not like being called ugly. I agreed with the pupil that she would apologize to her classmates and promise that the same situation would not happen again. After this situation, coincidentally, a small school discussion was held in a few weeks, where we talked in general about addictive substances, energy drinks, and last but not least, cyberbullying and bullying. During the discussion, we had the opportunity to draw the students' attention to such things that they would not have thought to evaluate as possible incipient bullying.\n\nOutcome:\nThanks to the fact that I created a similar situation and actually reproduced all of the student's behavior in it, there was a deeper awareness of the possible impact on the 'other side'. Overall, I assess the whole incident as well managed, caught in time. Furthermore, everything proceeded as usual, the same incident did not happen again. A discussion at school also helped with prevention.\n\nStudent Profile:\nAge/Year: 11 let, 6. ročník ZŠ\nHobbies: Zájmový kroužek - aerobic\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1492", "student_age_year": "11 let, 6. ročník ZŠ", "student_hobbies": "Zájmový kroužek - aerobic", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. Český jazyk, matematika", "teacher_practice_years": "4", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1418", "content": "TEACHING CASE STUDY\n\nBackground:\nThis case is quite old, I don't remember every detail. What I'm describing is more of a mishandled situation than the behavior itself, because we actually found a solution to the problem, but it was then removed. The student has been problematic since entering school. However, the worst problems with him were in first and second grade. At the prompting of other children, he had seizures. Someone provoked him or just said something about him and started attacking his classmates. I even called a psychologist for a lesson once. She then laid down with him on the ground in front of the class and tried to get him to come back to class. It seems to me that this did not work for him at all, because he is used to a relatively hard hand from his family. Then he got an assistant and had her until the 5th grade. After receiving it, the disciple calmed down. This measure helped the situation a lot, the problems disappeared and I didn't have to deal with anything serious until the 5th grade. The problem arose during the transition to the second grade, when it had to be decided whether the assistant would stay with him. We were afraid that tendencies towards aggressive behavior would show up again without the assistant's supervision.\n\nSituation (Anamnesis):\n13-year-old student, prone to aggressive and explosive behavior from an early age. Problematic situation inside the household. Grandmother and father take care of the student, but they are very strict with the boy. The mother left this household and her son. Probably because of this, the boy had a rather negative attitude towards women.\n\nTeacher Intervention (Solution):\nFirst, we dealt with it with the student himself. As I said before, we tried to contact the school psychologist. She solved it with the student, but not very successfully. I used to be very strict with him sometimes, to which he responded, he had a really hard upbringing at home. That strictness was also conditioned by the fact that he had a bit of an aversion to women. He sometimes refused to respect me and my colleagues precisely because we were women. Then the assistant came in and suddenly everything was fine. There was no problem with him until the 5th grade. During the transition to the second stage, however, it began to be decided whether to stay with him or not. Here was the problem. The final decision was to be provided by the pedagogic-psychological consultancy. The staff of the counseling center and the child psychologist declared that the student no longer needs an assistant, that he is already managing his behavior. I did not agree with this decision at all, but I did not know how to appeal. In my opinion, at least an assistant supervising the pupil during recess should have been arranged. Unfortunately, it was not arranged. I think that this is mainly a mistake on the part of the consultancy. As we expected, this decision had consequences.\n\nOutcome:\nAlready in the sixth grade, the student attacked his classmates during recess, which was very problematic, because his parents then opposed him being in that school at all. He then completed a summer educational stay organized by a local psychological counseling center for children and adolescents. Today, the student has an assistant again and I think the situation has calmed down again. The decision to take the assistant away from him was rushed.\n\nStudent Profile:\nAge/Year: 13\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1418", "student_age_year": "13", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Mgr. - Speciální pedagogika a technická výchova", "teacher_practice_years": "Cca 20 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/929", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher describes that he can connect with the students and gain their trust. One day after school, a student with a nervous expression and glassy eyes came to him to talk to him. She seemed cheerful and carefree in and out of class, but this time something was different. The teacher invited her into the office, where the student revealed her cut hand and began to cry.\n\nSituation (Anamnesis):\nŽačka is described as nice, inconspicuous, small in stature and slim. She is non-confrontational, always smiling and not very expressive. He is 14 years old, goes to the 8th grade and achieves very above average academic success.\n\nTeacher Intervention (Solution):\nThe teacher quieted the pupil and asked about other circumstances. Žačka repeatedly expressed her concern that her parents would not find out about her self-harm. She wasn't sure why she started the damage. She shared that her little brother was born and all the parents' attention is now on him, which made her sad. The teacher tried to explain the situation and emphasized the need to inform the parents. The student agreed for the teacher to tell the parents. After she left, the teacher discussed the situation with his colleagues and subsequently informed the pupil's mother about the whole situation and the possible cause of the problems.\n\nOutcome:\nAfter informing the parents, the pupil was relieved. At home, they clarified everything and found an understanding for the previous negotiations. The self-harm problems stopped immediately and the gloomy moods improved. A week later, the student thanked the teacher with a smile and a box of chocolates for his help and the courage to confide in him.\n\nStudent Profile:\nAge/Year: Žákyně druhého stupně, 8. třída, 14 let\nHobbies: Kreslení, knihy\n\nAnalysis & Annotations:\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "929", "student_age_year": "Žákyně druhého stupně, 8. třída, 14 let", "student_hobbies": "Kreslení, knihy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Rj, Čj", "teacher_practice_years": "32", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/489", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to school as usual, but her behavior was inappropriate for the school environment and differed from the normal behavior of a girl at school. Her classmates began to notice the girl's strange behavior. They perceived him to be more communicative and cheerful. They noticed that the girl was holding her water bottle, from which she was drinking. They suspected that the classmate did not have ordinary water in the bottle, but alcohol. The students came to report this behavior to me (the school representative) and the class teacher. They told us that the girl had her birthday yesterday and planned to celebrate it with older friends. They also said the girl probably brought alcohol to school in a water bottle.\n\nSituation (Anamnesis):\nThe student had an average grade and mastered the taught subjects. As part of school activities, she was involved in the team and was accepted by the team, but she was not prominent and the most popular. Rather, she was hanging out with a few other classmates with whom she was close. The girl had no major problems at school. Sometimes she forgot her tools or her homework. In some classes she was reprimanded for talking to her classmates. She was also interested in fashion, movies, music, etc. She spent her free time mainly with older friends.\n\nTeacher Intervention (Solution):\nFirst, we investigated the cause of the girl's inappropriate behavior. We asked classmates who came to report the girl's strange behavior. Subsequently, I called the educational counselor and the prevention methodologist, to whom I described the situation and discussed the subsequent procedure. We called the student into the office, where we conducted a controlled interview. We asked her what was happening to her. We gave her the opportunity to tell us herself that she had consumed alcohol, which she also brought to school. At first the girl denied it, but during the interview she confessed. In the next step, we informed the girl's legal representatives about the situation and explained to them that it was necessary for them to come to the school for the student. We separated the student from the class and left her to wait for her parents in the cabin, where the guidance counselor was with her. After the girl's mother arrived, I informed her in detail about the girl's behavior. Subsequently, I made a note about the progress and resolution of the entire incident with the girl and her mother. The mother took the girl home. Then we discussed the whole situation once again at the pedagogical council. We suggested that the girl's conduct mark be reduced. Considering that the girl had not previously had any major violations of the school rules, the girl's grade was ultimately reduced by only one grade. In the following days, an educational committee was also held with the school's pedagogic department, the school's management and the girl's parents. We again recalled the situation from the notes that were written on the day of the incident and discussed the situation with the parents. Of course, minutes were also taken of this meeting. Parents were informed of the decision that the girl's conduct grade would be reduced.\n\nOutcome:\nThe whole situation and its solution reflected mainly on the position of the girl in the class. It was unfortunate that the incident happened right before schools closed due to the pandemic. The girl was not in close contact with her classmates during this period. The girl claims that the collective does not accept her. However, it can have more causes than just social exclusion after the described situation. Adolescent age and dissonance with the rest of the class may have played a role in this, which may have deepened during the separation during distance learning.\n\nStudent Profile:\nAge/Year: 14 let, 8. Ročník\nHobbies: Móda, filmy\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "489", "student_age_year": "14 let, 8. Ročník", "student_hobbies": "Móda, filmy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání – český jazyk, německý jazyk", "teacher_practice_years": "18 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1172", "content": "TEACHING CASE STUDY\n\nBackground:\nI have been teaching German since the sixth grade. He is a very clever and bright boy, but he is very restless compared to his classmates. It manifests itself very often, but not every hour. He constantly needs to play with something or at least swing on a chair. When nothing happens for a long time, for example when I am writing in the class book, or when we are checking an exercise, which is tedious for him, he immediately needs to talk to a classmate in the desk or turns and talks to the classmates behind him. His handwriting is sometimes illegible; often misses letters in words.\n\nSituation (Anamnesis):\nThe student is extroverted, friendly, popular in the group of children, very energetic.\n\nTeacher Intervention (Solution):\ntry to call him out often to stimulate his attention. I address him when explaining the assignment. I ask him to repeat the assignment. I make sure they understand the task at hand. I break up longer tasks into shorter parts so he can keep his attention. I often praise him for his work. I will probably move him to the front bench so that he doesn't distract the children around him and I could pay more attention to him.\n\nOutcome:\nIt manages to support his concentration and attention.\n\nStudent Profile:\nAge/Year: 14 let, 8.ročník ZŠ\nHobbies: Sport, hra na hudební nástroj\nDiagnoses: Poruchy pozornosti a aktivity\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1172", "student_age_year": "14 let, 8.ročník ZŠ", "student_hobbies": "Sport, hra na hudební nástroj", "student_diagnoses": "Poruchy pozornosti a aktivity", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Nj, Ov", "teacher_practice_years": "20", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/147", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had a problem with changing the English language teacher at the beginning of the eighth grade. He decided to show his displeasure by forcing a group of classmates to chant loudly during class.\n\nSituation (Anamnesis):\nThe student had no diagnosed disorder. He only had a positive relationship with the previous teacher and was not happy about his replacement.\n\nTeacher Intervention (Solution):\ncould see from the student that he was not happy with me as the new English teacher. The previous teacher went on maternity leave and I took over her class. At first, the student was just late to class and sometimes didn't finish his homework. This happens regularly, so I didn't draw any big conclusions from it. However, once during the lesson, he and a group of his friends started chanting different slogans, disrupting the entire lesson. At that moment, I couldn't think of anything other than to send him into the corridor to talk to him myself. He obeyed and walked out the door with a certain step. I assigned the work to the rest of the class, who calmed down without their leader.\n\nOutcome:\nHowever, the moment I went to the door, I wasn't at all sure what to say to the boy. However, when I went out into the hallway and closed the door, I was in for a big surprise. The boy sat there with fear in his eyes, waiting for the punishment he would receive. I really didn't expect that. All that was needed was to separate him from the others. I told him everything calmly and we both returned to the classroom. His behavior in my classes improved significantly after this incident and nothing like this happened again.\n\nStudent Profile:\nAge/Year: 13 let, 8. ročník\nHobbies: Není známo\nDisorders: Neposlušnost,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "147", "student_age_year": "13 let, 8. ročník", "student_hobbies": "Není známo", "student_diagnoses": "", "student_disorders": "Neposlušnost,Nepozornost", "teacher_approbation": "Mgr.", "teacher_practice_years": "30 let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/955", "content": "TEACHING CASE STUDY\n\nBackground:\nWe wrote a big English test after the lesson, which is usually a big burden for the students. For students with behavioral problems, I adapt such tests, or they receive it piecemeal, which was also the case with this test - the student received it in thirds. However, he decided that he doesn't enjoy it and that he doesn't want to write it, that he can't do anything and doesn't understand anything and that he simply won't do it.\n\nSituation (Anamnesis):\nAt the beginning, I couldn't pay attention to him, because I was giving a test to all the students and I was preparing to listen. While listening, I tried to tell him that 'we're here right now, let's do something' - in vain, it didn't work. After the rest of the class started working independently, or rather the teaching assistant explained for me, I tried to motivate the student to start working, because he is not completely useless in English. He is such a three-wheeler, for the fact that I don't think he studies at home at all - he probably picked it up from 'trusted' websites. However, he is capable of some communication in that language, even if the speaking part is not very good, because he does not pay much attention in those classes.\n\nTeacher Intervention (Solution):\nSo I tried to convince him that it was necessary to start doing something. In the end, we made a 'deal': He will do two exercises on the given topics and then he can take a rest break, walk down the hall, but not go to the toilet, which is his usual escape. He then returns to work if he is interested and can do the work in the hallway. He agreed to this agreement and completed two exercises, then left for the corridor.\n\nOutcome:\nThen, however, he worked out the second part as well, but after that his 'capacity' was exhausted, but let's say he tried to fulfill 60% of the test. However, there was no other effect for the next few hours. I tried to do business with him in the future as well, but you can't always count on it to work.\n\nStudent Profile:\nAge/Year: 6. ročník, 13 let\nHobbies: Podle něj “porno”\nDiagnoses: Dysortografie,Dyslexie,Vývojová dysfázie,Psychiatrická diagnóza\nDisorders: Úzkost,Vyhýbání se škole,Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Agreement\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "955", "student_age_year": "6. ročník, 13 let", "student_hobbies": "Podle něj “porno”", "student_diagnoses": "Dysortografie,Dyslexie,Vývojová dysfázie,Psychiatrická diagnóza", "student_disorders": "Úzkost,Vyhýbání se škole,Pasivita", "teacher_approbation": "Mgr., Anglický jazyk + Matematika", "teacher_practice_years": "24", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1413", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when I started a teaching assistant position a year ago as support for a student with Asperger's syndrome. I was just getting to know the student, I was finding out what stimuli were extreme for him and what they specifically evoked. In short, I knew him. That day, the pupil happily informed me that he and his mother were going to the city for a luxury car show, so he was leaving school early to catch the train. He learned that his best friend was also going there. Everything went fine afterwards. After the second lesson for the best friend, the parents came with a surprise. They informed him that they were going into town early to catch some special parade that was being held before the exhibition. The student began to panic. He didn't know about this show. Since the parents of the pupil and his best friend knew each other, the mother of the friend tried to contact the parents of the pupil. Unfortunately in vain. At this moment, the situation took the greatest turn. The student ran out into the corridor, started banging his head against the wall and cursing vulgarly. He directed the abuse towards his person.\n\nSituation (Anamnesis):\nThis is a student diagnosed with Asperger syndrome. He lives with his mother, visits his father once every 14 days on weekends.\n\nTeacher Intervention (Solution):\nAs soon as the student started to panic, I started thinking of a solution. First, we spoke on the phone with his mother, who asked us to explain the situation to the student (unfortunately, they couldn't go earlier because of her work). Despite my best efforts, just explaining the situation didn't help. So I thought of trying to motivate the student in a different way. I offered him that we can come up with a project in the consultations (hours designed for the development of the child's interests) where he will plan the entire visit to this exhibition himself. The student subsequently worked on this project in consultations, calculated the final price including the price of the food we will buy along the way, and even the change in the restaurant we stop at along the way. He calmed down with this activity, and then it was possible to talk with him about why this option was not possible for that day.\n\nOutcome:\nThe whole situation was handled very well from my point of view. I subsequently discussed my entire procedure with the special education teacher, who approved it and recommended other possible procedures that had previously proven successful for the student. The pupil's mother was also familiar with the solution procedure, she herself spoke to the pupil that day. For me, it was a very important milestone in my work with the student, when I learned how to first calm down similar situations and then communicate sensibly.\n\nStudent Profile:\nAge/Year: 11\nHobbies: Luxusní sportovní auta, MARVEL filmy, technika, IT\nDiagnoses: Náběh na Aspergerův syndrom,Aspergerův syndrom\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1413", "student_age_year": "11", "student_hobbies": "Luxusní sportovní auta, MARVEL filmy, technika, IT", "student_diagnoses": "Náběh na Aspergerův syndrom,Aspergerův syndrom", "student_disorders": "", "teacher_approbation": "Bc.", "teacher_practice_years": "2", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/464", "content": "TEACHING CASE STUDY\n\nBackground:\nAs part of supporting reading literacy, we conducted reading reports with the pupils in the Czech language and literature classes throughout the second grade. Pupils kept reading diaries and had to read at least 4 books during the semester. The class was used to reading, as they started a reading journal already in the 5th grade. From the sixth grade, each student presented a selected and read book to their classmates. He introduced them to the main and secondary characters, the plot of the book, and read a sample. All students were able to cope with it, some better and some worse. However, one student completely ignored this system in the first semester of the ninth grade. He didn't even bring homework to vocabulary and often not even to style. The moment he didn't bring the homework into style or the grammar, at least he didn't disrupt my class. In reading lessons, this took up a good part of the lesson. With the arrival of the final year and with more difficult exercises for students who were preparing for the matriculation courses, the student became lazy and neglected school.\n\nSituation (Anamnesis):\nThe class this student was in was above average intelligent. Of the 21 children, 8 went to gymnasiums and the rest to more demanding matriculation courses. The majority of the class went to matriculation subjects, there were no problems with them, neither disciplinary nor academic. It was the last year with such talent and enthusiasm for the school. There were a few individuals with disciplinary problems in this class, but not many. The class pulled each other up, they knew how to help each other and they were no strangers to teamwork. It was one of the first classes at the school where inclusion was applied. A pupil with cerebral palsy has been with them since the first grade, and a teacher's assistant was assigned to him. The class was affected by the assistant's presence. As for the pupil himself, he was a boy with the onset of puberty, an introvert orientation, he liked to play football, but most of the time\n\nTeacher Intervention (Solution):\nFirst, I solved the problem with the student in a standard way. I wrote him a five saying that if he brings the report next week, I am willing to average his grade. There was no report for the next week either, so it was followed by leaving the previous five, writing a new one and a similar procedure. Gradually it was bought and the pupil did not deliver the report for almost a month. At first I didn't deal with it extremely, I thought he had forgotten. When it happened again, I started thinking about what I could do for him. I tried to talk to him and tried to find out the problem with classic investigative questions. I wasn't getting any answers. I also tried to discuss possible problems – an inappropriately chosen book, not enough time for preparation. I chose a strategy where I entered topics in the essays in which the student could express himself. I tried to reassure him that if he had a problem, he could confide in me. I insisted that he fulfill the requirements of my subject and deliver the report.\n\nOutcome:\nAt first it seemed that the chosen solution had no consequence. The student behaved as I knew him and worked in an appropriate manner. When the behavior was repeated and did not go away, I began to observe that his tasks were also more completed. From conversations with colleagues, I found out that he began to neglect other subjects as well. I would call the solution uninspiring and I don't think it would solve the situation. The student submitted the paper because he was aware that his grades would drop to a level where he would be at risk of failing and not being accepted to high school. The paper was delivered, but not with the purpose I intended. In retrospect, I would try to act more individually and privately, perhaps with the possibility of presenting a paper in the presence of a few students in the cabinet. Maybe in his situation I would try involving the class - what solutions do they propose if someone wants a team paper with him.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nHobbies: fotbal, počítačové hry\nDiagnoses: Nedoslýchavost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Consequences, Support\nImplications: Failure, Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "464", "student_age_year": "14 let, 9. třída", "student_hobbies": "fotbal, počítačové hry", "student_diagnoses": "Nedoslýchavost", "student_disorders": "", "teacher_approbation": "Mgr., učitelství 1. stp.", "teacher_practice_years": "12", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support", "solutions_possible_annotated": "", "implications_annotated": "Failure, Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/187", "content": "TEACHING CASE STUDY\n\nBackground:\nThree Roma, two siblings and a girl who was their cousin came to the school. There are not many Roma at the school, so they are not used to similar situations. These siblings and their cousin did not want to go to a school where the majority of Roma are, so they were sent to this school based on their place of residence. However, they did not attend school that much.\n\nSituation (Anamnesis):\nThe pupils attended the 8th grade. And since the school does not have much experience with Roma and the children are not very used to it, the pupils did not fit in well with the group, which was also due to the fact that they had very poor attendance.\n\nTeacher Intervention (Solution):\nThe school invited the mother to meetings several times to solve the problems, but at the meetings the mother always promised to improve, but the changes did not occur. After some time, the family realized that they had lost a roof over their heads because they were kicked out of the hostel where they lived. The school was so helpful that they got them new housing in an asylum, but it was too far to commute to school. One of the siblings tried to commute, but he also got tired of it later. The teacher was sorry because this student was quite clever, but unfortunately his family situation was bringing him down, and even though she tried to work with him at school as his class teacher, it wasn't enough either.\n\nOutcome:\nThe teacher considered this situation to be a case study, since many things were tolerated for these students and they had advantages, which the other students also noticed and found it unfair. In the end, these pupils disappeared from the school and the school has no information about them and still owes the school some money (e.g. for school representation and the like).\n\nStudent Profile:\nAge/Year: 13-15\nHobbies: -\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "187", "student_age_year": "13-15", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (český jazyk a výtvarná výchova)", "teacher_practice_years": "28", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1148", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the very first music lesson I had with this class, we set the rules. Rules are important for cooperation and, in my opinion, extremely important for music education, because the students take the lesson as more free. Among the ubiquitous typical rules, I put in a request for the absence of chewing gum in the mouth during class. I added to this rule why I want it there - why it is important to me. Everyone agreed to the rules and signed the 'rules sheet' we created below. If the rules are followed, it is my duty to leave room for singing in every music lesson. We remind you of the rules, and possibly supplement them, at the beginning of each school year. Because students like to forget them. When a new student comes to class, the rules are presented to him and he has the opportunity to comment on them before signing the 'document'. This means that all the students in the class, as well as me as a teacher, are obliged to follow the given rules. So we reminded ourselves of the rules at the beginning of the school year, when a new student started attending the class. The rules were presented to her and she signed them without objection. The class accepted the new student well. Žačka quickly found new friends and generally fit into the team. In terms of grades, she was smart and had good grades. Žačka did not make any significant problems or 'transgressions', considering that she was in puberty. She was sitting in the penultimate pew by the windows. Once I came to this very class for music education. It was after a long break, so the students were always a little fired up. So I started with a favorite game to relax and get moving. It's called horse racing. Each student slaps their thighs, which sounds like hoof stomps, and runs through a race track, where they encounter obstacles that are variously represented by sound or movement. I have proven that they are calm after this exercise and I can discuss the curriculum with them. As usual, I asked questions related to the topic and walked around the class. The class was quiet, listening and taking notes. Before singing, I noticed the pupil chewing. She did not spit out the gum when asked. She probably wanted to try what it was like to cross the border. She wanted to try to be that disobedient student one day. I don't know what else would make her do it.\n\nSituation (Anamnesis):\nThe child was planned, i.e. wanted, by the parents. The entire pregnancy proceeded normally and the pupil was born on the due date. There was no problem noted in the development - lagging behind children of the same age or something similar. Crying in preschool, the pupil spent time in kindergarten, was very attached to her parents. At school age, she settled down, got used to the order that she had at school and got used to being away from her parents for a long time. Žačka has two younger siblings with whom she has a good relationship. She is used to taking care of two younger siblings, which is why one can observe a greater maturity and sense of responsibility in her than in other children. Overall, family relationships are healthy and secure. The family is well socialized. She is friendly at school and has no problem making friends. She is a leader and enjoys helping with the administration involved in running the classroom. She likes to work in a team, which is also reflected in her hobbies. She likes to play volleyball and dance, in her free time she likes to paint and design models. Her school results are average, in some subjects above average. She's not the usual rule breaker. Adolescents sometimes experience brash behavior and exploration of boundaries.\n\nTeacher Intervention (Solution):\nBefore singing, I started to solve the chewing gum that the pupil had, which was forbidden in the lesson according to the common rules. First of all, I referred to the created rules. Teacher: 'I remind you that according to our rules, you are not supposed to have chewing gum in your mouth during music education. Therefore, please, if anyone has chewing gum, please go and spit it out.' The girl didn't wake up. I looked around the class and stopped for a moment on her. She pretended not to chew and looked at me. I was surprised by her behavior, she always seemed like a good and obedient girl. I thought I would try to elaborate on it and remind and justify the rule. So I continued. Teacher: 'I need none of you to have gum in your mouth, otherwise I can't start singing. I'll be happy to tell you again why this is so. When singing, due to deep and rapid breaths, it can happen that you inhale the gum and begin to choke. So, once again, please spit out the chewing gum.' The pupils started to turn around, but the pupil still seemed to do nothing and did not get up. It was starting to annoy me, but I forced myself to calm down. Teacher: 'Students, I'm not blind. Do I really have to name the one who has gum in his mouth right now? Look, I'm going to turn around and close my eyes and whoever has the gum is going to spit it out.' I turned around and mentally counted to ten. I listened for someone to get up, but he didn't. So I had to start communicating directly with her. So I turned and looked at the pupil. Teacher: 'I saw that you were chewing and I would appreciate it if you would go and spit out the gum.' Žačka: 'I don't have chewing gum. You must have seen that wrong.' Teacher: 'Really? But I saw that you were chewing. The whole class is now waiting for you to go and spit it out so we can start singing.' Student: 'I don't want to sing anyway.' Teacher: 'So you have gum?' Student: 'I have. But I'm not going to spit her in the trash.' Teacher: 'Well, you'll have to. You signed the rules and agreed to them. And the rules state that you will not have chewing gum during class. When you were familiar with the rules, you didn't object to it. Why I don't want you to chew, I said a while ago. So will you please go throw away the gum so we can continue?' The student didn't answer right away. She looked around the classroom and saw the faces of her classmates. I saw that I had finally won. She didn't like so much attention. The classmates wanted to sing and the student saw it in them and did not want them to be angry with her. Then she looked at me, got up and headed for the bin. She walked back to her seat and sat down. Meanwhile, I walked back to the blackboard and stood at the piano. Teacher: 'Thank you, now we can continue. Please stand…, etc.' We started singing and managed to sing one song before the bell rang. I noted the situation in a notebook. I have decided that I will not deal with the student again, unless it happens again.\n\nOutcome:\nThe result of the solution was, in my opinion, positive. After a longer conversation, the student decided to throw the chewing gum in the trash. In the short term, it was clear that she was sorry. That they are ashamed of me. I treated her as if nothing had happened. I was going to change that if the incident happened again. But that didn't happen. Not only with the pupil, but in the whole class, similar behavior was not repeated during my lessons.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: Tanec, Voleyball, Móda\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1148", "student_age_year": "14 let, 8. ročník", "student_hobbies": "Tanec, Voleyball, Móda", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ, Mgr. Anglický jazyk – Hudební výchova", "teacher_practice_years": "19", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/144", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student constantly does not have completed assignments, does not prepare for class, disturbs other classmates, does not have his own tools, has a mess in his briefcase, so he cannot quickly find his way around them. As a result of these facts, the current lesson completely misses him and he does not fully concentrate, because he simply does not have everything necessary for teaching. At the same time, he starts to get bored because he doesn't work due to the absence of tools and starts to disturb again. In my opinion, this situation is almost unsolvable. The teacher can lend him a textbook, a workbook or stationery, but this somehow diverts the ongoing lesson, the attention is focused on the pupil. And if there are more such students in the class, I simply don't have such a store of tools. The situation therefore results in the pupil being 'annoying' for the whole lesson. He is bored and annoyed even with himself, because he is unsuccessful in the class, so he shows anger and slight aggression, and on that account he wants to spoil the class for others.\n\nSituation (Anamnesis):\nThe situation is long-term, the mother absolutely does not supervise his duties, does not pay attention to him, in short, he is a 'street child'. He doesn't sleep at night. The family is constantly dealing with the removal of this pupil. He has nothing forever, his alcoholic parent is neither willing nor able to help him. The student comes to the Spektrum day center, where they should work out all the tasks with him, but now the teacher encountered the problem that if the student refuses to do homework in the center, they should not force him. In this case, Spektrum absolutely loses its function, because he doesn't do his homework, plays some games on the computer, goes home and isn't ready for class again.\n\nTeacher Intervention (Solution):\nWe tried to convince him that he is already in the fourth grade and that the teacher's assistant, who is present in the lessons, helps him and supervises the writing of assignments. The student came from the Spektrum day center and had nothing ready before class, so the assistant tries to pay attention to him even during the breaks. It's just that if a student doesn't have something forever, he doesn't even have the knowledge to possibly work out the tasks, he can't get involved adequately in the next lesson, and he gets distracted when he feels any freedom, for example when we move from the desk to the carpet, so it takes him a while to calm down.\n\nOutcome:\nThe situation keeps coming back, repeating and not getting any better. The teacher, the assistant and the already mentioned Spektrum have an effect on the student, but the result is simply zero. When the family doesn't work, the school is in most cases 'toothless'.\n\nStudent Profile:\nAge/Year: 9 let, 4. ročník\nHobbies: sport  fotbal, jízda na kole)\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "144", "student_age_year": "9 let, 4. ročník", "student_hobbies": "sport  fotbal, jízda na kole)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ – titul Mgr.", "teacher_practice_years": "18", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/752", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student, who is in the second year of the Gymnasium (7th grade of elementary school), is located at the place of residence, the journey there is approximately one kilometer long. There are 27 pupils in the class. The situation I am describing here happened at the beginning of the school year. The pupil continued to have problems with integration into the team, which was most evident after returning to school after the summer holidays. There were frequent conflicts with classmates. Most often, he did not manage to solve situations, which manifested itself in aggressiveness. Most often, attacking classmates with profanity and destroying their or school belongings, which resulted in the situation I will describe here. Already in the morning, the student showed signs of fatigue and aggression. He couldn't stand sitting for a while and was rudely attacking his classmates. In the third lesson, the teacher handed out tests and the student got an A. He couldn't handle the situation, he started banging on the desk and swearing vulgarly at the school, also at his classmates and teachers. Calming down from the teacher didn't help, and after a short while of cursing and banging on the desk, he took a chair and smashed the window with it.\n\nSituation (Anamnesis):\nFamily history: The student's parents divorced when he was 10 years old. He lives only with his mother and grandmother and has no siblings. The mother has a university education and is a teacher. The biological father is a bricklayer and does not live with them, but sometimes spends weekends with the boy, when they mostly do sports and extracurricular activities together. The student still hasn't come to terms with this situation, but luckily they divorced amicably and are trying to solve his problems together. Personal anamnesis: The student had a problematic premature birth, a one-year postponement of school attendance. Already when enrolling in the first year, he seemed immature. He poked the teachers, ran around the class, couldn't keep his attention. He is not withdrawn, seeks company and demands attention from classmates. School anamnesis: He started kindergarten at the age of three, he did not adapt well and his behavior was problematic. He was noisy and hurt other children. He was not focused on the game, aggressiveness and unmanageability were evident. The mother could not admit these problems.\n\nTeacher Intervention (Solution):\nAs soon as the student broke the window, the teacher could not handle the situation and started shouting at him: \"You bastard, you will not behave like this here!\n\nOutcome:\nAfter the faceoff, the student started yelling even more and the teacher took him to the principal's office, where the educational counselor called the mother, who took her son away and paid for the damage after repairing the broken window. The mother punished her son with physical work, especially in the garden, instead of football, which he loved so much. The situation in the classroom did not improve significantly, but the shift for the better was visible, at least by the fact that he no longer destroyed the window or anything expensive in an affectation.\n\nStudent Profile:\nAge/Year: 14 let, sekunda (sedmá třída)\nHobbies: Fotbal, počítačové hry\nDiagnoses: ADHD,Dysgrafie,Porucha chování\nDisorders: Lhaní,Neúcta k autoritám,Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Verbal aggression\nSolutions Applied: Physical intervention, Disrespectful communication\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "752", "student_age_year": "14 let, sekunda (sedmá třída)", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "ADHD,Dysgrafie,Porucha chování", "student_disorders": "Lhaní,Neúcta k autoritám,Agrese", "teacher_approbation": "Mgr. (přírodopis, matematika)", "teacher_practice_years": "22", "problems_annotated": "Emotional outbursts, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/982", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent of our grammar school, whom I have taught since her 3rd year in the optional seminar Europe and the World. I have a lot of information about her from her class teacher, a colleague who sits in the office with me. Žačka entered the first year during distance learning, which took place due to covid. In the beginning, she didn't have many absences, later the absences were huge. From the beginning, she showed bad results. After returning to school from distance learning, problems began to emerge quite strongly. Most of the time, she couldn't handle the stress at school, especially the stress from exams. In general, you could see that she was very nervous, but she always wrote the paper as it was. All this stress culminated one day when she wrote a paper, went to the toilet, from which she did not get out for several tens of minutes, because she collapsed there. Later she didn't even come back to class and left the school without any notice and I think she felt it was okay because she didn't apologize to anyone even later, didn't message anyone and so on. In the third year at our grammar school, students write a term paper and choose a teacher who will guide them in this work. The student chose me as the leader of her year project. It was the most problematic within this subject of mine, in both study groups that I led as part of the Europe and the World seminar. This problem was mainly characterized by huge absenteeism, it had perhaps 70-80% non-participation, of which a third was unexcused. In addition, she did not meet any required outputs from this seminar. She also failed another subject and in total had several unclassified subjects in the semester. She was supposed to complete the non-classification, to complete it, but she failed to do so, since then the deadline by which she was supposed to deliver the finished work was constantly being pushed back.\n\nSituation (Anamnesis):\nShe lives only with her mother, without her father, who probably contributed quite a lot to the whole situation and her bad mental state, because he left the family and allegedly found a new girlfriend. In my opinion, she couldn't handle the combination of pressure from school, the feeling of not being able to handle it, the feeling of failure, the family situation and also the whole covid situation. From the beginning, she was one of those who took it the hardest mentally. I know from her class teacher that the relationship with her mother was not exactly ideal either. The mother was not completely able to work with her, although she had a protective feeling, but the pupil seemed to be coughing all over it and they were not able to move anywhere. When the mother wanted to resolve a situation with her, the pupil threw a pitchfork at her, so they were back at the beginning, and that's probably why the mother was very desperate. As for the class, she didn't communicate with any of her classmates there, she didn't have a group of her own, which was shown by the fact that even her classmates generally had no idea where she was. In my opinion, Žačka got into such a carousel of lies and half-truths and she had absolutely no will to overcome it, she was unable to keep her promises or even show up for consultations when I repeatedly set aside time for her.\n\nTeacher Intervention (Solution):\nAs for the problems in the subject Europe and the world, which I taught her, since she did not submit any necessary outputs there, she was not classified in the semester. Furthermore, she was examined by the committee, so that she could then handle the outputs of the first half of the year. In the second semester, the exact same situation arose, she was not classified because she did not meet the outputs, and in the end she got a five because she did not deliver the outputs and had to take a commission exam from Europe and the world. As for the coursework, she did not submit it in the first term and asked the school management to extend the delivery deadline, in the second term she submitted it with a different preparation than what was assigned, so we again classified it as unsuccessful, and the school management moved the deadline for the submission of the work to August to the preparation week. I did not recommend the student to defend the thesis based on previous experience. In the end, it turned out that she submitted the work, but again unsuccessfully, because she did not meet the given criteria and did not appear for the commission exam from Europe and the world. Her mom called us the day before that she had a mental breakdown and that she was hospitalized at some crisis center. As for the other subject in which she failed, she also had another insufficient one in the second semester. The class teacher consulted the school psychologist in particular about this situation and then spoke to the pupil's mother. She initially apologized for the absence, but after a conversation with the class teacher, the mother said that she would no longer apologize to her and they agreed that if there was an absence, she would provide an excuse note signed by the doctor, but that did not lead to anything either, the pupil simply did not comply . She also went to the school psychologist, but it was always more of a one-off event, moreover, she probably went to him quite late, she was not very able to confide in herself, she kept trying to pretend that everything was fine, but it wasn't, and she was already very entangled in the carousel of half-truths and lies. Finally, the class teacher suggested to the parents that she undergo an examination by a doctor. The school should have been informed about the results of the examination, but it only learned that she participated in the examination, nothing else.\n\nOutcome:\nBasically, there was no solution. She didn't keep any appointments, she continued to have a lot of absences, and in the end she didn't finish the year and didn't even hand in the year work. We know from the family that she was hospitalized in the emergency department, but we do not know if she is still there, but we assume that she is. She didn't come to school anymore.\n\nStudent Profile:\nAge/Year: 17 let, 3. ročník SŠ (gymnázium)\nHobbies: /\nDisorders: Lhaní,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "982", "student_age_year": "17 let, 3. ročník SŠ (gymnázium)", "student_hobbies": "/", "student_diagnoses": "", "student_disorders": "Lhaní,Vyhýbání se škole", "teacher_approbation": "Mgr. OV, Dějepis", "teacher_practice_years": "30", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/198", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I was assigned to grade 8.C, the entire grade school board knew the student and his behavior at school. Situations that recurred regularly involved him constantly disrupting classes, harassing classmates by taking things, taunting or pushing. The described situation occurred when the pupil came to school after a week on Monday after being ill. I was supposed to have the student and the entire 8th grade until the fifth hour, which is quite difficult for students to keep their attention, especially for someone like him. I started the lesson with a normal repetition of the material from last week and the student had already started his song. He annoyed his classmates by talking at them, throwing papers at them and not paying attention to the subject at all. He was even yelled at several times by his classmates, but the student rebuffed them with obscene curses and insults. After about ten minutes of the lesson, I gave the students an independent task and I sat down with the student to make sure that he understood the given material, or I would explain to him what he had inconsistencies in. The student was very distracted and refused to communicate with me. I asked him why he felt the need to be inattentive and he told me to my face that the whole school annoyed him and that he certainly wouldn't hang out with such a fool as some math teacher and spat at me.\n\nSituation (Anamnesis):\nThe student lives only with his mother because he and his father are divorced. The father shows no interest in him and the student lacks a male role model. The mother is overly caring, very uncritical of her son's behavior and has a very contemptuous attitude towards our school. The student is among the more physically mature individuals and his classmates are rather afraid of him. He has no friends in class, he hangs out with older boys. I don't think the class would push him away, he always gets out with his behavior. As for learning, the student is not stupid, he is rather lazy, I might say that he lacks order.\n\nTeacher Intervention (Solution):\nhave to say that I was left scalded and so were the students who recorded the incident. I stood up, went to the door and very coldly told him to come with me without any emotion. He probably went with me because he realized it was way out of line. I took him to the office, next to the classroom, and I asked the class to be quiet and to work. I washed up in the office and sat him down on the chair so that we were sitting across from each other. We looked at each other for a while. He had no idea what would follow. After a while I started. I tried to be very calm and open. The student was very uneasy and a little scared because he didn't know what was going to happen. Teacher: You know, I'm sad. I feel really let down. I am not trying to be your boss in the classroom, but rather as your helper, a mentor who will accompany you in your learning and you can turn to him at any time and with anything. What made you humiliate me like this and make me feel like this? Student: I don't know. Teacher: Do you think I deserved your behavior? Student: As far as I know, probably not. Teacher: Would you do something differently now? Pupil: Well, I probably wouldn't spit on you. Teacher: Do you think I'm here to make your life miserable? Student: You are not. Teacher: I want you to know that we are all here for you, not only me, but also the other teachers and staff of the school. Is there something that's bothering you right now? Student: Fine. Teacher: Pupil, if something happens, you get into a problem, you should come to me and talk about it, if you don't want to tell your mother, we can find a solution together. I would like to help you and I would like to know if you are also in favor of us working together. Student: Yeah. Teacher: I'm glad. I really like that positive attitude. Student: So you won't give me a note, or yell at me, or call your mother? Teacher: No, it really hurt me and made me very cold, but I believe that you are a bright boy and such behavior will not be repeated. I'm looking forward to our cooperation. Now we'll go back to class and forget about everything.\n\nOutcome:\nAfter coming back to the class, the student took the notebook and did not say anything for the whole class and tried very hard. I think he was shocked by the access I gave him. I didn't scream, I wasn't hysterical, and I didn't even threaten him. He was not used to such a form of 'talking to the soul'. In later classes, his episodes recurred but were not as intense as in my classes. After each interruption, I told the class that we would wait until the student calmed down and continue. He calmed down again and we could continue the lesson. I have even seen him try and do extra work in my classes, when I ask him for something, he is happy to oblige, and it also happened that he needed advice and came to me. Which made me very happy. I cannot say whether the same approach would help to correct another pupil who, unlike the pupil, comes from a functional family where he is given enough attention and where he gets the feeling that he knows he is not alone.\n\nStudent Profile:\nAge/Year: 8. ročník\nHobbies: otevřená otázka\tPočítačové hry, sport\nDiagnoses: ADHD\nDisorders: Agrese,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "198", "student_age_year": "8. ročník", "student_hobbies": "otevřená otázka\tPočítačové hry, sport", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Rušení výuky", "teacher_approbation": "Speciální pedagogika a učitelství matematiky", "teacher_practice_years": "12", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/884", "content": "TEACHING CASE STUDY\n\nBackground:\ncame to the English class, a class full of children. At first everything was good, but over time the students will start to get used to it and express themselves. In this case, the student tried and tried, he was looking for my limits and what he could afford, now I have much more respect from the students than I had before, but that is understandable, everything takes time and practice. Everyone handled situations differently, behaved differently in different classes with different teachers, sometimes worse, sometimes better. Even if I would solve the situation in my class, I would not teach him so that he does not get angry elsewhere. Once someone is like that and it's instilled in them, it's hard to reteach them. Any behavior has a reason and that is why the interview seemed to me to be a suitable solution to gain more insight into his situation and his needs.\n\nSituation (Anamnesis):\nThe student had no confirmed diagnosis, but probably, if the parents had visited him, some disorder would have been found. It was typical for him to be disruptive in class, directing attention to himself from both the students and the teacher. Rude behavior in various cases (impertinence).\n\nTeacher Intervention (Solution):\ninvited the student to see me after class so I could ask why he was behaving like that. At first he didn't speak, he didn't want to express himself, so I let him go so that maybe he would think about it himself and we would talk about it another time. In the following hours, it seemed that he did not understand at all why he was invited to my office. After other situations, I challenged the student again, but this time I did not let him leave without an answer. He said a few things to me that I can't recall now, but I know that he calmed down further for a while before he became agitated again. In any case, from my point of view, not every situation can be solved and not everyone can be corrected, only maybe mitigated from time to time. Although I tried to help, the influence of family and friends is too great on such a young child and his life.\n\nOutcome:\nImmediately after using the given interview method, the student calmed down, but as mentioned, it did not last long due to the influence of friends and a possible unstable situation in the family, which was unknown to the teacher. After trying different methods over the years, she came to the opinion that 'both students depend on me and I depend on them', when 85% of the time she found this wisdom practical and effective, at the same time the friendly atmosphere in the classes did not disappear. But it is important to watch yourself and maintain the respect that the students must have for you from the very beginning.\n\nStudent Profile:\nAge/Year: Žák na druhém stupni (6.-9. třída)\nHobbies: Nelze sdělit  bylo to dávno)\nDisorders: Nespolupráce,Vykřikování,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "884", "student_age_year": "Žák na druhém stupni (6.-9. třída)", "student_hobbies": "Nelze sdělit  bylo to dávno)", "student_diagnoses": "", "student_disorders": "Nespolupráce,Vykřikování,Rušení výuky", "teacher_approbation": "vysokoškolské - titul Mgr., aprobace anglický jazyk", "teacher_practice_years": "15", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/280", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose as a seemingly small detail, but it can draw attention to the observance of order in the classroom. The problem was the blank blackboard at the beginning of class, which was a struggle in almost every class. When there is only 45 minutes available and 5 minutes are spent looking for someone to wipe the board, another 5 minutes wiping and 5 minutes drying, it is inefficient. In addition, it was exhausting to ask the whole class every day for someone to wipe the board when the school rules say that the class should be ready for class one hour before class, which includes the board wiped, chalks ready and desks ready.\n\nSituation (Anamnesis):\nThe problem occurred in multiple classes, but in one it was particularly challenging. The ninth-graders, who carried only paper and pen and no textbooks, showed lethargy and lack of interest in the subject. There was no motivation to perform and the classroom was dirty. The problem was not in the specific pupil, but in the preparation for teaching.\n\nTeacher Intervention (Solution):\nSince words no longer helped, and constant begging, getting angry and shouting were ineffective, one day I came to class, looked at the written board and began to write notes directly on the written text. Before long, one student stood up and went to wash the board without me having to say a single word.\n\nOutcome:\nAs a result, I now use this strategy in other classes and it works 100%. The students immediately realize that they will not write down anything from the board this way, and someone immediately goes to erase it. It even happens that the board is already wiped when I arrive, which is a sweet reward.\n\nStudent Profile:\nHobbies: otevřenáotázka\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "280", "student_age_year": "", "student_hobbies": "otevřenáotázka", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magister", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/294", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student announced the end of the break, and the computer science lesson followed, which took place outside the classroom in a specific classroom. The students got ready in front of the door, and the teacher picked them up. After arriving in the classroom, they sat down at the computers, and the lesson slowly began. Even when the teacher started to introduce the pupils to the task, the pupil in question showed his boredom, especially by gesticulation or deliberate loud yawning. Of course, this did not escape the attention of the teacher, who asked him if he was bored and admonished him not to disturb. At first, the student only responded by telling the teacher that she was giving primitive assignments. The teacher politely explained to him that some students can't do it yet, so if he thinks he can do it, he can be given an individual task while the others work on said assigned task. Here, however, the situation quickly began to escalate. The student, with the intention of impressing his classmates, told the teacher that he wouldn't come up with anything for her that he couldn't handle anyway, because he knows more about computers than she does. The student also indicated that the teacher was able to learn on computers that took up the entire room, and that new technologies are not enough.\n\nSituation (Anamnesis):\nIt was a class that had a relatively good reputation, the teachers were quite happy to come here, and there were never any major problems with it. However, with the departure of some pupils to the eight-year grammar school, the number of pupils in the class decreased. I think this may have led to some effort by the less conspicuous pupils to build a stronger social position. It was a mixed class, but the boys had a slight advantage. There was no explicit outsider in the class, but the teacher knew of two quiet students who didn't have too many friends. However, our mentioned pupil was not among them.\n\nTeacher Intervention (Solution):\nAs soon as the student began to rise above the teacher, the whole class assumed the role of the silent majority, and they waited to see what would happen next. The teacher was surprised by the situation. After a while, however, with surprising calmness in her head, she started talking to the student. She explained to him how very rude what he did now and also pointed out the fact that she has enough practice and experience to embarrass him, but she won't because it's not the level of a civilized person. She used phrases like: 'We are in school to learn something' or even 'We learn all our lives, all of us, including me, but in life, even at my age, I would not dare say to someone what you are saying now'. Finally, she gave the student a task: 'By the next lesson, you will prepare an explanation on any topic in the field of software. I give you the first 15 minutes of the lesson, you can try to teach us.' In the next lesson, the student actually had to appear in front of the class in the role of a teacher. He stuttered, and his project was neither fluent nor very informative. He also couldn't respond to the teacher's questions, which were all relevant. Subsequently, after the end of his presentation, the teacher continued her questions and started the explanation. This time the student sat attentively in the desk and paid attention to even the smallest details.\n\nOutcome:\nFor the first hours after this experience, the student was very quiet in computer science classes, and was rather withdrawn. He completed all the assigned tasks and worked in class. However, he was not very active, his activity rather decreased. However, over time, the teacher began to show him her trust in him. For example, when working with a program, she asked him for advice on what to do next, and she even entrusted him with helping less proficient students during group work. Since this story took place a few years ago, I know that the mentioned pupil is even successfully studying at a secondary technical school with a focus on IT today.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: Počítače, cvičení a posilování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "294", "student_age_year": "14, 8. ročník", "student_hobbies": "Počítače, cvičení a posilování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské 2. Stupňa, (Informačné technológie, Technika a svet práce)", "teacher_practice_years": "20", "problems_annotated": "Nonverbal disruption of lessons, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1372", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the 9th grade, I taught a student who had behavioral problems for a long time. Once I handed out papers that were pre-printed on paper and the task was to answer open questions. The student read the paper and declared that he would not write it. He then crumpled up the paper and put it in his mouth and started chewing.\n\nSituation (Anamnesis):\nThe student is in the 9th grade, he is popular in the group. He likes to be the center of attention and he likes to draw attention to himself in any way - shouts, makes noises, is noisy.\n\nTeacher Intervention (Solution):\nSince the student had nothing to hand in, despite the fact that he was present in class and should have been able to do the subject tested by the paper, he got a five.\n\nOutcome:\nThe student submitted the following paper filled in, in the long term I do not know how his behavior developed because he changed schools.\n\nStudent Profile:\nAge/Year: 15, 9. ročník\nHobbies: hudba – hraje na bycí\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1372", "student_age_year": "15, 9. ročník", "student_hobbies": "hudba – hraje na bycí", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "mgr., Český jazyk, Zaklády společenských věd", "teacher_practice_years": "30", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/401", "content": "TEACHING CASE STUDY\n\nBackground:\nteacher with many years of experience told me about a situation where a boy was late to almost every class she taught. He ignored the various warnings regarding the proper observance of the ringing. He was also late for other subjects, and no one knew how to deal with him. He also ignored the warning by lowering the behavior level.\n\nSituation (Anamnesis):\nThe class works great as a team, no students are excluded from the team. The class has no history of bullying, etc. The boy is not a problem student, he has an average grade, he tries harder in some subjects, less in others. At this age, he goes through a strong puberty and tries to attract attention to himself. He tries to achieve this by taking on the role of the class \"jester\". The collective tries at all costs to entertain, attract attention and stand out.\n\nTeacher Intervention (Solution):\nThe above-mentioned student again arrived late to class, entered the classroom without knocking. When asked by the teacher where he was, he only answered with the words \"I couldn't make it here.\" And he wanted to swim to his bench. The teacher invited him to come to the blackboard and come up with an excuse in verse, in a poem, to also mention the reason for his delay. The reason for this action from the teacher's side was primarily the literature class, to which the pupil arrived late, but also her awareness that he was a gifted musician. After a few minutes, the student really came up with a poem. The teacher thanked him and sat him down.\n\nOutcome:\nThe process of inventing a poem was repeated 2 or 3 times after the mentioned lesson, boys, but gradually the topics and ideas for creating a poem ran out. Since he had to stay at the blackboard until he came up with the poem, he preferred to go to class on time.\n\nStudent Profile:\nAge/Year: 13 let, tercie (8. třída)\nHobbies: Matematika, fyzika. Mimoškolní aktivity – hudba.\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Neposlušnost\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: (Disciplinary) Punishments\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "401", "student_age_year": "13 let, tercie (8. třída)", "student_hobbies": "Matematika, fyzika. Mimoškolní aktivity – hudba.", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Neposlušnost", "teacher_approbation": "Vysokoškolské vzdělání, aprobace: český jazyk a hudební výchova.", "teacher_practice_years": "27", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/123", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was the beginning of science class, and when the teacher came to the classroom, the student was still facing the window, he had nothing ready on the desk, and even after calling all the children to calm down and start paying attention, the student didn't even move. 'So kids, today we're going to talk about mammals.' The teacher knew about the boy's attention deficit, so she approached him and repeated to him once again that he should turn towards the blackboard. Nothing happened. When prompted, 'Take out your things on the bench,' the boy replied that he would not. He suddenly got up and went to the window, the other children observed what was happening and what the student was looking out of the window. The teacher invited the pupils to open their workbooks, but more and more voices began to be heard around the class: 'Teacher, what is the pupil looking at?', 'Student sit down,' 'Student again...' and after a while for Mrs. one student even came to the teacher and said: 'The student didn't even listen in math anymore.' It was obvious that the student disrupted the lesson again.\n\nSituation (Anamnesis):\nThe student was adopted as a small boy, but he originally came from a Roma family. After starting school, he was diagnosed with ADHD in a pedagogical-psychological consultation. Even though he was inattentive and needed a lot of exercise, the children in the class accepted him as he was and tried to get along with him. The student would need a female assistant, who, unfortunately, has not yet been assigned to the class.\n\nTeacher Intervention (Solution):\nThe teacher already knew the student well and had experience with children with ADHD. First of all, the class needed to be calmed down, so she stopped paying attention to the student and gave the other children work in the workbook. She then came to the student and told him that she was sorry for what had happened and then sent the boy to re-read the class rules, which together with the whole class had been written and posted in a visible place at the beginning of the school year. The student tore himself away from staring intently out of the window (where the students of the older years just had gardens) and obeyed the teacher. After reading for a while, which didn't cause him any problems, he returned to his seat in the front pew. Even though the teacher had prepared a discussion of the material in the textbook, she thought that this time it would be better to assign an activity that would be more fun for the children (and especially the student). In case the student had bigger problems with attention, she always had a short crossword prepared in reserve, with which she knew that the student would be able to calm down and even pay attention for a while. Before she found the prepared crossword, she and the children sang together and the rest of the lesson went well.\n\nOutcome:\nDue to recurring problems that often led to the disruption of teaching, the situation needed to be addressed. The teacher had been working with the parents for a long time, who were very accommodating, but did not have enough time for the boy. She appealed to them that attention should be paid to the boy, she also gave them tips on how to manage a child with ADHD and suggested a visit to a child psychologist. In time, the principal assigned a teacher's assistant to the class, who helped the boy manage his behavior.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník\nHobbies: Počítačové hry, křížovky, míčové hry\nDiagnoses: ADHD\nDisorders: Hyperaktivita,Impulzivita\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "123", "student_age_year": "11 let, 5. ročník", "student_hobbies": "Počítačové hry, křížovky, míčové hry", "student_diagnoses": "ADHD", "student_disorders": "Hyperaktivita,Impulzivita", "teacher_approbation": "Učitelství pro první stupeň ZŠ", "teacher_practice_years": "33", "problems_annotated": "Diagnosis, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1208", "content": "TEACHING CASE STUDY\n\nBackground:\nwould say that it started last year, in the third grade. Even then, the pupil sometimes went to school unkempt, his clothes smelled musty, as they do now, and his notebooks and other things were dirty, sometimes even in an unbearable condition. And I forgot to mention that he also has a bit of a speech impediment. Sometimes he didn't bring tools at all. He often pretended to write down an assignment or left the exercise book under the desk so his parents couldn't see it. Sometimes he plucked leaves in it. Several times it happened that his worksheets disappeared again. For example, when I asked him why he didn't have something, he said he was at home. At home, as I later learned, he again claimed that he had something to do at school, or perhaps that there was no homework. When it became clear that I knew the truth and I asked why he was doing this, he remained silent. You can tell by this that family support is not much. In addition, I dreamed that something was happening at home already in the first grade, when on Mother's Day a student painted a picture of his father instead of his mother. It was also my father who dealt with the situation with me, but it was impossible to talk to him at all, he was very arrogant and often vulgar. Then all of a sudden mom started solving everything again, showing a certain effort and interest. I then managed to arrange a personal meeting with her so that we could talk about everything.\n\nSituation (Anamnesis):\nStudent - likes to help others, communicative, impulsive, sometimes problems with rivalry, can explode, didn't go to a sorority, wasn't enrolled in any clubs\n\nTeacher Intervention (Solution):\nmanaged to meet the mother, who became very interested. I insisted on a personal meeting, because parents can understand some things differently than I wanted, for example from an email. When we met, I first had to explain to my mother the difference between a note and a reminder in the exercise book. By writing notes, she felt like I was writing notes all the time. We explained that to each other and started discussing the situation. I don't remember everything exactly, but maybe it was mom herself who came up with the idea that we would number the pages in the student's workbook so that he couldn't tear them out without our knowledge. I agreed that sometimes I would take pictures of the tasks and send them to her, in general I came to the opinion that it would be good to communicate more via messages. We also discussed some other things. This also led to the fact that sometimes the student lies, when I asked him why, he kept silent, as I already said.\n\nOutcome:\nYou could see that the mother was trying, for example she bought the pupil new boards for notebooks. He also stopped smelling and the appearance of his things improved a little. Mom also enrolled him in a sorority and a cooking class. We try to communicate more, but the student himself is very adamant, but it's better, he knows that I won't give up and he, for example, will eventually have to hand in the assignment anyway. So far, things and pages from his workbook are not mysteriously disappearing, I just don't know how long it will last, it's only the beginning of the school year. If he stopped carrying the necessary things and tasks again, I would have to go to the penalty, which I could have done here earlier, but I hope that everything will work out.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída ZŠ\nHobbies: Nic, teď vaření\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes \nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1208", "student_age_year": "10 let, 4. třída ZŠ", "student_hobbies": "Nic, teď vaření", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "20", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes ", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/203", "content": "TEACHING CASE STUDY\n\nBackground:\nIn September, at the beginning of the school year, when it was still nice, I as an assistant and the teacher took the children out to the playground as part of physical education. The student was in a good mood, he was looking forward to physical education, he enjoyed the whole lesson outside just like the rest of the class. Towards the end of the lesson, however, the children begged the teacher for a blankie - here we knew that there might be a little problem with the student, but the first game went well, the student remained blank until the end. The children became competitive during the game and wanted to play one more time, unfortunately this time the student was knocked out almost right at the start, unfortunately in such a way that he almost avoided the ball. As the others continued to play, the pupil grunted angrily and kicked the balls gathered by the pitch fence as he headed outside the playing area marked on the pitch, visibly angry.\n\nSituation (Anamnesis):\nIn the school year in question, the student was new to the class, he transferred there from another elementary school based on the wishes of his parents, who were not satisfied with the functioning and cooperation with the given school. I have been working as an assistant in this class for the fifth year, originally because of another student, and unfortunately working with the student was difficult for me from the first day. While the class teacher was doing great with him, I found it difficult to figure out what was right for him in certain situations, and the first week of school he had a tantrum that required us to call his mom to school. The class accepted the student, but here and there one of them confided in me that they would prefer if the student did not join them. In terms of school work, the pupil worked very well, he rarely got lost in class and got excellent results, but he got bored very quickly and there were a few things that made him angry - mostly if he wasn't called on when he really wanted to reply. As it turned out in this case as well, the approach to the problem often arose thanks to the student's competitiveness.\n\nTeacher Intervention (Solution):\nWhen the student kicked the balls and started muttering angrily under his breath, I knew that the situation could quickly turn sour and it would be difficult to calm the student down again, yet the student had the attention of several classmates, so I asked him to put the balls back on their place. The student refused. I tried to convince him that he couldn't do this, and again asked him to line up the balls because one of his classmates might trip over them. The student retorted that 'they're not stupid and won't trip', and started moving away from me and the class teacher who was watching the situation. I strongly urged the pupil to go back and match the balls and to think about his behavior - the pupil began to hum in displeasure and anger, and when I addressed him again, he left the field with the goal, which he slammed aggressively, and ran away into the grounds schools.\n\nOutcome:\nOf course, we couldn't just let the student leave - the class teacher ran after him, while I led the rest of the class back to school after PE. The classmate had a better relationship and leverage with the student, and after about half an hour she returned with him to the rest of the class. She managed to calm him down somewhat, although he was a bit reluctant to respond to our instructions for the rest of the day. Similar incidents were repeated several times a month, then the pupil in the second grade got a new assistant, and as far as I know, their cooperation was a little better than in our case. However, the class collective got more used to the student after a while.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nHobbies: -\nDiagnoses: Porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Support, Interview, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "203", "student_age_year": "10 let, 5. ročník", "student_hobbies": "-", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "", "teacher_approbation": "Magisterské – učitelství odborných předmětů pro SŠ", "teacher_practice_years": "10 (učitelství na SŠ, poté asistenství na 1. stupni)", "problems_annotated": "Emotional outbursts, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/247", "content": "TEACHING CASE STUDY\n\nBackground:\nIt could be said that from the very beginning, when I worked with him, he appeared to be a problematic student with whom I often had to solve disciplinary problems. As his classmate, I had him for Czech language and civics classes, and I had an office just next door to their tribal class. During the lesson, he almost never paid attention, had fun with the classmates around him, did not answer when called on, and sometimes threw crumpled paper around the class. During the breaks, he ran around the corridors, spoke loudly and behaved inappropriately towards his classmates, for example pulling his classmates' hair. It was obvious from his classmates that they were a little afraid of him. When I had the opportunity to discuss his behavior with other teachers, as they had also noticed his behavior in class, they confirmed to me that he was behaving in a problematic manner. It was a new and challenging situation for me, as it was my first time in a classroom, moreover, I had not encountered similar behavior before. I tried to find help from older colleagues, but even they were not able to provide me with such information that I would be able to handle his behavior. But even so, I didn't leave it alone and tried to find a solution.\n\nSituation (Anamnesis):\nThe student was not diagnosed with anything at the time. He was the youngest of five siblings and his family lived on the outskirts of what at the time could be called an outcast. His parents did not show much interest in him, that is, they did not come to class, and most attempts to communicate were unsuccessful. When I contacted them about him not behaving as expected at school, they told me that it was my problem, that I couldn't handle him, and that they didn't have time to deal with this situation. Since his older siblings went to the same school, I had the opportunity to observe his relationship with them. Sometimes I saw him with his older sister, who obviously took care of him. According to other teachers, his siblings have no problem with behavior and attention in class.\n\nTeacher Intervention (Solution):\nBased on his behavior, I tried to figure out why he behaves like that. I thought of various variants from bad parenting, through lack of attention in the family to the possibility that he had ADHD. One way or another, I couldn't figure it out on my own, I needed the help of a school psychologist. And in order to be able to do so, I needed his parents' approval. So I decided to send a letter to the parents, inviting them to the school, where we would discuss this possibility. To my surprise, I got a reply saying that they would stop by and discuss it with me. In the end, only the mother arrived at the meeting, saying that she could see for herself that it was getting more and more difficult with him at home and that she didn't know what to do with it. When I suggested a school psychologist, she agreed to see him.\n\nOutcome:\nAfter I managed to convince his parents to take him to the school psychologist, I learned that he had been diagnosed with ADHD and would be prescribed medication. I then explained to the children in the class what ADHD is and how it manifests itself. For the first few weeks after the diagnosis, all parties were a little embarrassed about how things would go on, but after a while, when his classmates noticed that he was really calmer, their fear began to subside and they began to become more friends with him. In addition, his results at school improved.\n\nStudent Profile:\nAge/Year: 11 let, 6. třída\nHobbies: Má rád sport a zeměpis.\nDisorders: Nesoustředěnost,Rušení výuky,Šikana\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "247", "student_age_year": "11 let, 6. třída", "student_hobbies": "Má rád sport a zeměpis.", "student_diagnoses": "", "student_disorders": "Nesoustředěnost,Rušení výuky,Šikana", "teacher_approbation": "Učitel - Magistr", "teacher_practice_years": "15", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1430", "content": "TEACHING CASE STUDY\n\nBackground:\nhad one boy in my class, he was 15 years old, he failed twice, so he left elementary school in the seventh grade. He had a concentration disorder, he couldn't keep his attention for more than 10 minutes. His behavior during the lesson seemed to be that when he got bored, he would march around the class and disturb the other students. In mid-September, for example, in one of my classes, he ran off to talk to a classmate about what he just needed to tell him. After being reprimanded, he returned to his place, but ten minutes later he was throwing a rubber band at another classmate and throwing crumpled pieces of paper from a notebook sheet into the hair of a classmate sitting in front of him on the bench. He was reprimanded again. After that I assigned a task to read the text in the textbook, he didn't like that, he started cursing vulgarly that he won't do it, it's 'boring' and threw the rubber at the classmate again. He threw the rubber back at him. However, this angered him and he ran to punch his classmate in the shoulder. I called him over and he got a note. He didn't seem to care. When I shared this experience with the school psychologist, we agreed that we would start solving it with the parents and that I would have to choose a more creative approach to it in the classroom.\n\nSituation (Anamnesis):\ndisruptive pupil shows disinterest in teaching, does not deal with the consequences, has a disorder of concentration and attention. Shows aggressive and inappropriate behavior in case of disagreement, disturbs in class in case of loss of attention and subsequent boredom.\n\nTeacher Intervention (Solution):\nI decided to solve the problematic behavior as follows. I called my mother at school and discussed her son's behavior with her. Although the mother said that she would 'pacify' her son at home, it was necessary to ensure that the pupil did not continue to disturb the class. So I started assigning him extra tasks during the lesson - hand out papers to the children, write the title of the lesson on the board, write the date. The moment he started to show signs of losing focus and the others were still working, I called him to me with his task. When he had completed it, he was given the task of making an illustration for the text, when the task was not completed, he had to explain the task to me in his own words and together we clarified how he should complete the task.\n\nOutcome:\nSince I started giving him extra work, he has calmed down. It cannot be said that he suddenly became an exemplary student, but he stopped marching in class. Here and there he started talking to a classmate, but let's face it, everyone does that. He had to complete tasks like other students and he did well within his abilities. They weren't always filled correctly, but he filled them. When he lost concentration, I brought him back to the topic with a short conversation and he continued to perform the actions. His mom gave him a pep talk about being expressive in class and not interrupting others. She bought him a handy toy within an hour. A cube with different functions. It looks like those toy blocks for toddlers where each side has some interactive thing, just a miniature version. I agreed with the student that he can play with it while they are listening or there is a discussion going on, as long as he can cooperate and react as he should. I would say that the biggest stumbling block was insufficient communication and subsequent misunderstanding. When the student saw that I respected his needs and would accommodate him in the form of 'seizure', he stopped being overly disruptive and cooperated.\n\nStudent Profile:\nAge/Year: 15; 7. Třída\nHobbies: posilovna, koloběžka\nDisorders: Vykřikování,Agrese,Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1430", "student_age_year": "15; 7. Třída", "student_hobbies": "posilovna, koloběžka", "student_diagnoses": "", "student_disorders": "Vykřikování,Agrese,Nesoustředěnost", "teacher_approbation": "Mgr. v oboru učitelství pro první stupeň, dále Bc z dvojoboru chemie a výchova ke zdraví a Bc v oboru speciální pedagogiky", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1416", "content": "TEACHING CASE STUDY\n\nBackground:\nFor a situation that could not be completely resolved, I chose the case of a pupil who was a very lively and loud child. During breaks, he slammed doors, knocked over chairs, ran around the classroom. He was stocky and knocked over classmates several times at speed while playing, which was especially dangerous given his strength. He had to be constantly told not to run, because of the possibility of injury not only to himself. But I don't think he wanted to drop anyone on purpose. He wanted to be friends with the children at all costs. But he himself prevented it by his behavior. The children gradually got used to him, he wasn't bad. His enormous activity had to be addressed. He lost focus very easily. He could not handle longer conversations about safe and appropriate behavior. So the teachers chose simple sentences to communicate everything clearly and concisely. They had to talk to him in the fifth grade like a kid in the first grade. The pace and amount of material was too fast for him.\n\nSituation (Anamnesis):\nThe student was very active. He had a good heart, unstable background. The mother consumed alcohol during pregnancy. He liked to create and make, for example, origami from paper. Family: He lived with his father and grandmother, he did not see his mother, she was not interested in his son.\n\nTeacher Intervention (Solution):\nstarted writing to the family in the student's diary about his behavior and poor performance, I wrote messages, called my father repeatedly. However, the response from him was minimal when she was already so disinterested and uncooperative. I suggested going to a counseling center. But he didn't want to go to the counseling center. So I proposed, at least the option of only a school psychologist. It was said that there was no consideration that the student was not well. We couldn't give him as much attention as he needed and we couldn't direct him in the few hours at school. Management pressured me over time. In the end, we tried to transfer to another (special) school. After a long appeal, the father agreed to visit the counseling office. The student was diagnosed with ADHD and given medication to calm him down. But he slept after them. At home, however, they did not completely follow the dosage, sometimes they gave him as much as they should, sometimes less, or not at all. You can see for yourself whether the child has had medication or not. Apparently the family didn't take it seriously enough. They knew he had bad behavior, bad grades, that he was off his meds. In time, the father decided that he should transfer to another school, where they could pay more attention to him. He wouldn't be good enough for the sixth grade at our pace. He spoke like he was in kindergarten. They never even went to speech therapy with him. He spoke badly. We asked him where have you been? In the bush. He couldn't do it at all in the fifth grade. We already understood him, but others didn't. His parents didn't go anywhere with him.\n\nOutcome:\nHis wild behavior could not be resolved. Not even after explaining, negotiating. Unfortunately, the solution was to leave. There was no effort or medication. So I take it as a failure to manage the situation. His departure to a new school was probably inevitable, but I regret that we were unable to resolve his problematic behavior and impart more knowledge to him. Whether with or without medication. To this day, I think that if things had been different in their home and he had more firm leadership or if Dad had been talked about more, we could have moderated his wild behavior. Unfortunately, we couldn't solve for him what needed to be solved in this family.\n\nStudent Profile:\nAge/Year: 12 let, 5. Třída\nHobbies: Malování, tvoření\nDiagnoses: ADHD\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Not attending to teaching/Inattention to teaching, Failure to attend class, Violation of classroom/school rules\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1416", "student_age_year": "12 let, 5. Třída", "student_hobbies": "Malování, tvoření", "student_diagnoses": "ADHD", "student_disorders": "Lhaní", "teacher_approbation": "Vysokoškolské, učitelství pro 1. stupeň", "teacher_practice_years": "11", "problems_annotated": "Diagnosis, Not attending to teaching/Inattention to teaching, Failure to attend class, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1154", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student's behavior began to show frustration at the incorrect solution of tasks, which was usually followed by shouting and other manifestations of dissatisfaction. If I reprimanded the student, she became even more frustrated, a few times she got up and started walking around the classroom, ignoring me. She showed this behavior not only in my classes, but also in the classes of her colleagues. I consulted the situation with my colleagues from a lower grade, but they told me that the student was above average expressive, but similar behavior was not manifested in them.\n\nSituation (Anamnesis):\nThe student was quite extroverted, sociable. She lived with her parents near their farm, where she helped her parents with work. The student's parents, together with the school, organized several school trips to their farm.\n\nTeacher Intervention (Solution):\nWhen the admonitions did not work and the pupil's problematic behavior repeated itself, I arranged a consultation with her parents. I believed that the cause of the student's behavior could be overwork, because I knew that she was helping her parents on their large farm and together with her hobby (horse riding) it could be difficult for her. However, the parents claimed that their daughter had plenty of free time and that she only occasionally helped on the farm. They informed me that they would try to discuss the problem with their daughter at home and come to a meaningful solution. I offered them that they could visit a pedagogical-psychological counseling center, but they flatly refused. We agreed with the pupil herself that if she felt she needed to be alone for a while, she could go to the corridor for 5 minutes, while I tried to explain to her that she should not take it as a punishment, but as a help. She then informed me that she and her parents agreed that she would have more time for herself.\n\nOutcome:\nThe student's behavior gradually changed. At first, there were sporadic signs of frustration, but it was clear that the student was trying to work with her. She didn't yell and at least she didn't argue with me in my classes. She used the 5-minute breaks we agreed on, and her activity in class improved significantly. Over time, she used these breaks less and less, and I no longer observed any signs of anger. After the end of the school year, she and her parents moved and the girl started a different school, so I don't know how her behavior changed further.\n\nStudent Profile:\nAge/Year: 12, 6. ročník ZŠ\nHobbies: koně, zemědělství\nDisorders: Neuposlechnutí,Disrespekt\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1154", "student_age_year": "12, 6. ročník ZŠ", "student_hobbies": "koně, zemědělství", "student_diagnoses": "", "student_disorders": "Neuposlechnutí,Disrespekt", "teacher_approbation": "Mgr., polský jazyk, český jazyk", "teacher_practice_years": "30", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/385", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was my first year teaching and it happened in second grade. It was about the problematic behavior of one pupil towards another. The situation occurred at the outdoor school, which lasted for 5 days (Monday to Friday), where one student behaved badly towards another the entire time, but it only escalated on Friday, when I was no longer there. More precisely, what happened was that all week one student was psychologically bullied by another (hints about how he looks, what he does in class, that he smells) and on the last day there was even a mild form of physical attack (squealing and pushing). The bullied boy kept the other's behavior to himself and kept smiling in front of me. None of the teaching staff knew about the behavior of the first pupil until the mother of the second pupil ran to the school on Monday to complain.\n\nSituation (Anamnesis):\nBoth pupils were Roma and it is interesting that the families of both pupils knew each other. At first I thought that the given situation might have racist undertones, but the point was that one pupil had a lower intellect, was more or less at the kindergarten level - some social habits, working with others and establishing contacts or communication, all of this was on very bad level. This student was out of the team precisely because those around him were starting to notice these things and mock him, for example, for being a slob. However, it was always to a lesser extent, until the situation at the outdoor school occurred.\n\nTeacher Intervention (Solution):\nOn the Monday after the weekend, before which the mentioned situation between the pupils took place, the mother of one of them came to the school. I explained to her that I had not been told anything by either side, so I had no idea what it was all about. So she described the situation to me, after which I called the first student and told him that he had a few seconds to tell me how everything was and if what the other's mother said was true. The first student burst into tears and confessed everything. Subsequently, I talked with the mother of the bullied child about the fact that I will solve it with disciplinary action, that I will solve it myself and do everything to prevent it from happening again. The mother of the first pupil proposed a two for behavior, I did not agree, because it was a short-term thing after all, so I was more inclined to reprimand the principal. She finally nodded and left satisfied. After that, I had a long debate with the first pupil, I talked to him like 'man to man' and I think he saw authority in me and didn't want to have any more problems with me. Fortunately, the first pupil was quite empathetic and could sense that he had really behaved badly. After his confession, I found out that the situation was even worse. So there was a disciplinary action (principal reprimand), it was resolved and the first student was able to apologize to the second.\n\nOutcome:\nOf course, the first student didn't immediately get along with the second, but he stopped the aggressive behavior and just ignored him, which was exactly what I wanted. If I forced them into an artificial friendship, it probably wouldn't go well, so all I asked was that they ignore each other. After some time, however, their relationship improved so much that when a classmate started insulting the second student, the first student even stood up for him. I had the class until the end of the fourth grade and the problem never happened again. There was a little nudging at most, which the pupils resolved among themselves, but that is simply normal for children and there was no need for me to interfere.\n\nStudent Profile:\nAge/Year: 2. třída, 8 let\nHobbies: sport \fMarkéta Demlová  495162)\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "385", "student_age_year": "2. třída, 8 let", "student_hobbies": "sport \fMarkéta Demlová  495162)", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysoká škola, Učitelství pro první stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1330", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation always occurs when going to the toilet. Pupils are divided by gender into two groups and go to the toilet under supervision. The pupil is repeatedly angry and makes a mess. There are also arguments. The source of these arguments and disputes is the fact that the pupils are placed in a certain hierarchy. As a leading individual, he always chooses with whom and where he goes. She tries to establish order, which is led by her. That is why during the journeys, when there is peace and quiet, there is noise and disorder.\n\nSituation (Anamnesis):\nThis class is very complicated. There are many students of different nationalities in it. This creates a language barrier between them. Many problems arise from this. Students cannot bond if they cannot communicate with each other. Moreover, the pupil in question is only English-speaking. This fact combined with her leadership character is the source of many problems.\n\nTeacher Intervention (Solution):\nThe solution to this problem was to put this pupil in a leadership role. During one trip to the toilet, I came to a pupil with a request. I need her to help me calmly take the rest of the girls to the bathroom and keep order while they are there. In doing so, I gave her trust, respect and a leadership position. My assumption was that this role was something that the student would be completely comfortable with.\n\nOutcome:\nThis experiment had positive effects on the whole group. Žačka took the role as expected. She led the group to the bathroom and also monitored the behavior inside. This attempt had immediate positive consequences. The marches immediately became calmer and quieter. The rest of the group was also calmer, as the leader student had enough work leading the group and keeping order. She had no time and space for arguing with others. This method of solving the problem was used repeatedly and in all cases there were positive reactions from both the pupil and the rest of the group.\n\nStudent Profile:\nAge/Year: 6let, první třída\nHobbies: Hraní si s kamárady, vůdcovská role ve skupině\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1330", "student_age_year": "6let, první třída", "student_hobbies": "Hraní si s kamárady, vůdcovská role ve skupině", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Magistr", "teacher_practice_years": "20+ let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/855", "content": "TEACHING CASE STUDY\n\nBackground:\nlittle boy came to my second class who had a little trouble keeping his attention. I tried to correct him, but it always got worse. During the lesson, he got up and started going around his classmates. He took out a snack or threw papers at others. It happened at the beginning of my teaching career and I really didn't know what to do with the boy. I knew they were still young and that they wouldn't be able to hold attention for long, but his behavior was really distracting and disruptive to the entire lesson. He did not respond to my reprimand. I was really tired from every school day, and instead of teaching the children, I was constantly reprimanding that one student. And actually without success.\n\nSituation (Anamnesis):\nA 2nd grader who has attention issues. Does not complete assigned tasks and is disruptive. Behavior diagnostics were not performed.\n\nTeacher Intervention (Solution):\nonly got support and motivation from my colleagues and parents to be strict with him. I always told myself that I would be on top of things and that I wouldn't yell at him this time, but most of the time my behavior slipped exactly where I didn't want it to and I yelled at the boy and threatened him. Alternatively, she wrote notes, but that led nowhere. He even received a reduced grade for behavior in the midterm. After a futile struggle, I decided to have a straight talk with him. I agreed with him that if he feels that he really can't keep his attention and the class is boring him, he can go to the corridor and run there. Maybe twice here and there and then back to class.\n\nOutcome:\nMy permission to run amused him and you can say that it calmed him down. It saved me nerves and him the notes. But there was a problem with the other children who also wanted to run and felt it was a great injustice. Today I know that the little boy probably had ADHD, but back then it wasn't talked about like that and the preparation for teachers was minimal. To this day, I blame myself for being so strict with him and punishing him for something he was not really responsible for. But at the same time, I'm glad for my inner feeling, which told me that she just needed to distract herself and take it easy for a while, and she didn't force me to do it. In later years, he unfortunately fell into the category of naughty boys.\n\nStudent Profile:\nAge/Year: 8 let, 2.ročník\nHobbies: otevřená otázka)                                               Hraje fotbal se spolužáky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "855", "student_age_year": "8 let, 2.ročník", "student_hobbies": "otevřená otázka)                                               Hraje fotbal se spolužáky", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/220", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a physical education lesson. The goal was to involve the student in the team. Prior to this lesson, the student did not show any signs of irritability or otherwise strange behavior. It was a ball game that the student wanted to play together with the children. The problem arose when this student hit the ball. At this moment, the student fell to the ground and began to argue that the discharge was not valid. So the student continued to lie down for a while and then the teacher approached him and tried to find out what the student's problem was. The student then got up and went to sit on the bench and began to roar uncontrollably. The pupil could not be calmed down for the entire 2 lessons. Only after two hours of shouting did the student become quiet on his own.\n\nSituation (Anamnesis):\nThe student suffers from childhood autism, ADHD, and his intellectual abilities are at the level of mild intellectual disability. He lives only with his mother and does not see his father much, he has no siblings. The mother tries to devote herself to her son and give him everything he desires. The student is not used to losing and suffers from occasional outbursts of anger during which he shouts uncontrollably, cannot be calmed down, is insane and does not perceive. The student has been dealing with these seizures since childhood and they also occur in other lessons. These states occur during agitation, which depends on the student's mood on the given day. It can only be a small stimulus such as the loss of a pen cap. Several times this pupil had to be taken out of the classroom by the teacher or the teacher's assistant, because he was disrupting the lesson in this way and could not be calmed down. Educators, teacher assistants and mothers do not know how to prevent these conditions and how to solve them.\n\nTeacher Intervention (Solution):\nIn this situation, the teacher tried to start a discussion with the student and find out what was going on, but in vain. The student was inconsolable and this problem could not be solved, and the only solution was the student's fatigue, after which he quieted down on his own. Only in this state did the student begin to communicate with the teacher and a short discussion took place. Student: 'I have a headache.' Teacher: 'Well, don't be surprised if you scream for 2 hours.' Teacher: 'Come and rinse your face and we'll do breathing exercises together.' Student: 'Okay, but I'm tired'\n\nOutcome:\nThe student was exhausted and complained of a headache, so the teacher took him to the sink to wash his face with cold water and then perform breathing exercises, which help him at least a little after this condition. After this situation, the student did not show any signs of strange behavior, he was just a little tired and it was harder to concentrate on his last lesson. However, this situation did not end well for the pedagogue, as his two-hour roar did not make her feel well and she got an unbearable migraine. She then collapsed at the bus stop on the way home.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: cestování, dopravní prostředky  autobusy, vlaky)\nDiagnoses: Dětský autismus,ADHD,Rozumové schopnosti v pásmu lehkého mentálního postižení\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "220", "student_age_year": "8 let, 3. třída", "student_hobbies": "cestování, dopravní prostředky  autobusy, vlaky)", "student_diagnoses": "Dětský autismus,ADHD,Rozumové schopnosti v pásmu lehkého mentálního postižení", "student_disorders": "Agrese", "teacher_approbation": "Mgr. (občanská výchova, výtvarná výchova)", "teacher_practice_years": "", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/642", "content": "TEACHING CASE STUDY\n\nBackground:\nmet the student when he was in the second year of high school. That was when he moved with his family from Slovakia and started attending our grammar school. He got along very well with his classmates, especially with his group of boys. His problem behavior was very variable and erratic. One day he was very cooperative in class, signed up and was active, and other days he was incredibly rude, wanted nothing to do with anything, slept on the bench, had no tools, was disruptive.\n\nSituation (Anamnesis):\nIn the third year, when the problems started to worsen, the pupil was already of legal age. It was much more difficult to get along with him. He was aware of the things he could and could not do. He started coming to school late, was rude to some of his colleagues, and even carried a pillow to sleep on the desk in class. The teachers saw him only as a troublemaker and a 'goofball' who constantly disturbed others, did not respect any of the teaching staff. The parents were contacted, they also tried to somehow solve this problem with their son, but as I already mentioned, the son was already of legal age and had his own head. From time to time, the student tried and was productive and polite during class, but this behavior always alternated with contempt and distaste for school. The worst stage of his study progress began when I let him fail the Czech language. In retrospect, I think that I didn't have to be so strict with him when Czech was not his mother tongue. His grades matched what I did. Moreover, his hatred and unwillingness to cooperate did not allow me to behave differently. Unfortunately, after I informed him that if he doesn't start trying, he will be forced to repeat the grade. His reaction surprised me and my colleagues. Instead of trying to improve his academic average, he decided to drop almost all subjects.\n\nTeacher Intervention (Solution):\nIn cases where the student was disruptive, I tried to progress step by step. First a warning and a request to calm down or to pay attention. When this approach was ineffective, I tried threats: 'if you don't start doing something, I'll test you', 'you might want to be careful, if you don't enjoy it, you don't have to be here at all!'. This approach was not effective at all. When I told him that he didn't have to be in class, he pulled himself together and walked away. Which I then discussed with the class teacher so that we could reach at least some conclusions. In the final, I was glad when he didn't disturb me and just laid down on the bench and slept. I could focus on my class in peace. Of course, this behavior had an adverse effect on the performance of the class. My colleagues and I decided to ignore this student and focus on the others. The welfare of the whole class was the priority for us.\n\nOutcome:\nThis situation was resolved with the parents, the class teacher. No one was in any way charmed by the fact that the pupil had to repeat the year for such drastic reasons. But when he repeated the year, he was in a different team and his lack of interest increased. He was no longer disruptive at all, but his disgust with school could not be overlooked. He distanced himself from everything and everyone, he was more focused on himself, but he tried to improve his academic average, even if it was against all his senses. When his best friends left to study at universities, he went to another school in another city. A year after he left, we learned from his parents that he had taken his own life. It was a huge tragedy that affected the entire teaching staff. We couldn't believe it. We still ask ourselves if we made a lot of mistakes, if we should have noticed something before he moved out.\n\nStudent Profile:\nAge/Year: 18 let, 3. ročník gymnázia\nHobbies: basketbal, zvířata\nDisorders: Arogance,Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Attendance problems, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "642", "student_age_year": "18 let, 3. ročník gymnázia", "student_hobbies": "basketbal, zvířata", "student_diagnoses": "", "student_disorders": "Arogance,Pasivita", "teacher_approbation": "Magisterské studium (1.-2- stupeň základní školy + střední školy a gymnázia)", "teacher_practice_years": "22", "problems_annotated": "Not attending to teaching/Inattention to teaching, Attendance problems, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/2", "content": "TEACHING CASE STUDY\n\nBackground:\nFirst of all, I would like to mention that the given situation was resolved at the former school, where I taught for some time. At the time, I was a first grade class teacher. I helped to solve the problem and I still realize that I could have done more for my pupil. But unfortunately I didn't have enough experience then and the director didn't want to get involved in the situation at all. The whole problem started already in the third grade, when the pupil got a new teacher for English. The teacher taught for a short time, but it could be said that her ambition and ego surpassed even the older and more experienced teachers. She sensed well the class situation in my class and that the student is on the edge of the class group. However, instead of support, she turned on this pupil with anger and her behavior towards her intensified her uncomfortable situation in the classroom. Žačka was one of my excellent students, she always made excellent progress, she was ambitious and problem-free. However, she did not quite fit in with the group of city children and became the center of ridicule mainly for her appearance. I have dealt with the situation many times, but this behavior has always returned. However, the pupil was experiencing a lot of hell in English lessons. No matter how she prepared for the lessons, she did not get grades other than threes, fours, and fives. In the fourth grade, this situation escalated when the teacher gave the student a four for an assignment that was completely checked by the tutor. After this situation, she confronted the student that she would never speak English and that she should just give up. At home, the student informed her mother, who began to solve the whole situation with me first. I tried to assure my mother that I would investigate the whole situation and arranged a meeting with the teacher. It must be added that the teacher behaved quite arrogantly even towards the pupil's mother, so the mother decided to confront the school principal with this problem. However, he refused to solve the whole situation and the whole situation remained unresolved. After confronting the teacher, what happened was that the teacher began to ignore the student in her lessons and she gradually began to stagnate in her efforts. The whole situation was resolved only when the pupil transferred to another school, where, according to my information, she has excellent results in the language and in the last year she passed the B2 language exam with an excellent rating.\n\nSituation (Anamnesis):\nhard-working, very nice girl who came to the city school from the village and is therefore not very used to the behavior of city children, who are quite different from village children in many ways. Žačka tried very hard to fit into the team, but she didn't have much room for it. She got along well with only three girls in her class. The athletic boys very often laughed at the girl for her appearance. So the collective didn't work well as a whole and there were a lot of groups.\n\nTeacher Intervention (Solution):\nThere was no solution, the teacher refused to solve the situation in favor of the pupil. She refused to treat the student with respect and preferred to join the judgmental collective of the class. The student gradually stagnated in the language, and the only effort she showed was in her tutoring. She was not involved in the running of the class and was satisfied with an average to below average result. However, the whole situation could be resolved immediately and better for both parties. It was enough to transfer the pupil to the teacher's group and the problem would be over. However, the director did not even want to hear about this solution, saying that it would be necessary to move another student to the teacher's group and that would complicate the entire lesson.\n\nOutcome:\nThe situation did not lead to any lasting results. The teacher developed an even greater aversion to the student, and the student was terrified of English lessons. She was often absent from school as a result of this, as her poor mental state affected her health. The student therefore began to fall behind in other subjects as well, and the whole thing culminated in a transfer to another school.\n\nStudent Profile:\nAge/Year: 10 let, 4.třída\nHobbies: Čtení, kreslení, hraní na hudební nástroje\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "2", "student_age_year": "10 let, 4.třída", "student_hobbies": "Čtení, kreslení, hraní na hudební nástroje", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/699", "content": "TEACHING CASE STUDY\n\nBackground:\nwas walking down the hall and peered through the glass door to the classroom at the back and saw three students packing their \"quill\n\nSituation (Anamnesis):\nOne of these pupils is a refugee from Syria. He has already spent several years in the Czech Republic, attended elementary school here for a few years, and speaks fluent Czech. His parents are back in Syria and his permanent residence in the Czech Republic is written on our school's dormitory. Another is a member of a party that mostly hangs out in the park by the station, drinking, smoking and causing trouble. They looked problematic from the start. They disturbed the class, did not pay attention, mocked what was supposed to be done during the lesson. They also fought each other on the adaptation course. They behave aggressively, speak vulgarly. For two of them, this is not their first secondary school, but they have not completed anything.\n\nTeacher Intervention (Solution):\nWhen I saw this, I got their class teacher, guidance counselor and vice principal and after a few minutes I burst into the classroom. The students had both a wrapped joint and a box of snuff on their desks, so I immediately took a picture and led them out of the classroom. They were immediately expelled by the school principal for this gross violation and we tried to contact his parents. Unfortunately, we did not succeed with two students. Luckily for the third one, yes, and there his father informed us that on Monday his son would get on the shovel at the construction site, as punishment for his behavior. The students began to cry after hearing that they were being expelled immediately. They asked us if there was anything else we could do so they could stay at school. However, the headmistress of the school told them that it really wasn't possible, that they had conditional expulsions from the adaptation course, and this was the last straw. She then sent them with their homeroom teacher to the classroom for their things and then they left the school.\n\nOutcome:\nThese pupils were expelled from school with immediate effect. They only returned to the classroom for their things. There, two of them started cursing, kicking around, and even threw a pen at one of their classmates, threatening that if someone \"smashed them\n\nStudent Profile:\nAge/Year: 16, 17, 18, 1. ročník\nHobbies: Být se svojí partou, PC hry\nDisorders: Arogance,Lhaní,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "699", "student_age_year": "16, 17, 18, 1. ročník", "student_hobbies": "Být se svojí partou, PC hry", "student_diagnoses": "", "student_disorders": "Arogance,Lhaní,Vulgární vyjadřování", "teacher_approbation": "Vysoká škola", "teacher_practice_years": "17", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1439", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the last month of the school year, I received a report that a student and his classmate intentionally attacked their classmate while waiting for lunch (I was a class teacher at the time). After this incident, I was contacted by the girl's mother who told me that her daughter was afraid to go to school. I immediately started to solve the situation, I also invited witnesses who confirmed that the two students physically attacked the girl while waiting for lunch. I invited both actors together with the prevention methodologist individually to a meeting where we discussed this situation. One of the boys admitted that the other boy had purposely pushed him into a classmate at lunch, then took him in his arms to kick the girl in the back.\n\nSituation (Anamnesis):\nOne of the boys was an average pupil, he was constantly being dealt with for various disciplinary offences, mainly verbal attacks on a fellow pupil. At that time, the second boy was a calm, unobtrusive student who was a lot of friends with the first, wanted to match and please him, his academic results were below average. The girl had a medical handicap (hearing problems), was introverted, often did not participate in whole-class activities, despite her classmates' efforts to involve her, she did not show interest, her academic results were satisfactory.\n\nTeacher Intervention (Solution):\nImmediately after this message about the physical attack reached me, I invited both actors individually together with the prevention methodologist. We wanted to hear in detail what happened while waiting for lunch. First, one boy admitted to us that his classmate pushed him towards a girl at lunch, at the same time he emphasized that the girl defended herself, but he took him in his arms, but kicked the girl in alleged self-defense. The next day the boy went to apologize for his behavior. He was only given a warning for this act. We also invited two witnesses to the meeting who confirmed what they saw while waiting for lunch. Thanks to them, we found out that the first boy was telling the truth. Finally, my colleague and I invited the other boy to the meeting. We also wanted to discuss this situation with him, but he refused to testify. According to him, we have already heard everything from the witnesses and he has nothing to add. His statement was very arrogant. When he did not want to testify, we invited his legal representative to a meeting with the school management, which took place the following day. Later that day, the girl's mother called me and told me about the fact that her daughter is afraid to go to school because of the physical assault. My mother called me just before the end of class, so I had time to discuss this situation with the whole class. The following day, a meeting took place in the director's office, the father of the second boy was present, and we explained the situation. It was pointed out to the other boy that if he did not confess he would be given a reduced conduct mark. The following day there was a final meeting where the other boy was supposed to comment on the whole situation. His statements were different from the witnesses, he clearly lied and was very arrogant. The school management, in accordance with the statements of the witnesses and the school rules, decided on a reduced grade for behavior, because the second boy had already received a reprimand from the school principal for half a year. As minutes of the meeting are signed, the other boy did not want to sign the protocol.\n\nOutcome:\nThe other boy's behavior continued to be impolite, even arrogant, and this was reflected in the atmosphere of the entire class. The disciplinary measure, a reduced behavior grade, was commensurate with this act. Therefore, I would classify this situation as unsuccessful, because the results of the correction did not appear.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída ZŠ\nHobbies: sport\nDisorders: Arogance,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1439", "student_age_year": "15 let, 9. třída ZŠ", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "Arogance,Lhaní", "teacher_approbation": "Mgr., Čj, Ov", "teacher_practice_years": "30", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/952", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student suffered from a moderate autism spectrum disorder and his behavior was extremely challenging for group teaching due to this diagnosis. When he came to class, he would take things that didn't belong to him, regardless of whether they were the children's or the teacher's, he simply took anything he liked. He behaved arbitrarily, he was not in control of his actions at all, so when something occurred to him as part of his work activities, he calmly tore a page, drew in a notebook, painted with a marker on the blackboard or on the wall, spat on the bench and smeared it. When he decided that he wasn't going to do something, he simply 'boiled' and didn't do it. But we were most worried about the children. The student boxed around, pushed children, stuck out his tongue at them, had a tendency to bite someone who was nearby. He also did it to children he more or less liked or liked - it was his way of winning over someone or trying to get some attention. He painfully gripped a new student's hand, once threw keys at me, verbally threatened the assistant to kill her. We somehow managed to defend ourselves, we predicted it, but the children didn't know how many times. The worst thing was that it happened when no one expected it - the children did not provoke him in any way. In short, he sometimes thought of something, and when everything was not according to his ideas, the slightest change occurred, it caused him discomfort and restlessness, and he could explode.\n\nSituation (Anamnesis):\nHe got up, pushed the children into the table, climbed the desks, left the classroom. It was hard to get him to do something, to keep his attention. The boy was bigger for his age and, above all, inscrutable. He was shown to be capable of mastering regular subjects, but his maladaptive behavior was lowering his mental level. His mother warned us herself that the boy does not manage well in a team. He manifested himself aggressively in it, he also used physical force. I would say he never hurt intentionally, it was the nature of his disorder. However, he was idiosyncratic, he did not respect the rules and instructions, which terribly disturbed the teaching. He did not respond to strong words and prohibitions, the arrangement did not affect him much.\n\nTeacher Intervention (Solution):\nIt helped when we said, for example, that we would call mom: that she wouldn't like it, that it would make her sad - he was able to say that a little. Then we even slightly 'threatened' the devil, we tried to scare him in some way. Then it helped quite a bit to deny him some advantage, for example we took away his favorite bus (a toy he had), and vice versa, when he succeeded or tried, he got it to play with. Sensitive work with motivation, reward and punishment system had a good effect on him. The walks were also good, when he was behaving very badly, we went for a walk with him in the corridor; the change of environment took its toll. When he did something wrong, we told him that it was wrong and also what was wrong and what we had to do in the situation (apologise, ask, thank...). Various instructions on how to react, how to behave... We showed each other these model situations. We tried it for about two or three months together, it was an adjustment period, but it didn't work out. Even the doctors often did not know what to do, they adjusted his medication a lot. It happened to us that he was very apathetic, tired, fell asleep on us, or, on the contrary, he was oversized. No day was the same with him. He also completed a diagnostic stay, which unfortunately did not help either...\n\nOutcome:\nSo then we switched to homeschooling. It was the culmination of the fact that within the collective, teaching could not be implemented at all. He would have most needed the socialization that he missed the most, but it was not possible at any cost. I'm sorry we couldn't include him more, although we tried. In the end, though, it seemed to work pretty well in the home environment. Since there were no children, there were no major conflicts. The home education proved successful and he passed the exams with flying colors after the home preparation.\n\nStudent Profile:\nAge/Year: 9 let, 2. třída ZŠ\nHobbies: Dopravní prostředky – policejní auta, sanitky, autobusy…\nDiagnoses: Porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: (Disciplinary) Punishments, Disrespectful communication, Support, Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "952", "student_age_year": "9 let, 2. třída ZŠ", "student_hobbies": "Dopravní prostředky – policejní auta, sanitky, autobusy…", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, aprobace speciální pedagog", "teacher_practice_years": "17", "problems_annotated": "Diagnosis, Physical aggression, Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Disrespectful communication, Support, Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1361", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student always struck me as a smart boy, unfortunately, due to family problems, he started living with his grandmother and his performance began to deteriorate rapidly. He slept in my lessons, went to school unprepared and generally made me feel uncomfortable. I therefore decided to solve this problem because I knew something was wrong.\n\nSituation (Anamnesis):\nAn 8-year-old boy attending the third grade of a primary school in a small town near the border. The pupil is the tallest in the class both in height and width. However, he is such a teddy bear, a very nice boy, a gentleman. He is more of an introvert in class.\n\nTeacher Intervention (Solution):\nThe first thing that came to my mind was to try the help of a psychologist, because I thought that recent family problems were behind it. I didn't want to put pressure on the student or his grandmother, because I knew they were having a hard time right now. However, it was found there that the student is at peace with it and the problem is elsewhere. The student's behavior continued for some time until I couldn't take it anymore and I contacted his grandmother to discuss the problem with her. Grandma promised me that she would supervise the student's preparation for school, check what time he goes to bed, so that he doesn't spend the night on the computer. We agreed that we would be in constant contact and that I would contact you if anything happened.\n\nOutcome:\nThe student's behavior returned to normal. My grandmother and I were in contact every week. Now it's been a year since the incident and I have to say that the student is the most independent person in the class. Grandma doesn't even help him anymore. He manages everything himself. He is a very clever boy. I am very happy for him.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: Počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1361", "student_age_year": "8 let, 3. třída", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, ON", "teacher_practice_years": "22", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/442", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened roughly halfway through the last school year, when I was a fifth-grade classroom teacher. For a long time, I dealt with the student's problematic behavior, which, of course, had its better and worse periods, which accompanied his entire 5 years spent in the first grade under my guidance as a class teacher. In a way, everything culminated in the situation I am about to describe. It happened on a day that was no different from any other normal school day. The first two lessons passed, in which the student's restless and inattentive behavior was already noticeable, which was, however, nothing unusual.\n\nSituation (Anamnesis):\nDuring the third lesson, this behavior started to escalate and I got a little nervous, because the student started yelling vulgarities at others, including me, out of nowhere, he kept getting up, leaving the desk, and he absolutely did not respond to my attempts to calm him down.\n\nTeacher Intervention (Solution):\nEverything culminated in the fact that the student suddenly ran away from the classroom and subsequently from the school grounds. After a fairly short time, my colleagues and I managed to find him and get him back, while he was very upset. In this situation, which all happened very quickly, I had no choice but to react improvised and according to my best judgment. I took the student aside, while luckily a colleague could take over the rest of the class for a while and ensure the students' normal routine. I 'struggled' with the student for a while, because at first he didn't want to open up and confide in me, probably because we had never met in such a direct conversation in all these years. After a while, however, he opened up and it became clear that his non-standard behavior was the result of his family background, in which certain disputes had taken place the previous day, which caused the pupil a hard time.\n\nOutcome:\nAfter calming the pupil down and discussing the situation, his mother picked him up from school, she also talked to me, and the pupil did not complete the rest of the lesson with us. The next day he came to school normally and the incident was never discussed again. At this point, it is important to mention that the student has been diagnosed with ADHD, so the fluctuations in his behavior described above are basically nothing unusual. But the described situation was a unique case that has never been repeated before or since. But it was important due to the finding that the student's home environment was not very stable at the time and caused him problems that were exacerbated by his diagnosis. The long-term consequences of this situation did not manifest themselves in any significant way in the teaching, but the usual fluctuations in the student's behavior persisted, fortunately not to the extent that was characterized by the described situation.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník ZŠ\nHobbies: sport\nDiagnoses: ADHD\nDisorders: Lhaní,Neposlušnost,Arogance,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "442", "student_age_year": "10 let, 5. ročník ZŠ", "student_hobbies": "sport", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Neposlušnost,Arogance,Vulgární vyjadřování", "teacher_approbation": "Mgr., učitelství pro 1.stupeň ZŠ", "teacher_practice_years": "18", "problems_annotated": "Nonverbal disruption of lessons, Violation of classroom/school rules, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1137", "content": "TEACHING CASE STUDY\n\nBackground:\nIn this case, we can't really say when the 'problem' behavior first occurred, because the student has this behavior almost every day. There is always a situation that upsets her, which leads to the fact that she starts cursing, and that too very vulgarly. He shouts obscene words to the entire corridor, fights with classmates and other students of the school, just with everyone he meets. Even in class, it happens that he reacts inadequately. For example, when I ask her to have a notebook she sleeps in, she responds with a loud, quote, 'Are you kidding?' even worse, as I heard from other colleagues. As I say, situations like this happen regularly. The situation has reached a state where the student very often goes to the representative of the high school herself and complains about her classmates and other students of the school, or the teacher. She even resolved one conflict directly with the principal, when she contacted her via email saying that she had a problem with one particular student who was not replying to her messages and what she should do about it.\n\nSituation (Anamnesis):\nThe class is composed of two classes of different fields, they have general subjects together, specialized subjects separately. He has more conflicts with classmates from his class, but he also sometimes gets into arguments with girls from the second class. She doesn't have that much trouble with boys. In my opinion, the student gets into conflicts so that something is always happening around her, she needs attention - from the teachers, the psychologist, the SPC.\n\nTeacher Intervention (Solution):\nDue to the recurring situations of inappropriate behavior, female students are dealt with quite often. We tried to contact the SPC to change the recommendation, a teacher's assistant was suggested, but after consideration, we did not proceed with this option, because if the student did not sit with him, the situation would have worsened. We were also told by the SPC that this is the pupil's diagnosis and that we have to take her behavior into account. A school psychologist is also regularly called to see the student, who usually works only with her, or with other students who are affected by the conflict. But even this intervention does not bring a long-term solution. If the student gets into 'her state', it is important to try to calm her down, which of course is not always possible, she is capable of banging on doors, shouting and even yelling at half the school. If the situation is unbearable, after agreement with the mother, it is possible to send her home. The educational counselor, class teacher and other teachers are solving the situation, but the result is not yet available.\n\nOutcome:\nThe situation is not resolved because the problem behavior is repeated and there is probably no solution. Currently, the student is hospitalized at a psychiatric hospital, where they are trying to stabilize her condition.\n\nStudent Profile:\nAge/Year: 24 let, 2. ročník SŠ, učební obor\nHobbies: neznámé\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal aggression\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1137", "student_age_year": "24 let, 2. ročník SŠ, učební obor", "student_hobbies": "neznámé", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, LIT, DEJ", "teacher_practice_years": "9", "problems_annotated": "Diagnosis, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1257", "content": "TEACHING CASE STUDY\n\nBackground:\nThe pupil has been different from the children for a long time. He is very emotionally unstable. Little things throw him off or upset him. In the past, it happened that he inappropriately evaluated the situation and hurt his classmates. As a result of these incidents, the children keep a distance from him and are more reserved towards him. We have been working with a school psychologist for a long time, who emphasizes the need for an individual approach to the student, both in the social and educational fields. So there was a need to set up such a climate in the classroom, in which the children and the student will feel good and where a satisfactory learning process will also take place, even though it is of course very complicated in his case. If he gets a bad grade, he gets angry or cries for hours on end. After all, we can't give him all the stars. That would not be fair to the other children. Unfortunately, the differences are there.\n\nSituation (Anamnesis):\nThe student was diagnosed with autism spectrum disorder even before starting school. It manifests itself in his reduced ability to work - he needs a lot of time to solve elementary tasks. It is also demanding on the working environment. Many stimuli from the environment disturb him. He also has problems with attention, which fluctuates strongly. He shows emotional instability when studying and during breaks. He is easily thrown by something and shows it with anger or aggression. However, he doesn't seem to want to intentionally hurt anyone, he likes people. It's more of his defense mechanism. His tuning is rather anxious. Has difficulty understanding some speech expressions, especially more abstract and complex expressions. His ability to read, write and count does not yet seem to be very ingrained (mathematical imagination is insufficient). The student requires a very specific approach to work, a large amount of attention and support during work. He does not tolerate criticism or negative evaluations well. It needs a kind and patient approach. We try to keep it among the children, even if it is sometimes really difficult in terms of knowledge and skills.\n\nTeacher Intervention (Solution):\nIn cooperation with the school psychologist and special pedagogue, the pupil's legal representatives were recommended to visit a pedagogical-psychological counseling center. The counseling report was then recommended back to the school and support measures were proposed in the form of an individual education plan. The main goal of IEP is to develop the student's skills to the widest possible extent and emphasize integration into the class collective. In practice, it looks like the student sits separately from his classmates and has an assistant working with him to help him. We informed the parents that it will be really hard work to keep him in class. They refuse to put him in a special school and I understand that. We all like the student very much and we hope that he will make it with us as long as possible.\n\nOutcome:\nTogether with the student's parents, we set up regular consultations with the class teacher and the counseling center. In the home environment, a calmer regime was recommended, not to overload it. Together with the student, we again agreed that he would not put off the tasks, but complete them regularly every day, in order to avoid unnecessary stress. We also agreed on cultivating independence at work, but of course we are very happy that he has an assistant at his disposal, just so he knows that she is not supposed to do tasks for him. In teaching, we make sure that he does not receive too complex assignments - we shorten, simplify. It is important to keep it brief and clear. In the first step of the work, my assistant and I have agreed that either I or she will always support him, and then we try to make him work on his own as much as possible. In the evaluation, we switched to a verbal evaluation system, in which we mainly try to capture what he does well, positively motivate and appreciate knowledge. During the tests, we prefer that the student be tested orally. If this is not possible, then we are more benevolent towards his mistakes, which he makes in writing. We evaluate only the serious ones. We also let him (and the parents) know about the individual tests in advance, so that the preparation can be divided into several parts and there is no time pressure. Above all, we try to respect the student's individual needs as much as possible, assess and adjust everything individually. At the same time, however, we try not to discount him significantly. For example, he has the same set of outputs as other students, but the difference is in the content and mainly the concept. I have to say that I am very happy with how the student is holding up. He's really trying, he's a smart kid.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Hry s ostatními  deskové, pohybové ad.) a na hřišti\nDiagnoses: Porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Failure to attend class\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1257", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Hry s ostatními  deskové, pohybové ad.) a na hřišti", "student_diagnoses": "Porucha autistického spektra", "student_disorders": "", "teacher_approbation": "Mgr. – Čj, Hv", "teacher_practice_years": "21", "problems_annotated": "Diagnosis, Emotional outbursts, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/664", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was accepted to the school because he achieved the third best result in the admission procedure. He had no problems at home in his family, growing up with his father and mother and a sister three years younger. In the first semester, he attended classes without major problems and his grades were average (three threes in science subjects), which did not quite correspond to his placement in the admissions process, but neither the family nor the teachers considered it a problem, and the student was not put under much pressure.\n\nSituation (Anamnesis):\nThe class teacher was relatively lax in terms of apologising, which the student then began to use in the second semester. It wasn't until the third quarterly meeting that I learned that the student had missed 180 hours, most of which were excused by the parents. This was a rather shocking finding, on the basis of which we convened an educational committee as soon as possible, to whose meeting the pupil's parents were also invited. At this meeting, we learned from the parents that they do not know anything about excuses, so the student had to write them himself.\n\nTeacher Intervention (Solution):\nAt the time, the student could not explain it in any way, but he admits to his parents that after leaving home for school, he spent his time at the bus stop, where he waits for the end of classes to go home again. The educational committee therefore asked for the cooperation of the school psychologist. He found out that the student wanted to go to another high school, but his parents convinced him to go to the gymnasium. As soon as he found out that the class teacher did not check the excuses with the parents, he started to sign them himself and spent his time at the bus stop, where he closed himself off in his world of imagination, what it might be like at another school. Over time, his fear grew, to such an extent that he couldn't even come to school and just waited for the whole situation to be figured out.\n\nOutcome:\nDuring another joint meeting with the student and his parents, he was able to open up and explained to the parents how his dream was to go to the vocational school of his choice, to which he would like to transfer, which he not only believes he can graduate from, but that he is also thinking about studying at a university . He managed to convince his parents then, they agreed to transfer to another school, where he starts his first year. At the second school, he becomes a successful graduate, and was even accepted into college.\n\nStudent Profile:\nAge/Year: 16 let, první ročník\nHobbies: Sport, technika\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "664", "student_age_year": "16 let, první ročník", "student_hobbies": "Sport, technika", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Mgr., IVT, pedagogika a psychologie", "teacher_practice_years": "31", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1380", "content": "TEACHING CASE STUDY\n\nBackground:\nMy class and I were on a walk in the forest and at one point, I noticed that 2 boys from the class were missing. I learned from my colleague that the boys were picking blackberries and that they would catch up with us. However, I didn't like that, something could happen to them. So I went to find them and tell them to go with me, that they are the last ones and we have to get back to school on time. One of the boys told me that he didn't have to listen to me. When repeating the situation, the student in question rolled his eyes at me and was even vulgar towards me.\n\nSituation (Anamnesis):\nThe student has problems with authorities and does not like to listen to anyone. He doesn't quite fit into the class and sometimes behaves superior to his classmates. He is a year older than his classmates and maybe that is the reason for his dissatisfaction and feeling of not belonging.\n\nTeacher Intervention (Solution):\nAt the moment when the student behaved like this towards me, I basically did not solve anything. I just told him that his behavior was inappropriate and rude to me. After we got to school, I talked to him about the fact that he should treat me with respect as I treat him and he shouldn't insult me. I explained to him again the situation in the forest, when I was primarily concerned with their safety and not to make it impossible for them to pluck blackberries.\n\nOutcome:\nAfter the speech, the student seemed unaffected by my words and interpretation, but after I finished speaking, he apologized to me. From that moment on, he always treats me the way he should and I treat him with the same respect that he treats me.\n\nStudent Profile:\nAge/Year: 11 let – 5. třída\nHobbies: rybaření\nDiagnoses: Dysgrafie\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1380", "student_age_year": "11 let – 5. třída", "student_hobbies": "rybaření", "student_diagnoses": "Dysgrafie", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "VŠ (bakalářský titul)", "teacher_practice_years": "7", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1258", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student regularly misses classes, missing even 3-4 days out of five. There are periods when he attends school more, but in general his absence is very high. He does not suffer from any major diagnosis. In the excuse from the mother who takes care of him, the most common reason is morning sickness and anxiety. He has three siblings, two older and one younger. The mother states that by default older children take care of the younger ones, which is the reason for their more frequent absences. The older siblings are former pupils of this school, however, more detailed information about their behavior and attendance is no longer available. The student has been in the team with the children since the first grade. There were never significantly strained relationships between classmates. He was thus integrated into the team, but with increasing absences over the past two to three years, he is clearly distancing himself from his classmates. The first problems with absence started before the covid era and online teaching, when the pupil began to be absent often. With online teaching, his absence from classes increased even more, allegedly due to the limited possibilities of internet connection at home. After returning to physical education, the situation is very bad and there are no more people coming to school than they are.\n\nSituation (Anamnesis):\nThe student is immature for his age. There is a persistent mild speech impediment in his oral expression. He supplements the narrative with a lot of fantasy narration, from which it is evident that he is unable to distinguish reality from fantasy. Due to the topic, it is assumed that he spends most of his time at home playing games on the Playstation or watching TV. He often misses classes due to illness. The student is calm in class, does not disturb in any way beyond the standard. His workload is very small. He is not able to start work independently, he needs an invitation from the teacher, nor to continue it. He requires constant assistance with exercises and tasks, otherwise he is inattentive and very slow. He maintains a slow work pace even under supervision. He is also not able to prepare for classes at home and make up for missed lessons. Also, the level of knowledge and the ability to learn the material is unfortunately at a very low level.\n\nTeacher Intervention (Solution):\ndidn't know what to do anymore. Of course, we wanted to solve it with the parents, but we don't even know what the father looks like, and the mother either comes, promises mountains, but nothing happens, or she apologizes and doesn't come to the meeting at all. After consulting with colleagues, who also complained about the student's absence, I turned to the school psychologist. She invited the pupil and a support measure was proposed - so that the mother would find time for the pupil among the siblings, which she would dedicate to him individually, for example by reading together or setting up evening rituals. The student likes fables and rumours. He says he also reads texts with biblical themes with his mother. At other meetings, the pupil said that now he and his mother read, play puzzles or cards in the evenings. The psychologist discussed relaxation techniques with him, which he can include in the evening before going to bed, or in the morning when he is feeling sick, to alleviate and induce calmness. This information was also passed on to his mother.\n\nOutcome:\nAfter establishing contact with the psychologist, there was a tendency to improve the situation in the field of attendance. The student was absent only once or twice a week. Of course, it's still not enough, but we were happy for it. After several weeks of regular meetings with a psychologist, he also stated for the first time that he had not experienced morning sickness in the past week. We were happy and hoped that the situation would only continue to improve. The student was still sitting with the children. Of course, some of them already showed a mental shift compared to him, or a slight aloofness, because they really didn't meet much anymore, but he still belonged to them and, according to his words, he wanted to advance to a higher grade with them. Unfortunately, that was not possible in the end. After such a brighter period, when we all thought we had managed to solve it, that the mother had also finally reacted, we thought that she must have understood that if she didn't work with him at home, she would probably fail. His average was really bad. In some subjects, there was nothing to make him. Well, except for attendance, almost nothing has changed. And unfortunately, it didn't last long with her either. Towards the end of the school year, the situation began to return to its old ways. He was excused with alleged severe digestive problems, however we never received a confirmation from the doctor. Of course, his gaps in learning were already so big that in the end he had to repeat the year anyway due to several subjects. It's a shame.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník\nHobbies: Hra na playstationu, sledování seriálů\nDisorders: Absence\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1258", "student_age_year": "12 let, 6. ročník", "student_hobbies": "Hra na playstationu, sledování seriálů", "student_diagnoses": "", "student_disorders": "Absence", "teacher_approbation": "Mgr. – Čj, Hv", "teacher_practice_years": "21", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1339", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I remember happened in a class in which I would probably least expect it. It was an 8th grade class and I was their third year class teacher at the time. My other colleagues and I had no idea that something like bullying could be going on in that class for a long time. Nobody found out about it at the time, it was found out in the most extreme way, when the bullied pupil came to confide in herself. I was very surprised at first, because what really didn't fit me were the names of the alleged bullies. The student came to confide in me, she was completely knocked out and it was obvious that this was the last thing she could do at the moment. It could be seen that she had resisted the onslaught for too long and was simply on the brink of strength. It felt really terrible and all kinds of scenarios started running through my head on how I would handle such a situation. I have never encountered anything like this before. At that moment, I tried to listen to the student and assured her that I would take care of solving the case. I also confirmed to her that we will deal with the situation outside the classroom, so she does not have to worry about possible further ridicule from her classmates.\n\nSituation (Anamnesis):\nThe bullied pupil was an 8th grade girl, introverted but hardworking. Although she had average grades and did not excel in her knowledge, she was always trouble-free, reliable, polite and hardworking. She came from a stable family background, her parents always looked after her and took care of her. The bullies were two boys from the same class. Both quieter, unimpressive, both had very good grades and had no problems at all in the school environment until this time.\n\nTeacher Intervention (Solution):\nfew days later, when I had settled my thoughts and considered it appropriate to get more detailed information from the bullied pupil, I arranged a small meeting with her in my office. I tried to create a pleasant environment for her so that she did not feel that I was putting any pressure on her and picking her up. After I learned that she had not yet confided in her parents about the situation, we agreed together that it would be necessary to inform the parents as well. The pupil also explained to me in more detail what it was all about. On the part of the bullies, there were verbal insults, most often connected with the clothes of the pupils. They coined the nickname 'old fashion' for her. Unfortunately, it didn't just stop with this nickname, but gradually the students looked for more and more little things that they could attack. Allegedly, they should have mocked her for her hairstyles, for her snacks, or even for her handwriting. The strange thing about it was that all three of them enjoyed each other, only sometimes there were moments when they started insulting the student with a lot of insults. We agreed that I would first gradually contact the parents of the bullied student and then I would also call the boy bullies to the office. After I called the pupil's parents to the school, I gradually called the two bullying pupils, one by one. I must say that neither of them denied the bullying and immediately agreed to everything and confessed to everything. Although at first they looked taken aback, they did not refuse to communicate and cooperated with me. I said that in a possible continuation there is also a risk of a class teacher's punishment, or something worse, a worse behavior mark.\n\nOutcome:\nwas quite strict with the students and ordered them to stop all this insulting immediately. I explained to them how they would probably feel if someone treated them the same way. I also said that both the parents of the bullied student and the parents of the bullies themselves, whom I later called to the school, are already familiar with the situation. It couldn't be hidden, it had to be dealt with immediately with the parents, otherwise it would never stop. The students claimed that it would never happen again. After that, I also agreed with the bullied pupil that I would continuously ask her whether the behavior of the two pupils had improved and how the whole situation was changing for the better. With this, I considered the problem partially solved and I hoped that the bullied pupil was in good hands, that she would receive the right support and support. Apparently also due to the fact that the pupils were never in trouble, the class teacher's threat with a stick took hold of them, and what I then regularly asked the bullied pupil, the whole problem ended quite quickly. When I heard this from the student, I didn't even solve the problem with the two boys after that.\n\nStudent Profile:\nAge/Year: 13 let, 8. ročník\nHobbies: trávení času s kamarády, sledování televize\nDisorders: Šikana\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Disrespectful communication, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1339", "student_age_year": "13 let, 8. ročník", "student_hobbies": "trávení času s kamarády, sledování televize", "student_diagnoses": "", "student_disorders": "Šikana", "teacher_approbation": "vysokoškolské vzdělání (Mgr.), aprobace AJ a NJ", "teacher_practice_years": "15", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/318", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught mathematics and physics in the second year in the 7th C. I quite liked this class, of course there were students with different character traits in it, but no troublemakers. This class also included a 13-year-old student who, unlike me, mastered social networks brilliantly. At my advanced age, unfortunately, or rather thanks to God, I don't have Facebook or anything like that. Žačka and her friends spent every free moment on social networks. I didn't understand what they could do there all the time. One day it got to the point where I confiscated their cell phones in class. Perhaps this was the impetus for the pupil's strange behavior that followed.\n\nSituation (Anamnesis):\nfew days later, the director called me to the director's office. I had no idea what was waiting for me there. When I arrived to see him, the teacher who teaches music and physical education at the school was also sitting there. After a while, the principal started talking about class 7. C. He asked me if I had any problems with this class. I didn't remember any at that moment, because I never had any conflict with this class. They both looked at me in amazement. The director then showed me a collage of two photos from the lesson on the computer, which consisted of my photo and a photo of the teacher, where some word in English is written above our heads. Since I only know a few sentences in English, I didn't know what it meant. After that I found out that there was something to the effect that we were completely stupid. As I said before, I don't understand social media, so both gentlemen had to explain to me where they got the photo. I found out that the photo appeared in a social media story posted by a 7th C student and it was only there for 24 hours. All of her social friends were said to be able to see this photo. So I was wondering how she got to Mr. Director. I was told that the photo was sent to the teacher by his niece, who follows the student on social media. The teacher was very touched by this, so he demanded that the student's parents be invited to the school. Žačka lived in a divorced family in alternating care. The parents did not get along very well, so only the mother came to school.\n\nTeacher Intervention (Solution):\nWhen she arrived, we were both called into the principal's office to draw the consequences of her behavior. The teacher was very mad. He considered the photo that the student posted on a social network to be an insult to his person. I took it more as a prank, as the pupil was always an exemplary girl. In the principal's office, after diligently searching for and against, the teacher demanded that the student be awarded 3 for this behavior. I finally agreed with this solution, because the teacher convinced me that what the student did was not only an insult to my profession, but also to my person, and that no student should allow this to happen to their teachers. Žačka's mother did not agree with the solution at first, but after a long educational monologue from the teacher, she came to a different opinion. She was glad that her daughter's misdemeanor happened in the 7th grade and not later, when the report card is already entered on applications to secondary schools.\n\nOutcome:\nLooking back on this situation, I would definitely disagree with the teacher's solution. I would suggest an agreement. We would only joke with her that she can't afford to take out her anger on teachers in such a public way. Furthermore, it would be a good idea to teach her about social networks and encourage her to use safe places to relieve her anger. In case of repetition, draw stricter consequences. Unfortunately, I came to this solution only now, maybe it's also because I don't just get thrown off by something anymore. But it is true that since then the pupil has not allowed herself anything similar. And if so, at least it didn't reach us.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: sport – atletika, sociální sítě\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "318", "student_age_year": "13 let, 7. ročník", "student_hobbies": "sport – atletika, sociální sítě", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské (titul Mgr.), matematika a fyzika", "teacher_practice_years": "32", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/649", "content": "TEACHING CASE STUDY\n\nBackground:\nfew years ago, I taught a class that was also attended by a boy. He was a smart student, he got along with everyone in the class. I taught the class for four years and never had a problem with anyone. The boys were sometimes naughty, like everyone at this age, but they never did anything big. However, one day in the ninth grade, the boy came unprepared, refused to cooperate and even talked back. I thought he must be having a bad day. I scolded him and assumed it would get better. When the boy continued to behave in this way, I immediately contacted his mother, whom I knew quite well as a classmate of theirs, and politely asked if something had happened or if the boy had any problems. I found out that he started seeing some group of goons who, as is the case at this age, started to influence and encourage him.\n\nSituation (Anamnesis):\nIn this case, I don't think class has much effect on the situation. The behavior started to happen with a stimulus outside of school. No one else from the class had met that group. The boy, on the other hand, could be retained by the class because he had good relations with everyone and could understand that his behavior was not leading to anything.\n\nTeacher Intervention (Solution):\nAs I already mentioned, immediately after the change in behavior, I contacted the boy's mother, to whom I explained what was happening and tried to find out the situation in the family. The mother immediately made the connection with what the change in behavior can be instigated. She told me she would take care of it and talk to her son. I don't know if he stopped hanging out with the gang or if talking to his mother helped, after which he realized that a future as a thief and a gangster was not for him, but it worked.\n\nOutcome:\nsaw immediate improvement in the short term. I think it was a momentary infatuation with his new friends, he probably wanted to prove to himself that he was good enough to be in their group. In the long term, no behavioral fluctuations appeared. As for the other hours, the colleagues did not complain about anything. It was probably for the reason that he allowed me more than the others and also, as I already mentioned, I was in their class and she immediately noticed the change in behavior.\n\nStudent Profile:\nAge/Year: 14 let, 9. ročník\nHobbies: sport, národopisný kroužek\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "649", "student_age_year": "14 let, 9. ročník", "student_hobbies": "sport, národopisný kroužek", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. (český jazyk a dějepis)", "teacher_practice_years": "32", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/710", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in 9th B is a frequently discussed topic at school. Pupils in this class have problematic behaviour, such as smoking in the toilets, spitting into the drinks of younger pupils and ripping obscene ornaments into desks. As a classroom teacher, I have been lucky enough to never teach this class, but my colleague who is in charge of this class is tired of them. As for my problem, all the students from this class advanced to the ninth grade, except for one student who, due to a large number of unexcused absences, remained in the 8th grade. B.\n\nSituation (Anamnesis):\nŽačka is really bad about this situation because she decided not to communicate. You saw how during the lesson when they had to work in groups, she just looked at the paper, didn't say a word and didn't say hello to anyone when leaving the school. Plus, he doesn't go to school every day now.\n\nTeacher Intervention (Solution):\nHer class teacher recommended a session with a psychologist, which she attends. I personally teach this class three subjects and I try to motivate the student, praise her for the smallest achievements and avoid situations that might stress her, such as reading aloud. Together with my colleagues, we are trying to motivate the pupil to go to school, and she has an appointment with an educational advisor, who should explain to her the benefits of completing basic education and the possibility of continuing at an apprenticeship school. Nevertheless, the student more or less ignores all our efforts and said herself that after the end of this school year, she will have left nine years of school and then her life will be in her hands.\n\nOutcome:\nCurrently, the situation does not look good. As a classroom teacher, I had previous experience with ninth graders who, although they also had their own problems, eventually all managed to transfer to secondary or apprenticeship schools. Now I am afraid that the student will spoil her life due to the indifference of her parents and the negative influence of the team, which makes me sad.\n\nStudent Profile:\nAge/Year: 8. ročník; 15\nHobbies: teď hlavně popíjení v parku\nDisorders: Záškoláctví,Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Support\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "710", "student_age_year": "8. ročník; 15", "student_hobbies": "teď hlavně popíjení v parku", "student_diagnoses": "", "student_disorders": "Záškoláctví,Pasivita", "teacher_approbation": "Učitelství českého jazyka a literatury; učitelství dějepisu pro 2. Stupeň ZŠ", "teacher_practice_years": "8", "problems_annotated": "Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1283", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the first lesson of physical education in the first grade, the student did not want to change into sports clothes and refused to exercise. The teacher allowed her to stay with the assistant in the classroom and went to the gym with the other students. After some time, the teacher came back for the student and she went to the gym with her. Her eyes lit up when she joined the kids in the gym. At first she just sat and watched the other children run around. But she didn't want to get involved and then said she was cold. The teacher sent her to the Miss Assistant in the classroom for a sweatshirt. The class is across from the gym so she could check that she really went there. There were about 10 minutes left until the end of the lesson and the student didn't want to go back to gym, so she stayed in the classroom with the assistant.\n\nSituation (Anamnesis):\nŽačka comes from Ukraine and immigrated to the Czech Republic half a year before the start of first grade. This half year she went to kindergarten, where she already met some future classmates. She was also tutored in the Czech language so that she could join the team. Her classmates were always friendly to her and helped her. However, Žačka was still sometimes afraid to participate in games with others. These were mainly games in which she had to communicate more, which is understandable, because she was not yet completely confident with Czech. Gradually, however, she became more and more involved, and even communication no longer caused significant difficulties for her.\n\nTeacher Intervention (Solution):\nAfter this gym class, the teacher talked to the student and told her that next time she would have to practice because she couldn't stay in the class with the assistant. She then tried to motivate the pupil that next time she could run with the other children, that her classmates would be happy if she also got involved. At first, she didn't seem like she wanted to join the gym next time. The teacher told her that she needn't be afraid to practice with others. She reminded her that she plays games with her classmates during breaks and in class. She tried to encourage her that working out in the gym was fun.\n\nOutcome:\nBefore the next gym class, the pupil automatically got dressed with the other children and went to gym without persuasion. She enjoyed the class. In addition, she gradually got closer to other classmates and thus looked forward to joint games more. After a few weeks in the first grade, he no longer has problems joining the team.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: Plavání, malování\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1283", "student_age_year": "6 let, 1. třída", "student_hobbies": "Plavání, malování", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., JČ, Náboženství, učitelství 1. stupně", "teacher_practice_years": "19", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/973", "content": "TEACHING CASE STUDY\n\nBackground:\nonce assigned the students to write something about their family as homework. I selected a few students to read their work aloud to us. This student was among them. After he read his work to us, I regretted choosing him because it was clear from his work that something was wrong at home. When he described his mother, she seemed to me like a neglectful mother who mainly looks out for herself.\n\nSituation (Anamnesis):\nSo I called him to my office to try to find out something about it. I learned that his mom changes partners like socks, so before he gets to know his new dad, he has another one. Then I asked him how he was studying at home and if someone would help him with it if he needed help and he said that mom always told him that it was his job, so she didn't care. It was obvious that he didn't want to talk much about his situation, so I didn't bother him any further and let him go.\n\nTeacher Intervention (Solution):\nLater, he was sick for a long time, or so he claimed, so I decided to bring his assignments home. So I stopped by their house and was completely horrified at how it looked there. This student of mine was playing computer games, he didn't seem sick, and his mother wasn't home because she was with her partner. So I told him that he and his mother told me that he was sick, and he told me that he was sick, but that she told him that if he wanted to, he should stay at home. That was quite surprising to me. Then I asked him if he had done any of the assignments I gave him for his bachelors. So he showed me his notebook, but it was empty. So I told him that when he comes to school, I will check everything for him. He came to school after his absence without a single assignment. So I left him after school and worked with him during the filling. He had absolutely no problem with tasks, he managed everything by himself. So it was obvious that he just coughed it up. When he went to school, he didn't carry assignments, which made his grades worse. This was repeated several times and his mother didn't care at all. Unfortunately, we had to send a social worker to their home because of this, but I still tried to help him at least a little, because I could see that he was interested in getting an education, but when it came to the influence of his family, it was a problem. I once asked him if he would be interested in tutoring and he had no objections. So I arranged tutoring for him and his grades improved significantly, mainly due to the fact that the tutor made him do his homework. But the problem is still with his attendance. He always stopped going to school out of nowhere and made the excuse of illness.\n\nOutcome:\nSo we solved his benefit, but the problem with his attendance was still unresolved. Our school was too short to force a pupil to go to school in order to have proper attendance. That is why the social worker had to go there more and more often. But then the social worker threatened his mother with taking away certain benefits and he was forced to go to school, and it worked that way until the end of the school year. Another school year has started and he still hasn't shown up at school. I tried to call his mother for a long time without success. Eventually I learned that he and his mother had moved out of our town. Unfortunately, he was still registered at our school, so we had to count his absence as unexcused hours. I think that if his family stayed in our town and he continued to go to our school, it could be worked with. So I think our solution was only partially successful.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: Rád sportuje a zajímá se o historii\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "973", "student_age_year": "14 let, 8. ročník", "student_hobbies": "Rád sportuje a zajímá se o historii", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Čj, D, Hv", "teacher_practice_years": "", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/628", "content": "TEACHING CASE STUDY\n\nBackground:\nknew that the student suffered from uncontrollable outbursts of anger. These most often occur during breaks, i.e. when the class has no responsibilities and is left free. The most risky was always a big break, which encouraged resting, but also running. I was mostly in class, so it was a shock that it didn't bloom further. Then he snorted at someone (perhaps unintentionally). The truth is, he often doesn't remember, he just moves. The problem arose when another classmate punched him, which was probably supposed to be 'in return'. Although he started unintentionally (he will never find out whether it was really unintentional), but the moment someone else scolds him because he is 'giving it back', he takes it as an injustice and wants to give it back too. This creates a vicious circle of return. Everyone thinks they are right. He flew out of the box like a devil. Although he is small in stature, he is strong, so it is not a problem for him to fight with a boy two heads bigger. I was just in the corridor, the girls from my class came running for me. The boys fought and it ended with a bumped knee. He was completely furious, tears streaming down his face with fury.\n\nSituation (Anamnesis):\nThe student is a 5th grade student, he is 11 years old. He was already in the fifth grade once, unfortunately he failed, so he got into a completely new team. Boys predominated in the class, there were 13 of them with him, only 6 girls. Integration into the new team did not go as planned, the boys quickly found out that they were not good enough in many things (especially in terms of knowledge). This prompted them to pick on him. This put him in a situation where he didn't have any boy friends, he only hung out with them occasionally. The mood in the class was such that the boys \"turned up\" against him because they were annoyed by his behavior. Disputes often do not start with just one particular student, there are always more at first, but then a physical fight occurs with only one. He claims that he feels humiliated at such a moment. He feels that he has no one to stand by his side to balance the power. He is humiliated because his classmates always have the upper hand over him. Therefore, he tends to defend himself even more and easily switch from words to punches. It is true that he is prickly in himself, but he can also behave in other ways. He has a better relationship with his classmates, to whom he himself behaves very nicely. He himself admitted that he feels better with them because they don't provoke him into fights. He pats them on the head, generally treats them like a gentleman. As for his family, he lives with both his parents and his younger brother. He comes from a socially weaker family, so due to a lack of finances he cannot attend any clubs where he could, for example, vent or learn to control his anger. He spends his free time running outside in the village. In class, he has a problem with maintaining attention, he cannot concentrate on the material being discussed. The teaching assistant spends more time with him than with other children. This supports him and helps him to complete all assigned tasks. In his case, the most important thing is a kind and welcoming attitude. When he is spoken to nicely, he chooses a nice address (address), he tries to fulfill the assigned task within his possibilities. However, there is no subject in which he excels, he ranks below average in all of them.\n\nTeacher Intervention (Solution):\nThe moment I come to the class as an adult, the student can usually tell. His eyes are red, but it's not as if he's mindlessly thrashing around. Then we have to start talking about it. Trying to figure out who actually started it. Which is never easy. Each of them calls out to their counterpart: 'And him! And he!' I solved this particular fight by separating the boys together with my assistant. Each takes one and goes down the hall. The student will independently state his point of view on the given matter, his classmate will do the same. Then we bring them together and they tell each other this view of the matter. I will also ask an unbiased student from the class who can give me a third perspective on the matter. It is important to be as kind to him as possible, because he will completely melt under such an approach.\n\nOutcome:\nIn the short term, this procedure works great. I can always be sure that the next break will be quiet. I think that explaining the given situation and views from the other side helped the student the most. He will realize that his view of the matter is not the only correct one and that his behavior can also harm others. His classmates, in turn, realize that the student often cannot control his outburst of anger and that he has a tendency to overreact to perceived injustice. In the long term, however, the situation has not changed significantly. Outbursts of anger keep repeating, they can occur both during breaks and during class. After online teaching started (school year 2020/2021), the pupil often did not attend classes, so there was no way to check whether he was working in class as he should. Parents tended not to cooperate with the school. The laptop, which the children had the opportunity to borrow from the school, was picked up after a month. After returning to school, the pupil again lagged behind other classmates and outbursts of anger were almost the order of the day. Due to the online mode, there was no room for such good observation of the student, after all, during face-to-face teaching, the teacher observes much more. Now the pupil has entered the 6th grade with a different teacher and we will see how his behavior will develop.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída\nHobbies: Žák je bez zájmů, jen chodí ven.\nDiagnoses: ADHD\nDisorders: Hyperaktivita,Nesoustředěnost,Emoční labilita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression\nSolutions Applied: Transfer of student, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "628", "student_age_year": "11 let, 5. třída", "student_hobbies": "Žák je bez zájmů, jen chodí ven.", "student_diagnoses": "ADHD", "student_disorders": "Hyperaktivita,Nesoustředěnost,Emoční labilita", "teacher_approbation": "VŠ: Učitelství 1. stupně základních škol, Speciální pedagogika - logopedie", "teacher_practice_years": "36 let", "problems_annotated": "Emotional outbursts, Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/633", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I assigned a task about computer science for work in class or to be done at home, the student did not respond and instead of completing the assigned work, he kept drawing sketches in his pad. He always sat in the last desk, where he hid behind the monitor, so I only noticed his behavior when walking through the classroom. When I admonished him, he hid the pad in his backpack and pretended to work on the assigned task for a while. At the moment when I was focusing on the other students, he interrupted his work and devoted himself to drawing again. This situation was repeated several times during the two-hour session I had with them. However, at the end of the lesson, when the students had the task to record on their disk, he always had the work done and in order. When checking the work, I found that the work is always very similar to the work of one of his friends. She was never exactly the same, but I saw similar traits in her that I couldn't find in any other student. In the properties of the document, the author's name was listed, which always coincided with the given student, with whom I found identical characters.\n\nSituation (Anamnesis):\nThe classroom climate was always very positive and friendly. There were some contradictions between the students, but I don't see any major conflicts in her. In this class, I did not experience any lawsuits by the teacher or gossiping of other students, therefore everyone took this student's behavior as something that they did not have to deal with.\n\nTeacher Intervention (Solution):\nAfter much thought, I decided that I would not solve this situation in front of the whole class, but solve it alone with him. I called him to the office during the break, where I explained to him how I found out about his cheating and agreed with him that if he tries for the rest of the year, I will not discuss it with his parents or other cantors. I also explained to him that I see him as a gifted student who is able to solve the assigned task faster than his classmates, and I am willing to leave the rest of the lesson free for him to do what he enjoys, which in his case is drawing. However, I didn't want to leave him complete freedom and I wanted the remaining time to be beneficial for him, so I prepared a task for him for the rest of the lesson related to computer graphics, which he got acquainted with and which he was very interested in.\n\nOutcome:\nUntil the end of the year, I didn't come across any more cheating, the student completed the assigned tasks very quickly in the lessons, he usually had everything done before most of the others. I, too, fulfilled our unwritten agreement and let him devote the rest of the class to his artistic ability in a form that enriched and benefited him. After a few years, this student visited our school and met me as well, I learned that after secondary technical school, he went to college to study graphic design. He thanked me for my patience and for introducing him to computer graphics through me. This is the direction he wants to go in the future.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nHobbies: kreslení\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Agreement, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "633", "student_age_year": "14 let, 9. třída", "student_hobbies": "kreslení", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Magisterské studium pro druhý stupeň ZŠ, aprobace informatika a zeměpis", "teacher_practice_years": "15 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1307", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I was a homeroom teacher in the 6th grade, before I started teaching here, I had 3 girls in my class. These girls have always gotten along and there has never been a problem before. One afternoon, a student came running to me saying that two other students were bullying her. At the time, I had no idea that something like this was happening in my class. According to the student, this bullying lasted quite a long time. These were mainly verbal attacks and efforts to single out the student from the class group. They praised it, but it also turned into cyberbullying via text messages, which were sent mainly by one of the students. Nobody knew about the text messages from the beginning, only the student's mother found them on her phone. Right after the student told me about the situation, I started to solve the situation with both the students and their parents. The extent of how those girls harassed her was really huge and that's why I wondered why she came to me only after such a long time.\n\nSituation (Anamnesis):\nstudent - a bullied, quite introverted girl, she still had friends, average academic performance, she enjoyed cycling and dancing the most. The second student - an extroverted girl, had fun with the whole class, above average academic performance, class 'queen'. The third student – an extroverted girl, with an average academic average, did not show much interest in school at all.\n\nTeacher Intervention (Solution):\nAs I said, I immediately started to solve it with my parents. After I explained what had happened, they all agreed that I had to talk to each girl individually. The mothers of the two students told me that nothing had ever happened before and they were surprised that their daughters were capable of harming someone like this. First, I called each girl individually and asked what and why this was happening. One student immediately confessed to me what she had done and seemed to be really sorry for her behavior. I warned her that her behavior was really out of line and that she must not continue it under any circumstances. Then, when I had a conversation with both students together, one of them told me that it was mainly her idea and she dragged the other student into it. Of course, I thanked the student for her honesty, however, I scolded them both, because they were both actresses. As part of the punishment, I gave them the task of writing a paper on the topic of bullying and cyberbullying, so that they realize how this behavior harms the victims.\n\nOutcome:\nFor a moment it seemed that everything was fine and that the girls had learned their lesson. But less than two weeks later, after this happened, I learned that one student wanted to transfer to another school. Although she said the reason was different, I still think that the main reason for her transfer was the bullying. I think it irreparably damaged the relationship between the three of them and she didn't want to try to fix it anymore. I tried to help her, but she had already made up her mind and her parents fully supported her. Sometimes I wonder how it would have turned out if I had known about it a few weeks earlier.\n\nStudent Profile:\nAge/Year: 6. třída, 12\nHobbies: Tanec, jízda na kole\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: (Disciplinary) Punishments, Interview, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1307", "student_age_year": "6. třída, 12", "student_hobbies": "Tanec, jízda na kole", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bc., Aj", "teacher_practice_years": "16", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1469", "content": "TEACHING CASE STUDY\n\nBackground:\nThe main problem was that the pupil did not want to go to school, which stretched from the sixth to the ninth grade. There were already signs of attendance problems in the first grade, but the situation worsened significantly in the second grade. Both the student and his mother made excuses, and due to his absence, he lacked knowledge, as the subjects of Czech, mathematics and English follow each other. The mother said she had a phobia of school, but the psychiatrist suggested more of a personality disorder. The student missed a lot and felt that his classmates were laughing at him. Several meetings were held with the student and the mother, and the case was referred to the school psychologist and other professionals. In the fifth grade, the student lived with his mother, his father did not see him, and the absence exceeded 200 hours. In the sixth grade, the situation improved thanks to interviews and work with the student, but in the seventh grade, the problems returned and a school psychologist was deployed. After talking with the mother and the pupil, the situation improved for a while, but in the eighth year the problems returned and the pupil stopped going to school. The mother began to cooperate with the psychiatrist, but despite many negotiations, a stay in an educational care center was finally prepared for the pupil, to which the mother agreed, but eventually backed out of the plan. The school tried to support the pupil, but the absences persisted and the pupil was assessed insufficiently, although he successfully completed compulsory schooling. The student's mother constantly apologized and was desperate, which was very difficult for her mentally.\n\nSituation (Anamnesis):\nThe student had increased absenteeism and attendance problems since the first grade. In the fifth grade, the absence exceeded 200 hours and the school had to address the situation. In the sixth grade the situation improved, but in the seventh grade the problems returned and a school psychologist was deployed. In the eighth grade, the situation worsened and the student stopped going to school. The mother started working with a psychiatrist, but despite many negotiations, a stay in an educational care center was finally arranged for the pupil, to which the mother agreed, but eventually backed out of the plan.\n\nTeacher Intervention (Solution):\nThe school tried to solve the situation gradually, with the help of the school psychologist, social workers and a psychiatrist. Several meetings were held with the student and the mother, and the case was referred to the school psychologist and other professionals. In the eighth grade, the pupil was reported to a social worker and the mother began working with a psychiatrist. In the end, a stay in an educational care center was prepared for the student, but the mother backed out of the plan.\n\nOutcome:\nDespite many negotiations and preparation for a stay in the educational care center, the mother eventually backed out of the plan and the student finished school with a lot of absences, but was classified. His mother still tended to excuse him and was desperate. The student was expelled for truancy in high school and became very shy and addicted to computer games. The school tried to support the pupil, but in the end focused on other pupils where it mattered.\n\nStudent Profile:\nAge/Year: 12 - 15let, po celou dobu studia na 2. stupni ZŠ\nHobbies: Počítačové hry\nDiagnoses: Psychiatrická diagnóza\nDisorders: Lhaní,Odmlouvání\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1469", "student_age_year": "12 - 15let, po celou dobu studia na 2. stupni ZŠ", "student_hobbies": "Počítačové hry", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Lhaní,Odmlouvání", "teacher_approbation": "Vysoká škola, učitelství 2. Stupně, Český jazyk – Rodinná výchova (Výchova ke zdraví)", "teacher_practice_years": "13", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1255", "content": "TEACHING CASE STUDY\n\nBackground:\nThe gentlemen decided to demolish the wooden shop they had built. I provided them with tools such as a hoe, a screwdriver and a hammer. Because we are a forestry school, the children are normally used to working with him. I left them alone with their project and went to the yurt to prepare materials for the next part of the day. Since it's the beginning of the school year, the group of boys here often declares the hierarchy in the group. I had a hunch that it could happen during the demolition work here as well, so I always watched them out of the corner of my eye. During the printing of the materials, I heard loud bangs from outside. I went outside and found a merry group of boys throwing a hoe at a piece of iron. The hoe was held by a student and he is known for his nonsensical ideas. At that moment I was horrified because I was aware that it could have fatal consequences. At the same time, I was angry at the boys who were taught how to work with those things and throwing a hoe was definitely not it.\n\nSituation (Anamnesis):\nRepeated disregard of set rules, violation of agreed rules.\n\nTeacher Intervention (Solution):\nMy first reaction was that I wanted to start screaming how they were imagining this and what on earth was going on in their heads to throw a hoe. I tried to keep calm and followed the student who was holding the hoe. He immediately knew it was a screw up and started explaining to me how it was the other guys' idea and he just wanted to try it. Since I know that this student likes to find fault in other people and is unable to admit his mistake, I didn't put too much pressure on him. I called a group to the yurt, where we sat in a circle and began to recount the event all over again. One boy told me that it was his idea because he thought that if he threw the hoe there would be more force and thus the building would fall apart sooner. The other participants agreed with him and also thought it was a much more fun option. I was confirmed by them that during the throwing they made sure that no one was near the demolition site and that none of them suffered any harm to their health.\n\nOutcome:\nAfter interviewing the boys, I asked them if they thought hoe throwing was safe in a crowded environment. I wanted them to list the things that could potentially happen. For example, the fact that the throw fails and the hoe falls on one of the members of the group, etc. I again explained to them how to work with all work tools and what the rules are for their use. After that I disbanded the group and the boys returned to their original activity, but this time they demolished with all security. I am aware that at first I thought it was the invention of our usual delinquent, but in this case the idea came from a boy who has excellent academic results, is non-confrontational and respects the rules. I know his interests include space and physics, so I wasn't too surprised when he came up with this idea, since he keeps telling me about some experiments he's seen on TV. I decided not to give them any major punishment, I just repeated the safety rules and I hope that the situation will not happen again. It was the first time they came up with such an idea, so I want to give them some time to reflect and see how they proceed with their next projects.\n\nStudent Profile:\nAge/Year: 3.třída, 8 let\nHobbies: Vesmír, fyzika, příroda\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1255", "student_age_year": "3.třída, 8 let", "student_hobbies": "Vesmír, fyzika, příroda", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bc. Enviromentální studia a speciální pedagogika", "teacher_practice_years": "3 roky", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1445", "content": "TEACHING CASE STUDY\n\nBackground:\nbegan to observe problematic behavior in the student between 6th and 7th grade, when his parents divorced and the student began living with his father, who remarried his girlfriend. For this student, the father was always a great and role model, and I think he also depended on him a lot. After the breakup, his father began to have major problems with alcohol and often ran away from home. I think that at this very moment - the beginning of puberty and at the same time an emotionally difficult situation, the student needed his father very much, but he did not pay attention to him. It started to happen often that the student did not go to school, in the beginning he always had excuses, and over time he stopped wearing them. When he came to school, his clothes often smelled of cigarettes, and he was caught smoking around the school several times. At school, he often began to take advantage of the teacher and did not want to cooperate with his classmates. During the lesson, he calmly got up and left the lesson, during attempts to stop him, he could argue very well - we often called the parents to the school. However, only his new mother always came, who did not have a very good relationship with the student and ignored all indiscipline. Lying is a very serious problem for him, as he has no problem hammering, even if he is looking the director in the eye. They make up different stories from their home environment to justify why they don't carry tasks and tools. When his father is not at home, his new mother is very supportive financially or writes him excuses when the student asks for them. Over time, he collected many disciplinary measures and repeated the 8th grade - but this was mostly ineffective. His behavior divided the student's class into 2 groups - some love him and he is a hero to them, others hate him. It is this division that leads to further problems in the collective when the pupil is indiscipline.\n\nSituation (Anamnesis):\nThe student comes from a family with financial problems, in alternating care during the 6th and 7th grade, currently lives with his father and new mother, during the second grade he received many disciplinary measures, in the first grade an average student without major behavioral problems, did not accept the surrogate mother , smart - he can argue very well, according to him, he doesn't care much about school and education, in the collective of the class he is adored by one half, the other hates him, he doesn't have many close friends at school\n\nTeacher Intervention (Solution):\nInitially, the problem was dealt with by disciplinary reprimands, but this had no results. He met individually with an educational counselor and a prevention methodologist - he often did not want to cooperate or did not go to meetings, making it clear that he did not care about education and hated school. We also involved the parents in the problem - the father did not cooperate, so we tried to come to an agreement with the surrogate mother, but she also did not come to the meetings. Today, the pupil has an IVP and is monitored by prevention methods, he should meet with him twice a week and once every 14 days he should also meet with his mother. Often, however, neither one comes. We are currently trying to find a school psychologist, because I think that the student needs a person in whom he will have confidence and trust, because we are not doing well at school.\n\nOutcome:\nUnfortunately, none of our measures had the desired result.\n\nStudent Profile:\nAge/Year: 8. ročník\nHobbies: box\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems\nSolutions Applied: Consequences, Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1445", "student_age_year": "8. ročník", "student_hobbies": "box", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "VŠ Magisterské studium obor Matematika a biologie", "teacher_practice_years": "33", "problems_annotated": "Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/796", "content": "TEACHING CASE STUDY\n\nBackground:\nstarted to notice that the students started singling out one student - a boy. There were occasional taunts and insults from the boy. Some pupils came with complaints that the boy behaves inappropriately, uses profanity towards others, especially towards the boy. The boy is such an idol of most of the class - the boys try to imitate him and be in his favor.\n\nSituation (Anamnesis):\nBoy - an extroverted boy who has a very well developed social intelligence and knows exactly how to deal with whom. Unfortunately, he often abuses it to his advantage. He is an “alpha male\n\nTeacher Intervention (Solution):\nknew that if I accused the boy of taunts and emphatically explained to him that not like that, he would go into opposition. That's why I chose the opposite method. I spoke to the boy individually and told him that I noticed that he has a great influence in the class and that many of his classmates look up to him, and that I would like to ask him for his cooperation. And I described to him that I had noticed that the boy was often the target of taunts, and that I would need him to keep an eye on it and possibly try to prevent such behavior. And the situation has really improved. Apparently, the boy was happy that I noticed his position in the class and he was happy that I turned to him and stopped insulting him and thus the situation improved in the whole class.\n\nOutcome:\nIn the short term, the situation improved completely, but after a few weeks, months, the situation worsened slightly, but it was no longer to such an extent, and now - less than a year after solving the situation with the boy, the situation is calm, the boy is not offended and works in the classroom without problems .\n\nStudent Profile:\nAge/Year: 14, 8.ročník\nHobbies: Chození s kamarády ven\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "796", "student_age_year": "14, 8.ročník", "student_hobbies": "Chození s kamarády ven", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. MAT, Zeměpis", "teacher_practice_years": "20", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/557", "content": "TEACHING CASE STUDY\n\nBackground:\nIn my class, the pupil refused to learn the German language. I didn't understand why. The answer to me was that he would not learn German on the basis that someone refuted the nation. Furthermore, he refused to prepare for German language classes, that was a bigger problem. He had a clear dislike for German. In my classes, the student did not respond to questions, did not cooperate and often did not complete the tasks assigned by me. In short, he refused to actively participate in my German lessons. I asked him what was going on, what was his reason for it. The answer was to me. 'I don't want to learn the language someone spoke. The one who slaughtered millions of people.'\n\nSituation (Anamnesis):\nIn my classes, the student usually tried to attract the attention of his classmates. Defying, talking back and even his favorite activity which was eating paper. The student is gifted and intelligent, but without interests. Lazy. In short, he's smart, but he sucks at it. The class is very noisy as a result. Even without student notes. There are more students like him in the class.\n\nTeacher Intervention (Solution):\nAfter the student indicated to me the reason why he would not learn German, I told him that I thank him for his opinion. 'And try to think if German could be useful for you. We are close to German speaking countries. You can go to German-speaking countries to work - financially secure your family. German is the language of many people who have enriched the culture.' I gave him a few examples. Some German and Austrian writers. Composer. I said at the end. 'Try to give German a chance.' The student shrugged his shoulders and did not answer me directly.\n\nOutcome:\nHe passed his German. It backfired, luckily the conflict didn't happen again by the end of his 7th grade. However, at the beginning of the eighth grade, he again expressed his opinion that he did not want to learn German. The teacher did not dismiss the student's opinion, she respected his opinion and tried to explain to him that German could be beneficial in his life.\n\nStudent Profile:\nAge/Year: 7. třída\nHobbies: Hudba, zájem o rómské etnikum  matka)\nDiagnoses: ADHD,Psychiatrická diagnoza\nDisorders: Neuposlechnutí,Neposlušnost,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "557", "student_age_year": "7. třída", "student_hobbies": "Hudba, zájem o rómské etnikum  matka)", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "Neuposlechnutí,Neposlušnost,Nepracovitost", "teacher_approbation": "Mgr.", "teacher_practice_years": "6 let", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/682", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was always aggressive, kicking and shouting at his classmates and teachers. When I tried to involve him in teaching, he protested. He was regularly aggressive even towards his friends and it was his only form of communication. One day the children came to class after recess and he refused to enter. His arms and legs were crossed and he just stood there. He refused to make any contact, did not respond to any invitation. I tried talking to him and gesticulating, but nothing helped. He was staring angrily, it was even visible from his stance. He was breathing hard, agitated, and his fists were clenched. He did not respond to any challenge and the other children waited in the classroom to see what would happen.\n\nSituation (Anamnesis):\nThe student had family problems, major disagreements between his parents and he himself had a bad relationship with them. He was very angry with his mother. We explicitly taught him to communicate with his mother at school. In the beginning, he didn't even want to wear a jacket from her. They had absolutely no physical contact as he had a major problem with communication. He had very poor attendance. His older brother had a playstation in his room and his parents let them play until the morning without supervision. He went to school tired, had a bad diet.. lack of sleep...\n\nTeacher Intervention (Solution):\nbegged him to go inside. He didn't respond to me, so I left him there and just told him: \"I can see from your body language that you are angry...\". I described his body and how he non-verbally communicates that he is angry. I tried to bring it to him from my side and describe it to him in as much detail as possible. In our class, we try to talk about emotions and we created a so-called body language and feelings table for this. In it, we divide feelings according to colors from green, the most positive, to red, the negative color. And so I told him: \"I see that you are in the red zone and it is certainly not pleasant for you or for others. How could you calm down?” I slowly put my hand on his shoulder, knelt in front of him and explained to him in a calm voice: \"You need time and that's why I'll go inside and when you're ready, just look at me and if you don't come, I'll come for you.\" I left the door open and asked the other students if they knew what had happened. Nobody knew anything. They only mentioned that there was some kind of physical problem with football. In the meantime, I gave them a task so I could check to go. I asked him if he was ready to talk to me. He made eye contact with me, put his hands down and leaned against the wall. I said: \"I can see that it is very difficult for you, but I also asked the children and no one knew. Do you think you could come to class and tell me later what happened?''At first he just came and sat by the door and watched and listened to what the other children were doing. I tried to non-violently involve him in the activity that the whole class was doing. I thanked him for trying and told him that I would also try to help him in return. But first he has to tell me what happened, because if I don't know what happened, I can't help him. I gave him 10 min. time to calm down. He stood up and said in front of the whole class that someone didn't pass him the ball during football. It touched him a lot because he was lonely. He simply had too much emotion and couldn't handle it any other way. We all thanked him.\n\nOutcome:\ntried to explain it to him and discuss it with him. My favorite question in such situations is: \"What could you try to do better next time?\". I guided him to a better solution. I said that he could use more verbal communication and make peace with anyone, whether it be an adult or his classmate. Over time, he started talking first with adults and then with his peers. The process of calming him down became shorter and shorter and he was able to tell his friends on his own. The loner became a great favorite and the children waited for him to come and play with them. Basically everything changed in his life. His habits, bad sleep, he could even concentrate more. He started to talk more with his parents, he knew how to take care of himself. He was even able to change into body clothes by himself, which used to be a big problem for him and we had to put his shoes away for him. Another thing that changed was the cooperation of his parents with the teachers. We created various support plans, we tried to solve their life situation as well. Later, it also improved at home, and his parents helped him use new strategies to manage anger and stress.\n\nStudent Profile:\nAge/Year: N, 6r, 1. ročník\nHobbies: Tanec, jedlo, fubal\nDisorders: Bariéry v komunikaci\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "682", "student_age_year": "N, 6r, 1. ročník", "student_hobbies": "Tanec, jedlo, fubal", "student_diagnoses": "", "student_disorders": "Bariéry v komunikaci", "teacher_approbation": "Bc. – asistenka pedagóga v Anglicku", "teacher_practice_years": "14", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/578", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 11 let, 5. třída ZŠ\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: (Disciplinary) Punishments, Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "578", "student_age_year": "11 let, 5. třída ZŠ", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr, AJ, ČJ", "teacher_practice_years": "9", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1110", "content": "TEACHING CASE STUDY\n\nBackground:\nsituation I'm not particularly proud of happened during a science class. As a teacher, I am aware that you were above average in the subject, but I could not ignore your repeated fun in the first desk after several reprimands. Although it wasn't appropriate, I grabbed your sweatshirt and moved you to an empty bench. Everyone, including me, was shocked by this and no one said a word. After the incident I went to apologize to you and checked your neck because you had a zip up hoodie and sent you to rinse your neck.\n\nSituation (Anamnesis):\nThe student, a 9th grade student, is rather introverted and above average in science, he was rather bullied in the past.\n\nTeacher Intervention (Solution):\nAfter the incident, we didn't deal with it any further. You came to apologize to me after class and I apologized to you again, closing the situation.\n\nOutcome:\nFrom the following hours, you didn't have fun so often and you responded immediately to admonitions. Your work has also improved.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník ZŠ\nHobbies: Sport, práce s dětmi\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Physical intervention, Transfer of student, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1110", "student_age_year": "15 let, 9. ročník ZŠ", "student_hobbies": "Sport, práce s dětmi", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "21  Kurz zvládání problémového chování:                                     Ne   Kazuistika ++  Otázka: Kdyby sis měl vzpomenout na nějakou situaci, kdy jsi s nějakým žákem řešil nějaké problémové chování, co by to bylo za situaci?   Deskriptivní údaje ke kazuistice ++  Věk žáka a ročník:  14 let, 8. ročník ZŠ  Pohlaví žáka:  muž  Žák žije  oba  Problémové chování se opakuje a případně uveďte jak často:  Ano – potřeba pozornosti  Poruchy chování:  Ne  Potvrzená diagnóza žáka např.:  Ne  Prospěch žáka - subjektivní pohled:  Průměrný  Zájmy žáka:  Sport  Použili jste při řešení postupy vycházející z nějakého konkrétního přístupu :  Ne   1.       Podrobný popis  „No když o tom tak mluvíš tak si na jednu takovou situaci vzpomínám, ale tu si budeš asi pamatovat taky. Bylo to ve vaší třídě, když jsme měli informatiku a všichni jste měli zadanou práci, myslím, že to byli Kruhy v obilí, jestli si na ně pamatuješ. No a každý jste měl svůj počítač, ale bylo vás dost takže na Mellionase nevyšel počítač a tak se přidal k Fillovi do dvojce. Někdy kolem půlky hodiny jsem šel něco vyřídit na chodbu, ale hned jsem se vrátil, protože jsem zapomněl klíče. No, Mellionas si toho nevšimnul a začal tam demonstrovat, jak dělá úplný h**** a začal se navážet do Sereny, co seděla vedle. Chvilku jsem do toho nezasahoval a čekal, co udělá (pozn. mezi těmi dvěma se dříve řešilo víc problémů), ale když už začal s těmi jeho blbími keci tak jsem si odkašlal. Připadalo mi to trochu jako scénka z filmu, borec úplně ztuhnul, zblednul a zůstal stát na místě. Myslím, že jsem mu řekl: „To musí být paráda dělat úplný h****.“ nebo něco na ten styl, však to znáš. No, on pak zapadnul za kompl a řešil jsem to s ním po hodině.  2.       Anamnéza žáka  Spíš šikanátor – student 8. ročníku, extrovert, průměrný student, potřeba pozornosti, cituji „ale jinak byl v klidu“  3.       Popis řešení  „No už si moc nepamatuji, co jsem mu přesně řekl, ale ve finále to bylo něco o tom, že na hodinách není proto, aby se houpal na židli a dloubal se v nose. Pak jsem se ho zeptal, kdy hodlá to práci dodělat a věc jsme uzavřeli tak nějak dohodou. Nechtěl jsem moc vytahovat ty jeho blbí poznámky, protože to nebylo nic tak zlího, ale jen pubertální keci.“  4.       Výsledek řešení  „Mellianos od další hodiny seděl sám a když nevyšel počítač tak jsem tam sesadil studenty, co to potřebovali nebo byli napřed. On si tu práci dodělal a splnil všechny body naší dohody tak jsem to dál neřešil.“   Do jaké míry jsem spokojený s řešením dané situace?  8  Do jaké míry jsem se zachoval v daném řešení podporujícím způsobem pro žáka?  7 (cituji: „A to znamená co? Asi sedm.“)  Do jaké míry jste kladli na žáka přiměřené nároky?  8                 Deskriptivní údaje učitele:  Vzdělání:                                     Mgr. , Př, Tv  Počet let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1267", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to us in the fourth grade. From the beginning, he could not make friends because he was new in the class and often sought conflicts. He beat the other kids and didn't get along with anyone. He argued with them. This problematic behavior lasted for about the first half of the fourth year. It can be said that it was repetitive, but the problematic behavior manifested itself in different situations. He has been diagnosed with attention and activity disorder, which has not yet been reflected in the results in his grades, rather in inattention in class.\n\nSituation (Anamnesis):\nThe student lives with both parents and has a sister who goes to school with us. He has been diagnosed with attention deficit disorder. His work pace is slow, he gets tired quickly. On the other hand, this has not yet been reflected in his grades. In the first semester of the fourth year, he did not get along with anyone, so he had a behavior problem. He didn't get along with other classmates, he looked for conflicts. But his parents support him. His interests include experiments in various subjects, which he also tries at home.\n\nTeacher Intervention (Solution):\nWe solved it first with the student. Whenever he got into a conflict with other students, we tried to explain it within the class or the students involved in the given conflict. In the papers about his diagnosis, it was written that after the conflict he should be away for a while and cool down, and only then should the situation be discussed, so I handled it this way. However, his problematic behavior did not stop, so I resolved the situation with my parents. I took them to the school psychologist, with whom we talked about our situation. At first, the parents agreed to arrange for him at home. His problematic behavior had subsided slightly, but he still felt that he had no friends and the situation was still not resolved. The mother of two boys from the same class who teaches them to have fun with all the children accidentally intervenes. Gradually, other children started talking with the pupil and this problematic behavior stopped. Regarding his attention and activity disorder, we dealt with this situation by having a teaching assistant in the classroom. The student has improved and no longer needs an assistant.\n\nOutcome:\nAround the beginning of the second half of the fourth grade, after I and his parents went to the school psychologist, his problematic behavior improved slightly, but I still felt that the other students were not having fun with him and a few conflicts still occurred at that time. In this case, one mother of two boys from the same class helped us by chance. He teaches his boys to have fun with everyone and they really try to make friends with the student. Gradually, other children started to talk with the pupil and his problematic behavior stopped. I think that the student's behavior could definitely be from the feeling of loneliness, that he is an outsider, because he came to a new class. Since this problematic behavior did not show up in his grades, even though he is diagnosed with ADHD, I believe this example is a positive one because the student is doing better now.\n\nStudent Profile:\nAge/Year: 9 let, 4. ročník\nHobbies: pokusy v biologii, chemii a fyzice\nDiagnoses: Poruchy pozornosti a aktivity\nDisorders: Hyperaktivita,Nepozornost,Nepracovitost,Obtíže v chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1267", "student_age_year": "9 let, 4. ročník", "student_hobbies": "pokusy v biologii, chemii a fyzice", "student_diagnoses": "Poruchy pozornosti a aktivity", "student_disorders": "Hyperaktivita,Nepozornost,Nepracovitost,Obtíže v chování", "teacher_approbation": "vysokoškolské vzdělání, tělesná výchova a pedagogika + učitelství 1. stupně", "teacher_practice_years": "25 let", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/525", "content": "TEACHING CASE STUDY\n\nBackground:\nIt happened in the ninth grade, in which I taught mathematics. There was a student in this class who was self-harming, however no one knew about it and I was one of those who was able to spot it and started to deal with it. This girl always walked around quite exposed, or rather she walked around dressed to attract attention. However, there was a period when she started wearing sweatshirts, long pants, she just started walking around covered a lot. It seemed quite strange and I suspected it might be related to self-harm. After some time I noticed that the girl had scars on her forearm and I went to discuss it with her class teacher. However, this problem did not concern only the student in question, as her two friends from the class also got involved. They tried to sympathize with her, and to express their support, they also started cutting their forearms.\n\nSituation (Anamnesis):\nstudent in the ninth grade, she had problems with her mother and boyfriend, represented the school at sports competitions, rather extroverted, sometimes lied to teachers, forged excuses.\n\nTeacher Intervention (Solution):\nThe student confided in the class teacher and it was discovered that she not only had cuts on her forearms, but also on her thighs. The school management, especially the headmistress, began to address the situation. The friends who tried to support the girl had only to agree and explain that they cannot express support for their friend in this way. The student started seeing the school psychologist at the instigation of the management. The cause of her behavior was said to be a lack of interest, arguments with her mother and problems with her boyfriend. The school management decided to create a kind of information seminar (a session with a psychologist) about self-harm, which all girls in the ninth grade were supposed to attend, in order to prevent this behavior.\n\nOutcome:\nThe girl probably understood the consequences of her actions and stopped self-harming. It is possible that the situation at home has settled down, in any case, she has not continued to show any problematic behavior of this type. The self-harm did not seem to affect her behavior in class, so even after the situation was resolved, she did not show any difference in class. Her friends with problematic behavior also stopped.\n\nStudent Profile:\nAge/Year: 5 let, 0. ročník ZŠ (přípravná třída)\nDiagnoses: ADHD\nDisorders: Lhaní,Hyperaktivita,Krádeže,Problémové chování\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "525", "student_age_year": "5 let, 0. ročník ZŠ (přípravná třída)", "student_hobbies": "", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Hyperaktivita,Krádeže,Problémové chování", "teacher_approbation": "Magisterské vzdělání – Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "20 let", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1060", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student constantly faces problems regarding her grades, the situation is always most acute at the end of the school year, when the grades are closed. She started with this problematic behavior from about the third grade. Since the already mentioned year, I and the school management have repeatedly pointed out the possibility of changing the secondary school, which would perhaps be less demanding than the gymnasium, so that it would not be under the pressure of many responsibilities. A common situation before starting school in the morning is that the student suffers from nausea, does not want to go to school, while she 'blackmails' her parents and threatens them. She has threatened to commit suicide several times, but does not self-harm in any way. These scenes are often followed by parental withdrawal and absence from school. Overall, communication with the student is difficult. On the part of the parents, there is only communication with the mother, but I have the feeling that the parents practiced inconsistent education in childhood and adolescence, which is also where these troubles stem from. Since the sixth grade, she has been visiting a psychologist (not a school psychologist, but an external one) with these issues, who helps her manage the situation better, motivates her and always listens to her.\n\nSituation (Anamnesis):\nThe school cannot disclose the details, I obtained the information only on the basis of direct observation in class and a conversation with the student and her parents. The student is quiet, rather introverted, but she has friends in the team and often goes out with them. Throughout the school year and during classical lessons, she looked fine, she didn't reveal anything about herself in the team. However, on Sundays and before school, he always starts acting out. He has been going to the brigade for the third year already.\n\nTeacher Intervention (Solution):\nI designed and implemented repeated sessions and meetings with the parents (I participated as the class teacher, school management and parents, the student did not participate because she was ashamed of the whole situation and felt embarrassed. Therefore, I met the student many times only in person between four eyes in the office, where we discussed her affairs and I appealed to her. There was frequent online communication with the mother (2-3 times a week), she truthfully and frankly described her daughter's condition, moods, etc., so that I would be in the picture.\n\nOutcome:\nThe situation is still being resolved because I am still her class teacher in the octave, but so far it has been possible for the student to continue to the next grade. After our meetings, she always promised me that she would try to finish the year. At the same time, a kind of ultimatum came from the school management that she might not be able to continue her studies, and she would not even be allowed to fall into a lower grade due to the class being full. Nothing that we solved together or with the management and parents was reflected in the lessons. She was not passive in class, only disruptive and unfocused in mathematics. I haven't had the chance to write a test with her this school year to find out how she is doing at the moment, but I can definitely see a significant improvement compared to previous years.\n\nStudent Profile:\nAge/Year: 17 let, 3. ročník gymnázia (septima)\nHobbies: umění, cestování, přátelé\nDisorders: Manipulace,Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class, Attendance problems\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1060", "student_age_year": "17 let, 3. ročník gymnázia (septima)", "student_hobbies": "umění, cestování, přátelé", "student_diagnoses": "", "student_disorders": "Manipulace,Sebepoškozování", "teacher_approbation": "vysokoškolské, titul Mgr., aprobace ČJ + ZSV", "teacher_practice_years": "8", "problems_annotated": "Diagnosis, Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1195", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a boy of Roma origin at school. It was about ten years ago and he was in eighth grade. He always had problems with behavior and following the rules, and around the fourth grade aggression started to appear. He was a truant, smoked, used drugs, was aggressive towards his classmates. He didn't go to school often, and when he did, he made himself known. In class, he stepped on the leg of a classmate who was shy and broke it.\n\nSituation (Anamnesis):\nProblem student - 8th year of elementary school, extrovert, very mobile and athletic, boxer who abused his talents, very intelligent but lazy, average academic performance. The attacked pupil – pupil of the 8th year of primary school, introvert, average academic performance.\n\nTeacher Intervention (Solution):\nThe injured pupil was taken to the hospital and the aggressor was taken to the principal's office, where the incident was then recorded by the police. Unfortunately, at that time it was also discovered that he was an accomplice in the attack on an adult man, whom he also robbed and physically harmed. Both cases went to trial with defense attorneys. The preparation for the trial followed, which was really demanding, about 5 pages. Black when he wasn't at school, blue when he attacked someone, orange when we let the parents know. Green... (teacher laughs). It was very challenging.\n\nOutcome:\nBoth cases went to court, where defense attorneys were also present. The student ended up in a detention center. There, the director had to carry his schoolwork, which, on the other hand, the student appreciated, because he was smart despite his inappropriate behavior and it was also a relief from the boredom of detention. The school did not learn how many years the pupil served, but he completed his basic education in prison. However, nothing changed, the student's family still supported him in criminal activities and there was no motivation to change anything. This result is certainly negative for the school, but if he hadn't ended up in prison, he wouldn't have finished primary school because he didn't want to and would have left with an incomplete education.\n\nStudent Profile:\nAge/Year: 15/ 8. ročník\nHobbies: Sport  box) – pohybově nadaný\nDisorders: Agrese,Podvody,Cigarety,Alkohol,Drogy\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1195", "student_age_year": "15/ 8. ročník", "student_hobbies": "Sport  box) – pohybově nadaný", "student_diagnoses": "", "student_disorders": "Agrese,Podvody,Cigarety,Alkohol,Drogy", "teacher_approbation": "Vysokoškolské + odbornost metodika, prevence", "teacher_practice_years": "29", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1394", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student came to the third grade, or rather his parents brought him to us after he did the same thing at several previous schools and no one was able to do anything with him or work with him in the lessons. They knew that our school is smaller and family-run, and they knew our teacher, our educational advisor, and they knew that here we pay a lot of attention to children with behavioral or learning disabilities, that we can afford it, because we are not a big factory for children. So they went ahead, they took him by car every day from his place of residence, which was not at all comfortable for them, and they tried to integrate him into our school. In the beginning it was completely disastrous, because he probably had habits from the previous school, he didn't want to do anything wrong, he was rude, at that time there was still a situation in Norway where someone had shot some students and he, for example, came to class in the morning and declared : 'I'm going to shoot you all.', or, 'I'm going to stab you all.', so even we as teachers were afraid that he would pull out a knife and really stab us, because he saw the massacre on the news and was very angry, he screamed at me in class that he hated English and that he hated me, especially when it turned out that he had to have it in the fifth class on Friday, and on top of that, their class was connected with the class below them because there were few of them and all these factors contributed to the fact that it was basically impossible to learn in the class where he was.\n\nSituation (Anamnesis):\nThe student was an incredibly troubled child, he had big problems with anger management when he didn't like something, the grade he got, what we were learning about, something that one of his classmates did, so he went berserk, he was in an affect, he had such an affect , that he couldn't be calmed down at all, he simply had to take himself out into the corridor and into another classroom to catch his breath. Sometimes it was such an affect, when he was completely hysterical, kicking and thrashing around, several times we had to carry him out of the classroom by his hands and feet so that the others could continue learning. Once the assistant took him to the dining room so she could rinse him at the sink and he angrily ripped the battery from the wall. Those were the conditions when he had swollen veins on his forehead and we thought that he was going to die and that his condition was for an ambulance. After some time, he developed a sense of security here, because he found that no one harmed him here and, on the contrary, everyone tried to accommodate him, he had his aunt, the teacher, our special pedagogue here, and considering that they were then in there were only two boys in the class, so they quickly became friends because they simply had to, so he wasn't among his peers either. He always had a lot of support in his family, he adored his mother and younger sister, he admired his father, so we ruled out the possibility that something was happening at home, he probably just had it innately and then his behavior worsened in the previous primary schools. Maybe if he had been with us from the beginning, it wouldn't have come to such terrible extremes at all.\n\nTeacher Intervention (Solution):\nThe teachers learned to live with the student, gradually and for quite a long time. We tracked down that the pupil hates the word 'homework' and the person first tried to somehow break it in him, to convince him, to explain it to him, in the end I had to say that the word 'homework' simply would not be said in front of the pupil and in the end I she stopped giving completely. Everyone was very relieved, since there was no homework, everyone was very relieved. Well, since I had the second class, there was always a female assistant to the pupil, and the pupil was terribly disturbed that someone was doing something different from him, he was completely insane, he wanted the attention and wanted to go, he was extremely an intelligent and clever boy who, if the attention wasn't broken, he was very clever when he got busy, but writing, he hated writing, so giving him independent work for twenty minutes was out of the question at all, he just didn't do it. So I ended up doing it by dividing the two-grade class into two halves, so into the second and third grade, with one part there was an assistant and they had some independent work assigned, and I was alone with the other half and I worked with them, each half was in a different class so that he wouldn't see that they were doing something else, and then about halfway through we switched sides. So either I worked with him or there was a lady assistant with him and she devoted herself almost exclusively to him, so he was satisfied like that. Well, basically, calming him down, explaining to him that no one wants to hurt him, that he's safe here, not provoking conflicts and situations that drove him insane, not trying to argue with him at all, because it always ended in affect, simply when I asked him something and he didn't answer, I simply told him 'OK, if you don't want to answer, don't answer.' and I just drove on, rather than get into those arguments that didn't benefit anyone, so I said to him: 'Look, I don't have time for this.' and he then suddenly found that everyone else was going and started to feel out of place and started working too. Otherwise, he really liked trains and ships, so maybe I used that as motivation, I bought a stamp with a boat or a train especially for him, or I had a calendar with trains and ships, and if he behaved well that week, I gave him she gave it as a reward, I established some kind of relationship with him, I actually showed him that I was thinking of him and that I was interested in him, and then he tried harder and harder. If I still remember it, we had a password, we agreed: 'Look, if you're going to be rude and I feel like it's not going to work, I'll just say the password, something like you you think of some magic word and when I say it, it really just means you should calm down or leave the class.', that worked quite well for him because we actually had a secret language between us and he liked it . If I were to generalize it somehow, we simply had to pay attention to him, we praised and rewarded much more than punished, which we think is how they tried to deal with it in the previous schools, and he was in a terrible convulsion because of it. The fact that we are a smaller school and he had the teacher here, his aunt, whom he knew from before, so he had something to hold on to, he found that everyone was trying to accommodate him and he simply calmed down over time. It was a terrible job and it was a collective job, the whole teaching staff did it and we consulted regularly so that the way we treat him was really consistent, just all the same, we shared what worked for him and warned each other , when he had a bad day for example, it was an incredible team effort and in the end we won.\n\nOutcome:\nIn the short term immediately after the incidents, when we had to take him out, at worst, take him out of the classroom, when he really calmed down, he returned to the classroom normally and continued to work, he was just a flush, I think his seizures were more in the classroom , on other children than on him. It was not reflected in the following hours, he really forgot about the seizures immediately and maybe then, perhaps on the same day, in the following hours he was more tired or a little more defeated, but he was definitely not offended in any way for a long time. In the long run, it just took time, he needed to get used to it and he needed to understand that we were all in the same boat with him. Each year, as he grew and became wiser, but also as he got used to it, you could see a significant shift forward, the third grade was a disaster, the fourth grade was still very bad, but there was already an improvement, the fifth grade was already almost good, the sixth grade even better , seventh grade basically without a problem and eighth and ninth grade a normal, nice, willing boy who wondered what he was doing before.\n\nStudent Profile:\nAge/Year: 3.třída, 9-10 let – 9. třída 15-16 let\nHobbies: Lodě, vláčky, později fotografie, kolo, skateboard\nDiagnoses: ADHD,Porucha chování,Poruchy učení,Problematické chování,Psychiatrická diagnóza\nDisorders: Emoční labilita,Verbální agresivita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Transfer of student, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1394", "student_age_year": "3.třída, 9-10 let – 9. třída 15-16 let", "student_hobbies": "Lodě, vláčky, později fotografie, kolo, skateboard", "student_diagnoses": "ADHD,Porucha chování,Poruchy učení,Problematické chování,Psychiatrická diagnóza", "student_disorders": "Emoční labilita,Verbální agresivita", "teacher_approbation": "VŠ – mgr.", "teacher_practice_years": "21 let praxe", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/485", "content": "TEACHING CASE STUDY\n\nBackground:\nMy class is calm with a fairly good team, but suddenly I started to notice restlessness and a strange tension in the class. The whole class, for reasons unknown to me, conspired against one student. It happened that they shouted at her that she was a liar, that she was bullshitting and making things up. They stopped talking to her, and when they did talk to her, they just argued. I didn't know what was going on in my class, so I called her to my office to ask her. So in the office, I asked the student what problem her classmates had with her. And she told me that a classmate follows her after school. That he follows her almost all the way to her house, shouts obscenities and even touches her. So I made sure I heard right because it was a serious accusation and she confirmed it.\n\nSituation (Anamnesis):\nŽačka was born in 2012 in Ukraine. At the age of four, her parents divorced and she moved to the Czech Republic with her mother and older sister. He is in contact with his father only by phone. She has a very good sibling relationship with her older sister who attends the same elementary school. They sometimes visit each other during breaks. She comes from a poor background, so her family's financial situation is not good. He can speak Czech very well. He often lies and makes up silly excuses at school. She keeps forgetting school supplies or says she doesn't have supplies because they don't have money for them. She is not very popular in class. Her classmates don't talk to her much. During breaks, she spends most of her time alone in the bench. When group work is to take place, he participates in cooperation less than other classmates. The classmate is the same age as the pupil. He lives with both his parents and his sister. He is athletic and quite successful in hockey. He is very popular in his class and spends his free time with his classmates outside of school. The class collective is quite good. Most students from this class stick together. But there are also individuals who show no interest in talking with others.\n\nTeacher Intervention (Solution):\ndetermined a specific day and time for us to meet as a whole class and be able to communicate it together. At the same time, when the student's mother found out about the debate, she wanted to be there, including her sister. On Monday morning, we all met in the classroom. The students sat in a circle on the booster seats and I sat with them. The student's mother and sister did not want to sit down. So I started slowly and told the student to tell me what was going on. I wanted to hear her version. Unfortunately, her mother talked her into it. The rest of the class quite often jumped into the student's speech and stood up for their classmate, so I had to calm them down. Then I gave the floor to a classmate to comment on it as well. The classmate defended himself and presented information that proved that he was innocent and that the student was lying. He said: 'I couldn't follow a pupil after school when I go to the cafeteria for lunch and she doesn't.' And the others confirmed it, because they go to lunch with their classmates and friends and they also know that the student does not eat in the cafeteria. This actually led to the conclusion that the student was lying and that she had just made it up. Žačka was reprimanded by the director for such a serious accusation.\n\nOutcome:\nAfter finding out that the student was lying, there was a certain tension in the class. The pupil's mother and sister kept insisting that it was not true, that she was lying, and the pupil had to apologize to her classmate. Then mother and sister left the classroom. There was a break and then classes continued. For a few weeks there was tension between the pupil and the rest of the class. It had almost no effect on teaching. Rather, the tension appeared for a few more weeks, mainly during breaks, various whispers about the pupil and pointing at her. Later, the incident was almost forgotten, probably also because the classmate transferred to a sports school after finishing the fifth grade, and the student never did anything like that again.\n\nStudent Profile:\nAge/Year: 9 let, 5. ročník\nHobbies: Péče o zvířata  především koně), kreslené pohádky, chození na hřiště \fMarie Pavlasová  UČO 495208)\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "485", "student_age_year": "9 let, 5. ročník", "student_hobbies": "Péče o zvířata  především koně), kreslené pohádky, chození na hřiště \fMarie Pavlasová  UČO 495208)", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní", "teacher_approbation": "Magisterský titul (učitelství 1. Stupně)", "teacher_practice_years": "34", "problems_annotated": "Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/96", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student entered elementary school in the seventh grade. He had a very bad grade and failed. In the seventh grade, he behaved aggressively, violently and had major educational problems. He changed radically after the holidays. He was inactive in class, he went to school unprepared. He often did not respond to the teacher at all. During any school event outside the school building, he tried to run away, for example on the way to the planetarium, he managed to do so and the teacher searched for him for three hours.\n\nSituation (Anamnesis):\nThe class had only 16 pupils, 14 of them came from single-parent families. It was a very below average class in terms of achievement and behavior. In September, the students collected a total of 50 notes, at a school where notes are given only exceptionally. The student is from a complete Roma family, his father owns a construction company and wanted his son to take over from him. After arriving at the new elementary school, he made a few friends in the class, but then he failed and didn't hang out with anyone in the new team. He spent the entire breaks in his seat playing on his mobile phone.\n\nTeacher Intervention (Solution):\nThere were frequent discussions with the parents about the student's inactivity, the parents actively participated and always agreed with everything. The pupil was offered tutoring, in which the parents showed interest, but the pupil never came. Pedagogical interventions and educational commissions took place, which did not lead to anything. The student continued to fail.\n\nOutcome:\nThe measures used did not bring any results, the pupil failed again after the eighth grade and left for another school. He completed elementary school and entered high school, which he dropped out of after the first year.\n\nStudent Profile:\nAge/Year: 8. ročník, 14 let\nHobbies: Počítačové hry, mobil\nDisorders: Pasivita\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "96", "student_age_year": "8. ročník, 14 let", "student_hobbies": "Počítačové hry, mobil", "student_diagnoses": "", "student_disorders": "Pasivita", "teacher_approbation": "Anglická jazyk", "teacher_practice_years": "21", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1021", "content": "TEACHING CASE STUDY\n\nBackground:\nFortunately, during my two-year experience, I did not encounter major disciplinary problems with pupils. I have always managed to solve everything within the limits of my abilities directly at school without the intervention of a pedagogical psychology counseling center or other facilities. I was a homeroom teacher in a 7th grade class where there were a few students with problematic behavior, but luckily there was no serious bullying or anything like that. This group was led by one student whom I will refer to as Honzu. The student was the loudest member of the class and everyone always had to know about him. He often drew attention to himself by shouting, talking in class or inappropriate communication with the teacher. He became the so-called class clown, although at the expense of this, he was rude to the teacher, disruptive in class and did not listen to the supervisor during breaks. The student was otherwise a very smart boy, so he passed through school with average grades and such an attitude. He was always able to influence the other students into some inappropriate behavior and unfortunately a few individuals always followed him, as he was popular, always fun to be with and played great football. He only occasionally had a snide remark about other classmates, but otherwise he didn't have major conflicts, so there was no bullying in this class.\n\nSituation (Anamnesis):\nPupil - student of the 7th year of primary school, extrovert, communicative, athlete, average results in school, class joker, rude to the teacher\n\nTeacher Intervention (Solution):\nI dealt with inappropriate behavior with a warning and then a note. Once I even had to reprimand the class teacher because the problematic behavior kept repeating itself. The student is otherwise a smart and aware boy, so he doesn't do anything seriously wrong. They try to draw attention to themselves, unfortunately not always in the best way.\n\nOutcome:\nHe always calms down at least slightly after admonition, but in the long run everything tends to repeat itself. I try to establish such a relationship with the student that he does not disturb my lessons and does not bother other students with his behavior.\n\nStudent Profile:\nAge/Year: 7. ročník, 13 let\nHobbies: Sport- fotbal\nDisorders: Neuposlechnutí,Nespolupráce,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1021", "student_age_year": "7. ročník, 13 let", "student_hobbies": "Sport- fotbal", "student_diagnoses": "", "student_disorders": "Neuposlechnutí,Nespolupráce,Lhaní", "teacher_approbation": "Mgr. učitelství všeobecně vzdělávacích předmětů pro druhý stupeń zš", "teacher_practice_years": "2", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1265", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student had repeated disciplinary punishments for harming his classmates for about two years. In some conflicts, blood also flowed. Once in a class of civic education, a discussion developed at the initiative of the pupils, when one of the classmates addressed the pupil loudly and said to him: 'Hey, you're just really intolerable, look what you did to me.' Then the second classmate stood up and he again gave his version of what the student did to him, and this is how other students gradually joined and talked to him. All this happened without emotion, because it was not provoked by any action and it just kind of came out and they set up a mirror for him, what he does and did and how others in the class perceive it. The teacher let it go and left the whole class for their discussion. The pupils said it to each other and at the end of the lesson the pupil got up and said that he apologized to everyone and that things would get better. That was such a happy ending in this team, and later it turned out that it really was. The student probably came to the point where he was able to look at himself through someone else's eyes and from then on he started to fit in more with the team.\n\nSituation (Anamnesis):\nThe student was diagnosed by the school as above average intelligent in an IQ test (up to 140 IQ in one area of the test). From the beginning of the second grade, he had no problem with learning and had excellent results. The student was not able to hold his own in any group. It was difficult for his classmates to make friends with him.\n\nTeacher Intervention (Solution):\nThe teacher with previous experience knew that the resolution of conflicts in this class under the guidance of a higher authority (the teacher) ended in failure, so he decided to let the discussion flow purely between the students and thus created a space for sharing the feelings and grievances that remained in the classmates.\n\nOutcome:\nThe discussion between the students was successful especially because emotions went aside and there was no conflict in the way. Everything took place in a calm and sincere atmosphere. For the first time, the student was able to apologize to his classmates.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: Četba odbornějších knih, např. encyklopedie\nDiagnoses: Aspergerův syndrom,PAS – porucha autistického spektra\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Working with the collective\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1265", "student_age_year": "15 let, 9. třída", "student_hobbies": "Četba odbornějších knih, např. encyklopedie", "student_diagnoses": "Aspergerův syndrom,PAS – porucha autistického spektra", "student_disorders": "", "teacher_approbation": "Mgr. – Ma, Fy (+ na škole Inf a ICT)", "teacher_practice_years": "18", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/743", "content": "TEACHING CASE STUDY\n\nBackground:\nOnce we had an art class. When we cleaned the classroom, the student went to wash his brushes and hands. As he walked away from the sink, he wiped his hands on the back of my T-shirt with a laugh. It totally shocked me. I couldn't even react. I just told him in case he was crazy. He just laughed saying it was just a joke. I didn't know what to do about it, so I went to the classroom teacher's office and explained the situation to her. The class teacher was also shocked by this, but it was nothing so strange for this student. She said we would deal with it in class, which was scheduled for the last class of the day.\n\nSituation (Anamnesis):\nThe student lives only with his mother and older brother. His mother spoils him very much and tolerates and allows him everything. He can play computer games and has no responsibilities. His grandparents also play a role in his upbringing, who also spoil him a lot, giving him money for computer games that he buys even if they are not suitable for his age group. The student has no awareness of the rules of decent behavior, is very self-centered and cannot empathize with other people's feelings. This causes, among other things, his conflicts with his classmates in class. Sometimes, for example, he jumped on a classmate's back during a break, and he didn't expect it, and he didn't like it. That's how the conflict arose. Or he often brought to school expensive toys that were currently in fashion, he bragged about them, but he didn't want to lend them to his classmates. He couldn't understand why no one wanted to be friends with him.\n\nTeacher Intervention (Solution):\nIn the aforementioned class lesson, the teacher started talking about our incident from art education. The other students confirmed that they saw it. The student didn't even deny it because, as he himself claimed all along, he saw nothing wrong with it. From his point of view, it was a joke. However, the classmates looked outraged, as did the class teacher. He somehow realized that it really wasn't funny and then apologized to me.\n\nOutcome:\nThe student apologized to me and did not do anything similar to me or my classmates in the following months either. He did not cause any heated situations, however minor disagreements and misunderstandings with classmates continued to occur. The student still had reserves in understanding social relationships and interactions.\n\nStudent Profile:\nAge/Year: 10 let , 4. třída\nHobbies: Počítačové hry\n\nAnalysis & Annotations:\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "743", "student_age_year": "10 let , 4. třída", "student_hobbies": "Počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/864", "content": "TEACHING CASE STUDY\n\nBackground:\nA student came to us with the problem that his wallet was stolen.\n\nSituation (Anamnesis):\nThe students of the school are used to communication circles, to a respectful approach at ScioŠkole, to a kind and understanding approach of the guides.\n\nTeacher Intervention (Solution):\nWe called all the students of the school into a communication circle, where we started to discuss the situation that had arisen. We mainly talked about the needs of the robbed, how he might feel, what might be bothering him at that moment and how he might feel. But we also talked about the needs of the person who stole the wallet, why he did it, what his emotions were. What can the students fear now? What might the robbed person be afraid of and what would the perpetrator be afraid of and what would they need at that moment. The children suggested that in order for the perpetrator to confess, he needed courage and safety. We created 4 tables for the victim and for the perpetrator. They included: how does the person feel or felt, what did he need or need, what could he do to fix it and what does he need to do it? We then gave everyone a paper and a pencil and told them to write down what we as guides should know. They could use specific names at this point. We selected and read the tickets and dissolved the circle with the sentence, thank you, we have all the necessary information and we will solve the rest individually. One pupil confessed to us on the ticket that he had stolen it, so then we called him privately. The student told us why he did it and we appreciated his courage and the wallet was returned. We wrote to the boy's parents about what happened and that it was resolved, but I see that as a mistake because when he came home, he was really cut up for it. It would be better if we invited the parents to the school, then maybe we could prevent such a reaction from the parents, and the biggest climax would be at school, when we could correct it.\n\nOutcome:\nThe student was physically punished at home. The situation never happened again, and no other problem occurred with the student.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: Umí vyjmenovat jména hokejistů NHL a týmů, data zápasů, rád sportuje a zpívá\nDiagnoses: Lehká forma autismu,ADHD\nDisorders: Hyperaktivita,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "864", "student_age_year": "13 let, 7. třída", "student_hobbies": "Umí vyjmenovat jména hokejistů NHL a týmů, data zápasů, rád sportuje a zpívá", "student_diagnoses": "Lehká forma autismu,ADHD", "student_disorders": "Hyperaktivita,Rušení výuky", "teacher_approbation": "VŠ, aprobace anglický jazyk - zeměpis", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/892", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught the Czech language in the 8th grade and I had a planned written work on the topic we discussed last week. I handed out the assignment, which I explained and warned them not to copy, then I let the students work on developing the test. After about 5 minutes, I noticed that the student was looking under the table quite often and I started to observe him. He was distracted and often looked around the classroom. I decided to go through the class and see if the student had a problem. After passing the class, I noticed that the student had an open notebook under the desk. I pointed out to the students that I do not support cheating on the test and that if I catch them they will suffer the consequences. I sat back at the table and waited to see if the student would use the puller again, I was determined that if he didn't use the puller again I wouldn't pull it out in front of the class and after the lesson I would talk to him and offer him an oral exam and if he defended the material, I wouldn't deal with copying and I'll give him a chance to earn my trust. However, the student copied again.\n\nSituation (Anamnesis):\nThe student was a good boy, but I think that there was a lot of pressure on him from his class to get good grades, unfortunately the student was not very good at Czech. Otherwise, he was rather extroverted, sociable and sometimes a bit conceited, but that probably belongs to that age.\n\nTeacher Intervention (Solution):\nBut the student was copying again, I couldn't hold back, I raised my voice and warned the student that I could see him. I told him to immediately bring me the notebook where he wrote the paper and I gave him a 5 and a note for cheating on the test in the student's book. I didn't deal with the situation further at that point, it was my first time catching a student cheating, so I hoped it wouldn't happen again because he knew what would follow.\n\nOutcome:\nAfter revealing the copying, I waited for a while to see if he would repeatedly look in the notebook under the table, when it happened, I decided to give the student a high five and a note in the class book and warn him that this will definitely not happen in my classes. Unfortunately, it was not effective at all, and the student copied more during more demanding papers. After three fives, I already proceeded differently and I think that it has already worked for me and it worked fine from now on, however, my first solution to the situation was not well managed.\n\nStudent Profile:\nAge/Year: 8. ročník, 13. let\nHobbies: Fotbal, PC hry\nDiagnoses: ADHD,Psychiatrická diagnoza\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "892", "student_age_year": "8. ročník, 13. let", "student_hobbies": "Fotbal, PC hry", "student_diagnoses": "ADHD,Psychiatrická diagnoza", "student_disorders": "", "teacher_approbation": "magisterské, český jazyk, občanská výchova", "teacher_practice_years": "Cca 30 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1039", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the end of the eighth grade, my class filled out anonymous online questionnaires regarding the quality of teaching, where students could rate the quality of teaching, the approach of the teacher, the clarity of the teaching, etc. Points were scored on a scale like in school. At the end of the questionnaires, there was space to write a comment/remark/praise for a specific teacher. The questionnaires with the evaluation were then given to the teachers, and in the questionnaires from the eighth grade there were vulgarities and rude insults of some teachers. None of the teachers received more than one vulgar message, some teachers had none. From which I concluded that it was probably only an individual. Colleagues came to me and wanted me to solve the situation with the student.\n\nSituation (Anamnesis):\nAn eighth grader who didn't start our elementary school until the beginning of eighth grade because his parents moved. He is active in class, likes to draw attention to himself, his academic results are rather average. He is athletically gifted. But he didn't fit in so much in the class and has rather fewer friends, so he tries to draw attention to himself and show off in front of others so that they start accepting him more.\n\nTeacher Intervention (Solution):\nresolved the situation by telling the students what happened at the end of my lesson and expressing my strong disapproval of this kind of behavior. I then said that I wanted to resolve the situation at school directly with the culprit(s). I said the culprit has until the end of the week to come to me and confess. I didn't address it until the end of the week, hoping the culprit would show up. It was likely that the class knew who did it, but I didn't want anyone coming to sue. That's why I came to class before the first class on Monday and lied that I had the tools to find out who wrote these vulgarities on the questionnaires. I said that the culprit has until the end of today the last chance to come to me and confess. At the beginning of the big break, a student came to my office and it was clear to me from his expression that he was about to confess. I didn't want to deal with him in front of my female colleagues so he wouldn't feel embarrassed, so I took him to an empty classroom where he confessed that it was him. I asked him why he did that. The student almost cried and told me that he did it in order to stand out in front of others and that at the time it was just a joke and he didn't know that the questionnaires would reach the teachers. He also said that he was very sorry and that it was stupid on his part that he did not realize. He also said that he had nothing against the teachers he insulted and wondered what the punishment would be and if I would tell my parents. Because I could see from him that it was really just a prank and that he really regretted it, I agreed with him that we would not discuss it further in front of the class and that if all the teachers got around to apologizing in person, the parents would not find out. However, I also strongly warned him that his behavior was very out of line and that if the situation were to repeat itself and he was just rude to a teacher, I would deal with it with his parents. I also tried to explain to him that his behavior was also very cowardly because he would not say this to any teacher's face. I also told him that I personally would not punish him, but the teachers he offended could. I then appealed to my colleagues to accept the apology.\n\nOutcome:\nThe student really apologized to all the teachers and also calmed down significantly in class. During the ninth grade, he even fit more into the class collective. I never really told his parents and I felt they were really grateful for that. He even confided to me at the end of the ninth grade at the outdoor school that he didn't even consider that his parents wouldn't find out. I felt from his behavior afterwards that he realized that I had placed a great deal of trust in him by not telling his parents, and he was indeed very careful not to let her down.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída ZŠ\nHobbies: Fotbal, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Agreement, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1039", "student_age_year": "14 let, 8. třída ZŠ", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Matematika, Zeměpis, Dějepis", "teacher_practice_years": "13 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Agreement, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/207", "content": "TEACHING CASE STUDY\n\nBackground:\nInappropriate, disruptive and problematic student behavior is so common that I can't even imagine that it could be any other way. I already know how to work with it in class, even the children have gotten used to his interruptions and don't let it derail them. But a big problem arose during online teaching last year, as a result of the coronavirus crisis and the closing of schools. A student from the beginning or it is possible to calm down, and due to his above average intelligence, he learned to work very quickly with the technology through which we had classes (Google Meet). He shared the screen, muted and muted other kids' microphones, logged in first to be an admin, and even kicked some kids out of the room (logged out of an online meeting). I could technically do something with this, but the problem arose when he would turn on the microphone at inappropriate times and spout nonsense just to disrupt the lesson. The online environment has one huge disadvantage, it is not technically possible for two people to speak at the same time, so if a student started speaking into someone else's speech, neither of them could be understood. I drew the student's attention to this fact several times, unfortunately he didn't care and continued. So I started turning off his microphone on purpose myself, unfortunately he turned it back on after a second and everything happened again. I endured this for a few hours/days, but it was not in my power to keep watching him and turn off his microphone and at the same time communicate with the other students and conduct a meaningful lesson. For one lesson, the pupil greatly exaggerated his behavior, was even vulgar and behaved very aggressively towards other children. You could tell he didn't care at all, because I couldn't do anything about it from home anyway.\n\nSituation (Anamnesis):\nFrom the conversation with the teacher, I learned that the student is an only child and comes from a complete family. According to the teacher, his relationship with both parents is very good, they take good care of him and spend a lot of time with him. The only thing she would criticize is the benevolence with which the pupil is brought up, she is of the opinion that the pupil is already an unguided missile and, on the contrary, would need a firm hand over him. Already in the first grade, there were problems with the pupil, he could not sit still, argued and complained about unfair treatment. He had problems with friends and was very aggressive. Since the parents did not want to admit the problem, it was necessary to appeal repeatedly to make them aware of the problem, because the pupil had a very strong suspicion of ADHD. It took a very long time and he wasn't diagnosed with ADHD until the end of second grade. The student is very distracted during class and cannot concentrate. He has a constant need to play with different objects or at least do something with his hands. He often does not notice the instructions given by the teacher and later interrupts the lesson by constantly asking questions. He cannot control himself and acts impulsively. He often cannot control himself when someone has to answer the teacher's question, and answers instead of him. He has trouble controlling his emotions and seeks conflict. The student has an above-average IQ, and his strengths include excessive organization and meticulousness.\n\nTeacher Intervention (Solution):\ntried to calm him down several times during that lesson using tried and tested methods that are often very effective in the classroom and can calm the student down for a while, unfortunately that didn't help, so I yelled at him several times harshly, which also got no response. He completely ignored my attempt to intervene. At one point I couldn't take it anymore and threw him out of the room completely (from the online meeting). The moment you do something like that, it is no longer possible for the person in question to return to the online room, so the student has completely lost the rest of the lesson. I was completely dissatisfied with my actions and I was very sorry. I realized that they were very unprofessional and that I had completely failed to handle the situation. I asked a more experienced colleague for advice on how to deal with such a problem. They gave me some useful advice, which proved very useful during the next lessons. I tried to look for other ways to get along with this student, for example in literature or on the Internet. However, this experience strengthened my belief that it is necessary to start doing something more with the student. His conflicts grew in frequency and strength. So I contacted the school management asking for help, and the educational counselor and I then contacted the parents, who were advised to visit a child psychologist with the student.\n\nOutcome:\ndon't know how the student felt directly after the incident, I didn't talk to him about it until the next day, when I asked him to stay with me after our online class. He was much calmer this hour, although I had to calm him down sometimes, but the difference compared to the previous day was big. When I asked him if he knew why I kicked him out of class the day before, he said yes with a smile. There was not a single sign of remorse on his face. In the long run, the visit to the psychologist helped the student incredibly. His mood swings are not as common anymore and he can handle them much better. It's also now much easier to calm him down after a conflict, it used to take a very long time and a lot of effort. But he still has a problem with following the rules and thinking about what he says and simply says whatever comes to mind. However, the overall work with him is now much easier for me and I am very happy that I am involved in persuasion and \"fighting\"\n\nStudent Profile:\nAge/Year: 9 let, 3.ročník\nHobbies: otevřená otázka\t—\nDiagnoses: ADHD\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Interview, Cooperation with experts, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "207", "student_age_year": "9 let, 3.ročník", "student_hobbies": "otevřená otázka\t—", "student_diagnoses": "ADHD", "student_disorders": "", "teacher_approbation": "Mgr. - Učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Diagnosis, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Interview, Cooperation with experts, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/393", "content": "TEACHING CASE STUDY\n\nBackground:\nIntroductory class, first week of school. When I came to the class, the student didn't stand up, so I had to explain to him how we greet each other. Since it was the fifth lesson, I was afraid that he would not pay attention. He had signed the notebook incorrectly and was not going to change it. I felt that he was starting to defy (oppositional defiance).\n\nSituation (Anamnesis):\nThe student is a hyperactive seventh-grade boy who lacks the ability to concentrate and follow the teacher's instructions. The boy is intellectually at a decent level, his interests include reading, history and model making, he is manual dexterous. According to available information, the boy experienced unspecified abuse by his stepfather in his early childhood. He no longer lives with his stepfather. However, teachers do not have a detailed report available. He likes to participate in activities, but lacks discipline. His behavior and ability to concentrate declines as lunchtime approaches. The boy's problematic behavior is dealt with by all the teachers who teach in the class. They inform each other during the day how the boy is behaving today. The classroom climate in itself is disruptive, the question is how much is due to the student's behavior. Being in the seventh grade, children are not used to following the teacher's instructions at the pace of the second grade of elementary school. However, I would attribute this to the long absence of face-to-face teaching. Some students came from other schools, due to the pandemic, there is no class collective. Pupils do not have an experienced system of work at the second level and the rules and behavior in the classroom are not fixed. There are several children in the class who, for example, are disruptive when they are working together in a group activity or sitting in neighboring desks.\n\nTeacher Intervention (Solution):\nThen I stood directly in front of him, leaned closer and raised my voice: 'Do you think anyone is still curious about your behavior?' I said. The boy was shocked. In a situation where he was upset, I explained the contents of the lesson and we started the activity. I engaged him in the activity as if nothing had happened. I managed the conflict with pedagogical tact. Even though the student's behavior was unpleasant for me, I did not allow my emotions to control me and thus I could appreciate his possible positive expressions during the rest of the lesson. In the next part of the lesson, we worked with historical magazines, thanks to which he started to cooperate and respond enthusiastically, he read quietly in a disciplined manner. We can say that he showed more interest than other classmates. Finally, he wanted to talk about the topic during the break.\n\nOutcome:\nWhen we find what the student enjoys, we can direct and direct him. He is then active, he can be praised. His intellect even showed that he could excel. By letting him know that I do punish for transgressions, but my anger doesn't last long when the student cooperates, I can appreciate him. In my other classes, it tends to be active after this conflict. However, my colleagues and I agreed that we still do not have the student under control and the situation is still not resolved in the long term. But the direction is already found.\n\nStudent Profile:\nAge/Year: 13. 7. třída\nHobbies: četba, historie, skládání modelů,\nDisorders: Rušení výuky,Vykřikování,Neposlušnost,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "393", "student_age_year": "13. 7. třída", "student_hobbies": "četba, historie, skládání modelů,", "student_diagnoses": "", "student_disorders": "Rušení výuky,Vykřikování,Neposlušnost,Nepracovitost", "teacher_approbation": "Dějepis, Český jazyk,", "teacher_practice_years": "26 let", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/795", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was just after the half-term holidays and the children were going back to school. I had two students in my class who had been friends since first grade. As time went by, each one found their own party and it seemed to me that they competed with each other in a lot of things. But now I will mainly talk about one of the mentioned two students. The student in question started wearing a lot of make-up when she entered the sixth grade, dressed stylishly, and reproached her former friend in front of others for not wearing make-up and for not being fashionable. Usually, this was the only topic these two started arguing about. Unfortunately, they always dragged the whole class into it, so when someone walked by, it was the sixth graders who made the most noise. But they were still quite innocent arguments. They were more like making fun of each other. I'll come back to the second semester. It was the first class and the said lady came to school without makeup and without any extra clothes. Of course, the second lady couldn't do it and had to dig into her. She said something to the effect of - why isn't he wearing his fancy rags and a clown mask on his face. I admonished the girl to keep her notes to herself. But I was very surprised by the reaction of the first girl. She got up, went straight to the back bench to the other girl and slapped her. That really got me off my chair. I really yelled at her to stop and sit down immediately. Unfortunately, she ran away from my class. I ran after her in the corridor, but she was already gone. She left her things on the bench.\n\nSituation (Anamnesis):\nBullied - a girl in the sixth grade of elementary school, rather an introverted type, but she has a lot of friends, introverted in the sense - when she doesn't have to, she doesn't talk, healthy self-confidence, easy-going, one of the best students in the class, she also participates in the Olympics in Czech and English, sometimes verbal attacks from his ex-girlfriend. The bully - a sixth-grade elementary school student, very extroverted and chatty, really high self-confidence, sometimes too much, above-average academic performance, competes with her already mentioned friend, is rude to teachers, fashion enthusiast.\n\nTeacher Intervention (Solution):\nRight after the incident, I quickly assigned the class an assignment. I spoke briefly with the student who was slapped and called her parents. The student's mother couldn't believe it at first, then she called me that she was already home and that she would take the things tomorrow. So I left her things in my cabinet after the agreement. The next day, the student arrived with both parents, so we sat together with the counselor. The principal and I, as a class teacher, were also there. In short, we dealt with yesterday's incident, the student told her story, then I told the same from my point of view. But the parents insisted that the slap was justified, reproached us that they could not understand how anyone could afford to treat her as the winner of the class (which she was not, perhaps in the eyes of the parents). They even insisted that the other girl be punished for what she said. Of course, our director explained to them that it doesn't really work that way. Unfortunately, even after almost two hours of arguing, there was no smooth talk with the parents.\n\nOutcome:\nIt turned out that the parents decided to send their daughter to a completely different school. They claimed that we were disrespectful to her, that she was above average gifted, and that she would not continue to lose her talent at our below average school. I don't know what else to say about it. As the parents said, so it happened. Despite our recommendation, the student transferred to a primary school in another city less than a month later. I don't know what happened to her anymore. Anyway, even after all these years, I insist that we would solve it together at school just fine. I would invite the two students to my office together and I'm sure we would find a solution. Unfortunately, my parents tackled the problem a little too eagerly for me. It even seemed to me that the whole session the girl was silent and listened to what was on her parents' mind. When she told her version, she indicated that she was sorry. In my opinion, she would simply apologize to her classmate and everything would be resolved. Unfortunately, her parents are what they are. So the solution was to practically run away from the problem. In my opinion, they had unrealistic expectations and wanted to see something in their daughter that wasn't there.\n\nStudent Profile:\nHobbies: Počítačové hry, běh\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "795", "student_age_year": "", "student_hobbies": "Počítačové hry, běh", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, NJ, TV,", "teacher_practice_years": "25", "problems_annotated": "Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/871", "content": "TEACHING CASE STUDY\n\nBackground:\nThe girl joined our school in September at the age of 8, joined together with her older brother, who is diagnosed with ADHD. In November, an English language teacher = family speaker joined our school. The girl started gossiping behind the teacher's back that she has big breasts and an ass. During class, she would ignore the lecturer and turn to her classmates, non-verbally showing the size of her voluminous portions. Subsequently, she started calling insults in English directly to the lecturer: big elephant,... The girl had a great influence on the class and so the whole class started mocking her. The lecturer could not handle the pressure and left that day.\n\nSituation (Anamnesis):\nThe girl boarded with her older brother, who has been diagnosed with severe ADHD. So the brother has an assistant with him and his problems are solved more often in the family, so he is given more attention and the girl wants to demand that attention as well.\n\nTeacher Intervention (Solution):\nWe explained to the girl several times that gossiping about someone is not nice and if she doesn't like something, she should make other arrangements. I explained to the girl that when she slanders someone, the other person doesn't like it and it's very uncomfortable for them, but the girl didn't have any words. The girl went for a consultation with the principal and she begged her not to do it. But the girl told the headmistress that she likes the teacher and that she doesn't say any slander. I also held a consultation with the lecturer, but she was very upset about the situation and could not return to school. Subsequently, we introduced the rule that English with a native speaker is only for those who are interested in it and must follow certain rules.\n\nOutcome:\nThe lecturer never returned and moved to America. The girl still ignores some teachers and instead draws in her notebook. She had another problem when she bullied a classmate and again influenced her class to be bullied by more people.\n\nStudent Profile:\nAge/Year: 8 let, 3. třída\nHobbies: Žádný stálý, dívka často měnila zájmy, nejdéle jí zůstala výtvarná tvorba asi 0,5 roku\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "871", "student_age_year": "8 let, 3. třída", "student_hobbies": "Žádný stálý, dívka často měnila zájmy, nejdéle jí zůstala výtvarná tvorba asi 0,5 roku", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Bc", "teacher_practice_years": "3", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/398", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the half term, a new pupil came to our school, a boy who entered the 8th grade. The boy moved to our district with his mother and younger sibling after his parents' divorce. Unfortunately, the family could not stay in their original place of residence, so they had to move. Mom also had a new boyfriend who lived with them in the new residence. The boy took the whole situation hard. It's hard to tell if it was because the family broke up or the mother got a new boyfriend or because they had to move.\n\nSituation (Anamnesis):\nThe boy was in the sole care of his mother. The father played an insignificant role in the upbringing of the boy, apparently due to work abroad. So the boy started doing the thing of going outside the school. He was absent several times a week without a later apology. It was a kind of defiance against the whole situation. By his behavior, the boy wanted to win a return, probably not directly to the place of residence, but rather near the place of residence, because he had an aunt and uncle there, as well as his friends. The boy didn't have any friends here (in his new residence), which the boy himself said bothered him. Maybe he would have found friends if he had gone to school, but the boy somehow got stuck. He was an introvert and stuck to something that was and didn't want to try anything new.\n\nTeacher Intervention (Solution):\nMom, of course, didn't agree. The boy's truancy was discovered very early in the final, because the mother herself found out that the boy was at home instead of school for no reason. The mother herself did not want to cover the boy and told the school as well. So it was the mother's own initiative that she wanted to solve the situation. Mom cooperated with the school and we had several meetings at the school. My mother and I discussed the possibility of the boy commuting to his original school, but unfortunately this solution was not possible. The boy would have to travel with transfers and it would be far. Finally, the case was reported to OSPOD (a body for the social and legal protection of children) and it was resolved in cooperation with this body. The director, the methodologist of prevention, me as a class teacher, my mother and a representative of OSPOD were present at the joint meetings. At that time, we did not have a school psychologist at our school.\n\nOutcome:\nThe situation dragged on from January, through the spring, until almost the end of the school year. It was settled sometime in May. Finally, with the consent of OSPOD and his mother, the boy moved to his aunt and uncle and started attending school in their place of residence, where he also had his friends, at the end of the 8th grade. I have no idea if the situation is handled well or badly. From the boy's point of view, it was a successfully resolved situation, he got what he wanted. From the point of view of the mother and our school, this is probably an unsuccessful solution. Unfortunately, I don't have any information about how the boy behaved after transferring to another school and with his aunt and uncle.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: XXX\nDisorders: Lhaní,Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "398", "student_age_year": "14 let, 8. ročník", "student_hobbies": "XXX", "student_diagnoses": "", "student_disorders": "Lhaní,Záškoláctví", "teacher_approbation": "vysokoškolské vzdělání – anglický jazyk, ruský jazyk", "teacher_practice_years": "23 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/767", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher was describing a student who had been attending the gymnasium for several years. At first he appeared as a classic average student. In the first years, he had good results, he did not break the school rules in any way, and he still had no problems with absences, he went to school. But things started to get worse in the third year. The student gradually began to miss individual classes and then even days, but he did not make excuses. He didn't pay any attention to what the teachers were saying and what the instructions were giving during the lessons. Once he was even caught smoking cigarettes in the school toilet.\n\nSituation (Anamnesis):\nAccording to the teacher, the student was intelligent, clever and initially hardworking. He came from a small village that is not far from the town where there is a high school. He lived with both parents, but as it turned out later, it was not exactly an ideal environment for adolescent development.\n\nTeacher Intervention (Solution):\nWhen the situation intensified, the teacher tried to find out what was the cause of such a fundamental change in the student's behavior. When contacting her, the student's parents told her that they had noticed the change, and during the conversation with the teacher they came to the conclusion that a bad situation at home could also have an effect, as the parents were about to divorce. They subsequently agreed that they would try to supervise his schooling more and give him more attention in general. The student also started visiting the school psychologist, with whom they resolved the situation.\n\nOutcome:\nIn the short term, the situation improved, he started going to school, and he even had his homework done for the most part. But after his parents' divorce, everything got worse and he stopped going to school completely. He and his mother moved, so he subsequently changed schools.\n\nStudent Profile:\nAge/Year: 17\nHobbies: Počítačové hry, fotbal\nDisorders: Cigarety,Disrespekt,Neuznávání pravidel,Absence\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems\nSolutions Applied: Interview, Cooperation with experts\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "767", "student_age_year": "17", "student_hobbies": "Počítačové hry, fotbal", "student_diagnoses": "", "student_disorders": "Cigarety,Disrespekt,Neuznávání pravidel,Absence", "teacher_approbation": "MUNI Filozofická fakulta – Anglický jazyk a literatura, Německý jazyk a literatura", "teacher_practice_years": "15", "problems_annotated": "Not attending to teaching/Inattention to teaching, Violation of classroom/school rules, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1384", "content": "TEACHING CASE STUDY\n\nBackground:\nfew years ago, children used to play with plastic toys during breaks, which they spun and then held in their hands, or sent across benches and the floor. If they played like that during breaks, we didn't mind at all. Some, such as an eleven-year-old student at the time, started playing with the toy even during class, attracting the attention of classmates around them and disrupting the entire class.\n\nSituation (Anamnesis):\nPupil, eleven years old, fifth grader - Popular, playful, very talkative and fearless, average academic performance. Other students in the class without serious behavior problems, friendly atmosphere.\n\nTeacher Intervention (Solution):\nWhen I noticed that the student was not paying attention and was playing with the toy, I asked him to bring me the toy and pay attention to the lesson again.\n\nOutcome:\nThe student handed me the toy without saying a word and didn't disturb the class anymore. After the lesson, I returned the toy to him, saying that if he continued to play with it in class, I would have to confiscate it. The student agreed and no longer played with her in class.\n\nStudent Profile:\nAge/Year: 11, 5. ročník\nHobbies: Videohry, fotbal, hry s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1384", "student_age_year": "11, 5. ročník", "student_hobbies": "Videohry, fotbal, hry s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské vzdělání, ČJ a AJ", "teacher_practice_years": "17", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1029", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with autism was accompanied by the same teacher's assistant throughout his schooling. He was in a small school until the fifth grade, and in the second grade he went to a new school in a regular class with 25 students. The class was noisy, more active, more disorderly, which bothered the student and he held his ears, shouted at others to be quiet, admonished others, demanded a quiet class, wanted everything in order, needed to calm down on the bean bag at the back of the class. When he was transferred to a special class, everything went well, only once did he have an autistic affect when there was a time shift and his watch showed the wrong time by an hour, unfortunately neither I nor the assistant could figure out how to reset the watch, to the mother it was not possible to appeal, only the father was appealed to. Before the father managed to come home from work, the pupil began to develop an affect in the style of jumping, admonishing other pupils, when on this impulse the pupil was taken to the office by the assistant so that the pupils could not see what was going to happen, in the office there was slapping of his own hands, when caught assistant so as not to slap himself, he started slapping the assistant's hands, but he knew he couldn't, so he started slapping his hands again.\n\nSituation (Anamnesis):\nThe student has autism. The class is large, noisy, messy.\n\nTeacher Intervention (Solution):\nWe proposed to the pupil and his parents that he be transferred to a special class with a smaller number of pupils (11 pupils), which they accepted, he switched to a special class with a teacher's assistant whom he had known since kindergarten, so the transition was easier for both him and his parents.\n\nOutcome:\nImmediately after the transfer, the student calmed down, he integrated into the class without any problems, he was not afraid when someone from the class came to him, the transition with an assistant he knew also helped and it was more pleasant for him. Thanks to the assistant, affect was never (with one exception) allowed to occur, it was prevented, or the pupil himself was able to calm himself down with English. During the affectation with the watch, the student calmed down immediately after his father arrived and readjusted the watch, but just in case, his father took him home and the student came to school the next day fine.\n\nStudent Profile:\nAge/Year: 12 let, 6. ročník ZŠ\nHobbies: Sport - plavání, lyžování, procházky\nDiagnoses: Autismus\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Transfer of student \nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1029", "student_age_year": "12 let, 6. ročník ZŠ", "student_hobbies": "Sport - plavání, lyžování, procházky", "student_diagnoses": "Autismus", "student_disorders": "", "teacher_approbation": "Mgr. – Speciální pedagogika", "teacher_practice_years": "13", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/643", "content": "TEACHING CASE STUDY\n\nBackground:\nAt first glance, the student is nice and unproblematic, I myself had the opportunity to observe him during the lessons, which I had access to thanks to practice alongside an experienced teacher, specifically during mathematics and the Czech language. He was polite in class, although he didn't report or shout like other students, but he listened attentively (or so it seemed). Actually, even at first glance, I wouldn't say that this could be a problem student. Until I once convinced myself outside of class about the break I spent with the children in the second grade. He was not very nice to children, and when someone did something he didn't like, he became slightly aggressive (for example, when he was left with the school computer because there were only 4 out of 15 children in the class). The situation I am going to describe was told to me by a teacher who has been working with the student for the second year. She is in her third year at school, so as she said herself, she has some experience, but it is not yet long-term experience, so she is still nervous about dealing with new situations. It is said that the situations with the student's problematic behavior are repeated, although they are always different, but she remembered one when she really did not know how to solve the situation and felt a slight despair, but she still tried to solve the situation. The student usually has a female assistant with him, but not for every lesson, most often for mathematics, reading and Czech language lessons. In the end, the teacher considers the solution successful, as it was important for her to calm the student down.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD. He also takes some medication, but I was not given more specific information in this area, which I completely respect, the only thing the teacher told me was that before he started taking the medication, it was really unmanageable with him. The student does not have a mother or father, or - he has them, but they gave him up. They moved to another city (ie about 250 km from the pupil) and left the pupil with his grandmother and grandfather, which is even luckier. Just as the student was left with his grandmother and grandfather and his brother, they took only the little girl with them, who was the youngest of the three children. So they live in an asylum, and the student and his brother are cared for by their grandmother and grandfather, otherwise they would have to go to a children's home. The teacher said that they are lucky, because grandma and grandpa treat them well, the student's brother is not diagnosed with ADHD and you can tell, he often helps them with the student (he is a year older and goes to the same elementary school). But they certainly miss their parents, as every child deserves to have caring parents, unfortunately this is not the rule.\n\nTeacher Intervention (Solution):\nDuring PE class, when the student was still a first grader, 2 classes (specifically 1st and 2nd grade) were combined and a game of dodgeball was played. Everything was fine for the first few minutes, the kids were playing dodge ball, everyone was enjoying it. They knocked out the first boy, then the second, and then it was the pupil's turn. When the student was hit with a ball by a classmate, the student got really angry and started shouting at the classmate, he was very aggressive, even vulgar. Next he kicked him. After that, the teacher immediately ran to him and tried to calm the situation. Teacher: 'At that moment I really didn't know how to solve the situation, but I tried to keep a calm head, I didn't know what to say to the pupil and how to behave towards a classmate, I knew that it wasn't easy at home, but hurting other classmates was definitely he cannot and must be aware of it.' The student cried and the teacher took him to a bench. Teacher: 'I pointed out to him that he cannot behave like this and that he owes his classmate an apology. The student didn't listen at all at first and kept jumping into my conversation saying that he wasn't talking about the topic at all, because he was still furious and didn't even want to sit on the bench. So I waited until the student calmed down and then I explained to him again that he shouldn't behave like that. Subsequently, the student burst into tears and described everything to me.' He told her that he was sorry that he couldn't even run properly and that if he could, his classmate wouldn't have knocked him out so quickly. Teacher: 'I felt sorry for him, he sounded really unhappy, and since we're only human, I tried to treat him really humanly - I comforted him, I slowly explained to him that it's really nothing, that it's just a game, that we're playing for fun and not to blame ourselves. And that with every next game comes improvement, in every game sometimes you succeed and sometimes you don't, that's just the way life is. And I managed to put a smile on the student's face. At that moment, a stone fell from my heart, because I had the feeling that I might not even rid him of the initial aggression and that he would not continue to cooperate, as was the case for the first few minutes. Nevertheless, at the end of the lesson, I reminded him that it would be necessary to apologize to the classmate, that he was only playing a game, and man is a competitive creature, and I did not want to hurt him, which I am absolutely sure, the classmate is not even a conflicted type of student who would eg mocked. Since then there are others (she added with a laugh). Afterwards, the student himself really apologized to his classmate. And that warmed my heart the most. My human talking to the soul must have finally worked.'\n\nOutcome:\nAs I mentioned above, she had a solution to the situation, the teacher managed to solve the situation correctly in her opinion and in my opinion, at least as best as she could. Me: 'How was the next gym class? Was your solution short-term/long-term helpful?' Teacher: 'Well, you know that I was afraid to fill the next gym class with hitting, but I finally decided the next week and the student was hit until the end, I remember that class like it is today. The following hours he accepted it better, every time he was beaten he looked at me, I smiled at him and he went to sit behind the other beaten children. The solution was long-term.'\n\nStudent Profile:\nAge/Year: 7  let, 2. třída\nHobbies: Má rád matematiku a přírodopis, rád chodí ven na procházky, zajímá se o zvířata.\nDiagnoses: ADHD\nDisorders: Agrese,Nesoustředěnost\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "643", "student_age_year": "7  let, 2. třída", "student_hobbies": "Má rád matematiku a přírodopis, rád chodí ven na procházky, zajímá se o zvířata.", "student_diagnoses": "ADHD", "student_disorders": "Agrese,Nesoustředěnost", "teacher_approbation": "Učitel (titul Mgr., první stupeň)", "teacher_practice_years": "5", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/613", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation started when I found a crying girl in the toilet during class. She was crying hysterically and was unable to explain to me what had happened. I invited her to my office, offered her a biscuit and after a while she confided in me. No one wants to talk to her in class, and a classmate is spreading false information about her.\n\nSituation (Anamnesis):\nThe classmate who slanders the girl is extroverted, draws a lot of attention to herself. The gossip girl is also more of an extrovert, likes to ride horses and play the piano. He doesn't really excel at school.\n\nTeacher Intervention (Solution):\nI informed my parents immediately and agreed that they would talk the guilty girl out. I then invited both students to my office. Only then did I learn that the roles of the girls were reversed and the one who cried first made up the whole story.\n\nOutcome:\nI realized that I should have proceeded differently and listened to both girls first.\n\nStudent Profile:\nAge/Year: 12, 7.B\nHobbies: Počítačové hry, kolo, knihy, fotbal\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "613", "student_age_year": "12, 7.B", "student_hobbies": "Počítačové hry, kolo, knihy, fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. Stupeň ZŠ, Mgr.", "teacher_practice_years": "Přibližně 30 let", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/961", "content": "TEACHING CASE STUDY\n\nBackground:\nThe conflict happened quite recently, I think one or two years ago. At that time, there was a student of the faculty of pedagogy on an internship here at our school. The student was very hard-working and clever, she developed a lot of learning aids and had a lot of different exercises prepared for the students to practice the material covered. The children absolutely adored her, even a student who was normally not very involved in learning was suspiciously active and tried to accommodate this student in everything. But the student was always kind and tried to help the weaker ones. Then there was another student. He was always a bit wild, but he was not diagnosed with any learning or attention disorder. But he always tried, and even though he wasn't quite a winner, he had fairly good grades on his report card. It was during this student's practice at our school that the pupil and the other pupil got into a cross. We had local studies, I led the class and the student helped the children who needed help. The student and the other student were working under the personal supervision of this student, who was helping them in that lesson. They were sitting next to each other on the same bench and she was across from them. One student had his work done a little earlier, so he started showing off in front of everyone and was rude to the student when she gave him another piece of work. He allowed himself what he shouldn't have, even though we both warned him to calm down. This was probably partly due to the fact that the student came from the same village as the student, so they both knew each other outside of school, and so the student touched her, jumped into the conversation and tried to show off that he was a hero among his classmates. But the second student didn't like that at all from the beginning, so he always shouted at him once in a while and warned him that he should behave decently. But the student was in his element, and the other student saw that it was not worth it, and so the anger started to suffocate inside. You could see that he was angry because he was very sorry for how the male student treated the female student. He then just stared at the bench with a stony expression for the rest of the class. But then I didn't pay attention to it anymore, because I thought that the whole matter was closed and the student's anger would pass, after all, it often happened that he got angry, but then usually cooled down quickly. But this time I was wrong. The next morning, the headmistress came to me and told me that the student's mother had called her. It is said that the pupil waited in front of the school for another pupil and started pushing him and shouting: \"How dare you treat the teacher like that!?\n\nSituation (Anamnesis):\nPupil – Pupil of the 5th grade of primary school. Although he was 13, he was only in the 5th grade because he was suspended and then he was sick for a whole school year, so he had to repeat the 4th grade. His movement skills in the gym were hampered by being relatively overweight, so he sometimes had breathing problems, which sometimes caused him anxiety. Even so, he played competitive football and was quite good at it. personality: calm, friendly, warm-hearted, rather introverted, rather below-average grades (mostly three to four on the report card), dysgraphic. The second student – 5th grade elementary school student, 11 years old, average grades, rather extroverted, open, very friendly, liked to provoke classmates and often make various Canadian jokes on them, but overall a very nice boy with a great desire for attention\n\nTeacher Intervention (Solution):\nimmediately started to solve the situation. I was mainly worried about something happening to the student, because even a slight concussion is often no fun. I talked to each boy one by one in the office. First, I listened to the student and his version of the story. But the student even told me that it was mainly his fault and that he was really rude. In addition, he says he understands the other student. He literally told me he was acting like a “moron.\n\nOutcome:\nThe incident would be resolved practically immediately. On the morning of the next day, when the boys had said everything to each other, they immediately sat together on the common bench and sat like that for the rest of the year. Neither of them ever mentioned the incident again, and I'd even venture to say that paradoxically, the incident and their subsequent reconciliation brought them even closer. They were best friends for the rest of the year. In addition, the pupil even convinced the other pupil to also sign up for football so that they could play together. When they left for the 6th grade for the 2nd grade at another school, since we only have the first grade at our school, they decided to go to the second grade together in a village a few kilometers away, even though the student originally wanted to go to another school. I would say that this is an exception to the rule, that the conflict can end so well. That's why I'm really very satisfied with how I solved this situation, although it must be added that I was also very lucky, if it weren't for the fact that the guys were already mature enough that she was able to solve it and reconcile as \"guys\"\n\nStudent Profile:\nAge/Year: 13\nHobbies: fotbal, počítačové hry, internet – sociální sítě\nDiagnoses: Dysgrafie\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "961", "student_age_year": "13", "student_hobbies": "fotbal, počítačové hry, internet – sociální sítě", "student_diagnoses": "Dysgrafie", "student_disorders": "Agrese", "teacher_approbation": "Mgr. (Učitelství pro 1. stupeň základní školy)", "teacher_practice_years": "8", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/99", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student joined us in the 8th grade. He was kicked out of his original elementary school in the city, so he came in with a C for behavior. The reason for the transfer to our school was that the pupil was in a gang that was bullying at his original primary school, and the management needed to somehow divide this gang so that each of them would leave, so the pupil transferred to us and the other boys went to primary schools in the cities in the neighborhood, each of those boys simply went to a different elementary school. It has always been the case that if someone applies to us, because we are a state school, we have to take everyone. So the principal took him and put him in my class and all hell broke loose. The behavior three was really adequate, not that he bullied anyone, but his behavior was really disastrous, both towards me, other teachers and some classmates. He screamed in class, was as rude as a bricklayer, all kinds of words were flying that we didn't even think about. He constantly interrupted the lesson, had different notes on everything, verbally attacked the teacher and some classmates, so that almost the entire lesson was spent by the student alone, thus denying the other students lessons. Just total horror and all the teachers and students were bad from him.\n\nSituation (Anamnesis):\nFamily history: The student was an only child and came from a small town where he lived with both parents. In my opinion, his inappropriate behavior stemmed from his family, where there were very frequent arguments full of vulgarities. Class anamnesis: He was not very popular in class, mainly due to his behavior. His classmates were bothered by the fact that he disrupts classes, is vulgar to teachers and also to some pupils. He didn't have many friends in class, he was friends with about 3 guys the most, who had the same fun as him, namely smoking and hanging out.\n\nTeacher Intervention (Solution):\nHis behavior did not improve at all, he was still disruptive in class and verbally attacked the teacher and some classmates. So everything started to be solved with the parents, who were invited to the school several times. Together with the educational advisor and the director, we suggested that the pupil could go to the educational care center in the city. At first, the parents absolutely did not agree with this proposal, they had a very negative attitude towards it. Over time, the parents realized that it wasn't such a bad idea, because the student's behavior at school kept getting worse and they didn't know how to deal with him anymore. In the end, they agreed with the educational care center. I also explained to the student that they could help him there. Of course, he did not agree with the stay at first, but then he finally changed his mind. Sentences that remained in the teacher's memory: Teacher: 'Student, I respect you, so respect me.' Student: 'The teacher is rude to me and just yells at me!' Teacher: 'You have to understand that if you behave the way you behave, others will behave the same way towards you. If you don't like something, you have to report it and say it politely, and not yell at the teacher, how can you do it.'\n\nOutcome:\nWhen the student returned to our school after 3 months, I really expected anything, but not that he would thank me. The student really thanked me for suggesting this educational care center to him and was happy that he stayed there for the 3 months. He said he realized how bad he had been before and was even ashamed of it now. You could see that the stay really benefited him, his behavior was completely different from before, he found more friends in the class, the students started to like him and took him as a good classmate, he even apologized to the teachers. So he completed the rest of the 8th and the entire 9th grade with us without any problems.\n\nStudent Profile:\nAge/Year: 14. let, 8. ročník\nHobbies: /\nDiagnoses: ADHD,Poruchy chování\nDisorders: Vulgární vyjadřování,Vykřikování,Agrese,Rušení výuky,Slovní agresivita\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "99", "student_age_year": "14. let, 8. ročník", "student_hobbies": "/", "student_diagnoses": "ADHD,Poruchy chování", "student_disorders": "Vulgární vyjadřování,Vykřikování,Agrese,Rušení výuky,Slovní agresivita", "teacher_approbation": "Německý jazyk, Anglický jazyk", "teacher_practice_years": "25 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/805", "content": "TEACHING CASE STUDY\n\nBackground:\nThe incident took place when the student was in sixth grade. He transferred to the school from the first class in the next village. He transferred alone, so he didn't know anyone in the class and tried to fit in with the team. However, he took dating as a bad thing. He went out of his way to impress others with his style of talking back to teachers and provoking others. I just went to their class for a Czech language lesson. I heard some commotion from the corridor and when I opened the door I found out what was the cause of it. The student held a classmate's case out of his reach out the window. When I entered, I shouted what's going on here, and instead of putting his hand back in, the student dropped the case. I went straight up to him and asked sharply if he thought he could do whatever he liked during the two minutes they were waiting for the teacher to arrive. I was answered yes with a bold expression. However, this made me even more angry and I decided to give the student a straight note and sent him for the given case. The rest of the class passed with occasional interruptions as the student was upset about the comment.\n\nSituation (Anamnesis):\nThis incident happened even before the pupil was sent to the pedagogical-psychological counseling center and before he was assigned an assistant. It wasn't just me who had problems with him in class, but also the rest of my colleagues. That's why we recommended a visit to a pedagogical-psychological counseling center. After the assistant started sitting next to the student, his behavior improved slightly.\n\nTeacher Intervention (Solution):\nThe student did not worry too much about the note. The next day he brought it signed and even the parents were not interested in the incident. Fortunately, the same situation did not happen again, but there were countless other problems over the years. The assistant's help helped, but when classes ended, he found other ways to vent his frustration, including on school property.\n\nOutcome:\nAs the student gradually matured, the behavior problems decreased, but at least once a month something was always found. The turning point came in the ninth grade.\n\nStudent Profile:\nAge/Year: Druhý stupeň, 6. - 9. ročník\nDiagnoses: Poruchy opozičního vzdoru\nDisorders: Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Consequences, Disrespectful communication\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "805", "student_age_year": "Druhý stupeň, 6. - 9. ročník", "student_hobbies": "", "student_diagnoses": "Poruchy opozičního vzdoru", "student_disorders": "Neúcta k autoritám", "teacher_approbation": "Mgr., dějepis a český jazyk", "teacher_practice_years": "30 let", "problems_annotated": "Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/407", "content": "TEACHING CASE STUDY\n\nBackground:\nWe first encountered the student's problematic behavior when he transferred to us from elementary school in the seventh grade. From the first lessons, the student deviated considerably from the ranks of his classmates and tried to constantly draw attention to himself. We encounter this kind of behavior quite often, so in the beginning I warned him only verbally. However, his behavior did not abate, on the contrary. During breaks, he spoke profanity and threw various objects around the class - food, sponge, chalks. He even hit his classmates several times. Admonitions, notes, private conversations did not help, so I was forced to turn to the student's mother. She herself turned to the social-legal child protection authority, stating that the child is unmanageable and she does not know how to deal with him. The next steps were already consulted with the social worker, the mother was only minimally involved and strictly refused the invitation to the school. The situation was saved by the onset of the covid pandemic, and thus the transfer of teaching to the online space. The student was under the supervision of his mother every day, and when I sent an email with a complaint, she was able to look after her son. I'm honestly not sure how it would have turned out if classes had gone on as normal. He also drew other classmates to his side, and thus the class became unmanageable and learning very mentally demanding.\n\nSituation (Anamnesis):\nThe student lived with his grandparents in Slovakia since birth, as the mother was a drug addict and therefore unable to take care of the child. In Slovakia, he belonged to average pupils and could boast of a distinction on his report card. At the age of 12, the mother applied for her son's custody, which the court eventually granted. So the student moved to his mother in the Czech Republic, where he lived with her, her new husband and half-brother. The mother immediately forbade the boy's contact with his grandparents. The role of the pupil in the family was apparently a 'guardian element'. He had to go home immediately after school to take care of his younger sibling. He never mentioned any hobbies or interests. He did not attend leisure clubs or go out with his friends, which of course reflected in his behavior in class, where he tried to be the center of attention. He became popular in the class, especially with the boys with worse grades. He earned their admiration for his outspokenness and ability to talk back to the authorities, so they often supported him in his indiscipline. On the other hand, the girls were often worried about his rude behavior and avoided him very much.\n\nTeacher Intervention (Solution):\nWhen we first started dealing with the student's indiscipline, I turned to the mother, who immediately distanced herself from him and in all cases referred me to the OSPOD worker. She did not want to participate more deeply in his correction. I also communicated many times with the grandparents, who were very unhappy with the student's behavior. With the help of a social worker, we managed to convince the mother to lift the ban on communication with the grandparents. We promised ourselves a lot of help from this step, but unfortunately the boy was already completely in 'his own world'. The social worker worked not only with the student, but mainly with his mother, whom she taught how to work with her son, how to support him, how to praise him and generally participate in his behavior. The mother proved herself only during the covid pandemic, when the teaching was transferred to an online environment and her duty was to supervise her son. In my opinion, this situation saved us from more demanding interventions that would surely await us.\n\nOutcome:\nAs I already mentioned, the main cause of the student's inappropriate behavior was a bad family setting. The boy lacked attention from his parents and the overall opportunity to 'goof off', which other pupils were provided by leisure clubs. However, the positive results of working with his mother were only very short-lived, so when the pupil finished compulsory schooling, the court decided to return him to the care of his grandparents. I believe that returning to his grandparents in Slovakia was the best step for the boy. I can't say I'm happy with how the situation was resolved, but the boy's social worker and I did the best we could.\n\nStudent Profile:\nAge/Year: 13–15 let, 7. – 9. ročník\nHobbies: žádné\nDisorders: Lhaní,Podvody,Neúcta k autoritám,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "407", "student_age_year": "13–15 let, 7. – 9. ročník", "student_hobbies": "žádné", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Neúcta k autoritám,Vulgární vyjadřování", "teacher_approbation": "Magisterské (výtvarná výchova, ruský jazyk)", "teacher_practice_years": "20", "problems_annotated": "Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1072", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose during a school trip to Spain, which was attended by mostly second-year students and some third-year students. The trip was voluntary and intended for students studying Spanish. Accommodation was provided in a hotel with balconies in the rooms. There was also another school in the hotel. One evening, after dinner but before supper, students from the other school were found to be drinking alcohol in their rooms. Together with my colleague, we checked the rooms. Everything seemed fine until we arrived at the room, which was locked. No one responded to the request to open, but noises could be heard from inside. After checking the next room, we caught the students climbing over the balcony from the locked room. After unlocking the room, we found alcohol.\n\nSituation (Anamnesis):\nThe students from that room were average, popular, and obeyed their leader, who had more respect for authority than the others. The leader of the group, who provided the alcohol and suggested the escape through the balconies, was choleric, arrogant and had no respect for authority.\n\nTeacher Intervention (Solution):\nIt was explained to the leader of the group and the other students that their behavior could lead to death as the balconies were not side by side and they had to jump onto them. An agreement was proposed and stricter rules put in place to prevent further settlement at the school. However, the students reacted indifferently and agreed even with a possible two for behavior. The following day a remark was made on the bus about the dangers of jumping from balconies, a common occurrence on school trips with serious consequences.\n\nOutcome:\nStudents from that room received a 2 in behavior on their report card. The rest of the trip was uneventful. After returning to school, the students behaved the same as before the trip. The leader of the group continued to argue with the teachers, but everyone did their work.\n\nStudent Profile:\nAge/Year: 16 let, 2. ročník SŠ\nHobbies: fitness, chodit ven\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1072", "student_age_year": "16 let, 2. ročník SŠ", "student_hobbies": "fitness, chodit ven", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., aprobace biologie + společenské vědy", "teacher_practice_years": "39 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1057", "content": "TEACHING CASE STUDY\n\nBackground:\nThe mother was an alcoholic already in the first grade, she was undergoing treatment, no one informed me that the mother was not present at home. The boy was often home alone with only the dog. Already at that time, I learned that a social worker had started coming there. He didn't help the family or me much then. They told me to check with my family, which was impossible. In the third grade, it escalated. He started picking on the older boys, there was already the smoking, the failure to fulfill the duties, he didn't have homework, he didn't study, there was an assistant in the class who looked after him, the boy didn't walk clean, he smelled bad. He didn't work without an assistant, he didn't know what to do. A case conference took place in that third class. There we dealt with the drunkenness of the mother and father. The boy started seeing a psychologist. But he didn't want to go there, he visited a psychologist maybe once or twice and his parents didn't cooperate either. Grandma, parents, representatives of the organization were at that conference. It had no effect. In the 4th and 5th grade, the problems got worse. Distance learning also fell into this. That was a disaster, he was at his grandmother's at the time. He joined my classes, but not always, and he didn't always know what to do. When the boy was in the 5th grade, there was an Educational Committee at the school. Both parents, the boy, the director, the prevention methodologist, the class teacher and two representatives from the organization were present there. The mother was not sober during this process, the father was on his own. The son was rude to his mother during this commission, it was obvious that his mother loved him without limit. She tried to win him over not by educational means. For example, he wanted her to modify his electronic cigarette. Oh, and then there were gifts from father and mother. They bought it. The grandmother was involved and they had a problem with each other, mother-in-law and daughter-in-law. So I didn't have a good feeling about the Education Commission. worked with them, the family had the full support of the organization. An employee of the organization even led them to a psychologist. So the organization was being checked. My mother went to school, I solved problems with her, but she was almost always drunk. After the boy's transition, I no longer have information about him and I don't know how the situation develops further.\n\nSituation (Anamnesis):\nBefore entering the 1st grade, the boy saw his father strapped to a wheelchair. The father led the son to martial arts. Already from the 1st grade, there were disciplinary problems that were solved by admonitions. Father strapped to a wheelchair, mother took care of him. Alcoholic mother, then treatment. She was still drinking afterwards. The boy lived with both parents, then only with the father (the mother was undergoing treatment). Then with grandma. The police were called several times because of the drunkenness of the mother or father.\n\nTeacher Intervention (Solution):\nSince the boy's first grade, the social worker visited them, as there were often problems with the mother and father due to alcohol, they were not at home (the mother was in the hospital), and I, as the class teacher, was not informed about this. A Case Conference was convened in the boy's third grade, where the problematic behavior of the student and the unsound attitude of the parents were addressed. The boy was suggested to see a psychologist, where he was only once or twice. He didn't want to go there. In the fifth grade, the Educational Committee was convened, where the problems were solved again. After that, this situation was solved again by , who supervised the boy's attendance at the psychologist. The boy then transferred to the second grade of primary school and since then I don't know how he looks like.\n\nOutcome:\nAfter various admonitions, reprimands and the Case Conference, he went to a psychologist about once or twice, where he then stopped going, so it had no general effect. The problems continued all the time. In the fifth grade, the Educational Committee was held, where the staff of the organization were also present, but the boy's behavior did not change much. He was constantly inattentive and did not fulfill his duties. Now, after moving to the second level, I have no information about him. It should be, but under the supervision of workers from the organization.\n\nStudent Profile:\nAge/Year: 6-10 let, 1.-5. třída\nHobbies: kouření, potulování se staršími kamarády\nDisorders: Lhaní,Podvody,Vulgární vyjadřování,Cigarety,Neplnění školních povinností\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1057", "student_age_year": "6-10 let, 1.-5. třída", "student_hobbies": "kouření, potulování se staršími kamarády", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Vulgární vyjadřování,Cigarety,Neplnění školních povinností", "teacher_approbation": "VŠ, 1. stupeň ZŠ", "teacher_practice_years": "25", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/930", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher describes that he usually has no problems with the authority of the pupils, he has natural respect and the pupils do not allow themselves too much in his classes. Nevertheless, he once got really angry with a student who was constantly interrupting and making a mess during the Czech lesson. The teacher tried to warn the student several times to stop disturbing, but without success. The situation escalated when the teacher was handing out exercise papers and saw the student making abusive gestures behind his back, leading to the teacher hitting the student.\n\nSituation (Anamnesis):\nSecond grade student, 8th grade, 14 years old, is a typical 'class clown', often shows off, but not evil. Lives with both parents, problem behavior is repeated, but no diagnosis has been confirmed. His grades are average and his interests include riding a scooter and spending time with friends. The student is an extroverted, spontaneous student, likes to be the center of attention, has many friends and is considered funny and popular in the group.\n\nTeacher Intervention (Solution):\nThe teacher was aware of his mistake and went to confess to the school principal immediately after the lesson. He then called the student's father and told him not only his solution to the student's indiscipline, but also his repeated disobedience. They agreed on a personal meeting, during which the pupil's father did not blame the slap on the teacher and promised that he would have a strong talk with the pupil at home and that the situation would not be repeated.\n\nOutcome:\nAfter the incident, the student calmed down significantly in the classroom, and even though there were minor rebellions over time, he never exceeded the tolerable limit. The teacher learned from the situation and does not regret it in retrospect.\n\nStudent Profile:\nAge/Year: Žák druhého stupně, 8. třída, 14 let\nHobbies: Jízda na koloběžce, čas s kamarády\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Physical intervention, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "930", "student_age_year": "Žák druhého stupně, 8. třída, 14 let", "student_hobbies": "Jízda na koloběžce, čas s kamarády", "student_diagnoses": "", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Mgr., Rj, Čj", "teacher_practice_years": "32", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/780", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when a class photo was being taken. The girls who were sitting in the first row made an inappropriate gesture, they simply put their hands in their laps and showed the middle finger. Some boys in the second row showed the same gesture. About ten people in total, maybe there were more, but you couldn't tell from the photo. No one noticed it at the time, it was only discovered when the photos were to be developed.\n\nSituation (Anamnesis):\nThe whole class is very clever. They are all hardworking, although they tend to be passive in class. Those studious types who don't talk much in class so they don't say something wrong and embarrass themselves. They mainly want to know what to study for the test. But there is a group of girls who have a great influence on the whole team, the others are afraid to speak out against them.\n\nTeacher Intervention (Solution):\nFirst, the students were interviewed to see if they saw anything wrong with their behavior. I explained to them that we could not develop such a photo and that they would be punished. The students acknowledged their mistake and agreed to the punishment, even suggesting a new photo shoot. I told them that they could have their picture taken again, but they would have to solve everything themselves and I would not be in the picture with them, because I had already given them my chance. In the end, it turned out that behind everything was the group of girls who saw such a thing on TikTok. I did not find one specific culprit. Everyone who showed an inappropriate gesture in the photo received a class reprimand.\n\nOutcome:\nIn the end, the class did not agree on anything, so they were left without a photo that year. Parents were of course informed about the situation by email. I described the situation to them and explained why I solved it this way. What was interesting was that the parents of the children who did nothing took the matter with complete understanding. Some even wrote to me that they themselves punished their children, even if they did not show any gesture, because they must know that such things are not done. In contrast, the parents of the children who showed the gesture downplayed the situation - some even found it funny, and wanted a milder punishment for the children. The students were upset for the first few weeks after the photo shoot, but gradually things returned to normal. It was never a problematic class, rather it was just one situation.\n\nStudent Profile:\nAge/Year: 9. ročník, 14 až 15 let\nHobbies: velmi aktivní, mnoho různých zájmů\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "780", "student_age_year": "9. ročník, 14 až 15 let", "student_hobbies": "velmi aktivní, mnoho různých zájmů", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské magisterské, obor chemie", "teacher_practice_years": "17", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/201", "content": "TEACHING CASE STUDY\n\nBackground:\nnumber of incidents in the boy arise very spontaneously, as he has a very primitive way of thinking. He doesn't even realize he's doing something wrong. Specifically, this incident occurred last year, when a student showed porn to children during recess, even though there was an assistant in the classroom as a supervisor. Suddenly a boy ran to the assistant saying that his classmate was showing some ugly and shameful pictures. The assistant discovered that he was showing his classmates porn, which he allegedly watches regularly with his younger brother, who encourages him to do so. His younger brother attends a regular elementary school, so he is smarter than the easily manipulated student. Subsequently, I learned that the parents about his \"hobby\n\nSituation (Anamnesis):\nThis is an inattentive, unfocused student with a mental disability who attends a special school, specifically a practical class. He was also advised to visit psychiatry with his mother. He has problems at home and at school. He is very vulgar and rude. The teacher lists him as an average student, mainly because of his inattentiveness. He constantly studies social networks and even films himself. However, the videos are very inappropriate, vulgar, for example \"stabbing and blood flowing everywhere.\"\n\nTeacher Intervention (Solution):\nWe recommended that the parents buy the boy a push-button phone so that this situation does not happen again. The parents say the boy only has the phone to call his parents that he arrived home safely. However, the parents refused to buy the push-button phone. So I got in touch with an educational advisor, who tried to explain to the boy that watching such sites is dangerous and a crime. He admitted to the guidance counselor that he watches them regularly. We later learned from classmates that he often shows these videos to children, even outside of school. However, the student himself does not realize that the distribution of such videos is a crime and watching it is inadmissible at his age, so he still brags about it to his classmates. Subsequently, we found out what videos he shoots and publishes on the social network. For example, it is filmed as it burns or \"pierces\n\nOutcome:\nWe did not see any significant improvement immediately after the incident. In the end, the parents did not accept our recommendation - the student's phone is even newer, he just can't watch the already mentioned videos, but the parents don't check it in any way. The recommended psychiatric examination and sessions also do not occur, so the problems with the pupil persist. The parents cite the coronavirus as the reason, even though psychiatric clinics are still operating at this time. In the end, we found out that they don't even go to the school counseling together. So to this day we have no report from psychiatry. However, the mother states that no more drugs should be \"crammed\" into her son\n\nStudent Profile:\nAge/Year: 11 let/ 5. ročník\nHobbies: Tik Tok, sociální sítě, často tráví čas s bratrem\nDiagnoses: Mentální postižení,Snížený intelekt\nDisorders: Disrespekt,Podvody,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "201", "student_age_year": "11 let/ 5. ročník", "student_hobbies": "Tik Tok, sociální sítě, často tráví čas s bratrem", "student_diagnoses": "Mentální postižení,Snížený intelekt", "student_disorders": "Disrespekt,Podvody,Vulgární vyjadřování", "teacher_approbation": "Filozofická fakulta Univerzity Karlovy/ Obor pedagogika a pedagogické poradenství", "teacher_practice_years": "25 let", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/135", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student hid in the closet before the beginning of the Russian lesson without my knowledge, I basically taught the entire lesson normally. The pupils seemed to me more distracted, often giggling at something and whispering something to themselves. Only at the end of the lesson did the student get out of the closet and I found out what actually happened. I immediately tried to react, but I didn't know what to say or how to react. I silenced the class and forcefully informed the student that we would not tolerate this, that I was going to see the class teacher.\n\nSituation (Anamnesis):\nThe class in which the student is located can be characterized as a class with a good team, where classmates are very empathetic towards each other and can perceive the needs of others, empathize with others and help each other. This classroom atmosphere is probably largely influenced by the reality that a girl with autism has been attending for years. The student is often the center of attention in the classroom, as he invents new ways to attract attention or say something inappropriate or outrageous in the classroom every day. In class, he is close with one very empathetic classmate who helps him with his studies and motivates him to a better lifestyle. The student grows up in a foster family with two siblings adopted together with him and one stepchild of the foster parents. He has been in a foster family since he was four years old. The atmosphere in the family is tense. The pupil's mother constantly complains about his behavior and often uses intimidation in order to calm her step-child, suggesting that if he does not stop, she will send him back to the children's home. The student has a problem with maintaining attention, is unable to remain calm, often causes a commotion. He requires constant attention, which he tries to achieve through his comments to teachers or problematic behavior during breaks.\n\nTeacher Intervention (Solution):\nAs soon as I found out what happened, I tried to react, but I didn't know what to say or how to react. I silenced the class and forcefully informed the student that we will not tolerate this, that I am going to the class teacher, that his actions will have consequences. The student stopped laughing and I could see in him that he was only now realizing that it was no joke. I explained to him and the whole class the consequences if something happened to him in the closet, if he fainted, that he could seriously hurt himself. Then I told him that I would let the class teacher know about it. After consulting with me, the class teacher then went to report everything to the deputy headmistress and they came up with a solution that involved involving the pupil in the lesson in the form of a teacher. The lesson from this should have been the following, since the student was not present at the lesson, he will be able to teach one lesson by himself for 45 minutes. We informed his mother about the whole situation, but after an agreement we decided that she would not press or question the student in any way at home.\n\nOutcome:\nThe student came to the Russian class really prepared, he had prepared tasks and exercises for the other students and also explained the topic of one lesson from the textbook himself. He taught the entire class by himself and the class was in a very pleasant and focused mood. It was up to the student to know that he was satisfied with his result and that he was satisfied with the solution and the punishment. After this lesson, the student was more focused and perceptive, it could be seen that he had a greater taste for the subject.\n\nStudent Profile:\nAge/Year: 8. třída\nHobbies: klavír, knihy, hezky píše slohové práce, videohry\nDiagnoses: ADHD\nDisorders: Lhaní,Krádeže,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "135", "student_age_year": "8. třída", "student_hobbies": "klavír, knihy, hezky píše slohové práce, videohry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Krádeže,Rušení výuky", "teacher_approbation": "Magisterské: Ostravská univerzita, Pedagogická fakulta – Český jazyk a literatura", "teacher_practice_years": "10 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1052", "content": "TEACHING CASE STUDY\n\nBackground:\nDue to the school's alternative direction of education, most problems are solved here in a variety of ways. It can be 'SteZka = we can do it together', when two sides of a dispute or problem invite three other impartial observers and after a subsequent debate they come up with a solution together. So far, it has always worked in school to solve small and large problems. The most serious case that I can think of is a boy who was at our school almost from the beginning, I mainly noticed him when he entered the second grade. His outbursts of anger were so violent that the other children were afraid of him. He was the only student I ever had to hold until he calmed down, the only one I had such physical contact with. We didn't know how to solve it for a long time, we talked with him and with my mother, there were several Trails because of him. However, the student claimed to his mother that nothing like that was happening and that we were making everything up.\n\nSituation (Anamnesis):\npupil is a school student who is like a hedgehog without a cage. He lives alone with his mother, his father came back into his life only at the end of the second grade. The boy has an explosive temper. Otherwise, he is sociable, friendly, younger children like to spend time with him.\n\nTeacher Intervention (Solution):\nEventually it got so far that we called an intervention. The other pupils were so afraid of the pupil that they voted whether to expel him from school. However, the student also had his bright moments, so the debate at the vote was long. It was resolved that children are afraid of him and do not want to spend time with him. However, the student wanted to stay at school. In the end, it was agreed that the student and his mother would get an assistant. She spent time with the student and was also in contact with her mother. The children came up with this solution so that they did not have to be alone in the room with the pupil.\n\nOutcome:\nThe assistant helped that the pupil was under control at school and could more easily participate in the events, the mother was informed from another source about what was happening at school. At the same time, his father returned to the student, who set an example and devoted himself to him. It also helped that the student learned from other students that they were afraid of him, it helped him think about his behavior. The student is now at our gymnasium and everything has really improved a lot, the assistant is no longer needed. So yes, I think it was solved successfully in the end.\n\nStudent Profile:\nAge/Year: Problém překračoval více ročníků, hlavně však v 8. a 9.\nHobbies: Sport hlavně fotbal\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1052", "student_age_year": "Problém překračoval více ročníků, hlavně však v 8. a 9.", "student_hobbies": "Sport hlavně fotbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Matvědy, AJ, zástupkyně ředitelky", "teacher_practice_years": "10", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/41", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the art lesson, the student disturbed other classmates with his behavior (knocking on the table and building and re-destroying constructions from tools on the bench). He drew attention to himself, the other children did not pay attention. The teacher just looked at him at first and pointed her finger that she didn't like this behavior. The student did not react, rather intensified his unwanted expression. The assistant responded - she took his tools from the bench. The student started to move the entire desk and made even more noise. Even the teacher's individual agreement initially did not work, or it was only active for a while.\n\nSituation (Anamnesis):\nThe nine-year-old pupil is in the third year of primary school. There are 18 pupils in the class. A teaching assistant works in the classroom. The class collective is very diverse, there is a predominance of boys. Five children with specific learning or behavioral disabilities, one child with exceptional talent. The student has been diagnosed with ADHD, developmental dysphasia. His mother drives him to school from a distant village, where they lived they had bad experiences with the school and the previous class teacher. An additional delay was recommended in the first class. He started attending a preparatory class. He had a very bad time getting used to it there, he did not respect the authorities, he behaved badly towards his classmates. He used vulgar expressions, did not cooperate with children or teachers, did not want to speak publicly in front of others. He has been under the care of a clinical speech therapist, psychologist and SPC since kindergarten.\n\nTeacher Intervention (Solution):\nThe teacher just looked at him at first and pointed her finger that she didn't like this behavior. The student did not react, rather intensified his unwanted expression. The assistant responded - she took his tools from the bench. The student started to move the entire desk and made even more noise. Even the teacher's individual agreement initially did not work, or it was only active for a while.\n\nOutcome:\nHis unwanted behavior stopped when the teacher suggested an activity that she knows the student likes to do and will definitely want to participate in.\n\nStudent Profile:\nAge/Year: 9 let, 3. ročník\nHobbies: Kreslení, sport\nDiagnoses: ADHD,Vývojová dysfázie\nDisorders: Impulzivita,Agrese,Rušení výuky,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Support, Warning\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "41", "student_age_year": "9 let, 3. ročník", "student_hobbies": "Kreslení, sport", "student_diagnoses": "ADHD,Vývojová dysfázie", "student_disorders": "Impulzivita,Agrese,Rušení výuky,Vulgární vyjadřování", "teacher_approbation": "VŠ, učitelství 1. stupně", "teacher_practice_years": "21", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1018", "content": "TEACHING CASE STUDY\n\nBackground:\nwill describe the situation from my point of view, I will leave the solution to the teacher. I work as an external teacher at this school, so I only spend one day a week there. One day I came and as usual my way was directed to the representative for the first grade. This time, however, I was alerted that in my computer science classroom keys started to disappear from the keyboards of about 4 computers. I tried to focus on it, but since I try to pay a lot of individual attention to the students in my classes, I probably didn't notice anything. The next week I was notified that it was happening again. After working with the other informatics teacher, we brought together specific students (5 in total) who were moving around the attacked computers. One of them was the pupil from Case Study No. 1, the other four were also problematic pupils. The students probably had no idea that it was a theft of school property.\n\nSituation (Anamnesis):\nFive pupils were found to be affected by the issue. Three only watched and the other two acted, but the initial idea came from the head of the student from Case Study No. 1. There are students in the class who sometimes allow themselves to be enticed and join him. The onlookers didn't steal the keys, but they found it just as ridiculous as those who took them.\n\nTeacher Intervention (Solution):\nThis was followed by a prevention methodology interview with each boy separately. I asked the class if anyone had heard anything by chance. The students themselves scolded each other and thanks to the fact that sometimes other students in the class also overheard something, I put them together one by one, the participants confirmed everything as the truth. This was followed by an interview with all participants at the prevention methodology and then at the school director. One reduced grade for behavior, two reprimands from the school principal and two reprimands from the class teacher were given. Everything was reported to the parents. With the parents of pupils who received reprimands from the school principal and a reduced level of behavior, educational commissions were conducted with the participation of the prevention methodology, the school principal and me. In addition, the students had to bring new keyboards.\n\nOutcome:\nmust say that since then nothing has happened that would have to be solved by a reprimand from the principal or class teacher. So I consider this solution to be successful. But I still have to deal with small things and misdemeanors in class. It's hard with so many boys in one class.\n\nStudent Profile:\nAge/Year: Žák na prvním stupni (4. třída)\nHobbies: Žák navštěvuje kroužek florbalu, většinu svého času tráví na počítači.\nDisorders: Lhaní,Vulgární vyjadřování,Podvody,Disrespekt,Arogance\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1018", "student_age_year": "Žák na prvním stupni (4. třída)", "student_hobbies": "Žák navštěvuje kroužek florbalu, většinu svého času tráví na počítači.", "student_diagnoses": "", "student_disorders": "Lhaní,Vulgární vyjadřování,Podvody,Disrespekt,Arogance", "teacher_approbation": "Mgr., učitelství pro první stupeň a německý jazyk", "teacher_practice_years": "20", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/231", "content": "TEACHING CASE STUDY\n\nBackground:\ngroup of about 6 boys were having fun in the back left part of the classroom, around the last bench where A. and the student are sitting together. Suddenly A. underlined the student's chair while the student was sitting on it. The classroom assistant immediately approached the group that was sitting around the table where they were playing cards. First she checked the student to see if he was okay and nothing happened to him. The student denied that anything was wrong with him, separated himself from the group, leaned against the locker, pulled his hood over his head, crossed his arms over his chest and stopped communicating with the surroundings, except for the assistant, who managed to get his description of the situation after a while. The assistant turned to A. asking why he kicked his chair, he replied that \"it's a prank\" and the assistant didn't get any more from him.\n\nSituation (Anamnesis):\nBoy A. tries to be the leader of the class, he would like to be a \"capo\n\nTeacher Intervention (Solution):\nClass teacher: After the break, I returned to the classroom out of sight, asked the assistant to start the science lesson and took the two boys with me into the corridor. I don't remember the whole conversation, but first I tried to make A. realize that he put the student in an uncomfortable situation and could hurt him. A. apologized to the pupil, then I sent the pupil back to the class to join the lesson. I told the student that I would expect him to be more reasonable, given his age and maturity, and that I would, on the contrary, need him to help me guard the class in my absence and keep it calm. Then we went back to class.\n\nOutcome:\nA.'s behavior in the following hours was completely normal. On the other hand, the pupil tried to cause fights with other classmates during other breaks. In the last hour, when the teaching of national studies was taking place, the pupils were divided into groups and the representatives went to present the results of the group work to the teacher, he spun his hoodie over his head and tried to bang her passing classmates. One didn't like it and started a fight. The assistant pulled the boy away.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nHobbies: sport\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "231", "student_age_year": "10 let, 5. ročník", "student_hobbies": "sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Třídní učitelka Mgr. / asistentka Ing.", "teacher_practice_years": "30> / 2", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/379", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen the teacher took over a new class after starting the school, she was given an 8th grade class. She was satisfied with the class, the class behaved well in her classes, she did not have to deal with disciplinary problems, and therefore she believed that there was not the slightest problem with her class in other classes as well. It was the third quarter and the teacher learned that her class was not behaving appropriately towards one of her colleagues. One of the students told her about this situation, who did not feel comfortable in the teacher's classes. The finding was surprising. The colleague never mentioned the problems with the class, and the girl did not want to be rejected by the team, so she told about the situation only after several months. The teacher began to find out what was going on in the class in her colleague's lessons. She found out that two students were inciting the whole class to misbehave, and as they were rude to the teacher, she tried to be rude to them. Her solution to the given situation was completely inappropriate and did not even lead to an improvement in the pupils' behavior or a solution to this situation. Therefore, the whole unpleasant case lasted several months. Another surprising finding was which pair of pupils incites the class to misbehave. A pair of boys, with whom there were no problems before, managed to cause situations that made the teacher shake her head.\n\nSituation (Anamnesis):\nStudent 1 was born as the second child into a complete and problem-free family. Parents are still married. During his school years there was never a problem with him, he was not aggressive towards teachers or other authorities. He was rather shy and taciturn. He has not been diagnosed with any learning disability, only a speech impediment and a growth disorder. He was average at school, sometimes below average, now he is on an apprenticeship. Student 2 was born as a second-born. His parents are a stable married couple. His family speaks loudly and out of place about the events in the village at their place of residence and is considered to be conflicted. From the first grade, he is not afraid to express his opinion if he does not like something or if he does not agree with something. However, his behavior was not such that it could be described as problematic. He does not suffer from a learning disability, his results at school were average, he is now studying a matriculation course.\n\nTeacher Intervention (Solution):\nThe teacher organized a classroom lesson where she talked with the students about the given situation. During the interview, she told me: 'The teacher was different from the rest of us in the choir. There were more and more parents who were not satisfied with her teaching, but it never went to such extremes.' There was an interview with the class where they talked openly. Pupils commented that the teacher uses bad teaching methods, her classes are boring and sometimes she doesn't even know basic information about teaching. One of the students chimed in with a comment: 'Sometimes it's really out of this world.' Some pupils didn't express themselves at all, they were only taken aback by the behavior of others in class. The teacher does not like to deal with bad behavior with notes and reduced behavior marks, but she adds that in this case the two students deserved it. During the conversation with the class, she commented on the situation as follows: 'I told the children that the teacher is her own and a little different, and if she does something they don't like, they should just think about it and not try to overreact and provoke unwanted situations. It was definitely not collegial on my part.' The teacher was informed that the unpleasant incident had been resolved with the class and that there should be no further conflicts.\n\nOutcome:\nThe class calmed down and by the end of the school year there wasn't a single problem with her. The behavior towards the teacher has improved. The teacher adds: 'I sort of handle situations in my own way. Because my solutions tend to have good results, the director lets me solve these situations. But this one was a little more serious. I think it helped that their behavior wasn't dealt with by reduced behavior marks, reprimands, and that it actually stayed between us. Although they probably deserved it and it probably would have happened if they hadn't changed their behavior. But they started behaving completely differently and by the end of the school year there wasn't a single problem with them.' The teacher retired after the school year when the conflict occurred. The teacher accompanied the class until the end of the ninth grade. He adds that similar behavior did not occur further and the behavior of the class was good.\n\nStudent Profile:\nAge/Year: 14 let, 8. ročník\nHobbies: Jízda na kole, zájem o automobily, parkour\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "379", "student_age_year": "14 let, 8. ročník", "student_hobbies": "Jízda na kole, zájem o automobily, parkour", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterský titul, matematika a zeměpis", "teacher_practice_years": "11", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/289", "content": "TEACHING CASE STUDY\n\nBackground:\nFrom an early age, the student was a very lively and easily irritable child, he attended our elementary school from the first grade. He always had an answer for everything, the same goes with his own opinion. Over time, these traits began to manifest themselves more and more - in problematic relationships with peers, teachers, and parents. In the second half of the last school year, the pupil and I had to solve educational problems associated with rude behavior, e.g. shouting at the teacher, shouting over the explanation, not respecting the teacher's instructions, if he was quiet, did not work on the assigned tasks, or did not listen to the teacher, only looked into space from windows.\n\nSituation (Anamnesis):\nAt any cost, he wanted to be the center of attention, spoke very rudely, vulgarly, made inappropriate comments to his classmates about their families from which he came, mocked others for their hobbies (while he himself did not have many), found something in every classmate, for which he mocked them and behaved arrogantly, condescendingly. In addition, the student often bit his hands in class - both the skin on the palms and the skin around the nails - sometimes his hands were bloody and he continued this activity despite warnings. However, the pupil rarely had physical manifestations, rather everything was directed towards spoken expression. Later, problems related to the use of addictive substances began to appear, and the grade for behavior climbed up to a 'three'.\n\nTeacher Intervention (Solution):\nAfter these events, we had to start several joint meetings where it was suggested to the parents that the student transfer to another school.\n\nOutcome:\nAfter the pupil's transfer, the end of the school year passed quite peacefully, both in the class the pupil attended at our primary school and in the pupil's new class. The student comes from a complete (it must be added mobile) family, he has two older siblings, he understands and listens to his older sister (the oldest of three children) the most. The student never belonged to a group of students who had a lot of friends, but he was never alone. It was strange that no one ever spoke out against his verbal insults and often inappropriate remarks with which he often attacked those around him. If someone was having fun with the student, he could not win, whether it was from classmates or teachers. The student had a distorted idea that thanks to financial support from his parents, he can do what he likes. It is important to mention that the pupil's absence was always excused, the parents tried to cooperate and attended informative meetings for parents, but they assigned the blame for the deterioration of school performance and behavior to the teachers. In terms of grades, the student would certainly have achieved honors if he wanted to, but he showed no effort to improve. The student was sorry, but he did not show even an iota of compassion for others, he had no desire to change, he was rude to everyone around him, there was probably no way to help him. The situation was resolved by transferring to another school, which I thought was a bit of an unfortunate decision, but there was probably nothing else to do, it was the last option for him to stop being 'alienated' with us.\n\nStudent Profile:\nAge/Year: 13 let, 8. ročník\nHobbies: bmx kolo, skateboard\nDisorders: Lhaní,Vykřikování,Arogance,Agrese,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "289", "student_age_year": "13 let, 8. ročník", "student_hobbies": "bmx kolo, skateboard", "student_diagnoses": "", "student_disorders": "Lhaní,Vykřikování,Arogance,Agrese,Ničení majetku", "teacher_approbation": "výchovný poradce", "teacher_practice_years": "19 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/419", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place during a regular math lesson. The teacher noticed that one student was drawing something in her notebook. This student usually did not cause problems, was normal with average grades and did not stand out. When the teacher found out that the student was not paying attention and was drawing obscene things, she decided to investigate the situation more closely.\n\nSituation (Anamnesis):\nThe class in which the incident took place was not problematic and was a regular eighth grade. The student who exhibited inappropriate behavior had never done anything like this before, had no problems with her, and had no behavioral disorders or confirmed diagnosis. Her family background was in order and she seemed sensible.\n\nTeacher Intervention (Solution):\nAt first, the teacher was surprised because she did not expect such behavior from the student. She then took the notebook from her, leafed through it and found no more indecent images in it. She confiscated the notebook and after an hour she shared the situation with the representative, with whom she resolved the situation.\n\nOutcome:\nWhen the student was confronted by the representative, she apologized and admitted that she should not have behaved that way. It was obvious that she regretted her behavior, but she received no punishment for it. According to the available information, similar behavior of the student has not been repeated.\n\nStudent Profile:\nAge/Year: 14 let, 8. třída\nHobbies: již si nevzpomíná\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "419", "student_age_year": "14 let, 8. třída", "student_hobbies": "již si nevzpomíná", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské", "teacher_practice_years": "26", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/392", "content": "TEACHING CASE STUDY\n\nBackground:\nFive years ago, I was a class teacher of the 7th grade, which was also attended by a student. Žačka moved to a nearby village, so she was new to the class at the time. We just had a Czech language lesson and I assigned the pupils to learn a poem - Bouquet. I wanted the student to read the entire poem aloud, so that we could possibly explain its meaning and expressions that the students might not understand clearly. When I called on the student and asked her to read the poem aloud, she was silent. So I asked her again if she could read the poem to us all. Being dyslexic, she read more slowly and with slurs. Then there was a silent sneer in the class at the way a seventh grader reads. I asked the class to be quiet and the student to finish reading the poem. Being even more nervous about the class's response, she read harder, causing the class to jeer again. At that moment, the student closed her textbook and ran into the corridor.\n\nSituation (Anamnesis):\nŽačka moved with her family to the nearby village, from where she attended our school. She was dyslexic, which was the only one in her class, and that was probably the reason why she became a laughing stock to some of her classmates. She was always diligent, the other subjects did not cause her problems, but in the Czech language she was rather one of the worse students. The class as a whole was problem-free, and I was even more disappointed by their behavior towards the pupil's disorder. However, after time, relations improved and the class became much more integrated with the pupil.\n\nTeacher Intervention (Solution):\nIt was not a problem behavior of the student in the full sense of the word. The fact that the pupil is dyslexic is of course not her fault. For me, the student behaved unpredictably in the situation, but I can't blame her, because the whole situation was uncomfortable for her and she tried to escape from it. After the pupil behaved in this way, I went to her in the corridor, talked to her about the situation, apologized for myself and the class, and explained to her that she excels in some other things better than others and that everyone is good at something different. In order for her to learn to read correctly, she needs to be trained, but not at the expense of ridicule in the classroom. In such a situation, I never forced the student to read in front of others.\n\nOutcome:\nAfter the incident, the student returned to the classroom, the others sat stunned and apparently realized the consequences of the situation. As I already said, I had fun with the student and suggested that she choose a book at home that she will not read out of compulsion, but that she will enjoy and that she will try to practice reading aloud for at least a moment every day. The student agreed, she practiced reading. When we all read together in class and a more complex text or words followed, I tried not to deliberately call out the student, so as not to lower her both in front of the class and herself in her eyes.\n\nStudent Profile:\nAge/Year: 13, 7. ročník\nHobbies: Zvířata, venčení svého psa, vaření\nDiagnoses: Dyslexie\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Violation of classroom/school rules\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "392", "student_age_year": "13, 7. ročník", "student_hobbies": "Zvířata, venčení svého psa, vaření", "student_diagnoses": "Dyslexie", "student_disorders": "", "teacher_approbation": "Vysoká škola s magisterským titulem (český jazyk; anglický jazyk)", "teacher_practice_years": "9", "problems_annotated": "Diagnosis, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1163", "content": "TEACHING CASE STUDY\n\nBackground:\nŽačka was, in all respects, a more or less normal student. Already from the first year, she had excellent academic results and was very interested in her studies. She had a lot of hobbies and got along perfectly with the class. She was very popular in the team, very pretty in appearance, gifted and smart. She was like this until about the third year, when I gradually began to notice small changes in her behavior. The biggest difference was suddenly in the class, from which the pupil became more and more separated, she began to distance herself from the team, she stopped talking to most people. At the same time, she began to be absent more often, sometimes for a week at a time. But she always had excuses signed by her parents, and they often involved health problems. However, the student still maintained excellent academic results, and despite her absences, she was always able to 'catch up' on the subject and passed the tests with flying colors. Over time, her friend at the boarding school moved away from her, so the student was left alone in the apartment. Over time, she stopped having fun with the class almost completely.\n\nSituation (Anamnesis):\nŽačka was never one of the problem students. Her parents always went to class meetings regularly, but I never had to deal with them. The student had a complete family, she lived in a normal environment in the same city as the school. She was not diagnosed with any behavioral or attention disorder, nor any psychological illness.\n\nTeacher Intervention (Solution):\nAs soon as I noticed a problem in the class, I confronted the class about the student. Her classmates told me that the pupil has been very 'strange' lately, she stops getting along with them and moves away from them. So I saw the problem in the classroom as a possible dispute within the team. As another solution, I asked the school psychologist to visit the class and, within one hour, do various exercises, debates and activities with them that would help diagnose possible problems within the collective. However, the psychologist told me that she did not see any problem and that the class was perfectly fine. But the problems with the pupil persisted, and as I later learned, they were caused by the pupil finding a boy. It was a younger boy, an apprentice student, whom she had started seeing at the beginning of the school year. The problem lay in the fact that the pupil became very attached to this lover, almost unhealthy. What I didn't know then, but I know now, is that it was here that her contradiction with the class arose. She was very strict and strict with her boyfriend. She was constantly 'stalking' him, extremely jealous, always wanting to see him, always texting him, calling him, asking him where he was and wanting to see him. Her classmates tried to tell her that maybe she was exaggerating a bit, but she absolutely didn't want to hear that, and that's why she started to distance herself from them. Later I also learned that her medical absences supported by excuses from her parents were fabricated, thus confusing her parents as well. She made up the fact that she had kidney problems, and based on that, her parents made her sign excuses, saying that the student was going to a distant city for treatment. But instead of treatment, the student would sometimes go unplanned to the town where the boy was studying, and there she would wait for him in front of the school or watch him without him knowing. When her boarding school classmate left, she was happy that she could have more time to watch her boyfriend and to constantly call and talk to him. As I already mentioned, she was extremely attached to him, very jealous of him, she needed to watch his every move. Unfortunately, I didn't know that at the time, which I blame myself for today. I immediately confronted the parents with this at the next parents' meeting, where they surprisingly told me 'You already know that too? Don't worry, we are solving the whole situation with an external psychologist'. It wasn't until there that I learned that the whole problem does not lie in the classroom.\n\nOutcome:\nDespite therapy sessions with a private psychologist, the pupil was still the same. Her boyfriend could no longer handle the growing pressure on him, so he decided to break up with the student. This affected the pupil very much, but to my surprise she decided to go on a trip with the class. Of course, she turned it down at the last minute. But she came to school the following Friday, and everything seemed perfect. She started having fun with the class, chatting with everyone, and even came to my office afterwards, where we also had a nice chat. 'The pupil is gradually coming back to me!', I thought that day. But I didn't know what was happening outside of school. On the same day, the student told her parents that her boyfriend was coming to their house today and that she would like to be alone with him. Her parents agreed to her wish, so that day they both went away for a day. The student did invite her friend, but it was for the purpose of offering an 'ultimatum'. Either the boyfriend stays with her or it doesn't turn out well. There was an emotional attack, during which the friend already suspected that something was wrong, so he immediately called his parents back. The student waited for her parents to come home and then jumped from the 4th floor window in front of them and her friend. It wasn't until I received this shocking news that I realized that she was most likely saying goodbye to me and the class that day when she was acting nice. The student survived the fall from the 4th floor and is still in a coma. The family takes care of her, but the boyfriend distances himself from the whole situation. At school I organized a fundraiser to help her as well as charity events. To this day, I am guilty of not recognizing the full gravity of the situation earlier and of looking for the problem in the classroom. Much could have been prevented.\n\nStudent Profile:\nAge/Year: 3. ročník, 17 let\nHobbies: Všestranně, divadlo, literatura, vztahy, sport, volejbal\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1163", "student_age_year": "3. ročník, 17 let", "student_hobbies": "Všestranně, divadlo, literatura, vztahy, sport, volejbal", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Magisterské", "teacher_practice_years": "34", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/648", "content": "TEACHING CASE STUDY\n\nBackground:\nAt that time, it was fashionable to start streaming on the YouTube platform, and everyone wanted to be famous, to be popular among people, classmates. In the 9th grade, there was one weaker student who was not very smart. The aggressor student started filming his behavior, for example, playing with a balloon in class, in physical education class, and so on. He then edited this at home and started releasing it at regular intervals on Youtube under the name DEMENTJAREK. After that, everyone laughed at the victim, he cried at home. He once confided to his classmate, a friend, that these videos bothered him immensely. That she cries because of them at home. That classmate wrote in the mailbox in the hallway that the cantors should look at the videos, that bullying was going on. The teacher then informed the school management, the parents of both pupils and the actors themselves were invited. The aggressor subsequently had to delete the videos in front of the school management and parents, he received a double in morals.\n\nSituation (Anamnesis):\nThe aggressor started trying different methods to be popular in the 9th grade. He comes from a well-off family, so money was not a problem for him, always new mobile devices, clothes, long vacations. He often went to the gym, so he stroked his ego on more submissive individuals. The victim was of smaller stature, an average student, his activities did not go beyond the scope of compulsory education. He didn't like school much, but he had to go to it. He was not very bright and often became a victim of some of his colleagues. For example, a teacher who taught chemistry remembers once telling him that if his knowledge was as equipped as his richly equipped pencil case, she would be happy.\n\nTeacher Intervention (Solution):\nThe videos were deleted in front of the school administration, and there was a wide discussion in the class on the topic of cyberbullying and bullying in general. The situation in the classroom was normalized and relations and the situation at school improved after the aggressor was punished. Parents were also informed about this. The victim then visited the school psychologist, which was very beneficial, as it helped both the victim and overall normalization in the classroom.\n\nOutcome:\nIn the lessons, it was also manifested by the fact that the aggressor filmed the videos, which the teacher did not notice, because his methods were subtle. It was also manifested in the following lessons, but after the punishment his aggression stopped, because he subsequently admitted that his father scolded him properly at home, apologized to his classmate and brought him chocolate. The class in the 9th grade was leaving school, so they parted ways, but then they got together in a company that sells cars and they are good friends, which I perceive very positively.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída\nHobbies: Počítače, automobily, hry, streamování na sociálních sítích\nDisorders: Podvody,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "648", "student_age_year": "15 let, 9. třída", "student_hobbies": "Počítače, automobily, hry, streamování na sociálních sítích", "student_diagnoses": "", "student_disorders": "Podvody,Lhaní", "teacher_approbation": "Vysokoškolské – dějepis, ZSV, titul PhDr.", "teacher_practice_years": "15 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1368", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the third year, we had a student who repeatedly had epileptic seizures. It was known that she used to have them as well, but definitely not to the extent of her 3rd year. The emergency services were often called to the school, and it often happened that a student was found, for example, on the ground in the corridor, or classmates were found near the school in a place where students go to 'secretly' smoke. She often supported her illness by drinking alcohol and smoking cigarettes. Her classmates also said that she often spends nights at discotheques. The student was aware of her problems, but she was not going to limit her lifestyle in any way. The student's average and attendance also deteriorated rapidly and there was a threat that she would not be classified, which later happened and she had to repeat the year.\n\nSituation (Anamnesis):\n3rd year student, extrovert with frequent epileptic seizures\n\nTeacher Intervention (Solution):\nFirst, the situation was resolved through her class teacher. So first with the first and after not completing the year with the second. Both class teachers tried to talk her into thinking about her unhealthy lifestyle. When the student did not respond, the school management together with the guidance counselor invited the parents to the school to discuss the situation with them. The parents were aware of the situation and claimed to be trying to resolve the situation but unfortunately to no avail. A psychologist and a psychiatrist were also invited to the school to give a lecture to the teachers on how to treat the student. Accordingly, her classmates were also instructed how to react in an emergency. As I have already said, the student's grades deteriorated rapidly and she was unable to cope with both attendance and written exams. We teachers often tried to accommodate and offer substitute lessons and tests, but they were not used. As a result, the student was not able to finish the year even a second time.\n\nOutcome:\nThe student left the school and transferred to another. According to available information, she committed suicide after several years. It's a very sad situation, but I think we couldn't do anything else for the student and we've exhausted all options to help her finish school.\n\nStudent Profile:\nAge/Year: 17–3. ročník SŠ\nHobbies: neznámé\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1368", "student_age_year": "17–3. ročník SŠ", "student_hobbies": "neznámé", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. DĚ,ČJ", "teacher_practice_years": "34", "problems_annotated": "Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/521", "content": "TEACHING CASE STUDY\n\nBackground:\nWe sat on the carpet with the children while repeating the Czech language lesson. The student repeatedly rolled on the carpet, did not listen, pushed his friends and disrupted our work. I constantly admonished him, motivated him to work, but his behavior did not improve. So I sent him to my place. The student obeyed. A little later, the other children also went to the desks and started working independently on the tasks in the workbook. The student sat obstinately, refused to work, lay on the bench, and even after I warned him that the work would be graded, his attitude did not change.\n\nSituation (Anamnesis):\nThis is a student with poor pronunciation, which is reflected in both reading and writing. The child is very unfocused, he hardly works without supervision. His reactions are disproportionate, he reacts disproportionately in communication with children and teachers. He is very inattentive at work and often does not know where we work. His writing is sloppy. The level of communication and speech skills is low. The student has poor expressive skills and vocabulary, does not understand concepts. He is restless, does not respect instructions and repeatedly has arguments with his classmates. On the one hand, he often tries to help the children, on the other hand, at the slightest problem, he physically attacks the children, reacts to situations inadequately with words and gestures. As part of a controlled activity, he works only when he has individual attention. In class, he lies on the bench, rolls on the floor, does not respect instructions. Other times he tries to be nice, he keeps repeating that he wants to stay in school. Emotionally, the boy is very unbalanced. He has no confirmed diagnosis at this time. The results of the SPC examination are awaited and an appointment will be made for an examination by a child psychiatrist.\n\nTeacher Intervention (Solution):\nwarned the student repeatedly and tried to get him to work. At the end of the lesson, I collected the work from the children, marked it and gave the pupil a five, accompanied by a verbal comment that he refused to work in class. As part of the pedagogic intervention class, which the student has once a week after school, I agreed with him and completed the work without any problems. I added another grade to the classification, which improved his grade point average again.\n\nOutcome:\nI discussed the whole situation with the pupil in the afternoon during the pedagogical intervention class. Although the student finally finished the work, I do not consider this method of teaching very happy. He promised to do a better job in the future, but he doesn't follow through. I turned to the special education teacher and SPC for help.\n\nStudent Profile:\nAge/Year: 8 let, 2. třída\nHobbies: Auta, sport\nDisorders: Nerespektování pokynů,Nezájem o spolupráci,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences, Interview, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "521", "student_age_year": "8 let, 2. třída", "student_hobbies": "Auta, sport", "student_diagnoses": "", "student_disorders": "Nerespektování pokynů,Nezájem o spolupráci,Fyzické násilí", "teacher_approbation": "VŠ – Učitelství 1. stupně ZŠ", "teacher_practice_years": "26", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/65", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation happened to me while teaching the German language. Classes began as usual. After discussing the new material, I gave the students a separate work in the workbook, where they had to practice the material. The situation happened approximately 20-25 minutes after the bell rang. The student already had some notes during the discussion, but that happened often. When I announced that we could write a small test for this substance, she 'exploded'. She started shouting: 'I can help you here... Only you still have a problem.' I stood stunned like the rest of the class. I tried to calm her down, she started to contradict me, saying the same things over and over again: 'I'm fine, you still have a problem.' She cried into it. I told her to sit in the last bench because the class was over for her. I wanted to continue teaching with the other students. But the student did not want to calm down and kept talking. I wanted to send her to the corridor, but she started commenting again. Finally, I accompanied her to the principal's office and went back to the classroom to teach the rest of the lesson. The whole 'exit' lasted about 10 minutes. The students were nervous for the rest of the class, but we finished the class.\n\nSituation (Anamnesis):\nThe pupil was slightly rude, who did not always want to work and prepare for class. She was a rather average student. Not long before this situation, her parents divorced, which she did not tolerate well. She was used to always getting what she wanted. For example, during the year's prom preparation, she forced the whole class to obey her and do it her way. He is often disruptive in all subjects, spends most of the class on his mobile phone.\n\nTeacher Intervention (Solution):\nWe discussed the situation with an educational counselor and a prevention methodologist in the presence of her mother. From these conversations, it became clear that he was not taking his parents' divorce very well and had a slight aversion to me. Furthermore, I had to deal with the incident with her class teacher, the principal and her deputy, and the teacher of the second German language group.\n\nOutcome:\nAs a solution to that problem, we agreed that the pupil will attend the second group of the German language from the next lesson. Interviews with the educational advisor helped the pupil a lot, when she could talk to someone about her problems. None of the colleagues had to deal with a similar situation with this student.\n\nStudent Profile:\nAge/Year: 17 let, 2. Ročník SŠ\nHobbies: otevřená otázka\nDisorders: Disrespekt,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "65", "student_age_year": "17 let, 2. Ročník SŠ", "student_hobbies": "otevřená otázka", "student_diagnoses": "", "student_disorders": "Disrespekt,Neúcta k autoritám", "teacher_approbation": "Oba Mgr. s aprobací na S Š", "teacher_practice_years": "++ 10 let - 15 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1181", "content": "TEACHING CASE STUDY\n\nBackground:\nMost of my time is science classes. I usually don't have problems with students in class. However, if one of the pupils does not pay attention, he will be punished by writing a two-page report within the next lesson, which he will then present in front of the whole class. If he shows off in the paper, he gets another one. All pupils have already got used to this system and so they prefer to be exemplary in class and not disturb. Therefore, these situations usually occur exceptionally.\n\nSituation (Anamnesis):\nStudent - 15 years old, 9th grade, extrovert, dyslexia, divorced parents, well-to-do family\n\nTeacher Intervention (Solution):\nThe student gets everything he asks for from his parents, he shows off in front of others and thinks that his father will solve all his problems. In class, he doesn't pay attention, interrupts, jumps into the conversation and pokes at the teachers. I always solved the situation with reports, which he did not complete. His behavior led to a class reprimand and later a reprimand from the principal.\n\nOutcome:\nNo matter how we tried to correct his behavior, nothing was resolved. In the end, we were happy that he finished school and moved on to high school. But as I later learned, his behavior improved at least a little in high school.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: florbal, fotbal, basketbal\nDiagnoses: Dyslexie\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: (Disciplinary) Punishments, Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1181", "student_age_year": "15 let, 9. ročník", "student_hobbies": "florbal, fotbal, basketbal", "student_diagnoses": "Dyslexie", "student_disorders": "", "teacher_approbation": "Mgr. – Př, F, Ch", "teacher_practice_years": "17", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1065", "content": "TEACHING CASE STUDY\n\nBackground:\nThere was a situation where we found out that chewing tobacco was being spread around the school. Chewing tobacco was found among younger students from the sixth grade onwards. At that moment, we started to find out where tobacco is coming from in the school. We found out that most likely two older female students brought tobacco to school and sold it to younger students. Specifically for pupils from the 6th grade onwards.\n\nSituation (Anamnesis):\nBoth students were quite calm and non-confrontational. They had no problems at school. They both had a stable background. It probably all started with girls starting to date older boys. They were quite proud of that and showed off in front of younger students. They wanted to gain their respect and admiration at the same time. One of the girls may have had some similar problems before, her mother vaguely mentioned it. This student's behavior could also be due to the fact that she recently moved with her family from a large city to a relatively small town in which the school is located. So she was most likely used to slightly different external conditions since childhood.\n\nTeacher Intervention (Solution):\nSo I and the school management started solving the situation when it was discovered about the chewing tobacco. First we had to find out where the tobacco came from. First we communicated with the younger students and then we found out that the older students were selling chewing tobacco to them. Since they were not yet 18, we had to find out who bought them tobacco and where they got the money for it. That's why we invited parents of younger children, but also parents of girls who distributed tobacco. The parents willingly cooperated with us from the beginning, they were surprised and wanted to solve the whole situation as best as possible. Of course, we also consulted with experts. We also organized an educational committee, in which I and the school management, OSPOD, curator and parents participated. A reduced degree of concealment was eventually proposed for both girls. We also recommended a visit to the educational care center. As far as I know, the family finally resolved the situation with the girls in private, when they agreed with the parents of the boys the girls were dating and everything gradually calmed down. Of course, it was investigated for some time, we invited several parents to the school because more students were involved.\n\nOutcome:\nAfter the intervention of the parents and the school, everything returned to normal within a few months. The girls calmed down and since they were in the ninth grade, they then entered high school.\n\nStudent Profile:\nAge/Year: 14 let, 15 let, 9. ročník\nHobbies: Čas strávený s přáteli, kosmetika, vzhled\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1065", "student_age_year": "14 let, 15 let, 9. ročník", "student_hobbies": "Čas strávený s přáteli, kosmetika, vzhled", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Ze, Dě, RJ", "teacher_practice_years": "33 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/493", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy had problems with the pace of writing in class, with logical subjects and everything took him longer. This was also reflected in his benefit and evaluation. Unfortunately, teacher's or pupil's assistants had not yet been introduced into schools at this time, so no one could be at hand most of the time during the lessons. That is why he was rather unsuccessful and often got fours and overall worse grades. For this reason, the parents felt that he could not cope in such a larger group and that a school with a smaller number of pupils in the class would be more suitable for him, where they could pay more attention to him. He attended a classic city school, where there are over 20 students in a class. The student was upset when his parents suggested this idea to him. He came up with it at school during the break to me, that the parents thought of this possibility. You could see from the pupil that he was afraid of it and that he didn't want to go anywhere else, because he was used to it here and knew everything.\n\nSituation (Anamnesis):\nThe student grew up in a complete family - mother, father and older sister, who was a studious type. His parents often helped him with his homework and everything around school, so everything was in perfect order from his parents' side. They were interested in his academic successes/failures. How many times did his older sister help him with school. From a health point of view, the student had no complications and was not diagnosed with any disease. He only had learning disabilities: dysgraphia, dysorthography (maybe some more). He had difficulty reading and had problems with the pace of his writing. Therefore, he often did not catch up with the work they did in class and had to write it during the break. He often rewrote everything at home into a neat form, so he was very meticulous. Although the student did not have anything diagnosed, he often manifested himself in various sounds in class. These were sounds like: muttering to yourself, commenting on everything, talking about the subject or pace. This need for expression often appeared in him. The teachers and classmates were used to it, so there were no social problems. If these expressions were louder, the teacher warned him and there was silence for a while or he lowered his voice. But after a while, the need to talk to yourself came again, so it happened often. He perceived warnings about the volume or about his speech in order and respected it. Therefore, there were no aggressive reactions. He had an authoritative and confidential relationship with the teachers, which is why he confided in his problem. Overall, he tried to help teachers carry things and assist. Apart from his usual behavior, there were no behavioral problems with him. Although he was rather a below-average student, he learned what could be memorized. Logical and mechanical subjects were more complicated for him. He had no problems with his classmates, they all accepted him as he was, since they had been with him since the 1st grade. Although he often commented on everything, he never had a bad comment about someone else. When he needed help with something, they willingly helped him. In his personal time, the student was very fond of trains and stops, so he knew all timetables. If he was going somewhere on a trip by train, he had exactly studied the times of departures and arrivals, transfers and other necessary things about it.\n\nTeacher Intervention (Solution):\nThis is how we learned at school about a possible transfer to another school. I told his other teachers who had this class for some time. I wanted to hear the opinions of other colleagues on this situation and possible solutions. We all agreed that this solution could do more harm than good to the boy. It was mainly about the social aspect, because at the new school there could be problems with this both from the point of view of the teachers and mainly from the point of view of the children. After communicating with the teachers and with their recommendation, I went to call the student's mother. I told her my/my colleagues' opinion: 'We do not recommend changing schools. Although he has the worst grades, he is careful and what can be memorized, he is able to learn it. At the same time, he would have to commute to the new school, and here he has classmates he knows and they know him. Thus, they are used to his expressions and reactions.'\n\nOutcome:\nAfter talking with me, the mother decided to keep her son at this school. She was glad that I spoke up and shared my opinion about this situation. The student improved a little in terms of grades after this situation. He gave fewer speeches and studied more, sometimes late into the night. At the end of the 9th grade, he was only on 'triples'. Overall, his diligence has gone up and his social side hasn't been affected. Since he started to work on himself, he then continued to the school, which he duly graduated from.\n\nStudent Profile:\nAge/Year: 7. třída – 12-13 let\nHobbies: vlaky a jejich časy \f3\n\nAnalysis & Annotations:\nProblems Identified: Failure to attend class\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "493", "student_age_year": "7. třída – 12-13 let", "student_hobbies": "vlaky a jejich časy \f3", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "VŠ – matematika a fyzika pro SŠ", "teacher_practice_years": "18 let", "problems_annotated": "Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/380", "content": "TEACHING CASE STUDY\n\nBackground:\nAfter graduating from university, the teacher started elementary school in her place of residence. Because she was young and actively participated in some events in the village, she knew some of the pupils personally and outside of school the pupils teased her. 'There was a boy here, he used to be actually almost my nephew and we were close during the time I was studying. I started working and also taught his class.' During the first lesson, the teacher tried to get to know the students. They should have introduced themselves, told her where they live and what they like to do. The line reached the already mentioned pupil. 'Why would I introduce myself to you, you know me.' 'I didn't know how to react to that, I asked him to introduce himself like the others, but he didn't like that very much. After class, I wanted to talk to him about how he should treat me at school, and he didn't like that very much.'\n\nSituation (Anamnesis):\nThe student was born as the second child and has an older sister. His parents are divorced, he lives with his mother. His mother takes adequate care of him, he has a new partner and another child with him. From childhood, his problematic behavior was manifested, he could not respect authority. The mother was informed about his behavior, she did not deal with the situation. He is rather problematic in front of other pupils, he shows off. He was diagnosed with a specific learning disability - dysgraphia. According to the words of a former employee of the school, he can also be very hardworking and calm. However, he needs to hear words of praise.\n\nTeacher Intervention (Solution):\nThe teacher called the student into the office. 'I tried to explain to him how we should treat each other at school. That I will treat him like a teacher and he like a student, he has to scold me and behave like other children and outside of school we can talk normally as always. I think I was nice to him and didn't come off as condescending. I just wanted us to be nice to each other.' The teacher got the answer 'As you wish.'\n\nOutcome:\nThe good intention of the teacher did not meet the understanding of the student. 'After my attempt to resolve the situation the pupil's behavior was appalling. He didn't show me respect and was rude, he didn't want to do his duties in class, he stopped saying hello.' Immediately after the incident and the teacher's efforts to resolve the situation, the student's behavior was worst. He seemed offended, he hardly communicated with the teacher. 'At least he started to tell me,' he adds. But his behavior gradually improved during the year, it wasn't as hell as at the beginning but it wasn't the best either, he still had some comments and remarks. Now the student is an adult working person. Although they were close with the teacher, they are not in contact and do not meet. 'After school the situation improved, but now we don't see each other anymore' he adds. 'I should have handled the situation completely differently, I should have talked to him calmly before the start of the school year, I really didn't think that this could happen.'\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: jízda na bmx kole, do sešitu kreslí graffiti, je možné, že někde sprejuje\nDisorders: Neuznávání pravidel,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "380", "student_age_year": "15 let, 9. ročník", "student_hobbies": "jízda na bmx kole, do sešitu kreslí graffiti, je možné, že někde sprejuje", "student_diagnoses": "", "student_disorders": "Neuznávání pravidel,Podvody", "teacher_approbation": "Magisterský titul, matematika a zeměpis", "teacher_practice_years": "11", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/188", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the physical education lesson, the children had the task of climbing a ladder. One student did climb over it, but then jumped off, which was against the teacher's instructions, who clearly told them that they were not allowed to jump off. By doing this, the student could have caused an injury.\n\nSituation (Anamnesis):\nThe student often ignores the rules or does not think about the consequences of his behavior for himself or those around him. However, it should be taken into account that they are still learning to recognize and respect boundaries.\n\nTeacher Intervention (Solution):\nAfter the incident, we immediately reprimanded the student. The teacher ordered him to do a certain number of squats, specifically 20, as punishment during gym class. To emphasize to him the seriousness of his behavior, the number of squats during the exercise was increased to about 25-30, which was not intended to hurt him, but to teach him.\n\nOutcome:\nAfter completing the punishment, it was obvious that the pupil realized his mistake. He behaved well during the rest of gym class and was calmer for the rest of the day.\n\nStudent Profile:\nAge/Year: 11/ 5. třída\nHobbies: Fotbal, videohry\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: (Disciplinary) Punishments\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "188", "student_age_year": "11/ 5. třída", "student_hobbies": "Fotbal, videohry", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "", "teacher_practice_years": "2", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/764", "content": "TEACHING CASE STUDY\n\nBackground:\nThe day started normally, but already in the morning the pressure was low, the pupils were a bit more active and less manageable than usual, most of the teaching staff had some pain (head, back, behind the neck) and I remember that even when we were in the seventh grade, we were also with the cantor 4, they pretty much rolled us. I've just been a jerk since morning. It was not the best for me, and after three hours, when the seventh graders were together, the turning point occurred during the break between the third and fourth classes.\n\nSituation (Anamnesis):\nThe students were on edge this day, most of them could not keep their more problematic behavior under control. The conflict started with utter stupidity when they suddenly started arguing about which color was cooler. Pupils claimed that it was blue, another pupil that black was the best. This triggered a lot of insults from both sides and one student got to the point where he just got 'angry' and started taking things out of the case and throwing them at others as he could get his hands on what and who. The supervising teacher hollered at us in the assembly room to go and compare the seventh grades and did not deal with it any further. I just took another pill, I was closest to the door, so I started to go to class.\n\nTeacher Intervention (Solution):\nWhen I came to the class, one student was very aggressive that it was recess and that he would deal with the boys himself. And he took a compass in his hand. I should have kept my cool at that moment, but unfortunately. Completely unprofessionally, instead of my usual methods, I started yelling if he was normal and if he was wondering what could happen. I'm kind of in the dark about the rest, but he said something to the effect that he's not stupid and knows what the compass will do. And then, in a fit of rage, you stabbed him in the hand. When he realized it hurt, he immediately calmed down and then started to cry. So I took him and took him to the assembly room, where we treated his wound. I would have done it differently today, but I'm also only human and it just happened that day. My course of action today would probably be that I would stand in front of him and calmly tell him to come with me to the corridor, that we will solve it there. I would try to explain to him that just as everyone doesn't look the same, we have different opinions and everyone likes something different and that we have to tolerate it as long as it doesn't threaten us in any way.\n\nOutcome:\nImmediately after the incident, I took all three aside and let them apologize to each other and explained that they didn't have to agree on everything, but they had to get along. I went on to tell them what would happen if they all argued like this and also what would happen if they hit one of their classmates in sensitive places. For about a week or two, our communication with one student was so dry, but then the spikes somehow dulled and we became a good pair again. From a long-term point of view, one student has currently gone six months without showing aggression towards his classmates, he first redirects his anger towards inanimate objects and then calms down relatively quickly.\n\nStudent Profile:\nAge/Year: 13 let, 7. třída\nHobbies: Hry na PC, seriály, sport\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Physical aggression, Selfdestructive behaviour, Verbal aggression\nSolutions Applied: Disrespectful communication, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "764", "student_age_year": "13 let, 7. třída", "student_hobbies": "Hry na PC, seriály, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Středoškolské vzdělání s maturitou", "teacher_practice_years": "5 let", "problems_annotated": "Emotional outbursts, Physical aggression, Selfdestructive behaviour, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/217", "content": "TEACHING CASE STUDY\n\nBackground:\nwas in charge of the hallway on the second floor between recess and class. I have the duty to check the students in the classrooms, I always check the toilets as well, sometimes there is more commotion there than in the classroom. I can already see from a distance that several female students are standing in front of the toilet door and cannot get inside. When I get to them, the students explain that the door is locked and that there are several 7th grade girls inside. I knock and call for the door to be unlocked. At first I only hear rustling and then the closing of the windows. 'Girls! Open that door now!', I shout. The students do not answer. So I challenge them one more time and for the last time and warn them that otherwise I will call the janitor and he will open the door anyway. After a long pause, they obey and unlock. At that moment, however, the smell of cigarette smoke also comes out of the toilets. 'Did you smoke there?', I ask, but I don't get an answer. I send the students who were waiting in front of the toilet to the toilet on the ground floor. I am the class teacher of the girls who locked themselves in the toilet - pupils, pupils and pupils. It's about a trio who are friends, they're not exactly exemplary students, but they've never done anything like that. I open the windows in the toilets to let the smoke out and go with the girls to the principal's office. I explain the situation to the director, but we also give the girls space to comment on the situation and explain their behavior. However, all three are silent, to our questions about why they did it or what preceded this incident, they only answer 'I don't know.' or shrugs. I am sending the students back to class. As this is a violation of school rules, the principal will contact the parents to see if they can come to school as soon as possible. We managed to get hold of the parents of all three girls, they will come after school.\n\nSituation (Anamnesis):\nAll three students - student, student and student have been friends since the 6th grade. They spend a lot of time together both at school and in their free time. They all have a complete family and an average benefit. The group of girls had no problems in class, they were rather inconspicuous and quiet. They do not have fun with other students, they are aloof. However, since the beginning of the school year, they dress exclusively in black clothes, put on a lot of make-up, and I have seen them several times in the city with friends who were significantly older than themselves. As for behavior, that too changed at the beginning of the year. The girls started disrupting class and talking back. My colleagues and I tried to negotiate with them at the beginning, but it was not effective, so we solved this inappropriate behavior with notes in the student book. This method of dealing with inappropriate behavior was successful, but short-lived, the girls only moderated for a few days. After a few notes and quieter days, this toilet smoking situation occurred.\n\nTeacher Intervention (Solution):\nAfter classes, the parents - both mothers and fathers of the girls - came to the school. The consultation took place in the presence of the parents, the girls, me as the class teacher and the headmistress. I explain to the parents the situation, how I found the girls and what happened, and also that their behavior has drastically worsened since the last school year, which they probably understood from the notes in the student book. The girls are sitting, silent and looking at the ground. It was obvious from the parents that they were in shock. The headmistress again called on the girls to explain the whole situation to us. At that, the student spoke up, apologizing that she was sorry and that she didn't want to do anything like that, and that actually only the student was smoking in the toilet, but not herself and the student. The student immediately agreed with this statement and nodded, the student remained silent and looked down at the ground. Her father challenged her to explain where she got the cigarettes and what she thought of them. The student replied that the girls were right, that they really didn't smoke with her, then she paused and started to cry. Her father yelled at her, 'I'll see you with those hooligans hanging out with him one more time and you'll be under house arrest until Christmas!' The student's mother explains that her daughter started hanging out with older friends during the holidays and since then her behavior at home has also worsened. She comes home late, lies about where and with whom she has been, and unfortunately the house punishments have not helped. The student's mother informs us that the student is often seen smoking cigarettes with her adult boyfriend on the benches in the park, because his office is opposite the park. We will ask the girls to leave the room and wait outside the principal's office. We inform the parents that the principal and I have agreed on the following solution to the situation: The class teacher will reprimand the student for supporting a classmate in violating the school rules - not a single student tried to stop or inform the teacher. The student will be reprimanded by the school director for violating the school rules, but should the situation repeat itself or her behavior should not improve, solving these situations may lead to a grade 2 for behavior. The parents respect our decision, apologize for their daughters' behavior and promise it won't happen again. In this case, the principal and I are happy for the parents' understanding and support.\n\nOutcome:\nconsider the result of the solution to be successful. The girls started to be more involved in the lessons the very next day and behaved well. Later, they improved their grades and participate in after-school clubs. However, the result was positive mainly thanks to the parents' support and their agreement. We have been in contact with the parents over the following weeks to inform them of their daughters' behaviour. This active communication was a key solution, parents had more insight into their children. A similar situation never happened again, the girls successfully completed primary education and are now in secondary school.\n\nStudent Profile:\nAge/Year: 12-3 let, 7. třída\nHobbies: Sociální média, kamarádi\nDisorders: Lhaní,Porušování pravidel\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "217", "student_age_year": "12-3 let, 7. třída", "student_hobbies": "Sociální média, kamarádi", "student_diagnoses": "", "student_disorders": "Lhaní,Porušování pravidel", "teacher_approbation": "Magisterský titul – NJ, AJ Magisterský titul – TV, Z", "teacher_practice_years": "22 a 26 let", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/792", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was very visible and audible in the classroom from the beginning. He had a need to comment on everything, to have fun with a classmate on the bench or even with classmates in the immediate vicinity. During class he would occasionally speak unprompted or get up and go to the bin with something. His tendency to comment on everything led to him often getting lost in reading or writing together. Although he cooperated in off-the-bench activities, he often argued and had to be reprimanded. In the morning, he would also run from the sorority to class to be there earlier. Once, when he wanted to go to the bathroom just before the bell rang and I refused, he disobeyed and went to ask the assistant again. He didn't cooperate with another teacher in gym class and it was difficult to control his behavior. Nevertheless, the student is nice and very smart.\n\nSituation (Anamnesis):\nThe student is intelligent and very smart, likes sports and has no problem with communication. He is very friendly and willing to help. He lives with both parents and has a younger sister.\n\nTeacher Intervention (Solution):\nWith increasing disruptions in class, I first reacted by transferring the student to another classmate, but this did not always help. Now he sits alone in the last pew, which he himself wished for. Because he was often the first to finish assignments, he would get help from me, such as collecting notebooks or handing out worksheets. At the end of the second grade, I discussed the situation with the special pedagogue and we recommended the parents visit a pedagogical-psychological counseling center. After being referred to a psychologist, the pupil was diagnosed with ADHD. In the class, we have a teaching assistant for another student, who sometimes helps me correct the student's behavior. I think I did the right thing, but maybe I should have sent the student to the counseling center earlier.\n\nOutcome:\nAfter visiting the counseling center and the psychologist, the student's behavior changed a little, but maybe my view of him changed as well. I call him out often if he's checking in, and he's been tasked with handing out notebooks. Now he sits alone in the back seat and is happy there. When he had math examples calculated, he would stretch in the desk but not disturb the others. I noticed that she perceives only one authority. I just give him a bad look and he already knows to be quiet. He doesn't listen to the teaching assistant and the gym teacher very much. We are still figuring out how to proceed with the situation.\n\nStudent Profile:\nHobbies: Sport,\nDisorders: Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "792", "student_age_year": "", "student_hobbies": "Sport,", "student_diagnoses": "", "student_disorders": "Rušení výuky", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1077", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was a day like any other, I came to school and went to teach. I entered the class then, I think they were sophomores and they were supposed to write a test. I don't remember what it was exactly, but I know that it was an example from the book of the author being discussed, and they were supposed to look for typical features of the given period and author in the text. After the given time, I collected the tests and immediately started correcting them. I noticed that for some students the answers are very similar, if not the same and too technical. Only a great literary theorist would find such things in a text, so it was clear to me what was going on. Right after the test, one student came to me to apologize and admit that he had cheated. I offered him an alternative date, saying that I rated the test as insufficient. The same problem appeared with one student who did not confess to the crime and insisted that she wrote the test herself and that she really found the mentioned things in the text. So I told her that I wanted her to prove the things she wrote in the test with specific examples from the book. I gave her a deadline of the end of the week. After two days, a colleague came to me and was surprised. She asked me what on earth I was assigning, that I wanted so much from the children. It turns out that the student gave her punishment at home as homework that everyone got without admitting why she was given such an assignment. The parents asked my colleague for help because they knew each other. That very day, I invited the student to my office.\n\nSituation (Anamnesis):\nalways enjoyed teaching in this class, when it comes to copying, I sometimes had to deal with it, but I had a fixed procedure and the students knew what could happen if they found a tow truck or a mobile phone. Therefore, this behavior appeared very rarely. Overall, it was more of a science-oriented class, so tests in chemistry, biology, and physics were preferred. And they didn't have that much time left for my subject, or so they claimed. When possible, we agreed on the date of the test in advance so that they would not have to buy a lot, sometimes I postponed the date when they asked me far enough in advance.\n\nTeacher Intervention (Solution):\nThe moment I learned that the student did not admit the origin of her punishment to her parents, I was a little taken aback, and therefore I had to organize my thoughts first. After finishing the lesson with her class, I called her. I told her what my colleague came to me with. She was obviously not comfortable with the situation, so I asked her again how the test went. I saw that she realized that it was no longer worth lying, so she confessed, apologized for her behavior, and we agreed that she didn't have to do the assignment, but that she had to pass the test. And so it finally happened.\n\nOutcome:\nAfter the incident was resolved, the student no longer cheated during the written assignments in the given classes, she completed all the tasks assigned by the teacher conscientiously and handed them in on time. I think she has learned enough from her behavior.\n\nStudent Profile:\nAge/Year: 16. let, 2. ročník střední školy\nHobbies: Malování, matematika, příroda\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: (Disciplinary) Punishments, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1077", "student_age_year": "16. let, 2. ročník střední školy", "student_hobbies": "Malování, matematika, příroda", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Český jazyk a literatura a Dějepis", "teacher_practice_years": "20", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "(Disciplinary) Punishments, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/879", "content": "TEACHING CASE STUDY\n\nBackground:\nbecame the class teacher of one of the ninth classes and immediately started to observe problems. One of the students was often disruptive in the class (snacking, shouting at classmates, playing videos on his mobile phone, etc.). He laughed at the comments rather than taking them seriously. His deteriorating academic performance was also a problem. It reminded me of the case of the student I told you about.\n\nSituation (Anamnesis):\nThe student lives with his mother and stepfather, with whom he has a complicated relationship. Most of the time he is out with friends or playing sports. He prepares for school to the best of his ability, but is disruptive and not paying attention in class. He gets along well with his classmates, he is one of the prominent personalities in the class. Study results gradually worsen.\n\nTeacher Intervention (Solution):\nDuring the lesson, it helped if I threatened the student in question with a class reprimand, the behavior improved for a time (mostly for a few class hours). But the problem returned periodically and worsened over time. Thanks to my experience, I started to solve the situation differently than in the previous case. After the lesson, I came to the student and asked him if he could stay in the classroom for a few more minutes. Our conversation revealed that he was not interrupting because he had something against me, but rather out of boredom and to amuse his classmates. He also talked about how difficult it is for him at home, but did not specify the situation further. I explained to him that we can work together in class, not harm each other by interrupting and yelling. I suggested that I involve him more in the teaching (handing out notebooks, writing on the board, etc.). The student agreed and our conversation ended. The very next week there was a significant improvement. The student was calmer, less disruptive and more attentive. It looked like the problem was solved. However, the deterioration of academic performance continued. I therefore decided to talk to the pupil's former class teacher. She told me that the student has been living with his mother and stepfather for several months, that they do not have a very warm relationship and that this could be the main reason for the problems. I decided to talk to the student a second time. I carefully honed in on the family topic, whether he has a suitable study environment, whether his parents help him with his homework, what the general environment is like at home, etc. The student confided in me that things are not easy at home and that he misses his father. His stepfather usually ignores him, and if he does, he is more likely to yell at him at home than to praise him. In addition, it is said that he will soon have a sister or brother. After listening to the student, I decided to talk to his mother. I invited her the same week to talk about my son, his academic results and behavior. At the beginning, I stated that the student's behavior has improved a lot, but that I am mainly concerned about the student's academic results and willingness to learn. I told the mother that I had spoken to the student and that he was talking about a bad family situation. The mother confirmed to me that her son's relationship with his stepfather is not ideal, that it is a long-term problem and that she will talk to the student at home. After these conversations, I thought about how to help the student. I thought of the possibility of unpaid tutoring, which could be conducted directly by me and one colleague. The student with the worst results was in the Czech language and mathematics taught by my good colleague. I agreed with her that we could introduce one-hour tutoring blocks twice a week, in which we would focus on the subjects of mathematics and the Czech language, which we had already discussed in class. I shared the information about the tutoring with the student's mother and also talked to the student about it, that it would be good if he attended these classes and it would help him achieve better academic results. The student agreed.\n\nOutcome:\nAfter a few weeks, I noticed the first improvement (in mathematics and the Czech language), from an average grade of 4 to 5, it became an average of 2 to 3. In other subjects, the results were the same as at the beginning, but within a few months, they also started to improve. Behavior problems have almost completely disappeared, and the student even boasted to me that he started reading and going to the library. Overall, I evaluate my solution positively and I am glad that I motivated the student to better academic results. I only regret one thing, and that is that I did not react in the same way in the first similar case as in this one.\n\nStudent Profile:\nAge/Year: 14 let (9. třída)\nHobbies: sport – fotbal, tenis\nDisorders: Rušení výuky,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "879", "student_age_year": "14 let (9. třída)", "student_hobbies": "sport – fotbal, tenis", "student_diagnoses": "", "student_disorders": "Rušení výuky,Nepracovitost", "teacher_approbation": "titul Mgr., aprobace český a anglický jazyk (2. stupeň ZŠ)", "teacher_practice_years": "12 (v době kazuistiky – 5, v době kazuistiky ++ 8)", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/338", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation developed during the Czech language and literature classes, where I often had problems with this student. These problems were usually not unusual - not completing homework, problems responding when called upon, unwillingness to cooperate, not paying attention, and disrupting class by communicating with other students. Once, however, the student was upset and conflicted from the beginning of the lesson. When I called him out and asked a question about the literary text, he replied annoyed: 'I don't.' To my next question as to whether he had read the sample in question, he replied adamantly that he had not, because he did not enjoy it. When I asked him if he didn't mind that he was making my work and the class uncomfortable, he said that he didn't care. After pointing out his bad grades and the possibility of failing, he replied that he wanted it and that he would do better than me. After my call to leave the classroom, he remained seated and ignored further calls.\n\nSituation (Anamnesis):\nThe high school student had below average school results and high absenteeism. He avoided school, especially during exam and paper times, and only appeared when necessary. He participated in school basketball games where he achieved success.\n\nTeacher Intervention (Solution):\nIn response to his behavior, I tried to resolve the situation by pointing out to him the consequences of his actions for his school performance and future. When that didn't work, I asked him to leave the class. His non-response to my calls made me continue to teach and ignore his presence.\n\nOutcome:\nThis incident had both short-term and long-term consequences for me. In the short term, I felt embarrassed by my lack of emotional control and unprofessional behavior, which damaged my authority. I was uncomfortable teaching in this class for a long time. The student eventually transferred to another school.\n\nStudent Profile:\nAge/Year: 17 let – 2. ročník\nHobbies: Basketbal\nDisorders: Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "338", "student_age_year": "17 let – 2. ročník", "student_hobbies": "Basketbal", "student_diagnoses": "", "student_disorders": "Podvody", "teacher_approbation": "Vysokoškolské vzdělání – titul Mgr. – Aprobace: Český jazyk a literatura, Dějepis", "teacher_practice_years": "13 let praxe", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/720", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student was complex, suffered from a feeling of inferiority, and had low self-esteem. Before she started the first grade, she had a deferral and an examination paper from the counseling center that she was a borderline child, that her IQ was on the borderline of mental retardation. But she was very diligent, she studied at home all day, in math she memorized the examples, she knew everything in her notebook, but she didn't understand them as soon as the numbers changed. She had only one friend in her class. In front of the class at the beginning of December, in an attempt to attract attention, she was showing off where she had been, what she had bought, etc. She wanted to draw attention to herself, but it was made up.\n\nSituation (Anamnesis):\nThe class started calling her out for lying, her friend pulled away from her when she started making things up. In an attempt to resolve the situation, the teacher began to address it in front of the whole class and told the student that she was lying. At the same time, there was a pedagogical-psychological consultation at the school that day, not because of her, but because of the solution to the climate in the classroom. The class had been divided for some time, we suspected that bullying was starting there. The worker from the counseling office entered the class, not knowing what was happening because she had not received information from the school management, and labeled the student as the aggressor, the one who disrupts the class.\n\nTeacher Intervention (Solution):\nThe student broke down, had psychological problems, refused to go to school for the whole of December. Then it was Christmas, during this time the mother started to deal with the child's doctor, the student was given medication to calm her down, and she gradually began to trust the guidance counselor at school. From January, she gradually started going to consultations with teachers whom she trusted, 1-2 hours a day, in the afternoon when no one was at school, later also during traffic, but it took a long time before she started going to the teacher in class (the whole situation dealt with for 2-3 months) and never had a good relationship with her.\n\nOutcome:\nAs a school, we absolutely did not manage the situation and we hurt the student a lot.\n\nStudent Profile:\nAge/Year: 9. třída, 15 let\nHobbies: žádné, škola a doma učení\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Lying and cheating\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "720", "student_age_year": "9. třída, 15 let", "student_hobbies": "žádné, škola a doma učení", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské Ing, zároveň i pedagogické vzdělání", "teacher_practice_years": "30", "problems_annotated": "Diagnosis, Lying and cheating", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1017", "content": "TEACHING CASE STUDY\n\nBackground:\noften try to take my students to various educational programs, but due to their behavior, it is often really unmanageable. The peak of the student's behavior was when he started using dirty words, not only in front of his classmates, but also in front of me. However, he also used obscene words in front of the lecturer during the teaching program. Specifically, he confronted his classmate about his mom being a ****.\n\nSituation (Anamnesis):\nMy class was unfortunately affected mainly by distance learning, they did not have the opportunity to form their relationships from the beginning, and the more frequent stay in the Internet environment did not benefit it much either. I have more problem students in my class, but this one stands out from the crowd. The student behaves arrogantly, does not respect me, often talks back, does not pay attention to any of my attempts to solve the situation. I observed that the student respects his father very much, and not only him, he also respects the director and the prevention methodology, I would like to emphasize that they are both men. I can say with certainty that a similar atmosphere prevails at their home as well. When solving problems, the father often defends himself by saying that he would never allow himself to do this in front of him and puts his wife down, that she is definitely to blame for this again, and that she definitely allowed him to do this again. If a father uses these words in front of his son, it is no wonder that the student does not respect women.\n\nTeacher Intervention (Solution):\ntried to solve the situation on the spot, I explained to the student that these words are not used, and certainly not in public and in a school environment. I told the student that I would inform the director about everything, and that everything would be resolved with him. When we got back to school, I went to the principal alone first to make sure I was handling the situation correctly. Later, the student and I both went to see him. Mr. Headmaster more or less repeated what I had already told the student in the teaching program. But it should be mentioned that this time the student lowered his ears and burst into tears. When I confronted him in exactly the same way, he looked at me with contempt and did not regret anything. He has now apologized for his behavior. A reprimand from the class teacher was suggested to the student. I then called my mother, explained the situation, and a reprimand was sent through the school system. The student was aware that the punishment was adequate.\n\nOutcome:\nIt seemed to me that this whole situation only deepened his disrespect for my person, but for some time I did not notice any foul words and insults from him. After about two weeks, however, I got sick. During my absence, he was caught several times insulting not only several of his classmates, but also several students from other classes. The student was immediately sent to the principal and the representative for the 2nd grade, where he was told again that he repeatedly violated the school rules, and that there would be a vote on the reprimand of the school principal in the half term. However, that didn't work either.\n\nStudent Profile:\nAge/Year: Žák na prvním stupni (4. třída)\nHobbies: Žák navštěvuje kroužek florbalu, většinu svého času tráví na počítači.\nDisorders: Lhaní,Vulgární vyjadřování,Podvody,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Interview, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1017", "student_age_year": "Žák na prvním stupni (4. třída)", "student_hobbies": "Žák navštěvuje kroužek florbalu, většinu svého času tráví na počítači.", "student_diagnoses": "", "student_disorders": "Lhaní,Vulgární vyjadřování,Podvody,Neúcta k autoritám", "teacher_approbation": "Mgr., učitelství pro první stupeň a německý jazyk", "teacher_practice_years": "20", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1276", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation concerns a girl who had achieved decent grades throughout her studies and was expected to go to high school. At the beginning of the ninth grade, problems arose when the girl could not cope with the work on a preparatory trip to nature. During the year, the absences increased and the girl stopped going to school or attended only a few hours. The benefit was deteriorating and communication was difficult, although the teacher had a good relationship with her. She often left for health reasons, although it was obvious that the problem was elsewhere. There were relationship problems in the classroom, and the girl may therefore have found friends outside the school, older ones, with whom she socialized even during classes. In the end, she was unable to get back into the school system.\n\nSituation (Anamnesis):\nThe girl's family situation was not particularly problematic. She lived mostly with her mother, her father worked abroad and they had a lifestyle that suited them. The upbringing was free and from the fourth grade, when the teacher recognized her, the girl could basically do whatever she wanted.\n\nTeacher Intervention (Solution):\nWhen the teacher noticed the girl's increasing absences, she tried to solve the problem with the mother, who excused the absences, even though sometimes she did not even know that her daughter was not at school. The girl alternated between going to school and not going to school, so the teacher had a conversation with her, in which the girl stated that she had other priorities and did not want to go to high school, but to study. The mother was not enough for the girl and could not change the situation. The teacher offered to consult a psychologist several times, but the girl refused and the teacher could not force her to do so.\n\nOutcome:\nDespite all the teacher's efforts to influence the situation, they did not bring any results. The girl completed the ninth grade with fours on the report card, and then went to the teaching field. The teacher thinks that the girl may have chosen an easier path and considers whether the situation broke the moment the girl realized that she could no longer catch up on the lessons she had missed.\n\nStudent Profile:\nAge/Year: 9. třída, 15 let\nHobbies: /\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1276", "student_age_year": "9. třída, 15 let", "student_hobbies": "/", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Dokončené magisterské studium, Český jazyk, Výtvarná výchova", "teacher_practice_years": "25 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/456", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teaching of the Czech language took place in the usual way. Pupils were given the task of doing independent work with the text to prepare for the entrance exams. Read and answer the questions from the text. From the beginning of the lesson, the student looked very dissatisfied, annoyed and commented negatively on the assigned work. This was normal for her, so I wasn't surprised at all. However, as the hour progressed, this condition continued to deteriorate. The student refused to work, disturbed those around her, who, based on her insinuations, also did not want to continue with the assigned work. She repeatedly disobeyed my admonitions, later threats. I don't like to use this threat approach, but in certain situations there is no other choice. In this situation, I was starting to get on my nerves because her behavior was unbearable.\n\nSituation (Anamnesis):\nThe student came from a Roma family, a very vivacious, expressive personality. Unfortunately, often characterless and insidious. She liked to make mistakes in class, disrupting the course of teaching. She had a very lax approach to absolutely everything, trying to get everything done, done as quickly as possible and get it over with. In addition to being lazy and phlegmatic, she lacked the basics of decent behavior. She was constantly shouting, making stupid remarks, disturbing the neighbors around her. In short, she was unmanageable and unbearable.\n\nTeacher Intervention (Solution):\ndealt with the situation from the beginning of the class only with an admonition, which had no weight, as if I were talking to the air. Next, I started using threats like, you will get more homework, you can go away, if your parents excuse you, I will report your work from today's class. Her retort endurance was admirable, but it was clear to me that she was used to having this kind of conversation with her parents. This bothered me and I made it clear to her that this does not apply to me and that the same rules apply to her in class as to all other students. During the lesson, I sent her out the door so she wouldn't disturb the rest of the class. She was there for about 10 minutes, and then we rushed to check the correct answers, so I called her back to the class. However, her behavior worsened even more. When she came back she cursed at the assigned task, specifically saying \"that's shit I'm not going to do\n\nOutcome:\nThere was no solution, because the student laughed in my face and didn't care. After that, the bell rang and I left the class with a stuffy atmosphere. No further solutions with the directorate. However, the incident had its side effects, because the girl's father came to see me. He complained about indecent behavior and venting his anger on the child. I explained the circumstances to him and together we agreed that a similar situation would not happen again. I appealed to him for the student to improve her behavior. Over the course of the next few hours, the girl really calmed down, but it wasn't entirely possible to say that it would be a big change. In any case, nothing like that had to happen again, her interruptions were not so unmanageable. Above all, I knew that I would not behave like this again.\n\nStudent Profile:\nAge/Year: 14 let, 7. roč.\nHobbies: Zájem o opačné pohlaví\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "456", "student_age_year": "14 let, 7. roč.", "student_hobbies": "Zájem o opačné pohlaví", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "10", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/816", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole thing happened during last year's adaptation stay, organized for first-year students. In this class, there were more demanding children, at least one student from the immediate vicinity of users of strong addictive substances, who was even caught offering marijuana to others during their stay. However, the case I describe concerns a girl who attempted suicide on the day of her departure. During her stay, she did not particularly stand out from what we are used to with male and female students - she did not particularly like to participate in sports activities, she paid even anxious attention to her appearance and was constantly on her mobile phone, where she corresponded live. In the collective, she had fun with both girls and boys, even if only selectively. She spent her free time with her classmates mainly in the room, but in the evening she came alive and was always in the center of the action. We did not observe any significant problem behavior. But on the day of departure, or rather at the moment of departure, she really got us... We were already gathered before boarding the buses, when she allowed herself to go to the toilet, which we approved. But she didn't come back, and when the students were already on the bus, her friend offered to run for her. In a moment she was back, that S. was in the toilets, she had cut herself and was bleeding. I immediately ran out with the other teacher to find out what was going on. S. was sitting in tears on the toilet, bleeding from under her calves, where she had cut herself with eyebrow scissors. We slowed down the bleeding with cold water and took her to the infirmary. There they tied everything up and sent her to the hospital just to be sure. In the meantime, we tried to find out what happened and especially why. From what she told us, and what we then added to her friend, we understood that it was a disappointment in love. S. has had a boyfriend for a year, whom she loves very much and is afraid of losing him. And he texted her that very morning that he wasn't sure whether to continue their relationship, which completely threw her off. I realized that I saw her at lunch with reddened eyes, but otherwise she functioned normally even in the morning program, and we left immediately after the meal, so I didn't even have time to solve it any further. Fortunately, the cuts were not very deep, and there will be no lasting consequences.\n\nSituation (Anamnesis):\nŽačka lives in a divorced family with her mother, with whom she has, as far as is possible at this age, a good relationship, they are in fact constantly in contact - they write and sometimes even call during the day. He talks relatively nicely about his mother, rather with understanding even for the rules set at home. He sees his father sometimes, but does not get along very well with him. She takes her younger sister in stride, but she likes her. In elementary school, she was rather problematic - both with her level of knowledge and approach to studying, and by sticking to the worst possible party - alcohol and cigarettes are certainly not unknown to her, nor are they exceptional experiences. She smoked until the first semester of secondary school, then switched to nicotine sachets. She had been dating her boyfriend for the second year at the time of this incident, and she was very proud of it. They exchanged photos of what they were doing, where they were, during the day, maybe that's why she powders herself several times during the hour and checks herself in the mirror. It's obvious that most of her attention is on her phone and it's almost impossible to keep her concentration for more than a minute. He often interrupts by talking to his male and female classmates. She visibly flirts with some boys. She doesn't really care about studying as such, she has more of an external motivation – to do school according to her mother's wishes, or not to fail, and thus get some motivational gift. She thrives in school with the most common grades of 3 and 4. She has more or less no hobbies, perhaps only that she enjoys playing with small children and is interested in cosmetics and trends in them. After school, she would like to find somewhere quiet where she gets paid and doesn't have to work hard.\n\nTeacher Intervention (Solution):\nI'm probably not able to give an exact description of what we were saying at that moment due to strong emotions, but I know that the look was terrible, shock, fear, pity - both of us and her middle school teacher tried to calm her down first and in between determine the severity of the injury and then stop or at least slow the bleeding in cold water. Then when she stopped knocking and sobbing, we tried to find out what happened, we asked why she did it, we talked about what her boyfriend wrote to her, we tried to find out if it was the first time - just the circumstances of it all. Even then she looked relaxed and communicated with us, she had no problem sharing even this intimate information with us. After the treatment, we called my mother and agreed on what to do next. She told us that the student had never gone that far before, but that it didn't surprise her that much, that she tends to be theatrical. She then picked up her daughter at the hospital.\n\nOutcome:\nIt was very emotional in the short term, also because of how classmates handled it. We agreed not to send it anywhere else, but it still spread to other freshmen. We then had a visit from a psychologist in the class, who discussed this topic with the children, discussed how to react in such situations, which the students acknowledged relatively gratefully. We then informed the teachers of this class about increased caution when leaving the class, especially if it was a female student, and in any case, one of her classmates should always go with her in a stronger emotion. Teachers were supposed to monitor how long they were away and check if the length was inadequate. The mother was advised to undergo a psychological examination of her daughter and asked for a final report. She then mentioned in particular the need for attention, both from authorities and classmates. The new environment of the secondary school is clearly suitable for her, because she works well in the class group, she has many friends there, and she is not afraid to express herself in class.\n\nStudent Profile:\nAge/Year: 16 let, 1. ročník SŠ\nHobbies: Kamarádi, přítel, vzhled, hudba\nDiagnoses: Dyslexie\nDisorders: Psychické problémy,Sebepoškozování\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "816", "student_age_year": "16 let, 1. ročník SŠ", "student_hobbies": "Kamarádi, přítel, vzhled, hudba", "student_diagnoses": "Dyslexie", "student_disorders": "Psychické problémy,Sebepoškozování", "teacher_approbation": "VŠ, angličtina", "teacher_practice_years": "15", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/270", "content": "TEACHING CASE STUDY\n\nBackground:\njoined the class as a crowd for a sick colleague. At this time, I was already receiving an old-age pension and helped out at school as needed. I didn't know the children more or less, I was only made aware of pupils with SEN. From the beginning, one student had a negative attitude towards me, he did not pay attention to any of my instructions, he ignored the work instructions. This pupil is with the third level of support measure, but the support measure was not granted to him, it was granted to another pupil. In physical education class, there was a conflict between a pupil with an approved support measure and this pupil. The one with the granted measure pushed the other. He got angry, started screaming, flailing his arms and legs around him and kicking me as well. Although I was informed that the student reacts negatively to a raised voice and reprimand, I could not help myself and after a whole day of reprimanding, I started shouting at him. At that moment he turned and ran to the other end of the gym. There he got up and refused to continue communicating with me, refused to return to the classroom, his head was down. Since there were other students in the gym, the teacher's assistant took over the problematic student and I led the other students back to the classroom. After about 60 minutes, the teaching assistant brought the problematic pupil to the classroom, after entering the classroom the pupil hid under the desk and refused to climb out. I phoned the student's mother and informed her about the situation. During the conversation with the mother, the mother offered me literature dealing with ADHD and SVP, which describes the problems of those children. I angrily told her that I didn't need any books and that her son had no business in this school. After that, my mother refused to talk to me any further and went to solve the situation with the school principal.\n\nSituation (Anamnesis):\nThere are a total of 16 pupils in the class, a teacher's assistant works in it. In the class, there are four students with third-level support measures (2 students with behavioral disorders, 1 student with learning disabilities, 1 female student with a mild cerebral disability) and three students with second-level (specific learning disabilities).\n\nTeacher Intervention (Solution):\nThe incriminated situation arose during a physical education lesson and its resolution took place in the following two lessons. During a physical education lesson, student J. pushed another student, who got angry and started waving his arms and legs around. At that moment I came to them and tried to find out what happened. In the following interview, the teacher is denoted by the letter 'U', the pupils by the letters 'A' and 'J', the teacher's assistant by 'B'. U: 'What happened baby?' A: 'J. he pushed me.' J: 'But by mistake, I didn't want to.' A: 'That's not true, you keep pushing me.' J: 'But it was really a mistake, I really didn't want to.' U: 'So can you tell me who started it?' The other children shouted at this and rather supported the version of pupil J., which upset pupil A. When I turned to pupil A. saying that perhaps not much had happened, he kicked me. U: 'You're not serious, what are you doing? I'm calling my parents right now.' A. ran to the other side of the gym. U: 'Come back immediately. didn't you hear me I'm telling you, go back!' A. squatted in the corner of the gym and stared at the wall and did not react. U: 'A., come back. How many times do I have to repeat that to you?' The next few minutes passed in a similar vein. A. did not respond to any instructions, so I handed him over to B. and went to class with the other children. After about an hour, B. and pupil A. came to class. I greeted him with the words: U: 'Well, have you calmed down? Please sit down and finish writing the notes from the board.' At this moment, pupil A. hid under the bench and refused to climb out. U: 'A. get out now, do you think I'm only in charge of you?' B. tries to calm the situation. B.: 'A., come on, climb up and we'll look at it together. I'll help you with that.' B. tried several times to get A. to get out from under the bench, but he still did not respond. The end of the lesson was approaching, I took the other students to lunch and went to call the mother of student A.\n\nOutcome:\nThe mother immediately came to the school. A. curled up in his mother's arms, he did not communicate with his mother, he just let himself be behaved. I again described the situation to my mother. She constantly convinced me that A. was unable to respond adequately and recommended specialist literature. I answered her that after so many years of practice I don't need to study anything new. In my opinion, her son is ill-mannered, does not respect authority and cannot respond appropriately to conflicts with classmates. My mother and I could not find a common solution, and I passed the solution to the school principal. At the same time, I ended the group for an absent colleague, and I have no interest in returning to school as a teacher in the future either. I believe that I can't handle working with students with problems because I like order and order and these students are not able to respect my principles.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: není mi známo, třída jsem učila pouze krátkou dobu\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Physical aggression, Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "270", "student_age_year": "10 let, 4. ročník", "student_hobbies": "není mi známo, třída jsem učila pouze krátkou dobu", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní", "teacher_approbation": "VŠ – Mgr., 1. stupeň", "teacher_practice_years": "37", "problems_annotated": "Diagnosis, Emotional outbursts, Physical aggression, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/202", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation occurred a few years ago, when I was still teaching at a secondary vocational school. At the beginning of the school year, I always agreed with the students on the terms of classification and the conclusion of grades for the semester. This meant certain percentages of maximum absences, which coincided with the terms of the school rules, and then a certain number of grades per semester, from which I compiled the final grade. For the most part, there were no problems with this, only sometimes I had to agree with the students on a certain replacement, because they had few grades for various reasons. The student was not affected by the problem with absence thanks to his IEP, his absence was not recorded in the system. In the first semester, when he was in the third year, we ran into a problem with grades together - he only had one, it was January, so I had to catch up on some grades in order to classify him. We had agreed on a replacement job, which he was supposed to hand in to me at the given hour in question. At the beginning of the lesson, I told the student that we would solve our issues together at the end of the lesson, and I taught for 40 minutes, saying that I didn't know yet if he really had the substitute performance or not. When I asked him at the end of the lesson to show it to me, saying that I would enter a grade for it into the system by the next lesson, the student informed me that he had nothing and had not worked it out. He said he was very sorry but that he 'just didn't have time'. I asked why he didn't do it and he said he 'didn't know', and when I asked him afterwards what he suggested we do with his grades if this wasn't the way, he very reluctantly said he had no idea. At that moment, I told the student that if he does not show effort and does not make up his grades, I will not be able to classify him, even taking into account his IEP. I didn't expect the student's outburst at that moment - he got up from his chair and very loudly told me why I shouldn't \"classify him\". Quite shocked, I repeated to him that it was because he had no grades and that this was a necessary condition for classification - at that moment the student angrily pushed the table in front of him, kicked the chair he was sitting on, and started cursing in the spirit of I must be making fun of him, visibly very upset.\n\nSituation (Anamnesis):\nAt the time, the student was a student in the third year of a secondary vocational school, already an adult. He was an intelligent student, but he usually did not get very good grades because school was not a priority for him and he often shirked his duties according to his teachers. Already from the second year, the pupil was educated according to the IEP established after agreement with the parents, due to the intensive number of hockey training sessions and matches. This meant that the student's attendance stopped being recorded, and hand in hand with this, the student began to attend classes less, much to the displeasure of many cantors. He was often not aware of assigned tasks or lost track of his school duties. His relations with the class also worsened, which were united in the fact that the student does train, but mostly just avoids school. So often, if the student was solving something with the teachers in class, someone from the class would comment on his school affairs. The student's aggression has already manifested itself several times, in the worst case during the skiing course he took with his class in the second year, when he got drunk on smuggled alcohol and pulled a knife on his classmate during an argument.\n\nTeacher Intervention (Solution):\nThe student's outburst took place in front of the entire class as the others prepared to leave the classroom. I was very surprised by his aggressive outburst, and before I could react adequately, one of the other students started shouting aggressively at the student, asking if he was normal, and one of the other classmates joined in and called the student vulgar. At that moment I got up from the table, and I will admit, I tried to stay away from the student, because he was visibly affected, and he was not a child, but an eighteen-year-old athlete, and I was afraid at that moment what might happen. I didn't speak to him at first, but to his classmates, who were just teasing him at that moment, and I asked them not to speak to the student at all and to leave the classroom. Then I told the student that I would come back to clear the table, and I left with the others in the corridor. I closed the door behind me and stayed in front of the classroom, where I tried to process the situation myself. It took a while for the student to wait, when I returned to the classroom, he was visibly calmer. I invited him to pack his things and if he was calm, to move to the next class, that we would talk about his grades another time, if that was okay. The student did not answer me and started packing his things with quick, violent movements. I could see that he was not calm, and since I thought at that moment that it was not a good idea to send him to his classmates, who had their own opinion about his outburst and there would probably be a fight in the class, I sent him back to the boarding school with the fact that I will handle everything with the other teachers. The student agreed and left.\n\nOutcome:\nIt turned out that it was a good idea not to send the student back to the rest of the class - after talking with colleagues, I learned that the class was very upset by his performance and took a very negative attitude towards him. On another solution, we worked together with the student's class teacher, who went to her class that very day and persuaded them not to solve the whole matter with the student and leave it to the teachers to solve. Later on, my communication and cooperation with the student was difficult - in the given semester, the substitute performance was finally enough, but in the next semester, a similar problem appeared and I could not give him the final grade. A similar aggressive outburst did not happen again, but the pupil's attitude towards school got worse and worse. , he didn't come.\n\nStudent Profile:\nAge/Year: 18 let, 3. Ročník SOŠ\nHobbies: Sport - hokej\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Transfer of student \nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "202", "student_age_year": "18 let, 3. Ročník SOŠ", "student_hobbies": "Sport - hokej", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské – učitelství odborných předmětů pro SŠ", "teacher_practice_years": "10 (učitelství na SŠ, poté asistenství na 1. stupni)", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/162", "content": "TEACHING CASE STUDY\n\nBackground:\nThe day the problem happened here, I was supposed to go to the 8th grade to substitute for a history class. I don't normally teach this class, so I don't know the students very well. I only meet them in the corridors, in the lunch lines or during the aforementioned substitution. Although I have not yet had the opportunity to get to know the students of this class, I knew from hearsay from my colleagues that this is a problematic class. I also knew the most troublesome boys by sight and was able to assign names to them. Naturally, I wasn't really looking forward to this class, and I came to it rather slightly upset that I had to substitute. However, when I came to the classroom, it was quiet and the students were sitting in their desks. I took a little breather, because I expected that before the class even started, I would have to calm down a herd of angry baboons. I went to prepare my things for the department, got the preparation from my colleague and was going to write the date and topic of the lesson on the blackboard. But when I turned to the blackboard, there was a large diamond drawn with a line in the middle and various smudges around the blackboard.\n\nSituation (Anamnesis):\ndon't know the class very well, but I know from hearsay that every now and then they solve some problem, but it is rarely solved, because the classmates stick together and rarely say anything to each other. The class itself isn't problematic as a whole, but there are a few guys who unfortunately do the things that give the class such a bad reputation.\n\nTeacher Intervention (Solution):\nThe situation really messed me up because the little picture was so big that it was clear that it was on purpose for me to notice it. At that moment I turned around and asked who did it. Of course they sat as if cut off and no one said anything. When I really emphatically asked again, they started looking at each other and sometimes someone smiled. I caught the most troubled boy I know from the story turning around and whispering something to his friend. At that moment I was clear. I told him to give me a student card, that they can't afford such things and that I definitely won't tolerate them welcoming me to class with pictures like that and that they definitely won't call me that. He defended himself by saying that he had done nothing of the sort and that he had definitely not drawn it. But when I asked who it was, he just shrugged and said he wasn't going to snap at anyone. I silently took the student book from him and wrote him a note. I was so angry that we hardly did anything in class and I assigned what we were supposed to do as homework.\n\nOutcome:\nfew days later, she came to me in the office of the eighth graders and told me that she had solved this problem with the students. Allegedly, he didn't really do it and it was more of a misunderstanding. The chalk wasn't aimed at me, but the eighth graders were excited and scribbling on the board during recess. One girl wrote the name of her classmate on the blackboard and drew this sign, but when the bell rang, they managed to erase only the name and the sign remained there. The teacher talked to the students and they clarified that even if it was not directed at me, these drawings are inappropriate and she therefore forbids drawing and calling anyone, including classmates, such vulgarities. We agreed together that he would go and apologize and that the situation with the note would be clarified with his parents during class meetings.\n\nStudent Profile:\nAge/Year: 13 let ,8. třída\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "162", "student_age_year": "13 let ,8. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "30", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/730", "content": "TEACHING CASE STUDY\n\nBackground:\nThe teacher was the pupil's class teacher. The student had a need for order and calm teaching and could not handle chaos in the classroom. When the teaching did not go according to his idea, he had an explosive reaction to the situation. He yelled at others and had a mental breakdown. The situation was repeated daily, sometimes more often. The student did not have the opportunity to fully participate in the lesson when any change threw him off. He felt that he was not part of the collective. He didn't talk to anyone during breaks. He spent his free time alone and believed that he had no one close to whom he could turn in times of trouble.\n\nSituation (Anamnesis):\nIn his free time, he watched series and played games online with his friends outside of school. In the past years, he had a cousin in his class with whom he got along very well, but when the cousin left, he felt like he was on his own. His classmates did not help him in the situation. The teacher had individual conversations with the student and together they tried to figure out the triggers of the behavior. They discovered that these were reactions to the behavior of other students at school. His classmates provoked him and called him vulgarisms in order to disrupt the course of the lesson with his explosiveness.\n\nTeacher Intervention (Solution):\nThe teacher decided to implement a project called \"Restart\n\nOutcome:\nIn a common circle, the other students commented on the given situation. Some classmates were not bothered by his need for order and calm in the classroom and provoked his outbursts of anger for fun. Some pupils were sympathetic to the student and wanted to help him. Some of the pupils were not even aware of the behavior triggers. By sharing in a circle, the children had the opportunity to share their own feelings and needs in class, what they like and what they don't like, and how different events and changes in the group affect them. This activity moved the collective as a whole. The student found out that he was not alone in the situation and thanks to the shared circles he got close to some classmates who started to support him at school. His outbursts and conditions became less pronounced. At first it was once a day, then once a week, then once a month. The student is currently 14 years old and has not had an emotional outburst since the beginning of the school year. The student has a new teacher and they do not solve the problem behavior together and there is no need. The student can tell himself what is and isn't pleasant for him and knows how to avoid unpleasant situations. He has friends around him who support him and he can turn to them.\n\nStudent Profile:\nAge/Year: 10\nHobbies: Anime, angličtina, Pop kultura, LGBTQ+ komunita\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "730", "student_age_year": "10", "student_hobbies": "Anime, angličtina, Pop kultura, LGBTQ+ komunita", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr", "teacher_practice_years": "6. rok", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/402", "content": "TEACHING CASE STUDY\n\nBackground:\nAs part of teaching the Czech language, one of the pupils did not complete the assigned tasks. He did not work in class, he copied his results into the workbook from his classmates, he did not do his homework, he did not hand in the assignments by the given deadline. As the teacher tried to take into account his dyslexia, she did not intervene more strongly earlier. In previous years, he always handed in the assigned work in the end (in the second or third term). In the seventh grade of the multi-year high school, he did not submit the assigned style work for the third time.\n\nSituation (Anamnesis):\nThe class functioned excellently as a collective without any serious problems that would require the intervention of another teacher, school psychologist, lowering of the grade in terms of behavior, etc. The boy had average or below-average grades throughout his studies, especially in language-oriented subjects. Overall, he was mainly focused on physical education, biology, etc. He also excelled in these subjects. His benefit was mainly influenced by his laziness, when he did not learn what he did not want to.\n\nTeacher Intervention (Solution):\nAfter the third reported due date, the teacher gave up on waiting for the student to submit the work and gave him a 5 in the online student book with a low weight for missing homework, telling him to turn in the written work in the next class. If the work is not submitted, he will receive another \"small five\".\n\nOutcome:\nThis solution had no result, the student did not hand in the work or learn from his behavior. With an average of 4.4, he advanced to the next and final year of his studies at the gymnasium. The teacher also remembers that she overheard a conversation between the student in question and one of his classmates, who suggested that she write the paper for him so that he would not get any more A's and advance to the matriculation year. The student replied: \"I don't care how many fives he gives me.\" The average still works out to me at 4. This is a matter of principle.\n\nStudent Profile:\nAge/Year: 17 let, 3. ročník SŠ\nHobbies: Sportovec, zájem o biologii.\nDiagnoses: Dyslexie\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Consequences\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "402", "student_age_year": "17 let, 3. ročník SŠ", "student_hobbies": "Sportovec, zájem o biologii.", "student_diagnoses": "Dyslexie", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, aprobace: český jazyk a hudební výchova.", "teacher_practice_years": "27", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/703", "content": "TEACHING CASE STUDY\n\nBackground:\nIt was just recently when I participated in frontal teaching. It was the beginning of the lesson and the subjects already discussed were repeated, and the children were told that now they will repeat the material together and there will be a test in the next lesson. A student with a history of ADHD began to shout and get up from the desk during the repetition of familiar subjects. After a while, he started kicking a classmate under the bench, and since he was sitting by the window, he thought that he would throw small objects out of the window and have fun this way. He threw away the eraser, the pencil, tore pieces of paper into small pieces, which he made into balls and threw them out the window.\n\nSituation (Anamnesis):\nThis is a second grade class with 22 students. One student with ADHD and a teaching assistant who is in the classroom. Symptoms of a student with ADHD are typical such as hyperactivity, restless hands and restless legs. His behavior is too hasty and impetuous without thinking about the consequences of his own behavior.\n\nTeacher Intervention (Solution):\nThe student, we will refer to him as Ž and the teacher, started shouting into the teacher's explanation. Ž: I don't enjoy it anymore, I know that. Teacher: We will repeat the material for the test, it will definitely come in handy. After a while, the student began to leave his seat and walk around the classroom, showing that he was very bored. So the teacher did not hesitate and warned the student to go back to his place. Teacher: If you listen, you won't have to prepare so much at home. Ž: I'm already tired and I want to go home. The teacher is currently unresponsive. A student kicks a classmate under the desk, who doesn't like it very much and would like to repeat the material covered. The classmate grimaces that it bothers him and the student with ADHD invents another activity that would shorten the long time for him. As he is sitting by an open window, he gets a brilliant idea and starts throwing small objects out the window. Ž: When will there be a break? The student shouts over the whole class. Teacher: Honzik, I would like you to come and help me. Erase this upper part of the board for me and then you will be of help to me.\n\nOutcome:\nstudent diagnosed with ADHD who was disrupting class went to erase the blackboard. The teacher took advantage of his hyperactivity and actively involved the student in the explanation and then had him make notes on the board that were essential for revision for the test. The student stopped shouting that he didn't like something and was glad that he didn't have to sit in the desk. The teacher then sent him to get a drink and was tasked to see if all the students had written notes in the notebook.\n\nStudent Profile:\nAge/Year: 11 let, 6.ročník\nHobbies: Hry na pc\nDiagnoses: ADHD\nDisorders: Lhaní,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Support, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "703", "student_age_year": "11 let, 6.ročník", "student_hobbies": "Hry na pc", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Rušení výuky", "teacher_approbation": "Vysokoškolské, magisterské, speciální pedagog", "teacher_practice_years": "12", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1130", "content": "TEACHING CASE STUDY\n\nBackground:\nThis problematic situation mainly concerned the mother of the child in question, on whom it unfortunately had an impact. One day, the mother of the student in question came to my office. She complained that her son is being bullied by a girl who goes to class with him, so they are classmates. When investigating this situation, it was discovered that the boy and the girl in question are half-siblings. The boy got the girl's father into the family. It is possible that there was a situation where the boy exalted himself over the girl in question and mocked her. Something along the lines of 'I've got your daddy now.' However, the girl was more assertive and tougher, so she did not give in and returned the blows to the boy. The joke was that this situation was not solved by the two students in question, but by their mother. I believe that the two of them would have solved the problem between themselves, but their mother was adamant about this situation and complained a lot about the girl.\n\nSituation (Anamnesis):\nPupil - tertiary secondary school, rather introvert, quiet in class, intelligent, above average academic performance. Classmate - rather extroverted, loud in class, intelligent, above average academic performance. The whole class was very studious and hardworking. Today they are lawyers and doctors themselves. No problem.\n\nTeacher Intervention (Solution):\nFirst, I talked to my mom and found out what the problem was from her side. Subsequently, I spoke privately with the pupil who, according to his mother, was allegedly being bullied. The student agreed with his mother, you could feel that he was afraid of her and did not want to disappoint his mother. On the other hand, he said that he doesn't have any big problems with his classmate, that sometimes they do things on purpose, but nothing big or terrible for him. However, the mother was adamant, so the situation was subsequently resolved through the educational counselor and through the preventionist of negative phenomena. So we all got together with my mother and sat down over the given problem. At the end of the debate, mom literally sent us to hell and said she was going to send a lawyer on us and left. However, after she left, we didn't hear about the problem any more, so I believe that the mother had a second thought and realized that further procedures and steps were unnecessary.\n\nOutcome:\nIn the short term, everything seemed to be fine after the incident. Mother's pupil normally went to school regularly and I did not notice any changes in his behavior or arguments with the classmate in question. My mother didn't even contact the school management, so I assumed that she took the things the guidance counselor and I said to heart. After a long time, I once again asked the student if everything was really okay between him and his classmate, and he said yes. I also asked if the situation at home was good in his opinion, and he nodded. So I didn't notice anything special that would make me reopen the situation and I considered it resolved.\n\nStudent Profile:\nAge/Year: tercie, 14 let (gymnázium)\nHobbies: Sportovní koníčky\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1130", "student_age_year": "tercie, 14 let (gymnázium)", "student_hobbies": "Sportovní koníčky", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Ch, M", "teacher_practice_years": "34", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/566", "content": "TEACHING CASE STUDY\n\nBackground:\nAround the middle of the school year, children came to me saying that they had problems with a classmate. She took their snacks and verbally insulted them or they heard her slandering them. So I invited her to my office, I resolved the situation with her, and she promised not to do it again. But the problems did not disappear, and physical attacks were added to the verbal insults. I didn't find out about the incident until a month later, when the assault happened. The student assaulted her classmate in the girls' toilets, allegedly threatening to kill her dog if she 'took off' a handful of her hair, which she then rinsed off to cover the marks. The girl who was attacked was afraid to tell what happened until she confided in her best friend who didn't hesitate to tell me about the attack. When I found out about it, I used the 'anonymous mailbox' method, where the children were supposed to put their observations on the given situation, or write whether something similar had happened to them themselves. I was very surprised when I read that this is not an isolated case and that the student assaulted her victim almost immediately after visiting my office and I learned about it almost at the end of the school year. I solved the whole case with a reprimand from the class teacher, but in retrospect I regret that I did not use a higher punishment, namely a reduced level of behavior. After the case was closed, the parents of the children contacted me about other physical attacks that their children were afraid to confess to.\n\nSituation (Anamnesis):\nThe student was the tallest girl in the class, had leadership tendencies and felt superior to the other students. She needed to prove her superiority through violence, when the victims could not defend themselves because they were weaker. She felt more important than the others also because of their parents' well-paying professions. Her victims were most often introverted, petite children with excellent grades. More girls than boys were attacked.\n\nTeacher Intervention (Solution):\nAs I said before, I invited my student to my office. I chose the friendly method, I'm not the type of person to start shouting right away. I asked the girl why she felt the need to rob her classmates of snacks, and if she wanted theirs, why didn't she ask her mom to make the same for her. I also encouraged her to solve problems, if she has a problem with one of her classmates, she can solve it calmly directly with him and not with gossip and verbal insults. The student listened and nodded her head to everything, saying that she understood and it looked like she was really listening and not, as it turned out later, that she was going in one ear and out the other and on the contrary she would intensify her bullying. When it later became clear how her behavior continued, I lectured her in front of the whole class. I raised my voice, demanded that she apologize to her victim and also receive a month after school as a reprimand, which she would serve the following school year.\n\nOutcome:\nThe student served her sentence the following school year. Her behavior then seemed fine, although sometimes there was a certain degree of arrogance this time towards the teachers in the second grade, but here the teachers took it more like adolescent insolence. However, it seems to me that the higher punishment that I did not give at the time could have set greater boundaries for respecting others and that the student did not learn much from her mistake. Now he is studying at a secondary vocational school - the field of education is hairdressing and he does not have many friends here, he behaves condescendingly towards his classmates and goes to school as if it were a punishment.\n\nStudent Profile:\nAge/Year: 11 let, 1A/8\nHobbies: astronomie\nDisorders: Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "566", "student_age_year": "11 let, 1A/8", "student_hobbies": "astronomie", "student_diagnoses": "", "student_disorders": "Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "29", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1414", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation occurred during the afternoon group I was assisting with that day (early in my career). I was treating another child's scraped knee when other children came running to me screaming that two students had broken something. Since I saw that someone was already dealing with the situation, I treated the scraped knee and only then set out to find out what was actually happening. I reached the place where some of the children's parents were already standing. At the time, my colleague only told me that the children were throwing a school CD, but it broke when it fell. My parents were in a hurry, so I didn't have time to communicate this situation with them.\n\nSituation (Anamnesis):\nGirl: in alternating care, has one sibling - an older sister with whom they are not very fond of. Parents are strongly oriented towards the child, from their side it is a completely supportive education. Boy: of Ukrainian origin, lives with both parents, has one older sibling - a brother, with whom he gets along very well.\n\nTeacher Intervention (Solution):\nWe talked to the children, but they were stubbornly silent and did not say anything. The school management recommended the following solution to me: the children must pay for the CD (with their parents, of course), but it is best to ensure its replacement on their own initiative. I sent an email to both families that day. I attached only a brief description of the situation, followed by a description of the solution to this situation - i.e. the need to replace the CD. The day after sending the email, I ran out of parents' reactions. It was a rather unpleasant email in which our procedure was questioned and also criticism of the email, which was written in a directive manner according to the parents. After communicating with the school management, we agreed on a joint circle in which both parents and both children will participate. Here I learned that each of the children retold their own version of the story at home, but at school they both remained silent. There were criticisms from the parents, such as the small share of the children in solving this situation, etc. After this circle, we talked about everything necessary. There were probably several communication noises, but also according to the parents, a carelessly solved problem. However, since it was a small thing like a CD, the parents finally agreed to the procedure that the children and I proposed.\n\nOutcome:\nThe parents brought a new CD to the school, the pupil even went to apologize to the principal that day. From my point of view today, this solution was very rash, and next time in a similar situation, I would definitely devote more time to communication, both with the children (if necessary to reach a solution with them) and with the parents.\n\nStudent Profile:\nAge/Year: 6 let, 6 let – oba žáci 1. ročník ZŠ\nHobbies: dívka  panenky, hra na rodinu, míčové hry, různé jiné inscenační hry chlapec  míčové hry, parkour, sportovně založený\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1414", "student_age_year": "6 let, 6 let – oba žáci 1. ročník ZŠ", "student_hobbies": "dívka  panenky, hra na rodinu, míčové hry, různé jiné inscenační hry chlapec  míčové hry, parkour, sportovně založený", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "Bc.", "teacher_practice_years": "2", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1022", "content": "TEACHING CASE STUDY\n\nBackground:\nThis experience concerned a student named Honza, as I have never encountered more problematic behavior. Once he managed to create such chaos in the class that I could hardly give an explanation and he disturbed the students who wanted to continue the lesson. His friends soon joined in and it was a very awkward situation.\n\nSituation (Anamnesis):\nHonza is a student in the 7th year of elementary school, extrovert, communicative, athlete, average results in school, class joker, rude to the teacher.\n\nTeacher Intervention (Solution):\nI dealt with the situation by raising my voice and strongly warning them about their inappropriate behavior, disrupting most of the class, and the possible consequences that would follow if they continued. I gave notes to the participating boys.\n\nOutcome:\nAfter that, the class went on in a normal mode, so the situation managed to calm down. In the long term, these situations no longer occurred to such an extent.\n\nStudent Profile:\nAge/Year: 7. třída, 13 let\nHobbies: Sport- fotbal\nDisorders: Neuposlechnutí,Nespolupráce,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1022", "student_age_year": "7. třída, 13 let", "student_hobbies": "Sport- fotbal", "student_diagnoses": "", "student_disorders": "Neuposlechnutí,Nespolupráce,Lhaní", "teacher_approbation": "Mgr. učitelství všeobecně vzdělávacích předmětů pro druhý stupeń zš", "teacher_practice_years": "2", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1026", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had such an incident here last year. Once the children were in a group and they were playing on the carpet. It was quite a challenging day for me as a teacher - there were a lot of children in the group, there was a lot of noise and I was mentally exhausted. Out of the blue, a 6th grader punched a younger 3rd grader in the face. Out of nowhere - no one knew what was going on, why the student attacked, and why he attacked a younger classmate in the first place. We all just stared at that moment, both me and the other teacher and the other children on the carpet. Because that particular student was never a problem student who would purposefully attack someone.\n\nSituation (Anamnesis):\nThis case happened in the 6th grade, where there was bullying, but it was dealt with and it was known about. She was in the class because of a Roma boy - he never bullied anyone, but his presence in the class caused the Roma boy to be excluded from the group - classmates did not talk to him, were not friends with him and verbally attacked him. Even so, the Roma boy had a friend in his class - his neighbor. They were friends since childhood. As puberty came, changes began to show in the boy - he started to avoid people, he was quiet, no one knew what was going on in his head. The boy stopped being friends with his neighbor and the rest of the class.\n\nTeacher Intervention (Solution):\nWhen I recovered from the shock, I started shouting at the student - what is he doing and what is he doing? At that moment, it didn't occur to me that this attack had a reason, that the student wouldn't attack without a reason. At that moment, I just saw two guys on the carpet, one of them was bleeding from the nose, and the other had an insane, but at the same time, scared expression in his eyes. I furiously walked closer to the boys and demanded an explanation, still in a loud and angry tone. In the end, another teacher took care of the injured boy, I took the student to the next class and wanted to discuss it with him. That pupil was surprisingly very cooperative - at first he burst into tears, but then he told me the reason for his actions. You could see that he was incredibly relieved. That student hit the other boy because he didn't know what to do. He was mentally exhausted from the situation in his classroom. His friend was the target of ridicule, but at the same time he was afraid that if he befriended him, he would also be excluded from the class collective. It must have been bothering him for quite some time and here the moment on the carpet when his younger classmate didn't give him some dice was just the last straw, he lost his temper and took out his sadness/anger on a random classmate. So we solved the case by letting both mothers know - fortunately the younger boy was fine, nothing serious happened to his nose. Both moms took it well, no one made a big deal out of it. The pupil's mother was mainly surprised, but they said they sat down with him at home and discussed it. It was explained to him, either at home or at school, that his behavior was not okay. And if he ever feels the same again, he can talk to someone at home or at school. The student then apologized to the younger boy and now they are friends.\n\nOutcome:\nBullying in their class is still being solved, for this school year some activities with a psychologist have been arranged for the class, which will strengthen the class collective. The student is still a quiet boy who tries to have fun, both with his friend and with the rest of the class. Even so, the situation in the classroom is rather tense. Now, in retrospect, I look at this case negatively - I don't like how I reacted at that first moment. I shouldn't have yelled at that student, but I was just tired and had enough of everything that day. But I often remember this case and before I start yelling at the children for anything, I take a deep breath and think about the given situation.\n\nStudent Profile:\nAge/Year: 6. třída, 12 let\nHobbies: sport, knihy, kamarádi\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Disrespectful communication, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1026", "student_age_year": "6. třída, 12 let", "student_hobbies": "sport, knihy, kamarádi", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Střední škola obor Humanitární a sociální činnost Vyšší odborná škola obor Personální řízení Titul DiS.", "teacher_practice_years": "7 let", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1412", "content": "TEACHING CASE STUDY\n\nBackground:\nMy colleague was absent, so I replaced physical education for the girls from the ninth grade. I don't normally teach there. I let them run and then some of the girls wanted to go to our smaller gym, the other wanted to play badminton. I went to check out the gym from time to time and it was fine most of the time, but at one point I got there and saw one student push into another student until she went backwards and crashed into the elliptical, barely breaking her head. Well, I flew in there and mainly went to see the first pupil, if she was normal, and went to see the second one, but luckily nothing happened to her. As I was in a rage, I told the first student forcefully that next time she could also kill a classmate and that I didn't care what it was about, but that it was not permissible, especially in the gym, where there are various weights and barbells and other hard things, pushing someone until they fall to the ground. The first student then started crying and apologizing to the second one, so I just herded all the girls from the gym into the gym as usual, where we then worked out, so that I could see that they weren't doing any stupid things.\n\nSituation (Anamnesis):\nAt the time, I didn't know much about the first pupil, only that she was the quieter type, there had never been any problems with her until then, I think her grades were completely normal, average, she had never been reprimanded or anything like that.\n\nTeacher Intervention (Solution):\nWell, within that gym, I already described it. Then I called the first pupil the next day, because it occurred to me that I might have gone a little too far. But she didn't say anything to me, she just said that she apologized to the other, that she was sorry, that she stormed off, that they just had a fight and that it wasn't worth talking about. She was just asking if I said it was a class issue and if someone was going to deal with it. I lied about saying that to the class, in fact I only told her after this conversation. But I told the first student that I was telling the class and that I was leaving the solution to her.\n\nOutcome:\nthen found out that I had behaved stupidly, mainly because the guidance counselor then discussed with us at the meeting that the first pupil and some other girls from the ninth grade had done something to the second pupil, that they had written some nasty messages to her, that maybe they should have pushed or something. Then I solved what happened in the gym... I found out that the class teacher didn't tell anyone either. The guidance counselor then got mad at me for not knowing and for reacting like an idiot. I think I deserved her indignation. If I had behaved more professionally in the given situation and solved it more with the girls and not gone so hard on the first student, it would have been solved sooner. Actually, I don't know if the first student was somehow angry with me, I didn't see her after nine. This happened a few years ago, sometimes I think I should have at least apologized.\n\nStudent Profile:\nAge/Year: 15 let, 9. ročník\nHobbies: kreslení, knihy\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression\nSolutions Applied: Disrespectful communication\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1412", "student_age_year": "15 let, 9. ročník", "student_hobbies": "kreslení, knihy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., zeměpis, tělocvik", "teacher_practice_years": "13", "problems_annotated": "Physical aggression", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1105", "content": "TEACHING CASE STUDY\n\nBackground:\npupil suffering from autism sits in the classroom on the left, in the last desk. An assistant sits here with him, who attends to him and helps if necessary. The students were given a task by the teacher, which meant working with the textbook and then recording the answers in their notebooks. The boy enjoyed the assigned work very much and the moment he finished, he let the whole class know it loudly. He stood up, announced that he was done and demanded more work. The teacher kindly explained to him that even though he had completed his homework, the rest of the class was still working. But the student did not like this answer and decided to express his disapproval by furiously hitting the desk with his fists. The teacher, together with the assistant, immediately came up with an alternative solution, which was the assignment of extra work. The student calmed down, agreed to the next exercise and with evident joy started to complete the next task.\n\nSituation (Anamnesis):\nnoticed that at the time the incident happened, the classmates behaved very understandingly and respectfully. None of them laughed, only a few turned. On the contrary, there was a general delight that he was done so soon, and one of the girls tried to help the situation by praising the boy. The teacher did not let herself be put off and chose a pleasant and understanding tone, which she maintained throughout the conversation with the boy. The assistant was also cordial and did not let the student's explosive behavior intimidate her in any way. On the contrary, she nimbly removed the scissors from reach, which could injure him, and diverted attention to another unfinished exercise, to which the teacher referred.\n\nTeacher Intervention (Solution):\nTeacher: Are you ready, student? You're very clever, but some of your classmates haven't finished their homework yet and your talking could disturb them. Try to sit down and wait for the others, okay? Student: But I don't want to wait for others! I want to keep writing! (He starts to get angry and clenches his hands into fists.) Teacher: I understand that, but I don't have any other work for you at the moment. We need to review the current one together first before moving on to the next one. Student: I want another job! (Starts banging on the table.) Mrs. assistant: (Cleans up the scissors and flips through the textbook.) Look, we can work on another task together. The teacher will surely not mind. Teacher: It certainly won't be, or you could help me sort these cards that I have ready for the next lesson. Would you be so kind? Student: Well, I'll make the cards.\n\nOutcome:\nThe result was calming down the student and arousing interest in a new activity. While the classmates were writing their assignments, the student was preparing an activity that required calmness and care. He worked carefully and enthusiastically in the following class. The incident was clearly not an isolated incident, as similar incidents occur regularly. However, teachers always try to offer the boy a variety of solutions.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nHobbies: Čeština, angličtina, kočky\nDiagnoses: Autismus\nDisorders: Autistické rysy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Verbal disruption of lessons\nSolutions Applied: Support\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1105", "student_age_year": "13, 7. třída", "student_hobbies": "Čeština, angličtina, kočky", "student_diagnoses": "Autismus", "student_disorders": "Autistické rysy", "teacher_approbation": "Bc.", "teacher_practice_years": "10", "problems_annotated": "Diagnosis, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/776", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student regularly spoke vulgarly in class and during breaks, harming his fellow students especially psychologically - mocking, swearing. He was also very rude to his fellow students, he treated them like boys - he pushed them, sometimes he even wanted to fight with them. Among other things, he constantly cheated on tests, was not ready for class, lied, pretended to be innocent. The boy actively smoked from the age of twelve, his father did not manage to raise him.\n\nSituation (Anamnesis):\nThe student lived alone with only his father and younger brother, his mother left them when he was five. He never had a role model in a woman, which is probably why he treated his female classmates in such a rude manner. His brother later attended the same school and was initially just as troubled as him, but over time he straightened out and became an average naughty teenager.\n\nTeacher Intervention (Solution):\nAt first, the school teachers focused on the boy, discussed the given problem with him, unfortunately it did not help at all. Subsequently, it was the turn of the school management and the educational advisor to solve the problem, who invited the boy's father to the school and solved the problem with him. The father showed almost no interest in solving the given situation, he considered it the duty of the school and the class teacher to solve the given situation. The next step was the examination of the boy in a pedagogical-psychological counseling center, to which the school management registered the boy. No learning disability or other syndrome was confirmed for the boy, and he subsequently visited a child psychologist for a short time. Unfortunately, even this step did not help and his behavior in the school environment did not improve. On the recommendation of the school, the guidance counselor, and the pedagogical-psychological counseling center, the boy's father decided to send his son to the Children's Diagnostic Institute and the Center for Educational Care.\n\nOutcome:\nAfter returning from the Educational Care Center, the boy's behavior in the school environment improved significantly, he began to treat his classmates better, did not harm them, did not mock them, and generally began to have more respect for women. His lying to his teachers and cheating at school didn't improve much, but that was what the cantors were used to. Everyone was happy that overall his behavior improved by about 90%.\n\nStudent Profile:\nAge/Year: 13, 7. třída\nHobbies: florbal\nDisorders: Lhaní,Podvody,Vyrušování výuky\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules, Verbal aggression\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "776", "student_age_year": "13, 7. třída", "student_hobbies": "florbal", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Vyrušování výuky", "teacher_approbation": "Pedagogická fakulta Univerzity Jana Evangelisty Purkyněho v Ústí nad Labem, aprobace český jazyk, ruština", "teacher_practice_years": "20", "problems_annotated": "Physical aggression, Lying and cheating, Failure to meet school obligations/unpreparedness for classes, Violation of classroom/school rules, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/509", "content": "TEACHING CASE STUDY\n\nBackground:\nWe are in the 6th grade and the student I will talk about will be called the student. When discussing the Big Question as part of our teaching, the teacher leads the pupils to gradually create a portfolio with their work, materials that they receive from the teacher, and from this they have created their own folder that they can draw from during their studies. Some girls are very honest when creating and establishing materials. Most of the boys don't quite have it in chronological order, but they claim to know it. The student was an extreme case in that he did not want to collect and put away the materials at all. When he received some paper, after processing it, he crumpled it and threw it in the trash. This was repeated almost every time he was given some worksheets or teaching materials, despite the explanation.\n\nSituation (Anamnesis):\npupil is a student who, in this particular case, tried to go against the rules and make them his own. The parents stood behind the student when solving the problem situation and did not support the teacher in solving this problem. He likes sports and is a fan of technology such as computers and mobile phones. The classroom situation regarding the collection of portfolio materials is described above. There are no textbooks for the Big Question subject. Teachers consider it important for students to save the collected materials because they spent a lot of time on them, as well as teachers in preparation. This leads them to their own responsibility. In retrospect, they can then see the result of their efforts and have excellent, individual materials for their studies. It is also important for parents to see what we discuss with the pupils.\n\nTeacher Intervention (Solution):\nIn this situation, I mainly dealt with the extent to which I should demand from the student, force the student to create a portfolio and put aside materials. I was quite directive from the beginning and told him that he simply couldn't throw it away. However, the situation was repeated, so I also discussed it with my parents, but they responded that they basically didn't care, that it was important what he took away from it in his head. The student responded similarly, that he would not go back to it, that he did not even go back to last year's documents and that he remembers everything. I tried to explain to him once more what it could be useful for and what he could use it for. He heard about it and during the year he set up some things, at the end of the year he came to me with the file and asked what he should do with it. I told him to take her home. He immediately threw it in the trash. So I felt like I had zero influence on him.\n\nOutcome:\nDuring the year he was filing papers, I got the feeling that maybe he understood what I was talking about. However, the end of the year showed that the pupil was still convinced of his truth. I did not have the opportunity to record the long-term effect, because the pupil transferred to another school. I realized that no matter how hard I try, I can't force someone to try and think more about their education. Even though I told him it was mandatory, I no longer have control over what he does with his materials when he leaves the school grounds. The student perceived the creation of a portfolio as my need, which he did not share and therefore basically ignored it. So I kind of resigned towards the end, but I'm not happy with how it turned out. I was sorry.\n\nStudent Profile:\nAge/Year: Vek 11-12, 6.ročník\nHobbies: Sporty, počítač, technologie\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "509", "student_age_year": "Vek 11-12, 6.ročník", "student_hobbies": "Sporty, počítač, technologie", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr.", "teacher_practice_years": "3", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1391", "content": "TEACHING CASE STUDY\n\nBackground:\ndealt with this situation in the second half of the 2022 school year, when I was in charge of Czech as a second language, so I taught Czech to children from Ukraine during the day. Here I met a pupil who attended the seventh grade. He was very quiet, he didn't make friends with anyone, because he didn't speak Czech well enough to communicate fluently with his classmates. He was often alone and only held a mobile phone in his hand. During breaks, he was alone and most of the time without the presence of his classmates. Once I asked him to hide his mobile phone in his bag and pay more attention. He did so. After the bell rang for recess, the rest of the children went back to class. But he remained sitting in my class and asked me if he could stay in my class for the break where he would be alone. So I asked what was going on. I found it strange that he didn't want to be on his cell phone or go to class. However, he didn't want to talk to me much, so I left him in the class and decided to ask one of his classmates, whom I knew was nice and trustworthy, if she happened to know what was going on in the class. The girl told me that three boys in the class, led by the main actor, are mean to the student. They laugh at him for being from Ukraine, stick pieces of paper with mocking comments on his back, and once the main actor even took his cell phone and threw it at him when the student tried to ignore their taunts. I was shocked, so I immediately confronted the class teacher. We both came to see the student. The student confirmed everything to us and burst into tears. Physically violent contact never occurred, he said, but these taunts lasted for a long time. The teacher started to solve the situation with the parents of the bullies and the bullied.\n\nSituation (Anamnesis):\nFamily history The student lives with both parents and grandparents. He has no siblings. He is used to having everything to himself and the first. Class history the main actor is popular in the class, he is the type of boy who draws other boys to him and they try to imitate him. There is such a wilder climate in the classroom, as the children here are in puberty, figuring out what they can afford and testing the limits of adults.\n\nTeacher Intervention (Solution):\nThe solution to this situation took place with the parents and then with the educational advisor. I did not participate in the actual conversation with the parents. The class teacher was always there. The educational counselor talked to both the bullies and the bullied and their parents.\n\nOutcome:\nAs a result, a two was awarded for behavior, a more pronounced monitoring of what was happening in the classroom and during breaks. The boys apologized to the student. However, they are not friends. Personally, I don't like the result of the solution. 2 of the behavior seems to me to be an old-fashioned solution to the situation, from which the boys will not take anything and after a while they can continue to bully.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Sport – lední hokej\nDisorders: Lhaní,Nepozornost,Rušení výuky\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1391", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Sport – lední hokej", "student_diagnoses": "", "student_disorders": "Lhaní,Nepozornost,Rušení výuky", "teacher_approbation": "Vyšší odborná škola Jihlava - předškolní a mimoškolní pedagogika (DiS.)", "teacher_practice_years": "3", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/92", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place in the fourth grade, where there was already one student with a severe behavioral disorder. However, the problem child did not have problems with learning, but there were situations in the class when he could not admit a mistake and inappropriately took advantage of the teacher, which most affected other classmates. Lessons sometimes had to be interrupted because of the child's tantrums. The behavior was addressed by sending notes home, which led to a deterioration in communication with the student's mother, who refused to accept her son's problems at school.\n\nSituation (Anamnesis):\nIn the class, there was already a diagnosed student with a behavior disorder. The mother rejected any suggestion that her son was behaving out of the ordinary, and therefore did not work with him at home to improve the situation.\n\nTeacher Intervention (Solution):\nAfter several months of communication with the mother failing, there were parent-teacher conferences. The guidance counselor asked the class teacher to send the mother of the troubled boy to see him after the meetings. The mother came in angry, but the teacher tried to explain that the school wanted to help the student and recommended an examination at a pedagogical-psychological counseling center. However, the mother insisted that there were no problems and that the school had to take care of itself, even hinting at the possibility of physical punishment. However, the teacher continued to talk with the mother and during the conversation it became clear that the mother could not handle the child at home and the situation was not as she described it.\n\nOutcome:\nThe mother eventually visited a counseling center with the child and was diagnosed with ADHD. Thanks to this, the understanding of how to work with the child improved, especially it helped the mother. The relationship between the teacher and the parent has strengthened and communication has improved. The student expressed that she was glad that the teacher, as an educational advisor, did not give up communication with her mother and devoted more time to her, which helped the whole family and the teachers. She herself does not dare to say how she would handle the situation, but she is convinced that she will learn the most from practice and is not afraid to seek advice from more experienced colleagues. At the same time, he realizes that the theoretical solution may differ from that in a real situation and appreciates the opportunity to discuss their experiences with the teaching staff.\n\nStudent Profile:\nAge/Year: 11 let, IV.\nHobbies: -\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "92", "student_age_year": "11 let, IV.", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Magisterské vzdělání; aprobace zeměpis, přírodopis", "teacher_practice_years": "23 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1364", "content": "TEACHING CASE STUDY\n\nBackground:\nhad a class, actually the last one where I was in the class, and some students were selected for me that I didn't get along with... especially about one with whom I... I don't know if I can say that I didn't get along with her, I really tried to take care of her, I tried to make it where it should be... But today I know that I should have left her alone and should have taken care of those who needed it more. The student didn't really have problems, but she was very irresponsible, losing things, etc. I argued with her a lot that she didn't go to school and didn't carry excuse books, she didn't understand the rules that she had to excuse her absence. I wasn't the only one who dealt with her attendance, then I also dealt with it at the pedagogical council, that it was impossible to communicate with her and it was impossible to explain it to her... But a debate broke out against me, that maybe I don't like her, while I she approached her normally. Of course, I started nonviolently, in a good way, but it didn't fall on fertile ground, then we explained it more forcefully, but I didn't shout at her. It seemed primitive to me to keep explaining this to someone. Even though I tried to make it good, it didn't work. She probably didn't like me for my \"policemanship\n\nSituation (Anamnesis):\nThe problems persisted throughout the study period with the teacher in question (years 2-4 of the four-year gymnasium). Harmonious family, good parents - a student once said herself that she doesn't have to do anything at home, that her parents are very good. However, the parents did not stand up for her when there was a problem with the student (they did not stand up for her, they tried to solve the situation sensibly)\n\nTeacher Intervention (Solution):\nSo, together with the other teachers, we dealt with attendance for one matriculation subject - it was English. Most of them didn't like it, because they thought that I didn't like the student, while it had already been discussed several times that she didn't go to classes. Finally, a blow came under the belt for the English teacher. It was said that the teacher didn't really make her teaching requirements clear and that was the end of it. I think that if the student had been reprimanded, the situation would have improved. I discussed it with her mother, and she told me that she also discussed it with her, but that her daughter told her that nothing would happen to her, that she was representing the school. Mom was obviously as shocked by this as I was. With the other problems, it was like that I kept warning her, I kept talking to her about it, instead of talking to someone who needed it and was interested in it. In short, I kept devoting my energy to her and there was no result.\n\nOutcome:\nThere was no result. Sometimes I meet her somewhere, or I observe the situation. I know she got into her dream school, but she didn't finish it and she's just floundering in life in general.\n\nStudent Profile:\nAge/Year: 2. – 4. ročník, 16-18 let\nHobbies: Hudba, kultura, francouzský jazyk\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1364", "student_age_year": "2. – 4. ročník, 16-18 let", "student_hobbies": "Hudba, kultura, francouzský jazyk", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. FRJ, ŠPJ", "teacher_practice_years": "30 let", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/898", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen training the first grades, usually in the first week of the school year, we set passwords with all new students, familiarize them with the school email, the Teams environment, ... Towards the end of the lesson, we manage to show the students how to log in to the school wifi. This year, at the beginning of the school year, our wifi was bad. When explaining which network to connect to, the students became restless as most of them couldn't do it. One of the students kept vocally expressing his anger and his displeasure that it wasn't working for him. Finally, he started reading reviews of an app that needed to be installed to connect properly. He read the news more and more out loud, he read almost all the negative reviews, which also included profanity. As I gradually helped the other students with the connection, I did not pay attention to the student who was disturbing. At the same time, the end of the lesson was approaching, the students were nervous that their wifi was still not working, the student in question continued to read the comments and the whole atmosphere in the class thickened. When a couple of students finally managed to connect, they then advised their classmate how they did it, after which he stopped his inappropriate behavior and began to focus on connecting to the school's wifi.\n\nSituation (Anamnesis):\nThis is a student who is on the one hand intelligent and observant, but at the same time likes to be the center of attention. The class as a whole does not know each other very well yet, because it is the 1st year of a multi-year high school, but as a team they work very well, they cooperate during teaching and there is no problem with them.\n\nTeacher Intervention (Solution):\nIn class, I was not able to intervene properly and name the student's inappropriate behavior. Although right after class or on the way home from school, I thought of solutions for how I should have behaved or how to deal with the given situation next time, but I did nothing in class. Probably thanks to the non-standard class and trying to handle many things in a short time, I didn't get into the situation.\n\nOutcome:\nThe situation with the student didn't happen again after that, so I didn't discuss the lesson in any way and I just reflected in my head on how I could have solved the given situation better and how I would deal with it next time. After that, when I taught him in other classes, he was calm and cooperative.\n\nStudent Profile:\nAge/Year: 13, 1. ročník víceletého gymnázia\nHobbies: počítače, hraní her na PC\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "898", "student_age_year": "13, 1. ročník víceletého gymnázia", "student_hobbies": "počítače, hraní her na PC", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "vysokoškolské - Mgr., matematika, biologie, informatika", "teacher_practice_years": "10", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1370", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I got an 8.B in English. I knew the children from previous years because I had taught them before. But a new girl came to the class, who failed her senior year. I only met this girl in that class. I learned from my colleagues that she failed in English. And so I tried to involve as much as possible in the lessons, at the same time I wanted to get the children to talk to each other and get to know each other more. But over time, the student started going to the toilet more and more often and told me that she needed to pee. It happened like four times during that hour, when she left the class and came back within 5 minutes. And I asked her afterwards if she had any health problems and she said no. I also didn't learn anything at the class meeting, because the student lived only with her grandmother, who didn't go to meetings. I just thought that the student was trying to get out of class and spend as much time as possible in the toilet so that she didn't have to be in class. I stopped letting my pupil go to the toilet and in my eyes she was more of a girl who likes to hang out and cough at school. After one short incident, when a student wanted to go to the toilet 3 times, I lost my temper and told her that she would definitely not be able to get out of class like that, and that she was disturbing the whole class with her constant questions about the toilet. The student remained silent, and eventually remained in the classroom, but did not react. After an hour, I wanted to talk to her because it couldn't go on like this. After a long pause, the student said that she is afraid to speak English in front of her new classmates and is nervous about it, which is why she wants to urinate all the time. I found out that the student was under stress in the English class because she did not excel in it and was shy. She really needed to go to the toilet because of her nervousness. I understood that this is a psychosomatic problem.\n\nSituation (Anamnesis):\nThe student failed the English language course, rather quiet but without problems, her grades were rather below average, she lived with her grandmother. Class - neutral, indifferent to the student.\n\nTeacher Intervention (Solution):\nI regret that instead of calmly asking her if there was a deeper reason for her constant trips to the toilet, I immediately called her a slacker. Since then, I stopped looking at students' problems superficially and looked for possible causes and reasons behind them. After our conversation, I understood that I cannot push a student in English lessons and call her out loud in front of the whole class. And I preferred conversations in pairs or individual tasks. I also offered her tutoring.\n\nOutcome:\nShortly after the incident - I re-evaluated my attitude towards the pupil herself and also changed some procedures in the lessons. My pupil seemed calmer since then, and although she still went to the toilet, it was no longer so frequent. In the long term - Žačka started coming to me for tutoring, in the long term she improved and her speech block gradually disappeared.\n\nStudent Profile:\nAge/Year: 14 let, 8.B\nHobbies: Knihy, muzika\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis\nSolutions Applied: Disrespectful communication, Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1370", "student_age_year": "14 let, 8.B", "student_hobbies": "Knihy, muzika", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr., ČJ, AJ", "teacher_practice_years": "15 let", "problems_annotated": "Diagnosis", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/777", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation arose when a class photo was being taken. The girls who were sitting in the first row made an inappropriate gesture, they simply put their hands in their laps and showed the middle finger. Some boys in the second row showed the same gesture. About ten people in total, maybe there were more, but you couldn't tell from the photo. No one noticed it at the time, it was only discovered when the photos were to be developed.\n\nSituation (Anamnesis):\nThe whole class is very clever. They are all hardworking, although they tend to be passive in class. Those studious types who don't talk much in class so they don't say something wrong and embarrass themselves. They mainly want to know what to study for the test. But there is a group of girls who have a great influence on the whole team, the others are afraid to speak out against them.\n\nTeacher Intervention (Solution):\nFirst, the students were interviewed to see if they saw anything wrong with their behavior. I explained to them that we could not develop such a photo and that they would be punished. The students acknowledged their mistake and agreed to the punishment, even suggesting a new photo shoot. I told them that they could have their picture taken again, but they would have to solve everything themselves and I would not be in the picture with them, because I had already given them my chance. In the end, it turned out that behind everything was the group of girls who saw such a thing on TikTok. I did not find one specific culprit. Everyone who showed an inappropriate gesture in the photo received a class reprimand.\n\nOutcome:\nIn the end, the class did not agree on anything, so they were left without a photo that year. Parents were of course informed about the situation by email. I described the situation to them and explained why I solved it this way. What was interesting was that the parents of the children who did nothing took the matter with complete understanding. Some even wrote to me that they themselves punished their children, even if they did not show any gesture, because they must know that such things are not done. In contrast, the parents of the children who showed the gesture downplayed the situation - some even found it funny, and wanted a milder punishment for the children. The students were upset for the first few weeks after the photo shoot, but gradually things returned to normal. It was never a problematic class, rather it was just one situation.\n\nStudent Profile:\nAge/Year: 13 let, 7. ročník\nHobbies: Počítačové hry, kamarádi\nDisorders: Lhaní,Rušení výuky,Odmlouvání,Arogance,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Agreement\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "777", "student_age_year": "13 let, 7. ročník", "student_hobbies": "Počítačové hry, kamarádi", "student_diagnoses": "", "student_disorders": "Lhaní,Rušení výuky,Odmlouvání,Arogance,Vulgární vyjadřování", "teacher_approbation": "Vysokoškolské (matematika, fyzika)", "teacher_practice_years": "7", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Agreement", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/242", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student's problematic behavior appeared already in previous grades, where, however, during individual sessions with me and the school prevention officer, this inappropriate behavior was corrected. There was no attempt by the parents to correct the student's behavior. By fourth grade, the inappropriate behavior began to escalate very quickly. From the beginning of the school year, the student was very arrogant, he didn't listen to me, he didn't work during the lessons and he was so disruptive that he made it difficult for other students to work. There were also several inappropriate sexual expressions (pretending to masturbate in class). The most serious situation occurred when the student started looking for risky situations, probably in order to draw attention to himself - jumping from the bench, climbing over the railings on the stairs, classmates pointed out that he started talking about jumping from the window. Despite numerous admonitions in the classroom, efforts to make corrections on an individual level (joint evaluation of behavior outside the classroom and an effort to analyze these problems in his behavior in more depth), I did not manage to guide this student enough that my influence on his behavior had a positive result. Here, the headmistress already intervened, the pupil was offered a reduced grade for behavior and the parents subsequently decided to transfer him to another school.\n\nSituation (Anamnesis):\nThe whole class as a team gets along quite well, however, as for the student, he started to be singled out from the team based on his behavior towards other classmates. It was never bullying of one student by a student, or systematic harm, but the student bit and pinched his classmates and made it difficult for them to stay at school in various ways. He intentionally soured other friendships in the class.\n\nTeacher Intervention (Solution):\nAt the beginning of the school year, when the student's negative expressions were not so pronounced, exacerbated and acute, I first tried to apply different ways of getting his attention in class - muting the voice, interrupting the explanation, verbal admonition, individual speech in the office. I also tried to positively motivate the student, give him space for self-expression and the opportunity to assert his own opinion. Although the above-mentioned methods worked for a short time, after a short time the pupil began to 'push the boundaries' and the same did not apply to him anymore. Then, due to the development of the situation, I was forced to apply classic disciplinary sanctions - in the case of unbearable disruptions, he received special homework, he was reprimanded by the class teacher, he was \"on the carpet\" by the headmistress, reprimanded by the school principal. However, he accepted these punishments even worse and had the opposite effect rather than improving his behavior. Because his behavior complicated the teaching of other students and threatened him, the principal decided on a reduced grade for behavior and, above all, because of the above-mentioned alleged future attempts to jump out of the window and inappropriate sexual behavior, she recommended to the parents a visit to a child psychologist (the recommendation was mainly from the prevention methodology). The parents reacted with absolute disapproval and moved the student to another school.\n\nOutcome:\nAs already mentioned above, the resolution of the situation as such did not occur here. I consider it a success that I managed to avoid some situations that could have resulted in a serious injury, but none of the mentioned methods had a long-term effect. The personal conversations that I had with the student several times in the office seemed to be the most effective. After them, there was a certain reduction in inappropriate behavior (the student did not show it as often and so significantly), but the inappropriate behavior returned to its full extent within a few days. In an ideal situation, these conversations on a personal level could have continued both with me and with the child psychologist, but here the student's parents were an obstacle.\n\nStudent Profile:\nAge/Year: 10 let, 4. třída\nHobbies: nedával najevo\nDisorders: Nevhodné chování,Odmlouvání,Vykřikování,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching, Selfdestructive behaviour, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Transfer of student, Interview, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "242", "student_age_year": "10 let, 4. třída", "student_hobbies": "nedával najevo", "student_diagnoses": "", "student_disorders": "Nevhodné chování,Odmlouvání,Vykřikování,Vulgární vyjadřování", "teacher_approbation": "Přírodovědecká fakulta, Katedra matematiky, obor Matematika a Výtvarná výchova se zaměřením na učitelství", "teacher_practice_years": "10", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching, Selfdestructive behaviour, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Transfer of student, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/14", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is 16 years old and is enrolled in the Diagnostic Institute for Youth. He has not completed basic education, he is not currently studying. The workers are trying to find her a place to stay where she could attend evening school to complete her education, but she is not motivated. Before her stay in the institution, she lived with an older boyfriend, with whom she is still in contact and plans a future with him. The friend visited the institution several times as part of the Round Table together with the pupil's mother, who respects her daughter's wish to live with her partner.\n\nSituation (Anamnesis):\nThe mother has 2 other children, daughters younger than the pupil. When the pupil is visiting at home, he helps take care of them and he likes to do it, he always looks forward to going home. The mother is currently on maternity leave with the youngest child, she does not have a partner, and her social situation is not the best. The student ended up in the institution because of problems with theft at school, from which she was later expelled. Her grades have been below average for a long time, and according to the tests, the student is in the borderline zone of mild mental retardation. She doesn't enjoy learning, but she is good at work, especially baking and cooking.\n\nTeacher Intervention (Solution):\nHe thrives well in the institution, so he is entitled to walks and visits at home. Smoking and occasional prostitution during outings, which they do not hide in any way, remain harmful behaviors. He refuses to go to part-time jobs organized by the institute, the content of the work would be to replenish the goods on the shelves, because this way he will earn better and faster. No one was able to explain to her why she shouldn't behave like this when her boyfriend supposedly doesn't mind. The student does not have a lot of self-confidence and is not aware of her own value, it is difficult for her to understand why others should treat her with respect and why she should treat herself that way.\n\nOutcome:\nIt is one of the reasons why she listens to her mother and friend without reservation, and finds it hard to find her own opinion. He gets along with the staff of the institute without any problems, as well as with the other children. He is very submissive to more dominant individuals and is often in their 'tow'. The specific situation that the assistant considers her failure was explaining to the student why she should not earn extra money through prostitution. According to her words, the student was not at all able to put concepts such as dignity, morality, self-respect and caution in relation to her own person, even though not only she, but also other employees warned her about the possible danger. Žačka looks to the future rather in a short horizon, which for her means easily earned money and free afternoons that she can spend shopping while others are on shift at the institute. The staff of the institute believe that only her boyfriend, whom she had a strong crush on, could have dissuaded the student from prostitution, but he was very benevolent towards it. 'He is a free being after all.' he uttered as the staff discussed it with him.\n\nStudent Profile:\nAge/Year: 16 let\nHobbies: Hlídání svých mladších sester, nákupy, zájmy ostatních\nDiagnoses: Rozumové schopnosti v pásmu lehkého mentálního postižení\nDisorders: Krádeže,Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Selfdestructive behaviour\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "14", "student_age_year": "16 let", "student_hobbies": "Hlídání svých mladších sester, nákupy, zájmy ostatních", "student_diagnoses": "Rozumové schopnosti v pásmu lehkého mentálního postižení", "student_disorders": "Krádeže,Lhaní", "teacher_approbation": "Mgr. (Speciální pedagogika)", "teacher_practice_years": "5 let", "problems_annotated": "Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/316", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a student with us who had problems with theft to the point where he couldn't help himself, and when he liked something, he took it. He had these problems since first grade. In the first years, his classmates took it as if the student had a problem, but that he was solving it, that he was trying to fight with it, but from about the fourth grade, the children started to isolate him from the group and were not willing to talk to him or cooperate with him.\n\nSituation (Anamnesis):\nThe student has both parents, the family seemed harmonious, it does not seem that the origin of these problems could lie in family relationships or upbringing. He had problems with theft since the first grade, but his relationships with his classmates worsened drastically only in the fourth and fifth grades. The student was also diagnosed with ADHD and also had an individual education plan that made his grades average (the occasional three on his report card), without which he would have been a rather poor student.\n\nTeacher Intervention (Solution):\nIt was a problem that we tried to solve for a long time, we communicated a lot and cooperated with parents. This also works very well for me in situations where there is a problem and it cannot be solved in class, so I invite the parents and draw up an agreement with them and the student, and agree on how we will solve it: what the student will try to do, what we will trying to do what we can do to help him manage the situation as a school and what the parents will do. At one of these meetings, we agreed to train his ability to let things go even when he liked them, which was an idea we came up with with a few colleagues. This training consisted in the fact that I would leave various things in the school that he might like, and that the student would try not to take them. If he succeeds, we will let his parents know, and we agreed with them that they will reward him for doing it.\n\nOutcome:\nThe problem with the solution, however, was that the student usually couldn't resist the urge to take the item. Unfortunately, this method did not lead to the intended result. I also discussed this solution with the etopedist, who also confirmed to me that this method was not chosen appropriately, that it is certainly good to support him in the right behavior, but the things set up for him are such a strong temptation that it could, on the contrary, worsen his problem . In addition, I also tried to involve the rest of the class in this solution to improve their relationships. So classmates about these \"traps\n\nStudent Profile:\nAge/Year: 10 let, 4. třída\nHobbies: Technika, rád zjišťoval, jak věci fungují, co je uvnitř\nDiagnoses: ADHD\nDisorders: Krádeže\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "316", "student_age_year": "10 let, 4. třída", "student_hobbies": "Technika, rád zjišťoval, jak věci fungují, co je uvnitř", "student_diagnoses": "ADHD", "student_disorders": "Krádeže", "teacher_approbation": "", "teacher_practice_years": "", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/601", "content": "TEACHING CASE STUDY\n\nBackground:\nstudent diagnosed with schizophrenia treated with psychotropic drugs experienced a worsening of his condition after transferring to the second grade. The new environment, unfamiliar teachers and frequent transfers between classrooms caused stress. His behavior sometimes resembled autism. The teachers had to learn how to work with him and found that they could not force him to do anything because it provoked aggressive reactions and boycotts of classes. There were frequent conflicts with stricter teachers. The pupil had a tendency to throw things off desks, overturn desks and physically attack. Some parents complained that their children were physically assaulted. His behavior was often inappropriate because he could not judge boundaries and misjudge situations. Conflicts were more frequent with the math teacher, even though math was his favorite subject. The noisy environment and the excessive benevolence of some teachers stressed him out. He was satisfied with the 'golden mean'.\n\nSituation (Anamnesis):\nThe student was born into a complete family and later a younger sister was born. After his parents' divorce and the death of his father, who also had schizophrenia, the student experienced trauma. In preschool age, he developed affective attacks, tics, delayed speech development and stuttering. These problems were associated with schizophrenia, which was diagnosed at a younger school age. Since then, he has been monitored in a children's psychiatric clinic and treated with psychotropic drugs. Still, he suffered from tics, speech disorders, mental instability, and a lower frustration tolerance. Teachers describe him as a gifted student with an above-average IQ who requires an individual approach. He had difficulty forming relationships and was a loner.\n\nTeacher Intervention (Solution):\nThe aggressive behavior of the pupil was dealt with in cooperation with the mother, teachers, the pedagogical-psychological consultancy, the school psychologist and the children's psychiatric clinic. The effort of the mother, who knew best what works for her son, was key. Through observation and consultations, it was found that the pupil is comfortable with a gentle approach and respect for his limits. Sometimes it was impossible to get him to work according to the instructions, but thanks to the friendly attitude of the teachers and not shouting, he did not disturb anyone and was not aggressive. He did not participate in group work that did not suit him and preferred to work alone. The teachers had to find ways to interest him, for example in Czech he was interested in reading and writing syllabaries. By all measures he was working almost normally.\n\nOutcome:\nSolving the educational problem was difficult and lengthy, but after two years an acceptable situation was reached, which continued to improve. Both teachers and classmates learned how to work with the student, and unpleasant incidents almost did not occur anymore. There was still room for improvement, but the pupil did not disturb anyone and was able to work alone, which was better than being forced into group work which caused him problems.\n\nStudent Profile:\nAge/Year: 15 let (začátek problémů v cca 10-11 letech)\nHobbies: historie, čtení\nDiagnoses: Schizofrenie\nDisorders: Apatie,Bojkotování výuky,Agresivní chování\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "601", "student_age_year": "15 let (začátek problémů v cca 10-11 letech)", "student_hobbies": "historie, čtení", "student_diagnoses": "Schizofrenie", "student_disorders": "Apatie,Bojkotování výuky,Agresivní chování", "teacher_approbation": "VŠ: český jazyk a literatura, občanská výchova, dějepis", "teacher_practice_years": "25 let", "problems_annotated": "Diagnosis, Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/388", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place in such a way that the classmates were attracted to one girl in the class. They did her a lot of harm, for example, they threw old fruit into her briefcase, and once they even spilled something on her there. This has been going on here for a long time before it was figured out and unfortunately it has already gone too far. Everything came to a head when the student complained to her parents at home and they reported it.\n\nSituation (Anamnesis):\nThe class was all scattered, the overwhelming majority of pupils did not respect the teacher, had a dismissive attitude towards learning. They were not interested in education. There was such an atmosphere here that no one said anything to anyone, otherwise it would turn against the person concerned and he would become their next target.\n\nTeacher Intervention (Solution):\nFirst, the parents started to solve it as soon as they found out and called the school teacher. She was completely surprised by this, as were I and the other colleagues. Also because they managed to hide it all well. They systematically made sure that no teacher saw it. First, it was discussed with the children, an interrogation took place and I asked the pupils about how it all went. It turned out that the organizer of all this is one boy, who is helped by several of his friends and who do the so-called \"dirty work\" for him. Some of the students showed remorse during the questioning, some only on the lookout, but they mainly tried to get out of it somehow. However, the boy said that he is not sorry, that he hates the person in question, that he does not regret anything.\n\nOutcome:\nThe boy was given disciplinary action, he was reprimanded by the class teacher, but I think that when a person has experienced something like this for a long time, it should be dealt with further and with some kind of counseling facility. Go somewhere and deal with the experts. But they were already in their ninth grade, so it was no longer an issue. But I think that this person can cause problems in the future at other schools, so it should have been further addressed and tried to stop it. In my opinion, we were on the right track, but we didn't even make it. But I hope we resolved the situation in the classroom, at least no one noticed anything bad, no one said anything further that something was going on, so at least I hope it turned out well for the bullied girl.\n\nStudent Profile:\nAge/Year: 15, 9.třída\nHobbies: Počítače a technologie\nDiagnoses: ADHD,Psychiatrická diagnóza\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Consequences, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "388", "student_age_year": "15, 9.třída", "student_hobbies": "Počítače a technologie", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "", "teacher_approbation": "Mgr., anglický jazyk", "teacher_practice_years": "5", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1298", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the spring, during the second distance learning period, the mother of a student told me by phone that her daughter was being indiscriminately attacked by her classmate on social networks (Instagram). When the victim defended herself, she was threatened with physical assault by the aggressor.\n\nSituation (Anamnesis):\nThe aggressor: the oldest of three siblings (the fathers are three different partners), lives with the mother, the mother is a victim of domestic violence, cannot handle the daughter, allows her, for example, when the girl does not want to go to school. On the other hand, the girl helps her, for example, with looking after her younger siblings. The girl goes around very defiantly dressed and with make-up, already in the 7th grade she published her very \"brave\n\nTeacher Intervention (Solution):\nasked the victim's mother for the opportunity to talk to her daughter over the phone, who immediately explained the whole situation to me in detail. I promised that I would try to resolve everything by phone with the aggressor's mother first, I knew that her family was already under the supervision of OSPOD and therefore I assumed that the mother would be willing to cooperate with me to resolve the situation. The aggressor's mother told me that the two girls had long-standing disagreements and that the victim also verbally attacks her daughter. So I talked to both mothers and their daughters and emphatically explained to them that both mothers could solve similar situations by themselves after mutual reasonable agreement, because I am not authorized to solve conflicts outside of school, and that in case of further conflicts they should contact the Police of the Czech Republic .\n\nOutcome:\nAfter my intervention, other conflicts stopped, or I don't know about them. Female students have finished compulsory schooling.\n\nStudent Profile:\nAge/Year: 14 let, osmá třída\nHobbies: Potloukání se po sídlišti s problémovými žáky\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Lhaní,Absence,Nepracovitost\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1298", "student_age_year": "14 let, osmá třída", "student_hobbies": "Potloukání se po sídlišti s problémovými žáky", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Lhaní,Absence,Nepracovitost", "teacher_approbation": "Mgr. Čj, D", "teacher_practice_years": "31", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/167", "content": "TEACHING CASE STUDY\n\nBackground:\nThe boy I am in charge of as a teaching assistant threw a tantrum during class, he started shouting, kicking me, throwing things at me and around the class, it got to the point where his classmates started to fear him, the whole class had to be suspended and the teacher and the rest of the class went to the corridor so that the boy could calm down. Unfortunately, this angered him even more and he started banging on the bench and throwing chairs.\n\nSituation (Anamnesis):\nboy with a behavioral disorder, Asperger's syndrome and ADHD, a 5th grade pupil, average grades.\n\nTeacher Intervention (Solution):\nAfter his fit didn't stop, I took him and led him to a white mattress so that he would calm down on it by pounding on it and not on school property. After that, I went to the teacher in the hallway to discuss what to do with him. One option was to let him throw a tantrum or call his parents to come get him. We chose the first option and let him throw a tantrum with me sitting down with him and explaining to him that if he behaved like this, the other kids would lose class and that it would be good if he tried to calm down. In the end, I managed to calm him down and the other children could calmly return to the classroom and continue their lessons.\n\nOutcome:\nThe boy calmed down and apologized to everyone in the class and to the teacher for the disturbance and there was no further incident that day.\n\nStudent Profile:\nAge/Year: 10 let, 5. ročník\nDiagnoses: ADHD,Náběh na Aspergerův syndrom,Agresivita\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "167", "student_age_year": "10 let, 5. ročník", "student_hobbies": "", "student_diagnoses": "ADHD,Náběh na Aspergerův syndrom,Agresivita", "student_disorders": "", "teacher_approbation": "Střední s maturitou", "teacher_practice_years": "5 let", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/647", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation was as follows in one class, according to the guidance counselor and the high school professor. The children started creating different groups of people. But there is also this gifted student who has no problems, but one group of more dominant kids started to bully this gifted student. The situation escalated once after school in the locker room when this more dominant group, led by one female student, began attacking this gifted student in the locker room. They took his backpack, things, shoes. However, by chance, the banker also came home from work, who deciphered the situation well and tried to solve the situation the very next day. The children took part in an adaptation course, team building, where they had a rich program about the situation of mutual respect. The teacher subsequently stated that the situation in the classroom calmed down and the children began to respect each other and in the end they were a good group.\n\nSituation (Anamnesis):\nThe class was divided into different groups that could not respect each other. A more dominant group of individuals, led by a not-so-smart student with good grades, decided to hit on a classmate who is rather submissive, from a Catholic family, and a very gifted student. Fortunately, the teacher, according to the doctor, was caught early on. It took place in the classic way of denying various things, stealing and mocking on the Internet.\n\nTeacher Intervention (Solution):\nThe teacher started solving the situation the very next day. He informed his colleagues, the class teacher and the school management in the assembly hall. The first lesson was class time, where the subject of bullying was discussed with the educational advisor. After the presentation, a kind of adaptation course and teambuilding for the whole class took place in about a week, where they had a 3-day program organized by a volunteer center that deals with this issue, unfortunately the teacher no longer remembers the name of that center.\n\nOutcome:\nThe situation in the classroom completely calmed down after the program, and in the end it was a great group of people who still have good relations with each other today, even though they no longer study at that school. This bullying did not occur in the classroom and lessons, so it was difficult to recognize, it often took place outside the school, except for the incident in the locker rooms. Fortunately, the situation normalized and the bullying caught in the beginning calmed down. I classified this situation as ++ because I believe that its solution also belongs to positive situations.\n\nStudent Profile:\nAge/Year: 13 let\nHobbies: Čtení knih, skaut, setkávání s kamarády\n\nAnalysis & Annotations:\nProblems Identified: Bullying\nSolutions Applied: Working with the collective, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "647", "student_age_year": "13 let", "student_hobbies": "Čtení knih, skaut, setkávání s kamarády", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské – dějepis, ZSV, titul PhDr.", "teacher_practice_years": "15 let", "problems_annotated": "Bullying", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/832", "content": "TEACHING CASE STUDY\n\nBackground:\ngot a PCH student into the 3rd grade. He occasionally showed signs of attention deficit disorder, but at the time of the transition to our elementary school, he was not specially worked with. The boy thrived with A's. The change came from around the fourth grade, when he often did not respect the rules of the class and did not respond to my calls. After talking hours in the tripartite, I found out that he still responds to his mother. At the same time, he did not have a completely negative attitude towards the school or me. I had been used to his short attention spans since third grade, but his defiance was new to me. Later, he started deliberately lying to me, denying it, even though I caught him, for example, taking things from his classmates. In a specific situation that I remember, one classmate bothered him for a long time, they often argued about something. The climax of the situation was when he cursed a classmate for morons, punched him in the stomach, and then they got into a fight. When the children came to tell me, he did not admit it and absurdly denied that the other had given him the blow. There were also signs of bullying, where he was the leader and guide, he often scolded his classmates and knew where to go, insults to his parents 'your mother is disgusting' or to his character 'you're fat, that's why you don't run' were repeated and thus disrupted relationships in the class. At that time, we dealt with the situation with the prevention methodology, the principal, parents and in the classroom.\n\nSituation (Anamnesis):\nten-year-old boy attending primary school comes from a complete family. The father is often separated from the family, he works as a driver. He has an older brother with whom he does not get along well. The parents are cooperating with the school, although they initially downplayed the problem. Undesirable behaviors include lying, leading classmates, insulting, disrespecting rules and teachers. He is not completely excluded from the team and has a friend in it. His hobby is mainly baseball. A teacher close to the family believes that he is probably exposed to stimuli inappropriate for his age at home, such as brutal films, etc., thanks to his older brother.\n\nTeacher Intervention (Solution):\nImmediately after the incident, we investigated the situation and indeed PCH himself was a relatively gratuitous aggressor. The parents were informed and we resolved the situation with the school principal. Both actors of the conflict received a note, and then we dealt with similar situations as a class. In the long term, I didn't want to deal with the situation with him negatively. On the contrary, I always tried to support him and praise him when he did something right, went out of his way to meet his classmates and so on. I didn't let him tell me anything. The trust between the teacher and the student was greatly damaged by his previous behavior. This is not how the common relationship between student and teacher can be maintained. Everything that was pathological, such as swearing, and verbal attacks on classmates, we definitely dealt with, monitored and prevented it. Tripartite, interviews with records, meetings with parents and the director were countless. In the end, PCH ended up in the SPC and subsequently also in a psychiatrist, at that time the defiance was gradating in the home and the parents insisted on a solution. He was diagnosed with oppositional defiant disorder and ADHD. However, the main reason behind the speeches was the failure of the opposition's defiance. Mr. Psychiatrist probably helped him in the short term, but in the long term, in my opinion, the drugs rather harmed him.\n\nOutcome:\nAs a result of being put on medication by a psychiatrist, he went to school very depressed. The anger, the lying, and the pointless defiance have almost died out. But unfortunately his depression had consequences in subjects where his talent could be shown, for example in art classes. Conflicts with the pupil in question did not repeat themselves.\n\nStudent Profile:\nAge/Year: 10 let, 4. ročník\nHobbies: Sporty  baseball, vybíjená)\nDiagnoses: ADHD\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Lying and cheating, Violation of classroom/school rules, Verbal aggression, Bullying\nSolutions Applied: Consequences, Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "832", "student_age_year": "10 let, 4. ročník", "student_hobbies": "Sporty  baseball, vybíjená)", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "Pedagogické magisterské vzdělání -  Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "8", "problems_annotated": "Physical aggression, Lying and cheating, Violation of classroom/school rules, Verbal aggression, Bullying", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1268", "content": "TEACHING CASE STUDY\n\nBackground:\nThere were already problems when I got it in the fifth grade. He went to school from the first grade. I was his class teacher from fifth to seventh grade. He didn't hang out with anyone in class. He did not seek conflicts, was introverted and sat alone. In terms of school performance, his grades were average, but things got worse in the seventh grade. He didn't enjoy school, and if he didn't understand the material, he didn't want to do anything. He just sat there and did nothing despite being reprimanded. When he didn't want to do anything, he said he wouldn't do it, and no one convinced him to work. When the principal called him to the principal's office, he did not move from his chair and the principal had to follow him into the classroom. We resolved this situation with the parents, the school psychologist and the student himself. At home, his parents did not pay attention to him and did not want to deal with this situation much. Once his father came to us and told the student, even in front of us, that if you work at school, he will buy him a better computer. His hobby was gaming and IT industry. We also agreed with the parents that if the student does not work, we will call the parents and they will pick him up from school. We had another 25 kids in the class who wanted to learn.\n\nSituation (Anamnesis):\nThe student lives with alternate care and is an only child. He lived with his father for a week and with his mother for a week. When that was not possible, he lived with his grandmother. He has been diagnosed with attention and activity disorder, behavioral difficulties and emotional lability. His work rate gradually deteriorated. When the fabric didn't suit him, he got stuck and said he wasn't going to do it. His grades were getting worse. In seventh grade, we didn't even have anything to evaluate him on, because he hardly went to school. He didn't get along very well with anyone, so he had a behavior problem. His parents did not support him and were not interested in him, which was also reflected in the solution to this situation. His interests include playing computer games.\n\nTeacher Intervention (Solution):\nWe first addressed the situation with the student himself. When he got stuck and didn't want to do anything, we didn't force him to do anything. We further discussed the situation with the director. The pupil even refused to come to the principal's office, so the principal had to come to the pupil's classroom. After that, we discussed the situation with the parents, but they were unable to get the student to do anything. They didn't pay attention to him at home, they let him play games on the computer so they could have peace from him. He went to school unprepared. Next, we discussed the situation with the school psychologist, and finally with the student himself. In the end, it was agreed that if the student does not do anything at school, we should call the parents and they will take him away, so as not to hinder other students. Several pupils from the class offered him tutoring in a subject he did not like, but the pupil did not take advantage of these offers. In the seventh grade, we told the student and his parents that we had nothing to evaluate him on, because he refused to write the test several times and his parents took him home three out of five days a week because he did not work. We informed them that he would have to repeat seventh grade again.\n\nOutcome:\nThe student's parents eventually sent him to another school. I am not satisfied with the situation myself. As a class teacher, I had a good relationship with him and we all tried to help him. Both students with tutoring offers and me. The student refused to work and rarely attended school.\n\nStudent Profile:\nAge/Year: 10-12 let, 5.-7. ročník\nHobbies: počítačové hry, IT\nDiagnoses: ADHD,Porucha chování,Výkyvy nálad\nDisorders: Emoční labilita,Nepozornost,Hyperaktivita\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Attendance problems\nSolutions Applied: Consequences, Support, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1268", "student_age_year": "10-12 let, 5.-7. ročník", "student_hobbies": "počítačové hry, IT", "student_diagnoses": "ADHD,Porucha chování,Výkyvy nálad", "student_disorders": "Emoční labilita,Nepozornost,Hyperaktivita", "teacher_approbation": "vysokoškolské vzdělání, tělesná výchova a pedagogika + učitelství 1. stupně", "teacher_practice_years": "25 let", "problems_annotated": "Not attending to teaching/Inattention to teaching, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/563", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student is stubborn, if it's not his way he gets stuck and doesn't talk to you at all. He is angry, does nothing and does not say anything to anyone all the time. He often has tears in his eyes. Many times it is even a small thing that makes him angry. Sometimes it also applies to opinion. If his opinion does not coincide with someone else's, he gets angry. We go out, for example, he wants to go in front of the school, but I say we go behind the school. He is then angry all the time and refuses to communicate. In class, this behavior occurs occasionally. Sometimes he just doesn't feel like it and is slow. It probably depends on whether he enjoys the assigned work. If he has a given task in mathematics, he has no problem with the solution. If he receives a given task in Czech, the already described situation often occurs.\n\nSituation (Anamnesis):\nHe lives only with his mother. His parents did not live together for most of his life, his father died two years ago. He has a brother a year older, who also attends the same junior school as him. The dominance of the younger brother can be recognized because he is more communicative, physically fitter and more popular in the group.\n\nTeacher Intervention (Solution):\nWe tried to talk about it with the student, but he doesn't want to talk about it. I don't know what to do with him. Even though he is no longer angry and in a good mood, he refuses to communicate about this situation. I've tried going at him quickly and calmly, but it usually doesn't work. I've had a few times where he took a joke. I told him: 'don't be like a slipper!' etc. Mostly, however, he refuses to work or communicate. He doesn't even want to tell me what made him angry, what he doesn't understand, etc.\n\nOutcome:\nThe result is negative. Despite the conversation with the mother, the situation keeps repeating itself. It was found that the student is a little more communicative when the teacher uses a joke to solve the problem, but it is not a guarantee that it will always work.\n\nStudent Profile:\nAge/Year: 8 let, 3. ročník\nHobbies: Vojenství, historie, paleontologie\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Nespolupráce\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "563", "student_age_year": "8 let, 3. ročník", "student_hobbies": "Vojenství, historie, paleontologie", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Nespolupráce", "teacher_approbation": "Mgr. (učitelství 1. Stupně ZŠ); CVŽ učitelství v MŠ", "teacher_practice_years": "3 roky", "problems_annotated": "Emotional outbursts, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/687", "content": "TEACHING CASE STUDY\n\nBackground:\nDuring the 2020/2021 school year, the student was a student in the 1st year of a secondary vocational school in the field of hairdressing. As his class teacher, I only met the first class in the role of class teacher during the two weeks before the transition to distance learning. Theoretical teaching at our school takes place every other week and alternates with practical teaching, when the students are under the supervision of the teacher. Pupils and parents had a very short time to familiarize themselves with their new school, teachers and subjects and to make a smooth transition to online learning in Microsoft Teams. Therefore, based on these facts, the selected pupil did not start participating in distance learning, he began to show increased absenteeism and did not hand in any assigned work.\n\nSituation (Anamnesis):\nHe is an adult pupil, who in the past had unsuccessfully completed his studies at another secondary vocational school after the onset of psychological difficulties following the suicide of his best friend. The student showed average academic results, but above average emotional intelligence, awareness of himself and his possibilities. He communicated with discretion, never made unnecessary promises and never overestimated his abilities. He recognized his psychological limits and was aware from past experience of the barriers and difficulties associated with overcoming them.\n\nTeacher Intervention (Solution):\nThe student's problems with attendance and failure to complete assignments began to manifest themselves at the very beginning of distance learning. That's why I contacted him by phone to find out what his non-participation was about and I suggested help in the form of a school computer. However, the student informed me that he had a computer, so we logged into Teams together and explained its individual functions. As the pupil was already of legal age, I communicated exclusively with him. He was more apathetic on the phone but always picked up or called me back. He indicated to me that he has certain psychological problems associated with the transition to a distance form of study and suffers from insomnia, which is why it is difficult for him to get up in the morning and stay connected and not fall asleep. He promised that he would try to start communicating with the teachers and try to catch up. During the quarterly evaluation, however, it was clear that he did not succeed completely, so we arranged a personal meeting, we went through each subject and what would be necessary to do in order to benefit from it better. Finally, the student got up the courage and explained to me without insisting that he had similar problems once before and did not finish his studies at the previous school for a similar reason. That's when he developed problems with insomnia resulting from sleep paralysis after the suicide of his best friend. He was also medically examined at the time, but he had no documentation. He was prescribed medication, but after a while he stopped taking it because he was not feeling well and his condition gradually improved. Two years after this event, he joined our school, and during the transition to distance learning, his sleep paralysis returned, with associated insomnia and fear of falling asleep. We agreed that we would take it slow, let him catch up as much as possible, how he would manage, and we would sort out the rest for half a year. He managed to complete all the subjects for half a year, but the problems with absenteeism worsened in the second semester. I therefore arranged for him to meet with the psychological counselor at our school, where we agreed that if he does not start attending classes, he will have to be expelled from the studies on the basis of high absenteeism. The student refused to see a doctor and to involve his parents, so I felt that I had no choice but to verbally support him. After returning to school, he appeared sporadically at school, but in recent weeks he did not attend either theoretical or practical classes at all. He didn't even show up for the make-up exams, so he didn't advance to the second year.\n\nOutcome:\nThe last time I talked to the student on the phone, he sounded more positive and added that he was doing better, that he was working part-time, enrolled in a barbering course and that he was thankful.\n\nStudent Profile:\nAge/Year: 18 let, 1. ročník středního odborného učiliště\nHobbies: Zájem o obor, který studuje  kadeřník)\nDiagnoses: Spánková paralýza\nDisorders: Absence,Nepracovitost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "687", "student_age_year": "18 let, 1. ročník středního odborného učiliště", "student_hobbies": "Zájem o obor, který studuje  kadeřník)", "student_diagnoses": "Spánková paralýza", "student_disorders": "Absence,Nepracovitost,Vyhýbání se škole", "teacher_approbation": "Mgr.", "teacher_practice_years": "12", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/958", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation in the previous class was complicated. I had a pupil there who was in a very bad state, after attempts at suicide and self-harm. The communication with the student's mother was different and the relationship with this student was different. She trusted me and we solved many problems together. The diagnosis was difficult, the situation had its ups and downs, but in the end a certain stabilization was achieved.\n\nSituation (Anamnesis):\nThe personal history of the pupil or class is key to understanding the situation, but in this case I was unable to obtain more information.\n\nTeacher Intervention (Solution):\nŽačka was receptive to solving problems, even if they were huge. By chance, I recommended it to a friend who is a psychologist. Since then, although the pupil does not give me information directly, the psychologist monitors her development. Trust was key. The student has already graduated, but we are still in contact.\n\nOutcome:\nThe pupil's behavior stabilized, although there were occasional dips. She successfully passed her high school graduation and achieved life's achievements. The contact between her and the teacher continues even after finishing high school.\n\nStudent Profile:\nAge/Year: cca 17 let, ročník septima/oktáva\nHobbies: -\nDiagnoses: Psychiatrická diagnóza\nDisorders: Pasivita,Neposlušnost,Nepozornost\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Selfdestructive behaviour\nSolutions Applied: Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "958", "student_age_year": "cca 17 let, ročník septima/oktáva", "student_hobbies": "-", "student_diagnoses": "Psychiatrická diagnóza", "student_disorders": "Pasivita,Neposlušnost,Nepozornost", "teacher_approbation": "Vysokoškolské vzdělání – Magisterské studium + Pedagogické minimum, aprobace Český jazyk a Hudební věda + Němčina; aktivně se věnuje tvůrčímu psaní a korekturám", "teacher_practice_years": "Cca 26 až 27 let (včetně mateřské dovolené)", "problems_annotated": "Diagnosis, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/190", "content": "TEACHING CASE STUDY\n\nBackground:\nThe students had the task of composing from colored papers. Everyone got different colors of paper. One of the students began to express dissatisfaction with the color of the paper he received. At first he hid the paper and claimed that someone had taken the paper from him. Since I didn't believe him, I tried to convince him about the suitability of the color he got. However, this student became agitated and angry with accompanying stomping. Subsequently, he tore up the paper in the color he was not satisfied with and threw it in the trash.\n\nSituation (Anamnesis):\nThe student has been diagnosed with ADHD and is under the care of his mother.\n\nTeacher Intervention (Solution):\nI tried to calm the student down and explain to him that he must have his paper in his desk, that none of his classmates took it from him. The student refused this all the time. The situation worsened with any attempt at explanation. After a few minutes, the student angrily tore up the paper and started stomping on it. It was almost impossible to calm him down.\n\nOutcome:\nUnfortunately, none of my measures, arrangements, proposed solutions had an effect on the pupil, and after the incident it was difficult to talk to him, let alone cooperate. He sat insulted in the pew with folded hands and refused any cooperation. The last possible solution was a phone call with his parents, who tried to talk him out of it.\n\nStudent Profile:\nAge/Year: 9 let, 3 třída\nHobbies: fotbal, míčové hry\nDiagnoses: ADHD\nDisorders: Lhaní,Potřeba pozornosti\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "190", "student_age_year": "9 let, 3 třída", "student_hobbies": "fotbal, míčové hry", "student_diagnoses": "ADHD", "student_disorders": "Lhaní,Potřeba pozornosti", "teacher_approbation": "Mgr.", "teacher_practice_years": "5", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/976", "content": "TEACHING CASE STUDY\n\nBackground:\nHowever, not all cases of problem behavior had a happy ending like the previous one. At the moment, I am a fifth-grade class teacher again, and I have a little bit of everything in my class, so to speak - integrated, foreign and problem children. This story is not so much my experience as it is about a class that has passed from the first grade to the second, so I am still getting to know the children myself - what are their habits, needs or bad habits. But since I heard that it is a really exceptional class in terms of solving problem behavior, I decided to contact their former class teacher in the first grade and thus continuously inform myself about the situations or rather persistent problems that are part of this, already my class, to be in the picture, so to speak.\n\nSituation (Anamnesis):\nThis case concerns a boy who currently lives only with his father, as his mother died over a year ago. When this situation arose, of course the teachers, but also the classmates, were really considerate, tolerant and helpful towards him. The teachers did not make excessive demands on him from the beginning, as the boy did not go through a really easy period. Losing a mom hurts at any age, but I think at this age it's hard to explain to a child why mom will never come home. So the boy stayed at home for a while to deal with the team and the teachers took this situation into account and even accepted it to a certain extent.\n\nTeacher Intervention (Solution):\nHowever, the problem arose when the boy returned to school after a long time. He used to be inattentive at school, didn't do his homework, didn't listen to the teachers, distracted them and disrupted classes, until finally one day it got to the stage where he stopped going to school altogether. This situation was also resolved with the boy's father, when my colleague informed him about what was happening with his son and tried to find some reasonable way out. Everyone understood the situation that the boy was going through a period when he lost his mother, but it had been long enough for him to be able to fit back into the school environment, so to speak. From the beginning it seemed that the father understood the seriousness of the situation, the boy started going to school again, but he did not last two weeks. The situation was resolved repeatedly with the father, who at first excused his son, but after a while the number of missed classes climbed to an enormous number, when the boy was in danger of having unexcused classes in the fourth grade and was even in danger of repeating the grade. Later it was discovered that the boy, despite the time that had passed, had not come to terms with the loss of his mother at all.\n\nOutcome:\nIn the end, although the situation turned for the better, as the boy is currently in the fifth year with me, however, inappropriate behavior in the form of disruptions and failure to complete tasks still persists. I am currently trying to resolve this situation as best I can, but since not only this boy, but also a few of his classmates have a bit of a problem with following the rules and authority, it is not always a cakewalk. However, I firmly believe that after time they will learn to follow the rules that we have agreed upon as a class.\n\nStudent Profile:\n[No student profile available]\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "976", "student_age_year": "", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "", "teacher_practice_years": "13  Absolvovala nejaký relevantný kurz, výcvik na zvládanie problematického správania, nekázne nebo komunikácia v triede apod. (zaškrtnite):  áno / nie  Prípadne uveďte názov (otvorená otázka):  Presný názov neviem, ale išlo o predmet v rámci kreditového systému, ktorý absolvovala pred atestáciou.  Kazuistika ++  Rozhovor bol vedený s pani učiteľkou, učiacou na základnej škole na druhom stupni, kde dlhé roky pôsobí ako učiteľka anglického jazyka, geografie a environmentálnej výchovy. V rozhovore mi porozprávala o svojich skúsenostiach a prípadoch problémového správania, s ktorými sa za roky svojej", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/700", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation took place on the last evening of the adaptation course. By the fire, the students could see the fatigue from the rich program and lack of sleep. The three boys from the class were quite seated at first sight, which was shown by the fact that they did not sit with the rest of the class, but made their own group and sat apart from the others and talked among themselves. Suddenly they started arguing, threw themselves at each other and started fighting. We ran towards them, but before we got there, one of them took out a shooting knife from his jacket pocket. Fortunately, he didn't threaten anyone with the knife, he just stood there with an open knife. We managed to tear them apart and took them to our cabin.\n\nSituation (Anamnesis):\nThe class as a whole didn't seem troubled, but those three boys were causing trouble. One of them is a refugee from Syria, who we already talked about in the previous case study. Another is a member of a group that can often be seen in the park near the station, and at first glance seems problematic. For two of them, this isn't the first high school they've attended, but they haven't finished one yet.\n\nTeacher Intervention (Solution):\nThe pupils were brought to the headmistress, who spoke to them at length. They were given conditional suspensions from school and were told in no uncertain terms that any further trouble would result in immediate expulsion. All three promised that they would no longer behave vulgarly and aggressively and that they would not violate school rules. The headmistress called their parents, but didn't talk to two of them. Since it was late, she didn't want to send them home, but to avoid further trouble, she sent everyone to sleep in a different cabin. She called her parents the next day and informed them of the conditional expulsion. The parents of the refugee were not allowed.\n\nOutcome:\nDespite the measures, the pupils' behavior did not improve and on 10.9. they were expelled after being caught packing a joint and snorting tobacco. More information about this incident is given in the next case report.\n\nStudent Profile:\nAge/Year: 16, 17, 18, 1. ročník\nHobbies: Být se svojí partou, PC hry\nDisorders: Agrese,Lhaní,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "700", "student_age_year": "16, 17, 18, 1. ročník", "student_hobbies": "Být se svojí partou, PC hry", "student_diagnoses": "", "student_disorders": "Agrese,Lhaní,Vulgární vyjadřování", "teacher_approbation": "Vysoká škola", "teacher_practice_years": "17", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/511", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation, which has been going on for a long time, is worrying. The girl from the eighth grade is almost isolated from the collective, closed, inaccessible, uncommunicative and apathetic. Her only expression is artistic, she communicates minimally. He does not respond to the teacher's questions or only minimally, he does not carry aids, if he does, then sporadically. He has insufficient hygiene habits, wears torn and often dirty clothes. As a teacher, I cannot continue to ignore the situation, I must try to make contact and find out what is behind her behavior.\n\nSituation (Anamnesis):\nThe student lives only with her father and brother, her mother died in a tragic accident, and her grandparents also take part in her upbringing. The girl suffers from psychological problems, visits a psychologist and is also diagnosed with attention disorders. She and her brother go to school in torn, often dirty clothes, the girl often has unwashed hair and a neglected appearance. The class he attends is divided into groups with great contrasts and vastly different opinions. In the classroom, the groups hardly communicated with each other during the girl's problems, and when they did, it was with great resentment. During the school year, the class managed to become almost cohesive except for a few individuals. The class is rather above average in terms of benefits.\n\nTeacher Intervention (Solution):\nThe girl paints a fallen angel, is withdrawn and does not perceive the surroundings or the teaching. He does not respond to the teacher's questions. I approach her and ask about a detail of the drawing that seems unclear to me. The girl doesn't respond at first, so I answer myself and deliberately remember this detail in my own way - but absolutely not fitting in with her topic. The girl reacts and begins to clarify. It is open to communication about the painting. The dialogue is only on the artistic level. This communication lasts a few minutes, after which the girl closes again. As soon as I get another chance to ask her something about her painting, I don't hesitate to ask. In this way, over time, the girl opens up to me for longer and longer periods of time. Now he has no problem communicating with me outside of the artistic realm. I spend most of my time with her in class and try to get her to cooperate with the teacher.\n\nOutcome:\nThe girl's condition gradually improved, she began to accept and communicate with the assistant on a regular basis. The girl began to respond to the teacher's calls and answer. Taking notes on the teacher's instructions, but this was not always successful - depending on the mood and circumstances that arise from the family. The class perceives her as an individual, they do not seek her company, some accept her life attitude. She doesn't really have a friend in class, she never hurts anyone, she's kind, non-conflicting, warm-hearted, perceptive. In class, he has fun with several classmates according to his mood.\n\nStudent Profile:\nAge/Year: 14 let – 8. třída\nHobbies: Výtvarná výchova, cosplay\nDiagnoses: Poruchy pozornosti,Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "511", "student_age_year": "14 let – 8. třída", "student_hobbies": "Výtvarná výchova, cosplay", "student_diagnoses": "Poruchy pozornosti,Psychické problémy", "student_disorders": "", "teacher_approbation": "Spgš Znojmo", "teacher_practice_years": "15", "problems_annotated": "Diagnosis, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1083", "content": "TEACHING CASE STUDY\n\nBackground:\nWhen I started teaching, I guess it was my first year, a couple of young ladies showed me some affection from time to time. In the beginning, I took it as a normal thing when a new young teacher comes. But after a while it started to get annoying. The ladies walked around me in the corridor on purpose, preferably as close as possible as they passed. Once it happened that she even 'accidentally' touched me. I didn't know how to react then. I remember we just went on some kind of overnight class trip. In the evening, we lit a bonfire and threw papers with wishes (to make them come true) into the fire. The young lady declared that she had a wish 'I will marry Mr. Teacher...' and threw it into the fire.\n\nSituation (Anamnesis):\nAnnoying miss\n\nTeacher Intervention (Solution):\nalso consulted with my colleagues, but in the end I decided to talk to the ladies myself. They didn't listen and continued to repeat similar behavior, in the end I decided to take it as a joke and wait until they left elementary school anyway.\n\nOutcome:\nIt didn't work, it was only resolved when the student left the school.\n\nStudent Profile:\nAge/Year: 14 let, 9. třída\nDisorders: Provokace\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1083", "student_age_year": "14 let, 9. třída", "student_hobbies": "", "student_diagnoses": "", "student_disorders": "Provokace", "teacher_approbation": "Mgr.", "teacher_practice_years": "4", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/857", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation I have chosen as an example of unsuccessfully addressed problem behavior concerns a classroom where most of the children are working and functioning well. However, one student is constantly disruptive, makes inappropriate comments and jokes, makes fun of me and others, calls attention to himself and brings unnecessary things to school to get attention. This behavior occurs in the second grade classroom I teach. When a student is disciplined, he does not learn from it and continues his behavior. After consulting with colleagues, I found out that he behaves in the same way in other subjects as well, and many teachers describe similar situations. We are not sure how to deal with the problem effectively and this disrupts the atmosphere of the class and the lesson. The student's presence complicates various activities, for example during games, where he is often excluded because no one wants to cooperate with him.\n\nSituation (Anamnesis):\nThis student's behavior is burdensome and exhausting for all of us. The children themselves reprimand him and find his behavior embarrassing. Nevertheless, we did not come up with any effective solution. We tried to resolve the situation with notes, at class meetings and contacted parents, but to no avail. We tried to keep the student busy during class and pay attention to him so that he would not get bored, but that didn't help either. When I offered him an individual fun activity, he continued to interrupt and spoil the class atmosphere. We don't understand what is going on in him because he has no disorder or diagnosis and no known major problems in the home environment. His problem behavior is constant and affects my relationship with classes, which I then do not look forward to.\n\nTeacher Intervention (Solution):\nAlthough I thought that I did not have sufficient authority, my colleagues confirmed that they had the same problem with the student. He has a problem with authority in general, is rude and sometimes even mean to both classmates and teachers. He is capable of tying and seems to have never learned what authority is. We believe that he was not taught to perceive authority at home. Sometimes I felt that I couldn't handle the situation, raised my voice and let myself be thrown around unnecessarily.\n\nOutcome:\nWe are trying to resolve the situation, but so far without success. I remember the story of my mother, who was a teacher and had a similarly problematic student. Years later, he apologized to her for his behavior. We hope that this student will also become aware of his behavior one day. His behavior is often infantile now, but it is possible that the situation will improve as he matures.\n\nStudent Profile:\nAge/Year: Žák na druhém stupni (7. třída)\nHobbies: Nevíme\nDisorders: Vulgární vyjadřování,Nespolupráce,Zesměšňování\n\nAnalysis & Annotations:\nProblems Identified: Verbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "857", "student_age_year": "Žák na druhém stupni (7. třída)", "student_hobbies": "Nevíme", "student_diagnoses": "", "student_disorders": "Vulgární vyjadřování,Nespolupráce,Zesměšňování", "teacher_approbation": "Mgr., aprobace anglický jazyk, český jazyk pro cizince", "teacher_practice_years": "3", "problems_annotated": "Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/748", "content": "TEACHING CASE STUDY\n\nBackground:\nOne of the very tense situations that the student prepared for us was once at the beginning of the lesson, right after the bell rang, when everyone was already sitting in their seats, but the teacher had not yet arrived. The student had a large, two-liter bottle of Coca Cola, which he unscrewed, drank, and left the open bottle on the bench. Then he 'accidentally' snorted it, the bottle tipped over and everything started pouring out, which he just watched and didn't even try to pick up the bottle. A huge puddle was spilling on the ground, all the briefcases within reach were suddenly soaked with Coke. The children squealed, jumped and tried to save their things. Most of the children rushed for paper towels and quickly tried to prevent the flood from spreading further. He just stood and washed himself. I grabbed him by the shoulder and pushed him towards the puddle and told him to hurry and help clean up. He started yelling at me that I attacked him and that he was going to complain about me. He refused to participate in the cleanup and just watched with a smile. It should also be noted that this is not the first time he has done this. 'Accidentally' spilled drinks happened to him more often, even though I repeatedly warned him that he should close the bottle again immediately after drinking. However, he always reacted with irritation and insolence.\n\nSituation (Anamnesis):\nThe student lived in a joint household with his mother and grandmother, he was an only child. Both spoiled him very much. They let him hang around the housing estate and, according to reports from classmates living in the same housing estate, he committed vandalism. He destroyed bells, the elevator and polluted the common areas. He also often attacked smaller children. In the classroom, he mostly only allowed himself to girls, pinched them, twisted their arms, pulled their hair and insulted them. No comments were effective because the mother and grandmother uncritically defended the student in all circumstances.\n\nTeacher Intervention (Solution):\nThe class teacher wrote a note to the student and talked to him about it, however, there have been many such notes and interviews with absolutely no results. The mother has also been to the school several times, but this also did not lead to anything, because the mother claims that the pupil is good and without conflict, that it is a misunderstanding, or that it is the fault of his classmates who bully him.\n\nOutcome:\nUnfortunately, we didn't actually solve anything, so certainly not successfully. The boy did not improve in any way in his behavior. I no longer work with this student. I'm at a different school, so I don't know how they proceeded with him. It was suggested that he go to the school psychologist, but I know that we encountered resistance, that he does not want to go to the psychologist, that the children would laugh at him.\n\nStudent Profile:\nAge/Year: 11let    5. třída\nHobbies: Žádné\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons\nSolutions Applied: Consequences, Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "748", "student_age_year": "11let    5. třída", "student_hobbies": "Žádné", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Kurz asistenta pedagoga (akreditovaný MŠMT)", "teacher_practice_years": "6 let", "problems_annotated": "Nonverbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/253", "content": "TEACHING CASE STUDY\n\nBackground:\nIn one of my Czech language classes, a student deliberately provoked a classmate in order to elicit a weak reaction from her and thus \"start\" the whole lesson. However, after repeated warnings, this behavior only escalated, so I was forced to send the assistant with the student into the corridor to calm him down, because I know that the student behaves like this when he is bored in class and needs to release excess 'steam' by talking about his ambitions. After returning, however, he began to direct his verbal attacks at me, he began to use Romani, because he knows that I do not understand most of the language. After the warning, the verbal attacks began to escalate, and the student was taken by an assistant to the school's counseling office for the rest of the day. After the end of the lesson, we consulted with the deputy headmistress about the pupil's behavior and, due to the pupil's generally deteriorating behavior, we convened an educational committee with parents and the school psychologist.\n\nSituation (Anamnesis):\nThe collective of a given class is a very complex matter. It could be divided into three 'subgroups' of types of people. The ones who 'get it going'. Those who respond to 'getting started' and those who generally ignore the class and take care of themselves (there are few). The class does not function as a collective, but as a collection of individuals. I try to solve tricky situations collectively, but this usually ends in mass arguments between the students and it is impossible to get anywhere together. As individuals, however, the students are smart by school standards, they can handle most subjects, the problem is that they are simply noisy. They react to each other and there are too many starters to arrange the seating order so that two people who can start a class in seconds are not sitting together or in close proximity.\n\nTeacher Intervention (Solution):\n'Student, enough, you're exaggerating' 'What about me!?' 'Student, you are not supposed to speak at all now. If you want to say something about the matter, you can log in. Otherwise, the classmate has had enough of you, don't think I can't see it' 'She started it because it's ****' 'That's enough! Assistant, take the student out before we calm down!' 'So what?' 'Already calm' 'Okay' 'Aguti!' 'Student, I don't know what that means, please calm down, you're starting again' '(laughter) Aguti!' 'Student, it's over. You're interrupting! You know that and you know you're in more trouble than you need, one more time and you're going upstairs with the assistant!' 'Put ten notes in my f**k!' 'Okay, assistant, go upstairs with him and let them keep him there for the rest of the day, here's his textbook, let him do these exercises, see you after school'\n\nOutcome:\nEvery day is a little bit new with us. The student does not realize these situations after a few hours, let alone after a few days. He also only realizes the consequences of his actions when he is confronted with them, as I told you he shouted 'what about me?' he didn't even realize at that moment that he was making a mistake. The problems with this student are long-term and never-ending. It is always only 'fixed' around report cards or educational committees.\n\nStudent Profile:\nAge/Year: 15, 7.\nHobbies: Práce, box, posilování\nDisorders: Agrese,Vulgární vyjadřování\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "253", "student_age_year": "15, 7.", "student_hobbies": "Práce, box, posilování", "student_diagnoses": "", "student_disorders": "Agrese,Vulgární vyjadřování", "teacher_approbation": "Bakalářské- Čj/Dějepis", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/22", "content": "TEACHING CASE STUDY\n\nBackground:\nThe grade zero student was very troublesome in class in every way. Every day I had to deal with something about him, whether it was a lost diary, a dirty and torn school book, late arrivals to school in the morning (sometimes up to 50 minutes), missed worksheets or disruptions in class. But if I have to point out the worst situation at the level of behavior, then it is definitely theft. It sounds terrible, but it really happened. Some of the toys that we have in the classroom for the afternoon group and also some aids have started to disappear. When we found out that he was taking the things home, we immediately started to deal with it. In one particular case, it was a toy car. When I asked about the little car, if he took it, he started to defend himself, saying that it was not true at all. Unfortunately, his older brother, who was a year older, went to the same class with him, and he usually betrayed him. Even when it became clear that he really took the toy car, he defended himself and did not want to return it. It even went so far that he claimed that the toy car was his and became aggressive. When it really dawned on him that we could call the police because of this, then he brought back the thing he took, but usually a different one - that, for example, he left the toy car he took from school at home and brought it instead a completely different car that he probably found somewhere at home.\n\nSituation (Anamnesis):\nThe student's behavior undoubtedly reflected how things work at home. She lives only with her mother and siblings, her mother cannot take care of all the children, which she herself admitted. At the same time, they have financial problems, so neither he nor his siblings have many toys or they destroy them immediately. During distance learning, when parents had to pick up worksheets for their children at school to complete at home, there were always problems with mom. I have addressed the situation with her several times, always promising to make amends, but it has not happened. In the same way, when we agreed to meet in person to discuss the situation, she did not show up on any set date. The whole situation with a problematic mother and her sons in my class was also dealt with by the Department of Social and Legal Protection of Children. In class, both boys had friends, they fit into the team, in terms of understanding the material discussed and the work in class, so they mostly both tried. However, I often did not know what to do with the behavior that he sometimes displayed not only during breaks, but also during lessons.\n\nTeacher Intervention (Solution):\nThe case of the theft of toys and tools was solved by myself and other school staff who were involved in solving the situation, mainly by communicating with the pupil, when we tried to explain to him as best we could that such behavior was not correct, we mentioned the cases of some other children and how that's what happened with them, when there was no way around it, I even used scaremongering a few times that if he didn't confess and return the things, that the police might be called. I talked to him a lot and since the boys at home don't have a very clear idea of what behavior is right and what isn't, I always tried my best to explain to him why such behavior is wrong and what can happen.\n\nOutcome:\nAs for the solution to the discussed problematic situation with the thefts, the short-term solution was usually that he had to confess, apologize and return the toy (or other stolen item). In the long term, we managed to reduce these thefts quite a bit, apart from solving his behavior with himself, also by the fact that my colleagues and I brought some toys for us, which were lying around our children at home and no one would use them anyway. As well as some clothes and school supplies. Although we really managed to reduce problematic behavior in the area of these thefts, I rate the case of managing his problematic behavior as one of the worst. When it was decided whether he would stay in grade zero or go to grade one, no teacher, including me, wanted him in her class at all because of his behavior.\n\nStudent Profile:\nAge/Year: 5 let, 0. třída\nHobbies: Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.\n\nAnalysis & Annotations:\nProblems Identified: Lying and cheating, Violation of classroom/school rules\nSolutions Applied: Disrespectful communication, Support, Interview\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "22", "student_age_year": "5 let, 0. třída", "student_hobbies": "Rád jezdí s jejich rodinným známým autem a rozváží pečivo; hraje si s autíčkama.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, Učitelství pro 1. stupeň ZŠ, obor Výtvarná výchova", "teacher_practice_years": "31 let", "problems_annotated": "Lying and cheating, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1338", "content": "TEACHING CASE STUDY\n\nBackground:\nPreviously, I worked as an educator and teacher's assistant in a school with a larger number of more problematic students. The student I remember grew up in foster care and had mental health problems that were treated with medication.\n\nSituation (Anamnesis):\nHe was aggressive in class, even to the point of physically assaulting his assistant, also threatening to jump out of the window, for example, and often throwing himself down ('I'm useless.' etc.).\n\nTeacher Intervention (Solution):\nremember that it often happened that neither the teacher nor the assistant knew how to deal with the student, so they always sent him to me. Only after my intervention did he calm down. I was perhaps the only one of the entire teaching staff whom he trusted, because I was known at school for the fact that students could always talk to me, confide their problems and ask for advice. Maybe that's why he always calmed down in my presence. I always treated him calmly and with respect, I always listened to him and did not fight back. Next, I tried to divert his attention in a completely different direction, for example that I absolutely need help with something and only he can do it. It was mostly manual art work where I talked to him about his problem, which made him feel safe and respected.\n\nOutcome:\nDuring these conversations, I tried to find a situation for which I would praise him in order to increase his self-confidence. After this intervention he always calmed down and for some time worked better in class again. Even in later years, he often sought out my company, and it seems to me that with age, thanks to my support, his problems eased.\n\nStudent Profile:\nAge/Year: 7, 2.rčník\nHobbies: Starší případ, nelze vybavit\nDiagnoses: Problematické chování\nDisorders: Agrese,Neúcta k autoritám\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Physical aggression, Selfdestructive behaviour\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1338", "student_age_year": "7, 2.rčník", "student_hobbies": "Starší případ, nelze vybavit", "student_diagnoses": "Problematické chování", "student_disorders": "Agrese,Neúcta k autoritám", "teacher_approbation": "středoškolské", "teacher_practice_years": "28", "problems_annotated": "Diagnosis, Physical aggression, Selfdestructive behaviour", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1185", "content": "TEACHING CASE STUDY\n\nBackground:\ngave the students the task of correcting the dictation and justifying why it is written soft or hard in which situation and so on. I let the students work independently. After a while, the three students started yelling at each other. 'Teacher, they are arguing in the office.' I silenced one of the students. Another student spewed. 'Mrs. teacher, they're chasing their impaling dicks over there!' Without a reaction, I started talking to another student and asked him about the first sentence. I even came up with a reward for the correct solution and defending the correctness, but the student continued. 'He's probably rubbing frn*y there.' I ignored the remark and called the student in question to explain the sentence. He refused to answer.\n\nSituation (Anamnesis):\nThe class itself is quite small. There are 17 pupils in total. There is one pupil with special needs and also three problematic students. The special needs pupil has his assistant and works without problems at his individual pace and does not disrupt the lesson unlike the three boys. These boys are placed one by one on each side of the class so that they have as little opportunity to communicate with each other as possible, i.e. to influence the course of the lesson as little as possible.\n\nTeacher Intervention (Solution):\nI tried to calm the students down. Unfortunately, that didn't work, so I tried to ignore the notes and focused on the other students. But this group was so disturbing that I tried to call one of them as a warning to the others. Unfortunately, this did not work at all, rather the opposite, and the inappropriate behavior continued on and on. Until my nerves snapped and I scolded the students for disobedience. The students were obviously amused by this and did not take it into account. The bell saved me.\n\nOutcome:\nThere was no solution, the class only managed to correct the dictation in the whole hour and the problematic students escaped without problems. On the contrary, there was frustration on the part of the teacher. So, in the next lessons, the students continued and maybe even in the future the disruptive behavior will increase.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: otevřená otázkaLední hokej\nDiagnoses: Dislexie\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1185", "student_age_year": "14, 8. ročník", "student_hobbies": "otevřená otázkaLední hokej", "student_diagnoses": "Dislexie", "student_disorders": "Lhaní", "teacher_approbation": "Magisterské, matematika a společenské vědy", "teacher_practice_years": "8", "problems_annotated": "Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/956", "content": "TEACHING CASE STUDY\n\nBackground:\nhave an experience with the same student, at the end of the 6th grade. In the English language classes, we did not do new subject matter, and rather we devoted ourselves to practice and speaking. I prepared a competitive activity for groups. I wanted to divide the children into three groups so that they were approximately equally skilled. As they sat, I moved with each student so that in each group there was at least one who knows English well and one who is more creative, so that the weaker ones have someone to lean on. When I put a student in one of the groups, he immediately started jumping out of the box like a devil and shouted that he would not go to that group because no one wanted to work with him. I told him that it was not true, that no one said that they did not want to work with him, and that he should go to work in that group. However, he kept repeating that he was not going there and that they did not want to work with him.\n\nSituation (Anamnesis):\ninsisted that I wanted him to move. By constant repetition I managed to get him to move roughly where he was supposed to. However, he sat down in such a way that he certainly could not cooperate with the group. I felt that it was probably not going to work, that I was going to force myself, and that I would lose a lot of time and energy if I continued to push him. The children were really cute at that moment, they didn't even scream - they react to him in many situations. However, this time they didn't react at all and waited for him to sit down, which he didn't.\n\nTeacher Intervention (Solution):\nstarted the activity with him sitting next to me. Then I gave him another piece of paper and created another group with him, and I see that as my biggest failure, a mistake. The fact that I let him create another group, he worked well after that, but I perceive it as the fact that he managed to fight for his own - I don't want to work with anyone. However, for me, it was a question of cooperation, and I couldn't pull it off. In retrospect, I think I should have stopped trying to convince him to join the group much earlier and given him another job if he didn't want to cooperate.\n\nOutcome:\nIt is quite likely that he would not do it, but it is possible that an assistant would be able to force him to work independently. By the fact that it was at the end of the school year, I don't think it has a long-term effect - he certainly doesn't allow himself more.\n\nStudent Profile:\nAge/Year: 6. ročník, 13 let\nHobbies: Podle něj “porno”\nDiagnoses: Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza\nDisorders: Úzkost,Vyhýbání se škole\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Support, Transfer of student \n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "956", "student_age_year": "6. ročník, 13 let", "student_hobbies": "Podle něj “porno”", "student_diagnoses": "Dysortografie,Dyslexie,Porucha řeči,Psychiatrická diagnóza", "student_disorders": "Úzkost,Vyhýbání se škole", "teacher_approbation": "Mgr., Anglický jazyk + Matematika", "teacher_practice_years": "24", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Transfer of student ", "solutions_possible_annotated": "", "implications_annotated": "", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1216", "content": "TEACHING CASE STUDY\n\nBackground:\nwas solving a problem with attendance. The girl avoided school for a long time, and a specific subject, when she was afraid to give a lecture in front of the class. Either she didn't come to school that day at all, or she kept making excuses that she forgot she didn't have something. She was given several opportunities by the teacher to finish it until next time, or to send it. Just to show some activity. This resulted in her missing a few marks in that subject, and as it was a civilian where those marks are generally low, it made it impossible to grade her. When I checked the long term absence, I found that she was avoiding the specific day she had this subject. Her absence was excused from her mother.\n\nSituation (Anamnesis):\nThe girl has no behavioral disorders, it was just this particular truancy issue. Her classmates perceived the injustice of someone being excused from school and they had to work it all out. Sometimes they were heard in the form of general comments: 'Oh well, the pupil is missing again.' Mom was cooperative, but believed her and tolerated excuses that she wasn't well and wouldn't go to school.\n\nTeacher Intervention (Solution):\nsolved it first with the teacher of that subject. I learned about the classification problem from her. After that, I called my mom about the absences, she promised to fix it. I also made an appointment with the school psychologist to find out what was going on and what the problem was. This is how it went like a wheel - school psychologist, parent, teacher, school psychologist, parent. I first learned what the problem was from my mother when I called her about the grades. It turned out that the student had confided in her that she was afraid of a report or any presentation in front of the class and thus avoided the civics, because it was not possible to pass it with only an A, as in other subjects. So I made an agreement with her citizen teacher and the other teachers not to give the student anything to present in front of the class and to allow her, for example, to hand in the paper only in writing. I agreed with the mother to stop tolerating the pupil's excuses that she is sick and to send her to school. We were also more in touch both by phone and in person at school. I also communicated everything with the pupil.\n\nOutcome:\nonly have the experience of the last two months of the school year, but the absences improved after this solution was set up. I plan to focus more on the pupil this year, so that we know whether the situation has been resolved in the long term.\n\nStudent Profile:\nAge/Year: 14, 8. ročník\nHobbies: móda, styl, hudba\nDisorders: Lhaní\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1216", "student_age_year": "14, 8. ročník", "student_hobbies": "móda, styl, hudba", "student_diagnoses": "", "student_disorders": "Lhaní", "teacher_approbation": "PhDr., Učitelství pro 1. stupeň", "teacher_practice_years": "20", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/386", "content": "TEACHING CASE STUDY\n\nBackground:\nThe whole situation with the student revolves around the fact that he cannot concentrate at all on the tasks given by the teacher in class. He is always interested in something else, there are cries in the dark that do not make sense within the curriculum. He is always dealing with something new that occurred to him that day, he often deals with girls and has questions and comments about them that are very inappropriate. Overall, his behavior includes constant harassment of female classmates, foul language, fights with fellow students, disregard for rules, and disdain for authority. This behavior started a year and a half ago and graduated during distance learning, where the teacher no longer had such a reach, so the student was able to calmly run around naked in front of the camera. Telling the parents about his distance learning behavior didn't have much of an effect because they didn't have the opportunity to be in the room with him during his son's classes and watch over him, so it always had to be dealt with retroactively, which didn't have the right effect. Female teachers try to solve problems in the classroom, but they repeatedly fail, so they come to me for help, because I am the only male teacher at the first level and therefore probably the biggest authority.\n\nSituation (Anamnesis):\nThe student is far more mature than those around him and has disproportionate reactions to certain events, so he behaves like a teenager even to little girls. He is looking for the level and the barriers of how far he can go.\n\nTeacher Intervention (Solution):\nIn general, the student does not respect authority, so until he is threatened with some major punishment, he will not change his behavior. He has already received a reprimand from the class teacher and I suspect also a reprimand from the class teacher. Several times I invited the student to my office, I talked to him about the fact that it really wouldn't work like this, then he was doing well for, say, two days, but after a while it started again.\n\nOutcome:\nThe result of the solution was not very successful. Even though I have spoken to the student several times, his inappropriate behavior is still repeated. When something works for him, it doesn't last long. He can keep behaving normally for a day or two, then it goes downhill again.\n\nStudent Profile:\nAge/Year: 4. třída, 10 let\nHobbies: Počítače, sociální sítě\nDisorders: Disrespekt,Nevhodné chování\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression, Verbal disruption of lessons\nSolutions Applied: Consequences, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "386", "student_age_year": "4. třída, 10 let", "student_hobbies": "Počítače, sociální sítě", "student_diagnoses": "", "student_disorders": "Disrespekt,Nevhodné chování", "teacher_approbation": "Vysoká škola, Učitelství pro první stupeň ZŠ", "teacher_practice_years": "4", "problems_annotated": "Physical aggression, Verbal aggression, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/806", "content": "TEACHING CASE STUDY\n\nBackground:\ntaught the subject of vocational training in the last year of the matriculation field. Around the first quarter, students chose the topic of their final thesis. All but one chose. During the subsequent confrontation of this pupil with the choice of topics, an alternative date was agreed upon. This student has not chosen the topic again until then. Subsequently, I offered the pupil the possibility of consulting the topic. This pupil subsequently began to be absent alternately on different days or classes. Due to his age, he could excuse himself for his absence. So her parents had no idea about her. He usually cited family reasons as the reason for his absence. About half a year ago, his absences had already increased significantly, he was absent for days or weeks at a time. He gave illness as the reason for his absence. However, there were no problems with the pupil in the past and his grades were above average. In any case, this student's name was mentioned several times at the pedagogical meeting due to his increased absence and the fact that he will have his matriculation exams.\n\nSituation (Anamnesis):\nThis pupil – a pupil of a vocational high school. In the 4th year of the IT field. Calm, hardworking and friendly. More of an introvert. His benefit was fine. Excellent or commendable in professional subjects. Rather good in other subjects such as ČJ, ZSV. At the time of the 4th grade, his parents divorced.\n\nTeacher Intervention (Solution):\nhad the opportunity to meet this student in the subject of professional training. At the beginning of the school year, communication with this student took place personally in a relatively friendly spirit. The problem occurred when choosing a topic. All his classmates made their choice on time. At the first opportunity I called him to me and asked him why he had not yet chosen a subject. He replied that he could not choose until the last moment. I then offered him to change his mind within three days and then get back to me. This student did not respond within three days. Subsequently, he was absent for several days, and when he came to class, I invited him to my place again and asked him about the chosen topic. This student told me that he still hadn't chosen a topic since the last interview. I suggested to him that after the lesson I would have time to discuss topics with him and choose some with him. This student quietly disappeared after the lesson. He was absent again for many days and when he came to school, I invited him to my place again. I told him he didn't have a topic selected yet, so I would assign it to him. And also that he has a very high absence and if he continues to be absent, it may happen that I will not be able to classify him and thus he will lose the opportunity to apply for the matriculation exam. To this, this student reacted very irritated by saying that the high school diploma is not everything. I was surprised by this reaction, so I asked him why he was saying that considering that he is in the matriculation field. And this student indicated to me that he doesn't care much about the high school diploma and that he would ideally like to finish school. When asked why he would like to leave school when he is already in the fourth year, he replied that he was afraid that he would not pass the matriculation exams. From that moment on, I talked with this student about what the matriculation exam consists of, how many attempts he has and also about the possibilities of the labor market and applying for it. I tried to convince him that it was better to see it through and just try. And possibly find out what he can or can't do, rather than giving up halfway like this. In the end, I told him to let everything we said go through his head in peace. And if he is interested, he can come anytime. I subsequently contacted colleagues holding the position of educational advisor and discussed my findings with him. A colleague spoke to this pupil a few days later. The colleague also had the opportunity to speak with the parents of this student, who told him that they had no idea anything was happening.\n\nOutcome:\nWith a few exceptions, this pupil started coming to school again. He successfully submitted the coursework and passed the matriculation exam.\n\nStudent Profile:\nAge/Year: 19 let, 4. ročník SŠ\nHobbies: Počítačové hry, programování. Sledování seriálů.\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Attendance problems\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "806", "student_age_year": "19 let, 4. ročník SŠ", "student_hobbies": "Počítačové hry, programování. Sledování seriálů.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr. – Odborné učitelství SŠ", "teacher_practice_years": "10", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1438", "content": "TEACHING CASE STUDY\n\nBackground:\nTowards the end of the school year, a colleague informed me that the students of one class, who were in the computer room at the time, discovered on one computer, specifically on the monitor, an installed link to a page with inappropriate content. It was a link to a pornographic site. This whole matter was first handed over to the school management, the classroom administrator and the prevention methodology. Upon investigation, the classroom administrator found out, through browsing history, what day and exact time this link was installed on the computer. Thanks to the meeting order and class records, a specific student from my class was tracked down.\n\nSituation (Anamnesis):\nThe student had rather below-average academic results, he tried to make himself the boy of the class, but at that time a new student came to the class, and therefore he repeated everything according to him, tried to match him.\n\nTeacher Intervention (Solution):\nThanks to the alertness of the administrator of the computer room, the perpetrator revealed himself. That's why I invited the suspect to my office to tell me and the prevention methodologist whether he had installed something objectionable on the school computer. After a long discussion, he didn't really want to talk, obviously feeling guilty, he finally confessed to his crime. The classroom administrator even provided proof from the search history of exactly when the student installed the link on the computer. Furthermore, it was possible to tell from the material when exactly the link was searched for and clicked. We explained to the student that this was a gross violation of school rules and that the situation would be discussed with the school management once more. The following day, the pupil was invited to the school management, where he explained the whole situation. At the same time, he confessed to his crime. He was obviously sorry because he did not hide his emotions when communicating. The school administration gave him a reduced behavior grade as an educational measure\n\nOutcome:\nam satisfied with the resolution of this case. The student realized his mistake, he acted in violation of the school rules. I was surprised that he didn't hide his emotions from the school management, so I think he was very sorry for his actions. This case was also a warning to other pupils.\n\nStudent Profile:\nAge/Year: 15 let, 9. třída ZŠ\nHobbies: motorky, počítačové hry, sport\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1438", "student_age_year": "15 let, 9. třída ZŠ", "student_hobbies": "motorky, počítačové hry, sport", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Čj, Ov", "teacher_practice_years": "30", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/344", "content": "TEACHING CASE STUDY\n\nBackground:\nThe problematic student, who was among the worst students at school, has no support and no motivation to go to school and get an education. During probably the worst confrontation, when she didn't come to school for a week and gave a completely meaningless excuse, it became clear to me that the problem lies mainly with her mother, who does not send her to school, supports her truancy and shows no interest in her daughter's education. He apologizes to her for everything and often doesn't even pay attention to what the apology says and how it might sound. The main thing is that it is signed. For example, in the situation already mentioned, the pupil was excused from classes for a week due to an alleged lost key to the house, and therefore had to stay at home so that someone would open the door when the mother returned from work. The student repeated the grade twice. Once in the first degree and once in the second degree. In the 7th year, she was evaluated with a grade 3 grade in behavior.\n\nSituation (Anamnesis):\nThe student lives only with her mother in a dormitory. She was temporarily raised by her grandmother. Very often sick - the reason was the bad environment in which she grew up - cigarette smoke, poor hygienic conditions, poor personal hygiene. The mother was not interested in her daughter's attendance. Only 2 times a year if confirmation of social benefits is necessary. Due to frequent absences, the pupil did not keep up with the lessons. This resulted in insufficient benefit.\n\nTeacher Intervention (Solution):\nThe educational commission took place several times with the mother, when she promised that the daughter would attend school regularly. She also signed that the pupil's illness must be excused from the doctor. Mother did not follow this despite my insistence. I have solved it many times with OSPOD but without much success. I asked the students themselves why they don't go to school at least in their own interest. She told me that she can't learn it, but she likes to come here because of her friends. But sometimes her mother doesn't want to let her go to school, saying it's a waste of time. I really wanted the student to finish her studies, so I resorted to the threat of reporting the mother to the police because of the child's truancy. But the mother simply transferred the pupil to a primary school with special educational needs.\n\nOutcome:\nFrom a short-term point of view, it is without result. From a long-term perspective, transferring to another school was more advantageous for the student than any other solution. From my own point of view, it is a partial success that the girl transferred to another school, but overall I assess it more as a failure of the OSPOD system and social benefits. The mother was not entitled to these benefits due to the neglect of compulsory school attendance.\n\nStudent Profile:\nAge/Year: 15 8.ročník\nHobbies: malování\nDisorders: Záškoláctví\n\nAnalysis & Annotations:\nProblems Identified: Attendance problems\nSolutions Applied: Transfer of student, Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "344", "student_age_year": "15 8.ročník", "student_hobbies": "malování", "student_diagnoses": "", "student_disorders": "Záškoláctví", "teacher_approbation": "VŠ, ČJ, NJ, AJ pro II.stupeň ZŚ", "teacher_practice_years": "15", "problems_annotated": "Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Transfer of student, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/770", "content": "TEACHING CASE STUDY\n\nBackground:\nAt the beginning of the school year, I came to class 3.A, which I had already been teaching for the third year. I liked the class, there were a lot of hardworking individuals in it. Although the beginning with the class was not easy, when they came in and got me, it was certainly not a walk in the park for them, but in the years we spent together, I learned them and they already knew what they could and could not afford. Well, at the beginning of the third year, a student who was known throughout the gymnasium as a slacker because he had already failed twice failed. I thought ahead of time that it wouldn't be easy with him, but I didn't want to be preconceived. So I didn't show it in front of the class. So I arrived at the first class among my students and everything went normally. The student did not express himself in class and did not disturb my classical teaching. The problem only started showing up later. When the first major paper was due, the student did not show up at school for a week, and after he started going to school again, he avoided the mathematics he was supposed to write. So he wrote the paper about a month after the due date, of course he got an insufficient grade on the paper. Then he started going to class again, but after that he was completely out of the picture, so he wasn't paying attention in class, he was disruptive, or he was doing something completely different than math.\n\nSituation (Anamnesis):\n[No situation description provided]\n\nTeacher Intervention (Solution):\nWhen the situation worsened and the next paper was due, I went to talk to the student if he would participate in the next class in which we would write the paper. He didn't want to talk to me at all and disappeared from the class rather quickly. When he didn't turn up for the exam again, I tried to ask the class teacher if he had the same problem with the student's absence, she told me that the student generally has problems with attending school. So I also asked the pupil's classmates what they thought of him and his attendance at school. The boys told me that he gets along well with the student and that they are also sorry that the student doesn't come to school much, it was clear from their eyes that even in such a short time they had made friends with him and that they care about him. Once I got a student to talk to me, I asked him if he wanted to stay at school and finish his studies. He avoided answering, but as soon as I mentioned that if it continues like this it won't do much good and unfortunately he will be kicked out of school, the student replied that he was very sorry that he didn't want to bring his personal things to school, but that they have problems in the family. I wasn't sure about this situation, but I told him that it was enough for me for now and they would try to accommodate and help him. We agreed with the student that he can correct his papers, I told him that his classmates like him and will try to help him if he asks for help. So the student promised me that he would try to improve and ask his classmates if they would help him.\n\nOutcome:\nThe student's attendance improved greatly in the following quarter, although he still missed a few classes, he tried to go to school and always apologized to me when he missed. As soon as the student started going to school and became even more integrated into the team, everyone was willing to help him, so his grades improved proportionally. After a few weeks, I met again with the class teacher and when the word came about the student. She said he was getting better and that his absence wasn't so bad. So I asked her why she thought things had suddenly gotten better. She told me that the student came to see her only a few days after I talked to him and she was surprised by that, he apologized to her and said that he wanted to finish school. He even opened up to her so much and told her the reason for his absence and lack of time for school. The student told her that his parents had been arguing and breaking up and he couldn't stand it at home, so he moved away from his friends to another city alone. A lot has changed since my conversation with the student in a few months, I am ultimately very happy with how the whole situation turned out and that the student finally graduated.\n\nStudent Profile:\nAge/Year: Alexnadr 3. na čtyřletém gymáziu\nHobbies: žádné\nDisorders: Lhaní,Podvody\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Failure to attend class, Attendance problems, Verbal disruption of lessons\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "770", "student_age_year": "Alexnadr 3. na čtyřletém gymáziu", "student_hobbies": "žádné", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody", "teacher_approbation": "Magisterské (matematika, fyzika)", "teacher_practice_years": "26", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching, Failure to attend class, Attendance problems, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student did not show any signs of problematic behavior in the first two years of elementary school. In the third grade, however, his behavior suddenly worsened significantly, the student became aggressive towards his classmates, he began to attack them both physically and verbally, mostly very vulgarly. With the onset of this problematic behavior, there was also a deterioration in the overall performance of the pupil. Over time, it became clear that the beginning of the pupil's problematic behavior was correlated with a worsening situation at home (the pupil's parents were going through divorce proceedings at the time). Thus, the student was experiencing stress caused by the worsening situation at home, his violent and aggressive behavior was thus supported by his diagnosed ADHD. The student and his parents visited a professional counseling center, where they were advised that an assistant be assigned to the student. This assistant was supposed to help manage the student's problematic behavior. The student had this assistant assigned from 3rd to 4th grade, but there was no improvement in behavior. The school repeatedly contacted the mother saying that their son's behavior was not improving in class, to which the mother always replied that the son had been diagnosed with ADHD and that he was therefore not to blame for his problematic behavior and his behavior would not improve.\n\nSituation (Anamnesis):\nThe student has an average grade and is quite popular in the class. Complex family history, parents are divorced, no siblings.\n\nTeacher Intervention (Solution):\nThe student was assigned a professional assistant who helped the student reflect on his behavior and moderated his aggressive expressions.\n\nOutcome:\nSolving this problem took a relatively long time (from 3rd to 7th grade), but in the end it turned out to be successful. However, in 5th grade he was assigned a different assistant who was much stricter with him. The student is now in the 7th grade and his behavior is completely fine.\n\nStudent Profile:\nAge/Year: 12 let, 7. ročník\nHobbies: sport, počítačové hry\nDiagnoses: ADHD\nDisorders: Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Support\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "131", "student_age_year": "12 let, 7. ročník", "student_hobbies": "sport, počítačové hry", "student_diagnoses": "ADHD", "student_disorders": "Fyzické násilí", "teacher_approbation": "VŠ, RJ-ZSV", "teacher_practice_years": "28", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Support", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1124", "content": "TEACHING CASE STUDY\n\nBackground:\nTwo students from the class at the lower gymnasium, where I am currently the class teacher, came to see me. One of them was crying and the other brought her, so it was clear to me that something was going on. The one who was crying didn't say much, but the other one immediately started that the boys locked the first student in the locker room and laughed at her. Unfortunately, the first student is claustrophobic, I have known this from her parents since the beginning of the classroom, and I always have to take this into account, for example, during school trips and similar situations where it could cause her some problems. Of course, the class also notices such situations, so the boys know that such things bother her. I asked the girls which boys they were, even though I had already guessed who it would be. It is a group of boys in the class, headed by one boy, such a natural authority figure with leadership skills. The guys have respect for him and get pulled over, although I think they're all pretty handy without him, but once they're with him, it's worse. When the first student calmed down, she told me that it was mainly one of the classmates who initiated it and the other boys rather just joined him.\n\nSituation (Anamnesis):\nThe first student – above average intelligent student, friendly but explosive, natural authority. The second student - an average student with a problem-free behavior, likes to read and play the guitar.\n\nTeacher Intervention (Solution):\nEven on the day when this situation happened, I called the boy to my office and asked him how and why it happened. At first he tried to blame it on the other boys, but after a while of negotiating he admitted that he locked the first student in the locker room and didn't want to let her out for a while. He told me that the first student laughed at him, that he doesn't have any designer clothes and wears one T-shirt for 3 days at a time. Unfortunately, the first student does not come from a family that is financially well off, so she wears more ordinary clothes. It is now popular among students to wear different brands of clothing, they deal with it a lot and are interested in it. So the boy responded to this taunt and took advantage of his classmate's weaknesses. So I thought they were both guilty. I tried to explain to the boy that it is definitely not good to reciprocate in such a way, that if someone laughs at him, he should come to me and we will try to solve it together. Unfortunately, this was the result of his choleric and impulsive actions. I also called the first student after the boy and tried to explain to her that the boy's behavior was definitely not right, but it was a reaction to her mocking him. They both seemed to understand what I meant. Subsequently, I also informed the parents of both students about this situation, and they immediately told me that they would discuss it with the children. Fortunately, they were supportive parents with whom I never had any problems. As part of prevention, I also tried to come up with some games for the class that would support cooperation in the class and eliminate similar situations.\n\nOutcome:\nIn this particular case, it worked to discuss with the boy and the first student. Since then, the two of them have not had any problems together, and I have not seen similar behavior in class that I would have to deal with. It is possible that now and then the students laugh at each other, but they are old enough not to deal with it in a similar way and it has never happened that they have to deal with it with me. I'm glad it turned out this way. Actually, I didn't even have to deal with it directly with my parents, although I think they must have arranged it at home as well.\n\nStudent Profile:\nAge/Year: 11 let\nHobbies: Fotbal, počítačové hry\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Verbal aggression\nSolutions Applied: Working with the collective, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1124", "student_age_year": "11 let", "student_hobbies": "Fotbal, počítačové hry", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., ČJ + OV", "teacher_practice_years": "21", "problems_annotated": "Physical aggression, Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Working with the collective, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1397", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student brought nicotine sachets (Lyft) with him to school. He used them sometimes. Some classmates also knew about it, the student did not hide it too much. The fact was brought to the attention of the teaching assistant who works in the class.\n\nSituation (Anamnesis):\nThe student is sociable, gets along well with other classmates. It does not cause disputes. He does not engage in extra work or other activities on his own initiative.\n\nTeacher Intervention (Solution):\nI caught the student during a break in the corridor with the aforementioned bags surrounded by two other classmates. He did not deny anything and made a fair confession. We immediately went to the director's office. Everything happened calmly, without resistance. In the director's office, he again confessed to everything. The student was awarded a two in behavior.\n\nOutcome:\nThe student was awarded a two in behavior. He accepted it in such a way that he didn't care at all. But it had the effect that the student no longer carried nicotine bags with him to school. It did not cause changes in future behavior in other respects.\n\nStudent Profile:\nAge/Year: 14\nHobbies: venkovní sportovní aktivity\nDiagnoses: ADHD,Psychiatrická diagnóza\nDisorders: Hyperaktivita,Nepozornost,Impulzivita\n\nAnalysis & Annotations:\nProblems Identified: Violation of classroom/school rules\nSolutions Applied: Consequences\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1397", "student_age_year": "14", "student_hobbies": "venkovní sportovní aktivity", "student_diagnoses": "ADHD,Psychiatrická diagnóza", "student_disorders": "Hyperaktivita,Nepozornost,Impulzivita", "teacher_approbation": "Z, Př", "teacher_practice_years": "15", "problems_annotated": "Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Consequences", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/88", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation at the level of student behavior began to change last year, after the return to face-to-face teaching after the lockdown. The previously problem-free student started running away from school, always after a conflict with someone from the neighborhood. The first incident occurred in the sorority, when the teacher, whom the student did not like, simply ran away after a vigorous response. This behavior has become repetitive. The first time he ran directly from a teacher, there was a physical attack where he scratched the teacher and broke her fingernails. Help came from a colleague from the next class, who restrained the student, but also suffered scratches and bruises. In one case, the student ran to a busy intersection, where the teacher chased him and injured her knee in the process. The most serious incident occurred when the pupil tried to run away, but the janitor already knew the situation and locked the front door, leading to the pupil banging and kicking the door.\n\nSituation (Anamnesis):\nThe student's problem has its roots in the family environment. His mother, a kindergarten teacher, is described as domineering, often complaining about school, criticizing teachers and finding fault. The student is the third child in the family to attend this school. After returning from the lockdown, he was the only family member who had to physically go to school while the others stayed at home. During the lesson, the pupil was defiant, worked ahead of time despite instructions in the mathematics he was good at, and fell behind in other subjects. In conflict situations in the classroom, he behaved aggressively and ran away, even if it was not a real conflict. His behavior negatively affected other students who were confused and tried to help the teacher.\n\nTeacher Intervention (Solution):\nWhen the student ran away, the teacher chased him while the assistant remained in the classroom. During an attempt to calm the student down, he was physically assaulted and cursed. The situation was reported to the director, who also suffered an injury. Everyone was injured and exhausted. After the student calmed down, it was necessary to immediately call the parents to the school, which happened often. The pupil's mother reacted to the situation with reproaches towards the school. The discussion with her was difficult and the school had no other options to solve the situation. Contacting a psychologist's crisis line was considered as a last resort. Finally, the mother was convinced to see a psychologist with the student, which they still do today.\n\nOutcome:\nThe problem with the student's behavior remained partially unresolved, mainly because of the mother's attitude. The school tried to cooperate and offered solutions, but the mother was not willing to cooperate. Despite this, it is positive that the family has started seeing a psychologist. The student is no longer in the class of the teacher who describes the situation, but according to information from the new class teacher, the student's behavior has improved. He still has problems in the family environment and doesn't always focus on his schoolwork, but he hasn't run away yet. Recently, the whole class participated in an outdoor school, where the student was eventually taken because he behaved well.\n\nStudent Profile:\nAge/Year: 2. třída\nHobbies: Počítačové hry, kočky, cvičení  posilování)\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Violation of classroom/school rules\nSolutions Applied: Physical intervention, Interview, Cooperation with experts\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "88", "student_age_year": "2. třída", "student_hobbies": "Počítačové hry, kočky, cvičení  posilování)", "student_diagnoses": "", "student_disorders": "Agrese", "teacher_approbation": "Učitelství pro první stupeň ZŠ", "teacher_practice_years": "24", "problems_annotated": "Emotional outbursts, Violation of classroom/school rules", "problems_possible_annotated": "", "solutions_annotated": "Physical intervention, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1483", "content": "TEACHING CASE STUDY\n\nBackground:\nIn the first grade, as a special pedagogue, I received a boy with Asperger's syndrome who was not socially integrated and had significant problems with it. He had problems with concentration, he didn't know how to work, how to prepare things for class, how to work with a textbook and a worksheet, how to behave. Sometimes he had such outbursts of aggression towards himself and displays of anger where he would tear things and not control himself.\n\nSituation (Anamnesis):\nA first grader with Asperger syndrome, dyscalculia and dysgraphia. So he was weaker in mathematics and Czech (threes), but in the area that interests him (for example, natural history) he was very above average (ones). Frequent bouts of aggression and anger in classes.\n\nTeacher Intervention (Solution):\nThe student often suffered bouts of aggression and anger towards himself, when during the lesson he was able to tear up the worksheet he had just been given. That's why I always print a few extra sheets to be ready to give him a new one as soon as he calms down. We gradually taught him how to treat textbooks and other aids. I tried to teach him the good way, in the way that I tried to explain everything to him calmly. No rough and tough hits. It went very well. As for inclusion in the collective, the other children respected him and tried to help him with everything he needed help with.\n\nOutcome:\nEverything went very well. The parents also worked at home with the boy, so things went well. Now the boy is in second grade and doing well.\n\nStudent Profile:\nAge/Year: 1. třída, 6 let\nHobbies: přírodní vědy, četba\nDiagnoses: Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie\nDisorders: Agrese\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1483", "student_age_year": "1. třída, 6 let", "student_hobbies": "přírodní vědy, četba", "student_diagnoses": "Náběh na Aspergerův syndrom,Dyskalkulie,Dysgrafie", "student_disorders": "Agrese", "teacher_approbation": "Vysokoškolské – Mgr. - speciální pedagogika, vzdělávání pro 1. stupeň ZŠ", "teacher_practice_years": "26 let", "problems_annotated": "Diagnosis, Emotional outbursts, Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1239", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation repeats itself during my work hours. When students work with different materials and create products that require concentration, patience, and students have to work according to pre-given instructions. If it is possible for the students to work according to their own imagination or their own model, which they create themselves, everything is fine. But if, for example, I assigned work with modeling clay, when they had to model a specific thing according to a template or we made 'recyclers' from waste material, such as toilet paper rolls, PET bottles, foil and the like, which the class had to present on Earth Day, so the problem arises. The boy consistently refuses to work on the assigned task and deliberately destroys other classmates' products. It also often happens to me that instead of the assigned task, the boy either does not hand in anything or his creation is something else entirely. Mostly it has some 'morbid or sexual' subtext.\n\nSituation (Anamnesis):\nThe boy is only diagnosed with ADHD, the parents refuse any further examination, as well as any psychological help offered by the school or any examination in a pedagogical-psychological consultancy. In other subjects, it manifests itself in inattention, failure to complete assigned tasks, and disrespect for authority. The boy lives in foster care.\n\nTeacher Intervention (Solution):\nThe boy consistently refuses to work on the assigned task and deliberately destroys other classmates' products. All the pupils were successful in their creations, and one girl even modeled an exact copy of the given model. When I praised the students for a job well done. The boy suddenly cried out and with a 'Huronian laugh' he ran towards the displayed products with incredible speed that could not be stopped and threw most of them to the ground. Unfortunately, many of them did not survive the boy's typhoon and were destroyed when they fell to the ground. The children were greatly derailed by the boy's act, including me. I'm on the whole, you could say a calm teacher, but at that moment the blood rushed to my head, I shouted at the boy that he was stupid and wanted to slap him. But at the last moment I stopped and returned my outstretched hand back to my body. I realized that 'getting angry means destroying your health because of other people's stupidity' and the teacher must maintain 'decorum' in every situation. But the given situation really turned me off.\n\nOutcome:\nAfter repeated incidents, I called the boy to my office accompanied by an assistant. Which is with another child, but he moves around the class more often than I do and often has a better insight into what is going on behind the scenes of the class. We talked about the whole situation in class, what happened. What could have caused such a reaction in him that he was able to destroy the products of others. That there are things that a person does for pleasure and what would make him happy, what he would like to create. The boy said he would prefer to create a working gallows. He did not want to answer any other questions. My assistant and I were amazed and in the next hour of work activities I included the production of a historical model of the city in connection with local history. Since our city had a feudal right in the Middle Ages, we created models of the town hall, the church, and finally the gallows itself. In class, we explained to each other what capital law actually means, and that in ancient times many criminals, thieves and murderers ended up on the gallows. I intended for the boy to realize that the way he behaves in class can lead to bad ends. I have been working in education for 25 years, but during my time in education I have never encountered similar behavior in a regular school. I think that the inclusion that took place recently in our education system was not very happy for many students, including teachers. There are students who require very individual care and access, and unfortunately, despite the number of assistants in schools, we cannot provide them in regular schools. Unfortunately, I don't know how to do it in that case and I consider it my pedagogical failure.\n\nStudent Profile:\nAge/Year: 11 let, 5. ročník ZŠ\nHobbies: Sport, bojová umění\nDiagnoses: ADHD\nDisorders: ADHD,Podvody,Lhaní,Neuznávání pravidel,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Not attending to teaching/Inattention to teaching\nSolutions Applied: Disrespectful communication, Support, Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1239", "student_age_year": "11 let, 5. ročník ZŠ", "student_hobbies": "Sport, bojová umění", "student_diagnoses": "ADHD", "student_disorders": "ADHD,Podvody,Lhaní,Neuznávání pravidel,Ničení majetku", "teacher_approbation": "Mgr., učitelství občanské výchovy, přírodopis, pracovní činnosti, výtvarná výchova", "teacher_practice_years": "25", "problems_annotated": "Physical aggression, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/467", "content": "TEACHING CASE STUDY\n\nBackground:\nI was in charge of the corridor that day. The student was arguing with a classmate there, and the dispute slowly turned into shouting. I went to intervene and asked the girls to calm down. But the student snapped at me: \"You have nothing to order me around!\n\nSituation (Anamnesis):\nŽačka is very dominant in her group of friends and in most cases has the main say. She is taught that they give way to her in the family. Cases like this happen quite often.\n\nTeacher Intervention (Solution):\nAt first I was taken aback by the situation, but I quickly recovered and tried to forcefully remind the student who was the teacher and who was the student. \"I have something to tell you. You are in school, I teach you and I have responsibility for you.\n\nOutcome:\nŽačka quickly remembered after my strong reminder. She calmed down and we were able to have a normal dialogue. We settled the dispute and the girls went their separate ways. However, it had no effect in the long run.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída\nHobbies: -\nDisorders: Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Verbal aggression\nSolutions Applied: Interview, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "467", "student_age_year": "6 let, 1. třída", "student_hobbies": "-", "student_diagnoses": "", "student_disorders": "Manipulace", "teacher_approbation": "VŠ, učitelství pro 1. stupeň", "teacher_practice_years": "3", "problems_annotated": "Verbal aggression", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/122", "content": "TEACHING CASE STUDY\n\nBackground:\nknew in advance that this class was going to be a disaster, but I didn't know how big it would be. The end of the secondary school was approaching and I was carrying the corrected half-term papers to the freshmen. It was the decisive mark, for closing the marks. The student never coped well when he got a bad grade (4 or 5), and when I gave him a red 5 for the final paper, I expected a negative reaction. The class started like any other, registration in the classroom and then giving out tests. I usually ask someone to pass it out, but I didn't want the student to vent his anger on his classmates. I was about halfway through the pupil's test. When I gave him the test, he started sobbing. 'How like in five?!' he shouted 'Do you know how long it took me to study for this?! But that means I have to make repairs, again! No it does not!' I heard him, but because I knew he wouldn't be happy with his result, I lightly ignored his speech. And suddenly it happened! Out of nowhere, a terrible blow, the student threw the bench in front of him in a huge sense of injustice. All the girls screamed. He just flipped her over. Today I realize that it was wrong, but I blurted out immediately: 'Are you normal?' And my second thought was: Thank God he's sitting in the first pew and didn't hurt anyone. I realized the inadequacy of my question. I placed the remaining papers on the desk and in front of me and slowly walked over to the student. 'Student, try to inhale deeply and exhale slowly.' I walked slowly towards him and when he looked at me I was really scared. His face was all red, his lips were crooked and he was barely breathing. I went closer and he repeated: 'Breathe slowly..'. There was only anger in his eyes.\n\nSituation (Anamnesis):\nThe student is unfocused, most of the time he is not mentally present. Almost all items go through with 'scraped ears'. He is smaller than other boys, even some girls, which is probably why he goes to the gym - he compensates for his smaller height with muscle mass.\n\nTeacher Intervention (Solution):\nasked the pupil in the other desk to run for the gym teacher, who was also the guidance counselor. He trusts the student, they have individual meetings once a week to manage stress. I went to the student and tried to explain to him that the world is not falling apart. He immediately replied: 'How do they not crash? Do you have any idea what the hell this is?' 'I understand you're upset, but we can still try to work it out.' I tried to speak as calmly as possible, but I could hear my voice shaking. 'And how? The holidays are coming soon! And I won't have a closed year again?' 'You're right, but we'll sign you up for commission exams and you'll finish your math.' 'Like in the summer? I'm not going anywhere again, mother will want me to study...' During this sentence, the gym teacher came. I was immediately calmer when there were two of us. 'Hey student, what's going on here?' asks the gymnast. 'Everything's fucked up, that's what's going on here!' 'But, but young man, what were we saying about those expressions. Vulgarisms will not help us in any way.' 'Fine, sorry.' It could be seen that when the gym teacher came, the student calmed down significantly. The student collapsed on the chair, which, unlike the bench, was standing. The gym teacher offered to talk about it in his office. Of course, I released the student from the rest of the lesson (or from the last 5 minutes) and believed that the gym teacher would handle it all. After all, they work together some Friday.\n\nOutcome:\nreally didn't know what to do. I was expecting an exaggerated reaction, but it didn't really occur to me that furniture would fly. 'Fortunately' this was such a big deal that we finally convinced the pupil's mother that the boy needed professional help. Since then, the student regularly attends the PPP, where he visits a psychologist who does various stress management exercises with him. We also agreed with the pedagogic council that it would be appropriate for pupils to 'create' tutoring groups after school, specifically for 'problematic' subjects - M, ČJ, ANJ etc.\n\nStudent Profile:\nAge/Year: 17 let, 1. roč.\nHobbies: Videohry, skateboard apod.\nDisorders: Lhaní,Manipulace\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts\nSolutions Applied: Support, Interview, Cooperation with experts\nImplications: Partial success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "122", "student_age_year": "17 let, 1. roč.", "student_hobbies": "Videohry, skateboard apod.", "student_diagnoses": "", "student_disorders": "Lhaní,Manipulace", "teacher_approbation": "", "teacher_practice_years": "Přes 20 let", "problems_annotated": "Emotional outbursts", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Partial success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1096", "content": "TEACHING CASE STUDY\n\nBackground:\nThe student with whom the given situation occurred was often disruptive in the Czech language or civics class. Among his typical problem behaviors were yelling around the class, making very inappropriate comments, or getting up from his seat during class. It was a fourteen-year-old student in the seventh grade - he failed both the first and second grade. However, the forfeiture was not about lack of knowledge, but about behavior.\n\nSituation (Anamnesis):\nThe environment in which the student lived and grew up was not one of the best - he never knew his father and his mother did not take care of him. The Czech Social Security Administration was also contacted several times in order to check the student's background, or rather his mother. The pupil's diagnosis was confirmed - dysorthography in combination with a non-specific spelling disorder and significant educational difficulties, so he had an IEP (individual education plan) set by the pedagogical consultancy and a PO (plan of support measures) was determined, which was mainly intended to help us, the teachers, with access to to the pupil. He also received one hour a week of special pedagogical care from the educational counseling center, which I was in charge of. Pedagogical care always took place from seven in the morning. He attended regularly in the sixth grade, but after that his interest waned, which led to the cancellation of classes.\n\nTeacher Intervention (Solution):\nIf we were to talk about the student's performance, it was below average. He regularly received A's in mathematics and languages, and often did not even appear for the resit exam at the end of the year. It was mainly about the pupil's lack of interest in teaching. However, if the topic or the teacher interested him, he was able to improve his grades. There have been countless incidents with the pupil, one of the most serious happened during a break. The class was already waiting in the corridor for the next lesson, when the student suddenly took out the hairspray and lit the 'cloud' with a lighter. He burned a tiny piece of a classmate's hair. The second incident took place in a cinema where filming is prohibited. However, it was discovered that the pupil had documented the entire film, which could have led to a report to the police. The whole matter was resolved with the director, the cinema and the police.\n\nOutcome:\nThe conflict, which I already had to solve, was no longer life-threatening. This was my first lesson with the class the student attended. I was warned in advance about his problematic behavior during classes, but I didn't know how to approach him, none of the teachers gave me advice. At first I yelled at him a few times to shut up, which had the opposite effect - his behavior got worse. When I couldn't even continue explaining the material because of his behavior, my cup of patience overflowed. I started yelling at him, which he didn't like, and he returned it with the same coin. I didn't know what to do anymore, so I kicked him out of the classroom and left him to cool off in the hallway. Unfortunately, I only found out later that this is not the way to deal with a student - his behavior was the same at that moment and the next day.\n\nStudent Profile:\nAge/Year: 14 let, 7. ročník.\nHobbies: Žádný, později fotbal – nijak se v chování neprojevilo.\nDiagnoses: Dysortografie,Poruchy učení,Problém s prací ve skupině\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Verbal disruption of lessons\nSolutions Applied: Disrespectful communication, Transfer of student, Warning\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1096", "student_age_year": "14 let, 7. ročník.", "student_hobbies": "Žádný, později fotbal – nijak se v chování neprojevilo.", "student_diagnoses": "Dysortografie,Poruchy učení,Problém s prací ve skupině", "student_disorders": "", "teacher_approbation": "Bakalářský titul  – český jazyk a občanská výchova", "teacher_practice_years": "4, 5 roku", "problems_annotated": "Nonverbal disruption of lessons, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Disrespectful communication, Transfer of student, Warning", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1131", "content": "TEACHING CASE STUDY\n\nBackground:\nThe family from the village had their two children and at the same time adopted two more children. One of the adopted children was blind and the other child they adopted was both blind and deaf. The student was exceptional in his family in terms of knowledge, but in ours he was very below average. In my opinion, his parents were mainly to blame for the given situation, as they did not have time to pay attention to the student and discuss the subject with him at home. The student in question did not master the subject. He couldn't concentrate. However, it wasn't just that he didn't understand the subject matter, no one studied with him at home and we were mean to him. We wanted to help him and discuss the curriculum with him and help him manage what he has, but he didn't want to. From his side, it was very clear that he was not interested in studying and was not even trying to do anything himself to keep himself in school. He didn't mind getting bad grades, he didn't care. He was problematic in this regard from the first year, when he entered the gymnasium, but everything culminated in the fourth year, when he really couldn't be helped.\n\nSituation (Anamnesis):\nThe student was an introvert, he went to school downright dirty and smelly, so you could see that he was very neglected, below average in his class, quiet, not trying, without any interests, in short, he didn't want to do anything and didn't enjoy anything. He really stood out in class because of his 'knowledge'. His class was very clever, hard-working and problem-free.\n\nTeacher Intervention (Solution):\nOf course, several teachers had a problem with the student in question, in fact all of them who taught him. First, I talked to the student myself, but of course it didn't lead anywhere. After that, I contacted the parents to see if they could come to the school, that I would like to talk to them. By the way, in the entire 4 years that their son studied at the gymnasium, they were at school for class meetings about 2 times. However, the parents did not communicate at all. The agreement between the parents and the school has totally failed.\n\nOutcome:\nWe had to constantly nag the parents because we had to solve the pupil's disadvantage and the whole situation. However, they still did not want to arrive, nor to solve the situation in any way. After a few weeks, they only called to say that they were taking their son home and deregistering him from our grammar school. So the situation ended with him being taken out of school.\n\nStudent Profile:\nAge/Year: Kvarta, 15 let\nHobbies: Žádné zájmy\n\nAnalysis & Annotations:\nProblems Identified: Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching\nSolutions Applied: Interview\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1131", "student_age_year": "Kvarta, 15 let", "student_hobbies": "Žádné zájmy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Ch, M", "teacher_practice_years": "34", "problems_annotated": "Failure to meet school obligations/unpreparedness for classes, Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Interview", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1295", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had a student in the 7th grade and she also started having problems during online classes. She didn't contact us for about 14 days until those hours. She was a student who transferred to us from another school in the 6th grade and applied to the language gymnasium in the 7th grade. But she didn't get the hang of it, and in combination with the online teaching, she completely lost it. She lost her self-confidence and motivation to learn, and her grades dropped dramatically. She had big problems with math because she couldn't keep up with the connections. We also discussed it with the mother and the pupil, then we discussed with the educational committee. The student kept promising that she would improve, that she would handle it. So somehow we made it to the end of the 7th year, but there was a terrible drop in the results. Well, in the 8th grade she started to have mental problems, she couldn't participate in the team and her attendance started to drop. Her friends changed their relationship with her, because as she was not involved, they simply separated.\n\nSituation (Anamnesis):\nStudent in the 7th year of elementary school, rather introverted, shy, quiet, group of a few friends, raised only by her mother, above average academic results, application for gymnasium.\n\nTeacher Intervention (Solution):\nWe constantly pressed the mother and emphasized the importance and seriousness of the problem. The mother and daughter visited the doctor and managed to get back together in terms of health. But she had some problems, so she was exempted from physical education. Due to high absenteeism, she did several delayed classifications in the first half of the 8th grade, and by the end of the 8th grade she had settled in nicely, she tried to finish all the tasks we assigned her on time. It was also a big shift that she started communicating with teachers about when she needed help with the material or to finish some of the assignments.\n\nOutcome:\nThe student is now in the 9th grade, her attendance is very good and her grades have improved a lot. She got used to the fact that when she has a problem with something, she has to come to the teacher and solve it. We are still in close contact with the mother, when, for example, the daughter says that she is going to the doctor, we verify it with the mother and do not believe only the girl. It always has to be in writing, so the mother always at least sends a text message. He also continues to visit the educational counselor and the school psychologist, in the form of such checks and we monitor whether everything is in order. I also always look during the break and see if she is involved in the team, if she is talking to someone and so on.\n\nStudent Profile:\nAge/Year: 13. let; 7. ročník ZŠ\nHobbies: Čtení, kreslení\nDisorders: Psychické problémy\n\nAnalysis & Annotations:\nProblems Identified: Diagnosis, Failure to attend class, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1295", "student_age_year": "13. let; 7. ročník ZŠ", "student_hobbies": "Čtení, kreslení", "student_diagnoses": "", "student_disorders": "Psychické problémy", "teacher_approbation": "Titul Mgr.; občanská výchova, tělesná výchova, výchovné poradenství", "teacher_practice_years": "31", "problems_annotated": "Diagnosis, Failure to attend class, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/861", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation began when I witnessed the problematic behavior of a girl in the eighth grade. This situation lasted for almost three quarters of a year and in the end we did not manage to resolve it. The girl was part of a smaller class of around 25 children, and she was not the only one with problems. There was a group of three girls in the class who stuck together and she was one of them. Her behavior was fine until puberty hit and hormones began to affect her behavior. At that time, her parents, who were divorced or never married, did not behave properly. The girl lived with her father and grandmother, while her mother was not interested in her and did not communicate with her at all. In the seventh grade, the girl learned that her mother lives in Slovakia, has a new family and two small children with a new partner. This information, along with puberty, led to her becoming unmanageable. The grandmother tried to guide the girl, but she became her enemy. The girl ran away from home, did not respond to instructions at school and did what she wanted. For example, when she was tired, she would simply lie down on the bench and sleep, or she would read out loud to the whole class regardless of the teacher's reprimands.\n\nSituation (Anamnesis):\nAs part of the solution, we tried to write an individual educational plan, but the girl did not go to the evaluation and made it clear in her words that she was not interested. She was unhappy and her reaction was to cause problems for everyone around her. She felt bad and tried to make others feel bad too.\n\nTeacher Intervention (Solution):\nIn the end, she was placed in a diagnostic institute, where she first commuted and later slept there. However, she ran away from there as well, and we saw her several times at the train station after school. The grandmother did not want the girl to be in an institution, but social services took over the case from the school and ordered her stay in the institution. The girl spent the last quarter of the eighth grade there without the possibility of going out, because she did not return after the weekends.\n\nOutcome:\nThe school tried to solve the situation, but neither the individual educational plan nor the reduced behavior grade did. In the end, the social service had to intervene, which has more powers, including working with the family, which the school cannot. The girl should now be in her third year of high school, but she no longer reports to us. Although we have met several times, he does not want to talk to us anymore. This case shows that the school has limited options and without the cooperation of the family and the will of the child, solving problems is very difficult.\n\nStudent Profile:\nAge/Year: 8. třída ZŠ\nHobbies: Šikovná\nDisorders: Lhaní,Podvody,Záškoláctví,Ničení majetku\n\nAnalysis & Annotations:\nProblems Identified: Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Consequences, Support, Transfer of student, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "861", "student_age_year": "8. třída ZŠ", "student_hobbies": "Šikovná", "student_diagnoses": "", "student_disorders": "Lhaní,Podvody,Záškoláctví,Ničení majetku", "teacher_approbation": "Mgr. Matematika, Fyzika", "teacher_practice_years": "29", "problems_annotated": "Nonverbal disruption of lessons, Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Consequences, Support, Transfer of student, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1460", "content": "TEACHING CASE STUDY\n\nBackground:\nThe end of the school year was approaching, I was then a class teacher in the 9th grade. At the end of April, a colleague came to me asking if I had noticed any unusual behavior in the student. It was an alleged disturbance in class. Nothing like this happened in my classes before. Asking about the student's behavior, I gradually went around the other colleagues to find out if it happens in other classes as well. A few of them told me they noticed this behavior too. So I started to pay more attention to the student. After about a week, the student started to disturb my lessons as well, he stopped completing the assigned tasks. For example, it was always enough to call him by name and he stopped this behavior and worked in an exemplary manner for the rest of the class. Once in my class, even after being reprimanded, the problematic behavior continued.\n\nSituation (Anamnesis):\nShe was a ninth-grade student who, throughout her studies at the 2nd level, was among the talented and interested in education. She regularly participated in school events and competitions across subjects. She was rather quiet and very honest in class. She was talkative among her friends, but she didn't have many. During the period when her disruptive behavior was being addressed, she also had a few changes in her appearance. She cut and dyed her hair and changed her dressing style.\n\nTeacher Intervention (Solution):\nAt first, I began to pay close attention to all the unusual behavior. For more information, I really bypassed most of the teachers who taught the student. Thanks to this, I had the opportunity to notice specific manifestations better. Since it was always enough to reprimand the student once and his disruptive behavior only lasted for a short time, there was no reason to deal with it further. However, after about 2 weeks, the situation still did not improve and he even repeatedly interrupted the English class I was teaching. I warned him twice, the third time I didn't respond. It seemed to me that he was somewhat confused by this reaction. When the class ended, I asked him to come to my office for a while after lunch. I deliberately chose a time when no other teacher was in the office and the interview could be confidential. The student admitted that his behavior was caused by the fact that he liked a classmate and he wanted to impress her. Allegedly, she didn't pay attention to him as much as he would have liked and that's why he tried it by disruptive behavior in class, because when the teacher warned him, the classmate turned to him and noticed him. I listened to the student, consoled him, and together we came to the conclusion that interrupting is not a suitable method to interest a classmate.\n\nOutcome:\nThis resolved all unwanted behavior and did not reoccur.\n\nStudent Profile:\nAge/Year: 15, 9. třída\nHobbies: Fotografování, hra na housle\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching, Verbal disruption of lessons\nSolutions Applied: Interview, Warning\nImplications: Longterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1460", "student_age_year": "15, 9. třída", "student_hobbies": "Fotografování, hra na housle", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., AJ, NJ", "teacher_practice_years": "9", "problems_annotated": "Not attending to teaching/Inattention to teaching, Verbal disruption of lessons", "problems_possible_annotated": "", "solutions_annotated": "Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Longterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/1127", "content": "TEACHING CASE STUDY\n\nBackground:\nEven before the beginning of the year, I was less afraid of the arrival of a student who comes from abroad. When I talked to his kindergarten teachers, they said that he is smart, can learn everything, and will soon catch up with the other children in everything. Since the boy comes from Ukraine, I also had to prepare a little, I learned a few basic words in Ukrainian to make his arrival at the Czech school at least a little easier. But I was in for a big shock on the first of September, the boy came to school, he didn't have any aids, even though his family received a list of aids, but most of all he didn't know a word of Czech. However, I still tried to integrate the student among other students. But since Honza did not understand anything, he began to annoy and distract the other pupils; beating them, he still just wanted to play, dropping things on the ground. I had to start solving this situation, because it was 1st grade, which is very important for children and it is a big leap in life for them.\n\nSituation (Anamnesis):\nThe student is 6 years old, so he is younger than most of the children in the class, he is perceptive, but I see symptoms of ADHD in him. Other children in the class try to do what I tell them and what they have, they are receptive and want to learn new things.\n\nTeacher Intervention (Solution):\nwasn't sure how to solve this problem, teaching a foreigner who doesn't know a word of Czech, I've never met in my career. I didn't want the boy to disturb and harass the other children, the children tried to help him themselves, but the boy didn't even listen to them and refused to help, preferring instead to throw the children's case off the table. I started to solve the problem in more depth, I called the nurse at the school, with whom he lives, I tried to explain to her that the student must also be taught Czech at home. The next day, the student brought a cell phone to school, I read in the diary that he said he had it on a translator so he could communicate with the class, of course it didn't help, and the student played games on this phone the whole lesson. That's why I decided that it can't go on like this, I met with our school counselor and the headmistress of our school and introduced them to this problem, we agreed that the student must go back to kindergarten because he is not yet mature enough , both mentally and in age, to come to our school. So I called the kindergarten from which he came to our school, but there they told me that they did not want the student back, because just as he misbehaved at school, he also misbehaved in kindergarten. That's why I called other kindergartens in our immediate vicinity, they told me the same thing, that they can't work with a child who doesn't speak Czech.\n\nOutcome:\nIt follows that the situation was not resolved in any way, the student was not wanted anywhere, so he stayed at our school. He continues to distract the children and the language barrier is not getting too thin, but his sister is interested in his education and therefore signed him up for a Czech language course for children, so we'll see if this will improve the situation at least a little. I think that I tried to solve this problem correctly, as I should, but the result was not satisfactory and I am still not satisfied with it to this day, even though I actually feel sorry for the student.\n\nStudent Profile:\nAge/Year: 6 let, 1. třída ZŠ\nHobbies: Zájmy žáka nejsou učitelce známy\n\nAnalysis & Annotations:\nProblems Identified: Physical aggression, Failure to meet school obligations/unpreparedness for classes, Failure to attend class\nSolutions Applied: Interview, Cooperation with experts\nImplications: Failure\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "1127", "student_age_year": "6 let, 1. třída ZŠ", "student_hobbies": "Zájmy žáka nejsou učitelce známy", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Mgr., Učitelství pro 1. stupeň základní školy", "teacher_practice_years": "32 let", "problems_annotated": "Physical aggression, Failure to meet school obligations/unpreparedness for classes, Failure to attend class", "problems_possible_annotated": "", "solutions_annotated": "Interview, Cooperation with experts", "solutions_possible_annotated": "", "implications_annotated": "Failure", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/841", "content": "TEACHING CASE STUDY\n\nBackground:\nWe had the fourth class that day, the previous class was physical education, where the students ran a lot, which they all enjoyed a lot. It is often difficult to get the attention of students, especially first graders. However, all the pupils worked well, it was a mathematics class and it is usually popular with the pupils in the first grade. At the beginning, we match objects to numbers up to 5, which most students can already do from kindergarten. Only pupil T. did not work.\n\nSituation (Anamnesis):\nThe student entered the first grade after the postponement of compulsory school attendance from the preparatory class, which is introduced at our school. I had already been warned in advance that the pupil was 'more lively', that even in the preparatory class he had problems with other classmates. For this reason, I sat the student in the first row at the beginning of the school year. Already in the first days of the school year, the pupil began to show himself by repeatedly nudging classmates who were sitting near him. During the lessons, he often talked with the student who sat on the bench with him, the other classmates complained about him hitting them. Since it was the beginning of the school year and the first grade, I didn't have any teacher's assistant in my class. The headmistress told me that the teacher's assistant will probably come to the class later, as such a support measure has not yet been suggested to any pupil by the pedagogical-psychological consultancy.\n\nTeacher Intervention (Solution):\nShortly after the start of the lesson, I noticed that the student was lying on the desk and not paying attention. I walked up to him and asked if he knew what we were doing. He didn't know, even though he had the workbook open on the right side. I showed him which exercise we were currently doing and went back to the explanation. I watched the student more and soon I saw that he was not working. I asked him why and he told me he was tired. I responded by saying that he should try again, that we would all go to lunch in a little while. I continued the lesson, assigned an independent exercise to the class, but the student did not work. I came to him again and asked if he understood the material being discussed, if he knew what to do. He said he did not understand the material. I briefly explained the material to him, I explained to him what he should do in the given exercise. Meanwhile, the others were already finished, I explained the next exercise to the students and left them separate time to work. But the student did not work again, he had not finished the previous exercise, nor had he started it. I pointedly warned him to pick up a pencil and start. He took the pencil, but did not start working. I stood by him for a while, waiting. Again I tell him to start working and he says he won't work. I ask him why? To which he says that he doesn't enjoy it and that he won't do it. I began to explain to him that he was at school, that there were various exercises at school, and that he would make me and my parents happy if he worked. In the end, we led a similar discussion until the end of the lesson, and the student did not complete the exercise. I didn't want to be too hard on him because he was a freshman and at the beginning of the school year. In the afternoon, when I went home from work, I met the pupil's mother (we are from a small town, we know each other), I told her that her son did not want to work in class, that he had to finish his exercises at home, and she replied that he needed a cuddle '. I told her that I think she needs more support.\n\nOutcome:\nThe conversation with the mother had a very positive immediate effect on the pupil, who came to school the next day with all assignments completed, listened to the explanation and did not disturb the class. However, this attitude of his did not last long, soon his problematic behavior began to repeat itself, and during the school year I managed to convince the parents that they should visit a pedagogic-psychological counseling center with their son.\n\nStudent Profile:\nAge/Year: 7 let, 1. ročník\nHobbies: hraní počítačových her\nDisorders: Nespolupráce,Rušení výuky,Fyzické násilí\n\nAnalysis & Annotations:\nProblems Identified: Not attending to teaching/Inattention to teaching\nSolutions Applied: Support, Interview, Warning\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "841", "student_age_year": "7 let, 1. ročník", "student_hobbies": "hraní počítačových her", "student_diagnoses": "", "student_disorders": "Nespolupráce,Rušení výuky,Fyzické násilí", "teacher_approbation": "VŠ – titul Mgr., aprobace: učitelství pro 1. stupeň ZŠ", "teacher_practice_years": "6", "problems_annotated": "Not attending to teaching/Inattention to teaching", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview, Warning", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}
+{"content_id": "edustory/21", "content": "TEACHING CASE STUDY\n\nBackground:\nThe situation with the zero grade student was a recurring situation where her excessive fixation on her mother was manifested. From the beginning of the school year, when schools were still open during the time of the coronavirus, I picked up the pupils of my zeroth grade in front of the school. However, when I took the student from her mother, she started clutching her stomach, saying she was sick and crying, several times she even vomited. She didn't let herself be taken away from mom at all. She then didn't go to school for the rest of September and her absences increased due to this. In general, she was rather calm and shouty, but in these situations she was also capable of shouting loudly.\n\nSituation (Anamnesis):\nThere was no known reason why she should not want to go to school so badly. She didn't have any problems in class and although she usually didn't get involved much in playing with others, she had friends in class and she mostly enjoyed the content of the lessons. As the youngest child, the student is very pampered by her mother and is constantly used to her presence and attention.\n\nTeacher Intervention (Solution):\nThe situation with feigned nausea, crying, etc. was constantly repeated. I tried to explain to her in different ways why it is important to go to school and what she will learn, to motivate her with stamps and so on, but it did not have a very positive result. That's why we thought it might be worth trying so that her mother could stay with her in the classroom during the lessons, at least in the beginning, before she gets used to it. However, due to the situation with the coronavirus, this solution was not possible. Then the student's mother herself came up with the idea and suggested that as soon as the student got to the classroom (which was on the ground floor), she would stand in front of the school so that the student could see her through the window. She stood there calmly like that for two hours, and at the moment when the student seemed to be fully absorbed in the lesson, I carefully gestured through the window to her mother to go away. Gradually, over the course of about a fortnight, things got better, so that mom didn't have to stand in front of the school for so long, and then not at all. But as soon as there were some gaps, time off or distance learning, when she had to return to school after spending some time at home, the whole situation started anew.\n\nOutcome:\nAs for the solution to the situation, in the short term this solution in the form of the presence of the mother was reflected well, the time when the student needed to see her through the window gradually decreased. Sometimes she would cry during the lesson, but I already knew that I just had to let her go. From a longer-term point of view, however, the situation repeated itself as soon as there was a longer period when the student did not attend school and became fully fixated on her mother again. In the long term, however, I consider the solution to her problem behavior a success, because as soon as she started going to school for a longer period of time, her mother's presence ceased to be necessary. Now in September, the student entered the first grade, and I am happy to say that what happened last year, when she was in the zero grade at my place, has now broken and there are no more problems with her.\n\nStudent Profile:\nAge/Year: 5 let, 0. třída\nHobbies: Žákyně si ráda hraje na učitelku, hodně se zajímá o úpravu zevnějšku – často střídá účesy, hraje si se šminkama, hračky ji naopak nikdy moc nezajímaly.\n\nAnalysis & Annotations:\nProblems Identified: Emotional outbursts, Attendance problems\nSolutions Applied: Support, Interview\nImplications: Shortterm success\n\nThis case study documents a real classroom situation from student teacher experience.", "metadata": {"pack": "warbler-pack-edustories", "source_dataset": "MU-NLPC/Edustories-en", "entry_id": "21", "student_age_year": "5 let, 0. třída", "student_hobbies": "Žákyně si ráda hraje na učitelku, hodně se zajímá o úpravu zevnějšku – často střídá účesy, hraje si se šminkama, hračky ji naopak nikdy moc nezajímaly.", "student_diagnoses": "", "student_disorders": "", "teacher_approbation": "Vysokoškolské vzdělání, Učitelství pro 1. stupeň ZŠ, obor Výtvarná výchova", "teacher_practice_years": "31 let", "problems_annotated": "Emotional outbursts, Attendance problems", "problems_possible_annotated": "", "solutions_annotated": "Support, Interview", "solutions_possible_annotated": "", "implications_annotated": "Shortterm success", "implications_possible_annotated": "", "annotator_id": "5", "realm_type": "educational", "realm_label": "educational_case_studies", "lifecycle_stage": "emergence", "activity_level": 0.7, "dialogue_type": "teaching_case_study", "license": "MIT"}}